History of Guidance (International) Functions of guidance

This is where counseling steps in.  Help an individual continue to search for his SELF-SATISFACTORY.
 Discovering the potential strength and weaknesses.
 The history of school of counseling leads back to the 20 th century.  Guidance covers a variety of services to meet the pressing reality.
 The foundations of counseling and guidance principles could possibly be
traced from ancient Greece and Rome with the philosophical teachings of Functions of Guidance
Plato and Aristotle. According to TIM, Guidance and Counseling (1994,2004)
 Even some of the techniques and skills of modern-day guidance counselors  Understanding Function-- understanding that includes:
were practiced by Catholic priests in the Middle Ages, Students’ understanding of self
 1909 –Boston Vocationi Bureau helped outline a system of vocational Student’s understanding of environment
guicance in the Boston public schools (US).  Prevention Function
 1918—Vocational guidance spread throughout with more than 900 hish  Repair Function
schools in the US.  Maintenance and Development Function
 1964- the American School Course Association (ASCA) was formed.  Adaptation Function
 1981—Accreditatoin of Counseling program begins.  Adjustment Function
 1998- American Vocational Asociation renamed Association for Career and
Technical Education Principle of guidance
 2001—No child left behind policy (NCLB-UD)
 2002— PACERSaccreit 165 counseling programs (132 schools) PRINCIPLE
- originated from Latin word Principium which means “Source”
PACERS history -it means a fundamental truth or proposition serving as the foundation for belief or
action.
 Through these years, PACERS has remained and continues to be an -it means a rule or belief governing one’s personal behavior in different situation.
advocate of professionalism among counselors
 1970s—sponsoship of falks on homeroom guidance, current trends in Principle of guidance
counseling, social effectiveness training and reality therapy -it means what are the fundamental sources or basis on which guidance should be
 1980s—the historic EDSA revolution put a halt to the plans and provided.
preparations for the annual conference-workshop. The officers conveed to
reexamine PACERS’ focus and drection in keepin with the country’s post
revolution call for rehabilitation and reconciliation.
 1990s—workshops introdcued intervention strategies to help or regain family Different types of guidance assistance
wholeness.
 2000 and onwards—PACERS ventured out to the provinces. The Board 1. Educational Guidance
formed as working think-tank group called P-‘Group composed of young
energetics and innoveative counselors. -Develop the ability of co-ordinating with the school environment in the pupils to
create necessary awareness and sensitivity.
School counseling extends its hands to troubled students. It offers them a safey
ground where not only support and assistance is wholeheartedly given out in According to Jones, “Educational Guidance is concerned with assistance to be
their best interess, but also, a lending ear druing times when no one might provided to the pupils which is expected for their adjustments in the schools,
listen. selection of curricula and school like.”

Objectives

 To acquaint the students with the prescribed curriculum.

 To identify the academically gifted, backward, creative and other category
of special learners.
 To assist students in getting information about further education.
 To diagnose the learning difficulties of students and help them overcome the
same.

