Jenny J.

Reynosa
I.

II-5 STA

Guidance and Counseling Differentiated

Guidance and counseling are not synonymous although are used interchangeably. Guidance refers to the total helping process of helping individuals to develop their potentials whereas counseling is generally defined as the relationship of an individual or group who seeks help from another person who is professionally competent to give this help (FAPE, 1975). All counseling is guidance, but not all guidance is counseling. A guidance worker is not necessarily a counselor, while a counselor is necessarily guidance personnel.

The difference between guidance and counseling needs to be emphasized for two reasons. First, the functions of the two vary even if they have the same ultimate objectives. Secondly, guidance is inherent in the teaching process while counseling is not. With his training, the ordinary classroom teacher cannot be a counselor. Even a re-orientation may not make him one. But the teacher can always do guidance functions in the performance of his teaching responsibilities. This does not mean that the teacher with no formal training in counseling cannot be an effective counselor. For indeed, there are classroom teachers who are even more effective counselors than the so-called professional counselors. But they are a rare breed, counseling being a demanding professional job that requires training.

II. Guidance as a Concept, a Process and an Educational Program

There are many ways of facilitating learning at all levels. Guidance is one of these approaches. Unfortunately, there is the belief that guidance is only for poor academic achievers, the quarrelsome and the rule-breakers. Then there is the notion that guidance is only for those in the lower levels of the educational leader. The foregoing are legitimate domains of guidance. Guidance encompasses the poor performance, quarrelsome, and the rule breaker. But it also includes those with good academic performance, the obedient child and those in the higher years in the educational ladder including graduate students. This leads us to a definition of what guidance is. School guidance is the process by which the learner is helped to develop and maximize his potentials. This means that the school and the academic community assist the learner to grow within his potentials.

III. History of Guidance and Counseling

Guidance equates its very existence by helping and assisting individuals solve their problems. In the olden times, guidance practices are based in superstitious beliefs and other pseudo-scientific techniques. Advices were practically based on emotions sometimes disregarding rationality. At the onset of the 20th century, perceptions of people about their environment begin to change. Society became more complex that they now begin to question their very existence. Hence, problems arose.

In order to cope with the growing problems of society, guidance was introduced.

IV.

Need for Guidance/ Developmental, Preventive and Remedial Guidance

In many ways, guidance is a form of assistance given to people. Parents, most of the time, assist their children grow and develop. Teachers, likewise, assist their students to learn in order to cope with the needs of the times. Other people, irrespective of professions, also give assistance to helpless people. Friends often help one another through troubled times. In a nutshell, guidance can be given by anybody, anytime and anywhere to people who are in need of such assistance. Since helping and problem solving are such common human experience, training is both solving ones problems and helping other solve theirs should be done by a person who is trained in this field. And that is the guidance counselor.

V.

Principles and Philosophies of Guidance and Counseling

A modern educational system requires organized program of

guidance services. The belief that the maximum development of children is basic to the whole educational structure and to society has strong support. Confidence in the guidance services in its outcome, and a commitment to its

philosophy and principles are essential elements for its success. As the guidance service helps to fulfill many social needs, it presents an opportunity for strengthening the framework of society. The theme of this lesson deals mainly on the different philosophies and principles that will provide guidance and its role in assisting children and youth in their development and to society itself.

VI.

Guidance Services

Guidance is not a process to be disposed of in any given time. There is no time in life when children, youth, and adults take on guidance as they take on medicine. The individuals needs will change in amount and kind, but no individual yet has been so superior that he could know the necessary facts in all situations and always make the wisest interpretations and decisions from these facts. Each individual needs some type of guidance at various intervals in his life as long as he lives. For that reason, guidance services should be continuously available so that better adjustment in life and personal growth are maximized on every stage.

