ORGANIZATION ANDADMINISTRATION OFGUIDANCE SERVICESPresented by:JAYSON S. HERNANDEZGuidance Counselor ISan Miguel National High School
Training Objective:At the end of this training-workshop, the participants are expected to:• Identify different guidance services.• Apply and reflect on the necessary elements inorganizing and administering of acomprehensive guidance and counselingprogram.• Make and present sample action plan andaccomplishment report.
Guidance Services may be defined as agroup of services to individuals to assistthem in securing knowledge and skillsneeded in making plans and services andin interpreting life. Guidance Services aredesigned to help students to recognize,accept, and develop their potential, toadjust to school, and to develop the skillsthey need to cope with the problems theymeet.
The Essential Guidance Services• Individual Inventory Service• Information Service• Counseling Service• Consultation Service• Referral Service• Placement Service• Follow-up Service• Research and Evaluation Service
The Essential Guidance ServicesIndividualInventoryService• Individual Inventory Serviceconsists of all informationgathered about each individualin school. The information isusually stored in a CumulativeFolder where the dataaccumulated about each studentare kept while the student is stillin school, and up to a few yearsafter.
The Essential Guidance ServicesInformationService• Information Service is anactivity whereby descriptivematerials and media areaccumulated, organized, anddisseminated throughindividual counseling orthrough planned groupactivities.
The Essential Guidance ServicesCounselingService• The term, "counseling" is a face-to-face helping relationship. It is amission of service. The counselorinterprets the data gathered about theindividual and relates them to theinformation about the world outsidethe client in order to facilitate growthand adjustment, problem solving anddecision-making.
Code of Ethics in Counseling Relationship• Respect the personhood and integrity of theperson with whom he works.• Recognize individual differences.• Clarify his role to the counselee.• Establish professional relationship with theCounselee.• Explain results of tests and other diagnostic testsin a comprehensive and constructive manner.
Code of Ethics in Counseling Relationship• Give information about the Counselee only topersons who can be of help to the Counselee andis done only with the approval of the Counseleeand/or his parents or guardian. Whenrevelations may result in possible harm to theCounselee or to someone else, or may endangerthe community or the country, he must reportthe facts to appropriate authorities and takeemergency measures to prevent any untowardevent or harm to Counselee.
Code of Ethics in Counseling Relationship• Recommend a referral when it is indicated thatthe Counselee does not benefit from theguidance relationship, but assume responsibilityfor the welfare of the Counselee until theguidance responsibility is assumed by the personto whom the Counselee has been referred.
Inappropriate (non-counseling) activitiesAppropriate (counseling)responsibilities• Registering and scheduling allnew students• Administering cognitive,aptitude and achievement tests• Signing excuses for studentswho are tardy or absent• Performing disciplinaryactions• Sending home students whoare not appropriately dressed• Designing individual studentacademic programs• Interpreting cognitive,aptitude and achievement tests• Counseling students withexcessive tardiness orabsenteeism• Counseling students withdisciplinary problems• Counseling students aboutappropriate school dress
Inappropriate(noncounseling) activitiesAppropriate (counseling)responsibilities• Maintaining student records• Clerical record keeping• Assisting with duties in theprincipal’s office• Working with one student at atime in a therapeutic, clinicalmode• Interpreting student records• Ensuring student records aremaintained in accordance withRA 9470 (National Archives ofthe Philippines Act of 2007)and NAP Circulars• Assisting the school principalwith identifying and resolvingstudent issues, needs andproblems• Collaborating with teachers topresent proactive, prevention-based guidance curriculumlessons
The Essential Guidance ServicesConsultationService• In the school setting, the mostimportant benefit derived fromconsultation is that work withthe clients is facilitated. Thesignificant others dealing withthem are assisted in improvingthe environment or situationthat contributes to the problem.
The Essential Guidance ServicesReferralService• Referral is usually understood as the actiontaken by persons within the institution who seethat a particular person needs counselorassistance. Referral also refers to the assistancerendered to clients or their significant others.In obtaining services from other people oragencies that might be more effective inhelping them. Usually, referrals are made toother people, particularly specialists, whomight be in the better position to respond tothe peculiar needs of the client.
Kinds of Referral System• Self-Referral System can be usefully employedwhen students wish to “drop-in” for sessionswithout the school and/or parents being involved. Itworks by using an anonymous pre-booking scheme.In order to book a session, students are asked to ticka list and then to post into a secure letterbox a formon which their name and reason for coming can bewritten. Actual names are not entered onto the listin order to preserve confidentiality. The reason forcoming can sometimes be detailed or consist ofperhaps one word, but they offer a useful guide tothe counselor.
