ORGANIZATION AND ADMINISTRATION IN GUIDANCE

1. Guidance History

A. Guidance in the United States Frank Parsons The first organized guidance movement the move to assist young people was started by a civic-minded leader in the early part of the 20th century. He is rightfully called the father of vocational guidance movement and of the guidance movement in general. He started as a volunteer wor!er in the "ivic #ervice House in $oston to observe malad%usted young men and women. organized the $readwinners& 'nstitute in ()0* with a planned program for vocational guidance. Meyer Bloomfield he ne+t organized the ,ocational $ureau of $oston. -or the first time. vocational counselor and vocational guidance& were used with the present connotation. 193 ! there were /* branches of the 0ational ,ocational 1uidance 2ssociation. 1uidance became national in scope when the 3nited #tates 4ffice of 5ducation established the 4ccupational 'nformation and 1uidance #ervice with Harry A. "ae#er as director. $urin# %orld %ar &&' guidance suffered setbac! when young men were drafted into the military service and to %ob opportunities in war industries. thus causing a considerable decrease in high school enrolment. There was also a shortage of guidance wor!ers. After the (ar' the ,ocational 6ehabilitation 2ct provided for the training and employment of disabled veterans and the #ervicemen&s 6ead%ustment 2ct for the education and training of veterans. B. Guidance Mo)ements in *uro+e 5uropean countries and 1reat $ritain developed guidance movement similar to those in the 3nited #tates at about the same time. In Great Britain, as in 3nited #tates. guidance suffered a setbac! during 7orld 7ar '' because young wor!ers could readily obtain employment without vocational guidance. In France, there is no provision for guidance in the secondary schools. ,ocational 1uidance was given national recognition in ()22. when guidance services became established offices. In Germany, under the -irst 6eich. although service to the 5mperor was part of tradition. vocational guidance enabled boys to find %obs and aided the government to relocate wor!ers where they were needed. In Russia, the vocational guidance bureau handles counseling programs.

,. Guidance Mo)ement in the Phili++ines 'n the 8hilippines. guidance is said to have both accidental and incidental origin. $efore 19-.' guidance as movement. as it is now practiced and accepted. was un!nown in the 8hilippines. 't was only in 193- when a 8sychological "linic was started by 9r. #inforoso 8adilla and which concerned itself with cases of student discipline. as well as emotional. academic and vocational problems.

'n /o)em0er 19 .' the first 1uidance 'nstitute was opened. The $ureau of 8ublic #chools started to send teachers as pensionados for observation and study of guidance services abroad. 'n its report of 19.1' "ongress proposed the establishment of a functional guidance and counseling program to help students select their course. activities. occupations. friends. future mates. 'n 19.3' the 8hilippine 2ssociation of 1uidance "ounselors was organized in order to study the needs. interests and potentialities of our young people and to establish a Testing $ureau. The most systematic guidance program in the 8hilippines was launced by the 1uidance #ection of the 3nited #tates ,eterans 2dministration composed of both 2merican and -ilipino psychologists li!e 9r. #inforoso 8adilla. 9r. :esus 8erpinan and ;r. 6oman Tuason.

-. 1r#ani2ational ,hart

Model 13 1r#ani2ational Structure for a Small School. This shows that instruction.discipline and guidance are in one line.

Model -3 1r#ani2ational Structure for a Bi# School.

3. Guidance Structure

Model 33 Flo( of Guidance Pro#ram

This is a simple structure of the program with the ob%ectives directed to the benefits of the clients.

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"ommunication<"oordination is a ma%or aspects of an organization. The guidance counselor reports to the proper authority on relevant issues regarding the guidance program. He also coordinates with the proper persons<agencies for the best deliverance of its services=he supervises how they are delivered and carries to right channel. 2 two- way communication<coordination should be established.

