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E Counseling Applied in an Online Mentoring Process


By
Dr. Marita Garcia Sanchez
Cagayan Valley Computer and Information Technology College
Santiago City, Isabela, Philippines
Abstract
E counseling is a new modality of helping a client with a variety of life challenges
he faces using the computer mediated communication. It is an innovative program that
enhances and complements teaching-learning in classroom. The e counselor/teacher
can reach out his student or client even in the remote place as long as there is
availability of internet access. Online counseling is variously referred to as internet
counseling, e-counseling, e-mail counseling, e-therapy, web counseling, epsychotherapy, and internet psychotherapy.
(Heinlen, Welfel, Reynolds, Richmond, &
Rak, 2003; Patrick, 2006). Due to the various labels about e-counseling, the interaction
between the online counselor/ teacher and the student/client can be remarkable Their
face to face encounter using a cam, instant messaging through text and other
modalities of a personal freedom frees themselves to talk about anything under the sun
including problems and issues about feelings and emotions in a unique delivery of
personal touch via internet.
Being able to engage in a counseling process can immediately solve conflicts
they failed to discuss in classrooms. When a student is shy in a personal encounter,
online means can give way for relaxed atmosphere during the processing of the
individual client. In an online mentoring process, the role of the mentor is expanded to
the e-counseling process. This new technique in teaching learning can be applicable in
e-counseling because its goal is to develop trust in an informal chat and to effect change
on values and virtues that the protge wants during his process of change. The
teacher/counselor can manipulate the content of the conversation by using the
techniques of interviewing. The next time that the e counselor meets the client, she/he
can produce a lot of choices for the protges consideration such as meeting deadlines,
improvement of behaviors and attitudes toward lessons and assignments, attention to
details to prove his passion in the technical or skilled based courses and other more
virtues and values to successfully pass the subjects enrolled.
This study is an expansion of the experimental study of Sanchez (2010) about
online mentoring process presented in the Northern Luzon Research Forum, Baguio City
on December 28, 2009 and in the International Conference of Management Educators
and Practitioners, Kaoshiung, Taiwan on February 19-22, 2010.
This research is
delimited to the 57 college students, and 6 professionals who voluntarily sought for
assistance in their educational and personal life problems and inconveniences. Data
gathered through instant messaging, e mailing, and personal online messages through
the social network were used in the analyses of qualitative data that were converted into
frequencies, percentages, ranks, Pearson r and one way analysis of variances. Result
of this study will give better directions to graduate and undergraduate teachers in
supporting their students for more effective skills building, values enhancement, and
technology leadership.

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Introduction
Online Counseling has been popular in the Unites States of America where many
parents decide to home school their children due to the distance of schools in their
place, over protective attitudes of parents, and lack of trust in their public school
teachers in managing their school children. There were also common problems of
divorce needing for resolving disputes of couples different from marriage counseling
(Direnfeld. 2010). This technology revolution has been expanding tremendously in the
virtual environment and a lot of licensed counselors are needed in this world full of
dysfunctional relationships (Patrick. 2006). There are also ethical issues associated with
online counseling. Any intending counselor to practice e-counseling has to consider the
regulations of the inter-state commerce aspect of online counseling, and standards of
practice that demonstrate the value and efficacy of this significant career for licensed
practitioners.(Alleman. 2002; Robson & Robson. 2000). All these need processes that
enhance attitude building for better performances in any work or activity.
In the Philippines, online counseling is rarely used. One reason of this is due to
lack of training in the use of computer mediated communications among existing
counselors. On the other hand, many college instructors require personal commitment
and willingness to look honestly at the issues and concerns of their individual students. It
needs them to develop their interpersonal relationship with students. The intention of
resolving particular problems among new college entrants is a major concern in using
some specific tools. Online means of reaching out students isnt far behind especially in
the tertiary level of education. Majority of college students now are visual than auditory.
They wanted to realize an end by moving forward steadily in reinforcing new ideas and
behaviors. And additional support can help them see the difference and accept reality
of their uniqueness. (http://www.balancedcounseling.com/testimonials.html). There are
big universities that offer online studies or distance education that support students in
their cognitive and affective works. (UPOU Bulletin. 2008). Teachers in online based
courses can post their lesson plans, give and collect assignments online, provide links to
relevant web sites and can give tests to their students which are automatically corrected.
(DLSU Open University, 2010).
If one has to look up with the shared ethical view on the national Board for
Certified Counselors web site, the practice of internet counseling among professional
counselors must have the appropriate in-take procedure in assisting a potential client.
(www.nbcc.org/webethics2). This is adherence to the processes based on the needs for
counseling services. It is also important that clients should be intellectually, emotionally,
and physically capable of using the online services and of understanding the potential
risks and limitations of the online means support.
The government has laws and licensing boards to limit the practice of counseling
processes. There are licensed counselors, therapists and clinical psychologists who set
clinical guidelines to ensure quality ethical treatment. This is why the e counselor is
obliged to provide information about the treatment protocol often called an informed
consent. These include informative literature on the process of counseling and therapy,
costs, confidentiality, policies, security measures on the internet, and termination policies
as well. (AmPsyCor/PhilPsyCor). Licensing now for Guidance Counselors in the
Philippines is required to all the practitioners of Guidance and Counseling Education.

