BIBLIOGRAPHY CONCHITA L. OIDE, November 2006. Developmental Needs:...

BIBLIOGRAPHY

CONCHITA L. OIDE, November 2006. Developmental Needs: A Guidance
Intervention Program Paradigm for Baguio City National High School Roxas Annex
Students. Benguet State University, La Trinidad, Benguet.
Adviser: Jean Jannette D. Sibayan
ABSTRACT
The study intended to determine the socio-demographic profile of the
respondents, identify the priority developmental needs of the students, determine the
relationship between the students’ profile and the areas of needs, determine the extent of
the satisfaction of the teachers in the fulfillment of their guidance functions, determine
the relationship between the teachers’ profile and the degree of satisfaction in the
fulfillment of their guidance functions, and identify the extent of sensitivity of teachers to
the developmental areas of needs.

The study was conducted in Baguio City National High School Roxas Annex at
North Sto. Tomas Road, Baguio City.
The majority of the students range in age from 13 to 15 years, and are third years,
highlanders and Catholics. The distribution of male and female respondents is equal.
Most of the teachers are married, females and Catholics. All of them are degree holders
of secondary education and several have taken master’s units. The majority of the parents
are high school graduates and Catholics.

The priority developmental needs of students as perceived are knowing proper
nutrition along physical area, understanding one’s self and others along psychological
area; feeling accepted and respected along emotional area; developing open-mindedness
along cognitive area; having friends along social area; understanding clearly what is right
from wrong along moral area; and acquiring information about new schools along career
area.
The teachers fulfill their guidance functions very satisfactorily. They are most
effective in fulfilling the roles of helping students to understand themselves, facilitating
knowledge, helping explore occupations, motivating and directing learning, and
developing desirable ideas of leadership. Conversely, they are less effective in fulfilling
the roles of knowing available resources in school and in the community, collecting and
interpreting records, sponsoring curricular activities and planning and implementing
intervention programs.
Students’ age, year level, ethnic origin and religion do not affect the areas of
developmental needs but not in sex. It may be generalized that sex is an important factor
that affects physical psychological and moral needs. Although inconclusive the highest
relation is seen in the psychological area according to age, moral area according to year
level, emotional area according to sex, and career area according to ethnic origin.
Teachers’ civil status, religion, educational background and field of specialization
do not affect the satisfaction of the fulfillment of the guidance functions but not sex..
The teachers are most sensitive in the areas of moral, social, cognitive and career
needs. Conversely, they are least sensitive in the areas of physical and psychological
needs.
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INTRODUCTION

Background of the Study
Every child comes in this world not only as a body but and as a soul.
While he is not yet capable of fending for himself, it is the moral responsibility of
the society to take charge of his needs based on his very nature.
It is important that the child's material and immaterial needs are well
provided for. Neglect or lack of support to any of those needs could spell disaster
not only to the child as an individual but to society as well. On the other hand, if
the child's needs are given he achieves self-actualization.
Needs could mean imperfection. On the contrary, needs bring out the
beauty of being human. They connect one’s life with those of others. As a result,
they make one realize his necessary link with others (Kelly, 1933).
Needs implies something, which is required for the individual to attain an
end or objective commensurate with his nature, origin and destiny as a human
person (Kelly, 1933). This means that needs could mean a state of lack or
absence. Due to his needs, the individual struggles for achievement and
completion of such needs. In the process that he exerts efforts he discovers his
potentials. Simultaneously he comes to realize the importance of others for the
realization of his needs. Thus he develops significant relationships.
Needs could be a source of satisfaction when met. On the other hand it
becomes a source of tension, conflict and frustration when it is not met. These
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negative results are usually manifested by misbehaviors. Kelly (1933) continued
that basic needs could be physical and psychological which have to be satisfied
properly in order that the mind and emotions may function adequately.
Currently, several types of students were identified in classroom settings
you have special needs: students with specific cognitive or academic difficulties,
students with social and behavioral problems, students with general delays in
cognitive and social functions, student with physical or sensory challenges, and
students with advanced cognitive development (Omrod, 2000).
Students with specific or academic difficulties are those who have low
self-esteem related to academic difficulty. Moreover these students are susceptible
to the pressure of their peers due to their learning disabilities, and in some cases,
due to poor social skills and few friends.
Students with social and behavioral problems are identified separately.
They are also those who have poor social skills. These students experience
difficulty in social problem solving, rejection of peers and few friendships. In
addition, since they misinterpret social cues, they have less ability to recognize
the emotional state of others. Moreover, they have less empathy and difficulty in
perspective thinking.
There are also students with general delays in cognitive and social
functioning. The main problems are usually low self-esteem, and poor social
skills. They have difficulty identifying and interpreting social cues. As for the
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ideas of right and wrong they may belong to the concrete level but most of the
time they belong to the pre-conventional level.
Students with physical or sensory challenges, on the other hand, are those
who will have fewer friends or may resort to social isolation. There are fewer
opportunities to develop social skills because of their feelings of insecurities.
Some students with advanced cognitive development may have average
development and emotional adjustment. Others may have difficulty because they
are very different from their peers. They also experience conflicts especially
among females between the need to develop and display abilities on one hand,
and to gain peer acceptance on the other.
According to the National Career Development Guidelines (1989),
students need assistance in increasing self-knowledge, educational and
occupational exploration, and lifelong career.
In 1988, Gysberg listed the following career development needs of
students: help in translating their emerging career identities through effective
placement and following through adjustment activities; help in translating their
emerging career identities into reality; and opportunities to continuously explore
and test out from an internal frame of reference their personal attributes in relation
to educational and career opportunities.
The STWO Act of 1994 states the strong need for career education and
career development programs for all students. For these to take place, students
will need information sharing, communication, and career education, labor market
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information, job placement, work experience programs, counseling, assessment
and public relations (Ettinger, Lambert and Rudolf, 1994).
Recent authors point out that there are emerging emotional needs. On
emotional intelligence, Goleman (1996) defines and identifies emotional needs,
and said that all humans have basic emotional needs but they differ in the strength
of need. Most schools treat psychological needs as identical with emotional needs.
As a result the students experience frustration and thereby act it out as
misbehaviors. This is specially seen first when all children are expected to do the
same thing at the same time. Secondly, misbehaviors are evident when students
are not challenged with things that are relevant to their lives. As claimed by said
author, it is mostly in the dysfunctional families that emotional needs are not met.
In response to these two factors Goleman emphasizes the importance of
identifying the individual's unique needs and satisfying them to lessen behavioral
problems.
Eventually aid from the international studies several researchers undertook
studies in the local and regional level. Some of which are directly and indirectly
connected with this study.
Fulgueras (1998) after assessing the needs in Abra, gave a brief summary
of the socio-economic and cultural needs of the place. The first three problems
perceived were unemployment, lack of education and graft and corruption. The
assessment indicated that the school is not addressing itself to the priority needs
of the people. The system of education services is focused on academic and
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religious roles, which served as its strength. On the other hand, its weaknesses are
not being able to address fully the economic and socio-cultural needs of the
people. As a result it was recommended that non-formal education program be
given attention.
The foregoing studies which were concerned with identifying the needs of
students became the basis of the present study.

Statement of the Problem
The study aimed to determine the perception of the extent of needs of the
students of Baguio City National High School Roxas Annex. It also determined
the guidance services that respond to their needs.
Specifically, it sought the answers to the following questions:
1. What is the socio-demographic profile of the respondents at Baguio
City National High School Roxas Annex?
2. What are the priority developmental areas of the students as perceived
by students, teachers, and parents?
3. What is the relationship between the extent of priority developmental
areas of the students and their socio-economic profile?
4. What is the extent of satisfaction of the teachers in their fulfillment of
the guidance function?
5. What is the relationship between the extent of satisfaction in the
fulfillment of the guidance function and the teacher’s profile?
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6. What is the extent of sensitivity of teachers to the priority
developmental needs of students?

Objectives of the Study
The study determined the extent of needs of the students of Baguio City
National High School Roxas Annex. It also aimed to determine the guidance
services appropriate to respond to these needs. The specific objectives are:
1. To determine the socio-demographic profile of the respondents at
Baguio City National High School Roxas Annex.
2. To identify the priority developmental areas of the students as perceived
by students, teachers, and parents.
3. To determine the relationship between the extent of priority
developmental needs of the students and their socio-economic profile.
4. To determine the extent of satisfaction of the teachers in the fulfillment
of their guidance functions.
5. To determine the relationships between the teachers’ socio demographic
profile and the extent of satisfaction in the fulfillment of their guidance function.
6. To identify the extent of sensitivity of teachers to the priority
developmental needs of their students.

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Importance of the Study
This study is important in the field of education because it contributes to
the learning process. When learning is based on needs, it becomes a natural
education. This means that when basic needs are considered when teaching, then
learning is integrated with life. Thus education becomes realistic in a way by
which the learner can adopt to the changes in his social environment.
This study is also important in the field of guidance and counseling. It
would be a basis of a guidance program. When the extent of needs is known then
counselors could find ways on how to satisfy such needs. This would then lessen
behavioral problems among students.
Determining the extent of needs of the students would help them be aware
of what they do not have at the moment. They would be challenged to reflect on
their present condition. They would have a general check-up of themselves,
family and community.
It is hoped that in identifying the needs of the respondents the
administration would gain insight into how they could become more effective and
efficient. They are challenged to create a healthy climate which would respond to
these needs.
This study would like teachers to understand the needs of their students:
that in the process of education, teachers will not only respond to the intellectual
needs of their students but also of other needs in other areas of their
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responsibility. The study would help parents to note the essentials of life they
have to provide for their children to grow up as good citizens.
This study could be a basis of further studies perhaps in wider scope. It
could serve as an eye opener for leaders to really know the needs of the citizens
before they implement particular programs and projects.
On the part of the researcher, this study is important due to personal and
professional reasons. This study would enrich her own growth and development.
Undergoing this study challenged her knowledge and skills. This study made her
reflect on her life in the past, present, and future. It made her understand herself
better. In her profession as a teacher and counselor, this study made her
understand her students and clients better. She came to realize that it is her moral
responsibility to cater as much as possible to all their needs. She would have a
basis of becoming a contributing factor to their development as persons.

Scope and Delimitation of the Study
Only seven areas were considered in the study of extent of needs: the
physical, psychological, emotional, intellectual, social, moral and career. These
were considered since the focus of the study is the developmental needs of the
students in Roxas Annex.
This study is focused on the needs if the students of BCNHS Roxas Annex
of the School Year 2004-2005,it includes their personal perception on the extent
of their needs.
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REVIEW OF LITERATURE

This section contains ideas, concepts and theories from materials that are
related to the study.
The needs of man are based on his nature. This means that his needs are
classified based on the different areas of his development: the physical,
psychological, emotional, intellectual, social, moral and career. These needs differ
as one goes through the different stages of life.

Students’ Profile
Age
According to Bigner (1983) the onset of puberty is at the age 13. Late
adolescence starts at 18 years of age with the physical changes completed or
extended for some up to the age of legal maturity. The individual completes his
high school education. In the process, he also attains a sense of social status or
social identity up to the early 20's. Gould (1965) meanwhile identified age 16 to
18 as stage 1 of adult development characterized by the desire to become
independent; age 18 to 22 as the second stage, the launching away from parents,
openness to the world and continued peer group orientation. In Piaget' s Cognitive
Theory age 11 or 12 up through adulthood is generally in the formal operational
stage whereby logical reasoning process is applied to abstract as well as concrete
objects. For Super's Theory on career, age 14 -18 is the stage of crystallization
whereby the individual develops ideas on his future work. Age 18 -22 is identified
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as the specification stage, where an individual reduces his choices and starts doing
actions that he believes are related to his future life career. In the psychosocial
theory of Erikson, age 12 to 18 is the stage, of identity versus role confusion
stage. This is a point where the individual either becomes aware of his uniqueness
or is unable to identify his appropriate role. Age 18 to 30 is the stage of intimacy
or isolation, wherein the individual may develop love and sexual relationship or
he will fear relationship with others.

Sex
Physically. Bigner (1983) stated that girls experience growth spurt earlier
than boys. Boys motor performance becomes better than that of girls in gross
body skills. Boys become more conscious of the size of their bodies and penises.
They are expected to be muscular and well developed. Girls are expected to be
petite and shapely.
Psychologically. When it comes to accidents and injuries boys exceed
girls due to males’ greater latitude of activities outside the home. Males show
increase of desire to take risk thus manifesting more aggressive behavior.
Havighurst (1970) explained this further by confirming that boys have less
regulations and control from parents as compared to the girls. Boys who belong to
these environment and who receive frequent praises from their fathers have a
higher sense of identity. Girls, on the other hand, develop this higher sense of
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identity when their mothers are less restrictive and when they have greater
freedom in expressing their problems to both parents (La Voie, 1976).
While society tends to belittle women it is also programmed to feed the
ego of men. Thus a man feels great and he needs a lot of respect and appreciation.
For him job success is supreme especially during the early professional years.
Therefore he needs someone to identify with his goals, someone to help him
achieve his goals and someone to inspire him to attain his potentials (Bourough,
2000).
Generally men appear to be tough from the outside and insensitive
because this is what is considered masculine by society. However they do have a
soft side, as confirmed by Martinbourough, who stated that men secretly welcome
encouragement. Generally they do not admit that they are hurting so it takes a lot
of sensitivity for someone to know and respond to this need .Secretly they are also
sensitive to tender loving care. They would rather express their love in concrete
ways or in actions like giving their salary or providing the needs of the family
(Borough, 2000). Perhaps only few can show this side since this has always been
considered as a feminine quality. Generally, men prefer a stereotype image of
always being tough and unfeeling.
The women, on the other hand, are described as individuals who often get
pushed around. If one is a full time housewife, she may be considered inferior .If
she is a career woman, some men may turn her workplace into a battlefield. In
some societies she performs the same job but is paid lower than her male
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counterparts. She often has to sacrifice her marital and professional goals for her
husband. All these would lead her to ask, “Am I really important?” Women need
a lot of appreciation to enhance their self-worth. Special occasions should be
utilized to affirm and reassure them of their importance. Women appreciate help
in their household duties because aside from their jobs, they are also full-time
house keepers. Their moods and feelings change due to biological changes in their
bodies. During such times they need someone thoughtful, loving and caring. They
like to hear the words “I love you all” the time. For them it serves like oil for the
machine to function properly (Borough, 2000).
Cognitively. Girls rate higher than boys in overall academic performance.
Studies report that performance of girls versus boys is rated twice the ratings of
intellectual ability (Oliver, 1974). The difference may reflect the disadvantages
boys encounter in academic work due to a shorter life span and more aggressive
and restless behavior.
Generally men are left-brained, which means that they process data
logically and sequentially such as they proceed from cause to effect. They are
highly objective in solving their problems. When it comes to decision-making
they usually use their skills of reason. (Borough, 2000).
In general women are more right-brained, which means that they are more
intuitive. They process data globally so they see first the whole before the parts.
They solve problems experimentally. Use synthesis, they arrive at a conclusion
spontaneously by using their intuition correctly without any data sheets.
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Socially. Early maturation is an advantage for the boys. They become the
leaders due to the responsibilities given to them by adults (Newman, 1997).On
one hand, it can cause conflict and animosity with their peers (Jones and Mussen,
1958). For the girls early maturation is more of a disadvantage because they look
different and their psychological experience is also different (Hurlock, 1982).
Early maturation for them means more stress, more conflict with parents,
poor school performance and early dating (Newman, 1997).
Morally. Gilligan stated that Kohlberg’s Theory was exclusively for men
since its emphasis is more on the issues of farness and justice at the same time
overlooking the aspects of compassion and caring; and that morally women are so
socialized that they stress personal relationships. Thus, they show greater concern
for the welfare of others.

Ethnic Origin
Ethnicity as defined by Woofolk (1995): a group characterized in terms of
a common nationality, culture or language; and as asserted by Slavin (1997): that
one of the pervasive concepts of ethnicity is directly related to culture, and
explains that ethnic group is the culture where the individual grows up. It is a
source of shared identity usually because of a common place of origin such as
Swedish, Polish, Greeks, etc.

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Religion
Based on the manual of Saint Louis University, religion is related to
psychology. These two respective fields are said to be similar due to the following
reasons:
First, both are concerned with the persons search for self-fulfillment .This
means both serve as a way of motivating the individual to make the most out of
his potentials. Both serve also as a guideline for the individual on how to deal
with his problems and how he is going to handle his relationship with others.
Secondly, both emphasize self-knowledge as the key to personal
development. Through these fields the person reflects on his actions and motives.
He tries personally to be aware of himself in relation with others, his environment
and his faith.
Third, both fields open a different view of regarding others. In the process
of understanding himself the person comes to understand others better. Through
psychology and religion the individual can have deeper insights into the problems
and attitudes of others. Carl Jung, a psychologist, confirmed that religion is a
fundamental part of human life and has a great influence on the development of
personality. His conclusion was a result of observing his mentally disturbed
patients. He noticed that all neurotic patients were sick because they lost things
that a religious faith has always given to its followers. Not one of them has really
recovered unless they are able to adopt a religious attitude in keeping with what
they have lost.
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Parent’s Teacher’s Profile
Occupation
When it comes to occupation men are able to adjust better under three
particular conditions. First, his job should allow him to fulfill the roles he wants.
Second, when he feels that his job is making use of his abilities and trainings.
Third, when he is able to adjust to authorities. Finally the condition of salary or
financial rewards is the deciding factor to stay or not to stay in a job
(Hurlock, 1982).
For women, adjustment would depend on situations like when unable to
find jobs suited to abilities, trainings, and expectations they feel frustrated. When
they feel they are in dead-end jobs they become bitchy bosses and take out there
frustration on subordinates Some aspire below their capacity to avoid rivalry
and surpassing male co-workers. Some are affected when denied leadership roles
in their workplace. Several may resent a double workload at home, and in the
workplace women who assume the role of a wife and mother long for the job they
have given up (Hurlock, 1982).

