1. PROPOSED REVISIONS IN THE COUNSELOR EDUCATION CURRICULUM
Dr. Barbara Wong-Fernandez
CHED Technical Committee for Guidance and Counseling
Guidance Counselors Circle Inc. 11th Annual Convention, Dec 8, 2011, Traders Hotel

2. outline CHED Technical Panels CHED Technical Committees
TPTE priority activities
CHED Technical Committees
TCGC functions/activities
Procedure for curriculum development/ revision
Framework of proposed policies, standards and guidelines (PSG)
Proposed degree programs
Features of proposed programs
Graduate programs
Bachelor’s programs

3. THE TECHNICAL PANELS
CHED Office of Policies and Standards
3 Technical Panels
Division of Physical and Natural Sciences
5 Technical Panels Division of Social Sciences
7 Technical Panels Division of Agriculture, Maritime and Engineering & Division of Alternative Learning Systems
The Technical Panels (TP) serve as the advisory and consultative bodies of CHED and assist in setting standards and in program and institution monitoring and evaluation.

4. 5 Technical Panels Division of Social Sciences
Business and Management Education
Criminal Justice Education
Humanities, Social Sciences and Communication
Teacher Education
General Education

5. TPTE Priority Activities for 2011
Development/Revision of Policies, Standards and Guidelines
Zonal Public Hearings
Zonal Public Orientations
Centers of Excellence and Centers of Development
Revision of CMO 26
Monitoring of 15 COEs/CODs
CHED-PRC Joint Monitoring Activities

6. TECHNICAL COMMITTEE FOR GUIDANCE AND COUNSELING (TCGC)
CHED OPS
TPTE
TECHNICAL COMMITTEE FOR GUIDANCE AND COUNSELING (TCGC)
Physical Education, Sports, Wellness Management and Cultural Education ; Library and Information Science
Elementary and Secondary Education ; Early Childhood Education ; Special Education

7. THE TECHNICAL COMMITTEES
The TCs serve as the arms and consultative bodies of the TPs. Their functions are:
Render technical support to the respective TPs
Provide technical assistance in the planning, development and implementation of projects
Identify and recommend areas needing assistance
Assist in the monitoring and evaluation of higher education programs, projects and institutions
Participate in the preparation of guidelines and criteria of COE/CODs

8. TCGC Technical Committee for Guidance and Counseling
Dr. Barbara Wong-Fernandez
Dr. Adelaida Gines
Dr. Carmelita Pabiton
Dr. Evangeline Aguilan

9. TCGC Priority Activities for 2011
Development/Revision of Policies, Standards and Guidelines (PSG)
Visit Institutions for Government Permit/Recognition of GC Programs
Monitoring Performing/Non-Performing Institutions
CHED-PRC Joint Monitoring Activities
Participate in TPTE meetings/activities

10. PSG Development/Revision
STEP 1
OPS determines the disciplines/programs/courses to be developed/revised
STEP 2
TPTE proposes plans for development/revision of PSG
STEP 3
TCGC prepares the draft PSG
STEP TCGC meets with resource persons to present draft PSG
STEP Draft is forwarded to the Legal Division for comments and to the Commission en banc (CEB) for authority to conduct public hearing
STEP 6
Notice of public hearing is published in a newspaper of general circulation. CHEDRO is given notice
STEP Draft PSG is presented to the stakeholders, representatives of academe and industry through a public hearing
STEP 8
Evaluation report is submitted to Division Chief with recommendation for approval/disapproval
STEP 9
TCGC on a final meeting deliberates on all comments and suggestions
STEP 10
Draft PSG is endorsed to OPS Mancom for review; then to CHED Mancom
STEP 12
Commission en banc deliberates on the PSG
STEP 11
OPS forwards PSG to CHED Mancom, then to CEB, for approval
STEP 16
Approved PSG is published at the Official Gazette
STEP 13
Executive office sends signed PSG to CHED Records Section for numbering and dissemination to CHEDROs and HEIs
STEP 14
Staff coordinates conduct of public orientation
STEP 15
During the orientation, TCGC presents the approved PSG for implementation of HEIs

