Proiect Erasmus BRIDGE

Erasmus+

KA220-SCH – Cooperation partnerships in school education

PROJECT NUMBER – 2022-1-IT02-KA220-SCH-000089154

BRIDGE promote wellbeing and mental health within the classrooms within the classes  attended by 12-16 years old (in Italy it corresponds to middle schools and first 2 years of  secondary schools).

BRIDGE starts from the point that educators or any other teaching/educative figure that  works in the classroom with students in need of individual support, can be an ally to work together on wellbeing using different approaches and techniques.

The project identifies a twofold specific objective:

1. to develop IN and BETWEEN teachers and educators meaningful relationships  and values to achieve meaning and happiness in life and professional enrichment

2. to improve the skills of learners at risk of dropping out of school, peers, teachers  and educators to „be resilient, manage their own emotions and generate positive  emotions, develop meaningful relationships with others and create their own emotional  support network, pursue their own interests”

To pursue these objectives, BRIDGE is carrying out a pilot action consisting of the design,  implementation testing and validation of two tools:

1. A guide for a CAPACITY BUILDING course for educators and teachers to support  them in working together

2. A TOOLKIT that supports the classroom work of teachers and educators with didactic and educational activities, guidelines for the introduction of shared teaching and  assessment methods, tools for the involvement of all subjects in the learning process In other words, the manual for

CAPACITY BUILDING is a support for teachers and  educators to implement a shared path of pedagogical innovation.

The TOOLKIT is instead  the toolbox for implementing this new pedagogical paradigm.

Both tools enable teachers and educational figures that works in the classroom (educators  for learners at risk of dispersion/with special needs,…) and learners to:

– be resilient

– managing one’s emotions and generating positive emotions

– develop meaningful relationships with others and create their own emotional support network, pursue their interests to achieve meaning and happiness in life and professional enrichment

Ne bucurăm că Școala Gimnazială „Voievod Litovoi” din Târgu-Jiu  este implicată prin intermediul Proiectului Erasmus+ KA220-SCH – Cooperation partnerships in school education PROJECT NUMBER – 2022-1-IT02-KA220-SCH-000089154 (01.09.2022 – 31.08.2025), alături de cei zece parteneri din șapte țări (Italia, Grecia, Spania, Belgia, Slovenia, Serbia și România), în implementarea manualului pentru Construirea Capacității, un suport pentru profesori și educatori în vederea implementării unei căi comune de inovare pedagogică ce va oferi oportunitatea noilor grupuri de profesori și educatori de a crea un mediu propice pentru dezvoltarea abilităților sociale și emoționale, la începutul fiecărui an școlar.

https://www.canva.com/design/DAFo43jxi9w/DPbNVQ0T9WRs4Xdx4y7NFw/watch

BEING COUNSELOR FOR THE STUDENT’S FUTURE	4	elaborate together a pathway to empower students abilities to choose his/her future
DIDEAS (+ IRECOOP SUPPORT)

Introduction

School counseling is a process that takes place in schools to help students cope with and resolve personal, social, and academic problems that may affect their school performance and emotional well-being. The goal of school counseling is to support students’ personal and academic growth and help them develop social and emotional skills, as well as decision-making and problem-solving skills.

School counseling may involve the assistance of a school counselor or educational counselor, who is a professional trained in providing counseling and guidance services to students. School counseling can be individual or group and can address topics such as stress and anxiety management, bullying, decision-making, career planning, and higher education readiness.

The importance of school counseling is that it helps students better understand and cope with problems that may arise in their academic and personal lives. School counseling can also help students develop important skills, such as problem-solving, decision-making, and effective communication, that are critical to success in life. In addition, school counseling can help students plan for their future and explore career and higher education options. In summary, school counseling is an important tool to help students develop their full potential and achieve a fulfilling academic and personal life.

The current needs of students in schools regarding school counseling may vary depending on their age, educational level, socioeconomic and cultural background. However, below are some of the most common needs that have been identified today:

• Emotional support: Many students need emotional support to deal with issues such as anxiety, depression, stress, and low self-esteem. School counselors can provide support through individual or group sessions, and teach emotion management and conflict resolution skills.

• Academic advising: Students often need help planning their academic career and choosing courses that suit their interests and abilities. School counselors can provide advice in areas such as course planning, college selection, and scholarship search.

• Career guidance: Students may also need guidance in areas such as career exploration, interview preparation, and finding job opportunities. School counselors can provide counseling and resources to help students make informed decisions about their career future.

• Development of social-emotional skills: Students may need support to develop social and emotional skills that enable them to better relate to others, communicate effectively, and resolve conflicts. School counselors can provide training and resources to help students develop social-emotional skills.

• Postsecondary Life Transition Support: Students may need support to transition to postsecondary life, whether for college, work, or adult life. School counselors can provide resources and counseling to help students prepare for this transition and make it effective.

