UNIVERSITY COUNSELING & CAREER OFFICE

Research Digest

Volume 1 │ Issue 1 │ April 2011

An Annual Publication of UCCO

THE IMPACT OF THE ACADEMIC COMPETENCE EMPOWERMENT (ACE)
PROGRAM ON THE ACADEMIC ADJUSTMENT OF FRESHMEN STUDENTS
MERRIE CAROLYNE M. MATIAS, M.A., RGC

ADARNA M. CIPRIANO, M.A., RGC, CCOP

Guidance Counselor
Institute of Arts and Sciences

Guidance Counselor
Institute of Tourism and Hospitality Management

Freshmen year in college is a period of adjustment. While it offers opportunities that go well beyond the acquisition of an academic degree, it also brings pitfalls. A student’s first year of college, for instance, is critical not only for how much students learn but also for laying the foundation on which their subsequent academic success and persistence rest.
Being cognizant to the complexities that a college life may bring, the University Counseling and
Career Office of the Far Eastern University, in coordination with the various departments of the institutes, facilitates the implementation of the
Academic
Competence and Empowerment
Program (ACE) to address the needs of its growing number of student-clients. It is composed of six (6) modules designed to assist freshman students in their adjustment to college life. The program aims to help the students acquire the necessary skills and competence that would enable freshmen to meet the demands of student life at the University.
The
Academic
Competence
and
Empowerment (ACE) Program is anchored on the principle that the learner is the key to his/her own success. The program provides the students with opportunities to develop a healthy self-concept, to validate their value system in relation to their life

and to acquire relevant information and skills that empower freshmen to be purposive self-directed learners in the life-long process of learning.
The study was an attempt to analyze and evaluate the impact of the Academic Competence
Empowerment (ACE) Program of the University
Counseling and Career Office (UCCO) on the academic adjustment of first year college students.
Specifically, it sought to answer the following questions: What is the average weighted mean of the
ACE Self-Evaluation for all modules during the period of School Year 2006 – 2009?
W hat module is perceived most effective by the freshmen students with regards to their academic adjustment based on weighted mean per school year? W hat module is perceived least efficient by the freshmen students with regards to their academic adjustment based on weighted mean per school year? The study is significant for the parents wherein information regarding their children needs and adjustment problems may provide awareness for the parents to give more quality time with their family. For the students, the study provides them an opportunity to reflect on and summarize their own problems in order to see the full range of personal

Academic Competence and Empowerment Program (ACE) features six (6) modules designed to assist freshman students in their adjustment to college life.

matters that they could discuss not only with their counselor but with their families and friends as well.
Lastly, to the Guidance Counselors, the result of this study would enable them to intervene in those areas that are most likely to be associated with student’s adjustment concerns.
This study focused only on the Academic
Competence Empowerment Program facilitated by the University Counseling and Career Office in coordination with the various departments of the institutes for the academic year 2006 - 2009. Data gathered and the effectiveness of the ACE Program were evaluated based solely from those students who participated in the said program.
The data used for this study were the result of the evaluation forms that were given to freshmen students after the modules were conducted.
Results of the data showed that the school year with the highest weighted mean was from the
School Year 2007 - 2008 with an average of 3.93.
Next is from School Year 2006 – 2007 with an average of 3.92. It has a .01 difference from the highest weighted mean. School Year 2009–2010 ranked third with a weighted mean of 3.90. However, the School Year 2008 – 2009 got the lowest average weighted mean among all with a result of 3.86.
In terms of the result of the module that was perceived most effective and least efficient by the freshmen students with regards to their academic adjustment based on weighted mean according to school year, the results showed that in school year
2006 – 2007, Module 6 got the highest weighted mean with 4.06 while Module 1 got the lowest mean with 3.76. For School Year 2007 – 2008, Module 5 got the highest mean with 4.08 while each Module 1 and 4 got the lowest weighted mean of 3.76. In
School Year 2008 – 2009, Module 6 got the highest mean with 3.95 and the lowest is Module 1 with
3.76. Lastly, for the School Year 2009 – 2010,
Module 6 got the highest mean while Module 2 got the lowest mean with 3.76. With the figures above, it can be seen that the lowest result of self-evaluation can be found on modules that were conducted during the earlier part of the semester. The figures gradually increased as the other modules were being conducted. The highest results came from the modules that were conducted in the latter part of the semester. Students were made more aware about themselves and others. This helped them adjust better socially and academically.
The Academic Competence and Empowerment
Program is an efficient tool in helping freshmen

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students adjust academically and socially in their
University life. It is a means to build camaraderie among the professors, counselors and the students.
It is recommended that the conduct of the said program be intensified. An in-depth evaluation using a pre-test and post-test through the use of a psychological test such as College Adjustment
Scale is recommended to further gauge the effectiveness of the program. Furthermore, modules with less impact on the students should be reviewed and modified to suit the needs of the students. This will make the modules and the program more effective. PROGRAM EVALUATION: INTERNATIONAL
STUDENTS EMPOWERMENT PROGRAM (ISEP)
CONDUCTED BY THE UNIVERSITY
COUNSELING AND CAREER OFFICE
JOMELYN G. LOPEZ, M.A., RGC

Counselor, Institute of Arts and Sciences

In the past ten years, there was a sudden increase in number of international students enrolled in the university. This phenomenon necessitated a program that caters to their needs as international students. To address this concern, the University
Counseling
and
Career
Office (UCCO) started the International Students
Empowerment Program (ISEP) in 2004. This program is conceptualized to promote the process of integrating an intercultural dimension into students’ services. UCCO ensures that student support services are also appropriate for international students and possess a specific international outlook.
The International Students’ Empowerment
Program is a year-long program that aims to provide them with an appropriate intervention that will facilitate their adjustment in the university life under an entirely new culture. Specifically, the program aims to understand the importance of awareness and respect for cultural differences, motivate international students to explore and to appreciate the nature of our national culture and provide opportunities for international students to learn coping skills in order for them to easily adjust to the national culture.