2. Vocational Guidance
-The assistance given to students in choosing and preparing for a suitable vocation.
It is concerned primarily with helping individuals make decision and choices involved
in planning future and a career decision and choices necessary in effecting
satisfactory vocational adjustment.
According to ‘Crow and Crow’
“Vocational Guidance usually is interpreted as the assistance given to the learners to
choose, prepare for and progress in an occupation.”
According to ‘Myers’,
“Vocational Guidance is the process of assisting the individual to do for himself
certain definite things pertaining to his vocation.”
Objectives
 Assisting the students to acquire such knowledge of the characteristics and
functions, duties, responsibilities and rewards of occupations that are within the
range of this choice.
 Assisting a pupil to discover his own abilities and skills and to fit them into
general requirements of the occupation under consideration.
 Assisting the pupil to evaluate his own capabilities and interests with regard to
their worth to him and to society.
 Helping the individual develop an attitude towards work that will dignify
whatever type of occupation he may wish to enter.
 Give exploration opportunity in different areas of school learning and vocational
exploration that will enable the learner to get the feel of several types of
activities.
 Assisting the individual to think critically about types of his work competently.
3. Personal Guidance
-It assists the individual to adjust with psychological & social environment. It is to
solve the emotional & psychological problems. Economic and Health guidance also
can called personal guidance.
Nature :
 It is concerned with social and civil activities.
 It deals with health and physical activities.
 It helps in worthy use of leisure time & character building activities.
4. Economic Guidance
5. Health Guidance
Organization And Administration Of Guidance
General principles and administration of guidance
 Guidance and guidance services should grow out of the interest, needs and
purposes of the school child
 Guidance should be continuous and should serve all.
 Guidance should be concerned with the whole individual in his total
environment, but with specific needs and problems.
 Guidance should provide for all phases of pupils problem
 A guidance program should provide for trained personnel and specialist
 Guidance should provide for securing and recording adequate information.
 Guidance should provide for leadership and for cooperation among the
home, school and community
 Guidance should be simple and comprehensible to the parents, the child
himself, and the community
Concepts in organizing a program
 Purposes to be achieved
 Functions to be served
 Allocation of responsibilities and areas of authority
 Appraisal of the program
Factors in considering guidance program in school
 Age at school level
To know the needs of children in specific ages
 Size of the school
The number of quality of personnel and the extent of available
facilities are dependent of the number of students enrolled.
 Available facilities
Availability of tools and equipments and trained qualified personnel.
 Attitude towards guidance
 The importance of guidance should be recognized by all in order  He has administrative responsibility by rendering service to staff members.
that a workable guidance program can be effected He helps coordinate the guidance services between the administrator and
staff members
Forms or types of organization  He make and follow up case studies, assist teachers together with
counselor. Prepares materials for occupational information, assists the
1. NON CENTRALIZED ORGANIZATION librarian in securing guidance material and secures the help of the dean,
psychiatrist, psychologist , parents and civic organizations.
 There is a little or no coordination among the teachers and administrators.
 This form of guidance has little of no system, one might say, because there 5. SPECIALIST
is much overlapping of authority and of responsibility
 Compose of health personnels
2. CENTRALIZED GUIDANCE PROGRAM/ORGANIZATION
6. LIBRARIAN
 Usually under that charge of a guidance expert who can be effectively
secure the cooperation and coordination of all concerned with the  Help young people find reference materials, thus coming to know them
administration. intimately
 It s advantage is that there is no duplication of efforts in helping an  Can give great assistance to the pupils in meeting problems of pupil-
individual toward self development. adjustment, in the absence of someone in who they confide their problems,
 It consist of persons who devote time for planning and thinking functions of difficulties and frustrations.
the organization commonly compose of president, superintendent, director,
dean , guidance coordinator and counselor 7. PARENTS

 First factor of influence in a child’s life is the home. Thus, close cooperation
Guidance personnel between principal or dean and teachers on one hand and the parents on the
others should be achieved.

1. CHAIRMAN 8. COMMUNITY

 Is better known as the educational administrator or dean, the educational  Most important resource for guidance. Local civic, professional, health and
officer responsible for the management or direction of some parts of an welfare agencies like the rotary club have rendered valuable cooperation
educational establishment system with the school carrying out the guidance program.
 Typically, it includes such officer as college presidents, school
superintendents and principal
GUIDANCE PROGRAM IN AN INDUSTRY
2. HOMEROOM AND CLASSROOM TEACHERS

 Under the direct supervision of a teacher known as the homeroom sponsor Departments are entitles organizations form to organize people , reporting,
and which serves as a second home to the pupils assigned to it for purposes relationship and work in a way that best supports the accomplishment of the
of guidance and for the administration of certain school activities. organization’s goals
 Aim to develop pupil-teacher relationships.
Human Resource
3. TEACHER COUNSELOR
It is a set of individuals who make up the workforce an organization business sector
 The pivotal point which all guidance services must revolve if desired or the economy
outcomes are to be achieved
 Serves as guidance of pupils behavior and attitudes Human resource department

4. COORDINATORS AND COUNSELORS It serves as the guidance in industry, their rules and regulations in human resource
department are their guidance program
EMPLOYEE RELATION
Do your procedures and management practices facilitate the accomplishment of
It measures the attitudes and skills of employee under managemen tasks?
PROGRESSIVE DISCIPLINE
c. People
Methods use in documenting efforts to modify the behavior and in more serious
situations. Do your staff have the necessary skills and knowledge to perform their jobs in the
most effective manner?
Goals of progressive discipline
 Inform the employee of inadequacies of performance or instances of Do your staff have customer service orientation?
improper behavior
 Clarify what constitutes satisfactory performance behavior Are people with potential spotted and developed for the future?
 Instruct the employee on action needed to correct the performance
 Inform employee what action will be taken in future if expectations are not
meant. d. System

