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Copy of guidance personnel
Transcript of Copy of guidance personnel
functioning of all the the guidance personnel, activities, budget, and facilities.
As a developer, assessing needs for program planning, research, budget, and facilities.
As a leader, providing direction and motivation for personnel and program improvement. 1. Planning and preparing the program together with the staff
2. planning and controlling the budget
3. recruitment, selection, assignment and evaluation of personnel
4. ensuring the proper implementation and evaluation of all guidance services
5. coordinating with the school community for proper support and understanding of guidance activities and services
6. ascertaining that ethical standards are observed by the guidance personnel and in the extension of services, programs and activities Specific Tasks The Guidance Director is the over-all head of the guidance program
Master's Degree in Guidance and Counseling
Planning - Preparing, and programming resources and activities
Budget - Identifying sources of revenue and allocating them in ways would ensure that goals are met
Organizing - creating a formal structure that can accomplish the plans, staffing it with qualified people, defining each person's role clearly, providing appropriate financial and career incentives, and delegating appropriate authority
Controlling - ensuring that plans are carried out and solving plan-related problems Capacity to communicate to the school community and the community-at-large what the guidance program is all about
Flexibility in dealing with clients/staff
Leadership Traits The Guidance Counselor is the central and most indispensable figure of the Program-he/she is the specialist who brings unique knowledge and skills to the program. No counselor, no Guidance program The Counselor plays five major roles. These are called the 5C’s: Counselor, Coordinator, Consultant, Conductor of Activities and Change Agent. As Counselor, he/she aims to help people overcome obstacles to their personal and educational/professional growth and move toward the maximum development of their potential. To accomplish these he/she establishes a warm, trusting, confidential working relationship with the clients to assist in self-acceptance and understanding, decision-making, and problem-solving. The client’s concern is the focal point in the ideally one-on-one or small group face-to-face encounter. As a coordinator, he/she needs to be able to identify tasks that should be done by other persons or an agency and organize everything to facilitate the performance of such tasks by the needed person or agency. He/she must act as a liaison between the clientele and the resource person or agency for the purpose of collecting and disseminating information and providing the necessary services. Examples of these would be referral systems and the provision of symposia, seminars, dialogues, etc. As a consultant, he/she may act as an objective party, looking at a situation and suggesting other helpful interventions without necessarily having having a direct contact with the identified client whose needs are being addressed. As Conductor of Activities, He/she may need to carefully plan and directly conduct certain activities that may promote the client’s positive movement in life. As a change Agent, the counselor must be involved in the process of organizational change, where necessary. His/her roles may involve acting as a catalyze, process helper, solution giver, resource linker, and stabilizer. Roles Specific Task Schedules and conducts individual counseling
Organizes and conducts group counseling/classroom or group guidance activities.
Helps administer and interprets test.
Helps administer and interprets test
Ensures gathering and recording of complete client data for the individual inventory
Assesses needs as basis for the activities
Collects and disseminates information to the appropriate persons
Collects and disseminates information to the appropriate persons
Write reports, keeps records and prepares needed materials
Follows up clients
Place students in appropriate academic, social, and occupational programs and settings
Conducts research and evaluation to determine effectiveness of strategies and services implemented
Refers clients to more qualified experts Qualifications Educational/Professional competencies Skills and Competencies Diagnosing needs
Individual and group counseling
Cross-cultural or multicultural counseling
Test administration and interpretation
Program development and implantation
Articulation of programs, functions, and roles
Identifying and soliciting information and resources
Evaluation Genuine interest in the welfare of others
Ability to understand the perspectives and viewpoints of others
Belief in the ability of others to solve their problems
Openness to learning and differing opinions
Willingness to take risks
Strong sense of self-worth
Constant updating and upgrading of skills and knowledge
Working knowledge and application of professional ethics
Awareness of and contribution to the advancement of counseling through research
Active participation in professional organizations
The secretary ensures proper transmission of messages and appropriate reception of visitors to the office. She takes care of clerical tasks. Specific tasks 1.Welcome people and informs clients of the whereabouts of guidance personnel
2.Receives and transmits messages to the appropriate people
3.Assists in checking and filing tests
4.Assists in making summaries of test results by class level
5.Delivers call slips and other material to concerned parties
6.Encodes reports and research needed for final submission and filing
7.Ensures organization and security of piles in her care Skills and Competencies Qualifications Traits Educational- A two-year secretarial course would be sufficient, but a four year course is preferable. Qualifications 1.Awareness and understanding of principles and practices related to the work
2.Capacity to maintain confidentiality of materials Professional 1.Clerical skills
3.Communication skills expected of a receptionist
4.Negotiation skills to handle difficult clients or visitors Skills and Competencies 1.Attention to detail
2.Sufficient social and emotional intelligence to handle demanding clients or visitors
3.Common sense to handle emergencies Traits A psychometrician is the one who constructs and develops the tests and they are also in charge of the testing program of the guidance office. Specific tasks 1. Identifies and selects, in coordination with the guidance director and level counselors, the tests that must be purchased and administered.
