Baseline Study Towards A School Counseling Program For Brightwoods School

BASELINE STUDY TOWARDS A SCHOOL COUNSELING PROGRAM
A BASELINE STUDY TOWARDS A SCHOOL COUNSELING PROGRAM PROPOSAL

FOR BRIGHTWOODS SCHOOL
A Thesis
Presented to the Graduate School Department
Holy Angel University
Angeles City
In Partial Fulfilment of
the Requirements for the degree
Master of Arts in Guidance Counseling
Mary Florence Valencia-Baltazar

2014
A BASELINE STUDY TOWARDS A SCHOOL COUNSELING PROGRAM PROPOSAL
FOR BRIGHTWOODS SCHOOL
The school is universally regarded as the child’s second home. It is one of the basic social
institutions. Because of its role as the avenue for knowledge and human development, societal
expectations require that for education to become a successful enterprise, its conceptual
framework must be rooted and expressed through a track that would make the journey and the
totality of the learning experience, fun and lasting.
Brightwoods School in Angeles City has been serving the community for 19 years. When
it was established by its Directress and Founder, Ana Maria Yap-Zubiri, M.Ed, in June 1993, it
was first known as the ABC Factory. The school first offered Pre-Elementary Programs;
however, the succeeding school years became witness to the gradual inauguration of the Grade
School and High School programs. Through the years, the school gained a reputable identity in
terms of service, excellence, and it also earned the fair respect of countless parents and love from
many students that came its way. As a whole, the school community, “the mighty men and
women” of Brightwoods, strives to emulate and provide a quality of service that is deeply
grounded from the school’s “good to great” mission to be an institution that will be a center of
excellence, a wellspring of goodness, and a beacon of hope while steadily aiming for its vision to
be the leading provider of Pre-school, Grade School, and High School education in Angeles City,
Philippines.
Gleaned from the school’s philosophy, mission, and vision, school educators unceasingly
research, concoct, revise, and orchestrate a balanced program of curricular and co-curricular
experiences that elicit positive responses from the student that will make for a good, decent, and
sensitive human being committed to the pursuit of excellence in all its forms (Zubiri, 2000).
School programs reflect and implement school purposes. The term “purpose” simply
means direction, intention, or desired end (Palma, 2008). The framework of Brightwoods School
under the scope of student development is sectioned into three major components, these are: the
curriculum, the co-curriculum, and student services. The underlying elements comprising the
curriculum integrates learning objectives, learning content, learning experiences, learning
resources, and ways of evaluating learning objectives. The bases behind Brightwoods School
curriculum embraces the expectations of society and sponsoring institutions, the characteristics
of learners, the principles of teaching and learning, and the pronouncements of subject area
specialists. The school’s concept for school goals is derived from Tyler’s four-step analysis of
formal education. According to the “Tyler Rationale” (Palma, 2008), there are three sources of
data or inputs that have a major claim to consideration in curriculum planning. These are:
a. The learner. The purposes, interests, developmental needs, and characteristics of the
learner should guide our choice or appropriate goals.
b. Society. The values and behaviours defined as desirable by a given society help shape
the goals of education in that society.
c. Fund of Knowledge. Human knowledge that has been accumulated and organized for
universal use and application now and in the future. This also includes updated and
newly generated knowledge.

The school’s co-curriculum on the other hand covers school activities, student clubs and
organizations, external school activities, and ways of reporting student achievement. The
school’s student services offer learning resource centers, learning assistance and intervention
programs, and guidance counselling in the form of life coaching. Both the school’s
co-curriculum and student services reinforce the thrusts of the school curriculum.
The program focus for each level identifies specific skills for the student to master and it
reflects the broad targets of accomplishment contemporaneous with the schooling period (Palma,
2008). In the Preschool levels, the program focuses on developing the students’ motor skills,
social-emotional skills, cognitive skills, as well as their early literacy skills. The Primary levels
which constitute the Grades 1, 2, & 3, focus on developing the students’ language skills,
mathematical skills, and personal skills (self-management, independent learning, goal skills).
The program of the Intermediate levels consisting of Grades 4, 5, & 6, focuses to develop
students’ skills in mathematics, in the language arts, in Science, and in interpersonal skills
(Leadership, Networking, Teamwork). The High School department’s program aims to develop
the students’ skills in the Arts and Sciences, in their ability for Character Formation, and lastly,
to foster basic life skills (communication and interpersonal skills, decision-making and
critical-thinking skills, coping and self-management skills) which helps in establishing the
foundation for lifelong learning.

The theoretical underpinnings that inspired the program foci were derived from the
school’s goals for education in the spiritual, intellectual, psychological, social, and physical
domain of the learners. These are:
1. Spiritual and Moral Domain - To foster moral and spiritual growth and information
founded in Christian ideals and to inculcate and understanding of the Catholic Dogma
and its application to life situations.
2. Intellectual Domain - To develop the powers of observation, memory, imagination,
creativity, thinking, and reasoning, commensurate to the maturational needs and
abilities of the learner.
3. Psychological and Emotional Domain - To develop emotional and psychological
soundness through healthy interpersonal relationships and a humanistic approach to
teaching and learning.
4. Social Domain - To develop social competence and knowledge and appreciation of
our Filipino heritage and foster a desire to take an active part in nation-building.
5. Physical Domain - To develop physical agility and sportsmanship and foster of health
and safety habits to daily life.
At present, the school attempts to express and to directly deliver these scopes for student
development through the medium of school curriculum, co-curriculum, and student services.
Furthermore, it is generally expressed in the students’ daily school experience. The curricular
and co-curricular objectives of the Brightwoods school academic program is structured and
implemented in a manner that tries to ensure seamless transition from one level to another. In the
aspect of student services however, the provision of School Counseling is presently underway of
evolving a formal structure.

