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GUIDANCE AND COUNSELING (PSYCH 325)

Unit 5. Consultation Service

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Engage: HOW WOULD YOU RESPOND?

A counselor is believed to be an expert in explaining human behavior and

answering questions about how to respond to or deal with needs, persons, situations
and behaviors.
Naturally, some who seek your opinion will be under the impression that you are in
complete control of your personal life. But because you are fallible too, such is not
always the case. Or some well-meaning suggestions may not be taken easily by other
parties. Thinking like a counselor, how will you reconcile the matter and respectfully
address people who think like this:

Diba counselor ka,

bakit di mo to alam? Psych ka pa man din
bakit ka lost in life?

While this does not always happen, it is good to have a realistic understanding of
some situations that may arise. Hopefully, you were able to think of a tactful reply in the
above-mentioned scenarios – replies that are characteristic of counselors.

Explore: WHAT IS CONSULTATION?

We already talked about the idea of being an expert in human behavior, but let us
operationally define consultation.

Consultation is a service and is an activity engaged in by the counselor when his/her

expertise or professional opinion is requested by another party or organization, usually to
enable the latter to assist another – a third party or an organization.

For example, in the school setting, significant others dealing with the clients are
assisted in improving the environment or situation that contributes to the problem.

E.g. A counselor serves as a Consultant to parents (Consultees) who want to find

out how they can help their child (Client) eliminate his/her fear of school. In this
case, the Consultant acts as an adviser.

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Johnny is a senior high student who is always absent and late. His
teacher comes to you as a consultee and refers Johnny to you. Some of
the questions the consultee may ask you include: Why is Johnny
frequently absent and tardy? What situational factors cause him to be
that way? How can he be encouraged to attend classes more
regularly? What measures can be done to help him at home?

You become a helper in a TRIAD that includes the consultee

(person who consults - teacher) and the client (object of the consultation - Johnny).

Assumptions that justify consultation:

1. The existing need cannot be adequately handled by the individual or
organization requesting consultation. The concern goes beyond the expertise of
a consultee and he / she needs external help.
2. The Consultant has the special expertise required to assist the requesting party or
consultee. The counselor is able to counsel students with that particular concern
as opposed to the school principal or other school staff.
3. The consultee has the capacity to carry out the Consultant’s recommendations.
The parent, who seeks consultation, is able to do the recommendations of the
counselor because he is in more frequent contact with his child and the
recommendations are doable and relevant to the family’s context.
4. The Consultant understands and takes into consideration the organizational and
environmental context within which his/her suggestions will be applied and their
possible consequences. The counselor has to situate the suggestions based on the
client’s unique circumstances. For instance, suggestions about modifying the
workspace of children who cannot concentrate on their modules during this year
cannot apply to certain households where parents are working from home or
there are no available resources or rooms to apply the suggestions effectively.

Explain:

Kurpius and Fuqua (1993) developed four

CONSULTATION MODELS to help describe the different
situations during consultation:

Provision Model – In this model, the consultant provides

direct service to a third party without further intervention.
E.g. When an OFW parent solicits help for his child who has
been experiencing a relapse in depression recently and a
counselor has sessions with him.

Prescriptive Model – consultant validates a consultee’s

(who is able but lacks confidence) diagnosis and

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treatment plan and explore other options with consultee. E.g. The school psychologist
seeks help from her direct supervisor to validate her diagnosis and her treatment plan /
chosen interventions for her newest client. The supervisor presents other possible
alternative diagnoses and they go through the symptomatology together. Another
instance: a psychometrician consults a psychologist to determine the best battery of tests
to administer for a particular referral.

Mediation Model – consultant recognizes and defines a persisting problem. He/She

initiates intervention by calling together the persons who have direct contact with the
client and have the greatest potential to influence desired change. E.g. The counselor
sees negative behaviors in a grade 2 student who is also her client and she meets with
the parents to discuss some reasonable boundaries that they could introduce at home.
/ The counselor has a client who is living in a Shelter for Abandoned Children and
she invites the house parents and the center director to discuss some routines that will
help the client experience better feelings of stability and comfort.
Collaboration Model – consultant assists consultee to hone his/her problem-solving skills,
find self-direction, evaluate strategies and plan revisions when necessary. E.g. The
counselor helps a student who wants to improve his GPA by going over his study habits
and suggesting some practical changes that he could use to help him achieve his aim.

Elaborate and Evaluate: CONSULTING IN SCHOOLS

 With the School Administrator/Management

Through an understanding of human growth and

development, the counselor can explain to the
administrator/management how data on the
characteristics and needs of the client population affect
operations and goal attainment. Strategies for responding
to them and their underlying philosophies and rationale
can be explained so that the administration/management
would find it worthwhile to invest in programs that would
reinforce strengths and overcome barriers to progress.
Examples of this would be programs on:

Team Building
Communication Styles
Leadership Development
Values Clarification & Development
Review of existing policies that are no longer contextually responsive

If the administrators are too busy to implement the strategies required to bring about
the desired changes, they may employ the Provision Model, where the counselor is left to
do what must be done about a given concern. For example, the school wishes to

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include Character Education activities in the students’ Homeroom Period. The counselor
may be tapped to provide the service by either giving it himself to the students or
conducting capacity building trainings for the teachers.
 With Teachers
Teachers are the ones in a position to see what
pupils/students need and they are also the most
affected by pupils’/students’ maladaptive behavior,
lack of motivation, underachievement and similar
problems. They may not know how to handle certain
patterns exhibited by their students. The counselor’s
expertise in human behavior and development,
combined with the teacher’s expertise in instructional
methods and materials, can create an excellent
foundation for a team effort in planning and providing a
productive learning environment. Thus, teachers are the
counselors’ indispensable partners in guidance.

