Guidance

Guidance Curriculum
Curriculum
and
and Syllabi
Syllabi
Imelda V. G. Villar, Ph.D.
Vice-President, PGCA
PHILOSOPHICAL,
PSYCHOLOGICAL AND
SOCIOLOGICAL
FOUNDATIONS OF
GUIDANCE
 Course Description

3-unit course that covers the

theoretical basis of Guidance and
Counseling. Its main purpose is to
deepen understanding and
appreciation of the view and nature
of man through a transdisciplinary
approach.
 Course Objectives
Be able to:
– explain the philosophical,
psychological and sociological basis of
Guidance and Counseling.
– demonstrate professional skills and
competencies in the helping
relationship.
– manifest valuing for the importance
of understanding human being through
the transdisciplinary approach.
 Course Content
PHILOSOPHICAL PERSPECTIVE

 Philosophy of human beings

• Ancient Greece
• Medieval Age
• Renaissance/Enlightenment

 Modern Philosophy
• Rationalism
• Empiricism
 Course Content
Contemporary Philosophy

• Existentialism
• Phenomenology
• Pragmatism
• Realism
• Constructivism
 Course Content
PSYCHOLOGICAL PERSPECTIVE
Schools of Thought
• Structuralism
• Functionalism
• Gestalt
• Psychoanalytic
• Behaviorism
• Cognitive
• Humanistic
• Contemporary Theoretical Approaches
 Course Content

Areas of Concentration in Psychology

• Proponents
• Period
• Belief of human beings
• Method Used
 Course Content
SOCIOLOGICAL PERSPECTIVE
Social Structures ( How these institutions
view human being)
• Family
• Schools/Education
• Community
• Church
• Government
 Course Outline

Theoretical Perspectives in Sociology

• Chaos Theory
• Social Order Theory
• Consensus Theory
• Conflict Theory
• Ecological Theory
 Methodology

• Lecture / Discussion
• Journal writing
• Group Process
• Critiquing
• Case Analysis
• Movie Analysis
 Output

• Personal Philosophy of the human

being
• Personal Counseling Philosophy
 References

• Philosophy books
• Philosophical Journals
• Psychology Books
• Psychological Journals
Organization, Administration
and Supervision of Guidance,
Counseling Services and
Program Development
 Course Description
3-unitcourse designed to give students an
overview of organization, administration
and supervision of guidance and counseling
programs and services. It exposes
students to the entire range of services
provided in the public and private schools
as well as those in industry and
community. It equips students with the
necessary knowledge and skills on how to
develop appropriate programs.
 Course Objectives
Students would be able to
• Define and distinguish the different
guidance services in terms of: nature,
purpose, delivery, ethics
• Describe the roles and functions of
the Guidance personnel
 Course Objectives

• Concretize the physical facilities

required for appropriate delivery of
services
• Illustrate the budget required for
running the necessary activities
• Draw up a concrete Guidance Program
Plan
 Course Outline

Basic Concepts

Needs Assessment: Foundation

for Program Development
Development and design of needs’
assessment tools
 Course Outline
Guidance Models: Principles and
Fundamental Concepts
• Developmental School Guidance and
Counseling
• Comprehensive Guidance Program
• The Teacher Advisor Program
• Invitational Learning
• Existing models (local and foreign)
 Course Outline

Guidance Services
• Counseling
• Consultation
• Individual Inventory and Testing
• Information
 Course Outline

• Placement
• Wellness and Prevention
• Follow-up
• Referral
• Research
• Evaluation
 Course Outline
 The Guidance Personnel
– Guidance Counselor
– Psychometrician
– Researcher
– Secretary
• Functions
• Qualifications
• Ethical Responsibilities
 Course Outline

The Guidance Facilities

• Counseling Room
• Testing Room
• Multipurpose Room
• Waiting Area
 Course Outline

 Budget
• Sources
• Expenses
 Course Outline
Organization, Administration and
Supervision
1. The Elementary School Guidance and

Counseling Program
2. The Secondary School Guidance and
Counseling Program
3. The Tertiary School Guidance and
Counseling
 Course Outline

4. Community Guidance and Counseling

Program (NGO, Church,
Rehabilitation Centers, LGUs,
Hospital, other human service
institutions)
5. Guidance and Counseling Program in
the Industrial Setting
 Course Outline

 Program Development

 Program Evaluation: Issues

on Accountability
 Course Requirements

• Guidance Program analysis and

evaluation
• Program Proposal
– School setting
– Hospital Setting
– Industrial Setting
– Community Setting
 Methodology

Lecture
Discussion
Individual report
Preparing Guidance Forms
Critiquing
Field exposure and research
 References

