The document discusses the role of teachers as guidance advocates in schools. It begins by defining what a guidance advocate is and what their main roles and responsibilities are, such as providing career guidance, advice, and education to students. It also discusses handling discipline, bullying, and child abuse cases according to Department of Education policies and protocols. The challenges of being a guidance advocate are acknowledged, such as the emotional toll of counseling students, as well as skills and mindsets needed like empathy, active listening, and maintaining objectivity. Principles for guidance advocates are outlined, such as not giving personal advice or fixing students' problems for them. The document provides an overview of the guidance advocate's important function of supporting students' well-being and development
Guidance and counseling in the k 12 programcleo barawid
guidance counselors play an important role in the implementation of k-12 program...not only do students need to acquire knowledge and information for their future career, they must also be assisted to make the appropriate career choice.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
Services of the Guidance Office:
1. Individual Inventory
2. Information
3. Counseling
4. Assessment and Appraisal
5. Referral
6. Follow-up
7. Consultation
8. Research and Evaluation
9. Prevention and Wellness
Guidance and counseling in the k 12 programcleo barawid
guidance counselors play an important role in the implementation of k-12 program...not only do students need to acquire knowledge and information for their future career, they must also be assisted to make the appropriate career choice.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
Services of the Guidance Office:
1. Individual Inventory
2. Information
3. Counseling
4. Assessment and Appraisal
5. Referral
6. Follow-up
7. Consultation
8. Research and Evaluation
9. Prevention and Wellness
Career guidance orientation program action planJenita Guinoo
Being a Grade 10 adviser, one of our responsibilities is to guide our students in choosing the right track in relevance to their competence and talents in preparation for their Senior High School classes.
Guidance and Counselling, the way toward helping people find and build up their instructive, professional, and mental possibilities and in this manner to accomplish an ideal degree of individual bliss and social convenience
Career guidance orientation program action planJenita Guinoo
Being a Grade 10 adviser, one of our responsibilities is to guide our students in choosing the right track in relevance to their competence and talents in preparation for their Senior High School classes.
Guidance and Counselling, the way toward helping people find and build up their instructive, professional, and mental possibilities and in this manner to accomplish an ideal degree of individual bliss and social convenience
ADVOCACY 101: Introduction to Student Leadership and AdvocacyLeneka Rhoden
Understanding student leadership and advocacy is of paramount importance due to its multifaceted impact. Firstly, engagement in leadership roles cultivates crucial life skills like effective communication, decision-making, and teamwork, contributing significantly to personal development. It fosters self-confidence, empowering students to tackle challenges and pursue their goals with assurance. Academically, these experiences promote better time management and goal-setting, translating into improved academic performance.
Moreover, student leadership and advocacy instill a sense of social responsibility. By honing advocacy skills, students learn to express their opinions, stand up for their beliefs, and actively participate in addressing societal issues. This not only prepares them for civic engagement but also nurtures a commitment to positive change within their communities. The collaborative nature of leadership roles contributes to community building, promoting teamwork and fostering a culture of diversity and inclusion.
Looking towards the future, the leadership experience becomes a valuable asset in career development. The skills acquired—ranging from effective communication to teamwork—are highly sought after by employers. Additionally, these roles provide opportunities for professional networking, establishing connections that can prove beneficial in future endeavors. Student leadership also plays a pivotal role in promoting change, allowing students to contribute to positive societal shifts and advocate for a more just and equitable world.
This content is regarding guidance and its types which will be useful for all health science related subject especially he B.Sc and DGNM students will get benefited.
Promoting Knowledge Gain & Behavior Change through Effective Educationmilfamln
This session will focus on the theme of working with lay audiences to elicit knowledge gain and behavior change. We’ve spent more than a year providing military helping professionals top-notch content and subject-matter expertise on a variety of relevant topics but we’ve never really focused on core professional development. And, for some professionals, specifically those with no background or training in education or through a professional licensure, this may be brand new information.
Key objectives include:
Effective communication: active listening and responding
Principles of adult learning: how and why adults take in and process information
Stages of change: how and why adults think about implementing new knowledge/behaviors
Nature of Guidance, Need for Guidance, Principles of Guidance, Types of Guidance, Guidance Services in Schools, Vocational Guidance, Principles of Counselling, Types of Counselling, Professional Ethics of a Counsellor, Guidance Vs Counselling
We are the Team of young and potential professionals to provide guidance to students related career. We provide hundreds of careers options, multiple stream combinations and endless career paths. To help students choose their right path like the thousands of students we have helped.
