Professor

GUIDANCE AND COUNSELING

 R.A. 9258, otherwise known as the Guidance and
Counseling Act of 2004,defines Guidance and
Counseling ‘’ as a profession that involves the use of
an integrated approach to the development of a
well functioning individual primarily by helping
him/her potential to the fullest and plan his/her
future in accordance with his/her abilities,
interests and needs.
 Is a distinct, comprehensive program rather than a
‘’set of loosely related services’’. As a full-fledged,
independent program, counseling and guidance is
comprehensive, purposeful and sequential.
 DIFFERENCES BETWEEN GUIDANCE
AND COUNSELING
COUNSELING GUIDANCE
Counseling is a psychological field that Guidance is a psychological field that
deals with research and applied work deals with assisting clients in their need
to provide training and supervision. to choose the right course of action.

Counseling has a broader reach. Guidance is usually being used in schools

to guide students towards proper
actions.
Counseling is more extensive Guidance is extensive.
Counseling encompasses several other Guidance tends to be more specific.
fields of psychology.
both are being used in organizations and by individuals
Both can help in the treatment and rehabilitation of a person
suffering from a mental illness or disorder
 GUIDANCE

 Seeks to help an individual become familiar with

facts about himself– his interests, abilities,
previous development, and plans.—Chrisholm
 Embraces every kind of outside help enough to give
an individual self-knowledge and self discipline in
order to enable that individual to properly live his
life and solve his problem.– Hamrin
 2 FORMS OF GUIDANCE
1. GROUP GUIDANCE- is any group enterprise in
which the primary purpose is to assist each
individual in the group to solve his problems and
make adjustments.
Group guidance has the following purposes:
a. To discuss problems common to the group and to
develop awareness that problems are also shared
by others.
b. To enable each individual to understand how
others have met and solved the same problems
that confront him.
c. To broaden the horizons of pupils which reference
to occupations available to them.
2. INDIVIDUAL GUIDANCE- is a misnomer in the
sense that all guidance is aimed at the self-
development of the individual who studies, plays,
and behaves in a group. Common problems of
individual brought to the clinic or to a counselor
are the following:
1. Ambition
2. Choice of school
3. Failing grades
4. Personality maladjustment
5. Choice of vocation
6. Employment
7. Physical or mental handicaps
 COUNSELING
 The core, the most intimate and vital part of the
entire guidance program. The heart of the guidance
program.
 ‘’ An attempt to aid the individual by assisting him
to reorganization of attitudes, feelings, and
emotions, such that he can make optional use of his
abilities and physical endowments.’’– Arthur Coombs
TYPES OF COUNSELING
1. DIRECTIVE/CLINICAL COUNSELING- described
as the clinical method. Allows the counselor to give
the counselee information about himself, his
opportunities, his problems. He may lead in the
conversation, point out inconsistencies, or suggest
the action to take.
2. NONDIRECTIVE COUNSELING- is completely
client-centered and places the responsibility on
the client for exploring his own problem, with
emphasis on the individual and not on the problem,
and on his potentialities. The counselor does not
give information.
THE FOLLOWING ORDER IN NONDIRECTIVE COUNSELING
a. The client asks for help and gives his reason.
b. The situation is defined and the counselor defines
the limits of his responsibilities, encouraging the
counselee to tell all.
c. The counselee displays a friendly, interested, and
receptive attitude. He neither agrees nor disagrees
but because he puts himself in the place of the client,
the client feels free to talk, to confide, to tell all.
d. A negative attitude gradually gives way to a
positive one. The period of release is followed by
insight.
e. Insight is converted into action.
f. Relationship with counselor ends.
3. ECLECTIC COUNSELING- the responsibility of
planning and carrying out the treatment of counseling
rests with the counselor, leaving the development
insight and final decision to the counselee.
FIVE STEPS OF ECLICTIC COUNSELING
a. diagnosis of the cause or causes of maladjustment
b. Planning the modification of the cause or causes.
c. Securing conditions conducive to learning.
d. Stimulating the client by implied motivation to
develop his own resources.
e. Proper handling of any problems subsequent to
adjustment.
 5 STEPS FOR DIRECTIVE COUNSELING
a. CLINICAL ANALYSIS- collecting, summarizing,
and organizing data.
b. DIAGNOSIS- formulating hypotheses as to the
cause or causes of the problem.
c. PROGNOSIS- predicting the development of the
problem.
d. COUNSELING- the heart of the process wherein
the counselor and counselee talk and discuss the
problem, and by means of leading questions, enable
the counselee to develop insight.
e. FOLLOW-UP- helping pupils with recurring or new
problems.
 GUIDANCE AS A CONCEPT

