Guidance and counseling.pdf

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extracted text: THE PRINCIPAL'S ROLE IN GUIDANCE While the administrator may not be actually engaged in guidance ";ork, it does not mean that hh; own guiding hand is not there. The general of the army doeR ... not have to be in the front lineH although this does not mean that he does not go there himRelf at all. He iR the brain of the army in battle. Under the Rame token the Principal's presence niay not be ne'ceRsarr in the claRsroom but it does not mean his influence there is totally absent. There are however, definite aspects of the guidance program wherein the Principal is actually involyed. · l) Planning the Guidance Program. - It is the job of the Principal to set down the blueprint of the guidance program. To do thiR he makes consultation with his staff as well aR. with parents and possibly with the cooperation of other educative agencies. Two heads are better than one, so runs the oft-repeated dictum - Better still, many heads are better than two. ·.the guidance program therefore should reflect the combined opinions of the teacher, the school administrator, the parents, the church and other social and civic agencies. 2) Setting the Guidance Service. - Having planned what to do, he next sees to it that the right teacher with the right temperament and training takes charge of the program. It cannot be. gainsaid that much depend upon the right selection of the guidance teacher. The whole framework depends so much upon the way he manages the guidance services. No teacher should be assigned to do guidance work who needs guidance hen;elf. This means that the guidance teacher should be one who has no problems of personal adjustment. She must have a pleasant personality, must love children, and must love the work above all. 3) Supervising the Guidance Activities. - The Principal, cannot, by any means, dissociate himself from the Guidance Program. Having planned it, his next job would be to see to it that it serves the purpose for which it was created. His continued close superviRion over the activities of the whole school cannot fail to notice if there is an:vthing amiss in it. 4) Research in Guidante. - Cuhlance i;:; a rich field for investigation and study. The Principal should be in a position to develop a climate for research work in his school. Through his experience . and maturity of judgment coupled with his peculim· position to set up special services in school, he shoulcl be able to make needed -research in guidance. 5) Cooperation With Other Educative Agencies.Guidance work is a cooperative undertaking. It in. volves the school, the home, the church, other social and civic organizations. The more people cooperating in the task of guiding children and ~'outh the better it is for the. child. The Principal should be in a position to get the cooperation and interest of those agencies. Aside from the purely administrative aspects of the Program the Principal performs other services that are actually involving guidance work, to wit: l. Consultative Service. - The Principal is the consultant. Teachers engaged in the·· guidance activities, get his advice, and ask for his opinions on moot questions. 2. Personal Interview. - The Principal interviews other members of the non-teaching personnel to see wherein they could fit in the common task of educating children. 3. Student or Pupil Interview. - Often pupils see the Principal rather than the guidance teacher for advice. The Principal cannot but satisfy the child's craving for his attention and avail himself of his mature judgment. 4. Conference with Parents. - Guiding the chilcl is a common job of both parents and teachers. The closer relation there is between the parent and the teacher, the better it is for the child. Guidance and Counselling EDUCATIONAL authorities are agreed that guidance is a function of the secondary school. Like any other of the school's major functions guidance of youth should be accorded due attention. In the minds of secondary people - the principal, the 8pecial guidance worker, the teacher - guidance must have meaning, and in their efforts to provide this vital service - guidance fo1· all youth - they must OCTOBER, 1957 By Gaudrnr.io V. A•ruino allow concepts of guidance, the modern ones especially, to find expression. PURPOSES OF SECONDARY EDUCATION Probably the most widely quoted purposes of secondary education are those enumerated Ly the U.S. Commission on the Reorganization· of Secondary Education. The Commission, after consideraLle stud.\· PAGE 23 and deliberation, set forth the following seven purposes which have been referred to as "Cardinal Principles of Secondary Education": (1) Health, (2) command of fundamental processes, (3) worthy home membership, (4) vocation, (5) citizenship, (6) worthy use of leisure, and (7) ethical character. Inglis has suggested three fundamental aims of secondary education: (lj the social-civic aim, (2) the economic-vocational aim, and ( 3) the individualistic-vocational aim. Briggs has delegated ten special functions to secondary education and presented them in the following order: (1) integration, (2) satisfaction of needs, (3) revelation of the racial heritage, (4) exploration of interests, attitudes, and capacities, (5) systematization and application of knowledge, (6) establishment and direction of interests, (7) guidance, (8) differentiation, (9) methods