1

COUNSELING CHILDREN: CHALLENGES OF NON REGISTERED

GUIDANCE COUNSELOR TEACHERS

A Thesis
Presented To
The Thesis Committee
Department of Teacher Education
UM Tagum College, Tagum City

In Partial Fulfilment
Of the requirements for the degree
Bachelor of Elementary Education
Major in Generalist

JOVIE C. ALCUYNO
CHARA MAE PETARCO
MYRA B. TABAMO

March 2020
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Chapter 1

INTRODUCTION

Rationale

“If it’s free, it’s advice; if you pay for it, it’s counseling;
If you can use either one, it’s a miracle.

- Jack Adams

Teacher is necessarily force into a position where his concern with the

moral life of the pupils takes largely the form of being and the alert for failures

to conform to the school rules and routine. They are the front lines of directing

students to appropriate interventions whether academic, behavioral or

emotional.

There are reasons why a person chooses to become a counselor, the

reason could be a willingness to help people not just for employment but also

a person dedicated to lifelong learning and the desire to assist people in the

field of counseling. Anybody can give an advice but not anybody can give

counseling. Counselors should possess personal qualities of maturity,

empathy, and warmth. Overall, counseling is active and differs considerably

from passively listening to problems (Kottler, 2003).

In China, school counselor faces challenges in improving the

qualification and skills of practicing school counselor. There is also an

extensive need to keep building and developing training programs in

universities to provide higher quality preparation for pre-service school

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counselors. In addition it is indicated that a key to this problem is that there is

no standard national accreditation system in place that could guide the

teaching practice and curriculum development in counselor education

programs (Wang et al., 2015)

In Philippines, particularly in Luzon, guidance counselor faces many

complex challenges which can directly or indirectly affect the occupational and

life satisfaction of Guidance Counselors. The study of PoiKee Low 2009,

examined the many challenges that faced the guidance and counseling

profession. He categorized these challenges into four domains such as

Internal environment which includes issues related to clientele groups,

teachers’ attitude, and students willingness to seek counseling; External

challenges, which refer to social-economic changes beyond the school, and

this includes popular culture, globalization and societal trends; Wider systems

challenges, which are those within the guidance programs implemented by

schools or guidance and counseling bodies and; Personal challenges, which

relate to the needs as well as the skills of the counselor. This includes

training, supervision and attitudes towards school system. These pose

challenges to the Non-professional which in turn influence his occupational

and life satisfaction level.

In Cotabato City, most of the respondents faced challenges in the

implementation of the Guidance and Counseling Program due to lack of

training, lack of counseling skills there is no clear function between guidance

counselor and prefect of discipline. Time allocation and availability of

resources were inadequate. Most of the respondents have teaching load and

they were pulled out from their respective classes when needs arise.
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Specifically, designated Guidance Teacher cannot do counseling due to

professionalization of Guidance Counselor Republic Act 9258. Effective

implementation of the program is impossible.

Ngumi (2003) states that the provision of guidance and counseling in

primary schools is riddled with a number of problems which are attitudinal,

structural, human and cultural. This includes failure to engage in careful

diagnosis of the organizational problems that guidance and counseling was

designed to solve. There is also lack of trained school counselors in

institutions of learning, and lack of enough time and facilities and reference

materials for use by counselors which belong to the structural problem.

For this reason, the researchers are driven to conduct the study if the

guidance counsellors of the school are registered or non- registered and what

are the challenges that they encountered, which help the guidance counsellor

to be more effective in doing their job and to have more background in

counselling children.

Purpose of the Study

The purpose of this phenomenological study is to identify the

challenges of non- registered guidance counsellor teachers in counselling

children. This study aims to know how the teachers become more effective in

counselling children, dealing children with their different problems, challenges

along counselling and how the non-registered counsellor affects on how they

counsel the children.

Research Questions

This study seeks to answer the following questions:

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1. What are the challenges of Non Registered Guidance Counsel teacher

in counselling children?

2. How do they cope with the challenges of counselling?

3. What are their insights on the importance of being a registered

guidance counsellor?

Theoretical lens

This study is anchored on Bandura’s Self-efficacy theory which defined

as an individual’s self- perceptions about their ability to successfully perform

in given situations. According to Bandura (1986), people with higher levels of

self-efficacy tend to exhibit higher levels of motivation, commitment,

resilience, and perseverance when faced with challenges and situation and

their professional and personal life. The theory of self-efficacy is an

appropriate lens through which to observe school counsellors because of the

duality of rules that school counselors play within school. School counsellors

are both counsellors (i.e, mental health practitioners) as well as educators (i.e,

teachers and administrators) (Ziomek-Daigle, McMahon, & Paisley, 2008).

