NURSING EDUCATION

SEMINAR ON

GUIDANCE AND COUNCELLING

SUBMITTED TO SUBMITTED BY

Prof.K Shakila Mrs.Jessy L

Vice Principal First year MSc(N)

Vijaya college of nursing Vijaya college of nursing

SUBMITTED ON

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GUIDANCE AND COUNSELLING

GUIDANCE

I. INTRODUCTION OF GUIDANCE.

A unique features of guidance is the presentation of knowledge, information or advice to

individuals or groups in structured way for providing sufficient material upon which choices or
decision are arrived. Guidance however is not confined to a professional setting, since it is
continues process starting from early childhood extending up to sometimes old age. In several
ways, parents, teachers, elder siblings and friends guide a youngster- by giving information;
directions and providing help in taking decisions. As a professional service, guidance is meant
for all, both clinical as well as a clinical populations.Guidance in the educational context, for
example, means assisting students to select courses of study appropriate to their needs and
interests achieve academic excellence to the best possible extent, derive maximum benefit of
the instructional recourses and facilities, and indicate proper study habits, satisfactorily
participate in curricular and extra-curricular activities.

II. CONCEPT OF GUIDANCE

The guidance is one the major applications of psychology in education. It enables or

assists the individual to solve educational, vocational and psychological problems. To guide
means a sort of help, assistance or suggestions for progress. In the field of psychology and
education, the word guidance is having a specific meaning. It refers to a process of helping the
individual to discover himself which means, his potentials and propensities, capacities and
capabilities , abilities and aptitudes, interests and natural endowments and to help him in
achieving maximum development and using all potentialities to the maximum advantage of the
individuals and state.

III. MEANING OF GUIDANCE

Guidance: guidance means `to direct `, ` to point out ` , and ` to show the path`. It is the
assistance or help rendered by more experienced person to solve certain major problems of the

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individuals (less experienced ), i.e. educational, vocational, personnel, etc, and social
environment and social environment and to solve the problems of life. Guidance covers the
whole spectrum of education, which starts from the birth of the child and continues till his
death. This is wide meaning of the term, which includes all types of educational such as
formal, no formal, informal and vocational, etc.Which aims to adjust the individual to his
environment in an effective way.
IV.DEFINITIONS OF GUIDANCE

According to Jones(1951)

Guidance involves personal help give by someone, it is designed to assist a person to decide
where he wants to ago, what he wants to do or how he can best accomplish his purpose; it assists
him to solve problems that arise in life.

According to crow and crow

Fundamentals of all guidance is the help or assistance given by a competent person to an

individual so that the latter may direct his life by developing his point of view, make his
decision and carry out of those decisions.

According to Ruth Strong

Guidance is the process of helping every individual, through his own efforts, to discover and
develop his potentialities for his personal happiness and social usefulness.

V. NEEDS OF GUIDANCE
Guidance is needed at every stage of development right from the beginning of life
till the end. Everyone needs guidance at one time or the other. If properly guided, every
individual will be satisfied in life. Guidance is needed wherever there are problems. The need
and importance of guidance are as follows:

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1. Complex nature of society:
Changes have taken place in the entire structure of the economic, social and political
system. The process of consumption, production, distribution, distribution, exchange has
become very complex and intricate. It has become very difficult for an individual to achieve
satisfactory results without the aid of guidance.
2. Individual difference:
No two human beings have ever been found to be alike. On the whole world, there are
probably no two things exactly alike. They differ physically in size, weight, collar, hair, texture
and skin, mental (emotional characteristics ), social and spiritual life also: personality traits-
ability, interest, achievement, etc. The requirement of various occupations also differ; this
makes increasingly necessary to have a definite provision for certain form of guidance.
3. Welfare state and the individual:
Every individual must be helped in every way and in every direction. It helps the
individual to improve and express himself as a better person. Through guidance services, the
individual is aided in self-development and self-realization and a wide use of human recourses.
4. Change industrial and educational pattern of the country:
Attempts are being made to change the educational system of our country. The problems
of selection of subjects and vocations are formidable problems and in the absence of the
guidance services the scheme is not likely to make such progress.
5. Changed economic pattern of the country:
The country is in the era of economic planning, we require- scientist, industrialist,
bankers, etc. To meet the growing demands of a progressive country. Conservation of human
energy: well planed guidance is required to conserve the human energy.
Self- understanding and self- direction: guidance helps in understanding one`s strengths,
limitations and other recourses.
VI.FUNCTIONS OF GUIDANCE
There are some purpose of guidance that are given below:

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1. Understrand the individual :

The main purpose of guidance is to discover and understand capacities, potentials,

abilities, aptitudes, interests, weak and strong points of the individual and to make evaluation of
the self in relation to personal and social experience and to use the self more efficiently in very
day of living.
2. Help the individual in making adjustment:
Another aim of guidance is to assist the individual so as to be making satisfactory and
maximum adjustment at home, school, to teacher , to pupils and to society by giving him
informational services such as individual inventory service and occupational information`s
services, counselling service, placement and follow up services.
3. Develop personal abilities and potentials :
Another purpose of guidance is to help the individual to develop their abilities, potentials
and points of view, to develop their body, mind, personality and character, to utilize their effort
to make their own decisions and choices; to direct their lives; to develop their points of view and
to solve their problems independently in an efficient manner.
4. Improve school activities:
The guidance programme helps the school staff to solve various problems and improve
all the activities of the school.
5. Coordinating home, school, and society :
Erickson has correctly said that one of the important purposes of guidance has been
coordinating home, school, and community influence on the child.

VII. ELEMENTS
a) It focuses our attention on the individual and not the problem.
In guidance it mainly based on the individual and their characteristics. They will
enquire about the problem after the evaluation of individual characteristics.

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 b) Guidance leads to the discovery of abilities of an individual
It helps to know the abilities and disabilities of an individual. Guidance will give
depends on the abilities of an individual.It is based upon the assets and limitation of an
individual.
c) It leads to self development and self direction
Guidance helps the individual to gain more knowledge and develop his own abilities,
through continuous training. And the person will get a direction for their particular aim.
d) It helps the individual to plan wisely for the present and the future.
Guidance helps the individual to make a plan for their future and to do the action
perfectly at present.
VIII. PRINCIPLES OF GUIDANCE
Principles of guidance and counselling are:
1. Guidance is holistic:
Guidance service helps in overall development of an individual. It focuses on meeting all
the needs of an individual such as physical, mental, social, spiritual, vocational, etc.
2. All individuals are unique:
Each individual is the combination of characteristics which provides uniqueness to each
person. Understanding of the uniqueness of each individual is fundamental. Any guidance work
that recognize this is useless. Even in group guidance, individual differences are respected.
Individuals differ in their capacities, skills, personality, aptitude and attitude and so their
problems also vary.
3. Guidance is for all students:
According to crow and crow, guidance services should not be limited to the few who
gave observable evidence of its need, but should be extended to all persons of all ages who can
benefit there from, either directly or indirectly .
4. Guidance is counsel and not compulsion:
It is not perspective, but is designed to make the individual increasingly, self directive. It
is flexible approach.
5. Guidance is integrative:

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 All aspects of life emotional, mental, social, economic, physical and religious are looked
into for the development of an integrated personality.
6. Guidance involves using skills:
Guidance is a skilled process and carried out by a counsellor and more educated person
with special skills of counselling to communicate love, respect for others.
7. Guidance is based on individual needs:
Guidance is based on individual needs, i.e. Freedom, respective and dignity. Individual
needs vary from one individual to other and guidance focuses on the needs of each individual.
8. Guidance is based on cooperation:
In guidance, each staff members should contribute according to the abilities, all staff
members should concentrate their efforts. There must be wholehearted cooperation.
9. Guidance demand trained personnel:
An effective guidance program needs to have personnel who have had special
preparation and adequate training for the work. Guidance workers need to develop certain
competencies, if they are to perform their guidance activities successfully and effectively.
10. Flexibility:
An organised guidance program should be flexible according to the individual and
community needs. Individual and community needs are going on changing and may vary from
one condition to another. Being flexible without compromising the quality of services will be
helped in achieving the purpose.
11. Recognition of individual difference and dignity:
Each individual is different from every other individual. Each individual is the
combination of characteristics which provides uniqueness to each person. Similarly human
beings have an immense potential. The dignity of the individual is supreme.
12. Guidance is a continuous process :
Guidance should be regarded as a continuing process of service to an individual from
young childhood through adulthood. According to lapdog, human development is a continues
process. It follows then that guidance also is continues to assist the individuals in coping with

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development demands. In very broad sense, according to crows and crow, guidance continues
from the birth in a family till the last stage of man`s life.
IX.TYPES OF GUIDANCE
Guidance help students to make proper adjustments with the environment which they
are living and also make the best possible contributions commensurate with one's strengths
and limitations. Every individual, at sometime or other needs help to become happier, more
creative and better adjusted in his family and society. There are several areas where student
require assistance. These areas can be classified into education, vocation, personal, social,
avocation, health, moral, and religion and financial. Let us see each area in detail with
special emphasis to nursing education.
1. Educational guidance
Educational guidance help the students to get maximum benefit out of education and
to solve their problems related to education. The emphasis is on providing assistance to
students to perform satisfactorily in their academic work, choose the appropriate course of
study, overcome learning difficulties, foster creativity, improve levels of motivation, utilize
institutional resources optimally such as library, laboratory etc. The functions of guidance
in this area are
(a) To help the students make educational plans consistent with
their abilities, interests and goals and to select appropriate courses and co-curricular
activities which will enable them to join careers of their choice. They also need to be
guided for developing good study habits, prepare for examinations properly and face
examinations with confidence.
(b) Help the students to explore educational possibilities beyond their present educational
level. They need to be guided in selecting subjects for specialization and additional courses
of studies. They also need to be made familiar with the various fellowships, scholarships,
competitive examinations, etc so that their journey ahead becomes smooth and profitable.
(c) Provide help at crisis points of students in their academic and
personal life.
(d) Monitor academic progress of students and help the students who are