• Introduction to counseling and

guidance. Ohio: Merrill
• Parsons, R.D. and Kahn, W.J. (2005).
The school counselor as consultant.
• Belmont, California: Thomson
Brooks/Cole.
• Schmidt,J. (2005). Comprehensive
counseling and guidance Program.
• http://www.com/deets/guidance.htm
.
 References

• Stone, C.B. and Dahir, C.A. (2004). School

counselor accountability.
• New Jersey: Pearson Prentice Hall.
• Technical Aid Packet on School-Based
Client Consultation, Referral and
Management of Case (2005).
• Gibson, R.L. and Mitchell, M.H. (2003).
• h
ttp://www.smhp.psych.ucla.edu/qf/stud
ent-tt/topic3-reading.pdf
Counseling Theories and
Techniques
 Course Description

• 5-unit course with laboratory exposes

the students to the different
counseling theories, techniques and
applications in educational, industrial,
clinical and community settings.
Emphasis is on various cognitive,
affective, and behavioral approaches in
counseling. Skills in counseling within
ethical framework are expected.
 Course Objectives
The students would be able to:
• describe how one’s person, values,
needs, and knowledge enter
counseling practice
• distinguish various counseling
approaches/techniques
• differentiate the various stages of
the counseling process
 Course Objectives

• utilize the various Guidance

Services in helping the client
• manifest the requisite skills and
ethics in handling clients
 Course Outline
• Counselor: Person and Professional
• The Counselor as a Helping Person
• Counselor Values and Standard of Behavior
– moral/ethical
– social/interpersonal
– intellectual
– spiritual
• Counseling Skills/Relationship Strategies
 Course Outline
• Ethical/Legal Issues in Counseling
Practice
– Uses of assessment instruments,
information, referrals and follow-up in
counseling
– Guidelines for ethical practice
– Accountability
– Multicultural and Family issues
• The Counseling Process ( Basic
Counseling Skills/Stages of
Counseling)
 Course Outline
Major Counseling Theories and Techniques:
framework for discussing each technique
– Proponent/s
– View of the Human Being/Theory of
Personality Development
– Sources/Nature of Difficulty/Maladjustment
– Goal of counseling
– Role of Counselor
– Counseling Strategies
– Steps in Counseling
– Contributions/Limitations
 Course Outline
– Psychoanalytic
– Adlerian
– Existential
– Person-Centered
– Gestalt
– Reality
– Behavior
– Rational-Emotive
– Cognitive-Behavior
– Family Systems
– Multicultural Counseling and Therapy
 Course Outline

• Integration and Application

– Trends in Counseling and
Psychotherapy
– Issues in Counseling (legal, ethical,
spiritual/religious, etc.)
– Evaluation in Counseling
 Course Requirements
• Attendance
• Recitation/class participation
• Quizzes/Chapter or Unit exams
• Counseling Philosophy
• Counseling Simulation
• Audio or video counseling with
typescript
 Methodology

Lecture discussion
role playing simulation exercises
video/tape demonstration
critiquing and case analysis
educational tour
 References
• Family Code
• Children’s Rights
• Women’s Rights
• Anti-Sexual Harassment Law
• Human Rights
• Guidance Journal (PGCA)
• Counseling in Perspective: Theory, Process
and Skills. Dr. Lily Rosqueta-Rosales
• Relevant Counseling Theory, Research and
Practice: Contextualizing Multicultural
Counseling and Therapy (Dr. E.P. Aguilan,
2004)
 References

• Counseling Research and Practice in the

Philippines (Clemena,1996)
• Journal of Counseling Psychology (PACERS)
• Counseling: A Comprehensive Profession.
Nelson-Jones (2001).
• Essential Counseling and Therapy Skills. Gladding
(2000)
• MCT by Bea Wherly Exemplar (Chi Sigma Iota;
Evangeline Aguilan)
• Western Approaches to Counseling in the
Philippines, NLP, etc. (Villar)
• Others
Psychological Testing
 Course Description
4-unit lecture/laboratory course that
provides practical knowledge of
different assessment tools including
standardized tests, observation,
interviews, and other authentic
measures utilized in counseling.
Students are equipped with skills
through hands-on experience in
selecting, administering, scoring and
interpreting tests, constructing non-
test assessment tool and designing a
testing program.
 Prerequisite

• Statistics
 Course Objectives

• apply the correct tools for making

norms and validating tests
• make a stand and correctly defend
issues in assessment
• practice ethics in testing and
assessment
 Course Objectives
Students would be able to
• select, administer, and score
appropriate tests for given
populations
• ethically and effectively interpret, in
oral and written form the different
assessment tools
 Course Objectives

