“Teachers are regarded as guidance workers.

This is a concept acceptable within the broader meaning of

guidance. They are the key persons in the

guidance program in the classroom”.

“To give light to them that sit in darkness, in the

shadow of death, to guide our feet in the way of

peace”.

“Guidance is

educationand

education is

guidance.”

GuidanceAnd

Counseling

Guidance

What is Guidanc

e?

Arthur J. Jones

Osays that guidance involves personal help given by someone; it is designed to assist individuals to decide where they want to go, what they want to do, or how they solve problems for the individuals but helps to solve them.

Carter Good

Oguidance is a form of systematic assistance, aside from regular instruction, to pupils, students, or to others to help them acquire knowledge and wisdom, free from compulsion or prescription, and calculated to lead self-direction

William J. Bennet

Osees guidance as a process of assisting individuals to determine their physical, social, intellectual and personality assets and liabilities as well as to know the conditions, requirements, and opportunities of the situation confronting them, …

William J. Bennet

O…so that possessed of these two types of knowledge, they can make wise and intelligent choices and adjustments and embark upon suitable courses of action as regards their problems, their needs, and their opportunities.

Gary Kelly

Odefines the term as that phase of the educative process which consist in the appraisal of the abilities, interests and needs of individual pupils in order to counsel them concerning their problems, …

Gary KellyO…to aid them in formulating plans for realizing their capacities, and to assist them in making decisions or adjustments which will promote their well-being in school, in life and in eternity.

Aims and Purposes

of Guidance

1. Help individuals, by their own effort as far as possible, to achieve up to the level of their own capacities, to gain personal satisfaction in as many aspects of their lives as possible, and to make their maximum contribution to society;

2. Assist them to meet and solve their own problems as they arise, to make correct interpretation of facts, and arrive at wise choices and decisions;

3. Help individuals lay a permanent foundation for sound, mature adjustments, and assist them to live a well-balanced life.

What are the Bases

of Guidance

?

1987 Constitution states that …

“…all educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respects for human rights, and appreciation of the role of national heroes in .

…Strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge , and promote vocational efficiency.” [Art.XIV Sec.3(2)]

Education Act of 1982 or B.P. 232 provides that …

“ …students have the right to school guidance and counseling services for making decisions and selecting the alternatives in the fields of work suited to their Philippines.”

Guidance and

Discipline

Discipline is an elusive concept.

Combining the terms “guidance” and “discipline” tends to create disagreement and produces additional confusion. Balance needs to be found in the relationship between the two terms.

Concepts of

Discipline

Discipline is the most commonly related to situations involving the handling of misbehavior by imposing punishment.

Principles of Organization

andAdministrati

on of Guidance

“I am a man of fixed and unbending principles, the first of which is to be flexible at all times.”

- Everett Dirksen

PRINCIPLE is considered as a law, a doctrine, a policy, or a deep-seated belief which governs to conduct of various types of human activities

Different Principles of Organization

AndAdministration

of Guidance

1. The guidance service should arise out of the interests, needs, and purposes of the students in the school which it serves.

2. The guidance services should be continuous and serve all youth, not merely the maladjusted one.

3. Guidance service should be concerned with the whole individual in his/her total environment and with specific needs and problems.

4. Guidance service should be organized to deal not only with serious after they arise, but also with the causes of such problems.

5. It should provide for all phases of student problems and student study.

6. It should provide for specialist;

• should be so organized and administered

• constantly strengthen all other members of the school personnel and help them in their problems

7. It should provide for securing and recording, through tests and other devices, adequate information regarding occupational requirements and opportunities.

8. All guidance activities should be directed toward improved individual self-knowledge and self-direction.

9. A functional guidance program should be an integral part of the total school program and be vitally related to home, community, and other out-of-school experiences of students.

10. It should be as simple as possible and should be easy to organize and administer.

11. It should provide for leadership and for coordination of all agencies of school and community for the long term guidance of youth.

The Guidance Program

andServices

GuidanceAnd

Counseling

The Guidanc

e Progra

m

A set of planned activities with desired goals that is carefully planned. This will serve as an action plan for the wise management and proper implementation of the program.

Basic Organizational Principles

•It should be based upon the goals or aims of the program.

•Definition of authority and line of responsibility must be clearly defined.

•Operation has to be systematic with the extent of control that is well-established.

•Good leadership and human elements must be indicated.

The Guidanc

e Service

s

Guidance services are designed to help students to recognize, accept, and develop their potential, to adjust to school, and to develop the skills they need to cope with the problems they meet.

Individual Inventory Service

• This is a service which provides a synthesis of information about individuals which can be used to gain understanding of themselves as persons- their potentials and liabilities, abilities, interests and needs

• The primary objective of this service is to have the necessary information about the individual client.

