Introduction

The Guidance and Counseling Office is aligned to its Vision, Mission, Objectives and Goals. It operates within

the context of the school’s Mission, Vision, and General Objectives. This is an integral part of the school’s overall

educational program with Registered Guidance Counselor. This office has its own programs and services intended

to support and attain students’ holistic development that addresses the academic, personal, interpersonal, social,

career guidance and exploration / placement needs, and psychological, mental and emotional issues and spiritual

needs. Also, provide the students with life skills that are essential in developing his/her personhood and to respond

to the signs of the time and to the society where he/she belongs. This office adapts to ever changing needs of the

students and community to ensures and promote the total well-being of the student’s full potential for personal-

social development. They are unique individuals, who has the rights to discover their innate potentials to

understand, accept, develop and direct himself/herself towards self-actualization.

The Guidance and Counseling Programs and Services observe the Core Values aligned to the Mission, Vision

and charism of the Foundress of the Religious Sisters of Mercy – Venerable Catherine McAuley. The Core Values

are: Compassion, in which the students who come to the office seeks help and need someone to listen with

compassionate heart for their emotional pain, distress or confusion. Respect for human dignity, to provide the

client unconditional positive regard, non-judgmental attitude, empathy and trust. Respect for Confidentiality, in

order to build a relationship with full of trust and confidence and the client feel for safety environment. Social

Justice, accepting and respecting the individual differences, the diversity of the clients, their cultures and

traditions, languages, lifestyles, identities, intellectual capacities, ideologies and personalities regardless of the

presented issues. And Collaboration, good collaboration with the counselor and the clients, guidance staff, and

across the campus with students, faculty and parents have effective mental health interventions. Individually and

collectively, the personnel in the Guidance office strives to make sure to adhere these Core Values.
TABLE OF CONTENTS

Guidance Mission, Vision, Objectives and Goals--------------------------------------------------------- 1

Guidance Personnel-------------------------------------------------------------------------------------------- 2

Programs and Services----------------------------------------------------------------------------------------- 3-4

Career Guidance Program

Objectives--------------------------------------------------------------------------------------------- 5

Programs and Services------------------------------------------------------------------------------ 5

Code of Ethics for Registered and Licensed Guidance Counselors----------------------------------- 6-13

Appendices

Individual Inventory---------------------------------------------------------------------------------- 14-27

Academic Performance Record--------------------------------------------------------------------- 28-37

Counseling Student Form (Self-Referral) --------------------------------------------------------- 38

Counseling Referral Form--------------------------------------------------------------------------- 39

Case Notes--------------------------------------------------------------------------------------------- 40

Progress Notes----------------------------------------------------------------------------------------- 41

Career Assessment ----------------------------------------------------------------------------------- 42

Career Module ---------------------------------------------------------------------------------------- 43-44

Career Counseling Form----------------------------------------------------------------------------- 45

Psychosocial Support--------------------------------------------------------------------------------- 46-49

Brochure------------------------------------------------------------------------------------------------ 50-51
Vision Statement:

The guidance and counseling programs and services promotes the highest possible of human growth and

development of students or individuals, learning to live with one another that is full of mercy and compassion

(Pope Francis) in order to have a meaningful relationship, and becoming an integrated and authentic person for

the betterment of the individual and the whole world.

Mission Statement:

The guidance and counseling office allows the students or individuals to experience various aspects of their

personality (academic, physical, social, emotional and spiritual) through the different services that offers, assist

and facilitate the individuals in the formation process through self-awareness, self-exploration, self-

enhancement and self-offering in order to be more effective member in the development of society and the

Church.

Objectives and Goals:

● To provide programs and services that will equip the students with the necessary knowledge, attitude

and skills to become mature and socially responsible individuals who will promote a just and humane

society.

● To help the students, parents and other members of the institution to improve self-understanding and

self-awareness in order to have a profound and meaningful relationship with others.

● To emphasize relationships between academic pursuits and personal development.

● To promote better understanding of the students, teachers and parents to achieve such as an important

role in relating to life.

● To supplement teachers’ effort in assisting children with problems.

● To accumulate and interpret important information.

