ORGANIZATION AND

ADMINISTRATION OF
GUIDANCE SERVICES
Presented by:

JAYSON S. HERNANDEZ
Guidance Counselor
San !i"uel National Hi"# Sc#ool
Training Objective:
At t#e end o$ t#is trainin"%&or's#o() t#e
(artici(ants are e*(ected to:
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Identify different guidance services.
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Apply and reflect on the necessary elements in
organizing and administering of a
comprehensive guidance and counseling
program.
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Make and present sample action plan and
accomplishment report.
Guidance Services ,ay be de$ined as a
"rou( o$ ser-ices to indi-iduals to assist
t#e, in securin" 'no&led"e and s'ills
needed in ,a'in" (lans and ser-ices and
in inter(retin" li$e. Guidance Ser-ices are
desi"ned to #el( students to reco"ni.e)
acce(t) and de-elo( t#eir (otential) to
ad/ust to sc#ool) and to de-elo( t#e s'ills
t#ey need to co(e &it# t#e (roble,s t#ey
,eet.
The Essential Guidance Services
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Individual Inventory Service
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Inforation Service
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Coun!elin" Service
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Con!ultation Service
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Referral Service
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#laceent Service
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Follo$%u& Service
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Re!earc' and Evaluation Service
The Essential Guidance Services
I n d i v i d u a l
I n v e n t o r y
S e r v i c e

n d i - i d u a l n - e n t o r y S e r - i c e
c o n s i s t s o $ a l l i n $ o r , a t i o n
" a t # e r e d a b o u t e a c # i n d i - i d u a l i n
s c # o o l . 0 # e i n $ o r , a t i o n i s u s u a l l y
s t o r e d i n a C u , u l a t i - e 1 o l d e r
& # e r e t # e d a t a a c c u , u l a t e d a b o u t
e a c # s t u d e n t a r e ' e ( t & # i l e t # e
s t u d e n t i s s t i l l i n s c # o o l ) a n d u ( t o
a $ e & y e a r s a $ t e r .
The Essential Guidance Services
I n f o r m a t i o n
S e r v i c e

n $ o r , a t i o n S e r - i c e i s a n
a c t i - i t y & # e r e b y d e s c r i ( t i - e
, a t e r i a l s a n d , e d i a a r e
a c c u , u l a t e d ) o r " a n i . e d ) a n d
d i s s e , i n a t e d t # r o u " #
i n d i - i d u a l c o u n s e l i n " o r
t # r o u " # ( l a n n e d " r o u (
a c t i - i t i e s .
The Essential Guidance Services
C o u n s e l i n g
S e r v i c e