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A General Assembly through an orientation is conducted as a start-up activity for this program followed by two modules entitled Emotional
Connection for module 1 and Cultural Sensitivity for module 2. In the end, a culminating activity is conducted to formally close the program. During the last activity, future plans of international students are considered and assessed and evaluation of the
International Student Empowerment Program is conducted. This study specifically focuses on the results of the program evaluation done by the international students from school year 2006-2007 up to school year 2010-2011 based on the two modules facilitated during the conduct of the program. An overall summary of the results of the international students’ evaluation and counselors’ observation of
ISEP are found towards the end of this report.
Table 1 below shows a summary of computed mean of ISEP module 1 entitled Emotional
Connection: Facing the Reality of Homesickness. A total of 115 international students attended module 1.
Table 1: Summary of International Students’ Evaluation on Module 1 of ISEP.

SY 2006-2007

Overall
Mean
4.6

SY 2007-2008

4.72

Excellent

SY 2008-2009

4

Very Good

SY 2009-2010

3.7

Very Good

SY 2010-2011

3.78

Very Good

Overall Mean

4.16

Very Satisfactory

School Year

Interpretation
Excellent

Based on the result, the module on Emotional
Connection received a very satisfactory mark for international students with an overall mean of 4.16.
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Results implied that international students were satisfied with the first module conducted for them. Among their subjective comments include
―doing the activity again‖; ―find it good to express what they feel being away from their home country and staying here in the Philippines to study‖; ―was nice to reflect‖; ―the activity was well-organized and they had a good time‖. Other suggestions were:
―make the activity livelier or funnier‖; and that
―everybody should cooperate with the activity‖.
Table 2 shows a summary of international students’ evaluation for module 2. An average of
143 international students participated in this module per school year.
Table 2: Summary of International Students’ Evaluation of Module 2 of ISEP
School Year

Overall Mean

Interpretation

SY 2006-2007

4.73

Excellent

SY 2007-2008

4.77

Excellent

SY 2008-2009

3

Good

SY 2009-2010

3.57

Very Good

SY 2010-2011

4.25

Very Good

Overall Mean

4.064

Very Satisfactory

The overall mean for this module is 4.064 which is interpreted as very satisfactory. The result of the evaluation of module 2 is also an indication that the international students were satisfied with the topic on cultural sensitivity. Among the comments of international students were: ―to learn more basic tagalong words‖; ―Filipinos are very kind-hearted and friendly‖; ―the food are delicious‖. Other comments were: they ―do not like the environment because of pollution‖; ―wandering beggars and animals on the streets‖; ―traffic‖; ―dangerous to walk at night because of many robbers and many insects and pests‖.
The evaluation done for this program was based on the evaluation form accomplished by international students, careful observations and evaluations of the counselors, interviews with the international students and other available documents. The results of the evaluation conducted per module the program for international students were shown to be effective for the last five school years. Evaluation results indicated that the international students appreciated more the module on homesickness than the module regarding cultural sensitivity. U C CO R E SARC H D IGE ST

The program was an answer to the need for coping knowledge and skills of international students. They were given the avenue to express what they felt towards being away from their home country while at the same time adjusting to their adoptive country. However, though the program is successful, there are still areas that UCCO needs to develop most especially in the emotional, social, cognitive and behavioral aspects to better understand international students.
The elements that evaluation needed revision were the evaluation forms used every after module and the evaluation used for the overall evaluation of the program. Though the current evaluation forms measured some of the important superficial areas like if the objectives were met and the venue and food were right, still the essentials were not obtained. Examples of the items that should be included were whether the international students learned something from the activities and the impact of the modules on them. Though this was extracted from the discussions during the activity, it was recommended that this important information should be documented as future basis for objective evaluation and assessment. Moreover, a deeper and broader understanding of the feelings, thoughts and behaviors of international students should be captured and not only the superficial observations. Furthermore, it was also recommended that modules conducted for international students be modified. Students are new every year and their needs are not entirely the same as the old students, as trends also change.
Some of the activities may be the same in content but different in approach to match the current population of international students.
It will also be beneficial for international students if UCCO administers an acculturation test aside from the personality test given to them as part of the program to better identify international students that need close attention and counseling, and to clearly measure acculturation of international students. Results will be helpful in modifying or creating appropriate activities for them.
A focus-group discussion (FGD), structured or unstructured routine interview should also be done as part of the program. Vast sources of information from international students will be helpful in creating helpful activities. Furthermore, students, faculty and administration will get to know more the international students more. The results of the interviews may make them aware and appreciate cultural differences among our international students. It is the hope of UCCO to develop higher cultural quotients among the Filipino students
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towards international students. Other recommendations include research initiatives among FEU faculty to utilize gathered information and to conduct more activities for international students in coordination with other organizations, offices, institutes and other schools/institutions to encourage partnership and linkages for students’ benefits.

THE PERCEIVED EFFECTIVENESS AND
IMPLICATION OF THE ACADEMIC ACHIEVERS
DEVELOPMENT (AAD) PROGRAM ON THE
ACADEMIC
PERFORMANCE
OF
THE
FRESHMEN ACADEMIC SCHOLARS FROM
SCHOOL YEAR 2005 - 2009
Noel N. Ison, RGC, MA Cand.

