ITGC Lesson 3 - Guidance and Counseling PDF

DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES Cabambangan, Villa de Bacolor 2001, Pampa...

DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 AND PHILOSOPHY ISO 9001: 2015 DHVSU Main Campus, Villa de Bacolor, Pampanga URL: http://dhvsu.edu.ph E-Mail Address: [email protected] QMS-Certified ELEC 313: LESSON 3 – GUIDANCE AND COUNSELING: MEANING AND NATURE, APPROACHES, AIMS, AND PURPOSES WHAT IS GUIDANCE? 4. Guidance is related to life  Guidance is a distinct comprehensive program rather  The process of guidance is related to life, its problems than a set of loosely related services. It is and challenges and how to face them. Problems and comprehensive, purposeful, and sequential. The challenges are the building blocks of our personality. guidance counseling program is both an integral part Guidance helps people to live a balanced and tension and an independent component of the total educational free-life with satisfaction under the circumstances. program. (Borders and Drury, 1992) 5. Guidance is self-direction WHAT IS COUNSELING?  The nature of Guidance is not to thrust itself on an  Professional counseling is the application of mental individual. It does not make choices for him. The ultimate health, psychological, or human development principles, purpose of the guidance is to guide the individual to through cognitive, affective, behavioral, or systematic direct himself in the right direction, to make his own intervention strategies, that address wellness, personal choices, to fix his life-goals and to carry his burden. growth, or career development as well as pathology. 6. Guidance is individual-centered. (American Counseling Association, 2008)  Whether given on an individual or group basis, the focus GUIDANCE AND COUNSELING of all guidance programmes is the individual who needs  Guidance and Counseling is a profession that involves to manage himself for a joyous today and a happy the use of an integrated approach to the development of tomorrow by a healthy alignment of individual desires a well- functioning individual primarily by helping him/her and aspirations with socially desirable good. to utilize his/her potential to the fullest and plan his/her 7. Guidance is a qualified, complex, and organized future in accordance with his/her abilities, interests, and service. needs. ( RA 9258, Section 3(a) )  Guidance is given by qualified and trained personnel. NATURE OF GUIDANCE Hence guidance is a skill-involved process. The varied 1. Guidance is education itself. and complex nature of human life leaves its imprint on the guidance programmes which are a totality of  The guidance aims at educating the individual for experiences. Guidance depends on prior study of the understanding himself, unfolding his potentialities to individual, his assessment, initial counseling, interview, their maximum so that he may eventually prove himself case study, and a host of other subsidiary activities that to be an adjusted and pragmatic member of the qualify Guidance as a complex process. community. The guidance, therefore, is a significant 8. Guidance is based on individual differences education procedure. It is in short education itself. 2. Guidance is a process.  Individual differences or, the fact that individuals differ significantly, form the basis of Guidance. If all the  Guidance is a process that enables an individual in individuals had been alike there was no scope for discovering himself most satisfyingly and positively. It guidance. Individuals differ not only in their appearances provides direction to enable an individual to harness his but in their mental and intellectual endowments, desires, potentialities, abilities, interests, and aptitudes. aspirations, and aptitudes. 3. Guidance is a continuous process 9. Universality of guidance  Guidance is a dynamic and non-stop process. In this  Guidance is for all. Every person needs guidance at all process, an individual understands himself and learns to the stages of life situations from childhood to old age. He use maximum his capacities, interests, and other needs guidance for solving problems to adjust in the abilities. He continues his struggle for adjustment in family as well as in the society. different situations. He develops his capacity for 10. Guidance is making potential actual. decision-making.  Studies indicate that each person is born with more potential than he uses. Guidance programme aid the individual in the discovery of a hidden potential individual  DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 AND PHILOSOPHY ISO 9001: 2015 DHVSU Main Campus, Villa de Bacolor, Pampanga URL: http://dhvsu.edu.ph E-Mail Address: [email protected] QMS-Certified for his benefit than that of the community. Thus guidance point is at hand and the crisis might receive programme is used as an aid to discover the talent and attention by a counselor. use it for the progress of the country.  