INTRODUCTION

 Guidance & counselling are twin concepts & have

emerged as essential elements of every educational
activity.

 Guidance & counselling are not synonymous term.

Counselling is a part of guidance.

 Guidance, in educational context, means to indicate,

point out, show the way, lead out & direct.

 Counselling is a specialized service of guidance. It is the

process of helping individuals learn more about
themselves & their present & possible future situations
to make a substantial contribution to the society.
 GUIDANCE

❖ Guidance is help, assistance, suggestions for

progress and showing the way

❖ It is a life long process

❖ Man needs guidance throughout his life

❖ The society guides the individual to learn, to

adjust oneself to the physical and social
environment
 DEFINITION OF GUIDANCE

CROW AND CROW:

Guidance is not direction. It is not the imposition of
one’s point of view upon another. It is not making
decisions for an individual which he should make for
himself. It is not carrying the burden of another's life.

Rather,Guidance is assistance made available by a

personally qualified, adequately trained men or women
to an individual of any age, to help him, direct his own
life, develop his own point of view,make his own
decisions, carry his own burdens
According to JONES-

guidance involves personal help given by someone,

to assist a person in deciding where he wants to go
,what he wants to do or how he can best accomplish his
purpose. It does not solve problems of individuals, but
help him to solve them
DEFINITION OF COUNSELLING

Counselling is a series of direct contacts with the

individual which aims to offer him assistance in
changing his attitude & behaviors.

-Carl Rogers
 Counselling is the personal and dynamic
relationship between two individuals , of whom
one is more experienced and wiser who
altogether approach a more or less well defined
problems of the younger, less experienced and
less wise with mutual consideration for the
other, to the end of that the problem is more
clearly defined and the one who faces the
problem is given self direction in the solution of
his problems
- WRENN
DIFFERENCE BETWEEN GUIDANCE & COUNSELLING
GUIDANCE COUNSELLING

▪ Guidance is broader & • Counselling is in-depth&

comprehensive narrow
▪ Guidance is more • Counselling helps people
external understand themselves
& is an inward analysis.
• Guidance is mainly • Counselling is remedial as
preventive & well as preventive &
developmental developmental

• Guidance is generally
education & career • Counselling is mostly
related & may also be for offered for personal &
personal problems social issues
• decision making • decision making
operate at intellectual operate at emotional
level level

• Intellectual attitudes • emotional rather than

are the raw material of pure intellectual
guidance attitude are the raw
materials of counseling
• Guidance is usually process.
given for ordinary
situations and only for • Counselling is given for
everyday problem special problems
• It is a generalized as well • It is chiefly a specialized
as a specialized service,only for persons with
service,meant for all special problem

• It can be given by
anyone who has • It can be done by persons
experience and the qualified, trained and
inclination competent in it

• Individual centred • More problem centred

• It is a continuous • Not a continuous process,

process terminate after problem is
solved
 CHARACTERISTICS OF GUIDANCE

✔Guidance is a process

✔Guidance is a slow process

✔Guidance is a continuous process

✔It is an assistance to the individual in the

process of development rather than a direction
of the development
✔Guidance is a service meant for all- irrespective
of caste, sex, socio- economic status etc.

✔It is both generalised and a specialised service

✔It is an organised service

✔Guidance is to develop the insights of the

individual
 CHARACTERISTICS OF COUNSELLING

Counselling involves two individuals-one seeking help

& the other a professionally trained person who can
help the first.

There should be a relationship of mutual respect

between the two individuals.

The counsellor discovers the problems of the

counsellee & help him to set up realistic goals
•If counsellee is a student, counselling helps him to take a
decision, make a choice or find a direction in matters
related to an educational programme or career.

•It helps the counsellee acquire independence & develop a

sense of responsibility.

•It is more than advice giving.

•It involves something more than offering an assistance to

find a solution to an immediate problems.
•Counselling is aimed at bringing about desired changes
in the individual for self-realisation & providing
assistance to solve problems through an intimate
personal relationship

•Counselling is democratic.

•Counselling is centered around the needs & aspirations

of students
 TYPES OF GUIDANCE

There are mainly three types of guidance

1. Educational guidance

2. Personal guidance

3. Vocational guidance
 EDUCATIONAL GUIDANCE

It is a process concerned with bringing about a

favourable setting for the individual’s education and
includes the assistance in the choice of subjects, use of
libraries, laboratories, workshops, development of
effective study habits, evaluation techniques and
adjustment of school life with other activities.

