DE LA SALLE UNIVERSITY- MANILA

CAREER GUIDANCE CURRICULUM

Development and Management of Counseling Programs
2nd Term AY 2017-2018

Submitted to:
Dr. Oliver Sta Ana, RGC, LPT, RPm

Submitted by:
Creszel Aima M. Leal, RPm

April 21, 2018

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 Guidance Curriculum
i. Executive summary
Marymount Academy is a private school, located at Paranaque City, with population of around 350
students from Pre-school to Grade 12. A catholic school that offers a challenge-driven education under
the K-12 program for Preschool, Grade School, Junior High School, and Senior High School using both
innovative and traditional teaching strategies that help builds the 21st century learners. The curriculum
is designed to give children a positive attitude towards learning, train them to do higher thinking, and
prepare them for globalization.
As the Marymount Academy has grown into a big institution, the Guidance Office also developed into
a well-organized and functioning service as the years went by. Due to a wider scope of tasks and
responsibilities of the guidance staff and additional services of the office, the ratio of the guidance
counselor/guidance staff is 1: 200, having 2 guidance coach—1 for Elementary level, and 1 for Junior
and Senior High School.
Career needs assessment was conducted to 30 senior high school students, ages 16 to 18 years old—15
Male, 15 Female, of Marymount Academy. It was conducted at Marymount Academy Grade 12 room
last December, 2017 for 30 minutes. The result of the needs assessment finds out that young people need
personal guidance to be able to discover their own abilities, interests, strengths, inclinations and to
outline their future.
The Mission, Vision and Values of the curriculum is as follow:

Mission:

This curriculum is designed to provide students a career guidance through a personalized career
development process, as well as to inspire and empower students in identifying career opportunities
through the strategic exploration of their personal, academic and professional interests and practical
skills gained in and out of the classroom.

Vision:
To give off a committed career goal and personal development incorporating the 21st century skills while
empowering students to make lifelong, responsible and meaningful choices in producing globally
competitive and successful young adult in a global and dynamic world.
Values:
Keep the students at the heart of its work based on – diversity, ethics, accessibility, integrity and
patriotism.
Career Decision Making is a process that seeks to guide a person in their choices when selecting a
particular career. It also helps to classify different elements in personal career to get decision and the
effect of these factors on their career decisions and choices. Thus, there will be a program that will guide
students to be aware of themselves, decision making, knowing themselves—interests, strengths and
weakness, social relationship and problems connected with their self.

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ii. Table of contents
A. Needs Assessment
I. Background ------------------------------------------------------------------------------------------- 3
II. Rationale ---------------------------------------------------------------------------------------------- 3
III. Needs Assessment ----------------------------------------------------------------------------------- 4
IV. Results of Needs Assessment ---------------------------------------------------------------------- 4
V. Suggested Curriculum/ Program Recommendation --------------------------------------------- 5

B. Curriculum
I. Background ------------------------------------------------------------------------------------------- 5
II. Curriculum Development---------------------------------------------------------------------------- 6
III. Curriculum Design ----------------------------------------------------------------------------------- 6
IV. Guidance Strategies ---------------------------------------------------------------------------------- 7
V. Functional strategies (Department) ---------------------------------------------------------------- 7

C. Curriculum
I. Working Curriculum --------------------------------------------------------------------------------- 8
II. Curriculum per Level -------------------------------------------------------------------------------- 10
III. Curriculum per Core Values ------------------------------------------------------------------------ 10
IV. Curriculum Matrix for Guidance Services -------------------------------------------------------- 11
D. Program Modules ---------------------------------------------------------------------------------------------- 12
E. References ------------------------------------------------------------------------------------------------------- 20
F. Appendixes

