Guidance Services and Facilities

Guidance Services is a

program designed for each

school. No two schools have

exactly the same social settings.

There are particular needs and

characteristics that must be met

to satisfy the learners.

Guidance serves as a support

function. It is one of the

components of the educational

system that consists of services

concerned with helping the

individual develop into the

person he’s capable of

becoming.

Essentials of Guidance Services

• A Program of Guidance Services is designed for each school

• Guidance Services are designed to help students • Guidance is one of the components of education

system• Guidance Services were developed to help young

people come to know and accept themselves and their aptitudes and interest

• Guidance Services may be defined as a group of services to individual

Individual Inventory Service

This is a service which provides a

synthesis of information about the

individual which can be used to gain

an understanding of himself as he is

potentially capable of becoming.

The Individual Inventory Service is a

development and longitudinal

process.

It consists of all the information

gathered about each individual in

school. The information is usually

stored in a Cumulative Folder where

the data accumulated about each

student are kept while the student

is in school, and up to a few years

after.

PRINCIPLES:• The collection of data about the learners

should be started from the time they begin schooling

• Records should grow with the learners as they progress in their studies

• Records should be cumulative and inclusive • Records should be unbiased, objective and

opinionated

• The data contained in the inventory should be properly interpreted well synthesized and carefully used for benefit of the child

• Only the proper tools, techniques and instruments should be used in gathering of the necessary information

• Records should be systematically kept and conveniently

Cumulative Record Contents

Personal Data – the information gives the

counselor a view of the factors that may

contribute to the development of the client’s

personality and concerns.

Age – indicates the developmental tasks

and crises that the individual may be

encountering.

Family Background and Home

Environment – can identify possible areas

of concern.

Hobbies, interests, goals and values –

positive moving forces which the counselor can

use to motivate, encourage, and galvanize the

person into action.

Personal strengths and personality traits

and characteristic – can help pinpoint areas

where the person can excel and what he/she can

pursue, modify, develop or try to avoid.

Problems and needs – 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.

Schools attended – kinds and locations of

schools may give a clue to strengths,

weaknesses and patterns.

Grades – can give a glimpse not only of

subjects where the student might be

interested, motivated, or encouraged, but also

of aptitudes or intelligence type.

Co-curricular extracurricular

activities – gives a glimpse of the

personality of the person: Is the person

active? Does he/she have initiative? Etc.

Courses taken – refers to special

courses like Taekwondo or Kumon or

singing.

Orientation/Information

Service

An activity whereby descriptive materials and media are accumulated, organized and disseminated through planned group activities. This service provides information available to the learners which can be classified into occupational, educational and personal-social.

OBJECTIVES:• To develop a broad and realistic view of life’s opportunities and problems at all levels of training. • To create an awareness of the need and an active desire for accurate and valid occupational, educational and personal social information.• To provide wide understanding of the wide scope of educational, occupational and social activities in terms of broad categories of related activities.

• To assist in the mastery of the techniques of obtaining and interpreting information for progressive self- defectiveness. • To promote attitudes and habits that will assist in the making of choices and adjustments productive of personal satisfaction.• To provide assistance in narrowing choices progressively to specific activities which are appropriate to aptitudes, abilities, and interests and to the proximity of definite decisions

Occupational Information – is the valid and usable data about positions & occupations, including duties, requirements for entrance, conditions of work, rewards offered, advancement pattern, existing and predicted supply of and demand for workers, and sources for further information. Educational Information – refers to the valid and usable data about all types of present and probable future educational or training opportunities and requirements.

Personal-Social Information – this information is valid and usable data about the opportunities and influences of the human beings which will help the learner understand himself better and improve his relation with others.

Placement

According to Ryan and Zeran,

placement by definition is the

satisfactory adjustment of the

individual to the next

situation whether in school or

on the job.

It provides clients with

options, enables them to

act on their choices, and

helps them adjust to the

chosen environment.

Types of Placement

Personal-Social Placement These are social-personal concerns that may not necessarily be responded to by the institution that the client is affiliated with. For example: shyness/ social phobia, poor self-esteem, lack of friends, unusual or uncommon interests or talents, physical disabilities etc.

Educational/Academic Placement This occurs when a person is placed in the appropriate educational setting. Such placement is necessary for students who are going to school for the first time, are transferring from one locality to another, want or need to transfer to another school, are gifted etc.