of teaching and learning, (10) retention and direction of pupils. Briggs elaborates on number 7 above as follows: "The school should determine to guide students, on the basis of results of personnel studies, as widely as possible into advanced study or vocations in which they are most likely to be successful and happy." The over-all purpose of seconclary education may be assumed to be the guidance of the adolescent in the ach.ievement of an intelligent and satisfying adjustment to his immediate environment. This statement implies two things: (1) an awareness of the nature of the cultural, social, political, and economic environment in which young people of today live, and (2) knowledge of individual students - their streng,ths and their weaknesses, their aims and ideals, their personal and social needs - thus bringing to light bases for reanalyzing the school's services in order to help young people adjust to their immediate environment. Other sets of purposes of secondary education could be presenteCl but essentially, there is general agreement on the purposes of secondary education. It is also clear that in every set of purposes of secondary education the function of guidance is either specifically mentioned or strongly implied, and that guidance is not conceived as a service to be set apart as an autonomous appendage to the already existing school program, but is rather accepted as an integral part of all the functions performed by the secondary school. Needs of Youth What are the needs of in-school youth? The following is a list of "The Imperative Needs of Youth of Secondary School Age" as defined by adult authorities in Secondary Education: PAGE 24 ( 1) All youth need to develop saleable skills and those understandings and attitudes that make the worker an intelligent and productive participant in economic life. To this end, most youth need supervised work experiences- as well as education in the skills and knowledge of their occupation. (2) All youth need to develop and maintain good health and physical fitness. (3) All youth need to understand the rights and duties of the citizen in a democratic society, and to be diligent and competent in. the performance of their obligations as. members of the community and citizens of the state and nation. ( 4) All youth need to understand the significance of the family for the indiyidual and society and the conditions conducive to successful family life. (5) All youth need to know how to purchase and use goods and services intelligently, understanding the values received by the .consumer and the economic conseq~1ences of their acts.· (6) All youth need to ·understand the methods of science, the influence of science on human life, and the main scientific facts concerning the nature ·of the world of man. (7) All youth need opportunities to develop their capacities to appreciate beauty in literature, art, music, and nature. (8) All youth need to be able to use their leisure time well ahd to budget it wisely, balancing activities that yield satisfactions to the individual with those that are socially useful. (9) All yotJth need to develop respect for other persons, to grow in their insight into ethical values and principles, and to be able to live and work cooperatively with others. (10) All youth need to grow in their ability to think rationally, to express their thought~ clearly, and to read and listen with understanding. Whaj, Guidance is About There are indications that the meaning of guidance is not clear to· a great many people. There is a need therefore to know what guidance is all about. .. Jones gives the following definition of guidance: Guidance involves personal help given someone, it is designed to assist a person to decide where he wants to go, what he wants to do, or how he can best accomplish his purpose; it assists him to solve problems that arise in life. It does not solve problems for the individual but helps him to solve them. The focus of guidance is the individual, not the problem; its purpose is to promote the growth of the individual in self-direction. This guidance may be given in THE PHILIPPINE EDUCATOR groups or individuals, but it always is designed to help individuals even though they be in a group. Wrinkle and Gilchrist declare that: Guidance . . . means to stimulate and help the student to set up worthwhile, achievable purposes and to develop abilities which will make it possible for him to achieve his purposes. "The essential elements are (1) the setting up of purposes, (2) the provision of experiences, (3) the development of abilities, and ( 4) the achievement of purposes ... Teaching without intelligent guh:lance cannot be good teaching, and guidance without good teaching is incompfete. ·Teaching and guidance at·e inse~arablc. Spears gives another noteworthy statement about guidance in tpis fashion: A really good guidance or personn~l program in a school depends not so much upon the tests and the techniques employed, but rather upon a whole-staff consciousness of, and participation in, effective personnel work. The program is to be judged by neither the thickness of the cumulative record folder nor the number of standardized test scores therein. None of these trippings - not even a staff of trained counsellors - can make up for the absence of a soft spot in the heart of the classroom teacher for her pupils as individuals, all different, all important. This