● To contribute a feeling of security and a sense of belongingness.

● To meet ever changing needs of the school and community such as providing and establishing therapist

and client connection through online services.

1
Guidance Counselor

Sister Jean Dy Delgado, RSM, RGC

Registered Guidance Counselor

Guidance Staff

Miss Ashley Grace L. Fontejon

Psychology Graduate

2
Programs and Services

This services serve as an intervention to ensure that the students’ needs particularly on the personal, social and
psychosocial are accumulated through the different approaches. The office is gender responsive and non-
discriminatory mandated and stipulated in DepEd Order No. 32, s. 2017 Republic Act (RA) No. 9710. The
office core function is counseling that provides guidance to the students in facing challenges, guiding them in
discovering their capabilities and potentials and allowing them to express their feelings. This service is not
limited to students, teachers and other school personnel. Walk-in that needs counseling are allowed but must
follow the process of setting an appointment. Confidentiality and privacy is highly observed.

1. INDIVIDUAL INVENTORY

This service aims to gather information about the student that will help her/him know and understand
herself/himself and assist the teachers, counselors, administrators and parents in understanding the students. The
data are gathered through test and non-test techniques. This is a continuous process of accumulating, recording
and utilizing the information on each student for guidance and counseling purposes and obtaining a complete
picture of the individual.

2. INFORMATION

This service provides valid information which are educational, social, personal and occupational in nature so
that the student may be able to develop his/her decision making competencies. It is implemented through Group
Guidance and Online Facebook post, information materials are also made available to the student through the
Guidance bulletin board and Facebook Page.

3. COUNSELING/ ONLINE COUNSELING

The heart and center of the guidance services, is designed to help students attain maximum self-realization and
development through individual or group counseling and online counseling and those who have special
concerns regarding their academic, career, personal, social and emotional life.

Counseling Services During COVID-19 Pandemic

This is implemented to ensure psycho-social and mental well-being of students during the pandemic
such as, but not limited to, Remote Psychological First Aid, Tele-Counseling and Tele Mental-Health
through mobile, landline or through various online platforms using secured digital platforms (e.g.
Facebook, Messenger, G-mail).

4. CONSULTATION AND REFERRAL

Designed for the students, faculty, staff and parents on how to assist fellow members of the MJC community
who may have academic difficulties, personal and family problems. However, if the situation requires a highly
specialized approach, clients may be referred to other professionals in their field.

5. PREVENTION AND WELLNESS

To meet the ever changing needs of the community in which we serve—from individual to family, educate and
meet the needs of the community and workshop or training aimed at promoting physical health and mental
fitness in the workplace.

6. FOLLOW-UP

This service focuses on the graduates, school learners and counseled students. It hopes to look into the
effectiveness and adequacy of the guidance program and the educational program in general.
3
7. ORIENTATION

To assists new students and transferees in becoming at home in their new environment.

8. CAREER GUIDANCE

This service is geared towards providing assistance to students by providing them with alternatives to make
intelligent choices in their professional fields of endeavor.

9. MENTAL HEALTH CARE PROGRAM

To help and raise awareness on mental health issues and provide early intervention to students, teachers and
parents who were affected by disaster or pandemic. Also, to promote the practice of self-care to sustain positive
well-being.

10. HOMEROOM GUIDANCE

The permissive atmosphere in the classroom during the homeroom session promotes an atmosphere of freedom,
trust and security. This affords them the opportunity to explore themselves, their potentials and capabilities. The
guidance counselor schedules a session with class once in every quarter. This gives the counselor a firsthand
contact with the students in the classroom.

11. ENRICHMENT

This is designed to organize and conducts educational sessions, symposia, conference and seminar workshop in
response to the various needs of students and parents towards personal growth and development.

12. OUTREACH

To expose the students to the realities of life, to develop in them a sense of value and concern for the dignity of
the human person.

13. RESEARCH AND EVALUATION

To help justify the need of the individual and discovering new material that can lead to growth and
development; and seeks to collect relevant information to determine whether programs and services are met in
terms of outcomes.

4
Career Guidance Program

Objectives:

• To help the students to be informed of making the right choice of continuing their education in Senior High
School and College subject combinations available to them.

