1. SYSTEMS ANALYSIS AND TEACHER EDUCATION

2. THE RATIONAL -As time passed by innumerable changes in education happened, technologies have been developed , as consequence of these giant steps teachers who will man the educational system will be equipped to meet the demands of this age.

3. SYSTEMS ANALYSIS -Is the scientific bases of answering different ways in this technological age, changes can be best discovered of the teacher education program. (Juanita S. Guerrero)

4. OVERVIEW OF SYSTEMS ANALYSIS -System analysis is a concept based on order & the interdependence among phenomena. It is also viewed as a process of breaking down existing wholes into constituent parts or elements for the purpose of depicting the relationship of the parts to the whole & to each other.

5. ASPECT OF THE CONCEPT WILL INCLUDE AN EXAMITION OF THE FOLLOWING; Inputs in teacher education w/c comprise goals or objectives, students, teachers, teaching strategies, hardware, quality control, structure, funds & research;

6. 2. The educational process itself consis-ting of the operations requirement. 3. The constraints resources w/c include educational laws, mores & traditions 4. The output or the graduates of the teacher education program.

7. SYSTEMS ANALYSIS : ITS APPLICATION & VALUE As an analytical concept, if applied to teacher education, it will include the following parts: Identification of needs. 2. Formulation of the design or program. 3. Evaluation & documentation.

8. SYSTEM ANALYSIS AS TO TEACHER EDUCATION GUERRERO: TEACHER EDUCATION Analysis Identification of problems & Inputs Design or Program Evaluation Formulation of Goals Identification & resolution of constraint Output Identification Planning of Tasks Identification Of antecedents Operations Requirements Budgeting Analysis & Selection Implementa- tion

9. EXPECTED ADVANTAGES RESULTS OF SYSTEMS ANALYSIS IF APPLIED TO TEACHER EDUCATION Educators will see the needs of the teachers education program as it relates to the educational system as a whole. It will thus facilitate the institution of reforms when needed.

10. 2. It will enable educators to identify & scrutinize all the components of the entire educational process as they relate to teacher education on the one hand & to the whole system on the other.

11. 5. It will provide better evaluation of results in more specific & relevant terms. 6. It will lend itself to the use of modern technological advances, as well as adapt itself to make use of the advances of technology.

12. -There is no substitute for man’s sound judgment. The decision maker or the teacher is on his own when decision are made; but before he reaches this stage of decision making, the use of system analysis can provide as guidelines & evaluations allow him to make sound decisions. -So it may be said the systems analysis is truly an extension of men’s ability to reason.

13. --The major value of systems analysis as a planning tool is to organize human thinking w/in the framework of reason. --Hence we can say that its major virtue, w/c is the enhancement of judgment, may yet provide the answers to the improvement of teacher education in the Philippines.

14. A RATIONAL APPROACH TO COUNSELLING

15. Counselors of any culture, regardless of their theorical orientation, have basically one thing in common. All try to bring about changes in the thoughts, & the attitudes of the clients toward themselves & world around them.

16. The goal of this relationship is to assist the counselee develop new patterns of adjudgment & eventually free him from the anxiety that handicaps his normal behavior.

17. VARIOUS PRACTITIONERS IN THE FIELD OF COUNSELING HAVE EXPRESSED IN THEIR OWN TERMINOLOGY, THE PRIMARY GOAL OF THERAPHY. ROGERS according to FORD & URBAN, seeks “to maximize the person’s symbolization of his experiences & bring them into line w/ his values”

18. KAREN HORNEY, proposes a set of four general goals; -therapy-client responsibility. -inner dependence. -spontaneity of feeling - whole- heartedness

19. According to MASLOW, Psychology of becoming stresses the formation of an individual style of life that is self-aware, self critical, & self-enhancing.

20. PERRY LONDO EXPRESSING HIS VIEWS ON THE EXTENT OF VARIABILITY IN APPROACH, SAYS: “…It takes only a personal experience doing psychotherapy to recognize diversity & variation among people that will not permit any neat plan of treatment to be effective for everyone; no sensible therapist operates w/ as much loyalty to doctrine has been implied…”

21. CUIZON & ZINGLE: APPROACH TO COUNSELLING

22. THE SEARCH FOR COUNSELLING APPROACH -The quest for a practical & more effective approach to counselling is one of the obsessions of a counsellor. In the Philippines, the problem is doubly difficult & more complicated because of the conflicts in the value system of home & school.

23. ROGER’S client-centered therapy is the most widely accepted counselling theory among counsellors. -Because of the autocratic background in many instances of both the counsellor & the counselle, many counsellor who pay lip service to client-centered theory are not, in fact, governed by it in practice.

24. RT-A PROMISING APPROACH -Undoubtly, it is an approach that can be extremely successful because its principles favor a highly reasonable approach to human life, because of the specificity of its modus-operandi, its depth-centeredness, its very positive outlook & happy blending of control & permissiveness in manipulating behavior.

25. -The counselor in actual practice will find this rational approach to counselling straightforward & easy to learn. Any counsellor possesing basic ingredients such as the desire to understand & assist a person w/ a problem & logical thinking can do an effective job as a rational therapist.

26. -The main aim of rational-emotive therapy is to help the individual to see clearly what his fundamental beliefs in life are & to change significantly those beliefs that are irrational.

