BIODATA

NAME : NUR MURNI BINTI ABDULLAH

I/C NUMBER : 930220-02-5498

PROGRAMME/ : PISMP TESL (SK) AMBILAN JANUARI 2013

COURSE

ADDRESS : NO 99, KG PARIT BUAYA, ALOR JANGGUS, 06250,

ALOR STAR, KEDAH.

TELEPHONE NO. : 013-5839169

E-MAIL : nurmurniabdullah93@yahoo.com

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 CHAPTER 1

OBSERVATION ON THE GUIDANCE AND COUNCELLING SERVICE AT PRACTICUMS

SCHOOL

Figure 1: The Guidance and Councelling Room at Sk Seri Banai

Sk Seri Banai is a rural school located in Jitra with a total of 400 pupils. The school facilities are
sufficient although it is a small school. There is an open hall, canteen, a library, ICT room, a field
and other special rooms which includes a Guidance and Counselling room. It was initially a
classroom located at the Administration building which was transformed into the Guidance and
Counselling room by the schools counsellor. The Guidance and Counselling room is managed
by the counsellors at the school. It is used to conduct any counselling session concerning the
pupils.

Location

There are approximately two buildings in the school comprises of three floors each. The
Guidance and Counselling room is located near the teachers room. It is a very strategic location
because it is also nearby the classrooms. Thus, it will ease the teachers and pupils to visit the
room when there is a session or other concerning purposes. Hence, the location of a Guidance
and Counselling room is seen as one of the contributing factors that can influence the
relationship between the counsellors and their clients as well as the outcomes of the sessions
conducted (Pressley & Heesacker, 2001). This shows that location of a counselling room need
to be suitable and easily accessible by the clients. This school therefore, has chosen an
appropriate location for the Guidance and Counselling room.

Atmosphere

2
 Figure 2: The view inside the
Guidance and Counselling room of Sk Seri Banai

The physical environment can influence the effect and behaviour of individuals (Pressley &
Heesacker, 2001). It is supported by the opinion of Littauer, Sexton & Wynn (2005) which states
that as the result of counselling sessions is affected by the development of behaviour between
the counsellor and the client, then a therapeutic environment or atmosphere must be designed
and created. Therefore, this school has provided a conducive and therapeutic environment in
the Guidance and Counselling room. For instance, the room is equipped with chairs, tables,
racks, mat and creative decorations. There is also a visitors attendance book to record the
clients attendance. The walls and information board is occupied with motivational words and
useful information. Hence, it creates an interesting, therapeutic and positive atmosphere in the
room.

Next, the room is receiving a good source of natural and unnatural lights. For instance, the
natural light from the sun is gained from the windows that allow the sunlight to enter the room.
The Sunlight is claimed as giving a positive impact on stress and anxiety (Dijkstra, Pieterse &
Pruyn, 2008). Soft lighting and natural lighting in the room suggesting self-disclosure can
support, reduce the risk of depression, create a better impression of the counsellor and
acceptance among both, clients and counsellors will be better (Miwa & Hanyu, 2006). This
school has placed the schools counselling room at a location in correspondence to what is
being said. This is because the room receives direct sunlight in the morning which is a natural
light. Thus, the suitable lighting inside the room helps to produce an effective counselling
session.

In addition, each individual has a significantly different sensitivity to colours (Dijkstra, Pieterse &
Pruyn, 2008). Some studies suggest that a hot colour represents a burning feeling and a calm
colour resembles a rather emotional state (Tofle, Schwartz, Yoon & Max-Royale, 2004).
Therefore, the choice of colour for the schools counselling room is suitable. It is based on the
calm colour that helps to bring calm feeling to the clients. For example, the counselling room is

3
painted with cream and light colours. Hence, the use of calming colours inside the room
promotes a calm surrounding.

Figure 3: The group

counselling room

A counselling room without a private room will lead to a lack of self-disclosure, whereas a quiet,
intimate situation will lead to the development of a great self-disclosure (Pressley & Heesacker,
2001: 153). Devlin et al. (2009) notes that the aspects that is required in a counselling room -
furniture, lighting, colour, neatness, and art will influence the clients assessment of a therapy or
counselling conducted. Based on the statement, it is very crucial to provide a counselling room
that has a private room for either group session or an individual session. In this school, there is
a private room for an individual and group session in a separated room. The group and
individual counselling rooms are equipped with air-conditioner to ensure the clients comforts.
The room is also quite spacious. It creates a very suitable condition for different counselling
session. Thus, the Guidance and Counselling room is very suitable to conduct both individual
and group counselling.

