A Proposal For Counseling In Primary SChool

FOUNDATION

Introduction
“An unresolved issue will be like a cancer with the potential to spread into other areas of your relationship, eroding the joy, lightness, love and beauty.”
Joyce Vissell
Guidance and counseling is a very crucial program in schools. Basically, counseling is about giving the students advice on how to face with emotional crisis and personal issues in school as well as in their daily routine. Apart from that, there are also career guidance sessions where students are advised in choosing their path in the future. According to our recent research about students’ interest in counseling program, majority of the students agreed with the idea of the establishment of the counseling program in their school. We have conducted a survey in three schools in Kota Damansara which are Sekolah Kebangsaan Seksyen 7 (SKS7), Sekolah Kebangsaan Seksyen 9 (SKS9) and Sekolah Kebangsaan Seksyen 11 (SKS11). There are 275 students involve in our research as the respondents.
Table of Total Number of Respondents

Bar Chart of Student Visiting Counseling Room

Bar Chart of Numbers of Students Visiting School Counseling Room

Table of Frequencies of Students Visiting Counseling Room in A Week

Bar Chart of Frequencies of Students Visiting Counseling Room in A Week

none

9

Mission
The mission of the counseling program in school is to offer high quality, comprehensive school counseling services to all students. The programs are designed to help all students build up and enhance their academic, social, career, and personal strengths in order to become responsible and productive citizens.

Goals
The main goal counseling program in school is to promote and enhance student learning. This program will give support and resources to students at all grade levels, to their families, and to teachers. The objectives of the counseling program can be divided into three aspects:
1. Academic Development
Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan.
Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
Students will understand the relationship of academics to the world of work and to the life at home and in the community.
2. Career Development:
Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
Students will employ strategies to achieve future career goals with success and satisfaction. Students will understand the relationship between personal qualities, education, training, and the world of work.
3. Personal/Social Development:
Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
Students will make decisions, set goals and take necessary action to achieve goals. Students will understand safety and survival skills.
Students will be able to manage their emotion according to their development stage in appropriate manner.
Competency
A formal needs assessment of school and district stakeholders such as students, teachers, administrators, parents, community members are the basis of student competencies. Conducting a required assessment is necessary to focus the program on specific parts of knowledge, behaviors and skills the stakeholders view are vital for students to obtain. Schools and districts establish competencies based on the program’s goals and the individual requirements identified for their school or district. These allows the school counselor to personalize an inclusive school coun­seling program and fit it to meet up the needs of their societies, which may differ due to a range of demographic issues. Competencies identify:
1. Clear, competencies and specific measurable skills to be achieved by the students;
2. Attitudes and attributes for students to acquire;
3. Academic, career and personal/social suit with the program content

Policy
Policies pertaining specifically to the school counseling program, which have been approved by the board of education, must be clearly defined and aligned with other educational program and student policies of the school district as well as with legal mandates such as the acts and policies stated in the Act 580, Counselors Act 1998. It is an Act to provide for the registration and practice of counselors and for matters connected therewith. The policies that must be followed by the school counselor are :
1. The school counseling services requires written policies and regulations to ensure a quality comprehensive school counseling program and district wide uniformity.
2. A confidentiality statement should be clearly posted in the counsel­ing office.
3. The maintenance of student records is consistent with state and federal mandates.
4. Counselors must briefly explain to student about the requirements, procedure and implications for counseling session.
5. Counselors shall respect and keep students privacy and all details obtained throughout the counseling session unless the information will impact the students or others in their surroundings.
6. The differences in socio-cultural background, belief, race and etc of the students should be respect and aware by counselor.
7. Discrimination and prejudice based on students race, belief and background shall be avoided by the counselor.
8. Physical and emotional of the student shall be maintained by the counselor during the counseling session.
9. Counselors will guide the students in making decisions and the same time, it is necessary to respect the determination or decision made by students.
10. If the discretion of the counselor, the client needs a counselor outside of his field of expertise, the counselor should refer students to the parties concerned.
11. A comfortable and private place for counseling sessions shall be provided and not be seen by outsiders with the exception of the student’s permission, as well as counseling sessions recorded or videos.

