Guidance and Counseling
Christian Dela Cruz, RPm, RGC, MAEd PHILOSOPHICAL FOUNDATIONS
OBJECTIVES:
1. Describe the nature, meaning, scope of
guidance in schools
2. Trace the History and Development of
significant events of “Guidance” in
education
• The Nature, Meaning and Scope of
Guidance
• Foundations of Guidance
• History and Development of Guidance
PHILOSOPHICAL FOUNDATIONS
• Decision-making then hinged upon
survival and adaptation, this was the state
of man’s thinking about life choices until
the Greek Age
• All advise given and all actions taken
were addressed to the basic ends of living
and living with stress
PHILOSOPHICAL FOUNDATIONS
GUIDANCE
• The aid given by one person to another,
or by a group to its members, in seeking
what was the “best” course of action in
terms of survival of the individual and the
group
• It took the form of advise, group decree
or religious exhortation
• Goal of individual: live, and live with
less stress; the goals of the group were
group survival and stability
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The Greek Outlook
• Polytheism of ancient Greece: attempt
to explain natural phenomena; Greek
worship rites were a continuation of
man’s belief that supernatural beings
control man’s destiny and can be
entreated to intercede for man.
• The ordinary Greek turned to their elders
for advise on living.
PLATO’S VIEW ON MAN AND SOCIETY
• Men should find their rightful places in
society via a system of education
• The influence of men, their social roles,
their occupations, and their styles of life
should be determined by intellect
• He proposed a “ladder” system of
education—a “one track” system of
successively more difficult and abstract
levels of learning.
• Social status and occupation within the
society were to be determined by how far
one was able to progress up the
educational “ladder”
➢ “Lower school” curriculum: entails
folktales, gymnastics, music, games, and
other studies
➢ “Vocational and education
counseling”: was a very simple matter
under the Platonic educational system.
The teacher was the social agent who was
charged with performing the guidance
functions
➢ Those who were not adjudged
“academically able” became tradesmen,
foot soldiers, merchants and the like
➢ “Cadet School”: studied all those
subjects which were necessary for
military leadership
➢ High level abstract curriculum: for the
very able students who survived the
rigors of all previous levels of education-
advanced math, more complex forms of
the arts, science, philosophy, law
 goal: selection of those who would lead the society:
the philosopher kings; the most able mind of Athens,
policy makers, the direction giverss
PLATO’S VIEW ON MAN AND SOCIETY
Ultimate goal of education: finding the
optimum role of everyone for the ultimate good
of the whole society; education should be state
controlled and state financed
Presuppositions:
• Leading entailed giving direction
• Those who were best fit to lead should
lead via their demonstrated ability to cope
successfully with ideas, but not all men
were capable of leading
• “Vocational guidance”: became
synonymous with the teacher’s
considered decision based on academic
performance in a pre-established
curriculum.
PLATO’S VIEW ON MAN AND SOCIETY
Assumptions:
• Men’s abilities differed widely
• The task of society, through the
educational system, was to select leaders,
and to choose men of X abilities to hold
X jobs in society
• “Closed system” universe: one which
contains pre-existent truths to be
discovered through logic, observation,
and contemplation, persisted in various
forms
SIGNIFICANT CHANGES IN
PRESUPPOSITIONS
EARLY TRIBAL PEOPLE:
• Presupposed a group of gods who
somehow set the conditions of the
universe and could change conditions at
their whim
Plato:
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• Man was viewed as a being of little
power. His only hope was to seek the
help of the gods through ritualistic means.
• Man was not regarded as an omnipotent
creature, but was viewed as having great
potential to alter his lot in the face of
adversity.
• Plato’s ultimate end: Good Life and Good
Society
THE NATURE OF MAN, 1601
• John Locke: proposed a neutral type of
nature for mankind-TABULA RASA
concept
Functions of Guidance:
• Formal guidance is a product of the late
19th and early 20th centuries
• The functions performed by counselors
today were performed crudely even in
colonial times
• Spiritual and moral guidance was
provided by the family and the church in
the early colonies
• No formal attempts at psychological
understanding were made
THE PARSONS METHOD
3 step method of counseling:
1. know the student
2. know the world of work
3. match the man with the job
• Counselor had to know the likes, dislikes,
abilities, experiences, and lacks of the
counselee
TRAIT FACTOR THEORY
• Frank Parson (1920s)
• Matching personal traits to occupations
 1958-1960: (3 MAJOR HEADINGS)

1. those dealing with others

2. those dealing with finding a philosophical
“position” for guidance
3. those examining the relationship of
PHILOSOPHICAL TRENDS IN GUIDANCE guidance activities within the total social
framework
1900-1950:
GUIDANCE AND SOCIETY
1. Gaining acceptance as a professional
field of endeavor 1. the counselor’s role as an agent of society
2. Delimiting its scope 2. counselor’s role in the restructuring of a
3. Developing “Schools of thought” client’s views
3. counselor’s preparation to undertake such
1950-1957 restructuring
4. the needs of society and the needs of the
4. attempting to reconcile the “schools” and
individual
seeking out common elements in them
5. counselor ethics
5. attempting to formulate ethical codes,
and a preoccupation with questions of the
relationship of man with his fellows 5 PERIODS OF DEVELOPMENT OF
6. considering the nature of man, and what GUIDANCE
this implies for guidance

1958-1960

7. wide acceptance of phenomenology

APNPD
and/or field theory as the physical model
for guidance AMORPHOUS
8. a comparison of the credos of leading • Man could not always see his own problems clearly;
writers in guidance with “existing “freeing man from trouble by letting out the demons
schools” in general philosophy and in the that possessed him
philosophy of education

1958-1960:
PRESCRIPTIVE
9. examination of chief problems or
dilemmas in guidance in the light of the • Actual beginnings with Freud; catharsis
“schools” or “positions” mentioned in no. • Socio-cultural setting
8 • Directive or clinical counselors
10. realization that philosophical aspects of • Testing movement
guidance mut be put in order if guidance • Instrumentalism-commitment to democracy,
is to meet the new challenges in which it individual freedom, and pursuit of knowledge (best
is becoming embroiled FITs guidance)
11. May: Daseinanalyze philosophy of • The ultimate aim of guidance was aiding people to live
clinical treatment (meta-pragmatic fuller more fruitful lives
framework needed to keep the best of the • Guidance research
past and provide new direction for the
future)
NON-DIRECTIVE
PHILOSOPHICAL TRENDS IN GUIDANCE

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 • Potentiality of human being to solve his own problems
of choice and adjustment; phenomenology
PHENOMENOLOGICAL
• Reconstruct an individual’s field from his behavior
and understand how fields change
• Individual valuing
DASEINANALYSE
• Pestalozzi: without the characteristic of love, one
cannot really be a teacher, without the deepest
understanding of what counseling is and can be, one
cannot counsel better than superficially
• It is a way of viewing the human condition which is
immediately recognizable to every counselor on the
level of feeling, if not on the level of cognition of terms
OBJECTIVES
1. Differentiate guidance from education,
counselling and psychotherapy
2. Elucidate the place and role of guidance
in education to address the learners’
needs, strengths, interests and
experiences
• Guidance within Education
• The need for school counseling and guidance
services
• School Counseling in the Philippines
FUNDAMENTAL BASIS FOR GUIDANCE
• Guidance based upon human need
• Universal need for Guidance
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PRESENT DEMAND FOR GUIDANCE
• Changing conditions of the home
• Changing conditions of labor and
industry
• Changes in population
• Changes in birth and death rate
• Increase in amount of general education
• Elimination from school
• Leisure time
• Moral and religious conditions
• Changed philosophy of education
• Problems of minority groups
• Necessity for a changed social program
FUNDAMENTAL PURPOSE OF GUIDANCE
• Helping the individual to make wise
choices
• To develop the ability of each individual
to take care of himself
• To stand on his own feet and not be
dependent upon others
NECESSITY FOR PROVIDING GUIDANCE
• Need for Guidance from the standpoint of
individual—intelligence choice can
result only where the young person has
adequate facts and experiences and
receives careful counseling at all stages
of his progress.
• Necessity from standpoint of Society
PROBLEM AREAS AND CONDITIONS
• Health and physical development
• Home and family relationships
• Leisure time
 • Personality
• Religious life and church affiliations
• School
• Social, moral, civic
• Vocational
MEANING OF GUIDANCE
• Beginning of Guidance movement: Frank
Parsons
• Guidance involves personal help given
by someone. It is designed to assist a
person in deciding where he wants to go,
what he wants to do, or how he can best
accomplish his purpose, it assist him in
solving problems that arise in his life.
• Focus of Guidance is the individual, NOT
the problem.
• Purpose: to promote growth of the
individual in self-direction
EDUCATION AND GUIDANCE
✓ Whenever in the learning process the teacher
assists the learner to CHOOSE, guidance is
present.
✓ Not every form of assistance is guidance, it is
only when the assistance is given directed
toward helping the individual to make
choices that guidance is present
✓ Guidance is found in the area of educational
endeavor which involves assistance given by
agencies or persons to the individual in
making choices, in helping him to choose a
line of action, a method of procedure, a goal.
It is not choosing for him or directing his
choice, it is helping him to make a choice.
EDUCATION AND GUIDANCE
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✓ Testing and test results, records,
fundamental habits, skills are necessary
for wise choices, but it is only when the
teacher, counselor or other person uses
these in a conscious effort to help the
individual in his choices that guidance is
present
✓ All guidance is education but some
aspects of education are not guidance.
✓ Guidance constitutes the central service
aspect of personnel work
✓ Guidance involves all types of choices
and must include within its scope the
curriculum, teaching, supervision and
other activities of the school
ASSUMPTIONS OF GUIDANCE
▪ The differences in individuals in native
capacity, abilities, and interests are
significant.
▪ Variations within the individual are
significant.
▪ Native abilities are not usually
specialized.
▪ Race, color, and sex have little or no
relation to aptitudes and abilities.
▪ Many important crises cannot be
successfully met by young people
without assistance.
▪ The school is in a strategic position to
give the assistance needed.
Guidance is NOT prescriptive but aims at
progressive ability for self-guidance.
❖ The best counselor can be much more
effective if he knows the basic facts about
the individual
❖ Getting facts is not guidance. Guidance is
a therapeutic process and is concerned
with the adjustment of the individual; it
begins with the first contact with the
individual and ends only when the
adjustment has been made or when the
individual no longer needs help
 FUNCTION OF GUIDANCE

• Guidance both as a concept and as a

DEFINITION OF GUIDANCE
➢ As a CONCEPT: mental image, helping
an individual
➢ As an EDUCATIONAL CONSTRUCT:
intellectual synthesis, provision of
experiences that help pupils to understand
themselves.
➢ As an EDUCATIONAL PROGRAM: it
refers to procedures, and processes
organized to achieve certain educational
and personal goals.
PURPOSE OF GUIDANCE
o To help individual achieve greater
awareness not only of who they are but of
who they can become.
o Rogers: to enhance the personal
development, the psychological growth
toward a socialized maturity.
o Smith:to provide facilitative experience
for client on a “passionate-productive-
compassion continuum.
FUNCTIONS OF EDUCATION
program focuses on youth and their
future.
• Guidance within education represents
society’s expression of concern for the
individual.
• School counselors are not expected to act
as judges or evaluators.
BASIC PRINCIPLES OF GUIDANCE
• Guidance is concerned primarily and
systematically with the personal
development of the individual.
• The primary mode by which guidance is
conducted lies in individual behavioral
processes.
• Guidance is oriented toward cooperation not
compulsion—Hallmark: absence of coercion
or pressure.
BASIC PRINCIPLES OF GUIDANCE
• Humans have the capacity for self-
development.
• Guidance is based upon recognizing the
dignity and worth of individual as well as
their right to choose. ---Core of freedom:
self-determination
• Guidance is a continuous, sequential,
educational process.