Counselors, by nature of their training and job assignments, are likely to be involved 11. Preparation for future when students lose self-control and need quick attention. Counselors sometimes act  The process of guidance helps prepare a person for his as mediators. At other times, they help future. Guidance helps in the choice of one’s career, negotiate or assist people to talk with one one’s partner in life etc. Guidance helps the individual to another. Frequently, counselors listen and talk march towards the future with confidence. calmly with people in crisis, helping them find 12. Modification of Behaviour. a reasonable and responsible next step.  Sometimes a crisis can be avoided and, at  Guidance helps the persons in his adjustment in different other times it cannot. For instance, a situations and to modify one’s behaviour. Negative counselor or teacher might suspect a student personality traits have been modified through skillful is under a lot of stress and pressure, but the guidance and counseling. According to Carter V. Good, moment of crisis cannot be predicted. It might “Guidance is a process of dynamic interpersonal appear a student is behaving in a responsible relationship designed to influence the attitudes and way, given a difficult situation. Then, suddenly, subsequent behavior of a person.” there is an unpredictable change of events that results in an outburst and the counsellor FOUR APPROACHES TO GUIDANCE AND COUNSELING reacts with some kind of a crisis intervention.  Not all problems are of a crisis nature, but they may  Meyrick (2003) identified four general approaches to have that potential if ignored or allowed to build up guidance and counseling, these are: unnecessarily. 1. Crisis  For example, a boy may be the butt of jokes 2. Remedial by his classmates. As the jokes continue, the 3. Preventive conflict might increase and a verbal exchange 4. Developmental could erupt into a physical fight. The crisis, in  It sometimes may appear these four approaches overlap this case, had a history. There may have been one another and it is certainly possible to incorporate all some critical moments that preceded the of them into a developmental approach. However, each crisis, which were less intense and where a approach has a salient theme that influences program preventive measure might have taken place, direction, the type of services provided to students, and but it was the fight that abruptly brought the how professional personnel spends their time. problem to everyone’s attention and called for CRISIS a strong and immediate response. Unfortunately, too many people wait until a  Everyone has problems. The crisis approach to crisis is at hand before recognizing the counseling and guidance is to wait and react to critical seriousness of a situation and asking for situations. assistance.  When people reach a point where their welfare, or the  Personal and social problems frequently spill welfare of others, is threatened or when a decisive action over into the classroom. Teachers do what must be taken, a counselor could provide a crisis they can. If some annoying problems persist, intervention. then students are sent to guidance specialists,  Crisis interventions are an inevitable part such as school counselors, for "counseling." of a school counselor's work. A teacher and The expectation is a counselor will do student, for example, may exchange angry something to make matters better, if not for the words. Suddenly, there is an awkward and students, at least for the teachers. uncomfortable confrontation that needs  From the beginning, when counsellors were first attention. Or, maybe a boy reports to school employed, they were in the "fix it-up business." If and unexpectedly bursts into tears, as students were squabbling over something, a counselor thoughts of his parents’ pending divorce was supposed to "patch things up." If students had poor sadden him. A crisis moment has occurred attitudes about school, a counselor was to "set them and a counsellor may help. A girl may refuse straight" or "put them back on course." It was as though to attend a class because a classmate is the counselor had some magic solution or inspiring threatening her. A student may be caught with speech that would make students more cooperative. illegal drugs. In each of these cases, a turning  DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 AND PHILOSOPHY ISO 9001: 2015 DHVSU Main Campus, Villa de Bacolor, Pampanga URL: http://dhvsu.edu.ph E-Mail Address: [email protected] QMS-Certified  The number of students who are having conflicts in  Some students do not, for different reasons, school is increasing. Yet, the sources of the conflicts learn various basic skills as they pass through generally remain the same. the grade levels.  