A proposed guidance program for the boys' and girls' high schools of the Notre Dame of Cotabato

• Main Author: Barria, Nenita B.
• Format: text
• Language: English
• Published: Animo Repository 1971
• Subjects: Educational counseling; College students > Psychology; Educational counseling > Case studies; Notre Dame of Cotabato (Philippines); Counseling
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/221
• Institution: De La Salle University

v. 1. This study presents a proposed guidance and counseling program in terms of the local and common needs of the high school students of the Notre Dame of Cotobato. The facts noted and the ideas or points of view contained in the paper resulted from the author's research work, teaching experiences, observations, and to some extent, from classroom lectures and discussions. The present status of the school indicated the need for an organized guidance program and a trained counselor. Several guidance services were proposed to cater to the needs of the students. These were the information service, testing, group guidance, individual guidance, individual inventory service, and placement and follow-up service. It was recommended that the school employ at least one full-time trained and competent counselor, and that a guidance services committee be appointed by the principal to organize an adequate program and to work hand-in-hand with the counselor. It was also suggested that the role of the administrators, teachers, and the school counselor be defined, and in-service education on guidance be provided. The guidance services should be given a closer follow-up by the principal, teachers, and counselor to find out whether the services serve the purpose before the year-end evaluation is made. v. 2. This study aims to identify the problems that the De La Salle College freshmen students meet and express in a standardized problem check list test, The Mooney Problem Check List (MCPL) College Form. The Mooney Problem Check List (Anastasi, 1969), which was designed chiefly to identify problems for group discussion or for individual counseling, was administered to three hundred fifty college freshmen students of the De La Salle College, Manila during the first semester of the school year 1971-72. The most prevalent problem areas identified by the students were Adjustment to College Work and Personal-Psychological Relations. They were least concerned with problems on Finances, Living Conditions & Employment and Home & Family. It was recommended that the results of this study be used as basis for individual and group counseling, taking into consideration the specific problem areas in which the freshmen were most concerned, namely : Adjustment to College Work, Personal-Psychological Relations, Social and Recreational Activities, and Curriculum and Teaching Procedures. The faculty should also look into the reasons for the students' primary difficulty in adjustment to college cork. It was also recommended that a thorough study be made on the students responses to the last two summarizing questions in the MPCL for immediate individual or group counseling. A follow-up study may be made on the problems of the college students to be able to effect the guidance accorded or extended to them. v. 3. Margarita is a second year college student at St. Paul College who finds herself socially maladjusted and inadequate. She had difficulty speaking in class and in other similar situations, which resulted in a loss of interest in her studies. The mere thought of the oral reports and readings in her Theology, English, and Rizal classes particularly gave her the jitters. She used to appear serious and seemed buried in deep thoughts that oftentimes she found no interest in their school activities. She refused to accept the responsibilities vested in her too and sometime before the mid-semester, she decided to leave school. She briefly summarized her major problems checked in the Mooney Problem Check List. Both formal and informal counseling sessions were made with the counselee. Tests, such as the intelligence, aptitude, interest and personality tests, were also given to gather sufficient knowledge and understanding of the counselee. These were the Otis-Lennon Mental Ability Test, Differential Aptitude Test (DAT), Thurstone Interest Schedule, Guilford_Zimmerman Temperament Survey and the 16 Personality Factors Test. Her scholastic records were made available upon request from the college, which provided more information about her. Interviews with some significant others were also conducted. The counselor having listened to Margie disclosed her difficulty found that her actual goal was to be able to speak before a group in any other similar situations. A baseline rate of the behavior to be changed was obtained and then the plan of action was set in which role-playing and positive reinforcement technique was used (a behavior-change method). Specific instances were given whereby Margie could get involved as in class participation, attending meetings or program and oral reporting in class. Margarita gradually became more comfortable while in front of the class and eventually felt that she would be able to give more reports on her own. Hence, the maladaptive behavior has been reduced to a certain degree. She finds