• construct non-test assessment tool

• design a working and appropriate
testing program.
 Course Outline
• History of Psychological Testing :
Abroad and in the Philippines
• Basic Testing Concepts
– definition of testing, assessment,
evaluation, measurement,
standardized testing, psychological
test, nontest/authentic measures
 Course Outline
• Nature and Principles of
Psychological Testing
• Uses of Tests
• Characteristics and Attributes of a
Good Test
– Reliability and Validity
– Norms
 Course Outline
• Major Types Of Tests
– Intelligence
– Aptitude
– Achievement
– Diagnostic
– Personality
– Attitude
– Values
– Interests
 Course Outline
• Non-test Techniques/Authentic
Measures
– observation
– interview
 Course Outline

• Consideration in Administering and

Scoring Psychological Tests
• Test Interpretation
– Understanding Norms
– Psychological Test Report Elements
– Understanding Psychological Variables
• Using Data in Counseling
 Course Outline

• Norm Development and

Interpretation
• Issues (based on new trends)
• Ethics in Selection, Administration,
Interpretation, Communication,
Sharing and Usage
• Principles in Test Development
 Methodology
• Methodology
• Lecture
• Discussion
• Actual Test Administration
• Actual Test Scoring
• Actual Written Interpretation
• Actual Oral Interpretation
• Test Evaluation
• Norm Development
• Exercises on Ethical Critical Incidents
Materials and Facilities
• Updated Test Materials
• Computer Software (SPSS or
Statistical)
• Journals/Books
• Internet
• Testing Room
 Requirements

• Attendance and Class Participation 25 pts

• Oral Reports 25 pts
• Psychological Report 30 Pts
• Simulation 30 pts.
• Assessment Instrument 30 pts
• Exams
• Midterm 30 pts
• Finals 30 pts
• 200 pts
 References
• Anastasi,A. & Urbina, S. (2002) Psychological testing 7th ed Upper
Saddle River, New Jersey: MacMillan Publishing Co.
• Aiken, Lewis ((2000). Psychological testing and assessment Boston:
Allyn & Bacon.
• Cohen,R.J. & Swerdlik, M.E. (2005). Psychological testing and
assessment Introduction to tests and measurement. 6th ed. New
York: McGraw-Hill Companies.
• Drummond,R.J. (2004). 5th ed. Appraisal procedures for
counselors and helping professionals.Upper Saddle , New Jersey:
Pearson Prentice Hall.
• Murphy, K.R. & Davidoshofer, C.O. (1998). Psychological testing
principles and applications.Upper Saddle River, New Jersey.
• Newmark,C S. (1985). Major psychological assessment instruments .
Boston: Allyn & Bacon.
• Whiston, S. C. (2000). Principles and applications of assessment in
counseling. CA: Brooks/Cole Thomas Learning.
Career Development
 Prerequisite

• Psychological Testing
• Group Process
• Counseling Techniques
 Career Development

• Prerequisites: Counseling
Techniques, Psychological Testing and
Group Process, Principle of Guidance
 Course Description
• 3-unit course that focuses on theories,
approaches, strategies and techniques in the
conduct of career guidance and counseling
programs. Effective use of assessment tools,
methods of disseminating and use of career
information, simulated and actual career
counseling experiences and activities will be
explored.
• Skills in using test results and other assessment
tools for comprehensive career planning
• Utilizing multimedia in the collection and
dissemination of career information
• Knowledge of career development theories
• Facilitation of career development programs
 Course Description
• Knowledge and use of factors required for
career planning
• Career counseling skills, techniques, and steps
• Searching and networking for career
information
• Planning and implementation of age- and gender-
appropriate career development programs
• Application of multicultural approach to career
planning
• Facilitating appropriate career placement
 Course Outline

• History of Vocational and Career

Guidance
• Basic Concepts
– Definition: career, job, occupation, work
– Career guidance, career counseling
 Course Outline

• Theories of Career Development and

Career Choice
– Parsons, Super, Tiedeman, Roe, Holland,
Ginzberg, Hoppock, Gybers, Browne,
Krumboltz, Dawis
• Self-exploration in career planning
(intellectual capacities, aptitudes and
abilities, personality traits, physical
appearance and health, age, gender, roles,
needs, interest, values, skills and beliefs,
academic background/training)
 Course Outline

