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Republic of the Philippines NORTHEWEST SAMAR STATE UNIVERSITY Calbayog City

Master of Science in Guidance & Counseling

The Guidance & Counseling Services

Presented to: Dr. Helen S. Cabral Dean, SARS/Professor

Maria Theresa Macairan-Herbolingo MSGC Student Trainee S.Y. 2012-2013

Introduction I. Guidance: Nature, function & scope

Let us commence this session by sharing this remarkable insight from the Holy Bible. To give light to them that sit in darkness, in the shadow of death, to guide our feet in the way of peace. (Luke 1:19) To explain such, Guidance is a way to shed light to a troubled person. It is a means to extend assistance to help him find peace. In other words, guidance constitutes giving direction, leading to a decision, and sharing an advice. We have here cases and situations that could provide us ideas as to the function of Guidance way before: Situation #1: Take the case of Charles, a young adult of twenty, who feels he has a calling to religious life. To satisfy his silent quest for truth he goes to see a priest for proper direction. Situation #2: Mike who intends to go to college. As he is in good figures, he thinks he is most likely to fit for engineering. His homeroom advisor suggests that he should pursue his inclination so he takes up Civil Engineering in College. Situation #3: Myrna comes from a family of doctors. Her mother advises her to take up medicine but the performing arts seem to be her calling.

Obviously, all of them pertain to making a career choice or vocation in life. This would entail that the function of Guidance before was limited to giving information or a direction for a career choice or a proper vocation in life. It appears that guidance before was centered on problem related to vocation or career decision. With the passing of time, guidance has taken a new shift. Its function as an integral part of education has taken a wider scope. It is no longer concentrated on providing guidance for a choice of career only. Today people need not grope in the dark whenever they are confused. They can seek assistance from guidance counselors to make intelligent moves as they start to catch new values, acquire new style, and eventually arrive at better understanding of themselves to relate

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Manila, 2001

Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

better at home, at the workplace or in their community. If there is a need for guidance then, the more we need it today in our complex society. At present, a teacher needs to know not only what to teach in school but also has to understand his students in order to teach effectively. The latest trend in education is making provisions for better understanding of the individual learner and coping with his learning style (Tenedero, 1998). How is Education distinguished from Guidance? All guidance is education but not all aspects of education are guidance. It is only when cooperation of the individual is secured and assistance is given to him in meeting his goals that guidance is present. A separation of the two is impossible. When an individual attempted to consciously reach a goal without help, guidance is not present. Education is a process which functions for the purpose of bringing about changes in behaviors of learners in desirable directions. These changes are reflected in acquisition of new knowledge or modification of existing knowledge; development of skills or modification of skills; and building of attitudes, feelings and values to enhance healthy growth and development of an individual. Guidance on the other hand, is a supporting function by understanding the individual. Goals of education are implemented in the guidance program consisting a basic services in school setting are intended to ensure that each learner will receive an education to fit him for career objectives incongruence with his abilities, interest and in line with occupational opportunities in the foreseeable future. It helps assist an individual become a fully functioning person. (Ryan and Zeran) GUIDANCE & DISCIPLINE A Situational Analysis

Bert is fourteen years old and a high school freshman. He is oftentimes tardy for his first period class. One pleasant thing about him is coming to class without written homework. He does not bring his Mathematics workbook because he considers it too bulky. Even after several conferences with him, he still does not show any change. He is quick-tempered, showing an action of defiance. So he is referred to the guidance counselor for appropriate action.

Misconception: A few take guidance center as the responsible agent to give due sanction. So Bert feels a peculiar phobia to the guidance office. For him being called to the guidance office means he is to be subjected for punishment. He is very uncomfortable with the idea. Such is also the concept of most of his classmates. Truth: Bert is referred to the guidance counselor not for punishment but for assistance to let him see for himself the situation he creates. The function of the guidance counselor is to help Bert find out the possible effects of this present practice. He will not be advised on what to do but simply assisted in making an intelligent move to effect a change in his behavior as well as in his attitude.

