THE GUIDANCE SERVICES

Guidance services:​ Educational services designed and implemented for the sole purpose of helping individual
learners develop healthy and positive manner to full maturity as a person and to develop a person he/she is
capable of becoming (Sprinthall)

1. INDIVIDUAL INVENTORY SERVICE

- Also called ​Individual Analysis; ​comprise of all the information gathered about each
individual in school; at the least, it includes the entrance test results and student’s
information sheet
- The information is usually stored in the ​Cumulative Folder​ or for other schools in ​electronic
files or data base;​ the data for each student are accumulated and kept throughout the
student’s stay in the school and after a few years after (10 years or based on school’s
policies).
- It aims to ​systematically collects, evaluates, and interprets data to identify characteristics
and potential​ of every client.
- It can be used in proper diagnoses, predicting progress of behaviors, accurate placement and
program evaluation.
- It can provide a well-rounded picture of each client for reference and basis for program
development which aims to be more responsive to their needs.

The inventory can aid:

- The client to develop self-awareness and based on this she/he can create appropriate plans
to improve the quality of his/ her life
- The counselor can get to know the client, facilitate his self-awareness, self-understanding,
and decision-making, determine appropriate avenues for clients to pursue, identify best
options for helping the client, assist significant others in understanding the client
- The ​administrators ​and​ faculty​ can have an idea of the student’s profile, appropriate
strategies for responding to the needs, interests and values, and strengths and passions that
can be channelled to appropriate goals
- The ​parents​ and ​guardians​ would have a basis for understanding their children better and
how to respond to them with sensibility

5 Categories of Information for Individual Analysis

● Individual Identification Data

● School Performance Data
● Test Performance Data
● Self-Evaluation Reports
● Significant Others report
Major Contents of Comprehensive Individual Inventory Records​ (Personal-social data, academic- educational
data, and vocational-occupational data)

1. Personal Information Sheet

✔ Personal Data- ​provide the counselor a view of the factors that may contribute to the
development of the client’s personality and concerns; implications to multicultural counselling
✔ Age (developmental tasks and crises that the clientele are experiencing)

✔ Family background and home environment (socio-economic situation, sources of

emotional support, quality of relationships at home)
✔ Hobbies, interests, goals, values (positive forces that the counselor can utilize in
motivating and encouraging the students)
✔ Personal strengths and personality traits and characteristics (identify areas where the
student can excel and areas he needs to modify or try to avoid)
✔ Problems and needs (areas wherein more intensive and personal work with the client is
needed)
✔ Educational Data- ​indicates the client’s mental ability, aptitudes and special strengths

✔ Schools attended (regularity of school attendance, kinds of schools, transfers)

✔ Grades (indicates subjects of interest, aptitudes and intelligence type)

✔ Co-curricular and extracurricular activities (glimpse of client’s personality)

✔ Courses taken (special training and talents of the client, for college, occurrence of
shifting)

✔ Health Data- ​physical strength and health, medical history (implications for life activities, plans
and goals, limitations​ ​on interpersonal activities​)
✔ Social Data​- demonstrate client’s capability to relate with others, support systems, social
influences, friendships)
2. Anecdotal Report: ​description of a client’s unusual or unexpected behaviour in a given situation or event;
subjective and descriptive in nature and recorded in narrative form; 3 parts (identifying data, behaviour
observed; comments of the observer)
3. Anecdotal Record:​ summary of anecdotal reports over the months/years; facilitate discovery of
patterns that can help in diagnosis and treatment
4. Rating Scales:​ indicate the extent to which an individual possesses each of the characteristics or traits;
enable systematic and objective observation and recording
5. Checklists: ​direct the observer’s attention to specific observable personality traits and characteristics of
an individual; unlike rating scales, it does not require the observer to indicate degree or extent of the
presence of certain characteristic
6. Autobiography:​ self-written life story; allows the writer to express what is important in his life, highlights
likes and dislikes, identifies values, interests and aspirations, acknowledges successes and failures, fears
and concerns, significant personal relationships; it relieves tension, reflect and develop insights and take
action
 7. Self-Expression Essay: ​seek the client’s response to a particular question or concern, usually in short
written essay form; to elicit spontaneous, uncensored response to relevant topics
8. Self-Description Essay: ​the client can share whatever he wishes to share about himself
9. Diaries and Daily Schedules:​ diaries record life encounters and experiences each day while daily
schedules includes listing of client’s daily activities on an hourly basis
10. Questionnaires:​ collects specific types of information on specific needs of the clientele, as well as identify
problems, opinions, attitudes and values; assess needs as basis for establishing program objectives and to
evaluate services and activities in the interest of program improvement
11. Structured Interviews:​ enable the counselor to explore in-depth behaviour or responses; questions are
designed with a goal in mind and arranged in logical sequence
12. Intake Interviews/Session Summaries:​ intake interviews are initial interviews to collect information on
client’s concerns, status and personal traits; while session summaries gives a gist of each session with the
client; this should be included in the cumulative folder for reference of succeeding counselors but
confidential information should be pulled out before passing on.
13. Sociometric Techniques:​ determine social relationships (degree of acceptance, roles and interactions
within groups)
14. Class Work:​ essay in subjects such as English and Filipino or artwork in Arts can be source of data; essays
about describing the self or certain feelings and art works on fears and pain
15. Interviews with Others:​ interviews with parents, teachers, and other significant others can provide a
well-rounded picture of the individual collected over time and examined side by side
16. Disciplinary Decisions:​ reports from the discipline office provide the counselor with an idea of the client’s
behavior in school
17. Test results: ​standardized measures to determine specific characteristics of each individual objectively
(e.g., intelligence, multiple intelligence, emotional intelligence, aptitudes, scholastic aptitude,
achievement, interest, personality)

Ethical Considerations in the Utilization of Test and Non-test data:

- Only appropriate, accurate, updated and comprehensive information should be used in

helping the client.
- Counselors and psychometricians are required to ensure the proper administrations, scoring
and interpretation and use of assessment tools.

