What is the purpose of

elementary
school guidance wherein fact:
graders are too
young to
start a career?
their problems are to
be dealt / can be dealt
by their parents and
teachers
According to Dinkmeyer &
Caldwell
The elementary school child is
at a crucial stage in his
development of identifying his
identity and self-concept. He
must deal with social
relationship problems and face
the challenges in the world of
educational achievement.
He must deal with
his
affective and
cognitive needs
According to Myrick:
The best time to address
academic and affective
problems is during the
formative years:
- 50% occur from conception to 4 years
old
- 30% occur from 4 to 8 years old
- 20% occur from 3 to 17 years old
Lifelong behavioral
patterns can be
estalished during ages
6 10
Counselors
Parents
Pupil
s
Teachers
Can be factors in a childs
maladjustment and which hinder
learning (emotional pressures
upon the child by the school, his
parents or his peers may create
an emotional block will prevent
his learning to read until the block
is removed)
Requires programs that
have as their major
objective helping all
children to be at ease
with themselves and with
others
According to Meek
According to Purkey
There is a significant
relationship between the self-
concept and academic
achievement that change in one
seems to be associated with
change in the other. (ones view
of self-concept in a successful
student and failing student)
Characteristics of the
Elementary School
1. Jam-packed (urban area)
2. Teachers time are allotted
into visual aides, team
teaching and other innovation
practices
3. Thrust towards performance
based evaluation (mps?)
The counselor is to
assist the teacher in the
fulfilment of obligations
related to both
categories of student
needs, cognitive and
affective.
Characteristics of the
Elementary School
Students
1. Unique
2. Modifying and developing
ones self-image / Identity
seeker
I - WORLD

Positive self-image ensures
the development of ones
academic achievement.
The divergence of these
characteristics
necessitate the
placement of counselors
in our group-oriented
elementary schools
Elementary School Guidance
is
It is developmentally oriented. it
is to assist all children to
develop normally and go
through developmental process
without undue anxiety, self-
doubts or threat.
Counselors as
Is occupied full
time on a one-on-
one basis with
children who have
problems
Works virtually full
time with teachers
and parents to
assist pupils in
providing
environments
conducive to
normal child
development
Solely remedial
oriented
Developmental
oriented
According to Dinkmeyer &
Caldwell
The child needs to:
1. Develop self-acceptance and
understanding of oneself
2. Mature in social relationships
3. Develop responsibility and
independence
4. Understand the role of work in
life

Are schools guidance program
deemed to be the same with the
other schools guidance and
counseling programs?
Objectives
1. Provision for the early identification of
individual differences so that necessary
educational programs may be
designed to meet the needs of every
student
2. Assistance to students to develop a
positive self-image through efforts to
improve their self understanding, self-
direction and skills in problem solving
and decision making.
By Ohio State Department of
Educations Division of
Guidance and Testing (1976)
Objectives
3. Involvement of teachers and other
school staff members in developing a
clearer understanding of the growth
and development of students and a
learning climate which facilitates that
development.
4. Involvement of parents in ways which
will help them understand the
educational, career, personal and
social development of their children


Objectives
5. Cooperation and work with
administrators, teachers, counselors,
personnel specialists and parents in
order to bring into focus a schools total
effort for every student.
6. Coordination and utilization of the
resources of the school. Home, and
community to increase the students
opportunities for successful
achievement in school.
Objectives
7. Contribution to ongoing educational
planning by examining the learning
conditions and seeking improvements
in the learning climate.

