I.
CONCEPTS OF GUIDANCE AND ITS RELATIONSHIP TO
EDUCATION
Guidance is one of the newest aspects of education, and it
sometimes subjected to criticism as one of the extras in education that
could be removed without any adverse effect. Generally, however,
parents approved of guidance services, but teachers and counselors
should be capable of explaining to parents the “whys” and “hows” of
guidance.
In many ways, guidance is a form of assistance given to people.
Parents, most of the time, assist their children grow and develop.
Teachers, likewise, assist their students to learn in order to cope with
the needs of the times. In a nutshell, guidance can be given by anybody,
anytime and anywhere to people who need of such assistance.
Since helping and problem solving are such common human
experience, training in both solving one’s’ own problems and helping
other solve theirs should be done by a person who is trained in this field.
And that is the guidance counselor.
Jones (1965) stated that guidance involves personal help given
by someone.
Taxler (1954) says that guidance enables each individual to
understand his abilities and his interests.
The real meaning of guidance can be perceived by considering
the common use of the term “to guide”. To guide means to point out, to
show the way or to direct. But guidance is more than guiding and giving
directions. Rather, guidance is assistance made available by personally
qualified and adequately trained men or women to an individual of any
age to help him manage his own life activities, develop his own point of
view, make his own decisions and carry his own burden.
Shirley Hamrin’s (1950) definition of guidance is “helping
John to see through himself, in order that he may see himself
through” is a simple and practical but challenging concept of guidance.
This means that guidance seeks to help an individual become familiar
with facts about himself to enable him to understand his abilities and his
interests as well as his weakness.
According to Downing (1968), guidance is an organized set of
specialized services established as an integral part of the school
environment designed to promote the development of students and
assist them toward a realization of sound, wholesome adjustment, and
maximum accomplishments commensurate with their potentialities.
Guidance is continuous process of helping the individuals to
understand themselves in their world. It is a continuous process and
cannot be handled in few short sessions. It involves a series of actions
or steps progressing towards a goal. Guidance is needed from birth to
death. Guidance is also considered here as an assistance given to
individuals that occur during their development. As they pass through
different stages, the individual comes to know who they are as
individuals, become aware of their personal identity; perceive clearly
the nature of their person; experience their world and the people with
whom they interact more deeply and completely.
Chrisholm (1951) believes that guidance seeks to help an
individual become familiar with facts about himself – his interest,
abilities, previous development and plans.
Jones (1965) stated that guidance involves personal help given
by someone.
Traxler (1954) says that guidance enables each individual to
understand his abilities and his interest.
According to Brewer, guidance is a process through with an
individual is able to solve their problems and pursue a path suited to
their abilities and aspirations.
McBaniel believes that guidance is a facilitative service, which
provide aids to pupils and staff to: help pupils determine the courses
most appropriate to their needs and abilities; and find instructors who
will be more sympathetic to their individual requirements and seek out
activities which will help them to realize their presentation.
Hamrin and Erikson explains that guidance is an aspect of
educational program which is concerned especially with helping the
pupil to become adjusted to her present situation and to plan his future
in line with her interests, abilities and social needs.
 Ruth Strang defines guidance as a process of helping every
individual, through his own effort to discover and develop his
potentialities for his personal happiness and social usefulness.
Glenn F. Smith stated that counselling is essentially a process in
which the counselor assists the counselee to make interpretations of
facts relating to a choice, plan or adjustment which he needs to make.
Carl Rogers said that counselling is a series of direct contacts
with the individual which aims to offer him assistance in changing his
attitude and behaviors.
Guidance and counselling are twin concepts and have emerged
as essential elements of every educational activity. Guidance in
educational context, means to indicate, point out, show the way, lead
out and direct. Counselling is a specialized service of guidance. It is the
process of helping individuals learn more about themselves and their
present and possible future situations to make a substantial contribution
to society.
Relation of Guidance to Education
According to Crow, guidance is assistance made
available by qualifies and adequately trained men to an individual of
any age to help him manage his own life activities, develop his own
point of view, make his own decisions, and carry his own burdens. The
focus of guidance is the individual not the problem.