It is a conscious effort to assist the intellectual

growth of an individual ie what type of education will
reveal his inborn capacities &help him to develop them
 Educational guidance is aimed to aid students to solve
their problems related to education at different levels-from
primary to university.
It is a process of rendering help to the students in their
proper educational development & adjustment
It helps the student in choosing wisely, in planning
intelligently and in pursuing purposefully the curriculum
best suited to his needs

According to JONES-edu. gui. is the assistance given

to the pupils in their choice & adjustments with
relation to school, curriculum, courses & school life
Need of educational guidance

1. To check wastage and stagnation in education

2. To make right educational choices
3. To make proper educational adjustment
4. To help pupils with specific problems like lack of
relationship between ability and achievement, faulty
study habits, defective method of learning &poor
motivation
5. To help the pupil succeed in his educational programme
6. To help the pupils to make educational plans consistent
with his abilities, interests and goals and to select
appropriate curricula and courses
Functions of educational guidance

1. Assisting pupil to plan their education intelligently

2. Assisting pupil to make a proper beginning in their
educational career
3. Assisting pupil to orient themselves to the new
purpose of education such as ‘education for
employment’, ‘education for leadership’ etc
4. Assisting pupils to build proper motivation for
better learning
 PERSONAL GUIDANCE

▪ Personal guidance deals with the problems of personal

adjustment in different spheres of life.
▪ It assist the child to adjust well with physical & social
envt & to solve all the emotional& psychological
problems.
▪ The area of personal guidance is the individual
adjustment

JONES has put the following aims of personal

guidance:

(i) to assist the individual gradually to develop his life

goals that are socially desirable and individually satisfying.
(ii) to help him to plan his life so that these goals
may be attained.

(iii) to help him grow consistently in ability to adjust

himself creatively to his developing life goals.

(iv) to assist the individual to grow consistently in

ability to live with others so effectively that he may
promote their development and his own worthy
purposes.

(v) to help him grow in self-directive ability

 Students face many problems related to themselves,
their parents and family, friends, teachers, their educational
achievement &social adjustment

Many parents ignore their children. Thus creating an

unfavourable atmosphere at home for studies

There may be jealousy among siblings, domination of

elders, maltreatment of children by parents or teachers…All
these disturb the mental equilibrium of the young students
resulting in poor or low achievement

Some students are obsessed with problems such as lack

of friends, loneliness, inferiority…
 Need for personal guidance

1. It is required for the personal adjustment

2. It is essential for developing individual competence
3. It is needed for avoiding the interpersonal tensions
and conflicts
4. It is used for setting up a harmonious envt between
family life &vocational life of an individual
5. It helps in taking decisions with regard to personal
problems
6. It brings happiness, peace &satisfaction in the life of
an individual
 VOCATIONAL GUIDANCE

It is a process of helping pupil to get adequate

information regarding the world of work around him,
make proper choice for his future vocation, get adequate
training or preparation for it, get entry into it and achieve
maximum success& satisfaction in it

International labour organisation(ILO)- defines

vocational guidance as assistance given to an individual in
solving problems related to occupational choice and
progress with due regard for the individual’s
characteristics and relation to occupational opportunity
It is the assistance rendered in meeting the problems :

(i) relating to the choice of vocation

(ii) preparing for it

(iii) entering the job

(iv) achieving adjustment to it.

Need of vocational guidance

a) making individuals familiar with the world of work

and with its diverse requirements
b) It prevent maladjustment and dissatisfaction& to
ensure efficient use of man power &resources
c) it helps an individual to get absorbed in the
occupation of his choice
d) It helps him to prepare for entering into the desired
profession
e) After entering into a vocation the individual is further
helped in his vocational adjustment
f) It stops the huge wastage & mis-utilisation of the
time, money & labour & brings economic prosperity
to the individual as well as nation
g) To enable students to find general & specific
abilities and skills required for the group of
occupations in terms of qualifications, age, sex…

h) To assist the students to secure knowledge of the

facilities offered by various educational
institutions for vocational training & the
requirements for admission to them

i) To assist the individual to secure such information

about himself ,his abilities, general &specific ,his
interests & his powers as he may need for a wise
choice
(j) To give opportunities for experiences in school and
out of school, which will provide information about
condition of work. It will assist the individual to
discover his own abilities and help him in the
development of his interests

(k) To help the individual to develop the point of view

that all honest labour is worthy and that the most
important bases for choice of an occupation are (a)
the peculiar service that the individual can render to
the society, (b) personal satisfaction in the
occupation, and (c) aptitude for the work required.
(l) To enable the students to secure reliable
information about the danger of alluring shortcut
to fortune through short training courses and
selling propositions of such unscientific methods.

❖ Relationship between vocational guidance

&vocational education is that both are inter related,
but not synonymous. The latter begins where the
former ends &vocational education is a necessary
preparation before an individual enters a vocation
 Group guidance is that guidance in which help is
given to pupils in a group to solve their problem and
make adjustment.

