Counseling

The Meaning,
Nature, and
Purpose of
Counseling
Prepared by
Wyneth Ramos Barrera

The Meaning of
Counseling
Glanz (1972) –
• “open-ended, face to face problem solving situation
within which a student with professional assistance, can
focus and begin to solve a problem or problems”.
Rogers (1965)
• The assistance which comes to a child through face to
face contact, with a professionally trained person in a
psychological relationship using either talk or play as the
primary medium of communication.
A relationship in which one of the parties has the
intent of promoting the growth, development, maturity and
improved functioning of the other.

Shostrom and Brammer
• “A purposeful, reciprocal relationship between two
people in which one, a trained person, helps the other
to change himself or his environment” (Shostrom,
Everett L. and Lawrence M. Brammer; The Dynamics of
the Counseling Process; McGraw-Hill Book Co., Inc.;
New York; 1962).
Brewer (1933)
• “Counseling is talking over, a conference, a friendly
discussion, upon as equal terms as may be, with no
attempt to impose a decision, and with every effort to
stimulate the thought of the student to find or generate
such technical knowledge and wisdom as will lead him
to a right decision.”

A process and relationship.
 It is a process by which concerted attention is given
by both counselor and a counselee to the problems
and concerns of the student in a setting of privacy,
warmth, mutual acceptance and confidentiality.
As a process, it utilizes appropriate tools and
procedures which contribute to the experiences.
 It is a relationship characterized by trust, confidence
and intimacy in which a student gains intellectual
and emotional stability from which he can resolve
difficulties, make plans and realize greater self-
fulfillment.

The Nature of Counseling
Ford and Urban in their book entitled Systems of Psychotherapy (1963); cited four
natures of counseling.
These are as follows:
 1. Counseling involves two people in interaction, a generic term for the exchange of
meanings between people which includes the direct communication of talking and listening
as well as gestures, glances, nods or shakes of the head, frowns, and other non-verbal
features by which meaning is transmitted from one person to another. The interaction is
highly confidential, and since counselee discuss themselves in an intimate fashion, it is
highly private and unobserved by others.
 2. The mode of interaction is usually limited to the verbal realm; the counselor and
counselee talk with one another. Counselees talk about themselves, their thoughts,
feelings, and actions. They describe events. The counselor listens and responds in some
fashion to what the counselee says to provoke further responses. The two think, talk, and
share their ideas.

 3. The interaction is relatively prolonged since alteration of
behavior takes time. In contrast to a brief conversation with
friend in which distortions or unconscious desires are usually
maintained and usually only temporary relief is gained,
counseling has its goal, the change of behavior. It is assumed
that through the counseling interaction, the counselee will in
time revise his distortions and alter his behavior.
 4.The purpose of the relationship is change of behavior of the
counselee. The counselor focuses he interaction upon the
counselee. Counselees need not to be concerned about the
happiness of the counselor but must devote their energies to
changing themselves.
Ford and Urban’s four major points highlight the fact that
counseling is a collaborative relationship that permits
counselees to freely express and explore themselves and the
issues which are of concern to them.

Purposes of Counseling
1. To give the student information on matters important to his adjustment
and growth;
2. To get information about the student which will be of help to him in
solving his problems;
3. To establish a feeling of mutual understanding between pupil and
teacher;
4. To help the pupil work out a plan for solving his difficulties;
5. To help the pupil know himself better, his interests, abilities, aptitudes
and available opportunities;
6. To encourage special talents and develop right attitudes;
7. To inspire successful endeavor toward he attainment or realization of
objectives;
8. To assist the pupil in planning for his educational and vocational choices
– formulating plans for vocations, making surveys of employment
opportunities, administering vocational or aptitude test, gathering
cumulative occupational information, following-up pupils for placement
and sponsoring convocations, programs, and career day seminars.

Essential Elements of
Counseling Process
Downing (1965) enumerated eight (8) essentials to the
counseling process as follows:
1. Anticipating the interview.
2. Developing a positive working relationship.
3. Exploring feelings and attitudes
4. Reviewing and determining present status.
5. Considering existing problems.
6. Exploring alternatives.
7. Making decision.
8. Post counseling contact.

Ethical Standards in
Counseling
1. Counselors concern is always the welfare of the client.
2. The counselor should be competent enough to serve the
client. He/She should have the necessary skills and
training.
3. The confidentiality of the cases should always be observed.
Cases on suicide, crimes committed, addiction and
anything that pertains to threat to life may violate
confidentiality policy.
4. There should be a record or file for every client and every
significant things said in the counseling sessions or every
important datum like test results should be recorded.

