Our Guidance Philosophy
As a Catholic school, we believe in upholding the dignity of each person as a child of God, thus, all encounters, interventions, programs and activities are geared towards the enhancement of their personal-social, academic and career development.
As a Jesuit school, we believe in holistic formation, thus, the psycho-spiritual integration approach in collaboration with the other members of the Non-academic Formation Team.
As a Chinese-Filipino school, we believe in multi-cultural approaches in the delivery of the different programs such as the Guidance Curriculum, Individual Planning, Support Services and Responsive Services.
1. Guidance Curriculum
This consists of guidance activities initiated and facilitated by the Guidance personnel focused on the three areas of personal-social, academic and career development.
- To provide sessions that will enable the students to be acquainted with the school’s vision, mission, objectives, policies and procedures.
- To provide classes and sessions in collaboration with the grade level adviser centered on the 3 areas of development such as personal-social, academic and career.
- Instill a sense of responsibility among students in ensuring a safe and caring learning community;
- Know themselves better, relate to each other with respect and care;
- Identify one’s talents and skills, weaknesses and limitations towards a better appreciation of one’s uniqueness.
2. Individual Planning
In collaboration with teachers and parents, students are assisted in planning, monitoring and managing their own learning as well as their personal and career development.
To provide necessary information and data pertinent to the assessment of multiple intelligences, interests, career and occupational choices; cumulative records and anecdotal reports that will help facilitate a better appreciation of self and of the process the student is going through.
- Develop effective decision-making skills taking into consideration information and data available.
- Appreciate one’s growth and development.
- Develop a sense of gratitude for people and experiences surrounding one’s development.
3. Responsive Services
Consists of activities designed to meet immediate needs of students requiring counselling, consultation or referral. This service is either student-initiated or is a result of teacher or parent referral.
- To provide a venue where the guidance personnel will be able to get to know/befriend the students through routine interview.
- To provide a venue where students with special concerns and problems/difficulties will undergo counselling (individual or group) with the Guidance Counselor.
- Develop the capacity to be able to name and accept what one is going through and be able to identify clear courses of action.
- Develop the capacity to act on identified courses of action seen during counselling sessions.
4. Support System
This consists of activities that establish, maintain and enhance the total comprehensive Guidance Program
- To provide on-going professional updating and development of the Guidance personnel
- To orient the parents about the vision, mission and goals of the school
- To provide a venue for consultation with parents regarding their children’s concerns.
- To tap parents as resource for activities requiring specific professional competencies.
- To provide formation activities for parents.
- To provide a venue for consultation with teachers regarding students’ behaviour and performance in school.
- To provide formation to the Faculty and Staff in relation to the programs of the Guidance office.
- To provide data useful for curriculum planning and evaluation
- To ensure that an environment conducive to the professional delivery of the different Guidance services is facilitated and provided for.
- Develop and strengthen the skills and capability of the Guidance personnel in line with the vision, mission and objectives of the school and of the profession
- Develop and strengthen collaboration with parents as stakeholders/partners.
- Address concerns regarding parenting, discipline, psycho-emotional needs of children.
- Enhanced capacity of teachers in active listening, processing, art of questioning and identifying problems and cases for referral /intervention.