DDI
❖ Developmental: to develop the unique
qualities of each individual LOCAL LAWS
❖ Differentiating Function: differences in
student abilities, interests, and purposes
crystallize into different patterns as the
(PHILIPPINES)
individual matures ✓ RA 9258 (Guidance and Counseling
❖ Integrating Function: cultural Act of 2004
integration of students ✓ RA 10173 (Data Privacy Act of 2012)
✓ RA 11036 (Mental Health Act of 2018)

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 Others:
✓ The Philippine Qualifications
Framework
✓ Mutual Recognition Agreements (MRA)
✓ Philippine Guidance and Counseling
Association (PGCA) as AIPO
GUIDANCE MOVEMENT IN THE
PHILIPPINES
• 1925 – Guidance was unknown in the
Philippines
• 1932 – Dr. Sinforoso Padilla started a
psychological clinic catering to students
with disicplinary cases, emotional,
academic, and vocational problems. The
clinic run until 1941.
• 1934-1939 – psychological tests were
administered in the Bibilibid prison and
inmates in Welfareville. Guidance
Movement in the Philippines
• 1939-1940- The deans of the public
schools in Manila assigned faculty
members to look upon the behavior of
student and serve as advisers.
• November 1945 – the first Guidance
Institute was opened at the National
Teachers College. The Bureau of Public
Schools started sending teachers to study
guidance service abroad.
• 1951- Congress proposed the
establishment of a functional guidance
and counseling program to help students.
• 1952- Division School Superintendents
recommended the establishment of
guidance services in the public schools.
• 1953- the Philippine Association of
Guidance Counselor was organized to
establish Testing Bureau
• The most systematic guidance program in
the Philippines was launched by the
United States Veterans Administration
composed of American and Filipino
psychologist Guidance Movement in the
Philippines
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GUIDANCE MOVEMENT IN THE
PHILIPPINES
The foremost colleges and universities which
offered courses in guidance and which
established guidance centers:
• Manuel L. Quezon University
• St. Scholastica College
• National Teachers College
• Philippine Women’s University
• Far Eastern University
• University of Manila
• University of Santo Tomas
• University of the Philippines
• Baguio Colleges
MOST SIGNIFICANT DEVELOPMENT
Local Law:
• RA 9258 (Guidance and Counseling Act
of 2004)
• RA 10173 (Data Privacy Act of 2012)
• RA 11036 (Mental Health Act of 2018)
• The passage law in 2004, made it
imperative for all Counselors and
Psychometricians to secure license before
practicing.
• Professional Regulatory board in 2007
with Rhodella Gabriel as the first
Chairperson, Luzviminda Guzman and
Lily Rosales as members
OBJECTIVES:
• Distinguish the roles, characteristics, and
functions of guidance personnel
• Describe the guidance services, tools and
techniques
• The roles, characteristics, and functions
of various guidance personnel
• Guidance services, tools and techniques

GUIDANCE
SERVICES
A. INDIVIDUAL INVENTORY
A.1. NATURE AND PURPOSE
• Consists of all the information gathered
about each individual in school.
• Seeks systematically to identify the
characteristics and potentials of every
client
• Promotes the client’s self-understanding,
it also assists counselors and other
helping professionals to understand client
better.
• The information is usually stored in a
cumulative folder where the data
accumulated about each student are kept
while the student is still in school., and up
to a few years after.
• It includes the entrance test results and
the information sheet of students.
A.1. NATURE AND PURPOSE
• Carl Rogers & Fritz Perls: the actual
encounter with the client should be the
major source of information. They were
not interested in the contents of the
cumulative folder but focused on the
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ongoing processes in the client during the
encounter
• Rogers: the pre-collected data can be a
deterrent to the genuine warmth,
unconditional positive regard and
emphatic understanding that the
counselor develops for the client.
A.1. NATURE AND PURPOSE
• Tests are a source of data, but more
important than collecting data is using
them.
• Tests are not an end in themselves but an
opportunity to develop a more complete
picture of the client---a picture mutually
shared by both the client and the
counselor.
• Cumulative records stay in the guidance
office 10 years after the students have left
school.
• The IIS systematically collects,
evaluates, and interprets data to identify
the characteristics and potential of every
client. The data can be used in proper
diagnoses, predicting progress and
behaviors, accurate placement, and
program evaluation.
A.1. NATURE AND PURPOSE
IT ENABLES THE CLIENT TO:
• Develop a deeper, fuller self-awareness
• Create appropriate plans for improving
the quality of his/her life based on this
awareness and self-understanding.
IT ENABLES THE COUNSELOR TO:
• Get to know the client
• Facilitate the client’s self-awareness, self-
understanding and decision making
• Ascertain appropriate avenues for clients
to pursue
• Determine the best options for helping
the client
 • Assist significant others in understanding
the client.
IT GIVES THE ADMINISTRATION AND FACULTY
AN IDEA OF THE:
• Profile of the school population
• Appropriate strategies for responding to
needs, interest and values
• Strengths and passion that can be
channeled to appropriate goals.
PARENTS/GUARDIANS WOULD HAVE A BASIS
FOR:
• Understanding their client better.
• Responding more sensibly to their
children
A.2. FOCAL INFORMATION AND GATHERING
TOOLS
• Personal-social data, academic-
educational data, and vocational-
occupational data are the major contents
of the comprehensive individual
inventory records.
A.2.1. CUMULATIVE RECORD CONTENTS:
PEHSPAARCASSDQSI
❖ Personal Information: age, family
background and home environment,
hobbies, interests, goals, values, personal
strengths and personality traits and
characteristics, problems and needs.
❖ Educational Data: client’s mental ability,
aptitudes, and special strengths, schools
attended, grades, co-curricular and extra
curricular activities, courses taken.
❖ Health data
❖ Social data
❖ Personal information sheet
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❖ Anecdotal Reports: descriptions of a
client’s unusual or unexpected behavior
in a given situation or event. Such reports
are subjective and descriptive in nature
and recorded in narrative form. They
often have three parts: (a) identifying
data; (b) behavior observed; (c)
comments of the observer
❖ Anecdotal Record: a summary of the
anecdotal reports over the months/years
can facilitate the discovery of patterns
that aid in diagnosis and treatment.
❖ Rating Scales: indicate the extent to
which an individual possesses each of the
characteristics or traits listed.
❖ Checklists: typically designed to direct
the observer’s attention to specific
observable personality traits and
characteristics of an individual.
❖ Autobiography: allows the writer to
express what is important in his/her life,
highlights likes and dislikes, identifies
values, illustrates interests and
aspirations, acknowledges successes and
failures, describes fears and concerns,
and brings to mind significant personal
relationships.
❖ Self-expression Essay: seeks the client’s
response, usually in a short written essay,
to a particular question or concern. The
object is to elicit spontaneous,
uncensored response to topics relevant to
the counseling needs of the client.
❖ Self-description Essay; enables the
counselor to see the client through his/her
eyes. The client is free to share whatever
he/she wishes to share about
himself/herself.
❖ Diaries and Daily Schedules: journals or
diaries can be a rich source of
information. Clients can be encouraged
to write about their life encounters each
day. A daily schedule is another
technique for recording the client’s daily
activities.
 ❖ Questionnaires: seeks to collect specific
types of information on specific needs of
the clientele, as well as identify problems,
opinions, attitudes, or values.
❖ Structured Interviews: enables the
counselor to obtain specific information
and to explore in-depth behavior or
responses. Interview questions are
designed with a goal in mind.
❖ Intake Interviews/Session Summaries:
intake interviews are initial interviews
where the counselor collects information
on the client’s concerns, current status,
and certain personal traits.
❖ Sociometric Techniques: help to
determine social relationships, such as
degrees of acceptance, roles and
interactions within groups.
❖ Class Work
❖ Interview with Others
❖ Test Results: Intelligence, Multiple
Intelligence, Emotional Intelligence Test,
Aptitudes, Scholastic Aptitude,
Achievement, Interests, Personality Tests
A.2.2. INFORMATION SERVICE
Nature and Purpose
• It is an activity whereby descriptive
materials and media are accumulated,
organized, disseminated through
individual advising or counseling or
through planned group activities.
• Information is collected from the bigger
environment outside the clients to enable
them to make informed judgments.
• Helps young people to meet the
challenges of today and tomorrow.
A.2.2. INFORMATION SERVICE
• Will enable more individuals to realize
their potentialities by becoming aware of
their opportunities
• Its is fundamental if students are to
become or be self-regulatory
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• Enable decision-making to be rational
• It stimulates freedom to improve
individual choices
• Fundamental if students are to explore
and become aware of the contingencies of
stability and change that mark their
development
A.2.2. INFORMATION SERVICE
HELPS CLIENTS :
• Get a wide range of information from diverse
sources
• Discover more possibilities than had already
been though about
• Weigh the pros and cons of each possibility
• Make an informed decision on the matter at
hand
HELPS COUNSELORS IN THAT IT
Provides a wide variety of information that
counselors alone cannot give
Extends information to a greater number of
students even without individual contact
Increases and updates the counselor’s own
knowledge as a basis for guiding clients.
A.2.2. INFORMATION SERVICE
THREE MAJOR TYPES OF INFORMATION:
• Personal-social
• Academic-educational
• Vocational-Occupational
A.2.2.A. USES OF INFORMATION
AEEIRSV
• Assurance use: information data may be used
to assure that the student has confidence in
the appropriateness of decisions
 • Evaluative Use: information data may be
used to check the accuracy or adequacy of
student’s knowledge and understanding of a
decision.
• Exploratory Use: information may be used to
help students explore and study all the
alternatives in making a decision
• Information Use: data are used to add to
students’ knowledge of occupations, choices,
changing conditions and the like.
• Readjustive Use: for students who have
markedly inappropriate goals, information
data may be used to help reorient them to
different levels of goals or objectives
• Synthesis Use: information data may be
related to other personal ata , such as test
performance. This encourages the synthesis
of a pattern of behavior
• Verification Use: information materials may
be used by students to verify and clarify
choices, opportunities and decisions.
A.2.2.B.TYPES OF INFORMATION
EOP
• Educational Information: valid and
useable data about all types of present and
probable future educational or training
opportunities and requirements,
including curricular and co-curricular
offerings, requirements for entrances, and
conditions and problems of student life.
• Occupational Information: valid and
useable data about positions, jobs, and
occupations, including duties,
requirements for entrance, conditions of
work, rewards offered, advancement
pattern, existing and predicted supply of
and demand for workers, and sources for
further information
• Personal-Social Information: deals with
self-understanding and others. valid and
useable data about the opportunities and
influences of the human and physical
environment that bear on personal and
IPR.
COMPILED By: MON
A.2.2. C. SOURCES OF INFORMATIONAL
MATERIAL
❖ Local sources
❖ State/regional
❖ National
A.2.2.D. CLASSIFICATION OF INFORMATION
MATERIALS
• Vocational: occupations, trends and outlook,
legislation, special groups, job training,
employment
• Educational: status and trends, schools,
colleges and universities, scholarships,
fellowships, and loans
A.2.2.E. MAJOR VEHICLE OF INFORMATION
DISSEMINATION
PRINTED INFORMATION MATERIAL
SMALL GROUP GUIDANCE ACTIVITIES:
• designed to provide information or
experience to students in groups beyond
those provided with the day-to-day
learning activities in the classroom.
• These activities are planned to provide
information, orientation, and assistance
in decision-making for the purpose of
planning, personal development and
adjustment.
• These can be done with about 7-12
people with common needs or concerns.
• Well-planned , systematically scheduled,
appropriately conducted, and thoroughly
evaluated activities provide opportunities
to broaden clients’ understanding of the
subject or purpose for which the group is
organized; and expand their
understanding of group interactions and
dynamics as well as their own behavior in
groups.

