GUIDANCE & COUNSELLING

INTRODUCTION:

It is the duty and right of every individual to choose his own way in life in so far
as his choice does not interfere with the rights of others. The ability to make such
choices is not innate, but, like other abilities, must be developed. Education
provides opportunities for the development of such abilities. Guidance is the
assistance given to individuals in making such intelligent choices and
adjustments. It is an integral part of education and is cantered directly upon this
function. Guidance does 3 Introduction to Guidance NOTES Self-Instructional
Material not make choices for individuals; it helps them make their own choices
in such way as to promote or stimulate the gradual development of the ability to
make decisions independent without assistance from others.

"In education our goal is guidance; our technique among other is counselling" -
has been aptly said by David V. Tiedemann. Counselling is said to be the core of
the entire guidance programme. It is considered to be the most intimate and
vital part of the guidance programme. Counselling is as old as society itself. In
everyday life, we find, counselling goes on at many levels in a family setup,
parents counsel their children, in society doctors counsel patients, lawyers
clients, teachers students. In other words, there is no limit to the problems on
which counselling can be offered or to the type of persons who can render this
help. Professional counselling, in its present form, is a recent development.
Colleges and universities, industries and business establishments are becoming
increasingly interested in Counselling and its potential for improving
interpersonal relation in the multitude of counsellors, there is safety. No wonder,
Counselling is being recognized as on important technique of guidance here,
there and everywhere!
 GUIDANCE

DEFINITION:

Crow and Crow. "Guidance is assistance made available by personally and

adequately trained men or women to an individual of any age to help him
manage his own life activities, develop his own points of view, make his own
decisions and carry his own burdens."

John Brewer. "Guidance is a process through which an individual is able to solve

his problems and pursue a path suited to his abilities and aspirations."

Scope of Guidance:-

 To help in the total development of the students-

 To help in the proper choice of courses-
 To help in the proper choice of careers--
 To help the students in vocational development-
 To develop readiness for choices and changes to face new challenges
 To minimize the mismatching between education and employment and
help in the efficient use of manpower
 To motive the youth for self-employment-
 To help fresher establish proper identity-
 To identify and motivate the students from weaker sections of society
 To help the students in their period of turmoil and confusion-
 To help in checking wastage and stagnation-

IMPORTANCE OF GUIDANCE

 To help in the tool development of the students

 To help in the proper choice of the students;
 To help in the proper choice of careers;
 To help the student sin vocational development;
 To develop readiness for choices and changes, to face new challenges;
 To minimize the mismatching between education and employment and
help in the efficient use of manpower.
 To motivate the youth for self-employment.
  To help fresher establish proper identity:
 To identify and motivate the students from weaker sections of society;
 To help the students in their period of turmoil and confusion:
 To help in checking wastage and stagnation;
 To identify and help students in need of special help;
 To ensure proper utilization of time spent outside the classrooms:
 To help in tackling problems arising out of student explosion;
 To check migration;
 To make up the deficiencies of home
 To minimize the incidence of indiscipline.

CHARACTERISTICS OF GUIDANCE

Being a school Counsellor is difficult work. School/College Counsellors often have

little time to tend to hundreds or thousands of students, but the impact that they
can have makes the profession one of the most rewarding for those willing to
pursue it.

Here are 10 of the top traits every Counsellor should have:

1. Be a good listener. The first thing that comes to mind is that school
Counsellors must be able to listen. A large portion of a Counsellor's time is spent
listening and processing the information given to you by others.

2. Be able to assess. Part of a Counsellor's job is to make accurate

assessments of their students to prepare them for life beyond school. If you want
to work in a high school setting, this includes being able to accurately assess a
student's successes and shortcomings when it comes to making college choices,
where to apply, and helping them narrow down what can be a daunting list of
choices.

3. Be an excellent communicator. Having excellent communication skills is

one of the most important skills a Counsellor can have. Being able to
communicate ideas, thoughts, and feelings verbally is a trait that can never go
unsung as a Counsellor

4. Appreciate diversity. Students come from a multitude of backgrounds, and

being able to accept and embrace diversity is another trait that is crucial of a
Counsellor. Students come from all walks of life and all types of families, and
helping students learn to accept and embrace their own diversity in a school
setting is critical to a Counsellor's success.

