Page 83 of 169

LESSON 7
Classroom Teacher’s Role in Guidance

What are in store for you?

1. Classroom Teachers Role in Guidance

2. Guidance Resources for Teacher
Duration: 6 Hours

Introduction

Classroom Teachers are in the best position to help in the facilitation of guidance
services and activities because they are the very first persons to whom the students would
relay personal and other concerns and worries. As such, they have to be competent in
their responsibilities towards their students inside and outside the classroom. And one of
the most important roles they can play is by providing the necessary guidance among
their students.

To fulfill their roles

professionally, they have to
equip themselves with
knowledge about the
background of their students,
the ways by which they can
provide guidance, the use of
the different guidance tools,
the available human and
material resources and the
importance of collaborating
with other helping individuals.

What you should know? (Main Objective)

At the end of this module, it is expected that you describe the teacher’s role in
guidance and the preventive objective of guidance in the classroom as it seeks support
that suits the learner’s gender, needs, strength, interests and experiences to become
a responsible and effective individual.

● Specifically, you should be able to

● Identify the important roles played by the classroom teacher in catering guidance
services;
● Enumerate ways by which teachers can help in the facilitation of guidance activities;
● Understand the need to consider factors affecting the implementation of the guidance
program;

Page 84 of 169
● Describe the varied guidance resources for the teachers and the importance of
collaboration between the home, school and the community to come up with a
responsive 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 simple 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.

Direction: Choose whether the role listed hereunder is performed by the teacher
or other guidance personnel. If your answer is the teacher, simply put a check mark on
the space for the teacher, but if your answer is guidance personnel you have to write the
respective personnel performing the said role on the space provided for such.

Statement Teacher Guidance

Personnel
1. He/she encourages the creative abilities of
his/her clientele through exploratory activities.
2. He/she finds ways, through different techniques
to provide individualized instruction, so that each
individual develops his talent to the fullest.

3. He/she utilizes positive discipline to help each

student grow and develop.
4. He/she assists people with personal, family,
educational, mental health and career decisions
and problems.
5. He/she identifies and selects tests; and sets the
schedule of the testing services
6. He/she always finds opportunities in the course
of the lessons that can be utilized for guidance
work.
7. He/she helps individuals to have better care with
their mental health condition.
8. He/she acts as the chairman of the Guidance
program in every school.
9. He/she accepts each learner regardless of
material capacity, physical assets, or liabilities,
social status, religion or color.
10. He/she manages, collects and analyzes
information and organizes data which are
presented in oral and written form.

Page 85 of 169
ACTIVITY

Idol ko si Ma’am, Idol ko si Sir….

Recall an instance during your stay in high school wherein you have experienced
the loving touch of your previous teacher. (Whether Ma’am or Sir)

______________________________________________________________________
______________________________________________________________________
________________________________________.

What particular help was provided by your teacher?

______________________________________________________________________
______________________________________________________________________
________________________________________.

Can you identify what characteristics you have known then as a result of the good
deed of your teacher.

______________________________________________________________________
______________________________________________________________________
________________________________________.

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 Classroom
Teacher’s Role in Guidance and other related topics.

Page 86 of 169
ANALYSIS

Role of Classroom Teachers in Guidance

The Teacher as a Key Person in Guidance

The classroom teacher is the key

person in actual guidance activities in the
classroom. The teacher occupies the more
advantageous position than the
administrator insofar as giving definite and
appropriate guidance to the individual
student is concerned. The teachers come
in daily and in close contact with the
students.

One of the first things that the

classroom teacher should concern herself
is to understand the guidance program. It would seem impossible to conceive of a
successful guidance program in a school in which all the teachers have not made
it their business to know and understand what the guidance program is all about.

