ASSIGNMENT

ON
GUIDANCE AND
COUNSELING

SUBMITTED TO SUBMITTED BY
DR. BHUVANESHWARI A.SAHAYA MARY
DEPT. OF COMMUNITY M.Sc.(N) I YR
HEALTH NURSING SCON,
SCON,SIMATS SIMATS.
INTRODUCTION:

It is the duty and right of every individual to choose his own way in life in so far as
his choice does not interfere with the rights of others. The ability to make such
choices is not innate, but, like other abilities, must be developed. Education
provides opportunities for the development of such abilities. Guidance is the
assistance given to individuals in making such intelligent choices and adjustments.
It is an integral part of education and is centered directly upon this function.
Guidance does 3 Introduction to Guidance NOTES Self-Instructional Material not
make choices for individuals; it helps them make their own choices in such way as
to promote or stimulate the gradual development of the ability to make decisions
independent without assistance from others

“In education our goal is guidance; our technique among other is counselling” - has
been aptly said by David V. Tiedemann. Counselling is said to be the core of the
entire guidance programme. It is considered to be the most intimate and vital part
of the guidance programme. Counselling is as old as society itself. In everyday life,
we find, counselling goes on at many levels – in a family setup, parents counsel
their children, in society doctors counsel patients, lawyers clients, teachers
students. In other words, there is no limit to the problems on which counselling can
be offered or to the type of persons who can render this help. Professional
counselling, in its present form, is a recent development. Colleges and universities,
industries and business establishments are becoming increasingly interested in
Counselling and its potential for improving interpersonal relation in the multitude
of counselors, there is safety. No wonder, Counselling is being recognized as on
important technique of guidance here, there and everywhere!

GUIDANCE
DEFINITION:

Crow and Crow. “Guidance is assistance made available by personally and

adequately trained men or women to an individual of any age to help him manage
his own life activities, develop his own points of view, make his own decisions and
carry his own burdens.”
John Brewer. “Guidance is a process through which an individual is able to solve
his problems and pursue a path suited to his abilities and aspirations.”
Scope of Guidance

 To help in the total development of the students

 To help in the proper choice of courses
 To help in the proper choice of careers
 To help the students in vocational development
 To develop readiness for choices and changes to face new  challenges
 To minimize the mismatching between education and employment and
help in the efficient use of manpower
 To motive the youth for self-employment
 To help fresher establish proper identity
 To identify and motivate the students from weaker sections of society
 To help the students in their period of turmoil and confusion
 To help in checking wastage and stagnation

IMPORTANCE OF GUIDANCE

 To help in the tool development of the students

 To help in the proper choice of the students;
 To help in the proper choice of careers;
 To help the student sin vocational development;
 To develop readiness for choices and changes, to face new challenges;
 To minimize the mismatching between education and employment and help
in the efficient use of manpower.
 To motivate the youth for self-employment.
 To help fresher establish proper identity;
 To identify and motivate the students from weaker sections of society;
 To help the students in their period of turmoil and confusion;
 To help in checking wastage and stagnation;
 To identify and help students in need of special help;
 To ensure proper utilization of time spent outside the classrooms;
 To help in tackling problems arising out of student explosion;
 To check migration;
 To make up the deficiencies of home;
 To minimize the incidence of indiscipline.
CHARACTERISTICS OF GUIDANCE
Being a school Counsellor is difficult work. School/College Counsellors often have
little time to tend to hundreds or thousands of students, but the impact that they can
have makes the profession one of the most rewarding for those willing to pursue it.
Here are 10 of the top traits every Counsellor should have:

1. Be a good listener. The first thing that comes to mind is that school Counsellors
must be able to listen. A large portion of a Counsellor’s time is spent listening and
processing the information given to you by others.

2. Be able to assess. Part of a Counsellor’s job is to make accurate assessments of

their students to prepare them for life beyond school. If you want to work in a high
school setting, this includes being able to accurately assess a student’s successes
and shortcomings when it comes to making college choices, where to apply, and
helping them narrow down what can be a daunting list of choices.

3. Be an excellent communicator. Having excellent communication skills is one

of the most important skills a Counsellor can have. Being able to communicate
ideas, thoughts, and feelings verbally is a trait that can never go unsung as a
Counsellor

4. Appreciate diversity. Students come from a multitude of backgrounds, and

being able to accept and embrace diversity is another trait that is crucial of a
Counsellor. Students come from all walks of life and all types of families, and
helping students learn to accept and embrace their own diversity in a school setting
is critical to a Counsellor’s success.

