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LESSON 4
The roles, characteristics, and functions of various guidance personnel

What are in store for you?

1. The roles, characteristics, and functions of various guidance personnel

Duration: 3 Hours

Introduction

Every individual who involved himself/herself in the helping profession definitely

has a set of personal characteristics and set of professional competencies to back up
his/her desire to be of help to those who are in need of a particular service his/her office
provides. Teachers, Health Workers, Social Workers, Guidance Personnel and many
others belong to this group of helping personnel.

Guidance personnel for their part bring with

them such characteristics and competencies, their
characteristics which are innately nurtured by their
immediate surroundings and their competencies
which are provided by the delivering institution
where they finish the course as such. The
personal characteristics and professional
competencies they possess have prepared them
to perform well in a given role and responsibilities.

What you should know? (Main Objective)

● At the end of this module, it is expected that you distinguish the roles,
characteristics, and functions of guidance personnel.

Specifically, you should be able to:

● understand the need for guidance and guidance personnel in schools;

● outline the different activities to be rendered by the different guidance personnel;
● compare the role of the counsellor from other guidance personnel.

What do you already know? (Pre-test)

As part of procedures for determining your prior knowledge on the topic presented
in this module, I want you to answer the matching type quiz below without any pretension
or interest to impress me and your classmates. Your honesty is the key to success in
achieving the intended learning outcomes of this module for you.

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 Matching type. Match column A with column B. Place the letter of your answer
inside the box before each number in Column A.
Answer Column A Column B
1. He/she is the one who is responsible to A. Principal
manage or organize every program in
guidance and counselling.
2. He/she assists people with personal, B. Guidance Counselor
family, educational, mental health and
career decisions and problems.
3. He/she identifies and selects tests; and C. Guidance Director
sets the schedule of the
testing services.
4. He/she acts as the chairman of the D. Researcher
Guidance program in every school.
5. He/she serves as the assistant of the E. Psychologist
guidance director wherein he/she is
making some letters, and giving reports
to his/her head/director.
6. He/she supports individuals and F. Guidance Secretary
provides services involving the
community.
7. He/she manages, collects and G. Psychometrician
analyzes information and organizes
data which are presented in oral and
written form.
8. He/she helps individuals to have better H. Teacher
care with their mental health condition.
9. He/she specializes in the study of mind I. Social Worker
and behavior of the individual in the
treatment of mental, emotional and
behavioural disorder.
10. He/she is the key person in the actual J. Psychiatrist
guidance activities inside the
classroom.

ACTIVITY

Siya ang Idol ko sa School…..

Check at least three names from the list below where you had a consoling
experience during the lowest moment of your stay in the school where you finished your
high school education.

School Personnel
1. Subject Teacher
2. Class Adviser

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 3. Principal
4. Guidance Counselor
5. Guidance Secretary
6. Librarian
7. Canteen Personnel
8. Guidance Director
9. Others (Please write here. ____________________
)

How did they show concern for you during the lowest period of your schooling?

______________________________________________________________________
______________________________________________________________________
__________________________________.

Were you able to feel their presence during that particular moment?

______________________________________________________________________
______________________________________________________________________
___________________________________.

Were you able to find them as a shoulder to cry on?

______________________________________________________________________
______________________________________________________________________
___________________________________.

You finally did it, you already completed the first two tasks. Before you begin I
would like you to reflect on what you have done and experienced in your recent activity
because that is the key to moving forward. You can do that by completing each clause
below.

The activities above made me remember

______________________________________________________________________
______________________________________________________________________
____________

It made me think and realize that

______________________________________________________________________
______________________________________________________________________
____________

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 I therefore commit to

______________________________________________________________________
______________________________________________________________________
____________

By this time, you are very much prepared to learn more about roles, characteristics,
and functions of various guidance personnel.

ANALYSIS

This part explains or discusses the different roles, characteristics and functions of
guidance personnel in the guidance and counseling office.

Who are the Guidance Personnel?

1. Guidance Director

He/she has the overall authority for

leading the personnel under his/her
administration. He reviews the guidance
and counseling program they offer each
year. To be a guidance director, one
should possess the following: strong
work ethic, excellent organizational
skills, flexibility, ease and experience
with computers and willingness to
coordinate efforts with others.

2. Guidance Counselor
A guidance counselor assists people with personal, family, educational, mental
health and career decisions and problems. He provides options that will help the client
to resolve his/her problems. Its overall function is to talk to students, provide options,
listen to problems, help the students to develop coping skills and learn to solve problems
and become a good decision maker on their own.

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Counseling services includes:

● Individual Counseling
● Group Counseling
● Group Guidance
● Student Appraisal
● Referral
● Consultation
● Coordination

Common Problems of Students Bring to Counseling Sessions

● Conflict with others

● Conflict with self
● Lack of information about self
● Lack of information about the environment
● Lack of skill

Attitude and skills of the counselor are very important to the quality of the
counseling relationship. The qualities of an effective counselor are the following:

● Intellectual competence

● Energy

● Flexibility

● Support

● Good Will

● Self – awareness

3. Psychometrician
The one who develops a test is called a psychometrician,
while the one that conducts testing services is called a
psychometrist. A psychometrician has the following
responsibilities;

● Identifies and selects tests

● Sets the schedule of testing services
● Administers, collects
● and interprets test results
● Provides counselors with test results
● Encodes and makes summaries of test results
● Prepares testing materials
● Keeps test materials and test results

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4. Researcher
He designs, formulates and conducts research projects. He
manages, collects and analyzes information and organizes
data which are presented in oral and written form. The
researcher has the following functions:

● Applying a variety of research techniques to gather

relevant information, including document analysis,
surveys, case studies and interviews;
● Preparing and reporting findings and disseminating
results, both orally and in writing; and
● Offering research – based briefings and advice, which
may involve writing action plans.