Counselors can help teachers through consultation in many ways. These include:
 understanding their students better (provide profile of students’ intellectual
capacities, needs, learning styles, etc.)
 identifying and intervening in deficiencies in academic or personal development
 verifying or validating observations as to whether some students are in need of
special education
 helping teachers to understand the environmental factors that dynamically
influence the teaching-learning experience like home conditions, current
inclinations that preoccupy students, peer pressure

 With Students (Mediation Model/Provision Model)

Topics for consultation can include:

Study Habits and Skills
Understanding Gender Differences
Life Skills
Effective Communication

 With Parents (In school or in private counseling clinics)

The Mediation Model is used when the counselor discovers that problems with parents
underlie maladaptive behaviors, lack of motivation, and unhappiness. The counselor
may initiate programs to improve the parent-child relationship.

Private consultation with parents can also be done for

individual children. The counselor can take up with the parents
the needs of the child, the goals that must be attained the
responses that are needed, the role the parents have to play,

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what the parties concerned should do, and the expected results.

Consultation aims to help parents improve their acceptance and understanding of

their children’s concerns, preferences, characteristics, and external behavior so that an
improved parent-child relationship enables also the parents to better cope with or
modify their children’s behaviors, guide their children toward improved social and
relationship skills and facilitate their children’s adjustment to certain situations.
Note: Be very careful about communicating children’s issues to their parents.
Parents must not feel that they are being antagonized or alienated. Communicate in a
tactful manner that is becoming of a counselor – even if you are the / an expert in
human behavior.  Also try to understand their experiential realities even if they do not
communicate them with you.

References:

SLU Guidance and Counseling (Psych 19) Manual

Villar, I. (2009). Implementing a Comprehensive Guidance and Counseling Program

in the Philippines.

Units 6 and 7. Referral Service and Follow-Up Service

Engage and Explore: BEYOND YOUR CAPABILITIES

Going back to the counseling service, what are particular instances you
can think of that will pose a difficulty for you in the counseling process? What do
you think are often overlooked in counseling?

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If you were the therapist/counselor, what will you do to address these

issues/concerns?

Explain:
REFERRAL SERVICE

Referral is the action taken by persons within the institution who see that a particular
person needs counselor assistance. Referral is an accepted practice and presumes that
the counselor is seen as able and available, and that the counseling services are well-
publicized within the school community. Moreover, Referral is the assistance rendered to
clients or their significant others in obtaining services from other people or agencies
(specialists) that might be more effective in helping them.
Referral may be made to the school’s own team of Specialists or External Consultants,
thus the importance of linkages with Auxiliary Personnel.

Circumstances Under Which Referral May Take Place

 The counselor believes that he/she cannot be objective with the client

Example: When a counselor/therapist has recently experienced the death of a close

loved one and the client’s situation closely resembles his/her own difficulties. The
counselor/therapist may refer the client as he/she deals with the grief he/she is
facing.

 The client believes he/she cannot work with the counselor

Example: An African-American client may opt to have an African-American

counselor/therapist as the former believes that such a counselor/therapist will be able
to empathize more with him/her. Since the counseling process is geared toward the
progress and betterment of the client, in such instance, the counselor/therapist will
make a referral to an African-American counselor/therapist.

 Non-professional relationship has developed between client and counselor

Example: In instances where a relationship, whether sexual or nonsexual, has

developed, such as engaging in a social relationship with a client or borrowing
money from a client, etc., the therapist/counselor will need to make a referral.

 The needed attention/service is beyond the competency of the counselor

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Example: A therapist/counselor has a general knowledge on trauma but deems that

the client will benefit from seeing a therapist/counselor who is more adept and
trained in such concern.

 The counselor is no longer available

Example: A therapist/counselor will need to migrate to another place because of

personal/professional reasons or a therapist/counselor will remove affiliations with a
said institution. In such case, the therapist/counselor will need to refer his/her clients
to another therapist/counselor who will cater to their needs in his/her absence.

 Specialized attention is needed by the client

Example: A client expresses some emotional and psychological difficulties and also
discloses that he is suffering from extreme headaches and occasional blackouts. The
therapist/counselor decides to refer the client to a specialist such as a neurologist in
order to rule out certain brain illnesses or trauma which may be causing the client’s
emotional distresses.

Now, let us look into another Guidance Service that is relevant to the Referral Service.

FOLLOW-UP SERVICE

This service is often overlooked because of the many tasks of guidance

counselors, however, it should be given equal importance as it helps determine the status
of the pupil/student who received assistance and what other assistance must be
rendered for the service to be complete and holistic. Follow-up service determines the
adequacy and sufficiency of the programs and services extended in meeting the needs
of the clients.

 Personal Follow-ups are extended to pupils/students who have been counseled,

referred and/or placed.

 In Counseling: to determine whether decisions made were ever implemented,

how the client is doing, and what additional assistance is needed in order to
ensure that complete assistance is rendered and no additional problems have
arisen.
** It is always good to know the post-counseling status of a counselee.

Example: A client expressed concerns about her lack and difficulty in focusing in
school. After 3 counseling sessions and the client and counselor/therapist have
agreed to certain changes that the former would need to employ, the
counselor/therapist follows-up with the client to know and to check how the client

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is fairing. The counselor/therapist will also ask and decide whether additional
sessions are needed.

 Referral: It is still the responsibility of the referring person to determine whether

client is receiving appropriate and adequate help.