DELIVERY SYSTEM

School Counseling Curriculum
The curriculum component typically con­sists of student competencies and structured activities presented systematically through classroom or group activi­ties (Gysbers, 1994). The curriculum is organized roughly in the three major content standards which are academic, career and personal/social. Information and essential skill development will be provided by the school counselor to carry on the develop­ment of the students. The school counseling curriculum involves the school counselor as well as cooperation from the management and staffs for the progression, organization and implementation of the curriculum.
Academics Content Standard: Skills for Learning
Curricular Outcome: Learners will display the ability to perform successfully in school, and in the broader society.
By standard 1, students will :
By standard 2, students will :
By standard 3, students will :
By standard 4, students will :
By standard 5, students will :
By standard 6, students will :
State reasons for listening.

State the importance of learning.

Practice effective speaking, listening and inquiry skills.

Demonstrate awareness of the relationship between learning and effort.

Work independently and with others.

Work with and without supervision.

Review and expand upon skills needed to learn in school.

Demonstrate the relationship between effort and learning.
Describe the rights and responsibilities of self and others.

Explore the impact of a positive attitude on school success.

Demonstrate the impact that study skills have on school achievement.

Recognize their personal style of learning.

Seek information and support from faculty, family and peers.

Identify attitudes and behaviors that lead to successful learning.

Take pride in work and in achievement.
Demonstrate competence and confidence as a learner.

Describe the importance of taking responsibility for a decision

Develop a broad range of interests and abilities.

Use communications skills to know when and how to ask for help when needed.

Identify situations when they need to ask for the help of an adult.

Demonstrate effective listening skills in the learning environment.

Demonstrate the skills for becoming capable individuals.
Implement effective organizational study and test-taking skills.

Use time management skills in addressing school responsibilities

Demonstrate how effort and persistence positively affect learning.

Demonstrate the ability to work cooperatively in a group.

List behaviors that lead to successful learning in school.

Demonstrate understanding of their strengths and weaknesses in planning a high school plan of study.
Demonstrate
organizational and study skills needed for high school success.

Investigate resources to help improve academic performance.

Identify attitudes and behaviors that contribute to successful academic performance.

Analyze their academic strengths and weaknesses.

Set academic, career and personal goals and develop a four-year plan.

List reasons for having and meeting deadlines.

Apply techniques for reducing test anxiety.
Demonstrate responsibility for academic achievement.

Apply test-taking strategies for standardized tests.

Take responsibility for their actions.

Take pride in work and in achievement.

Use communications skills to know when and how to ask for help when needed.

Meet graduation requirements.

Apply strategies to fulfill education and career goals outlined in their individual learning plan.

Identify attitudes and beliefs that lead to successful learning and living.

Academics Content Standard: Academics to Life Success
Curricular Outcome: Learners will analyze the influence of academics to their many life roles including both inside and outside school.
By standard 1, students will :
By standard 2, students will :
By standard 3, students will :
By standard 4, students will :
By standard 5, students will :
By standard 6, students will :
Define manners and the role they play in getting a- long with others.

Learn appropriate behavior in the classroom.

Describe how reading, writing and math are fundamental to life.

Demonstrate cooperation by taking turns in the classroom.

Explore what it means to belong to a school community.

Determine a goal to fulfill in school and home.

Apply three things learned in school to home.

Describe students’ rights and responsibilities.

Brainstorm contributions of workers to the community.
Understand the relationship between learning and work.

Analyze what it means to belong to the school and to the larger community.

Make connections between school and the work world.

Describe how work is fundamental to life.

Discuss responsibilities of students and those of citizens.

Describe the consequences of inappropriate choices.

Seek co-curricular and community experiences to enhance the school experience.
Discuss how inappropriate choices can compromise community living.

Explore the relationship between educational goals in elementary school and career planning.

Explore interests as they relate to school subjects.

Identify skills used in school to skills required for jobs in the community.

Describe skills needed in a variety of jobs.

Discuss reasons why employers reject job applicants.

Demonstrate cooperation.

Describe the skills and responsibilities of good citizenship.
Elect to participate in school and community activities that match goals and future interests.

Describe the benefits of completing high school and education beyond graduation.

Relate personal attributes to realistic educational goals

Explain the relationship between learning in school and future goals.

Understand how work relates to the needs of the individual and society.

Identify community workers and their roles.

Determine the benefits of volunteering inside and outside the school.
Demonstrate a healthy way to balance academic assignments, extracurricular activities and family life.

Seek and undertake experiences within school and community that enhance coursework and support personal goals.

Understand the correlation between school success and the positive transition to community, postsecondary education and career path.

Identify personal responsibilities for planning future goals.

Demonstrate personal responsibility for researching postsecondary schools and careers.
Understand how school success and academic achievement enhance future career and vocational opportunities.

Understand that school success is the preparation to make the transition from student to community member.

