GUIDANCE AND COUNSELING

Basic Guidance Services

Overview

A modern educational system requires organized programs of guidance services. To conduct their activities such services must have active
support in materials, facilities and personnel with an attitude of concern for the welfare of youngsters and dedication to effort in their behalf.
Confidence in the guidance services will help to fulfill many social needs; it presents an opportunity for strengthening the framework of society.
Goals become attainable as students are given the needed assistance and direction. These adjustments to the realities of life are made possible
through the different guidance services afforded to the students.

Forms of Guidance Service in Helping and Assisting Students

1. Informal Service
This service makes available to learners certain kinds of information not ordinarily provided through the instructional program or during the
regular period of instruction.

These are classified into three:

- Occupational Information

- Educational Information

- Social Information

Objectives of the Guidance Information Service

1. Develop broad and realistic view of life's opportunities and problems at all levels of training.

2. Create an awareness of the need and an active desire for accurate and valid occupational, educational, and personal social information.

3. Provide wide understanding of the wide scope of educational, occupational and social activities in terms of broad categories of related
activities.

4. Assist in mastery of techniques of obtaining and interpreting information for progressive self directiveness.

5. Promote attitudes and habits that assist in the making of choices and adjustments productive of personal satisfaction.

6. Provides assistance in narrowing choices progressively to specific activities which are appropriate to aptitudes, abilities, and interests
manifested and to the proximity of definite decisions.

Procedures and Tools Used in Attainment of its Objectives

- Meetings/Orientation Programs

- Use of Bulletin Boards

- Research Data

- School Campaign

2. Follow - up Service
Concerned with what happens to students while in the school or after they have left schools. Determining the effectiveness of instruction the
guidance and counseling process and in responding to students' needs.

Ultimate Aims of Follow - up Service

- better personnel adjustments for the students

- more satisfactory vocational experiences

- continuous vocational progress

- to ascertain the progress and status of students within the various classrooms, courses and curricular areas

- to gain data which may identify weakness in the various phases of the school progress

- to learn former graduates are progressing

- to evaluate the effectiveness of the school's placement activities

- to learn why pupils leave before graduation

- to discover grade levels at which most dropouts occurs

- to obtain opinions concerning needed modifications of the curriculum of the light of the experiences of former pupils

Procedures used in the follow - up service:

- conducting surveys

- use of telephone

- use of follow - up letters

3. Placement Service
Placement is a service within the guidance program which is 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.

Types of Placement Service

¤ Educational Placement
Includes activities and tools within the school and deals primarily with aiding youngsters in making logical choices of educational experiences.

¤ Occupational Placement
Aiding students in obtaining part - time or full - time employment and assisting students in gaining appropriate vocational training in order to
prepare for job placement.

¤ Job Placement
Prepare for employment at the most suitable time and in accordance to individual needs and academic training.

4. Counseling Service
It implies planned supervision for serving the unique needs of pupils through the person to person relationship of counselor and counselee.

Functions of Counseling Service

- study the real life environment

- define the problem situation

- establish the parameter of the program

- design a counseling model

- pilot test the model

- introduce the system

- operate the system

- evaluate the system

- eliminate the system

Basic Facts of Counseling
¤ The process involves a two - way relationship and responsibility.

¤ Counseling service should be extended to all students or who have left schools.

¤ Some saff members should be trained to work with different groups of students on various phases of the guidance program including the
counseling service.

¤ The need of the counselee gives rise to the development of the counseling situation which is aimed at the satisfaction of those needs.

¤ The counseling process passes through stages, the exploratory stage, interpretative stage and adjustment stage.

Guidance and Counseling

Counseling
Is a learning - oriented process carried on in a simple, one - to - one social environment in which a counselor professionally competent in
relevant psychological skills and knowledge seeks to assist client by methods appropriate to the latter's needs and within the context of the
total personnel program to learn more about himself, to accept himself, to learn how to put such understanding into effect in relation to more
clearly perceived, realistically defined goals to the end that the client may become a happier and more productive member of his society.

Glanz (1972) defines that counseling as an "open - ended" face to face problem solving situation within which a student with professional
assistance can focus and begin to solve problems.

Rogers (1965) speaks counseling as the assistance which comes to a child through face to face contact with a professionally trained person in a
psychological relationship using either talk or play.

Shostrom and Brammer reinforced by defining counseling as "purposeful, reciprocal relationship between two people in which one, a trained
person helps the other to change himself or his environment.

