MMSU Science and Technology Journal ISSN: 2012 0060

Vol. 3. No. 1 January-June 2013

Guidance Counselors’ Constructs of their Role Performance in

Interventions Nurturing Academe-community- Workplace Interface
Irene L. Flores* and Frederick F. Rodrigo

Abstract

This qualitative inquiry explored guidance counselors’ constructs of their roles in

interventions that nurture academe-community-workplace interface. These interventions
were spearheaded by the Mariano Marcos State University (MMSU) and Northwestern
University (NU) in Ilocos Norte from January 2007 to December 2009. Data sets were
gathered via in-depth interviews with six MMSU and ten NU guidance counselors. The
explored constructs of their roles were grouped into themes and sub-themes.

Three major groups of interventions that nurture academe-community-workplace

interface were identified. The most commonly-mentioned included those under academic
development, followed by those under career development, and the least, those under
personal-social development. All the interventions involved at least two groups of
individuals like students and guidance counselors or concerned university personnel,
while almost all involved members of the community (such as parents, guardians, and
relatives) and workplaces (employers and staff), as well as those of the academe (both
teaching and non-teaching personnel and students or even peer counselors).

Moreover, the roles identified were grouped as follows: administrative,

communicative, technical, coordinative, instructional, leadership, and facilitative. All of
which were evident in the roles performed by the counselor-informants when they
engaged themselves in academic development interventions. Across the interventions,
which were grouped into three, the counselor-informants construed the roles they played
in terms of their purposes. These intentions were found to be directed toward the
academic growth and welfare of students, the visibility of the concerned academic
institutions, the effectiveness and relevance of the guidance and counseling program, the
involvement of parents and prospective employers of graduates, and the sustainability of
relationships between and among partners in the academe, community, and workplaces.

Aside from viewing the roles played by the counselor-informants based on their
purpose, they were also interpreted in terms of their nature, importance, justification/
rationale, strategies employed, and outcomes. When taken together, all these findings
serve as anchor in ensuring a more comprehensive yet practical training—either formal
or non-formal—for guidance counselors regardless of whether they are serving in a
public or private institution of higher learning. Such training is needed in enabling
guidance counselors to manage opportunities that nurture and maximize interfacing
interventions.

Keywords: guidance counseling, guidance counselor’s interventions, role

performance, academe-community-workplace interface

*Corresponding Author: Current Address: College of Agriculture, Food

and Sustainable Development, Mariano Marcos State University, City of
Batac, Ilocos Norte; email: irene_mmsu@yahoo.com

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 Guidance counselors’ constructs

Introduction

Today, education is not only seen as a pivotal factor in national development,

but as the main component of a nation’s advancement as well. However, a relatively
large number of contemporary higher learning institutions falter in their mission to
prepare students in assuming a multitude of responsibilities in the future. In the face of
widespread uncertainty about the academe’s appropriate role in highlighting virtuosity,
issues of personal and social responsibility have been brushed aside. Likewise, the
ways of addressing them only disconnects students, academic work, and personal
exploration that inevitably occur as they pursue their educational careers (Grusec &
Goodnow, cited in Bear, Telzrow and de Oliveira, 1997).

Nevertheless, some of these higher education institutions recognize their

commitment to students’ meaningful practices that prepare them to fulfill their
obligations in the academe and in their social and global communities. By undertaking
their social responsibility and by examining the collective implications of knowledge,
college students learn to address the effects of actions and social policies and to take
the lead in shaping the world as a better place to live in (Association of American
Colleges and Universities, 2006).

In molding students to become holistically-responsible citizens, Baker (2000)

asserts that guidance and counseling in the academe are integral components.
Likewise, guidance and counseling support the institution in realizing its educational
objectives through assisting, coordinating, and implementing relevant policies for
student welfare and development. As such, guidance counselors face the challenge of
preparing students to meet the expectations of higher academic standards and to
become productive members of society. Specifically, they use the skills of leadership,
advocacy, and collaboration to promote systematic change as appropriate. Likewise,
they focus their skills, time, and energy on direct service to students and their families.
Indeed, guidance counselors’ collaborative efforts as members of the educational team
create an environment that promotes student achievement.

At the collegiate level, guidance counselors assume a number of roles; all of

which are important and potentially critical in affecting a student’s future (Burnham and
Jackson, 2000). These roles, as disclosed further by Burnham and Jackson (2000), are
translated in a variety of interventions: academic, career, and psycho-social. In other
words, guidance counselors’ roles do not only encompass educational management
but they extend to mental health, interpersonal relations, social adjustment, career
planning, and work adjustment as well. In performing their varied roles, the
professional commitment of counselors is directed at promoting and maximizing the
potentials of students as they relate with their peers and professors, collaborate with
their family and community, and nurture synergy with their future colleagues and
superiors in the workplace.

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IL Flores and FF Rodrigo

In the Philippines, guidance services are an integral part of familial culture.

Since academic institutions assume more and more roles of the family in the
multifaceted development of students, a guidance and counseling center takes on an
important role in the academic structure. Through the various guidance services,
according to Salazar-Clemena (1997), the center follows the development of students
from the time they enter the university until the time they leave school to enter into the
world of work. The same author claims that guidance counselors are in the best
position to provide administrators, teachers, parents, and students with appropriate and
timely information needed by students to set their goals and realize such.

The guidance and counseling center is a sub-unit in the service office of a

university under the Student Services and Development Office. Higher education
institutions envision the Filipino guidance counselors as caring, nurturing, and affirming
persons striving for wholesome lifestyles and endeavoring to form a community of
disciples, together with the administrators, faculty, employees, and students (Salazar-
Clemena, 1997).

Almost everyday students are referred to the guidance office for counseling due
to misbehavior, absenteeism, and tardiness. Inferring from the various problems of
students, it is essential to undertake a study that could redefine guidance counselors’
roles and determine the skills they need in implementing a comprehensive guidance
and counseling program of higher-education institutions. All of which would redound to
more responsive and proactive intervention programs that deliver guidance services to
all students and to significant others who influence their development. Among them are
faculty members, academic administrators, parents, and other community residents.

By working collectively, the academe, families, and communities can prepare for
a more promising future. In fact, communities searching for opportunities to revitalize
themselves in a technologically-sophisticated society can discover ways to bring
themselves into the information age by intertwining school and community improvement
initiatives. For instance, Cawelti (1999) found in his research that parents’ involvement
in activities designed to support the school’s curriculum and standards resulted in the
most substantial gains in academic achievement.

Hence, it is positive and convincing that many forms of family and community
engagement positively influence student achievement at all ages. It has become
imperative for academic institutions to develop partnership programs with concerned
members of families, communities, and workplaces. Those engagements are designed
to assist academic institutions in two ways: a) to examine their present practices and
develop strategies for family involvement and b) to provide tools and resources to
colleges and universities so they can choose what to share with families and
community members (Stone and Dahir, 2006).

