Guidance CurriculumGuidance Curriculumand Syllabiand Syllabi

Imelda V. G. Villar, Ph.D.Imelda V. G. Villar, Ph.D.Vice-President, PGCAVice-President, PGCA

PHILOSOPHICAL, PHILOSOPHICAL,PSYCHOLOGICAL ANDPSYCHOLOGICAL ANDSOCIOLOGICALSOCIOLOGICALFOUNDATIONS OFFOUNDATIONS OFGUIDANCEGUIDANCE

Course DescriptionCourse Description

3-unit course that covers the3-unit course that covers thetheoretical basis of Guidance andtheoretical basis of Guidance andCounseling. Its main purpose is toCounseling. Its main purpose is todeepen understanding anddeepen understanding andappreciation of the view and natureappreciation of the view and natureof man through a of man through a transdisciplinarytransdisciplinaryapproach.approach.

Course ObjectivesCourse Objectives

Be able to:Be able to:

–– explain the philosophical,explain the philosophical,psychological and sociological basis ofpsychological and sociological basis ofGuidance and Counseling.Guidance and Counseling.

–– demonstrate professional skills anddemonstrate professional skills andcompetencies in the helpingcompetencies in the helpingrelationship.relationship.

–– manifest valuing for the importancemanifest valuing for the importanceof understanding human being throughof understanding human being throughthe the transdisciplinary transdisciplinary approach.approach.

Course ContentCourse Content

PHILOSOPHICAL PERSPECTIVEPHILOSOPHICAL PERSPECTIVE

Philosophy of human beingsPhilosophy of human beings•• Ancient GreeceAncient Greece•• Medieval AgeMedieval Age•• Renaissance/EnlightenmentRenaissance/Enlightenment

Modern PhilosophyModern Philosophy•• RationalismRationalism•• EmpiricismEmpiricism

Course Content

Contemporary PhilosophyContemporary Philosophy

•• ExistentialismExistentialism

•• PhenomenologyPhenomenology

•• PragmatismPragmatism

•• RealismRealism

•• ConstructivismConstructivism

Course ContentCourse Content

PSYCHOLOGICAL PERSPECTIVEPSYCHOLOGICAL PERSPECTIVE

Schools of ThoughtSchools of Thought•• Structuralism Structuralism

•• FunctionalismFunctionalism

•• GestaltGestalt

•• PsychoanalyticPsychoanalytic

•• BehaviorismBehaviorism

•• CognitiveCognitive

•• HumanisticHumanistic

•• Contemporary Theoretical ApproachesContemporary Theoretical Approaches

Course ContentCourse Content

Areas of Concentration in PsychologyAreas of Concentration in Psychology

•• ProponentsProponents

•• PeriodPeriod

•• Belief of human beingsBelief of human beings

•• Method UsedMethod Used

Course ContentCourse Content

SOCIOLOGICAL PERSPECTIVESOCIOLOGICAL PERSPECTIVE

Social Structures ( How theseSocial Structures ( How theseinstitutions view human being)institutions view human being)

•• FamilyFamily

•• Schools/EducationSchools/Education

•• CommunityCommunity

•• ChurchChurch

•• GovernmentGovernment

Course OutlineCourse Outline

Theoretical Perspectives in SociologyTheoretical Perspectives in Sociology

•• Chaos TheoryChaos Theory

•• Social Order TheorySocial Order Theory

•• Consensus TheoryConsensus Theory

•• Conflict TheoryConflict Theory

•• Ecological TheoryEcological Theory

MethodologyMethodology

•• Lecture / DiscussionLecture / Discussion

•• Journal writingJournal writing

•• Group ProcessGroup Process

•• CritiquingCritiquing

•• Case AnalysisCase Analysis

•• Movie AnalysisMovie Analysis

OutputOutput

•• Personal Philosophy of the humanPersonal Philosophy of the humanbeingbeing

•• Personal Counseling PhilosophyPersonal Counseling Philosophy

ReferencesReferences

•• Philosophy booksPhilosophy books

•• Philosophical JournalsPhilosophical Journals

•• Psychology BooksPsychology Books

•• Psychological JournalsPsychological Journals

Organization, Administrationand Supervision of Guidance,Counseling Services andProgram Development

Course Description

3-unitcourse designed to give students anoverview of organization, administrationand supervision of guidance and counselingprograms and services. It exposesstudents to the entire range of servicesprovided in the public and private schoolsas well as those in industry andcommunity. It equips students with thenecessary knowledge and skills on how todevelop appropriate programs.

