2560 Leon Guinto Street

Singalong, Malate, Manila

Philippines

632-5677686

632-5597593

facilities-and-student-services

FACILITIES & STUDENT SERVICES

Guidance & Counseling

Guidance & Counseling OfcVision

The Institutional Guidance Office envisions empowered Scholasticans equipped with life management skills.

Mission

The Institutional Guidance Office is committed to guiding Scholasticans in the path to wellness.

The Institutional Guidance Office will fulfill this vision-mission by: 

Ensuring the alignment of all plans, programs and services with the vision-mission of the Vice-President for Academic Affairs office.

Providing varied guidance and counseling programs and services in facilitating life management values and skills. These services include:

     • Information
     • Individual Inventory and Routine Interview
     • Counseling
     • Testing
     • Research and Evaluation Services
          – Sustaining personal and professional development.
          – Coordinating and collaborating effectively among the concerned units, offices, individuals 
          and groups for Scholasticans’ holistic formation.

Service Hours

Monday to Friday

From 7:30am to 5:00pm
(Lunch Break is from 12:00pm to 1:00pm)

Saturday

From 8:00am to 12:00pm

Contact Us

INSTITUTIONAL GUIDANCE OFFICE 
St. Scholastica’s College 

2560 Leon Guinto Street 
Malate, Metro Manila 
Philippines / P.O. Box 3153

Phone: (632) 567 – 7686 locals 8126
Fax Number: (632) 559 – 6348 

Guidance and Counseling Office 
Head & Staff

Prof. Corazon Huvalla, RGC
Guidance Director

Ms. Olivia Botor
Ms. Josephine Aguilar
Guidance Office Assistants

Ms. Jazelle Espinosa
Ms. Nannette Jamet, RPm
Guidance Psychometricians

Ms. Risalina Ubas, RGC
Ms. Dyna del Prado, RGC
Ms. Cecilia Aguiling, RGC
Ms. Marian Joy Quilang, RGC
Grade School Guidance Counselors

Ms. Josephine Bargas, RGC
Ms. Kristin Laurel
Ms. Vigiline de Vera , RGC
Ms. Alma Consolacion Alcantara
High School Guidance Counselors

Ms. Cecilia Dakis, RGC
Ms. Catherine Ines, RGC
Ms. Edna Esquejo, RGC
Ms. Reyselledel Rebaño
College Guidance Counselors

The Guidance Office works as a team with the administrators, teachers and school staff in providing the students with assistance in their personal, social and academic concerns through the following guidance services.

Routine Interview

Individual Inventory

Students are called to the Guidance Office once a year by their level counselor. Guidance call slips are sent to the respective students with the help of the Guidance Secretary.

A form to be filled out by parents is submitted to the guidance office to aid in understanding the students better.

Individual and Group Counseling

Counseling and Therapy sessions

Conducted as needed or recommended

An intervention program for children who need care, attention and time to address specific concerns.

Classroom Guidance Sessions

Testing and Interpretation of results

Classroom activities on personal, social and academic skills building conducted thrice in a year

Intelligence and Achievement tests are administered in accordance with the Grade School yearly academic calendar. Tests are interpreted to either the parents or students by the Grade Level Counselors assigned upon request. Personality tests are also administered whenever there is a need to.

Seminars, talks and small group discussions

Parent-Teacher-Counselor Conferences

Given to students, parents and teachers as enrichment programs.

Conducted as needed to better understand and help the students in their specific concerns.

Research and Evaluation

 

Guidance-Main_06In May 2006, the Guidance Department was again centralized.

A strategic planning of the guidance personnel, under the leadership of a newly-appointed Officer-in-Charge, Ms. Corazon D. Huvalla, was conducted to revisit its mission-vision in the light of the changing times and the growing needs of the new Scholasticans.

Coming together again, the guidance counselors and staff of the three units of the grade school, high school and college, brainstormed on updating its mission-vision- values to give birth to a new guidance team and target improved services and programs. 

