CAREER GUIDANCE and COUNSELING PROGRAM and SERVICES
SY: 2019-2021 Onward
General Objectives: A Comprehensive Developmental Guidance and Counseling Services is integral part of the entire educational system designed to
facilitate in the learning process and formation of students and school personnel. The process is preventive, developmental, and remedial in nature. It is
systematically organized and subject of yearly evaluation to find out the strengths and weaknesses of the program implemented.
Behavioral Area of Intervention Action/Steps Time- Monitoring Person in-charge Budge
Objectives Concerns Frame Scheme Partner-Agency t
.To gather Grade 7 and Personal Interview Yearly Test Results .Guidance 1,000
background Transferee Information Form Filled up the information Counselor
Information of the students Midas-24 form and test forms. .Grade 7 and
learners. [face to face/ virtual: Grade 10
To identify learners Grade 10 Midas-24 provide the materials to
type of intelligences. students be filled up at home..
.To gain support Parents Information Parents Orientation Yearly Student Handbook .Principal 1,000
from parents dissemination on [face to face/ virtual: .Guidance
regarding school school policies, provide the materials to Counselor/
activities, policies, guidelines and read at home. .Parents
and guidance guidance program
program. and services.
.To organize support Teachers and Educate them on Teachers and Students Yearly .Student .Principal 1,000
system from Students student handbook, Orientation Handbook .Guidance
teachers of and Guidance [face to face/ virtual: .Guidance Program Counselor
Guidance Program program. Provide the materials to and Services .Classroom
and Services. read at home. advisers.
.To identifies Learners .Homeroom Conduct: Self-Assessment Yearly .Interpretation of .Guidance – 1,000
problems, issues, orientation Inventory test results. Counselor
needs and concerns [Face to face, Teen Stress Test .Students
of the learners. This Virtual or modular Suicide Monitoring Tool
may serve as basis of orientation] Needs assessment
assessment and
counseling.
Page 11
s
.To align their Grade 10 .Career Guidance Conduct career Yearly .Output of test Results .Guidance 1,000
interest and Program guidance .Evaluation Check Counselor
aptitudes and [Face to face] Module 1: Embarking .Project .Advisers
previous grades [Modular] on a Journey of Self- .Principal
and achievement Awareness
test results. Module 2: Examining
the Destinations
.To help the learners realize Grade 7 Homeroom Module
Conduct3:homeroom
Charting guidance Weekl .Evaluation check .Guidance 1,000
that perceptions about and Grade Guidance your own7Course.
to Grade to Grade12 y .Group Counselor
After the school
things, people and Grade 10 12 .Exposure to
[Face to .Career Symposium Yearly Evaluation Check
Sharing/Dyad .Guidance
.Classroom 1,000
orientation, 95%
happenings in life greatlystudents various fields
face] of .Peer counseling Counselor
Advisers
of the the
affect students
way they behave. profession.
[Modular] .Classroom
.Principal
will help
.To be able
theto learners realize .School Flyers advisers
identify three
the importance of self-care .Principal
goodpositive
and schoolsoutlook in life .Invite
.To help their
offering them develop their Professionals of
creativitycourses.
selected and imaginative different fields
.95% among
skills of studentslearnersGrade
in 10 .Assessment of .Career Counseling Yearly Output of test results .Guidance 500
will be able to
coming up with a correct students Career Pathways Counselor
assess
and all the
meaningful .Interpretation of
courses they are
interpretations of reality. Interest Test
inclined, their
.To nourishes their spiritual
goals, interests,
life.
aptitude,
To be able to
personality recognize and Grade 7
type .Home visit Conduct preventive/remedial Yearly .Anecdotal Record Guidance 500
accept the ill-effect of
and values and Grade .Interview counseling Students who Observation Counselor
behavioral
.To help the disorder and 12
Grade 7 and Homeroom .Follow-up committed serious
Conduct homeroom violation of checklist
Weekly .Evaluation check .Classroom
.Guidance 2,000
enable the
learners realizelearners to
Grade 12 Guidance school policy.