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Online counseling in applied mentoring could be used in the tertiary level of
education. The study of Viroleinen (2009) proved the use of e mentoring in Research for
the graduate studies. He made used of executive coaching and mentoring processes
online in Finland. In relation to this, Sanchez utilized the concept of Viroleinen using
another method. This applied online mentoring utilized the e counseling through chats,
e mailing and commenting in social networking sites where clients usually login for
friendship purposes. To become an e counselor or e mentor is possible without
appropriate licensing from the American Association of Psychologists. The use of
technology in the educational institutions as a way of helping and supporting the learner
to succeed in cognitive, affective, and psychomotor is proven effective in the executive
coaching and the best initiators are the instructors who will serve as e counselors and
learning can be enhanced through online mentoring (Sanchez, 2010).
This research study is for the future of colleges and universities that intend to
update and use the e counseling applied in e mentoring processes. In any field of
studies regardless of goals for the benefit of supporting the teaching-learning, E
counseling can embrace a global system using the web portals. With expansion of the
experimental study of Sanchez (2010) the online mentoring was expanded in this study.
This study is delimited to the college students enrolled in Basic Research for the
first semester 2010-11 and nine (9) professionals who encountered almost the same
patterns of behaviors that need attention by the experimenter online counselor. Major
data used in the treatment of hypotheses was taken from a sample of college students
grouped as controlled where the use of applied mentoring processes was conducted.
The social networking sites that affected their studies were also utilized as a tool in the
gathering of data in addition to the e mails and face to face servicing with the clients. It is
in this study where values and virtues were incorporated in the mentoring process. It
was intended to support the educational problems of respondents whose main concern
is to re-direct their attention to a more fruitful use of the internet resources and succeed
in their daily school activities. Hence this study
Review of Related Literature and Studies
In the Mapua Center for Guidance and Counseling, part of their academic
community has identified teacher counselors in each college to provide quality service to
facilitate holistic development in their students. Significant amount of awareness in their
processes that involved self-esteem, assertive communication and other educational
problems students encounter from different forces and factors at work in their lives.
Their students were assisted towards achieving optimum level of personal happiness
and social usefulness (http://media.wiley.com. 2008).
Logan (2010) cited the book Brainfit for Life by Simon Evans, Ph.D and Paul
Burghardt, Ph.D, both professors and neuroscientists at the University of Michigan.
Giving tips to graduate and college students concerning the physical exercises called
HIIT or high intensity interval workout, the brain needs in order to keep it fit for everyday
activities. Attending a regular consultation with counselors is a good thing to do, as cited
in the conclusive statement.
ScottCounseling.com (2010) has been providing e-counseling through their staff
of professional parenting, child development, and adult counselors. One of their services
that this ongoing study has semblance with the e counseling for parents of college

