EFFECTIVENESS OF SCHOOL GUIDANCE AND COUNSELLING SERVICES IN SAINT

MICHAEL ACADEMY CATARMAN NORTHERN SAMAR

SCHOOL YEAR 2022 – 2023

Leah Kathleen Basarte

Myrgil Bellaflores

Kristen Daphne Tan

Jeroh Delumen

Prinzess Hershey Bicol

Nash Eldrich Mendoza

12 - Solidarity

Science, Technology, Engineering, and Mathematics

INTRODUCTION

Background of the Study

Counseling and Guidance are essential elements of preserving social order in all people

even the most primitive societies grew out of the necessity of guiding individual behavior

patterns in the interest of the group. Society itself could not function without the exercise of

discipline. If people are to cooperate for the goal, they must consistently use guidance and

counseling to improve discipline. Hendrikz (1986) emphasizes that school personnel, including

teachers, are accountable for making sure that students develop consistently along their lines.

Students are invaluable resources and the most important component of schooling.

Guidance and Counselling practices in schools are important aspects of career choices,

talent development, and discipline. Counseling and guidance lead to self-actualization and the

realization of human potential (Njeri, 2007). A process in which an individual reaches a state of

transcendence and fully realizes their true self through Guidance and Counseling. In addition to

assisting students in identifying the causes of their issues, counseling also encourages them to

search for answers through behavioral and psychological adjustments. The primary goal of

guidance counseling services is to support students' growth on all fronts—academic, social,

emotional, and personal. Guidance counseling services assist students in achieving this goal by

helping them better understand who they are and how to solve challenges that arise regularly.

This study aims to help students thrive in a safe learning environment.

1. Determine the socio-demographic profile of the respondents in terms to:

1.2 Name (optional)

1.3 Sex

1.4 Strand

2. Determine the effects of Guidance and Counseling on the student’s behavior.

Significance of the Study

The study's findings will be useful to a wide range of people because of how important

guidance is in developing one's character. The following or the study's particular beneficiaries:

Students. Students will learn through the study about the function and significance of guidance

and counseling services in affecting their holistic perspective.

School Guidance. This study will provide some feedback on the services that ought to be taken

into account to properly assist students and improve their services.

Teachers. This study will also provide teachers with advice on how to deal with students who

are having both academic and personal difficulties.

issue, as well as their learning of the subject of school guidance. This study will only look at how

well Saint Michael Academy's school counseling and guidance services work; it will exclude any

other school guidance-related topics.

Scope and Limitations of the Study

The study's scope and limitations are finding the effects of the school's guidance and

counseling services.

The study is restricted to senior high school students in the Catarman Northern Samar Saint

Michael Academy OP-SIENA educational system. The study's primary goal is to demonstrate

the value of school guidance and counseling programs. Only the efficiency of the school

guidance system is the exclusive topic of this study.

CHAPTER II

Review of Related Literature

These two terms typically have different connotations when used in guidance and

counseling. The former speaks of assisting students' overall growth, whilst the latter typically

focuses on assisting pupils with their difficulties. In other words, counseling is more supportive

and remedial, whereas guidance work is preventive and developmental (LaiYeung, 2014). As a

result, counseling and mentoring are crucial forms of therapy for school-aged children.

According to Oviogbodu (2015), counseling can be characterized as several techniques

that help a person solve their difficulties. Counseling is more emotionally involved in the

affective domain of individualized learning, which includes emotions and feelings, values, and

attitudes. The client-counselor connection of trust is what defines counseling as an interaction or

relationship between two or more people (Geshinde 1991; Adebowale 2012; referenced in

Oviogbodu,2015).1

Evaluation of Guidance and Counseling Programs

Making systematic assessments of the relative effectiveness with which objectives are

attained about predetermined standards defines evaluation . In evaluating a function like guidance

and counseling services, we attempt to determine to what extent the objectives of the service

have been attained. The Major objectives of guidance are to assist individuals or students to

develop the ability to understand themselves, solve their problems, and make some adjustments

to their environment and the situation (Gibson, 2008).

