Definition of Folkways in Sociology

How do you greet someone when you first meet him? Often, greetings include some form of 'Hello' and 'How are you?'.
Perhaps you shake the person's hand and smile when you introduce yourself. You probably expect similar behaviors from the
other person. You can be confident that the person you're meeting will reciprocate in a similar manner because these
behaviors are folkways.

Folkways are the customs or conventions of daily life. They are a type of social norm -- expectations for how we act. In
sociology, folkways are generally discussed in contrast to mores because they are both types of social norms, though they
vary in the degree to which they are enforced. Folkways are mildly enforced social expectations, while mores are strictly held
beliefs about behaviors. Mores dictate right and wrong, while folkways distinguish between proper and rude behavior.

Distinguishing Folkways
Let's return to that example of meeting someone. What if the person you're meeting doesn't respond the way you'd expect?
Perhaps he will refuse to shake your hand, get your name wrong, or interrupt you. You may think he is rude or come away
from the interaction with a bad impression of the person. He is breaking the rules of social interaction - in other words, he is
violating your culture's folkways. For the most part, our reactions to such violations are mild. We may come away from the
person with a bad impression, but we will not be calling the police to report his behavior. This is where folkways differ from
mores. While both fall under the umbrella of 'social norms', violations of mores are met with severe punishments from
society. The reactions to violation of social norms, including folkways and mores, are called sanctions.

It is important to note that different cultures have different social norms. What may be considered normal in the United
States may be considered unusual elsewhere. For example, many American tourists are confused by the bartering that goes
on in other cultures. In the United States, our customs dictate that the price listed at a store or market is non-negotiable, but
in other cultures, bartering is the norm.

Folkways also vary given the specific context. If a man walks onto a public bus with no shirt on, he'll receive quite a few stares
or dirty looks, but this same behavior on the beach is considered normal. Talking on the phone in a public park is not unusual
at all, but in a church speaking on the phone would be considered very rude.

Examples of Folkways
There are almost an unlimited number of examples of folkways. Here are some common

Folkways

1. Holding the door for a girl.

2. Shut the light off when you leave the room.
3. Respecting your elders by saying Sir and Maam.
4. Helping your mom unload the groceries.
5. Never leave an empty carton of milk in the fridge.
6. If you are the first one home, bring in the garbage cans.
7. When you need a refill at a restaurant place your glass at the edge of the table.
Mores
8. Cannot drive legally under the age of 16.
9. Identity theft
10. Stealing a road sign.
11. Betting on sports.
12. Not stopping at a stop sign or red light.
13. Having an open container of alcohol in public.
14. Smoking in public places.
15. Dealing drugs
1. Please and thank yous (folkway)
2. Holding the door open for the next person (folkway)
3. Saying excuse me when passing in somones way (folkway)
4. Saying bless you after somone sneezes (folkkway)
5. Not burping in public (folkway)
6. Not talking while somone else is talking (folkway)
7. Underaged drinking (mores)
8. Running a red light (mores)
9. Being rude (folkway)
10. Not parking in a handicapped parking (mores)
11. Speeding (mores)
12. Recycling (folkway)
13. Murder (mores)
14. Sex Predator (mores)
15. Driving under the influence (mores)

Folkways:

1. Thank People

2. Say excuse you

3. Do not interrupt people when they are talking

4. Pay attention in class & DO NOT fall asleep in class

5. Do not use cuss words in public

6. Be kind to your elders

7. Keep your gum in your mouth

Mores:

8. Murder

9. Dringing on the correct side of the street

10. Do Not drink & drive

11. Underage smoking & drinking

12. Obay the color changes on a stop light

13. Obay street signs

14. Buy items, Do Not steal them!

15. Do not take advantage of someone such as rape

The social norm, or simply, "norm," is arguably the most important concept in sociology. Sociologists
believe that norms govern our lives by giving us implicit and explicit guidance on what to think and
believe, how to behave, and how to interact with others. We learn norms in a variety of settings and from
various actors, including our families, from teachers and peers in school, through the media, and simply
by interacting with others as we go about our daily business.

There are four key types of norms, with differing levels of scope and reach, significance and importance,
and methods of enforcement and sanctioning of violations. These are, in order of significance, folkways,
mores, taboos, and laws.

FOLKWAYS

Early American sociologist William Graham Sumner was the first to write about these distinctions.
(See Folkways: A Study of the Sociological Importance of Usages, Manners, Customs, Mores, and
Morals (1906).) According to Sumner, and how sociologists understand this term today, folkways are
norms that stem from and organize casual interaction, and that emerge out of repetition and routines. We
engage in them to satisfy our daily needs, and they are most often unconscious in operation, though quite
useful to the ordered functioning of society.

For example, the practice of waiting in (or on) line in many societies is an example of a folkway. This
practice creates order in the process of buying things or receiving services, which smooths and expedites
the tasks of our daily lives.

Other examples include the concept of appropriate dress dependent on setting, raising one's hand to take
a turn speaking in a group, or the practice of "civil inattention"--when we politely ignore others around us
in public settings.

Folkways mark the distinction between rude and polite behavior, so they exert a form of social pressure
on us to act and interact in certain ways, but they do not have moral significance, and there are rarely
serious consequences or sanctions for violating one.

MORES

Mores are more strict in folkways, as they determine what is considered moral and ethical behavior; they
structure the difference between right and wrong. People feel strongly about mores, and violating them
typically results in disapproval or ostracizing. As such, mores exact a greater coercive force in shaping our
values, beliefs, behavior, and interactions than do folkways.

Religious doctrines are an example of mores that govern social behavior. For example, many religions
have prohibitions on cohabi

tating with a romantic partner before marriage. So, if a young adult from a strict religious family moves in
with her boyfriend, her family, friends, an
d congregation are likely to view her behavior as immoral. They might sanction her behavior by scolding
her, threatening punishment in the afterlife, or by shunning her from their homes and the church. These
actions are meant to indicate that her behavior is immoral and unacceptable, and are designed to make
her change her behavior to align with the violated more.

The belief that forms of discrimination and oppression, like racism and sexism, are unethical is
anotheexample of an important more in many societies today.

TABOOS

A taboo is a very strong negative norm; it is a strict prohibition of behavior that society holds so strongly
that violating it results in extreme disgust or expulsion from the group or society.

Often times the violator of the taboo is considered unfit to live in that society. For instance, in some
Muslim cultures, eating pork is taboo because the pig is considered unclean. At the more extreme end,
incest and cannibalism are taboos in most places.

LAWS

A law is a norm that is formally inscribed at the state or federal level and is enforced by police or the FBI.
Laws exist because the violation of the norms of behavior they govern would typically result in injury or
harm to another person, or are considered violations of the property rights of others. Those who enforce
laws have been given legal right by a government to control behavior for the good of society at large. When
someone violates a law, depending on the type of violation, a light (payable fine) to severe (imprisonment)
sanction will be imposed by a state authority.

Values

Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable.
Values have major influence on a person's behavior and attitude and serve as broad guidelines in all situations. Some common
business values are fairness, innovation and community involvement.
2. The monetary worth of something in areas such as accounting, economics, marketing or mathematics. See als

Read more: http://www.businessdictionary.com/definition/values.html

What are beliefs?

Here's a simple definition:
A belief is an assumed truth.
Hence everything is a belief -- including this statement.
We create beliefs to anchor our understanding of the world around us and so, once
we have formed a belief, we will tend to persevere with that belief.
Beyond belief
The corollary of our definition of belief is that if we know something to be true, then
it is more than a belief. The tricky question now is 'How do we know that something
is always true?' Just because in our experience it has always been true, it doesn't
necessarily follow that it will continue to be true.
We usually belief that things will happen as they have previously happened,
because it is useful to do so. As such, this means that everything is a belief. Which
is good, from a persuasion standpoint. Because beliefs can be changed.
Beliefs and language
Belief is highly entangled with language. If there is a word for something then we
believe it exists, as in the Sapir-Whorf Hypothesis. We thus 'language reality into
existence'.
This is one reason why people from different countries have difficulty understanding
one another, as the beliefs they hold are built into the language and the culture.
Disbelief
When we believe in one thing, we will usually disbelieve in anything that contradicts
the primary belief. This can result in us having one belief system and many disbelief
systems. For example if a person believes in one religion, they accept all the tenets
of that religion. They also disbelieve in all other religions, rejecting outright (and
often without any understanding of) the things that believers in others systems hold
to be absolute truths.

