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

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. 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?

GUID 205 |ERSANDO, MARIBEL MARTONITO 1

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

 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
GUID 205 |ERSANDO, MARIBEL MARTONITO 2
 [GUID 205 (PRINCIPLES OF GUIDANE & COUNSELING)] September 16, 2017

 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

GUID 205 |ERSANDO, MARIBEL MARTONITO 3

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

 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
 This aims at studying children’s attitudes and his behavior with others
when at work, at play or at study time.
 Simple health habits
 Learning language patterns
 Correct ideas
 Proper values
 Social relationship with others
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

GUID 205 |ERSANDO, MARIBEL MARTONITO 4

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

 Aims primarily on the dev’t of fundamental attitudes, know-how, and

social skills of a person as a child matters from childhood to
adolescence.
 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

GUID 205 |ERSANDO, MARIBEL MARTONITO 5

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

 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
 Aims at the development of social competence among students as
they become participative citizens and productive adult in society.
 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

GUID 205 |ERSANDO, MARIBEL MARTONITO 6

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

 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.to be on their own
 Aims at assistance, provision, and guidance of the students’
changing interest on modification in their adjustment as they
prepare themselves as young professionals someday.

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.
An individual learner is not only guided to understand himself and to
relate with others but also to:
a. Develop knowledge about his Creator and his responsibilities toward
fellowmen. He must be willing to participate in community-oriented
activities for his own enhancement as a human being.
b. Practice good values. He should exhibit proper attitude and good
manners.

GUID 205 |ERSANDO, MARIBEL MARTONITO 7

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

c. Live worthwhile adult life as a participative, responsible member of society

who observes proper conduct and good relationship with others.

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.
 As an individual, a student should be afforded valuable information on
different natures and opportunities of occupations where his skills,
interest, and capabilities as a person will be properly developed and
enhanced.

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.

II. Principles of Guidance

GUID 205 |ERSANDO, MARIBEL MARTONITO 8

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

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.

GUID 205 |ERSANDO, MARIBEL MARTONITO 9

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

 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.

GUID 205 |ERSANDO, MARIBEL MARTONITO 10

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

 Acceptance of individual needs:

Guidance is based upon individual needs i.e. freedom, respect, dignity.

Some Basic Principle for consideration in Guidance based on the book of Elenita
Dacal-Mendoza are:
1. Guiidance is based on a true concept of the client.
One can only understand his client by taking time talking to him, listening to him
and consequently understanding his needs. Knowing and accepting his true self is the
key to learning more about him.

2. Guidance is designed to provide assistance to a person in crisis, in solving

it through self-discovery and self-direction.
It facilitates the client to assess for himself what confronts him and eventually to
come up with his own decision to resolve the conflict.
3. Guidance is a learning process.
Whenever a change in one’s behavior is seen or effected, there is learning and
guidance. Both purport to attain a change in the learner.
4. Guidance is helping the client understand himself.
A person needs someone to help him see himself, understand what makes him
act or react to such situation including how and why he acted as such. A client must
know his good as well as his bad points.
5. Guidance leads one to make intelligent choices, move on to a wise
decision or adjust to any situation at hand.

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

GUID 205 |ERSANDO, MARIBEL MARTONITO 11

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

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
6. Mendoza, Elenita-Decal(2003) Guidance and Counseling Today

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

GUID 205 |ERSANDO, MARIBEL MARTONITO 12

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

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

GUID 205 |ERSANDO, MARIBEL MARTONITO 13