In the school, teachers are at the frontline of student development. Aside from delivering
basic education, they have begun to assume a role akin to a Life Coach. In this position, the
teacher, who is primarily the student’s homeroom adviser, assumes the role of a parent-figure of
a student in the school who cares about him or her in a personal way
(http://www.ericdigests.org/pre-9214/teachers.htm, Retrieved on July 21, 2012). “Guidance”
sessions are provided during an adviser’s time and also in homeroom activities that are orientated
towards student formation. During homeroom time, students participate in subject area routines
and student enrichment activities. “Life Coaching” sessions, on the other hand, are given as
interventions directed at addressing academic transitions from one level to another, behavior
issues, interpersonal conflicts between peers, intrapersonal concerns, and academic affairs.
Teachers, before implementation, are given themes and guidelines to follow in every student
formation or student enrichment activity.
As a personal resource, the teacher largely draws upon from one’s own personal
experiences, conceptual knowledge, and acquired skills, guided by the school’s established goals
and policies, and counsels provided by more seasoned colleagues to develop the concept,
understanding of the situation, and the plan of how to address the individual needs of the
students.
Vicissitudes in the Philippine educational system motivated Brightwoods school
educators in gradually establishing the foundations for a formal school counselling program.
According to Dr. Imelda Villar, Guidance and Counseling, which is by definition synonymous to
School Counseling, has become a fundamental and integral part of the Philippine educational
system. Furthermore, it enhances the holistic development of the students. Education and
guidance complement each other to maximize students’ growth and development (Villar, 2007).
Guidance and Counseling has been defined in Republic Act 9258, as an integrated approach to
the development of a well-functioning individual, primarily, by helping a student to utilize
his/her potentials to the fullest and plan his/her present and future in accordance to his/her
abilities, interests, and needs (Villar, 2007). Accoding to Ryan and Zeran, Guidance is the sum
total of helping services purposely created and contrived to facilitate, or show the way for,
realizing optimum development for all learners. A guidance program considers the unique
culture and climate of the specific population and the environment it serves (Villar, 2007).
Presentation of literature available to the field provides us with a wealth of empirical data
that presents the positive features that can be gleaned from having formal school counselling
program. In the aspect of academic development, studies demonstrate that elementary guidance
services have a positive influence on elementary students’ scholastic achievement, development,
and academic success (Myers, Schoffner, & Briggs, 2002; Sink & Stroh 2003). Research
suggests that promoting student success by raising academic expectations is more effective when
schools pair increased expectations with services that address the social and developmental needs
of students (Jenlink, 2009). As a medium for collaboration, school counsellors can help connect
the family as a whole to the educational process (Bemak & Cornely, 2002). In terms of mental
health services, School counseling programs have significant positive influence on aggressive
and hostile behaviors as well as discipline problems (Baker & Gerler, 2001). During untoward
incidences, school counselors are successful in reducing victimization by assisting victimized
children, reducing bullying behaviors and modifying the school climate and structure (Hanish &
Guerra, 2000). In the role of providing help for students who are currently planning for their
future, School counsellors are very effective in assisting children in the area of career
development (Lapan, Tucker, & Kosciulek, 2003). In their role as standardized test coaches,
school counseling interventions have reported success for helping students reduce test anxiety
(Cheek, Bradley, Reynold, & Coy, 2002). Counseling decreases classroom disturbances.
Counseling services support teachers in the classroom and enable teachers to provide quality
instruction designed to assist students in achieving high standards. Students in schools that
provide counseling services indicated that their classes were less likely to be interrupted by other
students, and that their peers behaved better in school (Mullis & Otwell, 1997).
According to the book, Organization of Guidance Services, a guidance program cannot
be arbitrarily introduced into a school. It must be carefully developed with consideration for the
needs of the students, the staff, and the academic framework of the school. One way to expound
on a conceptual framework for a proposed school counselling program is to present general
fundamental notions underlying the formation of the service.

Unlike in the United States where school counselling is promoted and implemented under
shared themes and concepts among schools across the country, in the Philippine setting, absence
of a “national standard” other than existing educational goals, means that schools both public and
private are given freedom to decide how school counselling programs are planned, implemented,
and evaluated. While similarities in vision, mission, and goal statements of school counselling
programs indicate a common core, distinctions are drawn, most particularly in private
institutions, depending on the school’s philosophy and academic framework.
Brightwoods school as an educational institution has identified in its program foci and
woven through curricular and co-curricular avenues “specific skills” for the student to learn and
master and this makes the daily school experience significant for the child being nurtured. All of
the school staff, but most especially teachers; are urged, expected, and trained to “live as they
preach” and to communicate the school philosophy, mission, and vision by the way they carry
themselves; with sincerity, poise, class, and lively demeanour. These things, of continuously
developing an enriching and exciting curriculum, and of involving school staff in the journey of
education and learning, are two implicit reasons why Brightwoods is a charismatic school.
Nevertheless, because the institution is growing and the landscape is changing with the
introduction of the K-12 education system, this opens the need to set pace for bringing
educational experiences to greater heights. This is the rising precursor to formalize a student
service that will eventually become an ancillary force in assisting the teachers deliver, manage,
and be accountable for leading and inspiring academic achievement, career planning and
personal/social development (ASCA, 2012). Such student service has to be identified and
compatible with the present culture and ways being practiced in the school at present.
Borders and Drury (1992) in Cobia and Henderson (2007) reviewed existing school
counselling models and found that effective school counselling models were:
1. Independent education programs; comprehensive, purposeful, sequential, and guided,
in part by outcomes.
2. Integral to the primary educational mission of schools; that is, they support, facilitate,
and encourage classroom instruction and student achievement.
3. Established with developmental theory and research in mind.
4. Designed to serve all students in an unbiased way.
In this baseline study, awareness of school counselling models can help in inspiring
concept and to investigate, according to existing trends, what approach of service delivery can fit
or be compatible towards existing school practices.
Gysbers and Henderson (2000) in Cobia and Henderson (2007) describe an
organizational schema with well-defined procedures and systems. Known as the Comprehensive
Guidance Program Model, here, Life career development is the base of the model, and the three
domains of self-knowledge and interpersonal skills; life roles, settings, and events; and life
career planning are emphasized. Those are defined as follows:

