Course Pack For Guidance and Counseling

ECE 221-GUIDANCE AND COUNSELING IN ECE
ECE 221 – GUIDANCE AND

COUNSELING IN ECE
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Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

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Welcome Message
Guidance and Counseling is an integral part of a learner’s life. Early Childhood

Learners need Guidance as they explore and learn about their environment. Teachers
play an important at this stage of the learner’s life. Indeed, this course pack will help
you in enriching your knowledge about Guidance and Counseling. Moreover, you will
be equipped with the necessary skills that you need in order to deal with children in
their early years in life.
Take time in answering the activities. Enjoy the lessons and collaborate with your
classmates. Guidance and counselling is life. As quoted “When a person realizes
that he/she has been deeply heard, his/her eyes moisten. It think in some real sense
he/she is weeping for joy. It is as though he/she were saying, “Thank God, somebody
heard me. Someone knows what it’s like to be me.” - Carl Rogers.
Jennifer M. Arbiol
Instructor

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TABLE OF CONTENTS
CONTENTS PAGE
Cover page ………………………………… 1
Welcome Message ………………………………… 2
Table of Contents ………………………………… 3
Course Overview ………………………………… 4
Course Map ………………………………… 5
Module 1 Overview ………………………………… 6
The Lessons ………………………………… 7 – 14
Module 2 Overview ……………………………….. 16
Lessons in Module 2………………………………. 17 – 29
Module 3 Overview ……………………………….. 31
Lessons in Module 3………………………………. 32 – 38
References …………………………….. 40

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THE COURSE OVERVIEW
COURSE TITLE : ECE 221 – Guidance and Counseling in ECE

TIME FRAME : 54 hours
COURSE OUTCOMES :
1. Demonstrate understanding on the nature of guidance and counseling and the
role of a teacher as counselor.
2. Differentiate the approaches in counseling that includes psychodynamic,
cognitive-behavioral, and family approach.
3. Apply the skills in counseling in dealing with students who demonstrate
behavioral problems
4. Promote awareness on the role of mental health professionals as partners of
teachers in helping students with behavioral problems.
COURSE DESCRIPTION :
This course provides in-depth knowledge and understanding of guidance and
counseling in early childhood stage. It introduces students to nature of guidance and
counseling, counseling approaches, process and skills in counseling. The common
behavioral issues in early childhood and the referral system will also be studied. It
covers the basic guidance and counseling knowledge and skills relevant to the practice
of primary teachers in early childhood setting. It also studies the current issues about
early learners that bring out challenges to be addressed upon.
Module Writers:
Jennifer M. Arbiol, Ph.D
Cynthia Alpas, DM

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The Course Map
GUIDACE AND COUNSELING IN EARLY CHILDHOOD EDUCATION
Module 1 Module 2 Module3

Overview on Guidance Counseling Approaches Emerging Issues in Guidance
and Counseling and Skills and Counseling in Early
Childhood Education
Lesson 1 Lesson 1
Lesson 1
The Nature of Guidance Behavioral Problems of Early
Counseling Approaches Childhood Education
and Counseling
Lesson 2 Lesson 2 Lesson 2

The Teacher as a Counseling Skills Whom to Refer?: The Mental
Counselor Health Professionals
Outcome: Early Childhood Educators who demonstrate understanding and application of Guidance and
Counseling to Early Childhood Children with Behavioral Problems.

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Module 1
OVERVIEW ON GUIDANCE AND COUNSELING
Module Overview:
The increasing need for Guidance and Counseling at this time shows that we live in a
VUCA world (volatility, uncertainty, complexity, and ambiguity. Students need
Guidance and Counseling that will help them discover their potentials. This will help
them to become productive members of the society and contribute to nation building.
Hope this module will enhance your understanding about Guidance and Counseling.
As teachers, you can be able to reach out to your students’ appropriately. Have fun
with the lessons…
Module Outcomes:
 Explain the different principles of guidance

 Demonstrates the qualities of counselor in their everyday life
 Show appreciation on the role of guidance and counseling in early childhood
education

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Lesson 1: The Nature of Guidance and Counseling
Learning Outcomes:
 Define concepts of Guidance and counseling

 Differentiate guidance from counseling
 Explain the different principles of guidance
 Appreciate the role of guidance and counseling in early childhood education
Time Frame: 2 hours
Introduction
Welcome to Lesson 1 of Module 1! This lesson focuses on the concept of guidance and
counseling. In this lesson, you will be learning about guidance, counseling and its principles
from the different perspectives of psychologists’. Your common understanding of the concepts
will assist you maximize its utilization in helping your pupils, parents and guardians.
Activity (Let’s Get Started!)
Concept Map
Think of the words that come to your mind when you hear the word Guidance
and Counseling. Create a concept map for the word Guidance and another for
Counseling.
Analysis (Let’s Think About it!)
Looking at your concept map, reflect and answer this question:

 What were your sources in deriving at those words? Provide explanation on
your answers.

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Abstraction ( Let’s Explore!)
Guidance Defined
The term Guidance have been define various ways. Some of the definition of Guidance are:
 To direct, pilot or guide (Shartzer and Stone, 1976)
 It is a more directive or prescriptive form of assistance (Bakare,1996)
 It sees as s family name for all the helping service within the general educational and
community systems (Idowu, 1998)
 It is a broad term used to cover a number of specialist services available in schools
such as information service, testing service, placement service, and follow-up service
(Akinade, 2002)
Counseling Defined
Counseling is of the services in the Guidance that involves relationship between the client
and the counselor. In a school setting, the client is usually the students. It has been also
defined in many ways such as:
 It is a professional relationship between a trained Counselor and a client (Burker and
Steffler, 1979).
 It is a process whereby a person is helped in a face-to-face relationship (Olayinka,
1972).
 It is an enlightened process whereby people help others by encouraging their growth
(Makinde, 1983).
Difference Between Guidance and Counseling
1. Guidance is more general and comprehensive than counseling, it therefore includes

counseling.
2. Guidance usually precedes counseling and paves the way for it. Counseling follows
guidance.
3. Guidance stresses the theoretical aspect while counseling takes care of the practical aspect.
4. Guidance is mainly preventive and developmental while counseling is remedial, preventive

and development.

