SEMINAR PRESENTATION

ON
GUIDANCE AND COUNSELLING

 CONCEPTS
 TECHNIQUES
 PROBLEMS

Subject: Nursing Education

Submitted To: Submitted By:

Mrs. Nandini M.O. Mrs. Jolly Raju R
Lecturer, Dept. Of OBG Ist Year, MSc. (N)
VINS&RC Dept. Of Medical Surgical Nursing
VINS&RC

Presented On: _________________

 INDEX

Sl. No. Topic Page No.

1. Introduction 1
2. Definition of Guidance 1
3. Definition of Counselling 2
4. Meaning of Guidance 2
5. Meaning of Counselling 3
6. Difference between Guidance and Counselling 4
7. Purpose of Guidance and Counselling 4
8. Characteristics of Guidance 5
9. Characteristics of Counselling 6
10. Need for Guidance and Counselling in Nursing Education 7
11. Scope of Guidance and Counselling 8
12. Functions of Guidance and Counselling 9
13. Principle of Guidance 11
14. Basic concepts related to Guidance and Counselling 12
15. Types of Guidance 12
16. Concept of Counselling 15
17. Principles of Counselling 15
18. Basic Principles of Counselling Process 16
19. Types of Counselling Approach 17
20. Techniques of Counselling 23
21. Problems in Guidance and Counselling 25
22. Self-Assessment Questions 26
23. Conclusion 27
GUIDANCE AND COUNSELLING
 1

INTRODUCTION
From the time immemorial, man has been taking help of his elders, parents, friends, teachers in
solving his problems. All of us irrespective of our age, sex and profession do come across some problem
or the other. You must have also faced situations where you might have felt the need for taking help
from others. May be before entry into school/college to choose professional course, while applying for
a job, you may feel the need to receiving help for martial counselling or may be as parents when your
child has personal, social, or adjustment problem.

Thus, people have been taking advise to resolve their problems yet, expertise of giving this has
been missing. While most nurses/nurse tutors provide a high standards of patient care, it is also true
that they have little talent and attitude of counselor. It requires special knowledge, skill and attitude to
recognize the problem and help an individual. Hence, staff nurses/nurse educators need to be trained
to help their patients/pupils to solve their problem.

DEFINITIONS OF GUIDANCE
Guidance is assistance made available by personally qualified and adequately trained personnel
to an individual of any age to help him manage his own life activities, to develop his own points of view,
make his own decisions and carry his own burdens.
--- Crow and Crow.

Guidance is continuous process of helping the individual development in the maximum of their
capacity in the direction most beneficial to himself and to society.
--- Stoops and Wahlquist.

Guidance is the help given by one person to another in making choices and adjustments and in
solving problems. It aims at aiding the recipient to grow in his independence and ability to be
responsible for himself.
--- Jones (1971).

Guidance is a process through which an individual is able to solve their problems and pursue a
path suited to their abilities and aspirations.
--- J.M. Brewer.
 2

DEFINITIONS OF COUNSELLING
Counselling is a specialized service of guidance and basically an enabling process, designed to
help an individual come to terms with his/her life and grow to greater maturity through learning to
take responsibility and to make decision for himself/herself.
Counselling is the helping relationship that includes someone seeking help, someone willing to
give help who is capable or trained to help in a setting that permits help to be given and received.
--- Cormier and Hackney (1987).

Counselling is an accepting, trusting and safe relationship in which client learn to discuss freely
what upset them, to define their goals, to acquire essential social skills and to develop the courage and
self-confidence to implement desired new behavior.
--- Vedanayagam (1988).

Counselling is a dynamic and purposeful relationship between two people, who approach a
mutually defined problems with mutual consideration of each other to the end that the troubled one or
less mature is aided to a self-determined resolution of his problem.
--- Wren (1962).

MEANING OF GUIDANCE

 Some form of help and assistance given to an individual to solve their problems.
Guidance involves personal help given by someone, it is designed to assist a person in deciding –

o Where he wants to go
o What he wants to do
o How he can best accomplish his purposes. It assists him in solving problems that arise in his
life, it does not solve the problems for individual but helps him to solve them.

 Guidance as the promotion of the growth of the individual in self-direction.

