ORGANIZATION AND STRUCTURE OF GUIDANCE

Learning Activities

A. Principles in Guidance and in Organizing a Guidance Program

1. Assume that you are a new guidance counselor assigned in a school. What guidance
principles would you have in your mind such that you will effectively exercise your
function? Come up with ten principles and explain in your own words the meaning of each
principle and how you will implement each.

Answer:

10 Guidance Principles

1. Guidance is a service intended to serve all. Meaning, guidance is not only limited to few
people and not only focused with students/people with problems encountered. Guidance is
for all, for all students in every school, for all people in every community and for all
individual in the country and even in the world. I admit, before taking this course my
perception about Guidance is all about problematic students, but as I take this
course/chapter, I’ve learned that Guidance is not only for problematic students but for all,
and for the betterment of every individual as a whole.

2. Guidance and guidance services should grow out of the interests, needs, and purposes
of the school child. The guidance program should be visible and flexible. Meaning, guidance
program should be visible in every school, should grow out of the personal interests, needs
and purposes of all students. Guidance program should be flexible in terms of individuals
and community needs.

3. Guidance program is a program of HELP-because guidance program primary concerned

is to provide help and assistance to all people/student in crisis in solving it through self-
discovery and self-direction. Guidance is helping people/student in understanding
himself/herself, in choosing what best career to pursue and how to find a best job after
graduation. Guidance helps in overall development and to live productive life of all
students.

4. Effective guidance program requires a mutual cooperation of teachers and parents. As

stated in the module, parents and teachers have guidance-pointed responsibilities. We
should not rely on the teachers’ role in guiding our students, but rather with cooperation
and support by the parents at home also. Guidance is fundamentally the responsibility of
parents in the home and teachers in the school.
5. Guidance is a continuous process. It is the assistance to the individual in the process of
development rather than a direction of that development. Guidance services/program
should be continuous and should have a follow-up activities in every program
implemented, to ensure the effectiveness and good result of the program. The guidance
program should not stop during the elementary years but rather until high school and
college years of the students.

6. Organized and effective guidance program/services should have good and effective
personnel and staff. They are the one who had special preparation and adequate training
for the guidance work. Guidance personnel should show a friendly and approachable type
of personality that every student can be comfortable with and not hesitate to open up their
problems/concerns.

7. Guidance program/activities should always be interesting and directed toward

individual self improvements and productiveness. Students will surely participate in every
guidance program if it is timely, interesting and really catch their personal interests.

8. Guidance program/service should be treated all students/people on their individual

differences. As stated in the module, understanding of the uniqueness of individuals is
fundamental. Each individual is different from every other individual. The primary concern
of guidance is the individual and his/her social setting. Each individual may need the
information and personalized assistance given by the professional’s personnel at some
time.

9. Guidance served as a counsel and not compulsion. It only serve as a guide to every
individual, and remain still the individual itself has the right to choose /decide whether
he/she wanted to follow or repel the program or advice.

10. Guidance is a learning process. Guidance is a lifelong process also. Guidance service
should be able to show to the students how important the role of guidance in terms of the
learning process and how we can achieve the goal of attitude to become a better student or
citizen of our community/country.

2. Equipped with the principles of guidance, I think you are now ready to discuss the
basic principles of organizing a guidance program.

Get out of your way and interview a guidance counselor assigned in any level of
education (elementary, high school, or college). Ask his/her opinion or views relative to the
principles of organizing a guidance program according to Arellano. Write down their
opinions. Present at least five (5) principles for their comment or reactions.
 It would be better if you can get reactions from 3 counselors: one (1) assigned in the
elementary, one (1) assigned in high school, and one (1) assigned in the collegiate.
Compare their opinions and note down the commonalities and differences of opinions.