Occupational/Career Placement

This has become necessary because the competition in the world of work in the Philippines requires a full-time person to attend to the facets of marketing the students and ensuring that they have the appropriate skills for job hunting, job entry and job maintenance.

Follow-Up

Like a physician who checks on whether his patient has recovered from an illness, the counselor should also find out what happened to his counselee. Without the follow-up counseling is incomplete.

A service extended to anyone is followed-up to determine goal attainment and customer satisfaction. In the case of the Guidance Program, the Follow-Up Services helps determine the status of the person who received assistance and what other assistance must be rendered so that the service is complete and holistic.

Testing/Research/Evaluation

Testing

Testing  This service uses standardized psychological test to be administered, scored and objectively interpreted to students for awareness and realization of their potentials and interest and other factors as defined in the following descriptions of psychological test available in the Center

PRINCIPLES:• Recognize the limits of your competence and perform only those functions which fall within your preparation.• Select tests for use in a situation or with a counselee in accordance with validity , reliability and appropriateness.• Administer tests under the prescribed condition.• Report the tests according to the norms under which the tests were originally standardized.

• Take precaution to guard the confidentiality and security of the psychological test.• Inform examinees about the purpose of the testing, considering the examinees welfare and the explicit or implicit prior understanding as to whom the results may be revealed.• Take care when any statements about tests and testing, to give accurate information and to avoid any false claim or misconception.

TESTING PROGRAM

Preparation Testing Interpretation

PHASES

1. Personality Test – This test is designed to yield information about a person’s characteristics,traits, behavior, attitude, opinions, and/or emotions.2. Occupational Inventory – this test is designed to assist students in self-exploratory, vocational,expectation, and career development.3. Aptitude Test – This test is designed to predict future performance in an academic curriculumarea in a specialized vocational activity.4. Intelligence Test – This test is designed to measure level of intelligence.

5. Achievement Test – This test is designed to measure a person’s previous learning in a specific academic area. It is also referred to as Test of Knowledge.6. Stress Profile – The stress profile provides data in areas related to stress and health risk and is based on the cognitive-transactional approach to stress and coping.7. Diagnostic Test – An inventory for use of professionals who provide counseling services to college students. It provides measures of psychological distress, relationship conflict, low self-esteem and academic and career choice difficulties.8. Work Values Scale – A tool which can be used to assess work values.

SAMPLE TESTS

Achievement Test

Achievement Test Results

Aptitude Test

Intelligence Test

Personality Test

Research

Research is an organized scientific effort for discovering new material, finding explanations for current situations and debunking theoretical assumptions. Its benefits include the deepening of insights into the clientele, the self, and the counseling profession and how they relate to one another.

PRINCIPLES:• Take the initiative in undertaking research to contribute to the advancement of the counseling profession.• Inform the subjects of the general purpose of the study and secure their full cooperation.• Adhere to the highest standards, following procedures appropriate to the problem.• Identity of subject must be withheld and revealed only with the subject permission and for professional purposes, primarily for the counselee’s interests

• Evaluative data and judgment should be shared only with persons who need them and will use them in confidence and for professional purposes.• Make available the original research data to qualified researchers.• Meet the commitments you have previously made to the subjects of research study and to others.

Program

Evaluation

Evaluation is done to discover whether programs, services or activities attain the goals for which they are implemented. It may be considered a form of research. It requires systematic collection and analysis of data to determine the value of a program – its effectiveness, adequacy and efficiency.

Evaluation justifies the existence of the Guidance Program and the need to support it to make it more functional and effective.

Purpose of Evaluation:• To provide a periodic check on the effectiveness of a guidance program and thus indicate the points at which the program may be improved.• To determine the correctness and incorrectness of the hypotheses on which the guidance program operates.• To provide the information basic to individual guidance. This must include all significant aspects of the pupil’s accomplishments, abilities and personality.• To provide a certain psychological security to the school staff, to pupils and to parents.• To provide a sound basis for the public relations

Approaches to Evaluation:• Survey Approach• Experimental Approach• Case- Study Approach

Thank You!

REFERENCES:

1. http://personality-testing.info/2. www.usi.edu.ph3. www.upmin.edu.ph4. www.careerplanning.about.com5. www.chronicleguidance.com6. http://www.educationalguidanceservices

.com/

7. http://idc.edu.ph/academics/student-services/guidance-services/