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Volume 8 , Number 1, May 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Access and Influence of the Guidance Office on The Student’s 

Emotional Needs 

 
John Mark S. Santos1, Mark Joseph G. Dadez2, John Vincent L. Santos3 

Undergraduate Researcher, Holy Cross College, Sta. Rosa, NE, Inc. Philippines12 

Adviser, Holy Cross College, Sta. Rosa, NE, Inc. Philippines3 

j.vince103@gmail.com 

 

Accepted: 

Jan 10th 2023 

Reviewed:  

Marc 5th , 2023 

Published:  

May 30th 2023 

 

Abstract:  This study seeks to identify and resolve a variety of issues that students face, including 
not only their physical behaviors but also their emotional feelings. The study focuses on students' 
emotions, especially during the pandemic, when many of them are dealing with difficulties that 
cause stress or uncertainty, and have become a major source of depression, which has been 
alarming at times. Most students do not go to the guidance office because they are embarrassed or 
afraid that they will start talking about it if other students see them. The study also intends to 
investigate some of the more serious reasons why students keep their problems to themselves 
rather than seeking assistance or advice from a guidance counselor, determining whether they had 
encountered more difficulties with Holy Cross College students' emotional problems that resulted 
in difficult circumstances. Identifying the number of students in the school population who are 
dealing with difficult situations that are causing them to lose focus in their studies. Respondents 
will be all third-year college students enrolled at Holy Cross College in Santa Rosa, Nueva Ecija 
for the academic year 2021-2021. Examining the study's findings, it can analyze and evaluate that 
data to gain a better understanding of how the guidance counselor comforts and helps students, 
particularly those who have stopped studying due to their circumstances, but they don't need to 
be stopped or do things they don't want to do if the guidance counselor comforts and helps them. 

 

Keyword:  Personal Common Issues, Learning Concerns, Guidance Office Services, Guidance 

Counelor, School Capability 

 

Introduction 

Problems appear in the lives of individual beings from time to time as a test of their ability 

to be strong. Emotional issues are the most difficult to overcome and can lead to suicide, 

particularly in young people who are struggling academically. According to a narrative by Durlak, 

Weissberg, Dymnicki, Taylor, and Schellinger 1, students who participated in social/emotional 

learning programs proved significantly improved social/emotional skills, attitudes, behavior, and 

academic performance when compared with untreated groups. 

The world is facing new challenges due to the pandemic that many students have been 

affected by. How the society deals with these issues particularly the different institutions when it 

comes to engaging with their student’s emotional needs? Does it depend on how the teachers solve 

this alone? Or seek other help from the council? Answering some related questions about the 

 
1 Joseph A Durlak et al., “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis 

of School-Based Universal Interventions,” Child Development 82, no. 1 (2011): 405–432, 
http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x. 

mailto:riyu.choirul57@gmail.com


  
 
 
 

  

 

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emotional crisis of the students, the researchers aim to uncover and determine several problems 

that students encounter, including not only their physical behaviors but also their emotional 

feelings. The school counselor is important in deciding the social and emotional needs of students 
2. 

 The study emphasizes students' emotions, particularly in this time of the pandemic, when 

many of them are dealing with difficulties that produce stress or uncertainty, and have become a 

major source of depression, which has been alarming at times. The majority of students avoid 

going to the guidance office because they are embarrassed or worried that if other people see them 

go to the office, they would talk about it. Educational systems as a whole, including school 

counselors, should educate students who are not only competent in basic academic topics but also 

have the ability to socially and emotionally practice healthy habits and behave respectfully while 

working with people of various backgrounds 3. 

The study also seeks to investigate some of the more severe reasons why students keep their 

troubles to themselves rather than seeking help or advice from a guidance counselor. 

 All school has their guidance office, but they have a different level of how it acts, and how 

it will be managed. School counselors recognize that students should equally demonstrate growth 

in these domains to be successful. School counselors understand these domains are not considered 

separate but are intertwined, each affecting the other according to Schenck, Anctil, & Smith4. 

Identifying the juniors' abilities and skills may help them better understand their strengths. 

Children learn and use social/emotional domain norms as early as preschool and 

kindergarten to help them control their emotions and learn and apply interpersonal skills 5.  Every 

institution's guidance office and consultant are critical in assisting students in transitioning to a 

new environment by offering useful behavioral and academic guidance information. Teenagers' 

school performance can decrease when they engage in high-risk behaviors including drug and 

alcohol abuse, sex, violence, depression, or attempted suicide 6. Having supervision from an officer 

not only implies how beneficial it will be for every learner, but it also has a significant impact 

because it measures their strengths and weaknesses with the help of the guidance officer. 