Levels of disciplinary action Do your organization system such as promotion planning management information
 Oral Warning and control encourage effective performance among your staff?
 Written Warning
Are these system consistent across the organization?
 Suspension
 Discharge
Are there clear rewards for effective performance within your work group?
Guidance administration
Organization of guidance in government
 An actual or supposed circumstances regarded as just cause for complaint
 Are appropriate vehicles for bringing problems to attention of supervision
Public Employment Service Office or PESO
PURPOSE
The Public Employment Service Office or PESO is a non-fee charging multi-
Provide an orderly mechanism through which employees may challenge policy
employment service facility or entity established or accredited pursuant to Republic
interpretations or disciplinary action
Act No. 8759 otherwise known as the PESO Act of 1999.
HRM diagnostic checklist
To carry out full employment and equality of employment opportunities for all, and
for this purpose, to strengthen and expand the existing employment facilitation
a. Culture
service machinery of the government particularly at the local levels there shall be
Do your staff identify the organization and the success of the organization as being of established in all capital towns of provinces, key cities, and other strategic areas a
direct of benefit for themselves? Public Employment Service Office

Do your staff see themselves as having common interest with work colleagues and General Objective:
group?
a. Ensure the prompt, timely and efficient delivery of employment service and
provision of information on the other DOLE programs.
Are there sufficient skills/ power bases in the organization?
Specific Objectives:
b. Organization
1. Provide a venue where people could explore simultaneously various
employment options and actually seek assistance they prefer;
2. Serve as referral and information center for the various services and programs
Does the structure of your organization encourage effective performance?
of DOLE and other government agencies present in the area;
3. Provide clients with adequate information on employment and labor market
Do your staff have clear roles of responsibilities?
situation in the area; and
 4. Network with other PESOs within the region on employment for job exchange 1. To organize a fully functional counseling and testing center that would cater to
purposes. the students and other members of the institution.
2. To promote the services of the Guidance Center to the students, faculty
members and employees of the Institution.
Functions 3. To establish a “catharsis center” where feelings in full confidentially.

1. Encourage employers to submit to the PESO on a regular basis a list of job Guidance services
vacancies in their respective establishments in order to facilitate the exchange of
labor market information services to job seekers and employers by providing
employment services to job seeker, both for local and overseas employment, and 1. Information
recruitment assistance to employers;
2. Develop and administer testing and evaluation instruments for effective job This refers to the intentional and purposive delivery of information to students; the
selection, training and counseling; primary purpose of which is to enable students to use said information to reasonably
3. provide persons with entrepreneurship qualities access to the various livelihood guide their choices and actions inside and outside of the University.
and self-employment programs
4. Undertake employability enhancement trainings/seminar for jobseekers as well
as those would like to change career or enhance their employability 2. Counseling services
5. Provide employment and occupational counseling, career guidance, mass
motivation and values development activities; “Heart and soul” of the guidance program
6. Conduct pre-employment counseling and orientation to prospective local and
overseas workers This service aims to assist students in gaining deeper self-understanding and
7. Provide reintegration assistance services to returning Filipino migrant workers awareness of one’s problems and the effective use of the decision process by
8. Perform such functions as willfully carry out the objectives of this Act formulating alternatives and projecting consequences of each that allow students to
review critically what has taken place.

Different Guidance Services

3. Testing services
Guidance
Test provides “information in meaningful terms through quantitative description”.

 (Oxford Dictionary) Advice or information to solve a Problem. These services cover the administration, scoring, interpreting and evaluating results
 It aimed at helping an individual and confined to definite areas of assistance, of selected test such as:
personnel work includes concern for the welfare of an individual in all areas of - Interest test
experience. - Personality test
 It is a group of services to individuals to assist them in securing knowledge and -Special Test
skills needed in making plans and devices, and in interpreting life.
 This refers to a comprehensive and developmental program of services directly
implemented by the Office of Student Affairs and Student Services. 4. Student inventory record

History of guidance services This is a continuous process of accumulating, recording and utilizing the information
n each student for guiding and counseling purposes and obtaining a complete picture
 Frank parson of the individual.
 Adolf meyer

