Ref. No.

: COE – CS –VED 16– 001

Status : Rev. 01
Date Issued: August 2024

COURSE SYLLABUS
College: Program:
COLLEGE OF EDUCATION Bachelor of Secondary Education Major in Values Education
Prepared by: Reviewed/Noted by: Approved by:

_____________________ ______________________________ DR. JANDY T. BONGCAYAT, LPT, FRIEDr,

Faculty Program Head CHRA
OIC-College President

Course Code: VED 16 Course Title: Introduction to Guidance Counseling

Credit Unit(s): 3 Units Lecture: 54 Hours Laboratory:
REFERENCES:
Aquino, G.V. & Alviar, C.C. (2017). Principles and methods of guidance and counseling (3rd Ed.). New York: McGraw-Hill Book Co,.
Cervera, V. M. (2019). Foundation of guidance. Quqzpn City: Great Books Publishing.
Cinco, L. A. (2020). Guidance and counseling in schools. Mandaluyong: National Bookstore.
Egan, G. (2015). The skilled helper. Belmont: Brooks/Cole Publishing Co.
Hill, C. E. & O’Brien, K. M. (2018). Helping Skills: Facilitating Exploration, Insight, and Action. Massachusets: American Psychological Association.
Ivey, A. E. & Ivey, M. B. (1999). Intentional interviewing & counseling: Facilitating client development in a multicultural society. 4th Ed. Belmont: Cengage
Learning.
Roeber, E. et al. (n.d.). Organization, administration of guidance services. New York Harper and Row Publications.

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Course Syllabus in Introduction to Guidance and Counseling
 Rosales, L. R. (2000). Counseling in perspective: Theory process and skills. Quezon City: University of the Philippines Printers.
Schmidt, J. (2005). Comprehensive counseling and guidance program. London: Pearson. Stone,

SPECIFIC COURSE INFORMATION

Course Description: This is an introductory course in guidance and counseling designed to give the students a general overview of school guidance in the secondary level to
develop responsible and effective individuals. It will provide sufficient orientation for the students to demonstrate research-based content knowledge on the nature, methods,
and techniques of guidance, the basic guidance services, and the qualifications, roles, and functions of the various guidance personnel. It also highlights basic facilitating skills
in counseling that suit the learners’ gender, needs, strengths, interests and unique experiences.
Pre-requisite(s): None Co-requisite(s): None
GGCAST Vision, Mission, Goals, Specific Goals and Core Values
VISION
A higher learning institution equipped with competent human resources, state-of-the-art facilitate, academic standards, and has disaster resiliency essential to the
development of globally competitive, economically stable, socially involved, environment-friendly, and spiritually molded individuals for highly progressive community.
MISSION
The college shall provide quality education to all by producing competent and cultivating individuals with deep sense of values in life, vibrant leadership,
proficient entrepreneurial skills strong environmental advocacy, and multi-cultural sensitivity through excellent instruction, robust research, active community service and
involvement.
GOALS
Improved quality of life

SPECIFIC GOALS:
A. Curriculum Development
B. Community Extension Services
C. Research
D. Community Linkages
E. Students Services
F. Physical Facilities
G. Fiscal Management
H. Human Resources Management (for faculty and staff)
I. Job Placement

CORE VALUES:

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Course Syllabus in Introduction to Guidance and Counseling
 1. Accountability
2. Commitment
3. Compassion
4. Diversity
5. Empowerment
6. Environment-Friendly
7. Integrity
8. Leadership
9. Life-Long Learning
10. Technological Advancement

PROGRAM OBJECTIVES
1. To produce graduates who will become effective synthesizer of organized knowledge to allow critical and analytical thinking;
2. To provide avenues for education students to upgrade their classroom learning by encouraging attendance in symposia, seminars, fora, lecture series to
better equip them as future educators;
3. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the field of
specialization.
PROGRAM
From CMO OUTCOMES
No. 75, s. 2017:
1. Demonstrate understanding of the Values Education Framework of K to 12
2. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance social justice and respect of human rights
3. Become an exemplar of Filipino values 6.3.6.g. show understanding of the theories, principles and application of strategies for effective intra and interpersonal relations
4. Manifest commitment to community service as a means to promote social values
5. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as a values education teacher

