Group 2 techniques used in guidance process

TECHNIQUES IN
DATA GATHERING
Commitment is doing whatever it takes
Presented to you by:
The OTOG Team
(One Team, One Goal)
(Used in the Guidance Process)
(Group 2)

Definition of Data Gathering
- the process of obtaining information on
variables of interest in an established
systematic fashion that enables one to:
test hypothesis
answer stated questions,
and evaluate outcomes.

Purpose
- to capture quality evidence that then translates
to rich data analysis and allows the building of a
convincing and credible answer to questions that
have been posed.
Importance
Data Gathering is the core of all research.
Without factual data, there is no basis upon
which to draw a reasonable conclusion.

Consequences of
an Improperly Collected Data
 Inability to answer the
questions accurately.
 Inability to repeat and
validate the study.

Techniques in Guidance Process
1. Observation
The basic guidance technique wherein the behaviour
and personality of an individual are measured in terms
of what he SAYS and DOES.
This is a way of gathering data by watching
behaviour, events, or noting physical characteristics in
their natural setting.
Done on several occasions, then records are created
and kept. The effectiveness of this technique depends
upon the SKILLFULNESS OF THE OBSERVER.

when you watch the RESULT of interactions,
processes, or behaviours.
when you watch interactions, processes, or behaviours
AS THEY OCCUR.
everyone knows they are being observed.
no one knows they are being observed. The observer is
also concealed.
 Overt
Observations
 Direct
Observations
 Covert
Observations
 Indirect
Observations
Types of Observation

When to Use
the Observation Technique?
 When you are trying to understand an on-going process or
situation.
 When you are gathering data on individual behaviours or
interactions between people.
 When you need to know about a physical setting.
 When data collection from individuals is not a realistic option.

The Observation Process
1. Determine the focus
2. Design a system for data collection
**Ways of collecting OBSERVATION Data:
Recording Sheets and Checklists
Observation guides
Field Notes
3. Select the sites
4. Select the observers
5. Train the observers
6. Time your observations appropriately

Advantages:
Disadvantages:
1. You can collect data where and when an event or activity is occurring.
2. Does not rely on people’s willingness or ability to provide information.
3. Allows you to directly see what people do rather than relying on
what people SAY THEY DID.
1. Susceptible to observer bias.
2. Susceptible to the “Hawthorne Effect”.
People usually perform
better when they know they
are being observed, although
Indirect Observation may
decrease this problem.
3. Can be expensive and time-consuming compared to other data collection
methods.
4. The observed behaviour may be misinterpreted.

Aspects that can be Observed:
Desire to get attention or recognition from associates.
Tendency toward mastery submission.
Display of rivalry.
Tendency to tease, to be inquisitive, to play.
Desire to cooperate or compete in class.
Study habits.
Speed in reading.
Completion of homework.
Ways of answering questions, of asking questions.
Social adaptability.
Leadership qualities.
Interest in school work.
Speech difficulties, physical defects.
Attempts at cheating, acts of dishonesty.
Paying attention.

2. Autobiographical Sketches
- an individual life story – one’s routine behaviour,
attitudes, interests, ideals –written by himself.
- a form of therapeutic treatment, releasing tensions
within an individual.
In guidance, structured autobiographical items are
given to the individual and he is asked to write them out.
- a means of securing information about an individual,
which is an effective source in the counseling process.

Outline of an Autobiography
1.) EARLY LIFE HISTORY
Birthdate: _________ Place: ___
Place in the family: ________
Parents, brothers, sisters - names,
ages, place of the birth of
parents, ________
Occupation of parents
Interesting facts about family
occupations, talents &
achievements:
Religion:
Language spoken:
Early childhood memories:
3.) SCHOOLING
School attended:
Marks obtained:
Subject liked best:
Subject liked Least:
Extracurricular Activities liked:
Extracurricular Act’s participated in:
Leadership positions held:
Significant School experiences:
Curriculum followed:
Plans after school:
5.) VOCATION INFORMATION
Work experience:
Part-time job, if any:
Type of work liked best:
Type of work liked least:
Vocation being prepared for:
Qualifications for the job:
Help given by family:
2.) HEALTH
Height: Weight:
Vision: Hearing:
Early diseases:
Serious accident:
Handicaps:
Health precautions needed:
4.) LEISURE & INTERESTS
Hobby:
Summer camp:
Out-of-school organizations:
Reading interests:
Movies, concerts:
6.) PERSONAL HISTORY
The counselee as a person:
Physical appearance:
Social interests:
Philosophy of life:
Introvert of extrovert:
Special talents:

