Name: BOBSON S.

LACAO-CAO

1. MEANING AND NATURE OF GUIDANCE

Frank Parson as the Father of Guidance and Counseling

Frank Parsons (1854–1908) is known as the father of Vocational Guidance. Although he was educated as an engineer at
Cornell University, he wrote several books on social reform movements and articles related to women's suffrage,
taxation, and education for all. Additionally, he taught history, math, and French in public schools, worked as a railroad
engineer, and passed the state bar examination for lawyers in Massachusetts in 1881.

In 1905, Parsons became director of one of the Civic Service House programs called the Breadwinner's Institute
(Zunker, 2002). Afterwards, Parsons organized the Bureau of Vocational Guidance. Nine months later, Parsons used the
Bureau to train young men to be counselors and managers for YMCA's schools, colleges, and businesses. A few years
later, the School Committee of Boston created the first counselor certification program, and eventually the program was
adopted by Harvard University as the first college-based counselor education program (Schmidt 2003). Also, the
superintendent of Boston schools designated 100 elementary and secondary teachers to become vocational counselors,
this became known as the Boston Plan. Within a few years, school systems across the country followed suit.

Dr. Sinforoso Padilla as the Father Of Guidance In The Philippines

Guidance as a movement was unknown in the Philippines before 1925. In 1932 a psychological clinic was put
up by Dr. Sinforoso Padilla, and was concerned with cases involving student discipline, emotional, academic, and
vocational problems.

1. MEANING AND NATURE OF GUIDANCE

 Merriam Webster- help or advice that tells you what to do : the act or process of guiding someone or
something.

 Psychology Dictionary - a term used to describe the direction, advice and counseling provided in cooperation
with the client that will often use personal data and interviews as important auxiliary tests.

 Education- a process of assisting the individual student to reach optimum educational development. It is a
sort of guidance that is only rendered to the student community.

 RA no. 9258- Is a profession that involves the use of an integrated approach to the development of a well-
functioning individual primarily by helping him/her potentials to the fullest and plan his/her future in
accordance with his/her abilities, interests and needs.

Guidance is viewed as a helping relationship between a counselor and a counselee. The helping relationship is
aimed to meet the needs of the counselee. It is further meant to enable the counselee to assume responsibility for
himself, make his own decisions based on alternatives and approaches.

How is guidance defined by different authorities?

According to Frank Parsons- Expressed his definition of guidance as he associated its origin with the vocational
aspect of this special form of vocational choices, vocational placement agencies and industries.

Crow and Crow- Guidance is not giving direction. It is not imposing one’s point of view upon another person. It is
not making decision for the person seeking assistance. It is not carrying burden of another life.

Jones stresses - Guidance personally assists someone solve his problems. In the process it does not solve
problems for individual but the counselor helps him to solve his problem. The focus of guidance is not on the
problem itself but on the person. Guidance aims to promote the growth the individual toward self-development
and self-direction.
Peters and Farwell- Present the concept that guidance is based on the existence of individual differences and
worth and dignity of each person. It emphasizes the uniqueness of each person and needs. As a point of view, it
may be considered in terms of services necessary to implement the point of view.

Nature of Guidance

We familiarize ourselves with the following characteristics after analyzing the various definitions of
guidance. This analysis also throws light on the nature of guidance.

(1) As a Process: Guidance does not occupy independent place. The chief aim of this process is to assist in the
development of an individual keeping in view the social needs.

(2) A Continuous Process: Guidance is a process. Here, it is important to point out that the process of
guidance never ceases. It remains dynamic. In this process, an individual understands himself, learns to use
maximum his own capacities, interests and other abilities.

(3) Related with Life: The process of guidance is related to life. This guidance contributes formally or informally to
life because life experiences both formal and informal occasions.

(4) Development of Capacities: During the process of guidance the individual is assisted in such a way that he
makes himself enabled to develop his capacities maximum from all angles.

(5) Individual Assistance: Guidance is accepted as individualized help. Through guidance an individual’s personal
development is provided a direction and not to a group. Hence, it is process of individualized assistance.

