PROPOSED REVISIONS IN THE COUNSELOR

EDUCATION CURRICULUM

Dr. Barbara Wong-FernandezCHED Technical Committee for Guidance and

Counseling

Guidance Counselors Circle Inc. 11th Annual Convention, Dec 8, 2011, Traders Hotel

CHED Technical Panels◦ TPTE priority activities

CHED Technical Committees◦ TCGC functions/activities

Procedure for curriculum development/ revision Framework of proposed policies, standards and

guidelines (PSG) Proposed degree programs Features of proposed programs

◦ Graduate programs◦ Bachelor’s programs

outline

The Technical Panels (TP) serve as the advisory and consultative bodies of CHED and assist in setting standards and in program and institution monitoring and evaluation.

THE TECHNICAL PANELS

CHED Office of Policies and Standards

3 Technical PanelsDivision of Physical and

Natural Sciences

5 Technical Panels Division of Social Sciences

7 Technical Panels Division of Agriculture,

Maritime and Engineering & Division of Alternative

Learning Systems

Business and Management Education Criminal Justice Education Humanities, Social Sciences and

Communication Teacher Education General Education

5 Technical Panels Division of Social Sciences

Development/Revision of Policies, Standards and Guidelines◦ Zonal Public Hearings◦ Zonal Public Orientations

Centers of Excellence and Centers of Development◦ Revision of CMO 26◦ Monitoring of 15 COEs/CODs

CHED-PRC Joint Monitoring Activities

TPTE Priority Activities for 2011

CHED OPS

TPTE

TECHNICAL COMMITTEE FOR GUIDANCE AND COUNSELING (TCGC)

Physical Education, Sports, Wellness Management and Cultural Education ; Library and Information

Science

Elementary and Secondary Education ; Early Childhood Education ; Special Education

The TCs serve as the arms and consultative bodies of the TPs. Their functions are:

Render technical support to the respective TPs Provide technical assistance in the planning,

development and implementation of projects Identify and recommend areas needing

assistance Assist in the monitoring and evaluation of higher

education programs, projects and institutions Participate in the preparation of guidelines and

criteria of COE/CODs

THE TECHNICAL COMMITTEES

Dr. Barbara Wong-Fernandez Dr. Adelaida Gines Dr. Carmelita Pabiton Dr. Evangeline Aguilan

TCGCTechnical Committee for Guidance and Counseling

Development/Revision of Policies, Standards and Guidelines (PSG)

Visit Institutions for Government Permit/Recognition of GC Programs

Monitoring Performing/Non-Performing Institutions

CHED-PRC Joint Monitoring Activities Participate in TPTE meetings/activities

TCGC Priority Activities for 2011

STEP 1OPS determines the

disciplines/programs/courses to be

developed/revised

STEP 2TPTE proposes plans

for development/revision

of PSG

STEP 3TCGC prepares the

draft PSG

STEP 4 TCGC meets with resource persons to present draft PSG

STEP 5 Draft is forwarded to the

Legal Division for comments and to the Commission en banc (CEB) for authority to

conduct public hearing

STEP 6Notice of public hearing is

published in a newspaper of general circulation. CHEDRO

is given notice

STEP 7 Draft PSG is presented to the

stakeholders, representatives of academe

and industry through a public hearing

STEP 8Evaluation report is

submitted to Division Chief with recommendation for

approval/disapproval

STEP 9TCGC on a final

meeting deliberates on all comments and

suggestions

STEP 10Draft PSG is endorsed to OPS Mancom for review; then to CHED Mancom

 PSG Development/Revision

STEP 12

Commission en banc deliberates on the PSG

STEP 13Executive office sends signed PSG to CHED Records Section for numbering and dissemination to CHEDROs and HEIs

STEP 14

Staff coordinates conduct of public orientation

STEP 15

During the orientation, TCGC presents the approved PSG for implementation of HEIs