2. INFORMATION SERVICE
- an activity whereby descriptive materials and media are accumulated, organized, and
disseminated through individual advising or counselling or through planned group activities
(Gibson & Mitchell, 1995)
- comprehensive and systematic collection and dissemination of relevant and updated
information outside the individual through various strategies and programs to assist
students in their personal, educational and career planning and decision-making

This service aims to:

 - Help the ​clients ​get wide range of information from diverse sources, discover more possibilities, weigh
the pros and cons of each possibility and make an informed decision on the matter at hand

- Helps the ​counselors ​in providing a wide variety of information that they alone cannot give, extending
information to greater number of students even without individual contact, and increases and updates the
counselor’s own knowledge as basis for guiding clients

Kinds of Information

1. Personal-Social: ​how one can improve oneself or relationship with others (e.g., building self-confidence,
stress management, parent-child relationships, boy-girl relationships)
2. Academic-Educational: ​concerns the educational setting that one is in or might consider (e.g., courses
available, scholarship/grants, rules and regulations)
3. Vocational-Occupational:​ opportunities that students can pursue after high school or college (e.g.,
employment possibilities, nature of jobs and occupations)

Target Audience:​ students, faculty, parents, administrators, support and maintenance staff
Major Methods of Information Dissemination
A. Printed Information Material: ​pamphlets, books, magazines, journals in accessible racks in guidance
office’s corridors or waiting area; Guidance library or Guidance corner in the library; use of valid and
useful information in the Internet and creative posters in bulletin boards
B. Small-group Guidance Activities:​ designed to provide information or experience to students in groups
beyond those provided in daily academic learning activities in the classroom; for small group of about
7-12 people with common needs or concerns
C. Homeroom Guidance/Classroom Guidance Activities: ​planned sessions (half to one-hour) conducted by
the counselors to students assigned to him, wherein the students supposed to feel relaxed, comfortable,
and open; can facilitate adjustments and build friendships
- 1970’s Homeroom become a part of the curriculum wherein class adviser handled the
Homeroom programs who may not be well-equipped
- To distinguish the work of the counselors, they called it classroom guidance sessions; based
on assessed needs translated into program goals and spelled out in selected topics and
activities
- 4 majors areas of focus: self-awareness and understanding, social awareness and
other-orientation, career awareness and planning, and leadership and citizenship
- Students are ​doers;​ counselor as facilitators and behaves as an equal
- Kinds of activities: group discussion, literary or art works, debated, role plays, structured
leaning experiences; relevant and regular offering for maximum benefits

D. Seminars, Symposia, Conferences:​ speakers can be invited to share vital information; or the counselors
can coordinate with other offices or units such as the Parent’s Association for financial considerations
- Topics for students may include career orientation, for parents: effective parenting, for
teachers: classroom management and effective teaching

Ethical Considerations: ​information must be objective, comprehensive, and realistic, it should be

age-appropriate and updated
3. ​COUNSELLING

-​ ​Heart of the Guidance Program; it integrates all the data gathered about the individual and his environment in
order for them to make sense

- A goal-oriented relationship between a professionally trained, competent counselor and an individual seeking
help for the purpose of bringing about a meaningful awareness and understanding of the self and environment,
improving planning and decision-making, and formulating new ways of behaving, feeling and thinking for problem
resolution and /or development growth (Gibson & Mitchell, 1999)

Generic Goals​ ​(Gibson & Mitchell, 1999)

A. Developmental Goals​- when clients are assisted in preparing for their anticipated human development
(e.g., pre adolescent’s growth spurt, moodiness etc.)
B. Preventive Goals: ​when clients are helped to avoid experiencing undesired outcomes
C. Enhancement Goals:​ when clients are helped to identify, recognized, and enhance used or underused
talents, skills and abilities
D. Exploratory Goals:​ when clients do not believe they have an existing problem but can benefit from
examining options, testing skills, and trying new and different activities, environments and relationships
E. Reinforcement Goals:​ when clients are already talking action for resolving their concerns or already have
a planned course of action, they may be given feedback, affirmation or modification/fine tuning
F. Remedial Goals:​ when clients are assisted to overcome/solve an existing concern; target of most
counselors; while routine interviews can focus on other generic goals

Human Dimensional Goals ​(Gibson & Mitchell, 1999)

A. Cognitive Goals:​ development of intellect, acquire basic foundations of learning and cognitive skills
B. Psychological Goals:​ development of good intra- and interpersonal skills: social/interaction skills,
emotional control, self-esteem, etc.
C. Physiological Goals:​ development for the basic understanding and habits for good health; likely to refer to
doctors, dieticians and other health-care providers
D. Spiritual Goals: ​helps clients focus on internal processes which have to do with wholeness and inner
peace and also includes relationships with God, often referred to priests, pastors, and other religious

Unfocused, Unrealistic, Uncoordinated Goals (Rule, 1982)