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Principles of Guidance
1. Guidance is a continuous process. According to Mathewson, guidance is a continuous

and pervasive process of favorable and directional influence upon appropriate social
behavior, personal effectiveness in every-day affairs, academic and progress and
assimilation of right values and attitudes”
2. Guidance should be extended to all. It means guidance embraces everyone irrespective
of differences, gifted or mentally challenge children, children with physical disabilities
or socially disadvantage, they need more guidance that by an average child
3. Guidance is fundamentally the responsibility of the parents in the home and of teachers
in school. Providing guidance among school children is not the sole responsibility of
parents nor teachers instead both are complementing to optimize children human
growth and development.
4. Guidance is a learning process. According to Knapp learning about the individual
student helping him/her to understand himself/herself, effecting changes in him/her and
his/her environment will help him/her grow and develop as much as possible.
5. Guidance is helping the client understand oneself. According to Jones guidance is
designed to assist a person in deciding where he/she wants to go, what he/she wants to
do or how he/she can best achieve his/her purposes; it assists him/her in solving
problems that arise in his/her life it doesn’t solve problems for the individual, but helps
him/her to solve them. The focus of guidance is the individual, not the problem; its
purpose is to promote the growth of the individual in self-direction Further, guidance
assist children or students know their abilities and how to hone them. They are shown
the way to put their potentialities at work and develop problem solving skills.
6. Guidance is premised on the following:
1. Every individual has needs that must be attended to.
2. Guidance should be extended to all.
3. Every individual is unique and possesses worth and dignity.
4. Human beings can develop their own insights.
5. All individuals have the right and capability to make decision and plans.
Guidance is oriented towards cooperation, not compulsion.

Children should not be forced. The children should consent explicitly or implicitly hinting,
suggesting or signifying that they need help. Forced guidance may lead to stubbornness or lack
of cooperation among children.
7. Specific guidance problems on any age level should be referred to persons who are
trained to deal with particular areas of adjustment. You can always refer the child to
the right person if his/her concern is beyond your competencies in order to be of help.

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Functions of Guidance
1. Developmental function – it is concerned with assisting learners in developing and

understanding the processes of achieving their life goals. They are help to achieve self-
development and self-realization
2. Adjustment function – it is concerned with helping learners in making the best possible
adjustments how to cope at home, school and community. They are help how to accept
things which they cannot change and things they can change in life.
3. Orientation function – it is concerned on giving learners programs and activities that will
help them cope with the day-to-day challenges.
Goals of Guidance in the Context of Early Childhood
Teach children democratic skills to function as productive citizens and healthy individuals.
Democratic skills include the following ability:
- See oneself as a worthy individual and capable member of the group
- Express strong emotions in non-hurting ways
- Make decisions ethically and intelligently
- Work cooperatively in groups to recognize and resolve common
problems
- Be understanding of human qualities and characteristics of others
The Meaning of Guidance in the Context of Early Childhood:
• Teaching children to solve their problems rather than punishing them for having
problems they cannot solve.
• Empowers encouraging classroom in which all children feel fully accepted as capable
members and learners.
• Facilitates an interactive learning environment in which the adult functions as
responsive leader and the child engages in an ongoing process of constructing
meaning through developmentally appropriate activities.
• Assists children to take pride in developing their personal and cultural identities and
to view differing human qualities as sources of affirmation and learning.
• Links together teacher, parent, and child as an interactive team.

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Application (Let’s Do It!)

Looking Back
 As a teacher, how did you apply the principles of Guidance in your

classroom?
Closure
How do you find the first lesson? Exciting? Great. Now, you can continue with
lesson 2… Enjoy!

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Lesson 2: The Teacher as Counselor
Learning Outcomes:
 Identify the qualities of teacher as a counselor

 Demonstrates the qualities of counselor in their everyday life
 Appreciate the role of teacher as counselor
Time Frame: 2 hours
Introduction
Welcome to Lesson 2 of Module 1! This lesson focuses on the role of teacher as a counselor.
Children of this generation are growing up in very complex and challenging environments,
they are constantly encountering challenges such as pressure from parents or significant others,
unsupportive parents, siblings, teachers, classmates, availability and use of technology,
bullying, fighting, truancy, sexual abuse, among others. When these pupils unable to adjust, it
may lead to maladjustment which creates a significant impact on their development. As
teachers, it is one of your fundamental responsibilities to provide them guidance when they are
in school because in early childhood education, teachers does not only render the duties of a
classroom teacher, but also as a companion in the process of personal growth of the children.
My Counseling Experience
Think of the time when you were in school and asked to visit the
Guidance Center. Write down your experiences.
Reflecting on your answer, answer this question

 How do you feel about revisiting your experience with the Guidance
Center?

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Abstraction (Let’s Explore!)

Did you know that the role of teacher as counselor have started during the time
of Socrates? However, many teachers did not assume this role because of so
many reasons like: little training on counseling, additional responsibility, limited time for
meaningful interaction and demands deeper commitments.
What is a counselor?
Counselor is a person who provides counsel to another person who needs help.
Characteristics of a Teacher Counselor
1. Emphatic – means that you try to understand your pupil’s world temporarily by stepping
into his or her shoes. In this manner, you recognizes and acknowledges his or her
feelings without experiencing those same emotions. Your understanding of your pupil’s
world is manifested either in your verbal or non-verbal behavior.
2. Active listener – you captures and understands the messages of your pupils as they tell
their stories, whether these messages are transmitted verbally or nonverbally. Listening
attentively to what they say is a manifestation of interest and respect. You must be able
to listen without preoccupation to your own attitudes, feelings, or needs.
3. Kind and caring – you are tender-hearted or sympathetic. You does not display any
kind of authority.
4. Friendly – you often greets the children, call their names and children feel at ease with
you.
5. Positive regard and respect – means that you are non-judgmental towards your pupils.
You accept them regardless of their individuality and background.
6. Trustworthy and reliable – means the pupils feels safe on whatever information they
are going to share with you. You observe confidentiality which is very important Also
you shows sincerity in what you says, moreover, you refers the counselee to the right
person if you know you are not capable.
7. Patient – you have the ability to endure the length of time you spends with the pupils
without complaints.
8. Warm – considering the fact that the client suffers from intense adjustment or emotional
problems, the counselor has to make him feel acceptable. A smile on her face radiates
warmth

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Teacher-Counselor
 Choose three among the characteristics that you display most as a

teacher-counselor. How does it help you in your work as a teacher-
counselor?
Closure
Good Job! You are now ready to proceed Module 2. Enjoy the lesson…

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Module Summary
In summary, Module 1 highlights the following:
 Guidance is more general and comprehensive than counseling.

