CHAPTER1: MEANING AND NATURE OF GUIDANCE

GUIDANCE
• Viewed as a helping between a counselor and counselee.
• The helping relationship is aimed to meet the needs of the counselee.
• Enable to counselee to assume responsibility for himself, make his own decisions based on
alternatives and approaches.

COUNSELORS
• Do not solve the counselee's problems.
• They assist and support counselees so they can come to terms with their problems by exploration,
counselee through a mutual learning process between the counselee and one or more other persons.

HOW IS GUIDANCE DEFINED BY DIFFERENT AUTHORITIES?

• FRANK PARSONS – expressed his definition of guidance as he associated its origin with the
vocational aspect of this special form of vocational choices, vocational placement, and vocational
adjustment.

• LEFEVER – describe guidance as a system of organized phase of the educational process. It helps
the youth grow in his power to give point and experience while making his own unique contributions to
his society where he belongs.

• JONES – stresses that guidance personally assists someone solve his problems. In the process it
does not solve problems for the individual but the counselor helps him to solve his problem. The focus
of guidance is not on the problem itself but on the person. Guidance aims to promote the growth the
individual toward self-development and self-direction.

• BENNETT – defines guidance as a process given by someone to an individual to determine his

personality assets and liabilities, the existing conditions, requirements and opportunities available, the
situation confronting him so that he can make wise or intelligent decisions and adjustments, as a result
the individual can make courses of actions as regards his problems and needs

• CROW AND CROW – give their definition of guidance by stating what guidance is not. According to
them, guidance is not giving direction. It is not imposing one’s point of view upon another person. It is
not making decision for the person seeking assistance. It is not carrying burden of another life.

• PETERS AND FARWELL – present the concept that guidance is based on the existence if individual
differences and worth and dignity of each person. It emphasizes the uniqueness of each person and
needs. As a point of view, it may be considered in terms of services necessary to implement the point
of view.

• MILLER – uses the term guidance in two contexts:

• GUIDANCE AS A SEEN PROCESS – helping the individual in his decision making. This is
part of the educational process.

• GUIDANCE IS PART OF THE ORGANIZATIONAL PROGRAM – in school we have the

guidance services. Level-wise, there is the pupil personnel service in the elementary or
secondary schools, and student personnel services in the tertiary level
•COUNSELING SERVICE IS PART OF THE GUIDANCE SERVICES.

GORDON’S 5 POINTS AS DEFINITION OF GUIDANCE

• Guidance is the organization of information by the school about the child and his community for the
purpose of helping the child learn to make wise decisions concerning his own future.
• Guidance is the organization of life experiences within the school situation so that child is provided
with situation in which he feels, accept his limitations, and acquires a realistic picture of himself in
relation to the world around him.

• Guidance is the provision for satisfactory group experiences in which successful leadership roles are
learned and in which the group is able to set the goals and solve problems dealing with interpersonal
relations.

• Guidance is the provision of opportunities for the child to understand and value his uniqueness and
his relatedness to others.

• Guidance is the provision of the above experiences and opportunities for all children.

GOOD’S 3 DEFINITIONS OF GUIDANCE

• It is a process of dynamic interpersonal relationship designed to influence the attitudes and
subsequent behavior of a person.

• It is a form of systematic assistance aside from regular classroom teaching pupils, student or others,
to help them assess their abilities and liabilities and to use that information effectively in daily living.

• It is also the act or technique of directing the child toward a purposive goal by arranging an
environment that will cause him to feel basic needs, to recognize these
needs and to take purposely steps toward satisfying them.

HOW IS GUIDANCE DEFINED BY DIFFERENT AUTHORITIES?

• AQUINO and ALVIAR – guidance tends to help the individual to become adjusted to his present
situation so as to provide the maximum development for him and to help him plan for his future on the
capabilities and needs.

• RYAN and ZERAN – it is a supporting function in the educational process by directing and controlling
activities to help each individual develop to his fullest potential.

CONCLUSION

• Different authorities in guidance agree on a common definition of guidance. In a general sense,

guidance is defined as the action and concern of showing assistance to others. It is considered as a
helping profession, the aims is to provide maximum human growth and development for all the learners
and self-direction.

