1. “Teachers are regarded as
guidance workers. This is a
concept acceptable within
the broader meaning of
guidance. They are the key
persons in the guidance
program in the classroom”.
2. “To give light to them that sit
in darkness, in the shadow of
death, to guide our feet in the
way of peace”.
7. Arthur J. Jones
Osays that guidance involves
personal help given by someone; it
is designed to assist individuals to
decide where they want to go, what
they want to do, or how they solve
problems for the individuals but
helps to solve them.
8. Carter Good
Oguidance is a form of systematic
assistance, aside from regular
instruction, to pupils, students, or
to others to help them acquire
knowledge and wisdom, free from
compulsion or prescription, and
calculated to lead self-direction
9. William J. Bennet
Osees guidance as a process of
assisting individuals to determine
their physical, social, intellectual
and personality assets and liabilities
as well as to know the conditions,
requirements, and opportunities of
the situation confronting them, …
10. William J. Bennet
O…so that possessed of these two
types of knowledge, they can
make wise and intelligent choices
and adjustments and embark
upon suitable courses of action as
regards their problems, their
needs, and their opportunities.
11. Gary Kelly
Odefines the term as that phase of
the educative process which
consist in the appraisal of the
abilities, interests and needs of
individual pupils in order to
counsel them concerning their
problems, …
12. Gary Kelly
O…to aid them in formulating plans
for realizing their capacities, and
to assist them in making decisions
or adjustments which will promote
their well-being in school, in life
and in eternity.
14. 1. Help individuals, by their own
effort as far as possible, to achieve
up to the level of their own
capacities, to gain personal
satisfaction in as many aspects of
their lives as possible, and to make
their maximum contribution to
society;
15. 2. Assist them to meet and solve
their own problems as they arise,
to make correct interpretation of
facts, and arrive at wise choices
and decisions;
16. 3. Help individuals lay a
permanent foundation for sound,
mature adjustments, and assist
them to live a well-balanced life.
19. “…all educational institutions
shall inculcate patriotism and
nationalism, foster love of
humanity, respects for human
rights, and appreciation of the
role of national heroes in .
20. …Strengthen ethical and spiritual
values, develop moral character
and personal discipline,
encourage critical and creative
thinking, broaden scientific and
technological knowledge , and
promote vocational efficiency.”
[Art.XIV Sec.3(2)]
22. “ …students have the right to
school guidance and counseling
services for making decisions and
selecting the alternatives in the
fields of work suited to their
Philippines.”
24. Discipline is an elusive concept.
Combining the terms
“guidance” and “discipline”
tends to create disagreement and
produces additional confusion.
Balance needs to be found in the
relationship between the two
terms.
31. 1. The guidance service should
arise out of the interests, needs,
and purposes of the students in
the school which it serves.
32. 2. The guidance services should
be continuous and serve all youth,
not merely the maladjusted one.
33. 3. Guidance service should be
concerned with the whole
individual in his/her total
environment and with specific
needs and problems.
34. 4. Guidance service should be
organized to deal not only with
serious after they arise, but also
with the causes of such problems.
35. 5. It should provide for all
phases of student problems and
student study.
36. 6. It should provide for
specialist;
• should be so organized and
administered
• constantly strengthen all other
members of the school personnel
and help them in their problems
37. 7. It should provide for securing
and recording, through tests and
other devices, adequate
information regarding
occupational requirements and
opportunities.
38. 8. All guidance activities should
be directed toward improved
individual self-knowledge and
self-direction.
39. 9. A functional guidance
program should be an integral
part of the total school program
and be vitally related to home,
community, and other out-of-
school experiences of students.
40. 10. It should be as simple as
possible and should be easy to
organize and administer.
41. 11. It should provide for
leadership and for coordination
of all agencies of school and
community for the long term
guidance of youth.
50. Guidance services are
designed to help students to
recognize, accept, and develop
their potential, to adjust to
school, and to develop the skills
they need to cope with the
problems they meet.
