FIVE YEAR GUIDANCE AND COUNSELING PROGRAM

2017-2021

INTRODUCTION
(Vision and Mission Statement)

Vision

The Holy Child Academy envision itself to become an exemplary educational institution that
provides the highest quality of education equipping and leading the students with necessary skills to
become globally competitive whose graduates are ready to excel in the complex, interconnected and
changing world

Mission

The Holy Child Academy, a non-sectarian, non-profitable institution commits itself into catering
the best instruction to the under privileged yet deserving individuals aimed at becoming intellectual and
morally sustained thru its massive and effective learning programs.

RATIONALE

Because the State recognize to vital role of the youth n nation-building and shall promote and
protect their physical, moral, spiritual, and social well-being (Phil. Constitution: Act II, Sec.13);

Because career guidance and counseling advocacy activities are necessary in helping the
secondary level students to choose properly their career tracks (RA 10533, Enhanced basic Education Act
of 2013: Sec.9);

Because the guidance and counseling considered necessary to serve the well- being of the
students (CMO) No. 09 series 2013: Art. VII);

The Holy Child Academy Guidance and Counseling Office drafted this five-year guidance program under
the charge of the Guidance Associate with the cooperation and coordination of the School principal,
teacher-guidance and other person interested in the development of the individual.
 Who is responsible for fixing the problem is asked instead of who did the offense if the approach
in discipline is restorative. Likewise, what are needed to be done to repair the harm is asked in the
restorative approach instead of what should the punishment be in the opposite view.

TABLE B

PUNITIVE DISCIPLINE RESPONSE RESTORATIVE DISCIPLINE

What rules have been broken? Offense Who have been affected and
how have they been affected?
Who did it? Offender Who is responsible for fixing the
problem?
What should the punishment be? Accountability What needs to be done to repair
the harm?

GUIDANCE SERVICES
(set of services for the development of well-functioning individuals)

Counseling – an individual and/ or group intervention designed to facilitate positive charge in student
behavior, feelings, and attitudes.
Appraisal – an act of gathering information about students through the use of psychological tests and
non-psychometric devices.
Information – deals with comprehensive and systematic collection and dissemination of information thru
various methods and programs to assist students in their personal-social, academic and career planning.
Placement – designed to assist an individual in choosing a suitable course and other educational
experience in line with his interests and abilities and in obtaining occupational training and employment.
Follow-up – a systematic monitoring to determine the effectiveness of guidance activities, in general, and
placement in particular.
Research and Evaluation – deals with gathering information necessary in individual guidance.
Referral – coordination with multidisciplinary team of specialists to ensure that special needs of students
are met.
Extension service – an additional function such as serving as trainers, facilitator or resource person in
trainings, seminars, workshops or conferences.
 Using open ended questions, remaining passive but listening not only for words but also for the
meanings conveyed thru all the metacommunicative cues, and without giving direct advice or direction,
he counselor or a “helper” encourages the client to express his own attitudes, feelings and ideas and to
make his own decision within an atmosphere of acceptance and compassion.
Individual/Group Counseling
As needed, either individual or group counseling may be provided for individuals who need
assistance in dealing with personal-social, academic, and career concerns.

ROLE OF TEACHERS IN GUIDANCE AND COUNSELING

As the direct classroom manager, the teacher is responsible for providing the students with
emotionally safe classroom climate that will help improve the student’s emotional and academic
functioning.
If a student shows signs of behavior affecting his development in terms of personal-social
academic, and career domains, a teacher has to attend to the concerns of the said student.
To attend personally to the concerns of a student, a teacher has to acquire motivational
interviewing skills that will elicit the student’s own reasons for change within n atmosphere of acceptance
and compassion.
As a helper, a teacher who is not a registered guidance counselor but provides some guidance and
counseling services shall be called guidance facilitator or guidance advocate.

HELPING THE STUDENTS

1. Everybody has the responsibility to help a student or a group of students who need guidance. A
student or group of students who need guidance may be:

a. Called-in (invited for a conference)

b. Self-referred (voluntarily see a teacher, anybody in the school or a counselor for assistance)
c. Referred (sent to a more competent person or authority)

2. A student or a group of students who falls into the following categories shall be referred to the
Guidance and counseling Office for individual/group counseling or restorative conference.

a. “at risk” student: one whose behaviors are those that can have adverse effects on his overall
development and well-being, or that might prevent him from future successes and
development.
b. Alleged offender: one who is suspected to have committed a wrongdoing but not proved.
c. Offender: one who is declared by a complement authority guilty of a wrongdoing.
d. Victim: an unfortunate person who suffers from some adverse circumstance.
 3. If an alleged offender is referred to the Guidance and counseling Office before being sent to the
Committee on Discipline, the referral shall be considered at once only for counseling or
restorative conference. In this case, the following policy on confidentiality is applied.