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students in their coping with emotions that come from watching their child experiences
with some momentous difficulties of adjustments.
Goldberg, PhD (2010) focused his work on child anxieties, school phobia and
school refusal to attend the college life. According to this author, there are parents who
are described as clinging when they refused to leave the campus. A number of college
administrators have introduced blunt language into orientation schedules including a
specific time to say goodbye to their children to learn independence from home. School
counselors at all levels help students to understand and deal with social behavior, and
personal problems. This emphasize preventive and developmental counseling for
students with the life skills needed to deal with problems before they worsen and
enhance students personal, social, and academic growth. They also try to identify
cases of domestic abuse and other family problems that affect their childrens
development.
Alleman (2002), discussed about the philosophy of life that lead directions for
others with inclusion of significant issues associated with online counseling. The
requirements on the professional counseling was emphasized including violations of
ethical standards of practice within an honor system internet environment, outcome
research that demonstrates the value and efficacy of this profession. On the other hand,
advertisements are available warning the clients to check over the authenticity of
therapists and counselors before they involve themselves to e-counseling. According to
this issue, they need to meet with psychotherapist for personal counseling or advice and
not from the privacy of their own computers. After proceeding to their thread, the
assigned counselor motivates the client in using the internet effectively and forms some
kind of effective helping relationships with the one who follows the thread.
(PsychCentral. 2007). Studies that cover long-term effectiveness of e-therapy in the
treatment of specific disorders or conditions are still lacking. The use of this new
treatment modality was recommended for further studies especially on the risks and
benefits that are associated with e-therapy(Excerpted from The American Psychiatric
Association (http://www.psych.org). Seba (2010) is involved with counseling parents
with child separation anxieties. Parents who are tired of having a fussy child who cant
be separated despite the old age have warning signs of disorder that ongoing
nightmares of parents are being harmed, children refuse to go to school and induced
physical complaints that last for more than two weeks.
Christian and educational counseling are also offered online. These are indented
in providing Biblically-based guidance for those in need with a team of qualified
counselors who are able to assist in a wide variety of issues for couples, families, adults,
adolescents and children. (http://www.ccesonline.com/. 2010). Professional consultation
was also introduced online and according to those who experienced doing this, when
they received feedbacks about their work or information about relevant theories and
research, possible interventions, resources, and support they developed trusting
relationship that facilitates deeper exploration of issues. (Braddy, iStockphoto.com.
2007)
According to Robson and Robson (2000), lawyers and judges aren't trained to
help couples figure out about the root of their problem on divorce. Generally they are
able to find the right legal answer to solve their conflicts that keep in court practically
forever for separation to each other. Divorce counseling can be differentiated from
marriage counseling. Though they look similar in many aspects, their aims have

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opposite directions. Marriage counseling is to keep the marriage bond, while divorce
counseling is to ultimately end up the couples relationship. This is also true to e
mentoring and e counseling. The former works best in helping the client to cope with
studies by dealing squarely with the problem while using the e counseling in mentoring
processes is a way or technique of the e mentor in dealing with the individual persons
character and attitudes towards work.
Knapp (2010) discussed online counseling as the same in therapy that helps
clients deal with problems and encourage personal growth. Based from a dialog
between the therapist and the client, the e-counselor provides readings or homework like
journaling that expand his horizons and give new perspective allowing challenges to old
problems solved through a feedback mechanism used by the counselor. He compared
the feedback and support of a client when he comes to visit the counselors office in
using e mails, IM, or when he choose to talk over the phone as well. He also noted the
appointment that is needed when chat is to be made. Based from his study, most of his
clients choose the e-mail counseling than the chat and commenting in the social
network.
Tanya Tkach (2010) discussed the what is not of e-counseling. Many online
counselors consider this as psychotherapy. It as fast, easy accessible, cost effective,
time efficient and could reach even those with physical disabilities. It is good in remote
areas that immediate solution for the person in need has to solve. It is not suitable for
diagnosing or treating neither psychiatric illness nor effective means of responding to
crisis like suicidal and homicidal feelings, abuse, trauma or acute psychiatric symptoms.
E-counseling can help the person to clarify and articulate his concerns. The receiver can
begin to deal with the problems and issues in his life, assist him to regain his feeling of
personal empowerment to trust the decisions, to explore potential solutions to problems,
and to reflect on future possibilities
Online counseling using instant messaging is very similar to seeing a therapist in
person. The client makes an appointment to meet in a private chat room then the client
tells his feelings, what is bothering him, or anything else he needs to talk about while the
counselor listens, offer support and understanding, ask questions, and gives feedback,
and use counseling strategies ( http://www.kalimunro.com/online_counseling3.html).
ECounseling.com has a pool of professional licensed counselors to choose from. The
line of specialization covered in their e counseling include: relationship issues, personal
development, personality and emotional issues, eating disorders, coping with crisis,
physical conditions, addiction, and abuse parenting. (ECounselingOn.com.2009).
Direnfeld (2010), a social worker and counseling expert gave his critique on a
Section 112 social work report. His expertise on child development, parent-child
relations, marital and family therapy, custody and access recommendations, relates
effective e counseling issues that help reduce hostility and conflict among the parties
involved. Couples receive guidance and counseling prior to anger and upset taking over
in their judgment and decisions.
Patrick (2010) differentiated counseling through the online technologies that have
facilitated and increased communication and work management. It led to a redefinition
of counseling, and how counseling can be practiced. To understand the appeal of online
counseling, it is essential that counselors understand client characteristics. Use online