In 1933, Brewer was describing counseling more in the language of counselors today when he said:"Counseling is talking over, a conference, a
friendly discussion upon as equal terms as may be with no attempt to impose decision and every effort to stimulate the thought of the student
to find or generate such technical knowledge and wisdom as will lead him to a right decision."

Nature of Counseling
Four natures of counseling cited by Ford and Urban in their book entitled Systems of Psychotherapy (1963).

¤ Counseling involves two people in interaction, a generic term for the exchange of meanings between two people which includes the direct
communication of talking and listening as well as non - verbal features by which meaning is transmitted by one person to another. The
interaction is highly confidential, and since counselee discuss themselves in an intimate fashion, it is highly private and unobserved by others.

¤ The mode of interaction is usually limited to the verbal realm; the counselor and the counselee talk with one another. Counselees talk about
themselves, their thoughts, feelings, and actions. They describe events in their life and the way they responds to these events. The counselor
listens and responds in some fashion to what the counselee says to provoke further responses. The two think, talk, and share their ideas.

¤ The interaction is relatively prolonged since alteration of behavior takes time. In contrast to a brief conversation with friend in which
distortions or unconscious desires are usually maintained and usually on temporary relief is gained, counseling has its goal, the change of
behavior. It is assumed that through the counseling interaction, the counselee will in time revise his distortions and alter his behavior.

¤ The purpose of the relationship is change in the behavior of the counselee. The counselor focuses the interaction upon the counselee.
Counselees need to be concerned about the happiness of the counselor but must devote their energies to changing themselves.

Purposes of Counseling

1. To give the student information on matters important to his adjustment and growth.

2. To get information about the student which will be of help to him in solving his problems.

3. To establish a feeling of mutual understanding between pupil and teacher.

4. To help the pupil work out a plan for solving his difficulties.
5. To help the student know himself better, his interests, abilities, aptitudes and available opportunities.

6. To encourage special talents and develop right attitudes.

7. To inspire successful endeavor toward the attainment or realization of objectives.

8. To assist the pupil in planning for his educational and vocational choices --- formulating plans for vocations, making surveys of employment
opportunities, administering vocational or aptitude test, gathering cumulative occupational information, following - up pupils for placement
and sponsoring convocations, programs, and career day seminars.

"You have brains in your head,

You have feet in your shoes,
You can steer yourself in any direction you choose,
You're on your own and you know what you know,
You are the guy who'll decide where to go."

- Dr. Seus

Theoretical Approaches and Techniques in Counseling

5 Theoretical Approaches to Counseling

¤ Client - Centered Counseling

¤ The Counselor - Centered Approach

¤ Existential Counseling

¤ The Eclectic Approach

¤ The Gestalt Therapy

Client - Centered Counseling

Origin with early work of Carl Rogers. This counseling approach stresses counselee's ability to determine the issues discussed and to solve their
own problem. Counselor intervention in this process is minimal. The aim of this approach is to assist the individual to grow and gain
independence. It places greater stress upon emotional elements, endeavouring to work in the realm of feeling and emotion --- love, warmth,
care, respect, and acceptance rather than use of an intellectual approach.

Major elements which characterize the client - centered counseling are:

a. The quality of the relationship between the counselor and the client is of maximum importance. The relationship is the heart of the therapy.

b. The emotional aspect of the relationship are far more important than the intellectual.

c. The interaction between the counselor and the counselee is the element which provides the catharsis by which the client gains relief from his
guilt and other negative feelings and through which he gains emotional strength upon which to build for greater future security.

d. The immediate situation is the focus of attention, its accompanying feelings providing the fountain for expression.

e. The counseling experience provides the opportunity for growth.

f. Giving advice, making interpretations and diagnosing as generally defined, have no place.

g. The relationship is warm, accepting and permissive but relatively narrow in its coverage since it does not include

guidance, imparting important information or advisement.

The Counselor - Center Approach

Developed by E. G. Williamson (1960). This approach often sees the counselor as a teacher who directs the learning process. The counselor is
responsible for deciding what data is needed, collecting them and presenting them to the counselee. Diagnosis is necessary to determine what
issues and conditions are involved before efforts to help individual to be successful.

Emphasis on Counselor - Centered Approach

¤ Considerable responsibility is assumed by the counselor.

¤ There is a concern for techniques, procedures, and the systematic attack upon problems.

¤ Counseling tools such as test data, records, case histores and various reports play an important part in the counseling efforts.

