GUIDANCE AND COUNSELING | PHILOSOPHICAL, PSYCHOLOGICAL. ~ AND SOCIOLOGICAL FOUNDATIONS OF GUIDANCE Theresa Jane Bruno, MA, MAEd, RGC Via Katrina Portera, MA, RGCCourse Outline Guidance and Counseling: An Overview 1. Definitions 1. Basic Principles of Guidance and Counseling A. Philoséphical Presuppositions Behind the Practice of Guldance and Counseling B. Coverage of the Guidance and Counseling Practice C. Prohibition Against the Practice of Guidance and Counseling Il History of the Guidance Movement The Emergence of the Guidance Movement Organized Guidance in the US. Early Gidance Models Organized Guidance in the Philippines Guidance Movement in Public Schools Guidance at the Highs School Counselor Education Birth of the Philippine Guidance and Personnel Association SopP Fommo Philosophical Foundations of Guidance and Counseling 1. Eastern Philosophy A. Indian Philosophy 1. Buddhism B. Chinese Philosophy 1. Confucianism 2. Taoism C._ Islam Philosophy Il. Western Philosophy ‘A. Classical Philosophy 1. Naturalism 2. Idealism 3. Realism 4, Pragmatism, B. Contemporary Philosophy 1. Perennialism 2. Progressivism 3. Essentialism 4. Instructionism (Social Reconstructionism) C. Moder Philosophy 1. Existentialism 2. Language Analysis Foundations of Guidance and Counseling PagetUL. Philosophy of the Different Guidance Programs of Educational Agencies In the Philippines A. Vision Mission B. Department of Education C._ Basic Education institutions 1D. Commission on Higher Education E. Technical Education and Skills Development Agency Psychological Foundations of Guidance and Counseling 1. Approaches to Understanding Behavior ‘A. Modern Approaches 1. Biological Approach 2. Cognitive Approach 3, Psychoanalytic Approach * 4, Humanistic Approach 5. Cross Cultural Approach B. Historical Approaches 1. Structuralism 2. Funtctionalism 3. Gestalt Approach 4, Behaviorism I, Three Kinds of Learni ‘A. Classical Conditioning 1. Procedure and concepts of Classical Conditioning B. Operant Conditioning 1, Thorndike's Law of Effect 2. Skinner's Operant Conditioning 3. Principles and Procedures 4. Reinforcers CC. Comparison between Classical and Operant Conditioning 'D. Cognitive Learning 1. Cognitive Map (Tolman) 2. Social Cognitive Learning (Bandura) 3, Insight Learning (Kohler) 4. Connectionism (Thorndike) 5. Gestalt Theory (Wolfgang and Wertheimer) Ill, “Theories of Motivation Instinct Theory (Mc Dougal] Drive-Reduction Theory (Hull) . A B. C._ Incentive Theory D. E |. Cognitive Theory Biological and Social Needs ~M. vil. socioloy i u Ww. N. v. v. vil. Ethical L M. m Nw. v. v. Cognitive Development (Piaget's) Social Development A. Freud's Psychosexual Stages B. Erlkson’s Psychosocial Stages Moral Development (Kohlberg) Four Theories of Personality ‘A. Psychodynamic Theory B. Humanistic Theory €. Social Cognitive Theory D. Trait Theory gical Foundations of Guidance and Counseling The Role of Counselor The Filipino as a Social Being The Filipino Social Philosophy ‘The Concept of Kapwa Filipino Worldviews Filipino Concept of Self ‘The Counseling Process and Legal Considerations Related to the Practice of Guidance General Ethical Principle Relationship with Counselee Relationship with the Community Relationship with the Colleagues in the Profession Research and Publication Miscellaneous Provisions Foundations of Guidance and Counseling Page 31 Guidance and Counseling: An Overview Definitions Borders & Drury (1992) Guidance and Counseling Is a distinct, comprehensive program rather than a set of loosely related services". AS a fullfledged, Independent program, counseling and guidance is comprehensive, purposeful and sequential. ‘The counseling program “is both an integral part and an Independent component of the total educational program’ and is “central rather than peripheral to teaching and learning In schools.” American Counseling Association 1 Professional counseling is the “application of mental, health, psychological or human development principles, though cognitive, affective, behavioral or systematic intervention strategies, that address wellness, personal growth or career development, as well ag pathology”. Republic Act 9258 (Guldance and Counseling Act of 2004) Guidance and Counseling Is a “profession that involves the use of an integrated approach to the development of a well functioning individual primarily by helping. him/her to. ytilize his/her potentials to the fullest and plan his/her future In accordance with his/her abilfes, interests and needs.” ‘A Guidance Counselor is a “natural born person who has been registered and issued a valid Certificate of Registration and a valid Professional Identification Card by the Professional Regulatory Commission (PRC) in accordance with the Act and by virtue of specialized training performs for a fee, salary or other forms .of compensation, the functions of guidance and counseling under Section 3(a) of the Act. Requirements for Guldance and Counseling Board Exams ‘An applicant must : ‘be a citizen of the Republic of the Philippines or a foreigner whose country has reciprocity with the Philippines in the practice of Guidance and Counseling ‘snot be convicted of an offense involving moral turpitude by a competent court be a holder of a Bachelor's degree in Guidance and Counseling or in other allied disciplines and a Master’s degree in Guidance and Counseling from an institution In the Philippines or abroad recognized and accredited by the Commission on Higher Education (CHED) Foundations of Guidance and Counseling Page 4_ _ Il. Basie Principles of Guidance and Counseling nets that establish parameters within which ‘of operation and discuss the Shertzer and Stone (1981) present the following ter uldanee & counseling operates, describe Its primary mode philosophicaassumptions on which It rests: } Guidance is concerned primarily and systernatialy with the personal development ofthe individual. Personal develope 2, a nary enode by which guidance s conducted ls In individual behavior RAT | F Guadace ie geared toward cooperation, not compulsion. It depends on easing the | Internal motivation, and or willingness to change, rather than on ‘external| coercion or threat. : Humans are capable of self-development. Guidance is based on recognizing ‘the dignity and worth of individuals and their right to e choose. 6. Gildance is a continuous, sequential, educational process. ve ‘A. Philosophical Presuppositions Behind the Practice of Guidance and Counseling’ Guidance and Counseling, Board Resol{ition No. 5, Series of 2008 of the Code of Ethics for Reglstered Guldance Counselors espbodies the ‘collective philosophical presuppositions and assumptions of guidance courjselors as 2 professional group. It is based on the following principl ‘The Professional Regulatory Board of 1. Respect for personhood and integrity ofthe person | 2. Recognition of individual differences ‘A commitment to promote the client's well-being Responsible caring Integrity of practitioner-client relationship Fostering the practitioner's professional growth Accomplishment and improvement of the profession Responsibility to the society Sensible regard for and ethical recognition of the social code and moral expectations of | ‘the community 10, Relevant service to the community PEN anaAw Foundations of Guldance and CounselingB. Coverage of the Guidance and Counseling Practice Section 3 of Article | of Republic Act 9258 includes In the practice of guidance and Counseling functions such as: ®& Counseling 2 Psychological testing % Research 4 Placement 5. Group pracess 6. Teaching and practice of guidance and counseling subjects ‘Section 23, Article Ill of R.A. 9258 permits the practice of guidance and counseling of the following people in the Philippines: 1 1. Licensed guidance counselors from foreign countries whose services are either for a fee or free: a. If they are internationally wellknown counselors: or outstanding experts In any branch or specialty of guidance and counseling b. If their services are urgently needed due to the lack of or Inadequacy of available local specialists/experts who can promote the guidance and counseli through the transfer of technology practice 2. Licensed guidance counselors from foreign countries whose services are free dnd limited to indigent patients in a particular hospital or clinic 3. Licensed guidance counselors from foreign countries employed as exchange professors in a branch o specialty of guidance and counseling in schools, colleges and universities offering 2 course in guidance and counseling. Prohibition Against the Practice of Guidance and Counseling Section 27, Article IV of R.A. 9258 prohibits a person, partnership, corporation or entit to practice guidance and counseling and/or operate a guidance and counseling center/office on the following grounds: 1. He/She does not have a valld Certificate of Registration and Professional Identification Card, 2. The institution tacks @ permit from the Professional Regulatory Board of Guidance and Counseling; 3, The institution is not staffed with licensed guidance counselors Foundations of Guidance and Counseling iIl, History of the Guidance Movement A. The Emergence of the Guidance Movement 41, Traxler (as cited by Shertzer and Stone, 1981) Identified 5 factors that contributed to the start of the guidance movement: b e a. philanthropy and rise of humanism In the 1800s and early 1900s in the United Stats when philanthropists worked for the uplifting of the economic conditions of immigrants to cities 3 religion, which was concerned with the development of the people's mor$l life mental hygiene, which spurred concerned citizens to establish the National Committee for Mental Health in 1909 to alleviate the living conditigns of the mentally challenged : social change, precipitated by the impact of World War | and tl, ferresson, technological advances and compulsory school attendance movement to know pupils as individuals 2. Shertzerand Stone (1981) a « Social conditions In the 1900s contributed to early development of guidance. Efforts of men and women who tried to solve the many social problems|during this period instigated the organized guidance services. ' ‘The quest for identity (1* theme that contributed to the greatest ascendancy of the guidance movement from 1958-1968) Alienation from society and self (2 theme that contributed to the greatest ascendancy of the guidance movement from 1958-1968) Need to know who one was and what one could do increased demand for counselors. 