Philippine Copyright, 2003 by Rex Book Store, Inc. RBS Guidance and Counseling Today First Edition 2003 ISBN 971-23.3770-7 Classification: Textbook (04-GC-00001) EPRINTED:JUNE 2008 Published, copyrighted 2003, and distributed by BEY Book Store, Inc. (RBS!) with shain office at 856 Nicanor Reyes, Se. St, Sampaloe, Manila; Tel. No, 795-18-64. ‘Regional Offices: 11 Sanciangko'St., Cebu City, Tel. Nos. 254-6773, 254-6774;156-A CM. RectoSt,, Davao City, Ta. Nos, 221-02-72, 25-31-67; 2nd St., Ledesco Village, Jaro, Iloilo City, Tel. Nos. 86-46-18, 20-45-85, Zone 6 Pinmaludpod, Urdaneta, Pangasinan, Tel. No. 568-3975; cor. J Serina and Vamenta Blvd, Carmen, Cagayan de Oro City, Tel. No. 858-6775; Magallanes cor. Alonzo St, Legaspi City, Tl. No, 820-2270, www.rexinteractive.com ‘Noportion ofthis book may be copied or reproduced in books, pamphlets, outlines, ornotes, whether printed, ‘mimeographed, typewritten, photocopied, or in any other form, for distribution or sale, without the writ- ten permission of the Publisher and Auth ‘Tho infringor shall be prosecuted in compliance wi copyright, trademark, patent, and other pertinent laws, RBSI's Local Book Association Memberships: Association of FuipineBoossllers(APB) Book Development Assblation he Philippines BDAP); Philippine Educational Publishers scocidfion. (PEPA): Book Exporters Association of the iipnes Nani Book Network, oe PEPA's International Book Association Memberships: PaciffesPublishers Association (APPA); Association of South im Publishers (ASEAP); International Publishers ‘Pay Printed by Bf Rex pring sic. 84-86 P. Florentino ‘St,, Sta. Mesa Heights, Quezon City, Tel, Nos, 712-41-01,712-41-06, 712-41-08; Pax No, 711.5412 Sometimes, something goes wrong witha person—with his relationship among his family members, in the commu- nity in his workplace. He needs someone to tell him where he went wrong. He wants somebody to help him to see for himself why he has reacted in such a way toward somebody. ‘All he needs is guidance. How to solve his problem about himself and eventually relate well with his peers call for ‘counseling. Who will give him guidance ‘and counseling? ‘And how many of his kind have this predicament these days? ‘This book is designed for this man. Parents, teachers, stu dents, and administrators can also benefit from this book. This book is written in simple language with sample illustrations for better understanding. The cantents present the meaning and function of guidance with itsprograms and services. This also includes the job description of the people ‘who compose the guidance and counseling staff. This pre- sents counseling as an integral part of guidance with sev- eral samples of case studies. This book wil serve asa very helpful guide forcollege students who are taking up Eduicational Psychology. This, will also prove helpful to school guidance ccunselor in the preparation of a guidance program. Itis the hope of the author that in her own simple way she can best serve humanity by sharing her mind and expe- rience as guidance counselor. It is her dream that as one reads this book one will not only strive to lam and improve but aspire to support the author in her desire to create a bet- ter person in everyone. Elenita Decal - Mendoza The AuthorTT ial C. Unpublished Material ‘Mendoza Elenita D,, A Sociometric Approach To The Study ‘of Factore Influencing Group Cohesiveness and Peet Relationship in Sariaya, Quezon Province, 1989. Appendix 1 [complet ecommentation orm sent together with a appease fom) Date ‘TO THE GUIDANCE COUNSELOR ae NamwotSradent eye Name tS a Iocted at hte ten posta ade a a Fepennaliyinowato me sa pencmof ied mora cae XCEL | VERY [GOOD] AVE] BELOW teNT | Goob. RAGE [AVERAGE 1 Meat AB 4 Wate Ora! Comma heen Stil, 1 Analytial/Compate onl (Madhematcal ‘ayy Piyral Fe = Lenerahip ABI I Cratve/ Main! TIGRE See ae 4 “Tis further cers hat this stent during hs /hersay with us, has conducted mates proper decorum and has no dcpinarywterd with (he/she nly ene yee ees ae Ts strongly recommend fay recommend dono recommend Nameand Signature of Designation Bae (Guidance Counelor/ Clase Adviser "Note: Kindly place nan envelope afte fling up his form, Sea and have your ig {ure alte nthe Hap ofthe envelope 7Overt Behavior - open and observable action of an oe P Paradigm, ~ a model or outline to indicate the structure of plan Participative Citizen ~ contributing and involving in com- ‘munity plans/projects e-oriented his interest is to move and. grow with people Positive Approach — a direct method of performance Preventi ~ measures adopted to obstruct what is about tohappen Productive Adult — responsible member R Rapport ~ emphatic relationship between People Reality ~ the world as itis s Self-Concept ~ person's attitude toward personal worth Selt-Image ~ person’s idea of oneself Sense ofService __— awareness to be of help Social Competence - ones capacity to be with others Social Relationship — one's capacity to relate with others Student Led Model ~ a homeroom action plan prepared ‘oa to, by and for the students © Therapeutic = Procedure which purpose is tocure Therapeutic Climate — condition conducive for curing w Withdraw tendency to retreat from a LIOGRAPHY A. Books (Clemefia, Rose Marie Salazar Counseting Psychology in the Philippines Marila, Dela Salle University Pree, tee Evangelista, Lourdes L. Introduction to Guidance and Coun. ‘cling: Booklore Publishing Corporation Manila, 2001 George, Ricky, et al. Counseling Theory and Practices: US: ‘Simon and Schuster Co., 1995, Miguel, Fe Aurelio. Handbook in guidance. Makati City: Sgandwater Publication and Research Corporation, 1999, “Montgomery Dan. Practical Counseling Tol for Pastoral Work- rs. Philippines: Paulines Publishing, 1997, Narrramore, Clyde M. Educational Guidance: ts Principles and ‘Teaching. N.Y: McMillan Co,, 1994, Santos, Amparo E Personality. Manila, Philippines: National book Store Inc, 1996, “enedero, Henty S, Breaking the IQ Myth Philippines, Henyo Publication, 1998, ‘Thompson, CharlsI, etal. Counseling Children. US. Brooks Cole Publishing Co,, 1996 B. Journals and Periodicals Maryhill Guidance Manual Mendoza, Elenita D. “Learning Styles in the New +” Educational Journal, Vol.20 No.8 January 2001. Mendoza, Elenita D. Homeroom Guidance, Educational Journal Vol XVIII No. 2 July 1999, 85G Goals = purpose or aim related to a pro- posed activity set to be accom- : Group Guidance _- assistance or session given to a group of clients Guidance — helpful and systematic aid in self discovery given by a professionally ‘qualified person Guilt — pervasive, due to failure to meet some expectation H Habit = learned response or act involving voluntary direction Hereditary ~ genetic transmission of character- istics from parents to offspring, ‘Homeroom Classroom ~ the person who takes charge in ‘Adviser facilitating the guidance activity Homeroom Guidance ~ a form of guidance presided by an. adviser to establish a wholesome relationship among the students 1 Individual ~ person, eamer Instinct complex unlearned response Intellect ~ totality of cognitive functions Intelligence ability to organize facts, ability to think abstractly Intelligence Quotient ~ ratiobetween mental age and chro- nological age x 100 Intervention ~ immediate process between ob- servable stimuli and response 2 Interview ~ self-motivating sequence designed to get data i Logbook =a guidance kit for one’s daily ent Leaming Style = way or method by which children. learn best M Maladjustment _— inability to adjust to problems Manner of Execution ~ means of doing/implementing a plan Mental Age ~ individual's mental or intellectual development Mental Hygiene science to understand learners/ in- dividuals’ psychological needs Multiple Intelligence ~ introduced by guidance on differ- ‘ent forms of intelligence other than ‘mathematical and linguistic Mass Media = Ways of information in form of vi- sual, auditory or both Memory ~leaming and retaining, Motivation ~ incentive to initiate and sustain any piven activity N Nondirect counseling ~ a client-centered approach to help counselee decide for himself ° Orientation Program — set of activites planned to prepare ‘person to what awaits him for the entire year 8Client ~ A person who is a beneficiary of guidance services Client-centered __- A guidance approach where em- ‘phasis i on the client's seeking his own solution ‘Compass Counseling ~ Counseling based from the Word of God using some psychological in- sights Conflict ~ Stress characterized by incompat- ‘ible needs/desires ‘Counseling, ~ Part of guidance program aiming at establishing rapport with client Counseling Service - Type, and set of activities to assist counselee to his needs Counseling Technique - Approach used by counselor to assist counselee D Defense Mechanisms ~ Ways used to cope with conflicts/ or problems and an attempt to protect a person's self-concept Delinquency ~ Anti-social behavior of a minor Deficiency ~ Lack or falling short of something Design =A plan on how activity is to be implemented. Diagnose. ~ Analysis ofeymptomsto determine result Discipline ~ Means of social control where one ‘exercises authority over others’ be- havior Distortion ~ Alteration of unconscious material to evade the truth Displacement ~A