Guidance

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Guidance Curriculum

and Syllabi

Imelda V. G. Villar, Ph.D. Imelda V. G. Villar, Ph.D. Vice-President, PGCA Vice-President, PGCA

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PHILOSOPHICAL,

PSYCHOLOGICAL AND

SOCIOLOGICAL

FOUNDATIONS OF

GUIDANCE

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Course Description

3-unit course that covers the

theoretical basis of Guidance and

Counseling. Its main purpose is to

deepen understanding and

appreciation of the view and nature

of man through a

of man through a transdisciplinarytransdisciplinary approach.

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Course Objectives

Be able to:

–

– explain the philosophical,explain the philosophical,

psychological and sociological basis of

Guidance and Counseling.

–

– demonstrate professional skills anddemonstrate professional skills and competencies in the helping

competencies in the helping

relationship.

–

– manifest valuing for the importancemanifest valuing for the importance

of understanding human being through

the

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Course Content

PHILOSOPHICAL PERSPECTIVE

Philosophy of human beingsPhilosophy of human beings

•

• Ancient GreeceAncient Greece •

• Medieval AgeMedieval Age •

• Renaissance/EnlightenmentRenaissance/Enlightenment

Modern PhilosophyModern Philosophy

•

• RationalismRationalism •

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Course Content

Contemporary Philosophy

• • ExistentialismExistentialism • • PhenomenologyPhenomenology • • PragmatismPragmatism • • RealismRealism • • ConstructivismConstructivism

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Course Content

PSYCHOLOGICAL PERSPECTIVE

Schools of ThoughtSchools of Thought

• • Structuralism Structuralism • • FunctionalismFunctionalism • • GestaltGestalt • • PsychoanalyticPsychoanalytic • • BehaviorismBehaviorism • • CognitiveCognitive • • HumanisticHumanistic •

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Course Content

Areas of Concentration in PsychologyAreas of Concentration in Psychology

•

• ProponentsProponents •

• PeriodPeriod •

• Belief of human beingsBelief of human beings •

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Course Content

SOCIOLOGICAL PERSPECTIVE

Social Structures ( How theseSocial Structures ( How these

institutions view human being)

• • FamilyFamily • • Schools/EducationSchools/Education • • CommunityCommunity • • ChurchChurch • • GovernmentGovernment

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Course Outline

Theoretical Perspectives in SociologyTheoretical Perspectives in Sociology

•

• Chaos TheoryChaos Theory •

• Social Order TheorySocial Order Theory •

• Consensus TheoryConsensus Theory •

• Conflict TheoryConflict Theory •

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Methodology

•

• Lecture / DiscussionLecture / Discussion •

• Journal writingJournal writing •

• Group ProcessGroup Process •

• CritiquingCritiquing •

• Case AnalysisCase Analysis •

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Output

•

• Personal Philosophy of the humanPersonal Philosophy of the human being

being

•

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References

•

• Philosophy booksPhilosophy books •

• Philosophical JournalsPhilosophical Journals •

• Psychology BooksPsychology Books •

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Organization, Administration

and Supervision of Guidance,

Counseling Services and

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Course Description

3-unitcourse designed to give students an overview of organization, administration and supervision of guidance and counseling programs and services. It exposes

students to the entire range of services provided in the public and private schools as well as those in industry and

community. It equips students with the necessary knowledge and skills on how to develop appropriate programs.

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Course Objectives

Students would be able to

• Define and distinguish the different guidance services in terms of: nature, purpose, delivery, ethics

• Describe the roles and functions of the Guidance personnel

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• Concretize the physical facilities

required for appropriate delivery of services

• Illustrate the budget required for running the necessary activities

• Draw up a concrete Guidance Program Plan

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Course Outline

Basic Concepts

Needs Assessment: Foundation

for Program Development

Development and design of needs’ assessment tools

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Course Outline

Guidance Models: Principles and

Fundamental Concepts

• Developmental School Guidance and Counseling

• Comprehensive Guidance Program • The Teacher Advisor Program

• Invitational Learning

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Course Outline

Guidance Services • Counseling

• Consultation

• Individual Inventory and Testing • Information

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Course Outline

• Placement

• Wellness and Prevention • Follow-up

• Referral • Research • Evaluation

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Course Outline

The Guidance Personnel – Guidance Counselor – Psychometrician – Researcher – Secretary • Functions • Qualifications • Ethical Responsibilities