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Manila, 2001

Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

Role of the classroom teacher


As the direct manager in the classroom, the teacher is responsible for helping Bert understand the educational content of the lesson and make him do the required task to attain the set goal of learning. As Berts teacher he should provide the necessary motivation for Bert to participate in class. If Bert still shows no signs of change and conformity to the classroom practice, then he is referred to the prefect of discipline. DISCIPLINE = is defined as planned series of exercises, activities or task aimed to arrive at the desired goal. Examples: a.) Training constituting to a series of written exercises to come out with a good and legible penmanship. b.) Set of rules, law and requirement one has to conform with. Types of discipline: a.) Positive discipline: provided to maintain or ensure reoccurrence of desirable traits or behavior b.) Negative discipline: punishment given for undesirable conduct like deprivation of certain privileges, temporary suspension to join sports fest due to poor marks. The guidance counselor because of his unique role should not be charged to administer sanctions of erring students or learners. It will be difficult for him to establish rapport with the client, a vital and primary step in creating a relation, if the guidance counselor is still the one assigned to give the disciplinary measures. While discipline requires giving due punishment, the role of the guidance counselor, on the other hand is simply to conduct counseling to the erring student. It is the prefect of discipline who should take charge of the disciplinary move. You as the guidance counselor should make him understand why such behavior is unacceptable and why erring students deserve punishment. The student should further know the purpose of punishment and the effects of such wrongdoing. Why must the counselor not be involved in the actual administration and punishment? The counselor should work to free an erring student from any punishment like a defense lawyer instead of taking part of the actual administration and punishment. This is due to the fact that it would be difficult to establish and maintain rapport that is necessary to guidance and counseling. Building rapport to the counselee can aid the counselor in finding out why such unacceptable behavior was committed, to discover the motives behind the undesirable conduct done, and to determine the consequences that may result due to such misconduct. The counselor can likewise help the student accept the punishment as well deserved.

TOPIC DISCUSSION GUIDANCE DEFINED


To simplify the presentation let us primarily define the important terms as we go along with our topic discussion. Introduction:

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Manila, 2001

Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

In many ways, guidance is one form of teaching. A mother guides her child in prayer, in changing his clothes, or in learning the alphabet. A teacher guides her pupils through the 3 Rs, a priest or a catechist prepares a boy for his first communion, and a traffic policeman directs the movements of motorists and pedestrians. In short, guidance or teaching can be given by anybody, anytime, and anywhere. Guidance, however, is more than mere teaching. Dictionary meaning: The real meaning of guidance can be perceived by considering the common use of the term to guide, and by comparing it with other synonyms which have slightly different shades of meaning. a.) To guide= to point out or to show the way. Synonyms: to lead, to conduct, to regulate, to steer, to direct. b.) To lead, to conduct or to steer = directing a ship by means of a rudder. c.) To regulate= requires control of some sort. d.) To guide= is to assist somebody who has volition, who has desires, who has a mind, and who needs help. To guide, then means more than to assist. GUIDANCE It is defined as the action and concern of showing assistance to others. It is considered as a helping profession which works whenever a child, an adolescent, or an adult is helped in anyway by a skilled and professionally trained person so that the problem can be solved, a behavior can be improved or a better decision can be arrived at. It is an integral part of education catered to offer assistance to individuals so that they would make intelligent decisions and adjustments in life. Its fundamental aim is to help a person enhance the best in him-to help a person responsibly adjust to situation as he progresses. Furthermore, guidance is to see through oneself. By becoming familiar with ones interest and capabilities, the person is led to learn more about himself. Guidance, as most educators perceive, is a form of teaching that anyone can avail of anytime. It does not simply provide assistance for a better understanding of oneself but it consists of plans to regulate the learner in order to be equipped with productive skills, desirable habits and worthwhile values. A lifelong process, guidance, should be positive and preventive rather than curative. In addition, guidance is a systematic way to ones self-discovery leading to selfunderstanding and self-direction. Because of this, varied activities are prepared to help the person understand himself, to improve his skills and interest and eventually become a well-adjusted individual (Miguel, 1999). Ryan and Zeran give their point of view on guidance. According to them guidance serves a supporting function in the educational process by directing and controlling activities to help each individual to his fullest potential. It consists of a set of services to insure that the learner receives an education that fits him in accordance with his abilities and interests. A more practical, simple but inclusive definition of guidance is helping someone see through himself in order that he may see himself through. In other words, guidance embraces every kind of outside help enough to give an individual self-knowledge and self-discipline in order to enable that individual to properly live his life and solve his problems.

