Guidance Services

Services of the Guidance Office:
1. Individual Inventory
2. Information
3. Counseling
4. Assessment and Appraisal
5. Referral
6. Follow-up
7. Consultation
8. Research and Evaluation
9. Prevention and Wellness

1. Guidance Services Jeel Christine C. de Egurrola M.Ed. GC

2. A. Individual Inventory a.k.a. Individual Analysis all information gathered about each student stored in the cumulative folder Where data accumulated about each student are kept while the student is still in school Nature & Purpose Systematically collects, evaluates, interprets data identify the characteristics and potential of every client Proper diagnosis Predicting progress Accurate placement Program evaluation

3. Enables Client to: A. Individual Inventory

4. Enables Counselor to: A. Individual Inventory

5. Gives the Administration and Faculty and idea of the: Parents/Guardians would have basis for: A. Individual Inventory

6. Individual Inventory Form/Personal Information Sheet/Individual Profile Sheet Personal Information Family Background & Home Environment Friends Hobbies, interests, goals, values Personal strengths, personality traits and characteristics Problems, fears and needs Educational Data Schools Attended Grades Co-curricular and extracurricular activities Courses taken Health Data Test Records

7. Scanned from: Decal-Mendoza, E. (2003). Guidance and c ounseling today. Manila: Rex Book Store, Inc.

8. Scanned from: Decal-Mendoza, E. (2003). Guidance and c ounseling today. Manila: Rex Book Store, Inc.

9. Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

10. Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

11. Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

12. Anecdotal Report and Anecdotal Record Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications. Cumulative Records Content anecdotal record is "a written record kept in a positive tone of a child's progress based on milestones particular to that child's social, emotional, physical, aesthetic, and cognitive development."

13. Individual Profile Anecdotal Record Rating Scales Checklists Autobiography Self-Expression Essay Diaries and Daily Schedules Questionnaires Class Work Workshop output Structured Interviews Intake Interviews Session Summaries Interviews with others Disciplinary Decisions Test Results Cumulative Records Content

14. Test Results

15. Descriptive materials Media accumulated, organized , disseminated Individual advising Counseling Planned group activities B. Information

16. Helps Client B. Information

17. Helps Counselors B. Information

18. B. Information Orientation Service Parents – how to extend their assistance to supplement the goals of education Teachers – assist them in carrying out the task of education Students – gain new ideas – know-how about the new environment (Decal-Mendoza, 2003)

19. Kinds of Information Target Audience: Students/Employees Faculty Parents Administrators Support and maintenance staff

20. Building Self-confidence Overcoming Shyness Proper Etiquette Improving Personal Appearance Social Assertiveness Handling Anger Stress Management Healing Painful Memories Self-awareness Social Effectiveness Boy-Girl Relationships Goal Attainment Developing Pleasing Personality Parent-Child Relationships Sibling Relationships Methods of Dissemination: Group Guidance/Classroom Guidance/Homeroom Guidance Sessions Workshops Films Lectures Seminars Panel Discussions

21. Educational Opportunities/Courses available Teaching Methodologies Clientele Socioeconomic Bracket of Clientele Kind of Institution Population and Size Entrance and Maintenance Requirements Rules and Regulations/Administrative Policies Tuition and other Fees Scholarship Grants Co- corricular /Extracurricular Activities Available Academic Levels available School Attire Academic Calendar Facilities and Services Methods of Dissemination: Resource Speakers from various educational institutions Brochures/ Bulletines /Prospectus/Flyers Websites Class Visits/Educational Trips Interviews Bulletin Board

22. Jobs/Occupations Employment Possibilities/Job Openings Wok/Tasks Involved Difficulties and Challenges Advantages and Benefits Requirements Methods of Dissemination: Group Guidance/Homeroom Guidance Sessions Experiential activities like field trips Immersions Career days, College days, Orientation days Circulars, posters Seminars, Symposia, Dialogues, Interactions Pamphlets, Brochures, Bulletins Bulletin Board Announcements Books Films

