Guidance and Counselling in School; Training manual for teacher trainersu

GUIDANCE & COUNSELING IN SCHOOL

Training Manual for Teacher Trainers

21st CS Developing Pedagogy for Nepal (21st CS Nepal)

2024

Publisher : 21st CS Nepal, Faculty of Social Sciences and Education, Nepal Open University, Manbhawan, Lalitpur

Published Year : 2024

Editor : Dr. Jiban Khadka, Faculty of Social Sciences and Education, Nepal Open University

Developers : Singi Lhomi Bhote & Hiraman Tamang

Language Editor : Mr. Krishna Prasad Parajuli

Copy Right : Faculty of Social Sciences and Education, Nepal Open University

Coverpage Designer : Soniya Khadka

Setting : Q-Graphic

Press : ……………

Forewords

GUIDANCE AND COUNSELING IN SCHOOL, as a training manual aims for providing social-personal, academic and vocational support for the school children in Nepal. This manual contains both theoretical and practical aspects, demonstrably in a balanced way, and aspires to be a benchmark in its area and objective.

I highly appreciate the efforts made by the 21st CS Nepal in the Faculty of Social Sciences and Education, which, in collaboration with Tribhuvan University, Hamk University of Applied Sciences and Jamk University of Applied Sciences, has brought about this manual.

No less importantly, this manual would not come in this form and quality without hard work of Dr. Jiban Khadka who edited and reviewed the material, and Dr. Jeevan Khanal, Dr. Karna Rana, Mr. Singi Bhote, Lhomi and Hiraman who worked to draft the manual. I am also grateful to the press, language editor, and designer for their respective roles in giving the final shape to this manual.

Dr. Khagendra Prasai

Dean

Faculty of Social Sciences and Education

Nepal Open Uiniversity

Preface

This training manual is prepared to train and facilitate the teachers to build their capacity to guide and counsel the students to improve their academic competencies, manage their personal and socioemotional skills, and choose their careers. This manual has three parts. It is prepared for academic purpose not for commercial motive. The contents, and figures are received from the internet sources, and it will be available in NOU website. It can be used for student guidance and counseling in volunteer. This training manual is prepared for 10 sesstion with 15 hours which is a summary training guidelines for the Guidance and Counseling Syllabus of 3 credits. After the completion of this training of 15 hours, the trainee teacher will receive the Certificate of Participation. After completion of the course of 3 credits, they will be awared the Certificate of Completion.

The first part of the manual consists of approaches to explore individual and group counseling challenges and needs of the students. It also includes the process of counseling in school and society. It describes the significance of guidance and counseling in human life.

The second part includes cases and situations of guidance and counseling. Teacher encounters various academic, social, and vocational situations and cases in their professional lives. The practical cases and situations have been included in this part to stimulate the discussion on counseling needs and processes. This section also guides the trainee in dealing with these situations.

Likewise, the third part of the manual comprises the strategies for supporting students where the different approaches are adapted to support them. Different theories guide the counseling process. The Sociocultural Approach, Problem Solving Approach, and Inquiry Approach (Appreciative Inquiry) are major approaches included in this manual. This manual also includes some practical activities related to guidance and counseling to prepare participants to prepare and submit

the final report on their counseling project based on the criteria given by the facilitator. The criteria consist of identifying the need, preparing a guidance and counseling program, and preparing and presenting the report at the end of the program.

At last but not the least, we extend our gratitude to all the contributors for the development of the training manuals. We are delighted to 21st CS Nepal under the Faculty of Social Sciences and Education, Nepal Open University for financing overall work of this publication. We are gretaful to Dr. Jeevan Khanal and Dr. Karna Rana for developing course syllabus, and Mr. Singi Lohmi Bhote and Hirman Tamang for developing this manual its darfted form. Similalrly, we are thankful to Language editor, Mr. Krishna Prasad Parajuli, Coverpage designer, Soniya Khadak, and ……….. Press.

Jiban Khadka, PhD Output Leader and Editor 21st CS Nepal, FOSSED

Nepal Open University

Guidelines for Conducting Training Session

This manual has been developed to equip the trainee teachers (participants) with the necessary knowledge and skills to make them able to conduct guidance and counseling programs in schools. Similarly, participants are expected to learn various skills to build rapport with students, identify their needs and interests, learn counseling approaches, and apply them in counseling.

SUGGESTED ACTIVITIES

• Pre-training activities

• Training session plan

• Training materials management

• Warm-up Activities:

• Recreational Activities

• Engagement

• Collaborative (Participatory Activities)

• Individual Activity

• Gamification

• Innovative /creative activities

• Self-assessment activities

• Case studies

OPENING SESSION

• Welcome: Participants (Trainee teachers)

• Introduction of the participants

• ICE Brekers

• Expectation Collection

• House Rule for the Training (Participatory approach)

PART I

APPROACHES TO IDENTIFY THE CHALLENGES, NEEDS, AND INTERESTS OF THE STUDENTS

Session I: Introduction of Guidance and Counseling 1.5 hrs.

Session Outcomes

After the completion of this session, the participants will be able to:

Ö Define the guidance and counselling

Ö Explain the purpose, importance, and code of conduct of guidance and counselling

Ö Demonstrate a role play of guiding and counseling in small groups

Success Indicators of Session

Falicilitator will observe the participants' responses, feedback, gestures, and postures. They will be asked session-related practical questions. If they can answer the questions, it shows the success indicators of the session. Their participation in individual and group activities will be observed. Active participation indicates that the participants are engaging in the session.

Contents

Ö Definition, purpose, and aims of G and C

Ö Importance of G and C

Ö Ethics/ Code of Conduct of Guidance and Counselling

Required Materials

Ö Projector, Laptop, Sound system, Internet

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint Slides

Session Activities

A) Session begins with 10 mins.

