Guidance Services

1. Orientation Service

The primary objective is to give due

assistance to the students in their new
adjustments to a new phase of life.
2. Individual Inventory Service

• Sometimes called Individual Analysis

• It is the objective of guidance to discover the

individual’s characteristics and pertinent background
and to keep records updated, organized and securely
filed.
The inventory helps people in different ways.

It enables the Students to:

1. Develop a deeper, fuller self awareness

2. Create appropriate plans for approving the quality of
his/her life based on this awareness and self-understanding.
 It enables the Counselor to:

1. Get to know the student

2. Facilitate the student’s self awareness, self-
understanding and decision making
3. Ascertain appropriate avenues for student to pursue
4. Determine the best options for helping the student
5. Assist significant others in understanding the student
 It gives the Administration and Faculty an idea of the:

1. Profile of the school population

2. Appropriate strategies for responding needs, interests
and values
3. Strengths and passions that can be channeled to
appropriate goals
Parents/Guardians would have for:

1. Understanding their Children better

2. Responding more sensibly to their
children
 Cumulative Record Contents

Personal Data- information gives the counselor a view of the

factors that may contribute to the development of the client’s
personality and concerns.
Age-knowing the characteristics of an age group, the counselor
can anticipate what may hinder or promote the relationship with
the client.
Family Background and Home Environment-it can identify
possible areas of concern.
Hobbies, Interest, Goals, Values
-positive moving forces which the
counselor can use to motivate,
encourage and galvanize the
person into action.
Personal Strength and Personality Traits and Characteristics-
can help pinpoint areas where the person can excel and what he/she
can pursue, modify, develop or try to avoid.
Problems and Needs-can help point out the areas where more
intensive and personal work with the client is needed.
Educational Data-can give indications regarding the client’s mental
ability, aptitudes, and special strengths.
School Attended-shows regularity of attendance.
Grades-can give a glimpse of subjects where the students might be
interested, motivated or encouraged, and those needing
improvement could be used for academic and career counseling.

Co-curricular and Extracurricular activities-glimpse of the

personality: is the person active? Does he/she have the initiative?
Leadership qualities?

Courses Taken-refers to the special courses taken.

Health Data-can signify whether the client is physically capable of

coping with academic or social demands.

Social Data- demonstrate the client capacity to relate with others.

3. Information Service
This service makes available to
students information about occupational
and educational opportunities and
requirements, about activities, agencies
and services in the school and community which the students may
use to solve his problem.

An activity whereby descriptive materials and media are

accumulated, organized, and disseminated through planned group
activities. (Gibson and Mitchelle, 1995)
 Target audience of Information Service:
1.Students 2.Employees 3.Faculty

4.Parents 5.Administrators

6.Support and Maintenance Staff

The service helps Clients:

1.Get a wide range of information from diverse sources
2.Discover more possibilities than had already been
thought about
3.Weigh pros and cons of each possibility
4.Make an informed decision on the matter at hand
 The Service helps Counselors in that it:
1. Provides a wide variety of information that counselors
alone cannot give
2. Extends information to a greater number of students
even without individual contact
3. Increases and updates the counselor’s own knowledge as
a basis for guiding clients
 Major Vehicle of Information Dissemination
1.Printed Information Materials
Examples: pamphlets, books, magazines, journal
2. Small group Guidance Activities
-group guidance activities are designed to provide information or
experience to students in groups beyond those provided with the day
to day learning activities in the classroom.

3.Homeroom Guidance/Classroom Guidance Activities

Intended to:
Self-awareness and understanding]
Social awareness and other orientation
Career awareness and planning]
Leadership and citizenship
4.Seminars, Symposia, Conferences
-enable students, parents, teachers, administrators and staff to learn
something vital.
Placement Service- is intended to help the students
secure information concerning the next step in his
educational, vocational or personal program. (Example:
choice of Job-oriented courses, getting part time or full-
time job, etc.)
-ensuring that people are in the right time at the right
place.
• Intended to establish a relationship between the
guidance counselor and the student.

 Involves helping the

students understand
the choices he faces,
handle his
difficulties in a
rational way and
strengthen his best
qualities, and make
his own plans and
decisions based on
self-understanding
• Meaning and nature of
counseling
• Purposes of counseling
• Phases of counseling
 Meaning
and Nature
of
Counseling
Counseling is held between

COUNSELEE
COUNSELOR

EXPERT PROBLEM FACER

• The core, most intimate and vital
part of the guidance program
• More than advice giving
• Counseling is a collaborative
process.
• Webster dictionary defines
counseling as “consultation, mutual
interchange of opinions;
deliberating others
Purposes
of
counseling
To get information about the
pupil which will be of help to
him in solving his problems

To help the pupil work out a

plan for solving his difficulties
To help the client know
himself better, his
interests, abilities,
aptitudes, and available
opportunities.
To assist the client in
planning for his
educational and vocation
choices
To produce
voluntary
changes in the
client
Phases of
counseling
 Phases of counseling
• Phase 1- exploratory
stage
• Phase 2- interpretative
stage
• Phase 3- adjustment
stage
The counselor plays a major, prominent, active, leading
role. He directs the thinking of the counselee by
informing, explaining, interpreting and advising. He
does all he can to get the counselee make a decision in
keeping with his diagnosis
 The counselee takes the active part in the process. The counselor
creates an atmosphere in which the client gains insight into the nature of his
problem, to face his acceptable as well as unacceptable characteristics, and
upon accepting himself, to feel confident to make his own judgments. The
counselor’s role is passive. He does not provide any ready-made solution but
examines the suitability of the adjustment strategies.
 When the counselor tries to incorporate in his practice
both directive and non-directive techniques, the result is
eclectic counseling.
 Eclectic counselling requires counsellors to be sensitive
to the developing situations so that they can evaluate
the indications and contraindications for the application
of any method.
 1. Intake interview –collect case history from parents,
teachers or other concerned persons – plan is formulated
for diagnosis.
2. The collected information is given to the client to
improve his self understanding.
 3. The counselee has to achieve emotional release and
insight
(understanding). He has to change his perception and
attitude about
himself and his situation (environment).
4. During the closing phase, the counselee makes decisions
and plans,
changes behavior and solves his problems.
Respecting human rights and dignity
Protecting the safety of clients
 Ensuring the integrity of practitioner-
client relationships
the quality of professional knowledge and
its application
 Alleviating personal distress and suffering
 Increasing personal effectiveness
 Enhancing the quality of relationships between
people
 Appreciating the variety of human experience and
culture
 Striving for the fair and adequate provision of
counselling services
Being trustworthy
Autonomy
Beneficence
Non-maleficence
Justice
Self-respect
 Being Trustworthy
Honouring the trust placed in the practitioner (also
referred to as fidelity)
Being trustworthy is regarded as fundamental to
understanding and resolving ethical issues.
 Autonomy
This principle emphasizes the
importance of developing a client’s
ability to be self-directing within
therapy and all aspects of life.
 Beneficence
The principle of beneficence means acting in the
best interests of the client based on professional
assessment. It directs attention to working
strictly within one’s limits of competence and
providing services on the basis of adequate
training or experience.
 Non-maleficence
Non-maleficence involves: avoiding sexual,
financial, emotional or any other form of client
exploitation;
avoiding incompetence or malpractice; not
providing services when unfit to do so due to
illness, personal
circumstances or intoxication.
 Justice
The principle of justice requires being just and
fair to all clients and respecting their human
rights and
dignity. It directs attention to considering
conscientiously any legal requirements and
obligations, and
remaining alert to potential conflicts between legal
and ethical obligations
 Self-respect
The principle of self-respect means that the
practitioner appropriately applies all the
above principles as
entitlements for self. This includes seeking
counselling or therapy and other
opportunities for personal
development as required
 Empathy
Sincerity
Integrity
Resilience
Respect
Humility
Competence
Fairness
Wisdom
Guidance is the help given by one
person to another in making choices and
adjustments and in solving problems.
The concern of this service suggests the
need for maintaining continuous contacts
with counselees, graduates or drop-outs.
The condition of the student is checked,
particularly those in difficult or critical
condition, and additional interventions are
undertaken if necessary.
It is essential to evaluate the use and
application of information to determine
their effectiveness and efficiency.

It is a guidance function where the

counselors develop and implement
assessment and evaluation plans that
would provide data on the quality,
results, and impact of the various
guidance services and programs.
Research

Research

It is needed for a better

understanding of students
as well as for a working
knowledge of school needs
and resources
and for evaluation of
achievement
in relation to goals.
Remedial

Remedial

Arrangements for remedial

help in cases of defects in
speech, hearing, reading,
study habits, etc. are part
of the guidance program.