I.

Individual Inventory Service -art work and other literary work mirror the
BASIC GUIDANCE SERVICES Cumulative Record Contents: individuals longings, fears, pains, etc.
Individual Inventory Service Personal Data -essays
-consists of all the information gathered about Age Interviews with others
each individual in school. It includes the Family Background and Home Environment -with parents, teachers, and other significant
entrance test results and the Information Hobbies, interests, goals, values others
Sheets of the students. Personal strengths and personality traits and Disciplinary Decisions
Nature and Purpose characteristics -how the client has behaved in school
-it systematically collects, evaluates, and interprets data Problems and Needs Test Results
to identify the characteristics and potential of every Educational Data -standardized measures to determine specific
client. Schools Attended characteristics of each individual objectively
It enables the Client to: Grades Social Data
Develop a deeper, fuller self-awareness Co-curricular and extracurricular activities It can demonstrate the clients capacity to
Create appropriate plans for improving the Courses taken relate with others- whether he/she has support
quality of his/her life based on this awareness and Health Data systems that can be counted on; what kind of
self-understanding Frequent illness explains why a student is not social influences are available; whether he/she
Nature and Purpose (cont.) able to cope with academic life, or take part in can get along with others.
It enables the Counselor to: certain activities, or sign up for courses he/she REFERRAL
Get to know the client may be interested in. action taken by persons within the institution
Facilitate the clients self-awareness, self- Physical constraints can also limit interpersonal who see that a particular person needs
understanding and decision making. activities and affect self-esteem. counselor assistance.
Ascertain appropriate avenues for clients to SAMPLE FORMS OF IDENTIFICATION GATHERING Refers to the assistance rendered to clients or
pursue Personal Information Sheet their significant others in obtaining services
Determine the best options for helping the -shows the major aspects of the clients life from other people or agencies that might be
client Self-expression Essay more effective in helping them.
Assist significant others in understanding the My biggest concern is.. External Consultant
client My dreams are.. Medical- Dental Staff
Nature and Purpose (cont.) My fears are.. Spiritual-moral issues- priest, nuns and pastors.
It gives the Administration and the Faculty an idea of Self-description Essay Developmental pediatricians
the: Me as I see Me Lawyers who specialize in the legal issue or
Profile of the school population Hey, Its Me psychologists as expert witnesses.
Appropriate strategies for responding to needs, How others See Me Speech therapists / Pathologists
interest, and values Diaries and Daily Schedules Rehabilitation centers
Strengths and passions that can be channeled -daily life encounters HIV-AIDS counseling- medical doctor or
to appropriate goals -clients daily activities support organization which can assist diagnosis
Parents/Guardians would have a basis for: Structured Interviews and intervention.
Understanding their children better -to obtain specific information Generic counseling
Responding more sensibly to their children -to explore in-depth behavior or responses Crisis counseling
Intake Interviews/Session Summaries Psychiatrists
FOCAL INFORMATION AND DATA GATHERING -initial interviews Clinical Psychologists
TOOLS -session summaries give the gist of each Circumstances Under which may Referral Take
Some of the data and data gathering tools, based session with the client Place:
on Gibson and Mitchells book (1999) Class work The counselor cannot be objective with the
client
 The client cannot work with the counselor examples: Within an educational setting, there can be:
Non- professional relationship has developed 1. Shyness- 1. Course placement
between the client and counselor. 2. Poor self-esteem/ feelings of inadequacy 2. Level placement
The needed attention/ service is beyond the 3. Lack of friends 3. Section placement
competency of the counselor. 4. Unusual or uncommon interests/ talents 4. Group placement
Counselor is no longer available. 5. Substance abuse 5. Co-curricular placement
Specialized attention is needed by the client. 6. Criminal offense 6. Extracurricular placement
Ethical Considerations: 7. Abuse OCCUPATIONAL/ CAREER PLACEMENT
1. The counselor has a valid reason for deciding 8. Illness Career Placement Activities:
on a referral. 9. Being orphaned or abandoned For Graduating Students
2. The counselor knows the specific area of 10. Physical disabilities 1. Training session
concern requiring the referral. 11. Mental illness 2. Publication and distribution of graduates
3. The counselor is familiar with Some Personal Placement: directory
1. Where services are available 1. Crisis centers/ shelters 3. Coordinating with reputable corporations and
2. What services are available 2. Mental hospitals industries
3. Who renders them 3. Substance abuse centers 4. Job fairs
4. How much the services would cost 4. Homes for unwed mothers 5. Ensuring proper match between client and the
5. The credentials of the external 5. Music schools/ speech schools requirements of and possibilities in the job,
consultant. 6. Ballet or dance schools position, and work setting
4. The client has agreed to the referral and its term. 7. Art schools or drama or theater groups 6. Facilitating entry into world of work
5. The external consultant knows what the referral is for 8. Sports clubs/ facilities 7. Posting and disseminating job openings
and has accepted the referral. 9. Cancer support groups 8. Determining progress of graduates in the work
6. The counselor and the client have agreed about the 10. DSWD/ local government centers setting as a basis for improving educational system and
information that can be revealed to the external 11. Centers for contagious diseases like AIDS or services or placement activities.