Apart from that, based on the observation to the Guidance and counselling room in this school,
it can be said that the room is very clean and clients friendly. The room is managed well by the
councillors. Everything is placed on their own respective rack and room. For example, material
for an individual counselling session is placed in the individual counselling room. Moreover, all
related articles concerning studies, career selection, diseases and disciplines are placed
according to their tags. This makes the articles easily accessed by the pupils and visitors. It also
helps the pupils to find the information that they need concerning various issues. Hence, it can
be stated that the room atmosphere is clean and clients friendly.

4
 Figure 4: The materials and resources arrangement of the Guidance and Counselling room
The Guidance and Counselling room at the school is systematically arranged and structured.
Therefore, the room looks tidy and suitable to conduct a counselling session. For example, the
materials for therapy are placed on their respective racks. Moreover, a statement describes that
a structured and uncluttered space can affect an individual personality (Samuelson & Lindauer,
1976). Mackall (2008) in an experiment about the effects of unkempt offices shows that the
sensitivity and desire of the target group depends on the offices situation at that time. Thus, the
school Guidance and Counselling room is systematically arranged especially in terms of the
materials and resources arrangement. This shows that the school take a good care of the room.

Implementation of the Program

Figure 5: Some of the program conducted

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Scarborough and Luke (2008) states that the school counselling program offers a unique
training whilst the school counsellors intervention and perspective is an integration meant for
the success of all students in the school (Arumugam, 2010). What has been said is in line with
the program that has been designed in this school such as Parenting Motivational Talks,
Mentor-Mentee Program, Initial Disclosure Facing the UPSR and UPSR Answering Technique
Excellence Workshop. All of these programs are carried out to bring success and excellence in
the pupils academics and daily life.

Gybers (2004) cited in Arumugam (2010) states that the school counselling program resulted in
positive behavioural changes including academic achievement. Therefore, the program
conducted by the Guidance and Counselling is very appropriate. This is because the program
that is implemented covers all aspects of students cognitive and affective skill. For example,
Campaign Against Drugs and Cigarettes, Discipline Lectures, Creating Career Kiosk and Love
Yourself Week and Health Talk. Thus, all programs that have been designed as shown in Figure
5 is suitable and appropriate to the function and role of Guidance and Counselling in schools .
The program can help to change the negative attitude of some pupils.

Checklist

Guidance and Counselling Services Unit

Sk Seri Banai

NUM. ITEMS YES NO

1. Counseling and Guidance Room YES NO
a) individual counseling room
b) group counseling room
c) management room
d) services counter
e) services motto (information, achievement)
f) organization chart of counseling and guidance services
g) vision, mission and philosophy of counseling and guidance
services
h) client charter of counseling and guidance services
i) notice board
2. Room Facilities YES NO
a) a locked closet
b) a rack of pupils resources materials
c) a sofa set
d) fan / air conditioner
e) telephone / internet
f) a computer
g) a radio / CD player
h) a dustbin
i) a clock
j) label / room sign
k) a suggestion box
3. Room Cleanliness and Decoration YES NO

6
 a) curtains and tablecloths
b) room / corner label
c) carpet / mat
d) motivational pictures / quotations
e) words of wisdom
f) room fragrance
4. Reference Materials YES NO
a) SBP entry guide
b) scholarship guide
c) career guide
d) learning skills guide
e) counseling and guidance services guide
f) PRS guide
5. Program Planning and Yearly Activities YES NO
a) based on standardized format
b) based on schools main issue
c) academic field
d) career field
e) psychosocial and mental well being field
f) self development field
g) drug education and prevention field
h) parenthood field
i) program / activities report
j) program / activities evaluation

Based on the checklist provided, it can be stated that the Guidance and Counselling room in this
school is well equipped. Most of the equipment, furniture, resources, inventories and items
related to Guidance and counselling service is found available in the room. The room is also
well managed and provide the necessary help to the in need pupils. The room is always clean
and tidy which resembles the function of its existence in the school. The spacious area in the
room creates a very conducive atmosphere to the clients. It allows a huge opportunity for
various activities to be carried out in the room during a session. Overall, the Guidance and
Counselling room in the school is very organized and structured.