Time Intended Learning Outcomes (ILOs) Content Suggested Teaching Learning Suggested Assessment
Allotment Activities
Week 1 Acquaint every student on the course GGCAST VMGO  Reading of the course  Recitation
(Day 1) outline syllabus  Presentation of output of
 Group dynamics the group
Explain the GGCAST VMG & College
Objectives

Apply GGCAST VMG and College

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Course Syllabus in Introduction to Guidance and Counseling
 Objectives in the course of their study

Internalize the classroom policies and

apply it in the course of the classes

Share to the whole class their expectations to

the course and to the instruction.
At the end of the lesson/s, the student should  Lecture/Discussion  Multi Media
be able to: A. Explain the Nature, presentation to
 Students’ sharing of their
Meaning and Scope of demonstrate students’
experiences with a guidance
 Describe the nature, meaning, scope Guidance research-based
counselor
of guidance in schools in the context knowledge on the
B. History and Development of  WEB QUEST (Each group
of values teaching nature, meaning, and
Guidance will research on the nature,
 Trace the History and Development scope of guidance in
1. Pseudoscientific meaning, scope, history, and
of significant events in “Guidance” in schools in the context
Techniques in development of guidance.
education using research-based of values teaching
information from literatures Guidance
Week 1  Timeline to present
 Analyze the evolution of guidance 2. Guidance, The Result
research-based
from pseudoscientific practices to a of Scientific Study
development of
result of scientific study, emphasizing 3. The Status of
significant events of
the role of research and evidence- Guidance
“guidance” in
based approaches. ✓ Guidance in the
education
U.S.
 Criteria focused on
✓ Europe
the clarity on how the
✓ Philippines timeline was
*RA 9258 presented
Week 2 At the end of the lesson/s, the student should C. Guidance within Education  True or False activity on the  Comparison table to
be able to: 1. Differentiation of concepts of guidance, present similarities and
Guidance from counselling, and differences of guidance,
 Differentiate guidance from Education, psychotherapy counselling, and
education, counselling and Counselling, and psychotherapy based on
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 psychotherapy based on research Psychotherapy  Research article rummage: research articles
articles 2. Place and role of The students will be asked to  Comic strip to illustrate
 Elucidate the place and role of Guidance in search for reliable research students’ understanding of
guidance in education using research Education articles that focus on the the place and role of
articles to address the learners’ differences of guidance, guidance in education by
needs, strengths, interests and counselling, and citing concrete examples in
experiences psychotherapy and the place the school context
 Analyze scenarios to identify and role of guidance in  Criteria focused on the
appropriate situations for guidance, education clarity and correctness of
education, counselling, and the illustration on the place
psychotherapy, demonstrating a clear and role of guidance in
understanding of their boundaries education as applied in the
and applications. story of the comics
At the end of the lesson/s, the student should  Lecture/Discussion  Reflection Paper
be able to: D. The roles, characteristics,
 Guidance personnel  Recitation
and functions of various
interview on the roles,  Written Quiz
 Distinguish the roles, characteristics, guidance personnel
characteristics, and functions
and functions of guidance personnel
of various guidance
 Describe the guidance services, tools E. Guidance services, tools and
personnel, and guidance
Week 3 and techniques techniques
services, tools and
 Explain the different concepts and 1. The Basic Guidance
techniques
principles in designing a guidance Services
 The teacher will explain the
program in schools that suit the ✓ Meaning and
concepts of organizing a
learners’ gender, needs, strengths, description
guidance program.
interests, and experiences to become ✓ Scope
responsible and effective individuals ✓ Services
2. Methods and Techniques