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counseling services have a solid understanding of the appealing qualities of computer
mediated counseling.
Kelleher (2010) an International Baccalaureate Primary Years Programmer
teacher at the International School of Modena, Italy discussed about the use of
technology in teaching their students or learners. A big problem for this shift in
education is accessibility to both computers, as well as reliable internet connections.
Rural areas are often at a disadvantage within the developed world. Looking at it
globally, there are massive discrepancies. Teachers are unable or unwilling to leave their
comfort zones to learn and experience new technologies and forms of learning would not
be happy to swap their old fashioned way of doing things to support and encourage
others in making a difference in teaching or mentoring.
The Internet has revealed itself as a mediator between therapists and clients as
online counseling websites surface all over the web. Online counseling, sometimes
called E-therapy or cyber-counseling, is when a professional offers emotional support
and advice over the Internet. Possible mediums of communication include e-mail, instant
messenger, or Internet phone. Advocates of contemporary online counseling claim it is
effective when traditional means of counseling are unavailable. When one lives in a
remote location or has financial restraints and issues she or he can benefit from online
counseling. These presented literatures and studies were all related to the ongoing
study. It only differs in terms of focus and the delimitations of the present study. However
due to its relatively new form of therapy, the International Society for mental Health
Online published ethical guidelines to assist professionals in the development of ecounseling practices. (http://www.ismho.org/)
Study Questions
This study is an expansion of the applied online mentoring conducted from
February 2009 for a field study in the Philippines and as a result of conclusive problem
identification made in the experimental study of Sanchez (2010).
1. What is the demographic profile of respondents group in terms of:
1.1. Age bracket
1.2. Sex
1.3. Grades in Research 1
1.4. Output
2. What is the performance on passion for technical writing of the two-grouped
respondents in the following: a). Organization of Work, b). Prescribed Format, c). Follow
procedures, d). summarize findings within problem coverage, e). conclude to minimum
standards, and, f). relevancy of their recommendations?
3. What attitudes and behaviors toward research did students show in the two
types of learning modalities in Research 1?
4. Are the processes used in the expanded applied mentoring conducted in 2009
effective?

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5. Are there significant correlation between the behavioral attitudes of students
toward research and their performances in Research 1?
6. Are there a significant relationship between the grades of students and their
ratings in CMC when used in the e counseling processes?
Analytical Framework
A. Demographic Profile
Age Bracket and Sex,
Social Problems, Location
B. Processes Used
C. Tools Used

Traditional
Method of
Teaching without
Online Means
-Classroom TL
-Mentoring
-Counseling

Lessons and Grades in


Research 1
I. Grade Bracket Scale
II. Passion in Technical
Writing
III. Attitudes and
Behaviors towards Work
IV Number of Titles
Produced

New Modality of
Teaching with
Online Means
-Classroom TL
-E Counseling &
-E Mentoring
(E Mailing, Chat,
& Commenting
on SNS)

The focus of this research is to know the affectivity of the processes used in the
expanded applied mentoring known as E Counseling Applied in Online Mentoring, a new
modality of teaching-learning in the undergraduate course. The correlation among the
variables in the behavioral attitudes of students toward research as a subject matter and
students performances in research 1 as well as the relationship of general weighted
average grades of students and their observed performances in the use of CMC with
integrated e counseling applied by the teacher/counselor were major provisions in
proving the new modality of teaching learning worth emulating by future teachers in the
tertiary level education.
Hypotheses
1. Are the processes used in the expanded applied mentoring method of
teaching-learning conducted in 2009 effective?
2. Are there significant correlation between the behavioral attitudes of students
toward research and their performances in Research 1?
3. Are there a significant relationship between the GWA grades of students and
their ratings in CMC when used in the e counseling processes?
Significance of the Study
Studies of online counseling in the Philippines are rare. Educational institutions
with undergraduate courses that integrate technology in their techniques of teaching-

