Proponent Theory/Approach Key Concepts
Guidance
Sigmund Freud Psychoanalytic Unconscious mind: This is one of
his most enduring ideas, which is
Approach/Psychoanalytic Theory that the mind is a reservoir of
thoughts, memories, and
emotions that lie outside the
awareness of the conscious mind.
Personality: Freud proposed that
personality was made up of three
key elements: the id, the ego, and
the superego. The ego is the
conscious state, the id is the
unconscious, and the superego is
the moral or ethical framework
that regulates how the ego
operates.
Life and death instincts: Freud
claimed that two classes of
instincts, life and death, dictated
human behavior. Life instincts
include sexual procreation,
survival and pleasure; death
instincts include aggression, self-
harm, and destruction.
Psychosexual development:
Freud's theory of psychosexual
development posits that there are
five stages of growth in which
people's personalities and sexual
selves evolve. These phases are
the oral stage, anal stage, phallic
stage, latent stage, and genital
stage.
Mechanisms of defense: People
use defense mechanisms to avoid
anxiety. These mechanisms
include displacement, repression,
sublimation, and regression
Anna Freud Psychoanalytic Approach/Child Child Psychoanalysis: considered
as the founder, she strongly
Psychoanalysis believed that psychoanalysis was
not appropriate for children under
the age of six, who could be
better served through other
methods.
- She developed different
techniques to treat children,
and noticed that children's
symptoms different from
those of adults and were
often related to
developmental stages.
- Provided clear explanations
on the ego’s self-defense
mechanism
Melanie Klein Psychoanalytic Approach/Object Theory of Unconscious Phantasy:
Her ideas elucidated how infants
Relations Theory processed their anxieties around
feeding and relating to others as
objects and part-objects. These
fantasies are psychic
representations of unconscious id
instincts; they should not be
confused with the conscious
Relevance to
The psychoanalytic approach
identifies our past experiences
and our unconscious thoughts as
the sole factors of who we are
and the problems we are facing
today. Freud believed that
mental problems could be
resolved by actually talking about
them, and Psychoanalysis can
help students in coming to terms
with their unconscious thoughts
and impulses, or maybe
recognize the origin of their
current anxiety in their childhood
experiences and relationships
that are now being relived in
adulthood. Psychoanalysis was a
major thought that brought
about change in how we view
mental illness, by suggesting that
not all psychological problems
have physiological causes.
Anna Freud’s Child
Psychoanalysis itself is her main
relevance to Guidance. Her work
contributed greatly to our
understanding of a child and
their development. She also
developed different techniques
to
treat children. Freud noted that
children's symptoms differed
from those of adults and were
often related to developmental
stages.
Klein paved the way for
attachment theories, who in the
same reasoning as hers, places
importance on the relationship
of the child with their parents
and caregivers. She was the first
psychologist to view children's
play as a meaningful activity and
her “play technique” later

Carl Jung Neopsychoanalytic
Approach/Analytical Psychology
fantasies of older children and contributed to the development
adults. of play therapy. This is
Paranoid-Schizoid position: particularly useful in the pre-
results from the child getting mad school and grade school levels.
at an object. In this moment, the
child sees the object as bad, and
when this happens, he or she will
fantasize about killing it.
Depressive position: where the
infant is sad that he or she killed
the object during the fantasy
episode. When this happens, the
child feels motivated to try and
get the good object back.
