Guidance Services

Guidance Services
Jeel Christine C. de Egurrola
M.Ed. GC

Individual Inventory
Information
Counseling
Assessment and Appraisal
Consultation
Prevention and Wellness
Referral
Follow-up
Research and Evaluation

A. Individual Inventory
 a.k.a. Individual Analysis
 all information gathered
about each student
 stored in the cumulative
folder
Where data accumulated about
each student are kept while the
student is still in school
Nature & Purpose
 Systematically
 collects,
 evaluates,
 interprets data
 identify the
characteristics and
potential of every
client
Proper diagnosis
Predicting progress
Accurate placement
Program evaluation

Enables Client to:
Develop a deeper, fuller self-
awareness
Create appropriate plans for
improving the quality of
his/her life

Get to know the
client
Facilitate self-
awareness, self
understanding &
decision-making
Ascertain
appropriate avenues
for client’s purpose
Determine best
options for helping
Assist significant
others in
understanding the
client
Enables Counselor to:

Gives the Administration and Faculty and idea of the:
Profile of the
school
population
Appropriate strategies
for responding to needs,
interests, and values
Parents/Guardians would have basis for:
Understanding their
children better
Responding
sensibly to their
children

Individual Inventory Form/Personal
Information Sheet/Individual Profile Sheet
• Personal Information
• Family Background & Home Environment
• Friends
• Hobbies, interests, goals, values
• Personal strengths, personality traits and characteristics
• Problems, fears and needs
• Educational Data
• Schools Attended
• Grades
• Co-curricular and extracurricular activities
• Courses taken
• Health Data
• Test Records

Scanned from: Decal-Mendoza, E. (2003). Guidance and counseling today. Manila: Rex Book Store, Inc.

Scanned from: Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines. Makati City: Aligned Transformations Publications.

• Anecdotal Report and Anecdotal Record
Cumulative Records Content
anecdotal record is
"a written record
kept in a positive
tone of a child's
progress based on
milestones
particular to that
child's social,
emotional,
physical, aesthetic,
and cognitive
development."

• Individual Profile
• Anecdotal Record
• Rating Scales
• Checklists
• Autobiography
• Self-Expression Essay
• Diaries and Daily
Schedules
• Questionnaires
• Class Work
• Workshop output
• Structured
Interviews
• Intake Interviews
• Session Summaries
• Interviews with
others
• Disciplinary
Decisions
• Test Results
Cumulative Records Content

Test Results
• Measures innate
intellectual capacities
Intelligence Test
• specific area of
intelligence is
dominant
Multiple
Intelligence Test
• ability to react to
handle situations with
the appropriate
emotional response
Emotional
Intelligence Test
• ability to acquire the
learning necessary for
performance
Aptitude Test
• potential for
performing in
academic situation
(verbal & numerical)
Scholastic
Aptitude Test
• Degree of student
learning in specific
curriculum areas
Achievement
Test
• Preferences for certain
disciplines and
occupational field
Interest Test
• Degree to which
certain personality
traits and
characteristics are
present in an individual
Personality Test

Descriptive
materials
Media
accumulated,
organized,
disseminated
Individual advising
Counseling
Planned group
activities
B. Information

Helps Client
Get a wide range of information from diverse
sources
Discover more possibilities than had already
been thought about
Weigh pros and cons of each possibility
Make an informed decision on the matter at hand
B. Information

Provide a wide
variety of
information Extends information
to a greater number
of students
Updates counselor’s
own knowledge
Helps Counselors
B. Information

Kinds of Information
Personal-Social
Academic-Educational
Vocational-Occupational
Target Audience:
• Students/Employees
• Faculty
• Parents
• Administrators
• Support and maintenance staff

Personal-Social
• Building Self-confidence
• Overcoming Shyness
• Proper Etiquette
• Improving Personal Appearance
• Social Assertiveness
• Handling Anger
• Stress Management
• Healing Painful Memories
• Self-awareness
• Social Effectiveness
• Boy-Girl Relationships
• Goal Attainment
• Developing Pleasing Personality
• Parent-Child Relationships
• Sibling Relationships
Methods of
Dissemination:
• Group Guidance/Classroom
Guidance/Homeroom Guidance
Sessions
• Workshops
• Films
• Lectures
• Seminars
• Panel Discussions