Counselor, Institute of Arts and Sciences

One of the roles of the University Counseling and Career Office (UCCO) of Far Eastern University is to provide students with services that would help them develop both their academic and personal skills through different programs given individually or in groups. Such services are not only limited to helping students make important academic decisions and adjustments, but it also includes helping students develop their full potentials as unique individuals. In this regard, the UCCO developed the
ACADEMIC
ACHIEVERS
DEVELOPMENT (AAD) PROGRAM.
The program includes a series of seminarworkshops designed to ―provide activities that will supplement the academic and character development of this group of students through carefully selected program of activities for them to enhance themselves and to serve as role models to other students‖. The AAD Program consists of modules that include three selected themes which are self-esteem, values and family, and leadership. The various themes of the modules aim for the holistic development of the academic scholars of the university. The objective of the study was to make an evaluative survey on the impact and effectiveness of the
Academic Achievers Development Program of the
University Counseling and Career Office from school year
2005 to 2009. It focused on the general weighted average of the freshmen academic scholars who attended the AAD
Program in school years 2005 – 2009. It sought to find out whether seminar services provided by the University
Counseling and Career Office achieved its main goal of helping students develop academic and personal skills.
U C CO R E SARC H D IGE ST

ToGeneral Assembly is conducted asof startA measure the effectiveness a the program, evaluation forms followed by two modules, up activity for this program were distributed to the academic scholars who for module in the series of
Emotional Connection participated 1 and Cultural mensitivity for module 2. InAchievers a culminating
S odules of the Academic the end, Development
Program. conducted to formally participants varied activity is The number of close the program. depending on the attendees ofplans for international
During the last activity, future a particular module administered be assessed andday. Using of the ISE students will on a scheduled evaluation the Likert scale technique, a set of statements were program will be facilitated. developed measuring the overall perceptions of the
This report specifically focuses on the results participants on the three separate modules which of the program evaluation accomplished by internainclude self-esteem, values and family, and tional students from school year 2006-2007 up to leadership. The weighted mean was measured school year 2010-2011 in the two modules facilitatthrough the responses given by the participants. ed during the conduct of the program. An overall
In of the the overall international students’ summary general, results on results of the seminarworkshops and counselors’ observation of achievers evaluation received by the academic ISEP can showed that the the end of this report. be found towards seminars were excellent thus, suggesting Results
Evaluation the objectives of the seminars were adequately met provides a summary of computed
Table 1 as perceived by the participants tmean of ISEP module such entitled Emotional hemselves. Furthermore, 1 responses implied tConnection: Facing the Reality by the UCCO are hat seminar services provided of Homesickness. perceived effective international students attended
An average of 115 by the academic scholars tthemselves in 1. he first module the promotion of their personal growth. Table 1: Summary of International Students’
The Module weighted
Evaluation ongeneral 1 of ISEP. average of the freshmen scholars who attended the 3 modules
Overall
School Year
Qualitative
from SY 2005 -2009 were taken from two sources;
Mean
(a) Computer Service Department and through the
SY 2006 guidance program. The data taken were
4.6
Excellent shortcut to-2007 thenY 2007-2008
S tallied. The number of participants varied
4.72
Excellent depending on the attendees of a particular module
SY 2008-2009
4
administered on a scheduled day. Very Good
The study elicited data on ery Good
SY 2009-2010
3.7
V the general weighted average and showed its impact and/or
SY 2010-2011
3.78
Very Good effect on their academic performance. Below are the
Overall Mean
4.16
Very the students tables that show the results. Many ofSatisfactory who attended and completed the said program have
Based on the 1.26 the module on Emotional attained an averageresult, -1.50. It is an indication tConnection received a of thesatisfactory mark from hat the AAD program very UCCO helped in the international students with an overall mean of 4.16. psychological adjustment of the participants and helped them in their academic standings.

Below are the tables showing the results the general weighted averages of those who attended the AAD
Program from School Year 2006– 2010.
Table 1. First semester General Weighted Average of Freshmen Scholars SY 2006

Total Number of students who attended the AAD Program: 241

Grades

Number of Students

Percentage

1.00 – 1.25

24

9.96

1.26 – 1.50

96

39.83

1.51 – 1.75

71

29.46

1.76 – 2.00

39

16.18

2.01 – 2.25

6

2.49

2.26 – 2.50

3

1.24

2.51 – 2.75

2

0.82

2.76 – 3.00

0

0

5

0

0

Table 2. First semester General Weighted Average of Freshmen Scholars SY 2007

Total Number of students who attended the AAD Program: 470

Grades

Number of Students

Percentage

1.00 – 1.25

34

7.23

1.26 – 1.50

148

31.49

1.51 – 1.75

143

30.42

1.76 – 2.00

86

18.30

2.01 – 2.25

45

9.57

2.26 – 2.50

9

1.91

2.51 – 2.75

2

0.42

2.76 – 3.00

3

0.64

5

0

0

Table 3. First semester General Weighted Average of Freshmen Scholars SY 2008

Total Number of students who attended the AAD Program: 687

Grades

Number of Students

Percentage

1.00 – 1.25

53

7.71

1.26 – 1.50

188

27.36

1.51 – 1.75

187

27.22

1.76 – 2.00

196

28.53

2.01 – 2.25

44

6.40

2.26 – 2.50

14

2.04

2.51 – 2.75

5

0.73

2.76 – 3.00

0

0

5

0

0

The AAD Program modules feature three selected themes: self-esteem, values and family and leadership.
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Table 4. First semester General Weighted Average of Freshmen Scholars SY 2009

