Human Development


The Wellness and Testing Program envisions helping develop individuated and integrated young men and women who actualize their God-given talents and potentials through effective counseling intervention and well-planned guidance services in collaboration with a community of formators.

It supports the mission of the Ateneo de Davao Senior High School to journey with our students towards their psycho-emotional growth. As a team of diverse professional counselors honed in the spirit of the Magis and Cura Personalis, we uphold the belief that the young men and women entrusted to our care are blessed with God-given talents and potentials, yet faced with developmental challenges to wholeness.



A. Routine Interview Students are called initially for routine interviews. As a service, it gives opportunity to students to establish a friendly and helping relationship with the counselor. Students share their thoughts and experiences with the counselor who is willing to listen and accept them as growing individuals.  Counselors also make themselves available for walk-in students.

B. Individual Counseling The students can avail of individual counseling sessions wherein support, encouragement and problem-solving are provided for academic, personal, relational, career, and psycho-emotional concerns.

C. Group Counseling This service is intended for students to share a common need or concern that is usually developmental in nature. In an atmosphere of trust and confidentiality, learnings and insights are shared by the participants in a group setting.



The Leadership Development Program is provided to further strengthen the Guidance services in the ADDU SHS. Part of this proposal is to have Formation teachers or trained class moderators (preferably Licensed Guidance Counselors or Licensed Teachers with a background in Psychology or Behavioral Science) who will conduct the Formation’s LDP for all classes in each grade level in the ADDU SHS. Based on a Needs Assessment survey, age-appropriate psycho-educational modules are prepared and conducted by the Formation teachers to facilitate the students’ overall adjustment to life situations. Students meet their Formation teachers in the classroom for structured interactive learning experiences.

The LDP classes begin with the self as its core. A gradual understanding of one’s human development will be tackled in the context of home, school, community and society-at-large. In particular, psycho-educational development will be focused to help address issues, concerns and challenges pertinent to adolescence. Alongside the evolving self are the preparations for career where life roles are integrated for a well-formed member/leader.

Theoretical Framework of the LDP Classes

The Psycho-educational modules are based on the following relevant theoretical frameworks: Theory of Developmental Task by Robert Havighurst, Theory of Psychosocial Stages by Erik Erikson, Career Development Theories by Donald Super and John L. Holland, and Servant Leadership Theory by Robert K. Greenleaf.

In Robert Havighurst’s Theory of Developmental Task, particularly in the middle childhood and adolescent stages, the following are the identified developmental tasks that were considered in creating the Formation class modules:

1. building a wholesome attitude toward oneself as a growing organism;

2. achieving personal independence;

3. developing concepts necessary for everyday living;

4. learning to get along with age-mates;

5. developing attitudes towards social groups and institutions;

6. desiring and achieving socially responsible behavior; and

7. acquiring values and an ethical system to guide behavior.

Similarly, Erik Erikson’s Theory of Psychosocial Development provides a pertinent basis for the development of these psycho-educational modules. In this theory, he assumes that a crisis occurs at each stage of development. For Erikson, these crises are of a psychosocial nature because they involve psychological needs of the individual (i.e. psycho) conflicting with the needs of society (i.e. social).

Specific to the adolescent stage, the adolescents’ crisis is his/her struggle to find a balance between developing a unique, individual identity while still being accepted and “fitting in.” Thus, adolescents must determine who they want to be, and how they want to be perceived by others. Erikson believes that when adolescents successfully navigate this crisis, they emerge with a clear understanding of their individual identity and can easily share this “self” with others; therefore, they are healthy and well-adjusted. As a result, they become confident individuals who can freely associate with other people without losing their own identity.

The modules on career development in the Senior High School LDP classes are, however, anchored on the two-fold Career models of John Holland and Donald Super. Holland’s model matches personality and vocational typology using the hexagonal model of personality and work environment. The model yields the Realistic, Investigative, Artistic, Social, Enterprising and Conventional types (RIASEC). Donald Super’s Career-Roles model viewed as the sequence and combination of roles that a person plays during the course of a lifetime finds application in the context of the students.

For modules with regards servant leadership, they refer to the concept of servant leadership as described by Robert Greenleaf. It states that the servant leader is a servant first – making sure that other people’s highest priority needs are being served.

Lastly, realistic self-knowledge and servant leadership stems from a person’s dignity as an individual created in the image and likeness of God. The process of being and becoming in the context of Ignatian Formation is the central theme of the psycho-educational modules.

GRADE 11 (16 to 17 y/o) 

Grade Level Thrust: Decision Making and Career Planning

The Grade 11 Thrust is to provide students with avenues to further explore their pre-college career and vocational possibilities relevant to their personality, interest, aptitude, skills and values. At this stage, a Placement Test is conducted and its results are interpreted for the students as well as for teachers.