5. Be friendly. Counsellors must be warm and approachable to their students, and

also to parents and faculty members. Being open and gregarious will often mean
that students will trust you more than they trust their parents, and getting students
to open up and let go of their burdens is one of the most rewarding things a
Counsellor can accomplish.

6. Be authoritative. When the situation calls for it, a guidance Counsellor must
cross the boundary from friend to professional. If abuse or neglect is suspected or
present, or if a student is engaging in risky or harmful behavior, a Counsellor must
know when to show their authority and take the proper steps to ensure their
student’s safety.

7. Be well-rounder. A Counsellor will often have a wide range of interests

outside of work, and you never know when one of these interests will resonate with
a student and prompt a connection that get your student to open up to you.

8. Be able to co-ordinate. Counsellors serve as coordinators for many school

programs and activities. From college visits, setting standardized test schedules,
and even administrative tasks- the Counsellor must be able to coordinate a number
of tasks at a time

9. Have good evaluation skills. Counsellors spend a lot of their time evaluating
test scores or administering tests to students. Being able to accurately evaluate and
translate these results to discuss a student’s academic performance, or aid a
professor in making an accurate assessment of a student’s skills is vital. 10. Have a
sense of humor. Often, having a sense of humor will be a Counsellor’s biggest
asset in gaining a student’s trust.

PRINCIPLES OF GUIDANCE

Guidance is a slow process.

 It is a continuous process.

 It develops an insight

 Problems confronted by individuals

 Guidance is based on individual differences.

 Guidance is both a specialized and generalized services.

 Guidance is an organized service.

 Guidance is for all.

 According to Jones, the principles of Guidance are as follows:

1. Principle of individual differences.

2. Principles of specific abilities are not innate.

3. Principle of need of assistance in solving the problem of the individuals.

4. Principle of developing self-guidance.

TYPES OF GUIDANCE:

Educational Guidance

The term educational guidance is often confused with the term education as
guidance. Educational guidance analyses and observes the students attitudes and
exposes them in the right type of education which will reveal inborn capacities and
help to develop them.

Definition According to Jones, “Educational Guidance is concerned with

assistance to be provided to the pupils which is expected for their adjustments in
the schools, selection of curricula and schools like”. “Educational guidance may be
defined as a conscious effort to assist in the intellectual growth of an individual.” -
Brewer

Objectives of Educational Guidance

 To monitor the academic progress of the students.

 To acquaint the students with the prescribed curriculum.
 To identify the academically gifted, backward, creative and other category
of special learners.
 To assist students in getting information about further education.
 To diagnose the learning difficulties of students and help they overcome the
same.

Vocational Guidance

The activities to do in the future and the right place for the students to get in
are related to them by vocational guidance. Vocational guidance is needed at the
time when the individual is confronted with the problems relating to: Selecting an
occupation.

 Adjusting to the job and making progress in it.

 Definition According to ‘Crow and Crow’ “Vocational Guidance usually is
interpreted as the assistance given to the learner s to choose, prepare for and
progress in an occupation.”

According to ‘Myers’, “Vocational Guidance is the process of assisting the

individual to do for himself certain definite things pertaining to his vocation.”

Objectives of Vocational Guidance Following are the objectives of vocational

guidance:

1. Assisting the students to acquire such knowledge of the characteristics and

functions, duties, responsibilities and rewards of occupations that are within the
range of this choice.

2. Assisting a pupil to discover his own abilities and skills and to fit them into
general requirements of the occupation under consideration.

3. Assisting the pupil to evaluate his own capabilities and interests with regard
their worth to him and to society.

4. Helping the individual develop and attitude towards work that will dignify
whatever type of occupation he may wish to enter.

5. Assisting the individual to think critically about types of occupations and to

lean a technique for analyzing information about vacations.

6. Instilling in the pupil a confidences in the teachers and other guidance personal
that will encourage him when he confers with them on personal and vocational
problems But social relationships constitute a problem area for most of the students

Personal Guidance

In order to solve one’s emotional, social, moral and ethical problems, the
assistance offered to is defined as personal guidance. It deals with all the problems
of life which are not covered by educational and vocational guidance. Thus the
purpose of personal guidance is to help the individual in his physical, emotional
and moral, spiritual development as well as adjustment at home in school and in
society.