Course Objectives

Students would be able to

• Define and distinguish the differentguidance services in terms of: nature,purpose, delivery, ethics

• Describe the roles and functions ofthe Guidance personnel

Course Objectives

• Concretize the physical facilitiesrequired for appropriate delivery ofservices

• Illustrate the budget required forrunning the necessary activities

• Draw up a concrete Guidance ProgramPlan

Course Outline

Basic Concepts

Needs Assessment: Foundation for Program Development

Development and design of needs’assessment tools

Course Outline

Guidance Models: Principles andFundamental Concepts

• Developmental School Guidance and Counseling

• Comprehensive Guidance Program• The Teacher Advisor Program• Invitational Learning• Existing models (local and foreign)

Course Outline

Guidance Services

• Counseling

• Consultation

• Individual Inventory and Testing

• Information

Course Outline

• Placement

• Wellness and Prevention

• Follow-up

• Referral

• Research

• Evaluation

Course Outline

The Guidance Personnel– Guidance Counselor– Psychometrician– Researcher– Secretary

• Functions• Qualifications• Ethical Responsibilities

Course Outline

The Guidance Facilities

• Counseling Room

• Testing Room

• Multipurpose Room

• Waiting Area

Course Outline

Budget

• Sources

• Expenses

Course Outline

Organization, Administration and Supervision 1. The Elementary School Guidance and

Counseling Program2. The Secondary School Guidance and

Counseling Program3. The Tertiary School Guidance and

Counseling

Course Outline

4. Community Guidance and CounselingProgram (NGO, Church,Rehabilitation Centers, LGUs,Hospital, other human serviceinstitutions)

5. Guidance and Counseling Program inthe Industrial Setting

Course Outline

Program Development

Program Evaluation: Issues

on Accountability

Course Requirements

• Guidance Program analysis andevaluation

• Program Proposal– School setting

– Hospital Setting

– Industrial Setting

– Community Setting

Methodology

Lecture

Discussion

Individual report

Preparing Guidance Forms

Critiquing

Field exposure and research

References

• Introduction to counseling andguidance. Ohio: Merrill

• Parsons, R.D. and Kahn, W.J. (2005).The school counselor as consultant.

• Belmont, California: ThomsonBrooks/Cole.

• Schmidt,J. (2005). Comprehensivecounseling and guidance Program.

• http://www.com/deets/guidance.htm.

References

• Stone, C.B. and Dahir, C.A. (2004).School counselor accountability.

• New Jersey: Pearson Prentice Hall.• Technical Aid Packet on School-

Based Client Consultation, Referraland Management of Case (2005).

• Gibson, R.L. and Mitchell, M.H.(2003).

• http://www.smhp.psych.ucla.edu/qf/student-tt/topic3-reading.pdf

Counseling Theories andTechniques

Course Description

• 5-unit course with laboratory exposesthe students to the differentcounseling theories, techniques andapplications in educational, industrial,clinical and community settings.Emphasis is on various cognitive,affective, and behavioral approaches incounseling. Skills in counseling withinethical framework are expected.

Course Objectives

The students would be able to:• describe how one’s person, values,

needs, and knowledge entercounseling practice

• distinguish various counselingapproaches/techniques

• differentiate the various stages ofthe counseling process

Course Objectives

• utilize the various GuidanceServices in helping the client

• manifest the requisite skills andethics in handling clients

Course Outline

• Counselor: Person and Professional• The Counselor as a Helping Person• Counselor Values and Standard of

Behavior– moral/ethical– social/interpersonal– intellectual– spiritual

• Counseling Skills/RelationshipStrategies

Course Outline

• Ethical/Legal Issues in CounselingPractice– Uses of assessment instruments,

information, referrals and follow-up incounseling

– Guidelines for ethical practice– Accountability– Multicultural and Family issues