shift of an emotional reaction, from the truth 80 Emotion ~ A stitned-up condition causing a physical move Emotional ~ A move too strong to affect one’s feeling Emotional Immaturity-Inadequate development orachild- ish behavior Empathy ~ Placing oneself in the shoe of one ‘who is experiencing the problem Environment ~ Sum total ofall that stimulates the organism, Essentials ~ Significant facts pertaining to top- ics discussed Ethics ~ Informative study of principles of moral conduct Experience ~ Totality of mental process Expressive Behavior Data on behavior observed to make inferences F Facilitation ~increase of coordination in re- sponse patterns Fear ~ intense and primitive response to danger Feedback ~ senvory component uf a perceptual function Felt-need ~ conscious awareness thata wish be gratified Free-will ~ choices which are said to have no ‘necessary determination Frustration ~ feeling arising when needs are not met 81Aftera week in Manila, Boy S visited the guid- ance office, The guidance counselor was even de- lighted to have him speak before the seniors with the topic “Adjustment in the City.” Instead of ac- cepting the invitation, the boy’s smile died out. He started to pour out. He was in great trouble for he could not afford to live far from his parents. He ‘was asking the guidance couselor to convince his ‘mother to transfer him back to his hometown. The conversation ended up with his promise to finish cnly the first semester, the get back to the place Where his parents are. Action Taken: He went home every weekend, visited the ‘counselor and reminded her of convincing his ‘mother that he be moved to their place. He had been sharing the negative parts of staying in a dor- ‘mitory. But on his last visit he started seeing the positive side of getting an education in the me- {ropolis. Suffice it to say that he had slowly and gradually adjusted his life to the hustle-bustle of Manila. Outcome: He survived the city life. The counselor ex- pected his visit one day not for him to share his never-ending complaints but to announce that he ‘would finally leave Manila after earning a college degree Counselor's findings ‘Surface Problem: Troubled ‘Root Memory: Unpreparedness for city life GLOSSARY Acting Out Addiction Adjustment ‘Adolescence Agent of Change Action Plan ‘Anecdotal Record Amiety Aptitude ~ Expression of emotional conflictby overt behavior ~ performance of quality’ = habitual dependence ~ Harmonizing tomeet the demands eee ~ Period when the child becomes an adult beginning with puberty ~ Funetion/role of a guidance coun- selor to effect a modification ~ program of an activity with dear objectives ~ A guidance tool to know personal accounts of a learner ~ State of being worried Potential or ability to learn a kind of activity ~ an evaluation ~ mental set to respond in a certain manner = Responses which may be overt or implicit Behavioral Approach — A plan of action used to assist the c Checklist counselee to define his goals ict eee ee od ro)‘She was asked to make practical plans in life but to come to terms with herself first, She was asked to list down all the nice traits of her mother And finally the good qualities outshone the dark truth of her mother’s sexuality, 4. Outcome: Alter that counseling, shestill made brief vis- its te the office and still found time to share. She had learned to cope with the situation, 5. Counselor's findings ‘Surface Problem: A loner Root Memory: Resentment Case No. 4 Respondent: Girl R, female, third year high school 1. Background: Girl R.comes from a big family of seven chit- dren of which she isthe youngest. She presented 2. Description of the Case: Girl R was particularly restiess when she ‘ame to the office after classes that afternoon, She ‘was perspiring profusely but her hands were too cold as noticed by the guidance counselor So the {guidance counselor left her first until she eslmed down, EY 3. Action Taken: When asked about her supposed boyfriend, she said a lot. The session was ended with the decision of the counselee to finish her studies frst especially with so much expectations from the family. Another thing that helped was the mother's advice to her child not to get seriously involved at a very young age. ‘She disclosed many things and, finally ended "pat the possible disapproval ofthe relationship, due to its consequences and its difficulties. She gave various reasons. 4. Outcome: In the final stage of our session she decided toputa stop to her unnecessary worry and to face her studies first, 5. Counselor's findings Surface Problem: Restlessness Root Memory: Unfounded fem to displeaseher family Case no. 5 Respondent: Boy S, Male, Fourth year HS 1. Background: Boy S belongs to the top ten, an active stu- dent leacer, he joined peer-counseling group. 2 Description of the Case: Boy $ was a good peer counselor: He would usually come to the guidance counselor's office just to share that he got time to talk to two or three students in a week. Just a friendly hello or mere hey and he gets the rapport. He was such until he decided to go to college. 7Action Taken: Period of silence ensued, as he was ‘uncooperative, Since nothing much could be accomplished at that moment, the guidance ‘counselor simply lefthim to think. Aftersometime ‘when the feeling of uneasiness seemed to have let hhim, the counselor thought of asking him to represent his father by symbol. He started to cry and the Guidance Counselor simply kept silent to let him release his emotion till he calmed down and eventually volunteered to open up. He had a Pent-up emotion against his father, a vicious man, ‘who smokes and drinks a lot. In order to call his father’s attention, he tried smoking and did it in the campus to find out what is tin smoking that {sso inviting. He was asked to sit comfortably and freely ventilate all his bottled-up emotions. He was cxying while he was sharing. The guidance counselor listened untilhe him- self simply saw that Boy Y was not calling his father’s attention but was simply following a smoking pattern. A choice was represented to make him do or do away with smoking while making him analyze the possible negative effects ‘of smoking on one’s body. Outcome He hed served his suspension period when hhecame back for his next session. He was already convinced that smoking is not good and decided toputastop tit. Counselor's findings: Surface Problem: Behavioral misdemeanor Root Memory: Deep-seated hatred m4 Case no. 3 Respondent: Girl M, female, fourth year Background: Girl Misa homely looking girl who isalways quiet. But she seems to have a big problem. So, she walked to the office on her own for counsel- ing. 2. Description of the Case: She first joined the group counseling with some girls of her age on family communication. ‘At the end of the session, she came to the guid- ance counselor and made an appointment for an individual counseling. 3. Action Taken: ‘This was her first time to seek counseling on her plan to enter the sisterhood right after gradu- ation. She said the idea came just very recently. ‘After several personal questions, her problem was unlocked. She wanted to ran away from a situa- tion. Her parents were separated. The father ‘worked in Saudi, the mother in Hong Kong and she stayed with an aunt of her mother’s side. In her recent visit to Hong Kong, as her ‘mother took her there occasionally to spend abrief vacation with her, she discovered her mother’s il- licit affair with another woman. Her mother was a lesbian and she resented it very much. She used. to be her model of an ideal woman who worked hard to provide her with everything. Her father seldomly provides forher needs. She was so help- Jess and confused that she thought that entering the convent was the best solution. BCase no. 1 Respondent: Girl X, Female; Third Year HS 1. Background » Girl X isa third year high school student, a transferee from a Chinese school. She was seen ‘ying by the Values Education teacher and was referred to the office for counseling. 2. Description of the case Girl Xis tal, chinita, a daughter of both law- ‘yers, and who belong to a different religious sect ‘but who studies in a Catholic school. She is intel gent. She can articulate what she has in mind. She is the younger of two equally beautifully daugh- ters. In spite of her looks and wit she exhibited insecurity inasmuch as she believes that she is al- ‘ways regarded as second best by both of her busy parents. The elder, a graduate of the school is among the cream of the class, more popular than Girl X. The parents always compare them. AS a result, Girl X prefers to stay with her /ola, the only person who shows interest in her. But she had been drinking with friends and sleeping with them, sim- ply informing her ola by phone. ne time, she even tried to slash her wrist but failed to do s0 out of fear. 3. Action Taken a. Initial Meeting: ‘After the referral, she was immediately in- vited to the guidance office. Articulate as she is, the counselor did not find difficulty in leading her to open up about her problem. Rapport was im- n mediately established as the client was already seeking help from someone for her to be trans. ferred back to her old school. To her, her problem ‘was adjustment to the new school. b. Second Meeting: After three weeks she was invited to come again. She was asked tomake alisting of her good ‘qualities. During the session, she was vocal enough to share that she has a talent for declamation/ ‘ration and was convinced to join the contest. She ‘won and eventually forgot her plans to leave the school. She has gotten new friends and even ended up as a beauty ttlst in and out of school beauty contests. 