3. Miller (1971), quoting John Brewer, cites 4 conditions which, taken together, led to the rise of the guidance movement, a b. c a. division of labor growth of technology extension of vocational education spread of modern forms of democracy 4, Miller, quoting Harry Kitson, recognized the following influences: a b e a. Foundations of Guidance and Counseling, participation of government agencies the interest in progressive education ‘the rise of clinical psychology increasing interest in mental health ; Page7si! Ordones (195) eredits the Industrial Revolution during the later part ofthe 19 century for the development of organized guidance movement. The growing ae rcaatration of population in industrial areas paved the way for the growth of vocational guidance. Organized Guldance in the United States 4. Organized guidance movement in the U.S. traces Its roots to Frank Parsons of Boston. He is also touted as the father of ‘the vocational guidance moyement. 2. Parson’s advocacy of having vocational guidance in schools led to the] appointment of the Committee In Vocational Advice by the Boston School Committee in 1909. 3. In 1910, a vocational counselor was appointed in every elementary arid high school in Boston, resulting in the founding of the Boston Placement Bureau If 1912. 4 During the same period, other cites’ active participation in the ofganization of vocational guidance work led to the organization of the Nations! Vocational Guidance Association (NVGA). ! 5. Shertzer and Stone (1981) cite the contribution of Eli Weaver td the birth of ‘organized guidance in the U.S. 6. Eli Weaver sought to assist the army of child laborers who were le: New York under unfavorable conditions. in 1938, the United States Office of Education established the |occupational Information and Guidance Service. The major purpose of this organization wasto promote staff services Ina school to care for all aspects of the guidance needs of the pupils, the school and ‘community, Its activities included the ff: ‘a. collecting and disseminating information about occupations b. developing plans for a permanent cumulative Inventory of the Individuals who pursue these occupations: «c. promotiong throughout the nation, an awareness of the needs for occupational information and general guldance as an integral part of the school program 8. World War II temporarily impeded the guidance movement. However, during ‘the was, great strides were made in test construction due to the need for the appraisal of men for different kinds of military service. 6. In addition, many men in military and other wartime service were trained In counseling and guidance techniques. 410. The readjustment and rehabilitation of returned veterans and the retraining and employment of the disabled ones required considerable use of evaluation and counseling. ling schools in T Foundations of Guidance and Counseling Page 8Early Guidance Models, Selection of Voeati Individual Analysis Considers 2 factors only and disregards other BELIEF/PREMISE ADVANTAGES] ‘OUTCOMES/ DISADVANTAGES IMPLICATIONS Frank Parsons is the Father of | Individuals are assumed | Use of psychological Vocational Guidance asstatic techniques Match individual's Ideas from limited | Guldance is neeqed/ characteristics to occupational | contacts over brief time | exists only before requirements Outmoded assumptions | employment Not holistic Guidance focuse of vocational aspects Job Analysis aspects suchas j Cooperative motivation | Comparison i with “| Guidance is a means for | Emphasked in Individual | Guidance Is tabght tke implementing 7 principles: | and life situations other school subjects Health Right to individuality and Fundamental mental tallored education processes Too many concepts Home membership Lack of assessment and Vocation application Citizenship i Worthy use of lesure time Ethical character eas | WilliamProctor, Harold Hand, | Cholves In reference to in constiousness ution and | Grayson Kefauver self factors and life areas vent (Proponents) Focus on institution, not | Modification of the individual educational programs to | Focus on knowledge of self | Guidance provided only | suit students | and environment in achieving | at erst points Motivate by clarifying goals 2 Major Functions: tion- ald in formulating goals, knowing self and environment, find suitable educational-vocational ‘opportunities Adjustment- adjust when unable to integrate knowledge about self and environment in accordance to goals goals and activities Gauge of success and adjustment — Foundatioi ins of Guidance and Counseling Page 9i Tasks of Counselor: | Cognizance of values and use of values in making choices Give info on opportunities in ‘each option Mobilize predictive data (rational process form ‘combination of tasks) [idence asa | Kenneth Hoyt (proponent) | More than counseling, | Dependent on the onstellation of counseling was| progress pf — the ervices Counselors are teachers, not | deemphasized educational syjtem professionals who work with | Cooperation of school educators personnel in students’ mental health Guidance goals should be | Difficulty In evaluation of integrated with educational | outcome goals Atheoretical 3 Activities of Counselors: _-relate with people wfelate with others in guidance activities assemble, study, interpret data Use of Pupil Personnel Services Teachers teach, the counselor provides the rest or supports the work of teachers Services: 1. Student appraisal 2. Educational and occupational Info. 3. Counseling 4, Referral procedures 5., Group procedures | 6. Research studies Foundations of Guidance and Counseling Page 11es Developmental | Robert Mathewson Everyone has an active | Focus: Guidance (proponent) role Self and environment The goal ts maximum | Internal lives of pupils development | Primary concern was positive growth of maturing students Premise was all individuals need guidance throughout thelr lives that guidance should be cumulative and that it should be directed toward Individuat’s ability to see themsélves accurately so that they can develop thelr capacities to the fullest extent Deals with a specific Issue at a point in time and Is continuous Comprehensive, holistic and involves the community Services: Supply information about the situation, self and combination of situation and self Long term thinking Mobilize capacities and The focus is the development through time Not all counselors are equipped with — the. training/disposition to help The self is evaluated and changes are made The development of the ego function Self-direction dispositions Gidance asthe | David Tiedeman and Frank| No ready-made theory | Principles are questioned jence of Field (proponent) encompassing behavioral irposeful change tion Guidance Is the professional | Minimum educational use of a science for purposeful action within the specific structure of education Student is free from over- conditioning, thus, he becomes capable of making his own decisions with minimum external motivation. programs to prepare counselors Guidance s_—aan operational part of education Foundations of Guidance and Counseling Page 12MS. Viteles, Donald Paterson and E.G. Williamson (proponents) Not really a model The focus is on counseling Develops ways and means for measuring _vocationally relevant mental traits Scientific and individualistic Observes order through subdivision of labor Use of psychological tests, clinical techniques and analytic diagnostic studies Directive approach Deals with scientific data Burden of responsibility Is ‘on counselor Focus on external techniques Does not have a Gestalt view of the individual Detailed assessment Qualification counselor mere info-givi card/cumulative record Professionalization of Counselor should have a deeper knowledge than individual sidance as seision Making ‘Arthyr Jones, George Myers, Martin Katz (proponents) Guidance- help given in making Informed choices and in solving problems to help individuals grow and develop Decision __making is: characterized by social and psychological transactions. w/environment 2 Sets of Differences: Differences among individuals Differences among possible