CHAPTER 2

THE ROLES OF ORDINARY TEACHER AS GUIDANCE AND COUNSELLING TEACHER IN

SCHOOL

Teachers have many roles to play on this day. In order to fulfil the roles more professionally,
teachers need to be more competent in carrying out their responsibility towards the pupils either
inside or outside the classroom. One of the vital roles of teachers inside and outside the
classroom is to provide guidance and counselling towards the pupils

(Susanna, 2013)

7
Firstly, teacher needs to help students in making adjustments in term of personal, social,
emotional and academic environment of the school, disciplinary regulations and so on,
especially at the beginning of schooling (Tang, 1987: 17). This can be seen from the teachers
roles during the orientation week on the first day of school. It usually involves the classroom
teachers and the subject teachers. Sometimes, it only involves the counselling teacher for a
particular session. Although the classroom and subjects teacher is not a counsellor, they need
to help in ensuring that the pupils can adjust the new school surrounding. The teacher needs to
help them to build their self-confidence when they pupils first enter the school. This is because
the first day at school might be the hardest day for some children. They are still not familiar with
the surrounding, teachers and friends. The pupils might feel very intimidated and refuse to
participate in activities. Therefore, teacher needs to help them to make adjustment to what they
are facing. Hence, the role of ordinary teacher as a counsellor is to help pupils in making
personal, emotional and academic adjustment at school.

The second role is, teacher as a counsellor needs to create awareness among pupils at an
early stage until they can reach a level that will help them to instil attitudes in education and this
lead to the achievement of the lessons objectives (Tang, 1987: 18). The lesson objective will
be achieved through a successful planning and implementation of lesson plans. This role should
be played by the teachers. This is because they can teach and educate the pupils directly while
teaching in the classroom. Moreover, the teacher will be able to identify how the pupils learn,
their cognitive level, appropriate methods and approaches that can be used in the teaching.
This will help the pupils to develop their ability according to their wills and capabilities. They will
also understand their responsibility as a pupil. Thus, in order to succeed in their studies, there
should be lessons planning from the early stages of learning. The lesson planning should be
done by the subject teachers. This shows that another role of an ordinary teacher as a
counsellor is to create awareness to the pupils regarding the attitudes in learning and the
importance of studies.

The third roles of an ordinary teacher as a counsellor is that the teacher needs to identify the
problems or conditions that could interfere with students' academic achievement, personal and
social development as well as providing guidance and counselling about it (Tang, 1987: 18).
The pupils can face difficulties which are either caused by himself, his family or from his
surroundings. For example feeling ignored, tired, and being bullied. The pupil who is
experiencing the problems needs guidance from a reliable adult. In this situation, ordinary
teachers can offer helps to the pupils. The teacher can listen to their problems and help to map
out ways to solve the problems. This is because teachers who teach them in the classroom
meet the pupils more frequently. Therefore, the teacher can use the opportunity to get closer
with him and gain his trust. This helps the pupils to open up and talk about his problems. This
guidance is intended to assist the pupils in overcoming his or her personal problems. Hence, the
third role of teacher as a counsellor is to identify problems faced by pupils and suggests ways to
solve the problems.

Next, the fourth role is that teacher needs to help students in establishing good habits and
develop a positive behaviour. Therefore, this deals with the efforts of the teachers to instil the
admirable and noble qualities in the pupils such as sincerity, honesty, trustworthy, diligent, and

8
well-disciplined. This will ensure that it will be a practice in performing their daily tasks (Ibrahim
Ahmad, 2002). For example, if there are pupils who refuse to do homework or disrespect the
teachers, then it becomes the responsibility of the classroom teachers and the subject teachers
to help in planning ways to solve the problem. However, if the problems are uncontrollable, it
should be brought to the appropriate authorities. Thus, to address the issue, what can be done
by teachers is by communicating the issues with the pupils. Through an effective
communication, the teachers can identify the source of the problems. The teacher can guide the
pupils to change his or her negative behaviour by giving advices and suggesting ways to
improve their behaviour. Thus, the fourth role of ordinary teacher as a counsellor is to help the
pupils in establishing good habits and behaviours.