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learning can integrate e counseling in a new modality of teaching learning. This research
study is for the future of colleges and universities that intend to update and use e
counseling applied in e mentoring process as part of techniques in teaching.
Specifically, this will benefit the following:
College Administrators and Faculty. They receive the first hand information that
helps them in their strategic planning for the integration of technology in teaching. The
initial step in making this e counseling applied in e mentoring process successful is the
training workshop for skills and capacity building among the faculty who will undertake
the new modality and module development writing is a must. Their intended audience
can be the basis of proposed modules where to integrate the e counseling content of the
syllabi in the form of activities and strategies to make teaching-learning more effective in
the implementation of their lessons.
Undergraduate and Graduate Students. They will be informed on the latest
developments that e counseling has to offer for their personal and professional benefits.
They could make wise decisions about joining the online mentoring as an offshoot to the
traditional methods of supporting them in their studies that need skills enhancement.
Researchers. They can grasp the importance of a unique study in conditioning
the negative attitudes of online users and serve as a key for understanding better the
use of social networking and other computer mediated communication using the portals
of internet.
Methodology
The study used the experimental method of research. It involves a single-factor
experiment that compared two different treatments in two groups. One group that
enrolled Research 1 in 2009-10 received no treatment of the online mentoring and the
other group enrolled in 2010-11 received extensive online mentoring treatment or the
controlled group. The comparison of results obtained from the actual output of
researchers in the two groups was examined. Using an Assessment/Evaluation tool that
was made available in 2009, the rating scale provided in Table 1 was used in and
gauging the equivalents as follows:
The first component is the general weighted
average of grades in Basic Research, and two other research related subjects. For
those enrolled in BA, Consumer Research and Feasibility Studies were the two related
subjects included in computing the GWA of students, while the IT student respondents,
their grades in System Analysis Designs 1 and 2 were the two other research subjects
included in computing their GWA that was computed by multiplying the number of units
to the grade equivalents in three (3) researches conducted divided by the total 9 units of
three (3) Research subjects taken. After which the five point scale was assigned. In
Table 1, the scale used in the % General weighted averaged bracket was presented
Table 1- Rubrics for General Weighted Average
% Grade Bracket
70-Below
71-75
76-80

Scale
=1
= 2
= 3

% Grade Bracket
81-85
86-90

Scale
= 4
= 5

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The second component in the scoring of the other components covered in the
observation was the passion in technical writing of the individual researcher. It consisted
of six sub-components: organization of work which covered the title and introduction
well organized following the procedures of technical writing, funneling of thoughts, and
jibing with the title variables and tool as the highest rate, and the least rate of 1, when a
major change in all these enumerated was observed; next is according to prescribed
format where the student perfectly used the correct font and font size 11 or 12, journal
type format, using the correct procedures in typing the capitals on letters, differentiating
the major from sub titles of manuscript contents; Follow procedures, summarize findings
within the problem coverage, conclude to minimum standards, and relevancy of
recommendations.
There is equivalency of each scale in rating the individual
respondents.
Table 2- Rubrics for Passion in Technical Writing (See Specifics attached)
III. PASSION IN TECHNICAL WRITING
1
2
3
4
3.1 Organization of Work
3.2 According to Prescribed Format
3.3 Follow Procedures
3.4 Summarize Findings within Problem
Coverage
3.5 Conclude to Minimum Standards
3.6 Relevancy of Recommendations

The attitudes and behaviors toward work covered four (4) sub-components:
Coordination with adviser and respondents, complementation of research updates,
collaboration with other researchers to improve work, and submission on deadlines
using either the web or offline means. During the observation method, the respondents
were not aware that they were being observed in order to have the results meaningful
especially in converting the qualities of the scores into quantities. The computer
mediated communication used was emails and chats. Hard copies were recoded and
printed and used in deriving the five point scales. Table 3 showed the components of
the last rubric equivalent in the experimental method undertaken by the instructor in
Research 1.
Table 3- Summary Rubrics on Attitudes and Behaviors toward Work
IV. ATTITUDES AND BEHAVIORS TOWARD
1
2
3
4
5
WORK
4.1 Coordination with Adviser and Respondents
4.2 Complementation of Research Updates
4.3 Collaboration with Other Researchers to
Improve Work
4.4 Submission on Deadlines Using the Web
The use of various computer mediated communications like chats, comments in
social networking, e- mailing, and journal writing were used in rating the attitudes and
behaviors of the controlled group. The classroom observation was used in the traditional
type of classroom teaching of Research 1 under the uncontrolled group. In addition, the
Google spreadsheet questionnaire was also added as a tool in the realization of some
descriptive analysis. The online interview and other online mediated communications
used were made available by few of the researchers in the controlled group. Description