 3

 Attainment of self-direction by an individual. The individual attains self-direction just as fast and as
far as his mental, social and emotional abilities permit, guidance of the younger or less mature
individual calls for closer direction than does guidance of the older or more mature individual.
 Process of learning, helping and effecting changes in an individual learning about the individual
student, helping him to understand himself effecting changes in him and in his environment, which
will help him to grow and develop as much as possible.
 Process of helping every individual through his own efforts to discover and develop his
potentialities for his personal happiness and social usefulness.
 Establishing an effective relationship:
Student personal work is a means of establishing relationship between his total educational
experiences and his personal needs and potentialities, in an effective way.
 Process of assisting to adjust
 Guidance as educational and vocational
 Guidance as “Individualized education”. Each student is to be helped to develop himself to the
maximum possible degree in all respects.
 Guidance helps the individual to adjust the environment.
 Guidance aids in the identification and the development of abilities and interest of the pupil.
 Guidance is a special training in which an individual discovers his natural endowments so that he
makes a living to his own best advantage and that of society.

MEANING OF COUNSELLING
Counselling is a specialized service of guidance, and it is an enabling process designed to help
an individual with his life and grow to greater maturity through learning to take responsibilities and to
make decision for himself or herself.

It is a helping relationship which includes:

o Someone seeking help

o Someone willing to give help
o Capable or trained to help
o In a setting that permits help to given and received.

It is an accepting, trusting and safe relationship in which client learn to discuss freely what
upsets them, to define their goals, to acquire the essential social skills and to develop the courage and
self confidence to implement desired new behavior.
 4

DIFFERENCE BETWEEN GUIDANCE AND COUNSELLING

GUIDANCE COUNSELLING
 Guidance is broader and comprehensive  Counselling is in-depth and narrow

 Guidance is more external, helps a person  Counselling helps people understand

understand alternative solution available to themselves and is an inward analysis.
him and makes him understand his Alternative solutions are proposed to help
personality and choose the right solution. understand the problem at hand.

 Guidance is mainly preventive and  Counselling is remedial as well as preventive

developmental and developmental

 Intellectual attitudes are the raw material of  Emotional rather than pure intellectual
guidance attitude is raw material of the counselling
process

 Guidance is generally education and career  Counselling is mostly offered for personal
related and may also be for personal and social issues.
problems

PURPOSE OF GUIDANCE AND COUNSELLING

 Providing the needed information and assistance
 Helping an individual to make wise choices
 Improve the understanding of self
 Facilitate the adjustment
 Helps in adapting to the changes or new environment
 Making self-sufficient and independent
 Efficient use of capabilities and talent.
 Promote the optimal personal and professional development.
 Balanced physical, psychological, emotional, social and spiritual growth
 Helps in overall development and to live productive life.
 5

CHARECTERISTICS OF GUIDANCE
Guidance offers all-round assistance to individual in all aspects of his or her development whenever
required. Thus, guidance connects the function of giving the needed enlightenment particularly in
unknown areas. Guidance makes use of the science of psychology to determine the aptitude, interests,
intelligence, personality, attitude etc. and the discipline of education for providing the right and
suitable assistance. Guidance has the following characteristics:

 It’s a process: As a process it helps every individual to help himself, to recognize and use his
inner resources to set goals to make plans and to work out his own problems of development.
 It is a continuous process: It is needed right from early childhood, adolescence, adulthood and
even in the old age.
 Choice and problem points are the distinct concerns of guidance: Guidance operates in the
zone in which the individuals own unique world of perceptions interacts with the external
order of events in his life context.
 It is the assistance to the individual in the process of development rather than a direction of
that development: The aim of guidance is to develop the capacity for self-direction, self-
guidance and self-improvement through an increased understanding of one’s problems,
resources available to solve the problem and limitations to solve the problem.
 Guidance is a service meant for all: It is a regular service, which is required at every stage for
every student, not only for awkward situation and abnormal students. It is a positive program
geared to meet the need of all students.
 Guidance is both generalized and a specialized service: It is a generalized service because
everyone teachers, parents, advisors – play a part in the program. It is a specialized service
because specially qualified personnel such as counselor, psychiatrist and psychologist render
their services needed to help the individual to get out of his problem.
 Guidance is an organized service and not an incidental activity of the school: It is broad based
and has definite purpose. It makes use of the entire facilities available in the school to achieve
its objective and if needed brings about changes in the guidance program in order to meet new
demand or challenges.
 Guidance has limits: It has limits to what I can accomplish
 Guidance is more an art than science
 Guidance has its root in the educational system.
 Above all, guidance is centered around the needs and aspiration of students.
 6

