Registered Guidance Counselors
In the modern era, Guidance and Counseling have escalated needs because of multiple problems that the individual faces in essential domains of life. Guidance and Counseling assist in establishing an awareness of one’s strengths and aptitudes, an optimistic viewpoint for removing negative tendencies, and the resourcefulness and self-discipline needed to adjust to social changes. Supporting students’ intellectual, social, emotional, and personal growth is the primary goal of guidance and counseling services (Dhami, 2020).
One of the Key Result Areas (KRAs) of Registered Guidance Counselors is to implement Prevention and Wellness programs including suicide prevention and promotion of positive mental health. In the study of Suicide among the Youth and School-based Suicide Prevention: Exemplar and Reflections from the Philippines, suicide was noted as the fourth leading cause of death among individuals 15–29-year-olds across the globe and in the Philippines, the rate of suicide was 2.5 per 100,000 population in 2019 (Department of Health, 2019). Early identification and management have been recommended by the WHO (2021) and UNICEF et al. (2022) as a cornerstone for responsive care to people affected by suicidal behaviors.
Guidance and Counseling is an integral program implemented by the Department of Education. It plays an essential role in the educational system and holistic development of learners. The student’s needs, issues, and problems will be properly handled and eventually solved using the Guidance and Counseling program (Aguilar-Ramat, 2022). As Guidance Counselors play a crucial role in ensuring that students undergo positive educational experiences, they need to be equipped with appropriate competencies to perform assigned tasks and support the learners’ well-being.
NEAP, as the training arm of DepEd will conduct a Capacity Building for Registered Guidance Counselors (RGCs) to become effective gatekeepers in the school setting to address mental health issues and promote well-being of students, teachers, and school leaders. To provide a competency-based professional development program, NEAP-Professional Development and Delivery Division (PDDD) conducted a Professional Development Needs Assessment (PDNA) to 193 DepEd Guidance Counselors, last July 04, 2023 results showed that DepEd Guidance Counselors need to be capacitated in terms of managing cases related to suicide attempts, Teenage Pregnancy, violence to children and other mental health related cases. Career Guidance and Counseling arise also as one of the PD needs of DepEd RGCs.
PD2023-0002-0913
Target Participants:
-
Registered Guidance Counselors with Guidance Counselor plantilla item in schools
-
Guidance Focal Persons in the Regional Office and Schools Division Office (DM-OUCI-2021-055)
Active Learning Hours: 28 hours
By the end of the PD program, the participants will be able to develop a guidance program on mental health that outlines support strategies to reduce the number of suicide cases.
Specifically, the participants will:
-
recognize risk factors and warning signs that may indicate learners’ need for mental health support.
-
demonstrate understanding of utilizing different techniques and tools to deliver counseling remotely and face-to-face.
PROGRAM OBJECTIVES/LEARNING OUTCOMES:
| Topics To Be Discussed | Specific Objectives of the Program | Learning Outcomes per Topic | Time Allotment for Each Topic |
|---|---|---|---|
| SESSION 1: Basic Skills for All Personnel
• Suicide in the School • The Problem of Youth Suicide Amidst a Global Pandemic • Framework of School Based Suicide Prevention • Myths and Facts about Suicide • General Counseling Principles in Talking about Suicide |
To be able to identify the problem of suicide and self-harm among learners.
To recognize the warning signs of suicide among learners |
The participants are expected to submit the following:• Completed pre-test which will measure the knowledge, skills, values and attitudes of the participants before the training.
• Completed summative test which will measure what they learned from the session |
180 minutes |
| SESSION 2: How to RACE Against Suicide
While the second lecture will introduce participants to the four steps of managing students at risk through RACE: Recognizing warning signs of suicide How to effectively talk about Suicide Assess the Suicide risk using the C-SSRS tool Convincing the learner to get help Entrusting the learner to the Counselor Case Simulation |
Assess and stratify the level of suicidal risk using the 6-question Columbia Suicide Severity Rating Scale- Screen (C-SSRS) version
Effectively apply suicide first aid techniques for at-risk individuals |
The participants are expected to submit the following:
Summative tests which will measure what they learned Participation in the case simulation activity |
150 minutes |
| SESSION 3: Overview of Suicide Intervention Based on Severity
Advanced Assessment Actions with Student: Safety Planning Actions with Parents: Notifying Parents of Risk Actions with Mental Healthcare Professionals: Referrals |
Apply skills in safety planning with the learner, endorsement to parents/legal guardians, and timely referral to mental health professionals based on risk level.
Facilitate safety planning with learners Learn techniques on how to inform the parents about the Learner’s situation |
The participants are expected to submit the following:
• Completed pretest that will measure the knowledge, skills, values and attitudes of the participants before the training. • Summative tests which will measure what they learned from the session • Participation in the case simulation activity |
180 minutes |
| SESSION 4: Basic Counselling Skills and Techniques
Our Situation Counselor Competencies and Attributes Counseling Skills and Techniques The simulation will focus on the following: • Counseling Skills on Counseling Supervision |
Learn basic counseling skills, techniques, and referral system. | The participants are expected to active participation in the lecture, case simulation activity & feedback. | 90 minutes |
| SESSION 5:On Self-care
Lecture 3.3: Practical Methods for Enhancing Well-being in the Six Dimensions of Life What is Self-Care? The Importance of Self-Care Different Aspects of Self-Care Self-Care Activities and Exercises to Restore Balance Developing Self-Care Plan |
– | – | 90 minutes |
| SESSION 6: On Referral System
Activity on Referral Case Scenarios Lecture 3.2: Referral System Why is there a need for Referral? The Tiered Model Continuum of Mental Health Services Some Considerations in Making Referrals Setting Up Referral Algorithm/Pathway System |
– | – | 180 minutes |
| SESSION 7: Professional Counselling Supervision
The first lecture will highlight the following: • Overview of Counselor Supervision and other related concepts • Professional Counselor/Supervisor Characteristics and Competencies • Different forms of Supervision • Best practices of Counseling Supervision • Approaching Supervision from a Developmental Perspective: The Counselor Model • Ethical Standards for Counseling Supervision Simulation and Feedback of Counselor Supervision through CACREP Rubric |
At the end of the session, the participants will be able to:
A. To learn counseling supervision and self-care. B. To be able to apply counseling supervision and self-care. To be able to appreciate the value of counseling supervision and self-care. |
The participants are expected to provide active participation in the lecture, counseling supervision simulation activity & processing and feedback.
The participants are also expected to submit the completed self-care action plan. |
60 minutes |
| SESSION 8:Program Development and crafting of Guidance Program
On Program Development in the Now Normal and Next New Normal Rationale Our Situation Visioneering Various Evidence-Based Frameworks Steps to Make a Comprehensive Wellbeing Guidance Program ACTIVITY: Presentation and Feedback of Guidance Program and Plan |
– | – | 90 minutes |