Examples:
Diaries
Daily journals

3. Anecdotal Records
- a short description of a significant event or incident of a pupil’s
overt behavior. It facilitates the sharing of observation made by a
teacher or a counselor, with the cooperation of other staff members.
- provides description of a pupil’s behavior in a specific situation
and can be compared to a snapshot of the incident .
- almost the same with Autobiography, except that anecdotal
records are written by the teacher or counselor, whereas,
Autobiography is written by the student herself.

Criteria of a Good Anecdotal Record:
 Objectivity the record should NOT give an account of the
personal emotional reaction of the reporter.
 Adequate background
the record should provide DEFINITE
information about the time, place, persons
involved (their name, age) and the specific
situation/s wherein the subject is observed.
 Selectivity trained workers can select which of the gathered
record are significant in understanding the
subject’s problem.
 Reliability the report is based exactly on one’s personal
observation, not on hearsay.

Example:
Student Name: Justin Timberlake Age: 6 years, 2 months
Observer: Britney Spears Date of Observation: July 7th, 2012 11:45 am
Setting: Classroom
Purpose:
To observe Justin’s sentence structure with peers.
Observational Question:
Does Justin use simple sentences or more complex sentences when interacting with peers?
Observation Details:
Justin played with the drama materials for 15 minutes, using the dress-ups and examining himself in
the mirror. He walked over to the corner table and said to Nick Carter, 29, “Hey! Give me that!”, then took
the spoon from the other pupil. I spoke to Justin and requested to return the spoon back to Nick. He gave
the spoon back and added, “I want choco milk and biscuits too!”
I asked the children to pack away. Celine Dion, 35, approached Justin and asked him to pack away.
Justin replied, “Yes, but can we go outside?” Celine replied, “Sure!” Justin shouted, “yay!” and started
packing away.
Analysis:
Justin can use both simple and complex sentence structure. He demonstrated confidence in his
interactions with his peers. Justin was able to engage in appropriate ‘turn taking’ during his brief

4. Recording Data
- method of filing and using information essential
for the guidance of students.
Types of Data Records:
- A record of information concerned with the appraisal of an individual
student. The information obtained is assembled in a summary form on the
Cumulative Record Card so that it may be used when the student needs advise for
the solution of some educational or vocational problem.
1. Cumulative Records
- Contains spaces for recording the data needed for what is called "Inventory
Service of Guidance". Contains information concerned with the appraisal of the
individual pupil kept on a card, sheet, folder, cards in an envelope or a combination
of all.
- A helpful current and future guide in charting the progress of the special
needs of the child as it serves as an additional information base for providing
vocational and academic guidance for the student, in addition to the students EIP
or Individualized Educational Plan.

**Main Items found in a Cumulative record
 Identifying Data
 Home Background
 Health Information
 Educational History Age of starting school, Accelerations &
Retentions/Fails, frequency of changing
schools, standardized test scores
 Case Summary
 Recommendation
Address, Birthday, Birthplace, Civil Status, Religion
Parents’ Name, Number of Siblings,
Occupation of Parents
Immunizations, Dental Records, Frequency of
illness, Sensory Abilities and corrections, chronic
diseases/defects
(as discussed in the previous technique) Anecdotal Record
Employed only for pupils with some
personnel/social dilemma that impedes
growth
Remarks from prior counsellors, teachers, results of
staff conferences

**Importance of Cumulative Records in Guidance:
1. Cumulative records reveal individual differences and indicate
the nature and amount of professional assistance needed by
individual students at various stages of their development.
2. Cumulative records are permanent history of the
educational development of the individual student. It is
useful in analysing the future needs of the individual
student and proper educational and occupation guidance
can be offered on the basis of his needs.

