Name: Rhea Mae S.

Gastador
Course Program: Diploma in Professional Education
Professor:
Subject: DPE 3 - Historical, Psychological Basis of Education
Schedule: SAT – 7:30 AM – 9:30 PM

Definition of Guidance?
Guidance facilitates people throughout their lives to manage their own educational, training,
occupational, personal, social, and life choices so that they reach their full potential and
contribute to the development of a better society. In the context of lifelong learning, guidance
refers to a range of activities that enables citizens of any age and at any point in their lives to
identify their capacities, competences and interests, to make educational, training and
occupational decisions and to manage their individual life paths in learning, work and other
settings in which these capacities and competences are leaned and/or used.
Examples of such activities include information and advice giving, counselling, competence
assessment, mentoring, advocacy, teaching decision-making and career management skills.
The need for guidance?
Guidance is needed for helping the individual to develop his abilities and skills and acquire
knowledge without difficulty. Learning in the class is to be made adjustable to the needs,
interests and abilities of the pupils.

Indeed the need for guidance is felt wherever there are problems and wherever there are
people who can help. Hence the need for guidance is universal. Guidance is based upon the fact
of human need. We are confronted with a number of problematic situations in our daily life
which requires us to make choices of some sort. Our choices and decisions play an important
role in determining what we will be. So helping each individual to solve his problems and to
develop skills in making choices and adjustments at each stage of growth is the most important
task of guidance. Human beings have a number of needs.

ADDITIONAL INFORMATION
Guidance is used for dealing with problems of adjustment and other problems of life-educational and
vocational problems. In the democratic set up there should be equal opportunities of education for all.
Education is child-centred and has the focus of all round development (physical, social, emotional and
mental).

The vocational education has been emphasized; therefore vocational guidance is essential for students
for the excellence in the job performance. P.E. Vernon has classified educational and vocational abilities
i.e., v : ed and k : m respectively. It is very essential for teachers to have the full information about their
students’ abilities and potentialities.

1. Psychological Factors:

Psychological Factors refer to the individual differences and intra- individual differences among
his students. Rate of growth and development—physical, social, emotional and mental
information are essential for a teacher. He should know their aptitudes and interests in the
school subjects and jobs.

2. Social Factors:

Education is a social process of development. There is an increase in enrollment in school and

colleges. The large number of students are admitted in a class, so the personal contact of
teacher and teacher is not possible.
There are diversifications of courses. It is the main problem in the school, going students for
selecting the subjects and courses for the study. It may suit them. It requires proper
educational guidance from the students.

3. Philosophical Factors:

There is a rapid change in social philosophy and values of the society. An elective approach is
used to formulate the objectives of education. There is a cultural and social difference in the
classroom; it amounts to adjustment problems in the class. It requires guidance for their
adjustment.

4. Scientific and Technological Factor:

The present era is of scientific and technological advancement in the developing countries. It
also causes adjustment problems in society. Computer science has greatly influenced our daily
life activities. It requires the proper guidance for new type problems.

Some specific areas require guidance services:

(a) Mass education needs group and individual guidance.
(b) Improving the quality of man and man power.
(c) Democratic set up requires talents and excellence in various fields to provide leadership.
(d) Guidance is a new process of creative thinking and creative teaching and
(e) Guidance is an art of high level of helping boys and girls to plan their own action wisely.
Factors to consider in Guidance
The study findings indicated that some factors that influence guidance and counselling
programme implementation include: the students’ and teachers’ gender, parental influence,
culture, type of the counseling problem, attitude of the student, counselling problem, attitude
and personality of the teacher counselor, resources and administration support.

Functions of Guidance

Guidance enables each individual to understand abilities and interests, to develop them as well
as possible and to relate them to life-goals, and finally to reach a state of complete and mature
self-guidance as a desirable member of the social order.

It helps to shape a student’s behaviour and also instil enough discipline in them. Proper
guidance helps them achieve their goals, well guided & counselled students know what to do
and how to do things in the best possible way.

ADDITIONAL INFORMATION

Guidance is not a panacea or remedy for all types of problems but has some specific functions.
It is a process of helping younger persons learn to adjust to self, to others and to circumstances.

