COLLEGE GUIDANCE CENTER
Ateneo de Naga University
Level 1 Teacher Counselors’ Training (Batch 7)
December 5-6, 2013
Arrupe Convention Hall
I.
Rationale
Schools have as their major goal the fostering of the overall development of a healthy personality
of their students (Bojuwoye, 2004). The process of this holistic development calls for a consideration of
a number of dynamic factors which may include the intellectual, social, emotional, physical, vocational,
moral, and cultural adjustments of the students. The development of the healthy personality and social
skills of the students is as important as the development of their academic competencies. With this for
a fact, it becomes reasonable to find an avenue to increase the effectiveness of social services which
the school is expected to provide for the students.
Classroom teachers are considered the major school sector who experience daily interaction with
students (Patterson & Sikler, 1974). Moreover, these teachers spend the largest amount of their time
with students than any other member of the school staff. Teachers are frequently seen as the most
potent helpers in the school environment. Gibson and Mitchell (2003) also highlighted that teachers are
the most important professionals in the school setting. They are the vital link in the integration of
affective education into the curriculum.
Smith (2004), however, discussed that among students, they prefer teachers who exert effort in
developing good interpersonal relationships with them, have the willingness to listen to them, help them
with their problems, and care for their emotional needs and well-being.
Highlighting the important roles teachers play in the classroom would mean an expansion of the
concept of teaching. This concept, however, does not mean deviating from the traditional ways of
classroom management but simply a call for a greater awareness that a form of developmental learning
in the classroom deserves equal attention.
With higher expectations and regard from teachers, the school should empower them toward a
more formalized helping roles. Being considered as the first line of helpers in the classroom setting,
teachers would have to be provided with the necessary skills training that would facilitate a more
personalized and individualized relationship with their students. Furthermore, to promote students'
affective development and to be able to relate effectively with them, teachers need pre-service training
(Bojuwoye, 2004).
Schmidt (1993 as cited in Aluede & Egbochuku, 2009) stressed that no school counseling program
can be successful without the support of the teachers in school. The roles teachers play should not be
underestimated in the entire scheme of things. Teachers are considered of great help in the school
counseling program. They are the primary sources of referrals of students who are in need of
additional or special assistance (Gibson & Mitchell, 2003). Thus, teachers’ support and participation
are very vital to any program that involves students. Teachers are called to go beyond their traditional
roles and should play a significant role in participating in the school counseling programs.
Specifically, teachers then need counseling skills (Fairchild, 1977) as well as human relation skills
(De Boer & Hayes, 1982) if they are to assist in the all-around development of the students.
Knowledge of counseling skills would definitely help teachers focus more on the needs of students and
make them able to assist the students to more significant realization of the latter’s needs and
aspirations. Knowledge of counseling skills will also give teachers an opportunity to understand deeper
and be able to form insights concerning many students’ problems that may have positive effects in the
students’ academic performance. Furthermore, knowledge and practice of these counseling skills can
1