Types of Counseling
Directive or Clinical Counseling
 this type of counseling allows the counselor to give the counselee information
about himself, his opportunities, his problems.
Non-Directive Counseling
 this is also known as client-centered counseling.
Eclectic Counseling
 this is the merger of both directive and non-directive counseling. The counselor
should be competent and proficient in incorporating this method so that a happy
medium can be affected. (Thorns)

Steps Involved in
Directive Counseling
1. Analysis
 It includes collection of information about the individual which can
be collected through structured interviews, psychological case
history methods, Interaction with family members, friends, etc.
2. Synthesis
 After collection of lot data the information is organized in the logical
manner to analyse the individual in terms of his qualifications,
assets, potentials, liability adjustment, cultural background, habits
etc.
3. Diagnosis
 The diagnosis consists of the interpretation of the data in relation to
the nature and problem, the causes of problems.

4. Prognosis
 Under this step a prediction is made about the future development of
the problem.
5. Counseling
 The counseling here is to bring about adjustment and re-adjustment to
the individual in relation to his problem. Attitudes and interest of the
individual are considered during the counseling.It emphasis the
individual to develop life cycle where an effort in the positive direction
could lead to success and success in turn could lead to further efforts
and motivations.
6. Follow -up
 The sixth step in directive counseling is follow up which is extremely
important. An individual may be able to solve immediate problems
through counseling but new problems may occur or the original problem
may re-occur. Follow-up with the client is extremely necessary. The role
of counselor is important as he has to make the individual understand
and accept his strength and also his weakness and faults.

Steps Involved in Non-
Directive Counseling
1. Defining the Problematic Situation:
 First of all the counselor should define the problematic situation.
2. Free Expression of Feelings:
 After the first step, the client is made aware of the fact that he can express his
feelings freely and the counselor approves this.
3. Development of Insight:
 The counselor goes on thinking regarding the client's new feelings along with
the development of client's insight and he goes on classifying all those new
feelings.
4. Classification of Positive and Negative Feelings:
 After the free expression of feelings by the client, the counselor identifies his
negative and positive feelings and he classifies them.
5. Termination of Counseling Situation:
 The counselor looks for a point where he can terminate the counseling situation
after all the above steps. According to this school of thought, either the client or
the counselor can suggest for such termination of counseling situation.

Steps Involved in Eclectic
Counseling
1. Diagnosis of the cause.
2. Analysis of the problem.
3. Preparation of a tentative plan for modifying factors.
4. Securing effective conditions for counseling.
5. Interviewing and stimulating the client to develop his own
resources and to assume its responsibility for trying new
modes of adjustment.
6. Proper handling of any related problems which may
contribute to adjustment.

Tools and Techniques Used in the
Guidance Process
Report by
Añago Glory and Pedragoza, Ma. Donna

The Anecdotal Records
 Anecdotal records are record of an
episode in the life of a student. It describes
one significant of a students overt behavior.
It is also a narrative of events in which the
student takes such a part as to reveal
something which may be significant to
his/her personality.
 A written record kept in a positive tone of
a child‘s progress based on milestone
particular to that child social, emotional,
physical, aesthetics, and cognitive
development.
 It is useful for reporting a child‘s progress

Effective Anecdotal Records
The following guidelines should be observed
when writing the record:
• Record observation at the time behavior is
observed rather than at a later time.
• Utilize a standardized anecdotal record
form to record the information to help
insure that all relevant information is
included.
• Record what is actually observed rather
than your feelings about the incident.

Effective Anecdotal Records
• Use performance terms to describe
behavior.
• Be careful about including information
about other students (by name) in the
record.
• Be aware that parents and other
professionals will have access to the
record.

Anecdotal record (Sample)
Student: Christopher Jones
Age: 6 years, 2 months
Observer: Wendy Jones
Date: 7th July 20XX, 11:45am
Setting: Classroom
Purpose:
To observe Christopher's sentence structure with
peers.
Observational question:
Does Christopher use simple sentences or more
complex sentences when interacting with his
peers?