The Classroom Teacher’s Role in Guidance

1. Know each student. A teacher cannot render effective guidance work if he is

ignorant of his student’s needs and developmental pattern.
2. Understand each student. Knowing the pupil or student is a preliminary in
understanding him.
3. Emphasize with each student. Empathy may be defined as the capacity of an
individual to put himself in the shoe of others.
4. Be warm to each student. A teacher shows his sincere interest in the learner’s
welfare. Sincerity radiates warmth and gives learners who feel insecure, the self-
confidence they need.
5. Accept each student completely. Accept each learner regardless of material
capacity, physical assets, or liabilities, social status, religion or color.
6. Establish a friendly, permissive classroom climate. A pleasant classroom
atmosphere, definitely, is a factor in the development of desirable mental health
for learners.
7. Give each student the freedom both to be and to become. Teachers should
encourage the creative abilities of their learners through exploratory activities.
8. Utilize positive discipline to help each student grow and develop.
9. Make each lesson pupil-centered. Learning is not an end but a means to an end.
The desired end should be the effect of learning on the pupils or student’s behavior.
10. Plan learning units jointly with students. Cooperative teacher-learner planning of
lessons develops a sense of responsibility, ability in decision-making, leadership
and an accurate concept.
11. Be alert to guidance openings during the course of the lessons. A guidance teacher
should always find opportunities in the course of the lessons that can be utilized
for guidance work.

Page 87 of 169
 12. Foster the development of positive attitudes. An attitude is defined as “a persistent
disposition to act either positively or negatively toward a person, group, object
situation, or value.”
13. Assist each child to improve his study skills. Many of the educational problems of
learners arise from the failure to develop effective study skills.
14. Individualized teaching. The teacher should find ways, through different teaching
techniques to provide individualized instruction, so that each learner develops his
talent to the fullest.
15. Utilize group techniques. An efficient teacher converts a class from a collection of
individuals into a cohesive group. He teaches his learners how to live harmoniously
with others in society, for the class is indeed a miniature society.
16. Exemplify a high level of personal adjustment and self-actualization. The teacher
should be the model of all those traits he wants to develop in his learners, as a
guidance-aware teacher.

Ways Teachers Can Help Students

Ordonez indicates two ways by which a teacher can help each student discover
and develop his special abilities and
interests, and find suitable adjustments
for them.

The Teacher Should Know the

Students

Knowledge leads to
understanding, and the teacher’s
understanding of the students grows
with daily observation. Of all members
of the school staff, the teacher has an
obvious opportunity to observe and
study the students through classrooms, homeroom, playground, and extra-curricular
contacts.

Individual Differences Among Children

1. The Intellectual Capacity of the Child – The teacher must not only recognize the
dissimilarity of pupils in intellectual power but also should know the techniques
which are most important in helping towards maximum attainment of potentialities.
2. Emotional Conditions Affecting the Child – Attention must be given to emotional
differences among children in establishing a program for personality development.
3. Sociometric Stratus – One of the foremost factors affecting educational policy is
the sociometric background of the pupil. (Disadvantaged, Under-privileged,
Culturally-deprived)

The Teacher Should Be Alert to Guidance Openings

The teacher who knows his student and intelligently tries to understand their
behavior is in a position to act wisely on their behalf. Through analysis of written
examination and oral recitation, the teacher may discover the nature of the materials

Page 88 of 169
proving difficult for the student to learn. The alert teacher may be conscious of this and
try to help the pupils at the point of their difficulty.

Strang summarizes the Teacher’s opportunities for guidance while teaching as follows:

1. Using personal relationships.

2. Building self-esteem and competence.
3. Individualizing instruction.
4. Guiding daily learning.
5. Sharing educational goals with students.
6. Discussing common problems.
7. Following through on student needs.

ABSTRACTION

As a future teacher, what characteristics of your former teacher would you like to
emulate to become a good one? What additional traits do you need to embrace to become
a significant other person in the guidance function of the school?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________.

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: Write a
four-sentences paragraph tribute statement that you would like to deliver at the time your
favorite teacher is retiring.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________.