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Course Outline

The Guidance Facilities • Counseling Room

• Testing Room

• Multipurpose Room • Waiting Area

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Course Outline

Budget

• Sources • Expenses

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Course Outline

Organization, Administration and

Supervision

1. The Elementary School Guidance and Counseling Program

2. The Secondary School Guidance and Counseling Program

3. The Tertiary School Guidance and Counseling

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Course Outline

4. Community Guidance and Counseling Program (NGO, Church,

Rehabilitation Centers, LGUs, Hospital, other human service institutions)

5. Guidance and Counseling Program in the Industrial Setting

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Course Outline

Program Development

Program Evaluation: Issues

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Course Requirements

• Guidance Program analysis and

evaluation • Program Proposal – School setting – Hospital Setting – Industrial Setting – Community Setting

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Methodology Lecture

Discussion

Individual report

Preparing Guidance Forms Critiquing

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References

•

Introduction to counseling and

guidance.

Ohio: Merrill

• Parsons, R.D. and Kahn, W.J. (2005).

The school counselor as consultant.

• Belmont, California: Thomson Brooks/Cole.

• Schmidt,J. (2005).

Comprehensive

counseling and guidance Program.

• http://www.com/deets/guidance.htm

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References

• Stone, C.B. and Dahir, C.A. (2004).

School counselor accountability.

• New Jersey: Pearson Prentice Hall. •

Technical Aid Packet on

School-Based Client Consultation, Referral

and Management of Case

(2005).

• Gibson, R.L. and Mitchell, M.H. (2003).

• http://www.smhp.psych.ucla.edu/qf

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Counseling Theories and

Techniques

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• 5-unit course with laboratory exposes the students to the different

counseling theories, techniques and applications in educational, industrial, clinical and community settings.

Emphasis is on various cognitive,

affective, and behavioral approaches in counseling. Skills in counseling within

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The students would be able to:

• describe how one’s person, values, needs, and knowledge enter

counseling practice

• distinguish various counseling approaches/techniques

• differentiate the various stages of the counseling process

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• utilize the various Guidance Services in helping the client

• manifest the requisite skills and ethics in handling clients

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Course Outline

• Counselor: Person and Professional • The Counselor as a Helping Person • Counselor Values and Standard of

Behavior – moral/ethical – social/interpersonal – intellectual – spiritual • Counseling Skills/Relationship Strategies

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Course Outline

• Ethical/Legal Issues in Counseling

Practice

– Uses of assessment instruments,

information, referrals and follow-up in counseling

– Guidelines for ethical practice – Accountability

– Multicultural and Family issues

• The Counseling Process ( Basic

Counseling Skills/Stages of Counseling)

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Course Outline

Major Counseling Theories and Techniques: framework for discussing each technique

– Proponent/s

– View of the Human Being/Theory of Personality Development – Sources/Nature of Difficulty/Maladjustment – Goal of counseling – Role of Counselor – Counseling Strategies – Steps in Counseling – Contributions/Limitations

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Course Outline

– Psychoanalytic – Adlerian – Existential – Person-Centered – Gestalt – Reality – Behavior – Rational-Emotive – Cognitive-Behavior – Family Systems

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Course Outline

• Integration and Application – Trends in Counseling and

Psychotherapy

– Issues in Counseling (legal, ethical, spiritual/religious, etc.)

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Course Requirements

• Attendance

• Recitation/class participation

• Quizzes/Chapter or Unit exams • Counseling Philosophy

• Counseling Simulation

• Audio or video counseling with typescript

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Methodology

Lecture discussion

role playing simulation exercises video/tape demonstration

critiquing and case analysis educational tour

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References

• Family Code

• Children’s Rights • Women’s Rights

• Anti-Sexual Harassment Law • Human Rights

• Guidance Journal (PGCA)

• Counseling in Perspective: Theory, Process and Skills. Dr. Lily Rosqueta-Rosales

• Relevant Counseling Theory, Research and Practice: Contextualizing Multicultural

Counseling and Therapy (Dr. E.P. Aguilan, 2004)

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References

• Counseling Research and Practice in the Philippines (Clemena,1996)

• Journal of Counseling Psychology (PACERS)

• Counseling: A Comprehensive Profession. Nelson-Jones (2001).

• Essential Counseling and Therapy Skills. Gladding (2000)

• MCT by Bea Wherly Exemplar (Chi Sigma Iota; Evangeline Aguilan)

• Western Approaches to Counseling in the Philippines, NLP, etc. (Villar)

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4-unit lecture/laboratory course that provides practical knowledge of

different assessment tools including standardized tests, observation,

interviews, and other authentic measures utilized in counseling. Students are equipped with skills through hands-on experience in

selecting, administering, scoring and interpreting tests, constructing non-test assessment tool and designing a testing program.

