Basic Principles on Guidance (and Counseling)

Prepared by: Frishela Claudio Camid-eng

Principles tend to form a philosophical framework within which programs are organized and activities develop.

CHRONOLOGICAL PRESENTATION OF SOME BASIC

PRINCIPLES IN GUIDANCE

1. Guidance is based on a true concept of the client.

2. Guidance is designed to provide assistance to a person in crisis in solving it through self-discovery and self-direction.

3. Guidance is a learning process.

4. Guidance is helping client understand himself.

5. Guidance leads one to make intelligent chores, move on to a decision or adjust to any situation at hand.

What principles are considered in guidance work?

By Crow and Crow:

1. Every aspect of an individual’s complex personality patterns constitutes a significant factors of his total display of attitude and behaviors.


By Crow and Crow:

2. Although all human beings are similar in many ways, individual differences must be recognized.


By Crow and Crow:

3. The function of guidance is to help a person:

(a) formulate and accept stimulating worthwhile , and attainable goals of behavior

(b) apply these objectives in conducting his affairs


By Crow and Crow:

4. Existing social, economic and political unrest is giving rise to many maladjustive factors that require the cooperation of experienced guidance workers.

By Crow and Crow:

5. Guidance is a continuous process.

6. Guidance is not limited to a few.

7. Guidance is education, but not all education is guidance.


By Crow and Crow:

8. Generally accepted areas of guidance include concern with the extent to which an individual’s physical and mental health interferes with his adjustment to home, school, and vocational demands.


By Crow and Crow:

9. Guidance is fundamentally the responsibility of parents in the home of teachers in the school.

10. Specific guidance problems in any age level should be referred to persons trained to deal with particular areas of adjustments.


By Crow and Crow:

11. Programs of individual evaluation and research should be conducted, and progress and achievement made accessible to guidance workers.

12. The guidance program should be flexible in terms of individual and community needs or else it will lose its value.


By Crow and Crow:

13. Responsibility for the management of a guidance program should appear in the attitudes toward the program of all who are associated with it.

14. Continuous or periodic appraisals should be made.


By Crow and Crow:

15. Guidance is preventive rather than curative.

16. Test have their place in guidance.


By Crow and Crow:

17. The phase is an individual’s development history does not exhibit a unitary problem.

18. Individuals tend to be different or like one another.


By J. Anthony Humphreys

1. Take time to solve problems and make decisions.

2. Let the counselee develop his own insights.



3. Consider most individuals as average, normal persons.

4. Problems arise from situations.



5. Problems are interrelated.

6. The integration of effort is essential.

7. Guidance must be an integral part of the organization.


By Lefever and his associates

Three Groups:1. Principles related to basic assumptions2. Principles related to outcomes projected

for the students3. Principles related to the proper

functioning of the guidance program



PRINCIPLES RELATED TO BASIC ASSUMPTIONS

a) Guidance is primarily dedicated in implementing the essential concern of democracy for the dignity and worth of the individual.

b) Guidance is a lifelong process.




PRINCIPLES RELATED TO OUTCOMESPROJECTED FOR THE STUDENTS

a) Guidance seeks to assist the individual in becoming progressively more able to guide himself.

b) The guidance should be extended to all, not simply to the obviously maladjusted.




c) Guidance deals with the whole person, but any respect of guidance may serve as an avenue of approach or means of developing report.




d) Since guidance is a unitary process, provision must be made for all interrelated aspects.

e) Guiding in the absence of data is quakery.



PRINCIPLES RELATED TO THE PROPER FUNCTIONING OF THE GUIDANCE

PROGRAM

a) Guidance worker need special preparation.

b) Guidance worker should rigorously

observe a code of ethics.




PROGRAM

c) One staff member in the school should be responsible for the guidance of each students.

d) When two or more staff members are engaged in guidance, someone should coordinate the work.



PROGRAM

e) The guidance worker should become thoroughly acquitted with all available guidance agencies or service.

f) Guidance activities are of two kinds group and individual: not all workers equally competent in both.



By Madali, et al.

1. Guidance places emphasis on the dignity, worth and individuality of the child as a means of promoting the democratic way of life.

2. Guidance should not be limited to the few who are obviously maladjusted; it should be extended to every one who can benefit from it.

By Madali, et al.

3. Guidance services help the individual to become increasingly competent in self-direction and self-help.

4. Guidance is a continuous process of service to the child.



By Madali, et al.

5. Guidance aims to promote the all around growth and development of the individuals and group evaluation and research should be organized and utilized.

6. To have an effective guidance, a system of individual and group evaluation and research should be organized and utilized

By Madali, et al.

7. On effective guidance program have personnel who had special preparation and adequate training for the work.

8. Guidance services are an essential phase of the administrative and supervisory responsibility of school officials.


CONCLUSION

Whenever of the guidance principle is to be adopted, they should serve to direct the attitudes activities of the person engaged in guidance work. They have value for the person engaged in guidance work. They have value for the person being guided. They serve to promote a smoothly functioning program of guidance

in the schools.

Documents

Basic Principles on Guidance (and Counseling)