4. Outcome: She regained self-confidence, came up well adjusted and happy with her new circle of friends. 5. Counselor's findings: Surface Problem Maladjustment Root Memory: Sibling Rivalry Case no. 2 Respondent: Boy Y, male; third year high school 1. Background: Boy ¥, a third year high school student was referred to the office by the prefect of discipline as hhe was suspended on ground of smoking inside the campus, 2. Description of the Case: Boy Y belongs to a big family of twelve chile dren. He was a very secretive person, He preferred to talk less and was very aloof. Ly‘The fourth and the most novel approach is mostly used by ministers and priests since it is based on the Word of God. For Further Discussion ‘A. Discuss each counseling technique briefly. B. Geta partner and practice any of the four approaches. On Home Visitation and Case Study Toknow more about the clients tolearn about his fam- ily. A teacher advisor or a guidance counselor uses home visitation and case study as valuable means to solicit more information about the child A. On Homeroom Visitation A pre-arranged schedule with the parents for homeroom visitation must be made few days ahead of the schedule. The objective of the visit must be clear. The counselor has already in mind set of questions he would like to ask to attain his goals in meeting the family. Meeting the parents ofthe client and letting them know why a visit is made will offer the counselor chance to know the child better. His home environment will give an idea how the occupants relate to each one. It will help much to make a linkage with parents who are primarily responsible fr the education oftheir children. i B. On Case Study Another means employed to learn more about the chil isthe case study method. This isthe best way to devote one’s extia time to study more closely and sin- sly client from the available data of the counselor. It shows that sometimes the client projects aproblem from 1 deep scar. What is manifested to be the problem is simply the surface, a tip of what the real cause is, Here are several cases. Respondents are high school students with apparent insignificant issues but toagrowing adolescent disturbing, big causes fr alarm. that afect academic performance. aActive-Direct Approach This mode! involves the counselor directly taking, an active part in coming, up with accepted results re- ES garding the client’s problem. 1, Setting a viewpoint. ‘The counselor teaches the client to set clearly his viewpoint by initiating the conference, focus- = ‘ng on what the counselee's point of view regard- ing his present predicament, Suggesting a course of action. ‘The counselor solicits information from the client after interviewing him on the issue at hand. ‘Steps on who will face the problem are carefully discussed and the client is encouraged to make his 3. Reassuring and directing tothe point of importance for proper move. ‘The client is given proper re-assurance by for ccusing on his possible capacity to overcome the ‘obstacle. The counselor drives the point ofimpor- tance to allow time for him to see how to move or effect a change. Give feedbacks. Usually counselors that help counselees achieve better and feel relaxed, give a positive com- ment. General Approach ‘Most counselors generally apply different models: 1, Establishing Rapport. Generally, a student/counselee does not just ‘come for counseling. When he does, he does not a 4 readily open up. The counselee has to feel easy in relating with the counselor. Rapport has to be e5- tablished. Locating and Defining the Problem The counselor leads the client to know what the problem is, defines its kind and nature. He ‘knows how it affects the cient. ‘Counseling Session ‘Thisis the point where the counselor initiates ‘a session forthe client to open up himself, unload hhis burden and ventilate his problem while the ‘counselor attentively listens, observes and empa- thizes. No single technique is said to be generally appropriate for the majority of counselees. Each of the three has its bes feature. Its the counselor's choice what technique will be the most effective type for his counselee. Behavioral technique is task-oriented. A client is led to explore the issue he is confronted with and to find several alterna- tives until he comes to his own choice then he de- ‘ides and effects a transformation in himself as he relates with others. Active-direct approach is an approach that ‘opens a chance to an educative process. Clients are given opportunities for awareness to see through several ‘and possibilities around hhim and about his problem under the assistance ‘of a counselor. While this may help, itcan also be disadvantageous to the client since he may be en- ‘couraged to place the direction on the counselor. ‘The third that is a general technique is what ‘most counselors use. Here relation of openness and confidence is created for the counselee to relate with trust. o, ar 6. Ask questions wisely avoiding the use of questions answerable by YES or NO. For Further Discussion A. 1. Whatare the features of a counseling service? 2. Whatare the aspects of a counseling session? B, Practice counseling by dividing the class into two. Group A to act'as counselors and Group B to act as counscles. — . Counseling Approach There are several procedures used by a counselor in assisting clients in the counseling service. Clemefia (1991) an her book Counseling Psychology presents different inter- vention techniques but only three approaches are used in this book. A. Behavioral Approach 1. _A’counselee who comes for counseling, session is assisted to define his goals. He should know what he wants and what he aims to attain atthe end of the session. The question used is ‘what’ "—what do you want to attain? What is it tht you need to come up with? What is your goal?” and the like. 2. Assisting the counselee to set his plans ‘When everything has been clearly defined, the client is further assisted to set his idea on what steps to take. Questions like: “What steps to take?” ‘What have you done with this? What do you in- tend to do now. 3. Clarifying and Asfirming His Action Plan ‘There is a need to find out if it is clear with the client that he really needs to set hi. mind on the steps he'd take. Affirming his plan is asserting positively what the client decides to do. 4. Assisting the client in his decision-making and analyzing consequences of his feeling. The client is till assisted on his decision as he is led to ana- lyze what he feels and to what extent it may pos- sibly affect him. 5. Commitment to ish through and setting the idea to make a follo'y-up on the plan earlier set. The client is further asked to commit to his plan, to push through with his decision. o7c There must be sulficen cords and they should be update, dL The counselor must have the ably to organize, tela and interpret the data counsel cbservant and cations in Of orbailg coh ice behave cate opment ‘The cients vary according otheir needs a ‘There are maladjusted, slow learners and students wth probleme, 3. ‘Theeare those who are frequently agent or andy fora apparent and acceptable enone, Tools Data used to gather information Cumulative reconds of tudents b. Records of interviews conducted Case studies d. Test results ‘e. Anecdotes and other records Methodology /Procediure 4. Gather all the data and study them carefully 'b. Let the counselee talk, or wait for him to gather enough strength to open up. € Listen and feel free to clarify certain points an the matters discussed. 4. Be objective regarding the question at hand ‘€ Maintain ethical standard. Counselor's Attitude, Skill, and Characteristic 1. Accounselor by the nature of his calling should ‘good profes- posses a respectable character wil oa sional attitude. He must be highly ethical, one in whom the client can fully place his ist, ‘He must be readily flexible: a peer to the client at ‘one time and an authority figure the next time. He ‘must be one who can have the resiliency to adopt to changes. ‘He must be highly sensitive, honest, and sincere. He should be one who can easily feel his way to thrive a relation with the counselee. He must be accepting, He must regard his client asa person of dignity: He must accept and respect the right of his client to make decisions, choices, and solutions. ‘He must be intellectually competent with a high ‘perceptive mind and thorough knowledge of hi ‘man behavior. He must be ready to consider alter- nation and can assess outcome. D. Aspects of Counseling Session Holding a counseling session with the counselee must thrive from a relationship between the two by making the counselee comfortable in an atmosphere of trust and confi- dentiality. 