The office consists of the guidance and counseling service and the CCARES program. The office is committed on the preventive and remedial transformation of the total human development of students as part of realizing the core values through its following services.

The office is primarily responsible in delivering the school’s counseling program. This actively promotes development of students’ holistic values, capacities, and interests in their tertiary years as they carry on life living and learning. The staff actively collaborates with parents/guardians, the school administration, and the students themselves to encourage involvement, standards, and accountability.

It is devoted to the school’s thrust of promoting the school’s mission, and vision while it adheres to ethical practices such as informed consent and confidentiality. Exception to confidentiality applies during inevitable cases of misdeed or injury against one’s self or against others.

Office Head
Rhenan D. Estacio, PhD

Guidance Secretary & Psychometrician
Julizer Leo L. Borromeo

Guidance Councelors
Maricar N. Jose, RGC

IBM Guidance Counselor

Janice Dee A. Patio, RGC, LPT, RPm

ICSLIS Guidance Counselor

Fatima Jewel G. Martija, RPm

IEAS Guidance Counselor

CCARES Facilitators
Rafael Valentino T. Del Rosario, MAGC

1st year CCARES Facilitator

Jervis M. Lumanlan, LPT

2nd year CCARES Facilitator

Reginald P. Tolentino

1st year CCARES Facilitator (part-time)


Inspired by approaches that are developmental in scope and comprehensive in nature, the following services are accessible in the office:

Student Transition Program

The program aims to assist all students in adjusting to their respective college program and college level to ensure academic success. It aids students in developing pathways and competencies to meet their personal challenges such as life stage transition and school-work transition. Successful student transition is linked to improved student performance. These are mainly delivered through seminars and class guidance.

Information Service

This is a continuous and progressive service that aims to equip students with knowledge of the school, its environment, the responsibilities of college life, and life skills through print and interactive media, and resources essential for successful decision-making and behavior.

Individual Inventory Service

This involves collection and recording of information about students. Data is collected through forms such as the personal data sheet and needs assessment survey. Information gathered is used to develop client-centered programs that help enhance student success.

Counseling Service

This service is placed at the heart and the core of the school guidance and counseling program. It is designed to help students attain self-realization and development in congruence to their personal needs for the purpose of becoming a fully integrated mature, knowledgeable, and responsible person. Students who need counseling may visit the office where they are appraised for further assistance and assessment or they can refer schoolmates perceived to benefit from guidance. Instructors can also recommend students to gain purpose from a counseling relationship.

Testing Service

This pertains to both a school function and a service. Psychological tests administered to students for the purpose of empirical assessment are geared at revealing students’ personal characteristics. Through the use of measures for determining intelligence, achievement, aptitude, interest, and personality, office personnel take students through interpretation to reveal avenues for personal growth and development.


The CCARES program caters to the values formation and development of students and it adheres to the vision and mission of the College and anchors all its programs and services on the college’s core values.

This program is an institutional requirement to all first and second year students based on the given schedule on a weekly basis and integrated with the regular meetings of the students and CCARES facilitators. The formation process is also experiential, process-oriented, and action-reflection, as the students are made to contemplate on their daily experiences particularly with the module/topic, and what it means in terms of personal transformation. Among the third and fourth year students, a seminar is facilitated at least once every semester on a separate schedule to monitor continuity of promotion of values and the program envisioned by the institution.

The CCARES has the following objectives:

  • 1. To facilitate student values formation particularly in the context of the college’s core values.
  • 2. To facilitate student learning, appreciation, and application of CCA core values.
  • 3. To inculcate hope in acquiring the expected attributes of future graduates of CCA.
  • 4. To make students realize the importance of possessing right attitude in preparation for their future employment.
  • 5. To feel the importance of character formation of an individual especially among the youth of this generation.