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Manila, 2001

Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

According to Aquino and Alviar, whichever definition is adopted, it is should be understood that guidance tends to help the individual to become adjusted to his present situation so as to provide the maximum development for him and to help hum plan his future on the capabilities and needs.

The basis & need for guidance


In the process of wanting, of struggling, and of striving attitudes towards assistance vary. Those who consider themselves all-knowing, self-sufficient, will never accept assistance or suggestions of any kind. Others are helpless without assistance. Feeling unable to think for themselves, they are inclined to transfer the burden to others. They are the dependent type but are often more critical than other people. These attitudes could be the result of unpleasant experiences which were acquired during the formative years and which have tended to persist up to adulthood. The tendency to guide is instinctive in most of us. Within us is a desire to help otherssometimes latent, sometimes active, but the desire is there. The Bible tells us how the Good Samaritan helped a Levite who had been left on the roadside to die but was by passed by many a traveler. In this time and age, life as well as its problems has become more complex. Our closely knit family ties have been weakened. In most families, both mother and father have to leave the home to work and children are thus left to themselves. Population has greatly increased, especially in chartered cities; as a result, economic competition between the haves and the have-nots has become a problem as well as the concomitant maladjustments. More problems have been brought about by mass education. Students and college graduates are half-baked; many of them can hardly read and write. The increased means and kinds of amusement have resulted in the unwise use of leisure time. The old philosophy of education as the process of passing on to the young the cultural heritage of the past and inculcating in the young those habits, skills, ideas, and knowledge that are necessary to enable them to take their place in adult society has also been changed, so that instead of docile and obedient school children, we now have free but unrestrained pupils. It is then inferred, that guidance is necessary because of human needs and desires. Around us are conditions and situations which reflect wasted human energy, misspent lives, misery, poverty, disaster, unnecessary loss of lives, and all because of lack of direction and of wrong choice of vocation, recreation, companions, educational opportunities, and sense of values. We are constantly, although sometimes aimlessly, wanting and striving for something. We cannot completely be satisfied with the things we have or possess. Even those who claim that they dont need any help, find that they need someone to talk to, to ask for advice, in order to have an outlet for their pent-up emotions and feelings. There are also instances wherein guidance counselors need guidance too. This can be explained by the principles of individuality and exposure to human error despite the expectations to meet. There are cases where Guidance-conscious individuals are often accused of interference. It should be noted that helping others is not interference. In the face of these attitudes, guidance workers serve to maintain a balance between over-independence and over-dependence. So, guidance is given not as a direction, not as an imposition of ones point of view. It is aimed at assisting a person to decide what he wants, where he wants to go, what he needs to do, how he can do it, how he can solve his own problems.

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Manila, 2001

Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

Lastly, guidance as organized and administered in a more or less systematic manner, may be based on the fundamental aims of education as provided for in our Constitution, and as applied by Congress in May 1950, namely, that it is the duty of all schools and other educational agencies in the Philippines to guide the children.

