Guidance Services

Guidance Services

Jeel Christine C. de EgurrolaM.Ed. GC

Individual Inventory

Information

Counseling

Assessment and Appraisal

Consultation

Prevention and Wellness

Referral

Follow-up

Research and Evaluation

A. Individual Inventory

a.k.a. Individual Analysis

all information gathered about each student

stored in the cumulative folder

Where data accumulated about each student are kept while the student is still in school

Nature & Purpose Systematically

collects, evaluates, interprets data identify the

characteristics and potential of every client

Proper diagnosisPredicting progressAccurate placementProgram evaluation

Enables Client to:

Develop a deeper, fuller self-awareness

Create appropriate plans for improving the quality of his/her life


Get to know the client

Facilitate self-awareness, self

understanding & decision-making

Ascertain appropriate avenues for client’s purpose

Determine best options for helping

Assist significant others in

understanding the client

Enables Counselor to:


Gives the Administration and Faculty and idea of the:

Profile of the school

population

Appropriate strategies for responding to needs,

interests, and values

Parents/Guardians would have basis for:

Understanding their children better

Responding sensibly to their

children


Individual Inventory Form/Personal Information Sheet/Individual Profile Sheet

• Personal Information• Family Background & Home Environment • Friends• Hobbies, interests, goals, values• Personal strengths, personality traits and characteristics• Problems, fears and needs• Educational Data• Schools Attended• Grades• Co-curricular and extracurricular activities• Courses taken• Health Data• Test Records

Scanned from: Decal-Mendoza, E. (2003). Guidance and counseling today. Manila: Rex Book Store, Inc.

Scanned from: Decal-Mendoza, E. (2003). Guidance and counseling today. Manila: Rex Book Store, Inc.

Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.



• Anecdotal Report and Anecdotal Record


Cumulative Records Content

anecdotal record is "a written record kept in a positive tone of a child's progress based on milestones particular to that child's social, emotional, physical, aesthetic, and cognitive development."

• Individual Profile

• Anecdotal Record

• Rating Scales

• Checklists

• Autobiography

• Self-Expression Essay

• Diaries and Daily Schedules

• Questionnaires

• Class Work

• Workshop output

• Structured Interviews

• Intake Interviews

• Session Summaries

• Interviews with others

• Disciplinary Decisions

• Test Results

Cumulative Records Content

Test Results

• Measures innate intellectual capacities

Intelligence Test

• specific area of intelligence is dominant

Multiple Intelligence Test

• ability to react to handle situations with the appropriate emotional response

Emotional Intelligence Test

• ability to acquire the learning necessary for performance

Aptitude Test

• potential for performing in academic situation (verbal & numerical)

Scholastic Aptitude Test

• Degree of student learning in specific curriculum areas

Achievement Test

• Preferences for certain disciplines and occupational field

Interest Test

• Degree to which certain personality traits and characteristics are present in an individual

Personality Test

Descriptive materials

Media

accumulated, organized, disseminated

Individual advisingCounselingPlanned group

activities

B. Information

Helps Client

Get a wide range of information from diverse sources

Discover more possibilities than had already been thought about

Weigh pros and cons of each possibility

Make an informed decision on the matter at hand

B. Information

Provide a wide variety of

information Extends information to a greater number

of students

Updates counselor’s own knowledge

Helps Counselors

B. Information

B. Information

Kinds of Information

Personal-Social

Academic-Educational

Vocational-Occupational

Target Audience:• Students/Employees• Faculty• Parents• Administrators• Support and maintenance staff

Personal-Social• Building Self-confidence• Overcoming Shyness• Proper Etiquette• Improving Personal Appearance• Social Assertiveness• Handling Anger• Stress Management• Healing Painful Memories• Self-awareness• Social Effectiveness• Boy-Girl Relationships• Goal Attainment• Developing Pleasing Personality• Parent-Child Relationships• Sibling Relationships

