A. About Guidance and Counselling
Guidance and counseling is a proactive and systematic effort in facilitating individuals achieve optimum levels of development, development of effective behavior, development environment, and enhanced functionality or benefits of individuals in their environment. All of these behavioral changes is a process of individual development, namely the process of interaction between individuals through interaction with the environment healthy and productive. Guidance and counseling holding duties and responsibilities that are essential for developing the environment, build a dynamic interaction between individuals with the environment, membelajarkan individuals to develop, modify and improve behavior. Referring to the Law no. 20/2003 on National Education System, the term for the supervising teacher established a "counselor." The presence of a counselor in the national education system is stated as one of the qualifications of educators, parallel to the qualifications of teachers, lecturers, civil learning, tutors, lecturers, facilitators and instructors (Act no. 20/2003, article 1, paragraph 6). Explicit recognition and alignment position between educators and the other one does not eliminate the sense that all educators, including counselors, has a task context, performance expectations, and setting specific services that contain the uniqueness and difference.
Guidance and counseling is a proactive and systematic effort in facilitating individuals achieve optimum levels of development, development of effective behavior, development environment, and enhanced functionality or benefits of individuals in their environment. All of these behavioral changes is a process of individual development, namely the process of interaction between individuals through interaction with the environment healthy and productive. Guidance and counseling holding duties and responsibilities that are essential for developing the environment, build a dynamic interaction between individuals with the environment, membelajarkan individuals to develop, modify and improve behavior. Referring to the Law no. 20/2003 on National Education System, the term for the supervising teacher established a "counselor." The presence of a counselor in the national education system is stated as one of the qualifications of educators, parallel to the qualifications of teachers, lecturers, civil learning, tutors, lecturers, facilitators and instructors (Act no. 20/2003, article 1, paragraph 6). Explicit recognition and alignment position between educators and the other one does not eliminate the sense that all educators, including counselors, has a task context, performance expectations, and setting specific services that contain the uniqueness and difference.
Basic considerations or thoughts on the administration of guidance and counseling at the School / Madrasah, not solely lie on the presence or absence of legal basis, statute or rule from above, but more importantly, on efforts to facilitate learners to be able to develop her potential or achieve its development tasks in an optimal (concerning aspects of physical, emotional, intellectual, social, and moral-spiritual).Guidance and counseling services are expected to help learners in self-knowledge, recognition and decision-making environment, and provide direction to the development of learners, not only for learners with problems but for all learners. Guidance and counseling services are not limited to particular learners or who need to be 'called' it ', but for all learners.
The purpose of guidance services is to enable students to:
1. Planning for completion of studies, the development of his career and life in the future.
2. Developing the full potential and power that learners optimally.
3. Adapt to environmental education, environmental, community and work environment.
4. Overcoming obstacles and difficulties faced in the study, the adjustment with environmental
The purpose of guidance services is to enable students to:
1. Planning for completion of studies, the development of his career and life in the future.
2. Developing the full potential and power that learners optimally.
3. Adapt to environmental education, environmental, community and work environment.
4. Overcoming obstacles and difficulties faced in the study, the adjustment with environmental
education, community, and work environment.
To achieve these goals, they should get the opportunity to:
1. Know and understand the potential, strengths, and development tasks.
2. Know and understand the potential or opportunities that exist in their environment,
3. Identify and define objectives and plan for his life and plans to achieve these goals
4. Understand and overcome their own difficulties.
5. Using his ability to interest him, the interests of workplace and community agencies.
6. Adapt to circumstances and the demands of their environment.
7. Develop all the potential and strength optimally.
B. Functions of Guidance and Counselling
1. Understanding the function, namely the function guidance that helps learners (students) in order to have an understanding of his (potential) and environmental (education, occupation, and religious norms). Based on this understanding, students are expected to develop her potential in an optimal, and adapt themselves to the environment in a dynamic and constructive.
2. Preventive functions, namely functions relating to the counselor's efforts to continuously anticipate any problems that may occur and try to block it, so as not experienced by learners. Through this function, the counselor provides guidance to students on how to refrain from actions or activities that endanger themselves. The technique can be used is a service orientation, information, and guidance of the group. Some issues that need to be informed to the students in order to prevent the occurrence of unexpected behavior, including: the dangers of alcohol, smoking, drug abuse, drop out, and free sex (free sex).