Avocational Guidance:
The individual student spends only a small portion of his time i.e. 4 to 6 hours per
day in school. The rest of the time needs to be effectively management.
Avocational guidance helps the child to judiciously utilize the leisure time. The
other co-curricular activities play an important role in all-round development of the
child but many parents, teachers and children put secondary importance to these
activities. The students need to be properly guided for effective participation in.
Health Guidance Health is regarded as the wealth. Total health i.e. preventive and
curative is the goal of health guidance. The health guidance may be a cooperative
effort of Principal, Doctors, Counsellor/psychologist, Teachers, Students and
parents. For promoting preventive care the conditions of school hostel, canteen
needs to be checked. Similarly health education through formal classes and
information is essential in school education stages. In the present day the concern
of health guidance also pertains to guidance in HIV/AIDs

GROUP GUIDANCE

When more than one individual are put together in a group for Educational,
Vocational or Personal Guidance the situation they created is known as group
guidance. It is guidance through activities; the group is formed on the basis of
common problem of the members. There are two types of group guidance. They
are orientional and therapeutic.

COUNSELING

DEFINITION OF COUNSELLING

Counselling has been understood and defined in a number of ways:

i. Webster’s dictionary defines Counselling as “Consultation, mutual

interchange of opinions, deliberating together”.
ii. Wren (1962) says, “Counselling is a dynamic and purposeful relationship
between two people who approach a mutually defined problems with mutual
consideration of each other to the end that the younger or less mature, or
more troubled of the two is aided to a self-determined resolution of his
problem”
iii. James Michael Lee and Nathaniel J. Pattan say, “Counselling is the
relationship between two persons in which one of them attempts to assist the
 other in so organizing himself as to attain a particular form of happiness,
adjustment to a life-situation, or in short, self-actualization. Counselling
always involves a oneto-one relationship that is one client and one guidance
worker in a formal or an informal interview situation”.

MAJOR ELEMENTS OF COUNSELLING

An analysis of the above viewpoints will reveal the major elements of counselling:

(a) Counselling involves two individuals – one seeking help and the other, a
professionally trained person who can help the first.

(b) There should be a relationship of mutual respect between the two individuals.
The counselor should be friendly and co-operative and the counselee should have
trust and confidence in the counselor.

(c) The aim of counselling is to help a student to form a decision, make a choice or
find a direction at some important fork in the road such as that of planning a life
career, a programme in college or university, or a campaign to obtain employment.

(d) It helps the counselee acquire independence and develop a sense of

responsibility. It helps him explore and fully utilize his potentialities and actualize
himself.

(e) It is more than advice-giving. Progress comes through the thinking that a
person with a problem does for himself rather than through solutions suggested by
the counselors.

(f) It involves something more than the solution to an immediate problem. Its
function is to produce changes in the individual that will enable him to extricate
himself from his immediate difficulties.

(g) If concerns itself with attitudes as well as action.

(h) Emotional rather than purely intellectual attitudes are the raw material of the
counselling process. Information and intellectual understanding have their place in
the counselling process. But it is the emotionalized feelings which are most
important.

Purpose of Counselling
Dunsmoor and Miller are of the view that the core of student counselling is to help
the student to help himself. From this point of view they describe the following
purposes of students counselling:

1. To give the student information on matters important to success.

2. To get information about student, which will be of help in solving his problems.

3. To establish a feeling of mutual understanding between student and teacher.

4. To help the student work out a plan for solving his difficulties.

5. To help the student know himself better-his interests, abilities, aptitudes and
opportunities.

6. To encourage and develop special abilities and right attitudes.

7. To inspire successful endeavour toward attainment.

8. To assist the student in planning of educational and vocational choices.

Scope of Counselling

(1) Informal Counselling: - It is any helping relationship by a responsible person

who may have little or no training for the work. For instance, ladies helping
patients in hospital through friendly conversations with them.

(2) Non – Specialist Counselling by professionals – it is the help provided by

physicians, lawyers, teachers, ministers and others who do a great deal of face-to-
face work with psychological problems in the course of their other work.
Sometimes, special titles are used like “religious counselling” or “financial
counselling”.