So what?
So understand that people's beliefs are what they are assuming to be true.
Challenge them. Reframe them. They can be changed.

SThe term belief is a product of the social experience that is usually shape up by the share knowledge and idea through the use of
common sense to interpret the basic social facts in certain ethnic group. Generally this is the definition:

Beliefs are the ideas , viewpoints and attitudes of the particular group of society. They are consists of fables, proverbs, myths,
folklore ,traditions, superstition, education and etc. that influence the ideas, values, emotions, perceptions and attitude of the
members of the society. They also think and decide on particular course of action which they believe conform on the sets social
experience in the society.

The common example of this term is the usage of religious belief .It represents the shared ideas and knowledge about the existence
of supernatural order or the divinities in the ancient time. It is a group perception being passed from other generation to the next
generation through story telling, folk tales and myths about the experiences of the past on the existence of mystic beliefs. The
existence of such thing is usually respected by doing worship to the divinity and deity through rituals, sacrifices and festivities.

This is to recognize the important role about the human cycle of decay through the reality of death and the natural blessing given in
the times of abundance of harvest. It is also interpreted by the mystic karma of the divinity and deity when calamities and destruction
are present in the ethnic group as a sign of disgust on a particular observe human action that need to be remedied through sacrifice
or offering to return a positive energies in the community.

Generally, the concepts of beliefs are presented by the cognitive experience in the collective information along the social views that
are commonly presented in these ideas:

1. It has been generated by the group through the explicit thought on the existence of a things based on their observation and
perception of social fact.The cognitive thought responds to the social influence as part of idea and knowledge to believe what is
being presented to them as information in the family, clan and community.

2. It is factual information generated by the belief system that is qualitative observed by specific social phenomena that relates on
the variables in the understanding of divinities and supernatural order.

3. This ancient story foretold by the ancestors that they believe that happened in the past. The myth as a belief system is direct
expressed by narrative resurrection that provides better understanding about the tradition and culture of a certain group.
4. The common usage of belief is the supernatural causality related to divinities and other observable social facts. This into
transforms the respect of certain deities or divinities by our ancestors.

5. This is further articulated by fictional short story represented by animals or plants to describe the nature of human existence. They
are still part of the literature of the ethnic place as a pseudo-knowledge in the preservation of relevant tradition and culture connect
with the symbolic presentation of a thing.

Finally, term belief is socially acceptable means to deliver the tradition and culture of certain groups as directed by the knowledge
and ideas in their evolving understanding and exposure in the family, clan, friends and other members of the society. This is further
transform to a holistic societal belief on the study of institutional dimension in politics, education, philosophy, organization and even
in the business and industry.

Belief is the state of mind in which a person thinks something to be the case, with or without there being empirical evidence to
prove that something is the case with factual certainty. Another way of defining belief sees it as a mental representation of
an attitude positively oriented towards the likelihood of something being true.[1] In the context of Ancient Greek thought, two related
concepts were identified with regards to the concept of belief: pistis and doxa. Simplified, we may say that pistis refers to "trust" and
"confidence", while doxa refers to "opinion" and "acceptance". The English word "orthodoxy" derives from doxa. Jonathan Leicester
suggests that belief has the purpose of guiding action rather than indicating truth.[2]

In epistemology, philosophers use the term "belief" to refer to personal attitudes associated with true or false ideas and concepts.
However, "belief" does not require active introspection and circumspection. For example, we never ponder whether or not the sun
will rise. We simply assume the sun will rise. Since "belief" is an important aspect of mundane life, according to Eric Schwitzgebel in
the Stanford Encyclopedia of Philosophy, a related question asks: "how a physical organism can have beliefs?"[3]

Buddhism and its beliefs

Buddhists do not worship any gods or God. People outside of Buddhism often think that Buddhists worship the
Buddha. However, the Buddha (Siddhartha Gautama) never claimed to be divine, but rather he is viewed by
Buddhists as having attained what they are also striving to attain, which is spiritual enlightenment and, with it,
freedom from the continuous cycle of life and death. Most Buddhists believe a person has countless rebirths, which
inevitably include suffering. A Buddhist seeks to end these rebirths. Buddhists believe it is a person's cravings,
aversion and delusion that cause these rebirths. Therefore, the goal of a Buddhist is to purify one's heart and to let go
of all yearnings toward sensual desires and the attachment to oneself.

Buddhists follow a list of religious principles and very

dedicated meditation. When a Buddhist meditates it is not the
same as praying or focusing on a god, it is more of a self-
discipline. Through practiced meditation a person may reach
Nirvana -- "the blowing out" of the flame of desire.

Buddhism provides something that is true of most major

religions: disciplines, values and directives that a person may want to live by.

Islam and its beliefs

Muslims believe there is the one almighty God, named Allah, who is infinitely superior to
and transcendent from humankind. Allah is viewed as the creator of the universe and
the source of all good and all evil. Everything that happens is Allah's will. He is a
powerful and strict judge, who will be merciful toward followers depending on the
sufficiency of their life's good works and religious devotion. A follower's relationship with
Allah is as a servant to Allah.

Though a Muslim honors several prophets, Muhammad is

considered the last prophet and his words and lifestyle are
that person's authority. To be a Muslim, one has to follow five
religious duties: 1. Repeat a creed about Allah and
Muhammad; 2. Recite certain prayers in Arabic five times a
day; 3. Give to the needy; 4. One month each year, fast from
food, drink, sex and smoking from sunrise to sunset; 5. Pilgrimage once in one's lifetime
to worship at a shrine in Mecca. At death -- based on one's faithfulness to these duties
-- a Muslim hopes to enter Paradise. If not, they will be eternally punished in hell.

For many people, Islam matches their expectations about religion and deity. Islam
teaches that there is one supreme deity, who is worshiped through good deeds and
disciplined religious rituals. After death a person is rewarded or punished according to
their religious devotion. Muslims believe that giving up ones life for Allah is a sure way
of entering Paradise.

Christianity and its beliefs

Christians believe in a loving God who has revealed himself and can be known in a
personal way, in this life. With Jesus Christ, the person's focus is not on religious rituals
or performing good works, but on enjoying a relationship with God and growing to know
him better.

Faith in Jesus Christ himself, not just in his teachings, is how

the Christian experiences joy and a meaningful life. In his life
on Earth, Jesus did not identify himself as a prophet pointing
to God or as a teacher of enlightenment. Rather, Jesus
claimed to be God in human form. He performed miracles,
forgave people of their sin and said that anyone who believed
in him would have eternal life. He made statements like, "I am the light of the world; he
who follows me will not walk in darkness, but will have the light of life." 1

Christians regard the Bible as God's written message to humankind. In addition to being
an historical record of Jesus' life and miracles, the Bible reveals his personality, his love
and truth, and how one can have a relationship with him.
 Whatever circumstances a Christian is dealing with in their life, the Bible teaches that
they can confidently turn to a wise and powerful God who genuinely loves them. They
believe that he answers prayer and that life takes on meaning as they live to honor him.

folkways
[fohk-weyz]
Spell Syllables
Examples
Word Origin
See more synonyms on Thesaurus.com
plural noun, Sociology.
1.
the ways of living, thinking, and acting in a human
group, built up without conscious design butserving as compelling guides of conduct.
Origin of folkwaysExpand
folk + ways; term introduced in a book of the sametitle (1907) by W. G. Sumner
Dictionary.com Unabridged
Based on the Random House Dictionary, Random House, Inc. 2017.
Cite This Source
Examples from the Web for folkwaysExpand
Contemporary Examples
Van Ronk described how when visiting Asch he wouldput on his folkways suit, a filthy jack
et that smelledof acetone.
Fact Vs. Fiction in Inside Llewyn Davis: The Real Story of Folk is Far Less Dejected Than the
Movie Jimmy So December 3, 2013
To them, it is possible to embrace that flag as astatement about Southern folkways beyond t
he uglyracial part.
We've Got Bigger Problems Than a Confederate Flag John McWhorter August 27, 2014
Todd, who wears a goatee, is also deeplyknowledgeable about politics and Washington folkw
ays.
David Gregory: Dead Head Talking? Lloyd Grove July 23, 2014
Historical Examples
There are, therefore, points of view in which money isthe most marvelous product of the folk
ways.
Folkways William Graham Sumner
Perhaps " folkways " is not less unfamiliar, but itsmeaning is more obvious.
Folkways William Graham Sumner
All this grows up as a part of the folkways, instinctively,without plan or guidance of intelligen
t control.
Folkways William Graham Sumner
The folkways, at a time, provide for all the needs of life then and there.
Folkways William Graham Sumner
This is the process by which folkways are rendered obsolete.
Folkways William Graham Sumner
The errors entered into the folkways, formed a part ofthem, and were protected by them.
Folkways William Graham Sumner
That is the chief way in which folkways are modified or borrowed.
Folkways William Graham Sumner
British Dictionary definitions for folkways Expand
folkways
/fkwez/
plural noun
1.
(sociol) traditional and customary ways of living
Collins English Dictionary - Complete & Unabridged 2012 Digital Edition
William Collins Sons & Co. Ltd. 1979, 1986 HarperCollins
Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012
Cite This Source
Word Origin and History for folkwaysExpand
n.

coined 1907 in book of the same name by U.S.sociologist William Graham Sumner (1840-1910), whoalso is credite
d with ethnocentrism, found in the samebook.