Icebreaker Game (for a sample): Facilitator will call all the participants in the middle of the hall/ ground and instruct them to find and touch the object. For example; Facilitator will say "Red" and the participants will run, look around, and touch a red colored object. If there is not any colourful object in the hall, colourful papers; red, green, yellow, blue can be pasted on the four walls and play the game. They need to find and touch the object as fast as possible. Whoever will be the last will show an activity like Singing, Dancing, Making Sound of Birds or others.

Lesson to learn : We need to listen to other people and understand what they are saying. Then we can analyse and react in an appropriate way

Brainstorming 10 mins.

Facilitator will ask the following questions, let the participants discuss in pairs, note the ideas, and share with the other members.

Ö What do you mean by Guidance and Counseling?

Ö How do you differentiate them?

Facilitator will present the definition of Guidance and Counseling through PowerPoint and explain in detail with examples.

Facilitator will ask the following questions, let the participants discuss in pairs, and share in a big group.

⇒ Have you ever guided and counseled anyone in your life or school? Who were they? How did they respond? What were the results? What kind of problems and challenges did you face while guiding and counseling them? (The Participants’ story may be interesting.)

Group Work: Facilitator will explain their small group tasks in a big group. The participants will be divided into four/ five groups consisting of 3 to 6 members. Questions will be given to each group. They will be asked to discuss in their small group, write on a chart paper, and present in a plennry (Sources: reading materials or videos).

⇒ Group 1. What are the purposes and aims of guidance and counseling?

⇒ Group 2. What are the aims of guidance and counseling?

⇒ Group 3. What is the significance of guidance and counseling? Why do human beings need guidance and counseling?

⇒ Group 4. What are the dos and don'ts in guidance and counseling?

The participants will be allowed to paste the chart on the wall or in Padlet and present their points in the plenary (equal participation is encouraged). Facilitator will encourage other groups to ask questions and add some ideas. The presenters will answer the questions and add more ideas if there is something new to be added.

Facilitator will ask questions for clarifications to the presenters, add some ideas, and paraphrase their ideas. The facilitator moderates the discussion if there is any debate among the participants.

The facilitator will present the purposes, aims, importance, and code of conduct through PowerPoint.

Relevant stories and examples need to be shared while presenting the PPT. Some video clips can be shown to them, allowing them to analyse them.

Demonstration of Beginning a Counselling Session - YouTube (https://www.youtube.com/watch?v=AOkVH-8zn5A)

Ö Play a mind refreshment game: Do any action/ steps of dance you want to show others. Allow the participants to show different actions one after another. Ask the rest of the participants to follow the leader.

C) Conclusion

10 mins.

The session will be summarized by asking some of them to recap the main ideas presented and discussed. The participants will be asked to share three key learning points of the session. Moreover, they will be asked what they will apply individually and professionally as a takeaway message from the session. Facilitator will ask practical questions about the importance of guidance and counseling in their life and profession.

D) Reflection and Feedback

10 mins.

At the end of the session, the Participants will sit together and reflect on what things went well and what kind of things can be done differently next time. They will note down the strengths and the points that need to be improved.

E) Assignments

The Participants will be assigned the following tasks and present the next day

i. Find out a person (to be ethical) who needs guidance and counseling

ii. Bring cases in the next session.

iii. Why do you think he/ she needs guidance and counseling?

10 mins.

Session: II Approaches of Diagonisis: Socio-Cultural Approach

1.5 hrs.

Session Outcomes

After the completion of the session, the participants will be able to:

Ö Implement a socio-cultural approach to identifying students' interests and learning issues.

Ö Ientify the student's strengths, challenges, and needs for guidance and counseling.

Success Indicators of Session

The participants will perform their socio-cultural activities such as song and dance. They will share their specialty about their culture, community, festival, food, and history. After watching socio-cultural activities, performances, and videos, they will prepare the observation notes. The participants will identify the students' strengths, interests, and challenges and need guidance and counseling from the observation of activities, language and facial expressions. Such kinds of activities are the success indicators of this session.

Contents

Ö Socio-cultural approach to diagnosis

Ö Participation in socio-cultural activities

Ö Recognising socio-cultural factors of students

Ö Rapport building

Ö Identifying the strengths, interests, challenges, and the need for guidance and counseling

Required Materials

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint

Ö Role play/ drama

Session Activities

A) Session begins with

Greetings and Sharing with Actions

15 mins.

Facilitator will ask the participants to greet according to their culture and let them say how they are feeling with actions. The participants will greet, say, and do the actions one after another. For example, a Tamang participant can greet by saying "Fyafulla: (Greetings in Tamang) joining his/ her hands. Then he/ she can say "I am good today" while doing an action. All the participants repeat the procedure according to their culture.

Follow the Instructions and Instruct Others

10 mins.

Facilitator will ask the participants to stand in two lines. Make sure that they do not look back. Pat the last participant and instruct him/ her being culturally ethical. Let him/ her pat the next participant and instruct the same actions. Similarly, this game will be played. Both lines will play at a time. They can modify the game based on the situation.

(Meaning: Following and transferring the culture.)

The facilitator will share his/ her happiest and the saddest moments. The participants will be divided into small groups (3 to 5 people's groups) and asked to share it with their small groups. The facilitator ensures that all the participants get the opportunity to share experiences. Then they can share their significant experiences in a big group.

B) Main Part

45 mins.

As a facilitator, sharing our own society, community, and culture would be a better model for presenting cultural contents such as a song/ dance/ game/ games/ festivals/ food/ dresses. Then, let the participants share something about their society and culture: songs, dance, games, festivals, food, dresses.

It would be better to group the participants according to their ethnic groups. For example; Gurung, Tamang, Magar etc. They can sit in their group, discuss, and share/ perform their cultural artifacts together.

