Guidance Plan ContentsChapter One................................................................................................................................2Chapter Two...............................................................................................................................3Chapter Three.............................................................................................................................6Chapter Four...............................................................................................................................9Chapter Five..............................................................................................................................11Chapter Six...............................................................................................................................13Chapter Seven...........................................................................................................................16Chapter Eight............................................................................................................................17Chapter Nine.............................................................................................................................19Chapter Ten..............................................................................................................................23Chapter Eleven..........................................................................................................................24Chapter Twelve.........................................................................................................................26Chapter Thirteen.......................................................................................................................27Chapter Fourteen......................................................................................................................30Appendix 1: In-school Presentations to Parents/Students........................................................33Appendix 2: Outside Events....................................................................................................34Appendix 3: Administrative Arrangements..............................................................................37Appendix 4: Continuing Professional Development................................................................38Appendix 5: Review of the Guidance Plan 2007-2011............................................................39Appendix 6: First Year Students...............................................................................................40Appendix 7: Second Year Students..........................................................................................41Appendix 8: Third Year Students.............................................................................................42Appendix 9 : Guidance Syllabus...............................................................................................43Appendix 10: Second Tier (Fifth Years)..................................................................................45Appendix 11: Third Tier (Sixth Years)...................................................................................46Appendix 12: Range and Variety of Resources........................................................................47Appendix 13: Assessment.........................................................................................................50Appendix 14.1: In-Career Development...................................................................................51Appendix 16: Policies (Draft)...................................................................................................52Appendix 17: Counselling Model.............................................................................................52

Chapter One

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MISSION STATEMENT AND LEGAL PROVISIONS

1.1 Mission StatementThe Mission Statement of Dominican College, inspired by our motto ‘Veritas’, states that “we strive to realise each individual’s potential in a Catholic environment. It fosters the growth of the whole person and builds the community of the school in a spirit of respect tolerance and truth.”

1.2 Legal Provisions governing Guidance and Counselling The Education Act, 1998, section 9 (c) requires schools to “… ensure that students have access to appropriate guidance to assist them in their career choices….” Section 9 (d) also requires schools “to promote the moral, spiritual, social and personal development of students.” The Act refers to access (to school resources, physical and personnel…) and appropriate guidance (i.e. whole school response to meeting the guidance needs of all its students).

1.4 ImplicationsGuidance is a core requirement of the school’s overall programme and represents a vital and integral part of the School Plan. The mission statement and the school ethos are reflected in the Guidance Plan. The Guidance Programme of Dominican College complements the aspirations inherent in the school’s mission statement in that it aims to facilitate students becoming people who throughout their lives may manage their own educational, training, occupational, personal, social, and life choices so that they reach their full potential and contribute to the development of a better society. The school Guidance and Counselling service has a key role in schools’ efforts to implement these requirements of the Education Act.

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Chapter Two

OVERVIEW OF GUIDANCE

2.1 Definitions

The Guidance Programme refers to a range of learning experiences provided in a developmental sequence, designed to assist students to make choices about their lives and to make transitions to these choices. These choices may be categorised into three distinct but interlinked areas:

Personal and social Educational Career

Guidance is a range of processes designed to enable individuals to make informed choices and transitions related to their personal, education and career development.

Counselling may be defined as the skilled and principled use of relationship to facilitate self-knowledge, emotional acceptance, growth and the optimal development of personal resources. The overall aim is to provide an opportunity to work towards living more satisfyingly and resourcefully.

Guidance provision in schools involves a range of guidance and counselling activities and services.

The terms guidance counselling and guidance and counselling are covered by this definition and are synonymous with the range of activities set out below. The term guidance is used for simplicity, encompasses that broad range of activities and describes any activity that is focused on student progress and development in three key areas: Personal and Social, Educational and Careers.

2.2 Guidance Activities that Assist Students to make Informed Choices: Counselling includes personal counselling, educational counselling, career

counselling or combinations of these. Counselling is a key part of the school Guidance Programme, offered on an individual or group basis as:

part of a developmental learning process an individual career counselling/support support during periods of personal crisis

Assessment using psychometric instruments and inventories such as Cognitive Abilities Test (CATs), Differential Aptitude Tests (DATs), Interest Inventories.

Career Information (classroom, personal vocational guidance interviews, attendance at career events, outside speakers, students …)

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Skills Based Learning in use of information technology e.g. Qualifax, Careers Portal etc.

Personal and Social developmental programmes. Study Skills /Exam Techniques Motivation Subject Choice Stress Management Support /Procedures on subject change (See appendix 12.5a 712.5b) Support/ Procedures on subject level change Future Options choice, building my career Presentations Wide range of topics Liaising (formal/informal) with students/parents/staff/management/ outside

agencies. Referral of an individual student to the Guidance Counsellor by Principal, Deputy

Principal, Year Heads, Form Tutors, subject teachers, parents, Board of Management

Referral by the Guidance Counsellor to other professionals outside of the school e.g. The National Psychological Service (NEPS), Health Board Professionals, Youth Reach or other appropriate agencies.

2.3 Aims of the Guidance Programme To provide a framework for the delivery of the school’s guidance programme To ensure a structured response to student’s personal, social, educational and

career guidance needs To deliver an all-inclusive service for the junior, senior, minority, special

education needs etc., of all students

To provide a transparent, coherent sequential plan that is accessible to all stakeholders: parents, students, and school management, outside community and Department of Education and Skills (DES).

2.4 Objectives of the Guidance Programme To assist students develop awareness and acceptance of their talents and

abilities To identify and explore opportunities To grow in independence and take responsibility for themselves To make informed choices about their lives and follow through on these choices

2.5 Guidance Context

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As stated previously, the provision of guidance and counselling is a statutory requirement for schools. The Guidelines for Second Level Schools, on the implications of section 9 (c) of the Education Act, 1998 regard students’ access to appropriate guidance as being a whole school responsibility. Thus, it is imperative that there is differentiation between the Guidance Counsellor’s primary responsibility in the professional area of the guidance and counselling service, and her shared responsibility with other members of staff delivering the curricular elements of the guidance programme.

The key role of the Guidance Counsellor has two distinct but complementary elements:

To meet students’ needs as they emerge throughout the students’ time in school

To develop a curricular programme which is developmental, preventative, appropriate to the needs of the students and delivered in an integrated and proactive manner in a whole school context.

The Guidance Plan reflects this respect for the individual in its student-centred holistic approach which focuses on the enhancement of self-esteem and life skills and the development of potential - academic, personal, social and emotional - leading to greater personal autonomy for all students are its central goals.

The Guidance Plan is based on the premise that guidance is both a whole school concern and a specialist area within education. This Guidance Plan forms part of the Whole School Guidance Plan. (Appendix 1)

Re paragraph 2.5, see Planning the school Guidance Programme, NCGE, 2004).

Re paragraph 2.5, see ‘A whole school guidance and counselling service and curriculum: Roles and Relationships’ (Breeda Coyle and Arthur Dunne) 2008. The Guidance and Counselling plan is a process, not a rigid document. It is open to review and change.

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Chapter Three

WHOLE SCHOOL GUIDANCE COUNSELLING

3.1 Target GroupThe school population of approximately 700 pupils comprises a broad range of students from diverse social and academic backgrounds and from a variety of local and distant primary schools. All students complete the Established Leaving Certificate Programme. The School does not offer the Leaving Certificate Vocational Programme or the Leaving Certificate Applied Programme.

The Guidance Plan, in all aspects of its delivery, endeavours to address the holistic needs of this broad spectrum of students. Because of the broad social cohort there is not, and can never be a ‘one fit for all’ plan possible. The approach is as diverse as the cohort.

About 80%-85% (numbers vary depending on cohort) of students proceed directly to Third Level through the HETAC- CAO route. All students are encouraged and apply to all levels 6, 7 and 8 courses of the CAO. A small proportion of those apply through CAO-Disability Access Route (DARE) scheme, through the CAO Higher Education Access Route (HEAR) scheme, and sometimes both schemes together.

The majority of the remainder 15%-20%, proceed through the FETAC route e g. Post Leaving Certificate Colleges with the aspiration of further progression to Third Level. A small proportion (maybe up to ten students) apply to UK universities and Colleges Admissions Service (UCAS). A smaller number apply to Oxford or Cambridge (approximately five) depending again on the cohort.

The student population is not an homogenous group and the Guidance Plan in theory and practice must reflect this. Because of the broad spectrum of students, there are compelling reasons for inclusion in the Guidance Plan of a guidance service provision that addresses the particular social and personal development of some (at least) of the students in a coherent and meaningful way. This inclusion implies a service that creates opportunities for individual student interviews, as a formative developmental process and not merely as a crisis intervention strategy, by trained guidance personnel. Based on the articles of the DES (previously mentioned) this service is one that should and must be accessible to all students throughout the six years of the Post Primary Cycle (from years one to six).

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3.2 In-School Student Support Services Two Guidance Counsellors

Mrs Eva HempenstallPost Graduate Diploma In Clinical Supervision (Psychology) TCD 2007MSc. In Educational Guidance and Counselling TCD 2003Higher Diploma in Arts: School Guidance & Counselling NUI Maynooth 1997

Ms Gemma MurphyDiploma in Career Guidance UCD 1989Whole School Guidance Planning (Module One:Certificate) National Centre for Guidance in Education 2009.