“Any information provided by the client shall be kept confidential except in the following
situations; (a) when disclosure is required to prevent clear and imminent danger to the
client or others., (b) when legal requirements demand that confidential matters be
revealed, (c) when the client allows us thru written authorization to provide any
information from the said client to another agency or person who is expected to help the
said client,”

4. If the concern of the student or the group of students is beyond the helper’s competency, the
helper with the written consent of the concerned student/s shall refer the issue to a more
competent person or authority for a more specialized assistance. The policy on confidentiality is
also applied in this case.

GUIDANCE AND DISCIPLINE

Meaning of Discipline
According to the Business Dictionary (www.businessdictionary.com), discipline is a process of
controlling one’s behavior and actions, either thru self-motivation and punishment.
Role of Guidance in Discipline
“The counselor should not be involved in the actual administration of punishment of the student,
nor work like a defense lawyer to free him from any punishment (Evangelista 2001)”
The role of the guidance in discipline is seen in helping the individual thru counseling set the goal
and develop program of activities leading to it.
The function of guidance is to help the individual thru counseling understand why the behavior is
unacceptable which results to disciplinary action
Restorative Approach in Discipline
While the counselor should not be charged to administer sanction to erring students, the Guidance
and counseling Office is always ready to participate as mediator in any feud. In this case, this office will
use the restorative approach in discipline thru a restorative conference.
The restorative approach in discipline is a philosophy (not program or specific activity) that sees
RELATIONSHIPS as central to learning. And a healthy school climate for students and adults; a way of
looking at wrongdoing not simply as a violation of rules but most importantly as a violation of real
people; and a process that encourages accountability, builds empathy, protects understanding of the
effects of one’s actions on others, and repairs relationships.
A restorative conference is a structured meeting between offenders, victims and both parties’
family and friends, in which they deal with the consequences of the wrongdoing and decide how
best to repair the harm.

Two Opposing Views About Discipline

The following tables show the different ways of thinking and responding models of
discipline (www.restorativejustice.org.uk)
Table A shows the two opposing views and discipline. The offense is viewed as an act
against the rules and authorities in the punitive discipline but an act against the real people in the
restorative discipline. In the punitive discipline, the offender is defined by misbehavior and
excluded from the community but defined by capacity to take responsibility for their actions and
to learn by mistakes in the restorative discipline. The offender, in the punitive approach, is
excluded from the community but kept in the community in the opposite approach.

Table A

PUNITIVE DISCIPLINE VIEW RESTORATIVE DISCIPLINE

Act against authority Offense Act against real people
Defined by misbehavior: offender Defined by capacity to take
Excluded from the community responsibility for their actions
and to learn from mistakes;

Kept in the community to be

directly accountable to those
harmed
Equated with suffering thru Accountability Taking responsibility for
punishment behaviors and making things
right
External rewards and Motivation Internal sense of right and wrong
punishment

The accountability of the offender is equaled with suffering from punishment in the
punitive mindset but viewed making things right in the opposite mindset.
The motivation to alter a behavior comes from external rewards and punishment in the
punitive viewpoint but in the opposite viewpoint it comes from the individual’s internal sense of
right and wrong.
Table B tells the difference between punitive and restorative discipline in terms of
responding to an offense. The question what rules have been broken is asked if the discipline is
punitive but who have been affected and how have they been affected are asked if restorative.
 OBJECTIVES

By the time a student graduates, he is expected to have been able to:

1. Demonstrate behaviors that reflect personal and social growth
2. Manifest behaviors that show improvements in learning
3. Acquire skills, attitudes and knowledge that enable him to make a successful transition from
school to the world of work and from job to job across the life span.