Thus, the guidance department was renamed Sr. Liguori Life Management & Wellness Center, to give honor to the founder, Sr. M. Liguori del Rosario, OSB and to promote holistic life management and wellness approaches.

The counselors/life coaches believe that life is a gift from God, a journey with a mission.  Every person will have to manage this life in the different developmental stages, with an aim for wellness, fullness, balance, integration and life-long learning.

Whereas in the past, the focus was on helping the students with problems and conducting more interventions to those in crises, having personal difficulties, stresses, academic failures etc., today, the attention to the same group and other population continue with the use of positive psychology and holistic healing approaches.

The guidance programs and services aim for prevention of crises and promotion of health, integration and wellness of human beings.

 Wellness is viewed as an integrated method of functioning, oriented towards maximizing the potential of our students and clientele.

With these in mind, the guidance counselors/life coaches facilitate that Scholastican students become empowered and involved in their own well being.

Health promotion consists of approaches that encourage physical, mental, social, economic and general wellness.  It combines objectives of all of our guidance programs and services which have to do with communicating information, educating and conducting counseling intervention with the goals of reinforcing management of academic pursuit, positive healthy lifestyles and personal accountability for their holistic growth and development.

Therefore, all conscious efforts, through the various guidance and counseling services and programs lead and support attainment of the above for themselves and their clientele.

Exit competencies of students who have successfully undergone guidance services and programs have been identified and consciously targeted in all guidance programs and services.

The students manifest or demonstrate the following traits, characteristics, values, etc. in different degrees according to their developmental stages

Exit Competencies

Indicators

Become Self Aware

  • Recognized their strengths, weaknesses and    potentials.
  • Maximized use of their strengths and     potentials and improved on or worked on     her/his weaknesses

Become Self – Confident

  • Capable of self-expression for effective intra     and interpersonal relations

Become Adjusted to School Life

  • Properly managed her/his school / academic requirements towards successful pursuit of her / his program of study
  • Developed healthy and meaningful relationships 

Become Independent & Empowered

  • Manifested independent thinking leading to  their personal well-being and guided by social  responsibility
  • Have become decisive and responsible in their  career choices / life choices

Become Self-Integrated

  • Transformed to become socially responsible women / men of character, imbued with Benedictine values
  • Managed integrated and well-balanced lives

The Scholastican graduates are envisioned to be self-aware, self-confident, adjusted to school life, independent and empowered so that they may become whole and self-integrated.  All of the guidance programs and services are designed and implemented with the goals of attaining these qualities, drawn up based on the institution’s mission / vision.

History

15
St. Scholastica’s College Guidance Office was established in 1958, one of the first of its kind in the Philippines. Its founder, Sr. M. Liguori del Rosario, OSB was one of the pioneers in the field of Guidance and Counseling in the country.

Early Beginnings

The mounting behavioral problems in 1958 made the establishment of a guidance program imperative.  Aided by a social worker, the School Directress, equipped with sound knowledge about psychology, conducted interviews and expanded the testing program which long before had been used for screening students.  This was done because of the discovery that those with behavioral problems were also those with a low academic achievement. 

It was only in 1962 however, that a formal guidance and counseling program was set up.  The Directress relinquished her post to assume the leadership of the new department.  Objectives were more clearly defined to mean the ones stated earlier, and the program was more specifically outlined.

Because of its religious orientation, St. Scholastica’s College established a program was theologically oriented.

Regular group guidance sessions were introduced.  During the same year, a part time counselor handled individual counseling on a referral basis.  Counseling was given to each individual at least once every grading period since the referred cases were those who were academically insecure and emotionally-disturbed.

Group tests such as the Stanford and California Achievement Tests, the Scholastic Aptitude Tests, the Kuder Vocational Preference Record, the Iowa Silent Reading Tests and the Cooperative Math and Science Tests were administered.  To get a more precise picture of student problems, the Mooney Problem Checklists were also administered.  Individual tests were given to some upon recommendation.

The results of the tests were studied to find out where the services could be improved.  As a result, a remedial program for retarded learners was recommended and executed.  Monthly staff meetings were also held to discuss cases and discover their possible causes and remedies, for the benefit of the students concerned and of the staff members who were still undergoing an in-service training. 

