LESSON 4: THE GUIDANCE PERSONNEL ITS LESSON 6: THE GUIDANCE PROGRAM

QUALIFICATIONS, ROLES, SPECIFIC TASK, SKILLS AND

What is a School Guidance Program?
COMPETENCE
- is a comprehensive and developmental program designed to
Guidance Counselor Skills: assist students in making the most of their transition through
Definition and Examples school.
Guidance counselors offer students advice about academic
and personal decisions. To help their students, they use a How To Organize an Effective School Guidance and
variety of skills and traits to ensure they have effective Counseling Program?
conversations.
9 Steps to Organize School Guidance and Counselling
What are Guidance Counselor Skills? Program

1. Effective communication - can help guidance counselors 1. Conduct Needs Assessment

respond effectively to students and others they're helping.
This involves using active listening to process the information - This is the first stage of any successful school guidance
being shared with them so they can ask the right questions. program. What you do here basically is to identify what needs
to be addressed in the school.
2. Problem Solving - to find potential solutions for challenges
students have. Thinking critically, they find the best way to 2. Formulate Goals and Objectives
reduce or prevent harm to all parties involved.
- the next step is to determine the outcome you would like to
3. Friendliness - being friendly helps make a guidance achieve.
counselor more approachable to students, parents and other
- (SMART— specific, measurable, achievable, realistic, and
school faculty members.
time-bound.)
4. Empathy - is the ability to understand and relate to someone
3. Draft Guidance Program Strategy or Plan
else's feelings.
- to define the steps that must be taken to achieve that goal.
5. Trustworthiness - focuses on building trust with them. This
allows the student to feel they can talk to the counselor in a - It should contain the exact steps to be taken
safe place.
4. Consult and Sensitize Other School Guidance Partners
6. Observation skills - to help them understand how the
student feels. During sessions, they observe their client's body - the support of other guidance partners. The guidance
movements and gestures, facial expressions and tone of voice. partners include the school administrators and teachers, and
the parents (through PTA meetings).
7. Sense of humor - can help guidance counselors put their
students at ease. Humor can also be a way for guidance 5. Establish the School Guidance Program Committee
counselors to show students they're human and relatable.
- These are the people in charge of implementing the finalized
Guidance Counselor Skills in the Workplace plan and making adjustments as occasion demands.

- Wait to talk. try to let those speaking finish talking before you 6. Implement Strategy
ask questions or offer advice.
- This is where the venue is set, the students are gathered
- Share an anecdote. by sharing a story about a moment in together or split depending on the strategy,…
your own life.
- you must ensure you stick with your plan and continue to
- Be available. As a school guidance counselor, it's important remind all other personnel of the goals.
to be regularly approachable and available to your students
when they have challenges, they want to overcome. 7. Effectively Manage Resources

Role and Function of Guidance Personnel - Management is the effective use of resources for the purpose
it was intended.
▪ Guidance Director – has the overall authority for
leading the personnel under his/her administration. 8. Supervision
▪ Guidance Counsellors – assists people with personal,
family, educational, mental health, and career - it will happen through adequate supervision.
decisions and problems.
▪ Counselling Psychologists – assess and evaluate - To say things will always go exactly as planned is to deceive
individual’s problems through the use of case history, yourself but through effective supervision you can always keep
interview, and observation… things in check.
▪ Teacher – most useful allies of the counselling/liaison
9. Evaluation
officers.
▪ Parents – principal counselors of the students. - This is the last phase of the school guidance program

- assessing how well the goals and objectives that were set in
step two have been achieved.

- You should evaluate the effectiveness of the guidance

program
LESSON 7: SCHOOL GUIDANCE CURRICULUM • Students are assisted in solving immediate problems
that interfere with career, academic, personal, and
- consists of structured developmental experiences presented social development.
systematically through classroom and small group activities for
all students in grades K-12. • A referral plan and a referral resource is available for
persons seeking community agencies for assistance
- The purpose of this curriculum is to provide students with
such as mental health, employment, and training
knowledge of normal growth and development, to promote
programs, juvenile services, education, or social
positive mental health and to assist them in acquiring and services.
using life skills.
• Individual and small group counseling is available
- provided to all students, which is proactive, preventative, and
developmental. • Crisis response plan is in place and used

Curriculum Criteria • Consultation/collaboration is used

• Written curriculum has been adopted based on data, • There is a plan for interventions when needed
research, and needs

• Materials, equipment, and facilities are sufficient to

support program delivery

• All students receive curriculum content, in a systemic

way

• Content is measurable by pre/post tests, product

creation or other appropriate methods

• Effectiveness of curriculum is evaluated annually

• Curriculum priorities are a result of data driven

decisions

Responsive Services

- short-term counseling interventions

Responsive Services and implementation strategies include:

Consultation: Counselors consult and work collaboratively

with school psychologists,…

Individual/Small Group Counseling: Counseling students with

identified needs/concerns to clarify needs and provide
immediate, short-term interventions.