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A. Needs Assessment
I. Background
Marymount Academy is a private school with population of around 350 students from Pre-school to
Grade 12; the school is located at Paranaque City. Marymount started out as a dream and mission to
provide children with the most innovative learning tools and techniques in preschool education. Mrs.
Sylvia S. Limon founded Marymount Academy with the creation of Child Learning Center, Inc. in 1976.
Marymount Academy is a Catholic school that offers a challenge-driven education under the K-12
program for Preschool, Grade School, Junior High School, and Senior High School using both
innovative and traditional teaching strategies that help builds the 21st century learners. The curriculum
is designed to give children a positive attitude towards learning, train them to do higher thinking, and
prepare them for globalization. While English is used as the primary medium of instruction, Filipino is
nurtured and given equal importance. Further, students are engaged in opportunities that nurture life and
work values and allow them to grow in an entrepreneurial environment and become responsive to the
needs of others. The school also offers various activities covering the areas of music, performing arts,
and sports.
In addition to the school’s academic program, the children are offered supervised remedial classes
allotted to strengthen learning in areas of study that need more attention, play, and socialization. The
school also adheres to a NO HOMEWORK POLICY during weekends to encourage quality family time
outside the school. Marymount Academy further provides The Resource-full Room, a special education
program that caters to children with unique learning needs.
Keeping the students at the heart of its work, Marymount Academy ensures that the teachers are highly
trained to enable them to execute their lessons in a more focused environment, while the school staff
commits to giving continuous care and friendly support services. As a community, the Parents are
considered partners in the children’s education, thus, we nurture a strong HOME-SCHOOL
PARTNERSHIP.
As the Marymount Academy has grown into a big institution, the Guidance Office also developed into
a well-organized and functioning service as the years went by. Due to a wider scope of tasks and
responsibilities of the guidance staff and additional services of the office, the ratio of the counselor or
guidance staff is 1: 200, having 2 guidance coach—1 for Elementary level, and 1 for Junior and Senior
High School.
II. Rationale
Career Decision Making (CDM) can be defined as a process that explains the choices that a person
makes when selecting a particular career. It also helps to classify different elements in personal career
to get decision and the effect of these factors on their career decisions and choices (Sharf 2002;
Ghuangpeng S., 2011). Student in College have trouble time when career decision-making challenges
and developments are at the forefront and potential life-long career decisions are established (Hurley,
L., 2013). It is the reason why the development of the guidance curriculum for Career decision making
is studied to help and support for senior high school.

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It is said that young people need counseling and guidance to be able to discover personal guidance such
as abilities, inclinations and to outline their future (Mihaele, N. A., 2015). Through the need assessment
of CDM, the Grade Twelve in Marymount Academy are more interested and in need of acknowledge
about Personal guidance.
Basing on A Research On the Educational Counselling and Career Guidance in Romania (Mihaele, N.
A., 2015), the study aims to make the development of the guidance curriculum of Personal Guidance to
support and lead Philippines senior high school are able to choose a career in future.

III. Needs Assessment

Career needs assessment conducted to senior high school students. 30 students have answered the
assessments. Needs assessment of personal guidance was conducted to 30 Grade 12 students ages 16
to 18 years old--15 Male, 15 Female. It was conducted at Marymount Academy Grade 12 room
last December, 2017 for 30 minutes.

Researcher use Quantitative method with the mean to analyze results.

IV. Results of Needs Assessment

Mean for Personal guidance, vocational guidance and learner support

Gender Personal guidance Vocational guidance Learner support
Male Mean 3.53 3.09 3.13

Female Mean 3.53 3.09 3.13

Table 1: Mean for Personal guidance, vocational guidance and learner support

The data are analyzed using a Quantitative method.

The three factors scales include: Personal Guidance (PG), Vocational Guidance (VG), and Learner’s
Support (LS). Table 1 shows the average mean score of all students’ need assessment.
Through the result of survey, it is identified that they are inclined to have a Personal Guidance more
than Vocational Guidance and Learner Support.
This suggests that students need assistance help them in directing solutions on their personal problems,
such as decision making, knowing themselves—interests, strengths and weakness, social relationship
and problems connected with their self. See Appendix A for further details about the instrument used.

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V. Suggested Curriculum/ Program Recommendation
The programs could be generated out of Personal Guidance are:

• The interest and aptitude tests to check what professional senior high school can fix with their
ability and interest.
• The forums of career could be organized so that students could acknowledge some information
about career environment in social context and the students also could select what career is
suitable with their personality.
• Career fair; gather different schools in order to help students plan out their needs.

