HANDBOOK IN GUIDANCE

ENHANCEMENT
PROGRAM
With review materials in
Guidance and Counseling
for the GC Licensure
Examination and Board
Exam Results

Prof. Wilfredo B. Mina, MSGC, RGC

FOREWORD

Republic Act (R.A.) no. 9258 or the guidance and Counseling Law of 2004 enable the professional
practice of Guidance and Counseling in the Philippines. Cognizant of this milestone development in the field of
guidance and counseling, BSU has embarked on strengthening its Graduate Guidance Programs provide quality
Counselor Education through the revision of its MA Guidance and Counseling Curriculum. The MAGC
Curriculum is enhanced by the training and development programs such as its graduate Guidance Fora and
seminar series. This noble undertaken has bore fruit. This is evident in the very impressive performance of BSU
Graduate Guidance Counselors given by PRC last August. 2008. Official records show that BSU garnered 83 %
passing rate compared to 70 % national passing rate. Sustaining this is the outstanding performance of BSU
examinees who landed top 5 and top 9 during the recent Licensure given last August 2009 and again having a
butting 100% passing rate during the recent 2010 GC Licensure and Board Examination last August 2010.

BSU recognizes its role in promoting the improvement, advancement, and protection of the guidance
and counseling profession. BSU sustains this noble undertaking by networking and collaborating with its
partners e.g. The Philippine Guidance and Counseling Association (PGCA-Car) CHED-CAR, DEP-Ed-CAR,
DOLE-CAR in preparing, training and continuing professional education for MA Graduate Guidance students
as well as those Counselors in service both licensed and not licensed.

The previous BSU Graduate Guidance For a seminar series has served as an avenue for the conduct of
such inventions thereby immersing BSU Graduate students especially for the Guidance and Counseling majors
in rich learning experiences out side the classroom. This has served a place and opportunity too for reaching out
to guidance counseling practitioners clientele in CAR addressing current and emerging guidance and counselor
concerns such as career and vocational guidance to mention a few and in helping them prepare in qualifying
themselves become professional guidance counselors.

In the spirit of this framework and in pursuit to BSU Graduate School and CTE Extension Programs,
this Graduate Guidance Forum and Assembly seminar series which serves as a Graduate School Guidance and
Counseling Enhancement Program for GS MA in Guidance graduates and Prospective examinees to the GC
Licensure has been designed and implemented. This noble academic undertaking has produced consistent
outstanding performance results.

Prof. Wilfredo B. Mina, MSGC, RGC

Faculty (Counselor Educator), CTE and GS
Benguet State University
GUIDANCE
Definition of Terms
Basic concepts and
theories
Principles of
Guidance
Tools and techniques

PHILOSOPHY
Definition of terms
Four major areas
Outline discuss major
philosophies
And their proponents
Criticize and comment
on the different

PSYCHOLOGY
Nature and scope
Theories of human growth
and development
Structure of personality
Interpret human nature
Categorize and discuss
different stages of
development and

SOCIOLOGY
Social nature of man
Point out culture and
their characteristics
Illustrate social process
Explain the process and
stages of socialization
of an individual
 PHILOLOSOPHY PSYCHOLOGY SOCIOLOGY
-study of general and -science that seeks to measure , explain and -branch of the social
fundamental problems sometimes change the behavior of man and science that uses systematic
concerning matters such animals methods of empirical
as existence, knowledge, From the Gk. Word science (logos) of the mind investigation and cli8nical
truth, beauty, law, or soul (psyche) analysis to develop and
justice, validity, mind refine a body of knowledge
and language about human social
-from the Gk word structure and activity
philosophia which -its goal is a social welfare
means love and wisdom

BRANCHES FIELDS OF BASIC RESEARCH BRANCHES

Metaphysics - Research psychology - encompasses the study History - focus on past
investigates the nature of of behavior for use in academic settings, and events
being and the world contains numerous areas:
Abnormal psychology - is the study of Political Science - focus on
Epistemology - nature abnormal behavior in order to describe, predict, politics
and scope of knowledge explain, and change abnormal patterns of
functioning Economics - studies
Ethics - moral Biological psychology - is the branch of production, distribution and
philosophy concern on psychology that aims to understand how the allocation of material
how a person should act structure and function of the brain relate to
specific behavioral and psychological processes Anthropology - focus on
Political Philosophy - Cognitive psychology - studies cognition, the pre literate and peasants
study of government and mental processes underlying behavior. It uses people
relationship of information processing as a framework for
individuals and understanding the mind Psychology - occurs within
communities to state Comparative psychology - refers to the study the individual

of the behavior and mental life of animals other

Aesthetics - deals with than human beings. It is related to disciplines Sociology - attempt to
beauty, art, enjoyment, outside of psychology that study animal establish social context that
sensory-emotional behavior, such as ethology. influence people.
values, perception and Developmental psychology - mainly focusing
matter of taste and on the development of human mind through the
sentiments life span, developmental psychology seeks to
understand how people come to perceive,
Logic - deals with understand, and act within the world, and how
patterns of thinking that these processes change as they age. This may
leads from true premises focus on the intellectual, cognitive, neural,
to true conclusions. social, or moral development

Philosophy of mind- Health psychology

deals with the nature of Personality psychology- studies enduring
mind and its relationship psychological patterns of behavior, thought and
to the body is typified by emotion, commonly called an individual
disputes between personality
dualism and materialism Social psychology is the study of the nature and
Philosophy of language causes of human social behavior and mental
is reasoned inquiry into processes, with an emphasis on how people
the nature, origins and think towards each other and how they relate to
usage of language each other
Quantitative psychology involves the
application of mathematical and statistical
modeling in psychological research, and the
development of statistical methods for
analyzing and explaining behavioral data.
Applied psychology encompasses both
psychological research that is designed to help
individuals overcome practical problems and
the application of this research in applied
setting.
Clinical psychology includes the study and
application of psychology for the purpose of
understanding, preventing, and relieving
psychologically-based distress or dysfunction
and to promote subjective well-being and
personal development.
I. GUIDANCE
A. PROPONENTS DEFINITION
Peter and Shertzer Process of helping the individual to understand himself and his
word so he can utilize his potentials

Jones Personal help given to someone

Stoop and Worhiquist Continuous process of helping the individual develop to the
maximum of his capacity in the direction most beneficial to
himself and society

Hamrim Helping an individual become familiar with facts about himself

Traxier Enabling each individual to understand his abilities

B. Concept Mental image denote utilization of a point of view in order to help
an individual

Educational Construct Intellectual synthesis provision of experiences that help students

to understand themselves

Service Process of helping the individual to achieve a helping relationship

C. Importance and functions When decisions are made

Wherever no choices are to be made

Time may not be favorable

D. Scope

Vocational - assist individual to choose an occupation

Educational - success of students in career

Personal - help cope with personal concern

Recreational - help them choose recreational activities

Civic - help them choose civic activities

Leadership - training to perspective leaders

 E. Basic Principles Guidance is concerned primarily and systematically with the
personal development of the individual

The primary mode by which guidance is conducted lies in the

behavioral process

Guidance is oriented toward cooperation not compulsion

Guidance is based upon recognizing the dignity and worth of

individual as well as their right to self determination.

Guidance is continuous, sequential educational process

Guidance is preventive rather that curative.

II. PHILOSOPHY
PHILOSOPHY DEFINITION PROPONENT KEY IDEAS
Pragmatism Finds truth which is not John Dewey Usefulness of any belief at
dependent on personal insight or anytime might be contingent
metaphysical realm on circumstance.
Existentialism Philosophy begins with the Kierkegaard Truth is subjectivity spiritual;
human subject not merely the
thinking but the acting, feeling, Sartre Aesthetic Branch Nausea,
living human being contingency, bad faith
Structuralism Clarify systems of signs through Saussure Decentering of man
analyzing the discourses they Language is no longer spoken
both limit and make possible by man to express a true inner
self but language speaks man
Moral and Study of rules and values Plato Ideal society run by a council
Political of philosopher king
Philosophy
Aristotle Humans are political animal

Machiavelli Sovereign does what is

necessary and successful
rather than what is morally
praiseworthy

Hobbes Human nature is essentially

anti-social

Rosseau Human nature is a kind of

noble savage
Realism Things have real existence
outside the mind.
Realist tend to believe whatever
we believe now is only an
approximation of reality and that
every new observation brings us
closer to understanding reality
Rationalism Emphasize the role and Parmenides It is impossible to doubt that
importance of human reason thinking occurs

Zeno Motion is impossible

Plato Nature of man triangle

Descartes Cogito ergo sum

I think therefore I am
Empiricism Prefers to base knowledge on Aristotle Implied
senses
Avicenna Described explicitly

Tabula Rasa Ibn Tufail Demonstrated in an

experiment

Skepticism Questions possibility of Pyrrho Everything could be doubted

obtaining any sort of knowledge
Sextus Reliability of perception
maybe questioned

Hume Two kinds of reasoning

probable and demonstrative
Idealism Nothing can be directly known Kant There are limits on what can
outside of the minds of thinking be understood
being
Hegel Program of acceptance and
reconciliation
 III. PSYCHOLOGY
LEARNING PROCESS
- Relatively permanent change in behavior potentiality
- Occurs due to experience and reinforced practice

TYPES OF LEARNING
Sensory Cognitive Affective
Understanding the external Development of Concept and Ideas Involves experiences with in
world through senses and emotion
muscles

Results into speed, Results into problem solving skills, Results into the assimilation of
precision and performance acquisition and retention of facts. values, emotional reaction, sense of
pleasure and satisfaction
E.g. PE, Vocational, Process of overcoming difficulties that
laboratory interfere with a goal 2 TYPES OF APPRECIATIVE
EXPERIENCE

1. Aesthetic arts, music

literature
2. Intellectual problem
solving

BASIC LEARNING THEORIES

Association Cognitive
Emphasize strengthening relationship between Focus on the cognitive structure of men as a basis of
stimulus and the response learning
Emphasize role of reinforcement
Edward Thorndike Connectionism Gestalt laws

Ivan Pavlov Classical Conditioning Lewins Topological and Vectors Theory

B.F Skinner Operant Conditioning Jerome Bruners Theory

ASSOCIATION THEORIES
Thorndike Pavlov B.F Skinner
- Basic premise that - base on adhesive principle - base on feedback principle
human activity is based - response is attached to a - reduction of satisfaction of a
on association between stimulus prior to response organic need or drive
stimulus and response - conditioning occurs - increase probability of the
without reinforcement occurrence of future responses
1. Situation affects of the kind that the organism
individual emits.
2. Individual has a
response to any
situation
 3. There is a connection
between situation and
response

Three Major Laws of Learning Principles

A) Law of Effect A) Excitation
- person tends to repeat - law of acquisition
what is satisfying but - new stimulus can elicit
avoids otherwise conditioned response
-
B) Law of Exercise B) Extinction
- practice makes perfect - Unlearning
- conditioned response no
C) Law of Readiness longer elicited
- annoying when response C) Stimulus Generalization
is when prevented - Conditioned response is
-satisfying when the elicited by a similar
person is prepared to stimulus
respond or act he gives the D) Spontaneous Recovery
response - Conditioned response
which does not appear for
someone reoccurs with
further conditioning

BF Skinner Theory of Operant Conditioning

Definition - Analyze reinforcing stimuli
based on the law of effect
- Emphasizes the effects of the
subjects action among the
causes of behavior
Terms Reinforcement
- Behavioural consequence that
strengthens behaviour

Positive Reinforcement
- Increases the like hood that a Negative Reinforcement
particular response will occur - Increase like hood of occurrence
by presenting or withdrawing a
positive or a negative reinforcer
- Strengthen behaviour by their
Primary Reinforcement removal
- Innately reinforcing
e.g. sleep- sleep deprived Secondary Reinforcement
- Power of reinforcement is
acquired
e.g. money, grades
 Social Learning Theory Bandura
Definition Emphasized observational learning
Basic Assumptions 1. Infants has innate reflexes
2. Humans have a symbolizing capacity to
process/transform experiences into internal modes that
can guide future actions
3. Forethought influences our present actions by
anticipation of the consequences and events
4. Capacity for humans for vicarious learning, individual
Experiment can learn by observation not by trial and error
Children- model film 5. Humans have the capability for reflective self
consciousness
a) Rewarded - Thinking of thoughts and attribute meaning to experience
b) No consequence
c) Punished

Gestalt Laws by Kohler et al

Experiment
Chimpanzee inside the cage with 2 pcs of sticks with
the banana outside and out of reach
The chimpanzee connected the sticks and was able to
get the banana

Definition Insight Learning

- Gaining insight is a gradual process of exploring,
analyzing and re structuring perceptions until
solutions is arrived at
Gestalt Laws
Focus- perception
- Perceptual organization tend to preserve smooth
1. Law of continuity continuities rather than abrupt changes

- Incomplete figure tend to be seen as complete

2. Law of closures

- Things close together are grouped in perception

3. Law of Proximity
 - Perception of similar objects that tend to be
related
4. Law of Similarity
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- Of all the possible organizations that could be
5. Law of Pragnanz perceived from a visual stimulus the one that
most likely occur is the best, simplest and most
stable form

Lewins Topological and Vector Theory

Focus Psychological Field/Life of an individual
Definition
Every object exist in a field of forces that move to change it,
define it or give it a degree of stability and substance

Behavior of individual at the given moment is a result

existing forces operating simultaneously in his life space

Internal Forces External Forces

- Ideas, expectation, feelings - Physical world, others, internal forces interacting with
psychological environment
Motivation Person continuously
formulates goals and acts on
psychological environment w/c
simultaneously acts on the individual

Teachers should transcend the tensions

(needs of the learner, the learners
abilities and learners perceived
environment

Jerome Bruners Theory

Focus What people do with information to achieve generalized
insight and understanding
Definitions

1. Acquisitions - Process of obtaining info that can replace of refine something

previously known

2. Transformation - Manipulation of info to fit new situations

 3. Evaluation - Check if learned material has been manipulated appropriately

Instrumental conceptualism Learning at its best is thinking

IV. SOCIOLOGY
A. TYPES OF SOCIOLOGY
1. Quantitative - Statistically oriented attempt to determine
numbers to represent behavioral pattern of
people