It tends to delegate responsibility, thus, ensuring

cooperative effort and involving the services of
someone experienced in vocational; matters and the
vocational emphasis serves to develop techniques and
a body of useful literature.

Accepts the school objectives as a starting point, and

it is much broader than the vocational point of view.
It embraces assistance to the student in making a
broad range of choices and decisions that affects his
life plans in many areas.

Known as the modern concept is that education itself
is guidance. This concept has often led to the
centralization of guidance activities involving a given
student with one counselor or under his direction.
 THE NEED FOR GUIDANCE
Guidance is needed for three main
reasons:
1. Guidance is based on the human needs.
2. The need for guidance from the
standpoint of the individual.
3. The need for guidance from the
standpoint of the society.
 Basic Principles of Guidance
(Shertzer and Stone(1981))
1. Guidance is concerned primarily and systematically
with the personal development of the individual.
2. The primarily mode by which guidance is conducted lies
in individual behavioral processes.
3. Guidance is oriented toward cooperation, not
compulsion. It depends on releasing the internal
motivation, and/or willingness to change, rather than
on external coercion or threat.
4. Humans have the capacity for self-development.
5. Guidance is based upon recognizing the dignity and
worth of the individuals as well as their right to
choose.
6. Guidance is a continuous, sequential, educational
process.
 Principles basic to understanding guidance
(Crow and Crow)
1. Phases in an individual’s developmental history do
not exhibit a unitary pattern.
2. Individuals tend to be different or like one
another.
3. Knowledge of principles or laws of learning has
helped guidance counselors
4. Test have their place in guidance.
5. Guidance is a lifelong process.
6. Guidance is a positive and preventive rather than
curative.
7. Guidance is an adjustment process.
8. There is no mass guidance.
 Principles or assumptions involved in guidance
(Dr. Marcelo Ordonez)
1. Take time to solve problems and make decisions.
2. Let the counselee develop his own insight.
3. Consider most individuals as normal beings.
4. Problems arise from situations.
5. Problems are interrelated.
6. Integration of efforts is essential.
7. Guidance services must be an integral part of the
organization.
 Principles of guidance
(Crow and Crow)
1. Every aspect of an individual’s complex personality
patterns constitutes a significant factor of his
total display of attitudes and behavior.
2. Individual differences should be recognized,
although human beings are similar in many
respects.
3. The function of guidance is to help a person
formulate goals of behavior which can be
achieved.
4. Existing economic, social, and political unrest is
giving rise to many maladjusted factors that
require the cooperation of the experienced
guidance workers.
5. Guidance is a continuous process.
6. Guidance is not limited to few.
7. Guidance is education, but not all education is
guidance.
8. Generally accepted areas of guidance include
concern with the extent, to which an individual’s
physical and mental health interferes with his
adjustment to home, school, and vocational
demands.
9. Guidance is fundamentally the responsibility of the
parents in the home and of teachers in the school.
10. Specific guidance problems should be referred to
persons trained to deal with particular areas of
adjustment.
11. Programs of individual evaluation and research should
be conducted, and progress and achievement made
accessible to guidance workers.
12. The guidance program should be flexible in terms of
individual and community needs or else it will lose its
values.
13. The responsibility for the administration of the
guidance program should be centered in a qualified
training head.
14. Continuous and periodic appraisals should be made.
 Guidance Services
• Group of services to individuals to assist them in
securing knowledge and skills needed in making
plans and devices, and in interpreting life.
• They provide comprehensive information about
opportunities, personality development, effective
studying, and learning.
• They set up means for aiding placement,
adjustment, in the classroom, and co-curricular and
community activities, and they provide adequate
personnel.
Guidance services include the following:
1. Services rendered to an individual and his needs,
such as inventory of each pupil, information
regarding opportunities, counseling for all pupils,
follow-up studies, placement, and assisting
teachers in case studies.
2. Services to staff members in providing for
leadership, in securing cooperation of the staff
members, in assisting teachers in utilizing
information, in organizing and conducting in-
service training.
3. Services pertaining to evaluation of services–
follow-up, making results available, surveys, securing
cooperation of parents and community, and conducting
research to further improve guidance services.
CHARACTERISTICS OF GUIDANCE SERVICES
1. Are identifiable aids to assist individuals,
2. Are involved in achieving goals of education,
3. Provide for competent leadership,
4. Are supported by functional preparation of
teachers in guidance activities,
5. Are based on knowledge of the needs of pupil and
upon competencies of the staff members.
6. Are services made available to all,
7. Need the cooperation of parents and community,
8. Are more preventive than curative,
9. Are founded in the concept of the totality of the
individual, and
10. Should be evaluated constantly.

