Educ206 historical background guidance by emmalyn carreon

Principles of
Guidance Services
February 20, 2021
St. Paul University - Dumaguete
EDUC 207
Reported by:
Emmalyn B. Carreon
MAED

Topics
Development of Guidance in
Europe, Great Britain, France,
Germany, Russia and Philippines
2
Philosophical, Psychological and
Sociological Perspective of
Guidance Services
3
Development and Movement of
Guidance in the Philippines
4
Historical background and
guidance Movement
1
February 20, 2021

Topics
Nature and Characteristics of
elementary school children
6
Nature and Characteristics of
secondary school children
7
Types of concerns and
problems encountered by
elementary school children.
8
Short introduction of Guidance
Association in the Philippines
5
February 20, 2021

Historical Background
During the 1890s, a man
named Frank Parsons
organized the Boston
Vocational Bureau. He is
considered as the Father of
Vocational Guidance

The history of school counseling formally started at the turn of the twentieth century,
although a case can be made for tracing the foundations of counseling and guidance
principles to ancient Greece and Rome with the philosophical teachings of Plato and
Aristotle. There is also evidence to argue that some of the techniques and skills of
modern-day guidance counselors were practiced by Catholic priests in the Middle
Ages, as can be seen by the dedication to the concept of confidentiality within the
confessional. Near the end of the sixteenth century, one of the first texts about career
options appeared: The Universal Plaza of All the Professions of the World, (1626)
written by Tomaso Garzoni. Nevertheless, formal guidance programs using specialized
textbooks did not start until the turn of the twentieth century.

he provides vocational
assistance to young
people.
he trains teachers to
serve as vocational
counselors.

In 1909, he published Choosing a
Vocation.
-he discusses the role of the counselor and
techniques that might be employed in
counseling.
-was divided into three areas;
1. Personal Investigation
2. Industrial Investigation
3. Organization and the work

Personal Investigation
IParsons advocates getting
the client to see himself
/herself exactly as others
do and giving the client
recommendations about
methods that can be used
for self-improvement.

Industrial Investigation
Parson insists that counselors
must be thoroughly familiar with
all relevant details concerning job
opportunities, the distribution of
the demand in industries, and
courses of study.

Organization and the work
Parson also explains the need to
train vocational counselors. This
is to have a relevant vocational
background, sound judgment,
character, and maturity.

Others were also involved in the
counseling movement as its earliest
stages.
How are you feeling?
Jessie B. Davis
Jessie B. Davis
Jessie B. Davis
Jesse Buttrick Davis is considered to be the 1st school counselor in the United States
because he was the 1st to implement a systematic guidance program in the schools.
Through his work in the Michigan public schools, he became an important leader in the
development of vocational guidance in the late 1800s and early 1900s. His pioneering
work in the Detroit and Grand Rapids public schools laid the foundation for the
counseling specialties of career counseling and school counseling. He was also 1 of the
founders of the National Vocational Guidance Association (now National Career
Development Association) and National Association of Secondary School Principals.

How are you feeling?
Jessie B. Davis
Jessie B. Davis
Jessie B. Davis
his approach was based on self-study and the study of
occupations
his description of counseling seems to suggest that students
should be preached about the moral value of hard work,
ambition, honesty, and the development of the character as
assets to any person who planned to enter the business world.

Jessie B. Davis
Jessie B. Davis
Jessie B. Davis
he uses the “call” concept in relation to the way one should
choose a vocation. When an individual was called, he would
approach it with the noblest and highest ideals which would
serve society best by uplifting humanity.
Where to go?