HOMEROOM GUIDANCE/CLASSROOM
GUIDANCE ACTIVITIES
• planned half hour to one hour sessions,
have counselors as instructors, although
planning can be done with faculty and
students so that the substance of the
instruction is based on specific needs of
the population which the program is
designed to serve.
• Must have a rationale based on assessed
needs which should be formulated into
program goals and spelled out in the
selected topics and activities
HOMEROOM GUIDANCE/CLASSROOM
GUIDANCE ACTIVITIES
School counselors are responsible for identifying the
topics, gathering resource material, and preparing
handouts in coordination with the students. Focused
on the following four major areas:
• Self-awareness and understanding
• Social awareness and other orientation
• Career awareness and planning
• Leadership & citizenship
SEMINARS/SYMPOSIA/CONFERENCES:
topics can include anything:
educational-academic
social-personal
occupational-vocational.
A.2.2.F. PRINCIPLES OF THE INFORMATIONAL
COMPONENT
• The information component is an
essential part of the school’s guidance
program.
• The focus of the information component
is on self-study and future trends and
change.
COMPILED By: MON
• Both group and individual techniques are
used to convey informational data to
students and to assist them in interpreting
and using such data.
• The informational component consists of
more than information giving.
• Qualified personnel to staff the
information component is essential.
• The information component must contain
provisions for its evaluation.
A.2.2. G. ETHICAL CONSIDERATIONS
To avoid wrong decisions and course of action,
information must be objective, comprehensive,
and realistic. It should be age-appropriate and
updated.
COUNSELING
COUNSELING DEFINED
• Counseling is the heart of the guidance
program.
• It is the counseling service that integrates all
the data gathered about the individual and
his/her environment in order for them to
make sense
• It is the core activity to which all the other
activities become meaningful
• The counselor interprets the data gathered
about the individual and relates them to the
information about the world outside the client
in order to facilitate growth and adjustment,
problem-solving and decision-making
INDIVIDUAL COUNSELING
One-one helping relationship that focuses on a
person’s growth and adjustment, problem-
solving and decision-making needs
INCLUDES: COUNSELOR
• Genuineness/congruence
• Respect for the client
 • Empathic understanding of the client’s
internal frame of reference
GROUP GUIDANCE
• Refers to group activities that focus on
providing information or experiences
through a planned and organized group
activity
• E.g. orientation groups, career
exploration groups, classroom guidance,
college visitation days
• Content could include educational,
vocational, personal, social information,
with a goal of providing students with
accurate information that will help them
make more appropriate plans and life
decisions
GROUP COUNSELING
• Routine adjustment or developmental
experiences provided in a group setting
• Focuses on assisting counselees to cope
with their day-to-day adjustment and
developmental concerns
• E.g. focus on behavior modification, IPR,
human sexuality, values/attitudes, career
decision-making
CAREER GUIDANCE
A person should have certain experiences and
understanding at each stage of growth that will
provide appropriate foundations for later career
planning and decision-making
NATURE AND PURPOSE OF COUNSELING
Counseling is a goal-oriented relationship
between a professionally trained, competent
counselor and an individual seeking help for the
purpose of bringing about a meaningful
awareness and understanding of the self and
environment, improving planning and decision-
making, and formulating new ways of behaving,
COMPILED By: MON
feeling, and thinking for problem resolution
and/or development growth.
GOALS OF COUNSELING
• Developmental: when clients are assisted
in preparing for their anticipated human
growth and development in the physical,
personal, emotional, social, cognitive and
spiritual dimensions, the goal of
counseling may be developmental in
nature.
• Preventive: when clients are encountered
at the time they are not experiencing any
problem but are helped to avoid
experiencing undesired outcomes, the
goal may be preventive
• Enhancement Goals: when clients’
encountered need is to be helped to
identify, recognize and enhance unused
or underused talents, skills and abilities,
the goal may be enhancement
• Exploratory: when clients do not believe
they have an existing problem but can
benefit from examining options, testing
skills, and trying new and different
activities, environments, relationships,
and so on, they can be helped to explore
other pathways
• Reinforcement Goals: When clients are
already taking action for resolving their
concerns or already have a planned
course of action when they come for
counseling, the goal would be to help
them recognize that what they are doing,
thinking, and/or feeling may be oaky or
may need some fine-tuning
• Remedial Goals: goals whereby clients
are assisted to overcome or solve an
already existing concern are called
remedial.
GOALS OF COUNSELING (HUMAN
DIMENSIONAL GOALS (GIBSON)
o Cognitive Goals: these goals refer to the
development of the intellect, and this is a
concern mainly in schools. The focus would
 be the acquisition of the basic foundations of
learning and cognitive skills
o Psychological Goals: these goals refer to the
development of good intra and interpersonal
skills: social/interaction skills, emotional
control, self-esteem and the like
o Physiological Goals: these are the goals
whereby clients are helped to develop the
basic understanding and habits for good
health, such as those done by fitness and diet
counselors.
o Spiritual Goals: helping individuals focus on
internal processes within them which have to
do with wholeness and inner peace
constitutes the spiritual goals, whether this
includes the relationship with God or not.
D. CONSULTATION
D.1. CONSULTATION DEFINED
• Being the expert on how to respond to
needs and behaviors, he/she may be
sought by parents, teachers,
administrators, or spouses for guidelines
on how to deal with a person or situation.
• A consultant is an individual with a
special expertise, knowledge and skill in
a specific area. Consultation requires the
consultant to act as an adviser or enhancer
• A process for helping a client through a
3rd party or helping a system to improve
its services to its clientele
D.2. NATURE AND PURPOSE OF CONSULTATION
Consultation is the activity engaged in by the
individual when his/her expertise is requested by
another party or organization, usually to enable
the latter to assist another, a third party or an
organization
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E. REFERRAL
E.1. REFERRAL DEFINED
• Referral refers to the assistance rendered to
clients or significant others in obtaining
services from other people or agencies that
might be more effective in helping them. The
practice of helping client find needed expert
assistance that the referring counselor cannot
provide
• The act of transferring an individual to
another person/agency either within or
outside the school.
• Tools used: cumulative record, anecdotal
record, observational report, and appraisal
techniques
E.2 REQUIREMENTS OF REFERRAL DECISION
• Judgment in determining the need and
type of service required
• Knowledge of available specialists and
services
• Skill in assisting students and their
families to make use of referral services
E.3. TYPES OF REFERRAL
• Partial: the use of supplementary service
while the counselor continues the original
relationship.
• Total: releases the client to another
professional
E.4. PRECAUTIONS
• Maintenance of confidentiality
• Staying within one’s own realm of
responsibility
E.5. COMMUNITY SERVICES
• Referrals may be made for
developmental, diagnostic, remedial, or
preventive reasons.
• Remedial Referrals: those that become
necessary as a result of inability to meet
the daily demands of such living.
 • Preventive Referrals: those made when NATURE AND PURPOSE OF FOLLOW -UP
there is preliminary evidence available
that a difficulty may be anticipated that • a service extended to anyone is followed
would later interfere with acceptable up to determine goal attainment and
school performance customer satisfaction. Follow-up
services determine the status of the
E.6. WHEN TO REFER? person who received assistance and what
• The counselor believes that he/she cannot other assistance must be rendered so that
the service is complete and holistic.
be objective with the client
Allows counselors to assess the
• The client believes he/she cannot work
effectiveness of a program’s placement
with the counselor
activities.
• Non-professional relationship has
developed between client and counselor
• The needed attention/service is beyond
the competency of the counselor
H. RESEARCH AND EVALUATION
• The counselor is no longer available
• Specialized attention is needed by the
client
H.1. NATURE AND PURPOSE OF R&E

• Counselor accountability is best proven

through research and evaluation.
F. PLACEMENT Research is a service-oriented activity
conducted to discover new knowledge, to
advance current knowledge, and to
F.1. NATURE AND PURPOSE substantiate theory. Program evaluation
is a program oriented activity that seeks
to collect relevant information to
• Placement is ensuring that people are in determine whether program goals are met
the right place at the right time in terms of outcomes as basis for the
• Considers goals, values, needs, interests modification of the delivery of services
and capabilities in helping clients find a
niche for themselves. It provides clients
with options, enables them to act on their H.1. NATURE AND PURPOSE OF R&E
choices, and helps them adjust to the
• Research can provide empirically based
chosen environment.
data relevant to the ultimate goal of
• Emphasis on educational placement in implementing effective counseling
courses and programs
• Evaluation: a means or process for
assessing the effectiveness of the
F.2. TYPES OF PLACEMENT counselor’s activity
• Accountability: establishes a basis for
relevance, effectiveness and efficiency
• Personal-Social
• Educational/Academic
• Occupational/Career Placement H.2. EVALUATION OF GUIDANCE PROGRAMS

REASON: to improve the effectiveness of every

practitioner and every guidance program to
G. FOLLOW-UP
contribute to the attainment of purpose

