Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter aims to present the review of related literature and studies taken

from many different sources such as journals, magazines and finished thesis whose

findings and results are used as future basis and a strong foundation on the conduct of the

study. Those that are included helps readers to be familiarized in the study.

Related Literature

In the context of Gysbers and Henderson’s (1994), comprehensive developmental

guidance model function as the organizing model through which the status of empirical

literature regarding school counseling is examined. The results indicated that research

focused more on remediation activities as compared to preventive interventions. This

review found tentative support for career planning, group counselling, social skill training

activities, and peer counseling. The practical implications and future research direction

are drawn from this conclusion.

Guidance in schools helps pupils realize their full potential in preparing for adult

and working life. It is an area of school provision which is specifically aiming for that

particular goal, (O’Concubhair, 1981). According to the Professional School Counseling

(2003), the study evaluating the impact of school-counselor-led interventions on student

academic achievement and school success behavior leads to the positive effects of the

multiple measures of counseling. The result shows that group counseling and classroom

guidance model called student success skills (SSS) was one of the primary interventions.

The focus of the SSS model was on the three sets of skills identified in several extensive

reviews of educational research as being critical to a school success: cognitive, social,

five, six, eight, and nine.

For the Psychology in the Schools (2009), the authors discovered that students

who participated in school counseling tended to score on various outcome measures

about a third of a standard deviation above those who did not received the interventions.

This shows that school counseling interventions produced quite large effect sizes in the

areas of discipline, problem solving, and increasing career knowledge. The effect sizes

were smaller, but significant, related to school counseling interventions impact on

academic achievement. But when it comes with concerning guidance curriculum, small

groups were more effective interventions

According to (Havinghurst, 1972), he introduced a developmental approach

which children must go through developmental stages in order to lead effective lives just

like adults. If done these stages were done successfully, it directs to sufficient

progression. But there are extent that can be an obstruction in the progression.

Meanwhile, the overall aim of this type of counseling is to facilitate children's self-

actualization. This is by means of helping them address the various tasks associated with

each developmental stage. Remediation of the immediate problem situation is the short-

term goal. The long-term goal is to help children learn to equip new skills so that they can

solve their own problems and thereby live their lives more effectively. Counselling

involves teaching them the skills they need to be able to deal with their current situation

since children's problems are considered to be due to deficits in the life skills necessary to

deal with the developmental tasks they are facing, . Developmental counselling also

involves teaching children other life skills in which they are deficient in order to help
them cope with future difficulties and thereby facilitate their self-actualization. This then

comes the role of teachers when providing personal and social education to their pupils.

The teacher or counselor facilitates children's exploration of the problem situation and

then teaches them the life skills they need to deal with the problem through explanation,

modelling, role-play and homework assignments. The teacher or counselor also supports

the changes and progression which children make and as the children progress, the

teacher or counselor then acts as a coach in the development of further life skills.

Related Studies

A. Local

Philippine history, specifically the colonization period, opposes the start of

counseling in the country. Due to the guidance and counseling act of 2004 and

Psychology act of 2009, counseling is now growing and continuously prospers.

(Fernandez,2011).

The present study shows that the selected Filipino registered school counselors

have a clear understanding of an explicit counseling theory’s value in practice. In

particular, the present sample conceives a counseling philosophy as a source of direction,

reflection of professional identity, and as a model of counseling. All of these correspond

with key descriptions identified in related literatures on personal counseling theories

(Engels & Dameron, 1990; Hansen, Stevic, & Warner,1982; Kaslow, 2004)

According to the Guidance and Counseling Act of 2004, they defined counseling

almost the same on how it is defined in the united states, which is a profession that helps

an individual on his/her own problems and develops their mindset. This profession keeps
an individual into looking forward on the future by helping them find their passion.