5. Guidance Secretary
He/she organized things for people in the office. He/she may also be called as executive
secretary or administrative assistant. The following are the functions of the guidance
secretary:

● Makes appointments;
● Put files in order;
● Write letters and answers the phone;
● Schedule travel plans;
● Make sure that the information that leaves the office is right;
● Some make reports and train others

Auxiliary Personnel
1. Psychologist
Studies the human mind and behavior

Psychologist’s Areas of Specialization

a. Clinical Psychologist
Aims to reduce psychological distress and enhance and promote psychological
well-being.

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 b. Counseling Psychologist
Assesses and evaluates individuals’ problems, through the use of case history,
interview, and observation and provides individual or group counseling services to assist
individuals in achieving more effective personal, social, educational and vocational
development and adjustment.

c. School Psychologist
Provides a broad range of skills to address students’ needs in a variety of areas.
Expert in special education and have large role in the eligibility process for special
education

d. Developmental Psychologist
Explores the influence nature vs. nurture

2. Psychiatrist
Assesses and treats mental illnesses through a combination of psychotherapy,
psychoanalysis, hospitalization, and medication.

3. Social Worker
– Works with people who have socially excluded or who are experiencing crisis and
their role is to provide support to enable service users to help themselves.

ABSTRACTION

Using the word COUNSELOR as an acronym. Kindly indicate before each letter a
corresponding characteristic of the counselor. (Example: C-caring)

C-

O-

U-

N-

S-

E-

L-

O-

R-

You are almost done!!!

Now that you know much about the roles, characteristics and functions of the
different guidance personnel, it would be very easy for you to accomplish the remaining
assessment in this module.

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APPLICATION (Post – Test)

Assess what you have learned. (Post – Test will be administered on a later date)

Final Requirement

Congratulations you are one step away from finishing this module. You have done so
much to come this far. As a final requirement, I want you to do the following: Write a short
reflection entitled: The Love of the Counselor….

Suggested Readings

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Page 55 of 169
 LESSON 5
GUIDANCE SERVICES, TOOLS AND TECHNIQUES

What are in store for you?

1. The Basic Guidance Services

✔ Meaning and description
✔ Scope
✔ Services
2. Methods and Techniques

Duration: 6 Hours

Introduction

Guidance as an integral part of the school plays a supporting role in the educational
process. It directs and helps each individual develop to his optimum capacities and
capabilities. This role of guidance is carried through by offering different services
necessary to respond to the pressing concerns and worries of the students.

Most books in guidance and counseling presented five basic guidance services
offered in the school. The first is the individual inventory service which serves as the
backbone of the guidance
program, meaning all other
services may be based on this
particular activity. The
counseling service on the other
hand is the heart of the guidance
program and serves as the
shoulder to cry on in case of a
difficult situation. The other
services which are of the same
importance are the information service which also covers the orientation amongst
students, the placement service and the follow-up service.

This particular lesson will also cover the different tools and techniques applied in
the catering of guidance services. They are specifically developed to support the provision
of assistance to students who are in need. (By the way, counseling as one of the guidance
services will not be tackled in this particular discussion. A separate lesson is prepared to
discuss the same.)

What you should know? (Main Objective)

● At the end of this module, it is expected that you describe the guidance
services, tools and techniques.

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Specifically, you should be able to:

● Enumerate the basic and special services being offered by the guidance center of a
particular school;
● Determine what particular service is appropriate in a given situation;
● Identify applicable tools/techniques to be used in the conduct of a particular activity.

What do you already know? (Pre-test)

As part of procedures for determining your prior knowledge on the topic presented in this
module, I want you to answer the short quiz below without any pretension or interest to
impress me and your classmates. Your honesty is the key to success in achieving the
intended learning outcomes of this module for you.

Multiple Choice.

_____ 1. The heart of the guidance program is the A) individual inventory B) information
C) counseling D) placement E) follow-up service.

_____ 2. A device employed to gain information about a person by having him/her write
his/her life story is called A) autobiography B) biography C) self-evaluation report
D) self-rating scale.

_____ 3. The following are purposes of guidance services: except, A) aiding the individual
to become self-directed B) serve the pupils C) help the teacher familiarize certain
facts about his/her students D) make-up a major part of the student personnel
services.

_____ 4. The individual’s past and present performance both in academic and co-
curricular activities can be accessed from the A) test information records B)
school performance records C) self-evaluation report D) significant other report.

_____ 5. Which of the following is not part of individual inventory service: A) individual
identification data B) significant other report C) valid and usable data about
educational, occupational and personal-social opportunities D) school
performance records.

_____ 6. The following are basic principles in individual inventory service, except; A)
Inventory should start from the time the child begins schooling. B) Records
should grow with the child. C) Records should be inflexible. D) Records should
be systematically kept, conveniently filed and accessible.

_____ 7. An appraisal service catered to attain a measure of student’s abilities,

achievements, aptitudes, and other characteristics is called A) counseling B)
individual inventory C) placement D) follow-up service.

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_____ 8. A) Follow-up service B) Placement service C) Individual Inventory service D)
Counseling service helps the students to secure the most effective relationship
to a job or to the next step in his educational or personal program.

_____ 9. Good manners, right conduct, and etiquettes are type of A) educational
information B) occupational information C) information technology D) personal-
social information.

_____ 10. A) Occupational B) Educational C) Social D) Personal information is valid and

usable data about positions and occupations, conditions of work, reward offered
and advancement career pattern.