Demonstrate an understanding of the value of lifelong learning.

Be aware of the characteristics of a college environment especially as it differs from high school.

Understand the similarities and differences of school environment and the world of work.

Career Content Standard: Relationship between School and Work
Curricular Outcome: Learners will display relationship between personal qualities, education and training and the world of work as well as knowledge of the factors involved in career decision making.
By standard 1, students will :
By standard 2, students will :
By standard 3, students will :
By standard 4, students will :
By standard 5, students will :
By standard 6, students will :
List personal likes and dislikes related to a given set of tasks.

Discuss why they like or dislike performing certain tasks.

Identify personal qualities, strengths and weaknesses.

Describe how they see themselves.

Describe how they are seen by others.
C6.K-2.6
Categorize selected job groups into data, people and things.

Discuss “wants” versus “needs” as related to work and income.

Define personality and its influence in work/career choice.
Discuss the importance of cooperative team work.

Describe what it means to prepare for their future career.

Discuss how student responsibilities prepare them for responsibilities in the workplace.

Explore the amount of education needed for a select group of careers/jobs.

Discuss why the amount of education needed for different careers/jobs varies.

Describe personal qualities necessary for getting and keeping a job.

Discuss what makes for job success.
Classify individual interests and abilities as they relate to career goals.

Demonstrate how gaining more information about careers increases options.

Identify personal preferences and interests which influence career choices and success.

Classify interests and abilities as they relate to career goals.

Identify personal values important to career choice.

Gain knowledge of the world of work through career resource information.

Demonstrate knowledge of interests, skills and aptitudes.
Describe how continued learning enhances the ability to achieve goals.

How interests and skills relate to the selection of high school courses.

Match personal interests and abilities to career pathways.

Demonstrate an understanding of the importance of personal skills and attitudes to job success.

Identify career information resources.

Demonstrate skills in using school and community resources and the Internet to learn about careers.

Gain knowledge of skills, personal qualities and education to achieve goals.
Enroll in subjects that support career aspirations.

Describe personal strengths and weaknesses in relationship to postsecondary education and training requirements.

Investigate educational and vocational options in relationship to interests, abilities, and achievement and future goals.

Demonstrate skills and attitudes essential for a job interview.

Demonstrate skills to complete a job application.

Identify the requirements for postsecondary education programs of interest.
Identify skills, abilities, accomplishments and personal qualities as preparation for completing a college application and/or interview.

Complete a personal data inventory to develop and/or modify a resume.

Demonstrate the ability to convey positive qualities and assets during interviews.

List postsecondary school choices and majors.

Become familiar with college financial aid programs.

Understand how to apply for college financial aid.

Apply academic skills in work-based learning situations, such as internships, shadowing, etc.

Personal/Social Content Standard: Respect Self and Others
Curricular Outcome: Learners will obtain the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.
By standard 1, students will :
By standard 2, students will :
By standard 3, students will :
By standard 4, students will :
By standard 5, students will :
By standard 6, students will :
Identify and express feelings.

Share feelings and listen to others.

Identify and illustrate positive characteristics of them.

Identify skills used for positive interpersonal relations.

Acknowledge needs of others and behave accordingly.

Discuss manners and the role they play in building friendships.

Recognize likenesses and differences in self and others.

Demonstrate ways to make and keep friends.

Describe family members’ roles and responsibilities.
Demonstrate skills for getting along with others.

Distinguish between appropriate and inappropriate behaviors.

Demonstrate cooperative behavior in a group.

Understand the need for self control and how

Demonstrate an understanding of the impact that actions and words have on others.

Discuss ways to solve problems with friends.

Understand the difference between assertive and aggressive behavior.

Explore communication and the role it plays in getting along with others.
Learn what actions and words communicate about them.

Summarize positive ways to respond to negative comments.

Express feelings in a socially acceptable manner.

Demonstrate effective listening skills.

Illustrate three forms of nonverbal communication.

Demonstrate how people’s actions and behavior affect others.

Learn the conflict resolution process.

Identify values, attitudes and beliefs.

Recognize personal boundaries and privacy rights.
Summarize the factors influencing positive friendships.

Demonstrate an awareness of the negative aspects of cliques.

Demonstrate skills for effectively interacting with others.

Personal attitudes and beliefs that influence behavior.

Investigate ways to volunteer and/or help others in school or the community.

Demonstrate cooperative behavior in groups.

Demonstrate effective decision-making skills that lead to positive interpersonal relationships and socialization.
Recognize the impact of change and transition on their personal development.