(3) Professional counselling: - it is helping another person with decision and life
– plans, whether personal or educationalvocational, by a person specially trained
for this work. Professional counsellors are usually psychologists, or educational
psychologists. ‘Professional’ means among other things the possession of master’s
or doctor’s degree with at least a year of supervision by a trained professional and
the acceptance of a professional code ethics. Training of psychologists, among
other things, emphasizes test interpretation, research, the psychology of
personality, occupational information and experience with a variety of clients.

ELEMENT OF COUNSELLING

The key elements of counselling are

1. Listening

2. Defining the Problem

3. Emotional input

4. Problem solving process

5. Solution choosing

Listening :Counselling helps the individual to become self-sufficient,

selfdependent and self-directed. Active listening is another way of expressing the
basic counselling relationship. The first and foremost element in the counselling
process is listening. It makes the clients to believe that there is someone who can
hear our problem and it also gives them confidence to rely upon the counselor.
Listening to the problem helps the client to come out with their real problem and
help the counselor to diagnose and identify the cause for the problem the client is
facing

Defining the Problem: As listening to the client the counselor will be able to find
out what are the problem and the causes for it so the next element in the
counselling process is to define the problem. To define the problem gives the
counselor the clear picture of the problem and the ways to find out the solution for
it.

Emotional Input: Counselling as a helping relationship-extends the empathetic

understanding, respect for the client’s potentials to lead his own life and
congruence or genuineness. They are viewed as representing not only the
counsellor’s skills as reflection of feeling and content but also the counsellor’s
fundamental attitude to clients or capacity for altruistic care and concern. Hence
this element in counselling helps the counselor to build confidence on the client
that they will be able to sort out the problem. This elements brings belief on the
counsellor and relies on them to find solution to their problem.

Problem Solving Process: Through analysis of the problem finding out the
varied solution for the problem is the next key element in the process of
counselling.

Solution Choosing: Choosing better solution depending upon the problems the
client is facing is the last element.

CHARACTERISTICS OF A COUNSELLOR

Effective counselors have an identity: They know who they are,  what they
are capable of becoming, what they want out of life and what is essential.
They respect and appreciate themselves: they can give help and  love out of
their own sense of self-worth and strength.
They are able to recognize and accept their own power.
They feel adequate with others and allow others to feel powerful with them.
They are open to change: They exhibit a willingness and courage to leave
the security of the known if they are not satisfied with what they have.
They make decisions about how they would like to change, and they work
toward becoming the person they would like to become.
They are making choices that shape their lives.They are aware of early
decisions they made about themselves, others and the world.
They aren’t the victims of these early decisions, for they are willing to
revise them, if necessary. They feel alive and their choices are lie oriented.
They are committed to living fully rather than setting for mere existence.
They have a sense of humor. They are able to put the events of life in a
perspective, and they have not forgotten how to laugh, especially at their
own contradictions.
They appreciate the influence of culture: They are aware of the ways in
which their own culture affects them, and they respect the diversity of
values espoused by other cultures
They are also sensitive to the unique differences arising out of social class,
race and gender.
 They have a sincere interest in the welfare of others: This concern is based
on respect, care, trust and a real valuing of others.
They become deeply involved in their work and derive meaning from it:
They can accept the rewards flowing from their work.

FORMS OF COUNSELLING

There are three forms of counselling. These are divided on the basis of the nature
of the counselling process and the part of the counsellor:

1. Directive or Prescriptive or Counsellor-centered counselling

2. Non-Directive or Permissive or Client- centered counselling

3. Eclectic counselling.

Directive or Prescriptive or counsellor – centered Counselling

E. G. Williamson is the chief exponent of this view point, such type of

counselling involves six essential steps: Analysis – Collecting from a variety of
sources the data needed for an adequate understanding of the student. Synthesis -
Summarizing and organizing the date so that they reveal the student’s assets,
liabilities, adjustments and maladjustment. Diagnosis - Formulating conclusions
regarding the nature and the cause of the problems exhibited by the students.
Prognosis – Predicting the future development of the students’ problems.
Counselling - The counsellor’s taking steps with the student to bring about
adjustment and readjustment for the student. Follow –up-Helping the student with
new problems with recurrence of the original problem and determining the
effectiveness of the counselling provided to him Here the counsellor plays the
major role; he does all that he can to get the counselee to make a decision in
keeping with his diagnosis. He tries to direct the thinking of the counselee by
informing, explaining, interpreting and advising. A considerable use of
interpretations and direction by the counsellor has led to this type of counselling
being described or counsellor-centered or active approach technique.