CHARACTERISTICS OF COUNSELLING
Analysis of the above definitions reveal the following characteristic of counselling,

 Counselling involves two individuals – one seeking help and the other professionally trained
person who can help the first. The one who seeks the help is known as the counselee and the
other who provides the help is the counsellor.

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

 Counselling is aimed at bringing about desired changes in the individual for self-realization and
providing assistance to solve problem through an intimate personal relationship.

 The counsellor discovers the problems of the counselee and helps him to set up realistic goals
and guide him through difficulties and problems.

 If the counselee is a student, counselling helps him to take a decision, make a choice or find a
direction in matters related to an educational program or career.

 It helps the counselee acquire independence and develop a sense of responsibility. It also helps
him explore and fully utilize his potentials and actualize himself.

 It is more than advise giving, solution emerges through the thinking that a person does for
himself rather than through solutions suggested by the counsellor.

 It involves something more than offering an assistance to find a solution to an immediate

problem. The function is to produce changes in the individual thereby enabling him to deal with
the difficulties in a more productive and independent manner.

 Counselling is democrative. Counselling takes place in a non-threating and democrative

atmosphere, which allows the counselee to think independently with the counselor and not
under the counselor.

 Counselling concerns itself with attitudes as well as actions

 Emotional rather than purely intellectual attitudes are the raw material of the counselling
process. Informational and intellectual understanding have their place in the counselling, but it
is the emotionalized feeling which are most important.
 7

 Counseling is a body of techniques that helps individuals to grow up normally through guided
learning. It helps an individual to know himself better give him confidence, encourages his self-
directiveness and provides him with new vision to grow and flourish.

 In the educational context counselling is centered around the needs and aspirations of student.

NEED FOR GUIDANCE AND COUNSELLING IN NURSING

EDUCATION
The need for guidance in 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 a way of life. The need for guidance in counselling in nursing education can be
summarized as follows:

a) To help students adjusting with the new environment of the nursing institute.
b) To 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 reapply 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) To help them develop positive attitude towards life.
i) To help them overcome periods of turmoil and confusion.
j) To help students to develop their leadership qualities
k) To motivate them for taking membership in professional organizations after completing their
studies
l) To help them to take advantage of the technological advancements of the patient care.
m) To help them to develop readiness for changes and to face challenges both in the personal and
professional life.
n) To help them to carry out the responsibilities as a worthwhile health team member.
o) To 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 interests.
q) To assist the needy students in availing financial assistance from appropriate organizations.
 8

SCOPE OF GUIDANCE AND COUNSELLING

Guidance
Guidanceand
andCounselling
Counsellingfor
forPersonal
Personalneeds/problems
needs/problems

Guidance
Guidanceand
andCounselling
Counsellingfor
forEducational
Educationalneeds/problems
needs/problems

Guidance
Guidanceand
andCounselling
Counsellingfor
forVocational,
Vocational,Occupational
Occupational
and
andProfessional
ProfessionalNeeds
Needs

Guidance
Guidanceand
andCounselling
Counsellingfor
forCareer
CareerAdvancement
Advancement

Guidance
Guidanceand
andCounselling
Counsellingfor
forholistic
holisticIndividual
Individualdevelopment
development

Guidance
Guidanceand
andCounselling
Counsellingfor
forSituational
Situationalproblems
problems
 9

FUNCTIONS OF GUIDANCE AND COUNSELLING

Adjustmental
Adjustmental

Developmental
Developmental Orientational
Orientational

Guidance and counselling have threefold functions namely adjustmental, orientational and
developmental. They are also assisting the teachers in understanding the students, especially in
identifying the gifted and backward children. This will help the teachers to recognize the individual
difference among students.

ADJUSTMENTAL:
Guidance and counselling are adjustmental in the sense that they help the students in making
the best possible adjustment to the current situations in the educational institution, in the home and
the community.

