DC POLYTECHNIC EDUCATION

INSTITUTE
P.O BOX 1448-BUKOBA
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625 113
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DEPARTMENT OF EDUCATION

COURSE CODE: EDT 05103

COURSE TITLE: GUIDANCE AND COUNSELING IN EDUCATION MANAGEMENT

AND ADMINISTRATION

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COURSE OUTLINE

LECTURE ONE: INTRODUCTION TO GUIDANCE AND COUNSELING

Meaning of guidance and counseling

Goals of guidance and counseling

Roles of teachers in guidance and counseling

Problems faced in running guidance and counseling

Difference between guidance and counseling

LECTURE TWO: PRINCIPLES OF GUIDANCE

Principles of Guidance

LECTURE THREE: EDUCATIONAL GUIDANCE

Meaning of educational guidance

Need of educational guidance

Nature and objectives of educational guidance

Function of educational guidance

LECTURE FOUR: COUSELING PROCESS

Counseling steps

Principles of counseling

LECTURE FIVE: TYPES AND AREAS OF GUIDADANCE AND COUNSELING

Types of guidance

Areas of guidance

Areas of counseling

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 LECTURE ONE

INTRODUCTION TO GUIDANCE AND COUNSELING

Definitions:

GUIDANCE

Guidance is a broad term that is applied to a school’s programme of activities and services that
are aimed at assisting students to make and carry out adequate plans and to achieve satisfactory
adjustment in life.

Guidance can be defined as a process, developmental in nature, by which an individual is

assisted to understand, accept and utilize his/her abilities, aptitudes and interests and attitudinal
patterns in relation to his/her aspirations.

Guidance as an educational construct involves those experiences, which assist each learner to
understand him/herself, accept him/herself and live effectively in his/her society.

Guidance is an act of guiding, showing, directing, and a person to find his/her way out or to
someplace/somewhere. Guidance is designed to help each person adjust to his/her environment,
develop the ability to set realistic goals for him/herself, and improve his/her total educational
program.

Three major services under Guidance

There are three major services under guidance which are; Educational guidance, vocational
guidance and personal and social guidance

A. Educational guidance

Educational guidance is so far as it can be distinguished from any other forms of guidance, is
concerned with the provision of assistance to pupils in their choices in and adjustment to the
schools’ curriculum and school life in general.

Guiding young people to pursue the right type of education in which, for example the right
balance is met for accommodating the human resource needs of a nation.

B. Vocational guidance

Vocational guidance is a process of helping individuals to choose an occupation, prepare for,

enter into and progress in it. Vocational happiness requires that a person’s interests, aptitudes and
personality be suitable for his/her work.

It plays its part by providing individuals with a comprehension of the world of work and
essential human needs.

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C. Personal and social guidance

Personal and social guidance is the process of helping an individual on how to behave with
consideration to other people.

Primarily, personal and social guidance helps the individual to understand oneself, how to get
along with others, manners and etiquette, leisure time activities, social skills, family and family
relationships and understanding masculine and feminine roles.

COUNSELING

Counseling is usually viewed as one part of guidance services; it is subsumed by the general
term, guidance, in that it is one service within guidance rather than a synonym.

It is difficult to think of one definition of counseling because definitions of counseling depend on

the theoretical orientation of the person defining it.

Let us examine some of these definitions

 Counseling is learning-oriented process which usually occurs in an interactive relationship

with the aim of helping the person learn more: About the self; about others about situations
and events related to given issues and conditions and also to learn to put such understanding
to being an effective member of the society.

 Counseling is a process in which the helper expresses care and concern towards the person
with a problem to facilitate that person’s personal growth and positive change through self-
understanding.

 Counseling denotes a relationship between a concerned person and a person with a need.
This relationship is usually person-to-person, although sometimes it may involve more than
two people.

 It is designed to help people understand and clarify their views of their life-space, and to
learn to reach their self-determined goals through meaningful, well-informed, choices and
through resolution of problems of an emotional or interpersonal nature.

The main functions of counseling are remedial, preventive and enhancement but they all
interrelate.

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GUIDANCE PROGRAMES AND COUNSELING SERVICE

Guidance programs and the counseling service usually deal with situational and environmental
conditions. Counseling services are usually located in schools, universities, community service
agencies, and pastoral organizations, while psychotherapeutic services are usually found in
clinics, hospitals, and private practice.

Counseling is often seen as assistance given individuals to attain a clear sense of identity.
Counseling, as well as the total guidance program, stressed rational planning, problem-solving,
and support in the face of situational pressures.

Counseling helps the essentially normal individual remove frustrations and obstacles that
interfere with development, while psychotherapy attempts to deal with disabling or disintegrating
conflicts.

The counseling relationship is usually characterized by much less intensity of emotional

expression than that found in the therapeutic relationship.

Note: Therapeutic Relationship or therapeutic alliance, refers to the close and consistent
association that exists between at least two individuals: a health care professional and a person in
therapy.