Methods of Dissemination:• Group Guidance/Classroom

Guidance/Homeroom Guidance Sessions

• Workshops

• Films

• Lectures

• Seminars

• Panel Discussions

Academic-Educational• Educational Opportunities/Courses

available• Teaching Methodologies• Clientele• Socioeconomic Bracket of Clientele• Kind of Institution• Population and Size• Entrance and Maintenance

Requirements• Rules and

Regulations/Administrative Policies• Tuition and other Fees• Scholarship Grants• Co-corricular/Extracurricular

Activities Available• Academic Levels available• School Attire• Academic Calendar• Facilities and Services

Methods of Dissemination:• Resource Speakers from various

educational institutions

• Brochures/Bulletines/Prospectus/Flyers

• Websites

• Class Visits/Educational Trips

• Interviews

• Bulletin Board

Vocational-Occupational

• Jobs/Occupations

• Employment Possibilities/Job Openings

• Wok/Tasks Involved

• Difficulties and Challenges

• Advantages and Benefits

• Requirements

Methods of Dissemination:• Group Guidance/Homeroom

Guidance Sessions

• Experiential activities like field trips

• Immersions

• Career days, College days, Orientation days

• Circulars, posters

• Seminars, Symposia, Dialogues, Interactions

• Pamphlets, Brochures, Bulletins

• Bulletin Board Announcements

• Books

• Films

of the Guidance Program

C. Counseling

“...is the of the Guidance Program.” (Villar, 2007)

“…core activity through which all the other activities become meaningful.” (Hatch & Mitchell, 1981)

“…helps an individual become the person he is capable of becoming.” (Ryan & Zeran, as cited by Evangelista, 2005)

“…practice of professional service designed to guide an individual to a better understanding of…problems and potentialities by utilizing modern psychological principles and methods.”

(Webster’s New International Dictionary, as cited by Schmidth, 1996)

Co

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Generic Goals

Developmental

Preventive

Enhancement

Exploratory

Reinforcement

Remedial

Co

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Human Dimensional

Goals

Cognitive

Psychological

Physiological

Spiritual

Co

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roce

ssRelationship Establishment

Problem Identification and Exploration

Planning for Problem Solving

Solution Application

Termination

Types of Counseling According to Areas Covered

Personal/Social

Family problems

Depression

Sexuality

Relationship concerns

Sleep difficulties

Anger

Anxiety

Stress

Academic/ Educational

School and academic concerns

School selection

School entry

School adjustment

School maintenance

Vocational/ Occupational/

Career

Selection of and proper preparation of

work

Personal-Social(specialized concerns)

• Diet counseling• Crisis counseling• Grief or Bereavement counseling• Pastoral counseling• Leisure counseling• Addiction counseling

– Substance abuse– Substance dependency– Cyber addiction– Addiction to the addicted

Individual Counseling

Group Counseling

Multiple Counseling

Couple Counseling

Family Counseling

Types of Counseling According to Participants

Individual Counseling

• Common in the Philippines

• Springs from:

– Routine interviews/initial interview, workshop activities/test results/individual inventory• Concerns that must be explored

– Collected information that someone needs assistance but does not seek it

– Referrals

– Voluntary/walk-in

>>>

Group Counseling

• Relieved to know that they are not alone in their problems

• Being with like-minded and like-hearted people give them courage to express

• Provides avenue for those with social and interpersonaldefects

• Clients get to hear other people’s views and experiences

• Relate with others and develop responsibility for maintaining a productive work with others

• Counselor is able to reach out to more people at the same time

>>>

Multiple Counseling

More than one counselor handles an individual, a couple or a group. (Villar, 2007)

• Concern can be seen in different angles or perspectives

• More options may be generated to find resolution to the problem

• One counselor is alert for signals while the other counselor processes

>>>

Co

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sClient-Centered Counseling

Psychoanalytic Therapy

Gestalt Therapy

Behavior Therapy

Rational Emotive Behavior Therapy

Existential Therapy

Logotherapy

Choice/Reality Therapy

Adlerian Counseling

Cognitive-Behavior Therapy

Solution-Focused Therapy

Eclectic Counseling

D. Assessment and Appraisal

for individual inventory

helps students discover, assess and understand their potentials, values, interests, abilities, aptitudes and their personality

uses data to make informed judgments

basis for deciding on and planning programs and activities

for information during counseling sessions

Appraisal – encompasses process for measurement using a range of student

attributes, abilities, interests and for making professional judgment based

on the results (Schmidth, 1996).