2. Schedules, administers, corrects tests for each specific academic level.
3. Furnishes counselors with the rest results of each individual. 4. Makes summaries of reports per group or class to share with administrators or teachers.
5. Prepares testing and related materials.
6. Secures test materials and results. Educational :
Since psychological testing is covered by RA 9258, the psychometrician must therefore meet licensure requirement of educational qualification and board passing. Qualifications Skills and Competencies: 1. Clear and fluid speech
2. Appropriate diction and pronunciation
3. Voice modulation and projection 4. Clerical skills for correcting and recording tests and their results accurately
5. Motivational skills for encouraging examinees to take test seriously
6. Organizational skills for scheduling, administering and processing test and their result
7. Technical writing skills for reporting results Traits: 1. Charm, a pleasant disposition
2. Confidentially and integrity in handling test results
3. Attention to detail
4. Assertiveness in preventing unethical sharing of tests and test result The researcher decides on the best methodology for gathering, organizing, and reporting data that the Guidance Director and counselors believe to be necessary for understanding and responding to the needs of the clientele. 1.Gets direction from the Guidance Director regarding or suggests areas needing research
2.Plans out research agenda
3.Calendars research activities
4.Decides on most effective methodology for conducting study
5.Gathers and organizes data according to specification
6.Makes a systematic presentation of result, conclusions and recommendations Specific Tasks: Educational
Four-year psychology, counseling or sociology background that helps her understand human needs. Qualifications: 1.Understanding of human and development needs requiring more study
2.Knowledge of research and statistical methods and their appropriate application and utilization
3.Capacity to keep collected data confidential Professional 1.Statistical skills
2.Technical writing skills
5.Organizational skills Skills and Competencies 1.Orderliness and neatness
4.Capacity to ensure that work is done
5.Patience with people and data management Traits -the most frequently contacted for help with personal, educational, and career needs are the clinical and counseling psychologist. While school and developmental psychologists are already available in the Philippines, very few people take advantage of their services. Perhaps not many people know about their availability or the value of their contribution. PSYCHOLOGIST Some concerns are beyond the expertise of school counselors who have not specialized. Examples are behavioral disorders, kleptomania, learning disabilities, personality disorders, or cases of victimization or trauma. Counselors may turn to the clinical psychologist for diagnosis and treatment of these cases. Clinical/Counseling Psychologist Through diagnostic evaluation, the school/developmental psychologist can identify students in need of counseling or beyond. He/she may help to diagnose the developmental and educational needs of the clientele and propose programs that would best meet such needs like enrichment, remedial, individualized instruction, and other customized programs. School Psychologist/Developmental Psychologist - Some schools had psychiatrist consultants to whom they referred students with special needs. There is a growing recognition of the clinical psychologist’s capability to handle emotional disturbance or clinical problems which used to be considered the domain of psychiatry. PSYCHIATRIST -Today, with the physical and sexual abuses that take place at home, the absence of parental figures, and the substance abuse of family members, social workers seem to be more indispensable. Social workers visit homes, talk to the family members, and determine how children can be helped best, given the home situation. Their access to the home gives them a broader and deeper understanding of the child. SOCIAL WORKER THE SCHOOL PERSONNEL The Guidance program cannot function effectively without the wholehearted support of the head of the institution who has three important roles. HEAD OF INSTITUTION
As President, Director, Dean, or Principal, the school head is responsible for establishing, supporting, encouraging and acknowledging the Guidance Program and for communicating program descriptions, accomplishments, and needs to the Board of Trustees, parents, faculty, personnel and students.