Example: A client disclosed concerns such as irritability, inability to concentrate,

and hallucinations. The therapist/counselor also found out that the client has deep
trouble with sleep. After an elaborate probing, the therapist/counselor has made
the decision to refer the client to a sleep specialist. The counselor/therapist then
follows-up the client by calling him and asking whether he went to seek the
assistance of said specialist and to note what other help/assistance can be
extended.

 Placement: to find out if they are happy where they are, whether they are getting
the assistance required to reach their goals, whether their environment is
interfering with their growth in other aspects of their lives.

Example: A high school counselor assists a client in her application and eventual
studying in Saint Louis University. The counselor then makes a follow-up and makes
sure that the client is well-suited and is thriving in the said university.

Elaborate: OTHER POINTS TO CONSIDER IN REFERRAL AND FOLLOW-UP

1. Seek support from colleagues and supervisors who can help the Counselor gain
insight in doing referrals and follow-up. They can affirm and give a second opinion
especially for a difficult case.

2. Make sure to do counselor/therapist self-care strategies in dealing with clients that

pose a challenge.

3. Adopt a good work-life balance. This will aid in managing stress, and enable the
Counselor to also do things he/she enjoys, as well as his/her other
responsibilities.

Evaluate: POINTS FOR REFLECTION

What are the repercussions of not following up a client?

As a future counselor, in what instances or issues of a client will you need to refer
him/her?

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References:

SLU Guidance and Counseling (Psych 19) Manual

Corey, G. (2009). Theory and practice of counseling and psychotherapy, 8th ed. Australia
; Belmont, CA: Thomson/Brooks/Cole.

When Should You Refer a Client to Another Professional? (2019). Retrieved November 10,
2020: https://www.goodtherapy.org/when-should-you-refer-a-client-to-another-
professional.html

Unit 8. Placement Service

Engage: ARE YOU IN THE RIGHT PLACE?

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Pause for a moment. Think of all the places (i.e. groups, clubs, institutions) you
belong to.
Do you think you are in the right university?
Do you think you are taking the right
course?
Do you think you are in the right club (e.g. music, sports, dance, theater,

etc.)? Do you think you are in the right place?

Explore: WHAT IS PLACEMENT?

PLACEMENT SERVICE

- Ensures that pupils/students are in the right place at the right time
- Finds a place where pupils/students can be happy, contributing members of the
society if already possible
- Considers the client’s goals, needs, interests and capabilities so they can be
provided with options, and are enabled to act on their choices, and thereby
making them experience assistance in their adjustment.

Explain:
TYPES OF PLACEMENT

a. Personal-Social Placement : often overlooked; involves social-personal concerns

that may not necessarily be responded to by the institution that the client is
affiliated with.

e.g. shyness/social phobia lack of friends

unusual interests feelings of inadequacy

Some Personal Placement Areas:

 Crisis centers/shelters/halfway homes

 Music schools/Speech schools
 Mental hospitals
 Arts schools/Drama or theater groups
 Substance-abuse centers
 Sports clubs/facilities

Competencies achieved if one is in the right personal-social place:

o Attitudes, knowledge and interpersonal skills that help them understand, appreciate
and respect themselves and others
o Ability to set appropriate goals, make decisions and take necessary actions to
attain goals

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o Understanding and application of safety and survival skills

b. Educational/Academic Placement: placed in the appropriate educational setting

Necessary for students who:

o are going to school for the first time
o transferring from one locality to another
o are being dismissed from a school or who will be relocated by midyear
o want/need to transfer to another school
o are not allowed to re-enroll for the following school year
o have to be grouped homogenously
o are in a regular school but are beginning to manifest some learning
disability or special needs
o are gifted

Within an educational setting, there can be:

a. Group placement
b. Level placement d. Co-curricular placement
c. Section placement e. Extracurricular placement

Competencies achieved if one is in the right educational place:

o Acquisition of attitudes, knowledge and skills that contribute to effective
learning in school and across the lifespan
o Completion of studies or course
o Comprehension of the connection between academics and the world of
work and life at home and in the larger society
c. Occupational/Career Placement

- normally for high school seniors selecting college courses or terminal high school
where job placement is needed after high school or during schooling.

Competencies achieved if one is in the right occupational place:

o Acquire skills needed to examine the world of work vis-à-vis knowledge of
self in order to make informed career decisions
o Use appropriate strategies to ensure career success and satisfaction in the
future
o Recognize the connection and interaction between personal qualities,
education and training and the world of work.

** Individual counseling with the client to be placed must be conducted to avoid

misplacement. It is vital to determine what the client wants in life. A mismatch can
lead to unhappiness and/or failure that can lead to mistaken self-perceptions or
disenchantment.

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Elaborate: IS PLACEMENT EFFECTIVE?

Placement can be effective if counselors:

a. have an extensive and intensive knowledge of the different possibilities for

placement
b. have a thorough knowledge of the client and his/her needs for placement
c. explain to the client the rationale for placement and what could be expected
d. are able to liaise between the client and the institution or agency where
he/she would be placed
e. ensure that clients benefit from the placement

Evaluate: SO, ARE YOU IN THE RIGHT PLACE?

If yes, then that is great! You will surely thrive and develop yourself further.
If no, perhaps it would be good to talk to a Guidance Counselor so you can be
appropriately “placed”.

Reference:

SLU Guidance and Counseling (Psych 19) Manual

Unit 9. Research and Evaluation

Engage and Explore: Do you like Research?

