GUIDANCE &

COUNSELING IN
EDUCATION
GODFREY L MBOWE.
MSC COUNSELING PSYCHOLOGY, BSC IN COUNSELING PSYCHOLOGY; DIPL.
OCCUPATIONAL THERAPY. (ASSISTANT LECTURER)
 COURSE OUTLINE

 Concepts of guidance and counseling; the goals of guidance and counseling.

 Basic Principles of Guidance
 Important of Guidance
 Characteristics of counselor
 Ethical issues in counseling
 Types of counseling
 Assignment one.
 Counseling Skills and Techniques.
 Challenges in Counseling Process
 CONT’D
 Psychodynamic Counseling (overview of principles, psychosexual and psychosocial
stages and application).
 Humanistic Counseling (client centered counseling) (overview of principles and
application)
 Cognitive Behavioral Therapy/Counseling (CBT)
 Family Counseling
 Career Guidance and Counseling Theories
 Guidance and Counseling Services and Programmes in Tz.
 Developing and Implementing Comprehensive School Guidance and Counseling
Programmes
 INTRODUCTION

 Guidance and counseling play a significant role in the field of education

because it provide assistance to someone who need help.
 Itassist and help individual to adjust to their personal, emotional,
educational and occupational environment.
 Counseling is a professional services provided to an individual who is
facing a problem and need help to overcome problem.
 Counseling is considered to be an integral or essential or vital and central
part of guidance.
 Cont’d

 Guidance and counseling is oriented to help students to the following

 Understand themselves
 Become self-sufficient in making realistic positive selection
 Grow in human relationship
 Prepare students for adult life
 Acquire appropriate attitudes and values to facilitate being productive and dynamic
member in the society
 Help children and young to develop positive self-image and sense of identity.
 Create a set of beliefs and values system that guide their behavior.
 THE CONCEPT OF EDUCATION

 Education is learning.
 Education referred to anything that one learns in an environment. Individual can learn
from other people around, from experiences, from interaction etc.

 Education is a process of acquiring knowledge, skills, beliefs, values and habits.

 Education is an essential to live in the society, therefore is important for every one to
receive it so that to be aware of our rights, duties and responsibility.
 There are several types of education: Informal, Formal, Special, Vocational
 GUIDANCE

 IT refer as a direct, provide assistance to someone who need help.

 Guidance can help a person to solve a personal, vocational, educational
or any other problem for which he is unable to find a solution on his
own.
 Guidance deal with maximum development of an individual to ensure
that individual can take his own decision
 Guidance involve in making an individual aware of his capabilities and
skills
 Cont’d

 Guidance as a process help an individual to make the right

decision in various aspect of life so that a balance and
development of individual can be facilitated.

 Guidance helps to achieve the goals of education which

include enabling a person to realize his inner potential
 Cont’d

 Guidance is a process of helping a person to develop and accept a combined

and an adequate picture of himself and of his role in the world of work to
test his concept against reality and to change it into reality with
satisfaction to himself and benefit to the society

 Guidance is a means of helping individuals to understand and use wisely

the educational, vocational and personal opportunities they have as a form
of systematic assistance whereby students are assisted in achieving of
satisfactory adjustment to school and in life.
 Cont’d

 Guidance can, therefore, considered as a helping service.

 Guidance encompasses problem solving and understanding

one’s abilities and environment so that his development can
take place with the environment.

 Guidance involve in undertaking multi-faceted activities to

ensure that the developmental goal is achieved.
 BASIC PRINCIPLES OF GUIDANCE

Lester D. Crow and Alice Crow explain the following principles of guidance
which are accepted in education.
 Principle of all-around development: guidance must take into
consideration the overall development of an individual.
 Principle of human uniqueness: guidance consider the factors that every
person is unique and his distinct characteristics facilitate his development
 Principle of holistic development: guidance focus on total development of
the personality of an individual. Every aspect of personality affect individual
development.
Cont’d

 Principle of cooperation: No body can be forced into guidance. To

be guided the consent and cooperation of the person seeking
guidance is must.
 Principleof continuity: Guidance must be provided to an individual
meeting help in all stage of life, therefore is continuous process.
 Principle of extension: guidance is not limit only for children who
are studying in school it provide to all people of all age.
 Cont’d

 Principle of elaboration: when guidance provided as an integral part of

education the curriculum and teaching techniques must be elaborated for
effective progress.
 Principle of adjustment: Guidance must aims at helping an individual
adjust to his physical, mental and social needs and environment.
 Principle of individual needs: Needs of every individual are different and
so guidance must be provided in according with these needs and demand.
Help individual to reach into decision according to his needs .
 Cont’d

