psychology and guidance in education

1. Guidance
Services

2. Definition
The systematic and organized procedures,
tools and facilities to assist an individual in
securing knowledge and skills needed in making
plans and services, and in interpreting life.
These services provide comprehensive
information about opportunities, personality
development, effective studying and learning.

3. Help students recognize, accept and develop their
potential, adjust to the school, and develop the skills
needed to cope with the problems they meet.
Help young people come to know and accept
themselves, their aptitudes and interests.
 Teach pupils/students learn to use their
interests and capabilities.
 Teach pupils/students develop the skills
to cope with the problems they meet
both inside and outside the school.
Purposes

4.  Both are integral components of education
system.
 Provide an opportunity for an individual to
see a variety of available options and
thereafter, assist the person in making a
wise choice.
 Both aims to promote the personal/social,
educational, and career development of all
students
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5. Both are used to solve problems of life.
The basic difference is in the approach.
In guidance, the student's problems are listened carefully
and readymade solutions are provided by the expert.
In counseling, the student's problems are discussed,
analyzed, and relevant information are provided. In the
end, the student himself/herself have an insight to the
problem and he/she become empowered to take own
decision.
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6. Consider a new student in a university
who is to register for courses in a
program. The course list has two
categories - compulsory and elective
courses. The compulsory courses are
mandatory. The elective courses offer
some choice.
A teacher’s effort at assisting the learner
to select suitable elective courses
provides an example of guidance
service.
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7. Assume after registration and some
way into the program, the student
has problems with some courses.
Perhaps the student is unable to
cope with the rigor of work or is
having some problems with a course
lecturer.
Offering informed advice on how to cope with
emerging problems is counseling.
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8. Personal
Guidance
Educational
Guidance
Vocational
Guidance

9. Educational Guidance
 Assisting students in their choices in and
adjustment to the curriculum and
institutional life in general.
 Guiding students to pursue the right type of
education according to their aptitude,
market demands, etc.
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10. Career & Vocational guidance
• The word “career” is used to refer to one’s progress through
his/her working life, particularly in a certain profession or
line of work.
• The goals that one has for one’s working life are called
“career goals,” and
• planning how we will reach them is called setting a “career
path.”
The word “vocation” refers to a
strong feeling within an individual
that they are meant to do a
certain job. It can also be used
to refer to a trade or profession.
Vocational guidance helps students to choose a
suitable occupation, make the necessary
preparations for it, enter into it, and develop in it.
This is a continuous process since an individual is
likely to re-evaluate the career choice at various
points in his/her life and may make changes at any
point in his/her career.
Common Activities
• Personal Exploration
• Providing Information on Career Possibilities and
Stereotypes
• Recognizing the Talents of the Student
• Helping to Develop Life and Employability Skills
• Helping Students Make a Career Plan
• Helping Students Find Employment
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11. The process of helping students on how to
behave with consideration to other people.
Help students to understand oneself, how to
get along with others, manners and
etiquette, leisure time activities, social
skills, family and family relationships and
understanding masculine and feminine roles.
Personal and social guidance
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12. Counselors expresses care and concern towards the person with
a problem to facilitate that person's personal growth and
positive change through self-understanding.
Counseling is usually viewed as one part of guidance services. It is
learning-oriented process which usually occurs in an interactive
relationship with the aim of helping the person learn more:
1. about the self;
2. about others
3. about situations and events related to given issues and
conditions
4. and also to learn to put such understanding to being an
effective member of the society.
Certainly it is not counseling
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13.  To help students understand the self
in terms of their personal ability,
interest, motivation and potentials.
 To help students gain insight into the
origins and development of emotional
difficulties, leading to an increased
capacity to take rational control over
their feelings and actions.
 To alter maladaptive behaviours.
 To help students develop decision
making skills.
• To assist students in moving
towards the direction of fulfilling
their potentials or in achieving an
integration of previously
conflicting parts of themselves.
• To provide students with skills,
awareness and knowledge which
will enable them to confront
social inadequacies.
•
• To help students gain some
insight into the world of work,
the realities therein and the
relationships to their education
and specialization.
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14.  Anxiety over a career decision
 Lingering anger over an
interpersonal conflict
 Insecurity about getting older
 Depressive feelings when bored
with work
 Excessive guilt about a serious
mistake
 A lack of assertion and confidence
Deals with emotional distress and behavioral
difficulties that arise when an individual
struggles to cope with developmental stages
and tasks.
• Grief over the loss of a loved one
• Disillusionment and loneliness after
parents divorce.
• Failure in examinations
• Inability to make friends
• Conflict with lecturers
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15.  Abiding interest and faith in students capabilities
 Understanding of students' aspirations
 Sympathetic attitude
 Friendliness
 Sense of humour
 Patience
 Objectivity
 Sincerity
 Tact
 Fairness
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16.  Assist the student to make adjustment to life in the
institution.
 Encourage the student to participate in appropriate
activities with a view toward increasing his or her
effectiveness in personal and social activities.
 Show concern for and assist in the planning of the
student's educational, career, personal, and social
development.
 Aid the student in self-evaluation, self-understanding,
and self-direction, enabling him or her to make
decisions consistent with immediate and long-rage
goals to higher education opportunity granted him or
her.
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17.  Assist the student in developing healthy and
positive attitudes and values
 Help the student to acquire a better
understanding of the world of work through the
acquisition of skills and attitudes and/or
participation in work-related programs.
 Encourage the student to plan and utilize
leisure time activities well.
 Assists the student in understanding his
strengths, weakness, interest, values,
potentialities and limitations.
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18. Scop
e1. Services rendered to an individual and his needs –
inventory of each pupil, information regarding
opportunities, counseling for all pupils, follow-up on
studies, placement, and assisting teachers in case studies.
2. Services to staff members in providing for leadership, in securing
cooperation of the staff members, in assisting teachers in utilizing
information, in organizing and conducting in-service training.
3. Services pertaining to evaluation of services – follow-up making
results available, surveys, securing cooperation of parents and
community, and conducting research to further improve guidance
services.
.