Folkways are habits of the individual and customsof the society which arise from efforts to s
atisfyneeds. ... Then they become regulative forsucceeding generations and take on the char
acterof a social force. [Sumner, "Folkways"]

he essential or characteristic customs and conventions of a community.

"an offense against social mores"

synonyms customs, conventions, ways, way of

: life, traditions, practices, habits; More

Mores (/mrez/, especially in UK English, sometimes /mriz/;[1] from Latinmrs, [mores], plural form of singular ms,
meaning "manner", "custom", "usage", "habit") is a term introduced into English by William Graham Sumner (18401910), an early
U.S. sociologist, to refer to social norms that are widely observed and are considered to have greater moral significance than others.
Mores include an aversion for societal taboos, such as incest.[2] The mores of a society usually predicate legislation prohibiting their
taboos. Often, countries will employ specialized vice squads or vice police engaged in suppressing specific crimes offending the
societal mores.

Folkways, in sociology, are norms for routine or casual interaction. This includes ideas about appropriate greetings and proper
dress in different situations.[2]

In short, mores "distinguish the difference between right and wrong, while folkways draw a line between right and rude". [2]

Both "mores" and "folkways" are terms coined by William Graham Sumner in 1906.

Mores are the customs, norms, and behaviors that are acceptable to a society or
social group. If your personal morals are in disagreement with local mores, you
should be prepared to be annoyed every time you read the local Letters to the
Editor.

Mores and morals have similar meaningsmores are the morals of a group or society itself. They are not necessarily
based on written law and they can change. The mores of the Victorian era prescribed modesty for women. A Victorian
time traveling to our time would probably be shocked by current mores that allow women to wear shorts.

Mores Examples
7th grade8th grade9th gradeMiddle SchoolHigh SchoolCollege

image: http://www.yourdictionary.com/index.php/image/articles/19006.ThinkstockPhotos-163388885.jpg

The term "mores" refers to the norms set by society, largely for behavior and appearance. Individuals who do
not follow social mores are often considered social deviants.

Social Mores You May Be Familiar With

Mores are often dictated by a society's values, ethics, and sometimes religious influences. Some mores
examples include:

It is not consi
dered ac
ceptable or mainstream to abuse drugs, particularly those such as heroine and cocaine.
It is not considered acceptable to drive at 90 mph in a residential area.
 It is expected that one would hold the door for a person behind him or her when entering a building.
Normal dress for women at work excludes clothes that are highly revealing.
It is not considered acceptable for a woman to be highly sexually promiscuous.
It is expected that one will be on time for work the majority of the time.
It is not acceptable to wear casual clothes in most fine dining establishments.
It is expected that alcohol consumption in public will be in moderation.
Talking to oneself in public is not considered a normal behavior.
Stealing is considered unacceptable under any circumstance.
Adults are expected to work in order to support themselves.
Nudity in public is not acceptable in most areas.
Picking one's nose in public is not an acceptable behavior.
People are expected to be honest.
Respect for other people's property is important.
If a promise is made, it is expected it will be kept.
Chewing with one's mouth closed is expected.
Eating in a sloppy way and at fast pace is not an acceptable behavior.
Being married to more than one person is not acceptable in most areas.
Incestuous behavior is not considered normal.
Using the phrase "thank you" is expected when someone has provided a service.
Quick repayment of debt to another individual is an expected behavior.
Murder is not acceptable.
Remaining loyal to one's spouse is an expected behavior.
Rising for the national anthem is an expected behavior.
Sending a thank you note to someone who has given a present is expected.
Not abusing children is a societal expectation.
Providing adequate housing and food for oneself and one's family is expected.
Shorts should not be worn in a professional work atmosphere.
When dressing for a job interview in an office, men should wear and a suit and tie.
If something is knocked over in a store, the person who did so will clean up after himself.
Belching at the dinner table is not an acceptable behavior.
Cursing in polite conversation is not acceptable.
Rudeness to service staff is not societally acceptable.
Wearing a bikini to church would not be expected.
Robbing a bank is against social norms.
Setting one's own property on fire is not socially acceptable.
Insurance fraud is not an acceptable behavior.
Going to work or school barefoot is not socially acceptable.
Being kind to animals is socially expected.
Slurping one's food is not acceptable in the U.S.
Ignoring someone when they are speaking is not acceptable.
Talking while someone else is talking is considered unacceptable.

You have probably encountered many other examples of social mores as well. Now you will better know what
they are when you see them in the future.

Read more at http://examples.yourdictionary.com/mores-examples.html#9KHmv31d2L54BU8D.99

very culture has rules that demonstrate what is right and what is wrong. Learn about cultural mores, how they differ from
folkways and taboos, and how they are established with the use of examples in this lesson.

What Are Cultural Mores?

Lynn discovers that her husband, Tom, has been having a marital affair for the past six months. Shocked and angry, Lynn
leaves with the children. Devastated, Tom attempts to elicit emotional support from his own family. Yet when Tom's family
hears about the affair, they too are angry with Tom. After all, Tom has broken the sacred more of marital fidelity.

A cultural more is one of four types of cultural norms. A norm is a rule that a culture or society follows which guides how
people behave and interact with each other. In sociology, there are four different types of norms: folkways, mores, taboos
and laws. A cultural more, pronounced 'mor-ay', is a norm, or rule, that is guided by standards of morality within that culture,
and has consequences if not followed. Although every culture does not share the same exact mores, indiscretions such as
wearing a bikini to temple or church, lying, watching pornography, racial discrimination and marital affairs are considered
violations of mores in many societies and cultures.

In the 1890 novel, The Scarlet Letter, Hester

Prynn was forced to wear a letter A on her
clothing for committing adultery.
Discrimination and hatred against other
races is considered a violation of the more
of racial equality and tolerance in Western
society.

Mores Versus Folkways

While a folkway is a rule that distinguishes between what is right and rude (i.e. chewing food with mouth closed or raising
hand in class instead of shouting out), a more is a more serious cultural standard of behavior that distinguishes between
what is wrong/immoral and right/moral.

Mores Versus Taboos

While breaking mores can lead to disapproval or being rejected from family members, social gatherings or religious
institutions, they sometimes don't have legal consequences. Taboos, on the other hand, are norms that are serious offenses
like rape, sexual abuse, murder and incest. A society views breaking taboos with disgust and condemnation. Taboos will
always merit legal consequences like being required to serve a jail sentence.

How Are Mores Established?

Religion

Often mores are rooted in religious doctrines that guide a society. In the United States, the Christian and Jewish religions are
the most prominent, so the Bible and Torah have influenced many of the country's mores. For example, one of the ten
commandments found in Exodus 20:14 prohibits adultery or sexual relations outside of a marriage. In this way, religious
doctrines have helped form the cultural more in the USA of marriage fidelity and loyalty.
 Some mores have a religious origin, such as
the more of marriage fidelity taken from the
ten commandments in the Old Testament.

Innate Sense

Yet, sometimes mores do not have a religious origin. Sometimes morals (and mores) are developed from an innate human
sense of what is right versus what is wrong. Let's take the example of human equality and human rights. In modern times,
most people strongly believe in Western cultures that slavery is wrong, and that no person should be the property of another
person. The more of human (including racial and gender) equality doesn't have religious roots. In fact, some religious
doctrines actually promote slavery.