Model 3 7ine of ,ommunication5,oordination

. Guidance Personnel

1. ,hairman

 is better !nown as the educational administrator or dean who. according to 1ood. is any educational officer responsible for the management or direction of some parts of an educational establishment or system. Typically. it includes such officers as college presidents. school superintendents and principals 'n any case. the fundamental responsibilities of the administrator include leadership in the organization and reorganization of guidance services. stimulation of a guidance-minded attitude among the members of the guidance staff by means of some form of orientation and in-service education. -. Homeroom and classroom teachers one unit of school administration which is under the direct supervision of a teacher !nown as the homeroom sponsor and which serves as a second home to the pupils assigned to it for purposes of guidance and for the administration of certain school activities. His aims are to develop desirable pupil-teacher relationships. to assist in the guidance of pupils. to develop desirable ideals and habits personal and civic. and to e+pedite the handling of administrative routine. 3. 4eacher8counselor the pivotal point around which all guidance services must revolve if desired outcomes are to be achieved. serves as a guidance of the pupils& behavior and attitudes. He en%oys many guidance and counseling opportunities as the only teacher in the grade school. as adviser ao student activities at the high school level or class instructor and activity sponsor in college. . ,oordinators and ,ounselors has a multiple role. He has administrative responsibility by rendering service to staff members. He helps coordinate the guidance services between the administrator and staff members. He counsels students. He ma!es and follows up case studies. assists teachers together with counselors. 8repares materials for occupational information. assists the librarian in securing guidance materials and secures the help of the dean. psychiatrists. psychologists. parents. civic organizations. etc. .. S+ecialists -irst in the list are the health personnel doctors. nurses and dentists. 2nd other specialists are psychologist>administers. corrects and interprets the results of standardized tests. usually group test?. psychiatrist>deals with mental and emotional problems? and social wor!ers>study the pupil&s homelife and out-of-school conditions and cooperate with the counselors and teachers in understanding the underlying causes of undesirable behavior.

9. 4he 7i0rarian help young people find reference materials.thus coming to !now them intimately. "an give great assistance to the pupils in meeting problems of pupil-ad%ustment. in the absence of someone in whom they can confide their problems. difficulties and frustrations.

:. Parents first factor of influence in a child&s life is the home. Thus. close cooperation between principal or dean and teachers on one hand and the parents on the other should be achieved. 2 greatly vitalized phase of the guidance program is the 8arent-Teacher 2ssociation >8T2?. inasmuch as the responsibility for guidance in the home lies with the parents and that in the school with the teacher. ;. 4he ,ommunity most important resource for guidance. @ocal civic. professional. health and welfare agencies li!e the 6otary "lub have rendered valuable cooperation with the school in carrying out the guidance program.

.. Basic 1r#ani2ational Princi+les

1. &t should 0e 0ased u+on the #oals or aims of the +ro#ram. 't must be reflective of the school<institution&s vision<mission providing a favorable situation for its wise implementation. 't has to be well prepared to meet the needs of the clients. Through the use of chec!list. it involves the community. the parents. the students and the teachers in the needs analysis survey. -. $efinition of authority and line of res+onsi0ility must 0e clearly defined. 2n organizational structure will e+plain the flow. 2 clear definition of the %ob description of the management staff must be implemented. 3. 1+eration has to 0e systematic (ith the e<tent of control that is (ell8esta0lished. 't must evidently present the team or persons responsible for a certain %ob or activities. . Good leadershi+ and human elements must 0e indicated. 2 line person involve in the wor! under a dynamic facilitator should coordinate the guidance services.

9. Factors in the $e)elo+ment of a Guidance Pro#ram

a. 8rograms goals should be define based on the scope<area it will cover while considering the financial support it will receive. b. 6oles and functions of the people in the system have to be e+plained and described. c. 9ata. records and resources at hand must also be considered.

d. Training and Aualification of the guidance counselor who shall manage the program are relatively vital. e. Time schedule and the number of clients must be given attention. f. 's the guidance counselor a part-time or a full-time wor!er who can assist a considerable number of personsB g. 'deally. a guidance counselor has four to five assistant counselor-coordinators who are in-charge of fifty clients each. h. The guidance counselor with his staff wor!s full time and coordinates with the assistant counselor-coordinators who may be on part-time service.

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