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Helping people with job, educational, personal mental health, and other issues to overcome their undesirable circumstances and strive for an average state is the foundation of the counseling profession. The technique does, however, have some restrictions that reduce its potency. This section discusses the drawbacks of guidance and counseling in educational settings, focusing in particular on the variables that influence student welfare and, consequently, the effectiveness of the counseling program.
First off, many primary school students have never been exposed to the concept of undesirable traits. Bullying and other undesirable behaviors don't seem anti-social to these kids because they look healthy to them. It is one of the commonest vices which guidance and counseling experts encounter. Besides, nearly 90 percent elementary school learners report being victims of bullying. It is at this moment that a counselor steps forward to alleviate the situation. The guide must work to instill an understanding that bullying or any other violent behavior is unacceptable. The moment the coach fails to attain this objective most kids may fear to report back to school or have a negative attitude about learning. Besides, if a counselor fails to transform the behavior of bullies at this level, they may grow to become delinquents. Thus, counseling and guidance must be done with utmost effectiveness. Otherwise, it will hurt learners in case of incompetence.
Secondly, advice and counseling may prove ineffective when dealing with high school students. The ineffectiveness comes about as a result of the complex nature of the teenage transition age. At this phase, peer pressure is setting in, and the adolescents are searching for independence. A counselor takes the position of a guide; showing the sound career choices which students need to follow, authentic lives to lead, and other social issues. The ineffectiveness of guidance and counseling comes about when the adolescents feel that they are mature enough to make correct choices and stay adamant that they do not need adults to guide them.
The solution to these limitations should be solution-focused brief counseling (SFBC) approaches. The technique requires the counselor to look at the strengths of the learners and not their weaknesses. The strategy allows students to take the lead in explaining their issues and not the counselor who may be reacting from perceived problems. Besides, the guide does not need to look at the student as clients but as visitors who require transformation. The real customers are administrators, teachers, parents, and other adults who want to see the learner leading a pro-social behavior. These are people who own the problem. Further, the counselor in this approach needs to look at themselves as clients when keen on the young scholars’ transformation. The instructor can use the ethos to appeal for the behavioral change of the learners. Besides, the counselor should concisely make it clear to the students that behaving according to the school standards does not benefit the school, nor the parent but rather, the success and future wellbeing of the students themselves. Making students aware of their role in education particularly in discipline cases will mark the beginning of effective counseling.
In conclusion, the purpose of guidance and counseling is to make the intended subjects follow the right part which can propel them to desired goals. In the first case, advice and counseling may fail to work when students assume or are unaware that some behaviors are antisocial and if the counselor fails to change this perception, adversities may follow like criminal behavior might characterize the leaner’s behavior in future. Secondly, the failure to modify the mindset of adolescents that they are not yet mature and need guidance to make correct decisions. SFBC is the best strategy to handle these shortcomings
Spratt, J., Shucksmith, J., Philip, K., & Watson, C. (2006). ‘Part of who we are as a school should include responsibility for well‐being’: Links between the school environment, mental health and behaviour. Pastoral Care in Education, 24(3), 14-21.
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