 Guidance usually precedes counseling. Counseling follows guidance.
 Guidance stresses the theoretical aspect while counseling takes care of the practical
aspect.
 Guidance is mainly preventive and developmental while counseling is remedial,
preventive and development.
 The principles of guidance are as follows: guidance is a continuous process; guidance
should be extended to all; guidance is fundamentally the responsibility of the parents in
the home and of teachers in school; guidance is a learning process; guidance is helping
the client understands himself.
 Guidance is oriented towards cooperation, not compulsion.
 Specific guidance problems of any age level should be referred to persons who are
trained to deal with particular areas of adjustment.
 Guidance functions include developmental, adjustment, and orientation
 The role of teachers as counselors.
 The characteristics of teachers as counselors are empathic, active listener, kind, caring,
friendly, give positive regard and respect, trustworthy, patient, and warmth.
 The characteristics of teachers as counselors show the necessary skills needed for
counseling.
Module Assessment
Check yourself!
1. Define separately guidance and counseling.
2. Differentiate guidance from counseling
3. Identify the functions of guidance and counseling and describe each. You may cite
examples to elaborate your answers.
4. Explain the different principles of guidance.
5. Describe five (5) characteristics of a teacher as a counselor.
6. Differentiate empathy from active listening.

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Module 2
COUNSELING APPROACHES AND SKILLS
Module Overview:
Counseling is an art. The complexity of human nature entails different approaches to

counseling. In this module, the commonly used approaches in counseling are
discussed. The approaches vary according to their assumptions of human nature.
Furthermore, the process in counseling provides guidelines and proper way of
conducting counseling.
How do you feel at this moment? Are you ready? Let us start the lessons now!
Enjoy!
Module Outcomes:
 Discuss the approaches in counselling;

 Discriminate the approaches to counselling
 Demonstrate skills in counselling;
 Value the importance of approaches and skills in counseling

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Lesson 1: Psychodynamic Approach to Counseling
Learning Outcomes:
 To discuss the psychodynamic approach in counseling;

 To value the importance of in helping the early childhood learners.
Time Frame: 2 hours
Introduction
Welcome to Lesson 1 of Module 2! This lesson introduces you to the approaches to counseling
specifically the psychodynamic approach. Children behave appropriately according to their
developmental stage. The way they behave is also influenced by their environment. This
lesson helps you understand the approaches to counseling. As a teacher, learning about the
approaches to counseling help you to understand your learners. In this way, you can deal with
them appropriately. Lesson 1 provides you with psychodynamic. At the end of the day, you
can reflect on ways on how you can help your learners in their problems. Enjoy and keep
reading!
Case of Nina
Read and understand the case given.
Nina is 2 years old. She is happy and lively child. She is so active and
loves to run around the house. Her mother reprimands her to stop from
running. One day, as she keeps on running inside the house, she breaks the
favorite porcelain cup of her mother. Her mother is so angry and spank
Nina. Nina cries so loud.
After reading the case, write down your thoughts on the given question:
 What can you say about Nina’s behavior?

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Overview
The Psychodynamic and humanistic approach to counseling differs in their view of human
nature and the techniques employed in counseling. However, both approaches aim to help
children to understand themselves.
Psychodynamic Approach
Psychodynamic approach to counseling originates from Freud’s Psychoanalytic Theory that

introduces the concepts about innate drives, levels of consciousness, structures of personality,
stages of psychosexual development, and defense mechanisms (Axelson, 1999). The term
psychodynamic refers to the transfer of psychic or mental energy between the different
structures and levels of consciousness within people’s minds (Nelson-Jones, 2015). The goal
of Psychodynamic Approach is to gain insights from unconscious motivations, which are out
of awareness and may be manifested through thoughts or behaviors (Sharf, 2012). It aims to
increase the individual’s abilities to exercise greater conscious control over their lives (Nelson-
Jones, 2011). It is the most commonly practices form of psychoanalytic treatment (Corsini &
Wedding, 2007).
Culture and Development
Psychodynamic approach specifically Erikson’s Psychosocial Theory gives emphasis on the

role of culture and society in the development of the individual (Luborsky, Landry & Arlow,
2007). Erikson’s Psychosocial theory expanded Freud’s Psychosexual Theory on
development. Erik Erikson believed that certain development task is involved in each stage of
development, which is important in the social and emotional development of children. Each
stage was regarded by Erikson as “psychosocial crisis” that arises and demands resolution
before the next stage can be satisfactorily negotiated. The stages are conceived in an almost
architectural sense: satisfactory learning and resolution of each crisis is necessary if the child
is to manage the next and subsequent ones satisfactorily.
The first three stages of Erikson’s Psychosocial Development discusses about the role of
parents or caregivers in providing the needs of the child. The child develops trust if
parents/caregivers are consistent with the love and affection accorded to the child. As the child
grows, he/she must be given certain amount of autonomy to explore his/her environment. At
this point, the child learns to trust not only other people but also himself/herself especially
his/her ability in performing certain tasks. Moreover, the child develops sense of initiative as
he/she relates with other children through play. The child learns more about the culture as
he/she interacts with the environment.

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Recollect and Act!