It occurs in a group setting in which one or more

guidance workers encounter students as a group

Crow and Crow: Guidance in group situations

usually thought of as referring to those guidance
services that are made available by school personnel
to large or small groups of pupils
Principles of Group Guidance

• Principle of homogeneity
• Principle of expertise, guidance worker should
be well versed with group guidance technique
Essentials
• Rapport of students with guidance master
• Acceptance of views shared by the group
• Careful listening and scrutiny of the group
by the guidance personnel
• Problem-solving attitude of the guidance
personnel
•Guidance master's scientific observation of
the group
• Effective solution of the problem
Group Guidance techniques
• Assemblies
• Career conferences
• Lectures/Talks
• Occupational surveys
• Orientation classes(newly arrived pupils)
• PTA meetings
• Group visit to work sites
• Work experience/Group activity
• Demonstration/ Roleplays
Scope
• Related to educational plans
• Related to home and school adjustment
• Related to job finding
•Related to social situations
•Related to the use of leisure time
• Personality problems
•economic& occupational problems
•problems relating to hobbies
•Problems of adolescents
Advantages
• Collective and balanced judgement is possible
on problems that are common to the group
• Multiplies contacts with persons having
common problems
• Focuses freedom of expression
• economic in terms of money,time& effort
• Opportunities to study individual’s
behaviour in group situation
•Enables students for mutual interaction

•Group procedure provide realistic & life-like social

situation, useful for modifying personal habits,
attitudes & judgements

•Group approach encourages positive relationships

among students

•Students frequently accept ideas & suggestions that

have grown out of group discussions held with their
peers
 Limitations

▪ No personal problems only general problems

▪ Some feel shy to open up

▪ Difficulty to form homogeneous group

Organisation of a GUIDANCE BUREAU in schools

• Guidance is accepted as an integral part of

education.

•Whatever may be the objectives of school

education, students need the assistance of teachers
and others connected with them to be able to make
satisfactory progress.
• No student has ever been able to manifest and
maximize his potentialities on large extent,
make appropriate career plans, get a suitable
occupation and make satisfactory adjustment in
the society without assistance of guidance
programme organized in school.
 It constitutes parents, teachers, community
members, administrators, guidance workers,
specialists etc.

The cause is, in the modern complex society it has

become a difficult task on part of home and
community to provide appropriate and adequate
guidance to students as per their needs and
requirements.

Hence, the school has a vital role to play in guiding

the students.
Stages of organizing guidance services in schools

▪ Constitute the school guidance committee with

head master as president, the guidance master as
secretary & staff representatives, different
subject in charges, president of PTA & student
secretaries of different classes as members

▪ Separate room (guidance centre) should be

arranged and equipped with cupboards,display
racks,bulletin boards,tables & chairs. The room
can also be used for holding discussions, showing
films, for holding parent-teacher meetings. A part
of it can be used by the guidance master for
individual discussion with pupils and their parents
▪Maintain cumulative record of all students. It
should contain information about the pupil, such
as identifying data, schools attended so far,
health records, achievement records,
participation in co curricular activities, specific
assets and limitations, unusual talents, results of
psychological tests etc.

▪ The school should have effective

liaison(connection) with agencies like vocational
and technical institutions in the area,with
industries, business houses, with institutions of
higher learning, employment exchanges, with
counsellors and guidance workers of other
schools
 Let us know the composition of

SCHOOL GUIDANCE COMMITTEE

1. The Principal or Headmaster:

The principal or headmaster of the school should

be the president of the school guidance committee.
2. Counsellor or Career Master or guidance teacher:

The school counsellor or career master or

guidance teacher acts as the secretary
cum-governor of the school guidance committee. A
full time counsellor may be appointed if possible. In
his absence, a teacher trained in guidance has to do
the job of the career master. Even if a school
possesses a full time counselor, it may also have a
trained teacher in the staff to give necessary
assistance to the counselor.

3. Staff representative:
The senior teacher of the school acts as a
member of the guidance committee.
4. The School Medical Officer:
The medical officer of the school acts as a
member of the school guidance committee.

5. The Physical Education Teacher (P.E.T.):

Member

7. A Few experts in different fields available in the

community :
Member
8. PTA president

9. Student representatives
 The following services constitute the usual pattern
of activities within a guidance programme and are
called ‘basic elements’

✔ The pre-admission service

✔ The admission service
✔ The orientation service
✔ Data collection service
✔ Student Information Service
✔ Educational and Vocational Information Service
✔ Counselling Service
✔ Remedial service
✔ Placement Service &
✔ Follow-up Service.
 TYPES
OF
COUNSELLING
 COUNSELLING
Counselling is a scientific process of
assistance extended by an expert in an
individual situation to a needy person.
Counselling involves relationship between
two persons in which one of them
(counsellor) attempts to assists the other
(counselee or client) in so organising
himself as to attain a particular form of
happiness, adjusting to a life situation , or in
short ,self actualisation.
 Types of Counselling

•Directive Counselling
•Non – Directive Counselling
•Eclectic Counselling
 Directive Counseling
(prescriptive counselling).
• E.G WILLIAMSON is the chief exponent in
this viewpoint.
• Counsellor –centred: the counsellor
direct the client to take steps in order to
resolve his conflicts.
• It is based on assumption that the client
cannot solve his own problems for lack of
information.
• The counsellor plays an important
role; he tries to direct the thinking of
counselee by informing , explaining,
interpreting and advising.