5. Be friendly. Counsellors must be warm and approachable to their students,

and also to parents and faculty members. Being open and gregarious will often
mean that students will trust you more than they trust their parents, and getting
students to open up and let go of their burdens is one of the most rewarding
things a Counsellor can accomplish.

6. Be authoritative. When the situation calls for it, a guidance Counsellor must
cross the boundary from friend to professional. If abuse or neglect is suspected
or present, or if a student is engaging in risky or harmful behavior, a Counsellor
must

know when to show their authority and take the proper steps to ensure their
student's safety.

7. Be well-rounder. A Counsellor will often have a wide range of interests

outside of work, and you never know when one of these interests will resonate
with a student and prompt a connection that get your student to open up to you.

8. Be able to co-ordinate. Counsellors serve as coordinators for many school

programs and activities. From college visits, setting standardized test schedules,
and even administrative tasks- the Counsellor must be able to coordinate a
number of tasks at a time

9. Have good evaluation skills. Counsellors spend a lot of their time

evaluating test scores or administering tests to students. Being able to
accurately evaluate and translate these results to discuss a student's academic
performance, or aid a professor in making an accurate assessment of a student's
skills is vital. 10. Have a sense of humour. Often, having a sense of humour will
be a Counsellor's biggest asset in gaining a student's trust.

PRINCIPLES OF GUIDANCE
  Guidance is a slow process.
 It is a continuous process.
 It develops an insight.
 Problems confronted by individuals
 Guidance is based on individual differences.
 Guidance is both a specialized and generalized services.
 Guidance is an organized service.
 Guidance is for all.

According to Jones, the principles of Guidance are as follows:

1. Principle of individual differences.

2. Principles of specific abilities are not innate.

3. Principle of need of assistance in solving the problem of the individuals.

4. Principle of developing self-guidance.

TYPES OF GUIDANCE:

1. Educational Guidance:-

The term educational guidance is often confused with the term education as
guidance. Educational guidance analyses and observes the students attitudes
and exposes them in the right type of education which will reveal inborn
capacities and help to develop them.

Definition According to Jones, "Educational Guidance is concerned with

assistance to be provided to the pupils which is expected for their
adjustments in the schools, selection of curricula and schools like".
"Educational guidan ce may be defined as a conscious effort to assist in the
intellectual growth of an individual." Brewer

Objectives of Educational Guidance

 To monitor the academic progress of the students.

 To acquaint the students with the prescribed curriculum.
  To identify the academically gifted, backward, creative and other
category of special learners.
 To assist students in getting information about further education.
 To diagnose the learning difficulties of students and help they
overcome the same.

2. Vocational Guidance:-

The activities to do in the future and the right place for the students to get
in are related to them by vocational guidance. Vocational guidance is needed
at the time when the individual is confronted with the problems relating to:
Selecting an occupation.

 Adjusting to the job and making progress in it.

 Definition According to "Crow and Crow" "Vocational Guidance usually
is interpreted as the assistance given to the learner s to choose,
prepare for and progress in an occupation."
 According to "Myers", "Vocational Guidance is the process of assisting
the individual to do for himself certain definite things pertaining to his
vocation."

Objectives of Vocational Guidance Following are the objectives of

vocational guidance:

1. Assisting the students to acquire such knowledge of the characteristics and

functions, duties, responsibilities and rewards of occupations that are within the
range of this choice.

2. Assisting a pupil to discover his own abilities and skills and to fit them into
general requirements of the occupation under consideration.

3. Assisting the pupil to evaluate his own capabilities and interests with regard
their worth to him and to society.

4. Helping the individual develop and attitude towards work that will dignify
whatever type of occupation he may wish to enter.
5. Assisting the individual to think critically about types of occupations and to
lean a technique for analysing information about vacations.

6. Instilling in the pupil a confidences in the teachers and other guidance

personal that will encourage him when he confers with them on personal and
vocational problems But social relationships constitute a problem area for most
of the students

3. Personal Guidance:-

In order to solve one's emotional, social, moral and ethical problems, the
assistance offered to is defined as personal guidance. It deals with all the
problems of life which are not covered by educational and vocational guidance.
Thus the purpose of personal guidance is to help the individual in his physical,
emotional and moral, spiritual development as well as adjustment at home in
school and in society.