 Going back to the case of Nina, how would Psychodynamic theory especially
Erikson’s Psychosocial Theory explain Nina’s behavior?
Closure
You have finished Lesson 1. Excellent! Remember: Psychological health is wealth!

Now you are ready to start with Lesson 2, which explain further the other approaches
to counseling.

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Lesson 2: Cognitive-Behavioral Approach to Counseling
Learning Outcomes:
 To describe cognitive behavioral;

 To explain the cognitive behavioral approach to counseling ; and
 To appreciate the significance of cognitive behavioral approach and family systems
approach in counseling early childhood learners.
Time Frame: 2 hours
Introduction
How do children cope in their day to day activities? In this lesson, you will learn more about
how the cognitive behavioral approach to counseling. In this lesson, you will be learning how
to use this approach in handling concerns of children. This topic will shed light on the
significance of cognitive behavioral approach to counseling. Have an open heart and mind in
learning about the topics in this lesson. Take time also to do the activity. Enjoy!
One Breath Out, Out Breath In

Pause and follow your out-breath all the way out in awareness and then
follow your in-breath all the way in. Take time to notice the little gap at the
end of the out-breath before you breathe in again. Allow the out-breath to
occur naturally, without interference.

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Reflect and respond on the questions below:
1. How do you about feel breathing in and out?

2. What changes happen to your body when you perform breathing exercise?
Overview
Cognitive-behavioral approach to counseling is another avenue to provide psychological help

to children. It recognizes the role of environment in the development of the child.
Let’s Get Started
Cognitive-Behavioral Approach
Cognitive-behavioral approach to counseling is combination of cognitive and behavioral

approaches. The behavioral approach applies the principles of classical and operant
conditioning. It postulates that the environment affects the behavior of the child; popularly
known as S-R theory, where S corresponds to the environment and R refers to response or the
behavior. Conversely, the cognitive approach hypothesizes that people respond to life events
through a combination of cognitive, affective, motivational, and behavioral responses (Corsini
& Wedding, 2007). The integration cognitive approach with behavioral approach forms the
cognitive-behavioral approach that has been widely studied to provide help in treating mental
health problems.
Cognitive-Behavioral Approach to Children with Depression
Many empirical studies support the effectiveness of cognitive-behavioral approach in helping

children with depression. The aim is to increase pleasant activity while reducing unpleasant
experiences (Bond & Dryden, 2002). It also targets negative thoughts about oneself and the
world by changing negative thoughts to positive ones (Corsini & Wedding, 2007). Children
will be taught to assert control over their environment and to adjust their subjective reactions

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to undesired events with the aim of increasing reward and reducing punishment (Bond &
Dryden, 2002).
Relabelling is a way for children to learn to acquire appropriate behaviors. It involves altering
the pessimistic attributions and cognitive biases of parents and children (Bond & Dryden,
2002). As a teacher, you offer positive or optimistic labels for inappropriate behaviors as a
substitute for negative or pessimistic labels. For instance, when a parent says, “Anne is such a
lazy girl and stupid, doing nothing, I ask her to do her assignments.” You can relabel the
remarks of the parent by saying, “When she spends time thinking through what to do next, you
encouraged her to do her assignments.” Relabelling allows children and parents to offer
positive views of looking at situations that can lead to collaboration and problem solving (Bond
& Dryden, 2002).
Reward system is another way to help children learn new habits like coping to situations that
upset them. In using the reward systems, it is important that the target behavior is clearly
defined, monitored regularly, and rewarded promptly with the use of symbolic system of
points, tokens, stars, or smiling faces that is age appropriate and acceptable to the child. Bond
& Dryden (2002) suggests guidelines for reward systems to children as outlined in Table 1.
Table 2.1. Guidelines for Reward Systems

Specific Guidelines General Guidelines
 Define the target behavior clearly  Present the reward system to your child as a way of
 Decide when and where the monitoring will occur helping him or her learn grown-up habits
 Make up a smiling-face chart or points chart  All parental figures in the child’s network should
 Explain to the child that they can win points or understand and agree to using the system
smiling faces by carrying out the target behavior  Use a chart that is age-appropriate. Smiling faces or
 Ask the child to list a set of prizes that they would stars are good for children
like to be able to buy with their points or smiling  The sooner points are given after completing the target
faces behavior, the quicker the child will learn
 Agree on how many points or faces are necessary  Highly values prizes lead to faster learning
to buy each prize  Try to fine tune the system so that successes are
 Follow through on the plan and review it for maximized
effectiveness  If prizes are not being won, make the target behavior
smaller and clearer of the cost of prizes lower and
make sure that all parent figures understand and are
committed to using the system
 If the system is not working, do not criticize the child
 Always keep the number of target behaviors below 5

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Thinking and Solving Problems

 Getting the attention of your pupils during classes takes a lot of effort. Using the chart,
identify at least 5 behaviors that prevent them from listening to the lesson. List down
things that you can do in order to sustain their attention using the Cognitive-Behavioral
Approach.
Table 2.2. Improving Attention of Pupils
Behaviors that Affect Attention What to Do?
(Applying Cognitive-Behavioral Approach)
Closure
You are doing a good job! You can now proceed to Lesson 3. Lesson 3 gives you in-
depth understanding about the family systems approach in counseling. Have fun with
lesson 3!

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Lesson 3: Family Systems Approach to Counseling
Learning Outcomes:
 To describe family systems approach;

 To discuss the family systems approach to counseling; and
 To appreciate the importance of family systems approach in counseling early
childhood learners.
Time Frame: 2 hours
Introduction
Welcome to Lesson 3 of this module! This lesson introduces you to family systems approach
to counseling. This lesson helps you to understand the importance of probing into the family
dynamics of your pupils in order to gain insight from their behaviors. The family systems
approach is a comprehensive way of understanding early childhood learners. Hope you enjoy
the lesson!
My Family
Recall about the memories you have with your family. In your creative
expression, you can draw, write a poem, write a song, and others creative
means that depicts about the memory you have with your family.