also assist teachers become aware of the needs to improve learning environment and have a more
personalized relationship with students.
From School Year 2008-2009 to School Year 2012 to 2013, the CGC has already conducted six (6)
batches of Level 1 TC Training and five (5) batches of Level 2 TC training. In total we already have 154
Teacher Counselors who were able to attend Level 1 Training and 85 Teacher Counselors who were
able to attend Level 2 Training. They came from the various Colleges, Formation and Student Support
Offices, Academic Support Offices, and even from the High School Department. All the participants
expressed the relevance of their training.
In reference to the Ignatian Formation Program for teachers, basic counseling skills are among the
skills expected of teachers who are especially in the probationary period. Under the Teaching
Spirituality component, faculty members who are in their probation years (1 st three years of service) are
encouraged to attend the in-service training program on facilitating and basic counseling techniques
(ADNU Ignatian Formation Program Design for Faculty Members). Training on basic counseling is
made available to teachers to assist them in developing appropriate handling of students’ psychoemotional concerns. The acquired skills may also lead to a deeper appreciation of and commitment to
the profession of teaching as a ministry. Moreover, this training program is also responsive to St.
Ignatius’ call for “Cura Personalis”. By offering the program, it is not only the teachers’ need for support
that is addressed but also the students’ personal and developmental needs as young adults. Finally,
of whatever skills that the teachers might acquire from this activity, it would be the students themselves
who will benefit.
Objectives:
to:
II.
At the end of this program, the participants would have the chance
1. Surface and process some personal concerns and realize how their own paradigms and
predispositions impact on their interaction with their students;
2. Be made aware of the interaction and similarity between the role of the Ignatian Pedagogue and
the traits of a counselor;
3. Develop empathy toward students through an understanding of their cognitive, psychosocial, and
physical developmental stages, specifically issues and concerns of young adults;
4. Develop insights from the counseling approaches as “tool” for ministry in general, not merely as as
structure limited to a one-on-one encounter. Thus, those insights maybe utilized in a more effective
classroom management;
5. Become aware as teachers of how they project themselves to their students, with an emphasis on
developing helping and facilitative behaviors especially in a one-on-one academic advising;
6. Acquire basic counseling skills to help students on an individual basis; and
7. Get to know the referral system and able able to use them in responding to crisis situations.
The training framework
PART 1 Way of Being
Understanding Myself
(I as a Teacher – the person of the TeacherCounselor)
•
•
•
Kumustahan; self-check; unloading of
baggages; role of wellness in profession
Increase self-awareness; opportunity for
self-disclosure;
Understanding the role of a teacher in
the Ignatian formation context
PART 3 Way of Intervening
Basic Counseling Techniques
(going beyond the concept of teaching)
•
•
Building empathy; spotting techniques
Introductory skills in helping students
PART 4
•
Practicum
2
Application of skills through role playing
and feedbacking

PART 2 Way of Understanding
Understanding My Students
•
•
•
General profile of the students
(through exit interview and MPCL
results)
Understanding the world of
adolescents
Develop empathy skills through
understanding adolescents’
stages, issues and concerns
PART 5
Input on Crisis Intervention
• Presentation on the different guidance
services offered
• Referral system; areas for collaboration
The above training framework, starts with Understanding one’s self (I as a Teacher). The
person of the counselor is one important area in the course of a counseling relationship. Self
awareness is also within the philosophies of the Ignatian formation. In achieving self-awareness, the
session aims to assist participants in unloading possible baggage that may be getting in the way of a
successful helping relationship. The session will also present certain traits and qualities that are
necessary in a counseling relationship.
Understanding the world of adolescents (My Students) is the next topic. This session will
present the different developmental tasks or stages that adolescents go through. To give support to
these theories, results of the exit interviews with graduating students, as well as Mooney Problem
Checklist results of freshmen students will also be presented. Discussions on the theories and the
results of the exit interviews & MPCL will give participants a clearer picture of the common concerns
and issues experienced by adolescents in the present generation. This activity hopes to address
issues and concerns of students that may greatly affect their academic and personal lives.
Having understood the possible concerns and issues commonly experienced by adolescents,
the teachers will be introduced to the Basics of Counseling. In this topic, participants will be taught
spotting skills, building empathy, and other basic helping skills to assist them in their teacher-student
relationship. Techniques and skills will be discussed to help participants improve their classroom
and/or student management.
For a deeper appreciation of the basic counseling skills, the Practicum activity will provide a
venue for application of theories learned in the earlier activities. This session will include
simulation, role playing, small group discussions, and feedback giving.
The final activity is an input on Crisis Intervention. This session will discuss possible areas
for collaboration between the faculty and the College Guidance Center. Inputs will not only be limited to
the discussion of the present referral system, but will also include the opportunity to understand the
different services being offered by the College Guidance Center.
As a final note: a successful counseling program needs the strong support of the teachers in
the school setting. Helping students experience holistic formation calls teachers to go beyond traditional
classroom teaching. By assisting teachers acquire basic helping skills, a more supportive and
personalized learning environment for all students can be provided.
3