When students begin high school, they have a 40–60 percent chance of dropping out 7. 

According to the ASCA Position Statement, school counselors who design programs strive to 

promote student growth in academics, careers, and social/emotional development 8. According to 

 
2 Lauren E Bell and Patricia Van Velsor, “Counseling in the Gentrified Neighborhood: What School 

Counselors Should Know,” Professional School Counseling 21, no. 1 (2017): 1096-2409–21.1., 
http://dx.doi.org/10.5330/1096-2409-21.1.161. 

3 Thomas Armstrong, Multiple Intelligences in the Classroom (Ascd, 2009). 
4 Tina M Anctil et al., “Professional School Counselors’ Career Development Practices and Continuing 

Education Needs,” The Career Development Quarterly 60, no. 2 (2012): 109–121, http://dx.doi.org/10.1002/j.2161-
0045.2012.00009.x. 

5 Ian Martin and John Carey, “Development of a Logic Model to Guide Evaluations of the ASCA National 
Model for School Counseling Programs,” The Professional Counselor 4, no. 5 (2014): 455–466, 
http://dx.doi.org/10.15241/im.4.5.455. 

6 Karen M Eaton et al., “Prevalence of Mental Health Problems, Treatment Need, and Barriers to Care among 
Primary Care-Seeking Spouses of Military Service Members Involved in Iraq and Afghanistan Deployments,” Military 
medicine 173, no. 11 (2008): 1051–1056. 

7 Robert Wm Blum et al., “School Connectedness—Strengthening Health and Education Outcomes for 
Teenagers,” Journal of School Health 74, no. 7 (2004): 231–235; Klemens Franz and Alexander K Nischelwitzer, 

“Adaptive Digital Storytelling : A Concept for Narrative Structures and Digital Storytelling Build on Basic Storytelling 
Principles , Adaptive Story Schemas and Structure Mapping Techniques .,” Digital Media (2004). 

8 Martin and Carey, “Development of a Logic Model to Guide Evaluations of the ASCA National Model for 



  
 
 
 

  

 

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The Rationale, school counselors are the first line of defense in discovering and resolving student 

social/emotional problems inside the school system. Guidance counselors have received 

specialized training in treating students with social/emotional issues that may compromise with 

academic success. School counselors construct a school counseling curriculum, offer small-group 

therapy, and provide appraisal and advice to enhance students' social/ emotional well-being within 

a school counseling program. 

School counselors help promote mindsets and behaviors that enhance the learning process 

and create a sense of college and career readiness for all students at all grade levels in human 

development. School counselors play an important role in encouraging students' interest, which is 

essential for their social and emotional development. The counselor's office is in charge of 

students' social/emotional development, which reduces the likelihood of disengagement. 

According to the American Enterprise Institute and the Brookings Institution (2015), 

social/emotional skills are particularly important for all students' main contributions in today's 

environment. 

The study adopts Theories of Counseling stated that: History or background, personality 

theory, techniques of psychotherapy and counseling are the three most significant areas that will 

receive the most attention to students. These three elements will expose the students' different 

backgrounds and concerns. It can also demonstrate how counseling will deal with these concerns, 

as well as gain access to the guidance office and take control over the student's emotional issues 

 

Methods 

A methodology study integrates data collection and analysis from various sources in a 

systematic manner. This type of research produces results through the application of 

computational, statistical, and mathematical tools. The data was gathered using a variety of 

methods, including interviews and surveys9. This is managed to accomplish by attempting to 

categorize the problem and determine its frequency by looking for effects that can be consistently 

applied to a larger population. 

 The participants of the study are the volunteer third-year college students of Holy Cross 

College who were enrolled this academic year 2021-2022. Slovin`s Formula will be use in selection 

of participants.  

 The data will be gathered using voluntary response sampling, which will be done through 

a questionnaire. Due to the pandemic's health protocol, the questionnaire will be sent in Google 

Form through the use of Messenger. It's split into two (2) categories describing the profiling of 

the respondents and the factors determining the Access And Influence Of The Guidance Office 

To The Student’s Emotional Needs. The first category of the questionnaire reveals the personal 

backgrounds of respondents to investigate their current status especially in dealing with emotional 

problems. It contains questions that confirmed their profiles and backgrounds. 

The second category of the questionnaire consists of four (4) sections to reveals common 

problems among students, learning concerns, office services and school capability. Each section 

contains five (5) questions that must be answered in order to describe the possible factors of 

emotional problems that are causing difficulties in their studies, as well as a question about what 

 
School Counseling Programs.” 

