GUIDANCE & COUNSELING (ED401)

THE GUIDANCE SERVICES MAJOR CONTENTS

Individual Inventory Personal Data
 Sometimes called Individual Analysis Age
 Consist of all information gathered about each  Indicates developmental asks & crises that
individual individual may encountering
Nature & Purpose Family Background & Home Environment
 Collects, evaluates, & interprets data to  Identify possible areas of concerns
identify characteristics & potentials of Hobbies, Interest, Goals, Values
every client  Positive moving force which counselor can
 Collected data can used in proper diagnosis, use to motivate, encourage & galvanize
predicting progress, accurate placements & person into action
program evaluation Personal Strength & Personality Traits &
Goals Characteristics
It enables client to:  Help pinpoint areas where person can
 Develop deeper, fuller self-awareness
excel & what he/she can pursue, modify,
 Create appropriate plans for improving
develop/ try to avoid
quality of his/her life based on this Problems & Needs
awareness & self-understanding  Point out areas where more intensive &
It enables counselor to: personal work w/ client is needed
 Get to know the client
Educational Data
 Facilitate client self- awareness, self
School Attended
understanding & decision-making
 Shows regularity of attendance, kinds &
 Ascertain appropriate avenues for clients to
locations of schools, transfers, if any
pursue
 Kinds & locations of schools may give
 Determine best options for helping client
clue to strengths, weaknesses &
 Assist significant others in understanding
patterns
client
Grades
It gives adminitration & faculty an idea of:
 Give glimpse not only of subjects where
 Profile of school population
student might be interested, motivated/
 Appropriate strategies for responding to
encouraged, but also of aptitudes/
needs, interest, & values
intelligence type
 Strengths & passions that can channeled to
Co-Curricular & Extracurricular Activities
appropriate goals
 Give glimpse of personality
Parents/ Guardians
Courses Taken
 Understanding their children better
 Refer to special courses like Taekwondo/
 Responding more sensibly to their children
Kumon/ singing

Health Data
 Concern physical strength & health & can signify
whether client is physically capable of coping
w/ academic/ social demands
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 Clients medical history may have implications  Unlike rating scales, it doesn’t require observer to
for life activities, plans & goals
indicate degree/extent of presence of certain
Social Data characteristic
 Demonstrate client’s capacity to relate w/
Autobiography
others whether he/she has support
 Self-written life story
systems who can be counted on;
 Allows writer to express what is important in his life,
 what kind of social influences are
highlights likes & dislikes,identifies values, interest
available;
& aspirations,acknowledges successes & failures,
 whether he/she can get along well w/
fears & concerns, significant personal
others
relationships;
 Friends
 Relieves tension, reflect & develop insights & act
 Can talk much about students
Self-Expression Essay
Kind of friends may also show
 Seek client’s response a particular question/
possible sources of positive/
concern, usually in short written essay form
negative influences
 Elicit spontaneous, uncensored response to
Anecdotal Report
relevant topics
 Description of client’s unusual/ unexpected
Self-Description Essay
behavior in a given situation/ event
 Client can share whatever he wishes to share about
 Subjective & descriptive in nature &
himself
recorded in narrative form
Dairies & Daily Schedule
 3 parts
 Diaries record life encounters & experiences each
1. Identifying Data
day while daily schedules includes listing of
2. Behavior Observed
client’s daily activities on an hourly basis
3. Comments of the Observer
Questionnaires
 Collects specifics types of information on specific
Anecdotal Record needs of clientele, as well as identify problems,
 Summary of anecdotal reports over opinions, attitudes & values
months/years  Assess needs as basis for establishing program
 Facilitate discovery of patterns that help in objectives & evaluate services & activities in
diagnosis & treatment interest of program improvement
Rating Scales Structured Interviews
 Indicate extent to which individual  Enable counselor to explore in-depth behavior/
possesses each of characteristics/ traits responses;
listed  Questions are design w/ a goal in mind & arranged in
 Enable systematic & objective observation logical sequence
& recording Intake Interviews/ Session Summaries
Checklist  Intake interviews are initial interviews to collect
 Direct observer’s attention to specific information on client’s concerns, status &
observable personality traits & personal traits;
characteristics of individual
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 While session summaries gives gist of each

INFORMATION SERVICES
session w/ client; this should included in
 An activity whereby descriptive materials & media are
cumulative folder for reference of
accumulated, organized, & disseminated thru individual
succeeding counselors, but confidential
advising/ counseling/ thru planned group activities
information should pulled out before
(Gibson&Mitchell, 1995)
passing on
 Comprehensive & systematic collection & dissemination of
Sociometric Techniques
relevant & updated information outside individual thru
 Determine social relationship
various strategies & programs to assist students in their
a. Degree of Acceptance
personal, educational & career planning & decision-making
b. Roles & Acceptance w/in Groups
KINDS OF INFORMATION
Class Work
1. Persona-Social
 Essays in subjects such as English& Filipino/
 Has to do w/ how one can improve oneself/ how one
artworks in Arts can be source of data
can improve one’s relationship w/ others
 Essay about describing self/ certain feelings &
 Possible Topics
art works on fears & pain
 Building Self-confidence
Interview w/ Others  Stress Management
 Interview w/ parents, teachers, & other  Parent-Child Relationships
significant others can provide well-  Boy-Girl Relationships
rounded picture of individual collected  Goal Attainment
over time & examined side by side  Developing a Pleasing Personality
Disciplinary Decisions  Sibling Relationships
 Reports from discipline office provide  Methods of Dissemination
counselor w/ idea of client’s behavior in  Group Guidance/Classroom Guidance? Homeroom
school Guidance Sessions
Test Results  Workshops
 Standardized measures to determine specific  Films
characteristics of everyone objectively  Lectures
(intelligence, multiple intelligence, emotional  Seminars
intelligence, aptitude, scholastic, scholastic  Panel Discussions
aptitude, achievement, interest, personality)  Dialogues
Ethical Considerations in the Utilization of Test & Non- Test  Self-help books/magazines/pamphlets