● Unfocused Goals: ​not identified, too broad, or not prioritized; identify goals, put them in workable form
and prioritize which goals to pursue first
● Unrealistic Goals:​ define by either the counselor or the client, include happiness, perfection, progress,
being number one, self-actualization; have merit but not easily sustained; put them in context of broader
life goals; devise exploratory and homework strategies for dealing with them
● Uncoordinated Goals:
-​Probably really uncoordinated​: goals that may be incompatible with one another or with the personality
of the client
e.g., seeks counseling but really does not wish to work on changing behavior (resistance clients)
 -​Seemingly uncoordinated​: goals of clients who appear to have uncoordinated goals but really do not;
afraid to take personal responsibility and engage in a “yes, but…”

Criteria for Judging Effective Goals (Dryer & Vriend, 1997)

1. Mutually agreed on by client and counselor

2. Specific
3. Relevant to self-defeating behavior
4. Achievement and success-oriented
5. Quantifiable and measurable
6. Behavioral and observable
7. Understandable and can be restated clearly

Types of Counseling (According to Areas of Coverage)/General Types of Counseling

A. Academic/Educational: ​focused mainly on school or academic concerns such as ​school selection, school
entry, school adjustment and school maintenance;

B. Vocational/Occupational/Career:​ focuses mainly on the selection of/ proper preparation for the world of
work; usually incorporates results of tests to better help the client, focus on latter-part of high school and
early part of college years, but should start ideally in early childhood

C. Personal/Social: ​focuses on intrapersonal and interpersonal growth of an individual, can preventive,

developmental and remedial

- specialized fields of concerns:

1. Diet Counseling: ​considered the work of the dietician or the nutritionist, but initial counselling is
needed to encourage clients to seek for help; associated with weight loss and the handling of
ailments like high blood pressure, diabetes, etc,; encourage clients to eat the right kind and
amount of food on a regular basis and daily physical activity or exercise
2. Crisis Counseling/Crisis Intervention: ​a “helping process to assist and individual or group to
survive an unsettling event so that probability of growth (e.g., new coping skills, new perspective
on life, or more options in living) is maximized” (Thompson, 1992, p.5)
- Generally more directive as the counselor provides information and educates
- Crisis: a stress so severe that the individual becomes disorganized and dysfunctional
- 2 Major categories of crisis: ​(1) developmental crises, universal and experienced as one go
through different stages of life and encounters different developmental tasks and (2)
situational crises, such as injury, disaster, death, divorce or illness

Goals:
1. Normalizing feelings and reactions
2. Defining and prioritizing needs
3. Developing strategies for addressing needs
4. Learning coping skills
5. Ensuring future mental health
Key Elements in Helping People in Handling Distressing and Traumatic Events (Conner, 2006)

1. Education
2. Observation and awareness
3. Discovering and using potential
4. Understanding problems
5. Creating necessary structure
6. Challenging irrational beliefs
7. Breaking vicious cycles and addictive behaviour
8. Creating temporary dependencies
9. Facing fear and emotional pain
10. Recognizing that one is not destroyed

3.​ ​Grief or Bereavement Counseling: ​dealing with loss (of significant others, animals, prestige, job, etc.);
-​ Client can experience sadness, anxiety, depression and feeling of emptiness, crying, sleeping or eating too little or
too much, being uninterested in activities one would normally enjoy, feeling restless, irritable, tired without any
underlying physical cause, difficulty in concentrating, remembering and making decision, feeling guilty, hopeless,
worthless

Goals
- Work through the stages of grief in a complete and healthy way
- Adjust to the loss and return to normal functioning
- Deepen understanding of oneself
- Deepen one’s appreciation of what or who was lost, without pain

Helpful practices:
- Allowing person to cry freely and discuss pain
- Encourage person to experience the anger felt
- Encourage person to express the meaning of the loss for those left behind
- Give the person time to discover the meaning of the loss for those left behind
- Enabling the person to discover inner resources

4​.​ ​Pastoral Counseling:​ Combines religion and spirituality with secular counselor to promote health and
wholeness; not everyone are qualified to conduct; training includes Theology and Behavioral sciences; generally
conducted by priests, pastors and members of religious congregations
-​ Conducted among individuals with moral-spiritual issues (e.g., cognitive dissonance regarding their sexuality,
extramarital affairs, cohabitation, euthanasia; decision to pursue or leave religious life or marriage; planning to
change of religious affiliation; cannot find meaning in their pain and suffering)
- For those who are not formally trained, Biblical Counseling is utilized (passages and messages in the Bible are
communicated to the clients)
- For those who have training in psychological and educational counselling, it is termed as Psycho-spiritual or
Christo-centered Therapy
- Goal is to help the person understand the meaning of his experiences, to see the hand of God in the experiences,
and to make decisions on the basis of the Church or Biblical teachings; empowerment is seen in adherence to
God’s will.
5.​ ​Leisure Counseling: ​Leisure is considered as discretionary time and is defined as free or unobligated time; can
either be active or passive; there is no expectation of extrinsic rewards
- Focus is on educating and counselling people on how to make the best use of their free time (kind of leisure
activities suitable for the individual, when and/ or how long one must engage in leisure activities)

6.​ ​Addiction Counseling: ​Help individual deal with substance abuse, cyber addiction, co-dependency, etc.
-Substance Abuse ​(alcohol, nicotine, drugs, etc.); focus is to encourage abusers to take necessary action regarding
their addiction: (1) admit and recognize that they have a problem; (2) recognize the destructive outcomes of their
behavior; (3) desire to change; (4) find appropriate avenues for initiating the changes; (5) engage in follow-ups or
involvement in different activities to prevent relapse; counselling can also be focused on abstinence and targeting
to find the means to attain what the substance is attaining for him without using the substance