9 Owen Doody and Maria Noonan, “Preparing and Conducting Interviews to Collect Data,” Nurse Researcher 
(2013). 



  
 
 
 

  

 

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action plan may be used to help students recover and promote school guidance and counseling. 

The first section of the questionnaire will identify students' common social/emotional 

problems. The second section will identify their learning difficulties as a result of their personal 

matters. The third section is to determine how students are aware of the guidance and counseling. 

The final section will assess the school's capability in dealing with the most serious social and 

emotional issues by surveying the students. 

 The researchers used the Correlation Analysis to measure the strength of the linear 

relationship and association between students’ alignment to their program and their academic 

performance. The analysis also identifies the relationship, patterns, significant connections, and 

trends between two variables. 

 

Result and Discussion 

 

Table 1 – Factors determining the Access and Influence of the Guidance Office to the 
Student’s Emotional Needs 

Factors GWM VD VI 

Personal Common 

Issues without the 

Pandemic (1.1) 

2.54 Agree Factors agree in determining the access and influence of 
the guidance office to the student’s emotional needs. 

Personal Common 
Issues during the 
Pandemic (1.2) 

2.62 Agree Factors agree in determining the access and influence of 
the guidance office to the student’s emotional needs. 

Impact of Personal 

Issues in your Studies 

(1.3) 

2.61 Agree Agree in determining the access and influence of the 
guidance office to the student’s emotional needs. 

Learning 

Concerns 

(2) 

3.00 Agree Learning Concerns agree in determining the access and 
influence of the guidance office to the student’s 
emotional needs. 

Guidance Office 

Services (3) 

3.06 Agree Guidance Office Services agree in determining the access 
and influence of the guidance office to the student’s 
emotional needs. 

School 

Capability (4) 

3.31 Strongly 
Agree 

School Capability strongly agree in determining the access 
and influence of the guidance office to the student’s 
emotional needs. 



  
 
 
 

  

 

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Overall GWM 2.86 Agree All Factors agree in determining the access and influence 
of the guidance office to the student’s emotional needs. 

 
The table 1 shows that the General Weighted Mean of 2.86 with the verbal description of 

Agree which means that all the factors were determined to access and influence of the guidance 
office to the student’s emotional needs. It shows that students agree to have counseling program 
in the school. 
 
Table 2 – Kendall’s Tau Correlation test between the Profile of the Respondents and 
Factors determining the Access And Influence Of The Guidance Office To The Student’s 
Emotional Needs 
   1.1 1.2 1.3 2 3 4 

Age Correlation 

Coefficient 
1.000 -0.053 -0.074 -0.098 0.007 0.122 0.053 

Sig. (2-tailed)  0.492 0.330 0.195 0.928 0.120 0.502 

Gender Correlation 

Coefficient 

-0.022 -0.076 -0.108 -0.007 -0.121 -0.125 -0.142 

Sig. (2-tailed) 0.803 0.325 0.162 0.928 0.115 0.114 0.075 

Status Correlation 

Coefficient 

.204* -0.001 -0.082 -0.123 0.120 0.115 0.093 

Sig. (2-tailed) 0.022 0.991 0.288 0.108 0.121 0.147 0.242 

Father’s 

Occupation 

Correlation 

Coefficient 

0.040 0.007 -0.035 0.032 0.093 0.055 .160* 

Sig. (2-tailed) 0.653 0.925 0.648 0.673 0.226 0.489 0.045 

Mother’s 

Occupation 

Correlation 

Coefficient 

0.010 -0.018 -0.035 -0.037 -0.075 -0.104 -0.054 

Sig. (2-tailed) 0.910 0.813 0.651 0.624 0.333 0.188 0.496 

Family    

Income 

Correlation 

Coefficient 

0.004 -.144* -0.070 0.056 0.082 0.014 0.037 

Sig. (2-tailed) 0.962 0.045 0.329 0.431 0.252 0.847 0.620 

 N 124 124 124 124 124 124 124 



  
 
 
 

  

 

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Legend: 

1.1 – Personal Common Issues without the Pandemic 

1.2 – Personal Common Issues during the Pandemic 

1.3 – Impact of Personal Issues in your Studies 

2 – Learning Concerns 

3 – Guidance Office Services 

4 - School Capability 

*. - Correlation is significant at the 0.05 level (2-tailed) 

**. - Correlation is significant at the 0.01 level (2-tailed) 

 

 

 Table 2 shows the significant relationship on the profile of the volunteer respondents and 

the factors Factors determining the access and influence of the guidance office to the student’s 

emotional needs. The researchers used Kendall’s Tau Correlation test for the significant 

relationship between variables. The data shows that there is no significant relationship between 

age, gender, status, mother’s occupation and Personal Common Issues without the Pandemic, 

Personal Common Issues during the Pandemic, Impact of Personal Issues in your Studies, 

Learning Concerns, Guidance Office Services and School Capability. 