Answer:

I interviewed three registered guidance counselors namely; Mr. Argel Masanda (Registered
College Guidance Counselor in CLSU), Ms. Dianne Fernandez (Registered Guidance
Counselor in Phil. School for Culture and the Arts, High School) and Ms. Marie Chiela
Malcampo (Registered Guidance Counselor, Dela Salle Greenhills, Elementary Dept.)

Based on my interview, According to Sir Argel Masanda (Registered College Guidance

Counselor in CLSU), I presented to him the 12 principles of organizing a guidance program
and his reaction/opinion was, “Arellano was one of the first counselors who have provided
a solid foundation for the guidance program. As a pillar of Guidance and Counseling in the
Philippines, he sure did provide guiding principles for practicing counselors on how to
make a good guidance program. His principles are comprehensive and holistic which can
really be used as an astute guide post in making a responsive program for the needs of the
students. If I were to choose the best basic principles according to Arellano were the
following (1) the guidance service should arise out of the interests, needs, and purposes of
the students in the school which it serves.

(2) The guidance service should be continuous and serve all youth, not merely the
maladjusted ones and lastly, (3) all guidance activities should be directed toward improved
individual self-knowledge and self-direction. These 3 are centered towards growth and
development of both healthy and maladjusted individual.

According to Ma’am Dianne Fernandez (Registered Guidance Counselor in Phil. School for
Culture and the Arts, High School), he said that “I agree with what Arellano has stated on
his first basic principles (1) the guidance service should arise out of the interests, needs,
and purposes of the students in the school which it serves, because guidance services that
are anchored to the student’s needs will very helpful for the students to be a fully
functioning individuals. If guidance services will not be based in the needs of the students,
the purpose if having a guidance program will be useless. A guidance service is for all the
students and it should be developmental or continuous. This is to have a continuity to
monitor the student’s progress whether they are maladjusted or not.

According to Ma’am Rowena Gallege (Registered Guidance Counselor, Central Elementary

School, Urdaneta City Pangasinan, she said that “I strongly agree with what Arellano has
stated on his basic principles especially on his first basic principles-(1) the guidance
service should arise out of the interests, needs, and purposes of the students in the school
which it serves because Guidance and Counseling is the process of helping student by
assisting them in making decisions and changing behavior. The purpose of guidance is to
impart specific skills and learning opportunities in a productive and preventive manner,
which ensures that all students can achieve school success through academic career and
personal/social development. Guidance can also be looked at as a program of services to
people based upon the need of each individual, an understanding of his /her immediate
environment, the influence of environmental factors on the individual and the unique
features of each school. Guidance is designed to help each person adjust to his/her
environment, develop the ability to set realistic goals for himself/herself, and to improve
his/her total educational program. As a process, guidance is not a simple of actions or steps
progressively moving towards a goal. If guidance and counseling is going to make the
contributions it can and should make to assist all students to achieve success in school
academically and reach their goals personally and occupationally the program of guidance
and counseling and the work of school counselors within it must be seen and practiced as
an integral part of education.

Based on my interview with the three registered guidance counselor assigned on different
level, I’ve noticed that they were all agree with what Arellano has stated on his basic
principles of organizing guidance program, that Guidance service should arise out of the
interests, needs, and purposes of the students in the school which it serves. Guidance is
intended for all students and to help the whole individual in adjusting with their total
environment and to improve their personal and academic program. Sir Argel and Ma’am
Dianne agreed that guidance service should be continous and serve all youth, not merely
the maladjusted ones. While Ma’am Marie Chiela, stated that the purpose of guidance is to
impart specific skills and learning opportunities in a productive and preventive manner,
which ensures that all students can achieve school success through academic career and
personal/social development. She also said that guidance is a program services to people.
I’ve learned a lot from these three guidance counselor for their commonalities and different
point of views but they were all pointing out how importance of guidance
program/services in our school and community as well.

3. Aside from knowing the principles of organizing a guidance program, you should also
be familiar with certain fundamental concepts before we start the task of organizing
appropriate guidance program.