The Education Commission (EC-1964-66) observes “Guidance
should be regarded as an integral part of Education and not as a special,
psychological or social service which is peripheral to educational
purposes. It is meant for all students not just for those who deviate from
the norm in one direction.”
Jone, A.J., pointing out the relationship between guidance and
education observes, “All guidance is Education but some aspects of
Education are not Guidance. Their objectives are the same- the
development of the individual- but methods used in education are by no
means the same as those used in Guidance.”
II. GUIDING PRINCIPLES IN GUIDANCE
There are two words consisting the guiding principle, first is
guiding, it refers about assisting or accompanying someone for
guidance and second is the principle, when we say principle, it is a
comprehensive law or doctrine. It is the best guide to make guidance
effective. It is a rule to follow. Thus, guiding principles refers to the
procedures, methods of instruction or agglomeration of techniques
by which the student and the teacher/counselor may work together
toward the accomplishment of the goals or objectives.
A careful analysis of all these points out that guidance must
observe certain principles in the pursuit of guidance service. These
principles, according to Crow and Crow (1951), are:
1. Every aspect of person’s complex personality pattern constitutes
a significant factor of his total displayed attitudes and form of
behavior. Guidance service which are aimed at bringing about
desirable adjustments in any particular area of experience must
take in to account, the all-round development of the individual.
2. Although all human beings are similar in many respect,
individual difference must be recognized and considered in any
effort aimed at providing help or guidance to a particular child.
3. The functions of the guidance are to help a person
 Formulate and accept stimulating, worthwhile and
attainable goals of behavior
 Apply the goals to conduct his behavior.
4. Existing social, economic and politic unrest is giving rise to
many maladaptive factors that require the cooperation of
experienced and thoroughly trained guidance workers and the
 individuals with the problems. There are factors that give rise to
misbehaviors and other disciplinary problems of our youth,
these are the changing needs of time coupled by social and
political unrests.
5. Guidance should be regarded as a continuing process of service
to an individual from young childhood through adulthood.
6. Guidance service should not be limited to the few who give
observable evidence of its need, but should be extended to the
all person of all ages who can benefit there from either directly
or indirectly.
7. Guidance is education, but not all education is guidance.
8. Guidance includes concern with the extent to which an
individual’s physical and mental health interferes with his
adjustment to home, school and vocational and social demands.
9. Parents and teachers have guidance appointed responsibilities.
10. Specific guidance problems on any age level should be referred
to persons who are trained to deal with particular areas of
adjustment.
11. To administer guidance intelligently and with as thorough
knowledge of the individual as is possible, programs of
individual evaluation should be conducted and accurate
consultative records of progress should make accessible to
guidance workers.
12. An organized guidance program should be flexible according to
the individual and social needs.
13. The responsibilities for administration of guidance program
should be centered in a personally qualified and adequately
trained person, working cooperatively with his assistance and
other community welfare and guidance agencies.
14. Periodical appraisal should be made for existing guidance
programs.
In addition, curriculum materials and teaching procedure should
evidence a guidance point of view and that guidance touches every
phase of an individual’s life pattern.
Meanwhile, Humphrey and Traxler (1955) gave seven principles
of guidance work as follows:
1. Take time to solve problems and make wise decisions.
2. Let the counselee develop his own insights.
3. Consider most individuals as average, normal persons.
4. Problems arise from situations.
5. Problems are interrelated.
6. Interrogation of effort is essential.
-The interrogation of effort has three complications:
a) guidance should have logical form of guidance;
b) the separate functions of guidance should be
assigned to staff members on the basis of their unique
qualifications; and
c) all staff members who have direct and indirect
responsibilities for guidance should cooperate
wholeheartedly.
7. Guidance must be an integral part of the organization.
Aims of Guidance Program
The aims of guidance service are similar to the aims of education
itself. It claims to define an objective and scientific attitude in education.
