G&C 504:

ORGANIZATION, ADMINISTRATION,
SUPERVISION & EVALUATION OF
THE GUIDANCE SERVICES

Presented By:

RYAN MICHAEL F. ODUCADO

2014

REFERRAL
Usually understood as the action taken by persons
within the institution who see that a particular
person needs counselor assistance.
Also refers to the assistance rendered to clients of
their significant others in obtaining services from
other people or agencies that might be more
effective in helping them.

REFERRAL
Usually made to other people, particularly
specialists, who might be in a better position to
respond to the peculiar needs of the client.
The counselor should have a roster of specialists for
purposes of referral.
Includes internal and external consultants.

REFERRAL: CONSULTANTS
Medical-dental assistance
Psychiatrists and Medical doctors

Psychologists
Priests, pastors, nuns
Religious organizations offering counseling
services: Ligaya ng Panginoon, Bukas Loob sa
Diyos, Victory Christian Fellowship, Seven
Hundred Club, Emmanuel Charismatic Community
Use biblical or spiritual approach to counseling.

REFERRAL: CONSULTANTS
Developmental pediatricians or respective
associations, Neurologists, Occupational
Therapists
Children with special needs, like learning
disabilities, or pervasive developmental disorders
Lawyers
If legal attention is needed as in the case of the
physically and sexually abused, the wrongfully
accused, those seeking annulment or fighting for
custody

REFERRAL: CONSULTANTS
Speech therapist/pathologists
People not able to speak because of physical defects

Hospitals for Drug Testing/Rehabilitation

Centers
Families with a member suspected of drug abuse
Support Organizations

REFERRAL: CONSULTANTS
Specific areas of concern needing specialists and not
for counselors with generic training:
HIV/AIDS
Marital problems (Center for Family
Ministries/CEFAM)
Crisis Counseling

REFERRAL: CIRCUMSTANCES UNDER WHICH

REFERRAL MAY TAKE PLACE
the counselor believes that
the needed attention/service is
he/she cannot be objective
beyond the competency of the
with the client
counselor
the client believes he/she
cannot work with the
counselor

the counselor is no longer

available

specialized attention is needed

non-professional relationship by the client
has developed between the
client and counselor

REFERRAL: ETHICAL CONSIDERATIONS

the counselor has a valid reason for deciding on a
referral
the counselor knows the specific area of concern
requiring the referral

REFERRAL: ETHICAL CONSIDERATIONS

the counselor is familiar with:
where services are available
what services are available
who renders them
how much the services would cost
the credentials of the external consultant

REFERRAL: ETHICAL CONSIDERATIONS

the client has agreed to the referral and its terms

the external consultant knows what the referral is

for and has accepted the referral
the counselor and the client have agreed about the
information that can be revealed to the external
consultant

REFERRAL: ETHICAL CONSIDERATIONS

the counselor introduces the referred party to the
external consultant
the counselor follows up and ensure that the
referred party gets the assistance needed
the counselor does not interfere with the work of
the external consultant

REFERRAL: ETHICAL CONSIDERATIONS

the counselor gives feedback to and receives
feedback from the external consultant regarding the
progress of the client so intervention can target
what needs attention
the counselor does not charge for referral

PLACEMENT
Is ensuring that people are in the right place at the
right time.
Has something to do with helping people find a
place that will contribute to the physical, mental,
emotional and spiritual health and well-being.

PLACEMENT
Considers goals, values, needs, interests and
capabilities in helping clients find their niche.
It provides clients with options, enables them to act
on their choices, and helps them adjust to the
chosen environment.

PLACEMENT: TYPES
1. Personal/Social Placement
2. Educational/Academic Placement

3. Occupational/Career Placement

PLACEMENT: SOCIAL-PERSONAL CONCERNS

shyness/social phobia
poor self-esteem/feeling of
inadequacy
lack of friends
unusual or uncommon
interests/talents
substance abuse

criminal offense
abuse
illness
being orphaned or
abandoned
physical disabilities
mental illness

PLACEMENT: PERSONAL PLACEMENT AREAS

Crisis
centers/shelters/halfway
homes for battered
women/children
Mental hospitals
Substance-abuse centers
Homes for unwed mothers
Music schools/speech schools

Ballet and dance schools

Art schools/drama and
theater groups
Sports clubs/facilities
Cancer support groups
DSWD/Local Government
Centers
Centers of contagious
diseases