Moreover, a review on the research done by the Southwest Educational

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 Guidance counselors’ constructs

Developmental Laboratory (Henderson and Mapp, 2002) provides a framework for

strengthening family-school-community-workplace partnerships. The study reflects on
how families can support students in their education in meaningful ways. Outputs of the
reflections serve as inputs in redefining the concept of engaging families, schools, and
communities in an interactive relationship to support students’ learning and
development.

In fact, Constantino (2003) claims that academic leaders who want positive
change and believe that all students can achieve at high levels of academic
performance need to put in place those partnerships and processes that will move the
school from ‘good to great’. Great schools believe that every student can learn at high
levels and that every professor can help all students achieve at high levels. Great
schools also believe that forging a positive, healthy, and meaningful interfacing with
families and communities will bring about expectations and learning that enormously
benefit students.

Understanding such interfacing outcome is anchored on the principle of synergy

as set forth by the general systems theory, to wit: the whole is greater than the sum of
its parts. According to Smith (2001), synergy encapsulates human factors, cooperative
attitudes, and collective actions, which produce desired and even overarching benefits.
Goldstein (1999) characterized synergy as having a) radical novelty (evolving features
not previously observed in a system, b) coherence (integrated systems maintain
themselves over the same period of time, c) global or ‘macro’ perspective (property of
wholeness), and d) ostensive dynamics (evolving and emergent, yet observable).

The principle of synergy likewise emphasizes on interrelationships of

components or partners who experience a high degree of ownership and responsibility
of their roles and their implications (Senge, 1990). Consequently, partners, like
guidance counselors involved in academe-community-workplace interfacing
interventions, act on their roles because they fulfill their needs and sense of
responsibility, as well as those of others on behalf of the whole system and its goals.

As guidance counselors engage themselves in those interfacing interventions,

their horizons expand via experiential learning. Kolb (1994) describes such learning as
one that provides immediate and concrete experiences, which serve as basis for
observations and reflections. That is so, because they are prompted to perform a wide
range of roles, which they may or may not have learned or encountered early on.
Roles can define behavior, which should be exhibited and those that should not be.
Roles likewise help communicate responsibilities and set expectations for appropriate
responses from others (Kolb, 1994).

Such experiences become an anchor in construing their views of those

interventions as well as the way they perform their roles to realize such. An empirical
understanding of those constructions is used as take-off points in proposing for non-

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IL Flores and FF Rodrigo

formal and formal training programs that seek to sustain guidance counselors’
commitment in nurturing interfacing interventions with the communities and workplaces.

This research study is focused mainly on the roles of guidance counselors’

interventions that foster students’ academic performance and welfare. Such
performance-based initiatives were quantitatively assessed in the past, which
highlighted the overall outcomes of those interventions or the collective contributions of
the concerned individuals and groups including those of guidance counselors
themselves.

Those outcomes may have provided some bases in continuing and improving
existing practices in guidance and counseling work. However, those might have been
limited in providing a comprehensive understanding of those interventions and of the
guidance counselors’ view of their roles in realizing the profound goals of the
interventions. Such understanding is essential in forwarding empirical bases for
initiating efforts to enhance their commitment in nurturing academe-community-
workplace interfaces needed in ensuring holistic welfare among students, as well as in
enriching and sustaining the quality of services they deliver.

This research generally attempted to explore guidance counselors’ constructs of

their roles in nurturing their academic-community-workplace interfaces.

Specifically this study sought to a) determine the common and distinct

interventions engaged in by guidance counselors in selected public state university and
private universities in Ilocos Norte that nurture academe-community-workplace; b)
classify the roles played by guidance counselors in nurturing academe-community-
workplace interface; and c) unpack the roles played by guidance counselors’
interventions that nurture academe-community-workplace interface.

Methodology

The multi-case phenomenological study uncovered guidance counselors’

constructs of their interventions in nurturing interfaces with their a) service communities
and b) graduates’ prospective employers, as well as those of the c) performance of
their roles in realizing such. Hence, the qualitative research perspective was used to
uncover those meanings. Inasmuch as two universities in Ilocos Norte−the Mariano
Marcos State University (MMSU) and the Northwestern University (NU) − were involved
in this study, the meanings of the key informants’ constructs of their roles were likewise
compared.

The key informants of the study included the guidance counselors involved in
the interventions that seek to nurture academe-community-workplace interface.
Specifically, they were involved in at least one intervention from its planning until its
evaluation phase from January 2007 to December 2009. They were screened based on

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 Guidance counselors’ constructs

their direct and active participation in those activities to ensure that they had
experiences in each intervention, thus enabling them to interpret such accordingly.

The study used an in-depth interview (IDI) guide to determine the different
interventions in the academe-community-workplace interface that each key informant
got involved in. Following the IDI guide, the key informants were interviewed
individually in their most preferred places and during their most convenient time. The
interviews were done simultaneously or consecutively in the locale of the study
depending upon their availability.

Moreover, discourse analysis was used in drawing out meanings of the key
informants’ constructs of their roles in interface-nurturing interventions. Data were
analyzed using collective meanings emerging from each group of key informants
representing one university at a time.

Initially, data analysis was done by selectively coding the transcribed interview
documentation. Selective coding focused on the meanings of the interventions and the
performance of the guidance counselors’ roles. The coded data served as anchor in
surfacing the themes and sub-themes of the key informants’ constructs.

Results and Discussion

Guidance Counselors’ Interventions Fostering

Academe-Workplace-Community Interface

Three major groups of interventions that nurture academe-community-

workplace interface were identified by the key informants: academic, career, and
personal-social development interventions. These run parallel with the typologies
forwarded by Burnham and Johnson (2000).

The first group of interventions includes activities that are meant to deal with
academic problems as well as monitor the learning and achievement of students.
Meanwhile, the second covers those that seek to assess students’ interests,
personality, values, and skills, and to help them explore career options such as
deciding or choosing a major field/career path, transitioning into the world of work.
Likewise, it includes career placement, career planning, and student development.
Lastly, the third group encompasses initiatives that attempt to increase students’ skills
and knowledge, which are needed in understanding their own selves and the
relationship between ‘self and others’ as they grow and develop, thus, building
interrelationships between themselves and establishing partnerships with others
across diverse groups in the world around them. An integral dimension of this strand is
generating an understanding of the nature and importance of individual, group, team or
community identity and an ability to work cooperatively.

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IL Flores and FF Rodrigo

Under the first group, 18 interventions were specifically identified. The guidance
counselor-informants from both universities were involved in seven of the academic
development interventions. These include orienting freshmen and new students,
delivering individual inventory service, counseling via interviews, testing IQ levels,
monitoring students’ grades/marks, conducting parent-student-teacher conference and
counseling, issuing guidance forms and administering study habits and attitudes test.
Meanwhile, five were distinctly engaged in by the counselor-informants from the state
university. These include the following: holding guidance relevant sessions on test
taking, time management, and study skills; communicating with parents via
correspondence, monitoring class attendance; monitoring students’ conduct and
discipline; and conducting home visits. Five other interventions involved the counselor-
informants from the private university. These are as follows: administering study habits
and attitudes test, conducting seminar-workshop on power communication skills;
counseling scholars, holding informal talks with students, and providing assistance to
students applying for loan.