choices Values Examination is the primary concern for Guidance because it affects perception of traits and social forces involved in decision making True decision making exists when Individuals: wo not know the info, they need =o not know what info they want «cannot use Info they have Democratic, participatory Reluctance to make decisions may exist Decision-making process does not guarantee action Guidance given only at specific points leads to development Respect improvement Aim — for fulfillment personal for self maximum Foundations of Guidance and Counseling Page 10Purposeful Action: ssbehavior aimed to be encouraged practical behavior «behavior not random, action desired is achieved by acting pan it Guidance is an examination of Individual’s experiences and process of forming conclusions about them Counselors are technicians Roles of Counsel wto bring together student and information; client and therapist; student and teacher sto practice the concept of idealism. * {to see where things fall short of the ideal nto have the knowledge to marshal skill relevant to the problem The science of purposeful action is applied through learning, not education— Tiedeman = and-—Miller= Tiedeman | Guidance as ‘Edward Shoben (proponent) | Limited counselors who ver responsibilities if || socat have attained self-| counselor in schools | | Reconstruction ‘The task is to emphasize actualization to help | Loss of function of the Individual growth and help the | pupils administration Individual find socially Reconstruction and appropriate ways for tralfing prerequisite expressing their More clarity and logic for distinctiveness The central point is self exploration and cultivation of an examined life are facilitated by exposure to variety of human models individuals Foundations of Guidance and Counseling Page 13—— ‘FNew Roles of the Counsel 71 Human feedback functions whereby the impact of the school is assessed and made available for consideration of ‘the school personnel wThe catalyst for clarification of school character as : community and source of appropriate models for developing the young. ~-Reevaluate and reformulate goals Guidance as ‘Chris Kehas (proponent) Explicit guidance Teacher education? |, personal More precise description | experienc is not needed Development —_| The dilemma is in the form of | of roles by counselors guidance as ancillary service in | There is little information | Counselor are grounded support to the teachers known about | in “sere ‘of humanity Counselors as educators are | collaborative relationship | because vlork centers on concerned with personal | between teachers and | individual ; behavioral development counselors processes Focus is on the development | Divides students into and establishment of purpose | compartments for and meaning in life teachers and counselors Equality between teaching and counseling Guidance as William James, HE. Bulls, RH, | Provides curricular | Questioned the Psychological ~ | Ojemann (proponents) activities “to teach | ineffectiveness of past, Education principles of | guidance models Educational experiences were | psychological education | Depends on counselor's, designed to affect persona;,|and to —_provide | training ethical, aesthetic and There was 2 need for philosophical development in | ..Guidance became more | teaching experience adolescents and young adults 5 the | There was a need to It involves programs for | development was not left | experiment to validate training learners in skills, | to chance or luck materials used concepts and attitudes that | ...counselors had a higher will expand self knowledge | and stronger impact concerning one’s own unique | It was difficult to convert style Individual counseling to Promotes affective education | curricular experiences and little is known on how to facilitate the ‘complex process : Foundations of Guidance and Counseling Page 14‘Guidance | Julius Menacker (proponent) Stressed environmental manipulation and intervention, counselor-client Participation and ~ student advocacy, stimulated by | growing judgment that Buidance Is least effective among poor urban students Who need it most 3 Principles: --Counselor is actively focused on concrete actions Mutual counselor-client identification of (+) and (-) environmental conditions influencing goals and self- development «Counselor should recognize distinction between client's goals and values and those of ‘the educational institution Activist Guidance vs. General Guldance Theory wActive, engaged counselor stimulating clients Focus Is on how environment is changed/used Emphasized role of environment in personal behavior Practiced psychological truism which pertains to behavior bets viewed as the function of the self in the environment Created tension and conflict among administrators, teachers and counselors to client’s advantage Foundations of Guidance and Counseling Page 15D. Organized Guidance in the Philippines 4. Rossles (personal communication, 2005) contends that guidance must have recom known as 2 discipline In the Philippines about the same time that the fatter became 2 colony of the United States in the early 2900, Guidance was sare aced by the American soldiers, who landed In Lingayen, Pangasinan and arvtinued by the Thomasites who came to the Philippines to help educate the Filipinos. ventno-Reyes attributes the start of the movement in the 19005 to the “emergence of vocational guldance movement In the Philippines, similar to the United States. 4, “The 1925 Bureau of Education Services Manual mentions the start of guidance ree ee in 1925 when the Monroe Educational Survey of Education formally launched the Vocational Guidance Program in the public schools. 4. Uguori, Clemena and Villar traced the start of the iar | moma in tengzo’s when the Ateneo de Manila and the Philippine Women's College (nov. Philippine Women’s University) designated faculty members to serve £ counselors to thelr students, 5, Laperal traced the start of the movement to the same period at Sillman University when it offered pastoral counseling to the students. 6. Dr, Sinforoso Padilla of the University of the Philippine’s Pepartment of Psychology established the Psychological Clinic, the 1” of Its kind in the country. 7. When Dr, Pauilla’s clinic closed down, it was ‘replaced by the Student Personnel Services. a. DicEsperanzeLimeaco,speatheaded the organization of the Counseling and Testing Center (nov the Office of Counseling and Guidance) under the Afice of Student Afatrs. 4, In 1388, Dr. EstefanlaAldeba-Lim, founded the Institute for Humae Relations, with the purpose of reaching every student and helping him/her achleve the highest possible degree of maturity, both intellectually and emotionally. 40, also in 1948, a student personnel committee was formed in Siiman University. BY = the 1950's, student services became centralized in the University. 11. In 1989, Silman University employed is fist full-time guidance counselor, Ms. Vita Dia. E, Guidance Movement in Public Schools 4. The Monroe Educational Survey Commission is credited for the start of the guidance movement in pul schools. 2. In 1927,Bureau of Public Schools superintendents were directed to guide their ‘elementary and high schools to prepare students intelligently for work (1927 Service Manual ifthe Bureau of Public Schools). 5 3, Before World War Il, teachers were appointed deans of boys or deans of girls in 4 high schools in Manila and In few provinces in the country (Serion, 1962). . Foundations of Guidance and Counseling Page 16————————EEE F. Guidance at the High School Level Ros (1965) and Kapunan (1966) contended of a Dean of Boys and a Dean of Girls in ‘oles: 1. On the high school level, Liguori (1965), that guidance began with the appointment in 1939. The Deans for boys and girls assumed the the city schools of Manila i a. They assisted the principals of the 4 public high schools In dealing with disciplinary cases. advised students, who came voluntarily, on - b, The deans for boys and girls solving their personal problems. They also handled referral casesendorsed by classroom teachers (Tolentino- Reyes, 1999). 2.* Ten yrs. later, vocational counselors were appointed to assist students In choosing their vocational courses. 3. Division Bulletin No, 21, S. 1951 defined the functions of couns¢lors and other « personnel. 4, Division Bulletin No. 22, S. 1953 designated one of the counselors it each school as a guidance coardinator. Guidance in Elementary Schools in Manila 1. From 1949 1950, fairly organized elementary guidance work started when some enterprising princincipals assigned underloaded teachers to guldan¢e and community work. In 1951, a BPS bulletin entitled, “Pupil-Guidance in the Elementary Schools” required a principal or one of the best teachers from each district to enroll in a summer course on pupil guidance to pravide wise and stimulating leadership 3. In 1951-1952, 5 elementary schools (F. Balagtas, F. Benitez, M. Hizon, Rafael Palma and J.Sumulong) became pilot schools wit full-time guldance counselors. 4, {n 1956, almost all elementary schools had 1 counselor, each raising the total to 32 elementary schools in the Division. 5. In 1958; guidance counselors received their offical appointments with definite items In the budget. Only college graduates with Guidance as their major were appointed. 