Ravindra Pratap Singh
Co-Founder & Managing Director
Curiosity Classes
Ankico Eduventure Pvt. Ltd.
discusses the importance of peer counseling in schools....
Not applicable anymore due to R. A. 9258 "The Guidance and Counseling Act of 2004.
now. PEER FACILITATING/MENTORING. ENJOY AND PLEASE SHARE....
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. DEPARTMENT OF EDUCATION (DEPED)
DIVISION OF IRIGA CITY
IRIGA CITY
REVISITING THE
GUIDANCE ADVOCATE
IN EVERY TEACHER
DIVISION LEVEL IN-SERVICE TRAINING
OCTOBER 27, 2017
3. Gaining clarity about
Yourself help makes you better
in decisions making when
challenges and opportunities
emerge make you more capable
of helping others.
4. T - Teach
E - Encourage
A - Appreciate
C - Compliment
H - Humble
E - Energize
R - Reform
Who is a Teacher?
5. WHAT’S HAPPENING NOW?
1. There is a dearth professional SCHOOL COUNSELORS.
2. There are only about 2k RGC’s in the Philippines.
3. RCG’s prefers to work as teacher of as an HR
practitioner.
4. Aspiring RGC’s are discouraged to pursue licensure
examination because of inappropriate SG.
5. The Philippine Guidance and Counseling Association
(PGCA) recommends a ratio of one counselor to 500
students.
6. Schools without enough or ANY school counselors have
to be able to rely on teachers and administrators to
identify troubled students.
7. Every Teacher is a
GUIDANCE
ADVOCATE…
New/modern concept (R.A 95258 0F 2004):
8. ARTICLE IV
PRACTICE OF GUIDANCE AND COUNSELING
Section 27. Prohibition Against the Practice of Guidance and
Counseling. - No person shall (a) engage in the practice of
guidance and counseling without a valid Certificate of
Registration and the valid Professional Identification Card or a
special permit; (b) make representations to the public or to third
person as a licensed Guidance Counselor during the time that the
licensed has been revoked or suspended, and, (c) allow anybody
to use his/her license as guidance counselor to enable such
unqualified individual to engage in the practice of guidance and
counseling.
9. REPUBLIC ACT NO. 9258 MARCH 2, 2004
SECTION 3 B). A GUIDANCE COUNSELOR IS A NATURAL
PERSON WHO HAS BEEN REGISTERED AND ISSUED A VALID
CERTIFICATE OF REGISTRATION AND A VALID PROFESSIONAL
IDENTIFICATION CARD BY THE PROFESSIONAL REGULATORY
BOARD OF GUIDANCE AND COUNSELING AND THE
PROFESSIONAL REGULATORY COMMISSION (PRC) IN
ACCORDANCE WITH THIS ACT AND BY VIRTUE OF SPECIALIZED
TRAINING PERFORMS FOR A FEE, SALARY OR OTHER FORMS OF
COMPENSATION, THE FUNCTIONS OF GUIDANCE AND
COUNSELING UNDER SECTION 3 (A) OF THIS ACT.
Rationale
10. A Guidance Advocate:
❖CAREER GUIDANCE ADVOCATE.
✓Is responsible for giving useful career
information.
✓Help students in career decision making
by providing through education
advising.
12. • Career information, covering
information on courses,
occupations and career paths. This
includes labor market information.
It may be provided in print form,
but increasingly is web-based in
nature.
MAIN ELEMENTS OF CAREER GUIDANCE
13. • Career Adivising,
conducted on a one-to-one
basis or in small groups, in
which attention is focused on
the distinctive career issues
faced by individuals.
MAIN ELEMENTS OF CAREER GUIDANCE
14. • Career education, as part
of the educational curriculum, in
which attention is paid to helping
groups of individuals to develop the
competencies for managing their
career development.
MAIN ELEMENTS OF CAREER GUIDANCE
15. PROGRAM DESCRIPTION
15
The Career Guidance and Advocacy Program
(CGAP) is a program which aims to enlighten and
assist the Filipino learners in making
informed decisions regarding their careers
and develop awareness in the importance of
choosing a career that goes with their
interests and skills in relation to the available
resources and needs of the society.