Write down the four (4) basic concepts and state the reasons why each concept is
needed in organizing a guidance program.

Answer:

4 BASIC CONCEPTS:
1. Basic principles of organizing a guidance program. First thing first is the principle, it is
very important to have and familiarized first with the basic principles in organizing of any
program in order to know what the plan is and what program to be prioritize and
implemented and how it will work/become effective/productive.

2. Personnel, Staffing and their roles and functions. An organized and effective guidance
program requires having good personnel, staffs who had special preparation,
knowledgeable in guidance program (knows their important roles and functions) and with
adequate training for the work. Without those good and knowledgeable personnel and
staff, maybe the program will become useless.

3. Alternative models/approach. It also important to consider the different alternative

models/approach to know what kind of a proper approaches/program to apply or use for
each certain problems encountered.

4. Problems encounter in the process of preparing and implementing the guidance

program. This will be a great help to better analyze the problem/concern needed to be
address or to look for a better solution. We should consider the importance for this concept
in order for a guidance program to succeed and become effective.

B. GUIDANCE PERSONNEL/ STAFFING: ROLES AND FUNCTIONS

1. The school principal or administrator of a guidance program should be well- qualified.

Find out from your interview with the head of a guidance program what his/ her
qualifications are that made his/her the head of the guidance program.

Interview at least 3 school administrators heading the guidance program (elementary,

high school, and college) and ask them their personal and professional qualifications. Write
them down in your notebook. Note down the differences.

Answer:

I interviewed three head of guidance namely; Ms. Crisdel Corpuz-Munsayac, head of

Guidance in CLSU, Ma’am Berna Binayug, M.A. Guidance, Head of Guidance at Cagayan
National High School, Tuguegarao Cagayan, RGC and Ms Marie Chiela M.A. Guidance from
Dela Salle Green Hills Elem School RGC.

According to Ma’am Crisdel Corpuz-Munsayac, 35 years of age, head of Guidance in CLSU,

she met the qualifications of being the head of Guidance personally and professionally. In
terms of professional qualifications, she is M.S. in Guidance and Counseling, Registered
Guidance Counselor with 12 years of experience in Guidance. In terms of personal
qualifications, according to her, “Being the head of guidance need to be professional, with
confidentiality and “sinasapuso at isip ang kahalagahan ng trabaho” is a must. She is only
35 years old, very young and according to her, it’s her advantage her young age, so that “no
generation gap issue” according to her. Client /students can easily relate, can reach out and
not refuse to approach her because of her age and disposition in life. She is friendly,
approachable, happy disposition in life, with sense of humor, don’t take work too seriously,
with fair treatment to other collegue and important of all avoid favoritism. According to her
also, “being the head of guidance, it’s really important to be alert and active always. In
times of guidance activities according to Ma’am Crisdel, “di dapat natutulog sa pansitan”
and served as inspiration of the young generation/kabataan.

According to Ma’am Berna Binayug, 35 years of age, M.A. Guidance, Head of Guidance at
Cagayan National High School, Tuguegarao Cagayan, RGC, she met also the professional
qualifications of being the Head of Guidance. In terms of personal qualifications, according
to Mam Berna, she is friendly, cheerful, accommodating/approachable and patient.

According to Ma’am Marie Chiela Malcampo, 30 years of age, Registered Guidance

Counselor, Dela Salle Greenhills, Elementary Dept. and with M.A. in Guidance and now
taking her PhD in Guidance. In terms of personal qualifications, she loves children and very
willing to help the children. She is dedicated and responsible to her job. She is
approachable and very willing to help those children who needed help most. She follows
the ethics of being the Registered Guidance Counselor. While in terms of professional
qualifications, she graduated with M.A. in Guidance, Registered Guidance Counselor, 5
years in guidance work and now currently taking her Php in Guidance, so she met the
requirements /qualifications of being the head of Guidance.