Stimulation in the attainment and fulfillment can also be provided by
guidance service. One of the major aim of Guidance Counseling
Services is to encourage students’ academic, social, emotional and
personal development.
Hereunder are the aims of the guidance program:
1. To provide services which contribute to a realization of
potentialities.
2. To provide teachers with encouragement and stimulation
toward better teaching.
This may provide encouragement and stimulation through
the following ways:
 Taking personal interest in each teacher.
 Recognizing commendable work and worthy efforts
of teachers.
 Discussing with teachers’ problems incident to their
teaching.
 Providing teachers with information about students
which may prove helpful and contribute to their
understanding of children.
 Making suggestions on how to assist students who
may be experiencing problems.
 Giving teachers the benefit of a guidance point of
view and by demonstrating how this philosophy
might make teaching a happier, more satisfying
experience.
3. To provide teachers with technical assistance.
The assistance that a guidance counselor may give to
teachers are as follows:
 Selecting, administering and interpreting tests.
 Selecting and using cumulative, anecdotal and other
kinds of records and forms.
 Providing leadership or partnership in the
development of philosophy which emphasizes the
importance of each student.
 Providing vocational information and suggesting
appropriate vocational exploratory tools.
 Providing leadership in promoting and conducting
in-service training.
 Providing help and suggestions relative to
counseling techniques which may be employed by
teachers in their counseling with students.
4. To contribute to the mutual adjustment of students and the
school.
5. To identify students with developing problems.
The Need for Guidance and Counseling
The need for guidance and counseling can be summarize as
1. To help is the total development of the students.
2. To arise students in leading a healthy life by abstaining from
whatever is deleterious to health.
3. To help the proper selection of educational program.
4. To select career according to their interest and abilities.
5. To help students in vocational development.
6. To develop readiness for change and to face challenges.
7. To help freshens to establish proper written.
8. To identify and motivate students of the weaker society.
9. To help the students to overcome the period of turmoil and
confusions.
10. Ensure proper utilization of time –spend outside the class.
11. To help in tackling problems arising out of student
exploration and co-education.
12. To minimize the indiscipline.
13. To motivate youth for self-employment.
III. PHILOSOPHY BEHIND GUIDANCE
The underlying philosophies of guidance are as follows:
1. Know the individual. This involves the recognition of the
essential dignity and worth of the individual. The emphasis of the
guidance and counseling program is to maximize the potential of all
students through a comprehensive developmental approach.
2. Guidance is primarily dedicated to implement the essential
concern of democracy for the dignity and worth of the individual. An
individual is not self-sufficient; therefore, he should be guided in the
beginning so that it will become as better citizen in a democratic society.
The ultimate success of democracy depends upon the individual.
A. History of Guidance
3. Guidance is a lifelong process. Guidance is forever.as long as
man live, problems arise, hence, guidance will continue to be a factor in
changing the individual’s negative outlook of life to a positive one.
4. Guidance is based on human needs. It is a fact that human
being needs help. Everyone needs assistance at sometimes in his life;
some need it only at rare intervals in time of crisis, while others need it
constantly and throughout their lives. Humans beings are incapable of
solving all their problems in something inherent in every child that will
enable him to solve all his problems himself given the chance to do so.
All he needs is sympathetic understanding and freedom from control or
direction by others fortunately, few people can act upon the assumption.
In every walk of life in the ever-changing situations that confront each
individual, the need for guidance is imperative.
5. Guidance is an art of heling individuals to plan their own
action wisely, in the full of light of all the facts about the world in which
they will live and work.
IV. HISTORICAL AND PHILOSOPHICAL PERSPECTIVE OF
GUIDANCE
The guidance movement has had an interesting, even though not
satisfying history since its beginning early in the 20th century. Various
factors have combined to give impetus to the initiation of services that
could meet the increasing number of vocational, educational, and
personal problems of both young and older members of our modern
complex society.
In the olden times, guidance practices were based on superstitious
beliefs and other pseudo-scientific techniques. At the onset of the 20th
century, perceptions of people about their environment begin to change.
