Our Lady of Mercy College Beaumont, Dublin 9 Guidance & Counselling Policy 1 P a g e
Guidance and Counselling Policy 1. Mission Statement: The core value of Our Lady of Mercy College, Beaumont is respect for all and the nurturing of individual potential academically, spiritually and culturally as a member of the school community and in the spirit of the Mercy Ethos. 2. Scope of Policy: This policy applies to all students, their parents, staff and Board of Management. 3. Rationale: This policy having due regard for the education Act 1998 sets down how guidance is regarded as a core element of this schools curriculum. Section 9 (c) a school shall use its available resources to ensure that students have access to appropriate guidance to assist them in their educational needs and career choices. (d) Promote the moral, spiritual, social and personal development of students in consultation with their parents; having regard to the characteristic spirit of the school. 4. Definitions: Guidance may be defined as a range of experiences to help students make personal, social, educational and career choices. Counselling may be seen as the empowerment of students to make decisions, solve problems, develop coping strategies and resolve difficulties they may be experiencing. 5. Aims and Objectives: Our aims and objectives are guided by the principles of The Institute of Guidance Counsellors and The National Centre for Guidance in Education, and focused on providing a response to the guidance needs of the school. i. The guidance programme will be delivered through class contact and one to one interviews. ii. The guidance programme is set out to reflect the needs of the students at all stages of their school life. iii. The guidance programme sets out to identify the needs of each specific year group and design a programme which meets those needs. It sets out to be accessible, student centred, inclusive and responsive. iv. It sets out to assist students to make choices and to make transitions in the educational, social and personal aspects of their lives. v. It sets out to provide the following: counselling, assessment, information, advice, educational development programmes, personal and social development programmes and referral. Other guidance activities that support the aims of the school guidance programme would include: consultation with parents, school staff and students, feedback on the needs of 2 P a g e
individual students to those concerned, networking with relevant agencies and individuals and managing organizing and coordinating guidance activities into a coherent programme. 6. Guidance includes all support services within the school: The Guidance Counsellor Special Needs Teachers Year Heads Class Tutors Care Team Subject Teachers Principal Deputy Principal Special Needs Assistants Guidance provision is an integral part of all aspects of school life. All teachers and support staff have a part to play in the planning and delivery of the schools guidance plan. All guidance and counselling should be in consultation with the Guidance Counsellor and appropriate records retained by the Guidance Counsellor. See Appendix. 7. What do we provide at the moment? All students have access, on an individual basis, to the Guidance Counsellor. Students may make private appointments, may be referred by parents, other teachers, the Principal or Deputy Principal. CSPE and SPHE programmes see Appendix. Referral to other professional agencies e.g. Child and Adolescent Mental Health Service (CAMHS), National Educational Psychological Service (NEPS) where necessary. First Year: There is contact before entry with primary school, Principal and Deputy Principal meet with the Principal and 6 th Class teachers in feeder primary schools. Guidance Counsellor is also available to respond to queries prior to entry. Principal meets parents of incoming 1 st years individually and assessment tests take place prior to entry. There is also a general meeting, Parents Night early in September where parents have the opportunity to meet the 1 st Yr. Year Head and Class Tutors. SPHE see Appendix CSPE see Appendix Guidance Module. This programme is designed to assist students to settle into school, discourage bullying, enhance selfesteem and discover personal strengths. Outside speakers may be brought in. The main emphasis is on discovering yourself. This is done through developing friendship skills, responsibilities, study skills, subject diaries, self enhancement and stress management, 3 P a g e
dealing with bullying. Second Year: SPHE see Appendix CSPE see Appendix Individual appointments as necessary, Progress/interview meeting, Study Skills seminar is organised, giving information on study techniques. Third Year: SPHE see Appendix CSPE see Appendix Individual appointments as necessary, Guidance is provided to assist students in subject choices for senior level. There is a Senior Options Evening to which all 3 rd Year parents are invited where subject choices are discussed. Information is also provided on TY and LCVP programmes. A Senior Options Information Day is organised for students where they are informed about the content of subjects by both subject teachers and sixth year students. Fourth Year: One timetabled class period per week which includes: Preparation for work experience, Overview of third level options, Subject choices. There is a Senior Options Evening to which all 4 th year parents are invited. Subject choices are discussed and information is also given on LCVP programme. Individual appointments are available where necessary. A Senior Options Information Day is organised for students where they are informed about the content of subjects by both subject teachers and sixth year students. Fifth Year: One timetabled class period per week which covers: Matching aptitudes and abilities to career choices, Internet sites to research college choices, MultipleIntelligences Preparation of CV s, Interview preparation, Aptitude tests (DATS), CAO preparation, Post Leaving Certificate courses, Other work and training opportunities, Attendance at Open Days & Exhibitions, LCVP programme which includes Preparation for Work module. A career investigation is prepared and work experience is completed. A CAO and PLC Information Evening for parents and students is held. Information is provided on research tools, application procedures etc.. Study Skills seminar is organised, giving information on study techniques. 4 P a g e
Sixth Year: Individual appointments, Career talks, Attendance at Open Days and Exhibitions, LCVP programme which includes Preparation for Work module. A career investigation is prepared and work experience is completed. A CAO and PLC Information Evening for parents and students is held. Information is provided on research tools, application procedures etc. 8. Related policies: (i) Pastoral Care (ii) Special Needs (iii) Critical Incidence (iv) Substance Abuse: 9. The schools priorities: 1. Regular Care Team meetings which management attend when possible. 2. Investigating a revised model for Care Team. 3. A whole school approach. 4. An improved model of communication between the staff and Guidance Counsellor. 10. Review: This policy will be reviewed every three years as is Board Policy. Reviewed on May 26 th 2015 5 P a g e