3. Development function, namely guidance function that is more proactive than other functions. Counselor strives to create a conducive learning environment, which facilitates the development of students. Counselors and school personnel / other Madrasah in synergy as teamwork collaborate or work together to plan and implement programs in a systematic and continuous guidance in an effort to help students achieve their development tasks. Guidance techniques that can be used here is the service information, tutorials, group discussion or brainstorm (brain storming), home room, and field trips.
4. Function Improvement (Healing), the guidance functions that are curative. This function is closely related to efforts to provide assistance to students who have experienced problems, both related to aspects of personal, social, learning, or career. The technique can be used are counseling, and remedial teaching.
5. The distribution function, namely the function guidance in helping students choose the extracurricular activities, majors or courses of study, and consolidate control of career or position in accordance with their interests, talents, skills and other personality traits. In performing this function, the counselor needs to work with other educators within and outside educational institutions.
6. Adaptation Function, the function of helping the educator, the head of School / Madrasah and staff, counselors, and teachers to tailor educational programs to educational background, interests, abilities, and needs of students (students). By using adequate information about the student, mentor / counselors can help teachers to treat students appropriately, both in selecting and preparing material Schools / Madrasah, selecting methods and learning processes, and develop teaching materials according to student ability and speed.
7. Adjustment function, namely the function of guidance in helping students (students) in order to adjust to the self and the environment in a dynamic and constructive.
Implementation and success of guidance and counseling services are determined by the accomplishment of the following principles.
1. The principle of confidentiality, the principles of guidance and counseling which requires dirahasiakanya all data and information about the learners (counselee) who becomes the target of services, ie data or information which may not be feasible and not known by others. In this case, the supervising teacher is obliged to fully maintain and keep all data and information so that it truly anonymizing guaranteed.
2. The principle of voluntarism, namely the principle of guidance and counseling with the existence of joy and willingness learners (counselee) to follow / lead service / activities needed for him. In this case, the supervising teacher is obliged to foster and develop volunteerism is.
3. The principle of openness, namely the principle of guidance and counseling which requires that learners (counselee) of the targeted services / activities are open and do not pretend to be, both in providing information about himself or in receiving various information and materials from outside which is useful for development itself. In this case, the supervising teacher is obliged to develop openness learners (counselee). Openness is very relevant to the implementation of the principle of confidentiality and the voluntary self-learners who were targeted services / activities. So that learners can open, the supervising teacher dahuu must be open and not pretending.
4. The principle of activity, namely the principle of guidance and counseling which requires that learners (counselee) services targeted to participate actively in the implementation of service / activity guidance. In this case, the supervising teacher should encourage learners to be active in every service / guidance and counseling activities are devoted to him.
5. The principle of independence, namely the principle of guidance and counseling which refers to general-purpose guidance and counseling, namely: learners (counselee) as the target of guidance and counseling services are expected to become independent students with the characteristics recognize and accept himself and his environment, capable of making decisions, directing and manifests itself. Guidance counselor should be able to direct all the guidance and counseling services they deliver for the development of learner autonomy.
6. Recency principle, namely the principle of guidance and counseling which requires that the target object of guidance and counseling services is a problem learners (counselee) in his condition right now. Services related to "future or past conditions had" seen the impact and / or relation to existing conditions and what is done now.
7. The principle of dynamics, namely the principle of guidance and counseling service that requires that the contents of the target service (counselee) is equal to his will always move forward, not monotonous, and continue to develop sustainable and appropriate to the needs and stage of its development from time to time.
8. The principle of integration, ie principles of guidance and counseling which calls for a variety of services and guidance and counseling activities, whether conducted by the supervising teacher or the other, complementary, harmonious, and integrated. For this cooperation between teacher mentors and parties that play a role in the implementation of guidance and counseling services should be developed. Coordination of all services / guidance and counseling activities should be carried out with the best.
9. The principle of harmony, namely the principle of guidance and counseling which requires that all services and activities are based on guidance and counseling and must not conflict with existing values and norms, namely the values and religious norms, laws and regulations, customs, science, and habits applicable. It is not the service or guidance and counseling activities that can be accounted for if the content and its implementation is not based on values and norms that meant. Furthermore, services and activities of guidance and counseling just have to improve the ability of learners (counselee) to understand, appreciate, and practice the values and norms.