• It gives more importance to

intellectual aspect than emotional
aspects.
Merits
• It is less time consuming; hence this method
can be adopted when an early solution is
required.
• This method is best; less matured and less
intelligent client interact with an
experienced counsellor.
• This is best method at lower levels where
the client is not in a position to analyse his
own problem
• In this method, the counsellor becomes
readily available to help the client which
makes the client very happy.
Demerits
• In directive counselling, the client never becomes
independent of the counsellor. So it is not an
effective or best guidance.
• The personal autonomy and integrity of the
client is not respected, it leads to new
adjustment problems.
• It will not help the individual to develop any
attitudes through his own experiences.
• The counsellor fails in saving the client to
commit the mistakes in future.
2. Non-directive Counselling
• CARL R. ROGER is the chief exponent in this
viewpoint.
• This school of thought is just reverse to
that of directive counseling.
• It is a client-centred process.
• In this, the counselee is the pivot of the whole
counselling process.
• The main function of the counsellor is to
create an atmosphere in which the client can
work out his problem.
• It is also known as
permissive counselling.
• In this type of counselling,
emotional elements rather
than intellectual element
are stressed.
 Steps in Client Centred Counselling
Carl Rogers has given the following steps of
this non-directive counselling:
1. Defining the Problematic Situation : First
of all the counsellor should define the
problematic situation.
2. Free Expression of Feelings : After the
first step, the client is made aware of the
fact that he can express his feelings freely
and the counselor approves this.
3. Development of Insight: The counsellor
goes on thinking regarding the client's
new feelings along with the
development of client's insight and he
goes on classifying all those new
feelings.
4. Classification of Positive and Negative
Feelings: After the free expression of
feelings by the client, the counsellor
identifies his negative and positive
feelings and he classifies them.
5. Termination of Counselling
Situation: The counsellor looks for a
point where he can terminate the
counselling situation after all the
above steps. According to this school
of thought, either the client or the
counsellor can suggest for such
termination of counselling situation.
Merits
• It helps the counselee to become
independent and self-reliant and to attain
the ability for self-direction.
• It helps the client to attain emotional
integrity; and helps to reach his full
growth.
• It helps to attain more sustainable
adjustment to his situation.
• This type of counselling leaves it’s
impressions for a longer period.
Demerits
• It is usually more time-consuming
• It is not suitable for a less matured and
less intelligent counselee.
• The counsellor’s passive attitude might
irritate the counselee so much that he
might hesitate to express his feelings.
• It is not possible in schools because the
counsellor has to attend many pupils.
 Comparative
Analysis Of Directive
And Non-directive
Counselling
 Directive Non-Directive
1. Economical 1. Time consuming
2 .Emphasis on the problem 2. Emphasis on individual
3. Emphasis on the 3. Emphasis on emotional aspects
intellectual aspects
4.Methdology is direct and 4. Methodology is indirect
persuasive

5. Solves immediate 5. Deals with self analysis and

problems new problems of Adjustment may
be taken care of.

6. Uses psychological 6. May not use psychological

assessment data assessment.
7.Counselor plays active role 7. Counsellor plays passive
role
8. Direct counselling 8. A highly professional,
sometimes may be done by competent and trained person
supporting staff with understanding of
relationship skills is required

9. Help is offered by 9. Client takes his own

counsellor to take decisions decisions

10. It is more information 10. It is to develop self-insight

giving, rapport formation is and more towards solving the
not personal problems-rapport
that significant formation is essential
3. Eclectic Counselling
• The chief advocate of this type of
counselling is ‘Thorne’.
• Eclectic counselling is a type of counselling
which is neither counsellor-centred nor
client centred; but a combination of both.
• Here the counsellor is neither too active as
in directive counselling nor too passive as in
non-directive counselling, but follows a
middle course.
 Characteristics of Eclectic Counselling
• Methods of counselling may change from client
to client or even with the same client from time
to time.
• It is highly flexible.
• Freedom of choice and expression is open to
both the counsellor and the counselee.
• Experience of mutual confidence and faith in the
relationship are basic.
• The client and the philosophical framework are
adjusted to save the purpose of the relationship.