Data  Guest Speakers

 Only appropriate, accurate, updated & 2. Academic-Educational

comprehensive information should used in  Information concerns the educational setting that one is

helping client in/ might consider

 Counselors & Psychometricians are required  Some Topics

to ensure proper administration, scoring &  Educational Opportunities/Course Available

interpretation & use of assessment tools  Teaching Methodologies(Individualized,

Traditional, Open Classroom, etc)
 Clientele (Mainstream, SpEd Gifted)
 Socioeconomic Bracket of Clientele
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 Kind of Institution (Public/Private,  Career days, College days, and Orientation days
Sectarian/Nonsectarian,Coed/Noncoe  Circulars, Posters
d, Vocational/Technical,Basic Ed.  Seminars, Symposia, Dialogues, Interactions
 Population & Size  Pamphlets, Brochures, Bulletins
 Entrance & Maintenance  Bulletin Board Announcements
Requirements  Books
 Methods of Dissemination  Films
 Resource Speakers from various TARGET AUDIENCE OF INFORMATION SERVICE
educational institutions
1. Students/ Employees
 Brochures/Bulletins/Prospectus/ 2. Faculty
Flyers 3. Parents
 Websites 4. Administrators
 Class Visits/Educational Trips 5. Support & Maintenance Staff
 Interviews
MAJOR METHODS OF INFORMATION DISSEMINATION
3. Vocational-Occupational
A. Printed Information Material
 Covers vocational-occupational
 Pamphlets, books, magazines, journals in accessible
opportunities students can pursue after
racks in guidance office’s corridors/ waiting area;
high school/ college
Guidance library/ guidance corner in library; use of
 Some Topics
valid & useful information in internet & creative
 Employment Possibilities/Job
posters in bulletin boards
Openings
B. Small-Group Guidance Activities
 Jobs/Occupations
 Designed to provide information/ experience to
 a. Nature of the Occupation
students in groups beyond those provided daily
 b. Branches of the Occupation
academic learning activities in classroom; for small
 c. Employment Possibilities
group of about 7-12 people w/ common needs/
 d. Work/Tasks Involved
concerns
 e. Difficulties and Challenges
C. Homeroom Guidance/ Classroom Guidance Activities
 f. Advantages and Benefits
 Planned sessions (half to one-hour) conducted by
 g. Requirements
counselor to students assigned to him, wherein
 Educational/Training
students are supposed to feel relaxed, comfortable &
 Physical-health, strength,
open; can facilitate adjustment & build friendships
appearance
 In 1970’s Homeroom become a part of curriculum
 Intellectual-intelligence
wherein class advisers handled Homeroom
Quotient, Multiple
programs who may not be well-equipped
Intelligence, Aptitudes
 Distinguish work of counselors, they called it
 Methods of Dissemination
classroom guidance sessions; based on assessed
 Group Guidance/Homeroom
needs translated into program goals & spelled out
Guidance
in selected topics & activities
 Experimental activities like field
4 Major Areas of Focus
trips/ educational trips
1. Self-awareness and understanding
 Immersion activities/ shadowing
2. Social awareness and orientation
employed people
3. Career awareness and planning
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4. Leadership and citizenship