-​Cyber Addiction: ​addiction in virtual realms of experience created through computer engineering (the Internet,
online games, virtual reality games); different forms (Young, 1998): addictions to online relationships (cybersexual
addictions, cyber-relationship addictions) and addiction to other online facets (net compulsions, information
overload, computer addiction); strategies are (1) help the person admit that he is addicted; (2) discover and
explain addictive triggers; (3) orient and train to use time-management techniques; (4) help the person to confront
loneliness; (5) employ specific counselling interventions that would bring about long-term changes

-​Addiction to the addicted:​ co-dependents find their satisfaction in taking care of the addict and are considered
co-addicts (spouse, partner or family member of the addicted); strategies: (1) distance from the addict /establish
clearer and healthier boundaries; (2) clarify who is responsible for the addict’s behaviors; (3) allow the addict to
deal with the consequences of his behavior; (4) accept that both parties are addicted; (5) resolve dependency
issues

7. Employment Counseling: ​Focus on appropriate job replacement of its clientele; but also expected to do
counselling service on personal problems and assist them in developing skills, attitudes, and abilities that will
facilitate employment​.

8. Correctional Counseling: ​ In various law enforcement setting; tasks include counselling and interviewing, use of
analytical techniques and standardized testing, referrals, parole recommendation ​and placement; as key agents
in converting closed, traditional, punitive systems into those that are more positive, helping and rehabilitative.

9. Rehabilitation Counseling:​ Guiding people with disabilities (learning disabilities, head injuries, chronic mental
illness, sensory impairments, life threatening conditions such as AIDS; tasks includes placement, affective
counselling , group procedures, vocational counselling, medical referral, eligibility-case finding, test administration,
test interpretation

10. Gerontology Counseling: ​ Assisting older people with adjustment and developmental needs such as
retirement; geared towards developing successful aging
Types of Counseling According to Participants

A. Individual Counseling: ​Most common form; interaction between two people only: the client and the
counselor; when the problem is particular to a client, and he is so private that he would not open up in
groups
- ​May spring from the routine interviews, counselor’s discovery from others of from collected information,
referrals done by a significant other, voluntary counselling/walk-in

B. Group Counseling: ​A counselor handles several people with similar concerns and desired common goals;
the client can benefit from the set up and have the ability to work cooperatively with a group, usually
composed of 6-8 members
C. Multiple Counseling: ​ More than one counselor handles an individual, a couple or a group; different
perspectives and more options can be seen and generated
D. Couple Counseling: ​In the past, it was called marital counseling; Multiple counseling can be used to
prevent triangulation or a party’s feeling that he is being ganged up on
E. Family Counseling: ​ Used by Systems Theorists because the family impacts on the individual who is
considered as having difficulty and likewise, the individual and his/her problems impact on the family;
involved bringing together all family members and observing the family’s dynamics; multiple counseling is
also recommended to facilitate observation and processing

Counseling Approaches
- Clinical or Directive Counseling (Edward Williamson)
- Client-Centered Counseling/ Non-directive Approach/Rogerian Approach (Carl Rogers)
- Eclectic Counseling (Charles Frederic Thorne)
- Behavior Modification (B.F. Skinner)
- Reality Therapy (William Glasser)
- Rationale Emotive Therapy (Albert Elis)
- Gestalt Counseling (Fritz Perls)
- Transactional Analysis (Eric Berne)
- ​Neurolinguistic Programming (Richard Bandler & John Grinder); Villar’s NLP- based techniques include
well-being maximize, personal power radiator, future planner, dream actualizer, stress manager and
decision-maker
- Brief Therapy
- Solution-focused Therapy
- ​Cognitive Therapy (Aaron Beck)

The Counseling Process

1. Relationship Building
2. Problem Identification and Exploration
3. Planning for Problem-Solving
4. Solution Application and Termination
4. CONSULTATION
- ​The activity engaged in by the individual when his expertise is requested by another party or organization, usually
to enable the latter to assist another- a third party or organization (Gibson & Mitchell, 1999); primarily an indirect
service, usually triadic, voluntary and based on roles, rules, values and goals; consultant act as an adviser or
enhancer

Internal Consultees: ​Classroom teacher, Administrator, SPED teacher, School nurse

External Consultees:​ Parent, Tutor, Member of a larger community that has interest in student success

Stages in the Consultation Process: ​Direct Individual Response Educational Consulting Technique
(DIRECT)
1. Establish a consulting relationship
2. Clarify the problem situation
3. Determine desired outcome
4. Developing ideas and strategies
5. Develop a plan
6. Specify a plan
7. Confirm consulting relationship
Consultation Models
A. Provision Model: ​Consultant provides direct service to a third party that calls for no further
intervention from the consultee
B. Prescriptive Model:​ C​ onsultant is expected to validate the consultee’s diagnosis and treatment plan
or explore other options for defining and solving a specific problem
C. Collaboration Model:​ ​Consultant’s goals is to facilitate the consultee’s self-direction and innate
capacity to solve problems; the object is to help people develop a plan for solving problems
D. Mediation Model:​ ​Consultation recognizes a persisting problem, gathers/analyses/synthesizes
information, defines the problem, decides on the most appropriate intervention then calls together
the people who have direct contact with the problem and have the greatest potential to influence the
desired change
E. Initiation Model: ​When school counselor may notice circumstances or become aware of issues that a
prospective consultee is not addressing successfully and will attempt to initiate assistance if they
believe their involvement could be valuable