¤ Diagnosis is a major step in the therapeutic relationship.

¤ Interpretation is considered a responsibility, since the client depends upon the professional competence of the counselor for possible answer
to his problems and for direction in dealing with them.

¤ Purposeful questions are posed by the counselor to stimulate the thinking of the client to gain information.

¤ If the client is emotional, the logical procedure is to help him gain emotional control so that he can more effectively utilize his intellectual
capabilities.

¤ Decisions reached are to great extent those of the counselor but with the aid and approval of the client.

¤ Judgment of tools, instruments, and techniques to be used and decisions to be made are prerogatives of the counselor.

Existential Counseling
Kemp (1971) a proponent of existentialism, believe people form their lives by the choices they make. Existentialists focus on this freedom of
choice and the action that goes with it. They view people as the author of their life. The counselor is open and self - revealing in an attempt to
help client become more in touch with personal feelings and experiences. According to them, the meaning of life can be discovered in three
ways:

1. By doing a deal, that is by achieving or accomplishing something.

2. By experiencing a value, such as work of nature, culture, or love.

3. By suffering, that is, by finding a proper attitude towards unalterable faith.

Existentialist gives emphasis on the following:

a. Helps clients realize the importance of responsibility, awareness, freedom and potential.

b. It hopes that during the course of counseling, the client will take more responsibility for their lives that they have perviously taken.

c. The aim of therapy is that the patient experience his existence as real and that this existence gives meaning to his life.

d. Through this process, the client is freed from being an observer of events and becomes a shaper of meaningful activity.

e. Existential counselors make use of confrontation.

f. Existential counselors do not make use of psychological tests nor do they make diagnoses.

The Eclectic Approach

The freedom to use whatever techniques or procedure seem to the counselor to be the most appropriate at any particular time. Eclecticism
assumes high level competence and should never be used as rationalization by the counselor to discriminate, use or neglect of particular
procedures advocated in other philosophies.

Summary of the Eclectic view in clarifying relationship among the various approaches:

¤ The methods used are justified by the counselor because of their appropriateness for both the client and the counselor.

¤ It is characterized by flexibility.
¤ Freedom of choice and of expression is open to both counselor and client.

¤ Modifications of methods is made in an effort to accommodate the client and philosophical frameworks are adjusted to serve the purposes of
the relationship.

¤ Feelings of comfort are essential. Both people must feel good about what they are doing, experience mutual confidence and have faith in the
relationship.

¤ Adaptations are made within the intellectual and emotional structure of the client as he makes an effort to capitalize on his best resources.

The Gestalt Therapy

Popularized in 1960's by Fritz Perls associated with Gestalt Psychology. The term gestalt means whole figure. Perls stated that each person has
a self actualizing tendencies that emerges through personal interaction with the environment and the beginning of self - awareness. Self -
actualization is centered on the present. From this perspective, persons are more than a sum of their parts.

Techniques in the Counseling Process

1. Listening Technique

2. Reflection and Clarification Technique

3. Leading Technique

4. Interpretation

5. Instruction

6. Structuring
7. Capping Technique

8. Terminating the Interview

Leading Technique
In this concept the counselor plays a more active role by interjecting some of his own ideas and taking some responsibility for the direction in
which he and the client are moving. By leads such as reflection of feeling, content, silence, acceptance, understanding and encouragement. The
most common leading technique is general question such as "Tell me about your family."

Interpretation
Represents some reasonable approximation of the truth and that the truer the interpretation turns out to be the more helpful it will be for the
client. This in turn based on the assumption that the client is searching for an explanation of his behavior and therefore the closer the
interpretation is to reality, the more meaning it will have for him.

Instruction
Are design to clarify the nature of the behavior to be changed and to test out certain procedures which may affect the desired changed.

Structuring
This occurs when the counselor makes a statement to the client describing his view of the nature of the counseling relationship and the way in
which he hopes the counseling will proceed. Structuring helps the individual to feel more secure in counseling relationship.

Capping Technique
Consist of changing the subject to something less intense yet still propelling the interview forward. The counselor can help to decelerate the
pace by pausing longer and more frequently.

Terminating the Interview

Verbally summarizing the interview is another way of reaching closure. The summarization can be done by the counselor, the student or both.

Listening Technique
Concern with helping the client to describe himself and his problem as developing an environment in which the client can use constructively.
The counselor in this stage attempts to be an active listener, injecting comments and questions only to start the client talking and keep him
going.
Reflection and Clarification Technique
Statements by the counselor which attempt to feedback to the client the essence of the client's own expression.