Therefore, the researchers failed to reject the null hypothesis suggesting that there is no 

significant relationship between the profile of the respondents, personal common issues, and the 

factors determining the access and influence of the guidance office to the student’s emotional 

needs. And there is no significant relationship between the father’s occupation and Personal 

Common Issues without the Pandemic, Personal Common Issues during the Pandemic, Impact 

of Personal Issues in your Studies, Learning Concerns, Guidance Office Services but there is a 

positive relationship with the School Capability. (rs = .160, p < 0.05). The null hypothesis was 

rejected . While in the family income, it shows that there was a negative relationship in the Personal 

Common Issues without the Pandemic. (rs = -.144, p < 0.05) and the rest of the factors have no 

significant relationship with the respondents’ family income. 

 To test the relationship of the student’s academic performance with their interest and skills, 

the researchers used the Spearman Rank-Ordered Correlation, setting the margin of error at 5%, 

the critical value for rejecting the null hypothesis is 0.206. The tabulation of data shows that the 

obtained value is rs = -0.004. To reject the null hypothesis, the obtained value should be greater 

than or equal to the critical value which only means that we fail to reject our null hypothesis (rs = 

-0.004, ρ>0.05). The correlation coefficient implies a trivial or no relationship at all between the 

alignment and self-assessed performance of the students. 

 

Table 3 – Kendall’s Tau Correlation test between the Factors determining the Access And 
Influence Of The Guidance Office To The Student’s Emotional Needs 

  1.1 1.2 1.3 2 3 4 

1.1 Correlation Coefficient 1.000 .667** .378** .227** .144* 0.067 

Sig. (2-tailed)  0.000 0.000 0.001 0.035 0.327 



  
 
 
 

  

 

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1.2 Correlation Coefficient .667** 1.000 .468** .297** .215** 0.024 

Sig. (2-tailed) 0.000  0.000 0.000 0.002 0.731 

1.3 Correlation Coefficient .378** .468** 1.000 .295** 0.116 0.064 

Sig. (2-tailed) 0.000 0.000  0.000 0.083 0.340 

2 Correlation Coefficient .227** .297** .295** 1.000 .256** .182** 

Sig. (2-tailed) 0.001 0.000 0.000  0.000 0.008 

3 Correlation Coefficient .144* .215** 0.116 .256** 1.000 .436** 

Sig. (2-tailed) 0.035 0.002 0.083 0.000  0.000 

4 Correlation Coefficient 0.067 0.024 0.064 .182** .436** 1.000 

Sig. (2-tailed) 0.327 0.731 0.340 0.008 0.000  

 N 124 124 124 124 124 124 

 

 The table shows the test for significant relationship for the Personal Common Issues 

without and during the pandemic, Impact of Personal Issues to the studies on Learning Concerns, 

Guidance Office Services, and School Capability. The data shows that there were positive 

relationship between the personal issues even without the pandemic on the personal issues during 

the pandemic, it has impact I=on the studies, learning concerns, and guidance office services. (rs 

= .667, p< 0.01), (rs = .378, p < 0.01), (rs = .144, p < 0.05). And there was no significant 

relationship between the personal issues without the pandemic and school capability.  

Therefore, the null hypothesis was failed to reject. Same with the personal issues during 

the pandemic, there were significant relationship on the variables. (rs = .468, p < 0.01), (rs = .297, 

p < 0.01), (rs = .215, p < 0.01) and also failed to reject in the school capability. 

Conclusions 

 This study evaluated the factors determining the access and influence of the guidance office 

to the student’s emotional needs of third-year college students without and during the pandemic 

at Holy Cross College. Personal Common Issues, Learning Concerns, Guidance Office Services, 

and School Capability distance were the variables identified. 

 The majority of the respondents' profiles did not show a significant relationship with other 

variables. Females respond more than males. The vast majority of volunteer respondents were 

single. 



  
 
 
 

  

 

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The general weighted mean was 2.86, with a verbal description of Agree, indicating that all 

of the factors were determined to access and influence the guidance office's influence on the 

student's emotional needs. It demonstrates that students encourage the school's counseling 

program. 