Observation details:
Christopher played with the drama materials for 15
minutes, using the dress-ups and examining himself in the
mirror. He walked over to the home corner table and said
to another boy, 'Hey give me that.' He took the spoon from
the other student. I spoke to Christopher and asked him to
give the spoon back to the other student. He gave the
spoon back and said, 'I like choc milk and a biscuit too!'
I asked the children to pack away. Another adult
approached Christopher asking him to help pack away.
Christopher replied to the adult, 'And then can we go
outside?' The adult replied 'Yes!' Christopher shouted 'Yay'
and started packing away.
Analysis:
Christopher was able to use both simple and complex
sentence structure. He demonstrated confidence in his
interactions with his peers. Christopher was able to engage
in appropriate 'turn taking' during his brief conversation with
an adult.

Anecdotal Record
Activity: ____Learning center – Table toys_ Date: _____11/09/02______
Name: ______ Tommy Tantrum__________ Recorder: ____Tina
Teacher___
Tommy ran over to the table where other
students were completing puzzles shouting, ―Here I
come!‖ He then approached another student and
asked, ―Can I have that puzzle?‖ Other student: No,
I‘m not finished. Jimmy: But I need that one to build
my rocket ship. Other student: Mrs. H says you have
to wait your turn. Jimmy: Mrs. H, Mrs. H, can I have
that puzzle now? Mrs. H: when is finished, you may
have a turn. Jimmy: Set the timer then. (to other
student) You have 1 minute, right Mrs. H? Jimmy
then sat at the table with his face supported by his
hands and repeated 5 times, Time is almost up.
When the timer rang, Jimmy took the puzzle and
dumped it and began assembling it himself.

• Anyone reviewing this record can ―see‖ exactly
what occurred at the table. Notice how bias words
such as ―demanded‖, ―grabbed‖ or ―whined‖ are
omitted. An anecdotal record should be written in
a positive tone. It needs to emphasize what a child
is doing and his or her achievements as opposed to
what the child is not doing. These records help
defend and/or support other observations or
opinions concerning a child‘s skill. They are
particularly helpful in areas of social/emotional and
behavioral skills.

Procedures in Organizing Anecdotal
Records
1. Staff Orientation – is very because
preparation of anecdotal record are
done by the staff.
2. Preparation of forms - Once the staff has
decided to proceed with the plan
reporting anecdotes, forms for reporting
the anecdotes must be formulated. This
form must be simple and applicable to
a definite situation.

Example of Anecdotal Report Form and Record
form

3. Reporting Anecdotes - Anecdotal
reporting must remain as objective as
possible. Positive incidents of pupil‘s
behavior sometimes are more significant
than negative incident.
4. Collection and Storage of Anecdotes -
Systematic and convenient method of
collecting anecdotes must be adopted.
5. Summarization of anecdotal record.

Types of Anecdotal Records
Randall gives the four types of anecdotal
record
as follows:
1. Objective description of a specific data.
2. Description of incident followed by
interpretation.
3. Description of incident followed by
interpretation and recommendation.
4. Description of an incident in which
description and interpretation are inter –
mixed.

Advantages of Anecdotal Record
1. Deepens understanding of student‘s
behavior.
2. Student‘s behavior is seen in its full
context.
3. Developed of skills in identifying the
causes of disturbances.

Disadvantages of Anecdotal Record
1. Difficulty in securing objective report.
Teachers report their reaction rather
than their observation.
2. Difficulty in securing reports on many
students.

Characteristics of a Good Anecdotal Record
1. Objectivity. It must be objective,
disregarding personal, emotional reaction
of the reporter to the incident observed.
2. Specific. It must include specific action,
direct observation and a fair sequence of
incident.
3. Adequate background information. It must
give definite information about time, place,
and person involved as well as name, age
and the specific situation wherein the
subject or counselee is observed.

4. Selectivity. Teachers and trained workers
can select which of the anecdotes are
significant in understanding a counselee‘s
problem.
5. Reliability. The report must be based on
one‘s personal observation and not mere
hearsay.

Autobiography
An autobiography is an individual‘s life
story – routine behavior, attitudes, interests,
ideals – written by himself. It is a genetic
approach to a study of interests, choices or
plans. It is a means of securing information
about individual.
Autobiographies help counselor
understand the pupils. They are form of the
therapeutic treatment, releasing tension
within an individual. Autobiographies serve as
an effective source of information in the
counseling process.

