Diagnostic Quiz: Guid 205 (Principles of Guidane & Counseling)

[GUID 205 (PRINCIPLES OF GUIDANE & COUNSELING)] September 16, 2017
Diagnostic Quiz
Multiple Choice: Select the correct answer from the alternatives provided.
Encircle the letter of the right answer.
1. An area of Guidance that is meant to solve the emotional problems of an

individual.
a. Educational Guidance
b. Socio-Civic/ Moral Guidance
c. Vocational Career Guidance
2. It is a process of assisting the individual student to reach optimum

educational development.
3. It is concerned with helping individuals in making decisions and choices

involving planning and building their chosen career.
4. It is the function of guidance help a person to formulate and accept

worthwhile and attainable goals of behavior, and to apply these objectives
in the conduct of his affairs.
a. The principle of continuity
b. The principle of cooperation
c. The principle of true function
5. A type of guidance assistance that provides student a chance to take

direct assistance from the counsellor in a face to face situation to discuss
the problem.
a. Career information services
b. Counseling services
c. Remedial services
GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 1

ASPECTS OF GUIDANCE
I. Introduction
The student’s life is getting complex day by day. Students in the twenty-
first century have been facing many perplex and difficult situations i.e. to make
wise curricular choices, to acquire basic study skills for optimum achievement,
adjustment with peers etc. In its beginning, guidance was concentrated on
problems relating to vocations. It was largely concerned with getting jobs for
young people. Now guidance has gone for beyond this. It is now concerned with
the entire individual in all aspects (holistic development).
II. Objectives
At the end of the lesson, the learner should be able to:
1. Identify the areas of guidance;

2. Interpret the principles of guidance by citing example;
3. Perform the types of guidance assistance through role playing
presentation.
III. Discussion
The areas of guidance are very vast. The following are some of the
important areas of guidance.
A. EDUCATIONAL
A. 1 What is Educational Guidance?

 A process of assisting the individual student to reach optimum
educational development.
 In words of Brewer, “educational guidance is a conscious effort to
assist in the intellectual growth of individual.”
 For Dunsmoor and Miller, “educational guidance is primarily
concerned with the student’s success in his educational career. It
relates to the student’s adjustment to school and to preparation and
carrying out suitable educational plans in keeping with his
educational needs, abilities and career interests.
 In short, educational guidance answer the following questions:
 What is a student best suited for?
 What type of education will reveal hi inborn capacities
and help him to develop them?
 What is the purpose of his learning and study?
A. 2 What are the Objectives of Educational Guidance?

 To assist the pupil to understand him/herself i.e.to understand
his/her potentials, strength and limitations.
 To help the child make educational plans consist with his/her
abilities, interests and goals.
 To enable the student to know detail about the subject and courses
offered.
 To assist the student in making satisfactory progress in various
school/college subjects.
 To help the child to adjust with the school, its rules, regulations,
social life connected with it.
 To help the child in developing good study habits.
 To help the child to participate in out of class educational activities
in which he can develop leadership and other social qualities.
A.3 what problems are addressed in Educational Guidance?
 Disinterest in studies
 Under-achievers
 Over-achievers
 Slow learners
 Scholastically backward pupil
 Pupil with no goal, no ambition in life
 Sudden drop-out in scholastic performance
 Fall in certain subjects consistently even with special coaching
A.4 For whom is it?

 Pupils in lower secondary school
 Young people under the age of 19 outside education, training or
employment.
 Young people between the age of 19-25 who seek out guidance in
relation to youth education programs or employment.
 Young people with a special need for guidance concerning choice
of education, vocation and career-a transverse target group of
young people with various problems related to the continuing or
completion of an education program.
A.5 Need of Educational Guidance

 Individual differences
 Need of checking the wastage and stagnation in education
 The need of making the right educational choices
 The need of proper educational adjustment
 Decision of further education
 Making the grade
 Education of exceptional children
A.6 How to impart educational guidance to students?

 Collecting information or data
 Health and physique
 Intelligence and other cognitive abilities
 Scholastic attainments
 Interests. Aptitudes, attitudes, personality characteristics
 Family history and background
 Social and emotional development
 Schools attended
 Company and friendship
 Rendering guidance
 Follow up program
A.7 What are the sub areas of educational guidance?
A.7.1 Pre-school Guidance

What is generally referred to as “discipline” is referred to as
“guidance” in pre school circles.
 What is Preschool Guidance?
 Continuation of the traditional processes by which the
young learnt from the wisdom and experience of their
elders.
 The objective of Pre School Guidance is merely to develop the
child’s
 Sense of self
 Responsibility for self and others
 Pre-social behavior
A.7.2. Elementary School Guidance