Academic-Educational
• Educational Opportunities/Courses
available
• Teaching Methodologies
• Clientele
• Socioeconomic Bracket of Clientele
• Kind of Institution
• Population and Size
• Entrance and Maintenance
Requirements
• Rules and
Regulations/Administrative Policies
• Tuition and other Fees
• Scholarship Grants
• Co-corricular/Extracurricular
Activities Available
• Academic Levels available
• School Attire
• Academic Calendar
• Facilities and Services
Methods of
Dissemination:
• Resource Speakers from various
educational institutions
• Brochures/Bulletines/Prospectus/
Flyers
• Websites
• Class Visits/Educational Trips
• Interviews
• Bulletin Board

Vocational-Occupational
• Jobs/Occupations
• Employment
Possibilities/Job
Openings
• Wok/Tasks Involved
• Difficulties and
Challenges
• Advantages and
Benefits
• Requirements
Methods of
Dissemination:
• Group Guidance/Homeroom
Guidance Sessions
• Experiential activities like field trips
• Immersions
• Career days, College days,
Orientation days
• Circulars, posters
• Seminars, Symposia, Dialogues,
Interactions
• Pamphlets, Brochures, Bulletins
• Bulletin Board Announcements
• Books
• Films

of the Guidance Program
C. Counseling
“...is the of the Guidance Program.” (Villar, 2007)
“…core activity through which all the other activities become
meaningful.” (Hatch & Mitchell, 1981)
“…helps an individual become the person he is capable of becoming.”
(Ryan & Zeran, as cited by Evangelista, 2005)
“…practice of professional service designed to guide an individual to a better understanding
of…problems and potentialities by utilizing modern psychological principles and methods.”
(Webster’s New International Dictionary, as cited by Schmidth, 1996)

CounselingGoals
Generic
Goals
Developmental
Preventive
Enhancement
Exploratory
Reinforcement
Remedial

CounselingGoals
Human
Dimensional
Goals
Cognitive
Psychological
Physiological
Spiritual

CounselingProcess Relationship
Establishment
Problem Identification
and Exploration
Planning for Problem
Solving
Solution Application
Termination

Types of Counseling
According to Areas Covered
Personal/Social
Family problems
Depression
Sexuality
Relationship concerns
Sleep difficulties
Anger
Anxiety
Stress
Academic/
Educational
School and academic
concerns
School selection
School entry
School adjustment
School maintenance
Vocational/
Occupational/
Career
Selection of and
proper preparation of
work

Personal-Social
(specialized concerns)
• Diet counseling
• Crisis counseling
• Grief or Bereavement counseling
• Pastoral counseling
• Leisure counseling
• Addiction counseling
– Substance abuse
– Substance dependency
– Cyber addiction
– Addiction to the addicted

Individual
Counseling
Group
Counseling
Multiple
Counseling
Couple
Counseling
Family
Counseling
Types of Counseling
According to Participants

Individual Counseling
• Common in the Philippines
• Springs from:
– Routine interviews/initial interview, workshop
activities/test results/individual inventory
• Concerns that must be explored
– Collected information that someone needs assistance but
does not seek it
– Referrals
– Voluntary/walk-in
>>>

Group Counseling
• Relieved to know that they are not alone in their problems
• Being with like-minded and like-hearted people give them
courage to express
• Provides avenue for those with social and interpersonal
defects
• Clients get to hear other people’s views and experiences
• Relate with others and develop responsibility for maintaining
a productive work with others
• Counselor is able to reach out to more people at the same
time
>>>

Multiple Counseling
More than one counselor handles an individual, a couple or a
group. (Villar, 2007)
• Concern can be seen in different angles or perspectives
• More options may be generated to find resolution to the
problem
• One counselor is alert for signals while the other counselor
processes
>>>

CounselingApproaches
Client-Centered Counseling
Psychoanalytic Therapy
Gestalt Therapy
Behavior Therapy
Rational Emotive Behavior
Therapy
Existential Therapy
Logotherapy
Choice/Reality Therapy
Adlerian Counseling
Cognitive-Behavior Therapy
Solution-Focused Therapy
Eclectic Counseling

D. Assessment and Appraisal
for individual inventory
helps students discover, assess and understand
their potentials, values, interests, abilities,
aptitudes and their personality
uses data to make informed judgments
basis for deciding on and planning programs
and activities
for information during counseling sessions
Appraisal – encompasses process for
measurement using a range of student
attributes, abilities, interests and for
making professional judgment based
on the results (Schmidth, 1996).
Assessment – comprises instruments
and procedures to gather data for
student appraisal (Schmidth, 1996).