0 # e t e r , ) 2 c o u n s e l i n " 2 i s a $ a c e % t o % $ a c e
# e l ( i n " r e l a t i o n s # i ( . t i s a , i s s i o n o $
s e r - i c e . 0 # e c o u n s e l o r i n t e r ( r e t s t # e
d a t a " a t # e r e d a b o u t t # e i n d i - i d u a l a n d
r e l a t e s t # e , t o t # e i n $ o r , a t i o n a b o u t
t # e & o r l d o u t s i d e t # e c l i e n t i n o r d e r t o
$ a c i l i t a t e " r o & t # a n d a d / u s t , e n t )
( r o b l e , s o l - i n " a n d d e c i s i o n % , a ' i n " .
Code of Ethics in Counseling Relationship
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Res(ect t#e (erson#ood and inte"rity o$ t#e
(erson &it# &#o, #e &or's.
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Reco"ni.e indi-idual di$$erences.
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Clari$y #is role to t#e counselee.
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Establis# (ro$essional relations#i( &it# t#e
Counselee.
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E*(lain results o$ tests and ot#er dia"nostic tests
in a co,(re#ensi-e and constructi-e ,anner.
Code of Ethics in Counseling Relationship
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Gi-e in$or,ation about t#e Counselee only to
(ersons &#o can be o$ #el( to t#e Counselee and
is done only &it# t#e a((ro-al o$ t#e Counselee
and3or #is (arents or "uardian. 4#en re-elations
,ay result in (ossible #ar, to t#e Counselee or
to so,eone else) or ,ay endan"er t#e co,,unity
or t#e country) #e ,ust re(ort t#e $acts to
a((ro(riate aut#orities and ta'e e,er"ency
,easures to (re-ent any unto&ard e-ent or #ar,
to Counselee.
Code of Ethics in Counseling Relationship
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Reco,,end a re$erral &#en it is indicated t#at
t#e Counselee does not bene$it $ro, t#e
"uidance relations#i() but assu,e res(onsibility
$or t#e &el$are o$ t#e Counselee until t#e
"uidance res(onsibility is assu,ed by t#e (erson
to &#o, t#e Counselee #as been re$erred.
Inappropriate non!
counseling" activities
#ppropriate counseling"
responsibilities
+ Re"isterin" and sc#edulin" all
ne& students
+ Ad,inisterin" co"niti-e)
a(titude and ac#ie-e,ent tests
+ Si"nin" e*cuses $or students
&#o are tardy or absent
+ Per$or,in" disci(linary
actions
+ Sendin" #o,e students &#o
are not a((ro(riately dressed
+ Desi"nin" indi-idual student
acade,ic (ro"ra,s
+ nter(retin" co"niti-e)
a(titude and ac#ie-e,ent tests
+ Counselin" students &it#
e*cessi-e tardiness or
absenteeis,
+ Counselin" students &it#
disci(linary (roble,s
+ Counselin" students about
a((ro(riate sc#ool dress
Inappropriate
noncounseling" activities
#ppropriate counseling"
responsibilities
+ !aintainin" student records
+ Clerical record 'ee(in"
+ Assistin" &it# duties in t#e
(rinci(al5s o$$ice
+ 4or'in" &it# one student at a
ti,e in a t#era(eutic) clinical
,ode
+ nter(retin" student records
+ Ensurin" student records are
,aintained in accordance &it#
RA 6789 :National Arc#i-es o$
t#e P#ili((ines Act o$ ;998<
and NAP Circulars
+ Assistin" t#e sc#ool (rinci(al
&it# identi$yin" and resol-in"
student issues) needs and
(roble,s
+ Collaboratin" &it# teac#ers to
(resent (roacti-e) (re-ention%
based "uidance curriculu,
lessons
The Essential Guidance Services
C o n s u l t a t i o n
S e r v i c e

n t # e s c # o o l s e t t i n " ) t # e , o s t
i , ( o r t a n t b e n e $ i t d e r i - e d $ r o ,
c o n s u l t a t i o n i s t # a t & o r ' & i t # t # e
c l i e n t s i s $ a c i l i t a t e d . 0 # e
s i " n i $ i c a n t o t # e r s d e a l i n " & i t #
t # e , a r e a s s i s t e d i n i , ( r o - i n "
t # e e n - i r o n , e n t o r s i t u a t i o n t # a t
c o n t r i b u t e s t o t # e ( r o b l e , .
The Essential Guidance Services
R e f e r r a l
S e r v i c e

