* Counselling Intervention in the Dominican Republic

* The guidance and educational in the Municipality of San Juan de la Maguana

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The beginning of guidance in the Dominican Republic are tied to the development that has followed the Guidance Department of the Secretary of State for Education since according to this being established with its legal scope is similarly was institutionalized.

The need for guidance as an area in our country begins to be felt in the period 1950-1970, and is in the fifties where he began the first stage in need of direction, characterized by the creation of first ordinances that regulate the orientation.

The first steps to implement the guidance services in the Dominican formal education given in 1951 with the creation of the vocational section, as a dependency of Educational Psychology Research Institute.

Ordinance No. 930 “55 of 1955 by Secretary of State for Education Fine Arts and Culture, marks the formal start of work orientation in favor of teaching which provides that a teacher from a secondary school and Secondary Education exercise the functions of secondary vocational counselor.

In 1957 through Ordinance No. 940 “57 stipulates the functions of guidance counselor and school psychologist. The following year the Departmental Order No. 14″ 58 regulating the powers and functions in the section SEEBAC of educational research for study, and preparation of career counselors. In 1962 out of the country’s first scholarships in orientation abroad.

The seventies brought substantial changes to the lives of Dominicans. This stage begins in 1970 with the “Plan for the Reform of Secondary Education” in which the Ordinance No. 1 “70 whose purpose can be summarized into three essential elements” essential to promote the development of the personality of the learner, contributing to social change and participation in the labor market “(Volume I. 1995: 6).

The previous ordinance gives a new structure and a new secondary education curriculum in the country’s National since it includes a formal, guidance curriculum in the Dominican. Establishing in an area that complements, available as a service curriculum and vocational education in high schools average. From this educational reform lies Guidance in a physical area in the school environment and designated professionals.

Educational reform efforts in 1970 led to the creation of inter-university programs for training of professionals in guidance.

In Article 9 of the Ordinance 1 “70 refers to the Educational Guidance, when it states:” Through studies and activities that comprise this cycle is provided to all young Dominicans shared a strong general education together with an opportunity to to express their interests, aptitudes and skills that can begin in the upper well, with the help of a service of Educational and Vocational Guidance.

Then in the circular 2 ” 70 December 12, 1971, established a series of recommendations for implementing the new curriculum guidance functions needed in high schools and defined the role to be played by the Educational Guidance and Psychology.

Through Department Order 9 “76 is given a series of steps to consolidate the guidance officer and systematise the field, I can tell this Article No. 7, which in summary stated: Trace the general guidelines Guidance Service , Reunification of all services in dependence on the technical and pedagogical institute, definition and delimitation of the role of counselor, adoption of a new structure SEEBAC.

By 1979 the Department of Guidance SEEBAC drafted a school guidance for initial and basic education. In this project did not contemplate the appointment of counselor per school, but counselors in school districts who work in coordination with the teacher. At this time there were very few counselors.

As can be seen the era of the seventies but especially his later years are of great importance and magnitude in which substantially change the orientation area in the Dominican education.

In the period of the ’80s, questioned the quality of education offered in Dominican schools and trying to develop action plans to improve it.For 1986 to the first orientation program for initial and basic levels. The guidance is intended as a counselor and program coordinator, is responsible for state standards for teachers, coordinate interagency activities and works with all authors of the process.

The correlation of social, political, economic and cultural rights was forging new educational reforms such as the General Law of Education from 1966 to 1997 triggered a series of expectations about the quality of education in the Dominican Republic.

Back in the ’90 guidance service is conceived as a planned and systematically implemented as an integral part of the school. The implementation of curriculum changes during the 1994-1996 school year begins a change in the educational system.

From 1990 with the launch of the Ten-Year Education Plan is that you can see the first references to pedagogic intervention in the Dominican curriculum. This directs its functions to the different orientation functions as the various forms basic beginners, intermediate and adult. It is a structured psychoeducational intervention model specific, since it provides an overview of directing their attention to the various functions of the various forms guidance as basic, initial, intermediate and adult.

In 1994 the Chair of the department of education orientation of the UASD, made a vision of the curriculum of career guidance, by creating three categories: Educational Guidance, Counseling and Guidance Socio-Occupational Community.