Assessment – comprises instruments and procedures to gather data for

student appraisal (Schmidth, 1996).

Designing the Testing Program

Administration of Test

Scoring of Test

NormingInterpretation of Test Result

D. Assessment and Appraisal

Sample Testing Program (Table)

Functions/Areas

Objectives Strategies/activities

Time Frame

Persons involved

Budget Expectedoutput

Actual accomplishment

Remarks

Administration of admission test

Screen student-applicants and select qualified for interview

Paper-pencil test

February25-April 1, 2014

Counselors,Student assistants, student applicants

P500,000.00 At leat 90% of target student-applicants will be given admission tests

Administration of personality test

Help students become aware of their personality traits….etc

Paper-pencil test

August 6-10,2014

Counselors,Student assistants, students

P10,000.00 At least 90% of the target students will be able to take the test

Administration of intelligence test

Help studentsidentify their strong domains and ……. etc

Paper-pencil test

September 20-26, 2014

Counselors,Student assistants, student s

P10,000.00 At least 90% of the target students will be able to take the test

Types of Tests (standardized and none standardized)

Intelligence Test•Standford Binet, Wechsler Scales, Kaufman Assessment Battery for

Children, Slosson Intelligence Test, Kuhlmann-Anderson Test, Otis-Lennon School Ability Test (OLSAT),

Special Aptitude Tests•Tests that seek to measure a person’s potential to perform or acquire

proficiency in a specific operation

Scholastic Aptitude Tests

•Measure’s a person’s potential for performing in academic situations

•Scholastic Aptitude Test (SAT), School and College Ability Tests (SCAT III), Differential Aptitude Test

Interest Inventories•A comparative and contrasting inventory of a person’s interest

•A stimulus for career exploration and counseling

Personality Tests•Myers-Briggs Type Indicator, 16 Personality Factors Test, Minnesota

Multiphasic Personality Inventory (MMPI-2), Manchester Personality Questionnaire (MPQ)

None Standardized Test: Career Assessment Tests

•National Career Assessment Examination (NCAE),

None Standardized Test: Academic

Achievement Tests

•National Achievement Test (NAT), Career Achievement Test (CAT), Regional Achievement Test (RAT), District Achievement Test (DAT)

Expert, knowledgeable & skillful on how to respond to needs and behaviors

sought by parents, administrators for guidelines on how to deal with people

helper in the triad:

acts as adviser or enhancer

E. Consultation

Stages/Steps in the Consultation Process

Qualities of a Consultant

aware of the psychological, sociological, educational factors that my underlie

certain maladaptive patterns of behavior

expert in a variety of areas

knowledgeable of the resources needed

ability to make sound judgment to make

appropriate decisions

dedicated, conscientious & industrious enough to

continually update himself/herself

exudes confidence, ease in dealing with

people and equanimity

articulate and systematic –able to present strategies

and their theoretical frameworks

understandably

intelligent and creative –able to flex and shift

according to adjustments needed by the client of the

consultee

interested in helping and concerned about welfare

Special Skills Required

Recognizing and

understanding differing

environments

Counseling

• Listening

• Observing

• Paraphrasing

• Asking questions

• Explaining

• Feedback-giving

Problem-solving skills

Evaluation skills

Facilitating Skills

Other skills

• Coordinating

• Mediating

• Planning

• Educating

• Motivating

PrimaryFor people not presently afflicted of any disorder

SecondaryFor people who are

experiencing early onset of disorder

TertiaryFor people already afflicted by the disorder

F. Prevention and Wellness

Prevention

Keep something from happening or arising (such as a disorder)