Anna Y. Reed
Anna Y. Reed
Anna Y. Reed
she established guidance services in Seattle.
she believes that guidance services could be
important as a means of developing the best
possible educational product.
she believed in stiff competition and those
people needed to give their best effort to any
assigned task in order to see themselves as
successful.

established teacher guidance committees in every
high school in New York City. These committees
worked actively to help youths discover their
capabilities and learn how to use those talents to
secure the most appropriate employment.
Eli Weaver
Eli Weaver
Eli Weaver

was a researcher in the New Orleans
school system, who used scientific
methods to study people.
his research studies pointed out the wide
diversity in the student population.
he advocated and worked for a diversified
curriculum complemented by vocational
guidance.
David S. Hill
David S. Hill
David S. Hill

he focused on “client-centered therapy”
which he introduced in 1942 in his
publication, Counseling, and Psychotherapy.
he offers non-directive counseling as an
alternative to the older, more traditional
methods.
he stresses the client’s responsibility in
perceiving his or her problem and
enhancing the self.
Carl R. Rogers
Carl R. Rogers
Carl R. Rogers

his classic contribution of the 1960’s “The
Counselor in A Changing World ” also
examined the counselor's role in a society
with changing ideas about human behavior
and changing schools. he noted that the
counselor must understand not only the
student but himself also and his adult
contemporaries.
C. Gilbert Wrenn
C. Gilbert Wrenn
C. Gilbert Wrenn

implied that if school counselors were to
move toward bonafide professionalization,
“they cannot afford to define their function
on the basis of a retrospective analysis of
what counselors have done in the past as
technicians.”
he forecast the function of the counselor as
a consultant and agent for change.
C. Harold McCully
C. Harold McCully
C. Harold McCully

Guidance Movements in Europe
European countries and GreatBritain developed guidance movements similar to
those in the United States at about the same time.
In Great Britain, as in the United States, guidance suffered a setback during World
War II because young workers could readily obtain employment without vocational
guidance.
In France, there is no provision for guidance in secondary schools. Vocational
Guidance was given national recognition in 1922 when guidance services became
established offices.
In Germany, under the First Reich, although service to the Emperor was part of the
tradition, vocational guidance enabled boys to find jobs and aided the government
to relocate workers where they were needed.
In Russia, the vocational guidance bureau handles counseling programs.

Guidance Movement in the Philippines
In the Philippines, guidance is said to have both accidental and
incidental origins.
Before 1925, guidance as a movement, as it is now practiced and
accepted, was unknown in the Philippines. It was only in 1932 when
a Psychological Clinic was started by Dr. Sinforoso Padilla and
which concerned itself with cases of student discipline, as well as
emotional, academic, and vocational problems.
In November 1945, the first Guidance Institute was opened. The
Bureau of Public Schools started to send teachers as pensionados
for observation and study of guidance services abroad.

Guidance Movement in the Philippines
In its report of 1951, Congress proposed the establishment of a functional
guidance and counseling program to help students select their course,
activities, occupations, friends, future mates.
In 1953, the Philippine Association of Guidance Counselors was organized
in order to study the needs, interests, and potentialities of our young
people and to establish a Testing Bureau.
The most systematic guidance program in the Philippines was launched by
the Guidance Section of the United States Veterans Administration
composed of both American and Filipino psychologists like Dr. Sinforoso
Padilla, Dr. Jesus Perpinan, and Mr. Roman Tuason

The basic nature of
The basic nature of
The basic nature of
guidance can be
guidance can be
guidance can be
analyzed from
analyzed from
analyzed from
philosophical
philosophical
philosophical
psychological and
psychological and
psychological and
sociological
sociological
sociological
perspectives.
perspectives.
perspectives.
Foundations of Guidance

Philosophical Perspective of Guidance
the dignity and worth of the individual
democratic values as the basis of guidance
everyone is responsible
individual study is basic and every individual is unique
guidance is a recognized source of education
right man for the right job
Philosophically the aim of guidance is self-realization and self-direction
Some of the important bases can be described as:

Psychological Perspective of Guidance
individual differences
psychological problems
satisfactory adjustment
the right use of leisure time
Psychological guidance is an interactive process in which an experienced
trained and whole person provides assistance to an immature individual
to make his social, vocational, and educational adjustment in an easy and
effective way. Guidance is based on the assumption of individual
differences
Some of the important bases can be described as:

Psychological Perspective of Guidance
proper development of personality
differences in the speed of growth
clarification of self-concept
Sociological Perspective of Guidance
Sociology is a study of social group behavior. Sociology is that people's
behavior is largely determined by their social interactions their relationships as
individuals and as group members. Guidance in schools is aimed at social-
cultural development among children for achieving this goal we should
consider social and cultural aims of education as the basis of foundations of
education all over the world.

complex nature of society
influence of the social organization on individuals
conservation of the human resource
explosion of population
the increasing trend towards crime and delinquency
the problem of drug addiction due to so many factors
the problem of national integration
Sociological Perspective of Guidance

Philippines
Development and
Movement of
Guidance in the
Philippines

Philippines
Development and
Movement of
Guidance in the
Philippines
"Guidance and Counseling Act of 2004."
"Guidance and Counseling Act of 2004."
It is hereby declared a policy of the
It is hereby declared a policy of the
State to promote the improvement,
State to promote the improvement,
advancement, and protection of the
advancement, and protection of the
guidance and counseling profession by
guidance and counseling profession by
undertaking and instituting measures
undertaking and instituting measures
that will result in professional, ethical,
that will result in professional, ethical,
relevant, efficient, and effective
relevant, efficient, and effective
guidance and counseling services for
guidance and counseling services for
the development and enrichment of
the development and enrichment of
individuals and group lives.
individuals and group lives.

Philippines
Guidance and
Counseling Act of
2004
The State recognizes the important role
The State recognizes the important role
of guidance counselors in nation-
of guidance counselors in nation-
building and promotes the sustained
building and promotes the sustained
development of a reservoir of guidance
development of a reservoir of guidance
counselors whose competence have
counselors whose competence have
been determined by honest and
been determined by honest and
credible licensure examinations and
credible licensure examinations and
whose standards of professional
whose standards of professional
practice and service are world-class and
practice and service are world-class and
internationally recognized, globally
internationally recognized, globally
competitive through preventive
competitive through preventive
regulatory measures, programs and
regulatory measures, programs and
activities that foster their continuing
activities that foster their continuing
professional development.
professional development.

Philippines
Guidance and
Counseling Act of
2004
Guidance Movement in the Philippines •
Guidance Movement in the Philippines •
In the Philippines, guidance is said to
In the Philippines, guidance is said to
have both accidental and incidental
have both accidental and incidental
origins. Before 1925, guidance as a
origins. Before 1925, guidance as a
movement, as it is now practiced and
movement, as it is now practiced and
accepted, was unknown in the
accepted, was unknown in the
Philippines. It was only in 1932 when a
Philippines. It was only in 1932 when a
Psychological Clinic was started by Dr.
Psychological Clinic was started by Dr.
Sinforoso Padilla and which concerned
Sinforoso Padilla and which concerned
itself with cases of student discipline, as
itself with cases of student discipline, as
well as emotional, academic, and
well as emotional, academic, and
vocational problems.
vocational problems.

Development
1
In November 1945, the first
Guidance Institute was
opened. The Bureau of
Public Schools started to
send teachers as
pensionados for observation
and study of guidance
services abroad.
2
In its report of 1951,
Congress proposed the
establishment of a
functional guidance and
counseling program to
help students select
their course,
activities,
occupations, friends,
future mates.

Development
3
In 1953, the Philippine
Association of Guidance
Counselors was organized in
order to study the needs,
interests, and
potentialities of our young
people and to establish a
Testing Bureau.
4
The most systematic
guidance program in the
Philippines was launched
by the Guidance Section of
the United States Veterans
Administration composed of
both American and Filipino
psychologists like Dr.
Sinforoso Padilla, Dr.
Jesus Perpinan and Mr.
Roman Tuason.