The following outline can guide teachers and
counselors
who make use of the autobiography technique—
1. Early life history
Birth – date, place
Place in the family—
Parents, brothers, sisters – names, ages, place of
birth of parents
occupation of parents, religion, language
spoken, early childhood memories
Interest facts about occupations, talents,
achievements
2. Health – height, weight, vision, hearing, early
diseases

3. Schooling – schools attended, subject like
best, least, plans after school, significant
school experiences
4. Leisure – interest - hobby, reading interest,
movies, concert
5. Vocational information – work experience,
type of work liked best, least, help given by
family
6. Personal history – the counselee as a person
physical appearance, social interest,
philosophy of life,

Cumulative Record
It is a written accumulation of significant
factual information about an individual
which if maintained and progressively
developed over a sufficient period of time,
gives a summarized case history and
indicates the direction and rate of
development of individual.
Record should cover the entire span of
the student‘s school career and should be
kept in a safe place.

Content of a Cumulative Record Card
1. Personal Data
Personal data give introductory information
about a child like his name, sex, date of birth,
age, parent ‗s name, and family background.
2. Family background and Home environment
Can identify possible areas of concern –
whether the family is intact; whether the socio-
economic situation is sufficient to meet need of
the family; whether parents or siblings are
possible sources of emotional support or
problems.

3. Academic data
It deals with the information about
the previous school attended earlier,
present grade or class, examination
appeared, results, division, and
percentage of marks in each
examination, failure, percentage of
attendance etc.

weight, blood pressure, communicable disease if
any treatments given, food habits, exercise
parental disease if any, care taken and handicap.

5. Co – curricular activities data – the child
participation in different co-curricular activities,
leadership qualities, certificates awarded, prizes
and medal received are recorded.
6. Personality characteristics – this reveal the
psychological aspects like intellectual ability, self
confidence, emotional stability, leadership qualities,
tolerance, initiative and sense of responsibility.

Case Study
 It is a careful study and interpretation
of pertinent data concerning the
students development and problems and
some suitable recommendation.
 Case study involves the students
background, environment, interpersonal
relations and factors influencing his
development and adjustments.
 Case study employs the use of
researches, test, interviews and
observation.

Some points to be observed in making a
case study:
1. Select a case that gives you interest both
from the standpoint of the nature of the
case and the personality of individual.
2. If possible, choose one student from one
of your class whom you feel needs
attention and help and who will probably
cooperate with you.
3. When considering various students, give
some thought to the shy, quiet, retiring
students.

Values of Case Study
1. A considerate number of students in the
school who were most seriously in need of
careful individual attention and guidance
were subject of detailed study.
2. Each case investigator acquired a better
understanding of cumulative records and a
great insight into the relationship of those
records to the immediate needs of the
pupils.
3. The case studies form a basis for group
discussion conferences between the
different teachers of each pupil.

Outline of a Case Method
1. Symptom
This involves finding his chronological age,
the marks received in various subjects,
instances of misconduct, tardiness and
absences from school, etc.
2. Examination
a. Psycho- physical
1. Vision
2. Hearing

3. Coordination (neuro-muscular) –
no good test are available but careful
observation will give helpful data.
b. Health
1. Vital index
2. Nutrition
3. Teeth
4. General physical condition
c. Scores in Achievement Test
d. School Progress
e. Summary of Teacher Statement

f. Learning Defect
g. Social History
h. Health History
i. Personality Problems
j. Observation of Pupil
k. Summary
l. Tentative Diagnosis

Observation
Observation is basic to other guidance
techniques. The behavior and personality of
an individual are measured in terms of what
he says and does.
It provides a practical way of testing the
worth of certain ideas that have been
formulated about the individual; and it can
be used to evaluate the effectiveness of the
steps that are being taken to facilitate the
individual‘s learning, development, and
adjustment.

Conducting an Observation
Based on the research conducted by
Shertzer (1976), the following guidelines may be
used to improve observation:
1. Before observation takes place, determined
what is to be observed.
2. Observed only one pupil at a time.
3. Watch for significant behavior.
4. Spread observations over the school day.
5. Learn to observe without resorting to writing
notes during the observation period.
6. If possible, record and summarize the
observation immediately after it is completed.