Person-environment (P-E) fit theory and the transactional model of

stress and coping (TMSC) by Lazarus and Folkman are also rooted in this

research. Both concepts are useful when examining occupational causes of

stress as an imbalance due to job and environmental demands (Vazi et al.,

2013). Lewin and Murray’s P-E fit theory conceptualized that the person’s

relationship with their environment was the key to understanding the

mental,affective, and behavioral responses of an individual to the workplace.

The modern perspective of the p-e fit theory is a theoretical model that has

underpinned other approaches to personal stress and well-being in the work

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environment as well as being a method for understanding the process of

adjustment between the individual and the organization (Caplan, 1987;

Hamilton, 2016).

It is also supported by Social Cognitive Theory of Bandura, which

notes that a behavior evolves from the constant interaction between people

and their environments. Likewise, there are many valuable concepts that

include: self-efficacy, expectations, behavior capability, reinforcement, and

observational learning. Self-efficacy is thought to be the most significant

personal characteristic for influencing behavior. Behavior capability can be

shaped by providing knowledge about the recommended behavior and the

skills necessary to continue it. Discovering positive role models and

recognizing positive changes in others help in discussing observational

learning. Outcome expectations involve strategies that express information

about the possible results of engaging in the behavior and positive

reinforcement can help provide continuation of the recommended behavior

(Hodges & Videto, 2005; Sprenger, 2011).

Significance of the Study

The findings of this study will add up to the usefulness and

significance of guidance counsellor teacher especially those non registered

guidance counsellors who counsel children. These guidance counsellors

encounter experiences that seem to be alarming for students, parents and

school administrator. The study may shed light on the role of guidance and

counselling in influencing learner’s discipline. Through this study, we will able

to obtain information about the experiences, how guidance counsellor

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teachers cope those experiences of counselling that might contribute a

significant outcome to the community in general.

Also, this study is helpful in obtaining quality education goal by the

Department of Education through taking actions on how to address the

problems that guidance counsellor teacher experienced during counselling.

The study helps teachers in facilitating student counselling especially in

consultation period. This study is also beneficial for students especially those

who need counselling. Lastly, this study would assist the researchers in the

future who are interested to conduct a study related to counselling children

challenges of non-registered guidance counsellor.

Definition of Terms

The following words are conceptually and operationally defined for the

purpose of clarifying some terms.

Counseling. The term counselling defines as a profession that deals with

personal, social, and educational concern (Atkinson 2002).

Children. The term child means every human being below the age of 18

years unless, under the law applicable to the child, majority is attained earlier

(Gabon, 2000).

Scope and Delimitations

This phenomenological study will be conducting in Davao del Norte,

school year 2019-2020. It focuses the guidance counsellor teachers who have

a background in counselling children but basically not a registered guidance

counselor. The study seeks to capture both the content as well as the

processes through counselling children. These registered guidance counsellor

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are crafted from the background and experiences of the public and private

elementary teacher in Davao del Norte both from the in-depth in the focus

group discussion.

This study is basically anchored on available reading materials

including ebook, proquest, google scholar, internet and interviews from the

teachers.

Organization of the Study

In the presentation of our study, different ideas and concepts were

organized consequently. Discussion of the different chapters is presented in a

detailed and substantial manner. In order for the reader to have a clear

understanding of the phenomenon under investigation.

Chapter 1 It described the phenomenon being studied. In this chapter

emphasized the importance of the study and presented what has been

researched in the past and recent times and shows the identified gaps in

existing researchers. It is followed by the discussion of researcher purpose of

the study which aims to identify the challenges of a non-registered guidance

counselor in counseling children, the definition of terms and the scope of

delimitation of the study and the organization of the study.

Chapter 2 Covers different readings about the challenges of a non-

registered guidance counselor in counseling children and how do they cope

up with this, including important key points for effective acquiring of

knowledge when it comes to counseling.

Chapter 3 Discusses the research design and methodology used in

this study which includes: research design, role of researcher, data collection,

data analysis, trustworthiness, which explains the four criteria: transferability,

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credibility, dependability and conformability, lastly the ethical consideration of

the study.