1. Self-knowledge and interpersonal skills. Students develop awareness and acceptance
of themselves and others, incorporate personal skills for health maintenance, assume
responsibility for their decisions, develop and maintain effective relationships, and
engage with others.
2. Life roles, settings, and events. Students develop and incorporate practices that lead to
effective learning, responsible daily living, and a purpose in life; they recognize the
interactive effects of various life roles.
3. Life and career planning. Students understand and use a decision-making process in
determining their life goals.
This Comprehensive Guidance Program Model offers three elements and four
components. The elements include the content of the program, the organizational framework, and
resources. The content includes student competencies. The framework has three structural
components (definition, assumptions, and rationale) and four program components (guidance
curriculum, individual planning, responsive services, and system support). The resource element
incorporates the human, financial, and political requirements for implementing the program. A
counselling program, according to this model, has components that incorporate activities and
roles and responsibilities all involved in the counselling program such as:
1. Guidance curriculum: classroom activities, schoolwide activities
2. Individual planning: appraisal, advisement, placement follow-up
3. Responsive services: consultation, personal counselling, crisis counselling, referral
4. System support: research and development, professional development,
staff/community public relations, community outreach, program management.

In conclusion, this model presents a complete model that can easily be adapted for a
school. It has comprehensive list of procedures and a recommended process for change. It may
be considered a template from which to start a discussion of a site- or system-specific model.
Dr. Robert D. Myrick of the University of Florida conceptualized the Developmental
Guidance and Counseling Model (Myrick, 1997). In the model, Myrick suggests six basic
counsellor interventions for a counselling program: individual counselling (4 to 6 cases);
small-group counselling (4 to 6 groups, seen twice a week); large-group guidance (2 to 4
classrooms, once or twice a week); peer facilitator training (1 to 2 hours a week); consultation
with parents and teachers (1 hour a day); and coordination of guidance activities. This model also
includes a process for including teachers specifically in the counselling curriculum. The teacher
advisor program (TAP) is based on the assumption that each student needs a friendly adult in the
school who cares about the student in a personal way, helping student advisee with problems of
developing and with maximizing the school experience. The program is designed so that every
student in the school belongs to a small group of 15 to 25 peers that meets regularly. Teachers
hold these meetings in a homeroom or home base and helps student explore their personal
interests, goals, and concerns. Teachers thus help deliver the counselling curriculum in these
small groups (Cobia and Henderson, 2007).

To accomplish this, teachers receive training in leading group discussions and in planning
guidance units. School counsellors not only help teachers in developing the units, but also serve
as members of the curriculum team. Counselors may help establish guidance objectives and
provide activities that teachers may select or discard according to their needs. This design allows
teachers to be more directly involved in the personal development of their students (Cobia and
Henderson, 2007).
Myrick (1997) in Cobia and Henderson (2007) also provides a reminder for counsellors
about four approaches to working that need to be incorporated in the program: crisis, remedial,
preventive, and developmental. Counselors may respond to crisis acting as mediators, as
listeners, as calm centers, and in other ways to lessen the intensity during a critical time. The
remedial approach focuses on identifiable problems with a suggested or applied remedy
emphasizing learning or relearning skills that have not developed as expected. Another way to
approach problems is by preventing them from happening. Preventive interventions are focused
on lessening the possibilities of such problem behaviors as absenteeism, substance abuse, among
others. Finally, through developmental approach, counsellors identify competencies students
need to be successful and then provide opportunities for those skills to develop (Cobia and
Henderson, 2007).
Lastly, based from these two counselling models, the American School Counselor
Association (ASCA) came up with a revitalised framework for founding, delivering, managing,
and expressing accountability for school counselling programs (ASCA, 2012) in the United
States. Known as the ASCA Model Framework for School Counseling Programs, this
counselling model was specifically developed to address the growing need for standardization
and accountability in counseling programs (Carey & Dimmit, 2007). The ASCA National Model
defines counseling programs as comprehensive in scope, preventive in design, and
developmental in nature (ASCA, 2005).
ASCA National model has four components. The first component is Foundation System,
which establishes concise, thoughtful statements about beliefs, program philosophy, mission, and
is linked with the mission and goals of the school. The foundation requires an examination of
beliefs on which a program is built, articulation of a clear mission statement, and specified
student outcomes derived from three developmental domains: academic development, career
development, and personal social development (Cobia and Henderson, 2007).
The second component is Delivery System, which comprises of guidance curricula,
individual student planning, responsive services (e.g., counseling, referral, consultation), and
systems support (e.g., collaboration, program management, professional development). The third
component is the Management System which refers to the systematic monitoring processes that
ensure the implementation of the program. This includes contracts or agreements with
administrators about responsibilities and program implementation, action plans, calendar, data
use, and advisory councils. The last component is the Accountability System which incorporates
results reports, performance evaluations, and program audits that measure and communicate with
stakeholders (parents, school heads) the program results and related data (Carey & Dimmit,
2007). In the ASCA model, although school counsellors are clearly the program leaders,
successful implementation of the model is predicated upon collaboration with all of the
constituent groups who have an interest in students’ academic success (Cobia and Henderson,
2007).
In summary, the challenge of developing a meaningful and enduring school counselling
program will formally begin by asking: based from the school’s philosophy, mission, vision, and
goals for education, what elements must come together to shape a future Brightwoods school
counselling program? As illustrated in the paradigm, portrayal of the felt needs, systems,
situations, and the indigenous members of the locale of the study will attempt to answer this.
The goal of the research is to initiate a Baseline Study Towards a School Counseling
Program Proposal for Brightwoods School. This study shall attempt:
1. To describe the students’:
a. Gender
b. Age
c. Birth Order
d. Marital status of parents
e. Religion
f. Nationality
g. Languages/Dialects spoken at home
h. Special needs (if applicable)
2. To describe the teachers’:
a. Gender
b. Age
c. Marital status
d. Religion
e. Educational background
f. Grade level assignment
g. Years of tenure
h. Teaching philosophy
3. Based from the Student Needs Inventory, what are their needs?
4. Based on the Checklist Survey for Teachers, what are the Teachers’ answers to the
following:
a. Based on your experience/s, what concerns do students usually share?
b. From what you have learned, where do their concerns usually stem from?
c. What do you usually do to address students’ concerns?
d. Share your experience in the following roles:
1. As a coach
2. As an adviser
e. Do you think that a School Counseling Program can make a difference in addressing
student concerns? In what ways?
It is relevant for the scope of study, to get the grasp of the meaning of the school
philosophy, mission, vision, school curriculum, co-curriculum, student services, goals for
education, and program foci. Taking time to understand these concepts, what they mean for the
school, and how its elements are connected to and affect one another can greatly assist in
conceptualizing a future school counselling program for the school. Time constraint, however,
is one limitation of the study. Another limitation is concerned with student input in that only
Grades 4, 5, 6, and high school students will be asked to participate, primarily because of their
assumed capability to grasp the concepts enumerated in the Inventory.
The researcher will utilize the method of descriptive research throughout the
investigation. The researcher will employ literature study and survey method in order to support
and to collect pertinent data essential to form the general concept and to communicate the results
of the study. The participants will be purposively selected based on their role, membership to the
educational institution, and relevance to the research being conducted. The pool of participants
will comprise the following individuals: the faculty members of the Grade School and High
School Department of Brightwoods School, and the Grades 4, 5, 6, and High School students in
the institution. The researcher will plan to utilize a Student Needs Inventory, and a Checklist
Survey for Teachers to obtain survey data about the topic to be investigated.
Generally, collection of data will be performed during the remaining months of the
academic year. Data collection during the latter part of the year will be arranged with the Grade
School Coordinator depending on the influx of the school’s calendar of activities. Data will be
collected mainly from interaction with the faculty and the student output. Data generated will be
regarded with value and confidentiality. The counselor shall maintain adherence to the Code of
Ethics for Counselors and the Counseling Profession, specifically the policies governing
counseling relationships and research and publication. The collected data will be sorted and
organized accordingly. Survey Data will be illustrated and analyzed statistically. Overall results
will be presented to the school heads and to the teachers for focus group discussions.
References
American School Counseling Association (2005). The ASCA national model: a framework for
school counseling programs, Alexandria, VA
American School Counseling Association (2012) ASCA position statements,