• Environmental consideration
(geographical location, socio
economics status, parental
influence)
• Career Exploration (nature of job,
requirements, working conditions,
benefits and compensation, hazards,
needs, opportunities, work ethics,
rights and gender considerations)
 Course Outline
• Current Perspectives (local, national, global) in the
work place
• Issues in the career decision making process
• Legal issues encountered at the work place
• Career Program Development and Facilitation for
different level
• Test interpretation skills for career planning
• Career planning and counseling skills, techniques,
steps
• Using multicultural career planning
 Methodology
• Methodology
– Lectures
– Hands-on experience in collecting,
storing and use of career information
– Group discussions
– Structured learning activities
– Counseling simulation
– Selection and interpretation of career
assessment materials
 Requirements/Output
• Personal career study
• Making career guidance
brochures/fliers
• Program development, design and try-
out
• Attendance in job fairs
• Interview professionals and job
holders re: specific jobs
 Requirements/Output
• Entrepreneurial plans and feasibility
studies
• Brochures of different industries
• Case studies
• Personal Portfolio
• Video recording of an actual
counseling session and cliniquing
 Facilities and Materials
• Career/occupational and personality
tests
• Internet facilities
• Updates on DOLE, POEA, TESDA
• Newspaper/TV ads
• Video cam
• Computers
• CD player
 References
• Note: Resources/materials regarding
Career Guidance and Development
abound. Students are encouraged to
conduct library research or surf the
net to help widen knowledge.
• Brown, Duanne (2002). CAREER
CHOICES & DEVELOPMENT,2nd ed,
The Jossey-Bass Management Series,
San Francisco USA
 References
• Pandit, S. (2002). DESIGN YOUR CAREER
FOR PROSPERITY IN THE DEJOBBED
ECONOMY, Mc Graw Hill Publishing, New
Delhi India
• Poore, C. (2001). BUILDING YOUR
CAREER PORTFOLIO, 2001, Career Press
Inc., USA
• Schein, E. (1990). CAREER ANCHORS :
DISCOVERING YOUR REAL VALUES.
University Associate, Inc, San Diego,
USA
 References
• Scharnk, L. (1991) CHOOSE THE
RIGHT CAREER. Contemporary
Publishing Co., Chicago, USA
• Santamaria, J (2003). CAREER
PLANNING WORKBOOK, Revised
Edition Makati, Philippines
• Wallace & Masters (2001).
PERSONAL DEVELOPMENT FOR
LIFE AND WORK, 8TH ed. South
Western Thomson Learning, Colorado,
USA
 References

• Books written by the proponents

of the various theories taken up
• http://www.census.gov.ph
• http://www.careerpathonline.com
• http://www. jobsdb.com
• http://ww.jobstreet.com
Course Description: This course covers
systematic analysis of group behavior and
various types of group interaction. It is an
experiential course that focuses on learning
how to apply the varied theories and
techniques of group process, and the skills
in designing and facilitating group
program/activities for human growth.
Group Process
 Prerequisite

• Counseling Techniques
• Psychological Testing
 Course Objectives
Students will be able to:
• Define group process and explain the
theories and techniques in group
process.
• Integrate knowledge of theories,
principles, skills and techniques in
group process.
• Demonstrate competencies in
carrying group counseling activities.
 Course Objectives
• Design psycho-educational training
programs in group counseling.
• Appreciate the art of conducting
group dynamics.
• Facilitate a series of group sessions.
 Course Outline
• Stages of Group development
• Theories of Group Process and Development
• Facilitating Skills
– Activities, structured learning experience
in the Filipino context
– Multicultural approaches in facilitating
groups
– Strategies, techniques and procedures in
handling group sessions
 Course Outline

• Functions of the core elements of group

process
– facilitator
– participants
• Training Components
• Ethical issues in running groups
• Evaluation of the effect of group process
on the participants- Creation of tools for
evaluation (pre-tests and post tests)
• Self Development
 Methodology

• Lectures /discussion
• Group process activities in class
• Experiential Learning
• Application, peer evaluation and
sharing
 Course Requirements
1. Group Development Plan
2. Examinations – Written and
practical exams
3. Psycho-educational programs using
group process
4. Training Design
 References
• Gazda, George M. (1980). Group Counseling:
A Developmental Approach. Boston: Allyn
And Bacon
• Corey, Gerald (1990). Theory and Practice
of Group Counseling. Pacific Grove,
California: Brooks/ Cole Publishing Co.
• Forsyth, Donelson R. (1983). An
Introduction to Group Dynamics. Pacific
Grove, California: Books/Cole Publishing Co.
 References
• Gibson, Robert L. & Mitchel, Marianne H.
(2003). Introduction to Counseling and
Guidance. Upper Saddle/River, New
Jersey: Pearson Education Inc.
• Jacobs, Ed E. (2002). Group Counseling.
Wadsworth Group. Books, Thompson
Learning, Inc.
• Kline, William B. (2003). Interactive Group
Counseling and Therapy. Upper Saddle/
River, New Jersey: Pearson education, Inc.
 References

• Ortigas, Carmela D. (1990). Group Process

and the Inductive Method: Theory and
Practice in the Philippines. Loyola Heights
Quezon City. Ateneo de Manila Press
• Ray, Glen R. (1999). The Facilitative
Leader. Upper Saddle/River, New Jersey:
Pearson Education Inc., & Prentice Hall,
Inc.
• Yalom, Irvin D. (1985). Theory and Practice
of Group Psychotherapy. USA: Basic Books