GENERIC GOALS
A. Developmental Goals
 Students are doers; counselors are facilitators &
 Clients are assisted in preparing for anticipated
behaves as equal
human development (e.g. pre adolescent’s
 Kinds of Activities
growth spurt, moodiness etc.)
 Group discussions
B. Preventive Goals
 Literary or art works
 Clients are helped to avoid experiencing
 Debates
undesired outcomes
 Role plays
C. Enhancement Goals
 Structured learning experiences
 Clients are helped to identify, recognized, &
 Relevant & regular offering for maximum
enhance use/ underused talents, skills &
benefits
abilities
D. Seminars, Symposia, Conferences
D. Exploratory Goals
 Speakers can be invited to share vital
 Clients don’t believe they have existing
information;/ the counselors can coordinate w/
problems but can benefit from examining
other offices/ units such as Parent’s Association
options, testing skills & trying new & different
for financial considerations
activities, environments & relationships
 Topics for students may include career
E. Reinforced Goals
orientation, for parents: effective parenting,
 Clients are already taking actions for resolving
for teachers: classroom management &
their concerns/ already have planned course of
effective teaching
action, they may be given feedback, affirmation/
 Ethical Considerations
modification/fine-tuning
 Information must be objective,
F. Remedial Goals
comprehensive, & realistic, it should age  Clients are assisted to overcome/solve existing
appropriate & updated concern; target of most counselors; while
routine interviews can focus n other generic
COUNSELING goals
 Heart of Guidance Program; it integrates all data
gathered about individual & his environment in HUMAN DIMENSIONAL GOALS
order for them to make sense A. Cognitive Goals
 Goal-oriented relationship between professionally  Development of intellect, acquire basic
trained, competent counselor & an individual foundations of learning & cognitive skills
seeking help for purpose of bringing about B. Psychological Goals
meaningful awareness & understanding of self &  Development of good intra & interpersonal
environment, improving planning & decision- skills; social/interaction skills, emotional
making, & formulating new ways of behaving, control, self-esteem, etc.
feeling & thinking problem resolution and/or C. Physiological Goals
development growth (Gibson & Mitchell)  Development for basic understanding & habits
for good health; likely to refer to doctors,
dieticians & other health providers
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D. Spiritual Goals
TYPES OF COUNSELING (ACCORDING TO AREAS OF COVERAGE)/ GENERAL
 Helps clients focus on internal
TYPES OF COUNSELING
processes which have to do w/
A. Academic/ Educational
wholeness & inner peace & also
 Focused mainly on school/ academic concerns such as
includes relationship w/ God,
school selection, school entry, school adjustment &
often referred to priests, pastors
school maintenance;
& other religious
 Locate student in proper academic setting & enable
UNFOCUSED, UNREALISTIC, UNCOORDINATED GOALS
him to get highest possible passing grades in
A. Unfocused Goals
subjects/ courses that he is enrolled in
 Not identified, too broad/ not prioritized;
B. Vocational/ Occupational/ Career
identify goals, put them in workable form &
 Focused mainly on selection of /proper preparation
prioritize which goals to pursue first
for world of work;
B. Unrealistic Goals
 Usually incorporates results of tests to better help
 Define by either counselor/ client, include
client, focus on latter-part of high school & early part
happiness, perfection, progress, being
of college years, but should start ideally in early
number one, self-actualization;
childhood
 Have merit but not easily sustained;
C. Personal/ Social
 Put them in context of broader life goals;
 Focuses on intrapersonal & interpersonal growth of
 Devise exploratory & homework strategies
individual, can preventive, developmental & remedial
for dealing w/ them
Special Fields of Concerns:
C. Uncoordinated Goals
1. Diet Counseling
Probably Really Coordinated
 Considered the work of dietician/
 Goals that maybe incompatible w/ one
nutritionist, but initial counseling is
another/ w/ personality of client (e.g.
needed to encourage clients to seek help;
seeks counseling but really does not wish
 Associated w/ weight loss & the handling
to work on changing behavior(resistant
of ailments like high blood pressure,
Client)
diabetes, etc;
Seemingly Coordinated
 Encourage clients to eat right kind &
 Goals of clients who appear to have
amount of food on regular basis & daily
uncoordinated goals but really do not;
physical activity/ exercise
 Afraid to take personal responsibility &
2. Crisis Counseling/ Crisis Intervention
engage in a “yes, but...”
 A helping process to assist individual/
group to survive unsettling event so that
CRITERIA FOR JUDGING EFFECTIVE GOALS
probability of growth (e.g. new coping
(Dyer & Vriend, 1997)
skills, new perspectives on life/ more
1. Mutually agreed on by client & counselor
options in living) is maximized
2. Specific
 Generally more directive as counselor
3. Relevant to self-defeating behavior
provides information & educates
4. Achievement & success-oriented
Crisis
5. Quantifiable & measurable
 stress so severe that individual becomes disorganized &
6. Behavioral & observable
dysfunctional
7. Understandable & can be restated clearly
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2 Major Categories of Crisis Goals

1. Developmental Crisis
 Work thru stages of grief in complete & healthy way
 Universal & experienced as one go  Adjust to loss & return to normal functioning
thru different stages of life &  Deepen understanding of oneself
encounters different developmental  Deepen one’s appreciation of what/ who was lost,
tasks w/out pain
2. Situational Crisis Helpful Practices
 Such as injury, disaster, death,  Allowing person to cry freely & discuss pain
divorce/ illness  Encourage person to experience anger felt
Goals  Encourage person to express meaning of loss for
1. Normalizing feelings & reactions those left behind
2. Defining & prioritizing needs
 Enabling person to discover inner resources
3. Developing strategies for addressing needs
4. Learning coping skills
4. Pastoral Counseling
5. Ensuring future mental health
 Combines religion & spirituality w/ secular
counseling to promote health & wholeness;
Key elements in helping people in handling distressing &
 Not everyone are qualified to conduct;
traumatic event (Conner, 2006)
 Generally conducted by priests, pastors & members
1. Education
of religious congregations
2. Observation & awareness
 Conducted among individuals w/ moral-spiritual issues
3. Discovering & using potentials
(e.g. extramarital affairs, euthanasia, planning to
4. Understanding problems
change religious affiliation
5. Creating necessary structure
 Those who are not formally trained, Biblical
6. Challenging irrational beliefs
counseling is utilized (passages & messages in Bible
7. Breaking vicious cycles & addictive behavior
are communicated to clients)
8. Creating temporary dependencies
 Those who have training in psychological &
9. Facing fear & emotional pain
educational counseling, it is termed as psycho-
10. Recognizing that one is not destroyed
spiritual/ Christo-centered Therapy
Goals
3. Grief/ Bereavement Counseling
1. To help person understand meaning of his experiences
 Dealing w/ loss (of significant others,
2. To see hand of God in experiences
animals, prestige, job, etc.)
3. To make decisions on basis of Church/ Biblical teachings
 Client can express sadness, anxiety,
* Empowerment is adherence to God’s will
depression & feelings of emptiness,
crying, sleeping/ eating too little/ too
5. Leisure Counseling
much, being uninterested in activities
 Leisure is considered discretionary time & is defined as
one would normally enjoy, feeling
free/ unobligated time;
restless, irritable, tired w/out any
 Can either be active/ passive; there is no
underlying physical cause, difficulty in
expectation of extrinsic rewards
concentrating, remembering & making
decision, feeling guilty, hopeless,
worthless
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 Focus is on educating & counseling Strategies