Practical Reasoning

Sometimes mores are established merely because they are sensible. For example, abstaining from physical fighting in public
is a more because fighting is a safety issue; people can get hurt.

To unlock this lesson you must be a Study.com Member. Create y

The Department of Education was mandated through Republic Act 9155, to formulate, implement, and
coordinate policies, plans, programs and projects in the areas of formal and non-formal basic education. It
supervises all elementary and secondary education institutions, including alternative learning systems,
both public and private; and provides for the establishment and maintenance of a complete, adequate,
and integrated system of basic education relevant to the goals of national development.

It has the mission to protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where: students learn in a child-friendly, gender-sensitive, safe, and
motivating environment; teachers facilitate learning and constantly nurture every learner; administrators
and staff, as stewards of the institution, ensure an enabling and supportive environment for effective
learning to happen; family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

Has the DepEd achieved its mission as stated above? Will it meet UNESCOs Education for All Goal by
2015? As our government administration changes over time, so do the policies, plans and programs of
the department. It is very unfortunate that these constant changes in the system have proven to be
detrimental to teachers, to the school environment, administrators and most of all to the students.

For instance, with the implementation of the K-12 program, many schools mass accelerated their students
last year, making students skip a grade level to re-align themselves with the K-12 program. To many
parents this meant extra savings of a years tuition fee. To many schools, it gave them an opportunity to
offer a good bargain to attract more enrollees. But to the students, the effect is damaging. It is similar to
using a kalburo (calcium carbide a chemical use to quickly ripen fruits) to make sure the mango ripens
quickly so it can be sold right away without considering its natural development.

Let me make myself clear once again, I support the K-12 program for the countrys educational
advancement. But I am appalled on how DepEd has implemented it. By mass accelerating students, we
force the children to grow up and deny them their basic right of two more years of childhood. As a result,
these children are required to enter junior high school at such an early age.

If the Department of Education is committed in helping children as stated in their mandate, then, why
would they allow this to happen? Is it a lapse on the part of some superintendents? I thought we jumped
started the K-12 program to improve and strengthen the skills of our school children. Didnt we just
weaken the foundation of this batch of children, academically and emotionally?

Opinion ( Article MRec ), pagematch: 1, sectionmatch: 1

Another issue I consider a scam in the public school system is about the National Achievement Test
(NAT) given to Grade 3, Grade 6 and 4th year high school students. Recently, an association of private
elementary and high schools called on DepEd to abolish the National Achievement Test on the premise
that students need to think, not memorize! Eleazardo Kasilag, president of the Federation of Associations
of Private Schools and Administrators (FAPSA), pointed out that public school teachers resort to teach to
test to get incentives. Public schools that do not show adequate yearly progress in the NAT face
sanctions such as a decrease in their Maintenance and Other Operating Expenses. There is also an
allegation that teachers in schools that obtain high scores in the NAT receive P35K each. Kasilag added,
Teaching to test is simply item-teaching, which removes the validity of tests and it is reprehensible. It
should be stopped. I agree.

I have heard many horror stories about the NAT. There are several allegations that: (1) most public
schools work plans are centered on the contents of the NAT; (2) classes are dominated with NAT reviews;
(3) schools only select good students and discriminate the underachievers. In fact, some public school
parents claim that teachers usually advise them, Pag mahina, huwag na papasukin sa araw ng exam (if
the child is academically weak, dont let them go to school on the day of the exam); (4) the appraisal of
the Division Offices is reliant on the NAT performance of the whole division including private schools. This
is used to assess not only the performance of the students, but also the principal and the teachers under
her supervision wherein if the division fails to meet the expected performance they will not receive any
merit from the higher office. Hence, the superintendent exhausts all possible means for the public school
to get the highest score possible; (5) there are also claims of test leakages. Public and some private
schools were actually given sets of test questionnaires; (6) alleged cheating during the NAT was
deliberately condoned by some principals. This is another issue that needs the attention of DepEd.

The Department of Education can either confront these issues or easily deny all of them. But at the end of
the day, the question remains the same. Is this really the kind of educational system we want to achieve?
I must say we are very good in sustaining illiteracy in this country and very poor in eradicating it.
Susmariosep!
By the way, standard achievement tests are given to students around the world. The results of such tests
are relevant in making important educational decisions in the school level, the regional level and on the
national level. Achievement tests inform parents of their childs abilities in comparison to the norm used;
results can be used by teachers to improve their programs to strengthen skills; schools can use them as a
measurement tool to ensure that their students meet the local or international norms. This test should not
be used by public schools to evaluate schools, evaluate teachers and promote students.

Students should not even review for such exams. We must look at achievement tests as tools in
assessing students acquired skills in specific subjects. The presumption is that these skills have been
acquired as a result of previously taught and learned lessons. If you want more reliable and valid results,
dont give the students reviewers.

Im quite puzzled why DepEd does not get an independent group to administer achievement tests using
either national or international norms. This move will actually give us an unbiased picture of the state of
our educational system. As it is, the DepEd creates the tests, controls its implementation and reports to us
the results. This is wrong. There are too many biases in such a system. I really wonder why DepEd
officials cannot see such flaws that beset our educational system.

Education is the most powerful weapon we can use to change the world Nelson Mandela

Success lies beyond IQ

In his book, Emotional Intelligence: Why It Can Matter More Than IQ, Daniel Goleman warned of a
dramatic drop in emotional competence in the past two decades. Other psychologists have called this
an emotional deficiency disease. Between the mid 1970s and late 1980s, American children on average
had gone down on 40 indicators of emotional and social wellbeing. These findings were worrisome since
Goleman found that IQ, or tested intelligence, contributes only about 20 percent to financial and personal
success of adult. The rest were highly dependent on social-emotional abilities.

Psychologist Robert Coles notes that todays culture has been neglecting important personal values.
Many of our children today are in great need of adult guidance [moral companionship in Coles words],
but no one seems to have time to give it to them. Thus, they lack the ability to be morally introspective
and to reflect on ones own values. Many of todays youngsters reflect more on the video display terminal
than muse about themselves.

Given these alarming observations and findings on the effect of unlimited, unsupervised usage of
electronic gadgets [like computers, laptops, tablets, e-books, mobile phones and others] on our childrens
values, shall we not proactively curb their exposure? Shall we still consider these modern gadgets advr
The
Underachieving
School
(Pitman, 1969, Sentient Publications, 2005)

This is a collection of essays, book reviews, speeches and articles written by

Holt in the late sixties. Some of its essays, especially "Schools Are Bad
Places for Children" and "Making Children Hate Reading," are reprinted in
language arts text books as examples of expository and persuasive writing.
Pat Farenga.

Excerpts from THE UNDERACHIEVING SCHOOL

QUESTION: (from the editors of Education News, New York City) "If
America's schools were to take one giant step forward this year toward a
better tomorrow, what should it be?

ANSWER: "It would be to let every child be the planner, director, and
assessor of his own education, to allow and encourage him, with the
inspiration and guidance of more experienced and expert people, and as
much help as he asked for, to decide what he is to learn, when he is to learn
it, how he is to learn it, and how well he is learning it. It would be to make
our schools, instead of what they are, which is jails for children, into a
resource for free and independent learning, which everyone in the
community, of whatever age, could use as much or as little as he
wanted."JOHN HOLT True Learning

True learning - learning that is permanent and useful, that leads to

intelligent action and further learning - can arise only out of the experience,
interests, and concerns of the learner.

Every child, without exception, has an innate and unquenchable drive to

understand the world in which he lives and to gain freedom and
competence in it. Whatever truly adds to his understanding, his capacity for
growth and pleasure, his powers, his sense of his own freedom, dignity, and
worth may be said to be true education. Education is something a person
gets for himself, not that which someone else gives or does to him.

What young people need and want to get from their education is: one, a
greater understanding of the world around them; two, a greater
development of themselves; three, a chance to find their work, that is, a
way in which they may use their own unique tastes and talents to grapple
with the real problems of the world around them and to serve the cause of
humanity.

