What Do I Need To Become A Guidance Counselor

What Do I Need To Become A Guidance Counselor – You need a master’s degree in behavioral science, social science, or education to become a guidance counselor. Guidance counselors play an important role in supporting student achievement, classroom success, and school-wide cohesion.

Earning a bachelor’s degree in counseling, education, or psychology creates a background that allows you to assess the ability to help professionals and work with students. They focus on mental health foundations, educational programs, and learning theories.

What Do I Need To Become A Guidance Counselor

As a requirement for any school counselor, you must pursue a master’s degree in school counseling from an accredited university. Common topics for these programs include counseling theories, learning and behavioral disabilities, and personality development. They should also include courses in counseling behavior.

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The most popular judge in this area is the Accreditation Council for Counseling and Related Education Programs. During the master’s program, you will be required to complete a supervised training program. This prepares you for a later career as it allows you to go deeper into working with students.

In order to obtain a license, you will need to pass an exam in the field in which you wish to practice. Check your country specific requirements for testing information. After you pass the test, apply for your state license or certificate.

The American School Counselor Association and other professional organizations offer additional certifications in a variety of subjects to prepare you for continuing education needs and specialized skills. Overview What you need to know

Many young people, especially those from poor and needy families, find it difficult to find stable jobs because they lack orientation and knowledge of labor market needs. They include those who try to move from one agricultural job to another to earn more money and change their sources of income.

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Another way to improve youth labor market outcomes is to provide career guidance and employment services.

The Organization for Economic and Economic Co-operation (OECD) defines career guidance as “services and activities designed to help people, of all ages and at all times in their lives, to make decisions about their education, training and their jobs and to manage their careers.

These services, according to the OECD, can be found in schools, universities and colleges, training institutions, social services, employment, voluntary or public sectors and the private sector. Activities may include the provision of career information, assessment and self-assessment tools, counseling sessions, career education programs, induction programs that enable applicants to employment to sample options before making a decision, job search programs and transition services.

The International Labor Organization (ILO), in its 2006 manual on career guidance, noted research by the OECD, the World Bank, the European Institute for Vocational Education and Training and the European Training Foundation, confirming the importance of vocational guidance, advice. . , and knowledge to help achieve three goals:

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Career guidance and employment services support the aspirations of young people from poor and disadvantaged families to find stable jobs, defined by the ILO as work lasting more than 12 months.

Guidance and career support services should shorten the time between school and further education and work. In parts of Asia and the Pacific, many young people find themselves looking for work for over a year. In Bangladesh, about 45.3% of young people are looking for a job and in Nepal, they represent 31.2%. Waiting too long puts them at risk of losing skills, losing money and losing confidence. And the longer you wait, the less likely you are to find stable jobs.

Note: The duration of job search is linked to the strict definition of the unemployed (those engaged in job search).

Quality counseling and guidance is essential if young people are to make informed decisions about what courses to take and where to take them after high school.

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These services will be provided by trained and experienced teachers and guidance counselors, who can share information on the world of work, types of jobs and their roles, roles and responsibilities, potential earnings and labor market needs. work. In addition to helping with the application process, consultants can also provide assistance, taking into account the personal situation and personality traits of the job seeker.

This will expose young people to job opportunities through job fairs, job interviews and job placement programs.

In the absence of national professional resources, these training providers or organizations need to know how to market and enroll young people in offline and online courses; guide young people towards potential jobs; provide information on the qualifications required for entry and the courses leading to these qualifications, their location, duration, content, delivery method, costs, among others.

The ILO Labor Manual is primarily aimed at guidance workers in low- and middle-income countries. Includes a list of online resources for career guidance materials, used in the People’s Republic of China and Indonesia. It contains examples that can serve as a reference for developing vocational guidance and training support services in rural areas.

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In Europe, there is a toolkit to help policy makers and other stakeholders assess the provision of lifelong guidance in their country and identify issues that need attention.

In Indonesia, Sustainable Economy through Technical Education and Training (SED-TVET), a project funded by the German Institute for International Cooperation (GIZ), includes a school-to-work transition component that addresses the labor market information, vocational guidance and guidance service. , and collaboration between local industry and suppliers. education.

In Mongolia, a project called Cooperative Vocational Training in the Mineral Resources Sector, funded by the German, Swiss and Australian governments, involves the development of vocational skills and career guidance staff and the placement of counselors in schools. .

In the UK there are standards of practice, set out in the National Occupational Standards, for workers in the workplace. The standards, which are available online, include modules for people to use and apply job skills, set career goals and objectives, integrate work-based learning into the curriculum, support change and development – in front of the students, among others.

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In Turkey, efforts have been made to increase the use of information and communication technology (ICT) guidance counselors in guidance services and to equip them with the skills to provide such services. It includes an ICT skills map, a training needs assessment for supervisory staff and the provision of a four-day training program and training materials.

New organizations taking advantage of ICTs to provide information on education and training opportunities and job placement services are springing up. Edukasyon.ph in the Philippines is an example of a private company that has taken an entrepreneurial approach to providing guidance and job placement services to school and university dropouts.

Microsoft, through a program called DigiGirlz, encourages young women to participate in science, technology, engineering, and math to inspire them to pursue careers in technology.

An unpaid part-time internship that allows Australian students to participate in paid or voluntary work. The aim is to provide insight into the industry and workplace they find themselves in without extensive training.

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A UK-based charity and employers are giving young people their first taste of possible careers through their project, Inspiring the Future. The project recruits volunteers – people from all walks of life – and asks them to spend an hour a year talking about their work in public schools and colleges.

The transition from education to work can be make or break for anyone. Taking too long to find a job can lead to financial difficulties and a loss of confidence that is difficult to overcome, both for new job seekers and for experienced workers who are changing careers.

Job seekers need to know the skills required in different fields, where and when job vacancies appear and what job opportunities are available to them;

Guided reflection on personal circumstances can influence a job seeker’s decision, for example. work experience, experience and special education, key skills, expectations, work environment and environment. Counselors can also help job seekers find jobs, write resumes, prepare for interviews, and negotiate salaries. They can also create online services that match job postings and job fairs.

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In the Philippines, the government, through a program called JobStart Philippines, helps young Filipinos kick-start their careers and find well-paying jobs. It targets at-risk youth and provides life skills training, individual career counselling, job matching and technical training.

In Singapore, students and workers have access to a network of career centers run by WorkForce Singapore, an organization under the Ministry of Manpower responsible for helping workers achieve their career aspirations and retain good jobs. Its programs and initiatives include Adapt and Grow, which helps Singaporeans adapt to the changing labor market, and job search website, Jobsbank.

It is important to follow the evolution of graduates so that those who follow their example are better informed. Sri Lanka, with support from the Asian Development Bank, is testing where TVET students end up using voice-response surveys, computer-assisted telephone interviews and tablets.

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