The institutional head provides information and direction regarding budget expectations, staffing possibilities, facilities, and equipment. He/she is also in a position to help allocate funds for salaries, services and other activities. C. Resource Provider A. Program and Leader Supporter The teacher is the first line of contact between the student and the school Guidance Program. He/she communicates with students on an almost daily basis, and is in a position to establish a relationship based on mutual trust and respect. THE CLASSROOM TEACHER Students will often confide in a teacher and ask for advice. If the teacher is able to help, there will be less need for the students to see the guidance counselor. If not, he/she can be of help in other, less direct ways. A. Listener-Advisor Daily personal contact with students enables the teacher to detect needs and strengths. From projects and written work and frequent interactions, he/she is aware of individual needs and can be instrumental in identifying and referring students who need counseling. B.Referral and Reinforcing Agent Because class activities can help identify student talents and potentials, the teacher can encourage and assist their development and provide inputs for career planning, when the counselor and the student discuss these concerns. C.Discover of Human Potential The teacher can incorporate and integrate career education with teaching. He/she can develop positive attitudes and respect for honest work and promote positive attitudes towards education and its relationship to career preparation and decision-making. D. Career Education The teacher can be a model of positive human relations while he/she plans and directs group interaction. The role modeling serves as an experience of healthy human relationship. E.Human Relations Facilitator The teacher can encourage and support the counselor and create a motivating environment for the Guidance services. He/she can encourage student commitment to the counseling process and reinforce the counseling outcomes. F.Guidance Program Supporter Every school is required to have an on-campus clinic with medical doctors, nurses, and dentists. These personnel can:
1.Identify children whose medical needs may be related to social or emotional difficulties needing attention
2.Help in determining whether or to what extent physical ailments or defects are an obstacle to a student’s performance, adjustment, or anticipated development
3.Refer students who may malinger or may frequent the clinic at specific times and days, perhaps in fear or avoidance of certain classes
HEALTH PERSONNEL In the early years of Guidance and Counseling in the country, the Guidance Counselor was someone who attended mainly to the normal adjustment difficulties of students—developmental tasks, career planning and decision-making, adjustment to new setting, and interpersonal difficulties. But problems that used to be big are considered commonplace today, and previously uncommon situations have become prevalent. The Philippine Situation Developments in the field of counseling have led some quarters to refer to guidance counselors as counseling psychologists. While this may elevate the stature of counselors, one cannot claim that all counselors in the Philippines are counseling psychologists. Some schools require about 15 units of undergraduate psychology for those taking a graduate course in Guidance and Counseling. Some schools offer an MA in Education, major in Guidance and Counseling. A certain stagnation has set in graduate program development. With the new curriculum required by RA 9258, this problem should be resolved, but not to the extent that the trained and licensed guidance counselor will automatically qualify to extend the service of counseling or clinical psychologist. 1.Philosophical, Psychological, and Sociological Foundations of Guidance
2.Counseling Theories, Tools, and Techniques
5.Organization, Administration and Supervision of Guidance
Services and Program Development
RA 9258 covers only the following subjects in the Scope of Examinations: Since the subjects are general in nature, specialty counseling is still wanting, considering that school counselors encounter in their work setting students afflicted by 1.Learning disabilities
2.Attention deficit disorder
The list goes on. And the qualifications must become more apt. Unless counselors go through specialized training in specific areas, they should be careful about handling cases. Counselors should also be credible. Counseling is effective only when the client has faith in the counselor. An important consideration in counseling children and adolescents is that many problems stem from the marital troubles of their parents or dysfunctionality of the family. Counselors working with this age group would be most effective if they have the skills to work with the parents and their concerns.