• To allow students to have a vision of where they see themselves in the near future and it would be useful for
the Grade-10 classes who will be making their decision in the coming year.

• To discover their own aptitude and talents and learn more about the different occupations available in the real
world.

• To learn the value of hard work and other character-forming qualities and be motivated to set their own goals
and decide on their future career options.

Programs and Services

1. INFORMATION
This service provides information to the students to know more about the world of work and the factors to
consider in making decisions. This includes career week, career talk, seminars and workshops to provide
knowledge that will orient them to the different kinds of possibilities available, their nature and their
requirements. It also includes printed materials such as career brochures, occupational analysis and other
materials that gives them information.
2. CAREER ASSESSMENT/CAREER MODULE
These tools designed to help individuals understand how a variety of personal attributes (i.e., interests, values,
preferences, motivations, aptitudes and skills), impact their potential success and satisfaction with different
career options and work environments.
3. CAREER COUNSELING/ONLINE CAREER COUNSELING
Conduct individual or group counseling using the results of the tests or career module given in order to help the
students make a personal career plan and a plan of action according to their own preference. It also helps the
individual overcome the obstacles in making the appropriate career moves.
4. PLACEMENT
This service facilitates the entry into the proper setting in consideration of the outcomes of counseling. To place
the students in a proper track especially in K-12 Curriculum that their choice should be in line in their future
course. It also includes the selection of work and employment for the future setting that is compatible to the
traits of the individual.
5. FOLLOW-UP
This will help the individual to find out whether decisions and actions taken were satisfying and life-giving,
what needs to be adjusted, and help plan and take the needed course of action.
6. RESEARCH AND EVALUATION
It helps to determine whether strategies or techniques employed for career guidance and planning are
appropriate, effective and satisfying in bringing about the goals of the Career Program and the individual who
underwent them.

5
 CODE OF ETHICS FOR REGISTERED AND LICENSED GUIDANCE COUNSELORS

Preamble

Guidance and Counseling in the Philippines is now recognized as a profession and as such, it carries with it
certain responsibilities and expectations.
The role of the Guidance Counselor is significant in the lives of people. The nature of his work demands
competence, excellence, integrity, trust, and service. He must be guided by recognized ethical standards, which
define his functions and responsibilities and which provided guidelines for his practices as Guidance Counselor.
Article I
General Ethical Principle

Section 1. Observance of Principles. – Guidance Counselors shall observe the

following basic and general principles:
1.1 Abide by the ethical principle laid down by the Guidance and Counseling Profession.
1.2 Not misuse the professional relationship for profit, power, or prestige, or for professional
gratification nor consonant with the welfare of his Counselee.
1.3 Realize that his professional time and effort are fully, faithfully, conscientiously, and truthfully
devoted to the accomplishment and improvement of the guidance and counseling profession.
1.4 Grow professionally and keep abreast with current trends in guidance work through continuing
professional education and affiliate himself with reputable and recognized local, national and
international guidance associations.

Article II
Relationship with Counselee

Sec. 2. Counselor’s Relationship with Counselee.– Counselors shall establish and

maintain good relations with their counselees and, accordingly, shall:
2.1 Respect the personhood and integrity of the person with whom he works.
2.2 Recognize individual differences.
2.3 Clarify his role to the Counselee.
2.4 Establish professional relationship with the Counselee.
2.5 Explain results of tests and other diagnostic tools in a comprehensive and constructive manner.

2.6 Give information about the Counselee only to person who can be of help to the Counselee and is done
only with the approval of the Counselee and/or his parents or guardian. When revelations may result in
possible harm to the Counselee or to someone else, or may endanger the community of the country, he
must report the facts to appropriate authorities and take emergency measures to prevent any untoward
event or harm to Counselee.
2.7 Recommend a referral when it is indicated that the Counselee does not benefit from the guidance
relationship, but assume responsibility for the welfare of the Counselee until the guidance
responsibility is assumed by the person whom the Counselee has been referred.