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of the profile variables in data gathering used the frequencies, averages, ranks and F
test in correlating the respondents behavioral attitudes, and cognitive performances that
were observed during the mentoring processes.
The study is delimited to the respondents in the Philippine setting but included
other Filipino respondents who were located in Asia and the Western Countries that are
enrolled in the graduate and undergraduate courses. This research is delimited to the
fifty seven (57) respondents; 25 of them were part of the controlled undergraduate
students who joined the social network and voluntarily attended to the online mentoring
processes; twenty six (26) undergraduate students who attended the traditional
classroom teaching. Both the controlled and uncontrolled group attended the classroom
method but the other group was not given the computer mediated communication as
called e counseling or e mentoring. The uncontrolled group was given an offline
mentoring and counseling sessions.
The Online Interview using chats and e mails were used in the e counseling or e
mentoring where assigned ratings were gauged according to the number of exposures
they volunteered for help from online bases. The frequency, mean average, and
Pearson r were used in the treatment of data.
Results
Table 1- Profile of Respondents by Age Bracket and Sex

Age Bracket
18- 20
21- 23
24- 26
27- 29
30- 32
33- 35
36- 38
Total

Male
9
4
5
1
2
0
1
22

Female
16
3
1
1
3
0
1
25

Total
25
7
6
2
5
0
2
47

The Table 1 and


Figure 1 indicated the females outnumbering males with age bracket from 18 to 20 to
represent the major portion of the respondents. The younger in age are hooked to the

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social networking sites. Aged 21 to 26 respondents were less than half of the respondents
under the age 18-20 years.
Table 2- Profile of Respondents by Education
Description
Frequency
Graduate
15
Undergraduate
32
Total
47

Percent
31.91
68.09
100.00

Figure 2 and table 2 discloses the major concern of the undergraduate


respondents to the social networking sites. It has 68% compared to 31.91% response of
the graduate respondents. This shows that majority of those who go online are still
dependent from their parents. They have no sources of income of their own and going
online depends on the financial capability of parents to support their children. They use
the web as the main source of their learning the subjects in college.
Table 3- Profile of Respondents by Social Problems Encountered

Description
Friendship
Networking
Romance
Business
Family
Total

frequency
147
57
42
36
9
291

Percent
50.52
19.59
14.43
12.37
3.09
100.00

From the table on profile of respondents in terms of social problems


encountered, it appears that majority joins the social network due to friendship
(50.52%), followed by networking (19.59%), and romance (14.43%). This discloses that
the respondents in the Philippines also want to have friendship, network, and romance
when they go online. They go with the global trend of using the web as a portal for
learning in various facets of life. Integrating e- friendship as the main objective in their
studies is an input to further learning.
Table 4- Profile of Respondents by Location
Description
Philippines
Asia
Western
Total

frequency
33
6
7
46

Percent
71.74
13.04
15.22
100.00

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The profile of respondents by location is shown in Table 5. Majority was located
in the Philippines and the Western countries (15.22%) while the rest are in Asia
(13.04%). This means that counseling and mentoring processes for the western and
Asian countries were less prioritized when they go online. They only go online to join the
social network for friendship, networking and for business purposes. E counseling is
purposive to the mentoring process. E counseling applied in an online mentoring
process is intended to help learners cope with their weaknesses in their learning
process.
Table 6- Profile of Respondents by Grades in Research 1 and Ratings of Attitudes in
Using CMC and their Research Output
Table 6A
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
29
21
22
23
24
25
26
27
28
29

Prelim
79
79
78
78
80
84
80
78
87
83
80
77
74
74
82
84
84
81
83
92
86
84
84
84
84
89
84
84
79

