Unit 3

Guidance Services,
Tools and Techniques

Definition
Guidance this is both or unsystematic and
informal means toward assisting an individual.

Guidance Services include only all

systematic and organized procedures and
facilities for the same end.
-a group of services to individuals to assist
them in securing knowledge and skills needed in
making plans and devices, and in interpreting
life.

Guidance services include the following

1.Services rendered to an individual and his needs,
such as inventory of each pupil, information
regarding opportunities, counseling for all pupils,
follow-up studies, placement, and assisting
teachers in case studies.
2.Services to staff members in providing for
leadership, in securing cooperation of the staff
members, in assisting teachers in utilizing
information, in organizing and conducting inservices training.

3. Services pertaining to evaluation of services

follow-up, making result available, surveys, securing
operation of parents and community, and conducting
research to further improve guidance services.

Several Factors which led to the growth

of guidance services are the following:
1. Secondary schools became less selective. There
was greater need, therefore, for systematized
guidance as a result of increase in enrolment and
the diversified components of the high school
population.

2. Individual differences were organized. From

Galton, we learn that we have individual differences
which are due to nature and nurture, and since they
have been given due emphasis in our educational
system.
3. Rise of industrialism. The invention of machinery
and the consequent rapid industrial progress
resulted in the demand for occupational
specialization.
4. Changing educational objectives brought about
the study of child growth and, hence the need of
organizing guidance.

5. Effect of World War I. The end of the war

necessitated the rehabilitation of handicapped
soldiers, soldiers without jobs, soldiers suffering
from shock, and over-age students.
Characteristics of Guidance Services1.are identifiable aids to assist individuals,
2. are involved in achieving goals of education,
3. provide for competent leadership,
4. are supported by functional preparation for
teachers of teachers in guidance activities,

5. are based on knowledge of the needs of pupils and

upon competencies of the staff members,
6. are services made available to all,
7. need the cooperation of parents and community,
8. are more preventive than curative,
9. are founded on the concept of the totality of the
individual,
10. should be evaluated constantly
It can be seen that the purpose of guidance in the
same as that of the guidance program or guidance
services- the self development of an individual.

Forms of Guidance Program

1.Individual guidance- is intended for an
individual. It is where his personal needs, interest,
and attitudes are looked into for better
understanding of himself. It may be a meeting set by
the counselor referred by the teacher, sought by the
himself by the parents.
2.Group guidance - is conducted in groups. It is
aimed at discussing common problems like
tardiness, absences, poor academic performance or
adjustment. This enable the counselees in the group
to meet and solve the same problems commonly
confronting the group.

Techniques used in the

guidance services
Non-standardized techniques
-are commonly employed for individual analysis
by counselors in various settings, these techniques
provide a broader, variable and more subjective
approach to data gathering and interpretation for
human assessment.
TYPES;
1.Questioner
-it is a list of questions to be answered by an
individual or a group of individual, especially to get
facts or information.

2. Observation
-in this technique behavior is studied through
observation by a trained observer.
-observational techniques are useful in the study
of the students and individual but there usefulness
depends upon the purpose with which they are
conducted.
3. Sociological
-the purpose of these is to study the nature of
social relationship of an individual within the group.
It offers an opportunity to identify personality
problems, especially in isolates and the rejects.

4. Rating scales
-in this technique presence or absence of a
particular type of behavior or trait in person is
rated in terms of quantity and quality.
5. Anecdotal record
-it is the result or observation by the teacher
about the specific behavior of the students in
particular situation. It is written down to get a
better understanding of the students because the
teacher may forget the incident if it is not written
down.

6. Case study
-it is the most important techniques and the best
method of the studying of the whole individual. Its
purpose is to say positively and with confidence that, as
far as possible, all sources of information have been
tapped and all kinds of data have been gathered from
them.
7. Cumulative record
-it is a record of information concerned with the
appraisal of an individual student.
8. Interviews
-an interview is a conversation with a purpose.
-according to Bingham and Moore, it is a serious
conversation directed toward a definite purpose other
than satisfaction in the interview itself.

Standardized techniques
1. Aptitude test
-defined as the trait that characterized individuals
ability to perform a given area or acquire the
learning necessary for performance in a given area.
2. Achievement test
-defined as tools designed to measure the degree of
the student learning in specific curriculum. Areas
common to most schools, such as Mathematics,
English usage etc..
3. Interest inventory
-it is a behavior orientation towards certain objects,
activities or experiences. It is an expression of our
likes and dislikes, or our attractions and aversions.

4. Personality test
-is inclusive of everything about ones physical,
socio-emotional and personal characteristics.
Therefore, personality is the sum total of an
individual behavior in social situations.

Guidance Services
1.Orientation services
There should be an orientation program for:
- parents, to orient them on how to extend their
assistance to supplement the goals of education,
thus , making them co-partners in educations.
-teachers, to assist them in carrying out the task
of education as they exert effort to understand their
roles.