COMPILED By: MON


H.3. CHARACTERISTICS OF EFFECTIVE
GUIDANCE PROGRAM
▪ Counselor: Student Ratio: 1: 250-300
students; realities caseload is necessary if
counselors are to have the time to counsel
students individual and in small groups,
and time to consult with the school
faculty and with parents.
▪ Counselor qualifications: certification
and graduate degree in counseling
▪ Appropriate, useable records are
maintained that reflect a body of
information about each pupil, enabling
teachers and counselors to understand
and help students
▪ Informational materials are present and
accessible.
▪ Appraisal data are available and used by
school personnel to help pupils with
individual concerns relating to
adjustment, planning and development;
counseling interview is primary vehicle
by which appraisal data are transmitted to
students.
▪ Personnel are self-evaluative and
experimentally-oriented.
▪ Effective guidance programs are not
confined to one grade or one school level,
but operate throughout the entire span of
the pupil’s school career
▪ High quality guidance program is
continuous as well as comprehensive,
with coordinating efforts made at all
grade levels.
▪ Adequate physical facilities are available
for guidance. Planned, functional
physical facilities that adequately provide
for space, privacy, accessibility, an the
like are a hallmark of quality guidance
programs.
▪ Existence of adequate financial support.
Good guidance programs cost approx Php
7,500/annually per student/year.
H.4. INTERNAL EVALUATION
CHARACTERISTICS
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▪ Guidance programs praised by others are
based on pupil needs
▪ Teachers and counselors listen closely to
what youth say and write because they know
they are expressing either personal or
situational inadequacies.
▪ Counselors not only listen to what students
say but they administer a needs assessment
survey every 2-4 years to obtain
systematically quantifiable data about
student needs.
▪ These data are a means of developing
appraisal, informational planning, and
counseling components to respond to student
needs
▪ Guidance programs of real merit balance
corrective, preventive, and developmental
functions
▪ Quality programs are purposeful
▪ Balance is an essential quality of good
organization
▪ Program stability: the ability to adjust to loss
of personnel without serious loss of
effectiveness—is directly related to program
quality.
▪ Organization is flexible.
▪ The staff of guidance programs that have
achieved recognition and praise have high
morale and work cooperatively.
▪ Personnel in high quality programs avoid the
search from quick answers and face the
reality that guidance in its broadest sense has
many dimensions.
▪ In guidance programs praised by others,
counselors have thought through and arrived
at an understanding of their role and function,
which they are able to communicate to
others.
▪ Students who are a part of a good guidance
program are not nameless and faceless to the
school counselor.
▪ Students should know of the existence of the
counselor in school.
▪ Students have some grasp of the intent and
eventual outcome of the curriculum they are
pursuing because they have actively
participated in its choice.

▪ Students have a good grasp of the nature of
planning through their own experience.
▪ Students not only know that counselors are in
the school but they avail themselves of the
guidance services for specific types of
assistance.
▪ Leadership is exercised by individuals
formally prepared by a study of guidance and
experienced in the counseling of students
H.5. NECESSITY FOR PROGRAM EVALUATION
▪ Consists of making systematic judgments
of the relative effectiveness with which
goals are attained in relation to specified
standards.
▪ The fundamental nature of evaluation
consists of judging the worth of an
experience, idea or process
H.6. APPROACHES TO EVALUATION
ELEMENTS OF A COMPREHENSIVE
EVALUATIVE PROCESS
▪ The objectives of the program, service or
activity must be stated in observable
behavioral terms
▪ The activities/methods that are used to attain
the objectives must be established.
▪ Procedures must be developed to collect
evidence as to whether the activities/methods
result in the attainment of objectives
APPROACHES
SURVEY APPROACH:
▪ most frequently used
SURVEY METHOD:
▪ selects predetermined criteria to
inventory
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▪ collects evidence of the services being
offered
▪ makes judgments regarding he degree
which these services are provided in
reference to the predetermined criteria
▪ usually focus on the intent and presence
of certain services, the number of staff
personnel, their qualifications, and use of
time, physical facilities, and other
external factors
EXPERIMENTAL APPROACH:
require carefully planned step to study one or
more groups of individuals in terms of one or
more variables
CASE STUDY APPROACH:
designed to assess changes that take place in an
individual as a result of introducing a variable,
such as counseling. It emphasizes individuals
and personal development
The roles, characteristics, and functions of
various guidance personnel
Guidance services, tools and techniques
OBJECTIVES:
1. 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
2. Examine one’s role as a future teacher in
counseling and in values formation
among students with varied educational
needs, disabilities, giftedness and talents
and varied interests and experiences
▪ Organizing a guidance program
▪ Role of Classroom Teachers as an Agent
in Counseling
OBJECTIVE:
▪ Implement a Homeroom guidance lesson
based on a developed program that suits
learner’s gender, needs, strength, interests
and experiences
▪ Implementation of a Homeroom Guidance
▪ Ethical Consideration in Counseling
OBJECTIVE:
1. Explain the decision-making process in
counseling that suits the leaner’s’ gender,
needs, strengths, interests and experiences

▪ Three Stages in Decision Making

a. Problem Definition
b. Work Phase
OBJECTIVES:
c. Decision for Action
1. Describe the nature, meaning,
importance, scope of counseling in
schools
2. Compare and contrast the classifications
of Counseling
3. Identify which classification of
counselling suits the learner’s gender,
needs, strength, interest and experiences

▪ The nature, meaning, importance and

scope of counseling in schools
▪ Professional Counseling
▪ Classifications of Counseling

OBJECTIVE:
1. Analyze how various factors influence
the counseling process

▪ Factors that Influence the Counseling

Process
▪ The Basic Process of Counseling

OBJECTIVE:

1. Deduce from a case study how facilitating

skills and ethical considerations in counseling
considers the needs, strengths, interests and
experiences of learners are implemented by the
values educator

▪ Facilitating Skills in Counseling

COMPILED By: MON
COMPILED By: MON
RESPONDING TO STUDENTS’ NEEDS AND
FACILITATING HOMEROOM GUIDANCE Family Conditions in the Philippines
ACTIVITIES
VISION-MISSION

To produce graduates who are Christian achievers

for our society through its quality learning
EXPECTATION-SETTING opportunities
To identify strategies to encourage optimal
What motivated you to come or what do you want
achievements among students in various
to achieve at the end of this whole day
endeavors and minimize academic failures
seminar-workshop?
For the students to view the curricular objectives
My Expectations
as relevant and consistent with their present and
Participate Actively future goals
Be open and try to understand each other For the students to experience learning as real and
Affirm one another meaningful to their present concerns and powerful
enough to shape their personhood, social and
prayer life, career goals and aspiration
OBJECTIVES:

• To assess student needs that can be

WHAT IS HOMEROOM GUIDANCE?
addressed during homeroom guidance
period - An organizational segment of the school’s
guidance service
• To gain a better understanding of group
facilitation and skills of an effective
facilitator-animator
- A logical time and place for deepening
teacher-student relationship and
• To appreciate one’s role as homeroom
personalized developmental assistance
guidance facilitator – animator
- A venue for better coordination of the
• To demonstrate the proper way of curriculum, extra-class activities and
guidance program
facilitating homeroom guidance
activities using the
- Required by DepEd in all secondary schools
through Department Order No. 6, S. 1975
EXPERIENTIAL LEARNING CYCLE (ELC)

Group Sharing Questions OBJECTIVES OF HOMEROOM GUIDANCE

1. What are the top 5 students’ problems,
behaviors, issues, and/or concerns that
are brought to your attention?
2. What homeroom guidance topics do you teach
• To develop desirable teacher-student
relationship which the teacher cannot do
or suggest to enable you to respond or in a regular classroom setting;
address these students’ problems,
behaviors, and/or concerns?
3. What competencies or training needs do you
recommend
enhancement?
for your further • To guide the students in their personal,
educational, social, moral, recreational,
vocational and physical concerns;
Reporting Format
COMPILED By: MON
•
To develop desirable ideals and habit of
citizenry; and
• To expedite handling of administrative
affairs.
Responsibilities of Teachers in the Homeroom
Guidance Class
1. Educate the group on the Homeroom plans.
2. Know each student in the group.
3. Develop a harmonious relationship (built on
mutual trust and respect) with the group.
4. Make referrals when needed.
5. Work closely with other teachers , school
counselors and administrators to ensure
that the program is meeting its goals.
Basic Role of Teacher on Homeroom
Group Facilitator
(Facilitate means to make learning easy and fun.
Learning means gaining skills and / or
knowledge by studying/reading, practicing or
being taught in school)
Group Animator – bringing life to the group
Training Components – Skill in process
observation, facilitation, understanding human
behavior, group development and experiential
learning
Facilitation Skills
listening to others
communicating clearly
checking understanding, summarizing and
drawing together different ideas
thinking and acting creatively
COMPILED By: MON
Facilitation Skills
managing people’s feelings
encouraging humor and respect
being well- prepared while remaining flexible
keeping to time without being driven by it
Process Observation
Definition
Observing what happens during
the process (not the content) of a group
meeting
stating (not rating) behaviors, and
using the observations as a springboard
for inquiry and discussion
Process-Observation
Take note of the following when
conducting process-observation:
1.Nonverbal communication (sitting
forward, arm-crossing, etc)
2. Group/individual behaviors (who talks,
who interrupts, who doesn’t speak)
3. How decisions are made
4. May include possible areas for inquiry
(no interpretation)
3 Core Conditions for Facilitative Practice
Genuineness – facilitator enters into a relationship
with the learner without presenting a front or a
façade.
Acceptance, Trust- an attitude that shows caring
for the learner, and acceptance of this other
individual as a separate person, having worth in
her/his own right.
EMPATHIC UNDERSTANDING -
the ability to understand the student’s reactions
from the inside, sensitivity to the way the process
of learning seems to the student.
FACILITATING GROUP SESSIONS
HAVING A PLAN (EFFECT)
Environment – setting where the students can
engage with each other and focus on the subject
Focus – purpose of the session; subject matter
(Does it relate to what students have expressed as
needs, or that we have identified as needs?)
Feelings – the emotions the session is likely to
evoke
Experiences – activities to facilitate and stimulate
exploration and learning, address the focus of the
session, and meet the needs of the participants
Changes-ways we like to see participants change
Time – sufficient time for the different learning
experiences
Facilitation is helping the group accomplish its
goals.
3 Stages in Group Sessions
• Encouraging exploration
• Engaging with the subject
• Enabling people to move on
Beginning - Encouraging Exploration
Tasks:
1.Estatblishing the focus of the session.
2.Encouraging trust.
3. Helping people to engage with the subject and
each other.
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MIDDLE - ENGAGING WITH THE SUBJECT AND
DEVELOPING UNDERSTANDING
1,Ask people to take part in an activity that may
highlight or dramatize the questions and
issues we are exploring (role play and
simulation, using extracts from
programs, films or videos, case studies
or group activities)
2. Return to some previous experience. –
Looking at something that happened in
school
Ending – Enabling people to move on
Key tasks: Enabling people to:
1.Take stock
2.Identify any goals- and what they need to
commit to, and do, to achieve them.
3.Manage the end of the session
TRAINING MODULE FORMAT
1. Title of the Module (ex: When Learning and
Playing are no Longer Fun)
2. Objectives (SMARTER principle)
3. Materials Needed
4. Time Required
5. Procedures:
5.1. Orientation/ Introduction (should be brief)
5.2. Activity Proper : Instructions; activities you will
prepare for the participants (large or small )
5.3. Processing of the activity
General processing questions to address
objectives
Deeper processing questions for
application of learning
5.4. Synthesis and generalizing
5.5. Integration (focus on the objectives of the
module and topic at hand; skills that can be
applied and values to be instilled in the students)
5.6. Backhome Application (Plan for Application of
Learning)
5.7. Evaluation (you can include a simple
instrument to check how the participants were
helped by your SLE/ whether your objectives were
achieved)

Plan for Application of Learning (PAL)

• Learning / Insights / Reflections:

2. What behaviors are you going to STOP, START

and CONTINUE doing to improve your Homeroom
Guidance Program and Pratices?
Thank you. God bless.