Midterm
79
80
77
77
79
81
78
77
83
82
79
78
76
77
79
83
83
79
80
92
85
83
84
83
84
88
83
84
81

Finals
80
81
73
70
79
77
79
72
80
81
78
79
78
74
71
86
79
78
81
90
82
82
85
84
85
88
82
84
82

Attitudes
in CMC
4
4
1
1
1
1
1
1
2
2
1
3
3
1
1
4
3
3
4
4
4
4
4
4
4
4
4
4
2

Output
3
3
2
2
2
2
2
2
3
3
3
2
3
2
2
4
3
3
4
4
4
4
4
4
4
4
4
4
3

Table 6.A shows the grades of student respondents who undertook the
experimental study on e-counseling applied in an online mentoring process with
inclusion of their observed attitudes with equivalent ratings in using the CMC or process

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tools and output in their performances. These data were needed to support the result of
the hypotheses testing in the experimental study covered by the cluster respondents in
the Philippines. There are 29 respondents taken at random from the 35 students who
enrolled their Research 1 for first semester 2010-11. The observation was undertaken
during the prelim, mid term and final performance rating of the observed respondents.
As expected, the CMC tools were used in the e counseling applied in an e mentoring
process (Sanchez, 2010).
Summary of Table 6.A-1
Attitudes in
CMC
1
2
3
4
Total

Summary of Table 6.A-2


Percent

Frequency
9
3
4
13
29

31.03
10.34
13.79
44.83
100.00

Percent
Output
1
2
3
4
Total

Frequency
0
9
9
11
29

0.00
31.03
31.03
37.93
100.00

The summary in frequencies and percentages of grades and ratings taken from
Table 6.A is presented separately in order to determine the most common CMC used in
e counseling and how receptive the respondents were during the implementation. Its
output summary is also presented in Table 6.A-2 to determine the frequency and percent
responses of the performers. The legend of ratings assigned to the two added variables
for the testing of hypothesis using the One-Way-Analysis of Variance is presented in
Table 6.B. This determines the quantitative equivalents of the attitudes gauged when
they were observed and interviewed concerning their use of the computer mediated
communications that make up the tools in the mentoring process.
Table 6.B-Qualitative Equivalent in Assigning Quantitative Scores
Rating
in
Q.E.
1

Attitudes Towards
CMC Used in e
Counseling
Use one (1) out of 4
CMC

Use of two (2) out of


4 CMC

Use of three (3) out


of 4 CMC

Use of all the four


(4) CMC

Research and Other Output


Introduction, Methodology, Correct Research Format,
Sent to E Mail
Introduction, Related Literature Methodology, Correct
Research Format, Questionnaire, Conceptual
Framework, Sent to E Mail, with Bibliography
Introduction, Related Literature Methodology,
Questionnaire, Conceptual Framework, Correct
Research Format, Sent and Follow up in E Mail and
Partial/Full Excel with Bibliography
Introduction, Related Literature, Methodology,
Conceptual Framework, Questionnaire and Other
Forms, Correct Research Format, Results, Conclusion,
Recommendations, Finished Master Table in Excel,
Sent to E Mail, with Bibliography

Table 7- Behavioral Attitudes Observed from Respondents

14

Description
Carefree
Confident
Naughty
Trusting
Total
Rank

Philippines
3
1.5
1.5
3
9
2

Asian
1.83
3
3
3
10.83
1

Westerner
1
3
3
1.43
8.43
3

There are four (4) behavioral attitudes observed from the respondents: Being
carefree, confident, naughty, and easy to trust people. This is in contrast with the result
of applied online mentoring conducted to foreign countries (Sanchez.2010). This
indicates that the Filipino younger generation now has better self worth than their
counterparts. In the result of Applied online mentoring, the respondent in those foreign
countries who joined the experimental study confirmed their low self confidence. They
said that they were more confident in front of a moodle form (internet) than having an
actual face to face encounter with their mentor. Furthermore, the same analysis was
confirmed in the previous study as also to the present one. The Naughty attitudes of
Asian and westerners are also present to Filipino nationals. Filipinos and Asian
nationals easily trust people, while Westerners dont have that much trust when they use
the social networking sites. When they go online, they prefer to use other usernames
than their real names.
Table 8-Attitudes of Respondents Observed in Using E-Counseling Applied in e
Mentoring Process
Description
Unsecured
Acceptance
Protection
Privacy
Fear of Knowing
Total