_____ 11. A list of information or/and rules of the school given to the students after the
orientation program is A) handbook B) story-telling book C) guide book D)
instructional book.

_____ 12. A) Occupational B) Educational C) Social D) Personal information is valid and

usable data about requirements for entry into an educational institution, school
climate/setting, campus location, grading system, scholarship program, student
services being offered and other things.

ACTIVITY

Iba-iba ngunit Pare-pareho….

(Different Services but having the

same goal – helping the individual….)

Which among the services do you like most?

______________________________________________________________________
______________________________________________________________________

Do you remember how your guidance counselor helped you using the particular service
you chose?

______________________________________________________________________
______________________________________________________________________

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Where did you become enlightened after the service was catered?

______________________________________________________________________
______________________________________________________________________

You finally did it, you already completed the first two tasks. Before you begin I
would like you to reflect on what you have done and experienced in your recent activity
because that is the key to moving forward. You can do that by completing each clause
below.

The activities above made me remember

______________________________________________________________________
______________________________________________________________________
____________

It made me think and realize that

______________________________________________________________________
______________________________________________________________________
____________

I therefore commit to

______________________________________________________________________
______________________________________________________________________
____________

By this time, you are very much prepared to learn more about guidance services,
tools and techniques.

ANALYSIS

Guidance Services

Guidance services may be defined as

a group of services for the individual to assist
them in securing knowledge and skills
needed in making plans and devices and
interpreting life. They provide comprehensive
information about opportunities, personality
development, effective studying and
learning. They set-up means for aiding
placement, adjustment in the classroom, co-
curricular and community activities, and they
provide adequate personnel.

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Characteristics of Guidance Services

1. Guidance services are those identifiable aids provided by staff members for
assisting the individuals to make appropriate choices, plans, interpretations
and adjustments.
2. Guidance services are involved in achieving the goals of education.
3. The guidance program requires the services of one or more adequately trained
guidance workers. It is a major responsibility of these personnel to provide
competent leadership in the guidance program.
4. The guidance program must be actively supported by the functional
preparation of teachers in guidance activities appropriate to their individual
interest and aptitudes.
5. The organizational pattern of the guidance program should be based on the
knowledge of the problems and needs of pupils as well as on the competencies
and interest of staff members.
6. The services of the guidance program should be made available to all pupils
in the schools and adults in the community.
7. The cooperation of parents, patrons, and interested community agencies is
essential to an effective guidance program.
8. Guidance services should be essentially preventive rather than curative.
9. The guidance program is founded on the concept of the totality of personality
moving in an environment.
10. The guidance program should be under constant planned evaluation.

The Basic Guidance Services

The discussion that follows will give detailed information on the five basic guidance
services which should be included in the guidance program of a school: 1) individual
Inventory, 2) Information Service, 3) Counseling Service, 4) Placement Service, and 5)
Follow-up Service.
Note: The discussion in this particular lesson does not include the counseling
service for the same is discussed lengthily in other parts of the module.

Individual Inventory Service

Main Purpose of the Inventory Service

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Three Activities Used to Implement the Service:

a. Collecting- information is collected about the

individuals.
b. Processing- information is processed through
analysis and synthesis of the collected
information.
c. Utilizing- information is utilized for the purposes
of enhancing understanding of the individual and
improving the quality of decisions made by
parents, teachers, counselors, administrators,
and learners.

Basic Principles in Individual Inventory

The collection of the data about each child should be started from the time the child
begins his schooling.
1. Records should grow with the child as he progresses in his studies.
2. Records should be cumulative and inclusive.
3. Records should be unbiased, objective, and un-opinionated.
4. Records should be flexible enough to meet the needs of the pupil and the changes
of the times.
5. The data contained in the inventory should data contained in the inventory should
be properly interpreted, well-synthesized, and carefully used for the benefit of the
child.
6. Only the proper tools, techniques, and instruments should be employed in the
gathering and collecting of necessary information.
7. Records should be systematically kept and conveniently filed and should be
accessible to the guidance counselor, to the principal, and to the teacher who may
from time to time make good use of the information found therein.

Some Steps in Planning the Individual Inventory

1. Study existing records to ascertain the kind and extent of pupil information being
recorded on the pupil personnel records in the school.
2. Decide on the general categories of information to be included in all or most
individual inventories.
3. Evaluate pupil personnel record forms now being used to provide a basis for
planning any additional forms needed to obtain and record the desired data.
4. Make a tentative list of sources of information to be obtained.
5. Indicate the methods to be used in obtaining data ,i.e., questions, tests, anecdotal
records, case studies, case conferences, interviews with pupils, parents,
community agencies, etc.
6. Plan ways to arouse the interest and enlist the cooperation of staff members,
pupils, and parents in obtaining pertinent information about the pupils/students.
7. Consider possible physical facilities for locating pupil inventories where they will
be available to staff members who desire to add information to the files, or who
wish to use the accumulated data.
8. Special responsibilities among staff members for special activities in gathering
pupil data, i.e., administering tests, questionnaires, problem checklist, etc.

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Information Service

Information service was designed

to provide pupils with appropriate
educational, occupational/vocational,
and personal-social data needed to
understand themselves and their
environment. The ability to make free
and wise choices is dependent in no
small measure upon the information
available to the individual.

