A Guidance Program for Glan Central Elementary School

2017

Evaluation comprehensive guidance and counseling programs in Indonesia is carried out systematically in its assessment. Assessment can be found through implementation program guidance and counseling in aspects of planning, design, implementation, and evaluation in guidance and counseling programs, and components guidance and counseling program. The goal of this study is to describe the implementation of comprehensive guidance and counseling programs by school counselors. This research uses evaluation research. The approach used in the research is a systems approach that is focused on aspects of planning, implementation, and evaluate. Instruments used are questionnaire and documentation. Data analyzed using quantitative techniques. The finding showed that the implementation guidance and counseling program in high schools at the level of is still far from the expected standards (58.4%). Planning aspects guidance and counseling program at the level of is still far from the expected sta...

Development of a Comprehensive Guidance and Counseling Program for the Junior High Schools in Iloilo City By Herman M. Lagon, Nerfe T. Florendo, et al ABSTRACT This descriptive-correlational study analyzed the guidance and counseling (GC) needs of the Junior High School (JHS) students in Iloilo City in order to develop a comprehensive program that would truly address their needs. The study used a standardized Students Counseling Needs Questionnaire adapted from the instrument designed by a psychologist Pius Nyutu. It has 81 items divided into four domains: Academic, Personal/Social, Career, and Social Responsibility. Two hundred sixty seven students participated in the survey representing 10 purposively-selected JHSs in the city. Statistical tools used for analysis are Mann-Whitney U Test, Kruskal-Wallis Test, and Spearman’s Rho at 5% confidence level for non-parametric inferential computations; while mean and standard deviation were used for descriptive analysis. Results revealed the following: Public Schools have Higher Perceived Needs for Guidance Counseling (HPNGC) than Private Schools; the higher the age of the students, the higher the Higher Perceived Need for Guidance Counseling; there is no significant difference in terms of parents’ educational status and occupation; there is a high significant difference between Public Schools and Private School in terms of Higher Perceived Needs for Guidance Counseling in Personal/Social Needs. The results showed that the needs of Junior High school students in Iloilo City are ranked as follows: Career, Social /Personal, Academic and Social Responsibility. Based on the results, a comprehensive guidance and counseling program is contextually designed for Iloilo City Junior High School students with focus on Career, Personal/Social, Academic, and Social Responsibility. Further studies must be done in terms of the specific areas of concern affecting Junior High School students of Iloilo City where a program can be built upon making the offerings more purposive and contextual. Keywords: Comprehensive Guidance and Counseling, Junior High School Students, Iloilo City Guidance as defined by Hutson (1958) brings about the fullest development of an individual. The guidance and counseling program is an essential part of the students’ school life that helps them as they journey through life. Expectations and developmental needs as well as changes in the educational arena such as the K-12 program are some of the challenges that our students face, To be globally competitive, students must gear up to meet the standards of international competition and marketplace. This means academic success which includes being physically, emotionally and socially equipped. Schools are given the daunting task of meeting all these demands. Professional Guidance Counselors are expected to spearhead activities and programs to this end. As mentioned by President Benigno Aquino III during the 49th Annual Convention of Philippine Guidance and Counseling Association Inc., “Guidance counselors play a crucial role in weaving the moral fabric of society, especially in this time of revitalization when empowering our countrymen with knowledge, skills, and values is our top agenda. Indeed, Guidance Counselors serve as a source of ethical and spiritual confidence for teachers, parents, and students to brave the challenges and pursue their goals in life. With such big responsibilities and important roles, the main quest is where and how to begin. With the shifting and emerging needs of individual students, the need for a comprehensive guidance and counseling program becomes greater. A well-organized guidance program is necessary to meet the personal, social, psychological and career development needs of students. Guidance counselors and school administrators should give importance to the guidance function to help the students resolve their problems, improve their academic performance, succeed in their careers, and become responsible and productive