Chapter 2

REVIEW OF RELATED LITERATURE

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This chapter covers the review of literature related to this study. After

discussing the significance of literacy rate and the different reading programs

and interventions, we now present some previous studies that had been

conducted on Challenges of Teacher’s Guidance Counselor.

Challenges of Guidance Counsellor Teachers in Counselling Children

Being a non-registered counselor teacher is not that easy. Therefore, it

is a challenge to all guidance counselor teachers to fulfill their responsibility in

counseling children.

A number of teacher counselors found it difficult to deal with culturally-

related issues. These included lack of support for the concept of counseling

from parents, who insisted on the use of corporal punishment; costumary

practices that compromised schooling and practices relating to death and

bereavement. Teacher counselors often found themselves caught between

the culture of the surrounding communities, and their own and the

government policies (Howieson & Semple, 2012).

Teacher counselors also revealed that although they had some skills

and were ready to counsel learners, there were cases in which learners did

not trust them and did not disclose their problems to them. The teacher

counselors attributed tha lack of trust to learners’ cultures and also parental

influence. There were parents who told their children not to discuss private

and domestic issues with outsiders including teacher counselors

(Mushaandja, 2013).

Guidance and counselling services in primary schools in Zambia are

provided by teachers who are trained in the theory and practice of guidance

and counselling or sometimes not trained. The role of guidance and

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counselling teachers and their presence in government schools has become

increasingly important in recent years. The increased importance being

placed on guidance and counselling makes sense on many levels. By being

available, school guidance and counselling teachers are used as a resource

and in becoming accepted, they are free to focus on student needs that may

not have surfaced during basic instruction or supervision (Ministry of General

Education, 2016).

According to Polat and Jenkins’ (2012) study in England and Wales,

the local education authorities differed in qualification requirements for school

counselors they employed as well as the service evaluation methods used in

the schools.

Mwape 2015 claimed to determine the challenges faced by guidance

and counselling teachers in primary schools in Lilanda Zone. The study

indicated that guidance and counselling teachers faced a number of

challenges. These included lack of support from school authorities, lack of

office space to enable them effectively carry out their duties, lack of reference

materials, lack of financial resources, lack of training opportunities and

negative attitude towards guidance and counselling services by pupils,

teachers and parents. This was compounded by the unfavourable guidance

and counselling teacher-pupil ratio. Other challenges included limitedtime for

guidance and counselling activities and heavy workloads for guidance and

counseling teachers who also had to teach subjects of their expertise.

McMahon and Patton, (2012) claimed the lack of suitable supervision

for school counselors in Australia. According to their study, practice

supervision was able to be accessed two times or less in a year by almost half
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of the respondents in their study. School counselors may have access to

informal support networks providing peer supervision and support, but the

need for adequate formalized supervision largely remains unmet.

Bunce and Willower (2012) also revealed the sporadic nature of

professional contacts and the lack of Counseling of supervision for school

counselors in their study undertaken in America. As school counselors are

often working independently in a school, physical distance posed a

considerable challenge to having regular supervision and discussion of work-

related difficulties with other colleagues. Therefore, school counselors may be

left poorly supported and ‘isolated’ from their peers or a supervisor. Bunce

and Willower’s study also revealed that the same problem extends to the lack

of opportunities for ongoing professional development. Therefore, school

counselors often have to face challenges in receiving proper supervision,

support, and ongoing education and training while practicing in schools.

In Nyamira County, it is assumed that trained teachers can serve as

providers of guidance and counseling service in schools. However, the

question that arises is whether these teachers have the prerequisite

professional training in guidance and counseling to enable them effectively

provide this vital service (Schmidt, 2013).

Lewis and Hatch (2013) pushed for the cultivation of strengths-based

professional identities among school counselors based on culturally relevant

and evidence-based practices that support the developmental learning

abilities of all students.

Additionally, it is also necessary to identify views of guidance teachers

who are directly responsible for the provision of these services in order to
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determine deficiencies and offer higher quality services. In their study aiming

to identify perceptions of guidance services in early childhood education,

Aliyev et al., (2012) interviewed guidance teachers and principals and found

that guidance teachers lacked knowledge of especially early childhood

education and did not receive adequate training in this subject during their

undergraduate study.