Functions of guidance
Guidance makes available all opportunities of value to the individual. The process takes place within the individual as evidence by this change of behavior for the better. According to Jones, guidance does not solve the problems for an individual, but it helps that individual to solve them. Guidance, therefore, is focused not on the problem but on the individual toward self-development. It aims at self-understanding, self-appraisal and self-direction. Whether given to individuals in a group or single, guidance is aimed at assisting the individual. Primary function: As an individual continues to search for his self-satisfaction, he arrives at learning more about himself (self-knowledge) and thus takes the proper direction (self-direction) which is one of the primary functions of guidance. In addition, discovering the potential strength and weakness of a learner will help him to come to terms with himself for his social and personal adjustment. This is done through interviews where pertinent data are gathered, needs are assessed, and suitable programs are prepared. From surveys, checklists, and personal inventories data are gathered, needs are assessed and programs are prepared. Guidance covers a variety of services to meet the pressing reality. To assist newcomers to adjust in a new environment, they are oriented to their new role in that new place. Personal data, which include medical, academic, social and personal items, are gathered. They serve as indicating points on where a counselor shall start to begin his work. With guidance closely linked to education, it is expected that after knowing the clients weak or strong points the move for self-development will come from the individual. He is facilitated to effect a change in his behavior as well as in his attitude for the realization of his lifes goals. Learners who exhibit poor mathematical ability or deficiency in communication skills are monitored and recommended for development/enhancement sessions in language. On the other hand, a newcomer in a school whose main problem is adjustment to a new lifestyle or a study/learning schedule, orientation is given. If no intervention is done, a child feels he is in a great loss. He finds no satisfaction in his new environment that he leaves unexpectedly in no time, drops out after a certain time or eventually ends up with failing marks.

LEADING CONCERNS OF GUIDANCE Let us consider the leading concerns on the importance of guidance in the different aspects of mans life today. They are as follows: 1.) Complexity of living. With our modern gadgets and with the keen competition in our labor force, knowledge on potentials, interests and abilities of the applicants becomes a requisite for the job placement. 2.) Attainment of effective self-direction. As a man develops, he faces challenges and has to make decisions for himself as he starts to understand the changes around him. 3.) Expansion of capabilities. As a man passes through different stages of growth, he takes risk to expand his powers, gains new insights, new experiences and new interests.

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Manila, 2001

Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

4.) Necessity for discovering and developing leadership skills. As a man relates with people in a group, he has to be led to discover and develop leadership skills. 5.) Emergence of Multiple Intelligences. Howard Gardner lately introduced this multiple intelligences theory. Now it is recognized that aside from linguistic and mathematical intelligence there are other types of intelligences. Knowing the different types of intelligences requires a need to discover and harness them to the fullest. 6.) Introduction to Individual Learning Styles. With technological explosions, learners start to exhibit different styles of learning. This poses a challenge for educators to modify their teaching strategies to attain effective teaching-learning outcomes. 7.) Concern for solution to problems of adjustment in every phase of human endeavor. As a man starts to do his share in the community of people it is inevitable for him to make adjustments with members of his family, individuals in a group or people in a bigger world around him. 8.) Steps on Appraisal. Man is not left simply doing things in any way he wants. He should know how he rates in his moves, how he measures in his decisions. There is a need for evaluation. Essential elements to understanding guidance Process = pertains to series of activities to assist the individual in developing a healthy outlook in an atmosphere of security and direction. (Lifelong and adjustment, positive and preventive rather than curative) Developmental aspect pertains to the aims for the development of the whole person. Wider scope points out to the fact that guidance is for everyone, not only for the disturbed and those learners with problems. Guidance is focused on the individual person although the process employed may be in group setting. Right to free choice is where the individual learners ability to decide for himself must be given the primary target of assistance. Wise-decision making is done with the view and the possibilities for the development of the learners potentials in the future. Realistic appraisal of opportunities around him has to be given due consideration and emphasis. Assistance given can be in forms or means or methods emphasizing on goals to help an individual to his fullest development. What principles are considered in Guidance work? Crow and Crow consider 18 principles of guidance as follows. 1.) Every aspect of an individuals complex personality patterns constitutes a significant factor of his total display of attitudes and behavior. 2.) Individual differences should be recognized although human beings are similar in many respects. 3.) The function of guidance is to help a person formulate goals of behavior which can be achieved. 4.) Existing economic, social and political unrest give rise to many maladjustive factors that require the cooperation of experienced guidance workers. 5.) Guidance is a continuous process. 6.) Guidance is not limited to a few. 7.) Guidance is education but not all education is guidance.

a.)

b.) c.) d.) e.) f.) g.) h.)