Article III
Relationship with the Community

Sec. 3. Counselors’ Relationship with Community.– Guidance Counselors shall

establish and maintain good relations with their community, and, accordingly, shall:
3.1 Establish a relationship between the community and the guidance program in a manner that is beneficial
to both.
3.2 Show sensible regard for and ethical recognition of the social code and moral expectations of the
community in which he works and strives to elevate the understanding of its social and cultural
traditions.
3.3 Attend to the needs, problems, aspirations, and human resources of the community in order to enable
him to give relevant service responses, and to develop a wholesome community spirit.

6
 Article IV
Relationship with Colleagues in the Profession

Sec. 4. Guidance Counselors’ Relationship with their Peers. – Guidance Counselors

shall establish with their colleagues, and, accordingly, shall:
4.1 Initiate peer relations and maintain high standards of professional competence in the guidance and
counseling discipline.
4.2 Keep relationships on a professional level by refraining from petty personal actions.
4.3 Consult colleagues as a matter of professional courtesy, when planning to initiate a professional activity
likely to encroach upon his colleagues’ recognized academic disciplines or researches.
4.4 Give accurate information and avoid any misrepresentation or unclear explanations.
4.5 Hold responsible for proper permission from and adequate recognition of authors and publishers of
counseling and testing instruments which he uses and sees to it that psychological tests are
administered only by professionally-trained and competent guidance personnel under his direct
supervision.

Article V
Research and Publications

Sec. 5.Guidance Counselors’ Attitude on Research and Publications. – Guidance

Counselors shall undergo research and publications and, accordingly, shall:
5.1 Undertake research to contribute to the achievement of the Guidance and Counseling profession.
5.2 In conducting research, adhere to the highest standards of research methodology.
5.3 In reporting results of researches, reveal the identity of the subjects of research only with the permission
of the subjects concerned and only for professional purposes.
5.4 Acknowledge the source of his ideas and material in his research as well as in his publications, and
recognize divergent opinions from responsible person.

Article VI
Miscellaneous Provisions

Sec. 6. Administrative Penalties. – Any registered and licensed Guidance Counselor

who violates any provision of this Code shall be administratively liable under Sec. 24,
Art. III of R.A. No. 9258 and Sec. 24, Rule III of Board Resolution No. 02, Series of
2007, the “RR of R.A. No. 9258”.

Sec.7. Separability Clause. – If any part of this Code is declared unconstitutional or

invalid, the remaining provision/s or part/s thereof not affected thereby, if
separable, shall continue to be valid, enforceable, and operational.

7
 CODE OR MANUAL OF TECHNICAL STANDARDS FOR REGISTERED
AND LICENSED GUIDANCE COUNSELORS

This Technical Standards of Good Practice considers the changing circumstances in which Guidance and
Counseling is now being delivered – changes in the range of issues and levels of need presented by clients;
professional growth in levels of expertise from practitioners, ongoing continuing education programs; and the
accumulated experience of the Guidance and Counseling Profession Association over four decades.
Guidance and Counseling practice is found in various settings. The diversity of settings oftentimes may have a
practitioner working alone or two or more practitioners providing Guidance and counseling services within an
institution (school, community, industry, private counseling clinic, hospital, counseling center, and hospice).
Modes of delivery services vary from one setting to more than one. Thus, practitioners are faced with the challenge
of responding to diverse clients in diverse settings and helping them effectively.
The term “practitioner” refers to anyone providing professional Guidance and Counseling services as mandated
by Republic Act No. 9258 (The Guidance and Counseling Act of 2004) and the Implementing Rules and
Regulations attached to this Law. Professional Guidance and Counseling services rendered for free or for a fee
must be delivered only by licensed professionals. The term “client” as a generic term refers to the recipient of any
of these services. Terms “practitioner” and “client” may have alternative names in the practice setting as
terminology varies according to context and custom.