The purpose of a therapeutic relationship is to assist the individual in therapy to change his or her
life for the better.

Psychotherapy exists for individuals with psychological disorders.

NOTE: Psychotherapy or therapy is a way to help people with a broad variety of mental illnesses
and emotional difficulties. Psychotherapy can help eliminate or control troubling symptoms so a
person can function better and can increase well-being and healing.

Counseling approaches VS Psychotherapeutic approaches

Counseling approaches, are based more upon emphasizing present conscious material (material
available within the individual’s awareness) while psychotherapeutic approaches tend to
emphasize historic and symbolic materials, relying heavily upon reactivation and consideration
of unconscious processes.

A counseling service is designed to facilitate self-understanding and self-development through

dyadic or small-group relationships. The major focus of such relationship tends to be upon
personal development and decision making that is based on self-understanding and knowledge of
the environment.

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The basic aims of counseling

a. To help students understand themselves in terms of their personal ability, interest,

motivation and potentials.

b. To help students gain insight into the origins and development of emotional difficulties,
leading to an increased capacity to take rational control over their feelings and actions.

c. To alter mal-adaptive behaviors

d. To assist students in moving towards the direction of fulfilling their potentials or in

achieving an integration of previously conflicting parts of themselves.

e. To provide students with skills, awareness and knowledge this will enable them to
confront social inadequacies.

f. To help students gain some insight into the world of work, the realities therein and the
relationships to their education and specialization.

g. To help students develop decision making skills.

Goals in Guidance
 Assist one to adjust especially through learning new things
 Taking steps to help a person find a place
 Establishing effective relationship especially in higher institutions of higher learning to
benefit from educational experiences, potentials, and personal needs

 Helping a person grow in age and experience in learning how to manage his/her life
activities
 Teach a person to make rational decisions and assume responsibility for the consequences
 Promoting growth in a person to attain self-direction and solve problems
 Help a person know, effect necessary changes in his/her life
 Help a person become conscious enough to know where he/she is, where he/she is going
or doing.
 Counseling is advice to another person with the purpose of making such a person
effective in life again.

 Making efforts to relieve a person of personal distress or emotional (affective), in

thinking (cognitive) discomfort or behavioral dysfunction.

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Goals in Counseling
 Helping a client manage his/her problems more effectively and make full use of the unused
potentials/energies
 Make interventions based on working therapeutic relationships Empower the student to
become more effective self-helper in future Foster effective psychological organization.

 Develop a working model in the student’s psychological organization

 Promotion of self-understanding in the healing process, avoiding self-im-posed problems, is

in position to analyze his/her problem more critically and rationally and move away from
destructive behaviors.

 Enable a student get away from putting himself/herself in dangerous environment

 Promotion of self-understanding and move away from many problems; Building objective
news of viewing the world around.
 Acquiring new skills in conflict resolution and management and build positive relationships
 Promotion of personal development of students.

Roles of a teacher in guidance and counseling in a school

 Organizes the venue for interactions
 Understands the client
 Assist the development of the client in terms of positive attributes, abilities, interests and
opportunities and self-fulfillment
 Provides information for consumption and comfort of the client
 Gets in touch with parents/guardians or relatives of the client for positive outcomes and
recovery of the client
 Arranges records/files for the client which Contributes towards confidentiality
 Counsels and guides the client
 Makes appointments and referrals with clients where and when necessary

Characteristics of an effective counselor in school

 Awareness of his/her needs and those of the client’s
 Is opened to new ideas, methods, approaches to counseling
 Empathy, Genuineness and Acceptance
 Self-awareness of limitations
 Open-mindedness
 Mindfulness
 Psychological adjustment
 Relationship building,
 Sense of humor,
 Competence

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Obstacles to effective listening
 Noise from outside
 Pre-conceived views about the client
 Anticipating what the client is about to say or going to say
 Thinking aloud about what the client wants to say
 Personal issues that may obstruct listening
 Strong emotional reactions to client’s statements
 Environmental conditions may be hostile to effective listening,

Why listening is important in counseling

 Understanding of client’s views important
 Sources of motivation on both sides in relationships
 Encouragement is promoted
 Confidence building avenues
 Makes client delve deep into the problem at hand
 Acceptance promoted on the side of the client
 Building cordial relationships done in counseling interactions
 Expressions made clear about the problem.