consultant. Hepatitis C.
7. The counselor introduces the referred party to the EDUCATIONAL/ ACADEMIC PLACEMENT For Currently Enrolled Students
external consultant. 1. Are going to school for the first time 1. Part-time work
8. The counselor follows up to ensure that the referred 2. Are transferring from one locality to another- 2. Practicum settings
party gets the assistance needed. domestic or foreign Requirements for Effective Placement
9. The counselor gives feedback to and receives 3. Are being dismissed from a school or who 1. Have an extensive and intensive knowledge of
feedback from the external consultant regarding the need to relocate midyear. the different possibilities for placement
progress of the client so that intervention can target 4. Want/ need to transfer to another school 2. Have a thorough knowledge of the client and
what needs attention. 5. are not allowed to re-enroll for the following his/ her needs for placement
10. The counselor does not interfere with the work of school year. 3. Explain to the client the rationale for
the external consultant. 6. Have to be grouped homogenously placement and what could be expected
11. The counselor does not charge for referral. 7. Are in a regular school but are beginning to 4. Are able to liaise between the client and the
Placement manifest some learning disability or special needs institution or agency where he/ she would be
ensuring that people are in the right place at 8. Are gifted placed.
the right time. 9.Had been out of school for some time and are 5. Ensure that clients benefit from the placement.
Provides clients with options, enables them to planning to study again
act on their choices , and help the to adjust to 10. Have been delisted from their major field of Information Service
the chosen environment. study and need to shift INFORMATION
Types of placement 11. Want to shift to another course -Gibson and Mitchelle (1995) define the Information
PERSONAL- SOCIAL PLACEMENT 12. Refuse to go to a regular school Service as an activity whereby descriptive materials and
media are accumulated, organized, and disseminated 7. Dialogues 4. Work/Tasks Involved
through individual advising or through planned group 8. Self-help books/magazines/pamphlets 5. Difficulties and Challenges
activities. 9. Guest Speakers 6. Advantages and Benefits
The service helps Clients 2. Academic-Educational- This information concerns the 7. Requirements
1. get a wide range of information from diverse educational setting that one is in or might consider. a. Educational/Training
sources SOME TOPICS b. Physical-health, strength
2. discover more possibilities than had already 1. Educational Opportunities/Courses Available appearance
been thought about 2. Teaching Methodologies (Individuals, c. Intellectual-intelligence quotient, multiple
3. weigh the pros and cons of each possibility Traditional, Open Classroom, etc.) intelligence, aptitudes
4. make an informed decision on the matter at 3. Clientele (Mainstream, SpEd with Mainstream, d. Social-socio-economic bracket,
hand SpEd Gifted social intelligence, interpersonal
The service helps Counsellors in that it 4. Socioeconomic Bracket of Clientele skills
1. provides a wide variety of information that 5. Kind of Institution (Public/Private, e. Personality- characteristics and traits
counsellors alone cannot give Sectarian/Non-sectarian, Coed/Non-Coed, f. Interests- people, data, things, ideas
2. extends information to a greater number of Vocational/Technical , Basic Education) g. Values- moral and professional, ethics
students even without individual contact 6. Population and Size h. Special skills- manual,
3. increases and updates the counsellors own 7. Entrance and Maintenance Requirements communication, etc.
