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This document discusses different types and classifications of guidance according to various theorists, and outlines the specific kinds of guidance that schools aim to provide students. It identifies educational, health, moral/religious, socio-civic, and vocational guidance as the main types provided by schools to help students develop desirable habits, adjust to their social environment, and gain knowledge about different occupations. The guidance can be delivered through either group or individual methods, depending on the needs and problems of the students.
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- 1. 4717511-9525000-952500Misamis University<br />OzamizCity<br />Graduate School<br />CLASS PRESENTATION: <br />Different Types of Guidance<br />In partial fulfillment of the requirements in GC 221<br />Submitted to:<br />Prof. Elsa B. Buenavidez, D. Ed.<br />Faculty, Graduate School<br />Submitted by:<br />Hazel D. Buhayan, RN<br />Kristina Kate L. Carbajosa, RN<br />Aries Glenn B. Galao, RN<br />Reynel Dan L. Galicinao, RN<br />Berndel L. Magamay, RN<br />Jurmaida H. Pagayao, RN<br />Marnelle Joy S. Pulmano, RN<br />Students, Master in Nursing<br />October 2, 2011<br />Different Types of Guidance<br />Classification by Jones
- 2. Course, curriculum, andschool guidance – “Educational Guidance”
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- 6. Classification by Koosand Kefauver
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- 16. Guidance “For HomeRelationships”
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- 18. Guidance “For Leisureand recreation”
- 19. Guidance “in personalwell-being”
- 20. Guidance “in rightdoing”
- 21. Guidance “thoughtfulness andcooperation”
- 22. Guidance “in wholesomeand cultural action”
- 23. Views of Paterson,Schneinler, and Williamson
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- 26. Personal Guidance (includingsocial, emotional, and leisure-time guidance)
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- 28. Economic GuidanceJones’ EightSpheres of Guidance<br />Related to health and psychological development
- 29. Related to houseand family
- 30. Related to timefor recreation
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- 35. Vocational or occupationalMyerrs’Eight Kinds of Guidance<br />Vocational guidance
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- 40. Social and moralguidance
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- 42. Leadership guidanceOur schoolsneed a variety of activities to make the youth well-informed and well-adjusted individuals. Children need guidance in order to know the meaning and purpose of life and the goals which must be sought to attain the purpose desired. Therefore, every school endeavours to provide the following kinds of guidance aimed at specific purposes namely: (L. Crow and A. Crow, 1951)<br />Educational Guidance
- 43. To help pupilsdevelop desirable work and study habits.
- 44. To lessen thehabit of absenting and/or dropping out.
- 45. To convince out-of-schoolchildren who are out to enter school.
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- 47. To learn touse health facilities and equipment in school.
- 48. To develop properhealth habits:
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- 51. Proper use oftoilet
- 52. To develop goodeating habits like:
- 53. Washing hands beforeand after eating
- 54. Chewing food slowlyand properly
- 55. Being happy wheneating
- 56. To know theproper food to eat in order to have a healthy body
- 57. To learn toface the problems of life squarely.
- 58. Moral and ReligiousGuidance
- 59. The present-day increaseof delinquency calls for moral and religious regeneration to be manifested in learner’s willingness
- 60. To learn tofear God.
- 61. To develop goodmanners and right conduct.
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- 63. To give informationon correct attitudes in order to live a worthy adult life, right duties and responsibilities of citizens.
- 64. To help childrenadjust themselves to the social environment so they may be worthy and interested participating members of society.
- 65. To develop earlymanners and etiquette observed indifferent occasions so that the child is ready to face all situations without embarrassment.
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- 67. To give informationabout the different occupations, the nature and qualifications needed for each method of training and chances in the field.
- 68. To improve thelearner’s knowledge of his father’s occupation. Example: If farming is the main occupation of the people in the community, the child must learn new ideas about farming like the wise selection of seeds, the use of fertilizer and insecticides, and crop rotation.Guidance may be either group or individual. Any form will be used, depending upon the discretion of the teacher. In group guidance, learners with similar problems are grouped together and their problems are discussed in view of assisting them to find solutions to their problems and to make the necessary adjustments.<br />In individual guidance, the learner is interviewed in order to understand the problem and to find a solution to the problem so he may achieve his goals.<br />