Likewise, in Aktaş and Demirtaş-Zorbaz (2018), guidance teachers had

deficiencies in psychological counseling with children and proposed the

organization of in-service training as the primary option and the inclusion of

courses on child counseling in undergraduate teaching programs as the

secondary option to rectify their deficiencies. Akalın (2014) showed that

guidance teachers working in early childhood education institutions have

limitations of knowledge and skills concerning inclusion practices.

Accordingly, guidance teachers express their lack of knowledge of work with

young children. This lack can affect the quality of the services they offer.

According to Paisley (2013), not only are school counselors struggling

to meet the demands of multiple persons, they are also trying to juggle the

debate over role definition. School counselors are encouraged to be involved

in both the academic and mental health concerns of the students.

Counselor educators rely on site supervisors to address school

counselor training needs that are outside of traditional training models (Akos

& Scarborough, 2012). Because of this practice, the school-based supervisor

often becomes the sole voice of the profession as the voices of faculty fade in

relevance and significance, resulting in poor induction of the counselors into

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the profession and poor development of their professional identity (Dollarhide

& Miller, 2014).

Counseling students to help them develop new skills and gain an

appreciation of knowledge and learning can be very rewarding. However,

counseling may be frustrating when one is dealing with unmotivated or

disrespectful students. Due to the relatively short tradition of schools

counseling in South Korea, occasionally, school counselors must cope with

less cooperative attitude and responses in the school from some teachers

and administrators as well as students. School counselors reported that they

experienced stress in dealing with heavy workloads, conflict with co-workers,

and role ambiguity H.D. Kim (2015).

The major training issue for a school counselor is the limited practicum

experience in school counseling. School counselors need to perform a variety

of counseling services for students, teachers, and parents. The successful

performance of these services depends not only on a strong knowledge base

but also on clinical skills obtained through experiential learning. The current

qualification requires a 4-week practicum. When compared to the 700-hour

practicum requirement of the U.S. school counselors, this appears to be

insufficient to allow enough opportunities for developing clinical skills and

understanding practical issues in school counseling (Eun& Kim, 2004; Yu,

2012).

The multiple routes for becoming a school counselor also raise a

concern for the qualification of school counselors. Currently, school

counselor applicants need to have either a bachelor’s degree or a master’s

degree in counseling-related programs. This may broaden the opportunities

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of an applicant to become a school counselor, yet may create differences in

the level of expertise. For this reason, some argued that the preferential

weight should be given to those with a master’s degree. This concern

warrants future effort to carefully define the expertise of school counselors

and to examine the current curriculum for school counseling training

programs (Hong, 2015).

Developmental elementary school guidance, with emerged in 1965

from the vocational guidance program, was geared to assist all children as

opposed to offering only remedial and crisis-centered interventions for the

few.stated that even today, guidance counselors continue to struggle with

definitively implementing a more comprehensive counseling approach.

Elementary school guidance couselors are faced with many challanges on a

day-to-day basis when they are called upon to deal with more developmental

and emotional issues of children. Guidance counselors need to be trained

and/or increase their knowledge in techniques and strategies to work

effectively with abused children, such as incorporating play therapy into

counseling programs (Sandhu, 2013).

Collins (2016) stated that guidance and counseling is important

because it provides an insight on working knowledge, skills, and attitudes. It is

necessary to assist young people to be discipline and be able to deal with

challenges and realities they face in their ever changing environment,

understand themselves, their academic social and physical environment,

realize their potentials, as well as identify opportunities in a world where

chances for further training, employment and advancement continue to

dwindle.
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In order to address these challenges, rigorous research on school

counseling in South Korea is essential. For example, research on competence

of school counselors can clarify concerns regarding training of school

counselors. The consensus o the level and areas of competence for school

counselors can offer direction for training programs and qualifications.

Another area of research concerns the development and validation of a

school counseling model. Researchers have argued that a comprehensive

school counseling mode is especially important for the success of school

counseling (S. M. Lee, Oh, et al., 2012).

Many of the teacher counselors managed to provide much needed

support and helped learners experiencing difficulties in their schools cope and

sometimes overcome challenging life situations. In general, they were

passionate about their work and were selected because they liked to help and

were perceived as empathic and approachable (Praisley, P. O. & McMahon,

H. G. (2013).

Counseling

The provision of guidance and counseling in elementary schools in

Kahuro district is wanting. This is attributed to the fact that many schools in

the district do not have guidance and counseling teachers who have the

requisite training and experience as confirmed by the records in the District

education Office (2013). This is a pointer to a serious problem as regards the

dereliction of duty on the part of the parent ministry. The assumption is

deployment of teachers to effectively manage the holistic development of the

learners should always be the norm in all schools. A deviation from the same
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exposes the institution to risk and the consumers of the education programs

who are the learners in this case to a serious challenge.