1. The role of teachers in students’ counselling

The role of the teacher in advising students for their future is very important. Teachers can play different roles in the counseling process, such as guides, mentors, and counselors.

First, teachers can help students explore their interests, skills, and strengths, and identify careers or fields of study that may be right for them. They can provide information about employment opportunities in different areas, as well as guide students on the skills and knowledge they will need to succeed in their future careers.

In addition, teachers can provide guidance and emotional support to students, especially when it comes to important and difficult decisions about their future. They can help students overcome obstacles and challenges, and offer tips and resources for personal and professional development.

Overall, the teacher’s role in advising students for their future is to be a role model, a trusted counselor, and a guide to help students achieve their goals and maximize their potential.

2. The role of educators in students’ counselling

The role of the counselor in the future of students is fundamental. The school counselor is a professional specialized in helping students develop social, emotional and academic skills so that they can achieve their goals and potentialities in life.

The counselor can offer emotional and psychological support to students, helping them overcome personal or academic problems that may affect their performance and development. In addition, it can provide advice on educational and career options, and provide insight into the skills and knowledge needed to succeed in the world of work.

The counselor can also help students develop social and emotional skills, such as self-esteem, self-confidence, effective communication, and conflict resolution, which are important for success in personal and professional life.

In general, the role of the counselor is to offer a comprehensive and personalized approach to help students develop skills and knowledge that will allow them to succeed in their future, both in academic life and in work and personal life.

3. Skills that teachers and educators have to develop for students’ counselling

School counseling competencies are important because they help counselors and teachers provide more effective and comprehensive support to students in their academic, emotional, and personal development.

School guidance can help students develop important skills, such as problem-solving, decision-making, and time management, that are essential to their success in life. Effective school counseling can also help students identify and overcome barriers to their learning, such as stress and anxiety, and provide emotional support in times of difficulty.

In addition, effective school counseling can help students identify and explore career options, and provide valuable information about college programs and learning opportunities in the world of work. This can help students make informed decisions about their future and adequately prepare for a fulfilling and successful career.

In general, school counselling competencies are important because they enable counsellors and teachers to provide comprehensive and effective support to students, which can help improve their academic performance and emotional well-being, and prepare them for their future.

Skills required in educators for school counseling:

A school counselor must have a wide range of competencies in order to perform their role effectively. Some of the competencies a school counselor should have include:

• Effective Communication Skills: School counselors must have effective communication skills to be able to interact and build positive relationships with students, school staff, and parents.

• Knowledge of human development: School counselors should have in-depth knowledge about human development, including emotional, cognitive, social, and physical development.

• Counseling skills: School counselors must have counseling skills in order to provide emotional and academic support and guidance to students.

• Knowledge of the education system: School counselors must have in-depth knowledge of the education system, including graduation requirements, educational options, and career opportunities.

• Problem-solving skills: School counselors must have problem-solving skills in order to help students cope with academic, social, or emotional challenges and problems.

• Empathy and understanding: School counselors must have the ability to empathize and understand the issues and challenges students face and provide appropriate support.

• Leadership and collaboration skills: School counselors should have leadership and collaboration skills to work with other school staff, parents, and the community to provide comprehensive support to students.

Therefore, a school counselor must have solid skills and knowledge in human development, effective communication, counseling, knowledge of the education system, problem solving, empathy and collaboration.

Skills required in teachers for school counseling:

Teachers must also have certain skills to advise students about their future. Some of these competencies include:

• Knowledge of the labor and career field: teachers must have a solid knowledge of the work and career field in which students are being trained, and be updated on trends and changes in this field.

• Knowledge of the education system: Teachers should have a thorough knowledge of the education system, including educational options and graduation requirements.

• Active listening skills: Teachers should have active listening skills to understand students’ needs and interests and offer appropriate advice.

• Advising skills: Teachers must have counseling skills to be able to provide emotional and academic support and guidance to students.

• Knowledge of twenty-first century skills: Teachers should be familiar with twenty-first century skills such as problem-solving, effective communication, and critical thinking, and help students develop these skills.

• Motivational skills: Teachers should have motivational skills to help students set and achieve goals, and foster their self-esteem and self-confidence.

• Empathy and understanding: Teachers must have the ability to empathize and understand the issues and challenges students face and provide appropriate support.

Teachers advising students about their future must have a solid knowledge of the work and career field, the education system, counseling skills, active listening skills, motivational skills and knowledge of twenty-first century skills, and empathy and understanding to provide adequate support to students.

4. Pathway for students’ counselling

Proposed BRIDGE pathway:

1. Identification of needs: The first step in the school counseling process is to identify the needs of students. This can be achieved through a needs assessment, surveys or interviews with students, parents and teachers.