members of the society. Thus, this Counseling Program is designed to address the needs of the Junior High School students of Iloilo City as revealed in the study. METHODOLOGY: The process of developing the comprehensive guidance and counseling program for Junior High School students in Iloilo City started with brainstorming. The group collaborated to come up with an achievable plan within a given time frame. The components of the project were identified and each member has an assigned task to do. The first step was to conduct needs assessment. The researchers adopted the questionnaire, the Students Counseling Needs Scale by Pius N. Nyutu (2007). The questionnaire was content validated to affirm that all items are relevant to Philippine context. Pilot testing was performed to establish feasibility and validity of the questionnaire. The respondents for the needs assessment were identified through convenience and purposive sampling. Ten (10) schools from public and private schools have been chosen to complete the Students Counseling Needs Scale. The questionnaire has been given to a random sample of grades 7 – 10. Results were analyzed through statistical tools. The findings reflected the perceived needs of the students and were triangulated through interviews with the teachers and the guidance counselors. The initial data was presented to two Registered Guidance Counselors from the University of the Philippines Visayas for critiquing. Further analysis was done based on the comments and issues raised during the critiquing sessions. The quantitative analysis used the following statistical tools; Frequency, Mean, and Standard Deviation for descriptive analysis, and Kruskal-Wallis H Test, Mann-Whitney U Test, Scheffe, and Spearman’s Rho for inferential analysis. RESULTS AND DISCUSSION The results of the Students Counseling Needs Questionnaire showed that the students strongly agree (mean=5.264, sd=0.548) that they need guidance and counseling in the four domains. Specifically, Career (mean=5.348, sd=0.619) was identified as the most perceived need, followed by Personal/Social (5.295, 0.574), Academic (5.250, 0.583), and the last, Social Responsibility (5.052, 0.619). It was also revealed that there is a significant difference (p=0.015) between the males and the females in terms of their Higher Perceived Needs for Guidance Counseling (PNGC). Likewise, there is significant difference in terms of perceived need for guidance and counseling between Personal/Social (p=0.034) and Academic (p=0.006), but not in Career (p=0.051) and Social Responsibility (0.078). In all domains and if taken as a whole, the females have higher perceived need for guidance and counseling. Although there is no significant difference between the public and private schools as a whole (p=0.083) and in the Academic (0.076), Career (p=0.145), and Social Responsibility (p=0.940), there is a significant difference found in the Personal/Social (p=0.031), with public school students having higher Perceived Need for Guidance and Counseling than private school students. There is no significant difference in the Higher Perceived Needs for Guidance Counseling of students and their grade level when classified as a whole or by domains. Meanwhile, it was also found that there are no significant differences in the perceived needs for guidance and counseling when classified according to occupation and educational attainment of the students’ fathers and mothers. Lastly, there is a slightly positive correlation (p=0.00, r=0.309) between the age and the Higher Perceived Needs for Guidance Counseling of students. The 15 highest and 15 lowest mean items were considered for thematic analysis. From the analysis, the researchers generated four themes; Career, Self-Development, Human Relationship and Social Responsibility. Anchored on the identified themes and established on the guiding principles of guidance, the researchers designed a comprehensive guidance and counseling program for the Junior High Schools in Iloilo City. Title: Comprehensive Guidance and Counseling Program for the Junior High Schools in Iloilo City The rest of the program may be retrieved via hermanlagon1@gmail.com. CONCLUSIONS AND RECOMMENDATIONS The researchers strongly believe that a comprehensive guidance program should address the four domains of Career, Personal-Social, Academic and Social Responsibility to impact changes in the students. While the study was done among students in Iloilo City the program content drawn from the data gathered can be used and contextualized in any given local area. It is therefore highly recommended to pilot test this program to both public and private schools and make necessary comparisons to improve the program. Further research can focus on effective strategies in the program delivery. A regular orientation among faculty members will likewise ensure the success of the program. As a pilot project close monitoring and evaluation must be done on a regular basis to assess how the goals and outcomes are achieved and to propose interventions as needed.

