DISCIPLINE

AND
GUIDANCE
C H R I S S A V. S E V I L L E N O
DISCIPLINE

It is derived from the latin word “disciplina” which means

“learning, teaching & growing”.

Discipline is defined as a training or molding of the mind

and character to bring about desired behaviors.

School discipline refers to instruction, rules, policies or

practices that are intended to manage student behavior
at the classroom and school levels.
AIMS AND OBJECTIVES OF DISCIPLINE

• To obtain a willing acceptance of the rules, regulations and procedures of an organization so

that organizational goals can be achieved.

• To give and seek direction and responsibility

• To create an atmosphere of respect for the human personality and human relations.
POSITIVE DISCIPLINE APPROACH

• does not rely on rewards and

punishments

• uses the power of active listening,

relationship building and understanding
the child through empathy and validation
to promote positive behaviors
THE FIVE CRITERIA FOR POSITIVE DISCIPLINE

a. Kind and Firm at the same time

b. Promotes in children a sense of Belonging and Significance
c. Solutions and actions are Effective Long-Term
d. Teaches valuable Social and Life Skills for good character
e. Invites children to discover how Capable they are
NEGATIVE DISCIPLINE
• Focuses on punishment
• Negative discipline uses measures aimed at hurting
children physical or emotionally as a way of stopping
misbehaviour, punishing them and preventing bad
behaviour in the future.
• Includes corporal or physical punishment, as well as
emotional punishment
 DEVELOPMENTAL STAGES
Infants (birth to 12 months)
They should be allowed to develop some tolerance to
frustration.
Discipline should not involve techniques such as spanking
or consequences.

Early toddlers (one year to two years)

Early toddlers are not verbal enough to understand or
mature enough to respond to verbal prohibitions.
Therefore, verbal directions and explanations are
unreliable forms of discipline for early toddlers.
Example:
The toddler wants to play with a breakable glass object on
a hard kitchen floor. Remove the child and the object and
redirect the toddler’s attention to a more appropriate
activity such as playing with a ball in another room. The
parent should remain with the child.
Late toddlers (two years to three years)
The child should be redirected to some other activity,
preferably away from the scene of the tantrum. The
toddler cannot regulate behaviour based on verbal
prohibitions or directions alone.

Example:
The toddler has a temper tantrum in a public place.
Remove the child from the place of misbehaviour. Hold
the child gently until the toddler gains control. Give a
short verbal instruction or reassurance followed by
supervision and an example.
Preschoolers and kindergarten-age children (three
years to five years)
Reliance on verbal rules increases, but still the child
requires supervision to carry through directions and for
safety.

Example:
The preschooler draws on the wall with crayons. Use time-
out to allow him to think about the misbehaviour. Consider
using also logical consequences, eg, take the crayons away
and let the child clean up the mess to teach accountability.
School-age children (six years to 12 years)
Praise and approval should be used liberally to
encourage good behaviour and growth into a more
mature human being. The use of appropriate
motivators should be encouraged; for example, buy a
keen reader his or her favourite book.

Acceptable means of discipline include withdrawal or

delay of privileges, consequences and time-out.

Example:
The child destroys toys. Instead of replacing these
toys, let the child learn the logical consequences.
Destroying toys will result in no toys to play with.
Adolescents (13 years to 18 years)
Despite their challenging attitudes and
professions of independence, many
adolescents do want parental
guidance and approval. Parents should
ensure that the basic rules are
followed and that logical
consequences are set and kept in a
nonconfrontational way.

Example:
The adolescent defiantly takes the car
and has an accident. The logical
consequence would be that there is
no car to drive and that the teenager
has to help pay for the repairs. This
teaches accountability.
GUIDANCE
AIMS AND PURPOSE OF GUIDANCE:

• help individuals to achieve up to the level of their own capacities

• help individuals to gain personal satisfaction in as many aspects of their lives
• help individuals to make the maximum contribution to society
• assists them to meet and solve their own problems
• assists them to arrive at wise choices and decisions
• assist them to live a well-balance life
COUNSELING
• It is a personal relationship between a professionally
trained counselor and someone who aims to assist
him to communicate and meet his immediate needs
and problems (Dinkmeyer, 1996).

• It is an open-ended face-to-face problem solving

situation, within which the student, with professional
assistance can focus and begin to solve problem or
problems (Glanz, 1995).

• It refers to a variety of procedures systematically

undertaken by a counselor to promote specific
changes on the behavior of the clients (Thoresen,
1969).
FIVE GENERAL GOALS OF
COUNSELING

1. Facilitating behavior change

2. Improving client’s ability to establish and maintains
relationships
3. Enhancing the client’s ability to cope
4. Promoting the decision-making process
5. Facilitating client potentian and development
ELEMENTS OF COUNSELING

• The counselor – the “helper” in the counseling

process
• The counselee – the “helpee” in the counseling
relationship
• The counseling environment – a place to facilitate
counseling
TYPES OF COUNSELING:

A. DETECTIVE OR CLINICAL COUNSELING – allows the counselor to give the

counselee information about himself, his opportunities, his problems.

STEPS INVOLVE:
1. ANALYSIS
2. DIAGNOSIS
3. PROGNOSIS
4. COUNSELING
5. FOLLOW-UP
TYPES OF COUNSELING:

B. NON-DIRECTIVE COUNSELING
- also known as client-centered counseling
- places the responsibility of the client for exploring his own problem
- emphasis in not on the problem but on the individual
- here the counselor does not provide information

C. ECLECTIC COUNSELING
- this is the merging of both the directive and non-directive counseling
- the counseloe should be competent and proficient in incorporating this method
 The
relationship

Follow-up Atmosphere

ESSENTIALS OF COUNSELING
PROCESS

Facilitation of
Attention to
counselee’s
life adjusment
effort
COUNSELING POSITION

• SITING
• OPEN
• LEAN
• EYE-TO-EYE CONTACT
• RELAX

KEY WORD: S O L E R
CHOOSING A VOCATION OR
PROFESSION
• Vocational Guidance – process of assisting an individual to choose an occupaton, prepare for it
enter it and progress in it.
THE OCCUPATIONAL INFORMATION
SERVICES
A) Imporatance of an occupation
B) Nature of work
C) Working condition
D) Personal qualities needed
E) Preparations needed
F) Opportunities for advancement
G) Compensation
SELF-INVENTORY SERVICE

• Exploration by means of school subject

• Exploration for agricultural occupation
• Exploration for business occupation
• Exploration throgh household art courses
• Explorations for industrial occupations
THE VOCATIONAL GUIDANCE SETUP
WITHIN A SECONDARY SCHOOL