Splitting: can be described as the
mental separation of objects into
"good" and "bad" parts and the
subsequent repression of the
"bad," or anxiety-provoking,
aspects
Mechanisms of defense: People
use defense mechanisms to avoid
anxiety. For object relations
theory, these are introjection,
projection, and projective
identification
THEORY OF THE LIBIDO: He The idea that we project in our
believed the libido was not just personas not our true personality
sexual energy, but instead but an aspirational, idealized
generalized psychic energy. version of who we would like to
THEORY OF THE UNCONSCIOUS: be, and Jung's distinction
Jung regarded the psyche as made between inward-looking
up of a number of separate but introvert and outgoing extrovert
interacting systems. The three personality types, have led to the
main ones were the ego, the development of numerous
personal unconscious, and the personality tests which are still
collective unconscious. used today, including that of
Archetypes: Jung noted that Katharine Cook Briggs and Isabel
within the collective unconscious Briggs Myers.
there exist a number of
archetypes which we can all
recognize. An archetype is the
model image of a person or role
and includes the mother figure,
father, wise old man and
clown/joker, amongst others.
The Persona: Distinct from our
inner self, Jung noted that we
each have a persona - an identity
which we wish to project to
others. He used the Latin term,
which can refer either to a
person's personality the mask of
an actor, intentionally, as the
persona can be constructed from
archetypes in the collective
unconscious, or be influenced by
ideas of social roles in society.
Shadow: The shadow archetype is
composed primarily of the
elements of ourselves that we
consider to be negative. We do
not show this side of the self to
the outside world as it can be a
source of anxiety or shame. The
shadow may contain repressed

Alfred Adler Neopsychoanalytic
Approach/Individual Psychology
ideas or thoughts which we do not
wish to integrate into our outward
persona, but these must be
resolved in order to achieve
individuation.
Anima/Animus archetypes: The
anima (in males) or animus (in
females) represents the opposite
gender to a person's self.
Individuation: Jung believed that
by acquiring the qualities of an
archetype from the collective
unconscious, we repress those
attributes of our true self which
do not conform to the archetype.
To achieve individuation and
realize our true self, he claimed
that, rather than repressing these
traits, we must 'integrate' them by
allowing them to surface from the
shadow and to coexist with those
in the ego, or true self.
Introvert and Extrovert
Personalities: Aside from the
theories of the workings of the
psyche described above, Jung also
believed the people could be
divided by their personality type.
He identified the introvert and
extrovert personality type
Compensation for Weaknesses: While Freud’s theory is the more
all infants have a feeling of known and famous psychological
inferiority and inadequacy approach ever, Adler’s Individual
immediately as they begin to Psychology are much more
experience the world. They give consistent and in use in modern
the child a need to strive towards day times. Individual psychology
rectifying that inferiority — a need led to a more focused view on
to compensate for weakness by the student’s/client’s family,
developing other strengths.. their birth structures, and early
Striving for Superiority: Striving recollections as means in
for superiority as the fundamental knowing our underlying
fact of life. Superiority is the problems. Adler also believed in
ultimate goal toward which we the creative power of the
strive. Striving for superiority is individual—the individual’s own
not an attempt to be better than skills and abilities to overcome,
every-one else, nor is it an which is in a similar way, a
arrogant or domineering tendency viewpoint of guidance, that every
or an inflated opinion of our client/student have the abilities
abilities and accomplishments. and skills to overcome their
Inferiority Complex: problems.
Overcompensation can lead to the
development of an inferiority
complex. This is a lack of self-
esteem where the person is
unable to rectify his feelings of
inferiority.
Superiority Complex: The
superiority complex occurs when
a person has the need to prove
that he is more superior than he
truly is.
The Styles of Life: As each
individual faces their unique
difficulties, and strives to
compensate in their own
characteristic ways, given the
 environment (or culture) in which
they live, the individual develops a
sense of meaning for their life and
they set a goal for their strivings.
Birth Order: Adler believed that
birth order had a significant and
predictable impact on a child’s
personality.
Social Interest and Cooperation:
Adler believed that the right way
to achieve superiority was
through social interest and the
cooperation that naturally follows.
Our subsequent level of social
adjustment, which is part of our
style of life, influences our
approach to all of life’s problems.
