UNIVERSITY OF NORTHEASTERN PHILIPPINES

Iriga City
School of Graduate Studies
A/Y 2022-2023

MASTER OF ARTS IN EDUCATION MAJOR IN GUIDANCE AND COUNSELING

ORGANIZATION AND ADMINISTRATION OF GUIDANCE SERVICES

Name: KEN PAUL V. BALCUEVA

COMPREHENSIVE GUIDANCE PROGRAM

RATIONALE
Guidance and Counseling is predominantly concerned with assisting individual towards
the greater balance of personal development and decision making within the context of social
opportunities, freedom, social certainties, and responsibilities on the other hand. Thus, the
process of guidance and counseling entails establishing an awareness of individual’s strengths,
potentials, and constraints, acceptance of irrevocable things and independent solving problems,
creating choices and decisions. This helps the individual to gain broader insights of the
possibilities needed for understanding himself, adjusting to the rapid change of society, wisely
choosing among educational and vocational demands and opportunities.
OBJECTIVES
The client will be able to:
 Identify and develop their abilities and interests.
 Understand their strengths, and limitations according to their abilities.
 Obtain information about educational and vocational opportunities and requirements
 Make realistic educational and vocational choices and plans
 Resolve their own personal and social problems
 Select appropriate vocational career
ORGANIZATIONAL STRUCTURE
FUNCTIONS AND RESPONSIBILITIES
Administrator
The administrator is responsible for giving the initial understanding of program and the
over-all picture of what constitutes the guidance services. They are also accountable for
furnishing the necessary machineries for the development of such services. The planning,
organizing, and coordinating of the efforts in order to place the appropriate emphasis on the
guidance program entailed the administrator’s responsibility and duty.
The following are the functions of guidance as the responsibility of the administrator:
1. Administrative
a. Create a provision in the budget for carrying on the guidance program
b. Establish and maintain a cumulative record system.
2. Organizational
a. Recognize the need and importance of a comprehensive guidance program
and give it his personal support.
b. Make his staff cognizant of the value, functions, and problems of guidance
c. Provide for a guidance committee
d. Coordinate all available extra-school resources to aid in the program
e. Give desirable publicity to improve school, home, and community
relationships.
3. Inventorying of guidance needs
a. Take stock of existing activities and services which can be considered as
serving the guidance program.
4. Personal needs
a. Select the best-qualified individual as counselors.
b. Offer special inducements and recognition to counselor in the guidance
program where extra service and training are required.
5. Scheduling
a. Arrange the school schedule so that every pupil may have an opportunity
for counseling services
 6. Program planning
a. Evaluate and revise curricula in an endeavor to meet pupil needs
b. Offer extra-curricular activities to aid in all around students’ development
c. In-service training for staff members
d. Evaluation of the program
The Principal
The Principal is considered the key individual for guidance services within the school.
He/she is also responsible for organizing the program as to the recognition for both administrator
and faculty. He must also survey occasionally the growth of the guidance program and its future
development. To insure the success of guidance services, the principal must maintain a qualified
personnel, a flexible curriculum, understanding community support, and a faculty outlook whose
emphasis is placed on growth towards maturity and the realization that education and guidance
are one in objective. He should also be fully aware of the truth of the statement that more
guidance program degeneration is a result of indifference or inadequate leadership on the part of
principal than for any reason.
The Counselor
Since the counselor has special training in guidance procedure, he/she will be an
important member on the guidance council. His knowledge of the entire field of guidance service
and its application in specific school system will be invaluable, both in building up common
understanding and in suggesting procedures for the frame-work of the guidance program in this
particular school. He/she can also be a resource person to the community when guidance matters
need to be interpreted. The present philosophy is that the parents and community should join in
planning and interpreting the school program whenever possible.
The following are the counselor’s specific work in individual counseling.
 Present through examples the vital need of guidance.
 Provide useful readings in guidance to broaden general and specific knowledge.
 Keep the school aware of the best current practices in guidance
 Encourage teachers to participate in the guidance program by showing them what they