knowledge as a basis for guiding clients 8. Rules and Regulations/Administrative i. Work experience
Kinds of Information/Methods of Dissemination Policies METHODS OF DISSEMINATION
1. Personal Social- This has to do with how one can 9. Tuition and Other Fees a. Group Guidance/Homerooms Guidance
improve oneself or how ones relationship with others. 10. Scholarships/Grants b. Experiential activities like field trips or
SOME TOPICS 11. Co-curricular/Extracurricular Activities educational trips
a. Building Self-confidence Available c. Immersion activities or shadowing employed
b. Overcoming Shyness 12. Academic Levels Available people
c. Proper Etiquette 13. School Attire d. Career days, College days, and Orientation days
d. Improving Personal Appearance 14. Academic Calendar e. Circulars, Posters
e. Social Assertiveness 15. Facilities and Services
f. Handling Anger METHODS OF DISSEMINATION Target Audience of Information Service
g. Healing Painful Memories 1. Resource Speakers from various educational 1. Students/Employees
h. Self-awareness institutions 2. Faculty
i. Social Effectiveness 2. Brochures/Bulletins/Prospectus/ 3. Parents
j. Boy-Girl Relationships Flyers 4. Administrators
k. Attainment 3. Websites 5. Support and maintenance staff
l. Developing a Pleasing Personality 4. Class Visits/Educational Trips
m. Parent-Child Relationships 5. Interviews
n. Sibling Relationships 3. Vocational-Occupational- This covers vocational-
METHODS OF DISSEMINATION occupational opportunities the students can pursue
1. Group Guidance/ Classroom Guidance/ Home after high school or college.
Guidance Sessions SOME TOPICS
2. Workshops a. Employment Possibilities/Job Openings
3. Films b. Job/Occupation
4. Lectures 1. Nature of the Occupation
5. Seminars 2. Branches of the Occupation
6. Panel Discussions 3. Employment Possibilities

Guidance and Counseling
Foundations of Guidance and Counseling
Definition and Its purpose
Historical Developments
Similarities and Differences of Guidance,
Counseling and Psychotherapy
To give light to them that sit in darkness, in
the shadow, of death, to guide our feet in the
way of peace. (Lk1:79)
Guidance is way to shed light to a troubled
person. It means to extend assistance to help
him find peace. It constitutes in giving
direction, leading to a decision, and sharing an
advice.Mendoza, 2003
Definition and Purpose of Guidance
Guidance is defined as...
It helps every individual to help himself, to
recognize and use his inner resources, to set
goals, to make plans, to work out his own
problems of development. It is assistance to
the individual in the process of development.
The aim is to develop the capacity for self-
direction, self guidance and self-improvement
through an increased understanding of his
problems and his resources as well as
limitations to solve the problem.
Seema Yadav, 2005
Guidance serves as a supporting function in the
educational process by directing and
controlling activities to help each individual
develop to his fullest potential
Ryan and Zeran
Guidance is the integral part of education
catered to offer assistance to individuals so
that they would make intelligent decisions and
adjustments in life. Its fundamental aim is to
help a person responsibly adjust to situations
as he progresses. Furthermore, guidance is to
see through oneself. It is also a systematic way
to ones self-discovery leading to self-
understanding and self-direction.
Elenita Mendoza, 2005
Guidance is viewed as a helping relationship
between a counselor and a counselee
The helping relationship is aimed to meet the
needs of the counselee
Counselors do not solve the counselees guidance
problems.
What guidance is not
Guidance personally assists someone solve his
problems. Its focus is not on the problem itself
but on a person. It aims to promote the growth
of an individual toward self-development and
self-direction. Arthur
Jones
Guidance is not giving direction. It is not
imposing ones own point of view upon
another person. It is not making decision for
the person seeking assistance. It is not carrying
burden of another life.
Crow and Crow
Definition of guidance and counseling according
to the Rules and Regulations (RR) of Republic
Act 9258, Rule 1, Section 3
Guidance and counseling is a profession
involving an integrated approach to the
development of a well-functioning individual
primarily by helping him/her utilize his/her
potentials to the fullest and plan his/her
present and future in accordance with his/her
abilities, interests and needs.
