PROPOSED REVISIONS IN THE COUNSELOR
EDUCATION CURRICULUM
Dr. Barbara Wong-FernandezCHED Technical Committee for Guidance and
Counseling
Guidance Counselors Circle Inc. 11th Annual Convention, Dec 8, 2011, Traders Hotel
CHED Technical Panels◦ TPTE priority activities
CHED Technical Committees◦ TCGC functions/activities
Procedure for curriculum development/ revision Framework of proposed policies, standards and
guidelines (PSG) Proposed degree programs Features of proposed programs
◦ Graduate programs◦ Bachelor’s programs
outline
The Technical Panels (TP) serve as the advisory and consultative bodies of CHED and assist in setting standards and in program and institution monitoring and evaluation.
THE TECHNICAL PANELS
CHED Office of Policies and Standards
3 Technical PanelsDivision of Physical and
Natural Sciences
5 Technical Panels Division of Social Sciences
7 Technical Panels Division of Agriculture,
Maritime and Engineering & Division of Alternative
Learning Systems
Business and Management Education Criminal Justice Education Humanities, Social Sciences and
Communication Teacher Education General Education
5 Technical Panels Division of Social Sciences
Development/Revision of Policies, Standards and Guidelines◦ Zonal Public Hearings◦ Zonal Public Orientations
Centers of Excellence and Centers of Development◦ Revision of CMO 26◦ Monitoring of 15 COEs/CODs
CHED-PRC Joint Monitoring Activities
TPTE Priority Activities for 2011
CHED OPS
TPTE
TECHNICAL COMMITTEE FOR GUIDANCE AND COUNSELING (TCGC)
Physical Education, Sports, Wellness Management and Cultural Education ; Library and Information
Science
Elementary and Secondary Education ; Early Childhood Education ; Special Education
The TCs serve as the arms and consultative bodies of the TPs. Their functions are:
Render technical support to the respective TPs Provide technical assistance in the planning,
development and implementation of projects Identify and recommend areas needing
assistance Assist in the monitoring and evaluation of higher
education programs, projects and institutions Participate in the preparation of guidelines and
criteria of COE/CODs
THE TECHNICAL COMMITTEES
Dr. Barbara Wong-Fernandez Dr. Adelaida Gines Dr. Carmelita Pabiton Dr. Evangeline Aguilan
TCGCTechnical Committee for Guidance and Counseling
Development/Revision of Policies, Standards and Guidelines (PSG)
Visit Institutions for Government Permit/Recognition of GC Programs
Monitoring Performing/Non-Performing Institutions
CHED-PRC Joint Monitoring Activities Participate in TPTE meetings/activities
TCGC Priority Activities for 2011
STEP 1OPS determines the
disciplines/programs/courses to be
developed/revised
STEP 2TPTE proposes plans
for development/revision
of PSG
STEP 3TCGC prepares the
draft PSG
STEP 4 TCGC meets with resource persons to present draft PSG
STEP 5 Draft is forwarded to the
Legal Division for comments and to the Commission en banc (CEB) for authority to
conduct public hearing
STEP 6Notice of public hearing is
published in a newspaper of general circulation. CHEDRO
is given notice
STEP 7 Draft PSG is presented to the
stakeholders, representatives of academe
and industry through a public hearing
STEP 8Evaluation report is
submitted to Division Chief with recommendation for
approval/disapproval
STEP 9TCGC on a final
meeting deliberates on all comments and
suggestions
STEP 10Draft PSG is endorsed to OPS Mancom for review; then to CHED Mancom
PSG Development/Revision
STEP 12
Commission en banc deliberates on the PSG
STEP 13Executive office sends signed PSG to CHED Records Section for numbering and dissemination to CHEDROs and HEIs
STEP 14
Staff coordinates conduct of public orientation
STEP 15
During the orientation, TCGC presents the approved PSG for implementation of HEIs
STEP 16
Approved PSG is published at the Official Gazette
STEP 11
OPS forwards PSG to CHED Mancom, then to CEB, for approval
Objectives:◦ Less prescriptive and more flexible◦ Allow HEIs greater flexibility and accountability◦ Promote academic and curricular freedom
Parts:◦ Curriculum◦ Program of Study◦ Course Specification◦ Faculty◦ Learning resources and support structures
Policies on PSG (CMO 02 s. 2011)
Framework COUNSELOR NEEDS/SETTINGSSchools, Community, Workplace
COUNSELOR COMPETENCIES1.understanding of complex and coherent body of knowledge and skills in counseling; 2 skills in analysis, critical assessment, application and communication of knowledge in the field; 3 ability to apply knowledge, attitudes and skills to new situations and to solve problems in ways that involve analytical thinking and independent work.
