BASIC PRINCIPLES OF GUIDANCE ANGELICA E ILAGAN JOYCE

BASIC PRINCIPLES OF GUIDANCE ANGELICA E. ILAGAN JOYCE P. RAMIREZ

Guidance authorities like Arthur Jones, Merie Ohlsen, Franklin Zeran and other guidance practitioners agree on these basic principles of guidance. 1. Guidance is essentially an educational process and is inherent in all education.

2. The chief concern of guidance is the development of the whole individual. 3. Guidance must be founded upon a true concept of individuals, and be based upon the recognition of their dignity, worth, and individuality.

4. Guidance seeks to help the students attain a clearer understanding of themselves and the world in which they live in order that they may plan intelligently a full and purposeful life. 5. Guidance seeks to develop initiative, responsibility, selfunderstanding and self-direction, for its purpose is to make the students increasingly more able to guide themselves.

6. Guidance takes into account both the immediate and remote objectives of the student. 7. Guidance is oriented about cooperation rather than coercion. 8. Guidance is concerned with the student’s efforts, attitudes, and will to succeed as well as with the data derived from measurements.

9. Guidance is for all students, not merely for the problem or “special” or maladjusted students. 10. Guidance is concerned with choices, decisions, and adjustments to be made by the student. 11. Guidance is counsel, not compulsion.

12. Guidance is necessarily a continous process extending throughout the school life of the students. 13. Guidance consists of a series of supplementary services based upon mutual confidence and understanding in order to meet the real needs of students.

14. An effective guidance program needs to have personnel who have had special preparation and adequate training for the work. 15. Guidance considers most individuals as average, normal persons.

Rocio Reyes Kapunan specifies the following principles of guidance: 1. Every aspect of the individuals’ personality patterns constitutes a significant factor of their total display of attitudes and behavior. 2. Individual differences should be recognized, although human beings are similar in many ways.

3. The function of guidance is to help persons formulate goals of behavior which can be achieved 4. Existing economic, social and political unrest is giving rise to many maladjustive factors that require the cooperation of experienced guidance workers.

5. Guidance is a continous process. 6. Guidance is not limited to a few. 7. Guidance is education.

8. Generally accepted areas of guidance include concern with the extent to which the individuals’ physical and mental health interferes with their adjustment to home, school, and vocational demands. 9. Guidance is fundamentally the responsibility of parents in the home and of teachers in the school.

10. Specific guidance problems should be referred persons trained to deal with particular areas of adjustment. 11. Programs of individual evaluation and research should be evaluated, and progress and achievement be made accessible to guidance workers.

12. The guidance program should be flexible in terms of individual and community needs or else it will lose its value.

13. The responsibility for the administration of the guidance program should be centered in a qualified trained head. 14. Continous or periodic appraisals should be made.

THANK YOU AND GODBLESS