Some of the important functions are enumerated here:

1. Guidance helps in good adjustment in all situations.
2. The task of guidance is to assist the individual learner to discover his unique personal
resources, to develop them properly and to use them wisely in the pursuits of his goals that are
satisfying to him and constructive for society.
3. It is a scientific procedure applied to develop the concept of guidance that has been so richly
productive that it is not inappropriate to refer to guidance in a broad sense as a new dimension
of creative teaching.
4. In the rapid change and progress, growing persons need to help in learning to adjust to
themselves, to other people to changing situations. Guidance may be regarded as the process
of providing his type of help.
5. The task of guidance is to have accurate measurement and diagnostic procedure for scientific
remedial assistance.
6. Guidance has a positive interest in both preparative and remedial assistance.
7. It has the uniqueness for the individual need for personalized assistance.
8. The main function of guidance is to provide assistance when, where and when and to whom
is needed. Thus it is a very specific and individual procedure for helping the individual.
9. Guidance is not a trial and error method but it is a well planned and well organized action
that aims to provide many of the individual and group experiences of a pupil for growing up in
family and school.
10. The function of guidance is to help the child maintain the relationship between his abilities
and the demands of his environment with proper emphasis upon maturation of capacities for
socialized self-direction.
11. It has the contribution of the fact- “Individual emerges in theory and disappears in
practice.” Guidance contributes in the emergence of an individual for adjusting in the class and
society at large. Guidance is for all and for all stages, but not for a few.
12. Guidance is the key stone for school progress. It makes teaching more effective and
purposeful.

Guiding principles of Guidance

1. Principle of all-round development of the individual. Guidance must take into account the all-
round development of the individual when bringing about desirable adjustment in any
particular area of his personality.

2. The principle of human uniqueness. No two individuals are alike. Individuals differ in their
physical, mental, social and emotional development. Guidance services must recognise these
differences and guide each individual according to their specific need.

3. Principle of holistic development. Guidance has to be imparted in the context of total

development of personality. The child grows as a whole and even if one aspect of personality is
in focus, the other areas of development which are indirectly influencing the personality have
also to be kept in mind.

4. The principle of cooperation. No individual can be forced into guidance. The consent and
cooperation of the individual is a prerequisite for providing guidance.

5. The principle of continuity. Guidance should be regarded as a continuous process of service

to an individual in different stages of his life.

6. The principle of extension. Guidance service should not be limited to a few persons, who give
observable evidence of its need, but it should be extended to all persons of all ages, who can
benefit from it directly or indirectly.
7. The principle of elaboration. Curriculum materials and teaching procedures should be
elaborated according to the view point of guidance.
8. The principle of adjustment. While it is true that guidance touches every aspect of an
individual’s life, it is chiefly concerned with an individual’s physical or mental health, with his
adjustment at home, school, society and vocation.

9. Principle of individual needs. The individual and his needs are of utmost significance.
Recognition of individual freedom, worth, respect and dignity is the hallmark of guidance.
Freedom to make a choice and take a decision needs to be respected and encouraged.

10. The principle of expert opinion. Specific and serious guidance problems should be referred
to persons who are trained to deal with particular areas of adjustment for their expert opinion.

11. The principle of evaluation. The guidance programme should be evaluated in terms of its
effectiveness and improvement. Evaluation is essential for the formulation of new goals or re-
drafting the existing goals.

12. The principle of responsibility. Parents and teachers have great responsibility in the
execution of the work of guidance. The responsibility for guidance should be centred on a
qualified and trained person, who is the head of the guidance centre.

13. The principle of periodic appraisal. Periodic appraisal should be made of the existing
guidance programme so that requisite changes, if any can be carried out for its improvement.

ADDITIONAL INFORMATION

Some of the principles have been listed as follows:

1. It involves principles of individual differences, every individual has own abilities, potentialities
and needs.
2. It studies the individual as a whole, meaning physical, emotional, social and mental structure.
3. It is based on democratic principles. Guidance is for all, for all stages not for a few individuals.
4. Guidance employs cooperative efforts in solving the problems of an individual (parents,
teachers and experts).
5. It is not a prescriptive but progressive procedure for self-guidance. In guidance awareness is
given and decisions are taken by the individual.
6. It is a continuous or life long process for all.
7. Guidance is an integral part of an educational programme. Teaching involves guidance.
8. It is a personalistic approach for human development.