 Principle of expert/skilled opinion: The serious problems

related to guidance must be directed at people who are experts
and can help an individual with their opinion.
 Principleof evaluation: guidance programmed must be
evaluated for their effectiveness
 Principle of responsible: guidance is the responsible of
qualified professional who offers their services to help others.
IMPORTANT OF GUIDANCE

 Promotes self-understanding and self-direction

 Promotes optimal development of an individual
 Helps an individual solve different problems
 Helps in academic growth and development
 Helps in making vocational choices
 Promotes social as well as personal adjustment of an individual
 Promotes better family life
 Promotes optimal use of resources
 Promotes national development
 Cont’d

NOTE: Guidance includes all types of education (Formal, Informal,

Vocational and Special). Guidance viewed as follows.
 A specialized service which helps an individual solve his problem by
opting for the right solution to his problem among the various options
available .
 A general service which is similar to education and the various educational
processes
 A sub-process of education which focuses on developmental needs of
learners.
 AIMS OF GUIDANCE IN SECONDARY SCHOOLS

Kothari Educational Commission specified the following aims of guidance at

Secondary School level
 Ithelps the students to know about their skills and abilities and also
develop the same in an effective manner
 It enable the students to understand their strength and weakness.
 Italso help the students to do scholastic/academic work as per their abilities
and skills.
 Ithelps the students in making educational and vocational choices which
are realistic in nature.
 Cont’d

 Itaims at helping students in acquiring information about

various educational opportunities.
 Ithelps students to adjust to their personal as well as social
space and environment.
 Ithelp the school authorities to understand students so that the
educational program can be designing and delivered in an
effective manner.
 Cont’d

At higher education stage Crow and Crow listed the following aims of guidance.
 To help the students to choose their curriculum according to their abilities, interest and
future needs
 It enable students to develop work and study habits which guide them towards success.
 It encourages students to understand the purpose and the functions of the school in
fulfilling's their needs.
 To help students in finding out what the school has to offer in term of study plans.
 It facilitate the students to identify the schools that they may want to attend to acquire
higher education
 CONT’D

 To help the students in developing leadership qualities by allowing

them to participate in various school activities.
 Tohelp the students to select and try out the various courses that they
may be interested in
 Itaims to help students to develop and maintain fitness levels that can
help them to continue their studies.
 Itenable students to develop an attitudes to continuo their studies in the
chosen educational institution
 COUNSELING

 Professional Counseling: is involving an interpersonal relationship with someone

who is actively seeking help with personal issues which interfere with satisfactory life.
 Professional counseling is the application of mental health, psychological or human
development principles, through cognitive, affective/emotional, behavior or systemic
interventions, strategies that address wellness, personal growth, or career
development, as well as pathological.
 Counseling is a process that insist upon necessity of viewing clients as a basically
healthy individual whose problems are essentially developmental in nature.
 Counseling deal with wellness, personal growth, career and pathological concerns,
which means work in areas that involve relationship.
 Cont’d

 In educational perspective; Counselling is a healing process through

which the teacher seeks to establish a relationship in which the student
can express his or her thoughts and feelings on the situation.
 The counsellor has to have certain skills and expertise.
 Skills and techniques enable the counsellor to attend to the client with
precision and professional competence.
 The goal of counselling is to enable the client experience a renewal of
energy within the self to enable him/her go on with their lives.
 Cont’d

 Counseling is Theory based. Counselor draw from a number of

theoretical approaches include those that are cognitive,
affective/emotional, behavioral and systemic. These theories may be
applied to individual, group and families.
 The therapeutic theories provide a frame work for (therapists and)
counselor to interpret a client’s behavior, thoughts and feelings
and help them to navigate/direct a client’s journey from diagnosis to
either post-treatment, anxiety, depression, ect.
 Aims of counseling

Progressive development of the individual to

solve problem
Release feelings of inferiority and compulsion as
well as other negative feelings
Make client cheerful to gain confidence for social
responsibility.
 GOALS OF COUNSELING

 Assisting them to heal past emotional deprivations or

problem;
 Manage current problems;
 Handle transitions or change;
 Help to make decisions;
 Manage crises or disasters ;
 Develop specific life skills. Etc.
 CHARACTERISTIC OF COUNSELOR

 Effective therapists have an identity. They know who they are, what they
want out of life, and what is essential.
 Effective therapists respect and appreciate themselves. They can give
and receive help and love out of their own sense of self-worth and
strength. They feel adequate with others and allow others to feel powerful
with them.
 Effective therapists are open to change. They make decisions about how
they would like to change, and the person they want to become.
 Cont’d

 Effective therapists are authentic (true/reliable), sincere, and

honest. They do not hide behind rigid roles. Who they are in their
personal life and in their professional work is consistent.
 Effective therapists have a sense of humor. They are able to put
the events of life in perspective. They have not forgotten how to
laugh.
 Effective therapists make mistakes and are willing to admit them
 Effective therapists possess effective interpersonal skills.
 CONT’D

 Effective therapists generally live in the present.

