1. THE GUIDANCE SERVICES
Scope, Nature and Functions of Guidance Services
Basic Guidance Services
Report by: Everly Ann Mata and
Yolangeli Mari Pineda

3. GUIDANCE
• Connote both systematic or unsystematic
and informal means toward assisting
individual

4. GUIDANCE SERVICES
• Includes systematic and organized procedure
and facilities toward assisting individual.
• As a group of services given to individuals to
assist them in securing knowledge and skills
needed in making plans and devices, and in
interpreting life. It includes tools and facilities in
discharging its services to individuals.

5. • Is an organized set of specialized services
established as integral part of school
environment designed to promote the
development of the students and assist them
toward a realization of sound and wholesome
adjustment and maximum accomplishments
commensurate with their potentials.

6. A. SCOPE OF GUIDANCE
1. Services rendered to an individual.
2. Services to staff members.
3. Services pertaining to evaluation of service.

7. B. CHARCTERISTICS OF GUIDANCE
SERVICES
1. It is an integral part of school system.
2. It is organized; it has structure, system and
personnel.
3. It is more of a preventive than curative.

8. 4. It promotes educational objectives.
5. It adheres to the principle that the
individual/students is the center of all
efforts.
6. It promotes student development.

9. C. FUNCTIONS OF THE GUIDANCE SERVICES
1. To improve self-understanding.
2. To increase student understanding of self in relation to
others.
3. To emphasize relationships between academic pursuits
and personal development.
4. To promote better understanding of the teacher to
achieve such as an important role in relating to life, the
students should have understanding.

10. 5. To contribute to feeling of security.
6. To supplement teachers’ effort in assisting
children with problems.
Steps which teachers can take:
a. Maintain an attitude of sympathy.
b. Make an effort to understand these
children and convey a feeling of
genuine understanding.

11. c. Provide counseling in appropriate
cases.
d. Make referrals to the counselor.
e. Maintain contact with home, as
appropriate.
f. Provide for the needs of an individual
students within instructional
setting.
g. Provide personal attention incident to
classroom and other activities.

12. 7. To provide for the accomplishment and
attainment of long range goals.
8. To accumulate and interpret important
information.

14. A. INFORMATION SERVICE
The function of the Information Service is to make
available to pupils or students certain kind of
information not ordinarily provide through the
instructional program or during the regular period of
instruction.
The service is classified into 3. These are:
1. Occupational Information
2. Educational Information
3. Social Information

15. Objectives of the Information Service
1. To develop a broad and realistic view of life’s
opportunities and problems at all levels of
training.
2. To create an awareness of the need and an active
desire for accurate and valid occupational,
educational and personal social information.
3. To provide wide understanding of the wide scope
of educational, occupational and social activities
in terms of broad categories of related activities.

16. 4. To assist in the mastery of the techniques of
obtaining and interpreting information for
progressive self- defectiveness.
5. To promote attitudes and habits that will assist
in the making of choices and adjustments
productive of personal satisfaction.
6. To provide assistance in narrowing choices
progressively to specific activities which are
appropriate to aptitudes, abilities, and interests
and to the proximity of definite decisions.

17. Tools used in the attainments of it’s objectives:
a.Meetings/Orientation program
b.Use of bulletin board/brochures.
c.Research Data
d.School Campaign

18. B. FOLLOW-UP SERVICE
An integral part of guidance services is the
follow-up.
It is concerned with what happens to
students while in school or after they have
left schools.

19. Purpose of Follow-up Service
1. To ascertain the progress and status of
students within the various classrooms,
courses and curricular areas.
2. To gain data which may identify weakness in
the various phases of the school progress.

20. 3. To learn how former graduates are processing.
4. To evaluate the effectiveness of the school’s
placement activity.
5. To learn why pupils leave before graduation.
6. To discover grade levels at which most dropouts
occur.
7. To obtain opinions concerning needed
modification of the curriculum in the light of the
experiences of former pupils.

21. Tools Used in the
Follow-up Service
1. Conducting surveys.
2. Use of telephone.
3. The use of follow up letters.

22. C. PLACEMENT SERVICE
Placement is a service within the guidance
program which is designed to assist students
in the selection of suitable courses or
curricula, extra-class activities and part-time
or full-time employment or appropriate
career choices and skills.

23. Types of Placement Service
1. Educational placement
2. Occupational placement
3. Job placement

24. D. COUNSELING SERVICE
It implies planned provision for serving
unique need of pupils through the person to
person relationship of counselor and
counselee.

25. Functions of Counseling Service
1. Study the real life environment.
2. Define the problem situation.
3. Establish the parameter of the program.
4. Design a counseling model.
5. Pilot test model.
6. Introduce the system.
7. Operate the system.
8. Evaluate the system.
9. Eliminate the system.

26. Basic Facts of Counseling
1. The process involves a two-way relationship and
responsibility.
2. Counseling service should be extended to all
students in the schools and the former pupils
who have graduated or who have left schools.
3. Some staff members should be trained to work
with different groups of students on various
phases of the guidance program including the
counseling service.
4. The need of the counselee gives rise to the
development of the counseling situation which
aimed at the satisfaction of those needs.

27. 5. The counseling passes through 3 stages:
a. Exploratory stage
b. Interpretative stage
c. Adjustment stage

28. T-H-A-N-K-U!
THANK YOU.
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