Guidance Services

Jeel Christine C. de Egurrola

M.Ed. GC
 Individual Inventory

Information

Counseling

Assessment and Appraisal

Consultation

Prevention and Wellness

Referral

Follow-up

Research and Evaluation

 A. Individual Inventory

 a.k.a. Individual Analysis  Nature & Purpose

 all information gathered  Systematically
about each student  collects,
 evaluates,
 stored in the cumulative  interprets data
folder  identify the
characteristics and
potential of every
client
 Proper diagnosis
 Predicting progress
Where data accumulated about  Accurate placement
each student are kept while the
 Program evaluation
student is still in school
 A. Individual Inventory

Enables Client to:

Develop a deeper, fuller self-

awareness

Create appropriate plans for

improving the quality of
his/her life
 A. Individual Inventory

Enables Counselor to:

Get to know the

client
Ascertain
appropriate avenues
for client’s purpose

Assist significant
others in Facilitate self-
Determine best understanding the awareness, self
options for helping client understanding &
decision-making
 A. Individual Inventory
Gives the Administration and Faculty and idea of the:

Profile of the Appropriate strategies

school for responding to needs,
population interests, and values

Parents/Guardians would have basis for:

Responding
Understanding their
sensibly to their
children better
children
 Individual Inventory Form/Personal
Information Sheet/Individual Profile Sheet
• Personal Information
• Family Background & Home Environment
• Friends
• Hobbies, interests, goals, values
• Personal strengths, personality traits and characteristics
• Problems, fears and needs
• Educational Data
• Schools Attended
• Grades
• Co-curricular and extracurricular activities
• Courses taken
• Health Data
• Test Records
Scanned from: Decal-Mendoza, E. (2003). Guidance and counseling today. Manila: Rex Book Store, Inc.
Scanned from: Decal-Mendoza, E. (2003). Guidance and counseling today. Manila: Rex Book Store, Inc.
Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
 Cumulative Records Content
• Anecdotal Report and Anecdotal Record

anecdotal record is
"a written record
kept in a positive
tone of a child's
progress based on
milestones
particular to that
child's social,
emotional,
physical, aesthetic,
and cognitive
development."

Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
 Cumulative Records Content
• Individual Profile • Workshop output
• Anecdotal Record • Structured
• Rating Scales Interviews
• Checklists • Intake Interviews
• Autobiography • Session Summaries
• Self-Expression Essay • Interviews with
• Diaries and Daily others
Schedules • Disciplinary
• Questionnaires Decisions
• Class Work • Test Results
 Test Results
• Measures innate • specific area of • ability to react to • ability to acquire the
intellectual capacities intelligence is handle situations with learning necessary for
dominant the appropriate performance
emotional response

Multiple Emotional
Intelligence Test Aptitude Test
Intelligence Test Intelligence Test

• potential for • Degree of student • Preferences for certain • Degree to which

performing in learning in specific disciplines and certain personality
academic situation curriculum areas occupational field traits and
(verbal & numerical) characteristics are
present in an individual

Scholastic Achievement
Interest Test Personality Test
Aptitude Test Test
 B. Information

accumulated,
organized,
Descriptive disseminated
materials
Media

Individual advising
Counseling
Planned group
activities
 B. Information

Helps Client

Get a wide range of information from diverse

sources

Discover more possibilities than had already

been thought about

Weigh pros and cons of each possibility

Make an informed decision on the matter at hand

 B. Information
Helps Counselors

Provide a wide
variety of
information Extends information
to a greater number
of students

Updates counselor’s
own knowledge
B. Information
 Kinds of Information
Personal-Social