guidance to Grade 7 to .Summary of
.Group Sharing/Dyad advisers
Counselor
make a sound
the importance judgment. [Face to face] Family
Grade12Counseling anecdotal
.Peer counselingrecord .Principal
.Classroom
of Good Mental [Modular] .Case Study .Parent
Advisers
Health Habits. .Call slip Principal
.Psychosocial Test
Results
To be able to achieve the Grade 7 . Home Conduct preventive/ remedial, Yearly .Anecdotal Record Guidance 500
optimum growth and and Grade visit developmental .Observation Counselor Pa
g development of oneself. 12 . Interview counseling for students who checklist .Classroom e
To assess one’s .Follow up are having academic failures, .Summary of advisers 13
achievements habitual absenteeism, anecdotal record .Principal
.Case Study .Parent
.Call slip
.Psychosocial Test
Results
To develop complete trust Grade 7 .Home visit and the socially emotionally Yearly .Anecdotal Record .Guidance 1,000
in oneself. and Grade .Interview maladjusted students, victims Observation Counselor/Social
To enhance resilience, 12 .Referral of violence and abused checklist Worker
empowered individual. .Follow up [peer/individual counseling} .Case Study .Case Referral
.Case referral .Classroom
.Quarterly Advisers
performance .Parent
rating .Student
.Principal
To assist under-achievers in Slow .Home .Remedial Counseling Yearly .Case .Guidance 100
realizing the potentials that learners visitation .Preventive summary/recomm Counselor
they have. .Interview .Case conference endation .Advisers
To develop a sense of .Referral .Family Counseling .Observation .Parent
responsibility .Follow up checklist .Principal
.Anecdotal record
.Quarterly
performance
rating
To nourish the spiritual life .Parents – .Retreat Parent-Student Encounter Mar. Shared reflection .Guidance 1,500
of the students. Grade 12 Encounter with myself and my Shared reflection Counselor
To realized the importance students .Recollecti neighbor .Retreat Master
of God in their lives. .Grade 7 on .Class advisers
and Grade Students and all school .Students
11 personnel Mont .Parents
students .Monthly hly
Mass Weekl
.GSK y
Page 14
GUIDANCE SERVICES PLAN
SY 2019-2021 Onwards
Rationale: Holistic Developmental School Guidance and Counseling is an integral program of the entire educational system. It is designed to address
psychosocial and academic needs, issues and concerns to all students and school personnel. It is intervention, prevention focused and systematically
implemented and evaluated.
SERVICES OBJECTIVES ACTIVITY TARGET TARGET BUDGET
GROUP DATE
1.COUNSELING .To enhances students coping .Conduct interview and individual -All students All year
mechanism especially during low conference to all students on round
moments of our students. scheduled basis.
.To empowers the students so that .Conduct exit interview to
they can understand their issues and students who are moving .Senior High
make a wise decision. towards senior high Students 3rd to 4th
-To provide counseling and quarter
intervention according to their needs.
II. INDIVIDUAL .Systematically organized, keep .Regular checking of students’ .Students in all All year 10,000.00
updated and checked students profile . levels round
personal record .Upgrade and update student
record.
III. Testing/admission .A tool by which a test results or test
data is used for screening qualified
applicants for admission of new
students and transferee.
Page 15
TESTING PROGRAM
SY 2019-2021 Onwards
Rationale: The testing program is designed to address the academic and psychosocial dimensions of the students. The tests are a source of data used for
developmental, career counseling purposes and to determine the effectiveness of the intervention program designed for the students.
AREAS OBJECTIVES TYPE OF TEST STRATEGY TIME- RESPONSI BUDGET EXPECTED
FRAME BLE OUTPUT
Administration .Help students to identify their type of Interest Test Paper, pencil, May-June Guidance 400.00 At least 90
of admission intelligences MIDAS-24 test form [45 minutes] Counselor percent of
test .Help the students to determine what Grade 7 and
field is suited to prepare them for Grade 10
course selection. students will
be given
admission test.
Administration .Help students to identify their .Self-Assessment Paper, pencil, .July Guidance 400.00 At least 90
of Personality personality type. Inventory test form .August Counselor percent of the
test .Help students to discover and identify .Teen Stress Test .Sept. students will
the level of crisis and awareness of .Suicide Risk be able to take
their current situation Monitoring Tool the test.
INTERVENTION PROGRAM for SLOW LEARNERS’ STUDENTS
Rationale: The Program is designed to assists slow learners’ students to reach at least minimum level of academic performance in classroom setting.