5. Training seminar forum

Objectives
These are programs designed to help students discover their innate ability and talents
as well as develop their emotional intelligence.
 6. Placement and career services Most of the therapies we hear about today can trace their origins back to a handful of
psychologists and psychiatrists (some of whom we will look at in this guide) who
Graduating students are being prepared by the series of career talks by experts in the developed techniques and theories, sometimes referred to as ‘Schools’ of therapy.
different field of occupational endeavors.
Important people through history

7. Research services Carl Rogers – developed client centered technique which changed therapy
Frank Parsons – assisted the industrial revolution by establishing vocational
Researches help bridge the gap that currently exists between theories and practice in guidance programs
counseling. Result of the findings in research will serve guideposts for guidance and
educational planning. Jesse Davis and Eli Weaver – established early guidance programs in schools

Russians – they launched Sputnik which led to the creation of the National Defense
8. Freshmen enhancement program Education Act (NDEA) which authorized training of counselors to provide guidance in
schools
Is a package of activities for freshmen designed to facilitate adjustment into college
life, enhance self-awareness and understanding, and develop the basic skills n coping Clifford Beers – in 1908 published “A Mind that Found Itself” which detailed harsh
effectively with rigors of academic life. treatment of patients at psychiatric institutions. It led to the mental hygiene
movement.
9. Orientation and Information
The three schools are Psychoanalytical, Behaviorist, and Humanistic which we will
10. Referral
look at later in this guide.
11. Linkages
12. Extension Services
Counseling is a cooperative process.
13. Peer Facilitation
Counseling
The Counseling Process
Webster’s Dictionary defines counseling as “Consultation, mutual interchange of
To understand the history of counseling..
opinions; deliberating together.”
Human beings have found comfort in sharing their problems or telling their story to
Clarence Dunsmoor as an interview or conference between pupil and a member of
others.
the school staff with whom he has a guidance relationship, for the purpose of
considering some of his problems and a desirable course of action.
The old saying ‘ a problem shared is a problem halved’
Arthur Coombs defined it as “an attempt to aid the individual by assisting him to a
Counseling history can be traced back to tribal times when share their experiences,
reorganization of attitudes, feelings and emotions, such that he can make optional
and sometimes their dreams.
use of his abilities and physical endowments.”
As civilization developed, religion offered a type of counseling, usually by priests who
Williamson defined it as “a means of helping people to learn how to solve their own
would listen and advise parishioners on their problems.
problems.”
In the 1890’s Sigmund Freud, a German neurologist developed a theory later to be
Carl Rogers said that it is “a definitely structured relationship which allows the client
called psychoanalysis.
to gain an understanding to himself to a degree which enables him to take positive
steps in the light of his new orientation.”
Psychoanalyst - an individual trained in interpreting the ‘subconscious’
Jones believes that counseling is an activity in which all facts are gathered and
Counseling really took off after the Second World War, in 1950’s America,
focused on the particular problem of the counselee who is then given direct and
personal help.
Wren, involves a personal relationship between two individuals, one of whom is older, satisfied the Board that such establishment is properly staffed by duly Registered and
more experienced, and wiser than the other; and together, approach a problem of Licensed Guidance Counselors.”
the younger, less experienced and less wise, with mutual respect and consideration
for each other in order that the problem can be more clear, and the one who has the
problem can be helped towards its solution.

In the school, counseling may occur during a heart-to-heart talk between teacher and
pupil.
Elsewhere, it is talking over a problem with someone. The process itself,
In its entirety, counseling is an educative process.
Counseling is
 Confidential and non-judgmental
 The process that occurs when a client and counselor set aside time.
 The act of helping the client to see things more clearly, possibly from a
different view-point.
 Atmosphere of Acceptance, Respect and Trust.
Self- awareness.
 Self Awareness is having a clear perception of your personality,
including strengths, weaknesses, thoughts, beliefs, motivation, and
emotions. Self Awareness allows you to understand other people,
how they perceive you, your attitude and your responses to them in
the moment.
Self disclosure
 Is revealing to another person how one is reacting to the present
situation, and giving any information about the past that is relevant
to understand his present reaction.