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not studying as expected.
(e) Identify special learners such as academically backward, gifted
and creative and provide help in meeting their educational needs.
(f) Diagnose the learning difficulties of students in different subjects and assist them to
overcome the difficulties.
(g) Help students in their adjustment to curricular and co-curricular demands of the
educational programmers’.
Principles of Educational Guidance
The strategies that teachers adapt to plan and implement educational guidance must be
appropriate to the problems for which they are needed. The following are some of the
principles on which educational guidance must be based.
(a) They should be based on clear cut objectives.
(b) Every student is capable of achieving the best of his ability.
(c)Individual differences in academic achievement of students must be recognized.
(d) The strategies adopted must be student oriented.
(e) The strategies must take into consideration the resources and facilities available to the
students.
(f) Educational guidance is not meant for a few students only; they need to be provided to
all.
Educational Guidance in Nursing Education
In nursing education, guidance must perform the following functions in the educational
area. Provide an orientation regarding the aim and philosophy of nursing education.
a) Help them to differentiate between previous learning experiences and the learning
experiences they are going to receive in the nursing institute.
b) Help them to develop an awareness regarding the qualities required for a successful
nursing practice.
c) Help students to develop a realistic educational planning.
d) Help them to make an objective analysis regarding their own abilities and interests.

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 e) Help students in developing positive learning habits, especially in skill learning so
that they can retain and transfer the learned lessons in a better way.
f) Provide an orientation regarding the clinical area and the methods of teaching
employed there with special' reference to the student's role in terms of active
participation.
g) Help them to utilize institutional resources such as clinics, library, various labs, etc
to the maximum extent possible.
h) Provide knowledge regarding the latest trends in nursing education and nursing
service. This will help them to plan their career and higher education.
i) Assist them in preparing for the internal assessments and university exams.
2. Vocational guidance

Vocational guidance is the assistance provided for selection of a vocation and

preparation for the same. It is concerned with enabling students to acquire information
about career opportunities, career growth and training facilities. For organizing an
effective vocational guidance programme, the teacher has to consider the student's goals,
needs, interests and emotional characteristics.
The functions of vocational guidance are:
(a) Enabling. the students to discover information about themselves-their abilities
interests, needs, ambitions and above all what is expecting from them.
(b) Providing them information regarding the dynamic nature of the modem world, the
advantages and disadvantages of different occupations and educational courses, the
qualifications necessary for entry into them and the range of opportunities available to
them.
(c) Provide them with a frame of reference in which to see themselves in relation to
these educational and vocational opportunities; to orient them to the helping agencies
available to them and to alert them to future decision making points in their career.
(d) Promote self-understanding and to develop educational and occupational plans.
(e) Providing placement services to help them to implement those plans.

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(f) Providing follow-up service to help them; if necessary, when faced with future
decision making situations.
(g) Train students for entrepreneurship. This function is very important in the light of the
new world order where money is not a problem for starting a new venture. Individuals
with adequate knowledge and commitment can easily convert their knowledge into
money by starting new ventures with the help of financial institutions
Vocational Guidance in Nursing Education
The functions of vocational guidance in nursing education are
(a) Provide a clear picture regarding the latest trends in nursing service and nursing
education like changing role of nurses, emerging new specialties, especially in the
clinical areas, etc.
(b) Help the nursing students to find a suitable career either in the nursing education or
service according to their skills, abilities and interests.
(c) Orient them to the abroad opportunities and assist them in preparing for the
qualifying examinations like CGFNS, NHS exams, etc.
(d) Since good English is the key to success around the world, provide them an idea
regarding the English language tests conducted in various countries like, TOFEL,
IELTS, OET, etc.
(e) Guide students in preparing curriculum vitae or bio-data and conduct mock
interviews to prepare them for the upcoming interviews.
(f) Conduct placement services in association with reputed man power consultants and
do the follow up services. This function can be carried out easily due to the
advancements in the communication and information technology. Many nursing
institutes have tie-ups with well known man power consultants, which will help them in
ensuring promising careers to the students either in India or abroad.
(g) Another important function is to collect opinions and suggestions from the passed
out students regarding the various aspects of the educational programme.
Guidance service should also try to get a feedback from the institutions regarding the

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performance of the passed out students placed through it. Valuable suggestions from the
passed out students and employers should be handed over to the curriculum committee
for further actions. This will also help in the curriculum revision
An increasing global demand for qualified nurses and the emergence of various
specialties in nursing in order to meet the challenges of the modem health care system
has given a face-lift to this area of guidance in nursing education. More than ever before
nursing institutions are giving much consideration to vocational guidance. Some
institutes even renamed their guidance and counselling services into guidance,
counselling and placement services to show their commitment towards vocational
guidance. Even though placement service is a part and parcel of vocational guidance, the
word placement is separately mentioned with an intention to highlight the help rendered
to the students by the institute in the matter of finding a promising career. Of course, this
renaming doesn't carry any sense except some cosmetic advantages, but it is a clear
indication of the elite status grabbed by this area of guidance.
3. Personal guidance
Personal guidance refers to the guidance offered to students for enabling them to adjust
themselves to their environment so that they become efficient citizens. Adolescent
behavior, to a great extent, depends upon the moods and attitudes of the adolescent.
Emotional instability is a characteristic of adolescents and this is often the cause of
many of their personal problems. Personal guidance will help them to solve these
problems. Severe competition and irrational expectations of the parents also lead to
personal problems.
Students may find it difficult to follow the lectures, especially when exposed to a new
medium of instruction. Difficulty in understanding in turn leads to disliking of teachers
and ultimately results in poor achievement. Guidance needs to be provided to such
students to enable them to adjust to the situation which they cannot change.
The functions of personal guidance can be summarized as follows:
a) Help students to improve mental health.

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 b) Assist students in becoming progressively responsible for their own development.
c) Assist students to understand and resolve their emotional problems.
d) Assist students in exploring various mechanisms of adjustment.
e) Assist students to get control over emotions.
f) Assist students to deal with the difficulties of personal as well as academic life.
g) Help students to develop interpersonal skills.
h) Help students to accept themselves and others.
i) Help students to solve the problems of co- education.
j) Help students to maintain healthy heterosexual relationships.
k) Assist students to deal with the stress in a productive manner. .
Personal Guidance in Nursing Education
Since a large number of students opt nursing without prior knowledge regarding nurs1tlg
education, personal guidance has to play a vital role in nursing education. In addition to
the above listed functions, personal guidance has the following functions in the nursing
education:
(a) Assist students to deal with homesickness: Many nursing students are staying in the
hostel for the first time in their life and this creates a lot of homesickness. A well planned
interaction with the parents by the teachers in presence of students, assigning a teacher
guardian for every group of ten students, arrangements for a comfortable hostel stay and a
well organized orientation programme in an informal atmosphere will reduce their
homesickness within a short period of time.
(b) Protect students from the ragging: Now-a-days, ragging is not a problem in a civilized
campus; even then precautions should be taken to avoid any incident of ragging. Even
though prevention of ragging is an administrative aspect, many institutes seek the help of
guidance and counselling service to prevent it. Ragging can be prevented by constituting
an anti-ragging committee with the active participation of senior students, motivating
first year students to report any incidents of ragging, educating all students regarding the
consequence of ragging and conducting surprise visits to the hostel where first year

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students are staying.
(c) Assist students to develop proper attitude required for a successful nursing practice:
In addition to the routine teaching sessions, personal guidance also contributes to the
proper development of attitudes among students. Personal guidance helps the students to
differentiate between empathy and sympathy and contributes to the nurturing of the
former. In the presence of empathy, compassion and commitment will naturally develop
to the needed extent.
(d) Assist students to adjust with the new learning experiences and to
overcome learning difficulties: Personal guidance help students to adjust with the new
learning experiences, especially those provided in the clinical areas, special help should
be rendered to students in the matter of developing mastery in English. Maintaining a
wall magazine for displaying literary works in English, insisting to speak in English
rather than the local language, encouraging reading English periodicals and newspapers
and placing a vocabulary board outside the library to display meaning of five words per
day will help them in developing fluency in English. This will also help them in scoring
high grades in the future qualifying examinations like TOFEL, IELTS, etc.
(e) Help students to develop emotional maturity: In the clinical area, nurses have to face
many situations which may cause an emotional breakdown in the case of fresher. Helping
students to develop empathy rather than sympathy, teaching them to analyze events in the
clinical area with a rational basis, teaching them the healthy ways to ventilate emotions
and above all, educating them regarding the role of a nurse in the critical situations will
help to develop emotional maturity.
(f) Assist Students to cope with the Stress: In fact, nursing students are the only student
group who are forced to bear the responsibility of staff before completing their studies. In
many hospitals, nursing students are posted in the place of staff nurses to look after the
patients. This immature shouldering of responsibility creates enormous stress among
nursing students. Unfortunately, in many of the cases, nursing faculty is helpless and
only thing they can do is to equip the student to convert this stress laden situation into an

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opportunity oriented one. Teaching relaxation techniques, ensuring the availability of
teachers round the clock to help students in the crisis situation, constituting peer groups
and assigning senior students to look after juniors are some of the ways to deal with the
stress among nursing students.
(g) Help students to achieve balance between personal and professional life : From the
very beginning itself students should be taught how to achieve balance between personal
and professional life and the danger of giving more importance to professional life at the
cost of personal life and vice versa. Equal importance should be given to both and there
should be a clear cut demarcation between the two for a successful life. Students should
be instructed to concentrate on other responsibilities after returning from the clinics
instead of being preoccupied with the matters related to patient care.
(h) Help students to develop a healthy interpersonal relationship with other health team
members, patients and others related to patient care.
4. Social guidance

Social guidance enables the student to make substantial contributions to the society,
assume leadership, confirm to the social norms, work as team members, develop healthy
and positive attitudes, appreciate the problems of society, respect the opinions and
sentiments of fellow human beings, acquire traits of patience, perseverance and
friendship. Its main purpose is to enable the student to become an efficient citizen.