COMPILED By: MON

COMPILED By: MON
CAREER GUIDANCE
CAREER VS JOB
CAREER:
Derived from the French word “carrier”
meaning “high road” or “racehorse”
The course of one’s life
One’s progress through life, especially in a
particular pursuit
A life work, profession, occupation
A profession or other calling which one pursues
throughout a lifetime
Development of human potentials and
meaningful ways of using them
CAREER VS JOB
A career is broader than “job” or “position”
A career is the course that one’s life takes as
determined by the choices and decisions she
makes in her work, in education or training, and
lifestyle
It is what a person is passionate about; pursues
it for a long period of time, even a lifetime
JOB:
what a person does from day to day according to
her job position or function
CAREER TERMS DEFINED
CAREER (Gibson p.286): the sum total of one’s
work experience in a general occupational
category
CAREER DEVELOPMENT
The total constellation of psychological,
sociological, educational, physical, economic, and
chance factors that combine to shape the career
of any given individual
Refers to a developmental process, extending
over almost the entire life span, through which
persons develop the capacity for and engage in
work as part of their total lifestyle
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Gibson: that aspect of one’s total development
that emphasizes learning about, preparation for,
entry into, and progression in the world of work.
Career Development
Used interchangeably with vocational
development or occupational development
It is a life-long process of developing/refining
attitudes, beliefs and values, skills and abilities,
interests, personality traits or behaviors;
discovering aptitudes; and acquiring knowledge
about the world of work
Career Terms Defined
CAREER EDUCATION (Gibson): those
planned-for educational experiences that
facilitate a person’s career development and
preparation for the world of work
OCCUPATION: a specific job or work activity;
3-7 different and significant careers over the span
of a person’s life’s work.
Career Guidance
Those activities that are carried out by
counselors in a variety of settings for the
purpose of stimulating and facilitating career
development in persons over their working
lifetimes. These activities include assistance in
career planning, decision-making, and
adjustment.
Encompasses all components of services and
activities that include career counseling , career
information, testing and assessment, referrals,
etc. in institutions , agencies and organizations
What Career Counseling is NOT
Giving advice or prescribing a solution
Giving information or merely providing resource
materials for the employee to read
Interviewing to get facts about a person
 Persuading or arguing for or attempting to Career counseling: focuses on individual career
convince a person towards a course of action plans based on her current interests, skills, needs
Leading the employee to a course of action and values

Exhorting Performance appraisal: has a strong

organizational focus; it evaluates a person’s past
Assumptions in Career Counseling performance and compares this performance
A person’s career is shaped by the choices and with established company standards
decisions she makes about the present situation
People change over time. Interests, values, and
needs shift with age and changes in life’s
circumstances PRE-REQUISITES TO CAREER COUNSELING
Most people do not know how to make career
decisions even if they are faced with the need to
Pre-requisites
make them
1. Personhood and competencies of the
counselor
5 kinds of information needed for career
2. Availability of valid and accurate information
decision-making
3. Openness of the counselee
Information about self-interests, personality,
strengths and weaknesses, mental abilities, 4. Support of the organization
aptitudes, other abilities and skills, motivation,
personal/work/career/life values
1. PERSONHOOD OF THE COUNSELOR
Information on training and education-what
curriculum will provide required knowledge and Positive Self Image
skills “can do” attitude
Good self-confidence
5 kinds of information needed for career
decision-making
Attitudes
Career information- information about a set of
tasks describing a career or occupation; what Congruence: genuineness, honesty and sincerity
these tasks require in terms of mental abilities, Positive Regard: involves acceptance of and caring
aptitudes, skills, interests, and personality for the counselee as a worthwhile person
Labor market information- i.e. what occupations Empathy: being sensitively understanding of how
or careers are currently in demand and those no the situation looks to the other person from the
demand; employers, industries; levels of counselee’s viewpoint and experience
profession
Projected manpower- requirements for the next
3-5 years, skills and levels needed

POSITIVE REGARD (6 LEVELS OF LISTENING)

Career Counseling vs Performance Appraisal
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IGNORING: CAREER COUNSELING TECHNIQUES

we pay no attention to the person or what he is

saying 1. Encourage self-expression
PRETENDED LISTENING: Acceptance
Attentive listening
we look at the person and act as though we are
listening but our attention is elsewhere Clarification
DENYING WHAT WAS HEARD : Emphatic listening skills which include
restatement, paraphrasing, reflection of feelings,
we reject the feelings and thoughts of the other summarizing
person Silence
SELECTIVE LISTENING:

we listen to what we like to hear and ignore 2. Develop self-understanding

what we don’t like Confrontation
ATTENTIVE LISTENING: General leads
we listen with attention, using our ears only, but Giving information
do not look at the deeper issues and feelings of Interpretation
the other person
Probing
EMPATHIC LISTENING:

we listen with ears, eyes and heart

3. Facilitate decision-making
Assurance
STAGES OF CAREER COUNSELING
Encouragement
1. Self-expression
Giving advise, but only as an option
2. Self-understanding
Positive reinforcement
3. Decision
Reassurance

Identifying options/alternative courses of action

VARIABLES OF CAREER
Getting accurate and reliable information about each DEVELOPMENT
option
Weighing the consequences of each option 1. INTELLECTUAL ABILITY

measured ability scores typically correlate more

4. Develop a career goal and a plan of highly with success in training than with success
action to implement the career goal in work performance
5. Follow-up on the plan of action and
extent of implementation
2. APTITUDES

special aptitudes typically correlate more highly

with success in training than with success in
work performance

COMPILED By: MON

3. INFLUENCE OF SCHOOLING
parental attitudes are an extremely influential
variable in a student’s desire to attend college.
2 major barriers for further education in family:
Family’s inability to finance extensive schooling
Psychological rather than economic and rests on
the valuing of schooling by family at different
socio-economic levels. High income in later life
was powerfully affected by the “quality” of the
college attended. “Academic press” refers to the
influence of faculty members on the career
development of their students
4. FAMILY
certain groups of occupations (physical sciences,
social sciences, and medicine) are “inherited”. It
is more of NURTURE than NATURE (Anne Roe)
5. PERSONALITY
Differences in personality structure cause
individuals to develop certain needs which they
seek to satisfy through occupational choices.
Holland: choice of an occupation is an expression
of personality and that members of an
occupation share similar personality
characteristics
6 types of orientation (RIASEC- Realistic,
Investigative, Artistic, Social, Enterprising,
Conventional)
Modeling is influential in career development
6. SELF-CONCEPT AND SELF -ESTEEM
It is possible to view career development as
attempts by individuals to enhance or defend
their self-concept
Adolescents’ vocational decisions become highly
ego-involved
Role performance: the effectiveness with which an
individual performs a given role
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Interpersonal Adjustment: the ability to perform
roles recognized to be appropriate situationally
and socially
Super: persons choose an occupation that they
perceive as congruent with their self-concept
Korman: only persons with high self-esteem
choose occupations that are congruent with self-
concept
7. VALUES
What individuals value in work itself as well as
the rewards it offers is presumably internalized
in their vocational development and influences
their choices of occupations
8. INTERESTS
Individuals’ responses on a vocational interest
inventory express their acceptance of a
particular view or concept of themselves in
relation to occupational stereotypes
Strong:
b/w 15 & 20 y/o: interests change considerably
20-25 y/o: more stable
25-55 y/o: change very little
Significant relationship between personality to
interests
Ability without interest is more likely to succeed
than interest without ability
9. ASPIRATIONS AND REALISM
Most persons have insufficient information about
different jobs, courses of study and other
activities
Prevalence of glamorized stereotypes regarding
certain vocations
Expressed interests are frequently the outcome
of an awareness of social desirability
Super: counselors should always assess the
vocational maturity of the child while appraising
his/her development and vocational prospects
10 Stereotypes and Expectations A knowledge of the requirements and
11. Gender Differences characteristics of specific careers
12 Environmental Influences A recognition and application of the relationships
between 1 and 2 for successful career planning
The economic and occupational level of the
home influences the vocational goals of youth;
their aspirations tend to be at the same level as B. DEVELOPMENTAL THEORIES
those of their parents
Career development is a process that takes place
Low economic level: emphasize aspects of work over an individual’s life span
High economic level: stress satisfaction intrinsic Ginzberg, Ginsburg, Axelrad and Herma: fantasy
to work choices, tentative, and realistic choices

SOCIAL FACTORS (LIPSETT) GINZBERG

Social class membership Vocational choice and development is lifelong
and open-ended
Home influences
Constraints: family income and situation,
School
importance of early school years in influencing
Community later career planning
Pressure groups
Role perception “ACCIDENT THEORY”

(accident of birth that establishes family, race,

Theory is a way of organizing and systematizing nationality, social class) holds that individuals
what is known about a phenomenon make decisions about the future accidentally and
that it is not possible to evaluate the decisive
Theory serves as a model that is used in order factors in their choices
to know what to look for, what to expect, and
where to go
“IMPULSIVE THEORY”:

explains the individual’s behavior and

occupational choice in terms of unconscious
THEORIES OF CAREER DEVELOPMENT forces

A. TRAIT-FACTOR THEORY 3 PHASES OF OCCUPATIONAL DECISION

MAKING

Period of Fantasy Choice: coincides with latency

Assessing an individual’s traits through objective
measures and then matching these traits to
those typically required for successful
performance in a given career area
3 steps in career decision-making (Parsons)
A clear and objective understanding of one’s self,
including abilities, interests, attitudes, etc.
period (b/w 6-11)
Period of Tentative Choice: with early and late
adolescence
4 stages:
Interest Stage: preadolescents make choices
primarily in relation to their interests