Theories
Counseling is not
a. Psychosocial
 Giving advice. b. Psychoanalytic
 Judgmental.
 Attempting to sort out the problems of the client.
 Expecting or encouraging a client to behave in a way in which the counselor
may have behaved when confronted with a similar problem in their own The id (or it)
life. The id consists of all the inherited (i.e. biological) components of personality,
 Getting emotionally involved with the client. including the sex (life) instinct – Eros(which contains the libido), and
 Looking at a client's problems from your own perspective, based on your
own value system.
aggressive (death) instinct - Thanatos.
The id is the impulsive (and unconscious) part of our psyche which responds
The counseling process is a continuous, cyclical model in which the counselor and directly and immediately to the instincts. The personality of the newborn
client collaboratively set goals, formulate actions plans, and assess progress toward child is all id and only later does it develop ego and super-ego.
the goal(s). Throughout the process new information is integrated, the counselor-
client relationship is developed, and progress toward counseling goals is reassessed.
The id demands immediate satisfaction and when this happens we
experience pleasure, when it is denied we experience ‘unpleasure’ or pain.
Guidance and Cousneling Act of 2004 RA 9258 The id is not affected by reality, logic or the everyday world.
On the contrary, it operates on the pleasure principle (Freud, 1920) which is
This Law basically state that …
the idea that every wishful impulse should be satisfied immediately,
“No person shall engage in the practice of guidance and counseling without regardless of the consequences.
a valid Certificate of Registration and a valid Professional Identification Card or a
Special Permit” and that “No corporation, partnership, association or entity shall
operate a guidance and counseling office, center/clinic, testing center, rehabilitation
center, or otherwise engage in the practice of guidance and counseling without first
securing a permit from the Board. The permit shall be issued only after it has
The Ego (or I)
Initially the ego is “that part of the id which has been modified by the direct
influence of the external world” (Freud 1923). The ego develops in order to
mediate between the unrealistic id and the external real world.
Ideally the ego works by reason whereas the id is chaotic and totally
unreasonable. The ego operates according to the reality principle, working
our realistic ways of satisfying the id’s demands, often compromising or
postponing satisfaction.
Like the id, the ego seeks pleasure and avoids pain but unlike the id the ego
is concerned with devising a realistic strategy to obtain pleasure. Freud
made the analogy of the id being the horse while the ego is the rider.
Often the ego is weak relative to the head-strong id and the best the ego can
do is stay on, pointing the id in the right direction and claiming some credit
at the end as if the action were its own. The ego has no concept of right or
wrong; something is good simply if it achieves its end of satisfying without
causing harm to itself or to the id.
The Superego (or above I)
The superego incorporates the values and morals of society which are
learned from one's parents and others. It develops around the age of 4 – 5
during the phallic stage of psychosexual development.
The superego's function is to control the id's impulses, especially those
which society forbids, such as sex and aggression. It also has the function of
persuading the ego to turn to moralistic goals rather than simply realistic
ones and to strive for perfection.
The superego consists of two systems: The conscience and the ideal self. The
conscience can punish the ego through causing feelings of guilt. For
example, if the ego gives in to id demands, the superego may make the
person feel bad though guilt.
The ideal self (or ego-ideal) is an imaginary picture of how you ought to be,
and represents career aspirations, how to treat other people, and how to
behavior as a member of society.
Behavior which falls short of the ideal self may be punished by the superego
through guilt. The super-ego can also reward us through the ideal self when
we behave ‘properly’ by making us feel proud. If a person’s ideal self is too
high a standard, then whatever the person does will represent failure. The
ideal self and conscience are largely determined in childhood from parental
values and you were brought up.
Appreciation
 A person who has accepted himself and others is able to be patient
with human weakness that he sees in himself and others.
 A peer counselor should be able to appreciate himself, as he
becomes conscious of the good that is in himself he begins to be
more sensitive to the goodness that is in others.
Openness to deep relationship
 A person who lives in an island will never be able to come to a full
knowledge of himself.
Sincerity and truthfulness in relationship
 A relationship that is without deceit and pretenses is so assuring.
HOME, FAMILY, AND SOCIAL ADJUSTMENTS
The environments of different individuals are very much different from one another
and so also their effects, but the influence of environment on personality can roughly
be divided into home, school and society. All these three play an important part in
the development of personality.
Home
Family is the first one responsible for molding our personality. In the family, relation
of child with the parent is the most intimate. The cultural development of the child is
very much influenced by the behavior of the parents.
Functions of family
1. Biological reproduction of the next generation
2. The status placement of the child
3. Maintenance of the child
4. Childs’ training of socialization
5. Provision of social control
School
An institution designed for teaching of students. School helps each and every
individual to develop more their personality under the direction of teachers. The
personality of the teacher and his behavior towards the child both exercise important
influence on child’s personality. The child tends to identify himself with the teacher
and tries to imitate his ways, manners and personality traits.
Society
Society is a web of social relationship. These social relationships connect men and
women with one another. These interpersonal relationships influence mold the
personality of an individual.
Adjustment
It is a variation in personality, performance, or each by someone regarding the
