Guidance and Counseling (Psych 325) : Unit 5. Consultation Service
Guidance and Counseling (Psych 325) : Unit 5. Consultation Service
Guidance and Counseling (Psych 325) : Unit 5. Consultation Service
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While this does not always happen, it is good to have a realistic understanding of
some situations that may arise. Hopefully, you were able to think of a tactful reply in the
above-mentioned scenarios – replies that are characteristic of counselors.
We already talked about the idea of being an expert in human behavior, but let us
operationally define consultation.
For example, in the school setting, significant others dealing with the clients are
assisted in improving the environment or situation that contributes to the problem.
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Johnny is a senior high student who is always absent and late. His
teacher comes to you as a consultee and refers Johnny to you. Some of
the questions the consultee may ask you include: Why is Johnny
frequently absent and tardy? What situational factors cause him to be
that way? How can he be encouraged to attend classes more
regularly? What measures can be done to help him at home?
Explain:
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treatment plan and explore other options with consultee. E.g. The school psychologist
seeks help from her direct supervisor to validate her diagnosis and her treatment plan /
chosen interventions for her newest client. The supervisor presents other possible
alternative diagnoses and they go through the symptomatology together. Another
instance: a psychometrician consults a psychologist to determine the best battery of tests
to administer for a particular referral.
Team Building
Communication Styles
Leadership Development
Values Clarification & Development
Review of existing policies that are no longer contextually responsive
If the administrators are too busy to implement the strategies required to bring about
the desired changes, they may employ the Provision Model, where the counselor is left to
do what must be done about a given concern. For example, the school wishes to
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include Character Education activities in the students’ Homeroom Period. The counselor
may be tapped to provide the service by either giving it himself to the students or
conducting capacity building trainings for the teachers.
With Teachers
Teachers are the ones in a position to see what
pupils/students need and they are also the most
affected by pupils’/students’ maladaptive behavior,
lack of motivation, underachievement and similar
problems. They may not know how to handle certain
patterns exhibited by their students. The counselor’s
expertise in human behavior and development,
combined with the teacher’s expertise in instructional
methods and materials, can create an excellent
foundation for a team effort in planning and providing a
productive learning environment. Thus, teachers are the
counselors’ indispensable partners in guidance.
Counselors can help teachers through consultation in many ways. These include:
understanding their students better (provide profile of students’ intellectual
capacities, needs, learning styles, etc.)
identifying and intervening in deficiencies in academic or personal development
verifying or validating observations as to whether some students are in need of
special education
helping teachers to understand the environmental factors that dynamically
influence the teaching-learning experience like home conditions, current
inclinations that preoccupy students, peer pressure
The Mediation Model is used when the counselor discovers that problems with parents
underlie maladaptive behaviors, lack of motivation, and unhappiness. The counselor
may initiate programs to improve the parent-child relationship.
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what the parties concerned should do, and the expected results.
References:
Going back to the counseling service, what are particular instances you
can think of that will pose a difficulty for you in the counseling process? What do
you think are often overlooked in counseling?
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Explain:
REFERRAL SERVICE
Referral is the action taken by persons within the institution who see that a particular
person needs counselor assistance. Referral is an accepted practice and presumes that
the counselor is seen as able and available, and that the counseling services are well-
publicized within the school community. Moreover, Referral is the assistance rendered to
clients or their significant others in obtaining services from other people or agencies
(specialists) that might be more effective in helping them.
Referral may be made to the school’s own team of Specialists or External Consultants,
thus the importance of linkages with Auxiliary Personnel.
The counselor believes that he/she cannot be objective with the client
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Example: A client expresses some emotional and psychological difficulties and also
discloses that he is suffering from extreme headaches and occasional blackouts. The
therapist/counselor decides to refer the client to a specialist such as a neurologist in
order to rule out certain brain illnesses or trauma which may be causing the client’s
emotional distresses.
Now, let us look into another Guidance Service that is relevant to the Referral Service.