Social Guidance in Nursing Education

In nursing education, social guidance has to perform the following functions: (a) Train
students for leadership and followership qualities: since nursing is experiencing a
shortage of capable leaders, this function of guidance deserves special attention. Various
leadership with the student nurses association to promote leadership qualities among
nursing students.
(b) Help students to carry out their responsibilities as a responsible health team member:
nurses constitute fifty percent of the total health care workers and to a certain extent
success of any health team are determined by how well the nurses render their service.

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So special care should be taken to inculcate a sense of accountability and responsibility
among nursing students.
(c) Assist them in acquiring desirable set of values and developing a positive life
philosophy.
(d) Motivate students to become a responsible member of professional organizations.
(e) Social guidance also help students to develop a healthy interpersonal relationship
with other health team members, patients and others related to patient care
(f) Motivate students to contribute towards bridging the gap between nursing educations
and nursing service
5. Avocational guidance

Avocational guidance is the assistance to be provided to students to spend their

available leisure time profitably. Activities and programmes outside the formal
classrooms provide many opportunities for the blossoming of talents of students.
Avocational Guidance in Nursing Education
Functions of avocational guidance in nursing education are
(a) Help students to prepare for the monthly educational and cultural programmes
conducted by SNA.
(b) Assist students to conduct programmes related to world health day, nurses day,' etc.
(c)Assist students to participate in the activities of national service scheme, drug bank,
blood donors forum, etc.
(d) Help students to use their leisure time to increase their vocabulary by reading
English periodicals, newspapers and hearing English news.
(e) Help students who are spiritually inclined to meet their spiritual needs.
(f) Help students to develop hobbies related to nursing care like collecting drug
literature.
6. Health guidance

Health guidance implies the assistance rendered to students for maintaining sound

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health. Sound health is a prerequisite for participating in curricular' and co-curricular
activities. This type of guidance focuses on enabling students to appreciate conditions
for good health and take steps necessary for ensuring good health, maintaining sound
physical and mental health.
Health Guidance in Nursing Education
The functions of health guidance in nursing education are
(a) Conduct periodic health check-up of students and maintain the health records.
(b) Insist students to take universal precautions strictly, especially when posted m
infectious departments.
(c) Alert students to take vaccines correctly.
(d) Motivate students to take food regularly, especially breakfast for maintaining good
health.
(e) Motivate students to seek help of the faculty members when they are under stress.
(f) Ensure the availability of faculty members round the clock to help students in
matters related to health.
(g) Motivate students to seek medical help in the initial stage of disease itself.
(h) Supervision of college facilities such as hostels and canteen to see that healthful
condition is maintained. Development programmes should be conducted under the
guidance service in co-operation

7. Financial guidance
The function of financial guidance is to help the needy students in determining the
financial assistance they need in the light of the expected expenses and to get it from
financial organizations after completing the formalities. Earlier financial guidance was
included along with the personal guidance. Now-a-days, a new guidance area namely
finances and welfare is also mentioned along with other areas of guidance. Some students
are hard-pressed for finances. They need to be guided regarding freeships, fee
concessions, scholarships, stipend etc available in the institution or offered by other

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welfare agencies and how and when to apply. The provision of financial assistance has to
be ensured so that no meritorious student is denied education for lack of financial
assistance. In this era of liberalization, securing an educational loan is not a big task. Any
talented student can pursue education by seeking hassle free, easily repayable educational
loans. Nursing students also require financial guidance just like other students.
X. ADVANTAGES OF GUIDANCE
1. It helps the pupil to understand himself.
Guidance helps the students to understand himself with their strength and the weaknesses.It
may helps to understand their own abilities.
2. It helps the pupils in making careful choice of subjects and courses
Guidance is the way of direction to a particular goal such as choosing a subjects or course for
the study and also it enables the teacher to understand the strengths and weaknesses of his
pupil.
3. It enables the parent to understand their children.
Guidance enables the parents to understand their children and their abilities.
4. It feeds the community with better adjusted citizens
It helps to make the well adjusted citizensin the country and also It enables the administrator
to make the best use of the energy, money, time and resources available.
XI. LIMITATIONS OF GUIDANCE:

1. Guidance services are not well organized.

When the person needed a guidance it will provided based on their need. So there is not
having an organization on providing guidance.
2. There is an overdoing of psychological tests.
Sometimes the client may advised to do the psychological tests to know the
personality,achievement,intelligence and interest.
3. Unqualified guidance personnel may do great harm.
The person who provide guidance is not having adequate qualification this may cause harm
to the client, leads to misunderstanding about their concept.

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 COUNSELLING

I. INTRODUCTION OF COUNSELLING.

counselling forms the heart of all guidance programmes. As we know that the proper
functioning and growth of the body depends upon the functioning of heart, similarly the success
or failure of the of the guidance programme could be determined by counselling service.

II. MEANING OF COUNSELLING

Counselling refers to a process in which the pupil is made to approach or an individual

level. He gets help in educational, vocational or psychological field only at problems points. In
counselling the subject matter would be pupil`s needs, abilities, aims, aspirations, plans,
decisions, actions and limitations. Counselling may be referred to a sort of specialised,
personalised and individualized services which makes effective use of information gathered
about any individual. This information provides self- analysis, self- insight, and self- direction.
This self-direction helps the individual to make maximum education, vocational and
psychological adjustments.

III. DEFINITION

According to Carl Rogers

Counselling is a series of direct contact with the individual which aims to offer him
assistance in changing his attitudes and behaviour

According crow and crow

Counselling or assisting an individual in the solution of his problems. The interview has an
important place in guidance, but is only one stage in the whole process of counselling.

According to Myers

Counselling implies a relationship between two individuals in which one gives a certain
kind of assistance to others.

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 IV.PURPOSES
1. To help adolescent with normal development.

Helps the adolescent to overcome all the change both physical and mental changes in
the puberty periods

2. To help individuals through temporary crisis.

Students have simple problems which if not solved will take them to a big crisis.
3. To identify disturbed or problem behavior earliest.
Any changes in the behaviour if noted are being sent to counsellor for solving it gets
worsens.
4. To facilitate communication within and between the institutions.
Counselling helps to make the individuals communicate within the institution.
V. ELEMENTS IN COUNSELLING
1. Counselling is based on a person to person relationship

There should be a relationship of mutual respect between the two individuals. The
counsellor should be friendly and cooperative and the counsellee should have trust and
confidence in the counsellor.

2. Counselling involves two individuals :one seeking help and the other, a professionally
trained person who can help the first.

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.

3. The mains aim to help the counselee to discover his personality independently.

It helps the counselee acquire independence and develop a sense of responsibility. It

helps him explore and fully utilise his potentialities and actualise himself.

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 4. The counsellor will try to discover the problems of the client and helps him to set up
goals .

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 counsellors.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.

5. It concerns itself with attitudes as well as action.

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 emotionalised feelings which are most important.

Counselling has proved to be very useful wherever the development of an individual student is
cared for. It helps an individual to know himself better, gives him confidence, encourages his
self-defectiveness and provides him a vision.

VI. PRINCIPLES OF COUNSELLING

In order to make counselling session effective, the counsellor should follow the following
principles:

1. Face to face interaction:

It involves a face to face relationship between two persons. One person the counsellor
gives advises to the counselee with direct contact which have a direct influence and
effectiveness will be enhanced.
2. Emotional perspective than rather intellectual:
It is not only concerned with the intellectual perspective of the individual, but also
focuses on the emotional perspective. It is emotional rather than purely intellectual attitude.
Listen attentively to the client in an attempt to understand both the content of their problem, as
they see it, and the emotions they are experiencing related to the problem. Do not make
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 interpretations of the client`s problems or offer any premature suggestions as to how to deal
with, or solve the issues presented. Listen and try to understand the concerns being presented.
Most people want their needs to be heard and understood, not advised.
3. More than just giving advice:
It is more than advice giving. The process comes through the thinking that a person
with a problem does for himself.
4. Focus on solution of immediate problem:
It involves solution of immediate problem as well as the future decision of the individual.
5. Warmth:
The counsellor should communicate personal warmth and make the client feel welcome
valued as individuals. Initial contact and effective. Interpersonal relations are the techniques
which promote warmth and enhance counselling process.
6. Acceptance:
The counsellor should accept the person and his feelings without criticizing him. He
should also accept the person irrespective of age, sex, race, etc.
7. Genuineness:
The counsellor should be very honest with himself and with client he should be very open
and friendly.
8. Empathy
Instead of showing sympathy to the person having problems, the counsellor should show
empathy. He should counsel the patient`s problem as his own and provide the effective paths to
the patient.
9. Respect
Respect is the basic element, successful therapies. Without this basic element, successful
therapy is impossible. Counsellors do not have to like the client, or their values, their behaviour,
but must put their personnel feelings aside and treat them with respect.

