Function, Princiles And Principle Guidance And Counselling

FUNCTION, PRINCIPLES AND PRINCIPLE GUIDANCE AND COUNSELLING

Guidance and counseling functions are:

1.  Understanding the functions, ie functions of guidance and counseling to help counselees to have an understanding of his (potential) and environment (education, occupation, and religious norms). Based on this understanding, the counselee should be able to develop her potential in an optimal fashion, and adapt itself to the environment in a dynamic and constructive.
2.   Preventive functions, ie functions relating to the counselor's efforts to continually anticipate the various problems that may occur and try to block it, in order not experienced by counselee. Through this function, counselor to the counselee gives guidance on how to refrain from actions or activities that would harm himself.

3.    The technique can be used is service orientation, information, and guidance of the group. Some issues that need to be informed to the counselee in order to prevent the occurrence of unexpected behavior, including: the dangers of drinking, smoking, drug abuse, drop out, and promiscuity (free sex).

4.   Development functions, ie functions of guidance and counseling that is more proactive than other functions. Counselor strives to create a conducive learning environment, which facilitates the development of the counselee. School counselors and personnel / other Madrasah in synergy as teamwork collaborate or work together to plan and implement programs in a systematic and continuous guidance in helping counselees reach their development tasks. Guidance techniques that can be used here is the ministry of information, tutorials, group discussions or brainstorming (brain storming), home room, and field trips.

5.    Healing functions, ie functions of guidance and counseling that are curative. This function is closely related to efforts to provide assistance to the counselee who has experienced problems, both related to aspects of personal, social, learning, and career. The technique can be used are counseling, and remedial teaching.

6.    Distribution functions, ie functions of guidance and counseling in helping counselees choose extracurricular activities, majors or programs of study, and establish mastery 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 inside and outside educational institutions.

7.   Adaptation function, namely the function of helping the practitioner education, head of the School / Madrasah and staff, counselors, and teachers to tailor educational programs to educational background, interests, abilities, and needs of the counselee. By using adequate information about the counselee, counselor / counselors can help teachers in the counselee treat appropriately, both in selecting and organizing material School / Madrasah, selecting methods and learning processes, and develop teaching materials according to their ability and speed of the counselee.
Adjustment functions, ie functions in guidance and counseling to help the counselee to adjust to the self and the environment in a dynamic and constructive.

8.    Repair functions, ie functions of guidance and counseling to help the counselee so that it can fix the mistake in thinking, feeling and acting (wills). Counselors intervene (treat) to the counselee in order to have a healthy patterns of thinking, rational and have a feeling that the right so that it can deliver them to act or will of a productive and normative.

9.   Facilitation function, providing convenience to counselees in achieving optimal growth and development, harmonious and balanced in all aspects of the counselee.

10.  Maintenance functions, ie functions of guidance and counseling to help the counselee in order to protect themselves and maintain a conducive situation that has been created in him. This function facilitates the counselee to avoid conditions that would lead to decreased productivity themselves. The implementation of this function is realized through programs that attract, recreative and facultative (option) in accordance with the interests counselee

Function, Principles and Principles Guidance and Counselling

There are some basic principles are seen as the cornerstone or foundation for counseling services. These principles are derived from the philosophical concepts about humanity that became the basis for the provision of assistance or guidance services, both in the School / Madrasah and outside the School / Madrasah. The principles are:

1.        Guidance and counseling is for all counselees. This principle means that the guidance given to all the counselee or counselees, both of which are not problematic or problematic; both men and women; both children, adolescents, and adults. In this case the approach used in more preventive guidance and development of the healing (curative); and preferred technique in a group of individuals (individual).

2.        Guidance and counseling as a process of individuation. Each counselee is unique (different from each other), and through the guidance of counselees are helped to maximize the development of such uniqueness. This principle also means that the focus target is to help counselees, although guidance services using group techniques.

3.        Guidance emphasizes the positive. In fact there is still a counselee who has a negative perception of the guidance, because the guidance is seen as a way of pressing aspirations. Very different with that view, the guidance is actually a process of assistance that emphasizes strength and success, because the guidance is a way to build a positive view of yourself, give encouragement, and opportunities to grow.

4.        Guidance and counseling is a joint venture. Tutoring is not just a duty or responsibility counselor, but also the task of the teachers and the head of the School / Madrasah in accordance with the duties and roles of each. They work as teamwork.