can do.
 Help necessary to establish a more personal relationship between teachers and students
Among the following may consider fulfilling the responsibilities peculiar to counselor’s position
 Understand the whole child, and his home, school, and church background
 Provide counseling and adjustment for those coming to the counseling office, whether
they be from observation, or by referral from advisers, the subject teachers or the
community.
 Establish procedures that will result in an individual inventory for each student. Make
this information be accessible and more understandable to school personnel, so it will
contribute more to the student’s individual needs.
  Prepare personal records, do research in individual differences, and make adjustment.
 Check with teachers for understanding of records, tests, and behavior of counselees.
 Interview parents at home or in the office and give educational guidance
 Prepare case studies for referrals to Guidance Clinic and Welfare Agencies
 Check causes of irregular attendance
 Counsel the discouraged, the “doing-fine” type, the failing, the cynical, the misinformed
and those where outstanding endeavors are noticeable.
 Attempt to establish a child-home-school understanding.
The Adviser
Since the Adviser is in the position to know each students more intimately than any other
teacher, he obtains much information about the students in all aspect of relationship – the
attitudes, study habits, difficulties with teachers, problem of discipline, home conditions and
environment, associates in and out of school, interests and abilities. Therefore, the adviser is in
the unique position to cooperate with the counselor. Sometimes, the absence of counselor are
being replaced by the adviser to spearhead the guidance program of the school.
The adviser has many opportunities to provide training in leadership, dependability,
cooperation, and social participation. The adviser is able to see the guidance program as a whole
and the relation of his part to the whole.
The following are the guidance functions of a teacher as an adviser:
 Gives orientation to school life, routine matters, educational, vocational, and social
problems.
 Keeps records, reports, and attendance. Does research on individual differences and
adjustment problems.
 Develops school citizenship, leadership, and personality
 Cooperates with subject teachers and other guidance personnel
 Does counseling and make adjustment
 Gives helpful information for the solution of problems of students
 Utilizes special services by referring to the counselors those needing professional help
 Clears situations involving behavior problems before they are referred to other personnel
 Provides follow-up of school-leavers
The Subject Teacher
In a guidance program where the personnel point of view prevails the subject teacher
finds that he/she has a very definite place for necessary contribution of growing and developing
both the system and the students. The subject teacher can take a deeper and richer meaning,
better understanding of his students, their homes, and problems open up new avenues of
approach to their interests as well as explain causes of failure, absenteeism, and school-leaving.
Such teaching arouses new interests in students and often lead to the development of special
abilities in that field.
GUIDANCE SERVICES
Individual Inventory Services – this service aims to gather information about the students to
better understand themselves through systematically keeping file records either manual or
electronic system.
Appraisal – administers and interprets standardized psychological test to aid in understanding
students. The test measures one’s ability, study habits, aptitude, and personality.
Information – provides students information on Senior High School’s available tracks and
strands that could fit their preferences.
Counseling – provides individual or group counseling. The purpose of this guidance service is to
help the student identify the root cause of the problem and facilitate in identifying possible
interventions that will help them cope with their problems and concerns.
Placement – assists students in applying for college admission and scholarships
Special Programs – the special program are expanded services that aim to strengthen the
preventive thrust of the Guidance Program.
Follow-up Program – this program is intended for students who have probationary academic
status. This consists of activities/ sessions that aim to assist the students in improving his/her
academic performance.
Personal-Social Awareness Program – this program is intended to address the personal and social
concerns of the students to help them adjust in their new environment and in the adolescent
stage. Some of the activities includes structured exercises, seminar in a healthy boy-girl
relationship and conflict resolution.
Spiritual/Moral Development Program – this program consists of activities that aim to address
the spiritual concerns of the students.

