By Colleen McLaughlin
First released in 1996. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Additional info for Counseling and Guidance in Schools: Developing Policy and Practice
Governors, school nurse. • Staff need to use their own experiences to work constructively. By this means they can go on to identify issues, express concerns, comment on guidelines and identify knowledge they need or suggest systems and structures which need to be in place. • The ground needs to be very carefully prepared for any training exercise. This may mean detailed briefing of people involved, organisation of people on the day, preparation of materials, etc. The following issues relating to training should be addressed.
5. Pass it on to outside agencies via the appropriate channels. 4. Take it straight to the Head or Deputies. 3. g. Group tutor to Head of Year, LSAto SENCO etc. This implies some responsibility to pass it on for information or action. 2. g. subject staff, group tutor, etc. 1. Distribution to all staff via Briefing. Stage 4: Choice o f the appropriate route fo r passing the inform ation Information which is in the public domain but may need careful handling. subject staff, group tutor, SENCO, school nurse etc.
Areas in need of clarification. EXAMPLE OF AN INTERVIEW SCHEDULE ON PASTORAL ROLE OF TEACHERS General inform ation - Role or position in school, gender, number of years teaching • On a scale of 1 to 10 how important would you rate the pastoral aspect of your job? • How much tim e do you spend dealing with pastoral issues (as a rough percentage of your day)? • W hat are the topics which you feel are sensitive issues in your role as a teacher? • W hat role do you feel teachers should play in the following areas?
Counseling and Guidance in Schools: Developing Policy and Practice by Colleen McLaughlin