COUNSELOR EDUCATION Curriculum for master’s
program42 units incl 6 subject areas
LICENSURE EXAMSMaster’s degree6 subject areas
PRC thru PRB
CHED thruTP/TC
* Bachelor in Human Services (BHumServ)
* Masters in Counseling (MC) - non thesis program Master of Arts or Master of Science in Counseling (MA/MS in Counseling). - thesis program
* Doctor of Philosophy in Counseling (PhD in Counseling)
3 degree programs proposed
1. the 3 programs are not specific to the College of Education, hence, Universities may offer them under Education, Arts and Sciences, or other colleges as they see fit;
2. the bachelor's program is not in counseling since its graduates are not yet qualified to become professional counselors;
3. the bachelor's program prepares graduates to work in schools, industry and communities as "human services workers";
4. with a BHumServ, students may opt to take 18 units of Education courses required for them to take the Licensure Examination for Teachers; they may also proceed to the master's program;
Features of proposed programs
5. the master's and doctoral programs are in "counseling", not "guidance and counseling". This is in accordance with developments in the terminology of the profession. Most literature, organizations, and degree programs in the West have already shifted to "counseling" as the generic term for the profession;
6. a degree in "counseling" shall prepare its graduates to work in different fields, such as "school counseling", "community counseling", "pastoral counseling". etc.
7. a "counselor" may also specialize in areas such as "crisis counseling", "marital counseling", etc.
8. graduates of the master's and doctoral degrees in counseling shall have fulfilled all the academic requirements to take the licensure examination in guidance and counseling.
Features of proposed programs
ARTICLE ISTATEMENT OF POLICIES
Section 1. Rationale and Background
It is a policy of the State to promote the improvement, advancement, and protection of the counseling profession by undertaking and instituting measures that will result in professional, ethical, relevant, efficient, and effective counseling services for the development and enrichment of individuals and groups.
The State recognizes the important role of counselors in nation-building and promotes the sustained development of a reservoir of counselors whose competence has been determined by licensure examinations and whose standards of professional practice and service are world-class, globally competitive and internationally recognized through regulatory measures, programs and activities that foster their continuing professional development.
PROPOSED POLICIES AND STANDARDS FOR GRADUATE PROGRAMS IN
COUNSELING
The counselor respects each individual’s dignity, worth, uniqueness and capacity for self-direction; and beyond this, works towards social transformation.
Counseling is a profession that facilitates the development of wellness and the empowerment of individuals, families and groups in diverse settings to achieve personal-social, educational and career goals.
ARTICLE I - STATEMENT OF POLICIES Section 1. Rationale and Background
ARTICLE IIIPROGRAM SPECIFICATION
Section 5. Degree Names 5.1 Masters in Counseling (MC). A non-thesis
program for practitioners who do not plan to become counselor educators nor intend to pursue a PhD
5.2 Master of Arts or Master of Science in
Counseling (MA/MS Counseling). A thesis program for practitioners, which can serve as a prerequisite for a PhD in Counseling
5.3 Doctor of Philosophy in Counseling (PhD in
Counseling)
PSG on Graduate Programs in Counseling
ARTICLE VCURRICULUM
Section 11. Curriculum Description
The Masters program shall have a minimum of 42 units. The curriculum consists of: Core/Foundation Courses (9 units), Major Courses (18 units), Cognates/Electives (6 units), Internship (3 units), and Thesis/Special Project (6 units).