10. The principle of expertise, namely the principle of guidance and counseling services and calls for guidance and counseling activities conducted on the basis of professional norms. In this regard, the implementers of services and activities of guidance and counseling personnel should truly expert in the field of guidance and counseling. Supervising teacher professionalism must be realized both in the administration of the types of services and activities and counseling as well as in the enforcement of codes of ethics guidance and counseling.
11. Transfer Case Hand Principle, namely the principle of guidance and counseling which requires that the parties are not able to carry out guidance and counseling services accurately and thoroughly on a problem learners (counselee) mengalihtangankan that problem to the more expert. Teacher mentors can receive hand over the case of parents, other teachers, or other experts, and so did the supervising teacher to teacher to mengalihtangankan case subjects / practices and others.
C. Main Activities Guidance and Counselling
Various kinds of guidance and counseling services:
1. Service Orientation . That guidance and counseling services that enable learners (clients) to understand the environment (such as schools), which entered a new learner, to simplify and streamline the role of learners in the new environment.
2. Information Services. That guidance and counseling services that enable learners (clients) receive and understand a variety of information (such as education and occupation information) that can be used as a material consideration and decision making for the benefit of learners (clients).
3. Placement Service and distribution. That guidance and counseling services that enable learners (clients) to obtain the proper placement and distribution (eg, placement and distribution in the classroom, study groups, department / program of study, training programs, internships, activities ektrakulikuler) in accordance with the potential, talents, interests Erta his personal condition.
4. Service learning That guidance and counseling services that enable learners (clients) to develop attitudes and habits of good learning lesson in mastering meteri matching his speed and ability, as well as various aspects of the objectives and other learning activities.
5. Individual Counseling Services. That guidance and counseling services that enable learners (clients) get the service directly face to face (individually) with the guidance counselor in the framework of discussion and the alleviation of personal problems he suffered.
6. Tutoring Services Group. That guidance and counseling services that enable learners (clients) together through group dynamics to obtain various materials from specific sources (teruama from guidance counselor) and / or discuss a joint-ama subject (topic) is useful for certain menunjanguntuk understanding and their daily life and / or to develop social skills, both as individuals and as a student, as well as for consideration in decision-making and / or certain actions.
7. Group Counseling Services. That guidance and counseling services that enable learners (clients) get an opportunity to discuss and alleviate the problems experienced through group dynamics, issues discussed are maalah-personal problems experienced by each group member.
D. Supporting activities include:
1. Application Instrumentation. Namely supporting guidance and counseling activities to collect data and information about self-learners (clients), information about the environment learners and the wider environment. The collection of this data can be done denagn variety of ways through both instrument and test nontes.
2. Data Association.Namely supporting guidance and counseling activities to collect all data and information relevant to the purposes of development of learners (clients). The set of data needs to be dielenggarakan continuous, systematic, comprehensive, integrated, and is closed.
3. Case Conference Namely supporting guidance and counseling activities to discuss problems experienced by learners (clients) in a forum meeting attended by various parties who are expected to provide materials, information, convenience and commitment to terentaskannya problem. This meeting in the framework of the conference is limited and closed cases.
4. Visits Home. Namely support guidance and counseling activities to obtain data, keteranang, convenience and commitment to terentaskannya problems learners (clients) through visits to his home. This activity requires the full cooperation of parents and other family members of clients.
5. Rather hand case. Namely of support guidance and counseling activities to obtain a more precise handling and finished on problems experienced by learners (clients) by moving the handling of the case from one party to another party. These activities require close cooperation and sharing amntap between parties that can provide assistance and on the handling of these issues (especially the cooperation of other experts place the case be referal ).
To achieve these goals, they should get the opportunity to:
1. Know and understand the potential, strengths, and development tasks.
2. Know and understand the potential or opportunities that exist in their environment,
3. Identify and define objectives and plan for his life and plans to achieve these goals
4. Understand and overcome their own difficulties.
5. Using his ability to interest him, the interests of workplace and community agencies.
6. Adapt to circumstances and the demands of their environment.
7. Develop all the potential and strength optimally.
B. Functions of Guidance and Counselling
1. Understanding the function, namely the function guidance that helps learners (students) in order to have an understanding of his (potential) and environmental (education, occupation, and religious norms). Based on this understanding, students are expected to develop her potential in an optimal, and adapt themselves to the environment in a dynamic and constructive.
