ProgramModels.

Following the current approaches of our educational system, as well as the

regulations that govern it, we believe it is necessary to determine what we should teach
Regarding guidance, understanding that it must be included in the curriculum.
a series of objectives that go beyond strictly school subjects.

We adopted the Program Intervention Model because just as we

provided in Article 13.1 of Decree 213/1995, the guiding action must
adopt this type of model:

The Educational Guidance Teams will adopt as criteria for the

planning and development of their actions the intervention by programs
integrated into the Center Projects...

Teachers and counselors and the guidance departments must

carry out your task in close connection with the Interdisciplinary Team of the sector.
In fact, many of the functions and activities now assigned to the
Guidance Unit in the centers are functions and activities before
performed, at another level, by other teams in the sector. The introduction
formal programs of guidance, educational support, and intervention
specialized psychopedagogical in the centers, serves the purpose of greater
the proximity of these programs to the students themselves."(MEC, 1990, 53).

Borders and Drury (1992, 488) establish four principles to underpin a

program:

o Independence: It must be an integral component but at the same time

independent of the total educational program.
o Integration: The Guidance must be framed within a program.
understanding.
o Evolution: Based on human development.
o Equity: They must serve all students equitably,
taking into account the differences of the population to which it is directed
program.

According to Moreno Castellano and others (1996), Counseling involves a great character.
practical, which is carried out by intervening in specific educational realities,
so the Program Model is constituted as that concrete way of
intervene in reality.

This model arises as an attempt to overcome the Service Model.

Numerous authors have been highlighting some of the gaps that have been present since the
practice is largely under an approach imposed by and from the very
Administration. In order to clarify certain differences and to justify our
election of the Program Model as the highest exponent of orientation
professionally from a curricular perspective, we highlight some of the advantages
about this, regarding the service approach mentioned earlier, Bisquerra
(1998):

They are intended for prevention and development.

Allows for the change of the advisor's role.
Part of the competencies of students, when considering the individual
as an active element of its own process.
Stimulates teamwork by taking the basic unit of intervention.
the classroom as a class group and promoting active participation of the
subjects.
Optimize resources.
Act on the socio-educational environment, taking into consideration what
social and contextual.
It is developed based on the needs of the center.
It involves all educational professionals establishing relationships with
the community agents.
It anticipates the responsibility and coordination of its execution and evaluation.
Integrates traditional orientation activities within the
regular activities of the centers, approaching reality through
of experiences and simulations.
Allows for the evaluation together with the other activities of the center
at the same time it promotes self-assessment by the subjects.

Various authors have attempted to define the concept of a program, of which to

título informativo, hemos seleccionado algunos:

Planned, structured learning experience designed to satisfy

the needs of the students" (Morril, 1980, 332).
Plan based on a theory, from which an action is undertaken towards
a goal."(Barr et al., 1985, 3).
Planned action aimed at achieving objectives with which to
they satisfy certain needs" (Bisquerra, 1990, 18).
Systematic actions, carefully planned, aimed at the
educational needs of students, parents, and teachers inserted in the
reality of a center." (Rodríguez Espinar and others 1993, 233).

According to Rodríguez Espinar (1986), programs are usually developed based on two
criteria:

o The one who assumes the interrelation with the curriculum.

o The one who assumes the specific character of the orientation programs.
In order to carry out interventions with the Program Models, it is
It is necessary for Educational Institutions to meet certain minimum requirements, which
According to Álvarez González (1995), they are summarized in the following table:

Basic requirements for the implementation of the Program in a

Educational Center
Acquire a commitment from the center and from the
responsible for promoting programs for everyone
the students.
Orientation should be seen as just another task of the center.
school
Staff must commit to allocating sufficient time.
to carry out that program.
There must be the presence of a specialist in the center who
in charge of the advising.
The center must be equipped with human and material resources.
sufficient.
Crear canales de información dentro y fuera del centro.

A new organizational model for Guidance must be created.

with an explanation of the functions of the different agents
involved in the program.

Basic requirements for the implementation of a program in a center

Educational.

It is also necessary, when carrying out an Intervention through Programs, to locate the
different areas that will make up the contents of said program. Each author,
it carries out a different delimitation, depending on its specific context,
but we would like to highlight the classification of Rodríguez Espinar (1995), in his
Comprehensive guidance model with a preventive approach that locates
three areas of intervention:

Learn to be
1.1. Self-concept.
1.2. Relationships
interpersonal.
[Link]óintradbeapjarorbelmasanddecsionmakn
ig.
3.1. Worker role.
3.2. Role of formative enjoyment of leisure.
3.3. Role of the citizen.
3.4. Role of the consumer.
2.1. Achievement of good academic results.
2.2. Estudios postsecundarios. Educación permanente.

