ST.

FRANCIS XAVIER ACADEMY

of
KAPATAGAN INC.

Kapatagan Lanao del

Norte

GUIDANCE and SERVICES

HAND BOOK
PHILOSOPHY
The Guidance and Counseling Services facilitate the academic performance and promote psycho-social
growth of students.
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The Guidance [Developmental] and Counseling [Clinical] aims to enable the students’ social adjustments
specifically in school environment, promote personality development, enhance coping mechanism and
empower students to make wise and ethical decisions in life.

VISION-MISSION
The Guidance and Counseling programs and services committed to facilitate the students’ well-being
towards psycho-social and spiritual integration for God and country, and equip them to compete globally
in the world of work.
The Center is committed to provide a dynamic and holistic approach through the Guidance Program and
facilitate the formative process of students.
Allow the students to experience various aspects of learning through social, emotional, and psychological
environment.

OBJECTIVES and GOALS

1. To provide students the opportunity for individual counseling.
2. To provide group counseling for students who have similar problems and help learn to accept
responsibility for their own growth.
3. To Provide students’ career choices through interest test, aptitude test, psychological and personality
tests.
4. Enhance testing program to monitor school progress for possible learning interventions.[MIDAS 24]
5. Conduct activities for parents and students that would help develop their relationship and close ties
among them.
6. Provide connections to students as well as parent through on line case conferences and counseling.
7. Acquaint the faculty and staff with regards to the importance of the guidance program in order for
them to reinforce the growth and development of students as their immediate clients.
8. Identify prevalent needs which may serve as basis for group guidance and case management.
9. Guide the students in their development as a whole person, more specifically in their spiritual,
emotional, intellectual and social growth.

CORE VALUES
Faith
Integrity
Competence

COMMITMENT

We do our best to exercise principle of subsidiarity where we are to bring out the best in us and to one
another so that we could be able to minister as one who correctly handles matters for the progress of our
services for the good of the school community.

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 ORGANIZATIONAL STRUCTURE

Secondary School Principal

Guidance Counselor/Designate

Classroom Teachers
Students

1.
GUIDANCE and COUNSELING
Define In the rules and regulations of R.A. 9258, Rule 1, Section 3, as a profession involving an integrated
approach to the development of a well-functioning individual primarily by helping him/her utilize his/her

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potentials plan to the fullest and plan his/her present and future in accordance with his/her abilities,
interests and needs.

The Guidance Program is an integral part of the educational system;

1. The Guidance is a fundamental and integral part of the educational system and provides for the holistic
development of the students.
2. Education and Guidance Support complement each other to maximize students’ growth and
development.
3. Administrative and faculty understanding support of the Guidance Program are crucial to its success.
4. Guidance Personnel perform specific task distinct and separate from teaching and disciplining. It is
responsive to the students’ needs:
1. The Guidance program addresses the developmental and adjustment needs of the students.
2. The program considers the unique culture and climate of the specific population and environment it
serves.
3. Guidance is a continues process throughout the persons’ stay in school
4. The Guidance Team consists of the School Counselor, Psychologists, Social Workers, Teachers,
Administrators and other Education Professionals and Staff who work together for the welfare of the
students.

Who are Auxiliary Personnel?

1. School Psychologist: Through the diagnostic evaluation, the school psychologist can identify
students in need of counseling. Diagnose the developmental and educational needs of the client and
propose programs that would best meet such needs like enrichment, remedial, individualized instruction,
and other programs.
2. Psychiatrist: Retained as consultants to whom they referred students with special needs.
3. School Social Worker provides:
 Advocating for the child and mobilizing family, school and community resources.
 Link between students, parents, school staff and the school district. The role of a school social
worker involves wearing many hats, including truancy officer, case manager, student and parent
advocate, student mediator, counselor and distributor of resources. Typically, they are the only
social worker on site, and they serve a unique role within their schools.
 Participating in special education assessment meetings as well as individual educational planning
meetings. Working with problems in a child’s living situation that affect the child’s adjustment in
school.
 Preparing a social or developmental history on a child with a disability.
 Helping develop positive behavioral intervention strategies.
 Helping with conflict resolution and anger management.
 Helping alleviate family stress.
 Helping parents access programs available to students with special needs and school and
community resources.
 Assessing students with mental health concerns.
 Developing staff training programs.
 Assisting teachers with behavior management.
 Helping school districts get support from social and mental health agencies.
 Identifying and reporting child abuse and neglect.

2.

The School Personnel

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The Guidance Program cannot function effectively without the wholehearted support of the Head of the
institution who has three important roles [Gibson and Mitchell, 1999]
Principal
a. Responsible for establishing, supporting, encouraging and acknowledging the Guidance Program and
for communicating program descriptions, accomplishments, and needs to the Board of Trustees, parents,
faculty, personnel and students.
b. Program Consultant and Advisor
The head act as adviser and consultant on needs that can be addressed by the Guidance Program, policies
that affect program operations, resolutions of problems, and directions for program development.
c. Resource Provider
The head provides information and direction regarding budget expectations, staffing possibilities,
facilities, and equipment. He/she is also in a position to help allocate funds for salaries, services and other
activities.
The Classroom Teachers
The Teacher is the first line of contact between the student and the school Guidance Program.
A.Listener-Advisor
Students often confide in a teacher and ask for advice. If the teacher is able to help, there will be less
need for the students to see the Guidance Counselor. If not, he/she can be of help in other, less direct
ways.
b. Referral and Reinforcing Agent
Daily personal contact with students enables the teacher to detect needs and strengths. From projects
and written work and frequent instructions, he/she is aware of individual needs and can be instrumental
in identifying and referring students who need counseling.
c. Discoverer of human interests and potential
Because class activities can help identify Student interest and passion, teachers provide the counselor
with rich ideas regarding appropriate courses, occupations or careers which a student may pursue.
d. Career Educator
The Teacher can incorporate and integrate career education with teaching. He/she can develop positive
attitudes and respect for honest work and promote positive attitudes towards education and its
relationship to career preparation and decision-making.
e. Human Relation Facilitator
The teacher can be a model of positive human relations while he/she plans and directs group interaction.
The role modeling serves as an experience of healthy human relationship. She can also identify conflicting
groups or non-cooperating students and facilitate conflict resolution negotiations.
f. Guidance Program Supporter
The Teacher can encourage and support the counselor and create a motivating environment for the
Guidance Services. He/she can encourage student commitment to the counseling process and reinforce
the counseling outcomes. The Teacher can give information that may help the Guidance Office improve
services since he/she can get honest feedback from the students.
Health Personnel
Every school is required to have an on-campus clinic with medical doctors, nurses, and dentists. These
personnel can:
1. Identify children whose medical needs may be related to social or emotional difficulties
needing attention.
2. Help in determining whether or to what extent physical ailments or defects are an obstacle to
a student’s performance, adjustment, or anticipated development.
3. Refer students who may malinger or may frequent the clinic at specific times and days,
perhaps in fear or avoidance of certain classes /teachers.