23. o f the Guidance Program C. Counseling “...is the of the Guidance Program.” ( Villar , 2007) “… c ore activity through which all the other activities become meaningful.” (Hatch & Mitchell, 1981) “…helps an individual become the person he is capable of becoming.” (Ryan & Zeran , as cited by Evangelista, 2005) “…practice of professional service designed to guide an individual to a better understanding of…problems and potentialities by utilizing modern psychological principles and methods.” ( Webster’s New International Dictionary, as cited by Schmidth , 1996)

24. Counseling Goals

25. Counseling Goals

26. Counseling Process

27. Types of Counseling According to Areas Covered

28. Personal-Social (specialized concerns) Diet counseling Crisis counseling Grief or Bereavement counseling Pastoral counseling Leisure counseling Addiction counseling Substance abuse Substance dependency Cyber addiction Addiction to the addicted

29. Types of Counseling According to Participants

30. Individual Counseling Common in the Philippines Springs from: Routine interviews/initial interview, workshop activities/test results/individual inventory Concerns that must be explored Collected information that someone needs assistance but does not seek it Referrals Voluntary/walk-in >>>

31. Group Counseling Relieved to know that they are not alone in their problems Being with like-minded and like-hearted people give them courage to express Provides avenue for those with social and interpersonal defects Clients get to hear other people’s views and experiences Relate with others and develop responsibility for maintaining a productive work with others Counselor is able to reach out to more people at the same time >>>

32. Multiple Counseling More than one counselor handles an individual, a couple or a group. ( Villar , 2007) Concern can be seen in different angles or perspectives More options may be generated to find resolution to the problem One counselor is alert for signals while the other counselor processes >>>

33. Counseling Approaches

34. D. Assessment and Appraisal Appraisal – encompasses process for measurement using a range of student attributes, abilities, interests and for making professional judgment based on the results ( Schmidth , 1996 ). Assessment – comprises instruments and procedures to gather data for student appraisal ( Schmidth , 1996).

35. D. Assessment and Appraisal

36. Sample Testing Program (Table) Functions/Areas Objectives Strategies/activities Time Frame Persons involved Budget Expected output Actual accomplishment Remarks Administration of admission test Screen student-applicants and select qualified for interview Paper-pencil test February 25-April 1, 2014 Counselors, Student assistants, student applicants P500,000.00 At leat 90% of target student-applicants will be given admission tests Administration of personality test Help students become aware of their personality traits…. etc Paper-pencil test August 6-10, 2014 Counselors, Student assistants, students P10,000.00 At least 90% of the target students will be able to take the test Administration of intelligence test Help students identify their strong domains and ……. etc Paper-pencil test September 20-26, 2014 Counselors, Student assistants, student s P10,000.00 At least 90% of the target students will be able to take the test

37. Types of Tests (standardized and none standardized)

38. Consultant Expert, knowledgeable & skillful on how to respond to needs and behaviors s ought by parents, administrators for guidelines on how to deal with people helper in the triad: acts as adviser or enhancer E . Consultation

39. Stages/Steps in the Consultation Process

40. Qualities of a Consultant interested in helping and concerned about welfare

41. Special Skills Required

42. F. Prevention and Wellness Prevention Keep something from happening or arising (such as a disorder)

43. F. Prevention and Wellness Prevention Keep something from happening or arising (such as a disorder)

44. Prevention Methods

45. Prevention and Wellness Wellness Promote lifestyle change for healthy living ( Villar , 2007) Understanding Stress Self-awareness Stress Prevention/ Management Flow experiences Growth groups Travel Ballroom dancing Aerobics Playtime Basketball Bowling Badminton Swimming Little parties Massage Spa Centering prayer Meditation Yoga Solitary walking Retreats Zen Autogenic suggestions Aromatherapy Soaking in bathtub or pool Hydrotherapy

46. Refers to assistance rendered to clients or their significant others in obtaining services from other people or agencies that might be more effective in helping them. ( Villar , 2007) G. Referral Circumstances under which referral may take place The counselor believes that he/she cannot be objective with the client The client believes he/she cannot work with the counselor Non-professional relationship is beyond the competency of the counselor The counselor is no longer available Specialized attention is needed.