TYPES OF GUIDANCE

Educational Guidance

It refers to that guidance that a child or students need during his school life. Also, it helps them
to solve the problem that they face in school. In addition, it gives all the required details that
children need related to the school they find most suitable. Most noteworthy, education is the
process that guides and directs children for her/his proper development.

Every aspect of school education is strongly related to educational guidance. Moreover, it

includes the aim, objectives, discipline, syllabus, the role of teachers, methods of teaching, and
co-curricular activity.

In addition, these guidelines help in the adjustment of the course of study according to the
ability and skill of the student. This process helps a student to make wise choices in relation to
his education life ahead. Most noteworthy, this process assists a person to plan her/his
education plan and carry it forward without any problem.

Education guidance concerns every related aspect of student education. Also, it provides
assistance to students to choose the school, course, study habits, and several others. Besides, it
helps in the growth and development of children.

Vocational Guidance

It refers to that type of guidance in which ordinary information is provided regarding choosing
the occupation. Also, it prepares them for the occupation and helps in entering and
progressing. Besides, it is also known as vocational development. Most noteworthy, in modern
education it’s perspective is much wider.

This type of guidance helps a person to know her/his strengths and weaknesses. Moreover, it
helps them to choose a vocation for better adjustment with every situation. In other words,
vocational guidance helps a person choose his career and other aspects related to it.

It is an assistance that helps students and children to know the world of vocation by getting in
the school. Most noteworthy, it is an early exposure to students about the variety of job
choices they would have later in life. It is a motivation for hard work in school or college
studies.

Vocational Guidance helps children to know what they are capable of and what they can
become in life. And this ultimately depends on what they are capable of doing in their school
life. In addition, they need to be on the right track to prepare them for life.

In short, we can say that it is a universally accepted process that assists an individual to know
her/himself better.

Personal Guidance

It refers to that type of guidance where a person or individual overcomes their problem on their
own. Also, it is the assistance that is provided to an individual to solve their social, mental,
morals, health, and ethical problems. Besides, it helps in solving those problems, which we
cannot solve with just vocational and educational guidance.
Personal assistance is of two types: written and oral. They help to make an adjustment in our
life. Moreover, it is the guidance that lets us know what we are now and what we can become
later in life. Besides, it helps children and students to help them and look at them from the right
point of view.

In the case of personal guidance, we observe that it is not an easy task. And the total
development of an individual’s personality depends on the development of personal habits and
attitudes. That’s why most individuals face this problem in life.

ADDITIONAL INFORMATION

Guidance is classified in several ways; different criteria are used for this purpose.
I-Type- (a) Formal Guidance and (b) Informal Guidance.
II-Type- (a) Individual Guidance and (b) Group Guidance.

III-Type- This classification is most popular and wide used:

1. Educational Guidance,
2. Vocational Guidance, and
3. Personal Guidance.

1. Educational Guidance:
The guidance provided by the teacher to students for their educational problems, is known as
educational guidance. It is based on a student's cumulative records.

It is used in the following purposes:

(a) In the choice of study subjects in school, and
(b) In removing the specific deficiencies of students related to study.
(c) In identifying the causes of their failure by using diagnostic tests in the study subjects.
(d) In providing remedial teaching for the learning weakness of the students.

2. Vocational Guidance:
This type of guidance is given for choosing the job and problems of certain jobs.
The following types of tests are used for their potentialities:
(a) Differential aptitudes tests.
(b) Intelligence tests and aptitude tests.
(c) Personality and interest inventories, and
(d) Achievement and scholastic aptitude tests.

3. Personal Guidance:
This type of guidance is provided for the personal problems of an individual or other than
educational and vocational problems.