Academic-Educational

Vocational-Occupational
Target Audience:
• Students/Employees
• Faculty
• Parents
• Administrators
• Support and maintenance staff
 Personal-Social
• Building Self-confidence Methods of
• Overcoming Shyness
• Proper Etiquette Dissemination:
• Improving Personal Appearance • Group Guidance/Classroom
• Social Assertiveness Guidance/Homeroom Guidance
• Handling Anger Sessions
• Stress Management • Workshops
• Healing Painful Memories • Films
• Self-awareness • Lectures
• Social Effectiveness • Seminars
• Boy-Girl Relationships • Panel Discussions
• Goal Attainment
• Developing Pleasing Personality
• Parent-Child Relationships
• Sibling Relationships
 Academic-Educational
• Educational Opportunities/Courses
available Methods of
• Teaching Methodologies
• Clientele Dissemination:
• Socioeconomic Bracket of Clientele • Resource Speakers from various
• Kind of Institution educational institutions
• Population and Size • Brochures/Bulletines/Prospectus/
• Entrance and Maintenance Flyers
Requirements
• Rules and • Websites
Regulations/Administrative Policies • Class Visits/Educational Trips
• Tuition and other Fees • Interviews
• Scholarship Grants
• Bulletin Board
• Co-corricular/Extracurricular
Activities Available
• Academic Levels available
• School Attire
• Academic Calendar
• Facilities and Services
 Vocational-Occupational
• Jobs/Occupations Methods of
• Employment Dissemination:
Possibilities/Job • Group Guidance/Homeroom
Guidance Sessions
Openings • Experiential activities like field trips
•
• Wok/Tasks Involved •
Immersions
Career days, College days,
• Difficulties and •
Orientation days
Circulars, posters
Challenges • Seminars, Symposia, Dialogues,
Interactions
• Advantages and • Pamphlets, Brochures, Bulletins
Benefits • Bulletin Board Announcements
• Books
• Requirements • Films
 C. Counseling
of the Guidance Program

“...is the of the Guidance Program.” (Villar, 2007)

“…core activity through which all the other activities become
meaningful.” (Hatch & Mitchell, 1981)

“…helps an individual become the person he is capable of becoming.”

(Ryan & Zeran, as cited by Evangelista, 2005)

“…practice of professional service designed to guide an individual to a better understanding

of…problems and potentialities by utilizing modern psychological principles and methods.”
(Webster’s New International Dictionary, as cited by Schmidth, 1996)
Counseling Goals
Developmental

Remedial Preventive

Generic
Goals

Reinforcement Enhancement

Exploratory
Counseling Goals
Cognitive

Human
Spiritual Dimensional Psychological
Goals

Physiological
Counseling Process Relationship
Establishment

Problem Identification
and Exploration

Planning for Problem

Solving

Solution Application

Termination
 Types of Counseling
According to Areas Covered
Vocational/
Academic/
Personal/Social Occupational/
Educational Career
Family problems School and academic
concerns
Depression
Sexuality School selection

Relationship concerns Selection of and

School entry proper preparation of
Sleep difficulties work
Anger School adjustment
Anxiety
School maintenance
Stress
 Personal-Social
(specialized concerns)
• Diet counseling
• Crisis counseling
• Grief or Bereavement counseling
• Pastoral counseling
• Leisure counseling
• Addiction counseling
– Substance abuse
– Substance dependency
– Cyber addiction
– Addiction to the addicted
 Types of Counseling
According to Participants

Individual Group Multiple Couple Family

Counseling Counseling Counseling Counseling Counseling
 Individual Counseling
• Common in the Philippines
• Springs from:
– Routine interviews/initial interview, workshop
activities/test results/individual inventory
• Concerns that must be explored
– Collected information that someone needs assistance but
does not seek it
– Referrals
– Voluntary/walk-in
>>>
 Group Counseling
• Relieved to know that they are not alone in their problems
• Being with like-minded and like-hearted people give them
courage to express
• Provides avenue for those with social and interpersonal
defects
• Clients get to hear other people’s views and experiences
• Relate with others and develop responsibility for maintaining
a productive work with others
• Counselor is able to reach out to more people at the same
time
>>>
 Multiple Counseling
More than one counselor handles an individual, a couple or a
group. (Villar, 2007)
• Concern can be seen in different angles or perspectives
• More options may be generated to find resolution to the
problem
• One counselor is alert for signals while the other counselor
processes
>>>
Counseling Approaches
Client-Centered Counseling