FOLLOW-UP SERVICE
Example: A client expressed concerns about her lack and difficulty in focusing in
school. After 3 counseling sessions and the client and counselor/therapist have
agreed to certain changes that the former would need to employ, the
counselor/therapist follows-up with the client to know and to check how the client
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is fairing. The counselor/therapist will also ask and decide whether additional
sessions are needed.
Placement: to find out if they are happy where they are, whether they are getting
the assistance required to reach their goals, whether their environment is
interfering with their growth in other aspects of their lives.
Example: A high school counselor assists a client in her application and eventual
studying in Saint Louis University. The counselor then makes a follow-up and makes
sure that the client is well-suited and is thriving in the said university.
1. Seek support from colleagues and supervisors who can help the Counselor gain
insight in doing referrals and follow-up. They can affirm and give a second opinion
especially for a difficult case.
3. Adopt a good work-life balance. This will aid in managing stress, and enable the
Counselor to also do things he/she enjoys, as well as his/her other
responsibilities.
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References:
Corey, G. (2009). Theory and practice of counseling and psychotherapy, 8th ed. Australia
; Belmont, CA: Thomson/Brooks/Cole.
When Should You Refer a Client to Another Professional? (2019). Retrieved November 10,
2020: https://www.goodtherapy.org/when-should-you-refer-a-client-to-another-
professional.html
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Pause for a moment. Think of all the places (i.e. groups, clubs, institutions) you
belong to.
Do you think you are in the right university?
Do you think you are taking the right
course?
Do you think you are in the right club (e.g. music, sports, dance, theater,
PLACEMENT SERVICE
- Ensures that pupils/students are in the right place at the right time
- Finds a place where pupils/students can be happy, contributing members of the
society if already possible
- Considers the client’s goals, needs, interests and capabilities so they can be
provided with options, and are enabled to act on their choices, and thereby
making them experience assistance in their adjustment.
Explain:
TYPES OF PLACEMENT
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a. Group placement
b. Level placement d. Co-curricular placement
c. Section placement e. Extracurricular placement
- normally for high school seniors selecting college courses or terminal high school
where job placement is needed after high school or during schooling.
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If yes, then that is great! You will surely thrive and develop yourself further.
If no, perhaps it would be good to talk to a Guidance Counselor so you can be
appropriately “placed”.
Reference:
At this point in your journey in Psychology, you are taking a Research course. How
do you like it so far? Do you find meaning in what you are doing in the course?
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Whether you like it or not, research is and always will be a part of any profession in
Psychology. A few years from now, when you have your first job, you just may be
asked to conduct a research, be it in a school, a company, or a clinic setting.
Research and Evaluation, as part of the Guidance Services, has proven to be very
helpful in the delivery of the other services, and the Guidance Program in general.
RESEARCH AND EVALUATION – Both provide concrete evidence that the Guidance
Program is worthwhile by showing that it works, why it works and how it works.
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Imagine that you are planning a guidance activity for a group of high school
students. The topic to be focused on is “Self-Esteem”. What activity would you give? Will it
be a reflection activity? A game? What materials will you be needing? How would you
ensure that the participants would learn from the activity?
Indeed, research would need to be done. You may want to start by asking high
school teachers and parents about their observations when it comes to the self-esteem of
high school students. You may want to read about it, and also interview some people in
this age group. If you have time, perhaps conducting a research on the topic in focus
would be beneficial, as findings would be more updated and relevant.
As you plan for the activity, formative evaluation should be done. Asking for
each other’s opinions and getting feedback helps to improve what is being planned and
prepared.
Imagine that the activity has already been facilitated. How would you know if it was
effective and if your objectives were met? Yes, you need to conduct a summative
evaluation. Ask your participants to answer a simple evaluation form, and have a post-
activity meeting with your co-facilitators to discuss what transpired. All findings should be
taken note of for improvement as well as maintenance of already effective strategies.
Midterm Assignment #1: Let’s see if you can apply the different guidance services
through constructing situational examples. Refer to the Assignment Guide for
further instructions and details.