 In the elementary school, guidance program must assist in
 Maximizing students’ potentials
 Understanding self and developing a positive self-
image
 Showing respect for the feelings of others
 Understanding decision making process
 Maintaining effective relationships with peers and
adults
 How is elementary guidance conducted?
 Classroom Guidance- regularly visits classroom to
teach students how to get along with others , following
school rules, safety and others

 small group
 individual
 art and play session- done when students cannot
express their thought in words
 Benefits for students:

 Be successful in school
 Develop positive feelings about family and society
 Cope with change in themselves and surrounding
 Establish effective study skills
 Build positive feelings toward self and others
 Identify and accept their own and other’s strengths
and weaknesses
 Become responsible for their own behavior
 Adjust to a new school
 Develop skill in interacting and communicating with
others
 Recognizing the causes and effects of their actions
 Receive crisis intervention when necessary
 Benefits for Parents:

 Understand their children’s progress in school
 Select strategies to motivate their children
 Develop realistic goals with their children
 Become actively involved in their children’s school life
 Parent education and discussion groups for child-
related issues
 To identify students with special needs and abilities
 Find other professionals within the school or
community
 Benefits for the Community

 All students in the entire school system are served
 Businesses, industry and labor can participate
actively in the program
 A clearly defined curriculum provides information
about the program of the community
 A potential work force is provided with decision-
making skills and pre-employment skills

A.7.2. High School Guidance
 Significant reason for the need of high school guidance:

 Changes in enlarged curriculum
 Changes in character of student population
 Differences in the capacity to learn
 Percent of failures
 Objectives of High School Guidance:

 To understand themselves better.
 To understand different aspects of the school.
 To select appropriate courses.
 To get information about different educational
opportunities
 To develop good study habits
 The students should be helped to be acquainted
with the vocational implications of various school
subjects.
A.7.3. College Guidance
In the college/tertiary school guidance must
 Oriented students about purpose and scope of higher
studies.
 Helps them to stimulate other studies
 Each college/university must have a guidance unit with due
provision of guidance services.
B. SOCIO-CIVIC AND MORAL GUIDANCE/PERSONAL GUIDANCE

 Concerned with the problems of health, emotional adjustment, and social
adjustment including recreation and leisure’s time activities.
 To help the individuals to divert his emotional powers and feelings into a
positive direction in relation to his progress of life.
 Meant to solve the emotional problems which generally arise in the family
and different situations of different organizations or institutions.
B.1 Pre School Guidance

 It assists tiny children to get with others by sharing
experiences as well as toys and models, being courteous,
experience to control anger, experience to be a group
leader, learning to be a follower and playing fairly with
pleasure.

 It enables children to express themselves by working with his

hands, learning many rhythms, listening to others and
dramatizing stories.
 It assist children to assume responsibilities by putting away toys,
caring for pets, passing out materials and taking care for own
food habits and clothing.
B.2. Elementary Guidance
 It assists children to fulfill some of the basic needs such as god
health, knowledge of fundamental skills, feeling of security and
assurance, desire for friends and social acceptance, discipline,
leisure time activities and vocational skills concerning general
knowledge of the world of work.
 It enables children to develop ability of self ‘discipline at home
and schools.
 It helps children to make them learn right from wrong in different
situations
B.3. High School Guidance

 It enables students to adjust in their new school situations and
environments.
 It assists students to develop a feeling of belongingness and
fraternity.
 It helps students to inspire them for active leadership and group
life.
 It enables students to fulfill educational, vocational and personal
needs and interests of life.
 It helps students to overcome the problems of adjustment in
relation to adolescent age and other personal adjustment
problems.
 It enables students to know useful information’s pertaining to sex
life.
 It assists students to develop leadership abilities and good
citizenship.
 It enables students to achieve social and moral development of
life.
 It helps students to carry out certain recreational activities for
themselves.
B.4. College and University Guidance

 Personal guidance helps students to enable them have a
satisfactory personal and social adjustment in their new
environment.

 It assists students to develop in young adults a sense of social

service social responsibility, patriotism and tolerance in the
context of ethical and moral development.
 It enables students to develop good relationship with community
and college to overcome financial problems and some other
related problems.
 I assist adult students to appreciate the importance of religious
and moral values in life.
 It enables adult students to perform duty rightly in relation to
educational, vocational, social, moral and personal life.
C. VOCATIONAL/CAREER GUIDANCE
 A process of assisting the individual to choose, be prepared, enter
or progress in an occupation.
 Concerned primarily with helping individuals make decisions and
choices involved in planning a future and building a career.
 The purpose behind assisting the youth to choose, prepare, enter
and progress in vocation is the optimum growth of the individual.
 Interpersonal process developed to assist individual with career
development problems
 Encompasses concept of career counseling & education.
It addresses career problems as:

1. Career decision & decidedness
2. Work performance
3. Stress & adjustment
4. Incongruence of the person & work environment
5. Inadequate or unsatisfactory integration of the life- roles with
other life roles.
C.2. Elementary stage