Psychoanalytic Therapy

Gestalt Therapy Logotherapy

Behavior Therapy Choice/Reality Therapy

Rational Emotive Behavior Adlerian Counseling

Therapy
Cognitive-Behavior Therapy
Existential Therapy
Solution-Focused Therapy

Eclectic Counseling
 D. Assessment and Appraisal

Assessment – comprises instruments for individual inventory

and procedures to gather data for
student appraisal (Schmidth, 1996).
helps students discover, assess and understand
their potentials, values, interests, abilities,
aptitudes and their personality

Appraisal – encompasses process for

measurement using a range of student
attributes, abilities, interests and for
making professional judgment based
on the results (Schmidth, 1996).
uses data to make informed judgments
basis for deciding on and planning programs
and activities

for information during counseling sessions

 D. Assessment and Appraisal

Interpretation
Norming of Test Result
Scoring of Test

Administration of
Test

Designing the
Testing Program
 Sample Testing Program (Table)
Functions/A Objectives Strategi Time Persons Budget Expected Actual Remark
reas es/acti Frame involved output accompl s
vities ishment
Administr Screen student- Paper- February Counselors, P500,000.00 At leat 90% of
ation of applicants and pencil 25-April 1, Student target student-
select qualified test 2014 assistants, applicants will
admission
for interview student be given
test applicants admission tests

Administr Help students Paper- August 6-10, Counselors, P10,000.00 At least 90% of
ation of become aware pencil 2014 Student the target
of their test assistants, students will be
personalit
personality students able to take the
y test traits….etc test

Administr Help students Paper- September Counselors, P10,000.00 At least 90% of

ation of identify their pencil 20-26, 2014 Student the target
strong domains test assistants, students will be
intelligenc
and ……. etc student s able to take the
e test test
 Types of Tests
(standardized and none standardized)

• Standford Binet, Wechsler Scales, Kaufman Assessment Battery for

Intelligence Test Children, Slosson Intelligence Test, Kuhlmann-Anderson Test, Otis-
Lennon School Ability Test (OLSAT),

• Tests that seek to measure a person’s potential to perform or acquire

Special Aptitude Tests
proficiency in a specific operation

• Measure’s a person’s potential for performing in academic situations

Scholastic Aptitude
Tests • Scholastic Aptitude Test (SAT), School and College Ability Tests (SCAT
III), Differential Aptitude Test

• A comparative and contrasting inventory of a person’s interest

Interest Inventories
• A stimulus for career exploration and counseling

• Myers-Briggs Type Indicator, 16 Personality Factors Test, Minnesota

Personality Tests Multiphasic Personality Inventory (MMPI-2), Manchester Personality
Questionnaire (MPQ)

None Standardized Test:

• National Career Assessment Examination (NCAE),
Career Assessment Tests

None Standardized
• National Achievement Test (NAT), Career Achievement Test (CAT),
Test: Academic
Regional Achievement Test (RAT), District Achievement Test (DAT)
Achievement Tests
E. Consultation
Expert, knowledgeable & skillful on how to
respond to needs and behaviors
sought by parents, administrators for
guidelines on how to deal with people
acts as adviser or enhancer
helper in the triad:
 Stages/Steps in the
Consultation Process
 Qualities of a Consultant
aware of the psychological,
sociological, educational knowledgeable of the
factors that my underlie expert in a variety of resources needed
certain maladaptive areas
patterns of behavior

dedicated, conscientious &

ability to make sound industrious enough to exudes confidence,
judgment to make continually update ease in dealing with
appropriate decisions himself/herself people and equanimity

articulate and systematic – intelligent and creative –

able to present strategies able to flex and shift
interested in helping and and their theoretical according to adjustments
concerned about welfare frameworks needed by the client of the
understandably consultee
 Special Skills Required

Recognizing
and Problem-
Facilitating
understanding solving
differing Skills
environments
skills
Counseling Other skills
• Listening • Coordinating
• Observing Evaluation • Mediating
• Paraphrasing skills • Planning
• Asking questions
• Educating
• Explaining
• Feedback-giving • Motivating
 F. Prevention and Wellness

Prevention For people not

Primary presently afflicted
of any disorder
Keep
something from
happening or
For people who are
arising (such as experiencing early Secondary
a disorder) onset of disorder