16. A Guidance Advocate:
❖ Acts as a liaison between students, parents,
and teachers, helping them to work together to
help the student succeed socially and
academically.
❖ Is responsible for following up with students
regarding academic or social issues.
❖ Recognizes the worth and dignity of each student.
17. A Guidance Advocate:
❖Helps students build their self-
esteem and self-confidence,
develop better peer relationships,
improve organizational skills, and
improve behavior and anger
management skills.
18. Role of Guidance in Discipline:
• GUIDANCE COUNSELOR SHOULD NOT
be charged to administer sanction to
erring students or learners.
• Discipline REQUIRES giving due
Punishment (Negative Discipline).
– role of the Discipline Committee &
PREFECT OF DISCILPINE.
19. Role of Guidance in Discipline:
• GUIDANCE COUNSELOR – conduct
counseling with the erring learner.
• The student should further know the
purpose of punishment and effects of
such wrong doing (Positive Discipline).
20. DepEd Order
No. 40, 2012
Child Protection Policy
The Department of Education (“DepEd”)
shall ensure that schools are a safe place
for the education of children.
The best interest of the child shall
be the paramount consideration in
all decisions and actions
involving children.
22. THE DEPARTMENT OF EDUCATION HAS A…
ZERO TOLERANCE POLICY for any act of
abuse, exploitation, violence discrimination,
bullying, and other forms of abuse.
23. Report on the Incidence of
Bullying in Schools
0
200
400
600
800
1000
1200
1400
1600
1800
2000
2200
2400
2600
2800
3000
CAR NCR I II III IV – A IV – B V VI VII VIII IX X XI XII XIII
IncidenceofBullying
Regions
2013 – 2014
2014 – 2015
2015-2016
10,235
24. Region 2013 – 2014 2014 – 2015 2015-2016
CAR 78 465 764
NCR 561 195 2,894
I 89 1474 2,217
II 75 1044 1,854
III 16 62 10,235
IV – A 143 976 1,714
IV – B 16 62 1,277
V 10 704 716
VI 37 2795 944
VII 8 91 990
VIII 47 291 974
IX 0 0 0*
X 30 560 1,104
XI 44 555 1,405
XII 36 510 1,735
XIII 0 555 900
Total 1,190 10,339 29,723
* Submitted but no consolidated data
26. The Child
Protection
Committee
All public & private elementary and secondary
schools shall establish a Child Protection
Committee (CPC)
• School Head / Administrator
• Guidance Counselor / Guidance Advocate
• Teacher Representative
• Parent Representative
• Student Representative
• Barangay Representative
CPC Members:
27. PROCEDURE IN BULLYING
INCIDENTS
Report/Complaint
School
Head/Guidance
Counselor/
Guidance Advocate
Child Protection
Committee
Trained professionals
outside the school: Social
Workers, Psychologists or
Child Protection Specialist;
WCPD
Intake
Sheet
Fact-Finding and
Documentation
Intervention
Referral
1. Separate bully and victim
(must be assisted by
parents/guardians)
2. Identify level of threats,
develop intervention
strategies;
3. Inform the victim &
parents of the steps;
4. Make recommendations
to the CPC
28. PROCEDURE IN
CHILD ABUSE
CASES
Complaint
School
head/Principal
Schools
Division
Superintendent
If subject is a
teaching personnel
If subject is a non-
teaching personnel
Disciplining
authority
Regional Office orders a
fact finding investigation
Schools Division Office
orders a fact finding
investigation
Within 48 hours
Not later
than 72
hours
Formal
Investigation -
Resolution/
Decision
Re-
assignment
Preventive
suspension
Filing of
Administrative
Case
29. CONFIDENTIALITY
The identity or
other information
that may
reasonably
identify the pupil,
student or
learner, whether
victim or
offender, shall
be withheld from
the public to
protect his or her
privacy.
CHILD
No publicity
shall be given
to any
disciplinary
action against
a teacher
during the
pendency of
his or her
case.