Role and Characteristics of and Effective Counselor Essential Elements and Ethical Standards of Counseling

Counselor is so important in the counseling process, the counselor should know his basic function as well as his purpose in conducting
counseling.
In order to be effective in its understandings, the following should be carried out by a counselor.

¤ To provide a relatiobship between counselor and counselee, the most prominent quality of which is that of mutual trust with each other.
¤ To provide alternatives in self - understanding and in the courses of action open to the client.
¤ To provide for some degree of intervention of the situation in which the client finds himself and with "important others" in client's immediate
life.

¤ To provide leadership in developing a healthy psychological environment for his clients.

¤ To provide for improvement of the counseling process through constant individual criticism and extensive attention to improvement of
process through research.

Characteristics of an Effective Counselor

1. Intellectual Competence
Counselors must have a thorough knowledge of many theories as well as the desire and ability to learn.

2. Energy
Counseling is emotionally draining and physically demanding. Counselors must have the ability to be active in their sessions.

3. Flexibility is needed of counselor to understand the clients with keeping principle of individualization in the mind.

4. Support
The counselor supports the client in making his own decision, helps to strengthen the confidence of the client.

5. Goodwill
The nature of good will encompasses such qualities as the counselor's desire to work on behalf of the client in a constructive way that ethically
promotes client independence.

6. Self – awareness
This quality includes knowledge of one's self including attitudes and feelings about sel, and the ability to recognize how and what factors affect
those attitude and feelings.

Essential Elements
Downing (1965) enumerating 8 essentials to the counseling process:

1. Anticipating the interview.

2. Developing a positive working relationship.
3. Exploring feelings and attitudes.
4. Reviewing and determining present status.
5. Considering existing problems.
6. Exploring alternatives.
7. Making decision.
8. Post counseling contact.

Ethical Standards of Counseling

1. Counselors concern is always the welfare of the client.

2. The counselor should be competent enough to serve the client. He should have the necessary skills and training.
3. The confidentiality of the cases should always be observed. Cases on suicide, crimes committed, addiction and anything that pertains to
threat to life may violate confidentiality policy.
4. There should be a record or file for every client and every significant things said in the counseling sessions or every important datum like test
results should be recorded.
Testing
Tests are tasks which define ability. They may be investigation, study review or an inquisition. Test helps measure the individual especially those
unexplored ones.

Purpose of Test
The testing service has specific purposes and aims as follows:

1. To determine student achievement level and progress.

The achievement capabilities of each pupil in the various subject matter areas are ascertained with appropriate tests.

2. To gain data for diagnostic purposes.

Good teaching involves constant vigilance in noting symptoms of developing difficulties. Identification of problems and remediation are
essential to the satisfactory progress of a pupil.

3. To ascertain aptitudes.
Appropriate tests provide data on the approximate potentialities of youngsters in various aptitudes.

4. To provide for the identification interests.

Preference tests provide opportunities for the selection of activities which have appeal to students. Patterns of interests emerge these tests,
improving students self - understanding and helping students to plan for future vocational pursuits.

5. To improve instruction.
The constant improvement of instruction is a major aim of education. In order to strengthen the teaching - learning relationship as a goal
toward the improvement of instructions considerable efforts should be directed towards teachers, counselors and administrators.

6. To determine existing self - concepts and attitudes.

A device for determining the exact quality and condition of one's self - concept may not exist.
Assessment of his approximate level of self - confidence made through observations and specific testing instruments.

7. To ascertain social adjustments

Approximate levels of social adjustments are ascertained through appropriate instruments used in conjunction with observations.
The accurate and objective assessment of social adjustment is not readily attained with present tools of measurement but improvements are
being realized.

8. To identify under achievers and over - achievers.

To ascertain achievement of all pupils is one of the purposes of testing.
Identifying pupils who achieve above or below the level of expectations.

Limitations of Testing
The following are some of the critical limiting factors in test usage:
1. Low motivation of some students.
The assumption that all students are equally interested in a task or enjoy the same stimulation is erroneous.
2. Relative narrowness of the traits measured.
A test is designed to measure a certain trait or quality or combination of traits.

3. Low validity and reliability for some students.

Scores obtained may be relatively invalid or unreliable for a particular pupil.

4. The unavailability of local norms.

Local norms are not always computed or made available.