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After you perform the activity, answer the question below:
 What are the feelings that you experience as you perform the creative work about
your family? Reflect on those feelings.
Overview
You have heard it so many times that the family is the basic building block of the society. The
family systems approach to counseling will provide in-depth understanding on that statement.
It looks into the dynamics of the family that affect the development as well as how the child
behaves in the society.
Let’s Get Started
Family Systems Approach to Counseling
Family systems is an approach to counseling that considers not only the individual child but
the family where the child belongs. It postulates that the identified member who is considered
to have a problem is manifesting the trouble behavior in the family especially the problematic
transactions among family members (Corsini & Wedding, 2007). It views the entire family as
a unit or systems wherein the goal of counseling is to understand and bring about change within
the family structure (Sharf, 2012).
Subsystems, Boundaries, and Larger Systems
Family is a system consists of subsystems such as the spousal, parental, and sibling subsystem
(Corsini & Wedding, 2007). The spousal subsystem is important because if there is conflict
between the husband and wife, it affects the other subsystems resulting to alliances and
disagreements with other members in the family. A healthy spousal subsystem provides
security, nurturance, and well interactions between parents and children as well among the
sibling subsystem.

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The invisible line that separates the subsystems is known as boundaries. It protects the system
by identifying who are insiders and outsiders. Boundaries in the family vary from being rigid
to being diffuse (Corsini & Wedding, 2007). Disengaged families are characterized by overly
rigid wherein the members of the family feel isolated from one another. A diffuse boundary is
characterized by enmeshed families, in which members are overly involved in each other’s
lives. A clear boundary among the members of the family and outside them is important in
order that information will flow through them and from the environment (Corsini & Wedding,
2007). The more the flexible the boundaries, the better the flow of information; the family is
open to new experiences and able to change troubled interactions (Gross, 2007). This
characterized by an open system, which differs from a closed system, wherein the family is
suspicious of the outside world, thus not open to change (Rhoades, 2010).
Family Rules
A family is governed by rules which serve as guiding principles for members to grow and
become productive members of the society. Rules in the family provide order and control to
the members that have a ripple effect in the community. As a teacher, looking into the rules in
the families of your pupils will help you understand their behavior. Corsini & Wedding (2007)
cited that problems in the family are due to lack of rules for accommodating to changing
conditions. Family rules provide stability for members to regulate their behaviors.
Think and Act!

 Based on Family Systems Approach, create a program that you can share with the
parents of your pupils that they can apply to their children especially at this time of the
pandemic, where children spend all their time inside the house.
Closure
Great Job! Remember: Counselors guide their clients and clients make decisions

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Lesson 3: Counseling Skills
Learning Outcomes:
 To describe the skills involved in counseling;

 To perform the skills in counseling;
 To appreciate the importance of learning the skills in counseling children.
Time Frame: 2 hours
Introduction
Welcome to Lesson 2 of this module! This lesson introduces you to the skills involved in
counseling. Counseling skills are important in creating atmosphere of trust and empathy
to your pupils who are experiencing problems. Take time in doing the activities and
reading the lesson. Enjoy the activities and ponder on how you can apply them in your
class. Have fun!
Me as Counselor
As a teacher, ponder about your skills especially in counseling. List down

the skills that you possess a teacher-counselor.
After you perform the activity, reflect on the following:

 What is/are important skills in counseling?

27 | P a g e
Overview
Being a counselor requires knowledge and skills in assisting your pupil in his/her problem.
The goal of counseling is to bring about change in the individual. As a counselor, you are
an agent of change. To be an agent of change entails skills in counseling that enable you
to help your pupil to make that decision to change.
Let’s Get Started
The American Counseling Association (ACA) defines counseling as the process of building
relationships with individuals that empower them to accomplish mental health wellness,
education, and career goals. It is a collaborative relationship between counselor and the
client. Moreover, they provided outline on some of the skills in counseling as discussed.
1. Attending. It entails the ways in which you are “with” your client both physically
and psychologically. You can be guided with the acronym SOLER:
 S: Squarely face your client
 O: Open posture
 L: Lean toward the client
 E: Eye contact with the client
 R: Try to be Relaxed or natural with the client
2. Listening. Listening is one of the most important skills in counseling. Active
listening occurs when you are listening with all of your senses. This promotes trust
and openness on the part of the client.
3. Asking questions. Questions are significant in counseling because it allows you to
learn more about your client. There are two forms of questions namely: close and
open. A closed question is usually answered by ‘yes’ or ‘no’. The open question
is encourage in counseling because it allows the counselor to explore into the
client’s problem. The best open questions begin with ‘how’ and ‘what’.
4. Reflection. Reflections are used to accurately describe the client’s state. From their
verbal or nonverbal cues. Reflections include feelings reflections,
restating/rephrasing, and affirmation. Feelings reflections allow clients to hear the
feelings they have just expressed. Restating/rephrasing build a stronger
relationship. Rephrasing your client’s answer allow you to better understand what
a client has just said and allows clarifications for his/her answers. Affirmation is a
form of encouragement that affirm behaviors of your client and his/her life choices.
5. Empathy. It is more than sympathy as it allows you to understand your clients’
feeling surrounding an experience.

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As a teacher-counselor, those skills can equip you in helping your pupils with their
problems. Please bear in mind that as a counselor, you do not give advice but assist your
pupils in helping them to come up with right choices in their lives.
Counselor on the Go!

Direction: Rate yourself on the following skills in counseling.
Skills Satisfactory Good Very Good Excellent
Attending
Listening
Asking Questions
Reflection
Empathy
Closure
Congratulations! You have finished Module 2. Hope you have learned more about the
counseling processes and skills. You are now ready to start Module 3. Module 3 helps you
understand the emerging issues in Guidance and Counseling in Early Childhood Education.
Have fun with Module 4!