Special Skills required:

- ​Reorganizing and understanding differing environments and their impact on populations and
organizations
-​ Listening, observing and communication skills
-​ Problem-solving skills
-​ Evaluation skills
-​ Facilitating, coordinating, mediating, planning, educating and motivating

Consulting in schools
A. Consulting with the School Administrator/ Management: ​Counselor gathers data from which a
profile of clients’ needs and characteristics and be used for planning and management
- ​Use of Mediation Model wherein the counselor explain to the administrator the how these needs
and characteristics affect and goal attainment, as well as the strategies in responding to them and the
rationale and underlying philosophies
-​ Examples of learning sessions (team building, leadership development, teaching-learning styles,
anger management, values clarification and development, etc)
- ​Additional recommendations: review and possible modifications of rules and regulations that more
frequent dialogue for communicating plans and eliciting feedbacks, and introduction of programs that
can contribute to the quality of life
-​ Administrators can consult the counselors on concerns like:
1. Handling of issues involving students and employees such as absenteeism, tardiness, poor
motivation, vices, insubordination
2. Identifying and providing necessary programs for students who may be gifted, have learning
disabilities, show signs of attention deficit disorder, manifest attention-seeking behaviour
3. Supporting instructional partnership among teachers
4. Facilitating community and parent-school relations
5. Assisting in promoting a positive school climate
6. Integrating the Guidance and Counseling program into school goals and objectives
- If the administrators are too busy to implement the strategies required to bring about the
desired changes, they may employ the Provision Model.

B. Consulting with Teachers: ​The counselor’s expertise in human behaviour and development,
combined with teacher’s expertise in instructional methods and materials, can create an excellent
foundation for a team effort in planning and providing a productive learning environment (Gibson &
Mitchell, 1999)
- ​Counselors can help the teachers by providing them with student’s profiles, identification and
intervention in deficiencies in academic or personal development, developing remedial or
prescriptive programs for target populations, providing in-service training, providing a team effort in
home-school partnerships
-​ Workshops on Teacher’s role in Guidance Program, Homeroom Advising, Counseling Skills for
Teachers, Learning Styles, Teaching Effectiveness and Facilitating Skills

Kinds of Teachers
● The Confident Teacher: ​Will collaborate to validate and confirm the approach to be use with
a students
● The Questioning Teacher: ​Shared responsibility in trying to help the student
● The Dependent Teacher: ​Demand immediate results; “fix it” mentality; collaboration in
examining strategies
● The Absentee Teacher: ​Feel they should solve problems on their own; refuse to admit
problems; join in planning guidance sessions
● The Dominating Teacher: ​Monopolize your time and deplete energy; setting of boundaries

PREPARE for Effective Consultation with Teachers

 ● P​hilosophy
● R​elationships
● E​quity of Power
● P​rofessional Development
● A​ccessibility
● R​esources
● Ev​aluation

C. Consulting with Students: ​Can use the Mediation Model (if students may not feel the need for these
programs) or Provision Model (other significant people in school have brought up the necessity of
certain programs)

-​Topic that might be of interest: time management, study habits and skills, interpersonal skills,
leaderships training, team building, life skills, effective communication, etc.

D. Consulting with Parents: ​Generally occur in school or in private counselling clinics; the best way is to
find out what the parent’s needs and concerns and to respond to them the best way possible.
- Mediation model is used through the discovery that the parents underlie the maladaptive behaviors
of the client through discussions with teachers/administrators, counseling sessions and tools. The
counselor may initiate programs to improve the parent-child relationship.
- Parents may also initiate consultation sessions with the counselor regarding his child’s academic
progress, maladaptive behavior or career planning.
- Some options: Parent-child dialogues, workshops on effective parenting, talks on understanding
children, motivating children, career planning with children, parents and sex education

-​Guidelines in Partnering with Parents

1. Plan activities that make sense to parents (e.g., How To Help Their Children Succeed)
2. Provide parents with the information they need (e.g., students’ IQ profile)
3. Encourage parents to become involved in the classroom (e.g., Sharing of expertise)
4. Plan activities in which parents can work cooperatively with other parents (e.g.,
Parent-Teacher Association)
5. Give parents adequate feedback on their contributions (e.g., Parents’ Recognition Day)

-​Essential Steps for Effective Parent-Counselor Conferences

1. Initial Contact (setting the tone of mutual cooperation and encouragement)
2. Perception Check (positive or negative, role of the counselor, willingness to be a part)
3. Information Delivery (critical information about the child, focus on the problem and
solution)
4. Reception Check (nonjudgmental response to feelings, understanding and reactions)
5. Assess the Family Dynamics (explore family relationships)
6. Education and Strategy Implementation (assess parent’s willingness to work
cooperatively)
7. Summarize, Confirm, Clarify (can be a written contract, exchange of contact information)
8. Follow-up for Follow Through (within 48-72 hours, express positive feelings and
appreciation, support and encouragement, set up subsequent meetings)
● PARTNER for Effective Conference with Parents
- ​P​lanning for Success
- ​A​cknowledging Parents as Equal Partners
- ​R​apport Building
- ​T​eaming to Identify the Problem
- ​N​egotiating a Plan of Action
- ​E​nding Effectively
- ​R​egrouping
● Action plan is the heart and soul of the consultation process.
● THE FOUR Ds of the ACTION PLAN
- ​D​ata gathering
- ​D​evising the action plan
- ​D​elivering the action plan
- ​D​ebriefing