A counselor as a person
 A person with personal problems
 Faces life challenges such as anxieties, mood swings and frustrations.
 Capable of developing as person
 Has potentials to grow
 Strives hard towards perfectionism
 Difficult person in difficult environment

As a professional counselor
 Honest with clients
 Developing counseling skills and techniques
 Capable of further growth and professionalism has a pitfall in counseling profession
 Limited by conditions prevailing
 Capable of burn out
 Gives professional advice
 Works in collaboration with other psycho-social workers

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PROBLEMS FACED IN RUNNING GUIDANCE AND COUNSELING IN SCHOOLS
 Storage facility and Poor record keeping in the school generally
 Inadequate knowledge and awareness about guidance and counseling
 Inadequate funding by school administration
 Lack of office space for counseling to take place
 Insufficient support from the staff
 Low level awareness and fear of expressing problem among student body
 Timetabling may be a problem because efforts are always on teaching of academic
disciplines
 Poor perception of immediate benefits of guidance and counseling by students, teachers
and support staff

SOCIAIL-CULTURAL PROBLEMS WHICH NEED GUIDANCE AND COUNSELING

Problems Faced by Married People
 Poverty and Sources of incomes for maintaining the house
 Individual differences
 Religious based differences
 Personal interests over family interests
 Ambiguous roles within the family
 Poor and weak relationships
 Forced marriages
 Addition or misuse of drugs and beverages and medicines
 Mood swings due to inability to face up problems in the house
 Mental break-downs
 Inadequacy on the sides of married couples
 Frustrations of varying magnitudes
 Inability to make decision
 Despair and Loss of loved ones
 Diseases and other afflictions
 Loneliness
 Incompatibility
 Selfishness

Problems Leading to Divorce

 Cheating on partner
 Dishonesty and insincerity
 Incompatibility and inadequate sexual satisfaction
 Peer pressures
 Age differences
 Frustrations
 Loss of passions for the other partner

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  Unworkable marriage
 Unwanted or unexpected pregnancy
 Revenge tendency
 Negative pressures from relatives
 Differences in cultural background
 Religious differences
 Infertility
 Poverty
 Addiction to drugs and/or alcoholism
 Child abuse

PRACTUCUM

(Points for field work will depend on what prevails on the ground.)
Defining practicum is the period in which counselor-trainees go to do practice in counseling in
the field under supervision of qualified/professional counselors.

Problems likely to be met in trying to set up counseling practicum in school

 Knowledge and skills lacking for arranging the field work
 Sites may be difficult to locate
 Inadequate supervisors
 Unwillingness on the part of the site administrators to accept counselor-trainees
 Insufficient training materials
 Movement of supervisors difficult to go and see the trainees
 Storage facilities difficult to find in schools
 Rooms for conducting practicum may be hard to find
 Relevance of the exercise not immediately visualized by host schools and community

Difference between guidance and counseling

COUNSELING GUIDANCE

The heart and brain of psychotherapy The body of psychotherapy

Discussing and give solution of problem Aim to seek solution for problem
Private and confidential Less private and confidential
Emotive and non structured Less motive and more structured
Mainly initiated by the client Mainly initiated by the counselor
Remedial and curative Preventive
Always one to one One to one/one to many
Personal and social psychological issues Educational and carrier related matters

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 LECTURE TWO
PRINCIPLES OF GUIDANCE

Principles of Guidance

In order to organize a guidance programme successfully, it is essential to understand the

principles along with the meaning of guidance upon which the guidance process is based.

All the educationists do not agree on the principles of guidance. For example, Jones has given
five principles of guidance; Humphrey and Traxler have given seven while Crow and Crow have
described fourteen principles of guidance. Some principles are common and are explained
below:

1. Study of an Individual and Evaluation:

In the guidance programme, unless and until correct information regarding every person is not
collected, it is impossible to run this programme. Hence, in order to collect such in formations, it
is essential to appraise the individual, to study him and to run the programmes based on research.

According to this principle, the use of well-selected standardized tests for the study and appraisal
of a person prove very helpful. We can collect facts regarding a person’s achievements, interests,
mental abilities with the help of these tests.

2. Evaluation of Guidance Programme:

The guidance programmes being run in the schools should be evaluated from time to time. The
success of guidance programme should be explored in the form of changes brought about as a
result of guidance. If such changes are not seen, then the entire programme would be considered
ineffective.

3. Responsibility of Skilled Workers:

In the guidance programme, the specific problems of the persons are tried for solution.
Programme responsibility should be of skilled workers otherwise there will be a question mark
on the success of this progaramme.

4. Responsibility of Teachers and Principals or Headmasters:

The responsibility of guidance programme should not be of teachers only but it should also be
shared by the principal or headmaster. In a guidance programme, if they are assigned specific
roles, the guidance programme can be conducted more smoothly.

5. Advantage of Guidance:
The benefit of guidance should be given not only to those who demand it directly or who express
its need. But the benefit of guidance should be given to those persons also who can benefit it
directly or indirectly. Hence, the scope of its advantage should be wider.

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6. Guidance by a Trained Person:
In order to accomplish guidance process, the entire responsibility of guidance should be of a
trained person so that this programme can be executed after contacting the related persons and
departments.

7. Flexible Programme of Guidance:

Variations among the needs of an individual and society are must. Hence, keeping in view this
variation, the guidance programme should be very flexible so that necessary changes can be
brought about.

8. Related to Every Aspect of Life:

A man is a social being. The life of social being has various aspects. The guidance programme
should be related to all these aspects of life. The various aspects of life include those aspects
which study an individual’s physical and mental hygiene, his family, school, social needs and
vocational needs etc.

