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LESSON 1
NATURE, MEANING, PURPOSES, AND SCOPE OF GUIDANCE
What are in store for you?
1. Nature, Meaning, Purposes and Scope of Guidance
Duration: 3 Hours Introduction
Guidance is defined in
different ways. Many
individuals got their meaning
from their experiences with
their family and friends. While
some persons have learned
the definition from their
earlier studies
and readings. On the other
hand, there are those who
have come up with their own
perceptions or notions that
are not congruent to the real meaning of guidance, which have caused some
confusions in the usage, and application of the word. From the layman’s point of
view, to guide is to give a direction or a piece of advice from which a particular
person is in need at the moment. But from the point of view of guidance practitioners
or known authorities, guidance is a systematic process involving different steps in
assisting an individual understand and cope up with a pressing concern. This view is
highly supported by the incoming discussion about the nature, meaning, purposes,
and scope of guidance.
What you should know? (Main Objective)
At the end of this module, it is expected that you describe the nature, meaning, scope
of guidance in schools in the context of values teaching.
Specifically, you should be able to:
● Define guidance from the point of view of guidance proponents.
● Discuss the nature and scope of guidance work, particularly in the school setting.
● Explain the importance of knowing the different aspects of guidance.
ACTIVITY
Na-guidance ka na ba?
Students will be asked to share their respective experiences during their
elementary or high school years as to why they were sent to the guidance office.
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What are the reasons why the referral was made by their teachers or other
school authorities?
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What perceptions were developed in their consciousness as to the meaning of
being brought to the guidance office.
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(Written output will be placed in their respective notebook/personal journal)
The activity above made me remember
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It made me think and realize that
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I therefore commit to
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By this time, you are very much prepared to learn more about the nature, meaning and
scope of guidance.
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ANALYSIS
Nature of Guidance
1. Guidance is education itself.
Guidance aims at educating the
individual for understanding
himself, unfolding his
potentialities to their maximum so that he may
eventually prove himself to be an adjusted and
pragmatic member of the community.
Guidance therefore is a significant education
procedure. It is in short education itself.
2. Guidance is a process. Guidance is a
process that enables an individual in
discovering himself in the most satisfying and
positive manner. It provides direction to enable
an individual harness his potentialities, abilities, interests and aptitudes.
3. Guidance is a continuous process. Guidance is a dynamic and a non-stop
process. In this process, an individual understands himself, learns to use maximum his
own capacities, interests and other abilities. He continues his struggle for adjustment in
different situations. He develops his capacity of decision-making.
4. Guidance is related with life. The
process of guidance is related to life, its
problems and challenges and how to face
them. Problems and challenges are the
building blocks of our personality. Guidance
helps people to live a balanced and tension
free-life with full satisfaction under the
circumstances.
5. Guidance is self-direction. The nature
of Guidance is not to thrust itself on an
individual. It does not make choices for him.
The ultimate purpose of guidance is to guide
the individual to direct himself in the right
direction, to make his own choices, to fix his
own life-goals and to carry his own burden.
6. Guidance is individual-centered. Whether given on an individual or group
basis, the focus of all guidance programs is the individual who needs to manage himself
for a joyous today and a happy tomorrow by a healthy alignment of individual desires
and aspiration with socially desirable goods.
7. Guidance is a qualified and complex and organized service. Guidance is
given by qualified and trained personnel. Hence guidance is a skill-involved process.
The varied and complex nature of human life leaves its imprint on the guidance
programs, which are a totality of experiences. Guidance depends on prior study of the
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individual, his assessment, initial counselling, interview, case study and a host of other
subsidiary activities that qualifies Guidance as a complex process.
8. Guidance is based on individual
differences. Individual differences or, the fact
that individuals differ significantly, forms the basis
of Guidance. If all the individuals had been alike,
there was no scope for guidance. Individuals
differ not only in their appearances but in their
mental and intellectual endowments, desires,
aspirations, and aptitudes.
9. Universality of guidance. Guidance is for
all. Every person needs guidance at all the stages
of life situations from childhood to old age. He
needs guidance for solving problems to adjust in
the family as well as in the society.
10. Guidance is making
potential actual. Studies indicate that
each person is born with more potential than he
uses. Guidance
programs aid the individual in the discovery of a hidden potential individual for his own
benefit that of the community. Thus a guidance program is used as an aid to discover
talent and use it for the progress of the country.
11. Preparation for future. The process of guidance is helpful in preparing a person
for his future. Guidance helps in the choice of one’s career, one’s partner in life etc.
Guidance helps the individual to march towards the future with confidence.
12. Modification of Behavior. Guidance helps the persons in his adjustment in
different situations and to modify one’s behavior. Negative personality traits have been
modified through skillful guidance and counselling. According to Carter V. Good,
“Guidance is a process of dynamic interpersonal relationship designed to influence the
attitudes and subsequent behavior of a person.”
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Definition of Guidance
1. Hamrin - is “Helping John to see through
himself in order that he may see himself
through.”
2. Lefever- Is the systematic, organized phase
of the educational process which helps a
youth to grow in his own power, to give
point and direction to his own life with the
end that he may get richer personal
experiences while making his own unique
contribution to society.
3. Jones- Involves personal help given to
someone; it is designed to assist the person
to decide where he wants to go, what he
wants to do, or how he can best accomplish
his purpose; it assists him to solve problems that arise in life. It does not solve
problems for the individual but helps him to solve them. The focus of guidance is on
the individual, not the problem; its purpose is to promote the growth of the individual
in self-direction.
4. Crow and Crow- Is the assistance made available by personally qualified and
adequately trained men and women to an individual of any age to help him manage
his own life activities, develop his own point of view, make his own decisions, and
carry his own burdens.