Provide them Worksheets. Ask the participants to observe their performances based on guidelines and identify. Note the performers' interests, strengths, weaknesses, and need for guidance and counseling while they perform their socio-cultural songs, dance, and games. Support them to finalize their observation notes.

Guidelines for Observation

Ö Personal Skills: Speaking, working skills, and other life skills

Ö Social Skills: Speaking in a group, performing confidently and similar skills.

Ö Emotional Skills: Recognition of emotions, or managing emotions

Ö Physical Skills: Hands-on skills

Ö Critical and Creative Skills: Problem solving, dancing, thinking skills

Ö Strengths, Weaknesses, Opportunities, and Threats

Ö Show the PPT and explain the Socio-cultural approach and its importance and use in guidance and counseling.

C) Conclusion

10 mins.

Facilitator will conclude the session by asking key ideas presented in the session: How do you identify students' interests, strengths and weaknesses? What is a socio-cultural approach in counseling? What is the significance of a socio-cultural approach to guidance and counseling?

D) Reflection and Feedback

5 mins.

After the completion of the session, facilitator will review the sessions together. They will identify the strengths and areas of improvement/ learning points for the next training sessions.

E) Assignments

The participants will be assigned the following tasks and present the next day

Ö Find out the strengths, interests, and needs of the students by using the socio-cultural approach.

Ö What are their strengths, interests, and needs for guidance and counseling?

5 mins.

Session: III Approaches of Diagnosis: Problem-Solving Approach 1.5

hrs

Session Outcomes

After the completion of this session, the participants will be able to:

Ö Identify the students' strengths, challenges, and needs for guidance and counseling.

Ö Use the problem-solving approach to identify students' interests and learning issues.

Success Indicators of Session

The participants' sharing, responses, worksheets, interaction, presentations, and obsrvation. Facilitator can ask questions as needed to assess the participants' understanding and skills.

Contents

Ö Problem-solving approach

Ö Implementation of problem-solving strategies

Ö Involving in collaborative activities

Ö Conversations (group conversations and dialogues)

Ö SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats)

Ö Interviews

Ö Self-answering questionnaire

Required Materials

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö Power Point Slides

Ö Role play/ drama

Session Activities

A) Session begins with

Icebreaker Game

20 mins.

Facilitator will draw or manage a big picture and hang it on the wall/ board in advance. They will provide the markers to the participants and ask them to correct/ add something to that picture. After completing the tasks, responses will be collected from the participants. Some questions will be asked. For examples,

Ö How did you feel?

Ö What could be done differently?

Lesson: Everybody loves to correct others. Genuine support, care, and love are needed. We need to be genuine problem solvers. Guidance and counseling can not be taken for granted. We must be observant, well prepared, planned, careful, and empathetic.

Experience sharing: As the facilitator, share some of your personal and professional issues and how you took and got guidance and counseling from Gurus and friends, and dealt with them effectively. Then, ask the participants what kind of personal and professional problems they had. How did they take/ get guidance and counseling from friends and seniors, and solve that problem? The participants will be allowed to brainstorm personally, note down, and share in the plenary session.

B) Main Part

45 mins.

Facilitator will present the SWOT analysis through PPT/ chart. Ask the participants to identify and analyze their strengths, weaknesses, opportunities, and threats. Worksheets of SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) will be distributed and asked to analyze and fill up the worksheets.

The facilitator will instruct them to form small groups and share one another's SWOT analysis. Participants will ask if they have any queries and doubts about their friends' SWOT. The facilitator will instruct them to identify the friends' genuine problems.

Based on SWOT, question-answer, and observation, they will identify one another's strengths, challenges, and need for guidance and counseling. Then let them sit in pairs and give guidance and counseling to one another. They will guide and counsel one another to solve their problem. At the end, some of them will present the demo of guidance and counseling in the plenary.

The participants will do their SWOT analysis of guidance and counseling skills and present in a small group. Facilitator will present PowerPoint and explain how problem-solving approaches can be used as a need identification tool for guidance and counseling. Facilitator can ask participants for other approaches to find solution for a problem.

C) Conclusion

10 mins.

Sessions can be summarized by collecting responses from the participants on various ideas presented during the session. Facilitator can ask some of them how they feel and what they learned in this session. Alternatively, facilitator can ask two participants to summarize the session. The facilitator also can share brief concluding remarks.

D) Reflection and Feedback

10 mins.

After the session, facilitator sits together and reflect on the overall training session. Participants will note the good points and the points to be improved in the next training session.

E) Assignment

The participants will be assigned the following tasks and present the next day.

5 mins.

Ö Find out the strengths, interests, and needs of the student by using the problem-solving approach. SWOT analysis can be used as a tool.

Ö What are his/her strengths, interests, and needs for guidance and counseling?

Session: IV Approaches of Diagnosis: Inquiry Approach 1.5 hrs.

Session Outcomes

After the completion of the session, participantswill be able to:

Ö Use the an inquiry approach to identify the students' strengths, interests, learning issues, and need for guidance and counseling.

Ö Practice guidance and counseling through role play.

Success Indicators of Session

Facilitator will observe if the participants meet the Session Outcomes of the session or not. They will listen to the participants' responses, observe their drama, and use the inquiry method to identify the students' strengths, interests, and challenges.

Contents

Ö Inquiry approach

Ö Appreciative Inquiry

Ö Conversations (group conversations and dialogues)

Ö Interviews

Ö Self-answering questionnaire

Ö Roleplay

Required Materials

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint

Ö Role play/ drama

Session Activities

A) Session begins with 20 mins.

Icebreaker Game: Facilitator will let the participants sit in pairs and ask them to identify at least one of the secrets of their life through an interview. For example, Lost the way, lost the money etc.)

Lesson: Finding information is an art and skill. It is one of the most important skills for a counselor.