At this point in your journey in Psychology, you are taking a Research course. How
do you like it so far? Do you find meaning in what you are doing in the course?

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Whether you like it or not, research is and always will be a part of any profession in
Psychology. A few years from now, when you have your first job, you just may be
asked to conduct a research, be it in a school, a company, or a clinic setting.

Research and Evaluation, as part of the Guidance Services, has proven to be very
helpful in the delivery of the other services, and the Guidance Program in general.

Explain: What is Research and Evaluation?

RESEARCH AND EVALUATION – Both provide concrete evidence that the Guidance
Program is worthwhile by showing that it works, why it works and how it works.

Nature and Purpose

Research – a service oriented activity conducted to discover new knowledge, to

advance current knowledge and to substantiate theory.

Evaluation – a program oriented activity that seeks to collect relevant information

to determine whether program goals are met in terms of the outcomes of services.

Types of evaluation are:

a) Formative/Process Evaluation – conducted during the planning and

operation of the program. Seeks to obtain evaluative information that can
be used to improve the content and delivery of the program along the
way.

b) Summative/Impact Evaluation – conducted after the program or service

has been completely drawn up and implemented to determine the
effectiveness of its outcome and whether goals were achieved in the end.

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Elaborate: APPLYING RESEARCH AND EVALUATION

Imagine that you are planning a guidance activity for a group of high school
students. The topic to be focused on is “Self-Esteem”. What activity would you give? Will it
be a reflection activity? A game? What materials will you be needing? How would you
ensure that the participants would learn from the activity?
Indeed, research would need to be done. You may want to start by asking high
school teachers and parents about their observations when it comes to the self-esteem of
high school students. You may want to read about it, and also interview some people in
this age group. If you have time, perhaps conducting a research on the topic in focus
would be beneficial, as findings would be more updated and relevant.
As you plan for the activity, formative evaluation should be done. Asking for
each other’s opinions and getting feedback helps to improve what is being planned and
prepared.
Imagine that the activity has already been facilitated. How would you know if it was
effective and if your objectives were met? Yes, you need to conduct a summative
evaluation. Ask your participants to answer a simple evaluation form, and have a post-
activity meeting with your co-facilitators to discuss what transpired. All findings should be
taken note of for improvement as well as maintenance of already effective strategies.

Evaluate: HOW WELL DID YOU UNDERSTAND THE GUIDANCE SERVICES?

Midterm Assignment #1: Let’s see if you can apply the different guidance services
through constructing situational examples. Refer to the Assignment Guide for
further instructions and details.

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Reference:

SLU Guidance and Counseling (Psych 19) Manual

Unit 10. Prevention and Wellness

Engage and Explore: ARE YOU “WELL”?

Read and understand the quote below. What does this mean for you? Can
you say that you are “well”? How so?

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Remember that Counselors are human beings, and are also capable of
experiencing stress. Being an effective Counselor means taking care of oneself so that
we can be at our best to cater to our clients. The various guidance services may
incorporate prevention and wellness, even indirectly. For instance, a printed information
material on “Study Habits” or “Making Friends” could already integrate information that
aims to promote prevention and wellness.

So what exactly is this service about? Let us discuss further.

Explain:

PREVENTION AND WELLNESS

PREVENTION is found in the other Guidance Services but is now given a distinct
emphasis because of the physical, emotional, interpersonal, and financial costs of
dealing with a disorder/illness/crisis.

Three levels:

a. Primary Prevention Programs – for people who are not presently afflicted
by the concern, issue, problem, or disorder
b. Secondary Prevention Programs – for those experiencing the early onset of
the concern, issue, problem, or disorder
c. Tertiary Prevention Programs – for those already afflicted by the concern, issue,
problem, or disorder and are being helped to manage it, reduce its effects, and
recover from it.

Preventive efforts must appreciate the effects of the environment in order to predict,
control, modify, or prevent human behaviors that occur within a given environment –
home, school/workplace, and community – since the environment not only influences
and controls behavior but also conditions behavior in other settings

Essential Content Areas:

a. Coping skills and strategies e. Positive attitudes and behavior
b. Self-esteem f. What constitutes a crisis event
c. Values g. Thoughts, feelings and behaviors
d. Basic life skills for handling peer reactivated by crises
and social pressures

People Involved:
a. Support groups c. Older peers as role models and mentors
b. Parents d. Peers

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Methods:
The services and activities generally used in the Guidance Program are likewise
useful for the delivery of the Prevention Program.

WELLNESS involves programs promoting lifestyle change for healthy living

- Appropriate exercise, a good diet, and a stress-free lifestyle are considered

important in any Wellness Program

Elaborate and Evaluate: STRESS MANAGEMENT

There are more deaths now that are due to lifestyle diseases and health
damaging personal habits. Managing stress and promoting wellness reduces this risk.

Stress in the mental and physical condition that occurs when we adjust or adapt
to the environment. It can be triggered by pleasant (travel, sports, new job, mountain
climbing, dating) as well as unpleasant events (work pressure, marital problems, financial
woes)

When confronted with a stressor, there is a process of appraisal. Richard Lazarus

defined two types:

Primary Appraisal – deciding whether a situation is relevant or irrelevant,

positive or threatening
Secondary Appraisal – assessing one’s resources and choosing a way to
meet the threat or challenge

To feel threatened by a stressor has more to do with the idea of control. Those
prone to stress has lesser feelings of control.