AREAS OBJECTIVES METHODOLO STRATEGY TIME- PERSONS EXPECTED OUTPUT
GY FRAME IMVOLVED
Administration of To help students achieve .Tutorial .Reading and writing in English August to .Subject Teachers .At least 90 percent
slow learners’ and develop their .Remedial and Filipino at least 10 minutes a May .Class advisers of slow learner
students learning skills and .Home visit day. .Guidance students were
classroom performance . Follow-up .Review lesson on mathematics Counselor given remedial and
in areas where they find .Referral for 10 minutes a day. tutorial lessons
them too difficult to .Remedial .Counseling specifically on
achieve. and mathematics,
Preventive English, and
Counseling Filipino
Page 16
MENTAL HEALTH INTERVENTION PROGRAM for TEACHERS
SY 2019-2022 Onwards
Objectives Topic Date Time-Frame Resource Process Needed Assessment
Speaker Resources
.To discover Topic: Who am I? December 8:00-11:00 a.m. Guidance .Yoga/Shibashi .Session room .Journal writing
my inner self Sub Topics: Counselor .Psalm 134 .TV, Laptop .Shared
and to enjoy .My Background .Meditation .HDMI reflection
the beauty of .My happy .Orientation .Used bond
being myself. moments. .Session Proper paper
Processing .In- door plant
.Group and dyad .Participants are
sharing. required to bring
notebook and
.To reconnect .My affective life 1:30-4:00 p.m. candle
my past and .Crayola
acceptance of
the significant
others and
myself
.To value the .My Group Life December 8:00-11:00 a.m. Guidance
significant Counselor
persons who
played
important
role in my life.
.To celebrate
a life giving
relationship.
.To believes
on the
beauty,
goodness and
truth within
me.
Page 17-A
Page 17-B
MENTAL HEALTH INTERVENTION PROGRAM for TEACHERS
SY 2019-2022 Onwards
Objectives Topic Date Time-Frame Resource Process Needed Assessment
Speaker Resources
.To be able to .Code of Ethics December 8:00-11:00 a.m. Guidance .Lecture .Session room .Group sharing
imbibe the for Teachers Counselor Discussion .TV, Laptop .Pre test
Ethical and .Open forum .HDMI .Post test
moral .Used bond
foundation in paper
the .In- door plant
profession. .Participants are
required to bring
notebook.
.To acquire .Data Privacy Act 1:30-4:00 p.m.
knowledge
specifically in
the moral and
ethical
standard in
the
workplace.
.To be able to .Mental Health December 8:00-11:00 a.m. Guidance
know the Act Counselor
mental health
policy and the
purpose of
enhancing the
delivery of
mental health
services.
.To gain .Anti-Bullying Act 1:30-4:oop.m.
knowledge
and
understanding
in handling
bully victims
and discover
my own
limitations.
Page 17-C
MENTAL HEALTH INTERVENTION PROGRAM for TEACHERS SY 2019-2021 Onwards
Rationale: COVID-19 UPROOTED MANY ASPECTS OF OUR DAY TO DAY LIFE. Families all over the world carry the weight and burden of financial difficulties
and is facing emotional break up, and psychological turmoil. Since teachers are our front liners in terms of handling and dealing with problematic students.
The Guidance Program and Services responded to this call of creating a mental health intervention program designed to empower our teachers in adopting
the new normal and in guiding and directing students who are under their cares.
Topic Methodology Area of Facilitator Time- Date Venue Materials Needed Monitoring Budget
Concern Frame Scheme
.Mental Health Act .Lecture Teachers Guidance 2 years August Function .Bring your own Test result 1,000.00
.Remote discussion and staff Counselor hall notebook, ballpen, 4pcs.
Psychological First .Processing Manila paper, 2 boxes
Aid .Shared Crayola, 2 pcs. Scotch
.The Process of Reflection tapes
Counseling
.Dealing with grief One hr. .Stress test Test result
during pandemic .Suicide Risk
.Assessment Midas
.Self- Expression Essay
.Family Rituals One hr. Test result
during Covid-19
.Self-Care One hr. Test result
.Resiliency in the One hr. Test result
New Normal
.Emotional and One hr. Test result
behavioral
Disorder
.What is Stress Two hrs. Shared
management Reflection
.How do I manage
my stress?
.Trainers’ Training Shared
on Bullying Reflection
.The Challenge of Shared
Filinials Reflection
.Virtue Ethics Shared
Reflection
.Mental Health Shared
Problems among Reflection
youngster.
CHILD and WOMEN PROTECTION PROGRAM
Goal: To acquaint the faculty and staff with regards to the importance of safe guarding women and children from all forms of violence and abuses.