6, From 1951-952, guidance became an important phase of the school program in the elementary schools. 7. The 1" Division Institute for Elementary Guidance Counselors was held with the aim to Increase the professional competencies of the elementary guidance counselors. . foundations of Guidance and Counseling Page 17———————— H. Counselor Education 1. Sr. Liguori observed that counselor education did not parallel the growth of guidance f in the schools 2. A series of seminars were held in Manila upon the request of guidance personnel in the public schools, The seminars were conducted for free by the Philippine Women’s University through its Institute for Human Relations. The seminar dates were Aug. to Oct.1950, December 1951 to Jan 1952, 3. In response to the clamor for more seminars, " flying seminars” were held in nearby provinces. For 8 Saturdays, a lecture team composed of Institute for_Human Relations staff, visiting United Nations and Fullbright professors gave lectures with demonstrations and film showing. The content of the serninars includdd! a, nature of guidance services i b._understanding children and youth organization of guidance programs i ’ d. group guidance ; e. counseling techniques ‘ f. evaluation g. Teaching of Human Relations in the Classroom (one of the othet topics given in ‘some seminars) ‘The 2® national training was held from May 16-17 1955. The 2™ one wps held 4 from July 18-20 of the same year. The Dept. of Education and the UNESCO National Commission sponsored these trainings. Dr. Estefania Aldaba-Lim served as program director. | 5, Asa result of the seminars, counselors became more aware of thelr! functions and_responsibilities and expressed their desire to recelv¢ more training through formal course work on the graduate level. i 6. In 1953, Philippine Women’s University offered the following courses: av “Psychometrics be Clinical Psychology c Mental Hygiene ‘Such initial attempts gave rise to formal on-campus course work leading towards a graduate degree and later as an undergraduate offering. |. Birth of the Philippine Guidance and Personnel Association 41. The Philippine Guidance and Personnel Association (PGPA) arose during the mid- 1960s. The 1" convention was done in the same time. 2. Dr. Esperanze R. Limeaco was the founding president of PGPA. 3. The 21" century saw the professionallzation of Guidance and Counseling in the Phikppines with the passage of the Republic Act 9258 otherwise known as Guidance and Counseling Act of 2004 and with the PGPA now known as the PGCA (Philippine Guidance and Counseling Assaciatian).PGCA Is the one and ony, registered and accredited national organization of registered/licensed guidance counselors in the Philippines. Foundations of Guidance and CounselingPHILOSOPHICAL FOUNDATIONS OF GUIDANCE AND COUNSELING I. EASTERN PHILOSOPHY (Gautama Siddharta) | teachings of Buddha ‘Aim of the Buddhist practices is to become free of suffering (dukkha) and achieve enlightenment and Nirvana Underpinned by the principles of harmlessness and moderation Mental training focuses on moral discipline and meditative concentration c 'A._INDIAN PHILOSOPHY. FOUNDER DESCRIPTION. ‘CHARACTERISTICS ‘Buddhism ‘A religion and philosophy based on the | Four noble truths: “The cause of pain can be eliminated. “The way towards the end of suffering is through the eightfold path ‘The elghtfold path: Right of faith or belief Right resolve or aspiration Right speech Right action Right living Right effort Right thought Right concentration B._CHINESE PHILOSOPHY. FOUNDER DESCRIPTION. ‘CHARACTERISTICS Confucianism ‘Scholarly tradition and a way of life (Confucius or Kung | focused on becoming human FuTz) Male centered society Yin and yang interact harmoniously Family filial piety Confucian thoughts: Life. Life is a gift that must be treasured Golden Rule. Do not do unto others what you not like other to do unto you. Government. Sufficient food, weapons, and the confidence of the people make a good government Mourning. The period of mourning fora parent is three years Taoism Symbolized by yim-yang which (lao Tzu and Chuang | represents balance in the universe Tw) Tao, Refers to a power which envelopes, surrounds and flows through all things, living and non-living Concepts, beliefs and practices: Tao is a force that flows through life The goal of a Taoist Is to be in harmony with the Tao Foundations of Guidance and Counseling Page 19Taoist seeks answers to life's problems through inner meditation and outer observation Strongly promote health and vitality Development of virtue Is one’s chief task. The three jewels to be sought are compassion, maderation and humility ‘ATaoistis kind to other individuals, in part because such an-action tend to be reciprocated ‘C._ISLAM PHILOSOPHY. FOUNDER DESCRIPTION CHARACTERISTICS Prophet ‘Submission to Allah ive of Islam Shahada (confession if faith). There Z Muhammad is no other God tian Allah and ‘Muhammad is the prophet Salat (prayer). Muslin} prays 5x dally facing the Mecca Zakat (alms giving). Gifes 2 % percent of their income to chatity Haji (pilgrimage). | Muslims required to go to Mecfa at least once in his lifetime. +. i One of the three monotheistic religions of the world (others are Christianity and Judaism) are 1. WESTERN PHILOSOPHY AL ‘CLASSICAL PHILOSOPHY. FOUNDER DESCRIPTION ‘CHARACTERISTICS: ‘Naturalism Didest philosophy that believes that | Harmony with nature (Thales, ature is the aggregate of physical | Discovery ‘Anaximander, objects Self-activity Teacher as guide Democritus, Epicurus, Herbert Physical and behavioral sciences Spencer) . “Application to Education Loco parentis principle Education is a natural process ‘Aim of education is complete living ess should be Inductive Educative Punishment be constituted as consequences of Wrong deeds a nd Counseling Page 20 Foundations of Guidance a}t ™ al [idealism + | Ultimate realityis spiritual or mental [Values (plato, Descartes, Knowledge is independent of sense | Religion - Spinoza, Leibniz, —_| experience Intelligence , Kant, Berkely, Hegel) | Act of knowing takes place in the mind | Rethinking. ~ Man can know Intuitively and through | Latent ideas - “Men have intellect” | reasons BR's Plato Values are eternal Socratic Method Every stimulus is derived from God Lecture method“ “Know thy self” Discussion Socrates ‘Application to Education : School is ideal-centered i “ithink therefore! | Teacher-centered - i 5 | am” Descarte Curriculum: Universe Division, Chillzation, and Personality Divisio | ‘The pupil is considered as a personality whose foundation Is God DECS Order No, 13 1998- Revised rules and regulations on the teathing of religion in public elementary and secondary schools DECS Order No 33 s, 1996- Relterating the implementation of RA 4425 mandating the inclusion of Rizal's life, works, writings, teachings, ¢nd virtues as @ course. Realism Believes that objects exists independent | True existence | (aristotle, Aquinas, | of the mind Material objects Descartes,John ° | All knowledge _is_derived from Locke, Friedrich experience Herbert, Wiliam | Natural laws determige, and regulate James) one’s existence : 8 f i “Tabula Rasa” John Locke Standards of value are determined by reason Gave birth to empiricism “Application to Education The educative are: ‘Transmission of information Conditioning of the pupil The use of discipline. Problem-centered curriculum and habit formation Teaching methods: Socratic Method - Disputation and Discussion Lecture Memorization Use of visuals and problem-solving - Foundations of Guidance and Counseling Page 21f | ee Pragmatism ‘The essence of an idea comes from the | Practical. (Heraclitus, consequence ofits test or practice Experimental protagoras, Francis a Inductive thinking acon, Charles Experimentalism(Piere) . .| Problem solving Pierce, William Practicalism(James) Democracy James, John Dewey) | Instrumentalism (Dewey) Learning to learn . Teacher facilitator “To knowaallthings, Research todo all things, and Projects to say all things.” Citizenship Dewey Application to education Student-centered Education is a social institution Education is a continuous reconstruction of experience Experimental method i Focus on hands-on activities Teacher facilitator - Curriculum: Real-life situation, personal and social experiences of fhe learner DECS Order No. 91, s. 1998- Changes In the Technology and HomejEconomics (THE) program - | B._ CONTEMPORARY PHILOSOPHY FOUNDER DESCRIPTION CHARACTERISTICS | Perennialism(Aristot | Root: Classical Realism supported by | Education should be|the same for Je, Aquinas, ‘some idealists everyone 7 Mortimer Adler, The basic principles of education are Robert Hutchin) changeless and permanent Despite different environments, human nature remains the same everywhere, hence education should be the same for everyane Since rationality is man’s highest attribute, he must use it to direct his instinctual nature in accordance with deliberately chosen ends Education is the toot in which one prepares for life Basic subjects should and must be taught Great emphasis to be placed upon the great classics-literature, history, philosophy, and science “Application to Education Role of Teacher: Socratic Method, Continually pursuing truth; Emphasis in classics; Omnipotent Teacher centered Role