I. MAINTAINING A STANDARD OF GOOD PRACTICE

All clients are entitled to a standard of practice from practitioners in Guidance and Counseling.
Standards of good practice require professional competence; good relationships with clients and
colleagues; and commitment to and observance of professional ethics.
Good quality of practice requires competently-delivered services that meet the client’s need by
practitioners who are appropriately supportive and accountable.
1. Practitioners should give careful consideration to the limitations of their training and experience and
work within these limits, taking advantage of available professional support. If work with clients
requires the provision of additional services operating in parallel with guidance and counseling, the
availability of such services ought to be taken into account, as their absence may constitute a
significant limitation.
2. Good practice involves clarifying and agreeing to the rights and responsibilities of both the
practitioner and client at appropriate points in their working relationship.
3. Dual relationships arise when the practitioner has two or more kinds of relationship concurrently with
a client, for example, client and trainee, acquaintance and client, colleague and supervisee. The
existence of a dual relationship with a client is seldom neutral and can have a powerful beneficial or
detrimental impact that may not always be easily foreseeable. For these reasons, practitioners are
required to consider the implications of entering into dual relationships with clients, to avoid entering
into relationships that are likely to be detrimental to clients as they are accountable to clients and
colleagues for any dual relationship that may occur.
4. Practitioners are encouraged to keep appropriate records of their work with clients. All records should
be accurate, respectful of clients and colleagues and protected from unauthorized disclosure.
Practitioners should take into account their Guidance and Counseling Act (Republic Act 9258), the
Code of Ethics, and any other legal requirements.
5. Clients are entitled to competently-delivered services that are periodically reviewed by the
practitioner. These reviews may be conducted, when appropriate, in consultation with clients,
supervisors, managers, or other practitioners with relevant expertise.

II. MAINTAINING COMPETENT PRACTICE

6. All practitioners must have regular and on-going continuing education in view of professional
development. Managers/directors, coordinators/supervisors, educators, researchers and providers of
counseling services including volunteers in counseling centers and various settings are required to
review periodically their need for professional and personal growth and to upgrade their skills,
knowledge, and competencies.
7. Regularly monitoring and reviewing one’s work is essential to maintaining good practice. It is
important to be open to appraisals and assessments and be conscious in considering feedbacks from
colleagues. Responding constructively to feedbacks helps to advance the practice.
8. Practitioners should be conscientiously aware of any legal requirements concerning their work and be
legally accountable for their practice.

8
III. KEEPING TRUST

9. The practice of Guidance and Counseling depends on gaining and honoring the trust of clients.
Keeping trust requires an attentiveness to the quality of listening and respect offered to clients,
culturally appropriate ways of communicating that are courteous and clear, maintaining respect for
privacy and dignity, and careful attention to client’s consent and confidentiality.
10. Clients should be adequately informed about the nature of the services being offered. Practitioners
should obtain a written and informed consent from their clients and respect a client’s right to choose as
to whether to continue with or withdraw from the services.
11. Practitioners should ensure that services are normally delivered on the basis of the client’s explicit
consent. Reliance on implicit consent is more vulnerable to misunderstandings and is best avoided
unless there are sound reasons for doing so. Practitioners should be accountable to clients, colleagues
and the profession if they override a client’s known wishes.
12. When clients pose a risk of causing serious harm to themselves or others, the practitioner should be
alert to the possibility of conflicting responsibilities between those concerning their client, significant
others, and society. Consultation with a supervisor or experienced practitioner is strongly
recommended, whenever this would not cause undue delay. In all cases, the aim should be to ensure for
the client a good quality of care that is as respectful of the client’s capacity for self-determination and
trustworthiness as circumstances permit.
13. Working with young people requires specific ethical awareness and competence. The practitioner is
required to consider and assess the balance between young people’s dependence on adults and their
progressive development towards independent living. Working with children and adolescents requires
careful consideration of issues concerning their capacity to give consent to receiving any professional
service independent of parental consent and the management of confidences disclosed by these clients.
14. Respecting confidentiality is a fundamental requirement for keeping trust. The professional
management of confidentiality concerns the protection of personally identifiable and sensitive
information from unauthorized disclosure. Disclosure may be authorized by client’s written consent or
the law. Any disclosures should be undertaken in ways that best protect the client’s trust. Practitioners
should be accountable to their clients and to their profession for management of confidentiality in
general and particularly for any disclosure made without their client’s consent.
15. Practitioners should be willing to respond to their client’s requests for information about the way they
are working and any assessment that they may have done. This professional requirement does not
apply when imparting this information would be detrimental to the client or inconsistent with the
counseling or psychotherapeutic approach previously agreed with the client. Clients may have legal
rights to this information and this must be taken into account.
16. Practitioners must not abuse their client’s trust in order to gain sexual, emotional, financial or any other
kind of personal advantage. Sexual relations or any other type of sexual activity or sexualized behavior
with clients are prohibited. Practitioners should exercise caution before entering into personal or
business relationships with former clients and should be accountable if the relationship becomes
detrimental to the client or to the profession.
17. Practitioners should not allow their professional relationships with clients to be prejudiced by any
personal views they may have about lifestyle, gender, age, disability, race, sexual orientation, beliefs,
or culture.
18. Practitioners should be clear about any commitment made with the clients and colleagues and honor
these commitments.