According to Willey & Andrew (2012), Counseling involves two

individuals one seeking help and other a professionally trained person helped

solved problems to orient and direct him to words a goals. Counseling

services are therefore required for individuals having developmental problems

because of the handicap they suffer in any area of emotional either because

of hereditary factors or environment conditions. Generally such cases are only

about five to seven percent in a population and therefore counseling is

required only for such a small number. As compared to guidance which is for

percent of individuals. Counseling involves a lot of time for the client to unfold

the problem, gain an insight in to the complex situation. Counseling

techniques involve active listening, emphatic understanding releasing the pent

up feelings confronting the client and so on counseling therefore is offered to

only those individuals who are under serious problem and need professional

help to overcome it.

The crucial implication of phenomenology for counseling psychologists

is that we should endeavor to know our clients in the sense that we know

ourselves. It is particularly important to understand the client’s perspective on

relationships; and this applies equally to children as it does to adults, as

research shows that children do know what help and support they require

(Bannister, 2012).

In addition, school counselors coming from a teaching background may

have advantages in establishing relationships with students, teachers, and

administrators, designing and delivering classroom instruction, and

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understanding teacher concerns and the culture of the school. As many new

counselors now join their teacher counterparts in a profession with members

of increasingly diverse professional backgrounds, it is important to understand

the impact these background variables have on school counselors. This

understanding is an important toward providing the support necessary for

school counselors to effectively implement guidance programs that lead to

student success (Peterson et al., 2014).

Disruptive or challenging behaviours, developmental disorders,

learning difficulties, bullying and school violence are among the wide range of

students' problems and challenges teachers are dealing within the

contemporary educational context. The percentage of children requiring

counselling support and intervention within schools varies (from 3 to 25%)

depending on the severity and persistence of the difficulty or the challenging

behaviour (Kauffman et al., 2012).

Within the field of counseling, school counselors face a unique

challenge, for they are licensed or certified by state educational agencies but

are trained in the field of mental health. Integrating mental health training in a

school setting plus maintaining a counseling identity while meeting

educational objectives can result in confusion for school counselors

(Kozlowski, 2013).

Without the skills and training to be able to implement counseling

programs and activities that are more conducive to addressing educational

objectives, school counselors will likely continue to be held responsible for

non-counseling duties and have their time allocated to such duties (Amatea et

al., 2012).
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Children

In the 7th century, John Locke and Jean Jacques Rousseau

emphasized the idea that children should be reared with thought and care

rather than with indifference and cruelty. However, children will still regarded

as the property of their parent. Locke and others influenced expanding the

scope of education and other philosophers called for moral guidance and

support for children, (Mash& Wolfe, 2010).

The Texas Education Agency identifies children as 21 years and under

as a student who is eligible for services, clinical mental health services identify

children as 18 years of age and below as being eligible for services.

Therefore, for the purpose of my study, age 18 and under defines the term

children (Tea, 2012).

In order for counselors to be effective in their work, they must assume

a holistic view of clients by considering influencing factors such as:

chronological age, developmental age, gender, race, socioeconomic status,

family dynamics, living arrangements, work/school environment, and personal

interests and goals. When counseling children, it is especially important to

consider the chronological and developmental age of clients. Because

children do not have the verbal language or mental capabilities of adults

which would allow them to process information gathered through typical adult

talk therapy, play therapy has become the preferred method of treatment by

mental health professionals across varying disciplines that specialize in

therapeutic work with children (Kottman, 2010; Landreth, 2012).

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Chapter 3

METHODOLOGY
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This chapter discuss the methods that will be use in data collection

and data analysis that primary question of our study. It indicates the research

design, role of the researcher, research participants and the process of data

collection, data analysis, and trustworthiness that includes the four criteria:

credibility, conformability, dependability, and transferability. All individuals that

are concern with this study is also included as well as the process of ethical

considerations. It will help us researcher to gather information for us to know

the deepest reason of our study and how it will be able to understand in it.

Through this study we will have knowledge on how important the non-

registered guidance counselor in counseling children. The overall research is

a qualitative study because this methods focus on the experiences of the

people involved. (Taole, 2008).