**Characteristics of a Good Cumulative Record
1. Complete, comprehensive & adequate information
2. True and valid information
3. Reliable information
4. Re-evaluated from time-to-time
5. Objective and free from personal opinions
& prejudices
6. Usable
Types of Data Records: (continuation)
2. Confidential Data
- dependent on the counselor’s opinion. Ordinary information can
be classified as confidential if deemed appropriate by the counselor.
 Interview notes
 Test results
 Personal data of the individual
 Home & family

Maria was in section 4. Her grades in the first three years were very
satisfactory. Even in her senior year, she was the organizer, the leader of
the class in every activity or project.
Example:
During the second semester, she lagged in her studies. One day, during
recess, she approached Mrs. A, and confided her problem to her. Her
father abandoned the family, and she was afraid she had to stop
studying.
Mrs. A studied Maria’s cumulative record. Advising Maria not to cry
over spilled milk. She then suggested that Maria’s mother take up laundry
work or sewing to earn a little, and that Maria herself continue studying.
Mrs. A then helped Maria land a part-time job as a salesgirl. Thus
Maria did not have to stop studying. She has since then been happily
married.

5. Interview
- a conversation with a purpose.
It is a serious conversation directed
towards a definite purpose
other than satisfaction in the
interview itself.
- a dynamic face-to-face relationship
Which is dependent upon the skill
of the counselor and the cooperation of the counselee.
- An opportunity for an individual to make clear his confused thoughts
and feelings and to bring out his inner conflicts.
- Considered the most essential of all techniques in the counseling processes.

**Advantages of an Interview
It is a widely used technique in guidance because it has certain
advantages which are not possessed by other techniques of guidance.
It is very flexible.
It serves a variety of purposes.
It has a great therapeutic value.
Interview is helpful in diagnosing a problem.
The face-to-face contact gives very useful clues about the client’s
personality.
It enables the client to think about the problem and about his “self”.
Provides a choice to the client and the counselor to exchange ideas and
attitudes through conversation.

**Purposes of an Interview
 To obtain information.
Attitudes, opinion and techniques or business associates are
sought which can be acquired through the school records,
questionnaire technique and exchange of personal use.
 To give information.
Not found in books like interpretation of school regulations,
college requirements and curricula.
 For employment.
 For adjustment
To get the best applicant and the candidate to seek the
kind of job he feels qualified.
The most difficult form of guidance and counseling where the
counselee has to solve a problem.

**Kinds of Interview
1. Structured Interview
- follows a predetermined plan of questioning which make use a list of
questions/checklist of general topics as a guide. This is used in employment
situations where the employer requires specific information of an employee’s
evaluation, work experiences, special abilities and reasons for leaving his
former positions.
2. Unstructured Interview
- the interviewer is free to develop the conversation along the lines
that seem most suitable for him.
Advantages:
Ensures that essential topics will be covered.
Lessens the probability that an unskilled interviewer will ignore many important
areas of inquiry.
Easier to compare interviews and rate of interviewees when it covers the same topic.
Its flexibility is desirable in Clinical Situations or Vocational Guidance Sessions
when the interviewer wishes to encourage the person to talk as freely as
possible about his needs and desires.
Advantages:

**Steps in the Interview Process
1. Preparing the Interview
The setting should have order and privacy, free from distraction such as
noise and interruptions.
The interviewer (teacher/counselor) should have adequate knowledge
about the student/counselee obtained from tests or other techniques.
2. Establishing Rapport
This can be done by manifesting the feelings of friendliness, security and
mutual confidence.
3. Developing Insight
The major goal of the any interviewer is to have the counselee develop his
own insight. The counselee should be able to tell all - unburdening his frustrations,
repressions or difficulties, so he will see the situation in a new light.
Through a pleasant atmosphere and means of leading questions, the counselee
will become aware of his difficulties, feelings and conflicts. Hence, he is helped to do
his own thinking, reach conclusion and probably change his attitude.
Recording important facts is necessary.

4. Terminating the Interview
The interview is said to be terminated when the counselee leaves
with a feeling of having had a satisfying and helpful experience, with
self-confidence, a light heart but eager for activity. He should be made
to feel free to meet the counselor again.
5. Keeping Records of the Interview
The records must be made not only during but also immediately
after the interview and these must be filed in a secure place for future
references.
6. Evaluating the Interview
The counselor would do well to go over the interview, to determine
whether improvements were made in subsequent interview with the pupils.

**Questions to Test the Effectiveness of the Interview
Was there a progress made by the
counselee toward the recognition
of the problem?
Was he willing to face the problem?
Did the interview help the pupil become
more self-reliant?
Did the counselee come to help of his own will?
Was there a noticeable improvement in the counselee’s
behavior?
Did the counselee carry out the plan mutually outlined?