https://www.researchgate.net/publication/324209919_The_role_of_Guidance_and_Counselling_in_effective_teac
hing_and_learning_in_schools
 A program's evaluation involves a critical analysis. It entails gathering and examining

data regarding the actions, traits, and effects of an individual. Its goal is to assess a program,

increase its efficacy, and/or provide information for programming decisions (Patton, 1987). The

eleven traits listed below serve as criteria for determining how well a school's guidance and

counseling services are performing (Cobia, 2007; Dimmitt, Carey, & Hatch, 2007; Gysbers,

2006).2

THE IMPLEMENTATION OF GUIDANCE AND COUNSELING MODEL IN

SCHOOLS

Based on the literature review conducted by Galassi & Akos (2004) and Oscodal (2005),

It was determined that the majority of American schools used thorough advice and counseling

services while implementing guidance and help. The Missouri Comprehensive Guidance

Program, often known as the Missouri Model, is one of the significant comprehensive programs

utilized by the American School Counselor Association (ASCA). The Missouri Model consists

of three elements, which are content, organizational framework, and resources.

First, content involves students' academic, career, personal, and social development.

Second, the organizational framework comprises three structural components (rationale, program

definition, and assumption) and three resources, which include human, financial, and political

resources.
2
Gibson, R. L. (2008). Introduction to guidance and counseling. Upper Saddle River, NJ: Prentice Hall.
3
(Gysbers & Henderson, 2001). The concept demands collaboration and cooperation from all

components, including parents and administrators, based on the specifics of the three aspects.

The roles and responsibilities of a school counselor are becoming more and more challenging.

They are also required to organize school programs, provide every student and group counseling

and consultation services, and undertake research.

Academic growth, career development, and personal/social development were given

priority in the national model created by ASCA (Oscodal, 2005). (Galassi & Akos, 2004).

Effective school counselors are those who can offer counseling services that help students reach

their full potential, recognize problems and offer solutions, and work with students to implement

individualized learning plans aimed at setting and accomplishing long-term academic and

professional goals.

Review of Related Studies

The role of Guidance and Counseling in Enhancing the Student Discipline.

Verkey (2010) asserts that delinquent children must prove they are the offspring of

dysfunctional or inebriated families to be accepted as such in various regions of the world. Peer

4
Galassi & Akos (2004) and Oscodal (2005) International Journal of Education and Research
pressure may result from the student receiving insufficient advice and counseling. According to

Ajowi and Simatwa (2010), student factors, societal factors, and school factors all contribute to

disciplinary issues in schools. In the majority of the schools in the Koibatek District, the same

factors were visible.

Favoritism occurs when the school rejects some pupils while preferring others, which is a

cause of indiscipline.

AN ASSESSMENT OF THE EFFECTIVENESS OF SCHOOL

GUIDANCE AND COUNSELLING SERVICES IN ZIMBABWEAN

SECONDARY SCHOOLS

5
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
 Gerler and Herndon (2008) claim that while many teachers appear to assume

that pupils are aware of how to succeed in life, many do not ever l 6earn about the

attitudes, behaviors, and other elements that contribute to their success. Teachers

should provide students with guidance and counseling services to foster attitudes

and behavior that will lead to a fruitful life.

For instance, a large number of students drop out in a rural part of a

midwestern American state as a result of subpar academic performance and a

failure to adapt to the demands of high school. A student who loses faith in their

abilities and undervalues themselves lacks focus, which results in ongoing

academic failure (Rutondoki 2009). Guidance and counseling services improve

academic achievement, lower dropout rates, and help children become ready for

life after school.

Theoretical Framework

Counseling Theories: Exploring 6 Major Theories

Humanistic
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fbclid=IwAR2Xvt2EnrajZuYxo6l8SDMvY9pFzqmFVThZ5zBrPic7YrPyha3_nmLSs9E
Humanistic counseling theories hold that people have within themselves all the resources they

need to live healthy and functional lives, and that problems occur as a result of restricted or

unavailable problem-solving resources. Humanistic counselors see their role not as one of

directing clients in how to address their problems but, rather, as one of helping clients to discover

and access within themselves the restricted resources they need to solve problems on their own.

Some currently preferred humanistic counseling therapies include person-centered, existential,

emotion-focused, Gestalt and positive psychology.