Co

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Are

as

- Coping skills

- Self-esteem

- Values

- Basic life skills for handling peer pressures

- Positive attitudes and behavior

- About crisis event

- Thoughts, feelings and behaviors reactivated by crisis

-Early pregnancy prevention Pe

op

le In

volv

ed

- Support groups

- Parents

- Older peers as role models

- Peers

F. Prevention and Wellness

Prevention

Keep something from happening or arising (such as a disorder)

Prevention Methods

Subtle education

Group counseling

Individual counseling

Training programs

Group/ Classroom Guidance

ConsultationCareer

Guidance and planning

Group discussions

Special focus clubs

Peer intervention

Self-Management

groups

Tutoring and advising

Seminars and fora Plays Film viewing

Prevention and Wellness

Wellness

Promote lifestyle change for healthy living (Villar, 2007)

Refers to assistance rendered to clients or their significant others in obtaining services from other people or agencies that might be more effective in helping them. (Villar, 2007)

G. Referral

Circumstances under which referral may take place

• The counselor believes that he/she cannot be objective with the client

• The client believes he/she cannot work with the counselor

• Non-professional relationship is beyond the competency of the counselor

• The counselor is no longer available

• Specialized attention is needed.

G. Referral

Priest/ Pastor/ Nuns

Clinical Psychologist

Medical/ Dental doctors

Lawyers

DSWD

Rehabilitation Centers

Speech Therapist

Crisis Centers

External Consultants or Agencies

• The counselor has valid reason for deciding on a referral• The counselor knows the specific area of concern requiring the referral• The counselor is familiar with

– Where services are available– What services are available– Who renders them– How much the services would cost– The credentials of the external consultant

• The client has agreed to the referral and its terms• The external consultant knows what the referral is for and has accepted the referral• The counselor and the client have agreed about the information that can be

revealed to the external consultants• The counselor introduces the referred party to the external consultant• The counselor follows up to ensure that the referred party gets the assistance

needed• The counselor gives feedback to and receives feedback from the external

consultant regarding the progress of the client• The counslor does not interfere with the work of the external consultant• The counselor does not charge for referral

Ethical Considerations

G. Placement

Ensuring that people are in the right place at the right time

Helping people find a place that will contribute to their physical, mental, emotional, and spiritual health and well-being (Villar, 2007)

Personal-Social Placement

• Shyness/social phobia

• Poor self-esteem/ feelings of inadequacy

• Lack of friends

• Unusual of uncommon interests/talents

• Substance abuse

• Illness

• Being orphaned or abandoned

• Physical disabilities

• Mental illness

Educational/

Academic Placement

• Going to school for the first time

• Transferring from one locality to another

• Being dismissed from a school

• Want/need to transfer to another school

• Not allowed to re-enroll

• Have to be grouped homogeneously

• Beginning to manifest some learning disability or other special needs

• Gifted

• Delisted from their major field of study/need to shift to other course

• Want to shift to another course

• Refuse to go to a regular school

Occupational/Career Placement

• Given to high school seniors via Career Orientation Seminars

• Given to graduating college students through trainings

Placement Areas

Personal-Social Placement

• Crisis Centers/shelters/ halfway homes for battered women/ children

• Mental hospitals

• Substance-abuse centers

• Homes for unwed centers

• Music/schools/speech schools

• Arts schools/drama or theater groups

• Sports clubs/facilities

• Cancer support groups

• Department of Social Welfare and Development/ Local Government Centers

• Centers of contagious diseases like AIDS or Hepatitis C

Educational/

Academic Placement

• Private/public schools, colleges and universities

• Public schools

• Special schools

• Tutorial schools

• Schools that offer home study

• Special institutions for home study

• Correspondence schools

• Schools for the gifted

• Music schools, dance schools, etc., for those with special talents

• Vocational technical schools

Career Planning Activities

For Graduating Students

• Training sessions:• Resume writing

• Writing cover letters

• Filling up of application forms

• Interview behavior and attire

• Test-taking behavior

• Job-hunting skills

• Evaluating work settings

• Decision-making components and steps

• Recognizing and handling sexual harassment

• Work attitudes and behavior

• Expected work adjustments

• Work Ethics

• Relating Skills

For Graduating Students

• Publication and distribution of graduates directory

• Coordinating with reputable corporations and industries

• Job fairs

• Ensuring proper match between client and the requirements of an possibilities in the job, position and work setting