Civil Status
Married. One task of family life is marital adjustment. People who marry
during their thirties frequently require longer period of adjustment and the end
result may not be as satisfying as those who marry earlier. However, those who
marry in their teens and early twenties tend to make the poorest adjustments. Four
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main adjustments are very essential for marital happiness. These are adjustments
with the mate, sexual adjustment, financial adjustment and in-law adjustment
(Hurlock, 1982).
Single. Not all adults decide to get married; others decide to stay single.
Some do not marry due to personal reasons while others maybe due to
environmental factors. Several reasons were identified why young adults remain
single. Among these are the following: unattractive appearance, physical defect
or prolonged illness, lack of success in looking for a mate, unwillingness to
assume responsibilities of a married person, desire to pursue a long-term career,
live in a community with unbalanced sex ratio, lack of opportunity to meet
eligible members of the opposite sex, responsibilities to parents and siblings,
disillusionment due to an unhappy family experience, sexual availability even
without marriage, exciting lifestyle, opportunity to rise from vocational ladder,
freedom to experiment and change work and lifestyle, belief that social mobility
is easier when single, satisfaction derived from vocation and life pattern and
success in personal adjustments.
Widow. According to Havighurst (1970), being a widow presents a lot of
problems. Among these are economic, social, family, practical, sexual and
residential problems.
Economically speaking, most widows cannot earn enough to maintain the
life they have been used to. Usually the inheritance they receive is not adequate
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due to continuous economic inflation. Some may be exempted if the husband has
built a sizeable estate and has carried a large life insurance.
When it comes to social life, widows usually experience being out of place
with married people. This is especially true during the middle age in which like
the adolescent stage is very pair-oriented unless it happens that a widower is also
present. Most of her activities would mostly be with other women.
At home she plays both the role of a father and mother. She faces all the
family problems all by herself. Still others may have to deal with problems related
to relatives of the husband especially if they are not in good terms with each
other.
Practical problems would include household tasks like fixing water pipes,
repairing roofs, fixing damage appliances, etc. Widows are forced to pay for
outside help unless children can help in doing these tasks thus an additional strain
to the meager budget.

Needs Theories

Maslow’s hierarchy of needs presents five classifications of needs, as
follows: physical needs, safety needs, love needs, esteem needs and self-
actualization needs.

Physical needs pertain to food, drinks, rest, and exercise. These are the
needs essential for man to survive as a biological being. Coming next are safety
needs, which would refer to protection from harm or physical injury like shelter,
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clothing, protection from fire, police protection, laws and insurance. Man has a
need to be secure to a certain extent.

Upon fulfilling physical and safety, needs man is set for the next level,
which is the need of love. Love needs entail being wanted by another person,
feeling warmth, having sense of belonging, giving and taking affection, and being
loved by another and in return, reciprocating love.

As the individual becomes assured of his security on physical, safety and
love needs he proceeds to the next rank: esteem needs, which include being proud
of oneself and others, needing approval, needing status, and needing to be
important for what one does, what one is, and what one knows.

Self-actualization is the need to achieve one’s full potential to be oneself.
This need would have been the state of the person being able to reach his basic
needs. The individual goes beyond himself and achieves a loss of self-awareness.

Updated versions included the aesthetic needs and cognitive needs in the
1970’s, whereby aesthetic needs refer to the need for beauty, balance and form,
etc. Cognitive needs refer to the need for knowledge, meaning and self-awareness.

In the 1980’s the most recent version, the stage of transcendence, was
included as the highest level of needs, whereby the person who is now self-
actualized becomes capable of motivating self-actualization in others.
Murray's Need Theory identified at least 20 needs (Table 1) and identified
them accordingly: achievement, affiliation autonomy, succorance, nurturance and
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order. Achievement needs are to accomplish, to master and to manipulate.
Everybody wants to feel that he is doing something worthwhile.

Self-Actualization
Personal growth and fulfillment

Esteem needs

Achievement, status, responsibility, reputation

Belongingness and Loved needs

Family, affection, relationships, work group, etc.

Safety needs
Protection, security, order, law, limits, stability, etc.

Biological and Physiological needs
Basic life needs – air, food, drink, shelter, warmth, sex, sleep, etc.

Figure 1. Maslow’s Hierarchy of needs (Original five-stage model)

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Self-Actualization
Personal growth and fulfillment

Aesthetic needs
Beauty, balance, form, etc.

Cognitive needs

Knowledge, meaning, self-awareness

Esteem needs

Achievement, status, responsibility, reputation

Belongingness and Loved needs

Family, affection, relationships, work group, etc.

Safety needs
Protection, security, order, law, limits, stability, etc.

Biological and Physiological needs
Basic life needs – air, food, drink, shelter, warmth, sex, sleep, etc.

Figure 2. Hierarchy of needs (1970’s seven-stage model based on Maslow)

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Transcendence

Helping others to self-actualize

Self-Actualization
Personal growth and fulfillment

Aesthetic needs
Beauty, balance, form, etc.

Cognitive needs

Knowledge, meaning, self-awareness

Esteem needs

Achievement, status, responsibility, reputation

Belongingness and Loved needs
Family, affection, relationships, work group, etc.

Safety needs
Protection, security, order, law, limits, stability, etc.

Biological and Physiological needs

Basic life needs – air, food, drink, shelter, warmth, sex, sleep, etc.

Figure 3. Hierarchy of needs (1990’s eight-stage model based on Maslow)
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Affiliation needs are to be closed to others, to cooperate and to
reciprocate. The individual needs connections through relationships.
On the other hand, autonomy needs are to be free, to be independent, to
act according to impulse and to resist authority. An individual needs to do
particular things for himself. Succorance needs are to be nursed, protected, loved,
assisted, guided and indulged. It is also a need to be taken care of every now and
then.
As for nurturance, these are needs to nurture others, protect, guide and
assist them as well. There are points in life where others play an important role on
individuals whom they can depend on. Finally, order needs entail being orderly,
clear and precise. Persons need to feel that there is a standard way of approaching
things.
Several personality theories related to needs were proposed by Lewin,
Freud, Jung and Adler.

Personality Theories
Lewin's self-theory pictures the self as having three parts: personal self,
social self and ideal self. The personal self refers to the image of the person
himself, his attitudes, beliefs, impressions, habits and values. This is his private
self. The social self represents his perceptions, attitudes, and feelings about self in
relation to others. This self represents his public life. Finally, the ideal self is the
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image of the person of what he wants to become. This self has something to do
with the future self that has yet to be achieved.

Table 1. Murray’s list of needs
NEED FUNCTION
DOMINANCE
To control one’s human environment
DEFERENCE
To admire and support a superior other
AUTONOMY
To resist influence or coercion
AGGRESSION
To overcome opposition forcefully
ABASEMENT
To submit passively to external force
ACHIEVEMENT
To accomplish something difficult
SEX
To form and further an erotic relationship
SENTIENCE
To seek and enjoy sensuous impression
EXHIBITION
To make an impression
PLAY
To relax, amuse oneself, seek diversion, and
entertainment
AFFILIATION
To form friendships and associations
REJECTION
To snub, ignore or exclude another
SUCCORANCE
To seek aid, protection, or sympathy
NURTURANCE
To nourish, aid, or protect a helpless other
INFAVOIDANCE
To avoid humiliation
DEFENDANCE
To defend the self against assault, criticism and
blame
COUNTERACTION
To master or make up for a failure by re-striving
HARM AVOIDANCE
To avoid pain, physical injury, illness and death
ORDER
To put things in order
UNDERSTAND
The tendency to ask or to answer general questions.

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Aside from the self-picture divided into parts, other psychologists gave
divisions to man's way of thinking. This is especially true with Freud, who divides
the individual's thinking into three parts: id, ego and superego. The id is the
source and reservoir for satisfying infantile, instinctual, and basic wants. It creates
the desire for food, sex and bodily needs that seek immediate satisfaction. It is
part of the unconscious or hidden self. On the other hand, the superego is the
internal watchdog or conscience of the individual. It serves as force to exert
pressure to uphold values learned. Feelings of guilt occur when morals are
violated.
Lastly, the ego is the integrating mechanism. It accepts the instinctual
demands of the id and the culturally and conscientiously accepted regulations of
the superego. It regulates the id and the superego to external conditions to which
the person can best survive.
Carl Jung believed that all people could be divided into two types: the
extrovert the introvert (Table 2). Extroverts have great interest for the external
world. They love people and let them know their inner feelings and thoughts.
They tend to be actively engaged with people, things and activities. Therefore
what they need are opportunities for social activities. Conversely, introverts have
great interest in the world of the minds. They like to be alone or be with people
whom they know well. They keep their feelings and thoughts to themselves.
Much of their activity takes place in thinking, dreaming and imaging.

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Table 2. Psychological types by Carl Jung
Function
Extraverted Type
Introverted Type
Thinking
They live according to fix rules.
Have strong need for
Tend to respect tradition and
privacy. They tend to be
authority. They repress their
theoretical, intellectual
feelings and try to be objective
and somewhat
but sometimes dogmatic
impractical.

Feeling
Such persons are very sociable Such individuals tend to
who seek harmony in the world. be quiet, thoughtful and
They tend to be emotional since hypersensitive. Thinking
thinking is repressed.
is repressed and may
appear mysterious and
indifferent to others.

Sensing
Such individuals seek pleasure
Such individuals tend to
and enjoy new sensory
be calm, passive and
experience. They strongly
artistic. They focus on
oriented towards reality and
objective sensory events
repress intuition.
and repress intuition.

Intuition
Such individuals are very creative Introverted intuition.
and find new ideas appealing. Tend to be mystic
They tend to make decisions dreamers who come up
based on hunches rather than facts with unusual ideas and
and are in touch with their are seldom understood by
unconscious wisdom. Sensation is others. Sensing is
repressed.
repressed.
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The introverts need intellectual activities, privacy and socialization with their
selected friends, if any.
Some researchers adapted the philosophical approach applied by Alfred
Adler (1870-1937), who said that "the soul of determinism for a person was his or
her will-power. This he believes was the primary motive of people. According to
him the main consideration on people lives is to excel in social, economic, and
sexual competition. He asserted that failure in these areas would lead to inferiority
complex. As a result the person will be responsible for great efforts to compensate
for their defeats.

Developmental Theories
Piaget's Cognitive Theory features the four stages of logical reasoning
capabilities: sensory motor stage, pre-operational stage, concrete operation stage
and formal operation stages (Table 3). Each stage in Cognitive Development
implies that needs have to be provided for the cognitive abilities to develop
adequately.
In the sensory motor stage, children develop schemes based on behaviors
and perceptions. The children come in contact with the physical world through
their senses but no thinking takes place.

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Table 3. Piaget's cognitive theory
Stage Characteristic
Sensory motor-birth-2 years old Scheme is based on behaviors and perceptions;
schemes does not represent object yet .Beyond
a child’s immediate view.

Pre operational Stage-2 years to Schemes now representing objects beyond
6 or 7 years old
child’s immediate view, but child does not
reason in logical adult like ways.

Concrete operational 6 or 7 until Adult like logic appears out but is limited to
11 or 12 years old
reasoning about concrete reality.

Formal Operational 11-12
Logical reasoning processes are applied to
through adult
abstract ideas as well as concrete objects.

During the pre-operational stage children develop a scheme that represents
objects being child's immediate view. Children acquire language through
imitation. Although, thinking starts, it has limitations that result to cognitive
errors. In the formal operation stage, children can apply logical reasoning
processes both to abstract ideas and relations concrete objects. It is a stage where
children work with concrete elements like objects, and dimensions.
While Piaget focused on the cognitive development within the individual
another theory contends that external factors influence cognitive development.
Vigotsky (1920) emphasized the importance of society and culture to promote
cognitive development. His theory is called the socio-cultural perspective. His
theory can be summarized into several basic assumptions.
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First he said that the mental process begins as social activities. As children
develop they gradually internalize these processes and begin to use the mind
independently. Second, he concluded that thought and language initially develops
independently after each other. The two become interdependent only when
children are about two years old. Third he said that it is through both informal
conversations and formal schooling that adults convey to children the way in
which their culture interpret the world. Fourth, he proposed that children can
perform challenging task when assisted by more advanced and competent
individuals. Lastly, challenging task can promote maximum cognitive growth.
Erickson described the eight stages of development. The first stage is trust
versus mistrust, wherein the child learns whether or not others could be trusted to
satisfy their basic needs. When parents and other primary caretakers can provide
his needs, the child learns that others are consistently reliable and dependable. If,
on the other hand, both parents and primary caregivers ignore the needs of the
child he learns mistrust. The child views the world as undependable,
unpredictable and possibly dangerous.
As the child develops physiologically he now reaches the stage of
autonomy versus shame and doubt. In this stage he is encouraged to do particular
things for himself. The encouragement and support of adults leads to
independence. In contrast, when adults demand too much or when they ridicule
first attempt then the child will develop shame and doubt of his ability to handle
problems present in the environment.
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During the initiative-versus-guilt stage, the child has ideas of what he
wants to do-for example, small projects like making houses or roads in the
sandbox. When given the encouragement and support by parents and teachers he
develops initiative. If not, he feels guilty about his needs and desires.
When reaching the industry-versus-inferiority stage, the individual is
expected to master his academic skills. He learns that he earns recognition
through his accomplishments. When appreciated he demonstrates industry. When
punished or unable to meet the expectation of parents and teachers, the child may
demonstrate feelings of inferiority.
As the individual makes it to identity versus confusion stage he initially
experiences some role confusion as an adolescent. After which most adolescents
achieve a sense of identity regarding who they are and where their relatives are
headed.
Once a person has established his identity he is now ready for the stage of
intimacy versus isolation. When he is capable of forming relationships that are
intimate and reciprocal, then he is ready for intimacy or commitments. Failure to
develop such relationships due to reluctance or inability to forego satisfaction of
their own needs results to isolation.
In the middle age of a person he experiences the generativity-versus-
stagnation stage. When he contributes to society and helps guide the future
generation like raising a family or taking roles that improve society, then there is
a sense of generativity, productivity and accomplishment. Meanwhile, an
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individual who is self-centered, unable and unwilling to help society will develop
a feeling of stagnation and dissatisfaction due to lack of production.
The final stage is integrity versus despair, which is retrospective in nature.
In this stage the person looks back at his life and accomplishments. He develops a
feeling of contentment and integrity if he believes that he has led a happy and
productive life. The person may develop a sense of despair when he looks back at
life as a series of disappointments and unachievable goals.
Aside from his cognitive and psychosocial development another essential
part of individual's development is his becoming a moral being.
Kohlberg’s moral development stages are divided into three levels. Each
level is divided into two stages. Level 1 is what he called pre-conventional
morality. This is divided into two stages. Stage 1 is identified as punishment
avoidance and obedience. In this stage, moral decisions are based on what is
suitable on oneself without regard of the others. He only obeys rules established
by more powerful individuals. He disobeys when he can without getting caught.
Stage 2 is described as exchange favors. The individual recognizes that others
have needs. He makes attempts to satisfy the needs of others provided that his
own needs are met. Right and wrong depends on the consequence on the self.
Level 2 is referred to as the conventional morality. This level includes
stage 3, where moral decisions are based on what pleases others specially
authorities. The main concern is interpersonal relationships. He now considers
intention in determining guilt or innocence. Stage 4 is the law and order stage.
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Table 4. Eisenbergs’ levels of pro social behavior
Stage Function

Level 1: Selfish and self-centered
Students show little interest in helping
Orientation (most preschool and many
others apart from serving their own
early elementary students)
interests. They exhibit pro social
behavior primarily to benefit
themselves.

Level 2: Superficial “needs of others’
Students show some concern for
orientation (some preschool and many
another’s physical and emotional needs,
elementary school students)
but their concern is simplistic and lacks

true understanding of the other’s
situation.
Level 3: Approval and stereotypic good Students advocate pro social behavior
boy/girl orientation (some elementary
on the grounds that it’s the “right” thing
and secondary school students)
to do and that they will be linked or
appreciated if they help. They hold
stereotypical views of what “good
boy/boys” and “bad boys/girls” do.

Level 4: Emphatic orientation (a few
Students have true emphathy for
elementary and many secondary)
another’s situation and desire to help a
person in need. They seem genuinely
concerned with the well being of
others.
Level 5: Internalized values orientation Students have internalized values about
(a few high school students)
helping other people-values that reflect
a belief in the dignity, rights, and
equality of the human being. They
express a strong desire to help others.