Moreover, seven were identified under the career development interventions.

Three of which needed the involvement of counselor-informants; these are outreach
seminars for graduating students, career seminars for graduating high school students,
and career counseling and testing. On the other hand, two were exclusive to the state
university informants. These are intelligence testing for incoming graduate students and
exit interviews for graduating students. Meanwhile, two other interventions were
participated in by the private university students. These are educational tours to local
industries and job fair.

Additionally, two psycho-social development interventions were identified. Both

of which solely involved the counselor-informants from the state university . These are
organizing a peer counselors’ club and forging linkage with the Human Rights
Commission.

Furthermore, most of the interventions identified were done the whole-year

round, while some were regularly done once a semester. There were also those
conducted once in specific month or period of the year.

All the interventions involved at least two groups of individuals like students and
guidance counselors or concerned university personnel, while almost all involved
members of the community (such as parents, guardians, and relatives) and workplaces
(employers and staff), as well as those of the academe (both teaching and non-
teaching personnel and students or even peer counselors).

Guidance Counselors’ Roles in Interventions

Nurturing Academe-Community-Workplace
Interface

Every counselor-informant pinpointed at least one role that she played in the

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 Guidance counselors’ constructs

interventions that nurtured academe-community-workplace interface. The different

roles identified were grouped as follows: administrative, communicative, technical,
coordinative, instructional, leadership, and facilitative. These roles are consistent with
themes that underlie the guiding principles of Transforming School Counseling Initiative
(2007).

Specifically, administrative roles include those that directly facilitate the daily
operations of an educational institution, particularly those that contribute to its guidance
and counseling thrusts. Meanwhile, the communicative roles encompass those that
foster interaction or engagement between and among partners and stakeholders
towards understanding each other’s intentions, points of views, interests, and concerns.
In contrast, technical roles are those requiring the use or application of expert
knowledge and related competencies in the field of guidance and counseling. On the
other hand, coordinative roles are called as such because they seek to unify, integrate,
and synchronize efforts of all partners and stakeholders in academe-community-
workplace interventions so that they can collectively realize common goals.

What makes facilitative roles distinct is that of helping the individuals and
groups involved in guidance and counseling services to focus on their energies on a
task on hand by suggesting methods and procedures and making sure that everyone
has an opportunity to participate.

All of those groups of roles were evident when the counselor-informants

engaged themselves in the academic development interventions. Meanwhile, all,
except the instructional group of roles, were performed by the informants involved in
career development interventions. Although there were only two personal-social
interventions, five groups of roles were performed by the informants when they got
involved in them.

The most frequently performed role by the counselor-informants was

categorized as administrative. This was followed by communicative and technical roles.
The least dominant roles include those classified as facilitative and leadership. These
trends were primarily observed under the academic and career development
interventions.

Comparing the groups of roles performed by the counselor-informants from the

two universities when they were engaged in academic and career development
interventions, those from the state university were more inclined with communicative,
technical, instructional, facilitative, and leadership roles than those of their counterparts
in the private university. However, those in the private university were more inclined
with the administrative roles than those of their counterparts in the other university.
Meanwhile, both had more or less the same inclination to coordinative roles.

Meanwhile, instructional roles include geared towards fostering change in one’s

behavior after going through the teaching-learning process. Lastly, leadership roles

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IL Flores and FF Rodrigo

encompass the blending of motivational, strategic, and management skills of guidance

counselors. These are needed in aligning focus, energy, and drive while creating a
culture that encourages group thinking and attainment.

Meanings of the Roles Played in Nurturing

Academe-Community-Workplace
Interventions

Three groups of academe-community-workplace interventions were uncovered

from the documented IDI sessions with the guidance-counselor informants from the two
universities in Ilocos Norte. Specifically, these are academic, career, and psycho-social
development interventions. The IDI sessions focused on the meanings of the roles
played by the key informants in those interventions.

Academic Development Interventions

Orientation program for freshmen and new students. As shown in Table 1, the
key informants from both universities construed the roles they played during the
orientation program for freshmen and new students in terms of their purposes and
importance. The purposes of the said intervention pertain to the direction that the key
informants’ and their concerned partners’ or stakeholders’ involvement would like to
collectively take them. On the other hand, importance refers to the possible contribution
of implementing the intervention.

In terms of purpose, the first academic development intervention has six

purposes. Three of them were commonly shared by the key informants from both
universities, while the rest were distinct to the state university informants .

Specifically, the commonly-shared purposes are directed towards ascertaining

administrative support, ensuring proper guidance services orientation, and ascertaining
students’ participation. Meanwhile, those purposes, which were distinctly shared are
focused on ensuring credibility of information shared, initiating favorable working
relationships, and facilitating adjustment.

Moreover, one common and one distinct sub-theme on the importance of the
first academic development intervention emerged from the key informants’ constructs of
their roles. For both groups of key informants, the orientation program was
indispensable because it provided the students with opportunity to know their
professors and university support staff. The key informants from the state university
added that the same intervention re-assured them of the sense of belongingness
among freshmen and transferees.

Individual inventory service. It was found that their roles in providing individual
inventory service were viewed in terms of their nature, purpose, and importance. Those
themes of meanings were more or less similar with those in the preceding intervention,
except that of nature. Nature of roles played points to the overall characteristic of an

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 Table1. Themes and sub-themes of the meanings of roles played by universities A and B guidance counselors in academic development
interventions.
MEANING OF ROLE PLAYED
THEME and SUB- University A (MMSU) University B (NU)
THEME
Role Played Meaning Role Played Meaning
1. Orientation Program for Freshmen & New Students
A. Purpose
 Follow protocol to Prepared letter of request to Implores support Disseminated the schedule Ensures protocol
ascertain conduct the activity and for the from school of the activity to students,
administrative budget needed administrators deans, college
support representatives & faculty
 Ensure proper Prepared and distributed Encourages Issued handouts & flyers on Provides relevance to
orientation on the pamphlets and brochures students to avail of guidance services. guidance services to
guidance services containing information on the the guidance students’ entry to
guidance services services college life
 Ascertain the Sought peer counselors’ Guarantees Discussed the guidance Ensures success of the

35
presence & assistance in preparing for complete services during the activity thru complete
participation of the program & in monitoring attendance department orientation attendance
students students’ attendance &
registration
B. Importance/ Contribution
 Opportunity to know Invited head of offices to Ensures students’ Requested college Smoothens college entry
the staff and introduce their staff & faculty adjustment to representatives to present to college life and make
faculty members of university life & the colleges faculty and staff them feel at home right
the college environment from the start

2. Individual Inventory Service

A. Nature
 Basis for focused & Issued Individual Inventory Directs counseling Instructed students to fill up Identifies students for
relevant counseling Form to freshmen for them to their Student Inventory counseling
fill up Record form if data from the Facilitates the progress of
registrar’s office are not counseling
available
Guidance counselors’ constructs
 Table 1. con’t.
MEANING OF ROLE PLAYED
THEME and SUB-THEME University A (MMSU)
Role Played Meaning
3. Interview with Counseling
IL Flores and FF Rodrigo

A. Purpose
 Figure out students' concerns as inputs Employs future lecture series on personal life Facilitates counseling
in planning for responsive guidance- enhancements, how to manage stress, how
related activities to build one’s self-confidence, etc.