 It can be seen that the purpose of guidance is the

same as that of the guidance program or guidance
services– the self development of an individual.
 FUNCTIONS OF THE GUIDANCE SERVICES
1. To improve self understanding.
2. To increase student understanding of self relation
to others.
3. To emphasize relationship between academic
pursuits and personal development.
4. To promote better understanding of the teachers
to achieve such as an important role in relating to
life, the students should have understanding.
5. To contribute to feeling of security.
6. To supplement teachers’ effort in assisting
children with problems.
 TYPES OF GUIDANCE SERVICES
is a means to collect
information about a child. It is necessary to find
out the uniqueness of an individual child. In starting
the individual inventory it is therefore essential to
include the following criteria:
1. Objectivity of information. Get the most valid and
most accurate information about the child.
2. The information gathered should be able to form a
behavior pattern about the individual. It is
necessary to gather information from different
sources at different times. Information should be
able to identify or establish the uniqueness of the
individual.
 The function of this is
to make available to pupils or students certain kind
of information not ordinarily provide through the
instructional program or during the regular period
of instruction.
CLASSIFICATION OF INFORMATION SERVICE
1. Occupational Information
2. Educational Information
3. Social Information
An integral part of
guidance. It is concerned with what happened to
students while in school or after they have left
school.
 Designed to assist students in
the selection of suitable courses or curricula, extra-
class activities and part-time or full-time employment
or appropriate career choices and skills. Provide
information regarding current trends.
TYPES OF PLACEMENT
1. Educational Placement
2. Occupational Placement
3. Job Placement
Special cases, which
require service beyond the scope of guidance and
counseling program, are referred to other
agencies.
 This service aims to
assist students in gaining deeper self-
understanding and awareness of one’s problems and
the effective use of the decision process by
formulating alternatives and projecting
consequences of each that allow students to review
critically what has taken place and makes provision
for future meetings if they are needed.It implies
planned provision for serving unique need of pupils
through the person to person relationship of
counselor and counselee.
 Research capabilities of
the guidance center are conducted in conjunction
with relevant educational studies like students’
delinquency problems, teenage pregnancy, faculty-
student relationship and others. Researches help
bridge the gap that currently exists between
theories and practice in counseling. Result of the
findings in research will serve as guideposts for
guidance and educational planning.
 FUNCTIONS OF COUNSELING SERVICES
1. Study the real life environment.
2. Define the problem situation.
3. Establish the parameter.
4. Design a counseling model.
5. Pilot test model.
6. Introduce the system.
7. Operate the system.
8. Evaluate the system.
9. Eliminate the system
 It is the review of
systematic evaluation which is carried out to find
out whether guidance services in particular and
educational programme in general satisfies the
needs of the students.
It determines the
effectiveness and efficiency of the guidance
programme, loess number of dropouts, harmonious
relationship between teachers and students, good
result, well placed passed out students, sense of
security.
 TYPES OF LEARNERS

• means a child or youth who performs at or

shows the potential for performing at a
remarkably high level of accomplishment when
compared to others of the same age,
experience, or environment and who exhibits
high performance capability; possesses an
unusual capacity for leadership; or excels in a
specific academic field.
• prefer idea-mates rather than age-mates. They
enjoy the company of peers when the peer
group understands the shared ideas.
• Have an extra challenge ready that allows the
student to go deeper into the subject, learn a little
more, or apply a skill he has just learned in a new way

• They manifest giftedness when faced with.

