SOUTHERN BICOL COLLEGES

College of Liberal Arts

Psychology Students Association

Mabini St. Masbate city

EDUCATIONAL
PSYCHOLOGY

GUIDANCE COUNSELOR MANUAL

Submitted by:
ROXANNE D. MENTINO

Submitted to:
DRA. TRISHA MARIE T. MANLAPAZ
 I.

INTRODUCTION

Our mission and Vision

To uphold dignity and support students chosen career. Maintain the equilibrium between student

academic and extra-curricular activities focus, through letting student recognize and develop

their full potential and strength in some aspects of their life. Building a community where

everyone is being heard and appreciated to a progressive and healthy environment around

campus.

Comprehensive Services

The school counselling program provides a comprehensive range of services that support the

student academic success, career, readiness, and social-emotional development. Allow students

to recognize their strength and weaknesses to handle a problem and circumstances. The services

offered are rooted in ethical standards to ensure equitable and access and opportunity for every

student, regardless of background and circumstances.

Confidentiality as a Cornerstone

As a trusted institution with a good service in terms of guidance counselling, we are entrusted to

protect every personal detail of our students. We understand that confidentiality is a foundational

principle of school counselling relationship and is essential in building trust, respects, and open

communication between students and the counsellor. Leaving assurance to every student that non

single detail will be leaked out, as it well protected by this program and institution.
As we create and build a harmony and healthy environment, let this manual be your guide in

providing knowledge about our practices and procedures. We acknowledge your contribution as

part of this guidance counselling program inside the institution. We appreciate your trust to us

and for letting us be a part of your journey. Stays where your souls and heart find peace, let’s

continue to help and be a guide to hone every student well-being.

II.

ORGANIZATIONAL STRUCTURE

A. Roles and Responsibilities

I. Guidance Counsellors

 Maintain the peaceful harmony of the school

 Provide support for students well-being and academic support

 Provide counselling to every student sessions

 Creates and give interventions to students, as well as techniques to cope with the

problem

 Build collaboration with the administrators, teachers, and parents to identify and

address student needs

II. Support Staff

 Assist counsellors in counselling instructions and management

 Handle communication (phone calls, emails, announcements)

 Monitor students behaviour and supervision

 Ensures the overall efficiency of the guidance counselling program

III. Leadership Teams

 Often manages students behaviour, attendance, testing ,and staff evaluations

 Guides counsellors in effective instructional practices

 Provides inputs on student well-being, mental health, and academic planning

 Ensures compliance with special education laws and individualized education programs

 Bridges communication between the school and families

 Set goals, create action plans, and monitor progress for school improvement

IV. Communication with Administrator

 Provide updates about the counselling effectiveness and well-being of the students

 Maintain regular communication with counsellors and administrators

 Implement interventions that could contribute to students well-being and improvement

B. Team Collaboration

I. Regular Team Meetings

 Create scheduled team meetings in order to discuss current issues, collect ideas, and

make possible solution and intervention

 Allow open communication to address issues and appreciate and recognize everyone in

the team
II. Interdepartmental Collaboration

 Create a medium of communication to effectively communicate with other school

department

 Join other school department campaign and advocacy to support students well-being

 Make collaboration with the teachers, staff, and administrators to provide holistic support

for students.

III. Cross-Training opportunities

 Build an environment where members of the team can share expertise and learn from

each other

 Allow counsellor and staff to train with other program Center/ cross-training to improve

skills and abilities

C. Interdepartmental Coordination

I. Collaboration with Academic Departments:

 Maintain regular and open lines of communication between departments like

administrators, and teachers

 Align interventions, expectations, and disciplinary measures across departments

 Address academic, emotional, social, and behavioural needs collaboratively

II. Integration with Special Education Department

 Promote inclusive practices and equitable opportunities for students with disabilities
  Collaborate with special education staff on Individualized Education Programs and

interventions strategies

 Address emotional, behavioural, and social challenges that may impact learning and

inclusion

III. Communication with Administrator

 Provide updates about the counselling effectiveness and well-being of the students

 Maintain regular communication with counsellors and administrators

 Implement interventions that could contribute to students well-being and improvement

III.