9. Cooperation among Related Persons:

In the present circumstances various difficult situations create many problems. In order to solve
these problems it is very essential to develop a feeling of cooperation among the persons
involved in the guidance work.

10. Preference to the All-Round Development:

In order to develop a person’s personality, it is essential to develop each and every aspect of the
personality. Hence, the guidance service should follow the principle in which attention is paid
towards all-round development of a person.

11. Guidance according to the Stages:

All persons are not alike but still they show similarities and variations. Guidance should be
imparted according to the needs of children, adolescents and adults so that desirable assistance
can be provided to them.

12. Help in Achieving Useful Objectives:

The function of the guidance programme should be to achieve the useful objectives for a person
and from this point of view, this programme should be executed.

13. Attitude of Guidance: Guidance is such a programme that its attitude appears in the
curriculum contents and teaching methods.

14. Guidance for All : The main principle of guidance is that it is not for specific person but it is
for all or it should be for all because at every step of life a person needs guidance.

15. Guidance is a Life Long Process: Guidance is a life-long process because it is required at
each step of life. At each step, a person has to face various problems. Without solving these
problems person cannot step forward.

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16. Acceptance of the Worth of the Individual:

The society consists of persons. If the society is not made strong it will lag behind. The prestige
of each member of the society has to be accepted which is very important. It is the aim of
guidance to let an individual move towards development according to his energies and
capacities.

17. Importance should be given to Individual Differences:

It is a well-known fact that all persons are not alike, even twins show many variations. Various
factors are responsible for these variations and we can observe various effects of these variations
on a person’s personality.

18. Consider most of the Individuals as Normal Persons:

According to this principle, the majority of the persons seeking guidance should be considered as
normal persons and it should be ensured that every normal or abnormal person may take
advantage from guidance.

Therefore, the success of the guidance programme is based on the principle of importance to the
whole personality of a person. It is because the problem of a person will not solved by
considering the parts of a person’s personality.

REVIEW QUESTIONS

1. Distinguish between guidance and counseling

2. Critically examine what should be the goals of

a) Guidance
b) Counseling in school.

3. Examine the roles of a teacher in Guidance and counseling in the school.

4. What are some of the possible obstacles likely to be met in running guidance and
counseling in the school you are currently teaching.

5. In your view what should be the attributes an effective guidance and counseling teacher
should have?

6. Listening effectively during counseling relationship is very important to both the

counselor and the client. Why do you think so? Discuss the obstacles that normally
abstract effective listening during counseling process.

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 LECTURE THREE
EDUCATIONAL GUIDANCE

INTRODUCTION

Educational guidance is a process of assisting the individual student to reach optimum

educational development. It is a process concerned with the assistance given to pupils in their
choices. Educational guidance is directly concerned with the pupil. In the student life,
educational guidance is very important.

The chief aim of educational guidance is to develop the ability of coordinating with the school
environment in the pupils and to create necessary awareness and sensitivity so that they may
select themselves proper learning objectives devices and situations.

The choice of a career is undeniably one of the most crucial decisions one makes in life. The
irony is that such an important decision is often made quite early in the life of an individual and
is sometimes made without giving as much thought to it.

The choice of work determines how an individual’s time is going to be spent, what type of
people he/she will associate with, what kind of place he/she will have to work and live in and a
host of each very important thing.

Meaning of Educational Guidance

The term ‘Educational Guidance’ consists of two words — Education and Guidance.
Therefore, it is essential to understand the meaning of ‘Education’ and ‘Guidance’.

The term ‘Educational Guidance’ is very broad and comprehensive. There is separate dictionary
of Educational Guidance. Some important meanings of this term have been enumerated and
stated in the following;

1. Educational Guidance as a process of development.

2. Educational Guidance as Teachers-Training.
3. Educational Guidance as independent field of Study or Content or Subject of Study.
4. Educational Guidance as an investment.
5. Educational Guidance as an instrument of social change and social control.
6. Educational Guidance as a creature and creator of the society.
7. Educational Guidance as Filter in Democracy.
8. Educational Guidance is for future or futurology.

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1. Educational Guidance as a process of development.

The education guidance is mainly considered as a process or human development. All the
educational instructions or schools and colleges have the focus to impart the knowledge to the
students for their development.

The educationists and philosophers have defined education as process of development. “By
education I mean all-round drawing the best in child and man body, mind and soul.” — M.K.
Gandhi. The process of development has been defined following;

(a) Educational Guidance is a dynamic process.

(b) Educational Guidance is a continuous process or life-long process.

(c) Educational Guidance is a purposeful or objective-oriented process. In this way, education

means a process for developing child’s abilities by imparting knowledges.

(d) Education is an investment

2. Educational Guidance as Teachers-Training.

The term ‘Education’ is also used for preparing teachers, i.e., teachers-education.

In these colleges of Education, theory and methodology of teaching are taught to the pupil-
teachers teaching practice is organized to prepare effective teachers. These colleges of education
were called training colleges but not the term ‘training’ has been replaced by the term
‘Education’.