people on how to make best use of 1. Help person admit that he is addicted
their free time (kind of leisure 2. Discover & explain addictive triggers
activities suitable for individual, 3. Orient & train to use time management techniques
when and/or how long one must 4. Help person to confront loneliness
engage in leisure activities) 5. Employ specific counseling interventions that would bring
about long-term changes
6. Addiction Counseling
 Help individual deal w/ substance abuse, Addiction to the addicted
cyber addiction, co-dependency, etc.  Codependents find their satisfaction in taking care of addict &
Substance Abuse are considered co-addicts (spouse, partner or family
 (alcohol, nicotine, drugs, etc.) focus is to member of addicted
encourage abusers to take necessary action Strategies
regarding their addiction: 1. Distance from addict/establish clearer & healthier boundaries
1. Admit & recognize that they have 2. Clarify who is responsible for addict’s behaviors
problem 3. Allow addict to deal w/ consequences of his behavior
2. Recognize destructive outcomes of their 4. Accept that both parties are both addicted
behavior 5. Resolve dependency issues
3. Desire to change
4. Find appropriate avenues for initiating 7. Employment Counseling
changes  Focus on appropriate job placement of its clientele;
5. Engage in follow-ups/ involvement in  but also expected to do counseling service on personal
different activities to prevent relapse problems & assist them in developing skills, attitudes,
*Counseling can also focused on abstinence & targeting & abilities that will facilitate employment
to find means to attain what substance is attaining for 8. Correctional Counseling
him w/out using the substance  In various law enforcement settings;
 Tasks include counseling & interviewing, use of analytical
Cyber Addiction techniques & standardized testing, referrals, parole
 Addiction in virtual realms of experience recommendation & placement;
created thru computer engineering (the  As key agents in converting closed, traditional, punitive
internet, online games, virtual reality systems into those that are more positive, helping &
games) rehabilitative
Different Forms 9. Rehabilitation Counseling
1. Cyber-sexual addictions , Cyber-  Guiding people w/ disabilities (learning disabilities, head
relationship addictions - addiction to online injuries, chronic mental illness, sensory impairments, life
relationship threatening conditions such as AIDS;
2. Net compulsions, information overload,  Tasks includes placement, affective counseling, group
computer addiction - addiction to online procedures, group procedures, vocational counseling,
facets medical referral, eligibility-case finding, test
administration, test interpretation
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10. Gerontology Counseling  Multiple counseling is also recommended to facilitate

 Assisting older people w/adjustment & observation & processing
developmental needs such as retirement;
 Geared towards developing successful aging
COUNSELING APPROACHES
 Clinical/ Directive Counseling (Edward Williamson)
TYPES OF COUNSELING ACCORDING TO PARTICIPANTS  Client-Centered Counseling/Non-directive Approach/Rogerian
A. Individual Counseling Approach (Carl Rogers)
 Most common form;  Eclectic Counseling (Charles Frederic Thorne)
 Interaction form;  Behavior Modification (B.F. Skinner)
 Interaction between two people only;  Reality Therapy (William Glasser)
 Client and counselor;  Rational Emotive Therapy (Albert Ellis)
 When problem is particular to client, & he is  Gestalt Counseling (Frits Perls)
so private that he would not open up in  Transactional Analysis (Eric Berne)
groups  Neurolinguistic Programming
 May spring from routine interviews, counselor’s  Brief Therapy
discovery from others of from collected  Solution-focused Therapy
information, referrals done by significant other,  Cognitive Therapy
voluntary counseling/walk-in
B. Group Counseling THE COUNSELING PROCESS
 Counselor handles several people w/ similar 1. Relationship Building
concerns & desired common goals;
2. Assessment of the Problem
 The client can benefit from set up & have ability 3. Formulation of Counseling Goals
to work cooperatively w/a group, usually 4. Intervention and Problem-Solving
composed of 6-8 members 5. Termination and Follow-up
C. Multiple Counseling
 More than one counselor handles individual, a
CONSULTATION
couple/ a group;
 An activity engaged in by individual when his expertise is
 Different perspectives & more options can seen
requested by another party/ organization, usually to
& generated
enable latter to assist another-a third party or
D. Couple Counseling
organization(Gibson and Mitchell, 1999)
 In the past, it was called marital counseling;
 Primarily an indirect service, usually triadic, voluntary &
 Multiple counseling can be used to prevent
based on roles, rules, values & goals usually to enable
triangulation/ party’s feeling that he is being
 Consultant act as adviser/ enhancer
ganged up on
E. Family Counseling
STAGES IN THE CONSULTANT PROCESS (DIRECT)
 Used by Systems Theorist because family impacts
D-irect
on individual who is considered as having difficulty
I- ndividual
& likewise, individual & his/her problems impact
R-esponse
on family;
E-ducational
 Involved bringing together all family members &
C-onsulting
observing family’s dynamics ;
T-echnique
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1. Establish consulting relationship  Evaluation skills