2. Qualitative - Concentrate instead on the meaning of what is

happening to people
B. MAJOR SOCIOLOGICAL
THEORIES
1. Conflict Theory - Some group dominate or resistant to such
domination

2. Critical Theory - Aims to critique and change society

3. Feminist - Focus on how gender inequality has shaped social

life

4. Functionalism
- How elements of society need to
- work together to function as a whole
5. Interpretative Sociology - Proposes that social, economic and historic
research can never be fully descriptive one must
approach it with a conceptual apparatus

6. Social Constructionism - Consider how social phenomena develop in

particular social context
7. Social Phenomelogy
- Alfred Schutz influenced development of social
constructionism and ethomethodology

8. Social Positivism
- Believe that social processes should be studied in
terms of cause and effect
9. Structural Functionalism
- Social system paradigm addresses the functions that
various elements of social system perform in regard
to the whole system

10. Symbolic Interactionism

- Examines how shared meanings and social patterns
are developed
C. SOCIOLOGICAL PARADIGMS
1. Conflict Paradigm - Focus on the ability of some group to dominate or
resist such domination

2. Functionalism - Examines functions of various social system

perform in regard to entire system

3. Interactionism - Meaning is produced through interaction

- Sees a progressive evolution in social life

4. Darwinism
- Social process to be studied in terms of cause and
5. Positivism effect
D. SOCIAL INTERACTION
Definitions

Status - Rank or level of an individual

Master status - Has enormous importance in social identity

- Behavioral aspect of status

Role
- Roles attached to a single status
Role Set
- Emotional stress resulting to inability to live up to
Role Conflict or Role Strain role expectations
E. SOURCES OF ROLE CONFLICT
AND ROLE STRAIN
1. Failures in Socialization - Inadequacy of social consciousness

2. Personal Role Conflict - Physical characteristics not consistent with role

3. Intrarole Conflict - Role has built in conflicting expectations

4. Interrole Conflict - Brought about by conflicting roles

5. Intrasender Conflict - One person has contradicting expectations of one

person

- When people have one set of expectations of a

6. Intersender Conflict
person and others have contradictory set

- Disruption radical shift from one role to another

7. Role Discontinuity
F. AGENCIES OF SOCIALIZATION
1. Family - Has the greatest impact

2. School - Venue for honing skills

3. Peer Group - People In regular interaction who share common

 interest of similar age

- Impersonal communication directed to vast

4. Media audience

- Responsibility, authority, organization and team

5. Workplace
work

6. Church - Concept of spiritually, morality and good values

G. GENDER SOCIALIZATION
1. Hermaphrodite - Human with some combination of male and female
internal and external genitalia

2. Transsexual - Feel they belong to the other gender regardless of

biological nature

3. Sexual Orientation - Heterosexual, bisexual, homosexual

4. Patriarchy - Social organization which males dominate females

5. Matriarchy - Social organization which

- Females dominate males

6. Sexism - Belief that one sex is superior to the other

 Republic of the Philippines
Benguet State University
COLLEGE OF TEACHER EDUCATION
GRADUATE SCHOOL
La Trinidad, Benguet

GRADUATE GUIDANCE SERIES NO.6

Enhancement Program for Guidance Counselor

PHILOSOPHY

1. It deals with the nature of knowledge.

a) Epistemology c) Metaphysics
b) Axiology d) Philosophy

2. It deals with the nature of reality and existence.

a) Epistemology c) Metaphysics
b) Axiology d) Philosophy

3. It deals with the values/esthetics/ethics.

a) Epistemology c) Metaphysics
b) Axiology d) Philosophy

4. Human spirit, soul or mind as the most important elements in life.

a) Idealism c) Realism
b) Essentialism d) Perrennialism

5. The good, the truth and the beautiful are part of the unchanging universe.
a) Idealism c) Realism
b) Essentialism d) Perrennialism

6. It aims to provide essential knowledge to survive natural world.

a) Idealism c) Realism
b) Essentialism d) Perrrennialism

7. Central aim is to develop the power of thought.

a) Progressivism c) Recontructionism
b) Existentialism d) Perennialism

8. Cultivate an intensity of awareness in the learner.

a) Progressivism c) Reconstructionism
b) Existentialism d) Perennialism
9. School should promote social change.
a) Progressivism c) Reconstructionism
b) Existentialism d) Perennialism

10. Learning should center on childs interest and needs.

a) Progressivism c) Reconstructionism
b) Existentialism d) Perennialism

11. To know all things, to do all things and say all things.
a) Rousseau c) Comenius
b) Dewey d) John Locke

12. Tabula Rasa

a) Rousseau c) Comenius
b) Dewey d) John Locke

13. Man is naturally good but becomes evil trough contact with society
a) Rousseau c) Comenius
b) Dewey d) John Locke

14. Learning by doing

a) Rousseau c) Comenius
b) Dewey d) John Locke

15. Human intelligence develops in a sequential manner.

a) Socrates c) Thorndike
b) Hutchins d) Piaget

16. I think therefore I am

a) Plato c) Parmenides
b) Descartes d) Zeno

17.Before you can understand the world first you have to understand yourself.
a) Socrates c) Thorndike
b) Hutchins d) Piaget

18.The unexamined life is not worth living.

a) Socrates c) Thorndike
b) Hutchins d) Piaget

19.Ideals are unchanging, perfect

a) Aristotle c) Plato
b) d)

20.Ideals are found inside the phenomena, the universals inside the particulars.
a)Aristotle c)Plato
b)Descartes d)Socrates
SOCIOLOGY
21.Father of social psychology
a) Janis c) Mischel
b) Bandura d) Lewin

22.Social learning theory

a) Janis c) Mischel
b) Bandura d) Lewin

23.Group think
a) Janis c) Mischel
b) Bandura d) Lewin

24.Situation view of personality

a) Janis c) Mischel
b) Bandura d) Lewin

25. Process that prepares humans to function in the human life.

a) Distinction c) Integration
b) Individuation d) Socialization

26. Adolescence is concerned with developing valves and self image.

a) Response c) Content
b) Action d) Context

27. The individual assumes full adult role and greater formal relationship
a) Response c) Content
b) Action d) Context

28. Self develop as a result of social interaction

a) Role Theory c) Symbolic Interaction
b) Internalization Theory d) Reinforcement theory

29. Self development as a result of cognitive evaluation of cost and benefit

a) Role Theory c) Symbolic Interaction
b) Internalization Theory d) Reinforcement theory

30. The individual learns to participate in various levels of organization of society

a) Role Theory c) Symbolic Interaction
b) Internalization Theory d) Reinforcement theory

31. May contradict main culture

a) Subculture c) Counter culture
b) Transculture d) Acculturation

32. Has the greatest impact on socialization

a) Family c) Peers
 b) trasculture d) Media

33. Social organization dominates by males

a) Partiarchy c) Matriarchy
b) Anarchy d) Oligarchy

34. Social organization dominated by females

a) Partiarchy c) Matriarchy
b) Anarchy d Oligarchy

35. Radical shift from one role to another

a) Interrole Conflict c) Intranseder Conflict
b) interseder Conflict d) Role Discontinuity

36. Brought about by multiple role

a) Interrole Conflict c) Intranseder Conflict
b) interseder Conflict d) Role Discontinuity

37. Ability to groups to dominate others

a) Conflict Pradigm c) Fuctionalism
b) Darmwinism d) Positivism

38. Seen as a progressive evolution in social life

a) Conflict Pradigm c) Fuctionalism
b) Darmwinism d) Positivism

39. One could simply refuse to perform certain roles

a) Rationalization c) Compartmentalization
b) Role Exit d) Failure in Socialization
PSYCHOLOGY
40. Division of duties in certain periods of time
a) Rationalization c) Compartmentalization
b) Role Exit d) Failure in Socialization

41. Psycho analytic

a) Rogers c) Perls
b) Freud d) Williamson

42. Non directive

a) Rogers c) Perls
b) Freud d) Williamson

43. Diretive
a) Rogers c) Perls
b) Freud d) Williamson

44. Gestalt Therapy

a) Rogers c) Perls
b) Freud d) Williamson

45. Reality Theory

a) Adler c) Ellis
b) Glasser d) Berne

46. Rational Emotive

a) Adler c) Ellis
b) Glasser d) Berne

47. Transaction Analysis

a) Adler c) Ellis
b) Glasser d) Berne

48. Logo therapy

a) Thorne c) Lazarus
b) Frankl d) Skinner

49.
50. Eclectic
a) Thorne c) Lazarus
b) Frankl d) Skinner

51. Personality is in a recognizable order

a) Psychological c) Consistency
b) Multiple expression d) Impacts behavior
52. Personality is displayed in more than just one behavior
a) Psychological c) Consistency
b) Multiple expression d) Impacts behavior

53. Personality is genetically based

a) Behavioral c) Humanist
b) Trait d) Psycho dynamic

54. Personality is a result of interaction between individual and environment

a) Behavioral c) Humanist
b) Trait d) Psycho dynamic

55. Involves directly attention on inner experiences

a) Introversion c) Extraversion
b) Neuroticism d) Psychoticism

56. Difficulty with dealing with reality maybe anti social.

a) Introversion c) Extraversion
b) Neuroticism d) Psychoticism

57. Future self to be achieved

a) Personal c) Social
b) Ideal d) Real

58. Self image

a) Personal c) Social
b) Ideal d) Real

59. Personality appropriate for skilled trade

a) Realistic c) Conventional
b) Investigative d) Artistic

60. Personality for scientific & laboratory jobs

a) Realistic c) Conventional
b) Investigative d) Artistic

61. Resolve unconscious conflict and mental distress

a) Behaviorism c) Functionalism
b) Psychoanalysis d) Humanism

62. Recollection of childhood experience

a) Behaviorism c) Functionalism
b) Psychoanalysis d) Humanism

63. Studies human mind throughout life span

a) Personality c) Cognitive
b) Abnormal d) Development
64. Studies Biological bases of behavior
a) Personality c) Cognitive
b) Abnormal d) development

65. Learning through senses & muscles

a) Sensory c) Affective
b) Cognitive d) Abstract

66. Learning than involves emotion and values

a) Sensory c) Affective
b) Cognitive d) Abstract

67. A person repeats actions that are satisfying

a) Law of Effect c) Law of Readiness
b) Law of exercise d) Law of Attraction

68. Practice makes perfect

a) Law of Effect c) Law of Readiness
b) Law of exercise d) Law of Attraction

69. Classical conditioning

a) Pavlov c) Bandura
b) Skinner d) Vygotsky

70. Operant conditioning

a) Pavlov c) Bandura
b) Skinner d) Vygotsky
71. Humans are controlled by their unconscious drives

a) Jung c) Freud
b) Adler d) Erikson

72. People are inherently rational and irrational

a) Elis c) Rogers
b) Berne d) Frankl

73. People can change despite unfortunate past

a) Elis c) Rogers
b) Berne d) Frankl

74. People work for wholeness

a) Transactional c) Gestalt
b) Rational emotive d) Trait & factor

75. People has both potential for good and evil

a) Transactional c) Gestalt
b) Rational emotive d) Trait & factor
76. Dream analysis
a) Jung c) Adler
b) Erickson d) Freud

77. Family Constellation

a) Jung c) Adler
b) Erickson d) Freud

78. Free Association

a) Jung c) Adler
b) Erickson d) Freud

79. Increase response without training

a) Primary c) Tertiary
b) Secondary d) Final

80. Strengthens behavior

a) Stimuli c) Reinforcement
b) Response d) Reaction
GUIDANCE AND COUNSELING
81. Expression of emotional conflict
a) Anxiety c) Addiction
b) Adjustment d) Acting out

82. Program of an activity with clear objective

a) Checklist c) Action Plan
b) Anecdotal Record d) Appraisal

83. Being able o place oneself in the situation of others

a) Emotional c) Sympathy
b) Empathy d) Achievement

84. Informative principles of conduct

a) Ethics c) Experience
b) Free will d) Felt need

85. Inability to adjust the problems

a) Anxiety c) Maladjustment
b) Fear d) Frustration

86. Plan of action to define goals

a) Behavioral c) Non-direct counseling
b) Orientation d) Appraisal

87. Parent child relationship as root of anxiety

a) Horney c) Gardner
b) Williamson d) Freud

88. Multiple intelligence and learning style

a) Horney c) Gardner
b) Williamson d) Freud

89. The counselor identifies problem of counselee and direct final decision
a) Horney c) Gardner
b) Exploratory d) Interpretive

90. Establishment of rapport

a) Working c) Introductory
b) Exploratory d) Interpretative

91. Counselee led to see personality Development

a) Working c) Introductory
b) Exploratory d) Interpretative
92. Proposed theory of personality Development
a) Erickson c) Lewin
b) Piaget d) Super

93. Studied self actualization individual

a) Ericson c) Lewin
b) Piaget d) Super

94. Used training group for personal development

a) Erickson c) Lewin
b) Piaget d) Super

95. Rational emotive therapy

a) Glasser c) Haley
b) Rollo d) Ellis

96. Reality therapy

a) Glasser c) Haley
b) Rollo d) Ellis

97. Started family counseling

a) Glasser c) Haley
b) Rollo d) Ellis

98. Published work in cross culture counseling

a) Sue c) BecK
b) Miller d) Gilligan

99. Introduced system of existential therapy

a) Rollo c) Guilford
b) Bem d) Beck

100. Proposed a three dimensional structure of intellect

a) Rollo c) Guilford
b) Bem d) Beck
 PHILISOPHICAL, PSYCHOLOGICAL
AND SOCIOLOGICAL FOUNDATIONS
OF GUIDANCE

KEY TO CORRECTIONS
1. A 21. D 41. B 61. B 81. D
2. C 22. B 42. A 62. D 82. C
3. B 23. A 43. D 63. D 83. B
4. A 24. C 44. C 64. C 84. A
5. A 25. D 45. B 65. A 85. C
6. B 26. D 46. C 66. C 86. A
7. A 27. A 47. D 67. A 87. A
8. B 28. C 48. B 68. B 88. C
9. C 29. D 49. A 69. A 89. D
10. A 30. A 50. A 70. B 90. B
11. B 31. C 51. C 71. C 91. A
12. D 32. A 52. B 72. A 92. A
13. A 33. A 53. B 73. B 93. BONUS
14. B 34. C 54. D 74. C 94. C
15. D 35. A 55. A 75. D 95. D
16. B 36. B 56. D 76. D 96. A
17. A 37. C 57. B 77. C 97. C
18. A 38. B 58. A 78. D 98. A
19. C 39. B 59. A 79. A 99. A
20. A 40. C 60. B 80. C 100. C
 GROUP PROCESS
ANGELI BALDOVINO BUSTILLO, MA, RGC
BENGUET STATE UNIVERSITY
26 JULY 2009

LEARNING OBJECTIVES
At the end of the 4-hour seminar-workshop, participants will be able to:

1. Understand the fundamental principles of group process

2. Identify the different types of groups, elements of group process and the stage of group
development
3. Differentiate between process and dynamics present in groups
4. Identify the steps in the experiential learning process or structured learning experiences and its
proper implementation
5. Discuss some important ethical and professional issues in conducting group activities

DEFINITION OF TERMS
GROUP: a number of individuals bound together by a community of interest, purpose or function
A COUNSELING group is characterized by interaction of the members and is functional and goal-
oriented.