11. Policies on PSG (CMO 02 s. 2011) Objectives: Parts:
Less prescriptive and more flexible
Allow HEIs greater flexibility and accountability
Promote academic and curricular freedom
Parts:
Curriculum
Program of Study
Course Specification
Faculty
Learning resources and support structures

12. COUNSELOR NEEDS/SETTINGS Schools, Community, Workplace Framework
COUNSELOR COMPETENCIES
1.understanding of complex and coherent body of knowledge and skills in counseling;
 2 skills in analysis, critical assessment, application and communication of knowledge in the field;  
3 ability to apply knowledge, attitudes and skills to new situations and to solve problems in ways that involve analytical thinking and independent work.
COUNSELOR EDUCATION
Curriculum for master’s program
42 units incl 6 subject areas
LICENSURE EXAMS
Master’s degree
6 subject areas
CHED thru
TP/TC
PRC thru PRB

13. 3 degree programs proposed
*     Bachelor in  Human Services (BHumServ)
*     Masters in Counseling (MC) - non thesis
program
      Master of Arts or Master of Science in
Counseling (MA/MS in Counseling).
- thesis program
*     Doctor of Philosophy in Counseling (PhD in
Counseling)   

14. Features of proposed programs
1.  the 3 programs are not specific to the College of Education, hence, Universities may offer them under Education, Arts and Sciences, or other colleges as they see fit;
2.   the bachelor's program is not in counseling since its graduates are not yet qualified to become professional counselors;
3.  the bachelor's program prepares graduates to work in schools, industry and communities as "human services workers";
4.  with a BHumServ, students may opt to take 18 units of Education courses required for them to take the Licensure Examination for Teachers; they may also proceed to the master's program;

15. Features of proposed programs
5.  the master's and doctoral programs are in "counseling", not "guidance and counseling".  This is in accordance with developments in the terminology of the profession.  Most literature, organizations, and degree programs in the West have already shifted to "counseling" as the generic term for the profession;
6.   a degree in "counseling" shall prepare its graduates to work in different fields, such as "school counseling", "community counseling", "pastoral counseling". etc.
7.  a "counselor"  may also specialize in areas such as "crisis counseling", "marital counseling", etc.
8.  graduates of the master's and doctoral degrees in counseling shall have fulfilled all the academic requirements to take the licensure examination in guidance and counseling.

16. PROPOSED POLICIES AND STANDARDS FOR GRADUATE PROGRAMS IN COUNSELING
Article I
STATEMENT OF POLICIES
Section 1. Rationale and Background
It is a policy of the State to promote the improvement, advancement, and protection of the counseling profession by undertaking and instituting measures that will result in professional, ethical, relevant, efficient, and effective counseling services for the development and enrichment of individuals and groups.
The State recognizes the important role of counselors in nation-building and promotes the sustained development of a reservoir of counselors whose competence has been determined by licensure examinations and whose standards of professional practice and service are world-class, globally competitive and internationally recognized through regulatory measures, programs and activities that foster their continuing professional development.

17. Article I - STATEMENT OF POLICIES Section 1. Rationale and Background
The counselor respects each individual’s dignity, worth, uniqueness and capacity for self-direction; and beyond this, works towards social transformation. Counseling is a profession that facilitates the development of wellness and the empowerment of individuals, families and groups in diverse settings to achieve personal-social, educational and career goals.