The person looks at society as a whole for guidelines for what is right and
wrong. He perceives rules as inflexible and believes that it is his duty to obey
them. Level 3 is called post-conventional morality. Stage 5 is described as social
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contract. The individual recognizes that rules represent agreement among people
of what is appropriate. He recognizes that these rules are flexible and can be
changed when it no longer meets the need of society. Stage 6 is the universal
ethical principle. The individual adheres to small number of abstract. universal
principles that transcend specific rules. The individual answers to an inner
conscience and may break the rules that violate their own ethical principle.
Equally important to Kohlberg's Theory is the pro-social behavior theory of
Eisenberg.
Level 1 is the selfish and self-centered orientation. This would include
some preschool and many elementary students. The child shows concern to the
physical and emotional needs of others but this concern is simplistic and lacks
true understanding of other's situation.
Level 2 is the superficial "need of others" orientation. This would include
some pre school and many elementary. The children show acceptable attitudes or
behaviors but they are only simplistic and they lack understanding.
Level 4 is the Empathic Orientation. This would include a few elementary
and many secondary students. The person has true empathy for another's situation
and desires to help the other person. He seems genuinely concerned with the well
being of others.
Level 5 is the stage of International Value. This is developed in few high
school students. The child has internalized values about helping others, values
that reflect belief in dignity, rights and equality of all human beings. He now
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expresses a strong desire to help others in need and to improve the conditions of
society as a whole.
Simultaneous with all these theories of development is the growth of a
career within and without the individual.
Holland's Theory makes a match between the person's personality types
and the type of environment in which work takes place. According to him there
are six types of personalities and work environments. The realistic type is fit for
skilled trades or technical jobs; blue collar jobs. The investigative type is better of
in scientific and laboratory jobs where people investigate how the world is put
together. On the other hand, the artistic type will be for creative jobs like music
and arts. As for the social person, he ought to work with people like teaching,
healing and helping. For the enterprising type, he can persuade other people to do
something like sales, political jobs and merchandising. Lastly, the conventional
type goes for office jobs involving organization and regular work schedules.
Super's Developmental Theory contends that self-concept plays a central
role in a career choice. He presents five stages associated with different
developmental periods. The first stage is crystallization (ages 14-18). The
adolescents develop ideas about the work mesh with their already existing global
self-concepts. Vocational goals are developed in the mind based on information
and knowledge.
The second stage is specification (ages 18-22). The individual narrows his
career choices and initiates behavior that enables them to enter some type of
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career. He participates in activity in any undertaking he thinks is helpful for his
future career. For example if he wants to be a politician, he can be active in the
student government organization.
The third stage is implementation (ages 21-24). The individual completes
education and enters the world or work. He completes his degree and begins with
his employment. He adopts the system of his workplace. The fourth stage is
stabilization (ages 25-35). The decision is made on the specific appropriate career.
The individual will decide if he will remain in his job and seek promotion.
However for some it could be a stage of deciding to change profession. The fifth
stage is consolidation (age 35). The individual seeks to advance in their careers
and to reach higher status position.
Super believed that persons may recycle through the five stages several
times in life. Changes vary among individuals.
According to Roe (1956), there is a relationship in one's family origin
particularly between the parent and child. It has an impact on the individual’s
career direction. Variables like intelligence, personality and physical traits are
considered. Experiences in early childhood play an important role in what career a
person will choose and how satisfied he will be with his career. The ideas of
Maslow are incorporated in Roe’s theory by looking at how the satisfaction of
needs affected a child's personality. Based on Roe’s studies, there are people who
are prone to work with people perhaps because of their strong need for affection
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so now they fulfill this by virtue of their careers. One person may need the feeling
of being respected thus he is drawn to leadership positions.
In addition Roe classified occupation in two categories. First the person
oriented jobs similar to Holland’s social, enterprising and service oriented work.
These would include counseling, business, managerial works, etc. Second is the
non-person-oriented jobs similar to Holland's realistic, investigative types. Jobs
for them would include those related to technology, outdoor and scientific
oriented.

Developmental Task
According to Havighurst (1982) the individual’s have particular
developmental tasks arise in the different stages of life. These tasks are crucial to
the individual's life. Successful handling of these tasks would mean happiness.
Failure, on the other hand, leads to unhappiness and difficulties with later life.
There are three main purposes of development task. First, it serves as
guidelines as to what society expects of them. Second, it works as motivations to
do what the social group expects. Third, it shows individual what lies ahead and
what is expected for the next stage (Hurlock, 1982).
There are three potential hazards arising from the development tasks. First
is inappropriate expectations either that in impossible at the time due to physical
or psychological limitations. Second is bypassing of a stage of development as a
result of failure to master a task on a previous stage. It is possible that
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development becomes regressive. The individual will go back to a particular task
not accomplished even when it may not be appropriate to his current stage of life.
Third is the crisis the individual experiences when passing from one stage to
another. Stress and tension leads to this condition (Hurlock, 1982).
Through the awareness of these tasks, individuals would know if they are
early, late or on time. Awareness of these affects their attitudes and behavior as
well as the attitudes of others toward them. Most people would like to master
development tasks at the appropriate time but some are unable to do so, while
others are ahead of schedule.
There are two serious consequences of failure to master developmental
task. First is the unfavorable social judgment. The individual will be regarded as
immature which carries a stigma at any age. This also leads to unfavorable
concepts of the self.
Second, the foundations for the mastery of later developmental task are
inadequate. As a result, the individual continues to lag behind his peers thus his
feeling of inadequacy increases. Equally serious, the individual must try to master
developmental task that is appropriate for the next stage and the same time
complete appropriate task for the age level he has just emerged from (Hurlock,
1982).
A life span has several stages. infancy and early childhood, late childhood,
adolescence, early adulthood, middle age and old age.
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Adolescence which starts from age 13 to 18 has the following
developmental tasks to work on achieving new and more mature relations with
age mates of both sexes: achieving a masculine or feminine social role; accepting
one's physique and using one's body effectively; desiring, accepting and achieving
socially responsible behavior; and achieving emotional independence from
parents and other adults.
For adulthood period there are two stages: early adulthood and Middle
Age. Early adulthood starts from eighteen to forty years old. The task for this
stage are as follows: getting started for an occupation, selecting a mate, learning
to live with a marriage partner, starting a family, rearing children managing a
home, taking on civic responsibility, and finding congenial social group.
Middle age, which starts from 40 years and ends at 60 years, has also
several development tasks. Among these is achieving adult civic and social
responsibility such as assisting teenage children to become responsible and happy
adults; developing adult leisure time activities. Tasks also include relating oneself
to one's spouse as a person , accepting and adjusting to the physiological changes,
reaching and maintaining satisfactory performance in one's occupational career,
and adjusting to aging parents.
Several factors influence the mastery of developmental tasks. The
following factors will enhance the mastery of developmental task: normal or
accelerated developmental level opportunities to learn the developmental task and
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guidance in mastering them, motivation, good health and absence of physical
defects, high levels of intelligence and creativity (Hurlock , 1982).
On the other hand, there are factors which handicap the mastery of
developmental tasks, They are as follows: retarded developmental level, lack of
opportunities to learn, lack of motivation, poor health, physical defects and low
intellectual level (Hurlock, 1982).

Significant Differences
For every general rule there are always exceptions; this is also applicable
in the development of an adolescent. Every stage has its predictable pattern. It is
noted, however, that there are those who are not included in the normal or usual
pattern. Some mature earlier thus they are able to fulfill task expected of them.
Others are left behind and they are not able to finish task expected by society.
Early or late maturation can result to isolation from peers. They maybe
rejected by the groups because they look different and they are experiencing
different psychological events. ( Newman, 1997).
Early maturation is a result of modern improvement in hygiene, nutrition
and health care. It is said that children today enter puberty or adolescence earlier
than they did in the first half of the century (Newman, 1997). Those who mature
earlier tend to show exaggerated clumsiness and awkwardness. This is due to the
fast growth of their body and no time to control them. They also tend to sap
energy. They become lethargic and perform below their potentials. Unless they
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are corrected, they individual become a lifelong underachiever. They have no
concern if they are going to become adults (Hurlock, 1982).
Early maturation is an advantage for the boys due to the roles accorded to
them by adults. They are considered leaders and are admired by their peers. As a
consequence they are given responsibilities, which become a source of
development of their self-esteem (Newman, 1997). On the other hand, it can also
create problems. It is possible that early maturing boys will tend to be with older
boys. If this happens it will cause friction and animosity between the individual
and the boys of his own age (Jones and Mussen ,1958).
For the girls early maturation is less advantageous. They look more grown
up and sophisticated in behavior. This may lead to a reputation of being sexually
promiscuous. They are usually interested with boys of their own age but the boys
are not receptive (Hurlock, 1982). Early maturation for girls means stress, more
conflict with parents, poor school performance and early entry into dating
(Newman ,1997).
Early maturing girls have lower educational and occupational attainment
in adulthood (Magnusson, 1990) This is apparently a result of their social and
cognitive immaturity combined with early physical development. They are prone
into problem behaviors, not recognizing the possible long-term effects on their
development.
Late maturation happens to individuals not because they want to remain
immature but they meet obstacles that hinder their attempts to mature. The most
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common and most serious factors are as follows: poor foundation, late maturing,
prolonged treatment as children, role change and prolonged dependency (Hurlock,
1982). Late maturation is characterized by slow physical growth. As a result
individuals show clumsiness or awkwardness. They are disturbed by the fear of
not becoming adults. They are constantly compared to their peers who look more
adult. Their age mates and adults treat them as if they were younger (Hurlock,
1982). Restlessness, tension, and rebelliousness and attention seeking is the result
of late maturation for boys. Due to this they are less popular and less selected as
leaders (Hurlock, 1982).
Late maturation for girls results to a more negative body image when
compared with early maturing girls (Mussen and Jones, 1958). Late maturation
for girls causes less damaged psychologically than late maturing boys. They do
not engage in status seeking behavior though they are concerned about their
normalcy. They are usually shy, retiring and diffident in behavior. This is
accepted since it is considered gender appropriate (Hurlock, 1982).
Significant differences in cognitive, social, and moral development can
also happen. Cognitive challenges are necessary for optimal development and are
varied from one student to the next. From information processing perspective,
diversity exists in the learning strategies that students use, as well as the
background knowledge and experience from which they can draw as they try to
understand and elaborate on new information.
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To some extent cognitive development is a function of culture in which
they have been raised. For instance some of the logical reasonings as described by
Piaget, appear earlier in children raised in the western countries than in the Third
World countries (Berk, 1997). It is presumed that such cognitive process is highly
valued and most systematically promoted in Western culture. On the other hand,
cognitive abilities promoted in other cultures would be abilities on how to judge
the right amount of clay to use in making a pot or the ability to find food in a
barren desert (Kearins 1981; William; Gordon; Ramirez 1969). Therefore, culture
is just one of the factors that affect the cognitive development variations among
individuals.
Language capabilities could also be diversified. Some students may have a
limited English proficiency but maybe fluent in their native language. Students
most likely have acquired carrying social conventions when conversing with
others. It is possible that they have varying pragmatic skills depending on their
families and culture from which they have been raised.
Some aspects of development are inherited while others are developed
through the environment.
One of the most influential socialization agents is the school. The teacher
and the peers in school will contribute much to the development of the self
concept and self esteem of the individual.
The teacher builds confidence when he sets a standard that is high but
realistic. He ought to provide positive feedback on things well done. Also they are
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to give negative feedback but at the same time communicating that they care for
their students as human beings. When teachers help their students to succeed in
doing their tasks they also help in their personal and social growth (Ormond,
2000).
Classmates are equally important in this social development. Peer
relationships provide emotional support, evaluate his character, enable him to
assume leadership and serve as his major recreational outlet (Hurlock, 1982).
Social development depends partly on opportunities and how popular they are.
For example an adolescent who belongs to a family whose socio economic status
will have few opportunities for dancing and parties. Similarly an adolescent who
is unpopular will have a limited interest for socialization.
Social interaction is critical not only for cognitive and linguistic
development. For example, the ways others behave towards students affect their
self-concept. Social skills develop within the context of interaction with others
specially the peers. Conversations about scandalous topics and moral issues help
students see things from others point of view. This results to disequilibrium which
is essential for the development of perspective taking and moral reasoning
(Ormond, 2000).
Aside from the differences on cognitive and social development, there are
also significant differences in moral development. Kohlberg pointed out that
somehow moral reasoning will depend on cognitive development. Post-
conventional morality involves reasoning with abstract principles this cannot
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occur unless the individual has acquired formal operational thought. However he
maintained that cognitive development is necessary but an insufficient condition
for moral development to occur. Therefore it is possible for an individual to be
formal operational in thinking but pre conventional in moral reasoning.
Moral development will also vary depending on the disequilibrium
experiences of the students. This idea of disequilibrium was proposed by Piaget as
a condition where the children realize that their knowledge and schemes do not
fully explain the events around them. As a consequence, they experience
uncomfortable feeling from which they begin to recognize their thoughts and
ideas into a more complex and better integrate system that adequately accounts
for their experience. Kohlberg proposed that a similar process takes place for
moral development. Individuals will become increasingly aware of the
weaknesses of moral reasoning when their moral judgment is questioned by
people at the next stage. Thus teachers should challenge students at a next level
through moral issues or moral dilemmas. If arguments presented are too high
from the student's stage then they will not understand and remember and most
important they will not experience disequilibrium.
Kohlberg has been criticized because of his theory on moral thinking
rather than on moral behavior. Some researchers however found that people with
higher reasoning tend to behave morally as well (Bear and Richards, 1981).
However the relationship of moral reasoning and moral behavior is a weak one at
best (Durkin, 1995).
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Gilligan believed that Kohlberg has not adequately described female
moral development due to the fact that Kohlberg's study was exclusively on men.
Kohlberg emphasized the issues of fairness and justice but omitted other aspects
especially compassion and caring for those in need, that Gilligan suggested as a
moral reasoning and behavior of females. It was argued that females stress
interpersonal relationships thus they show greater concern for others welfare. This
is illustrated by the porcupine dilemma. Gillighan raised a good point since males
and females are socialized differently and broadened the concept of morality
(Durkin, 1995). However it is important to keep in mind that many researches do
not find gender differences in moral reasoning (Eisenberg, 1996).

Guidance Roles of Teachers
Based on the homeroom kit of Saint Louis University, the teacher has the
following roles as counselors.
Facilitating knowledge is one of the major roles of teachers. In the process
of learning teachers also function as an essential factor to motivate and direct
learning. To check whether learning took place teachers also collects and
maintains records of students. Through these evaluations the teachers are able to
diagnose their strengths and weaknesses. Thus the teachers are able to identify the
needs of students. Records serve as a basis of planning and implementing relevant
intervention programs. At the same time the teacher is challenged to tap available
resources in the school and community. Teachers also serve as counselors when
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45
they serve as sponsors of extra-curricular activities like when they serve as
advisers in the different school clubs. Students usually consult teachers on matters
about exploring different occupations. When working with the clubs or in the
classroom, teachers also serve as models and initiators of developing desirable
ideas of leadership. Teachers can also make referrals of serious cases to a
specialist when unable to handle special cases of students.

Sensitivity of Teachers
Every child enters the classroom as a whole person. He carries with him
the different aspects of his personality not to forget the environment he comes
from. The child is a picture of his family, community, culture and many other
factors. Thus the individual as a learner brings all these factors to school as he
undertakes his Education. The teacher therefore ought to tap all these internal and
external factors so as to enrich the process of learning. To be able to do this, the
teacher should develop a great sense of sensitivity.
Ormond (1995) identifies at least three main aspects of sensitivity. The
teachers should be keen in all these aspects so as to be a better counselor to
students.
First is gender sensitivity. The teacher should be a model of gender
sensitivity himself. As a counselor the teacher should promote the idea of equality
regardless of gender. The teacher should emphasize that both men and women are
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46
equal in all aspects. The teacher ought to discourage prejudices and bias or avoid
situations where stereotyping is accepted for both genders.
Second is on cultural sensitivity. Culture has always affected students as
individuals. Thus the teacher as a counselor should high light the positive aspects
of the culture from which her students come. When the teacher succeeds then it
helps in the development of the child's self esteem. The teacher should have adept
study of the culture of his students to be able to make learning more meaningful
and personal to them.
Third is on cognitive sensitivity. This mean that students have different
abilities and interest. In as much as learning is given generally to students it is still
the duty of the teachers to note the intellectual abilities of students. It is then
expected that more challenging task is given to the students who are more
intelligent. So as to satisfy there need for intellectual advancement. This does not
mean that the average performing students and slow learners will be neglected.
The teacher out to make sure that they also learn although it would mean in a
slower and simplified manner as compared to those who are more capable than
them.

Guidance Services
Inventory service is the process of collecting relevant information of
varied types about students to understand individuals better. This process is also
helpful in curriculum planning and for individual's self-understanding (Lambino,
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47
1997). It helps students learn significant facts about him, which are essential to
the educative process. This knowledge of himself and adequate acquaintance with
the opportunities and requirement of his environment will provide a framework
for the process of planning and choosing effectively (Salinas, 1991).
Inventory service would include guidance from school records,
administration and interpretation of psychological test and various instruments to
secure needed student information. Records are used in curriculum planning
(Adiwang, 1998). Information should be reactive to the educational, vocational,
personal and social needs of students. It is important to have information needed
by teaching faculty and guidance staff (Lambino, 1997).
Information service should include data on present learning opportunities,
curriculum available, college information career requirements and opportunities
(Bernard, 1972). This service includes conducting orientation campaign to help
students get acquainted with the school, its officials, staff and rules and
regulations. It also covers in-service training, workshops for teachers,
administrators and parents in line with guidance and counseling (Adiwang, 1998).
Counseling service is a definite relation where through the counselor's
sensitive understanding and skillful response, a person objectively surveys the
past and present factors, which resulted into personal confusions and conflicts.
This service helps the individual to recognize his emotional reactions and to
choose better ways to achieve his goals (Salinas, 1991). The service, entailing a
pupil-counselor, peer or a small-group communication, remedies personal
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problems. All challenges are pursued in a non authoritarian manner (Bernard,
1972). It is the keystone on the heart of the guidance program. Its focal point is
the counselor as a person. Understanding, warmth, humanness and other traits are
essential for effective counselors. Without these traits, there will be no program.
Counselor should he worthy of respect and regarded highly by colleagues and
clientele (Lambino, 1997).
Although follow-up service could be done through home visits and
conferences, special attention is given to students who belong to the following
categories: those who are regular absentees, students who are excessively tardy,
students who cut class, potential drop outs and students with problems (Adiwang,
1998).
Again follow up is the process of assisting a school learner-graduate or
non graduate. Former students serve as major evaluators of the school. Through
follow up service the individual is assisted to understand, accept and utilize his
abilities, aptitudes and attitudinal patterns in relation to his aspirations, so that he
may increasingly become more capable of making free and wise choices as an
individual and as a part of dynamic society (Lambino, 1997).
Placement service helps students carry out their plans and act on their
choices. Influence is good when there is proper adjustment of the individual in his
educational work and his lifework (Salina, 1991) added that placement services
covers the following activities; conduct entrance test to accommodate students in
the right section, assist late achievers and slow learners, organize set-up to help
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students find part-time or fulltime jobs and contact with colleges and vocational
schools.