Objectives of the Information Service

1. To develop a broad and realistic view of life’s opportunities and problems of all
levels of training.
2. To create an awareness of the need and an active desire for accurate and valid
occupational, educational. And personal-social information.
3. To provide an understanding of the wide scope of educational, occupational and
social activities in terms of broad categories of related activities.
4. To assist in the mastery of the techniques of obtaining and interpreting information
for progressive self-directedness.
5. To promote attitude and habits which will assist in the making choice and
adjustment productive of personal satisfaction and effectiveness.
6. To provide assistance in narrowing choice progressively to specific activities which
are appropriate to aptitudes, abilities, interest manifested, and the proximity of
definite decisions

Occupational Information

Valid and usable data about position, jobs, occupations, duties, requirements for
entrance, conditions of work, rewards offered, advancement pattern, existing and
predicted supply, demand of workers, and sources for further information. The field is
ever changing, hiring requirements fluctuate with supply and demand, and new jobs are
created day by day.

Educational Information

Valid and usable data about all types of present and probable future educational
or training opportunities and requirements, curricular and co-curricular offerings,
requirements for enhance, and condition and problems of student life.

Social Information

Valid and usable data about opportunities, influences of the human beings which
help a student to understand himself better, and how to improve his relation with others.
Included but not constituting the whole are such broad areas of information as:
understanding self, boy-girl relationship, manners and etiquette, leisure time activities,
personal appearance, financial planning, and healthful living.

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Placement Service

The placement service helps

the child secure the most effective
relationship to a job or to the next
step in his educational or personal
program.

Since placement may be

educational, vocational, or curricular
in character, the placement function
is a process which finds all its
aspects inseparable.

The Nature and Scope of Placement Service

Educational placement is described as the process of assisting the individual to

progress satisfactory from an educational experience to another. A basic assumption of
the process is that the individual progresses through a sequence of experiences designed
to provide for him the kinds of development which are appropriate for him.

Vocational placement is the process of assisting the individual to find an

appropriate place in the world of work, one which appeals to his interests, challenges his
abilities, and which serves the interests of the individual and of society.

Somme Principles to be Considered in Placement Service

1. Placement service should be a general one, not limited to students having any one
type of training.
2. It should be autonomous in organization and action and at the same time, seek the
goodwill and cooperation of public agencies.
3. It should have the full cooperation of all other school agencies.
4. In the elementary level, placement services may be done in the following ways:
a. Helping pupils in the selection of extra-class activities in the school or in the
community.
b. Sectioning or grouping pupils according to their abilities, interests and needs.
c. Grouping pupils within the class in connection with the continuous progression
scheme.

Importance of Placement Service in the School

1. Placement service in school can provide a number of reliable and pertinent data
about the child.
2. Placement service helps pupils act upon the choices which they make and, insofar
as these choices are appropriate, eases the transitions.
3. Pupils need and deserve help in taking action upon their decisions. The school has
a unique opportunity to help them find their proper place.

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Some Characteristics of Job Placement Service

1. Placement activities should be coordinated.

Phases of job placement:
• Orientation to the world of work.
a. Orientation to occupational fields.
b. Relating self to occupational life.
c. Choosing an occupational area.
d. Job placement enters upon the scene once these earlier stages of the
placement process have been completed.
e. Follow-up
2. Job placement not a form of recruitment.
3. Publicizing the placement service.
4. Establishing cooperative relationships with community agencies.
5. Providing reliable job information.
6. Using information about pupils.
7. Providing counseling service.

Follow-Up Service

An integral part of guidance services is the

follow-up. It is concerned with what happens to pupils
while in school or after they have left school.

Without the follow-up, counseling is incomplete,

and so are other types of guidance services.

Objectives of the Follow-up Service

1. To determine the holding power of the school.

2. To discover grade levels at which most drop-outs occur.
3. To learn why pupils leave school before graduation.
4. To seek information that will provide clues for identifying potential drop-outs.
5. To determine the mobility of former pupils.
6. To determine the percentage of drop-outs and graduates who seek further training
after leaving school, the secondary schools should provide training pupils will need
later.
7. To determine the percentage of pupils who enter college and what colleges.
8. To determine the percentage of former pupils who enter employment immediately
after leaving school.
9. To evaluate the effectiveness of the school’s placement activities.
10. To discover employment opportunities for young workers in the local community.
11. To discover the barriers to employment and occupational adjustment encountered
by former pupils.
12. To obtain the opinions of former pupils concerning the efficacy of the guidance
program.

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 13. To obtain opinions concerning needed modifications of the curriculum in the light
of the experience of former pupils.
14. To compare the occupational stability and adjustment of graduates and drop-outs.
15. To compare the occupational interests of pupils with those expressed by them
before school.
16. To identify former pupils who need further counseling to aid them in making more
adequate personal educational or occupational adjustments.
17. Identify former pupils for whom the school might offer additional education,
training, or other needed services.

Other/Special Guidance Services

Research Service

This service attempts to

● unearth the needs of the institutional community;

● establish the need for improvement;
● validate new strategies, techniques and interventions; and
● discover different alternatives for attaining goals.

Guidance and Counseling programs have not been accorded much respect and
primacy in many institutions because the evidence of their contributions is not
immediately or directly visible. These services are not a priority among school
administrators. Research is important to furnish the institution with concrete evidence that
the program is worthwhile.

Research is a service-oriented activity conducted to discover new knowledge, to

advance current knowledge, and to substantiate
theory.

Filipino counselors seem to shy away from

this. Many still can’t see its relevance to their
work, because they are eager to get into client
handling. Some think it steals their time or only
part of their graduate studies.

Why do Research?

● It is an organized scientific effort for discovering new material, unearthing what is

hidden, finding explanations for current situations, and, corroborating or debunking
theoretical assumptions, claims, or practices through systematic study (Gibson
and Mitchell, 2003)
● Its benefits include the deepening of insights into the clientele, the self and the
counseling profession and their relationship.

