Manitoba Sourcebook For School Guidance And Counselling Services

National data and anecdotal reports from teachers, counsellors, and administrators show that substantial numbers of students in primary and secondary schools have been identified as having mental health needs. The School Counselor's Mental Health Sourcebook provide school counsellors with: (a) information about the range of mental health disorders seen in schools, including prevalence and typical symptoms; (b) a set of practical strategies and intervention ideas that can be used in classrooms, group counselling settings, and individual counselling sessions; and (c) suggestions and guidelines for communicating effectively with teachers and families regarding mental health issues. The ASCA National Model, which serves as the blueprint for practice, requires that counsellors switch their focus from service-centred for some students to programme-centred for every student. So, counsellors are not only interested in working with students with a range of mental health needs, they are also being called upon to do so. For many students, schools represent the only source of treatment, and this book addresses the great need for practical, ready-to-use strategies and guidelines that counsellors can use to help these students succeed.

The school years tend to be the healthiest period of life, but it is also when mental health problems often begin or become more apparent, due in part to the challenges posed by unique educational and socialization expectations and physical and psychological developmental changes. The majority of youth negotiate these challenges well, drawing upon a range of resources to see them through: innate reserves of resilience, healthy coping strategies and supportive school and home environments. But every now and then, a young person falters and stumbles. Gentle support and guidance, informed by knowledge and skills, can make all the difference for the troubled youth. Providing this informed support and guidance is the role of the school counsellor. This casebook is intended to provide a solid foundation for counselling practice in schools. This is an accessible guide, training tool and resource for school counsellors, educational and clinical psychologists, school teachers, social workers and other health professionals working in all countries to provide services to schoolgoing youth.

Stresses the important historical foundation of school counseling and treats the influence of technology on future services for students, parents and teachers. Includes case studies, exercises and sample forms.

This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.

Standards assist school divisions in setting direction and planning for the implementation of appropriate educational programming. They reflect the base or minimum practices and services that should be available to all students in Manitoba. They are developed in accordance with Manitoba Education, CItizenship and Youth. This document outlines standards and provides direction.