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Guidance Curriculum and Syllabi

Imelda V. G. Villar, Ph.D. Vice-President, PGCA


Course Description 3-unit course that covers the theoretical basis of Guidance and Counseling. Its main purpose is to deepen understanding and appreciation of the view and nature of man through a transdisciplinary approach.

Course Objectives
Be able to:

– explain the philosophical, psychological and sociological basis of Guidance and Counseling. – demonstrate professional skills and competencies in the helping relationship. – manifest valuing for the importance of understanding human being through the transdisciplinary approach.

Course Content PHILOSOPHICAL PERSPECTIVE • • • Philosophy of human beings Ancient Greece Medieval Age Renaissance/Enlightenment Modern Philosophy • Rationalism • Empiricism .

Course Content Contemporary Philosophy • • • • • Existentialism Phenomenology Pragmatism Realism Constructivism .

Course Content PSYCHOLOGICAL PERSPECTIVE Schools of Thought • • • • • • • • Structuralism Functionalism Gestalt Psychoanalytic Behaviorism Cognitive Humanistic Contemporary Theoretical Approaches .

Course Content Areas of Concentration in Psychology • Proponents • Period • Belief of human beings • Method Used .

Course Content SOCIOLOGICAL PERSPECTIVE Social Structures ( How these institutions view human being) • Family • Schools/Education • Community • Church • Government .

Course Outline Theoretical Perspectives in Sociology • Chaos Theory • Social Order Theory • Consensus Theory • Conflict Theory • Ecological Theory .

Methodology • • • • • • Lecture / Discussion Journal writing Group Process Critiquing Case Analysis Movie Analysis .

Output • Personal Philosophy of the human being • Personal Counseling Philosophy .

References • • • • Philosophy books Philosophical Journals Psychology Books Psychological Journals .

Administration and Supervision of Guidance.Organization. Counseling Services and Program Development .

.Course Description 3-unitcourse designed to give students an overview of organization. administration and supervision of guidance and counseling programs and services. It exposes students to the entire range of services provided in the public and private schools as well as those in industry and community. It equips students with the necessary knowledge and skills on how to develop appropriate programs.

delivery. purpose. ethics • Describe the roles and functions of the Guidance personnel .Course Objectives Students would be able to • Define and distinguish the different guidance services in terms of: nature.

Course Objectives • Concretize the physical facilities required for appropriate delivery of services • Illustrate the budget required for running the necessary activities • Draw up a concrete Guidance Program Plan .

Course Outline Basic Concepts Needs Assessment: Foundation for Program Development Development and design of needs’ assessment tools .

Course Outline Guidance Models: Principles and Fundamental Concepts Developmental School Guidance and Counseling Comprehensive Guidance Program The Teacher Advisor Program Invitational Learning Existing models (local and foreign) • • • • • .

Course Outline Guidance Services Counseling Consultation Individual Inventory and Testing Information • • • • .

Course Outline • • • • • • Placement Wellness and Prevention Follow-up Referral Research Evaluation .

Course Outline – – – – The Guidance Personnel Guidance Counselor Psychometrician Researcher Secretary • Functions • Qualifications • Ethical Responsibilities .

Course Outline The Guidance Facilities • Counseling Room • Testing Room • Multipurpose Room • Waiting Area .

Course Outline Budget • Sources • Expenses

Course Outline Organization, Administration and Supervision 1. The Elementary School Guidance and Counseling Program 2. The Secondary School Guidance and Counseling Program 3. The Tertiary School Guidance and Counseling

Course Outline 4. Community Guidance and Counseling Program (NGO, Church, Rehabilitation Centers, LGUs, Hospital, other human service institutions) 5. Guidance and Counseling Program in the Industrial Setting

Course Outline Program Development Program Evaluation: Issues on Accountability

Course Requirements • Guidance Program analysis and evaluation • Program Proposal – – – – School setting Hospital Setting Industrial Setting Community Setting .

Methodology Lecture Discussion Individual report Preparing Guidance Forms Critiquing Field exposure and research .