Designing the
Testing Program
Administration of
Test
Scoring of Test
Norming
Interpretation
of Test Result
D. Assessment and Appraisal

Sample Testing Program (Table)
Functions/A
reas
Objectives Strategi
es/acti
vities
Time
Frame
Persons
involved
Budget Expected
output
Actual
accompl
ishment
Remark
s
Administr
ation of
admission
test
Screen student-
applicants and
select qualified
for interview
Paper-
pencil
test
February
25-April 1,
2014
Counselors,
Student
assistants,
student
applicants
P500,000.00 At leat 90% of
target student-
applicants will
be given
admission tests
Administr
ation of
personalit
y test
Help students
become aware
of their
personality
traits….etc
Paper-
pencil
test
August 6-10,
2014
Counselors,
Student
assistants,
students
P10,000.00 At least 90% of
the target
students will be
able to take the
test
Administr
ation of
intelligenc
e test
Help students
identify their
strong domains
and ……. etc
Paper-
pencil
test
September
20-26, 2014
Counselors,
Student
assistants,
student s
P10,000.00 At least 90% of
the target
students will be
able to take the
test

Types of Tests
(standardized and none standardized)
Intelligence Test
•Standford Binet, Wechsler Scales, Kaufman Assessment Battery for
Children, Slosson Intelligence Test, Kuhlmann-Anderson Test, Otis-
Lennon School Ability Test (OLSAT),
Special Aptitude Tests
•Tests that seek to measure a person’s potential to perform or acquire
proficiency in a specific operation
Scholastic Aptitude
Tests
•Measure’s a person’s potential for performing in academic situations
•Scholastic Aptitude Test (SAT), School and College Ability Tests (SCAT
III), Differential Aptitude Test
Interest Inventories
•A comparative and contrasting inventory of a person’s interest
•A stimulus for career exploration and counseling
Personality Tests
•Myers-Briggs Type Indicator, 16 Personality Factors Test, Minnesota
Multiphasic Personality Inventory (MMPI-2), Manchester Personality
Questionnaire (MPQ)
None Standardized Test:
Career Assessment Tests
•National Career Assessment Examination (NCAE),
None Standardized
Test: Academic
Achievement Tests
•National Achievement Test (NAT), Career Achievement Test (CAT),
Regional Achievement Test (RAT), District Achievement Test (DAT)

Expert, knowledgeable & skillful on how to
respond to needs and behaviors
sought by parents, administrators for
guidelines on how to deal with people
helper in the triad:
acts as adviser or enhancer
E. Consultation

Stages/Steps in the
Consultation Process

Qualities of a Consultant
aware of the psychological,
sociological, educational
factors that my underlie
certain maladaptive
patterns of behavior
expert in a variety of
areas
knowledgeable of the
resources needed
ability to make sound
judgment to make
appropriate decisions
dedicated, conscientious &
industrious enough to
continually update
himself/herself
exudes confidence,
ease in dealing with
people and equanimity
articulate and systematic –
able to present strategies
and their theoretical
frameworks
understandably
intelligent and creative –
able to flex and shift
according to adjustments
needed by the client of the
consultee
interested in helping and
concerned about welfare

Special Skills Required
Recognizing
and
understanding
differing
environments
Counseling
•Listening
•Observing
•Paraphrasing
•Asking questions
•Explaining
•Feedback-giving
Problem-
solving
skills
Evaluation
skills
Facilitating
Skills
Other skills
• Coordinating
• Mediating
• Planning
• Educating
• Motivating

Primary
For people not
presently afflicted
of any disorder
Secondary
For people who are
experiencing early
onset of disorder
Tertiary
For people already
afflicted by the
disorder
F. Prevention and Wellness
Prevention
Keep
something from
happening or
arising (such as
a disorder)

