Measure 5: Direct the Construction of School Counseling Rooms That Meet Student Needs

This type of crime will contribute to building our society more civilized and prosperous.

The Principal directs the Vice Principal in charge of professional matters, the Head of the Professional Group and teachers to coordinate with organizations such as the Trade Union, mass organizations, local government associations, businesses in the school area, and related units to discuss the contents, programs, and plans to raise awareness and skills in social development for high school students.

The principal directs the professional team to coordinate with teachers, organizations such as the Trade Union, mass organizations, local government organizations, and businesses in the school area to mobilize financial resources, facilities, human resources, and information resources to serve social development activities for high school students. The principal needs to build a coordination mechanism between the school, homeroom teachers, parents, and participating forces to coordinate the implementation of social development activities for high school students.

The Principal, together with the local government and the Department of Education and Training, coordinates to organize capacity building for organizing social and environmental education activities for high school students.

To effectively combat and prevent this type of crime, with a core role in the prevention and fight against all types of crimes and social evils, the Principal needs to coordinate with Mong Cai City Police to promote propaganda and dissemination of methods, tricks of crime and incidents so that people and students themselves can raise awareness, skills to prevent, avoid and defend themselves when being abused.

Establish hotlines and crime reporting mailboxes to receive all information and documents related to child abuse cases. At the same time, focus on synchronously and drastically implementing working measures, doing a good job of grasping the situation, investigating and clarifying, and coordinating with other sectors to strictly handle child abuse cases, especially child sexual abuse and rape, before the law.

Mobilize local social resources to do a good job of socializing education to coordinate to foster the capacity to organize social education activities for high school students, mobilize social resources to support funding to renovate classrooms, invest in school counseling rooms to meet the needs of students. Mobilize the support of forces inside and outside the school to build and repair clean and beautiful school facilities.

Participating forces

Functions and tasks

Requirements on knowledge, skills, attitudes

Principal, Vice Principal in charge of professional matters

Directing the development of content, programs, and plans for social science education activities for students in high schools.

- About knowledge: Have knowledge of social education activities for high school students

- Regarding skills: Applying qualities and abilities in directing social education activities for high school students

- Regarding attitude: Serious in directing social education activities for high school students

Head of professional group, core teacher

Discuss the content, program, forms and methods of social science education activities for high school students.

- About knowledge: Have knowledge about child sexual abuse prevention

- Regarding skills: Apply qualities and abilities in directing discussions on content, programs, forms and methods of social education activities for high school students.

- Regarding attitude: Serious in directing to discuss content, program, forms,

Social and ethical education activities for high school students

Other educational forces

(Women's Union, City Police, Social Protection Center, City Medical Center, experts, Parents' Association...)

Coordinate to organize training activities for social and environmental education for high school students

- About knowledge: Have knowledge about child sexual abuse prevention.

- About skills: Have skills to plan and organize social education activities for high school students

- Regarding attitude: Have a serious and responsible attitude in coordinating and organizing educational activities for students.

XHTD for high school students

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* Conditions for implementing measures:

To implement the measure, it is necessary to have the attention and support of the school's Board of Directors, headed by the Principal. The support of the team in propagating and mobilizing parents and students to participate.

The principal must build good relationships with forces participating in organizing and fostering social development education activities for high school students such as teachers, Youth Union, Parents' Association, social organizations, associations... to improve the effectiveness of social development activities for high school students.

There are funds and facilities to serve these activities.

3.2.5. Measure 5: Directing the construction of school counseling rooms to meet students' needs

* Target:

From the reality of chapter 2, it can be seen that the team of teachers and the Board of Directors have certain skills to guide students in social work. Having a good and enthusiastic team of counselors is a great advantage, however, it is not only the team of counselors who do counseling work, but must gather all forces in the school and society, to achieve the goal, it is necessary to have appropriate counseling models. The models that are built require specific, detailed action plans, suitable for each target group and put prevention issues first.

School psychological counseling prevents, supports and intervenes (when necessary) for students who are facing psychological difficulties in studying and living to find appropriate solutions, minimize possible negative impacts; contribute to building a safe, healthy, friendly educational environment and preventing social evils and school violence. Support students in practicing life skills; enhance will, belief, courage, appropriate behavior in social relationships; practice physical and mental health, contribute to building and perfecting personality.

* Content and implementation method:

The school established a Student Counseling and Support Team and arranged part-time staff and teachers to conduct school counseling work for students.

The composition of the Student Counseling and Support Team includes: A representative of the school leadership as the Team Leader; members are officers and teachers who are also psychological counselors, school health workers, officers and teachers in charge of the Youth Union and Young Pioneers, representatives of parents and some students who are class officers, Youth Union and Young Pioneers officers; assign specific tasks to each member to organize and operate school counseling activities to meet the needs of high school students in the school. Members of the Counseling Team need to

need to be equipped with some basic knowledge and skills in psychological counseling. The staff and teachers who are also in charge of counseling students must be experienced and trained in psychological counseling expertise and skills.

Organize surveys and build initial psychological data for students at the beginning of the school year; classify, monitor, and regularly update students' psychological characteristics and developments.

The school counseling room has the function of providing psychological counseling for age, gender, marriage, family, and adolescent reproductive health appropriate to the age; counseling, educating skills, cultural behavior measures, preventing and avoiding violence, abuse, and building a safe, healthy, and friendly educational environment; counseling to enhance the ability to respond and solve problems arising in family relationships, teachers, friends, and other social relationships; psychological counseling for students who are in difficulty and need support, intervention, and timely resolution. Referring and taking students to facilities and psychological treatment experts in cases where students have psychological disorders beyond the school's counseling capacity. The form can be counseling, private counseling, group counseling, directly at the counseling room, direct counseling via the internal network, email, social networks, telephone, and other means of information.