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 Capacity Stage: individuals become more aware of
the necessity for introducing realistic elements
into their considerations
Value Stage: characterized by adolescents’
attempts to find a place for themselves in society 4 CHARACTERISTIC
Transition Stage: approaches the end of high OCCUPATION:
school and look forward to work or additional
education
3 PHASES OF OCCUPATIONAL DECISION
MAKING
Period of Realistic Choices: with early adulthood
3 stages:
Exploration: individuals try to acquire the
experience they need to resolve their
occupational choice
Crystallization: individuals are able to assess the
multitude of factors influencing the occupational
choice they have had under consideration and
finally able to commit themselves
Specification: alternatives are reviewed with
respect to a field of specialization and to
particular career objectives
PERIOD OF REALISTIC CHOICE CONT…
3 fundamental Considerations:
Occupational choice is a process that takes place
over a minimum of 6 or 7 years, and typically,
over 10 years or more
Because each decision making during
adolescence is related to one’s experience up to
that point, and in turn has an influence on the
future, the process of decision making is basically
irreversible
The crystallization of occupational choice
inevitably has the quality of a compromise
BLAU, GUSTAD, JESSAR, PARNES AND
WILCOCK 10 PROPOSITIONS:
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Occupational choice as a process of
compromise, continually modified, between
preferences for and expectations of being able to
get into various occupations
DEMANDS OF
Demand
Technical (functional) qualifications
Personal (nonfunctional)
Rewards
SUPER
Emphasized the important role played by
vocational maturity
Major concepts:
Vocational stages
Developmental tasks to achieve if one is to
successfully pass through a particular stage
Implementation of the self-concept in developing
a career identity
Development of career maturity
Career patterns
SUPER
Vocational development is a continuous process
and occupational choice as a synthesizing
process
Individuals’ career patterns are determined by
parental socioeconomic level, mental ability, and
personality characteristics, and by the
opportunities to which they are exposed
SUPER
People differ in abilities, interests, personalities
 Because of the above, they are qualified for many
occupations
Each occupation requires a characteristic
pattern with tolerances wide enough to allow
some variety of individuals in each occupation
4.Vocational preferences change
with time and experience,
although self-concepts are
generally fairly stable from late
adolescence until late maturity
SUPER
The process may be summed up in a series of life
stages characterized as those of growth,
exploration, establishment, maintenance, and
decline, and these stages may in turn be
subdivided into: (a) fantasy, tentative, and realistic
phases of the exploratory stage, and (b) trial and
stable phases of the establishment stages
The nature of career pattern is determined by
the individual’s parental socioeconomic level,
mental ability, personality, and opportunities
Development is guided by the maturation of
ability, interest, reality testing, and the self-
concept
SUPER
The process of vocational development is
essentially that of developing and implementing a
self-concept: it is a compromise process in which
the self-concept is a product of the interaction
of inherited aptitudes, neural and endocrine
make-up, opportunity to play various roles, and
evaluations of the extent to which results of role
playing meet with the approval of superiors and
fellows
SUPER
The process of compromise between individual
and social factors, between self-concept and
reality, is one of role playing, whether the role is
played in fantasy, in the counseling interview, or
in real-life activities.
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Work satisfactions and life satisfactions depend
on the extent to which the individual finds
adequate outlets for his or her abilities, interests,
personality traits, and values.
SUPER
Self-concept is developed by observations and
impressions of oneself, called self-precepts,
which are related, organized, and meaningfully
interpreted
Self-concept system: the “constellation”, more or
less well organized, of all the self-precepts
Self-report: assessment of self-concepts
SUPER
Stages of Adolescence and Adulthood
Exploration: purposeful activity directed toward
gaining information about oneself or one’s
environment in order to arrive at a decision
Stages: Tentative, Transition, Trial (little
Commitment)
Establishment
Stages: Trial (Commitment), Stabilization,
Advancement
Gottfredson’s Theory of Circumscription
and Compromise
assumed that career choice is a process requiring
a high level of cognitive proficiency.
A child’s ability to synthesise and organise
complex occupational information is a function
of chronological age progression as well as
general intelligence.
Cognitive growth and development is
instrumental to the development of a cognitive
map of occupation and conceptions of self that
are used to evaluate the appropriateness of
various occupational alternatives.
GOTTFREDSON’S THEORY OF
CIRCUMSCRIPTION AND COMPROMISE
 elaborated on the dynamic interplay between
genetic makeup and the environment.
Genetic characteristics play a crucial role in
shaping the basic characteristics of a person, such
as interests, skills, and values, yet their expression
is moderated by the environment that one is
exposed to.
career develop- ment is viewed as a self-creation
process in which individuals looked for avenues
or niches to express their genetic proclivities
within the boundaries of their own cultural
environment.
social class and status become salient to a child’s
developing self-concept.
the emerging adolescent eliminates from further
consideration occupations that are too low (i.e.,
occupations with unacceptable prestige levels)
or too high (i.e., high prestige occupations
beyond one’s efficacy level) in prestige.
STAGE 4: “ORIENTATION TO THE
INTERNAL, UNIQUE SELF” (AGES 14 AND
ABOVE)

internal and private aspects of the adolescent’s

self-concept, such as personality, interests, skills,
and values, become prominent.
GOTTFREDSON’S THEORY OF
CIRCUMSCRIPTION AND COMPROMISE
HAVIGHURST
career choice and development could instead be 6 STAGES (FROM CHILDHOOD TO OLD AGE) OF
viewed as a process of elimination or VOCATIONAL DEVELOPMENT
circumscription in which a person progressively Identification with a worker (5-10)
eliminates certain occupational alternatives from
further consideration. Father, mother, other significant persons. The
concept of working becomes an essential part of
Circumscription is guided by salient aspects of the ego-ideal
self-concept emerging at different developmental
stages. Acquiring the basic habits of industry (10-15)
Learning to organize one’s time and energy to
get a piece of work done. School work, chores.
4 STAGES OF CIRCUMSCRIPTION Learning to put work ahead of play in
appropriate situations.
STAGE 1: “ORIENTATION TO SIZE AND
POWER” (AGES 3 –5)
HAVIGHURST
the child perceives occupations as roles taken
up by big people (adults). Acquiring identity as a worker in the occupational
structure (15-25)
STAGE 2: “ORIENTATION TO SEX -
ROLES”(AGES 6–8) Choosing and preparing for an occupation.
Getting work experience as a basis for
sex-role norms and attitudes emerge as defining occupational choice and for assurance of
aspect of a child’s self-concept. economic independence.
The child evaluates occupations according to Becoming a productive person (25-40)
whether they are appropriate to one’s sex, and Mastering the skills of one’s occupation
eliminates from further consideration
alternatives that are perceived to be gender Moving up the ladder with one’s occupation
inappropriate (i.e., the wrong sex-type).