Suggested Readings

Page 89 of 169
Page 90 of 169
 LESSON 8
Implementation of Homeroom Guidance

What are in store for you?

1. Implementation of a Homeroom Guidance

Duration: 3 Hours

Introduction

Homeroom Guidance (HG) is a comprehensive, developmental and proactive

program designed to address the needs of the students in the areas of: Academic
Development, Personal and Social Development, and Career Development. It includes
structured lessons to help students gain competencies, knowledge and skills and be
equipped with life skills which may contribute to their success. Also, it is important to
ensure that the lessons are developmentally appropriate in order to meet the needs of
the students.

Implementation Homeroom Guidance (HG) provides school counselors/ teachers

with an avenue to reach a large number of students through a single intervention
compared to individual counseling and small group counseling. Generally, it aims to
produce holistically developed individuals who are able to achieve academic success,
demonstrate healthy behavior, exemplify positive disposition and systematically plan their
future.

What you should know? (Main Objective)

● At the end of this module, it is expected that you implement a Homeroom

guidance lesson based on a developed program that suits learner’s gender, needs,
strength, interests and experiences.

Specifically, you should be able to:

● Identify academic, personal/social and career development needs of

learners;
● Design a homeroom guidance lesson;
● Plan a homeroom guidance class.

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 pre-test below without any pretention 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.

Page 91 of 169
 Name and define the parts of a homeroom guidance lesson plan.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

ACTIVITY

Ako at ang aking Pagkatao….

Recall a situation in your elementary days, or high school years where your teacher
have spent time with your class not to discuss academic lesson but to talk with class about
life or your concerns as student.

Then, on the space below share the story of your experience/ lessons you have
learned. You may share it through writing a short poem, slogan, essay, or simply narrate it
in a paragraph.

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.
Page 92 of 169
 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 the Implementation
of Homeroom Guidance.

ANALYSIS

A Homeroom Guidance period provides a venue to both the students and teacher
to develop positive interactions outside an academic lesson. According to the Bureau of
Curriculum Development of the Department of Education, the following are the
philosophy, vision and mission of Homeroom Guidance.

Philosophy

Homeroom Guidance believes that every learner is unique and has the ability to
develop him/herself using his or her own learning experiences from family, community,
school, and society.

Vision

Homeroom Guidance shall complement the Department’s goal which is to produce

holistically developed Filipinos who are able to achieve academic success, demonstrate
healthy behavior, exemplify positive disposition and systematically plan their future.

Mission

Homeroom Guidance is dedicated to address the academic, personal/social and

career development needs of the learners in a developmental, comprehensive and
proactive manner.

Homeroom Guidance provides a platform for access to all students and

promotes growth in academic, career, and social/emotional areas. It also caters all types

Page 93 of 169
of learners taking into consideration his/her developmental stage, gender, needs,
strength, interests and experiences. In addition, according to ASCA National Model for
School Counseling Programs (ASCA, 2012), homeroom guidance gives emphasis on
providing direct services for students to prevent the onset of mental health issues, for
students in crisis, or for students in transition.

In crafting the lessons and learning materials in implementation of Homeroom Guidance,

it is important to consider the learning competencies anchored on Academic
development, Personal-Social development, and Career development domains.

The definitions of each domain are as follows:

Academic Development – Standards guiding school counseling programs to

implement strategies and activities to support and maximize each student’s ability to
learn. Sample lessons can be: effective study habits, time-management skills, school-life
balance and other more.

Personal-social Development – Standards guiding school counseling programs to

help students manage emotions and learn and apply interpersonal skills. The lessons to
be tackled in Homeroom guidance can include stress management, conflict resolution,
goal setting, decision making, self-awareness and others.

Career Development – Standards guiding school counseling programs to help

students 1) understand the connection between school and the world of work and 2) plan
for and make a successful transition from school to postsecondary education and/or the
world of work and from job to job across the lifespan. Lessons can include career
coaching, finding individual’s interests and potential, career /college opportunities, and
other more.