PLACEMENT: PERSONAL/SOCIAL COMPETENCIES

BY ASCA In Gibson and Mitchell, 1999
1. attitudes, knowledge, and interpersonal skills that
help them understand, appreciate, and respect
themselves and others
2. ability to set appropriate goals, make decisions,
and take necessary action to attain goals
3. understanding and application of safety and
survival skills

PLACEMENT: EDUCATIONAL/ACADEMIC CONCERNS

are going to school for the first
time
are transferring from one locality
to another
are being dismissed from a school
or who need to relocate midyear
want/need to transfer to another
school
are not allowed to enroll for the
following school year
have to be grouped homogenously

beginning to manifest some

learning disability or special
needs
are gifted
had been out of school for some
time and are planning to study
again
have been delisted from their
major field of study and need to
shift
want to shift to another course
refuse to go to a regular school

PLACEMENT: EDUCATIONAL/ACADEMIC CONCERNS

Within the educational setting, there can be:
Course placement
Level placement
Section placement
Group placement
Co-curricular placement
Extracurricular placement

PLACEMENT: INFORMATION ABOUT

EDUCATIONAL INSTITUTIONS
Private schools, colleges and
Special institutions for home
universities
study

Public schools, colleges and

universities

Correspondence school

Special schools
Tutorial schools

Music schools, dance

schools, etc

Schools that offer home study

Vocational technical schools

Special institutions for home

study

Schools for the gifted

PLACEMENT: INFORMATION NEEDED FOR

EDUCATIONAL PLACEMENT

requirements the institution

courses offered
scholarships and financial
grants
unit requirements
co/extra-curricular offerings
rules/regulations/policies
procedure for applying and
enrolling

maintenance requirements
religious affiliation and/or
political leanings
culture and climate
socio-economic bracket of current
population
academic standing vis--vis other
educational institutions
Public recognition
Location
attire

PLACEMENT: ACADEMIC COMPETENCIES

BY ASCA In Gibson and Mitchell, 1999

1. acquisition of the attitudes, knowledge and skills that
contribute to effective learning in school and across the
lifespan

2. completion of studies with the requisite academic

preparation needed to select from post high school/college
alternatives including vocational/technical, college or
university, diploma/certificate course
3. comprehension of the connection between academics and
the world of work and life at home and in the larger
community

PLACEMENT: OCCUPATIONAL/CAREER
Job Placement
Career Orientation Seminars in high school
Focuses on matching students seeking part-time or
regular employment with available jobs (Gibson
and Mitchell, 1999)

People enter the work setting that is suited to their self-concept, personality traits and
characteristics , needs and desires, goals, values, intellectual capacities, health and
strength, talents and skills, interests, personal and environmental capabilities and
limitations. A mismatch in one can lead to unhappiness and/or failure that
can lead to a mistaken self-perception or disenchantment in the world of
work that could have long-term repercussions in the life of the individual.

PLACEMENT: OCCUPATIONAL/CAREER
ACTIVITIES

Training sessions
Publication and distribution of
graduate directory
Coordinating with reputable
corporations and industries
Job fairs
Ensuring proper match between
client and the requirements of
and possibilities in the job,
position, and work setting

Facilitating entry into world of

work
Posting and disseminating job
opening
Determining progress of
graduates in the work setting
as a basis for improving
educational system and
services or placement activities

PLACEMENT: OCCUPATIONAL/CAREER

ACTIVITIES
For currently enrolled students:

The counselor can also perform the

aforementioned to help students find:
1. Part-time work
2. Practicum settings

PLACEMENT: CAREER COMPETENCIES

BY ASCA In Gibson and Mitchell, 1999

1. acquire skills needed to examine the world of work vis--vis
knowledge of self, make informed career decisions and take
appropriate steps accordingly
2. use appropriate strategies to ensure career success and
satisfaction in the future
3. recognize the connection and interaction between personal
qualities, education and training and the world of work

PLACEMENT: REQUIREMENTS
1. have an extensive and intensive knowledge of the different
possibilities for placement
2. have a thorough knowledge of the client and his/her needs for
placements
3. explain to the client the rationale for placement and what
could be expected
4. are able to liaise between the client and institution or agency
where he/she would be placed
5. ensure that clients benefit from the placement

FOLLOW-UP
Nature and Purpose
Ideally, a service extended to anyone is followed-up
to determine goal attainment and customer
satisfaction.
1.

