Guidance counselors play several key roles including assisting clients with behavior change, goal achievement, and finding help. They help develop student potentials, plan futures, and provide counseling services. Competencies include administering career programs, guiding students, and designing work exposure programs. Counselors conduct career advocacy activities like career fairs and seminars. They collaborate with other advocates and peer facilitators. Common counseling theories include Egan's three stages of clarifying issues, determining solutions, and developing strategies, as well as Ross' model of beginnings, middles, and endings. Foundation counseling skills involve active listening, reflecting client perspectives, and probing deeper.

1. COUNSELORS

2. ROLES OF GUIDANCE
COUNSELORS
Counseling is a process and a relationship between the clients and
the counselor.
1. To assist the clients in realizing a change in behavior or attitude
2. To assist them to seek achievement of goals
3. To assist them to find help
4. To teach social skills, effective communication, spiritual guidance,
decision making, and career choices
5. Aiding one in coping with a crisis

3. • It also includes premarital and marital counseling, grief and loss (divorce,
death, or amputation), domestic violence and other types of abuse, special
counseling situations like terminal illness (death and dying)
• Also counseling of emotionally and mentally disturbed individuals
• Counseling could be short-term (brief counseling) or long-term
FUNCTIONS OF GUIDANCE COUNSELORS
1. Helping to develop potentials to the fullest
2. Helping to utilize his or her potentials to the fullest
3. Helping to plan his or her future in accordance with his or her abilities,
interests, and needs
4. Sharing and applying knowledge related to counseling such as counseling
theories, tools, and techniques
5. Administering a wide range of human development services

4. COMPETENCIES OF
GUIDANCE COUNSELORS
• They have the ability to administer and maintain career guidance and
counseling programs
• They are capable of properly guiding the students toward becoming
productive and contributing individuals
• They are capable of designing and implementing programs that expose
students to the world and value of work
• They guide, provide, and equip the students with the necessary life skills
and values

5. THEY CAN ADMINISTER
CAREER ADVOCACY
ACTIVITIES
• These are the activities that are designed to guide
secondary-level students in choosing the career
tracks that they intend to pursue
• They also involve provision of career information
and experiences, advising, coordinating and making
referrals, career talks, career job fairs, parents’
orientations, and conducting seminar-workshops on
career decision-making

6. THEY ARE CAPABLE CAREER
ADVOCATES
• They conduct career advocacy activities for
secondary-level students of the schools in
employment sites
• They can collaborate various government
agencies, student organizations, industry
associations, guidance and counseling
associations, professional associations

7. THEY CAN FACILITATE CONDUCT
OF CAREER ADVOCACY IN
COLLABORATION WITH CAREER
ADVOCATES AND PEER
FACILITATORS
• They are not necessarily registered and licensed
guidance counselors but they provide direct guidance on
career and employment guidance
• They include homeroom advisers and teachers of all
learning areas who can implement career advocacy
activities
• Peer facilitators are secondary-level students that are
trained to assist career advocates in implementing
career advocacy activities

8. EGAN’S THREE-STAGE
THEORY OF COUNSELING
1. What’s going on? This involves helping clients to
clarify the key issues calling for change
2. What solutions make sense for me? This involves
helping clients determine outcomes
3. What do I have to do to get what I need or want? This
involves helping clients develop strategies for
accomplishing goals

9. • Alistair Ross (2003) provides a
similar model :
STARTING OUT, MOVING ON, AND
LETTING GO 
• This said, by focusing on
beginnings, middles, and endings
such models do help us to think
about what might be involved at
different moments in relationships
and to develop appropriate
responses (Smith 2008)

10. FOUNDATION SKILLS
(CULLEY AND BOND, 2004)
1. ATTENDING AND LISTENING – this refers to active listening; listening
with purpose and responding in such a way that clients are aware that
they have both been heard and understood.
2. REFLECTIVE SKILLS – these skills are concerned with the other
person’s frame or reference. This ‘capture’ what the client is saying and
plays it back to them – but in the counselor’s own words. The key skills
are restating, paraphrasing, and summarizing.
3. PROBING SKILLS – these skills facilitate going deeper, asking more
directed or leading questions.