Thursday, June 13, 2013

BAGAIMANA HAKIKAT DAN URGENSI BIMBINGAN DAN KONSELING

" The nature and urgency of Guidance and Counselling "

The rationale for the implementation of guidance and counseling in the School / Madrasah, not solely lie in the presence or absence of a legal basis (law) or the provisions of the above, but more important is the effort involves facilitating learners hereinafter referred counselees, to be able to develop their potential or achieve development tasks (involving the physical, emotional, intellectual, social, and moral-spiritual).
Counselee as an individual who was in the process of developing or being (on becoming), which is developing towards maturity or independence. To achieve such maturity, counselees need guidance because they still lack an understanding or insight about himself and his environment, as well as experience in determining the direction of his life. Besides, there is an inevitability that the counselee development process does not necessarily take place smoothly, or free of problems. In other words, the development process does not always run in a linear plot, a straight, or the direction of the potential, hopes and values ​​espoused.
Counselee development can not be separated from the influence of the environment, whether physical, psychological or social. The inherent nature of the environment is change. Changes that occur in the environment can affect lifestyle (life style) citizens. If the changes that are difficult to predict, or out of range capabilities, it will give birth gap counselee behavioral development, such as the occurrence of stagnation (stagnation) development, personal problems or deviant behavior. Environmental changes that have influenced the lifestyle, and the development gap, including: rapid population growth, the growth of cities, the level of social and economic inequality, the information technology revolution, the shift function or structure of the family, and changes in the structure of society from agrarian to industries.
Climate unhealthy living environment, such as: the rise of pornography on television shows and VCD; misuse of contraceptives, alcohol, and drugs / drug that is not controlled; disharmony in family life, and moral decadence adults greatly influence the patterns of behavior counselee or lifestyle (particularly in adolescence) who tend to deviate from moral rules (noble character), such as: rules violations School / Madrasah, fighting, drinking, became drug addicts or drug (Narcotics, Psychotropic, and other addictive substances, such as marijuana, narcotics, ectasy, putau, and shabu-shabu), crime, and promiscuity (free sex).
Appearance adolescent behavior as above is undesirable, because it does not fit with the figure of the human person who aspired to Indonesia, as listed in the national education goals (Law no. 20 of 2003), namely: (1) faithful and devoted to God Almighty Esa, (2) morality, (3) have the knowledge and skills, (4) has the physical and mental health, (5) has a stable and independent personality, and (6) have a sense of civic responsibility and nationality. The goal has implications imperative (that requires) for all levels of the educational unit to continuously strengthen the quality education process toward the achievement of educational goals.
Efforts to deter and prevent behaviors that were not expected as mentioned, is to develop the potential of the counselee and facilitate the systematic and programmed them to achieve self-sufficiency standard of competence. This effort is an arable area of ​​guidance and counseling should be done proactively and counselee-based data on the development of a variety of factors that influence it as well.
Thus, quality education, effective or ideal is that integrating the three main areas of activity in synergy, the area of ​​administrative and leadership, instructional or curricular areas, and the field of guidance and counseling. Education is only carrying out administrative and instructional areas by ignoring the field of guidance and counseling, the counselee will only produce a smart and skilled in the academic aspect, but lack the ability or maturity in the personality aspect.
At this time there has been a paradigm shift in approach to guidance and counseling, from traditional-oriented approach, remedial, clinical, and focussed on the counselor, the development-oriented approach and preventive. Development of guidance and counseling approach (Developmental Guidance and Counseling), or comprehensive guidance and counseling (Comprehensive Guidance and Counseling). Comprehensive guidance and counseling services are based on the achievement of developmental tasks, development potential, and the alleviation of the problems of the counselee. Developmental tasks formulated as a standard of competence to be achieved counselee, so this approach is also called standard-based guidance and counseling (standards-based guidance and counseling). Such standards are competency standards of independence.
In practice, this approach emphasizes collaboration between school counselors with personal / other Madrasah (leadership School / Madrasah, teachers, and administrative staff), parents counselee, and the parties most other hooks (such as government / private sector and experts: psychologists and physicians). This approach is integrated with the educational process in the school / Madrasah as a whole in an effort to assist the counselee in order to develop or fully realize his potential, either in relation to aspects of personal, social, learning, and career.
On that basis, the implementation of guidance and counseling in the School / Madrasah oriented towards facilitating the development of potential counselees, as-pitch covering personal, social, learning, and career, or personal development related to the counselee as being dimensionless biopsikososiospiritual (biological, psychological , social, and spiritual).

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