Purpose of guidance
Self-knowledge
Self awareness
Self acceptance
Self-understanding
Self-direction
Personal adjustment
Self-development
Well-functioning individual
Self-actualization
Historical development of Guidance
1900s- guidance developed in schools and other
agencies in cities where industry was fast developing
such as Detroit, New York, Boston and Chicago.
Industrial expansion brought social problems and
abuses.
1898-1907- Jesse Davis- an 11th grade principal engaged
in active counseling of boys and girls and added weekly
period in English to be used for vocational and moral
1905- Frank Parsons (father of vocational guidance)
opened vocational bureau to advise young men in
securing jobs and train teachers to serve as vocational
counsellors; wrote a book on Choosing a Vocation
1909- Frank Parsons worked for the inclusion of
vocational guidance in schools
1910- a vocational counsellor was appointed in every
elementary and secondary school in Boston
1912- Boston Placement Bureau was founded; a
publication vocational Guidance Bulletin was
introduced
1913- founding of National Vocational Guidance
Association (NVGA)
1914- World War 1
1920- organized guidance program in secondary school
began to emerge; development of rehabilitation
counselling
1934- there were 35 branches of NVGA in other cities in
the United States; US government provided funding for
the administration of guidance program in schools to
the Office of Education through the Guidance Pupil
Personnel Service
1940- group counseling was introduced by Carl Rogers
Guidance movement in European countries and Great
Britain happened at the same time that guidance
developed in the US
In London, the National Institute of Industrial
Psychology provided counselling through career masters
In Paris, vocational guidance was given recognition and
in 1930, the National Institute for Vocational Guidance
was founded and duly recognized
In post-war Germany, Guidance programs were set to
make use of the centers for test construction and
research, like the Institute of Educational Research in
Frankfurt
In Russia, were work activities are integrated in every
school program, the aim was to produce efficient and
loyal workers. Russian educational system believes in
the Philosophy, work work and more work. The
vocational bureau handles counseling programs and
each bureau takes charge of definite number of schools
arranged among the school guidance bureau, the
Commissariat of Education, and the agricultural and
industrial enterprises sponsoring the schools.
Guidance movement in the Philippines
1932-1941 Dr. Sinforoso Padilla put up a psychological
clinic where he handled cases involving student
discipline, emotional, academic and vocational
problems.
1934- psychological tests were administered to the
convicts in Bilibid and to the inmates in Welfareville in
1939-1940 guidance was introduced in four public
secondary schools in Manila. Cases involving discipline,
absenteeism, and other cases of personal, social, and
educational in nature were attended.
1945- the first Guidance Institute was opened. At the
same time, teachers from the Bureau of Public Schools
were set as pensionados to observe and study guidance
services abroad. Dr. Roy G. Bone and George H.
Bennett, UNESCO specialists in guidance helped in
sending Filipino education officials become guidance-
conscious with the help of other guidance experts from
Stanford University.
1951- Joint Congressional Committee on Education
proposed establishment of functional guidance and
counselling program in schools.
1952- division school superintendents recommended
the establishment of guidance services in schools
1953- Philippine Association of Guidance Counselors
were organized to study the needs, interests,
potentialities of the youth and to put up Testing bureau.
Mid 50s- courses in Guidance was offered in schools and
guidance centers were established
(Manuel L. Quezon University, St. Scholastica College,
National Teachers College, Philippine Womens
University, University Manila, Far Eastern University,
University of Sto. Tomas, University of the Philippines
and the Baguio College)
1964- Psychological Association of the Philippines was
organized
1965- Philippine Guidance and Personnel Association
were organized
At present, this group is called as Philippine Guidance
and Counseling Association or PGCA
Brief Historical Background of Psychology in
the Philippines
1926- Dr. Agustin Alonzo- Head of the University of the
Philippines Department of Psychology who obtained his
Ph.D in Experimental Psychology from the University of
Chicago. It was also during this year when the
Department of Psychology was formed at the School of
Education in the University of the Philippines
1932- Dr. Sinforoso Padilla. He established the first
psychological clinic at the University of the Philippines.
He was also the first to major in Psychology from the
undergraduate to doctoral level, all of which he
obtained from the USA.