5. Undue influence of environmental conditions upon test results.

A test score may reflect more accurately the nature of one's environment than the quality of the traits being measured.

6. Failure to follow directions.

A failure by students to follow directions which provide the standards for a test can result in an invalidation of the results.
Uses and Types of Testing

Uses of Tests
1. Tests are used as basis for admission into an educational institution. They serve as a check on previous grades to determine the validity of
work from previous schools attended.

2. Tests serve to give information to student's ability, interests, aptitudes and plans. Properly administered, scored and interpreted, tests reveal
more accurate information.

3. Tests are basis for promotion. Teachers give their student's grades on the subject - matter supposed to be learned tests are given to
determine they are eligible for promotion or not.

4. Tests are used for classifying students into sections.

5. Tests serve as determinants in choosing a vocation/career.

6. Tests serve as evaluating instruments in determining the standard of a school.

7. Tests serve as an instrument in judging student's abilities and capabilities.

Types of Tests

1. Aptitude Test
The aptitude test measure a pupil's potential for learning. Some knowledge as to his learning capabilities is gained from the test. The
knowledge gained from aptitude tests are useful in ascertaining the approximate quality of school works child might be expected to do and
predicting possible success in mastering school subjects. Aptitude tests serve as to predict subsequent performance, they are employed to
estimate the extent to which the individuals profit from training or to forecast the quality of their achievement in a new situation.

Examples:
DAT (Differential Aptitude Test Battery)
HTP (House - Tree - Person Test)

2. Achievement Test
Achievement test have been used for many years in elementary and secondary schools and have helped teachers to identify academic strength
and weaknesses. The information is a useful tool in program improvements and in individualizing instructions. Achievement refers to a
student's level of accomplishments in the various subject areas. Achievement tests are designed to measure the outcomes of instruction, the
progress pupils have made in attaining proficiency as a result of training or learning.

3. Interest Inventory Test

Interest inventories provide scores from which patterns of interest are established. These patterns indicate the kinds of vocational activities
that have the greatest or shown on the profile sheets. Areas of interest are shown, not specific jobs. Their use contributes to more realistic
planning by a student considering the vocational possibilities open to him. Interest in inventories may be of use in counseling to help obtain
information that will aid in educational and vocational decision making to verify or confirm choices, or to open up new possiblities and as a
starting point in teaching or studying the major occupational areas.

4. Intelligence Test
These measure general intelligence, particularly the IQ of the counselee and the pupil's potential for learning. Some knowledge as to his
learning capabilities is gained from this test. These tests normally yield a mental age, intelligence quotient and a percentile rank. These
numerical designations denote the approximate performance level of each child as they are compared with established norms.

Examples:
Gesell Test
Stanford - Binet Intelligence Test
5. Personality Test
Personality test is the sum total of an individual's behavior and includes and individual's overt and inner feelings. These kinds if tests often
stimulate the student to give more serious consideration to his own personality development and better understanding about human
personality and its development. The result of the test helps the counselor to determine the approximate degree of adjustment to be realized
by each student. Personality tests are most frequently designed to measure such characteristics as emotional adjustments, social relations, and
the motivational aspects of behavior.

Examples:
Eduard Personal Preference Schedule
Children's Personality Questionnaire

6. Occupational/Career Test
These are designed to determine the skills, special abilities and techniques that make an individual fit for a given occupation. These tests are
not comprehensive enough but they help in the selection of applicants for particular jobs or occupation.

7. Diagnostic Test
The purpose of this test is to determine the weaknesses of the individual so that remedies could be done to overcome it.
Example:
Iowa Silent Reading Test

Tools and Techniques Used in the Guidance Process

Overview

Record systems in good guidance program reflect the monumental amount of work needed to abstract the individuality of the student, to
preserve the essence of who the students is and to reflect the student's continuous, cumulative development. Data collection does not occur
behind a cloud of secrecy, for purely administrative purposes, for labeling or categorizing students, or for manipulating the students. Provision
made, not only for the interpretation of appraisal data to parents and pupils, and corrections in the records, but also for the interpretation of
the value and necessity of records and how they are used.

Techniques and Methodologies

A. The Anecdotal Records

Records of an episode in the life of a student.
It describes one significant incident of a student's overt behavior.
A narrative of events in which the student takes such part as to reveal something which may be significant to his/her personality.