2. Clarify problem situation
 Facilitating, coordinating, mediating, planning, educating &
3. Determine desired outcomes
motivating
4. Developing ideas & strategies
5. Develop a plan
CONSULTATING IN SCHOOL
6. Specify a plan
A. Consulting w/ School Administrator/ Management
7. Confirm consultation relationship
 Counselor gathers data from which profile of client’s
needs & characteristics & used for planning &
CONSULTATION MODELS
management
A. Provision Models
 Administration can consult counselor on
 Consultant provides direct service to third party
concerns like:
that calls for no further intervention from
1. Handling of issues involving students &
consultee
employees such as absenteeism, tardiness, poor
B. Prescriptive Models
motivation, vices, insubordination
 Consultant is expected to validate consultee’s
2. Identifying & providing necessary programs
diagnosis & treatment plan/ explore other
for students who may gifted, have learning
options for defining/ solving specific problem
disabilities, show signs of attention deficit
C. Collaboration Models
disorder Manifest-attention-seeking behavior
 Consultant’s goal is to facilitate consultee’s self-
3. Supporting instructional partnership among
direction & innate capacity to solve problems;
teachers
 Objective is to help people develop a plan for
4. Facilitating community & parent-school
solving problems
relations
D. Mediation Models
5. Assisting in promoting positive school climate
 Consultant recognizing persisting problem,
6. Integrating Guidance & Counseling program
gathers/analyzes/synthesizes information, defines
into school goals & objectives
problem, decides on most appropriate intervention
B. Consulting w/ Teachers
then calls together people who have direct contact
 Counselors can help teachers by providing them w/
w/ problem & have greatest potential to influence
students’ profiles, identification & intervention in
desired change
deficiencies in academic/ personal development,
E. Initiation Models
developing remedial/ prescriptive programs for target
 When school counselor may notice
populations, providing in-service training, providing a
circumstances/ become aware of issue that
team effort in home-school partnership
prospective consultee is not addressing
 Workshops on Teachers’ role in Guidance program,
successfully & will attempt to initiate assistance if
Homeroom Advising, Counseling Skills for
they believe their involvement could be valuable
Teachers, Learning Styles, Teaching effectiveness
SPECIFIC SKILLS REQUIRED
& Facilitating skills
 Recognizing & understanding differing
 Kinds of Teachers
environments & their impact on populations &
1. Confident Teacher - Collaborate to validate &
organizations
confirm approach to used w/students
 Listening, observing & communication skills
2. The Questioning Teachers - shared responsibility in
 Problem-solving skills
trying to help students
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3. The Dependent Teacher - demand immediate results;  Mediation Model is used thru discovery is used that
“fix it” mentality; collaboration in examining parents underlie maladaptive behaviors of client thru
strategies discussions w/ teachers/administrators,ncounseling
4. The Absentee Teacher - Feel they should solve
sessions & tools
problems on their own; refuse to admit problems; join in
 Parents may also initiate consultation sessions w/
planning guidance sessions
counselor regarding his child’s academic progress,
5. The Dominating Teacher - monopolize your time &
maladaptive behavior/ career planning
deplete energy; setting of boundaries
 Some options:
 Parent-child dialogues, workshops on effective
PREPARE FOR EFFECTIVE CONSULTATION W/ TEACHERS parenting, talks on understanding children,
P-hilosophy motivating children, career planning w/
R-elationships children, parents & sex education
E-quity of Power Guidelines in Partnering w/ Parents
P-rofessional Development 1. Plan activities that make sense to parents
A-ccessibility 2. Provide parents information they need
R-esources 3. Encourage parents to become involved in classroom
E-valuate 4. Plan activities in which parents can work cooperatively w/
other parents
C. Consulting w/ Students 5. Give parents adequate feedback on their contributions
 Can use Mediation Model(if students Essential Steps for Effective Parent-Counselor Conferences
may not feel the need for these 1. Initial Contact (setting the tone of mutual cooperation &
programs)/ Provision Model (other encouragement)
significant people in school have 2. Perception Check (positive/ negative, role of counselor,
brought up necessity of certain willingness to be part)
programs) 3. Information Delivery(Critical Information about child, focus on
 Topics that might interest problem & solution)
 time management, study habits & 4. Reception Check (non-judgmental response to feelings,
skills, interpersonal skills, understanding & reactions)
leadership training, team 5. Asses family dynamics (explore family relationships)
building, life skills, effective 6. Education & Strategy Implementation(assess parent’s
communication, etc. willingness to work cooperatively
D. Consulting w/ Parents 7. Summarize, Confirm, Clarify (can be written contract,
 Generally, occur in school/ private exchange of contact information)
counseling clinics; 8. Follow-up for Follow Through (within 48-72 hours, express
 The best way is to find out what positive feelings & appreciation, support & encouragement, set
parents needs & concerns & to up subsequent meetings)
respond to them best way
possible
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PARTNER FOR EFFECTIVE CONFERENCES W/ PARENTS directly w/ consultee in exploration of problem &
P-lanning for Success determinations of interventions
A-cknowledging Parents as Equal Partners
R-apport Building 3. Program-Centered Administrative Consultation
T-eaming to Identify the Problem  When counselee calls on consultant to help w/ specific
N-egoatiating a Plan of Action needs/ problem & does not broaden to an examination of
E-nding Effectively entire organization
R-egrouping 4. Consultee-Centered Administrative Consultation
*Action plan is heart & soul of consultation  Involves effort to improve functioning of organization as a
process. whole;
The 4 D’s in Action Plan  Consultant enters system, diagnose problem, make
D-ata gathering recommendations to school administration to resolve
D-evising the action plan D- situation, & monitor success of efforts to facilitate change
elivering the action plan D-
ebriefing 2 PRISMS IN CONSULTATION
1. Consultant-Centered Consultation
3 MODELS OF CONSULTATION (Schein, 1978, 1991) a) Expert Consultation Model - Expert is brought to
1. Purchase of Expertise organization to provides solutions to specific knowledge
2. Doctor-Patient b) Prescriptive Consultation Model (Doctor-Patient Mode)
3. Process Consultation collects information , diagnosis problems, & makes
7 MODELS OF CONSULTATION (Blocher, 1978) recommendations to consultee on how to solve problem
1. Triadic c) Trainer/ Educator Consultation Model - Staff Development;
2. Technical consultant is hired to come into system & teach/ train staff
3. Collaborative 2. System-Centered Consultation
4. Facilitative a) Collaborative Consultation Model - Partnerships develop;
5. Mental Health shared expertise mode & joint decision-making
6. Behavioral b) Facilitative Consultation Model - Help individuals w/in
7. Process system to communicate, understand & resolve conflicts
c) Process-Oriented Consultation Model - believes that he does
4 CONSULTATION APPROACHES (Caplan, 1970) not have answer; has faith that system members can change
1. Client-Centered Case Consultation if consultant is able to develop trusting environment
 Direct contact between consultant & client in
which consultant’s goal is to develop plan for MODELS OF COLLABORATION
dealing w/ client’s difficulties & improve his/her (Adelman & Taylor Collaboration)
skills;  Typical student population w/in school is described on
 Consultant as expert & provides direction continuum
2. Consultant-Centered Case Consultation  Focused on high need students, leaving little time for other
 Most sensitive & intricate; students
 The consultant is assessing & addressing  The need for “enabling component” that
functioning of consultee w/ secondary goal of supports & enhances instruction built by
improving interaction between consultee & collaboration among all educational
client(s)rarely meets w/ clients but deals
 GUIDANCE & COUNSELING (ED401)