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Manila, 2001

Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

8.) Generally accepted areas of guidance include concern with the extent to which an individuals physical and mental health interferes with his adjustment to home, school and vocational demands. 9.) Guidance is fundamentally the responsibility of parents in the home and of teachers in the school. 10.) Specific guidance problems should be referred to persons trained to deal with particular areas of adjustment. 11.) Programs of individual evaluation and research should be conducted and progress and achievements should be made possible to guidance workers. 12.) The guidance program should be flexible in terms of individual and community needs or else it will lose its value. 13.) The responsibility for the administration of the guidance program should be centered in a qualified trained head. 14.) Continuous or periodic appraisals should be made. 15.) Guidance is preventive rather than curative. 16.) Tests have their place in guidance. 17.) The phases in an individuals developmental history do not exhibit a unitary pattern. 18.) Individuals tend to be different or like one another.

BASIC GUIDANCE SERVICES A program of guidance services is designed for each school. No two schools have exactly the same social settings. There are particular needs and characteristics that must be met to satisfy the learners. Guidance is one of the components of the educational system. Its program consists of basic services concerned with helping the individual develop into the person he is capable of becoming. These services are interrelated with the other components of the system which are administration and instruction. Guidance serves a support function. Ryan and Zeran enumerate the basic guidance services in schools. They include 1.) Individual Inventory Analysis Service, 2.) Information Service, 3.) Vocational & Career services, 4.) Placement Services, 5.) Follow-up Service, and 6.) Counseling Service.

What is the Individual Inventory Service? This is a service which provides a synthesis of information about the individual which can be used to gain an understanding of himself as he is potentially capable of becoming. The Individual Inventory Service is a development and longitudinal process of: 1.) Helping individuals understand themselves and grow in rational decision-making and selfdirection; and 2.) Helping parents, teachers, counselors, and administrators understand the learners for healthy growth and development. According to Ryan and Zeran the Five types of information needed about the learner are: 1.) Individual Identification Data = the process involved in the Individual Identification Data includes collecting information especially those that relate to their growth and development, legal and official facts which identify and describes his relationship to members of his family. Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Manila, 2001 Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997 9

= During initial enrollment in school the data are usually gathered in an entrance interview by the School principal, counselor or school clerks. Usually, the learner and parents answer questions or the parents accomplish a questionnaire especially prepared to elicit information needed to identify the individual. = It is important to update the information every three or four years or as the need arises. = Questions should be carefully asked to avoid probing too deeply into the personal life of the individual so that the respondents would not be personally threatened. The individual has the right that the record of his growth and development will not be used against him. 2.) School Performance Record = It is necessary to know about the individuals past and present school performance, both academic achievement and co-curricular participation. His attendance pattern should also be recorded. The process of collecting information involves teachers, counselor, and the learners themselves. = The record on school performance is added continually to the existing record to provide insight into his development pattern. = The information on co-curricular participation can provide clues to leadership potentials, special talents, and social adjustments. 3.) Test Information Record = includes the proper use of standardized test and inventories. These are test of mental ability, aptitude and achievement. Mental ability test scores provide an estimate of how easily pupils learn from books. Aptitude tests scores can predict how well an individual may be expected to profit from future training for a particular course. Achievement test can measure outcomes of teaching. The inventories include occupational interests, study habits and skills, values, attitudes which provide qualitative data needed about the individual. = interpretation of test results call for expertise by those trained in psychological testing. 4.) Self-evaluation Reports = can be obtained through the use of autobiography or life history, personal rating sheets, checklist or daily log. The structured autobiography = he or she is expected to follow a particular form and content in telling his life story. An outline in response to a set of specific questions or topics is proposed by the school. The unstructured biography = the individual can write on anything in any way he desires, things important to him and experiences which were found to have a bearing on the individuals life. Rating scale =provides numerical scales at various degrees of behavior. Example: Always shows initiative, seldom shows initiative, never shows initiative. The daily log = is a record of activities which reveal the way a person spends his time daily. Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Manila, 2001 Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997 10

Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp.