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Module Summary
In summary, module 2 discusses about:
 The psychodynamic approach aims to bring unconscious wishes and desires into
consciousness that could lead to insight.
 Erikson’s psychosocial theory acknowledges the role of culture in development.
 The concept of object relations in psychodynamic theory emphasizes the
importance of early childhood experiences in the development of the child.
 The cognitive-approach to counseling is the integration of cognitive and behavioral
theory that underscores the role of environment and cognition in counseling.
 The cognitive-approach is found to be effective in helping clients with depression.
 The family systems approach is a systemic way of helping the client.
 Boundaries in the family determine the psychological health of the family.
 Family rules serves as guide for family members in interacting with one another
and to the society in general.
 Skills in counseling are attending, listening, asking questions, reflection, and
empathy.
 Attending shows that the counselor is giving his/her full attention to the client’s
problem.
 Active listening is important in building rapport to your client.
 Understanding the client’s problem entails asking questions.
 Reflection allows the client to realize the alternatives to his/her problem.
 Empathy allows the counselor to enter into the client’s problem in order to help
him/her.
Module Assessment
Check yourself!
1. What is the goal of psychodynamic approach in counseling?
2. What are the ways used in cognitive-behavioral approach to help clients who are
suffering from depression?
3. What are the goals of family system in counseling?
4. Discuss the skills that counselors need to develop.
5. What makes active listening helpful to the client?

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Module 3
EMERGING ISSUES IN GUIDANCE AND COUNSELING IN EARLY

CHILDHOOD EDUCATION
Module Overview:
As teachers, you often observe that your pupils display different behaviors. Some
of these behaviors are beyond your capacity to handle. In this module, you will
learn about the behavioral problems experienced by children. Furthermore, you
will get to know the people whom you can refer your pupil in order to help them in
the problem that they are experiencing.
How do you feel at this moment? Are you ready? Then, let us start the lessons
now!
Enjoy!
Module Outcomes:
 Describe the behavioural problems common among early childhood

learners;
 Explain the functions of mental health professionals in the community;
 Show appreciation on the importance of mental health professionals in
providing interventions to early childhood learners with behavioural
problems.

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Lesson 1: Behavioral Problems of Early Childhood Children
Learning Outcomes:
 To discuss the behavioral problems experienced by early childhood children;

 To understand the behavioral problems that developed in early childhood;
 To gain insights on behavioral problems that occurred in early childhood years
Time Frame: 2 hours
Introduction
Welcome to this lesson! This lesson introduces you to the study of the behavioral problems
experienced by early childhood children. Behavioral problems usually affect the
functioning of children. In this lesson, you will learn about the different behavioral
problems in childhood. A brief description of each condition will be discussed. The
activity prepared in this lesson will help you learn and gain insights about the conditions
experienced by children. The lesson is prepared in such a way that it arouses your interest
to learn. Surely, you will have fun with the activity. Take time and have fun with Lesson
1!
Recollect and
Compose
Read and “Jane”, not her real name age 4 years and 8 months was
understand the brought to the hospital by her parents because of concerns
case of a 4- about extreme irritability, periods of social withdrawal,
year old child negativity, and periods of decreased appetite during
with high which she lacks interest in even her favorite foods. These
irritability, behaviors were observed by Jane’s parents at age 3 and
periods of have been increasing in intensity and frequency until
social becoming the source of family problem. Jane’s parents
withdrawal, described her as reacting to minor frustration with intense
negativity, and sadness and anger often lasting hours. Along with this, a
periods of lack of interest in activities and lay was also observed.
decreased
appetite.
Source: Luby, 2009.
American Journal of
Psychiatry.

32 | P a g e

Reflecting on the case, answer the question:
 How do you describe Jane’s behavior?
Overview
Behavioural problems of children are often diagnosed when the child is already in school.
Some of the general symptoms of children who are experiencing behavioural problems are
changes in school performance, inability to cope with daily problems and activities,
excessive complaints of physical ailments, defying authority, long-lasting negative moods,
frequent outbursts of anger, loss of interest in friends and activities they usually enjoy,
significant increase in time spent alone, excessive worrying or anxiety, and frequent
tantrums.
Let’s Get Started!
The American Psychiatric Association has classified behavioural problems experienced by

children in the Diagnostic and Statistical Manual of Mental Disorder now on its Fifth
Edition (DSM-5). Wills (2014) provides description of the mental health conditions for
children as published in Journal of the American Academy of Psychiatry and the Law
Online.
1. Neurodevelopmental Disorders. This classification includes intellectual
disabilities, communication disorders, autism spectrum disorder, attention-
deficit/hyperactivity disorder, specific learning disorder, motor disorders, and tic
disorders. Based on DSM-5, the onset of this condition is in the developmental
period. It manifests early in development, often before the child enters grade
school. It is characterized by developmental problems that affect personal, social,
academic, or occupational functioning.
2. Disruptive Mood Dysregulation Disorder. This is characterized by persistent
irritability or anger and frequent incidents (on average three times per week) of
developmentally inappropriate verbal or uncontrollable behaviour. There is the
presence of extreme irritability, anger, and frequent, intense temper outbursts. The
signs start before age of 10. The diagnosis is made between ages 6 and 18.
3. Trauma-and Stressor-Related Disorders. This refers to group of emotional and
behavioural problems that may result from childhood traumatic and stressful
experiences. The traumatic experiences include exposure to physical or emotional
violence or pain such as abuse, neglect or family conflict. Parental separation and
33 | P a g e
birth of a sibling are examples of stressful situations that can affect the functioning
of the child (DSM-5).
4. Disruptive, Impulse-Control, and Conduct Disorders. This is characterized by
angry, aggressive or disruptive behaviors of children that are frequent, long lasting,
occurs in different situations, and cause significant problems (DSM 5). Children
have difficulty controlling their emotions and behaviour that can lead to breaking
of rules or laws. The child’s distress is directed outward that affect other people.
The behavioural problems of children are often influence by heredity and environment.
The interplay of heredity and environment contributes to the experience of conditions
affecting their behaviour. A healthy family and community can safeguard the hereditary
inclinations of the child to manifest behavioural problems that affect their daily activities.
What do you Think?
 Going back to the case of Jane, what best describes Jane’s problem. Justify
your answer.
Closure
Congratulations! You have just finished Lesson 1. Remember: Be mentally healthy. At

this point, you can proceed with lesson 2, which is about the mental health professional
whom you can seek help when you have pupils who are experiencing mental health
conditions

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Lesson 2: Whom to Refer?: The Mental Health Professionals
Learning Outcomes:
 To identify the mental health professionals in various fields;

 To determine the functions of the various mental health professionals;
 To appreciate the role of mental health professionals.
Time Frame: 2 hours
Introduction
Have you ever wondered whom to refer in cases of behavioral problems of your pupils? As
the number of cases of behavioral problems rises, the need for mental health professionals
also increases. In this lesson, you will meet the mental health professionals in various fields
whom you can turn for help especially in the psychological needs of your pupils.
Think and Think!