Procedures in Organizing Anecdotal Records

1. Staff Orientation
Direct observation as a method collecting data is tedious task. The guidance worker must be aware of the valuable contributions which
individual teacher's observation may make an the meticulous preparations involved in the consolidation of such bits of information before the
whole picture of the anecdotal record can be formed.

2. Preparations of Forms
Once staff has decided to proceed with the plan of reporting anecdotes, forms for reporting the anecdotes must be formulated. This form must
be simple and applicable to a definite situation.

3. Recording Anecdotes
Anecdotal reporting must remain as objective as possible. Positive incidents of pupils' behavior sometimes are more significant than negative
incident.

4. Collection and Storage of Anecdotes

Systematic and convenient method of collecting anecdotes must be adopted.

5. Summarization of anecdotal records.

Types of Anecdotal Records (Randall)

1. Objective description of a specific incident.
2. Description of incident followed by interpretation.
3. Description of incident followed by interpretation and recommendation.
4. Description of an incident in which description and interpretation are inter - mixed.

Advantages of Anecdotal Records

1. Deepens understanding of student's behavior.
2. Student's behavior is seen in its full context.
3. Develop skills in identifying the causes of disturbances.

Disadvantages of Anecdotal Records

1. Difficulty of securing objective report. Teachers report their reaction rather than their observation.
2. Difficulty in securing reports on many students.

Characteristics of a Good Anecdotal Record

1. Objectivity
It must be objective, disregarding personal, emotional reaction of the reporter to the incident observed.

2. Specific
It must include specific action, direct observation and fair sequence of incident.

3. Adequate background information.

It must give definite information about time, place and person involved as well as the name, age, and the specific situation wherein the subject
or counselee is observed.

4. Selectivity
Teachers and trained workers can select which of the anecdotes are significant in understanding a counselee's problem.

5. Reliability
The report must be based on one's personal observation and not on mere hearsay.

Example of an Anecdotal Record

Student:
Age:
Date:
Observer:
Setting:
Purpose:
Observational Question:
Observational Details:
Analysis:

B. The Rating Scale

Defines as any order by which individuals may be compared and a rating is estimated based on qualities and abilities. This is used in obtaining
from others an estimate of their impression or judgment of the individual with respect to the characteristic named in scale.

Types of Rating Scale

1. Numeric Scales
It employs numbers of denoting gradations and the meaning of each number is defined.

2. Descriptive Scales
Scales are sometimes constructed which employs a series of phrases describing various degrees of the characteristics rated. These phrases are
usually arranged in order, with instruction to the rater to check the phrase that comes closest to describe the characteristic being considered.
In which descriptive phrases or terms assigned to each trait. The rater enters the appropriate phrase after each name to indicate judgment of
the person.

A = Excellent
B = Good
C = Average
D = Below Average
E = Poor

3. Paired Comparisson
The rater compares each person rated with respect to the trait to every other individual rated in general terms of "equal", "better" or "worse".

4. Graphic Rating Scales

The most widely used type of rating scale. In graphic rating scales, the units or degrees appropriately under the line. The raters indicate their
observation by checking the point which does describes the degree of the trait which applies.

Example of Graphic Rating Scale

0 = No Hurt
2 = Hurts Little Bit
4 = Hurts Little More
6 = Hurts Even More
8 = Hurts Whole Lot
10 = Hurts Worst

C. Autobiography
Is an individual life story, routine, behavior, attitudes, interests, ideals written by himself. It is a genetic approach to a study of interests,
choices or plans. It is a mean of securing information about the individual.
Helps the counselor understand the pupils. They are a form of therapeutic treatment, releasing tension within an individual.

D. Cumulative Records
Written accumulation of significant factual information about an individual which if maintained and progressively developed over a sufficient
period of time, gives a summarized case history and indicates the direction and rate of development of an individual.

Cumulative Folder includes the following:

1. Personal Date
2. Medical and Health Information
3. Date of School Entry
4. School Grades
5. Transcripts from previous Schools attended
6. School Wide Test Results
7. Personality and Behavior Traits Rating
8. School Activities
9. Anecdotal Records
10. Autobiographies written in Class setting

E. Case Study
A careful study and interpretation of pertinent data concerning the students development and problems and some suitable recommendation.
It involves the study of the students background, environment, interpersonal relations and other factors influencing his development and
adjustment.

Case Study
All facts about the individual should be at hand.
Analyzes and interprets the problem of the subject.
Interview is necessary.
When data is completed, information should be written.
Tentative diagnosis and plan of treatment should be formulated.