• The Counseling Process ( BasicCounseling Skills/Stages ofCounseling)

Course Outline

Major Counseling Theories and Techniques:framework for discussing each technique– Proponent/s

– View of the Human Being/Theory ofPersonality Development

– Sources/Nature of Difficulty/Maladjustment

– Goal of counseling

– Role of Counselor

– Counseling Strategies

– Steps in Counseling

– Contributions/Limitations

Course Outline– Psychoanalytic– Adlerian– Existential– Person-Centered– Gestalt– Reality– Behavior– Rational-Emotive– Cognitive-Behavior– Family Systems– Multicultural Counseling and Therapy

Course Outline

• Integration and Application

– Trends in Counseling andPsychotherapy

– Issues in Counseling (legal, ethical,spiritual/religious, etc.)

– Evaluation in Counseling

Course Requirements

• Attendance

• Recitation/class participation

• Quizzes/Chapter or Unit exams

• Counseling Philosophy

• Counseling Simulation

• Audio or video counseling withtypescript

Methodology

Lecture discussion

role playing simulation exercisesvideo/tape demonstration

critiquing and case analysiseducational tour

References

• Family Code• Children’s Rights• Women’s Rights• Anti-Sexual Harassment Law• Human Rights• Guidance Journal (PGCA)• Counseling in Perspective: Theory, Process and Skills. Dr. Lily Rosqueta-Rosales• Relevant Counseling Theory, Research and

Practice: Contextualizing Multicultural Counseling and Therapy (Dr. E.P. Aguilan,

2004)

References

• Counseling Research and Practice in thePhilippines (Clemena,1996)

• Journal of Counseling Psychology(PACERS)

• Counseling: A Comprehensive Profession.Nelson-Jones (2001).

• Essential Counseling and Therapy Skills.Gladding (2000)

• MCT by Bea Wherly Exemplar (Chi SigmaIota; Evangeline Aguilan)

• Western Approaches to Counseling in thePhilippines, NLP, etc. (Villar)

• Others

Psychological Testing

Course Description4-unit lecture/laboratory course that

provides practical knowledge ofdifferent assessment tools includingstandardized tests, observation,interviews, and other authenticmeasures utilized in counseling.Students are equipped with skillsthrough hands-on experience inselecting, administering, scoring andinterpreting tests, constructing non-test assessment tool and designing atesting program.

Prerequisite

• Statistics

Course Objectives

• apply the correct tools for makingnorms and validating tests

• make a stand and correctly defendissues in assessment

• practice ethics in testing andassessment

Course Objectives

Students would be able to

• select, administer, and scoreappropriate tests for givenpopulations

• ethically and effectively interpret, inoral and written form the differentassessment tools

Course Objectives

• construct non-test assessment tool

• design a working and appropriatetesting program.

Course Outline

• History of Psychological Testing :Abroad and in the Philippines

• Basic Testing Concepts– definition of testing, assessment,

evaluation, measurement,standardized testing, psychologicaltest, nontest/authentic measures

Course Outline

• Nature and Principles ofPsychological Testing

• Uses of Tests• Characteristics and Attributes of a

Good Test– Reliability and Validity– Norms

Course Outline

• Major Types Of Tests– Intelligence– Aptitude– Achievement– Diagnostic– Personality– Attitude– Values– Interests

Course Outline

• Non-test Techniques/AuthenticMeasures

– observation

– interview

Course Outline

• Consideration in Administering andScoring Psychological Tests

• Test Interpretation– Understanding Norms– Psychological Test Report Elements– Understanding Psychological Variables

• Using Data in Counseling

Course Outline

• Norm Development andInterpretation

• Issues (based on new trends)• Ethics in Selection, Administration,

Interpretation, Communication,Sharing and Usage

• Principles in Test Development

Methodology• Methodology• Lecture• Discussion• Actual Test Administration• Actual Test Scoring• Actual Written Interpretation• Actual Oral Interpretation• Test Evaluation• Norm Development• Exercises on Ethical Critical Incidents