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 ● Unearthing problems through a systematic strategy. It will eliminate the waste of
precious time and possible harm by helping the counselor know what works and
what does not.
● It shall stimulate the counselors to widen their horizons and discover unexplored
areas relevant to the profession.
● It is indispensable for personal and professional growth.
● It is tangible evidence that the Guidance office is doing something useful.
● It can help the institution attain its goals and objectives or implement its plans, the
management will see the value of a non-earning arm like the Guidance office.

Testing Services

Testing is an appraisal service to obtain a measure of the student ability,

achievement and other characteristics. These data are used to predict future
performance, diagnose students' problems and learning difficulties and evaluate
instructional methods and programs.

Strength and weaknesses in the area of personality, mental ability, achievement

aptitude, interest, and motivation and job skills are assessed through the use of
standardized tests. The test results are interpreted to the students for self-awareness,
growth and development.

It identifies not just weaknesses of a person, but also their strengths and measures
an individual’s performance at a specific time. It is the administration and interpretation of
standardized tests in order to better understand the counselee/client and their behavior.

The test includes the following types:

● personality,
● career,
● interest,
● mental ability,
● aptitude,
● achievement,
● learning and study orientation.

Referral Services

Refers to action taken by persons within the institution who see that particular
person. It also refers to the assistance rendered to clients or their significant others in
obtaining services from other people or agencies that might be obtaining services from
other people or agencies that might be effective in helping them. Usually, referrals are
made to people who are specialists who might be in a better position to respond to the
peculiar needs of the client.

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 It is a service for the provision
of tapping of agencies,
organizations, or individuals that
may be of better assistance in the
counsellor's resolution of problems
and attainment of goal.

Is usually understood as the

action taken by persons within the
institution who see that a particular
person needs counselor assistance.

It also refers to the assistance rendered to clients or their significant others in

obtaining services from other people or agencies that might be more effective in helping
them. These are specialists who might be in a better position to respond to the peculiar
needs of the client.

While the institution may have its own set of specialists, circumstances come where
one has to be referred to an external consultant. The counselor should have a roster of
specialists for purposes of referral.

External Consultants Services

● Medical-Dental Assistance – the

counselor may coordinate to the
medical-dental doctors.
● Spiritual-Moral issues in question
– the counselor may coordinate
the Campus ministry or its
religious organizations.
● Children with special needs, like
learning disabilities or pervasive
developmental disorders – the
counselor may refer to
developmental pediatricians or to respective associations and societies for autism,
hyperactivity, dyslexia, Down syndrome and the like. May be sent to special
schools.
● Neurological Disorders – through the assistance of the medical-dental clinic, the
client may be sent to a neurologist.
● Legal attention – as in the case of physically and sexually abused, the wrongfully
accused, the counselor may identify lawyers who specialize in the legal issues or
psychologists as expert weaknesses.
● Speech problem – Speech therapists/Pathologists or the client may be sent to a
speech school.

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 ● Drug Abuse – the client may be referred to a reputable hospital which conducts drug
testing.
● HIV-AIDS counseling – someone with the generic training might not necessarily be
able to handle. They need someone specifically trained to handle those issues.
They may be led to a medical doctor or support organization which can assist in
diagnosis and intervention.
● Marital Problems – genetic counseling training may not necessarily be experts in
this area.
● Crisis Counseling – also needs someone qualified, more dangers can arise when
crises are not met appropriately.
● Clients may be referred to a psychiatrist if it is believed that they have an emotional
disturbance or behavioral disorders that require the use of medication.
● Deep seated psychological problems –clinical psychologists are adept at diagnosing
and providing intervention for such problems which may not be necessarily out of
touch with reality. They handle personality disorders that impede them from
effectively dealing with important aspects of living.

Prevention and Wellness

It is one of the goals of Guidance and

Counseling and the rationale for many of the
services and activities offered by the Guidance
Program. However, it is given more attention
today as a service because of the physical,
emotional, interpersonal and financial cost of
dealing with the disorder.

Prevention

● “To prevent” literally means “to keep something from happening”

● The term “prevention” is reserved for those interventions that occur before the
initial onset of disorder.

Three Levels of Prevention Counseling:

1. Primary Prevention – programs for people who are presently afflicted by the
disorder.
2. Secondary Prevention – focuses on those who are experiencing the early onset of
the disorder.
3. Tertiary Prevention – deals with individuals already afflicted by the disorder and
are being helped to manage it, reduce its effects and recover from it (Gibson And
Mitchell, 1999)

Wellness

These are programs/services that promote lifestyle change for healthy living.

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 “Wellness is a multidimensional state of being describing the existence of positive
health in an individual as exemplified by quality of life and a sense of well-being.”
Wellness is an active process of becoming aware of and making choices toward a
more successful existence.

● Process means that improvement is always possible

● Aware means that we are continuously seeking more information about how
we can improve.
● Choices mean that we consider a variety of options and select those in our
best interest.
● Success is determined by each individual to be their collection of life
accomplishments.

Techniques in Guidance

Techniques Used in Individual Service

This service is designed to gather all reliable data, information and records,
and to assemble and compile these materials for their functional use.

Individual Identification Data

Information about the individual included in the identification category

consist of legal or official facts which identify the learner and describe his relationship
to members of his family.

One practice in collecting and identifying data is to use a personal history

questionnaire in conjunction with the interview at the time of initial entry into a school,
and then to follow this with supplemental questionnaires every 3 or 4 years to update
the identifying information.

School Performance Records

It is necessary to know about the individual’s past and current school

performance, particularly his academic achievement, attendance pattern and co-
curricular participation.
The records of co-curricular activities are important elements of the
individual analysis service providing a counterpart to the information contained in
school academic achievement reports.

