Guidance Personnel

A fully functioning Guidance program calls for the following personnel: full- time director,
counselor, psychometrician, researcher, and secretary, the number of which would vary according to
the school population. This section outlines the job description and expectations of each team member.

The Guidance Director

He/she has the overall authority for leading the personnel under his/her administration. He
reviews the guidance and counseling program they offer each year. To be a guidance director, one
should possess the following: strong work ethic, excellent organizational skills, flexibility, ease and
experience with computers and willingness to coordinate efforts with others.

Roles
The 3 major roles of the Guidance Director according to Gibson and Mitchell (2003)
1. As a manager, ensuring the provision and proper functioning of all the Guidance Personnel,
activities, budget, and facilities.
2. As a developer, assessing needs for program planning research, evaluation, improvement
and establishment of accountability.
3. As a leader, providing direction and motivation for personnel and program improvement.
Specific Tasks
The responsibilities that come with each role are operationalized in these tasks.
1.
2.
3.
4.
5.

Planning and preparing the program together with the staff.

Planning and controlling the budget.
Recruitment, selection, assignment, and evaluation of personnel.
Ensuring the proper implementation and evaluation of all Guidance Services.
Coordinating with the school community for proper support and understanding of Guidance
activities and services.

6. Ascertaining that ethical standards are observed by the Guidance personnel and in the
extension of services, programs and activities.
Qualifications
The search for a Guidance Director is based on the following criteria.
Educational
Even if the school set-up is such that the Director needs not to do counseling, it would be in the
best interest of the institution and the clientele if the Director had a Masters Degree in Guidance
Counseling. Since the profession involves specialized services and strict ethical standards, one without
the necessary background might unknowingly undermine the program.
Professional
Gibson and Mitchell (1991, 1999) believe that to be truly effective, the Director must:
Have an understanding and awareness of systematic theories that guide professional practice
and practical working knowledge of the fundamental principles and methods of psychology.
Have sufficient encounter with human beings and understanding of their dominant motives,
interest, ambitions, and symptoms of important character elements.
Undergo constant updating and upgrading of skills and knowledge.
Be aware of and contribute to the advancement of counseling by conducting research and
disseminating information on the process and outcome of studies through professional writing
or seminars and workshops.
Actively participate in professional organizations.
Adhere to legal and professional ethical standards in the field.
Skills and Competencies
In addition to the skills of Guidance Counselor if he/she also functions as one, the Guidance
Director must have the following know-how (Gibson and Mitchell, 1995, p.38)
PLANNING -preparing, developing, and programming resources and activities.
BUDGETING identifying sources of revenue and allocating them in ways that would ensure that
goals are met.
ORGANIZING creating a formal structure that can accomplish the plans, staffing it with
qualified people, defining each persons role clearly, providing appropriate financial and career
incentives, and delegating appropriate authority.

CONTROLLING ensuring that plans are carried out and solving plan-related problems.
Traits
capacity to communicate to the school community and the community -at-large what the
Guidance Program is all about, to convince them of its merits and to stand firm on the ethics of
the profession.
flexibility in dealing with clients/staff
leadership

The Guidance Counselor

Roles
The Guidance Counselor is the central and most indispensable figure of the Program he/she is
the specialist who brings unique knowledge and skills to the program. No counselor, no Guidance
Program.
The Counselor plays five major roles. These are called the 5Cs: Counselor, Coordinator,
Consultant, Conductor of Activities and Change Agent.
As a Counselor he/she aims to help people overcome obstacles to their personal and
education/professional growth and move toward the maximum development of their potential.
As a Coordinator he/she needs to be able to identity tasks that should be done by other
persons or an agency and organize everything to facilitate the performance of such tasks by the neede
person or agency.
As Consultant he/she may act as an objective party, looking at a situation and suggesting
other helpful interventions without necessarily having a direct contact with the identified client whose
needs are being addressed.
As Conductor of Activities he/she may need to carefully plan and directly conduct certain
activities that may promote the clients positive movement in life such activities may focus on
orientation, group test interpretation, training peer facilitators, stress management program, time
management program, values clarification, career weeks, etc.
As a Change Agent the counselor must be involved in the process of organizational change,
where necessary. His/ her roles may involve acting as a catalyzer, process helper, solution giver,
resource linker, and stabilizer.

the works to overcome the status quo if it no longer works or it has

become inimical to the people by pointing out of the problems and
underscoring the need for change.