4.
PROGRAMS and SERVICES

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1. Individual Inventory /Analysis – the collection of extensive information about the individual for proper
understanding, decision-making and placement.
2. Information – the comprehensive and systematic collection and dissemination of information from the
environment through various methods and programs to assist students in their personal, educational, and
occupational planning.
3. Counseling – the dynamic personal interaction between a counselor and counselee/s, where the
counselor employs methods, techniques and approaches to enhance the counselee’s intrapersonal and
interpersonal development.
Counseling Services during COVID-19: Pandemic Psychological First Aid. A modular approach for assisting
students in the immediate aftermath of disaster in order to reduce initial distress and to foster short and
long-term adaptive counseling. It includes non-intrusive pragmatic care and needs assessment, without
involving the discussion of the traumatic event.
4. Referral - the tapping of agencies, organization, or individuals that may be of better assistance in the
counselee’s needs.
5. Follow up – the appraisal of how counselees who have been counseled, referred to would determine
whether further assistance is necessary.
6. Consultation – the mutual sharing and analysis of information with the principal, classroom teacher,
and parents done to facilitate decision-making of the student in need.
7. Orientation – Assist new students and transferee to help them at home in the school environment.
8. Career Guidance – Information about the world of work should be merging with information about the
self. Test interpretation, data about grades, hobbies, and strengths must already be discussed in
counseling sessions, to facilitate the selection of Grade 11-12 concentration and ultimate selection of a
post-high school course or activity.
9. Mental Health Intervention Program
This is integrated in the homeroom guidance. The program provides a venue where students can freely
express their fears, emotional distress, and depression thru modules, on-line sessions and conferences.
This Instrument can help the counselor knowledge of the student psycho-social and home environment.
10. Homeroom Guidance
Before COVID 19 and at present, modules were given quarterly to students per year level. The modules
were used by the Guidance Counselor for her/him to identify issues and needs of the students. And from
there, Interventions would come in to facilitate the needs of the students.
11. Enrichment
Provide human development program to students according to their needs. Sessions, conferences,
symposia, and seminar workshop are scheduled.
12. Research and Evaluation
This an instrument wherein through data gathered relevant information are collected to determine
whether programs and services are met.
FORMS use in the Guidance Office
1. Personal Information Data [Student Cumulative Record] this is filled-up by the students at the
beginning of the school year. The form is most likely in a Questionnaire. It shows the major aspects of a
client life.
2. Test Data [Test Results: Results of standardized mental ability test, personality test, aptitude test,
psychological test as may be required or recommended.
3. Anecdotal Reports
These are descriptions of client’s unusual or unexpected behavior in a given situation or event. Such
reports are subjective and descriptive in nature and are recorded in narrative form. This report is made by
a teacher.

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4. Anecdotal Record

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A Summary of the Anecdotal Reports over the months/years can facilitate the discovery of patterns aid in
diagnostic and treatment. This constitutes the Anecdotal Record. For instance, does the behavior occur
only under a specific teacher- is the person trying to get this teacher’s attention? Does the behavior occur
only during specific subjects? Why? These will be made by a teacher who witnessed an offense or unusual
or undesirable behavior committed by Student.
5. Checklists: Checklists are designed to focus on observable personality traits and characteristics of an
individual. Observers simply check the items descriptive of the person being observed. Unlike the rating
scale, the Checklists do not require the observer to indicate the degree or extent to which a characteristic
is present.
6. Admission Slips
Records of Slips provided for students who may incur absences and tardiness. School Coordinator or the
Year level coordinator is in charge of these.
7. Students Disciplinary Record on Absences
8. Call Slip
9. Counselor’s Follow-up Record
10. Suicide Risk Monitoring
11. Session Summaries
To help the counselor keep track record of the student. A summary of counseling sessions may be
included in the cumulative folder .These data can help succeeding counselors take over but confidential
Information should be pulled out before the folder is passed on.
12. Villar Guidance Evaluation Questionnaire
Used to improve the Guidance Program by determining its ability to meet the needs of the clientele
13. Villar needs assessment inventory for students. This instruments helps identify which needs your
experience and whether you believe the guidance Program could help the clientele.
14. Villar Needs Inventory for Administration/Faculty/Staff
The guidance counselor thru this instrument can easily identify their needs or would like to improve in
themselves. Through these instruments the guidance can create Development programs for them.
15. Social Case Study
This is conducted to students/partner who is in need of adequate treatment and social services. An
Instrument wherein the client is evaluated of the history of his problem related to his current situation.
PERSONNEL, JOB FUNCTIONS
Guidance Counselor/Advocate/In-Charge
Functions:
1. Handles individual and group counseling, case conferences/ consultations with
parents/guardians, principal and classroom advisers.
2. Plans activities in coordination with the Academic Team.
3. Collects and updates file and information about each student as basis for appropriate and
relevant guidance program and services.
4. Conducts sessions with students to help them explore, interpret, developmental/social, and
educational goals.
5. Conduct academic performance monitoring of students referred by classroom advisers.
6. Organizes and prepares plan of action of sessions/seminar/symposia/workshop in response to
the student’s needs.
7. Conduct exit interview to assess graduates suitability for job opportunities and career plans.
8. Conducts survey to school leavers to consider their reasons for leaving the school and evaluate
the school for further improvements.
9. Provide evaluation tool for seminars and workshops so as to know the strengths and
weaknesses and able to arrive quality service to the students.
10. Prepare quarterly and annual reports to the Principal.
6.
11. Performs other related functions as may be assigned by the Principal.

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THE GUIDANCE COUNSELING SERVICES
1. COUNSELING SERVICES: Counseling is highly considered as the heart of the guidance services. A one-
on-one relationship based upon the need of the students to explore his problems, needs, and concerns.
And to accept his responsibility for his choice of actions and decisions.
Kinds of Counseling
1. Individual Counseling [walk-in, routine interview and referral]
2. Group Counseling
Counseling with group who has the same concerns, problems, and issues.
II. TESTING SERVICE
The testing program aims to help the students gain understanding of their needs and personality; to
realize their potentials, to identify their strengths and weaknesses, and to know the implications of the
tests results. The main task of this service is the administration, scoring, and interpretation of
standardized psychological tests of personality, interest, needs, aptitude and intelligence, as well as the
development and use of effective scales that can be used to come up with a more complete picture of a
student’s traits or characteristics. Data earned from these tests could be used in counseling, enhancing
teaching strategies and providing appropriate style to improve learning among students.
The following are the tests, survey, inventory tests administered by the office:
1. Multiple Intelligence Developmental Assessment Scale
2. Teacher Made Tests [entrance exam for Grade 7 and transferee]
3. Suicide Risk Monitoring Tool
4. Self-Concept Inventory
5. Self-Expression Essay
The program also provides assistance in the conduct of tests by the Department of Education such as
National Career Assessment Examination [NCAE] and National achievement Test.
III.INDIVIDUAL INVENTORY RECORD SERVICE
This refers to the cumulative record of the students where pertinent information such as family
background, health and medical data, scholastic record are kept in. Other vital information that could be
used in the development of the individual are also integrated like study habits, personality traits, socio-
economic and learning styles. All information in the IIR should be handled with utmost confidentiality.
The objective of Individual Inventory is to organize, update and keep comprehensive records of
students through the following data gathering records; Personal Data, Home and family background,
educational information, personality information, Social and extra-curricular activities, scholastic records
and tests results.
PROCESS:
Preparation of Individual Inventory Record Folders
The counselors are tasked to determine the number and name of all new students for each class. Once
the number and names of the new students are determined the counselor can prepare the number of
Individual Inventory Record folders to be distributed in each class.
Note: Old students Individual Inventory Records are kept safely.
Distribution of Individual Inventory Record folders:
Counselors will give the list of names of new students and distribute the Individual Inventory Record
folders to the classroom advisers who will help disseminate the folders to the new students. The teacher
shall instruct them to give the folder to their parents or guardians for them to fill up.
Retrieval of Individual Inventory Record folders:
Counselors coordinate with the homeroom advisers for the retrieval of folders. Parents or guardians are
given three to five days after to return the folders.