1 2 Lead the counselee to be open, free to disclose whatever he wants ashe trusts his counselor. Stimulate him to talk. By the counselor’ tactful ‘ay, he invites the counselee to shate his feelings and his thoughts. Listen attentively, ask question for clarity. Watch carefully for counselee’s gestures and fa- . students interaction among themselves a ingevaluation i Pering ais, woth growing Does this provide experience for spiritual, a ‘moral, social and cultural growth, and demo. cratic practices? ) Objectives 4 Are the routine activities like attendance Y se-]tine graph of eta dang owing 8 elor/| res cctis bad checking, schedule, collections of fees Paral ati Naser dia ahi pa fan ‘ ‘ handled effectively? ce oer maton ce Prepon asta Is there a provision for student guidance? planning rer choice Deisand don'ts ist Does it help to develop a healthy school spirit? Personality (positive, | Dyad, checklist read- Pieeeoe | ee teases roe dynamics ‘Are there opportunities to learn good man- hers, proper conduct, and worthwhile atti- J tudes?2. Guidance Assisted (GA) is another model which ie 3, Homeroom Committee Counselors (HCC). Homeroom be planned and developed by homeroom advisors “9 ‘assisted by year-level guidance coordinators. committee coordinators who are in-charge ofeach year level prepare this type, and its implementa- tion is coordinated with the guidance head. 4. Student-Led Model (SLM). This is a model where students and year-level homeroom advisors sit es 2pm =r oa jroo anos axyunog TROT SRTATDY 70 wera HueaK woaaMOR paIsAINS ZN,Composition of the Guidance > Staff A guidance center has its guidance staff fois effective delivery of services and proper implementation of guidance program. A guidance counselor heads it with the guidance ‘coordinator per year level and the homeroom adviser. A. The Staff Designation and Job Description Guidance Counselor He plans with the staff of guidance coordi- ‘ators the guidance program as well as the ser- ‘vices and the activities while creating a favorable atmosphere for its deliverance of services. Ashead ‘of the staff, its his assignment to prepare and co- ordinate the evaluation of the guidance services like the on-going orientation, communication and development session for stucents, teachers and personnel. He also takes charge in coordinating with the guidance coordinators regarding. homeroom activities and solicits support to moni- tor students with personal, social and academic problems, Another major job is coordinating with the different agencies and support systems in the community and other institutions of learning (School Manual). 2. Guidance Coordinators He supervises /assists the activities and plans {for each year level in accordance to the stated vi- sion and mission of the school. He, too, partici pates in the preparation /execution/implementa- tion of activities and programs with the principal council. He is in charge of conducting tests to teachers and student applicants. He interprets re- sults, holds interviews and assists to determine 2 The Other Role of a Gui inclination, diagnoses weakness in different areas ‘of concern, and recommends remedial, enrichment and starter designs. He still takes charge of pre- paring reports of students on request for sched- les of test time, sessions with parents and holds individual and group counseling (Guidance Manual). Homeroom Advisor He prepares the homeroom action plan for his advsorshp level asst fo plement guide ance program/services, coordinates withthe goun- selor/coordinator and refers to counselor extra or- dinary cases. Guidance Secretary Heis in charge to prepare, check, and record test results. He assists in filing students’ records and pertinent documents. He takes charge of typ- ing the communication reports and does daily as- sistance related to the job. He, too, assists in test administration. ince Counselor Acounselor has varied and numerous tasks. He is to render his time and service not only to the _ students but also to the entire community as a whole. ~ Following are the roles of a counselor: ‘Counselor as a Wise Planner With the present technological explosion, to bbe a counselor is challenging. A counselor is not only tasked to effect a change but most importantly. he is expected to be a wise planner. He must be the one who designs viable programs for the school where, with due support from the administration ‘and collaboration from the teachers, desired goals for leaming will be likely attained. He coordinates to prepare activity for development sessions too.Model 6. Paradigm of Guidance Services What other guidance services are in your school/ office? * 2. Discuss each service briefly. _ Prepare your own paradigm.Vocation and Career Service This service should provide the opportunities to + create awareness and appreciation of the different stages of life and professional careers cultivate proper attitude towards work decision and choice setting Series of symposia are held where professionals ‘coming from different universities and colleges the metropolis are invited to discuss their course offer- ings and requirements. Career fairs are conducted for students to make wise decisions in the near future as to the career they plan to pursue. Vocation animators are Anvited to give talks to explain the different charisma ‘oftheir religious orders, the schedule to visit their places iweven arranged Field trips and visits to schools, universities, and ‘colleges of the applicant's choice are planned8. Individual inventory Service ‘Test examples are mental ability, leadership potentials, The primary objective ofthis service isto have the sonata values, achievement, aptitude and interest, per: fecessary information about the individual client This ‘Aonality study, and habit skills tests. isa requisite forthe individual to know himself better to gain new long the social and moral values Results serve as very valuable information to students, of the institution. This covers records about the indi, runselors, administrators, and parents, Counseling Service + home and family background > medical, dental, and physical status test results and interpretations With all these are: Scholastic performance and interview reports ~ records of parental interviews ~ homeroom teachers’ evaluation > co-curricular / extra curricular activities Remedial and Enrichment Service: Practical measures are adapted to identity the need for remedial o enrichment opportunities such oe, Provision of counseling sessions Guidance Services ‘To cany out the wellplanned stracture of activites there must be acoordinated ine of guidance services to asit theindiviualn meeting his needs: Theseservices may refer to methods, procedures or devices used to obtain the necessary information in organizing effective taining in providing assistance to enhance sks and knowledge of individuals thereby make them efficient and effective ‘A. Orientation Services ‘There should be an orientation program for: ~ Parents, to orient them on how to extend their as- sistance to supplement the goals of education, thus, making them co-partners in education ‘Teachers, to assist them in carrying out the task of education as they exert effort to understand their ~ Students, for them to gain new ideas while learn- ing the purpose and the know-how about their new environment. They learn the easy way to ad- justment while they start to feel the sense of belongingness and security ‘The primary objective of this service isto give due as- sistance tothe students, the primary beneficiaries ofthe pro- ‘gram, in their adjustment fo anew phase of life. Among othersits objectives must be clearly defined and that orientation is an on-going process. The program at the ‘onset should include the history, vision/mission, objective and philosophy of education, the organizational flow, and thelist of personnel. Policies rules and regulations must be discussed including spiritual, moral growth, co-curricular tnd even cultural development. ‘Atour around the campus to show the different facili- ties of the school and to acquaint the neophytes to the new place would be of great help. a1{tudes are looked into for better understanding of himself. Itmay be a meeting set by the counselor referred by a teacher, sought by the counselee him- self or arranged by the parents. Group guidance is conducted in groups. Iti aimed at discussing common problems like tardiness, ‘absences, poor academic performance or adjust- ment, This enables the counselees in the group to ‘meet and solve the same problems commonly con- fronting the group. Homeroom guidance is ordinarily conducted by the class advisor and has a 2 credit, making it a re- {quirement for graduation. What classroom meet- {ng fails to attain in an ordinary classroom seiting, ‘a class advisor is expected to gain in order to es- tablish a much better rapport with his advisory section. It establishes a much better interaction since a working relationship among the members thrives. ‘Additional Work A. 1. B: ‘Compare and contrast the difference betwee @l- ‘ementary guidance and high school guidance. Discuss in detail the different guiding principles {n the deliverance of the guidance program. B._ Prepare a guidance program for 1 2 3. 