4.Avocational Guidance:-

The individual student spends only a small portion of his time i.e. 4 to 6 hours
per day in school. The rest of the time needs to be effectively management.

Avocational guidance helps the child to judiciously utilize the leisure time. The
other co-curricular activities play an important role in all-round development of
the child but many parents, teachers and children put secondary importance to
these activities. The students need to be properly guided for effective
participation in. Health Guidance Health is regarded as the wealth. Total health
i.e. preventive and curative is the goal of health guidance. The health guidance
may be a cooperative effort of Principal, Doctors, Counsellor/psychologist,
Teachers, Students and parents. For promoting preventive care the conditions of
school hostel, canteen needs to be checked. Similarly health education through
formal classes and information is essential in school education stages. In the
present day the concern of health guidance also pertains to guidance in HIV/AIDS

5. GROUP GUIDANCE:-

When more than one individual are put together in a group for
Educational, Vocational or Personal Guidance the situation they created is known
as group guidance. It is guidance through activities: the group is formed on the
basis of common problem of the members. There are two types of group
guidance. They are orientational and therapeutic.

COUNSELING

DEFINITION OF COUNSELLING:-

Counselling has been understood and defined in a number of ways:

i. Webster's dictionary defines Counselling as "Consultation, mutual interchange
of opinions, deliberating together".

ii. Wren (1962) says, "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 younger or less mature, or more
troubled of the two is aided to a self-determined resolution of his problem"

iii. James Michael Lee and Nathaniel J. Pattan say, "Counselling is the
relationship between two persons in which one of them attempts to assist the

other in so organizing himself as to attain a particular form of happiness,

adjustment to a life-situation, or in short, self-actualization. Counselling always
involves a one to-one relationship that is one client and one guidance worker in a
formal or an informal interview situation".

MAJOR ELEMENTS OF COUNSELLING:-

An analysis of the above viewpoints will reveal the major elements of

counselling:

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

(b) 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.

(c) The aim of counselling is to help a student to form a decision, make a choice
or find a direction at some important fork in the road such as that of planning a
life career, a programme in college or university, or a campaign to obtain
employment.

(d) It helps the counselee acquire independence and develop a sense of

responsibility. It helps him explore and fully utilize his potentialities and actualize
himself.
(e) It is more than advice-giving. Progress comes through the thinking that a
person with a problem does for himself rather than through solutions suggested
by the counsellors.

(f) It involves something more than the solution to an immediate problem. Its
function is to produce changes in the individual that will enable him to extricate
himself from his immediate difficulties.

(g) If concerns itself with attitudes as well as action.

(h) Emotional rather than purely intellectual attitudes are the raw material of the
counselling process. Information and intellectual understanding have their place
in the counselling process. But it is the emotionalized feelings which are most
important.

Purpose of Counselling:-

other things, emphasizes test interpretation, research, the psychology of

personality, occupational information and experience with a variety of clients.

Dunsmoor and Miller are of the view that the core of student counselling is to
help the student to help himself. From this point of view they describe the
following purposes of students counselling:

1. To give the student information on matters important to success.

2. To get information about student, which will be of help in solving his problems.

3. To establish a feeling of mutual understanding between student and teacher.

4. To help the student work out a plan for solving his difficulties.

5. To help the student know himself better-his interests, abilities, aptitudes and
opportunities.

6. To encourage and develop special abilities and right attitudes.

7. To inspire successful endeavour toward attainment.

8. To assist the student in planning of educational and vocational choices.

Scope of Counselling:-

(1) Informal Counselling: - It is any helping relationship by a responsible

person who may have little or no training for the work. For instance, ladies
helping patients in hospital through friendly conversations with them.

(2) Non-Specialist Counselling by professionals it is the help provided by

physicians, lawyers, teachers, ministers and others who do a great deal of face-
to-face work with psychological problems in the course of their other work.
Sometimes, special titles are used like "religious counselling" or "financial
counselling".

(3) Professional counselling: it is helping another person with decision and life

plans, whether personal or educational vocational, by a person specially trained

for this work. Professional counsellors are usually psychologists, or educational
psychologists. 'Professional' means among other things the possession of
master's or doctor's degree with at least a year of supervision by a trained
professional and the acceptance of a professional code ethics. Training of
psychologists, among

other things, emphasizes test interpretation, research, the psychology of

personality, occupational information and experience with a variety of clients.