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Keeping and updating the Individual Inventory Records folders:

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The Individual Inventory folders are then stored in safe cabinets under the care of the counselor in-
charge. It is updated from time-to-time by filling up the quarterly grades and other changes of
information. Tests results, interviews and other relevant information are also inserted in the folder.
INFORMATION SERVICE
This service is a means to reach out to students and members of school community by way of
dissemination of information that would benefit them. Dissemination of information is done through
bulletin boards, student manual/handbook and other means to reach out to students like room to room
campaign, homeroom guidance class, symposia, seminars, conferences and orientation with the use of
tri-media system.
OBJECTIVES:
The information service aims to achieve the following objectives:
1. Help new members of the school community adapt to the school environment.
2. Encourage better interactions between the learners and counselor through regular classroom
sessions.
3. Provide information about parenting, child development and other guidance related services
4. Encourage parent-child relationship to foster quality time, communication and inter action.
Activities under Information Service:
1. Orientation for new students and parents
2. Orientation of new school personnel
3. Homeroom Guidance and homeroom period
4. Updating of Guidance Bulletin Board
5. Parent-Student Activity.
CONSULTATION SERVICE
Consultation is the process of determining the cause of the maladaptive behavior manifested by the
student concerned through the assistance of the counselor.
There are two kinds of consultation
1. Parent-consultation – indirect intervention where parents come to see the counselor for a purpose
2. Teacher-consultation – possible assistance extended by the teachers in relation to student’s
performance and behavior inside the classroom.
SPECIFIC OBJECTIVES:
1. To allow the parent to express their concerns about their child’s behavior.
2. Exercise their parent right to get inform of their child’s school performance, classroom behavior and
interaction with other people.
3. A venue wherein the counselor to give feedback of the student’s performance and behavior in the
school that will help in finding solutions of the problem.
FOLLOW-UP SERVICE
This refers to the formal and systematic monitoring of the individual progress of students who have
undergone academic advising, counseling, referral, placement, or any special intervention program.
Returnee students and those who are in academic probation are also monitored whenever needed.
RESEARCH and EVALUATION SERVICE
This service is designed to provide adequate and significant information and data for the continual
development of the program and service of the guidance office.
ADMISSION and PLACEMENT SERVICE
The admission and placement services are integrated in the testing service as it utilizes achievement
and aptitude tests in determining admission and placement of the student applicant. The admission
service recognizes fallibility of tests to accurately determine intellectual abilities, which relevant
information is gathered. The admission services also does not discriminate culture, beliefs and ethnic
groups. Each student applicant is given the opportunity to take the admission test and process the
admission requirements for application to be granted.
8.
OTHER SPECIAL SERVICES:

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A.CAREER EDUCATION PROGRAM
This is designed to provide assistance to the individual student in enhancing personality
Development, skills, and talents to prepare him to enter college. The program is also designed to help and
assist the student in the process of building his career pathways in the attainment of his goal in life.
Activities:
1. Orientation and feed backing of the tests result of the National Career Assessment Examination
[NCAE] for Grade 9 student.
2. Orientation and feed backing of tests result of interest test.
3. Course presentation by selected colleges and universities [career fair] for Grade 12 students.
4. Career Talk- invites employees from different fields of profession.
5. Career Awareness bulletin board display.
6. Assist Grade 10 students in their application for admission test for college.
7. Career Exploration-visit to nearby worksites within vicinity where the school located.
B.PEER FACILITATORS’ TRAINING
This is a training program for student volunteers who desire to assist and reach-out their fellow
students who are experiencing poor academic and social adjustment difficulties.
C.MENTAL HEALTH INTERVENTION PROGRAM
This is a program of MENTAL Health Intervention designed for students, teachers and parents.
Participants are informed, educate, on self-care, build a strong coping mechanism, resilience in the
midst of life’s difficulties: traumas, depression, and anxiety. These are modular and are given weekly.

9.
PREVENTION and INTERVENTION PROGRAM ON ANTI-BULLYING POLICY

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 A COMMITMENT TO SAFETY AND RESPECTFUL BEHAVIOR FOR ALL

INTRODUCTION STATEMENT
Bullying behavior by student is prohibited and will be considered unacceptable. North Central
Mindanao College, High School Department, Maranding Lala Lanao del Norte will not tolerate any
unlawful or disruptive behavior, including any form of bullying, cyber-bullying, or retaliation, in our
school or in other school related activities. We will investigate promptly all reports and complaints of
bullying, cyber bullying, and retaliation, and take prompt action to end that behavior; and restore the
sense of safety school environment. We will support this commitment in all aspects of our school
community, including curricula, instructional programs, staff development, and co-curricular activities,
and parents or guardians involvement.
The institution expects that all members of the school community, students, all school people and
stakeholders will treat each other in a civil manner and with respect for differences. In line with DepEd
Order No. 62 s. 2011; known as [Adopting the National Indigenous Peoples [IP] Education Policy
Framework];
The School committed to provide all students with a safe learning environment that is free from
bullying and cyber-bullying. This commitment is an integral part of our comprehensive and collaborative
efforts to promote learning; to prevent and eliminate all forms of bullying and other harmful behavior
that can hinder the learning process.
II. DEFINITION OF TERMS
A. ‘’ ACT’’ refers to Republic Act No. 10627. Otherwise known, as the ‘’ANTI-BULLYING ACT
of 2013’’;
B.‘’BULLYING’’ refers to any severe or repeated use by one or more students of written, verbal or
electronic expression, or a physical act or gesture, or any combination thereof, directed at another
student that has the effect of actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his/her property; creating a hostile environment at school for the other
student; infringing on the rights of another student at school; or materially and substantially disrupting
the education process or the orderly operation of a school; such as, but not limited to; the following:
1. Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking,
slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use of available objects as
weapons
2. Any act that causes damage to a victim’s psyche and/or emotional well –being;
3. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul
language or profanity at the target, name –calling, tormenting and commenting negatively on victim’s
looks, clothes and body;
C.’’CYBER-BULLYING’ ’or any bullying done through the use of technology or any electronic means. The term
shall also include any conduct resulting to harassment, intimidation, or humiliation, through the use of other forms
of technology, such as, but not limited to texting, email, instant messaging, chatting, internet, social media, online
games, or other platforms or formats as defined in DepEd Order No. 40, s 2012 known as [ DepEd Child Protection
Policy]; and any other form of bullying as may be provided in the school’s child protection or anti-bullying policy,
consistent with the Act and this Implementing Rules and Regulations [IRR].
D.’’SOCIAL BULLYING’’ – refers to any deliberate, repetitive and aggressive social behavior intended to hurt others
or to belittle another individual or group.
E.’’GENDER-BASED BULLYING’’- refers to any act that humiliates or excludes a person on the basis of perceived or
actual sexual orientation and gender identity [ SOGI ].
F.’’BULLY’’ –refers to any student who commits acts of bullying as defined by the Act or this IRR.
G. ‘’BULLIED’’ or VICTIM’’- refers to any student who experiences the acts of bullying or retaliation as defined by
the Act or this IRR.
H. ‘’BYSTANDER’’ – refers to any person who witnesses or has personal knowledge of any actual or perceived
acts or incidents of bullying or retaliation as defined by this IRR.