4 Preschool E Elementary school High school College 29‘The measure of an effective guidance program for el- family. An adolescent feels too old to relate to his parents ementary pupils is teamwork, a networking type wher re. Yet too young to cope with their expectation. Peer serves as ‘sources are tapped. a source of general rule of behavior F. Guidance in the Secondary level Better academic achievement is attained if eamers are " socially comfortable ina group. They become productive, ‘Leaming contents in the secondary level are based participative and involv ‘on broad and common interests. The goal toward self- paveti eaten: $nowledgeand sedition sil holds tru while he Role ofthe Teacher emphasis ison proper choice ca Pron ie ae A teacher plays an indispensable function in guiding Contents of the High School Program "and directing learning activities. He should observe signs to WG their 28 Minion o tie Props better understand the clients ashe interacts with the group, TT eM Cake acaaer This not sulficient that he knows the learner's rolehe should aime moe Obscure also know his role inthe group plus the factors behind his TIL Programs and Services actions ané reactions to certain simi. He hast instil that A. On-going Orientation for students and driving desire for a continuous development of his abilities, teachers . Asa mentor, he observes the lamers and assesses their B. Individual Inventory interest and inclination through the creation of a favorable climate as socializing agent. An insight is on what his se C-_ Testing and Interpretation ‘concept is. As a result, the learner learns to appraise himself D. Remedial and Enrichment Sessions {in terms of his attitudes towards others and how others in E. Vocation and Career {um appraise him, Ashe matures, he should discard his ego- BBall Fllncep __ istic tendercies and develop desirable traits. G._ Researches and Surveys Peer Influence IV. Action Plan for each Year Level and Calendar of Peer group is a contributory factor to an adolescent. Activities This gives strong motivation for gaining social learning, He Behavioral Pattern of an Adolescent flass to associate with people of his age. This social rela- ‘tionship with his group forms strong honding among them, Marked physical and physiological changes are evident This ‘fluences his behavior and decision. peer group, ‘One significant truth s the tendency tobe shy tothe opposite Sexfor they start to fel they look queer withthe pple ‘change. Peer group and peer pressure are felt. Peer power Provides an exciting environment for the learner, Peer ‘acceptance helps him develop his self-concept which he does ‘ot usually get from his parents at home. Common goals, interest, and desire bear an effect on the behavior and attitude |. Individual guidance is intended for an individual. of the child. His sphere of socialization goes beyond his __Itis where his personal needs, interests, and a 26 27 Forms of Guidance, B. _ Information Services pertain o social information like on-going orientation programs involving teachers, parents, and pupils C. Counseling Service includes individual, group or classroom counseling sessions and referrals D. Testing means schedule, testing time including, ‘Having a family, a dad or a mom to identify him- self with, is also important w the development of the chile’s basic values and attitude. ‘The child's basic needs are belongingness,achieve- ‘ment, economic security, love, freedom from fear and guilt, and understanding standardized tests ‘Function of Guidance Evaluation pertains o gathered feedback forms to ors ofl gia: <5 find out the strong and weak points ofthe pro- = to Meet the development tasks required by educa sg tionin assisting students to grow up aseapsble and 1V._ Yearly Calendar containing activites, programs, and contributing members of society their corresponding dates of schedule to Help understand and sustain social relationship Nature and Growth Pattern of the Child Learner to Discover individual aptitudes /skills to Develop critical thinking, appreciation of worth- while activities, sound and desirable mental abil ties as well as a sense of responsibility and service among students. ‘A child isa human being who has needs. A wise, creative, and concemed mentor must have a way toun- derstand the following basic individual growth pattems to assist the child in his social and emotional maturity. 1. Children are similar in some aspects but they too le of the Teacher homeo he eather ‘There is a close link between guidance and instruction. ipidly, = os, te he leamers are properly guided and correctly IesicAt the lise (8 yrs fae) at uiofpaciipsivecartegsstceains eon tude toward people begins to take place. At the In affecting the ives and personalities ofthe cildren Intent stage (611 years of age), asthe child becomes DAdams states that A teacher ates eternity body can proceed wh developing kil he enoys whee hi fase: When he rer tha me Sex t se wea he ait utilize both 0 assist 2. Environment playsa vital role in the child's proper to improve. He can lead them to accept and under- development: themselves to eventually define for themseves their + i Phy ak oals. He, tothe advantage ofthe pupils, may influence fee ee Itiudes and etings to espond to stuatons reasons eae ly.On the other hand, he can sway them to improvement, b. Having a sense of security and worth or self correct approach he can create an environment of respect do much for the child's emotional se- respect for individual differences; develop dynamic ccunity, giving him an increased ability to cope of learners, and discover each individual's unique fairly with life, styles, m4 25E. Gulding Points on the Deliverance of the Guidance Program 1. Begin with an end in mind through the staff re- ‘ceptivity. With a goal to initiate, deliver, and ex- tend the guidance program, endorsement of sup- port by the administrator is vital 2. Developmental Needs of the Clients - The pro- {gram mustbe reflective of addressing the need for {) total development / enhancement of the clients. 3, Objectives of the program and coordination of functions must be clearly defined. The planning together with the staff, and the execution of ac- tivities must always be properly coordinated. 4. Leadership, personal commitment, and in-service training must be obviously considered. 5. Useof community resources ~ Guidance program should use available sources coming from the place/school or community. 6. Evaluation must always be a part of every effec- tive program. Gathering feedbacks will be a big help to improve the program. Points of Comparison in the Deliverance of Guidance Services Factor Efficiency | _ Effectiveness ‘approach | steps of deliver-|smartand worked ance accurately |hard to accom set and followed_| plish the goals | Tanner of | the need may not [need known and execution | be properly ad- | properly addresed dressed ‘Orientation | result-oriented | cause-oriented to outcome style emocratic ap- [autocratic ap- ich proach, F SHERATON | POE OTA aah are towork T r Guidance in the Elementary Level Guidance in the elementary level is based on the continuing development of fundamental knowledge, attitudes and skills of a person as a child matures into an adolescent. Although the client is a carefree, happy ‘child in school, guidance activities constitute his major interests. The emphasis of guidance is on the preven- tion and positive approach with emphasis on mental hygiene and correct values. A well-planned educational set-up of the program has to be prepared where learn- ing is enhanced; for instance, utilizing the teachers to know the needs of the child. Interests must be clearly “understood. Contents of Elementary Guidance Program Vision and Mission General Objectives I. Services and Programs A. Individual Pupil Inventory contains personal, fam- ily, and academic data 23Communication/Coordination ‘Communication / Coordination is a major aspect of an organization. The guidance counselor reports to the proper authority on relevant issues regarding, the ‘guidance program. He also coordinates with the proper [persons agencies for the best deliverance ofits services; he supervises how they are delivered and carried to the right channel. A two-way communication /coordi- nation should be established. Vital Steps in Devéléping and Managing a Guidance Program ‘To insure the wise and effective administration of, the guidance program the counselorshouid be a knowl- edgeable manager. He should consider several steps such as the preparatory, implementing, and appraisal parts. As director of the program, he should gain the ‘support ofthe people who are directly or indirectly in- ‘volved through wise goal setting, planning, decision making, motivating, and appraising, 1. Preparatory part: = Goal-setting and planning ~ Any preparation should be done ahead. Attainable and reali tic goals must be determined. They should be well written. Asa wise classroom manag cs, the guidance conselorhas to be tactful in preparing his goals. Usually, this is done af ter a need analysis survey has been con- ducted. 