Researches were made on the use of the Mooney Problem Checklist for group and individual guidance, and on the attitudes towards guidance among high school students. 

An informal evaluation was also made of the program.  Recommendations such as updating professional reading, making more extensive use of test results, and orientation with parents for better understanding of their children and the guidance program, were given. 

The activities from 1063 – 1966 were very much the same.  There were other activities , however, such as the explanation of the guidance program in seminars and the use of achievement tests in the CEAP convention of 1964.

In 1964, an in-service training program was introduced.  Another innovation was the graphing of a complete profile for each personal and vocational area of the Kuder Preference Record.  A composite cross-sectional and longitudinal study of the freshmen and sophomores from 1956 – 1964 based on the  results of the Stanford  Achievement Tests was made.  The results of the Mooney Problem Checklist administered from 1959 – 1964 were used to determine the differences in the problems of achievers and underachievers. 

An informal evaluation in 1964 showed that the school was becoming progressively guidance conscious and involved.  Teachers were again encouraged to consult the standardized test results and to study the individual student’s use of the educational opportunities given in school.  Teacher-counselor consultations were encouraged.  A clerical aid was also made available to take care of the records.

In 1966, studies were made on the following topics:  relationship between peer-group acceptance and academic achievement among the high school students; client expectations of counseling; and job opportunities in Manila and its suburbs.

At this time, the California Achievement Test was replaced by the Sequential Test of Educational Progress on the group that the former no longer offered a challenge to the students.  It was also at about this time that the 1964 revision of the Stanford Achievement Test was introduced.

Since the Guidance Program is not a static but a dynamic, continuously developing service, the Guidance Manual was revised in 1965 to add and define services that were aimed at meeting the needs of the changing times.

Reading Dynamics then became a new activity of the Guidance Department.  This was offered to students of above-average mental ability who were interested in upgrading their reading efficiency.

At this time, the physical facilities were improved.  Individual counseling and testing rooms were added to avoid distractions and interruptions.  Each staff member was given her own room.  A well-furnished reading laboratory was provided for remedial classes.  A speech laboratory was set-up as a guidance tool for those whose difficulty, whether personal or educational, stemmed fro speech handicap.

Two libraries were set up in the department.  The test library contained a large number of test specimens that were made available for study or eventual use or try-out.  In the occupational library were found a collection of catalog of school, companies, occupational opportunities, and student aids.  Racks with short informative brochures on varied topics were made available for all students.

The Guidance Director’s office was made to contain all records that pertained to the work of the department.  With the exception of confidential cases, all records were made available for consultation to staff personnel who were requested to read them there.

In March 1965, the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU), evaluated the guidance program of the high school department.

The year 1966 – 1967 stressed the need for a more detailed and emphatic orientation of the students with regard to the functions of the guidance department, for a series of meetings with parents, and for conferences with teachers.  Because of the mounting disciplinary problems, there was need to define the role of the teacher in the program.  Recommendations were also made to appoint a consulting psychologist in the absence of the Guidance Director, who up to then had also been functioning as a psychologist. 

At this time too, superfluous tests were eliminated from the testing program.  Local norms were established to make results more relevant to the school population.

Since it was felt that a closer cooperation between the faculty and the department would bring about a more scientific approach to the understanding of the child, a better appreciation of the role of guidance, and a proper evaluation of disciplinary methods, an ins-service guidance seminar for high school and grade school teachers was held in December, 1967.  The following topics were discussed by authorities in the respective fields:  Understanding Children and Adolescents, The Teacher and Discipline, Group Dynamics and Techniques, Basic Counseling Skills for Teachers, Teacher — Vital in Guidance and Teaching for Creativity.

The counseling services became more extensive during the school year 1967 – 1968.  Interviews were held routinely with all the students and a number of extended relationships were maintained.  Due to a realization that the many problems that beset the students were developmental in nature, group guidance techniques were used to a wider extent than in the previous years.     