10.
’’LEARNING CENTER’’ –refers to learning resources and facilities of a learning program for out-of-school youth and
adults as defined in DepEd Order No. 43. S. 2013.
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 J.’’SERVICE PROVIDER – refers to any person who is not a teacher or school personnel but who works in the
school, such as, but not limited to, security guards, canteen personnel, utility workers, and transportation service
personnel.
K. ‘’STUDENT’’ –refers to a person who attends classes in any level of basic education, and includes a student or
learner as defined in DepEd Order No. 40 s. 2012.
III. PROHIBITED ACTS
Consistent with Section 3 of the Act, the anti-bullying policy shall prohibit:
1. Bullying at the following:
a. School grounds
b. Immediate primes of the school
c. School-sponsored or school-related activities, functions or programs whether on or off school grounds;
2. Retaliation against a person who reports bullying, who provides information during an investigation of bullying,
or who is a witness to or has reliable information about bullying.
IV.CHILD PROTECTION COMMITTEE AS ANTI-BULLYING COMMITTEE
The Committee, as provided in DepEd Order No.40, s 2012, shall be composed of the following:
1. School Head/Administrator-Chairperson
2. Guidance Counselor-Vice Chairperson
3. Representative of the Teachers as designated by the Faculty Club
4. Representative/Federated PTG President as designated by the Parents-Teachers Guild [PTG ].
5. Student Body Organization Adviser and Prefect of Discipline
6. Representative/President of student as designated by the Student Body Organization.
7. Representative from the community as designated by the Punong Barangay, preferably a member of the
Barangay Council for the Protection of Children.
In addition to their duties and responsibilities provided by DepEd Order No. 40, s/ 2012, the CPC shall perform the
following tasks:
a. Conduct awareness-raising programs with school stakeholders in preventing and addressing bullying;
b. Ensure that the anti-bullying policy adopted by the school is implemented;
c. Monitor all cases or incidents related to bullying reported or referred by the teacher, guidance counselor or
coordinator or any person designated to handle prevention and intervention measures mentioned by the preceding
sections of this IRR; and
d. Make the necessary referrals to appropriate agencies, offices or persons, as may be required by the
circumstances.
V. PROCEDURES in HANDLING BULLYING INCIDENTS in SCHOOLS
A. JURISDICTION
Complaints of bullying and other acts under this IRR shall be within the exclusive jurisdiction of the Department
and shall not be brought for amicable settlement before the Barangay, subject to existing laws, rules and
regulations. Complaints for acts covered by other laws shall be referred to the appropriate authorities.
A. PROCEDURES
1. IMMEDIATE RESPONSE
A. The victim or anyone who witnesses or has personal knowledge of a bullying incident or retaliation
shall immediately call the attention of any school personnel.
B. The school personnel who was notified of a bullying incident or retaliation shall intervene by:
B.1. Stopping the bullying or retaliation immediately;
B.2. Separating the students involved;
B.3. Removing the victim or, in appropriate cases, the bully or offending student, from the site.
B.4. Ensuring the victim’s safety, by:
Determining and addressing the victim’s immediate safety needs; and
a. Ensuring medical attention if needed, and securing a medical certificate, in cases of physical injury.
b. Bringing the bully to the Guidance Office or the designated school personnel.
1. REPORTING THE BULLYING INCIDENT OR RETALIATION
A. A victim or a bystander, or school personnel who receives information of a bullying incident or
retaliation, or any person , who witnesses or has personal knowledge of any incident of bullying or

11.

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 .retaliation, shall report the same to the teacher, guidance, coordinator or counselor or any person
designated to handle bullying incidents.
B. The bullying incident or retaliation shall be immediately reported to the school head. The designated
school personnel shall fill up the Intake Sheet as provided in DepEd order No. 40 s. 2021. The school
head or the designated school personnel shall inform the parents or guardians of the victim and bully
about the incident.
C. If an incident of bullying or retaliation involves students from more than one school, the school that
was informed of the bullying or retaliation shall promptly notify the appropriate administrator or
school head of the other school so that both schools may take appropriate action.
D. Reports of incidents of bullying or retaliation initiated by a persons who prefer anonymity shall be
entertained, and the person who reported the incident shall be afforded protection from possible
retaliation; provided, however, that no disciplinary administrative action shall be taken against an
alleged bully or offending pupil solely on the basis of an anonymous report and without any other
evidence.
2. FACT-FINDING and DOCUMENTATION The Child Protection Committee as Anti-Bullying Committee
shall:
A. Separately interview in private the bully or offending student and the victim.
B. Determine the levels of threats and develop intervention strategies. If the bullying incident or
retaliation or the situation that requires immediate attention or intervention, or the level of threat is
high, appropriate action shall be taken by the school within 24 hours from the time of the incident.
C. Inform the victim and the parents or guardian of the steps to be taken to prevent any further acts of
bullying or retaliation; and;
D. Make appropriate recommendations to the Child Protection Committee [CPC]
E. On proper interventions, referrals and monitoring.
3. INTERVENTION
The CPC shall determine the appropriate intervention programs for the victim, the bully and bystanders. The
school head shall ensure that these are provided to them.
4. REFERRAL
The school head or the Child Protection Committee may refer the victims and the bully to trained
professionals outside the school, such as social workers, guidance counselors, psychologists or child protection
specialists, for further assessment and appropriate intervention measures, as may be necessary. The school head or
the designated school personnel shall notify the Women and Child Protection Desk [WPCD] of the local Philippine
National Police, if he believes that appropriate criminal charges may be pursued against the bully or offending
students.
DISCIPLINARY MEASURES
All public and private schools shall include in the school’s child protection or anti bullying policy a range of
disciplinary administrative actions that may be taken against the perpetrator of bullying or retaliation.
Bullying incidents or retaliation shall be treated according to their nature, gravity or severity and attendant
circumstances.
A. The school head, considering the nature, gravity or severity, previous incidents of bullying or retaliation
and attendant circumstances, may impose reasonable disciplinary measures on the bully or offending
student that is appropriate to the act committed. Furthermore, if the act of bullying committed does
not fall under any offense defined in the student manual, the following disciplinary sanctions shall
apply.
A.1. First offense: Verbal/Written reprimand and summon of parents.
a.2. Second offense: Suspension from classes for three [3] to five [5] school days; or community service
for three [3] to five [5] school days or both. The duration of the suspension and/or community service
may be further reduced or lengthened by the School depending on the nature, gravity or severity of
the bullying act.
a.3. Third or subsequent Offenses: Non-readmission to Exclusion.
B. Written reprimand, community service, suspension, exclusion or expulsion, in accordance with existing
rules and regulations of the school or of the Department for public schools, maybe imposed, if the
circumstances warrant the imposition of such penalty, provided that the requirements of due process
are complied with.
12.

13
 C. In addition to the disciplinary sanction, the bully shall also be required to undergo an intervention
program which shall be administered or supervised by the school’s Child Protection Committee. The
parents of the bully shall be encouraged to join the intervention program.
5. DUE PROCESS
In all cases where a penalty is imposed on the bully or offending student, the following minimum
requirements of due process shall be complied with:
a. The student and the parents or guardians shall be informed of the complaint in writing;
b. The student shall be given the opportunity to answer the complaint in writing, with the assistance of
the parents or guardian.
c. The decision of the school head shall be in writing, stating the facts and the reasons for the decision;
and
d. The decision of the school head may be appealed to the Division Office, as provided in existing rules of
the Department.