GRADE 12 (17 to 18 y/o) 

Grade Level Thrust: Discernment and Career Pathing

The Grade 12 Thrust is to provide assistance to students in choosing the undergraduate degree program and educational institution most suited to their acquired and developed knowledge, skills, and values, anchored on the Ignatian spirit of discernment.


Descriptions of Modules in the Formation Class

Realistic Self-Knowledge Module achieves to bring into consciousness one’s innate capacities, skills and values that will define his or her identity. As the foundation of Ignatian pedagogy, an awareness of strengths and weaknesses will enhance one’s self-concept thus, be prepared in performing their roles at home, in school and society.

Human Sexuality Module focuses on the development of healthy attitudes and behaviors towards sex and sexuality. The program believes that appreciation of one’s sexuality, respect of self and of others contributes to the formation of a mature and responsible young individual. It is interdisciplinary, comprehensive and collaborative as well as age-appropriate in design.

Relationship Enhancement Module aims to promote a mature understanding of oneself in relation with others to integrate lifestyle roles in day-to-day functioning. The program serves to aid the Ateneans better comprehend different stages of their relationships with others as well as responsibility towards a harmonious co-existence in society and promotion of love for country.

Cyberwellness Module aims to address adolescent concerns like cyberbullying, cyber addiction, pornography and virtual relationships. In coordination with computer  department of the school, the program will develop the skills of self-management, responsibility to oneself and that of others as they navigate the cyberworld. The Ignatian character of discernment takes a primordial role as the students immerse themselves into the real and virtual worlds.

Career Development Module is designed to facilitate the students’ discernment of their life roles by knowing more about oneself and providing information about the world of work such as the nature and challenges of jobs, skills needed benefits, and paths of advancement. It involves self-assessment of abilities, interests, values, needs and personality. It exposes students to educational opportunities that meet the unique needs and interests of students. The program assists in their career planning, decision-making, and implementation of their choices to become productive members of society.

Leadership Formation Module As a Jesuit institution, the Ateneo is known in forming leaders. The program aims to cultivate leadership behaviors that positively influence others towards the common good. The leader that Ateneo desires to produce is a compassionate servant leader with a preferential option for the poor and the underprivileged as well as with deep concern for the environment and love of country.


A. The Wellness and Testing Program (WTP) maintains records about home life, personal health and fitness, guidance test results, scholastic progress, counseling sessions, and other data relevant to their development and progress in school.

B. Using the data from the students in each grade level, the members of the WTP generate batch profiles to have additional description of the students. These profiles may help the teachers and members of the WTP understand the students better in terms of their composition, needs, etc.


A. Parent Consultation Parents may set an appointment with their son’s counselor regarding their son’s development, their parenting and family concerns, or for test interpretation.

B. Formators’ Consultation Consultations with fellow formators may be initiated through referrals, dialogues, and plenary meetings to discuss student formation and growth.  The practice of holding a Dialogue on Learners’ Formation, organized by the Assistant Directors for the Academics and for Formation, ensures a productive and collaborative teamwork between and among teachers, class moderators and Guidance counselors.

C. Case Conferences for Learners with Special Needs. A counselor-initiated meeting with teachers is organized to assist them in understanding students with special needs. The counselor presents the student profile and provides recommendations to better help students with their specific needs.

D. Consultation and collaboration with other Asst. Directors for Formation (particularly in the Ateneo de Davao Grade School and Junior High School) and Offices (e.g. Parents’ Organizations, College programs, etc.)


Counselor makes referrals to and maintains open communication with other professionals both within and outside the school.


Through guidance test administration (intelligence, aptitude, personality, study habits, and career), scoring and interpretation for students in all grade levels, and generating of local norms for the various tests given to students, the Wellness and Testing Center  establishes a more relevant and reliable reference point in reporting profiles of student ability, achievement, personality, study habits, and career choice.

Grade 11

  1. HSPQ is a personality questionnaire which evaluates 14 personality characteristics with an in-depth self-report inventory. The High School Personality Questionnaire (HSPQ) addresses Warmth, Intelligence, Emotional Stability, Excitability, Dominance, Cheerfulness, Conformity, Boldness, Sensitivity, Withdrawal, Apprehension, Self-Sufficiency, Self-Discipline, and Tension as important factors in assessing personality. The HSPQ – 14 factors will supplement the SSHA in understanding motivational s as a function of personality factors test.

Grade 12

  1. The Mental Ability Test measures school ability. This instrument comprises several types of verbal and non-verbal items intended to asses a wide variety of mental processes. Although all Grade 12 students have an existing data on their intelligence level from previous tests such as HSPT and DAT, the MAT serves as their most updated measure of mental ability for purposes of college application and writing of recommendation for admission.


The follow-up service for students who graduated from the Ateneo de Davao Junior HS will be handled by the Senior High School.

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