COURSE TITLE: ORGANIZATION, ADMINISTRATION AND SUPERVISION OF

GUIDANCE
PROGRAMS
UNITS EARNED: 3
PREREQUISITE: PRINCIPLES OF GUIDANCE
PROFESSOR: ALEXA P. ABRENICA, PhD.
Email Address alexapabrenica@yahoo.com
Class Schedule: 1-5 PM September 16-27
COURSE DESCRIPTION: The course will introduce students to the various
aspects related to organization, administration and supervision of guidance
and counseling programs and services. It includes a thorough analysis of the
entire range of services provided in schools as well as those in industry and
community. It is designed to equip students with necessary knowledge and
skill relative to developing and organizing programs.
COURSE OBJECTIUVES: By the end of the course the students should be
able to
1. Translate concepts, principles and practices in organizing,
administering and supervising a guidance program in to a workable
program.
2. Be conversant with the nature of the different services.
3. Apply a rationalized approach to program development
4. Describe the roles, functions and ethical responsibilities of the
guidance personnel
5. Design the physical facilities required for the delivery of services
6. Come up with a budget required in running the necessary activities
7. Strive to make each student be the best of what he can be through the
services designed for such a goal
8. Design programs suited to the needs of Filipino students in their care.
COURSE OUTLINE
DAY 1
ORIENTATION
Basic Concepts in Guidance Organization
Ten basic models of guidance
Meaning and purpose of guidance
The place of guidance in the educational system
Constitutional provision and objectives of education and
implications to guidance
Activities

Major guidance services and their specific functions in effecting

human growth
Day2
Initiating and Developing the Guidance Program
Basic organization principles relevant for guidance
administrators
Critical factors to consider in initiating or developing a guidance
program
Program emphasis and patterns in developing guidance
programs
Day 3

Leadership and Management of Guidance Programs

Staffing
Roles and functions of guidance personnel
Personal characteristics, educational qualification and
professional preparation of
successful counselors
Significant role of the counselor
Guidance Budgeting, Facilities and Equipment
Introduction of basic guidance services
Day 4
Basic Guidance Services
Individual Analysis Service
Testing
Information Service
Career Development
Placement and Work Experience
Day 5
Follow-up Service
Counseling Service
Referral Procedures and Resources
Day 6
Research and Evaluation of Guidance Services
Day 7
Supervision of Guidance Programs
Ethical Standards
Day 8 Monitoring of Counselor Performance
Staff Morale & Staff Development
Preventing Counselor Burnout
Day 9
Preparation of Guidance Program
Day 10 Final Examination
Requirements and Grading Equivalents:
Guidance Program
30%
Examination
20%

Exercises
25%
In-service training
Budget Proposal
Evaluation Rating Scale
Research Proposal
Class Presentation
15%
Class Participation
10%
References:
Abrenica, A.P. (2012). Research to enhance guidance practice. Paranaque:
Abrenica
Psychodiagnostic Publishing
Abrenica. A.P. (n.d.) Organization of guidance services. Makati: Center for
Educational
Measurement.
Abrenica, A.P. 2012 Evaluating Guidance activities. PGCA Workshop
handout, Lyceum of the
Philippines, Cavite
Abrenica, A.P. (2012) Program development. Unpublished manuscript.
Abrenica, A.P. (2011). Avoiding counselor burnout. PGCA workshop handout,
San Fernando, La
Union
Abrenica, A. (2009). The generation template theory of career choice.
Journal of
Counseling.2, 1-6.
Abrenica, A.P. (2011). Whither am I going? Career concerns of adolescents.
Journal of
Counseling. 4, 25-33
Abrenica, A.P. (2008). Comprehensive assessment as accountability. PGCA
Workshop handout,
Cagayan de Oro City.
Abrenica, A. P. (2008). Research for accountability. PGCA Workshop
handout, University of
Sto. Tomas
Abrenica, A.P. ((2003) Is Counseling effective? Twenty-five years of
counseling outcome
research. Philippine Journal of Counseling Psychology.5, 1-28.
Abrenica, A.P. (2001). The counselor in the new millennium: Emerging
demands. Philippine
Journal of Counseling Psychology. 4, 76-84.

Brown, D. & Trusty, G. (2005). Designing and leading comprehensive school

counseling
programs. Pacific Grove:
Brooks/Cole Publishing Co.
Buot, E.Y.(1010). Maximizing utilization of guidance services among students,
faculty and staff
of Capitol University, Cagayan de Oro city. The Guidance Journal,
XXXVIII, 16-21.
Caligner, G.M. The college freshmen adjustment difficulties inventory:
Development, and initial
validation. The Guidance Journal, VVVIX 64-85
Drummond, R.J. (1988). Appraisal procedures for counselors and helping
professionals.
Columbus, Ohio: Merrill Publishing Co.
Estanislao. S.A. (2004). Perceived self-efficacy factors that differentiate
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trainees from advanced counselor trainees. Philippine Journal of
Counseling
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Gibson, R. L., Mitchell M.H.& Higgins, R.E. (1983).Development and
management of counseling
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Guarino, A. 9(2007) The effective counselor from the perspective of Filipino
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Reyes, J.A. ( 2003). Assessing the impact of counseling supervision on
counselor development.
Philippine Journal of Counseling Psychology. 5, 101-117.
Shertzer, B. & Stone, S (1971). Fundamentals of Guidance. Boston:
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