Based on my interview with the three head of guidance in different level, as noticed, they
were all met the personal and professional qualifications of being the head of Guidance,
with masteral degree in Guidance/Counseling and with some years of experience in
guidance work. Also they were all stated that they were friendly, cheerful, approachable,
active and alert always, work professionally, with confidentiality, with sense of humor and
really enjoyed the work of guidance program. They were also belongs to 30-35 years of age.
In differences I think the elementary RGC is now currently taking her Doctoral Degree in
Guidance and the other Head of Guidance with Masteral in Guidance only.

2. Aside from the school administrators as head of the guidance program, there are
guidance personnel who assist him. Do you think they also play important roles in the
guidance program? Justify or defend your stand. Cite at least five (5) roles they play in the
guidance program and give the reasons for each role they play.

Answer:
Absolutely yes, they were also played significant roles in the guidance program.

5 Significant Roles of Guidance personnel

1. Guidance personnel provide assistance/help to the head of guidance in effective

implementation of every guidance program/services. The head of guidance could not be
able to make/implement solely the roles in the guidance program, so he/she needed
guidance personnel/staff to do the guidance task.

2. Guidance personnel serve as a consultant, a friendly adviser to all students, teachers

and parents. They were the one who meet with parents about their children’s concern.

3. Guidance personnel were the one who could do or prepare the reports needed in the
guidance program and the one who attends administrative meeting.

4. Guidance personnel serve as a Helper to all people with problems. They help people to
have a right choice or decision. They also help students to solve problem with their own
and to become a good decision maker.

5. Guidance personnel are the one who review, suggest, adjusts and improves the
guidance program each year.

3. Based on our lecturette, the role of the guidance counselor is very important.
Interview a first time guidance counselor and ask about her roles or attitudes. How does
he/she perform each?

Answer:

Based on my interview with Ma’am Analyn A. Teraldico-Guidance Counselor I-MNHS

Annex, for being first time as a guidance counselor, she knows that there were a lot of
roles/functions/tasks to perform so she needs to have a winning power attitude and a good
positive will to perform better and effective those tasks. According to her, one of her major
tasks is to conduct counseling among the problem of the student (individual, small group or
classroom counseling). She also summons the parents of the students whenever there’s a
problem occurs. She conducts training and seminars related to guidance and counseling,
example of this is anti-bullying seminars and career guidance seminar. She also conducts
an action research every year that is related to the common problems of the student.

C. Classroom Teacher as a Guidance Worker

1. Interview an elementary school teacher and a secondary school teacher and ask them
what activities they do in school as a guidance worker. Compare the activities of the two (2)
teachers. Be sure that the teachers have more than 10 years in the teaching service. Are
there commonalities and differences in their work? Why do you think so? Write your
interview report in your notebook.

Answer:

Based on my interview with Ma’am Diane Limos (Junior High School Teacher in MNHS-
Annex), inside the classroom they were act both as a teacher and as a guidance counselor to
their students. She said that when problems occurs between students, the teacher counsel
first the students trying to identify and resolve the problem but if the problem cannot
resolve the teachers will seek help from the guidance counselor of the school. But during
the counseling at the guidance office the teachers plus the advisers of the students should
also be present at the session so that it can be resolve easily with the help of the guidance
counselor and sometimes there’s a need to summon the problem. Some common problems
she encountered were squarrel, bullying, escape, frequent absenteeism and failing grades.
According to her, “usually po nakikipagcooperate kami sa mga seminars na conduct ng
guidance office for example seminars on anti-bullying, tapos meron din po kami homeroom
guidance everyday before first period adviser’s po dun.