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Course Syllabus in Introduction to Guidance and Counseling
 At the end of the lesson/s, the student should F. Organizing a guidance  The teacher will  Quiz to demonstrate
be able to: program explain the concepts students’ knowledge of the
1) Basic Philosophy of of organizing a concepts and principles in
 Explain the different concepts and Organization and guidance program. designing a guidance
principles in designing a guidance Administration program in schools
program in schools that suit the
learners’ gender, needs, strengths,
interests, and experiences to become
responsible and effective individuals
 Define the fundamental principles
Week 4
underlying the organization and
administration of guidance programs,
emphasizing ethical considerations,
inclusivity, and student-centered
approaches.
 Develop a conceptual framework for
organizing a guidance program
based on evidence-based practices,
cultural competence, and the unique
needs of the target population.
At the end of the lesson/s, the student should  General Considerations in  Guide questions will be  Guidance program that
be able to: the Organization and drafted. The students will reflects the application of
 Design a guidance program by Conduct of Guidance the visit a guidance center to concepts and principles
applying concepts and principles Administration of interview and seek advice discussed to suit learner’s
Week 5 discussed to suit learner’s gender, Guidance from a guidance practitioner gender, needs, strength,
needs, strength, interests and in designing their guidance interests and experiences
experiences disabilities, giftedness program.  Rubric focusing on the
and talents of learners as it seeks to  Picture prompts to facilitate content, presentation and
support learning environments that discussion on the teacher’s clarity of the guidance
nurture and inspire learners. role in guidance and the program based from a

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  Describe the varied guidance preventive objective of format
resources for the teacher and the guidance in the classroom
importance of home, school and  The students will
community collaboration in school seek advice from
guidance to provide responsive teachers and
guidance programs that suits diverse guidance counselors
types of learners, including learners’ about their guidance
gender, needs, strengths, interests, resources and
and experiences to become interview them
responsible and effective individuals about their strategies
 Explain the fundamental principles that build
that govern the organization and relationships with
conduct of guidance programs, parents/guardians
including ethical considerations, and the wider
cultural sensitivity, and respect for community.
individual differences.
Week 6 At the end of the lesson/s, the student should  Developing a homeroom  Picture prompts to  Poster Slogan to
be able to: guidance facilitate discussion demonstrate students
1. The Classroom on the teacher’s role understanding of the
 Describe the teacher’s role in Teacher’s in guidance and the teacher’s role in guidance
guidance and the preventive Role in guidance preventive objective and the preventive
objective of guidance in the 2. Ways Teachers can Help of guidance in the objective of guidance in
classroom as it seeks support that the Students classroom the classroom as it seeks to
suit the learners’ gender, needs, 3. The Preventive Objective support learning
strengths, interests, and experiences of Guidance in the environments that is safe,
to become responsible and effective Classroom secure, promotes fairness,
individuals respect and care, and that
 Explore proactive measures that which nurtures and inspire
teachers can take to prevent learner participation
conflicts, bullying, and academic  Criteria (focus): clarity on
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 difficulties, including implementing how the strategy was
classroom rules, conflict resolution portrayed
strategies, and fostering a positive
peer culture.
 Reflect on personal teaching
experiences and identify areas for
improvement in providing guidance
and support to students,
demonstrating a commitment to
continuous professional growth.