professional professionals w/ support from  Level 3:Collegial Consultation (creating

family & community
professional development opportunities in
 Multidisciplinary , interdisciplinary,
seminars and workshops)
transdisciplinary
 Level 4: Brokering Community Resources (increasing
 Combining resources, programs,
community awareness, involvement of
professionals, families & volunteers
community leaders, programs, etc.)

*CASTT a Wider Net Thru Partnering (Stone & Dahir, 2006)

PREVENTION & WELLNESS
 Stands for Community, Administrators, Students,
 One of goals of Guidance & Counseling & rationale for many
Teachers & Technology
services & activities
 To describe programs that base their success &
 Start w/ systematic identification of needs & characteristics of
achievement around partnerships they have
specifically susceptible client population & their
developed w/ these components;
environment
 Extends services efficiently across domains/
Prevention has 3 levels depending on gravity of disorder 4
stakeholders w/ minimum of duplicated efforts
PRIMARY LEVELS OF SERVICES
A. Primary Level: (for people who are not specifically affected by
*Collabrative Inclusion Model (Clark & Bremen, 2009)
disorder)
 7-step inclusive Intervention process
B. Secondary Prevention Programs : (focuses on those who are
 Referral
experiencing early onset of disorder)
 1) Identification of the problem
C. Tertiary Prevention Programs: (deals w/ individuals already afflicted
 2) Classroom observation
by disorder & being helped to manage it, reduce its effects & recover
 3) Plan in-class observations
from it)
 4) Implement intervention & modify as
necessary
Effective Preventive Programs (Gibson & Mitchell 1999)
 5) Develop a plan to leave for on-going
 Be implemented before onset of indicators/ symptoms
follow-up
 Target populations not individuals
 6) Evaluate and Monitor Evaluation
 Consider uniqueness of population & their environments
 Consists of procedures that have been proven effective
*Collaborative Culturally Competent School (Simcox, Nuijens & Lee,
 Have strong organization support even for long term goals
2006)
Content Areas:
 Ecologically & Culturally Sensitive model of
 Coping skills & strategies, self esteem, Values, Basic Life
collaboration
Skills for handling peer & social pressures, Positive
 4 Primary Levels of Services
attitudes & behavior, what constitutes a crisis event,
 Level 1: Student-centered Interventions
thought, feelings & behaviors reactivated by crisis
(promotes student academic success;
People Involved:
individual, small group, consultative
 Support groups, parents, older peers as role models &
interventions)
mentors, peers
 Level 2: Family Empowerment
Methods:
(presentations & forums include school
 Subtle education, group counseling, individual
practice, curriculum, etc,)
counseling, training programs for teachers,
parents, counselors, & school administrators,
group/classroom guidance,
 GUIDANCE & COUNSELING (ED401)