Are schools guidance program
deemed to be the same with the
other schools guidance and
counseling programs?
GC Should be Programmatic
There is an
agreement on the
outcome that the
staff will function in
an active (goal-
seeking) mode
rather than a
reactive mode
(service-providing)
Are ready to
provide whatever
services may be
demanded by a
student, parent.
Teacher or
administrator
Program Services
The nature of the
educational system and
the needs of the pupils
dictate the Guidance
program
The program idea
The counseling staff, in
conjunction with others, will
define specific program
objectives and then will actively
seek to attain these chosen
objectives Thus the couselors
will not be involved in any
unrelated activities that would
ruin the goal.
Components of a program
according to Show (1977)
1. Rationale
2. Goals and objectives
3. Functions to be utilized in
achieving the objectives
4. Evaluation strategies
For a guidance program to be
effective
Those who are expected to make use
of the services are expected to:
a. Understand them
b. See a need for them
c. Desire to use them
d. Understand their role responsibilities
in relation to the services
e. Be prepared to alter their existing
roles so that services can be
maximized
Initiating a Program
compose of 3 to 4 teachers
whose judgments are respected by
the faculty
a. Determine the population
b. Objectives of the program
c. Methods and criteria by which
the program will be evaluated

Initiating a Program
Counselors provide
recommended assessment
forms for elementary schools
and will furnish consultative
assistance
Initiating a Program


The identified needs
become the focal points of
he guidance program
Initiating a Program
Care should be taken to assure
that the objectives are
attainable with the resources
available.
Initiating a Program
Step 4 identifies the objectives
but step 5 asks the Q Where
shall we begin?
Initiating a Program

- Participants in the
development of the program
- Necessary, benificial and
practicable
Initiating a Program
Provisions for handling crises
should be determined and
publicized before the guidance
program is initiated.
Initiating a Program
The faculty and administration
must see that the program
responsibilities are not just
being superimposed upon them
but the added functions are
necessary to implement the
guidance program which they
helped to devise
Initiating a Program
Initiating a Program
Gradual expansion of the
program to include the
additional objectives deemed
desirable by the guidance
committee based upon the input
from faculty, students and
parents.
NO EXPANSION until the
initial aspects of the program
are being successfully
achieved.
Initiating a Program

The implementation of the
adopted evaluational
procedures will be the
counselors responsibility but
the obtained evaluational data
will be given to the committee to
enable the group to determine
the success and failure as well
as needed program modification
Initiating a Program
The findings of the evaluation
must be shared with the faculty
to obtain new possible insights
from faculty members about
programmatic strengths and
weaknesses
Implementing
a. It is not easy a task nor the sole
responsibility of the guidance
counselor
b. The success of the program
requires the involvement of the
schools administrators, teachers,
as well as its students and their
parents and the utilization of the
community resources
Responsibilites
1. To fulfill the objectives that have
been derived from the assessed
needs of students, faculty and staff
and parents
2. The counselors area of
responsibility is dictated by the
derived objectives of the program
3. He translates the area of
responsibility into specific counselor
functions so as to maximize the time
of the counselor
Counseling Functions
1. Counsel not only the students
but also teachers and parents
(may it be done individually or
by groups)
2. Time? Maintain a log of his
daily activities

Band-Aid approach to
counseling
For the developmentally
oriented counselor, he
recognizes the need to attend to
the need of individual
counseling and assist teachers
to create a school and individual
classroom learning climate that
would prevent student traumas
Group counseling
maximizes the time of
the counselor.
Understanding of
oneself and others is
more effectively
acquired than through
individual sessions
Probably should not be.
Conducting such session is not a
counseling function but a
consultative function of the
counselor
Consultative Functions
The guidance programs
help the faculty and
parents to understand
and help diverse
developmental needs of
elementary school
children. (Individualized
Educational Program
IEP)
The primary recipient of consultative
functions are the members of the
school staff who are assisted in
modifying the curriculum as indicated
by the students needs and
developmental levels (career
awareness activities, activities to
facilitate self-concept development
and to develop interpersonal
relations skills)
Career Guidance
Function
Justifications:
1. Career development is a part of
the individuals total
development
May it be social, emotional, physical,
/ educational are interwoven and
often difficult to separate and
distinguish from each other. Career
development is no exception.
Career Guidance
Function
The school should provide
opportunities for pupils to develop an
awareness of the meaning and
significance of work and of the
inevitability of career decision making
Justifications:
2. Career education and related career
guidance programs should have a
developmental emphasis in the
elementary school
Career Guidance
Function
Justifications:
3. Career development programs
are most effective as planned
and coordinated total school
efforts
The teachers, administrators,
school counselor/s, and parents
serve as a career development
team for the graders