CLIENT ENGAGEMENT AND INTAKE PROCEDURES

Welcoming Clients

The counsellor job is to get the trust of the clients. In order to have this, the counsellor

commonly greeted the client and build rapport by simply asking basic questions in order for the

client to be comfortable and fully express him/herself including what they feel and the thoughts

they have. The client also were given time to relax for it is part of welcoming atmosphere.

Hence, the counsellor will tell the client about the purpose of the consultation, there will be an

orientation guided with the informed consent.

 Confidentiality and Privacy Policies

The counsellor is committed to maintain the privacy and protect the confidentiality of the client.

Whatever the results of the data being gathered in the client, and any experiences and

information they will share is protected with confidentiality. Not only counsellors are the

responsible for keeping the information but also the institution.

Intake Assessment and Goal Setting

The intake assessment is the foundational step in the counselling process. It gathers essential

background information to understand a client emotional and social stability. This will serve as a

tool to make the client engage and participate in the service. The counsellors will make a way to

create strategies to help the client achieve their goal.

IV.

COUNSELLING AND THERAPEUTIC APPROACH

Individual Counselling

Individual counselling is a core service provided by school counsellors to support the personal,

social, emotional, and academic development of students. Through confidential, one-on-one

sessions, counsellors assist students in in identifying challenges, exploring solutions, and

building coping strategies to enhance overall well-being and school success. The counsellors

should create a positive and harmonious environment for the client.

 Group Therapy Sessions

Group therapy provides students with a supportive environment to explore shared challenges,

develop coping skills, and build social-emotional competencies. Led by a trained counsellor,

group sessions promote peer interactions and collective problem-solving, enhance self-awareness

and interpersonal growth. Thus, this therapy session will also provide and protect confidentiality.

Crisis Intervention

Crisis intervention is a critical component of a school counsellor’s role, providing immediate,

short-term support to student facing situations that threaten their safety, mental health, or

stability function. The goal is to stabilize the situation, ensure safety, and initiate appropriate

support and referrals. The client should look up and follow the strategies and interventions given

by the counsellor, to make sure that there will be progress in the conditions or problem facing by

the counsellors.

Solution-Focused Counselling

Is a short-term, strengths-based approach that helps students identify their own resources and

strategies to overcome obstacle. Rather than focusing on problems or deficits, this method

emphasizes what is working and how those successes can be built upon to create positive change.

V.

ACADEMIC SUPPORT SERVICES

Course Planning and Academic Advising

The institution and the counselling unit will uphold its commitment and support to every student

in terms of academic as well as well-being. Thus, academic advising and course planning are

critical components of student success. They ensure that the students are on track to meet
graduation requirements, explore interests, and prepare for post-secondary opportunities. This

process also fosters a supportive relationship between students and school counsellors.

Study Skills Workshop

The study skills workshop is designed to equip students with practical tools and strategies to

improve academic performance, enhance motivation, and build confidence in their learning. The

workshop fosters independent learning and help students develop time management,

organizational, and test-taking skills. It allows students to find their best way to solve and be

prepared for their chosen career in the future.

Test Anxiety Management

Test anxiety management is a common issue that affects student’s ability to perform to their full

potential. The purpose of this section is to guide counsellors in helping students understand,

manage, and reduce test anxiety through emotional regulation techniques. This program designed

to provide seminars and workshop for students to control and reduce the anxiety level while

taking the tests.

VI.

PERSONAL AND SOCIAL DEVELOPMENT PROGRAMS

Social Skills Groups

The skills group provides structured, small-group interventions for students who struggle with

interpersonal relationships, communication, or self-regulation. The goal is to teach and reinforce

essential social behaviours that support positive peer interactions, classroom engagement, and

emotional well-being. Hence, group sessions are good to those students with social skills

impairment.