The crisis approach to guidance and counseling is  They may miss important developmental an inevitable part of every school environment, but experiences or tasks. it fails to address the real issues. It forces teachers  These students can benefit from a learning or relearning and counsellors to attend to the immediacy of an approach that helps them make up for their academic or incident. The circumstances for working out solutions social deficits. are usually not the best, as the persons involved are  Through student assessments, and then frequently tense, emotional, and defensive. In far too focused counseling and guidance many schools, the operational mode is to wait and react interventions, they can catch up before their to crises. lack of preparation creates problems.  It appears to be human nature to put things off.  A troubled student might not relate well to classmates Sometimes problems are postponed until they become and teachers. Perhaps social courtesies were missed explosive and difficult to manage. For instance, a along the way or effective interpersonal skills were teacher may notice a boy is unhappy with school and absent in parenting. The student might participate in sulks when his work is criticized. But, nothing is done. counselor-led group activities where interpersonal skills The problem is ignored. Then, one day he loses control could be discussed and practiced. As the student makes and stomps out of class after insulting a classmate. The up social deficits, relationships with teachers and other boy is suspended for his behavior and told to see the students would improve. counsellor before returning to class. PREVENTIVE  The number of students who are having conflicts in school is increasing. Yet, the sources of the conflicts  Another approach to guidance and counseling is about generally remain the same. They are found in the preventing problems. For instance, instead of waiting personal relationships that happen at home and in until a young couple become pregnant, wouldn't it be school. While counsellors complain they do not have better if they knew something about birth control, so an time to see all the students who need their help, there is unwanted pregnancy could be prevented? Instead of always time to react to a crisis. waiting until a boy physically strikes a teacher, wouldn't  The pressure to "hurry up and fix it" is a primary cause it be better to teach the boy some communication skills, of burnout among counselors. One crisis seems to lead so differences could be discussed instead of acted out? to another and the same students keep showing up for  The preventive approach tries to anticipate problems more counseling as they continue to get into trouble. and then stop them from happening. However, think of  On occasion, if it forces some needed changes, a crisis all the things society is trying to prevent young people can be helpful. A critical situation might produce enough from experiencing. personal discomfort to make a person take some 1. Sexual promiscuity positive action or try something new. It might be the 2. Unwanted pregnancies precipitating event that encourages a person to seek out 3. Drug abuse a counselor, a therapist, or someone who can provide 4. Excessive absenteeism timely assistance. 5. Poor study habits  But, the crisis approach is too expensive, inefficient, 6. Juvenile delinquency and time consuming to be the only one used in a 7. Smoking guidance program. In addition, there are not enough 8. Overeating helpers available to attend to all the critical issues and 9. Laziness problems that occur. Consequently, many problems that 10. Indifferent voting are on the verge of becoming crises often are ignored or 11. Reckless driving quickly dismissed in the hope things will get better in 12. Abuse of property rights time. Counselor time is premium time and it can be 13. Unemployment consumed quickly by responding to crisis after crisis.  And, that is not all. The list seems endless. The problem with this approach is we must know and identify what we REMEDIAL want to prevent.  The remedial approach focuses on identifiable  Teaching or counseling strategies are then developed deficiencies. A remedy is suggested or applied in the for each one. hope a student will be able to make normal progress and  If we want to prevent children from catching avoid a crisis situation. polio, then we administer a polio vaccine. Or, if we want to prevent students from writing a  DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 AND PHILOSOPHY ISO 9001: 2015 DHVSU Main Campus, Villa de Bacolor, Pampanga URL: http://dhvsu.edu.ph E-Mail Address: [email protected] QMS-Certified disorganized letter, then we teach them about counselors prefer to motivate students in the grammar, punctuation, and paragraphing. If developmental approach, instead of relying on we want to keep them from being disruptive in the excitement and fragmented energy of a a classroom, then we teach them appropriate crisis situation. classroom behaviors. If we want to prevent  When the developmental approach is used, it teacher-student conflicts, then we teach them incorporates the preventive, remedial, and crisis how to cope with teachers' needs and styles. approaches. The developmental approach looks at A potential problem is identified and a teaching, coaching, tutoring, instructing, informing, and prevention plan is designed. counseling as part of the helping process.  