The Guidance Personnel

One of the situations that

would dictate the kind
Guidance Services rendered is
the availability of qualified
personnel within the school.
Guidance Personnel
A fully functioning Guidance Program calls
for the following personnel.

• Full-time director
• counselor
• Psychometrician
• Researcher
• Secretary
The Guidance Director
is the over-all head of the Guidance Program.

• Guidance Director- is generally found in schools where there

is a centralized program for a number of academic units or
levels which are directly supervised by coordinators.
• the Director is called Guidance Coordinator.
• Guidance Director- is the leader and visionary
• Guidance Coordinator- is the manager who sees to it that
activities do not overlap and are implemented as planned.
Roles
• As manager- ensuring the provision and proper functioning of
all the guidance personnel, activities, budget, and facilities.
• As developer- assessing needs for the program planning,
research, evaluation, improvement, and establishment of
accountability.
• As a leader- providing direction and motivation for personnel
and program improvement.
Picture with
Caption Layout
Caption
Specific Tasks
• Planning and preparing the program together with the staff
• Planning and controlling the budget
• recruiting, selecting, assigning, and evaluating personnel
• Ensuring the proper implementation and evaluation of all
Guidance Services
• Coordinating with the school community for the proper
support and understanding of Guidance activities and
services.
• Ascertaining that ethical standards are observed by the
Guidance personnel and in the extension of services,
programs and activities.
 Qualifications Educational

• The search for a Guidance • Ra9258 requires that the

Director is based on the head of the counseling
following criteria. program must be a
registered Guidance
Counselor. A Mater’s Degree
in Counseling is thus the
minimum requirement.
Professional (Gibson and Mitchell 1991,1999)

• Have an understanding and awareness of systematic

theories that guide professional practice and practical
working knowledge of the fundamental principles and
methods of psychology.
• Have sufficient encounter with human beings and an
understanding of their dominant motives, interests,
ambitions, and symptoms of important character
elements.
• Undergo constant updating and upgrading of skills and
knowledge.
• Be aware of and contribute to the advancement of
counseling by conducting research and
disseminating information on the process and
outcome of studies through professional writing or
seminars and workshops.

• Actively participate in professional organizations

• Adhere to legal and professional ethical standards
in the field.
Skills and Competencies
Budgeting- identifying sources
Planning- preparing, of revenue and allocating
developing, and programming them in ways that would
resources and activities ensure that goals are met

Organizing- creating a formal Controlling- ensuring that

structure that can accomplish plans are carried out and
the plans, staffing it with solving plan-related problems.
qualified people, defining each
person’s role clearly, providing
appropriate financial and
career incentives, and
delegating appropriate
authrority.
Traits

• Capacity to communicate to the school community and the

community-at-large what the Guidance Program is all
about, to convince them of its merits and to stand firm on
the ethics of the profession.
• Flexibility in dealing with clients/staff
• Leadership
The Guidance Counselor

is the central and most indispensable figure of the

program.
5 C’s of Guidance Counselor:
• Counselor- aims to help people overcome obstacles to their
personal, and educational/professional growth and move
toward the maximum development of their potential.
• Coordinator- identifies and assigns tasks to be done by other
persons or an agency and organizes everything to facilitate
the performance of such tasks.
Add a Slide Title - 7
• Consultant- acts as an objective party, looking at a situation
and suggesting other helpful interventions without
necessarily having a direct contact with the identified client
whose needs are being addressed.
• Conductor- carefully plans and directly conducts certain
activities that may promote the client’s positive movement
in life.
• Change Agent- involves oneself in the process of
organizational change, where necessary, as a catalyzer,
process helper, solution giver, resource linker and stabilizer.
Specific Tasks
• Schedules and conducts individual counseling
• Organizes and conducts group counseling/classroom or group
guidance activities.
• Coordinates and/or runs enrichment/training program for
students, parents, teachers.
• Helps administer and interprets tests
• Ensures gathering and recording of complete client data for
the individual inventory.
• Assesses needs as basis for activities
• Holds consultation and coordination activities
• Collects and disseminates information to the
appropriate persons
• Writes reports, keep records and prepares needed
materials
• Follows up clients
• Places students in appropriate academic, social, and
occupational programs and settings
• Conducts research and evaluation to determine
effectiveness of strategies and services implemented.
• Refer clients to more qualified experts
• Liaises with appropriate persons for the
improvement of programs, policies and procedures.
Qualifications

Educational/Professional Competencies
• In RA9258, a license is required for practice.
1. Thorough familiarity with:
• Human growth and development theories and concepts
• Family development theories
• Sociocultural factors affecting families and individuals
2. Appropriate understanding and awareness
of the concepts that guide professional
practice, such as:
• Individual and group counseling theories
and concepts
• Family counseling theories and concepts
• Career development and decision-making
theories
3. A working knowledge of the fundamental principles and
methods of modern psychology
4. Sufficient human experience leading to an understanding of
people.
5. Sufficient awareness of oneself- strengths and limitations,
values and fears.
6. Regular pursuit of personal and professional growth
7. Constant updating and upgrading of competencies.
8. Working knowledge and application of professional ethics.
9. Awareness of and contribution to the advancement of
counseling through research
10. Active participation in professional organizations