Some Research Based Benefits of Homeroom Guidance

▪ Classroom guidance programming can serve as an appropriate venue to promote

positive peer interactions, especially during a time when students’ peer groups

Page 94 of 169
 tend to reinforce existing strengths and weaknesses rather than to change
adolescents’ characteristics. Research has shown that adolescents perform better
academically, have more achievement-oriented goals, and think more about the
future when they have access to supportive networks that include their peer group
and caring adults.

▪ Classroom guidance programming also provides an environment that may mirror

the manner in which students often are required to relate to one another. This
mode of delivery can be used to teach skills that are useful in life, not just in the
classroom. This mechanism could also help the students dissect realistic situations
and scenarios and provide several sources of feedback to gain insight, increase
self-esteem, or gain a sense of accomplishment that comes about through helping
others (Shechtman, Bar-El, & Hadar, 1997).

Designing Homeroom Guidance Lesson Plan

❖ Determining the needs of the students. As a first step, school counselors should
develop and provide a needs assessment prior to planning classroom guidance
programming and should also review data from the previous school year. The
outcome of the assessment data is used to design guidance curricula that could
meet specific developmental, social/emotional, and academic needs of the
students.

o Another way to identify student needs is to examine existing data that is

regularly being collected. For example, there are a number of data sources
available, such as standardized tests, grades, attendance, behavior
referrals, and suspensions.

▪ Establishing clear goals and objectives. After identifying the students’ needs
through assessment or through reviewing existing data, school counselors can use
this information to help determine appropriate goals and objectives for the
classroom guidance program.
▪ Goals- are recognized as general statements about what the
students will be able to do following the guidance unit or lesson.
▪ Objectives- are stated as specific and measurable behavioral
changes that are anticipated following the program and should be
written in a manner in which they can be evaluated.
▪ Some possible goals might include teaching students how to identify
and express their feelings (such as appropriate coping skills) or
strategies that students can use to handle stressful events that may
occur (such as stress management skills).

▪ Facilitation. Using various media and formats when presenting information could
help to engage students. In fact, activities could be facilitated in a way that
incorporate visual, auditory, and tactile stimulation (as one example, a middle
school counselor might use a talk show format with some students functioning as

Page 95 of 169
 the show host, others as panelists, and the other students asking questions as
members of the audience; Davis, 2005).

❖ Evaluation. Evaluation strategies are necessary to measure efficacy and

effectiveness of the guidance lessons. There are three types of data that can be
used to evaluate the effectiveness of school counseling programs and guidance
lessons in particular. These include process, perception, and outcome data.
Process data answer the question, “What did you do and for whom?” whereas
perception data answer the question “What do people think they know, believe,
or can do?” and finally, outcome data answers the question “So what?” (ASCA,
2012).

o Making evaluation an important part of your guidance program will increase

your chances of delivering successful guidance lessons.

Here’s a sample outline that can be used in planning homeroom guidance lessons.

Lesson Name or Topic

Goals and Objectives
Materials Needed
Time
Classroom Activities
Introduction/Review
Lesson Proper
Processing
Closing
Homework/ In- Between Lesson Activity (if applicable)
Page 96 of 169
Evaluation
Sample Homeroom Guidance Lesson…

Lesson Changing Negative Words to Positive Words (Social Skills)

Objectives Students will learn how it makes others feel/ react when
hurtful, negative things are said about them. This lesson is
intended to teach each student that they are part of a greater
world, where their actions have consequences. The
students will learn how positive phrases/words can have a
much better impact than negative ones.

Materials ● Backpack
● Books of Different sizes
● Post- its (different color)

Time 20-30 minutes

Activity 1. Ask for a student volunteer who may be “comfortable

being uncomfortable”. Ask the student to put on the empty
backpack.

2. Discuss how this backpack represents the invisible

backpacks that we all wear each day—our self-esteem (how
we feel about who we are and our self-worth).