Based on my phone interview with Sir Jimmy Magundayao from Mabini Elementary School
in Gamu Isabela, he said that “As a teacher I usually perform the following activities to help
my mislead or troubled students first, One-on-One interview –to make mystudents more
comfortable to open up their problems especially if they have trust with their teacher. The
students will be more honest with their confessions. Knowing what the real problem is, it
will help you give him/her best advice/guidance that could resolve his/her problem.
Second is the Open forum. It is also helpful if the students would share their problems with
the whole class (except sensitive/confidential cases) so that you would be able to solicit a
lot of helpful ideas with other students and just choose/pick the best advice for the given
problem. And lastly, I need to manage the common problem that is bullying; all we can do
in terms of bullying was prevention and intervention. Usually, we do background check up
or home visitation on pupils with problems in school. With regards to pupils with family or
traumatic experience abuse if ever there is, we refer to our guidance office to make
lecturing/counseling on the pupils together with their parents, the adviser/teacher and the
guidance counselor of the school. Also, he said that aside from those, they were also
requiring attending seminars conducted by their guidance office to enhance their
experiences and knowledge to manage their students/class effectively, one example is the
anti-bullying seminars.
I’ve noticed that the common problem encountered by the elementary teacher and a high
school teacher was the problem of bullying. They were same admit that they were
attending seminars conducted by their guidance office like anti-bullying seminars and
other training. Also, they were the same in terms of referring to the guidance office
/guidance counselor for the serious cases or pupils with problems that they cannot resolve
on their level, so that guidance counselor of the school will help to easily resolve the
problems. They were both act as guidance worker inside their classroom, they did
interview one-on-one and counseling with their problematic students to help them resolve
their problems. In terms of differences, I think they only differ on some activities applied /
they do in school like in High School, the teacher did homeroom guidance every day before
their first period class, while on the Elementary level, the teacher did an open forum in
their class and background

check up or home visitation to the pupils with problems. But with regards to their point of
views, the most important of all they were both act as a guidance worker in their class and
helping their students in terms of their problems academically and even personally. They
did play the important role of a guidance counselor in their respective classes and very
willing to participate with their guidance office on the activities/seminars conducted in the
school aiming to enhance their experiences to help and serve better all the students.

D. Alternative Models / Organizational Structure of School Guidance

1. Illustrate an organizational structure of guidance in any level of education you wish

(elementary, secondary, or tertiary). Complete it with the roles and functions each of the
personnel performs.

Answer:

1. School Principal- is the head of the school and his/her primary role is to supervise and
manage the total school including the supervision of the programs of the guidance office
and guidance counselors.

2. Guidance Committee- Guidance Committee composed of the Head of Guidance,

Guidance Counselors and the Guidance Personnel/Staff.

a. Head of Guidance- the Head of Guidance primary duty is to guide all the personnel in
the Guidance office. She/he is also responsible for the different programs of the guidance
office. She /he attends different meeting about guidance

b. Guidance Counselor- The Guidance Counselor primary role is to help/assists

people/students with personal, family, educational, mental and career decisions &
problems. They help people to have a right choice or decision. They also help students to
solve their problems with their own and to become a good decision maker.
c. Guidance Personnel/Staff- They provide help/assistance to the Head of Guidance,
Guidance counselor and the teachers in the implementation of the Guidance program in the
school.

3. Home Room Teacher- Homeroom or advisory teacher and one of their roles is helping
in implementing the guidance program in school. Refer students who have problematic
cases to the Guidance counselor.

4. Classroom Teacher- One of their roles is to manage the classroom in a manner that
meets the individual needs of each student in the class. This includes promoting learning
and supplementing activities, coordinating and collaborating with support staffs, using a
variety of teaching approaches, and adapting instruction to include all students. The
Classroom teacher is in charge of each student’s overall academic program.

5. Pupils- Pupils or students refer to a person who is studying, usually in a school.

2. Now that you are familiar with the principles and concepts of organizing a guidance
program, I think you are more ready to make a guidance program for any specific level
(grade or year level) of your choice. Be sure that the guidance program that you develop
will be good for one (1) school year that is from June to March. Come up with your own
creativity. Don’t forget to come up with activities, specific objective, manpower, time table
and expected output.