close feeling of the teacher for individual pupils is the keystone of school guidance. Spears states further that "an effective guidance program helps a youth to see clearly four things: (1) Where he has been; (2) Where he is now; (3) Where he is going; and (4) What he has with which to get there." Harrin and Erichson believe that: Guidance in the secondary school refers to that aspect of educational program which is concerned especially with helping the pupil to become adjusted to his present situation and to plan his future in line with his interests, abilities, and social needs ... One more author, Davis, opines that: Guidance (1)' is merely individualized education, (2) includes the diagnosis of a pupil's difficulties and cooperation between teacher and pupil in their correction, and (3) is a service which should be involved in any teaching situation. A careful consideration of the meaning of guidance as described in the preceding paragraphs will yield the following summary, given in the form of key ideas. I. Guidance is personal service. 2. It is the full responsible development of the individual pupil that counts. 3. The inseparability of guidance and education is acknowledged, OCTOBER. 1957 4. Guidance is continuous. It must be borne in mind that j1,1st as learning or education can'not be precisely defined, it is impossible to giye guidance a definition that is perfect and forever satisfactory. The above- definitions are presented in the conviction that guidance is more than a work; it is a big idea, composed of many ideas and concepts, replete with purpose and form. Areas of Guidance . -In the secondary school guidance services are usually designed for application in three large areas of life .. These areas arc conveniently identified as educational, vocational, and personal and social. They are not discrete areas. They are intimately related. They are, in fact, inseparable. For example, in a certain school where emphasis is placed upon vocational guidance the vocational counselor works intimately with all other school personnel on matters of guidance, curriculum, evaluation, testing and measuring, supervision, and all other phases of a school that is a going concern. It is impossible to guide pupils properly without knowing everything possible about their home and family backgrounds, their health records since early childhood, their progress through school since the beginning, their work accomplishments outside of school their personal social habits, their purposes, and so on. Of the three areas of guidance just mentioned, vocational guidance has enjoyed the greatest emphasis in the past. In more recent years, however, increased attention has been given to educational guidance as it relates to the personal and social adjustment of young people, and the latter has rapidly come into prominence as an obligation of the secondary school. The Problem of Youth In order for secondary school people to have bases for functional guidance services there is an imperative need on their part to identify and establish the problems about which boys and girls in secondary school worry most. Sometime in 1942 Little and Chapman began a research into the nature of the problems of most concern to secondary school youth. The study was conducted for almost ten years. The utmost care with which the research was undertaken insured a valid and pertinent body of information. Upon final classification and arrangement of data, the following problem areas, named in order of .rank, were found to define in a general way the nature of youth's major problems: (1) social adjustment, (2) family relations, (3) the use of time, (4) the future, (5) personality (6) part-time jobs and money, and (7) health. PAGE 25 'l'he different types of problems under each problem area were classified as follows: 1. Social Adjustment ) How. best to get along with boy or girl friends How to feel socially accepted How lJest to entertain How best to choose friends How best to get information and make decisions about love and marriage How to secure facilities for recreation How to dress How to acquire social ease How often to have dates; when to get home How lJest to meet people . 2. Family Relations Disagreement between child and parents or matters of standards Lack of understanding between parents and child Conflicts between brothers and sisters Incompatibility, broken home, neglect Too little time with parents Inability to get along with relatives 0. The Use of Time How to budget time wisely How to study How best to spend leisure time How to deal with the time-consuming nature of school subjects cl. The Future Deciding on a vocation Continuing formal education Succeeding academically Succeeding vocationally 5. Personality How to develop a good memory How to overcome lack of interest How to develop tolerance, tact, and broadmindedness How to attract friends How to develop ph~·sical attractiveness How to develop taste in the selection and wearing of clothe8 . How to develop character and poise and to overcome selfconsciousness and timidity li. Part-time Jobs and Money How to get enough money to do things that have to be done How to get a part-time job How to earn money and go to school How to get along on a part-time job How to spend money wisely How to save money How to find suitable part-time work 7. Hea1th Sufficient sleep PAGE 26 Abnormal weight Teeth, eye, ear, nose, throat trouble Physical fitness Proper diet for good health Effect. of smoking and drinking upon health; nervousness; nail biting Organizing the School for Guidance The success of the guidance function in the secondary school depends in large measure upon organization, administration and superv1s10n. Little and Chapman define each as follows: 1. Organization. - It involves getting the right people into proper places at appropriate times, with sufficient materials with which to work effectively . 