Guidance Association
in the Philippines
It is worthy to note that the
Philippine context is a fickle
one. Guidance counselors and
their partner psychologists
need to navigate this space
sensitive to the colonial past
and the peculiar culture of the
Filipinos.
That is why, unlike in other countries,
counseling practices in the Philippines best
involve family system therapies, expressive
therapies (e.g. play; Carandang 2009), client-
centered Rogerian therapy with elements of
spirituality, and sometimes placing the client
in an altered state of consciousness (e.g.
hypnosis, astral travel; Bulatao, 1992). What
has therefore evolved is an integrated
approach to counseling that is unique to the
Philippines (Tanalega, 2004).
In 2004, the Guidance and Counselling
Act of 20014 (Republic Act No. 9258)
was passed. It intended to
professionalize the practice of guidance
and counseling to create the Professional
Regulatory Board of Guidance and
Counseling, which is under the
administrative control and supervision of
the Professional Regulatory Commission
(PRC).
These laws define counseling as “a profession that
involves the use of an integrated approach to the
development of a well-functioning individual primarily
by helping him/her to utilize his/her potentials to the
fullest and plan his/her present and future in
accordance with his/her abilities, interests, and
needs.” The function of a guidance counselor
enumerated in this law are counseling, psychological
testing, learning and study orientation, research,
placement, referral and group processes, and
teaching guidance and counseling courses.

Philippine Guidance and Counseling Association, Inc. (PGCA),
formerly known as the Philippine Guidance and Personnel
Association, Inc

Nature of elementary school children
Students in grades K, 1, and 2 range in age from 5 to 8 years.
During these years, students develop the ability to approach
the world logically for the first time. They move from an inability
to complete mental operations through even the simplest
abstractions to an increasing ability to utilize abstract
reasoning. Primary students are naturally curious about their
world and learn best through direct discovery in hands-on
experiences with manipulatives that engage the five senses.

The primary focus of a kindergartner is to please the teacher. They may
struggle to distinguish between fantasy and reality. Some may explain
cause and effect through intuition rather than logic.
First-grade students are beginning to approach the world logically.
They are in a transitional stage between pre-operational thinking and
concrete operations. As this shift occurs, students' abilities to reason,
understand cause and effect in the natural world, identify differences,
compensate for differences, and reverse an idea through mental
activity improve.

Second-grade students are active thinkers who begin to organize
their internal mental structures in new ways. They can now
categorize spontaneously for the first time. They have an
increasing ability to utilize abstract reasoning, interpret
observations, and generate expectations about what will occur in a
particular situation. Second graders show increasing interest in the
world around them — and thus, science takes on a new meaning
for them.

Characteristics of elementary school children
Based on the writings of developmental psychologists and
educators such as Lev Vygotsky, Maria Montessori, and Jean
Piaget
Young children find security in rhythm, ritual, and
repetition.
Young children learn through play.
Young children want to belong to a community that is
safe, beautiful, and good.
Young children explore the world with wonder.
Young children “understand” the world first through
their bodies.

Characteristics of elementary school children
Young children seek independence and mastery.
Young children thrive in the natural world.
Young children use stories to construct meaning.
Young children seek patterns in the world around
them.
Young children construct their identities and build
cultural bridges.
Young children express themselves in complex ways.

Nature of the high school student

CHARACTERISTICS OF SECONDARY SCHOOL STUDENTS

Types of concerns and problems encountered by elementary school
children.

Things like low self-esteem, an inability to
communicate or a misconception of a
healthy marriage actually started for many
people when they were five, seven, and
nine years of age. This is why elementary
school counselors have a special
opportunity. They can observe and reach
children at a time when many of their
issues are just beginning and at a time
when genuine support and guidance can
end up making all the difference.

While kids often feel they are the only ones suffering from a
particular situation, they are never alone. There is a vast
number who are going through the same kinds of struggles
and need the same kinds of intervention for a healthier
future. These issues include but are not limited to parental
abuse, bullying, poor social skills, rejection, learning
disabilities and attention-deficit hyperactivity disorder.

