San Miguel Technical Vocational High School- Care Center

25/09/2026

New look, same mission. 🚀

San Miguel Technical Vocational High School-Care Center Logo

1. The Central Shield (Protection & Holistic Support)
The Shield Shape- In heraldry, a shield represents protection. In the context of the Guidance Office, it symbolizes a “safe space”. It represents the office's role in safeguarding students' mental health, confidentiality, and well-being. It suggests that the guidance counselor is a protector and advocate for the student.
The Four Quadrants- The shield is divided into four distinct colors/sections (Teal, Green, Magenta, Orange). This represents the “holistic approach” to student development. Guidance is not just about academics; it covers career, personal/social, and emotional growth.

2. The Central Circle (The Core of Guidance)
The Diamond- At the very center is a multifaceted diamond. This represents the “inherent value and potential” of every student. Just as a diamond is refined under pressure, the Guidance Office helps students navigate challenges to reveal their best selves.
"Leadership" and "Excellence"- These words encapsulate the goal of the Guidance Office: to nurture students who can lead themselves and others, and to strive for excellence not just in grades, but in character.
The Sunburst- The light rays behind the diamond symbolize “hope, clarity, and enlightenment”. Guidance counselors help students find clarity in confusion and hope in difficult times.

3. The Four Quadrant Symbols (Services Provided)
The Torch (Top Left)- Universally a symbol of “knowledge and truth”. In guidance, this represents the dissemination of information—whether it is about career paths, study habits, or coping mechanisms. It also represents the "light" of counseling that helps students see their way through problems.

The Book and Dove (Top Right)
The Book: Represents “academic guidance”, study skills, and educational planning.
The Dove: A symbol of “peace and emotional healing”. This is a direct reference to the counseling aspect of the office resolving conflicts, reducing anxiety, and providing emotional support.

The Gears (Bottom Left): These represent “career and vocational guidance”. The gears symbolize the "mechanics" of life—how things work. The Guidance Office helps students understand the world of work, develop skills, and plan their future careers (fitting for a “Technical Vocational” school).
The Hands Holding the Globe (Bottom Right): This symbolizes “social responsibility and global awareness”. The Guidance Office helps students understand their place in the community and the world. It represents the development of interpersonal skills and the ability to contribute positively to society.

4. The Laurel Wreath (Achievement & Growth)
Surrounding the central circle are laurel leaves. In ancient times, these were given to victors. In the context of guidance, this represents “personal growth and achievement”. It signifies that with the support of the guidance office, students can overcome obstacles and achieve their personal goals.

5. The Outer Blue Scrollwork (Fluidity & Support)
The intricate blue swirls surrounding the shield look like water or wind. This represents “adaptability and resilience”. The Guidance Office helps students navigate the changing currents of life, peer pressure, and adolescence. It also implies a "wraparound" support system—the office surrounds and supports the student body.

6. The Text "CARE CENTER" (The Core Mission)
This is the most direct link to the Guidance Office. It explicitly defines the office as a place of “Care”. It shifts the focus from punitive discipline to restorative care. It signals to students that the Guidance Office is a place for healing, support, and compassion, rather than a place of punishment.

Summary
The logo depicts a “San Miguel Technical Vocational High School” that views its Guidance Office as a central hub for “holistic development”. It communicates that the school cares about the student's mind (Book/Torch), heart (Dove), future (Gears), and character (Diamond), all protected within a safe, supportive environment (Shield/Care Center).

25/09/2026

25/09/2026

**RA 10627 REVISED IRR: Key Takeaways (DepEd Memo No. 090, s. 2025)**

* **Universal Coverage:** Applies to all public, private, international basic education schools, and Community Learning Centers (CLCs).
* **Broader Definition of Bullying:** Covers physical harm as well as emotional/social harm, cyberbullying, discrimination, and social exclusion.
* **Proactive Prevention & Environment:** Focuses on school-wide prevention, promoting empathy, rights, social-emotional skills, and positive school climate.
* **Shared Responsibility:** Clarifies roles for school heads, teachers, parents, staff, and learners to ensure concerns are acted upon.
* **Strengthened Mechanisms:** Demands clear reporting, investigation, and appeal protocols, along with functional Child Protection Committees (CPCs).
* **Learner Participation & Accessibility:** Protects learners' rights to express their views and requires clear procedures in student handbooks and school displays.
* **Support & Rehabilitation:** Emphasizes early intervention, counseling, and behavior-focused accountability over strictly punitive measures.