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Reference:
Read and understand the quote below. What does this mean for you? Can
you say that you are “well”? How so?
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Remember that Counselors are human beings, and are also capable of
experiencing stress. Being an effective Counselor means taking care of oneself so that
we can be at our best to cater to our clients. The various guidance services may
incorporate prevention and wellness, even indirectly. For instance, a printed information
material on “Study Habits” or “Making Friends” could already integrate information that
aims to promote prevention and wellness.
Explain:
PREVENTION is found in the other Guidance Services but is now given a distinct
emphasis because of the physical, emotional, interpersonal, and financial costs of
dealing with a disorder/illness/crisis.
Three levels:
a. Primary Prevention Programs – for people who are not presently afflicted
by the concern, issue, problem, or disorder
b. Secondary Prevention Programs – for those experiencing the early onset of
the concern, issue, problem, or disorder
c. Tertiary Prevention Programs – for those already afflicted by the concern, issue,
problem, or disorder and are being helped to manage it, reduce its effects, and
recover from it.
Preventive efforts must appreciate the effects of the environment in order to predict,
control, modify, or prevent human behaviors that occur within a given environment –
home, school/workplace, and community – since the environment not only influences
and controls behavior but also conditions behavior in other settings
People Involved:
a. Support groups c. Older peers as role models and mentors
b. Parents d. Peers
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Methods:
The services and activities generally used in the Guidance Program are likewise
useful for the delivery of the Prevention Program.
There are more deaths now that are due to lifestyle diseases and health
damaging personal habits. Managing stress and promoting wellness reduces this risk.
Stress in the mental and physical condition that occurs when we adjust or adapt
to the environment. It can be triggered by pleasant (travel, sports, new job, mountain
climbing, dating) as well as unpleasant events (work pressure, marital problems, financial
woes)
To feel threatened by a stressor has more to do with the idea of control. Those
prone to stress has lesser feelings of control.
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Regaining a sense of control can help one cope with stress. There are two
types of coping:
Regaining a sense of control also involves managing those processes in us that would
be affected by stress namely: bodily reactions, behavioral reactions,
thoughts/feelings.
Avoiding Upsetting Thoughts by using coping statements, stress inoculation and humor
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Reference:
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Imagine entering a Guidance Office. As you approach the office, the door is closed
and you knock. As you are welcomed in, you see two monoblock chairs in front of a desk,
which appears to be the Counselor’s desk. There are filing cabinets around, and a shelf with
books and figurines. The lights are quite dim, and there are no curtains on the windows.
Beside the Counselor’s desk is a side table filled with office supplies. On the white-painted
wall is a calendar, the only visual material in the office. The Counselor then asks you to sit on
the chair closest to her desk, as she sets aside her coffee mug and smooths the papers she
was working on. As she begins to ask you about your concern, there is a knock on the door
and you see a woman peeping through the window. The Counselor stands to open the door.
Explain:
Although we may not be aware of it all the time, the physical environment around
us plays a part in influencing the way we feel and think. It affects our outlooks,
perspectives, and moods. In the same way, the design and set-up of counseling rooms,
and guidance offices in general may affect the experience of clients as well as the
experiences of Counselors themselves. It is then important to be aware of how a
guidance office and counseling room should be designed, what should be in them, and
how they are presented. Let us look into the things to take into consideration when
designing a guidance office.
2. Color – Light, soothing tones may be used for the walls as these promote calmness
and comfort.
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4. Tables – Tables or desks may or may not be used in the counseling room. If they
are used during group sessions, round tables may facilitate more interactive
communication.
6. Lighting – Ceiling lights should have the right amount of brightness, and if possible,
should be adjustable to suit the needs of both Counselor and Client.
7. Decorations – The guidance office’s reception area may be decorated, but only
with relevant décor such as posters showcasing the guidance services,
professional pictures of the Guidance Personnel, motivational posters, and the like.
Decorations should not be overwhelming and overpowering. The counseling
room, however, should have limited decorations as this can be distracting.