Counseling skills such as:

recognizing needs
analyzing problems
setting goals
obtaining needed resources
and/or generating and evaluating solutions in order to facilitate change are most
needed.
Specific Tasks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

schedules and conducts individual counseling

organizes and conducts group counseling/classroom or group guidance activities
coordinates and/or runs enrichment/training programs for student, parents, teachers
helps administer and interprets tests
ensure gathering and recording of complete client data for the individual inventory
assesses needs as basis for activities
holds consultation and coordination activities
collects and disseminates information to the appropriate persons
writes reports , keeps records and prepares needed materials
follows up client
places students in appropriate academic, social, and occupational programs and settings
conducts research and evaluation to determine effectiveness of strategies and services
implemented
13. refers clients to more qualified experts
Qualifications
Educational/Professional Competencies
As stipulated in RA9258, a license is required for practice.
According to Gibson and Mitchell (1991) and the American School Counselor Association (1990), the
counselors tasks call for the following qualifications.
1. Thorough familiarity with:
human growth and development theories and concepts

 family development theories

sociocultural factors affecting families and individuals
learning theories
motivational theories
2. Appropriate understanding and awareness of the concepts that guide professional practice,
such as:
individual and group counseling theories and concepts
family counseling theories and concepts
career development and decision-making theories
consultation theories and techniques
program development models and theories
evaluation theories and procedures
3. A working knowledge of the fundamental principles and methods of modern psychology
4. Sufficient human experience leading to an understanding of peoples
goals/ambitions/motives
interest/preferences
fears/needs
symptoms of the absence or presence of important character elements
5. Sufficient awareness of oneself strengths and limitations, values and fears
6. Regular pursuit of personal and professional growth
7. Constant updating and upgrading of skills and knowledge
8. Working knowledge and application of professional ethics
9. Awareness of and contribution to the advancement of counseling through research
10. Active participation in professional organizations
Skills and Competencies
The responsibilities of a counselor running a comprehensive program call for the following skills,
some of which are highlighted by the American School Counselor Association (1990) and the PGCA of
Ethics and Standards of Good Practice (2008).
1.
2.
3.
4.
5.
6.
7.
8.
9.

Diagnosing needs
Individual and group counseling
Educational academic counseling
Vocational career counseling
Personal social counseling
Cross-cultural or multicultural counseling
Consultation
Coordination
Referral

10.
11.
12.
13.
14.
15.

Test administration and interpretation

Decision- making
Program development and implementation
Articulation of programs, functions, and roles
identifying and soliciting information and resources
evaluation

Traits
Because of the nature of the work, counselors have to have personality traits and characteristics
that may not be required in other occupations. Among those identified by the American School
Counselor Association (1990) and interviews with clients.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

Genuine interest in the welfare of others

Ability to understand the perspectives and viewpoints of others
Belief in the ability of others to solve their problems
Openness to learning and differing opinions
Willingness to take risks
Strong sense of self-worth
Courage to make mistakes and learn from them
Valuing for continued growth as a person
Warmth and caring
Keen sense of humor
Patience and flexibility
Creativity
Decisiveness

Psychometrician
This is a misnomer, since a psychometrician is one who constructs and develops tests. The
correct term is psychometrist which refers to the person who is in charge of the testing program of the
Guidance Office. In the Philippines, the one in charge of the testing activities of the school is usually
called the Psychometrician.
Specific Tasks
1. Identifies and selects, in coordination with the Guidance Director and level counselors, the
tests that must be purchased and administered.
2. Schedules, administers, correct test for each specific academic level.
3. Furnishes counselors with the test results of each individual.
4. Makes summaries of reports per group or class to share with administrators or teachers.
5. Prepares testing and related materials.
6. Secures test materials and results.

Qualifications
Educational
Since psychological testing is covered by RA9258, the psychometrician must therefore meet
licensure requirements of educational qualification and board passing. Thorough training in test
administration, processing and interpretation is a must. Special courses for administering and
interpreting test of different levels should have been successfully completed.
for standardized intelligence, achievement, aptitude and interest tests
for standardized personality test
for projective tests
Professional
1. Appropriate understanding and awareness of systematic theories that guide professional
practice
2. Working knowledge of fundamental principles and methods of psychological testing
3. Adherence to legal and professional ethical standards in the field of Psychological Testing
Skills and Competencies
1.
2.
3.
4.
5.
6.
7.

Clear and fluid speech

Appropriate diction and pronunciation
Voice modulation and projection
Clerical skills for correcting and recording tests and their results accurately
Motivational skills for encouraging examinees to take test seriously
Organizational skills for scheduling, administering and processing tests and their results.
Technical writing skills reporting results

1.
2.
3.
4.
5.
6.

Charm, a pleasant disposition, patience

Confidentiality and integrity in handling test results
Attention to detail
Assertiveness in preventing unethical sharing of tests and tests results
Presence of mind in dealing with critical incidents
Ability to respond to questions without destroying validity and reliabity of test

Traits

Researcher

The researcher decides on the best methodology for gathering, organizing, and reporting data
that the Guidance Director and Counselors believe to be necessary for understanding and responding to
the needs of the clientele.
Specific tasks
1.
2.
3.
4.
5.
6.