Professional and individual aid is given in making immediate and suitable adjustment at
problem points. At the same time, the adjustive attitude as per the below mentioned words of Reinold
Neibuhr is to be developed in individuals.
 10

ORIENTATIONAL:
Guidance and counselling have orientational function also, they orient the students in the
problems of career planning, educational programming and direction towards long term personal aims
and values. This orientation will serve as a foundation for formulating realistic plans regarding future
education and after education career.

DEVELOPMENTAL:
Guidance is developmental in that it is concerned with helping the pupil to achieve self-
development and self-realizations. Through assisting in the achievement of self-development and self-
realization they can prevent problems and maladjustment, rather than curing the damage occurred as a
result of problems.

OTHER FUNCTIONS OF GUIDANC AND COUNSELLING:

 To provide optimum development and wellbeing for individual.
 To help individuals adjust to themselves and society.
 To help people understand themselves in relation to the world
 To aid individuals in efficient decision making.
 To help individuals plan for productive life in their social context by focusing on their assets, skills,
strengths and possibilities for further development.
 To bring about changes in the attitude and behavior of individuals.

PRINCIPLES OF GUIDANCE
 11

According to Crow and Crow:

 All round development of individuals

 Principles of individual differences
 Guidance is related to every aspect of life.
 Cooperating among persons.
 Guidance is a continuous and life long process.
 Guidance for all
 Principles of elaboration
 Responsibility of teachers and parents
 Flexibility
 Principles of evaluation
 Guidance by a trained person
 Principles of periodic appraisal.

According to Hollies and Hollies:

 The dignity of the individual is supreme.
 Each individual is different from every other individual
 The primary concern of guidance is the individual, in his social setting
 The attitude and personal perceptions of the individual are the basis on which he acts
 The individual generally acts to enhance his perceived self.
 The individual has the innate ability to learn
 The individual needs a continuous guidance process from early childhood to adulthood
 Each individual may need the information and personalized assistance given by competent
professional personnel at some time

BASIC CONCEPTS RELATED TO GUIDANCE AND COUNSELLING

SERVICES
 12

 The Purpose to be achieved

The purpose of the guidance and counselling services should be formulated on the basis of
needs and should be communicated to all who are concerned. The purposes are usually stated in
the form of objectives of the guidance and program.

 The functions to be served

After finalizing the purposes all objectives, the next step is to determine the specific functions and
to be performed in order to achieve the guidance rules.

 Allocation of responsibilities and authority

The guidance abilities and interest of individual members of the staff has to be assessed so that
specific functions can be assigned according to the personal capacity. Establishing clear cut time of
authority will help everyone to distinguish his duty from those of others, this will prevent any
occurrence of misguidance at the cost of students.

 Appraisal of the program

Appraisal of the guidance program is essential to maintain its relevance. The efficiency of the
program should be tested against the changing needs of the students and the society. Appropriate
measures should be taken to rectify any noted defects in order to keep the program more student
friendly.

TYPES OF GUIDANCE
Guidance is the help given by one person to another in making choices and adjustments and in
solving problems. Guidance in all sorts of problems, situations may be in education, vocational or
personal. Thus, there are different types of guidance program depending upon the nature of the
problem.

W.M. Prestor described six types of guidance:

a) Educational guidance
b) Vocational guidance
c) Guidance is social and civic activities
d) Guidance in health and physical activities
 13

e) Guidance in worth use of leisure time

f) Guidance in character building

Paterson has grouped them into five types:

a) Educational guidance
b) Vocational guidance
c) Personal guidance
d) Health guidance
e) Economic guidance

Classification of all the psychologists a common mainly three types of guidance these are:

i) Educational Guidance
ii) Vocational Guidance
iii) Personal Guidance

EDUCATIONAL GUIDANCE:

According to Arthur J Jones “Educational guidance is concerned with assistance given to pupils
in their choices and adjustment in relation to schools, curriculum, courses and school life.”

It means that education guidance is mainly concerned with such problems of education as are
faced by students engaged in the study of different subjects for their vocational preparation. There are
various problems of educational guidance, which has been discussed by Brewer in his book
“Educational Guidance”.