INTERNATIONAL JOURNAL OF RESEARCH AND ANALYTICAL REVIEWS, IJRAR: IJRAR.ORG., 2023

This study explored the experiences of the school guidance designates in the implementation of guidance services in Impasugong 1 district, Division of Bukidnon during the school year 2019-2020. The qualitative narrative inquiry method of research by Clandinin and Huber (2010) served as the methodology of the study. There were seven guidance designates purposively chosen as the participants of the study. An in-depth interview using the interview guide questions gathered the significant information. The analysis made use of Creswell's (2017) model. Findings revealed that the guidance designates encountered barriers and difficulties in the implementation of guidance services. Among the seven services, on individual inventory there were three emergent themes discovered experienced Difficulty in the implementation due to lack of knowledge on individual inventory services, Hindrances in the implementation due to multitasking of the guidance designates, and Insufficient support for the guidance services. While in the implementation of Information services there were also the emergent themes explored they Struggle to implement due to lack of information in conducting the services, Overlapping of responsibilities and the Insufficient support system. While in terms of implementing guidance counselling the emergent themes were as follows, they encountered problems having no background knowledge and information in conducting proper counseling techniques among learners, Difficulty in conducting counseling due to insufficient support system and the absence of facilities conducive for counselling among learners and The guidance designate should be qualified with enough background information and units in master in guidance. Hence in Assessment and appraisal they experienced, Struggles to conduct assessment and appraisal among learners due to a lack of background and enough information about the services, and they need training and orientation on assessment and appraisal to effectively implement. As well as on referral services, the guidance designates experienced is not properly and effectively implemented due to no background and enough information about the services, and in the follow-up services they encountered problems with the learners and parents' schedule and cooperation during follow-up since parents and working for a living and on Consultation the designates has problems encountered in the conduct of an effective and proper consultation among the learners due to lack of knowledge and