B. Guidance Curriculum
I. Background
Mission:

This curriculum is designed to provide students a career guidance through a personalized career
development process, as well as to inspire and empower students in identifying career opportunities
through the strategic exploration of their personal, academic and professional interests and practical
skills gained in and out of the classroom.

Vision:
To give off a committed career goal and personal development incorporating the 21st century skills while
empowering students to make lifelong, responsible and meaningful choices in producing globally
competitive and successful young adult in a global and dynamic world.
Values:
Keep the students at the heart of its work based on – diversity, ethics, accessibility, integrity and
patriotism.
Objectives and Goals:
In line with the mandate of the Philippine Constitution, this curriculum seeks to achieve the following
goals and objectives:

a. Help students point out their own career or academic aspirations

b. Develop positive attitudes towards work and learning
c. Generate/integrate student’s career or academic aspirations with/into whole-person development
and life-long learning
d. Utilize acquired knowledge, skills and attitudes whenever necessary.
e. Provides outstanding career development services by utilizing best practices, facilitating
educational and experiential application; and
f. Instill a strong sense of nationalism and pride in one’s Filipino heritage (for Filipino students)

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II. Curriculum Development

The purpose of this career guidance is to have an effective integration of career counseling to Senior
Highschool students. To provide a systematized career information, assessment, and guidance which
can be provided through programs that will involve mentoring and personal counseling activities. The
services will be provided all-year-round or as needed by the student. Hence, the program developer will
ensure that services must be not be stationary, and every student should have an individual educational
and career plan that is regularly reviewed and updated.

One of the most important factors in the development of effective career counseling is that it is student-
centered, school-to-work transition system. To best serve each student, there must be multiple points at
which counseling can occur, and it must be ongoing and consistently available to students, hence,
students will be asked to meet one to four times a year—more if necessary—with counselors, teachers,
student guardians or parents, or other relevant partners to exchange information and help students
structure an individualized learning plan.

Equally important is the necessity that the school's counseling system tie into reliable, up-to-date labor
market and job information sources.

III. Curriculum Design

The curriculum framework is learner centered, based on the interests of the child, relevant, and
requires active engagement of students. It includes a balance of knowledge and skill building of
benchmarks and indicators (Learner Centered Teaching and Learning, 2010). The importance of
planning for learner-centered learning is reflected in the school mission and vision, thus, this
curriculum used a learner-centered in order for the mission, vision and goals would elicit the student’s
discovery and construction of their own knowledge.

CONCEPT MAP OF CAREER GUIDANCE CURRICULUM

Career Decision
Making

Education
Planning
Learner Support
And Vocational
Personal Guidance
Guidance
Consultation
with
counselor

Aptitude and Career

Self-awareness
Interest tests Orientation/Forums 7
IV. Guidance Strategies
The guidance will implement the curriculum in a course around one year following the outline of
programs and activities carefully designed to address the needs of grade twelve students in career-
decision making area.
The students should follow the program, open need to acknowledge the learning, activities or what is
stated in the curriculum as well as the goal and objectives of curriculum is expected.
Counselors will assist student to explore, pursue and attain their career goals. Assisting individuals to
achieve greater self-awareness, develop a life or work direction, increase the understanding of learning
and work opportunities and learn how to guide oneself in managing learning, work and career transitions.

V. Functional strategies (Department)

This curriculum is designed to collaborate with other offices like the following:
Admin Office is in-charge in giving strategic direction and leadership to all aspects of budget and finance
and lead the operation in dealing with the procedures and systems of the school, in co-operation with
the leadership team and ensuring that legal and safety requirements with regard to people, property and
function of the school are maintained.
Student Affairs Office will work in coordination with the implementation of campus student affairs
programs and perform related duties needed in the Guidance office.

Senior High School Department along with the Guidance office will work in coordination to the senior
high school department in acquiring a schedule of availability the guidance programs will be
implemented. In addition to it, the senior high teachers will also work in close coordination with the
guidance office throughout the implementation of activities. Teachers can also apply their pedagogic
skills to the delivery of career learning.

