Basic Guidance services

2.  Crow and Crow (1966) defined guidance
ervices as a group of services given to
individuals to assist them in securing
knowledge and skills in making plans and
devices, and in interpreting life. It includes
tools and facilities in discharging its services
to individuals.

3.  Guidance services is an organized set of
specialized services established as an
integral part of the school environment
designed to promote the development of
students and assist them toward realization
of sound, wholesome adjustment and
maximum accomplishments commensurate
with their potentialitiies (Leano, 2006, pp. 86
& 87).

4.  Guidance is one of the components of the
educational system. Its program consists of
the basic services concerned with helping
the individual develop into the person he is
capabale of becoming.
 These services are interralated with the
other components of the systems which are
administration and instruction.
 Guidance serves a support function.

5.  It is an integral part of the school system.
 It is organized; it has structure, system and
personnel.
 It is more of a preventive than curative.
 It promotes educational objectives.
 It adheres to the principle that the
individual/students in the center of all efforts.
 It promotes student development.

6. 1) Individual Inventory Analysis Service
 This is a service that provides a synthesis of
information about the individual which can be
used to gain an understanding of himself as
he is potentially capabale of becoming.

7.  Helping individuals understand themselves and
grow in rational decision-making and self-
direction; and
 Helping parents, teachers, counselors, and
administrators understand the learners for
healthy growth and development.

8. 1)Individual Identifaction Data
 The process involved in the Individual Identification
Data includes collecting information especially
those that relate to their growth and development,
legal and official facts which identify the learner and
describes his relationship to members of his family.
 The information inlcudes his legal name, address,
birthdate, birthplace, and gender. The students has
the right to expect that the record of his growth and
development will not be used against him.

9. 2) School Performance Record
It is necessary to know the individual’s past and present
school performance, both his academic achievement
and co-curricular participation as well as the record of
his attendance.
3) Test Information Record
It includes the proper use of standardized tests and
inventories. These are tests of mental ability, aptitude
and achievement.
4) Self-Evaluation Reports
The information can be obtained through he use of
autobiography or life history, personal rating sheets,
checklist or daily log.

10. 5) Other Significant Reports
These reports are coming from nurse,
doctor, dentist, or parents describing the
health of the individual.

11.  This service information available to learners
which can be classified into occupational,
educational and personal-social.

12.  According to Ryan and Zeran this is the valid
and usable data about positions and
occupations, including duties, requirements for
entrance, conditions of work, rewards offered,
advancement pattern, existing and predicted
supply of and demand for workers, and sources
for further information.

13.  This type of information refers to the valid and
usable data about all types of present and
probable future educational or training
opportunities and requirements. The include
curricular and co-curricular offerings,
requirements for entrance, and conditions and
problems of student life.

14.  This information is valid and usable data
about the opportunities and influences of
human beings which will help the learners
understand himself better and improve his
relations with others.

15. According to Norris, Zeran and Hatch the objectives of
the the Information Service are to:
 Develop a broad and realistic view of life’s opportunities
at all educational levels
 Create an awareness of the need and an active desire
for accurate and valid occupational, educational, and
personal-social information;
 Provide an understanding of the wide scope of related
activities which are educational, occuptional and social
in nature;

16.  Assist in the mastery of the techniques or
obataining and interpreting information;
 Promote attitudes and habits which will assist in
the making of choices and adjustments
productive of personal satisfaction and
effectiveness;
 Provide assistance in narrowing choices
progressively to specific activities appropriate to
aptitude, abilities, and interests manisfested by
the learners.

17.  According to Navarro, this refers to the learning
experiences in which the child is provided with
essential information about work in the home,
school, community, nation, and world.
 This strengthens career awareness among the
students.
 Moreover, school counselors support the
objectives of career development giving career
guidance a high priority.

18.  The lifestyle of a person affects his decision
making. When a person inborn, he is affected
by the forces in his environment-physical,
societal. A person must learn to make
decisions.
 Decision making is a learned process.
 For Ryan and Zeran, the more a person knows
about himself and his environments-physical
and societal – the better able will he be to make
realistic decisons.

19.  Placement by definition is the satisfactory
adjustment of the individual to the next situation
whether in school or on job. Pupils need
placement services within the curricular
program, rather than just help in obtaining jobs.
 Educational placement is done by helping all
pupils make adjustment to the next grade level
in the elementary school or to the next year
level in the secondary school.

20. • Educational placement in college is also a
school responsibility. The choice of a school
for tertiary education depends to a large
measure on the parents’ income among
others. The competition to enter state
colleges is strong.
• Job placement for college graduates is
usually done through linkages with schools
and industries. Most graduates find jobs
through their own resourcefulness, like the
“walk in” applicants.

21. An integral part of guidance is the follow-up.
It is concerned with what happens to
students while in school or after they have
left schools. Teachers, counselors and
school administrators can use follow-up
study to determine the effectiveness of
instruction the guidance and counseling
process and in responding to students needs
in ltering their behavior.

22.  To determine the holding power of the school;
 To discover grade or year levels at which most drop out
occur;
 To find out why pupils/students leave school before
graduation;
 To seek information which will help provide clues for
indentifying potential drop-outs;
 To determine the mobility of former students;
 To determine the percentage of pupils who enter high
school; students who enter college and what colleges;

23.  To evaluate the effectiveness of the placement program
of the school they came from;
 To obtain the opinions of former pupils/students
concerning the efficacy of the guidance program;
 To obtain opinions concerning needed modifications of
the curriculum in the light of the experiences of former
pupils/students; and
 To identify former pupils/students who need further
counseling to aid them in making more adequate
personal, educational or occupational adjustments.

24.  Conducting surveys – An occassional survey may be
made to obtain data on the present status of each
student.
 Use of telephone – The guidance worker may use the
telephone in a follow-up study of students. However, the
counselor should recognize that this technique has
limitations and certain ethical respnsibilities should be
observed. This technique can serve as a mean of
securing only the more routinne kinds of information
from students.

25.  The use of follow-up letters – A letter serves
the same fundamental purpose as does a
follow-up quetionnaire. The letter, however, it
usually covers only a few items of information. A
letter ordinarilly gives the person more freedom
in his reply. Preferably, the letter should
encourage him to write as freely and as fully as
he wishes in answering questions.
 s

26.  It implies planned provision for serving the
unique needs of pupils through the person to
person relationahip of counselor and
counselee. The chief purpose is to provide
for adjustment needs for all students and to
improve instructions.

27.  The process involves a two-way relationship
and responsibility.
 Counseling service should be extended to all
students in the schools and the former pupils
who have graduated or who have left
schools.

28.  Some staff members should be trained to work with
different groups of students on various phases of the
guidance program including the counseling service.
They will refer to the counselor the more complex
counseling problems only whenever they have unlimited
time.
 The need of the counselee gives rise to the
development of the counseling situation which is aimed
at the satisfaction of those needs.

29. The counseling process passes through three
stages:
 Exploratory stage – The counselee brings facts,
attitudes and problems into the limelight;
 Interpretative stage – The counselee sees
clearly the meaning of facts and the relations
they bear to each other;
 Adjustment stage – The counselee nalyzes his
problems and goals and translate into action the
understanding he has gained.