H. APPLICABILITY of RA 9344, AS AMENDED and OTHER RELATED LAWS

If the bullying incident or retaliation resulted in serious physical injuries or death, the case shall be dealt with
in accordance with in accordance with the provisions of RA 9344 or the Juvenile Justice and Welfare Act, as
amended, and its Implementing Rules and Regulations, in connection with other applicable laws, as may be
warranted by the circumstances attendant to the bullying incident.
i. FALSE ACCUSATION OF BULLYING
If the student, after an investigation, is found to have knowingly made a false accusation of bullying, the said
student shall be subjected to disciplinary actions or to appropriate interventions in accordance with the existing
rules and regulations of the Department.
VI. CONFIDENTIALITY
Any information relating to the identify and personal circumstances of the bully, victim, or bystander shall be
treated with utmost confidentiality by the Child Protection Committee and the school personnel, provided that the
names may only be available to the school head or administrator, teacher or guidance counselor designated by the
school head, and parents or guardians of students, and parents or guardians of students who are or have bullying
or retaliation.
Any school personnel who commit a breach of confidentiality shall be subject to appropriate administrative
disciplinary action in accordance with the existing rules and regulations of the Department of Education without
prejudice to any civil or criminal action.
Vll. MISCELLANEOUS PROVISIONS
Reporting Requirement
The school through its committee shall submit to the Division Office within the first week of each school year a
report on relevant information and statistics on bullying and retaliation from the preceding school year.

Source: REPUBLIC ACT NO. 10627 or THE anti-bullying act of 2013

Guidance Counselor Faculty Club President

Prefect of Discipline/SBO adviser

Federated PTG President Faculty Secretary SGO-Governor

____________________________________________
Member of the Barangay Council for the Protection of Children

_______________
School Head
13.

14
MY PLEDGE and COMMITMENT TO HAVE A HEALTHY and PEACEFUL ENVIRONMENT of THE SCHOOL COMMUNITY

Before God, I pledge and I commit myself to strive for peace within myself and have a peaceful and
meaningful\daily life.
To show respect with dignity of its individual on their total personality differences because I believe
that we are created by God with purpose, to love and to be loved as God is love.
To learn and declare that violence, bullying and imposition are not the ways to have peaceful school
community. I refuse to retaliate anybody in any forms of provocation and violence. I actively resist
bullying and collaboratively work hand in hand to abolish bullying in the school community and the place
where we are.
Therefore, I strongly pledge to comply these core values that:
‘’ I make a COMMITMENT to take a stand against bullying .
I will treat others with RESPECT and KINDNESS.

I will have the COMPASSION to not be a bully and the COURAGE to not be a bystander.

It is my RESPONSIBILITY to help others being bullied and to report bullying’’.

STOP BULLYING! Embrace a healthy and peaceful PLACE for us to live in!

_______________________________
Student Signature/Printed Name

______________________________________
Parents’/Guardian’s Signature/Printed Name

CERTIFICATION

To Whom It May Concern:

This is to certify that ____________________________________________ ___________located at

________________strongly implements DepEd Order No. 40, s. 2102, DepEd Child Protection Policy and
adopts a child-friendly program where discrimination and bullying are never tolerated.
An Anti-Bullying mechanism structure including a Child Protection Committee is in place and no incident
of bullying has been experienced and reported within the school premises
Issued this___ day of ________at _____________

School Head______________
Chairman ______________

14. GUIDANCE ORIENTATION

A.RATIONALE
15
The School conducts annual orientation to new students/transferees and their parents including new
members of the faculty and staff it is done a week before classes start. This is to allow them to get inform
of the school operations, services rendered and system of program delivery.
B.SCHEDULE
The schedule for parents’ orientation usually done in separate basis.
Da Morning Grade 7 Students and
y1 transferee with
parents
Afternoon Grade 8 Students and parents
Da Morning Grade 9 Students and parents
y2
Afternoon Grade Students and parents
10
Da Morning Grade Students and parents
y3 11
Afternoon Grade Students and parents
12
C.DELIVERY
The Guidance and Counseling Office lead the orientation activity in coordination with other students’
services program. Power point presentation of program activities and Guidance Manual prepared by the
office.
D. CONTENT
The following are the topic or content flow of the orientation
TOPIC/ACTIVITY PERSON RESPONSIBLE
Part 1 Registration
Opening Prayer Teacher assign
Welcome Address Principal
Statement purpose Guidance Program and Guidance Counselor in-charge
Services
Part11 Brief History of the School Principal
The Guidance and Counseling Office lead the orientation activity in coordination with other students’
services program. Power point presentation of program activities and Guidance Manual prepared by the
office.
D. CONTENT
The following are the topic or content flow of the orientation
TOPIC/ACTIVITY PERSON
RESPONSIBLE
Part 1 Registration Teacher assign
Opening Prayer Teacher assign
Welcome Address Principal
Part 11 Student Services Guidance Counselor
School Program and Head of offices
Activities
School Facilities Head of offices
Principal’s Time Principal
Part 111 Video clip show Teacher in-charge
casing the school’s
best features from
facilities to schools
activities and
programs
Part 1V Distribution of Librarian in-charge
textbooks and Class Advisers
15.

16
 GUIDANCE and COUNSELING
SERVICES MANUAL

CHAPTER 1: Philosophy, Vision, Mission and Objectives

A. Philosophy

The Guidance and Counseling Services of assists the academic performance and promote psycho-
social growth of students. The Guidance {developmental] and Counseling [clinical ] which aims to
enable the students social adjustment, promote their personality development, and enhance
their coping mechanism as they face various life challenges.
And therefore believed that each individual has worth and dignity of which is the focus of
attention of guidance and counseling. Acceptance of individual as unique therefore the process of
growth and adjustment is dynamic.

B. Vision

The Guidance and Counseling Services aim to mold individual of their moral and ethical values.
Equipped them to compete globally in the world of work.

C. Mission

The Center commits to provide a dynamic and holistic approach to the learners and school
community.

D. General Objectives:

1. Provide all students the opportunity for individual counseling.

2. Provide group counseling for students who have similar problems and help them learn to accept
responsibility for their own growth.
3. Provide students’ career choices through interest test, aptitude test. Psychological and
personality tests.
4. Enhance testing program to monitor school progress, curriculum revision and for creation of
possible learning interventions.
5. Conduct activities for parents and students that would help develop their relationship and close
ties among t

CHAPTER II: PERSONNEL, JOB FUNCTIONS

A. Guidance Counselor/Advocate/In-Charge

Functions:
12. Handles individual and group counseling, case conferences/ consultations with
parents/guardians, principal and classroom advisers.
13. Plans activities in coordination with the Academic Team.
14. Collects and updates file and information about each student as basis for appropriate and
relevant guidance program and services.
15. Conducts sessions with students to help them explore, interpret, developmental/social,and
educational goals.
16. Conduct academic performance monitoring of students referred by classroom advisers.
16.