Total Number of students who attended the AAD Program: 505

Grades

Number of Students

Percentage

1.00 – 1.25

63

12.47

1.26 – 1.50

183

36.24

1.51 – 1.75

129

25.54

1.76 – 2.00

90

17.82

2.01 – 2.25

28

5.54

2.26 – 2.50

8

1.58

2.51 – 2.75

2

0.39

2.76 – 3.00

1

0.19

5

1

0.19

Table 5. 1st semester General Weighted Average of Freshmen Scholars SY 2010
Total Number of students who attended the AAD Program: 315

Grades

Number of Students

Percentage

1.00 – 1.25

33

10.48

1.26 – 1.50

89

28.25

1.51 – 1.75

96

30.47

1.76 – 2.00

61

19.36

2.01 – 2.25

26

8.25

2.26 – 2.50

9

2.86

2.51 – 2.75

0

0

2.76 – 3.00

1

0.32

5

0

0

THE IMPACT OF THE STUDENTS-AT-RISK (STAR)
PROGRAM ON THE ACADEMIC PERFORMANCE
OF STUDENTS UNDER THE SELECTIVE
RETENTION POLICY OF FEU
MA. ELENA S.J. DIZER, RGC

Some students are unable to focus on schoolwork because of illness, serious interpersonal problems, career concerns, family crisis, or mental health problems. Furthermore, the inability to successfully manage their time frequently leads to poor performance. For some, it is the difficulty to balance their academics, extracurricular activities, and social lives.
These problems hinder effective learning and maximum growth and development of college students. It is therefore imperative to review and evaluate their problems and concerns to meet their needs and find ways to solve their adjustment problems, specifically, academic difficulty.
In line with the university’s commitment to attain the highest intellectual standards as stated in its vision-mission, the Selective Retention Policy
(SRP), through its Academic Council was implemented to monitor the quality of students.
Strict implementation of this policy was made during the second semester of School Year 2003-2004.
The involvement of the Guidance Counselors revolved mainly in conducting an initial interview and counseling which are parts of the enrollment process. The students, who are under probationary status, were asked to report to the University
Counseling and Career Office to attend the STAR
Program for academic supervision and a series of counseling sessions and testing.
From 276 students under the Selective
Retention Policy in school year 2003-2004, a vast number of such students increased year by year as shown in the table below:

School Years

Number of students under SRP
(1st & 2nd semester combined)

2010-2011

627

2009-2010

540

2008-2009

446

2007-2008

Counselor, Institute of Nursing

544

2006-2007

705

2005-2006

339

2004-2005

300

ADARNA M. CIPRIANO, M.A., RGC, CCOP

Counselor, Institute of Tourism and Hospitality Management

Along the way through their college life, students experience academic difficulties not because they do not understand the specific course material, but rather due to other factors such as excessive anxiety, poorly developed study skills, or unrealistic expectations about how much they can handle.
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The main concern of the Guidance to assist such students in their academics and
Counselors is to give interventions which are monitor their scholastic performance within the necessary to help SRP students in their ―survival‖ semester. while under probation and consequently help
The study revealed that out of 791 (33%) prevent the occurrence of another failure in their
SRP students who were able to attend the STAR subject/s. Hence, the birth of the Students-At- Risk
Program activities, 362 (45%) of them were able or STAR PROGRAM. to pass all their subjects after the semester,
Students under the Selective Retention therefore Probationary
Status
was lifted. Policy failed 50% or more of the units they took in a
Furthermore, they qualified for readmission to the semester due to different reasons. The top three
University in the following semester. reasons for failing were academic difficulty,
94 (11%) out of 791 (33%) SRP students absences/ tardiness and family problems. Majority failed 50 to 74% of the prescribed academic load of them had difficulty comprehending the subject/s for the semester. These students were no longer they have taken thus resulting in failure. Absences admitted in their institute and tardiness incurred also played but were recommended to shift a big part in these students to another course under a academic performance. Lack of different institute. interest in a particular subject prompted students not to attend
The number of SRP classes relating to teacher factor students who were no longer and/ or class adjustment difficulty. admitted to the University after
Moreover, managing their time the semester was 118 (14%) out efficiently provided them difficulty of 791 (33%). Such students as evident in their tardiness. The were advised to transfer third reason for failure concerned to another University because
The STAR (Students-At-Risk) Program is they failed 75% or more of the family relationships. designed to assist students in their
The family is the building academics and monitor their scholastic academic load prescribed to them. block of our society. But when performance within the semester . there is conflict in the family, in
In conclusion, academic more ways than expected, children are greatly affected difficulty, absences/tardiness and family problems by circumstances. However hurtful circumstances are, were the top three factors affecting the academic the children end up with the greatest amount of performance of students under the Selective problems. Adolescents may not show initially how
Retention Policy. they feel about the separation but the true feelings
Out of the number of students who were of the teenagers eventually surface and they suffer able to attend the activities set for students deep emotional pain, physical illness, depression, under the Selective Retention Policy, almost anxiety, and many other negative factors.
45% were lifted from Probationary Status,

UNIVERSITY COUNSELING

From school year 2004 to 2009, it showed that the student’s reason/s for having been in the Selective Retention Policy were the following:
Academic Difficulty (332); Absences/ Tardiness
(256); Family Problem (158); Poor study habits
(123); Time Management (103); Financial Problem
(95); Health Reasons (93); Influence of friends (68);
Unable to cancel enrolment or drop subject/s (57);
Failure to submit academic requirements (32);
Addicted to playing computer games (30); Personal
Matters (26); Dislike (26); Adjustment Problem (26);
Pregnancy (14); B/G Relationship (12).
The STAR (Students-At-Risk) Program involves different activities that SRP students are required to attend. These activities are designed

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meaning these students passed all the subjects they have taken as evidenced by their efficiency in studying, with the assistance of their respective guidance counselors through the STAR
Program.
Based on the study, the researchers recommend the following: 1. Additional manpower, with at least two or three STAR Program advisers, for a more comprehensive or thorough follow-up and monitoring of students under the Selective
Retention Policy of the University. 2. Cooperation from each department, particularly from the office of the institute Dean, with regards to informing SRP students about their academic standing and the objectives of the STAR Program.

