2. Characteristics of Counselee
Havighurst
He presents
development within a
socio-psychological
framework
Erikson
His development
theories have
psychoanalytic origin
and set forth the
psychodynamics of
human behavior at
various stages.
3. Developmental Tasks and Concerns
of Middle Childhood Children (6-11)
Middle Childhood Dev’l. Tasks
Learning physical skills
necessary for ordinary games.
Building wholesome attitudes
toward one’s self as a growing
organism
Learning to get along with age-
mates
Learning an appropriate
Concerns of Middle childhood
Emotional problems such as
anxiety, hyperactivity,
immaturity, impulsivity,
moodiness, and withdrawal.
Intellectual disabilities
such as short attention span, low
ability, defective memory,
perceptual malfunctioning, poor
study habits, underachieving, and
inability
4. Developmental Tasks and Concerns
of Middle Childhood Children (6-11)
Dev Taks of Middle
Childhood
masculine or feminine social role.
Developing fundamental skills in
reading, writing, and calculating.
Developing concepts necessary
for everyday living.
Developing conscience, morality,
and a scale of values.
Concerns of Middle
Childhood
to understand;
Motivational inadequacies
including lack of ambition, poor
or negative attitudes,
frustrations, lack of interests,
and low levels of aspiration;
Moral defects such as lying,
obscenity, psychosexual
indiscretions, stealing, and
5. Developmentals Tasks and Concerns
of Middle Childhood Children (6-11)
Developmental Tasks:
Achieving personal
independence.
Developing attitude
toward social groups and
institutions.
Concerns:
undeveloped values;
Physical ailments including
chronic illness, poor health
habits, orthopedic
handicaps, and
psychosomatic
manifestations;
Social maladjustment
including aggressive
antisocial behavior
6. Developmentals Tasks and Concerns
of Middle Childhood Children (6-11)
Developmental Tasks
Concerns
Family conflicts,
isolation, and uncouth
behavior.
7. Developmentals Tasks and Concerns of
Highschool Students (12-18)
Developmental Tasks:
Achieving new and more
mature relations with age-
mates of both sexes.
Achieving a masculine or
feminine social role.
Accepting one’s physique
and using the body
effectively.
Achieving assurance of
economic independence.
Concerns:
Concerns with boy-girl
relationships.
Feeling of increasing
dependence, self-direction.
Concerns about vocation or
the future.
Concerns with social
relationships.
Concern with marriage and
raising a family.
8. Developmentals Tasks and Concerns of
Highschool Students (12-18)
Developmental Tasks:
Selecting and preparing for
an occupation.
Preparing for marriage and
family life.
Developing intellectual skills
and concerns necessary for
civic competence.
Desiring and achieving
socially responsible behavior.
Concerns:
Awareness of increased
responsibilities.
Feelings about religion and
morality.
Concern about school
success and grades.
Problems of sibling
relationships.
Dissatisfaction with school
experience
9. Developmentals Tasks and Concerns of
Highschool Students
Developmental Tasks:
Acquiring a set of
values and an ethical
system as a guide to
behavior.
Concerns:
10. Developmentals Tasks and Concerns of
College Students/Early Adult(19-30)
Developmental Tasks:
Selecting a mate.
Learning to live with a
marriage partner.
Starting a family.
Rearing children.
Managing a home.
Getting started in an
occupation.
Concerns:
College dropout
Illigitimacy and Youthful
Marriage
Crime and Delinquency
Youth Empowerment
Alcohol and Drugs
Sexually Transmitted
Diseases
11. Developmentals Tasks and Concerns of
College Students/Early Adult(19-30)
Developmental Tasks:
Taking on civic
responsibility.
Finding a congenial
social group.
Concerns:
Stress, anxiety, and
Depression
Other Concerns such as
emotional/personal
problems, family and
relational conflicts, academic
skills and motivation
difficulties, and career-
decision making issues.
13. Expectations of
Counselees:
To produce personal
solutions for them.
To bring relief after
stressful situations
To result in a choice after
vacilating over a decision
To lead to their being
popular for unpopular
counselee
Myths or Unacceptable
Counseling Expectations
: (Shertzer & Stone)
Parent . To improve student
selection of hs subjects and
help students formulate
plans for future education or
work.
Teacher. To reduce or
eliminate pupil behavior that
causes classroom friction
and disturbance.
(primary responsibility of
counselor is counseling)
14. Expectations of
Counselees:
To expect solace and the
discovery of ways to interact
meaningfully with others.
To guarantee to an
admission, scholarship, or
financial aid.
To turn to success for those
who failed in subject/s
Myths or Unacceptable
Counseling Expectations :
(Shertzer & Stone)
School Administrator.
Counseling should result to
an efficient school
organzation, hence,
supportive of school policies
and reinforce student
conformity and acceptance
of the status quo.
Administrators expect little
or nothing from counseling
or as a requirement by
accrediting associations
15. Expectations of
Counselees:
To seek quick
placement, job
satisfaction, and
easy promotion.
Myths or Unacceptable
Counseling Expectations :
(Shertzer & Stone)
Goverment Agencies.
To identify and nurture
superior human talent.
To put youngsters into
careers, therefore,
persuade and direct
individuals into critical
occupations.
16. According to Wesleyan College,
“Counseling is not a mysterious process.
Students should expect the counselor to
LISTEN to concerns attentively, ASK
questions to understand the situation in
detail, and PROVIDE feedback with
objective viewpoint.”
What then are counseling
expectations?
17. Goals are the objectives which counseling
strives to accomplish. These are:
Behavior Change
Positive Mental Health
Problem Resolution
Personal Effectiveness
Decision Making
What are Counseling Goals?
18. According to Byrne:
1. Ultimate Goals
2. Intermediate Goals
3. Immediate Goals
According to Dolliver:
1. Expressive Goals
2. Instrumental Goals
What are its classifications
20. a. They can describe the nature and use of different types of
formal and informal assessments, including questionnaires,
checklists, interviews, inventories, tests, observations, surveys,
and performance assessments, and work with individual skilled
in critical assessment.
b. They can specify the types of information most readily
obtained from different assessment approaches.
c. They are familiar with resources for critically evaluating each
type of assessment and can use them in choosing appropriate
assessment strategies.
Competency 1. Counselors are skilled
in choosing assessment strategies.
21. d. They are able to advise and assist others
(e.g. school district) in choosing appropriate
assessment strategies.
Continuation of Competency No. 1
22. a. They know which assessment instruments are commonly
used in school settings to assess intelligence, aptitude,
achievements, personality, work values, and interests,
including computer-assisted versions and other alternate
formats.
b. They know the dimensions againts which assessment
instruments should be evaluated including purpose, validity,
utility, norms, reliability, and measurement error, score
reporting method, and consequence of use.
Competency 2. Counselors can identify,
acces, and evaluate the most commonly
used assessment
instruments.instruments
23. c. They can obtain and evaluate information
about the quality of those assessment
instruments.
Continuation of Competency No.2