Our society asks schools to do three things for and to children: one, pass on
the traditions and higher values of our own culture; two, acquaint the child
with the world in which he lives; three, prepare the child for employment
and, if possible, success. All of these tasks have traditionally been done by
the society, the community itself. None of them is done well by schools.
None of them can or ought to be done by the schools solely or exclusively.
One reason the schools are in trouble is that they have been given too
many functions that are not properly or exclusively theirs. Schools should
be a resource, but not the only resource, from which children, but not only
children, can take what they need and want to carry on the business of their
own education. Schools should be places where people go to find out the
things they want to find out and develop the skills they want to develop.
The child who is educating himself, and If he doesn't no one else will,
should be free, like the adult, to decide when and how much and in what
way he wants to make use of whatever resources the schools can offer him.
There are an infinite number of roads to education; each learner should and
must be free to choose, to find, to make his own. Children want and need
and deserve and should be given, as soon as they want it, a chance to be
useful in society. It is an offense to humanity to deny a child, or anyone of
age, who wants to do useful work the opportunity to do it. The distinction,
indeed opposition, we have made between education and work is arbitrary,
unreal, and unhealthy. Unless we have faith in the child's eagerness and
ability to grow and learn, we cannot help and can only harm his education.
1968

Letter
Dear Dr. Bliss: ... I think children learn better when they learn what they
want to learn when they want to learn it, and how they want to learn it,
learning for their own curiosity and not at somebody else's order. I believe
that learning would be greatly improved if we could completely or at least
largely abolish the fixed curriculum in its present sense. I do not believe
that testing and grading form any inherent or useful function in learning; in
fact, they corrupt and impede the learning process. I am altogether
opposed to any kind of so-called ability grouping in school. I think that in
many more cases than not it is the act of instruction itself that impedes
learning and nowhere else more than in the field of reading; in short, I feel
that children would learn to read better and more easily if they were not
taught. I think we need to find ways to get more people into the schools
who are not teachers. I do not think it is helpful to have children spend all
their time with people who have no other concerns than children. I would
like to see streams of people coming into the schools who are there to talk
about their outside life and work in the world. I would also like to see
children encouraged and helped to use the resources of the world outside
the school to further their learning. I believe that compulsory school
attendance no longer serves a useful function, either to schools, teachers or
students, and that it should be done away with or greatly modified. I think
we have made education, which should be something that helps young
people move into the world and do useful work there, into an enormous
obstacle standing in their way, and I think we need to find ways to remove
that obstacle. In short, I am opposed to all kinds of credential requirements
as preconditions for doing work. I think we should remove every possible
obstacle between any child and any gainful or useful contribution he wants
to make to society. Everything we say and do tends to separate learning
from living, and we should try instead to join them together... Sincerely
yours, JOHN HOLT

Philippine Education during the Japanese Period

 Brief History

Pearl Harbor was attacked by the air fleet of Japan. Ten hours later, the Philippines was
invaded by Japan.
The Japanese occupation happened in 1942- 1945. The Empire of Japan occupied the
Commonwealth of the Philippines during World War II.

Japanese Occupation in the

Philippines
 Year 1942

<!--[endif]-->MILITARY ORDER NO.2

<!--[endif]--> Japanese educational policies were embodied(alive, come to life) in the

Military Order No. 2. The Philippine Executive Commission established the Commission of
Education, Health and Public Welfare.

JUNE 1942

Schools were REOPENED with 300,000 students.

CURRICULUM AND THE SIX PRINCIPLES OF THE JAPANESE REPUBLIC

1. TAGALOG, PHILIPPINE HISTORY, and CHARACTER EDUCATION were the focus.

 2. Love for WORK and DIGNITY FOR LABOR was emphasized. There was the spread
elementary and VOCATIONAL education

3. NIPPONGO was used and the Japanese tried to stop the Filipino people from using
the English Language.

SIX BASIC PRINCIPLES OF THE JAPANESE EDUCATION

1. Realization of a NEW ORDER and promote friendly relations between Japan and
the Philippines to the farthest extent.

2. Foster a new Filipino culture based.

3. Endeavor to elevate the morals of the people, giving up over emphasis to

materialism.

4. Diffusion of the Japanese language in the Philippines.

5. Promotion of VOCATIONAL education.

6. To inspire people with the spirit to love neighbor.

Year 1943

OCTOBER 14, 1943

The Japanese Sponsored Republic created the Ministry of Education

Education system during the Japanese period in relation to the Four Pillars of Education

Year 1944

October 20, 1944

MacArthur's Allied forces landed on the island of Leyte accompanied by Osmea, who had
succeeded to the commonwealth presidency upon the death of Quezon on August 1, 1944.
Landings then followed on the island of Mindoro and around Lingayen Gulf on the west side
of Luzon, and the push toward Manila was initiated. The Commonwealth of the
Philippines was restored, Philippines education continued with the American resolve
and the rest was history

Changes in Education During the Japanese Occupation

The government made some changes in the system of education in February, 1942. These changes
were:

To stop depending on western countries like the U.S., and Great Britain. Promote and enrich
the Filipino culture.

To recognize that the Philippines is a part of the Greater East Asia Co-Prosperity Sphere so
that the Philippines and Japan will have good relations.

To be aware of materialism to raise the morality of the Filipinos.

To learn and adopt Nippongo and to stop using the English language.

To spread elementary and vocational education.

To develop love for work.

The Catholic Church in Japan is part of the worldwide Catholic Church, under the spiritual leadership of the pope in Rome. There
are approximately 509,000 Catholics in Japanjust under 0.5% of the total population. [1] There are 16 dioceses, including three
archdioceses,[2] with 1589 priests and 848 parishes in the country.[1] The bishops of the dioceses form the Catholic Bishops'
Conference of Japan, the episcopal conference of the nation.

The current Apostolic nuncio to Japan is Italian Archbishop Alberto Bottari de Castello. Archbishop Bottari de Castello is the Holy
See's ambassador to Japan as well as its delegate to the local church.

Christianity was introduced to Japan by Portuguese explorers and missionaries, particularly the Jesuits, such as the Spaniard St.
Francis Xavier and the Italian Alessandro Valignano. Portuguese Catholics also founded the city of Nagasaki, considered at its
founding to be an important Christian center in the Far East, though this distinction is now obsolete. There is a modern Japanese
translation of the whole Bible by Federico Barbaro, an Italian missionary. Nowadays, a large number of Japanese Catholics are e

WEATHER IN JAPAN- rainy and sunny

ECLECTIC COUNSELING
ECLECTIC COUNSELLING
INTRODUCTION
Counseling is a generic service of students personal work having a wide range of activities and includes faculty advising,
counseling in psychological clinics, mental hygiene and other specialized types of counseling. It is a body of techniques which
helps young individuals to grow up normally through guided learning. Counseling has proved to be very useful for the
development of an individual student. Colleges and Universities, industries and business establishments are becoming
increasingly interested in counseling and its potential for improving interpersonal relationships. Counseling is a dynamic
and purposeful relationship between the people in which procedures vary with the nature of the students needs, but in
which there is always mutual participation by the counselor and the student with the focus up on self-classification and self-
determination by the student.
Counseling is classified in to different types. This division is done based on the nature of the counseling process and the part
of the counselor. There are three main types of counseling. They are directive, non-directive and eclectic counseling. In
directive counseling counselor is active. In non-directive, counselor is passive.

ECLECTIC COUNSELING
Eclectic counseling is defined as the synthesis and combination of directive and non-directive counseling. It represents a
middle status between the two extremes represented by the non-directive technique on one hand and the directive
technique on the other. In eclectic counseling, the counselor is neither too active as in the directive counseling nor too
passive as in the non-directive counseling. He just follows the middle path between these two.
The chief advocate of this type of counseling is Thorne. In eclectic counseling, the needs of a person and his personality are
studied by the counselor. After this the counselor selects those techniques, which will be useful for the person. The main
techniques used are reassurance giving information, case history, testing etc.
In eclectic counseling the counselor first takes into consideration the personality and need of the counselee. He selects the
directive or non-directive technique that seems to serve the purpose best. The counselor may start with the directive
technique. When the situation demands, he may switch over to the non-directive counseling and vice-versa. An attempt is
made to adjust the technique to the requirements of the situation and the individual.