(6) Task of Trained Persons: Providing guidance is not the function of all persons because various techniques and
skills are to be used in it. Everybody does not possess the knowledge of the same. For this task, trained persons
psychologists and counselors are required. Hence, guidance is a skill-involved process.

(7) Wide Scope of Guidance: The scope of guidance is too wide. Any needy person can be guided. This can include
the persons of different age, different interests, various characteristics and persons of different nature. Hence, we
cannot draw boundaries around the process of guidance.

(8) Helpful in Adjustment: Guidance helps the person in his adjustment in different situations. This process allows
learning to adjust with different types of problems. In this way, the main characteristic of the nature of the
guidance is to provide new energy to the demoralized person by adjusting himself in the problematic situation
through the process of guidance.

(9) Helpful in Developing the Ability of Self-Guidance: The nature of guidance also includes the characteristic of
developing self- guidance in a person with the help of guidance process. This enables him in achieving self-
dependence by searching out the solution of problems of life.

(10) No Imposition of One’s View Point: It is also the main characteristic of guidance not to impose one’s view-
point on others. It depends upon the wish of an individual how he acquires benefit by accepting the decision of
the guidance worker.

(11) Helpful in Preparing for Future: The process of guidance is helpful in preparing a person for his future.
Hence, a person can succeed in preparing himself for future activities. In this way, guidance is a well-wisher of an
individual’s future.
 2. Meaning of Counseling
 Merriam Webster- advice and support that is given to people to help them deal with problems, make
important decisions, etc.

 Psychology Dictionary- The term has rather opposed meaning (i) counseling is a form of therapy derived
from the non-directive counseling of Carl Rogers in which the client is supported while they gain insight into
their problem and work on finding their own solution. Within this use, people who offer therapy but who have
no formal qualification or whose therapy Is carried out a part of another job. (e.g., priest), usually call
themselves counselors (ii) Counseling is also guidance on practical personal problems such as vocational
choices, problems in studying etc. These counselors are much note active in providing information, offering
advice practitioners are called counseling psychologist.

 Briarwood Counseling Ministries - “Biblical counseling is about loving people by taking the time to
understand them, interpreting their life situations through the grid of Scripture, confronting them with God’s
framework, and challenging them to engage in the put off, mind renewal, and put on dynamic of Ephesians
4:22-24.”

 Education- Counseling is considered the heart of the guidance service for it involves a personal and deeper
encounter between the counselor and the student. Through such relationship, the student is assisted towards
becoming a self-directed individual.
Counseling service can be given either individually or by group. Individual counseling is given to an individual
who wants to work out solutions to personal problems. One may come personally to the office (walk-in), or s/he
may be referred by a teacher, other school personnel or by his/her parent for counseling. In cases where students
need to be referred to a specialist, resources outside the school are availed of. For this purpose, the center ties up
with other professionals like psychologists, social workers, psychiatrists, and other help givers to answer an
individual’s special need. On the other hand, group counseling is given to a group of students to explore
solutions to their shared concerns.

WHAT ARE THE TYPES OF COUNSELING?

 Directive or clinical counseling- This type of counseling allows the counselor to give the counselee
information about himself, his opportunities, his problem.
The steps involved in directive counseling as listed by Williamson are as follows:
Analysis- This involves collecting data, summarizing, and organization.
Diagnosis- The counselor formulates hypotheses, makes conclusions about the causes and
characteristics of the problem.
Prognosis- This refers to the prediction made by the counselor on the clients’ future developments of
the problem.
Counseling- Here the counselee talks and discusses the problem with the client by means of “leads”.
The counselee is helped to develop insight.
Follow-up- The counselor assists the counselee with new recurring problems. This may be due to a
“relapse” that might have occurred.

 Non-directive counseling- This is also known as client-centered counseling. Rogers, Strang, and
Warters describe this approach as one, which places the responsibility of the client for exploring his
own problem.

