FOUNDATIONS OF GUIDANCE

by: Olive Maaño-Calingan, PhD, RGC, RPm, LPT

[email protected]
 Definition of Terms
 Philosophy of Guidance
The term philosophy of guidance is construed as
embracing philosophical and theoretical rationale
fundamental to guidance services.”

 Philosophical Foundations of Guidance and

Counseling
Critical analysis of the fundamental assumptions and
beliefs essential to the practice of guidance.
Still on Guidance
 Peterson (1976)
The word guidance implies value,” and
“philosophical issues are involved in … judging
ethical assumptions
Guidance practice must emanate from a philosophy.

A PHILOSOPHY of guidance helps to determine

POLICY which provides a basis for
PLANNING which leads to the establishment of
PROGRAM STRUCTURE or organized framework for
PROGRAM ACTIVITIES using various professional
PROCEDURES requiring trained
PERSONNEL and adequate
FACILITIES all bearing upon the
PROCESS OF GUIDANCE

-Matthewson (as cited by Zacarria & Bopp, 1981)

According to Zacaria and Bopp (1981)
 The rationale for deriving guidance from a
philosophy rests on the premise that it is imperative
for guidance to have explicit goals and subsequently
to keep these goals clearly in mind, utilizing practices
consistent with the goals of the program.
 Principles of Guidance
 Guidance is a fundamental and integral part of the educational
system
 Education and guidance support and complement each other
to maximize students’ growth and development
 Administrative and faculty understanding and support of the
Guidance Program is crucial to its success.
 Guidance personnel perform specific tasks distinct and
separate from teaching and disciplining

(Gibson & Mitchel, 1991 and Crow & Crow, 1951)

It is responsive to the student’s needs:
 The guidance program addresses the developmental
and adjustment needs of the students.

 The program considers the unique culture and climate

of the specific population and environment it serves.

 Program offerings are based on regular, systematic

assessment of the student needs’ and environment
It is responsive to the student’s needs:
 Guidance is a continuous process throughout the person’s
stay in school.
 Guidance activities are specifically planned and developed to
ensure Program effectiveness.
 The Guidance team consists of the school counselor,
psychologist , social workers, teachers, administrators and
other educational professionals and staff who work together
for the welfare of the students.
It is responsive to the student’s needs:

 The Guidance Program recognizes

the need to provide objective
evidence of accomplishments and
the rationale for its continued
existence.
 It recognizes the student as an individual and is
premised on the following:
 Every individual has needs that must be attended to.
 Guidance should be extended to all.
 Every individual is unique and possesses worth and
dignity
 Human beings can develop their own insights.
 All individuals have the right and capability to make
decisions and plans.
The Program is in the hands of a qualified
personnel:

 The school counselor is a role

model of positive human
relations.

 Professionally trained guidance

personnel are indispensable for
ensuring competence,
leadership and direction.
Guidance Program in the
Philippines
Vision, Mission & Objectives
Vision /Mission
 To assist the Filipino child discover
his/her full potential in a child-centered
and value-driven teaching-learning
environment and thereby enable
him/her to create his/her own destiny
in the global community
 To provide quality basic education that
is equitably accessible to all and to lay
the foundation for life-long learning
and service for the common good
 Department of Education
 DepEd then endeavors to prepare the Filipino child to become a
responsible citizen and an enlightened leader who loves his/her
country and is proud to be a Filipino. (PD 6-A, The Educational
Development Decree of 1972 – basis of PGCA Philosophy)

 Man is the subject and object of education.” Man is a person

learning and being taught; he is at the center of the curriculum
and the entire program. As concerned, man is
multidimensional; he is a self and a member of the community,
in an integral manner.
Department of Education
 As a self the human person … “is an
individual self-conscious center, of infinite
value in himself … who cannot be a mere
instrument of society and the state.” He is
physical with material needs; intellectual
with the need to know in order to
transform himself; moral with free will
which searches for the good and whose
motive is love; and finally, spiritual – his
personhood is oriented to God.
 Department of Education
 As a social being – i.e., as a member of his community – He
belongs to a family “which is the foundation of the nation,” and
society wherein he participates in defining its goals and destinies
and in achieving the common good.