Facilitator will appreciate each other or one of the participants as a model. Then, participants also will give compliments to each other in pairs. It creates a good vibe in the training. They will be encouraged, happy, and prepared for the training session. Later, they will learn that interviews must be taken by appreciating the interviewees. If the interviewer starts by praising them, they will be frank and answer each of the questions without hesitations. It is an art of rapport-building for effective communication.

B) Main Part 45 mins.

Facilitator will show an interview demo to identify the participants' problems. They will perform role-play of effective and ineffective interviews. The participants will be asked to analyze the demo interview of facilitator. They will identify the strengths and improving points of the interviews. Participants will be encouraged to find the good points and the points to be improved and share in the plenary group.

Then, participants will be divided into small groups of 3/4 participants and instructed to take demonstration interviews. One participant will be the interviewer, another will be the interviewee, and the next will be the observer. The facilitator will instruct them to list the interviewee's interests, strengths, and challenges/ problems. Facilitator will allow them to share their interview experiences.

Some groups will perform their interview role plays. Other groups will give feedback to the presenters. Facilitator will present additional ideas of inquiry techniques to identify students' strengths, interests, and challenges. Appreciative inquiry is one of the effective methods of inquiry. They will practice it by giving examples.

Then, they will prepare a set of questions for the interview. Facilitator will facilitate them to formulate the guidelines for the interview. Firstly, they will be asked what needs to be considered while preparing the effective interview questions. Then, they will be encouraged to prepare the interview questions based on the ideas that need to be considered while preparing the interview questions.

C) Conclusion

10 mins.

Since this training is conducted for adult learners, one of the participants can conclude the sessions. Facilitator can provide the opportunity to the less active participants to summarize and conclude the sessions. They could do the role-play of a chairperson of the program. It makes fun, and participants can laugh to create a positive environment.

D) Reflection and Feedback

10 mins.

The facilitator will sit together and evaluate the session. They will note down the things that went well and activities they need to do differently next time.

E) Assignments

The participants will be assigned the following tasks and present the next day

Ö Find out the student's strengths, interests, and needs by using the inquiry approach. The teacher will be asked to identify their students' academic, social, and vocational challenges.

5 mins.

Sample Questionnaire for Interview

Note for Interviewer: (Need the simple questions first. Then it can be asked thinking of questions. Appreciate them. Give them compliments before asking questions and while doing the interview.)

Demographies:

Name: Age:

Father's Name: Siblings:

Mother's Name …….…………………………………………………………………………………

a. What is your favourite game?

b. What is your favourite song? Can you hear this song?

c. What is your favourite subject and why?

d. What subject is difficult for you? and why?

e. Who is your best friend?

f. What kind of features do you dislike in people ? and Why?

g. How many friends do you have at school?

h. Who is your favorite teacher, and why?

i. What do you like to do most?

j. In which work do you enjoy?

k. In which work do you dislike to do/ least enjoy?

l. What kind of work would you like to do in the future?

PART II

ANALYSIS OF CASES, SITUATIONS AND ENVIRONMENT FOR ACADEMIC, SOCIAL AND VOCATIONAL GUIDANCE

Session V: Academic G & C Related Cases, Situations, and Environment 1.5 hrs

Session Outcomes

After completion of this session participants will be able to:

Ö Identify the nature of the student's academic problems that are vitally related to every

Ö Aspect of the student, including the school environment, curriculum, teaching methods, and similar issues.

Success Indicators of Session

To ensure the success of sessions, participants will share the impact of the session in a sentence. They will share their ideas to apply them in different contexts.They will share one takeaway message from the session to apply in the guidance and counseling. They will also analyze the academic cases and perform the drama of guidance and counseling in their context.

Contents

This session includes the following contents:

Ö Introduction to Academic guidance and counseling

• Define academic guidance and counselling

• Essence of academic guidance and counselling

Ö Academic guidance and counselling related Cases, Situation, and Environment

• Case 1: Guidance and counselling for Language barrier case

• Case 2: Guidance and counselling for poor vision and low achievement case

• Case 3: Guidance and counseling for interest-based case

• Case 4: Guidance and counseling for strengths-based case

Required Materials

The following materials will be used while delivering the session via virtual or face-to-face modes:

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint

Ö Handouts

Session Activities

A ) Session begins with 20 mins.

Greet the participants and appreciate them for (coming on time, being enthusiastic, having a learning attitude etc.).

Icebreaker game: Getting them to know each other through the game (Symbolic play/ metaphorical play or other games can be used instead)

Ask all the participants to search for one object or bring it from home and let them relate it to their life and ask them to explain how to connect their academic career as well.

For instance: "I can bring light (My name is Singi. I brought light. It means whatever I learned could be light for other people and children's lives."

Addition Game

Divide the participants into two groups. Let them solve the problem of addition.

Like 13+12= ……, 8+14= …., 12+13=......

It is played like a relay game.The group that can solve at first will get the score. Presentation

Ask the participants to brainstorm academic problems/difficulties that need guidance and counseling.Here are some example questions:

Ö What are learning difficulties?

Ö What are the factors of learning?

Ö What kinds of learning difficulties may take place in the classroom?

The facilitator will present a PPT and talk about basic information about learning difficulties and students' low performance, which may occur in classroom practice.

Think, Pair and Share (TPS)

15 mins.

The facilitator will ask the participants to think in a pair. For this task, the facilitator will give the following questions:

What kind of academic problems are seen in schools/ classrooms?

What kind of guidance needed for the students who has learning difficulties

Why do students need academic guidance and counseling for their better academic performance?

After thinking about the questions, the facilitator will ask the participants to note their valid ideas in chart paper. Then, he/she will ask them to tell them to present their ideas in front of the classroom. He/she will ask them to give comments and additional ideas from each other. He/she will present the PPT incorporating the participants' ideas.