consultation, career guidance & planning, 5. Speech Therapies/Pathologist

group discussions, special focus clubs, peer 6. Rehabilitation Centers
intervention, self-management groups, 7. Crisis Centers
tutoring & advising, seminars & fora, plays, 8. HIV-AIDS Counseling Centers
film viewing 9. Psychiatrists
Wellness Programs: 10. Clinical Psychologist
 Aims to promote lifestyle change for healthy 11. Religious Organizations for Pastoral Counseling
living; 12. Family & Marital Counselors
 Important areas include promoting
appropriate exercise, good diet, & stress- Circumstances under which referral may take place
free lifestyle 1. Counselor believes he cannot be objective w/ client
2. Client believes he cannot work w/ counselor

Strategies 3. Non-professional relationship has developed between client &

A. Stress Management Programs

counselor
(Sparks’ Holistic Approach: nature of stress, self-
4. Needed attention/service is beyond competency of counselor
awareness, stress prevention & management)
5. Counselor is no longer available
B. Recreation & Leisure Activities
6. Specialized attention is needed by client
(orientation of positive addictions & flow experiences,
growth groups on discovery of meaningful pursuits,
Ethical Considerations
special interests such as travel, sport activities that are
1. The counselor has valid reason for deciding on referral
best to be non-competitive) 2. The counselor knows specific area of concern requiring
C. Quieting Activities
referral
(to distance people from daily stressors such as
3. The counselor is familiar w/
massage, spa, centering prayer, meditation, yoga,
3.1 where services are available
retreats, autogenic suggestions for relaxation,
3.2 what services are available
breathing exercises)
3.3 who renders them
3.4 how much the services would cost
REFERRAL 3.5 the credentials of the external consultant
 Action taken by persons(teachers, administrators, 4. The client has agreed to referral & its terms
parents & other students) w/in institution who 5. The external consultant knows what referral is for &
see that particular person needs counselor has accepted referral
assistance 6. The counselor & client have agreed about information that can
 Assistance rendered to clients/ their significant revealed to external consultant
others in obtaining services from other people/ 7. The counselor introduces referred party to external
agencies that might be more effective in helping consultant
them 8. The counselor follows-up to ensure that referred party gets
 Some institutions might have its own specialist assistance needed
EXTERNAL CONSULTANT 9. The counselor gives feedback to & receives feedback from
1. Medical-Dental Doctors external consultant regarding progress of client so that
2. Developmental Pediatricians intervention can target what needs attention
3. Associations/ Societies for Autism, ADHD, LD, etc. 10. The counselor does not interfere w/ work of external
4. Lawyers consultant
 GUIDANCE & COUNSELING (ED401)

11. The counselor does not charge for referral Career Placement Activities
 Training sessions on resume writing, job hunting skills & work
PLACEMENT attitudes, publication of graduates directory, job fairs, linkages

 Ensuring that people are in right place at right w/ industries, matching between client & job requirements,
time posting of job openings, etc.
 Helping people find place that will contribute to  For currently enrolled students, assistance for finding part-
their physical, mental, emotional, & spiritual time work & practicum settings/ on the job trainings
health & well-being Requirements for Effective Placement
 Considers goals, values, needs interests & 1. Have extensive & intensive knowledge of different
capabilities in helping clients find niche for possibilities

themselves; 2. Have thorough knowledge of client & his/her needs for

 Provides clients w/ options, enables them to placement

act on their choices & helps them adjust to 3. Explain to client the rationale for placement & what could be

chosen environment expected

Types of Placement 4. Are able to coordinate between client & institution or agency
A. Personal-Social Placement where he/she would be placed
 Often overlooked; 5. Ensure that clients benefit from placement
 For clients w/ following concerns: shyness/social
phobia, poor self-esteem/feelings of inadequacy, FOLLOW-UP
lack of friends, unusual/uncommon interests,  Ideally, service extended to anyone followed-up to
abuse, illness, etc. determine goal attainment & customer satisfaction;
 Examples  Helps determine status of person who received
 Introduction to a group of people w/ similar assistance & what other assistance must be rendered
interests, clubs, crisis centers, mental so that service is complete & holistic;
hospitals, music schools/speech, ballet/  Helps determine adequacy & sufficiency of programs &
dance schools, sports clubs, arts school, services extended in meeting needs of its clientele
drama or theater groups, DSWD Personal Follow-up
B. Educational/ Academic Placement  Extended to individuals who have been counseled, referred &
 Client is placed in appropriate educational placed;
setting  Determine if referred is receiving appropriate & adequate
 For clients who are going to school for first time, helped & if there is needed assistance
transferring from one locality to another Follow-up Studies
(domestic/ foreign) are being dismissed from  Placement-related follow-up studies can take form of
school & etc. research &/evaluation(Tracer study of graduates, where
 Examples drop-outs went, reason for leaving/dropping school, job
 Kinds of Placement in Educational Setting: performance of graduates and etc.)
course placement, level placement, section  Would help in bringing gap between world of work & world of
placement, group placement, co-curricular schools which includes improving course offerings, teaching
placement, extra curricular placement, strategies, values & attitudes, knowledge & skills,
placement for post graduate studies adaptability & adjustment/basis of innovative programs;
 Also to identify who needs further assistance
 GUIDANCE & COUNSELING (ED401)