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FACTORS RELATING TO CAREER INDECISION AMONG FRESHMEN COLLEGE
STUDENTS: IMPLICATIONS FOR A PROPOSED CAREER GUIDANCE PROGRAM

Sheila Marie G. Hocson, Ph.D., RGC, CCOP, CCSP

Director, University Counseling and Career Office

People live in a world of uncertainty. One domain of life in which uncertainty plays a significant role is that of career decisions. Career decision making is a complex process.Deciding on a career is one of the most important aspects of an individual’s development and personal happiness.
One of the vital developmental tasks that an individual faces during adolescence is the task of choosing a career. Not all young people make career decisions easily, and many experience episodes of indecision before settling on a career path. Moreover, arriving at a career decision is a difficult and anxious task for many adolescents who are already in the tertiary level.
The main purpose of this study was to determine the factors relating to career indecision among freshmen college students as basis for the formulation of a comprehensive career guidance program.
Specifically, it aimed to answer the following questions: 1. What is the socio-demographic profile of the respondents in terms of?
1.1 Age;
1.2 Gender;
1.3 Type of High School Graduated From;
1.4
Socio-economic Status; and
1.5
Program
2. What is the level of career indecision among career undecided freshmen college students?
3. Is there a significant difference in the level of career indecision among freshmen college students from the different colleges?
4. What is the profile of the participants on the career indecision variables?
4.1. Attachment Style to Parents;
4.2. Career Self-efficacy;
4.3. Career Thoughts on Career Decisions; and
4.4. Vocational Identity, Need for Information and Career Barriers
5. Are there significant relationships between the socio-demographic profile of the participants and the career indecision variables?
5.1. Attachment Style to Parents;
5.2. Career Self-efficacy;
5.3. Career Thoughts on Career Decisions; and
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5.4.

Vocational Identity, Need for
Information and Career Barriers
6. When combined and partialed out, which of the variables are significant factors relating to career indecision?
7. Based on the findings of the study, what career guidance program can be developed in order to minimize career indecision?
The subjects were purposively selected. The
Slovin’s formula was used in determining the sample size and a .05 margin of error was applied in getting the total number of samples per college and per major.
The researcher made use of descriptive correlational study which allowed the researcher to determine significant factors relating to career indecision. Results indicated that there is the same level of career indecision among freshmen college students from the different colleges. Secondly, gender is the only significant socio-demographic factor that relates to career self-efficacy, vocational identity and need for information. Thirdly, the factors that significantly relate to career indecision among freshmen college students are career thoughts on career decisions and vocational identity. Lastly, creating a comprehensive career guidance program will be helpful to increase the said variables in improving their personal, social, academic and vocational lives to better reach their goals.
These findings emphasized the need to strengthen career guidance programs by means of efficient and consistent implementation of the program by competent guidance counselors to further cater to the needs of the students with vocational and career problems.

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A SOCIOMETRIC ANALYSIS OF PEER CONNECTION AND GROUP COHESIVENESS AMONG
ADOLESCENTS: A B ASIS FOR DESIGNING A COLLEGE ADJUSTMENT PROGRAM
Leila M. Tiglao, M.A., RGC

Counselor, Institute of Accounts, Business and Finance

Adolescence is a critical period in social development, marked by an expansion of peer networks, increased importance of close friendships, and the emergence of loving relationships.
As adolescents make the transition to high school and then to college, peer networks increase, and peer crowd affiliation becomes an important aspect of peer relations. During adolescence, close friends begin to surpass parents as adolescents’ primary source of social support and contribute in important ways to adolescents’ self-concept and well-being. At the same time, youth who have more mutual friends are more likely to be accepted by their larger peer group. Peer acceptance here represents social status or popularity within a large group, whereas, friendships represent relationships based on mutual respect, appreciation, and liking. This study aimed to determine factors influencing peer connection and group cohesiveness of fourth year high school students through sociometry. Specifically, this study sought to answer the following questions: What is the demographic and sociometric profile of the students? What is the students’ concept of friendship and group cohesiveness? W hat are the contributory factors to peer connection and group cohesiveness and what are the students’ reasons for preferring to study and work with peers? This serves as a basis for designing a college adjustment program that will contribute positively to students’ development. The researcher supposed that pursuing a college education requires adjustment on the part of all students, though the type and degree of adjustment experienced by each student will vary depending on background, experience and prior schooling.
This study utilized the descriptive normative survey type of research. The respondents were 109 fourth year high school students who were considered to be the ones who will be adjustment in college life. The selection of participants were treated with the idea that perceived pattern from
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peer connection to group cohesiveness was to surface. In order to carry out the study, the researcher first administered the Sociometric Test to all the respondents. Sociometric Test is the instrument used to study various group phenomena, which was started by Jacob J. Moreno. It is a measuring device for discovering and analyzing patterns of friendship within a clustered grouping.
This presents a picture of social acceptance pattern involving the respondents’ choice. Second, a survey questionnaire, validated by experts in this field, was utilized to draw out information relative to the demographic profile of the respondents and sociometric status as to the parents’ educational income and occupations. An interview was also conducted to elicit further information from the sample. A total of 40 students were interviewed and the responses given were analyzed to explain the results from the survey questionnaire.
Results showed that the demographic profile of the respondent, his parents’ educational attainment, occupations and family income influence the adolescent’s relationship with his peers and even his attachment to a clique. In addition, belongingness to a group and being accepted as one of the members in the group where he enjoys each one’s company and where he is treated as their equal so that he can act and move freely, make him feel important and secured. These are essential in the formation of friendship. Factors like socioeconomic status, geographical location, and similarity of interests, activities and goals, so with special skills and leadership, and character traits and personality promote peer connection and develop peer involvement and group cohesiveness.
The results of these findings provided guidance counselors with concrete basis for designing an adjustment program that will enable students in the college level particularly freshmen to improve their social skills in communicating and interacting with others.
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THE EFFECTS OF E-COUNSELING AND GROUP COUNSELING AS TOOLS ON THE
STRESS-REDUCTION OF SOPHOMORE LIBERAL ARTS STUDENTS:
A COMPARATIVE STUDY
Sheila Marie G. Hocson, Ph.D., RGC, CCOP, CASP