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Although stress is needed as motivator in life, prolonged stress can do harm in a

person’s well-being. Typical symptoms include:

Emotional signs – anxiety, apathy, irritability, mental fatigue

Behavioral signs – avoidance of responsibility, extreme and self-destructive
behaviors, self- neglect, poor judgment
Physical signs – exhaustion, frequent illness, physical ailments and complaints,
overuse of medicines

When emotional shocks are intense or repeated, unpredictable, uncontrollable

and linked to pressure, stress is magnified and may even result to Burn-Out. This is a
condition where a person is physically, mentally and emotionally drained. Burn-out is
characterized by a) Emotional Exhaustion; b) Cynicism or Detachment and
c) Feelings of Reduced Personal Accomplishment.

Regaining a sense of control can help one cope with stress. There are two
types of coping:

Emotion-focused Coping - trying to control the emotional distress/reactions

that may accompany the stressful situation.
Problem-focused Coping – managing or altering the distressing situation

Regaining a sense of control also involves managing those processes in us that would
be affected by stress namely: bodily reactions, behavioral reactions,
thoughts/feelings.

Managing Bodily Reactions through adequate exercise, meditation, Progressive

Relaxation and Guided Imagery

Modifying Ineffective Behavior by reducing hostility, slowing down, striking a balance,

organizing, seeking social support, writing about one’s feelings, recognizing and
accepting one’s limits

Avoiding Upsetting Thoughts by using coping statements, stress inoculation and humor

You may now take Midterm Quiz #1.

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Reference:

SLU Guidance and Counseling (Psych 19) Manual

MODULE III. Other Guidance Tools

This module discusses relevant instruments used in the effective and efficient
delivery of the guidance services.

Unit 1. Facilities and Budget

This unit looks into the relevant and essential facilities of a guidance office and its set-up.

Engage and Explore: THE GUIDANCE OFFICE SET-UP

How do you understand the quote?

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What do you think is the effect of an office set-up on the effectiveness of

Guidance and Counseling?

Imagine entering a Guidance Office. As you approach the office, the door is closed
and you knock. As you are welcomed in, you see two monoblock chairs in front of a desk,
which appears to be the Counselor’s desk. There are filing cabinets around, and a shelf with
books and figurines. The lights are quite dim, and there are no curtains on the windows.
Beside the Counselor’s desk is a side table filled with office supplies. On the white-painted
wall is a calendar, the only visual material in the office. The Counselor then asks you to sit on
the chair closest to her desk, as she sets aside her coffee mug and smooths the papers she
was working on. As she begins to ask you about your concern, there is a knock on the door
and you see a woman peeping through the window. The Counselor stands to open the door.

What can you say about the scenario?

How would you design a Guidance
Office?

Explain:

FACILITIES AND SET-UP

Although we may not be aware of it all the time, the physical environment around
us plays a part in influencing the way we feel and think. It affects our outlooks,
perspectives, and moods. In the same way, the design and set-up of counseling rooms,
and guidance offices in general may affect the experience of clients as well as the
experiences of Counselors themselves. It is then important to be aware of how a
guidance office and counseling room should be designed, what should be in them, and
how they are presented. Let us look into the things to take into consideration when
designing a guidance office.

1. Location – the guidance office should be located in an easily-accessible area,

away from noise and crowds, and also away from offices of people in authority
(such as the Principal, Dean, Faculty). It should be in a safe and non-threatening
area.

2. Color – Light, soothing tones may be used for the walls as these promote calmness
and comfort.

3. Seating – if the guidance office has a

reception area, sofas or cushioned chairs
are advisable as these give off a relaxing
ambience. For the counseling room, the
seating area for the Counselor and
client/s

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should be nonconfrontational and conducive for dialogue, be positioned face-to-

face, with ample space in between such that legs or feet do not touch when they
are seated. A table/desk may also be placed in between. The Counselor’s chair
should be positioned in a spot where he/she can see the door, and so should the
client as this adds to the feeling of safety. Chairs should also be age-appropriate,
for instance, if clients are children, chairs should be smaller and lower.

4. Tables – Tables or desks may or may not be used in the counseling room. If they
are used during group sessions, round tables may facilitate more interactive
communication.

5. Windows – Keep windows open, if possible, to allow proper ventilation as well as

sunlight.

6. Lighting – Ceiling lights should have the right amount of brightness, and if possible,
should be adjustable to suit the needs of both Counselor and Client.

7. Decorations – The guidance office’s reception area may be decorated, but only
with relevant décor such as posters showcasing the guidance services,
professional pictures of the Guidance Personnel, motivational posters, and the like.
Decorations should not be overwhelming and overpowering. The counseling
room, however, should have limited decorations as this can be distracting.
“Positive” distractions such as a serene artwork, plants, or a soothing tabletop
fountain can promote calmness and relaxation.

8. Office Materials – In both the guidance office’s reception area and counseling
room, office materials should be kept in their proper places, inside drawers or
cabinets. The desk in the counseling room should be empty except for the
Counselor’s writing materials and file folder (if necessary).

9. Door – Specifically for the counseling room, there should

be a small window on the door. This is so the Counselor
can be alerted from the outside if there is a need to do
so. It would also enable those from outside to check on
both Counselor and client without disrupting and/or
hearing the conversation.

10. Privacy – It is notable to ensure that conversations are

not audible outside the counseling room (or guidance office, if it is one and the
same). Soundproofing may be done, if possible.