Quick Takeaway

The Revised IRR of RA 10627 shifts the focus of anti-bullying in basic education from purely punitive reactions to proactive, school-wide prevention, broader protection (including mental and emotional harm), clear accountability, and counseling-based interventions.

🟢 RA 10627 REVISED IRR
KEY POINTS FOR SAFE, INCLUSIVE & BULLYING-FREE SCHOOLS

Based on DepEd Memorandum No. 090, s. 2025

① COVERS ALL BASIC EDUCATION SCHOOLS

The Revised IRR applies to public and private basic education schools and Community Learning Centers (CLCs), including Philippine Schools Overseas and International Schools under DepEd supervision.

② A SAFE & INCLUSIVE SCHOOL ENVIRONMENT

Schools are expected to create learning environments that are free from bullying and violence and promote:

Respect for children's rights
Empathy and kindness
Responsibility
Social-emotional skills
Positive school climate
③ BULLYING IS MORE THAN PHYSICAL HARM

The revised framework recognizes that bullying may involve repeated acts of intimidation, social exclusion, cyberbullying, discrimination, and conduct that causes significant emotional or social harm, even when there is no physical injury. DepEd specifically highlighted these broader forms in its announcement of the revised policy.

④ PREVENTION MUST BE SCHOOL-WIDE

Anti-bullying efforts should not focus only on responding after an incident. Schools are expected to establish comprehensive prevention programs that promote respect, positive behavior, social-emotional development, and a positive school climate.

⑤ CLEAR REPORTING & RESPONSE MECHANISMS

The revised policy strengthens procedures for reporting, investigating, responding to, and resolving bullying complaints, including mechanisms for appeal.

⑥ EVERYONE HAS A ROLE

The framework clarifies responsibilities of key members of the school community, including:

School Heads
Teachers
Parents/Substitute Parents
Learners
Other school personnel and stakeholders

The objective is to ensure that concerns are recognized and acted upon rather than overlooked.

⑦ LEARNERS' VOICES MATTER

The Revised IRR emphasizes children's rights, including the right of learners to express their views and have those views considered in matters affecting them.

⑧ STUDENT HANDBOOKS & SCHOOL INFORMATION

Schools are required to make their anti-bullying procedures accessible to the school community. DepEd has stated that the procedures should be incorporated into student handbooks and displayed in prominent areas of the school.

⑨ CHILD PROTECTION COMMITTEES REMAIN IMPORTANT

The revised framework reinforces the role of school mechanisms such as Child Protection Committees (CPCs) in protecting learners and responding to concerns. DepEd has also emphasized strengthening CPC functionality.

⑩ COUNSELING & INTERVENTION ARE PART OF THE RESPONSE

DepEd's revised anti-bullying framework includes early intervention and appropriate support, rather than treating bullying solely as a disciplinary issue. DepEd specifically noted counseling interventions for learners who bully others, focusing on empathy, accountability, and behavior change.

25/09/2026

**THE ROLE OF THE SCHOOL COUNSELOR vs. SCHOOL COUNSELOR ASSOCIATE**

*Under the Revised IRR of RA 10627 (DepEd DM 090, s. 2025) & RA 12080 IRR (DepEd DM 077, s. 2025)*

While both roles form a vital support system for bullying prevention and learner well-being, their scope in rendering counseling differs under the law:

**Core Responsibilities (Both Roles):**

* **Capacity Building:** Train school personnel on handling bullying cases.
* **Awareness & Prevention:** Conduct anti-bullying programs at least annually.
* **Safety & Support:** Protect victims, learners who bully, upstanders, and bystanders.
* **Referral & Monitoring:** Refer cases to appropriate service providers and monitor third-party interventions.
* **Professional Development:** Participate in relevant counseling training.

---

**Key Distinction in Counseling Delivery:**

* **School Counselor** *(Registered Guidance Counselor / Registered Psychologist)*
➡️ **COUNSEL • INTERVENE • REFER • MONITOR**
Authorized to independently render professional counseling interventions.
* **School Counselor Associate** *(Support Personnel)*
➡️ **SUPPORT • PREVENT • REFER • MONITOR**
Provides support functions and facilitates referrals to the Schools Division Counselor when no licensed School Counselor is available.