Important:
In writing the data, write objectively, simple and with directness. The write up should not reflect your personal bias and opinions. Irrelevant
items should be removed.
Points to be observed in making a case study:
1. Select a case that gives you interests both from the standpoint of the nature of the case and the personality of the individual concerned.
2. If possible choose a student from one of your class whom you feel needs attention and help and who will probably cooperate with you.
3. When considering various students, give some thought to the shy, quiet, retiring students. Pupils of these types are sometimes more
interesting than pupils whose difficulties or behavior cause them to be noticed.
4. Plan only as much as you feel that you can accomplish.

Values of Case Study

1. A considerate number of students in the school who were most seriously in need of careful individual attention and guidance were subjects
of the detailed study. Not every case study brought about improvement, but it is believed that the net results constituted a real gain.
2. Each case investigator acquired a better understanding of cumulative records and a greater insights into the relationship of those records to
the immediate needs of the pupils. It seems probable that the teacher profited as much from the case studies as did the students.
3. The case studies form a basis for group discussion conferences between the different teachers of each pupil. Thus, cooperative work
between teachers in different department, and between teachers and counselors, are fostered.

Case Method Outline

1. Symptom
The first step is always to get all the facts, not his history, but the symptoms that had been noted. This involves the marks received in various
subjects, instances of misconduct and absences from school. All statements must be actually verified. History is valuable only when it gives light
to the cause of the symptoms.

2. Examination
a. Psycho = physical (vision, hearing, coordination)
b. Health = (vital index, nutrition, teeth, general physical condition)
c. Scores in Achievement Test
d. School Progress
e. Summary of Teacher Statement
f. Learning Defect
g. Social History
h. Health History
i. Personality Problem
j. Observation of Pupil
k. Summary
l. Tentative Diagnosis

F. Sociometry
The term Sociometry relates to its Latin etymology, "socius" meaning companion and "metrum" meaning measure.
Science of group organization, it attacks the problem not from the outer structure of the group, the group surface but from the inner structure.
This approach involves using students spontaneous choices as an index for arranging interpersonal relations in the classroom, state their
preferences for the other member of the group and similar position implying personal relationship.
The purpose of sociometric methods is to measure individual's social worth or personal value as viewed by their associates.

G. Interview
Considered as the heart of counseling process.
Face - to - face relationship involving the process of information giving and getting and understanding.

Degree of Structure
Structural Interview
When the interviewer and interviewee sit down together as if they are going to fill out a questionnaire. It has a set of questions to be covered
and specific sequence to be followed in asking questions.

Unstructured Interview
Conducted much like a conversation. The interviewer already has a general idea of the scope of the topic to be covered.
Types of Questions

Open Questions
- allow a wide range of responses
- useful when dealing with complex issue

Close Questions
- call for specific responses
Interview Approaches

Direct Approach
When the questions explain the purpose of the interview.

Indirect Approach
States the purpose of the interview vaguely.

H. Observation
Is the ability to determine the factors that initiate behavior and to describe accurately the way the person observed reacts to a given situation.

Conducting an Observation
(guidelines based on the research conducted by Shertzer 1976)
1. Before observing, determine what is to be observed.
2. Observe only one pupil at a time.
3. Watch for significant behavior.
4. Observe a pupil for a brief periods of time often gives a truer, more comprehensive description of behavior.
5. Learn to observe without resorting to writing notes during the observation period.
6. If possible, record and summarize the observation immediately after it is completed.

Exceptional Children
An exceptional child is one who deviates from the normal child in mental, physical, emotional and social characteristics to an extent that he
requires special educational services. He may far above or extremely below from the average.

Mentally exceptional children includes:

- the gifted
- slow learner
- backward children

Physically exceptional children includes:

- blind
- dumb
- deaf
- crippled

Emotionally exceptional children includes:

- deliquents

Socially handicapped children includes:

- under privileged

Multi handicapped children includes:

- children having more than one defect

Physically Handicapped Child

The child with a physical handicap sufficiently serious to set him apart from other children should be given the attention and aid necessary to
minimize the impairment imposed by handicap.
Mean the children with physical disability. They may be blind, deaf, dumb, or crippled. Each of these categories of children needs special care
and type of education.
For teaching blind persons, the aids such as Braille Writer, Braille Slates and Stylus for pupils, Braille papers, tape recorders, Abacus for teaching
mathematics is needed.
For the deaf students, teaching of sign language is important. Signs using fingers, hand, etc. is to be familiarized. Finger spelling and speech
reading techniques too may be focused.
Multi handicapped children have more than one disability. They need special treatment and care.