of Student: Passive Listener; Active Thinker/Leamner; Teaching Tools: Lectures; Standardized Tests; Spelling Bees; Teacher-made Tests; Memorization Classroom Management: Orderly rows; Neat/clean room; Rules (1. Strict but nat without mercy or grace, 2. Punishment and rewards) Foundations of Guidance and Counseling Page 22parker, John is, Boyd Bode) ir se Project ‘Aecepts the pragmatists’ view that | Practical change.is the essence of reality ‘Experimental. Declares that education Is always-In the | Inductive thinking process of development Problem solving « ‘The essence of education is a continual | Democracy reconstruction of experience Learning to learn Teacher facilitator Education is always in the process of | Research development. Educators must be ready | Projects to modify methods and policies in the | Citizenship light of new knowledge and changes in the environment. ss ‘Application to Education Learning should take place through problem solving Learning is through reconstruction af experiences Learning should be directly related to the interests of the child Teachers afacilitator The school should encourage cooperation rather than competition, Essentialism (William Bagely, Henry Mirrison, ‘Thomas Briggs) ‘A theory that states that children should | Traditional ! the traditional basic subjects and | Back to basics i that these should be learned thoroughly and rigorously. There are certain essentials that all men should know if they are to be considered educated Reinstatements of subject matter and the center of the educative process ‘Application to Education Learning in its very nature involves hard work and often willing application ‘The initiative in education should lie with the teacher rather than with the pupils The school should retain traditional methods of mental discipline, To promote the intellectual growth of the individual learners, Curriculum: Emphasis on the essential skills (3R’s) and essential subject (English, Science, History, Math, and Foreign language) Teaching: Learning Process: School returns to the essentials of the basic skills of reading, writing, arithmetic, history, and English. Subject centered DECS Orders no. 40, s. 1995- Promoting culture and arts in schools Learner focuses heavily on achievement test Page 23student meni such as Violence, hunger gene: and A , Internat sed lea, onal terror Emphasis on 5, rning and, sr taking social action gj (Bertrand Russell, Gilbert Ryle, W. V. Quine, FOUNDER [DeschiFTow -OSOPRY Existentiali er th a PSO phy whi bases —| SATE ‘egaard, | that philosoph mea Jean Paul Sarte, individual, Wie ese onthe ted oe e Blaise Pascal, Martin personal chess nese : fe basis of his Real answers come fromlvthin Bubber) Individuals are responsible for P Mason : determining for themselves what i true, ‘J Freedom of beautiful, false, right, or wrong, \ Choice” Application to education e 7 Emphasis on social sciences and soctal resedrch ‘methods; examination of social or a nan and political problems; focus on present'and ferns trends as well as on a national and international issues, School assists ‘students in knowing themselves and learning their plate in society, Reacher: student interaction center around assisting students their personal learning journeys. DECS Order No. 70, s. 1998- Revised system of rating and Teporting of students Language Analysis | The facus of this philosophy 'saccuracy of language as It is used in communication Application to education Edueational discourse should be done in specific terms with their meanings made clear li Foundations of Guidance and Counseling Page 24Ill, GUIDANCE PROGRAM IN THE PHILIPPINES ‘A. Viston and Mission To assist the Fillpino child discover his/her full potential in a child-centered and value-driven teaching-learning environment and thereby enable him/her to create his/her own destiny In the global community . Te provide quality basic education that is equitably accessible to all and to lay the foundation for - life-long learning and service for the common good Department of Education Philosophy: DepEd endeavors to prepare the Filipino child to become a responsible citizen and n enlightened leader who lovés his/her country and is proud to be a Filipino. - Man is the subject and object of education. Man is a person learning and being taught; he ts at the center of the curriculum and the entire program, As concerned, man is multi-dimensional; he is a self and a member of the community, in an integral manner - Asa “self” the human person... “is an individual self-conscious center, of infinite value in himself...who cannot be a mere instrument of society and state.” He Is physical with material needs; intellectual with the need to know in order to transform himself; moral with free will which searches for the good and whose motive Is love; and finally, spiritual, his personhood is - oriented to God = ASa social being; He belongs to a community, he belongs to a family and to a sodety wherein he participates in defining its goals and destinies and in achieving the common good, = He is economic: involved in such concerns as livelihood, production and consumption ~ He is political: a citizen who participates in the pursuit of social progress and total human liberation and development Vision and Mission In.an environment of freedom, excellence and relevance, higher education harnesses, develops and catalyzes the constructive and productive use of full potentials and capabilities of Filipino men and women Into becoming creative, decisive, competitive, critically thinking and acting individuals to contribute to the : = Realization-of Filipino identity and strong sense of national pride = Cultivation and inculcation of moral and spiritual foundations = Attainment of political maturity, economic stability, and equitable social progress and = Preservation and enrichment of the historical and cultural heritage of Filipinos, as a people and asanation¢. Guidance Philosophies of Baste Education insttutlons (BE ) Is ‘he philosophical foundation of the Guid THaowing principles of Guidenee, °° SulGane® Program for secondary schools are gulded bythe E cists Is. orc with the development ofthe Idvidual = Founded on the true concey ivid it lentigo eel indivduatte of the individual and based upon the recognition of his/her = Help students attain clearer understa tanding of hir i ta i ray pan nei ko Hl an the wont owe 4 lives in order = Develop i lity, s oe initiative, responsibility, self-understanding and self-direction for its purppse is to make thestudent increasingly more able to gle hiset . - un ie individual develop his own insight. Counselor should serve as a guide, a stimulating force and an interpreter of facts, ideas and attitudes = Takes into account both the immediate and remote ‘objectives of students ~ Guidance is forall students, not just for the maladjusted ones = Concerned with the choice, decisions, and adjustments to be made by the student = Guidance is counsel, not compulsion. Designed to make the individuals more self} ~' Should be organized according to integration of efforts D. Guidance Philosophles of Higher Education Institutions (HEIs) Higher education shall be geared towards the pursuit of a better.quality of life fol all Filipinos by ‘emphasizing the formation of those skills and knowledge necessary, to make the individual a productive member of society and accelerate the development of high-level professionals who will search after new knowledge, instruct the young and provide leadership in the various fields required by a dynamic and self-sustaining economy. Higher education shall ikewise be used to harness the productive capacity of the country’s human resource base towards International competitiveness, Higher education would have provided and expanded opportunities for the technically useful knowledge and skils development of Filipinos, and would have constructhely advanced the capabilties of Filipinos in society, st Would have produced In the Filipinos the ability to rs citically think, act positively and contribute to the full development of the famlly, community, ‘and the larger society, The CHED ensures the attainment of empowered and globally competitive Filipinos through: = Quality and excellence. Provision of undergraduate and graduate education competitive with International standards of quality and excellence = Relevance and responsiveness. Generation and diffusion of knowledge in the broader range of disciplines relevant and responsive to the dynamically changing domestic and International environment : fi Page 26 Foundations of Guidance and Counselingundatinn guidance Philosophies of Technical Education Promote and strengthen the quality tech attain international competitiveness; Focus technical education and skills develo level manpower Encourage critical thinking and creative thinking by disseminating the scientific and technical knowledge base of middle level manpower development programs; Recognize and encourage the complementary roles of public and private institutions in technical education and skills development training systems; and Inculcate desirable values through the development of moral character with emphasis on work ethics, discipline, self-reliance and nationalism, and Skills Development Agency (TESDA) nical education and skills developmeit programs to pment on meeting the changing demands for middle f Guidance asd CounselyCHOLOGICAL FOUNDATIONS OF GUIDANCE AND COUNSELING |. Approaches to Understanding Behavior A. Modern Approaches 1. Biological approach Focuses on how our genes, hormones environment to Influence learning, pers coping techniques and nervous system interacts with our ‘onality, memory, motivation, emotion and 2. Cognitive ch Examines how.we process, store, and use information and how this information influences what we attend to, perceive, learn, remember, believe andfeel 3. Behavioral approach Studies how organisms_learn new behaviors and modify existing oneg depending on whether events in their enviranments reward or punish these behavidrs Strict behaviorism (Skinner): study of observable behaviors, the }mportance of environmental reinforcers and the exclusion of mental processes Social learning approach (Bandura): our behaviors are influence! not only by environmental events and reinforcers but also by observation, njotivation, and thought processes 4, Psychoanalytic approach Stresses the influence of unconscious fears, desires, and motivations on thoughts, behaviors and the development of personality traits and psycholdgical problems later in life ! 