R e $ e r r a l i s u s u a l l y u n d e r s t o o d a s t # e a c t i o n
t a ' e n b y ( e r s o n s & i t # i n t # e i n s t i t u t i o n & # o s e e
t # a t a ( a r t i c u l a r ( e r s o n n e e d s c o u n s e l o r
a s s i s t a n c e . R e $ e r r a l a l s o r e $ e r s t o t # e a s s i s t a n c e
r e n d e r e d t o c l i e n t s o r t # e i r s i " n i $ i c a n t o t # e r s . n
o b t a i n i n " s e r - i c e s $ r o , o t # e r ( e o ( l e o r a " e n c i e s
t # a t , i " # t b e , o r e e $ $ e c t i - e i n # e l ( i n " t # e , .
= s u a l l y ) r e $ e r r a l s a r e , a d e t o o t # e r ( e o ( l e )
( a r t i c u l a r l y s ( e c i a l i s t s ) & # o , i " # t b e i n t # e
b e t t e r ( o s i t i o n t o r e s ( o n d t o t # e ( e c u l i a r n e e d s
o $ t # e c l i e n t .
>inds o$ Re$erral Syste,
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Self-Referral System can be use$ully e,(loyed
&#en students &is# to ?dro(%in@ $or sessions &it#out
t#e sc#ool and3or (arents bein" in-ol-ed. t &or's by
usin" an anony,ous (re%boo'in" sc#e,e. n order to
boo' a session) students are as'ed to tic' a list and t#en
to (ost into a secure letterbo* a $or, on &#ic# t#eir
na,e and reason $or co,in" can be &ritten. Actual
na,es are not entered onto t#e list in order to (reser-e
con$identiality. 0#e reason $or co,in" can so,eti,es
be detailed or consist o$ (er#a(s one &ord) but t#ey
o$$er a use$ul "uide to t#e counselor.
>inds o$ Re$erral Syste,
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School Referral System &or's as $ollo&s:
teac#ers identi$y students &#o, t#ey $eel s#ould
be re$erred $or counselin". 0#ey discuss t#is list
&it# t#e counselor and t#e students t#ey a"ree
about are identi$ied. A letter is t#en sent #o,e to
t#e student5s (arents reAuestin" a ,eetin". A$ter
t#is initial consultation bet&een t#e $a,ily and
t#e sc#ool) t#e student can be"in counselin"
sessions.
Circu,stances t#at ,ay call $or Re$erral
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0#e "uidance counselor belie-es t#at #e3s#e cannot
be ob/ecti-e &it# t#e client.
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0#e client belie-es #e3s#e cannot &or' &it# t#e
"uidance counselor.
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Non%(ro$essional relations#i( #as de-elo(ed
bet&een client and "uidance counselor.
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He3s#e needed attention3ser-ice is beyond t#e
co,(etency o$ t#e "uidance counselor.
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0#e "uidance counselor is no lon"er a-ailable.
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S(eciali.ed attention is needed by t#e client.
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=nderta'e researc# to contribute to t#e ad-ance,ent
o$ Guidance and Counselin" (ro$ession.
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n conductin" researc#) ad#ere to t#e #i"#est standards
o$ researc# ,et#odolo"y.
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n re(ortin" results o$ researc#es) re-eal t#e identity o$
t#e sub/ects o$ researc# only &it# t#e (er,ission o$ t#e
sub/ects concerned and only $or (ro$essional (ur(oses.
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Ac'no&led"e t#e source o$ #is ideas and ,aterial in #is
researc# as &ell as in #is (ublications) and reco"ni.e
di-er"ent o(inions $ro, res(onsible (erson.
(a!ic Or"ani)ational #rinci&le!
(a!ic Or"ani)ational #rinci&le!
=nderlyin" P#iloso(#y o$ Sc#ool
A. Rationale
B. Condition
C. O(eration
Ob/ecti-es
D. General
E. S(eci$ic
Guidance Ser-ices
A. ndi-idual n-entory Ser-ice
B. n$or,ation Ser-ice
C. Counselin" Ser-ice
D. Consultation Ser-ice
E. Re$erral Ser-ice
1. Place,ent Ser-ice
G. 1ollo&%u( Ser-ice
H. Researc# and E-aluation Ser-ice
C Guidance Sta$$ and Res(onsibilities
A. Princi(al
B. Guidance Counselor
C. Class Ad-iser and Sub/ect 0eac#er
C Co,,unity Resources and Re$errals
D. Colle"es and =ni-ersities
E. Non%Go-ern,ental Or"ani.ations
1. Pro$essionals
G. Docal Go-ern,ent =nits
C Or"ani.ational C#art
Thank You
&
God Bless