Common Issues:
Parental Abuse
Judy is six years old and living in a home where her father yells at her mother frequently. He
gets angry easily and will occasionally hit her mother in front of Judy. Sometimes, if she tries
to play with him, Judy's father will tell her that she is annoying and push her away. Judy is
suffering from parental abuse. Parental abuse occurs when parents deliberately inflict harm
on their children. There are two types of abuse that Judy's father uses: physical abuse, or the
use of physical violence, and emotional or mental abuse, where he inflicts emotional pain
through attacking her with words and when he hurts her mother in front of her. Her mother is
also depressed, spending a lot of time sleeping in her bedroom, and is unavailable for her
daughter. As a result, Judy is also experiencing another type of abuse called neglect, or the
absence of parental care. Judy needs help to voice her feelings and learn ways to feel better.

Bullying:
Matt's parents have been wondering why he seems so reluctant to go
to school. The truth is that 8-year-old Matt has been bullied for the
past several months by another boy who shoves him, calls him names,
and laughs at him. The only time this boy leaves him alone is when Matt
gives him his snack for the day. This bullying, or repeated aggression
and intimidation of a peer, has caused Matt to feel anxious, unable to
concentrate at school, and very insecure. He needs greater confidence
and the tools to deal with the situation.

Poor Social Skills
Janet is a 9-year-old girl who has been given everything she wants by
her parents. She is so accustomed to getting anything she asks for that
if they try to say no, she becomes angry and tearful. Consequently, she
is pretty bossy with her peers. If she has a friend over, she tells her to
bring her cookies from the kitchen or to play a certain character in a
pretend play skit. Janet has poor social skills, which means she
interacts with her peers in unhealthy ways. She needs to learn how to
consider other people's feelings and be polite and friendly or she will
have a tough time keeping friends.

Rejection
4th-grader Elaine just started at a new school. She's finding it hard to
adjust and misses her friends from her last school. Yesterday, she sat
at a table of girls, and they told her the seat she sat in was already
taken. Today she went over to a group of students who were playing a
board game, and they stared at her before getting up and leaving.
Elaine is feeling the hurt of being rejected or turned down by others.
She needs support, guidance, and increased self-esteem.

Learning Disabilities
Brian is ten years old and is creative, intelligent, and great at interacting
with peers. The thing is he seems to have trouble getting good grades.
When he listens to his teacher explain how to do a math problem, he
can sometimes get confused, even when the other students seem to
understand it. When he is reading aloud in class, he might jumble up
words or find it hard to concentrate on only one line of text. When he
gets home, he forgets some of the instructions for his homework and
just does what he remembers was assigned. Brian needs extra
academic help because he has a learning disability. Learning disabilities
are mental hindrances to academic learning. Like many students with
disabilities, Brian needs an understanding teacher and to be given
basic tools that he can use to aid his learning.

Attention-Deficit Hyperactivity Disorder
8-year-old Rachel was always a hyper child. Her parents believed she would
grow out of it, but it seems as if she continues to have trouble sitting still and
focusing on one task at a time. Her parents suspect that Rachel may have
ADHD or attention-deficit hyperactivity disorder. This means she has
difficulty concentrating, controlling behavior, or remaining calm. It means
that when Rachel is in class, she may suddenly feel the urge to get out of her
seat and run around a moment. She may kick the chair in front of her, even
when she was told not to. When the teacher asks her a question, she may
not have an answer because her mind has been drifting off during that
lesson. Rachel needs a teacher who can communicate with her counselor
and make class adjustments, like limited distractions and praising good
behavior.

What do we do?
Parents and classroom instructors who maintain an awareness
of any difficulties the children in their care might be having
may be able to recognize an academic concern early in its
development. This mindfulness may benefit a child
significantly, as academic concerns, especially those that go
unrecognized, may have a lasting impact on a child’s
educational outlook. For example, a child who struggles with
reading in primary school will be more likely to consistently
underachieve in the classroom throughout high school, at
which point he or she may find it difficult to prepare for
college-level work. Areas of concern in the classroom may
also have an effect on a child’s mental health.

Thank
you!
Have a
great
day
ahead.

Educ206 historical background guidance by emmalyn carreon

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