17
 17. Organizes and prepares plan of action of sessions/seminar/symposia/workshop in response to
the student’s needs.
18. Conduct exit interview to assess graduates suitability for job opportunities and career plans.
19. Conducts survey to school leavers to consider their reasons for leaving the school and evaluate
the school for further improvements.
20. Provide evaluation tool for seminars and workshops so as to know the strengths and
weaknesses and able to arrive quality service to the students.
21. Prepare quarterly and annual reports to the Principal..
22. Performs other related functions as may be assigned by the Principal.

CHAPTER III: THE GUIDANCE COUNSELING SERVICES

1. COUNSELING SERVICE
Counseling is highly considered as the heart of the guidance services. A one-on-one relationship
based upon the need of the students to explore his problems, needs, and concerns. And to accept his
responsibility for his choice of actions and decisions.

Kinds of Counseling
1. Individual Counseling [walk-in, routine interview and referral]
2. Group Counseling
Counseling with group who has the same concerns, problems, and issues.

II. TESTING SERVICE

The testing program aims to help the students gain understanding of their needs and personality; to
realize their potentials, to identify their strengths and weaknesses, and to know the implications of the
tests results. The main task of this service is the administration, scoring, and interpretation of
standardized psychological tests of personality, interest, needs, aptitude and intelligence, as well as the
development and use of effective scales that can be used to come up with a more complete picture of a
student’s traits or characteristics. Data earned from these tests could be used in counseling, enhancing
teaching strategies and providing appropriate style to improve learning among students.

The following are the tests, survey, inventory tests administered by the office:
1. Multiple Intelligence Developmental Assessment Scale
2. Teacher Made Tests [entrance exam for Grade 7 and transferee]
3. Self-Concept Inventory
4. Self-Expression Essay
The program also provides assistance in the conduct of tests by the Department of Education such as
National Career Assessment Examination [NCAE] and National achievement Test.

III. INDIVIDUAL INVENTORY RECORD SERVICE

This refers to the cumulative record of the students where pertinent information such as family
background, health and medical data, scholastic record are kept in. Other vital information that could be
used in the development of the individual are also integrated like study habits, personality traits, socio-
economic and learning styles. All information in the IIR should be handled with utmost confidentiality.
The objective of Individual Inventory is to organize, update and keep comprehensive records of
students through the following data gathering records; Personal Data, Home and family background,
educational information, personality information, Social and extra-curricular activities, scholastic records
and tests results.

17,

18
PROCESS
Preparation of Individual Inventory Record FoldersThe counselors are tasked to determine the number
and name of all new student for each class. Once the number and names of the new students are
determined the counselor can prepare the number of Individual Inventory Record folders to be
distributed in each class.
Note: Old students Individual Inventory Records are kept safely.
Distribution of Individual Inventory Record folders:
Counselors will give the list of names of new students and distribute the Individual Inventory Record
folders to the classroom advisers who will help disseminate the folders to the new students. The teacher
shall instruct them to give the folder to their parents or guardians for them to fill up.
Retrieval of Individual Inventory Record folders:
Counselors coordinate with the homeroom advisers for the retrieval of folders. Parents or guardians are
given three to five days after to return the folders.
Keeping and updating the Individual Inventory Records folders:
The Individual Inventory folders are then stored in safe cabinets under the care of the counselor in-
charge. It is updated from time-to-time by filling up the quarterly grades and other changes of
information. Tests results, interviews and other relevant information are also inserted in the folder.
IV. INFORMATION SERVICE
This service is a means to reach out to students and members of school community by way of
dissemination of information that would benefit them. Dissemination of information is done through
bulletin boards, student manual/handbook and other means to reach out to students like room to room
campaign, homeroom guidance class, symposia, seminars, conferences and orientation with the use of
tri-media system.
OBJECTIVES:
The information service aims to achieve the following objectives:
5. Help new members of the school community adapt to the school environment.
6. Encourage better interactions between the learners and counselor through regular classroom
sessions.
7. Provide information about parenting, child development and other guidance related services
8. Encourage parent-child relationship to foster quality time, communication and inter action.
Activities under Information Service:
6. Orientation for new students and parents
7. Orientation of new school personnel
8. Homeroom Guidance and homeroom period
9. Updating of Guidance Bulletin Board
10. Parent-Student Activity.
V. CONSULTATION SERVICE
Consultation is the process of determining the cause of the maladaptive behavior manifested by the
student concerned through the assistance of the counselor.
There are two kinds of consultation
1.Parent-consultation – indirect intervention where parents come to see the counselor for a purpose
2.Teacher-consultation – possible assistance extended by the teachers in relation to student’s
performance and behavior inside the classroom.
SPECIFIC OBJECTIVES:
1.To allow the parent to express their concerns about their child’s behavior.
2.Exercise their parent right to get inform of their child’s school performance, classroom behavior
and interaction with other people.
3,A venue wherein the counselor to give feedback of the student’s performance and behavior in the
school that will help in finding solutions of the problem.
18.
VI. FOLLOW-UP SERVICE

19
 This refers to the formal and systematic monitoring of the individual progress of students who have
undergone academic advising, counseling, referral, placement, or any special intervention program.
Returnee students and those who are in academic probation are also monitored whenever needed.

VII. RESEARCH and EVALUATION SERVICE

This service is designed to provide adequate and significant information and data for the continual
development of the program and service of the guidance office.

VII. ADMISSION and PLACEMENT SERVICE

The admission and placement services are integrated in the testing service as it utilizes achievement
and aptitude tests in determining admission and placement of the student applicant. The admission
service recognizes fallibility of tests to accurately determine intellectual abilities, which relevant
information is gathered. The admission services also does not discriminate culture, beliefs and ethnic
groups. Each student applicant is given the opportunity to take the admission test and process the
admission requirements for application to be granted.

OTHER SPECIAL SERVICES:

A. CAREER EDUCATION PROGRAM

This is designed to provide assistance to the individual student in enhancing personality
development, skills, and talents to prepare him to enter college. The program is also designed to help
and assist the student in the process of building his career pathways in the attainment of his goal in
life.
Activities:
8. Orientation and feed backing of the tests result of the National Career Assessment Examination
[NCAE] for Grade 9 student.
9. Course presentation by selected colleges and universities [career fair] for Grade 10 students.
10. Career Talk- invites employees from different fields of profession.
11. Career Awareness bulletin board display.
12. Assist Grade 10 students in their application for admission test for college.
13. Career Exploration-visit to nearby worksites within vicinity where the school located.

B. PEER FACILITATORS’ TRAINING

This is a training program for student volunteers who desire to assist and reach-out their fellow
students who are experiencing poor academic and social adjustment difficulties.

C. MENTAL HEALTH INTERVENTION PROGRAM

This is a program of MENTAL Health Intervention designed for students, teachers and parents.
Participants are informed, educate, on self-care, build a strong coping mechanism, resilience in the
midst of life’s difficulties: traumas, depression, and anxiety.

19.

FORMS
20
A.

PERSONAL INFORMATION FORM

[CUMULATIVE RECORD for High School Students]
Student ID No.__________ Date Filled_____________
Name__________________________________ Nickname_____________
Age______ Date of Birth___________________ Place of Birth______________
Sex: Male_____ Female ________ Birth Order among
Siblings_______
Current Address:____________________________
Permanent Address:_________________________
Cellphone__________
Languages/Dialects Spoken at home________________________________
Religion from Birth_____________________
Current Religion _______________________
MOTHER FATHER
Name:
Date of Birth:
Current Address;
Permanent Address:
Landline/Cellphone:
Highest Educational Attainment:

Year of Death, if Deceased:

Occupation:
Religion:
SIBLINGS
Name of Siblings Educational Attainment Age

Parents
Living together: Temporary Separated: Since when?
Permanently Separated: Since When? Father OFW: Since when?
Marriage Annulled: Since when? Mother OFW: Since when?