Here are some aspects of behavior to be
watched by an observer:
a) Desire to get attention or recognition from
associates.
b) Tendency toward mastery submission
c) Display of rivalry
d) Tendency to tease, to be inquisitive, to play
e) Desire to cooperate or compete in class
f) Study habits
g) Speed in reading
h) Completion of homework

i. Ways of answering question, of asking
questions.
j. Social adaptability
k. Leadership qualities
l. Interest in school work
m. Speech difficulties, physical defects
n. Attempts at cheating, acts of dishonesty.
o. Paying attention

Methods and
techniques used in
the Guidance
process
(Continuation)
Presented By: Ma. Donna M. Pedragoza
CPE – August 17, 2013

Rating Scale
• It is a scale as any order by which
individuals may compared and a rating is
estimated based on qualities and
abilities.
• It is used in obtaining from others an
estimate of their impression or judgment
on the individual with respect to the
characteristics named in a scale.
• It is a form that presents a list of
descriptive words or phrases which are
checked by the rater.

Types of Rating Scale
 Numerical scales
Descriptive scales
Paired comparisons
Graphic rating scale

Numerical
scales
• It employs
numbers for
denoting
gradations
and the
meaning of
each
number is
defined.

How would you rate
industriousness?
________ Indolent, expends
little effort
________ Frequently does not
complete
work
________ Gets required work
done, but no
more
________Steady worker and
occasionally
does more than
required
Descriptive scales
• Scales are
sometimes
constructed
which employs
a series of
phrases
describing
various
degrees of
characteristic
rated.

Paired
Comparisons
• The rater
compares
person rated
with respect
to trait to
every other
individual
rated in
general terms
of “equal”,
“better” or ”

Graphic Rating
scale
• This is the
most widely
used type of
rating scale.

Sociometry
It involves using students spontaneous choices
as an index for arranging interpersonal relations in
the classroom, state their preferences for the
other member of the group as teammates,
partners in work activities, leader of the group
and similar position implying personal relationship.
The purpose of this methods is to measures
the individuals‘ social stimulus value, or in
other words, their social worth or personal
value as viewed by their associates.

Interview
It is considered as the heart of
counseling.
It is a face–to–face relationship
involving the process of information
giving and getting and understanding.
•
 The purpose of interview is to obtain
relevant information and focused on the
content specified by the interview
objectives.

Degree of Structure
Interview can be Structured or
unstructured.
 An interview is structured when the
interviewer and the interviewee sit
down together as if they are going to
fill out a questionnaire.
 An interview is unstructured if it is
conducted much like a conversation.

Different kinds of interviews:
a. Educational guidance
b. Marriage counseling
c. Religious counseling
d. Health counseling
e. Family and home counseling
f. Employment interview
g. Adjustment interview

Steps in interview:
1. Preparing for the interview.
2. Establishing rapport.
3. Developing insight.
4. Terminating the interview.
5. Keeping records of the interview.
6. Evaluation of the interviewer.

Types of Questions
• Open (General) Questions- Allow a wide
range of responses, elicit a variety of
response, and useful when dealing with
complex issues.
Open – ended questions allow the
interviewee to select from among his full
repertoire of responses.
Close (Specific) Questions- it call for
specific responses. The questions channels
the interviewee‘s responses even when he
does not have an opinion on the subject.

Interview Approaches
• An interview approach is direct when the
questions explain the purpose of the
interview and direct the interviewee‘s
attention to the information being
solicited.
• An indirect approach states the purpose
of the interview vaguely. It is used to
reduce the influence of the interview
situation on the interviewee‘s responses.

Test and testing
• The most commonly used
specialized technique in guidance
and counseling.
Test are tasks, together with the
method of appraising those tasks,
which define an ability. They may be
an investigation, a study, a review or
an inquisition.

What are tests used for?
1.)Tests are used as basis for admission into an
educational institution.
Accdg.to Fine , test serve as a measuring rod to help
teachers and the administrative staff in adjusting
students who transfer from one school to another.
2.) Tests serve to give information – an individual’s
ability, interests, aptitudes, and plans.
3.) Test are basis for promotion.
4.) Tests are used to compare students belonging to
one school, students of different schools but in the
same class level, or to determine the winners in

5. Tests are used for classifications of pupils into
sections.
6.) Tests determine which students are specially
gifted in different academic subjects.
7. Tests evaluate standards of different schools.
8. Survey tests reveal cases of ineffective study
habits.
9. Test are techniques of guidance whereby
individual learners are helped to adjust to the school,
the curriculum, other people; to make a vocational
choice; to determine aptitudes and interest.