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VII. TYPES OF COUNCELLING

The types of councelling are listed on following:

 Directive counselling
 Non directive counselling
 Eclectic counselling
 Individual counselling
 Group counselling
A. Directive counselling

It is also known as prescriptive or counsellor- centered counselling. It is problem

centered and not paid- centered of the counselee. Intellectual part is given more weight age than
emotional aspect.

Steps in directive counselling

1. Analysis: collection of data from a variety of sources by using a variety of tools and
techniques to understand the client.
2. Synthesis: summarizing and organizing the data so as to reveal the client’s assets, liabilities,
adjustments and maladjustment.
3. Diagnosis: finding out the root cause of the problem exhibited by the client.
4. Prognosis: prediction of the future development of the client’s problems.
5. Treatment or counseling: includes establishment of rapport with student, interpreting the
collected data to the student, advising or planning a programme of action with the student,
assisting the student in carrying the plan of action, referrals to other counselors.
6. Follow up: here the counselor helps the client with new problems or with the recurrences of
the original problem.

Advantages

a) It is economical in time: because it focus on current problem of a individual alone.

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b) It emphasizes the problem and not the individual: The counselor can see the client more
objectively than the client himself.
c) It lays more emphasis upon the intellectual: intellectual part is given more importance
rather than the emotional aspects of the personality of the individual.
d) Here the methods used are direct, persuasive and explanatory: directly we come to the
problem and explore in depth about the person problems.

Limitations

a) The counselee or client does not gain any liability of self analysis or solving new
problems of adjustment by counseling: because the counselor is giving the full solution.
b) Counselee over- dependent on the counselor: as counselee has less role in counseling.
c) Problems regarding emotional maladjustment are not solved through non directive
counseling: emphasis is given to intellectual component alone not emotional feelings.
d) Lack of information causes wrong counseling: if the information is wrong the entire
procees will be a waste.
e) No guarantee that counselee will not make mistake in future: since he is not the decision
maker.
B. Non directive counselling

It is also called as permissive or client centered counseling. The counselee is the

pivot or the centre focus who actively participates in the process, gain insight into his problem
with the help of the counselor and take decisions as to the action to be taken. Emotional aspects
are more significant than the intellectual aspect.

Steps of non directive counselling

According to Roger the steps are:

i. Need - Counselee recognizes the need of counseling and comes for help. Thus the help is
sought and not given.
ii. Situation- The counselor defines the situation and creates congenital atmosphere.

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iii. Attitude- The counselor’s attitude is like friendly, sympathetic and affectionate that the
counselee feels free to express his problems.
iv. Accept- The counselor accepts and recognizes the positive and negative feelings.
v. Understand- He leads counselee from negative self feelings to positive self feelings.
vi. Translate- He helps the counselee to translate his insight into action.
Advantages
i. It is slow: slow but makes the individual capable of asking adjustment.
ii. No test is used: since no test, it avoids all that is laborious and difficult.
iii. It removes the emotional block and helps the individual to bring the repressed thoughts
on conscious level: so one cannot rely on ones resources, judgement, and wisdom.

Limitations

i. It is slow and time consuming process: as it is not easy for the counselee to to attend
many students in schools.
ii. As like child, the student or counselee is immature to make his own decisions.
iii. The counsellor’s passive attitude may irritate the counselee: so that he might hesitate to
express his feelings.
C. Eclectic counselling

Eclectic counseling is defined as the synthesis and combination of directive and

nondirective counseling. It represents a middle class status between the two extremes
represented but the non directive technique on the one hand and the directive technique on the
other. The counselor here is neither too active nor too passive. The counselor first takes into
consideration the personality and needs of the counselee. He selects directive or non directive
technique which seems to serve the purpose best. An adjustment is made in the techniques as per
the requirements of the situation and the individual. This is client centered and every client is
given an opportunity to resolve his problems non- directly.

Steps of eclectic counselling

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 Diagnosis of the cause: the counselor diagnose the etiology or actual root cause of the
problem of the counselee.
 Analysis of the problem: now the cause is already identified now what is the nature and type
of problem is described.
 Prepare tentative plan: a tentative planning is prepared for the modifying factors as to what
can be done or what all are the activities that can be done to solve the problem.
 Secure effective conditions: effective conditions are secured or obtained for counseling after
plan preparation.
 Interviewing and stimulating the client: the client is interviewed and stimulated to develop
his own resources and to assume its responsibility for trying new methods or modes of
adjustment.
 Proper handling: proper handling of any related problems which may contribute to
adjustment.

Limitations

1. It is not possible to carry out because directive and nondirective concepts cannot be
merged together. It affects the standard of the counseling and may yield poor result.
2. Eclecticism is vague, superficial and opportunistic as it is too flexible.

OTHER COUNSELLING

According to Hummer there are two types of counseling that is

A. Individual counseling
B. Group counseling.
A. Individual counselling

Individual counseling means each individual are counseled separately by interview

method to get information and to change the behavior. It involves gathering available pertinent
facts, making an appropriate diagnosis on the basis of all the evidence and formulating an
appropriate plan of action.

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Steps:

a) Preparation : In preparation of individual counseling first they decide what is to be

accomplished, know in detail about of the individual or interviewee, making
appointment, providing privacy, knowing our own personality.
b) Process: Here establishing rapport, helping the interviewee to feel at ease and ready to
talk, ask unambiguous questions, learning how to listen, at the end watch for additional
information or new leads.
c) Interpretation: The interpretation of problem is very much essential and requires a great
skill in understanding the problem.
d) Developing insight and putting them to work: The process of clarifying and gaining
insights leads to the making of decisions and the planning of courses of action.
e) Termination of the contact: The termination of the contact should be a stage in the
process planned, slowly and clearly.
f) Recording: There should be an efficient system of recording and maintaining the
interview notes which requires tape recorder.

Limitations

a. Suspect validity: validity of data is always a suspect because the results are contained in
judgements made by one person.
b. Varying validity: the validity and reliability of this technique varies with how well and
skilfully an interview has been structured and who is conducting it.
c. Bias: interviewer’s bias is a serious limitation of this technique.
B. Group counselling

Group counseling is relatively a new way of working to help people, sometimes

successful even with those students who have not responded well to individual counseling. Here
the interaction taking place in a counseling group offers the student a means of gaining insight
and understanding into his own problems through listening to other students discussing their
difficulties. Counselling group helps the individual student to change, and encourages both his

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desire and his ability to help others through his relationship in an accepting and meaningful
social situation.

Requirements of group counselling

 Individual interview: after the student attends the group interview, individual interviews may
be scheduled to answer any questions a client may have about group counseling, to help the
counselor get to know the students better in order to determine- how he can best be helped
and with whom he would fit in within the counseling group.
 Room’s physical set up: room for group should be warm and inviting with fairly comfortable
chairs.
 Homogeneous group: a homogenous group consist of students of the same age, sex, or with
same problems is more helpful.
 Adequate size: a group of six to eight students is probably the best size for maximum group
interaction.

Advantages

 Good environment: The environment is safe, understanding, caring, participating and

approving to the counselee.
 Provides opportunity: It provides an opportunity to be open, honest, frank, safe situation to
test ideas and solutions to problems and where frank evaluations of efforts to change can be
obtained.
 Modification: the counseling officer can use his knowledge of group behavior to help
teachers develop optimal conditions for learning within their classroom.
 Discussion: issues like study skills, human relations, drug abuse, sex education can be
discussed.

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VIII. PROBLEMS IN COUNSELLING
1) Counsellor burnout:
Listen to problem carefully and identifying right choices to solve problems consumers
energy, perhaps, when a counsellor does not plan for appointments or time schedules it would
results in burnouts.
2) Counselling individuals of different cultures:
Institution is an area where there is a pooling of a section of society from various
cultures. Each culture has their own values, beliefs, rituals, expectations and practice, when
these are not understood in the way they are, then it would results in chaos. Because counsellor
may interpret in accord with his/her belief and impose his/her values on counselee leading to
conclusion and resulting in another problem.

3) Resistance to counselling:
Mostly individuals facing problems fails to approach counsellor due to fear of change
such resistance can be dealt by involving significant others and help the individuals to fix their
problems and execute the solutions. Some colleges have the counsellor cells but the faulty or
administration do not initiate regular program. The responsibility of the committee members is
to establish guidance and counselling program and sustain the same to bring about achievement
among students.
4) Counselling individuals with strong emotions:
Emotions especially when they are strong such as depression, high levels of anxiety and
so on may hinder counselling process. These emotions prevents situations usually counsellor
will let the counselee to undergo a strategy to reach near equilibrium state such as not
interrupting while counselee is over ventilating their problems displaying aggression, hostility
and anger and crying aloud.
5) Non compliance to therapy:
The counselling process cannot be completed in a single session; it will vary with the
problem and personality of the counselee. Few counselee may feel that there is no change

29
following a single session of counselling and terminate themselves. This happens with the
clients who have not understood the objectives stated by the counsellor at the beginning.
6) Unawareness of counselling:
Many individuals consider with a counsellor is done only for psychiatric patients. They
lack awareness regarding the clients who seek assistance with psychologist that is when
individuals` mental defence mechanism or resources are not sufficient to meet with crisis
situation they can take help from professional counselee to strengthen themselves in all
dimensions as long as individuals become fully aware. The issue of counselling will remain.
IX. QUALITIES OF A COUNSELLOR

According to Louis nizer qualities of a good counsellor are:

 Good technical knowledge

 Obtaining appropriate information from the patients.

