GOOD

AFTERNOON!! 
 What is GUIDANCE?
 From the term to guide, means to point
out, to show the way. Synonyms of to
guide are to lead, to conduct, to regulate,
and to direct. To guide, however, is to
assist somebody who was volition, who
has desires, who has a mind, but who
needs help. To guide, then, means more
than to assist.
FUNCTIONS of GUIDANCE
According to Edward S. Jones,
 Guidance does not solve the problems
for an individual, but it helps that
individual to solve them.
 Guidance, therefore, is focused not on
the problem but on the individual.
 It aims at self-understanding, self-
appraisal, and self-direction.
AREA/SCOPE of GUIDANCE

1. PERSONAL GUIDANCE
Are the individual’s health,
intellectual, ability, attitudes,
interests, degree of
industriousness, and home
environment.
2. EDUCATIONAL
GUIDANCE
Assistance may pertain
to his time schedules,
curriculum, and extra-
curricular adjustment.
3.VOCATIONAL
GUIDANCE
All steps leading to an
individual’s decision as to what
job or work he can best be
trained in or be fit for.
PRINCIPLES/ASSUMPTIONS
INVOLVED IN GUIDANCE
 Take time to solve problems and
make decisions.
 Let the counselee develop his own
insight.
 Consider most individuals as normal
beings.
 Problems arise from situation.
Problems are interrelated.
Integration of efforts is
essential.
Guidance services must be
an integral part of the
organization.
 GUIDANCE PERSONNEL
Chairman – superintendent,
president, director, or dean
Homeroom and classroom
teachers
Coordinators and counselors
Specialist
Attendance officer
Parents
Community-health
welfare and guidance
agencies.
THE NATURE OF
COUNSELING
 The core, the most intimate and vital
part of the entire guidance program, is
counseling. It may be defined by telling
first what it is not. It is not lecturing,
which is one-sided; counseling is much
more than talking to a student. Neither
is it merely giving advice, although
advice may be given, according to Jones.
The counselor gives advice only when
it is impossible not to give it.
PURPOSE OF COUNSELING
 To give the student information on
matters important to his success
 To get information about the
student which will can help to him in
solving problems.
 To establish a feeling of mutual
understanding between student and
teacher.
To help the student work out a
plan for solving his difficulties
To help the students know
himself better, his interests,
abilities, aptitude, and available
opportunities.
To encourage special talents
and develop right attitudes.
To inspire successful
endeavour toward the
attainment or realization of
objectives.
To assist the students in
planning for his educational
and vocational choices.
 As a process, counseling passes through
the following stages:
 The exploratory stage, wherein the
facts about the individual and the problem
are brought out, gathered, and organized.
 The interpretative stage, wherein the
counsellor tries to see and study clearly
what those facts mean.
 The adjustment stage, wherein the
counselee translates his insight into action.
ESSENTIALS of the COUNSELING
PROCESS
o The relationship. Counseling is
dependent on the relationship between
the counsellor and the counselee.
 Atmosphere. The counsellor
establishes rapport. He creates an
atmosphere of acceptance and freedom
and a willingness to help by a show of
deep understanding.
 Facilitation of counselee’s
efforts. The counselee will feel free
to talk, to confide, to tell without
fear to a problem he is facing.
 Attention to life’s adjustments.
Relating to the counselor’s
experience
 Follow –up.
 TYPES OF
COUNSELING
1.Directive or clinical
counseling.
Consist of the process and one
treatment. The counsellor allows
the counselee to give the
information himself, his
opportunities ant his problems.
Clinical analysis – collecting, summarizing, and
organizing data.
Diagnosis – formulating hypothesis as to the
cause or causes of the problem.
Prognosis – predicting the development of the
problem.
Counseling – the heart of the process wherein
the counsellor and counselee talk and discuss the
problem, and by means of leading questions,
enables the counselee to develop insight.
Follow- up
2.Nondirective counseling.
This method associated w/
Rogers, Strang and Warters, is
completely client-centered and
places the responsibility on the
client for exploring his own
problem. The counselor does not
give information
The client asks for help and gives
his reason.
The situation is defined and the
counsellor defines the limits of his
responsibilities, encouraging the
counselee to tell all.
The counsellor displays a friendly,
interested, and receptive attitude.
A negative attitude gradually
gives way to a positive one.
Insight is converted into
action.
Relationship with counsellor
ends.
3.Elective counseling.
The responsibility of planning
and carrying out the treatment
of counseling rests with the
counsellor, leaving the
development of insight and final
decision to the counselee.
Diagnosis of the cause or
causes of maladjustment.
Planning the modification of
the cause or causes.
Securing conditions
conducive to learning.
Stimulating the client by
implied motivation to
develop his own resources.
Proper handling of any
problems subsequent to
adjustment.
END.