Once we have clarified our reasons why we believe in the Intervention Model
by Programs, the one that best adapts to the new concept of Educational System
In Spain, and after outlining its most important characteristics, we proceed to describe
each of the phases that must be carried out in an action plan. Although
most authors differ when it comes to naming each of the
phases to follow in the design of a program, the important steps are
to consist of the same actions, which is why we have made a compendium of
various authors, in order to have as broad a view as possible of the
situation:

Bisquerra Alzina and Álvarez González (1996):

Analyze the context to detect needs.

2. Formulation of objectives.
3. Activity Planning.
4. Execution of activities.
5. Program evaluation.

Rodríguez Espinar (1986):

1. Program Outline.
2. Program design.
3. Execution of the program.
4. Program evaluation.
5. Program cost.

Álvarez Rojo and Hernández Fernández (1998):

1. Needs assessment.
2. Program design.
 3. Application of the program.
4. Evaluation of the program.

Morrill (1989):

1. Start the program.

2. Plan the objectives.
3. Present and evaluate a pilot program.
4. Improvement of the program.

If we review the literature on program intervention (Rodríguez Espinar

and others, 1993; Álvarez Rojo, 1994; Álvarez González, 1995; Sobrado Fernández,
1993; Jiménez Gámez, 1997; etc.), we can find a series of
assigned conditions for this type of actions, which is the first thing that
we should consider when designing a program:

¿? Design as programming - The

evaluation as appraisal.
What Nature and scope of the Program and the Evaluation:
IDENTITY Referents and typologies
Why Background and genesis of the Program and the Evaluation:
REASONS Justification
For what Destiny and perspectives of Action and Evaluation:
OBJECTIVES Goals, purposes, objectives
How Strategies and methodological procedures to know and
METHODOLOGY act:
Models, techniques, activities, tasks, instruments, data
Where Territorial, social, and cultural framework:
SPACES Typology and contexts
Who People who intervene as agents or participants:
AGENTS Professionals, volunteers, sponsors, evaluators, etc.
When Time frame:
TEMPORALITY Stages sequences and chronological rhythms
With what Resources and equipment:
MEDIA Economic, material, institutional, documentary, etc.
How are you? Anticipation of consequences, assessment and/or adoption of
VALUATION Decisions: from evaluation to meta-evaluation.
Design and evaluation of programs. Key questions and answers. Caride
Gómez (1999, 55).

Choosing the Program Orientation Model, in our opinion, requires a

change of attitude in the counselors and/or tutors, as it is no longer feasible
waiting for the problems to arise in order to try to remedy them. The new
The approach imposes anticipation upon them. Thus, we must understand the
importance of carrying out an evaluation or needs diagnosis, which
will allow us to support the forecasts and choose and design appropriately
the most suitable interventions for each occasion.

The analysis of needs and the evaluation of the context is a preliminary step and
inevitable in the planning and execution of programs.

The most important theoretical limitation of the concept of a program for integration.
fully in educational processes is that, on numerous occasions, leads
the idea of a differentiated curriculum implicit in teaching orientation
mandatory, inasmuch as they are usually defined and promoted from and by the
guidance department as something clearly differentiated from the contents
academics.
The objectives are derived from the needs and those competencies.
what needs to be developed. We must strive to be as clear as possible when formulating
these objectives, which must be the result of the collective reflection of all
people who will carry out the program. These can be specific and
operational, or as indicated by Jiménez and Porras (1997), expressed in terms of
principles of procedures that are action strategies that define the ends
educational while specifying criteria for action. It is then when the
objectives focus on the teaching activity, not on what students must do
to achieve.

When planning the program, we must select and organize the services and
activities to achieve the objectives. The planning will conclude with the
concretion in written support of the sequence of activities that will be carried out
cable.

The execution of the program refers to the continuous actions that aim to
to develop the process of implementing it. It is at this moment
when other instruments such as interviews with students are usually used
or with other program users, conversations with the monitors, attention
personal problems, etc... One should always strive to achieve the maximum
personal autonomy (self-orientation) of the recipients.

Finally, the evaluation of intervention programs has been very neglected.

Various authors such as Bishop and Trembley (1987) suggest a series of reasons:

o The professionals are not familiar with the techniques.

qualitative.
o The myth of subjectivity, by which they claim that the results in the
orientation cannot be quantified as they belong to the affective area of
human being.
o Lack of time and material and human resources.

Program evaluation should be understood as more than just counting

of the activities. It should be conceptualized as a continuous process and not
as an isolated fact and limited to the final part. In Moreno's opinion
Castellano and Delgado Sánchez (1996), program evaluation must comply
the following requirements:

o The objectives must be explicitly stated in the form of

competencies.
o Execution indicators must be established.
o It must be anticipated from the beginning.

We can see this evaluation process as the central core of our

program that interacts with all the other components of it. In this
Moreno Castellano and Delgado Sánchez (1996) manifest that sense.
References.

ÁLVAREZ GONZÁLEZ, H. (1995): Professional Guidance. Barcelona: Cedecs.

BISHOP, J.B. and TREMBLEY, E.L. (1987): 'Counseling Centres and Accountability:'
Improve Objects, Irresistible Forces. Journal of Counseling and Development,
65, 491-494.