 Objectively answering questions/

 Demonstrating professionalism.

 Confidentiality maintenance

 Observant

 Unbiased

 Non judgmental

 Sensitive to the needs of the patients.

 Emphatic

 Listens carefully

 Lets the patients make decisions

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 Open mined

 Respect the rights of the patients.

A counsellor is a person who plays a significant role to create an objective perspective of the
client problem and suggests remedies to overcome it. For meeting the desired outcomes, the
counsellor should have the following qualities also:

1. Leadership:

A good counsellor should possess leadership qualities (the ability to lead others) to direct
and lead the process of counselling (directive approach).

2. Interpersonal relationship:
Interpersonal relationship pivotal for the success of counselling, therefore a counsellor
should possess qualities of the building effective interpersonal relationship, openness,
attentive and active listener, friendliness, ability to show warmth and altitude of acceptance
towards others, tactfulness, tolerance, patience, and empathy.
3. Non judgemental:
The counsellor should be non judgemental. Making personal judgement of the situation
dilutes the aim and effectiveness of the counselling.
4. Personal values:
The counsellor should be aware of his/her self (social, private, spiritual), personal values,
prejudices, belief, culture, and attitude so that the counsellor can put these factors on hold
to develop an objective perspective of the client`s situation.
5. Communication skills:
Counselling is a communicative process which takes place between the counsellor and
counselee; therefore a counsellor must have good communication skills.
6. Respect for human being:
A counsellor should be able to show due respect to the person being counselled without
considering cast, creed, race, culture and personal preferences.
7. Pleasant personality:
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 A counsellor should have pleasing magnetic personality with neatness and should be free
from annoying mannerisms.
8. Energetic:
A counsellor should be highly energetic to deal with a number of clients and emotionally
draining and physically demanding situations which require a lot of efforts and time.
9. Active listener:
Active listening is an essential skill which is required for a good counsellor. It involves
attentively listening to the words and observing the nonverbal behaviours and manners to
address internalized thoughts and feeling of the client.
10. Intellectual competence:
It is mandatory requirement without which one cannot become a professional counsellor;
although nonprofessional counsellor does not require any degree or diploma, they must be
intellectually component and have knowledge of many areas of interest to handle variety of
situations presented by the counselee before him/her.
11. Flexibility:
Flexibility means the ability to change response as per the demand of the situation.
12. Philosophy of life: a good counsellor should have a positive philosophy of life, good
character, and civic sense.
13. Credibility and trustworthiness: credibility can be achieved by displaying consistency and
honesty in the statements and the actions.

X. TECHNIQUES OF COUNSELLING

The effective counselling needs counselling skills, complete information about the persons to be
counselled i.e. the information relating to his motives; experience, weaknesses, strength,
attitudes and behaviour should be collected before counselling.

After gathering complete information through various sources the counselling services be
provided to the person. The techniques of counselling cannot be uniformly adopted. They vary
from person to person and also depend on circumstances.

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Counselling is not a modern phenomenon it is practiced since the evolution of mankind. Only
the need of it is very severely felt in modern times. Counselling is a two way process.
Counsellor can help the counsellee if he cooperates with counsellor and open his heart to him,
otherwise counselling becomes a difficult task. However, there are certain techniques of
counselling that can be followed and adopted as per the need of the situation and counsellee.

The following are some of the techniques:

A. INTERVIEW

It is the tool of counseling. It is described as conservation with a definite purpose. Interview can
be conducted to collect information of the student, family members, friends, etc. By this, the
observation and clarification of doubts. A structured interview gives more reliable and valid
data.

Types of interview

 Diagnostic Interview: Here the purpose is to secure information about the individual.
 Administrative Interview: A student misbehaves and principal calls him and warns him. Here
the purpose is to self-explanation, to warn, to punish or to modify behavior.
 Employment Interview: Here the purpose is to determine the fitness of candidate for a
particular job.
 Admission Interview:Here the purpose is to determine the fitness of candidate for a particular
course.
 Informative Interview:Here the purpose is to impact information to the interviewee.
 Research Interview:Here the purpose is to discover facts and figure for the purpose of
research.
 Counseling Interview:Here the purpose is to help the individual (counselee) to solve the
problems.

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Functions of counseling interview

 To have a face to face contact with the interviewee and to assist him.
 To collect information from the interviewee.
 To impart information to the interviewee.
 To motivate the interviewee and enable him to take interest in himself.
 To help the interviewee in solving educational, vocational and psychological problems and
making adjustments.

Steps in counseling interview

In order to make the interview meaningful and effective the following steps are followed:

Preparation and esteblishment of rapport

Unfolding the problem

Joint working on the problem

Evaluation

Follow-up

1. Preparation and the establishment of the Rapport:

It includes:
 Schedule of Interview Program: Schedule of interview should be prepared in advance. The
date and time of interview of each pupil in the class should be notified.
 Physical Setting: An essential preparation for an effective interview is the proper physical
setting and environment. It should be conducted in a private room free from noise,
distraction or disturbance.
 Organized Material: Material required for the interview should be organized and planned.
 Pre-Interview Conversation: Pre-Interview conversation is essential, where the interviewee
is reserved.

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 Establishing Rapport: Rapport should be established. Rapport is characterized by mutual
respect, cooperation, friendliness, sincerity and mutual confidence.

2. Unfolding the problem:

Unfolding the problem means to arrive at the problem. Methods of unfolding the problems are:

 Observation: Two things should be observed.

- Physical reaction of the client: It maybe in the form of bodily tension, excitement or
blushing.
- Observation of clues for understanding the problem.
 Listening: Interviewer should ask important, suitable and limited questions. Questions
should be well worded.
3. Joint working on the problem:

The counselor should increase rapport with the help of the following techniques:

 Sympathy: Show sympathy to the client or interviewee.

 Assurance: Give assurance to the counselee that the problem will be solved.
 Humor: Make use of humor in order to remove the tension to illustrate his point of view.
 Personal References: Give personal references to the client to illustrate the point of view.
 Nonpersonal References: Give nonpersonal references about other persons who had similar
problems.
 Reference to Counselee’s word: Sometime start new topic for discussion by referring to the
statement made by the counselee.
 Threat: Sometime try to show to the interviewee the grave consequences that may result if
he follows a wrong course of action.
 Approval: Temporary approval of the action of the counselee should be given in order to
encourage the feelings.

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 4. Evaluation:
 Interview maybe evaluated under the following four headings and the points of merits given
above are kept in view:
 Regarding the setting of the interview.
 Regardingthe interviewer.
 Regarding the interviewee.
 Regarding the outcome of the interview.
5. Follow-up:
The follow-up should be made to find out if the problem of the counselee has been solved
and if he is moving in the right direction. It is also essential for the improvement of the
interview process on the basis of the results shown by it. This should be a continuous process.

Advantages of interview

The following are the advantages of the interview:

 It is the most flexible and dynamic way of understanding the individual as a whole.
 It is natural like conversation.
 It can be used for variety of purpose.
 It helps the counselee to understand himself and solve his problems.
 It can be practiced on illiterate persons.
 Interview is relatively easy to conduct.

Limitations of interview

The following are the limitations of the counseling interview:

 It is subjective.
 It is time consuming.
 It needs experts which are generally not available.
 Depression may take place during the interview and may spoil our results.
 Sometimes it is difficult to interpret the results of the interview.

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 B. OBSERVATION

Observation is one of the important techniques of collecting information about the individual. In
guidance and counseling, observation is the most commonly

a) Natural Observation: In natural observation, we observe the specific behavioral

characteristics of children or adults in natural setting. Subjects do not become conscious of
the fact that someone is observing their behavior. The teacher can observe the behavior of
the students on the playground or in any other social situation when students may not
become conscious of his presence.
b) Participative Observation: It is that type of observation in which the observer becomes the
part of the group which he wants to observe. He established perfect rapport with the group of
children or adolescents so that they may not become conscious of his presence and may not
hide their actual behavior.

Requisites of Good Observation

1. Proper Planning: Specific activities or units of behavior, i.e. single or group to be observed
must be clearly defined. The time of each observation period, number of observations and
interval between periods should be decided. The instruments to be used for recording should
be decided. Proper tools for recording observation should be obtained and used.
2. Proper Execution: An expert execution demands cultivated skills and resourcefulness on the
part of the investigators. The proper physical position for observing involves focusing
attention on the units of behavior specific activities, observing discreetly the length area,
number of periods and intervals decided upon and proper handling of the recording
instrument used for observation.
3. Recording of Observation: It can be done by either of the two methods
- The first method is to record the observation simultaneously. It avoids time gap, but
makes the students conscious and are also difficult at times.

37
 - Insecond method, facts may be recorded. Facts maybe recorded soon after the
observation is over. It may not be accurate due to time gap while it has the merit of
not distracting the mind of the students.
4. Interpretation: Results should be interpreted cautiously and judiciously after taking into
account various limitations of planning, sampling or procedure.