EDUCATIONAL GUIDANCE: NATURE AND CONCEPT:

In order to explain educational guidance activities, Ruth Strong says that it must include the
following:

1. Helping a student to adjust his academic load to his ability.

 14

2. Substituting a more suitable course for one in which the student has failed instead of requiring him
to repeat the subject.
3. Adopting methods of teaching to the individual in a class.
4. Scheduling opportunities for counseling students as an intrinsic part of their curriculum.
5. Placing the responsibility for learning with the students
6. Re-organizing students’ real interest and providing opportunities for each student participation in
the student activities which unless carried to access seem to leave a benefit effect on scholarship.

VOCATIONAL GUIDANCE:

Vocational Guidance consist of the assistance given in choosing the vocation and in making of
the plan for the preparation or training for the vocation.

The aim of vocational guidance is to serve individual and society. For the individual the objective is to
prevent unfortunate consequence arising from maladjustment on occupation and to contribute to his
total wellbeing and happiness. Maladjustment may lead to undesirable consequences to various kinds
ranging from mild job dissatisfaction to serious mental and physical illness.

The objectives are:

 To convey to pupils the importance of an occupational choice and the necessity of a sensible and
realistic approach.
 To develop a broad and realistic view of opportunities in the life and problems at all levels of
training.
 To create an awareness of the need and an active desire for accurate and valid occupational,
educational and personal social information.
 To help a pupil in proper self-appraisal and development of his interest and personality.
 To provide occupational orientation and an understanding of the world of work and related
activities.
 To assist in the mastery of the techniques of obtaining and interpreting information for progressive
self-directedness.
 To provide assistance in narrowing down choices progressively to specific activities which are
appropriate to attitudes.

PERSONAL GUIDANCE:

Personal guidance is meant to provide assistance to all problems, which do not come with in
the purview of educational and vocational guidance. This type of guidance starts from early childhood
and continues throughout the life of an individual. Personal social guidance has become relevant under
 15

existing problem conditions. These days individuals are facing emotional problems, mental-ill health
attitude towards social evils, changing values towards social system and superstition.
Personal guidance may be defined as the assistance offered to the individual to solve his
emotional, social, ethical and moral as well as health problems. Thus, in the nature of personal
guidance we find a concern for individual and social problems, which are not generally dealt with under
educational and vocational guidance.

CONCEPTS OF COUNSELLING
 Counselling is the relationship between two persons in which one of them attempts to assist the
other in organizing himself to attain a form of happiness, adjustment to a life situation i.e. self-
actualization.
 An accepted, trusting and safe relationship will be formulated in which clients will learn to discuss
their problems, acquire the social skills, courage, confidence to implement desired new behavior.
 The relationship between two personnel or the interaction between the counsellor i.e. one
professionally trained worker and the counselee i.e. the person who seeks services or who cannot
cope up alone.
 Helps the individual to become aware of himself and the ways in which he is reacting to the
behavioral influence to his environment.

PRINCIPLES OF COUNSELLING
Counselling is based on a number of principles. The principles are:

1) Counselling is a process. It is necessary for the counsellor to understand that counselling is a

process and a slow process. Failure to understand this will result in annoyance and disappointment.
2) Counselling is for all. Especially in the school situation counselling is meant for all the student and
not only for those who are facing problems or other exceptional students.

3) Counselling is based on certain fundamental assumptions.

a. Every individual in the world is capable of taking responsibilities for him/herself
b. Every individual has a right to choose his/her own path, based on the principle of
democracy
 16

4) Counsellor does not deprive the right of self-choice but simply facilitates choice. The counsellor
should give due respect to the individual and accept him/her as he/she is.
5) Counselling is not advice giving
6) Counselling is not thinking for the client, but thinking with the client. Counselling is for enabling the
client to do judicious thinking
7) Counselling is not problem solving. The counselor simply assists the person to find solution on
his/her own.
8) Counselling is not interviewing but conversing with the client in order to help him/her develop self-
understanding.
9) The counsellor should determine individual difference and provide for them
10) The counsellor has to prepare the client to open to criticism including self-criticism
11) The counsellor acts as a facilitator or catalyst only.