Peer Mediation Program

The program identifies and allows conflict to be solved. The peer mediation program empowers

students to resolve conflicts peacefully and respectfully with the help of trained peer mediators.

It fosters s positive school climate by teaching communication, empathy, and problem-solving

skills.

VII.

CAREER AND COLLEGE GUIDANCE

Career Counselling Services

The career counselling services program is designed to support the holistic development of

students by addressing their academic, personal/social, and career-related needs. These aim to

help students make informed choices, set realistic goals, and develop the skills necessary for

success in school, post-secondary education, and life.

College Application Support

The institution and the guidance counselling will take full responsibility in taking care of all the

documents needed for the college admission of all students who wants to enrol in college. These

documents include good moral certificate and form 137 and 138, and etc. While the freshmen
students will be given also support for the improvement and enhancement of their potential upon

staying in the institution.

Vocational Guidance Programs

A Vocational Guidance Program is designed to assist individuals particularly students and job

seekers in making informed decisions about their career paths. It involves providing information,

counselling, and support to help individual understand their strengths, interests, and the

opportunities available in the workplace. It will serve as practice or a way to build their

professions in the future, as well as character development of the students.

VIII.

SPECIALIZED SUPPORT PROGRAM

Support for Students with Special Needs

The institution and the counselling unit will make sure that all students who need special support

will receive all of their needs without having any discriminatory acts. Thus, the program will

offer assurance of service and commitment, and understand that any acts or prejudice shall not be

seen nor discriminatory acts while helping those students who need special support and care.

Diversity and Inclusion

The institution and the counselling management/unit will ensure that every student shall be

treated equally and fairly regardless of their culture and race. Nevertheless, all interventions and

practices shall done with careful investigations and considerations to ensure that it will be

subjected to any forms of bias, assuring that everyone would never feel out of place.
 Mental Health Awareness Campaign

Mental health awareness campaign is a way to introduce and give awareness to students about

how important mental health is. This campaign will provide a wide range of understanding and

insights on hoe to take care and give importance to their mental health. Hence, a short

symposium will be included in this program.

IX.

OUTREACH AND COMMUNITY ENGAGEMENT

Collaborating with parents and Guardian

The institution and counselling management wants to help student and support possible in all

aspects of their lives especially academically and morally. They wanted to extend their help

through collaborating with the parents, offer seminars and training on how to handle and help

their children who are suffering stress and anxiety. Encourage open communication in order to

know the stability of the student and mental health status.

Partnership with Local Organization

The institution and counselling unit collaborate with the local government to extend its supports

and services for the betterment of the whole community. Thus, it ensures that all people who

need help from the counselling unit are free to consult in order to create harmony in the

community.

Hosting Community Events

Hosting community event is a great and helpful idea in order to build a strong bond and

connection within the people of the community. Symposium like mental health awareness can be

a powerful tool and interventions to help people who suffered from stress or depression. The

institution and counselling unit would like to extend their services through this platform and

way.

PROFESSSIONAL DEVELOPMENT FOR GUIDANCE

CENTERS STAFF

Continuing Education Opportunity

The institution offered a support for the guidance unit staff, they have been given the opportunity

to teach formally in order to continue their contract. This will be a huge help in order for the

staffs to continue serve and also learn something new to enhance and improve their skills and

potential in some aspects.

Skill Enhancement Workshop

The counselling and institution unit are responsible for the betterment of its staffs. They offer

training and workshop in order for the staffs to gain and improve its skills and knowledge align

with their profession. The purpose of the said program is to extend learning and insights, and was

facilitated by some expertise they hired to teach and assist the trainees.

Team-Building Activities
The counselling unit and its staffs annually conducted a team-building to strengthen the

connection and bond among workers. They also encourages every team member to participate

and consider themselves as part of the group, in order to avoid staffs being feel like left behind or

feel out of place.