Scores
127
128
110
98
89
552

Rank
2
1
3
4
5

The table on attitudes of respondents in using YM chat, e mail, instant


messaging, comments and other CMC tools showed their fears about the unsecured
sites. They said that they lacked protection and fear for their knowing about their
possible weaknesses when they talk to a professional counselor. The respondents have
more negative thoughts about e counseling and any electronic gadgets used for
mentoring processes. They preferred to use the e mailing than chatting when they
attend to online counseling activities. Unlike when they knew their teacher to facilitate
mentoring process, resulted to positive response.
Table 8- Relationship between the Attitudes of Respondents and their Observed Use of
CMC in the e Counseling Applied in E Mentoring Process

Variables
Attitudes
Observed in
E
Counseling

df

r values

Critical
r

Use of CMC

49

96

0.098341

0.273

Decision

Reject
Ho

15

The computed value of r equal to .2773 is more than the critical value of
0.098341 at .05 degrees of freedom. This rejects the Null hypothesis. It means that
there is significant relationship between the attitudes of the respondents and their use of
CMC in the E Mentoring Process applied. It further disclosed that their behaviors go
with their use of CMC of e- mentoring process. They have their own reasons in
attending the online counseling as well in the use of the CMC in applied mentoring
process.
Table 9- Analysis of Variance between Grades (3), CMC Used and Output
Sum of
Critical
Source
df
Squares
Variance F Ratio
F
Decision
Between
7
298470.54
143522.1
Reject
Within
34
1567.72
1567.72 534.03
2.38
Ho
The Analysis of Variance further discloses that their grades received when they
used the CMC in e counseling applied in e mentoring process is highly significant. The
F- ratio is very much higher than the critical value at .05 degrees of confidence. This
means that e counseling applied in an online mentoring process is a great help in their
improvement of grades in prelim, mid term and finals. It supported their knowledge and
skills in their course in research 1.
Conclusions
1. The respondents have more negative thoughts about e counseling due to the
following: fear of knowing about themselves, the sites used in e counseling are not
secured, and their privacy is not protected.
2. It is concluded that the behaviors of respondents have nothing to do with their
reasons of joining the social network. They have their own reasons in attending the
online counseling as well as in joining the social network
3. The behavioral attitudes observed about being carefree, confident, naughty,
and easy to trust people was found in contrast with the result of applied online mentoring
conducted to foreign countries (Sanchez.2010). The Filipino younger generation has
better self worth than their counterparts. The same analysis was confirmed in the
previous study as also to the present. The Naughty attitudes of Asian and westerners
are also present to Filipino nationals. Filipinos and Asian nationals easily trust people,
while Westerners dont have that much trust when they use the social networking sites.
When they go online, they prefer to use other usernames than their real names.
4. Attitudes of respondents in using YM chat, e mail, instant messaging,
comments and other CMC tools showed their fears about the unsecured sites. They
lacked protection and have fears for their knowing about their possible weaknesses
when they talk to a professional counselor. They have more negative thoughts about e
counseling and any electronic gadgets used for mentoring processes. They preferred to
use the e mailing than chatting when they attend to online counseling activities. Unlike

16
when they knew their teacher to facilitate mentoring process, the result has a positive
response.
5. There is no significant relationship of the attitudes of the respondents and
their use of CMC in the E Mentoring Process applied. Their behaviors have nothing to do
with their use of CMC of e- mentoring process. They have their own reasons in
attending the online counseling as well in the use of the CMC in applied mentoring
process.
6. That e counseling applied in an online mentoring process can be a great help
in their improvement of grades since they will have their output at the end of their
course. It supported their knowledge and skills in their course in research 1.
Recommendations
1. It is recommended that E Counseling applied in an online mentoring process
be conducted in the undergraduate and graduate courses in Basic Research or other
Research related courses.
2. Online counseling for educational institutions recommends their teacher/
faculty to conduct said process to encourage positive response to clients/students.
3. Before the mentoring process is used, orientation and training of the teacher
counselor should be conducted to ensure effective use of the e counseling applied in an
mentoring process.
4. Encourage HEIs in the conduct of the same research with the approval of the
original experimenter of the new process.
5. Monitoring of the youth in the use of social networking through parentsteachers partnership in the observation of young childrens activities.
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