1930- Fr. Angel de Blas. He established the first
experimental psychological Laboratory in 1938, UST. He
obtained his Ph.D in Psychology from UST and became
chairman of the Department of Psychology from 1930-
1954
1933- Dr. Jesus Perpinan- set up the Far Eastern
University psychological clinic. He obtained his Ph.D in
Psychology from Iowa State University
1947- Dr. Jaime Zaguirre- established the first
Neuropsychiatry Department at the V.Luna General
Hospital
1948- Estefania Aldaba-Lim. The first Filipino to receive
a Ph.D in Clinical Psychology from the University of
Michigan.
1955-Dr. Alfredo Lagmay. Chairman of the UP
Psychology Department and held the position for
twenty years. He finished his Ph.D in experimental
psychology at Harvard University
1961-Dr. Jaime Bulatao- established the Department of
Psychology at the Ateneo De Manila. He is regarded as
one of the Fathers of Psychology
1961. Founding of Psychological Corporation
1963. The first association exclusively for psychologists
was founded- Psychological Association of the
Philippines
Is there a need for Guidance?
Family Situation
The complexity of Living
Increasing Course options and Educational
Attainment
Increasing Financial Difficulty
Increasing possibilities of experiencing crisis
Learning and other Disorders
Similarities and Differences of Guidance,
Counseling and Psychotherpy (Shertzer and
Stone)
1. Guidance is a broad term usually applied to a school
program of activities and services aimed at assisting
pupils to make and carry out adequate plans and to
achieve satisfactory adjustment in life. Counseling is
usually viewed as one part of guidance services; it is one
service within guidance rather than a synonym.
2. Psychotherapy usually implies deeper involvement
with the individuals personality and is more concerned
with the amelioration (to improve) of more serious
condition. Guidance programs and the counseling,
usually deal with situational, environmental conditions.
Counseling, as well as the total guidance program,
stresses rational planning, problem solving and support
in the face of situational pressures. The counseling
relationship is usually characterized by much less
intensity of emotional expression than that found in the
therapeutic relationship.
3. The recipients of counseling are normal individuals
rather than those who exhibit abnormal or extreme
modes of adjustment. Psychotherapy exists for
individuals with psychological disorders. Counseling
helps the essentially normal individual remove
frustrations and obstacles that interfere with
development, while psychotherapy attempts to deal
with disabling or disintegrating personality conflicts.
4. Counseling approaches are based more on
emphasizing present, conscious material (available
within the individuals awareness); whereas
psychotherapeutic approaches tend to emphasize
historic and symbolic material, relying heavily on
reactivation and consideration of unconscious process.
5. Counseling services usually located in schools,
universities, community service, agencies and pastoral
organizations, whereas psychotherapeutic services are
usually found in clinics, hospitals, and private practice.
6. Counselors tend to stress positive individual strengths
and their use in personal and social situations, whereas
therapists stress diagnosis and remediation.
7. Psychotherapy usually takes a longer period of time
to achieve its goals than does counseling. Counseling is
usually conducted during shorter, more limited
contacts.
8. Counseling often is seen as assistance given in
individuals to attain a clear sense of identity, whereas
psychotherapy deals with intrapersonal conflict.
Counseling focuses on helping the individual to cope
with developmental tasks, such as self- definition ,
independence, and the like. Attention is given to clarify
the individuals assets , skills, strengths, and personal
resources in terms of role and development.
Basic Principles of Guidance
1. Guidance is concerned primarily and
systematically with the personal development
2. The primary mode by which guidance is
conducted lies in individual behavioral
processes
3. Guidance is oriented towards cooperation not
compulsion
4. People have capacity for self-development
5. Guidance is based upon recognizing the dignity
and worth of individuals as wall their right to
choose
6. Guidance is a continuous, sequential,
educational process
Principle of guidance
I. Principles related to basic assumptions
1. Guidance operates in the premise that
individual are different from one another, as to other
capabilities, motivational needs and desires. Unique
attitudes, interests and skills of the individual are
encouraged and utilized.
2. Guidance should be regarded as a continuing
process of services to an individual from early childhood
through adulthood
II. Principles related to outcomes projected for the
student
1. guidance seeks to assist the individual in
becoming progressively more able to guide himself.