The Child with an Intellectual Handicap

The child with impairment scholastic aptitude who is unable to achieve at the same level as his classmates has an intellectual handicap. There
are degrees of mental retardation and of intellectual competence, resulting in a great range of ability in the typical classroom.

Slow Learner
A state of being below the normally accepted level in learning of things. A child who is slow in learning is called a "slow learner".

Needs of Slow Learners

- special coaching
- counseling service
- more practice
- visual presentation
- sympathy
- friendly attitude of teachers
- special motivation
- immediate feedback

Emotionally Maladjusted Child

Most children experience some emotional stress various times. These stressful situations are usually temporary and the adjustments are
generally satisfactory. Emotional upsets and frustrations are part of a child's development. The teacher and counselor must have some
awareness of the nature and possible causes of his trouble in order to help him.

Gifted Children
The gifted child is he who has been endowed with great natural ability, intelligence or talent. Gifted children have high cognitive ability,
creativity and superior talent in special areas.

Problems of Gifted Children

- inability to adjust with substandard teaching
- difficulty to tolerate sub standard opinions
- contempt for the gifted from others
- lack of extra competent teachers
- indifference of the society towards the gifted
- interest to be in company with elders instead of peers

Guiding Principles and Responsibilities of the Guidance Services for the Exceptional Child

Guiding Principles for an Effective Guidance Service

1. Start guidance early in life of each child.

2. Provide variety of rich, meaningful experiences for each child throughout his school days.
3. Make certain that each child achieves a degree of success in some endeavor.
4. Encourage superior teaching and high level of professional competence with all teachers.
5. Promote activities which provide for pupil interaction.
6. Aid and encourage each child in self - appraisal.
7. Integrate learning about the human personality with academic learning, not to minimize academic learning in order to accommodate other
kinds of learning, but rather to broaden the understanding and learning of each student.
8. Help each child develop his intellectual and social skills.
9. Avoid conditions which may cause frustrations and anxieties.
Responsibilities of Guidance Service to Exceptional Children
1. Better self understanding and the ability to recognize the child's strengths and weaknesses and exploit each to his advantage.
2. A strong, positive, realistic self - concept with adequate self - confidence to make aspirations become achievements.
3. The knowledge, skills, and techniques by means of which he can continually progress and gain satisfaction.
4. Satisfying and stimulating experiences and warm relationships with other people.
5. The establishment of a realistic vocational goal and appropriate preparation for his lifework.
6. Knowledge about the human personality and the intricacies of behavior, and mature judgments by which he can control his behavior.
7. Abilities and insights through which he can make satisfactory adjustments to the life situation and through which his life can be made more
enriching and meaningful.
8. Emotional strengths and the ability to deal with unpleasant incidents and to resolve problems as they occur.

The Gifted Child

Overview
Belief in the need to identify the gifted child in life and provide him with opportunities to maximize his development is well accepted in modern
education.

The Guidance Service and the Gifted Child

The Guidance Service has an obligation to the school and to the gifted child.
To aid in providing the stimulation and direction essential to the child's making proper coping adjustment and to his planning intelligently for
the future.
Guidance and instruction are engaged in a team effort. Curricular offerings and educational experiences should be in keeping with the
capabilities of the student and in harmony with his interests and aspirations.

The Concern of Guidance for the Gifted

Ascertaining the nature of his giftedness and then providing the educational experiences which will produce maximum development are all
concerns of the guidance service.

There must be concentrated effort to accommodate these youngsters.

Neglection of other talents that a child possess.

Identifying the Gifted Child

George Mead (1935) six kinds of giftedness. Variety of gifts possessed by people.
1. Intellectual Gift
2. Giftedness of Aesthetic Character
3. Superb Physical Gift
4. High Moral and Spiritual Values
5. High Level of Social Understanding and Living
6. Great Economic Ability

Characteristics of a Gifted Child

Cuts and Moseley (1959) identified some general guides for the teacher and counselor by which superior abilities may be known. Among them
are as follows:
1. Demonstrate unusual ability in several areas.
2. Demonstrate unusual ability as a leader.
3. General maturity level.
4. Generally gets along well.
5. Responds quickly.
6. Vocabulary Superior
7. Learns more quickly.
8. Make adequate interpretation.
9. Deals with abstraction.

Based on the above description, there will always be exceptions and various degrees of competence.