STEP 16

Approved PSG is published at the Official Gazette

STEP 11

OPS forwards PSG to CHED Mancom, then to CEB, for approval

Objectives:◦ Less prescriptive and more flexible◦ Allow HEIs greater flexibility and accountability◦ Promote academic and curricular freedom

Parts:◦ Curriculum◦ Program of Study◦ Course Specification◦ Faculty◦ Learning resources and support structures

Policies on PSG (CMO 02 s. 2011)

Framework COUNSELOR NEEDS/SETTINGSSchools, Community, Workplace

COUNSELOR COMPETENCIES1.understanding of complex and coherent body of knowledge and skills in counseling;  2 skills in analysis, critical assessment, application and communication of knowledge in the field;  3 ability to apply knowledge, attitudes and skills to new situations and to solve problems in ways that involve analytical thinking and independent work.

COUNSELOR EDUCATION Curriculum for master’s

program42 units incl 6 subject areas

LICENSURE EXAMSMaster’s degree6 subject areas

PRC thru PRB

CHED thruTP/TC

*     Bachelor in  Human Services (BHumServ)

*     Masters in Counseling (MC) - non thesis program      Master of Arts or Master of Science in Counseling (MA/MS in Counseling). - thesis program

*     Doctor of Philosophy in Counseling (PhD in Counseling)  

3 degree programs proposed

 

1.  the 3 programs are not specific to the College of Education, hence, Universities may offer them under Education, Arts and Sciences, or other colleges as they see fit;

2.   the bachelor's program is not in counseling since its graduates are not yet qualified to become professional counselors;

3.  the bachelor's program prepares graduates to work in schools, industry and communities as "human services workers";

4.  with a BHumServ, students may opt to take 18 units of Education courses required for them to take the Licensure Examination for Teachers; they may also proceed to the master's program;

Features of proposed programs

 

5.  the master's and doctoral programs are in "counseling", not "guidance and counseling".  This is in accordance with developments in the terminology of the profession.  Most literature, organizations, and degree programs in the West have already shifted to "counseling" as the generic term for the profession;

6.   a degree in "counseling" shall prepare its graduates to work in different fields, such as "school counseling", "community counseling", "pastoral counseling". etc.

7.  a "counselor"  may also specialize in areas such as "crisis counseling", "marital counseling", etc.

8.  graduates of the master's and doctoral degrees in counseling shall have fulfilled all the academic requirements to take the licensure examination in guidance and counseling.

Features of proposed programs

ARTICLE ISTATEMENT OF POLICIES

 Section 1. Rationale and Background 

It is a policy of the State to promote the improvement, advancement, and protection of the counseling profession by undertaking and instituting measures that will result in professional, ethical, relevant, efficient, and effective counseling services for the development and enrichment of individuals and groups.

The State recognizes the important role of counselors in nation-building and promotes the sustained development of a reservoir of counselors whose competence has been determined by licensure examinations and whose standards of professional practice and service are world-class, globally competitive and internationally recognized through regulatory measures, programs and activities that foster their continuing professional development.

PROPOSED POLICIES AND STANDARDS FOR GRADUATE PROGRAMS IN

COUNSELING

The counselor respects each individual’s dignity, worth, uniqueness and capacity for self-direction; and beyond this, works towards social transformation.

Counseling is a profession that facilitates the development of wellness and the empowerment of individuals, families and groups in diverse settings to achieve personal-social, educational and career goals.

 

ARTICLE I - STATEMENT OF POLICIES Section 1. Rationale and Background

ARTICLE IIIPROGRAM SPECIFICATION

 Section 5. Degree Names   5.1 Masters in Counseling (MC). A non-thesis

program for practitioners who do not plan to become counselor educators nor intend to pursue a PhD

  5.2 Master of Arts or Master of Science in

Counseling (MA/MS Counseling). A thesis program for practitioners, which can serve as a prerequisite for a PhD in Counseling

  5.3 Doctor of Philosophy in Counseling (PhD in

Counseling)

PSG on Graduate Programs in Counseling

ARTICLE VCURRICULUM

Section 11. Curriculum Description

The Masters program shall have a minimum of 42 units. The curriculum consists of: Core/Foundation Courses (9 units), Major Courses (18 units), Cognates/Electives (6 units), Internship (3 units), and Thesis/Special Project (6 units).

