Multiculturalism and School Counseling Creating Culturally Relevant Comprehensive Guidance and Counseling Programs

2008 ◽  
pp. 219-250
Keyword(s):  
School Counseling ◽  
Culturally Relevant ◽  
Guidance And Counseling ◽  
Counseling Programs ◽  
Comprehensive Guidance

scholarly journals Comprehensive Guidance and Counseling Programs in Developing Student Talent

2020 ◽  
Vol 1 (2) ◽  
pp. 51-60
Author(s):  
Lestari Lestari ◽  
Rita Eka Izzaty
Keyword(s):  
Cultural Differences ◽  
Ethnic Diversity ◽  
Counseling Students ◽  
Counselor Educators ◽  
Global Perspective ◽  
Guidance And Counseling ◽  
Culturally Competent ◽  
Multicultural Competencies ◽  
Counseling Programs ◽  
Comprehensive Guidance

This article provides an overview of multicultural competencies from a global perspective, specifically as it relates to counseling students in Indonesia. An overview will be given of the cultural interactions observed by counselor educators who were visiting professors at a university in Indonesia. While racial and ethnic diversity in countries such as Indonesia remain homogenous, cultural differences were noted with respect to the intersectionality of gender and disability.  The intersection of culture, gender, and disability present unique challenges for counselors trying to assist their clients. Thus, it is imperative that counseling students become culturally competent so they can assist their clients who come from varying backgrounds. Implications are given to counseling programs to increase their students’ multicultural competencies when working with global populations.  

scholarly journals Kearifan Lokal Sekolah Sebagai Basis Pengembangan Program Bimbingan Dan Konseling Komprehensif

2018 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Eko Perianto
Keyword(s):  
Counseling Services ◽  
Guidance And Counseling ◽  
Local School ◽  
Counseling Programs ◽  
Good Program ◽  
Guidance Services ◽  
Teacher Guidance ◽  
Comprehensive Guidance ◽  
Provision Of Services ◽  
Counseling And Guidance

The development of guidance and counseling programs, especially those planned (planned) and implemented (actuating) by guidance and counseling teachers will impact on how the provision of services to learners (counselee). Therefore a good program will show how the existence of teacher guidance and counseling in the field. Comprehensive guidance and counseling programs are comprehensive. Guidance and counseling activities are a series of activities that are related, connected, and each part has a unity bond with another part that is oriented towards the achievement of certain goals. Comprehensive guidance and counseling programs based on local school wisdom can be realized in several ways (1) Identify the needs of learners by developing data instruments based on school culture values. (2) engaging in school-oriented guidance and counseling services and (4) involving all stakeholders to provide counseling and guidance services based on local school wisdom.

scholarly journals PROGRAM BIMBINGAN DAN KONSELING KOMPREHENSIF UNTUK MENGEMBANGKAN STANDAR KOMPETENSI SISWA

2017 ◽  
Vol 1 (2) ◽  
pp. 131
Author(s):  
Caraka Putra Bhakti
Keyword(s):  
Time Management ◽  
School Curriculum ◽  
Developmental Theory ◽  
Developmental Tasks ◽  
Successful Implementation ◽  
Guidance And Counseling ◽  
Counseling Program ◽  
Counseling Programs ◽  
Teacher Guidance ◽  
Comprehensive Guidance

Comprehensive guidance and counseling programs are based on achievement of developmental tasks, potential development, and alleviation of counselee problems. Developmental tasks are formulated as competency standards to be achieved by counselors, so this approach is also called standard-based guidance and counseling. Standards of student competence refers to Standards Independence Competence Learners (SKKPD) which is divided into 11 aspects of development. Successful implementation of comprehensive guidance and counseling program is the fulfillment of six characteristics, namely holistic, systematic, balanced, proactive, integration in school curriculum, and reflection. Procedures in the preparation of comprehensive guidance and counseling programs are planning (planning), organizing (organizing), implementation (penging), and evaluation (evaluation). Implementation of guidance and counseling programs is supported by the availability of skilled human resources. Teacher guidance and counseling / counselors are expected a set of knowledge and skills that support the implementation of the program. A full knowledge of developmental theory. Counselor's skills are to coordinate with various parties in implementing guidance and counseling program. The counselor has a strong leadership in running the guidance program, and has a proportional time management skills that is 80% of the time counseling and guidance services are directive in the learners while 20% of the service time is for the activity of the program management and system support

scholarly journals EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2020 ◽  
Vol 5 (35) ◽  
pp. 58-64
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
Counseling Services ◽  
Counseling Program ◽  
School Students ◽  
Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

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