Educational Background
Grade/Year Le School Attended Year

Easiest Subject:____________________
Most Difficult Subjects:_____________
Plans after High School _____________
Awards/Honors received __________________

Membership in Organization
In School
Name of Organization Position

21
Outside School
Name of Organization Position

Friends
In School Outside School

Present Concerns Problems ___________________

Present Fears_______________________________
Health Condition
Disabilities _____________
Chronic illness ________
Medicines regularly taken _____________
Accident experienced, effect ___________
Operations experienced, effect _________

Have you Yes No If Yes How many

consulted a when sessions?
psychiatrist
before

Achievement TestName of Test ________________

Date Taken _________________
Sub test Result Sub test Result Sub test Result

Aptitude Test
Name of Test ________________
Date Taken _________________
Sub test Result Sub test Result Sub test Result

Personality Test
Name of Test ________________
Date Taken _________________
Sub test Result Sub test Result Sub test Result

Diagnostic Test
Name of Test ________________
Date Taken _________________
22
 Sub test Result Sub test Result Sub test Result

Interest Test
Name of Test ________________
Date Taken _________________
Sub test Result Sub test Result Sub test Result

Previous Psychological Consultations

B.
STRESS TEST
Name: ___________________________Grade and Section: ___________
Date _________________
Instruction:
Below are life events which you may have experienced. To the left of each event is a value. If you experienced that
event in the past year, write that
number on the line to the right. If the event happened more than once, multiply for each occurrence. When you’re
finished, total your score and turn to the next page to see what it means.

23
 Value Life Event Score
10 Parent died
0 Total
73 Parents divorced Score:
65 Parents separated _____
63 Parents travel as part of a job
53 Personal illness or injury
50 Parent remarries
47 Parent fired from job
45 Parents get back together
45 Mother/father starts working
44 Change in health of family member
42 Charge with major violation of the law
40 Mother became pregnant
39 Trouble at school/family
39 Sudden changed of schedule [teachers or classes
39 Birth of a sister or brother
38 Change in family’s financial situation
37 Illness or injury of a close friend
36 Start or change in extracurricular activity
35 Change in number of fights with siblings
31 Threatened by violence at school/family
30 Theft of personal achievement
29 Changes in responsibility at home
28 Older brother or sister leaves home
26 Trouble with grandparents/husband/wife
25 Outstanding personal achievement
24 Move to another city/municipality/province
23 Trouble with teacher/parent/friend/job
20 Change in school hours
20 New boy/girlfriend
20 Change to new school
19 Change in recreation
19 Vacation with family
18 Changes with friends
16 Changes in sleeping habits
15 Changes in eating habits
13 Change in hours of TV viewing
12 Major holiday
11 Minor law violation/major family rule violation
INTERPRETING YOUR SCORE

0-49 VERY LOW SCORES: If you scored at the extreme low end of this range, you may have misread the directions,
please check again. Most people have experienced at least a few of these statements. For example, everyone have
at least a few of these statements. For example, everyone had at least one major holiday in the past year; most
people will have a change in eating or sleeping habits, a change in recreation or extracurricular activities. Make sure
you have completed the test correctly. If your score is very low you might think about increasing the amount of
activity in your life, not all stress is bad.
50-99 L0W SCORES: You are experiencing very little stress and may also want to think about taking on more
responsibilities. This will help your self-esteem and will produce some positive stress in your life.
100-199 LOW SCORES: If you scored near the upper end, you would be experiencing some mild stress. You may be
able to handle it on your own. However, if you do not feel that you are handling the tress in your life as well as you
would like to, some of the suggestions listed for others score levels may be helpful.

24
200-299 MEDIUM SCORES: If you scored in this range , you are probably experiencing moderate levels of stress.
You need to familiarize yourself with stress reduction techniques and begin practicing those which are most
effective for you. Also look for ways to change those items that you do have some control over
Above 300 HIGH SCORES: If you scored above 300,you are very likely experiencing extreme levels of stress in your
life. You may find it useful to look back over the inventory and notice what specific feelings and events accounted
for your high point score. Regardless of what is causing your current stress level, it is important for you to do two
things. First try to avoid any additional stress until you feel more in control of your life. Second, seek professional
help, from your family doctor, school counselor, school social worker etc. to learn about ways to reduce stress and
talk about what is causing stress for you.

C.
SOCIAL CASE STUDY
Date :___
1.IDENTIFYING INFORMATION
Referred by:
Name of Client:
Age
Sex
Civil Status
Date of Birth
Place of Birth
Address
Educational Attainment
Religion
Tribe

ll. FAMILY COMPOSITION

Name Age Sex Civil Status Relationship Educational Occupation Estimated
to Client Attainment Monthly Income

III. PROBLEM PRESENTED

______________________________________________________________________________________________
_
IV. HISTORY OF THE PROBLEM
______________________________________________________________________________________________
______________________________________________________________________________________________
________
V. CURRENT FAMILY FUNCTIONING
______________________________________________________________________________________________
______________________________________________________________________________________________
________
VI. ASSESSMENT
{ How did it happen, what made her/him a drunkard for example}
________________________________________________________________________________________
VII. TREATMENT PLAN
25
General objective:
Issues/Problems/ SW Client’s Social Worker’s Time- Expected Output
Concerns Intervention/s Responsibility Responsibility Frame

VIII. RECOMMENDATIONS
______________________________________________________________________________________________
______________________________________

Prepared by:
______________________________
Name and Signature of School Social Worker
License Number:

D.

Name__________________________
Date_________
Yr. and Section __________________
Adviser ________________________

THE MIDAS -24

By: Brandon Sheare, Ph.D
The MIDAS-24 is a brief version of Multiple Intelligence Development Assessment Scales [MIDAS].It is intended to
provide you with a rough estimate of your MI strength and weaknesses. This short profile maybe significantly
different from your actual range of abilities since it is limited in its coverage. You may use it with the Brief Learning
Summary to validate this information and further clarify specific areas of strengths and weaknesses. The full MIDAS
profile will provide you with more detailed information on specific activities.
How to Score
To calculate a percent score for each intelligence:
1. Write in the score of the response choice that you selected for each questions in the chart below.
2. Add up the scores for each set of three questions.
3. Divide this total score by 12 unless left one blank, then divide by 8. Do not calculate if you skipped more than one
questions per section.
After you have calculated the percent score for each area then you may complete the Brief Learning Summary and
follow the instructions for verification.
ITEM SCORES TOTAL DIVIDE BY PERCENT INTELLIGENCES ABBREVIATION
MUSICAL M
BODILY-KINESTHETIC BK
LOGICAL MATH LM
VISUAL-SPATIAL VS
VERBAL-LINGUISTICS VL
INTERPERSONAL INTER
INTRAPERSONAL INTRA
NATURALIST N