Steps in Eclectic counseling

The leading exponent of the Eclectic counseling Thorne, suggested the following in the process;
1) Diagnosis of the cause.
2) Analysis of the problem.
3) Preparation of a tentative plan for modifying factors.
4) Securing effective conditions for counseling.
5) Interviewing and stimulating the client to develop his own resources and to assume its responsibility for trying new modes
of adjustment.
6) Proper handling of any related problems which may contribute to adjustment.

Assumptions of Eclectic Counseling

1) In general, passive methods should be used whenever possible.
2) Active methods may be used with specific indications.
3) In the early stages when the client is telling his story, passive techniques are usually the methods of choice. This permits
emotional release.
4) Until simple methods have failed, complicated methods should not be attempted.
5) All counseling should be client centered.
6) Every client should be given an opportunity to resolve his problems indirectly. Inability of the client to progress through
therapy as using passive methods alone is an indication for utilizing more directive methods.
7) Directive methods are usually indicated in situational mal adjustment where a solution cannot be achieved with out co-
operation from other persons.

Characteristic of Eclectic Counseling

1) In this, objective and coordinating methods are used.
2) In the beginning of counseling, client-active methods are used and the counselor remains passive.
3) In this, more importance is assigned to the job efficiency and treatment.
4) In this, the principle of low expenditure is emphasized.
5) In such counseling, for the use of all the methods and techniques, the professional efficiency and skill of the counselor are
must.
6) Keeping in mind the need of the client, it is decided whether directive method or non-directive methods should be used.
7) Making an opportunity available to the client is insisted so that he may find himself the solution of the problem.

Disadvantages of Eclectic Counseling

1) Some people are of the view that eclectic counseling is vague, opportunistic and superficial.
2) Both directive and non-directive counseling cannot be mixed together.
3) In this, the question arises how much freedom should be given to the client? For this there is non-definite rule.
4) The problem with an eclectic orientation is that counselors often do more harm than good if they have little or no
understanding about what is helping the client.

Hierarchy of Eclectic Practices

McBride and Martin advocate a hierarchy of eclectic practices and discuss the importance of having a sound theoretical base
as a guide. The lowest or first level of eclecticism is really syncretism a sloppy unsystematic process of putting unrelated
clinical concepts together. It is encouraged when graduate students are urged to formulate their own theories of counseling
without first having experienced how tested models work. The second level of eclecticism is traditional. It incorporates an
orderly combination of compatible features from diverse sources harmonious whole. Theories are examined in greater
depth. On a third level, eclecticism is described as professional or theoretical or as theoretical integration.
This type requires that counselor master at least two theories before trying to make any combinations. A final level of
eclecticism is called technical eclecticism. In this approach, procedures from different theories are selected and used in
treatment.

CONCLUSION
F.C. Thorne, who is the exponent of this view, finds that it is possible for a counselor to alternate between directive and non-
directive methods even in the same interview without disrupting the non-directive permissive relationship with the client.
He selects the techniques according to the requirements of the situation and the individual. The counselor 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. The critical factor is not what method is used but rather the skill with which it is used.
(Notes in OHP Sheets)
Eclectic Counseling
- Synthetic and combination of directive and non-directive counseling
- Counselor is neither too active nor too passive
- Chief advocate: Thorne
- Counselor studies the personality and needs of client based on the need of client, eclectic counseling is used
-techniques used are:
Reassurance
Giving information
Case history
Testing
Counselor starts with directive technique, then switches on to the non-directive technique.

Steps in Eclectic Counseling

1) Diagnosis of the cause
2) Analysis of the problem
3) Preparing tentative plans for modifying factors.
4) Securing effective conditions for counseling
5) Stimulating the client to develop his own resources and trying new models of adjustment.
6) Proper handling of related problems which help in adjustment.

Assumptions of Eclectic counseling

1) Passive methods must be used whenever possible.
2) Active methods are used only with specific indications.
3) In the early stages when the client is telling his stories passive methods are used. It permits emotional release.
4) Complex methods are used only when simple methods fail.
5) Client-centered
6) Client is given opportunity to resolve his problems indirectly.
7) Directive methods are used where co-operations of other persons are needed for the solution.
Characteristics of Eclectic Counseling
1) Objective and coordinating methods are used.
2) In the beginning client active methods are used
3) Counselor remains passive.
4) Importance is given to job efficiency and treatment.
5) Principle of low expenditure.
6) Professional efficiency and skill of counselors are must.
7) Based on the need of client, directive and non-directive methods are used.
8) Provide opportunity to client to find solutions to his problems himself.
Disadvantages of Eclectic Counseling
1) It is vague, opportunistic and superficial.
2) Directive and non-directive cannot be mixed.
3) How much freedom should be given to the client?
4) Lack of skill of counselor can do more harm than good.
[ REFERENCES
1) Guidance and Career Counseling (A.K Nayak., V.K Rao.)
2) Principle of Educational and Vocational Guidance (K .Sharma.)
3) Elementary Guidance and Counseling (Rashmi Agarwal)
4) Fundamentals of Guidance and Counseling (R.A. Sharma)
5) The Basic Essentials of Counseling (Indu Dave)
6) Guidance and Counseling (Indira Madhukas)

3 Techniques used in Counselling Process in

Schools
Article shared by

This article highlights the three major techniques used in counselling process in schools.
The techniques are: (1) Directive Counselling, (2) Non-Directive Counselling, and (3) Eclectic
Counselling.

1. Directive Counselling:

In this counselling the counsellor plays an active role as it is regarded as a

means of helping people how to learn to solve their own problems. This
type of counselling is otherwise known as counsellor-centred counselling.
Because in this counselling the counsellor does everything himself i.e.
analysis, synthesis, diagnosis, prognosis, prescription and follow-up.
Features of Directive Counselling:
It has the following features:
1. During the interview attention is focused upon a particular problem and possibilities for its
solution.
2. During the interview the counsellor plays a more active role than the client or pupil.
3. The pupil or client makes the decision, but the counsellor does all that he can to get the
counsellee or client makes a decision in keeping with his diagnosis.
4. The counsellor tries to direct the thinking of the counsellee or client by informing,
explaining, interpreting and advising him.
Steps in Directive Counselling
(i) Analysis:
In this step data is collected from a variety of sources for an adequate
understanding of the pupil.
(ii) Synthesis:
This step implies organizing and summarising the data to find out the
assets, liabilities, adjustments and mal-adjustments of the pupil.
iii) Diagnosis:
Formulating conclusions regarding the nature and causes of the problems
expressed by the pupils is the major concern of this step.
(iv) Prognosis:
This step implies predicting the future development of the problem of
client or pupil.
(v) Counselling:
This step indicates taking steps by the counsellor with the pupil to bring
about adjustment in life.
(vi)Follow-up:
This step implies helping and determining the effectiveness of the
counselling provided to the pupil or client.

Role of the counsellor in Directive Counselling:

The counsellor plays the vital role in this counselling process. He is the pivot of the process
and the leader of the situation. The counsellor does most of the talking problems and
individual is not the focus. The counsellee in fact, works under the counsellor and not with
him. The counsellor tries to direct the thinking of the counsellee or client by informing,
explaining, interpreting and sometimes advising also.
The counsellor collects all possible information about the pupils or counsellees and analyses
them for an adequate understanding. He summarizes and organises the data so as to
understand the abilities and limitations, adjustment and mal-adjustment of the pupils. He
formulates conclusions about the nature and causes of his problems. He predicts the future
development of his problems.
He prescribes what the pupil should do to solve his problems and follows the consequences
or effects of his prescription. Directive counselling is also called the prescriptive counselling
because the counsellor prescribes the solutions or the course of action for the pupils.

2. Non-Directive Counselling:

In this type of counselling the counselee or client or pupil, not the

counsellor is the pivot of the counselling process. He plays an active role
and this type of counselling is a growing process. In this counselling the
goal is the independence and integration of the client rather than the
solution of the problem. In this counselling process the counsellee comes
to the counsellor with a problem. The counsellor establishes rapport with
the counsellee based on mutual trust, acceptance and understanding.

The counsellee provides all information about his problems. The counsellor assists him to analyze
and synthesise, diagnose his difficulties, predict the future development of his problems, take a
decision about the solution of his problems; and analyse the strengths and consequences of his
solutions before taking a final decision. Since the counsellee is given full freedom to talk about his
problems and work out a solution, this technique is also called the permissive counselling.