Director, University Counseling and Career Office

E-counseling, as a tool in guidance and counseling, is used to assist in addressing, managing, and resolving specific adolescent problems. The main purpose of this study was to compare the effects of E-counseling specifically through the use of interactive module presentation, group chat and discussion thread and group counseling through the use of the usual face to face counseling by groups as a counseling tools on the stress-reduction among stressed sophomore Liberal
Arts students.
The main thrust of this study was to compare the effects of e-counseling and group counseling as tools on the stress-reduction among
Sophomore Liberal Arts students. Specifically, it answered the following questions:
1.What are the pre-test and post-test mean scores in the Daily Stress Inventory of the experimental and control group?
2. Is there a significant difference between the experimental and control group in terms of pre-test scores as measured by the Daily Stress
Inventory?
3. Is there a significant difference between the experimental and control group in terms of post-test scores as measured by the Daily Stress
Inventory?
4. Is there a significant difference between the pre- and post-test scores of the experimental group as measured by the Daily Stress Inventory?
5.Is there a significant difference between the pre- and post-test scores of the control group as measured by the Daily Stress Inventory?
6.Is there a significant difference between mean difference in the pre-test and post-test scores of the experimental group (e-counseling) and control group (group counseling)?
The selection of stressed participants was done using the Daily Stress Inventory (DSI). The selected participants were randomly assigned to the experimental and control groups. The participants in the experimental group were made to undergo
E-counseling on Stress Management for twelve (12) sessions while the control group was given group counseling on the same topic also for 12 sessions.
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The researcher made use of experimental study using the True Experimental Pre-test and Post
-test Control Group Design which allowed the researcher to determine significant differences in participants’ level of stress before the application of
E-counseling sessions and after the application of
E-counseling sessions.
The results indicated that since there was no significant difference between the pre-test scores of the experimental group and control group, then both groups were comparable on the level of stress prior to the treatment. In effect, both groups are homogenous and random assignment proved to be unbiased. Secondly, since there was no significant difference between the post-test scores of the experimental and control group, then this can be explained by the fact that the e-counseling, which was given to the experimental group had a duration of one month (three sessions per week for four consecutive weeks). Thirdly, since there was a significant difference between the pre- and post-test scores of the experimental group, then this means that the treatment had been effective in reducing the stress among the participants. Fourthly, since there was a significant difference between the pre- and post-test scores of the control group, then this means that participants of the control group have also significantly reduced their stress. Lastly, since there was no significant difference between the mean difference in the pre-test and post-test scores of the e-counseling and group counseling then this means that e-counseling is as effective as group counseling in the reduction of stress among the participants.
These findings emphasized the need to intensify an e-counseling program, sessions can be lengthened to further reinforce change and effectiveness of the program. Likewise, Guidance
Counselors need to take the initiative in contributing to software development in counseling and guidance. This is particularly important now in view of the rapid growth of Internet. Moreover, Guidance
Counselors should be more dynamic to apply the use of e-counseling to their services to further reach out and cater to a lot of students who need assistance on various concerns.
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EXPERIENCED REJECTION, FAILURE AND COPING STRATEGIES
OF COLLEGE STUDENTS: INPUT FOR DESIGNING
GUIDANCE PROGRAM