IV. TEACHING AND TRAINING

19. All practitioners are encouraged to share their professional knowledge and practice in order to benefit
their clients and the public.
20. Only qualified doctoral-degree holders are to teach the doctoral program courses in Guidance and
Counseling.
21. Practitioners who provide counselor education and training should have professional continuing
education, knowledge, skills, attitudes and competencies to be effective teachers, facilitators and
trainers.
22. Practitioners involved in teaching and training must update their syllabi, modules, curricular programs
and courses periodically to be relevant and be within the prescribed Guidelines of RA 9258, the
Implementing Rules and Regulations, and the Commission of Higher Education (CHED).

9
23. Internship and practicum courses should be done in diverse settings to enhance the skills, knowledge
and competencies of Guidance and Counseling students.
24. Curricular programs, training courses, learning modules, and seminar programs should be evaluated in
terms of contents, strategies or techniques, implementation process, and the expected output to ensure
total effectiveness.
25. Practitioners should always be fair, accurate, and honest in their assessment of their students.
26. A written consent is required from clients if they are to be observed, recorded, or if their personally-
identifiable disclosures are to be used for training purposes.
27. Practitioners must serve as role models for professional behavior.

V. SUPERVISING AND MANAGING

28. Practitioners are responsible for clarifying responsibility for the work with the client.
29. Counselors, guidance specialists, guidance mentors, supervisors, and trainers may receive
supervision/consultative support independently.
30. Supervisors and managers have a responsibility to help practitioners acquire professional
competencies, maintain and enhance further the guidance and counseling practice for the clients’
welfare.
31. Practitioners give due credit to clients or supervisees for their contributions to research and scholarly
projects through co-authorship, acknowledgment or other appropriate means, in accordance with such
contributions.

VI. RESEARCH AND PUBLICATION

32. Guidance Counselors are committed to fostering research that will inform and develop the guidance
and counseling practice. Practitioners are encouraged to support research undertaken on behalf of the
profession and to participate actively in relevant research work.
33. Researches should be undertaken with rigorous attentiveness to the quality and integrity both of the
research itself and of the dissemination and application of the research results, if appropriate.
34. Articles and researches for publication must be peer-refereed.
35. Responsibility and accountability as well as intellectual honesty in doing research by the Practitioner
should be upheld and observed respectively at all times.
36. The rights of research participants should be carefully considered and protected. The rights include the
right to freely give an informed consent, and the right to withdraw at any point.
37. The research methods used should comply with the standards of good practice in guidance and
counseling, Code of Ethics, and RA 9258.
38. Practitioners acknowledge other researchers who have contributed significantly to the research and/or
publication, and those who have done previous work on the topic.
39. Research work should be presented in for a, conventions, and conferences for public dissemination.