XI.

EVALUATION AND QUALITY ASSURANCE

Client Feedback and Surveys

The duty and responsibility of the counsellor are not only to give advice but also to know the

improvement of their clients, that’s why the client has the right to say something or respond

some feedback with the services offered. Through feedback the counsellors will be able to know

what to add and improve to their services offered in order to give most convenient and helpful

services.

Continuous Improvement strategies

The counselling unit and its staff were tasked and committed to the progress of their services.

The program must be globally competitive and shall meet the standards of counselling agencies.

As per the institution is also willing to support and give what the staff needed to enhance their

services through taking into consideration of the feedback of the people around it.

Data Collection and Reporting

To maintain the confidentiality of the client/student, the information collected by the counsellor

will remain in the safe place. Nevertheless, the data being collected as feedback of the students

or people in the community about their services offered will be taken some actions to improve

the quality of services they give to the community. These data will serve as their report or subject

in making some report.

XII.

ETHICAL STANDARDS AND POLICIES

Code of Ethics for Guidance Center Staff

 Respects for Rights and Dignity - guidance counsellors must honor and promote the

fundamental rights, moral, and cultural values, dignity, and worth of clients. They respect

client rights to privacy, confidentiality, self-determination, and autonomy, consistent with

the law.

 Professional Competencies – counsellors are responsible for maintaining high standards

of professional competence and ethical behaviour. They recognize needs for continuing

education to meet this responsibility.

 Sensitivity to Diversity – counsellors recognized and respect client diversity in terms of

religion, race, culture, ethnicity, sexual orientation, gender identity and expression,

education, socio-economic status.

 Confidentiality – counsellors must preserve and safeguard the confidentiality of

information about clients obtained in the course of their professional work, discussing
 information only for professional purposes and with those who are clearly entitled to be

consulted.

 Community Engagement – counsellors establish and maintain good relations with their

community, attending to the needs, problems, aspirations, and human resources of the

community to enable them to give relevant service responses and develop a wholesome

community spirit.

Confidentiality Protocols

At the heart of counselling professions lies a commitment to confidentiality, therefore,

any information collected to the clients or student will be subject to confidentiality. Thus,

all data gathered will be used for counselling purposes only.

Professional Conduct Guidelines

 Showing respects for all staff and clients or student

 Engage in the community and institutions for the betterment of the community

 Maintain commitment and uphold dignity to the profession and to the institution

 Offer services and assist staff who are in needs for help

 Spread awareness and support among all people in the community

XIII.
 CRISIS MANAGEMENT PROTOCOLS

Emergency Response Procedures

 Risk Assessment and Hazard Identification

 Develop Emergency Action Plans

 Training and Drills

 Communication Protocols

 Emergency Supplies and Equipment

 Special considerations

 Review and Continuous improvement

Collaborating with the Schools Administrators

The counselling unit and its staff gladly open all the time to collaborate with the school

administrators or the head of the institution. This tandem is intended to work together for the

purpose the betterment of the institutions and its subordinates.

Crisis Communication Strategies

Effective crisis communication strategies are essential for guidance centers to manage

unexpected events, such as natural disasters, student or staff emergencies, or community

tragedies while maintaining trust support. These strategies ensure that all stakeholders receive

timely, accurate, and empathetic information.

XIV.
 TECHNOLOGY INTEGRATION

Utilizing Technology for Counselling

Integrating technology into counselling practices offers innovative ways to enhance service

delivery, improve accessibility, and support both clients and counsellors. Through the use of this,

it made counselling more convenient and comfortable for they have the option to choose

whatever kind of sessions they like, whether it is phone counselling or face to face.

Data Management Systems

All information and data gathered in the client will be listed and encoded in the computer

secured system. By then, the client will be given notice on when and how many sessions would

take place.

Online Resource for Clients

The clients will have access and connected through social media platform to the counsellor

directly or to the page of their center or the institution. All clients are free to inquire and ask

some questions, and it is accommodated by the center staff or the administrators of the

institution.