Lastly, the fifth role of a teacher as a counsellor is that teachers need to cooperate with the
pupils parents or guardians in developing the pupils self-development and growth. This is
because a close relationship between the teachers and the pupils parents or guardians helps in
obtaining the pupils family background information. As a result, this will greatly help in
obtaining information or details about the pupil and the family (Ibrahim Ahmad, 2002). Thus, the
teacher as a counsellor should build a good rapport with the parents in order to gain necessary
information about the pupils background. Moreover, understanding the pupils background will
help teachers to analyze the pupils problems at school. Hence, the teacher can devise strategy
that can further develop the pupils self-development and growth as well as other aspects. In
addition, through a good rapport with the parents, teacher will gain trust from the parents to
educate their children. In fact, the two-way communication between teachers and parents is
very important to ensure that there is no misunderstanding from both teachers and parents.

In conclusion, there are five roles of an ordinary teacher as a counsellor that is discussed in this
writing. Teachers as a counsellor play a great role at school to ensure that the pupils is well
develop in term of their physical, emotional, spiritual, intellectual, and personality. The pupils
development in these aspects should not only become the responsibility of the schools
counsellor although they have the required skills. This is because an ordinary teacher who
spends abundance time in the classroom with the pupils can provide help in ensuring that the
pupils whom they teach can behave positively. The teachers know the pupils better hence can
identify their problems and strengths. Through a close observation and good rapport with the
pupils, teacher can play their role as counsellor and help the pupils to develop themselves
positively. Overall, the roles of an ordinary teacher as a counsellor are vast and some of the
roles are as discussed in this writing.

CHAPTER 3

PSYCHOLOGY DATA INVENTORY ANALYSIS AND CAREER RECOMMENDATION

Psychological inventory that has been selected is the Self-Directed Search (SDS) by John
Holland. SDS is a career assessment that consists of several booklets designed to be
controlled and administered by own self. (Casey, James, and Robert, 2013). This inventory is
also selected because Hollands work has become a reference for more than 1600 citations
and SDS has been reported in hundreds of studies (Ruff, Readon, & Bertoch, 2008). Thus, this
is a very suitable inventory that can be used to carry out a career assessment to the pupils.

9
A client has been choosen from the class that I teach. The client is a pupil from 6 Arif,
Muhammad Shamsul Qamar bin Arifin and the result is R=12, I=15, A=16, S=19, E-15 and
C=12. Here is the percentage of inventories that have been taken by the client:

SDS CAREER INTEREST's INVENTORY CHECKLIST

C; 13% R; 13%

E; 17% I; 17%

A; 18%
S; 21%

R I A S E C

The test results indicate three main points that is highly scored by the client are SAI and SAE.
Figure
However, the main1:focus
Percentage of SDS
is the first inventory
point, namely test results takenSocial.
S representing by theThe
respondent
analysis is based
on the client's social behaviour while at school.

10
The result of three main points that is scored highest by the client is SAI and SAE. Hence, when
referred to the Chronicle Career Library arranged by Holland, it suggests several appropriate
careers for the codes. Therefore, for SAI code, the appropriate careers are:

Acquisitions Librarians
Acquisitions Librarians (health sciences)
Circulation Librarians (health sciences)
Dental Assistants
Dental Hygienists
Librarians
Reference Librarians
Speech-Language Pathologists
Figure 2: The career suggestions for SAI

Next, for the main points of the code SAE, some of the appropriate careers are:

Art Teachers

Art Therapists

Babysitters (child care workers)

Career Counselors

Catholic Clergy

Child Care Workers

Consumer Safety Inspectors

Consumer Safety Officers

Couples Therapists

Diocesan Priests

Early Childhood Education Teachers

Elementary School Counselors

Elementary School Teachers

Employment Counselors

Family Therapists

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Food Inspectors

Foreign Language Teachers

Governesses (child care workers)

High School Counselors

Infant Nurses (child care workers)

Instructional Coordinators

Marriage and Family Therapists

Middle School Counselors

Middle School Teachers

Ministers

Missionaries

Missionaries

Music Therapists

Nannies (child care workers)

Preschool Teachers

Priests

Protestant Clergy

Rabbis

Religious Brothers

Religious Priests

Religious Sisters

Residential Counselors

School Counselors

Secondary School Teachers

12
 Speech Communication Teachers

Vocational Counselors

. Thus, the code that will be analyzed is S, namely Social comprising 60% probability that is
related with the client's behaviour at school.