Research Design

In this research design, we will employ the descriptive qualitative

method particularly phenomenology. Phenomenology clearly defines as the

study of how human perceives as event or a phenomena from its actual

happenings in the real situation. Furthermore, phenomenology reveals the

experiences of the participants that involved in the conducted study and

digging deeper into their thoughts and ideas also identifying the purpose or

core of the described experienced of the participants through the lengthy

conversation and allotted time with the participants (Creswell 2007; Speziale&

Carpenter, 2007; Willis 2007; Campbbell 2011).

Moreover, our study will employ the descriptive design that utilizes the

qualitative approach in research. It was also stated that human research

which is the descriptive study that provides information about the natural
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according in health, status, behavior, attitudes or perception of a particular

group. Also, they give emphasize about the purpose of qualitative research

was to gather or collect an in-depth understanding and experiences of human

in relation to their behavior (3.A and 3.F Gubrium, 2012).

We will use the phenomenology approach because it is a powerful

instrument in setting a distinct understanding of human experiences, pungent

into their opinions, feelings and actions in order to acquire insights from their

experiences. It clearly illustrates the specific details of the experiences and

how they are seen the situation. It is an appropriate instrument in our study

wherein we need to envision and explore the actual experiences of the

guidance counselor teachers and their challenges in counseling.

Qualitative research consider the nature of purpose of the study that

will conduct the researcher that utilizes a qualitative approach since it

provides a more broaden approach to the study about social phenomenon in

which it determines various insights of the research participants in line with

the challenges of non registered guidance counselor in counseling children. It

also stated that in conducting a qualitative approach helps the participants to

unveil their experiences prior to their own perspective in life and also by using

the methodology it will help the researcher as well in gaining and

understanding how they described their experiences (Marshall &Rossman

2006; Creswell 2007; Roberts 2010).

This study will demonstrates the experience of guidance counselor

teacher in counseling children. It centered into what common experiences the

participants has experienced incounseling children.(Creswell, 2012).

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This qualitative study involves interviews with teachers in far flung

schools who are assigned to be a guidance counselor in their school in

elementary levels. A qualitative research is one in which the inquirer normally

makes data claims develop basically regarding constructivist perspectives a

point of working up a speculation or advancement/participatory or both. It

similarly uses methodologies, for instance, stories, phenomenology,

ethnographies, grounded hypothesis studies, or logical investigations. The

specialist gathers open-finished, rising information with the essential

expectation of creating topics from the information (Creswell, 2013).

Because of its flexibility, the themes of the phenomena for the fourteen

participants in the individual interview that we will focus on and the group

discussion will be describe by the use of thematic analysis, which is widely

used in qualitative analytical methods (Boyatzis, 1998; Roulston, 2001).

Themed analysis as a basic qualitative analysis method. (Holloway and

Todres, 2003) provides a flexible and useful research tool that can provide a

rich, detailed yet complex data account (Roulston 2001).The ideal number of

participants who can provide the study with rich details.

Role of the Researcher

We will play the role of moderator, translator, transcriber, interviewer,

benefactor and listener in the collection of data in this study. (Dornyie2007)

suggested that in focus group interviews, the interviewer is usually referred to

as the "moderator. “He added that while they still need to ask questions, they

must function more as facilitators of the discussion during the session than as

interviewers in the traditional sense. Since the dynamics of the focused

grouping is one of the unique characteristics of this method, the role of the
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researcher involves some group leadership work; including ensuring that

everyone can express their views, without subjugating that even the less

interactive participants can share their insights and experiences.

As a moderator, we will primarily involve in directing and steering the

discussion through the use of samples and body language and gestures,

which is an effective instrument for controlling the flow and focusing the

group. We also gave others the opportunity to talk, so no one over - shines

each other.

As a listener, we will give our interviewee the spotlight during the

conversation. (Legard, 2002) Stress that the interviewer's primary role in an

in-depth interview is a listener. The in-depth interview described by Burgess in

1980 and Lofland in 1995 is a form of conversation. Sidney and Webb (1932)

actually described the interview method as conservation for a purpose. In fact,

although a good in-depth interview seems naturalistic, it has little resemblance

to a daily conversation.

As a future educator, knowing various strategies in counseling children

is beneficial. Ideas that these studies accretion will guide and equip us in our

selected fields. In collecting data, we will demonstrate our personal perception

and experience in our field study courses and take into account factors

affecting the study.