J.D. • Schmidt. W. (2005). • Belmont. (2005). and Kahn.htm . R. Ohio: Merrill • Parsons.J. The school counselor as consultant.References • Introduction to counseling and guidance. California: Thomson Brooks/ Comprehensive counseling and guidance Program. . • http://www.

and Mitchell.L. School counselor accountability. Referral and Management of Case (2005). R.pdf . • Technical Aid Packet on SchoolBased Client Consultation. C. C. and Dahir.smhp. • Gibson. (2003). (2004). • New Jersey: Pearson Prentice Hall.B.A. • /student-tt/topic3-reading. M.psych.ucla.H.References • Stone.

Counseling Theories and Techniques .

Emphasis is on various cognitive. clinical and community settings. and behavioral approaches in counseling. industrial. . affective. techniques and applications in educational. Skills in counseling within ethical framework are expected.Course Description • 5-unit course with laboratory exposes the students to the different counseling theories.

and knowledge enter counseling practice • distinguish various counseling approaches/techniques • differentiate the various stages of the counseling process .Course Objectives The students would be able to: • describe how one’s person. needs. values.

Course Objectives • • utilize the various Guidance Services in helping the client manifest the requisite skills and ethics in handling clients .

Course Outline • Counselor: Person and Professional • The Counselor as a Helping Person • Counselor Values and Standard of Behavior – moral/ethical – social/interpersonal – intellectual – spiritual • Counseling Skills/Relationship Strategies .

information. referrals and follow-up in counseling – Guidelines for ethical practice – Accountability – Multicultural and Family issues .Course Outline • Ethical/Legal Issues in Counseling Practice • The Counseling Process ( Basic Counseling Skills/Stages of Counseling) – Uses of assessment instruments.

Course Outline Major Counseling Theories and Techniques: framework for discussing each technique – Proponent/s – View of the Human Being/Theory of Personality Development – Sources/Nature of Difficulty/Maladjustment – Goal of counseling – Role of Counselor – Counseling Strategies – Steps in Counseling – Contributions/Limitations .

Course Outline – – – – – – – – – – – Psychoanalytic Adlerian Existential Person-Centered Gestalt Reality Behavior Rational-Emotive Cognitive-Behavior Family Systems Multicultural Counseling and Therapy .

) – Evaluation in Counseling .Course Outline • Integration and Application – Trends in Counseling and Psychotherapy – Issues in Counseling (legal. spiritual/religious. ethical. etc.

Course Requirements • Attendance • Recitation/class participation • Quizzes/Chapter or Unit exams • Counseling Philosophy • Counseling Simulation • Audio or video counseling with typescript .

Methodology Lecture discussion role playing simulation exercises video/tape demonstration critiquing and case analysis educational tour .

2004) . Dr. Lily Rosqueta-Rosales • Relevant Counseling Theory. Aguilan. Process and Skills.References • • • • • • • Family Code Children’s Rights Women’s Rights Anti-Sexual Harassment Law Human Rights Guidance Journal (PGCA) Counseling in Perspective: Theory.P. Research and Practice: Contextualizing Multicultural Counseling and Therapy (Dr. E.

(Villar) Others • • • • • .1996) • Journal of Counseling Psychology (PACERS) Counseling: A Comprehensive Profession. Evangeline Aguilan) Western Approaches to Counseling in the Philippines. NLP. Gladding (2000) MCT by Bea Wherly Exemplar (Chi Sigma Iota. Essential Counseling and Therapy Skills. Nelson-Jones (2001). etc.References • Counseling Research and Practice in the Philippines (Clemena.

Psychological Testing .

observation. interviews. administering. Students are equipped with skills through hands-on experience in selecting. and other authentic measures utilized in counseling. .Course Description 4-unit lecture/laboratory course that provides practical knowledge of different assessment tools including standardized tests. scoring and interpreting tests. constructing nontest assessment tool and designing a testing program.

Prerequisite • Statistics .

Course Objectives • apply the correct tools for making norms and validating tests • make a stand and correctly defend issues in assessment • practice ethics in testing and assessment .

and score appropriate tests for given populations • ethically and effectively interpret. in oral and written form the different assessment tools .Course Objectives Students would be able to • select. administer.

Course Objectives • construct non-test assessment tool • design a working and appropriate testing program. .

standardized testing. assessment. psychological test. nontest/authentic measures .Course Outline • History of Psychological Testing : Abroad and in the Philippines • Basic Testing Concepts – definition of testing. measurement. evaluation.

Course Outline • Nature and Principles of Psychological Testing • Uses of Tests • Characteristics and Attributes of a Good Test – Reliability and Validity – Norms .