Gets direction from the Guidance Director regarding or suggests areas needing research.
Plans out research agenda
Calendars research activities
Decides on most effective methodology for conducting study
Gathers and organizes data according to specification
Makes a systematic presentation of results, conclusions and recommendations.

Qualifications
Educational
Four-year Psychology, Counseling or Sociology background that helps her understand human
needs.
Professional
1. Understanding of human and development needs requiring more study.
2. Knowledge of research and statistical methods and their appropriate application and
utilization.
3. Capacity to keep collected data confidential
Skills and Competencies
1.
2.
3.
4.
5.
6.

Statistical Skills
Technical Writing Skills
Clerical Skills
Analytical skills
Organizational skills
Motivational skills

1.
2.
3.
4.
5.

Orderliness and neatness

Confidentiality
Objectivity
Capacity to ensure that work is done
Patience with people and data management

Traits

Secretary
The secretary ensures proper transmission of messages and appropriate reception of
visitors to the office. She takes care of clerical tasks.
Specific tasks:

1.
2.
3.
4.
5.
6.
7.

Welcome people and informs clients of the whereabouts of Guidance personnel

Receives and transmits messages to the appropriate people
Assists in checking and filing tests
Assists in making summaries of test results by class and level
Delivers call slips and other material to concerned parties
Encodes reports and research needed for final submission and filing
Ensures organization and security of files in her care

Qualifications
Education

A two-year secretarial course would be sufficient, but a four-year course is preferable.

Professional

1. Awareness and understanding of principles and practices related to the work

2. Capacity to maintain confidentiality of materials
Skills and Competencies

1.
2.
3.
4.

Clerical skills
Interpersonal skills
Communication skills expected of a receptionist
Negotiation skills to handle difficult clients or visitors

Traits

1. Attention to detail
2. Sufficient social and emotional intelligence to handle demanding clients or visitors
3. Common sense to handle emergencies
Auxiliary personnel
There are several other professionals who can ensure the comprehensive and effective
extension of the Guidance service. They need not be full-time workers in the institution but may be
called upon when needed. Some schools have a regular external consultant to whom they refer students
with particular concerns.

Psychologists
There are different kinds of psychologists. Among them, the most frequently contacted for help
with personal, educational, and career needs are the clinical and counseling psychologists. While school
and developmental psychologists are already available in the Philippines, very few people take
advantage of their services. Perhaps not many people know about their availability or value of their
contribution.
Clinical/Counseling Psychologist
Some concerns are beyond the expertise of school counselors who have not specialized.
Examples: behavioral disorder, kleptomania, learning disabilities, personality disorders, or cases of
victimization or trauma. Counselors may turn to the clinical psychologist for diagnosis and treatment of
these cases.
Clinical psychologist - aim to reduce psychological distress and enhance and promote psychological
well-being.

Counseling psychologist - Assess and evaluate individuals problems, through the use of case history,
interview, and observation and provide individual or group counseling services to assist individuals in
achieving more effective personal, social, educational and vocational development and adjustment.

School Psychologist - provide a broad range of skills to address students needs in a variety of areas.
- expert in special education and have large role in the eligibility process for
special education.
Developmental Psychologist - explore the influence nature vs. nurture.

Psychiatrist - Assess and treat mental illnesses through a combination of psychotherapy,

psychoanalysis, hospitalization, and medication.

Social Worker - works with people who have socially excluded or who are experiencing crisis and

their role is to provide support to enable service users to help themselves.

The school personnel

Head of Institution
The Guidance Program cannot function effectively without the wholehearted support of the
head of the institution who has 3 important roles (Gibson and Mitchell, 1999).
a. Program Leader and Supporter
b. Program Consultant and Advisor
c. Resource Provider

The Classroom Teacher

The teacher is the first line of contact between the student and the school Guidance Program.
He/she communicates with students on an almost daily basis, and is in a position to establish a
relationship based on mutual trust and respect. An indispensable element in the Guidance Program, the
teacher can facilitate the implementation of Guidance services through various roles (Gibson and
Mitchell, 1999).
a.
b.
c.
d.
e.
f.

Listener-Advisor
Referral and Reinforcing Agent
Discover of Human Potential
Career Educator
Human Relations Facilitator
Guidance Program Supporter

Health Personnel
Every school is required to have an on-campus clinic with medical doctors, nurses, and dentist.
These personnel can:
1. Identify children whose medical needs may be related to social or emotional difficulties
needing attention.
2. Help in determining whether or to what extent physical ailments or defects are an obstacle
to a students performance, adjustment, or anticipated development.
3. Refer students who may malinger or may frequent the clinic at specific times and days,
perhaps in fear or avoidance or certain classes.