The principal directed to strengthen coordination between the school and external forces:

Coordinate with parents: Regularly exchange information about students; raise parents' awareness of the characteristics of psychological development of each age group and the impact of those changes on students; regularly pay attention, detect and have timely and appropriate support measures for unusual manifestations of students.

Coordinate with experts, professional psychological counseling centers, medical facilities, judicial and law enforcement agencies to provide psychological therapy and promptly handle cases of students requiring intensive intervention;

Coordinate with agencies and organizations on educational psychology, qualified pedagogical schools, experts and scientists to train teachers and psychological counselors with the correct knowledge, skills and attitudes necessary to carry out psychological counseling and consultation work in schools.

Equipment: The school needs to arrange a separate psychological consultation room, ensuring privacy, confidentiality, and easy access to suit the consultation activities. The school consultation room needs to have minimum equipment to ensure activities such as tables, chairs, bookcases, computers, telephones, and psychological tests for intelligence, personality, and career guidance for students.

* Minimum standards for consultants

The school TVTL department should have at least one full-time specialist with basic training to ensure professional ethics in professional activities. In case there is no full-time specialist with basic training, the staff in charge of the department should be professionally trained through a systematic and regular training program. The best mechanism is that the consultant works under the direct management of the school and enjoys the regime and policies as a staff member, serving the interests of the school.

Each school TVTL room in a general school must be connected to a specialized psychologist (with a doctoral degree) to participate in supervision/professional support to ensure the quality of counseling/consultation activities and avoid risks. A network of experts can be established to support the specialist in charge in many schools.

Consulting is a special activity in human communication, a science and an art in communication and behavior, so it also requires consultants to have professional skills, to comply with principles, regulations, ethics, and responsibilities in consulting activities. In addition to meeting the above general requirements, consultants must also understand educational science and pedagogy to be able to complete their consulting tasks well.

* Minimum professional documents and papers

The minimum professional documents required for the main operating department are the Administrative File and the Professional File of the department, which include: organizational structure and operation chart of the department; code of ethics; operating regulations; diary; collection of consultation/consultation registration forms; personal records, basic consultation/consultation documents; basic consultation/therapy tests/exercises; support tools; reference books in prevention, consultation/consultation.

* Conditions for implementing measures:

High school principals must have vision and correctly assess the needs of students for school counseling. Ensure adequate land and staff to conduct school counseling. The team of counselors must be competent and knowledgeable about science and education.

Have sufficient funding and equipment to support the implementation of school counseling rooms in schools.

3.3. Relationship between measures

To effectively manage social work activities for high school students in Mong Cai City, the school needs to implement the above measures synchronously and flexibly.

Each educational management measure has a certain position and role in the process of managing social development activities for high school students. However, these measures are always closely related to each other, being a system of measures aimed at the common educational goal, each measure has its advantages and disadvantages. Moreover, each educational management measure for social development skills must be implemented under certain conditions. In practice of educational management, especially social development skills education, in order to resolve pedagogical situations that arise conflicts, managers must apply many coordinated measures to resolve them, depending on the nature, conditions, and circumstances to choose and combine appropriate management measures. Good implementation of this measure will be the premise for effective implementation of other measures and vice versa. Therefore, it is necessary to ensure consistency in organizing the implementation of the above measures in schools. Each measure would be of little use if taken alone.

The use of social work education management measures for high school students must be placed in a coordinated relationship between schools, families and society. If high schools in Mong Cai City - Quang Ninh carry out this activity synchronously, it will contribute to the success of high school student education in general and social work skills education for students in particular, meeting the educational goals of the school, the locality and the industry.

3.4. Testing the necessity and feasibility of measures

3.4.1. Test objectives

Through the survey to probe the agreement of the participants in assessing the urgency and feasibility of measures to manage social work activities for students in Mong Cai City, Quang Ninh Province.

3.4.2. Test subjects

Get opinions from the management staff and teachers of 3 high schools in Mong Cai City with a total of 105 people.

3.4.3. Test content

Test content: After proposing measures to manage social work activities for high school students in Mong Cai City. To assess the urgency and feasibility of the proposed measures, the author conducted a survey through a questionnaire for managers and teachers of 3 high schools in Mong Cai City, Quang Ninh Province.

3.4.4. Test results

To have a scientific basis for the research problem, the thesis conducted a survey on the urgency of solutions to manage social work activities for high school students in Mong Cai City with four levels: 1- Not urgent; 2- Less urgent; 3- Urgent; 4- Very urgent

Table 3.4: Test results on the necessity of measures

Level of need

No need

design

Less necessary

Necessary

Very necessary

Directing the development of educational paths to prevent sexual abuse of students in high schools in the city.

Mong Cai - Quang Ninh

13.1

14.6

73.1

3.62

Organizing training for teachers on capacity to educate and prevent sexual abuse for high school students in Mong City

Cai - Quang Ninh

17.7

18.5

63.8

3.46

Directing the development of school programs towards enhancing skills education

Social Studies for High School Students.

14.6

23.1

62.3

3.48

Mobilizing educational forces to participate in preventing sexual abuse for high school students in Thanh Hoa

Mong Cai City - Quang Ninh

6.5

6.2

32.3

61.5

3.55

Directing the construction of school counseling rooms to meet the needs

student demand

20.8

18.5

60.8

3.40

Figure 3.1: Results of testing on the feasibility of measures

The test results show that all 5 measures are assessed at a high level of urgency, no measure is assessed as not urgent. The average assessment score of the measures is assessed with an average score from 3.40 to 3.62.

Table 3.5. Results of testing on the feasibility of measures

Feasibility