5. Kelly- is that phase of the educational process which consists in the appraisal of the
abilities, interests, and needs of the individual in order to counsel him for realizing his
capabilities, and to assist him in making decisions and the adjustments which will
promote his well-being in school, in life, and in eternity.
6. Ohlsen- Is a cooperative enterprise in which many people working together organize
their knowledge to contribute to the solution of a student’s problems and the
development of his potentialities.
7. Bennett- Is a process of helping the individual to determine his physical, social,
intellectual, and personality assets and liabilities as well as to know the conditions,
requirements, and opportunities of the situations, confronting him, so that possessed
of these two types of knowledge, he can make wise and intelligent choices and
adjustments and embark upon suitable courses of action as regards his problems,
needs and opportunities.
8. Ryan and Zeran- serves a supporting function in the educational process by
directing and controlling activities to help individuals develop his fullest potential.
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9. Aquino and Alviar- tends to help the Individual to become adjusted to his present
situation so as to provide the maximum development for him and to help him plan for
his future on the capabilities and needs.
10. Wrinkle and Gilchrist- Means to stimulate and help the student set up
worthwhile, achievable purposes and to develop abilities which will make it possible
for him to achieve his purpose. The essential elements are the setting up of purpose,
the provision of experiences, the development of abilities and the achievement of
purposes.
11. Peters and Farwell- may be defined as a point of view. It may also be
considered in terms of services necessary
to implement the point of view. The
guidance point of view emphasizes the
unique needs of each individual, needs
which may not be compatible with those
needs which the teacher so often pre-
determines.
12. Legaspi- Is the action and concern of
showing assistance for others. It is
considered a helping profession; the aim is
to provide maximum human growth and
development for all learners and self-
direction.
13. NEA and AASA- Is the high art of
helping boys and girls to plan their own
actions wisely, in the full light of all the facts
that can be mustered about by themselves and about the world in which they will
work to live. (NEA –
National Education Association of School Administration).
Scope of Guidance
The scope of guidance is too wide.
In the words of Crow and Crow,
“Guidance touches every aspect of an
individual’s personality- physical,
mental, emotional and social. It is
concerned with all aspects of an
individual’s attitudes and behavior
patterns. It seeks to help the individual
to integrate all of his activities in terms
of his basic potentialities and
environmental opportunities.”
Any needy person can be
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guided. This can include persons of different age, different interests, various
characteristics and persons of different nature. Hence, we cannot draw boundaries
around the process of guidance.
The following factors are responsible for the expansion of the scope of guidance.
1. Complex nature of personality.
2. Complexity of Occupation.
3. Complexity of Training.
4. Increasing Areas.
5. Migration.
6. The Expansion of Education.
7. Areas/Aspects of Guidance.
Aspects of Guidance
1. Educational Guidance - is
concerned with the
assistance given
to pupils in their
choices and
adjustments in
relation to the school.
There are three Major
concerns in educational
guidance; namely, the
knowledge of
the individual, which
includes his ability and interests; educational opportunities; and a viable guidance
program.
a. Preschool Guidance- aims at studying children’s attitudes and his behavior with
others when at work at play or at study. It includes simple health habits, learning
language patterns, correct ideas, proper values, and social relationship with others.
b. Elementary School Guidance- aims primarily on the development of fundamental
attitudes, know-how, and social skills of a person as he/she matures from childhood
to adolescence.
c. High School Guidance- aims at developing social competencies among students
as they become participative citizens and productive adults in society.
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d. College Guidance- aims at assistance, provision, and guidance of the student’s
changing interest on modification in their adjustment as they prepare themselves to
be on their own as young professionals someday.
2. Vocational Guidance - it is the process of assisting an individual to choose a career
or vocation, preparation for the training for the success of it, placement or entering
into a job and making him progress in his work. It is concerned primarily with helping
individuals make decisions and choices involved in planning a future or building a
career, decisions and choices necessary in affecting vocational adjustment and
success.
3. Leadership Guidance - Jones strongly believes in this form of guidance and this is
evidence by the fact that he considers the following essentials in leadership
guidance:
1. Keep clearly in mind all these different kinds of leaders and provide for all of
them;
2. Devise methods by which we can discover early those who will probably
develop into outstanding leaders;
3. Develop methods by which these prospective leaders may be guided and
trained so that leadership may be both progressive and intelligent;
4. Develop the ability in our young people to wisely choose those whom they
shall follow.
4. Socio-Civic and Moral Guidance - An individual learner is not only guided to
understand himself and to relate with others but also to:
a. Develop a knowledge about his Creator and his responsibilities toward his
fellowmen.
b. Practice good values.
c. Live a worthwhile adult life as a participative, responsible member of society who
observes proper conduct and good relationship with others.
5. Personal Guidance - is the assistance given when the problem of the individual is
rather emotional or confidential in nature.
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6. Health Guidance - involves activities in advising and aiding the students achieve
and retain health, both body and mind.
ABSTRACTION:
Identify some words much related to guidance and reflect on the relationship of
these words to it. (Picture/Photo) Write your reflection on a 1 whole sheet of paper.
Now that you know much about what is the meaning of guidance including the
nature and scope of this particular student service, would you be embracing the
knowledge you have gained and share the same when you are already teaching?
APPLICATION
When one is to be referred because of a school violation, is it appropriate to bring
him at once to the guidance office? Why?
List your reasons for answering yes or no.
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Assess what you have learned. (Post – Test will be administered on a later date)
Final Requirement
Congratulations, you are one-step away from finishing this module. You have
done so much to come this far. As a final requirement, I want you to write a short essay
about My New Guidance Perspective.
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