6. Tests
1. Tests are used as basis for admission into an educational institution.
2. Tests give information about an individual's ability, interests, aptitudes & plan
which are more accurate than other techniques.
3. Tests can be the basis for promotion to determine whether or not the student is
entitled to obtain passing grades.
4. Tests are used to compare students belonging to one school to that of students of
different schools (but in the same level) to determine the winners in contests.
5. Tests are used for the classification of pupils into sections.
6. Tests are used to determine students' abilities and those who may need remedial
instruction.
7. Tests evaluate standards of different schools.
8. Survey tests reveal cases of ineffective study habits.
9. Tests are techniques of guidance whereby individual learners are helped to adjust
to the school, the curriculum, and to make a vocational choice.
10. Tests can be used to evaluate teaching methods and the progress of pupils of
similar ability can be compared.

**Types of Tests
1. Achievement Test
2. Standardized Test
3. Intelligence Test
4. Aptitude Test
5. Interest Inventory Test
6. Personal Inventory Tests
7. Diagnostic Tests
8. Trade Tests
- devised and administered to
measure how well a person has
learned as an outcome of
instruction.
- used to assess student's
performance in school subjects
- tools designed to measure the degree
of student learning in specific curriculum areas
common to most schools.
Examples:
 Unit Test
 Semester Examination Test
 National Achievement Tests

2. Standardized Test
- tests prepared by a competent group of persons whereby every item
is chosen after its difficulty and value have been determined by means
of rigid experimental processes.
3. Intelligence Test
- measures general intelligence
(IQ) of the counselee to determine
the client’s mental ability.
4. Aptitude Test
- measures the probable potentiality for development of a child
prior to training or schooling
- to test a present condition, or the quality or set of qualities which
are indicative of an individual's potentialities in the future.
- discovers an individual's ability to succeed in a specific field.
**Types of Tests (continuation)

Examples of Aptitude Test:
Special Aptitude Tests
- measures an individual’s ability
to perform or acquire proficiency
in a specific occupation or
other types of activity.
Vocational Aptitude Batteries
– helps identify the possible job
or vocation the student will most likely
succeed because it meets his/her
interests and abilities
Scholastic Aptitude Tests
- measures one’s potential for performing in
academic situations.

5. Interest Inventory Test
6. Personal Inventory Tests
7. Diagnostic Tests
8. Trade Tests
- reveal the likes and dislikes of a person in appraising occupational
preferences in a certain field of specialization.
**Methods of Measuring Interests:
Observation
Claims of the Counselor
Use of Instruments
Use of Inventories
- measure the sum total of an individual's overt behavior and inner feelings.
It is the totality of what makes an individual different from one another.
Philippine Personality TestExamples:
Trade Tests
- aimed to uncover and focus attention on weaknesses of individuals for
remedial purposes
- designed to determine the skills, special abilities and techniques
that is fit for a given occupation. It may be oral or written tests.
Example: Tests for engineers, plumbers, carpenters

7. Questionnaire Method
- a list of questions to be answered by an
individual or a group of individuals,
especially to get facts or information.
- should be elaborated to match with
other techniques.
- Questions are designed to get
information about conditions and
practices about which the respondents
are presumed to have the knowledge.

**Types of Questionnaires
- requires the answer in the form of “Yes” or “No” in a limited
number of given categories.
- require the individual to think, analyse, feel and write.
1. Close-ended Questions
2. Open ended
Example:
Example:
 What kind of friend do you want to have?
 What types of activities do you like to do most?
 What is your most memorable experience and describe why you can’t forget it.

