PAMANTASAN NG LUNGSOD NG VALENZUELA

COLLEGE OF ARTS AND SCIENCES

Department of Psychology

COURSE SYLLABUS
PLV Vision-Mission
Institutional Outcomes
College Vision, Mission, Goals, CAS Vision:
and Core Values A premiere servicing college upholding the University’s culture of academic excellence, integrity, decency, responsibility and social
accountability to the city and the nation as a whole.

CAS Mission:
We commit to promote excellence and social responsibility by engaging in academic and socio-civic pursuits that empower the mind and
develop a holistic well-being of students.

CAS Objectives:
1. Provide a life-long academic foundation in the social sciences particularly in the fields of communication, culture and arts, human
development, and public service.
2. Expose the students to various avenues making them independent, critical, creative and responsible thinkers, and involve them in
proactive social engagements.
3. Enliven the sense of nationalism balanced with broader understanding of, and involvement in local, national and global-related
concerns.
4. Nurture an environment of discipline, integrity, spirituality, and social responsibility for students’ holistic well-being.
5. Train qualified and competent faculty members who will uphold the college’s aspirations through continuous professional
development.
6. Conduct regular curriculum review in adherence to CHED requirements.
7. Enhance existing instructional materials in response to the students’ learning needs and the curriculum requirements.
8. Engage faculty members and students in the culture of research that will cultivate scholarly environment within the university.
9. Involve faculty members and students in community-related service programs through proper networks and linkages.

CAS Core Values:

The college is committed to:
1. Competence
 2. Accountability
3. Service-driven
Program Outcomes Graduates of BS Psychology must be able to:
a. Demonstrate the capability to discuss and analyze the major theories and concepts in psychology
b. Demonstrate and apply the methods of psychological inquiry in building knowledge on local culture and context
c. Demonstrate and apply psychological theories and methods in personal and professional setting
d. Demonstrate capability for self-reflection and independent learning in graduate education or in a professional context
e. Demonstrate professional and ethical behaviors in research and practice in psychology
f. Demonstrate harmonious interpersonal relationship with colleagues, clients and others in diverse cultural setting
g. Demonstrate the ability to conduct psychological assessments and evaluations
h. Demonstrate the competencies to support national, regional and local development plans.
Course Title Introduction to Guidance and Counseling
Course Code PSY ELEC 2
Credit Unit 3 units (lecture)
Course Pre-requisite None
Course Description This course aims to provide students with a basic understanding the nature, scope and skills used in counseling and other psychological
interventions. This course also discusses the roles, functions, and ethical considerations involved in implementing psychological
intervention. Emphasis is placed on various cognitive, affective and behavioral approaches in counseling.
Course Outcomes Upon completion of this course, students will be able to:
1. Demonstrate knowledge and understanding of the concepts, scope, and theories that govern the process of guidance and counseling
2. Adopt the ethical and legal practices of guidance and counseling to their personal and professional disciplines
3. Select and employ appropriate counseling approaches and techniques
4. Evaluate the current practice and construct ideas to address multicultural concerns and trends in guidance and counseling
Revisit

Alignment of Course Outcomes with Summative Assessment Tasks

Course Outcomes Summative Assessment Tasks Details
1. Demonstrate knowledge and understanding of the 1. Written Exams Written exams, self-analysis, case analysis, oral
concepts, scope, and theories that govern the process 2. Self-analysis presentations, portfolio, and midterm/final-term exams
of guidance and counseling 3. Case Analysis shall constitute the computation of the final grade for
2. Adopt the ethical and legal practices of guidance and 4. Oral presentations (pair/group) this course.
counseling to their personal and professional  Topic Presentations
disciplines Written Exams assess the knowledge and skills
 3. Select and employ appropriate counseling  Simulation learned and gauge the areas that need to be addressed.
approaches and techniques 5. Midterm/final-term exams
4. Evaluate the current practice and construct ideas to Self-analysis is anchored on critical thinking and
address multicultural concerns and trends in application of theories to personal and professional
guidance and counseling practice through assessment and planning of
intervention to student’s own issues/concerns.

Case Analysis cultivates understanding of the learners

to the constructs of guidance and counseling applied to
personal and professional setting through critiquing
current practices.

Oral Presentation hones the learner’s communication

skills while utilizing research-based practices in
gathering information on a particular topic, and
applying concepts to simulated scenarios relevant to
the practice of guidance and counseling.

Midterm/Final-Term Exams evaluate student

learning throughout the course.