One of the many challenges that school counselors encounter is what we call

clinical supervision. For the counselors who have undergone to their practicum training

appears to be in transition period in terms of supervise development. It also concluded

that these counselors preferred to have experience with more interpersonally sensitive

supervisors. (Philippine Journal of Counseling Psychology vol. 15 no.1, 2013)

According to the study of Jed V. Madlambayan, Students’ Perceived Level of

Importance and Performance of School Counselor Roles and Functions (2017), the

purpose of this study was to identify and compare the perceived level of importance and

performance of roles and functions of the school counselors. The research employed the

purposeful sampling methodology in which study participants consisted of 164 high

school (82) and college (82) graduate students enrolled in one of Angeles City’s Colleges

during the 2014-2015 academic year. Using a self-administered questionnaire, students

were asked determine the significance of the roles and functions of school counselors and

then evaluate the success of their school counselors based on the same roles and

functions.

Results revealed that all tasks and duties of school counselors are viewed by

participants as extremely important. Participants also rate the performance of their school

counselors as very good with exemption from the position of advocate for their personal

which only got a good rating. Considerable differences in the understanding of students

about the significance of the role of school counselor as partner in their career

development and advisor in their academic development were evident, when compared

according to their educational level. In addition, there is a significant difference in the

academic progress.

Finally, there are substantial gaps between students understanding of the

significance and performance of the responsibilities and functions of school counselors.

Results suggest that school counselor performance does not meet the students’ standards

regarding the importance of all positions and functions of school counselors. These

results have implications for meeting students’ aspirations and improving the

performance of their positions and function by school advisers.

B. Foreign

School counseling provide counseling programs in three major areas: academic,

personal/social, and career. Counseling is a help that resolves problem of the students and

gives them clearer vision and a sense of direction. School counselors are undeniably

effective in preventing students in committing suicide and in preventing students in

dropping out. In other word school counselors are effective influencer in terms of a bright

future. (Hassan, 2015).

School counselor’s role is to improve discipline and academic performance.

Teacher and student relationship affects group of students’ approach towards the

counselors. Teachers having much workload is a hindrance to helping the students

whereas it set up a barrier between them. Therefore, lacking in guidance and counseling

may lead to indiscipline in schools. If conflict is present, communication has a big part in

resolving this conflict. This results to advising teachers, counselors, and administration to

have a good relationship with the students. (Journal of Education and Practice Vol. 7
No.13,2016).

Headed by Carey, J.C., & Harrington, K. M. (2010), the impact of school

counseling on student educational outcomes in high schools: What can we learn about

effectiveness from statewide evaluations of school counseling practice in Nebraska and

Utah, was conducted to determine the characteristics and conditions which contribute to

counseling effectiveness. In 2009, the Center for School Counseling Outcome Research

and Evaluation (CSCORE), from which the research was based, collaborated with state

education agencies and state school therapy groups in five different states, including

Connecticut, Kansas, Nebraska, Rhode Island and Utah, to perform comprehensive

regional surveys in school counseling efficacy; The Nebraska and Utah studies present

clear and consistent proof of four significant outcome sets:

(1) School counseling in high schools contributes to important educational

student outcomes.

(2) Student-to-counselor ratios in high school’s matter.

(3) How the school counseling program is organized matter.

(4) What counselors choose to do matters.

Measuring the Impact of School Counselor Ratios on Student Outcomes (Parzych,

J., Donohue, P., Gaesser, A., Chiu, M., 2019) is a research that limits the progression of

concentrates in three states (Indiana, Connecticut and New York) subsidized by an ASCA

inquire about award uncovers the effect of school advocate proportions of 1:250 have a

huge relationship with lower understudy non-attendance and higher SAT math, verbal

and composing scores. Fundamental discoveries in Connecticut school regions with

lower understudy to class advisor proportions produce higher graduation rates, higher
school passageway and tardiness rates, lower interminable non-attendance rates and less

suspensions. Simultaneously, financial status and network assets affect school advisor’s

capacity to adequately convey far reaching school directing projects.