2 Implementing Part = Coordinating - Proper communication should ‘be open to proper people agencies. Directing/Managing - The guidance center leads in the delivery of its services with the help of the management staff, 20 = Devlopment ~ There should be a conti of services. Appraisal Evaluation ~A checklist is provided to gather both the positive and negative feedbacks. Future Design Based from evaluation, design future plans/moves is done. we Model 5. Developing a Guidance Program STEP 1 © STEP2. STEPS Preparatory Part | [fimplementing Par] [Appraisal Goal setting (Evaluation [Coordinating] [Directing ManagingModel 3. Organizational Structure for a Big School ‘School Directress Principal I Instruction Discipline Guidance I T [[eomchairpeson] — [Homeroom Advisers] Subject teachers T STUDENTS T [physician dent Parents [Committee Resources |" MedicarDental _ | Teaming Center [Canteen People] Maintenance Specialists Therapists Social groups [Support groups ‘Others schools two-way communication‘Model 1. Flow of Guidance Program Guidance Program CLIENTS: ‘This shows that instruction, discipline, and guidance are inoone line. ‘This is a simple structure of the program with the objectives directed to the benefits ofthe clientste cuidanc rogram ‘The welfare of every individual leameris the fore- ‘mast concern of guidance. In order to help the clients, a set of planned activities with desired goals is care. fully prepared. This will serve as an action plan for the ‘wise management and proper implementation of the Program. It should be refleetive ofthe school's vision/ ‘mission as well as its philosophy and objectives. Its ef- fectiveness in its delivery isthe degree of its efficiency and effectiveness... A. Basic Organizational Princi In the development ofa viable guidance program, ‘basic organizational principles must be considered. 1. _Itshould be based upon the goals/aims ofthe program. ‘emust be reflective ofthe school institution's vi- sion/mission providing a favorable situation for its wise implementation. Ithas to be well prepared tomeet the needs of the clients. Through the use Of checklist, it involves the community, the par- ents, the students and the teachers in the needs analysis survey. 2. Definition of authority and tine of responsibilty must Je clearly defined. An organizational structure will, explain the flow. A clear definition of the job de- scription ofthe management staff must be supple- mented. 3. Operation has to be systematic withthe extent of con- trol thatis well-established. It must evidently present the team or persons responsible for a certain job/ activity. “ 4. Good leadership and human elements must be indicated. A line of persons involved in the work under a dynamic facilitator should coordinate the guidance services. Factors in the Development of a Guidance Program Development ofa workable guidance program is dependent on several factors. Is program goals should ‘be defined based on the scope/atea it will cover while considering the financial support it will receive. Secondly, roles and functions of the people in the system have to be explained and described. Data, records, and resources at hand must also be considered. Training and qualification of the guidance counselor who shall manage the program are relatively vital. Even the time schedule and the number of clients must be given attention. Is the guidance counselor a part-time or a full-time worker who can assist a considerable ‘number of persons? Ideally a guidance counselor has four to five assistant counselor-coordinators who are in charge of fifty clients each. The guidance counselor with his staff works fulltime and coordinates with the assistant counselor-coordinators who may be on part-sess for himself what confronts him and eventu- ally to come up with his own decision to 1esulve the conflict Guidance isa leaming process. Whenever a change inone'sbehavior is sen or effected, there is laam- {ng and guidance. Both purport to attain a change in the leamer. Guidance is helping the client understand himself A person needs someone to help him see himself, ‘understand what makes him act or react to such situation including how and why he acted as such. This isthe essence of guidance, assisting a client to really know his good as well as his bad points. Guidance leads one to make intelligent choices, ‘move on to a wise decision or adjust to any situa. tion at hand, Understanding the Learner's Needs Every person is a unique being. Hehasa yearning to satisfy his desire; he may have some wants in life ‘while others don’t. These wants may be essential to sus- ‘ain himself that they become his needs. Miguel (1999) ‘enumerates these as follows: 1 Emotional needs pertain to the basic clamor of a person to satisfy his feelings like his need for love, recognition, acceptance, and respect. Intellectual needs refer to one’s curiosity to sat- isfy his quest for learning /knowing. Examples are learning new concepts, learning new patterns of expression or acquiring new ideas. Physical needs point to a person’s desire to over- ‘come impaired physical abilities which may affect learning. Examples are impaired hearing, poor eyesight. 2 4, Social needs mean one’s preference to be with ‘groups of people where one feels being loved and accepted. D. Different Types of Guidance Assistance ‘To address properly the different fields of inter- st, assistance is rendered to meet the needs: 1. Health Assistance: There are nurses, doctors, den- tists and clinical aids who are responsible to in- sure the well-being of the clients. There are medi- cal check ups, dental examinations, and referrals made. Educational Assistance; Helps in service forms like discipline and school attendance as referred to the prefect of discipline. Other school programs which require training in different fields are coursed through the committee chairpersons. 3. Student Assistance: This provides assistance to learners by rendering varied guidance services, programs and activities. 4. Resource Learning Center Assistance: This per- tains to giving help in library services for data gath- ‘ering or information getting in order to enhance earning skills, Additional Topics for Classroom Discussion ‘A. Whatare the different areas ot guidance? Discuss the basic principles and give examples of differ- ent individual needs. B. Prepare a checklist of different social, intellectual and emotional needs. Bees of Guidance h f A variety of activities have to be planned to attain the ; goals of guidance. It covers several areas prepared to arrive t at desired purposes, namely: A. Areas of Guidance : 1. Educ; i ‘There are three major concems in educational guidance; namely, the knowledge of the indi- Yidual, which includes his ability and interest;edu- «cational opportunities;and a viable guidance pro- ‘gram. With this we have: i Preschool Guidance. This aims at studying, | children’s attitudes and his behavior with i others when at work, at play orat study time. H Itincludes simple health habits learning lan- q ‘guage pattems, correct ideas, proper values, } and social relationship with others. b. Elementary School Guidance aims primarily ‘on the development of fandamental attitudes, know-how, and social skills ofa person as a child matures from childhood to adolescence. © High School Guidance aims atthe develop- | ‘ment of social competence among students as they become participative citizens and pro- a ductive adults in society. i 0 cag eco, i sion, and guidance of the students’ interest on modification in their adjustment | 3s they prepare themselves tobe on their own as young professionals someday. 10 2 Socio-Civie and Moral Guidance ‘An individual leamer is not only guided to understand himself and to relate with others but also has to: &. develop a knowledge about his Creator and !is responsibilities toward his fellowmen. He -must be willing to participate in community- oriented activities for his own enhancement asa human being. b. practice good values. He, should exhibit Droper altitude and good manners. © _ liveaworthwhile adult life as a participative, s responsible member of society who observes proper conduct and good relationship with others 3. Vocational/Career Guidance As an individual, a student should be af- forded valuable information on different natures and opportunities of occupations where his skills, interests, and capabilities asa person will be prop. erly developed and enhanced. ‘Some Basic Principles for Consideration in Guidance Principles are conceived to be the guiding posts tohelp direct activites and plans to accomplish desired Purposes. Below is achronological procentation of some basic principles in guidance: 1. Guidance is based on a true concept of the client. One can only understand his client by taking time talking to him, listening to him and consequently understanding his needs. Knowing and accepting, his true selfs the key to learning more about him, 2. Guidance is designed to provide assistance to a person in crisis in solving it through self-discov- ‘ery and self-direction. It facilitates the client to as- uSSSI act. to expand his powers, gains new insights, new ‘experiences. and new interests + Necessity for discovering and develcping lead- ership skills: As a man relates with people in a group, he has to be led to discover and develop Jeadership skills. + Emergence of Multiple Intelligences: Howard Gardner lately introduced this Multiple Intell gences Theory: Now it is recognized that aside from linguisticand mathematical intelligence there are other types of intelligences. Knowing the dif- ferent types