2. Selecting a School Counselor: Selecting a school counselor is an important step. The counsellor should be a trained professional with experience in providing counselling and guidance services to students.

3. Scheduling counseling services: Once student needs have been identified, specific counseling services should be scheduled to meet those needs. This may include individual or group services.

4. Individual counseling interviews: In the case of individual counseling services, the counselor will meet with students individually to discuss specific issues and provide guidance and support.

5. Group counseling sessions: In the case of group counseling services, the counselor will host group sessions to discuss specific topics, such as stress management or decision-making.

6. Monitoring and evaluation: Once counseling services have been provided, students should be followed up to assess their progress. If necessary, additional counselling services can be provided to ensure students receive the necessary support.

7. Communication and collaboration: It is important for the school counselor to work with teachers, parents, and other school professionals to ensure that the necessary counseling services are provided and that students receive appropriate support. It is also important that you communicate regularly with parents to keep them informed of their child’s progress.

It is important to note that each school and each student is unique, so the school counseling process must be tailored to meet the specific needs of each school and each student.

PATHWAY FOR SCHOOL COUNSELING FOR TEACHERS AND EDUCATORS

5. Specific pathway to empower students abilities to choose his/her future

Empowering students to choose their future is a crucial aspect of education. Here are some steps that schools and educators/teachers can take to help students make informed decisions about their future:

1. Career awareness: Schools can offer career awareness programs, such as career fairs, guest speaker events, or job shadowing opportunities. These programs can expose students to different career paths, and help them understand what skills and qualifications are needed for different occupations.

2. Career exploration: Students should have opportunities to explore their interests and skills through career exploration activities, such as personality and skills assessments, career interest inventories, and job simulations. This can help students identify careers that align with their strengths and interests.

3. Academic planning: Educators can help students understand how their academic choices can impact their future career options. Students should have access to academic advising and guidance on course selection, study habits, and goal setting.

4. Work-based learning: Schools can offer work-based learning opportunities, such as internships, apprenticeships, or cooperative education programs. These programs provide students with real-world experiences in the workplace, and allow them to develop skills and knowledge in a specific field.

5. College and career readiness: Schools can help students prepare for college and career through programs such as college application workshops, financial aid information sessions, and resume writing workshops. Students should also have access to resources such as college and career centers, online job boards, and scholarship databases.

6. Mentoring and coaching: Mentoring and coaching can help students develop the self-confidence and resilience needed to navigate the challenges of choosing a future career path. Schools can offer mentoring programs, peer mentoring, or individual coaching sessions with a trained counselor or mentor.

7. Family engagement: Parents and families play an important role in empowering students to choose their future. Schools can involve families in career exploration activities, offer workshops on college and career readiness, and provide resources for families to support their child’s career development.

By implementing these steps, schools can create a supportive environment that empowers students to make informed decisions about their future, and helps them develop the skills and knowledge needed to succeed in their chosen career path.

PATHWAY TO EMPOWER STUDENTS’ ABILITIES TO CHOOSE HIS/HER FUTURE

6. Tips to have a successful students’ counselling process

Here are some tips for conducting school counseling effectively:

1. Establish a trusting relationship: It is important to establish a trusting relationship with students so that they feel comfortable sharing their problems and concerns. This can be achieved through active listening, empathy and understanding.
2. Provide a safe environment: It is important to create a safe and welcoming environment where students feel comfortable talking about their problems. Students should be aware that any information they share will be treated confidentially.
3. Provide guidance and resources: As a school counselor, it is important to provide guidance and resources to help students cope with and solve their problems. This may include information about community resources, mentoring programs, and life skills.
4. Encourage personal responsibility: It is important to help students foster personal responsibility and problem-solving skills. This can be achieved by identifying goals and drawing up action plans to achieve them.
5. Build self-esteem: It’s important to help students develop positive self-esteem so they can better cope with challenges and succeed in life. This can be achieved by fostering self-determination and recognition of achievements.
6. Provide ongoing follow-up and support: It is important to provide ongoing follow-up and support to ensure that students are achieving their goals and are receiving the support they need to succeed.
7. Maintain ongoing training: As a school counselor, it is important to stay up-to-date on the latest trends and techniques in counseling and guidance to ensure students receive the best care possible.

These are just a few tips for conducting school counseling effectively. It is important to remember that every student is unique and that it is important to tailor the counseling approach to meet each student’s specific needs.

7. How to make the relationship between educators and teachers stronger for the students’ counselling process

Coordination between teachers and counselors is essential to providing effective school counseling and ensuring students receive the support they need to succeed in their academic and personal lives. Here are some ways you can improve coordination between teachers and counselors in schools:

1. Regular communication: It is important for teachers and counselors to communicate regularly to share relevant information about students. This may include information about students’ academic performance, behavior, and emotional needs.