3 Models of Consultation (Schein, 1978, 1991)

● Purchase of Expertise
● Doctor-Patient
● Process Consultation

7 Models of Consultation (Blocher, 1987)

● Triadic
● Technical
● Collaborative
● Facilitative
● Mental health
● Behavioral
● Process

4 Consultation Approaches (Caplan, 1970)

● Client-Centered Case Consultation: ​Direct contact between the consultant and the client in
which the consultant’s goals is to develop a plan for dealing with the client’s difficulties and
improve his or her skills; consultant as expert and provides direction
● Consultee-Centered Case Consultation: ​Most sensitive and intricate; the consultant is assessing
and addressing the functioning of the consultee with the secondary goal of improving the
interaction between the consultee and the client(s); rarely meets with the client but deals
directly with the consultee in the exploration of the problem and determination of interventions.
● Program-Centered Administrative Consultation: ​When a consultee calls on the consultant to
provide assistance with a specific need or problem in an organization; Focus remains on the need
or problem and does not broaden to an examination of the entire organization
● Consultee-Centered Administrative Consultation: ​Involves effort to improve the functioning of
the organization as a whole; Consultation enters the system, diagnose the problem, make
 recommendations to the school administration to resolve the situation, and monitor the success
of efforts to facilitate change.

Two Prisms in Consultation

● Consultant-Centered Consultation
- Expert Consultation Model: ​Expert is brought to the organization to provide solutions to
specific knowledge
-​ ​Prescriptive Consultation Model (Doctor-Patient Mode): ​Collects information, diagnoses the
problem, and makes recommendations to the consultee on how to solve the problem
- Trainer/Educator Consultation Model: ​Staff development; consultant is hired to come into the
system and teach or train the staff
● System-Centered Consultation
- Collaborative Consultation Model: ​Partnerships develop; shared expertise mode and joint
decision-making
-​ ​Facilitative Consultation Model: ​Help individuals within a system to communicate, understand
and resolve conflicts
-​ ​Process-Oriented Consultation Model: ​Believes that he does not have the answer; has faith
that system members can change if the consultant is able to develop a trusting environment

Models of Collaboration

● Adelman and Taylor Model of Collaboration

- ​Typical student population within a school is described on a continuum
-​ Focused on high-need students, leaving little time for other students
-​ The need for an “enabling component” that supports and enhances instruction built by
collaboration among all educational professionals with support from family and community
-​ Multidisciplinary, interdisciplinary, transdisciplinary
-​ Combining resources, programs, professionals, families, and volunteers to integrate services
and programs to meet the needs of all students
● CASTT a Wider Net through Partnering (Stone and Dahir, 2006)
- ​Stands for Community, Administrators, Students, Teachers, and Technology, to describe
programs that base their success and achievement round partnerships they ​have developed
with these components; extends services efficiently across domains or stakeholders ​with
a minimum of duplicated efforts
● Collaborative Inclusion Model (Clark & Bremen, 2009)
- ​Seven step inclusive intervention process
-​ Referral (1); Identification of the problem (2); Classroom Observation (3); Plain in-class
observations (4); Implement intervention and modify as necessary (5); Develop a plan to leave
for ongoing follow-up (6); Evaluate and monitor intervention (7)
● Collaborative Culturally Competent Schools (Simcox, Nuijens, & Lee, 2006)
- ​Ecological and Culturally sensitive model of collaboration
-​ ​Four primary levels of services
 Level 1: Student-Centered Interventions ​(promotes student academic success; individual, small
group, consultative interventions)
Level 2: Family Empowerment ​(presentations and forums that include school practices,
curriculum, etc.)
Level 3: Collegial Consultation​ (creating professional development opportunities in seminars and
workshops)
Level 4: Brokering Community Resources ​(Increasing community awareness. Involvement of
community leaders, programs, etc.)

5. PREVENTION AND WELLNESS

- ​One of the goals of Guidance and Counseling and the rationale for many services and activities.
- ​Start with a systematic identification of the needs and characteristics of the specifically susceptible client
population and their environment.

Prevention has ​three levels depending on the gravity of the disorder:

A. Primary Prevention Programs​ (for people who are not presently afflicted by the disorder)
B. Secondary Prevention Programs ​(focuses on those who are experiencing the early onset of the disorder)
C. Tertiary Prevention Programs ​( deals with individuals already afflicted by the disorder and are being helped to
manage it, reduce its effects and recover from it)
Effective Preventive Programs (Gibson & Mitchell, 1999)
- Be implemented before the onset of the indicators or symptoms
- Target populations not individuals
- Consider uniqueness of the population and their environments
-Consist of procedures that have been proven effective
- Have strong organization support even for long term goals
Content Areas:​ Coping skills and strategies, Self-esteem, Values, Basic Life skills for handling peer and social
pressures, Positive attitudes and behaviour, what constitutes a crisis event, thought, feelings, and behaviors
reactivated by crises

People involved: ​Support groups, Parents, Older peers as Role models and Mentors, Peers

Methods: ​Subtle education, Group counseling, Individual counseling, Training programs for teachers, Parents,
Counselors, and School Administrators, Group/Classroom guidance, Consultation, Career guidance and planning,
Group discussion, Special focus clubs, Peer intervention, Self-management groups, Tutoring and advising, Seminars
and for a, plays film viewing