Society became more complex that they now begin to question their
very existence. Hence, problems arose. And in order to cope with the
growing problems of society, guidance was introduced.
1. Vocational Guidance
The first recorded attempt of providing
vocational assistance to young people was the guidance
movement started in Boston by Frank Parsons. The
Boston Vocational Bureau started training teachers to
serve as vocational counselors immediately because one
of the most pressing problems facing Boston systems
was the selection of students for overcrowded vocational
high schools.
The vocational guidance spread rapidly
throughout the United States. Programs were relatively
informal, consisting mainly of the dissemination of
information about available jobs.
2. Educational Guidance
Increasing recognition among parents of the
value to their children of continued education resulted in
not only a growing secondary school population but also
diversified curriculum offering. This meant that students
entering high school needed help in selecting a
curriculum in consonance with their interest and/or
wishes of their parents. Hence, educational guidance in
the form of programs advising was instituted in some of
the larger secondary schools.
3. Personal Guidance and Mental Hygiene
Various conditions inherent in the 20th century
life represents maladjusted factors causing leaders to
become concerned about the personal welfare of the
children and adults. The mental hygiene movement
provided another source of support for the conservation
of human resources stressed by the vocational guidance
 movement and the humanization of education stressed
by the progressive education movement. Beer’s
autobiography (1908) attracted the attention of educators
as well as social reformers.
Leaders of mental hygiene movement have tried
to help men and women from all lifestyles to understand
mental illness, to let them to the conditions that seem to
cause it, to enlist their assistance in alleviating the
causes, and to improve the facilities of treatment. Greater
understanding of mental illness has a significant effect
upon guidance.
4. Child Guidance Clinic
From the small clinic established in Chicago for
the purpose of studying and applying therapies to young
people who gave evidence of serious maladjustment, the
Illinois Institute of Juvenile Research was developed. At
present, child-guidance, psychological and educational
clinics serve children, adolescents and adults in
practically every large city in the country, and some
small communities.
Since World War II, there had been two
2. Lysander S. Richards
significant trends in the field of guidance: increased
interest in research and increased interest in the
development of special professional education for
guidance workers.
Today, more community agencies are becoming
involved in helping these lonely people develop the
interpersonal skills needed to enjoy their relatives and
friends and to develop meaningful relationships.
3. Jesse B. Davis
B. Early Pioneers of Counselling
1. Frank Parsons
 Credited as the first counselor and often referred to as
the “Father of Guidance”.
 To individualized counseling, he established the
Vocational Bureau of Boston in 1908.
 At the Bureau, Parsons worked with young people who
were in the process of making career decisions. He
“envisioned a practice of vocational guidance based on
rationality and reason with service, concern for others,
cooperation, and social justice among its core values”.
He theorized that choosing a vocation was a matter of
relating three factors: a knowledge of work, a
knowledge of self, and a matching of the two through
“true reasoning.” Thus, Parsons devised a number of
procedures to help his clients learn more
about themselves and the world of work. One of his
devices was an extensive questionnaire that asked
about experiences, preferences, and morals.
 In 1909, a year after his death, his book Choosing a
Vocation was published wherein he discussed the role
of the counselor and techniques that might be
employed in counseling.
 In 1881, he published a slim volume titled “Vocophy”.
This was the “New Profession, a system enabling a
person to name the calling or vocation one is best
suited to follow”.
 His work has been dismissed because there is no
documented proof that he actually established the
services he advocated.
 “Founder of the Educational Guidance” and was the
first person to set up a systematized guidance program
in the public schools
  He implemented his ideas among his students on self-
study and the examination of self in relation to the
chosen occupation throughout the 7th to 12th grades.
 His description of counseling seem to suggest that
students should be preached about the moral value of
hard work, ambition, honesty, and the development of
the character as assets to any person who planned to
enter the business world.
 He use the “call” concept in relation to the way one
should choose a vocation. When an individual was
called, he would approach it with the noblest and
highest ideals, which would serve society best by
uplifting humanity.