First and foremost, the client is a pupil who likes to help other people. This can be seen during
the teaching and learning activity in the classroom. For instance, during group activity, he will
help his group members to complete the task given by the teacher. He will come up with ideas
and strategies that can assist the group to complete the task. He will help his group members to
organize the material for the making of mask and colour the drawing. He also tries his best to
explain the instruction to his group members when they seem confused. Apart from that, when
other group does not know how to carry out the task, he will go to their table and explain the
steps to them. He provides help to his peers although he is from a different group. Thus, I can
say that he has a good relationship with his classmates.

Next, the client likes to volunteer to do charity works around the school. Sometimes, the school
conduct activity like classroom cleaning, relocation of teachers room and cleaning the prayer
room. The client will volunteer to stay back after school hour and help the teachers and the
other classes that involved in the activity. He will ask whether he can help and later participate in
the activity without hesitation. Apart from that, he likes to help the teachers. In the morning, he
will wait at the assembly hall and help the teachers to carry their bags and things to teachers
room. The same thing happens when a teacher finishes teaching his class. He will come to the
teachers table and ask to help them carry their materials to the teachers room. His positive
attitude is praised by the teachers at the school.

In addition, he is a very polite pupil. He always talks nicely to all his friends and the teacher. For
example, his class teacher tells that he was once being punished by the Discipline teacher for
coming late to the school. However, it was because of his fathers car that broke down in the
middle of the journey. The Discipline teacher did not know about the incident and penalized him
for coming late. After that, the class teacher informed the Discipline teacher about the situation.
The Discipline teacher meets him and the client talks nicely although he has been punished. He
does not show any anger to the teacher. This shows that he has a polite attitude to other
people.

Furthermore, he is considered as a leader by his peers and other pupils at the school. He is a
prefect and the head boy of the school. The pupils in the school respect him and obey his
instruction. Some of his peers will consult him when they have problems with the other pupils.

13
He can speak confidently in front of other people without feeling shy. The pupils are also show
comfortable feeling when they are around him. Moreover, when he does not understand
something in the classroom he will either ask the teacher at the same time or personally meet
the teacher in the teachers room. He also becomes his friends source of help when needed.
This is clearly stated by Gottfredson (1992) stating that those who score a high value of S will
be seen by others as someone who was very helpful, very helpful and can be bring into
discussion.

Lastly, the client is someone who has good communication skills. He knows when he needs to
speak professionally and when to speak informally. This can be seen when he communicates
with his peers and when he gives speech during the assembly. His ways of delivering the
information differs in both situations. During the assembly, he can talk as a leader and the way
he delivers the speech attract other pupils to listen to him. On the other hand, when he is
speaking with his friends, his styles of communication is more relax and friendly. Hence, the
pupils and teacher feel comfortable when they talk to him. He is very humble and he can accept
other people opinion. For example, during a discussion in an English lesson, his group
members disagree with him about the effects of smoking. Thus, he listens to his friends idea
and accepts his friends opinion. This shows that his social skill is very good.

Overall, the conclusions that can be derived from the analysis are the suitable career for the
client is a Primary School Teachers, counsellors and welfare workers. This is because test
results obtained by the client show almost 94% accuracy with what is interpreted by Holland
when it is being analyzed and synthesized with the client's behaviour in school. The client is a
school prefect, his interpersonal communication skills are high, he really like helping others and
serves to school, has a good leadership skill, able to produce a brilliant idea and very committed
in doing welfare works. These results will later be presented to the client. Although the career
suggestion might not become his real career in future however it provides an impression to the
client's personality. It also suggests the career that is appropriate for him. It helps the client to
plan and organize his steps in reaching his dreamed career. Therefore, this inventory assists the
client to see what he is capable to be in future.

14
REFERENCES

Tang, C. Y. (1987). Guidance and Councelling: Services, Procedures dan Skills. Kuala
Lumpur: Kumpulan Budiman Sdn. Bhd.

Tofle, R. B., Schwartz, B., Yoon, S., & Max-Royale, A. (2004). Color in healthcare environments:
A critical review of the research literature. San Francisco, CA: The Coalition for Health
Environments Research (CHER).

Susanna, W. C. (2013). The need for guidance and counselling training for teachers. Procedia
Social and Behavioral Sciences, 113, 36 43.

Holland, J. L., & Gottfredson, G. D. (2012). Chronicle Career Library Arranged by Holland. New
York, Moravia. Retrieved from Chronicle Career Library Arranged by Holland.