realized requirement or longing for modification. Change might arrive via commanded
exterior predicaments or via a comprehension of the required new and exciting
method of operating. Change or tweaking of performance is
an objective of therapeutic intervention.
It is an alteration so as to correspond to a customary level.
It is the level of balance or tranquility joining people and their surroundings or
climate
It is the manner of fixing or comprising- being and developing ,irregular, or
unforeseen circumstances.
Home Adjustments
OFW PARENTS
The Overseas Filipino Worker phenomenon is a vital and growing sector of the
Filipino society. Labor Migration started during 1974, and has not stopped since
(Ortigas, 2008). While 3.8 million Filipinos the total labor force are working abroad as
temporary migrants. While millions of children in the developing world grow up with
at least one parent living abroad (Cortes, 2011).
It is emotionally and physically challenging for the children to accept that their family
set-up is not the same with other families. But as the child matures, he begins to
understand the rationale why the parent has to work abroad and is able to get back
on track and take on the responsibility of managing their household and family life on
their own.
DIVORCED OR SEPARATED PARENTS
Many studies have reported that children of divorced parents experience more
problems in adjustment than children who grow up in intact families. Much of the
research suggests that children of divorce are more likely to have more difficulties in
school and to be more sexually active, more aggressive, more anxious, more
withdrawn, less prosocial, more depressed, and more likely to abuse substances and
participate in delinquent acts than their peers from intact families.
Some researchers have suggested that the economic hardship custodial parents face
following divorce is the critical factor in predicting children's post-divorce adjustment.
Dramatic losses in income contribute to additional life stresses such as moving to a
smaller residence in neighborhoods with increased crime, lower quality schools, and
loss of familiar and developed community supports.
Recommendations
 Use effective parenting by providing encouragement and emotional support,
establishing and explaining standards for conduct, and administering
consistent discipline.
 Maintain a feeling of closeness with your teen, use effective parental
monitoring, allow them to make decisions with you regarding their activities
—aim for low parent-child conflict, and strive for organization and
predictable routines in your household.
 Reduce inter-parental conflict. If possible, cooperatively parent with your
child's other parent. Speak positively about your child's other parent in front
of the child and do not place the child in the middle. For example, having
your child spy on the other parent or using visitation rights as a bargaining
tool undermines the confidence your child has with the other parent and
strains his or her emotional well-being.
 Continue to be a parent to your child rather than turning into a friend.
 Be aware of your adjustment or becoming depressed. Seek help from
professionals if you need it.
 The father needs to participate in important activities like forming morals,
helping to solve problems, enforcing consistent discipline, and reinforcing
appropriate behavior.
DEATH OF A FAMILY MEMBER
Research suggests that bereaved children are a vulnerable population, at increased
risk for social impairment and psychopathology (Baker, Sedney, & Gross, 1992).
Multiple factors have been cited in the literature as possibly contributing to
children’s adjustment to a loss. These factors include bereaved child’s age, gender,
connection to the deceased, adjustment of the surviving parent, circumstances
related to death, siblings,participation in intervention, and participation in rituals such
as funerals and visiting the grave (Cerel, Fristad, Weller, & Weller, 2000).
Denial
While denial is an actual stage of the grieving process, it's also an important coping
mechanism as well, according to MayoClinic.com. Denial softens the blow of the initial
news. When reality becomes too painful and overwhelming, denial is the first coping
mechanism that naturally occurs in order to protect you. While you may think denial
is unhealthy, it's actually an important first step to the grieving and coping process.
Denial is fine as long as it isn't causing physical or mental harm.
Support
Finding support through family, friends and even medical professionals can help you
through a difficult time, especially if you're feeling angry and hopeless about your
condition or the death of a loved one. Talking to your family members about how you
feel, or joining a support group with people who have gone through a similar
situation can help you talk things out. The American Cancer Society recommends
bereavement counseling to help you adjust to your new way of life, if necessary.
Expression
Expressing your feelings of grief, no matter what stage you're in, can help you work
through your feelings. While talking to someone can help you express yourself, so
can forms of art. Try writing down your feelings, or creating a work of art to express
yourself. Expression can be a powerful coping mechanism as it allows you to
externalize the emotions, fears, sadness and eventual acceptance that you feel
throughout the grieving process, says the University of Iowa University Counseling
Service.
Faith
Your faith can be a powerful coping mechanism, especially when dealing with death
and dying. Depending on your faith and religion, you may believe in an afterlife,
heavenly rewards and a comforting peace. HelpGuide.org notes that spiritual
activities like praying, visiting a church or temple or meditating can help you work
through your grief in a healthy way. Grief can also make you question your faith, so
it's a good time to talk to a clergyman or even research other religions.
Time
Sometimes, the most effective coping mechanism is time: time to heal the wounds of
grief and time to resolve your feelings and emotions. There is no time limit on the
grief process. For some, it will take weeks and months, for others, years. Giving
yourself ample time to grieve, and knowing that it's time well spent can help you
realize the value of grief and sadness and look forward to a time when it isn't the
most important emotion in your life.
DYSFUCTIONAL FAMILY