Analyze the impact of individual similarities and differences on interpersonal relationships.

Understand the impact of cooperative effort.

Demonstrate respect for cultural traditions and heritage.

Demonstrate the use of the three basic components of communication.

Identify changing personal and social roles.

Identify and recognize changing family roles.

Identify personal strengths and assets.
Recognize that everyone has rights and responsibilities.

Demonstrate a positive attitude toward self as a unique and worthy person.

Demonstrate respect for alternative points of view.

Recognize, accept and appreciate individual differences.

Recognize, accept and appreciate ethnic and cultural diversity.

Demonstrate that effective communication involves speaking, listening and nonverbal behavior.

Demonstrate self-control in the classroom, school and community.

Non-direct Services to Students
Collaboration Within and Outside the School Community
Non-direct services to students are those professional activities that school counselors participate in to support and promote for student requirements, and events. School counselors will be conducting it through partnerships with parents and guardians, other professional staff members, community leaders and agencies. Through this collaboration, school counselors and others can provide leadership and expertise by engaging in the following activities: develop a plan to communicate school counseling program mission, goals, outcomes, activities and services to all constituents served by the school counseling program; collaborate with teachers, administrators, and parents regarding student needs; provide professional development and information to faculty and staff on student related issues;• partner with administrators and teachers to remove barriers to academic success, develop strategies to enable • students to achieve academic success, and to close the achievement gap; conduct parent education programs; • establish an advisory board for the school counseling department;• participate in and contribute to building and districtwide leadership teams on school improvement and • strategic plans; and collect, analyze and use data to show how the school counseling program contributes to student success. •
They provide leadership and expertise outside the school through such activities as: collaboration with community leaders to identify resources and services for student development and interventions; enhance the comprehensive school counseling program by partnering with community agencies to build • linkages for student involvement in community programs (tutoring, volunteer activities, extracurricular activities, enrichment programs, etc.); outreach to community businesses to connect them to the school district’s career development program; advocate for comprehensive school counseling by communicating and presenting the benefits and outcomes to the community.
Collaboration and advocacy have a direct link to the counselor’s role in accountability and the use of data because they make sure that the results of the school counseling program are aligned with the mission of the school and com­municated to the stakeholders.

MANAGEMENT SYSTEM

Program Evaluation
NO
ASPECT
ACTIVITY
1
Career
My Future (C)
Jobs and Careers (C)
Describe What They Like to Do (C)
My Skills and Interests (C)
School and the World of Work (C)
Describe What They Like to Do (C)
Describe Work / Jobs Family Members (C)
Peer Differences (C)
Life Roles (C)
Career Awareness (C)
The Importance of Work (C)
My Interests (C)
Planning for the Futures (C)

2
Academic
Favorite Subject (A)
Planning Study Time (A)
All about Tests (A)
Good Study Habits (A)
Study Skills (A)
Things that are Difficult/Easy to Do (A)
Studying for Test (A)
Improving School Performance (A)
Responsible School Behavior (A)
Learning Goals (A)
My Improvement Plan (A)
Describe Why School is Important (A)
Why Take Test? (A)
Transition to Middle School (A)

3
Personal/Social
Learning about Me (P/S)
My Personal Traits (P/S)
Feelings (P/S)
What I Like about My Friends (P/S)
Interpersonal Skills (P/S)
My Personal Strength (P/S)
Learning to Listen (P/S)
Making Friend (P/S)
Behaviors and Consequences (P/S)
Dealing with Anger (P/S)
Learning to Express Feeling Appropriately (P/S)
Why Listen (P/S)
How Do I Describe Myself (P/S)
Understanding Differences (P/S)
Learning to Deal with Anger (P/S)
Cooperating with Others (P/S)
What I Like about Myself (P/S)
Coping with Stress (P/S)
Dealing with Pressure (P/S)
Learning to Responsible (P/S)
Responsibilities in School and Home (P/S)
Conflict Resolution (P/S)
Learning to Make Choices (P/S)
Decision I Make by Myself (P/S)
Decisions and Consequences (P/S)
Decision- Making Skill (P/S)
Short – Term Goals (P/S)

Roles of the School Counselor
1. Guidance Curriculum
Classroom Instruction: School counselors give instruction and assist in teaching the school guidance curriculum.
Curriculum Development: School counselors take part in developing and refining curriculum in content areas.
Group Activities: Small groups outside the classroom are conducted by school counselors to respond to students’ identified needs or interests. Parent Workshops and Instruction: School counselors conduct workshops and informational sessions for parents or guardians to address the needs of the school community and to implement the school guidance curriculum.