Merits of Systematic Observation

Observational studies are particularly very important and yield significant results on
development characteristics of children. It has the following advantages:

 Being a record of actual behavior of the child, it is more reliable, valid, objective and
scientific.
 It is economical, as it needs no laboratory and costly apparatus.
 It is flexible and can be used in gathering data in many situations.
 It can be applied to observe the behavior of individuals as well as of a group.
 This method can be used with little training and almost all teachers can use it for
understanding the behavior of problem children, backward children.
 It is not restricted to a test situation, but it is applied to the naturally occurring situations
of life.
Limitations of Observation
 It is very difficult to get trained observers. Untrained observers may gather superfluous
and irrelevant data.
 It is subjective Observer may become lenient.
 Sometimes artificiality comes in the behavior.
 Sometimes we have to wait for long time for the occurrence of events.
 Some personal problems and experiences cannot be observed.
 With the help of observation, we can observe the external behavior of the individual.
 Record may not be written with hundred percent accuracy as the observation is recorded
after the actions of the observer.

38
  Observation is subject to two kinds of errors, sampling error and observer’s error.
 Sampling error: The first error occurs because of inadequacies of selecting situation to be
observed.
 Observer’s error: The observer’s error maybe due to the knowledge and background of
the situations to be observed.
C. FORMAL CASE STUDY

The case study or history is a synthesis and interpretation of information about a person and his
relationship to his environment collected by means of many techniques.In preparing a case study
the information is collected from the following sources:

 Preliminary Information: Name, age, sex, parents age, education, occupation, income,
number of children, social status, etc.
 Past History: Condition of mother during pregnancy, any incident, child’s development after
birth, physical, mental, emotional, social-illness, relation between parents and other members
of family, achievement of the child, parents death, birth order, etc.
 Present Condition: The information maybe collected under the following heads:
- Physical: Results of medical examination of any diseases.
- Medical: IQ, special abilities, general intelligence.
- Social: House environment, friend and their types, social environment in school, home
and neighborhood.
- Emotional: Anxiety, fear, temperament, attitude, etc.
- Interest: Personal, social, vocational and special aptitude.
- School Achievement: Position in school, failure, special achievement, etc.

Limitations

 It is time-consuming.
 It maybe too subjective.
 The teacher may lack the necessary skills for collecting and interpreting data.

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Characteristics of a Good Case Study

The following are the characteristics of a good case study:

 Completeness of data
 Continuity of data
 Validity of data
 Confidential recording of data
 Scientific synthesis and analysis of data.

Advantages of Case Study

The following are the uses of case study:

 Bases for Diagnosis and Treatment: Case study clarifies diagnostic relationships, removes
points of discussion, thinking without reasoning and faulty information and helps in knowing
the differences in practical and organic difficulties.
 Useful Research Technique: Case study is a very useful research technique of assessing the
personality of an individual. It supplies data about an individual and his general and specific
characteristics.
 Suitable Adjustments: Case study is used as a method for specifically giving assistance to
students for making adequate adjustments.
 For Social Workers: Case studies are specially prepared and used for training social workers.

Limitations of Case Study

The following are the limitations of case study:

 It is a subjective technique. A person who prepares case history may project his own
problems, plans, ideas, attitudes, values and the like into the report.
 It is very time-consuming technique.
 It is difficult to prepare case history. Parents and teachers, etc. may not cooperate.

40
 We need experts and trained persons preparing case history. Experts are generally not
available.
 It is difficult to interpret the results objectively.
XI. QUALIFICATIONS OF A PROFESSIONAL COUNSELLOR
a) Personality traits:

According to Walter b. Jones the counsellor should have the following five personality traits:

1. Breath of interest: the counsellor should be interested in various types of people, job`s and
organization.
2. Cooperation: the counsellor should cooperate with all the staff in a cheerful manner.
3. Refinement: the counsellor should not be overconfident but on the other hand, he should be
humble towards the people.
4. Mannerism: the counsellor would in spite confidence in others and put others at case.
5. Considerations: the counsellor should appreciable the difficulties of teachers, exhibit human
understanding a possess real love for fellow men.
b) Training and preparation :

Myers says that the counsellor must have the following traits: good liberal education including
knowledge of humanities such as sociology, psychology, economic, history, etc.

 Knowledge of objectives, curriculum and methods of secondary schools.

 Knowledge of principles of guidance.
 Knowledge of psychological test in guidance services.
 Knowledge of organizational of guidance services.

c) Academic qualifications:

A seminar of headmasters held in Delhi recommended the following qualifications for

counsellor

 MA in psychology in BA, Bed, or BA, Med.

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 Diploma course in guidance.
 Counsellor must have knowledge about personality problems testing, mental hygiene, and
counselling techniques .

d) Training for counsellor:

The training and education programs for the development of knowledge, skills and attitudes
in the counsellors are most advanced and rich. The following components to be included in the 2
year training program for counsellor.

e) Individual appraisal:

This should be includes:

 Measurement of individual differences.

 Administration and interpretation of psychological test.
 Non testing methods of group and individual appraisal such as interviews, observations,
records, questionnaires, etc.
 Study and use of projective techniques.

XII. NEED FOR GUIDANCE AND COUNSELLING IN NURSING

EDUCATION

The need for guidance and counselling in nursing education is very obvious.
Different from their past learning experiences, nursing students are exposed to a situation
where errors are detrimental and commitment is the way of life. Many students who have
joined for nursing are unaware about the realities waiting for them as nursing students.
They opted nursing .Just because of a promising future ensured by the nursing career,
Guidance and counselling will assist them in developing proper attitude, commitment,
dedication and other qualities required for a successful nursing practice. Moreover,
emerging and re-emerging diseases, technological advancements in the patient care,
evolving of new specialties, especially in the clinical areas' changing role of nurses in the

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health care sector, impact of consumer protection act, etc underlines the need of a viable
guidance and counselling service in all nursing institutes. The need for guidance and
counselling in nursing

(a) To help students adjusting with the new environment of the nursing institute
(b) The help in developing qualities required for a successful nursing practice. (c) To help
students in getting adjusted with the clinical environment.
(d) To help students keeping in touch with the latest trends in nursing and to reap
benefits from the trends.
(e) To help students in developing positive learning habits, especially in skill learning so
that they can retain and transfer the learned lessons in a better way.
(f)To help in the development of appropriate coping strategies in order to deal with
stress in a productive manner.
(g) To help nursing students in establishing proper identity.
(h) Jo help them to develop a positive attitude towards life.
(i) To help them to overcome periods of turmoil and confusion;
G) To help students in developing their leadership qualities.
(k) To motivate them for taking membership in professional organizations completing
their studies.
0) Help them to make advantages of the technological advancements in the patient care.
(m) Help' them to develop readiness for changes and to face challenges both in the
personal as well as professional, life.
(n) Help them to carry out the responsibilities as a worthwhile health team member.
(0) Help them in the proper selection of careers both in India and abroad.
(P) Motivate them to do higher studies according to their abilities and interest.
(q) To assist the needy students in availing financial assistants from appropriate
organizations.
XIII. GUIDANCE AND COUNSELING PROGRAMME IN NURSING

The kind of guidance and counseling programme can be,

43
 - Inherent – unintentional and unorganized
- Informal – intentional but not coordinated
- Professional – well organized.
The well organized structure covering the three major functions of the programme. E.g.
adjust mental, oriental, and developmental

THE ORGANIZATIONAL SETUP

1. for constituent colleges on the campus – 1000 students on rolls

- A Counseling officer assisted by guidance committee can plan the programme according
to their needs.
- If less than 1000 students, a liaison officer will look after
- If more than1000 students an assistant counseling officer may be appointed to assist the
counseling officer.
2. for affiliated college at a distance

- If 1000 students – counseling officer assisted by guidance committee implement the

activities with the help of vocational guidance officer.
- If less than 1000 students – liaison officer will look after.
3. at Universities

Deans are assisted by HOD of psychology and education.

Guidance committee, counseling officer, can plan the programme and implement the
activities.

MEMBERS IN THE COMMITTEE

- Dean
- Counseling / Liaison officer
- Teachers from different specialties
- Student representatives

44
 - Parents
- Vocational guidance officer
- Peer group
- Librarian
- Warden
- Medical Staff
FUNCTIONS

- Gives assistance for individuals, small groups of students. Staff members with special
educational, vocational and personal problem.
- Carryout research activities on testing programmes
- Helps in the training of P.G. students in counseling and testing
- Orientation talks to students and parents to give information regarding courses of studies,
facilities available in the institution like library, workshops, labs, playgrounds, fee
concessions etc.
- Career talks – Information about a particular job. Eg. Self employment schemes,
government jobs, abroad jobs.
- Career conferences – providing occupational information for the group of students.
- Plan tours- E.g. Visits to research institutions professional colleges.
- Starting the cumulative record of student’s identification of students with problems.
TOOLS FOR COLLECTING INFORMATION

- Non testing tools

- Psychological test
1. Non testing tools

Interview, observation, anecdotal records, cumulative record, sociometry.

2. Psychological test

Attitude, aptitude, achievement test ability test and personality test.

45
The Guidance and counseling personnel:

Guidance is an all inclusive programme, intended to help the students achieve. Their
optimum potential. It is both a generalized and a specialized service. There fore, the total needs
of the students should be met by the total staff.

1. The Administrator:
The administrator occupies a key position in the guidance programme. He should create
congenial atmosphere for guidance programme to the an integral part of the whole
educational effort in the institution.