ContentAreas
- Coping skills
- Self-esteem
- Values
- Basic life skills for
handling peer
pressures
- Positive attitudes
and behavior
- About crisis event
- Thoughts, feelings
and behaviors
reactivated by crisis
-Early pregnancy
prevention
PeopleInvolved
- Support groups
- Parents
- Older peers as role
models
- Peers
F. Prevention and Wellness
Prevention
Keep
something from
happening or
arising (such as
a disorder)

Prevention Methods
Subtle
education
Group
counseling
Individual
counseling
Training
programs
Group/
Classroom
Guidance
Consultation
Career
Guidance
and planning
Group
discussions
Special focus
clubs
Peer
intervention
Self-
Management
groups
Tutoring and
advising
Seminars
and fora Plays Film viewing

Prevention and Wellness
Wellness
Promote
lifestyle change
for healthy living
(Villar, 2007)

Refers to assistance rendered to clients or their significant others in
obtaining services from other people or agencies that might be more
effective in helping them. (Villar, 2007)
G. Referral
Circumstances under which
referral may take place
• The counselor believes that he/she cannot
be objective with the client
• The client believes he/she cannot work with
the counselor
• Non-professional relationship is beyond the
competency of the counselor
• The counselor is no longer available
• Specialized attention is needed.

G. Referral
Priest/
Pastor/
Nuns
Clinical
Psychologist
Medical/
Dental
doctors
Lawyers
DSWD
Rehabilitation
Centers
Speech
Therapist
Crisis
Centers
External Consultants
or Agencies

• The counselor has valid reason for deciding on a referral
• The counselor knows the specific area of concern requiring the referral
• The counselor is familiar with
– Where services are available
– What services are available
– Who renders them
– How much the services would cost
– The credentials of the external consultant
• The client has agreed to the referral and its terms
• The external consultant knows what the referral is for and has accepted the referral
• The counselor and the client have agreed about the information that can be
revealed to the external consultants
• The counselor introduces the referred party to the external consultant
• The counselor follows up to ensure that the referred party gets the assistance
needed
• The counselor gives feedback to and receives feedback from the external
consultant regarding the progress of the client
• The counslor does not interfere with the work of the external consultant
• The counselor does not charge for referral
Ethical Considerations

G. Placement
 Ensuring that people are in the right place at the right time
 Helping people find a place that will contribute to their physical,
mental, emotional, and spiritual health and well-being (Villar, 2007)
Personal-Social
Placement
•Shyness/social phobia
•Poor self-esteem/ feelings of
inadequacy
•Lack of friends
•Unusual of uncommon
interests/talents
•Substance abuse
•Illness
•Being orphaned or abandoned
•Physical disabilities
•Mental illness
Educational/
Academic Placement
• Going to school for the first time
• Transferring from one locality to
another
• Being dismissed from a school
• Want/need to transfer to another
school
• Not allowed to re-enroll
• Have to be grouped homogeneously
• Beginning to manifest some learning
disability or other special needs
• Gifted
• Delisted from their major field of
study/need to shift to other course
• Want to shift to another course
• Refuse to go to a regular school
Occupational/Career
Placement
• Given to high school
seniors via Career
Orientation Seminars
• Given to graduating college
students through trainings

Placement Areas
Personal-Social Placement
•Crisis Centers/shelters/ halfway homes for
battered women/ children
•Mental hospitals
•Substance-abuse centers
•Homes for unwed centers
•Music/schools/speech schools
•Arts schools/drama or theater groups
•Sports clubs/facilities
•Cancer support groups
•Department of Social Welfare and
Development/ Local Government Centers
•Centers of contagious diseases like AIDS or
Hepatitis C
Educational/
Academic Placement
• Private/public schools, colleges and
universities
• Public schools
• Special schools
• Tutorial schools
• Schools that offer home study
• Special institutions for home study
• Correspondence schools
• Schools for the gifted
• Music schools, dance schools, etc., for
those with special talents
• Vocational technical schools