ACTION PLAN/ PROGRAMS/ ACTIVITIES

GUIDANCE PROGRAM ACTION PLAN
SERVICES OBJECTIVES ACTIVITIES- PERSON TIME
STRATEGIES INVOLVED FRAME

ORIENTATION Acquaint students Discuss the different Guidance June

SERVICES and parents with guidance services Counselor
the different during the Parents
guidance services orientation program. Students
of the school and Provide copy of
the rules and guidance services to
regulations of the be posted in the
 school bulletin boards
INDIVIDUAL Let students realize Set an enrichment Counselor, July
INVENTORY the benefit they can period to discuss the Department Head,
SERVICES get from their importance of Adviser, Students
individual records individual record to
student
TESTING Render different Research for Counselor, Year Round
SERVICES tests to interested personality and IQ Students
students tests. Utilizes
available materials
in the center
COUNSELING Conduct individual Inform students, Counselor, Faculty Year Round
SERVICES and group faculty and and Staff
counseling personnel that the
office is always
open for counseling
sessions
PLACEMENT Come out with Consolidate and Administrator, May
SERVICES written procedures draft the rules and Counselor
in guidance procedures in
services applying for college
admission
SPECIAL Strengthens the Conduct seminar- Principal, August
PROGRAMS preventive thrust of workshop to build Counselor,
the Guidance great foundation on Parents, Students
Program personal growth and
development of the
students
FOLLOW-UP Assists the students Home visitation Counselor, Quarterly
PROGRAM in improving activity to create Adviser, Subject
his/her academic reinforcement for Teacher, Parents,
performance the students who Students
have probationary
academic status.
PERSONAL-SOCIAL Address the Structured Principal, September
AWARENESS personal and social exercises, Seminar Counselor,
PROGRAM concerns pf the about Gender Parents, Students
students to help Equality and
them adjust in their Conflict Resolution
new environment
and in the
adolescent stage.
SPIRITUAL/ Address the Recollection and Counselor, Year-End
MORAL spiritual concerns Retreat to Resource Speaker,
DEVELOPMENT of the students strengthen the Students
PROGRAM spiritual bond of the
students
FACILITIES
School guidance services are increasingly becoming the major concerns of educators in the 21st
century. It was proven that the school with adequate guidance facilities is more positioned to
provide effective school guidance services. It can be measured through three major outcomes
which are responsive services, individual planning, and support system.
GUIDANCE FACILITIES
COUNSELING ROOM
A room to a Counselor is a very basic requirement for any effective guidance services. It
provides privacy, safety and confidence for both counselor and the client to express themselves
freely and cooperatively without doubt and hesitation that could be brought by an open room.
TESTING ROOM
Testing room is among the most recommended feature of the counseling and guidance
facilities that promote effective guidance services. It provides conducive ambiance for a better
counseling service.
MULTI-PURPOSE ROOM/ WAITING AREA
These are highly recommended features of any guidance and counseling facility in
schools. A conducive environment is vital in successful implementation of a school guidance
program. These facilities are merely consisted of a reception area, counselor’s lounge,
conference room, storage closet, clerical space, and reading rooms. This could be a space for
group guidance, group testing, staff sessions and guidance information center. The waiting area/
room as the space to be used by the students to prepare themselves to participate in the
counseling and testing services.
BUDGET
An adequate counseling budget shall be established to reflect program needs. The
counseling staff shall be included in the budget planning. Counselors should provide information
regarding funds needed and knowledge of other funding sources that may be available. Such
information should be included in the management agreement.
Materials should also be included in the budget planning. Material requirement like books, kits,
software, videos, games and assessment materials like interest and aptitude assessments, self-
assessment, learning style inventories should be current and available to counselors in order for
them to implement developmentally appropriate activities for each grade level.
Supplies and Equipment must also be in the list. Adequate supplies for office such as paper,
writing utensils, printer, copy machine, and other miscellaneous office supplies should be
relevant to the program and appropriate for the community it serves. Meanwhile, access to TV,
appropriate locking file cabinets, telephone, and computer should be easily accessible and of
sufficient quantity to support the program.