For people already

Tertiary afflicted by the
disorder
 F. Prevention and Wellness

- Coping skills
Prevention - Self-esteem
- Support groups
- Parents
- Values
- Older peers as role
Keep - Basic life skills for models

People Involved
something from
happening or
Content Areas handling peer
pressures
- Peers
arising (such as - Positive attitudes
a disorder) and behavior
- About crisis event
- Thoughts, feelings
and behaviors
reactivated by crisis
-Early pregnancy
prevention
 Prevention Methods
Subtle Group Individual Training
education counseling counseling programs

Group/ Career
Group
Classroom Consultation Guidance
discussions
Guidance and planning

Self-
Special focus Peer Tutoring and
Management
clubs intervention advising
groups

Seminars
and fora Plays Film viewing
 Prevention and Wellness

Wellness
Promote
lifestyle change
for healthy living
(Villar, 2007)
 G. Referral
Refers to assistance rendered to clients or their significant others in
obtaining services from other people or agencies that might be more
effective in helping them. (Villar, 2007)

Circumstances under which

referral may take place
• The counselor believes that he/she cannot
be objective with the client
• The client believes he/she cannot work with
the counselor
• Non-professional relationship is beyond the
competency of the counselor
• The counselor is no longer available
• Specialized attention is needed.
 G. Referral

External Consultants
or Agencies
DSWD

Medical/
Dental Lawyers
doctors

Clinical
Psychologist

Priest/
Rehabilitation
Pastor/ Centers
Nuns
Speech Crisis
Therapist Centers
 Ethical Considerations
• The counselor has valid reason for deciding on a referral
• The counselor knows the specific area of concern requiring the referral
• The counselor is familiar with
– Where services are available
– What services are available
– Who renders them
– How much the services would cost
– The credentials of the external consultant
• The client has agreed to the referral and its terms
• The external consultant knows what the referral is for and has accepted the referral
• The counselor and the client have agreed about the information that can be
revealed to the external consultants
• The counselor introduces the referred party to the external consultant
• The counselor follows up to ensure that the referred party gets the assistance
needed
• The counselor gives feedback to and receives feedback from the external
consultant regarding the progress of the client
• The counslor does not interfere with the work of the external consultant
• The counselor does not charge for referral
 G. Placement
 Ensuring that people are in the right place at the right time
 Helping people find a place that will contribute to their physical,
mental, emotional, and spiritual health and well-being (Villar, 2007)