Information about the learner included in

the inventory :•Individual identification data •The cumulative records

•Test records

Non-Test Techniques

or Self-Evaluation

Reports

• Non-test appraisals of the individuals can help teachers, counselors and administrators understand the learners-their thoughts, emotions, and impulses and how they deal with these aspects of their inner life.

The Information

Service

• This service makes available to learners certain kinds of information not ordinarily provided during the regular period of instruction. Such information is necessary to guide them in making intelligent vocational or educational choice or in personal and social adjustment.

The Follow-up Service

• It is a service intended to secure information about former students, and to provide continuing services for students after they leave school.

The Counseling

Service

• Its primary objective is to give proper assistance according to every learner’s need and thereby develop desirable attitudes and values

The Placement Service

• This service is concerned with helping the students choose wisely and then begin working toward the goal.

Other guidance services:

•Testing Services and Interpretations

•Remedial and Enrichment Services

•Vocational and Career Services

Classification of Information available to

the learners in a program of Guidance

Services:1.Educational Information

2.Social Information

3.Occupational Information

Counseling

Counseling and guidance, concept that institutions, especially schools, should promote the efficient and happy lives of individuals by helping them adjust to social realities.

Counseling Defined

Dugald Arbuckle defines counseling as a process in which the counselor assists the counselee to make interpretations of facts relating to choice, plan or adjustment which he needs to make.

Carl Rogers defines counseling as a definitely structured, permissive relationship which allows the client to gain an understanding of himself to a degree which enables him to take positive steps in the light of his new situation.

Gilbert Wrenn says that counseling is concerned with decision-making skills and problem resolution where the counselor aids in decision-making, in expanding his behavior patterns in desired directions.

Donald Stefflre defines counseling as learning—teaching process, for the client learns about his life space. If he is to make meaningful and informed choices, he must know himself and the world in which he lives.

Purposesof

Counselingin School

Merle Ohlsen offers the secondary purposes of

counseling:oTo provide information important to a person's growth and development.

oTo get information from persons which will be of help to them in solving their problems.

oTo establish a feeling of mutual understanding between pupils/students and teacher.oTo help the individuals work out a plan for solving their difficulties.

oTo help the individuals know themselves better, their interests, abilities, aptitudes, and available opportunities.

Five General Goals

ofCounseling

o Facilitating behavior change

oImproving client's ability to cope

oEnhancing the client's ability to cope

oPromoting the decision-making process

oFacilitating client potential and development

Types of Counseling

Directive Counseling

Also termed as clinical counseling associated with the clinical method by Williamson this type of counseling is mostly counselor-centered …

Directive Counseling

…because it allows the counselor to give the counselee information about the latter, his/her opportunities, and his/her problems.

The five steps are given by Williamson for directive counseling are as follows:

•Clinical analysis

•Diagnosis

•Prognosis

•Counseling

•Follow-up

Non-directive CounselingThis type of counseling is

an offshoot of the theories of Rogers and Strang. This type is regarded as client-centered because the responsibility is given to the clients for exploring their own problem. Emphasis is given to the individual, not the problem.

Eclectic CounselingA combination of the good

features of the directive and non-directive counseling is eclectic counseling. This type emphasizes that the responsibility of planning and carrying out the counseling process is dependent on the counselor while the development of insight and decision-making rests on the counselee.

Elementsof

Counseling

•Counselor

•Counselee

•Counseling Environment

Principles and Essentials

ofCounseling Procedures

Essentials of the

Counseling Process

The Relationshi

pBuildin

g rapport is the

key!

Atmospher

eAt

ease

Facilitation of Counselee's EffortsFacilitate, not dictate!

Attention to

Life's Adjustment

sRelate to the counselee!

Follow-upDid it work?

 Principles of

Counseling

Principle of Individualism

This requires the counselor to recognize and understand the clients’ unique characteristics

In applying the principle of individualized, three things must be remembered:

•Each client is a unique individual.

•Each problem s/he presents is a specific one.

•Each counseling relationship should be based on the client and the peculiar circumstances which brought about the problems.

Pointers by which a counselor can make the clients feel they are being treated as individuals:

•Consider the clients’ needs and constraints.

•Take special care in keeping appointments.

•Prepare well for the interview.

•Maintain proper pacing.

Principle of Purposeful

Expression of Feelings

The counselor must recognize the clients’ need to express their feelings freely.

Principle of Controlled Emotional

InvolvementThis implies that the counselor avoid being overwhelmed by the counselee’s emotions during the counseling process.

Principle of Acceptance

The counselor takes the clients as they really are.

Principle of Non-Judgmental

AttitudeThe principle of non-

judgmental attitude is based on the need for the counselor to be free of preconceived notions.

“My basic principle is that you don’t make decisions because they are easy, you don’t make them because they are cheap, you don’t make them because they’re popular, you make them because they’re right.”

-Theodore Hesburgh