2. guidance services should bee extended to
all, not simply to the obviously maladjusted
3. Guidance deals with the whole person. It
takes into consideration the influence of institutions
such as the home, the school, the church, and the
community in the formation of his values, attitudes and
other forms of behavior
4. Since guidance is unitary process provision, it must be
made for all the interrelated aspects
5. Availability of data about the student. It includes the
record sheet, scholastic aptitudes, special abilities,
achievement scores, personality traits, etc.
III. Principles related to the proper functioning of the
guidance program
1. Guidance workers need special preparation. He must
have a course in guidance, background study in
psychology, educational measurement, psychological
testing, emphasis in mental and personality
measurement.
2. Guidance workers should observe a code of ethics.
Respect for the personality of the individual being
counseled, collaboration with colleagues to enhance the
quality of the service rendered.
3. Guidance workers should be assigned to students on
some definite basis, grade level assignments, etc.
4. When two or more staff members are engaged in
guidance, someone should head up the work.
Integration of effort is essential
5. Guidance workers should be thoroughly acquainted
with all available agencies or services in the community
for proper referrals.
6. Periodic appraisal should be made of an existing
guidance programs
7. Specific guidance problem on any age level should be
referred to persons who are trained to deal with
particular area of adjustment.
Types of Organization
What is Organization?
Is a process of identifying and grouping the
work to be performed, defining and
delegating responsibility and authority, and
establishing relationship for the purpose of
enabling people to work most effectively
together accomplishing objectives.
Organization is neither the people nor the structure but
it is inextricably linked with both. People form
organization to accomplish goals which they cannot
achieve individually.
Type of Organization
Centralized
Non-centralized Guidance Program
Organizational Structure
Centralized
Guidance program is usually under the charge
of a guidance expert who can effectively secure
the cooperation and coordination of all
concerned with the administration down the
line.
-Those with supervisory or administrative
duties like director, guidance coordinator are
known as LINE OFFICERS.
-Those directly responsible for guidance
services to the students are STAFF OFFICERS.
Non-Centralized
Type of organization where in there is little
coordination among the teachers and
administrators.
-Depends upon all personnel to perform
guidance function, specialist are used only in a
supporting role.
-Every teacher is a counselor is the
watchword
Organizational Structure
Line and Staff
Line Structure
Involves the division of an
organization according to authority
from top to bottom or vice versa
 Staff Organization 2. Ascertaining the ethical standards are observed Organizing
A division according to function by the Guidance personnel and in the Creating a formal structure that can
performed extension of services, programs and activities accomplish the plans, staffing it with
Guidance Personnel Qualifications qualified people, defining each
Roles, Specific Tasks, Qualifications, Skills & Educational persons role clearly, providing
Competencies and Traits Professional appropriate financial and career
Guidance Personnel Educational incentives, and delegating appropriate
Guidance Director Masters Degree in Guidance and Counseling authority)
Guidance Counselor Professional (Gibson & Mitchell) Controlling
Psychometrician Have an understanding and awareness of Ensuring that plans are carried out
Researcher systematic theories that guide professional and solving plan-related problems
Secretary practice and practical working knowledge of Traits
Guidance Director the fundamental principles and methods of Capacity to communicate to the school
The over-all head of the Guidance Program. psychology. community and the community-at-large what
In Philippines, found in CENTRALIZED program. Have sufficient encounter with human beings the Guidance Program is all about, to convince
In other schools, the COORDINATOR acts as and an understanding of their dominant them of its merits and to stand firm on the
DIRECTOR. motives, interests, ambitions, and symptoms of ethics of the profession
Roles (Gibson & Mitchell, 2003) important character elements Flexibility in dealing with clients/staff
Manager Undergo constant updating and upgrading of Leadership
Developer skills and knowledge Guidance Counselor
Leader Be aware of and contribute to the The central and most indispensable figure of
Manager advancement of counseling by conducting the Program he/she is the specialist who
Ensuring the provision and proper research and disseminating information on the brings unique knowledge and skills to the
functioning of all the Guidance Personnel, process and outcome of studies through program.
activities, budget and facilities. professional writing or seminars and Roles 5cs
Developer workshops Counselor
Assessing needs for program planning, Actively participate in professional Coordinator
research, evaluation, improvement and organizations Consultant
establishment of accountability. Adhere to legal and professional ethical Coordinator of Activities
Leader standards in the field Change Agent
Providing direction and motivation for Skills and Competencies (Gibson & Mitchell) Counselor
personnel and program improvement. Planning Aims to help people overcome obstacles to
Specific Tasks Budgeting their personal and educational/professional
1. Planning and preparing the program together Organizing growth and move toward the maximum
with the staff Controlling development of their potential.