Preventative Interventions: Ongoing interventions to reduce

the need for crisis management and remediation.

Outside Referrals: Referring students and families to

community agencies to assist them in managing crises outside
the scope of the school counseling program.

Crisis Counseling

- provides prevention, intervention and follow-up.

Crisis/Safety Plans and School Response Teams: Developing

school crisis plans and establishing teams to implement school
safety, preventative interventions and crisis response.

Responsive Services Criteria

• Every student K-12 receives prevention education to

address life choices in academic, career, and
personal/social development
Chapter 3: Different Types of Translation - Proper documentation of the translation is required
such as certificate of accuracy, witness statement, court
Interpretation as an Act of Translation orders, immigration documents, labels and other related
documents.
- Language interpretation refers to the process of
providing ease of understanding between users of LITERARY (PROSE AND POETIC) TRANSLATION
language of origin and target language.
LITERARY TRANSLATION
- Interpretation pertains to the output of interpreting
one language to another form (speech, signals, text, etc.) • It is the translation of creative and dramatic prose and
poetry into other languages.
- Interpreter assumes the position of the person who
converts thoughts or expression of a language form and • It can also include the translation of other artistic texts
defines its equivalent to target language. such as film scripts or music lyrics,…

- Equivalence in interpretation refers to linguistic, The characteristics of literary translations as

emotional, tonal and cultural parallel meaning of a enumerated by Belhaag (1997) which was stated by
language format with the target language. Hassan (2011) are:

• Expressive
• Connotative
• Symbolic
• focusing on both form and content
• Subjective
• Allowing multiple interpretation
• Timeless and universal
• Using special devices to ‘heighten’
communicative effect
• Tendency to deviate from the language norms
SIMULTANEOUS - Interpreter renders the message in the
target language. Hakemi (2013) said that literary translation is still
considered as a secondary activity, for this particular
WHISPHERED Interpreter sits or stands next to the small
type of translation is said to be (and in fact in many cases)
target-language group and simultaneously interprets
inferior as compared to the original.
information coming from the source language.
Mistakes Literary Translators Often Make
LIAISON - passing on the message through relay
• Literal Translations
TECHNICAL TRANSLATION
• Exaggerating the meaning of the words
- need for specialist translators due to the use of • Depending too much on translation programs
uncommon vocabulary in a text. • Misunderstanding the context of a word
• Getting the tone wrong
- translation of technical writing (owner's manuals, user
• Ignoring cultural differences
guides, etc.), or more specifically, texts that contain a
• Over-confidence
high degree of technical or specialized terminology.
As such, here are some literary translation techniques
Literal Translation
presented by Albir (2001):
- foundation in translating unfamiliar language format.
Compensation- a piece of information or stylistic device
In the international law, legal translation follows the is moved to another location in the text
following general rules:
Elision- items of information in the original language text
- Legal system of the source language must suit the
Borrowing- using a word or an expression in the original
culture of the language format and reflective of the legal
text and placing it as it is, with no modification, in the
language.
target text.
- The translation should be read by someone who is well-
versed with the other legal system where the translation
was prepared.
PROSE TRANSLATION

There’s also the need to stay true to the original text

while not translating it literally; humor, irony, plays on
words and plotlines revealed by implication rather than
explanation all serve to make it even harder; and a
further complication can also be the assumed knowledge
of the reader.

The most particular problems that the translators face

include:

• illegible text
• missing references
• several constructions of grammar
• dialect terms and neologisms
• irrationally vague terminology
• inexplicable acronyms and abbreviations
• untranslatability
• intentional misnaming
• particular cultural references etc.

Prose translation - challenging task due to the difference

between the languages especially in the domain of their
lexis, grammar and the difference in culture.