Types of Tests
 Achievement tests
 Standardized tests
 Intelligence tests
 Aptitude tests
 Interest-inventory tests
 Personality tests
 Trade tests
 Diagnostic tests

Achievement tests – These are test devised to
measure achievement in the subject studied in school.
Standardized tests – these are tests prepared by a
competent group or groups of persons whereby
every item is chosen after its difficulty and value
have been determined by means of rigid
experimental cases.
Intelligence tests – it measures general intelligence,
the IQ of the counselee.
Aptitude tests – Aptitude is a present condition, a
quality or set of qualities for fitness which are
indicative of any individual’s potentials in the future.

Interest-inventory tests – it reveals the field or fields
in which pupils are interested.
Personality Tests – Personality is the sum total of an
individual’s behavior and includes an individual’s
overt behavior and inner feelings. It is the totality of
what makes an individual different from one another.
Trade Tests – are designed to determine the skills,
special abilities and techniques that make an
individual fit for a give occupation.
Diagnostic test – are aimed to uncover and focus
attention on weaknesses of individuals for remedial
purposes.

Answer sheets in
Achievement test

Theoretical
Approach to
Counseling

Counseling
• This counseling approach
stresses counselee‘s ability to determine
the issues discussed and to solve their
own problems. Counselor intervention in
this process is minimal.

The major elements which characterize the
client-centered counseling are:
a.) The quality of the relationship between
counselor and the client is of maximum
importance. The relationship is the heart
of the therapy.
b.) The emotional aspects of the
relationship are far more important than
the intellectual.

c. The interaction within the relationship is the
element which provides the catharsis.
d.) The immediate situation is the focus of
attention, its accompanying feelings providing
the fountain for expression.
e.) The counseling experience provides the
opportunity for growth.

f.) Advising, interpreting and diagnosing limit
the client’s freedom and may threaten rather
than aid his growth.
g.) The relationship is warm, accepting and
permissive but is relatively narrow in its
coverage.

2. The Counselor-Centered
Approach
• This approach often sees
the counselor as a teacher who directs
the learning process. Directive counselors
stress assessment and diagnosis as a
fundamental counselor function.

The following are some points of emphasis
within the directive approach:
a.) Considerable responsibility is assumed
by the counselor. This is made manifest in
the structuring he provides, the direction
he gives, his activity in the relationship
and his sharing in the decisions and
outcomes.
b.) There is concern for techniques,
procedures and the systematic attack
upon problems.

c.) Counseling tools play an important part
in the counseling effort. Objective data
are used to improve client self-
understanding and to serve as guide for
the counselor to determine procedures
to be used.
d.) Diagnosis is a major step in the
therapeutic relationship.

e.) The counselor interprets for the client to gain
intellectual insights and knowledge for future
growth and progress.
f.) Purposeful questions are posed by the counselor to
stimulate the thinking of the client and to gain
information.

g.) The intellectual aspects, not the emotional
demand first attention.
h.) Decisions reached are to a great extent those of
the counselor but with the aid and approval of the
client.
i.) Judgment of tools, instruments and techniques are
the prerogative of the counselor.

3. Existential Counseling
Focus on freedom of choice and
action that goes with it. They view
people as the author of their lives.
According to them, the
meaning of life can be discovered in
three ways: a.) by doing a deal; b.) by
experiencing a value; c.) by suffering.

The existentialist give emphasis on the
following:
a.) It helps clients realize the importance of
responsibility, awareness, freedom and potential.
b.) Clients will take more responsibility for their lives
than they have previously taken.
c.)The patient experience his existence as real and
gives meaning to his life.

d.) The client is freed from being an observer and
becomes a shaper of meaningful personal activity.
e.) Existential counselor make use of confrontation.
f.) Counselors do not make use of psychological tests,
nor do they make diagnosis.

4. The Eclectic Approach
• Is best characterized by its
freedom to use whatever techniques or
procedures seem to the counselor to be
the most appropriate at any particular
time.

A summary of the eclectic
view
a.) The methods used are justified by the counselor
because of their appropriateness for both the client
and the counselor.
b.) It is characterized by flexibility
c.) Freedom of choice and of expression is open to
both counselor and the client.

d.) Modification of methods is made in an effort to
accommodate the client.
e.) Feelings of comfort are essential.
f.) The counselor make adaptations and adjustments.

5. The Gestalt Therapy
(Gestalt means whole figure)
• Focused on helping individuals
become more in touch with the many
aspects of their personhood.