52. • This is a service which
provides a synthesis of
information about individuals
which can be used to gain
understanding of themselves as
persons- their potentials and
liabilities, abilities, interests and
needs
53. • The primary objective of this
service is to have the necessary
information about the individual
client.
54. Information about the learner included in
the inventory :
•Individual identification data
•The cumulative records
•Test records
56. • Non-test appraisals of the
individuals can help teachers,
counselors and administrators
understand the learners-their
thoughts, emotions, and impulses
and how they deal with these
aspects of their inner life.
58. • This service makes available to
learners certain kinds of
information not ordinarily
provided during the regular period
of instruction. Such information is
necessary to guide them in making
intelligent vocational or
educational choice or in personal
and social adjustment.
66. Classification of Information available to the
learners in a program of Guidance Services:
1.Educational Information
2.Social Information
3.Occupational Information
68. Counseling and guidance,
concept that institutions,
especially schools, should
promote the efficient and happy
lives of individuals by helping
them adjust to social realities.
70. Dugald Arbuckle defines
counseling as a process in which
the counselor assists the
counselee to make
interpretations of facts relating to
choice, plan or adjustment which
he needs to make.
71. Carl Rogers defines
counseling as a definitely
structured, permissive
relationship which allows the
client to gain an understanding
of himself to a degree which
enables him to take positive steps
in the light of his new situation.
72. Gilbert Wrenn says that
counseling is concerned with
decision-making skills and
problem resolution where the
counselor aids in decision-
making, in expanding his
behavior patterns in desired
directions.
73. Donald Stefflre defines
counseling as learning—teaching
process, for the client learns
about his life space. If he is to
make meaningful and informed
choices, he must know himself
and the world in which he lives.
75. Merle Ohlsen offers the secondary
purposes of counseling:
oTo provide information
important to a person's growth
and development.
oTo get information from persons
which will be of help to them in
solving their problems.
76. oTo establish a feeling of mutual
understanding between
pupils/students and teacher.
oTo help the individuals work out
a plan for solving their
difficulties.
77. oTo help the individuals know
themselves better, their interests,
abilities, aptitudes, and available
opportunities.
82. Directive Counseling
Also termed as clinical
counseling associated with
the clinical method by
Williamson this type of
counseling is mostly
counselor-centered …
83. Directive Counseling
…because it allows the
counselor to give the counselee
information about the latter,
his/her opportunities, and
his/her problems.
84. The five steps are given by
Williamson for directive counseling are
as follows:
86. Non-directive Counseling
This type of counseling is an
offshoot of the theories of Rogers
and Strang. This type is regarded as
client-centered because the
responsibility is given to the clients
for exploring their own problem.
Emphasis is given to the individual,
not the problem.
87. Eclectic Counseling
A combination of the good
features of the directive and non-
directive counseling is eclectic
counseling. This type emphasizes that
the responsibility of planning and
carrying out the counseling process is
dependent on the counselor while the
development of insight and decision-
making rests on the counselee.
95. In applying the principle
of individualized, three
things must be
remembered:
96. •Each client is a unique individual.
•Each problem s/he presents is a
specific one.
•Each counseling relationship
should be based on the client and
the peculiar circumstances which
brought about the problems.
97. Pointers by which a
counselor can make the
clients feel they are being
treated as individuals:
98. •Consider the clients’ needs and
constraints.
•Take special care in keeping
appointments.
•Prepare well for the interview.
•Maintain proper pacing.
99. Principle of Purposeful Expression
of Feelings
The counselor must
recognize the clients’ need to
express their feelings freely.
100. Principle of Controlled Emotional
Involvement
This implies that the
counselor avoid being
overwhelmed by the
counselee’s emotions during
the counseling process.
103. “My basic principle is that you don’t
make decisions because they are
easy, you don’t make them because
they are cheap, you don’t make
them because they’re popular, you
make them because they’re right.”
-Theodore Hesburgh