Family dysfunction can be any condition that interferes with healthy family
functioning
Deficient parents -- having mental illness or a disabling physical illness
contributes to parental inadequacy
Controlling parents – fail to allow their children to assume responsibilities for
their age.
Alcoholic parents – family tends to be disorganized. Family members tend
to keep problems as a secret.
Abusive parents – parents that are verbally, physically, and sexually abusive
Dealing with Dysfuctional Family
 Get help!
 Learn to identify and express emotions
 Allow yourself to be angry to what happened
 Begin the work of learning to trust others
 Taking good care of yourself
 Begin to change your relationship with your family
Sibling rivalry
Parents probably can't eliminate the cause or treat the reasons for sibling rivalry, but
there are some coping skills and parenting techniques we can develop and hone to
help reduce the squabbles and keep the peace (at least, occasionally!)
1. Listen and acknowledge everyone's feelings - Being heard and comfortable to
express how he or she is feeling will help your child "get out" the anger and
frustration felt toward a sibling. When children are younger, they often fight for a
parent's attention and by taking time to sit and listen actively (and impartially), your
child will know that he is heard and respected and that all feelings are normal. A
parent can use her best "active listening" skills and say "I know you are angry that
Suzy came into your room without your permission. I hear how frustrated you are."
2. Try not to get in the middle - If I was paid by the hour for the time I've spent
being sucked into playing referee in my children's heated arguments, I could have
saved enough for a nice vacation! I finally learned that acting as referee or mediator
did not help settle anything and really prolonged arguments and disagreements.
Unless safety is an issue, let children learn to work things out for themselves. If you
must get involved, try to be as impartial and detached as possible.
3. Siblings don't have to be together all the time - just because your kids are related
to each other, does not mean they need to be together all the time. You kids may go
in phases - one day they seem to be best buddies, and others they are fighting like
cats and dogs. Give them a chance to do things separately, especially if they are
having a lot of conflicts. Sometimes "going their separate ways" really is the best way
to handle strained relations. By encouraging and helping your children to develop
interests and friends outside the family, there will be less pressure on the sibling
relationship.
4. Boredom exacerbates conflict - By keeping kids busy and active with projects,
activities and a daily schedule, they will be less likely to fight. This is why siblings
tend to argue while on summer vacation or over long breaks - they're bored and
discontent and look around for something exciting and interesting to do, there's
brother across the room. The next thing you know, they are locked in some drama.
Try to keep kids involved, using distraction and redirection are perfectly fine ways to
break up a squabble.
5. Expect sibling rivalry and set very specific house rules about what behavior is
acceptable and what is not. That way you can respond to the behavior infractions
and not the fighting. For instance, violence and hitting should definitely be out.
Instead of getting caught up in the battle, you can simply say "We don't hit in this
family" and respond to the behavior in question. The truth is, children will disagree
and we learn a lot about who we are and how to behave in a relationship from our
sibling interactions. Over time, your children will form attachments
and relationships with each other that will exist completely separate from their
parents. If we parents have realistic expectations of the tumultuous relationship
between siblings, we'll be less likely to overreact of thing there is something
abnormal about the squabbles. With realistic expectations, we can set simple house
rules to govern behavior and try to be as impartial and give each of our children as
much positive attention as possible.
School adjustments
First-day-of school anxiety
Adjusting to College Life\
Tips for Settling In to College Quickly and Easily
Adjusting to college life can be very difficult for students because everything is new
and different. However, students who consider the following tips will certainly be
better prepared for college life and will adjust quickly and easily.
instant support group, and learn a lot about yourself as well as others. In addition,
when you stay on campus you are close to all campus activities, parties, the library,
and extracurricular activities.
Tip #3 – Eat and Sleep Regularly
Adjusting to college life can take a lot out of you because of the new class schedules,
studying, and having to figure out how to handle it on your own. Because of this it is
very important to eat and sleep on a schedule. Make sure you eat three healthy
meals a day, sleep at least eight hours a night, and you will feel happier and healthier
and better able to adjust to college life.
Tip #4 – Manage Stress
College is stressful, and for a beginning freshman it might be overwhelming.
However, manage your stress by working out, practicing yoga, deep breathing, or
any other method you find helpful. When you are not stressed out you will be able to
adjust to college life and accept all of the new ways of doing things. However, if you
stay stressed out it will impact your grades as well as your health.
Tip #5 – Stay Focused
Because college can be so much fun, it might be difficult to stay focused on your
work. However, remember why you are at college in the first place. You want to get
a degree and ultimately a good job. So, focus on your major and where you want to
go in your life more than where the best party is this weekend. You can still look for
extracurricular activities, but keep your mind focused on your work more.
Tip #6 – Attend Every Class
Class attendance in college is not the same as high school, not by a long shot. Many
times attendance is not even taken, so it is easy to skip class for more exciting
things. However, if you don’t go to class you will find it difficult to learn what you
need to for the exams and papers, and may miss pop quizzes. As a result, you should
attend every class unless you are seriously ill. In the event you must miss a class, let
your professor know why and ask if you can get the notes.