3. Give the student a post-it and ask the student to jump as

high as he or she can, sticking the post to the wall.

4. Ask the student in the class to describe times they have

witnessed bullying behavior. For every incident cited, a
student should add a book into the backpack. Each book
represents one negative comment or behavior.

5. Once all the books are in the backpack, the student is

asked again to jump as high as he or she can, sticking the
post-it to the wall.

6. Discuss how this post-it didn’t go as high as the last one.

7. Students are then asked to share words of

encouragement and praise about the student. For every
positive shared, a book is taken out of the backpack.

8. Ask the student to jump one last time as high as he or she

can, sticking the last post-it to the wall.

9. Point out that the third sticker is higher than the other two.
Discuss why and the following:
a) How do negative words impact us?
b) How can positive words impact us?
c) How can we foster a more positive school climate?

Page 97 of 169
Closing Review the impact positive and negative phrases/words can
have. Discuss what students have learned from the activity.

Homework Challenge students to share five words of encouragement

or praise with friends and family over the next week.
Students should keep track of how they felt after sharing
encouragement/praise and what kind of an impact it had on
the other person.

Evaluation Process: How many lessons are in the unit? How many
students received each lesson?
Perception: Pre- and post-surveys assess the students’
knowledge about positive and negative words.
Outcome: Compare the number of discipline referrals
related to verbal bullying before and after the guidance
lesson.

Important Notes to Consider…

▪ When designing classroom guidance lessons, school counselors must take into
consideration their students’ developmental levels, multicultural backgrounds, and
special needs.

▪ Different concerns are present in each developmental level, thus different

approaches and interventions are needed to address the concerns. In example, in
primary school Younger children (enrolled in prekindergarten through third grade)
will probably respond best through the use of play therapy and expressive arts.
However, older children may be capable of answering questions as with their age
and further development.

o Another example, high school students may focus much of their time and
attention on friendships and romantic relationships and continue to
differentiate themselves from their parents. While elementary students may
be focused on making friends, autonomy, and winning approval.

▪ School counselors/ Homeroom Guidance Teachers can use some of the following
skills to facilitate classroom guidance programs. These skills include a way of
being—for example, caring, warmth, empathy, support, positive regard,
acceptance, and genuineness. These skills are key elements to building a safe
environment in the classroom in which to help students want to participate in the
activities.

Page 98 of 169
ABSTRACTION

What particular characteristics of your homeroom guidance teacher would you like
to emulate as you prepare to become a values education teacher. State the reasons for
your choice.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________.

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: Write
your most memorable experience during a Homeroom Guidance Class when you were in
high-school.
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________.

Suggested Readings

Page 99 of 169
Page 100 of 169
 LESSON 9
The nature, meaning, importance and scope of counseling in schools

What are in store for you?

1. The nature, meaning, importance and scope of counseling in schools

Duration: 3 Hours

Introduction

As the heart of the guidance program, counselling service is not a recent idea and
service having wide applications in different social set up such as family, school, medical,
other counselling centers etc. Counselling service may be provided by parents to children
in the family, by teachers to students in school, by doctors to patients in medical and so
on to overcome the problems that generally occur in their lives. In day to day life
thousands of problems create hindrances in the development and prosperity of individuals
as these are educational, occupational and personal-social in nature.

In the ever changing society,

as a professional activity, the need
of counselling service is highly felt
to find out the solutions towards
innumerable problems such as
change of disliking subjects,
problem of study habits, preparing
for examination, inadequate
participation in school curricular and
co-curricular activities, free
studentship, and scholarship and stipend, planning for future vocation, making and
keeping relation with friends, co-operating with teachers and mates, adjusting with family
members and parents, dealing love affairs, developing inferiority complex, behavioral
problems, health problems, economic problems, problem of dealings, manners and
morals, problems in the context of utilization of leisure hours, problems relating to under
achievement, absence and dropping out of school college and other related educational
or training center, material problems etc.