5, Humanistic approach : Emphasizes that each individual has great freedom in directing his br her future, 2 large capacity for personal growth, a considerable amount of intrinsic worth, and enormous potential for self fulfillment i" 6. Cross cultural approach Examines the influence of cultural and ethnic similarities and differences on psychological and social functioning of a culture's member Page 28 Foundations of Guidance8. Historical Approaches Athtely : y Fhraghta 1 Siw curt ents of the Mind)(Willi ich was the study of the most b asic elements, pri perceptions that make up our conscious mental = “ . Functionalism ns of the Mind) . yn Jam Whi a terested in how our minds adapt to our changing environment. . jave way to the study of emotions, attention, and memory | 3. Gestalt approach ions ver ion: elmer). — Lh whale 4 i | Phe Emphasized that perception is more than the sum of its parts and studied how 7%, | ‘sensations are assembled into meaningful perceptual experiences perceptual expe! 7 4... Behaviorism (Observable Behaviors)(Watson) Emphasized the objective, scientific analysis of observable behavior o Psychology should be considered an objective, experimental scienge, whose goal should be the analysis of observable behaviors and the prediction and control of these behaviors Three ds of Learning | Three Kinds of Learning Classical conditioning (Pavlov) = A kind of learning in which @ neural stimulus acquires the ability to produce 2 response that was originally produced by a different stimulus Operant conditioning Refers to a kind of learning In which the consequences that follow|some behavior increase or decrease the likelihood of that behavior's occurrence in the future = Law of effect: says that if some random actions are followed by a pleasurable consequence or reward, such actions are strengthened and will likely occur in the future. Cognitive learning . A kind of learning that Involves mental processes such as attention and memory; may be leamed through observation or Imitation; and may not involve any external “Tewards or require the person to perform any observable behaviors: Foundations of Guidance and Counseling Page 29 a|. Classical Conditioning Procedure of Classical Conditioning 1. Selecting stimulus and response - Choose a neutral stimulus * Neutral stimulus: is some stimulus that causes a sensory response, such as being seen, heard or smelled, but does not produce the reflex being tested ~ Choose a unconditioned stimulus (UCS) " .UCS: is some stimulus that triggers or elicits physiological reflex, such as salivation or eye blink ~ Select and measure an unconditioned response (UCR) = UCR: is an unlearned, innate, Involuntary physiological reflex that ip elicited by the unconditioned stimulus 2. Establishing classical conditioning - Acommon procedure to establish classical conditioning is to first present|the neutral iulus and then a short-time later, to present the unconditioned st|mulus. The presentation of both stimuli is called a trial. Conditioning can take around 10 ~ 100 trials. After the trials the neutral stimulus becomes the conditioned stimulis (CS). = NS+UCS=UCR 3. Testing for conditioning 1 - After a number of trials, a test for the occurrence of classical conditioning|can already be done. Test by presenting the CS without the UCR if it will produce|a response similar to the UCR. If it did, then a conditioned response (CR) was created. | * CS: Is a formerly neutral stimulus that has acquired the ability to elicit a response that was previously elicited by the unconditioned stimulus CR: which is elicited by the conditioned stimulus, is similar to, but not identical *in size or amount to the unconditioned responseB. Operant Conditioning operant conditioning has now been ay pplied to many diffe to perform, tole training and helping autstle eh i Seren Settings, such as training animals researchers: Thorndike and Skinner social skills. But it Involved two 1, Thorndike’ Eff > Thorndike was interested in animat intelligence; from which the animal could escape fon ey - tage Cee slates that behaviors followed by positive consequences are _ Strengthened, while behaviors followed by negative consequences are weakdned The Ie fas a basic law of learning and provided an objective procedure to - Thorndike’s emphasis on studying the consequences of goal directed behavior was further developed and expanded by 8F Skinner 2. Skinner's Operant Conditioning = Skinner was interested in analyzing ongoing behaviors of animals + Operant response: is a response that can be modified by its consequen meaningful unit of ongoing behavior that can be easily measured = Operant conditioning: focuses on how consequences (rewards and punis behaviors es and is a ent) affect 3, Principles and Procedures Skinner box: is an efficient way of to study how an animal's ongoing beha modified by changing the consequences of what happens after a lever press | at Set the environment (e.g. hungry rat in the skinner box) | b. Operant response (e.g. condition the rat the press the lever) ¢., Shaping: refers to a procedure in which an experimenter successivdly reinforces behaviors that lead up to or approximate the desired behavior (immediate reinforcement rs may be 4, Reinforcers . ‘a. Reinforcement: Is a consequence that occurs after a behavior and increases the chance that the behavior will occur again i. Positive reinforcement: refers to the presentation of a stimulus that increases the probability that a behavior will occur again Ii, Positive reinforce: is a stimulus that increases the likelihood that a response will occur again ii Negative reinforcement: refers to an aversion (unpleasant) stimulus whose removal increases the likelihood that the preceding response will occur again = Fouidations of Guidance and Counsethat the behavior will occur again b. Punishment: is a consequence that occurs after_a behavior and decresses the chance Iv Positive reinforcement: refers to presenting an-aversive (unpleasant) stimulus (such 2s spanking) after a response. The aversive stimulus decreases the chances that the response will recur. v. Negative reinforcement: refers to removing a reinforcing stimulus {a child’s ellowance) after a response. The aversive stimulus decreases the chances that the response will recur. C. Comparison between Classical Conditioning and Operant Conditioning CLASSICAL CONDITIONING ‘OPERANT CONDITIONING Goal Create a new response to @ neutral | Goal. Increase or decrease the rate of some. stimulus responses Involuntary response. Responses are usually Voluntary response. Responses can be done must _be which then triggers an Involuntary response, the unconditioned response physiological reflexes (salivating) thus | at will. A voluntary response involves involuntary response performed first before getting a reward (touching the lever) Elicited response. Unconditioned stimulus ‘Emitted response. This jis the operant response. Conditioned response. The neutral stimulus becomes the conditioned stimulus which elicits an conditioned response. Pn nee ces, Performing or emitting a | Expectancy. The expectation that a neutral | Consequences. Performing or emitting a Contingent on behavior. The desired response depends on or contingent on the consequences or what happens next. The reinforce must immediately occur after the emitted desired response stimulus will always be followed a | particular behavior is fallowed by 2 unconditioned stimulus consequence (reward or punishment) temas ——————————— I'cuidations of Guidance and Counseling Page 32e Foundations o! + Vicaylous Learning. ts learning acquired from observing; the consequences of others behavior - Self-regulated Learning. Occurs when individuals observe, assess and Judge thelr own behavior against their own standards and subsequently reward or punish themselves. 