2. Administration - It involves keeping controls and lines of communication clear a~d flexible so that the right people continue to have less and less difficulty in becoming situated in areas where their efforts will be most fruitful, of resource materials to be used at given times and in given places. 3. Supervision - It is that phase of educational administration which has as its greatest concern 'Providing professional leadership in the attainment of educational objectives. It seeks to draw out the best qualities of each personality among faculty and pupils alike, and it stimulates and assists each person to increase his own powers to· the maximum. It seeks to establish unity of purpose and action among schobl personnel to the end that the satisfactory achievement of agreed-upon objectives is practically assured, and it inspires people constantly to rise to still greater heights. Supervision aids in the collection, the assimilation, and to interpretation of pertinent data and information, and it assists each individuar to become increasingly proficient in the use of these. It aims toward effecting needed changes in the nature of the school's service to pupils; in curriculum content and organization, and in methods, by helping each progressional worker understand basic reasons for changes and by riding each person in the mastery of new techniques which he must posses if desirable changes are to be effected, thus prese"rving his individual integrity. Such responsibilities are primarily tho~e of. the secondary school principal. An example of organization for guidance is ShO\Vll in the follo,ving chart: r. Guidanee Dept. Dean of Boys Dean of girls Counselors Attendance . and welfare Vocational Counselor PRINCIPAL Dept. Chairman Teachers Pupils THE PHILIPPINE EDUCATOR The Role of the Principal The prirn:ipal is a kc~.'ollkial upon whose leadershin the success of the school's program depends. If the principal is to provide leadership in effecting the dynamics of guidance· and instruction in hi~ school, he must: I. Have a deep conviction that "There are no misfit children. There are misfit courses of study, misfit textbooks;· n{isfit teachers ... The child is what education is for." 2. Realize that guidance is only one of the major functions of secondary education. 3. See the secondary school and its several functions in· proper relationship to one another and to another and to the total education of young. people. 4. Devote himself seriously to an examination of morlern concepts of guidance. This should give him more substantial bases. for planning his own leadership· activities which are directed toward improved guidance in his school. The major concepts of guidance may be summarized as follows: I. Guidance is inclusive. It is based upon the assumption that all pupils need guidance. 2. Guidance is flexible. Its method changes with individual and group needs for guidance. 3. It is democratic. Guidance cannot be imposed upon anyone with assurance that it will be effective. 4. Guidance is scientific. It can' be effective only to the degree that pertinent scientifically gathered information and data are utilized to help pupils in the solution of their problems. 5. It is preventive. Guidance aims to prevent maladjustment. To be sure, maladjustment is treated; but to delay the application of guidance untii" the child is obviously out of harmony with himself and wilh his group would b~ to defeat its very purpose. 6. It is continuous. Guidance is a service to children which begins when they enter school and ends when they have found their places in their chosen fields after leaving school. 7. Guidance is an integral part 0f the total program of education. Guidance is a whole-school enterprise, and it functions best when principal, special guidance workers, teachers, and pupils accept and work to achieve essentially the same · major goal8. Because of his position of leadership, the principal should take some steps that are essential if guidance is to be a reality in the secondary school. Spears OCTOBER. 1957 suggests the following as thos~ that must he done h:< the schools: I. See to it that every guidance counselor is one who places the worth of persona Ii ties \J0f cm~ t hP worth of subjects. · 2. Provide the means whereby guidance vvorl<C•rs who see the inadequacies of the curriculum can abo serve in helping to change it. 3. Establish a whole-staff con:::;ciousness of, ancl participation in, effective personnel work. 4. Establish the clas~room as the basic guiclancP unit, rather than the special counselor's office. 5. Let half of the guidance staff's time be spent in helping teachers to improve their ways of working with and appreciating youth. ' . 