• GUIDANCE MUST BE REALTED TO AND FUNCTION COMPATIBILITY WITH UNSTRUCTION AND

ADMINISTRATIVE ELEMENTS OF THE WHOLE EDUCATIONAL SYSTEM. EFFECTIVE
COMMUNICATION IS AN UNDERLYING FACTOR THROUGHOUT THE HELPING PROCESS.
CHAPTER2: MEANING OF COUNSELING
COUNSELING
• Part of the helping relationship

COUNSELOR – has the expertise

COUNSELEE – has his problems and concerns
• Both counselor and counselee are always engaged in mutual communication.

VARIOUS AUTHORITIES DEFINED COUNSELING AS:

• DINKMEYER – personal relationship between a professionally trained counselor and someone who
aims to assist him to communicate and meet his immediate needs and problems

• GLANZ – an open-ended face to face problem solving situation, within which the student, with
professional assistance can focus and begin to solve a problem or problems.

• STEFFLRE – process through which a student works with professionally trained counselor in
establishing specific objectives and changing or learning the behavior which he must process so that
he may attain these objectives

• TOLBERT – counseling is a face to face relationship which provides the clients with a learning
situation and helps him to make use of his characteristics and potentialities

• ROGERS – process which the structure of self is relaxed in the safety of the relationship with the
counselor and previously denied experiences are perceived and then integrated into an altered self.

• BLOCKER – interaction process which facilitates meaningful understanding of self and environment.
The process results in the establishments and/or clarification of goals and values for future behavior.

• THORESEN – refers to a variety of procedures systematically undertaken by a counselor to promote

specific changes on the behavior of clients.

• TORIBIO – it is not giving information, advise or suggestion, not brainwashing, not forcing beliefs,
attitudes or behavior by persuasion or coercion, not assigning or selecting goals or jobs for individual.
IT IS PROVIDING CONDITONS WHICH FACILITATE VOLUNTARY CHANGE. THE COUNSELEE
HAS THE RIGHT TO MAKE HIS OWN CHOICE.

TYPES OF COUNSELING
•Directive or Clinical Counseling
•Non directive Counseling
•Electic Counseling

DIRECTIVE or CLINICAL COUNSELING

• Allows the counselor to give the counselee information about himself, his opportunities, his problems.
• The counselor guides the discussion or suggests to take.
• He tries to evaluate the facts objectively.
• He explains these facts without offending the counselee.
• THE COUSELOR DOES NOT CRITICIZE (express disapproval), JUDGE make an official decision
(good or bad) or CONDEMN (some or something is bad or wrong)
STEPS INVOLVED DIRECTIVE COUNSELING (Williamson)
• ANALYSIS – involves collecting data, summarizing and organizing

• DIAGNOSIS – formulates hypothesis, makes conclusion about the causes and characteristics of the
problem.

• PROGNOSIS – prediction made by the counselor on the clients’ future developments of the problem.

• COUNSELING – the counselee talks and discusses the problem with the client by means of “leads”.
The counselee is helped to develop insight.

• FOLLOW-UP – the counselor assists the counselee with new recurring problems. This may be due
to “relapse” that might have occurred.

NON-DIRECTIVE COUSELING
• CLIENT-CENTERED COUNSELING
• ROGERS, STRANG AND WARTERS describe this approach as one, which places the responsibility
of the client for exploring his own problem.
• The emphasis is not on the problem but on the individual. Here the counselor does not provide
information.

STEPS INVOLVED IN NON-DIRECTIVE COUNSELING

• The client comes for help and gives his reason for doing so.
• The counselee describes the situation. The counselor encourages the client to confide to tell all.
• The counselor helps the client to feel free to talk. To do this, the counselor shows friendly and receptive
(willing to listen) attitude.
• The counselor accepts, recognizes and clarifies both positive and negative feeling.
• The period of release is followed by insights, which make for growth.
• Insights (clearly understand the situation) are converted into actions.
• A positive action is increased.
• The relationship with the counselor ends.

ELECTIC COUNSELING
• Merging of both directive and non-directive counseling
• The counselor should be competent and proficient in incorporating this method so that a happy
medium can be affected.

PROCESS IN ELECTIC COUNSELING

• Diagnosis of the cause or causes of maladjustment
• Planning the modification of the cause and causes.
• Securing conditions conductive to learning
• Stimulating the client by implied motivation to develop his resources
• Proper handling of any problem subsequent to adjustment.