Creative Power of the Individual:
Adler believed that we are all born
with a creative force: the creative
power of the individual. He did
not reject the concepts of
heredity, temperament, or
disposition, but he emphasized
that it not so important what we
are born with, but rather what we
do with it
Fictional Finalism: Adler proposed
that we are guided by a fictional
goal, the so-called fictional
finalism. The fictional final goal
involves the sentiment of
superiority, or at least the
elevation of the personality to an
extent that makes life seem worth
living
Karen Horney Neopsychoanalytic Feminine Psychology: Horney Regarded as the initial proponent
noted that the phallocentric bias of feminine psychology, Horney
Approach/Psychoanalytic Social of psychoanalysis stemmed from paved the way for therapy and
Theory the fact that its originators —such treatment focused on women.
as Sigmund Freud — were almost Also, her neurotic needs and
entirely male. She proposed that, trends emphasizes the
contrary to traditional Freudian importance of social connections,
theories, girls were aware of their which is a plausible reason why
genitalia before puberty, and that we there are a need for activities
while girls may experience "penis in the campus made for the
envy" at a young age, this longing social life and needs of the
can also apply to boys who want students.
breasts or to be a mother.
Theory of Neurotic Needs:
Horney, believed that culture,
rather than instinctual drives,
largely led to behavior and
psychological characteristics,
especially in neurosis. Horney
recognized the role of culture in
understanding neurosis; cultures,
in defining what is normal, shape
and define what neurosis is
against its own norms. Horney
listed ten neurotic needs,
including:
The need for affection;
The need for a partner who will
take over one's life;
The need for recognition;
 The need for personal admiration;
The need for personal
achievement;
The need for independence;
and, the need for perfection.
Neurotic Trends: Horney
condensed her ten neurotic needs
into three trends that describe
how people, in reacting to basic.
anxiety, interacting with others.
These were:
- Moving toward people:
when one clings to others
and seeks to be loved;
- Moving away from people:
when one does not want to
become involved with
others;
- Moving against people:
when one sees the world as
hostile and acts accordingly
toward others.
Real Self: the real or possible self
is made of "intrinsic potentialities
that can either flourish or wither
depending on the person and the
circumstances.
Idealized Self: is an impossible self
that will never come to fruition.
As a result, neurotic people enter
a cycle of self-loathing: the
"despised self."
Erich Fromm Neopsychoanalytic Alienation from Nature: Fromm Fromm’s theory suggests the
suggested that early peoples tried need for reconnection with the
Approach/Humanistic to cope with these feelings of nature and community. This
Psychoanalysis alienation from nature by emphasis on reconnection is
identifying with their tribes or relevant to guidance in terms of
clans. Sharing myths, religions, the whole development of a
and tribal rites, they attained the client/student, creating a need
security of belonging to a group. for not only activities related to
Membership in the group the social life of students but also
provided acceptance, affiliation, activities that would give an
and a set of customs and rules. impact to the community as a
Psychic Escape Mechanisms: whole.
Fromm proposed three psychic
mechanisms for escaping from the
negative aspects of freedom and
regaining our lost security:
authoritarianism, destructiveness,
and automaton conformity.
Personality Development: As
children grow, they achieve
increasing freedom and
independence from their parents.
Infants know little freedom but
are secure in their dependent
relationship. However, the less
dependent children become,
especially on the primary ties with
the mother, the less secure they
feel. Fromm proposed the
following three forms of
interpersonal relatedness
between parent and child:
Symbiotic relatedness,
Withdrawal-destructiveness, Love
 THE BASIC PSYCHOLOGICAL
NEEDS:
✓ Relatedness need: The need to
maintain contact with other
people, ideally through productive
love.
✓ Transcendence need: The need
to rise above our animal nature by
becoming either creative or
destructive.
✓ Rootedness need: The need to
feel an attachment or sense of
belonging to family, community,
and society.
✓ Identity need: The need to
achieve an awareness of our
unique abilities and
characteristics.
✓ Frame-of-orientation need: The
need for a consistent, coherent
picture of our world within which
to understand life events.
