Guidance Syllabus

Republic of the Philippines
CENTRAL LUZON STATE UNIVERSITY

Science City of Muoz
3120 Nueva Ecija

OPEN UNIVERSITY

SYLLABUS

I. Course No. & Title: EDUC OU 702: Advanced Guidance and Counseling

II Course Description:

This course in guidance and counseling is designed to give the students a general overview of the nature, meaning, and scope
of guidance, its organization, structure, and administration including the techniques used in the guidance process. Also, it covers
different ways of identifying and guiding the exceptional learners.

III. General Objectives:

Towards the end of this course, the student will be able to familiarize himself with the different components of guidance
including the techniques used in the guidance process such that being a prospective guidance worker, the student will be able to assist
the counselee or client in making the right decision so that he can achieve developmental competencies to become a successful
learners.

IV. Credit: 3 units (18 weeks)

V. Time Allotment: 3 hours per week or 54 hours/semester

VI. Particular Details:

Specific Learning Objective Learning Content
Learning Experiences
(Teachings/Strategies)
Time
Allotment
(per week)
Learning Assessment
(In terms of New Input)
At the end of every chapter
with the corresponding lessons,
the students shall be able to:

1. Define guidance and other
related terms.

2. Trace the development of
guidance and explain the
factors that contributed to its
growth.

3. Demonstrate awareness of
Republic Act No. 9258
Guidance and Counseling Act
of 2004.

4. Verbalize new insights in the
light of new learnings.
Chapter I. Guidance:
Nature, Meaning and
Scope

Lesson 1. Definition of
Student Personnel
Services, Guidance and
Counseling

Lesson 2. History of
Guidance in Schools

Lesson 3. Guidance and
Education

Lesson 4. Need for
Guidance

Republic Act 9258

Sharing experiences

Conducting Interview

12 hours

With todays challenges,
the renewed responsibilities of
guidance counselor in
assisting the counselee to
achieve school success are
more pronounced. (Individual
test and submitted learning
activities based on criteria).

An appropriate guidance
program in an identified
school setting.

Upon completion of the
chapter, students shall be able
to:

1. Discuss and explain in detail
the basic principles in guidance
and in organizing an
appropriate and functional
guidance program.

2. Illustrate an organization
and structure of a school
Chapter II. Organization
and Structure of
Guidance

Lesson 5. Principles of
Guidance and basic
Principles of Organizing a
Guidance Program

Lesson 6. Guidance
Personnel/Staffing: Roles
and Functions

Conducting Interview

Preparing written
reports

12 hours

An appropriate
organizational structure of
school guidance equipped
with qualified and competent
personnel and staffing with
specific roles and functions.

(Clearly written interview
reports and scenarios of
problems with suggested
solutions.)
guidance program together
with the roles and functions of
guidance personnel.

3. Keep track of prevailing
problems met by school
guidance personnel.
Lesson 7. The Classroom
Teacher as a Guidance
Worker

Lesson 8. Organizational
Structure of School
Guidance

Lesson 9. Problems: The
Organization of School
Guidance

Upon completion of Chapter
3, students shall be able to:

1. Differentiate the two (2)
types of organizational patterns
that can be used appropriately
in schools.

2. Illustrate an organizational
structure in guidance that is
functional, relevant and
appropriate for a certain
school.

3. Formulate a one year plan of
guidance services appropriate
for a year level in a certain
school.

Chapter III.
Organization and
Administration of
Guidance Services.

Lesson 10. Types of
Guidance Organizational
Patterns

Lesson 11. Counselors
Qualification

Lesson 12. Three Types of
Plans in Planning the
Guidance Services

Lesson 13. basic Guidance
Services

Lesson 14. Other School
Guidance Services.

Lesson 14. Problems in the
Administration of
Guidance Services

Preparing guidance
program

Administering
guidance program

Conducting interview

12 hours

Organized and well
administered guidance
services implemented in
identified schools.

(Clear diagram or plan of
guidance services)
Upon completion of all the
seven (7) lessons in this
chapter, students shall be able
to:

1. Prepare and undertake an
effective observation with a
counselee.

2. Present an organized
cumulative record and
questionnaire pertinent to the
observed behavior of a
counselee.

3. Explain the similarities,
contrast, uses and limitations
of autobiographies and
sociometric techniques.

4. Identify and resolve issues
related to the use of non-test
techniques in appraising an
individual behavior.
Chapter IV. Techniques
Use in the Guidance
Process

Lesson 16. Observation:
Purposes, Difficulties, and
Ways of Improving it.

Lesson 17. Anecdotal
Records and Rating Scales:
Uses, Values and
Limitations

Lesson 18. Cumulative
Records and Pupil-Data
Questionnaires: Uses,
Advantages, and
Limitations

Lesson 19. The Interview:
Uses, Advantages, and
Limitations

Lesson 20.
Autobiographies and
Sociometric Techniques:
Uses, Advantages, and
Limitations

Lesson 21. Case Study;
Uses, advantages, and
Limitations

Lesson 22. Issues Related
to Appraisal (Non-test
Techniques)

Conducting interview

Preparing written
reports

Surfing internet

9 hours

Systematic analysis of
student characteristics with
the use of variety of non-test
techniques.

(Clear and detailed interview
reports along the use of non-
test techniques)
At the end of every chapter
with the corresponding lessons,
students shall be able to:

1. Identify the exceptional
learners including their school
characteristics.

2. Evolve measures to assist
each special learner in school,
house and society.
Chapter V. Identifying
and Guiding the
Exceptional Learners

Lesson 23. Slow Learners

Lesson 24. Students with
Physical Disabilities

Lesson 26. Gifted Students

Lesson 27. Inclusion/
Mainstreaming

Surfing internet

Conducting observation
and interview

9 hours

The ability of guidance
counselors to identify and
guide the special learners and
mainstream him n the regular
classroom.

(Submission of learning
activities based on identified
indicators)

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Republic of the Philippines

CENTRAL LUZON STATE UNIVERSITY

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