Techniques in the
Counseling
Process

Techniques in the Counseling Process
1. Listening Techniques
2. Reflection and Clarification Technique
3. Leading
4. Interpretation
5. Instruction
6. Structuring
7. Capping

Types of Counseling
According to Areas Covered
Academic / Educational
Vocational / Occupational / Career
Personal / Social
o Diet Counseling
o Crisis Counseling

Types of Counseling According to Areas Covered
- Key Elements according to
Conner
1) Education
2) Observation and awareness
3) Discovering and using
potential
4) Understanding problems
5) Creating necessary structure

6) Challenging irrational beliefs
and unrealistic expectations
7) Breaking vicious cycles and
addictive behavior
8) Creating temporary
dependencies
9) Facing fear and emotional
pain
10)Recognizing that one is not
destroyed
- Key Elements according to Conner

o Grief or Bereavement Counseling
o Pastoral Counseling
o Leisure Counseling
a)The kind of Leisure activities that are
suitable for the individual
b)When and/or How long one must
engage in leisure activities

o Addiction Counseling
a) Substance Abuse
b) Cyber Addiction
c) Addiction to the Addicted

Types of Counseling According to
Participants
• Individual counseling
• Group Counseling
• Multiple Counseling
• Couple Counseling
• Family Counseling

T – h – a – n – k Y – o – u ! ! !

Meaning of Test
• Tests are tasks which define ability. They
may be investigation, study review or an
inquisition.
• a procedure, reaction, or reagent used
to identify or characterize a substance or
constituent .
• something (as a series of questions or
exercises) for measuring the skill,
knowledge, intelligence, capacities, or
aptitudes of an individual or group

specific purposes and
aims as follows:
1. To determine student achievement
level and progress.
2. To gain data for diagnostic purposes.
3. To ascertain aptitudes.
4. To provide for the identification of
interests.

5. To improve instruction.
6. To determine existing self-
concepts and attitudes.
7. To ascertain social adjustments.
8. To identify under achievers and
over achievers.

Abilities,attitudes,and
interests.
The Following are some of
the critical limiting
factors in test usage:
1. Low motivation of some students
2. Relative narrowness of the traits
measured.

3. Low validity and reliability for
some students
4. The unavailability of local norms.
5. Undue influence of
environmental conditions upon
test results.
6. Failure to follow directions.

Uses of Tests
Tests are used for as follows:
1. Test are used as basis for
admission into an educational
institution.
2. Tests serve to give information on
the student’s ability, interests,
aptitudes and plans.
3. Tests are basis for promotion.

4. Tests are used for classifying
student’s into sections.
5. Tests serve as determinants in
choosing a vocation/career.
6. Tests serve as evaluating
instruments in determining the
standard of a school.
7. Tests serve as an instrument in
judging student’s abilities and
capabilities.

1. Aptitude test
2. Achievement test
3. Interest Inventory test
4. Intelligence test
5. Personality test
6. Occupational/Career test
7. Diagnostic test

1.Aptitude Test
• The aptitude test measure a
pupil’s potential for learning. The
knowledge gained from this
tests are useful in ascertaining
the approximate quality of
school work a child might be
expected to do.

2.Achievement Test
• Achievement test have been used for
many years in elementary and
secondary schools and have helped
teachers to identify academic
strength and weaknesses.
• Achievements test are designed to
measure the outcomes of instruction,
the progress pupils have made in
attaining proficiency as a result of

3. Interest Inventory Test
• Interest inventories provide scores
from which patterns of interest are
established . These patterns
indicate the kinds of vocational
activities that have the greatest are
shown on the profile sheets.
• Area of interest are shown , not
specific jobs.

4. Intelligence Tests
• These measure general
intelligence, particularly the IQ of
the counselee and the pupil’s
potential for learning .
• These test normally yield a mental
age, intelligence quotient and a
percentile rank.

5. Personality Tests
• Personality is the sum total of an
individual’s overt and inner feelings.
These kinds of tests often stimulate
the student to give more serious
consideration o his own personality
development and better
understanding about human
personality and its development.

6. Occupational/Career
Test
• These are designed to determine
the skills, special abilities and
techniques that make an individual
fit for a given occupation. These
tests are not comprehensive
enough but they help in the
selection of applicants for
particular jobs or occupation.

7. Diagnostic Test
• The purpose of this test is to
determine the weaknesses of the
individual so that remedies could
be done to overcome it.