The Doctoral program shall have a minimum of 60 units. The curriculum consists of: Core/Foundation Courses (18 units), Major Courses (12 units), Cognates/Electives (6 units), Internship (12 units), Dissertation (12 units).
PSG on Graduate Programs in Counseling
6 units of Cognates in Chosen Specialization
(School Counseling, Community Counseling, Family Counseling, Pastoral Counseling, Counseling in the Workplace, Multicultural Counseling, Crisis Counseling, Counseling Special Populations, Teaching Strategies in Counseling, etc.)
Practicum in Chosen Specialization Thesis in line with Chosen Specialization Special Project in Chosen Specialization
Masters in Counseling, MA / MS in Counseling
Core/Foundation Courses – 18 units Major Courses - 12 units Specializations such as Industrial
Counseling, Clinical Counseling, School Counseling, Community Counseling, etc.
Cognates/Electives – 6 units Internship in Chosen Specialization – 12
units Dissertation in Chosen Specialization –
12 units
PhD in Counseling
To live happy and meaningful lives, people should be able to understand themselves, relate well with others, make healthy adjustments, form decisions, and solve problems. While many people can do these functions on their own, many others look for assistance in these areas from persons who are willing and capable of helping them. Human services personnel is a generic term for people who hold professional and paraprofessional jobs in such diverse settings as educational institutions, commercial and industrial settings, community mental health centers, and family, child, and youth service agencies, specifically to help in providing such assistance.
PROPOSED POLICIES AND STANDARDS FOR THE BACHELOR IN HUMAN SERVICES PROGRAM
The field of Human Services is broadly defined, uniquely approaching the objective of meeting human needs through an interdisciplinary knowledge base, focusing on prevention as well as remediation of problems, and maintaining a commitment to improving the overall quality of life of service populations. The Human Services profession is one which promotes improved service delivery systems by addressing not only the quality of direct services, but also by seeking to improve accessibility, accountability, and coordination among professionals and agencies in service delivery.
PROPOSED POLICIES AND STANDARDS FOR THE BACHELOR IN HUMAN SERVICES PROGRAM
Human services worker is a generic term for people who hold professional and paraprofessional jobs in such diverse settings as educational institutions, commercial and industrial settings, community mental health centers, and family, child, and youth service agencies.
ARTICLE IINTRODUCTION
Section 1. Rationale and Background
The bachelor’s program in human services prepares its graduates for careers in various settings such as schools, business and community, as well as future careers as professional counselors.
BHumServ
COURSES UNITS
General Education (G.E.) 63 units
Professional Courses 41 units
Cognates 27 units
Electives 9 units
Physical Education Courses 8 units
National Service Training Program (NSTP)
6 units
TOTAL 154 units
ARTICLE VCURRICULUM
Section 7. Curriculum Description
Introduction to Human ServicesSelf-Development and Client AwarenessIntroduction to CounselingTheories of PersonalityDevelopmental PsychologyHuman Services Delivery Systems and Interventions Group Process and Facilitating Skills (with laboratory)Program Development and Evaluation Field Experience (industry, school, or community)Psychology of Human ExceptionalitiesIndustrial/Organizational PsychologyHuman Behavior in OrganizationsInformation Management and AssessmentCommunity Awareness and AssessmentSocial PsychologyFilipino PsychologyTests and MeasurementCommunication Skills for Human Service WorkersProfessional Ethics and Legal Issues in Human Services
Some courses in BHumServ
The road to high standards of counselor education and supervision is still long and difficult, but we are creating pathways….