In general, roles relating to who heads up certain area in school. Everyone has responsibility for
spearheading the area of career-education in school.

C. Curriculum
This curriculum is made for Senior High School students who are in need career guidance wherein it
aims is to provide an effective integration of career counseling to Senior Highschool students as well as
to provide a systematized career information, assessment, and guidance which can be provided through
programs that will involve mentoring and personal counseling activities.

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9
 II. Curriculum per Level

Program/ Course Level Date Time Venue

August 13, 20, 28, 2018 Homeroom
Self-Awareness Grade 12 Grade 12 Room
September 3-7, 2018 Time
Career Exploration Grade 11
September 14, 2018 9:00-10:30am Audio-Visual Room
(Career Talk) and 12
Career Exploration Grade 11
September 28, 2018 8:00-11:30am Multi-Purpose Hall
(Career Fair) and 12
Counselor and
November 2018 to Student’s
Grade 12 Room
March 2019 availability
Education Planning Grade 12
Guidance Office
April 12, 2019 Homeroom
Teacher

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 III. Curriculum per Core Values

Program/ Course Level Diversity Ethics Accessibility Integrity Patriotism

Grade
Self-Awareness
12
Grade
Career Exploration
11 and
(Career Talk)
12
Grade
Career Exploration
11 and
(Career Fair)
12
Grade
Education Planning
12

IV. Curriculum Matrix for Guidance Services

Program/ Course Level Career Counseling Intake Information Group Testing

Interview Services Process
A. Basic
Self-Awareness Gr 12
Module 1

B. Core
Self-Awareness
Module 2 Gr 12

Career Exploration SHS

(Career Talk)

Career Exploration SHS

(Career Fair)
C. Advanced
Education Planning
(College Application Gr 12
Process)

Education Planning Gr 12
(Mock Interview)

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D. Program Modules

Program 1

Self-awareness: Who am I?
Module 1
Introduction

It is all about the learner’s discovery of who they are in terms of their likes, values, skills, and
interests.
Knowing oneself is important as it plays an integral role in strengthening decision-making skills and
shaping people’s decision-making processes. Fostering the learner’s discovery of themselves will
encourage them to choose a career that matches their interests and abilities which is advantageous not
only to the learners but to the entire country as it will surely address the pressing concern on job and
skill mismatch.

Self-Awareness worksheets is used for Self-discovery and Goal Setting. It is an all-encompassing

worksheet that addresses talents, qualities, values, perception, and self-reflection.

General reminder:

Worksheet Administration

The worksheet is administered about 30 minutes. Students will reflect on their thoughts and ponder as
they are answering the questions.

Activities
Module 1 has one output-based activity:
1. Self-awareness: Who am I? Worksheet

Objectives:
✓ Acknowledge their talents, skills, interests, and personality through the different activities
✓ Understand oneself by exploring who they are and what they are capable of.

Materials
✓ Ball Pen
✓ Self-awareness: Who am I Worksheet

Time allotment
✓ Introduction of the session 5 min
✓ Delivery and processing 50 min
✓ Closing 5 min
✓ TOTAL 60 min
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 Self-awareness: Who am I?
Module 2
Introduction

The next step in the career planning process involves reflection and preparation. In order to identify a
career path, you will need to consider the following questions: If I am not satisfied with my current
position or duties, what is it I want to do? What are my true work interests and, what kind of work
environments do I prefer? You should be aware of your work interests and preferences so that you can
make decisions about a career path that aligns with those interests and preferences, whether it is to
make a change to your current career path or continue to work toward greater and higher levels of
responsibility in your chosen profession.
Presentation

Listed below are pointers that may help Class Advisers prepare for the session. Homeroom teacher
may adjust the content and delivery of the pointers as long as the changes cater to the learners’ needs.

Objectives:
✓ Acknowledge their talents, skills, interests, and personality through the different activities
✓ Understand oneself by exploring who they are and what they are capable of.
Activities
Module 2 has three output-based activity:
2. Personality Test
3. Aptitude Tests
4. My Skills Assessment Results

Session Sequence

1st Learner’s take the Interest Test

2nd Learner’s take the Aptitude Test
3rd Synthesis of all the test

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 Materials

The materials needed for the session are listed below. The materials listed are subject to
availability to the guidance office’s test materials.

