 A program of guidance is the

formalized action the school takes

to make guidance operational
and available to students.
 The guidance program is
frequently composed of the
following elements:
1. APPRAISAL COMPONENT
-is designed to collect, analyze, and
use a variety of objective and subjective
personal, psychological, and social data
about pupils to achieve better
understanding of pupils as well as assist
them to understand themselves.
(Individual Inventory Service)
2. INFORMATION COMPONENT
-is designed to give students a
greater knowledge of educational,
vocational and personal- social
opportunities so that they may make
informed choices and decisions in an
increasing complex society.
3.Counseling Component
-is designed to facilitate self-
understanding and self-development
through dyadic or small group
relationships. The major focus of such
relationships tends to be on personal
development and decision-making based
on self-understanding and knowledge of
the environment.
4. Consulting Component
-is designed to give technical assistance
to teachers, administrators, and parents
to help them be more effective with
students and to improve the school as an
organization.
5. Planning, placement and follow-up
component.
-is designed to enhance the development
of students by helping them select and
utilize opportunities within the school and
in the labor market
6. Evaluation Component
-is designed to determine the
effectiveness of the guidance Program.
 This service is designed
to gather all reliable
data, information and
records and to
assemble and compile
these materials for
functional use.
 Basic Information
 Psychological test
results
 Counseling records
 Other pertinent data
of the student
 Student’s Cumulative
Folder
The function of the
information service is to
make available to
pupils/students certain
kinds of information not
ordinarily provided
through the instructional
program or during the
regular period of
instruction.
Different guidance
activities
Vocational opportunities
Educational Information
Information for better
adjustment and personal
growth.
Seminars
Bulletin board
postings
Orientation
Brochures,
Journals,
Magazines
Sharing and analysis
with another party or
organization to
facilitate decision-
making about the
interventions to help
students.
 Conference with
Administration/Faculty/
Parents/Guardians/
Experts on certain field
Intellectual
capability
Interest
Aptitude
Strengths and
Weaknesses
Test will be useful as a
guidance tool if combined with
appropriate planning for
individual development and
management decisions.
• Intelligence Tests
• School Ability Test
• Aptitude Tests
• Interest Tests
• Personality Tests
• Special Tests
Special cases, which
require service beyond
the scope of guidance
and counseling program,
are referred to other
agencies, organizations
or individuals.
Linkages and
partnership
with other
support groups
Helps the child
secure the most
effective
relationship to
a job or to the
next step in his
educational or
personal
program.
Facilitate
student’s
movement to
appropriate
level of their
educational
program.
The individual
rather than the
employer or
the college or
the curriculum is
the focal point
of interest of
the placement
service.
 Conference with the
student
 Assistance in Senior High
School Application
 Assistance in College
Application
 Assistance for
Scholarships
 Job Fair
 Career Seminars
• It is concerned with
what happens to
pupils while in
school or after they
have left school.
• Through the follow-
up, the counselee
learns the nature
and the extent of his
progress.
• In campus

• Out
campus
Personal
Inquiry
Social
Media
Follow up
survey
It aims is to provide self-
direction/personal
development involving the
counselor and counselee.
It is the heart of the
guidance program.
Gain deeper self-
understanding
Awareness of one’s problems
Effective use of the decision
process
Formulating alternatives and
projecting consequences of
each
1. Non Centralized or Decentralized
Form

2. Centralized Guidance Organization

It places all the responsibility on rendering
guidance services almost entirely on the
teachers of the school.
Under this plan, guidance becomes
relatively informal, and the guidance efforts
of teaching staff show little if any
coordination.
 School Principal

Classroom Teacher Classroom Teacher Classroom Teacher

Pupils/Students
The core of the program revolves around a
group of specially trained workers whose
responsibility is to coordinate the guidance
services of the entire school personnel.
Counseling activities may be engaged in by
selected members of the teaching staff
under the direction and supervision of the
guidance staff.
 School
Principal

Guidance
Classroom Teacher
Counselor

Pupils/Students