VII. ASSESSMENT AND REPORT

40. Practitioners should select standardized psychological tests that meet the purposes for which they are to
be used and that are appropriate for their intended clients.
41. Practitioners must have the professional knowledge, skills, and competencies in test administration,
test interpretation, and preparing reports.
42. Practitioners should interpret test scores based on appropriate norms.
43. Practitioners should examine and understand the specimen sets, test booklets, manuals, directions,
answer sheets, scoring templates, and score reports before administering and assessing.
44. Practitioners should take into account any differences in test administration practices or the client’s
familiarity with the test items.
45. In selecting tests, practitioners should use tests that are culturally-fair in terms of gender, ethnic
background, religion, race, and handicapped conditions.
46. Practitioners should be aware of client’s limitations in understanding language usage and technical
terminology.
47. Practitioners should ask the consent of a parent or a guardian of a minor before giving an assessment
tool and explain the purpose for this.
48. Practitioners should comply with the test administration, test scoring, and test interpretation procedures
as prescribed in the Test Manual.
10
49. Practitioners should inform the client of the assessment results in a manner that is clearly understood.
50. A copy of the psychological report stamped with the word CONFIDENTIAL may be provided by the
practitioner to the client.
51. Practitioner should use assessment data by taking into account various factors and characteristics of the
client being assessed that might affect the practitioner’s judgment or reduce the accuracy of
interpretation.
52. Practitioners do not base assessments, recommendations, or test results that are outdated for the current
purpose.
53. Practitioners make reasonable efforts to maintain the integrity or security of tests and other assessment
techniques.

VIII. REVIEW CENTERS AND CLASSES

54. Only degree-granting institutions offering CHED-approved Guidance and Counseling programs are
regulated to have review centers and classes for licensure purposes, and must be approved by the
Professional Regulation Commission (PRC).
55. Review classes shall be handled only by competent masters and doctoral degree holders in Guidance
and Counseling.
56. A member of the Professional Regulatory Board of Guidance and Counseling (PRBGC) may serve as
lecturer in Review Centers of institutions offering CHED-approved Guidance and Counseling
programs only two years after his/her term in the PRBGC.

IX. FITNESS TO PRACTICE

57. Practitioners have a responsibility to monitor, and maintain their fitness and update their competencies
to practice at a level that enables them to provide effective service. If their effectiveness becomes
impaired for any reason, including health or personal circumstances, they should inform and talk to
their immediate supervisor regarding the situation. Results of consultation with supervisor and
experienced colleagues will help the practitioner to make the appropriate decision.
58. Attending to the practitioner’s well-being is essential to sustaining good practice. Practitioners have a
responsibility to themselves to ensure that their work does not become detrimental to their health or
well-being by ensuring that the way they undertake their work is as safe as possible and that they seek
appropriate professional support and services when the need arises.
59. Practitioners are entitled to be treated with proper consideration and respect consistent with Standards
of Good Practice.

X. RESPONSIBILITIES TO ALL CLIENTS

60. Practitioners have a responsibility to protect clients when they have good reason for believing the
client’s well-being is at risk.
61. If matters cannot be resolved, practitioners should review the grounds for concerns and evidences
available and have appropriate consultation.
62. If practitioners are uncertain as what to do, their concerns should be discussed with an experienced
colleague or supervisor provided they strictly follow the guidelines in keeping trust.
63. Practitioners are strictly encouraged to ensure that their work is adequately covered by insurance for
professional indemnity and liability.

XI. WORKING WITH COLLEAGUES

64. Professional relationships should be conducted in a spirit of mutual respect and collegiality.
65. Practitioners should endeavor to attain good working relationships that enhance effective services to
clients at all times.
66. Practitioners should treat all colleagues fairly and foster equal opportunity.
67. Practitioners should maintain their professional relationships with colleagues and not be prejudiced by
their own personal views about a colleagues lifestyle, gender, age, disability, sexual orientation,
beliefs, or culture.
68. Practitioners should refrain from undermining a colleague’s relationship with clients by making
unjustified or unsustainable comments.
69. All communications between colleagues about clients should be on a professional basis.
11
 XII. HANDLING PRACTITIONER-CLIENT RELATIONSHIP

70. Practitioners should respond promptly and appropriately to any written complaint received from their
clients.
71. Practitioners should endeavor to remedy any harm they may have caused their clients and to prevent
any repetition.
72. Practitioners should discuss, with their supervisor, manager or other experienced practitioner(s), the
circumstances in which they may have harmed a client in order to ensure that the appropriate step will
be taken to mitigate any harm and to prevent any repetition.
73. If practitioners consider that they have acted in accordance with good practice but their client is not
satisfied that this is the case, they may use independent dispute resolution including seeking a second
professional opinion, mediation, or conciliation, whichever is both appropriate and practical.