2. Individual Student Planning
Individual or Small-group Appraisal: School counselors collaborate with students examining and evaluating students’ skills, achievements, abilities, and interests. For helping students develop their immediate and long-range plans, test information and other data are often used as the foundation.
Individual or Small-group Advisement: In planning personal and educational goals, advice is given by school counselors to students.
Consultation: School counselors consult with parents, colleagues, and community agencies regarding strategies to help students and families. School counselors serve as student advocates.
Individual and Small-group counseling: Students is offered counseling in small group or on an individual basis for expressing difficulties in relationships, normal developmental tasks, or personal concerns.
Crisis Counseling: Students and families facing traumatic situations are offered counseling, comfort, and support.
Referrals: To tackle concerns such as violence, depression, suicidal ideation, abuse, anxiety, and family difficulties, school counselors use referral sources.
Peer Facilitation: Students are trained by school counselors as peer mediators, tutors, and mentors
Strategic Interventions: In order to enhance capabilities and support positive choices, school counselors modify educational experiences.

3. System Support
Professional Development: School counselors are usually engaged in updating and sharing their professional knowledge and expertises.
Collaboration and Teaming: School counselors make significant educational and psychological contributions to the school system through consultation, collaborating and teaming,
Program Management and Operations: To support activities conducted in the school counseling program, planning and management tasks are needed.
Data Analysis: To evaluate the counseling program, to conduct research on activity outcomes, and to discover gaps that exist among different groups of students that need to be addressed, school counselors analyze student accomplishment and counseling program-related data.

Supervision
Supervision is vital for beginner counselors who are in their first and second year of school counseling. Basically, supervision will be provided by the school’s head master. Besides that, the supervisor is responsible for the following professional responsibilities:
Organize the school counseling program according to student’s needs.
Plan, conduct and evaluate the counseling events with counselors, administrators, and district coordinators.
In order to guarantee the consistency among the counselor in meeting the requirement of students, teachers and parents, supervisor should conduct the implementation of counseling program systematically.
Plan and conduct student’s needs assessments.
As a ways to improve counselor performance in meeting the needs of students and in the implementation of the school counseling activities, supervisor needs to administer the clinical supervision.
Communicate the school counseling program to parents, administrators, the board of education and the community, and seek their input.
Tell the parents, administrators and board of education about school’s counseling program and find out their feedback.

Facilities/Budget
Adequate facilities and support services are supplied to school counselors, including adequate individual office space, individual phones, sufficient computer services and an appropriate private area for small group school counseling activities. There is a school-counseling budget that provides for resources and activities to keep the program current.
Budget from government for school counseling involves;
i. Purchase of inventory and consumable goods for the purpose of guidance and counseling ii. Purchase of reference books, encyclopedias, software, compact discs and other activities relevant to the purpose of guidance and counseling. iii. Educational programs and tours that can give reinforcement to the learning process either during the school holidays or school days. iv. Maintenance and repair inventory and capital assets used for the purpose of guidance and counseling.
v. External speakers service fees in accordance with qualifications in financial regulations currently in force. vi. Acquisition of capital assets is allowed but must be discussed and agreed by the Heads of or Head of Department and approved by the School Manager. Purchases shall comply with the regulations under: -
Primary schools : Not exceeding RM5, 000 or 30% of the total allocation PCG Not Subjects and Subjects (not including components LPBT / PKA School) whichever is lower.
Less School Students (Primary / Secondary): Not exceed 30% of the total allocation PCG Subjects and Subjects Not.

Time Management
School should provide a calendar containing all the counseling events. The events should be implemented within the specified time based on the calendar. Board of ministry recommended that counselor have to spend 80 percent of their time in direct communication with students.