27. Rational-emotive therapy is positive in outlook. It is based on the principle of not blaming oneself or others for errors of commission or omission.

28. -In a culture where individuals are generally authority-oriented but trained in educational institutions where textbooks emphasize the need for permissiveness, democratic ideals, & individual enhancement, a counselling approach that holds a rigidly directive or rigidly non-directive position, may not be workable.

29. Guthrie (1961), attributes the extent of confusion of the subjects on matters of permissiveness & control, dependence-independence, & equalitarianism to the conflicting standards of training & experience the teachers themselves had undergone.

30. A happy blending of the characteristics of the; action & the insight therapies; the appeal to both reason & emotion; the logical & systematic approach; & above all its suitability to the Filipino personality are the advantages worth considering in the rational emotive approach to counselling.

31. RATIONAL-EMOTIVE PSYCHOTHERAPY: ITS CENTAL THEME -This is a theory & practice of therapy w/c aims to change the client’s intense & deeply held emotions by changing his thinking.

32. (Ellis’ Rational-emotive psycho-therapy) He attempts to eliminate the counsellee’s emotional & mental unhappiness by teaching him “to maximize his rational thinking.” -The task of the counsellor then is show him that his difficulties largely result from distorted perception & that this can be reorganized so as to remove the basic cause of his difficulties.

33. THEORETICAL FOUNDATIONS One of the basic tenets of rational-emotive psychotherapy is that human thinking & emotion are not two disparate or different process but that they overlap significantly & are in some respects, for all practical purposes essentially the same thing.

34. Ellisstates that emotion is caused & controlled in several major ways & one of these is by thinking; that much of what we call emotion is nothing more or less than a biased, prejudiced or strongly evaluative kind of thought; that sustained emotions are the result of relatively defective appraisals.

35. Emotion is a kind of strongly evaluative & highly personalized form of thinking. It is accompanied by gross bodily reactions & leads to some kind of action which may be positive or negative. Thinking on the other hand, is “a more tranquil, less personalized, less somatically involved & less activity-directed mode of discrimination.”

36. W/ the assumption that thinking frequently, if not always, accompanies feeling & that most everyday thinking is done in the form of words, phrases, & sentences it would appear that much of man’s emoting takes the form of self-talk or internalized sentences.

37. THE TASKS OF THE RATIONAL EMOTIVE THERAPIST -The rational-emotive therapist believes that sustained negative emotions such as intense depression, anxiety, anger, & guilt are almost always unnecessary to human living, & that they can be eradicated if people learn consistently to think soundly & to follow up their logical thinking w/ effective action.

38. Ellis feels that three questions are therapeutically relevant if one accepts his assumptions about emotionally disturbed individuals How do persons originally get to be illogical? How do they keep perpetuating their irrational thinking? How can do they be helped to be less illogical, less neurotic?

39. THE THERAPIST’S JOB THEN IS TO UNMASK THE ILLOGICAL & IRRATIONAL THINKING OF HIS CLIENT BY;

40. Bringing them forcefully to his attention; Showing him how they are causing & maintaining his disturbance & unhappiness; Demonstrating exactly what the illogical links in his internalized sentences are, Teaching his how to rethink, challenge, contradict, & re-verbalize these so that his internalized thoughts become more logical & efficient.

41. IRRATIONAL IDEAS WHICH CAUSE & SUSTAIN EMOTIONAL DISTURBANCE Ellis states that it is almost impossible for a person raised in a Western society to avoid falling victim to several fallacious ideas.

42. ELLIS ATTRIBUTES THESE ELEVEN MAJOR IRRATIONAL IDEAS TO WESTERN SOCIETY

43. IRRATIONAL IDEA NO. 1 The idea that it is a dire necessity for an adult human being to be loved or approved by virtually every significant other person in his community.

44. IRRATIONAL IDEA NO. 2 The idea that one should be thoroughly competent, adequate & achieving in all possible respects if one is to consider oneself worthwhile.

45. IRRATIONAL IDEA NO. 3 The idea that certain people are bad, wicked or villainous & that they should be severely punished & blamed for their villainy.

46. IRRATIONAL IDEA NO. 4 The idea that it is awful & catastrophic when things are not the way one would very much like them to be.

47. IRRATIONAL IDEA NO. 5 The idea that human unhappiness is externally caused & that people have little or no ability to control their sorrows & disturbances.

48. IRRATIONAL IDEA NO. 6 The idea that if something is or becomes dangerous or fearsome one should be terribly concerned about it & should keep dwelling on the possibility of its occuring.

49. IRRATIONAL IDEA NO. 7 The idea that it is easier to avoid than to face certain life difficulties & self-responsibilities.

50. IRRATIONAL IDEA NO. 8 The idea that one should be dependent on others & needs someone stronger than oneself on whom to rely.

51. IRRATIONAL IDEA NO. 9 The idea that one’s past history is an all important determinant of one’s present behavior & that because something once strongly affected one’s life, it should indefinitely have a similar effect.

52. IRRATIONAL IDEA NO. 10 The idea that one should become quite upset over other people’s problems & disturbances.

53. IRRATIONAL IDEA NO. 11 The idea that there is variably a right, precise, & perfect solution to human problems & that it is catastrophic if his perfect solution is not found.

54. THANK YOU… PREPARED BY: MRS. ANNABELLE B. CARINO SANTA CRUZ CENTRAL SCH.