GURU BIMBINGAN DAN KONSELING DI SEKOLAH DASAR SANGAT DIBUTUHKAN

The problem our pupils must face grow in complexity along with the development of age, especially at elementary level. At present many elementary grades require the availability of guidance and counseling. Elementary schools acting as classroom teacher while also providing guidance and counseling in practice is not viable. As such dedicated guidance counselor is needed to provide professional service. With the presence of guidance counselor, the quality of education can be developed further with the availability of optimum service for students tailored according to their needs and situation. Here the government is expected to hire guidance and counselor at elementary schools by following pattern at junior and senior high schools in which the counselor: student ratio is 1:150.

School or Guidance Counselor: How the Title Influences Public Perception

School counselors are one of the few professions that remain split on their professional title. We replicated a previous study to determine whether the results of the original study measuring the impact of language on perceptions of school counselors’ competency were replicable by surveying a sample of the general population. Participants who completed the surveys with the term “guidance counselor” were statistically less likely to believe that school counselors were able to perform the 25 tasks assessed on the survey. Results suggest that the title impacted participants’ perceptions of the competence of school counselors.

Guidance Counselors or School Counselors: How the Name of the Profession Influences Perceptions of Competence

School counselors ( n = 276) were given a measure of school counseling competencies and standards. About half the participants completed a version of the survey that used the term “Guidance Counselor” ( n = 131) and half completed a version of the survey that used the term “School Counselor.” Participants who completed the surveys that used the term “Guidance Counselor” were statistically significantly less likely to believe that school counselors were able to perform the 25 tasks on the survey.

Suspension of judgement: A tool for non-invasive therapeutic relationship

We often refer to our ability to perceive the other mind as a gift of our experience that helps us in our work. But to use this insight as a guidance counselor in the treatment process is sometimes a harbinger of relational mistakes that affect the success of the treatment.The specialist, psychiatrist or psychotherapist (but also other aid professionals), has to learn the process of the suspension of judgment “epochè”, described in Jaspers’ psychopathology.To foster learning of “epochè” we developed some exercises that help the young therapist in training. We believe they are also particularly useful for the training of students who are undergoing specialized training to become psychiatrists.Disclosure of interestThe author has not supplied his/her declaration of competing interest.

KARAKTERISTIK BELAJAR SISWA TERISOLIR

Reality on the ground. The purpose of this study describe the characteristics of the isolated students, and describe the forms of services that can be provided by a guidance counselor in dealing with students who are isolated in the study. Types of qualitative research with qualitative research strategies Case Study Research (CSR) or case study, with interactive analysis with the findings reveal that.

Peer Mentoring in a High School Jazz Ensemble

The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz band. Five themes emerged: (a) mentoring from the adult perspective, (b) peer mentoring for musicianship, (c) mentoring in rehearsals, (d) mentoring outside jazz band rehearsals, and (e) social mentoring. Suggestions for teacher educators include supporting, developing, and implementing peer mentoring, which can aid directors in instruction and rehearsal efficiency.