Course Outline • Major Types Of Tests – – – – – – – – Intelligence Aptitude Achievement Diagnostic Personality Attitude Values Interests .

Course Outline • Non-test Techniques/Authentic Measures – observation – interview .

Course Outline • Consideration in Administering and Scoring Psychological Tests • Test Interpretation • Using Data in Counseling – Understanding Norms – Psychological Test Report Elements – Understanding Psychological Variables .

Sharing and Usage • Principles in Test Development . Interpretation.Course Outline • Norm Development and Interpretation • Issues (based on new trends) • Ethics in Selection. Administration. Communication.

• • • • • • • • • • Methodology Lecture Discussion Actual Test Administration Actual Test Scoring Actual Written Interpretation Actual Oral Interpretation Test Evaluation Norm Development Exercises on Ethical Critical Incidents Methodology .

Materials and Facilities • Updated Test Materials • Computer Software (SPSS or Statistical) • Journals/Books • Internet • Testing Room .

30 pts 30 pts 30 pts 200 pts .Requirements • • • • • • • • • Attendance and Class Participation Oral Reports Psychological Report Simulation Assessment Instrument Exams Midterm Finals 25 pts 25 pts 30 Pts 30 pts.

Upper Saddle River. S.C S. C. (1985). CA: Brooks/Cole Thomas Learning. & Swerdlik. K. & Davidoshofer.J.R.References • • • • • • • Anastasi. New Jersey: Pearson Prentice Hall.Upper Saddle . New Jersey: MacMillan Publishing Co. (2000). (2005). S. (2004).A. Aiken. (2002) Psychological testing 7th ed Upper Saddle River. Major psychological assessment instruments. Drummond.R. (1998). . Psychological testing principles and applications. Principles and applications of assessment in counseling. New Jersey. Murphy.E. Psychological testing and assessment Boston: Allyn & Bacon. & Urbina. Appraisal procedures for counselors and helping professionals. C.J. 5th ed. Whiston. Lewis ((2000).O. Cohen.R. Boston: Allyn & Bacon. 6th ed. Psychological testing and assessment Introduction to tests and measurement. M. Newmark. New York: McGraw-Hill Companies.

Career Development .

Prerequisite • Psychological Testing • Group Process • Counseling Techniques .

Psychological Testing and Group Process. Principle of Guidance .Career Development • Prerequisites: Counseling Techniques.

methods of disseminating and use of career information. approaches. Effective use of assessment tools.Course Description • 3-unit course that focuses on theories. strategies and techniques in the conduct of career guidance and counseling programs. • Skills in using test results and other assessment tools for comprehensive career planning • Utilizing multimedia in the collection and dissemination of career information • Knowledge of career development theories • Facilitation of career development programs . simulated and actual career counseling experiences and activities will be explored.

and steps • Searching and networking for career information • Planning and implementation of age. techniques.Course Description • Knowledge and use of factors required for career planning • Career counseling skills.and genderappropriate career development programs • Application of multicultural approach to career planning • Facilitating appropriate career placement .

occupation.Course Outline • History of Vocational and Career Guidance • Basic Concepts – Definition: career. work – Career guidance. career counseling . job.

needs. academic background/training) . age.Course Outline • Theories of Career Development and Career Choice – Parsons. Ginzberg. aptitudes and abilities. values. Hoppock. Holland. Krumboltz. Dawis • Self-exploration in career planning (intellectual capacities. Roe. physical appearance and health. personality traits. Gybers. Browne. Super. interest. Tiedeman. roles. skills and beliefs. gender.

opportunities.Course Outline • Environmental consideration (geographical location. socio economics status. parental influence) • Career Exploration (nature of job. working conditions. work ethics. rights and gender considerations) . needs. requirements. hazards. benefits and compensation.

techniques. national. steps • Using multicultural career planning .Course Outline • Current Perspectives (local. global) in the work place • Issues in the career decision making process • Legal issues encountered at the work place • Career Program Development and Facilitation for different level • Test interpretation skills for career planning • Career planning and counseling skills.

storing and use of career information – Group discussions – Structured learning activities – Counseling simulation – Selection and interpretation of career assessment materials .Methodology • Methodology – Lectures – Hands-on experience in collecting.

design and tryout • Attendance in job fairs • Interview professionals and job holders re: specific jobs .Requirements/Output • Personal career study • Making career guidance brochures/fliers • Program development.