http://www.schoolcounselor.org/content.asp?contentid=178, Retrieved on August 13, 2012
American School Counseling Association (2012) Why elementary school counselors?,

http://www.schoolcounselor.org/content.asp?contentid=230, Retrieved on August 25, 2012
Baker, S. B., & Gerler, E. R. (2001). Counseling in schools. In D. C. Locke, J. E. Myers, and E.
L. Herr (Eds.), The Handbook of Counseling, Thousand Oaks, CA: Sage Publications.
Blackhurst, A.E., Auger, R.W., & Wahl, K.H. (2003). Children’s perceptions of vocational
preparation requirements. Professional School Counseling, 7(2), 58-67.
Borders, L.D., & Drury, S.M. (1992) Comprehensive School Counseling Programs: a review for
policy-makers and practitioners. Journal of Counseling and Development, 70, 487-498
Cheek, J.R., Bradley, L.J., Reynolds, J. & Coy, D. (2002). An intervention for helping
elementary students reduce test anxiety. Professional School Counseling, 6(2), 162-164.
Ellis, Thomas I. Counselors and Teachers as Student Advisors, ERIC Clearinghouse on

Counseling and Personnel Services Ann Arbor MI.
http://www.ericdigests.org/pre-9214/teachers.htm Retrieved on July 21, 2012.
Gysbers, N.C., & Henderson, P. (2000). Developing & Managing your school guidance program.
Alexandria, VA:American Counseling Association
Hanish, L.D. & Guerra, N.G. (2000). Children who get victimized at school: What is known?
What can be done? Professional School Counseling, 4, 113-119.
J.C. Carey & C. Dimmit (2007) Using the ASCA National Model to Facilitate School
Transitions, American School Counseling Association Publication, pp. 227-232
Lapan, R.T., Tucker, B., Kim, S., & Kosciulek, J.F. (2003). Preparing rural adolescents for
post-high school transitions. Journal of Counseling and Development, 81(3), 329-342.
Mullis, F. & Otwell, P. (1997). Counselor accountability: A study of counselor effects on

academic achievement and student behaviors Georgia School Counselors Association Journal,
1:4, 4-12.
Myers, J.E., Shoffner, M.F., & Briggs, M.A. (2002). Developmental counseling and therapy: An
effective approach to understanding and counseling children. Professional School Counseling,
5(3), 194-202.
Myrick, R.D. (1987). Developmental guidance and counseling: A practical approach.