Song: Refreshment and fun activity

The facilitator will play a song from YouTube (https://www.youtube.com/watch?v=Q_ NQSAmhl-g) and ask the participants to dance along with music. Then, the facilitator will ask them to reflect on how music helps in academic enhancement.

B) Main Part

10 mins.

40 mins.

After refreshment activity, the facilitator will divide them into 4 groups (for 20 to 25 total participants). The facilitator will distribute to the cases related to academics like school, classroom, and academic performance. The facilitator will assign the participants the following cases/ situations and ask them to analyze and suggest appropriate guidance and counseling activities.

Group A: Case 1: Bikash is not able to speak English since he came from a government school in his village. However, he is good at Math, Science, and Nepali. Due to his limited knowledge of the English language, he cannot perform well. One day, he was asked to explain the poem in English, but could not. He was asked to stand in front of the class. He became nervous and felt guilty due to the language barrier. When he returned from school, he did not share the incident with his parents but started demonstrating misbehavior.

Group B: Case 2: Sumina is one of the girls in grade 5. She has vision problems. She could not see properly. So, she is backward in education as well. She could hardly follow the teachers' instructions when her teacher was teaching. She could not read well and had difficulty in writing as well. Her parents are worried looking at such conditions. She gets too much pressure from them.

Group C: Case 3 : Peter is one the students of a renowned school. He is good at music. So, he used to play musical instruments like guitar at home and inside the classroom. However, his teachers and parents have also expected him to improve in academics. He is just entertaining music rather than studying. He aims to be successful in the musical area. However, he is compelled to take tuition classes to perform well academically. He is not interested at all in the academic sector.

Group D: Case 4: A sibling studies in the same class. However, they have different capacities. One is good at Math, and the other is weak at it. But his parents expect them to be good at Math. Parents wish them to study Science in the future. Their parents compare them at home. However, weaker students always feel inferior and have low confidence. Day by day, he is going to be depressed.

Group Tasks

Ö Perform drama and role-play based on the following cases/ situations. (Assigned to be a counselor in these cases. One can be an observer who has to observe and give feedback on how the counselor guides in this situation/case.)

Ö Ask them about similar cases/ situations/ environments in the classroom/ school.

C) Conclusion

5 mins.

Facilitator concludes on different types of students’ academic problems or issues with their varities of approaches to resolve them.

D) Reflection and Feedback

5 mins.

After each session, the facilitator and participants reflect and evaluate for further improvement is essential. The reflection and evaluation will help them with further planning. The facilitator can ask the participants to fill up at least 3 points from each session as their learning points and one point for improvement. It will help the facilitator to improve and to make better sessions.

E) Assignments

The participants will be assigned the following tasks and present the next day.

Ö Find out and analyse the academic issues and challenges of students.

Ö Identify the specific issue of a particular child.

5 mins.

Session VI: Social G &

Session Outcomes

This session consists of social guidance and counseling.It identifies the social problems of the students that occur in school, classroom, and community. It also analyzes the nature of various cases and situations related to students' social problems related to the characters and morality. After completion of this session, the teachers will be able to:

Ö Identify the nature of the student's social problems related to the student's character and morality like adjustment, motivation, frustration, and social and emotional behaviour

Success Indicators of Session

To ensure the success of sessions, the facilitator will share the impact of the session in a sentence. They will share learning points and applications. The participants will share one thing to take at home/ school, and they will also analyze the academic cases, and guide and perform the drama of guidance and counseling in their context.

Contents

The following contents are included to fulfill the outcomes of this session:

Ö Introduction to social guidance and counselling

• Define social guidance and counselling

• Essence of social guidance and counselling

Ö Social guidance and counselling related Cases, Situation, and Environment

• Case 1: Adjustment related case

• Case 2: Relationship related case

• Case 3: Social issues related case

• Case 4: Conflict-related case

Required Materials

The following materials will be used while delivering the session via virtual or face-to-face modes:

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint

Ö Handouts

Session Activities

A) Session begins with

15 mins.

Greet the participants and appreciate them for coming on time, being enthusiastic, having a learning attitude etc.

Icebreaker game

Ask the participants to stand in two lines, and then they have to think for a couple of minutes to praise each other. They have to rotate/ move turn by turn. For instance, a participant can say "You are humble and helpful. Looking smart and speaking in such a way that everybody loves." Similarly, each teacher can praise one another. After 1-2 minnites of playing, they will shere their feeling.

Brainstorming

10 mins.

The facilitator will ask the participants to brainstorm about social guidance and counseling, and allow them to note. The facilitator will ask them to write their individual opinions. The facilitator will ask the participants to pick up the following questions.

Ö What kinds of students' social or emotional problems have Nepali school teachers been facing?

Ö What may be the possible situational/ environmental factors for the problems?

Then the facilitator will present the PPT and explain with some examples.

Think, Pair and Share (TPS)

15 mins.

The facilitator will ask the participants to think in a pair. For this, the participants will get the following questions:

Ö In what kind of situation do the students need social guidance and counseling?

Ö What kind of social problems might take place in school/ classroom?

Ö How do you provide guidance and counsel them in such situation?

After thinking about the questions, the facilitator will ask the participants to note their ideas in chart paper. Then, he/she will ask them to tell them to present their points in front of the session. He/ she will ask them to give comments and additional points from each other. He/ she will present the PPT incorporating the participants' points.

B) Main Part 35 mins. Group Activity

Facilitator will divide the participants into 4 groups. The facilitator will distribute the cases related to society, like schools, classrooms, and the community. Facilitator will assign the them the following cases/ situations and ask them to analyze and give appropriate guidance and counseling.

Group A: Case 1: Rishi is one of the students from a marginalized group. He has just been admitted to school. He does not understand the Nepali language well. He was not familiar with friends. So, he felt he was being ignored and isolated. He lost his self-esteem. He felt that he was not able to perform well.