To attain this goal, counselling service is initiated by counsellor for the purpose of
solving the problems of counselee. Thus counselling service is basically meant for the
betterment and welfare of the students so called counselee and the service is offered by
the counsellor which cites a picture of their better relationship between them. In other
words, counselling service is considered as the relationship between two individuals in
which one helps the other to help himself. To make the concept clear about the meaning
of counselling several definitions are cited here.

What you should know? (Main Objective)

● At the end of this module, it is expected that you describe the nature, meaning,
importance, scope of counseling in schools.
Page 101 of 169
Specifically, you should be able to:

● Discuss the nature of counseling;

● Cite the importance of counseling in the school environment;
● Dialogue with a student who has some concerns for his/her academic standing;
● Write a self-constructed definition of counseling.

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 self-rating form 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.

Direction: Check whether the following statements fall under the goal, essential or
principle of counseling.
Statement Goal Essential Principle
1. Counseling is dependent on the relationship
between the counselor and the counselee.
2. Counseling develops positive mental health
3. Counseling is oriented around cooperation not
compulsion
4. Counseling focuses on the prevention of
problems
5. The counselor establishes rapport as he
creates an atmosphere of acceptance and
freedom and a willingness to help by a show
of deep understanding.
6. Counseling is based on the recognition of the
dignity and worth of the individual and on his right
to personal assistance in time of need
7. Counseling must respect the right of every
person to accept or refuse the service it offers.
8. Counseling helps the client to have decision-
making skills.
9. Counseling to be effective must be scientifically
evaluated
10. Facilitation of Counselee’s Efforts is
needed in counseling.

ACTIVITY

Ako ay may Kwento…. Di ko sasabihin… Pero pag pinilit…. Sasabihin ko rin….

Page 102 of 169

 Remember an unexpected experience that you have hurdled because a helping
professional had talked to you then.

______________________________________________________________________
______________________________________________________________________
____________________________________.

What particular agreement have you reached after the dialogue?

______________________________________________________________________
______________________________________________________________________
____________________________________.

Were you happy with the results of the dialogue? Why did you say so?

______________________________________________________________________
______________________________________________________________________
_____________________________________.

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 the nature, meaning,
importance and scope of counseling in schools

Page 103 of 169

ANALYSIS

Counseling
• Latin – “Consiliu” meaning “together, with or take.” The English translations
suggest connection, bonding, relationship.

• Anglo-Saxon – “Sellan” meaning “to sell or to deliver.”

• Layman’s Concept – Counseling is a carefully considered advice by a wise or a

person who is an expert in his/her field such as lawyer, doctor, teacher, etc.

Webster’s dictionary defines counseling as “discourse, consultation, mutual

interchange of opinions; and deliberating together.”
Counseling may occur during a heart-to-heart talk between teacher and
pupil/counselor and counselee.

Definition of Counseling

Wren: “Counselling is a dynamic and

purposeful relationship between two
people who approach a mutually
defined problem with mutual
consideration of each other to the
end that they the younger or less
mature, or more troubled of two is
aided to a self- determined resolution
of his problem.”

Ohlsen: “Counselling is an
accepting, trusting and safe
relationship in which clients learn to discuss openly what worries and upsets them, to
define precise behavior goals, to acquire the essential social skills, and to develop the
courage and self-confidence to implement desired new-behaviors.”

Tolbert: “Counselling is a personal and face-to-face relationship between two people in

which the counsellor by means of his special competencies, provides a learning situation
in which the counsellor a normal person is to know himself and his possible future so that
he can use of his characteristics and potentialities in a way that is satisfying both to
himself and to society, can learn further as how to solve future problems and most future
needs.”

Hahn and Maclean: “Counselling is a process which takes place in a one to one
relationship between an individual beset by problems with which he cannot cope alone
and a professional worker whose training and experience have -qualified him to help
others reach solutions to various types of personal difficulties.”