Minneapolis, MN: Educational Media Corporation.
Myrick, R.D. (1997). Developmental guidance and counselling: A practical approach (3rd. ed.)
Minneapolis, MN: Educational Media Corporation.
Organization of Guidance Services, Center for Organizational Measurement
Palma, J. C. (2008) Curriculum development system: a handbook for school practitioners in

basic education. National bookstore, Inc. Mandaluyong City
Ryan, T. A., and Zeran, F.R., (1972) Organization and Administration of Guidance Services.
Interstate Printers & Publishers, Danville, Illinois
Shaw, M.C. & Goodyear, R.K. (1984). Prologue to primary prevention in schools. The Personnel
and Guidance Journal, 62, 446-447.
Sink., C. A. & Stroh, H.R. (2003). Raising achievement test scores of early elementary school
students through comprehensive school counseling programs. Professional School Counseling,
6(5), 350-364.
Villar, I.V. Implementing a Guidance and Counseling Program in the Philippines, Aligned
Transformations Publications, Quezon City, 2007
Zubiri, A.M. (2000). Orientation manual for the preschool teachers of brightwoods school.
Faculty Support Unit, Brightwoods School, Angeles City
Chapter 6: Models and Approaches in School Counseling,

www.sagepub.com/upm-data/42517_6_pdf.pdf‎
Appendix A
June 8, 2012
Dearest Teacher Joyce:
Laus Deo Semper!
I have the honor to write to you once more! I’m composing this letter to express a
personal intent as well as a request. For this upcoming Academic Year 2012-2013, I will be in
the phase of writing my final requirement for my graduate course, Master of Arts in Guidance
Counseling. I would like to seek your consent if I could conduct my study here in our institution.
The study I’ am planning to make requires information and understanding of the school
history as well as its organizational structure, the demographic profile of the students, the
guidance and counseling policies of the school, the guidance and counseling practices of the
faculty, the program focus per level, the skills to be developed per level, the values to be
developed per level, the school’s program on special education, the intended K-12 program
thrust of the school, and other essential matters centering on student development. I request your
kind office to grant me permission to research on the above information because for my graduate
thesis, I would like to work to create a Baseline Study Towards a School Counseling Proposal
for Brightwoods School.
The researcher believes that although our institution already provides the particular
student service and that it is mainly delivered by the learners’ teachers through the Curriculum,
by Coaching, and through Student Enrichment Activities, it remains essential to establish a
formal program which will support not only the thrust of the intended K-12 Basic Education
Program but also take into full account the holistic development of learners through recognition
of the close relationship between personal growth and academic development (Gysbers, 1990).
As an employee of an educational institution, I would like to do more to serve the

company. Whilst this project may have its beginnings as a personal academic requirement, I’ am
hoping that the work that shall be commenced to creation will ultimately find its usage in the
area it is intended for in the future.
I shall be preparing a project proposal of the Guidance Program after acquiescence of the
information I am requesting above. In case of inquiry or clarifications, I shall be more than
willing to set an appointment on any time or day convenient for your office. I hope that my case
will merit your consent as well as approval.
Have a blessed day!
Sincerely Yours,
Mary Florence Valencia-Baltazar (SGD.)

Appendix B
LETTER FOR THE GRADE SCHOOL COORDINATOR
July 5, 2012
Ms. Catherine Lazaro

Grade School Coordinator
Brightwoods School
Angeles City
Dear Teacher:
Laus Deo Semper!
I’ am presented with this privilege to endorse my endeavor to you. I’ am writing this

correspondence to your office to inquire if I could invite you to become my grammatical advisor
and research consultant for my graduate thesis on the subject of Baseline Study Towards a
School Counseling Proposal for Brightwoods School.
Working in the academe, the relevance of research in broadening our understanding of

the processes involved in the education of learners cannot be understated. It is imperative that
educators are certain of the efficacy of the methods used in order to arrive at the fundamental
goal of nurturing individuals who will become future assets to society. The study aimed by the
researcher hopes to meet this end.
In its conclusion, the researcher hopes that the data gathered in this study will provide
accurate information to formalize a revitalized process of founding, delivering, and managing
Guidance and Counseling services for the students of Brightwoods School.
I hope my intention will entice your interest to become my grammatical advisor and
research consultant. Thank you for your time, Teacher.
Yours Sincerely,
Mary Florence C. Valencia-Baltazar

Candidate, Master of Arts in Guidance Counseling
Appendix C
LETTER FOR THE RESEARCH ADVISOR

August 11, 2012
Ms. Analou Jovellanos
Guidance Counselor,
High School Department
Holy Angel University
Angeles City
Dear Madam:
Laus Deo Semper!
I’ am presented with this privilege to endorse my endeavor to you. I’ am writing this

correspondence to your office to inquire if I could invite you to become my research advisor for
my graduate thesis on the subject of: Baseline Study Towards a School Counseling Proposal
for Brightwoods School.
Brightwoods School is a non-sectarian educational institution located at Angeles

Citicenter Subdivision Phase I in Brgy. Pandan, Angeles City. Brightwoods School has an
estimated population of about 219 Primary School (Grades 1, 2, and 3) and 224 Intermediate
School (Grades 4, 5, & 6) students with a staff of about 23 faculty members; 18 homeroom
advisers and 5 subject area teachers.
The school has been serving the community for about 19 years. During this period of
time, Brightwoods strove to achieve quality and excellence in honing not just the cognitive
dimension of its learners, but also each student’s intrapersonal aspect as well.
Working in the academe, the relevance of research in broadening our understanding in the
processes involved in the education of learners cannot be understated. It is imperative that
educators are certain of the efficacy of the methods used in order to arrive at the fundamental
goal of nurturing individuals who will become future assets to society. The study aimed by the
researcher hopes to meet this end.
In its conclusion, the researcher hopes that the data gathered in this study will provide
accurate information to formalize a revitalized process of founding, delivering, and managing
Guidance and Counseling services for the students of Brightwoods School.
I hope my intention will entice your interest to become my research advisor. Thank you
for your time. Madam.
Yours Sincerely,
Mary Florence C. Valencia-Baltazar

Candidate, Master of Arts in Guidance Counseling
Appendix D
The Academic Framework of Brightwoods School

Appendix E
Program Focus in the Preschool Levels
Program Focus in the Primary Levels

Program Focus in the Intermediate Levels
Program Focus in the High School Levels

Appendix F
Student Formation Program of Brightwoods School
Purposes of a Student Formation Program ( Adviser’s Time)
- to give students a sense of belongingness