Pupils perception of the relationship:

When a pupil seeks the counsellors help, he soon discovers that the counsellor accepts him as he is
and believes in his ability to solve his problem in his own way. He also learns that he can talk about
whatever he chooses and sometimes he finds, even to his own surprise, that he can talk about
topics which so far he couldnt discuss with his closest friends. Though previous experiences with
counsellors may have taught him that the counsellor is a giver of advice.

He now finds that he is talking with a person who tries to understand him, tries to follow what he is
saying and feeling, tries to help him understand himself, and neither gives advice not attempts to
manipulate him into making a decision which the counsellor believes is best for him. He feels that
the counsellor understands why he sees the things differently at different times and he learns that if
he wishes, he can terminate or avoid the relationship without solving the specific problem which is
brought to the consellor.
Steps in Non-Directive Counselling:

1. The pupil or individual comes for help as

the counsellee.
2. The counsellor defines the situation by
indicating that he doesnt have the answer
but he is able to provide a place and an
atmosphere in which the client or pupil can
think of the answers or solutions to his
problems.
3. The counsellor is friendly, interested and
encourages free expression of feeling
regarding the problem of the individual.
4. The counsellor tries to understand the
feeling of the individual or client.
5. The counsellor accepts and recognizes the
positive as well as the negative feelings.
6. The period of release or free expression is
followed by a gradual development of
insight.
7. As the client recognizes and accepts
emotionally as well as intellectually his real
attitudes and desires, he perceives the
decisions that he must make and the possible
courses of action open to him.
8. Positive steps towards the solution of the
problem situation begin to occur.
9. A decreased need for help is felt and the
client is the one who decides to end the
contract.
3. Eclectic Counselling:.

Eclectic counselling is a combination of directive and non-directive technique depending upon the
situational factors. This approach in counselling is best characterised by its freedom to the
counsellor to use whatever procedures or techniques seem to be the most appropriate to any
particular time for any particular client. This counselling is one where one who is willing to utilize any
procedures which hold promise even though their theoretical bases differed markedly.

This counselling recognizes that each theory may contain some truth and that so long as a final
decision between theories cant be made practical necessity justifiably takes precedence over
orthodoxy. The counsellor in this counselling may start with directive technique but switches over to
non-directive counselling if the situation requires. He may also start with the non-directive technique
and switches over to directive techniques if the situation demands.

So the counsellor in this counselling makes use of directive and non-directive counselling and also of
any other type which may be considered useful for the purpose of modifying the ideas and attitudes
of the counsellee. Hence it is possible for the counsellor to alternate between directive and non-
directive techniques depending upon the requirements of the situation.

It can be said that directive and non-directive counselling are at the opposite ends of the pole of
guidance. It is eclectic counselling that bridges the gap between the two and makes adjustment
between directive and non-directive techniques.

Features/Characteristics of Eclectic
Counselling:
This counselling has the following features or
characteristics of it:
1. Methods of counselling may change from
counsellee to counsellee/counsellee or even with the
same client from time to time.
2. Flexibility is the key note of this counselling.
3. Freedom of choice and expression is open to both,
the counsellor and the client.
4. The client and the philosophical framework are
adjusted to serve the purposes of the relationship.
5. Experience of mutual confidence and faith in the
relationship are basic.
6. Feelings of comfort are essential.
Competence of the Counsellor in Eclectic Counselling:

Eclectic counselling assumes high level competence and should never be used as a rationalization
by the counsellor for indiscriminate use or neglect of particular procedures advocated in other
philosophies. The competent eclectic counsellor is well acquainted with all other major theories of
philosophies in counselling and uses this knowledge in choosing techniques and in the
establishment of a positive working relationship with the client. A rejection of any philosophical
framework is justified by the counsellor if he had a better way to achieve the task in hand.

The counsellor must be aware of the fact that problems differ from individual to individual. The
counsellee or the pupil must be accepted as he is and attempts be made to understand him. Each
problem must be treated as unique. All pre-conceived notions of dealing with all the counsellees
personal problems in the same way should be discarded. The task of the counsellor is very difficult.

He has to shift and interpret all the matter that is available about the individual. The worker should
take care in working with the pupils to be warm, co-ordinal, friendly, responsive and understanding
but at the same time will be impersonal and objective. To be impersonal and objective, however he
needs not to be cold, indifferent or not interested.

DIRECTIVE COUNSELLING
DIRECTIVE COUNSELLING
In this type of approach the counselor plays an important role .A major goal is to replace the emotional behavior of the
individual with deliberately rationale behavior .Although he avoids dictatorial advice .This approach is also known as
counselor-centered. Under this process the counselor plans the counseling process, his work is to analyze the problem,
identify the triggers identify the exact nature of the problem and provide various options.
Williamson was a great profounder of this kind of approach as he stated that this approach is good to address the problems
relating to educational and vocational adjustment.This type of counseling is a concept,where educational and vocational
guidance relate to the personality dynamics and interpersonal relationship.This type pf counseling is more useful where the
individual wants information and advice for choice of a career.This approach does not focus its attention on personality
development as such.
Steps of Directive counseling:-
Williamson has given six steps Directive counseling:
1)Analysis :It includes collection of information about the individual which can be collected through structured
interviews,psychological case history methods, Interaction with family members, friends, etc.
2) Synthesis: After collection of lot data the information is organized in the logical manner to analyse the individual in
terms of his qualifications, assets, potentials, liability adjustment, cultural background, habits etc.
3) Diagnosis :The diagnosis consists of the interpretation of the data in relation to the nature and problem, the causes of
problems.
4)Prognosis: Under this step a prediction is made about the future development of the problem.
5)Counseling : The counseling here is to bring about adjustment and re-adjustment to the individual in relation to his
problem. Attitudes and interest of the individual are considered during the counseling.It emphasis the individual to develop
life cycle where an effort in the positive direction could lead to success and success in turn could lead to further efforts and
motivations.
6)Follow -up :The sixth step in directive counseling is follow up which is extremely important. An individual may be able
to solve immediate problems through counseling but new problems may occur or the original problem may re-occur. Follow-
up with the client is extremely necessary. The role of counselor is important as he has to make the individual understand and
accept his strength and also his weakness and faults.
That technique is considered as a most economic approach and important for student counseling because it is less time
consuming and student who lack experience are easily influenced by the counselors experience and specialize knowledge.
The students feel that the counselor has superior Knowledge and therefore a professional relation takes place. The relation is
the base of this kind of approach. A submissive and highly emotionalized counseling of student can cultivate self-confidence
in the individual. A relationship is based on dignity to help the student to reach his goal.
Directive or Counselor-centered or prescriptive counseling: Counselor-centered counseling revolves around the counselor.
He tries to lit good relations to the friendship and assistance. In this, the counselor is active and he expresses his ideas and
attitudes independently. He evaluates expressions of the client. According to this view point the counseling interview .In
this, the counselor asks a series of standardized questions. Each carries a short answer. The counselor does not allow the
development of expression and feelings. He leads as an expert, evaluates and gives suggestion vice.
I Basic Assumptions of Directive Counseling :
According to Willy, the following can be the basic assumptions of directive counseling-
a) Competency in giving Advice-: The counselor posses the best training experience and information. He is more competent
to provide an advice to problem.
b) Counseling as an intellectual process -: An clients intellectual is not destroyed as a result of mal-adjustment. Hence
counseling is primarily an intellectual process .It stresses upon the intellectual aspects of a person instead of emotional
aspects of the personality.
c) Counseling objectives as problem solving situation-: The objective counseling are achieved through problem solving
situation.
d) Clients incapability of solving the process-: The counselor does not posses the capability for solving the problem always.
Advantages of Directive counseling:
1) This method is useful from the time consuming view- point .It saves time.
2) In this type of counseling, there is more focus on the problem and the person.
3) The counselor can look the client directly.
4) Counseling focuses more on the intellectual aspects of the person than emotional aspect of the personality.
5)In this process, the counselor becomes readily available to help which makes the client very happy.
Limitations of Directive counseling-:
1) In this process the client is more dependent. He is also less able to solve new problems of adjustment.
2) As the client is never independent of the counselor, it is not an efficient best guidance.
3) Unless and until a person does not develop some attitude through experiences, he cannot make any decision himself.
4) The counselor fails in serving the client to commit the mistakes in future
CONCLUSION
As the client was in need of some information regarding his vocation, counselor provided that to the best of his knowledge.
He wanted to select a direction and the counselor helped him in choosing that the counselor gave some alternatives in the
same line so that the client may be able to select avocation according to his choice and can choose a career if he is not able to
go for IIT.
During counseling, the counselor tried to explore the reason for his choice of vocation, like why is he motivated towards this
job? Is his selection worthy and genuine?

