Abbey Community College WD
Abbey Rd, Ferrybank, Waterford,
School Articles [43]
Senior Cycle Options
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Avoid Exam Stress 
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Relax Body & Mind 
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Eunicas - Study in Europe 
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Study in the UK 


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School Main Website:

School Website
 
Contact Guidance Office:
Em: ecathain@abbeycommunitycollege.com
Ph: 051-832930
Fx:

2 Staff 0
Guidance Staff:
Aedín
Em: atynan@abbeycommunitycollege.com
Ph: 
Ms. Catháin
Em: ecathain@abbeycommunitycollege.com
Ph: 051-832930


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****TWITTER****
Follow Abbey CC Guidance @abbeyccguidance and the Institute of Guidance Counsellors @ instgc for all your guidance news. 



                         

 

Abbey Community College Guidance Ethos

 

The Guidance Programme in the Abbey has introduced elements of the Danish model of Guidance into the School this year known as eGuidance. It provides individual and personal guidance to its users via various virtual communication channels: telephone, SMS, e-mail, the Guidance website and Twitter.
This style of Guidance is designed to compliment the one-to-one approach, which is at the heart of Guidance and Counselling in the Abbey.   It is especially suited to the resourceful young person and their parents. It is hoped that it will give its users easy access to independent information and guidance, and will therefore, provide them with lifelong career management skills. 


 

The school guidance counselling service is administered by professionally trained School Guidance Counsellors. The SGC, as part of a school team, focuses primarily on the personal and social, educational and vocational development of his/her students. The aim of the service is to professionally answer the guidance and counselling needs of the student (the central figure in the learning process) in the context of the overall school mission.



The Guidance Counselling Service includes:

COUNSELLING
Counselling is an interactive learning process between counsellor and student, whether individual or group, which approaches, in a holistic way, personal, educational and/or vocational issues. Moreover, the availability of a counselling service can support individual students inside/outside the classroom context, the pastoral and the disciplinary structures in the school. Competitiveness, bullying, social exclusion, family crisis, scholastic under-achievement, abuse, homophobia, peer pressure, substance mis-use and racism are some of the problems which can be assisted with the support of counselling.

Individual Counselling - is an interactive process, which facilitates meaningful understanding of the self and environment and/or clarification of goals and values for future behaviour.
Group Counselling - is a broad term covering types of counselling for more than two people. In group counselling members listen to, support and challenge each other and thus, learn to be open, constructive, assertive and to experience how others see them.

It is essential that a counselling service within the school operates in collaboration with processes within the school, which promotes the wellbeing of the school, particularly pastoral and disciplinary teams. Working within the requirements of The Irish Association for Counselling and Psychotherapy and the Institute of Guidance Counsellors Code of Ethics for legitimate practice, ensures that the service is properly supervised and monitored so that the student needs are prioritised and their rights protected. The service would be both reflective of, and in line with, the Dept. of Health and Children's National Guidelines for the protection and welfare of Children Children First (1999) and with the Dept. of Education and Science Guidelines on Child Protection (2004).


DEVELOPMENT
The SGC along with other specialised teachers i.e. The School Chaplain, facilitate and partake in developmental programmes designed to help students with their personal/social, educational and vocational development.
In personal/social development the programmes would include personal and social skills, self-awareness, decision-making skills, planning and health promotion.
In educational development the programmes would include subject/course/level choices, motivation and learning and study skills/exam techniques.
In vocational development the programmes would include employment opportunity awareness. Educational and training courses, higher and technical education choices and job search skills.

CONSULTATION
SGC consultation is provided by and to significant adults in the student's life. These adults include the school principal, the deputy principal, year heads, pastoral team, teachers, external agencies and parents. These consultations - advice, information or counselling -must always recognise the primacy of the student's integrity and the need to maintain appropriate confidentiality.

CONFIDENTIALITY
All students have a right to confidentiality in their dealings with the SGC. The right is not universal, however, and there are some cases in which - for the student's best interest - confidentiality cannot be guaranteed e.g. in the case of abuse, bullying, and risk to life. In counselling the student, the counsellor should make the student aware that confidentiality could not be guaranteed in any of the above cases and that information of this nature would have to be referred on. In short, students who meet with the SGC will be informed of the following

1) All things discussed are confidential between the student and the SGC except when the student himself or another person is at risk
2) Any information which highlights that the student or another person is in danger.
3) If the student is in danger of doing grievous harm to himself.

ETHICAL REQUIREMENTS
Ethical awareness is a prerequisite for the SGC. He/she is obliged to operate, in policy, process and practice in an ethical manner. The SGC's primary focus is the welfare of the student and he/she is ethically bound to act in the best interest of the student. The counsellor must act within the law and within the ethical guidelines as outlined by his/her profession. The SGC is expected to be competent in and mindful of the legal and ethical responsibilities of his/her work. Furthermore, the SGC is ethically obliged to seek out new developments in the personal, educational and vocational fields with a view to improving the overall counselling service to the student.