- to promote among students well balanced personal relationships and attitudes
- to stimulate creativity, innovation, and leadership in all students and staff
- to strengthen self- esteem, responsibility, and assurance
- to create a happy environment that engenders curiosity, enthusiasm, and safety
- to develop among students the skills, attitudes, confidence and the desire to be lifelong
learners
- to foster a sense of community among all students, families, and staff that builds on the
traditions and celebrations of the school
- to celebrate achievement and individual growth based on freedom, openness, and
flexibility in the approach to student management
Areas of Student Formation
I. Learning about the BWS Culture
a. BWS History
b. BWS Philosophy Mission- Vision
c. BWS Ideal Graduate
d. BWS Hymn
II. Academic Support
a. Writing Skills
b. Study Skills
c. Test- Taking Skills
d. Homework Program
e. Remediation/ Tutorials
f. Group Program Foci
III. Human Growth and Development
a. Gender Concerns
Gender Roles
Gender Issues
Gender Equality
b. Personal Development
Discipline
Physical Health
Hygiene and Grooming
Posture Improvement
Interests and Hobbies
Emotional Health
Success Consciousness
Goal Setting
Work Attitudes
Mental Well- Being
Thinking Styles
Career Guidance
c. Community Living
Citizenship
Handling Conversations
Social Graces or Etiquette
Building Public Relations
Community Awareness
Consumer Education
On Spending and Saving
Protecting the Environment
Emergencies
Earthquake
Fire
IV. Spiritual Rooting
a. Prayer Life
b. Character Formation
c. Values Clarification
d. Basic Christian Doctrines and Faith
e. Christian Ethics
f. Purpose Before God
Avenues for Student Formation
1. Adviser’s Time/ Homeroom Time

2. Student- Teacher Conferences
3. Monday General Assembly
4. Student Assemblies
5. Eucharistic Celebrations/ Sessions for Non- Catholics
6. Spiritual Direction Talks
7. Catechism/ First Holy Communion
8. Happy Faces
9. Learning Intervention Programs

10. Outreach Programs
11. Fire and Earthquake Drills
12. HS Nights
13. Family Days
14. Career Talks
15. Campus Reminders, Billboards, and Activities
Appendix G
The Student Enrichment Activities Program

Grades 4, 5 and 6
Duration and Time Frame: Once a week

50 minutes
Purposes:
1. Enrichment: To expand on students’ learning in ways different from the methods use in
the classroom
2. Academic Help: To provide direct assistance with classroom work

- work on concepts covered during the day
- assist students prepare for tests or exams
3. Recreation: To give the students the time to relax and engage in play and
academic games
Student Enrichment Activities:
Reading Comprehension Activities

Silent Reading Activities
Leisure Reading
Borrowing and Returning of Books From the LRC
Math- related Worksheets
Spelling
Peer Tutorials
Academic Assistance
Board Games
Group Games
Practices for Activities
Class Extensions
Unfinished Works
Student Teacher Conferences
Appendix H
Home- School Team Up
Our child can succeed! This is the battle cry of every parent and teacher especially at the onset of
a brand new school year, and now is the right and exact time to become proactive about your
child’s schooling.
Here are some things we can all consider to kick-start 2013-14!
1. Ready- Set- Goal Set: Lay the groundwork to your children and minimize family
disputes as early as now by communicating expectations clearly. Process and discuss
with them homework rules, study time, and daily routine. Then, make sure to enforce
them consistently.
2. Help your child deal with transitions: Moving from one grade to another can be a source
of frustration to some students. Ease or eliminate their anxieties by helping students feel
prepared for school.
3. Meet and greet the school team: A consistent joint effort between the home and the
school is the key to the total development of a child. Always seize opportunities or
several avenues in which you can work together with the school and understand each
other’s roles and responsibilities
4. Learn the curriculum to the optimum: Help your child do his or her best by
understanding what she is expected to learn in the grade level. Explaining to them why
they need to learn certain things will also be beneficial.
5. Be involved: Be the best educational role model in your child’s learning. Devise ways
on how you can get engaged and contribute to your children’s academic success.
Let us all remember that TEAMing-UP with the SCHOOL can UP-grade the ESTEEM level of
our children this S.Y. 2013-2014!
Teacher Catchy☺
Appendix I
Roles of a Class Adviser in Brightwoods School
- discusses significant issues and communicate them to students and their parents, and to school
authorities
- familiarizes himself with the personal history of the children

- family set-up - background of parents and guardians
- academic needs
- strengths and weaknesses
- medical history
- begins and ends each school day with the class
- heads the class in all school activities
- is responsible in maintaining the well being of each student of the class in all developmental
areas
- sets with the class, goals and routines that would be carried out for the school year
- designs, plans and executes sessions and activities for the Adviser’s Time
- checks and evaluates outputs derived from the activities in the Adviser’s Time
- sets schedules to meet with parents during Parent- Teacher conferences and when necessary
- conducts regular Student- Teacher conferences
- coordinates regularly with the parents, psychologists, interpreters, guardians, or tutors of those
students with special needs
- creates a team atmosphere with the class
- makes students fully aware of their responsibility to meet performance standards
- serves as a link of information between and among the students, parents, level teachers, and the
school
- distributes and explains to the class details of school letters, invitations, etc.
- attempts to solve interpersonal difficulties within the class
- checks and monitors classroom progress

- records regularly in the anecdotal record notebook significant events or important details about
the students’ behavioral and academic progress or deterioration
- conducts homeroom sessions regularly
- counsels students experiencing personal and academic difficulties
- serves as a leadership model for students to emulate
- diligently accomplishes and maintains pertinent school records
- maintains the upkeep of the classroom and the supplies of students