19. Characteristics of a
Good Guidance Service:
1. Identifiable aids to assist individuals.
2. Involved in achieving goals of education.
3. Provide for competent leadership.
4. Supported by functional preparations for teachers in guidance services.
5. Based on the knowledge of the needs of the pupils and upon
competencies of the staff members.
6. Services made available to all.
7. Needs the cooperation of parents and community.
8. More preventive than curative.
9. Founded on the concept of the totality of the individual.
10. Should be evaluated constantly.

20. 1. It is an integral part of school system.
2. It is organized; it has structure, system and personnel.
3. It is more of a preventive than curative.

21. 4. It promotes educational objectives.
5. It adheres to the principle that the
individual/students is the center of all efforts.
6. It promotes student development.

22. 1. To improve self-understanding.
2. To increase student understanding of self in relation to others.
3. To emphasize relationships between academic pursuits and
personal development.
4. To promote better understanding of the teacher to achieve such
as an important role in relating to life, the students should have
understanding.

23. 5. To contribute to feeling of security.
6. To supplement teachers’ effort in assisting children with
problems.
Steps which teachers can take:
a. Maintain an attitude of sympathy.
b. Make an effort to understand these
children and convey a feeling of
genuine understanding.

24. c. Provide counseling in appropriate
cases.
d. Make referrals to the counselor.
e. Maintain contact with home, as
appropriate.
f. Provide for the needs of an individual
students within instructional
setting.
g. Provide personal attention incident to
classroom and other activities.

25. 7. To provide for the accomplishment and attainment
of long range goals.
8. To accumulate and interpret important
information.

26. 1. INFORMATION SERVICES
The intentional and purposive delivery of information to
students; the primary purpose of which is to enable students
to use said information to reasonably guide their choices and
actions inside and outside of the school.
This service makes available to learners certain kinds
information not ordinarily provided through the instructional
program or during the regular period of instruction.
Basic Guidance Services

27. 1. Educational Information
- valid and usable data about present and probable future
educational requirements.
Examples:
 Plan and lay-out of school plan
 Policies governing school attendance, uniform, tardiness, etc
 History and traditions of the school
 Use of the library and other school services

28.  Campus Tour/Open House before school starts.
 Early level: Guidance personnel will work with parents
and children in the discussion of informing children
about how the school operates.
 Grade six: Seminars informing students what lies
ahead in high school, if they go into one.
 High School level: Advise students of extra-curricular activities
of the school – joining in sports fests, friendly Quiz Bees
and other competitions.
 Providing printed materials like pocket-sized school map,
summary of the schools policy, vision/mission, list of contact
numbers for the school’s student personnel, etc.