8. Rating-scale Technique
- a technique whereby the behavior of the child may be known by means of
assigning degrees of responses with corresponding scales of values.
Example: How good is the performance?
- a tool that records judgment or
opinions to indicate the degree or
different degrees of quality.
Rating-scale
Excellent Very Good Average Below Poor
Very
Good Average Poor
_____|________|_______|_______|_________|_________|__________|______
___

- very useful in assessing quality, especially when quality is difficult to
measure objectively. Example:

Purpose of the Rating-scale
To measure:
 Teacher/Students Performance/Effectiveness
 Personality, anxiety, stress, emotional intelligence etc.
 School appraisal including appraisal of courses,
practices and programs.
Guide in constructing a Rating Scale:
 subjects or the phenomena to be rated.
 continuum which they will be rated
 judges who will do the rating.
Should have these three factors:

**Ways of the Rating-scale
- the individual rates himself. It provides useful information for
self-analysis which leads to better self-actualization or
understanding.
- someone is to rate the individual.
1. Self-Rating Scale
2. Opinionated Rating Scale
- enables an individual to provide information about himself by
means of filling out a checklist of self-appraisal forms either in
behavioral descriptions by indicating the extent to which the
behavior describes what he is like or in traits or characteristics
to place marks to which trait he possesses.

9. Case Conference
- called to gain understanding and of determining sound
approaches to several problems of counselees such as:
unwise choice of course
reading disabilities
social maladjustment
ineffective study habits
achievement below
what’s expected
of him.
- aims to avoid rushed approaches to his problems.

9. Case Conference
- done without the knowledge of the counselee.
- aims to avoid rushed approaches to his problems.
Hence, several persons are
involved like the guidance
counselor, the homeroom
sponsor, the teacher who
made reference, head of the
department and the teacher
who has the knowledge of the
counselee and his problem.

10. Sociometry
- the mapping of interpersonal
likes and preferences within a classroom.
The theory is that people can be
more productive and movable to influence
when they are socially comfortable.
- assess the degree of acceptance of an
individual by his peers.
- not valid unless members of the group
have had an opportunity to become acquainted with each other.
To study the nature of social relationship of individual within a group.Purpose:
It offers an opportunity to identify personality problems, especially in
the isolated & the rejects. This technique is a useful source of information
for appraisal of social behavior of students.

**Questions that may be used for Sociometry:
1.) Which two pupils would you like to sit next to you?
2.) Which classmate would you want to help you with your school
work?
3.) Which pupils of the
same sex would you
invite to accompany you
on a hike?
4. Which pupil of the opposite sex
would you invite to a party?

Mary Beth John Alex Sophia
Who would you most like to play
with?
x
Who would you least like to play
with?
x
Who gets into trouble the most? x
Who gets along best with other? x
**Types of Sociometric Technique
1. Nomination
- the student is asked to select and name his/her peers in terms of
some criterion suggested by the teacher.
Children may be asked to provide a list of the three classmates with whom they would most like to play
and the three with whom they would least like to play.
Example:
 Peer Nomination Technique
Children will provide a list of the names of the children in a classroom along with social acceptance
items. Then they are asked to identify perhaps one to three classmates who they perceive best fit the
item description.

2. The Social Acceptance
3. The 'Who's Who' or 'Guess Who'
- levels of social relationship
are stated and the students
asked to express his/her
sociometric choice.
- brief descriptions of various
types of students are
provided and they are asked
to guess who in the class
matches with the description.

The Sociogram
- shows attractions and repulsions within a group and helps the
teacher and the counsellor in discovering the problems of students in
relation to the group.
A frequently employed procedure for determining peer evaluation.
A graphic representation of the responses to a questionnaire
administered to members of a group with respect to their choice of
roles to be played by particular members of the group.

**Implications of Sociometric Assessment
for Educational Practice
Used to determine eligibility for special education.
For intervention for adaptive behavior or socio-emotional problems.
In the ‘General Education Population’, this is most beneficial to
children who are shy and rejected, or those who are victims of
bullying or aggressive behavior or who simply have limited social skills
Assessing and understanding children's and
adolescents' peer relations is important in educational
settings for several reasons:
To understand how children develop social skills as they mature.
To identify children's social standing & predict positive or negative
social outcomes for children

To establish friendships & positive social interactions for children's
social development and for interacting in the social world, including
the school setting.
Children with poor peer & adult relationships often experience
negative social and emotional consequences that can continue
throughout adulthood.
 lower academic achievement
 higher rates of school dropout
 fewer positive employment opportunities
 anti-social behavior like aggression, criminality
 social withdrawal
 depression, anxiety
 low self-esteem
 poor self-concept
A large number of children with inadequate social relationships may be
at-risk for developing behavioral and emotional difficulties. Children
with poor or limited social skills also are at risk for becoming victims of
bullying and other aggressive behavior. Children with disabilities often
have social skills deficits and negative peer perceptions that put them
at heightened risk.