Appendix J
Curricular and Co-Curricular Activities in Brightwoods School
A. Curricular Activities
The Adviser’s Time:
To start the day right, the child begins the first thirty minutes of his or stay in this learning haven
with the adviser- the student’s most trusted individual in school. During this time of the day, the
adviser works hand in hand with his or her children in bolstering their self-esteem and worth, in
supporting their on-life goals and in tackling and addressing issues which can help them in
decision making. At this time, a budding individual establishes a relationship with this person
whom he or she can consider a second parent, a life coach, a counsellor, or a friend.
The Subject Area Period Routines
The heart of each learning institution is the curriculum, and within the curriculum are the subject
areas. Every learning period in each field is structured into what we call subject period routines
so as to give our young learners the focus and the order they need for them to optimize learning.
These frameworks do not only give direction to our student in every learning episode but it also
helps in guarding and maximizing the instructional time. As they say… Knowing what to expect
from each learning activity helps our children to become more confident and it cuts down their
academic struggles.
Student Enrichment Activities
One of the enhancements injected in our schedules is the SEA program. This weekly activity
gives the opportunity for our students to take a pause from their regular grind and spend this
timeslot for reading, recreation, reinforcement of lessons and skills, development of study skills
and even student assemblies.
Homework Program
Homework is not simply a task given to students to be accomplished. A homework is also that
after-school program when, as our kids are engaged in scholastic endeavors, the concepts of
responsibility, discipline, and time management are being inculcated in them. Parents can also
use this as a platform for family bonding and as an avenue for home- school partnership. With
all the quirky homework coming their way, our kids would surely ask for more.
Clubs and Organizations
Leadership, networking, teamwork…one way of broadening our students’ horizons in these areas
is by encouraging them to join clubs and organizations. This is a surefire way for our young
learners to share their interests and build connections with peers and the School.
B. Co-Curricular Activities
Leadership Training Camp
This educational sleep-over aims to train our homegrown leaders with the basics of leadership.
Grades 4-6 class officers and club representatives get the chance to run away from home for a
night as they gain a deeper understanding and appreciation of oneself both as a leader and
follower, and the right perspective of how they can be of service to their schoolmates, and maybe
in the future, to the world out there. As we always remind them… “Have the heart to serve
others.”
Sportsfest
It is said that those who play and are engaged in sports reap numerous benefits. Through our
annual Sportsfest, our children do not only fruitfully use their energy surplus, they also learn the
culture of sportsmanship, teamwork, and the joint devotion to the achievement of a common
goal.
Parangal sa Diwang Pilipino
In August, our school is one with the country in celebrating anything Filipino and in
commemorating our rich cultural heritage. Parangal sa Diwang Pilipino serves as a rich avenue
for our kids to express their love and honor for our country and our own people as they get
immersed into our country songs, dances, and literatures.
Animal Exhibit
In this activity, Brightwoods School transforms into a wildlife sanctuary, as it gets invaded by the
furry, the scaly, the hairy, and the feathery ones. Our kids are truly marveled and wowed by
animals of different breeds, shapes, and sizes as they learn more about their habitats, behavior,
rights, and ways to conserve them. This just proves that man and animals can coexist with each
other.
Educational Outbound Tour
In this outdoor undertaking, our children get to enjoy their journey of learning in a different way!
In this out- of- the -classroom pursuit, students experience a new treat of knowledge in a FUN
BUT SAFE WAY as they familiarize themselves with historical landmarks and tourist spots, visit
museums and wildlife sanctuaries, and watch theatrical plays.
Christmas Outreach Program
There is no better feeling than to give and share out of a generous and rich heart. For this reason,
we encourage each Brighton to share their old but useful clothes, toys and books, as well as their
time and talent to their less fortunate neighbors. Through this charitable undertaking, our kids
are being trained to practice an abundance mindset—that each person has always the capacity to
be a wellspring of goodness.
Christmas Party
As the big day of that Child in the manger draws near, everybody, especially our children, gets
easily enthralled by the strong currents of joy and excitement. To give each other a blissful
Christmas hug, our Christmas parties are being held per level, where our children can eat, play,
and have fun together. Indeed, there is no better way of celebrating the holiday seasons than
this!
Battle of the Bright Brains
This is the time when our academicians use those think-tanks! This battle of bright minds is
definitely an affair to behold. Viewers of this program usually get flabbergasted as they witness
how each child gives his best in this test of wits intelligence.
Family Day
Brightwoods is a family of families, and we want these families to come over, to get organized,
to bond and celebrate with us. In this way, we communicate to our children that we are all one in
looking after their welfare and in supporting them. This activity usually leaves a lasting
impression in the heart of each parent and child because of the pleasure and intimacy gained
from the time spent together.
Showtime
And now, everybody’s favorite … It’s Showtime! In the many years of Showtime, we see our
parents, leave the venue only with either two gestures: with heads held up high or with teary
eyes. And as teachers, we share the same emotions with you dear parents. Seeing our children
brimming with self-confidence conquer the stage is such a great bonus. Our unforgettable and
most treasured Showtime collection includes Psalty- the singing book, The Lion, The Witch and
The Wardrobe, Seussical-The Musical, High School Musical, and Cats.
Recognition Day
Brightwoods School is a prime and strong advocate of acknowledging one’s worth. With this
predicament, at the end of each school year, we give recognition, merit, and award to all, and I
mean to ALL of our students--- this is a compelling feature of our school. Truly, this day is a
day of glory and victory as we celebrate achievement and end the year with a bang!
Commencement Exercises
This marks the finality of the elementary years of our children. In this occasion, everybody
triumphs for the individual and collective success of our children in overcoming the challenges
as they tread on the path of learning as a grade schooler. We are also one in celebrating and
rejoicing as our children are set for a bounty of possibilities and adventures of highschool life
that are ripe and ready for their taking.
Appendix K
Guidelines in Handling Untoward Incidents in School
1. Attend to the victim or patient right away. Once a kid reports an accident or injury, make
sure to inquire about the situation and identify whether it is a major or minor case of
injury or illness. You may also ask the following questions:
- How did it happen?
- How does he feel?
- What caused the incident?
- Which body part is painful?
2. In cases which only require minimal supervision, the teacher concerned may ask the help
of a reliable student or a class officer to assist the victim or patient in going to the clinic.
Letting the victim go to the clinic on his or her own is not a good practice.
3. In major cases like asthma attack, allergies, falls causing severe injuries, electrical and
chemical burns, animal bites, poisoning, eye and nose injuries etc., the teacher concerned
should personally assist the child in going to the clinic, and ask another teacher to take
over the class. In cases, in which the patient is not supposed to be moved like back
injury, fractures, dislocation, etc., do not leave the victim and ask a reliable student to
seek the assistance of a first aider or the school nurse.
4. After medical assistance has been given to the victim, the teacher who was present during
the incident should report immediately to the student’s adviser or the level representative
and give the specific details.
5. The teacher should also continue monitoring the student’s condition by making calls to
the clinic, or personally visiting the child in the clinic.
6. The adviser and the school nurse should also inform the parents of the student through a
phone call.
7. If it has been assessed that the student requires hospitalization, he or she should be
accompanied to the hospital by the school nurse and also the adviser if necessary.
8. Every incident should be documented as a reference for future inquiry from parents,
guardians, and school officials. Minor incidents should be noted in the adviser’s
anecdotal records, whereas incident reports should be made for major cases. The
information stated in the incident report should be provided and verified by the people
concerned, usually this group involves the teacher present during the incident, the school
nurse and the first aider in some cases, the adviser, and the level representative.
Appendix K
Student Needs Inventory