Organisation 22 hours Full-time (E.Hempenstall) 08 hours Part-time (G.Murphy)

Timetabling arrangements: E. Hempenstall: Monday-Friday (inclusive)

G. Murphy: Monday-Thursday (mornings only)

3.3 Whole School Support Service A team approach in identifying student needs and developing agreed strategies to deal with students is considered to be essential good practice. This team comprises of the following elements:

Guidance Counsellor Parents Students Principal Deputy Principal Care Team Chaplain Resource Personnel/Learning

Support Year Heads

Form Teachers Subject Teachers Prefects School Council Parents Association Librarian Administrative Staff Board of Management Ancillary staff

3.4 Whole School Context of Guidance Counselling Support Service Guidance and Counselling are not discrete entities or functions. For example, lack of progress, poor concentration, challenging behaviour and/ or frequent absences reported by staff/management often mask deeper and more profound underlying difficulties. It is crucial that as stated guidance cannot be separated into neat discrete little boxes. There cannot be a

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one dimensional approach to the students in our care. Difficulties experienced by students include a) home-related problems, b) school-based ones, c) learning difficulties e.g dyslexia, Asperger’s Syndrome, autism and d)complex psychological, mental health difficulties. Personal/ social challenges for students include parental separation, bereavement, loss, identity issues, school phobia, friendship- relationship problems, suicide, self-harm, eating disorders, anxiety, depression, stress. An essential and crucial feature of this support is availability, continuity and confidentiality.

Awareness of Child Safety Guidelines and their implications for the whole school population is of vital importance. If a student is at risk or poses a danger to himself or others, the matter must be reported to the designated Liaison person in accordance with the Code of Ethics (Institute of Guidance Counsellors) and Children First: National Guidance for the Protection and Welfare of Children. (Dept. of Children and Youth Affairs)

In addition to consultation with students, parents/guardians., there is on-going liaison with all staff as stated above, but in particular with SPHE staff, Resource Personnel/Pastoral Care team, as appropriate.

Parents/guardians/students and other stakeholders meet the Guidance Counsellor by appointment or as an immediate response in times of crisis/urgency.

The voluntary participation in counselling of the student is respected by all concerned. It is an on-going process that starts on entry to First Year and continues throughout the students’ time in Dominican College.

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Chapter Four

GUIDANCE CURRICULUM

4.1 Time Allocation, Option Structures and Timetabling Currently, the DES has allocated a total of 30 hours Guidance and Counselling Provision. Apart from the core 22 hours provided to the school, an additional 6 hours provision was allocated in 2005 under the Guidance Enhancement Initiative (2004) (Circular letter No.PPT/12/05) for Guidance. A further 2 hours, making a total 8 hours provision was allocated under the same initiative in 2006.

4.2 Guidance Personnel Details of the personnel and working hours are given in paragraph 3.2.

4.3 Formal GuidanceThe Formal Guidance Curriculum is delivered by employing a number of methodologies, as follows:

Individual one to one basis Dyads Small groups Class group basis

Formal Guidance is dealt with in greater detail in Section 5.

4.4 Informal GuidanceThe informal Guidance Programme consists of, inter alia, liaising with other teaching staff/management to promote cross curricular links: Chaplain, SPHE, Transition Year Co-ordinator, all teachers of subjects taught in the schools such as Science, Business, Home Economics with a view to enhancing the development of a whole school policy in relation to the delivery of the Guidance Plan.

As an example, links with staff facilitate subject choices such as Science. Women in Engineering in actively promoted by inviting speakers and appropriately qualified past pupils. Staff support the Guidance Counsellors in identifying students with special aptitudes and interests in specific areas of the curriculum. Links with subject teachers assist students in subject choice by the provision of first-hand advice and coherent information on subject areas. The collaborative links with SPHE assist in identifying developmental programmes to support the emerging needs of individual students and/or groups. As Herr and Cramer state: ‘The most critical aspects of the implementation of career education lies in efforts carried out by classroom teachers. The most crucial aspects of career guidance lie in the efforts carried out by career guidance specialists’.

Informal links with parents, student support service personnel (both external e.g. NEPs, visiting teacher of the deaf and internal e.g. learning support. SPHE staff…RSE..) as outlined also assist in identifying guidance needs.

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Walks around the school, attendance at school-based shows, attendance at fund-raising events e.g., cake sales, promote the integral nature of the service offered by Guidance Counsellors and create a visible presence.

Meetings and or phone/text/email/formal letter correspondence, contact with parents/guardians/outside agencies are an essential element of informal guidance. Examples of outside agencies formerly and/or currently liaising with the Guidance Counsellor include Pieta House, Console, Mater CAMHS, Teen Counselling, St Joseph’s Adolescent Family Support Service, HSE, Social Services. External attendance at case conference meetings is also carried out by the Guidance Counsellor.

Attendance at Care Team meetings liaising in a whole school Pastoral support context: Chaplain, SPHE, Learning support, all subject teachers, form teachers, parents.

Informal guidance also includes observing and following Child Protection Guidelines and reporting concerns in relation to students to Designated Liaison Officer.

Other outside agencies with which the Guidance Counsellor liaises include colleges (local and distant), career fair organisers, parents at Parent Teacher meetings and feeder schools and parents prior to entry.

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Chapter Five

FORMAL GUIDANCE

5.1 Time AllocationThe time allocated to the formal guidance curriculum is set out as follows:

5.2 Fixed Class Periods and MeetingsSixteen Class Periods approximately are accounted for as follows:

One meeting with the Care Team (Principal, Deputy Principal, Chaplain, Guidance Counsellor)

One meeting with the Guidance Counsellor Six meetings with Year Group Tutors/Resource. (Rotational) Four 5th & 6th Year guidance classes. (Rotational) Four Transition Year Groups (2 double periods)

Parental/ Outside Agency Contact and Record Keeping (Minimum time spent)

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PERIOD Mon Tues Wed Thur Fri

8.40am1st TM TYTM

TY TY

9.20amCTM

TY TY

10.006th Year

6th TM

10.505th year R 1:4

RES 1.4

11.30

11.40 GC RES 2nd TM

12.205thTM

13.00

13.40

14.20

15.00

15.403rd TM

Two Periods ( equivalent) of core work of liaising with parents Responding to and liaising with parents/guardians, involving meetings and telephone

contacts, occasional home visits and meetings outside school and administration (files, notes, memos, records).

Two Periods Liaison with internal and external stakeholders, organising visiting speakers,

presentations, referrals, presentations, related letters/ correspondence to parents, outside agencies and related administration, such as files, notes, memos, records

5.3 Variable Class Periods (Outside Formal Timetable)The core work of the Guidance Counsellor is liaison with students. There are 6 Year Groups, each group with approximately 120 students. This work is on-going throughout the academic year from August to June.

Approximately 15 (variable) class periods per week are allocated to all guidance* activities for all Years and comprises a balance between guidance* delivered on a one-to- one basis, dyads, small group and class group basis. 3 class periods Liaison with 1st, 2 and 3rd years 1 class period Liaison with TY Group 5 class periods Liaison with Fifth Years6 class periods Liaison with Sixth Years

5.4 Grouping of StudentsStudents participate in the Guidance Programme in their Year Group or in their smaller class groups. Dominican students are non-streamed.

5.5 Class OrganisationYear Group Teaching Methodology

Y1 Class Group/Year Group intervention 10 periods per year.Y2 Class Group/Year Group intervention 10 periods per yearY3 Class Group/Year Group intervention 10 periods per yearY4 Timetabled guidance classes 20 periods per year, represented by 10

weeks x 2 classes (rotational basis for each Year Group).Y5 Non-timetabled. Group Guidance. 3/4 in-school class presentations,

2 outside visits, 4 in-school speakers.Y6 Non-timetabled Group Guidance. 3/4 in-school class presentations, 2

outside visits, 4 in-school speakers

Study

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Chapter Six

SENIOR GUIDANCE PROGRAMME STRUCTURE

3 LEVELS

1. EXPLORATION Transition YearIntroductionThis programme forms the foundation of the Senior Cycle Programme. It is focused and structured, and develops on the strands initiated in the Junior Cycle Guidance Programme. It is aimed at providing and equipping students with the skills and knowledge to critically evaluate their own career aspirations and the means of achieving them. Subject Choice and DATs administration are integral to the programme.

Year 4 Organisation 10 x 2 rotational classes

6.1 Syllabus Career options Psychometric testing –

Work Values Personality CDM Career Decision Making Inventory Musaic Interest Inventory Connolly Interest Differential Aptitude Test (DAT)

Career Investigation Project (assessment/presentation to class) Research skills – Use of internet, Careers library….. Using a prospectus/Underlining Value of Research Preparation for Transition to Senior cycle Subject choice for senior cycle River of Life exercise Identifying strengths and weaknesses Mini Med Workshop attendance in collaboration with TY co-ordinators Work Experience Reflection and Evaluation (with rotational group as appropriate)

6.2 External Sources Students are encouraged to attend career talks / presentations / seminars / open

days. All Transition Year Students annually attend ‘Le Cheile’ Careers Fair Interested cluster groups attend Mini Med (Royal College of Surgeons)

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Interested cluster Groups attend Computer Skills Courses –Web Design and Computer Programming (DCU).Guidance Counsellor liaises with TY co-ordinator

Science/Engineering workshops .GC Liaises with Science Teachers/TY co-ordinators

6.3 Internal Sources Medical Science/ Women in Engineering/ Presentations Interview Skills/ Mock Interviews (Outside Personnel)

6.4 Methodology Presentation Skills. Each student prepares a short power point presentation introducing themselves to their classmates.

Purpose: Serves as an ‘ice-breaker’ as classes usually a mixture of students from various

Third Years. Gives the Guidance Counsellor unique insights into each student. Non- threatening method for students to stand up in front of their peers and

develop presentation skills. Foundation for Careers Project where students asked to give a personal profile. Enjoyable Promotes class based discussions and debate around personal, social, career

related work and work experience

6.5 Learning Styles, Interest, Value, Personality Tests. Learning Styles, Interest, Value, Personality Tests and Occupation Profiles. Both pen and paper (Harrington O’Shea Career Decision Making System) and

computer-based questionnaires administered: (Qualifax and Careers Portal) Administration of DATs Explanation of DATs

Purpose Students able to identify skills, values interests and other personal attributes. Thus

equipped with evidence of abilities (e.g. summary statement, record and careers portfolio)

Exploration of strengths and weaknesses Not conclusive –no test can determine you as a person Apply and link learning styles to study skills Identify teachers style of teaching- Match my learning style?-Differentiated

learning Developmental aspects with specific regard to values, occupational interest,

personality Assists students identify short and long term goals Navigating course /career building skills via experiential learning. Some students

discover that a long dearly held belief in a chosen career course is not for them

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6.6 Subject Choice and Link to DATs/Careers/Careers Project Comprehensive in school and evening Presentation (See Appendix) Distribution of DATs class by class with explanatory hand-out to students

parents/guardians. (See Appendix) Exploration and Implications for future Course /Career Options. Follow on individual support highlighting strengths/weaknesses -potentiality of

the individual and self-awareness. Available to meet and discuss with parents

Purpose Students able to pinpoint core strengths and differentiating factors Know the importance of Career planning Set individual Career goals and objectives for 5th year. Identify what is involved in making a good Careers decision Realise that making a career decision is not a single activity but a continuous

process ( lifelong) of personal and career development.

Careers UK College Admission Service (UCAS) , Learnabroad.ie, CAO, Access Routes,

PLC, National Framework of Qualifications. Visiting speakers. (Engineering, Medical and Health care related careers CAO

video presentation links.

Purpose Preparation for transition to Senior level and Future options.

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Chapter Seven

SENIOR GUIDANCE PROGRAMME

2. INTEGRATION Fifth Years

IntroductionThe Fifth Year Guidance programme builds on the opportunities created in the TY programme. Students have gained through work experience an invaluable insight into the world of work in their chosen area. They will have completed DATs, personality, interest and other inventories. This is a crucial time for students to develop/maintain good study habits and independent learning strategies. It is aimed at providing students opportunities to visit colleges, to hear in school speakers on career/course related areas, and through a combination of classroom guidance and small group/individual appointments to broaden and deepen awareness of themselves and their goals. This is achieved in the following way:

7.1 Organisation Formal class contact – class contact by arrangement (attached) Individual sessions by appointment

7.2 Syllabus Career options Research skills…Use of internet Career planning/career investigation….. CAO – www.cao.ie UCAS – www.ucas.com Learnabroad.ie (opportunities available to study in Europe through English at

competitive fees rate) Visiting Speakers: TCD, UCD DIT Study Skills Stress Management My Future: Classroom sessions

7.3 External Students are encouraged to attend career talks / presentations / seminars / Open

Days Careers Options Fair attendance by all Fifth Years in RDS All students plan for and attend an organized visit to UCD

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Chapter Eight

SENIOR GUIDANCE PROGRAMME

3. INFORMED CHOICE

IntroductionMain thrust of guidance programme at this third tier level is to enable, in so far as possible, students to make choices that are meaningful and relevant to their espoused career objectives. The attendance at Higher Options enhances and brings into an adult focus these aims. Classroom guidance/presentations and individual appointments help students crystallise goals.

Sixth Years

8.1 Organisation Formal class contact – Rotational Individual sessions by appointment

8.2 Syllabus An integral part of the programme is the involvement of guest speakers, attendance at career seminars, open days etc. The Guidance Programme is designed to meet the needs of all students.

Induction Study skills seminar Preparation for Higher Options Conference UCAS: Application Procedure (Sept) Filling out application forms CAO: Application Procedure (October) UCAS references UCAS interview support/advice Christmas Revision: Revision Planning Examination Technique Motivation: Review of results (March) Alternatives to Third Level: information & guest speakers as appropriate

(October and other dates)

Grants & Scholarships Tying up loose ends - open forum Transition From Second Level … changes/expectations (October)

8.3 External

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Students are encouraged to attend career talks/presentations/seminars/ Open Days ….. Higher Options attendance October CAO in school presentation a)students, b) parents October

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Chapter Nine

GUIDANCE CURRICULUM

9.1 Guidance and CounsellingCounselling consists of helping pupils to make decisions, solve problems, change behaviours and effect change in their lives. Such activity may be career counselling, educational counselling and personal counselling or involve a combination of each.

Irrespective of whatever framework one is working from, the Rogerian (Person Centred) is at the heart of the guidance process. The core conditions of any supportive- pastoral relationship: empathy, acceptance, congruence, positive regard, respect, warmth, and reflective listening are the fundamental tenets of classroom based guidance and/or individual guidance.

Martin Buber encapsulates the basic philosophy underlying my core work with the students of Dominican College when he states (Between Man and Man) that the educator does not merely consider the individual pupil as one intending to teach him/her only to know or be capable of certain definite things: but his concern is always the person as a whole, both in his actuality in which he lives before you now and in his possibilities, what he can become. This relational aspect of guidance provision is an activity of critical meaning making and one in which the student and guidance counsellor engage in collaboratively. Or as Law (1996) states, ‘It is not a question of finding the ‘natural’ traits, abilities and interests in the person and matching them to certain possibilities, but rather engendering certain possibilities for persons by engaging them in educative processes about themselves and their capabilities, about who they might be.’ In other words guidance and counselling do not find what is already there, but construct certain possibilities for subjectivity and identity.

Robert Hobson states that counselling/ psychotherapy is ‘concerned with the development of unrealised potentialities’. Russell Meares further developed Hobson’s Conversation Model of Psychotherapy. Russell Meares states that within relationships people need to feel valued and personally authenticated. Students often in their daily lives have been some way emotionally scarred by some seemingly meaningless remark by a teacher, fellow student or parent. The conversation Model of Psychotherapy provides a useful framework underpinning in my work with students. See enclosed for details of Counselling Model used.

9.2 Context specific to Guidance Counsellor Role

The support element of the role involves working with students on a one to one basis and liaising with parents/guardians, staff as appropriate, and outside agencies as appropriate. National Educational Psychological Service, (NEPS) Health Service Executive, (HSE) Umbrella counselling Agencies

Duty of care in relation to the holistic development of the student in the context of the Dominican pastoral care policy, and in context of guidance counsellor’s code of ethics

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Considerable effort and skill required in a) developing working relationship based on trust with student b) identifying appropriate intervention for the myriad and complex personal/social difficulties facing students c) referring on when difficulty persists or is beyond remit of guidance counsellor.

This student support service is a vital component of the Guidance and Counselling programme, as it offers a safe space for students to confide in an adult, often for the first time. The guidance counsellor acts as an advocate for the student and acts always in the best interest of the student.

Time spent from class to class and from group to year group throughout the year varies. Demand for guidance varies with each distinct academic year. For example one year group Second Year might be hugely demanding in terms of personal counselling in one particular academic year and intake, and the following year that Second Year cohort requires moderate individual intervention. A Fifth Year group may require extensive support around career choice and classroom guidance in any one year, while the following year the emphasis for the Fifth Year cohort may be more on personal counselling. The service is provided on a needs basis and cannot be reliably quantified

Referral: Procedures, Protocol and Process Child Protection Guidelines must be followed in all circumstances where a staff member becomes aware of any actual or potential risk to the safety or welfare of the student. He /she must refer and report any concern to the Designated Liaison Person, in this instance the Principal

9.3 Referral ProceduresStudents experiencing difficulties in areas around their personal, social, educational/vocational lives are referred to the Guidance Counsellor.

Referral to the Guidance Counsellor by: Self, Parents/Guardians Staff: Principal, Deputy Principal, Teachers/Year Heads, Form Teachers,

Chaplain, Management, BOM Care Team Administration: Secretarial, Librarian, Prefect and/or Peer referral e.g. friend or fellow student Ancillary staff Outside agency

Referral by the Guidance CounsellorGuidance includes working with students on a one to one basis and liaising with parents/guardians and outside agencies as appropriate, e.g. NEPS, HSE and/ or Umbrella counselling Agencies. The guidance counsellor recognises the necessity of referral to a specialist service in some cases. The Guidance Counsellor recognises that an individual student may need assistance from other qualified helpers outside of school and may liaise with school management/ parents/guardians as appropriate in supporting that referral.

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Outside Referral If the issue(s) these may include personal, educational, vocational, physical

difficulties, persist(s) over time, if the students doesn’t show any signs of improvement, or if the issue is deemed beyond the professional remit of the guidance counsellor, the student is referred to an appropriate outside professional service, in consultation with parents and student themselves.

However as Tony Bates stated ‘the support offered from external agencies is limited and there is an absence of an efficient referral system’ ( Key note address to Guidance Counsellors AGM (2007)

9.4 Referral Protocol Students/ Parents/Guardians or other stakeholders meet by appointment, or as an

immediate response in times of crisis/urgency. The voluntary participation in counselling is respected by all concerned. If a counselling issue arises during a careers meeting with the Guidance Counsellor,

then the Guidance Counsellor will if the need arises, seek parental permission for counselling. Parents are informed in the context of the age of student, the presenting issue and ethical procedures.

9.5 Referral System Organisation Referral forms are available in the staff room in designated see through wall mounted

container and in Mrs Hempenstall locker. All student referrals from staff are delivered to a sealed box in Mrs Hempenstall’s locker in the staff room. Referrals may also be made verbally, followed by written documentation.

Guidance personnel meet and collate referrals, together a) at a scheduled meeting once a week and b) as an integral part of the Pastoral Care Team meetings also scheduled once a week .

This collaborative structured approach it is hoped prevents any vulnerable students from slipping through the net and not receiving necessary guidance counselling, and prevents overlap of service.

One-to-One Referrals

First Year: Guidance and Counselling First Years are the combined responsibility of Guidance personnel (Ms

Hempenstall/Ms Murphy) Chaplain: Sr Susie O’Rawe OP and the Pastoral Care Team.

Second and Third Year: Guidance only Ms Murphy delivers one to one guidance, study skills, time management and

vocational guidance to First, Second and Third Year students.

Transition Year to Sixth Year: Guidance only Mrs Hempenstall delivers one to one guidance study skills, time management,

vocational guidance to Transition, Fifth and Sixth year students.

Second to Sixth Year: Personal Counselling only

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Mrs Hempenstall’s meets students on a one to one basis for all personal counselling from Second to Sixth Year. (See appendix for details)

Staff and students are informed of this procedure at the beginning of the school year and parents during First Year parents’ information evening.

9.6 Confidentiality Statement Regarding Personal Counselling.

ContextThere is no law of confidentiality which would command silence when the welfare of the student is concerned. Confidentiality must never be promised to a person making a disclosure. Children First: National Guidance for the Protection and Welfare of Children 2011- Department of Children and Youth Affairs.

The general principle and cornerstone of the counselling relationship is based onconfidentiality which includes confidentiality relating to information disclosed and case records.

Establish initial premise that the student consents to talk to the Guidance Counsellor. Do you consent to be here? Do you agree to talk to me?

Confidentiality statement made to students based on Institute of Guidance Counsellor Code of Ethics. (see Appendix)

On first meeting with a student one to one, the condition attached to confidentiality is made clear by making the following statement to the student: “Meeting with me is an opportunity for you to explore/ talk about whatever matters you have on your mind. Our discussions may help you to be clearer about yourself and the choices open to you. I want to assure you that your welfare is paramount, so that what you tell me will generally be confidential. However, if you tell me anything that indicates that you are in danger or someone else is in danger, I cannot keep this confidential and will have to pass it on to someone who can take steps to deal with it. I will tell you beforehand if it is necessary to do this and to whom I will be giving the information. I assure you that this will be done in the most sensitive way possible. Only certain people, e. g. your parents/ the school Principal may need to know. So, would you like to ask me any questions about what I have said?”

Proviso In schools, students do and may sometimes present with crises that demand immediate attention. In such circumstances the emotional state of the student may be such as to make inappropriate, at that time, a formal statement on the parameters of guidance and counselling. The duty of care to the student may require initiating actions designed to protect the health and welfare of the student or others. Crisis situations will always be given priority.

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Chapter Ten

MEETING STUDENTS

Protocol for meetings

Meetings with students Meetings with Parents/Guardians

Guidance: Individual Meetings with Students : Protocols/ Procedures

Guidance meetings with students on a one to one basis may be:

A combination of personal/social, educational and vocational issues Guidance only e.g. career/vocational guidance, study skills. Those that initially present as guidance but develop into counselling Those of a purely counselling nature

10.1.1 Student appointments: Protocols/Procedures:

The Guidance Counsellor gives an appointment to an individual student by issuing a signed appointment slip to the student, detailing the day, date and time of the appointment. The student must show this appointment slip to the subject/class teacher and at the beginning of the allotted class time. On conclusion of the appointment the Guidance Counsellor writes the time of end of session on the appointment slip. If applicable the student shows this to the subject teacher on return to class.

Notice of an appointment with the Guidance Counsellor may be given in any of the following ways:

Directly to the student by the Guidance Counsellor if she presents at the Guidance Counsellor’s office seeking an appointment

To the student by the Guidance Counsellor at the end of a one to one session To the student by the Guidance Counsellor during class contact When a referral form has been made to the Guidance Counsellor Note: an “open door” policy exists whereby a student may present

themselves at the Guidance Counsellor's office at any time.

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Chapter Eleven

CONSULTATION WITH PARENTS/GUARDIANS

11.1 Consultation between parents/guardians and school guidance service

The aim of the School Guidance Service is to support parents in their endeavours to help their daughters with their personal and social development, their educational development and their and vocational aims. This consultative role forms a core part of the service provide by Guidance Counsellors. Guidance personnel have a duty of care to act in the best interest of the student and consider themselves ‘in loco parentis’ as part of their function.

Parents are welcome to visit the Guidance Counsellor to afford them the opportunity to discuss their daughter’s aptitudes, abilities and interests, in educational and occupational planning and to discuss issues of personal/ social concern.

Parents Guardians make appointments with the Guidance Counsellor, normally by telephoning the school. Appointments are usually conducted during the school day, but, may in certain circumstances, be arranged after school. All parties are requested to inform each other if a cancellation is necessary.

On occasion, the Guidance Counsellor may request another staff member e.g. Year Head, subject teacher or/and management to be present at a meeting. The student is always invited to participate in whole or part of the meeting with the approval of parents/guardians. This gives the student responsibility, ownership and inclusion in the meeting outcomes. Notes are kept of all meetings by the Guidance Counsellor.

11.2 Protocols and Procedures for Meetings with Parents: Parental Contact 1-

The following protocols/procedures apply in respect of meetings between the Guidance Counsellor and parents/guardians:

The Guidance Counsellor is available to meet with parents/guardians at the regular parent/teacher meetings for all Year Groups.

Parents are welcome to telephone the school at any time to make an appointment to meet with the Guidance Counsellor. A request for a meeting will be acknowledged and arranged for the soonest available time.

Meetings can be arranged at short notice in response to issues requiring immediate attention.

In certain circumstances the Guidance Counsellor may need to contact the parent/guardian(s) in order to request a meeting with them.

Contact is made with the parents/guardians directly by phone to arrange a mutually convenient time for the meeting and/ or by letter.

A student may request a meeting between parent and guidance counsellor Care team may request between parent and guidance counsellor Guidance personnel may meet parents at the request of Management/Year, Heads

and/or staff in the interest of the student

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There is an inherent consultative aspect in the role of the guidance counsellor with the student being the central focus of the work. Frequently the guidance counsellor is required to combine parental/guardian contact with liaison between all parties concerned with the welfare of the student e.g students, school management, teachers and/ or outside agencies.

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Chapter Twelve

PRESENTATIONS TO PARENTS/GUARDIANS

12. 1 GeneralThere are a number of presentations to parents during the course of the academic year. These are extremely important as a way of communicating directly with as many of the parents/guardians as possible. These presentations represent the start (First Years) or a continuation (Third, Transition and Sixth Years) of the formal relationship with the school. Any issue that a parent/guardian may have that cannot be fully dealt with at this time can be followed up on a one-to-one basis with the Guidance Counsellor subsequently.

12.2 Parents/Guardians of incoming First Year students This presentation is a part of the Induction Programme for First Years and involves the provision of information on subject choice as well as outlining the role and functions of the Guidance and Counselling Department. Parents are welcome to visit the school and, by appointment, may consult with the Guidance Counsellor before their daughter comes to the school.

12. 3 Parents of Third Year students: A presentation on senior cycle choices/subject choice is made annually by the Guidance Counsellor to parents of Third years and Transition Year studentsOn the same evening presentations are made by the Year Head, the Transition Year Co-ordinator. Parents are encouraged to ask questions at the end of the presentation and /or to consult with the staff after the meeting.

12. 4 Parents of Sixth Year students: A presentation is given to parents to inform them of choices their daughters have after the Leaving Certificate. Information is also provided in relation to the CAO Application Procedure, UCAS, Further Education Colleges , (Post Leaving Certificate) as alternate route to accessing Higher Education.

12.5 Contact with the Parents’ Association Presently this takes place through the Principal as issues related to guidance and counselling may arise.

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Chapter Thirteen

TEST ADMINISTRATION

13.1 GeneralPsychological and educational standardised measurement instruments provide information helpful in predicting academic and occupational performance, assessing remediation requirements and levels of achievement.

The Guidance Counsellor is the trained administrator and interpreter of psychological and other standardised educational tests. The Guidance Counsellor is, therefore, responsible for the maintenance of professional standards in the administration , interpretation and dissemination of tests and their results.

In order to engage in effective guidance and counselling of students the Guidance Counsellor has to have access to school reports and results of performance tests.

. 13.2 Test Administration and Interpretation

The Guidance Counsellor carries out the following tests with students: testing is as follows:

Individual and group tests of general ability are standardised tests that are administered to incoming First Year students by the Guidance Counsellors. Testing usually takes place on the first Saturday in February, in the year of entry to the school

General group reading test are administered to incoming First Years on the same day as the general ability tests.

Aptitude tests are administered by the Guidance Counsellor to Transition Year students. Best practice is ensured by administering DAT’ to students over 16 years of age as these tests are normed for age 16+

. Interest inventories are conducted on a group basis, usually during careers classes with Fourth and Fifth years. It may be necessary to conduct interest inventories on a one-to-one with some students.

. Problem Checklist and Counselling Inventories: These are always conducted on an individual basis.

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Individual interpretation and application: This is carried out during a one-to- one interview with students.

Performance tests and school reports: In order to engage in effective guidance and counselling of students the Guidance Counsellor has access to school reports and results of performance tests.

13.3 Confidentiality in Testing Results of standardised tests are given to students in a confidential manner. A one-to-one feedback discussion is approached in such a way as to ensure that it is a thoroughly rewarding experience for the student.

A test result will not be taken in isolation but will be viewed in the context of the development of the whole individual. Feedback is oriented towards the immediate objective of the testing e.g. what have the test results highlighted for discussion that can help the student plan their career/choose their academic route?

13.4 Confidentiality in Storage of Test Materials The following procedures are adhered to in this regard:

Test materials are stored securely Access to test materials is strictly controlled Respect for copyright law and agreements relating to prohibitions on the

copying or transmission of materials in electronic or other forms to other people, whether qualified or otherwise

Protection of the integrity of the test by not coaching individuals on actual test materials or other practice materials that might unfairly influence their test performance.

13.5 Access to Test Results and Data Held Access is restricted to those with a need to know. Persons who are untrained are not allowed access to raw data from tests but only to clearly described interpretations. Individuals do change and develop and therefore psychometric data can become less accurate over time. Tests can provide well-constructed measures of aspects of individuals at a point in time, but this does not preclude a degree of subsequent change and development.

The following procedure is adhered to (in accordance with best practice guidelines of the British Psychological Society) are as follows:

1. Appropriate parties who may legitimately receive test results as well as the Guidance Counsellor are: the Principal, the Deputy Principal, the Year Head, the Learning Support Teacher. Oral reports will be given to these

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parties and when necessary and if requested written reports will be supplied also.

2. Form Tutors and subject teachers may, when appropriate, be given general oral qualitative descriptions but will not have access to actual test data results or to written reports of data.

3. Levels of confidentiality are explained to individuals and groups before tests are administered.

4. Data kept on file is protected so that only those who have a right of access can obtain them.

5. Test data will not be kept on file longer than two years after the student has completed her education in the school.

6. Test results will be treated confidentially at all times and consent will be obtained before releasing results to others

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Chapter Fourteen

Administration of the Guidance and Counselling Service

Administration of the service necessitates time spent each week by the Guidance Counsellor in carrying out clerical and administrative duties.

The following gives a brief outline of these duties:

14.1 Information collation and Organisation

Information gathering, organisation and dissemination are an essential and important function carried out on a daily basis.

Managing this information involves: Visits to College Open Days Work place visits during TY work experience programme Visits to Career Exhibitions Visits to Solas or other agencies Organising visiting speakers to the school and liaising with staff re timetable

availability Booking hall in advance and informing staff of speaker arrangements Set up of hall prior to arrival of speaker, audio visual and seating Arranging access to computers and information technology Disseminating information to classes and groups Continuous research to ensure availability of most recent information

14. 2 Administration for testing

Collating all materials required before testing such as question booklets, answer sheets

Notification letters sent to parents/guardians Ensuring and booking hall and library for test administration Organising list of students for supervision assistance during test administration Payment of these supervisors Ordering new materials from suppliers Liaising with other staff in organising seating arrangements Collating all materials post testing Correcting answer sheets or arranging for computerised marking of tests Postage of tests for correction Transfer of invoices to office for necessary payment to suppliers Preparatory talk to students outlining purpose and use of testing Minimising pre-test anxiety Stressing that no test is conclusive: you are a unique person with gifts Feedback to students of test results with explanatory hand-out

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14. 3 Managing the Guidance Library

Ensuring up to date information is available Collating correspondence from outside agencies Filing careers books, prospectuses, leaflets, videos, C.D’s and other relevant

information Arranging and organising borrowing of materials Purchasing and updating literature on guidance Keeping records of materials borrowed and returned

14.4 Office Management

Office organisation and filing e.g. Filing student records Filing materials for careers, counselling and educational matters Record keeping of attendance at open days and other careers events Computer work Storing of confidential testing and other resources Organising appointments and distributing appointment slips Record keeping of individual guidance appointments Records of Care Team meetings Records of Year Group meetings Records Outside meetings Records of Referrals

14.5 Correspondence Correspondence takes place between the Guidance service and a variety of people and organisations.

Some examples are:

Parents: Written Invitations to Open Night Information Sessions Third Level and Further Education Colleges Employers/ work placement personnel Industry and representatives of industry Visiting speakers Psychologists Permission slips/letters Counselling agencies HSE CAO, UCAS, Failte Ireland and other such bodies References for UCAS colleges and work experience placements References for PLC colleges References for UCAS Staff

14.6 Phone Calls

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The work of the Guidance Counsellor necessitates phone calls being made to others and received from others on a daily basis. Some examples are:

To/from parents To/from Third Level/ Further Education Colleges To/from employers/work placement contacts To/from industry representatives To/from organisations such as STEPS, AHEAD To/from visiting speakers To/from psychologists ( NEPS and other) To/from counselling agencies To/from CAO, UCAS and other bodies involved in education

14.7 Programme development and planning

There is no set curriculum for careers classes therefore it is necessary for the Guidance Counsellor to plan the content of the careers programmes. This involves writing the guidance programme. It also involves keeping abreast with new developments in careers and courses and incorporating these into the guidance programme. As well as evaluating the effectiveness of the programmes we liaise with other staff members in relation to programmes such as SPHE, CSPE, etc.

14.8 Report writing Assessment reports for students based on class work Occasionally behaviour reports on students Reports for psychologists, counselling agencies Policy documents

14.9 School planning evaluation Evaluation of the Guidance and Counselling service in conjunction with the school plan is on-going. This involves:

Organising and chairing meetings of the School Guidance and Counselling Planning Group

Writing agenda for meetings Keeping records of meetings/ items discussed/decisions made… Engaging in correspondence, phone calls report writing involved in the planning

process Distributing written information to the partners involved in planning

Planning, devising and distributing surveys to the partners

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Appendix 1: In-school Presentations to Parents/Students

1. First Year Parents Open Night for First Year parents and prospective students Follow up support as needed with parents NEPs or /and other resource personnel -outside agencies.

2. Third Year and Transition Year Parents Subject Option Parents Open Night Presentation to TY/Third Year Update information and in depth information on implications of subject choice for

future career/course choice. Concise Handout and Handbook to parents/students on each subject and

implications for course options. Follow-up support as required to parents and students.

3. Sixth and Fifth Year Parents: Comprehensive presentation

Central Applications Office. (CAO) Transition to Third Level presentation. Comprehensive coverage of National Framework of Qualifications. Disability Access Route Education (DARE) Higher Education Access Route (HEAR) Financial Support advice (www.studentfinance.ie) Follow up support as required to both students and parents.

4. Sixth and Fifth Year Students: In-School Presentations CAO students presentation to both Fifth and Sixth year groups. Follow up support. Wide range of Speakers e.g Trinity College Dublin, Dublin Institute of

Technology, University College Dublin, National College of Ireland. Study Skills. Careers in Engineering, Science and Medical areas Broad range of speakers on FETAC (PLC) options and progression routes > DIT,

NCI and NUI Maynooth and other Third Level colleges. Stress Management My Future Options Mental health issues by outside professional from Headstrong (Tony Bates) or

other appropriate professional. Follow on individual support.

5. Tranistion Year and Third Year Presentation on Subject Options to Third and TY groups. Speakers DCU, Women in Engineering Study Skills (Third Year) Fetac/Hetac progression routes Interview Skills Career Planning Encouragement

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Appendix 2: Outside Events

1. Student Procedures Followed for Outside Events

Letters of consent/permission slips contain following informationExample of template of parental permission to attend Open DaysName of College/Event Purpose of visit Date+ time of visit Time leaving school- if applicableTime expected to return to school- if applicable Student responsible making own way home/back to schoolSignature of parent/guardian ------------(Consent/Refusal)

2. Attendance at Open Days/Career Events

At the start of the academic year, arrangements are made in consultation with subject teachers and management to attend appropriately chosen activities. Students attend by prior agreement with parents. The Guidance Counsellor corresponds in writing to parents, guardians either in consultation with management as appropriate (on behalf of school with co -signature of principal) or directly and confidentially, or in seeking permission to attend outside events/or invitation to parents to attend Guidance related school events.Staff are advised by prior agreement, via the Career Notice Board and by way of intra-school announcement at break time.Students are continuously reminded of on-going career events by several avenues:

Assembly by announcement by guidance personnel Year Group Noticeboard Intercom announcements School web site Newsletter Via Career representatives

In preparation for these out-of- class leaning experiences students are advised/reminded a few days beforehand of the location of the venue, travel arrangements, meeting point, time of attendance, school identification requirements, uniform-non uniform

2.2 Sixth Year Groups All students are obliged to attend the following:

Higher Options Conference- September TCD Open Day- December

All students may attend the following on an elective basis:

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UCD Open Day -December RCSI medical introductory seminar-January Attendance at colleges of interest- PLC

School permission is given prior to parental/guardian consent note in student’s journal .

2.3 Fifth Year Groups All students are obliged to attend the following:

UCD Open Day (November or March) Careers Fair (November or March)

School permission is given prior to parental/guardian consent note in student’s journal Students informed of and encouraged to attend DCU, St Patricks, DIT, NUI,

UCD, NUI Maynooth and other relevant college open days. (Attendance outside school hours)

Specific events related to career interest area of students. DCU (Science, Engineering areas), DIT Cathal Brugha (Culinary Arts)

Oxford information session in consultation with subject teachers and students.

2.4 Third Year and Transition Year Groups Students informed of and encouraged to attend DCU, St Patricks, DIT, NUI,

UCD, NUI Maynooth and other relevant college open days. (Attendance outside school hours.)

Cluster groups from Third year onwards are targeted in consultation with subject teachers and the students themselves. Attendances are organised at specific events related to the career interest area of the students. DCU (Engineering, Science areas), DIT Cathal Brugha (Culinary Arts) (Normally organised during school hours subject to parental permission)

2.5 Open Day Preparation/Evaluation

Preparation Work sheets given to students in anticipation of learning outcomes.

Evauation The work-sheet ensures that the out of class event has been a valuable learning experience for the student. It also serves as a check on attendance at the event.

Failure to return a work-sheet means that the student will be marked absent on the roll and the necessity of providing a parental explanatory note applies.

Student evaluation takes place in the Careers classes, subsequent to events.

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2.6 Guidance CounsellorIt is axiomated that the Guidance Counsellor attends the Higher Education Institutes (HEI) CAO Conference for Guidance Counsellors, Annual College Seminars (DCU, NUI UCD, NUI MAYNOOTH, DIT) Annual IGC Conference. CPD courses/seminars

2.7 Pre School Entry GroupsPrior to Entry to First Year in the school, the Guidance Counsellor/Chaplain and Learning/Resource Personnel arrange visits to ‘feeder’ Primary schools and liaise with teachers regarding any social/personal educational/vocational consideration of prospective students that may need to be catered when they arrive in the school.

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Appendix 3: Administrative Arrangements

3 .1 Notice Board An important resource in information dissemination to students, staff and parents is the Careers Notice Board on the main corridor and the Staff Notice Board in the staff room. These are a means of conveying any relevant information in graphic form under the diverse areas of guidance. This is an effective means of communicating with the wider school population. Administration of these involves:

Providing current information in relation to careers, courses Information re new developments in courses, CAO, UCAS etc Providing information on legal rights, health related matters etc Providing “student support” phone numbers/ names/addresses of helping agencies Ensuring notices/posters/phone numbers are accurate and current

3.2 Administrative Procedures regarding subject options Letter of invitation to parents to attend subject option meeting Handout/Booklet re subjects -advance preparation and distribution to parents

and students First round offers submitted by students

Round two/ issued/interviewed with parents Options- displayed for staff, learing support, guidance, year head, principal,

deputy principal

3.3 Administrative Procedures regarding First Year prospective Parents Open Night

Letter of invitation to parents Notice board invitation to staff interested in attending Chaplain, Principal, Deputy Principal Guidance Counsellor attendance Updating of slides and information as necessary

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Appendix 4: Continuing Professional Development

Supervision of Guidance Counselling The main function of supervision is to enable the guidance personnel to enhance their work with the students in their care. According to Hawkins and Shohet it is to help practitioners reflect on their work and perhaps explore other ways of facilitating the client/student. It has normative, formative and educative functions.The Guidance Counsellor has been given Tuesday afternoon to avail of Supervision and CPD and avails of this through the Drumcondra branch of the Institute of Guidance Counsellors.

4.1 In-service The Guidance Counsellor from time to time attends other in-service This includes information meetings with the HEI’s, conferences/workshops on various areas such as Future Skills Needs; IT courses and courses dealing with suicide, depression, marital breakdown, alcohol and substance abuse and other issues that affect teenagers.

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Appendix 5: Review of the Guidance Plan 2007-2011 Consultation with staff took place in 2007. Findings are available if requested. In response to the response re Induction of First Years, changes were made including a tour of the school in May by prospective students. With the new Year Head structures recently implemented (2011) it is envisaged that further changes will be made.

5.1 Review of the Guidance Plan 2007-2008

A guidance inspection was undertaken by DES in November 2008 . Following on this inspection the Guidance Plan was reviewed. Actions were planned and where possible were undertaken.

Following discussions with all the relevant partners and as a result of advice from the Guidance Inspectorate and NEPS a decision was made to discontinue

administering the AH2 tests to incoming first years. Since February 2009 more up- to-date and more suitable tests have been administered. (CAT3)

Also in 2009 due to the vast majority of Third Years opting to pursue Transition Year, and in keeping with Irish Norms (16+) DATs administration was discontinued in Third Year and confined to TY and Third Years who opted to progress directly into Fifth Years.

The recommendations made by the inspectorate in relation to career topics in 2nd and 3rd year SPHE were extensively discussed with Principal, Deputy Principal, SPHE co-ordinator and Guidance personnel. It should be noted that 2nd and 3rd years benefit from the following guidance activities: study skills classes; subject choice classes; visits on an regular structured basis to classes by guidance personnel; consultation with the decision making prior to subject choice; personal and social appointments with guidance personnel. Enclosed please see Guidance Curriculum.

It should also be noted that following suggestions by the Guidance Inspectorate Senior Cycle students have been given a more structured timetabling allowance re guidance delivery and that curriculum aspects are appropriately addressed in relation to the three tier guidance model.

Following a more recent report (2011) from the MLL stating that there would appear to be an imbalance between counselling and guidance, I would hope that the enclosed plan dispels any misunderstanding that occurred in that regard.

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Appendix 6: First Year Students The Guidance Counsellors, Year Heads, Form Tutors, Subject Teachers and Learning Support Teacher together with the Principal and Deputy Principal work in partnership to ensure that the needs of First Year students are being met.

Aims: To promote a smooth transition for students from primary education to second-

level education To ensure relevant and appropriate subject choices To facilitate the personal and social development of students To develop effective study skills appropriate to second-level programmes Introduction to world of work Qualifax, Careersportal search engines.

Activities Include:

Visits to Primary Schools prior to entry. Comprehensive formal in school Presentation to parents and students to address

implications (Personal/Social, Educational, Vocational) of Transition from Primary to Post Primary (See Appendix 4)

Liaison with Learning Support Teacher, Care Team, Year Heads, Form Teacher Administration of Assessment Test (Cognitive Ability Test) Follow up on assessment tests Induction programme on entry to school. Pastoral Care structure –Year Head/ Form Tutors liaise with Guidance Team Prefect monitoring of First Years Liaise SPHE Programme Formal and informal class contact by Guidance personnel One to one guidance available on request or by referral

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Appendix 7: Second Year Students

The Guidance/Pastoral Care personnel work in partnership to ensure needs of students are being met. Liaise with Learning Support Teacher, Care Team, Year Heads and Form Teachers

Aims: Guidance and Counselling Service To ease the Transition from First to Second year To facilitate the Personal/Social, Educational, Vocational development of students. To provide support around Management of learning: Study Skills/Motivation

Activities include:

Formal class contact by Guidance Counsellor: Study Skills: September Formal class contact by Guidance Counsellor: Interest Inventory: Musaic:Pen & Paper

October Formal class contact by Guidance Counsellor: Guidelines re Careers Project to be

completed by December: November Assessment of Projects: Results in Christmas Report Formal class contact by Guidance Counsellor: Looking at me? Overview April SPHE Programme Pastoral Care structure in action Liaison with Learning Support Teacher, Year Head, Form Teacher, Chaplain Prefect monitoring of students One to one guidance available by request or by referral

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Appendix 8: Third Year Students

The Guidance/Pastoral Care personnel work in partnership to ensure needs of students are being met. Liaise with Learning Support Teacher, Care Team, Year Heads, Form Teacher

Aims: To enhance personal/ social, educational and vocational development of students To promote good study skills To facilitate appropriate and relevant choices for Senior Cycle To prepare for Junior Certificate

Activities include:

Formal class contact by Guidance Counsellor Study Skills seminar: September Formal class contact by Guidance Counsellor Exam Techniques: November Formal class contact by Guidance Counsellor/TY/Subject Options: December Link their chosen subjects to career areas: Categorise the necessary steps in building

up information towards an effective Career Investigation. Review general Career Categories Identify purposes of a Career Investigation Do a template for and classify the elements of a Career Investigation. December Formal class contact by Guidance personnel Mock Results: My learning Style: March Formal class contact by Guidance personnel My Future: Continuation of the concept

of Career Investigation/Project Formal class contact by Guidance personnel Career planning: My progress, skills,

qualities, personal characteristics, career interests, work preferences. April Review reasons for choosing Leaving Certificate subject options. May

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APPENDIX 9 : Guidance Syllabus

Guidance personnel liaise with Transition Year team to ensure best outcomes for students.

Transition YearFirst Tier Organisation 12x2 rotational classes

Initial Survey of Class to determine needs (needs vary as TY rotation groups evolve)

1. EXPLORATION

Syllabus

TY Career exploration. Exploration includes research on UK Central Admission Service (UCAS) , CAO, Access Routes, PLC, National Framework of Qualifications.(NQF)

Through Qualifax.ie Careersportal..ie Careerdirections.ie CAO.ie UCAS.COM Through class based discussion and debate around work-career related areas and work

experience. Learning Styles (Honey and Mumford) Interest, Value, Personality Tests. CDM Career Decision Making Inventory (Harrington O’Shea) Musaic Interest Inventory Connolly Interest (occasional use)

Developmental aspects with specific regard to values, occupational interest, personality.

Differential Aptitude Test (DAT) Career Investigation Project (assessment /presentation to class)

Learning Styles, Interest, Value, Personality Tests. Both pen and paper (Harrington O’Shea Career Decision Making System) and computer Qualifax.ie Careersportal..ie Careerdirections.ie based questionnaires administered.

Short and long term goals. Occupation Profiles.Explored through past pupils presentation, careers portal, visiting

professionals Career Exhibitions. Workshops. Mini Med (RCSI liaise with TY) Seminars Science /Physics (liaise with Science Dept) Women in Engineering includes visiting speakers and outside attendance (STEPS)

liaise with Science Dept Interview Skills by outside professionals. Bank of Ireland (Variable) Career options Psychometric testing – Work Values

Personality Differential Aptitude Test (DAT) Explanation and Administration of DATs. Distribution

of DATs class by class with explanatory hand-out to students parents/guardians.

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Follow on individual support highlighting strengths/weaknesses -potentiality of the individual and self-aware

Presentation Skills: Career Investigation Project (assessment /presentation to class) (Appendix V)

Research skills – Use of internet, Careers library….. Using a prospectus Preparation for transition to senior cycle Subject choice for senior cycle; extensive input parents/students (See folder) River of Life exercise Identifying strengths and weaknesses Work Experience Reflection and Evaluation

Appendix 10: Second Tier (Fifth Years)

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Guidance personnel liaise with Fifth Year team to ensure best outcomes for students.

1. INTEGRATION Formal class contact – class contact by arrangement November /February and

April (attached) Individual sessions by appointment Individual /Small Group interviews. 4/5 Group Presentations Speakers

Syllabus Induction: August Study Skills : September Motivation Available on a one to one/group basis Students encouraged to attend Open Days. (see www.qualifax.ie events for calendar

of all College Open Days Self Directed Research using careersportal.ie qualifax.ie.. Parents evening CAO presentation two year cyclical basis. October/November Visiting Speakers.UCD, DIT, Mental Health area varies December Attendance by interested students at focused college seminars e.g. Engineering,

Culinary Arts, Medical Careers February-May Attendance by students on HPAT information sessions in January. Future Options interactive presentation. UCAS, CAO, PLC, DARE, HEAR

February-April Organisation of attendance at Oxford information session in consultation with subject

teachers and students. March Advise/Inform Parents/students/ re outside information seminars on Access Routes:

DARE and HEAR (November and January) Sample HPAT tests provided

Appendix 11: Third Tier (Sixth Years)

1. INFORMED CHOICE

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2. Guidance personnel liaise with Fifth Year team to ensure best outcomes for students.

Organisation Formal class contact – class contact by arrangement September/November

(attached) Individual sessions by appointment 4/5 Group Presentations Speakers

3. INFORMED CHOICESyllabus

Induction: August. Focus on goal setting, study skills: September. Preparation for and attendance at Higher Options Conference: September 15th 2011 Available to each student for individual career interviews re course/ career options .

process may take more than one interview. September –May UCAS application procedure advice and support. Students given written information

re procedures (August 25th 2011) Sept-November (Applicants via this route urged to have completed applications by November at the latest)

Oxford and Cambridge application procedures: October 15th deadline reminders September

Medical entry admissions tests (BMAT and UKCAT and other admission tests Registration reminders. Entry tests deadlines vary depending on subject choice, please consult relevant college website.

CAO Presentation Transition From Second Level … changes/expectations DARE and HEAR application procedures. Up to date information can be downloaded

on www.cao.ie Grants & Scholarships Update on Procedures re HPAT medical entry.Sept- December See www.cao.ie

downloads for update 2011-12 application procedures and deadlines. Application procedures re CAO. Reminder: 1st February deadline for Medicine and

restricted courses; Consult /Check CAO website. Preferable all Sixth Years to have application made. Change of Mind facility until First July (Not all Courses) Check www.cao.ie website

Emphasis on application procedure and interview skills with students re PLC route: September-May

See above re specific presentations. Study skills seminar Stress Management Students are encouraged to attend career talks / presentations / seminars / open

days….. TCD Open Day December Individual sessions by appointment

Appendix 12: Range and Variety of Resources

12.1

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Personnel Materials Facilities Office for each Guidance Counsellor. Phone, Computer Access to computer Room for Guidance purposes for all years External

PersonnelGuidance Counsellor, Management (Principal and Deputy Principal), BOM, Chaplain, Resource personnel, Year Heads, Form Teachers, Subject Teachers, Class Teachers, Parents, Students School Secretary, School Librarian, Ancillary staff, Caretakers etc.

MaterialsThe careers library is located in a clearly marked designated careers area of the library and is open all day with the exception of forty minutes during which students are at class. It is categorised according to the Careers Library Classification Index (CLCI).The library contains current Irish and UK prospectuses as well as a range of careers related publications. All books may be borrowed through the main school library and the same rules apply.A careers video library is also located in the main library. Videos may be borrowed through the main school library.

Textbooks 10/11Career Choice by Tony Sheehy & Derek Gough; published by Oasis Publishing & PrintAGS publications.Sample HPAT Interview Skills literature Study Skills HandoutsCareer info handoutsICTsUse of internet…Qualifax www.qualifax.ieCareer directions www.careerdirections.ieGo Careers Interview Techniques www.gocareers.ie

FacilitiesGuidance Office, Careers Library, Computer Room, Notice boards, Personal Lap top

12.2 Provision for Health and Safety RequirementsThis section of the plan may be subdivided

Administration Policies

12.3 Appointments: A structured Response: Availability of guidance counsellorTo ensure the safe and effective delivery of the guidance programme an Appointments System for Personal counselling/Careers/Vocational Guidance Interviews operates. Written appointments arranged on a prepared appointment slip specifically designed for Guidance purposes (Appendix I) Appointments may be made anytime but students especially advised to make appointments between 8.00 am and 8.40 am prior to start of school day. Appointments are made in consultation with the student to reduce disruption. If for whatever reason:

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absence, curricular demands such as tests, projects, outside events, the student cannot attend, the appointment is then rescheduled.

The Guidance counsellor operates an ‘open door’ policy, and in so far as possible responds to non-appointment referrals as appropriate. The student may be seen immediately depending on the nature of the request e.g. urgent/crisis. The Guidance Counsellor accepts phone calls from parents, outside agencies, NEPS, colleges, directly or as referred by secretarial/ management or other. The Guidance counsellor contacts and liaises with parents in person, by phone, by letter and email. The Guidance Counsellor meets parents by appointment/ request. Parents invited to meet Guidance Counsellor regarding their daughter’s progress. Guidance Counsellor attends and is available at all Parent Teacher meetings. This Guidance ‘response system’ is a vital part of the whole school support system and forms an essential part of the ethos of Dominican College.

12.4 Record-keeping Procedures: Confidential 1 Computer and or Handwritten records of Guidance interviews/ meetings between guidance counsellor and:2. Parents4. Students5. Management6. Outside personnel e.g. NEPS, Referral agencies 7. Other staff8. Summary reference records of Personal Counselling sessions 9. Care team records kept

Guidance Counsellor attends all parent Teacher meetings.

A Fifth Year Career representative team has been recently reinstated (lapsed). They will provide up to date information on internal and external guidance /career related events/presentations.

12.5 (a) Change of Subject: Procedure

Procedure Formal parental/guardian written letter of request to Principal /Year Head Principal /Year Head examines subject allocation class numbers e .g if place

available Appointment with Guidance Counsellor re implications of change for possible

course /career option Teacher consent sought before final sanction/approval/refusal Guidance counsellor /Principal, Deputy principal/ Year Head liaises with subject

teacher.

Parental Permission

I, the undersigned give my consent for my daughter Class ----------- to change from Subject------------------ to---------. I understand she will speak to the guidance counsellor re

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the implications of this choice and her future course/career options. This request is based on the availability to study this subject at this level.

Parent/guardian signature

12.5 (b) Change of subject level:

Procedure

Parental written letter of request to Principal/ Year Head Year Head liaises re Class- subject number allocation e .g if place available Appointment with Guidance Counsellor re implications of change for possible

course /career option? Subject to Teacher approval

Parental Permission

I, the undersigned give my consent for my daughter Class ----------- to change from Subject------------------ to level Higher------------- Ordinary------------level. I understand she has spoken to the guidance counsellor re the implications of this choice and her future course/career options. This request is based on the availability to study this subject at this level

Parent/guardian signature

12.6 Homework ProceduresFormal homework is not usually given Research in library, internet and textbook recommendations given as appropriate. Formal Careers Projects undertaken by all years up to and including TY

Appendix 13: Assessment 13.1 Assessment Procedures / Evaluation

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Assessment is not a feature of guidance. Informal ‘assessment’ in the clarification of career choice and subject choice, improved study skills and examination technique etc provide some insight into the effectiveness of the Guidance Counsellor’s interventions.

13.2 Record-keeping Procedures Two types of records:

1. Detailed Personal records of all Personal counselling and Careers/Vocational Guidance Interviews.

2. Summary reference records of Personal Counselling sessions (Appendix VIII) Student records are kept for 7 years (minimum). The detailed records of personal counselling sessions should contain some of

the actual words and phrases used by the client. To ensure accuracy the Guidance Counsellor should try to write up notes as

soon as possible after the session. Keep notes as brief as possible. Develop your own shorthand.

13.3 Reporting ProceduresIn both Personal Counselling and in Careers/Vocational Guidance Interviews the confidentiality rule is followed i.e. school management, class teacher, year head and/or parents/guardians are informed if it is felt that the student is a danger to him/herself and/or to others or it is a legal requirement. The student is informed of the limits of confidentiality at the beginning of a session. If it is felt it is in the student’s best interests to inform a Teacher/Parent/Guardian of a particular difficulty, this is only done with the knowledge and the agreement of the student. See enclosed referral document for reporting procedure

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Appendix 14.1: In-Career Development

To maintain qualified membership of the Institute of Guidance Counsellors a chartered Member must complete 10 hours of in-service training annually (IGC Constitution and Code of Ethics 2004).

In-Career development is essential to the work of the Guidance Counsellor. Regular attendance at local IGC meetings and Counselling Supervision is facilitated by the school through sensitive timetabling. The IGC AGM provides a range of in-service trough the provision of workshops and presentations relevant to our work. Additional in-service is organised at local or/and at national level and is open to all registered current members of the IGC. The DES supports the provision of in-service for IGC members through funding. The IGC has numerous links with organisations eg. Institute of Suicideology, IBEC, FAS, IAPC …all offering in-career development. Attendance at open days, career seminars etc all constitute in-career development.

Appendix 16: Policies (Draft)

This section is divided into two sections:

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1. Guidance Policies2. Guidance- Related Policies

16.1 Counselling Policy

1. The provision and maintenance of a personal counselling service is a guidance intervention that cannot fit into a formal curricular structure in any meaningful way, but forms the central core of not only the guidance plan, but also the whole school support system (pg 7 A Whole School Guidance and Counselling Service)

2. The rationale for provision of a guidance service that includes a balance between all forms of guidance provision, a) formal and b) non formal is based on the policy document (March 2008) ‘ A whole school guidance and counselling service and curriculum: Roles and Relationships’ (Breeda Coyle and Arthur Dunne) , which states: “all students have to make life- affecting choices. No student should be asked to make such choices without the opportunity to engage in the supportive yet challenging process of individual counselling. Personal counselling is necessary for a significant number of students at some time during their school career.

3. According to a recent Irish research , as many as one in five students at any one time may require such an intervention” (Clonmel Project Executive report, 2006) PG 10. In his keynote address to the Institute of Guidance Counsellors annual AGM, (2007) Tony Bates states that ‘five students in every classroom are experiencing significant emotional distress and may need additional support. Mental health is part of the core business of schools. Guidance counsellors form part of the essential frontline support for students.’

16.2 Guidance Related Policies

Anti-Bullying and Harassment Critical Incident Substance Abuse Special Needs Provision

Guidance Policies Policy on Subject Choice

Through the experience of all subjects at Junior Cycle, and with clear guidance and information for students and parents, it is our policy that each student will be enabled to make curriculum choices for Senior Cycle that will foster a spirit of enterprise, adaptability and initiative, developing communicative, interpersonal, vocational and IT skills. (DES 1993) Dominican College’s policy is in accordance with this policy statement.

Policy on Dropping a Subject If a student has an exceptional reason for dropping a subject

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Documented and supported by parental knowledge and consent If implications for future options are fully understood and discussed with Guidance

personnel If by mutual agreement it is in the best interests of the student Then together with management and staff, and parents and their daughter, Dominican

College will support that choice.

Concluding Guidance Plan Comments

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This plan is not rigid template but reflects the uniqueness of Dominican in its own particular context and circumstances. It takes into account the whole school student population with its myriad diverse individual social, personal, educational and vocational needs and aspirations. Underpinning the guidance plan is an awareness of individual differences aspirations and needs.

Many of us decry the mechanical approach to teaching and learning that pay scant attention to the affective aspects of education to which guidance aims to contribute. It is thus flexible in its approach as it aims to address in a balanced way, both the universal guidance needs of all students in general, and the particular needs of individuals and minorities. This Guidance plan refers to the ‘subject’ guidance as it is delivered to Dominican students cognisant of their needs as human beings and mindful of the available resources.

The school guidance plan is a structured document that describes the school guidance programme and specifies how the guidance needs of students are to be addressed. It includes reference to personal counselling, an integral central core component of the work of the Guidance Counsellors myriad diverse individual social, and personal, educational and vocational

It is based on the ethos of the school and as previously outlined the pivotal role of the plan in the ethos and mission Mission Statement of the whole school. It is underpinned by the role of ‘duty of care’ as a basic pre requisite of the role of the guidance counsellor towards students.

It is based on recognition of the fact that students should have access to individual support particularly during times of transition e. g on entry to Second level and on entry to senior level as stated in NCGE document “Guidance for Life” 2007 (page 14). I would further contend that adolescent development throughout its stages is by its very nature continuously transitional and as Peter Blos states: ‘The slow severance of the emotional ties to his family, his fearful or exhilarated entrance into the new life which beckons him, these experiences are among the profoundest in human existence’.

It is based on the premise that Guidance Counsellors because of their specialist training have a unique role in the student support/ pastoral care system. The rationale is contingent on the Guidance counsellor having the discretionary time available to respond to students, staff, parents and staff in in a planned sequential manner and also in moments of crisis/urgency on an on-going basis.A guidance programme that promotes continuity of service, availability and contact between the guidance counsellor and students is upholding the requirement of access as stated in (Guidelines for Second level schools on the implications of Section 9(c) of the Education Act 1998).

This is not a once off fixed event that occurs on arrival in second level and ends with Leaving Certificate points, but a process that continues throughout the lifecycle. It is a multifaceted approach and sequential process aimed at facilitating psychological and spiritual growth.Bibliography

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Herr, Edwin, and Cramer Stanley (1996) Career Guidance and Counselling through the Lifespan (New York: Addison Wesley Longman Inc.)Buber Martin Between Man and Man London:Routledge 2002 Hobson Robert Forms of Feeling The Heart of Psychotherapy, London:Routledge 1985Meares Russell, Intimacy and Alienation, London: Routledge 2001Blos Peter, On Adolescence. Toronto :Ontario Free press Paperback,1996

DocumentsIGC A Whole School Guidance and Counselling Service and Curriculum :Roles and Relationships March 2008.Pg 63 of this document (pg 7 A Whole School Guidance and Counselling Service))Circular letter No PPT 12/05: Guidance Provision in second-Level Schools.Institute of Guidance Counsellors – Constitution and Code of Ethics 2004The Education Act, 1998 www.oireachtas.iePlanning the School Guidance Programme. National Centre for Guidance in Education www.ncge.iePlanning the School Guidance Plan, School Planning Development Initiative (SDPI),2004 www.sdpi.ieGuidelines for Second Level Schools on the Implications of Section (© of the Education Act 1998, relating to students access to appropriate guidance. DES. Websites

2005. www.education.ieCentral Application Office (CAO) www.cao.ieDepartment of Education and Science www.education.ieFas www.fas.ieInstitute of Guidance Counsellors www.igc-edu.ieNational Centre for Guidance in Education www.ncge.ieNational Educational Psychological service www.neps.ieNational Qualifications Authority of Ireland www.nqai.ieQualifax www.qualifax.ie

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