Administration and Organization
of the Guidance Program
According to Lambino (1997) there are at least seven principles to
consider when it comes to the organization and administration of the guidance
program.
Clear-cut statement objectives of the guidance program should be given.
These objectives should consider the characteristics and needs of the student
body. They should also be consistent with the objectives of the educational
institution as a whole. Next, the precise functions of the guidance service
programs should be determined. This means it should show what the program
would do for the students. Also there are specific task for particular individuals on
the basis of their qualification for the work. Responsibilities should be for
performing their task.
It is also important to give each person an assigned task authority
commensurate to his authority. Aside from this it is also expected that a clear
working relationship among those people who are directly responsible for the
guidance services be spelled out. Those who will also work indirectly should also
be recognized.
The set up of the organization should take into consideration to adopt the
institution's purposes, personnel, size, financial resources and other
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50
characteristics. There is also a need to keep the plan of organization and its
operation as simple as possible.

Conceptual Framework

With the goals and objectives of the guidance program to promote holistic
development, the assessment of needs in all aspects should be done; hence, the
extent of physical, psychological, social, moral, emotional, cognitive and career
needs must be identified.

The independent variables of the study are the students’ profile, parents’
profile and teachers’ profile.

The dependent variables are the extent of needs of students, ability of
teacher to fulfill guidance functions and the sensitivity of teachers to the needs of
students. Upon obtaining the desired results the data will be used as a basis of a
five year guidance program which shall be relevant to the priority needs of the
students.

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INDEPENDENT
INTERVENING
DEPENDENT
VARIABLE
VARIABLE
VARIABLE

1. Student Profile
a) Age
b) Year level
c) Sex
d) Ethnic

background

e) Religion
1. Extent of needs of

students

2. Parent Profile

Five Year
a) Occupation
2. Ability of teachers
b) Education
to fulfill guidance
Guidance
c) Religion
functions

Program
3. Teachers Profile
3. Sensitivity of
a) Civil status
teachers to the
b) Sex
needs of students
c) Religion
d) Educational
background
e) Field of
specialization

Figure 4. Paradigm of the study showing the interrelationships of variables

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Operational Definition of Terms
For clearer understanding, key concepts and terms used in this study are
operationally defined as follows:
Developmental needs are necessary conditions that emerge as the
individual undergoes the adolescent stage. These needs includes the areas of
physical, psychological,, emotional, cognitive, social, moral and career.
Guidance intervention program paradigm is a proposed five year
developmental plan and an action plan of the programs and activities
corresponding to the assessed priority needs of the students.
Socio-demographic profile refers to variables such as age, year level, sex,
ethnic origin, religion, civil status, educational back ground and field of
specialization.
Priority developmental needs are the most important conditions perceived
by the respondents.
Satisfaction refers to the feelings of respondents towards the guidance
functions. Satisfaction may be excellent, very satisfactory, satisfactory, fair and
unable.
Sensitivity a measure of extent of how teachers are able to respond to the
needs in terms of what they say or do. Sensitivity may be very true of me, true of
me, somewhat true of me, hardly true of me and never true of me.
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53
Extent of needs refers to the perceived importance of needs. Extent maybe
very frequently needed, frequently needed, sometimes needed, rarely needed and
not needed.

Hypotheses of the Study
The following hypothesis were put forward for testing:
1. There is a significant priority developmental needs in the different areas
of the students as perceived by students, teachers, and parents.
3. There is a significant relationship between the extent of priority
developmental needs of the students and their socio-economic profile.
4. There is a significant extent of satisfaction of the teachers in the
fulfillment of their guidance functions.
5. There is a significant relationships between the teachers’ profile and the
degree of satisfaction in the fulfillment of their guidance function.
6. There is a significant extent of sensitivity of teachers to the priority
developmental needs of their students.

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METHODOLOGY

Location of Study

The study was conducted at Baguio City National High School Roxas
Annex (Figure 5). This was chosen as a location of this study since the researcher
is presently employed in the institution. Aside from this the school has no
concrete guidance program considering than it is one of the many annexes of a big
school. In fairness to the guidance staff, however, they also visit annexes during
the evaluation of teachers but most often than not their main services relate to the
needs of the students at the main school. To certain a extent the teachers, specially
the advisers, have always assumed the role of counselors specifically to students
who manifest misbehaviors. As a teacher and counselor therefore , the researcher
would attempt to come up with a guidance program which shall address the needs
of these students.

Respondents

The respondents of this study were 13 faculty teachers, ninety 90 parents
and 461 randomly selected students from the different year levels of the school
year 2005-2006. Table 5 shows the total numbers of respondents.

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Figure 5. Map of Baguio City showing the site of the study

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Table 5. Respondents of the study
RESPONDENT NUMBER
a. Students
461
First Year
104
Second Year
122
Third Year
131
Fourth Year
104
b. Teachers
13
c. Parents
90

Instrumentation

The instrument for this study was a questionnaire. The questionnaire
consists of two parts. The first part contains the profile of the students, parents
and the teachers. The second part contains the different area of needs whereby all
the respondents will identify the extent of needs.
As for the teacher’s questionnaire the third part measures their sensitivity
to the specified needs and the fourth part aims to assess their ability to fulfill their
guidance functions.
Permission to float the questionnaire, to retrieve records from class
advisers and to administer same questionnaires to the teachers and parents were
sought from the principal and head teachers involved in the study.
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Pre-testing. Before the actual test pre-testing was done. First permission
was asked from the principal and the head teacher concerned. The pre-testing was
done at Baguio City National High School Bakakeng Annex. The respondents
were randomly chosen from each year level with a total of 50students.

Based on the results of the pre-test, several questions were revised before
the actual test was conducted.

Data Collection

Questionnaires were distributed to the class advisers who were requested
to give a short introduction of the contents and significance of this study.

The students were also instructed to answer according to their point of
view or experience, and parent respondents were requested to answer after
attending the parent and teacher’s meeting. Some returned the questionnaires after
signing but others returned it the next day through their children.

As for the teachers they were approached personally. Each of them were
requested to answer the questionnaire according to their observation.

Analysis of Data
The ANOVA was used to compute the variant factors. This analysis is
used to test hypothesis about population means rather than population variance.
The ANOVA introduces a single factor in which two or more groups are studied
to see if the groups are affected by different treatments. The total sum of squares
could be obtained by finding the mean of the scores, taking the deviation of each
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58
score from this mean, and squaring and summing this squared deviation. To
obtain the sum of the squares the equation SSt = ∑x2- (∑X) 2. was used.

N
After the mean was solved the average number of answers in all the
factors included in the study was computed.. The average mean could be obtained
taking the sum total of all the answers divided by the number of respondents. The
formula is X= ∑x where N is the number of subjects and X is the score.
N
The chi-square computation will also be used whereby the observed data
minus the result expected by chance. The formula for chi-square is chi-square
=sum of [(O-E) ^2 / E].

Where:

O = observed frequency
E = expected frequency

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RESULTS AND DISCUSSION

This section presents the socio-demographic profile of the respondents.
Moreover it covers the priority in developmental needs of the students as
perceived by students, teachers and parents; the relationship of their socio-
economic profile and the extent of the satisfaction of the teachers in the
fulfillment of their guidance functions; and the relationship of the teachers profile
and their sensitivity to the priority in development needs of their students.

Socio-demographic Profile of the Respondents
Student. Table 6 shows the students’ socio-demographic profile as to age,
year level, sex, ethnic origin, and religion.
On age distribution, the greatest representation comes from those on the
onset of puberty (13 to 15 years), followed by the early adolescents (16 to 18
years) and the late adolescents (19 and above). This age distribution indicates that
those on the onset of puberty and early adolescents combined are still subject to
natural physical and psychological changes brought about by adolescence.
According to year level, the juniors have the highest representation
followed by the sophomores, the freshmen and seniors.
This year level distribution indicates that most of the respondents are at
the peak of wanting to be independent. Also at this point most of them would
have achieved a stable self-image.

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Table 6. Profile of the student respondents

PROFILE NUMBER

PERCENT
A. Age

13-15
286
62.04
16-18
162
35.14
19-above
13
2.82
TOTAL 461
100

B. Year Level
I (Freshmen)
104
22.56
II (Sophomores)
122
26.46
III (Juniors)
131
28.42
IV (Seniors)
104
22.56
TOTAL 461
100

C. Sex
Male
228
49.46
Female
233
50.54
TOTAL 461
100.00

D. Ethnic Origin
Highlands
212
45.98
Lowlands
92
19.96
Mix culture
157
34.06
TOTAL 461
100

E. Religion
Roman Catholic
335
72.67
Protestant
9
1.95
Born Again
55
11.93
Others (Islam/Iglesia
62 13.45
ni Cristo)
TOTAL 461
100.00

That female and male respondents have an almost equal distribution
indicates that students, regardless of sex or gender, are inclined to learning.
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61
In ethnic origin, the majority come from the highlands, followed by those
from mixed culture, and finally those from the lowlands.
As to religion, the greatest number are Roman Catholics, followed in
descending order of percentages by Islam and Iglesia ni Cristo; Born Again, and
Protestant.
Teachers. Table 7 shows that the majority are married, some are single and
one is a widow. Almost all of them are females and few are males. That there are
females indicates that females are more inclined to teaching than males.
As to religion, the majority are Roman Catholics followed by Baptist,
Anglican and Born Again.
For their educational background all teacher respondents obtained their
bachelors degree for secondary education. Some have taken master’s units in their
respective fields of specialization. This means that all of them are professionals in
their own right.
In field of specialization, the majority are major in English or Filipino.
Following in descending order of percentages are applied sciences major in
Science and Math; social sciences major in Music, Arts, Physical Education and
Health (MAPEH) and Technology and Home Economics (THE), and values.

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Table 7. Profile of the teacher respondents

PROFILE NUMBER

PERCENT
A. Civil Status

Single
3
23.08
Married
9
69.23
Widowed
1
7.69
TOTAL 13
100.00

B. Sex
Male
2
15.38
Female
11
84.62
TOTAL 13
100.00

C. Religion
Catholic
10
76.92
Born Again
1
7.69
Others (Baptist/
2 15.38
Anglican)
TOTAL 13
100.00

D. Educational Background
BSED 9
69.23
MAED 4
30.77
TOTAL 13
100.00

E. Field of Specialization
1. Languages

Filipino
4
30.77
English
3
23.08
2. Applied Sciences

Math
2
15.38
Science
3
23.08
3. Social Sciences

Values
1
7.69
TLE
2
15.38
MAPEH
2
15.38
TOTAL 13
100.00

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Parents. Table 8 shows the profile of parents along two independent
variables: religion and educational background.
Consistent with the other respondents again most of the parents are Roman
Catholics, followed by other religions like Islam and Anglican, and Born Again;
and Protestant. As for their educational background, fathers are high school or
college graduates. Least in number is elementary graduates. On the other hand,
mothers are elementary graduates. Some are high school graduates and few are
college graduates.

Table 8. Profile of parent respondents

PROFILE
NUMBER
PERCENT
A. Religion

Catholic
71
78.89
Protestants
3
3.33
Born Again
5
5.56
Others
11 12.22
(Islam/ Anglican)
TOTAL 90
100.00

D. Educational Background
1. Fathers

Elementary
26
28.89
High School
36
40.00
College
28
31.11
TOTAL 90
100.00
2. Mothers

Elementary
24
26.67
High School
44
48.89
College
22
24.44
TOTAL 90
100.00

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Priority in Developmental Needs of the Students as
Perceived by Students, Teachers and Parents
Along Areas of Needs

Physical Area

Table 9 presents the degree of priority in developmental needs as
perceived by the respondents along physical area.

The respondents’ perception significantly differ, as indicated by the
overall mean 4.18. This result implies that the respondents vary in their
perceptions of the identified physical needs. Generally, however all the physical
needs are perceived as frequently needed.

Slight differences are seen on the three most important needs. For the
students, the most important physical needs in descending order are knowing
proper nutrition, learning to address appropriately, and learning how to accept the
physical body changes.

For the teachers, the most important physical needs in descending order
are learning how to dress appropriately, knowing how to cope with the
discomforts caused by physical body changes, having knowledge of proper
nutrition, and being aware of the health services.

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Table 9. Extent of needs of students as perceived by the respondents along the physical area

PHYSICAL NEED
RESPONDENT MEAN
OVERALL
DESC RANK
Student Teacher Parent MEAN
Informing students on the changes on their physical body
3.70 3.92 4.17 3.93 FN 7
(adams apple, vocal cord, pubic hairs, first menstruation,
development of breast and the like)
Improving physical appearance
3.93
3.92
4.17
4.01
FN
4
Knowing how to cope with the discomforts caused by
3.59 4.15 4.10 3.95 FN 6
physical body changes
Learning how to accept the physical body changes
4.08
4.00
4.17
4.08
FN
3
Improving their body posture
3.90
3.85
3.82
3.86
FN
8
Learning how to dress appropriately 3.95
4.23
4.08
4.09
FN
2
Handling skin problems
3.68
3.85
3.98
3.84
FN
9
Maintaining and managing hair style
3.84
3.62
3.88
3.78
FN
10
Knowing proper nutrition
4.13
4.08
4.26
4.16
FN
1
Being aware of the health services
3.65
4.08
4.17
3.97
FN
5
OVERALL MEAN
3.84
3.97
4.08

FN

Fc
=
4.18*
F.05 = 0.016
* - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Very Frequently Needed (VFN)
4

3.5 - 4.49

Frequently Needed (FN)
3

2.5 - 3.49

Sometimes Needed (SN)
2

1.5 - 2.49

Rarely Needed (RN)
1

1.0 - 1.49

Not Needed (NN)
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Finally for the parents, the most important physical needs in descending
order are knowing proper nutrition, informing students on the changes, on their
physical body, improving appearance, learning how to accept the physical body
changes being aware of the health services, and knowing how to cope with the
discomforts caused by the physical body changes.

The results confirm that the students are generally not satisfied with their
bodies. Students concern with knowing proper nutrition is an off-shoot of their
consciousness of their physical build-up.

It is noted that the main priority of the teachers is the least priority of the
students. Thus a big contrast is seen. From this result it can be inferred that the
students are not open about their physical needs. On the other hand, the teachers
are not aware of the priority in physical needs of the students. There is a need
therefore for the teachers to device a way to assess the physical needs of the
students so they can be able to assist them.

It is noted that the parents and students have an identical priority in
knowing proper nutrition. It can be inferred then that parents are aware of the
physical needs of their children. Knowing their physical needs would eventually
guide them on how to assist their children in this area of development.

Regardless of group the most important needs in descending order of
ranks, are knowing proper nutrition, learning how to dress appropriately and
learning how to accept the physical body changes.
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The results agree with the explanation of Duseen (1978), as cited by
Havighurst (1970), that the adolescents have enormous appetites but poor eating
habits. Accordingly adolescents eat too much junk foods and high amount of
desserts but too little amount of meat, fish, egg, cheese and the like.

The findings corroborate the observation of Ryan (1966), as cited by
Hurlock (1982), that one primary requirement of clothing for adolescent is that it
meets the approval of the peer group. It has been observed that students prefer
signature clothes such as Bench, Adidas, Calvin Kline and the like. These clothes
are mostly expensive and considered as “in” or fashionable.

Finally, the results also confirm the finding of Ryan (1966), as cited by
Hurlock (1982), that adolescents recognize that appearance plays an important
role in social acceptance. Thus this interest is heightened even after the end of
schooling and when preparing to enter the world of work.

Psychological Area

Table 10 presents the degree of priority developmental needs as perceived
by the respondents along psychological area.

The perceptions of the respondents significantly differ as indicated by the
overall mean of 0.690. This result implies that the perceptions of the respondents
vary along the identified psychological needs. Generally, however, all the
psychological needs are perceived as frequently needed.
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Table 10. Extent of needs of students as perceived by the respondents along the psychological area

PSYCHOLOGICAL NEED
RESPONDENT MEAN
OVERALL
DESC RANK
Student Teacher Parent MEAN
Understanding themselves and others
4.27
3.92
4.32
4.17
FN
1
Maximizing their talents to feel fulfilled
4.02
4.15
4.22
4.13
FN
2
Developing self confidence
4.09
4.00
4.22
4.10
FN
3
Counseling on personal/academic problems
3.70
3.92
3.97
3.86
FN
9
Knowing themselves through standardize test
3.88
3.77
3.89
3.85
FN
10
Being independent
3.79
3.92
3.98
3.9
FN
8
Having privacy
3.98
3.92
4.07
3.99
FN
5
Understanding the world to make realistic choices
4.03
3.92
3.92
3.96
FN
6
Feeling lovable and capable
4.05
3.69
4.08
3.94
FN
7
Coping with their problems
4.11
4.00
4.16
4.09
FN
4
OVERALL MEAN
3.99
3.92
4.08

FN

Fc
=
0.690*
F.05 = 0.502
* - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Very Frequently Needed (VFN)
4

3.5 - 4.49

Frequently Needed (FN)
3

2.5 - 3.49

Sometimes Needed (SN)
2

1.5 - 2.49

Rarely Needed (RN)
1

1.0 - 1.49

Not
Needed
(NN)
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The groups slightly differ are seen on the their perceptions of the three
most important psychological needs. For the students the most important
psychological needs in descending order of means are understanding one’s self
and others, coping with problems, and developing self-confidence. Among the
teachers the most important psychological needs in descending order of means
are maximizing talents, developing self confidence, feeling lovable and capable,
coping with problems, understanding the world to make realistic choices, having
privacy, being independent, counseling on personal and academic problems and
understanding one’s self and others.

Finally on the part of the parents, the most important needs are
understanding one’s self and others, maximizing potentials for self-fulfillment,
developing self-confidence and coping with problems. It is observed that the
priority needs perceived by parents are is similar to those of the students.