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Prerequisite • Statistics

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• apply the correct tools for making norms and validating tests

• make a stand and correctly defend issues in assessment

• practice ethics in testing and assessment

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Students would be able to

• select, administer, and score appropriate tests for given populations

• ethically and effectively interpret, in oral and written form the different assessment tools

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• construct non-test assessment tool • design a working and appropriate

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Course Outline

• History of Psychological Testing : Abroad and in the Philippines

• Basic Testing Concepts

– definition of testing, assessment, evaluation, measurement,

standardized testing, psychological test, nontest/authentic measures

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Course Outline

• Nature and Principles of Psychological Testing

• Uses of Tests

• Characteristics and Attributes of a Good Test

– Reliability and Validity – Norms

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Course Outline

• Major Types Of Tests – Intelligence – Aptitude – Achievement – Diagnostic – Personality – Attitude – Values – Interests

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Course Outline

• Non-test Techniques/Authentic Measures

– observation – interview

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Course Outline

• Consideration in Administering and Scoring Psychological Tests

• Test Interpretation – Understanding Norms

– Psychological Test Report Elements

– Understanding Psychological Variables • Using Data in Counseling

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Course Outline • Norm Development and

Interpretation

• Issues (based on new trends)

• Ethics in Selection, Administration, Interpretation, Communication,

Sharing and Usage

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Methodology

• Methodology • Lecture

• Discussion

• Actual Test Administration • Actual Test Scoring

• Actual Written Interpretation • Actual Oral Interpretation

• Test Evaluation

• Norm Development

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Materials and Facilities

• Updated Test Materials

• Computer Software (SPSS or Statistical)

• Journals/Books • Internet

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Requirements

• Attendance and Class Participation 25 pts • Oral Reports 25 pts • Psychological Report 30 Pts • Simulation 30 pts. • Assessment Instrument 30 pts • Exams • Midterm 30 pts • Finals 30 pts • 200 pts

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References

• Anastasi,A. & Urbina, S. (2002) Psychological testing 7th ed Upper

Saddle River, New Jersey: MacMillan Publishing Co.

• Aiken, Lewis ((2000). Psychological testing and assessment Boston:

Allyn & Bacon.

• Cohen,R.J. & Swerdlik, M.E. (2005). Psychological testing and

assessment Introduction to tests and measurement. 6th ed. New

York: McGraw-Hill Companies.

• Drummond,R.J. (2004). 5th ed. Appraisal procedures for

counselors and helping professionals.Upper Saddle , New Jersey:

Pearson Prentice Hall.

• Murphy, K.R. & Davidoshofer, C.O. (1998). Psychological testing principles and applications.Upper Saddle River, New Jersey.

• Newmark,C S. (1985). Major psychological assessment instruments.

Boston: Allyn & Bacon.

• Whiston, S. C. (2000). Principles and applications of assessment in counseling. CA: Brooks/Cole Thomas Learning.

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Prerequisite • Psychological Testing • Group Process

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Career Development

• Prerequisites: Counseling

Techniques, Psychological Testing and Group Process, Principle of Guidance

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Course Description

• 3-unit course that focuses on theories,

approaches, strategies and techniques in the conduct of career guidance and counseling programs. Effective use of assessment tools, methods of disseminating and use of career information, simulated and actual career

counseling experiences and activities will be explored.

• Skills in using test results and other assessment tools for comprehensive career planning

• Utilizing multimedia in the collection and dissemination of career information

• Knowledge of career development theories • Facilitation of career development programs

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Course Description

• Knowledge and use of factors required for career planning

• Career counseling skills, techniques, and steps • Searching and networking for career

information

• Planning and implementation of age- and gender-appropriate career development programs

• Application of multicultural approach to career planning

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Course Outline

• History of Vocational and Career Guidance

• Basic Concepts

– Definition: career, job, occupation, work – Career guidance, career counseling

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Course Outline

• Theories of Career Development and Career Choice

– Parsons, Super, Tiedeman, Roe, Holland, Ginzberg, Hoppock, Gybers, Browne,

Krumboltz, Dawis

• Self-exploration in career planning

(intellectual capacities, aptitudes and abilities, personality traits, physical

appearance and health, age, gender, roles, needs, interest, values, skills and beliefs, academic background/training)

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Course Outline

• Environmental consideration (geographical location, socio economics status, parental influence)

• Career Exploration (nature of job, requirements, working conditions,

benefits and compensation, hazards, needs, opportunities, work ethics,

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Course Outline

• Current Perspectives (local, national, global) in the work place

• Issues in the career decision making process • Legal issues encountered at the work place