[ References:
1) Elementary Guidance and counseling
-Rashmi Agrawal
2) Guidance and counseling
-R.A. Sharma
3) Guidance and counseling skills
-Ramesh Chathurvedi ]

NON-DIRECTIVE COUNSELING

While most often used by certified counselors, psychologists and psychiatrists,

non-directive counseling provides a number of techniques which can be used
effectively by teachers and staff when talking with students about their undersirable
behavior.

Attributed to Carl Rogers, this technique was designed to allow

the individual in emotional turmoil to talk out problems and resolve difficulties with a
minimum of direction being provided by the person serving as counselor. Rogers
believed that everyone has the motivation and ability to change in order to become a
better, more "self-actualized" person. To help our students to achieve this state, we as
teacher-counselors, act as a sounding board; observing, listening, and deliberately
responding according to certain guidelines while the student explores and analyzes the
problem and devises a personal solution. The teacher-counselor's demeanor
is ALWAYS accepting and non-punitive. This style encourages the student to feel
comfortable in the expression of feelings and thus facilitates positive change.

There are five basic responses to student commentary. The first, reflection, is the
restating of the student's comment. This may be done in the exact same terminology
used by the student, the repeating of part of the comment, or by rewording the
student's statement. Reflection lets the student know that you are listening and
promotes continued commentary.

The second response, a leading statement or question, is designed to encourage

the student to elaborate on a topic or devise a solution to a specific problem.
Examples of a leading remark include: "I'd like to hear your opinion.", "Tell me more
about yourself.", and "What happened then?".

The third response, clarification, involves the stating of implied feelings behind a
student's verbal communication. Examples of clarification include: "You sound sad."
and "It appears as if you're very angry at Samantha." Clarification helps the student
to identify his/her feelings. It can also be used to focus the student's thoughts' on
ways to deal with the emotions which are present.

The fourth, summarization, is a review of what has been discussed thus far in your
counseling session. This summary allows both participants to briefly reflect on what
has occurred, view it clearly, and use it as a new starting point from which to build.

The fifth response, questioning, is comprised of two main types: closed questions
which are intended to yield brief, specific information; and open ended questions
which are used to encourage the student to talk at greater length on a topic. Examples
of closed questioning include: "How old is Don?" and "Did you complete your
homework?" Examples of open questioning include: "How's it going in science
class?" and "How do you feel about losing recess?"

Rogers believed that this non-opinionated approach helps others to resolve inner
conflicts and feelings which manifest themselves in undesirable behavior. Therefore,
the reduction of this inner turmoil can reduce inappropriate behavior. This technique
is useful with students who can be "reasoned with," and are seeking a solution to their
problems (or just want to talk). Certainly, the student must be motivated to be
involved in a therapeutic discussion. This is not a technique which can be imposed
upon the student. Yet, because the student is involved in the program and chooses the
most appropriate solution, s/he is more likely to follow the proposed solution.

The non-directive approach is also useful with students of lower intelligence levels
who have accompanying speech and language problems which make their
verbalizations difficult to understand. Reflection can be useful in these situations.
Repeat the words that are
comprehended, continuing the conversation and allowing the student to vent his/her
emotions.
How to Use Non-Directive Counseling

1. Arrange for a time and place which will provide privacy for your conference.

2. If the student does not open the session, use a leading statement or question to
focus him/her on the topic of concern.

3. Listen to the student in an interested, non-punitive, accepting manner. Make no

judgments.

4. Respond when appropriate, using one of the recommended techniques.

5. After the concerns have been thoroughly voiced by the student, focus him/her on
finding a solution for the difficulty. (e.g., "How will you handle this in the future?",
"What do you do now?" and "Have you got any ideas about how you might deal with
this issue?") Allow the student to choose the solution that is best for him/her.

Activities and Discussion Questions

1. Identify the following responses to student commentary as being a leading

statement or question, reflection, clarification, open question, closed question, or
summarization.
a. "How are you feeling?"
b. "I wonder how that happened."
c. "The other kids won't let you play baseball with them."
d. "Is he five or six years old?"
e. "It sounds to me like you're feeling overwhelmed right now."
f. "How are you doing on your science project?"
g. "I'd like to know how you're doing on meeting this week's goal."
h. "OK. Thus far we've discussed your tardiness to class, your dislike for the
instructor, and
 the poor quality of your classwork and homework. On which one would you like
to focus?"
i. "They say you're the teacher's pet."
j. "You're feeling tired and worn out."

2. Provide a reflection response for the following remarks.

a. "I was so embarrassed. I could have died right then and there."
b. "He just stood there stunned. He was shocked and couldn't believe what he was
seeing."
c. "It's a strange feeling. I felt lost, It's like being in a giant cornfield and not
knowing which
way is out."
d "It was great. She was all smiles and happier than a pig in mud."
e. "You're looking at me like it's my fault. Why don't you talk to Doreen?"
f. "I'm so dumb. I'm useless. I can't do anything right." (Reflect the content or
feelings...
not the words.)

3. Provide a clarification response to the remarks in #2 (above).

4. Provide a response to the following comments

a. "I'm really tired. My grandfather died over the weekend and we've been running
around
like crazy."
b. "It's not fair. You treat Julie and Betsy like they're something special. They get to
do all the
fun activities. Everyone says they're your teacher's pets."
c. "The other guys won't let me play ball with them. They call me a "pansy."
d. "I'm so dumb. I can't figure these out. They're too tough. I can't wait until I'm 16
and
can drop out of school."
e. "I should have killed that fool when I had the chance. Next time he squeals on
me, I'll
kick his rear end all over the playground."
f. "I was so embarrassed. He's always talking about my legs or breasts or bra or
something.
Can't you tell him to stop?"
g. "Why don't you ever say anything? All you ever do is say the same thing I
already said.
Are your a jellyfish? Don't you have your own opinions?"
h. "But what do I know. I'm only the teacher's aide."

5. Identify the type of response you gave for each example in #4 (above). Were
you able to avoid being directive and giving opinions? Which other types of response
might have been appropriate for each?

6. With two others, role play non-directive counseling for the situations provided
below. One person plays the role of the teacher, another plays the part of the student,
and the third person records the types of responses given by the teacher. The recorder
should have a sheet with the different types of responses listed. A tally mark should be
placed next to the respective responses as each is used by the teacher. After the role
play situation has been resolved, the three participants should review the teacher's
technique and make suggestions for improvement. (e.g., Use less questioning. Avoid
giving opinions and solutions to the student.)

a. The teacher pulls aside a student who has been involved in a fight. The student
opens the conversation with the comment "I hate Oscar." It will be revealed later that
the student's father has been receiving radiation treatments and chemotherapy for
cancer. This has caused his father to become bald and Oscar said the father's head
looked like a melon. Alternatives to fighting should be discussed.

b You have the student report to you after school to complete some classwork. He
throws it on the floor and says "I'm not doing this crap, you bitch (bastard)." You hear
laughter from students in the hallway and suspect that this student is testing your
authority.

c. You call a student aside. You've seen the welts and bruises on his arms, neck, and
face. You suspect abuse. The student initially denies this. Remember your legal
obligation to report suspected abuse.

d. You catch a student removing your purse (or money collection envelope) from
your desk. He defiantly says, "Hey, you gotta have money to impress the ladies (or
boys)." You want to have the student analyze morality and personal values.

7. Search for "Eliza" (a counseling software program with which someone types in
their concerns and the program responds in a non-directive fashion to help him/her
resolve personal issues) on the internet. Purchase the program and use it (or provide
for use with your students).

8. Practice using non-directive responses while role playing a "classroom

counseling" situation with a partner.

For More Information

Hilgard, E.R., Atkinson, R.C., & Atkinson, K.L., (1975). Psychology. (6th ed.) New
York: Harcourt, Brace and World, Inc.

Rogers, C.,(1961). On becoming a person. Boston: Houghton Mifflin Company.

Rogers, C., & Stevens, B. (1967). Person to person: The problems of being human.
Lafayette, CA: Real People Press.