Results confirm that at this point in time students admit difficulties in
understanding themselves and others. It appears that parents are very much more
aware of these difficulties than are the teachers .On the other hand, the teachers
prioritize maximizing potentials. Although their intention is noble, they need to be
re-oriented on this aspect. As suggested by Hurlock (1982), teachers ought to be
reminded that the adolescents’ developmental task includes resolving or achieving
first the psychological needs. When psychological needs are attained
consequently the adolescents develop their self-confidence, a character which is
essential in the process of finally maximizing their potentials.
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Regardless of groups, the most important psychological needs in
descending order of importance are understanding themselves, maximizing their
talents to feel fulfilled, and developing their self-confidence.
This result corroborates the statement of Hurlock (1982) that the
psychological effects of puberty are very complicated. Among these are the
unfavorable self-concepts which affect their relationship with others. When
adolescents do not receive the treatment they expect from others, their self-
concept is tremendously affected. If situation presents otherwise then students
will develop a positive self-image and thus a capability of having significant
relationship with others.

Emotional Area

Table 11 presents the degree of priority developmental needs as perceived
by the respondents along emotional area.

The perceptions of the respondents significantly differ, as indicated by the
overall mean 0.637. This result implies that the respondents vary in their
perceptions of the identified emotional needs. Generally, however, all the
emotional needs are perceived as frequently needed.

Slight differences are seen on the three most important emotional needs.
For the students, the most important emotional needs are feeling accepted and
respected, learning to accept themselves and learning how to handle their
problems.
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Table 11. Extent of needs of students as perceived by the respondents along the emotional area

EMOTIONAL NEED
RESPONDENT MEAN
OVERALL
DESC RANK
STUDENT TEACHER PARENT
MEAN
Acquiring emotional ability
3.90
3.85
4.11
3.95
FN
9
Understanding love
3.92
3.85
4.16
3.98
FN
8
Developing sense of humor
3.95
3.92
4.17
4.01
FN
6
Knowing how to control their anger
4.01
4.08
3.94
4.01
FN
6
Learning how to handle their problems
4.12
4.08
4.12
4.11
FN
3
Developing calmness and self-reliance
4.03
4.38
4.02
4.14
FN
2
Learning how develop self-acceptance
4.15
4.08
4.18
4.14
FN
2
Developing a sense of direction
3.99
3.92
4.09
4.0
FN
7
Feeling accepted and respected
4.16
4.08
4.20
4.15
FN
1
Expressing their ideas freely
3.93
4.15
4.09
4.06
FN
4
Expressing their feelings freely
3.91
4.08
4.14
4.04
F N
5
OVERALL MEAN
4.01
4.04
4.11

FN

Fc
=
0.637*
F.05 = 0.529
* - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Very Frequently Needed (VFN)
4

3.5 - 4.49

Frequently Needed (FN)
3

2.5 - 3.49

Sometimes Needed (SN)
2

1.5 - 2.49

Rarely Needed (RN)
1

1.0 - 1.49

Not Needed (NN)
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Among the teachers, the most important psychological needs in
descending order of importance are developing calmness and self-reliance,
expressing ideas and feelings freely, feeling accepted and respected, learning to
accept one’s self, learning how to handle problems, and knowing how to control
anger. Finally on the part of the parents, the most important needs are feeling
accepted and respected, learning how to accept one’s self and developing a
sense of humor.

It is observed that the priority needs perceived by parents are similar to
those of the students .The teachers meanwhile hold a different perspective.

Results confirm that at this point students seek for self-acceptance within
and without through their relation with others. Regardless of groups, the most
important needs in descending order of importance are feeling accepted and
respected, developing calmness and self-reliance, learning how to develop self-
acceptance, and learning how to handle problems.
This result corroborates the statement of Hurlock (1982) that the
psychological effects of puberty are very complicated. Among the complications
is the unfavorable self-concept that affects relationship with others. When
adolescents do not receive the treatment they expect from others, self-concept
there is seriously affected. If situation presents otherwise then students develop a
positive self-image that enables them have significant relationships with others.
Findings agree with Hurlock (1982) who, discussing about the three A’s of
happiness, emphasized that acceptance, affection and achievement are essentials
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for the happiness of an adolescent; that it is very important to meet these needs
especially during childhood and adolescent years when these children are still
dependent on families and cannot control their environment.

Furthermore the data support the two reasons identified by Hurlock (1982)
as to why adolescence is a problem age. First, during childhood, problems were
met and solved by parents and teachers. Second, adolescence is not an easy stage
because adolescents want to feel that they are independent; they demand the right
to solve their own problems, refusing attempt on the part of parents and teachers
to help them.

Cognitive Area

Table 12 presents the degree of priority developmental needs as perceived
by the respondents along the cognitive area.

The perceptions of the respondents do not significantly differ, as indicated
by the overall mean 0.430. This result implies that the respondents have similar
perceptions of the identified cognitive needs. Generally, all the cognitive needs
are perceived as frequently needed.

Slight differences are seen on the three most important cognitive needs.
For the students the most important cognitive needs in descending order of
importance are having working skills for future career, improving communication
skills and updating knowledge and information on different fields.
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Table 12. Extent of needs of students as perceived by the respondents along the cognitive area

COGNITIVE NEED
RESPONDENT MEAN
OVERALL
DESC RANK
Student Teacher Parent MEAN
Updating knowledge and information on different fields
4.09
3.85
4.07
3.67
FN
8
Developing abilities in different subjects
4.08
3.92
4.10
4.03
FN
6
Improving communication skills
4.10
4.15
4.16
4.14
FN
3
Understanding ideas and activities
4.09
4.23
4.11
4.14
FN
3
Learning how to explain their ideas and activities
4.02
4.23
4.17
4.14
FN
3
Enhancing their ability to judge
3.81
4.23
3.91
3.98
FN
7
Improving their critical thinking
4.05
4.31
4.17
4.18
FN
2
Developing creativity
4.01
4.15
4.14
4.10
FN
5
Developing open mindedness
4.02
4.38
4.16
4.19
FN
1
Working skills for future career
4.11
4.15
4.10
4.12
FN
4
OVERALL MEAN
4.04
4.16
4.11

FN

Fc
=
0.430ns
F.05 = 0.651
ns - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Very Frequently Needed (VFN)
4

3.5 - 4.49

Frequently Needed (FN)
3

2.5 - 3.49

Sometimes Needed (SN)
2

1.5 - 2.49

Rarely Needed (RN)
1

1.0 - 1.49

Not Needed (NN)
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Among the teachers the most important cognitive needs in descending are
improving critical thinking, learning how to explain their ideas and activities,
developing open mindedness, improving communication skills and developing
creativity. Conversely, on the part of the parents, the most important needs are
learning how to explain ideas and activities, developing open-mindedness,
improving communication skills, and developing creativity.
The results imply that students are more or less aware of the relevance of
their current educational activities to their future career.

The priority needs perceived by parents are similar to those by teachers.
Both teachers and parents perceive that there is a need for students to develop
intellectual skills such as analysis, open-mindedness and creativity. They also
perceive the importance of developing communication skills among the students.

Regardless of groups, the most important cognitive needs are developing
open-mindedness, improving critical thinking, improving communication skills,
and understanding ideas and activities.
This result corroborates the finding of Laurakas (1975), as cited by
Hurlock (1982), that boys and girls of high school age begin to think seriously
about their future .They become interested in skills or activities which they
believe will be helpful in their prospective careers.

The findings agree with the conclusions of Hurlock (1982) on the
pretended negative attitude of students towards schooling: the adolescents avoid
the impression that they have the brains to be accepted by their peers. Secretly,
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however, they like schooling because most of them get along well both socially
and academically. Furthermore, the findings jibe with the statement of Clark
(1965), as cited by Hurlock (1982), that many adolescents’ interest in school
subjects is influenced by how relevant they perceive the subject to be.

Social Area

Table 13 presents the degree of priority developmental needs as perceived
by the respondents along the social area.

The perceptions of the respondents do not significantly differ, as indicated
by the overall mean 0.304. This result implies that the respondents have similar
perceptions of the identified social needs. Generally, however, all the social
needs are perceived as frequently needed.

Slight differences are seen on the three most important social needs. For
the students, the most important social needs are having friends, learning to
respect human rights, and learning how to be responsible and accountable of the
things they do.

Among the teachers the most important social needs are knowing and
practicing social ethics, learning how to appreciate culture and religion,
developing healthy relationships with the opposite gender, knowing guidelines on
masculine roles, having friends, and learning how to be responsible and
accountable of the things they do.
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Table 13. Extent of needs of students as perceived by the respondents along the social area

SOCIAL NEED
RESPONDENT MEAN
OVERALL
DESC RANK
Student Teacher Parent MEAN
Achieving new relationship with their peers
4.02
3.85
4.02
3.96
FN
8
Developing healthy relationship with the opposite gender
3.52
4.15
3.91
3.86
FN
9
Knowing guidelines on feminine and masculine roles
3.78
4.15
3.98
3.97
FN
7
Knowing and practicing social ethics
3.88
4.31
3.99
4.06
FN
5
Having friends
4.34
4.15
4.22
4.24
FN
1
Joining social gatherings
3.90
4.08
3.96
3.98
FN
6
Knowing guidelines on dating and going steady
3.63
3.92
3.68
3.78
FN
1
Learning how to appreciate culture and religion
4.15
4.23
4.06
4.15
FN
14
Learning how to respect human rights
4.27
4.08
4.13
4.16
FN
3
Learning how to be responsible and accountable of the
4.22 4.15 4.22 4.20 FN 2
things they do
OVERALL MEAN
3.97
4.11
4.02

FN

Fc
=
0.304ns
F.05 = 0.738ns
ns - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Very Frequently Needed (VFN)
4

3.5 - 4.49

Frequently Needed (FN)
3

2.5 - 3.49

Sometimes Needed (SN)
2

1.5 - 2.49

Rarely Needed (RN)
1

1.0 - 1.49

Not Needed (NN)
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Finally, on the part of the parents, the most important social needs are
having friends, learning how to be accountable and responsible of the things they
do, learning to respect human rights, and learning how to appreciate culture and
religion.
The results imply that students give importance to friendly relationship
with their peers. They show signs of maturity due to their realization that it is high
time for them to do things on their own and handle whatever the consequence of
such actions. The data indicate that they are socially capable of being considerate
to others and of respecting human rights.

The priority needs perceived by the parents are similar to those by the
students. The teachers, although they perceive social needs at a broader level, are
not as aware as the parents on the social priorities of the students.

Regardless of groups, the most important social needs are having friends,
learning how to be responsible and accountable for the things they do, and
learning to respect human rights.
This result corroborates the statement of Hurlock (1982) that boys and
girls of high school age begin to think seriously about their future .They become
interested in skills or activities which they believe will be helpful in their
prospective careers.

The findings agree with the observation of Hurlock (1982) that young
adolescents prefer a large number of friends but as they grow older, they prefer
friends whose interest, values are similar to theirs. Thus friendship is no longer
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measured quantitatively but qualitatively. Furthermore, as stated by Hurlock
(1982), adolescents develop interest in government, politics and world affairs
such as human rights and current issues. However, they lose interest in the later
part because they start to realize that there is nothing they can do. They also feel
that their efforts are un-appreciated.

Moral Area

Table 14 presents the extent of needs of students as perceived by
respondents along the moral area.
The perceptions of the respondents significantly differ, as indicated by an
overall mean 1.104. This result implies that the perceptions of the respondents
vary. However, all the identified moral needs are perceived as frequently needed
except for the need to be honest, which is perceived by the teachers as very
frequently needed.
The three groups slightly differ on the three most important moral needs.
Among the students, the most important moral needs are understanding clearly
what is right from wrong, developing commitment to their family, friends, God,
etc.; and understanding nature of their existence.
For the teachers the most important moral needs are learning how to be
honest, learning how to show their care, learning how to act with integrity,
exercising personal discipline, appreciating prevailing customs, and forming
desirable values.
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Table 14. Extent of needs of students as perceived by the respondents along the moral area

MORAL NEED
RESPONDENT MEAN
OVERALL
DESC RANK
Student Teacher Parent MEAN
Forming desirable values
4.07
4.46
4.09
4.21
FN
4
Understanding nature of their existence
4.14
4.31
3.96
4.14
FN
6
Developing commitment to their family friends, God ,etc
4.25
4.15
4.17
4.19
FN
5
Understanding clearly what is right from wrong
4.26
4.38
4.24
4.29
FN
1
Developing socially accepted behavior
4.01
4.23
3.93
4.06
FN
7
Appreciating prevailing customs
3.74
4.46
3.72
3.97
FN
8
Exercising personal discipline
4.02
4.46
4.09
4.19
FN
5
Learning how to be honest
4.03
4.54
4.18
4.25
FN
2
Learning how to act with integrity
3.93
4.46
4.17
4.19
FN
5
Learning how to show their care
4.03
4.46
4.20
4.23
FN
3
OVERALL MEAN
4.05
4.39
4.07

FN

Fc
=
1.104*
F.05 = 0.332
* - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Very Frequently Needed (VFN)
4

3.5 - 4.49

Frequently Needed (FN)
3

2.5 - 3.49

Sometimes Needed (SN)
2

1.5 - 2.49

Rarely Needed (RN)
1

1.0 - 1.49

Not Needed (NN)
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Finally, for the parents, the most important moral needs are understanding clearly
what is right from wrong, learning to show their care, and learning to be honest.
The perceptions of the parents and students are identical when it comes to
the most important moral need. Again the teachers are not as aware as the parents
are on this area. It can be inferred therefore that teachers assume that students
already know what is right from wrong. However, results show otherwise.
The results indicate that the students do not have a definite standard as to
what is right from wrong. The parents perceive the same fact. Nevertheless, the
parents and teachers give importance to honesty as a moral need to be developed
by the students. This observation is specially true for the teachers who deem that
learning to be honest needs to be very frequently observed. This implies that
generally not a few students are still dishonest, thus, the need to learn honesty is
essential.
The findings corroborate the observation of Langford (1975), as cited by
Hurlock (1982), that building a moral code for adolescents is difficult because of
the inconsistencies in standards of right and wrong they encounter in life; and
support the conclusion of Bruggen (1975) and Kemper (1976), as cited by
Hurlock (1982), that two conditions make the replacement of specific moral
concepts with general concepts of right and wrong more difficult than it should
be. First is the lack of guidance in learning how to generalize specific concepts.
This means that parents and teachers put little emphasis on teaching the
relationship between specific principles they learned earlier and the general
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principles. It is only in new areas of behavior, such as relation with opposite sex,
do adults feel that there is a real need for further moral training. Second the kind
of discipline at home and school. Parents and teachers assume that adolescents
know what is right. They emphasize punishment for actions which they regard as
intentional behavior. Parents and teachers fail to emphasize on explaining to
students why certain things are right and others are wrong. Less attention is given
to rewarding the adolescents for doing the right thing.
The results affirm the idea of Andres (1980) that in reality the Philippines
is an insecure system, and that the Filipino has no opportunity for positive
qualities; and support the idea of Gonzales (1997) that there are factors that have
created confusion and faulty concepts of truth and moral values. Objective
standards of morality were eliminated, feelings of self-centeredness maximized
and personal responsibility minimized. Observed are the philosophies of
materialism and environmental pressures that promote consumerism and
hedonistic lifestyles. As a result, people tend to indulge and gratify their bodies
and emotions thereby making their indifference to truth and objective moral
standards.

Career

Table 15 presents the extent of needs of students as perceived by the
respondents along the career area.

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Table 15. Extent of needs of students as perceived by the respondents along the career area

CAREER NEED
RESPONDENT MEAN
OVERALL
DESC RANK
Student Teacher Parent MEAN
Acquiring information about new schools
4.08
4.38
3.93
4.13
FN
1
Inquiring on the different college courses
4.07
4.23
4.02
4.11
FN
2
Counseling on how to chose a school
3.97
4.00
3.89
3.95
FN
7
Counseling on how to chose a course
4.07
4.00
4.04
4.04
FN
4
Knowing how to relate themselves in a new school
3.96
4.08
3.97
4.00
FN
6
Counseling on how to adjust in college
3.98
4.15
4.03
4.05
FN
3
Assisting students how to find work opportunities
4.01
4.00
4.01
4.01
FN
5
Giving recommendations for academic scholarship.
4.02
4.00
4.11
4.04
FN
4
OVERALL MEAN
4.02

4.11

FN

Fc
=
0.089ns
F.05 = 0.915
ns - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Very Frequently Needed (VFN)
4

3.5 - 4.49

Frequently Needed (FN)
3

2.5 - 3.49

Sometimes Needed (SN)
2

1.5 - 2.49

Rarely Needed (RN)
1

1.0 - 1.49

Not Needed (NN)
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The perceptions of the respondents do not significantly differ, as indicated
by the overall mean 0.089. This result implies that the respondents have similar
perceptions. All the career needs are perceived as frequently needed.

The groups slightly differ in the most important career needs. Among the
students, the most important career needs in descending order are acquiring
information about new schools, inquiring on the different college courses,
counseling on how to choose a course, and giving recommendations for academic
scholarship.

For the teachers the most important career needs are acquiring information
about new schools, inquiring on the different college courses and counseling on
how to adjust in college. Finally, for the parents, the most important career needs
are giving recommendations for academic scholarship, counseling on how to
choose a course, and counseling on how to adjust in college.

Based on the findings, it can be inferred that the students perceive career
needs as information-oriented. The same observation is seen with the teachers.
The parents perceive the importance of recommendations for academic
scholarship and counseling as part the career development. Scholarship, being the
priority of both students and parents, indicates that they foresee that their
economic capacity may not suffice for further education. The teachers do not
prioritize scholarship.
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Regardless of groups, the most important career needs are acquiring
information about new schools, inquiring on the different college courses, and
counseling on how to adjust in college.

The findings corroborate the observation of Monroe (1925), as cited by
Kapunan (1974), that in the secondary education, vocational guidance is a very
important function. Monroe recommended that the curricula and procedures be so
organized as to explore the different aptitudes, interests, and abilities of the
students; that school records should be instrumental in discovering the capacity of
students; and that counseling as a process should present facts essential for
vocational and educational decisions made by the students, parents and the
teachers.