Personal-Social Educational/ Occupational/Career

Placement Academic Placement Placement
• Shyness/social phobia • Going to school for the first time • Given to high school
• Poor self-esteem/ feelings of • Transferring from one locality to
another seniors via Career
inadequacy Orientation Seminars
• Being dismissed from a school
• Lack of friends • Want/need to transfer to another • Given to graduating college
• Unusual of uncommon school students through trainings
interests/talents • Not allowed to re-enroll
• Substance abuse • Have to be grouped homogeneously
• Illness • Beginning to manifest some learning
disability or other special needs
• Being orphaned or abandoned • Gifted
• Physical disabilities • Delisted from their major field of
• Mental illness study/need to shift to other course
• Want to shift to another course
• Refuse to go to a regular school
 Placement Areas
Personal-Social Placement
• Crisis Centers/shelters/ halfway homes for
battered women/ children
• Mental hospitals
• Substance-abuse centers
• Homes for unwed centers
• Music/schools/speech schools
• Arts schools/drama or theater groups
• Sports clubs/facilities
• Cancer support groups
• Department of Social Welfare and
Development/ Local Government Centers
• Centers of contagious diseases like AIDS or
Hepatitis C
Educational/
Academic Placement
• Private/public schools, colleges and
universities
• Public schools
• Special schools
• Tutorial schools
• Schools that offer home study
• Special institutions for home study
• Correspondence schools
• Schools for the gifted
• Music schools, dance schools, etc., for
those with special talents
• Vocational technical schools
 Career Planning Activities
For Graduating Students
• Training sessions:
• Resume writing
• Writing cover letters
• Filling up of application forms
• Interview behavior and attire
• Test-taking behavior
• Job-hunting skills
• Evaluating work settings
• Decision-making components and steps
• Recognizing and handling sexual
harassment
• Work attitudes and behavior
• Expected work adjustments
• Work Ethics
• Relating Skills
For Graduating Students
• Publication and distribution of
graduates directory
• Coordinating with reputable
corporations and industries
• Job fairs
• Ensuring proper match between client
and the requirements of an
possibilities in the job, position and
work setting
• Facilitating entry in the world of work
• Posting and disseminating job openings
• Determining progress of graduates in
the work setting as a basis for
improving educational system and
services of placement activities
 H. Follow-up
In-school Follow-up
 Like a physician who checks on
whether his patient has recovered
from an illness, the counselor
should also find out what
happened to his counselee.
 Without follow-up, the counseling
is incomplete. (Evangelista, 2005)
Out-school Follow-up
 Secure information about former
students
 Provide continuing services for
students after they leave school
(Ambida-Cinco, 2008)
 Ensuring that students who
graduated are hired in companies
 Commonly overlooked service in the
Philippine schools (Villar, 2007)
 Out-School Follow-up
Determine
• Where graduates went after leaving school
• Where dropouts/school leavers went
• Reasons for dropping out or leaving the school
• How well graduates are doing in their jobs
• What additional needs graduates or dropouts/school leavers have that the
school can still respond to
• How long graduates stay in their jobs
• Adjustment difficulties and concerns of graduates and dropouts/school leavers
• Additional knowledge and skills required by the job which formal studies
did not offer
• Employer satisfaction with graduates
• Percentage of high school graduates who go to college and where they go
• Where those who do not go to college go and what they do
• Problems and concerns of those who did not pursue a college course
 H. Follow-up
In-school Follow-up
 Like a physician who checks on
whether his patient has recovered
from an illness, the counselor
should also find out what
happened to his counselee.
 Without follow-up, the counseling
is incomplete. (Evangelista, 2005)
Out-school Follow-up
 Secure information about former
 Provide continuing services for
students after they leave school
students (Ambida-Cinco, 2008)
 Ensuring that students who
graduated are hired in companies
 Commonly overlooked service in the
Philippine schools (Villar, 2007)
 Follow-up Questionnaire

Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
 Follow-up Questionnaire

Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
 Follow-up Questionnaire

Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
 I. Research and Evaluation

Program Evaluation
Research

• Service oriented • Program-oriented

activity • Collect relevant
• Discover new information
knowledge • Determine if program
• Advance current goals are met
knowledge • Basis for modification
• Substantiate theory of delivery of service
• Indispensable for • Justifies the existence
personal and of the Guidance
professional growth Program
 Types of Evaluation

Summative Evaluation
Formative Evaluation

- Conducted during
planning and operation of - Conducted after the
the program/service/ program/service/
activity activity
- Used to improve the - Implemented to
content and delivery determine effectiveness
- Process and content - Informed decision to
examination done by be made whether to
qualified persons continue, revise or
- For revision terminate
 Evaluation Forms

Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
 Evaluation Forms

Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.
 References
• Ambida-Cinco, L. (2008). Guidance and counseling in schools. Mandaluyong City:
National Book Store.
• Anastasi, A. & Urbina, S. (1997). Psychological testing. Singapore: Simon & Schuster
(Asia) Pte Ltd.
• Decal-Mendoza, E. (2003). Guidance and counseling today. Manila: Rex Store, Inc.
• Evangelista, L.L. (2005). Introduction to guidance and counseling (with questions &
answers) - revised edition. Manila: Booklore Publishing Corp.
• Gibson, R.L. & Mitchell, M.H. (2003). Introduction to counseling and guidance (6th ed).
New Jersey: Pearson Merrill Prentice Hall.
• Kapunan, R,R. (1974). Fundamentals of guidance and counseling. Manila: Rex Printing
Company, Inc
• Schmidth, J.J. (1996). Counseling in schools: Essential services and comprehensive
programs (2nd ed). Massachusetts: Allyn & Bacon.
• Smith, G.E. (1951). Principles of the Guidance Program. New York: Macmillan Co.
• Villar, I.V. (2011). Counseling and Psychotherapy in the Philippines. Makati City: Aligned
Transformations Publications.
• Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines.
Makati City: Aligned Transformations Publications.