Function of administrator:

1. Providing suitable accommodation and facilities for the guidance service.

2. Arranging time schedule in such a manner that all students could benefit, provided there is
whole time counseling officer.
3. Making adequate provision in the budget for currying on the Guidance programme by
considering it a fit charge on the student amalgam mated fund.
4. Establishing and maintaining a communicative record update.
5. sending teacher for in service teaching
6. Giving desirable publicity to the programme to improve relation of institution with home,
community and world of work.
7. Offering special inducements and recognition to the members who make solid contribution
to the programme.
8. Evaluating the guidance programme in co-operation with the staff to determine and promote
its effectiveness and evolve mexasules to strengthen it still further.
The dean:

1. Establishing support with students through personal contacts, public address system, group
meeting, written, communication etc.
2. Organizing the administering services such as orientation for new student, counseling
services, financial aid to the ready, remedial services etc.
46
3. Co-coordinating the various student activities so that every activity gets adequate time and
finances.
4. Acting as an advocate of students in policy making bodies of the instruction.
5. Initiating policy regarding behaviour of students during their spare time.
6. Keeping adequate and up to date records to increase the effectiveness.
7. Ensuring optimum utilization of resources human and material and creating conge vital
atmosphere on the campus.
8. Keeping his doors open to the parents also so that the uneducated as well as educated parents
visit his office for a word of comfort, encouragement and understanding.
The counseling officer:

In a university or a college the counseling officer is the nerve center of the Guidance
programme. He should he a trained in at least one year’s full time course in guidance and
counseling from a university.

Functions of counseling officer:

1. Arranging orientation programmes for the teachers to enlist their co-operation.

2. Arranging orientation programmes for freshness and also for those passing through the
transition period.
3. Preparing an up to date list of the resources.
4. Organizing the Guidance committee.
5. Setting up an educational and occupational information center.
6. Displaying the information collected in an attractive way.
7. Disseminating the information through educational and career talks, group discussions and
film showed
8. Arranging talks by experts from different fields.
9. Organizing career drugs, career weeks, career conferences, parents etc.
10. Educating students regarding proper study habits and assist them in their development.

47
11. Introducing cumulative record curds and get them maintained with the co-operation for other
members of the faculty and use these cards in guiding the students.
12. Arranging individual discussions with students and their parents for giving the educational
and occupational information.
13. Arranging seists to places of work like industries, business establishments, offices higher
education institutions.
14. Maintaining an active relationship with schools, colleges, university and other regional,
national and social agencies like Indian council for cultural Relations, united states
educational Foundation in India Principal of colleges, Heads of Departments of the
university, university employment and information and Guidance Bureau, employment
exchanges, university health centers, Medical Research institutions etc.
15. Maintaining an active liaison with clubs like hioxs club and Rotary club.
16. Referring the serious mental cases to clinical psychologist, psychiatrists or university health
censes which the services of the clinicians are available.
17. Maintaining total secrecy about the discussion between him and the client.
18. Administering psychological tests.
19. Providing counseling services to his students.
20. Taking up research projects relating to the field of education, vocational and personal-social
guidance in the colleges and universities and convey the findings to important relevant
agencies.
21. Helping the placement of students.
22. Preparing Guidance leaflets, brochures and monographs and get them printed for distribution
to the students.
Qualities of counseling offices:

The major qualities of the counseling officer are belief in each individual respect for
individual human valves, alertness to the world, open-mindedness, under standing of self and
professional commitment.

The liaison officer:

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 Liaison officer is a part-time Guidance worker. In a small college he can be appointed
from the rank of teachers. His duties are the same as that of the counseling officer.

The teacher:

The teacher are the most useful allie, of the counseling/liaison officers.

According to Translar and North the teachers and counselors should join hands for an
effective Guidance programme.

Adjectives of the teachers:

1. To play a primary role in advising and centation, in making known to the students the
requirements and future job possibilities concentrates with their particular subjects.
2. To provide vocational motivation to the subjects taught by them.
3. To assess the achievements of the students and thus enabling them to known better their
strengths and weakness in certain subjects.
4. To enable the students to explore and develop interest by integrating the curricular and co-
curricular activities and them towards worthy goals.
5. To Co-ordinate the efforts of various agencies, parents and guidance workers and thus
raising guidance to a scientific level.
6. To detect early symptoms of any abnormality in the students make up and drawing the
counseling or liaison officers attention
7. To sender ‘Mental hygiene first aid” and helping students remain on the right track.
Functions of the teacher:

1. Studying the needs interests, abilities and problems of each students in his class.
2. Winning the confidence of the students and helping them in every possible way to evaluate
their own growth.
3. Getting acquainted with the parents and taking an active part in parent teacher association.
4. Instructing the students in appropriate methods of applying for posts.

49
 5. Co-operating with placement organization in their task of making specific suggestions and
finding suitable opening.
6. Following up the students they advise by attaining progress reports on their satisfaction.
7. Assisting the students conserve their native capacities and investing and using the same so as
to bring greatest satisfaction to themselves end benefit to society.
The tutor:

Different-meanings: Tutoring means different things is different colleges and universities.

In some it refers to an academic relation between. One teaches and one student concerned
primarily with academic matter, not personal problems or extra-curricular matters.

Functions of the tutor:

1. He orients the members of his group regarding the curricular, Co-curricular facilities and
ancillary services available in the institution.
2. He collects different types of information about the student and assisting in the compiling of
this information in the cumulative record.
3. He arranges discussions on educational problems.
4. He recommends the genuine cases for help.
5. He acquaints the members with proper study habits and assisting them in their development.
6. He meets the parents for solving the problems of the students.
7. He detects symptoms of abnormality in the students make-up and drawing the counseling or
liaison officers attention.

XIV. PROBLEMS IN COUNSELLING

1. Counsellor burnout:
Listen to problem carefully and identifying right choices to solve problems consumers
energy, perhaps, when a counsellor does not plan for appointments or time schedules it
would results in burnouts.

50
2. Counselling individuals of different cultures:
Institution is an area where there is a pooling of a section of society from various
cultures. Each culture has their own values, beliefs, rituals, expectations and practice, when
these are not understood in the way they are, then it would results in chaos. Because
counsellor may interpret in accord with his/her belief and impose his/her values on counselee
leading to conclusion and resulting in another problem.
3. Resistance to counselling:
Mostly individuals facing problems fails to approach counsellor due to fear of change
such resistance can be dealt by involving significant others and help the individuals to fix
their problems and execute the solutions. Some colleges have the counsellor cells but the
faulty or administration do not initiate regular program. The responsibility of the committee
members is to establish guidance and counselling program and sustain the same to bring
about achievement among students.
4. Counselling individuals with strong emotions:
Emotions especially when they are strong such as depression, high levels of anxiety and
so on may hinder counselling process. These emotions prevents situations usually counsellor
will let the counselee to undergo a strategy to reach near equilibrium state such as not
interrupting while counselee is over ventilating their problems displaying aggression,
hostility and anger and crying aloud.
5. Non compliance to therapy:

The counselling process cannot be completed in a single session; it will vary with the
problem and personality of the counselee. Few counselee may feel that there is no change
following a single session of counselling and terminate themselves. This happens with the
clients who have not understood the objectives stated by the counsellor at the beginning.

6. Unawareness of counselling:
Many individuals consider with a counsellor is done only for psychiatric patients. They
lack awareness regarding the clients who seek assistance with psychologist that is when
individuals` mental defence mechanism or resources are not sufficient to meet with crisis

51
 situation they can take help from professional counselee to strengthen themselves in all
dimensions as long as individuals become fully aware. The issue of counselling will remain.

XV. DIFFERENCES BETWEEN GUIDANCE AND COUNSELING

S.No. Guidance Counseling

1 It is the total programme which It is a part of guidance, not all of

aims at assisting an individual to it.
achieve satisfactory adjustments
in all aspects of his daily life

2 It is a distributive phase It is an adjustive phase

3 It is an integral part of education It is needed in all the field

4 It focuses upon vocational, It focuses upon social, personal

education and occupational and emotional problems of an
problems individual

5 It can be given at any normal set It requires a special set up

up

6 Decision making operates at Decision making operates at

intellectual level emotional level

7 It can be given by any guidance It requires special professional

worker training

8 It is a broader and It is an in depth or narrowing

comprehensive process process

9 It helps to identify to develop It helps to solve the problems of

52
 the potential of the problem. the inividuals.

10 It is preventive It is therapeutic

11 It can be given in a single It requires several sessions.

meeting.
12 It operates intellectual level It operate emotional level

13 It may be used for all normal It is used for individual with

individual problems.

XVI. CURRENT TRENDS IN GUIDANCE AND COUNSELLING

a Professional title:
Some professionals in the field prefer to be called guidance counsellor, while an increasing
number prefer the term counsellor.
b Evaluation:
A major trend in education is the demand for a accountability and evaluation.
c Prevention versus remediation:
A growing trend in the field of counselling is the focus on prevention instead of
remediation. In the past it was not uncommon for counsellor to have interaction with students
only after some crisis had occurred. There is now a shift for school counsellors to intercede prior
to any incidents and to become more proactive in developing and enacting school wide
prevention plans. The school, community and families are requesting assistance in preventing
students from being a involved in many difficulties, such as:Gangs, dropouts, teen pregnancy,
substance abuse, school violence, diversity, child abuse, terrorism.

d Multiculturalism:

It has been defined the fourth force in psychology, one which complements the
psychodynamic, behavioural and humanistic explanations of human behaviour. `a wide range of
multiple groups without grading, comparing or ranking them as better as or worse than one

53
another and without denying the very distinct as complementary or even the contradictory
perspective that each group brings with it.