At the end of the lesson/s, the student should  Students in small groups  Execution of the
be able to: draft their plan in homeroom guidance
 Implementation of a implementing a Homeroom lesson to demonstrate
 Implement a Homeroom guidance Homeroom Guidance guidance lesson through the students’ knowledge and
lesson based on a developed program supervision of the teacher. skill in implementing a
that suits learner’s gender, needs,  Execute homeroom guidance homeroom guidance
strength, interests and experiences with the supervision of the program
 Collaborate with students, parents, teacher.  Rubric focused on one’s
Week 7 and colleagues to develop preventive
 Peer evaluation mastery of the lesson,
measures, including anti-bullying teaching strategy, and
initiatives, stress management management of learning
techniques, and positive behavior in the execution of
reinforcement. homeroom guidance
 Communicate effectively with parents lessons
and guardians, keeping them
informed about their child’s progress
and involving them in the homeroom
guidance process when appropriate.
Week 8-9 At the end of the lesson/s, the student should  The nature, meaning,  The teacher will discuss the  Word Cloudto demonstrate
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 be able to: importance and scope of nature, meaning, students’ knowledge of
counseling in schools importance, and scope of the nature, meaning,
 Describe the nature, meaning, counseling in schools. importance, scope of
importance, scope of counseling in  Classifications of Counseling Brainstorming by citing counseling in schools
schools situations in schools where  Criteria focus: clarity on
 Compare and contrast the “counseling” comes in. how the strategy was
classifications of Counseling  The teacher will portrayed
 Identify which classification of discuss the  Role Play presentation to
counselling suits the learner’s classifications of show the differences of
gender, needs, strength, interest and counseling; the classifications of
experiences Students work in counseling, how it suits
 Classify counseling approaches based groups to plan and the learner’s gender,
on theoretical foundations, such as present the needs, strength, interest
cognitive-behavioral, psychodynamic, difference of the and experiences
humanistic, and solution-focused classifications of
 Rubric focused on
counseling. counseling
creativity and acting on
 Recognize the importance of cultural how the classifications of
competence in counseling, counseling is applied in
understanding how counselors should different issues and
adapt their approaches to respect and situations
incorporate clients' cultural
backgrounds and beliefs.
Week 10 At the end of the lesson/s, the student should  Lecture/Discussion  Pecha Kucha to demonstrate
be able to: G. Factors that Influence the  Journal article readings students understanding of
Counseling Process related to doing how various factors
 Analyze how various factors influence counseling and factors influence the counseling
the counseling process using H. The Basic Process of influencing the process using research-
research-based knowledge on issues Counseling counseling process. based knowledge on issues
in dealing with students with special  Students work in small concerning counseling in
needs, those in difficult groups to analyze from schools

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 circumstances, indigenous groups, researches how factors  Criteria (focus): creativity
cultural and socio-economic influence the counseling and appropriateness of
backgrounds process in schools. presentation
 Deduce from a case study how Students synthesize their
facilitating skills and ethical inputs and create a pecha
considerations in counseling kucha to present their
considers the needs, strengths, output in class.
interests and experiences of learners
are implemented by the values
educator
 Apply basic counseling techniques,
such as reflective listening,
questioning, and summarization, to
facilitate exploration, insight, and
problem-solving during counseling
sessions.
Week 11 At the end of the lesson/s, the student should I. The Roles of the Values  Teacher discusses the  Reflection paperto articulate
be able to: Education Teacher as an Roles of Values student’s personally
Agent in Counseling Teachers in Guidance identified roles in guidance
 Examine one’s role as a future Values and Counseling. considering the students’
Education teacher in counseling and  Students in small needs
in values formation among students groups describe what  Criteria: clear
with varied educational needs, role values educators understanding of the roles
disabilities, giftedness and talents and assume in school of Values Teachers in
varied interests and experiences counseling and guidance considering the
 Integrate positive values, such as values formation. diversity of needs of
empathy, respect, kindness, and Share personal students
responsibility, into the counseling reflections from the
process, emphasizing their discussion.
significance in building strong

