Module 1 – Educ 14 Fundamentals in Guidance and Counseling

TITLE: Guidance Programs: The What and Why

OVERVIEW:

Guidance is viewed as a helping relationship between a counselor and a counselee. The helping relationship is aimed to
meet the needs of the counselee. It is further meant to enable the counselee to assume responsibility for himself, make
his own decisions based on alternatives and approaches. Counselors do not solve the counselee’s problems. They assist
and support counselees so they can come to terms with their problems by exploration, understanding and constructive
action. The helping relationship benefits the counselee through a mutual learning process between the counselee and
one or more other persons.

OBJECTIVES:

1. Instill the purposes of the guidance program

2. Understand the basic concepts of Guidance based on certain principle laid by the different proponents

3. Inculcate the prevailing reasons of the need for guidance services based on the changes in the area of education

4. Demonstrate the foundations of guidance in reference to various disciplines in the field of philosophy,
psychology, biology, anthropology and sociology

DISCUSSIONS:

What is Guidance?

Guidance and Counseling has been defined in the Rules and Regulations of Republic Act9258, Rule 1, Section 3 (PRC,
2007), as a profession involving an “integrated approach to the development of a well- functioning individual primarily
by helping him/her potentials to the fullest and plan his/her present and future in accordance with his/her abilities,
interests and needs.”

Through the years, Guidance Program has been seen as a system of services designed to improve the adjustment of
each and every person for whom it was organized.

The RR declares that Guidance and Counseling includes counseling, psychological testing, placement, referral, group
processes, learning, study orientation and the teaching of guidance and counseling subjects. Gibson and Higgins (1966)
describe the following services.

1. Individual Inventory/ Analysis – the collection of extensive information about the individual for proper
understanding, decision- making and placement.

2. Information – The comprehensive and systematic collection and dissemination of information from the
environment through various methods and programs to assist students in their personal, educational, and
occupational planning.

3. Counseling – the dynamic personal interaction between a counselor and counselee/s , where the counselor
employs methods, approaches or techniques to enhance the counselee’ intrapersonal and interpersonal
development and competencies.

4. Research – attempt to unearth the needs for improvement: validate new strategies, techniques and
interventions: and discover different alternatives for attaining goals.

5. Placement –the facilitation of the clientele’s movement to the appropriate educational of occupational level or
program: entry into the appropriate co-curricular and extra- curricular activities; pursuit of further education or
other employment upon leaving the institution.

6. Referral – the tapping of agencies, organizations, or individuals that may be of better assistance in the
counselee’s resolution of problems and attainment of full potential.

7. Follow-up – the appraisal of how counselees who have been counseled, placed, or referred or have graduated
are doing, to determine whether further assistance is necessary.
 8. Evaluation – the determination of whether the services offered have attained their objectives and are meeting
the needs of the clientele; the personnel have satisfactorily performed their functions: and facilities have been
adequate.

9. Consultation – the mutual sharing and analysis of information with the administration/management, faculty,
and parents to facilitate decision- making and learning about strategies for helping the counselee ( Shertzer and
Stone, 1981).

10. Program development – the assessment of needs, planning, and provision of a systematic program for the
delivery of services.

11. Public relations – the explanation of guidance roles and functions, programs and services, and benefits to
insiders and outsiders.

Basic Principles

The development, establishment, and maintenance of the Guidance Program is based on certain principles. Gibson and
Mitchell (1991) and Crow and Crow ( 1961) summarized these.

The Guidance Program is an integral part of the educational system.

1. Guidance is a fundamental and integral part of the educational system. It provides for the holistic development
of the students.

2. Education and guidance support and complement each other to maximize students’ growth and development.

3. Administrative and faculty understanding and support of the Guidance Program are crucial to its success.

4. Guidance personnel perform specific tasks distinct and separate from teaching and disciplining.

It is responsive to the students’ needs.