of intelligences requires a need to dis- ‘over and hamess them to the fullest. + Introduction of Individual Learning Styles: With technological explosion, learners stat to exhibit different styles of learning. This poses a challenge for educators to modify their teaching strategies toattain effective teaching-learning outcomes. = Concern for solution to problems of adjustment in every phase of a human endeavor: As a man. starts todo his share in the community of people, itis inevitable for him to make adjustments with ‘members of his family, individuals in a group, or people in a bigger world around him. + Steps on Appraisal: Manis not lft simply doing ‘things in any way he wants. He should know how he rates in his moves, how he measures in his de- cisions. There is a need for evaluation, Essential Elements of Guidance Guidance is seen as a way to shed light to a per- son in problem and a means to extend assistance for the person to find peace. In other words, this is assist- ing man, who with his burden in life, cannot possibly se where and how to start solving his predicament. Several essential elements of guidance: ‘Process pertains to the series of activities to assist the individual in developing a healthy outlook in an atmosphere of security and direction. Developmental Aspect pertains to the aims for the development of the whole person. Wider scope points out to the fact that guidance is for everyone, not only forthe disturbed and those learners with problems. Guidance is focused on the individual person al- ‘though the process employed may be in a group setting. > Right to free choice is where the individual learner's ability to decide for himself must be given the pri- ‘mary target of assistance. Wise decision-making is done with a view and the possibilities for the development of the learner's ‘Potentials in the future. Realistic appraisal of opportunities around him has to be given due consideration and emphasis, Recognition of individual difference should be prac- ticed Assistance given can be in forms of means or meth- ‘ods emphasizing on goals to help an individual to huis fullest development. Additional Topics for Classroom Discussion Guidance is an integral part of education ‘The role of guidance and discipline in classroom setting ‘The meaning of positive and preventive guidance Give examples of situational guidance cases in of- fices and in schools.‘counselor is to help Bertin finding out the possible effects of hie present practice. He will not be advised ‘on what to do but will be simply assisted in making an intelligent move to effect a change in his behavior as well as in his attitude. This clears Bert from-his ‘misconception that guidance is responsible for passing, punishment to erring students. Role of the Classroom Teacher ‘As the direct managerin the classroom, the teacher {s responsible for helping Bert understand the educa- tional content of the lesson and make him do the re- quired task to attain the set goal of learning. As Bert's teacher, he shall provide the necessary motivation for Bert to participate in his class. If Bert til shows no sign ‘of change and conformity to the classroom practice, then he is reffered to the prefect of discipline. Sending him to the guidance counselor is simply for counseling session while referring him to the pre- fect of discipline i for appropriate move to correct his malpractice. Tobetter understand this, let's explain dis- ‘ipline furthe Firstly, discipline is defined asa planned series of exercises, activities or tasks aimed to arrive at the de- sired goal. Exampleisa training constituting toa series ‘of written exercises to come out with good and legible penmanship, Another example is a set of rules, laws, and requirements one has to conform with. Secondly, it pertains to punishment given for un- desirable conduct lke deprivation of certain privileges, ‘temporary suspension to join sports fest due to poor ‘marks. The former example is positive discipline; the latter is negative in nature. Discipline and guidance are related. While disci- pline pertains to a series of positive and negative ways 6 given in a training, guidance helps to set a goal by an action plan of activities for its proper implementation. The guidance counselor because of his unique role should not be charged to administer sanction to erri students ot learners. Itwill be difficult for him to estab- lish rapport with the client, a ital and primary step in creating a elation ifthe guidance counselor is still the ‘one assigned to give the disciplinary mesure. ‘While discipline requires giving due punishment, the role of the guidance counselor, on the other hand, is simply to conduct colunseling with the erring leamer, Its the prefect of discipline who should take charge of the disciplinary move to make him understand why such behavior is unacceptableand why erring students deserve punishment. The student should further know the purpose of punishment and the effects of such a wrongdoing. Leading Concerns of Guidance It-does not suffice to know the principles, the ser- vices, and the programs offered by guidance. There ‘should be concrete practices to best explain them. We have to consider the leading concems on the importance of guidance inthe different aspects of man’s life today. They are as follows: ~ Complexity of living: With our modern gadgets and with the keen competition in our labor force, ‘a knowledge on potentials, interests and abilities of the applicants becomes a requisite for the job placement. + Attainment of effective self-direction: As aman develops, he faces challenges and has to make de- cisions for himself as he starts to understand the changes around him. + Expansion of capabilities: As a man passes through different stages of growth, he takes risk 7K tohelp the person understand himself, to improve ckillo and interests and eventually become a well ad. justed individual (Miguel, 1999) Functions and Scope ‘As an individual continues to search for his self- satisfaction, he arrives at learning more about himself (elf-knowledge) and thus takes the proper direction (Gelf-direction) which is one of the primary functions of guidance. In addition, discovering the potential strength and ‘weakness of a learner will help him to come to terms with himself fr his social and personal adjustment. This is done through interviews where pertinent data are gathered, needs areassessed, and suitable programs are prepared. From surveys, checklists, and personal inventories, data are gathered, needs are assessed and programs are prepared. Guidance covers variety of services to meet the pressing reality. To assist newcomers to adjust in a new environment, they are oriented to their new role in that new place. Personal data, which include medi- cal, academic, social and personal items, are gathered. ‘They serve as indicating points on where a counselor shall start to begin his work. With guidance closely linked to education, itis expected that after knowing the client's weak or strong points the move for self-development will couve front the individual. He is facilitated to effect a change in his ‘behavior as well asin his attitude for the realization of his life's goals. Leamers who exhibit poor mathematical ability oF deficiency in communication skills are monitored and recommended for development /enhancement sessions in language. On the other hand, a newcomer in a school ‘whose main problem is adjustment to a new lifestyle 4 ‘ora study learning schedule, orientation is given. If no intervention is done, a child feely eis in'a great loss. He finds no satisfaction in his new environment that he either leaves unexpectedly in no time, di ut after a certain time or eventually ends up with fail- ing marks. Guidance, as most educators perecive isa form df teaching that anyone can avail of anytime. It does not simply provide assistance for a better understanding of oneself but it consists of plans to regulate the earner in order to be equipped with productive skills, desir able habits, and worthwhile values. A lifelong process, guidance, should be positive and preventive rather than ‘curative. Guidance and Discipline A Situational Analysis Bert is fourteen years old and a high school fresh- man. Hle is oftentimes tardy for his first period class. ‘One unpleasant thing about him is coming toclass with- ‘out a written homework. He does not bring his Math- cematics workbook because he consider it too bulky. Even after several conferences with hir he still does not show any change. He is quick-tempered, showing an action of defiance. So he is referred to the guidance Counselor for appropriate action Misconceptior ‘A few take guidance center as the responsible agent to give due sanction. So Bert feels a peculiar phobia to the guidance office. For him being called to the guid- ance office means he is to be subjected to punishment. He is very uncomfortable with the idea. Such is also the concept of most of his classmates. ‘Truth: Bert is referred to the guidance counselor not for punishment but for assistance to let him see for himself the situation he creates. The function of the guidance 5‘These are three different cases butall of them per- tain to making a taveer choice or vocation in life. This seems