DIRECTION: Encircle the responses that describe you. Answer every question in an honest and realistic way. Choose
from one to five.
1. Do you drum your fingers, whistle or sing yourself?
O= every once in a while 1=sometimes 2=often 3=almost all the time 4=all the time 5=I don’t know
2. How well do you play an instrument?
O=no 1=fair 2=often 3=good 4=excellent 5=I don’t know
3. Do you have good voice for singing with other with other people in harmony?
O= 1=fair 2=often 3=good 4=excellent 5 I don’t know
4. Do you or other people [like a coach] think that you are coordinated, gracefully or a good athlete?
O=no 1=fair 2=often 3=very good 4=superior 5-I don’t know
26
5. How are you with your hands at things like card shuffling, magic tricks or juggling?
O=not very good 1=fair good 2=good 3=very good 4=excellent 5=I don’t know
6. How are you as a dancer, cheer leader or gymnast?
O=not at all 1=fairly good 2=good 3=very good 4=excellent 5=I don’t know
7. How are you at playing chess or checkers?
O=not at all 1=fair 2=good 3=very good 4=excellent 5=I don’t know
8. How are you at jobs projects where you have to use math a lot/get things organized?
O=not at all 1=fairly good 2=good 3=very good 4=excellent 5=I don’t know
9. Outside of school, have you ever enjoyed working numbers like figuring baseball averages, gas mileage, budget
etc.
O=not at all 1=ever once in a while 2=sometimes 3=often 4=almost all the time 5=I don’t know
10. How are you designing things such as arranging or decorating rooms, craft projects, building furniture or
machines?
O=never 1=not very well 2=pretty good 3=good 4=excellent 5=I don’t know
11. Have you ever drawn or painted pictures?
O=rarely or never 1= every once in a while 2=sometimes 3=better than average 4=excellent 5=I don’t know
12. How are you playing pool, darts, rifle, archery, Bowling, etc.
O=N=not at all 1=fairly good 2=often 3=better than average 4=excellent 5=I don’t know
13. Do you use colorful words or phrases when talking?
O=not at all 1=fairly good 2=often 3=very good 4=excellent 5= I don’t know
14. Do you like to read or do well in English classes?
O=a little 1=sometimes 2=usually 3=often 4=all the time 5=I don’t know
15. Are you the one asked to do the talking by family of friends because you are good at it?
O=very rarely 1=rarely 2=sometimes 3=often 4=almost all the time 5=I don’t know
16. Have you had friendship that had lasted for long time?
O=one couple 1=more than a couple 2=quite a few 3=often 4=great many long lasting friendship 5= I don’t
know
17. How are you at making peace at home at work or among friends?
O-every once in a while 1=pretty good 2=good 3=very good 4=excellent 5=I don’t know
18. Do you usually know how to make people feel comfortable and at ease?
O=very little 1=a little 2=usually 3=almost always 4=always 5= I don’t know
19. Do you have a clear sense of who you are and want you want out of life?
O=very little 1=a little 2=usually 3=most of the time 4=almost all the time 5=I don’t know
20. Do you know your mind and do well in making important decisions such as choosing classes, changing jobs or
moving?
O= no or every once in a while 1=sometimes 2=usually 3=almost all the time 4=all the time 5=I don’t know
21. Do you get angry when you fail or are frustrated?
O=almost all the time 1=sometimes 2=usually 3=almost all the time 4=all the time 5=I don’t know
22. Have you had interested in studying science or skill for solving scientific problem?
O=none 1= a little 2=average 3=more than average 4=a great deal 5=I don’t know
23. How are you at understanding and caring for animals?
O= not good at all 1=fair 2=good 3-very good 4=excellent 5=I don’t kow
24. How are you at growing plants or raising gardens?
O=not at all 1=fair 2=good 3=very good 4=excellent 5=I don’t know

E, STUDENTS DICIPLINARY RECORD on ABSENCES

Name of Student _________________________________________ Age _____

Grade and Section ___________________ Address _____________________________________
Adviser ____________________________

Reason for being absent Date of absences Sanction

27
Noted by: ________________________
Guidance Counselor/Designate t

F.
F. ANECDOTAL RECORD
A Summary of the Anecdotal Reports over the months/years can facilitate the recovery of pattern
that aid in diagnostic and treatment. This constitutes the Anecdotal Record. For instance, does the behavior occur
only under specific teacher-is the person trying to get this teacher’s attention? Does the behavior occur only during
a specific subject? Why?
Person Observed _____________________________

Date/Time Place Observer Behavior Observed How handled

Summary of Observation:
________________________________________________________________________________________
________________________________________________________________________________________

_________________________
Guidance Counselor/Designate

G. COUNSELOR INTERVIEW RECORD

[Parent/Guardian]

Name of Student __________________________________ Date ____

Name of Parent/Guardian _____________________ Student Referred by ________________________
Reason for referral ____________________________________________

Notified through letter

Notified through text
messages/call
Walk in

Time started __________ Time ended ________

Statement of problem ____________________________________________
Recommendation :
Conforme: _______________________
Signature over printed name
Interviewed by: ___________________
_________________________
Guidance Counselor/Designate

H,
COUNSELOR’S FOLLOW-UP RECORD FORM

Date _____________
Name of Student__________________________________ Grade and Section ______________________
Subject ______________ Day __________
Time _____________ Room _____________

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Reason for Follow-up ___________________________________________
Grades per grading period
Prelim Midterm
Subject Grades Subject Grades

Requested by ______________________
Guidance Counselor/Designate

Noted by: _________________________

Teacher’s signature over Printed Name

Date Returned _____________________

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 To share research knowledge and practice wisdom to colleagues and other professionals;
 To be vigilant and act to prevent the unauthorized and unqualified practice of social work;
 To support the professional association duly organized and constitute for the professional
welfare of all social workers;
 To respond and volunteer my professional services in times of emergency;
 To uphold and protect the dignity and integrity of the profession; and
 To promote cultural values that will enhance the practice of social work profession.
Relative to Clients:
 To uphold the basic human rights of clients and serve them without discrimination;
 To accept primary responsibility and accountability to clients, respecting their right to self-
determination and observe confidentiality in all my dealings with them;
 To seek out the marginalized and ensure equal access to the resources, services and
opportunities required to meet basic needs; and,
 To expand choice and opportunity for all persons, with special regard for disadvantaged or
oppressed groups or persons.
Relative to Colleagues:
 To acknowledge and respect the professional expertise of other disciplines, extending all
necessary cooperation that will enhance effective services;
 To bring any violation of professional ethics and standards to the attention of the appropriate
bodies inside and outside the profession, and ensure that relevant clients are properly
involved; and
 To advocate with legislative and policy bodies for the welfare of all colleagues

What is a school social worker?  

A school social worker is a vital asset to the school community: a link between students, parents,
school staff and the school district. The role of a school social worker involves wearing many
hats, including truancy officer, case manager, student and parent advocate, student mediator,
counselor and distributor of resources. Typically, they are the only social worker on site, and they
serve a unique role within their schools.

Some of the services school social workers provide include:

 Advocating for the child and mobilizing family, school and community resources to enable the
child to learn as effectively as possible.
 Participating in special education assessment meetings as well as individual educational
planning meetings.
 Working with problems in a child’s living situation that affect the child’s adjustment in school.
 Preparing a social or developmental history on a child with a disability.
 Helping develop positive behavioral intervention strategies.
 Helping with conflict resolution and anger management.
 Helping alleviate family stress.
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 Helping parents access programs available to students with special needs and school and
community resources.
 Assessing students with mental health concerns.
 Developing staff training programs.
 Assisting teachers with behavior management.
 Helping school districts get support from social and mental health agencies.
 Identifying and reporting child abuse and neglect.

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