GUIDANCE PROGRAM S.Y. 2011-2012

DEPARTMENT OF EDUCATION

CARAGA Administrative Region, Division of Surigao del Sur

JACINTO P. ELPA NATIONAL HIGH SCHOOL

SCHOOL GUIDANCE PROGRAM

SY 2011 – 2012

Guidance Services	Objectives	Activities	Persons Involved	Time Frame	Remarks
I– Student Development A. Individual Inventory Service	To provide a functional Guidance program through its different Guidance Services To gather pertinent data of the individual student useful for teaching and counseling To keep updated records of students for counseling and other purposes	Accomplish the following: Student Inventory Form Interview Forms Anecdotal Records Behavior Checklist Case Reports SARDO Watch List SARDO profile Intelligence test Personality test Interest test	Guidance Counselor Peer Counselors Values Education Teachers	Whole Year round
B. Information Service	To orient students with school rules and regulations To give information regarding the physical lay-out of the school, different services like; Guidance, Medical, Dental, Security, library, Canteen, and other services Introduce the members of the administration, staff, faculty etc. To encourage students to join in different recognized clubs, and organizations esp. SARDO’s	Conduct orientation programs to new students and transferees Make a gallery display about the school, teachers, students and the community Introduce school Guidance Plans, programs and services to all year levels Make available to students all clubs and organizations inside the campus	Guidance Counselors by year level Prefect of Discipline by year level Peer Counselors	June –July 2009

Guidance Services	Objectives	Activities	Persons Involved	Time Frame	Remarks
C. Guidance Services	To assist students in social, emotional, academic, personal or even spiritual problems To guide students in making right decisions in life To develop in the students the feeling of belongingness in a group To enable students to gain a better understanding of self and improve interpersonal skills To provide opportunities for students to become independent and responsible individuals	Conduct individually as well as in group basis in Guidance briefing activity Interview clients, allow students to choose alternatives for solutions to problems Individual counseling to students being referred and identified to have unusual behavior Conduct group sessions Process students in group Encourage to join in activities that will address their social needs More extra curricular activities and extra assignment	Guidance Counselors in every year level Prefect of Discipline by year level Peer Counselors	Whole year round
D. Placement Service	To assess the capabilities of the students based on scholastic records and performance	Conduct entrance tests, interviews during enrollment time Prepare special programs for irregular and special child like reading program and remedial teachings in Math Coordinate and assist in the conduct of entrance/scholarship exam and PEPTE	Guidance In-Charge Subject Coordinators	As scheduled

Guidance Services	Objectives	Activities	Persons Involved	Time Frame	Remarks
E. Career Guidance Service	To assist students in making wise career choices To provide opportunities for self-exploration To guide graduating students in identifying their course preference	Conduct Career Guidance Symposium and career vocation talk Promote Career Guidance Program Assist Seniors or graduating 4th year students in decision making through career counseling Conduct Interest and Intelligence Tests	Guidance Counselors Resource Speakers Public & Private Colleges & Univ. admission directors & Coordinators Peer Counselors	First week of August (for symposium) As scheduled
F. Follow up services	To make follow-up students with failing grades & SARDO’s To encourage drop-out for possible Balik-aral program To follow-up clients previously referred to the Guidance Office for counseling	Hold meetings with parents, students, teachers, and other persons concerned Conduct home visitation, dialogues and counseling sessions with the parents Conduct individual interview Updating of SARDO’s record	Guidance Counselors Per year level Homeroom Advisers Parents Subject Teachers Concerned Students Peer Counselors	June and every grading period Whole year round
G. Testing Service	Assist in the conduct of Diagnostic Test during enrolment time for placement purposes & identifying different areas of difficulty Coordinate with diff. Colleges & Universities in the conduct of Admission & Scholarship Exam To help assess the interest of students during NCAE Results to make the right choice courses in College To encourage students of age to apply for placement and other alternative tests	Conduct Diagnostic Test in the 3R’s especially Reading Conduct of College Admissions & Scholarship Tests Conduct Career Guidance Counseling (per group or individual) Release and receiving of forms	Subject Coordinators Level Chairmen & Guidance Counselors Guidance Counselors, Representatives from different Colleges & Universities Div. REG Coordinator Guidance Counselors Class Advisers	May – June During Enrolment time As scheduled