3. Educational Guidance as independent field of Study or Content or Subject of Study.

‘Educational Guidance’ as an independent field of study or subject is important from research

point of view. In the research an independent field of study is known as discipline which is
commonly denoted by term subject.

4. Educational Guidance as an investment.

5. Educational Guidance as an instrument of social change and social control.

During ancient times the social change was brought about by social war and battle, but today the
social change and social control is possible peacefully by changing the education.

6. Educational Guidance as a creature and creator of the society.

The society establishes the education institutions to create new society according to its leads.
Thus, society creates education and education creates new society. It is an effective agency for
developing and forming new society.

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7. Educational Guidance as Filter in Democracy.

In India democratic form of government has adopted. Abraham Lincoln defines the term
‘democracy’ as “The government of people, for the people and by the people.”

The government by the people means that such people would be prepared by the education that
was providing the leadership is the various fields. In education system, there are tests is to
filtering the people who can reach at the top level which may provide the leadership and will
govern the people.

8. Educational Guidance is for future or futurology.

The purpose of Education is to prepare people for future not for today. They would be capable to
acquire the place and can pace with the world.

Definitions of Educational Guidance based various scholars

 K. G. Rama Rao Ruth Strang has defined educational guidance as assistance. According to
him, “Educational guidance is intended to aid the individual in choosing an appropriate
programme and in making progress in it.”

 G.E., Myers, has described it as a process of establishing a relationship between a person

and his characteristics in order to develop him. According to him, “educational guidance is a
process concerned with bringing about between an individual pupil with his distinctive
characteristics on the one hand and differing groups of opportunities and requirement on the
other, a favorable setting for the individual development or education.”

 Jones has also described educational guidance as an assistance to be provided to the pupils so
that they may adjust in the schools with curricula and school life.

NEED OF EDUCATIONAL GUIDANCE

Need of Educational Guidance to Human being have two forms: biological and social. In order to
develop this second form, i.e., social form, the process of socialization is needed. Hence, for the
social development of human being, education and educational guidance is required at each step.

Continuous changes in the various social aspects are occurring, such as: social ideology, aims of
education, methods of achieving these objectives, social needs, social values and traditions etc.

In addition to these changes in social aspects, there are influences of psychological researches on
education, an individual and the society. And, as a result of these researches, revolutionary social
and educational changes are being observed.

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Factors for need of educational guidance

1. To Solve Wastage and Stagnation Problems:

Most of the wastage occurs at the primary stage of education. It is found that many children get
admission in primary education. They go to school for some period, but due to one or the other
reasons they fail to complete their primary education and their parents withdraw them from the
school due to their financial problems.

2. Appropriate Selection of Subjects:

From psychological view-point, if we observe an individual or a pupil, we see that all individuals
or pupils are not alike with regard to intelligence levels, interest and aptitude. If the selection of
subjects and curriculum does not occur according to their intellectual level, their interests and
aptitudes, the pupils fail to gain that much success in that subject or curriculum.

3. Adjustment in School:

The problem of adjustment is very deep. No one can make desirable progress in any field
without proper adjustment however, maladjustment may lead to damages. Whenever any pupil
enters as new school he has to face adjustment problem first of all.

4. Information about Future Education:

The entering behaviours of pupils must be studied in order to enter any level of education. If
these behaviours are identified properly, only then the pupils can be guided properly for their
future education.

5. Providing the Awareness of Various Opportunities:

In our country, many five year plans were prepared after independence. In order to provide the
knowledge of such opportunities, the existence of education guidance services is very essential.

6. Making Busy in Learning Activities:

If the pupil is not kept busy in the learning process, the sequence of the learning process will
break up. In order to keep the pupil busy, the motivation of the pupil plays a very important role.

7. Change in School Administration and Teaching Methods:

On one side, knowledge expanded in the field of education, while on the other side important
changes have taken place in school organization, administration and teaching methods.

8. Identify Reasons for Increasing Percentage of Delinquents: When a person deviates from
the social norms, he is termed as a delinquent.

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Nature of Educational guidance

1. Educational Guidance is Administered to Students:

Out of the many problems that the students is often faced with, there are some that he fails to
solve of his own accord, and they do not even admit of any fruitful assistance from the teachers
or the parents.

2. Intended for Educational Selection:

One part of the student’s education consists in making a variety of selections, the first of them
being the kind of college or school in which he would like to be educated. Another problem that
confronts him is the choice of the subjects that he wishes to study.

3. Rendered for Adjustment in Education:

A student finds a peculiar atmosphere in the college, the like of which he cannot find outside,
and he has to adjust himself to his atmosphere. This atmosphere is a composite of his friends,
teachers, daily routine of the institution, method of teaching, curriculum, subjects taught,
extracurricular programmes etc.

4. Making Education as Child-Centred:

It is the educational guidance which makes the educational process as child-centred. The
selection of courses and instructional strategies are used according to the need and requirement
of child.