TEACHER
31. Complaint
School
head/Principal
Child
Protection
Committee
Intake
Sheet
Referral System
Criminal and Civil
Complaint
(coordination of
immediate response)
Monitoring System
For possible
filing of
criminal action
PNP
(women and
children’s
protection
desk) LSWDO
DSWD Regional
Office
(Crisis Intervention Unit)
*Assessment
*Pyscho-social intervention
*Protective measures
*Other assistance
NGO and
other govt.
agencies
Division
Office
Regional
Office
Central
Office
Consolidate reports on
incidents and cases of
all schools and submit
a Division Report
(Annex A) to the
Regional Office
Consolidate reports on incidents
and cases of the Division offices
within the region and submit a
Regional Report (Annex A) to the
Undersecretary for Legal Affairs
Central Repository of
Regional Reports
32. DISCOURAGING Facts About Guidance &
Counseling and other Helping Relationships…
✓It is time-consuming.
✓It is emotionally tiring.
✓ It is physically exhausting.
✓ It is frequently unsuccessful because we
cannot impose on them what can be
perceived as the best and swift solution.
✓ It looks unrewarding.
35. Dangers to Avoid
• Transference.
• Counter-transference.
• Sympathy.
• Breach of Confidentiality (RA 9258
of 2004).
• Breach of Privacy.
36. THE TEN COMMANDMENTS:
1. Be nonjudgmental.
2. Be empathic.
3. Don’t give personal advice.
4. Don’t begin with questions that begin with ‘why.’
5. Don’t take responsibility for the other person’s Problem.
6. Don’t interpret (when a paraphrase will do).
7. Stick to the here and now.
8. Deal with the feelings first.
9. Avoid personal attachment.
10. Avoid emotional attachment.
37. TYPICAL SITUATIONS THAT MAKE SOME
TEACHER UNEASY
* You feel like you are going around in
circles and not getting anywhere.
-Solution: pick one area to concentration and not let
the client get away from it.
-if it gets to be too much of a problem, express your
feelings.
-“we’re not getting anywhere because you….’
38. TYPICAL SITUATIONS THAT MAKE SOME
TEACHER UNEASY
The student starts crying.
-reassure the client that its okay to cry.
The student becomes hysterical.
-talk calmly.
-ask whether he prefers to be alone for awhile or wishes to
continue the session later.
-be prepared for a rather lengthy session.
39. TYPICAL SITUATIONS THAT MAKE SOME
TEACHER UNEASY
You are attracted to the client, or the
client is attracted to you, or both.
-clarify the nature of your relationship
A person wants to have someone to talk
to, rather than to work on problems.
-if you want to accept this, fine.
-if you don’t, be firm about being willing to talk about.
problems, but not being wiling just to talk.
40. PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
People seek us out.
They seek us out for very private and
painful reasons. We must be able to tell
them what we can offer. If only for the
ethics of the situation, people must have
the right to know beforehand our
personal values and our objectives.
41. PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
1. I will not agree to help you go off the edge. I will not
agree to help you become a robotized normal and
adjusted person. I will not help you stay and wallow in
the cesspool of your own making. All these go against
my values. I will help you become autonomous, more
resistant to enculturation, more loving of yourself,
more excited, sensitive and full, more free to continue
becoming the authority of your own living.
42. 2. I cannot give you your dreams
or fix you up, simply because I
cannot .
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
43. 3. I cannot make you grow, or grow
for you. You must grow for yourself.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
44. 4. I cannot take away your
pain or loneliness.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
45. 5. I will not sense your world for you,
evaluate your world for you, or tell
you what is best for you in your
world, for you have your own world
and I have mine.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
46. 6.I cannot convince you of the
crucial choice of choosing the
scary uncertainty of growing
over the safe misery of not
growing.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
47. 7. I want to be with you and know
you as a rich and growing friend,
yet I cannot get close to you when
you choose not to grow.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
48. 8.When I begin to care for you
out of pity, when I begin to lose
trust in you, then I am toxic,
bad, inhibiting for you and you
for me.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
49. 9.You bet, my helping is conditional; I will
be with you, I will hang on there with you
as long as I continue to get even the
slightest hints that you are still trying to
grow.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
50. 10.If you accept all of
these, then perhaps we
can help each other.
PRINCIPLES OF THE TEACHER AS
GUIDANCE ADVOCATE
51. Last Few Words
✓Just instruments;
✓Genuine service;
✓Towards one’s growth; and
✓Development.