From curricular transformation that takes place in 1995 with regard to educational and psychological guidance is organized in the ministry of education through the State Department guidance, a working model on the programs and services to to optimize and adapt to the needs of the environment. Establishing a decentralized structure in four areas: National, Regional, District and School.

The Education Law 66-97 in Chapter 5 presents an education to train human beings, men and best free, critical, creative, where they form the development of human values and Dominican women, ethical, aesthetic, intellectual and religious. Similarly, in Article 59, paragraph L assumes the Educational and Psychological as a determining parameter of the Quality of Education in the sense of serving the needs of schools, family and community, facilitating the harmonious development of personality, participation of parents, guardians and friends of the schools, attention to the particularities of the vocational aspect and everything to strengthen the comprehensive training. Therefore, it justifies the importance and need for each center educational one professional area with actions reaffirm the purposes and principle of the education system for the pursuit of quality education.

This law regulates and educational structures to accommodate new democratic political order. With the implementation of the Ten-Year Plan there are numerous documents containing valuable guidance to carry out the transformation of different educational systems in the same way these profiles, systemize and legalize the Education targeted area between these documents is the proposal of Educational Guidance and Psychology.

Psychoeducational intervention in the Dominican Republic

As already established the first references to pedagogic intervention in the curriculum can be traced back to 1950 when the first ordinances were passed regulating the orientation as in other countries beginning with vocational guidance.

At present, promotes the role of designing and developing intervention procedures to prevent and respond to needs time cognitive, affective and social presented by the student taking into account their level of evolutionary development.

According to the proposal made to the area of guidance and educational transformation as part of the curriculum. “The educational guidance is aimed primarily at contributing to students’ school success by developing programs to strengthen the work that teachers do in classrooms, technical courses and study habits, reading comprehension. How to check, relaxation techniques, among others, and attention to special difficulties “(1995:2)

As can be seen in this part of the proposal followed the model curriculum changes target area is a model of educational intervention. Other models included in the proposed curriculum is the service model since it raises to promote meaningful learning activities, attention to learning difficulties and coordinate consultation and counseling for students

In the current curriculum embody the functions, principles and tasks to be performed by practitioners, which is to shape the profile and to direct the level of skills that should have / the counselors in different forms and levels.

The Ten-Year Plan has favored a concept of education directed to the attention of human beings in their entirety and complexity, with the main objective to improve the quality of educational services.

Educational guidance supports the work of teachers in their efforts to guide the learning process and students, and in their personal and social identity, taking the context in which students live so that they can produce meaningful learning.

Therefore, the educational and psychological guidance as the proposal seeks to support, strengthen, provide awareness of proposals cross-sectional areas, systematizing, coordinate and actions aimed at holistic development of students so these achieve a better adaptation to social media which they operate. (1995:12)

It is intended that guidance practitioners formulate, develop, evaluate to achieve the main objective is to coordinate the efforts of all actors from different fields, aiming at securing the aims and purposes set out in the new curriculum.

This will not be a voluntary service and occasional teachers, but an activity planned and developed systematically by the orientation of the center.

The principles of the guidance set out in the Dominican curriculum is implicit in the foregoing and is favored in this paper the principle of intervention which is conceived as necessary to optimize the capabilities of students in the personal-social, emotional, cognitive and behavior.

The curriculum states that the counselor uses interventional procedures such as strategies, programs and activities to address the socio-emotional, cognitive and behavioral effects in students at an early age and in adolescence, such as rejection, isolation, hyperactivity, including others. (1995: 14).

One of the tools used to organize the orientation in the education sector is the proposal for Educational and Psychological Education Ten-Year Plan which designs, develops and evaluates educational guidance for the different levels and types of Education.

One of the activities that the counselor must exercise by the proposal is to be a mechanism for the coordination of efforts of all educators from their specific areas and / or areas of action for achieving human development, suggesting hence the formation of a council of the Centre in all schools. (1995: 5)

The counseling is a process that address diversity, individual differences and needs present in the entire student population.