Summary of the Developmental Areas

Table 16 presents the summary of the overall results in the different
developmental areas. Results show that the perception of the respondents
significantly differ in the areas of physical, psychological, emotional and moral
needs. In these areas of needs the perception of the respondents vary. Conversely,
the perceptions of the respondents do not significantly differ in the areas of
cognitive, social and career. It may be inferred that in these areas of needs the
perceptions of the respondents are similar.

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Table 16. Summary table on the developmental areas
AREA OVERALLMEAN
DESCRIPTION
Physical
4.18
*
Psychological 0.690 *
Emotional 0.637
*
Cognitive
0.430
ns
Social 0.304
ns
Moral 1.104
*
Career
0.089
ns
Legend:
* – significant

ns – not significant

The hypothesis, that there is significant difference in the priority needs of
the developmental areas among students as perceived by respondents is accepted
in some areas but not all. Significant differences are seen in the areas of physical,
psychological, emotional and moral needs, and no significant differences are seen
in the areas of cognitive, social and career needs.

Relationship Between the Areas of Needs
and the Socio-demographic
Profile of Students

Table 17 shows the relationship of the students’ profile and the areas of
needs. Except for sex the areas of developmental needs does not significantly
relate to age, year level, ethnic origin and religion. Therefore sex is an important
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87
factor that influences the developmental areas of physical ,psychological and
moral needs of students

Table 17. Relationship between the areas of needs and the socio-demographic
profile of the students

DEVELOPMENTAL
FACTOR
AREA
Age
Year
Sex Ethnic
Religion
Level
Origin
Physical

0.396 0.381 0.005* 0.187 0.310
Psychological
0.910 0.084 0.041* 0.203 0.001
Emotional
0.723 0.102 0.191 0.708 0.711
Cognitive

0.838 0.254 0.175 0.403 0.071
Social
0.804 0.219 0.082 0.139 0.235
Moral
0.189 0.760 0.006* 0.487 0.634
Career

0.333 0.456 0.007 0.712 0.890
Legend:
* - significant

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Extent of Satisfaction of the Teachers in the Fulfillment
of their Guidance Functions

Table 18 shows the extent of satisfaction of teachers in the fulfillment of
their guidance functions. Overall result shows that the teachers have a very
satisfactory ability, as indicated by the general weighted mean of 3.96. It is noted
that the teachers perform best in some functions and least in others.
In descending order of means, the functions performed best by the
teachers are helping students understand themselves, facilitating knowledge,
helping students explore different occupations, motivating and directing learning,
developing desirable areas of leadership, maintaining records of students and
making referrals of serious cases to the specialist, developing good citizenship,
diagnosing the strengths of students, and identifying the needs of students
This result implies that the teachers understand the psychology of
adolescents. They are aware of the confusions and conflicts within their students
thus they exert effort on helping them understand themselves. They are given to
the theory of Maslow that esteem needs precede cognitive needs and that it
is important that individuals should be at ease with themselves before they can
actually strive to achieve their cognitive success or needs. The teachers are
responsible advocates of learning since they also give importance to facilitating,
motivating and directing learning. Due regard is also given to the importance of a
future occupation and the importance of leadership.

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Table 18. Extent of satisfaction of the teachers in the fulfillment of their guidance
function

FUNCTION MEAN
DESCRIPTION
RANK
Collecting records
3.69
VS
7
Interpreting Records
3.69
VS
7
Maintaining Records
3.92
VS
4
Facilitating knowledge
4.08
VS
2
Helping students understand
4.15 VS 1
themselves
Developing desirable ideas of
4.00 VS 3
leadership
Developing good citizenship
3.92
VS
4
Helping students explore different
4.08 VS 2
occupations
Motivating learning
4.08
VS
2
Directing learning
4.08
VS
2
Identifying the needs of students
3.85
VS
5
Planning intervention programs
3.69
VS
7
Implementing intervention programs
3.77
VS
6
Diagnosing the strengths of students
3.85
VS
5
Sponsoring extra curricular activities
3.69
VS
7
Diagnosing the weakness of students
3.85
VS
5
Knowing available resource in the
3.62 VS 8
school and community
Making referrals of serious cases
3.92
VS
4
OVERALL MEAN
3.96
VS

Fc = 0.089ns
F.05 = 0.915
ns - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Excellent (E)
4

3.5 - 4.49

Very Satisfactory (VS)
3

2.5 - 3.49

Satisfactory (S)
2

1.5 - 2.49

Fairly (F)
1

1.0 - 1.49

Unable (U)
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
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90
Thus, the teachers teach their students to be educated not only for themselves but
also for others through the ideals of good leadership.
On the other hand, the least three functions done by the teachers are, in
ascending order of means, knowing the available resources in the school and the
community, collecting and interpreting records of students, sponsoring curricular
activities, planning intervention programs, and implementing intervention
programs.
This result implies that the teachers tend to limit themselves within the
school premise. Thus they are challenged to explore possible resources outside the
school campus. This finding corroborates that of Conant (2000) as cited by Addag
(2006) that the school is inseparable from the community. This means that
teachers should enrich learning with the resources available in the community.
Doing so bring out positive results since the school is actually located within the
territories of three barangays. As for the collecting and interpreting of students
records, one problem, that there is no room reserved for this purpose and that
teachers may need training on the skill of interpreting such records. The same
problems are foreseen in the function of planning and implementing intervention
programs. If only teachers are given due training on how these things are done
perhaps they can fulfill these functions to the outmost. For the sponsoring of
extra-curricular activities one important factor the limited funds available to
support such activities since the school is still an annex.

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91
Relationship Between the Degree of Satisfaction
in the Fulfillment of the Guidance Function
in the Teachers Profile

Table 19 presents the relationship between the degree of satisfaction in the
fulfillment of the guidance functions.

Except for sex as a variable the degree of satisfaction in the fulfillment of
the guidance functions does not significantly relate to the teachers’ profile such
as civil status, educational background, religion and field of specialization. This
finding implies that the above variables do not in anyway affect the degree of
satisfaction in the fulfillment of the guidance functions.

Table 19. Relationship between the degree of satisfaction in the fulfillment of the
guidance function in the teachers profile

TEACHERS
RELATIONSHIP PROBABILITY INTERPRETATION
PROFILE
Civil Status
0.268
0.376
Not Significant
Sex -0.577
0.039
Significant

Educational
0.115 0.707
Not
Significant
background

Religion
0.114 0.711
Not
Significant

Field of

Specialization:
- Languages (English
-0.470 0.105
Not
Significant
and Filipino)
- Social sciences
0.349 0.243
Not
Significant
(TLE, Values,
MAPEH)
- Applied sciences
0.191 0.533
Not
Significant
(Math and Science)
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92

There is a significant relationship between sex and the degree of
satisfaction in the fulfillment of guidance functions. This finding indicates that
the degree of satisfaction in the fulfillment of guidance functions is dependent on
sex and vice versa.

Extent of Sensitivity of Teachers to the Priority
Development Areas of their Students

Table 20 shows the extent of sensitivity of teachers along the different
areas of needs.
Based on the overall results, the highest sensitivity in is given to moral,
social, emotional, cognitive, career, psychological, and physical needs.
The data indicate that teachers are indeed very sensitive to the needs of
students particularly the moral, social, emotional and cognitive areas. It may be to
implied that as teachers they do not limit their sensitivity only to the cognitive
need which has always been supposed to be their main concern. This result agrees
with Woolfolk's idea of affective education: that whatever the family has missed
can be filled up in the person of the teacher. If teachers are able to do these then
the children will eventually be capable of academic success once their emotional
or affective needs are responded to by the teachers.

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93
Table 20. Extent of sensitivity of teachers to the priority developmental areas of
their students

DEVELOPMENTAL
EXTENT OF TEACHERS SENSITIVITY

AREA
MEAN DESCRIPTION
RANK
Physical
4.19
TM
5
Psychological 4.24
TM 4
Emotional 4.51 VTM
2
Cognitive
4.42
TM
3
Social 4.51
VTM
2
Moral 4.53
VTM
1
Career
4.42
TM
3
Fc = 0.089ns
F.05 = 0.915
ns - significant
Legend:
Scale
Statistical
Limit Description
5

4.5 – 5.0

Very True of Me (VTM)
4

3.5 - 4.49

True of Me (TM)
3

2.5 - 3.49

Sometimes True of Me (STM)
2

1.5 - 2.49

Hardly True of Me (HTM)
1

1.0 - 1.49

Not True of Me (NTM)

The least sensitivity centers on the area of physical needs. The teachers
might assume that they cannot be of assistance in this area or that they think that
students do not have needs or that they know what to do in this aspect of their
personality. This result shows a contrast with Maslow's idea that a person may not
proceed to a higher level of need if the basic needs have not been satisfied. That is
higher needs may not be attained to the fullest if basics are overlooked. These
basic needs somehow serve as the foundation of the higher needs. Thus in this
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94
aspect the teachers need to be re-oriented. They ought to be informed that they do
have an important role in the physical needs of their assistance in the process of
students’ coping up with their physical needs.
The overall result shows that the teachers’ extent of sensitivity are in the
areas of moral, social and emotional needs extends to themselves. The teachers,
therefore, are most sensitive to these areas.

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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary
The study intended to determine the socio-demographic profile of the
respondents, identify the priority developmental needs of the students, determine
the relationship between the students’ profile and the areas of needs, determine
the extent of the satisfaction of the teachers in the fulfillment of their guidance
functions, determine the relationship between the teachers’ profile and the degree
of satisfaction in the fulfillment of their guidance functions, and identify the
extent of sensitivity of teachers to the developmental areas of needs.

The study was conducted in Baguio City National High School Roxas
Annex at North Sto. Tomas Road, Baguio City.
The salient findings are:
1. The majority of the students range in age from 13 to 15 years, and are
third years, highlanders and Catholics. The distribution of male and female
respondents is equal. Most of the teachers are married, females and Catholics. All
of them are degree holders of secondary education and several have taken
master’s units. The majority of the parents are high school graduates and
Catholics.
2. The priority developmental needs of students as perceived are knowing
proper nutrition along physical area, understanding one’s self and others along
psychological area; feeling accepted and respected along emotional area;
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
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96
developing open-mindedness along cognitive area; having friends along social
area; understanding clearly what is right from wrong along moral area; and
acquiring information about new schools along career area.
3. The teachers fulfill their guidance functions very satisfactorily. They are
most effective in fulfilling the roles of helping students to understand themselves,
facilitating knowledge, helping explore occupations, motivating and directing
learning, and developing desirable ideas of leadership. Conversely, they are less
effective in fulfilling the roles of knowing available resources in school and in the
community, collecting and interpreting records, sponsoring curricular activities
and planning and implementing intervention programs.
4. Students’ age, year level, ethnic origin and religion do not affect the
areas of developmental needs but not in sex. It may be generalized that sex is an
important factor that affects physical psychological and moral needs. Although
inconclusive the highest relation is seen in the psychological area according to
age, moral area according to year level, emotional area according to sex, and
career area according to ethnic origin.
5. Teachers’ civil status, religion, educational background and field of
specialization do not affect the satisfaction of the fulfillment of the guidance
functions but not sex..
6. The teachers are most sensitive in the areas of moral, social, cognitive
and career needs. Conversely, they are least sensitive in the areas of physical and
psychological needs.
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97
Conclusions

Based on the findings the following conclusions are drawn:
1. It is easier for the teachers to identify the needs of students in the
developmental areas of physical, psychological, emotional, cognitive, social,
moral and career needs when the profile of students are available
2. The perceived priority developmental needs of students are knowing
proper nutrition along physical area; understanding one’s self and others along
psychological area; feeling accepted and respected along emotional area;
developing open mindedness along cognitive area; having friends along social
area; understanding clearly what is right from wrong along moral area; and
acquiring information about new schools along career area.
3.Sex is an important factor that influences the developmental areas of
physical ,psychological and moral needs of students.
4. Sex is an important factor in the satisfaction of the fulfillment of
guidance functions.
5. The teachers perform their guidance functions very satisfactorily. They
are skilled in fulfilling the roles of helping students to understand themselves,
facilitating knowledge, helping explore occupations, motivating and directing
learning, and developing desirable ideas of leadership conversely they lack the
skills in knowing available resources in school and in the community, collecting
and interpreting records, sponsoring curricular activities and planning and
implementing intervention programs.
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98
6. The teachers are most sensitive in the areas of moral, social cognitive
and career needs but not in the areas of physical and psychological needs.

Recommendations
1. Socio-demographic profiles of parents ,teachers and students should be
updated and organized to serve as bases of developing relevant programs. A
separate room for these files should be provided.
2. The students, teachers and parents ought to be aware of priority
developmental needs of the students/children and organized projects and activities
corresponding to such needs. An assessment of needs like surveys should be done
at least every two years if not every year before action plans are made .
3. Teachers should sustain their strengths but should overcome their
weaknesses in the performance of their guidance functions. Thus teachers should
be sent for in-service trainings and seminars on guidance and counseling. If this is
not possible, scholarships should be provided for further studies. At least one
guidance counselor should be hired in every annex.
4. Although the institution is a public school, activities that promote
spirituality should be organized such as ecumenical mass, mass baptism or
recollections to cater to spiritual growth.
5. Regardless of profile teachers should try their best to fulfill their
guidance functions to the maximum level. During staff meetings, a particular time
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99
should be set aside for sharing information or experiences regarding guidance
concerns

6. Teachers should sustain sensitivity in the areas of moral, social,
emotional and cognitive needs but they should give due sensitivity to the areas
of psychological and physical needs. Thus, the administration should set a budget
for subscribing to publications and books on adolescent psychology.
7. Comparative studies should be done in the different levels of education
as to developmental needs.
8. Policy makers should draft a memorandum that before any project or
plans are made assessments and evaluation activities should be conducted. At the
same time, they should employ at least one guidance counselor before any
educational institution can open.
9. Administrators should set a an annual budget for the sole purpose of
achieving guidance programs.
10. Parents and teachers should set a time for conferences with the
administrators to discuss concerns about the students or children.

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100
LITERATURE CITED

ADDAG, P. L. 2006. The Role of the Parents, Teachers and Community
Association in the Elementary School Guidance Program in District III,
Baguio City. Unpublished Master’s Thesis. Benguet State University, La
Trinidad, Benguet. Pp. 1-71.

ADIWANG, B. A. 1998. Guidance Services in the Elementary Schools in Baguio
Central and Lucban Districts. Unpublished Masters Thesis. Baguio Central
University. Pp. 1-135.

ADVINCULA, B. A. 1998. Improving the guidance program in Cervantes,
Quirino district division of Ilocos Sur. Pp. 1- 125.

BELEN, B. M. 1983. Pressing Problems of School Students. Unpunished
Master’s Thesis. Saint Louis University, Baguio City.

BERNARD, H. W. 1972. Principles of Guidance. New York: Thomas Y. Crowell
Company Inc. Pp. 7-9.

ELLIOT, S. N. 1996. Educational Psychology: Brown and Benchmark Company.
Pp. 1 – 632.

FULGUERAS, M. S. P. 1998. A Needs Assessment of the S. Sp. Educational
Apostolate in Lagilang its Non-formal Education Programs. Unpublished
Master’s. Saint Louis University, Baguio City..

GONZALES, E. et. al. 1988. Values for Education for the Filipino. The DECS
Values Education Program.

HOUSES, E. S. 1989. Human Development, Advanced Years: Steck-Vaugh
Company. Pp. 60-61.

HURLOCK, E. B. 1982. Developmental Psychology: Philippine Copyright by
McGraw-Hill Inc. Pp. 221-385.

IBANA, C.C. 1992. Problems of Guidance Counselor in their Implementation of
their Functions. Unpublished Master’s Thesis. Saint Louis University,
Baguio City.

KAPUNAN, R. R. 1974. Fundamentals of Guidance and Counseling: Rex,
Printing Company Inc. Pp. 24-44.
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KELLY, W. A. 1933. Educational Psychology: The Bruce Publishing Company,
Milwaokee. Pp. 1-565.

LAMBINO, N. Guidance and Counseling (Psychology 19). Saint Louis
University. Pp. 14-25.

ORMOND, J. E. 2000. Educational Psychology: Developing learners: Garamond
Carlisle Communications, Inc. Prentice-Hall, Inc. Pearson Education
Upper Saddle River, New Jersey. Pp. 1 – 682.

PAPLAILA, D. E. 2002 Adult Development and Aging. Second Edition. New
York: McGraw Hill Higher Education. Pp. 434-435.

POWELL, M. 1971. Adolescent Psychology. Burgess Publishing Company. Pp.
91-111

Program, Instructional Materials Corporation for DECS Republic of the
Philippines.

SALINAS, E.S. 1991. The Guidance Services Program of Pozorubio districts I
and II division of Pangasinan. Unpublished Master’s Thesis, Baguio
Central University, Baguio City. Pp. 1-121.

SANTROCK, J. W. 1995. Life Span Development: WMC Brown
Communications Company. Pp. 229-351

SHAHANI, L. R. 1988. Building a People, Building a Nation. a Moral Recovery.

TUCKER N. O. 1991. Human Development: Steck Vaugh Company. Pp. 50-55.

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National High School Roxas Annex Students / Conchita L. Oide. 2006

102
Appendix A

COMMUNICATION

Republic of the Philippines
BENGUET STATE UNIVERSITY
GRADUATE SCHOOL
La Trinidad Benguet

February 19, 2005

ELMA D. DONAAL, Ed. D
BCNHS Secondary
School Principal IV

Madam:

Greetings!

Please be informed that the undersigned is currently working on a research
about the developmental needs of the students of BCNHS Roxas Annex. It has
been noted that your permission is very important in conducting this study.

In this connection may I please request your good office to allow me to
conduct this research.