✓ Excitation need: The need for a
stimulating external environment
so that the brain can function at a
peak level of activity and
alertness.
The Productive and
Nonproductive Character Types:
Non-productive orientations are
unhealthy ways of relating to the
world. The non-productive
orientations in his original
formulation are the receptive,
exploitative, hoarding, and
marketing character types. The
productive type or orientation is
the ideal state of human
development
Henry Murray Neopsychoanalytic Principles of Personology: His Murray’s tool for evaluating
term for the study of personality, personality, the Thematic
Approach/Personology/Psychogenic is that personality is rooted in the Apperception Test (TAT) helps
Needs Theory brain. The individual’s cerebral the counselors in assessing their
physiology guides and governs clients unconscious, to reveal
every aspect of the personality. repressed
Needs—The Motivators of aspects of personality, motives
Behavior: Murray’s most and needs for achievement,
important contribution to theory power and intimacy, and
and research in personality is his problem-solving abilities.
use of the concept of needs to
explain the motivation and
direction of behavior.
TYPES OF NEEDS:
- Primary needs: Survival and
related needs arising from
internal bodily processes.
- Secondary needs: Emotional
and psychological needs,
such as achievement and
affiliation.
- Reactive needs: Needs that
involve a response to a
specific object.
- Proactive needs: Needs that
arise spontaneously.
 CHARACTERISTICS OF NEEDS:
- Subsidization: To Murray, a
situation in which one need
is activated to aid in the
satisfaction of another
need.
- Press: The influence of the
environment and past
events on the current
activation of a need.
- Thema: A combination of
press (the environment) and
need (the personality) that
brings order to our
behavior.
Personality Development: To
Murray, a normal pattern of
childhood development that
influences the adult personality;
childhood developmental stages
include the claustral, oral, anal,
urethral, and genital complexes
Erik Erikson Life-Span Approach/Psychosocial - Erik Erikson built on Freud’s Erik Erikson’s Theory, especially
theory by elaborating on the his 8 Stages of Development is
Stages of Personality Development developmental stages, famously known and is often
emphasizing the ego over serving as the basis for catering
the id, and recognizing the developmental needs. His theory
impact on personality of is relevant to guidance in the way
culture, society, and history. that each child/student
The growth of personality is undergoes a different stage of
divided into eight stages. A development according to their
conflict at each stage age, and basing from this, we
confronts the person with could know their needs to help
adaptive and maladaptive them successfully pass it. Also,
ways of coping. there is also the rise and use of
Development is governed by personality and career tests as
the epigenetic principle; part of guidance services, to
each stage depends on especially help the
genetic forces but the students/clients find their
environment helps identity and purpose in life.
determine whether they are
realized.
- The oral-sensory stage
(birth to age 1) can result in
trust or mistrust. The
muscular-anal stage (ages 1
to 3) leads to an
autonomous will or to self-
doubt. The locomotor-
genital stage (3 to 5)
develops initiative or guilt.
The latency stage (6 to 11)
results in industriousness or
inferiority. Adolescence (12
to 18) is the stage in which
the ego identity is formed
(the time of the identity
crisis), leading to identity
cohesion or role confusion.
Young adulthood (18 to 35)
results in intimacy or
isolation. Adulthood (35 to
55) leads to generativity or
stagnation. Maturity (over
55) is expressed in ego
integrity or despair.
 - Each stage allows for the
development of basic
strengths that emerge from
the adaptive ways of coping
with the conflicts. The basic
strengths are hope, will,
purpose, competence,
fidelity, love, care, and
wisdom. Maldevelopment
can occur if the ego consists
solely of either the adaptive
or the maladaptive
tendency.