Test Performance Records

Proper use of standardized tests and inventories can contribute significantly

to analysis of the individual. The results mark possible objective comparison of a
number of essential characteristics which combine to make up the unique
personality of each individual.

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Self-Evaluation Reports

The learner himself can contribute vital information to implement the

individual analysis service. This information can be obtained through the use of
autobiography, personal rating scale, and daily log.

An Autobiography is a device employed to gain information about a person

by having him write his life story. It affords the learner an opportunity to express
himself in words.

1. Biography of the ideal- the teacher may ask each learner to decide who the
ideal man is, and then follow the same procedure as in writing the biography.

2. Biography of the Future- the learner is allowed to project himself into the
future, to discuss aspirations and ambitions.

3. The Picture Story- similar to Thematic Apperception Test (TAT) in that it

allows the person to relate what led up to the situation portrayed in the picture,
tell what is happening at the moment, what will be the outcome and what the
feelings are of the characters involved.

4. The Daily Log of Activities- is a record of the way a person spends his time.
The log of activities must be kept for at least one week to reveal how the person
uses his time.

5. Self-Rating Scale- enables the student to provide information about himself

by filling out a checklist of self-appraisal forms. Two forms: (a) behavior
descriptions, followed by an option for the learner to indicate the extent to
which the behavior describes what he is like or what he would like to become;
(b) traits or characteristics, followed by a continuum on which students place
check marks to indicate extent to which they feel they possess the trait at that
time.

Significant Other Reports

1. Anecdotal Record – Is a
brief informal report by the
teacher of an observation
of a critical incident. It
describes a sample of
behavior in a given
situational concept. The
behavior described may be
positive or negative, but it
must be the learner’s
behavior that is described
and not the teacher’s
interpretation of the
behavior.

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 It should describe verbal and non-verbal behavior, the actions of the learner said
and what was said to the learner, postures, gestures, voice qualities, and facial
expressions of the learners and others in the setting.

2. Behavioral rating schedule – is a standardized form composed of a number of

behavior traits, with continuum on which the teacher indicates the relative strength
of an individual student on each trait.
3. Sociometric devices- are used to obtain peer ratings. A frequently employed
procedure for determining peer evaluations is the sociogram. This is a graphic
representation of the responses made to a questionnaire administered to a member
of the group with respect to their choice of roles to be displayed by particular
members of the group.
a. Star, the individual who receives the largest number of choices on a sociometric
test.
b. Isolate, a member of the group who is psychologically isolated on a sociometric
test.
c. Neglecter, an individual who receives relatively few choices on a sociometric
test.
d. Rejectee, individual who receives negative choices or sociometric test.
e. Mutual choice, two individuals who have chosen each other on the same
sociometric criterion.

4. Cumulative record- information that the school has collected to describe an

individual. Continuing, updated composite of significant and representative
information gathered on developmental and longitudinal dimensions to describe an
individual.
It should describe the total person, including strengths and weaknesses,
indicating experiences that stimulated or obstructed development of his
potentialities. The record must not solely be a report of problems or failure.

Information Service

The essential information for planning the educational and vocational career is
collected from various sources such as:
(1) Teachers
(2) Parents
(3) School guidance personnel or Counsellor
(Guidance Bulletin Board/Manual and Brochures)
(4) Intimate friends and mates
(5) News papers and different useful journals and books
(6) Mass media such as Radio, T.V., Internet, facebook, etc.

Placement Service

Educational Placement
1.School placement
Sectioning (Homogeneous/Heterogeneous grouping)
Placement in Students’ Organization
.

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Vocational Placement
1.Out of School Placement
On-the-job Training.
Placement in Occupation/Profession.

Follow-Up Service

Devices for Follow-Up of Former Pupils

To Gather the various kinds of significant information concerning its former

students, a high school or college can employ one or more techniques such as the
following:
a. Questionnaires filled out by former students.
b. Letters
c. Telephone conversations with them.
d. Personal/Online Interview.
e. Visit to their present employers or counselors.
f. Contract with other persons and organizations who know these former students.

Of all the follow-up techniques, that of the questionnaires is probably the most
popular and the most practical.

ABSTRACTION

Try to fit the services you have learned today to the colors above. Reason out your
personal choice of color for every service. (Ex: green for hope and the service which
means hope is __________?)
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APPLICATION

Assess what you have learned. (Post – Test will be administered on a later date)

Final Requirement

Congratulations you are one step away from finishing this module. You have done
so much to come this far. As a final requirement, I want you to do the following: Visit a
school where a full-time guidance counsellor works and find out the status of the guidance
program. (This can be done online) Write a brief report.

Suggested Readings

https://www.slideshare.net/jeelchristine/guidance-services-45074878

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Page 74 of 169
 LESSON 6
Organizing a Guidance Program

What are in store for you?

1. Basic Philosophy of Organization and Administration

2. General Consideration in the Organization and Administration of Guidance
Program
Duration: 6 Hours

Introduction

The guidance center is part of the support functions of any academic institution
with the end in view of helping the students go through the rigors of educational
processes. That is why, every center used to come up with its own version of a guidance
program primarily based on the needs, interests and optimum development of its
clientele.

In an attempt to come up with an ideal guidance program suited to the needs of

the school community, guidance personnel led
by the guidance director work hand in hand to
organize a good guidance program and plan
courses of action to administer the same among
the students. In the organization phase,
different elements must be considered to
produce a program specifically designed to
reach the majority of students enrolled in a
given semester. While on the administration
phase, the management functions of the
different personnel are given emphasis to
ensure the success in the conduct of the
program for students. As the saying goes, the
whole is greater than the sum of its parts.