Objectives of educational guidance

a. Assisting students in understanding the purpose and the function of the school in relation
to their needs.

b. Assisting students in discovering all that the school has to offer and plan a programme of
studies accordingly. These objectives can be achieved through an orientation programme.

c. Assisting students in discovering their strengths and weaknesses: their assets and
liabilities. How much ability do they possess to learn? If they take up work much beyond
their ability to learn they are likely to meet failures and frustrations.

d. Assisting students to discover themselves, i.e., their interests, aptitudes, attitudes and,
other personality characteristics. Knowledge of one’s scholastic aptitudes is necessary for
planning and educational career in much the same way as knowledge of one’s vocational
aptitudes is necessary to make a choice of vocation.

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e. Assisting students in discovering educational opportunities in the school. The same is
true of occupational openings as well.

f. Assisting students in gathering information about co-curricular activities that are being
carried out in the school.

g. Assisting students in collecting information about different courses, curricula, training

school, vocational schools. These can be achieved through school’s educational
information services, group guidance classes and individual counseling.

h. Assisting students in the selection of courses, curriculums, extracurricular activities, best

suited to their abilities, interests, aptitudes and, personality characteristics.

i. Selecting students in the selection of books and methods of study.

j. Assisting students through group guidance and group counseling to help remove their
difficulties in learning.

k. Assisting students in developing work and study habits that enable then achieve
satisfactory success in studies.

l. Assisting students in trying out courses and exploratory courses in order to gain an
insight into learning areas that still lie ahead.

m. Assisting students in participating in co curricular activities, group work, social service

activities so that qualities of leadership may be developed.

n. Assisting students in finding out the requirements of entrance to a college or to a

vocational school of one’s choice.

o. Assisting past students in adjusting themselves to the new environment and new social
life.

p. Assisting students who are about to leave the school, in ascertaining the possibility and
desirability of further schooling.

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FUNCTIONS OF EDUCATIONAL GUIDANCE

The functions of educational guidance at primary stage are:

a. Helping the Child in Making a Satisfactory Transition from Home to School:

When the child enters a school, he faces a novel situation. In his home he is free to do as he likes.
In the school he/she finds life regimented.

b. Helping the Student in Solving Difficulties in Learning:

When the child has become adjusted to school life, he may face difficulties in learning basic
educational skills. Children in primary classes face failures because their difficulties in reading
or in arithmetical skills are not solved in time.

c. Helping Potential Drop-outs to stay in Schools:

Pupils in primary classes drop out very often because they are unable to adjust there. The
instructional methods may be defective. The school learning may be uninteresting. The school
environment may not be conducive to their growth.

d. Helping Students Make Plans for Future:

Pupils at the end of the Higher Primary stage being to think of making educational or vocational
plans. Guidance helps them in making a proper choice by finding out there I. Q’s, interest and
behaviour patterns. Hence a competent person trained in guidance is appointed in each primary
school and areas of training may be diagnostic testing in arithmetic and regional languages,
testing of intelligence, principles of guidance, mental hygiene and occupational orientation.

Functions of Guidance at the Higher Secondary Stage are:

a. Helping Students in Making Educational Choices:

Students have to be guided as to suitable course and curricula in keeping with their abilities and
interests.

b. Helping Students in Making Educational Plans and Making Progress in them:

Educational plans are made with the consideration to the occupation one would like to choose,
the capacities one has, and the responsibilities one will have to shoulder in future.

c. Helping Students in Making Optimum Development:

Optimum development means that stage of maturity when the individual gains the ability of self-
guidance. Guidance gives that ability to individual student through counseling.

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 LECTURE FOUR
COUNSELING PROCESS

Counseling

 The counseling is a planned and structured dialogue between a counselor and client. It is a
cooperative process in which a trained professional help a person called the client to identify
sources of difficulties or concerns that he or she is experiencing.

 Together they develop ways to deal with and overcome these problems so that person has
new skills and increased understanding of themselves and other.

 For example students in a college or university may be anxious about how to study in
university, lack of clarity on educational or career direction, have difficulty living with a
room-mate of another race or religion, have concerns with self-esteem, feelings with being
“stressed out”, difficulties in romantic relationships and so forth.

COUNSELING STEPS

1. Step 1: Relationship building

The first step involves building a relationship and focuses on engaging clients to explore issue
that directly affect them. The first interview is important because the client is reading the verbal
and nonverbal messages and makes inferences about the counselor and the counseling situation.

Some Steps for Relationship Building for the Counselor

 Introduce yourself
 Invite client to sit down
 Ensure client is comfortable
 Invite social conversation to reduce anxiety
 Watch for nonverbal behavior as signs of client’s emotional state
 Invite client to describe his or her reason for coming to talk
 Allow client time to respond
 Indicate that you are interested in the person

Some Non-helpful Behaviors

There are several lists of non-helpful behaviours. Most common among them includes:
 Advice giving
 Lecturing
 Excessive questioning
 Storytelling
 Asking “why?”
 Asking “how did that make you feel?”