 What he and other progressive educators advocated
was not counseling in the modern sense but a
forerunner of counseling: school guidance (a
preventive educational means of teaching students how
to deal effectively with life events).
4. Anna Y. Reed and Eli Weaver
 American counselors who established counseling
services based on Social Darwinian concepts. Social
Darwinism is an application of Darwin’s biologic
theory of evolution to social organizations.
 Anna Y. Reed established guidance services in the
Seattle. She came to the need for counseling services
through her study of newsboys, penal institutions and
charity schools. She believes that guidance could be
important as a means of developing the best possible
educational product.
 She believed in stiff competition and that people
needed to give their best effort to any assigned task in
order to see themselves as successful.
 Eli Weaver established teacher guidance committees in
every high school in New York City. These
committees worked actively to help youths discover
their capabilities and learn how to use those talents to
secure the most appropriate employment.
 He believed in working within the framework of the
existing society and looked upon counseling as a
means of keeping the wheels of the machinery well
oiled.
5. Davis Spence Hill
 He organized the first guidance and counselling
services in New Orleans. As Director of Research for
the New Orleans schools, he discovered a need for
guidance to assist youth in assessing their abilities and
in learning about the opportunities that would best help
them use those abilities.
 He advocated and worked for a diversified curriculum
complemented by Vocational Guidance.
6. Carl Rogers
 Advocator of the Client-centered Counseling, which
he introduced in 1942 in his publication, Counseling
and Psychotherapy.
 He offers nondirective counseling as an alternative to
the older, more traditional methods.
 He stressed that the individuals had the capacity to
explore themselves and to make decisions without an
authoritative judgement from a counselor (stressing the
client’s responsibility in perceiving his or her problem
and enhancing the self).
  Since there was no advice given or persuasion used to
follow a certain course, this system was better known
as Non-directive counseling.
7. Clifford Beer
 A former Yale student who was hospitalized for
depression several times during his life. He found
conditions in mental institutions deplorable and
exposed them in his book, A Mind That Found Itself
(1908), which became a popular best seller.
 He used the book as a platform to advocate for better
mental health facilities and reform in the treatment of
people with mental illness
 His work was the impetus for the mental health
movement in the United States, as well as advocacy
groups that exist today including the National Mental
Health Association and the National Alliance for the
Mentally Ill. His work was also a forerunner of mental
health counseling.
C. Development of Guidance in the Philippines
In the Philippines, guidance is said to have both
accidental and incidental origin.
Before 1925, guidance as movement, as it is now
practiced and accepted, was unknown in the Philippines. It was
when Dr. Sinforoso Padilla, Dean of Men of the University of
the Philippines started in 1932 a Psychological Clinic which
dealt with student cases of discipline, emotional, academic, and
vocational.
In November 1945, the first Guidance Institute seminar
held at the National Teachers College (NTC), Manila from
November 23 to December 13 with the United States Arm
Psychologist as resource persons. Educators from all levels of
the school system were given a series of guidance lectures. After
his seminar, the participants organized the Guidance Association
of the Philippines. The Bureau of Public Schools started to send
teachers and officials for observation and study of guidance
services abroad.
Cognizant of the role of guidance in our schools, the
Joint Congressional Committee on Education, in its report in
1951 to Congress stated;
“There should be established in every secondary
school a functional guidance and counseling program to help
the students select courses, activities, occupations and friends
and future mates; to guide them in their work in school and at
home and to help them solve their personal problems.”
In 1952, the Division Superintendent of Schools
recommended the establishment of guidance services in the
public schools. The City of Manila at present has the most up-
to-date organization and maintenance of functional guidance
program in general secondary school.
In December 1953, another organization was organized.
This was the Philippine Association of Guidance Counselors.
The objectives of the Association are:
1. To study the needs, interest, potentialities of our
young people on order to promote their welfare.
2. To establish a Testing Bureau which would
undertake research with a view to develop local tests.
Advisement and Guidance Section was established by
the United States Veterans Administration, composed of both
American and Filipino psychologists like Dr. Sinforoso Padilla,
Dr. Jesus Perpinan, and Mr. Roman Tuason, setting up first
systematic guidance program in the Philippines.