What you should know? (Main Objective)

● At the end of this module, it is expected that you explain the different concepts
and principles in designing a guidance program in schools that suit the learners’
gender, needs, strengths, interests, and experiences to become responsible and
effective individuals.

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Specifically, you should be able to:

● Identify key concepts used as bases in the organization and administration of

guidance program;
● Compare the different types of organization that can be used in the conduct of
guidance program;
● Apply and reflect the necessary elements in organizing and administering of a
comprehensive guidance program;
● Interview guidance practitioner for some important advice in designing a good
guidance program.

What do you already know? (Pre-test)

As part of procedures for determining your prior knowledge on the topic presented
in this module, I want you to answer the quiz prepared for this topic below without any
pretension or interest to impress me and your classmates. Your honesty is the key to
success in achieving the intended learning outcomes of this module for you.

Fill in the Blanks.

1. Guidance services should arise out of the __________, needs, and purposes of
the students in the school, which it serves.

2. The guidance program organization should have the __________ at the top
echelon.

3. Guidance services should be continuous and serve all youth, not merely the
__________, in ways, which help foster their best growth.

4. The guidance needs of the individuals can be met only by coordinated __________
of every staff member of the school guidance program.

5. Guidance services should be concerned with the whole individual in his total
__________ and with specific needs and problems.

6. The administration of guidance should begin with the child to be guided and his
_________.

7. All guidance services should be directed toward improved pupil self-knowledge

and self-__________.

8. Guidance is a __________ that is shared by all.

9. A functional guidance program should be an __________ part of the total school

program and be vitally related to home, community and other out-of-school
experiences of pupils.

10. In the staff organization, the chief administrative officer __________ activities
according to functions.

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ACTIVITY

May Motto rin Ako….

Every member of the class will be asked to recite at least two mottos for themselves.

1. ____________________________________________________
2. ____________________________________________________

They will then summarize the sharing done earlier to come up with three most chosen
mottos.

They will be asked to reflect on the importance of having a motto that would serve as part
of their life’s philosophies and principles.

You finally did it, you already completed the first two tasks. Before you begin I
would like you to reflect on what you have done and experienced in your recent activity
because that is the key to moving forward. You can do that by completing each clause
below.

The activities above made me remember

______________________________________________________________________
______________________________________________________________________
____________

It made me think and realize that

______________________________________________________________________
______________________________________________________________________
____________

I therefore commit to

______________________________________________________________________
______________________________________________________________________
____________

By this time, you are very much prepared to learn more about Basic Philosophy of
Organization and Administration and the General Consideration in the Organization
and Administration of Guidance Program

ANALYSIS

Organization of Guidance Program and Services

Basic Philosophy

The reason for the guidance program is children. The guidance program
organization should have the children at the top echelon.

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 The students and the teacher are the focal point of the entire organization. This
is true whether in the large school or small
school, whether in elementary or in high school.

The entire group of people in the

community, except the students and the
classroom teacher, are service personnel in the
organization and administration of the guidance
program.

Basic Concepts in the Organization of

Guidance Services

● Purposes of the program. (Clearly and definitely formulated a set of objectives.)

● Functions to be served. (Specific functions to be performed in order to achieve
formulated guidance goals.)
● Allocation of responsibilities and lines of authority. (Interest and abilities of individual
members of the staff to be discovered, so that specific functions can be allocated
according to personal capacity.)
● Appraisal of the program. (No perfect guidance program. Guidance is ever changing.
Hence, appraisal is necessary)

General Policies of Organization

1. Guidance, a general function. Guidance is a function that is shared by all.

According to Jones, the problem of organization is one of coordinating the
guidance activities in such way:

a. that all the forces of the school shall be brought to bear in unified and
consistent way upon the problems of each child,
b. that definite, primary responsibility for parts of guidance shall be placed upon
certain individuals and certain agencies,
c. that the work shall be so divided that each person shall know his particular
duties and responsibilities – the things for which he is primary responsible, and
d. that individual student shall have unified assistance so that he would not be
confused by the multiplicity of counselors.

2. Guidance, a coordinated activity. The guidance needs of the individuals can be

met only by coordinated activity of every staff member of the school guidance
program. Each has a more or less well-defined responsibility, but even in his own
field of responsibility he cannot perform his functions actively without the aid of
others.

With reference to this cooperative relationship among staff members,

Wrenn states: “Coordination means not only the placing of student personnel
services under a personnel director, but the development of appropriate staff
relationships with other services and other departments of the institution.“ It should
be remembered, however, that in the guidance organization and program
coordination does not come spontaneously and automatically. This essential

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 feature is an outcome of many factors, particularly of the willingness of all
responsible personnel to cooperate”.

3. The child, the center of effort. The administration of guidance should begin with
the child to be guided and his needs. The guidance personnel should take into
consideration what is necessary so that the child may be closely associated with
him and then to the more remote agencies. In general, the energies of all guidance
personnel should be centered in efficient guidance of the child himself.

Basic Principles Of Organization Of The Guidance Program

(Arthur Jones)
1. The guidance service should arise out of the interests, needs, and purposes of the
students in the school, which it serves.
2. The guidance services should be continuous and serve all youth, not merely the
maladjusted, in ways, which help foster their best growth.
3. It should be concerned with the whole individual in his total environment and with
specific needs and problems.
4. It should be organized to deal not only with serious problems after they arise; but
also with causes of such problems, in order to prevent them from arising or to
prepare better for their solution.
5. It should provide for all phases arising out of student problems and pupil study.
6. It should provide for specialists, and the services of these specialists should be so
organized and administered that they not only contribute in their special fields
directly to the guidance program, but also constantly strengthen all other members
of the school personnel and help them in their problems.
7. It should provide for securing and recording through tests and other devices,
adequate information regarding occupational and educational requirements and
opportunities.
8. All guidance services should be directed toward improved pupil self-knowledge
and self-direction.
9. A functional guidance program should be an integral part of the total school
program and be vitally related to home, community and other out-of-school
experiences of pupils.
10. It should enlist the interest and effort of every member of the school staff.
11. It should be as simple as possible.
12. It should provide for leadership and for coordination of all the agencies of school
and community for long-term guidance of youth.