to be what guidance was, before. Many believed that the mere function of guidance was limited to giv- ing an information, a guide or a direction for a career choice ora proper vocation in life. t appears that guid- lance before was centered on problems related to voca- tion or career decision. ‘But guidance as aform of teaching, intends tocre- ate opportunities for development. It does not, in any ‘way seem to solve the problem nor make choices for the individual. The client must be left on his own; he ‘must be free to come to a decision of his own. Meaning and Need for Guidance ‘With the passing of time, guidance has taken anew shift. Its function as an integral part of education has taken a wider scope. It is no longer concentrated on ‘providing guidance for choice of career only. Today it hhas assumed a major role in the interrelation of an in- ‘dividual with his family and with the people around hhim. Consequently, we now feel its relevance; we un- derstand its impact in life. ‘Today peopleneed not grope in the dark whenever they are confused. They can seek assistance from dance counselors to make intelligent moves as they Start to catch new values, acquire new style, and ‘eventually arrive at a better understanding of themselves to relate better at home, at the workplace ‘orin their community. ‘Take the case of a young teenager who was once her mother’s apple of the eye and who later started to ‘change. She no longer wanted tojoin her mother in their family Sunday Mass. She preferred her new company and learned new ways in her own style. As a result, a 2 conflict ensued: the mother felt unwanted. Cold shoul- der treatment followed. For how long, no one can tell. It is here where guidance sels in to resolve a simple, insignificant case of this kind. It may be alittle issue to ma RRR aaa ‘have tobe led into understanding each. ‘ther fora better relation at home. In similar manner, ‘young boss in an accounting department may end up frustrated due to working with burt out employees. Because ofthis, business transaction suffers and even. the working relationship deteriorates. u If there was a need for guidance then, the more ‘we need it today in our complex society. Both the young, fa tent ao yong omni one oar ho to live and how to deal with their present crises, Atpresent, ateacherneeds to know notonly what to teach in school but also has to understand his stu- dents in order for him to teach effectively. The present ‘rend in education is making provisions for better un- derstanding of the individual learner and coping with pecery eee ee 0 dance can help in: ng this, recent educational concept bie Guidance is an integral part of education catered to offer assistance to individuals so that they would ‘make intelligent decisions and adjustments in life. Its fundamental aim is to help a person enhance the best in him—to help a person responsibly adjust to situa- tion as he progresses. Furthermore, guidance is to see Sieg ener By econ enteg iec capabilities, led tees 0 xp person is led to learn more Inaddition, guidance isa systematic way to one's self-discovery leading to self-understanding and self- direction. Because of ths, varied activities are prepared 3Features of Counseling Service: Competence of the ‘Counselor, Cliente, Tools /Data, Methodology and. Procedures = ‘Counselor's Attitude, Skill and Characteristic = Aspects of Counseling Session 9. Counseling Approach 7, Behavioral Approach = Active-Direct Approach ~ General Approach 10. Home Visitation and Case Study .. = Home Visitation ~ Case Study ~ Sample Case Studies Glossary of Terms BIbWOGraPHY Appendices... i Guidance: Meaning, Function and Scope To give light to them that sit darkness, inthe shadow of death, to guide our fot in the way of peace. (Lk 1:79) Drawing, a passage from the “Book of Books” is, the best way to illustrate what guidance is and how it ‘works on an individual. Guidance iga way to shed light to atroubled person. Itis a means to extend assistance to help him find peace. In other words, guidance con- stitutes giving direction, leading toa decision, and shar- ing an advice, ‘A man is a social being. He is bom with people and lives with them. He naturally relates with them. He, in tum, knowingly and unknowingly, influences them. Thus, he is shaped and conditioned by the group heisin. Athome or in school among his circle of friends and practically wherever he goes, man is confronted ‘occasionally with conflicts. Man likes to find out what he rally wants, what he really needs to understand better. Take the case of Charles, a young adult of twenty, who feels he has a calling to religious life. To satisfy his silent quest for truth he goes to see a priest for proper direction. ‘Another example is Mike who intends to go to college. As he is good in figures, he thinks he is most likely fit for engineering. His homeroom advisor sug- gests that he should pursue his inclination so he takes up Civil Engineering in college. Another one is Myrna. She comes froma family of doctors. Her mother advises her to take up medicine but the performing arts seems to be her calling. 1~ Model3. Organizational Structure of a Guidance Program for a Big School = Model 4. Line of Communication /Coordination ~ Communication/Coordination ~ Vital Steps in Developing and Managing a Guid- ance Program = Guiding Points on the Deliverance of The Guid- ance Program Guidance in the Elementary School: Nature and Growth Pattern, Function of Guidance, Role of Teacher = Guidance in the Secondary School: Behavioral Pattern ofan Adolescent, Role of Teacher, Peer In- fluence - Forms of Guidance: Individual, Group, and Homeroom ‘The Guidance Services ~ Orientation Service ~ Individual Inventory Service Testing Services and Interpretations = Counseling Service ~ Remedial and Enrichment Services = Vocation and Career Service ~ Model 6. Paradigm of Guidance Services ‘Composition of the Guidance Staff . me ~The Staff Designation and Job Description ~ Description: Guidance Counselor and His Func- tion, Guidance Coordinator and His Job, Homeroom Advisor and His Role, The Guidance Secretary and His Task 30 = Model 8. Staff Composition = Other Roles of a Counselor: Wise Planner, Agent of Change, Career - Vocation Specialist, Commu- nity Service: Liaison and Consultant - Model 9. Paradigm of a Counselor's Role Homeroom Guidance = Meaning and Objectives = Different Guidance Models = Homeroom Guidance Design = Homeroom Guidance Contents ~ Teacher's Role = Model 10. Sample of a Homeroom Guidance Pro- gram = Model 11. Sample of Homeroom Evaluation Sheet 56 Counseling ~ Nature and Functions = Counseling Process - Essentials in Counseling: Rapport, Relationship, Respect = Counseling Position - _ Discouraging Facts About Counseling, = Some Psychological Foundations: Freudian Theory, Therapeutic Process, Allfred Adler's Theory: Counseling Process, Karen Homey Theory, Directive Counseling, Person-Centered, Multiple Intelligences and Learning Styles Counseling Services .. - Counseling Ethics 631. Guidance: Meaning, Function, and Scope -. = Meaning and Need for Guidance = Functions and Scope of Guidance Guidance and Discipline — ASituational Analysis: Misconception, Truth = Role ofthe Classroom Teacher = Leading Concems of Guidance = Essential Elements of Guidance 2. Aspects of Guidance pres of Gudanoe Educational Soc Clvc and Moral, Vocational/Career ~ Some Basic Principles for Consideration in Guid- = Understanding the Learner's Needs (Emotional, Intellectual, Physical and Social Needs} = Different Types of Guidance Assistance 3, The Guidance Program = Basic Organizational Pncples Factors in the Development of a Guidance Program = Model 1, Flow of a Guidance Program. Model 2, Organizational Structure of a Guidance Program for a Small School “4Appendix 2 Personal characteristics of ‘Name Year & Section Advisor Instructions : Place a check mark in the blanks to the left of any of the following traits you believe to be characteris tics of the member. POSITIVE TRAITS NEGATIVE TRAITS 1. Neat in appear- 16. Unreliable 26. Overly aggressive ance 17. Uncooperative 2. Enjoysgoodhealth 18. Domineering Ts. Regular in atten- 19, self-centered dance 20. Rude 4. Courteous nn. Sarcastic TEs: Has concern for —— 73. Boastful ectopic nee oe members aoe aed 7. Displays leader- — ship ability — - 8 Hias a good sense ——27 Shy and. with: of humor ae 9. Shows initiative —— 28 Cries easily 10. Industrious —— 2. Deceitul 1. Has a pleasant re- ——30- Over-solicitous Iationship with others 1, Mature 13. Respects property of others __M4. Nearly always does his best 15. Adjusts easily to differen situations Appendix 3 I. LEADERSHIP AND COOPERATION A. With other members and members of the group: superior __ excellent average _ fair___poor __ unknown B. With spiritual director and officers /teachers superior excellent __ average __ fair___poor__ unknown Il RESPONSIBILITY A. Personal: superior __excellent __ average _ fair __ poor _ unknown B. Social: superior __ excellent ___average__ fair __ poor _ unknown. M11. INTEREST superior excellent ___ average _ fair__poor __ unknown IV, SOCIAL DEVELOPMENT superior excellent ___ average _ fair ___ poor __ unknown Y. PERSONALITY superior __ excellent __ average _ fair___poor __ unknown COMMENTS: 89