 Provide choices for more rational Presented options to assist students in their Increases students’ ability to make
decision making decision making wise decisions.

 Remind students of school policies Issued call slips to students who missed their Ensures complete class attendance
classes for counseling

36
 Seek reinforcement from parents’ Wrote parents to inform of students’ Implores parents’ help in monitoring
ensuring students’ class attendance absences & tardiness students’ class attendance

B. Outcome
 Enabled students' to realize their Counseled students before they are issued Ensures academic success
aspirations admission slip
4. IQ Testing
A. Purpose
 Help students improve their academic Interpreted test results together with students Enhances students’ understanding
performance of their strengths & weaknesses

 Inform the administration to implement Prepared letter request to conduct the Ensures protocol & school
the activity activity and implement the proposed administrators’ full support
schedule of test administration
 Table 1. con’t.

MEANING OF ROLE PLAYED

THEME and SUB- University A (MMSU) University B (NU)
THEME Role Played Meaning Role Played Meaning
5. Students’ Grades/Marks Monitoring
A. Nature
 Part of responsibility Acquired copies of Administers responsibility to Requested copies of Keeps responsibility to
students’ grades from monitor students’ grades grades from the Centre of improve students’ grades
advisers Information
Communication
Technology (CICT)
Scheduled counseling Ensures an absolute Issued call slip to referred Carries out obligation to
with students with counseling to students with students for failing grades foster positive study skills
failing grades failing grades & attitude
B. Strategy
 Determining reasons Held consultative Accommodating students to Interviewed students Improving students’

37
behind failures meetings between discuss problems affecting about their failing grades attitude towards their
students and faculty their grades Provided counseling studies
Facilitating students’ Ensuring productive
adjustment to school academic life
pressure
Ensuring productive
academic life
6. Parent-Student-Professor Conference and Counseling
A. Strategy vis-à-vis Outcome
 Involving parents in Organized meetings Fostering partnership with Notified parents for Allowing parents’
monitoring with parents of parents in assisting students consultative meeting involvement in monitoring
attendance of their students referred for about students’ students’ attendance
children low performance & attendance
misbehavior
Implementing a
comprehensive guidance and
follow-up
Guidance counselors’ constructs
 Table 1. con’t.
MEANING OF ROLE PLAYED
THEME and SUB-THEME University A (MMSU)
Role Played Meaning
 Establishing rapport with parents Notified the department concerned about the Fostering responsible relationship with
IL Flores and FF Rodrigo

parent-student-teacher conference parents to solve students’ problems before

they get worse
 Counseling students with low grades Counseled students about consequences of Facilitating students’ realization of the
low grades & its implication to school rules and consequence of failing their academic and
regulations personal life
7. Guidance Forms Issuance (call slip, admission slip, referral slip)
A. Nature
 Part of students’ protocol for Issued admission slip Part of students’ protocol for readmission
readmission
 Requisites for students’ readmission to Provided counseling

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class
B. Purpose
 Identify students whose needs should be Issued calls slip to call students for counseling Identifies students’ reasons for absence &
prioritized tardiness
 Find out/diagnose students' problems Discussed with students their problems Pinpoints students who need assistance

 Remind students about the function of Distributed flyers on the guidance services Enlightens students about the guidance
the guidance office office functions
Encourages students to take advantage of
the guidance services
8. Administration of Study Habits and Attitudes Test
A. Intention
 Information sharing Discussed purpose of test before it was
administered
B. Importance
 Basis for counseling Counseled students based on test results
 Table 1. con’t.
MEANING OF ROLE PLAYED
THEME and SUB-THEME University B (NU)
Role Played Meaning
9. Seminar -Workshop on Power Communication Skills
A. Strategy
 Following school protocol Wrote letter request for approval Ensures protocol and administrative support
 Keeping students alert & participative Invited speakers to discuss topics on Improves students’ personality and
personality development participation in class
10. Counseling to Scholars
.
A. Purpose
 Keep exemplary performance of scholars Conducted group sessions to scholars Motivates more scholars to keep on excelling
B. People involved
 Scholars (particularly those needy) Identified scholars from poor families Supports students’ to excel in academics

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despite financial difficulty
11. Informal Talks with Students
A. Purpose
 Build rapport Approached students at their student Builds rapport and encourages students to
centers to ask about their studies and discuss their problems freely
school life
B. Outcome
 Developed students’ willingness to avail Inquired about students’ problems while Relates students’ problems with those
of guidance services having informal talks with them experienced from other courses
12. Students’ Assistance During Loan Application
A. Purpose
 Ensure students' welfare Acted as loan guarantor of students’ Makes possible for students to pay tuition
application for student loan fees for issuance of exam permit
Guidance counselors’ constructs
 Table 1. con’t.
MEANING OF ROLE PLAYED
THEME and SUB-THEME University A (MMSU)
Role Played Meaning
13. Parents’ Orientation
IL Flores and FF Rodrigo

A. Purpose
 Inform parents about university/ Wrote letters to parents to explain the purpose Enlightens parents on school rules and
college rules and regulations of the activity. regulations
 Initiate working relationship with Requested students to inform their parents that Develops rapport with parents
parents attendance to the activity is compulsory

B. Outcome
 Partnered with parents in instilling Invited speakers to discuss school rules and Implores parents’ relevance as partners in
students’ discipline regulations disciplining students
14. Relevant and Urgent Guidance Sessions on Test Taking, Time Management & Study Skills

40
A. Strategy
 Enhancing guidance session Developed guidance session modules Facilitates the conduct of sessions
 Following protocol Prepared letter request to conduct the activity, Solicits approval and support from school
venue, facilities and fund to be used authorities
Informs college dean and the SSDO about the
activity
 Motivating students to participate Facilitated unfreezing games at the start of the Builds rapport with students before -Enhances
sessions students’ interest in the activity
B. Purpose
 Ensure students’ attendance Arranged schedule of the activity and informed Assures complete attendance of students
students about it
Wrote letter for approval to school authorities Ensures success of the activity
 Help students enhance their habits Lectured on time management Builds students’ skill to manage their time well
and time management strategies for academic success
 Table 1. con’t.