• Career Program Development and Facilitation for different level

• Test interpretation skills for career planning

• Career planning and counseling skills, techniques, steps

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Methodology

• Methodology – Lectures

– Hands-on experience in collecting,

storing and use of career information – Group discussions

– Structured learning activities – Counseling simulation

– Selection and interpretation of career assessment materials

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Requirements/Output

• Personal career study • Making career guidance

brochures/fliers

• Program development, design and try-out

• Attendance in job fairs

• Interview professionals and job holders re: specific jobs

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Requirements/Output

• Entrepreneurial plans and feasibility studies

• Brochures of different industries • Case studies

• Personal Portfolio

• Video recording of an actual

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Facilities and Materials

• Career/occupational and personality tests

• Internet facilities

• Updates on DOLE, POEA, TESDA • Newspaper/TV ads

• Video cam • Computers • CD player

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References

• Note: Resources/materials regarding Career Guidance and Development

abound. Students are encouraged to conduct library research or surf the net to help widen knowledge.

• Brown, Duanne (2002). CAREER

CHOICES & DEVELOPMENT,2nd ed,

The Jossey-Bass Management Series, San Francisco USA

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References

• Pandit, S. (2002). DESIGN YOUR

CAREER FOR PROSPERITY IN THE DEJOBBED ECONOMY, Mc Graw Hill Publishing, New Delhi India

• Poore, C. (2001). BUILDING YOUR CAREER PORTFOLIO, 2001, Career Press Inc., USA

• Schein, E. (1990). CAREER ANCHORS : DISCOVERING YOUR REAL

VALUES. University Associate, Inc, San Diego, USA

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References

• Scharnk, L. (1991) CHOOSE THE

RIGHT CAREER. Contemporary

Publishing Co., Chicago, USA

• Santamaria, J (2003). CAREER

PLANNING WORKBOOK, Revised

Edition Makati, Philippines • Wallace & Masters (2001).

PERSONAL DEVELOPMENT FOR LIFE AND WORK, 8TH ed. South

Western Thomson Learning, Colorado, USA

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References

• Books written by the proponents

of the various theories taken up

• http://www.census.gov.ph

• http://www.careerpathonline.com

• http://www. jobsdb.com

• http://ww.jobstreet.com

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Course Description: This course covers

systematic analysis of group behavior and various types of group interaction. It is an experiential course that focuses on

learning how to apply the varied theories and techniques of group process, and the skills in designing and facilitating group program/activities for human growth.

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Prerequisite • Counseling Techniques • Psychological Testing

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Course Objectives

Students will be able to:

• Define group process and explain the theories and techniques in group

process.

• Integrate knowledge of theories, principles, skills and techniques in group process.

• Demonstrate competencies in

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• Design psycho-educational training programs in group counseling.

• Appreciate the art of conducting group dynamics.

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Course Outline

• Stages of Group development • Theories of Group Process and

Development

• Facilitating Skills

– Activities, structured learning

experience in the Filipino context

– Multicultural approaches in facilitating groups

– Strategies, techniques and procedures in handling group sessions

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Course Outline

• Functions of the core elements of group process

– facilitator – participants

• Training Components

• Ethical issues in running groups

• Evaluation of the effect of group process on the participants- Creation of tools for evaluation (pre-tests and post tests)

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Methodology

• Lectures /discussion

• Group process activities in class • Experiential Learning

• Application, peer evaluation and sharing

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Course Requirements

1. Group Development Plan

2. Examinations – Written and practical exams

3. Psycho-educational programs using group process

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References

• Gazda, George M. (1980). Group Counseling: A Developmental Approach. Boston: Allyn And Bacon

• Corey, Gerald (1990). Theory and Practice of Group Counseling. Pacific Grove,

California: Brooks/ Cole Publishing Co. • Forsyth, Donelson R. (1983). An

Introduction to Group Dynamics. Pacific

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References

• Gibson, Robert L. & Mitchel, Marianne H. (2003). Introduction to Counseling and Guidance. Upper Saddle/River, New

Jersey: Pearson Education Inc.

• Jacobs, Ed E. (2002). Group Counseling. Wadsworth Group. Books, Thompson

Learning, Inc.

• Kline, William B. (2003). Interactive Group Counseling and Therapy. Upper Saddle/

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References

• Ortigas, Carmela D. (1990). Group Process and the Inductive Method: Theory and

Practice in the Philippines. Loyola Heights Quezon City. Ateneo de Manila Press

• Ray, Glen R. (1999). The Facilitative

Leader. Upper Saddle/River, New Jersey: Pearson Education Inc., & Prentice Hall, Inc.

• Yalom, Irvin D. (1985). Theory and Practice of Group Psychotherapy. USA: Basic Books