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11. Important Items:

Clock – Inside the counseling room, it is a must that there be a
clock positioned where the Counselor could easily see it. This will facilitate
awareness of time limits, and prevent the likelihood that the Counselor checks
his/her watch or phone from time to time. Doing so may give off a different
meaning to the client (lack of interest, boredom, rushing, etc.).
Tissue – Tissue (in a box or presentable container) should be available in
case the client or even the Counselor needs it. A client may cry during the session,
or have the need to blow his/her nose. Having this on a side table or on the
Counselor’s desk would be convenient.
Door Signs – When counseling, testing, small group guidance activities are
ongoing, a sign should be placed on the door to prevent disruptions.
Printed Information Materials – these may be available in the guidance
office’s reception area, to be read while waiting. If the guidance office and
counseling room are one and the same, printed information materials may still be
placed on one side of the room.

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Always remember that the guidance and counseling space should be one that
promotes perceptions of psychological safety, rapport, ease, willingness to self-
disclose, and a sense of agency.

BUDGET

The Guidance Program derives its revenues primarily through the following:
guidance fees, application fees and testing fees. Capital expenditures are spent on the
infrastructure of the office, computers/printers, furniture, filing cabinets, multi-media
gadgets etc. There are operational expenses for salaries, testing activities, staff
development (trainings, seminars to be attended), honoraria (for resource speakers),
office supplies, materials used for the delivery of services, transportation, food (for
meetings and relevant activities), and other miscellaneous expenses. The regular utility
services like electricity, water and janitorial/maintenance services are additional
expenses.

Elaborate and Evaluate: A COMFORTABLE SPACE

In what type of office set-up would you most be comfortable

sharing your thoughts and feelings? What factors would influence the ease
and comfort you feel?

Go back to the scenario in the Engage and Explore part of this topic. How
would you change the set-up considering what you have learned in the Explain
part of the topic?

References:

SLU Guidance and Counseling (Psych 19) Manual

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https://www.psychiatryadvisor.com/home/practice-management/designing-the-
therapeutic-space-using-layout-color-and-other-elements-to-get-patients-in-the-right-
frame-of-mind/

Unit 2. The Guidance Program

In this unit, the basic components of a guidance program, as well as its guiding
principles are introduced. This enables the understanding of how the guidance services
are organized into a well-established and planned program.

Engage and Explore: SAMPLE IN FOCUS

Below is a very simple example of a guidance activity’s information. What

can you say about it? Is it easy to understand? If you were given this material and
asked to implement the activity based on what is written here, would you be able
to do it?

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Information like this is just one of the contents of a Guidance Program. So

what is a Guidance Program? Let us discuss.

Explain:
The Guidance Program

The guidance program serves as an action plan for the wise management and
proper implementation of the services offered. When guidance in the school is
conceptualized and implemented as a program, it places guidance conceptually
and structurally in the center of education and educational reform.

Guidance Program – A system of services designed to improve the adjustment of each

and every person for whom it was organized.

Guiding Principles:

1. Guidance is for all students. Although there will be students who need the
attention of the school counselor because of their special needs or circumstances,
guidance is directed to all students.
2. It has an organized and planned curriculum. Based upon developmental stages,
skills and learning conditions, the guidance curriculum is a planned effort to
provide each student with a set of skills and experiences that enhances all
learning.
3. It is sequential and flexible. Based on experiences with students at different
ages and grade levels, particular units and topics are presented to students. It
must be flexible to accommodate student readiness as well as address new
concerns.
4. It is an integrated part of the total education process. The guidance program is
not a separate or isolated part of the educational program. It is integral to the total
school program.
5. It involves all school personnel. Although school counselors are responsible for
organizing and planning a developmental guidance program, the cooperation
and support of teachers and administrators is essential to the success of the
program.
6. It should be vitally related to home, community and other out-of-school
experiences of students.

Planning the Guidance Program:

1. Define the program’s context – identify for whom the program is, the setting in
which it will be used, the objectives of the program, and other relevant
information.
2. Conduct assessment of student needs/ concerns – this may be done through
simple surveys and conduct of research and evaluation.

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3. Conduct assessment of current guidance program – the guidance program is not

and should not be “recycled”. It should be updated and revised as needed.
Activities may be repeated, as long as they are still relevant to the current
population for whom the program is designed.
4. Establish program goals – these goals should be in line with the institution’s mission-
vision, and may be more cognitive and affective in nature, and should be
S.M.A.R.T. (you should know what this means by now).
5. Translate goals into behavioral objectives – behavior objectives are more easily
observed and measured. For instance, if a goal is “to appreciate the diversity of
culture”, how can one know if this has been achieved? Translating it into
a behavioral objective like “to show appreciation for cultural diversity by
interacting with people of other cultures” would be easier to assess.
6. Plan the evaluation design – Research and Evaluation was discussed earlier in
the previous module. It is important to know how to evaluate the guidance
program, for instance, will evaluation forms be distributed? Will a meeting be
held before and after each activity? Who will be part of this meeting? And the
like.

Elaborate and Evaluate: FOUR COMPONENTS OF A DEVELOPMENTAL SCHOOL

GUIDANCE AND COUNSELING PROGRAM

 Guidance Curriculum –provides guidance content in a systematic way to all students.

 Responsive Services - addresses the immediate concerns of students.
 Individual Planning - assists students in monitoring and understanding their own
development.
 System Support - includes program and staff support on activities and services.