BASIC PRINCIPLES OF COUNSELLING PROCESS:

According to Mc Daniel and Shaftel, the counseling process is based on some basic principles:

a) Principle of Acceptance:
According to the principle each client must be accepted as an individual and dealt with as such.
The counsellor should give, due regard to the rights of the client.

b) Principle of Permissiveness:
Counseling is as such a relationship which develops optimism and the environment shapes
according to the person. All the thoughts accept the relative relationship of counseling

c) Principle of Respect for the Individual:

All the schools of thoughts of counseling advocate for the respect of the individual i.e.
respecting an individual feeling must be an integral part of counselling process.

d) Principle of Thinking with the Individual:

 17

Counselling emphasizes thinking with the individual. It is the role of the counsellor to think
about all the forces around the client to join client’s thought process and to work collectively with
the client regarding his problem.

e) Principle of Learning:
All the assumptions of counselling accept the presence of learning elements in the counselling
process.

f) Principle of Consistency with deals of Democracy:

All the principles are associated with ideals of democracy. The ideals of democracy desire to
accept a person and want to respect the rights of others.

TYPES OF COUNSELLING APPROACHES

Electric Counselling
Approach
Nondirective
Counselling
Approach

Directive
Counselling
Approach

 DIRECTIVE COUNSELLING APPROACH

 18

 It is also known as prescriptive counselling or counselor-centered approach of counselling.

 This approach is advocated by E.G. Williamson, a professor at University of Minnesota.
 In directive counselling, the counsellor plays a leading role and users a variety of technique to
suggest appropriate solutions to the counselee’s problem.
 This approach also known as authoritarian or psychoanalytic approach.
 The counsellor is active and help individuals in making decisions and finding solution to
problems.
 The counsellor believes in the limited capacity of the patient
 The patient makes the decision but the counsellor does all he can to get the patient make
decision keeping with his diagnosis.
 The counsellor tries to direct the patient’s thinking by informing, explaining, interpreting, and
advising
 The basic assumption related to directive counselling approach
o A need-based approach
o Problem focused rather than patient focused
o Used for patients incapable of solving their problems.
o Task of a competent counsellor
o Making the best possible use of counselees intellectual abilities and resources.

STEPS OF DIRECTIVE COUNSELLING APPOACH

E.G. Williamson has given the following six steps in providing directive counselling:

Follow-Up Information
Gathering

Counselling Synthesis

Prognosis Diagnosis

ADVANTAGES OF THE DIRECTIVE COUNSELLING APPROACH:

 This approach saves time
 19

 It emphasizes the problem and not the individual. The counselor can see the patient more
objectively than the patient himself.
 It lays more emphasis on the intellectual rather than the emotional aspect of an individual’s
personality
 The methods used in directive counselling are direct, persuasive and explanatory.

LIMITATIONS OF THE DIRECTIVE COUNSELLING APPOACH

 The patients do not gain any liability for self-analysis or solve new problems of adjustment by
counselling.
 It makes the counselee overdependent on the counsellor
 Problems regarding emotional maladjustment may be better solved by non-directive
counselling
 Sometimes the counselee lacks information regarding the counselee, leads wrong counselling.
 It does not guarantee that the counselee will be able to solve the same problem on his own in
future.

 NON-DIRECTIVE COUNSELLING APPROACH

 The chief exponent of the counselling approach, Carp R

 It is also known as the permissive counselling approach where the counselor role is passive and
the counselee’s role is active
 It is counselee-centered or patient-centered humanistic approach
 The counselee makes the final decision as individuals are thought to have full right to make
final decision for the self and solve their problems.
 The counsellor has to accept the counselee’s capacity to make adjustments and adapt.
 The principles of acceptance and tolerance are extremely important in the approach.
 The basic assumptions related to non-directive counselling approach are:
o Patient is given importance than the counselling directions and investigations.
o Emotional aspects are more significant than intellectual aspects
o Creation of an atmosphere where patients can work out their understanding is more
important than cultivating self-understanding in patient.
 Counselling leads to a voluntary choice of goals and a conscious selection of course of action.