• Facilitating entry in the world of work

• Posting and disseminating job openings

• Determining progress of graduates in the work setting as a basis for improving educational system and services of placement activities

H. Follow-up

Like a physician who checks on whether his patient has recovered from an illness, the counselor should also find out what happened to his counselee.

Without follow-up, the counseling is incomplete. (Evangelista, 2005)

Secure information about former students

Provide continuing services for students after they leave school (Ambida-Cinco, 2008)

Ensuring that students who graduated are hired in companies

Commonly overlooked service in the Philippine schools (Villar, 2007)

In-school Follow-up Out-school Follow-up

Determine• Where graduates went after leaving school

• Where dropouts/school leavers went

• Reasons for dropping out or leaving the school

• How well graduates are doing in their jobs

• What additional needs graduates or dropouts/school leavers have that the school can still respond to

• How long graduates stay in their jobs

• Adjustment difficulties and concerns of graduates and dropouts/school leavers

• Additional knowledge and skills required by the job which formal studies did not offer

• Employer satisfaction with graduates

• Percentage of high school graduates who go to college and where they go

• Where those who do not go to college go and what they do

• Problems and concerns of those who did not pursue a college course

Out-School Follow-up

H. Follow-up

Like a physician who checks on whether his patient has recovered from an illness, the counselor should also find out what happened to his counselee.

Without follow-up, the counseling is incomplete. (Evangelista, 2005)

Secure information about former Provide continuing services for

students after they leave school students (Ambida-Cinco, 2008)

Ensuring that students who graduated are hired in companies

Commonly overlooked service in the Philippine schools (Villar, 2007)

In-school Follow-up Out-school Follow-up

Follow-up Questionnaire






I. Research and EvaluationR

esea

rch

• Service oriented activity

• Discover new knowledge

• Advance current knowledge

• Substantiate theory

• Indispensable for personal and professional growth P

rogr

am E

valu

atio

n

• Program-oriented

• Collect relevant information

• Determine if program goals are met

• Basis for modification of delivery of service

• Justifies the existence of the Guidance Program

Types of Evaluation

- Conducted during planning and operation of the program/service/ activity

- Used to improve the content and delivery

- Process and content examination done by qualified persons

- For revision

- Conducted after the program/service/ activity

- Implemented to determine effectiveness

- Informed decision to be made whether to continue, revise or terminate

Form

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Sum

mat

ive

Eval

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ion

Evaluation Forms




Evaluation Forms



References

• Ambida-Cinco, L. (2008). Guidance and counseling in schools. Mandaluyong City: National Book Store.

• Anastasi, A. & Urbina, S. (1997). Psychological testing. Singapore: Simon & Schuster (Asia) Pte Ltd.

• Decal-Mendoza, E. (2003). Guidance and counseling today. Manila: Rex Store, Inc.• Evangelista, L.L. (2005). Introduction to guidance and counseling (with questions &

answers) - revised edition. Manila: Booklore Publishing Corp.• Gibson, R.L. & Mitchell, M.H. (2003). Introduction to counseling and guidance (6th ed).

New Jersey: Pearson Merrill Prentice Hall.• Kapunan, R,R. (1974). Fundamentals of guidance and counseling. Manila: Rex Printing

Company, Inc• Schmidth, J.J. (1996). Counseling in schools: Essential services and comprehensive

programs (2nd ed). Massachusetts: Allyn & Bacon.• Smith, G.E. (1951). Principles of the Guidance Program. New York: Macmillan Co.• Villar, I.V. (2011). Counseling and Psychotherapy in the Philippines. Makati City: Aligned

Transformations Publications. • Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines.

Makati City: Aligned Transformations Publications.

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