STAGE 3: “ORIENTATION TO SOCIAL

VALUATION” (AGES 9–13) HAVIGHURST
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 Maintaining a productive society (40-70)
Emphasis shifts toward the societal and away
from the individual aspect of the worker’s role.
The individual sees himself as a responsible
citizen in a productive society. He pays attention
to the civic responsibility attached to his job. The
individual is at the peak of his occupational
career and has time and energy to adorn it with
broader types of activity. He pays attention to
inducing younger people into stages III & IV.
HAVIGHURST
Contemplating a productive and responsible life
(70+)
The person is retired from work or is in the
process of withdrawing from the worker’s role.
He looks back over his work life with satisfaction,
sees that a personal social contribution has been
made, and is pleased with it. While he may not
have achieved all of his ambitions, he accepts life
and believes in himself as a productive person
ERIKSON
As people grow, they face a series of
psychosocial crises that shape personality. Each
crisis focuses on a particular aspect of
personality and each involves the person’s
relationship with other people
Personality Theories
HOLLAND
Choice of vocation is an expression of
personality
Interest inventories are personality inventories
Vocational stereotypes have reliable and
important psychological and sociological
meanings
Members of a vocation have similar personalities,
and similar histories of personal development
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Vocational stability, satisfaction and achievement
depend on the congruence between one’s
personality and environment
Heuristic theory of personality types and
environmental data
HOLLAND
RIASEC (Realistic, Investigative, Artistic,
Social, Enterprising, Conventional)
Six kinds of occupational environment exist
People have a developmental hierarchy
estimated by their coded interest-inventory
scores
People have a level hierarchy that impels them to
a particular level of vocational choice
These hierarchies are mediated by self and
occupational knowledge
Individuals’ interaction with their environment
determines their behavior
ANNE ROE
Emphasized the importance of early satisfactions
in the development of interests and the primary
unconscious needs that determine the nature of
these interests
Schema:
Child’s pattern of early experiences with parents
Relationship between parental attitudes and
need satisfaction
The style of parental handling of the child
ANNE ROE
Employed Maslow’s needs:
Physiological needs
Safety needs
Need for belongingness and love
Need for importance, respect, self-esteem,
independence
Need for information
Need for understanding
 Need for beauty
Need for self-actualization
Anne Roe
3 Basic Divisions of Attitudes
Emotional Concentration on the Child
Overprotection: emphasis on gratification; love
is conditional on dependency; genuine self-
actualization may be discouraged
Overdemanding: satisfaction of needs for love
and esteem is made conditional on conformity
and achievement
Anne Roe
Avoidance of the Child
Emotional Rejection of the Child: provide
gratification of physiological and safety needs, but
refrain from love and esteem gratification
Neglect of the Child
Acceptance of the Child
Casual acceptance of the child
Loving acceptance—reasonable gratification of
all needs
SOCIAL LEARNING THEORY (KRUMBOLTZ)
Krumboltz
4 categories of Factors influential in Career
Development
Genetic endowment and special abilities
Environmental conditions and events
Learning experiences
Task approach skills
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HOLISTIC THEORY FOR CAREER
COUNSELING WITH ADULTS
Holistic Theory
Hansen (2005), “integrative life planning “: a
concept of renewing and making whole by
bringing together the mind, body and spirit of the
individual
Relates societal contexts to the individual, to
family, education and work
A lifelong process of identifying primary needs,
roles, and goals and integrating them within self,
work, family, and community
Holistic Theory
Interactive and relationship oriented and
designed to help individuals achieve greater
satisfaction, meaning, wholeness, and a sense of
community
A means to help shape the direction of one’s life,
empower others, manage change, and contribute
to the larger society and common good
6 critical themes/life tasks:
Finding work that needs doing in a changing,
global context
Weaving our lives into a meaningful whole
Connecting family and work
Valuing pluralism and inclusivity
Managing personal transitions and organizational
change
Exploring spirituality and life purpose
SOCIOLOGICAL THEORIES
Sociological Theories
People arrive at a particular occupation more by
chance than through deliberate planning or
steady progress toward an earlier defined goal
4 principles of luck (Wiseman)
Maximize your chance opportunities
Listen to your lucky hunches
 Expect good fortune
Turn your bad luck into good
ECONOMIC THEORIES
Economic theories
Careers are selected from alternatives on the
basis of which choice promises to be the most
rewarding or of value to the individual (and not
necessarily in a monetary sense)
OTHER THEORIES
Hoppock
Occupations are chosen to meet emotional
needs and particular values, which are often
unconscious (constellation of needs)
The occupation individuals choose is the one
they feel will best meet their needs
Needs may be intellectually perceived; needs
influence choice
Occupational choice is always subject to change
TIEDEMAN & O’HARA
Career is an opportunity for the expression of
hope and desire as well as limitation upon life
Careers are an advantage, an expectation of
society, and a necessity of psychological freedom
Mechanisms of Career Development
Differentiation
The separation of an aspect from larger
considerations (part from whole)
It comes through visual perceptions, thoughts,
feelings, and experiences
Integration
The combination of differentiated parts into an
appropriate context
Process of Differentiation and Integration
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The aspect of anticipation or preoccupation
Exploration: different alternatives or possible
goals are considered. Goals are affected by
individuals’ past experiences, the degree of
investment in themselves in modifying or
continuing their present state, and the help they
seek or are given
Crystallization: or the stabilization of thought.
After considering the advantages, disadvantages,
cost, and value of each alternative, crystallization
emerges. Definiteness, clarity and complexity
develop and increase
Process of Differentiation and Integration
Choice or Decision: a relevant goal orients the
individual to problems
Clarification: or the elaboration and perfection
of the image of the future ensues. The making of
a decision readies a person for action
The aspect of implementation or adjustment
Induction: or the initiation of experience. They
gain acceptance of others in the field
Reformation: or the acknowledgment that the
person is accepted and successful, leads to
immersion in the field. He/she asserts
convictions of role in society
Integration: or the synthesis of the older group
members’ convictions and the individual’s
convictions into a compromise
Mechanisms of Career Development
During each step the individual may return to a
previous step or take additional steps to alter
any prior decision
Career development is an evolving conception of
self-in-situation that occurs over time
Related the personality dimensions set forth by
Erikson to career development through the
“crisis” experienced by the psychologically
healthy person
BORDIN & ASSOC.
 Vocational choice based on identifying the
gratifications that varieties of work offer
individuals
Emphasized the importance of early experiences
to occupational pursuits-psychodynamics
Theory was designed to cover the life span of an
individual but excluded individuals whose
occupational motivation is constrained severely
by external economic, cultural, and geographic
forces
STEFFLRE
Counselor should search for the hidden meaning
that lies behind choice
Counselors should aim at helping students
understand themselves rather than being
concerned with their making wise choices
BROWN
Value-based theory of career development;
individuals act and make decisions that are
influenced by their values
IMPLICATIONS OF CAREER THEORIES:
Counselors MUST
Understand the process and characteristics of
human development
Understand the basic human needs and special
needs of persons and their relationship to career
development and decision making
Be able to assess and interpret individual traits
and characteristics and to apply these
assessments to a variety of client career-related
needs
Assist clients to recognize that unforeseen or
chance factors may alter career planning
Recognize the rapid changes in the way people
live and work
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5 CONCEPTS OF DEVELOPMENT
RELATED TO CAREER COUNSELING
Development occurs across the lifespan of the
individual
Environment is a significant factor influencing the
development of one’s potential
Career development should recognize the
different age stages through which the individual
progresses
Aptitudes and interests in which individuals excel
should be enhanced by experiences and other
strategies designed to assist them in developing
their full potential
Programs designed to optimize the development
of the individual must also work to inhibit factors
that may prevent such full development.
CAREER EDUCATION
Sidney Marland, Jr.
The totality of experiences through which one
learns about and prepare to engage in work as
part of his/her living
The development of the skills and knowledge
through which individual students may fulfill their
own unique needs with regard to occupational
choice, social responsibility, leisure time activity,
and personal development
Career Education
School-Based
Career Awareness: K to Grade 6
Career Exploration: Grade 7-Grade 9
Career Preparation: Grade 10 to Grade 12
Employer/Experience-Based
Home-Based
Rural Residential-Based
Career Education Goals:
Assist students to explore occupational clusters
Provide them with information about careers
and job market trends
 Equip them with specific and general skills
needed for job entry
Provide counseling assistance to students in the
process of career planning
Functions of Counselors in Career Education:
Provide leadership in:
Identification and programmatic implementation
of individual career developmental tasks
Identification, classification, and use of self,
education, and occupational information
Assimilation and application of career-decision-
making methods and materials
Eliminating the influence of both racism and
sexism
Expanding the variety and appropriateness of
assessment devices and procedures required for
sound personal, educational, and occupational
decision-making
Emphasizing the importance of and carrying out
the functions of career counseling
3 process Dimensions of Counselor Functions:
Planning and Design
Implementation
Evaluation
Characteristics of 3 program Dimensions (within the
each 3 of the 3 process dimensions)
Knowledge
Leadership
Management
Direct Service
Indirect Service
CAREER PLANNING AND PLACEMENT
The systematic assistance given to students in
developing goals and choices related to their
educational and vocational futures
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Primary emphasis:
Create understanding of the many problems that
confront students in their immediate and long-
range planning
Determining how to do something about them
CAREER PLANNING AND PLACEMENT
Purpose of Planning: to minimize the
possibility of error in choosing among the
multitude of career paths and alternatives
Focus of Planning: the student, his/her career
goals, abilities, interests
Placement
Must be student oriented rather than institution
oriented
Involves both in-school and out-of-school
activities
Good placement results in opportunities for the
individual to develop and achieve consonant with
objectives
CAREER PLANNING AND PLACEMENT
Follow-Up
Conducted to determine whether individuals are
developing in their placement
3 major systems that describe students:
A system of drives
An internalized system of rewards and
punishment
A system of adaptive mechanisms
PLANNING, PLACEMENT AND FOLLOW-UP
ACTIVITIES
Career development is a process, not an event-
a process that unfolds at varying rates and
different times for different people
Counselors should encourage students to form
flexible plans, taking into account related
occupational areas
 Flexible planning should produce a network of
vocational goals, including both vertical and
horizontal occupational mobility
PLANNING, PLACEMENT AND FOLLOW-UP
ACTIVITIES
Information Needed for Planning Activities:
Students’ interests, strength and stability
Relationship of individuals’ interest to his abilities
and aptitudes
Extent to which the individual’s interests are
manifested in the education program
Students’ aptitudes and abilities
Information Needed for Planning Activities:
Students’ special subject abilities, reading abilities,
and working efficiency as realted to level of
achievement
Students’ physical and emotional health
Students’ social and personal characteristics and
background of family traditions, economic
resources, and personal contacts
Parent Conferences
The counselor’s task is to help parents realize
that educational-vocational predictions cannot
be made on the basis of a single event, but rather
must take form during a long-term
developmental process
Planning with Individuals
At least twice a year with counselor
Individualized Education Plan (IEP)
Planning through Groups
Orientation
Homerooms
Other activities
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Placement Activities
Placement: the selective assignment of a person
to a position
Can be in-school and out-of-school
Job Placement Process (Brown & Feit)
Survey students’ placement needs
Survey of job opportunities
Pre referral assessment and training
Referral to employers
Placement Follow up
Follow-up Surveys
To obtain information as to how well students
do without completing school
Help students realize the problems that lie ahead
Gain an appraisal of school programs and
services
Obtain ideas for improving school services
Basic Requirements of Planning, Placement and
Follow-up (PPF)
Must be current in outlook and dynamic in
practice
Provide for equality of opportunity so that no
individual will be deprived of educational-
vocational opportunities because of race,
religion, physical, social, or economic conditions
All school personnel contribute to PPF
Every student shall have the benefit of PPF
The individual’s right and freedom of choice shall
be respected
CAREER PLANNING AND DECISION
MAKING IN SCHOOLS
3 Common Experiences
 Development/growth
Education
Work
Developmental framework principles
All students should be provided with an
opportunity to develop an unbiased base from
which they can make their career decisions.
The early and continuous development of
positive pupil attitudes toward education is
critical.
The student must be taught to view a career as
a way of life and an education as a preparation
for life.
Students must be assisted in developing adequate
understanding of themselves and must be
prepared to relate this understanding to both
social-personal development and career
educational planning.
Developmental framework principles
Students at all levels must be provided with an
understanding of the relationship between
education and careers.
Pupils need an understanding of both where and
why they are at given point on the educational
continuum at a given time.
Pupils at every stage of their educational
programs should have career oriented
experiences that are appropriate for their levels
of readiness and simultaneously meaningful and
realistic.
Students must have opportunities to test
concepts, skills, and roles to develop values that
may have future application.
Developmental framework principles
The school career counseling and guidance
program is centered in the classroom, with
coordination and consultation by the school
counselor, participation by parents, and resource
contributions from the community.
The school’s program of career counseling and
guidance is integrated into the functioning
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counseling and guidance and total educational
programs of the institution.
Students must be prepared to cope with the
dramatic changes in the world of work that have
eliminated many of the traditional characteristics
of careers of the past
Students must be assisted in developing the
maturity necessary for making effective career
decisions and entering the world of work
SCHOOL COUNSELOR’S ROLE IN
STUDENT CAREER DEVELOPMENT
Career Counseling: parental counseling, group
counseling, and group guidance activities
represent contributions of the counselor to the
career development of the individual and the
school’s career education program.
Career Assessment: both standardized and non-
standardized assessment techniques
Resource Person and Consultant: serves as a
resource person to the individual teachers
involved in the career education program
Linkage Agent
TECHNIQUES FOR CAREER
PLANNING AND DECISION MAKING
Self-awareness: aptitudes, interest, values,
personality traits
Educational Awareness: awareness of the
relationships between self, educational
opportunities, and the world of work
Career Awareness: developing recognition of the
relationships among values, lifestyles and careers
TECHNIQUES FOR CAREER
PLANNING AND DECISION MAKING
Career Exploration: represents a movement
toward a systematic, planned inquiry and analysis
of careers that are of interest
 Career Planning and Decision Making: need to
narrow career possibilities and then proceed to
examine and test these options as critically as
possible
Placement and Follow-up
Educational Placement

Career Counseling in Non-School Settings

Provide support in building and maintaining
positive attitudes towards one’s worth and
dignity
Explore possible retraining and other avenues
for improving employment opportunities
Provide any and all geographic information
Assess the actual reasons for employment
difficulties

Career Counseling in Non-School Settings

Assist individuals in accurately gauging their
present state of motivation
Help the individual to consider the relative
importance of such factors such as salary, use of
abilities, status, etc.
Assist in developing job-seeking behaviors
Provide placement and follow-up services if no
other opportunities exist in the area served