In view of the interest developed in Psychology and
Guidance, colleges and universities started offering courses such
 as Counseling Psychology, Industrial Psychology, Clinical
Psychology and Human Services Technology.
V. LEGAL BASES OF GUIDANCE IN THE PHILIPPINES
In 1951, the Philippines has its own beginning in the legal
foundation of guidance when the Joint Congressional Committee on
Education, in its report to Congress, stated that: “there should be
established in every secondary school a functional and counseling
program to help the students, to guide them in their work in school and
at home and to help them solve their problems.”
To give more impact on the role of guidance in the Philippine
educational system, Section 4- Declaration of Objectives of Batas
Pambansa Blg. 232,an act providing for the establishment and
maintenance of an integrated system of education which shall be known
as the Education Act of 1982 states that the educational system shall
aims to 1) provide for a broad general education that will assist each
individual, in the peculiar ecology of his own society, to: a) attain his
potentials as a human being; b) enhance the range and quality of
individual and group participation in the basic functions of society: and
c) acquire the essential educational foundation of is development into a
productive and versatile citizen; 2) Train the nations manpower in the
middle-level skills for national development; 3) develop the profession
that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and 4) respond
effectively to changing needs and conditions of the nation through a
system of educational planning and evaluation.
The realization of these objectives are stipulated under Section
3, Article XIV of the 1987 Constitution to wit:” All educational
institutions shall inculcate patriotism and nationalism, foster love of
humanity, respect for human rights, appreciation of the role of national
heroes in the historical development of the country, teach the rights and
duties of citizenship, strengthen ethical and spiritual values, develop
moral character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge and promote
vocational efficiency.”
It can be summarized that the Constitution is ordering all the
schools to know the needed objectives and that the guidance office is
the only office that can effectively discharge the services needed in
order to attain the goals embodied by the Constitution.
Bases of Present Guidance Approach
There were many early attempts at helping individual to
discover many things about themselves like their own potentialities or
what they are capable of doing, they also tried to analyzed their
personalities or even predict their future life experiences but this were
crude and based on superstitions only. However, as time goes by and
life becomes more complex and dynamic more recent guidance
practices and approaches were discovered, providing a more scientific
method of helping individuals to find themselves. These methods are
based on research in the natural and social sciences attuned to our
present condition to make it more effective and efficient.
There are many factors that changes the approach of our present
guidance programs and these are:
1. Pseudo-scientific approaches. It is a system of theories or
assertions about the natural world that claim or appear to be
scientific but that, in fact, are not. This kind of approach has
different forms as follows:
1.1 Numerology- It is the study of the occult significance
of numbers. Many of our people still believes in the
effect of numbers into their lives.
 For example, the numbers from 1-9 believes to
have its own personality and traits, for positive
characteristic number 1 is masculine, focused,
an originator and self-starter but for negative
characteristics number 1 can be stubborn,
selfish, weak and undisciplined.
1.2 Astrology- It is the divination of the supposed
influences of the stars and planets on human affairs
 and terrestrial events by their position and aspects. The
most common instrument used by astrologers is the
horoscope. A horoscope is an astrological chart or
diagram representing the positions of
the Sun, Moon, planets, astrological aspects,
and sensitive angles at the time of an event, such as the
moment of a person's birth.
 For example, Sagittarius’ (November 23-
December 21) horoscope for June 22,2017 is
“You could make handfuls of money. The
belief that your life will be any happier is
somewhat false. More, a relief to be able to pay
your bills on time. A deal will be put on the
table today. Not quite enough to retire or secure
your future. A nice earner.”
1.3 Graphology- It is the study of handwriting especially
for the purpose of character analysis. An individual
personality is analyzed from characteristic patterns or
features of his writing on the basis of intensity of
strokes, shapes, size and slant of the letter
 For example, the size and the shape plays a
significant role. The size tells concentration and
desire for notice. The horizontal space tells
emotional display, emotional confinement,
extravagance, ultraconservative, elbowroom,
covetous, detached, intrusive and despondent.