LEVEL 1 TEACHER – COUNSELORS’ TRAINING BATCH 7
December 5-6, 2013
PROGRAM FLOW
Day 1 (December 5-6, 2013)
Time
Activities
8:00 - 8:25 am
8:25 – 8:30
Registration
Opening Prayer
Welcome Remarks
8:30 – 8:35
House Rules
Program Flow
8:35 – 9:15
Introduction
 Expectation Setting
 Psychological Contracting
 Getting-to-Know-You Activity
9:15 – 10:00
Part 1: I as a Teacher
Where I am Right Now (Going back to the
person of the Teacher Counselor)


10.00 – 10:30
10:30 – 10:50
10:50 – 11:20
Importance of WELLNESS in the
helping profession
Unloading mental baggages as one
way for promoting wellness
Activity on Johari’s Window (Individual
Brainstorming & Group Sharing)
 Identifying open & hidden self and
blind and unknown self.
Health Break
Small Group Sharing. Participants share
in the small group their personal
interpretation of the illustrations made.
They will answer the questions:
 How does your personal concern
affect you in the classroom?
Proposed Speaker/
Main Facilitator
Secretariat Committee
Video Prayer
Ms. Julma V.
Bonnevie, M.A.,
CCOP
Deputy Director,
College Guidance
Center
Ms. Marie Elaine A.
Florece
Program Committee
Fr. Jose C. Embile,
S.J, R.G.C
Clinical Supervisor,
CGC; and Faculty
member
(Undergraduate and
Graduate School)
Fr. Jose C. Embile,
S.J, R.G.C
Clinical Supervisor,
CGC; and Faculty
member
(Undergraduate and
Graduate School)
Materials Needed
Registration Sheets
Laptop and Projector
Microphone
Laptop and Projector
Microphone
Manila
Paper,
masking tape and
Pentel Pens
Laptop and Projector
Microphone
Fr. Embile
Secretariat Committee
to help distribute
materials
for
the
activity
Counselors
Player and CD for
playing soft music
4


11:20 – 12:00nn
12:00 – 1:00 pm
1.00 – 1:15
1:15 – 2:00
Insights from the activity
Input - My role as a teacher-counselor
 Teachers’ impact to their students
 Comparing the role of the Ignatian
Pedagogue with the traits of a
counselor with emphasis on “Cura
Personalis”
 Reasons counseling approach and
principles are relevant to my role as
a teacher
Lunch
Registration and settling down
Ice breaker
2:30 – 3:00
3:00 – 4:00
4:00 - 4:30
Laptop and Projector
Microphone
Secretariat Committee
PC/SV
Registration Sheets
Microphone
Part 2: My Students
 General Profile of a College Student
(Based on several year level tests
results)
 Common Problems of Students
(Based on the Mooney Problem
Checklist) – if available
2:00 – 2:30
Fr. Embile
Small group discussion:
Participants react to the problems presented
Questions:
 What are some common behaviors
that distract you in the classroom?
 What is it in a student that frustrates
you?
 What do you think are the causes of
these behaviors?
(group writes answers in manila paper)
Health Break
Understanding the World of the
Adolescent
 Developmental stages of
adolescents
 Discussion of emotional,
psychosocial concerns that impact
on learning and behavior (may
discuss the following phenomena
such as failing grades, relationship
problems, suicidal ideation and etc.)
 Effectivity of students’ coping styles.
 May also discuss communication
problems between teachers and
learners
Small group discussion:
 Putting yourself in the shoes of an
adolescent, answer the same
question: What do you think are the
causes of these problem
behaviors?
Dr. Lynette FC.
Mendoza, RP, RPm,
CASP, Director,
Institutional Testing
Center
Faculty Member of
Psychology
Department
Dr. Mendoza and the
Counselors
Laptop and Projector
Microphone
Manila Paper
Pentel Pens
Laptop and Projector
Microphone
Ms. Marianne
Permale, M.A.
Department
Chairperson of
Elementary Education/
Faculty Member of
Psychology
Department
Ms. Permale and
Counselors
Manila Paper
Pentel Pens
5

As a teacher, how would you
address these behaviors?
(group writes answers in manila paper)
Group Leaders Report what has been
discussed by the small groups
Recap synthesis and reminders
Closing Prayer
End of Day 1