Cognitive

Cognitive counseling theories hold that people experience psychological and emotional

difficulties when their thinking is out of sync with reality. When this distorted or “faulty”

thinking is applied to problem-solving, the result understandably leads to faulty solutions.

Cognitive counselors work to challenge their clients’ faulty thinking patterns so clients are able

to derive solutions that accurately address the problems they are experiencing. Currently

preferred cognitive-theory-based therapies include cognitive behavior therapy, reality therapy,

motivational interviewing, and acceptance and commitment therapy.

Behavioral

Behavioral counseling theories hold that people engage in problematic thinking and behavior

when their environment supports it. When an environment reinforces or encourages these

problems, they will continue to occur. Behavioral counselors work to help clients identify the

reinforcements that are supporting problematic patterns of thinking and acting and replace them

with alternative reinforcements for more desirable patterns. Currently preferred therapies based
in behavior theory include behavior therapy, dialectical behavior therapy, multimodal therapy

and conjoint sex therapy.

Psychoanalytic

Psychoanalytic counseling theories hold that psychological problems result from the present-day

influence of unconscious psychological drives or motivations stemming from past relationships

and experiences. Dysfunctional thought and behavior patterns from the past have become

unconscious “working models” that guide clients toward continued dysfunctional thought and

behavior in their present lives. Psychoanalytic counselors strive to help their clients become

aware of these unconscious working models so that their negative influence can be understood

and addressed. Some currently preferred therapies grounded in psychoanalytic theory include

psychoanalysis, attachment therapy, object relations therapy and Adlerian therapy.

Constructionist

Constructionist counseling theories hold that knowledge is merely an invented or “constructed”

understanding of actual events in the world. While actual events in the world can trigger people’s

meaning-making processes, it is those meaning-making processes, rather than the events

themselves, that determine how people think, feel and behave. Constructionist counselors work

collaboratively with clients to examine and revise problematic client constructions of self,

relationships and the world. Some currently preferred constructionist-theory-based therapy

models include solution focused brief therapy, narrative therapy, feminist therapy, Eriksonian

therapy and identity renegotiation counseling.

Systemic counseling theories hold that thinking, feeling and behavior are largely shaped by

pressures exerted on people by the social systems within which they live. Accordingly,

individual thinking, feeling and behavior are best understood when examined in relationship to

the role they play within a person’s family or other important social networks. Systemically

focused counselors work to revise social network dynamics that influence a client’s undesirable

thoughts, feelings and behaviors. Some currently preferred therapies drawing from systemic

theory include structural family therapy, strategic family therapy, human validation process

family therapy and Gottman method couples therapy.

During their initial training, counselors are typically introduced to a variety of currently preferred

counseling models falling under each of the six main theoretical categories. From there, the

counselors’ task is to determine through continued training and experience which models best fit

(a) their personal view of human function and change, (b) their preferred style of communication

and (c) the needs of the client population they are currently working with and/or the client

population they plan to work with in the future.

Most counselors will find that some therapy models are a particularly good fit, while others may

not be a good fit at all. Consequently, they are most likely to apply those models in counseling

practice that fall within their “comfort/competency zone” and avoid those that do not. When

confronted with client situations that fall outside of their zone of comfort and/or competency,
counselors must decide between (a) working to expand their comfort/competency zone to include

alternative models more appropriate to the client’s needs or (b) referring the client to another

counselor who is more comfortable and competent in the needed alternative models.

Above all, this important decision must always be determined by what action is needed to best

meet the counseling needs of each client.

School Guidance
and Counseling Students at St.
Services Michael Academy

Conceptual Framework

The purpose of this study is to ascertain how students' utilization of school guidance and

counseling services affects their learning. Additionally, the guidance and counseling services

offered by the institution can aid students in studying more effectively whether they attend

classes in person or learn online. This lessens the children's problems with their schoolwork or

other issues at school.

Hypothesis

• By the help of the school guidance the students will have the opportunity to have a good

learning.
• By the guidance of the school the counseling services will have a good opportunity to manage

the students.

• This research aim to give a better look for the school to have more students to come and choose

the school.