THE ESSENTIAL GUIDANCE SERVICES

Guidance and Counseling in Schoolsby 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. Records should grow with the learners as they

progress in their studies.

3. Records should be cumulative and inclusive.

4. Records should be unbiased, objective,

and unopinionated.

5. The data contained in the inventory

should be properly interpreted, well-

synthesized, and carefully used for the

benefit of the child.

6. Only the proper tools, techniques, and

instruments should be used in the gathering

of the necessary information.

7. 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 data2. The cumulative records3. Test records

a. Mental Ability Testsb. Achievement Tests

Readiness or progressive tests Diagnostic achievement tests

c. Aptitude 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 InformationB. Social InformationC. Occupational Information

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 offerings, requirements for

entrance, and conditions and problems

of pupil/student life.

Educational Information Needs of Learners

1. Information about the school

2. Information about co-curricular

activities

3. Other information

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 extra-

curricular activities of the school, and some

students may experience for the 1st 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 of their

educational experience.

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 can be made to

understand that among tens 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. Every student should receive the maximum education suitable to his/her interest and abilities before full time occupational placement is considered.

3. Service to the students according to their individual needs should be the principal criterion for placement.

4. Placement made in accordance with the students’ interests and abilities often lead to a permanent vocational choice.

Kinds of Placement

1. Educational placement in college

2. Vocational Placement

IV. The Follow-Up Service

Intended to secure information about

former students, and to provide

continuing services for students after

they leave school.

Benefits of Follow-Up:

A. In-school follow-up Helps students make good adjustments. It diminishes the number of drop-outs.

B. Out-of-school follow-up It will help 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 effective behavior.

THE END