-students, for them to gain new ideas while

learning the purpose and the know-how about their
new environment. They learn the easy way to
adjustment while they start to feel the sense of
belongingness and security.
2. Individual Inventory Services
-the primary objective of this service is to have
necessary information about the individual client.
This covers records about the individual regarding
his:
-home and family background,medical, dental
and physical status,test results and interpretations

with all this are:

-scholastic performance and interview reports
-records of parental interviews
-homeroom teachers evaluation
-c0-curicular/extra-curricular activities
-anecdotal records/ counseling reports
3. Testing Services and Interpretations
the primary objective is to assess students
individual academic performance for their proper
placement and classification.
These refers to different types of testing given with
specific purposes;
-identify the student to their scholastic performance

-apparaise occupational and vocational

inclinations
-daignose strength and weakness in diferrent
subjects areas
-appraise different levels of achievement
-facilitate students to college admissions
-assess potentials for lidership/followership
test examples are mental ability, leadership
potentials, moral
values, achievement, aptitude
and interest, personality study, and
habits skills
tests.
resut serve as very valuable informations to
students, teachers- counselors, administrators and
parents

4.Counseling services
-the objectives of counseling services must be
clearly defined. There should be a provision for
individual and group counseling.
its primary aim is to give proper assistance
according to every learners need and thereby
develop desirable attitudes and values.
5. Remedial and Enrichment Services
-practical measures are adapted to identify the
need for remedial or enrichment opportunities such
as:
-provision of counseling sessions
-coordinating and interpreting test results
-following up academic preferences

-provision of consultation between parents and

administrators, teachers an students.
6.Vocation and career services
This services should provide the opportunities
to:
-create awareness and appreciation of the
different stages of life and professional careers
-cultivate proper attitude towards work
decisions and choice setting

-careers fairs are conducted for student to make wise

decision in the near future as to the career they plan to pursue
vocation animators are invited to give talks to explain the
different charisma other religious orders, to schedule to visit
their places even arranged.
-fieldtrips and visits to schools, universities, and colleges of
the applicants choice are planned.

COMPOSITION OF THE GUIDANCE STAFF

The staff designation and job scrimptions
1.Guidance counselor
he plans with the staff of guidance, coordinators, the
guidance program as well as the services and the activities
while creating a favorable atmosphere for its deliverance of
services

Other roles:
Counselor as wise planner
Counselor as a agent of change
Counselor as career/vocation specialist
Counselor as community service liaison
counselor as consultant
2.Guidance Coordinator
He supervises/assists the activities and plans for
each year level in accordance to stated vision and
mission to the school. He, too, participate in the
preparation/execution/ implementation of activities
and programs with the principal council.

3. Homeroom adviser
He prepares the homeroom action plan for his advisor
ship level; assists to implement guidance
program/services/,coordinates with the
counselor/coordinator and refers to counselor extra
ordinary cases.

4.Guidance secretary
He is in chard to prepared, checked, and record test
results. He assist in filing students record and pertinent
documents. He takes chard of typing the communication
report and thus daily assistant related to the job. He, too,
assist and in test administration.

Homeroom guidance
-a part of the guidance program, this aims to
create thriving student-teacher relation that falls in
a ordinary classroom encounter. It afford ample
opportunities for the homeroom advisor to discuss
problems of student, interest and other issues of
relevance to produce a much better student-teacher
interaction.

HOMEROOM GUIDANCE MODEL

1.Guidance Led(GL)
It is a type for the guidance head prepares and designs
the program it is simply provided for homeroom advisore
for delivery of services.

2.Guidance Assisted(GA)
It is the model which is planned and developed homeroom
advisors assisted by year-level guidance coordinators.
3.Homeroom Committee Counsilors(HCC)
Who are in-charge of each year level prepare this type, and its
implementation is coordinated with the guidance head.
4.Student-Led Model(SLM)
This is a model where students and year-level homeroom
advisors sit down together to plan the activities.

HOMEROOM GUIDANCE DESIGN

STEPS:

1.PREPARATION
the teacher assisted by coordinating committee should plan the outline on the learners needs, set of objectives, prepare activities; do the planning and review the available materials for homeroom guidance.
2.INTRODUCTION
A clear set of instructions should explain the steps to be done in order to have an idea on how the guidance program will have to be.

3.ACTIVITY
Students should understand the activities they would go through by relating these with their personal experience.

4.DEBRIEFING
Students/clients are free to relate their experiences to others. A climate of oneness and acceptance must e greatly felt among the members of the group.

5.SUMMARY
Whatever happens in every session a summary must be done to monitor how homeroom guidance will work out.

HOMEROOM GUIDANCE CONTENTS

PARTS:
1. AIMS
-which give a general goal expected to be accomplish at the target time
2. TIME FRAME -tells the time element or the length of time an action plan is intended to be started and finished.
3. ACTIVITIES -pertain to topics/contents intented to be accomplish.
4. STRATEGIES -pertain to approaches/procedure used by the class advisors.

TEACHERS ROLE
A homeroom teacher has a vital and significant role to play as an agent of change in developing personal relationship among his students.
It is his task to make each student feel relaxed to be able to relate well in an atmosphere of free expression. It is he who communicates to
parents and to significant others in the life of students who may in turn relate and play a part in this teacher-student tandem.

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