“Positive” distractions such as a serene artwork, plants, or a soothing tabletop
fountain can promote calmness and relaxation.
8. Office Materials – In both the guidance office’s reception area and counseling
room, office materials should be kept in their proper places, inside drawers or
cabinets. The desk in the counseling room should be empty except for the
Counselor’s writing materials and file folder (if necessary).
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Always remember that the guidance and counseling space should be one that
promotes perceptions of psychological safety, rapport, ease, willingness to self-
disclose, and a sense of agency.
BUDGET
The Guidance Program derives its revenues primarily through the following:
guidance fees, application fees and testing fees. Capital expenditures are spent on the
infrastructure of the office, computers/printers, furniture, filing cabinets, multi-media
gadgets etc. There are operational expenses for salaries, testing activities, staff
development (trainings, seminars to be attended), honoraria (for resource speakers),
office supplies, materials used for the delivery of services, transportation, food (for
meetings and relevant activities), and other miscellaneous expenses. The regular utility
services like electricity, water and janitorial/maintenance services are additional
expenses.
Go back to the scenario in the Engage and Explore part of this topic. How
would you change the set-up considering what you have learned in the Explain
part of the topic?
References:
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https://www.psychiatryadvisor.com/home/practice-management/designing-the-
therapeutic-space-using-layout-color-and-other-elements-to-get-patients-in-the-right-
frame-of-mind/
In this unit, the basic components of a guidance program, as well as its guiding
principles are introduced. This enables the understanding of how the guidance services
are organized into a well-established and planned program.
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Explain:
The Guidance Program
The guidance program serves as an action plan for the wise management and
proper implementation of the services offered. When guidance in the school is
conceptualized and implemented as a program, it places guidance conceptually
and structurally in the center of education and educational reform.
Guiding Principles:
1. Guidance is for all students. Although there will be students who need the
attention of the school counselor because of their special needs or circumstances,
guidance is directed to all students.
2. It has an organized and planned curriculum. Based upon developmental stages,
skills and learning conditions, the guidance curriculum is a planned effort to
provide each student with a set of skills and experiences that enhances all
learning.
3. It is sequential and flexible. Based on experiences with students at different
ages and grade levels, particular units and topics are presented to students. It
must be flexible to accommodate student readiness as well as address new
concerns.
4. It is an integrated part of the total education process. The guidance program is
not a separate or isolated part of the educational program. It is integral to the total
school program.
5. It involves all school personnel. Although school counselors are responsible for
organizing and planning a developmental guidance program, the cooperation
and support of teachers and administrators is essential to the success of the
program.
6. It should be vitally related to home, community and other out-of-school
experiences of students.
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Go back to the sample material in the Engage and Explore part of this topic. Note
that the activity was for the Information Service. Now if you look into the components
above, you should be able to identify which is/are applicable to the given example.
So, what components are applicable? We have the Guidance Curriculum, as the
activity was about the posters advertising the seminar on study habits. Through this,
guidance content is provided in a systematic way. Responsive Services also applies, as
the poster is about a seminar on study habits, which is an academic concern. Moreover,
System Support is included, because the persons involved in the activity are not only the
Guidance Counselors but other school personnel as well.
Reference:
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This unit presents the experiential learning cycle as one instrument in the conduct
and delivery of the guidance services.
Before delving into the next topic, here are questions to ponder about:
1. Orientation- sets the mood, eases the participants into the activity. It may include
icebreakers (an activity to relieve tensions among the participants/learners).
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3. Experiencing- the “doing” part that can be carried out by individuals, triads, small
groups, etc. and is often associated with games or fun. The learning objectives will
dictate both the activity and the appropriate groups.
4. Processing (Data Gathering and Data Analysis)- after experiencing the activity, it
is presumed that the participants are now ready to share what they saw, heard or
felt during the event. The facilitator should therefore formulate questions that will
encourage participants to share their experiences or insights. These sharing or
narratives are made available to other participants by “publishing” it through
verbal sharing or writing them on the board for others to see.