TYPES OF GROUPS
Group Guidance- refers to group activities that focus on providing information or experiences
through a planned and organized group activity.
Group Counseling- focuses on assisting counselees cope with their day-to-day adjustment and
development concerns.
Group Therapy- provides intense experiences for people with serious adjustment, emotional or
development needs.
T- Groups- represent the application of laboratory training methods to group work; are relatively
unstructured groups in which the participants become responsible for what they learn and how they
learn it
Sensitivity groups- a form of t-group where self-insight is emphasized
Encounter groups a form of t-group where therapy is the focus; it stresses personal growth
through the development and improvement of interpersonal relationships via experiential group
process (Rogers ,1967)
Task groups- are organized to meet organizational needs of clients through task forces to serve
individual needs of clients through such activities as social action groups.
Psychoeducation groups- emphasize cognitive and behavioral skill development in groups
structured to teach these skills and knowledge.
Minigroups- consists of one counselor and a maximum of four clients.
In-groups- characterized by association mostly with peers who share the defining characteristic
Out-groups- consist of those who are excluded from in-groups
 Social Networks- results from the choices that individuals make in becoming members of various
groups

LETS DIFFERENTIATE!

GROUP PROCESS GROUP DYNAMICS

Represents the flow of the group Refers to the social forces and
from its starting point to its interplay operative within the group
termination at any given time; it describes the
What is happening between and to interaction of a group
group members while the group is
working?

WHAT TO LOOK FOR IN GROUPS

o Two major ingredients: CONTENT AND PROCESS
1. PARTICIPATION- amount of verbal participation among members
2. INFLUENCE- High influence as manifested in capturing the attention of the group

Style of Influence:

Autocratic- imposition of will

Peacemaker- consistently avoids conflict
Laissez faire- withdrawn and uninvolved
Democratic- open to feedback and criticism

3. DECISION-MAKING PROCEDURES
Does anyone make a decision and carry it out without checking with other group
members?
Who support other members suggestions or decisions?

4. TASK FUNCTIONS- behaviors that are concerned with getting the job done
Does anyone ask for or make suggestions as to the best way to proceed or tackle a
problem?
5. MAINTENANCE FUNCTIONS- maintains a good, harmonious working relationship
among members
Who helps others get into the discussion?
6. GROUP ATMOSPHERE- something about the way a group works creates an atmosphere
which in turn is revealed in a general position.
Do people seem involved and interested? Is the atmosphere which one of work, play,
taking flight, sluggishness, etc?
 7. MEMBERSHIP- degree of acceptance in a group
Do some people seem to be outside the group? Do some members seem to be in?
How those outside are treated?
8. FEELINGS- nonverbal cues e.g. tone of voice, facial expressions, gestures etc.
Do you see any attempts by the group members to block the expression of feelings,
particularly negative feelings? How is this done? Does anyone do this consistently?

NORMS usually express the beliefs or desires of the majority of the group members as to what behavior
should or should not take place in the group.

STEPS IN THE EXPRIENTIAL LEARNING CYCLE (SLE)

Step 1 ORIENTATION
The facilitator sets the mood with encouraging word and eases the participants into
the activity
Step 2 INSTRUCTIONS
The facilitator prepares the instructions and sees to it that they are clearly heard,
understood and carried out by the participants
Step 3 EXPERIENCING
Involves either self-assessment or interpersonal interaction as the doing or
experiencing part of the experiential learning.
Step 4 DATA GATHERING AND ANALYSIS
Involves finding out what happened within the individuals after the experiencing step
at both cognitive and affective levels
DATA ANALYSIS is the systematic examination of commonly shared experiences;
this is also the group dynamics phase of the cycle
Step 5 SYNTHESIS AND GENERALIZING relevance of the activity to the everyday life;
theoretical and research findings may also be included
Step 6 INTEGRATION
Application to actual situations
Step 7 CLOSING REMARKS
Brief remarks to end the structured learning experience.
STAGES OF GROUP DEVELOPMENT
Corey and Corey, 1982 Tuckman, 1963 Klein, 1972
1. Initial stage 1. Forming 1. Orientation & resistance
2. Transition stage 2. Storming 2. Negotiation & intimacy
3. Working stage 3. Norming 3. Termination
4. Final stage 4. Performing
5. Post group stage

SOME IMPORTANT ETHICAL AND PROFESSIONAL ISSUES IN GROUP

PRACTICE
ISSUES BEFORE JOINING A GROUP

v Informed consent
v A clear statement regarding the purpose of the group
v Description of the group format, procedures and ground rules
v Psychological risks involved in group participation
v Background of the group leader

ISSUES DURING THE GROUP ACTIVITY

v Freedom to exit
v Respect for member privacy
v Freedom from undue pressure in participation
v Observance of confidentiality
v Referral to other sources

IMPORTANT ISSUES TO CONSIDER:

1. Confidentiality
2. Psychological risks in groups
3. Socializing among group members
4. The use of structured exercises
5. Sexuality in groups
6. Impact of leaders values in groups
7. Group leaders competence
8. Multicultural sensitivity
 GROUP PROCESS

PRACTICE EXERCISE
1. Empty chair is a group technique used by which type of a group counselor?
a. Gestalt c. Transactional analysis
b. Behavioral d. Adlerian

2. In a closed group
a. There are certain taboo topics that c. There are no women allowed
may not be discussed d. The group goals already have been
b. No new members may join after the achieved
first session

3. Effective communication happens in groups when

a. Message receivers do not speak c. Message senders use I messages
b. Message receivers hear you d. Message senders use third person
messages pronouns

4. Intellectualization occurs in the group when a member

a. Studies group counseling methods in c. Corrects the grammar of other group
class members
b. Has an extremely high IQ d. Presents cognitive information
without relating emotional content

5. Early in the life of a group

a. Norms are developed c. Cohesion take place
b. Trust is developed d. Goals are achieved

6. Which of the following is not a leadership style?

a. Authoritarian c. Laissez-faire
b. Dynamic d. Democratic

7. Group therapy differs from group counseling is that

a. Focuses more on the unconscious motivations of group members
b. Attempts to teach new behaviors to the members of the group
 c. Takes place mainly within educational setting
d. Necessitates the use of co leaders

8. When members feel threatened by the group, they will most likely
a. Use intellectualization c. Take over the group leadership
b. Give useful feedback d. Respond in defensive manner

9. Leaders using nonverbal attending behavior to

a. Demonstrate interest and caring c. Set group norms
b. End the monologue of a group d. Resolve conflict
member

10. Oral or written behavioral agreements in group counseling are referred to as

a. Trust c. Contracts
b. Issues d. Conclusions

11. Brainstorming is a process used by groups for problem solving. Which of these is not a
characteristic of brainstorming?
a. There is a time limit c. Quantity of ideas are foremost
b. Ideas are critically evaluated d. Creativity overrides practicality

12. Power and conflict in groups are closely related. In which of the following circumstances
does conflict exist?
a. One member wants the other to do c. One member wants the others to do
something and has enough power to something but lacks the power to
make the do it force them; however they want to do
b. One member wants the other to do it
something they dont want to do but d. One member wants the others to do
lacks power to force them to something they want to do and has
the power to force them

13. Which of these is not a goal in personal growth groups?

a. Self-enhancement
b. Self-actualization
c. Self-criticism
d. Interpersonal effectiveness
14. Self-disclosure involves
a. war stories c. Dumping negative feelings on the
b. Sharing self-knowledge with the group
group d. letting it all hang out

15. When a group member projects feelings deriving from the past relationships onto the
therapist, it is called
a. Counter transference c. Reframing
b. Transference d. Confrontation

16. Role-playing is an effective technique used in group counseling. Which of the following
is not a benefit of role-playing?
a. Practicing new skills c. Escaping from being ones self
b. Identifying effective an ineffective d. Prepare for real life situations
behaviors

17. Conflict within the group setting

a. Should be avoided at all costs c. Negates the progress of the group
b. Should be settled by those in power d. Promotes group involvement

18. This is an integrative approach to group practice that tends to focus on differences,
includes aspects from many approaches and is a collection of technique
a. Theory c. Technical eclecticism
b. Psycoeducation group d. Theoretical integration

19. The underlying assumption of this path is that the synthesis of the best of two or
more theoretical approaches offers richer possibilities than restricting practice
to a single theory
a. Thinking dimension
b. Technical eclecticism
c. Theoretical integration
d. Technique
20. Counselors who familiarize themselves with relevant research and the latest findings
regarding mental health issues that affect diverse client populations
a. Effective group leader c. Professional group counselor
b. Diversity-competent group counselor d. One of the above

21. This skill of a group leader calls on the insightfulness of the leader in finding ways of
relating what one person is dong or saying to the concerns of another person
a. Supporting c. Empathizing
b. Linking d. Facilitating

22. It is the dynamic and vital characteristic of leaders who know they are and what they
want
a. Self-awareness c. Personal power
b. Becoming aware of your own culture d. Presence

23. It is especially important because the group leader must not only keep the confidence of
members but also get the members to keep one anothers confidences
a. Confidentiality c. Psychological risks for members
b. Informed consent d. None of the above

24. Leaders explore with the members during a screening or orientation session what the
group process consist of and they are careful to ascertain whether the members
understand what may be involved
a. Involuntary membership c. Personal risk
b. Debriefing d. Informed consent

25. Rona is singled out by her group. Other members gang up on her, making her the
object of hostility or other forms of negativity. Rona is the _____ of the group.
a. Inadequate leader c. Confidant
b. Scapegoat d. Confederate

26. If you are planning to have this kind of group, it is essential that you have some idea
about the rate of turnover of your members
a. Open group c. Closed group
b. Cohesive group d. None of the above
27. A valuable and powerful tool in any group that can be misused especially when it is
employed destructively to attack another
a. Freedom c. Confrontation
b. Courage d. Collaboration

28. Some members use groups as a vehicle for expressing their problems in the hope that
they will be understood and totally accepted. This misconception refers to the wrong
notion that
a. The goal of a group is that members c. Working out my problems in the
will leave it feeling close and loving group will automatically solve my
toward everyone in the group problems a home
b. Groups are for everyone d. Groups are artificial and unreal

29. A group composed of elementary school children might be kept to 3 to 4 members. A

group of adolescents might be made up of 6 to 8 people. This consideration in forming a
group pertains to
a. Group composition c. Frequency and duration of meetings
b. Group size d. Length of a group

30. Both leaders and members may demonstrate a lack of these traits in a number of ways.
Most common ones are not focusing on the speaker but thinking of what to say next,
paying attention only o what people say explicitly and thus missing what they express
nonverbally, and doing too much talking and not enough listening
a. Attending and listening c. Genuineness and self-disclosure
b. Understanding nonverbal behavior d. Respect

31. Is the ability to tune in to what others are subjectively experiencing and to see their
world through their eyes
a. Genuineness and self-disclosure c. Sympathy
b. Empathy d. Caring confrontation

32. Victoria presented herself to the group as withdrawn and fragile. When she was asked
how she would like to be different, she said she would like to speak out more often and
more forcefully. In this way, she was able to challenge an old image that she had clung to
and later on was able to experiment with a different type of behavior. Victoria then
avoided
a. Listening discriminatingly c. Being just an observer
b. Expecting disruptions in her life d. Categorizing herself
33. In an open group, during opening sessions it is best to
a. Ask what the members want to do as an icebreaker
b. Let the members share what they have done during the weekends
c. Ask the members to state briefly what they liked the most on their last session
d. Introduce any new members to the group

34. To accept feelings and at the same time learn ways of constructively expressing them
and dealing with them; to develop skills in making friends; and to channel impulses into
constructive behaviors are examples of goals for
a. Acting-out children c. Substance abuse group
b. People with disabilities group d. None of the above

35. The shared beliefs about expected behaviors about expected behaviors aimed at making
groups function effectively
a. Group standards c. Group techniques
b. Group norms d. Group models

36. "No matter what I say, you leaders never seem to think I'm doing it right. Why can't I
just do it my way?" This comment refers to a member's
a. Conflict with a co-member c. Confrontation with a leader
b. Struggle for control d. Challenge with a leader

37. Members are unwilling to initiate work. Members are extremely hesitant to express
themselves. Members hide behind intellectualizations. Members say they do not have any
problems the group can help them with. These are signs that:
a. Trust is lacking c. Defensiveness is present
b. Anxiety heightens d. Fear of disclosure is present

38. Joaquin has fear of being rejected or accepted. Sometimes he feels that he does not have
anything worthwhile to say, and lacks trust in the group. He gave these reasons whenever
he was asked why he is
a. Silent and not participating that c. Impolite to his leader
much d. Not interested anymore to be a part
b. Always not around of that group

39. In working with children, patience, caring, playfulness and a good sense of humor,
ability to tune in to and remember one's own childhood refers to
a. Self-presentation c. Professional qualifications
b. Personal assumptions d. Personal characteristics
40. Patricia avoids siding with children or adolescents against their parents or a particular
institution. Tina is
a. Listening and remaining open
b. Maintaining objectivity
c. Preparing for sessions
d. Getting the attention of the children/adolescents

41. Professional qualifications refer to a leader or facilitator who is

a. Knowledgeable of the literature and significant research pertaining to counseling children and
adolescents
b. Trained in working with minors in groups before leading a group alone
c. Good in understanding the developmental tasks and stages of the particular age group
d. All of the above