BISQUERRA ALZINA, R. (1998): Models of Orientation and Intervention

Psychopedagogical. Barcelona: Praxis.

BISQUERRA, R. (1990): Psychopedagogical Guidance for Prevention and the

Development. Barcelona: Boixareu Universitaria-Marcombo.

BORDERS, L. D. and DRURY, S. M. (1992): "Comprehensive School Counseling

Programs: Improve, irresistible forces. Journal of Counseling and
Development, 65, 491-494.

MORENO CASTELLANO and others (1996): In ÁLVAREZ GONZÁLEZ, M. and

BISQUERRA ALZINA, R. (Coords.): Orientation and Tutoring Manual. Barcelona:
Practice.
MORRIL, Wh. (1980): Program Development. In U. Delworth, G.R. Hanson and
Associates: Student Services: A Handbook for the Profession. San Francisco:
Jossey-Bass.

PÉREZ ESCODA, N. (1999): Needs Analysis: Applications in the

Qualification for Employment. In L. SOBRADO FERNÁNDEZ: Guidance and
Social Labor Intervention. Barcelona: Estel.

RODRIGUEZ ESPINAR, S. (1986): Teaching and Research Project. Report

for the Chair of Educational Guidance (Unpublished). University of Barcelona.

RODRÍGUEZ ESPINAR, S. (Coord..), ÁLVAREZ, M., and others (1993): Theory and
Practice of Educational Guidance. Barcelona: PPU.
 The Gysbers and Henderson Model
Gysbers and Henderson (1998) propose a Comprehensive Program Model
Orientation that constitutes one of the most used models today.
These authors develop the idea of human growth and development, which is
defines as the 'self-development of a person's life cycle through the
integration of roles, environments, and events in her life.

PROGRAM MEANS

Content Structure, processes, and resources of the program

program time
of the program

Structural Components Components and processes of the program

AREAS Curriculum deRESOURCES

Orientation
Self-knowledge and Humans
skills
interpersonal. Class activities
Advisors
Teachers
Roles, environments and Structured groups Administrators
events of Fathers
life. Students
Individual planning
Definition Community
Planning of the Companies
Advice
career for life.
Object Appraisal
Placement/follow-up Economics
Basic studies and
preparation Premises
occupational. Help services Budget
Materials
Consultation Equipment
Individual counseling
 Group counseling
Other services Politicians

System support Principles

Norms
Research
Public relations
Professional improvement
Community help

Time Percentage

Guidance Curriculum ES (1) JH (2) HS (3)

Individual planning 35-45 25-35 15-25
Help services 5-10 15-25 25-35
System support 30-40 30-40 25-35
10-15 10-15 15-20
Elementary School (6-12 years)
(2) Junior High (12-15 years)
High School (16-18 years)

The areas or domains in which 'career development for life' works

they are the following:

Self-awareness and interpersonal skills: The focus is on

help the student both in the acceptance and knowledge of themselves, as well as in
the others.

Roles, environments and life events: Emphasis is placed on the

interrelationship between the different roles in life, the environments and the
events.

Career planning for life: Teaching students to plan and

make decisions.

Basic education and occupational preparation: Includes knowledge and the

capabilities.
The phases develop as follows:

1. PLANNING: Select the curriculum in which to integrate the program,

determine what is expected of him and establish priorities.

2. DESIGN: In this case, it refers to two components.

a. The structural components are composed of:

. Definition

. Justificación

. Premises

a. The components of development refer to the activities

main actions carried out in the program, as well as the functions of
staff participating in it.

1. Orientation Curriculum: in which the objectives are specified,

competencies and the different activities.

2. Planificación Individual:Incluyen las acciones que ayudan al alumno a

plan and control your own development. They are aimed at all students.
It requires the assignment of a person for the proper follow-up of the group.

3. Responsible for assistance: This component provides activities to

advice in critical moments, and unlike the previous phase, not
It has to refer to all the students.

4. Support resources: They consist of the means that are responsible for providing support.

the development of the program.

5. Execution: It consists of carrying out the program taking into account the
strategies and activities developed, but modifications can be made
in case they are needed.
6. Evaluation: When we refer to evaluation, we mean both the evaluation of the program,
like that of the results obtained by the students.

We find it appropriate to mention that we must always keep in mind

count the context if we really want to act through programs, we start from
the basis that each intervention must be different.

With this example, the intention is only to show the user one of the
numerous ways that can be found in the bibliography to carry out
I finish an intervention performance by Programs, and guide a possible
performance from the different steps and models shown throughout
this module.

References.

MORENO CASTELLANO, F.; DELGADO SÁNCHEZ, A. y SANZ ORO, R.

(1996): Design of guidance programs. In M. ÁLVAREZ GONZÁLES and
R. BISQUERRA ALZIN (Coords): Manual of Guidance and Tutoring.
Barcelona. Practice.