2. Collaborative planning: Collaborative planning between teachers and counselors can help identify specific student needs and develop action plans to address them. This may include identifying students who need additional support and collaborating to develop strategies to help them.

3. Participation in team meetings: It is important for counselors to participate in team meetings with teachers to discuss student progress and needs. This will allow counselors to gain valuable information from teachers about students’ academic performance and emotional needs, and work together to develop appropriate support plans.

4. Share resources: Teachers and counselors can share resources and materials that are helpful in supporting students. This may include teaching materials, assessment tools, and resources for emotional education.

5. Joint Professional Development: Teachers and counselors can participate in professional development activities together to improve their skills and knowledge in school counseling. This may include workshops, seminars and training courses.

In summary, coordination between teachers and counselors is key to providing effective school counseling. Regular communication, collaborative planning, participation in team meetings, resource sharing, and joint professional development are some ways to improve coordination between teachers and counselors in schools.

8. How to become a school counselor in Europe

The requirements for becoming a school counselor in Europe vary by country, but there are some common steps you can take to become a school counselor:

1. Education: You will need to have a relevant degree in counseling, psychology, or education. This usually requires a bachelor’s degree in a related field, followed by a master’s degree or specialized training in school counseling. In some countries, you may also need to complete a teaching qualification.

2. Certification or Licensing: You will need to check the specific requirements for your country, but in many European countries, you will need to obtain a license or certification to practice as a school counselor. This usually involves completing an accredited school counseling program, passing an exam, and completing a certain number of hours of supervised counseling experience.

3. Experience: Many school counseling positions require previous experience working with children or adolescents in a related field, such as teaching or social work.

4. Language skills: In some European countries, you may need to have proficiency in the local language or languages in order to work as a school counselor.

5. Professional Development: You will need to stay up-to-date on the latest practices and techniques in school counseling, so attending workshops and conferences, and joining professional organizations is important.

It is important to research the specific requirements for becoming a school counselor in the country where you would like to work. You can also contact local schools or counseling organizations to learn more about the qualifications and requirements for school counseling positions in your area.

9. Activities to be implemented to improve the skills and competences of teachers and educators for the counseling process

It is really important to implement and develop from the organization and the school some activities and resources to try to improve the level of skills and competences of teachers and educators for their readiness for counseling process. Some of this activities are:

• Training: Attending workshops and training courses in school counselling and guidance is an effective way to improve competencies. These workshops can be delivered by experts in the field and can include topics such as effective communication, counselling and guidance techniques, conflict resolution, etc.

• Team learning: Establishing team learning groups where teachers and educators can share their knowledge and experiences can be an effective way to improve school counselling and guidance skills. These groups can meet regularly to discuss relevant topics, share resources and provide mutual support.

• Observation and feedback: Teachers and educators can benefit from observation and feedback from other professionals in the area of school counselling and guidance. Observation and feedback programmes can be established, where practitioners can observe the work of their colleagues, provide constructive feedback and share best practice.

• Resource development: Teachers and educators can collaborate to develop resources for school counselling and guidance, such as guides, manuals, resource lists and educational materials. This can help improve the quality and effectiveness of the school counselling and guidance process in schools.

• Support and supervision: It is important that teachers and educators receive support and supervision from their supervisors or mentors in the school counselling and guidance process. This may include reviewing counselling and guidance plans, monitoring their implementation and providing regular feedback.

• Participation in conferences and seminars: Teachers and educators can attend conferences and seminars related to school counselling and guidance. This can provide an opportunity to learn about the latest trends and practices in the field, network with other professionals and gain new ideas to implement in the school.

By implementing these activities, teachers and educators can improve their school counselling and guidance skills, which in turn can improve the quality of the school counselling and guidance process in the school.

10. Activities

Annex I

Actualizat la 12.08.2024

Between 8-11 July 2024, the third face-to-face meeting of the BRIDGE project took place in Portoroz, Slovenia, at the Antonio Sema Pirano Gymnasium. During this meeting, the capacity building activities and feedback provided by teachers and educators during the validation process were verified and reviewed in order to achieve the main objective: „Activating the development of social and emotional skills to contribute to promoting well-being for all people in the class”.

În perioada 8-11 iulie 2024 a avut loc, în Portoroz- Slovenia, la Ginnasio Antonio Sema Pirano, a treia întâlnire față în față din cadrul proiectului BRIDGE. În cadrul acestei întâlniri s-au verificat și s-au revizuit activitățile de consolidare a capacităților și feedback – ul oferit de profesori și educatori în timpul procesului de validare în vederea atingerii obiectivului principal: „Activarea dezvoltării abilităților sociale și emoționale pentru a contribui la promovarea stării de bine pentru toate persoanele din clasă”.