Similarly the proposed orientation program promotes the development and training activities that emphasize ethical-axiological of subjects, so that from the school promotes the development of values that allow for the formation of free human beings, critical, self-critical responsible, with appropriate levels and self-esteem and a clear awareness of their individual and collective identity implicit in this regard that the appearance of educational intervention which should be reinforced by means of techniques and methods not only improve the student teaching but their appearance socio-emotional and behavioral. (1995:12)

Intervention strategies should enable the curricular changes required to meet the special educational needs, at rates of development and learning various and peculiar ways of building knowledge and academic difficulties or deficits, emotional or behavioral problems that present to the students .

Strategies must be taken into account equally the development of projects that promote linkages between families and schools and from their integration into their activities.

The guidance and educational in the Municipality of San Juan de la Maguana

In San Juan’s career orientation proper begins with the installation of the extension of the UASD in 1995, although he had already professionals and other graduates of this university as UNPHU, who studied outside this community.

While the few existing counselors were on a social work academic and intellectual centers where this was seen worked marred by the lack of recognition that was given the same both for the same sites as educational authorities.

It made the first graduation in the year 2002 by the Regional Centre CURO-UASD, which pushes the guidance in the municipality of San Juan de la Maguana, since it is starting to appoint more professionals in the area and it begins to have structure in both educational establishments and school districts.

In schools where there are no school guidance teachers interested in educational problems of students, trying to diagnose and intervene with basic techniques, trying to solve these problems through the contrast of diagnostic and intervention strategies to improve the role of development human.

In San Juan de la Maguana psycho equipment and guidance departments have not been extended to basic training levels, indicators of a limited situation of vocational guidance, to which we must add that the process of institutionalization progressing at a slow pace, to Although psychology educational guidance and intervention is a pressing need in schools and increasingly requires greater technical precision.

Bibliography

* 1. Alvarez M. Gonzales (1996) Models of intervention in the Guideline. In M. Alvarez And squint Manual Guidance and mentoring. Barcelona. Spain. PP 338-346.

* 2. Alvarez Gonzalez. Vocational Guidance. 1995 .- CEDEC. Barcelona Spain.

* 3. Alvarez Rojo, V. Et. H (1992) The Refinement of counselors practicing in the context of the Reformation: an open question.

* 4. Bassedas Eulalia, et, al. Patient education and psychology diagnosis. (1993). 3rd. Edition. Paidos editor. Barcelona.

* 5. Betancourt V. Ana L. Group dynamics. 1993. 2nd edition. Puerto Rican Publications Inc. San Juan, Puerto Rico.

* 6. Alzina squint, R. (1991): Counselling for prevention and development. Boixareu University. Barcelona.

* 7. “______________________ (1983): Services and activities of professional information. Ed P.P.U. Barcelona.

* 8. _________________________( 1999) Models of intervention and intervention Psychology. Editorial Praxis, S. A. Barcelona.

* 9. _________________________Origen And Advancement of Counselling Psychology. 1996. Narcan, Inc. Madrid editions. Spain.

10.-_________________________ (ed.) Models of Counseling and Intervention Psychology. 1998. Editorial Praxis, Inc. Barcelona Spain.

OFFICIAL REFERENCES

* Dominican Republic. Secretary of State for Education and Culture. General Education Law No. 66 “97. Santo Domino. Alpha And Omega, 1997.

* Dominican Republic. Secretary of State for Education and Culture. Proposal Guidance and Educational Psychology. Santo Domino. 1995.

* Dominican Republic. Secretary of State for Education and Culture. Curriculum basis. Volume I. INNOVA series. 2000. 1994.

* Dominican Republic. Secretary of State for Education and Culture. Curriculum basis. Volume II. INNOVA series. 2000. 1994.

* Dominican Republic. Secretary of State for Education and Culture. Why For What Transformation of the Curriculum. INNOVA. 2000. 1994.

* Dominican Republic. Secretary of State for Education and Culture. Ten-Year Education Plan. How to Promote Curricular Transformation in the Schools . INNOVA series. 2000. 1996.

* Dominican Republic. Secretary of State for Education and Culture. Figure of / Educational Guidance. Graphic Workshop of the SEE. 2004.

* Psychology-online.Com.colaboradores / Paolo / index.htm.

* Oriendent.com / Marisa Gordon / index.htm.

* Picopedagogia-online.Com.colaboradores /