18. PSG on Graduate Programs in Counseling
Article III
Program Specification
 Section 5. Degree Names
5.1 Masters in Counseling (MC). A non-thesis program for practitioners who do not plan to become counselor educators nor intend to pursue a PhD
5.2 Master of Arts or Master of Science in Counseling (MA/MS Counseling). A thesis program for practitioners, which can serve as a prerequisite for a PhD in Counseling
5.3 Doctor of Philosophy in Counseling (PhD in Counseling)

19. PSG on Graduate Programs in Counseling
ARTICLE V
Curriculum
Section 11. Curriculum Description
The Masters program shall have a minimum of 42 units. The curriculum consists of: Core/Foundation Courses (9 units), Major Courses (18 units), Cognates/Electives (6 units), Internship (3 units), and Thesis/Special Project (6 units).
The Doctoral program shall have a minimum of 60 units. The curriculum consists of: Core/Foundation Courses (18 units), Major Courses (12 units), Cognates/Electives (6 units), Internship (12 units), Dissertation (12 units).

20. Masters in Counseling, MA / MS in Counseling
6 units of Cognates in Chosen Specialization
(School Counseling, Community Counseling, Family Counseling, Pastoral Counseling, Counseling in the Workplace, Multicultural Counseling, Crisis Counseling, Counseling Special Populations, Teaching Strategies in Counseling, etc.)
Practicum in Chosen Specialization
Thesis in line with Chosen Specialization
Special Project in Chosen Specialization

21. PhD in Counseling Core/Foundation Courses – 18 units
Major Courses units
Specializations such as Industrial Counseling, Clinical Counseling, School Counseling, Community Counseling, etc.
Cognates/Electives – 6 units
Internship in Chosen Specialization – 12 units
Dissertation in Chosen Specialization – units

22. PROPOSED POLICIES AND STANDARDS FOR THE BACHELOR IN HUMAN SERVICES PROGRAM
To live happy and meaningful lives, people should be able to understand themselves, relate well with others, make healthy adjustments, form decisions, and solve problems. While many people can do these functions on their own, many others look for assistance in these areas from persons who are willing and capable of helping them. Human services personnel is a generic term for people who hold professional and paraprofessional jobs in such diverse settings as educational institutions, commercial and industrial settings, community mental health centers, and family, child, and youth service agencies, specifically to help in providing such assistance.

23. PROPOSED POLICIES AND STANDARDS FOR THE BACHELOR IN HUMAN SERVICES PROGRAM
The field of Human Services is broadly defined, uniquely approaching the objective of meeting human needs through an interdisciplinary knowledge base, focusing on prevention as well as remediation of problems, and maintaining a commitment to improving the overall quality of life of service populations. The Human Services profession is one which promotes improved service delivery systems by addressing not only the quality of direct services, but also by seeking to improve accessibility, accountability, and coordination among professionals and agencies in service delivery.

24. Article I INTRODUCTION Section 1. Rationale and Background
Human services worker is a generic term for people who hold professional and paraprofessional jobs in such diverse settings as educational institutions, commercial and industrial settings, community mental health centers, and family, child, and youth service agencies.

25. BHumServ
The bachelor’s program in human services prepares its graduates for careers in various settings such as schools, business and community, as well as future careers as professional counselors.

26. ARTICLE V CURRICULUM Section 7. Curriculum Description
COURSES
UNITS
General Education (G.E.)
63 units
Professional Courses
41 units
Cognates
27 units
Electives
9 units
Physical Education Courses
8 units
National Service Training Program (NSTP)
6 units
TOTAL
154 units

27. Some courses in BHumServ
Introduction to Human Services
Self-Development and Client Awareness
Introduction to Counseling
Theories of Personality
Developmental Psychology
Human Services Delivery Systems and Interventions
Group Process and Facilitating Skills (with laboratory)
Program Development and Evaluation
Field Experience (industry, school, or community)
Psychology of Human Exceptionalities
Industrial/Organizational Psychology
Human Behavior in Organizations
Information Management and Assessment
Community Awareness and Assessment
Social Psychology
Filipino Psychology
Tests and Measurement
Communication Skills for Human Service Workers
Professional Ethics and Legal Issues in Human Services

28. The road to high standards of counselor education and supervision is still long and difficult, but we are creating pathways….