4:30 – 5:00
5:00 pm
Day 2 (December 6, 2013)
Time
8:00 – 8:30 am
8:30 – 10:00
Activities
Registration
Opening Prayer
Ice Breaker
Part 3: Basic Counseling Techniques


10.00 – 10:30
10:30 – 11:30
11:30-1:00 pm
1:00 – 1:30
Spotting Techniques
Building empathy during one-onone advising
Health Break
Continuation of Part 3
 Micro skills of counseling
 Counseling ethics
 Workshop on counseling
Lunch
Registration
Ice breaker
Part 4: Practicum
Introduction to Workshop (1:30-1:45)
1:30 – 3:15
Workshop Proper: Role Playing (1:45 –
2:30)
 Participants will be grouped into 8.
 One participant will play the role of a
counselor, while the two other
participants will play as observers.
 Each group will be assigned a student
(peer counselor/student volunteer) to
play the role of a counselee.
 A Guidance Counselor will also play the
role of an observer.
 Observers will make use of a feedback
checklist for critiquing.
Program Committee
Masking Tape
Microphone
Program Committee
Proposed Speaker/
Main Facilitator
Secretariat Committee
Program Committee
PC-SV
Ms. Catherine Bobis,
M.A., CCOP
Faculty member
(Undergraduate and
Graduate School)
Materials Needed
Registration sheets
Microphone
Laptop and Projector
Laptop and Projector
Microphone
Ms. Bobis
Laptop and Projector
Microphone
Secretariat Committee
PCSKV
Ms. Bobis
Cluster Head
Counselors
Student Volunteers
Registration sheets
Microphone
Feedback Checklist
1
Feedback Checklist
2
Rating Guide on
Communication
Skills (Verbal/NonVerbal) in
Counseling
*Role playing will be done in a round-robin
approach – that is, all members will have to
change roles. Each participant will have the
chance to take the role of a counselor and
an observer.
*Five minutes is allotted per round.
Small group feed backing (2:30 – 3:00)
6




Using the feedback sheets, observers
give feedback to the participant who
played as counselor (helper).
Observers make sure to give enough
time for feedback specifically to the
helper.
Guidance Counselor will give general
feedback on the activity. He/she must
maximize the time for learning
experience.
Big group feedback and Processing (3:00
– 3:15)
 Process both the helpee (counselee)
and the helper (counselor).
For the helper:
1. What steps were you able to accomplish
as the helper?
2. How did you feel?
3. What do you feel you need to work on?
4. What insights have you gained from this
experience?
3:15 – 3:30
3:30 – 4.00
4:00 – 4.30
4.30 – 5:00
For the helpee:
1. How did you find your helper?
2. How did you feel towards the way you
were helped?
3. What areas do you think should be
worked on?
4. What insights have you gained from this
experience?
Synthesis and Wrap Up of the Workshop
Health Break
Part 5: Input on Crisis Intervention
Present relevant guidance services (i.e.
referral system and etc.)
Other suggestions and recommendations
Working break (Snacks to be distributed)
Closing Paraliturgy
Evaluation
Closing Remarks
Ms.
Julma
V. Laptop and Projector
Bonnevie,
M.A., Microphone
CCOP
Deputy Director for
Operations, CGC
Campus Ministry
Secretariat Committee
Program Committee
Rufino Ll. Ramos III,
Ph.D., RGC, CCOP,
CASP, CCLP
Director,
College
Guidance Center
Laptop and Projector
Microphone
Evaluation forms
Certificates
Distribution of certificates
Secretariat Committee
5:00 pm
End of Day 2
End of the Program
7