3, _Insight Learning (Wolf ler) ~ Is a mental process marked by the sudden and expected solution to a problem: a phenomenon often called the “ah-ha” experience : 4, Connéctionism Theory (Edmund Thorndike) = Learning is by bond and connection a. Law of Effect, States that a satisfying state of affairsfollowing the response strengthens the connection between the stimulus and the behavior, whereas an annoying state weakens the connection b. Law of Exercise. Describes the conditions implied In the adage perfect” c. Law of Readiness, Describes the condition that refers to “annoyi states 5. Gestalt Theory (Wolfgang, Wertheimer) = The primary focus is perception a. Law of Closure. States thet incomplete figures tend to be seen as cojnplete b," Law of Continuity. States that perceptual organization tends to Preserve smooth continuities rather than abrupt changes j c. Law of Proximity. Holds the things close together and grouped together in perception d. Law of Similarity. Refer foractice mats he or satisfying” rs to perception of similar objects that tend tp be related. {Guidance and Counseling£, Theories of Motivation Motivation. Refers to the various physiological in is ei ss ae Vari ological and psychological factors that cause us to act I ‘Three characteristics: & Energized to do or engage in some activity o ° ato ‘toward reaching a specific @ Differing intensities of feelings about reaching the goal 1. Instinct Theory (William McDougal -h : - = Insc ara ne ancien ores that dating burs rn ¢ labels rather than explanation Utena psychologists abandoned the 2. Diive-Reduction Theory (Hull ~ Need: a biological state In which ‘the organism lacks. Oe ae ean rgantsm lacks something essential for. survival, such - ares need produces a drive, which sa state of tension that motivates he organism 0 act fo reduce that tension. This is internal; pushing the person to reduce the need Homeostasis: I the tendency of the body to return to, and remain i, a mpre balanced state, Once the need is satisfied, the body retums toa more balanced state ~ Drive-Reduction theory: says that a need results in @ drive, which is a state of tension that motivates the organism to act to reduce the tension and return the body to homeostasis. «Drives motivates us to engage In a wide variety of behaviors to satisfy aga needs 3, Incentive Theory aoe ventives are environmental factors, such as external stimull, reinforcer, or rewards, that motivate our behaviors = This is external; pulling the person to obtain the incentive 4, Cognitive Theory eee motwvation: invoWes engaging. in certain actites OF behaviors that either reduce biological needs or help us ‘obtain incentives or external rewards _ Intrinsic motivation: involves engaging io certain activities or behaviors because the ohaviors themselves are personally rewarding or because engaging in these activities fulfils our beliefs or expectations 5, Biological and Social Needs a. Biological needs Biological needs are pl well being such as food, at are critcal to our survival and physical hysiological requirements thi water, sex, oxvBen qatons ‘and Counseling Page 35 ‘Hons of Guidanceb. Social needs/motives Soclal needs are needs that are acquired through learning and experience Achievement (need to excel) Affiliation (need for social bonds) ‘Nurturance (need to nourish and protect others ‘Autonomy (need for independence) Dominance (need to influence or control others) Order (need for orderliness) Play (need for fun and relaxation) c. Masiow’s Hierarchy of Needs Level 1: Physiological needs (food, water, sex and sleep) Basic needs should be satisfied first Level 2: Safety needs (protection from harm) Being in a safe environment Level 3: Love and belonaing needs (affiliation with others and acceptance by others) Meaningful relationship with others Level 4: Esteem needs (achievement, competency, gaining, approval and re " Achieving of goals and establishment of careers Level 5: Self-actualization needs (fulfillment of one’s unique potential) Developing and reaching our full potential as unique human beings Page 36 ations of Guidance and Counselingnew situations Piaget's cognitive stages refer to four dif ferent stages — operations, and formal ges ~ sensorimotor, pratins and formal operations stages each of wih ay eae cones stag involves new reasoning and thinking sbahice vanced than the preceding 1. Sensorirhotor stage (birth to. about age 2) + Infants fants mare aa and learn about their environments by relating [their sensory __ aperences uch Tearing and seeing) to their motor actions (mouthing Ind grasping) ; ice. Refers to the understanding that objects or events cohtinue to exist even if they can no longer be heard, touched or seen, 2. Preoperational {about age 2 to 7 yrs ol “f : ou this stage, children use symbols, such as words or mental images, J solve simple problems, and to think or talk about things that are not present. This imvqWves problem with conservation and engaging in egocentric thinking. ~ Conservation. Refers to the fact that even though the shape of some objects or substance is changed, the total amount remains the same = Egocentric thinking. Refers to seeing and thinking of the world only from your own viewpoint and having difficulty appreciating someone else's viewpoint. . Concrete operational stare (about 7 to 11 yrs old | During this stage, children can perform a number of logical mental operations on concrete objects (ones that are physically present). Children master the concept of conservation and also get better with classification, Classification. Ability to identify objects and classify it in a category such as calor. . I stage (12 Id {ulthood) = During this stage, adolescents and adults develop the ablity to think about and solve abstract problems in a logical manner. Develops Page 37 Foundations of Guidance and Couns:«¢. Social Development sgcal development refers to how a person devel pS @ sensi ptionships with others and the kind of soclalskls important pa penne actions. sud's Psychosexual Stages} josexiial stages are different develo, pmental periods di Flora fom ferent areas of the ody that are sasocaed nk soe ee * emphasized that the a child's first five yes development. Years were most important to social and personality, 1, Oral Stage (Early infancy to first 18 months of life) Potential conflict. This is a time where the infant’ Ni s pleasu mouth, Pleasure seeking activities include sucking, chewing and one cee Fixation. If the infant's oral wishes were gratified too much i i continue to seek oral gratification as an adult, eee eee ' 2. Anal Stage (Late infancy to 3 yrs) Potential conflict. This is a time when the pleasure seeking Is centered on the nus and its, functions of elimination. Fixation, Anal retention may take the form of being very neat, stingy, or behaviorally rigid. ‘Anal expulsion may take the form of being generous or messy. 3. Phallic Stage (Early childhood; 3-6yrs) Potential conflict. Pleasure principle is centered on the genitals. The child will compete with the parent of the same sex for the affection and pleasures of the parent of the qpposite sex. Fixation. Oedipus complex (son's desire for the mother) and Electra comple} (daughter's desire forthe father) 4, Latency Stage (Middle and late childhood: 6yrs to puberty) A. Potential conflict. The child expresses sexual thoughts and engages in nonsexial activities, such as developing social and intellectual skills. 5. Genital Stage (Puberty to adulthood) Potential conflict. The individual has renewed sexual desires that he or she seeks to fulfil through relationships with members of the opposite sex. Foundations of Guidance and Counselingipkson’s Paytiosenual Stages) this Is the period during which an individual's primary goal is to satisfy desires associated with social needs. 4, Trustys. Mistrust (Early infancy; birt! rt if parents are responsive, the child becomes caring and trusting otherwise, the child will view the world as uncaring. : 2, Autonomy vs. Shame and Doubt (Late I & if parents encourage the child to explore, the child develops a sense of |ndependence however, if the parents are punishing and limiting, the child may develop gf feeling that independence is bad 3, Initiative vs. Guilt (Early childhood; 3-5 yrs This involves assumption of responsibility. If the parents encourage initiative, the child will develop the ability to plan, otherwise, the child may feel unable to plan for tl future 4, Industry vs. Inferlority (Middle and late childhood; 5-12yrs) if the child directs her energy Into working and completing tasks, she will d lop a feeling of industry. ifthe child has difficulty applying herself and completing her h mework, she may develop a feeling of Incompetence 5, Identity vs. Role Confusion (Adolescence ‘Adolescents need to leave behind the ‘carefree, irresponsible and impuls! behaviors of childhood and develop the more purposeful, responsible, planned behaviors af adults. If the child is successful with this change, the child will develop a sense ‘of confiderjce otherwise, may become socially withdrawn. .dulthood; 20-40yrs old) 6. Intimacy vs. Isolation {Youny id meaningful relationships otherwis¢, a feeling of This is a time for developing loving an isolation occurs. | vs, Stagnation (Middle adulthood; 40-65yrs old | 7. Generativit : develop worthwhile lifes. A lack of This is the time for helping ‘the young generation involvement leads to a feeling of stagnation 8 Integrity vs. Despair (Late adulthood: 65 and older This is a time for reflecting on and reviewing how we met previous