47. G. Referral External Consultants or Agencies

48. The counselor has valid reason for deciding on a referral The counselor knows the specific area of concern requiring the referral The counselor is familiar with Where services are available What services are available Who renders them How much the services would cost The credentials of the external consultant The client has agreed to the referral and its terms The external consultant knows what the referral is for and has accepted the referral The counselor and the client have agreed about the information that can be revealed to the external consultants The counselor introduces the referred party to the external consultant The counselor follows up to ensure that the referred party gets the assistance needed The counselor gives feedback to and receives feedback from the external consultant regarding the progress of the client The counslor does not interfere with the work of the external consultant The counselor does not charge for referral Ethical Considerations

49. G. Placement Ensuring that people are in the right place at the right time Helping people find a place that will contribute to their physical, mental, emotional, and spiritual health and well-being ( Villar , 2007)

50. Placement Areas

51. Career Planning Activities

52. H. Follow-up Like a physician who checks on whether his patient has recovered from an illness, the counselor should also find out what happened to his counselee. Without follow-up, the counseling is incomplete. (Evangelista, 2005) Secure information about former students Provide continuing services for students after they leave school ( Ambida-Cinco , 2008 ) Ensuring that students who graduated are hired in companies Commonly overlooked service in the Philippine schools ( Villar , 2007) In-school Follow-up Out-school Follow-up

53. Determine Where graduates went after leaving school Where dropouts/school leavers went Reasons for dropping out or leaving the school How well graduates are doing in their jobs What additional needs graduates or dropouts/school leavers have that the school can still respond to How long graduates stay in their jobs Adjustment difficulties and concerns of graduates and dropouts/school leavers Additional knowledge and skills required by the job which formal studies did not offer Employer satisfaction with graduates Percentage of high school graduates who go to college and where they go Where those who do not go to college go and what they do Problems and concerns of those who did not pursue a college course Out-School Follow-up

54. H. Follow-up Like a physician who checks on whether his patient has recovered from an illness, the counselor should also find out what happened to his counselee. Without follow-up, the counseling is incomplete. (Evangelista, 2005) Secure information about former Provide continuing services for students after they leave school students ( Ambida-Cinco , 2008 ) Ensuring that students who graduated are hired in companies Commonly overlooked service in the Philippine schools ( Villar , 2007) In-school Follow-up Out-school Follow-up

55. Follow-up Questionnaire Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

56. Follow-up Questionnaire Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

57. Follow-up Questionnaire Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

58. I. Research and Evaluation

59. Types of Evaluation

60. Evaluation Forms Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

61. Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

62. Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

63. Evaluation Forms Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

64. Scanned from: Villar , I.V. (2007). Implementing c omprehensive guidance p rogram in the Philippines . Makati City: Aligned Transformations Publications.

65. References Ambida-Cinco , L. (2008). Guidance and counseling in schools . Mandaluyong City: National Book Store . Anastasi , A. & Urbina , S. (1997). Psychological testing . Singapore: Simon & Schuster (Asia) Pte Ltd. Decal-Mendoza, E. (2003). Guidance and counseling today . Manila: Rex Store, Inc. Evangelista, L.L. (2005). Introduction to guidance and counseling (with questions & answers) - revised edition. Manila: Booklore Publishing Corp. Gibson, R.L. & Mitchell, M.H. (2003). Introduction to counseling and guidance ( 6 th ed ). New Jersey: Pearson Merrill Prentice Hall. Kapunan , R,R. (1974). Fundamentals of guidance and counseling. Manila: Rex Printing Company, Inc Schmidth , J.J. (1996). Counseling in schools: Essential services and comprehensive programs (2 nd ed ) . Massachusetts: Allyn & Bacon. Smith , G.E. (1951). Principles of the Guidance Program . New York: Macmillan Co. Villar , I.V. (2011). Counseling and Psychotherapy in the Philippines . Makati City: Aligned Transformations Publications . Villar , I.V. (2007). Implementing comprehensive guidance program in the Philippines . Makati City: Aligned Transformations Publications .