PRINCIPLES OF COUNSELING
• Counseling is based on recognition of dignity and worth of the individual and on his right to personal
assistance in time of need.
• Counseling is client-centered being concerned with the optimum development of the whole person
and the fullest realization of his potentials for individual and social ends.
• Counseling is a continuous, sequential and educational process.
• Counseling has a responsibility to society as well as to the individual.
• Counseling must respect the right of every person to accept or refuse the services it offers.
• Counseling is oriented around cooperation not compulsion.
• Counseling implies assistance given by persons in making wise decisions, plans, interpretations and
adjustment in the critical situation in life.
• Counseling requires a comprehensive study of the individual in his cultural setting by the use of every
scientific technique available.
• Counseling is focused on helping the individual realize and actualize his best self, rather than solving
isolated problems.
• Counseling to be effective must be scientifically evaluated.

CHARACTERISTICS OF COUNSELING
(SPAMO)

• SPECIFIC (TIYAK) – the behavior to be altered should be explicitly (very clear and complete) stated
and specified definitely by all concerned

• PERTINENT (UKOL) – the goal is appropriate to the problem causing the maladaptive behavior

• ATTAINABLE (MAKAKAMIT) – the goal is within reasonable reach of the client.

• MEASURABLE (NASUSUKAT) – results can be externally

assessed.

• OBSERVABLE – behavior must be manifested (NAIHAYAG)

CHARACTERISTICS OF THE EFFECTIVE COUNSELOR

By: Firoz Qureshi
Dept. psychiatric nursing

CHARACTERISTICS OF THE EFFECTIVE COUNSELOR

Why Do People Become Counselors?
 Most believe they can really help people.
 Some have a desire to help those that are less fortunate.
 Some want to help prevent people from having difficulties in the first
place.
 Some want to help people reach their full potential

Potentially Negative Reasons for Becoming a Counselor

 When a counselor needs to make a difference but has unrealistic expectations for helping.
 When a counselor has a need to care for others, the counselor may undermine the client’s autonomy
by doing for the client.
 When the counseling student has a need to solve his or her own problems.
 When the counselor has a need to be powerful or influential.

Counselor Interpersonal Dimensions that Affect Counseling Outcomes

 The ability to listen and convey understanding without judgment.
 The ability to be sensitive, empathic, and patient.
 The ability to convey to the client that the counselor values the client’s experiences.
 The ability to convey the belief that the client is capable, trustworthy, respectable, worthy and
dependable.

Counselor Interpersonal Dimensions that Affect Positive Counseling Outcomes (continued)

 Demonstration of a positive belief in himself or herself as a counselor and demonstration of positive
self-esteem.
 Has self-awareness and knows his or her own biases or prejudices (good or bad) and is able to
analyze his or her own feelings.
 Is sensitive to cultural differences.
 Has tolerance for ambiguity.
 Has the ability to model appropriate behaviors.
 Has the ability to be altruistic.
 Is ethical.
 Is committed to understanding specialized knowledge of the field and find it personally meaningful.
 Stays current in professional knowledge by continuing to learn.
 Respects the client’s worldview, personal experience, spirituality, and culture.
 Has good self-care strategies.

Characteristics of the Self-Actualizing Person

 He or she can tolerate doubt, uncertainty and ambiguity and can recognize the phony and dishonest.
 He or she is honest and genuine and accepts oneself as human with flaws and mistakes and
recognizes others as human also.
 He or she has an internal source of motivation and drive and seeks growth instead of external
 He or she is not ego-centered but chooses to help others out of concern for others and not for
glorification of the self.
 He or she enjoys solitude and aloneness and is unaffected by the stress of others.
 He or she derives happiness from growth and internal rewards and not external needs for recognition.
 He or she has wonder about the world.
 He or she has deep feelings of empathy and compassion for others.
 He or she has deep, meaningful interpersonal relationships.
 He or she is not racist and does not discriminate against others who are different from himself or
herself.
 He or she is highly ethical.
 He or she has a good sense of humor that is not hurtful towards others.
 He or she has a unique creativeness all his or her own.
 He or she is involved in causes outside of himself or herself.

Additional Characteristics of Counselors

 Counselors need a high level of energy to remain alert and attentive to their clients.
 Counselors take risks everyday and face rejection by their clients or face clients or situations they
may not be prepared to face.
 Counselors face ambiguity all the time and need to be able to handle it.
 Counselors are expected to develop intimate relationships with their clients as clients will share deeply
personal and meaningful material with the counselor.