1. The Guidance Program addresses the development and adjustment needs of the students.

2. The program considers the unique culture and climate of the specific population and environment it serves.

3. Program offerings are based on regular, systematic assessment of the student’s needs and environment.

4. Guidance is a continuous process throughout the person’s stay in school.

5. Guidance activities are specifically planned and developed to ensure program effectiveness

6. The Guidance team consists of the school counselor, psychologists, social workers, teachers, administrators and
other educational professionals and staff who work together for the welfare of the students.

7. The Guidance program recognizes the need to provide objective evidence of accomplishments and the rationale
for its continued existence.

It recognizes the student as an individual and is premised on the following:

1. Every individual has need that must be attended to

2. Guidance should be extended to all.

3. Every individual is unique and processes worth and dignity.

4. All individuals have the right and capability to make decisions and plans.

The Program is in the hands of qualified personnel.

1. The school counselor is a role model of positive human relations.

2. Professionally trained guidance personnel are indispensable for ensuring competence, leadership, and direction.
Why Guidance

The need for Guidance Services

The Guidance program became a necessity in the United States after the second World War, when those who were
involved in the war suddenly found themselves with nothing to do. They needed to retool themselves through further
studies and they needed new jobs. Proper guidance had to be extended to them in order to facilitate decision –making
and action (Crow and Crow, 1961).

Furthermore, life for the Americans was no longer what it used to be. There was increased mobility in society; more
marriages and families were breaking down; traditional sources of advice and guidance were disappearing; and more
advances in science and technology were taking place. People needed something more organized and systematic to help
them deal with change (Crow and Crow, 1961).

At the time Guidance Programs were introduced in the Philippines, these Conditions were only minimally present in the
country. But the Philippines has changed by leaps and bounds since the inception of formal Guidance Programs in the
1950’s . A greater demand for Guidance Services has arisen as a result of prevailing conditions, which demand more
attention as the years go by.

Here are some conditions the Filipino family has to contend with today.

1. The Disappearing Family

2. The Unready Family

3. The Pathological Family

4. Increased Mobility of the Filipinos

5. Changes in the Area of Education

a. K-12 Program

b. Expanded Course Possibilities

c. Need for Post-graduate Studies

6. Developments in the World of Work

a. More Occupational Possibilities

b. Lack of Job Possibilities

c. New Trends in Permanency and Tenure

d. Job Skills Mismatch

e. Soft Skills

f. Mutual Recognition Arrangement

7. Increasing Possibilities of Experiencing Crisis

a. Natural Calamities

b. Crimes and Accidents

8. Developments in Science and Technology

9. Increasing Multifarious Disorders

10. Generation Z
Foundations of Guidance

For this topic/chapter, please see the printed power point slides in the succeeding pages.

WORKSHEETS

Activity 1

Answer the following questions:

1. Explain the basic principles upon which guidance is based

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2. Cite a situation where guidance services based on the area of education.

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3. How are the relationships in the counseling service described?

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4. How must the counseling service be developed?

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5. How will the counselors facilitate the changes in the area of education like the K-12 Program?
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Activity 2

Answer the following:

1. Prepare a program of guidance services. Have a common institution in mind and a particular educational level.
Have this activity evaluated by a school counselor.
Identify the strengths and weakness of your guidance program as evaluated by a school counselor.
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2. Cite a situation where an individual experience the Disappearing , Unready , and Pathological Family problems,
give solution in your own on how you will creatively respond to the needs of the individual affected by such
families.
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3. Discuss each of the various disciplines that provide the basis for Guidance and Counseling to respond effectively
to needs and concerns brought about by certain conditions within the individual, the family, the environment
and society at large.

REFERENCES:

https://www.coursehero.com/file/40576776/handouts1-GCpdf/

https://www.slideshare.net/MyrelleBass/foundation-of-guidance-and-counseling

Villar, I.V. Empowering Lives through Comprehensive Guidance Program, Aligned Transformations Publications, 2014.

Prepared: GRACE S. DUBDUBAN

Instructor

Date Submitted: July 15, 2020

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