29. 1. Occupational Information
- valid and useful data about positions, jobs, and
occupations.
Examples:
 Conditions for work
 Duties & requirements for work applications
 Rewards offered
 Existing or predicted supply of/demand for workers.
 Advancement/Promotion patterns

30.  Classroom Discussions
Guidance personnel forums to get a general understanding
about the world of work. Learners can be helped if they come to
understand that there are many reasons for working, and that
money is JUST one of them.
 One-on-One Interview/Consultation
Guidance officers can reach out to students and schedule
interviews with them before graduation and are asked these
questions:
 What job you want to take?
 How much money you want to make?
 How long would you be willing to work?
 Dissemination of job vacancies and opportunities through
bulletin board, posters and flyers.
 Mock Job Fair or Mock Interview

31. 3. Personal-Social Information
- valid and usable data about the opportunities and influences
of the human being which will help learners to understand
themselves better and improve their relationship with others.
Examples:
 Boy-girl relationships
 Personal appearance
 Home and family relationships
 Manners and etiquette
 Way of living (health)
 Social skills
 Leisure-time activities

32.  Home visits
 One-on-One Consultation
 Seminar-Orientation
Team Building

33. 2. Individual Inventory Services
The process of accumulating and analyzing
information about an individual through the use of an
Inventory Form and through routine interview. Data may be
used to check for students who may need counseling or
specialized guidance services.
Provides a synthesis of information about the
individual which can be used to gain understanding of
themselves as a person – their potential strengths and
weaknesses, abilities, interests and needs.
Basic Guidance Services
Covers the collection, organization and
interpretation of the data about pupils/students.

34.  Pupil’s complete name, address, birthdate, gender.
 Familial background – names of parents and siblings,
their birthdates and birthplaces, parents religion and
occupation, their hobbies and interests.
2. Cumulative Record
 information concerned with learner’s appraisal and should cover the
entire span of their academic career – past and present school
performance.
3. Test Records
 Provides information on the learner’s mental ability, aptitudes and
interests.
4. Interest Inventories
 Indicative of the learner’s likes and dislikes – thus can indirectly
guide the counselor in determining how the learner choose their
goals and purposes.
1. Individual Identification Data

35. 5. Personalities Inventory
- designed to measure emotional adjustment, social relations and the
motivational aspects of behaviour. Assess the elusive non-intellective
aspects of an individual’s psychological makeup.
6. Non-Test/Self Evaluation Reports
- information that are obtained through non-test techniques, like
autobiographies and essays about an important experience.
Guidance Activities: (for Individual Inventory Services)
 Asking applicants to fill out Questionnaires
 Entrance exams
 Screening Interviews
Weekly Homeroom Guidance Class

36. 3. Placement Services
- related to practically all areas of the educational
program such as academic courses, attendance, work
experience, electives, part-time work, and extra-curricular
activities. Through Placement Services, students are placed
in grade levels, classes and activities suitable to their needs,
interests, abilities, and if applicable - schedules.
Basic Guidance Services
- a continuous program which helps determine the
manner (how) to assign a student based on his/her personal and
social adjustment.
1. Educational Placement

37.  College Admission Tests
 Dissemination of Printed Communications listing colleges, universities
and trade schools with a summary of their particular area of specializations.
 Surveys/Tests designed to determine the student’s suitable specialization
2. Vocational Placement
- also known as “job placement”. Graduates receive appropriate
training and preparation to ensure them that they can land in a
stable job after school/graduation.
Guidance Activities (for Vocational Placement):
 OJT/Internship – students are sent to external businesses and agencies
to familiarize them on the actual working environment.

38. Guidance Activities (continuation for Vocational Placement):
 Posters and Printouts for Job Opportunities
 Linkages with schools, industries and agencies for job placements.
- allows students to choose a job which fits academic
preparation, needs, abilities and interests.
 Job Fair
 Series of Symposia
- where professionals and vocation animators are
invited to discuss their job requirements and activities.
 Field trips
- posted in bulletin boards.