• Majority of learners can be classified as normal
learners. That is to say that majority of learners
are of average abilities.
• The I.Q., of slow learners is in most cases below
ninety.
• They have poor communication skills. They are
always bored and generally have no interest in
learning.
• They exhibit numerous learning difficulties
• That seem to defy all learning methodologies
and procedures.

• one who achieves success over and above the

standard or expected level especially at an
early age
• an inclusive term that refers to children with
learning and/or behavior problems, children with
physical disabilities or sensory impairments, and
children who are intellectually gifted or have a
special talent.
Some exceptional children share certain physical
characteristics and/or patterns of learning and
behavior. These characteristics fall into the following
categories of exceptionality:
• Mental retardation (developmental disabilities)
• Learning disabilities
• Emotional and behavioral disorders
• Autism
• Communication (speech and language) disorders
• Hearing impairments
• Visual impairments
• Physical and health impairments
• Traumatic brain injury
• Multiple disabilities
• Giftedness and special talents

• purpose is to develop the academic, vocational

and technical skills of secondary and
postsecondary Special Population students
• Special Population groups include the following:

Nontraditional refers to occupations or fields of

work, including careers in computer science,
technology, and other emerging high skill
occupations, for which individuals from one gender
comprise less than 25% of the individuals
employed in each such occupation or field of work.

individual from an economically disadvantaged

family is one who is determined to be low income
Individuals who come from environments where a
language other than English is dominant.

as a physical or mental impairment that substantially

limits one or more of the individual’s major life
activities, such as caring for one’s self, performing
manual tasks, walking, seeing, hearing, speaking,
breathing, learning, and working.

A single parent is an individual who is unmarried or

legally separated from a spouse, who has a minor child
or children for whom the parent has either custody
or joint custody, or who is pregnant.
 NEGATIVE BEHAVIORS OF LEARNERS
• difficulty getting along with other students in the
classroom
• Does not always complete classwork assignments
• non-compliant when asked to complete adult
requests
• unfocused or inattentive during academic tasks
• Bullies or is cruel toward other children
• Engages in rough, physical 'horse-play' when
inappropriate
• Threatens to hurt other students and/or staff
members.
• Destroys the property of others
• Physically attacks adults and/or students.
• Talks back to staff in a defiant manner
• Tells lies to students and/or staff
• Teases or mocks other students
• Blames others for own mistakes or actions.
 TESTS

 An examination of mental as well as physical ability.