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 2. Step 2: Problem assessment

While the counselor and the client are in the process of establishing a relationship, a second
process is taking place, i.e. problem assessment.

This step involves the collection and classification of information about the client’s life situation
and reasons for seeking counseling.

3. Step 3: Goal Setting

Like any other activity, counseling must have a focus. Goals are the results or outcomes that
client wants to achieve at the end of counseling. Sometimes, you hear both counselor and client
complain that the counseling session is going nowhere.

This is where goals play an important role in giving direction. It involves making a commitment
to a set of goals.

Guidelines for selection of goals

Below are some guidelines for guidelines for goal selection that can be used with students:
 Goals should relate to the desired end or ends sought by the student.
 Goals should be defined in explicit and measurable terms.
 Goals should be within the range of the counselor’s knowledge and skills.
 Goals should be stated in positive terms that emphasize growth.
 Goals should be consistent with the school’s mission and school health policy.

4. Step 4: Counseling intervention

There are different points of view concerning what a good counselor should do with clients
depending on the theoretical positions that the counselor subscribe to. For example, the person-
centred approach suggests that the counselor gets involved rather than intervenes by placing
emphasis on the relationship.

5. Step 5: Evaluation, Follow-up, Termination or Referral;

For the beginning counselor, it is difficult to think of terminating the counseling aims towards
successful termination. Terminating the counseling process will have to be conducted with
sensitivity with the client knowing that it will to end. Open door/ plan for possibility of future
need.

Termination considered not just at end of successful relationship, but also is considered when it
seems counseling is not being helpful.

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PRINCIPLES OF COUNSELING

1. Principle of acceptance: This principle says that every person seeking counselling must be
treated as an individual who has unique needs. In other words, no two people in general seek
counsel for the same reason and this fact must be accepted by the counsellor.

2. Principle of permissiveness: According to this principle of counselling, the process of

counselling must permit the environment to be developed as per the individual’s needs. Also
the process of counselling must develop optimism in the individual.

3. Principle of respect: This principle states that counselling must respect an individual’s
feelings. In other words, respecting the feelings of the person seeking a counsellor must be
integral to the process of counselling.

4. Principle of consistency with ideals of democracy: Counselling and all its other principles
are associated with the ideals of democracy. The ideals of democracy basically emphasize on
accepting an individual and showing respect. In fact, respect is considered to be the right of
an individual when it comes to the ideals of democracy.

5. Principle of Communication: Communication should be verbal as well a non verbal and

should be skillful.

6. Principle of Empathy: Empathy is ability to identify with a person.

7. Principle of non-Judge: Mental attitudes – do not criticize or comment negatively regarding

client’s complaints.

8. Principles of Confidentiality: Always keep the clients name and the problem strictly secrete
and assure the client about the same.

9. Principle of individuality: Treat each and every client as well as unique and respect his
problems.

10. Principle of non-emotional involvement: Not getting emotionally involved with the clients
and avoid getting carried away with his feelings.

11. Being Trustworthy: According to this principle, a counsellor must be trustworthy in the
sense that he must act in accordance with the client’s trust shown in him. Since during
counselling, a client reveals details to the counsellor, the counsellor must regard the
confidentiality of the client as an obligation and, therefore, must not share any information
about the client with anyone.

12. Autonomy: This principle emphasizes the client’s right to be self-governing. In other words,
the principle of autonomy says that the client must be willing to participate in the counseling
process.

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 LECTURE FIVE
TYPES AND AREAS OF GUIDANCE

TYPES OF GUIDANCE

There are three types which are;

1. Personal guidance
2. Educational guidance
3. Vocational guidance

1. Personal guidance

Personal guidance helps in the emotional, physical, spiritual, social and mental development
of an individual. Personal guidance maybe needed by students who face personal problems.

These problems can be related to family, friends, parents, teachers and so on. If personal
guidance is not provided to the students at the right time, they may develop low self-esteem
which will eventually make them feel insecure in whatever they do. Thus, personal guidance
helps an individual to understand himself and deal with personal problems in a mature
manner.

Importance of Personal Guidance

 It enables an individual to take the necessary decisions based on right judgment.

 Personal guidance also helps an individual to view the social world in the right
perspective

Personal guidance is required in all stages of life

 At the elementary school stage, personal guidance helps the individual to deal with
insecurity, social acceptance and discipline and enables an individual to be expressive
enough to deal with personal problems.

 At the secondary stage, Personal guidance helps the individuals to adjust personally as
well as socially.

 At the tertiary stage, personal guidance enables an individual to address personal

problems in the context of family.

 It enables an individual to adjust mentally, physically and emotionally with various

people who form a part of the family.

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2. Educational guidance

Educational guidance addresses the several educational problems that the students face
during the years when they receive education in educational institutions.

Educational guidance is associated with every aspect of education. It covers curriculum, the
methods of instruction, extra-curricular activities, disciplines, problems with teachers and so
forth.