Appendix K
CHECKLIST SURVEY FOR TEACHERS
Name: _____________________________________________ Gender: _________________
Subject Area: _______________________________________ Assignment: _____________
Year/s of Tenure: ______________________
1. Based on your experience/s, what concerns do students usually share?
Academic Parent-Child Relationships

Conflict with friends/ classmates Sibling Relationships
Bullying Other/s (pls. specify): ____________
Crushes ______________________________
2. From what you have learned, where do their concerns usually stem?
Money Other/s (pls. specify): ____________

Spiritual ______________________________
Relationships ______________________________
Personal Angst ______________________________
Other People ______________________________
Poor Decision Making ______________________________
3. What do you usually do to address students’ concerns?
by talking to the student

giving advice
conference with parents
referral to experts
Other/s (pls. specify): ____________
______________________________
4. Share your experience in the following roles:

As a coach
_________________________________________________________________________
As an adviser
_________________________________________________________________________
5. Do you think that a School Counseling Program can make a difference in addressing
student concerns? In what ways can it help?
Yes No
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Baseline Study Towards A School Counseling Program For Brightwoods School

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BASELINE STUDY TOWARDS A SCHOOL COUNSELING PROGRAM

A BASELINE STUDY TOWARDS A SCHOOL COUNSELING PROGRAM PROPOSAL

Mary Florence Valencia-Baltazar

A BASELINE STUDY TOWARDS A SCHOOL COUNSELING PROGRAM PROPOSAL

FOR BRIGHTWOODS SCHOOL

totality of the learning experience, fun and lasting.

curriculum integrates learning objectives, learning content, learning experiences, learning

learner should guide our choice or appropriate goals.

the goals of education in that society.

newly generated knowledge.

foundation for lifelong learning.

domain of the learners. These are:

and its application to life situations.

2. Intellectual Domain - To develop the powers of observation, memory, imagination,

creativity, thinking, and reasoning, commensurate to the maturational needs and

abilities of the learner.

3. Psychological and Emotional Domain - To develop emotional and psychological

soundness through healthy interpersonal relationships and a humanistic approach to

teaching and learning.

4. Social Domain - To develop social competence and knowledge and appreciation of

and safety habits to daily life.

evolving a formal structure.

(http://www.ericdigests.org/pre-9214/teachers.htm, Retrieved on July 21, 2012). “Guidance”

formation or student enrichment activity.

Vicissitudes in the Philippine educational system motivated Brightwoods school

the development of a well-functioning individual, primarily, by helping a student to utilize

services have a positive influence on elementary students’ scholastic achievement, development,

incidences, school counselors are successful in reducing victimization by assisting victimized

According to the book, Organization of Guidance Services, a guidance program cannot

on a conceptual framework for a proposed school counselling program is to present general

fundamental notions underlying the formation of the service.

institutions, depending on the school’s philosophy and academic framework.

1. Independent education programs; comprehensive, purposeful, sequential, and guided,

and encourage classroom instruction and student achievement.

3. Established with developmental theory and research in mind.

4. Designed to serve all students in an unbiased way.

or be compatible towards existing school practices.

Gysbers and Henderson (2000) in Cobia and Henderson (2007) describe an

career planning are emphasized. Those are defined as follows:

1. Self-knowledge and interpersonal skills. Students develop awareness and acceptance

engage with others.

interactive effects of various life roles.

determining their life goals.

1. Guidance curriculum: classroom activities, schoolwide activities

2. Individual planning: appraisal, advisement, placement follow-up

3. Responsive services: consultation, personal counselling, crisis counselling, referral

4. System support: research and development, professional development,

staff/community public relations, community outreach, program management.

be considered a template from which to start a discussion of a site- or system-specific model.

Dr. Robert D. Myrick of the University of Florida conceptualized the Developmental

counsellor interventions for a counselling program: individual counselling (4 to 6 cases);

small-group counselling (4 to 6 groups, seen twice a week); large-group guidance (2 to 4

small groups (Cobia and Henderson, 2007).

preventive, and developmental. Counselors may respond to crisis acting as mediators, as

remedial approach focuses on identifiable problems with a suggested or applied remedy

others. Finally, through developmental approach, counsellors identify competencies students

defines counseling programs as comprehensive in scope, preventive in design, and

developmental in nature (ASCA, 2005).