 he is economic – involved in such concerns as livelihood,

production and consumption;

 he is political – a citizen who participates in the pursuit of social

progress and total human liberation and development.
 Department of Education
 In an environment of freedom, excellence and relevance,
higher education harnesses, develops and catalyzes the
constructive and productive use of full potentials and
capabilities of Filipino men and women into becoming creative,
decisive, competitive, critically thinking and acting individuals to
contribute to the:
 realization of Filipino identity and strong sense of national
pride;
 cultivation and inculcation of moral and spiritual foundations;
 attainment of political maturity, economic stability and
equitable social progress; and
 preservation and enrichment of the historical and cultural
heritage of Filipinos, as a people and as a nation.
Guidance Philosophies of Basic Education
Institutions (BEIs)
The philosophical foundation of the Guidance
Program for secondary schools are
guided by the following principles of
guidance:

1. Guidance is concerned with the

development of the individual

2. Founded on the true concepts of the

individual and based upon the recognition
of his/her dignity, worth and individuality
 Guidance Philosophies of Basic Education
Institutions (BEIs)
3. Help students attain clearer understanding of him/herself and
the world in which he/she lives in order that he/she may plan
intelligently a full purposeful life.
4. Develop initiative, responsibility, self-understanding and self-
direction for its purpose is to make the student increasingly
more able to guide him/herself.
5. Let the individual develop his/her own insight. Counselor
should serve as a guide, a stimulating force and an interpreter
of facts, ideas and attitudes.
6. Takes into account both the immediate and remote objectives
of students.
 Guidance Philosophies of Basic Education
Institutions (BEIs)
7. Guidance is for all students, not just for the maladjusted ones.
8. Concerned with the choice, decisions, and adjustments to be
made by the students.
9. Guidance is counsel, not compulsion. Designed to make the
individual more self-directive.
10. Should be organized according to integration of efforts.
 Higher Education in the Philippines
Higher Education shall be geared towards the pursuit of a better quality of life
for all Filipinos by emphasizing the formation of those skills and knowledge
necessary to make the individual a productive member of society and
accelerate the development of high-level professionals who will search after
new knowledge, instruct the young and provide leadership in the various
fields required by a dynamic and self-sustaining economy.

Higher Education shall likewise be used to harness the productive capacity of

the country's human resource base towards international competitiveness.
 Higher Education in the Philippines
Higher education would have provided and
expanded opportunities for the technically useful
knowledge and skills development of Filipinos,
and would have constructively advanced the
capabilities of Filipinos in society. It would have
produced in the Filipinos the ability to create,
critically think, act positively and contribute to the
full development of the family, community and the
larger society.
Higher Education in the Philippines
The CHED ensures the attainment of empowered and
globally competitive Filipinos through:

1. Quality and excellence. Provision of undergraduate and

graduate education competitive with international standards
of quality and excellence.

2. Relevance and Responsiveness. Generation and

diffusion of knowledge in the broader range of disciplines
relevant and responsive to the dynamically changing
domestic and international environment.
TESDA
1. Promote and strengthen the quality of
technical education and skills development
programs to attain international
competitiveness;

2. Focus technical education and skills

development on meeting the changing
demands for middle-level manpower;

3. Encourage critical thinking and creative

thinking by disseminating the scientific and
technical knowledge base of middle-level
manpower development programs;
4. Recognize and encourage the
complementary roles of public and
private institutions in technical
education and skills development
training systems; and,

5. Inculcate desirable values through the

development of moral character with
emphasis on work ethics, discipline,
self-reliance and nationalism.
References

Review Materials from Assumption College, Makati City

Review Materials from St. Joseph College, Quezon City