 Eclectic counseling- This merging of both directive and non directive counseling. The counselor should be
competent and proficient in incorporating this method so that a happy medium can be affected. This process
is outlined by Thorns.
 3. GUIDANCE FUNCTIONS AND PRINCIPLES

What is the function of guidance?

According to Jones, guidance does not solve the problems for individuals, rather it helps the
individual solve his problem. This is made possible by making available to the individual all possible
means , opportunities, avenue of value to him. As a result there is a change of behavior for the better,
because the process takes place within the individual. There is an increased awareness in him which
results to self-knowledge, self-appraisal, and self-understanding.

How is “education” distinguished from guidance”?

Education deals with the entire scope of human development. They are in the aspect of mind, physical,
social, emotion, spiritual and vocational.

How is “education” distinguished from guidance”?

All guidance is education but not at all aspect of education are guidance. It is only when the
cooperation of the individual is secured and assistance is given to him in meeting his goals the
guidance is present. A separation of the two is impossible. When the individual attempted consciously
to reach a goal without help, guidance is not present.

Principles of Guidance

1. Principle of all-round development of the individual. Guidance must take into account the all-round
development of the individual when bringing about desirable adjustment in any particular area of his
personality.

2. The principle of human uniqueness. No two individuals are alike. Individuals differ in their physical,
mental, social and emotional development. Guidance service must recognize these differences and guide each
individual according to their specific need.

3. Principle of holistic development. Guidance has to be imparted in the context of total development of
personality. The child grows as a whole and even if one aspect of personality is in focus, the other areas of
development which are indirectly influencing the personality have also to be kept in mind.

4. The principle of cooperation. No individual can be forced into guidance. The consent and cooperation
of the individual is a pre-requisite for providing guidance.

5. The principle of continuity. Guidance should be regarded as a continuous process of service to an

6. The principle of extension. Guidance service should not be limited to a few persons, who give
observable evidence of its need, but it should be extended to all persons of all ages, who can benefit from it
directly or indirectly.

7. The principle of elaboration Curriculum materials and teaching procedures should be elaborated
according to the view point of guidance.

8. The principle of adjustment While it is true that guidance touches every aspect of an individual’s life, it
is chiefly concerned with an individual’s physical or mental health, with his adjustment at home, school,
society and vocation.

9. Principle of individual needs. The individual and his needs are of utmost significance. Recognition of
individual freedom, worth, respect and dignity is the hallmark of guidance. Freedom to make a choice and
take a decision needs to be respected and encouraged.

10. The principle of expert opinion. Specific and serious guidance problems should be referred to persons
who are trained to deal with particular area of adjustment for their expert opinion.
11. The principle of evaluation. The guidance programme should be evaluated in terms of its
effectiveness and improvement. Evaluation is essential for the formulation of new goals or re-drafting the
existing goals.

12. The principle of responsibility. Parents and teachers have great responsibility in the execution of the
work of guidance. The responsibility for guidance should be centred on a qualified and trained person, who is
the head the guidance centre.

13. The principle of periodic appraisal. Periodic appraisal should be made of the existing guidance
programme so that requisite changes, if any can be carried out for its improvement.

References

Parsons, F. (1909). Choosing a vocation. Boston: Houghton Mifflin

Schmidt, J.J. (2003). Counseling in schools: essential services and comprehensive programs. 4th ed.
Boston: Allyn and Bacon.

Studer, J.R. (2005). The professional school counselor: An advocate for students Belmont, CA:
Thomson Brooks/Cole

Zunker, V.G. (2002). Career counseling: Applied

Bemak, F. (2000). "Transforming the Role of the Counselor to Provide Leadership in Educational
Reform through Collaboration." Professional School Counseling 3:323–331.

Brewer, J. (1918). The Vocational Guidance Movement: Its Problems and Possibilities. New York:
Macmillan.

Burnham, J. (2000). "School Counselor Roles: Discrepancies between Actual Practice and Existing
Models." Professional School Counseling 4:41–49.

Campbell, C. (1997). Sharing the Vision: The National Standards for School Counseling Programs.
Alexandria, VA: American School Counselor Association.