STEPS OF NON-DIRECTIVE COUNSELLING APPROACH

Carp R. Rogers has given five steps in non-directive counselling:
 20

Defining the
Defining the
problem
problem
situation
situation
Counselee given
Counselee given
Termination of
of freedom to
freedom to express
express
Termination his feeling
feeling
Counselling his
Counselling

Identifying
Identifying
Developing
Developing Counselee's
Counselee's
counselee's insight
counselee's insight feelings
feelings

ADVANTAGES OF NON-DIRECTIVE COUNSELLING APPROACH

 It is slow but sure process to make an individual capable making adjustment
 No tests are used so one avoids all that is laborious and difficult
 It removes emotional block and helps an individual bring repressed thought on a
conscious level thereby reducing tension

LIMITATIONS OF NON-DIRECTIVE COUNSELLING APPROACH

 It is a slow and time-consuming process
 One cannot rely upon one’s resources, judgement and wisdom as the patient is
immature in making decision himself.
 It depends too much on the ability and initiative of the patient
 Sometimes difficulty to control pace of the interview discussion
 This approach is individual centric, it may not be possible for counsellor to attend every
patient equally well.
 It requires high degree of motivation in the patient

 ELECTIRC COUNSELLING APPROACH

 The principle of low expenditure is adopted

 21

 The counsellor makes use of all tools and methods of his armor.
 The counsellor enjoys the freedom to resort to directive and non-directive counselling
methods.
 The counselling relationship is built during the counselling interview. This help the
patient gain reassurance and confidence.

STEPS TO THE ELECTRIC COUNSELLING APPROACH

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ADVANTAGE OF ELECTRIC COUNSELLING APPROACH

 It is more cost efficient and practical approach
 It is more flexible approach to counselling
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 IT is more objective and coordinated approach of coordinated approach of counseling

LIMITATIONS OF ELECTRIC COUNSELLING APPROACH

 The role of counsellor and that counselee are not predetermined
 It requires more skilled counselors to handle the dynamic features of this counselling
approach.

QUALITIES OF A GOOD COUNSOLER:

G – Good technical knowledge

O – Obtaining appropriate information from the patient

O – Objectively answering questions

D – Demonstrating professionalism

C—Confidentiality maintenance

O – Observant

U – Unbiased

N – Non-Judgmental

S – Sensitive to the needs of the patient

E – Empathetic

L – Listens carefully

L – Lets the patient makes decisions

O – Open minded

R – Respect the right of patient

TECHNIQUES FOR COUNSELLING:

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A number of techniques an be used in counselling:

1) Problem solving techniques:

It is a creative process by which individuals evaluate changes in them and their environment,
makes new choices or adjustments in harmonious manner. It involves following steps:

Problem Identification

Gathering of data

Hypothesizing the courses

Decision making

Implementation

Follow-up

2) Discussion Technique

In a discussion class the group focus on the common problem, help them extend and deepen
the problem, “brings whatever resources he may have to attack and finally help the group
recognize when the problem has been solved as well as the further implementation if the solution.”
Discussion needs competence among members of communication skills.

3) Role Playing Techniques

 24

It has a technique used in counselling for developing skill and insight in an individual by acting
out situation which are parallel to real life problems. It takes the form of psychodrama or
sociodrama.

4) Lectures
Lectures delivered by experts can impart counselling in an effective way.

5) Case Conferences
In this technique, problems faced by majority are discussed as a case. It gives experience in social
thinking and has positive and unique values in the team work.

6) Operant Conditioning
It is a technique of conditioning the behavior of a person, it is believed that if new behavior is
rewarded that old behavior itself gets ignored.

7) Aversive Conditioning
This technique is used to change some specific behavior e.g. Alcoholism, homosexuality. In this
some pain or discomfort is associated with the particular behavior this needed to be changed.

8) Reciprocal Inhibition
By this technique persons having anxiety, fear etc. are helped. In these technique persons is
asked to shift his imagination from the fearful condition to a less threatening scene. After a gap of
time he is asked again to recall the scene. This process is repeated until he feels completely
relaxed.