- Erikson presented a
flattering, optimistic image
of human nature. We have
the ability to achieve basic
strengths, to resolve each
conflict in a positive way,
and to consciously direct
our growth. We are not
victims of biological forces
or childhood experiences
and are influenced more by
learning and social
interactions than by
heredity
Gordon Allport Trait Approach/Trait Theory of - Traits are consistent, Traits are basically what we are.
enduring predispositions to Because of this, knowing and
Personality respond in the same or a understanding a client/student’s
similar way to different traits can help the guidance in
stimuli. Individual traits providing them what they really
(personal dispositions) are need, as well as the approach on
unique to the person; how to go with it.
common traits are shared
by many people. Habits are
narrower than traits, are
relatively inflexible, and
involve a specific response
to a specific stimulus.
- Attitudes have specific
objects of reference and are
for or against something.
Cardinal traits are powerful
and pervasive; central traits
are less pervasive.
Secondary traits are
displayed less conspicuously
and less consistently than
other types of traits.
- Functional autonomy means
that a motive in the normal
adult is not functionally
related to the past
experiences in which it
originally appeared. Two
levels of functional
autonomy are perseverative
(behaviors such as
addictions and repeated
physical movements) and
propriate (interests, values,
attitudes, intentions,
lifestyle, and self-image
related to the core of
personality). Three

- The proprium (self or ego)
Raymond Cattel Trait Approach/16-Factor - According to Cattell, factors,
Personality Model
- Dynamic traits are
- Dynamic traits include ergs
principles of propriate
functional autonomy are
organizing the energy level,
mastery and competence,
and propriate patterning.
develops from infancy to
adolescence in seven
stages: bodily self, self-
identity, self-esteem,
extension of self, self-image,
self as a rational coper, and
propriate striving. An infant
is controlled by drives and
reflexes and has little
personality. The mature,
healthy adult personality is
characterized by an
extension of self to other
people and activities, a
warm relating to others,
emotional security, a
realistic perception, the
development of skills, a
commitment to work, self-
objectification, and a
unifying philosophy of life.
Cattel’s 16PF is probably one of
or traits, are the basic the most used and most known
structural units of personality tests created. It is
personality. We all possess made available for guidance
the common traits to some services as it could be used to
degree; unique traits typify describe and explain individual
one or a few persons. Ability differences between people's
traits determine how personalities. Other than the
efficiently we work toward a 16PF, Cattel also made other
goal. Temperament traits personality tests based on his
define emotional style of theory, with this, many tests are
behavior. now available that would
establish who we really are,
concerned with motivation. backed and supported by many
Surface traits are tests conducted.
personality characteristics
that correlate with one
another but do not
constitute a factor because
they are not determined by
a single source. The 16
source traits Cattell
identified are single factors,
and each is the sole source
of some aspect of behavior.
Source traits may be
constitutional traits, which
originate in internal bodily
conditions, or
environmental-mold traits,
which derive from
environmental influences.
(the energy source for all
behavior) and sentiments
(learned patterns of
attitudes). Ergs and
sentiments are manifested
in attitudes, which are a

Hans Eysenck Trait Approach/Trait Theory/PEN
Model of Personality
Abraham Maslow Humanistic Approach/Theory of
Motivation/Hierarchy of Needs
person’s interests in some
area, object, or other
person. The self-sentiment
is a person’s self-concept
and provides stability and
organization to the source
traits.
- Cattell’s research suggests
that one-third of personality
is genetically determined;
the rest is determined by
environmental influences.
Thus, Cattell holds a
deterministic view of
personality. He does not
suggest any ultimate life
goals.
- Childhood influences are
important in personality
development, as are
heredity and environment
- Eysenck proposed a theory
of personality based on
biological factors, arguing
that individuals inherit a
type of nervous system that
affects their ability to learn
and adapt to the
environment.
- behavior could be
represented by two
dimensions: Introversion /
Extroversion (E);
Neuroticism / Stability (N).
Eysenck called these
second-order personality
traits.
- Each aspect of personality
(extraversion, neuroticism
and psychoticism) can be
traced back to a different
biological cause. Personality
is dependent on the balance
between excitation and
inhibition process of the
autonomic nervous system
(ANS).