Time Table of Availability to Meet Counselor TIME
DAY
7.50
8.20
8.20
8.50
8.50
9.20
9.20
9.50
9.50
10.50
10.50
11.20
11.20
11.50
11.50
12.20
12.20
12.50
12.50
1.20
MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

AVAILABLE TO MEET COUNSELOR

Calendar for Counseling Program
Month
Activities
January
Learning about Me (P/S)
My Personal Traits (P/S)
Feelings (P/S)
What I Like about My Friends (P/S)
Interpersonal Skills (P/S)
My Personal Strength (P/S)
February
Learning to Listen (P/S)
Favorite Subject (A)
Making Friend (P/S)
Behaviors and Consequences (P/S)
Dealing with Anger (P/S)
Planning Study Time (A)
March
Learning to Express Feeling Appropriately (P/S)
All about Tests (A)
Why Listen (P/S)
How Do I Describe Myself (P/S)
Good Study Habits (A)
Understanding Differences (P/S)
April
Learning to Deal with Anger (P/S)
Cooperating with Others (P/S)
What I Like about Myself (P/S)
Study Skills (A)
Coping with Stress (P/S)
Dealing with Pressure (P/S)
May
Learning to Responsible (P/S)
Responsibilities in School and Home (P/S)
Things that are Difficult/Easy to Do (A)
Studying for Test (A)
Conflict Resolution (P/S)
Improving School Performance (A)
June
Learning to Make Choices (P/S)
Decision I Make by Myself (P/S)
Job Performed in School by Adults (C)
Decisions and Consequences (P/S)
Decision- Making Skill (P/S)
Responsible School Behavior (A)
July
Describe Work / Jobs Family Members (C)
Peer Differences (C)
Learning Goals (A)
Life Roles (C)
Career Awareness (C)
My Improvement Plan (A)
August
Describe Why School is Important (A)
The Importance of Work (C)
My Interests (C)
Planning for the Futures (C)
Short – Term Goals (P/S)
School and the World of Work (C)

September
Describe What They Like to Do (C)
My Skills and Interests (C)
Why Take Test? (A)
My Future (C)
Jobs and Careers (C)
Transition to Middle School (A)

P/S = PERSONAL / SOCIAL A= ACADEMIC C= CAREER

ACCOUNTABILITY SYSTEM
Accountability is a concept for the school counsel­ing profession as well as a part of the counselor’s professional responsibility. School counselors act as a leader in progression of the program and its implementation, and display the outcome of the school counseling program on student achievement and success.
Evaluation Method
By using the following methods the counselor will be able to evaluate the students’ cooperation, ability, cognitive and others.
Activities
Method
Learning about Me (P/S)
My Personal Traits (P/S)
Feelings (P/S)
What I Like about My Friends (P/S)
Interpersonal Skills (P/S)
My Personal Strength (P/S)
Peer Guidance Counselor
Mentor Mentee
Talk
Seminar
Speech
Learning to Listen (P/S)
Favorite Subject (A)
Making Friend (P/S)
Behaviors and Consequences (P/S)
Dealing with Anger (P/S)
Planning Study Time (A)
Videos
Group Activity
Mentor Mentee
Seminar
Learning to Express Feeling Appropriately (P/S)
All about Tests (A)
Why Listen (P/S)
How Do I Describe Myself (P/S)
Good Study Habits (A)
Understanding Differences (P/S)
Group Activity
Consultant
Mentor Mentee
Videos
1 Malaysia campaign
Learning to Deal with Anger (P/S)
Cooperating with Others (P/S)
What I Like about Myself (P/S)
Study Skills (A)
Coping with Stress (P/S)
Dealing with Pressure (P/S)
Consultant
Peer Guidance Counselor
Mentor Mentee
Group work
Learning to Responsible (P/S)
Responsibilities in School and Home (P/S)
Things that are Difficult/Easy to Do (A)
Studying for Test (A)
Conflict Resolution (P/S)
Improving School Performance (A)
Discussion with parents/guardians
Seminar
Peer Guidance Counselor
Consultant
Campaign

Learning to Make Choices (P/S)
Decision I Make by Myself (P/S)
Job Performed in School by Adults (C)
Decisions and Consequences (P/S)
Decision- Making Skill (P/S)
Responsible School Behavior (A)
Group Activity
Peer Guidance Counselor
Mentor Mentee
Consultant
Describe Work / Jobs Family Members (C)
Peer Differences (C)
Learning Goals (A)
Life Roles (C)
Career Awareness (C)
My Improvement Plan (A)
Group Activity
Peer Guidance Counselor
Invite success senior from previous batch to give talk
Describe Why School is Important (A)
The Importance of Work (C)
My Interests (C)
Planning for the Futures (C)
Short – Term Goals (P/S)
School and the World of Work (C)

Group work
Mentor Mentee
Seminar
Speech
Talk
Campaign
Describe What They Like to Do (C)
My Skills and Interests (C)
Why Take Test? (A)
My Future (C)
Jobs and Careers (C)
Transition to Middle School (A)
Invite success senior from previous batch to give Talk
Mentor Mentee
Seminar
Speech
Talk
Campaign