BASIC COUNSELLING TECHNIQUES ARE:

 Make setting comfortable, quiet and privacy are essential.
 Be primarily a listener. Give definite indication when you understand what is being said, or ask for
clarification where needed.
 Avoid judgmental reactions such as surprise, shock or amusement unless you are genuinely sharing
the student feeling of deep concern or appropriate humor i.e. you must show appropriate response
to show empathy.
 Help the student focus on real problems, one at a time. Try to solve smaller problem and then
focus on the larger issue
 Do not take notes unless it is to assure the student that you intend to follow-up on a specific
request.
 Offer to see the student again; setting a more or less definite time, if possible.
 25

 Remember that the key to the entire relationship is your ability to demonstrate warmth, concern
and understanding.
 Always try to be aware of the feeling behind what the student is saying.
 Provide many opportunities for positive recognition, rather than just recognizing the negative.

PROBLEMS IN GUIDANCE AND COUNSELLING:

COUNSELLOR – FACED PROBLEM

Counselling individuals with strong emotions such as anxiety, anger, depression, intimacy…
which will hinder counselling process.

COUNSELLOR BURNOUT
Listening to a problem carefully and identifying right choices to solve the problems consume
energy. Perhaps when a counselor doesn’t plan for appointments or time schedules it would result in
burnouts.

The symptoms like restlessness, boredom, irritability, lethargy, fatigue etc., can be managed by
changing work, environment, approach and taking care of themselves.

COUNSELLING INDIVIDUALS OF DIFFERENT CULTURES:

Institutions is an area where there is a pooling of a section of society from various culture. Each
culture has their own values, beliefs, rituals, expectations and practice. When these are not understood
in the way they are, then it would result to chaos. Counselee with different cultures – The counsellor
should be very carful in dealing with counselee with different culture.

RESISTANCE TO COUNSELLING:
Mostly individuals facing problems fails to approach counselor due to fear of change.
Persistence to counselling either by counselee or by faculty.
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COUNSELING INDIVIDUALS WITH STRONG EMPTIONS:

Emotions specially when they are strong such as depression, high level of anxiety and so on
may hinder counselling process. These emotions present in accurate diagnosis of problems.

NON-COMPLAINCE TO THERAPY:
The counselling process cannot be completed in a single session. It will vary with problem and
personality of the counselee.

UNAWARENESS OF COUNSELING:
Many individuals consider consultation with a counselor is done only for psychiatric patients.
Lack of awareness of value of counselling by public.

ORGANIZATIONAL SETUP:
Inadequate administrative set up.

Lack of physical activities.

Non-availability of time and tools, lack of facilities for training for counselor and physical setup.

SELF ASSESSMENT QUESTIONS

1) Explain the qualities of an effective counselor

2) Describe the basic condition of counseling
3) Explain the significance and process of counseling in organizations.
4) Discuss some ethical issues of counselling in organizations.
5) Explain the steps involved in training counsel who work in organizations.
6) What is resistance in the context of counselling>
7) Identify a student requiring help through counselling in your school. Select an appropriate
counselling approach. Describe the techniques you will use to help the student. State the reason
for selecting the particular approach and techniques.
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CONCLUSION
Guidance and counselling received much attention in the field of education. IT has been
generally agreed by all, that guidance and counselling must become an integral component of
educational process and the responsibility for implementing the rest, to a large extent on teachers and
educational institutions. Nursing teachers have the responsibility of training their students to become
efficient nurses by enabling them to acquire the necessary knowledge, attitude and skills besides
assisting them in their personality development.
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BIBLIOGRAPHY

 Basavanthappa BT; Textbook of Nursing Education; 1 st Edition; Jaypee Brothers Medical Publishers,
2004 P 593-627

 Amanpreet Kaur; A Text Book of Psychology; Emperical Offset Printers; 2013; P 277-278

 D. Elakkuvana Bhaskara Raj, NIMA Bhaskar; Textbook of Nurshing Education; EMESS Medical
Publishers; First Edition; 2013 P 447-493

 Sankar Narayana B, Sindhu B.; Textbook of Learning and Teaching Nursing; Kanakanady; Brainfill
Publishers; 2003 P 242-271

 I Clement; Textbook of Psychosocial Foundations Of Nursing; 1 st Edition; Jaypee Medical Publishers;

2010 P174

 Kanakalakshmi S.; Communication and Educational Technology; First Edition; Florence Publishers;
2008 P43-60

 http://arleneguidancecalaguas.blogspot.com/2010

 https://www.slideshare.net/susanhepzi/guidance-and-counseling-48332762

 https://drjayeshpatidar.blogspot.com/