The Gifted Child
DIORIE C. CELADA

Guidance Service:
1. Identify the nature of his giftedness
2. Making the information available
3. Providing stimulation and direction
• Efforts should be made to help
each child develop his abilities to
the highest degree possible
The Guidance Service and
The Gifted Child

The Concern of the Guidance
for the Gifted Child
―AWARENESS‖  starting
point
* Guidance people can be
satisfied with the knowledge that
giftedness is attributed to both
hereditary influences and the rich
environmental stimulation

The Concern of the Guidance
for the Gifted Child
Locating the gifted child
Ascertaining the nature of his
giftedness
Provide education for maximum
development

Identifying The Gifted Child
 The gifted child is often neglected in school because
he is able to do satisfactory work with very little teacher
time or direction
 Many talents remain undeveloped for want of
needed direction and stimulation that only the teacher
can provide
 The guidance service has a genuine interest in
locating all talents among students and is not neglecting
any student irrespective of the number of talents
possessed

Identifying The Gifted Child
George Mead ( 1935 )
Six Kinds of Giftedness
1. Intellectual Gift
2. Giftedness of aesthetic character
3. Superb physical gift
4. High moral and spiritual values
5. High level social understanding and
living
6. Great economic ability

Characteristics of the Gifted
Child
Cutts and Moseley ( 1959 )
1. Demonstrate unusual ability in several
areas. These may be in academic
subjects or in other areas.
2. Demonstrate unusual ability as a
leader. This may be attributed to his
superior knowledge rather than unusual
social skills. Instead, the gifted child may
also be a lonely child.

Child
3. General maturity level is above
average and he may give the
impression of being older than he is.
4. Generally gets along well with others
and has several friends.
5. Responds quickly to a problem and
able to reach a solution quickly.

Child
6. His verbal expressions, vocabulary, reading
ability and spelling skills are usually superior.
7. Learns more quickly and retain information
longer than the average student.
8. Make adequate interpretation of
information.
9. Deals with abstraction without the benefit
of concrete examples and detailed
explanations.

• Exceptional Child / Learners are, “those
who require special education and
related services if they are to realize their
full human potential.”
Definitions:

The term exceptional children includes children who
experience difficulties in learning as well as those
whose performance is so superior that modifications in
curriculum and instruction are necessary to help them
fulfill their potential.

Thus, exceptional children is an inclusive term that
refers to children with learning and/or behavior
problems, children with physical disabilities or sensory
impairments, and children who are intellectually gifted
or have a special talent.

HUNT (1982)
• who deviate from the average child in
physical, mental, emotional or social
characteristics to such an extent that they
require special educational services in order
to develop to their maximum capacity.
EXCEPTIONAL CHILD

CRUICKSHANK (1968)
• who deviates intellectually, physically,
emotionally so markedly from what is
considered to be normal growth and
development that he cannot receive
maximum benefit from a regular school
program and requires a special class or
supplementary instructions and services.

• Exceptionalities may involve and of the
following abilities:
– Sensory
– Physical
– Emotional
– Communicative
– Behavioral
Exceptionalities

CLASSIFICATION OF
EXCEPTIONAL CHILD
1. The Physically Handicapped Child
2. The Child with an Intellectual Handicap
3. The Emotionally Maladjusted Child
4. The Gifted - Child

• Difficulties with attention and
concentration.
• Difficulty with getting along with others.
• Easily frustrated.
• Impulsive inactions.
• Continual restlessness.
• Poor self-concept.
How to Recognize a Student
with Special Needs

Successful Methods
• Nurture strong leader-child
relationships.
• Spend time to develop a well-planned
lesson.
• Establish a positive, warm, inviting
mood.
• Establish rules.
• Develop consistent routines for class
time.
• Promote “time-on-task.

• Choose meaningful activities.
– Short, with limited instruction.
– Keep the leader free to move about
with the children.
– Allow all children to be successful.
– Build a strong sense of belongingness.
– Provide alternative activities to
accommodate a variety of abilities.

• Place them in “traffic” areas of the room.
• Maintain a “calm” environment, free
from excess noise or activity.
• Seat them near the leader. A gently touch
on the should will often refocus and
settle them.
Creating an Atmosphere

• Avoid snacks that are high in sugar,
artificial colors and flavors, & caffeine.
• Surround them with calm and controlled
children.
• Do only one activity at a time.
• Demonstrate patience and gentleness
consistently.
• Give clear directions and have the
children repeat them.

Counseling

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