5.) Other Significant Report = come from nurse, doctor, dentist, or parents describing the health of the individual. Teachers should be conscious of the possible health problems of the individual and must report observations made to the appropriate personnel in school. How should information about the individual be utilized and released? John D. Killian (1970) an attorney in Harrisbury, Pennsylvania, USA, takes into account the matter of ethical standards in individual identification. According to him, the improper release of the contents can result in personal liability for defamation of the students character or invasion of his civil rights. Any information about the individual can be very damaging to him if not used properly. BASIC RULE: Confidentiality or Secrecy. Discuss information only to those who have legitimate and demonstrative interest or concern for the individual.

What is the Information Service? The service provides information available to the learners which can be classified into occupational, educational and personal-social. What are included under occupational information? According to Ryan and Zeran this is the valid and usable data about positions and occupations, including duties, requirements for entrance, conditions of work, rewards offered, advancement pattern, existing and predicted supply of and demand for workers, and sources for further information. What does educational information include? This type of information refers to the valid and usable data about all types of present and probable future educational or training opportunities and requirements. This includes curricular and co-curricular offerings, requirements for entrance, and conditions and problems of student life. What are the concerns of personal-social information? This information is valid and usable data about opportunities and influences of the human beings which will help the learner understand himself better and improve his relations with others. Among the broad areas of information are: understanding self, getting along with others, and specific areas like boy-girl relations, good manners and etiquette, leisure time activities, personal appearance and personal hygiene, social skills, home and family relationships, budgeting, and healthful living. What are the objectives of the information service? Norris, Zeran and Hatch discuss the objectives of the Information Service which are to: 1.) Develop a broad and realistic view of lifes opportunities at all educational levels. 2.) Create an awareness of the need and an active desire for accurate and valid occupational, educational, and personal-social information.

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Manila, 2001

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Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

3.) Provide understanding of the wide scope of related activities which are educational, occupational and social in nature. 4.) Provide assistance in narrowing choices progressively to specific activities appropriate to aptitude, abilities and interests manifested by the learners. How is the Science & Technology Guide utilized? The exposure of the learners to occupational information must be in response to the requirements of the different sectors in the fields of science and technology. It is recommended to enable manpower become more responsive to the present demands of industry and the labor market for local and overseas manpower supply and demand. We can advice classroom teachers to try infusing career implications into the different subject areas whenever possible by likewise using the Science and Technology Guide for selections of careers. 1.) As shown in the Guide, these are classified as:
Physical Sciences Physical Sciences Proper (Basic) Chemistry Computer Science Geology Mathematical Science Mathematics Statistics Life Sciences Agriculture & Natural Resources Agricultural Economics Agricultural Education Agricultural Extension Animal Science Medical Sciences
Dentistry Medical Technology Medicine Nursing Optometry Pharmacy Physical therapy.

Engineering Sciences Aeronautics Engineering Agricultural Engineering Chemical Engineering Civil Engineering Electrical Engineering Electronics & Communicati on Engineering Mining & Textile Engineering

Biological Services Biochemistry Biology Botany Food & Nutrition Zoology

Career Development Education and Decision-making? According to Navarro, this refers to the learning experience which the child is provided with essential information about work in the home, school, community, nation and world. In the primary grades of the Philippines school setting, the experiences provided shall develop selfawareness, dependability, cooperation, appreciation to work and efficient work habits. In the intermediate grades, simulations experience approximate thing work and life in the community are provided. She cited Reseeler who asserts that through the school curriculum, it endeavors to provide all youth in the school with motivations towards the world of work, orientation to the many job opportunities available, and exploration of occupations, consistent with individual interest and abilities.