Answer:

Guidance Program for Elementary (One School Year)

Summary:

I. June-Aug-Orientations/Activities/Counseling/Consultation

II. Sept-Dec-Fun Games/Seminars/Counseling/Consultation

III. Jan-Mar-Evaluation/Research/Counseling/Consultation

DETAILS:

I. JUNE-AUG (Orientations/Activities/Counseling/Consultation)

A. School Orientation Program/Activities (June)

It is one whole day program in school usually taken during the 1st week of the school
opening/start of classes. Welcoming the new and old students, to orient and inform the
students regarding the school programs, facilities, major school policies rules and
regulations, teachers and school staff.

Needed participation: School Principal, Guidance counselors, Students, Parents and

Teachers

B. Conduct Room-to-Room Orientation (June-July)

It is an exclusive and well detailed orientation to explain to the students about the guidance
program of the school. While taking the Room-to-Room Orientation there was fliers to be
distributed to be given to the students and parents for them to be aware of the guidance
program/services of the school.

Needed participation: Classroom teachers, Students, Parents Guidance Counselor)

C. Special Activity for Grade 1, Pre Elem and Pre-Schools Student-Anti School Phobia
Activity (June-Aug)

It is a special activity conducted to help pupils, parents and teachers to prevent the school
phobia of the pupils. Teachers with the help of Guidance Counselor conducted fun
games/activities every day before they started the classes to prevent the school phobia of
the younger pupils/students. They also talk the parents to explain that their child will
surely be safe while inside the school premises also talk to pupils with school phobia to
convince assists, help to prevent and overcome it those phobias.

Needed participation: Classroom teachers, Students, Guidance Counselor)

D. Guidance Awareness Month (July-Aug)

It is one whole month activity to increase awareness of the student’s knowledge on the
guidance purposes. Also it will help to provide avenues for the student’s development
towards building self-esteem and self-realization.

1. Friendship Day or Students-Teachers Day- Some of the activities implemented during

the Guidance awareness month to promote the social, personal and academic awareness of
the students.

E. Regular Counseling and Consultation (June-Aug)

Guidance Office is available daily (working days) for the regular consultation and
counseling for all students who needed help/assistance.

Needed participation: Teachers, Students, Guidance Counselor/Head of Guidance)

II. SEPT-DEC (Fun Games/Seminars/Counseling/Consultation)

A. Family Day Activity (last week Sept)

It is one whole day activity where in the participation of the family of the pupils/students
are highly needed. It is more on fun games aiming to promote the physical, social and
emotional development of the students.

Needed participation: School Principal, Guidance counselors, Head of Guidance, Students,

Parents and Teachers

B. Teachers Trainings/Seminars (Oct)

Guidance Counselor conducted trainings and seminars for all teachers in the school to help
them improve and enhance their teaching capabilities and expertise in handling students
especially those with problems. Examples of these are Anti-Bullying Seminars, Anti-School
Phobia Trainings, Leadership trainings and Career Guidance Seminar.

C. Regular Counseling and Consultation (Sept-Dec)

Guidance Office is available daily (working days) for the regular consultation and
counseling for all students who needed help/assistance.

Needed participation: Teachers, Students, Guidance Counselor/Head of Guidance)

D. Home Visit / Family Background Check Up (Sept-Dec)

Guidance Counselor conducted a home visit and family backgrounds check up to the family
of the problematic students if needed to provide assistance and help to resolve the problem
of the pupil/student.

III. JAN-MAR (Activities/Evaluation/Research/Counseling/Consultation)

A. School Fun Day Activity (Jan)

It is one whole day activity, more on fun games to develop the relations of the students
with their classmates, co-students, teachers, guidance counselors and school
staff/personnel as well.

Needed participation: Students, Guidance Counselor/Head of Guidance, Principal,

Teachers, School Personnel/Staff
B. Evaluation of School Faculties/Staff (Jan-Mar)

Guidance counselor conduct evaluation of the teachers and other school faculties/staff total
performance within the school year.