Guidance Services	Objectives	Activities	Persons Involved	Time Frame	Remarks
G. Testing Service (Continuation)	To gather reliable data regarding problem students as basis for counseling	Administer personality test Accomplish Behavior Problem Assessment / Checklist Emphaty Test, Tolerance Test Interview classmates, relatives of these problem students	Guidance Counselors Class Advisers	Whole Year Round
H. Scholarship Service Adopt-a-child 7 save-a-student program	To assess students who are applying for Scholarship based on their scholastic record Make available to students all kinds of scholarship offerings in School Evaluate status of students who availed for scholarship for the sponsors, donors & benefactors’ information and guidance. Identify possible sponsors, donors, benefactors of students whose parents cannot afford to pay for their financial needs	Recommend students for scholarship, e.g., CHED and CIBAC Party List Scholarship Programs. Identify the sponsors and donors Conduct conference with the parents, teachers and students Posting of qualified students Gather students’ report card Conduct Interview, meetings Make referrals Accomplish Memorandum of Agreement	Guidance Counselors Peer Counselors	May – June 2009 Every Grading Period May – July 2009

Guidance Services	Objectives	Activities	Persons Involved	Time Frame	Remarks
J. Group Dynamics (Cont.)	To facilitate the re-organizations of peer educators To facilitate the conduct of trainings for peer educators & other clubs/org. in school To establish a deeper and interpersonal relationship with the students To teach peer educators the basic counseling process	Conduct reorganizational meetings of peer educators Screening and recruitment of new members Conduct leadership trainings Individual Sessions or group activities Peer Counseling	Guidance Counselors Subject Teachers Class Advisers Peer Counselors	As scheduled
K. Research and Evaluation	To evaluate the effectiveness of the Guidance services To make case studies for students with deviant behaviours To conduct research work on selected current issues on students, teachers, personnel & administrators	Prepare and conduct evaluation instrument Develop a study suited for a particular student Identify current issues needed to be studied for counseling purposes	Guidance In-Charge Peer Counselors	Year end
II. Physical Facilities	To make available all services needed by the students, teachers, administration & staff To maintain a well-ventilated, therapeutic and child friendly Guidance Office conducive for the attainment of total personality development of an individual. To improve the filing and reporting system for immediate access to student’s records To make the office available for productive confrontations and discussion to students, teachers, personnel & parents	Availability of the Guidance In-Charge for everybody’s need/call if possible six to eight hours a day. Keeping the office neat, clean and orderly Make use of the computer for database management Create and keep a well structured office	Guidance In-Charge Guidance In-Charge Peer Educators Guidance In-Charge PTCA & Administrators	Whole year round

Guidance Services	Objectives	Activities	Persons Involved	Time Frame	Remarks
III- Curriculum Development A. Extension Service B. Outreach Service	To strengthen homeroom guidance To create a program that will attract students and develop enthusiasm towards the realization of goals and objectives of the school To avail the support from NGO’s & other stakeholders for the students needs	Revitalized Homeroom Guidance Program Facilitate activities that will develop & encourage students not to quit and attain basic academic skills e.g., via peer counseling Coordinate with the concerned agencies, institutions & stakeholders	Guidance In-Charge Homeroom Advisers Teachers Administrators, Dept. Heads, Level Chairmen Guidance In-Charge, Administrators, Teachers, Stakeholders	Whole Year Round

Prepared by:

MARIETO CLEBEN V. LOZADA

Guidance In-Charge

Noted:

IMELDA C. FALCON

Secondary School Principal IV

THE CROCODILE RIVER STORY

A story is told of Abegail who was very much in love with Henry who lived across the river highly infested with crocodile.

One day, Abegail wanted to go to Henry because she missed him so much. Her problem is how to cross the river. She approached her friend Tito who was busy repairing his boat. Abegail pleaded to row her across the river when the boat is repaired but Tito sent her away and yelled at her saying not to bother him with her feelings.

She walked further and found another friend Mark who was eager to bring her across with his boat on one condition that she sleep with her that night. Abegail consented and she was eventually brought across the river.

Abegail was very happy to see Henry and embraced him at once.

In their intimate moments, Abegail told Henry the ordeal she had undergone just to be able to see him including giving herself to Mark. Upon learning this, Henry was very angry and rejected Abegail.

In her depression, she was looking for a shoulder to cry on. She found Luis and told him of her misfortune. Luis right away went to Henry and beat him severely while Abegail was at his back making faces to Henry then the story ends.

Guide Questions:

Can you identify yourself in the story? If yes, who would you be?

Who is the most hateful character in the story for you? Why?

Who is the least hateful character in the story for you? Why?

What are the norms, customs or values that must have been observed by the characters in the story?

Who is/are to blame of the unhappy ending of the story?

What is the significance of the crocodile in the story or why is the story entitled “The crocodile river story”?

What are the lessons we can learn from the story?

Characters in the story	Characters’ attitude	Norms/Values that must have been observed
ABEGAIL	Impatient Motivated by lust not true love	Patience/Temperance
TITO	Apathy/indifference/walang paki	Empathy
MARK	Self Centered Opportunist	Empathy/ Feel the feelings of others. Temperance
HENRY	Unforgiving	Understanding or graceful exit
LUIS	Impulsive (prone on committing unpremeditated reaction)	Temperance