📌 **Takeaway:** School Counselor Associates are essential in prevention and support, but independent professional counseling remains exclusive to licensed School Counselors.

💙 THE ROLE OF THE SCHOOL COUNSELOR / SCHOOL COUNSELOR ASSOCIATE. Under the Revised IRR of RA 10627 — Anti-Bullying Act of 2013

📖 RULE IV | SECTION 11.1(b) | PAGE 12

The Revised IRR identifies both the School Counselor and School Counselor Associate as part of the school's support system for bullying prevention and learner well-being. Their responsibilities include:

• Capacity Building — Conduct learning sessions for teachers and school personnel on handling bullying cases.
• Awareness & Prevention — Conduct anti-bullying awareness programs at least annually.
• Safety & Well-Being — Help ensure appropriate protection and support for victims, learners who bully, upstanders, and bystanders.
• Referral — Refer cases to appropriate offices, agencies, organizations, or service providers when necessary.
• Monitoring — Monitor learners who undergo third-party intervention.
• Professional Development — Participate in relevant counseling training and capacity-building activities.

💙 COUNSELING INTERVENTION

📖 RULE VI | SECTION 14 | PAGE 19

The Revised IRR of RA 10627 provides that School Counselor intervention may take place at any level of disciplinary intervention and may complement the school's prevention, protection, intervention, and response mechanisms.

⚖️ IMPORTANT: COUNSELOR ≠ COUNSELOR ASSOCIATE

Under the IRR of RA 12080, the distinction becomes important in the actual delivery of counseling:

SCHOOL COUNSELOR
Registered Guidance Counselor / Registered Psychologist
➡️ May render counseling when the Care Center has a School Counselor.

SCHOOL COUNSELOR ASSOCIATE
Support personnel subject to the applicable professional-practice requirements
➡️ Provides support functions and, when the Care Center has only School Counselor Associates, facilitates referral to the Schools Division Counselor for counseling.

📌 IN SIMPLE TERMS

School Counselor:
COUNSEL • INTERVENE • REFER • MONITOR

School Counselor Associate:
SUPPORT • PREVENT • REFER • MONITOR

The School Counselor Associate supports the delivery of school-based mental health services but should not be presented as equivalent to the licensed School Counselor in independently rendering professional counseling.

Source: Department of Education, Revised IRR of RA 10627, disseminated through DepEd Memorandum No. 090, s. 2025, and IRR of RA 12080, Basic Education Mental Health and Well-Being Promotion Act. DepEd officially disseminated the RA 12080 IRR through DM No. 077, s. 2025.

15/09/2026

𝐁𝐨𝐡𝐨𝐥 𝐈𝐬𝐥𝐚𝐧𝐝 𝐒𝐭𝐚𝐭𝐞 𝐔𝐧𝐢𝐯𝐞𝐫𝐬𝐢𝐭𝐲 𝐢𝐬 𝐧𝐨𝐰 𝐚𝐜𝐜𝐞𝐩𝐭𝐢𝐧𝐠 𝐚𝐩𝐩𝐥𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬 𝐟𝐨𝐫 𝐭𝐡𝐞 𝟏𝐬𝐭 𝐒𝐞𝐦𝐞𝐬𝐭𝐞𝐫, 𝐀𝐜𝐚𝐝𝐞𝐦𝐢𝐜 𝐘𝐞𝐚𝐫 𝟐𝟎𝟐𝟕–𝟐𝟎𝟐𝟖.

𝐀𝐩𝐩𝐥𝐢𝐜𝐚𝐭𝐢𝐨𝐧 𝐏𝐞𝐫𝐢𝐨𝐝: 𝐒𝐞𝐩𝐭𝐞𝐦𝐛𝐞𝐫 𝟏𝟓 – 𝐍𝐨𝐯𝐞𝐦𝐛𝐞𝐫 𝟐𝟕, 𝟐𝟎𝟐𝟔

Prospective applicants may visit the BISU Admission Portal to explore the available academic programs and submit their online application.

Apply now: admission.bisu.edu.ph

Start your BISU journey today! 💜

15/09/2026