XIII. AWARENESS OF CONTEXT

74. The practitioner is responsible for learning about and taking into account the different protocols,
conventions, and customs that can pertain to different working contexts and cultures.

XIV. MAKING AND RECEIVING REFERRALS

75. All routine referrals to colleagues and other services should be discussed with the client in advance and
the client’s consent obtained both to making the referral and also to disclosing information to
accompany the referral.
76. Reasonable care should be taken to ensure that (a) the recipient of the referral is able to provide the
required service; (b) any confidential information disclosed during the referral process will be
adequately protected; and (c) the referral will be likely to benefit the client.
77. Prior to accepting a referral the practitioner should give careful consideration to the appropriateness of
the referral; (b) the likelihood that the referral will be beneficial to the client; and (c) the adequacy of
the client’s consent to the referral.
78. If the referring party is professionally required to retain overall responsibility for the work with the
client, it is professionally appropriate that said referring party be provided with brief progress reports.
Such reports should be made in consultation with clients and not normally against their explicit wishes.

XV. PROVIDING CLIENTS WITH ADEQUATE INFORMATION

79. Practitioners are responsible in clarifying in advance to the client the terms on which their services are
being offered including the client’s financial obligations and/or other reasonably foreseeable costs or
liabilities.
80. All information about services should be honest, accurate, devoid of unjustifiable claims, and be
consistent with maintaining the professional standing of Guidance and Counseling.
81. Particular care should be taken in maintaining the integrity of presenting qualifications, accreditation,
and professional standing.

XVI. ACCESSIBILITY OF SERVICES

82. Practitioners make their Guidance and Counseling services accessible to all regardless of their client’s
socioeconomic status or inability to pay such professional fee. In this case, no client should be turned
away or refused by the practitioner for monetary reason. Foundations may be tapped via networking.
83. Practitioners render voluntary or pro bono services in the community utilizing their knowledge and
expertise in their field of specialization.
84. Practitioners have the responsibility to do advocacy in Guidance and Counseling via print media, film,
TV, radio, and cyber technology.

12
 XVII. CONFLICTS OF INTEREST

85. Conflicts of interest are best avoided, provided they can be reasonably foreseen in the first instance and
prevented from arising. In deciding how to respond to conflicts of interest, the protection of the client’s
interests and maintaining trust in the practitioner should be paramount.
86. Practitioners who own any business entity must refrain from engaging in any business activity under a
Guidance Organization’s name where such personal interest is highly placed.

13
Forms

INDIVIDUAL INVENTORY APPENDIX A

14
APPENDIX B

15
APPENDIX C

16
APPENDIX D

17
APPENDIX E

18
APPENDIX F

19
APPENDIX G

20
APPENDIX H

21
APPENDIX I

22
APPENDIX J

23
APPENDIX K

24
APPENDIX L

25
APPENDIX M

26
APPENDIX N

27
ACADEMIC PERFORMANCE RECORD APPENDIX O

28
APPENDIX P

29
APPENDIX Q

30
APPENDIX R

31
APPENDIX S

32
APPENDIX T

33
APPENDIX U

34
APPENDIX V

35
APPENDIX W

36
APPENDIX X

37
COUNSELING SELF-REFERRAL FORM APPENDIX Y

38
COUNSELING REFERRAL FORM APPENDIX Z

39
CASE NOTES APPENDIX 1

40
PROGRESS NOTES APPENDIX 2

41
CAREEER ASSESSMENT APPENDIX 3

42
CAREER MODULE APPENDIX 4

43
APPENDIX 5

44
CAREER COUNSELING FORM APPENDIX 6

45
PSYCHOSOCIAL SUPPORT APPENDIX 7

46
APPENDIX 8

47
APPENDIX 9

48
APPENDIX 10

49
BROCHURE APPENDIX 11

50
APPENDIX 12

51
References:
Code of Ethics for Registered and Licensed Guidance Counselors in the Philippines. (2015, February 3).
Code of Ethics for Registered and Licensed Guidance Counselors in the Philippines. Retrieved
February 14, 2022, from http://filpsycounseling.blogspot.com/2015/02/code-of-ethics-for-
registered-and.html

52