- Maslow believed that
people have an inborn
desire to be self-actualized,
that is, to be all they can be.
To achieve this ultimate
goal, however, a number of
more basic needs must be
met. This includes the need
for food, safety, love, and
self-esteem.
- Maslow believed that these
needs are similar to instincts
and play a major role in
motivating behavior. There
are five different levels of
Maslow’s hierarchy of
needs: Physiological;
Security and Safety Needs;
Eysenck’s theory takes into
account both the nature and
nurture. His theory argues
strongly that biological
predispositions towards certain
personality combined with
conditioning and socialization
during childhood in order to
create our personality. This is
relevant to guidance in the way
that while we could not do
something about the nature of
our students/clients. The
guidance and the school still
have a heavy task in nurturing
the individual, and our nurturing
would result into either a
productive or problematic
individual in the society later on
in life. Another relevance to this
is that it takes into emphasis the
need to guide the students, and
create programs that would help
and influence the students in a
better way.
If Erikson’s theory is our often
and primary basis for
child/personality development,
then Maslow’s hierarchy of
needs serves as our bible in
needs assessment and analysis. It
is relevant in guidance as it helps
understand what stage they are
in, what they might be lacking,
and therefore as much as
possible, be able to either
provide and/or help the clients
with their problems. This is why
programs and services created in
schools often strive in tackling
the whole—physical, social,
mental, etc. so as to cater to
their needs.

Carl Rogers Humanistic Approach/Humanistic
Theory/Person-Centered Approach
Social Needs, Esteem; Self-
Actualization
- The lowest levels of the
pyramid of needs are made
up of the most basic needs
while the most complex
needs are at the top. Once
lower-level needs have
been met, people can move
on to the next level of
needs. As people progress
up the pyramid, needs
become increasingly
psychological and social.
- Rogers’s person-centered Carl Roger’s Person-Centered
theory proposes that we are Approach is very famous and
conscious, rational beings well-use in the field of therapy
not controlled by and counselling. Person-centered
unconscious forces or past approach allows the client’s to be
experiences. Personality can free in how they see and express
only be understood by a themselves. This is useful as it
phenomenological can provide more information to
approach, that is, from an guidance in how they can better
individual’s own viewpoint help their clients/students.
based on his or her Rogers stated that for a person
subjective experiences to "grow", they need an
(one’s experiential field). environment that provides them
Our goal is self- with genuineness (openness and
actualization, an innate self-disclosure), acceptance
tendency to growth and (being seen with unconditional
development. The positive regard), and empathy
organismic valuing process (being listened to and
evaluates life experiences in understood). Without these,
terms of how well they relationships and healthy
serve the actualizing personalities will not develop as
tendency. Experiences that they should, much like a tree will
promote actualization will not grow without sunlight and
be sought; experiences that water. This in essence is one of
hinder it will be avoided. the primary works of guidance.
- Positive regard is a need for They are a place where
acceptance, love, and students/clients are free to
approval from others, express their ideas, their
particularly from the problems knowing fully well that
mother, during infancy. In they are being seen, listened to
unconditional positive and understood.
regard, the mother’s love
and approval are granted
freely and are not
conditional on the child’s
behavior. When love and
approval are conditional, a
state of conditional positive
regard exists. Once we
internalize the attitudes of
others, positive regard
comes from ourselves
(positive self-regard).
Conditions of worth (similar
to the Freudian superego)
involve seeing ourselves as
worthy only under
conditions acceptable to our
parents. We avoid behaviors
and perceptions that
oppose our parents’
conditions of worth.

George Kelly Cognitive Approach/Personal
Construct Theory
Incongruence develops
between the self-concept
and behaviors that threaten
the self-image. We defend
against anxiety by denying
threatening aspects of the
experiential field.
- The fully functioning person
represents the peak of
psychological development.