XV.
 SUSTAINABILITY AND FUTURE PLANNING

Long-Term Goals for the Guidance Center

Establishing long-term goals for a guidance center is essential for fostering holistic student

development and ensuring the center’s sustained impact. This will have a greater effects and

impact for the betterment of the community and also to the people around it. The institution shall

secure all the resources needed, and help those in needs for counselling and moral support.

Adapting to Changing Educational Trends

Adapting to the rapidly evolving educational landscape is essential for guidance centers to

effectively support students. By embracing emerging trends and technologies, guidance, centers

can enhance their services and better prepare students for the future. As they say “change is

inevitable”, the institution ensure to adapt what is new, in order to give a fresh and up to date

services where people can easily adapt and manage to live with.

Innovation in Guidance Services

Innovating guidance services is crucial to meet the evolving needs of the students in today’s

dynamic educational landscape. By embracing new methodologies, guidance centers can

enhance their support systems and better prepare students for future challenges. Hence, it assures

everyone to provide better services as much as possible.

XVL.
 PART I. INFORMED CONSENT

Introduction

The institutions and the guidance office help and support student holistically. As part of this

program, we are happy to serve and assist students to discover their full potential and improve

their strength and skills. Thus, we care and being trusted to build a harmonious environment

inside the institution. Foster resiliency and build effective leaders in the future. Nevertheless, we

are glad to inform you and about this program center before entering this institution and

counselling unit.

Voluntary Involvement

We commit to serve as far as we can without forcing and making any persuading movement for

all students and individuals who seek help and visited our center. Further, no one is being

involve in the client decision but himself only, because of that the center is gladly to serve

without subject to being bias or any kinds of discriminatory acts.

Procedures

1. The client/student will be able to know the purpose of the informed consent and will be

given time to read and understand all the information it may contains. All details are

clearly discussed by the staff for the customer or student better understanding about

seeking guidance assistance.

2. Identifying what support services the needs to assist his current situation. Followed also

by the recommendation of the counsellor based on the data she/he received from the

client.

3. The counsellor then schedule the sessions, when and how many sessions would be

needed by the client or the student seeking guidance assistance.

 Right to Refuse or Withdraw

The client has always the right to withdraw and decide to leave the sessions whenever she or he

wanted. Thus, if the client becomes uncomfortable during the sessions any moment if she wanted

to withdraw the participation will be granted by the counsellors.

PART II. CERTIFICATE OF CONSENT

I have fully read and understand all the information, terms, and conditions in the informed

consent. I hereby agree and willingly participate in this program/study.

Name of Client:

__________________________________________

Signature of Client:

_________________________________________

Date: [MM/DD/YYYY]

________________________________________

ORIENTATION AND CAREER COUNSELLING FOR OJT

Student’s Name:_____________________________ Student Number: ____________________

Program: _________________________ Year and Section: _____________________

I certify that Mr/Ms. _______________________ has well oriented and undergone career

counselling for On-The-Job Training and recommended to proceed on this requirement.

Additional Remarks:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________

Signature over Printed Name

Guidance Facilitator

COUNSELLING FORM

Student’s Name: ___________________________ Student Number

_______________________

Program: _____________________________ Year and Section: ____________________

Contact Number: ___________________

Nature of visit (please check): [ ] Walk-in [ ] Referral: ___________________________

Reason for visit:

Initial Assessment:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_________________________________________
Recommendation:

_______________________________ ______________________________

Counselee Guidance Counsellor

STUDENT INFORMATION FORM

Student’s Name: __________________________ Student Number: ______________________

Program: __________________________ Year and Section: ______________________

Mobile Number

Email Address

Age

Gender

Home Address

Religion

Name of Father

Occupation

Contact Number

Name of Mother

Occupation
Contact Number

Estimated Annual Income

Name of Primary School

Name of Secondary

Name of Tertiary Education