Needed participation: Principal, Teachers, Guidance Counselor/Head of

Guidance/Guidance committee

C. Research, Surveys and Studies (July-Mar)

Guidance counselor conducts a simple action research on student’s total development

activities in school. They were also conducting surveys/studies about the factors affecting
the student’s performance in school and their interests and learning styles.

Needed participation: Guidance Counselor/Head of Guidance/Guidance committee

D. Quarterly Progress Reports/Evaluations of the Implemented Guidance

Activities/Program (June-Mar)

It is aimed to finally assess the result/effectiveness of each program/activities

implemented by the guidance office in school. To prepare and improve more the existing
guidance program of the school.

Needed participation: Guidance Counselor/Head of Guidance/Guidance committee

Problems in the Organization of School Guidance Program

1. Consider yourself as a new guidance counselor in a school (any level). Have a

foresight. What possible problems will you encounter? With such problems, how will you
face or solve each?

Answer:

If I were to be assigned as a new guidance counselor in elementary school for example, I

think the possible problems I will encounter primarily were the school phobia and bullying.
We all know that an elementary school student is fun and challenging to work with. They
are in the time of their lives that they start to become imaginative, self-reliant and free
spirited. Disciplining them becomes a challenge because this is the time when they have
new experiences and opportunities. In the problem of school phobia, first we define school
phobia as absence from school because of emotional disturbance in the child. Family
relationships are clearly involved, and the phobic reaction often stems from separation
anxiety, based on exaggerated parent-child dependencies. In my opinion, behavioral
approach is the most practical way to resolve this problem-school phobia. First, I will
learned to know the pupils very well, for those pupil encountered school phobia, I will
apply/use a firm, but kind, approach when dealing with the child like behavioral approach.
Help to identify their phobic causes and to help/find better ways to address or overcome it.
Attempt to supply the student with thoughts stressing that school is not a fearful place and
that the child is brave and can attend school. Will help the teacher to provide the student
special tasks that can be accomplished with success. For younger children, I will suggest to
allow the parent to accompany them to school and sit near him/her for atleast 1 week only.
Then gradually phase the parent out of the classroom through successive approximations.
Set the child up with peer support in the classroom. This will help establish social
reinforcement for attending. Parent education is really important on this problem. Will
inform/explained to the parents don’t be overly attentive to the child’s crying and carrying
on when coming to school. This only feeds his/her anxiety and becomes a tool to getting
attention he/she wants. Also, systematic desensitization of child and parent worries is the
most commonly used method in treating children’s fears. While the child is relaxing, have
him/her build a gradual fear hierarchy. Monitoring on the full-time attendance of the pupil
with school phobia is also required. Follow-up to monitor subsequent absences of the pupil
is highly needed.

One of the common problems school guidance counselors come across in elementary is
bullying. Elementary level is where kids explore new grounds and meet new people with
different characteristics. A guidance counselor plays a big role in these matters. I think, if
someone is being bullied, as a guidance counselor I will help the child cope with it by giving
strategies and ideas. It will make the child feel less alone and eradicate the fear of going to
school. As a guidance counselor, I will also converse with the one bullying (individually or
in a group session) and assess the reason for the child’s behavior and to explained to them
very well the impact or result of the bullying to help them also to cope with it/not to
commit bullying to others again.

2. Talk informally with a part-time guidance counselor assigned in any school. Ask about
her problems and how he does/she solves each.

During my informal talk with a part-time guidance counselor (which is a friend of mine) in
a public high school, one of the problems / common problems she encountered is that
problematic students with failing grades and peers problems/issues. According to her, with
those issues/problems, it’s important to know / to have idea of what teens today are
typically go through. She conducted interviews, consultation and counseling activities with
the students and parents and even the teachers of those problematic students personally
(individual/group session) to help resolve the problem.