Arbuckle: “Counselling is helping a person to come to see who really is, what he has and
does not have, what he can do easily, what he can do with difficulty and what he probably
cannot do at all…… [It] is a close sharing of a human relationship with one who has for

Page 104 of 169

him a high regard, one who can offer him unconditional acceptance, but one who has no
guarantees, no answers.”

Robinson: “The term counselling ………. covers all types of two person situations in
which one person is helped to adjust more effectively to himself and to his environment.”

Ruth Strang: “Counselling process is a joint quest. The student responsibility is to try to
understand himself and the direction in which he should go and to gain self confidence in
handling problems as they arise. The counsellor’s responsibility is to assist in this process
whenever the student needs and is ready for help. The counsellor serves as a kind of key
that unlocks new insight.”

Pepinsky and Pepinsky: “Counselling relationship refers to the interaction which:

(i) Occurs between two individuals called “counsellor” and “client”,
(ii) Takes place within a professional setting, and
(iii) Is initiated and maintained as a means of facilitating changes in the behavior of the
client.

James Michael Lee and Nathaniel J. Patten: “Counselling is the relationship between
two persons in which one of them attempts to assist the other in so organizing himself as
to attain a particular form of happiness, adjustment to a like situation, or in short, self-
actualization. Counselling always involves a one-to-one relationship that is one client and
one guidance worker in a formal or informal interview situation.”

Summing up these, it is found that the followings are the main elements of counselling
which make meaning of counselling more clear:

1. Counselling service is a process

which establishes a one-to-one
relationship between two
individuals.
2. One person needs counselling as
he has worries, problems,
anxieties, tensions and difficulties
where he is unable to co-op with
alone.
3. The other person helps former
solving his problems on the basis
of his previous experience,
knowledge of training and
experience of counselling.
4. The person who seeks assistance
feeling its need is recognized as the counselee and the person who offers
assistance to counselee is identified as the counsellor.
5. The relationship between the two persons namely counselee and counsellor is
based and strengthened on mutual trust, acceptance, sharing safety and co-
operation and friendly relation.
6. Counselling is a self-active process which means the counselee has to take the
help from counsellor to solve his own problems. But in counselling service the
counsellor is not subject to solve the problems of the counselee. In counselling

Page 105 of 169

 service, the counsellor enables counselee to develop insight into his own problems
and to encourage self-confidence within the counselee to overcome his difficulties
and to be free from tensions, anxieties etc.
7. Counselling is the most useful and vital technique which can be designed to work
with pupils either individually or pupils in group.
8. Counselling is meant to develop capacities of counselee for self-understanding,
self-acceptance and self- realization.
9. Counselling is meant to bring about a voluntary change in the counselee where
there is no room for compulsion.
10. Counselling is a job to help counselee not influence his values, attitudes, beliefs,
faiths, interests or decisions in the process of counselling.

Counseling is not…

1. just information giving;

2. dispensing advice;
3. influencing attitudes, beliefs and behavior by persuading, compelling or
threatening;
4. selection of assignment of person for jobs or activities;
5. interviewing alone. (Patterson, 1976)

Principles of Counseling (Beck)

● Counseling is based on the recognition of the dignity and worth of the individual
and on his right to personal assistance in time of need.
● Counseling is being concerned with the optimum development of the whole person
and the fullest realization of his potentials for individual and social ends.
● Counseling is a continuous, sequential, and educational process.
● Counseling has a responsibility to society as well as to the individual.
● Counseling must respect the right of every person to accept or refuse the service
it offers.
● Counseling is oriented around cooperation not compulsion.
● Counseling implies assistance given by person in making wise decisions, plans,
interpretations and adjustment in the critical situation in life.
● Counseling requires a comprehensive study of the individual in his cultural setting
by the use of every scientific technique available.
● Counseling is focused on helping the individual realize and actualize his best self,
rather than solving isolated problems.
● Counseling to be effective must be scientifically evaluated.