Characteristics of the fully
functioning person are an
awareness of all
experiences, no conditions
to defend against, the ability
to live fully in each moment,
trust in one’s self, a sense of
freedom and personal
power, creativity, and
spontaneity.
- Rogers’s optimistic image of
human nature encompassed
a belief in free will, the
prominence of environment
over heredity, and some
universality in personality.
Individuals and societies can
grow unhampered by past
events
- people develop personal Individuals can often view things,
constructs about how the statements, and situations in
world works. People then different ways. Personal
use these constructs to Construct approach allows the
make sense of their guidance to know what kind of
observations and person they are dealing with,
experiences. their expectations and
- Much like a scientist forms a anxiousness and their personality
hypothesis, collects data, based on their constructs. There
and analyzes the results, may be some students that
people also take in would view things happening at
information and perform school negatively, or take their
their own "experiments" to professor’s words in a not-so-
test ideas and good manner, because of their
interpretations of events. outlooks in life but this could be
The results of our everyday reframed if recognized and
investigations influence our learned. Personal construct
personalities and our way of approach has various tests
interacting with our relating to that.
environment and the people
around us.
- Personal constructs, were
the ways that each person
gathers information,
evaluates it, and develops
interpretations
- . Personal constructs are
bipolar, which means they
are composed of two
opposing sides. Constructs
are unique to each person
because they are developed
as a result of each
individual's differing
experiences. Consider how
different people approach

B.F. Skinner Behavioral Approach/Radical
Behaviorism/Theory of Learning
Albert Bandura Social-Learning Approach/Social
Cognitive/Learning Theory
the same experience in
different ways.
- According to B. F. Skinner's
theory of learning, our
behaviors are developed or
conditioned through
reinforcements. He referred
to this process as operant
conditioning, with operant
referring to any behavior
that acts on the
environment and leads to
consequences.
- Operant behaviors (actions
under our control) differ
from respondent behaviors.
Skinner described
respondent behaviors as
anything that occurs
reflexively or
automatically—such as
jerking your hand back
when you accidentally touch
a hot pan.
- the ABCs of behaviorism
were developed. The ABCs
are antecedent (stimulus),
behavior (response), and
consequence
(reinforcement).
- Behavior can be learned
through vicarious
reinforcement by observing
the behavior of others and
anticipating the rewards for
behaving in the same way.
- Cognitive processes are the
mediating mechanisms
between stimulus and
response and bring about
control of behavior through
self-regulation and self-
reinforcement.
- Three factors that influence
modeling are the model’s
characteristics, the
observer’s characteristics,
and the behavior’s reward
consequences
- Observational learning is
governed by attentional,
retention, production, and
incentive and motivational
processes
- Self-reinforcement requires
internal performance
standards against which to
evaluate behavior.
- Self-efficacy refers to the
ability to control life events
Classical and Operant
conditioning are two of the most
used approach/thinking in the
educational setting. Behaviors
are controlled/modified through
the use of reinforcements and
punishments. It is relevant to
guidance because it often serves
as a place that administers
sanctions—reinforcements and
punishments on bad behaviors.
Conditioning helps in molding
future leaders/workers who
contribute in the society, and
also maintain the orderliness and
integrity of the campus.
Social learning Theory is relevant
on guidance in terms of changing
problem behaviors in counseling
and therapy such as behavior
modification of maladaptive
behaviors and deconditioning of
fear. A student who is praised for
doing something good will more
than likely repeat that behavior.
Additionally, other students will
follow suit, observing that the
behavior elicited a positive
outcome. Conversely, a student
who is reprimanded for an
undesired behavior is less likely
to repeat that behavior, as are
their peers who will also wish to
avoid the negative consequence
of replicating the action.
Guidance is not only for testing,
identifying and knowing yourself,
but also in correcting behaviors.
Also, applications of the social
learning theory are many, as they
can empower people to
recognize and trace the roots of
their issues, identify patterns
they may have not otherwise
seen, and ultimately, break the
habits and behaviors that harm
them.