THE SECONDARY
SCHOOL GUIDANCE
PROGRAM
Individual Analysis
Individual Counseling
Group Guidance and Counseling
Career Development
Placement and Follow-up
Research and Evaluation
Consultation
Individual Analysis
Emphasized the gathering of
pupil data for both individual
and group analysis (identifies
the characteristics and potential
of every student)
Individual Counseling
A therapeutic and growth
process through which
individuals are helped to define
goals, make decisions, and
solve problems related to
personal-social, educational,
and career concerns
Group Guidance and
Counseling
Is a process in which one
counselor is involved in a
relationship with a number of
clients at the same time. Is
purpose is to provide
information and data to facilitate
decision making and behavior
Career Development
To provide pupils with the
necessary vocational and
educational information to make
appropriate occupational
choices and related educational
decisions. Later on, it
emphasizes career planning
and decision making as a
developmental process
Placement and Follow-up
- the temporary posting of someone
in a workplace, especially to gain
work experience. (placement of
students in collegiate institutions or
into jobs upon their graduation)
- Is viewed as a means of evaluating
the effectiveness of the placement
activities / to make adjustments /
necessary reassignments
Research and Evaluation
It can increase the counselors
insights and deeper
understanding of ones self,
ones profession, and the
relationship between the two
to become better at what we do
Consultation
Enables the counselor to share
his special knowledge and
expertise with ohters such as
teachers, administrators,
parents in the process of
helping their mutual client the
student
CHARACTERISTI
CS OF
SECONDARY
SCHOOLS
Secondary Schools are
1. Large, Complex Institutions
Populated by a
Heterogeneous Student Body
2. School faculties represent a
variety of Academic
Specialities

Secondary Schools are
3. Secondary school years are
important decision-making
years for individual student
4. Subject matter oriented
5. School spirit quest for
attaining excellence

CHARACTERISTI
CS OF
SECONDARY
SCHOOL
STUDENT
It is a
1. Transitional and rapid
physical growth period
2. Period of rapid intellectual
growth
3. Awareness of societal issues
and problems
It is a
4. New behavioral and
personality traits emerge
5. Significant increase in
conflicting and aggressive
behavors
6. Share many problems with
his peers

PATTERNS OF
ORGANIZATION
S
Coordinate Deans Model
Dean of Students
Dean
(boys )
Dean
(girls)
Teaching faculty
Male student Female student
Principal
Other administrators
- Over emphasize
disciplinary and
administrative tasks
rather than
counseling and other
guidance functions
- appointed
Specialist Model
Director of Student
Personnel Services
Principal
Other program
administrators
School
Psychometrist
Job Placement
counselor
College Placement
counselor
Group Guidance
And student
Activities
coordinator
Teaching
faculty
Student body
Generalist Model
Director of Guidance
Principal
Faculty
Other counselors
If any
Student Body
Takes all the
responsibility
Class Counselor Model
Class Counselors
Principal
Faculty
Senior Counselors
Junior Counselors
Sophomore Counselors
Freshmen Counselors
Senior Counselors
Junior Counselors
Freshmen Counselors
Sophomore Counselors
The Counselor-Consultant
Model
Adminitration
Consult
with
Referals from
Teachers
Parents
Para-professionals
S
T
U
D
E
N
T
S

Counselors
Popular models to
elementary schools
Community-Youth
Developer
Educational Agencies
Community Agencies
Youth Counselors
Community Employment
oppurtunities
Recreational
Oppurtunities
Religious Institutions
Mental Health
Clinics
Teachers
School Youth
Parents
career officers divide their time
between school settings and local
employment offices
Challenges
of
Contemporar
y Society
1. Sexuality
2. Substance
abuse
3. Stress

Sexuality
In 1947
Over 40 % of unmarried 17-year-olds
reported that they had sexual
intercourse at least once.
18% of the 15-year-olds reported
having engaged in sexual intercourse.
Nearly 12 thousand babies were born
to girls who were not yet 15.
Insights and summary June 7, 2014