2. Preventive functions, namely functions relating to the counselor's efforts to continuously anticipate any problems that may occur and try to block it, so as not experienced by learners. Through this function, the counselor provides guidance to students on how to refrain from actions or activities that endanger themselves. The technique can be used is a service orientation, information, and guidance of the group. Some issues that need to be informed to the students in order to prevent the occurrence of unexpected behavior, including: the dangers of alcohol, smoking, drug abuse, drop out, and free sex (free sex).
3. Development function, namely guidance function that is more proactive than other functions. Counselor strives to create a conducive learning environment, which facilitates the development of students. Counselors and school personnel / other Madrasah in synergy as teamwork collaborate or work together to plan and implement programs in a systematic and continuous guidance in an effort to help students achieve their development tasks. Guidance techniques that can be used here is the service information, tutorials, group discussion or brainstorm (brain storming), home room, and field trips.
4. Function Improvement (Healing), the guidance functions that are curative. This function is closely related to efforts to provide assistance to students who have experienced problems, both related to aspects of personal, social, learning, or career. The technique can be used are counseling, and remedial teaching.
5. The distribution function, namely the function guidance in helping students choose the extracurricular activities, majors or courses of study, and consolidate control of career or position in accordance with their interests, talents, skills and other personality traits. In performing this function, the counselor needs to work with other educators within and outside educational institutions.
6. Adaptation Function, the function of helping the educator, the head of School / Madrasah and staff, counselors, and teachers to tailor educational programs to educational background, interests, abilities, and needs of students (students). By using adequate information about the student, mentor / counselors can help teachers to treat students appropriately, both in selecting and preparing material Schools / Madrasah, selecting methods and learning processes, and develop teaching materials according to student ability and speed.
7. Adjustment function, namely the function of guidance in helping students (students) in order to adjust to the self and the environment in a dynamic and constructive.
Implementation and success of guidance and counseling services are determined by the accomplishment of the following principles.
1. The principle of confidentiality, the principles of guidance and counseling which requires dirahasiakanya all data and information about the learners (counselee) who becomes the target of services, ie data or information which may not be feasible and not known by others. In this case, the supervising teacher is obliged to fully maintain and keep all data and information so that it truly anonymizing guaranteed.
2. The principle of voluntarism, namely the principle of guidance and counseling with the existence of joy and willingness learners (counselee) to follow / lead service / activities needed for him. In this case, the supervising teacher is obliged to foster and develop volunteerism is.
3. The principle of openness, namely the principle of guidance and counseling which requires that learners (counselee) of the targeted services / activities are open and do not pretend to be, both in providing information about himself or in receiving various information and materials from outside which is useful for development itself. In this case, the supervising teacher is obliged to develop openness learners (counselee). Openness is very relevant to the implementation of the principle of confidentiality and the voluntary self-learners who were targeted services / activities. So that learners can open, the supervising teacher dahuu must be open and not pretending.
4. The principle of activity, namely the principle of guidance and counseling which requires that learners (counselee) services targeted to participate actively in the implementation of service / activity guidance. In this case, the supervising teacher should encourage learners to be active in every service / guidance and counseling activities are devoted to him.
5. The principle of independence, namely the principle of guidance and counseling which refers to general-purpose guidance and counseling, namely: learners (counselee) as the target of guidance and counseling services are expected to become independent students with the characteristics recognize and accept himself and his environment, capable of making decisions, directing and manifests itself. Guidance counselor should be able to direct all the guidance and counseling services they deliver for the development of learner autonomy.
6. Recency principle, namely the principle of guidance and counseling which requires that the target object of guidance and counseling services is a problem learners (counselee) in his condition right now. Services related to "future or past conditions had" seen the impact and / or relation to existing conditions and what is done now.
7. The principle of dynamics, namely the principle of guidance and counseling service that requires that the contents of the target service (counselee) is equal to his will always move forward, not monotonous, and continue to develop sustainable and appropriate to the needs and stage of its development from time to time.