Requirements/Output • Entrepreneurial plans and feasibility studies • Brochures of different industries • Case studies • Personal Portfolio • Video recording of an actual counseling session and cliniquing .

TESDA • Newspaper/TV ads • Video cam • Computers • CD player .Facilities and Materials • Career/occupational and personality tests • Internet facilities • Updates on DOLE. POEA.

The Jossey-Bass Management Series. Students are encouraged to conduct library research or surf the net to help widen knowledge.References • Note: Resources/materials regarding Career Guidance and Development abound. CAREER CHOICES & DEVELOPMENT. • Brown. San Francisco USA .2nd ed. Duanne (2002).

. San Diego. DESIGN YOUR CAREER FOR PROSPERITY IN THE DEJOBBED ECONOMY. USA • Schein.References • Pandit. E. USA . S. (1990). Career Press Inc. BUILDING YOUR CAREER PORTFOLIO. 2001. CAREER ANCHORS : DISCOVERING YOUR REAL VALUES. Mc Graw Hill Publishing. (2001). C. Inc. New Delhi India • Poore. University Associate. (2002).

Chicago. 8TH ed. (1991) CHOOSE THE RIGHT CAREER. PERSONAL DEVELOPMENT FOR LIFE AND WORK. J (2003). L.. Colorado. USA . USA • Santamaria. Revised Edition Makati. South Western Thomson Learning. Philippines • Wallace & Masters (2001). Contemporary Publishing Co.References • Scharnk. CAREER PLANNING WORKBOOK.

com • http://www.census.References • Books written by the proponents of the various theories taken up • • . • http://www.

It is an experiential course that focuses on learning how to apply the varied theories and techniques of group process.Course Description: This course covers systematic analysis of group behavior and various types of group interaction. . and the skills in designing and facilitating group program/activities for human growth.

Group Process .

Prerequisite • Counseling Techniques • Psychological Testing .

skills and techniques in group process.Course Objectives Students will be able to: • Define group process and explain the theories and techniques in group process. • Integrate knowledge of theories. • Demonstrate competencies in carrying group counseling activities. . principles.

• Appreciate the art of conducting group dynamics. .Course Objectives • Design psycho-educational training programs in group counseling. • Facilitate a series of group sessions.

structured learning experience in the Filipino context – Multicultural approaches in facilitating groups – Strategies.Course Outline • Stages of Group development • Theories of Group Process and Development • Facilitating Skills – Activities. techniques and procedures in handling group sessions .

Course Outline • Functions of the core elements of group process – facilitator – participants • Training Components • Ethical issues in running groups • Evaluation of the effect of group process on the participants.Creation of tools for evaluation (pre-tests and post tests) • Self Development .

Methodology • • • • Lectures /discussion Group process activities in class Experiential Learning Application. peer evaluation and sharing .

Course Requirements 1. Psycho-educational programs using group process 4. Group Development Plan 2. Training Design . Examinations – Written and practical exams 3.

Boston: Allyn And Bacon • Corey.References • Gazda. Pacific Grove. George M. Gerald (1990). Pacific Grove. California: Brooks/ Cole Publishing Co. Donelson R. California: Books/Cole Publishing Co. An Introduction to Group Dynamics. (1983). Group Counseling: A Developmental Approach. . (1980). • Forsyth. Theory and Practice of Group Counseling.

& Mitchel. Interactive Group Counseling and Therapy. Inc. Robert L. (2002). Marianne H. Introduction to Counseling and Guidance. Upper Saddle/River. William B. • Kline. New Jersey: Pearson Education Inc. . New Jersey: Pearson education. Ed E. Books. (2003). Inc. • Jacobs.References • Gibson. Thompson Learning. (2003). Group Counseling. Wadsworth Group. Upper Saddle/ River.

Loyola Heights Quezon City. • Yalom. (1999). Theory and Practice of Group Psychotherapy. New Jersey: Pearson Education Inc. Glen R. Group Process and the Inductive Method: Theory and Practice in the Philippines.. Upper Saddle/River. & Prentice Hall. Irvin D.References • Ortigas. (1985). Ateneo de Manila Press • Ray. The Facilitative Leader. Carmela D. Inc. USA: Basic Books . (1990).