ORGANIZATION AND ADMINISTRATION OF GUIDANCE SERVICES

Presented by: JAYSON S. HERNANDEZGuidance Counselor ISan Miguel National High School

Training Objective: At the end of this training-

workshop, the participants are expected to:

• Identify different guidance services.•Apply and reflect on the necessary

elements in organizing and administering of a comprehensive guidance and counseling program.

•Make and present sample action plan and accomplishment report.

Guidance Services may be defined as a group of services to individuals to assist them in securing knowledge and skills needed in making plans and services and in interpreting life. 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.

The Essential Guidance Services• Individual Inventory Service• Information Service•Counseling Service•Consultation Service•Referral Service•Placement Service•Follow-up Service•Research and Evaluation Service

The Essential Guidance Services

Individual Inventory Servi

ce

•Individual Inventory Service consists of all information gathered about each individual in school. 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.

The Essential Guidance Services

Information Service

•Information Service is an activity whereby descriptive materials and media are accumulated, organized, and disseminated through individual counseling or through planned group activities.

The Essential Guidance Services

Counseling Service

•The term, "counseling" is a face-to-face helping relationship. It is a mission of service. 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.

Code of Ethics in Counseling Relationship

•Respect the personhood and integrity of the person with whom he works.

•Recognize individual differences.•Clarify his role to the counselee.•Establish professional relationship with

the Counselee.•Explain results of tests and other

diagnostic tests in a comprehensive and constructive manner.

Code of Ethics in Counseling Relationship

•Give information about the Counselee only to persons who can be of help to the Counselee and is done only with the approval of the Counselee and/or his parents or guardian. When revelations may result in possible harm to the Counselee or to someone else, or may endanger the community or the country, he must report the facts to appropriate authorities and take emergency measures to prevent any untoward event or harm to Counselee.

Code of Ethics in Counseling Relationship

•Recommend a referral when it is indicated that the Counselee does not benefit from the guidance relationship, but assume responsibility for the welfare of the Counselee until the guidance responsibility is assumed by the person to whom the Counselee has been referred.

Inappropriate (non-counseling) activities

Appropriate (counseling) responsibilities

• Registering and scheduling all new students

• Administering cognitive, aptitude and achievement tests

• Signing excuses for students who are tardy or absent

• Performing disciplinary actions

• Sending home students who are not appropriately dressed

• Designing individual student academic programs

• Interpreting cognitive, aptitude and achievement tests

• Counseling students with excessive tardiness or absenteeism

• Counseling students with disciplinary problems

• Counseling students about appropriate school dress

Inappropriate (noncounseling) activities

Appropriate (counseling) responsibilities

• Maintaining student records

• Clerical record keeping

• Assisting with duties in the principal’s office

• Working with one student at a time in a therapeutic, clinical mode

• Interpreting student records

• Ensuring student records are maintained in accordance with RA 9470 (National Archives of the Philippines Act of 2007) and NAP Circulars

• Assisting the school principal with identifying and resolving student issues, needs and problems

• Collaborating with teachers to present proactive, prevention-based guidance curriculum lessons

The Essential Guidance Services

Consultation

Service

•In the school setting, the most important benefit derived from consultation is that work with the clients is facilitated. The significant others dealing with them are assisted in improving the environment or situation that contributes to the problem.

The Essential Guidance Services

Referral

Service

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

Kinds of Referral System• Self-Referral System can be usefully employed

when students wish to “drop-in” for sessions without the school and/or parents being involved. It works by using an anonymous pre-booking scheme. In order to book a session, students are asked to tick a list and then to post into a secure letterbox a form on which their name and reason for coming can be written. Actual names are not entered onto the list in order to preserve confidentiality. The reason for coming can sometimes be detailed or consist of perhaps one word, but they offer a useful guide to the counselor.

Kinds of Referral System•School Referral System works as

follows: teachers identify students whom they feel should be referred for counseling. They discuss this list with the counselor and the students they agree about are identified. A letter is then sent home to the student’s parents requesting a meeting. After this initial consultation between the family and the school, the student can begin counseling sessions.

