Types of guidance

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Types of guidance

  1. 1. 1<br />
  2. 2. Types of Guidance<br />Hazel D. Buhayan, RN<br />Kristina Kate L. Carbajosa, RN<br />Aries Glenn B. Galao, RN<br />Reynel Dan L. Galicinao, RN<br />Berndel L. Magamay, RN<br />Jurmaida H. Pagayao, RN<br />Marnelle Joy S. Pulmano, RN<br />Students, Master in Nursing<br />
  3. 3. 3<br />
  4. 4. Our schools need a variety of activities to make the youth well-informed and well-adjusted individuals<br />Children need guidance in order to know the meaning and purpose of life and the goals which must be sought to attain the purpose desired<br />Therefore, every school endeavours to provide the following kinds of guidance aimed at specific purposes (L. Crow and A. Crow, 1951)<br />4<br />Fundamentals of Guidance and Counselling<br />
  5. 5. 5<br />To help pupils develop desirable work and study habits.<br />To lessen the habit of absenting and/or dropping out.<br />To convince out-of-school children who are out to enter school.<br />Educational Guidance<br />Fundamentals of Guidance and Counselling<br />
  6. 6. 6<br />Fundamentals of Guidance and Counselling<br />To learn to use health facilities and equipment in school.<br />To develop proper health habits:<br />Personal cleanliness<br />Good grooming<br />Proper use of toilet<br />To develop good eating habits like:<br />Washing hands before and after eating<br />Health Guidance<br />
  7. 7. 7<br />Chewing food slowly and properly<br />Being happy when eating<br />To know the proper food to eat in order to have a healthy body<br />To learn to face the problems of life squarely.<br />Health Guidance (cont.)<br />Fundamentals of Guidance and Counselling<br />
  8. 8. 8<br />The present-day increase of delinquency calls for moral and religious regeneration to be manifested in learner’s willingness<br />To learn to fear God.<br />To develop good manners and right conduct.<br />Moral and Religious Guidance<br />Fundamentals of Guidance and Counselling<br />
  9. 9. 9<br />Socio-Civic Guidance<br />Fundamentals of Guidance and Counselling<br />To give information on correct attitudes in order to live a worthy adult life, right duties and responsibilities of citizens.<br />To help children adjust themselves to the social environment so they may be worthy and interested participating members of society.<br />To develop early manners and etiquette observed indifferent occasions so that the child is ready to face all situations without embarrassment.<br />
  10. 10. 10<br />Fundamentals of Guidance and Counselling<br />To give information about the different occupations, the nature and qualifications needed for each method of training and chances in the field.<br />To improve the learner’s knowledge of his father’s occupation. <br />Example: If farming is the main occupation of the people in the community, the child must learn new ideas about farming like the wise selection of seeds, the use of fertilizer and insecticides, and crop rotation.<br />Vocational Guidance<br />
  11. 11. 11<br />Course, curriculum, and school guidance – “Educational Guidance”<br />Vocational Guidance<br />Leisure-time Guidance<br />Leadership Guidance<br />Classification by Jones<br />Fundamentals of Guidance and Counselling<br />
  12. 12. 12<br />Educational Guidance<br />Vocational Guidance<br />Recreational Guidance<br />Health Guidance<br />Civic-social-moral Guidance<br />Classification by Koos and Kefauver<br />Fundamentals of Guidance and Counselling<br />
  13. 13. 13<br />Educational Guidance<br />Vocational Guidance<br />Religious Guidance<br />Guidance “For Home Relationships”<br />Guidance “For Citizenship”<br />Classification by Brewer<br />Fundamentals of Guidance and Counselling<br />
  14. 14. 14<br />Guidance “For Leisure and recreation”<br />Guidance “in personal well-being”<br />Guidance “in right doing”<br />Guidance “thoughtfulness and cooperation”<br />Guidance “in wholesome and cultural action”<br />Classification by Brewer (cont.)<br />Fundamentals of Guidance and Counselling<br />
  15. 15. 15<br />Fundamentals of Guidance and Counselling<br />Views of Paterson, Schneinler, and Williamson<br />Educational Guidance<br />Vocational Guidance<br />Personal Guidance (including social, emotional, and leisure-time guidance)<br />Health Guidance<br />Economic Guidance<br />
  16. 16. 16<br />Fundamentals of Guidance and Counselling<br />Related to health and psychological development<br />Related to house and family<br />Related to time for recreation<br />Concerned with personality<br />Religious<br />Educational<br />Social<br />Vocational or occupational<br />Jones’ Eight Spheres of Guidance<br />
  17. 17. 17<br />Fundamentals of Guidance and Counselling<br />Vocational guidance<br />Educational guidance<br />Recreational guidance<br />Civic guidance<br />Community service guidance<br />Social and moral guidance<br />Health guidance<br />Leadership guidance<br />Myerrs’ Eight Kinds of Guidance<br />
  18. 18. Guidance<br />Guidance may be either group or individual<br />Any form will be used, depending upon the discretion of the teacher. <br />18<br />Fundamentals of Guidance and Counselling<br />
  19. 19. Group Guidance<br />In group guidance, learners with similar problems are grouped together and their problems are discussed in view of assisting them to find solutions to their problems and to make the necessary adjustments.<br />19<br />Fundamentals of Guidance and Counselling<br />
  20. 20. Individual Guidance<br />In individual guidance, the learner is interviewed in order to understand the problem and to find a solution to the problem so he may achieve his goals.<br />20<br />Fundamentals of Guidance and Counselling<br />
  21. 21. 21<br />
  22. 22. Please be GUIDED accordingly.Thank you!<br />22<br />

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