GUIDANCE
Guidance is defined in so many ways by different authors, educators and counsellors. According to Jones, Guidance involves personal help given by someone designed to assist the person to decide where he wants to go, what he wants to do, or how we can best accomplish his physical, social, intellectual, and personal assets and liabilities as confronted by particular situations, so that he can make wise and intelligent choices and embark upon suitable courses of action. On the other hand, Crow and Crow defined it as assistance made available to a person of any age so that he can manage his own life activities, develop his own point of view, make his own decisions and carry out his burdens.,
Philosophical/ Legal Bases of Guidance and Counselling
The 1987 Constitutions states that “all educational institutions shall inculcate patriotism and nationalism , foster love humanity ,respect for human rights , appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline , encourage critical and creative thinking , broaden scientific and technological knowledge , and promote vocational efficiency .”(Art. XIV Sec. 3(2).
Education Act of 1982 or B.P. 232 provides that the ‘students have the right to school guidance and counseling services for making decisions and selecting the alternatives in the fields of work suited to their potentialities.”
Purpose/Aims of Guidance
• Help
the individual achieve up to the level of his own capacity, gain personal
satisfaction, and make his maximum contribution to society.
• Assist
the individual to solve his own problems as they arise.
• Assist
the individual to live a well-balanced life in all aspects.
• Assist
teachers in their efforts to understand students
• Offer
teachers systematic in-service training
• Provide
for referrals of students by teachers.
Different Aspects of Guidance (Brewer)
·
Educational guidance (in school, guidance
focuses more on personal, educational and vocational aspects)
·
Vocational guidance
·
Religious guidance
·
Guidance for home relationship
·
Guidance for citizenship
·
Guidance for leisure and recreation
·
Guidance in personal well-being
·
Guidance in right doing
·
Guidance in thoughtfulness and cooperation
·
Guidance in wholeness and cultural action
·
Community service guidance
·
Health guidance
Characteristics of a Good Guidance
• Guidance
is an integral part of the total education program of the school.
• Reaches
all members of the academic community
• Provides
for careful interpretation and dissemination of personal data to pupils,
teachers, school officials, and parents.
• Provides
for coordinated activity and effort.
• Recognizes
and utilizes the role of the homeroom teacher.
• Provides
adequate records, personnel and housing of materials
• Provides
for a continues in service education for teachers
• Counselor’s relationship with counsel should be continues
Basic Principles of Guidance (Crow and Crow)
• Every
aspect of the person’s personality constitutes a significant factor of his
attitudes and behavior.
• Individual
differences must be recognized
• The
function of guidance is to help a person formulate and accept stimulating
worthwhile, and attainable goals of behavior.
• Guidance
should be a continuous process
• Guidance
should be extended to all persons of all ages
• Parents
and teachers should have guidance responsibilities.
• Specific
guidance problems should be referred to qualified persons
• Guidance program should be suited to individual and community needs
• Periodic
appraisal should be made of the guidance program
• Programs
of individual evaluation and research must be conducted
• Guidance
workers need special preparation and training
• Guidance
workers should observe a code of ethics
• One
staff member of the school should be responsible for the guidance of each
student
• Counselor
should be acquainted with all available guidance agencies/services
• Guidance
activities are of two kinds: group and individual; not all workers are
competent in both
• Guidance
is concerned with prevention, not cure
• Guidance
is counsel, not compulsion
• Disciplining
pupils is not a part of guidance
Principle Underlying Guidance Work (Humphrey)
• Take time to solve problems and make decisions.
• Let the counselee develop his own insight
• Consider most individuals as average, normal persons.
• Problems arise from situations
• Problems are interrelated
• Integration of effort is essential
• Guidance must be an integral part of the organization
Student Personnel Services (SPS)
– are those specific
assistance which the school makes available to the pupil as part of its total
program of personnel work.
These include:
1. Admission services – assist students for the furtherance of interests, aptitudes, and needs.
2. Scholastic orientation – acquaint students and parents of the school requirements for compliance and its ability to satisfy students’ personal, social, vocational, religious and scholastic needs
3. Attendance services – promotes the daily presence of students and prevent truancy and dropouts.
4. Financial services – aims at assisting needy students so that they may remain in school or at orienting them to budget their funds.
5. Housing services – intends to help students obtain living facility conducive to furtherance of educational and personal goals
6. Food service – provides well-balanced meal in school cafeteria
7. Health service – aims at preserving and maintaining students’ physical well-being
8. Remedial service – intends to render special assistance to those students having deficiencies and difficulties in some subjects
9. Guidance service – offers personal help to students to aid them in solving special problems and fulfilling their potential
10. Psychological service – gives assistance to students who manifest mental and emotional disturbance
11. Spiritual service – provides opportunities for spiritual and moral development
12. Recreational service – enriches leisure time activities in non-scholastic interest or co- curricular activities.
13. Vocational orientation – assist in attaining an adequate understanding of the world of work and in securing self-fulfilling position in that world
14. Coordinating service – aims at harmonizing and synchronizing efforts of the administrators, teachers, guidance workers, and staff to achieve the goals of the educational system.
15. Guidance Services – consist of identifiable activities concerned with assisting individuals to become self-directing in making and carrying out essential choices, plans and adjustments. These include:
16. Individual Inventory service – designed to gather all reliable data, information and records and to assemble and compile these materials for their functional use.
17. Informative service – makes available to pupils or students kinds of information not ordinarily provided through the instructional programs. Include vocational or educational choices or in personal and social adjustment.