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COMPILED By: MON
RATIONALE
The Implementing Rules and Regulations (IRR) of
the Enhanced Basic Education Act of 2013, Rule V
states that the Department of Education (DepEd) is
mandated to properly guide secondary-level learners
in choosing career tracks that they intend to pursue
through informed career choices towards becoming
productive and contributing individuals through:
a)integration of career concepts in the curriculum
and undertaking teaching in relevant learning areas;
b)conduct of career assessments;
c)conduct of regular career advocacy activities;
d)conduct of continuous professionalization and
capacity building of guidance counselors, career
advocates, and peer facilitators;
e)development or accreditation of training programs
on career advocacy;
f)establishment of a career advocacy unit and
provision of adequate office space in high schools;
and
g)designation of guidance supervisors at the division
level and career advocates at the school level.
RATIONALE
This is also the focus of RA 11206 known as the
“Secondary School Career Guidance and Counseling
Act.” Specifically, it calls for the creation of a
National Secondary School Career Guidance and
Counseling Program (CGCP) in all secondary
schools, and such is to be headed by the school
administrator who shall be assisted by a registered
guidance counselor or career advocate.
These guidelines aim to establish procedures that
will guide all stakeholders in planning,
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implementing, monitoring, and evaluation of the
Career Guidance Program.
SCOPE
Career Guidance Program shall be
applicable in all public and private elementary and
secondary schools starting from S.Y. 2023-
These guidelines provide for the
establishment of:
a) a career guidance program that is national in
scope and anchored on legal and theoretical bases
that articulate the goals, objectives, services, and
procedure of the implementation,
b) a structure that identifies focal units, defines
authority, responsibility, and accountability in the
implementation of the program; and
c) a basis for monitoring and evaluation of the
program implementation.
POLICY STATEMENT
These guidelines are issued to ensure the proper
implementation of the Career
Guidance Program. This aims to:
a) institutionalize a policy on Career Guidance
which will serve as a guide for the planning,
implementation, monitoring, and evaluation of the
program;
b) effectively guide individuals in making
informed decisions about their career paths, thereby
fostering better career prospects and personal
development; and
c) ensure consistent comprehension of the
guidelines and procedures outlined in the policy.
IMPLEMENTATION OF THE CAREER
GUIDANCE PROGRAM
The Department of Education, with its strong
commitment to deliver quality education, presents
the following specific components of the Career
Guidance Program.
The school shall also facilitate the conduct of the
following mandated Programs, Projects, and
Activities (PPAs) indicated in Enclosure 1.
CAREER ASSESSMENT
The school, through the
Registered Guidance Counselor (RGC) or
career advocates, shall facilitate
administration of the National Career Assessment
Examination (NCAE) or other career assessment
tools to Grade 9 learners.
Aims to assist learners by equipping them with
significant information related to development. It
shall be conducted by an RGC or career advocate
using the below procedure:
1. The school through the RGC or career
advocate shall conduct orientation to the learners that
the school offers career consultation services. The
orientation shall include the procedure, schedule,
venue, scope, and limitation of the service.
2. During the actual career consultation, each
session shall last a minimum of 30 minutes and a
maximum of 60 minutes. The RGC or career
advocate shall:
2.1. Make an introduction and build rapport with the
learner;
2.2. Ask about the learner’s career concerns;
2.3. Explore the different aspects of the learner’s
concern;2.4. Offer possible options for the learner
scholarships, courses/ degree programs,
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employment information, organization,
referrals/ linkages)
2.5. Offer possible sources of information
(pamphlets, magazines, brochures, or online
resources/ articles); and 2.6. Assist in the creation
of action plans/ outputs.
3. After the consultation, the RGC or advocate
shall haveproper documentation and safekeeping of
documents of all facilitated career consultations.
4. Concerns beyond information on career
guidance shallbe handled by a registered guidance
counselor or shall be referred to other professionals.
2.1. Make an introduction and build rapport with the
learner;
2.2. Ask about the learner’s career concerns;
2.3. Explore the different aspects of the learner’s
concern;2.4. Offer possible options for the learner
scholarships, courses/ degree programs,
employment information, organization,
referrals/ linkages)
2.5. Offer possible sources of information
(pamphlets, magazines, brochures, or online
resources/ articles); and 2.6. Assist in the creation
of action plans/ outputs.
3. After the consultation, the RGC or advocate
shall haveproper documentation and safekeeping of
documents of all facilitated career consultations.
4. Concerns beyond information on career
guidance shallbe handled by a registered guidance
counselor or shall be referred to other professionals.
CAREER COUNSELING
The school through the RGC shall conduct career
counseling, which is a structured process designed to
assist individuals in making informed and well-
aligned decisions about their education, training, and
career paths following the existing ethical and legal
provisions for its practice.
CAREER GUIDANCE PORTFOLIO
All career guidance outputs shall be compiled in the
Career Guidance Portfolio which must contain the
accomplished activity sheets, a copy of academic
grades, assessment results, and activity outputs
relevant to career guidance. Learners may create a
physical (hardcopy) portfolio, using
durable materials that can withstand common
elements (e.g., long folder, fastener, plastic envelope,
clear book, or other materials available at home) or
an electronic (softcopy) portfolio or e-portfolio. This
portfolio will be utilized until they finish Senior High
School.
b.4. have good oral and communication skills;
and
b.5. have basic knowledge in career guidance,
facilitation,coordination, program development, and
evaluation.
c. designate a dedicated career guidance center/
room
(pursuant to RA 11206);
d. coordinate with the Division Youth Formation
Coordinators, and
e. submit a complete quarterly report on the status
of Career Guidance implementation to the Division -
Youth Formation Coordinator (Enclosure 3).
SCHOOL

2. The Registered Guidance Counselor or

CURRICULUM EXITS TRACKING Guidance Designate shall:
SURVEY
a. serve as co-lead in the implementation of the
All schools shall ensure to disseminate the CGP;
curriculum exits tracking survey to all graduating
b. provide other guidance services necessary for
students at least two (2) weeks before the graduation
the implementation of the program;
ceremony using the prescribed template provided in
Enclosure 2. c. facilitate the conduct of CGP activities; and

SCHOOL d. provide technical assistance in the conduct of

activitiesrelated to CGP.
1. The School Head shall:
3. The Career Advocate shall:
a. serve as the lead implementer of the CGP in
the school within their jurisdiction; a. assist the Registered Guidance Counselor or
guidance designate in the implementation of Career
b. designate two (2) Career Advocates, one (1)
Guidance
male and one (1) female, from the pool of career
advocates that passed the assessment and Program activities in the school;
certification, with the following qualifications:
b. refer learners who need other guidance services
b.1. permanent teaching personnel; to the respective Division Registered Guidance
Counselor; and
b.2. must be flexible;

b.3. have good interpersonal skills;

COMPILED By: MON
 c. coordinate with other stakeholders
involved conducting Career Guidance
Program activities.
SCHOOLS DIVISION OFFICE
The Division Youth Formation Coordinator (DYFC)
of the School Governance and Operation Division
(SGOD) shall:
a. spearhead the implementation of the CGP at the
Division level including conduct of training,
assessment, certification of teachers as designated
career advocates;
b. endorse to the Regional Office the list of
designated career advocates;
c. provide technical assistance to respective schools
in the delivery of CGP;
d. provide career guidance learning materials
supplementary materials for the schools in
coordination with
CURRICULUM AND INSTRUCTION DIVISION
(CID);
e. establish linkages with other government offices,
NGOs and groups relative to the conduct of career
guidance activities;
f. support, monitor and evaluate the conduct of
career guidance activities; and
g. submit the consolidated schools’ Career
Guidance Program Monitoring and Evaluation
Report to the Regional Office (Enclosure 3).
COMPILED By: MON
SCHOOLS DIVISION OFFICE
2. The Edukasyon sa Pagpapakatao (EsP)
Supervisor of the Curriculum Implementation
Division (CID) shall:
a. lead the contextualization and development
of the careerguidance modules;
b. provide technical assistance to respective
schools in thedelivery of CGP;
c. assist in the conduct of training, assessment,
and certification of teachers; and
d. support, monitor, and evaluate the conduct of
career guidance activities.
REGIONAL OFFICE
1. The Regional Youth Formation Coordinator
(RYFC) of the Education Education Support Service
Division (ESSD) shall:
a. lead the implementation of the career guidance
program at the Regional level
b. assist the SDOs in conducting training,
assessment, and certification of teachers;
c. provide technical assistance to SDOs in the
delivery of CGP;
d. ensure that the CGP is properly implemented in
the region;
e. establish linkages with other government offices,
NGOs and groups relative to the conduct of career
guidance activities; and
f. submit the consolidated schools’ Career Guidance
Program Monitoring and Evaluation Report to the
Central Office (Enclosure 3).
2. The Edukasyon sa Pagpapakatao (EsP)
Supervisor of the Curriculum and Learning
Management Division (CLMD) shall:
a.lead the contextualization and development of the
career guidance modules;
b.provide technical assistance to respective SDOs
in terms of the implementation of CGP;
c.assist in the conduct of training, assessment, and
certification of teachers; and
d.support, monitor, and evaluate the conduct of
career guidance activities.
CENTRAL OFFICE
1. The Bureau of Learner Support Services
(BLSS), through the Youth Formation Division
(YFD), shall:
a. lead the development of plans, policies, and
strategic direction of the CGP;
b. ensure proper implementation of the CGP
through monitoring and evaluation mechanisms;
c. convene and lead the Career Guidance National
Technical
Working group activities;
d. assist in the training, assessment, and
certification of
Career Advocates; and
e. consolidate the regional Career Guidance
Program Implementation Report.
2. The Bureau of Curriculum Development
(BCD) shall:
a.ensure that Career Guidance concepts are
integrated into the basic education curriculum;
b.lead the development of career guidance
materials; and
COMPILED By: MON
c.provide technical assistance in the training,
assessment, and certification of Career Guidance
Advocates.
CENTRAL OFFICE
3. The National Educators’
Academy of
Philippines (NEAP) shall:
a.lead in the design, development, and delivery of
training, assessment, learning materials, certification
of Career Advocates; and
b.ensure that all Career Guidance Training Modules
are quality-assured and certified.
BUDGET ALLOCATION
All expenses incurred relative to the implementation
of the Career Guidance Program shall be charged
against Local Funds and/or Program Support Funds
(PSF) downloaded by the Central Office.
MONITORING AND EVALUATION
The Bureau of Learner Support ServicesYouth
Formation Division, together with the Bureau of
Curriculum Development shall monitor and evaluate
compliance to the provisions of these guidelines. For
questions, clarifications, and recommendations you
may email blss.lfd@deped.gov.ph/
bcd.od@deped.gov.ph or you may call the office
landline at (02) 8637-9814/ (02) 86327746.
REFERENCES
Department Order 43, s. 2013. Implementing Rules
and Regulations (IRR) of Republic Act No. 10533
Otherwise Known as the Enhanced Basic Education
Act of 2013.
Peñano-Ho, Leticia, Life Career Development
Program and Career Counseling Manual.1989
Republic Act No. 9258 An Act Professionalizing the
Practice of Guidance and Counseling and Creating
for this Purpose a Professional Regulatory Board of
Guidance and Counseling, Appropriating Funds
Therefor and for Other Purposes.

Republic Act No. 10533 An Act Enhancing the

Philippine Basic Education System by Strengthening
Its Curriculum and Increasing the Number of Years
for Basic Education, Appropriating Funds Therefor
and For Other Purposes.

Republic Act No. 11206 An Act Establishing a

Career Guidance and Counseling Program for All
Secondary Schools and Appropriating Funds
Therefor.

THANK YOU
FOR
YOUR
ATTENTION

COMPILED By: MON