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1. DEPARTMENT OF EDUCATION (DEPED)
DIVISION OF IRIGA CITY
IRIGA CITY
REVISITING THE
GUIDANCE ADVOCATE
IN EVERY TEACHER
DIVISION LEVEL IN-SERVICE TRAINING
OCTOBER 27, 2017

2. WHO AM I?

3. Gaining clarity about
Yourself help makes you better
in decisions making when
challenges and opportunities
emerge make you more capable
of helping others.

4. T - Teach
E - Encourage
A - Appreciate
C - Compliment
H - Humble
E - Energize
R - Reform
Who is a Teacher?

5. WHAT’S HAPPENING NOW?
1. There is a dearth professional SCHOOL COUNSELORS.
2. There are only about 2k RGC’s in the Philippines.
3. RCG’s prefers to work as teacher of as an HR
practitioner.
4. Aspiring RGC’s are discouraged to pursue licensure
examination because of inappropriate SG.
5. The Philippine Guidance and Counseling Association
(PGCA) recommends a ratio of one counselor to 500
students.
6. Schools without enough or ANY school counselors have
to be able to rely on teachers and administrators to
identify troubled students.

6. Every Teacher is a
Guidance
Counselor…
Old/traditional concept:

7. Every Teacher is a
GUIDANCE
ADVOCATE…
New/modern concept (R.A 95258 0F 2004):

8. ARTICLE IV
PRACTICE OF GUIDANCE AND COUNSELING
Section 27. Prohibition Against the Practice of Guidance and
Counseling. - No person shall (a) engage in the practice of
guidance and counseling without a valid Certificate of
Registration and the valid Professional Identification Card or a
special permit; (b) make representations to the public or to third
person as a licensed Guidance Counselor during the time that the
licensed has been revoked or suspended, and, (c) allow anybody
to use his/her license as guidance counselor to enable such
unqualified individual to engage in the practice of guidance and
counseling.

9. REPUBLIC ACT NO. 9258 MARCH 2, 2004
SECTION 3 B). A GUIDANCE COUNSELOR IS A NATURAL
PERSON WHO HAS BEEN REGISTERED AND ISSUED A VALID
CERTIFICATE OF REGISTRATION AND A VALID PROFESSIONAL
IDENTIFICATION CARD BY THE PROFESSIONAL REGULATORY
BOARD OF GUIDANCE AND COUNSELING AND THE
PROFESSIONAL REGULATORY COMMISSION (PRC) IN
ACCORDANCE WITH THIS ACT AND BY VIRTUE OF SPECIALIZED
TRAINING PERFORMS FOR A FEE, SALARY OR OTHER FORMS OF
COMPENSATION, THE FUNCTIONS OF GUIDANCE AND
COUNSELING UNDER SECTION 3 (A) OF THIS ACT.
Rationale

10. A Guidance Advocate:
❖CAREER GUIDANCE ADVOCATE.
✓Is responsible for giving useful career
information.
✓Help students in career decision making
by providing through education
advising.

11. A Guidance Advocate:
✓Career Information
✓Career Advising
✓Career Education
MAIN ELEMENTS OF CAREER GUIDANCE

12. • Career information, covering
information on courses,
occupations and career paths. This
includes labor market information.
It may be provided in print form,
but increasingly is web-based in
nature.
MAIN ELEMENTS OF CAREER GUIDANCE

13. • Career Adivising,
conducted on a one-to-one
basis or in small groups, in
which attention is focused on
the distinctive career issues
faced by individuals.
MAIN ELEMENTS OF CAREER GUIDANCE

14. • Career education, as part
of the educational curriculum, in
which attention is paid to helping
groups of individuals to develop the
competencies for managing their
career development.
MAIN ELEMENTS OF CAREER GUIDANCE

15. PROGRAM DESCRIPTION
15
The Career Guidance and Advocacy Program
(CGAP) is a program which aims to enlighten and
assist the Filipino learners in making
informed decisions regarding their careers
and develop awareness in the importance of
choosing a career that goes with their
interests and skills in relation to the available
resources and needs of the society.

16. A Guidance Advocate:
❖ Acts as a liaison between students, parents,
and teachers, helping them to work together to
help the student succeed socially and
academically.
❖ Is responsible for following up with students
regarding academic or social issues.
❖ Recognizes the worth and dignity of each student.

17. A Guidance Advocate:
❖Helps students build their self-
esteem and self-confidence,
develop better peer relationships,
improve organizational skills, and
improve behavior and anger
management skills.

18. Role of Guidance in Discipline:
• GUIDANCE COUNSELOR SHOULD NOT
be charged to administer sanction to
erring students or learners.
• Discipline REQUIRES giving due
Punishment (Negative Discipline).
– role of the Discipline Committee &
PREFECT OF DISCILPINE.

19. Role of Guidance in Discipline:
• GUIDANCE COUNSELOR – conduct
counseling with the erring learner.
• The student should further know the
purpose of punishment and effects of
such wrong doing (Positive Discipline).

20. DepEd Order
No. 40, 2012
Child Protection Policy
The Department of Education (“DepEd”)
shall ensure that schools are a safe place
for the education of children.
The best interest of the child shall
be the paramount consideration in
all decisions and actions
involving children.