Materials and Facilities

• Updated Test Materials

• Computer Software (SPSS orStatistical)

• Journals/Books

• Internet

• Testing Room

Requirements

• Attendance and Class Participation 25 pts• Oral Reports 25 pts• Psychological Report 30 Pts• Simulation 30 pts.• Assessment Instrument 30 pts• Exams• Midterm 30 pts• Finals 30 pts• 200 pts

References• Anastasi,A. & Urbina, S. (2002) Psychological testing 7th ed Upper

Saddle River, New Jersey: MacMillan Publishing Co.• Aiken, Lewis ((2000). Psychological testing and assessment Boston:

Allyn & Bacon.• Cohen,R.J. & Swerdlik, M.E. (2005). Psychological testing and

assessment Introduction to tests and measurement. 6th ed. NewYork: McGraw-Hill Companies.

• Drummond,R.J. (2004). 5th ed. Appraisal procedures forcounselors and helping professionals.Upper Saddle , New Jersey:Pearson Prentice Hall.

• Murphy, K.R. & Davidoshofer, C.O. (1998). Psychological testingprinciples and applications.Upper Saddle River, New Jersey.

• Newmark,C S. (1985). Major psychological assessment instruments.Boston: Allyn & Bacon.

• Whiston, S. C. (2000). Principles and applications of assessment incounseling. CA: Brooks/Cole Thomas Learning.

Career Development

Prerequisite

• Psychological Testing

• Group Process

• Counseling Techniques

Career Development

• Prerequisites: CounselingTechniques, Psychological Testing andGroup Process, Principle of Guidance

Course Description

• 3-unit course that focuses on theories,approaches, strategies and techniques in theconduct of career guidance and counselingprograms. Effective use of assessment tools,methods of disseminating and use of careerinformation, simulated and actual careercounseling experiences and activities will beexplored.

• Skills in using test results and other assessmenttools for comprehensive career planning

• Utilizing multimedia in the collection anddissemination of career information

• Knowledge of career development theories• Facilitation of career development programs

Course Description

• Knowledge and use of factors required forcareer planning

• Career counseling skills, techniques, and steps• Searching and networking for career

information• Planning and implementation of age- and gender-

appropriate career development programs• Application of multicultural approach to career

planning• Facilitating appropriate career placement

Course Outline

• History of Vocational and CareerGuidance

• Basic Concepts– Definition: career, job, occupation, work

– Career guidance, career counseling

Course Outline

• Theories of Career Development andCareer Choice– Parsons, Super, Tiedeman, Roe, Holland,

Ginzberg, Hoppock, Gybers, Browne,Krumboltz, Dawis

• Self-exploration in career planning(intellectual capacities, aptitudes andabilities, personality traits, physicalappearance and health, age, gender, roles,needs, interest, values, skills and beliefs,academic background/training)

Course Outline

• Environmental consideration(geographical location, socioeconomics status, parentalinfluence)

• Career Exploration (nature of job,requirements, working conditions,benefits and compensation, hazards,needs, opportunities, work ethics,rights and gender considerations)

Course Outline

• Current Perspectives (local, national, global) in thework place

• Issues in the career decision making process• Legal issues encountered at the work place• Career Program Development and Facilitation for

different level• Test interpretation skills for career planning• Career planning and counseling skills, techniques,

steps• Using multicultural career planning

Methodology

• Methodology– Lectures– Hands-on experience in collecting,

storing and use of career information– Group discussions– Structured learning activities– Counseling simulation– Selection and interpretation of career

assessment materials

Requirements/Output

• Personal career study• Making career guidance

brochures/fliers• Program development, design and try-

out• Attendance in job fairs• Interview professionals and job

holders re: specific jobs

Requirements/Output

• Entrepreneurial plans and feasibilitystudies

• Brochures of different industries

• Case studies

• Personal Portfolio

• Video recording of an actualcounseling session and cliniquing

Facilities and Materials• Career/occupational and personality

tests• Internet facilities• Updates on DOLE, POEA, TESDA• Newspaper/TV ads• Video cam• Computers• CD player

References

• Note: Resources/materials regardingCareer Guidance and Developmentabound. Students are encouraged toconduct library research or surf thenet to help widen knowledge.