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Manila, 2001

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Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

Integration of career implications of different subject matter of teachers in their teaching learning process can help speed exploration of students in the world of work. Decision-making The life style of a person affects his decision making. When a person is born, he is affected by the forces in his environment-physical, societal. Ryan & Zeran believe that the more a person knows about himself and his environment-physical and societal-the better able will he be to make realistic decisions. He must recognize that his earlier decisions are many times changed. This is the result of added experiences, maturity, and change of values, societal press, health and life style. What theories support career related decision? Authorities in career development have postulated the following theories: 1.) Ginzberg, Gingburg, Axeirod, and Herma Theory of Vocational Choice The fantasy Period- was thought to be stage in early childhood when child fantasies about the types of occupations he would like. The proverbial games of cops and robbers, doctor-patient, nurse-patient, fireman-citizen, and non-vocational games of mommy and daddy were all fantasized role playing, trying on an adult role which usually includes a vocational component. The choices in this period are arbitrary and reflect idolized roles on any given time. The second period is tentative one. The four steps that comprise the tentative period are interest, capacity, value and transition. Final period is the realistic one and includes stages of exploration, crystallization, and specification. The entire process covers from 10-15 years. 2.) Anne Roes theory of career choice Classified as the needs theory in that primary attention is given to the wants and desires which stimulates an individual to have an occupational preference. 3.) Donald E. Supers theory Proposition 1: Vocational Development is an ongoing, continuous and generally irreversible process. Proposition 2: Vocational Development is an orderly, Patterned, and predictable process. Proposition 3: Vocational Development is a dynamic process. Proposition 4: Self-concepts begin to form prior to adolescence, become clearer in adolescence, and are translated into occupational terms in adolescence. Proposition 5: Reality of personality characteristics and of society play an increasingly important part of occupational choice with increasing age, from early adolescence to adulthood. 4.) Hollands theory of career development It has five assumptions. He assumes that the choice of vocation is an expression of personality and vocational interests represent the expression of personality in work, hobbies, recreational activities and preferences. Holland identifies six individual types of personality and corresponding occupational environments.

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Manila, 2001

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Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

REALISTIC TYPE- presents a model of an individual who is masculine, physically strong, aggressive, has good motor coordination and prefers concrete than abstract problems-laborer, truck driver, and farmer. INTELLECTUAL TYPE-task-oriented, a social and prefers to think rather than act out problemsanthropologist, chemist, biologist. SOCIAL TYPE-is sociable, responsible, humanistic, religious, needs attention, is orally dependent and has verbal and interpersonal skills-teacher, counselors and missionary. CONVENTIOANL TYPE-refers to structured verbal and numerical activities, is conforming and does well at structured tasks-cashier, statistician, and post office clerk. ENTERPRISING TYPE-has verbal skills for selling, dominating, leading, is orally aggressive, and prefers ambiguous social tasks-buyer, car salesman, and politician. ARTISTIC TYPE-is social, avoids structured problems, is introspective, and suffers more often from emotional disturbances-poet, musician and stage director. 5.) Tiedemans theory and OHara (Utilized Eriksons theory of general personality development) It is divided into two stages: Period of anticipation and the Period of implementation & classification. What is the Placement Service? = According to Ryan & Zeran, placement by definition is the satisfactory adjustment of the individual to the next situation whether in school or on the job. Pupils/students need placement services within the curricular program, rather than just help in obtaining jobs. Two Categories of Placement Services: 1.) Educational Placement = the choice of school for tertiary education depends to a large measure on parents income among others. The competition to enter state colleges is strong. Scores obtained in entrance examinations are useful for selective admission. Scholarship grants given to deserving students by schools and private agencies are also enjoyed by deserving college bound students as mandated by the constitution. 2.) Job Placement = college graduates is usually done through linkages with schools and industries. Most graduates find jobs through their own resourcefulness, like the walk-in applicants. What is the Follow-up Service? = 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 the follow-up counseling is incomplete. The follow-up service is concerned with what happens to pupils or students while in school or after they have left school. This requires follow-up study. Objectives (According to Aquino & Alviar) Determine the holding power of the school; Discover grade or year levels at which most drop outs occur; Find out why pupils/students leave school before graduation; Seek information which will help provide clues for identifying potential drop-outs; Determine the mobility of former pupils; 14

1.) 2.) 3.) 4.) 5.)

