SHERALYN D.

SUMALBAG
MSGC
Work sheet #1 : ANALYSIS OF EXISTING COUNSELING SERVICES

>Schools having these programs

PROGRAMS OBJECTIVES PEOPLE INVOLVED PROCEDURES STRENGHTS WEAKNESSES
/PROTOCOLS
Specific
A. Inventory Grade 7 Teachers, 1.Accomplishing Identified students >sometimes the
Service > to identify students Advisers Guidance Form characteristics, needs records of the
(Specific characteristics, needs Guidance 2. Arrange individual and interest students take
Target and interest counselor cumulative envelop of - For fast and easy some time before
Population) >to help students to each student according way back ground being delivered
adjust to their new to student surname year checking for every upon request
environment and and section. students records because the
easily copy up with 3. Update student needs - Student learned to process of
their problems of Grade 7 up to Grade adjust to their new student’s paper is
10 students environment and school to school
easily copy up with transfer, that can
their problems cause delay on
the enrollment or
background
checking of
students and
compilation of
records.
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MSGC
B. Information Grade 7 Principal, 1. Orientation New student >There are no
Service >to orient students and students and Head -Extra-Curricular formally welcome to pamphlets or
(SPECIFIC became aware of transferees Teacher, Activities THS. They became brochure that
TARGET schools Rules and Parents Guidance -History of School aware of schools states the Rules
POPULATION Regulations including Coordinator/f -School Facilities Rules and and Regulations
) services offered by the acilitator, -Faculty and Staff Regulations including
school. Teachers and -Health & Food including services services offered
Advisers. Services offered by the by the school that
Guidance -School Rules and school. can handily read
Coordinator/f Regulation from time to time
acilitator -Guidance Services to remind
4. Coordinate with students.
parents regarding the
status of their children
in school.
>to Understand and Teacher 2. Conduct Guidance Understand and
guide the students in Adviser, sessions/ Forums to guide the students in
order to continue his Guidance problem students order to continue his
studies Coordinator/f studies
acilitator
>to Establish rapport Teacher 3. Assist parents in Establish rapport and
and build harmonious Adviser, dealing their children build harmonious
relationship Guidance teenage years relationship
Coordinator/f
acilitator
>to Open coordination Teacher 4. Coordinate with Open coordination
and hand to hand Adviser, parents regarding the and hand to hand
relationship in guiding Guidance status of their children relationship in
the student Coordinator/f in school. guiding the student
acilitator,
Parent
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MSGC
C. Counselling . Individual Counselling The time allotted
Service >to Enlighten and Troubled and Parents, - walk in-clients Enlightened and for counseling is
(Specific realized committed problem Teachers, - referrals realized committed limited because
Target mistakes student Adviser - problem students mistakes there is only a
Population) - students with failing designated
>to Identify the cause grades Identified the cause guidance
of the problem Students Parents, - transfers of the problem counselor in
with failing Guardian, school, so it
>to help student grade Teacher, means that their
(General Adjust to a new Guidance 2. Conduct Peer time is not fully
Population) environment and Coordinator/f Counselling Adjust to a new focused on
developed self All students acilitator - stress management environment and counseling or
confidence from grade 7 - minor problems developed self guidance duties.
to grade 10 Teachers - listening skills confidence
Adviser,
Guidance
Coordinator/f
acilitator
D. Placement 1. Classify students by
Service >to Classify students All students Principal, sections based on their Strengthened >sometimes it
by sections based on Guidance academic and co- coordination among might cause a
(Specific their academic and co- Coordinator/f curricular activities. Principal, Teachers discrimination
Target curricular activities. Problem acilitator 2. Follow-up referrals and Guidance among students
Population) Students Teacher , from teachers Counsellor who are
Adviser 3. Follow-up students Monitored behaviour diagnosed slow
Guidance with behavioural and and academic learner for
Coordinator/f academic sanctions performance of example or non-
acilitator students reader.
E. Follow-up Principal, 1. Classroom and >sometimes there
Services >to Increase Grade 7 to Teacher, home visitation Increased are parents that
(Specific cooperation among Grade 10 Guidance cooperation among totally not
 SHERALYN D. SUMALBAG
MSGC
Target parents, teachers and Coordinator/f 2. Interview parents, teachers and cooperative and
Population) students acilitator, students just let the
Parents & 3. School assembly teachers deal
Guardians with their child
as if they don’t
care on their
child’s situation.
F. Career Familiarize with the
Guidance >to Familiarize with Grade 9 and Principal, 1. Professional Attire Career Guidance >parents are not
the Career Guidance Grade 10 Teacher, Parade Module in included during
(General Module in preparation Guidance 2Career Education preparation for SHS. the career
Population) for SHS. Coordinator/f 3.Career Counselling Develop and use guidance
*Parade >to Develop and use acilitator knowledge, skills, program , they
knowledge, skills, and Division SHS and attitudes in must participate
(Specific attitudes in making Focal Person making decisions on because
Target decisions on their their study and/ or sometimes
Population)* study and/ or work work options and parents tend to
Career options and life roles. life roles. not listen to their
education and Know the important children’s own
counselling informations dream profession
regarding Senior or own interest
High School.Clearly based on the
understand the career tests
benefits of Senior given to the
High School and the students.
career paths they
may lead to.
STUDENTS
WITH NONE NONE NONE NONE NONE NONE
MENTAL
HEALTH
 SHERALYN D. SUMALBAG
MSGC
CONCERNS