2. Planning and controlling the budget Planning Coordinator
3. Recruitment, selection, assignment and Preparing, developing, and Needs to be able to identify tasks that should
evaluation of personnel programming resources and activities be done by other persons or an agency and
4. Ensuring the proper implementation and Budgeting organize everything to facilitate the
evaluation of all Guidance Services Identifying sources of revenue and performance of such tasks by the needed
Specific Tasks allocating them in ways that would person or agency..
1. Coordinating with the school community for ensure that goals are met Consultant
proper support and understanding of Guidance May act as an objective party, looking at a
activities and services situation and suggesting other helpful
 interventions without necessarily having a
direct contact with the identified client
whose needs are being addressed.
Coordinator of Activities
May need to carefully plan and directly
conduct certain activities that may promote
the clients positive movement in life.
Examples: orientation, group test
interpretation, training peer
facilitators, etc.
Change Agent
The counselor must be involved in the process
of organizational change where necessary. His/
her roles may involve acting as a catalyzer,
process helper, solution giver, resource linker,
and stabilizer.
Specific Tasks
Schedules and conducts individual counseling
Organizes and conducts group
counseling/classroom or group guidance
activities
Coordinates and/or runs enrichment/training
programs for students, parents, teachers
Helps administer and interprets tests
Ensures gathering and recording of complete
client data for the individual inventory
Assesses needs as basis for activities
Holds consultation and coordination activities
Collects and disseminates information to the
appropriate persons
Write reports, keeps records and prepares
needed materials
Follow up clients
Place students in appropriate academic, social,
and occupational program settings
Conducts research and evaluation to
determine effectiveness of strategies and
services implemented
Refers clients to more qualified experts
Qualifications
Educational/Professional Competencies
RA 9258, a LICENSE is required for
practice.
Thorough familiarity with:
Human growth and development
theories and concepts
Family development theories
Sociocultural factors affecting families
and individuals
Learning theories
Motivational theories
-Appropriate understanding and aware of the
concepts that guide professional practice, such
as:
Individual and group counseling
theories and concepts
Family counseling theories and
concepts
Career development and decision-
making theories
Consultation theories and techniques
Program development models and
theories
Evaluation theories and procedures
-A working knowledge of the fundamental
principles and methods of modern psychology
-Sufficient human experience leading to an
understanding of peoples
Goals/ambitions/motives
Interests/preferences
Fears/needs
Symptoms of the absence or presence
of important character elements
-Sufficient awareness of oneself strengths
and limitations, values and fears
-Regular pursuit of personal and professional
growth
-Constant updating and upgrading of skills and
knowledge
-Working knowledge and application of
professional ethics
-Awareness of and contribution to the
advancement of counseling through research
-Active participation in professional
organizations
Skills and Competencies
American School Counselor Association (1990)
& PGCA Code of Ethics and Standards of Good
Practice (2008)
Diagnosing needs
Individual and group counseling
Educational-academic counseling
Vocational-career counseling
Personal-social counseling
Cross-cultural or multicultural counseling
Consultation
Coordination
Referral
Test administration and interpretation
Decision-making
Program development and implementation
Articulation of programs, functions, and roles
Identifying and soliciting information and
resources
Evaluation
Traits
American School Counselor Association (1990)
& Interviews with clients
Genuine interest in the welfare of others
Ability to understand the perspectives and
viewpoints of others
Belief in the ability of others to solve their
problems
Openness to learning and differing opinions
Willingness to take risks
Strong sense of self-worth
Traits
American School Counselor Association (1990)
& Interviews with clients
Courage to make mistakes and learn from
them
Valuing for continued growth as a person
Warmth and caring
Keen sense of humor
Patience and flexibility
Creativity
Decisiveness
 PSYCHOMETRICIAN
Professional
1. Appropriate understanding and awareness of
systematic theories that guide professional practice.
2. Working knowledge of fundamental principles and
methods of psychological testing.
3. Adherence to legal and professional ethical standards
in the field of Psychological Testing.