Tip #1 – Get Involved Tip #7 – Look on the Bright Side

There are many activities on campus, so go ahead and get involved! Don’t wait,
either. Go ahead and get involved your first week of your freshman year. This will
allow you to meet friends, be part of a social group as well as making a difference in
the university, and you will have a healthier attitude regarding college altogether. So,
check out the different activities available at your university.
You need to always keep a positive attitude when it comes to adjusting to college life.
It truly is difficult to always look on the bright side when your entire life has changed
and you are not quite sure what to make of it. However, look at college as an
adventure and each new day providing something new. This should help you keep
your chin up.

Tip #2 – Stay on Campus Tip #8 – Party!

Many college freshman are afraid to stay on campus because dorms are small and College is known for partying and while you don’t want to get bogged down in the
the food isn’t like mom’s home cooking. However, staying on campus is an important party scene, you do want to party a little. You are following all of the above tips to
way to adjust to college life. You will have a roommate, meet new friends, have an
help you adjust to college, so you can party on the weekends after you have finished
your homework and simply enjoy hanging out with friends and meeting new people.

Tip #9 – Communicate
Remember, college is a time when you will meet many new people that may have
completely different views than your own, and you may end up living with one. As a
result, make sure you always communicate openly and honestly about your feelings
while respecting other people as well. Don’t let others take advantage of you by
communicating openly.
When you follow these suggestions you will certainly adapt to college life quickly,
easily and without needing a lot of time to settle in. You will be off and running and
should consider theses tips as your success guide for settling into college
Social adjustments

Culture shock

What: Culture shock is the holistic reaction to displacement from one’s familiar
environment. Suddenly, you find yourself unable to understand, communicate, and
function effectively. Common symptoms of culture shock include:
 Feelings of frustration, loneliness confusion, melancholy, irritability,
insecurity, and helplessness
 Unstable temperament and hostility
 Paranoia
 Criticism of local people, culture, and customs
 Excessive concern over drinking water, food dishes, and bedding
 Fear of physical contact with locals
 Oversensitivity and overreaction to minor difficulties
 Changes in eating and sleeping habits
 Loss of sense of humor
Coping up with culture shock
 Remember that everyone gets culture shock
 Address your basic need first
 Learn what you need to know
 Adjust your expectations
 Find new favorites
 Make your home sanctuary
 Nurture your self-esteem
 Avoid negative people
 share