Behavioral Objectives: By the end of the school year, at least 95% of the faculty and staff would be able to identify, recognizes and assess appropriate
actions base on the needs arising of the issues and concerns.
Objectives Topic Process Time-Frame Person Resource Needed Assessment
Responsible Person Resources
.Able to acquire 1. R.A.11188-Speical .Lecture discussion Every 1st Guidance .Social Worker .Session Hall .Faculty and
information and Protection of children .Sharing of Monday and Counselor .Guidance HDMI/Laptop staff
rd
knowledge from in situation of arm experiences 3 Monday Counselor .Notebook ball recognizes
various Republic conflict. .Processing from of the pen their rights
Act pertaining to 2. R.A. 7610 traumatic month. .Checklist and
women and Protection of children experiences. .Attendance responsibilit
children abuses. from all forms of .Healing from painful y.
.Demonstrate the abuses. experiences of the .Faculty and
ability to achieve 3. R.A. 9262 past. staff are
self-actualization Anti-Violence against .Shared reflection empowered.
and empowerment women and children .Checklist
.Able to safeguard 4. R.A. 10627
their rights. Anti-Bullying Act of
2013
5. R.A. 7877
Anti-Sexual
Harassment Act.
6. R.A. 9344 or the
Juvenile Justice and
Welfare Act of 2006.
R.A. 9344 defines a
child in conflict with
the law. As a child
who is alleged as,
accused of, or
adjudged as having
committed an offense
under Philippine Law.
Page 18
PLAN OF ACTION CHILD PROTECTION [R.A.7610]
General Objective: The program is designed to raise awareness, empower, and exercise students’/Teachers rights and learned to value
himself/herself, safeguard against various forms of abuses, exploitation, discrimination from perpetrators/abusers.
Topic Persons Time Process Person Resource Needed Monitoring
Involved Frame Responsible Speaker Resources Scheme
1. R.A.11188-Special protection of Grade 7 Every .Modular .School Social .School .Separate .Journal writing
children in situation of arm conflict. to Quarter .Checklist Worker- Social notebook .Checklist
2. R.A. 7610- Protection of children Grade 12 Counselor Worker for journal .Modules
from all forms of abuses. students. -Principal .DSWD writing .Follow up
3. R.A.9262-Anti Violence against -Teachers .Reading .Home visit
women and children .Parents materials .Counseling
4. Rights of Children Faculty Quarterl .Lecture .Referral
and Staff y discussion
5. RA 9344 defines a child in
.Processing
conflict with the law as “a child
.Group
who is alleged as, accused of, or sharing
adjudged as, having committed .Shared
an offense under Philippine law. reflection
Page 18-A
TREATMENT /ACTION PLAN
Child Protection Program
General Objective: The program enables the School Social Worker-Counselor to determine treatment applicable to our students in need and who
suffered mental, psychological and emotional from the hands of the abusers and perpetrators. The treatment plan designed to facilitate students
and their family in need.
Issues/Problems/Concerns School Social Client or partner School Social Worker- Time- Expected Output
worker/Guidance responsibility[ Guidance Counselor Frame
Counselor Responsibility
Intervention
1..Students who leave .Conduct home-visit .Make decisive .Monitor and follow the 6 mos. .Students are empowered
from the school to earn a with the adviser action student and his/her family able to exercise their
living .Conduct Social .Religiously follows .Look into other family rights and learned to
[Child Labor] Case Study the process. needs either safeguard against from
2. Sexual Abuse .Anecdotal Record The partner has to psychological, home abusers and perpetrators.
3. Physical abuse to the student. follow the program environment, financial, .Family members are
4. Children in conflict with .Counseling both designed for the family relationships, conscious of their role and
law student and parent. partner. Difficulty in answering the responsibility.
5.Emotional and .Referral to the modules. See to it that the .Parents learned to
Psychological abuse DSWD and other student has no problem safeguard against any
stakeholders for on other subjects. forms of abuses.
student assistance Counseling
for him to continue Home visitation
from going to Consultation of student
school. Referral also and their family.
is needed for the Facilitate on their decision
family financial making. Worker must see
assistance and to it that they will arrive a
other concerns right decision of their
Developmental, problem. Referral to
Remedial, and relatives, neighbor,
treatment are being
used to help the
students in need.
Page 18-B