It is the task together with the method of
appraising it, which defines an ability.
 An investigation, inquisition, study and a review.
They are essentially samples or x-rays of a
person’s behavior at a particular time
 PURPOSES AND IMPORTANCE OF TEST
1. Test are important as a basis for student
admission to an institution.
2. To obtain more economically, tests are used in lieu
of other procedures.
3. Test are necessary as a basis for promotion.
4. Test are important for selection in grouping.
5. Test are used to objectify and to make
meaningful, in standard units ‘’ comparison of
students with groups with whom they will complete
for grades, wages, and other rewards.
6. Useful in identifying students needing remedial
help in certain areas.
7. Test result are superior judgment to that of the
teachers.
8. Tests can gauge the study growth of the pupil or
indicate changes in certain areas.
9. Repeated testing with comparable tests is
necessary for a through diagnosis.
10. Cases of ineffective study habits may be
identified by means of survey tests.
11. Tests become for students something not to be
dreaded as a invitation to sleepless nights and
useless craming but aids in the fulfilment of his
highest possibilities.
 KINDS OF TESTS
TEST APPRAISALS
They are tests of mental
ability.
the purpose of this type
of test is to measure how much a pupil or student
learns in a certain subject
These will provide
information about the more tangible
characteristics of the individual. They are of great
help in eliminating socially undesirable traits in an
individual and in adjusting him to situations involving
relations with people an and outside of school
 These will measure the
readiness with which the individual increases his
knowledge and improves skills when given the
necessary opportunity and training.
The trade test will help us find
whether an individual has or has not the general
qualities and characteristics that will enable him to
successful in certain occupations provided he
secures the proper training for them. They are of
two kinds– oral or verbal tests and picture tests.
This will reveal the
fields that the individual student will be interested
in.
 Tests prepared by a
competent group or groups of persons whereby
every item is chosen after its difficulty and value
had been determine by means of rigid experimental
processes.
aimed to uncover and
focus attention on weaknesses of individuals for
remedial purposes.
Method usually
involves the use of projective tests, although
drawings and writings of the subject may be also be
availed of. This method and technique has proven to
be most useful in obtaining an insight into the
dynamics of behavior.
NON-TEST APPRAISALS
It is careful
watching or monitoring of the counselee by the
counsellor with specific objective in mind.
Observations are recorded in different ways. The
most useful records are the following:
a. The anecdotal records- in this type of observation
record, exceptional behavior or an unusual activity
of a pupils is noted by the teacher or counselor
and the record is included in his cumulative record
folder.
b. The anecdotal behavior diary- this record is a
summary of series of anecdotal reports made for
a certain individual pupil over period of time and
recorded in chronological order.
 It consists of recording
an important incident that happened and is a
carefully recorded snapshot of the incident.
It is better tools to assess the
degree or extent of the performance of a
particular task or possession of a trait.
TYPES OF RATING SCALE
1. Scoring methods
2. Ranking methods
3. Graphic scales
4. Checklist or behavior description
 Is the heart of the counseling
process. It is dynamic face-to-face relationship
dependent upon the skill of the counselor and the
cooperation of the counselee.
The teacher will find this
medium a real source of information about a child’s
problem, attitudes, interests and associates.
TYPES OF AUTOBIOGRAPHIES
1. STRUCTURED- the child is given guide questions or
statements to follow.
2. UNSTRUCTURED- the child maybe asked to write the story
of his life without a further guidelines. He can express
feelings and attitudes freely.
 The most comprehensive and
through. It utilizes the results of observations
made available through the use of other techniques.
It recognizes the uniqueness and individuality of
the child and the importance of knowing him as well
as possible and of assembling and coordinating all
worthwhile data gathered through various means
about him.
The best method for
synthesizing or coordinating and interpreting data
gathered from various sources. A single though
fairly long conference. Orderly presentation of all
the facts and point of views.
 Are techniques and
procedures which attempt to ascertain natural
groupings and patterns of associations among
members of the group.
Are used to identify the presence or
absence of specific attributes or skills of a
particular expected behavior in students.
It may also provide useful information
about students.
 COUNSELLING TECHNIQUES
These techniques help assure good communication
with young people during the counselling session:
Create a positive and friendly first impression.
Establish rapport during the first session, show
empathy and reassure the young client. Eliminate
barriers to good communication Use “active listening”
with the young client; i.e. acknowledging, confirming
and asking clarification from the speaker. Provide
information simply and use visual aids as much as
possible. Ask appropriate and effective questions and
use open-ended questions. Allow youth to ask
questions and seek clarification. Recognize and take
advantage of teachable moments.
 Facilitation Skills
Developing Facilitative Leadership Groups that need
to make decisions or engage in a planning process
often find that using a trained facilitator makes this
process more efficient and easier for everyone
involved. A good facilitator can keep meetings
focused on the subject of discussion or on dealing
with the problem at hand; remind participants to
consider the broader context of the issues; provide a
neutral perspective and manage the process; move
meetings along in a timely manner; help the group
achieve useful meeting outcomes; and give the group a
sense of accomplishment.