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 character and positive relationships.
 Practice reflective techniques to
enhance empathetic responses,
fostering a supportive and non-
judgmental counseling environment.
At the end of the lesson/s, the student should  Case Study: A  Creative presentation to
be able to: J. Facilitating Skills in teacher-made-guide demonstrate students’
Counseling questions will be understanding of how
 Deduce from a case study how ✓ Attending Skills utilized to facilitate facilitating skills and ethical
facilitating skills and ethical ✓ Influencing Skills student’s analysis of considerations in counseling
considerations in counseling the case to considers the needs,
considers the needs, strengths, K. Ethical Consideration in understand how strengths, interests and
interests and experiences of learners Counseling facilitating skills and experiences of learners are
are implemented by the values ethical considerations implemented
educator in counseling are  Rubric focusing on the
Week 12  Demonstrate the ability to use done in solving correctness on the use of the
attending skills effectively during students’ problems facilitating skills and ethical
counseling sessions, creating a safe considerations in counseling
and supportive environment for to cater to the needs,
clients to express themselves. strengths, interests and
 Explore and apply various experiences of diverse
communication strategies, including learners
paraphrasing, summarizing, and
questioning techniques, to facilitate
meaningful dialogue and exploration
of clients' issues.
At the end of the lesson/s, the student should  Lecture/Discussion  Case analysis presentation
be able to:  Invite a guidance counselor to to demonstrate students’
Week 13-14 lecture on the stages of understanding on the stages
 Explain the decision-making process H. Three Stages in Decision decision making in of decision making that

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 in counseling that suits the leaner’s’ Making counseling. He/she provides suits the learners’ gender,
gender, needs, strengths, interests a) Problem Definition cases for students to analyze. needs, strengths, interests
and experiences b) Work Phase Students will be grouped and and experiences
 Apply basic facilitating skills in c) Decision for Action analyze the case for  Criteria (focus): one’s
counseling considering ethical presentation understanding on how to
practices through a mock counseling I. Review of the Basic  The teacher define a problem, how to
that is responsive and mindful of its Facilitating Skills in facilitates the facilitate the counseling
suitability to learners’ gender, Counseling in the planning of students’ process and assist the client
needs, strengths interests, and context of Values mock counseling by in making wise decision
experiences to support and foster Education pointing out basic  Mock Counseling to
learning environments that nurtures guidelines in demonstrate students’
and inspires learners increased applying the basic knowledge of the basic
participation facilitating skills that facilitating skills in
 Reflect on personal values and suit the learners’ counseling responsive to the
biases that may influence the gender, needs, learners’ gender, needs,
counseling process, demonstrating strengths interests, strengths interests, and
self-awareness and exploring and experiences to experiences to support and
strategies to maintain objectivity become responsible foster learning
and respect for clients' diverse and effective environments that nurtures
values. individuals. and inspires learners
increased participation
 Evaluate case studies or scenarios
 Rubric focused on the
that involve ethical dilemmas and
performance in acting and
moral decision-making, applying
application of the
facilitating skills to explore the
facilitating skills and ethical
values, beliefs, and ethical
considerations in counseling
considerations of the individuals
involved
 Implement therapeutic techniques
and interventions that are tailored to
clients' needs, goals, and

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Course Syllabus in Introduction to Guidance and Counseling
 preferences, ensuring a personalized
approach during the work phase.
 Define and articulate problems
faced by clients, demonstrating the
ability to identify and clarify issues
presented during counseling
sessions.

COURSE OUTPUT/REQUIREMENT
st
21 Century Name of the Activity/Task Description Rubrics for Assessment
Skills
Journal writing in the context of Introduction to guidance and
Creative and counseling is a reflective practice that encourages students to document The journal writing is assessed
Critical Thinker Journal Writing their thoughts, feelings, and insights related to the field of guidance and by the ff. criteria: Content (30%),
counseling. Through regular journal entries, students explore their Clarity (20%), Consistency
personal reactions to course materials, class discussions and their own (20%), Engagement (20%) and
experiences. grammar spelling (10%).