MEANING OF ROLE PLAYED

THEME and SUB-THEME University A (MMSU)
Role Played Meaning
C. Outcome
 Better coping behavior with the demands Distributed handouts on study habits, Boosts students’ stress management
of college life test taking skills and stress
management
D. Importance
 Having better strategies to pass exams Provided information on how to Increases students’ confidence to achieve
successfully pass exams academic success
15. Communicating with parents via correspondence
A. Purpose
 Update parents with their children’s class Wrote letters to inform parents on Increases parents’ awareness of students’
standing missed classes of students school performance

41
B. Strategy
 Soliciting parents’ help to remedy their Schedule consultation with parents of Enforces remedial measures to failing grades
children’s problems on academic students who have 20% failing grades
performance
Implores parents’ participation to plan for
appropriate services to avoid failing grades
16. Class Attendance Monitoring
A. Purpose
 Proactively save students from failures Provided individual sessions for Instill importance of class attendance to improve
due to absenteeism students referred for absenteeism grades
 Foster closer working relationship with Interviewed students about background Discovers students’ pattern of behavior that
faculty & students of their problem indicates serious issues and problems that need
to be resolved
Issued call slip via subject teachers Establishes constant connection with students
and faculty
Guidance counselors’ constructs
 Table 1. con’t.
MEANING OF ROLE PLAYED
THEME and SUB-THEME University A (MMSU)
Role Played Meaning
 Determine the real picture of students’ class Recorded names of students referred Allocates preventive measures for failed grades
IL Flores and FF Rodrigo

attendance and punctuality for absenteeism due to frequent absences

B. Outcome
 Improved students' attendance and behavior Provided counseling Recognizes students who need help
Discourages students’ absenteeism and
misbehavior in school
C. Strategy
 Showing concern to students Scheduled follow-up sessions until Illustrates care and concern for students’
problems are clarified. performance in school
D. Importance

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 Basis for seeking parents' help in monitoring Scheduled parents’ consultation to Signifies parents’ involvement in improving
students’ attendance & punctuality discuss students’ truancy students’ behavior toward school

17. Student Conduct & Discipline Monitoring

A. Purpose
 Enhances students’ responsiveness to rules Provided students with copies of the Fosters students’ respect and discipline
& regulations College Student Handbook
18. Home Visits
A. Reason behind/justification
 Have some basis in tracing students’ Discussed issues of students with Provides hints on cause of students’ problems
problems vis-à-vis their contributing factors their parents during home visits

 Assist students to change for the better Visited home of students referred for Assists students to transform their attitude
habitual absences towards school and become more responsible
 Guidance counselors’ constructs

activity. For both groups of key informants, they claimed that the outputs of the said
intervention could serve as bases for focused and relevant counseling.

Unlike in the first intervention, the other themes of meanings like purpose and
importance of the roles played in the second intervention were distinctly presented by
either group of key informants. For the state university informants, they viewed their
roles in terms of purpose, which is directed towards exploring students’ abilities and
ensuring a comprehensive approach to guidance. On the other hand, those of the
private university construed their roles based on importance. For them, the roles they
played are essential because they were given an anchor for discussing students’
problems.

Interview with counseling. All in all, two themes of meanings of the roles played
by the key informants when they did the third academic development intervention
emerged: purpose and outcome. The second theme refers to the consequence or result
of role performance.

In terms of purpose associated with the roles played by the two groups of key
informants, they commonly figured out the essence of soliciting students’ concerns,
because they serve as planning inputs for more responsive guidance services.

Meanwhile, only the informants from the state university revealed that the roles
they played in this intervention were directed towards providing choices for students’
rational decision making, reminding students of school policies, and seeking
reinforcement from parents when absenteeism arises.

IQ testing. Purpose, importance, and outcome are the three themes of

meanings of the roles performed by the key informants during students’ IQ testing.
Nevertheless, it was only the purpose of such roles, which was commonly shared by
both groups of informants. For them, performing their roles was meant to help students
improve their academic performance and to follow the protocol in implementing school
activities.

Only the informants from the private university viewed their roles in terms of
importance and outcome. Specifically, they pointed out that by playing their roles, they
were provided with springboard in deciding on what counseling service is needed in a
given situation. After having played their roles, they consequently experienced a brand
new feeling of satisfaction.

Students’ grades/marks monitoring. Four themes of meanings of the roles

played by the key informants when they monitor students’ grades were uncovered.
These are nature, purpose, outcome, and strategy. Strategy points to the specific
approach used in performing one’s roles in an academe-community-workplace
intervention. Both groups commonly construed the roles they played in this fifth
academic development intervention in terms of their purposes and nature. For them,

43
IL Flores and FF Rodrigo

one useful monitoring strategy is that of determining the reasons behind students’
failing grades through consultative meetings and face-to-face interviews.

It was only the informants from the state university who viewed their roles in this
intervention in terms of their purpose, which is to initiate honest-to-goodness
communication with parents whose children flanked in their course requirements.

Meanwhile, only the informants from University B interpreted their roles based
on their outcome, which includes feeling frustrated when students quit school and
experiencing fulfillment when they strive to improve their academic performance.

Parent-student-professor conference and counseling. Only one theme of

meanings of the roles played by the key informants from both universities emerged,
which is the strategy they employed in performing their roles. Specifically, the
informants involved parents in monitoring their children’s class attendance .

Other constructs of strategy used in playing the roles of the state university
informants include establishing rapport with parents and counseling students who get
relatively low marks.

Guidance forms issuance. The key informants interpreted their roles in issuing
forms required or needed by the guidance office based on their rationale or justification,
nature, purpose, and outcome. The first theme pertains to the reasons behind role
performance in this intervention.

Both groups of informants rationalized playing an important role in the seventh

intervention by pointing to the fact that many students are reluctant to seek help from
the guidance office when there is no concrete mechanism to forge their
interrelationships. Meanwhile, according to the state university informants, they
performed their roles in this intervention because it prompted students to seek help or
assistance from the guidance office when needed.

The other themes of meanings of the roles played in this intervention exclusively
came from the same group of informants who said that these were integral in the
protocol for students’ readmission to their classes after violating some policies.
Furthermore, they claimed that the same roles were geared toward prioritizing students’
needs, diagnosing causes of students’ problems, and eventually reminding students
about how the guidance office can serve them. By realizing those purposes, the roles
played were construed to have paved the way for minimizing students’ tardiness and
absenteeism.

Administration of study habits and attitudes test. It was exclusively the group of
informants from the private university who presented the roles they played in
administering study habits and attitudes test and interpreted them in terms of their
intention and importance. For them, performing their roles was meant to solicit salient

44
 Guidance counselors’ constructs

information from students, which is subsequently used as basis for counseling.

Seminar-workshop on communication skills. Similar to the preceding academic

development intervention, only the private university informants presented constructs of
the roles they played. The themes of meanings include purpose and strategy. The roles
they did in the said seminar were directed toward boosting students’ communicative
confidence and keeping them alert and participative in a variety of situations.

Counseling for scholars. For the third time in a row, the private university
informants exclusively identified the roles they performed in this tenth intervention as
well as interpreted them accordingly. The themes of meanings of the said roles are
people involved and purpose. The former theme refers to the specific group of
individuals for whom the intervention is meant; in this case, such group includes the
scholars, particularly those who are needy but able. According to the same informants,
this intervention is aimed at keeping and maximizing the exemplary performance of the
scholars.