VII. Classroom Teachers Role in Guidance

The teacher goes to classroom with very minimal training in guidance if ever he had any. This can be a limitation or an asset. We are interested in the guidance potentials of the classroom teacher for two reasons. First, he can facilitate learning among the learners if he performs his guidance functions. Second, teachers can possibly increase the holding power of schools and minimize dropout.

Education is still the most viable means for developing individual potentials for productivity, a prerequisite to self-fulfillment. In Philippine society, it is also a means for social mobility. The number of school dropouts however is staggering. Every dropout is a human resource wasted. Just like the proverbial "drop in the bucket", every dropout is a potential menace to society as his chances for gainful employment is more limited since his potentials remain undeveloped.

VIII. Types of Learners

Belief in the need to identify the gifted child in the life and to provide him with opportunities to maximize his development is well accepted in modern education. The practices lag considerably behind the belief, special attention and experiences for the gifted child is no longer regarded by the modern educator as a violation of democratic principles. The needs of each child should be ascertained and supplied in accordance with his productive capabilities.

Evidence of this mounting concern for the gifted is found in our curriculum. The 1987 Constitution signaled the concern felt for the need to capitalize upon the capabilities of the more talented individuals.

IX.

Positive and Negative Behaviors of Learners

There are many kinds of behavior which may be regarded as

a problem behavior. The more pronounced the behavior is, the more attention it attracts, and the greater its nuisance is to the school. This is expected, since the school maintains order and efficiency. Timidity may be just as serious from the standpoint of the childs welfare, but it will normally receive less attention in the typical school setting. It is of major importance to identify all types of behavior and to provide every child with appropriate aid and direction in accordance with his particular needs.

X.

Managing Behavior Problems of Learners in the Classroom

Personnel and guidance services are needed for all students, the

stable individuals as well as those who are burdened, even in their young years, with fears and worries and tensions. The classroom teacher in partnership with the good counselor is an essential parts of the total guidance program, and no such program can be successful without is cooperation and participation.

The school in which the personnel philosophy is student us one that is aware of the changing times, one that continually modifies and adapts its program of experiences for the children according to their needs and their environment. In such school, the experiences are geared toward the needs of the child in his society and his culture and in his day, and when we look at the needs of children, there would seem to be little question about the necessity for person-related teachers as well as one who appreciates personnel and guidance services.

XI.

Principles in Appraising Different Learners to Determine Guidance Needs

The major aim of the guidance service is to facilitate the child

adjustment, toward full self realization and growth. The attainment of full and maximum development of each child is a matter of degree. The exceptional child requires special attention in order to realize significant progress toward this aim. The exceptional child must be identified and accommodated early in the primary grades. This will permit the appropriate structuring of educational experiences at a time when they will be most beneficial to him.

XII. Test Appraisals

Many of our modern day counselors are quite concerned with what students know when first entering the classroom and what their potentials are for learning. It is assumed that once assembled, information derived from testing situations can be used to assist the student in making a satisfactory adjustment in his role of everyday living. This approach, which recognizes individual differences and permits the individual the opportunity to be uniquely himself, reflects the guidance point of view. Some philosophers recognized that individuals should perform tasks for which they were best suited and that education should be adapted to the capacities of each pupil; however, in our present day educational system, the concept is considered necessary to the personal happiness of the individual as well as to his social usefulness.

XIII. Guiding Learners Through Counseling Techniques and Facilitative Skills

Basic to the guidance program is the principle that all youngsters be accorded the assistance they need to ensure their progress no matter what the level of adjustment might be and irrespective of the nature or seriousness of their problems. The child whose behavior may suggest some underlying emotional disturbances should receive immediate attention by both the teacher and counselor.

Such attention should include using the resources of the guidance services and the patience, skill and stimulation of the classroom. The child who experiences frustrations and problems of adjustment constitutes a serious challenge to the school. The imagination, ingenuity and energies of the teacher and the counselor may be extended to the child and greater progress toward self-actualization should serve as rewards to the staff for efforts expended.