Guidance Curriculum Responsive Services Individual Planning System Support

Purpose: Purpose: Purpose: Purpose:

awareness, skill prevention, student planning program delivery
development, and intervention and goal setting and support
application of skills
needed in everyday Areas addressed: Areas addressed: Areas addressed:
life  guidance
 academic concerns  educational program
Areas addressed:  school-related (acquisition of study development
concerns skills, awareness of  parent
 self-confidence (tardiness, absences educational  education
development and truancy, opportunities, teacher/
 motivation to misbehavior) appropriate course administrator
achieve  relationship concerns selection) consultation
 problem-  grief  career  staff
solving skills  family issues (knowledge of development for
educators

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 responsible behavior potential career

opportunities,
knowledge of positive
work habits)
 personal-social
(development of
healthy self-concepts,
development of
adaptive social
behavior)
Counselor’s Role: Counselor’s Role: Counselor’s Role: Counselor’s Role:
Guidance, Counseling, Guidance, Program
Consultation, Consultation, Consultation, Management,
Program Coordination, Assessment Consultation
Implementation and Referral
Facilitation

Go back to the sample material in the Engage and Explore part of this topic. Note
that the activity was for the Information Service. Now if you look into the components
above, you should be able to identify which is/are applicable to the given example.

So, what components are applicable? We have the Guidance Curriculum, as the
activity was about the posters advertising the seminar on study habits. Through this,
guidance content is provided in a systematic way. Responsive Services also applies, as
the poster is about a seminar on study habits, which is an academic concern. Moreover,
System Support is included, because the persons involved in the activity are not only the
Guidance Counselors but other school personnel as well.

Reference:

SLU Guidance and Counseling (Psych 19) Manual

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Unit 3. Experiential Learning Cycle

This unit presents the experiential learning cycle as one instrument in the conduct
and delivery of the guidance services.

Engage and Explore: YOUR LEARNING STYLE

Before delving into the next topic, here are questions to ponder about:

What is your learning style?

How can one best learn?

Explain: THE EXPERIENTIAL LEARNING CYCLE

The Experiential Learning Cycle (Often used in the delivery of several

Guidance Services) underscores the saying that life is a continuing process of learning.
But this is only true when we allow life to be a continuous process of learning; when
we allow our insights to lead our actions.

The following steps are to be observed and applied:

1. Orientation- sets the mood, eases the participants into the activity. It may include
icebreakers (an activity to relieve tensions among the participants/learners).

2. Instruction- states the procedures on how the activity will be

conducted; instructions have to be clearly heard, understood, and carried out by
the participants. The instructions include the time-frame for the activity and the
materials needed in order to carry it out. In the Instruction part, the objectives are
also properly stated. Such objectives include Cognitive, Affective, and Behavioral
aspects.

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3. Experiencing- the “doing” part that can be carried out by individuals, triads, small
groups, etc. and is often associated with games or fun. The learning objectives will
dictate both the activity and the appropriate groups.

4. Processing (Data Gathering and Data Analysis)- after experiencing the activity, it
is presumed that the participants are now ready to share what they saw, heard or
felt during the event. The facilitator should therefore formulate questions that will
encourage participants to share their experiences or insights. These sharing or
narratives are made available to other participants by “publishing” it through
verbal sharing or writing them on the board for others to see.

5. Synthesis and Generalizing- results of data analysis are put together so that
generalizations can be made about the relevance of the activity to everyday life.

6. Integration- helps participants apply generalizations to actual situations in which

they are involved; what they intend to do with what they have learned.

7. Closing Remarks- brief remarks to give a sense of ending to the structured

learning experience. “Back-home” application is encouraged for it is “out there”
that true integration may happen.

The Four stages of the Experiential Learning Cycle:

*Learning is a continuous and lifelong process, constantly processing through

distinct and mutually supportive stages:

1. Concrete Experience
(action/experience)

2. Observation and Reflection

4. Testing concepts (going back to and reflecting on
in new situation the experience)
(trying out/applying what
was learned)

3. Abstract Conceptualization
(learning from the
experience/forming
generalizations)

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Sample Activity to illustrate the ELC:

I AM ME

Introduction: Human beings tend to compare themselves with others. Optimally, it would
be good if we can praise and appreciate other people. However, we usually complain
envy others. It is important to accept ourselves and be content on what we have and
what we look like. This activity stresses the significance of liking one’s physical
appearance bearing in mind that the Creator is the greatest artist and designer.

Objective: At the end of the activity, participants should be able to:

a. Identify the physical features they possess
b. Appreciate their uniqueness
c. Express how they feel about their physical characteristics through a
letter, poem, or song

Materials Needed: pictures of faces from magazines, scissors, glue, bond paper

Procedure: The participants are to be divided into 4-5 members each group. The
facilitator is to give each group some pictures and ask each member is asked to cut out
the best facial parts (eyes, ears, nose, etc.) from the pictures. Each member will then
create his/her own face by pasting the chosen facial parts on a bond paper. Finally, they
are to share to their group mates what they feel about the face they have ‘created’.

Processing questions:
1. What did you feel upon seeing your ‘created face’?
2. What did you learn about yourself as a creation of God?
3. Have you experienced a time in your life when you wanted to change
your appearance? What did you do at that moment?
4. What do you think should be our attitude towards our appearance and
towards God who created in us a unique and special face?

Possible outcome: The students will learn to like themselves with how they look and will
appreciation the creation of God.

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*Taken from SLU GUIDANCE CENTER HOMEROOM KIT Vols. 3 &4

Elaborate: KOLB’s LEARNING STYLE QUESTIONNAIRE

The Learning Style Inventory is derived from an experiential theory and model of
learning developed by Kolb (1984) and based on the seminal contributions of John
Dewey, Kurt Lewin & Jean Piaget. It is a practical self-assessment instrument that can
help us assess our unique learning styles, and has the advantage of only taking 30-45
minutes to complete. It tells us our preferred approach to learning in everyday life.

