The Guidance Programs and Guidance Services

1. The Guidance Programs and Guidance Services Norberto O. Portales III IV – 21 BSE Values Education

2. FOLLOW - UP

3. FOLLOW - UP • Commonly over-looked service in the Philippines • Helps determine the status of the person who received assistance and what other assistance must be rendered so that the service is complete and holistic. • It can determine the adequacy and sufficiency of the programs and services extended in meeting the needs of the clientele.

4. PERSONAL FOLLOW - UP • It can be extended to individuals who have been counseled, referred and placed. • Since counseling sessions tend to be one-shot affairs, there is no time found to determine whether decisions made where ever implemented, how the client is doing, and what additional assistance is needed. (many clients do not return to the counselor of their own for many reasons) • The counselor may respond better by knowing the post-counseling status of a counselee.

5. PERSONAL FOLLOW - UP • It is good to check on those who had been referred to a consultant. But it is still the responsibility of the referring person to determine whether the referred party is receiving appropriate and adequate help. Some clients have ways of skirting their consultants. If the process is not completed, the rebound effect can aggravate the situation. • Individual who are placed must also be followed up.

6. FOLLOW – UP STUDIES Placement-related follow-up studies can take the form of research and/or evaluation when they are conducted to determine: • where graduates went after leaving school • where dropouts/ school leavers went • reasons for dropping out or leaving the school • how well graduates are doing in their jobs • what additional needs graduates or dropouts/school leavers have that the school can still respond to

7. FOLLOW – UP STUDIES • how long graduate stay in their jobs • adjustment difficulties and concerns of graduates and school leavers/dropouts • additional knowledge and skills required by the job which formal studies did not offer • employer satisfaction with graduates • percentage of high school graduates who go to college and where they go • where those who do not go to college and what they do • problems and concerns of those who do not pursue a college course

8. FOLLOW – UP • These concerns would fall on what the administrators should work on to improve its offerings. But the counselor must ensure that all aspects that contribute to this effect are explored and maximized. The counselor needs to attend all matters that affect the students’ holistic development. These could pertain to bridging the gap between the world of school and the world of work. • When individual responses to the follow-up studies are considered, the counselor can spot individuals who need further individual assistance. • Follow-up results can be the basis for innovative programs for those who have left as well as those who are still within the institution.

9. RESEARCH

10. RESEARCH • Guidance and Counseling programs have not been accorded much respect and primacy in many institutions because the evidence of their contributions is not immediately or directly visible. These services are not a priority among school administrators. Research is important to furnish the institution with concrete evidence that the program is worthwhile. • Counselor accountability is best proven through research and evaluation.

11. RESEARCH • Research is a service-oriented activity conducted to discover new knowledge, to advance current knowledge, and to substantiate theory. • Filipino counselors seem to shy away from this. Many still can’t see its relevance to their work, because they are eager to get into client handling. Some think it steals their time or only part of their graduate studies.

12. WHY DO RESEARCH? • It is an organized scientific effort for discovering new material, unearthing what is hidden, finding explanations for current situations, and, corroborating or debunking theoretical assumptions, claims, or practices through systematic study (Gibson ad Mitchell, 2003) • Its benefits include the deepening of insights into the clientele, the self and the counseling profession and their relationship. • Unearthing problems through a systematic strategy. It will eliminate the waste of precious time and possible harm by helping the counselor know what works and what does not.

13. WHY DO RESEARCH? • It shall stimulate the counselors to widen their horizons and discover unexplored areas relevant to the profession. • It is indispensable for personal and professional growth. • It is tangible evidence that the Guidance office is doing something useful. • It can help the institution attain its goals and objectives or implement its plans, the management will see the value of a non-earning arm like the Guidance office.

14. Researches on the following can lead to growth and development: • Non-intellective factors that affect academic achievement • Teacher responses to student misbehavior • Student expectations of teachers: impact on motivation • The effective teacher: students’ perspectives and responses • The effects of matching teaching strategies with learner modalities and intelligences • Leisure and free time activities • On-line usage/cyberspace addiction • Dating habits of high school/ college students • Students’ experiences of sexual harassment in school • Parent-child interaction: how much and how? • Sex education from parents

15. Researches on the following can lead to growth and development: • Husband-wife relationships: impact on children • Family mottos and myths: children’s responses • Role models and heroes • Abuses experienced at home • Decision-making processes • Effectiveness of specific counseling approaches (Solution-Focused Therapy, Strategic Family Therapy, Structural Family Therapy, Cognitive Therapy, etc.) in resolving family issues • Effectiveness of certain training programs (Stress Management, Burnout Management) in improving well being • Effectiveness of certain guidance activities (individual and group counseling)in improving (social effectiveness, academic achievement, self-efficacy)

16. REFERRAL

17. REFERRAL • Is usually understood as the action taken by persons within the institution who see that a particular person needs counselor assistance. • It also refers to the assistance rendered to clients or their significant others in obtaining services from other people or agencies that might be more effective in helping them. These are specialists who might be in a better position to respond to the peculiar needs of the client. • While the institution may have its own set of specialists, circumstances come where one has to be referred to an external consultant. The counselor should have a roster of specialists for purposes of referral.

18. EXTERNAL CONSULTANTS • Medical-Dental Assistance – the counselor may coordinate to the medical-dental doctors. • Spiritual-Moral issues in question – the counselor may coordinate the Campus ministry or its religious organizations. • Children with special needs, like learning disabilities or pervasive developmental disorders – the counselor may refer to developmental pediatricians or to respective associations and societies for autism, hyperactivity, dyslexia, Down syndrome and the like. May be sent to special schools. • Neurological Disorders – through the assistance of the medical-dental clinic, the client may be sent to a neurologist.

19. EXTERNAL CONSULTANTS • Legal attention – as in the case of physically and sexually abused, the wrongfully accused, the counselor may identify lawyers who specialize in the legal issues or psychologists as expert weaknesses. • Speech problem – Speech therapists/Pathologists or the client may be sent to a speech school. • Drug Abuse – the client may be referred to a reputable hospitals which conduct drug testing. • HIV-AIDS counseling – someone with the generic training might not be necessarily be able to handle. They need someone specifically trained to handle those issues. They may be led to a medical doctor or support organization which can assist in diagnosis and intervention.

20. EXTERNAL CONSULTANTS • Marital Problems – generic counseling training may not necessarily be experts in this area. • Crisis Counseling – also needs someone qualified, more dangers can arise when crises are not met appropriately. • Clients may be referred to a psychiatrist if it is believed that they have and emotional disturbance or behavioral disorders that require the use of medication. • Deep seated psychological problems –clinical psychologists are adept at diagnosing and providing intervention for such problems which may not be necessarily out of touch with reality. They handle personality disorders impede them from effectively dealing with important aspect of living.

21. ETHICAL CONSIDERATIONS The counselor… • has valid reason for deciding on a referral • knows the specific area of concern requiring the referral • is familiar with.. where & what services are available, who renders them and how much would it cost, credentials of the external consultant

22. ETHICAL CONSIDERATIONS • the client has agreed to the referral and its terms • the external consultant knows what the referral is for and has accepted the referral • the counselor and the client have agreed about the information that can be revealed to the external consultant

23. ETHICAL CONSIDERATIONS The counselor… • introduces the referred party to the external consultant • follows up to ensure that the referred party gets the assistance needed • gives feedback to and receives feedback from the external consultant regarding the progress of the client so that intervention can target what needs attention • does not interfere with the work of the external consultant • does not charge for referral

24. End of Report Maraming Salamat sa Pakikinig!