Comprehensive Guidance Model

COMPREHENSIVE GUIDANCE MODEL
Kim Rose B. Borres

Purpose of the Comprehensive Guidance
Model
• The purpose of the model is to help districts develop
comprehensive and systematic developmental guidance
programs, kindergarten through grade twelve. It is also to provide
guidance with specific educational content, with accountability
for attaining certain student competencies.
Components of Structural
the
Comprehensiv
e Guidance
Model
Programmatic
Structural
• The structural part has five components: Definition and
Philosophy, Facilities, Advisory Council, Resources, and
Staffing Patterns and Budget. This part addresses
administrative aspects of the program that do not involve
contact with students, but are essential in maintaining the
administrative and structural integrity of the overall
program.
Programmatic
• The programmatic part has four components: Guidance Curriculum,
Individual Planning, Responsive Services, and System Support. The
Guidance Curriculum consists of structured developmental experiences
presented systematically through classroom activities, to provide
students with knowledge of normal growth and development and to
promote good mental health and assist them in acquiring life skills. The
curriculum is organized around (1) career planning and exploration; (2)
knowledge of self and others; and (3) educational development.
Content of the Comprehensive Guidance
Model
• The Comprehensive Guidance Program Model is predicated on
the concept of life career development, defined as self-
development through the integration of roles, settings, and
events in a person's life (Gysbers & Moore, 1975).
self-knowledge and interpersonal skills
Three
Domains Of
Human
life roles, settings, and events
Growth In
Life Career
Development
life career planning
Self-knowledge and Interpersonal Skills
• In the self-knowledge and interpersonal skills domain, the focus is

on helping students to understand and accept themselves and
others, and to become aware of their personal characteristics--
interests, aspirations, and abilities. Through learning about the
interactive relationship of self and environment, they learn how to
create and maintain relationships, and they develop personal
standards and a sense of purpose in life.
Life Roles, Settings and Events
• The second domain emphasizes various life roles (learner,
citizen, consumer), settings (home, school, work, and
community), and events (job entry, marriage, retirement) in
which students participate over their life span. This domain
focuses on the sociological, psychological, and economic
structure of their world, and encourages students to overcome
stereotypes and plan for the future.
Life Career Planning
• The Life Career Planning domain is designed to help students
understand that decision making and planning are important tasks
in everyday life. Students learn of the many occupations and
industries in the work world. Students also develop skills in
gathering information from relevant sources and using that
information to make reasoned decisions. Students are also
encouraged to assess their personal values as these relate to
prospective plans and decisions.
Who are Involved in the Comprehensive
Guidance Model?
Counselors, teachers, administrators, parents, students, community members, and business and labor
personnel all have roles to play as human resources in the guidance program. While counselors provide the
services and coordinate the program, they must enlist the involvement, cooperation, and support of
teachers and administrators for the program to be successful, for the program is predicated on an
assumption that guidance is central to the educational process. To involve parents, community members,
and business and labor personnel, a school-community advisory committee can be formed to provide
recommendations and support services to counselors and others involved in the program.
The involvement of the teaching staff is critical, so teachers should have the opportunity to volunteer for
active participation in program planning and implementation. Counselors and teachers should work
together to plan the delivery of the guidance curriculum, so that guidance learning activities are presented
in the appropriate content areas, and so that teachers do not feel displaced by counselors in the classroom.
What Facilities are Needed?
To make the guidance curriculum, individual planning, responsive services, and system
support components function effectively, the program requires a new way to organize
guidance program facilities. Besides the usual individual offices for one-to-one
counseling sessions, the program requires reorganization of space into a guidance center,
which brings together guidance information and resources and makes them accessible to
students. Such a center could also be used for such activities as group sessions and self-
exploration. The guidance center could also include a library and/or computerized
database, providing advice and materials for career planning, educational opportunities,
community involvement, and recreational opportunities.
How Can Schools Best Implement A Comprehensive
Guidance Program?
Step 1. Sell the model to the counselors in the department, since those participating in it
must feel some ownership. According to Gloria Morgan, who has implemented the
Missouri model in two high schools, approximately three years is needed to implement a
comprehensive guidance program (Gysbers, 1990). Because many counselors and
administrators resist change, it is essential to lay the groundwork for implementation by
thoroughly discussing the program in advance with all affected staff members.
Step 2. Develop an inservice workshop for teachers, so that faculty will understand and
support the purposes of the Comprehensive Guidance Program.
Guidance Program?
Step 3. Launch a public relations program to inform students, parents, and the community about proposed
changes in the guidance program. This can be done through workshops, talks at local civic groups, newspaper
articles, and even local television spots.
Step 4. Conduct a thorough assessment of the current guidance program, including available resources, both
human and financial. This means evaluating the time and task allocation of the counseling staff, and taking
inventory of materials.
Step 5. Conduct a needs assessment, including a survey of students, parents, and teachers, in order to help
counselors identify important program categories and competencies in the three major areas around which the
guidance curriculum is organized: career planning and exploration, knowledge of self and others, and educational
and vocational development. The self-assessment and needs evaluation both provide baseline information to use
in designing the new program along the lines of the model, but in a way that addresses the needs of each school.
Guidance Program?
Step 6. Develop the guidance curriculum, introducing specific competencies sequentially. In the
initial planning stages of the curriculum, it is best to concentrate on cooperative departments and
teachers, and to plan the entire year's curriculum in advance, if possible. The guidance curriculum
is usually the most difficult part of the program to implement, because it must fit in with existing
curricular constraints, and must overcome the reluctance of teachers to give up class time or to
alter and supplement their existing instructional plans. It is thus essential to seek administrative
support, be well organized, and give teachers as much advance notice as possible.
Step 7. Establish a coherent annual evaluation procedure that assesses attainment of student
competencies, personnel performance, and the achievement of program goals.
THANK YOU

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COMPREHENSIVE GUIDANCE MODEL

Kim Rose B. Borres

• In the self-knowledge and interpersonal skills domain, the focus is

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