8. The principle of integration, ie principles of guidance and counseling which calls for a variety of services and guidance and counseling activities, whether conducted by the supervising teacher or the other, complementary, harmonious, and integrated. For this cooperation between teacher mentors and parties that play a role in the implementation of guidance and counseling services should be developed. Coordination of all services / guidance and counseling activities should be carried out with the best.
9. The principle of harmony, namely the principle of guidance and counseling which requires that all services and activities are based on guidance and counseling and must not conflict with existing values and norms, namely the values and religious norms, laws and regulations, customs, science, and habits applicable. It is not the service or guidance and counseling activities that can be accounted for if the content and its implementation is not based on values and norms that meant. Furthermore, services and activities of guidance and counseling just have to improve the ability of learners (counselee) to understand, appreciate, and practice the values and norms.
10. The principle of expertise, namely the principle of guidance and counseling services and calls for guidance and counseling activities conducted on the basis of professional norms. In this regard, the implementers of services and activities of guidance and counseling personnel should truly expert in the field of guidance and counseling. Supervising teacher professionalism must be realized both in the administration of the types of services and activities and counseling as well as in the enforcement of codes of ethics guidance and counseling.
11. Transfer Case Hand Principle, namely the principle of guidance and counseling which requires that the parties are not able to carry out guidance and counseling services accurately and thoroughly on a problem learners (counselee) mengalihtangankan that problem to the more expert. Teacher mentors can receive hand over the case of parents, other teachers, or other experts, and so did the supervising teacher to teacher to mengalihtangankan case subjects / practices and others.
C. Main Activities Guidance and Counselling
Various kinds of guidance and counseling services:
1. Service Orientation . That guidance and counseling services that enable learners (clients) to understand the environment (such as schools), which entered a new learner, to simplify and streamline the role of learners in the new environment.
2. Information Services. That guidance and counseling services that enable learners (clients) receive and understand a variety of information (such as education and occupation information) that can be used as a material consideration and decision making for the benefit of learners (clients).
3. Placement Service and distribution. That guidance and counseling services that enable learners (clients) to obtain the proper placement and distribution (eg, placement and distribution in the classroom, study groups, department / program of study, training programs, internships, activities ektrakulikuler) in accordance with the potential, talents, interests Erta his personal condition.
4. Service learning That guidance and counseling services that enable learners (clients) to develop attitudes and habits of good learning lesson in mastering meteri matching his speed and ability, as well as various aspects of the objectives and other learning activities.
5. Individual Counseling Services. That guidance and counseling services that enable learners (clients) get the service directly face to face (individually) with the guidance counselor in the framework of discussion and the alleviation of personal problems he suffered.
6. Tutoring Services Group. That guidance and counseling services that enable learners (clients) together through group dynamics to obtain various materials from specific sources (teruama from guidance counselor) and / or discuss a joint-ama subject (topic) is useful for certain menunjanguntuk understanding and their daily life and / or to develop social skills, both as individuals and as a student, as well as for consideration in decision-making and / or certain actions.
7. Group Counseling Services. That guidance and counseling services that enable learners (clients) get an opportunity to discuss and alleviate the problems experienced through group dynamics, issues discussed are maalah-personal problems experienced by each group member.
D. Supporting activities include:
1. Application Instrumentation. Namely supporting guidance and counseling activities to collect data and information about self-learners (clients), information about the environment learners and the wider environment. The collection of this data can be done denagn variety of ways through both instrument and test nontes.
2. Data Association.Namely supporting guidance and counseling activities to collect all data and information relevant to the purposes of development of learners (clients). The set of data needs to be dielenggarakan continuous, systematic, comprehensive, integrated, and is closed.
3. Case Conference Namely supporting guidance and counseling activities to discuss problems experienced by learners (clients) in a forum meeting attended by various parties who are expected to provide materials, information, convenience and commitment to terentaskannya problem. This meeting in the framework of the conference is limited and closed cases.
4. Visits Home. Namely support guidance and counseling activities to obtain data, keteranang, convenience and commitment to terentaskannya problems learners (clients) through visits to his home. This activity requires the full cooperation of parents and other family members of clients.
5. Rather hand case. Namely of support guidance and counseling activities to obtain a more precise handling and finished on problems experienced by learners (clients) by moving the handling of the case from one party to another party. These activities require close cooperation and sharing amntap between parties that can provide assistance and on the handling of these issues (especially the cooperation of other experts place the case be referal ).
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