• Brown, Duanne (2002). CAREERCHOICES & DEVELOPMENT,2nd ed,The Jossey-Bass Management Series,San Francisco USA

References

• Pandit, S. (2002). DESIGN YOURCAREER FOR PROSPERITY IN THEDEJOBBED ECONOMY, Mc Graw HillPublishing, New Delhi India

• Poore, C. (2001). BUILDING YOURCAREER PORTFOLIO, 2001, CareerPress Inc., USA

• Schein, E. (1990). CAREER ANCHORS: DISCOVERING YOUR REALVALUES. University Associate, Inc,San Diego, USA

References

• Scharnk, L. (1991) CHOOSE THERIGHT CAREER. ContemporaryPublishing Co., Chicago, USA

• Santamaria, J (2003). CAREERPLANNING WORKBOOK, RevisedEdition Makati, Philippines

• Wallace & Masters (2001).PERSONAL DEVELOPMENT FORLIFE AND WORK, 8TH ed. SouthWestern Thomson Learning, Colorado,USA

References

• Books written by the proponentsof the various theories taken up

• http://www.census.gov.ph• http://www.careerpathonline.com• http://www. jobsdb.com• http://ww.jobstreet.com

Course Description: This course coverssystematic analysis of group behavior andvarious types of group interaction. It is anexperiential course that focuses onlearning how to apply the varied theoriesand techniques of group process, and theskills in designing and facilitating groupprogram/activities for human growth.

Group Process

Prerequisite

• Counseling Techniques

• Psychological Testing

Course Objectives

Students will be able to:

• Define group process and explain thetheories and techniques in groupprocess.

• Integrate knowledge of theories,principles, skills and techniques ingroup process.

• Demonstrate competencies incarrying group counseling activities.

Course Objectives

• Design psycho-educational trainingprograms in group counseling.

• Appreciate the art of conductinggroup dynamics.

• Facilitate a series of group sessions.

Course Outline

• Stages of Group development

• Theories of Group Process andDevelopment

• Facilitating Skills

– Activities, structured learningexperience in the Filipino context

– Multicultural approaches in facilitatinggroups

– Strategies, techniques and proceduresin handling group sessions

Course Outline

• Functions of the core elements of groupprocess– facilitator

– participants

• Training Components

• Ethical issues in running groups

• Evaluation of the effect of group processon the participants- Creation of tools forevaluation (pre-tests and post tests)

• Self Development

Methodology

• Lectures /discussion

• Group process activities in class

• Experiential Learning

• Application, peer evaluation andsharing

Course Requirements

1. Group Development Plan

2. Examinations – Written and

practical exams

3. Psycho-educational programs using

group process

4. Training Design

References• Gazda, George M. (1980). Group Counseling:

A Developmental Approach. Boston: AllynAnd Bacon

• Corey, Gerald (1990). Theory and Practiceof Group Counseling. Pacific Grove,California: Brooks/ Cole Publishing Co.

• Forsyth, Donelson R. (1983). AnIntroduction to Group Dynamics. PacificGrove, California: Books/Cole Publishing Co.

References

• Gibson, Robert L. & Mitchel, Marianne H.(2003). Introduction to Counseling andGuidance. Upper Saddle/River, NewJersey: Pearson Education Inc.

• Jacobs, Ed E. (2002). Group Counseling.Wadsworth Group. Books, ThompsonLearning, Inc.

• Kline, William B. (2003). Interactive GroupCounseling and Therapy. Upper Saddle/River, New Jersey: Pearson education, Inc.

References

• Ortigas, Carmela D. (1990). Group Processand the Inductive Method: Theory andPractice in the Philippines. Loyola HeightsQuezon City. Ateneo de Manila Press

• Ray, Glen R. (1999). The FacilitativeLeader. Upper Saddle/River, New Jersey:Pearson Education Inc., & Prentice Hall,Inc.

• Yalom, Irvin D. (1985). Theory and Practiceof Group Psychotherapy. USA: Basic Books