Based on your experience, identify mental health professionals that you knew of.
Then, describe what do they to help people in the community.

35 | P a g e

Based on the activity, ponder and write down your thoughts on the question
below:
 How do you feel about the work of mental health professionals?
Overview
Republic Act Number 11036 states that “the State affirms the basic right of all Filipinos to
mental health as well as the fundamental rights of people who require mental health
services.” The Mental Health Act changes the way that we think about health. Health
includes physical and mental well-being of the individuals. A holistic view of health helps
us to cater health problems other than physical.
Let’s Get Started!
The Mental Health Act defines Mental Health Service Provider as an entity or individual
providing mental health services, whether public or private, including, but not limited to,
mental health professionals and workers, social workers and counselors, peer counselors,
informal community caregivers, mental health advocates and their organizations, personal
ombudsmen, and persons or entitities offering non-medical alternative therapies. The
identified mental health professionals in R.A. 11036 are:
1. Medical doctor. Psychiatrists are medical doctors that specializes in mental health
care. They are authorized to prescribe medicines. Other medical doctors can
prescribe medications but they do not have specialized training or background in
treatment of mental disorder unlike psychiatrists.
2. Psychologist. R.A. 10029 defines the practice of Psychology as consists of the
delivery of psychological services that involve application of psychological
principles and procedures for the purpose of describing, understanding, predicting
and influencing the behavior of individuals or groups, in order to assist in the
attainment of optimal human growth and functioning. The delivery of psychological
services includes, but is not limited to: (1) psychological interventions:
psychological counseling, psychotherapy, psychosocial support, coaching,
psychological debriefing, group processes and all other psychological
interventions that involve the application of psychological principles to improve
psychological functioning of individuals, families, groups and organizations; (2)
psychological assessment: gathering and integration of psychology-related data for

36 | P a g e
the purpose of making a psychological evaluation, accomplished through a variety

of tools, including individual tests, projective tests, clinical interview and other
psychological assessment tools, for the purpose of assessing diverse psychological
functions including cognitive abilities, aptitudes, personality characteristics,
attitudes, values, interests, emotions and motivations, among others, in support of
psychological counseling, psychotherapy and other psychological interventions;
and (3) psychological programs: development, planning, implementation,
monitoring and evaluation of psychological treatment for individuals and/or
groups.
3. Nurse. Registered nurses who are trained in psychiatry and some forms of
psychotherapy can provide mental health care to children who have mental health
conditions.
4. Social Worker. Social workers perform significant function in assisting the
different needs of students. They collaborate in the improvements of the lives of
the students. They also assist in providing mental health services.
5. Guidance Counselor. R.A. 9258 defines Guidance and Counseling as profession
that involves the use of an integrated approach to the development of a well-
functioning individual primarily by helping him/her potentials to the fullest and
plan him/her to utilize his/her potentials to the fullest and plan his/her future in
accordance with his/her abilities, interests and needs. Guidance Counselors asists
the students in their academic, behavioral and social growth. They collaborate with
the parents in providing feedback with regards to their children’s psychosocial
needs.
As teachers, you can refer your students to Mental Health Professional who can better assist
them in their psychological and social needs. They are your partners in providing the
mental health needs of your students. The Mental Health Professionals in the country may
be limited to some extent, but their presence means that our government is making effort
to improve the mental health service in the country.

37 | P a g e
Observe and Refer!
Direction: Based on the present condition with our experience of the pandemic, determine
the situation that you can refer your pupil especially those who are experiencing problems.
Write your answer/s on the table.
Mental Health Professionals Situation

1. Guidance Counselor
2. Psychologist
3. Psychiatrist
4. Social Worker
Closure
How did you find Lesson 2? Interesting? Excellent! Making referrals to help us in our
work as teachers. People make our lives meaningful. Remember: Observe well and refer
properly!
Congratulations! You have finished the module. Hope you have learned more about the
Guidance and Counseling in the context of early childhood education. Thank you for your
active participation!

38 | P a g e
Module Summary
In summary, Module 3 highlights on:

 The behavior of children can be affected by conditions that significantly affect their
functioning.
 The common behavioral problems of children are neurodevelopmental disorders,
disruptive mood dysregulation disorder, trauma-and stressor-related disorders, and
disruptive, impulse-control, and conduct disorders.
 The mental health act provides description of health as not just physical but also
including psychological.
 The mental health professionals assists in providing appropriate service to
psychological needs of individuals.
Module Assessment
Check yourself!
1. Describe the following behavioral problems experienced by children:
a. Neurodevelopmental disorders
b. Disruptive mood dysregulation disorder
c. Trauma-and stressor-related disorder
d. Disruptive, impulse-control, and conduct disorders
2. What is the importance of referral in your work as a teacher?