5.        Decision Making Is Essential Things in Guidance and counseling. Guidance is directed to assist the counselee in order to make choices and take decisions. Guidance has a role to provide information and advice to the counselee, who were all very important to him in making decisions. Counselee's life directed by the goal, and guidance to facilitate the counselee to consider, adapt, and refine goals through making the right decision. The ability to make appropriate choices instead of innate ability, but the ability to be developed. The main objective is to develop guidance counselee ability to solve problems and make decisions.

6.        Ongoing guidance and counseling in various settings (scene) Life. Provision of guidance services are not only taking place in the School / Madrasah, but also in a family environment, corporate / industrial, government agencies / private sector, and society in general. Any field of guidance services are multi aspects, which include aspects of personal, social, educational, and employment.

Successful guidance and counseling services is largely determined by the accomplishment of the following principles.

1.        The principle of confidentiality, the principle of guidance and counseling that demands secrecy all data and information about the counselee (counselee), which became the target of service, namely the data or information that should not be and is not worthy of note by others. In this case the supervising teacher is obliged to fully maintain and protect all data and information so that secrecy absolutely guaranteed.

2.        The principle of volunteerism, namely the principle of guidance and counseling which requires the availability of joy and willingness counselee (counselee) follow / lead service / activity required is for him. In this case the supervising teacher is obliged to foster and develop volunteerism is.

3.        The principle of openness, namely the principles of guidance and counseling which requires that the counselee (counselee) to whom services / activities are open and do not pretend, either in providing information about itself or in receiving a variety of information and material from the outside that is useful for the development him. In this case the supervising teacher is obliged to develop openness counselee (counselee). This openness is very related to the implementation of the principle of confidentiality and the voluntary self-counselee to whom the service / activity. Counselee in order to open, the supervising teacher must first be open and not pretend.

4.        The principle of activity, namely the principles of guidance and counseling which requires that the counselee (counselee) service targeted to participate actively in the implementation of the service / activity guidance. In this case the supervising teacher should encourage the counselee to be active in each service / activity guidance and counseling that is intended for him.

5.        The principle of independence, namely the principles of guidance and counseling which refers to the general purpose of guidance and counseling, namely: the counselee (counselee) as the target of guidance and counseling services are expected to be a counselee counselees-independent with discrete recognize and accept themselves and their environment, able to take decisions, and to realize self-directing. Supervising teacher should be able to direct all the guidance and counseling services are held for the growth of independence counselee.

6.        Recency principle, namely the principles of guidance and counseling services requires that the target object is to issue guidance and counseling counselees (counselee) in his present condition. Services relating to "the future or past conditions had" seen the impact and / or in relation to existing conditions and what is done now.

7.        The principle of dynamics, namely the principles of guidance and counseling services who wish to be content to target services (counselee) is equal to his will is always moving forward, not monotonous, and continues to grow and development in accordance with the needs and stage of its development from time to time.

8.        The integration principle, namely the principle of guidance and counseling who wish to be a variety of services and guidance and counseling activities, whether conducted by the supervising teacher or other parties, mutually supportive, harmonious, and unified. For this cooperation between the supervising teacher and the parties that play a role in the implementation of guidance and counseling services should be developed. Coordination of all services / guidance and counseling activities must 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, the values ​​and religious norms, laws and regulations, customs, science, and habits that applies. Not a service or activity guidance and counseling that can be accounted for if the content and implementation is not based on the values ​​and norms that meant. Furthermore, care and guidance and counseling activities rather should be able to enhance the ability of the counselee (counselee) understand, appreciate, and practice the values ​​and norms
10.  The principle of expertise, namely the principles of guidance and counseling who wish to be of service and guidance and counseling activities organized on the basis of professional rules. In this case, the executive ministry and guidance and counseling activities should force truly experts in the field of guidance and counseling. Supervising teacher professionalism must be realized either in the administration of the types of services and activities and counseling as well as in the enforcement of ethical codes of guidance and counseling.

11. Transfer Case Hand Principle, namely the principle of guidance and counseling which requires that the parties are not capable of organizing guidance and counseling services appropriately and thoroughly on a problem the counselee (counselee) mengalihtangankan issue to the more expert. Supervising teacher can receive hands over the case of parents, other teachers, or other experts, and so did the supervising teacher can mengalihtangankan case to the subject teachers / practices and others.

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*)) The material above is one part of the paper presented by Dr. Uman Suherman, M.Pd. day seminar on Guidance and Counselling organized by the University Brass ABKIN Branch in collaboration with District Brass on March 11, 2008 in Hall Student Center UNIKU