Guidance Personnel A fully functioning Guidance program calls for the following personnel: full- time director, counselor, psychometrician, researcher, and secretary, the number of which would vary according to the school population. This section outlines the job description and expectations of each t eam member.
The Guidance Director He/she has the overall authority for leading the per sonnel under his/her administration. He reviews the guidance and counseling program they offer each year. To be a g uidance director, one should possess the following: strong work ethic, excellent organizational skills, flexibility, ease and experience with computers and willingness to coordinate efforts with others.
Roles The 3 major roles of t he Guidance Director according to Gibson and Mitchell (2003) 1. As a manager, ensuring the provision and proper functioning of all the Guidance Personnel, activities, budget, and facilities. 2. As a developer, assessing needs for program planning research, evaluation, improvement and establishment of accountability. 3. As a leader, providing direction and motivation for personnel and program improvement.
Specific Tasks The responsibilities that come with each role are operationalized in these tasks. 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 t he Guidance personnel and in the extension of services, programs and activities.
Qualifications The search for a Guidance Director is based on the following criteria.
Educational Even if the school set-up is such that the Director needs not to do counseling, it would be in the best interest of the institution and the clientele if the Director had a Master’s Degree in Guidance Counseling. Since the profession involves specialized services and strict ethical standards, one without the necessary background might unknowingly undermine the program.
Professional Gibson and Mitchell (1991, 1999) believe that to be truly effective, the Director must: Have an understanding and awareness of systematic theories that guide professional practice
and practical working knowledge of the fundamental principles and methods of psychology. Have sufficient encounter with human beings and understanding of their dominant motives,
interest, ambitions, and symptoms of important character elements. Undergo constant updating and upgrading of skills and knowledge.
Be aware of and contribute to the advancement of counseling by conducting research and
disseminating information on the process and outcome of studies through professional writing or seminars and workshops. Actively participate in professional organizations.
Adhere to legal and professional ethical standards in the field.
Skills and Competencies In addition to the skills of Guidance Counselor if he/she also functions as o ne, the Guidance Director must have the following know-how (Gibson and Mitchell, 1995, p.38)
PLANNING -preparing, developing, and programming resources and activities. BUDGETING –identifying sources of revenue and allocating them in ways that would ensure t hat 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. Traits capacity to communicate to the school community and the community -at-large what the
Guidance Program is all about, to convince them of its merits and to stand firm on the ethics of the profession. flexibility in dealing with clients/staff
leadership
The Guidance Counselor Roles 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: Cou nselor, Coordinator, Consultant, Conductor of Activities and Change Agent.
As a Counselor – he/she aims to help people overcome obstacles to their personal and education/professional growth and move toward the maximum development of their potential.
As a Coordinator – he/she needs to be able to identity tasks that should be done by other persons or an agency and organize e verything to facilitate the performance of such tasks by the neede person or agency.
As Consultant – he/she may act as an objective party, looking at a situation and suggesting other helpful interventions without necessarily having a direct contact w ith 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 such activities may focus on
orientation, group test interpretation, training peer facilitators, stress management program, time management program, values clarification, career weeks, etc.
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 catalyzer, process helper, solution giver, resource linker, and stabilizer.
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the works to overcome the status quo if it no longer works or it has become inimical to the people by pointing out of the problems and underscoring the need for change.
Counseling skills such as: recognizing needs
analyzing problems
setting goals
obtaining needed resources
and/or generating and evaluating solutions in order to facilitate change are most
needed.
Specific Tasks 1. schedules and conducts individual counseling 2. organizes and conducts group counseling/classroom or group guidance activities 3. coordinates and/or runs enrichment/training programs for student, parents, teachers 4. helps administer and interprets tests 5. ensure gathering and recording of complete client data for the individual inventory 6. assesses needs as basis for activities 7. holds consultation and coordination activities 8. collects and disseminates information to the appropriate persons 9. writes reports , keeps records and prepares needed materials 10. follows up client 11. places students in appropriate academic, social, and occupational programs and settings 12. conducts research and evaluation to determine effectiveness of st rategies and services implemented 13. refers clients to more qualified experts
Qualifications Educational/Professional Competencies As stipulated in RA9258, a license is required for practice. According to Gibson and Mitchell (1991) and the American School Counselor Association (1990), the counselor’s tasks call for the following qualifications.
1. Thorough familiarity with: human growth and development theories and concepts
family development theories
sociocultural factors affecting families and individuals
learning theories
motivational theories
2. Appropriate understanding and awareness of the concepts that guide professional practice, such as: individual and group counseling theories and concepts
family counseling theories and concepts
career development and decision-making theories
consultation theories and techniques
program development models and theories
evaluation theories and procedures
3. A working knowledge of the fundamental principles and methods of modern psychology 4. Sufficient human experience leading to an understanding of people’s goals/ambitions/motives
interest/preferences
fears/needs
symptoms of the absence or presence of important character elements
5. Sufficient awareness of oneself – strengths and limitations, values and fears 6. Regular pursuit of personal and professional growth 7. Constant updating and upgrading of skills and knowledge 8. Working knowledge and application of professional ethics 9. Awareness of and contribution to the advancement of c ounseling through research 10. Active participation in professional organizations
Skills and Competencies The responsibilities of a counselor running a comprehensive program call for the following skills, some of which are highlighted by the American School Counselor Association (1990) and the PGCA of Ethics and Standards of Good Practice (2008). 1. Diagnosing needs 2. Individual and group counseling 3. Educational – academic counseling 4. Vocational – career counseling 5. Personal – social counseling 6. Cross-cultural or multicultural counseling 7. Consultation 8. Coordination 9. Referral
10. Test administration and interpretation 11. Decision- making 12. Program development and implementation 13. Articulation of programs, functions, and roles 14. identifying and soliciting information and resources 15. evaluation
Traits Because of the nature of the work, counselors have to have personality traits and characteristics that may not be required in other occupations. Among those identified by the American School Counselor Association (1990) and interviews with clients. 1. Genuine interest in the welfare of others 2. Ability to understand the perspectives and viewpoints of others 3. Belief in the ability of others t o solve their problems 4. Openness to learning and differing opinions 5. Willingness to take risks 6. Strong sense of self-worth 7. Courage to make mistakes and learn fr om them 8. Valuing for continued growth as a person 9. Warmth and caring 10. Keen sense of humor 11. Patience and flexibility 12. Creativity 13. Decisiveness
Psychometrician This is a misnomer, since a psychometrician is one who constructs and develops tests. The correct term is psychometrist which refers to the person who is in charge of the testing program of the Guidance Office. In the Philippines, the one in charge of the testing activities of the school is usually called the Psychometrician. 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, correct test for each specific academic level. 3. Furnishes counselors with the test results of e ach 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.