Stelser, T. (2003). A Critical Analysis of The Function of Guidance Councelors: A Research

Paper. University of Wisconsin-Stout

Pressly, P.K., & Heesacker, M. (2001). The physical environment and counseling: A review of
theory and research. Journal of Counseling and Development, 79(2), 148 160.

Ruff, E. A., Reardon, R. C., & Bertoch, S. C. (2008, Jun). Hollands RIASEC theory and
applications: Exploring a comprehensive bibliography. Career Convergence. Retrieved
on Februari 20, 2016 from http://ncda.org/aws/NCDA/pt/sd/news_article/5483/_self/
layout_ccmsearch/ false.

Samuelson, D. J., & Lindauer, M. S. (1976). Perception, evaluation, and performance in a neat
and messy room by high and low sensation seekers. Environment and Behavior, 8(2),
291 306.
Mackall, E. K. (2008). Effect of clutter in the immediate environment on state and trait anxiety.
The Baldwin-Wallace College Journal of Research, 1(2), 53 66.

Miwa, Y., & Hanyu, K. (2006). The effects of interior design on communication and impressions
of a counsellor in a counseling room. Environment and Behavior, 38(4), 484 502.

15
Haase, R. F., & DiMattia, D. J. (1976). Spatial environments and verbal conditioning in a quasi-
counseling interview. Journal of Counseling Psychology, 23(5), 414 421.

Ibrahim Ahmad. (2002). Perkhidmatan Bimbingan dan Kaunseling di Sekolah Rendah. Kuala
Lumpur: Utusan Publications & Distributors Sdn. Bhd.

Littauer, H., Sexton, H., & Wynn, R. (2005). Qualities clients wish for in their therapists.
Scandinavian Journal of Caring Sciences, 19, 28 31.

Arumugam A/L Krishnan. (2010). Persepsi pelaksanaan dan kepuasan komuniti sekolah
terhadap perkhidmatan bimbingan dan kaunseling di sekolah menengah, Perak,
Malaysia. Serdang: Universiti Putra Malaysia.

Ching, F. (1987). Interior design illustrated. New York: Van Nostrand Reinhold.

Devlin, A. S., Donovan, S., Nicolov, A., Nold, O., Packard, A., & Zandan, G. (2009).
Impressive? Credentials, family photogaphs, and the perception of therapist qualities. Journal
of Environmental Psychology, 29(4), 503 512.

Dijkstra, K., Pieterse, M. E., & Pruyn, A. Th. H. (2008). Individual differences in reactions
towards color in simulated healthcare environments: The role of stimulus screening ability.
Journal of Environmental Psychology, 28, 268 277.

16
APPENDICES

17
Figure 1: The entrance to the Guidance and Councelling room of Sk Seri Banai

Figure 2: Counsellors location information board

18
Figure 3: Some information that is pasted in the room

19
 Figure 4: The steps in counselling

Figure 5: The information board that is decorated by the counsellors.

20
Figure 6: The
material

arrangement of the room

21
Figure 7: Decorated notice board.

22
Figure 8: The individual counselling session space

Figure 9: The group counselling session room

23
 Figure 10: The materials arrangement for different types of therapy.

Checklist

Guidance and Counselling Services Unit

Sk Seri Banai

NUM. ITEMS YES NO

1. Counseling and Guidance Room YES NO
a) individual counseling room

24
 b) group counseling room
c) management room
d) services counter
e) services motto (information, achievement)
f) organization chart of counseling and guidance services
g) vision, mission and philosophy of counseling and guidance
services
h) client charter of counseling and guidance services
i) notice board
2. Room Facilities YES NO
a) a locked closet
b) a rack of pupils resources materials
c) a sofa set
d) fan / air conditioner
e) telephone / internet
f) a computer
g) a radio / CD player
h) a dustbin
i) a clock
j) label / room sign
k) a suggestion box
3. Room Cleanliness and Decoration YES NO
a) curtains and tablecloths
b) room / corner label
c) carpet / mat
d) motivational pictures / quotations
e) words of wisdom
f) room fragrance
4. Reference Materials YES NO
a) SBP entry guide
b) scholarship guide
c) career guide
d) learning skills guide
e) counseling and guidance services guide
f) PRS guide
5. Program Planning and Yearly Activities YES NO
a) based on standardized format
b) based on schools main issue
c) academic field
d) career field
e) psychosocial and mental well being field
f) self development field
g) drug education and prevention field
h) parenthood field
i) program / activities report
j) program / activities evaluation

25
26