Helps determine the status of the person who received assistance and
what other assistance must be rendered so that the service is complete
and holistic

2.

Can determine the adequacy and sufficiency of the programs and services
extended in meeting the needs of its clientele.

FOLLOW-UP: PERSONAL
Can be extended to individuals who have been counseled,
referred and placed.
Reasons why clients do not return:
1. they are not satisfied with the counselor;
2. they are happy as a result of the session;
3. they are too preoccupied with other concerns which
they believe the counselor cannot help them with;
4. they have decided to handle the problem their way.

FOLLOW-UP: STUDIES
Can take in the form of research and/evaluation when
conducted to determine:
1.
2.
3.
4.
5.

where graduates went after leaving school

where dropouts/school leavers went
reasons for dropping out or leaving the school
how well graduates are doing in their jobs
what additional needs graduates or dropouts/school
leavers have that the school can still respond to
6. how long graduates stay in their jobs
7. adjustment difficulties and concerns of graduates and
school leavers/dropouts

FOLLOW-UP: STUDIES
Can take in the form of research and/evaluation when
conducted to determine:
where graduates went after leaving school
8. additional knowledge and skills required by the job which
formal studies did not offer
9. employer satisfaction with graduates
10. percentage of high school graduates who go to college and
where they go
11. where those who do not go to college go and what they do
12. problems and concerns of those who do not pursue a
college course

RESEARCH & EVALUATION

Nature and Purpose
Research is a service-oriented activity
conducted to discover new knowledge, to advance
current knowledge and to substantiate theory.
Program Evaluation is a program-oriented
activity that seeks to collect relevant information to
determine whether program goals are met in terms
of outcomes as basis for the modification of the
delivery of services.

RESEARCH: AREAS
Nonintellective factors that affect
academic achievement
Teacher responses to student
misbehavior
Student expectations of teachers:
impact on motivation
The effective teacher: students
perspectives and responses
The effect of matching strategies
with learner modalities and
intelligences

Leisure and free time activities

Online usage/cyberspace
addiction
Dating habits of high
school/college students
Students experiences of sexual
harassment in sschool
Parent-child interaction: how
much and how?
Sex education from parents

RESEARCH: AREAS
Husband-wife relationships:
impact on children
Family mottos and myths:
childrens responses
Role models and heroes
Abuses experienced at home
Decision-making processes

Effectiveness of specific
counseling approaches in
resolving family issues

Effectiveness of certain training

programs in improving wellbeing
Effectiveness of certain guidance
activities in improving social
effectiveness, academic
achievement, self-efficacy

EVALUATION
Evaluation - is done to discover whether programs,
services or activities attain the goals for which they
are implemented.
Program evaluation
a form of research
to determine the value of the program --- its
effectiveness, adequacy, efficiency
provides sound basis for planning, implementing,
managing and promoting.

EVALUATION: PURPOSES

in Gibson and Mitchell, 1999

1. provides evidence of the positive impact of

Guidance Programs and Counseling Services on
students, faculty, parents and community
organizations, in the case of schools; and
management, employees and customers in the
world of work
2. identifies needs not met by the present program
3. determines the relative effectiveness of programs,
services, activities, methods and materials

EVALUATION: PURPOSES

in Gibson and Mitchell, 1999

4. provide basis for designing staff development and

parent consultation programs
5. supplies information for support of the current
program or for improving personnel, services,
facilities, budget or coordination with the other
members of the school or community
6. underscores and clarifies the role of the school
counselor and his/her services as an integral part
of the educational system and program

EVALUATION: TYPES
1. Formative (Process) - is conducted during the planning
and operation of a program, service or activity; seeks to
obtain information that can be used to improve content and
delivery along the way.
2. Summative (Impact) - conducted after the program
activity or service has been completely drawn up and
implemented to determine its effectiveness; informed
decisions can then be made on whether to continue, revise or
terminate.

EVALUATION: IMPERATIVES
1.

Recipients and implementors of the services and activities

must be involved in the evaluation.

2. The attainment of the goals of the program, service or

activity --- not just the enjoyment or satisfaction it provides
must be the target.
3. Evaluation must be properly planned.
4. The results must be communicated to the parties involved.

5. The findings must be used to improve the program, service

or activity.

REFERENCE
Villar, I.V.G. (2007). Implementing a comprehensive
guidance and counseling program in the
Philippines. Makati City :Aligned Transformations
Publications