 In the elementary stage although no formal guidance programs
are needed, the orientation to vocation can be initiated at this
stage.
 At this stage some qualities and skills which have greater
vocational significance like love and respect for manual work.
i. training in use of hands
ii. spirit of cooperative work
iii. sharing
iv. appreciation for all works
v. good interpersonal relationship are to be developed

C.3. High School Guidance

 At the secondary stage vocational guidance should be:
1. Help the students to know themselves.
2. To know the world of work
3. To develop employment readiness
4. To develop decision making rules
C.4. College Guidance/Higher Education

 At the higher education stages, it should be more formal one.
The Objectives of guidance at this stage are-
1. To help the students to get information
2. Training facilities
3. Apprenticeship
II. Principles of Guidance
The concept of guidance includes the need to exercise foresight in order to

prevent, so far as possible, the occurrence of situations which make it necessary
for an individual to seek help in order to adjust to the circumstances.
When disturbing or unhealthful conditions interfere with satisfactory patterns
of behavior, it becomes the responsibility of teachers and members of the
guidance personnel to supply whatever service is needed. Whatever the function
of the guidance supplied - prevention, preservation, or attempted cure - certain
principles and assumptions are basic to its achievement.
The principles of guidance generally accepted are the ones given by Crow and
Crow. They are:
 Principle of all-round development (Holistic development of

individual)
Guidance service which aims at bringing about desirable
adjustment on any particular area of personality must take
into account the all-round development of the individual.
 Recognition of individual differences and dignity:

Individuals differ in their physical, mental, social and emotional
development. No two individuals are alike. Guidance service must
recognize these differences and guide each individual according to
their specific need.

 The principle of true function.

It is the function of guidance to help a person to formulate and
accept worthwhile and attainable goals of behavior, and to apply
these objectives in the conduct of his affairs.
 The principle of cooperation.

No individual can be forced into guidance. The consent and
cooperation of the individual is a pre-requisite for providing guidance.
 The principle of continuity.

Guidance should be regarded as a continuous process of service to
an individual in different stages of his life.
 The principles of extension.

Guidance service should not be limited to a few persons, who give
observable evidence of its need, but it should be extended to all
persons of all ages, who can benefit from it directly or indirectly.
 The principles of elaboration.

Curriculum materials and teaching procedures should be elaborated
according to the view point of guidance.
 The principle of adjustment.

While it is true that guidance touches every aspect of an individual’s
life, it is chiefly concerned with an individual’s physical or mental
health, with his adjustment at home, school, society and vocation.
 The principle of expert opinion.

Specific and serious guidance problems should be referred to
persons who are trained to deal with particular area of adjustment for
their expert opinion.
 The principle of evaluation.

The guidance program should be evaluated in terms of its
effectiveness and improvement. Evaluation is essential for the
formulation of new goals or redrafting the existing goals.
 The principles of responsibility.

Parents and teachers have great responsibility in the execution of
the work of guidance. The responsibility for guidance should be
centered on a qualified and trained person, who is the head the
guidance center.

 The principle of periodic appraisal.

Periodic appraisal should be made of the existing guidance program
so that requisite changes, if any can be carried out for its
improvement.
 Acceptance of individual needs: Guidance is based upon individual

needs i.e. freedom, respect, dignity.
III. Understanding the Learner’s Needs
Understanding learner’s needs is essential for providing quality education.

The needs of learners should be considered within the contexts of:
 Their current physical, social, intellectual and emotional development
 The classroom and school environment
 The special nature of their communities
 A wider knowledge about the health status, needs and physical activity
patterns of children, adolescent and adults.
IV. Types of Guidance Assistance
The school is expected to provide more than just teaching and instruction.
A school guidance program includes all those activities other than instructional
which are carried out to render assistance to pupils in their educational,
vocational, personal development and adjustment.
Guidance services can assist the pupils in knowing themselves-their
potentialities and limitations, making appropriate choices in educational,
vocational and other fields. Some of the important guidance services are:
 The orientation services

Organized at the beginning of the academic year to orient newly
admitted students bout different aspects of the school and curriculum
 Student inventory services

Student authority will collect details or information to develop
holistic understanding of students which will be useful for teachings and
learnings.
 Career Information services

Enables student to gain better perspective about their chosen course ad
career to clarify about their work and values to achieve career goals.