Space also speaks of ostentatious, self-
involvement, frenzy, self-aware, self-liaison
and loss of spontaneity.
1.4 Palmistry- The art or practice of reading a person’s
character or future from the lines on the palms. The
belief that line on one’s hand tells the faith and the
destiny of an individual is still prevalent in our society.
1.5 Phrenology- The study of the conformation of the
skull as indicative of mental faculties and character
traits. Phrenologist claim that if a person has a wide or
prominent forehead, he is said to be intelligent.
The phrenology head is composed of 35 different regions
1.6 Physiognomy- It is the art discovering temperament, personality
trait and character from outward appearance.
 For example, some people claim that an
individual possessing blue eyes belongs to a
famous or royal clan.
1.7 Spiritualism- A belief that spirits of the dead
communicate with the living usually through a
medium.
 For example, praying.
Nowadays, still thousands of individuals believe in this kind of
pseudo-sciences which indicates a great need for helping this people.
2 Changing concepts of psychology. Guidance is an outgrowth of
various movements dealing with patters of human life. Early
psychologists, imbued with the philosophic point of view, were
prone to accept one or another philosophy of life which they then
attempted to apply to what seemed to be life experiences. They
discovered that human behavior does not always follow
philosophical determined patterns. Hence, psychologists embark on
a series of research studies, investigations and experiments to
discover what causes human begins to think and act as they do.
3 Industrial and scientific progress. The invention of machineries
and the rapid increase of industrialism have led to a degree of
occupational specialization unheard in earlier times. Increased
production, distribution and consumption of goods have increased
the number of special jobs to be performed; they have also led to the
development of many other forms of service occupations to meet the
complexities of urban life and to provide for the leisure time
activities of workers.
4 Changing educational objectives. Twentieth century educational
emphasis on the learner rather than the materials to be learned had
done much to further interest in guidance. Schools on every level
evidence an interest in all phases of the individual’s development.
Formulated objectives of education exemplify this trend.
5 Increase in school population. The increase in the number of
children and adolescents who are expected to be receiving formal
school training has caused serious consideration of the problems of
administration, organization and guidance. There are budgetary
difficulties involved in the matter of providing building and school
personnel sufficient to meet the needs such as large number of
pupils. As a result of the continuing high birth rate since the
beginning of world war II, our future school population may tax
educational efforts and the budget almost beyond comprehension.
Almost unavoidable problems that crop-up are:
 Lack of classrooms
 Lack of teachers and school personnel.
 Multiple tasks assigned to counselors other
than guidance work counseling
VI. THE RATIONALE FOR THE INCLUSION OF GUIDANCE
AND COUNSELLING AND VALUES EDUCATION IN THE
PHILIPPINES
The Values Education in the Philippines
The Department of Education Culture and Sports (DECS)
provides and promotes values education at all three levels of the
educational system for the development of the human person committed
to the building "of a just and humane society" and an independent and
democratic nation.
Values Education
Values Education as a part of the school curriculum is the
process by which values are formed in the learner under the guidance of
the teacher and as he interacts with this environment. But it involves not
just any kind of teaching-learning process.
First, the subject matter itself, values, has direct and immediate
relevance to the personal life of the learner.
Second, the process is not just cognitive but involves all the
faculties of the learner. The teacher must appeal not only to the mind
but to the hearts as well, in fact, the total human person.
Third, one learns values the way children learn many things
from their parents. Children identify with parents, and this identification
becomes the vehicle for the transmission of learning, be it language or
the values of thrift and hard work. Hence, the teacher’s personal values
play an important role in values learning.
Goals and Objectives
The goal of Values Education is..
To provide and promote values education at all three levels of
the educational system for the development of the human person
committed to the building o “a just and humane society" and an
independent and democratic nation.