39. 4. Counseling Services
- core of the guidance program that is a form of
intervention that leads to a more effective behaviour. This is
done where there is a pressing need to talk to the student
or pupil urgently.
Basic Guidance Services
1. Group Counseling
- a group activity aimed to assist EACH INDIVIDUAL
member of the group to solve his/her problem and make
adjustments on how he/she behaves in the group.

40. Guidance Activities (for Group Counseling):
 Organizing Home Room Organizations
- earliest form to bring about group guidance activities.
- students/pupils are grouped into committees assigned for
a particular task. Most of the time, a leader is chosen to
spear head the activity.
- usual groups/assignments:
Sweepers of the Day; Front yard Cleaners.
 Lectures, conferences, programs, parties and convocations.

41. 2. Individual Counseling
- the counseling service is now more focused to one
individual – how he/studies, plays or behaves in a group.
Guidance Activities: (for Individual Counseling)
 Consultation – one-on-one scheduled guidance talk between
the client and the guidance councillor.
 Voluntary Counseling/Walk-in Counseling – when an individual
seeks the help of counselor to aid him/her in a difficult
or challenging situation.
 Referral Counseling – a parent, faculty, counselor or other
students recommends a consultation/appointment
between the student and guidance counselor.

42. 5. Vocational/Career Services
Basic Guidance Services
Example: Job Fair (as discussed thoroughly
in the “Job Placement Services” earlier)
Guidance Activities:
- set of services specifically designed to assist students in their
career and planning choices. It creates awareness and appreciation of
the different stages of life and professional careers.
- Cultivates proper attitude towards work decision and choice
settings.
 Career Education Example: seminars or seminar-workshops on writing an
effective resume, application letter, cover letter,
biodata etc.
 Career Information Example: Job posting and dissemination
 Career Placement

43. 6. Remedial and Enrichment Services
Basic Guidance Services
- practical measures adapted to enrich students especially
those that need more attention to cope up with regular classes.
Mostly made available to students or individuals with reading,
speech or any other form of learning difficulties.
Guidance Activities:
 Remedial Classes/Periods
 Tutorial sessions
 Organizing specialized groups for specific subjects
like Math Club, Science Club, etc.

44. 7. Special Guidance Services
Basic Guidance Services
a. Developmental Learning Services
b. Psycho-therapeutic Intervention Program
-Seminars or workshops facilitated by counselors or invited resource persons
on topics not covered by the information service and personality education classes.
- programs specifically planned, designed, and implemented to meet the
need of a particular group of students (i.e. athletes, single-mothers).
- the aim of such program is to promote psychological wellness and prevent
future incidents of maladjustments or to remedy an already existing case of
maladjustments among students belonging to special target groups.
- The aim of such program is to facilitate the learning experience of students on
a wide variety of topics that could help them in their adjustment in school and life in
general.

45. 8. Research and Evaluation
Research is a guidance function where the counselor develops and
implements research plans that would generate empirical data about students and student
life that could be used to inform policy and decision-making in the school, especially on
matters relevant to student welfare and development, and to inform the direction and
suitability of the various guidance services, as well as of the other student services and
programs provided.
Evaluation, on the other hand, is a guidance function where the counselor
develop and implement assessment and evaluation plans that would provide soft and hard
data on the quality, results, and impact of the various student services and programs.
Evaluation data can be used as basis for enhancement of existing programs and
development of new programs.
Basic Guidance Services

46. 9. Follow-up Services
- intended to secure information about former students
and provide continuing services for students after they
leave school. This technique for evaluating the
appropriateness and adequacy of the instructional
program.
Basic Guidance Services

47. Counselors coordinate and gets in touch with the parents so the child’s
behaviour is still observed even at home.
Types of Follow-up Service
a. In-School Follow-up - help diminish the number of
drop-outs by knowing the causes/reasons why
students leave school. Also helps students
adjust to student life.
Guidance Activities:
 One-on-One Consultation and Monitoring
 Parent Conference
A test is given, results are kept and are communicated to the student concerned.
Counselors continue to monitor the child’s behaviour every now and then.

48. Types of Follow-up Service (continuation)
b. Out-of-school Follow-up
- applies to services extended even to the graduates to instill
in them a sense of belongingness. It also helps the school
analyse its effectiveness.
Guidance Activities:
Questionnaires for former students
Questionnaires for employers
Feedback from employers
Organizing alumni associations
Organizing alumni homecoming parties
Interviews with former students
Interviews with employers