Circumstances that may call for Referral•The guidance counselor believes that he/she

cannot be objective with the client.•The client believes he/she cannot work with

the guidance counselor.•Non-professional relationship has developed

between client and guidance counselor.•He/she needed attention/service is beyond the

competency of the guidance counselor.•The guidance counselor is no longer available.•Specialized attention is needed by the client.

The Essential Guidance Services

Placement Service

• Placement is ensuring that the people are in the right place at the right time. It has to do with helping people find a place that will contribute to their physical, mental, emotional, spiritual health and well-being so that they can be happy, contributing members of society. The Placement Service considers goals; values, needs, interests and capabilities in helping clients find a niche for themselves. It provides clients with options, enables them to act on their choices and helps them adjust to the chosen environment.

The Essential Guidance Services

Follow-up Service

•Follow-up Service helps determine the status of the person who received assistance and what other assistance must be rendered so that the service is complete and holistic. At the same time, the Follow-up Service can determine the adequacy and sufficiency of the programs and services extended in the meeting the needs of its clientele.

The Essential Guidance Services

Research and Evaluation Service

•Research is a service-oriented activity conducted to discover new knowledge, to advance current knowledge, and to substantiate theory. •Program evaluation is a program-oriented activity that seeks to collect relevant information to determine whether program goals are met in terms of outcomes as basis for the modification of the delivery of services.

Code of Ethics in Conducting Research and Publications

•Undertake research to contribute to the advancement of Guidance and Counseling profession.

• In conducting research, adhere to the highest standards of research methodology.

• In reporting results of researches, reveal the identity of the subjects of research only with the permission of the subjects concerned and only for professional purposes.

•Acknowledge the source of his ideas and material in his research as well as in his publications, and recognize divergent opinions from responsible person.

Administration is concerned with the conduct, operation, and management of the guidance program. Administration implies authority and responsibility. As a process it seeks to manage situations by which people of differing skills, interest and abilities focus their efforts to achieve the goals of an enterprise. 

Guidance Program is a system of services designed to improve the adjustment of every person for whom it was organized. Guidance Program is not a merely a specialized service, but becomes an integral part of the educational system. It is responsive to the student’s needs and recognizes the student as an individual. It aims to personalize and humanize the education of the student. It is a collaborative work of the three pillars of the educational system, namely, administration, instruction and guidance.

Basic Organizational Principles

It should be based upon the goals/aims of the program. It must be reflective of the school’s vision/mission providing a favorable situation for its wise implementation. It has to be well prepared to meet the needs of the clients. In the needs analysis survey using a checklist, the community, the parents, the students and the teachers are involved.

Authority and line of responsibility must be clearly defined. An organizational structure will explain the how. A clear definition of the job description of the management staff must supplement the structure.

Basic Organizational Principles

Operation has to be systematic with the extent of control that is well-established. It must evidently present the team of persons responsible for a certain job/activity.

Good leadership and human elements must be indicated. A line of persons involved in the work under a dynamic facilitator should coordinate the guidance services.

Steps in Developing and Managing a Guidance Program

Study of the Real-Life Environment

(Environment Assessment)

Needs Assessment

Priority Setting

Goal/Objective

Formulation

Resources Determinati

on

Strategies Identificati

on

Program Implement

ation

Program Evaluation

Recycling

Sample Model of a Comprehensive Guidance and Counseling Program

I Underlying Philosophy of SchoolA. RationaleB. ConditionC. Operation

II ObjectivesD. GeneralE. Specific

Sample Model of a Comprehensive Guidance and Counseling Program

III Guidance ServicesA. Individual Inventory ServiceB. Information ServiceC. Counseling ServiceD. Consultation ServiceE. Referral ServiceF. Placement ServiceG. Follow-up ServiceH. Research and Evaluation Service

Sample Model of a Comprehensive Guidance and Counseling Program

IV Guidance Staff and ResponsibilitiesA. PrincipalB. Guidance CounselorC. Class Adviser and Subject Teacher

V Community Resources and ReferralsD. Colleges and UniversitiesE. Non-Governmental OrganizationsF. ProfessionalsG. Local Government Units

VI Organizational Chart

Thank You &

God Bless!!!