For the objectives,
Proper implementation of the program will develop Filipinos who:
 are self-actualized, integrally developed human beings imbued
with a sense of human dignity;
 are social beings with a sense of responsibility for their
community and environment;
 are productive persons who contribute to the economic security
and development of the family and the nation;
 as citizens have a deep sense of nationalism and are committed
to the progress of the nation as well as of the entire world
community through global solidarity; and
  Manifest in actual life an abiding faith in God as a reflection of
their spiritual being.
Principles and Guidelines
Values education, pursued at the national, regional, local, and
institution levels, should be guided by the following general principles:
 It must be oriented toward the total person of the learner-mind,
heart, and entire being.
 It must take into consideration the unique role of the family in
one’s personal development and integration into society and the
nation.
 In the school context, more important than lesson plans and any
list of values are the teachers themselves who have the proper
sense of values, awareness of their inner worth, and utmost
respect for the person of the other.
Guidance Counseling
A. Beliefs
An effective school counseling program:
1. teaches life skills
2. involves all students
3. allows for goal setting opportunities
4. provides a safe place for problem solving
5. helps all children to become successful adults
6. understands and values the student's capabilities
7. facilitates and supports reciprocal integration of the
curriculum
8. promotes supportive and collaborative issues among
parents and the community
9. include age appropriate issues such as careers,
academics, and personal/social
B. Other beliefs:
Additionally, effective school counseling programs:
1. encourage life-long learning
2. believe that all students are capable of learning
3. believe that when students trust in themselves they are
more open to learning
4. society benefits as a whole from a comprehensive
school counseling program
C. Rationale
A better job must be done in communicating the benefit of
guidance and counseling to the entire educational community of
parents and community. By applying a comprehensive school-
counseling program, it becomes possible for counselors to conduct
an effective and beneficial program, for all students.
School counselors are expected to provide support to every
student so each individual can achieve success. Counselors work
with all students, parents, teachers, and community members.
Counselors support the district's educational program through
professional organizations, development, activities, and committee
work. Counselors also support their own program through
management and research activities, community outreach, and
professional development.
The following are rationale for a framework for school
counseling:
 Benchmarking
 ensuring continuity
 standardization
 guiding and directing practitioners in program
design, implementation, and evaluation
 providing one direction/purpose
 direction setting in counselor preparation
 ensuring professionalism
 guaranteeing equity in services in public and private
schools
 providing structure that will inform the public about
the importance of school counseling
 rationalize the nature of school counseling programs
 define counselor competencies necessary to run the
programs
  make public school administrators recognize the 4. Encourages better understanding of the role of
counselors’ relevance in the school system counselors and the total guidance program
D. Student Benefits: H. Local Board of Education Benefits:
1. Prepares all students in all areas of academics and 1. Provides a rationale for school counseling as a
career choices comprehensive program in the school system and the
2. Assists all students in the development of positive roles of counselors
social and personal skills 2. Creates greater school-community interaction
3. Provides continuity for smooth and effective levels of I. Counseling Staff Benefits:
transition from Kindergarten through the Fifth Grade 1. Provides a clearly defined set of functions.
4. Guarantees services to all students 2. Integrates the school counseling program with other
5. Focuses on the students’ needs school curriculum programs.
6. Develops proactive skills 3. Articulates competencies that students are expected to
7. Provides age-appropriate levels of interaction and achieve because of participating in a comprehensive
instruction developmental school counseling program.
8. Helps all students become more resourceful in decision-
making
E. Parent Benefits:
1. Encourages involvement of parents in students' learning
environment
2. Provides parents timely, appropriate support and
resources when needed
3. Increases opportunities for parent, student, and
counselor interaction
4. Brings about better understanding of the guidance and
counseling program
F. Teacher Benefits:
1. Promotes a team effort to address school counseling
competencies
2. Increases teacher accessibility to counselor as a
multiple resource
3. Integrates curriculum and associated competencies
4. Integrates interdisciplinary approach with all
curriculum areas
G. Administrator Benefits:
1. Creates structured program with specific school
counseling competencies
2. Provides accountability to school counseling program
3. Facilitates team approach between administration and
school counseling program