The Doctoral program shall have a minimum of 60 units. The curriculum consists of: Core/Foundation Courses (18 units), Major Courses (12 units), Cognates/Electives (6 units), Internship (12 units), Dissertation (12 units).

PSG on Graduate Programs in Counseling

6 units of Cognates in Chosen Specialization

(School Counseling, Community Counseling, Family Counseling, Pastoral Counseling, Counseling in the Workplace, Multicultural Counseling, Crisis Counseling, Counseling Special Populations, Teaching Strategies in Counseling, etc.)

Practicum in Chosen Specialization Thesis in line with Chosen Specialization Special Project in Chosen Specialization

Masters in Counseling, MA / MS in Counseling

Core/Foundation Courses – 18 units Major Courses - 12 units Specializations such as Industrial

Counseling, Clinical Counseling, School Counseling, Community Counseling, etc.

Cognates/Electives – 6 units Internship in Chosen Specialization – 12

units Dissertation in Chosen Specialization –

12 units

PhD in Counseling

To live happy and meaningful lives, people should be able to understand themselves, relate well with others, make healthy adjustments, form decisions, and solve problems. While many people can do these functions on their own, many others look for assistance in these areas from persons who are willing and capable of helping them. Human services personnel is a generic term for people who hold professional and paraprofessional jobs in such diverse settings as educational institutions, commercial and industrial settings, community mental health centers, and family, child, and youth service agencies, specifically to help in providing such assistance.

 

PROPOSED POLICIES AND STANDARDS FOR THE BACHELOR IN HUMAN SERVICES PROGRAM

The field of Human Services is broadly defined, uniquely approaching the objective of meeting human needs through an interdisciplinary knowledge base, focusing on prevention as well as remediation of problems, and maintaining a commitment to improving the overall quality of life of service populations. The Human Services profession is one which promotes improved service delivery systems by addressing not only the quality of direct services, but also by seeking to improve accessibility, accountability, and coordination among professionals and agencies in service delivery.

PROPOSED POLICIES AND STANDARDS FOR THE BACHELOR IN HUMAN SERVICES PROGRAM

Human services worker is a generic term for people who hold professional and paraprofessional jobs in such diverse settings as educational institutions, commercial and industrial settings, community mental health centers, and family, child, and youth service agencies.

ARTICLE IINTRODUCTION

 Section 1. Rationale and Background

The bachelor’s program in human services prepares its graduates for careers in various settings such as schools, business and community, as well as future careers as professional counselors.

BHumServ

COURSES UNITS

General Education (G.E.) 63 units

Professional Courses 41 units

Cognates 27 units

Electives 9 units

Physical Education Courses 8 units

National Service Training Program (NSTP)

6 units

TOTAL 154 units

ARTICLE VCURRICULUM

Section 7. Curriculum Description

Introduction to Human ServicesSelf-Development and Client AwarenessIntroduction to CounselingTheories of PersonalityDevelopmental PsychologyHuman Services Delivery Systems and Interventions Group Process and Facilitating Skills (with laboratory)Program Development and Evaluation Field Experience (industry, school, or community)Psychology of Human ExceptionalitiesIndustrial/Organizational PsychologyHuman Behavior in OrganizationsInformation Management and AssessmentCommunity Awareness and AssessmentSocial PsychologyFilipino PsychologyTests and MeasurementCommunication Skills for Human Service WorkersProfessional Ethics and Legal Issues in Human Services

Some courses in BHumServ

The road to high standards of counselor education and supervision is still long and difficult, but we are creating pathways….