1. Personality Test
High School Personality Questionnaire (HSPQ)
HSPQ answer sheet
Ball pen

2. Aptitude Test
Differential Aptitude Test (DAT)
DAT answer sheet
Ball pen

3. My Skills Assessment Results

Learner’s result to both test.

Presentation

Listed below are pointers that may help Class Advisers prepare for the session. Class Advisers may
adjust the content and delivery of the pointers as long as the changes cater to the learners’ needs.

Pointers for the Opening Activity

1. Taking the Personality Test: HSPQ

The HSPQ is a standardized test that can be given within a class period, to single individuals
or in groups, to yield a general assessment of personality development. The HSPQ measures
fourteen distinct dimensions or traits of personality which have been found by psychologists
to come near to covering the total personality.

General reminder:

TEST ADMINISTRATION
The test is administered about 40-50 minutes. During the test the meaning of words may be
explained to the student, upon request, EXCEPT for the intelligence scale items.

In particular, see that no one is omitting questions and that the idea of marking in the box or space
by the corresponding number on the answer sheet has been understood.

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Time allotment
Introduction of the session 5 min
Delivery and processing 50 min
Closing 5 min
TOTAL 60 min

2. Taking the Aptitude Test: Differential Aptitude Test (DAT)

The Differential Aptitude Tests (DAT) is a multiple aptitude test battery designed to measure
students' ability to learn or to succeed in selected areas. The DAT is linked to the Career Interest
Inventory to assist with vocational counseling and planning, determining what specialized areas
one might focus in on for employment.

Since the test consists of 8 domains it will take up to 3 hours to answer the overall exam, this will
be conducted in three different homeroom schedules as listed below:

First Part:
▪ Verbal Reasoning (VR)
▪ Numerical Ability(NA)
▪ Abstract Reasoning (AR)

Second Part:
▪ Perceptual (Clerical) Speed and Accuracy (PSA)
▪ Mechanical Reasoning (MR)
▪ Space Relations (SR)

Third Part:
▪ Spelling (SP)
▪ Language Usage (LU)

3. Synthesis of all the test

4. After synthesizing the result, compare it with NCAE Result—an aptitude test geared toward
providing information through test results for self-assessment, career awareness, and career
guidance of Junior High School students - Grade 9.

5. The counselor will compile all files of each student regarding their career-pathing.

Note: The homeroom teacher should inform the students that they can get the guidance
counselor will call the students one by one once the results have gathered.
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Program 2

CAREER EXPLORATION
Module 1
Introduction
Career Orientation
A career development instructional guidance program designed to prepare students to have a greater
understanding of educational and career opportunities and options to assist them in making meaningful
and informed career choices.
Time Allotment: 1 homeroom class (60 minutes)
Presentation
Career Exploration: Career Orientation
Explore Career Paths
The next step in the career planning process is to thoroughly research, explore and learn more about
those career paths and occupations you discovered or identified that align closely to your interests and
preferences.

• The student, with an aide from the counselor or the homeroom teacher, search for various
career paths
• Present the List of Top 10 in demand careers In the Philippines and internationally.
• After searching for various career field, the student then can select specific job details by
selecting a specific occupational family, the specific job series, job title in which the student is
interested.
• Presentation of video clips about different career fields will be played; let the students reflect if
they few years from now they can picture out themselves doing the same thing.
• If the student will have further questions, then the counselor or the homeroom teacher can
guide the students to what they need.

Materials Needed:
Video clip of different career paths
List of Top 10 in demand careers in the Philippines
List of Top 10 in demand careers in the world

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 CAREER EXPLORATION
Module 2
Introduction
A career fair is a venue in which students and University representatives can exchange ideas and
information about college opportunities. Participating students can explore a range of career paths,
network with prospective colleges and universities.
Objectives:
✓ To introduce students to careers related to their coursework and to help them identify the key
skills needed in order to become a successful professional;
✓ To provide students with opportunities to develop skills in communication, self‐presentation,
and networking, which will prepare them for job interviews and other professional interactions.
✓ To develop an individual inventory of valuable career development foundation skills
✓ To gain valuable career information and related job training options and opportunities.
Career Fair
The guidance counselor, in coordination with the student affairs officer, will invite different
universities to join the career fair.