Development of a Comprehensive Guidance and Counseling Program (CGCP) for the Junior High School Units in Iloilo City By: Evelyn O. Alobba, RGC, Juvy T. Janeo, RGC, Herman M. Lagon, RGC, Nerfe T. Florendo, RGC, Lory Stel Z. Aurecencia, RGC, Joni Rose O. Mavinta, RGC, Maria SP D. Cuñada, RGC, Marigold L. Sonza, RGC, Monicca Ysabel S. Tarnate, RGC, Rene Voltaire Obedencia, Niño Joy G. Alcayde, and Jan Timothy Christian G. Alberto University of the Philippines Visayas, Iloilo City Introduction Guidance brings about the fullest development of an individual. Guidance and counseling program (GCP) is an essential part of the students’ school life that helps them as they journey through life. Gysbers (2004) We lack guidance professionals. Need: 47,000 RGCs Reality: 3,700 RGC’s Iloilo is not an exemption. Shifting and emerging needs of individual students mental health, identity crisis, digital responsibility, technological transmutation, moral confusion, spiritual regression, factual revisionism, and disciplinary issues Erikson’s Psychosocial Development: Junior High School (ages 12-18), in its identity and role confusion dilemma (intense exploration) stage, is “the most vital developmental age.” Hence, a comprehensive guidance and counseling program for Junior High School that is contextualized in Iloilo City is a clear and present need. Materials and Methods Needs Assessment and Analysis Instruments: Students: Content-validated Students Counseling Needs Scale where the researchers got expressed permission from its author, psychologist Pius N. Nyutu (2007). Pilot testing in two schools (72 JHS students) in Iloilo City. Teachers and Guidance Personnel: Questionnaires for Guidance Counselors by Bruce W. Rottschafer (1972) and Counselor Activity Self- Efficacy Scales by Robert W. Lent, Clara E. Hill and Mary Ann Hoffmann (2003) Respondents: 267 students and 17 formators in 10 public and private junior high schools in Iloilo City Quantitative analysis Frequency, Mean, and Standard Deviation for descriptive analysis, and Kruskal-Wallis H Test, Mann-Whitney U Test, Scheffe, and Spearman’s Rho for inferential analysis. Qualitative Analysis Thematic analysis was used to analyze qualitative data taken from focus-group discussions (FGD’s), interviews, and observations. Design and Development of Comprehensive Guidance and Counseling Program (CGCP): 4-pronged Ethical Standards for School Counselors championed by the American School Counselor Association (ASCA) Presented to, defended from, and validated by three (3) RGCs in University of the Philippines-Visayas. Eventually, revalidated by seven (7) RGCs. Final document to be submitted to the Education Committee of the Iloilo City Council headed by Hon. Julie Grace L. Baronda in a form of a proposal for use. Results and Discussions Students Counseling Needs Questionnaire Table 1. Students’ Perceived Need for Guidance Counseling. Category Mean SD Description Career 5.348 0.619 Strongly Agree Personal/Social 5.295 0.574 Strongly Agree Academic 5.250 0.583 Strongly Agree Social Responsibility 5.052 0.619 Agree Overall 5.264 0.548 Strongly Agree Table 2. Top 5 Guidance and Counseling Perceived Needs of JHS Students Perceived Need Mean To understand the differences and similarities between people 5.139 To know how to avoid and resolve conflict with others 5.132 To know about different jobs available in the Philippines 5.124 To understand a wide variety of feelings (e.g. happy, sad, and angry) 5.120 Table 3. Bottom 5 Guidance and Counseling Perceived Needs of JHS Students Perceived Need Mean To participate or volunteer in community service 4.553 To follow laws even when I disagree with them 4,663 To dedicate my life to the service of others 4.906 To recycle newspapers, bottles, cans, and similar materials 4.925 To help others by providing community service in the future 4.974 Table 4. Test on Statistical Significance between and among variables. Variable A Variable B p-value Classification Male Female 0.015 significant Personal/Social PNGC 0.034 significant Academic PNGC 0.006 significant Personal/Social—Public Personal/Social—Private School 0.031 significant Age PNGC 0.000 significant All corroborated by triangulation. Development Found four major themes for the program: Career, Personal/Social, Academics, Social Responsibility The Product: 100-page Comprehensive Guidance and Counseling Program (CGCP) for Junior High School in Iloilo City Framework Six Guiding Principles in the Designing of Guidance Modules: Principle of Individualization, Principle of Self-direction, Principle of Cooperation, Principle of Universality, Principle of Organized Activity, Individual Differences, and Flexible. 4-pronged Ethical Standards for School Counselors championed by the American School Counselor Association (ASCA) Component Purpose Ipinagbubunyi Ang Sarili Develop the capacity for introspection and to recognize oneself as unique. This will lead to self-empowerment. Mabuti Pa Ang Wifi, Maraming Connections Assist and facilitate in defining, building and promoting acceptance of positive and productive relationships among the students and their families, friends, and significant others. Kakareerin Ko ‘To Provide the students with knowledge, skills and values to make important decisions about career choices and life in general. Barangay 143 Create awareness that each individual has an obligation to act for the benefit of society at large. The following are the program’s strategies: Guidance Curriculum Guidance Modules Homeroom Guidance Collaboration Routine Counseling Program Components and Outcomes: Individual and Group Counseling Psychological Testing Information Services Off-campus Exposure/Collaboration with other Sectors in the Community Budget and Resources (Personnel Requirements, Facilities, Professional Growth, and Evaluation) Conclusion There is a need for the design and implementation of a Comprehensive Guidance and Counseling Program (CGCP) for JHS in Iloilo City After experts evaluation, Proposed CGCP for JHS in City Iloilo is ready for submission, presentation, and pilot-implementation. Program may be tested and evaluated for three years. May also be duplicated in other areas. References (References used for the designed module are not included here.) Aquino, Benigno IV (2013). Message of President Aquino to the Philippine Guidance and Counseling Association Inc. on the occasion of their 49th Annual National Convention, May 15, 2013. Retrieved from: http://www.gov.ph/2013/05/15/message-of-president-aquino-to-the-philippine-guidance-and-counseling-association-inc-on-the-occasion-of-their-49th-annual-national-convention-may-15-2013/ Erikson E. H . (1982). The life cycle completed. New York: W.W. Norton & Company. Gysbers, Norman C (2004). Comprehensive Guidance and Counseling Programs: The Evolution of Accountability. Professional School Counseling: Vol. 8, No. 1, pp. 1-14. Lent, R. W., Hill, C. E., & Hoffman, M. A. (2003). Development and validation of the Counselor Activity Self-Efficacy Scales. Journal of Counseling Psychology, 50(1), 97-108. Retrieved from: http://dx.doi.org/10.1037/0022-0167.50.1.97 Nyutu, P. (2007). The Development of Student Counseling Needs Scale (SCNS). Retrieved from: https://core.ac.uk/download/pdf/62761674.pdf Rottschafer, B. (1972). The Nature and Scope of Guidance Services in the Secondary Schools Affiliated with the National Union of Christian Schools. Dissertations. Paper 1227 eCommons. Retrieved from: https://ecommons.luc.edu/cgi/viewcontent.cgi?article=2226&context=luc_diss Valdez, Denise (2017), Vera Files: Lack of Registered Guidance Counselors Forces Schools to Keep Unlicensed Ones. Retrieved from: https://news.abs-cbn.com/focus/01/14/18/lack-of-registered-guidance-counselors-forces-schools-to-keep-unlicensed-ones-part-1