Thank you very much for your consideration

Sincerely
yours,

(sgd) CONCHITA L. OIDE

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103
Republic of the Philippines
BENGUET STATE UNIVERSITY
GRADUATE SCHOOL
La Trinidad Benguet

February 23, 2005

ELMA D. DONAAL, Ed. D
BCNHS Secondary
School Principal IV

Madam:

Greetings!

Please be informed that the undersigned is currently working on a research
about the developmental needs of the students of BCNHS Roxas Annex. It has
been noted that your permission is very important in conducting this study.

In this connection may I please request your good office to allow me to
conduct the pre-test trial at BCNHS Bakakeng Annex.

Thank you very much for your consideration

Sincerely
yours,

(sgd) CONCHITA L. OIDE

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104
Republic of the Philippines
BENGUET STATE UNIVERSITY
GRADUATE SCHOOL
La Trinidad Benguet

To the Students:

This questionnaire has two (2) parts. Part I is intended for some Personal
Information about you. Part II is intended to find out the extent of needs of
students based on your own observations and experiences.

Both parts are designed for research study only, hence your individual
response will not in anyway affect you performance in school. Your answer will
be kept strictly confidential.

Kindly respond to all items

CONCHITA L. OIDE

(Researcher)

Appendix B

SURVEY QUESTIONNAIRE

Part I. Student Profile

Below are items which aim to find out personal information about you.
Please provide your answers by checking the appropriate blanks provide for.
Name (Optional) ___________________________________________________
A. Age

_____ 13-15
_____ 16-18
_____ 19 – above
B. Year Level

_____ IV

_____ III

_____ II
_____ I
C. Sex
_____
Male
_____
Female

D. Ethnical Origin

_____ Highlander
_____ Lowlander
_____ Mix Culture
E. Religion

_____ Roman Catholic
_____ Protestant
_____ Born Again

Others (Please indicate) ____________________________________

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105
Part II. Questionnaire for Students

Below are statements that refer to your needs in various areas of your
development. Indicate the extent to which these needs are applicable to you by
checking the corresponding number on the scale using the values provided below:
5
Very Frequently Needed (Applies to you 100% of the time)
4 Frequently
Needed
(Applies to you 75% of the time)
3 Sometimes
Needed
(Applies to you 50% of the time)
2
Rarely Needed (Applies to you 250% of the time)
1
Not Needed (Applies to you 0% of the time)
A PHYSICAL. These are basic needs for man to
5 4 3 2 1
survive physically and also a natural result of
the changes in your body. HENCE AS A
STUDENT I NEED:
1
Informing students on the changes on their

physical body
(adams apple, vocal cord, pubic hairs, first
menstruation, development of breast and the
like)
2
Improving physical appearance

3
Knowing how to cope with the discomforts

cause by physical body changes
4
Learning how to accept the physical body

changes
5
Improving their body posture

6
Learning how to dress appropriately

7
Handling skin problems

8
Maintaining and managing hair style

9
Knowing proper nutrition

10 Being aware of the health services

B. Psychological. These are the conditions

within and outside the child that affects the
development of his potentials. HENCE AS A
STUDENT I NEED:
1
Understanding themselves and others

2
Maximizing their talents to feel fulfilled

3
Developing
self
confidence

4
Counseling on personal/academic problems

5
Knowing themselves through standardize test

6
Being
independent

7
Having
privacy

8 Understanding the world to make realistic

choices
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106
9
Feeling lovable and capable
5
4
3
2
1
10 Coping with their problems

C.
EMOTIONAL. These are the necessary

positive feelings or emotions tht a person
should have a high regard of self and others.
HENCE AS A STUDENT I NEED TO:
1
Acquiring emotional ability

2
Understanding
love

3
Developing sense of humor

4
Knowing how to control their anger

5
Learning how to handle their problems

6
Developing calmness and self-reliance

7
Learning how develop self-acceptance

8
Developing a sense of direction

9
Feeling accepted and respected

10 Expressing their ideas freely

11 Expressing their feelings freely

D. COGNITIVE. These are the needs of man as

an intellectual and rational being. HENCE AS
A STUDENT I NEED:
1 Updating knowledge and information on

different fields
2
Developing abilities in different subjects

3
Improving communication skills

4
Understanding ideas and activities

5 Learning how to explain their ideas and

activities
6
Enhancing their ability to judge

7
Improving their critical thinking

8
Developing
creativity

9
Developing
open
mindedness

10 Working skills for future career

E. SOCIAL. These are the needs of a person to

develop his interpersonal skills for him to
meaningful relations. HENCE AS A
STUDENT I NEED:
1
Achieving new relationship with their peers

2 Developing
healthy
relationship with the

opposite gender
3 Knowing guidelines on feminine and

masculine roles
4
Knowing and practicing social ethics

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107
5 Having
friends
5 4 3 2 1
6
Joining social gatherings

7 Knowing guidelines on dating and going

steady
8 Learning how to appreciate culture and

religion
9
Learning how to respect human rights

10 Learning how to be responsible and

accountable of the things they do
F. MORAL. These are the development for an

individual to desire and achieve socially
responsible behavior acquire values and
finally adopt a particular ethical system.
HENCE AS A STUDENT I NEED:
1 Forming desirable values

2 Understanding nature of their
existence

3 Developing commitment to their family

friends, God ,etc
4 Understanding clearly what is right from

wrong
5 Developing
socially
accepted
behavior

6 Appreciating prevailing customs

7 Exercising personal discipline

8 Learning how to be honest

9 Learning how to act with integrity

10 Learning how to show their care

G. CAREER. These are needs which arises as

the individual matures and plan for his work
and lifestyle. HENCE AS A STUDENT I
NEED:
1 Acquiring information about new schools

2 Inquiring on the different college courses

3 Counseling on how to chose a school

4 Counseling on how to chose a course

5 Knowing how to relate themselves in a new

school
6 Counseling on how to adjust in college

7 Assisting students how to find work

opportunities
8 Giving recommendations for academic

scholarship.

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108
Republic of the Philippines
BENGUET STATE UNIVERSITY
GRADUATE SCHOOL
La Trinidad, Benguet

To the Teachers:

This questionnaire has four (4) parts. Part I is intended for some personal
information about you. Part II is intended for you to identify the developmental
needs of our students’. Part III aims to measure our sensitivity to the needs of our
students. Part IV is also intended to find out the extent of our ability to fulfill our
guidance roles as teachers.

All parts are designed for research study only, hence your individual
response will not in anyway affect your performance in school. Your answer will
be kept strictly confidential.

Kindly respond to all items.

CONCHITA L. OIDE
(Researcher)
PART I. Teachers Profile

Below are personal information about you. Please check your
corresponding answers.
A. Name (optional)________________________________________________.
Civil
Status
Single_____
Widowed_____

Married
_____
B. Religion
Catholic
_____ Born
Again
_____
Protestant_____ Others_______________
Baptist_____
C. Educational Background
Degree
BSED_____
PH
D
_____
MAED_____
D. Field of Specialization
1. Languages

3. Social Science
Filipino_____
Values
_____
English
_____
TLE
_____
2.
Math
_____
MAPEH_____
Science _____

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National High School Roxas Annex Students / Conchita L. Oide. 2006

109
Part II. Questionnaire for Teachers

Below are statements that refer to your needs in various areas of your
development. Indicate the extent to which these needs are applicable to you by
checking the corresponding number on the scale using the values provided below:
5
Very Frequently Needed (Applies to you 100% of the time)
4 Frequently
Needed
(Applies to you 75% of the time)
3 Sometimes
Needed
(Applies to you 50% of the time)
2
Rarely Needed (Applies to you 250% of the time)
1
Not Needed (Applies to you 0% of the time)
A PHYSICAL. These are basic needs for man to
5 4 3 2 1
survive physically and also a natural result of
the changes in your body, hence students
need:
1
Informing students on the changes on their

physical body
(adams apple, vocal cord, pubic hairs, first
menstruation, development of breast and the
like)
2
Improving physical appearance

3
Knowing how to cope with the discomforts

cause by physical body changes
4
Learning how to accept the physical body

changes
5
Improving their body posture

6
Learning how to dress appropriately

7
Handling skin problems

8
Maintaining and managing hair style

9
Knowing proper nutrition

10 Being aware of the health services

B. PSYCHOLOGICAL.
These are the conditions

within and outside the child that affects the
development of his potentials, hence students
need:
1
Understanding themselves and others

2
Maximizing their talents to feel fulfilled

3
Developing
self
confidence

4
Counseling on personal/academic problems

5
Knowing themselves through standardize test

6
Being
independent

7
Having
privacy

8 Understanding the world to make realistic

choices
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
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110
9
Feeling lovable and capable
5
4
3
2
1
10 Coping with their problems

C.
EMOTIONAL. These are the necessary

positive feelings or emotions that a person
should have a high regard of self and others,
hence students need:
1
Acquiring emotional ability

2
Understanding
love

3
Developing sense of humor

4
Knowing how to control their anger

5
Learning how to handle their problems

6
Developing calmness and self-reliance

7
Learning how develop self-acceptance

8
Developing a sense of direction

9
Feeling accepted and respected

10 Expressing their ideas freely

11 Expressing their feelings freely

D. COGNITIVE. These are the needs of man as

an intellectual and rational being, hence
students need:
1 Updating knowledge and information on

different fields
2
Developing abilities in different subjects

3
Improving communication skills

4
Understanding ideas and activities

5 Learning how to explain their ideas and

activities
6
Enhancing their ability to judge

7
Improving their critical thinking

8
Developing
creativity

9
Developing
open
mindedness

10 Working skills for future career

E. SOCIAL. These are the needs of a person to

develop his interpersonal skills for him to
meaningful relations, hence students need:
1
Achieving new relationship with their peers

2 Developing
healthy
relationship with the

opposite gender
3 Knowing guidelines on feminine and

masculine roles
4
Knowing and practicing social ethics

5
Having
friends

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
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111
6
Joining social gatherings
5
4
3
2
1
7 Knowing guidelines on dating and going

steady
8 Learning how to appreciate culture and

religion
9
Learning how to respect human rights

10 Learning how to be responsible and

accountable of the things they do
F. MORAL. These are the development for an

individual to desire and achieve socially
responsible behavior acquire values and
finally adopt a particular ethical system,
hence students need:
1 Forming desirable values

2 Understanding nature of their
existence

3 Developing commitment to their family

friends, God ,etc
4 Understanding clearly what is right from

wrong
5 Developing
socially
accepted
behavior

6 Appreciating prevailing customs

7 Exercising personal discipline

8 Learning how to be honest

9 Learning how to act with integrity

10 Learning how to show their care

G. CAREER. These are needs which arises as

the individual matures and plan for his work
and lifestyle, hence students need:
1 Acquiring information about new schools

2 Inquiring on the different college courses

3 Counseling on how to chose a school

4 Counseling on how to chose a course

5 Knowing how to relate themselves in a new

school
6 Counseling on how to adjust in college

7 Assisting students how to find work

opportunities
8 Giving recommendations for academic

scholarship.

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112
Part III. Questionnaire for Teachers

Below are the guidance functions as teachers. Indicate the extent to which you are
able to satisfy these roles using the scale:
Scale
Description
5 Excellent
(E)
4

Very Satisfactory (VS)
3 Satisfactory
(S)
2 Fairly
(F)
1 Unable
(U)
FUNCTION E
VS
S
F
U
(5)
(4)
(3)
(2)
(1)
Collecting
records

Interpreting Records

Maintaining
Records

Facilitating
knowledge

Helping students understand

themselves
Developing desirable ideas of

leadership
Developing good citizenship

Helping students explore different

occupations
Motivating learning

Directing
learning

Identifying the needs of students

Planning intervention programs

Implementing intervention programs

Diagnosing the strengths of students

Sponsoring extra curricular activities

Diagnosing the weakness of students

Knowing available resource in the

school and community
Making referrals of serious cases

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Part IV. Below are the needs of our students in various areas of development.
Indicate the extent of your sensitivity in the following areas using the scale:
Scale
Description
5 Excellent
(E)
4

Very Satisfactory (VS)
3 Satisfactory
(S)
2 Fairly
(F)
1 Unable
(U)
A PHYSICAL. These are basic needs for man to
5 4 3 2 1
survive physically and also a natural result of
the changes in your body, hence students
need:
1
Informing students on the changes on their

physical body
(adams apple, vocal cord, pubic hairs, first
menstruation, development of breast and the
like)
2
Improving physical appearance

3
Knowing how to cope with the discomforts

cause by physical body changes
4
Learning how to accept the physical body

changes
5
Improving their body posture

6
Learning how to dress appropriately

7
Handling skin problems

8
Maintaining and managing hair style

9
Knowing proper nutrition

10 Being aware of the health services

B. PSYCHOLOGICAL.
These are the conditions

within and outside the child that affects the
development of his potentials, hence students
need:
1
Understanding themselves and others

2
Maximizing their talents to feel fulfilled

3
Developing
self
confidence

4
Counseling on personal/academic problems

5
Knowing themselves through standardize test

6
Being
independent

7
Having
privacy

8 Understanding the world to make realistic

choices
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
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114
9
Feeling lovable and capable
5
4
3
2
1
10 Coping with their problems

C.
EMOTIONAL. These are the necessary

positive feelings or emotions that a person
should have a high regard of self and others,
hence students need:
1
Acquiring emotional ability

2
Understanding
love

3
Developing sense of humor

4
Knowing how to control their anger

5
Learning how to handle their problems

6
Developing calmness and self-reliance

7
Learning how develop self-acceptance

8
Developing a sense of direction

9
Feeling accepted and respected

10 Expressing their ideas freely

11 Expressing their feelings freely

D. COGNITIVE. These are the needs of man as

an intellectual and rational being, hence
students need:
1 Updating knowledge and information on

different fields
2
Developing abilities in different subjects

3
Improving communication skills

4
Understanding ideas and activities

5 Learning how to explain their ideas and

activities
6
Enhancing their ability to judge

7
Improving their critical thinking

8
Developing
creativity

9
Developing
open
mindedness

10 Working skills for future career

E. SOCIAL. These are the needs of a person to

develop his interpersonal skills for him to
meaningful relations, hence students need:
1
Achieving new relationship with their peers

2 Developing
healthy
relationship with the

opposite gender
3 Knowing guidelines on feminine and

masculine roles
4
Knowing and practicing social ethics

5
Having
friends

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

115
6
Joining social gatherings
5
4
3
2
1
7 Knowing guidelines on dating and going

steady
8 Learning how to appreciate culture and

religion
9
Learning how to respect human rights

10 Learning how to be responsible and

accountable of the things they do
F. MORAL. These are the development for an

individual to desire and achieve socially
responsible behavior acquire values and
finally adopt a particular ethical system,
hence students need:
1 Forming desirable values

2 Understanding nature of their
existence

3 Developing commitment to their family

friends, God ,etc
4 Understanding clearly what is right from

wrong
5 Developing
socially
accepted
behavior

6 Appreciating prevailing customs

7 Exercising personal discipline

8 Learning how to be honest

9 Learning how to act with integrity

10 Learning how to show their care

G. CAREER. These are needs which arises as

the individual matures and plan for his work
and lifestyle, hence students need:
1 Acquiring information about new schools

2 Inquiring on the different college courses

3 Counseling on how to chose a school

4 Counseling on how to chose a course

5 Knowing how to relate themselves in a new

school
6 Counseling on how to adjust in college

7 Assisting students how to find work

opportunities
8 Giving recommendations for academic

scholarship.

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

116
Republic of the Philippines
BENGUET STATE UNIVERSITY
GRADUATE SCHOOL
La Trinidad, Benguet

To the Parents:

This questionnaire has two (2) parts. Part I is intended for some personal
information about you. Part II is intended to find out the extent of how we are
able to respond the needs of our children.

Both parts are designed for research study only, hence your individual
response will be essential to its success. Your answer will be kept strictly
confidential.

Kindly respond to all items.