Kinds of Referral System• School Referral System works as follows:teachers identify students whom they feel shouldbe referred for counseling. They discuss this listwith the counselor and the students they agreeabout are identified. A letter is then sent home tothe student’s parents requesting a meeting. Afterthis initial consultation between the family andthe school, the student can begin counselingsessions.
Circumstances that may call for Referral• The guidance counselor believes that he/shecannot be objective with the client.• The client believes he/she cannot work with theguidance counselor.• Non-professional relationship has developedbetween client and guidance counselor.• He/she needed attention/service is beyond thecompetency of the guidance counselor.• The guidance counselor is no longer available.• Specialized attention is needed by the client.
The Essential Guidance ServicesPlacementService• Placement is ensuring that the people are in theright place at the right time. It has to do withhelping people find a place that will contributeto their physical, mental, emotional, spiritualhealth and well-being so that they can behappy, contributing members of society. ThePlacement Service considers goals;values, needs, interests and capabilities inhelping clients find a niche for themselves. Itprovides clients with options, enables them toact on their choices and helps them adjust tothe chosen environment.
The Essential Guidance ServicesFollow-upService• Follow-up Service helps determine thestatus of the person who receivedassistance and what other assistancemust be rendered so that the service iscomplete and holistic. At the sametime, the Follow-up Service candetermine the adequacy andsufficiency of the programs andservices extended in the meeting theneeds of its clientele.
The Essential Guidance ServicesResearch andEvaluationService• Research is a service-oriented activityconducted to discover new knowledge, toadvance current knowledge, and tosubstantiate theory.• Program evaluation is a program-oriented activity that seeks to collectrelevant information to determinewhether program goals are met in termsof outcomes as basis for the modificationof the delivery of services.
Code of Ethics in Conducting Research andPublications• Undertake research to contribute to theadvancement of Guidance and Counselingprofession.• In conducting research, adhere to the higheststandards of research methodology.• In reporting results of researches, reveal theidentity of the subjects of research only with thepermission of the subjects concerned and onlyfor professional purposes.• Acknowledge the source of his ideas andmaterial in his research as well as in his
Organization is basically concernedwith making arrangements to enablethe school to realize its purpose.Organization and/or reorganization isnecessary because imperfectionsappear in existing arrangements,original purposes become modified orextended, conditions change and/ornew techniques are discovered.
Administration is concerned with theconduct, operation, and management ofthe guidance program. Administrationimplies authority and responsibility. Asa process it seeks to manage situationsby which people of differing skills,interest and abilities focus their effortsto achieve the goals of an enterprise.
Guidance Program is a system of servicesdesigned to improve the adjustment of everyperson for whom it was organized. GuidanceProgram is not a merely a specialized service,but becomes an integral part of the educationalsystem. It is responsive to the student’s needsand recognizes the student as an individual. Itaims to personalize and humanize theeducation of the student. It is a collaborativework of the three pillars of the educationalsystem, namely, administration,instruction and guidance.
Basic Organizational PrinciplesIt should be based upon the goals/aims of theprogram. It must be reflective of the school’s vision/missionproviding a favorable situation for its wise implementation. Ithas to be well prepared to meet the needs of the clients. In theneeds analysis survey using a checklist, the community, theparents, the students and the teachers are involved.Authority and line of responsibility must be clearlydefined. An organizational structure will explain the how. Aclear definition of the job description of the management staffmust supplement the structure.
Basic Organizational PrinciplesOperation has to be systematic with theextent of control that is well-established.It must evidently present the team of personsresponsible for a certain job/activity.Good leadership and human elementsmust be indicated. A line of persons involvedin the work under a dynamic facilitator shouldcoordinate the guidance services.
Steps in Developing and Managinga Guidance ProgramStudy of theReal-LifeEnvironment(EnvironmentAssessment)NeedsAssessmentPriority SettingGoal/ObjectiveFormulationResourcesDeterminationStrategiesIdentificationProgramImplementationProgramEvaluationRecycling
Sample Model of a ComprehensiveGuidance and Counseling ProgramI Underlying Philosophy of SchoolA. RationaleB. ConditionC. OperationII ObjectivesA. GeneralB. Specific
Sample Model of a ComprehensiveGuidance and Counseling ProgramIII Guidance ServicesA. Individual Inventory ServiceB. Information ServiceC. Counseling ServiceD. Consultation ServiceE. Referral ServiceF. Placement ServiceG. Follow-up ServiceH. Research and Evaluation Service
Sample Model of a ComprehensiveGuidance and Counseling ProgramIV Guidance Staff and ResponsibilitiesA. PrincipalB. Guidance CounselorC. Class Adviser and Subject TeacherV Community Resources and ReferralsA. Colleges and UniversitiesB. Non-Governmental OrganizationsC. ProfessionalsD. Local Government UnitsVI Organizational Chart