 Counselling services
Intended to establish relationship between the counsellor and the
student. It provides student a chance to take direct assistance from the
counsellor in a face to face situation to discuss the problem,
 Group guidance services
 Remedial Services
A process of identifying reason of problem faced by learner and
designing a suitable intervention program. The main intervention is to help
learner in resolving problems relating to education, vocation and
professional.
 Placement services
 Referral Services
Referring the student to a qualified professional.
 Research and evaluation services
 Psychological testing
 Enrichment Activities
A menu of seminar workshops and group dynamics are provided to
address issues of students.
 Follow up services
Concerned with systematic evaluation of guidance services to find
out whether it succeed in satisfying needs of the students. It finds out what
extent the student been able to achieve according to their abilities and
aptitudes, to what extent selection of subjects are wise and how students
are adjusting to their jobs.
IV. Conclusion
As a teacher, a guidance counselor, or guidance coordinator we must

understand the personality of every individual. Let us remember that our
students/client has unique identity. It is a must that we have knowledge or
background about counseling so that we will become successful in helping them.

V. References:
Previous Studies and Research:
1. Agarwal J. C. (1985) Educational Vocational Guidance and Counselling,

Doaba House New Delhi.
2. Bernard Harold W. (1969) Principles of Guidance AlliedPublishers Pvt.
Ltd. New Delhi.
3. Bernard and Fullmer (1972) The School Counsellor Consultant Boston,
Houghton Mifflin Company.
4. Bhati S. S. (1979) Jobs Careers and Personality New Delhi, Indian-
Institute of International Understanding.
5. Borrow Harold W. (1973) Career Guidance for a New Age Boston,
Houghton Miffing Company.
6. Chibber S. K. (1999) Guidance and Counselling Common Wealth
Publishers, New Delhi
Online References:
www.ateneo.edu/ls.office-guidance-and-counselling
http://www.virtuallabschool.org/preschool/gudance/lesson-2
www.slideshare.net/mobile/jeelcristie/guidanceandcounselling
www.academia.edu/9967354/
PRINCIPLES_OF_GUIDANCE_COUNSELLING
www.schoolcounselor.org/high-school-counseling-html
http://archive.org/stream/editor_ierj_14/14_dvuj.txt
www.sivistysvantaa.fi/internationalschool/artikkelit/student
http://health.tki.nz/Teaching-in-HPE/Health-and-PE-inthe-NZC-1999
http://journals.sagepub.com/doi/abs/10.3102/00346543027002186
VI. Activities
1. Diagnostic Exam
2. Class Participation/Oral Recitation
3. Role Playing
ROLE PLAYING ACTIVITY
Direction: Using the guidance assistance discussed earlier, choose your partner
and perform a role playing activity that explains your understanding about it. (2-3
mins)

Written Report in Guid205
Aspects of Guidance
Submitted by:
Maribel Martonito - Ersando
Karen Klein D. Rodrin
September 16, 2017

Diagnostic Quiz: Guid 205 (Principles of Guidane & Counseling)

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[GUID 205 (PRINCIPLES OF GUIDANE & COUNSELING)] September 16, 2017

1. An area of Guidance that is meant to solve the emotional problems of an

2. It is a process of assisting the individual student to reach optimum

3. It is concerned with helping individuals in making decisions and choices

4. It is the function of guidance help a person to formulate and accept

5. A type of guidance assistance that provides student a chance to take

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 1

At the end of the lesson, the learner should be able to:

1. Identify the areas of guidance;

A. 1 What is Educational Guidance?

A. 2 What are the Objectives of Educational Guidance?

A.4 For whom is it?

A.5 Need of Educational Guidance

A.6 How to impart educational guidance to students?

A.7 What are the sub areas of educational guidance?

A.7.1 Pre-school Guidance

A.7.2. Elementary School Guidance

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 4

 Benefits for students:

 Benefits for Parents:

 Benefits for the Community

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 5

A.7.2. High School Guidance

 Significant reason for the need of high school guidance:

 Objectives of High School Guidance:

B. SOCIO-CIVIC AND MORAL GUIDANCE/PERSONAL GUIDANCE

B.1 Pre School Guidance

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 6

 It enables children to express themselves by working with his

B.3. High School Guidance

B.4. College and University Guidance

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 7

 It assists students to develop in young adults a sense of social

It addresses career problems as:

C.2. Elementary stage

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 8

C.3. High School Guidance

C.4. College Guidance/Higher Education

II. Principles of Guidance

The concept of guidance includes the need to exercise foresight in order to

 Principle of all-round development (Holistic development of

 Recognition of individual differences and dignity:

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 9

 The principle of true function.

 The principle of cooperation.

 The principle of continuity.

 The principles of extension.

 The principles of elaboration.

 The principle of adjustment.

 The principle of expert opinion.

 The principle of evaluation.

 The principles of responsibility.

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 10

 The principle of periodic appraisal.

 Acceptance of individual needs: Guidance is based upon individual

III. Understanding the Learner’s Needs

Understanding learner’s needs is essential for providing quality education.

IV. Types of Guidance Assistance

 The orientation services

 Student inventory services

 Career Information services

GUID 205 |ERSANDO, MARIBEL MARTONITO & KAREN KLEIN D. RODRIN 11

 Group guidance services