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Manila, 2001

Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

6.) Determine the percentages of pupils who enter high school, college and what colleges. 7.) Obtain opinions concerning the efficacy of the Guidance program; 8.) Obtain opinions concerning needed modifications of the curriculum in the light of experiences of former pupils/students. What is the Counseling Service? = It is said to be the heart of guidance. It is the basic services of the Guidance program. Its major goal is to help each individual become the person he is capable of becoming. = The administration and organization of counseling services in the guidance program must take into consideration the following aspects: 1.) 2.) 3.) 4.) Development of the counseling service Components of the Counseling service Relationship in the Counseling service Evaluation of Counseling service

Hasford & Ryan present 10 functions which must be implemented to achieve an effective, efficient counseling program. a.) b.) c.) d.) e.) f.) g.) h.) i.) Study the real life environment. Define the problem situation. Establish the parameters of the program. Design a counseling model Simulate to test the program prototype Pilot test the model Introduce the system Evaluate the system Eliminate the system

Components of the Counseling service: a.) b.) c.) d.) Personnel Physical setting Time Professional Orientation

What professional orientation or training do counselors acquire as taught by counselor-educators? The principles governing the counselors behavior: The counselors responsibility to himself The counselors responsibility to his counselee The counselors responsibility to the school administration and staff The counselors responsibility to his community The counselors responsibility to his profession.

a.) b.) c.) d.) e.)

ORGANIZATION & ADMINISTRATION OF GUIDANCE


Composition of the Guidance Staff Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Manila, 2001 Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997 15

Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp.

1.) Guidance Counselor = He plans with the staff of guidance coordinators the guidance program as well as the services and the activities while creating a favorable atmosphere for its deliverance of services. As head of the staff, it is his assignment to prepare and coordinate the evaluation of guidance services like the on-going orientation, communication and development of session for students, teacher and personnel. = Another major job is coordinating with the different agencies and support systems in the community and other institutions of learning. 2.) Guidance Coordinators = He supervises/assists the activities and plans for each year level in accordance to the stated vision and mission of the school. = He, too, participates in the preparation/execution/implementation of activities and programs with the principal council. = He is in charge of conducting tests to teachers and student applicants. He interprets results, holds interviews and assists to determine inclination, diagnoses weakness in different areas of concern, and recommends remedial, enrichment and starter designs. = He still takes charge of sessions with parents and holds individual and group counseling (Guidance Manual) 3.) Homeroom Advisers = He prepares the homeroom action plan for advisorship level; assists to implement guidance program/services, coordinates with the counselor/coordinator and refers to counselor extraordinary cases. 4.) Guidance Secretary = He is in charge to prepare, check and record test results. He assists in filing students records and pertinent documents. He takes charge of typing the communication reports and does daily assistance related to the job. He, too, assists in test administration. Other Roles of the Guidance Counselor: A wise planner As an agent of change Career or vocational specialist Community service liaison Consultant Vital Steps in Developing and Managing a Guidance Program 1.) Preparatory Part a.) Goal-Setting & Planning -Any preparations should be done ahead. Attainable & Realistic goals must be determined. 2.) Implementing Part a.) Coordinating is done through opening proper communication to proper people and agencies.

a.) b.) c.) d.) e.)

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Manila, 2001

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Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

b.) Directing/Managing= the guidance center leads in the delivery of its services with the help of the management staff. c.) Development= there should be a continuity of services. 3.) Appraisal a.) Evaluation-a checklist is provided to gather both the positive and negative feedbacks. b.) Future Design- based from evaluation, designing future plans/moves is done.

Decal-Mendoza, Elenita. Guidance & Counseling Today: Rex Bookstore, Inc, 2003. Manila, 2001

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Evangelista, Lourdes L. Introduction to Guidance & Counseling. Bookstore Publishing Corp. Kapunan, Rocio Reyes. Fundamentals of Guidance & Counseling, Phil: Rex Printing Company, Inc., 1997

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