42. This process will help a facilitator to focus efforts on critical group services needed by
specific clients in a particular setting. This is a part of accountability process
a. Develop a written proposal
b. Conduct a needs assessment
c. Obtain informed consent from the parents or guardians
d. Conduct pregroup interviews

43. Group members can gain from perspectives of two leaders. This can confer before and
after a group and learn from each other. Many prefer this both for facilitating groups and
for training and supervising group leaders. This model refers to
a. Group process c. Coleadership
b. Group techniques d. Group work

44. The capacity of a leader or counselor to be spontaneously creative, approaching each

group with fresh ideas
a. Inventiveness c. Resourcefulness
b. Creativity d. Responsiveness

45. You are a counselor at a community mental health center. You run a substance abuse
group for court-ordered offenders. You might expect
a. Cohesion c. Incoherence
b. Illiteracy d. Resistance

46. In rational-emotive and cognitive-behavioral therapy groups, the focus is more on

thoughts than on feelings. These techniques help people become aware of their
a. Self-denial c. Self-talk
b. Defenses d. Depression
47. This refers to dynamics such as the norms that govern a group, the level of cohesion in
groups, how trust is generated, how resistance is manifested and the various stages in
group's development
a. Group techniques c. Group practice
b. Group process d. Group dynamics

48. This behavior characteristically involves the element of surprise: the person confronts
and then quickly retreats. The confrontation has a sharp and cutting quality, and the
person attacking withdraws, leaving the attacked person stunned.
a. Hostile behavior c. Passive-aggressive behavior
b. Aggressive behavior d. Monopolistic behavior

49. A dimension of feedback that pertains whether it is written or spoken

a. Form of delivery c. Content
b. Source d. Valence

50. A group where conflict among members or with the leader is recognized, discussed and
often resolved
a. Working group c. Both working and nonworking group
b. Nonworking group d. Group class
GROUP PROCESS EXERCISE

ANSWER KEY
1. A 21. B 41. D
2. B 22. C 42. B
3. C 23. A 43. C
4. D 24. D 44. C
5. A 25. B 45. D
6. B 26. A 46. C
7. A 27. C 47. B
8. D 28. A 48. D
9. A 29. B 49. A
10. C 30. A 50. A
11. B 31. B
12. B 32. D
13. C 33. D
14. B 34. A
15. B 35. B
16. C 36. B
17. D 37. A
18. C 38. A
19. C 39. D
20. B 40. B
Career Development Theories
1. Need/Psychodynamic TENETS
Theory Early childhood experiences are the root of career direction and sa-
tisfaction
Proponent: a. Parental climate:
Ann Roe -emotional concentration on the child
- Avoidance of the child
-Acceptance of the child
-Loving parent
b. General cultural background and the socio economic status of the
ones family likewise affect need hierarchy and need directions.
c. Individual experiences lead to voluntary attention in particular direc-
tion which primarily determines the development of the interest, attitudes
and personality variables.

Needs have a strong bearing on personal interests, self concept and

personal information.
a. Satisfaction of needs follows Maslows Hierarchy.
b. The intensity of needs and their satisfaction determine the degree of
motivation that leads to accomplishment.
. Attention directedness is the major determinant of interest
. Occupation can be classified in two ways.
a. Person oriented careers- derive satisfaction through interactions
with other people such as: service, business contract, managerial,
general culture, arts and entertainment.
b. Non- person oriented careers- refers to working with ideas and
things independently such as: technology, outdoor and science.
Occupational levels
a. Professional and managerial
b. Professional and non-managerial.
c. Semi- professional and small business
d. Skilled
e. Semi skilled
F. Unskilled
2. Life Space, Life Span . The process of career development involves developing and im-
Theory or self concept plementing occupational self concepts through synthesis and com-
Theory promise.
v Self-concept- ones idea of the kind of person he/ she is
Proponent: - Self concept develops out of the interaction of inherited aptitude,
Donald Super physical make-up, opportunity to observe amid play roles.
People have different abilities, personalities, values, interest, needs
and concept; therefore, each individual is unique.
Abilities and characteristics are so immense that everyone has the
necessary qualifications to become successful in many occupations.
Self concept becomes increasing stables from late adolescences on-
ward, and thus provides some continuity and adjustment.
Life stage with typical development tasks
a. Growth (birt-14 years
Development of self concept, capacity, attitudes, in-
terest, needs and general understanding of the work
of work.
Learning to relate with others
Developing/ valuing non occupational roles
b. Exploratory (15-18)
- Crystallization (14-18) - developing and planning tentative voca-
tional goal.
- Specification (18-21)- Firming the vocational goal
- Implementation 921-24) - Training for and obtaining employment.
c. Establishment (25-26)
- Stabilization ( 23-35)- working and confirming career choice
- Consolidation (35-40)- Advancement in career
- Advocacy (40-44)
d. Maintenance (45-64)
- Stagnation- updating- innovation- continual adjustment
process to improve position
e. Decline (65+)
- Retirement- Specification- Disengagement- Death
- Finding a good retirement place, keeping what one enjoys.
The Individuals parental socioeconomic level, mental ability, edu-
cation, skills, characteristics ( needs, values, interest, traits and self
concepts) career maturity and the opportunities to which he/ she is
exposed determine the nature of the career pattern.
The degree of satisfaction people attain from work is proportional to
the degree to which they have been able to implement self concepts.
 3. Development Theory Four factors influence career development::
a. Reality- ability to handle pressures and constraints in a chosen career
Proponent: path, to respond to the negative and positive challenges in work place.
Eli Ginsberg b. Educational process- proper educational preparation to succeed in the
desired career.
c. Emotional factor- emotional security that serves as a basis for deter-
mining satisfaction
d. Individual values what are cherished and esteemed that must be satis-
fied and smoothly settled for one to be happy.

. Stages of career development

a. Fantasy stage birth to 11 enjoying and seeing ones elf in an
adult role without risks about possible careers in the process.
b. Tentative period 11- 17
Interest (11-12) focusing only on what one likes to do
Capacity (12-14) beginning to check whether one has aptitudes to
fulfill is desired.
Value (14-17) starting to look at intrinsic and extrinsic values.
Transition (17-18) realizing need to manage time and for con-
creteness and realistic vocation decision.
c. Realistic period 18-24
d. Exploration selecting g a college course, considering the choice
might change
e. Crystallization developing more definite ideas about what one
wants to do and not to do.
Specification- making more definite decisions.

4. The Generation Tem- . It is very important that one is able to choose what is related to
plate Theory his/ her abilities, competencies, interests and
Personality so that one can meet the demands of the job,
Proponent: thereby, is more or less assured of a satisfying work life.
Alexa P. Abrenica . Socialization, positive experience and availability of successful
models in one family are important ingredients in choosing a career.
. The child is able to develop mental schemata by observing parents
career of occupation.
.Self efficacy will be formed if there is the presence
5. Learning Approach to The person growing up encounters all kinds of events in various set-
career Development/ So- tings (social, economic, cultural etc.) and learns from these expe-
cial learning Theory riences.
The interaction between receiving stimuli (learning experiences)
Proponent: and the reactions to the produced consequences will shape the indi-
John Krumboltz vidual into a unique person.
3 types of consequences in shaping
a. Self observation generalization- self statement evaluating ones
 own actual performance in relation to learn standards
b. Task approach skills- effort to project into the future self obser-
vation
c. Actions-Implementation of behavior such as applying for a job
Four Factor that influence career choice
a. Genetic endowment and special abilities
b. Environmental condition and events
c. Learning experiences
2 types of Learning experiences
- Instrumental learning experience- The individual act on
the environment to produce certain consequences
- Associative learning experience- Individuals may hear of
read statements that associate certain occupations with
positive or negative characteristics.
d. Emotional response
People need the following when making career choice;
- Expansion of capabilities and interest
- Preparation for changing work tasks
- Empowerment to take action.

Career Satisfaction Theories

1. Trait-and factor theory TENETS
Proponent :
Frank Parsons Vocational development is a cognitive process and decisions are
reached by reasoning
Everyone has an occupational choice
There is a single right choice for everyone.
Patterns of traits can be objectively identified and profiled to
represent an individual potential.
High job satisfaction and performance are expected when individu-
als traits match the factors or requirements of his/her job.
2. Personality Types and TENETS
Work Environment
Theory Six types of work environment and six types of personalities
Realistic
Proponent: Work-mechanical, manual, technical, athletic, agricultural
John Holland Tangible- using hands and manipulation of things
Concrete problem solving
Proactive predictable
Personality unsociable, practical, materialistic, masculine
Prefer to work outdoors with their hands, tool ma-
chines, plants and animals
 Prefer dealing with concrete rather than abstract
Present oriented
Possible occupations farmer, firefighter
Civil engineer, mechanical engineer,
Carpenter, electrician
Closest type conventional and investigative
Farthest type Social
Investigative
Work Scientific and mathematical abilities, Intellectual,
abstract and critical thinking
Observing, abstract and critical thinking
Logical-precise methodical procedures in problem
solving
Personality Not socially oriented, introvert, prefer scientif-
ic and theoretical tasks
Prefer scientific and academic success
Believe that the intellect is the tool needed to deal
with the world
Possible Occupations chemist, biologist, physicist
Statistician, mathematician
Dentist, physician, veterinarian, pharmacist
Closest type: investigative, realistic and artistic
Farthest type: enterprising

Artistic
Work creative skills in unstructured environment, imagina-
tive, innovative, creative, original
Expressive, abstract, aesthetic, subjective, impulsive
introspective
Feminine and sensitive
Personality nonconforming, unconventional, avoid struc-
tured working settings, value freedom. Independence
Prefer artistic, dramatic jobs, dislike masculine ac-
tivities
Possible occupations dancer, book editor, art teacher
Fashion designer, graphic designer, actor, disc jock-
ey, composer
Closest type: investigative and social
Farthest type: conventional

Social
Work Social, educational and therapeutic skills, cooperative,
understanding, friendly
Value interpersonal relationship, concern with prob-
 lem and growth of people,
Prefer people who are helpful, friendly, trustworthy
Require verbal and social skills
Usually in helping professions
Personality cooperative, supportive, ethical, responsible
Understanding, friendly, sociable, cheerful
Possible occupations counselor, social worker, nurse
Physical therapist, occupational therapist
Closest type: artistic and enterprising
Farthest type: Realistic

Enterprising
Work- persuasive, manipulative, leadership skills, persuade
others
Effective speaker and use of word to persuade
Personality ambitious, extroverted, domineering, assertive,
self confident
Value success in political and economic fields, lack
scientific abilities
Persuasive, extrovert, prefers sales and managerial
jobs, need recognition and power
Possible occupations sales person, travel agent, judge, law-
yer, hotel manager, bank president
Closest type: social and conventional
Farthest type: investigate

Conventional
Work systematic organization and manipulation of data
Keep records, file papers, copy materials, organize
report
Bookkeeping and accounting records, word
processing, calculating and copy machine
Clerical and organizational skills
Personality methodical, practical
Conforming, unimaginative
Prefer structure
Carry out activities in detail, lack artistic skills
Possible occupations court clerks, bank teller, typist, book-
keeper, time keeper
Closest type: conventional, enterprising
Farthest type: Artistic
People with inconsistent personality patterns have:
Lower job achievement and satisfaction
Less stable vocational choices and personalities
 More difficulty making career decision
Tendency to change themselves to fit the job

3. Theory of Work Ad- TENETS

justment
Work adjustments is a result of the interaction between person(P)
and his/her work environment (E)
Proponent:
The degree to which the requirements (interactions) of the P and the
Rene Dawis
E are met is called correspondence
The process of achieving and maintaining correspondence is work
adjustment, indicated by the satisfaction of P with the E, and by sa-
tisfaction of the work environment with the individual (individuals
satisfactoriness)
Tenure is the result of satisfaction, it is the principal indicator of
work adjustment
Four typical response styles of P and E
Celerity quickness of response
Pace intensity of response
Rhythm pattern of response
Endurance persistence of response
4. Values-Based Holistic TENETS
Approach to Career Human functioning is greatly and molded by an individuals value
Development orientation which becomes the basic for evaluating ones own ac-
tions of others, particularly in terms of how she/he and others must
Proponent : function.
Duane Brown Values, rather than interests, play an important role in the career de-
cision making process because they present a direction to a desired
end sate and have a central role in settings goals or expected out-
comes.
Two categories of Values
a. Life values
b. Work values
Achievements
Belonging
Concern for others
concern for the environment
creativity
financial prosperity
health activity
humility
independence
interdependence
objective analysis
 CAREER GUIDANCE
Prepared by:
Wilmalyn A. Awingan, RGC

CAREER RELATED TERMS

Career
A lifelong calling or pursuit that includes a profession, an occupation, vocation or other calling that one
pursues through a lifetime.
It may change if one is able to pursue interests and develop used potentials and aptitudes skills and
abilities.

Job
A specific kind of work or set of tasks or duties a person has to perform at the workplace from day to
day, according to description and set of expectation
Example:
o TI Post test Area
Manipulating the IR Machine

Life Career
The total series of roles and work experiences a persons engages throughout life, including the
settings where they occur, like, schooling, continuing education, employment, leisure activities,
volunteer work etc.

Life career development

Self development over ones life span through the roles, settings and events in a persons life

Life career planning

The consideration of and decision making done by which alternatives open in the occupational,
educational and leisure areas of ones life are studied and selected.

Life Skills
Skills that enable the person to cope up with the challenges and vicissitudes of life, including
communication, decision making, resources, time management, and planning skills.

Occupation
A group of similar jobs found in various organizations
Example:
o Call center agents
o Factory workers
Profession

A career that requires specialized training and academic preparation.

Example:
o Lawyer
o Doctor
o Teacher

Vocation
The work that someone does because of a calling
Example:
o Nun social work
o Priest preaching

Definition of career counseling

The process of helping an individual come up with a personal career plan by collecting, collating and
evaluating various information about the self and the world of work to help the client meet his/her life
goals and to take necessary steps to implement the plan.
Goals of career counseling
To assist the individual in the development, planning and the implementation of a personal life career,
with focus on his/her personal aspirations and qualities
To help modify when course occupation desired by the individual requires aptitudes or abilities he/she
does not have
To help prioritize among several equally attractive courses of action
To help select appropriate training/educational activities programs for the occupation/career desired
To help identify work settings that may promise the best fit between the client and the work

CAREER GUIDANCE SERVICES

Information service
It provides information to help the client to know more about the world of work and the factors that
impinge upon it.
Examples:
o Career week
o Job fair
o Seminar and workshops
o Printed materials (career brochures, job trends, job openings)

Individual inventory service

Involves helping client get to know more about him/her through varied assessment instruments.
Examples:
o Psychological tests
o Rating scales
 o Health records
o Socio economic data

Counseling
Helps the client make a personal career plan and a plan of action by discussing the relationship
between discoveries about the world of work and the self

Placement
It facilitates the entry into the proper setting, with due consideration of the outcomes of counseling,
proper setting can include selection of appropriate training or educational institution.

Follow-up
It assesses clients performance and satisfaction in the setting pursued
It involves helping the client make decisions necessary with regard to the training program, occupation
and work setting pursued.
 CAREER GUIDANCE
1. Rico, Troy and John were all machine operators in an ice plant, there career is considered to be as
A. Job C. Vocation
B. Profession D. Occupation

2. Duane Brown: Value based holistic approach; : Personality type and work adjustment
A. Rene Dawis C. john Holland
B. Frank Parsons D. Anne Roe

3. I want to heal sick people just like my Dad because hes a good Doctor, the statement applies with the
theory of
A. Learning approach C. Development
B. Generation Template D. Psychodynamic

4. Yve Mendoza is a lawyer; her career is considered to be as

A. Job C. Vocation
B. Profession D. Occupation

5. Over Demanding parents who leads to career orientation towards people is an example of
A. Emotional concentration
B. Avoidance of the child
C. Acceptance of the child
D. Loving Parents

6. The proponent of psychodynamic theory

A. Anne Roe C. John Holland
B. Donald Super D. Alexa Abrencia

7. After three years of working in probationary status, Liza achieved permanency which makes her satisfied
with her career. This scenario can be applied in the career satisfaction theory of
A. Work Adjustment C. Personality type and work adjustment
B. Value-based holistic approach D. Learning approach

8. The fallowing are person oriented careers except

A. Arts and entertainment C. Outdoor
B. service D. Managerial

9. A theory which proposed that parents are the first agent socialization
A. Development C. Generation template
B. Learning approach D. Psychodynamic

10. Individual inventory service in career guidance involves the fallowing except
A. psychological test C. Career brochure
B. Rating Scale D. Socioeconomic data

11. There is one person-one job relationship, a belief in the theory of

A. Personality type and work environment C. Work adjustment
B. Trait and Factor D. Learning approach
12. Among the fallowing are possible occupation in a conventional work environmental except
A. Bank teller C. Account executive
B. Court clerk D. Book Keeper
13. The exploration in the life span theory includes; crystallization, specification and
A. Stabilization C. Implementation
B. Consolidation D. Stagnation

14. Life span theory: Donald Super; : John Krumboltz

A. Psychodynamics theory C. Development theory
B. Learning approach D. Generation template theory

15. A life stage that involves the development tasks of advocacy is

A. Growth C. Establishment
B. Exploration D. Maintenance

16. An occupational level that involves independent , varied responsibilities, an innovator is

A. Professional and managerial C. Skilled
B. Professional and non-managerial D. Semi professional

17. At a young age Kiera already had that dream of becoming a nurse, at that life stage this situation applies
A. Growth C. Establishment
B. exploration D. Maintenance

18. A theory in career development that involves development and implementing occupational self-concept
A. Need C. General Template
B. Life Span D. Learning approach

19. Ana is inclined with the work of hair dressing and cutting, Anas level of occupation is
A. Semi professional C. Semi skilled
B. Skilled D. Unskilled

20. A factor that influence career development which involves proper education preparation to succeed in the
desired career
A. Reality C. Education Factor
B. Education process D. Emotional values

21. A theory in career development which involves reward and punishment

A. Need C. Learning approach
B. Development D. General Template

22. Lalaine finished Bachelor of Science in Office Administration; she then applied for a position of an
executive secretary, this situation applies the theory of
A. Need C. Learning approach
B. Development D. General template

23. Lita is good in statistic what could be the possible work environment for her
A. Realistic C. Artistic
B. Investigative D. Conventional

24. Dina is very much interested on machineries but because shes a girl, she opted to enroll in education a
course which she believes that it intended for females, this situation applies the career development theory of
A. Need C. Learning approach
Life span D. Generation Template
25. Ana has a personality of being cheerful and friendly since childhood, because of these she is inclined with a
work environment which is
A. Realistic C. Artistic
B. Social D. Conventional

26. Juana has a personality of being expressive and imaginative but at times she displays practicality and often
carries out her activities in detail, this may lead to
A. Satisfactory job environment
B. An easy way of making career decision
C. Lower job achievement and satisfaction
D. More stable vocational choice

27. I believe that my intellectual capacity cannot be able to cope up with a course in college I would rather
enroll two year skilled course. This situation applies career development theory of
A. Need C. Learning approach
B. Life span D. Generation template

28. Innovation is a development task of what life stage

A. Growth C. Establishment
B. Exploration D. Maintenance

29. At a young age Justine experienced to be comforted and cared by a nurse, when Justine reached college
she enrolled in nursing. This scenario applies the career development of
A. Need C. Learning approach
B. Life span D. Generation template

30. A service that provides information to help the client get to know more about the world of work and the
factors that impinges upon it
A. Information service C. Counseling
B. Individual inventory D. Placement

31. Benica enrolled in Nursing because her mother reiterated to her that its the only course that will make
them rich, but she wanted to take up civil engineering. This scenario applies to the guiding principle of career
decision making that
A. Career planning is for everyone.
B. Unexpected life changes may necessitate a change in the career path being pursued.
C. Significant others may strongly influence ones career moves.
D. Occupational fields have different branches that could allow people with differing capabilities.

32. Linda, a topnotch in the board exam for nursing is a family woman with three children all studying in high
school, she is at the same time working as a call center agent. This applies the guiding principle in career
decision making that
A. Everyone is entitled to look into different possibilities to expand option
B. Career development starts from birth and ends when the person is no longer capable of functioning
C. Significant others may recognize that not all promotions are desirable
33. Roldan Dy, a Chief Executive Officer of a big corporation is applauded and respected by his relatives,
friends and subordinates, this justifies that
A. Career affects development of self-esteem and confidence
B. Career affects friendship, links and connection
C. Career affects attitude and values
D. Career affects lifestyle

34. Early childhood experiences are the root of career direction and satisfaction, a tenet in the theory of
A. Need C. Learning approach
B. Life span D. Generation template

35. Loida is a tertiary teacher in a private institution, earning more than the salary of Geraldine a teacher in an
elementary level. Comparing the clothes and leisure activities of the two, Loida spend more than Geraldine.
This justifies that
A. Career can affect lifestyle
B. Career can affect friends, links and connection
C. Career can affect attitude
D. Career affects values

36. It is the ability to relate appropriately and effectively with different types of people in diverse situations.
A. Intelligence Quotient C. Emotional Intelligence
B. Social Intelligence D. Adversity Quotient

37. It is considered to be as the dominant factor in the decision making process

A. Values C. Interest
B. Self-efficacy D. Attitude

38. Richards first course is engineering after the first term he shifted to information technology, then he
enrolled by the college of criminology, this situation is a career path can be explained by the flowing expect
A. Lack of sufficient career information
B. Lack of knowledge about oneself
C. Lack of Knowledge about world work
D. lack of knowledge with the money wasted

39. The proponent of Trait and factor theory

A. Frank Parsons C. Anne Roe
B. Rene Dawis D. Donald Super

40. The fallowing includes work values except

A. Achievement C. Understanding
B. Humility D. Privacy
 CAREER GUIDANCE

KEY TO CORRECTIONS
1. D 9. C 17. A 25. B 33. A

2. C 10. C 18. B 26. C 34. A

3. B 11. B 19. C 27. B 35. A
4. B 12. C 20. B 28. D 36. B
5. A 13. C 21. C 29. A 37. C

6. A 14. B 22. C 30. A 38. D

7.A 15. C 23. B 31. C 39. A
8. C 16. A 24. C 32. B 40. C
 PSYCHOLOGICAL TESTING
GC Board Examination Enhancement Seminar

PSYCHOLOGICAL TEST
A set of objective and standardized measure of a sample of behavior
Keywords: Objectivity, Standardization, Sample of Behavior.

KEY WORDS
OBJECTIVE - absence of differences in and between human judges.
STANDARDIZED - uniformity of procedures
Sample of behavior - representative sample from which inferences & hypotheses are drawn.

THEORETICAL FRAMEWORK
A theory is a coherent set of ideas that helps to explain data and to make predictions.
Researchers use theories as a tool to guide them in their observations and to generate new information.
Theories, therefore, are the basis for all research.

Theories of Intelligence
General Intelligence of the g factor as described by Charles Spearman. He concluded that
intelligence is a general cognitive ability that could be measured & numerically expressed.

Primary Mental abilities by Louis L. Turnstone

Focused on seven different primary mental abilities
1. Verbal Comprehension
2. Reasoning.
3. Perceptual Speed
4. Numerical Ability
5. Word Fluency
6. Associative Memory
7. Spatial Visualization

Multiple Intelligence by Howard Gardner

Visual-spatial
Verbal-linguistic
Bodily-kinesthetic
Logical-mathematical
Interpersonal
Musical
Intrapersonal
Naturalistic
Spiritual

Triarchic Theory of Intelligence by Robert Sternberg

Proposed what he refers to as successful intelligence which is comprised of three different factors:
1. Analytical intelligence - problem-solving abilities
 2. Creative intelligence - ability to deal with current problems using lessons from the past
3. Practical intelligence - ability to adapt to changing environment

Personality Theories
Trait Theories- prominent aspects of personality that are exhibited in a wide range of important social
and personal contexts.

Gordon Allport: Traits as dispositions

Central traits - basic to an individuals personality
Secondary traits - more peripheral
Common traits - recognized within a culture and thus vary from culture to culture
Cardinal traits - by which an individual may be strongly recognized

Raymond Cattells two-tiered personality structure

Sixteen Primary Factors
Five Secondary Factors

Lewis Goldbergs five-dimension personality model known as the Big Five

Neurotism
Extraversion
Agreeableness
Conscientiousness
Openness to experience

John Hollands RIASIC model of personality used in vocational counseling

Realistic-physical, hands-on, tool-oriented, masculine
Investigative-scientific, technical, methodical
Artistic-writing, painting, singing
Social-nurturing, supporting, helping, healing
Enterprising-organizing, activating, motivating
Conventional-clerical, detail-oriented

Myers-Briggs personality topology based on Carl Jung

Introversion/extraversion
Sensing/ Intuition
Thinking/Feeling
Judging/Perceiving

Social Learning Theory

Social Learning Theory focuses on two ideas. One is the relationship between cognition, behavior and
the environment. The second is learning through modeling or observation. The four criteria for learning
by observation are:
o Attention
o Retention
o Production
 o Motivation

Psychodynamic Theories
Personality is shaped by the interactions of the id, ego, and superego

Id
Ego

Super
ego
Behaviorist Theories
Explain personality in terms of reactions to external stimuli initiated by Skinner with the proposition that
people; behavior is formed by processes such as operant conditioning.

Cognitive and Social-cognitive Theories

Cognitivism- Behavior is explained as guided by conditions about the world
Social learning theory- suggests that the forces of memory and emotions worked in conjunction with
environmental influences.

Humanistic Theories

Focuses on subjective experiences of persons instead of factors that determine behavior.

Proponents: Abraham Maslow & Carl Rogers

Developmental Theories
Theoretical Perspectives
Psychodynamic Perspective Conscious VS Unconscious
Psychosocial Stages
Cognitive Perspective Assimilation and Accommodation
Information Processing
Learning Perspective Conditioning Self-efficacy
Humanistic Perspective Self-Concept Basic Needs

USES OF TESTS
Measure differences between individuals
Make decisions about persons
1. Classification
2. Diagnosis and treatment
3. Self-knowledge
4. Program Evaluation
5. Research
 CATEGORIES OF TESTS

ADMINISTRATIVE ASPECT
1. Group Test- permits testing of many individuals at once
2. Individual Test- instruments which by their design and purpose must be administered one-on-one:
allows observation of reactions and permits follow-up on an indefinite answer

The Medium
1. Paper-and-pencil
2. Performance Tests
3. Physiological

ITEM STRUCTURE
1. Objective- Multiple choice items
2. Subjective- Open-ended questions
3. Variations- Matching Items and essay

Test Function
1. Diagnose
2. Predictions
3. Selection
4. Placement
5. Classification
6. Screening
7. Certification

According to interpretative Framework

1. Norm-referenced tests- interpret an individuals score based on the results of a typical group of subjects
for whom the instruments is designed
2. Criterion-referenced tests- used to ascertain an examinees status with respect to some criterion
(established performance standard)

According to Responses
1. Verbal- respondents utilizes written or spoken language in response to the test item
2. Non-verbal- constructed in such a way that instructions are given orally and responses do not require the
use of language
3. Performance- involve in the manipulation of objects, with minimal use of paper and pencil

According to speed and power

1. Speed Tests- are those in which a subject must, in a limited amount of time, answer series of questions
or tasks of uniformly low level of difficulty
2. Power Tests- have items which are more difficult and time limits are generous enough giving a large
percentage of examinees to complete the items
According to Performance
1. Test of Abilities- seeks to measure maximum performance
Intelligence Test
Aptitude Test
Achievement Test
2. Tests of Typical Performance- test that gauge a typical response; used to investigate not what the person
can do best but what he usually does
Creativity Tests
Personality Tests
Interest Inventories
Behavioral Procedures
Neuropsychological Tests

Major Types of Test

1. Personality Tests
2. Tests of Cognitive Abilities
3. Testy of attitudes, values and interests
4. Tests of Psychopathology
5. Tests that assess normal and positive functioning

SPECIFIC TYPES OF TESTS

INTELLIGENCE TESTS
Provides a single score indicating the individuals general intellectual level
Examples: S-B Intelligence Scale
WAIS/WISC/WPPSI

APTITUDE
Measure the effect of uncontrolled learning
Permits analysis of performance with regards to different aspects of intelligence
Examples: DAT
Primary Mental Abilities
Gen. Aptitude Test Battery
Armed Forces Qualification Test

ACHIEVEMENT TESTS
Designed to measure the effects of specific programs of instruction or training
Relatively standardized set of experiences
Used to assess the results of educational process

DIAGNOSTIC TESTS
Analyze the individuals strengths and weaknesses in a subject and to suggest causes of difficulties
Example: Stanford Diagnostic Reading Test
PERSONALITY APPRAISAL

1. Self-report Inventories- Woodworth Personal Data Sheet

2. Projective Techniques- Inkblot techniques
3. Other Assessment Techniques- verbal, sentence completion, pictorial and expressive techniques

Opinion and Attitude Measurements

Opinion Measurements are concerned with specific question
Attitude Measurements are designed to measure single attitude or an individuals tendency to react
favorably or unfavorably to a class of stimuli

ASSESSMENT OF VALUES
Examples:
1. Study of Values Allport, et.Al)
2. Work Values Inventory (Super)
3. Moral Judgment Scale (Kolberg)
4. Internal-External Locus of Control (Rotter)

INTEREST TESTS
Used in Occupational Testing in aid of occupational decision for selection and classification
Stimulated by vocational and educational counseling

Non-test Techniques/Authentic Measures

1. Objective Performance Tests
2. Situational Tests
3. Self-concept Assessment Tools
4. Behavior Modification Programs
5. Direct Behavior Observation
6. Ratings in Personality Assessment
7. Life-History Data Analysis
8. Environment Assessment

Sample and Population

Sample refers to the group of persons actually tested
Population is a larger group from which the sample is drawn

Norms and the Interpretation of Raw Scores

Raw Scores- direct count/numerical report/measure of a persons test statistical framework
Norms-test performance of the standardization sample expressed in a statistical framework

Purposes of Score Conversion

1. Indicate the individuals relative standing in the normative sample thus permit an evaluation of
performance in reference to other persons
 2. Provide comparable measures that permit direct comparison of the individuals performance on
different tests or different parts of the same test
Normative Sample
Any form is restricted to the particular population from which it was derived
Psychological test norms are in no sense absolute, universal or permanent
Merely represent the test performance of the persons constituting the standardization sample
Developmental Norms
1. Mental Age
2. Intelligence Quotients
3. Grade Equivalent Norms
4. Ordinal Scales

Within-groups Norms
1. Percentile Norms
2. Standard Score Norms
- Linearly derived Standard Scores
- Normalized Standard Scores
a. T-Score
b. AGT Score
c. CEEB Scores
d. Stanine Scores
e. STEN Score
f. C Scale

Deviation Intelligence Quotient

Standard score with a mean of 100 and a standard deviation that is predetermined
Comparable when similar values of deviation have been used

Psychometric Properties
RELIABILITY
Refers to the degree to which test scores are consistent, dependable, or repeatable
Acceptable reliability coefficients:
Internal Consistency- 0.95
Test-retest- 0.90
Alternate Form- 0.85

Methods of Assessing Reliability

Method Procedure Coefficient Problems

Test-retest Same procedure, test Stability Many effect
given twice with time Practice effect
interval between Change overtime
testings
Alternate Form Equivalent test given Equivalence and Hard to develop two
with time between stability equivalent tests; may
 testings reflect change in
behavior over time
International One test given at one Equivalence and Uses shortened forms
Consistency time only (test divided internal consistency (split-half); only good
into parts slit-half) if traits are unitary;
hard to compute by
hand

VALIDITY
Degree to which a certain inference from a test is appropriate or meaningful
Extent to which a test measures what it purports to measure.

Types of Validity
Types Purpose Procedure Types of test
Content To compare whether Use panel of experts Survey
the test items match in content area; Achievement Tests
the set of goals and compare test blueprint Criterion-referenced
objectives tests
Criterion: concurrent To determine whether Correlate test scores Aptitude tests
there is a relationship with criterion measure Ability tests
between a test and an Personality tests
immediate criterion Employment test
measure
Criterion: Predictive To determine Correlate test scores
Scholastic aptitude
whether there is a with criterion measure
Gen. Aptitude
relationship between a obtained after a period
batteries
test and a criterion of time Prognostic tests
measure to be Readiness test
obtained in the future Personality tests
Intelligence test
Construct To determine whether Conduct multivariate Intelligence test
a construct exists and stat. analysis such as Aptitude test
to understand the factor analysis Personality test
traits/concepts that
make up the test

Test Construction
1. Specification of the purpose of the test and the target test population
2. Item Writing- items composed to cover a wide range of the construct
3. Item editing- checking of each item to establish face validity; weak or defective items are either
revamped or discarded
4. Item try-out
5. Item Analysis- technical aspect
6. Standardization- raw score conversion
 7. Validation- correlation process with appropriate criterion performance

ITEM ANALYSIS
The process or re-examining each item to discover its strengths and flaws
Qualitative analysis includes the consideration of content validity and the evaluation of items in terms of
effective item-writing procedures
Quantitative analysis includes principally the measurement of item difficulty and item discrimination

Points to Consider
Difficulty level/percentage passing of an item
Discriminability of each item
Analysis of incorrect responses

TEST ADMINISTRATION
1. Follow standard procedures to the minutest detail
2. Record any unusual testing condition, however, minor
3. Take testing conditions into account when interpreting test results

Checklist for Test Administrators

1. Pre-testing procedures
2. Check on Test Knowledge
3. Management Details
4. Information for Examinees
5. Checklist of activities during testing

Evaluation and Interpretation of Test Results

Types of Interpretations
1. Descriptive: What king of person is this man/woman?
2. Genetic: How did he get this way?
3. Predictive: How is he likely to fare in college?
4. Evaluative: What course should he take?

Communicating Test Results

Test results should not be transmitted routinely but should be accompanied by interpretative explanation
by a professionally trained person.
Results must be presented in qualitative description in simple terms.
Take into account the characteristics of the person receiving the results and anticipate emotional
response
Present results in terms of probabilities rather that certainties
Present results objectively and encourage the client to express reactions and feedback
Interpret with special care results from tests in which clients can vary their responses
Realize that the client may react emotionally and even irrationally, temper the approach with knowledge
of the individual
Methods of Reporting Results
1. Individual Sessions
2. Group Sessions
3. Oral Reports
4. Written Reports
5. Interactive Approaches
6. Video Approaches

PROBLEM AREAS
1. Acceptance
2. Readiness of the client
3. Negative Results
4. Flat Profile

Ethical Standards and Legal Consideration

Ensure that the decisions made are in the best interest of all concerned and that the process is carried out
in a professional manner

Six General Principles

1. Competence
2. Integrity
3. Professional and scientific responsibility
4. Respect for peoples rights and dignity
5. Concern for others welfare
6. Social responsibility

Standard for Educational and Psychological Test

1. Informal consent
2. Confidentiality
3. Privacy

CONFIDENTIALITY

Right of the examinee to have access to the findings of the test report which must be readily
understandable, free from technical jargons
Records must not be released without the knowledge and consent of the examinee

Protection of Privacy
A person should not be subjected to any testing program under false pretenses
A right that is essential to insure dignity and freedom of self-determination

Testing Instruments and Procedures

Restrictions on the purchase of test materials to ensure:
1. Security of Test Materials
2. Prevention of misuse
 ORGANIZATION, ADMINISTRATION AND SUPERVISION OF GUIDANCE
COUNSELING SERVICES AND PROGRAM DEVELOPMENT
GC Board Examination Enhancement Seminar

THE PERSONNEL

GUIDANCE PERSONNEL

Guidance Director
Roles: As a manager, ensuring the provision and the proper functioning of all the Guidance Personnel,
activities, budget and facilities.
As a developer, assessing needs for program planning, research, evaluation, improvement and
establishment of accountability.
As a leader, providing direction and motivation for personnel and program improvement.

Qualifications: RA9258 stipulates a Masters Degree on Guidance and Counseling as a prerequisite for
practice.

Guidance Counselor
Roles: Te Counselor plays five major roles. These are called 5Cs: Counselor, Coordinator, Consultant,
Conductor of Activities and Change Agent.

Qualifications: A Master Degree in counseling is a prerequisite for counselor. As stipulated in RA9258,

a license is required for practice.

Psychometrician
This is a misnomer, since a psychometrician is one who constructs and develops tests. The correct term
is psychometrist which refers to the person who is in charge of the testing program of the Guidance
Office. In the Philippines, the one in charge of the testing activities of the school is usually called the
Psychometrician.
Since psychological testing is covered by RA9258, the psychometrician must therefore meet licensure
requirements of educational qualification and board passing.

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.
Qualifications: Four-year Psychology, Counseling or Sociology background that helps her understand
human needs.

Secretary
The Secretary ensures proper transmission of messages and appropriate reception of visitors to the
office. She takes care of clerical tasks.
Qualification: A two-year secretarial course would be sufficient, but a four-year cou.rse is preferable.
 THE SCHOOL PERSONNEL

Head of the Institution

Roles:
Program Leader and Supporter
Program Consultant and Advisor
Resource Provider

Classroom Teacher
Roles:
Listener-Advisor
Referral and Reinforcing Agent
Discover of Human Potential
Career Educator
Human Relations Facilitator
Guidance Program Supporter

Health Personnel
Roles:
Identify children whose medical needs maybe related to social or emotional difficulties needing
attention.
Help in determining whether or to what extent physical ailments or defects are an obstacle to a
students performance, adjustment or anticipated development
Refer students who may malinger or may frequent the clinic at specific times and days, perhaps
in fear or avoidance of certain classes.

GUIDANCE SERVICES
INDIVIDUAL INVENTORY

The Individual Inventory Services (IIS) - sometimes called Individual Analysis-consists of all the information
gathered about each individual in school. The information is usually stored in a Cumulative Folder where data
accumulated about each student are kept while the student is still in school and up to a few years after. With
technology getting more advanced, more affluent schools store the information in electronic files.

INFORMATION

Gibson and Mitchell (1995) define the information Service as an activity whereby descriptive materials and
media are accumulated, organized, and disseminated through individual advising or counseling or through
planned group activities.
Major Vehicle of Information Dissemination
Printed Information Material
Small Group Guidance/ Classroom Guidance Activities
Seminar, Symposia, Conference
COUNSELING
Counseling is the heart of Guidance Program. It is Counseling Service that integrates all the data
gathered about the individual and his/her environment, in order for them to make sense.

Counseling is a goal-oriented relationship between a professionally trained, competent counselor and an

individual seeking help for the purpose of bringing about a meaningful awareness and understanding of
the self and environment, improving planning and decision making, and formulating new way of
problem resolution and/or development growth.

CONSULTATION
Consultation is the activity engaged in by the individual when his/her expertise is requested by another
party or organization, usually to enable the latter to assist another- a third party or an organization.

Consultation Model
Provision Model
Prescriptive model
Collaboration Model
Mediation Model

PREVENTION AND WELLNESS

Prevention
To be effective, a prevention program should:
o Be implemented before the onset of the indicators or symptoms of the disorder.
o Target populations, not individuals.
o Consider the uniqueness of the population and their environments and should therefore involve the
assessment of a wide range of forces influencing the lives of the target population.
o Consist of procedures that have been proven effective.
o Have strong organizational support even in the face of long-term goals.

Wellness
o Appropriate exercise, a good diet, and a stress-free lifestyle are considered important in any Wellness
Program.
o Mediation, Yoga Zen, Autogenic Suggestions, Hypnosis were popular in the 1989s and 1990s. They are
still used by some camps in the Philippines, but as observed, Filipinos are often enthusiastic about new
activities and not always persistent. Stress Management programs were also very popular in the 1980s
but soon had to be repackaged. Burnout Management came into the picture but did not catch as much
fire as Stress Management.

REFERRAL
Referral is usually understood as the action taken by person within the institution who sees that a
particular person needs counselor assistance.
Referral also refers to the assistance rendered to clients or their significant others in obtaining services
from other people or agencies that might be more effective in helping them.
PLACEMENT
Placement is ensuring that people are in the right place at the right time. It has to do with helping the
people find a place that will contribute to their physical, mental, emotional and spiritual health and well-
being so that they can be happy, contributing members of the society.

FOLLOW UP
Ideally a service extended to anyone is followed-up to determine goal attainment and customer
satisfaction. Follow-up Services help determine the status of the person who received assistance and what other
assistance must be rendered so that the service is complete and holistic.

RESEARCH AND EVALUATION

Research is a service-oriented activity conducted to discover new knowledge, and to substantiate theory.
Program evaluation is a program-oriented activity that seeks to collect relevant information to determine
whether program goals are met in terms of outcomes as basis for the modification of the delivery of services.

FACILITIES
Counselors Room/Guidance Directors Room
Psychometricians Room
Researchers Room
Consultants Room
Secretarys Room
Multipurpose Room
Waiting Area
Storage Areas

BUDGET

PROGRAM DEVELOPMENT
Program Development refers to all the activities involved in the planning implementation and evaluation
of the entire Guidance Program or any of its services and activities.

DIFFERENT MODELS
The Comprehensive Guidance Program Model
The Teacher Advisor Program (TAP)
Invitational Learning for Counseling and Development

STEPS FOR PRODRAM DEVELOPMENT

Study of the Real-Life Environment
Needs Assessment
Priority Setting
 Goal/Objective Formulation
Resources Determination
Strategies Identification
Program Implementations
Program Evaluation
Recycling
 ORGANIZATION, ADMINISTRATION AND SUPERVISION OF GUIDANCE AND COUNSELING
SERVICES AND PROGRAM DEVELOPMENT

__________ 1. Role of Guidance Director who ensures the provision and proper functioning of all
Guidance Personnel, activities , budget and facilities.
a. Manager b. developer c. facilitator d. leader
__________ 2. Role of Guidance Director who provides direction and motivation for personnel
program improvement.
a. Manager b. developer c. facilitator d. leader
__________ 3. Stipulates a Masters Degree on Guidance and Counseling as a prerequisite for practice.
a. RA2968 b. RA9258 c. RA7268 d. RA9256
__________ 4. Creating a formal structure that can accomplish the plans, staffing it with qualified
people defining each persons role clearly, providing appropriate financial and career
incentives.
a. Controlling b. Budgeting c. Planning d. Organizing
__________ 5. Ensuring that plans are carried out and solving plan-related problems.
a. Controlling b. Budgeting c. Planning d. Organizing
__________ 6. Role of guidance Counselor who aims to help people overcome obstacles to their
personal and educational growth.
a. Counselor b. Coordinator c. Change Agent d. Consultant
__________ 7. Role of Guidance counselor that must be involved in the process of organizational
change.
a. Counselor b. Coordinator c. Change Agent d. Consultant
__________ 8. One who constructs and develops test and who is in charge of the testing program of
Guidance Office.
a. Psychologist b. Psychometrist c. Psychosocialist d. Psysiologist
__________ 9. Ensures proper transmission of message and appropriate reception of visitors to the
office.
a. Secretary b. Messenger c. Assistant d. Receptionist
__________ 10. He/She may help diagnose the development and educational need of the clientele
purpose programs.
a. Developmental Psychologist b. School Counselor
c. Developmental Counselor d. School Psychiatrist
__________ 11. Visit homes, talk to family members, and determine how children be helped best.
a. Social Worker b. DSWD c. Reinforcing Age d. Career Educator
__________ 12. He/She communicates with students on an almost daily basis and is a position to
establish a relationship based on a mutual trust and respect.
a. Human Relation b. School Teacher c. Advisor d. Guidance Counselor
__________ 13. Help in determining whether or to what extent physical ailments are an obstacle to as
students performance.
a. Health Personnel b. Health Educator
c. Discoverer of Human Potential d. Guidance Program Supporter
__________ 14. IIS means
a. Individually Inventory System
b. Information Inventory Services
c. Individual Inventory Services
d. Individually Inventory System
__________ 15. Consist of all the information gathered about each individual in school.
a. Information Analysis
b. Individually Analysis
c. Individual Analysis
d. Individual Inventory
__________ 16. Systematically collects, evaluates, and interprets data to identify the characteristics
and potential of every client.
a. Information Analysis b. Individual Inventory c. Data Collector d. IIS
__________ 17. These are description of clients unusual or unexpected behavior in a given situation or
event.
a. Anecdotal Record
b. Anecdotal Reports
c. Anecdotal Information
d. Anecdotal Data
__________ 18. Indicate the extent to which an individual possesses each of the characteristics or traits
listed.
a. Trait List b. Rating Scale c. Rate List d. Individual Scale
__________ 19. Are typically designed to direct the observers attention to specific observable
personality traits and characteristics of an individual.
a. Directors List b. Trait List c. Checklist d. Direct List
__________ 20. Seek the clients response, usually in short, written essay, top a particular question or
concern.
a. Self-Expression Essay
b. Self-Description Essay
c. Clients Essay
d. Response Essay
__________ 21. Another tool that enables the counselor to see the client through his/her eyes.
a. Self-Expression Essay
b. Self-Description Essay
c. Clients Essay
d. Response Essay
__________ 22. Another technique for recording the clients daily activities.
a. Diary b. Daily Schedule c. Journal d. Activity List
__________ 23. Can be used to assess needs as a basis for establishing program objective and evaluate
services and activities.
a. Survey b. Objective list c. Journal d. Questionnaires
__________ 24. Enables the counselor to obtain specific information and to explore in-depth behavior
or responses.
a. Survey b. Observation c. Research d. Structured Interview
__________ 25. Help to determine social relationships, such as degrees of acceptance, roles, and
interactions within groups.
a. Interaction Techniques
b. Sociometric Techniques
c. Interacting Techniques
d. Sociometry Techniques
__________ 26. An activity whereby descriptive materials and media are accumulated,
organized and disseminated.
a. Information Service c. Guidance Activity
b. Organized Activity d. Guidance Consultation
__________ 27. Is a goal oriented relationships between a professionally trained, competent counselor
and an individual seeking help.
a. Counseling b. Interaction c. Guidance Activity d. Developmental Activity.
__________ 28. Type of counseling that focuses on the selection of the proper preparation for the
world of work.
a. Educational b. Personal c. Social d. Vocational
__________ 29. Type of counseling that can be extracted to anyone at any age and usually focuses on
the interpersonal and intrapersonal growth of a person.
a. Educational b. Social c. Environmental d. Vocational
__________ 30. Type of counseling focuses mainly on school or academic concerns, school selection,
School entry, school adjustment, and school maintenance.
a. Educational b. Social c. Environmental d. Vocational
__________ 31. Is the activity engaged in by the individual when his/her expertise is requested by
another party.
a. Counseling b. Interaction c. Consultation d. Assisting
__________ 32. Is used when a potential consultee encounters a problem which because of lack of
time, interest and competence. He/She cannot define objectively.
a. Provision Models
b. Prescriptive Model
c. List of solution
d. Solving Strategy
__________ 33. The consultants goal is to facilitate the consultees self-direction and innate capacity to
solve problems.
a. Provision Model
b. Prescriptive Model
c. Collaboration Model
d. Mediation Model
__________ 34. It is the consultant who recognizes a persisting problem; gathers, analyses, and
synthesizes existing information.
a. Provision Model
b. Prescriptive Model
c. Collaboration Model
d. Mediation Model
__________ 35. Refers to the assistance rendered to clients or their significant others in obtaining
services from other people.
a. Consultation b. Recommendation c. Referral d. Counselor Assistance
__________ 36. Eliminates the waste of precious time and possible harm by helping the counselor
know what works and what does not.
a. Observation b. Research c. Recommendation d. Evaluation
__________ 37. It requires systematic collection and analysis of data to determine the value of a
program.
a. Program Evaluation
b. Systematic Collection
c. Analytic Evaluation
d. Data Collection
__________ 38. It is usually conducted after the program activity or service has been completely drawn
up.
a. Formative Evaluation
b. Summative Evaluation
c. Program Evaluation
d. System Evaluation
__________ 39. Is conducted during the planning and operation of a program, service or activity.
a. Formative Evaluation
b. Summative Evaluation
c. Program Evaluation
d. System Evaluation
__________ 40. A room that can accommodate about forty-five people would be useful especially in
group activities.
a. Multi-purpose room
b. Waiting Area
c. Researchers Room
d. Confession Room
__________ 41. Refers to all activities involved in the planning implementation and evaluation of the
entire Guidance Program.
a. Program Development
b. Service Development
c. Information Development
d. System Development
__________ 42. He developed the Comprehensive Guidance Program Model
a. Norman C. Gysbers
b. Roman C. Gysters
c. Norman C. Gysters
d. Roman C. Gysbers
__________ 43. TAP means
a. Teaching Advisor Program
b. Teaching Advising Program
c. Teacher Advisor Program
d. Teaching Advise program
__________ 44. The goal of __________ is to provide an optimally inviting total environment.
a. Intentional Learning
b. Invitational Learning
c. Professional Learning
d. Optimal Learning
__________ 45. The four value-based assumptions regarding the nature of people and their potential
and the nature of professional helping are respect, trust, intentionality and __________ .
a. Patience b, Hardwork c. Honesty d. Optimism
__________ 46. In strategy planning, strategies include methodologies, or procedures, and content
both the __________ , or the Content and the Process.
a. When and the Where
b. What and the How
c. When and the How
d. What and the Where
__________ 47. The purpose of this assessment is to gather factual data about the institution.
a. Environment Assessment
b. Needs Assessment
c. Institutional Assessment
d. Environmental Assessment
__________ 48. Identify the needs specific to target population. This information can help in the
development of a relevant program that can be appreciated by and be useful to the client.
a. Environment Assessment
b. Needs Assessment
c. Institutional Assessment
d. Environmental Assessment
__________ 49. Invitational Learning concept was developed by
a. Willy W. Purkey
b. William W. Purkley
c. Willy W. Purkley
d. William W. Purkey
__________ 50. Studying the real-life environment zeroes in two main areas: the __________ and the
people who are part of it.
a. School b. Home c. Church d. Environment
ORGANIZATION, ADMINISTRATION AND SUPERVISION OF GUIDANCE AND COUNSELING
SERVICES AND PROGRAM DEVELOPMENT

KEY TO CORRECTIONS

1. A 27. A
2. D 28. D
3. B 29. B
4. D 30. A
5. A 31. C
6. A 32. A
7. C 33. C
8. B 34. D
9. A 35. C
10. A 36. B
11. A 37. A
12. B 38. B
13. A 39. A
14. C 40. A
15. C 41. A
16. D 42. A
17. B 43. C
18. B 44. B
19. C 45. D
20. A 46. B
21. B 47. A
22. B 48. B
23. D 49. D
24. D 50. A
25. B
26. A
 PERFORMANCE OF SCHOOLS IN ALPHABETICAL ORDER
August 2010 GUIDANCE COUNSELOR LICENSURE EXAMINATION

FIRST TIMERS REPEATERS OVERALL PERFORMANCE

SCHOOL % % %
PASSED FAILED COND TOTAL PASSED FAILED COND TOTAL PASSED FAILED COND TOTAL
PASSED PASSED PASSED
ANGELES UNIVERSITY
1 0 0 1 100% 1 0 0 1 100% 2 0 0 2 100%
FOUNDATION
ANNUNCIATION
0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
COLLEGE
ATENEO DE DAVAO
1 1 1 3 33% 0 0 0 0 0% 1 1 1 3 33%
UNIVERSITY
ATENEO DE MANILA
3 1 0 4 75% 0 0 0 0 0% 3 1 0 4 75%
UNIVERSITY-Q.C.
ATENEO DE NAGA 1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
BATAAN PENINSULA
STATE COLLEGE-
0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
BALANGA (BATAAN
POLY.SC)
BENGUET STATE
UNIVERSITY-LA 2 0 0 2 100% 0 0 0 0 0% 2 0 0 2 100%
TRINIDAD
BUKIDNON STATE
1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
COLLEGE-MALAYBALAY
BULACAN STATE
UNIVERSITY (BULACAN
2 0 0 2 100% 0 0 0 0 0% 2 0 0 2 100%
COLL OF ARTS &
TRADES)
CAGAYAN STATE
2 0 0 2 100% 0 0 0 0 0% 2 0 0 2 100%
UNIVERSITY-CARITAN
CAGAYAN STATE
UNIVERSITY- 6 4 0 10 60% 0 0 0 0 0% 6 4 0 10 60%
TUGUEGARAO
CAPITOL UNIVERSITY
(CAGAYAN CAPITOL 2 0 0 2 100% 0 0 0 0 0% 2 0 0 2 100%
COLL.)
CENTRAL COLLEGES OF
0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
THE PHILIPPINES
CENTRAL LUZON STATE
1 1 0 2 50% 0 0 0 0 0% 1 1 0 2 50%
UNIVERSITY
COR JESU COLLEGE
(HOLY CROSS OF 1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
DIGOS)
DE LA SALLE
UNIVERSITY- 0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
DASMARIAS
DE LA SALLE
9 0 1 10 90% 0 0 0 0 0% 9 0 1 10 90%
UNIVERSITY-MANILA
DE LA SALLE-ARANETA
1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
UNIVERSITY,INC (GAUF)
DON MARIANO MARCOS
MEMORIAL STATE 0 0 1 1 0% 0 0 0 0 0% 0 0 1 1 0%
UNIVERSITY-AGOO
FATHER SATURNINO
URIOS UNIVERSITY 1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
(URIOS COLL)
HOLY ANGEL
4 0 0 4 100% 0 0 0 0 0% 4 0 0 4 100%
UNIVERSITY
HOLY TRINITY COLLEGE
1 0 0 1 100% 0 1 0 1 0% 1 1 0 2 50%
OF PUERTO PRINCESA
KALINGA APAYAO
STATE COLLEGE 0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
(KALINGA COMM. COLL.)
LAGUNA COLLEGE OF
1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
BUSINESS & ARTS
LAGUNA STATE
POLYTECHNIC
0 3 0 3 0% 0 0 0 0 0% 0 3 0 3 0%
COLLEGE-SAN PABLO
(SPCSAT)
LAGUNA STATE
POLYTECHNIC 0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
UNIVERSITY-LOS BAOS
LYCEUM
1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
NORTHWESTERN
MANUEL L. QUEZON
1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
UNIVERSITY
MARIANO MARCOS
STATE UNIVERSITY- 0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
BATAC
MARIANO MARCOS
STATE UNIVERSITY-
1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
LAOAG-COLL. OF
EDUCATION
MIRIAM COLLEGE
(MARYKNOLL COLLEGE 13 2 2 17 76% 0 0 0 0 0% 13 2 2 17 76%
FOUNDATION,INC)
NATIONAL TEACHER'S
0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
COLLEGE
NORTHERN CHRISTIAN
0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
COLLEGE
NORTHWESTERN
0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
UNIVERSITY
NOTRE DAME
2 2 0 4 50% 0 0 0 0 0% 2 2 0 4 50%
UNIVERSITY
PAMANTASAN NG
LUNGSOD NG 1 2 0 3 33% 0 0 0 0 0% 1 2 0 3 33%
MUNTINLUPA (MPC)
PANGASINAN STATE
0 0 0 0 0% 0 1 0 1 0% 0 1 0 1 0%
UNIVERSITY-URDANETA
PHILIPPINE NORMAL
14 3 1 18 78% 0 0 0 0 0% 14 3 1 18 78%
UNIVERSITY-MANILA
ROOSEVELT COLLEGE-
2 1 0 3 67% 0 0 0 0 0% 2 1 0 3 67%
CAINTA
SAINT FRANCIS OF
0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
ASSISSI COLLEGE
SAINT JOSEPH'S
COLLEGE OF QUEZON 2 2 0 4 50% 0 0 0 0 0% 2 2 0 4 50%
CITY
SAINT LOUIS
1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
UNIVERSITY
SAINT MICHAEL'S
0 0 0 0 0% 0 1 0 1 0% 0 1 0 1 0%
COLLEGE-ILIGAN CITY
SAINT PAUL
UNIVERSITY- 1 2 0 3 33% 0 0 0 0 0% 1 2 0 3 33%
TUGUEGARAO
SAN PEDRO COLLEGE-
0 0 0 0 0% 0 0 1 1 0% 0 0 1 1 0%
DAVAO CITY
SILLIMAN UNIVERSITY 0 1 0 1 0% 0 1 0 1 0% 0 2 0 2 0%
TARLAC STATE
UNIVERSITY (TARLAC 2 0 0 2 100% 1 0 0 1 100% 3 0 0 3 100%
COLLEGE OF TECH.)
TECHNOLOGICAL
UNIVERSITY OF THE 0 1 0 1 0% 0 1 0 1 0% 0 2 0 2 0%
PHILIPPINES-MANILA
UNIVERSITY OF BOHOL 0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
UNIVERSITY OF ILOILO 0 0 0 0 0% 0 1 0 1 0% 0 1 0 1 0%
UNIVERSITY OF LA
0 0 0 0 0% 1 1 0 2 50% 1 1 0 2 50%
SALETTE-SANTIAGO
UNIVERSITY OF MAKATI 0 2 0 2 0% 0 0 0 0 0% 0 2 0 2 0%
UNIVERSITY OF MANILA 0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
UNIVERSITY OF
NEGROS OCCIDENTAL- 1 1 0 2 50% 0 0 0 0 0% 1 1 0 2 50%
RECOLETOS
UNIVERSITY OF
NORTHERN 1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
PHILIPPINES-VIGAN
UNIVERSITY OF RIZAL
0 0 0 0 0% 0 1 0 1 0% 0 1 0 1 0%
SYSTEM-ANTIPOLO
UNIVERSITY OF SAINT
1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
ANTHONY
UNIVERSITY OF SAINT
7 0 1 8 88% 0 0 0 0 0% 7 0 1 8 88%
LA SALLE
UNIVERSITY OF SAN
1 1 0 2 50% 0 0 0 0 0% 1 1 0 2 50%
CARLOS
UNIVERSITY OF SANTO
3 1 0 4 75% 0 0 0 0 0% 3 1 0 4 75%
TOMAS
UNIVERSITY OF
SOUTHEASTERN
0 2 0 2 0% 0 0 0 0 0% 0 2 0 2 0%
PHILIPPINES-DAVAO
CITY
UNIVERSITY OF THE
0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
ASSUMPTION
UNIVERSITY OF THE
CORDILLERAS (BAGUIO 1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
COLL. FNDTN.)
UNIVERSITY OF THE
IMMACULATE 0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
CONCEPTION-DAVAO
UNIVERSITY OF THE
PHILIPPINES-BAGUIO 0 1 0 1 0% 0 0 0 0 0% 0 1 0 1 0%
CITY
UNIVERSITY OF THE
2 5 0 7 29% 0 0 0 0 0% 2 5 0 7 29%
PHILIPPINES-DILIMAN
WESLEYAN UNIVERSITY-
PHILIPPINES- 1 0 0 1 100% 0 0 0 0 0% 1 0 0 1 100%
CABANATUAN CITY
WEST VISAYAS STATE
5 1 0 6 83% 0 0 0 0 0% 5 1 0 6 83%
UNIVERSITY-LA PAZ
XAVIER UNIVERSITY 1 0 1 2 50% 0 0 0 0 0% 1 0 1 2 50%
NOTHING FOLLOWS----------------------

Any discrepancy in the performance of schools listed above is entirely unintentional on the part of
the Professional Regulation Commission but rather due to miscoding of school codes by the examinees
themselves in the application forms. Concerned schools may write the Commission for correction.
Roll of Successful Examinees in the
GUIDANCE COUNSELOR LICENSURE EXAMINATION
Held on AUGUST 26 & 27, 2010 Page: 3 of 5
Released on SEPTEMBER 1, 2010

Seq. No. Name

1 ABARDO, SOLOMON MILLARE
2 ABRIA, AIZZA ARLIA SANTIAGO
3 ACOSTA, MARIA CHRISTINA FELICIANO
4 AGUAS, KARLA MARIE CORTES
5 ALCALA, GRACE BELLEZA DAPITON
6 ALCAZAR, JUANITO DIGO
7 AMORA, RHODORA CRUZ
8 ARANDIA, SHERYL SIERVO
9 ATAY, MICHELLE GAY MONTEZA
10 BADRINA, CHARLOTTE JONES CHAVEZ
11 BANGAYAN, SHEILA MARIE BAGAOISAN
12 BASCOS, JASMIN APELADO
13 BATINGAL, ANNA LYN MASING
14 BELLO, AMELIE TRINIDAD
15 BILBAO, CYNTHIA LOUISE FRANCISCO
16 BORBON, MARIA LOIDA FAYE CINCHES
17 CALIGNER, EDUARDO CIABO
18 CALIMAG, BABILYN TALOSIG
19 CAMBRI, JINKY JOSE
20 CASIO, AVYLENE NIETO
21 CASONO, APRIL JOY PENASO
22 CATUNGAL, JULIETA PIA
23 CAUYAN, JACLYN MARIE LOMIBAO
24 CLEOFE, MYREEN POLICARPIO
25 CONSTANTINO, JEROME BANTILING
26 CORDOVA, MARYVER ALCASID
27 COROA, RYAN BONDOC
28 CORPUS, CHRISDELL BALDOVINO
29 CRUZ, MA CELINA GUZMAN
30 CRUZ, TERESITA OCSAN
31 DALISAY, CRISTIE MARIE CEREZO
32 DATU, CHARIZZA CASAS
33 DELGADO, MARILET CASTILLO
34 DIGAMON, EVANGELINE CANDA
35 DULAWAN, ADESTY PAWID
36 ESPIRITU, MARIA TERESA DE JESUS
37 ESTACIO, RHENAN DIZON
38 FERRER, EMMANUEL ADONIS AQUINO
39 FLORES, GERALDINE LUNA
40 FRANCISCO, CINDERELLA RAYMUNDO
41 FUNELAS, DELIA CRUZ
42 GABRIDO, SUZZANE DELIMA
43 GAGAM, NELIA RAMIREZ
44 GICALDE, QUEENY LYN DEQUIA
46 GONZALES, MA AURORA EMETERIA PERONA
47 GUMABAY, RHEA VLANCE CABAUATAN
48 GUTIERREZ, MARIA CECILIA QUIMIO
49 HERNANDEZ, MIRA FAITH RIGONAN
50 INSIGNE, JOSIE ZAYAS
51 JAPSON, JOCELYN KALASKAS
52 JOVELLANOS, ANALOU CORPUZ
53 LACSON, MARICEL CARPIO
54 LAGADIA, CATHERINE DELOS SANTOS
55 LORENZO, ROMEO LAVEGA
56 LUALHATI, MARIA CORAZON MILLENDEZ
57 MALAFU, ROLANDO FOOCAN
58 MANALO, MA CONCEPCION OLVIDO
59 MARABUT, MARIA ROSANNA MONICA VILLAREAL
60 MARFIL, RODERICK EVANGELISTA
61 MATA, KATHLYN ABADILLA
62 MATA, MARIA LOURDES PALACPAC
63 MENDOZA, SOPHIA ALMENIANA
64 MIGUEL, CHARLYN ELCHICO
65 MONGE, ARDEN MAY MIRAFLORES
66 OCHAVO, LIBERTY LEDESMA
67 OLIQUIANO, ARTHUR ORLINA
68 ONG, RACHEL JOY CO
69 ORTEGA, KARREN TANJUSAY
70 PACETE, MARITES MENDOZA
71 PADAMADA, NICOLA IRIS PALIUANAN
72 PALACPAC, THERESE PALOMA
73 PANLASIGUI, VIRGILIO SALVADOR ANDRES
74 PAR, MIA MAILA MARALIT
75 PARARUAN, ROCHELLE ANN VALENZUELA
76 PEA, PAOLO ANGELO SANCHEZ
77 PONCE, KAREN NERY
78 PUBLICO, MARCO REYES
79 RACADIO, MARIA CARMEL ABAD
80 RAMON, TERREZYL CARVILLEDA
81 RIPOTOLA, ANALYN ROQUITA MURPHY
82 RIVERA, JUNE ALVIZ
83 RIVERA, LEILANIE BAUTISTA
84 RODRIGUEZ, JUDY ANN MILA SABIO
85 ROSAS, RICHEL VALENZUELA
86 RUBIO, LEONORA CAMACLANG
87 SABAS, DYRMA IGARTA
88 SALAS, LAARNI DELA PEA
89 SANIDAD, MARIA CECILIA ORTEGA
90 SIAN, JULIAN JR CASIANO
91 SONGDAY, ALOHA AMANGAN
92 STA ANA, REYMILY ROSE RUANTO
93 SULIT, MARIA DIONE ROBERTA DELFIN
94 SUTHERLAND, MA KATRINA DE JESUS
95 TABING, AMELIZA FLORES
96 TAJONERA, CHRIS FELI JOY PORRAS
97 TAN, TERRY ONG
98 TIGLAO, LEILA MALABANAN
99 TIGNO, MA ADORA CARLOS
100 TIVIDAD, LANIELYN SALES
101 TOLENTINO, LAARNI SEVILLA
102 TOLENTINO, LARAMIE REBULADO
103 TRANQUILO, AILEEN ALVAREZ
 104 UBAS, RISALINA VELARDE
105 UY, RICADELLE DEL ROSARIO
106 VILLANUEVA, TERESA NAPAGAL
107 VILLARUEL, MARIANNE PARAISO
108 YULO, CHERRY JALANDONI
NOTHING FOLLOWS---------------------

Manila, Philippines
SEPTEMBER 1, 2010

Recommending Approval :

(orig. signed)
LUZVIMINDA S. GUZMAN
Chairman
Board of Guidance and Counseling

APPROVED :

(orig. signed)
NICOLAS P. LAPEA, JR.
Chairman
Roll of Successful Examinees in the
GUIDANCE COUNSELOR LICENSURE EXAMINATION
Held in AUGUST 2008
Released on SEPTEMBER 1, 2008

Seq. No. Name

1 ALDAY, MYRA PATRON

2 AQUI, ANNA CHRISTINA SANTOS
3 ATILLO, ANALENE NATIVIDAD
4 AWINGAN, WILMALYN ADAG
5 BABANTO, RHEENA ESTER BANTULA
6 BACOSA, LEAH SIOSON
7 BASAWIL, CECILE AGUILAN
8 BAUTISTA, ANGELIE DOLIGOSA
9 BAUTISTA, MARIA THERESA MERCADO
10 BELTRAN, FLORY CAYABYAB
11 BUENAFE, FINI JOY PALACIO
12 BUSTILLO, ANGELI BALDOVINO
13 CABACUNGAN, NERISSA GONZALES
14 CABARON, LYNMARIE THERESE ARANETA
15 CADANO, KRISTINE CEPE
16 CALLO, FRANCES RUTH LOURDES SESPERES
17 CANLAS, CHERRY LOU DUQUE
18 CARDENAS, MARIA TERESA TABUAR
19 CARLOS, KRISTINA ROSE GUIAO
20 CHAN, CHERRY LO
21 CHUA, CLAUDINE SY
22 CIPRIANO, ADARNA MIRASOL
23 CORTEZ, MARIA DOROTHY ALONZO
24 CORTEZ, MARYROSE PICO
25 CUA, CYMBELINE CHAN
26 CUDEL, ANDREW DE LUNA
27 DAVID, ADONIS PACLEB
28 DE CASTRO, FRANCINE ROSE ASUNCION
29 DELA CRUZ, SHERILLYN DIZON
30 DIZON, MICHELLE MARIE CALIXTO
31 DIZON, STEPHANIE ROSE TOLENTINO
32 DOMENDEN, NHORLY URBIZTONDO
33 GAGNI, ELIZABETH MARFEL FORTES
34 GONZALEZ, MARIA MARGARITA CRISOSTOMO
35 HOGGANG, GERALDA PINOY-AN
36 IMBANG, LEI MARIE FENETE
37 JANAIRO, EFRAEM ABAD
38 JOSUE, MARY JOCELYN BALANGUE
39 JOVER, MURIEL MINERVA
40 KURZE, ANDREA ROBERTO
41 LAWAS, RICKY REMETIO
42 LEGASPI, ESTESA XARIS QUE
43 LINGALING, ROSALIE OSALVO
44 LOPEZ, JOCELYN BUENAVENTURA
45 LUBONG, MARICEL VELASCO
46 MAURICIO, CANDY DELA CRUZ
47 MEDINA, FERDINAND LABIOS
48 MENDOZA, ANNIE TANCIOCO
49 MORES, ELMERANDO TAGUIBAO
50 NAVAL, JEANETTE VICTORIA ALBANO
51 NAVAREZ, JOEL CASTILLO
52 NAYVE, MARY ANNE LOPEZ
53 NGO, MYRLINDA ROSE ABAD
 54 OAEL, IRENE CULAS
55 OCAMPO, MARICAR BERNARDO
56 OIDE, CONCHITA LICUANAN
57 PADSOYAN, REYNALYN TAYAWA
58 PAELANO, AARON MAGNO
59 PAJARILLAGA, FLERIDA SANTIAGUEL
60 PANTALEON, JAYMEE ABIGAIL KLINEFELTER
61 PAPAS, LOVELYN SISON
62 PARCASIO, AURORA PAULO
63 PAULO, MARY GRACE BLASICO
64 PIDLAOAN, KAREN CUSTODIO
65 PRE, JULIUS CUARESMA
66 QUEMI, MARIFEL PONCE
67 QUIAMNO, DIOSDADO JR BONDE
68 QUIBA, CAROLYN CRUZ
69 QUIBA, MENDELSON POLANTE
70 QUINDOR, JUDYLYNN IGUBAN
71 RIMANDO, KAREN ORTIGUERO
72 ROGEL, ELNA MARTIN
73 ROSAL, MANOL TABLADA
74 SALDA, JESHANAH BASALONG
75 SARABIA, JOSELITO SAADA
76 SINDOL, ANNIE EVE DAVID
77 STA ANA, OLIVER BALTAZAR
78 TIMBOL, MA NANETTE CRUZ
79 TOLEDO, CAROL MADLANGSAKAY
80 TRAGICO, GIFT DEL CARMEN
81 TRIGUERO, JANICE PUNZALAN
82 VILLAREAL, RITA LORENZO
83 VILLON, ALEXANDRA WANDA LOMOD
84 YAMZON, MAY DAVID
NOTHING FOLLOWS-

Manila, Philippines
SEPTEMBER 1, 2008

Recommending Approval:

LILY ROSQUETA-ROSALES
Officer-In-Charge
Board of Guidance and Counseling

APPROVED:

By Authority of the Chairperson:

RUTH RAA-PADILLA
Commissioner
Officer-In-Charge