Wellness Programs: ​Aim to promote lifestyle change for healthy living; Important areas include promoting
appropriate exercise, good diet, and stress-free lifestyle

Strategies:
A. Stress Management Programs ​(Spark’s Holistic approach: nature of stress; self-awareness, stress
prevention and management)
 B. Recreation and Leisure Activities ​( orientation of positive addictions and flow of experiences, growth
groups on discovery on meaningful pursuits, special interests such as travel, sport activities that are
best to non-competitive)
C. Quieting Activities ​( to distance people from daily stressors such as massage, spa, centering prayer,
meditation, yoga, retreats, autogenic suggestions for relaxation, breathing exercises)
6. REFERRAL

- Two-fold: (1) action taken by persons (teachers, administrators, parents, and other students) within the
institution who see that a particular person needs counselor assistance, and (2) the assistance rendered to clients
or their significant others in obtaining services from other people or agencies that might be more effective in
helping them.
- Some institutions might have its own set of specialist

External Consultants:
1. Medical-Dental Doctors
2. Developmental Pediatricians
3. Associations/Societies for Autism, ADHD, LD, etc.
4. Lawyers
5. Speech Therapies/Pathologists
6. Rehabilitation Centers
7. Crisis Centers
8. HIV-AIDS Counseling Centers
9. Psychiatrist (medical doctors in the treatment of behavioural abnormalities caused by organic disorders)
10. Clinical Psychologists (diagnosing and providing intervention for psychological problems but not
necessarily out of touch with reality)
11. Religious Organizations for Pastoral Counseling
12. Family and Marital Counselors

Circumstances under which Referral may take place:

1. Counselor believes he cannot be objective with the client

2. Client believes he cannot work with the counselor
3. Non-professional relationships has developed between client and counselor
4. Needed attention/ service is beyond the competency of the counselor
5. Counselor is no longer available
6. Specialized attention is needed by the client

Ethical Considerations

1. The counselor has a valid reason for deciding on a referral.

2. The counselor knows the specific area of concern requiring the referral.
3. The counselor is familiar with
3.1 where services are available
3.2 what services are available
3.3 who renders them
3.4 how much the services would cost
 3.5 the credentials of the external consultant
4. The client has agreed to the referral and its items.
5. The external consultant knows what the referral is for and has accepted the referral.
6. The counselor and the client have agreed about the information that can be revealed to the external
consultant.
7. The counselor introduces the referred party to the external consultant
8. The counselor follows-up to ensure that the referred party gets the assistance needed.
9. The counselor gives feedback to and receives feedback from the external consultant regarding the
progress of the client so that intervention can target what needs attention.
10. The counselor does not interfere with the work of the external consultant.
11. The counselor does not charge for referral.

7. 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.
- Considers goals, values, needs, interests and capabilities in helping client find a niche for themselves; provides
clients with options, enables them to act on their choices and helps them adjust to the chosen environment​.

Types of Placement

1. Personal-Social Placement
- Often overlooked; for clients with the following concerns: shyness/social phobia, poor
self-esteem/feelings of inadequacy, lack of friends, unusual/uncommon interests, abuse, illness, etc.
- Examples of Personal-Social Placement areas: Introduction to a group of people with similar interests,
clubs, crisis centers, ,mental hospitals, music schools/speech schools, ballet or dance schools, sports club,
art schools, drama or theather groups, DSWD

2. Educational/Academic Placement
- The client is placed in the appropriate educating setting
- For clients who are going to school for the first time, transferring from one locality to another (domestic
or foreign), are being dismissed from school, want/need to transfer to another school, have to be grouped
homogenously, are not allowed to re-enroll for the following school year, are in regular school but are
beginning to manifest some learning disability or special needs, are gifted, had been out of school for
some time and are planning to study again, have been delisted from their major field of study and need to
shift, want to shift to another course, refuse to go to a regular school
-​ ​Kinds of Placement in Educational Setting: ​Course placement, level placement, section placement,
group placement, co-curricular placement, extracurricular placement, placement for post-graduate
studies

3. Occupational/Career Placement
- Often thought to start as early as High School to help the seniors select a college course and the schools
where they offered.
- ​Job Placement:​ Focuses on matching students seeking part-time/regular employment/available jobs.
 - In some schools, career placement is managed outside the Guidance Program
- Career Placement Activities: Training sessions on resume writing, job hunting skills, and work attitudes,
publication of graduates directory, job fairs, linkages with industries, matching between client and job
requirements, posting of job openings, etc.
- For currently enrolled students, assistance for finding part-time work and practicum setting/ on the job
trainings

-​ Requirement for Effective Placement

1. Have an extensive and intensive knowledge of the different possibilities for placement
2. Have an thorough knowledge of the client and his/her needs for placement
3. Explain to the client the rationale for placement and what could be expected
4. Are able to coordinate between the client and the institution or agency where he/she would be placed
5. Ensure that clients benefit from placement

8. FOLLOW-UP

- ​Ideally, service extended to anyone followed-up to determine goal attainment and customer satisfaction; helps
determine status of the person who received assistance and what other assistance must be rendered so that the
service is complete and holistic; also, helps determine the adequacy and sufficiency of the programs and services
extended in meeting the needs of its clientele

- ​Personal Follow-ups: ​Extended to individuals who have been counselled, referred and placed; to determine if the
referred is receiving appropriate and adequate help and if there is needed assistance