III.
Mechanics for Implementation
Cluster Head is assigned to generate the concept paper, program flow, create committees to
facilitate implementation of tasks and be the budget officer for the program.
The different committees are the following along with their assigned tasks:
1. Secretariat Committee – Ate Norie/Ate Rache/Ate Jelai
 Preparation of registration sheets and evaluation forms
 Compose letters to the deans, dept. chairs, invited speakers, and other target units
 Prepare ID’s for participants, staff, and speakers
 Prepare certificates for participants, staff, and speakers
 Prepare seminar kit (photocopy and collate hand-outs of speakers, forms/worksheets
needed for the sessions, paper and colored pens)
 Drafting and collation of evaluation forms
 Paper and photo documentation of the activity
2. Logistics Committee – Ate Lhen (November)/Ate JC (December)
 Reservation of venue to be used (Arrupe Convention Hall)
 Reservation of Camera, LCD, and Laptop
 Prepare the physical set up of the venue
 Distribute letters to participants and speakers
 Follow up of participants
 Ensure order of chairs in the venue every after break time
 Help speaker operate his/her power point presentation
 Provide table cloth to be used in the mess hall
3. Program Committee – Ate Elaine
 Help cluster head invite and talk with prospective speakers
 Ensure smooth flow of the program
 Officers of the day (welcome participants, introduce speakers, recap, do processing,
etc.)
 Prepare the ice breakers
 Do wrap-up and synthesis at the end of the program
 In charge of the exhibit
 In charge of the paraliturgy
4. Food Committee – Ate Agnes
 Canvass menu for snacks and lunch during the activity
 See to it the organized distribution/serving of meals/snacks
 Ensure cleanliness of mess hall; be garbage managers
 Buy other materials needed by the committee
8

IV.
Budget
The budget during the Level 1 Teacher-Counselors’ Training Batch 6 will be adapted
for the Batch 7 (see attached proposed budget). Budget will be requested from the Office of
the Academic Vice President. In case there will be budget constraints, additional budget will
be requested under the Center’s budget for Office Activities.
V.
Timetable
Date
October 21-23
November 6, 2013
•
•
•
•
November 4-12, 2013
•
•
November 11-15, 2013
•
November 18-22, 2013
November 23-26
November 25-27
November 28-29
December 4, 2013
December 5-6, 2013
December 7, 2013
December 7-8, 2013
December 9, 2013
December 10, 2013
December 11, 2013
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Activity
Revision of concept paper
Draft letter template for speakers and participants
Presentation of concept paper and creation of committees
Reservation of venue & equipment to be used (tables,
chairs, bulletin boards, sala set, LCD, Laptop, digicam,
overhead projector, etc)
Letter to AVP to endorse pax & speakers to file for OB
Preparation for communications to Deans, Chairs, other
prospective participants, and speakers
Distribution of Communications to Deans, Chairs, other
prospective participants and speakers
Prepare suggested menu for snacks & lunch
Source for rental of table cloth
Follow up on Deans & Chairs for the participants
Follow up speakers
Prepare IDs, certificates, and kits of participants
Prepare evaluation forms
Prepare IDs, certificates of speakers & staff
Tentative list of participants
Follow up hand-outs of speakers (if there are additional
handouts)
Finalize list of staff
Preparations for exhibits
Finalize menu
Finalize speakers’ handouts (photocopy, collate)
Finalize secretariat concerns (ids, certificates, list of
participants, - if there are +/- on participants)
Finalize list of participants
Prepare seminar kits of participants
Table cloth rental
Coordinate with caterer
Technical Dry Run
Set up of venue
 Training venue
 Pantry area
 Exhibit area
Training Days
Preparation of Liquidation Report
Tabulation of Attendance & Evaluation ratings
Submission of Liquidation Report ( to Cluster Head)
Submission of Liquidation Report (Treasurer’s Office)
Prepare paper and photo documentation
•
Committee In-Charge
Cluster Head
•
•
Cluster Head
Logistics Committee
• Secretariat Committee
• Secretariat Committee
• Logistics Committee
•
•
•
•
•
•
•
•
•
•
Food Committee
Food Committee
Secretariat Committee
Cluster Head
Secretariat Committee
Secretariat Committee
Secretariat Committee
Secretariat Committee
Cluster Head
Cluster Head
•
•
•
•
Program Committee
Food Committee
Cluster Head
Secretariat Committee
•
•
•
•
•
Secretariat Committee
Secretariat Committee
Logistic Committee
Food Committee
Logistics Committee
• Food Committee
• Program Committee
•
•
•
•
•
•
All Committees
All Committees
Secretariat Committee
All Committees
Cluster Head
Secretariat Committee
9