INFORMATION
Information is an essential component of the SGC's portfolio. The SGC must be involved with
*Information gathering
*Information organisation
*Information dissemination.
The main function of the above is to provide as much information as possible on the widest range of options open to the student.

The SGC needs to be familiar with
1) The requirements of students parents, pastoral structures and school administration e.g. a familiarity with the whole school body.

2) The sources of useful information locally and nationally e.g. relevant I.T. programmes, newspapers, essential addresses etc.
3) Systems for acquiring, storing and disseminating information e.g. an adequate careers library, appropriate student and parental access to pertinent useful information etc.
4) Methods of processing and using information for the student in an integrated way e.g. making it clear, understandable and student friendly.
The goal of the information service is to help the student in decision making processes, problem solving and with skills enhancement directed towards the ever-changing circumstances of their own development.

PREPARATION
The SGC is involved in preparation of transitions with the students at different stages of the student's secondary education:
1) The junior cycle student, moving into transition/fifth year will need preparation regarding subject levels, work experience and the importance of decision-making now for his future.

2) The Leaving Cert. classes have been prepared since transition/fifth year for this stage. However, preparation for the actual leaving of school must now intensify. Information is the key factor in sixth year along with one to one counselling. The student must be properly prepared for post-schooling options e.g. employment, training, further education, emigration, unemployment and ways to circumvent it.

The SGC alone will not be able to deal with the totality of preparation necessary in a second level school. However, preparation for transitions can be successfully undertaken as a member of a team, which includes parents, pastoral care members, co-ordinators of TY and LCVP, and management.

 

TEAM
The SGC is a member of an overall educational team which includes subject teachers, class tutors, year heads, principal, deputy-principal,specialist teachers, Learning Support, S.P.H.E., C.S.P.E., school chaplain and ancillary staff. Furthermore, the SGC, in conjunction with staff and management, will be central to and supportive of pastoral teams and policies which attempt comprehensively to deal with in-school issues.

 

REFERRAL
Referral is, in essence, a two way process. The SGC may refer and he/she in turn may be the recipient of referrals. Referrals may come to the SGC from parents, staff, principal or deputy-principal. Students who are referred to the SGC cannot be forced to attend and their choice must be respected. If, however, a student is referred and comes to the SGC their presence will be acknowledged and welcomed.
The SGC, in consultation with the relevant parties - parents and/or principal (DLP*) - may also refer a student to an external, appropriately qualified professional. A legitimate referral (one made with the received permission of the necessary people) may occur after the SGC has made an informed decision that the student's situation requires assistance beyond the SGC's professional training.

 

*Permission sought from the Designated Liaison Person for a referral by the SGC to an external agency e.g. Health Board, Educational Psychologist etc...

ASSESSMENT
Psychological and educational assessments/tests are useful insofar as they provide information for the SGC and others for whom it is relevant. Judicious use of test information is helpful in predicting academic and occupational performance, classifying ability, assessing remediation requirements and levels of achievement. Assessment results are important. Yet, their dissemination is of equal or greater importance. In returning the results of a student's assessment, the SGC must be aware of the confidentiality and sensitivities of the student and the manner in which the SGC shares the information with the student.

Tests may include: Personality tests, Aptitude tests, Interest inventories, Problem checklist, General ability tests, Performance tests, School exam results and Public exam results.


ACCOUNTABILITY AND EVALUATION
The SGC is mindful of his/her obligations to management, staff and students alike and recognises that he/she is leader of the school guidance service throughout the school. The counsellor discusses with and informs both staff and students of information that is relevant and pertinent to their situations.


INFORMATION FOR STUDENTS
Particular attention should be paid by the SGC in introducing the elements of the service to the first year classes. It is important that the availability of the service is made known to them, as it will be a new educational resource to incoming first years. Students are to be informed or reminded of the procedure of using a guidance slip to leave class.


INFORMATION FOR PARENTS
It is important that parents are made to feel free and welcome to come and visit the guidance counsellor. An appointment system is the best operational mode in this way. Alternatively, an email from parents over a concern can be accommodated quickly. Also, as part of overall school information dissemination e.g. school notices, parent-teacher meetings, open nights, enrolment days etc. information regarding guidance and counselling is made available as required and on the school website, www.abbeycommunitycollege.com.


INFORMATION FOR STAFF MEMBERS
Transparency is the key word for the SGC in dealing with colleagues. Particularly with regard to students who have educational, physical, social, behavioural problems. Bearing in mind the SGC'c obligation to confidentiality he/she should consciously and freely make available all relevant information about students to his/her colleagues. Information and new developments in guidance are to be shared with and made available to staff members. Enquiries are to be encouraged and a sense of inclusivity fostered.

 

 

 

 

 





 

 
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