Informal talks with students. In this intervention, the private university informants
were once again involved. They construed their roles in terms of their purpose and
outcome. For them, performing their roles was meant to build rapport by reaching out to
students. Performing such roles consequently enhanced students’ willingness to take
advantage of guidance services offered by the university.

Student’s loan application assistance. The same group of informants likewise

presented their role as guarantors of students who would like to apply for loans. Such
role was construed in terms of its purpose, which is to foster the welfare of students,
particularly those confronted with unexpected financial needs.

Parents’ orientation. This is the first of the six academic development

interventions that state university informants exclusively got involved in. Specifically,
they viewed the roles they played in this intervention in terms of their purpose and
outcome. For them, such roles were meant to inform parents about university and
college policies, rules, and regulation as well as to initiate a favorable working
relationship with parents. By realizing such purposes, the concerned informants
likewise construed them in terms of their outcome, which is the forging of relationship
with parents in instilling discipline among students. As one informant pointed out:

Urgent guidance sessions on test taking, time management, and study

skills. Just like the preceding intervention, only the state university informants
performed roles in the guidance sessions, which they interpreted accordingly.
Three themes of meanings emerged from the transcribed interviews with the
same group of informants; these are purpose, importance, strategy, and
outcome.

According to the same group of informants, the roles they played in this

45
IL Flores and FF Rodrigo

intervention were directed towards ensuring students’ attendance in their classes and
improving their study habits and time management strategies.

Meanwhile, the same roles were viewed in terms of strategies, which were
instrumental in realizing the purposes. These include enhancing guidance sessions,
motivating students to participate, and following university protocol.

Lastly, the key informants interpreted their roles through their outcome, which is
focused on students’ more meaningful coping mechanisms needed in facing the
demands of college life.

Communicating with parents via correspondence. For the third time, this
intervention required the role performance of the state university informants. Such roles
had two themes of meanings---purpose and strategy. The roles played were specifically
directed toward updating parents with their children’s class standing. A strategy that
runs parallel with that purpose is soliciting help from the former to solve problems
related to academic performance of the latter.

Class attendance monitoring. Taking off from the transcribed responses of the
same informants on how they viewed the roles they played in class attendance
monitoring, four themes emerged. These are purpose, importance, strategy, and
outcome. For the informants, their roles in this intervention were meant to determine
the real picture of students’ class attendance and punctuality, save students from
failing, and foster closer working relationship with students and faculty. With that, the
informants’ roles were considered important because by performing them, they had
some bases in requesting help from parents to solve the accompanying problems.
Moreover, the same roles were construed in terms of strategy, which is to constantly
manifest concern for students’ academic success. Consequently, the same roles led to
students’ favorable attitude towards class attendance and discipline.

Students conduct and discipline monitoring. This intervention is the second to

the last on the list whereby state university informants participated in. The role they
played was solely interpreted based on its purpose. For the concerned informants,
providing copies of the college handbook to students was meant to enhance their
responsiveness to rules and regulations. On the part of the private university
informants, they construed their roles in this intervention in terms of their outcomes. For
them, performing such roles facilitated job hunting on the part of graduating students,
as well as led to their personal and professional gratification which is a noble
accomplishment.

Home visits. Performing roles in this last academic development intervention

was viewed by the same group in terms of its rationale or justification. According to the
said informants, playing their respective roles gave them some bases in tracing root
causes of students’ problems as well as in helping students change for the better.

46
 Guidance counselors’ constructs
Career Development Interventions

Table 2 presents the roles played by the key informants from both universities in
seven career development initiatives vis-à-vis the themes and sub-themes of their
meanings, which are interpreted and discussed in the subsequent paragraphs.

Outreach programs for graduating high school students. Three themes of

meanings of the roles played by the informants from state and private universities were
uncovered from their responses to the IDI questions. These include nature, purpose,
and outcome. The first two themes were commonly shared by informants from both
universities. In terms of nature, the informants claimed that performing their roles was
in accordance with their respective university’s outreach programs. Likewise, the
purpose of their roles while engaging themselves in the said intervention was construed
as one that is geared toward ensuring visibility of their academic institutions.

Career seminars for graduating students. In this second career development

intervention, more themes of meanings of the roles played by the informants were
evident, namely: nature, purpose, strategy, and outcome.

Career counseling and testing. Each group of informants had their own
interpretations of the roles they played in career counseling and testing. Specifically,
the state university informants construed their roles in terms of their purpose, that of
matching students’ abilities and interests with their chosen degree programs.
Meanwhile, the state university informants interpreted the same in terms of their
importance. For them, their roles were essential in enabling students to decide correctly
and keep track of their career decisions.

Both groups of informants, however, highlighted the outcomes of their roles.

Their sub-themes though were distinct in each group. For the private university
informants, their roles led to confirmation of and gratification for a job-well done. On the
other hand, the outcomes of the state university informants’ roles were viewed in terms
of satisfactory performance of students in their chosen degree programs.

Educational tour to industries. This is one of the two interventions, which private
university informants exclusively got involved in. They construed their roles in this
intervention in terms of their purpose. This is directed towards guiding prospective
college students in selecting possible degree programs to pursue.

Job fair. The other intervention that University B informants participated in is job
fair. For them the roles they played were interpreted based on their rationale or
justification. According to them, performing their roles is worthwhile because of the
following: first, it provided students with close-to-real job hunting experiences; second,
it developed students’ self confidence in looking for employment; and third, it facilitated
access to job vacancies and opportunities.

47
 Table 2. Themes and sub-themes of the meanings of roles played by the universities A and B guidance counselors in career
development interventions.
MEANING OF ROLE PLAYED
THEME and SUB- University A (MMSU) University B (NU)
THEME
Role Played Meaning Role Played Meaning
IL Flores and FF Rodrigo

1. Outreach Program for High School Graduating Students

A. Nature
 Compliance with Served as committee Complies with Performed as resource Conforms to university
the university’s member for the university’s outreach speaker mission to participate in
outreach program outreach program of program career seminars of high
the university schools
Enlightens high school Lectured on selecting
students about degree the right course to enroll
course to enroll in college
B. Purpose

48
 Ensure visibility of Talked on the course Enlightens would-be Invited college Provides opportunity to
the institution offerings of the program takers about representatives to promote the programs/
university course offerings & their discuss programs/ courses of the university
prospects. courses of the university
C. Outcome
 Increased Convinced students to Boosts enrollment of the
enrolment enroll the offered university
courses of the
university
2. Career Seminars for Graduating Students
A. Nature
 Opportunity to Invited speakers to Carry out role to develop
develop student’s share their success students’ responsibility
sense of stories to become successful
responsibility after graduation
 Table 2. con’t.