Multicultural counselling requires:

- The recognition of the client.

- The importance of and the uniqueness of the individual.
- The presence of and place of values in the counselling process.
- The uniqueness of learning styles, vocational goals, and life purposes of the client, within the
context of principles of democratic social justice.

e Cyber counselling or web counselling:

According to National Board Of Certified Counsellors (NBCC), it is defined as the

practice of professional counselling and information delivery that occurs when clients and
counsellors are in separate or remote locations and utilize electronic means to communicate
over the internet.

XVII. GUIDANCE AND COUNSELLING SERVICES

The guidance services are used in educational as well as guidance. The student`s ability, aptitude
and needs are identified to understand, accept and utilize his traits, opportunities for learning
about areas of education and vocational endeavour; obtaining experience assisting him in
making of free and appropriate choices. It helps in developing his potential to the optimum so
that he maybe a capable individual.

1) The preadmission services

Students aspiring for higher education join colleges or universities after completing higher
secondary education.

2) Objective of preadmission education

 To ensure that the occupational aspirations of the students are correlated with their
scholastic achievement.

54
  To ensure that the occupational aspirations of the students are in consonance with the
economic condition of their families.
 To ensure that their social bearing are also in tune with their job aspirations.
 To create a positive relationship between the subjects of education and their job
aspiration.
 To familiarize the students with the repercussions of choosing a particular course of
study.
3) The admission services

Admission services are one of the important links in the chain of guidance services. It is needed
to fulfil the following objective:

 To admit the right persons for the right courses for maximum advantage both to the
individual and the society.
 To select those candidates who are most likely to succeed to keep wastage figures and
dropout rate at the minimum level.
4) The orientation services

Admission to a college or university by a very heterogeneous population students coming

from cities,towns and villages, from happy and unhappy homes, from highly educated parents
and totally illiterate parents, from well-established peer groups and isolated individuals, from
convent schools and college and ordinary schools and colleges. Therefore, adequate
arrangements must be made in college and universities for raising efficiency of all these students
in scholarship citizenship, social skills, and vocational skills, sense of responsibility, courage
and poise.

Objectives of orientation services:

 To provide for articulation and continuity from one level of education to another, from
town and village to city and from individual life to college community.

55
  To provide the fresher with every type of information about college/university routine, its
traditions and rules and regulation, facilities and personnel.
 To help the students to become established in his college/university environment so that
he may carry-on as smoothly as possible with a minimum of mistakes and worry and
maximum of success and satisfaction.
5) The student information services

A proper choice of courses and careers can be made only if the students knows the opportunities
available, the requirement of particular courses and careers and also what he has to bring to any
courses or career that he may choose.

Objectives of student’s information services

 To assist the students to obtain a realistic picture of his abilities, interests, personality
characteristics, college/university achievement, level of aspirations, state of health, etc.
 To enable the student to know himself on a socio-comparative basis.
 To provide a record of the student`s progress.
 To help guidance workers and other`s to understand him more adequately.

6) Information services

Information regarding various occupations, essential qualification for occupations, vacancies for
vocational guidance. Information regarding curricula for educational guidance, educational
opportunities, formal informal learning provisions, various methodologies are included in this
services if the person or a pupil is acquiring educational guidance. Similarly for personnel
guidance, information’s related to a person`s family and social conditions and his specialization
are required.

7) Objectives of information services

Information services are considered as the important part of guidance. Hence, it is important to
pay attention towards the objective of these services. The objectives are as follow:

56
  To help the pupils in the objective evaluation of various information providing
sources.
 The main objective of information services is to help in providing the objective and
scientific shape to the guidance procedure.
 To make available vocational information to the pupils at one place and without
wasting any time and money through the information services.
8) Self- inventory services

Self inventory services means the services p[providing objective information regarding a
person`s inner characteristics and external achievements. This service has special importance
from the point of view of developing the capacity of self-realization in the person. By collecting
information through the services, future planning possible, help can be sought in making efforts
on the basis of this information.

9) Objectives
 To develop the sensitivity about the self.
 To avail an objective basis.
 To develop the efficiency of self-analysis.
10) Individual data collection services

On the basis of limited information, any type of guidance seems to be impossible. In every type
of guidance, various types of information are made base and it should be done so whether it is
educational guidance, vocational guidance or personnel guidance. To achieve this objective,
psychological tests, subjective and objective methods of evaluation prove useful in collecting
information’s regarding a person. It is very essential to collecting information and to arrange
them properly for the success of guidance program whether it is vocational or any other
guidance.This process of collection basic material is known as individual data collection
services. In these services, the following information`s are collected:

 General data
 Physical data
57
  Social environment data
 Achievement data
 Data related to educational and vocational plans
 Psychological data
11) Preparatory services

Preparatory services means preparation for entry into some vocation country. A vocational
preparatory service in a school is that service which prepares before entry into a vocation and
provides in-services training. Vocational preparation can be three types:

 Pre service training

 Apprenticeship
 In services training.
12) The placement services

The placement is important services in the guidance program.

Objective of placement:

 To stimulate himself in the proper scholastic track in the proper course.

 To find out a proper place in the post college or university or post university
environment
 To achieve proper choice of co-curricular activities available in college/university
 To achieve the choice of job-oriented courses
 To get admission in a college or professional institution or university
 To get part-time jobs, during working session and whole- time jobs after getting
education training.
13) The follow-up services

It is the review or systematic evaluation carried out to find whether guidance services in
a particular educational program satisfy the needs of the students. It has to be observed to their
abilities and aptitudes to what extent curricular and co-curricular choice have been wise, and
58
how are the students adjusting with the part time or whole time job. In order to determine that
nature and extent of their need for assistance the students need to be followed. The follow up
techniques are interview, post card survey or questionnaires. Each technique has certain
advantages and disadvantages. For example, while the interview provide the most valid
information it is time consuming and expensive. While the post-card survey is inexpensive and
easy to conduct, its results are extremely limited.

14) Research service

For the development of guidance and services, research work related to these services is also
essential.

 To improve guidance programs.

 To meet professional responsibilities.
 To encourage one`s professional development.
 To provide for exploration.
15) The counselling services

It is necessary to establish a relationship between guidance worker and the student guidance
worker makes effort to assist the student realizing optimum educational, vocational and personal
social development and adjustment. It is performed by trained counsellor worker, liaison officer,
teacher officer, administrator, etc.

Objectives:

 To understand what he can do and what he should do.

 To understand the choices he possesses for the goal which he has chosen
 To solve his difficulties in a rational way and strengthen his best qualities.

XVIII. SUMMARY

59
 This part guidance and councelling includes definitions of guidance and counselling,
purposes,principles of guidance and counselling.And also the techniques and tools for guidance
and counselling included.Guidance and counselling services also explained in detail.difference
between guidance and counselling also mentioned.In counselling principles,types,tools for
counselling alsoincluded.Counselling services are given in details. Guidance involves personal
help give by some one, it is designed to assist a person to decide where he wants to ago, what he
wants to do or how he can best accomplish his purpose; it assists him to solve problems that
arise in life.

XIX. CONCLUSION

Changes in the character of students and of national institutions of higher learning as

well as social, economic, educational and technological changes have favoured the development
of student guidance and counseling services. These services are concerned with the total
development of the individual student. So guidance and counseling aims at developing self
understanding, self acceptance and self confidence in an individual. It helps an individual to be
independent, to make decisions to live with a problem situation and to face any crisis situation.
Guidance and Counseling has come a long way, although the growth has been slow. Some
crucial groundwork and important milestones have been laid for the profession to transition
from infancy to pubescence, but many challenges remain. Yet, opportunities abound. For the
next few years, efforts must be made to ensure that guidance and counselors have the
competencies to provide effective counselling services leading to specialization, counselors and
other mental health professionals to continue their collaborative efforts to advocate for mental
health access for all peoples as well as for mental health professionals across disciplines.
Continued collaboration among mental health professionals coupled with assistance from
overseas professionals will be needed to help meet the challenges and maximize the
opportunities.

60
EFFECTS OF GROUP GUIDANCE AND COUNSELLING TECHNIQUES ON
STUDENTS’ VOCATIONAL MATURITY IN EKITI STATE SECONDARY SCHOOLS,
EKITI STATE, NIGERIA
Joseph Ojo Babatunde, Eunice Olufunmilayo Osakinle

Abstract

The study investigated the effects of group guidance and counselling techniques on students’
vocational maturity. The purpose of the study was to determine whether the Group Career
Guidance (GCG) and Group Career Counselling (GCC) techniques will enhance the vocational
maturity of secondary school students. To achieve this objective, quasi experimental of pre-test,
post-test design was employed. 120 students were selected from senior secondary school class
two (SSS 2) through purposive sampling method. The selected students were grouped into two.
The groups were exposed to GCG and GCC respectively in their various locations. The groups
were tested twice, that is, before and after treatment. The finding revealed that the two
techniques are effective in the improvement of students’ vocational maturity.

European Scientific Journal (ESJ)

ISSN: 1857 - 7881 (Print)

ISSN: 1857 - 7431 (Online)

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Hall of India Pvt Ltd, page no:1-42, 50-130.
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