 Effective therapists appreciate the influence of culture. They are
aware of the ways in which their own culture affects them, and they
respect the diversity of values espoused by other cultures.
 Effectivetherapists have a sincere interest in the welfare of others.
This concern is based on respect, care, trust, and a real valuing of
others
 Effective therapists are able to maintain healthy boundaries.
ANOTHER SCHOLAR SUGGEST THE FOLLOWING
CHARACTERISTIC OF EFFECTIVE COUNSELOR
 A counsellor should be first committed to his own growth that is, physical,
intellectual, social, emotional, in order to help others achieve.
 He should have adequate basic intelligence.
 He should be good at social and emotional intelligence.
 He should possess empathetic skills to understand the clients problem.
 He should respect the client and express his respect by being available to
him, working with him and not judging him.
 CONT’D

 He should genuinely care for the person who has come for help. It means
he should be non-defensive, spontaneous and willing to say what he
thinks and feels in the best interests of his client.
 A good counsellor is at home with people. He can handle crises, mobilize
his own energies and those of others in order to act forcefully and
decisively.
 An effective counsellor focuses on action to enable the client bring a
constructive behavior change.
 He should be able to use humor to ease the clients from distressing
feelings
Characteristic of counseling 9999

 Counseling deal with the problem of abnormal behavior and

emotional problems
 Counseling gives by trained person known as counselor
 Counseling implies a personal relationship between two.
 Counseling is structured
 Counseling is permissive
 Counseling is dynamic
 Different between Guidance and Counseling

 Guidance: It is more of information giving. Thus, it is mainly preventive and developmental

WHILE Counseling: It is more exploratory. Mutual consultation and reasoning is important.
 Guidance: It is initiated by the counsellor WHILE Counseling: It is initiated by the client or
counselee
 Guidance: It is more general WHILE Counseling: It is more personal and confidential.
 Guidance: It is based on accurate or realistic information or knowledge. Decision-making is
at an intellectual level WHILE Counseling: It deals with feelings and emotions. Counselling
operates at an emotional level.
 Guidance: It can be achieved within a short time WHILE Counseling: It is a process and
therefore takes more time.
 Ethical principles of counseling.

Ethics are sets of rules that influence a person’s behaviour.

Counselling ethics refer to the moral standards that guide the process
and practice of counselling.
The six ethical principles of counselling are:
1) Beneficence: Counsellor must always promote the well-being of the
client.
2) Non-maleficence: Counsellor offering assistance to a client must avoid
harming the client, in this case the learner.
 CONT’D

3. Autonomy. Counsellor must respect the right of the individual or person to take
responsibility for himself or herself, even if he or she is a child.
4. Fidelity. Counsellor must be trustworthy and committed to the counselling
relationship.
5. Justice. Counsellors must treat fairly all clients. This is based on commitments to
equal opportunities regardless of any differences such as gender, ethnicity, religion or
social status.
6. Self-interest. Counsellor is encouraged to develop competence through
professional knowledge and personal development activities, in order to be able to
work effectively with the client.
 Management of Emotional and
Psychological Challenges

 Emotional and psychological problems can affect a child’s or student’s development

and in turn interfere with learning.
 There are signs that a teacher and counsellor can observe among the children or
students.
 It is important for the teacher or counsellor to identify some of the emotions and assist
the child or student in class.
 Some of these problems are: Loss of interest in class; Poor concentration;
Restlessness (impatience); Sleeping in class; Fatigue; Destruction of property; Hating
and harming other children/students; Isolation and withdraw (including refusal to play
with others); Mistrust of adult/s (include Teachers, School Counsellor etc.)
 Cont’d

 Although fear and anxiety are a normal part of everyday life, these feelings can
become intense and disruptive.
 The child/student should be assisted to live a normal life as much as possible.
 Teachers and counsellors should prevent anxiety through assisting the child or student
by imparting coping skills such as communication and assertive skills as follows:
- Identifying the cause of the anxiety or fear
- Assisting the child to calm down through relaxation techniques
- Teaching the child to cope with fear and anxiety through frequent exercises
- Showing love and empathy to the child or student
- Verbal assurances
 Cont’d

 Allowing and encouraging the child or students to share their fears and worries.
 Challenging negative thoughts in the child / pupils or student
 Confronting the child’s fears in a safe, controlled environment.
 Children or students who are emotionally and psychologically disturbed will often
withdraw from classroom activities and may have poor relationships with teachers and
other children. The counsellor can assist the child or student as follows:
- Relaxation through exercise such as breathing in and out, swimming, games and play,
and other activities.
- Talking to the parent to find out the cause of the problem and guiding them on healthy
way.
 Cont’d

- Story-telling to reduce stress.