- ​Follow-up Studies: ​Placement-related follow-up studies can take the form of research and/ or evaluation (tracer
study of graduates, where drop-outs went, reasons for leaving/dropping school, job performance of graduates,
additional needs of graduates/drop-outs the school can still respond to, adjustment difficulties, problems and
concerns of graduates/drop-outs, employer satisfaction of graduates, percentage of high school graduate who go
to college and where they go, where those who do not go to college and what they do); this would help in bridging
the gap between the world of work and world of school which includes improving course offerings, teaching
strategies, values and attitudes, knowledge and skills, adaptability and adjustment/basis of innovative programs;
also, to identify who needs further assistance

9. CAREER DEVELOPMENT SERVICE

● Career Counseling: helps the individual integrate and apply an understanding of self and the
environment to make the most appropriate career decisions and adjustment
● Assists individuals with career development problems (career indecision, work performance,
stress and adjustment incongruence of the person and work environment, inadequate or
unsatisfactory integration of life roles with other life roles (parents, friends, citizen)
● Career Guidance activities (information dissemination)

10. ​RESPONSIVE SERVICE

 ● Designed to meet students’ immediate needs; made necessary by life events or situation and conditions
in the students’ lives
● Includes individual and group counseling, consultation, referral and information services
● Examples: Critical Stress Debriefing for Typhoon Ondoy victims

11. RESEARCH AND EVALUATION

- ​Integral part of the Guidance program
- Essential in establishing concrete evidence that the Guidance Program is valuable and useful to the institution;
aims to best prove counselor accountability

- ​Research: ​A service-oriented activity conducted to discover new knowledge, to advance current knowledge and
to substantiate a theory; “an organized scientific effort for discovering new material, unearthing what is hidden,
finding explanations for current situations, and corroborating or debunking theoretical assumptions, claims, or
practices through systematic study” (Gibson & Mitchell, 2003); indispensable for personal and professional growth;
helping the counselor knows what works and what does not

Examples:​ The effective teacher: students’ perspective and responses, Effectiveness of specific counseling
approaches (Family Therapy) in resolving family issues; Effectiveness of certain training programs in improving
well-being; Effectiveness of certain guidance activities in improving social effectiveness, academic achievement
and self-efficacy

- ​Program Evaluation: ​A program-oriented activity that seeks to collect relevant information to determine whether
program goals are met in terms of outcomes as basis for the modification of the delivery of services; considered as
a form of research; requires systematic collection and analysis of data to determine the value of a program – its
effectiveness, adequacy, efficiency.
- Provides a sound basis for planning, implementing, managing and promoting
- ​According to Gibson & Mitchell (1999):
1. Provides evidence of the positive impact of Guidance Programs and Counseling services on all
stakeholders for schools and in industries
2. Identifies needs not met by the present program
3. Determines the relative effectiveness of programs, services, activities, methods, and materials
4. Provides a basis for designing staff development and parent consultation programs
5. Supplies information for support of the current program or for improving personnel, services, facilities,
budget, or coordination with other members of the school community
6. Underscores and clarifies the role of the school counselor and his/her services as an integral part of the
educational system and program​.

Principles of Evaluation
1. Effective evaluation requires a recognition of program goals.
2. Effective evaluation requires valid measuring criteria.
3. Effective program evaluation is dependent on valid application of the measuring criteria.
4. Program evaluation should involve all who are affected.
5. Meaningful evaluation requires feedback and follows through.
6. Evaluation is most effective as a planned, continuous process.
 7. Evaluation emphasizes the positive.

- ​Types of Evaluation
1. Formative Evaluation: ​Also called Process Evaluation; conducted during the planning and operation
of a program, service or activity; seeks to obtain evaluate information that can be used to improve
the content and delivery while it is in progress, so that revisions can be made as needed.
2. Summative Evaluation: ​Also called Impact Evaluation; conducted after the program activity or service
has been completely drawn up and implemented to determine its effectiveness; thus, informed
decision can be made whether to continue, revise, or terminate

-​Methods of Evaluation
1. Before-and-After Method: ​Seeks to identify the progress that takes place in a program’s development as
a result of specific program activities over a given period of time.
2. Comparison Method: ​Makes evaluations on the basis of comparing one group against another or against
the norm of a number of groups.
3. The “How Do We Stand” Method: ​Based on identifying desirable program outcomes and related
characteristics and criteria; developing rating scales, checklists and questionnaires from these criteria; can
provide guidelines that enable programs to be compared with generally acceptable standards

-Effective Evaluation
1. Survey the recipients and implementers of the activities and services. They should be involved in the
evaluation.
2. Not only the satisfaction it provides, the attainment of the goals of the program must be the goal.
3. The evaluation must be properly planned and goals must be clear. Decisions must be made regarding:
a. What to evaluate (personnel and staff, services/activities offered, delivery of services,
facilities, attainment of objectives)
b. Who the evaluation would serve
c. What questions should be addressed by the evaluation
d. Who should conduct the evaluation
e. Who should be asked to evaluate
f. When to evaluate
g. What steps to take
h. What and how to report findings
i. Who would use the findings
j. How the findings would be used

4. The results of the evaluation must be communicated to the parties concerned in a concise, clear and
objective way.
5. The findings must be used to improve the program, service, or activity, with the discovered strengths
being highlighted and reinforced.

Procedures for Evaluation

1. Identification of goals to be assessed
2. Development of an evaluation plan
3. Application of the evaluation plan
4. Utilization of the findings.