MEANING OF ROLE PLAYED

THEME and SUB-THEME
University A (MMSU) University B (NU)

Role Played Meaning Role Played Meaning

B. Purpose
 Inform the administration Prepared letter request to Ensures protocol
about the activity conduct the activity
 Foster competitiveness of Provided information on Endows students competitiveness
would-be graduates when how to successfully pass in job seeking
job hunting job interviews
C. Strategy
 Sharing tips on how to Invited resource persons to Enhances students’ preparation
become successful discuss strategies in to apply for jobs after graduation
professionals handling job interviews,

49
resume and application
letter making, handling
Psychological tests for
employment
 Providing choices/ Posted job vacancies in Increases students’ knowledge
Alternatives bulletin boards about available jobs in the
community
D. Outcome
 Facilitate job application Assisted students in their Promotes utilization of speedy job
online job application application thru the internet
E. Benefit derived
 Personal & professional Obtain list of Heightens feeling of
gratification alumni fulfillment when
employed students are
immediately employed
after graduation
Guidance counselors’ constructs
 Table 2. con’t.

MEANING OF ROLE PLAYED

THEME and SUB-THEME University A (MMSU) University B (NU)
Role Played Meaning Role Played Meaning
3. Career Counseling and Testing
IL Flores and FF Rodrigo

A. Purpose
 Match students' abilities & Administered, scored & Increases knowledge of
interests with degree interpreted the Self Directed students’ abilities and
program chosen Exam results to shifters inclination
B. Contribution/Importance
 Enabling students to Provided career Conveys the value of a
decide correctly and keep counseling well matched students’
track of their decisions aptitude & interest with
their degree program
enrolled
 Personal & professional Discussed test results to Experiences elation when

50
gratification students students are assisted to
correctly choose from career
options presented to them
 Confirmation of a job well Provided counseling Verifies that the guidance
done counselors role is realized
 Students’ satisfactory Provided career Realizes the value of a
performance in their counseling correct career choice in
chosen degree program students’ success in
their degree program
4. Educational tour to industries
A. Purpose
 Guide prospective college Accompanied the guidance Enlightens high school
students in selecting their counselors of the high school students in choosing the right
course in the educational tour of the course to enroll in college
high school students
Assisted the guidance
counselors to discuss job
opportunities in the industries
visited
 Table 2. con’t.
MEANING OF ROLE PLAYED
THEME and SUB- University A (MMSU) University B (NU)
THEME
Role Played Meaning Role Played Meaning
5. Job Fair
A. Intention/Reason
 Provide students Organized a simulated Increases students’
with close- to- job interview preparedness for job
real job hunting hunting
experience
 Develop self- Invited speakers to Increases students’
confidence in job discuss the importance knowledge on what
hunting of personality makes them feel
development in job insecure and how to
hunting. positively address it

51
 Provide access Posted job vacancies Provides students with
to vacant jobs and around school campus an easy and free
job opportunities access to job vacancies
6. Exit Counseling Interview
A. Purpose
 Gather students' Interviewed students Strengthens commitment
feedback individually of the university to serve
regarding the students thru its
delivery of Student Personnel
guidance Services
services
 Solicit Obtained suggestions Maintains the
suggestions to from the students development of student
improve on the about possible revision services
services on the provision of the Promotes student
services learning
Guidance counselors’ constructs
 Table 2. con’t.
MEANING OF ROLE PLAYED
THEME and SUB-THEME University A (MMSU)
Role Played Meaning
B. Importance
IL Flores and FF Rodrigo

 Reassuring and strengthening one's Discussed the objectives of the guidance Strengthens commitment to achieve
commitment as guidance counselor program before students are made to objectives of the university guidance
answer the exit interview form program
 Understanding students' goals in Provided counseling Enhances assistance to students via an
order to help them realize such increase recognition of their goals
accordingly
 Sustaining support even beyond Scheduled counseling sessions to Grants assistance to students even if
students' completion of their chosen students recommended to graduate they are about to graduate
degree

52
C. Outcome
 Sustained communication, Conducted exit interview and counseling Encourages students maintain close
cooperation and coordination with to graduating students contact with their alma mater even after
students even after finishing their graduation.
degree
D. Strategy
 Sustaining support even beyond Scheduled counseling sessions to Grants assistance to students even if
students' completion of their chosen students recommended to graduate they are about to graduate
degree
7. Intelligence Testing for Graduate Students
A. Purpose
 Ensure preparedness for advanced Coordinated the test schedule with the Conforms to function to help students
studies dean of the Graduate school qualify for admission and education
placement for graduate study
 Guidance counselors’ constructs

Exit counseling interview. This is one intervention that was exclusively identified
by the state university informants. Specifically, the informants construed the roles they
played in terms of purpose, importance, and outcome.

For them, their roles were directed toward gathering students’ feedback on the
delivery of guidance services as well as soliciting suggestions to improve on them.
Likewise, the informants considered their roles as essential because playing such
enabled them to understand students’ goals and helped them realize such accordingly.
It also reassured and strengthened their commitment to the guidance and counseling
advocacy.

Additionally, the performance of their roles was interpreted based on their

outcome, which is that of having sustained communication, cooperation, and
coordination with students even after the completion of their college education.

Intelligence testing for graduating students. This last career development

intervention was also exclusively participated in by the state university informants. For
them, performing their roles was construed in terms of its purpose. This is directed
towards ensuring preparedness of would-be graduate students for advanced studies.

Personal-social Interventions

There were two psycho-social interventions, which were identified and

participated in by the state university informants. These are organizing peer counselors’
club and forging linkage with the Human Rights Commission. The meanings of the
roles played by the concerned informants are shown in Table 3 and are interpreted and
discussed as follows:

Organizing peer counselors’ club. All in all, two themes of meanings of the roles
played by the same group of informants in this intervention were uncovered: purpose
and outcomes. For them, their roles were directed toward training students to become
para-professionals who can reinforce the manpower of the guidance office and at the
same time help their fellow students.

Consequently, those roles led to some outcomes such as forging meaningful

relationships with students and peer counselors, developing peer counselors’
confidence in resolving conflicts, exploring creative expressions of ideas and opinions,
and being supportive and responsive to academic challenges and opportunities.

Forging linkage with the Human Rights Commission. This last intervention, this
was exclusively done by the state university informants. The informants’ roles when
engaging in this intervention were construed in terms of their purpose and importance.
According to the informants, their roles were meant to channel efforts in responding to
human-rights needs of students. Realizing such is important because they were able to
appreciate knowing their human rights, which contributed to their favorable adjustment

53
 Table 3. Themes and sub-themes of the meanings of roles played by University A (MMSU) guidance counselors in personal-
social interventions.
MEANING OF ROLE PLAYED
THEME and SUB-THEME
Role Played Meaning
Organizing Peer Counselors’ Club
IL Flores and FF Rodrigo

A. Purpose
 Train students to become para- Organized peer counselor’s training Prepares students to become peer
professionals counselors
B. Outcome
 Forged meaningful relationship Interviewed students to explain peer Motivates students to enlist as peer
counseling and ascertain their counselor
interest in participating
 Established creative expressions of Scheduled 10-hour training session Enhances communication and listening
ideas/opinions skills and, understanding others
 Developed confidence in resolving Conducted informal talks after Reinforces the principles learned in the
conflicts counseling training sessions specially in helping

54
relationships and handling negative
criticism and relationship problems
 Prompted responsiveness to academic Required peer counselors to involved -Provides a positive impact on the
challenges & Opportunities in support giving and problem- school environment
solving with individual students and - Decreases drop-outs
also served as group co-leaders - Increases time spent to listen to
students’ problems
Forging Linkage with the Human Rights Commission
A. Purpose
 Channel efforts to respond to human Invite speakers to discuss on human Increases students’ knowledge of their
rights needs of students rights of students basic human rights
B. Importance
 Facilitating adjustment to college life Distributed handouts on human rights Enhances students adjustment to
and realities by knowing one’s human college life & their awareness to the
rights university student services
 Guidance counselors’ constructs

to college life.