5. Synthesis and Generalizing- results of data analysis are put together so that
generalizations can be made about the relevance of the activity to everyday life.
1. Concrete Experience
(action/experience)
3. Abstract Conceptualization
(learning from the
experience/forming
generalizations)
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I AM ME
Introduction: Human beings tend to compare themselves with others. Optimally, it would
be good if we can praise and appreciate other people. However, we usually complain
envy others. It is important to accept ourselves and be content on what we have and
what we look like. This activity stresses the significance of liking one’s physical
appearance bearing in mind that the Creator is the greatest artist and designer.
Materials Needed: pictures of faces from magazines, scissors, glue, bond paper
Procedure: The participants are to be divided into 4-5 members each group. The
facilitator is to give each group some pictures and ask each member is asked to cut out
the best facial parts (eyes, ears, nose, etc.) from the pictures. Each member will then
create his/her own face by pasting the chosen facial parts on a bond paper. Finally, they
are to share to their group mates what they feel about the face they have ‘created’.
Processing questions:
1. What did you feel upon seeing your ‘created face’?
2. What did you learn about yourself as a creation of God?
3. Have you experienced a time in your life when you wanted to change
your appearance? What did you do at that moment?
4. What do you think should be our attitude towards our appearance and
towards God who created in us a unique and special face?
Possible outcome: The students will learn to like themselves with how they look and will
appreciation the creation of God.
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The Learning Style Inventory is derived from an experiential theory and model of
learning developed by Kolb (1984) and based on the seminal contributions of John
Dewey, Kurt Lewin & Jean Piaget. It is a practical self-assessment instrument that can
help us assess our unique learning styles, and has the advantage of only taking 30-45
minutes to complete. It tells us our preferred approach to learning in everyday life.
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2. Total the rank numbers you have given to the ten words in each of the four columns
(add all of your scores going down). The sum of the first column gives you your score
on CE: Concrete Experience; the second column gives you your score on RO:
Reflective Observation; your score on the third column is for AC: Abstract
Conceptualization; and the fourth column is your score on AE: Active
Experimentation.
Interpretation:
Your individual scores provide you with a measure of the relative emphasis you give to
each of the four different learning modes. Kolb (1984) defines each mode as follows:
Concrete Experience (CE) -- A CE orientation focuses on being involved in
experiences and dealing with immediate human situations in a personal way. It
emphasizes feeling more than thinking; a concern with the uniqueness and
complexity of present reality over theories and generalizations; and intuitive, "artistic"
approach over a systematic, scientific approach to problems.
Your dominant learning style, how you resolve the tensions between conceptualizations
and experience, and between action and reflection, is determined by locating the
quadrant with the largest enclosed space on your Learning Style Profile. The quadrant is
labeled on the Learning Style Inventory in italics.
Kolb (1984) describes the characteristics of each style based on both research and
clinical observation.
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Convergent -- The convergent learning style relies primarily on the dominant learning
abilities of abstract conceptualization and active experimentation. The greatest
strength of this approach lies in problem solving, decision-making, and the practical
application of ideas. The style works best in situations where there is a single correct
answer or solution to a question or problem. The style suggests a preference for task
accomplishment or productivity rather than for more socio-emotional experiences.
Divergent -- The divergent learning style has the opposite learning strengths from the
convergent. It emphasizes concrete experience and reflective observation. Its
greatest strength lies in imaginative ability and awareness of meaning and values.
The primary adaptive ability of divergence is to view concrete situations from many
perspectives and to organize many relationships into a meaningful "gestalt." The
emphasis in this orientation is on adaptation by observation rather than action. It is
called divergent because it works best in situations that call for generation of
alternative ideas and implications, such as a "brainstorming" idea session. The style
suggests a preference for socio-emotional experiences over task accomplishment.
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working with may be useful in communicating more effectively. It can also give you an
idea of your strengths and where you can grow.
When you’re ready, you may take the Midterm Exam as well.
References:
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