Guidance Plan (NOTE: The word " guidance " is used in this document and the associated template to describe the activities provided by " guidance and counselling services " identified under " support services " in Section 2 of the Education Act, 1998).

Psychology and Education: A Multidisciplinary Journal, 2025

In response to the lack of registered guidance counselors in the Philippines, the Department of Education has appointed non-registered staff as "guidance designates" to tackle the academic and mental health issues of students, while also overseeing the various functions of school guidance offices. This study aimed to examine the lived experiences of nine guidance designates from public elementary and high schools, concentrating on their challenges, coping mechanisms, and contributions. Employing Interpretative Phenomenological Analysis (IPA), the research uncovered essential themes, such as adaptability in their roles, job satisfaction, and perceived professional limitations. Participants expressed a sense of fulfillment in their positions as intermediaries among students, teachers, and parents, despite the challenges posed by their non-registered status. Many participants indicated a disinterest in seeking licensure, showing obstacles such as time limitations, financial issues, and a lack of institutional support, which raises significant concerns regarding professional identity and systemic challenges. These results illustrate the complexities involved in the role of a guidance designates and emphasize the necessity for improved policies, training opportunities, and systemic backing to address deficiencies in guidance services. Licensed professional teachers who are assigned as guidance designate have limited capacity in managing guidance office and in handling different concerns of the students. They lack the necessary educational qualifications, training, skills and eligibility to perform counseling services. However, the guidance designates are not interested to pursue relevant courses to be eligible as guidance counselors due to several factors. By elevating the perspectives of these individuals, this research enhances the understanding of their experiences and provides practical recommendations for educators, policymakers, and stakeholders dedicated to improving guidance services in Philippine schools. In particular, the Department of Education may strengthen the recruitment of registered guidance counselors to manage Guidance Centers and Offices; and facilitate counseling services in compliance with the law.

KONSELI : Jurnal Bimbingan dan Konseling (E-Journal), 2019

The implementation of guidance and counseling services cannot be separated from various factors that can influence. The purpose of this study is to study what factors can affect the implementation of guidance and counseling program services in high school. This study uses descriptive research with survey methods. Data collection techniques used through the instrument contained a questionnaire. The results of the study show that the guidance and counseling program has been well prepared. But the implementation of guidance and counseling is still not good, and this is characterized by high factors that influence the implementation of guidance and counseling service programs. The following are the percentages obtained, among others: personal factors consisting of the competence of the counselor get a percentage of 73% according to the high category; 71% depending on the high category; homeroom teacher obtained a percentage of 79% in the high category; subject teachers earn a percentage...

Procedia - Social and Behavioral Sciences, 2012

The study aims to obtain an academic, vocational, personal, and social assessment of school counselors of the psychological counseling and guidance (PCG) services they offer at their schools. It also evaluates the suggestions of the school counselor s as to the conditions required to make the PCG practices in their schools more adequate. The research involves dominant status concurrent design within in-phase mixed design as a mixed research design category. The sample group consists of 49 school counselors serving at elementary a The collected data were subjected to quantitative and qualitative analyses. Frequency (f) and percentage (%) calculations were performed for quantitative analysis. Furthermore, bivariate chi-square (X 2) test was performed using the crosstabs technique. Descriptive analysis was made for qualitative analysis. The research results showed that the school counselors offer personal PCG services at a greater level and academic and vocational PCG services at similar levels. Of the school counselors stating that they offer an adequate level of PCG services, 75% are employed at secondary level while 44% work at elementary level. Of the school counselors stating that they offer an adequate level of PCG services, 69.7% are female and 37.5% are male.

Journal of Teacher Development and Education, 2025

This study aims to analyze the perspectives of psychological counselors, guidance teachers, teachers, parents, and students regarding the goals included in the Guidance and Psychological Counseling (GPC) services program, as well as non-targeted guidance activities. It also evaluates the appropriateness of these goals. The research utilizes a qualitative case study design. The study group comprises eight psychological counselors and guidance teachers, seven teachers who are members of the School Guidance Services Implementation Commission, several parents, and four students. Data were collected through interviews and analyzed using a content analysis approach. In Türkiye, the Comprehensive Developmental Guidance Program (CDGP) model is implemented. This model aims to ensure that all students, from preschool to high school, benefit from guidance services tailored to their developmental needs and characteristics, with equitable access. However, the general and local goals in the model assume that the needs of students, teachers, and parents are the same across all levels and regions. This study investigates the relevance of general, local, and specific goals in addressing the guidance needs of different stakeholders. The findings indicate that school-specific goals, selected based on the actual needs of the institution, were more relevant and received greater attention in guidance activities compared to general and local goals. Especially for students with diverse needs, such as those in inclusion programs or migrant students, specific goals proved to be more effective. While existing literature primarily focuses on identifying guidance needs, there is a lack of studies evaluating the appropriateness of goals in annual GPC programs. This study addresses that gap and makes a significant contribution to the literature by assessing the relevance of general, local, and specific goals used in school-based guidance programs.