- Allowing the student to have enough rest and sleep.
- Providing a quiet environment for learning.
- Allowing the students to share their experiences.
- Using other ways such as play, games, songs and dances to
sooth the mind.
 DUTIES & RESPONSIBILITIES TO TEACHERS AS A
COUNSELOR

1. Facilitating learning. It is the teacher who assists the student to

learn. This is by applying previous information and creating new
knowledge and skills.
2. Parenting the child or student while in school. This requires that
the teacher gives attention, care and love to the students
3. Guiding the student on appropriate conduct. This requires the
teacher to maintain the student’s interests while at the same time
enhancing the development of additional skills.
 Cont’d

4. Assisting and comforting the students. The students often misses out on
their parents. They may feel abandoned and/or lonely – the teacher creates a
friendly relationship and comforts the student by reassuring them they
are safe and secure.

5. Identifying and assisting students with difficulties. The interaction

throughout the day between the student and the teacher enables intense
observation of the student. Teachers are able to identify students with
adjustment problems or learning difficulty and assist them. The teacher can
also discuss with individual parents.
6. Maintaining up-to-date administrative and professional
records. The teacher keeps and maintains records on the student
including class attendance (class register) and progress records as
well as teaching and learning records such as schemes of work,
lesson plans and records of work.
TYPES OF COUNSELING

Thereare three types of counseling.

Directive counseling
Non-directive counseling
Eclectic counseling
 Directive Counseling

It is also know as a perspective informative or counselor

centered counseling.
Characteristics of directive counseling:

1. Counselor play a major role in the counseling process

2. Counselor gives advice to the client
3. Counselor leads to the situation
4. Counselor talk most of time
 Cont’d

5. Focus to problem not to the individual

6. The function of client is to cooperate with counselor in
the whole progress
7. Counselor is authoritative person who give judgment
8. It give more importance to intellectual rather than to
emotional aspect of individual
The steps of directive counseling

1. Analyze of the problem

2. Synthesis of the problem
3. Diagnosis of the problem
4. Predicting future development of he client
problem
5. Counseling and treatment
6. Follow up and evaluation
 Non Directive Counseling

 Itis also known as permissive counseling, or client oriented

counseling.
 Characteristic of non directive counseling:
1. Client play a major roles
2. Counselor seats silently while client speak freely about the problem
3. Counselor ask few questions
4. Client help client to think out the solution of his/her problem
 Steps

1. The individual come for help

2. The helping situation is usually defined
3. The counselor encourage the individual for free expression of his feelings
4. Counselor recognizes and clarify the negative and positive feelings of the client
5. This counseling develops the insight in the client and the counselor continue to
reflect and clarify this new feelings and make understanding of the problem.
6. This develops a feelings of increase independence
7. After watching the sign; a counselor and or client may suggest termination.
 Eclectic Counseling

Eclectic counseling is the combination and synthesis

of the directive and non-directive counseling.
Counselor and client both are active and cooperative
Both talk; turn by turn and problem is solved jointly
It is best type of counseling.
 Other scholars

 The type of counseling are

1. Individual counseling
2. Couple counseling
3. Marriage counseling
4. Group counseling
5. Family counseling
But in real sense, these are forms of counseling
 COUNSELING SKILLS AND
TECHNIQUES
 An effective counsellor makes use of several skills and techniques in
order to be effective in the counselling process. For examples of those
skills and techniques are
Active listening; Use of silence, Probing,
Questioning (properly), Summarizing, Confrontation,
Self disclosure, Encouraging the client, Empathy
Reflection (echo) which are: Responding with feelings, Respond with
content,
Teaching or Psycho-education, Paraphrasing etc.,
 Counseling skills and Techniques
Social Skills (greetings, politely and kindness)
Skills of attending physically (communicate non-
verbal, more than verbal)
Observation skills (being able to look client and gather
non-verbal information)
CHALLENGES IN COUNSELING PROCESS
###
Transference and Countertransference
Cultural and Religious bias (based on differences in traditional /
belief (or faith) systems)
Attachment to client; Sympathy
Lack of Empathy, Labelling
Obstacles and distractions to active listening. This includes poor
listening (inadequate listening, filtered listening, sympathetic
listening, evaluative listening)
 Transference:

 Transference: Is the act of the Client unknowingly transferring feelings about someone
from their past onto the therapist/counselor. S. Freud. Describe Transference as a deep
intense and unconscious feelings that develop in therapeutic relationship with patient.
 Transference can be negative or positive.
 There is parental transference, Sibling transference and Non-Familial transference.
 How to deal with transference:
 Create an honest connection with client
 Don’t get defensive in case of negative transferences
 Be aware of the possibility of countertransference
 Be aware of their own history and tendencies.
 Cont’d
 Countertransference: Is the act of the therapist/counselor unknowingly transferring
feelings about someone from their past onto the Client.
 Therapist/counselor must be mindful of countertransference by doing the following.
 Work to understand your self
 Use psychological theories to understand clients’ and his/her relationship with
other people
 Put yourself in the clients’ shoes and practice empathy
 Be able to differentiate YOUR own identity from others
 Manage your own anxiety.
 Religious and Culture Bias and Sympathy

 Every COUNSELOR OR THERAPIST, no matter their identity or background,

has BIAS.
 BIAS is anything that limits one’s capacity to relate to another as whole and equal.
(example, any idea, belief, opinion, reaction or emotion)
 In counseling you need to be aware about your own culture and religion on how it
influence your attitude and how to relate with others.
 Culture and religious create a certain perception, attitudes and behavior which lead
on how to react to other people.
 Religious and Culture influence how people eat, dress, deal with challenges, worship ,
 Cont’d

 GENERALLY culture and religious influence human behavior by shaping

attitudes, values, belief, opinion, worldwide view, an norms on regulate
behavior.
 The culture influence the human behavior by setting boundaries for
individual behavior
 Sympathy means to feel sorry for someone and Empathy means to try to
fully understand how a it feels for that person.
 Feeling sorry for a person is not therapeutically useful, but empathy is as
it shows the person we truly understand what they are going through
 Cont’d

 Lack of empathy: seem through the behavior of not care, criticizing

client without thinking about how he/she feel. It is try to find the fault
of client
 Lack of empathy can lead to Labelling client, to a certain diagnosis.
 Attachment to client: client wishes to stay with you, create dependency
to counselor.
DIFFERENT COUNSELING APPROACH

 Psychodynamic Counseling/Therapy
 Humanistic Counseling/Therapy
 Cognitive behavioral Counseling/Therapy
 Family counseling
 Career Guidance and Counseling.
ASSIGNMENT ONE

 Question ONE
 A)DEFINE the following
 Guidance
 Counseling (2 marks)
 b) Explain the following
 Basic Principles of guidance
 Ethical Principles of Counseling
 Counseling skills and techniques (3 marks)
 Cont’d

 Question Two.
 A) Describe the following
 Goals and Aims of Counseling
 Characteristic of effective Counselors
 Types of Counseling (3 marks).
 B)Assess how Counselor manage the emotional and psychological challenges of the
students. (2 marks)
 NOTE: Ensure you put reference. Write clearly your name and registration number.
Each group should not be more than ten, it can be less than ten.
NON VERBAL SKILLS

 NON verbal skills to consider during session for Counselor.

 POSTURES
 Lean forward
 Open posture
 FACIAL EXPRESSION
 Smiling face
 The face which show you are interested.
 GESTURE:
 Proper way of moving arms
 Pointing where to seat with open palm
Cont’d

 AVOID THE FOLLOWING

Avoid look phone, down, watch or way
Don’t cross arm on chest or legs
Don’t put table between
Don’t put chair too close or long distance
Don’t hold the head etc.,
 REFERENCES

 Pandey S.K (2016); Guidance and Counseling in Education; New Delhi; Vikas Publishing House
PVT Ltd.
 Corey. G. (2005) Case Approach to Counseling and psychotherapy. Belmont. Thomson Brooks/Cole
 Corey G (2009). Theory and practice of counseling and psychotherapy. Belmont. Thomson
Brooks/Cole.
 Corey G (2021). Theory and practice of counseling and psychotherapy. Belmont. Thomson
Brooks/Cole.
 Corey G (2018). Theory and practice of counseling and psychotherapy. Belmont. Thomson
Brooks/Cole.
 Hough M (2002). A practical Approach to Counseling. Harlow. Pearson Education Limited.