is basically concerned with making arrangements to enable the school to realize its purpose."
Personnel should selected, trained and coordinated as a professional staff.
is necessary because imperfections appear in existing arrangements, original purposes become modified or extended conditions change and/or new techniques are discovered.
Organization of Guidance Program
is relative to the needs of the institution.
There is no pattern of organization that is suitable for all kinds of sizes of schools.
is concerned with the conduct, operation, and management of the guidance program.
It implies responsibility and authority.
a process it seek to manage situations by which peoole of different skills, interests and abilities focus their efforts to achieve the goals of an enterprise.
Administration of the Guidance Program
guidance is not something that can be separated from the general life of the school; nor is it something that can be located only in some particular of the school (Arthur J. Jones).
It should be a part of every school activity and some form of guidance is the duty and responsibility of every teacher in the school system.
It is a function that is shared by all and therefore should be organized and administered effectively (Arthur J. Jone).
- Teacher: Charlie Zayas
This course will familiarize students with a variety of personality theories, their history, their limitations and applications. We will consider theories that address personality development and implications for understanding others and enhancement of the self. In addition to examining the research methods used in empirical investigations of personality, we will cover several different theoretical approaches to or perspectives on the study of personality. The approaches (i.e., paradigms) we will consider include the dispositional, biological, psychoanalytic, Neo-analytic, learning, phenomenological, and cognitive self-regulation perspectives. This course will also cover current empirical investigations into the nature and function of personality, the influence of culture, the influence of personality on behavioral and mental health problems, and how the personality concepts described in the lectures and text may (or may not) be reflected in real world examples.
Hopefully, by the end of the term students will have the skills to (1) identify, describe, and compare/contrast the core theoretical approaches (i.e., paradigms) involved in the study of personality, (2) interpret, critically evaluate, and discuss scientific research on personality, (3) create new research questions in this area of research, (4) clearly and concisely communicate scientific results to others through summaries and literature reviews using APA-style, and (5) apply the findings from the personality literature to understanding experiences from your daily life, and in creating your own predictions about behavior
- Teacher: JONE RAY MELGO
In our modern and highly computerized world, there is an increase of number of career counselors who are helping individual in career-related concerns. These counselors must possess an intensive knowledge and skills in working for career pathing which include the different career-related theories, some facilitating skills, and the updated knowledge about the trend in the labor market, the new courses and the new jobs as well as the new skills that would resolve the job-skills mismatch problem around the world. Besides, a career counselor must possess the soft skills in helping the individual make appropriate choices so that he/she will be happy and fulfilled in life. Career move can affect the totality of one’s life, therefore a career counselor must be knowledgeable and skillful in helping the individual from his career planning up to his/her retirement in productive ways.
- Teacher: Charlie Zayas