1. THE JAMAICAN SCHOOL COUNSELLOR
GUIDANCE & COUNSELLING UNIT
REGION 3

2. Role of the Counsellor
The school counsellor is required to be the school’s primary role model of a ‘whole’ adult. In brief, the counsellor is by profession, an educator, communicator, consultant and an administrator.

3. Key Relationships Principal and school staff
Parents and Guardians of the students
Students themselves
Known leading community persons
The most crucial relationship is that built with
the school Principal – the guidance counsellor
must assist the principal in understanding the
purpose of and above all, to value the
Guidance Programme.

4. The Job Description
Guidance Counsellor reports to the Principal or, in his/her absence, the Vice-Principal. Due to the specialist nature of his/her work, the school counsellor also relies on and refers To Education Officers – esp. those in the Guidance Unit for additional information, and clarification of specific directions.

5. Job Description Cont’d.
Purpose
Under the direction of the Principal, the Guidance Counsellor implements an appropriate Guidance Programme using the framework of the National Programme.

6. Job Description Cont’d.
Preamble
The job of the Guidance Counsellor comprises
five major components viz.,
Preventative
Interventive
Administrative
Supportive
Personal/Professional Development

7. Preventative Those proactive initiatives implemented to deter
or undermine the onset of individual or group
problems.
Assisting in planning, implementing and coordinating orientation programmes designed to help students adjust to new experiences within the school environment.
Providing opportunities for students s to establish and maintain healthy interpersonal and working relationships.
Providing opportunities for students and others to learn skills of conflict reduction and resolution.
Sharing with principal and staff, current & relevant information on how to cope with students at various stages of development

8. Interventive
Those activities initiated to reduce the risk to or impact
on the group of an already existing problem situation .
Acting as a resource person for special projects implemented by the Guidance Unit.
Coordinating opportunities for continuous staff development, esp. with coping strategies.
Conducting home visits, as necessary.
Facilitating continuous students assessment, i.e. readiness for new learning experiences & determining student’s rate of progress.

9. Interventive cont’d
Assisting students in identifying and coping with distractions which would interfere with learning and constructive living.
Assisting with the formulation of appropriate school rules and their interpretation to students and parents.
Initiating/coordinating referral of students to appropriate services and or sources of information at the community and national levels.

10. Administrative Those activities related to the proper and timely
delivery of the service.
Preparing and submitting to the Principal and Guidance Officer, a plan of Action/School Programme at the start of each school year.
Preparing weekly lesson plans and calendar of activities.
Developing and maintaining students’ confidential records.

11. Administrative cont’d
Keeping relevant records related to student welfare.
Scheduling referrals on behalf of students, documenting progress and outcomes.
Maintaining a log of daily activities.
Networking between schools and other organizations

12. Supportive Those management activities that establish,
maintain and enhance the total guidance and
counselling programme.
These activities are facilitated by the Counsellor but
not necessarily initiated by him/her.
Acting as resource person in localized staff development and training exercises.
Providing advocacy for ALL students.

13. Supportive cont’d Conducting action research which will benefit the
guidance programme.
Meeting with the Guidance Committee to evaluate the
delivery of the guidance programme.
Being available to ALL school staff, parents/guardians
for consultancy services.

14. Professional/Personal Development
Those activities which will enhance the guidance
counsellor’s competence.
Attending professional seminars, workshops, conferences, meetings, with prior approval of the principal.
Seeking to acquire knowledge of the laws and policies relating specifically to the practice of education, Guidance & Counselling, and the rights of the child in Jamaica, including the Child Care and Protection Act.
Conducting appropriate action research and applying the findings in a manner consistent with acceptable education and psychological practices.

15. THE CHILD IS PRIORITY # 1 The major responsibility
of the Guidance Counsellor
is to provide for the students
of the school.
THE CHILD IS
PRIORITY # 1