Group B: Case 2: In grade 8, two boys got into a fight with each other. They do not speak and support each other. They look like enemies. They spoil the learning environment. Their parents are not happy knowing this situation. Their parents got into a quarrel because of the behavior shown by their sons.

Group C: Case 3: Sita always looks irritated and frustrated. She gets angry quickly and does not focus on study. Her performance is getting worse in each terminal examination. She also fell in love with someone who is from a low caste. But her parents cannot accept this relationship between her and the boy. This is disturbing her. She is depressed. Sometimes she expressed her frustration in the classroom as well.

Group D: Case 4: In a family, the father and mother always quarrel and fight with each other. Father is drunkard and spoils home. They have a daughter who is very good at study. However, because of her parents, she always got bullied in school. Her performance is declining. She used to cry in the classroom but could not express her feelings. She is restricted from sharing the situation because of her father.

In such situations, as a guidance counselor, how do you guide/ counsel in this situation? After group discussion, they will present in the session

C) Conclusion

5 mins.

Facilitator concludes that how social problems or isses take place in class, how are they commonly resolve.

D) Reflection and Feedback

5 mins

After each session, the facilitator and participants reflect and evaluate for further improvement. The reflection and evaluation will provide input for further planning. The facilitator can ask the participants to fill up at least three ideas from each session as a takeaway message. It will help the facilitator to improve and to make better sessions.

E) Assignments

The participants will be assigned the following tasks and present the next day

Ö List some social issues and challenges of students.

Ö Select one of issues and find out appropriate procedure of guidance and counseling.

5 mins

Ö Provide materials for vocational guidance and counselling for next day session, and ask for reading it.

Session VII: Vocational G & C Related Cases, Situations, and Environment 1.5

Session Outcomes

This session consists of vocational guidance and counseling. It helps to identify the areas of vocational (career) guidance and analyze the students' interests and abilities to connect the world of work. After completion of this session, the participants will be able to:

Ö Identify the nature of the student's vocational challenges and problems related to their career and work according to their interests and abilities.

Success Indicators of Session:

To ensure the success of sessions, participants will share the impact of the session in a sentence. They will share key ideas of the lesson and their applications. The participants will share one thing to take at home/ school, and they will also analyze the academic cases, and guide and perform the role of guidance and counselling in their context.

Contents

The following contents are included to fulfill the outcomes of this session:

Ö Introduction to vocational guidance and counselling

• Define vocational guidance and counselling

• Essence of vocational guidance and counselling

Ö Vocational guidance and counselling related Cases, Situation and Environment

Case 1: Ram has studied grade XII in education but he wanted to be an accountant. Due to his qualifications, he is worried about his career. He is in a dilemma. He does not want to be a teacher. His happiness is declining. How do you guide and counsel in this case? ]

Case 2: Sonam has studied hard and spent around 4 years preparing for a government job. But he could not succeed in it. He wants to achieve it by hook and cook, but his age limitation will be over in one attempt. How do you guide?

Case 3: Binita is good at math and science. So, her parents expected her to study biology. But her interest is in fashion design. Her interest and strength do not match.

Case 4: There are different subjects and faculties to select after school education. What students study affects their career choice. Many students got confused while selecting the right career. How do you suggest they choose the right career to secure their future?

Required Materials

The following materials will be used while delivering the session via virtual or face-to-face modes:

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint

Ö Handouts

Session Activities

A) Session begins with 15 mins.

Ice break game

The facilitator will ask the participants to act out different professions like acting as teachers, layers, police officers, actors, etc. Then, ask for their feeling.

Start the session with an activity:

Sharing about:

a.Who will inform them about their college selection after school education?

b. How will they get information about their job?

Think, Pair and Share (TPS)

15 mins.

The facilitator will ask to think in a pair based on the reading materials provided in previous session. For this, the participants will get the following topics:

Ö Area identification for vocational guidance and significance

Ö Aspects of vocational guidance and Information Analysis

Ö Significance of vocational guidance

Ö Assessing the situation for vocational guidance

Ö Theoretical background to career counseling

Then, the trainer will ask them to note their information on the whiteboard or sticky notes for sharing among the participants.

B) Main Part 40 mins.

Group Activity

After the refreshment activity, the facilitator will divide the trainees into 4 groups (a total of 20 to 25 Participants). The facilitator will distribute the vocational/ career selection and dilemma cases. The trainer will assign the teachers the following cases/ situations (or other issues) and ask them to analyze and give appropriate guidance and counseling.

Case 1: Ram has studied bachelor's in education, but he wanted to be an accountant. Due to his qualifications, he is worried about his career. He is in a dilemma. He does not want to be a teacher. His happiness is declining. How do you guide and counsel in this case?

Case 2: Sonam has studied hard and spent around 4 years preparing for a government job. But he could not succeed on it. By hook and cook, he wants to achieve it but his age limitation is going to be over in one attempt. How do you guide?

Case 3: Binita is good at math and science, so her parents expected her to choose biology over science. But her interest is in fashion design. Her interest and strength are vice versa. How do you counsel and guide in this situation?

Case 4: There are different subjects and faculties to select after SEE/ SLC. Many students got confused while selecting the right career. How do you suggest they choose the right career to secure their future?

Group discussion will be based on the following CASVE cycle;

⇒ Communication = identifying the problem;

⇒ Analysis = Thinking about alternatives

⇒ Synthesis = generating likely alternatives

⇒ Valuing = prioritizing alternatives

⇒ Execution = Taking action to narrow the gap

C) Conclusion

5 mins.

Facilitator concludes that how G & C raleted to vocational and career guidance is carried out in the schools. He/she will presents some theoretical and practical approaches.

D) Reflection and Feedback

10 mins.

After each session, the facilitator and participants reflect and evaluate for further essential improvement. The trainer can ask the participants to fill up at least 3 ideas from each session as a takeaway and at least one suggestion for improvement. It will help the trainer to improve and to make better sessions.