Qualifications Educational Since psychological testing is covered by RA9258, the psychometrician must therefore meet licensure requirements of educational qualification and board passing. Thorough training in test administration, processing and interpretation is a must. Special courses for administering and interpreting test of different levels should have bee n successfully completed.
for standardized intelligence, achievement, aptitude and interest tests
for standardized personality test
for projective tests
Professional 1. Appropriate understanding and awareness of systematic theories that guide professional practice 2. Working knowledge of fundamental principles and methods of psychological testing 3. Adherence to legal and professional ethical standards in the field of Psychological Testing
Skills and Competencies 1. Clear and fluid speech 2. Appropriate diction and pronunciation 3. Voice modulation and projection 4. Clerical skills for correcting and reco rding tests and their results accurately 5. Motivational skills for encouraging examinees to take test seriously 6. Organizational skills for scheduling, administering and processing tests and their results. 7. Technical writing skills reporting results
Traits 1. Charm, a pleasant disposition, patience 2. Confidentiality and integrity in handling test results 3. Attention to detail 4. Assertiveness in preventing unethical sharing of tests and tests re sults 5. Presence of mind in dealing with cr itical incidents 6. Ability to respond to questions without destroying validity and reliabity of test
Researcher
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.
Specific tasks 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 co nducting study 5. Gathers and organizes data according to specification 6. Makes a systematic presentation of results, conclusions and recommendations.
Qualifications Educational Four-year Psychology, Counseling or Sociology background that helps her understand human needs.
Professional 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
Skills and Competencies 1. Statistical Skills 2. Technical Writing Skills 3. Clerical Skills 4. Analytical skills 5. Organizational skills 6. Motivational skills
Traits 1. Orderliness and neatness 2. Confidentiality 3. Objectivity 4. Capacity to ensure that work is done 5. Patience with people and data management
Secretary 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 and 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 files in her care Qualifications Education
A two-year secretarial course would be sufficient, but a four-year course is preferable. Professional
1. Awareness and understanding of principles and practices related to the work 2. Capacity to maintain confidentiality of materials Skills and Competencies
1. Clerical skills 2. Interpersonal skills 3. Communication skills expected of a receptionist 4. Negotiation skills to handle difficult clients or vi sitors Traits
1. Attention to detail 2.
Sufficient social and emotional intelligence to handle demanding clients or visitors
3. Common sense to handle emergencies Auxiliary personnel There are several other professionals who can ensure the comprehensive and effective extension of the Guidance service. They need not be full-time workers in the institution but may be called upon when needed. Some schools have a regular external consultant to whom they refer students with particular concerns.
Psychologists There are different kinds of psychologists. Among them, the most frequently contacted for help with personal, educational, and career needs are the clinical and counseling psychologists. 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 value of their contribution.
Clinical/Counseling Psychologist Some concerns are beyond the expertise of school counselors who have not specialized. Examples: behavioral disorder, 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 psychologist - aim to reduce psychological distress and e nhance and promote psychological well-being.
Counseling psychologist - Assess and evaluate individuals’ problems, through the use of case history, interview, and observation and provide individual or group counseling services to assist individuals in achieving more effective personal, social, educational and vocational development and adjustment.
School Psychologist - provide a broad range of skills to address students’ needs in a variety of areas. - expert in special education and have large role in the eligibility process for special education.
Developmental Psychologist - explore the influence nature vs. nurture.
Psychiatrist - Assess and treat mental illnesses through a c ombination of psychotherapy, psychoanalysis, hospitalization, and medication.
Social Worker - works with people who have socially excluded or who are experiencing crisis and
their role is to provide support to enable service users to help themselves.
The school personnel Head of Institution The Guidance Program cannot function effectively without the wholehearted support of t he head of the institution who has 3 important roles (Gibson and Mitchell, 1999). a. Program Leader and Supporter b. Program Consultant and Advisor c.
Resource Provider
The Classroom Teacher The teacher is the first line of contact between the student and t he 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. An indispensable element in the Guidance Pr ogram, the teacher can facilitate the implementation of Guidance services through various roles (Gibson and Mitchell, 1999). a. Listener-Advisor b. Referral and Reinforcing Agent c.
Discover of Human Potential
d. Career Educator e. Human Relations Facilitator f.
Guidance Program Supporter
Health Personnel Every school is required to have an on-campus clinic with medical doctors, nurses, and dentist. These personnel can: 1. Identify children whose medical needs may be related t o 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 m ay frequent the clinic at specific times and days, perhaps in fear or avoidance or ce rtain classes.