Examples:
Which thee classmates are your best friends?
Mike : Dareen, Connor, James
Olivia : Lane, Tracy, Tiona
Connor : Mike, Darren, Taylor
Tracy : Olivia, Lena, Tiona
Lena : Olivia, Tiona, Tracy
Darren : Mike, James, Taylor
James : Mike, Conner, Darren
Tiona : Olivia, Tracy, Lena
Lisa : Olivia, Connor, Tracy
Taylor : Mike, Connor, James
Suppose you decided to ask your students to choose the three
classmates that are their best friends. The following list shows your results:
This list contains the three best friends that each person chose.

Examples:
Which thee classmates would you LEAST
enjoy going on a vacation with?
Mike : Tracy, Olivia, Lena
Olivia : Mike, James, Darren
Connor : Lisa, Tiona, Olivia
Tracy : Lisa, Taylor, Mike
Lena : Dareen, Mike, James
Darren : Olivia, Tracy, Tiona
James : Olivia, Lena, Tiona
Tiona : Mike, Connor, Taylor
Lisa : Mike, Taylor, Darren
Taylor : Olivia, Tiona, Tracy
Suppose you also asked your students which three classmates they would
less like to go on a vacation with. The following list shows your results:
This list contains the three people that each person
would LEAST likely to go on a vacation with.

Creating the Sociogram:
1. Positive Criterion2 Types:
Notice that all of the students picked either
Mike or Olivia as one of their closest friends,
so you decide to put Mike & Olivia at the
centre of your sociogram.
We can then conclude that Mike is
the leader for all males while Olivia
is the leader among the female
peers.

- makes use of negative questions and situations.
Which thee classmates would you LEAST
enjoy going on a vacation with?
Mike : Tracy, Olivia, Lena
Olivia : Mike, James, Darren
Connor : Lisa, Tiona, Olivia
Tracy : Lisa, Taylor, Mike
Lena : Dareen, Mike, James
Darren : Olivia, Tracy, Tiona
James : Olivia, Lena, Tiona
Tiona : Mike, Connor, Taylor
Lisa : Mike, Taylor, Darren
Taylor : Olivia, Tiona, Tracy
Notice that all of the females
have chosen Mike and all males
chose Olivia based on a negative
criterion, especially since Olivia
& Mike appear to be leaders
among their same-sex peers.
Constructing the Sociogram: We will then need to
speak to Mike & Olivia to
check what is going on.
2. Negative Criterion

11. Clinical Method
- method whereby the child’s problem is more
serious than any case referred to in the case study
method.
An extensive study of the case may be made by
psychologists, psychiatrists with the cooperation of
special services.
A clinical psychologist can use personality assessments to
help choose the best therapy for his clients.
Example:

12. Projective Technique
Projection
A defense mechanism with which
the ego protects itself from anxiety
by externalizing unpleasant feelings
or experiential element.

12. Projective Technique
- expressive techniques where a child has to add meaning to a
meaningless situation, which are most useful with very young
children.
- use of vague, ambiguous, unstructured stimulus objects or situations
in which the subject “projects” his or her personality, attitude,
opinions and self-concept to give the situation some structure.
- indirect and unstructured methods of investigation which have been
developed by the psychologists and use projection of respondents for
inferring about underline motives, urges or intentions which cannot
be secured through direct questioning as the respondent either
resists to reveal them or is unable to figure out himself.

Uhm…
____________
_________________
_________________
_________________
______________.
** Tools Used in Projective Technique:
- the subject is given an incomplete sentence, story, argument or conversation, and
asked to finish it.
1. Completion
It may also be in the means of showing the subject a picture of an incomplete
situation and asked on how he will respond to the situation.
Waaah! That was
you mom’s favourite
vase you broke!!!

** Tools Used in Projective Technique:
Example:
 Sentence Completion
1. Completion
“If my mother…..”
 Rosenweg's Picture-Frustration Study
– the client is given / presented with 24 cartoons
with an incomplete dialog, the client then is asked to
complete the dialog answering the question, “How will
you react with this situation?”