E) Assignments

5 mins.

Facilator will ask them to think about similar cases/ situations/ environments which occur in the classroom/ school.

Ö Assign the tasks to analyze by applying CASVE approach.

Ö Ask them to present in big according to the pair assigned.

PART III

GUIDANCE & COUNSELING STRATEGIES FOR SUPPORTING STUDENTS

Session VIII: Action Plan for Educational, Social and Vocational Guidance-

Counseling 1.5 hrs.

Session Outcomes

After the completion of the session, the participants will be able to:

Ö Identify the need for guidance and counselling in their schools.

Ö Collaborate with school staff in planning and scheduling guidance and counselling activities.

Ö Assist a students facing obstacles to learning, for example, personal, socio-emotional skills, organizational skills, study habits, and career plans.

Success Indicators of Session

The participants will prepare and present their action plans for the guidance and counseling program. They will provide feedback to each other. Facilitator also gives them feedback on the effectiveness of their action plan and implementation of the action plan. The action plan presentation will show the training workshop's effectiveness.

Contents

Ö Individual counseling and group counseling

Ö Action plan for individual/group guidance and counseling to address their educational, vocational, personal, and psycho-social challenges

Ö SMART Plan (Specific, Measurable, Attainable, Realistic, and Time-bound)

Ö Possible risks and challenges

Ö Strategies to tackle the challenges

Required Materials

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint

Ö Role play/ drama

Session Activities

A) Session begins with

Icebreaker game

15 mins.

Facilitator will divide the participants into small groups and provide them A4/ magazines and tape scissors. They will be instructed to build the tallest tower using given materials. The group with the tallest tower will be the winner.

(Lesson: Action plan, cooperation, and clear instruction are needed for success.)

Brainstorming

15 mins.

The facilitator will ask the following questions to the participants and instruct them to brainstorm, note the ideas, and share in a big group.

Ö What do you mean by planning?

Ö What are the qualities of effective planning?

Ö Why do we need planning? Why do teachers/ counselors need planning?

Facilitator will encourage the participants to share their views appropriately.

B) Main Part 40 mins.

The participants will be divided into small groups and asked to prepare the action plan for the guidance and counseling program. Facilitator will provide the checklist and format for the action plan.

The participants will present their action plans in the planery group. They will give feedback to one another on their action plan. At the end, facilitator also facilitates, ask questions, and suggest their action plan for effectiveness.

Then the participants will anticipate possible risks and challenges they will face while implementing the program. They will interact with one another, and list out risks and challenges. Facilitator will facilitate the discussion by asking questions, sharing their experiences, and affirming the participants' ideas.

Then, they will brainstorm and prepare strategies to reduce the risks and face the challenges effectively. They will work in their small groups. They will present those strategies in the plenary and receive feedback from their colleagues and facilitator.

C) Conclusion

5 mins.

The facilitator will ask some participants to summarize the session and share the key activities and learning of the sessions. If they have any queries, a question-answer will be done. For example; Suggestions, questions, concerns, and confusions can be the content of the discussion.

D) Reflection and Feedback

10 mins.

The facilitator will sit together right after the session for reflection. They will share the things that went well and need to improve in the next session.

E) Assignments

The participants will be assigned the following tasks and present the next day.

Ö Revise and finalize the action plan discussed during the training session.

5 mins.

Session IX: Parents/Guardians' Information, Involvement and Meeting 1.5

Session Outcomes

After the completion of the session, the participants will be able to:

Ö Build the relationship with parents and guardians by involving them in trust-building activities, for example, games, songs etc. to identify the students’ personal interests, strengths, and challenges.

Ö Collaborate with teachers, parents, and community members in meeting individual students' academic, psycho-social, and career needs for effective guidance and counseling.

Success Indicators of Session

The participants will discuss, interact with, and do the demo interview of parents. They will watch the video of the parents and teacher meeting. They will identify and practice the relationship and trust-building strategies from these activities. It indicates the success of this session.

Contents

Ö Relationship building with parents/guardians

Ö Building trust

Ö Finding the students' strengths, interests, and needs of guidance and counseling through parents and teacher

Required Materials

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint

Ö Role play/ drama

Session Activities

A) Session begins with 20 mins.

Icebreaker game: Facilitator will instruct the participants to be in pairs. Then, they will be asked to play the role; one has to be the holder, and another person has to fall down without looking back toward the holder. Some participants fall down without hesitation because they trust somebody is holding them from behind. But some of them may look back to determine if somebody is holding.

(Lesson: If people have trust somebody, they follow the instructions. If they do not have trust, they will be skeptical and do not want to be involved in any activities.)

Facilitator will ask the following questions to brainstorm:

Ö How do you build a relationship with parents?

Ö How do you build trust with parents?

The participants will think, write on sticky notes, and paste paper on the wall/ board. The facilitator will read out the points and lead them in interaction.

B) Main Part 50 mins.

The facilitator will show the following video: Parents in PTM https://www.youtube.com/watch?v=wiKbcUT9-IM&t=383s

The participants will share their experiences and interact with one another. They will interact with the positive and negative behaviors of teachers and parents. The facilitator will present the relationship and trust-building strategies through PowerPoint presentations.

Group Activity

Then participants will be divided into small groups of 3-4 members, and one of them will do the role of an observer, the second one will do the role as a teacher/ interviewer, and the next will do the role of parents/ interviewee. The observer will observe and comment on the interview between the teacher and parents. The facilitator will ask them to reflect on their role play/ interview, what went well, and what needs to be improved.

C) Conclusion

The facilitator will explain the guidelines for interviewing parents. For example,

Ö Appreciate and Inquire (AI),

Ö Ask Simple Questions at first,

Ö Respect,

Ö Listen, etc.

Ö Use the PPT for details.

5 mins.

