BASICS OF GUIDANCE AND COUNSELING

‘‘Orientations of Guidance and Counseling’’

SUPERVISOR:

Mrs. Lisa Putriani

ARRANGED BY:

Phyu Sin Yadanar Thein

19006243

GUIDANCE AND COUNSELING

FACULTY OF EDUCATION
UNIVERSITAS NEGERI PADANG
2020
Individual Orientation
Developmental orientation
Individual orientation means thatinguiding
The orientation of development the fieldteachers in theand
of guidance guidance and counseling
counseling emphasizesactivities
the role always prioritize
of progress theirin
occurring views on
the pres

Orientations of Guidance and Counseling

Problem Orientation
The types of problems that individuals may suffer vary greatly. Roos L. Mooney (in Prayitno, 1987) identifies 330 issues t
A. Physical and health development
B. Financial, environmental and employment conditions
C. Social activities and reactions
D. Relationship youth, courtship and marriage
E. Psychiatric Social relations
F. Mental personal circumstances
G. Moral and religion
H. Home and family circumstances
I. The future of education and employment
J. Adjustments to school duties
K. School Curriculum and teaching procedures
Orientation guidance and counseling problems are wary of the potential for those problems, and if the individual h
A. Individual Orientation
Individual orientation means that guiding teachers in the guidance and
counseling activities always prioritize their views on individual students. One
by one student who is the responsibility of a mentor teacher needs to be
attentive, individually identifiable and approachable and served individually.
Teachers or educators mentoring in the know who knows who, how, why
students are one person who is the closest and most caring teacher to his or her
individual students.
In connection with the orientation in guidance and counseling there are
several rules or provisions that need to be known, Prayitno (1994) suggests as
follows:
A. All activities organized in the framework of guidance and counseling
services are directed to the enhancement of self-realization of each individual
who is subjected to service.
B. Guidance and counseling services include activities relating to individuals
to understand their needs, motivations and potential capabilities, all unique,
and to help individuals to appreciate Its needs, motivation and potential are
towards its optimal development, and the maximum utilization for the self and
the environment.
C. Each client must be accepted as an individual and must be handled
individually.
D. It is the responsibility of the counselor to understand the interests, abilities
and feelings of the client and to adapt the service programs to the needs of the
client as soon as possible.
B. Developmental Orientation
The orientation of development in the field of guidance and counseling
emphasizes the role of progress occurring in the present and that will happen
to the individual in the future. According to Myrick (in Mayers, 1992) The
development of individuals traditionally is now the core of the guidance
Ministry. The 1950-an development of guidance and counseling in line with
the conception of developmental tasks triggered by Havighurst (Hansen, et al.,
1976).
Ivey and Rigazio-Digilio (in Prayitno 1994:240) Emphasize that
developmental orientation is a hallmark of the guiding movement.
Development is a core and integral concept, and is the goal of all guidance and
counseling services.
C. Problem Orientation
It is known and believed that the journey of human life and its
development process is not smooth, many experience obstacles and obstacles.
In fact, the general purpose of guidance and counseling is in line with the
purpose of life and development itself namely happiness. Obstacles and
obstacles in life's journey will surely interfere with the achievement of that
part. Therefore, the obstacles and obstacles may need to be wary of.
In connection with the tutoring and counseling activities at the school, the
mentor teacher as the person responsible for the students’ development is
concerned about the problem of the individual students, especially the students
being experienced. If the student is troubled, the mentor's teacher is
responsible for assisting his supervisor. If he is not problematic, the mentor's
teacher remains vigilant at various preventive efforts so that the student is not
experiencing any problems. The guiding teacher greatly cared about the
problem of all students individually. All the problems that are experienced by
students are well handled by the mentor teacher. The mentor teacher is "the
free" for each student: the most trusted and most desirable person to give
"enlightenment" while the student is experiencing a gloomy state. The teacher
is the focus of hope, where the students have a deadlock, shaking or despair.
The types of problems that individuals may suffer vary greatly. Roos L.
Mooney (in Prayitno, 1987) identifies 330 issues that are classified into 11
groups of problems, which are groups of problems with regard to:
A. Physical and health development
B. Financial, environmental and employment conditions
C. Social activities and reactions
D. Relationship youth, courtship and marriage
E. Psychiatric Social relations
F. Mental personal circumstances
G. Moral and religion
H. Home and family circumstances
I. The future of education and employment
J. Adjustments to school duties
K. School Curriculum and teaching procedures
Orientation guidance and counseling problems are wary of the potential
for those problems, and if the individual has already experienced it, the task of
guidance and counseling is to help the individual overcome the problems.
 References
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