Research Participants

The participants in this study are the elementary guidance counselor

teachers who have long experience in counseling children. As our

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participants, we will select 14 teachers to properly manage the entire inquiry

and collect the necessary data.

We will interview 14 primary teachers using purposeful sampling,

including Grade 1 to grade 6 namely: Magugpo Pilot Central Elementary

School, Magugpo Pilot Imelda Elementary School, Visayan Elementary

School and other schools within Davao del Norte where transportation and

communication are often difficult. Some roads are usually rough;

communication is not accessible just like using mobile phones and other

technology.

In addition, it is also important for us to identify the participant’s

personalities in order to predict the flow of the conversation and to provide

measures to ease or prevent conflicts between informants (Dornyie, 2007).

Data Collection

The following steps will be employed in gathering the data:

Prior to the interview, researchers will select a methodology and

subject-based purposeful sampling technique (Higginbottoom, 2004). Purpose

sampling is suitable for qualitative studies in which the researcher is

interested in informants with the best research knowledge. Who or what is

sampled must be decided when using purposeful sampling (Creswell, 2013).

In addition, since interviews were regarded as an intrusion into the

private lives of respondents with regard to the time allocated and the degree

of sensitivity of the question we are going to ask, a high standard of ethical

considerations has been maintained. Ethical issues were therefore taken into

account at all stages of the interview process. Before participating in the

interview, this participant will give his informed consent, a key step that
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researchers should follow throughout the entire research project. In order to

protect the rights of participants and avoid harm, the researcher ensured that

the data collected will always be strictly confidential and anonymous. More

importantly, participants should have said that their participation in the

interview is completely voluntary and that they can always withdraw

(Alshenqeeti, 2014).

The participants will give an orientation about the study during the

interview and ask to participate as a means of data collection through an

interview with a focus group. The process began with a preliminary phase in

which the moderator defines the length and confidentiality of the information.

Researchers have also spent time explaining the need to record interviews

and technical issues that arise in a group discussion, especially one by one.

We will ensure that we never deviate from the introduction to the study

and the question sequences. We will never allow anyone to interrupt the

interview, improvise or change the word (Birch, M., & Miller, T. (2002).Finally,

researchers stressed that the discussion concerns the participant’s personal

views and experiences. Variation and uniqueness of shared ideas do not

affect informant’s credibility. There are therefore no correct or incorrect

responses (Dornyie, 2007).

We will transcribe their statements after the interview and we will return

it to verify their statements and sign for verification. Nevertheless, the data we

will encode will be examined until the most important topics are develop. The

triangulation will give us a conclusion in our study. The data we will collect

from the literature review, key information and FGD respondents agree on

the triangulation of other resources.

 27

Data Analysis

Following the discussion of the focus group and in-depth interviews,

the researcher will collect all notes and tape recorded copies of the interview

to finally begin data analysis. The following steps in data analysis are use in

this study; data reduction, data display and conclusion and verification of

drawings. The data reduction will apply after the researchers transcribe the

ideas generated by the conduct interview.

Data reduction refers to the coding and transformation of ideas for

collection in figures or discussions in tables. Data reduction will be use in this

study to eliminate irrelevant ideas to prevent confusion or misleading

information. The next step is the display of data in which the researchers will

group the ideas accordingly, which is similar and relevant to the study. A well-

organized display of data leads to a set of ideas that is accessible and easy to

understand. In addition, this set of accessible ideas will help to analyze the

data for accurate and valid data analysis. The conclusion draw and

verification will also form the basis for the collection and transcription of data

from this study (Miles and Huber man, 1994).

Trustworthiness

The following criteria are used for qualitative research. Qualitative

research also has several evaluation criteria. Trustworthiness is also taken

into account because it places real importance on the results of the study and

the accuracy of the interpreted data collected from the participant’s

experiences (Lincoln and Guba, 1985).

 28

In order to improve the reliability of data, researchers see

methodological rigor by using multiple data sources to make data and

methodologies as public and replicable as possible (Patton, 2002).

Credibility

Focus of research and refers to the trust in how the data address the

intended focus of our study, we will ensure the firmness of our data, such as

interviews, that we will collect directly from the participants and not from a

craft. It defines the trust that can be place in the truth of the results of

research. The credibility of the analysis can be confirmed by verifying that the

data as a whole is representative (Thomas and Magilvy, 2011).