These are:
(a) Family and home problems.
(b) Financial or economic problems.
(c) Physical-disabilities of the individual.
(d) Emotional adjustment and anxiety or curiosities.
(e) Social relationship of the individual and husband wife relations problems.
(f) School and peers relation or classmates relation, may be isolated in the class.
The personal problems have a wide range; therefore this type problem requires co-operative
guidance of parents, teacher’s peers and other experts in the field. This also requires his
cumulative record and case study of the individual. The individual is to be studied in depth to
diagnose the causes of this weakness.

The Types of Guidance According to Proctor (1930):

(1) Educational
(2) Vocational
(3) Social and Civic activities
(4) Health and physical activities
(5) Character building activities, and
(6) The use of leisure time.

The Classification of Guidance According to Beaver (1932):

(1) Educational guidance
(2) Vocational guidance
(3) Health guidance
(4) Economic guidance, and
(5) Personal guidance.

In these classes of guidance-educational and vocational guidance are common; other types of
guidance are related to the individual problems, and may be included broadly in Personal
guidance. Therefore, it is adequate to have three types of guidance—educational, vocational
and personal guidance.

PROGRAMS AND SERVICES OF GUIDANCE

1. Individual Inventory Services

These services are designed to gather reliable data: Personal educational background of
the students. These data are kept in the Guidance Center and are helpful when the
students come to their Counselor for Counseling or advice.
2. Counseling
Counseling service is a basic and a significant strategy which involves a person-to-person
relationship. This provides the individual the opportunity to make his own plans and
decisions to come up with a resolution of his own personal problems. Individual or
group sessions with counselors are available to students who have academic, personal,
interpersonal, emotional, career and moral concerns.
3. Testing
The student's individual strengths and weaknesses in the areas of personality, aptitudes,
interests, needs and job skills are assessed through the use of standardized tests. Test
results are interpreted to the students by their respective guidance counselors for self-
awareness, growth and development. Test interpretations are also made available in
groups.
4. Information Services
The function of this service is to make available to the students valuable information not
ordinarily provided through the instructional programs for personal, social, emotional
and spiritual development and adjustment. This information is considered necessary in
 guiding adolescents and young adults in making intelligent vocational or educational
choices or their personal and social adjustments.
5. Placement Service
Placement service helps the students secure the most effective relationship to a job or
to the next step in their educational or personal goals. It culminates with a senior's week
held every March of the year. Activities are: Pre-employment seminar, Mock Interview
and Job Fair.
6. Follow-up Service
It is concerned with what happens to the students after they have left school.
1. Guidance Counselors visit different companies and Schools where their alumni
are connected to find out how they are, and if employed, some information
about their work and their employers.
2. Tutorial Lessons are academic assistance that gives free charge to students who
find difficulty comprehending Math and Physics subjects.
3. Student-Peer-Facilitators (SPF). These are students with potential to become
leaders in the future. They are trained to assist another youth through the
'buddy' approach.
4. Boarding House Visitation (BHV). BHV are conducted once a month by the SPFs
together with a Guidance Counselor. Problems or concerns confronting the
student-lodgers will be explored through group dynamics activities. BHV would
also serve as an avenue for a continuing counseling process.
Enrichment Activities
1. Exploration
Self-awareness activities and orientation in relation to varied aspects of campus life.
2. Effective Study Habits
Lectures on how to study effectively, time management and developing good memory
as well as steps on how to take a test and have better results.
3. Coping with Stress
A session aimed at assisting students in identifying and developing skills in handling
school pressures.
4. Handling Relationship
A lecture on how to handle relationships such as boy-girl relationship and family
relationship.
5. Student-Peer-Facilitator Training
Training workshops for student-peer-facilitators are conducted; aimed in developing
their counseling and facilitating skills to establish effective self-awareness and peer
relationship.
6. Drug Control and Prevention Program
The GCC promotes a drug free school and offers varied activities for student awareness.
7. Pre-Employment Seminar
A seminar intended to assist graduating students in writing their resume and application
letters, tips on how to sell yourself and in coping with employment crisis.
8. Job Fair
This activity is aimed to facilitate job opportunities for graduating students who are in
need of jobs.

ORGANIZATIONAL CHART