• Set up a booth for each university.

• There can be a set-up where the University representative will market their programs to the
students.
• This can be conducted into a 2-day event.

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Program 3

EDUCATION PLANNING
Module 1
College Application Process
Introduction
Educational planning helps students become aware of the relationships that exist between education
and career planning and work and learning. It is used to have broader range of activities: for example,
advising pupils or students on their educational progress, on career opportunities, and giving of
information to their future universities.

Objectives:
✓ Provide the knowledge and skills students need to make future career and life decisions.
✓ To introduce students to careers related to their coursework and to help them identify the key
skills needed in order to become a successful professional;
✓ To provide students with opportunities to develop skills in communication, self‐presentation,
and networking, which will prepare them for job interviews and other professional interactions.
✓ To develop an individual inventory of valuable career development foundation skills

Presentation
a. With the help of the Homeroom teacher, there will be a survey conducted to the students,
inquiring which University or College they would like to enroll.
b. After the survey was given guidance counselor will then coordinate to the different universities
and inquire for the needed requirements for the students. The counselor can explain the
requirements of each college and help students register for admission tests, if necessary.
c. The guidance counselor is responsible for sending high school transcript to the colleges the
students wanted to apply.
d. Lastly, the counselor can give a recommendation letter, if necessary, to the college or
university the student would like to apply. Even if the college doesn’t specify, consider giving
a letter of recommendation to the student, enclosing in the letter the strengths and character of
the student.
e. In addition, the counselor, can also look for Financial Aid (scholarships) for deserving
students.

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 EDUCATION PLANNING
Module 2
Mock Interview
Introduction
Educational planning helps students become aware of the relationships that exist between education
and career planning and work and learning. It is used to have broader range of activities: for example,
advising pupils or students on their educational progress, on career opportunities, and giving of
information to their future universities.
Objectives:
✓ Provide the knowledge and skills students need to make future career and life decisions.
✓ To introduce students to careers related to their coursework and to help them identify the key
skills needed in order to become a successful professional;
✓ To provide students with opportunities to develop skills in communication, self‐presentation,
and networking, which will prepare them for job interviews and other professional interactions.
✓ To develop an individual inventory of valuable career development foundation skills
Materials Needed

- Mock Interview Activity Sheet Questionnaires

- Ball pen
Time allotment
One homeroom schedule

- Introduction of the session 5 min

- Delivery and processing 50 min
- Closing 5 min
TOTAL 60 min

Presentation
1. In collaboration with the guidance teacher, begin with a large group discussion in class. Ask the
class what they might know about interviewing? What are the do’s and the don’ts’s of the interview
process?
2. Create two lists on the board. Examples of the do’s might include: Do dress up. Do remember that
you are there to highlight you. Do shake hands with someone when you are meeting them. Examples
of don’ts might include: Don’t show up to an interview in jeans and casual wear. Don’t use too much
perfume or cologne. Don’t use slang or cuss words when talking. Don’t answer questions with a
simple yes or no; explain yourself.

19
3. Guide students through this activity. They may not have much interview experience at this point.
4. Once the large group discussion is finished, pair students up into groups of two.
5. Give students the activity sheet which includes several questions listed for them. However, have
students brainstorm other possible questions that an employer might ask them. In addition, what
questions might they ask their potential employer?
5. Once they have completed their question brainstorm students will need to take turns playing the role
of the employer and the interested student. Students will then need to complete the self-reflection sheet
that follows.
6. Once everyone is finished with the activities, bring the group together as a whole. Base a discussion
around their reflections. What did they learn? What can each student improve on? What did each
student do well?

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E. References
Crişan, C., Pavelea, A., & Ghimbulut, O. (2015). A Need Assessment on Students’ Career Guidance.
Procedia - Social and Behavioral Sciences, Volume 180, pp 1022-1029.

