1. Guidance & Counseling
Strengthening Homeroom Program
Facilitating Homeroom Activities
for
Joaquin Smith National High School
ROLANDO F. MALAFU, MAEd, RGC
4. OTHERS DON’T OTHERS KNOW
KNOW I KNOW
I DON’T KNOW
5. OTHERS DON’T OTHERS KNOW
KNOW I KNOW
I DON’T KNOW
6. I KNOW I DON’T KNOW
OTHERS KNOW
PUBLIC SELF BLIND SPOT
OTHERS DON’T
KNOW
7. I KNOW I DON’T KNOW
OTHERS KNOW
PUBLIC SELF BLIND SPOT
OTHERS DON’T
PRIVATE SELF
KNOW
8. I KNOW I DON’T KNOW
OTHERS KNOW
PUBLIC SELF BLIND SPOT
OTHERS DON’T
PRIVATE SELF UNKNOWN
KNOW
9. I KNOW I DON’T KNOW
OTHERS KNOW
PUBLIC SELF BLIND SPOT
HIDDEN
OTHERS DON’T
KNOW
PRIVATE SELF POTENTIALS
10. I KNOW I DON’T KNOW
OTHERS KNOW
PUBLIC SELF BLIND SPOT
KNOW
YOURSELF
HIDDEN
OTHERS DON’T
KNOW
PRIVATE
SELF POTENTIALS
11. a very clear understanding
of who we are
The foundation of a successful homeroom
Guidance Program
12. God has graciously gifted everyone with a
unique mix of skills, strengths and
limitations that must be understood and
maximally used in everyone’s lifetime.
13. Gaining clarity about
yourself
helps you make better
decisions when
challenges and
opportunities emerge
14. T he ULTIMATE GOAL
– that we would be an
instr ument to one’s growth
and development
We are but instr uments
15. An Emerging Common
Situation
The Situation: Nena is pregnant
1. Nena’s unexpressed reasons
2. Other people’s suspected
reasons
3. Curses Nena will possibly hear
4. Words of comfort for Nena
16. Discouraging Facts About
Guidance & Counseling and
other Helping Relationships
It is time-consuming.
It is emotionally tiring.
It is physically exhausting.
It is frequently unsuccessful because we
cannot impose on them what can be
perceived as the best and swift solution.
It looks unrewarding.
17. Traits to Develop
Listener – active listening
Objectivity – Unconditional Positive
Regard
19. Dangers to Avoid
• Transference
• Counter-transference
• Sympathy
• Breach of Confidentiality
• Breach of Privacy
20. THE EIGHT
COMMANDMENTS:
1. Be nonjudgmental
2. be empathic
3. don’t give personal advice
4. don’t begin with questions that begin with ‘why’
5. don’t take responsibility for the other person’s
problem
6. don’t interpret (when a paraphrase will do)
7. stick to the here and now
8. deal with the feelings first.
21. TYPICAL SITUATIONS THAT MAKE SOME
COUNSELORS UNEASY
* You feel like you are going around in
circles and not getting anywhere.
-Solution: pick one area to concentrate
on and not let the client get away from it.
-if it gets to be too much of a problem,
express your feelings-“we’re not getting
anywhere because you….’
22. TYPICAL SITUATIONS THAT MAKE SOME
COUNSELORS UNEASY
The student starts crying.
-reassure the client that its okay to cry
The student becomes hysterical
-talk calmly
-ask whether he prefers to be alone for awhile or
wishes to continue the session later
-be prepared for a rather lengthy session
23. TYPICAL SITUATIONS THAT MAKE SOME
COUNSELORS UNEASY
You are attracted to the client, or the
client is attracted to you, or both
-clarify the nature of your relationship
A person wants to have someone to talk
to, rather than to work on problems.
-if you want to accept this, fine
-if you don’t, be firm about being willing to talk
about problems, but not being wiling just to talk
24. CREED OF THE TEACHER AS
COUNSELOR
People seek us out. They seek us out for
very private and painful reasons. We
must be able to tell them what we can
offer. If only for the ethics of the situation,
people must have the right to know
beforehand our personal values and our
objectives.
25. CREED OF THE TEACHER AS
COUNSELOR
1. I will not agree to help you go off the edge. I
will not agree to help you become a robotized
normal and adjusted person. I will not help you
stay and wallow in the cesspool of your own
making. All these go against my values. I will
help you become autonomous, more resistant
to enculturation, more loving of yourself, more
excited, sensitive and full, more free to
continue becoming the authority of your own
living.
26. CREED OF THE TEACHER AS
COUNSELOR
2. I cannot give you your dreams or fix you
up, simply because I cannot .
27. CREED OF THE TEACHER AS
COUNSELOR
3. I cannot make you grow, or grow for
you. You must grow for yourself.
4. I cannot take away your pain or
loneliness.
28. CREED OF THE TEACHER AS
COUNSELOR
5. I will not sense your world for you,
evaluate your world for you, or tell you
what is best for you in your world, for you
have your own world and I have mine.
29. CREED OF THE TEACHER AS
COUNSELOR
6.I cannot convince you of the crucial
choice of choosing the scary uncertainty
of growing over the safe misery of not
growing.
30. CREED OF THE TEACHER AS
COUNSELOR
7. I want to be with you and know you as a
rich and growing friend, yet I cannot get
close to you when you choose not to
grow.
31. CREED OF THE TEACHER AS
COUNSELOR
8.When I begin to care for you out of pity,
when I begin to lose trust in you, then I
am toxic, bad, inhibiting for you and you
for me.
32. CREED OF THE TEACHER AS
COUNSELOR
9.You bet, my helping is conditional; I will
be with you, I will hang on there with you
as long as I continue to get even the
slightest hints that you are still trying to
grow.
10.If you accept all of these, then perhaps
we can help each other.
33. Last Few Words
Just instruments
Genuine service
Towards one’s
growth and
development