Appendix 1 Civic Social and Political Education (CSPE) Civic, Social and Political Education seeks to be affective and to equip pupils with the skills and understanding of processes which enable them to see, decide, judge and act. Its employment of active and cooperatively structured learning methodologies enable and empower the pupil to become an active and participative young person. (Department of Education, Civic, Social and Political Education Syllabus, Government of Ireland, Dublin, 1996). An overview of CSPE Civic, Social and Political Education (CSPE) is a Junior Certificate course in active citizenship based on human rights and social responsibilities. The Universal Declaration of Human Rights and the United Nations Convention on the Rights of the Child are the two key documents which underpin this course. Civic, Social and Political Education aims to develop active citizens with: A sense of belonging. Students will only choose to become active participants in their communities if they feel a sense of attachment to them. Social inclusion and matters of identity and values are addressed in CSPE. These are the affective dimensions of active citizenship. A capacity to gain access to information and structures relating to the society in which they live. Students need a basis of information and knowledge upon which they can consider action, and do so with confidence. This is the cognitive dimension of active citizenship. An ability and confidence to participate in democratic society. Practising citizenship is about taking meaningful action of some kind. To achieve this, the syllabus states that over the threeyear duration of the course in Civic, Social and Political Education students should undertake at least two class/group/individual action projects. This is the pragmatic dimension of active citizenship. OBJECTIVES The objectives of CSPE are outlined in terms of knowledge, concepts, skills and attitudes/values. An appropriate vehicle for the achievement of these objectives within CSPE is active, participatory classwork where the emphasis is on learningbydoing. Through their work in CSPE, students should acquire basic knowledge and a broad understanding of the following: Citizenship Human rights Participation Sustainable development Democratic system Globalisation P E Concepts are Rights & Responsibilities Democracy 6 P a g e
Stewardship Interdependence Development Law Human Dignity Skills developed Identification/awareness skills Analysis/evaluation skills Communication skills Action skills Attitudes and Values Students will be encouraged to recognise values and develop positive attitudes in relation to themselves, other people, the environment and the wider world. Through their work on this course pupils will be given opportunities to reflect upon and recognise the beliefs and values which underlie their attitudes and actions as individuals and as members of groups or communities. The values of this course, expressed in the attitudinal objectives below, are based on a commitment to human rights, individual social responsibilities and democracy. Commitment to active citizenship 7 P a g e
Appendix 2 Social, Personal and Health Education (SPHE) Introduction The Education Act, 1998 places a responsibility on schools to promote moral, spiritual, social and personal development of students and provide health education for them. The SPHE Curriculum Guidelines for teachers advises that a young person who has a high degree of selfworth, a sense of security and positive self image will be more predisposed to school life and the variety of learning situations it offers. In April 2000 the Department of Education & Science,(DES) issued a circular to Post Primary schools giving approval of the Social, Personal & Health Education (SPHE) curriculum prepared by the National Council for Curriculum and Assessment (NCCA). SPHE provides students with an opportunity to develop the skills and competence to learn about themselves, to care for themselves and others, and to make informed decisions about their health, personal lives and social development. Aims of SPHE To enable the students to develop skills for selffulfilment and living in communities To promote selfesteem and selfconfidence To enable the students to develop a framework for responsible decisionmaking To provide opportunities for reflection and discussion To promote physical, mental and emotional health and wellbeing. Many aspects of contemporary lifesuch as substance misuse, the sexualisation of young people, pressures on family, selfharm, bullying, risktaking, stress and suicide point to the need for inclusion of a well developed SPHE school programme, addressed through the curriculum in an age and language appropriate way. The SPHE curriculum is spiral in nature, and is presented in ten modules, revisited year by year and growing in depth and relevance each time. The modules are: Belonging and Integration Self Management Communication Skills Physical Health Friendship Emotional Health Relationships and Sexuality Influences and DecisionMaking Substance Use Personal Safety SPHE Syllabus in Our School First Year Second Year Third Year 1 Starting secondary school Motivation & goals Who am I? 2 Making friends Study skills Love or lust? 3 Getting to know your new school Criticism and compliments Conflict in relationships 4 Homework Bullying Exam focus 5 Communication Nutrition & exercise Visiting the doctor 6 Friendship Body image Preventing disease 7 Personal Hygiene Relationships with parents Depression 8 Healthy eating Mental Health Drug abuse 9 Time to relax Influences & decisions Teenage pregnancy 10 Peer Pressure Alcohol Teenage parenting 11 Respect and self esteem Pregnancy & birth HIV & AIDS 12 Personal safety Grief 13 Smoking 14 Puberty 8 P a g e
Appendix 3 Our Lady of Mercy College Beaumont Referral Form to Guidance Counsellor Name of Teacher/Year Head/Form Tutor: Name of Student: Year: Class Group: Date of Referral: / / Brief Description of Reasons Surrounding Referral: Any Previous Action Taken, e.g. Parents, Principal Notified etc. For Guidance Counsellor Use: Action Taken, e.g. Counselling Apt, Further Referral, Parents Contacted etc. 9 P a g e
Year Group: Attenders: Appendix 4 Template for Meetings of Care Committee Members Date of Meeting: Areas to be discussed: Students presenting issues and recommendations made: Decisions made at this meeting: Next meeting date: 10 P a g e
Guidance Areas to be discussed at next meeting: Supplementary Information Sheet 11 P a g e