Course Learning Plan

Modes of Instructional Delivery
References/Teaching-
Essential Intended Learning Face-to-Face Flexible Assessment
Weeks Hours Course Contents Learning Support
Questions Outcomes Activities Learning Tasks
Materials
Activities

1st 3 Orientation What should be Discuss the contents Orientation Course Syllabus
expected from this of the course syllabus
course?
2nd - 3rd 6 Foundations of Guidance How did the Distinguish notable Lecture-Discussion Counselor’s Cormier, S. (2016).
and Counseling guidance events, factors, and Portfolio Counseling strategies
movement start? people in the Pair-share and interventions for
historical movement. Written Exam professional helpers
(9th ed.). Pearson
On what Discuss and appraise Education Limited.
principles do the principles of
guidance and guidance and Corey, G. (2013).
counseling counseling Counselling and
operate? psychotherapy (2nd
ed.). Cengage
What are the Outline the different Learning.
forms and guidance services, its
functions of functions and Gibson, R.L. &
guidance services implementation. Mitchel, M.H. (2003).
and how are they Introduction to
implemented? counseling and
guidance (6th ed.).
What are the Analyze and evaluate Pearson Education
prevalent issues the issues and trends Limited.
and trends in in guidance and
guidance and counseling Leano, R.D. (2006).
counseling? Principles and
practices of guidance
Who are the Distinguish the and counseling.
helping helping professionals Mindshapers Co., Inc.
professionals in counseling and
involved in explain their
counseling and respective roles and
what are their functions
respective roles
and functions?
4th 3 Ethical and Legal What are the Exemplify knowledge Lecture-Discussion Intake Case Analysis Corey, G. (2013).
Guidelines ethical standards and understanding of Interview Counselling and
for counseling and observe ethical Situational Notes psychotherapy (2nd
and how do standards in personal Analysis ed.). Cengage
counselors and professional Case Study Written Exam Learning.
observe these setting.
standards in the Gibson, R.L. &
personal and Mitchel, M.H. (2003).
professional Introduction to
setting? counseling and
guidance (6th ed.).
Pearson Education
Limited.

Soriano, A. S. (n.d.).
Practice of guidance
and counseling: Some
legal perspectives.
Lecture Notes. South
Luzon University.

5th - 12 Counseling Theories, What are the Discuss the theories of Lecture-Discussion Illustrative Case Presentation Corey, G. (2017).
8th Tools, Process, and theories and and demonstrate the Case Report Theory and practice of
Techniques techniques used in techniques used in Brainstorming Written Exam counseling and
counseling and counseling. Reading on psychotherapy (10th
how are they Simulation “Filipino Self-Analysis & ed.). Cengage
applied? Adolescent Designing of Learning.
Students’ Annual
What approaches Appraise and apply Problems, Counseling Plan Gibson, R.L. &
and skills are the approaches and Concerns, and Mitchel, M.H. (2003).
utilized for skills used for Coping Introduction to
effective effective counseling. Strategies: An Simulation counseling and
counseling? Exploratory guidance (6th ed.).
 Survey.” Pearson Education
Limited.

Pabiton, C.P. (2009).

Filipino adolescent
students’ problems,
concerns, and coping
strategies: An
exploratory survey.
Philippine Journal of
Counseling
Psychology, 74-103.
9th MIDTERM EXAMINATIONS (Refer to the Collegiate Calendar)
10th 3 Group Counseling What are the Discuss the several Lecture-Discussion Program Simulation Corey, G. (1995).
different types of types of groups, and Proposal for Theory and practice of
groups and how carry out the steps Pair-share Special Written Exam group counseling (4th
are they involved in a group Population ed.). Brooks/Cole
established and process. Publishing.
terminated?
Gibson, R.L. &
Mitchel, M.H. (2003).
Introduction to
counseling and
guidance (6th ed.).
Pearson Education
Limited.
11th 3 Multicultural Counseling How is Discover and give Lecture-Discussion Program Written Exam Gibson, R.L. &
multicultural examples of the Proposal for Mitchel, M.H. (2003).
counseling importance of Situational Special Introduction to
relevant in multicultural Analysis Population counseling and
guidance and counseling. guidance (6th ed.).
counseling? Brainstorming Pearson Education
Limited.
12th 3 Career Counseling How can Explain the different Lecture-Discussion Career Topic Gibson, R.L. &
counselors utilize theories and Guidance Presentation Mitchel, M.H. (2003).
career theories techniques in career Pair-Share Program Introduction to
and techniques in counseling. Proposal Written Exam counseling and
school and non- guidance (6th ed.).
school setting? Pearson Education
Limited.
13th 3 Standardized Tests What are Demonstrate Lecture-Discussion Concept Paper Written Exam Gibson, R.L. &
standardized tests knowledge and Mitchel, M.H. (2003).
and how are they understanding of the Seatwork Introduction to
used in various standardized counseling and
assessment? tests and their guidance (6th ed.).
applications Pearson Education
Limited.
14th 3 Non-Standardized Tests What are non- Demonstrate Lecture-Discussion Concept Paper Written Exam Gibson, R.L. &
standardized tests knowledge and Mitchel, M.H. (2003).
and how are they understanding of the Self-Awareness Introduction to
used in various non- Exercises counseling and
assessment? standardized tests and guidance (6th ed.).
their applications Pearson Education
Limited.
15th 3 Counselor as What are the Demonstrate Lecture-Discussion Audio/Video Topic Gibson, R.L. &
Developmental and models and skills knowledge and Interview with Presentation Mitchel, M.H. (2003).
Educational Consultant employed in the understanding of the Pair-Share a Counselor Introduction to
consultation nature and application counseling and
process? of the models and guidance (6th ed.).
skills employed in the Pearson Education
How can these consultation process Limited.
models and skills
be applied in the
consultation
process
effectively?
 16th 3 Program Development How are guidance Describe and Lecture-Discussion School Written Exam Gibson, R.L. &
and Management programs demonstrate the Guidance Mitchel, M.H. (2003).
developed and process of program Brainstorming Program Introduction to
managed? development and Proposal counseling and
management guidance (6th ed.).
Pearson Education
Limited.
17th 3 Counselor’s Wellness How can Determine and explain Lecture-Discussion Reflective Self-Care Plan Cormier, S. (2016).
counselors the practices used by Diary Counseling strategies
maintain wellness counselors in Relaxation and interventions for
while helping maintaining a healthy Exercises professional helpers
others? well-being (9th ed.). Pearson
Education Limited