Conformability

By triangulation of data sources and reflective journal entries (Anfara,

2002), the data represents the information provided by the participants and

the interpretation of the data is not invented by the investigator (Polit and

Beck, 2002). After transcribing audio tapes, the text is returned to the

authentication informants and we will ask for a verification form to be signed.

It concerns the establishment of data and the interpretation of results is not a

figment of the imagination of the researcher, but is derived from the data

(Lincoln and Guba, 2011).

Dependability

It refers to the stability of data under various conditions in our study. It

is therefore important to state the principle and the use of criteria for the

selection of participants and to detail the main characteristics of the

participant so that the transferability of the result to the other context can be

assessed, we will ensure that the evaluation of the results, as well as the
 29

interpretation and recommendation of the study, is supported by the data

received from the study informants (Moretti, 2011).

Transferability

We will ensure the transfer of data to other settings or groups. In order

to negotiate the transferability of this study, we include several of the data

analysis documents in the appendix, which we use to answer the research

question in order to gain access to the investigation (Lincoln and Guba, 2011).

Ethical Considerations

When using our participant’s ethical considerations in the conduct of

the study, we must ensure that their individual rights and opinions are properly

respected. In accordance with the guidelines of the ethical considerations

presented in the Belmort Report on respect for persons, inform consent,

beneficiaries, confidentiality and justice (Emmanuel and Menikoff, 2011).

Respect forapproval requested from the Superintendent of the

Schools Division in elementary where data collection belongs. Before

conducting the research, the heads of the research participant’s schools were

then asked for permission (Creswell 2012). Prior to each interview,

participants are informed of their ability to decline questions that they feel they

do not want to answer and their ability to withdraw from the study at any point

in the research process (Denzin, 2011).

Consent a way to show respect for individuals during research

(Creswell, 2012). All participants are aware of the purpose of the research

study they will involve. Participants were protected at all times, so that not all

information files were left unattended or unprotected (Bricki and Green, 2007).
 30

Confidentially the coding system is used for the results and findings,

including the safeguarding of participants. This means that the participants

personal information is kept hidden as part of this study (Bernard, 2017).

Justice it also requires a fair selection of participants, e.g. avoiding the

population of participants who may be unfairly pressured to participate. The

principle of justice requires that research should benefit those who undertake

research burdens. We will never forget their recognition, their contribution in

our study, as we can finish and make this final and make it a success.
 31

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 38

Research Questions:

1. What are the challenges of Non Registered Guidance Counselor

teachers in counselling children?

1.1 What are the issues or concerns that non registered

guidance counsellor teacher encountered?

1.2 How do these issues/concerns affect your career as a

teacher?

1.3 What are the unexpected situations you encountered during

counselling?

1.4 How do these unexpected situations affect your journey

during the the counseling session?

1.5 How does counselling affect your social interaction with

other people?

2. How do they cope with the challenges of counselling?

2.1 What are the coping strategies you employed in

counselling?

2.2 What coping strategies work the most in counseling?

 39

2.3 How do these coping strategies help you to uplift your

situation?

2.4 What did you do to counter unexpected situation in

counseling?

2.5 How do you handle counseling problems?

3 What are their insights on the importance of being a registered guidance

counselor?

3.1 What are the insights you can give to other guidance

counselor?

3.2 What insights you want to address to the parents of those

students you counsel?

3.3 What significant insights can you give to the school

administrator about student counseling?

3.4 What insights can you give to teachers who are also

guidance counselor?

3.5 How do these insights help guidance counsellor teacher in

counseling students?
 40

CONSENT FORM FOR RESEARCH STUDY

Title of the study: Counseling Children: Challenges of Non Registered

Guidance Counselor Teachers
Name of Researchers: JOVIE C. ALCUYNO
CHARA MAE M. PETARCO
MYRA B. TABAMO
1. We confirm that we have read and understood the information sheet for
the above study and have had the opportunity to us clarification about my
participation.

2. We are aware of our voluntary participation in this research and that we

are free to retract at any time, without giving any reason.

3. We do not have any hesitation if our interview is video taped or audio

taped and transcribed for data analysis.

4. We fully understand that copies or transcripts will be returned to us for

verification and our real name will be kept in secret and we will be identified
by a pseudonym in any publications arising from the research.

5. We agree / do not agree (delete as applicable) to take part in the above

study.
 41

_____________________ __________ _______________

Name of the participant Date Signature