Ghuangpeng, S. (2011). Factors Influencing Career Decision-Making: A Comparative Study of Thai

and Australian Tourism and Hospitality Students (Doctoral dissertation). Victoria University,
Melbourne

Hurley, L. (2013). A Quantitative Analysis Investigating Career Decision Making, Self-efficacy and Ego-
identity Status among College Students. Retrieved from DBS School of Arts Dublin.

Learner centered teaching and learning (2010). Ministry of Education, Republic of Maldives. The
United Nations Children’s Fund (UNICEF).

Niță, A. M., PhD (2015). A research on the educational counseling and career guidance in Romania.
European Scientific Journal, 28-33.

Witko, K.B. Bernes, K. Magnusson, A.D. Bardick. (2005). Senior high school career planning: What
students want. Journal of Educational Enquiry, 6 , pp. 34-49.

F. Appendixes

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APPENDIX A

INFORMED CONSENT

Dear Parent/Guardian:

We, students of De La Salle University, namely Creszel Aima Leal and Tien Hoang undertaking Development and
Management of Counseling Programs Course would like to would like to request permission to let your child be a part of
our study on Needs Assessment of Senior High Students on their Career Planning.

Classroom requirements will take precedence over group participation. Please understand that participation in the group
is completely voluntary and student confidentiality is addressed and respected. The exception to this is our legal and
ethical responsibility to take appropriate action in the case of an individual intending to do harm to self or others; if
abuse or neglect is suspected, if illegal activity is reported to us or if I we required to do so by a court of law. Please
contact us at creszel_leal@dlsu.edu.ph and madalenatien@gmail.com if you have questions or desire further information
about the group.

In order for your child to participate in this group we require your signed consent. Please sign, date the following form
and return it to the Guidance and Counseling office.

- - - - -- - - - - -- - - - - - - - - Please return to the Guidance and Counseling office - - - - - - - - - - - - - - - - - - - -

I have read the information provided and have had an opportunity to ask questions about small group counseling for my
child.

___ I give consent for my child to participate in the group. I understand that participation is completely voluntary and
that classroom requirements take precedence over group participation.

___ I do not give consent for my child to participate in group.

Student Name: __________________________________________

Date: ___________________________________________________

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 APPENDIX B
CAREER NEEDS ASSESSMENT

Name: _________________________________________________ Date: _____________________

Grade: 12

This Career Needs Assessment is designed to help senior high school students to have a successful Career planning.

Please understand that participation in the group is completely voluntary and student confidentiality is addressed and
respected.

Instructions:
1. Please take the time to read each statement carefully and respond with your honest feedback.
2. Place an “X” in the appropriate box as your response.

Great Average Little No Need

Need Need Need at All
1. Finding ways to pursue things I am passionate about is important for me
2. Understanding and accepting my personal strengths and weaknesses
3. Information about financial help for continuing my education
4. Information about different kinds of occupation is important for me
5. Information about college institutions is important for me
6. Helping me with choosing between two or more occupational options is
important for me
7. Information about different kinds of occupations
8. Information about the world of work
9. Information about opportunities of my interest field within my community
10. Tracking my personal progress toward graduation requirements
11. Understanding the balance between school, work and leisure
12. Having easy access to counselors in relation to career related matters
13. Undertaking similar field of my interest I want to take up in college is
important for me.
14. The school getting involved in developing my education plan and getting
regular help to plan students for future career.
15. Having a clear career plan to follow when students graduate.

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Questions:

1. How important is career planning to you at this time in your life? (Choices included ‘very important’, ‘quite
important’, ‘slightly important’ and ‘not at all important’.)

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. If career planning is not very important to you now, when might it become important to you?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. Please rank (1st, 2nd or 3rd choice) the people you would feel most comfortable approaching for help with your career
planning. (Choices included teachers, school counselor, parent(s), other relatives, friends, someone working in the field,
other people I know and trust, no-one).

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4. If career planning is important to you, what would be most helpful to you right now in your career planning?

____________________________________________________________________________________

____________________________________________________________________________________

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