Types of Guidance Organization

A simple organization is preferred, one that is sufficiently flexible to meet new

conditions, and that does not become so complex or bureaucratic that it hinders the real
effectiveness of the guidance service. The school may employ one of the three main types
of organization: Line, Staff, and a Combination of Line and Staff.

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 1. The Line Organization
In this type of guidance
organization, the direction and control of
guidance services flow from the chief
administrative officer in a straight vertical
line down to his main assistants. From
these assistants the direction and control
proceed in a straight line to their
subordinates. By this arrangement, the
chief administrative officer maintains a
high degree of concentration of authority.
He assigns not only the responsibilities
but also checks their fulfillment.

2. The Staff Organization

In the staff organization, the chief administrative officer allocates activities
according to functions. Each function or group of related functions is assigned to a
department head; this head is directly responsible to the school’s chief officer. The
advantage of this type of organization is that each department is likely to develop a greater
degree of specialization and efficiency in the performance of its functions.

3. Line and Staff Organization

It combines the nature and advantages of the Line Type and Staff Type organizations.
The staff are those persons who devote their time exclusively to the knowing, thinking
and planning function, and the line includes all the reminders who are chiefly with the
doing function.

General Considerations in the Organization and Conduct of the Guidance Program

Specific Purpose of Organizing Guidance Services in Schools

1. Coordinating guidance work.

2. Consolidation of individual efforts by all the staff.
3. Economic use of time and it provides equal opportunities for all.
4. Better understanding of pupil traits and location of his problem.
5. Better understanding of pupil needs and interest.
6. Healthy classroom relations
7. Better utilization of community resources for testing etc.
8. Better staff unity
9. Adequate and up-to date information regarding occupational and educational
requirements and opportunities should be secured.

Guidance Program Management

The Ten Functions or Elements in the Management of Guidance Services

1. Conceptualizing the System

The basis for sound management is a clear statement of the system. The system
of guidance management offers a solid, scientific approach for developing more effective

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and efficient programs. When we know where we are going and how we are to get there,
then we can find out when we have arrived.
2. Establishing Philosophy and Assessing Needs
In developing its educational philosophy, we must understand child growth and
development and the societal issues which impact both on children and the community
and create needs which must be addressed.
3. Defining Mission, Goals and Objectives
Clarity in stating the mission is of paramount importance. Systems procedures generally
have been defined in terms of two basic operations: stating goals to resolve identified
problems and organizing procedures to achieve defined goals.
4. Processing Information
To achieve an effectively functioning system, there must be a provision for obtaining and
organizing information. It is incumbent upon the decision maker to have at hand four kinds
of information to achieve sound educational management: input, output, process, and
environment.
5. Developing Plans
The crux of guidance management lies in the design of plans for guidance
services. In developing plans for guidance services, we have to consider the following:
• Goals and objectives
• Resources must be identified and constraints on performance
• Possible Alternatives are set up.
• The best alternative is elected.
6. Conduct Pilot Test
The steps taken to conduct a pilot test consist of selecting a population sample,
pre-testing the sample, conducting the guidance program, then post-testing and
evaluating results to see whether or not the guidance services are effective.
7. Introducing the System
Some provision must be made to decide on a strategy or launching the system.
This is accomplished by arranging logistical support and orienting system personnel to
the new program.
8. Operating the System
The model is put into operation with
a full complement of the logistical
support, inclusion of learner
population as input variable and
implementation of guidance
services.
9. Evaluating the System
Evaluation has the effect of
looking at ways in which a target
group is able to perform and is
progressing developmentally. The focus is on the development of the learners after they
have gone to the next development stage.
10. Eliminating the System
A constant checking of operation must be maintained and whenever there is
indication that any unit or sequence is not serving the purpose for which it was intended,
re-examination of the item should be made. The use of conceptual model or designing
and evaluating guidance services can lead to design of system models suited to particular
environment

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ABSTRACTION

Continue the statement below with your own thoughts based on the earlier discussion of
the different topics in this lesson.

The essential elements in organizing and administering a guidance program…..

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________.

Sharing/Processing will follow.

APPLICATION

Fill in the Blanks.

1. Guidance services should arise out of the ____________, needs, and purposes of
the students in the school, which it serves.
2. The guidance program organization should have the _____________ at the top
echelon.
3. Guidance services should be continuous and serve all youth, not merely the
______________, in ways, which help foster their best growth.
4. The guidance needs of the individuals can be met only by coordinated
___________ of every staff member of the school guidance program.
5. Guidance services should be concerned with the whole individual in his total
___________________ and with specific needs and problems.
6. The administration of guidance should begin with the child to be guided and his
_____________.
7. All guidance services should be directed toward improved pupil self-knowledge
and self-___________.
8. Guidance is a _______________ that is shared by all.
9. A functional guidance program should be an ___________ part of the total school
program and be vitally related to home, community and other out-of-school
experiences of pupils.
10. In the staff organization, the chief administrative officer ____________ activities
according to functions.

Final Requirement

Congratulations you are one step away from finishing this module. You have done
so much to come this far. As a final requirement, I want you to do the following: Search
for A Guidance Philosophy of a particular school and react to it based on your learnings
in this lesson.

Suggested Readings

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