The facilitator will ask 2 or 3 participants to share the key ideas of the session. If there is any confusion, facilitator will clarify and conclude the session.

D) Reflection and Feedback

10 mins.

After completion of the session, the facilitator and teacher reflect and evaluate for further improvement that is essential. The reflection and evaluation will help with further planning. The facilitator can ask the participants to fill up at least 3 ideas from each session as their learning outcomes and suggestions for improvement. It will help the facilitator to revise the session.

E) Assignments

The participants will be assigned the following tasks and present the next day.

5 mins.

Ö Take an interview with the parents/ guardians and recognize their children's intrests, strengths, and challenges.

Session X: Data Analysis, Monitor, Fix the Programme Outcomes, and Support the Students

1.5 hrs.

Session Outcomes

After the completion of the session, participants will be able to:

Ö Use information and data to deliver and support comprehensive guidance and counseling programs at their school

Ö Set the outcomes of the program and create the monitoring/follow-up system

Success Indicators of Session

Small groups of participants will present their report together. They will receive feedback from their friends. The facilitator will verify whether they fulfilled the criteria. The presentation, report, and feedback session demonstrate the success of the session.

Contents

Ö Information collection and data analysis

Ö Set the Outcomes and monitoring programme

Required Materials

Ö Projector, Laptop, Sound system

Ö Videos

Ö Ball, Musical Instruments, Newspapers

Ö PowerPoint

Ö Role play/ drama

Session Activities

A) Session begins with 10 mins.

Icebreaker Game: The facilitator will provide the participants with familiar words like Nepal, Himal, Pahad, Tarai, Jhanda, Laligurans, book, pen, copy, and whiteboard. Then, the facilitator will ask them to compose a song/ poetry/ tell a story, or draw a picture within five minutes, or ask them to create a short game.

Leading questions and activity

The facilitator will ask the following leading questions and ask them to discuss in pairs.

Ö What is report writing, and why do we do it?

Ö How do you collect information and use data to support guidance and counseling ?

10 mins.

After discussion, their opinions will be pasted or displayed on chart paper. The facilitator will use the PPT to clarify the concept of collecting data and use it to support preparing the report of guidance and counseling.

B) Main Part

40 mins.

The facilitator will divide the participants into 5 groups, with 4 members in each group. Then, the facilitator will assign them to plan regarding G & C and monitoring to support guidance and counseling programmes.

After planning, they will present in the session. The following guidelines will be provided before session ends.

Ö Write the outcomes of the guidance and counseling programme

Ö Decide the tools for data Collection

Ö Process of Data analysis

Ö Develop monitoring tools

Ö Support system for students

Ö Preparing report

C) Conclusion

10 mins.

The facilitator will conclude the session by providing the opportunity to share briefly what they have learned in all sessions.

D) Reflection and Feedback

10 mins.

Right after the completion of the training workshop, the facilitator will review the session. They will discuss the strengths and the improving areas of the training and document it.

E) Assignments

The participants will be assigned the following tasks for students’ guidance and counseling:

1. Issues to be identified

2. Plan for G & C in collaboration with school leaders, teachers, parents

3. Plan implementation

4. Prepare report and present in schools

5. Impact analysis and review

10 mins

References

Adhikari, R., Upadhaya, N., Gurung, D., Luitel, N., Burkey, M., Kohrt, B., & Jordans, M. (2015). Perceived behavioral problems of school aged children in rural Nepal: A qualitative study. Child and Adolescent Psychiatry and Mental Health, 9 (25). 10.1186/s13034-015-0061-8.

Ali, L., & Graham, B. (1996). The Counselling Approach to Careers Guidance. Edited by Susan Lendrum. Routledge. http://library.lol/main/15FE5037B29C48DF70594A6E15B52FE3

Cernat, V., & Moldovan, L. (2018). Emotional problems and academic performance of students in manufacturing. Procedia Manufacturing, 22 https://doi.org/10.1016/j.promfg.2018.03.118

Cullingford, C. (1993). Children's views on gender issues in school. British Educational Research Journal, 19(5), 555–563. http://www.jstor.org/stable/1500663

Daigle, J., & Ziomek-Daigle, J. (2015). School counseling classroom guidance: Prevention, accountability, and outcomes. Sage Publications, Inc. http://library.lol/main/E4488FBEB8E9D8323478BAAF0A36F BD1

Đurišić M. & Bunijevac, M. (2017). Parental involvement as an important factor for successful education. C.E.P.S Journal, 7 (3), 137-153. https://files.eric.ed.gov/fulltext/EJ1156936.pdf

Groot, A. (2005). Deprived Children and Education in Nepal. IRCWOC: International Research in Working Children. https://archive.crin.org/en/docs/Nepal_Education.pdf

Gysbers, N. C., & Henderson, P. (2012). Developing and managing your school guidance and counseling program. In N. Gysbers & P. Henderson (Eds.), Developing and managing your school guidance and counseling program (5th ed., pp. 353-380). American Counseling Association. https://scholarworks. wm.edu/cgi/viewcontent.cgi?article=7411&context=etd

Kinra, A.K. (2008). Guidance and counselling. Pearson. http://library.lol/main/AE93ACABBA939697D4DC 4AE6AE77B301

NCERT (2021). Human ecology and family sciences. Guidance and Counselling (Chapter 8). https://ncert.nic. in/textbook/pdf/lehe108.pdf

Shrivastava, K.K. (2003). Principles of guidance and counselling. Kanishka Publishers & Distributors.

Sun, R. C., & Shek, D. T. (2012). Student classroom misbehavior: An exploratory study based on teachers' perceptions. The Scientific World Journal, 2012 https://doi.org/10.1100/2012/208907

Watkinson, J. S. (2013). Vision: A Conceptual Framework for School Counselors. Loyola University Maryland. https://files.eric.ed.gov/fulltext/EJ1034753.pdf