VI.
Evaluation
The same evaluation form used during the previous Teacher-Counselors’ Trainings
will be used for this batch. The evaluation tool will measure relevance and clarity of
lecture/workshop contents, conduciveness of the venue for the activity, effectiveness of the
speakers’ discussion, appropriateness of snacks and meals and other related factors in the
activity.
VII.
References
Aluede, O. & Egbochuku, E. (2009). Teachers’ opinions of school counseling programs in Nigerian
secondary schools. Educational Research Quarterly, 33 (1), 42-59.
Beesley, D. (2004). Teachers’ perception of school counselor effectiveness: Collaborating for student
success. Education, 125, 259-351.
Bojuwage, O. (2004). Counseling, human relations and teacher education: A collaborative model for
teacher training programmes in Nigeria.
Retrieved on October 12, 2009 from
http://www.unilorin.edu.ng/journaleducation.
Boyd, S. (2001, October). The Human Side of Teaching: Effective Listening. Techniques: Connecting
Education & Careers, 76 (7), 60. Retrieved October 12, 2009, from Vocational and Career
Collection database.
De Boer, G. & Hayes, R. (1982). The human service educator: A collaborative model for counselors
and teachers. The Personnel and Guidance Journal, 61 (2), 77-80.
Fairchild, M. (1977). Counseling Exceptional Children. Austin Texas: Library of Congress.
Gibson, R.L. & Mitchell, M.H. (1986). Introduction to counseling and guidance (2 nd ed.). New York:
McMillan.
Kottler, J., & Kottler, E. (2006). Counseling Skills for Teachers. Corwin Press.
Marzano, R., & Marzano, J. (2003). The Key to Classroom Management. Educational Leadership,
61(8), 6 - 11.
Patterson, L.E. & Sikler, J.R. (1974). Teachers as helpers: Extending guidance contact. The School
Counselor, 22 (2), 113 – 120.
Rice, G., & Smith, W. (1993). Linking Effective Counseling and Teaching Skills. School Counselor,
40(3), 201 – 209.
Ryan, C., & Others, A. (1986). Human Relations Skills Training in Teacher Education: The Link to
Effective Practice. Journal of Counseling & Development, 65 (2), 114-120.
Schmidt, T. (2003). Post-secondary perceptions of the secondary school counselors and their
functions at the high school level. Unpublished doctoral dissertation, Virginia Polytechnic
Institute and State University. Falls Church.
10

PROPOSED BUDGET FOR LEVEL 1 TEACHER-COUNSELORS’ TRAINING (BATCH 7)
December 5-6, 2013
Arrupe Convention Hall
ITEMS
Secretariat Committee

Teasers and invitations @ Php 25.00 x 8 packs

Ink Refill @ P295.00 x 4

Photocopying of handouts (max of 50 pcs per pax)
@ 1.00 x 50 pages x 35 pax

ID’s and Certificates for participants @ 25.00 x 15 packs

Certificates for staff @ 25.00 x 8 packs

Other materials (manila papers, colored pens, masking tape,
notebooks, ballpens, brown envelope, white board marker, id cord)
 Clear book

Printing of pictures

Transportation
Food Committee

Snacks @ PhP 25.00 x 60* pax x 4

Meals @ 50.00 x 60* pax x 2

Additional snacks for 2nd day @ 20.00 x 10 pax

Mineral Water for Speakers @ 20/pc. x 5

Coffee, sugar, styro cups and candies

Water Supply @ 35.00 x 6 rounds

Transportation
Logistics Committee

Table cloth rental @ 50.00 x 20 pcs

Laundry for table cloth used @ 35.00 x 10 kilos

Materials for para liturgy
Program Committee

Token for speakers @ 1,500.00 x 4 speakers

Materials for exhibit
GRAND TOTAL
Sub Total
Total
P 200.00
1,180.00
1,750.00
375.00
200.00
2,000.00
475.00
160.00
200.00
P 6,540.00
P 6,000.00
6,000.00
200.00
100.00
1,500.00
210.00
200.00
14,210.00
P 1,000.00
350.00
500.00
1,850.00
P 6,000.00
620.00
6,620.00
P 29,220.00
*60 = 35 participants + 25 staff (GCs & students) and speakers
11