While the term "prevention" attempts to capture the spirit  It is a flexible approach that draws upon of education and the goodness of helping, it is too whatever is appropriate to meet student needs limited. and interests.  It requires drafting a list of things to prevent or  The developmental approach to guidance emphasizes to avoid, which is likely to become long and the importance of the learning environment. It also confusing. The list can change, depending recognizes students and teachers, as well as other upon who is setting the priorities or drafting the personnel in a school building, work in concert to form list. the learning climate.  Another problem is it concentrates on what we do not  Therefore, interpersonal relationships are an want, instead of what we want. essential part of this approach and everyone in  By nature of its perspective, it is a negative the school is considered a facilitator of way of looking at things and it sometimes personal, social, and academic growth. forces us to think about obedience more than achievement. The four general approaches to school guidance and the work of school counsellors probably can be found to some extent DEVELOPMENTAL in all schools. However, history suggests one approach or another has dominated different grade levels and,  An attempt to identify certain skills and experiences subsequently, determined the current status of guidance and students need to have as part of their going to school counseling in our nation's schools. and being successful.  Learning behaviours and tasks are identified and Remember This: clarified for students. Then, a guidance curriculum is planned which complements the academic curriculum. 1. The crisis approach to counseling and guidance is to  In addition, life skills are identified and these wait and react to critical situations. When people reach are emphasized as part of preparing students a point where their welfare, or the welfare of others, is for adulthood. threatened or when a decisive action must be taken, a  In the developmental approach, students have an counselor could provide a crisis intervention. opportunity to learn more about themselves and others 2. The remedial approach focuses on identifiable in advance of problem moments in their lives. deficiencies. A remedy is suggested or applied in the  They learn interpersonal skills before they hope a student will be able to make normal progress and avoid a crisis situation. have an interpersonal crisis. If a crisis situation does happen, they can draw upon their skills 3. The preventive approach tries to anticipate problems to work themselves out of the problem. and then stop them from happening. The term "prevention" attempts to capture the spirit of education  Students are usually more open to learning when they and the goodness of helping, it is too limited. It requires are not defensive. As students learn how to be positive drafting a list of things to prevent or to be avoided, which and interact effectively with others through is likely to become long and confusing. developmental guidance, they take a more active part in 4. The developmental approach is an attempt to identify learning. They help create positive school environments. certain skills and experiences students need to have as  Skill building in the developmental approach is related part of their going to school and being successful. directly to developmental stages, tasks, and learning Learning behaviors and tasks are identified and clarified conditions. for students. Then, a guidance curriculum is planned  Sometimes it may appear there is less which complements the academic curriculum. personal energy or student involvement because hypothetical situations are frequently AIMS AND PURPOSES OF GUIDANCE used to explore ideas, feelings, and behaviors. It may appear to be too indirect to arouse  According to Cinco (2008), the ultimate aim of guidance student interest. But, skilled teachers and is the total development of individuals.  DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 AND PHILOSOPHY ISO 9001: 2015 DHVSU Main Campus, Villa de Bacolor, Pampanga URL: http://dhvsu.edu.ph E-Mail Address: [email protected] QMS-Certified  It aims to help individuals to achieve their maximum potentials in all aspects – physical, intellectual, emotional, social, moral, and spiritual.  It is aimed at making the individuals inner-motivated, self-directed, and self-actualized.  He also added that, from the standpoint of individuals, the aims of guidance are to: 1. help individuals, by their own effort as far as possible, to achieve up to the level of their own capacities, to gain personal satisfaction in as many aspects of their lives as possible, and to make their maximum contribution to society. 2. assist them to meet and solve their own problems as they arise, to make correct interpretations of facts, and arrive at wise choices and decisions. 3. help individuals lay a permanent foundation for sound, mature adjustments, and 4. assist them to live a well-balanced life.