A Blog in the context of Introduction to Guidance and Counseling

serves as an online platform for students and analyses related to the The Blog is assessed by the ff.
Collaborator and subject matter. Through blog posts, students can explore various criteria: Content Relevance
Effective Blog topics in guidance and counseling, discuss relevant theories, (20%), quality analysis (20%),
Communicator techniques and case studies and engage in thoughtful conversations Ethical Considerations (20%),
with peers and educators. This interactive medium allows students Engagement and Interactions
to express their thoughts, pose questions and showcase their (20 %) and Visual Presentation
understanding of their subject while also receiving feedback and (20%).
perspectives from others.

GRADING SYSTEM
The students will be evaluated by the following The following scales are used for conversions from numerical grade to unit grade:
components:
100-1.0 96-1.4 92-1.8 88-2.2 84-2.6 80-3.0 76-3.4
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Course Syllabus in Introduction to Guidance and Counseling
 Written Works – 30% 99-1.1 95-1.5 91-1.9 87-2.3 83-2.7 79-3.1 75-3.5
Performance/ 98-1.2 94-1.6 90-2.0 86-2.4 82-2.8 78-3.2 5.0-Failed
Product Test – 30% 97-1.3 93-1.7 89-2.1 85-2.5 81-2.9 77-3.3 7.0-Incomplete
Periodic Exam 9.0-Dropped
1st-Final exams – 40% (10%each)

Total – 100%

CLASSROOMPOLICIES
1. As a general policy, no special or make-up tests for missed exams other than the final examination will be given. However, a faculty member may give special exams for
a. approved absences (where the student concerned officially represented the Institution at some function or activity).
b. absences due to serious illness which require hospitalization, death in the family and other reasons which the faculty member deems meritorious
2. If the student has no valid reason for missing an exam (for example, the student was not prepared to take the exam) then the student receives 0% for the missed exam.
3. Course outputs are required and not optional to pass the course. Failure to comply the output or requirement, the student will get an incomplete grade of7.0.
4. Mobile phones and other forms of communication devices should be on silent mode or turned off during class. Except for occasion such that the faculty utilized mobile
phones as a support for learning process.
5. Students are expected to be attentive and exhibit the behavior of a mature and responsible individual during class. They are also expected to come to class on time and
prepared.
6. Sleeping, bringing in food and drinks, and wearing a cap and sunglasses in class are not allowed.
7. Students who wish to go to the comfort room must politely ask permission and, if given such, they should be back in class within 5 minutes. Only one student at a time
may be allowed to leave the classroom for this purpose.
8. Students who are absent from the class for more than 5 meetings will get a final grade of 9.0 in the course.
9. Only students who are officially enrolled in the course are allowed to attend the class meetings.

RUBRICS

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 RUBRICS FOR GROUP PERFORMANCE RUBRICS FOR MEDIA PRESENTATION
Participation25 points Content20 points
Responsibility 25 points Organization115 points
Interaction 25 points Clarity/techniques15 points
Team work25 points Appeal/Style15 points
Over all presentation15 points
RUBRICS FOR REFLECTION PAPER Ability toFOR
answer Question20 points
Reflective thinking Content (35 pts.) RUBRICS GRADED RECITATION.
Analysis of the learning (35 pts.) Accuracy of the answers to the questions(30 pts.)
Making connections with Organization & Presentation of ideas ( 40pts)
earning’s and experiences (30 pts.) Interpretation of the question given (30)
SCORE PERCENTAGE EQUIVALENT FOR QUIZ
RUBRICS FOR ACTUAL PERFORMANCE Ideas-Presents ideas in an original manner(30pts)
Purpose20 points Organization of ideas(20pts)
Content/Features20 points Understanding-Writing shows a clear
Techniques20 points understanding of the given questions(30pts)
Relativeness 20 points Sentence Structure(20pts)
RUBRICS FOR PORTFOLIO MAKING
GRADING RUBRICS FOR VIDEO PRESENTATION
Reflection25 points
Completeness of Portfolio25 points
Application of the Concept (50 pts.)
Content and Mechanics25 points
Adequacy of the Output (25 pts.)
Character Traits 25 points
Academic Literacy (25 pts.)

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