21. DepEd Order
No. 55, 2013
IRR Anti-Bullying Act 2013

22. THE DEPARTMENT OF EDUCATION HAS A…
ZERO TOLERANCE POLICY for any act of
abuse, exploitation, violence discrimination,
bullying, and other forms of abuse.

23. Report on the Incidence of
Bullying in Schools
0
200
400
600
800
1000
1200
1400
1600
1800
2000
2200
2400
2600
2800
3000
CAR NCR I II III IV – A IV – B V VI VII VIII IX X XI XII XIII
IncidenceofBullying
Regions
2013 – 2014
2014 – 2015
2015-2016
10,235

24. Region 2013 – 2014 2014 – 2015 2015-2016
CAR 78 465 764
NCR 561 195 2,894
I 89 1474 2,217
II 75 1044 1,854
III 16 62 10,235
IV – A 143 976 1,714
IV – B 16 62 1,277
V 10 704 716
VI 37 2795 944
VII 8 91 990
VIII 47 291 974
IX 0 0 0*
X 30 560 1,104
XI 44 555 1,405
XII 36 510 1,735
XIII 0 555 900
Total 1,190 10,339 29,723
* Submitted but no consolidated data

25. PROTOCOL IN HANDLING
CASES OF ABUSE AND
BULLYING IN SCHOOLS

26. The Child
Protection
Committee
All public & private elementary and secondary
schools shall establish a Child Protection
Committee (CPC)
• School Head / Administrator
• Guidance Counselor / Guidance Advocate
• Teacher Representative
• Parent Representative
• Student Representative
• Barangay Representative
CPC Members:

27. PROCEDURE IN BULLYING
INCIDENTS
Report/Complaint
School
Head/Guidance
Counselor/
Guidance Advocate
Child Protection
Committee
Trained professionals
outside the school: Social
Workers, Psychologists or
Child Protection Specialist;
WCPD
Intake
Sheet
Fact-Finding and
Documentation
Intervention
Referral
1. Separate bully and victim
(must be assisted by
parents/guardians)
2. Identify level of threats,
develop intervention
strategies;
3. Inform the victim &
parents of the steps;
4. Make recommendations
to the CPC

28. PROCEDURE IN
CHILD ABUSE
CASES
Complaint
School
head/Principal
Schools
Division
Superintendent
If subject is a
teaching personnel
If subject is a non-
teaching personnel
Disciplining
authority
Regional Office orders a
fact finding investigation
Schools Division Office
orders a fact finding
investigation
Within 48 hours
Not later
than 72
hours
Formal
Investigation -
Resolution/
Decision
Re-
assignment
Preventive
suspension
Filing of
Administrative
Case

29. CONFIDENTIALITY
The identity or
other information
that may
reasonably
identify the pupil,
student or
learner, whether
victim or
offender, shall
be withheld from
the public to
protect his or her
privacy.
CHILD
No publicity
shall be given
to any
disciplinary
action against
a teacher
during the
pendency of
his or her
case.
TEACHER

30. REFERRAL AND
ASSESSMENT

31. Complaint
School
head/Principal
Child
Protection
Committee
Intake
Sheet
Referral System
Criminal and Civil
Complaint
(coordination of
immediate response)
Monitoring System
For possible
filing of
criminal action
PNP
(women and
children’s
protection
desk) LSWDO
DSWD Regional
Office
(Crisis Intervention Unit)
*Assessment
*Pyscho-social intervention
*Protective measures
*Other assistance
NGO and
other govt.
agencies
Division
Office
Regional
Office
Central
Office
Consolidate reports on
incidents and cases of
all schools and submit
a Division Report
(Annex A) to the
Regional Office
Consolidate reports on incidents
and cases of the Division offices
within the region and submit a
Regional Report (Annex A) to the
Undersecretary for Legal Affairs
Central Repository of
Regional Reports

32. 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.

33. Traits to Develop
Listener – active listening
Objectivity – Unconditional
Positive Regard

34. Skills to Internalize
✓ Self-direction.
✓ Mirroring.
✓ Empathy.
✓ Referral.

35. Dangers to Avoid
• Transference.
• Counter-transference.
• Sympathy.
• Breach of Confidentiality (RA 9258
of 2004).
• Breach of Privacy.

36. THE TEN 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.
9. Avoid personal attachment.
10. Avoid emotional attachment.

37. TYPICAL SITUATIONS THAT MAKE SOME
TEACHER UNEASY
* You feel like you are going around in
circles and not getting anywhere.
-Solution: pick one area to concentration 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….’

38. TYPICAL SITUATIONS THAT MAKE SOME
TEACHER 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.

39. TYPICAL SITUATIONS THAT MAKE SOME
TEACHER 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.

40. PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
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.

41. PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
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.

42. 2. I cannot give you your dreams
or fix you up, simply because I
cannot .
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

43. 3. I cannot make you grow, or grow
for you. You must grow for yourself.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

44. 4. I cannot take away your
pain or loneliness.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

45. 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.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

46. 6.I cannot convince you of the
crucial choice of choosing the
scary uncertainty of growing
over the safe misery of not
growing.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

47. 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.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

48. 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.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

49. 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.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

50. 10.If you accept all of
these, then perhaps we
can help each other.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE

51. Last Few Words
✓Just instruments;
✓Genuine service;
✓Towards one’s growth; and
✓Development.

52. THANK YOU!