Vocational counseling had become more systematic over the years.  Career talks were held and college orientation programs were provided for.

The cumulative files were streamlined for purposes of efficiency to promote their use.  New catalogues were made available for students. 

The school year 1968 – 1969 was auspicious for parent-conferences.  Parent’ reactions toward conferences were positive and their reactions to the school’s policies were good.

The Guidance Department has since then evolved to become a model to many schools because of its comprehensive guidance programs and facilities.  It operates under a centralized set-up wherein the Grade School, High School and College Counselors, together with the psychometricians and the staff, belong to one office headed by a Guidance Director.

Through the years, the Guidance Office has continually played a vital and active role in the development of both the students and the whole Scholastican community.

The Guidance Office celebrated its Ruby Anniversary last December 1 – 4, 1998.  The theme carried was “40 years of Ora et Labora and Moving On.” 

Spearheaded by then newly appointed Guidance Director, Mrs. Ma. Socorro M. del Rosario, the Guidance Department launched its Crisis Counseling Center last December 4, 1998 and celebrated the department’s ruby anniversary with a grand reunion of guidance counselors and personnel held at the Caridad Barrion Hall.

One of the major events of the four-day affair, was the inaugural professorial lecture of Dr. Imelda Villar on “Homosexuality: MSM and WSW” held last December 4.  This was followed by the launching of Dr. Villar’s book Self Empowerment through Anger and Burnout Management, published by the Research and Academic Development (RAD) office of St. Scholastica’s College.

The Crisis Counseling Center has been established in response to the growing concerns on family violence and issues against women and children.  Thus, it is aimed to assist and empower SSC students, faculty and staff in their fight against any form of violence and harassment committed against them.  The center provides services like personal or hotline counseling and legal or medical assistance through its linkages to a network of lawyers and doctors.

Named as “The Ligouri’ Center” in honor of Sr. Liguori, OSB, a Benedictine nun who established the Guidance Office in 1958, the center endeavored to provide premium service to their counselees.  With this in mind, the guidance counselors underwent major preparations to further enhance their skills in performing their roles in the counseling center.

One of their preparations was to undergo intensive training and seminars on issues like gender sensitivity, feminist counseling, family violence and women development.  These were provided by organizations like the Women Crisis Center (WCC), Kababaihan Laban Sa Karahasan (Kalakasan) and the Emmaus Center which all helped in giving light to the said sensitive issues.  Exposure trips to several other crisis counseling centers were also held to observe the counseling services they offer.

However, during the school years 2004 to 2006, the guidance office was decentralized, in the absence of a Guidance Director.  While administratively under the Head of Administrative Offices and/or the Human Resources Department, the guidance counselors functionally reported to their respected unit heads such as the grade school and high school principals and their respective college / academic deans.  They continued to be led by their level guidance coordinators.

The dynamic guidance and counseling programs and services continuously improved on to respond to the constantly-changing and challenging needs of the Scholasticans and some special populations in the school. 

The institutionalized services such as individual inventory, information service, homeroom guidance, routine interviews, testing, research and evaluation were consistently promoted and implemented in the three units of the grade school, high school and college.

In addition to the above were some special need-based programs as follows:

   Guidance Orientations
   Euthenics I & II
   Programs for Children of Solo Parents
   Enhancing Self-Understanding
   Career Exploration for College
   Career Planning for HS Students
   Anti-Bullying Programs
   Girl to Girl Affiliations
   Time Management: Strategy for Academic Success
   Developing Effective Study Habits for High School Students
   Managing Shyness
   Dealing with Peer Group Pressures
   Stress Management
   Leadership Training
   Teambuilding
   Adolescent Sexuality

You may be scheduled to go to the Sr. Ligouri Center (Guidance Office) for routine interviews, of which, a Call Slip shall be given to you, to be noted by your Class Adviser or Subject Teacher. After the interview, you shall immediately return to your class, and present the Call Slip duly signed by the Guidance Counselor to your teacher.

In cases you feel it necessary to talk to a life coach (Guidance Counselor) you may do so during your break.


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