Career Planning Activities
For Graduating Students
• Training sessions:
• Resume writing
• Writing cover letters
• Filling up of application forms
• Interview behavior and attire
• Test-taking behavior
• Job-hunting skills
• Evaluating work settings
• Decision-making components and steps
• Recognizing and handling sexual
harassment
• Work attitudes and behavior
• Expected work adjustments
• Work Ethics
• Relating Skills
For Graduating Students
• Publication and distribution of
graduates directory
• Coordinating with reputable
corporations and industries
• Job fairs
• Ensuring proper match between client
and the requirements of an
possibilities in the job, position and
work setting
• Facilitating entry in the world of work
• Posting and disseminating job openings
• Determining progress of graduates in
the work setting as a basis for
improving educational system and
services of placement activities

H. Follow-up
 Like a physician who checks on
whether his patient has recovered
from an illness, the counselor
should also find out what
happened to his counselee.
 Without follow-up, the counseling
is incomplete. (Evangelista, 2005)
 Secure information about former
students
 Provide continuing services for
students after they leave school
(Ambida-Cinco, 2008)
 Ensuring that students who
graduated are hired in companies
 Commonly overlooked service in the
Philippine schools (Villar, 2007)
In-school Follow-up Out-school Follow-up

Determine
• Where graduates went after leaving school
• Where dropouts/school leavers went
• Reasons for dropping out or leaving the school
• How well graduates are doing in their jobs
• What additional needs graduates or dropouts/school leavers have that the
school can still respond to
• How long graduates stay in their jobs
• Adjustment difficulties and concerns of graduates and dropouts/school leavers
• Additional knowledge and skills required by the job which formal studies
did not offer
• Employer satisfaction with graduates
• Percentage of high school graduates who go to college and where they go
• Where those who do not go to college go and what they do
• Problems and concerns of those who did not pursue a college course
Out-School Follow-up

H. Follow-up
 Like a physician who checks on
whether his patient has recovered
from an illness, the counselor
should also find out what
happened to his counselee.
 Without follow-up, the counseling
is incomplete. (Evangelista, 2005)
 Secure information about former
 Provide continuing services for
students after they leave school
students (Ambida-Cinco, 2008)
 Ensuring that students who
graduated are hired in companies
 Commonly overlooked service in the
Philippine schools (Villar, 2007)
In-school Follow-up Out-school Follow-up

Follow-up Questionnaire

I. Research and EvaluationResearch
• Service oriented
activity
• Discover new
knowledge
• Advance current
knowledge
• Substantiate theory
• Indispensable for
personal and
professional growth
ProgramEvaluation
• Program-oriented
• Collect relevant
information
• Determine if program
goals are met
• Basis for modification
of delivery of service
• Justifies the existence
of the Guidance
Program

Types of Evaluation
- Conducted during
planning and operation of
the program/service/
activity
- Used to improve the
content and delivery
- Process and content
examination done by
qualified persons
- For revision
- Conducted after the
program/service/
activity
- Implemented to
determine effectiveness
- Informed decision to
be made whether to
continue, revise or
terminate
FormativeEvaluation
SummativeEvaluation

Evaluation Forms

References
• Ambida-Cinco, L. (2008). Guidance and counseling in schools. Mandaluyong City:
National Book Store.
• Anastasi, A. & Urbina, S. (1997). Psychological testing. Singapore: Simon & Schuster
(Asia) Pte Ltd.
• Decal-Mendoza, E. (2003). Guidance and counseling today. Manila: Rex Store, Inc.
• Evangelista, L.L. (2005). Introduction to guidance and counseling (with questions &
answers) - revised edition. Manila: Booklore Publishing Corp.
• Gibson, R.L. & Mitchell, M.H. (2003). Introduction to counseling and guidance (6th ed).
New Jersey: Pearson Merrill Prentice Hall.
• Kapunan, R,R. (1974). Fundamentals of guidance and counseling. Manila: Rex Printing
Company, Inc
• Schmidth, J.J. (1996). Counseling in schools: Essential services and comprehensive
programs (2nd ed). Massachusetts: Allyn & Bacon.
• Smith, G.E. (1951). Principles of the Guidance Program. New York: Macmillan Co.
• Villar, I.V. (2011). Counseling and Psychotherapy in the Philippines. Makati City: Aligned
Transformations Publications.
• Villar, I.V. (2007). Implementing comprehensive guidance program in the Philippines.
Makati City: Aligned Transformations Publications.

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