Autonomy in the development and practice of the Filipino counselor

Western models of counselor development maintain the importance of attaining autonomy as a result of undergoing supervision throughout graduate work and throughout professional practice. In the United States of America, supervision is an important component of training and practice (ASPB, 2009). In...

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Main Authors: Mateo, Niño Jose C., Salanga, Maria Guadalupe C.
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Published: Animo Repository 2012
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Online Access:https://animorepository.dlsu.edu.ph/faculty_research/12246
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Institution: De La Salle University
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spelling oai:animorepository.dlsu.edu.ph:faculty_research-107092023-04-17T00:29:23Z Autonomy in the development and practice of the Filipino counselor Mateo, Niño Jose C. Salanga, Maria Guadalupe C. Western models of counselor development maintain the importance of attaining autonomy as a result of undergoing supervision throughout graduate work and throughout professional practice. In the United States of America, supervision is an important component of training and practice (ASPB, 2009). In the Philippines, the requirements set by the Philippine Guidance and Counseling Association (Guidance and Counseling Act of 2004; Republic Act No. 9258) for one to become a licensed guidance counselor does not include supervised internship. The current study is part of a larger study on themes and stages of counselor development in the Philippines of the primary author. In a sample of counselors-in-training and counselors (n=29), autonomy was constructed as developing as a result of being required to practice on their own, without guidance from supervisors that fulfil the tasks necessary for supervision. Autonomy was presented as resulting from having to feel their way around therapeutic training and practice, without having to rely on the guidance of a supervisor. This proved strikingly different from the construction of autonomy in Western models wherein there is recognition that counselors start out by being reliant/dependent on their supervisors and, eventually with more knowledge and experience, gain a sense of efficacy and confidence and become less reliant/dependent on their supervisors. Findings from the current study on Filipino counselors reveal that autonomy is not an outcome of the process one goes through from being a novice trainee to a more capable practitioner, and that one seems to be required to be autonomous because of the absence of supervised training and practice. Implications for counselor development and future research are discussed. 2012-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/faculty_research/12246 Faculty Research Work Animo Repository Counselor Education
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
topic Counselor Education
spellingShingle Counselor Education
Mateo, Niño Jose C.
Salanga, Maria Guadalupe C.
Autonomy in the development and practice of the Filipino counselor
description Western models of counselor development maintain the importance of attaining autonomy as a result of undergoing supervision throughout graduate work and throughout professional practice. In the United States of America, supervision is an important component of training and practice (ASPB, 2009). In the Philippines, the requirements set by the Philippine Guidance and Counseling Association (Guidance and Counseling Act of 2004; Republic Act No. 9258) for one to become a licensed guidance counselor does not include supervised internship. The current study is part of a larger study on themes and stages of counselor development in the Philippines of the primary author. In a sample of counselors-in-training and counselors (n=29), autonomy was constructed as developing as a result of being required to practice on their own, without guidance from supervisors that fulfil the tasks necessary for supervision. Autonomy was presented as resulting from having to feel their way around therapeutic training and practice, without having to rely on the guidance of a supervisor. This proved strikingly different from the construction of autonomy in Western models wherein there is recognition that counselors start out by being reliant/dependent on their supervisors and, eventually with more knowledge and experience, gain a sense of efficacy and confidence and become less reliant/dependent on their supervisors. Findings from the current study on Filipino counselors reveal that autonomy is not an outcome of the process one goes through from being a novice trainee to a more capable practitioner, and that one seems to be required to be autonomous because of the absence of supervised training and practice. Implications for counselor development and future research are discussed.
format text
author Mateo, Niño Jose C.
Salanga, Maria Guadalupe C.
author_facet Mateo, Niño Jose C.
Salanga, Maria Guadalupe C.
author_sort Mateo, Niño Jose C.
title Autonomy in the development and practice of the Filipino counselor
title_short Autonomy in the development and practice of the Filipino counselor
title_full Autonomy in the development and practice of the Filipino counselor
title_fullStr Autonomy in the development and practice of the Filipino counselor
title_full_unstemmed Autonomy in the development and practice of the Filipino counselor
title_sort autonomy in the development and practice of the filipino counselor
publisher Animo Repository
publishDate 2012
url https://animorepository.dlsu.edu.ph/faculty_research/12246
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