Sophia A. Mendoza, M.A., RGC

Counselor, Institute of Education

Everyday, individuals are faced with challenges, and with each obstacle a person may either win, fail or get rejected. But it doesn’t simply end there, emotions are involved consciously, subliminally and unconsciously. For instance, it seems to be a positive kind of feeling when one is able to achieve his/her goal. Yet, it is another story when a person gets rejected or failed and such experiences have the tendency to bring negative feelings, attitude and behavior such as hurt, fear and avoidance of a person or situation. But no matter how a person may try to evade rejection and failure, it seems that it never ceases to be present in our daily lives, from simple to complex, and there are long term effects of rejection and failure.
The study delved into the areas where college students experienced rejection, failure and their coping strategies. It also examined how gender preference, religiosity and family relationship relate to their experienced rejection, failure and coping strategies.
Specifically, the study focused on the following problems: 1. Who are the people that caused the respondents experienced rejection in terms of behavior; physical appearance; intellectual aspect; social status; gender preference; use of language; views/opinions and personality? 2.
What are the causes of the respondents’ experience of failure when it comes to family relationship; relationship with peers; romantic relationship; scholastic aspect and personal goals? 3. What are the coping strategies of the respondents when they experience rejection and failure in terms of the following: active cognitive strategies; active behavioral strategies and avoidance strategies? 5. Is there a significant relationship between the respondents’ gender preference; religiosity and family experienced rejection; causes of failure and coping strategies when experiencing rejection and failure?
The findings of the study reveal that 1.The persons who caused the experienced rejection of the respondents on the different areas: behavior,
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physical appearance, intellectual aspect, social status, use of language; views/ opinions and personality were the respondents’ family and friends. Specifically, when it came to the respondents’ behavior and physical appearance, the families intermittently were the cause of their rejection and had a greater tendency to reject the respondents. The respondents’ friends were intermittently the persons to cause them the experienced rejection related with intellectual aspect, social status, use of language; views/opinions and personality. 3. Respondents had experiences of failure, in relation to their family relationships. Respondents felt pressured to a certain degree because they were not able to meet the expectations of their parents and other members of the family. Aside from their family, the respondents were yearning for some belongingness to their peers. Likewise, respondents had a difficulty in communicating their feelings when it came to the person they had romantic relationship with. Likewise, respondents felt to be failures in their inability to develop effective learning skills that would help them achieve their desired scholastic performance.
Lastly, they felt they had experienced failure when it came to their personal goals for they were still confused about what they actually wanted in life. 4. Respondents resorted to mixed coping strategies when experiencing rejection. They tried to adapt certain approaches that they perceived to be effective. Specifically, respondents used active - cognitive strategies, that is, to actively think about the situation and analyze the problems that come their way to adjust more effectively, through considering other options in dealing with the problem and having a positive attitude. Aside from these, they also used activebehavioral strategies wherein they took some type of action to recover from their situation such as keeping themselves busy and by talking with a friend. They also resorted to avoidance strategies by carrying out some activities that allowed them to
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avoid thinking about the problem, kept stressful circumstances out of awareness so they did not have to deal with them. The respondents did not simply share their problems but found ways to reduce the tension they were feeling either by aggressively redirecting one’s frustration to other people or by making other people serve as an outlet for their frustrations. 5. When it came to managing experienced failure, respondents also used mixed coping strategies, in particular, respondents used active—cognitive strategies by actively thinking about the situation and analyzing the problems that come their way to adjust more effectively by assuring oneself to do better next time and learning from past experiences.
This study recommended that the guidance office should conduct and intensify programs and activities through seminars, group guidance activities, individual counseling, and rejection and failure sensitivity trainings that will: (a) Assist students on how they can understand, process and effectively manage rejection and failure as well as deal with the different causes of rejection and failure related to their families, friends, classmates, persons in authority, romantic relationship, scholastic aspect and personal goals; (b) Develop positive effective techniques / ways in dealing with rejection and failure. (c) Discuss and process the areas wherein persons particularly rejected the respondents namely behavior, physical appearance, intellectual aspect, social status, gender preference, use of language, views/opinions and personality; (d) Enable families to communicate and understand how to deal with their children discussing the possible effects of rejection and failure as well as how their children might have experienced and continually experiencing with them and with other people. This will also enable the parents to recognize and value their role as one of the main sources of support system to their children. The respondents should learn how to establish and welcome social support systems from family, friends, church and the like that can assist the respondents in dealing with rejection and failure.

REVIEWING THE PHILOSOPHIES AND MISSION
-VISION OF PHILIPPINE SECONDARY AND
TERTIARY SCHOOLS IN CONFORMITY WITH
THEIR GUIDANCE PROGRAMS
Sheila Marie G. Hocson, Ph.D., RGC, CCOP, CASP

Director, University Counseling and Career Office with Cherryl Albero, M.A., Regina Atinaja, Ph.D., RGC &
Carmen Quesada, M.A., RGC

Guidance and counseling emerged from the cradle of educational history in the early 1950’s. It is likened to a growing up person. It began candidly as an extension of the Filipino culture protecting the child as he/she grows in the real world. Now it has rapidly grown into a fully bloomed individual with its own identity and personality. Guidance and counseling now stands strong against the growing demands of society and slowly, and the future of guidance and counseling is becoming better and more stable.
Every institution experiences the rise of guidance and counseling services and how it has attained its present stature of adequate concern for people’s well being. It has followed and maintained a structure fit to the varying demands of its clientele.
The main purpose of the study was to make a comprehensive study and analysis of the important components in the guidance and counseling of selected schools. It tried to determine the consistency of the different philosophies and mission–vision of Philippine secondary and tertiary schools with their guidance programs.
Specifically the study sought to:
1. Analyze the different school philosophies, mission and vision.
2. Study the different guidance programs.
3. Evaluate the relatedness of the philosophies, mission and vision in conformity with their guidance programs.
This study required a wide variety of procedures for its completion such as school visitation, interview, chat, e-mail, phone, text, collation of pamphlets, brochures and guidance programs and manuals. Moreover, the researchers used all possible ways and means so as to meet the demands of the study. It made use of the initial stages of randomly selecting the schools for the study, and sent invitations to be parts of the study.
Thirteen schools gladly accepted and replied with either
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responses to the invitations or giving the complete list needed by the researchers. Among the thirteen schools, there were two universities where some researchers were employed.
The findings of this study indicated that the guidance counselors in both the secondary and tertiary level of education designed a purposeful guidance program in line with the philosophy, mission, vision of their university, college or school.
As all practicing school counselors are aware of, a school guidance program is a planned component of the larger school purpose and mission. It is a program that consists of particular services for which the counselor has received special training. The role of the school counselor is to design a comprehensive program of services with specific goals and objectives that complement the broader mission and vision of the school. By designing a purposeful program, school guidance counselors distinguish themselves from counselors in other professional settings, who offer either a limited range of services or narrowed type of services due to the specific populations they serve.
For example marriage counselors serve couples who are experiencing difficulty in their marital relationships or who are searching for meaningful ways to nourish their relationships with each other.
If no progress is made in these relationships and dysfunctional behaviors continue, marriage counselors refer their clients to other professionals who can offer additional services.
By contrast, school counselors serve three populations: students, parents and teachers.
The services they provide for these three groups include individual and group counseling, consulting, testing and assessment and coordinating in response to the identified needs, goals and objectives of the school and community. The school counselor and his or her constituents must be aware that change is ongoing, and that every guidance program and the guidance services must grow and change to make a viable contribution to the school’s mission-vision.
These findings emphasized the need of every school to review and examine their guidance programs and guidance services with their objectives, if they are aligned with the philosophy, mission and vision of their schools so as to come up with the improved, effective and more comprehensive guidance programs and services. UCCO Vision / Mission
The University Counseling and Career Office (UCCO) seeks to contribute to the holistic development of students by providing them psychological support and helping them prepare for their future roles as productive members of society. Objectives
UCCO services provides an opportunity for students to understand themselves and identify their abilities, aptitudes, interest and potentials for improvement. UCCO brings into focus the needs and problems of students and uses these information in the development of curriculum and formulation of school policies and regulation.