CAREER DEVELOPMENT SERVICE  Helping counselor knows what works &

 Career Counseling what does not
 Helps =individual integrate & apply  Examples:
understanding of self & environment to  The effective teacher: students’ perspectives & responses,
make most appropriate career decisions & Effectiveness of specific counseling approaches (Family
adjustment Therapy) in resolving issues;
 Assist individuals w/ career development  Effectiveness of certain training programs in improving well-
problems (career indecision, work being;
performance, stress and adjustment  Effectiveness of certain guidance activities in improving social
incongruence of person & work effectiveness, academic achievement & self-efficacy
environment, inadequate/ unsatisfactory Program Evaluation
integration of life roles w/ other life roles  Program oriented activity that seeks to collect relevant
(parents, friends, citizens) information to determine whether program goals are met in
 Career Guidance Activities (Information terms of outcomes as basis for modification of delivery of
Dissemination) services;
RESPONSIVE SERVICE  Considered a form of research;
 Designed to meet students’ immediate needs;  Requires systematic collection & analysis of data to
 Made necessary by life events/ situation & determine value of program-its effectiveness,
conditions in students’ lives adequacy, efficiency
 Includes individual & group counseling,  Provides sound basis for planning, implementing, managing &
consultation, referral & information services promoting
 Examples According to Gibson & Mitchell
 Critical Stress Debriefing for Karding victims 1. Provides evidence of positive impact of Guidance Programs &
Counseling services on all stakeholders for schools for schools & in
RESEARCH & EVALUATION industries
 Integral part of Guidance Program 2. Identifies needs not met by present program
 Essential in establishing concrete evidence that 3. Determines relative effectiveness of programs,services,
Guidance Program is valuable & useful to services, activities, methods & materials
institution; 4. Provides basis for designing staff development & parent
 Aims to best prove counselor accountability consultation programs
 Research 5. Supplies information for support of current program/for
 Service-oriented activity conducted to discover improving personnel, services, facilities, budget/coordination w/
new knowledge, to advance current other members of school community
knowledge & to substantiate theory 6. Underscores & clarifies the role of school counselor & his/her
 “An organized scientific effort for discovering new services as integral part of educational system & program
material, unearthing what is hidden, finding
explanations for currents situations & Principles of Evaluation
corroborating/debunking theoretical assumptions, 1. Effective evaluation requires recognition of program goals
claims/ practices thru systematic 2. Effective evaluation requires valid measuring criteria
study”(Gibson&Mitchell, 2003) 3. Effective program evaluation is dependent on valid
 Indispensable for personal & professional application of measuring criteria
growth; 4. Program evaluation should involve all who are affected
 GUIDANCE & COUNSELING (ED401)

5. Meaningful evaluation requires feedback & 3. Evaluation must be properly planned & goals must be clear.
follow thru Decisions must be made regarding:
6. Evaluation is most effective as planned, a) what to evaluate(personnel & staff,
continuous process. services/activities offered...etc.
7. Evaluation emphasizes positive b) who the evaluation would serve
c) what question should be addressed by evaluation
Types of Evaluation d) who should conduct the evaluation
1. Formative Evaluation e) who should be asked to evaluate
 Also called Process Evaluation; f) when to evaluate
 Conduct during planning & operation of program, g) what steps to take
service/ activity h) what and how to report findings
 Seeks to obtain evaluative information that can i) who would use the findings
used to improve content & delivery while it is in j) how the findings would be used
progress, so that revisions can made as needed
2. Summative Evaluation 4. Results of evaluation must communicated to parties concerned in
 Also called Impact Evaluation; concise, clear & objective way
 Conducted after program activity/service has 5. Findings must used to improve program,service/ activity, w/
been completely drawn up & implemented to discovered strengths being highlighted & reinforced
determine its effectiveness;
 Thus, informed decision can =made whether to
PROCEDURES FOR EVALUATION
continue, revise/terminate
1. Identification of goals to be assessed
2. Development of an evaluation plan.
Methods of Evaluation
3. Application of the evaluation plan
1. Before-and-After Method: seeks to identify progress that takes
4. Utilization of the findings.
place in program’s development as result of specific program
activities over a given period of time
2. Comparison Methods: Makes evaluation on basis of comparing
one group against another/against norm of a number of groups
3. The “How Do We Stand” Method: Based on identifying desirable
program outcomes & related characteristics & criteria; developing
rating scales, checklists & questionnaires from these criteria; can
provide guidelines that enable programs to compared w/ generally
acceptable standards

EFFECTIVE EVALUATIONS
1. Survey recipients & implementers of activities & services.
They should be involved in evaluation
2. Not only satisfaction it provides, attainment of goals of the
program must be the goal