18. Counseling service – services offered not only by the counselor but also teachers and administrators.
19. Placement service – helps the child secure the most effective relationship to a job or the next step in his educational or personal program. It may be educational, vocational and curricular in character.
20. Follow-up service – is concerned with
what happens to pupils while in school or after they have left school.
Methods and Techniques of Guidance
The efficient
guidance worker tries to get an accurate picture of the child/student she
helps. Specific areas include: General Information, Health, achievement,
aptitudes, Personal Adjustment, interest, Plans for the future and Family
Background. Techniques for gathering information about these areas are:
1. Administrative records contain facts about each student’s background, health and school history.
2. Informal teacher reports can supply helpful guidance information gathered from observation.
3. Interviews with students and parents enrich information gathered from other sources.
4. Autobiographies may be required of intermediate pupils and above
5. Use of standardized tests reveal aptitudes and other characteristics which can serve as guide in improving the instructional program
6. Conducting survey through the use of questionnaire can cover a wide area of research and quite a number of respondents
7. Observation should be conducted by the teacher and the counselor in and out of the classroom
8. Anecdotal record should be prepared by the teacher on significant incident or event that happened to the student in school
9. Case study is the most comprehensive and thorough technique of gathering information about a person with a serious problem
10. Case conference is a cooperative
conference devoted to the intensive study of an individual
Role of the Teacher in Guidance (Lee and Pallone)
1.
Know each student
2.
Understand each student
3.
Empathize with each student
4.
Be warm to each student
5.
Accept each student completely
6.
Establish a friendly, permissive classroom
climate.
7.
Give each student the freedom both to be and to
become
8.
Utilize discipline to help each student grow and
develop.
Three aspects of discipline:
A. Prophylactic – consist in the establishment of classroom conditions in which the pupil is assisted to self-actualization
B. Remedial – involves assistance which helps in overcoming weaknesses and developing strengths.
C. Punitive – include those functions intended forcibly to induce the student to modify his behavior
9.
Make each lesson learner-centered.
10. Plan
lessons jointly with students
11. Be
alert to guidance “openings” during the course of the lesson
12. Foster
the development of positive attitude
13. Assist
each student to improve his study habits
14. Individualize
teaching or adjust lessons/activities to individual differences
15. Utilize
group techniques.
16. Serve
as model
Kinds of Teacher/Parent Conference
1. Direct contact would include face to face interviews and counseling; while indirect would include the child as the intermediary, the written note or telephone conversation.
2. Scheduled conference would include the uniform system of conference for all parents at a definite limited time. Unscheduled conference would include incidental school visitation, sometimes on invitation by the teacher and at other times spontaneous and informal.
3. In-school contact
would include committee or child-study groups, parent- teacher meetings or
special programs and assemblies
Principles of Organization and Administration of Guidance Program
• Prepare a clear out statement of objectives of the program of guidance services
• Determine
precisely the functions of the guidance services program
• Assign specific duties to those who are to participate in the program
• Give each person assigned to a task in guidance services authority commensurate with his responsibility
• Setup
a form organization that is best suited to the school’s purposes, personnel,
size, financial resources, and other characteristics.
Guidance and Discipline
Discipline means instructing the child in the ethical principles (right from wrong) why or Why not, and How to decide and act according to principles. Discipline imposes external standards of control on the child’s conduct; but the end goal of discipline is to motivate the child to internalize self-discipline.
Classification of Child-Rearing Practices
1. Authoritarian – views the child as a mini-adult which sets unrealistic expectations and goals for the child. This involves psychological manipulation and/or punishment. Authoritarian teachers/parents undermine values education because they:
• criticize
and find fault
• shame,
belittle, and tease negatively
• nag
and complain, believing only in their own opinion
• treat
the child with annoyance and impatience
• communicate
with anger, sarcasm, shouts, screams and a condescending tone without
explanations or reasoning.
• dominate,
impose, pressure, demands and are over bearing
• threaten,
intimidate, punish, reward or bribe frequently
• provoke
and antagonize
• establish
overly rigid rules and limitations
• may spank or use other corporal punishments
2. Permissive- allows the
child to grope through situations too difficult for him to cope with no
guidance and control. This type of discipline works against values education
because teachers:
·
overindulge, spoil, pamper
·
give immediate gratification and let the child
have his own way
·
overprotect and shelf from work and
responsibilities
·
encourage dependency behavior by doing for the
child what he can do for himself
· avoid conflicts, ignore or let things pass without teaching or guiding
3. Ambivalent style
occurs when:
· opposite or conflicting values exist in the parent/teacher himself
· consistency in good child-rearing practices begin to demand daily heroic effort of the parent/teacher, i.e when teachers fluctuate between using authoritarian and permissive techniques
· one set of moral values is followed in contrast with the other
·
parental moral values do not coincide with the
values of other authority figures or persons who influence the child, e.g teacher,
peers, religious leaders, entertainers, political figures.
4. Role modeling – role
is the part assumed by anyone and modeling is the art of one who acts as a
standard of imitation. Parental or teacher modeling is that very special craft
of knowing what or what not to say or do at the right time when dealing with a
child in order to instruct and draw forth the best in the child. It requires
sensitivity and demands the practice of virtues to be worthy of imitation
Role modeling is worthy of imitation if the parents/teachers;
·
continually
struggle to seek truth and do good
·
set
the example by practicing what they preach
·
learn
from mistakes, rectify and explain
·
are
willing to change and improve
·
preserve
with optimism and determination
·
given
proof of the value and meaning of life
·
pray
to God’s grace and inspiration