ELEMENT OF COUNSELLING:-

The key elements of counselling are

1. Listening

2. Defining the Problem

3. Emotional input

4. Problem solving process

5. Solution choosing

Listening: Counselling helps the individual to become self-sufficient,self

dependent and self-directed. Active listening is another way of expressing the
basic counselling relationship. The first and foremost element in the counselling
process is listening. It makes the clients to believe that there is someone who
can hear our problem and it also gives them confidence to rely upon the
counsellor. Listening to the problem helps the client to come out with their real
problem and help the counsellor to diagnose and identify the cause for the
problem the client is facing

Defining the Problem: As listening to the client the counsellor will be able to
find out what are the problem and the causes for it so the next element in the
counselling process is to define the problem. To define the problem gives the
counsellor the clear picture of the problem and the ways to find out the solution
for it.

Emotional Input: Counselling as a helping relationship-extends the empathetic

understanding, respect for the client's potentials to lead his own life and
congruence or genuineness. They are viewed as representing not only the
counsellor's skills as reflection of feeling and content but also the counsellor's
fundamental attitude to clients or capacity for altruistic care and concern. Hence
this element in counselling helps the counsellor to build confidence on the client

that they will be able to sort out the problem. This elements brings belief on the
counsellor and relies on them to find solution to their problem.

Problem Solving Process: Through analysis of the problem finding out the
varied solution for the problem is the next key element in the process of
counselling.

Solution Choosing: Choosing better solution depending upon the problems the
client is facing is the last element.

CHARACTERISTICS OF A COUNSELLOR:-

 Effective counsellors have an identity: They know who they are, w what
they are capable of becoming, what they want out of life and what is
essential.
 They respect and appreciate themselves: they can give help and love out
of their own sense of self-worth and strength.
 They are able to recognize and accept their own power.
 They feel adequate with others and allow others to feel powerful with
them.
 They are open to change: They exhibit a willingness and courage to leave
the security of the known if they are not satisfied with what they have.
 They make decisions about how they would like to change, and they work
toward becoming the person they would like to become.
 They are making choices that shape their lives. They are aware of carly
decisions they made about themselves, others and the world.
 They aren't the victims of these early decisions, for they are willing to
revise them, if necessary. They feel alive and their choices are lie oriented.
 They are committed to living fully rather than setting for mere existence.
 They have a sense of humour. They are able to put the events of life in a
perspective, and they have not forgotten how to laugh, especially at their
own contradictions.
 They 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
 They are also sensitive to the unique differences arising out of social class,
race and gender.
 They have a sincere interest in the welfare of others: This concern is based
on respect, care, trust and a real valuing of others.
 They become deeply involved in their work and derive meaning from it:
They can accept the rewards flowing from their work.

FORMS OF COUNSELLING

There are three forms of counselling. These are divided on the basis of the
nature of the counselling process and the part of the counsellor:

1. Directive or Prescriptive or Counsellor-centred counselling

2. Non-Directive or Permissive or Client- centred counselling

3. Eclectic counselling.

1. Directive or Prescriptive or counsellor - centred Counselling:-

 E. G. Williamson is the chief exponent of this view point, such type of
counselling involves six essential steps: Analysis Collecting from a variety of
sources the data needed for an adequate understanding of the student.
Synthesis -Summarizing and organizing the date so that they reveal the
student's assets, liabilities, adjustments and maladjustment. Diagnosis -
Formulating conclusions regarding the nature and the cause of the problems
exhibited by the students. Prognosis Predicting the future development of the
students' problems. Counselling The counsellor's taking steps with the
student to bring about adjustment and readjustment for the student. Follow-
up-Helping the student with new problems with recurrence of the original
problem and determining the effectiveness of the counselling provided to him
Here the counsellor plays the major role; he does all that he can to get the
counselee to make a decision in keeping with his diagnosis. He tries to direct
the thinking of the counselee by informing, explaining, interpreting and
advising. A considerable use of interpretations and direction by the counsellor
has led to this type of counselling being described or counsellor-centred or
active approach technique.