Educational guidance is provided to students so that they can understand their potential with
respect to the various fields of education.

Importance of Educational Guidance

 Educational guidance also helps the students to know about the various educational
opportunities available to them and enables them to make the right choices amongst these
opportunities.

 Educational guidance also plays an important role in helping students make the right
choices when it comes to schools, colleges, courses and the co- curricular activities.

 The main aim of educational guidance is to enable students to make an educational plan
based on their abilities, goals and interests.

 Educational guidance also helps students develop good study habits and to adjust to the
school or college environment.

 Educational guidance also helps the students to keep track of their progress.

Again, Educational guidance is required in all stages of life

 At the elementary level, educational guidance enables students to make a good beginning
in the educational field.

 At this stage, educational guidance helps to prepare students for secondary education in
schools and helps to identify special needs of the students and also the difficulties they
face.

 At the secondary stage of education, educational guidance helps the students to

understand the different aspects of the school, the different courses offered and their
implications and also the vocational implications of the various subjects taught in the
school.

 At the tertiary level, educational guidance help students know about the higher study
options available and the scope of these studies.

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3. Vocational Guidance

Technological development has opened the avenues for several occupations and specialized
jobs. This leads to an increased need for vocational guidance. Vocational guidance deals with
assisting an individual opt for the right occupation or job.

Importance of vocational Guidance

 Vocational guidance helps an individual choose the right occupation and then also
prepare for it and track his progress accordingly.

 The main aim of vocational guidance is to help individuals build a better future and
choose the right career.

 Vocational guidance helps an individual to realize his potential and skills and then on this
basis decide the right career.

 Vocational education helps an individual to evaluate every job and career option
available critically and then choose the right one.

 At the elementary stage, no formal vocational guidance may be required but training can
be provided to develop skill that are of vocation significance like cooperation, use of
hands, respect for manual work, development of interpersonal relationships and so on.

 At the secondary stage, vocational guidance can be provided to help students identify
their areas of vocational interest and to develop employment readiness.

 At this stage, vocational guidance can help the students to take the right decisions related
to their career.

 At the tertiary stage, vocational guidance must be provided in a more formal manner. At
this stage, guidance must be provided to students to inform them about the various career
options available, the career options that match their skills.

 Vocational training must enable the students choose the right career option and develop
the essential skills that would prepare them to enter the career field opted by them.

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 AREAS OF GUIDANCE AND COUNSELING

a. Educational Guidance

If one closely examines the problems of young pupils in schools and colleges, one would exactly
realize the need of educational guidance. Educational guidance is related to every aspect of
education school/colleges, the curriculum, the methods of instruction, other curricular activities,
disciplines etc.

b. Vocational guidance

This is a process of assisting the individual to choose an occupation, prepare for it, and enter
upon it and progress in it. It is concerned primarily with helping individuals make decisions and
choices involved in planning a future and building a career.

c. Avocational guidance

The individual student spends only a small portion of his time (i.e.4to 6 hours per day) in school.
The rest of the time needs to be effectively managed and utilized by the child for his/her progress
and development. Avocational guidance helps the child to judiciously utilize the leisure time.

4. Social Guidance

School/educational institution is a miniature society and pupil from different socio-economic

status, linguistic and socio-cultural background reach there, students are to be helped in
acquiring the feeling of security by developing social relationship and in becoming tolerant
towards others. Religious maturity, National Integration, International understanding, secularism,
Democracy, Political responsibility, Empathy, Sympathy etc. can be built up through social
guidance.

5. Moral Guidance

Moral values occupy an important place in our life. Sometimes due to influence of diverse
factors students tell lies and indulge in undesirable practices. Moral guidance helps in bringing
these students in to proper track and helps their all-round development.

6. Health Guidance

Total health i.e. preventive and curative is the goal of health guidance. Habits of cleanliness,
Healthy food habits, awareness on nutrition, prevention of communicable diseases, maintenance
of body fitness, importance of physical exercises etc. should be enhanced through guidance.

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AREAS OF COUNSELING

a. Social Guidance

School/educational institution is a miniature society and pupil from different socio-economic

status, linguistic and socio-cultural background reach there, students are to be helped in
acquiring the feeling of security by developing social relationship and in becoming tolerant
towards others. Religious maturity, National Integration, International understanding,
secularism, Democracy, Political responsibility, Empathy, Sympathy etc. can be built up
through social guidance.

b. Moral Guidance

Moral values occupy an important place in our life. Sometimes due to influence of diverse
factors students tell lies and indulge in undesirable practices. Moral guidance helps in
bringing these students in to proper track and helps their all-round development.

c. Health Guidance

Total health i.e. preventive and curative is the goal of health guidance. Habits of cleanliness,
Healthy food habits, awareness on nutrition, prevention of communicable diseases,
maintenance of body fitness, importance of physical exercises etc. should be enhanced
through guidance.

************END OF LECTURE FIVE***********

BEST WISHES TO YOUR EXAMS

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