2. Expressive
3. Construction
- a subject is asked to role-play, act, draw or paint a specific
concept or situation.
Example:
 Handwriting Analysis
 Human Figure Drawings
 Projective Puppet Play
- the subject is asked to construct a story or a picture from a
stimulus concept.
Example:
- consist of a series of 10 pictures presented one at a time to
the clientele)
 Hood Johnson’s Thematic Apperception Test

 Hood Johnson’s Thematic Apperception Test

4. Association
- the subjects are presented with a stimulus and they respond by
indicating the first word, image or thought elicited by the stimulus.
Example:
 Hermann Rorschach “Inkblot” Test
- consist 10 series of pictures that are presented one at a
time. The first five contains only black & white inkblots and the
last five contain colored blots.

- the subjects are presented with a stimulus and they respond by
indicating the first word, image or thought elicited by the stimulus.
5. Choice Ordering
Example:
 Luscher’s Color Test
 Szondi’s Picture Arrangement Tests
- Based from the Dr. Max Luscher’s belief that color selections
are guided in an unconscious manner, they reveal the person as
they really are, not as they perceive themselves or would like to be
perceived.
- 25 sets of 3 pictures which the subject must arrange into a
sequence that they "feel makes the best sense"

13. Case Study
- an intensive investigation employing all types of research - making use of
tests, interviews and observation.
- its function is to assist in discovering the causes
of the need to take remedial measures.
- collection of all available information that
promises to help explain a single individual.
- the most important technique and the “best”
method of studying the whole individual.

**Steps in Case Study:
1) Recognition of the status of what has to be investigated.
2) Collection of data relating to the factors associated with the
problem under study.
3) Diagnosis- identification of casual factors.
4) Application of remedial measures
5) Follow-up Techniques – necessary to check the correctness of
the diagnoses and if necessary, modify the treatment to suit
the case.

**Facts to Collect in a Case Study:
1) Physical, socio-economic and cultural environment
2) History and present status of the family
3) Own development and present status
**Challenges & Difficulties
¤ The case study must penetrate into the problem under study. It
should not be superficial.
¤ The study should not be one-sided. Parents should be contacted,
medical opinion from family physician sought. All those who
came into contact with the individual should be approached.
¤ All possible details should be gathered, not even the slightest
detail is left out or overlooked.

Client: Miley Cyrus
Situation:
Previously performing really well in class for the first and second grading. She is part
of the top 5.
Suddenly, in the middle of the third grading, she started to become aloof and is slowly
sliding down to only top 12.
Challenges:
The child is usually alone and when approached, she walks away – always finding
alibis.
Her parent is always away - mother is working in a different country.
Actions:
Gathered her cumulative records to check previous performance in class.
Interviewed classmates, close friends and nanny what may have changed.
Result(s):
Found out that her dad has been arrested for drug abuse. With no one to look after
her or with no family she can personally talk to about school challenges, she built a wall
around her to avoid inquiries from friends and teacher.
Action Plan:
Will be contacting the mom and advise her of the situation.
Will talk to the child and offer an ear for her to let out her frustrations – perhaps
Example:

14. Computerized Data Gathering
- the use of electronic software in collecting data. It can take on many
forms ranging from computer-administered surveys to internet-based
inquiries.
- a program is written to administer the questions and to collect the answer as
it is chosen by the student. The survey may be administered in several ways:
How does it work?
1) by gathering a group of people in a central location to answer at a computer
2) the survey may be installed on the organization’s network
3) the program may be saved on disk so that students can just open the survey on
their desktop and then return the disk when they are done
- either the computer assists an interview, or it interacts directly with the
respondent. The computer acts as the medium by which potential
respondents are approached, and it is the means by which respondents
submit their completed questionnaire.

Benefits of computerized data collection:
Example:
1. Computer-administered questions
2. Electronic mail (e-mailed)
3. Web-based
1. Speed - computers can quickly jump to questions based on
specific responses and they can easily check on answers to
previous questions to modify or custom-tailor the survey to
each respondent’s circumstances.
2. Error-free - the computer neither becomes fatigued nor
cheats. So, it avoids human-error in writing what had been
gathered, or misunderstanding what was meant.
- data-entry is eliminated
Sample Scenario: Interview

3. Lowered levels of social-desirability responding
“peer pressure”
4. Survey becomes more enjoyable
- use of pictures, videos, and graphics
=
AVOID
5. Complex Prompting of Questions can be used
- use of pictures, videos, and graphics

Thank You!
for paying attention. 
That’s all.

Group 2 techniques used in guidance process

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