Non-Directive or Permissive or Client – centered counselling

Carl R. Rogers is the chief exponent of this view point. In this type of
counselling, it is the client-the counselee-who is the pivot. He takes an active part
in the process of therapy. He gains insight into his problem with the help of the
counsellor. It is he who takes decisions as to the action to be taken. The
counsellor’s role is passive. This type of counselling is a growth experience. The
goal is the independence and integration of the client rather than the solution of a
particular problem. The principal function of the counsellor is not to cultivate self-
understanding in the client but instead, to create an atmosphere in which the client
can work out his own understanding. The emotional elements or the feeling
aspects are stressed rather than the intellectual aspects and the counselling leads to
a voluntary choice of action.

Eclectic Counselling

Some psychologists like Bordin believe that Rogers and Williamson are
towards opposite ends of the pole and the counselling methods maybe evaluated
along a continuum from non-directive to directive, when a counsellor deliberately
tries to incorporate in his practice both directive and non-directive techniques, the
result is eclecticism. F.C. Thorne, who is the exponent of this view, finds that it is
possible for counsellors to alternate between directive and on-directive methods
evening the same interview without disrupting the non-directive permissive
relationship with the client. Here, the counsellor first studies the personality and
needs of the individual. He then selects the technique that would be most helpful
for the individual. He can start with the directive one but when the situation
demands, the counsellor may switch over to the non-directive and vice-versa. The
attempt is made to adjust the technique to the requirements of the situation and the
individual. Even techniques like reassurance, merely giving information, case
history, testing, etc. can be used to achieve the purpose. The counsellor must be
competent and proficient in the use of all available methods. The validity of the
results is determined by the skill with which any method is used with reference to
etiologic diagnosis and the indications of each individual case. The critical factor
is not what method is used but rather the skill which it is used.

The process of eclectic counselling proceeds somewhat along the following lines:

i. Counselling maybe preceded by an intake interview.

ii. During the opening phase of counselling, the counsellor tries to establish
rapport and may have to do structuring so that the client understands what to
expect of counselling.
iii. To enhance the client’s self-understanding, information, about him and his
background may be gathered from various sources. The client needs to be
helped to assimilate this information.
iv. Educational, occupational and social information, if needed by the client,
may be supplied to him.
v. The client achieves emotional release and insights, alters his perceptions
and attitudes about himself and his situations.
vi. During the closing phase the client makes decisions and plans, modifies
behaviour, and solves his problems.
vii. There may be follow-up contacts, if needed. No matter what method or
view –point-directive, non-directive or eclectic is employed in the practice
or interviewing and counselling, counselling should have developmental
preventive and remedial values It is obvious that counselling process is
viewed differently by different approaches.

But in spite of the diversity in approaches to counselling, there are some common
factors which are:

(i) All counsellors accept the importance of ideal counselling relationship

(ii) Interview is the basic tool of counselling.

(iii)The counselling relationship is built during interviews.

(iv)All counsellors realize the importance of acceptance of and respect for the
counselee.

COUNSELLING AS APPLIED TO EDUCATION

Counselling is a confidential interaction between a professionally trained

counselor and a student or small group of students.

 Counselors help students, staff, and parents by: Developing programs that
promote healthy life-styles and build positive school climate.
  Meeting with parents, teachers, and students to help support and encourage a
successful school experiences
 Offering small support groups when needed on issues such as changing
families, developing friendships, grieving, selfesteem, and anger
management.
 Interpreting standardized test scores to promote awareness about a student’s
strengths and progress.
 Advising students on class selection and academic opportunities
 Coordinating mentoring opportunities and support services for at-risk
students.
 Developing a Peer Helping Program Supporting parents, students, and
teachers through the ABCs for Solutions process.

CONCLUSION:

Hence Guidance should provide for all kinds of individuals, besides, there are
differences between groups and sexes in matter of interests, ability, attitutdes and
approach. The philosophy of Guidance recognises the import and role of these
differences when preparing a guidance schedule/ programmeThe counselor
empathizes with the counselee’s emotional needs. He makes the counselee aware
of being unconditionally accepted. This particular aspect does not concern the
other types of interviews. The counselor is concerned equally with what the
counselee tries to express but fails to communicate. The counselor is basically
concerned with the clarification, interpretation and understanding of the
counselee’s feelings, ideas and longings. In this process, there is no place for any
anxiety or stress being put on the counselee.