6. Rather than growing it as a separate plant graft guidance onto the already existing curriculum where necessary to accomodate this emphasis upon individual ditt'erences and personal worth. The Homeroom The hoJBeroom as it is known toda~' is a new device and it came into being as a result of demands made upon the schools to offer guidance services. Although many administrators have seized upon the homeroom period as a convenient time for expediting administrative routine, it is now rapidb' coming to be thought of as an appropriate place for guidance in the school second only to the classroom., Current use of the homeroom may be conveniently classified into two categories: (1) as an administrative device and (2) as a center for educational guidance. Certain administrative functions that are commonly performed in the homeroom are checking attendance, collecting data for the administration, distributing report. cards, reading announcements issuecl from the principal's office, promoting fund-raising campaigns, and distributing supplies. ·· Certain educational-guidance functions of the homeroom will fall in to the following ·groups: (1) registering and classifying pupils; (2) acquainting pupils with the various course plans; (3) interpreting school rul~s and regulations; (4) instructing pupils in the use and care of the $Choo! plant; (5) correlating the homeroom with the broader educational-guidance services carried on in the schools as a whole: and ((i) teaching school and community citizenship. It is said that the most satisfactory way for· an individual to ~wive his personal and social problems is to work as a member of a group. The homeroom accomodates the ideal group. Through the homeroom group guidance is made possible. Ancl when students meet in a group where each is familiar with PAGE 27 the others, a pupil en·n without pa1·ticipating in clisl'USsions or raising a question frequently receives· invaluable help. The H_omeroom Teaeher The homeroom teacher 1s a key guiclaiice worker. FEVER-REDUCING INGREDIENT IN WORKS FASTER THAN. "WONDER DRtJGS" She has the dee}>) conviction that guidance services are needed to meet the neds of th students. Because she understands the unique nature of p~rsonality, she rules out formularizecl, rule-of-thumb techniques of counselling. She makes i each individual pupil a subject of intensive and · continuous study. ,She studies the pupil, and she comes to know the pupil's .halJits <md ways of thinking, his ideas, his aims, his prolJlems. The effective homeroom teacher is under-;tanding s~·mpathetic, resoarceful. She does not. 1wed to know all the problems of each student._ She , tries to know some of the problems m; sound· bases for planning homeroom activities, fol\ she feels almost certain that most of the pupils have the same or very, similar difficulties. As time goes on, she will lJe able to identify man~' of the most pressing worries of her group. The homeroom teacher emplo:-·s techniques suitable to the ocrn:;ion for guiclanc.e. She ma.v use the group discus.,ion, the panel, or the report as the· case may be. She and her students ma.v invite someone from outside the school to meet with the group. She and her students may go on excursions as means of gathering facts t\nd developing understanding. She uses the demonstration technique~ Tests made on 150 U.S. Airforce men prove CAFI ASPIRINA 'S speed in lowering fever ! Clinical tests conrlucted at an Air Forcl' Hase in the U.S.A. on 150 aviators suffering from influenza, bronchitis and colds proved conclusively tlia t the principal ingredient in new Ci1fiaspirina lowered accompanyi"g fever faster than so-called antihiotic "wonder drugs." The findings-, published in the Journal of the American Medical Association, also reported none of the adverse side effects which occasionally accompany use of wonder drugs. The homeroom teacher-coun;:elor \'iews the business of g·athering information and data about each of· her pupils as an important on-going process, and acts according].\·. She utilizes tests of various kinds, olJsel'ves each pupil in her homeroom s~·stematicall:-·, !'ecords her observations, and compares her findings with those of other homeroom teachers. Forever liar11essed nod s1t this II/I lf'ifh /lllljllJS(' C(})/8 .<iilll'C,' lVith 111111kc u11d de/11yc :"_cuuped the s1111d!! l/'ustc; With yluciul lf'<'ri.fJ<'S split a 111011,11tui11'.<-: hnu·t A11rl po11n'ri i1 1·i1·1T l('h('rf' His fi11ge1· trnceJ. The descif hurl :ts 11·uy ll'ifh ull~thi11r1s .rJ1<c11 A11d lllitll, rJl'lilf'll d1·s1;cmtc, scn1111erl the to1t11red ll'hole A 11d /il°<'rl his .~kills to c111 /J the wnter's r11sh . .. n1 7:111:! flu· }J/(lcid lukl' i11 its l1/11e /}()II'/! 80 (;nd ((/Ir,' 111((11 r·o11tri1:ed. 011ce tlw11dcr-stro11u, 011cc lir1lit11iu.r;-s11·ift, 11011· hi'rJ.<JOrerl u11d resirn1cd, The ril'l'I', likl' SI,/)/( nui11.<J se1pe1d ('/'(( wls Le111·i11u its p11/s((fe 11ow1 r f((r /Jchi11d F11rn'1'1· hu1·111'ssnl In n·n11'11t n11d steel A11d docile to u l/((11d 111w11 u ll'heel. ~F. H. W. And Cufiaspirina gives you not one but TWO instant-acting pain relievers - plus a third ingredient that gives you an immediate lift from that depressed "let-down" feeling that often accompanies pain, fever and colds. All three of 'these "pain-fighters" work together synergistically, like a doctor's prescriplion, tu bring you the fastest and gentlest relief possible. Before you know it your pains and aches are gone - and so is that miserable depressed feeling that accompanies a cold, headache or fever. To stoP. cold or-fever ... and feel· fiD§ all over ... ·
Date: 1957
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