Very truly yours,

CONCHITA L. OIDE

PART I. Parents Profile

Below are personal information about you. Please check your
corresponding answers.
Name (optional)________________________________________________.
A. Religion
______Catholic
______ Protestant

______Born Again
Others (Please Specify)
__________________________________________________________________

B. Educational Background
Father Mother
__________________Occupation
__________________Occupation
__________________Post College
__________________Post College
__________________High School
__________________High School
__________________Elementary
__________________Elementary

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

117
Part II Questionnaire for Parents

Below are statements that refer to the needs of our children in various
areas of development. Indicate the extent to which these needs are applicable to
them by checking the corresponding number on the scale using the values
provided below:
5
Very Frequently Needed (Applies to you 100% of the time)
4 Frequently
Needed
(Applies to you 75% of the time)
3 Sometimes
Needed
(Applies to you 50% of the time)
2
Rarely Needed (Applies to you 250% of the time)
1
Not Needed (Applies to you 0% of the time)
A PHYSICAL. These are basic needs for man to
5 4 3 2 1
survive physically and also a natural result of
the changes in your body, hence my
children/child needs:
1
Informing students on the changes on their

physical body (adams apple, vocal cord, pubic
hairs, first menstruation, development of
breast and the like)
2
Improving physical appearance

3
Knowing how to cope with the discomforts

cause by physical body changes
4
Learning how to accept the physical body

changes
5
Improving their body posture

6
Learning how to dress appropriately

7
Handling skin problems

8
Maintaining and managing hair style

9
Knowing proper nutrition

10 Being aware of the health services

B. PSYCHOLOGICAL.
These are the conditions

within and outside the child that affects the
development of his potentials, hence my
children/child needs:
1
Understanding themselves and others

2
Maximizing their talents to feel fulfilled

3
Developing
self
confidence

4
Counseling on personal/academic problems

5
Knowing themselves through standardize test

6
Being
independent

7
Having
privacy

8 Understanding the world to make realistic

choices
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

118
9
Feeling lovable and capable
5
4
3
2
1
10 Coping with their problems

C.
EMOTIONAL. These are the necessary

positive feelings or emotions that a person
should have a high regard of self and others,
hence my children/child needs:
1
Acquiring emotional ability

2
Understanding
love

3
Developing sense of humor

4
Knowing how to control their anger

5
Learning how to handle their problems

6
Developing calmness and self-reliance

7
Learning how develop self-acceptance

8
Developing a sense of direction

9
Feeling accepted and respected

10 Expressing their ideas freely

11 Expressing their feelings freely

D. COGNITIVE. These are the needs of man as

an intellectual and rational being, hence my
children needs need:
1 Updating knowledge and information on

different fields
2
Developing abilities in different subjects

3
Improving communication skills

4
Understanding ideas and activities

5 Learning how to explain their ideas and

activities
6
Enhancing their ability to judge

7
Improving their critical thinking

8
Developing
creativity

9
Developing
open
mindedness

10 Working skills for future career

E. SOCIAL. These are the needs of a person to

develop his interpersonal skills for him to
meaningful relations, hence my children/child
needs:
1
Achieving new relationship with their peers

2 Developing
healthy
relationship with the

opposite gender
3 Knowing guidelines on feminine and

masculine roles
4
Knowing and practicing social ethics

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

119
5 Having
friends
5 4 3 2 1
6
Joining social gatherings

7 Knowing guidelines on dating and going

steady
8 Learning how to appreciate culture and

religion
9
Learning how to respect human rights

10 Learning how to be responsible and

accountable of the things they do
F. MORAL. These are the development for an

individual to desire and achieve socially
responsible behavior acquire values and
finally adopt a particular ethical system,
hence my children/child needs:
1 Forming desirable values

2 Understanding nature of their
existence

3 Developing commitment to their family

friends, God ,etc
4 Understanding clearly what is right from

wrong
5 Developing
socially
accepted
behavior

6 Appreciating prevailing customs

7 Exercising personal discipline

8 Learning how to be honest

9 Learning how to act with integrity

10 Learning how to show their care

G. CAREER. These are needs which arises as

the individual matures and plan for his work
and lifestyle, hence my children/child needs:
1 Acquiring information about new schools

2 Inquiring on the different college courses

3 Counseling on how to chose a school

4 Counseling on how to chose a course

5 Knowing how to relate themselves in a new

school
6 Counseling on how to adjust in college

7 Assisting students how to find work

opportunities
8 Giving recommendations for academic

scholarship.

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

120
Appendix C
THE GUIDANCE INTERVENTION PROGRAM

Using a questionnaire answered by parents, teachers and students the
actual development needs of students are assessed from their over all responses,
the comparisons that were made on the Physical, Psychological, Social and Moral
Areas came out to be significant. From these significant areas the first top priority
needs were identified as a basis of what activities can possibly respond to such
needs.

Before finalizing the Guidance Program for BCNHS Roxas Annex, the
Guidance Counselors at the Main School were consulted on the approach to be
undertaken. The tips at suggestions were the set forth very helpful. A copy of the
Guidance Program (Please see Appendix D) was also given to the author. The
author went over the Guidance Program and lifted several activities and terms
which she believes is relevant to her study. A copy of the vision and mission of
the school was also used as a basis in the construction of the furnished (Please
refer to Appendix E) as a whole. It was personally confirmed that the Guidance
Program made was complementary to the objectives of the institution. It was also
noted that the vision of the school is to achieve self actualization; while the
mission adapts a holistic approach of developing knowledge, values and skills.
Importance is given to excellence and community service.
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121

These Feature of the vision and mission of Baguio City National High
School was then highlighted in the Guidance Program.

The Guidance program is holistic since it includes activities for all areas of
needs. However the significant areas serve as the priority.

The goals for knowledge, values and skills are to be achieved through the
activities such as orientations and information; recollections and community
outreach; group games and group activities with in the outside school campus.
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
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122
Appendix D

PROPOSED FIVE YEAR GUIDANCE INTERVENTION PROGRAM PARADIGM
FOR BAGUIO CITY NATIONAL HIGH ROXAS ANNEX STUDENTS

PROPOSED GUIDANCE INTERVENTION
TIME FRAME
BUDGET
OUTCOME MEASURES
AREAS OF FOCUS
Areas Objective
2008-
2009-
2010-
2011-
2012-

2009
2010
2011
2012
2013
Information
Equip the school’s stake holders with basic

P2,500
100%
of
the parents, teachers and
knowledge about the school as an institution,

students will support the Guidance
Mission, Vision, Personnel, Guidance

program
Program Policies

Inventory
Collect pertinent data about the students for
P5,000
100%
of
the
profile
of
students
are
reference during counseling
available in the process of counseling
and academic related problems
Testing
Provide students opportunity for Self insight

P200,000
100%
of
the
student
population
can
through selected standardized test
cope up with academic responsibilities
and gain Self insights for development
Counseling
Facilitate Group Dynamics as a basis for

P1,000
100% of the Student population would
Guidance Counseling
have resolve their identity crisis and
conflicts
Placement
Provide professional and expert career pathing

P3,000
100% of the Graduating Class are sure
and Career
activities necessary for students to decide on
of their Career Directions
Guidance
their future course or jobs
Intervention
Organize a seminar on Personality

P5,000
100% of the students will be able to
Activities
development Organize a seminar on
adapt and cope with problems on
Personality development
Physical changes
Alternative
Organize activities which promote social

P26,000
100% of the students will develop team
Guidance
exposure to enhance social skills within and
work and interpersonal skills
Program
outside the school campus.
100% participation and support of
Coordinate with the church and other linkages
parents, teachers and students
who are experts on Morality Concerns.
Research
Measure the effectiveness of the Guidance

P5,000
100% of the Parents, Teachers and
and
program
Students will rate the Guidance
Evaluation
program Excellent
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

123
Appendix E

PROPOSED ACTION PLAN (2008 -2009)

SERVICE OBJECTIVE STRATEGY TARGET TARGET
VENUE MANPOWER
MATERIAL
BUDGET OUTPUT
PARTICIPAN
DATE
RESOURCES
RESOURCE
T
S
A.
Equip the
Faculty
Teachers 2nd Week
Head
Guidance
Student

Teachers and
Information
school’s stake
Orientation
of June
Teachers
Counselor
handbook

Parents will be

holders with
Office
1000
actively
basic
(snacks
involve and
knowledge
photo
will give
about the
copying)
support to the
school as an
Guidance
institution,
program
Mission,

Vision,
Personnel,
Guidance
Program
Policies
Parent’s
Parents 3rd week of BCNHS
Guidance
Computer set 1000
Congress
June
Roxas
Counselor
LCD
Back drop
Annex Hall
Photo
copying
B.
Collect
Learner’s
All Students
1st week of Classroom Class Advisers
Copies of
5000
Reliable data of
Inventory
pertinent data
profile, auto
July
forms
Copy of
students profile
about the
biography
forms
students for
and Socio
counseling
gram
purpose
C. Test
Provide
Group test IQ All students
1st to 4th
Classroom Guidance
Copies of IQ 200,000
Self insight and
students with
and
Week of
Counselor
and
Test
Self awareness
the opportunity Personality
August
PMHA
Personality
Materials
among the
for Self insight
test
Saint Louis
Test and
students
through
University
answer sheets
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

124
selected
Extension

standardized
Service
test

300.00
Students will
D.
Facilitate
Games
1st and 2nd year
1st week
Classroom
Guidance
Activities
Photo
identify their
Counseling
Group
understandin
October
counselor
Notes
copying
strengths
(psychologic Dynamics as a
g one’s self
and weakness ,
al needs}
basis for
needs and goals
Guidance
Counseling
Group
3rd Years and
2nd week
Class
Guidance
Activities
none Students
are
counseling
4th Years
October
Rooms
Counselor
notes
able to solve
on how to
their own
solve
problems
problems

Individual
Selected
3rd week of Guidance
Guidance
- tapes

Students will
(emotional needs)
Counseling
Students
October
Office
Counselor
- activities

be able to
on How to
- interview
300.00
express
develop self
sheet
feelings and
confidence
ideas, clarify
Individual
Walk in those
All Year
Guidance
Guidance
Individual
none
and solve their
counseling
with personal
round
Office
counselor
Profile
problems thus
problems
gaining self
confidence
F. Placement Provide

Students will
and
professional

be oriented on
Career
and expert

the job
guidance
career pathing

functions

activities

Guidance

of different
( career
necessary for
Vocation talk 4th Years
2nd week
Social hall
counselor
Projector
1000
fields and
needs)
students to
December
Representatives transparencie
Food
be able to
decide on their
Alumni
s pamphlets
Certificate
choose a
future course or
DOLE

future course
jobs
Facilitate
Research and 4th Years
3rd Week of classroom Students
Computer 300.00 Students
will
Findings of
report
January
set, summary
present
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

125
students from
of research
reliable
the prospective
information
colleges or
from their
universities
prospective
schools
Organize
Group
4th Years
4th Week of Social Hall Resource
Snacks
1000 Students
will
Group
Counseling
January
Speakers
Projector
be able to
Counseling on
transparencie
adjust in
how to adjust
s hand outs
College
in College
G.
Maintain a
Bulletin
All Students
June to
School
Health
Office
300 Students
will
Intervention bulletin board
Board
March
Frontage
Teachers
supplies
have no
activities
on Nutrition
problems with
(physical
and Health
their diet and
needs)
health in
Provide
Formal Talk
All students
July
Social Hall School Health
Certificates
2000
general
information
personnel
food
coordinate with
Health
personnel on
Health and
nutrition
concerns
Intervention Organize
a
Seminar
All students by 3rd week of Social hall
Resource
Computer set 1000 Students
will
seminar on
workshop
year level
July
speakers
Sound
be able to
Personality
system
improve their
development
Certificates
physical
snacks
appearance
H.
Organize
Socialization Selected
1st Week
Outside
Teachers,
Venue and
5000 Students
will
Alternative
activities which 1
students
November
school
Administrator
catering
have
Guidance
promote social
School
campus
Club Officers
services
opportunity for
program
exposure to
acquaintance
interpersonal
(social
enhance social
activity
skills and
needs)
skills within
develop lasting
and outside the
relationships
school campus
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

126

Socialization
3rd and 4th year
2nd week
To be
Guidance
Commu-
1000 Successful
3
February
negotiated
Counselor
nications
promenade
Juniors
Class advisers
waivers
Seniors
Administrator
Promenade
Student leaders
(moral
Provide
Recollection
PTA officers
3rd week of Mary Knoll Resource
Computer set 7000
Parents will be
needs)
opportunities
1
and Interested
November
speakers
sound system
reminded of
for Spiritual
parents
Certificates,
their moral
renewal and
food and
responsibilities
upliftment for
tokens
Specially to
all stake

their children
holders

Recollection
Faculty
4th week of
Teachers will
2
November
be reminded of
their moral
responsibilities
to the students

Recollection
All students by 1st and 2nd
Students will
3
year level
week of
have a standard
December
basis of right
and wrong
(cognitive
Provide

Guidance
Guidance
File cabinet
3000
Students,
needs)
journals, books References
Interested
All year
Office
Counselors
teachers and
and brochures
students,
round
parents will
on personality
teachers,
read materials
development,
parents
will read

H.
Measure the
Checklist Randomly March Classrooms
Guidance Copies of
2000 Reliable
data
Research
effectiveness of
selected
counselor
checklist
for a better
and
the Guidance
students,
guidance
Evaluation
program
teachers and
program for the
parents
preceding year

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

127
Appendix F

BAGUIO CITY NATIONAL HIGH SCHOOL
Guidance Office

GUDANCE PROGRAM
School Year 2006-2007

SERVICE
OBJECTIVE STRATEGY FACILITATORS TARGET TARGET
VENUE BUDGET MATERIAL SUCCESS
ACTIVITY
PARTICIPANT
DATE
INDICATOR
A. Counseling
To help students Individual and
GC’s
All Students
Year
BERKS
As needed Counseling
Positive
help themselves
Group
Peer Facilitators
Selected
Round
Center
forms
change,
Achieve
Counseling
students
improvements
personal change
in the client
B. Testing
Provide
Regional
School officials
Incoming
Feb -May
Dep ed
c/o
Screened
Special science
systematic way
Memorandum
participants
Bldg.
program
admitted
Programs
of screening
Radio
fund
qualified
students who are announcements
students
applying for the
special programs
Division Regional
Assess

Students all levels
Jan- march
BCNHS
School
c/o
List of
Increased
and National Test
Achievement

Main and
Fund
program
examinees
Passing rate
Level of school
annexes
fund
List of
strengths
examiners
/weakness
snacks
C. Information
In general
Classroom
GC’s 4th
Years
Various
GO 1000 Bulletin
Properly
Services
provide
announcements

dates
Photo
Boards
assisted

information to

copying
Computer set
students to

students for their

apply for

development

various
College Admission

colleges

Facilitate social
All students

universities

and emotional

entrance
Scholarships
adjustments of

examination

the students by

Assisted

helping them

qualified

know the

students for
Orientation
teachers,

institutiona-
administrators
Concerned
12-16
LCD
lized
policies,rules
students
June 2006
Computer
scholarships
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

128

SERVICE
OBJECTIVE STRATEGY FACILITATORS TARGET TARGET
VENUE BUDGET MATERIALS SUCCESS
ACTIVITY
PARTICIPANT
DATE
INDICATOR
D. Placement,

Seminar –
GC
3rd year
January
Auditori
5,000
LCD computer Juniors and
Vocational

workshop
Resource Speakers

2007
um

set
seniors are
Career Guidance
To help clarify

Snacks,
properly

career

token,
guided and

Options that

Certificate
informed on
Career Pathing
awaits

Back drop
the different

graduating

School represent

courses/college

students.
Fair
-tative

s suited for

knowing about
4th year
August
them
Career Fair
schools,
2006

aptitudes

inclinations

Aims to seek
Contact
Principal
Stake
Year
GO 2000 Referral forms Need of the
E. Referral
assistance from
Linkages
AO
holders
round
Fare and
client is
specialist and
Teachers
other
particularly
community
GC
expenses
attended
agencies from
Linkages
any special
GO and NGO
cases about the
client
F. Research and
Measure the
Interview
GC Randomly
selected
One
BCNHS 5000
Tools needed
A useful
Evaluation
effectiveness of
questionnaires
students
school
For
for question
reliable
the program
year
materials
-naire
research for
revision
Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

129

Appendix G

BCNHS MISSION

The BCNHS publics to be models of high performance, competitiveness,
success, work and service orientation and sincere concern for others by
establishing wholesome and healthy working relationship, transparency, and
understanding; providing the needed structural, behavioral and technical supports
to all students; guided by the schools corporate culture of excellence in personal
integrity, family solidarity, civic responsibility and universal charity leading
towards the development of knowledge, attitude, skills and habits of the child
which will redound to its benefit and the community.

BCNHS VISION

A school with highly performing, competitive, successful and work
service oriented students/graduates and personnel who manifest sincere concern
for others.

2. HB01436 (History)
AN ACT SEPARATING THE BAGUIO CITY NATIONAL HIGH SCHOOL-
ROXAS ANNEX IN BAGUIO CITY FROM THE BAGUIO CITY NATIONAL
HIGH SCHOOL, CONVERTING INTO AN INDEPENDENT NATIONAL
HIGH SCHOOL TO BE KNOWN AS THE ROXAS NATIONAL HIGH
SCHOOL AND APPROPRIATING FUNDS THEREFOR
Status: Approved by the House on 2006-04-05, transmitted to on 2006-04-25 and
received by the Senate on 2006-04-25.

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

130

BIOGRAPHICAL SKETCH

The author of this thesis is Conchita Licuanan Oide, who was born on
December 7, 1975 in Baguio City. Her parents are Mr. Thomas A. Oide and Mrs.
Emilia L. Oide of Tomay, La Trinidad Benguet.

She finished her elementary education at Tacdian Catholic School in 1989.
and secondary education in San Jose High School in 1992. She obtained the
Degree of Bachelor of Secondary Education Major in Religions and Values
Education at Saint Louis University.

She has presently taken masters units at Benguet State University.

She taught at Assumpta Academy, Bulacan from 1996 to 1997. Then she
also served as a substitute teacher at Sacred High School, Itogon from November
to December 1997 and at Saint Paul’s Academy, Sayangan from January to
March 1998. She started teaching at Baguio City National High School as a
substitute teacher. Presently, on a permanent status, she teaches Values Education
in the same school.

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City
National High School Roxas Annex Students / Conchita L. Oide. 2006

Document Outline

Developmental Needs: A Guidance Intervention Program Paradigm for Baguio City National High School Roxas Annex Students
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
  - Background of the Study
  - Statement of the Problem
  - Objectives of the Study
  - Importance of the Study
  - Scope and Delimitation of the Study
- REVIEW OF LITERATURE
  - Students� Profile
  - Parent�s Teacher�s Profile
  - Needs Theories
  - Personality Theories
  - Developmental Theories
  - Developmental Task
  - Significant Differences
  - Guidance Roles of Teachers
  - Sensitivity of Teachers
  - Guidance Services
  - Administration and Organizationof the Guidance Program
  - Conceptual Framework
  - Paradigm of the study
  - Operational Definition of Terms
  - Hypotheses of the Study
- METHODOLOGY
  - Location of Study
  - Respondents
  - Instrumentation
  - Data Collection
  - Analysis of Data
- RESULTS AND DISCUSSION
  - Socio-demographic Profile of the Respondents
  - Priority in Developmental Needs of the Students asPerceived by Students, Teachers and ParentsAlong Areas of Needs
  - Relationship Between the Areas of Needsand the Socio-demographicProfile of Students
  - Extent of Satisfaction of the Teachers in the Fulfillmentof their Guidance Functions
  - Relationship Between the Degree of Satisfactionin the Fulfillment of the Guidance Functionin the Teachers Profile
  - Extent of Sensitivity of Teachers to the PriorityDevelopment Areas of their Students
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
  - Summary
  - Conclusions
  - Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH