THE ESSENTIAL GUIDANCE SERVICES
Guidance and Counseling in Schools by Linda Ambida-Cinco, Ph.D. Prepared by: Ma. Teresa C. Sarenas BEED SPED 3
Guidance Services
A group of services to individuals to assist them in securing knowledge and skills needed in making plans and services and in interpreting life.
I. Individual Inventory Service
A service that provides a synthesis of information about individuals which can be used to gain understanding of themselves as persons – their potentials and liabilities, abilities, interests, and needs.
Covers the collection, organization, interpretation and use of data about pupils or students.
Principles: 1. The collection of data about the learners should be started from the time they begin schooling.
2. 3. Records should grow with the learners as they progress in their studies.
4. 5. Records should be cumulative and inclusive.
6.
4. Records should be unbiased, objective, and unopinionated. 5. 6. The data contained in the inventory should be properly interpreted, wellsynthesized, and carefully used for the benefit of the child. 7.
6. Only
the
proper
instruments
tools,
should
techniques, be
used
in
and the
gathering of the necessary information.
7. 8. Records should be systematically kept and conveniently
filed
and
should
be
accessible to the guidance counselor, the principal, and to the teachers who may, from time to time, make good use of the information found therein.
Information about the learner that are included in the inventory: 1.Individual identification data 1.Individual 2.The 2. The cumulative records 3.Test 3. Test records
a. Mental Ability Tests b. Achievement Tests Readiness or progressive tests
Diagnostic achievement tests
c. Aptitude A ptitude Tests
Interest Inventories
Personality inventories
Non-Test Techniques or Self-Evaluation Reports
Autobiographies
Rating Scales
Pupil-data questionnaires
Interview
II. The Information Service
This
service makes available to
learners
certain
kinds
of
information not ordinarily provided through the instructional program or during the regular period of instruction.
Classification of Information Available to the Learners in a program of Guidance Services A.Educational Information A.Educational B.Social B. Social Information C.Occupational C. Occupational Information D.
A. Educational Information
This is a valid and usable data about all types of present and probable future educational or training opportunities and requirements, including curricular and
co-curricular
requirements conditions
for and
pupil/student pupil/stude nt life.
offerings,
entrance, problems
and of
Educational Information Needs of Learners 1.Information 1. Information about the school 2.Information 2. Information about co-curricular activities 3.Other information 3.Other 4. 5.
Purposes of Educational Information
It should help the children to adjust to the new world of school.
Even during the elementary grades, the child should begin to learn about the whole complicated cultural pattern of one’s education.
At the early level, the personnel services office may become involved with the parents as well as children in the discussion of information regarding the operation of the school.
In grade 6, the children should be given a picture of what lies ahead in the high school, if they go into one.
At the high school level, the internal type of info will deal more with the various extracurricular activities of the school, and some students may experience for the 1 st time the bitterness of not getting into what they want.
At the high school level, the major form of educational information will be that which deals with the post high school education
B. Social Information
It is the valid and usable data about the opportunities and influences of the human being which will help learners to understand themselves better and to improve their relations with others.
Purposes of Social Information
To simply help the learners develop a greater understanding of themselves and their relations with others. It is the
psychological
aspect
educational experience.
of
their
C. Occupational Information
Valid and usable data about positions, jobs, and occupations, including duties, requirements for entrance , conditions for work, rewards offered, advancement pattern, existing and predicted supply of and demand for workers, and sources for further information.
Purposes of Occupational Information
It will be an important part of the learners’ education and will help them develop a general understanding about the world of work.
Education is concerned with the development of attitudes, and an important part of one’s set of attitudes are those relating to occupations, and the people who hold them.
The learners can be helped if they come to understand that there are many reasons for working, and that money is only one of them.
During these early years, the learners can be presented with ideas which suggest
that
there
are
certain
common factors that make a job well done or poorly done.
The
learners
understand
can that
be
made
among
tens
to of
thousands of occupations, there are scores that can be equated with an individual’s education, intelligence, and interests. Individuals must be able to relate their occupation to their total self.
III. The Placement Service
Placement-
the
satisfactory
adjustment of the individual to the next situation whether in school or on the job. (John Ryan & Franklin Zeran)
Basic Underlying Principles: 1. Placement is an important and integral part of the counseling program.
2. 3. Every student should receive the maximum education suitable to his/her interest and abilities before full time occupational placement is considered.
4. 5. Service to the students according to their individual needs should be the principal criterion for placement.
6. 7. Placement made in accordance with the students’ interests and abilities often lead
Kinds of Placement
1.Educational 1. Educational placement in college 2.V 2. Vocational Placement 3.
IV. The Follow-Up Service
Intended to secure information about former students, and to provide continuing
services
for
after they leave school.
students
Benefits of Follow-Up: A.In-school A. In-school follow-up
Helps students make good adjustments. It diminishes the number of drop-outs.
B.Out-of-school B. Out-of-school follow-up
It will help administrators administrators & curriculum makers to better adjust instructional offerings to the needs of the students.
It will serve to encourage students by letting them know that their school is following their careers and is concerned with their success in their chosen life work.
V. The Counseling Service Counseling
- is the core of the guidance program
- a form of intervention that leads to a more effect effective ive behavi behavior or..
THE END