39 | P a g e
References
Axelson, John A. (1999). Counseling and Development in a Multicultural Society

(3rd edition). USA: Brooks/Cole Publishing Company.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders
(5th ed.). Washington, DC.
Balot, Marites A. Principles of Guidance. Retrieved from http://www.slideshare.

net/maritesbalot1/principles-of-guidance 66624561
Bond, Frank & Dryden, Windy (2002). Handbook of Brief Cognitive Behaviour Therapy.
England: John Wiley & Sons Ltd.
Corsini, Raymond & Wedding, Danny (2007). Current Psychotherapies (8th Edition).
USA: Thomson Higher Education.
Counseling Skills and Techniques (2019). Retrieved April 1, 2019 from

https://onlinecounselingprograms.com/resources/counseling-skills-techniques/
Egbo, John O E Ph. D (2015). Need For Guidance and Counseling At the Primary School Level:
Early Intervention Strategies For School Children British Journal of Education Vol 3 No 6
pp 1-8
Functions of Guidance and Counseling in Schools. Retrieved from http://www.socioed

wordpress.com /2017/03/11functions of guidance services
Geore, Rickey L., Cristian Therese S (1995). Counseling Theory and Practice. 4 th Edition Allyn
and Bacon
Gross, Allan (2007). Family Systems. Retrieved February 28, 2019 from
http://www.californiaparentingcoordinator.com/wp-content/uploads/2007/04/mchale-
sullivan-family-systems.pdf.
Guidance and Counseling. Retrieved from http://www.tsermumbai in/resources
Gysberg, Norman C Improving Life Skills Curriculum and the Comprehensive Guidance Program:
Concepts and Strategies.
Johnson, Amanda (2014) Guidance and Counseling British Journal of Education Vol 3 No
Kapur, Radhika, Ph. D. Counseling and Guidance Services in Early Childhood Education.
http//www_researchgate.net/publication/323833843_guidance_and_counseling
Luborsky, E., Landy, M, & Arlow, J. (2007). Psychoanalysis. In Corsini, Raymond &
Wedding, Danny (2007). Current Psychotherapies (8 th edition).
USA: Thomson Higher Education.
Luby, Joan (2009). Early Childhood Depression. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3184299/.

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Mendoza, Elenita D. (2003). Guidance and Counseling Today Rex Bookstore, Manila, Philippines
Meyerhoff, Michael. Understanding Family Structures and Dynamics. Retrieved from http://www
counseling-directory, org uk/ counselor-articles/families/dynamics
Nelson-Jones, Richard (2015). Theory and Practice of Counseling and Psychotherapy

(6th Edition). London: SAGE Publication Ltd.
Nature of Guidance which is Cited by Various Educationists. Retrieved from http://www

yourarticlelibrary com/education/guidance/nature-of-guidance Nutkins, Sheila, Mc
Donald, Catriona & Stephen, Mary ( ) Early Childhood Education and Care: An
Introduction. Sage Publishing
Ojo, Ologbuena David & Rotimi, Ogidan (2006). Fundamentals of Guidance and Counseling.
Retrieved June 26, 2020 from
https://www.dphu.org/uploads/attachements/books/books_4654_0.pdf
Padelina, Meriam A. Ph.D Sanchez, Custodiosa A, Ph.D. (1997). Counseling and Psychotherapy:
Theories, Techniques and Applications. Rex Bookstore, Manila, Philippines
Parrott, L. lll. Ph.D. Counseling and Psychotherapy (1997). SG: McGraw-Hill Companies,Inc.
Republic Act No. 11036. (2017). Mental Health Act. Retrieved March 4, 2019 from
http://www.officialgazette.gov.ph/downloads/2018/06jun/20180620-RA-11036-RRD.pdf.
Republic Act No. 10029. Philippine Psychology Act of 2009. Retrieved March 4, 2019 from
https://www.prc.gov.ph/sites/default/files/Psychology%20-%20Board%20Law_0.pdf.
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from https://www.lawphil.net/statutes/repacts/ra2004/ra_9258_2004.html.
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ECE 221-GUIDANCE AND COUNSELING IN ECE

ECE 221 – GUIDANCE AND

No part of this publication may be reproduced, stored in a retrieval system

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

Guidance and Counseling is an integral part of a learner’s life. Early Childhood

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

Cover page ………………………………… 1

Welcome Message ………………………………… 2

Table of Contents ………………………………… 3

Course Overview ………………………………… 4

Course Map ………………………………… 5

Module 1 Overview ………………………………… 6

The Lessons ………………………………… 7 – 14

Module 2 Overview ……………………………….. 16

Lessons in Module 2………………………………. 17 – 29

Module 3 Overview ……………………………….. 31

Lessons in Module 3………………………………. 32 – 38

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

THE COURSE OVERVIEW

COURSE TITLE : ECE 221 – Guidance and Counseling in ECE

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

The Course Map

GUIDACE AND COUNSELING IN EARLY CHILDHOOD EDUCATION

Module 1 Module 2 Module3

Lesson 2 Lesson 2 Lesson 2

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

OVERVIEW ON GUIDANCE AND COUNSELING

 Explain the different principles of guidance

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

Lesson 1: The Nature of Guidance and Counseling

 Define concepts of Guidance and counseling

Time Frame: 2 hours

Activity (Let’s Get Started!)

Analysis (Let’s Think About it!)

Looking at your concept map, reflect and answer this question:

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

Abstraction ( Let’s Explore!)

Difference Between Guidance and Counseling

1. Guidance is more general and comprehensive than counseling, it therefore includes

4. Guidance is mainly preventive and developmental while counseling is remedial, preventive

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

1. Guidance is a continuous process. According to Mathewson, guidance is a continuous

Guidance is oriented towards cooperation, not compulsion.

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

1. Developmental function – it is concerned with assisting learners in developing and

Goals of Guidance in the Context of Early Childhood

The Meaning of Guidance in the Context of Early Childhood:

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

Application (Let’s Do It!)

 As a teacher, how did you apply the principles of Guidance in your

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

Lesson 2: The Teacher as Counselor

 Identify the qualities of teacher as a counselor

Time Frame: 2 hours

Activity (Let’s Get Started!)

Analysis (Let’s Think About it!)

Reflecting on your answer, answer this question

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

Abstraction (Let’s Explore!)

Characteristics of a Teacher Counselor

Guidance and Counseling in Early Childhood Education, University of Southeastern Philippines

Application (Let’s Do It!)