In a nutshell, the counselor-informants construed the roles they played in terms

of the purposes or the directions where their involvement would like to collectively take
them. These purposes were found to be directed toward the academic growth and
welfare of students, the visibility of the concerned academic institutions, the
effectiveness and relevance of the guidance and counseling program, the involvement
of parents and prospective employers of graduates, and the sustainability of
relationships between and among partners in the academe, community, and
workplaces.

In addition, the roles were interpreted in terms of their nature, importance,

justification/rationale, strategies employed, and outcomes. The nature of the roles
played points to their overall attributes such as their being ascribed in counselor-
informants’ expected duties and responsibilities; their being expected by virtue of
following university policies and procedures; and their being reasonably offered in a
service-oriented institution.

Moreover, the roles played were viewed by the counselor-informants in terms of

their importance or contributions to help realize their respective purposes. Specifically,
importance puts premium on what is best for the students. Nevertheless, such theme of
meanings considers all components of the system, which are instrumental in
maximizing the capabilities, resources, and opportunities of students.

Furthermore, justification or the rationale of performing some roles on the part of

counselor-informants was figured out. This theme reinforced the importance or the
contributions of the roles played by emphasizing on the specific reasons why each role
was needed in some interventions. One example of a role’s justification is its urgency or
even its relevance in order to properly respond to a student’s need.

Additionally, the roles played by the counselor-informants were construed in

terms of the strategies required in their execution. The strategies revealed by the
informants were based on formally-accepted procedures applied in routine activities
and even on spontaneously- or creatively-crafted in candid situations.

Lastly, the counselor-informants construed the roles they performed in terms of

their outcomes or the consequence of doing such. Findings showed favorable
outcomes of the roles played such as: a) positive improvement on students’ academic
performance, discipline, and personality; b) meaningful relationships with parents and
other members of the community; c) reliable partnership with workplaces; and d) feeling
of gratification and satisfaction on the part of the academic community, specifically on
guidance personnel, administrators, faculty members, non-teaching staff, and the
students themselves.

Although the counselor-informants seemed to have commonly construed the

55
IL Flores and FF Rodrigo

various roles they played, there were instances when one group of informants or the
other distinctly viewed more or less the same roles.

Conclusions and Recommendations

Based on the findings of the study, the following conclusions were drawn:

All in all, 27 interventions that nurture academe-community-workplace interface

were identified. These activities, being grouped into academic, career, and personal-
social development interventions, were either implemented the whole-year round or
during specific times within the school year. Inasmuch as every intervention involved at
least two groups (academe-community or academe-workplace) in a guidance
counseling initiative, it contributed indispensable inputs in nurturing the needed
interface. The implementation of these interventions implies the variety of
opportunities that manifest meaningful co-existence between and among the members
of the academe, the community, and even the workplace. The contributions of each
intervention and those involved in it likewise imply their willingness to engage in and
sustain initiatives whose benefits are shared among the concerned groups or
individuals as well as ramify to other systems outside of the academe.

Moreover, there was a wide array of roles played by the counselor-informants.

These were grouped into seven, namely: administrative, communicative, technical,
coordinative, facilitative, leadership, and instructional. For both groups of counselor-
informants, the most commonly-performed roles were those classified as
administrative. Nevertheless, those in the state university were more inclined to play
communicative and technical roles than their counterparts in the private university.
These multiple groups of roles played in academe-community-workplace interfacing
imply the guidance counselors’ versatility and openness in accommodating duties and
responsibilities (with corresponding authority and accountability) that are beyond their
expectations and even individual capacity. Taking off from such accommodating
tendency further implies maximizing creativity through collective interfacing efforts.

Additionally, the roles performed by the counselor-informants in the different

interventions were construed in terms of purpose, nature, importance, justifications/
rationale, strategies (used), and outcomes. All of which are well-integrated dimensions
surrounding the management of meaningful initiatives. The reference points in
interpreting a multiplicity of interfacing roles imply the far-reaching dedication and
commitment of guidance counselors and their partners in the community and
workplace to productively and proactively engage themselves in activities that are not
only essential in ensuring academic success but are tantamount to build and nurture
indispensable relationships as well.

Taking-off from the implications of the findings and conclusions, the following

56
 Guidance counselors’ constructs

recommendations are forwarded:

In order for guidance counselors to maximize their time, those interventions,

they should plan how to possibly integrate interventions whose intentions and
strategies could be interrelated and intensified.

With the diversity of roles played by guidance counselors, institutions of higher

learning, both at the graduate and undergraduate levels, should integrate lessons on all
the roles in revising guidance and counseling curriculum so that they could be flexibly
interwoven and eventually be performed professionally. Doing this could further be
reinforced by training programs that hone the performance of multiple roles expected
from guidance counselors all the more. After which, roles performed could be
comprehensively evaluated as bases in continuously intensifying such.

The plurality of the meanings and dimensions attributed to the roles played by
guidance counselors in nurturing academe-community-workplace interface could serve
as anchor in intensifying teaching-learning processes that are centered on managing
roles needed in interfacing interventions. As such, academic institutions that provide
training and instruction for would-be guidance counselors or staff should take-off from
the qualitative findings of this study.

Inasmuch as this study solely focused on the roles played by guidance

counselors together with their meanings, expanding this research by exploring those of
other interfacing partners like concerned community and workplace members is
recommended. Findings of which could further serve as inputs in efforts that maximize
interfacing opportunities.

Considering the novelty of the findings brought about by doing a qualitative

inquiry on role performance in interfacing initiatives vis-à-vis the depth of understanding
such reality in the field of guidance and counseling, similar phenomena could be
researched on following the methodology employed in this study.

Acknowledgment

The authors would like to thank all the key informants who whole-heartedly
shared their quality time in providing the data needed in this study.

Literature Cited

ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES. (2006). Educating

for Citizenship. Peer Review, 5 (3).

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IL Flores and FF Rodrigo
Baker, S. (2001). Reflections on forty years in the school counseling profession:
Is the glass half full or half empty? Professional School Counseling, 5(2), 75.
Retrieved from Academic Search Premier, 21 September 2009

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