Skills and Competencies
1. Clear and fluid speech.
2. Appropriate diction and pronunciation
3. Voice modulation and projection.
4. Clerical skills for correcting and recording tests and
their results accurately.
5. Motivational skills for encouraging examinees to take
test seriously.
6. Organizational skills for scheduling, administering and
processing tests and their results.
7. Technical writing skills for reporting results.
Traits
1. Charm, a pleasant disposition, patience.
2. Confidentiality and integrity in handling test results.
3. Attention to detail.
4. Assertiveness in preventing unethical sharing of tests
and test results.
5. Presence of mind in dealing with critical incidents,
6. Ability to respond to questions without destroying
validity and reliability of test.
GUIDANCE PERSONNEL
Researcher
The researcher decides on the best
methodology for gathering, organizing, and
reporting data that the Guidance director and
counselors believe to be necessary for
understanding and responding to the needs of
the clientele.
Specific Tasks
1. Gets direction from the guidance director regarding
or suggests areas needing research
2. Plans out research agenda
3. Calendars research activities
4. Decides on most effective methodology for
conducting study
5. Gathers and organizes data according to specification Qualifications
6. Makes a systematic presentation of results, Educational
conclusions and recommendations A two year secretarial course would
Qualifications be sufficient but a four year course is
Educational preferable.
Four year Psychology, Counseling or Professional
Sociology background that helps her 1. Awareness and understanding of principles and
understand human needs. practices related to the work.
Professional 2. Capacity to maintain confidentiality of materials.
1. Understanding of human and development needs Skills and Competencies
requiring more study. 1. Clerical Skills
2. Knowledge of research and statistical methods and 2. Interpersonal Skills
their appropriate application and utilization. 3. Communication Skills expected of a receptionist.
3. Capacity to keep collected data confidential. 4. Negotiation skills to handle difficult clients or visitors.
Skills and Competences Traits
1. Statistical Skills 1. Attention to detail
2. Technical Writing Skills 2. Sufficient social and emotional intelligence to handle.
3. Clerical Skills 3. Common sense to handle emergencies.
4. Analytical Skills AUXILIARY PERSONNEL
5.Organizational Skills Psychologists
6. Motivational Skills There are different kinds of psychologists. Among them,
Traits the most frequently contacted for help with personal,
1. Orderliness and neatness educational, and career needs are the clinical and
2. Confidentiality counseling psychologists. While school and
3. Objectivity developmental psychologists are already available in the
4. Capacity to ensure that work is done Philippines, very few people take advantage of their
5. Patience with people and data management services. Perhaps not many people know about their
Secretary availability or the value of their contribution.
The secretary ensures proper transmission of message 1.Clinical or Counseling Psychologists
and appropriate reception of visitors to the office. She Counselors may turn to the clinical psychologists for
takes care of clerical tasks. those concerns that are beyond of their expertise like
Specific Tasks behavioral disorders, kleptomania, learning disabilities,
1. Welcomes people and informs clients of the personality disorders, or cases of victimization or
whereabouts of Guidance personnel. trauma for diagnosis and treatment of these cases.
2.Receives ad transmits messages to the appropriate 2. School Psychologist/ Developmental Psychologist
people. Through diagnostic evaluation, the school/
3. Assists in checking and filing tests. developmental psychologists can identify students in
4. Assists in making summaries of the test results by need of counseling or beyond. He/ she may help to
class and level diagnose the developmental and educational needs of
5. Delivers call slips and other material to concerned the clientele and propose programs that would best
parties. meet such needs like enrichment, remedial,
6. Encodes reports and research needed for final individualized instruction, and other customized
submission and filing. programs.
7. Ensures organization and security of piles in her care. Psychiatrist
 Before the public became aware of Clinical
Psychology in the Philippines, some schools
had psychiatrist consultants to whom they
referred students with special needs. There is a
growing recognition of the clinical
psychologists capability to handle emotional
disturbance or clinical problems which used to
be considered the domain of psychiatry.
However cases are still referred to psychiatrists
when the client's status requires medication or
when there are strong indicators of psychosis.
AUXILIARY PERSONNEL
Social Worker
Social workers visit homes, talk to the family members,
and determine how children can be helped best, given
the home situation. Their access to the home gives
them a broader and deeper understanding of the child.