ESSENTIALS OF GUIDANCE AND

COUNSELLING
DGC-II

POST GRADUATE DIPLOMA IN GUIDANCE AND COUNSELLING

(PGDGC)

(Distance Mode)
 Centre for Distance and Open Learning

JAMIA MILLIA ISLAMIA

New Delhi – 110025

ADVISORY COMMITTEE
Prof Najma Akhtar
Patron
Vice Chancellor,JMI

Prof. Mohammad Miyan

Hony Advisor,CDOE
Founder Director,CDOE

Prof. Jessy Abraham

Hony. Director CDOE

PROGRAMME COORDINATOR
Dr Dayal Sandhu, CDOE, Jamia Millia Islamia
COURSE WRITERS

Dr. Nalini Srivastava, MJP Rohel Khand University, U.P.

Block-1: Understanding Guidance and Counselling

Unit 1: Meaning, Nature, Scope and Types of Guidance

Unit 2: Objectives and Functions of Guidance, Guidance and Education

Unit 3: Teacher as a Guidance Functionary, Essential Guidance Services

Dr. Savita Kaushal, NUEPA,

Block-2 : Individual and Group Guidance

Unit 1: Nature, Goals and Techniques of Individual and Group Guidance

Unit 2: Group Dynamics, Type of Groups, Importance of Group Guidance

Unit 3: Organizing Group Guidance Activities in School
Dr. Savita Kaushal, NUEPA,
Block-3 : Organization of Guidance Programme for School

Unit 1: Planning a Guidance Programme, Principles of Organizing School Guidance Programme Effectively
Unit 2: Guidance Activities in Elementary School

Unit 3: Guidance Activities at Secondary and Senior Secondary Stage

Dr. Asma Parveen, Deptt. of Psychology, AMU

Block-4 : Introduction to Counselling

Unit 1: Meaning, Type, Need and Goals of Counselling, Counselling and Psychotherapy
 Unit 2: Approaches and Techniques of Counselling
Unit 3: Stages and Process of Counseling; Relationship Building and Core Skills in Counselling
Dr. D. Vankatshwarual, IGNOU

Block-5 Guidance and Counselling and Inclusive Education

Unit 1: Need and Importance of Guidance, Counselling and Inclusive Education

Unit 2: Guidance and Counselling Physically and Mentally Challenged

Unit 3: Guidance and Counselling Children with Learning Disabilities

All rights reserved. Printed and published on behalf of CDOL by the Maktaba Jamia Ltd., Jamia Nagar, New Delhi-110025

October, 2019
ISBN: 978-93-82997-92-4
All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including
photocopying, recording or by any information storage or retrieval system, without permission in writing from the publisher.

Cover Credits: AnupmaKumari, Faculty of Fine Arts, Jamia Millia Islamia

 Contents
Block-1 : Understanding Guidance

Unit - 1 Meaning, