3.1.3 Guidance Functions of the School Counsellor As discussed earlier, school counsellors perform functions that are very germane to both the academic and personality well-being of school students. Several authorities in guidance such as Makinde (1984), Ipaye (1980), Brammer (1996), Makinde & Alao (1987) and others have advocated that the school counsellor must perform his functions in such a way as to carry along the whole school environment where they are operating. While going through these functions of a counsellor, it should be realized that the functions should be carried out cooperatively with other professional members of the school system. Zeran & Riccio (1962) beautifully spelt out the functions of the school counsellor as follows: 1. Evaluate his professional preparation and strengthen areas of deficiency. 2. Ascertain that his understandings coincide with those of the principal relative to his role and responsibilities as well as line and staff relationships in the organisational pattern. 3. Obtain the cooperative participation of the staff. 4. Demonstrate a desire to have a built-in system of evaluation as part of the programme. 5. Recommend to the principal areas for research and study as well as those supplementary competencies, which should be considered when employing new personnel. 6. Assist in the development of in-service programmes and participate in those areas of special competence. 7. Encourage teachers to identify students needing assistance and also those that have special talents. 8. Identify the potential drop-out and seek to meet his specific
5 5 needs in an effort to salvage him so that he may complete his formal education. 9. Encourage students to accept the responsibility for full utilization of their potentials. 10. Provide help in developing and carrying on case conferences. 11. Stimulate teachers to provide materials for the student’s individual cummulative record folders and to use them in a professional manner. 12. Confer with parents. 13. Refer students needing assistance beyond their competency. 14. Maintain good public relations with community, country and stage agencies. 15. Assist the school librarian in obtaining and keeping current materials on occupational, educational, and personal- social information. 16. Help teachers obtain materials in the area of the informational services. 17. Demonstrate his professional competency. On the whole, the school counsellor is expected to provide technical leadership for school guidance programme. Most of the functions highlighted above reinforce the role of the school counsellor as the technical and professional leader of all guidance activities in the school. 3.1.4 Functions of Parents or Guardians Parents and guardians are expected to cooperate with the school in the education and guidance of their children. Cooperation is the best word that summarises the functions of parents and guardians (Zeran & Riccio, 1962). The following are some of the specific cooperative functions of parents in the school guidance programme.
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- Summer '19
- School counselor, Guidance and Counselling