THE LEARNING STYLE INVENTORY

Instructions: It will take 30-45 minutes to complete the Learning Style Inventory and develop
your Learning Style Profiles. As you complete the Learning Style Inventory remember that
there are no right or wrong answers. The Inventory gives you an idea of how you learn; it does
not evaluate your learning ability.
1. Rank order each set of four works (going across) in the 10 items listed below. Assign
a 4 to the word which best characterizes your learning style, a 3 to the next best, a
2 to the next, and a 1 to the least characteristic word. Assign a different number to
each of the four words. Do not make ties.

1. involved tentative discriminating practical

2. receptive impartial analytical relevant
3. feeling watching thinking doing
4. accepting aware evaluating risk-taker
5. intuitive questioning logical productive
6. concrete observing abstract active
7. present- oriented reflecting future-oriented practical
8. open to new perceptive intelligent competent
experiences
9. experience observation conceptualization ___ experimentation
10. intense reserve rational responsible

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2. Total the rank numbers you have given to the ten words in each of the four columns
(add all of your scores going down). The sum of the first column gives you your score
on CE: Concrete Experience; the second column gives you your score on RO:
Reflective Observation; your score on the third column is for AC: Abstract
Conceptualization; and the fourth column is your score on AE: Active
Experimentation.

Interpretation:

Your individual scores provide you with a measure of the relative emphasis you give to
each of the four different learning modes. Kolb (1984) defines each mode as follows:
Concrete Experience (CE) -- A CE orientation focuses on being involved in
experiences and dealing with immediate human situations in a personal way. It
emphasizes feeling more than thinking; a concern with the uniqueness and
complexity of present reality over theories and generalizations; and intuitive, "artistic"
approach over a systematic, scientific approach to problems.

Reflective Observation (RO) -- An RO orientation focuses on understanding the

meaning of ideas and situations by carefully observing and describing them. It
emphasizes reflection and understanding over action and practical application; a
concern with what is true or how things happen over what will work.

Abstract Conceptualization (AC) -- An AC orientation focuses on using logic, ideas,

and concepts. It emphasizes thinking rather than feeling; a concern with building
general theories rather than intuitively understanding unique, specific areas; a
scientific more than an artistic approach to problems.

Active Experimentation (AE) -- An AE orientation focuses on actively influencing

people and changing situations. It emphasizes practical applications as distinct
from reflective understanding; a pragmatic concern with what works rather than
with what is absolute truth; an emphasis on doing, more than observing.

Your dominant learning style, how you resolve the tensions between conceptualizations
and experience, and between action and reflection, is determined by locating the
quadrant with the largest enclosed space on your Learning Style Profile. The quadrant is
labeled on the Learning Style Inventory in italics.

Kolb (1984) describes the characteristics of each style based on both research and
clinical observation.

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Convergent -- The convergent learning style relies primarily on the dominant learning
abilities of abstract conceptualization and active experimentation. The greatest
strength of this approach lies in problem solving, decision-making, and the practical
application of ideas. The style works best in situations where there is a single correct
answer or solution to a question or problem. The style suggests a preference for task
accomplishment or productivity rather than for more socio-emotional experiences.

Divergent -- The divergent learning style has the opposite learning strengths from the
convergent. It emphasizes concrete experience and reflective observation. Its
greatest strength lies in imaginative ability and awareness of meaning and values.
The primary adaptive ability of divergence is to view concrete situations from many
perspectives and to organize many relationships into a meaningful "gestalt." The
emphasis in this orientation is on adaptation by observation rather than action. It is
called divergent because it works best in situations that call for generation of
alternative ideas and implications, such as a "brainstorming" idea session. The style
suggests a preference for socio-emotional experiences over task accomplishment.

Assimilative -- In assimilation, the dominant learning abilities are abstract

conceptualization and reflective observation. The greatest strength of this
orientation lies in inductive reasoning and the ability to create theoretical models, in
assimilating disparate observations into an integrated explanation. As in
convergence, this orientation is focused less on socio-emotional interactions and
more on ideas and abstract concepts. Ideas are valued more for being logically
sound and precise than for their practical values. It is more important that the theory
be logically sound and precise.

Accommodative -- The accommodative learning style has the opposite strengths

from assimilation, emphasizing concrete experience and active experimentation.
The greatest strength of this orientation lies in doing things, in carrying out plans and
tasks and getting involved in new experiences. The adaptive emphasis of this
orientation is on opportunity seeking, risk taking and action. This style is called
accommodative because it is best suited for those situations where one must adapt
oneself to changing immediate circumstances. In situations where the theory or
plans do not fit the facts, those with an accommodative style will most likely discard
the plan or theory.

Although each of us may have a dominant learning style it is important to

remember that a learning style describes how we learn, not how well we learn. No
particular style is intrinsically better or worse than another -- only different.
Understanding the commonalties and differences between your learning style and those
you are

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working with may be useful in communicating more effectively. It can also give you an
idea of your strengths and where you can grow.

Evaluate: YOUR OWN EXPERIENTIAL LEARNING ACTIVITY

Midterm Assignment #2: You are to create an activity (pattern it on the previous
example) on COPING WITH STRESS based on the concept of the Experiential Learning
Cycle. Refer to the Assignment Guide for details and instructions.

You may now take Midterm Quiz #2.

When you’re ready, you may take the Midterm Exam as well.

References:

SLU Guidance and Counseling (Psych 19) Manual

Kolb, D. (1984). Experiential learning: Experience as the source of learning and

development. Englewood Cliffs, NJ: Prentice-Hall. Retrieved from:

SLU Guidance Center Homeroom Kit Vols. 3 &4

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