The researchers conclude that many students have emotional problems and seek help, 

particularly when they are around the school. Students encourage the school to regularly monitor 

students' behavior with the help of the Guidance Office. 

According to the study's findings, the majority of respondents were female, and they acted 

the most when it came to emotions. Women were very emotional and weak, and they needed 

assistance and support to recover from their personal issues. 

 

Recommendations 

 

Table 4 - A proposed action plan to help students recover and promote the guidance and 

counseling in school 

 
Area of Concern 

 
Objectives 

 
Activities Person in 

Charge 

 
Outcome 

 
1. Personal common 
Issues without 
pandemic 

To obtain 
counselling in helping 
students’ 
relationship 

Make an often 
consultation 
with the 
students 

 
Adviser/ 
Counselor 

Students could 
often and express 
their 
feelings 

2. Personal 
common Issues 
during the 
pandemic 

To obtain 
counselling in helping 
students’ 
relationship 

Make an often 
consultation 
with the 
students 

 
Adviser/ 
Counselor 

Students could 
often and express 
their 
feelings 

 
3. Impact of 
Personal Issues in 
your Studies 

To put effective 
strategies in 
overcoming 
difficulties 

Monthly 
seminar for 
guidance and 
counselling 

 

 
Counselor 

Students share 
their problems to 
avoid 
suicidal 

 
4. Learning 
Concerns 

To give students 
refresh and relax 

 

 
Academic break 

 
School 
Admin 

Students can relax 
and prepared for the 
following 
lesson 

 

 
5. Guidance Office 
Serviced 

To develop an 
understanding not 
only on physical but 
also emotional needs 
of the 
students 

 
Monitoring the 
emotional status 
of the students 

 

 
Subject 
teachers/ 
Counselor 

Students' can access 
to the guidance 
office for their 
concerns 

 
 

 
6. School Capability 

 

 
To support and help 
students to recover 
from their emotional 
problems 

 
 

 
Guidance and 
Counselling 

 
 

School 
Admin/ 
Counselor 

School will 
recognized for 
addressing the 
concerns of every 
students emotional 
needs. 



  
 
 
 

  

 

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The recommendations of the study are presented in table 4.  

 

References 
 

Anctil, Tina M, Carol Klose Smith, Paulette Schenck, and Carol Dahir. “Professional School 
Counselors’ Career Development Practices and Continuing Education Needs.” The Career 
Development Quarterly 60, no. 2 (2012): 109–121. http://dx.doi.org/10.1002/j.2161-
0045.2012.00009.x. 

Armstrong, Thomas. Multiple Intelligences in the Classroom. Ascd, 2009. 
Bell, Lauren E, and Patricia Van Velsor. “Counseling in the Gentrified Neighborhood: What 

School Counselors Should Know.” Professional School Counseling 21, no. 1 (2017): 1096-2409–
21.1. http://dx.doi.org/10.5330/1096-2409-21.1.161. 

Blum, Robert Wm, Heather P Libbey, John H Bishop, and Matthew Bishop. “School 
Connectedness—Strengthening Health and Education Outcomes for Teenagers.” Journal of 
School Health 74, no. 7 (2004): 231–235. 

Doody, Owen, and Maria Noonan. “Preparing and Conducting Interviews to Collect Data.” Nurse 
Researcher (2013). 

Durlak, Joseph A, Roger P Weissberg, Allison B Dymnicki, Rebecca D Taylor, and Kriston B 
Schellinger. “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-
Analysis of School-Based Universal Interventions.” Child Development 82, no. 1 (2011): 405–
432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x. 

Eaton, Karen M, Charles W Hoge, Stephen C Messer, Allison A Whitt, Oscar A Cabrera, Dennis 
McGurk, Anthony Cox, and Carl A Castro. “Prevalence of Mental Health Problems, 
Treatment Need, and Barriers to Care among Primary Care-Seeking Spouses of Military 
Service Members Involved in Iraq and Afghanistan Deployments.” Military medicine 173, no. 
11 (2008): 1051–1056. 

Franz, Klemens, and Alexander K Nischelwitzer. “Adaptive Digital Storytelling : A Concept for 
Narrative Structures and Digital Storytelling Build on Basic Storytelling Principles , Adaptive 
Story Schemas and Structure Mapping Techniques .” Digital Media (2004). 

Martin, Ian, and John Carey. “Development of a Logic Model to Guide Evaluations of the ASCA 
National Model for School Counseling Programs.” The Professional Counselor 4, no. 5 (2014): 
455–466. http://dx.doi.org/10.15241/im.4.5.455. 

 

 