RELATION TO HOLY CHILD ACADEMY VIUSION AND MISSION

This program is aligned with the mission and vision of this school. The mission of the
school is to “educate and train the student”, the aim of this program is to assist holistic
development of the students in terms of personal-social, academic and career domains. The
vision of the Guidance Office thru this program is to have “well-functioning individuals with
strong sense of self-efficacy, high self-esteem, and positive self-concept” so that they can be
able to attain what is envisioned by the school.

COUNSELING

Meaning of Counseling

Counseling is a process of collaborative communication or motivational interviewing skills that

helps an individual make his own decision in accordance with his abilities, interests and needs.

Nondirective Counseling

Thru series of seminar-workshop on collaborative and motivational interviewing skills, the

“helpers” are encouraged to use the nondirective (person-oriented) counseling style of counseling.
 SCOPE OF THE PROGRAM

With the said vision and mission of the Holy Child Academy Guidance and counseling Office.
This guidance program encompasses the three interconnected areas of guidance:
1. Personal-social development
2. Academic development
3. Career development

GOALS
This program is aimed to help develop a student in terms of the following standards for school
guidance and counseling proposed by Dr. Rosemarie Salazar-Clemena in her sabbatical research project
in 2008-2009.
A. Personal-Social Development (Behavior reflecting personal and social growth as students
progress through school and into adulthood)

1. Students will acquire the knowledge, attitudes and interpersonal skills to help them
understand and respect self and others.
2. Students will make decisions, set goals, and take necessary action to achieve goals.
3. Students will understand safety and survival skills.
4. Students will understand their role in the society.

B. Academic Development (behavior reflecting students’ ability to learn)

1. Students will acquire the attitudes, knowledge and skills that contribute to effective learning
in school and across the life span.
2. Students will complete school with the academic preparation essential to choose from a wide
range of substantial [post-secondary/post college options.
3. Students will understand the relationship of academics to the world of work and to life at
home and in the community.

C. Career Development (skills, attitudes and knowledge that enable students to make a successful
transition from school to the world of work and from job to job across the life span)

1. Students will acquire the skills to investigate the world of work in relation to knowledge of
self and to make informed career decisions.
2. Students will employ strategies to achieve future career goals with success and satisfaction
3. Students will understand the relationship between personal qualities, education, training and
the world of work.
 PROGRAM DELIVERY
2017-2021

GUIDANCE INTERVENTION, INDIVIDUAL SYSTEM SUPPORT

CURRICULUM PREVENTION, and STUDENT Includes program. Staff
Provides development, RESPONSIVE PLANNING and school support
comprehensive guidance SERVICES Assists students in activities and services
program Address students’ development of
needs academic and career
plans
Purpose Purpose Purpose Purpose
Student’s awareness, Prevention, Academic and career Program delivery and
skill development and intervention and planning, goal setting, support
application of skills responsive services to and preparing for
needed to achieve groups/individuals academic transitions
academically and be
ready for next
educational level and
career
Personal/social Personal/social Personal/social Personal/social
Orientation Teachers’ referral to the
Leadership skills Individual/group Individual/group counselor
Anger Management counseling Meetings regarding Teachers’ consultation
Conflict Management personal/social with the counselor
Enhancing emotional Appraisal concerns
Intelligence
Unlocking Multiple
Intelligences
Building self-confidence
Collaborative
communication skills
Avoiding high risk
behaviors
Time management Self-
discipline
Dealing with others
Anti-bullying Act of
2012 and Anti-bullying
Policies
Coping with changing
life events
Stress management Self-
care
Team work skills
 CALENDAR OF GENERAL GUIDANCE ACTIVITIES
2017-2021

ACTIVITIES J J A S O N D J F M A M As
(services) U U U E C O E A E A P A need
N L G P T V C N B R R Y arises/
Year
around
1.Gathering of students’
personal data (personal,social, / /
academic career)
2. Orientation; new school life
and environment, career, / /
academic expectations, OJT,
work immersion
4.Seminar-
Workshop/symposia on various
topics expected to have positive /
impact on students, on guidance
personnel and on parents who
gave contacts with students
(personal /social, academic
career)
5.Individual /group
Counseling /
(personal/social, academic
career)
6.follow-up
(personal/social, academic /
career)
7. Appraisal of students/
guidance program / / /
(personal-social, academic
career)
8. Consultation
(peronal/social, academic career) /

Prepared by: Approved by:

MA. ONICE SOFIA PARFAN TERESITA D. SANTIAGO

Guidance Associate School Principal