Page 106 of 169

• Essentials of The Counseling Process
Ruth Strang enumerated five essentials to the counseling process, as follows;

1. The Relationship. Counseling is dependent on the relationship between the

counselor and the counselee. He (counselor) is cheerful, warm, sincere, and eager
to help. He accepts the counselee as he/she is. In turn, the counselee respects the
counselor and is eager to be helped.
2. Atmosphere. The counselor
establishes rapport. He creates an
atmosphere of acceptance and
freedom and a willingness to help by
a show of deep understanding.
3. Facilitation of Counselee’s Efforts.
With the proper atmosphere, the
counselee will feel free to talk, to
confide, to tell all without fear, or
without a feeling of wanting to hide
part of the problem he is facing.
4. Attention to Life’s Adjustments. The
counselor himself, one who has had some experiences in the kind of life the
counselee has to face, can skillfully channel talk and treatment with the counselee
such that the latter gradually finds himself able to adjust to that life.
5. Follow up. Problems can recur, and new problems are apt to appear. Using words
of encouragement and support, orally or by letters, as those problems come, a
counselor helps the individual gain insight to enable him to cope with life’s situation
almost unassisted.

Goals and Purposes of Counseling

Achievement of positive mental health An individual is said to have positive

mental health when he is able to relate meaningfully with others and lead a fulfilling life.
One purpose of counselling is to help the individual in achieving positive mental health.

Problem resolution Another purpose of counselling is to help the individual to

come out of a difficult situation or problem. It must be remembered that the individual is
only assisted by himself to find a solution for the problems.

Decision making Another major purpose of counselling is to make individuals

capable of making independent decisions. The counsellor may assist the individual by
providing necessary information or clarifying the counselee’s goals, but the decision
should be taken by the counselee himself.

Improving personal effectiveness Effective person is one who is able to control

impulses, think in creative ways and has the competence to recognize, define and solve
problems. The purpose of counselling is to improve personal effectiveness.

Making Changes in attitudes and perceptions For development change is

always necessary. Counselling helps individuals to make changes in their attitudes and
perceptions.

Page 107 of 169

 Behavior modification Another purpose of counselling is to help in modifying
behavior. Removal of undesirable behavior and learning desirable behavior is considered
necessary for attaining effectiveness and good adjustment.

Scope of Counselling

Scope of counselling is very vast. It is concerned with various problems and

progress of an individual for example the planning relating to financial and health
problems, problems related to family, society and emotional adjustments.

Bragdon has identified certain situations where counseling is required.

When a pupil requires not only reliable information but also an interesting
interpretation of that information which can solve his personal difficulties
When a pupil needs an intelligent listener who has more experience than the
pupil, to whom he can recite his difficulties.
When the pupil has some problem but he is unaware of that problem, he is to be
made aware of that problem.
When the pupil suffers the maladjustment problem or some handicap which is
temporary and which needs careful diagnosis by an expert.

Counselling covers a very wide area. It may be

summarized as follows.
1. Children: concerns within the family unit, sibling
relationships, school experiences
2. Adolescents: identity, parents’ relationships,
peer relationships
3. Adults: identity, relationships, vocation
4. Singles: single, newly single, single through
divorce or being widowed
5. Gender: identity, sexuality, homosexuality
6. Career counselling
7. Educational progress
8. Workplace stress and relationships
9. Social and Emotional Adjustment
10. Financial and health problems
11. Anxiety
12. Anger management
13. Depression
14. Grief and bereavement
15. Sexual abuse recovery
16. Stress management
17. Marital dynamics and relationships
18. Extended family relationships
19. Divorce and separation issues
20. Remarriage relationship counselling

Page 108 of 169

ABSTRACTION

Based on the number of definitions of counseling that you have learned in this
lesson, kindly make your own definition of counseling.

______________________________________________________________________
______________________________________________________________________
________________________________________.

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: Write a
reflection on the benefits of counseling in a school system.

Suggested Readings

Page 109 of 169