2. Non-Directive or Permissive or Client centred counselling

Carl R. Rogers is the chief exponent of this view point. In this type of
counselling, it is the client-the counselee-who is the pivot. He takes an active
part in the process of therapy. He gains insight into his problem with the help
of the counsellor. It is he who takes decisions as to the action to be taken. The
counsellor's role is passive. This type of counselling is a growth experience.
The goal is the independence and integration of the client rather than the
solution of a particular problem. The principal function of the counsellor is not
to cultivate self-understanding in the client but instead, to create an
atmosphere in which the client can work out his own understanding. The
emotional elements or the feeling aspects are stressed rather than the
intellectual aspects and the counselling leads to a voluntary choice of action.

3. Eclectic Counselling
 Some psychologists like Bordin believe that Rogers and Williamson are
towards opposite ends of the pole and the counselling methods maybe
evaluated. along a continuum from non-directive to directive, when a
counsellor deliberately tries to incorporate in his practice both directive and
non-directive techniques, the result is eclecticism. F.C. Thorne, who is the
exponent of this view, finds that it is possible for counsellors to alternate
between directive and on-directive methods evening the same interview
without disrupting the non-directive permissive relationship with the client.
Here, the counsellor first studies the personality and needs of the individual.
He then selects the technique that would be most helpful for the individual.
He can start with the directive one but when the situation demands, the
counsellor may switch over to the non-directive and vice-versa. The attempt
is made to adjust the technique to the requirements of the situation and the
individual. Even techniques like reassurance, merely giving information, case
history, testing, etc. can be used to achieve the purpose. The counsellor must
be competent and proficient in the use of all available methods. The validity
of the results is determined by the skill with which any method is used with
reference to etiologic diagnosis and the indications of each individual case.
The critical factor is not what method is used but rather the skill which it is
used.

The process of eclectic counselling proceeds somewhat along the following

lines:

i. Counselling maybe preceded by an intake interview

ii. During the opening phase of counselling, the counsellor tries to
establish rapport and may have to do structuring so that the client
understands what to expect of counselling.
iii. To enhance the client's self-understanding, information, about him and
his background may be gathered from various sources. The client needs
to be helped to assimilate this information.
iv. Educational, occupational and social information, if needed by the
client, may be supplied to him.
v. The client achieves emotional release and insights, alters his
perceptions and attitudes about himself and his situations.
 vi. During the closing phase the client makes decisions and plans, modifies
behaviour, and solves his problems.
vii. There may be follow-up contacts, if needed. No matter what method or
view-point-directive, non-directive or eclectic is employed in the
practice or interviewing and counselling, counselling should have
developmental preventive and remedial values It is obvious that
counselling process is viewed differently by different approaches.

But in spite of the diversity in approaches to counselling, there are some

common factors which are:

(i) All counsellors accept the importance of ideal counselling relationship

(ii) Interview is the basic tool of counselling.

(iii) The counselling relationship is built during interviews.

(iv)All counsellors realize the importance of acceptance of and respect for the
counselee.

COUNSELLING AS APPLIED TO EDUCATION

Counselling is a confidential interaction between a professionally trained

counsellor and a student or small group of students.

 Counsellors help students, staff, and parents by: Developing programs that
promote healthy life-styles and build positive school climate.
 Meeting with parents, teachers, and students to help support and
encourage a successful school experiences
 Offering small support groups when needed on issues such as changing
families, developing friendships, grieving, self esteem, and anger
management.
 Interpreting standardized test scores to promote awareness about a
student's strengths and progress.
 Advising students on class selection and academic opportunities
 Coordinating mentoring opportunities and support services for at-risk
students.
  Developing a Peer Helping Program Supporting parents, students, and
teachers through the ABCs for Solutions process.

CONCLUSION:

Hence Guidance should provide for all kinds of individuals, besides, there

are differences between groups and sexes in matter of interests, ability, attitudes

and approach. The philosophy of Guidance recognises the import and role of

these differences when preparing a guidance schedule/ programme The

counsellor empathizes with the counselee's emotional needs. He makes the

counselee aware of being unconditionally accepted. This particular aspect does

not concern the other types of interviews. The counsellor is concerned equally

with what the counselee tries to express but fails to communicate. The

counsellor is basically concerned with the clarification, interpretation and

understanding of the counselee's feelings, ideas and longings. In this process,

there is no place for any anxiety or stress being put on the counselee.

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