Services



Guidance and Counseling
The doors of UCCO are open to individuals, families or groups seeking guidance and counseling. This service aims to assist in the development of well-functioning individuals by helping them utilize their potentials to the fullest and plan their future in accordance with their abilities. It includes functions such as: Counseling, Orientation,
Individual Inventory, Psychological Testing, Career Development and
Placement, Research and Evaluation and Follow-up.

 Psychological Assessment
UCCO administers psychological tests to help students determine their strengths and limitations and give them better understanding of themselves. 

Symposia / Seminars
UCCO regularly conducts seminars and workshops that seek to promote the holistic development of the members of FEU community.
UCCO also offers modules incorporated in its programs for international students, merit scholars, peer counselors and students under the Selective Retention Policy.

UCCO Programs
ACE:
AAD:

Academic Competence and Empowerment Program

Academic Achievers Development Program
DAPP: Drug Abuse Prevention Program
PROCEED: Program for Career Development
STAR: Students-At-Risk Program
ACP:
Athletics Counseling Program
ISEP: International Students’ Empowerment Program
PEER: Peer Counselors’ Program
COSP: Children of OFW’s Support Program

Creative Therapies
Pan De Soul

Coffee Talk

Cinema Therapy

Music Therapy

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Art Therapy

Tea Experience
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UCCO Research Digest
The UCCO Research Digest is an informative tool of the University Counseling and Career Office.
It features researches by the dynamic team of
UCCO. Likewise, it highlights studies, abstracts/ impact studies done by the guidance counselors based on the programs planned, organized and implemented by the office.

Where to find us:
University Counseling & Career Office (UCCO)
Ground Floor, Education Building

RESEARCH ABSTRACTS
1. The
Impact
of the Academic
Competence
Empowerment (ACE) Program on the Academic
Adjustment of Freshmen Student
By Merrie Carolyne M. Garcia, MA, RGC and Adarna M. Cipriano, MA, RGC, CCOP
2. Program
Evaluation:
International
Students
Empowerment Program (ISEP) Conducted by the
University Counseling and Career Office SY 2006 2007 to SY 2010-2011
By Jomelyn G. Lopez, MA, RGC
3. The Perceived Effectiveness and Implication of the
Academic Achievers Development (AAD) Program on the Academic Performance of the Freshmen Academic
Scholars from School Year 2005 -2009
By Noel N. Ison, RGC, MA Cand.

Counseling Hours:
Mondays - Fridays
7:00 a.m. – 12:00 p.m.
1:00 p.m. – 6:30 p.m.
Director
Sheila Marie G. Hocson, Ph.D., RGC, CCOP, CASP
Guidance Counselors
Noel N. Ison, RGC, MA Cand.

4. The Impact of the Students-At -Risk (Star) Program on the Academic Performance of Students under the
Selective Retention Policy of FEU
By Elena D. Paz, RGC, MA Cand. and Adarna M. Cipriano, MA, RGC

5. Factors Relating to Career Indecision among

Freshmen College Students: Implications for a
Proposed Career Guidance Program

Jomelyn G. Lopez, MA, RGC

By Sheila Marie G. Hocson, Ph.D., RGC, CCOP, CASP

Danilo B. Talusan, RGC, MA Cand.
Miguelito A. Relente, RGC, MA
Elena D. Paz, RGC, MA Cand.
Carolina S. Campomanes, RGC, MA. Cand.
Merrie Carolyne M. Garcia, MA, RGC
Adarna M. Cipriano, MA, RGC, CCOP
Sophia A. Mendoza, MA, RGC
Catherine G. Mendoza, MA, RGC
Leila M. Tiglao, MA, RGC

6. A Sociometric Analysis of Peer Connection and
Group Cohesiveness among Adolescents: A Basis for
Designing a College Adjustment Program
By Leila M. Tiglao, MA, RGC
7.

The Effects of E-Counseling and Group
Counseling as Tools on the Stress-Reduction of
Sophomore
Liberal
Arts
Students:
A
Comparative Study
By Sheila Marie G. Hocson, Ph.D., RGC, CCOP, CASP

Clerks

8. Experienced Rejection, Failure and Coping Strategies of College Students: Input for Designing Guidance
Program
By Sophia A. Mendoza, MA, RGC

Filju M. Erum
Amy G. Belardo

9. Reviewing the Philosophies and Mission-Vision
Visit us on our webpage: http://www.feu.edu.ph/counseling-and-career-guidance Or visit us on our

account:

Guidance Ucco Feu Main
Telephone numbers:
735-5621 local 252, 348 & 349

of Philippine Secondary and Tertiary Schools in
Conformity with their Guidance Programs
By Sheila Marie G. Hocson, Ph.D., RGC, CCOP, CASP with
Cherryl Albero, MA, Regina Atinaja, Ph.D., RGC &
Carmen Quesada, MA, RGC