Gibson, R.L. &

Mitchel, M.H. (2003).
Introduction to
counseling and
guidance (6th ed.).
Pearson Education
Limited.
18th 3 FINAL TERM EXAMINATION (Refer to the Collegiate Calendar)

Course References
Basic Reference Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Cengage Learning.
Gibson, R.L. & Mitchel, M.H. (2003). Introduction to counseling and guidance (6th ed.). Pearson Education Limited.
Leano, R.D. (2006). Principles and practices of guidance and counseling. Mindshapers Co., Inc.
Other References Abrenica, A.P. (2016). The counselor as a professional: A monograph.
Code of ethics for registered and licensed counselors
Corey, G. (1995). Theory and practice of group counseling (4th ed.). Brooks/Cole Publishing.
Corey, G. (2013). Counselling and psychotherapy (2nd ed.). Cengage Learning.
Cormier, S. (2016). Counseling strategies and interventions for professional helpers (9th ed.). Pearson Education Limited.
 Guarino, A. (2007). The effective counselor from the perspective of Filipino practitioners and clients. Philippine Journal of Counseling
Psychology, Vol. 9, 34-53.
Soriano, A. S. (n.d.). Practice of guidance and counseling: Some legal perspectives. Lecture Notes. South Luzon University.
Villar, I.V.G. (2011). Counseling and psychotherapy in the Philippines. Aligned Transformations Publications.
Course Requirements and Policies
Requirements and Grading Towards the end of each (midterm and final term), the students will have to successfully complete the requirements (quality outcomes)
System with corresponding weight:
1. Midterm and Final-term examinations (40%)
2. Oral Presentation (20%)
3. Written Exams (20%)
4. Self-Analysis and Case Analysis (20%)
Policies (As agreed by the class) Participation in Class Discussion
Class discussion is a crucial component in the learning process. Students are expected to participate in class discourse. Students shall be
evaluated and graded according to the quality of the insights shared to the class.

Class Decorum
Students are expected to be at their best in class. In order to give their full attention and participation in class activities, mobile phones
should be turned off or switched to silent mode. Students are to take lecture notes in order to follow through the lesson.

Cheating and Plagiarism

Cheating in any form shall not be tolerated and shall be dealt with accordingly (please refer to PLV Student Handbook). Likewise,
plagiarism is unacceptable. Plagiarism is the use of words, ideas, or arguments from another person or source without proper citation.
Plagiarism means using words, ideas, or arguments from another person or source without citation. Students, therefore, must cite all
sources used including materials from the internet, directly or indirectly quoted (use the APA 7 th edition).

• Attendance
For further provisions of the said policy, please refer to the PLV Student Handbook.

Consultation Period BSP 2-2 Monday, BSP 2-1 Friday

Prepared by: Approved:

_________________________________________ ___________________________________
 Faculty Chairperson

Reference Code: To be accomplished by the Office of Curriculum Audit and Internal

Evaluation ____________________________________
Dean
Revision: To be accomplished by the Office of Curriculum Audit and Internal Evaluation