2560 Leon Guinto Street

Singalong, Malate, Manila

Philippines

632-8567-7686

632-8559-7593

Early Beginnings

History

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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.