challenges and how we lived our lives. eS S02 i elena tern Sree ay arr eee Foundations of Guidance and Counseling ge 39#1. Moral Development | otfber’s Theory of Moral Reasoning) 14: Preconventional Level Fett and wrong determined by rewards and punishment a. Punishment-Obedience. Whatever leads to Punishment is wrong. b. Rewards. The right way to behave is the way that Is rewarded Level 2: Conventional Level Views of others matter. Avoidance of blame; seeking approval a ‘A. Good Intentions. Behaving in ways that conform to “good behavior”. calerming to the standards of others. B. Obedience to authority. Importance of doing one’s duty. Obeying the fos of the society. : > ‘Abstract notions of justice. Rights of others can override obedience to laws/rules A. Difference between moral and legal right. Recognition that rules should|sometimes be broken B, Individual principles of conscience. Takes ‘account of likely views of everyone affected by a moral decision. Striking the balance between human rights pnd laws of societyt experiences, the im rt not voluntay J portance. of {ores tat nfence our thoughts and behav oe He confit Betws pics ~ Conscious thoughts. Wishes, i any glven moment, Unconscious. forces. Represe | ent wishes, desires, or though disturbing or threatening content, ne automatically repress an access, Unconscious motivation, ‘thoughts, desires, ‘esires, or thoughts that we are aware of or can recall at lat, because of their fepress and cannot voluntarily A Freudian concept that refers t oF impulses on our: fo the influence of repressed Conscious thoughts a ind behaviors Freud developed t 0s to 8. Free association. Lettin without censorship or e 4. Dream interpretation. © Slips of the tongue. A: thought, or emotion, i : 18 the person relate wh embarrassment, nt (truthful) meaning, 's thought to reveal a represted belief, Sex and aggression ~ that are the so mental energy. It follows the pleasure principle. £90. Goal is to find socially act utce of all Ceptable ways of satisfying the id’s desires wfthin the range of the superego’s prohibitions. It follows the reality principle © Superego. The goal is to apply the moral values and standards of one's parents or ‘ategivers and society in satisfying one’s wishes, Humanistic Theories Humanistic theories emphasize the capacity for personal and freedom to choose destiny. It rejects the biologl ‘unconscious forces of Freud's psychodynamic theory. verbal mistake that ical drives — b. Growth, development of potential, ical determinism and the irrational, It stresses three major points: 8 Phenomenological perspective. Perception of the world, becomes the reality of the person b. Holistic view. The personality is more than Individual parts form a unique and total enti * Self-actualization. Inherent tendency to rea t whether accurate or not, the sum of its individual parts; ity that functions as a unit ch one's full potential Instead, the Sundations of Guldance and Counseling Page 41 (leHY. It has two primary assumptions a) personality development Is guided by « mn’ unl - oT ee eae Unique self-actualization tendency b) 43, Social Cognit Social Cognitive theory states that personality development is primarily shaped by three factors: 2. “Behavior. Variety of actions such as what a person says and does. b, Environmental influences. Includes social, political and cultural influences as well as learning experiences. The environment influences beliefs, values and social rales c. Lognitive-personal factors. Includes beliefs, expectations, values, wenn sa social roles as well as our biological and genetic influences. ‘Thoughts, feelings pnd beliefs affect actions and behaviors. Trait Theos ig theory refers to an approach for analyzing the structure of personality bheasurng intifying and classifying similarities and differences in personality characteris or traits. Traits. are relatively stable and enduring tendencies to behave In particular ways, but (8Esvior isnot abvays the same across different situations. The Five Factor Model: Openness, Conscientiousness, Extraversion, Agrepableness, (Netroticism. indatlons of Guidance and Counseling Page 42/ sociological Foundations of Guidance and Counseling ‘The Role of Culture culture has an impact on a person’s thoughts process as well as to the beliefs he holds (Wehrly, 1994 as cited in Cervera, 2009). Belief ce acne pare lef systems related to religion and spirtuaity ‘The Filipino counselor may or may not be aware of it but it s possible that his phil presuppositions are anchored in his religion or bellefsystem, hence, the incor ry twat Counselors claim to be thelr philosophy (rooted In the West) and thelr dent focal points ‘and counseling goals (Villar, 1997, as cited in Cervera,2009).. ~ ‘The Filipino as a Social Belng 4. Dr. F. Landalocano(2002) as cited In Cervera (2009) ‘The structure of the Philippine soclety is based on seniority. “Ranking and fenioriy with corresponding authority exists in the family. The eldest has rights and authprity over te rparental authority is so strong that it extends to the choice of jhe children's profession, Likewise, the interests of the family prevail over Individual interepts (Mercado, 41974 as cited in Cervera, 2008). 2. Mercado (1974) as mentioned in Cervera (2009) | vfeompanion” (kuyog/kasama/kadwa) seems to characterize the Filipinos soa orientation. This companion phenomenon is associated with the communitarian spirit of ny Filipino. 3, Quito (1991) as cited in Cervera (2009). \ To the Tagalogs, sjganguringkarunungananggawaingpakikibagay”. i To the Hokanos, “kung masarapangiyongulam, ppatikmanmoangiyongkapithahay" Man is bad if he is dfficut to deal with orf he Is sesh. The Filipino Social Philosophy, 4. Mercado (1974) as cited in Cervera (2008) srs rlipno is person-oriented. He thinks of himself as belonging and identifies himself with a group (sakop), and considers the success of the group as his own fulfillment, “The Filipino wants to be in harmony with bis fellowmen just as he wishes to be ix harmony with himself. 2. Enriquez (1985) as mentioned In Cervera (2009) | Foundations of Guidance and CounselingThe3 “evil” characters in Philippine interpersonal relations are: a, walangpakisama b, walanghiya c, walangutangnaloob ‘The Concept of Kapwa Enriquez (1985) as cited in Cervera (2008) 4 Pakikipag kapwa refers to “humanness to its highest lever” ( 1976 ; (Santiago, 1976 as cifed by Enriquez, 1985). A person starts having a kapwa because of hi age ls awareness of his bhared Pakikipag kapwa likewise means "accepting and dealing with the other person a4 an equal’, Filipino Worldviews A. Worldviews * refer to values, assumptions, presuppositions and perspectives of spality that individuals hold + “general conceptions of the human’s place in the universe, and of factors|that cause ‘human beings to act and interact the way they do”(Horner and Vandersluis) ‘+ a person's perception of his or her relationship to the world (Sue, 1978) Filipino philosophers have written extensively on Fl indigenous phllsophy tfough the elements of the ff: | ‘ vital thoughts- revealed in legends, songs, rituals, folklores, proverbs, sayings, religious laws «reflexive thoughts- Includes analysis, categorization, logic and criticism; Ina research conducted by Rosemarie Salazar-Clemena, she identified the ff: «Ang Buhay(life)- is like a wheel of fortune, happy and beautiful (optimist), difficult, | grace given by God ( theocentric) | '* Ang Taa (People}- highest form of creature created by God (theocentric), difficult to | deal with (negative), loving, different from each other | «Ang Dalgdig( The World)- where people live, full of negative things, created by God | (theocentric), full of love. Causes of Problems «Difficulty in life lack of money, jobs), lack of content toe tment, lack of accey understanding and respect, selfish ptance, media pect, selfishness, lack of fath due to influence and effect of ¢. Elements of the Filipino Worldview + Itis optimistic (wheel of fortune) and fatalistic (what willbe, willbe) * Its theocentric (people are created in the iinage and likeness of God), egocentric (people are selfish, never contented) and other-centered (people are loving) It ls proactive and purposive (people are the ones who rule the world) land at the ‘same time receptive and passive (people should follow the turning of the world to avoid trouble) It istperson-centered (people create their own problems) but also| situatlon- centered (people have problems because they are jobless) People place importance on the affective (people have true understdnding and sympathy) and the cognitive (each person is created with unique kalent and abilities) Filipinos value the material (people have problems because of money), the spiritual (people lack faith in God) and transpersonal (people are capable of atcepting reality as ordained by God) VL. Filipino Conceptions of Self The following are survey results of Church (198) concerning the Filipinos’ conception of self {the valued characteristics of the Filipino ego ideal): . puts emphasis on family ties respectful to authority i emotional and with self-control | courteous and friendly hhas warm concern and share with others industrious courageous and enduring has desire for economic progress PA OMaw SC ew SS Page 45 indations of Guidance and Counseling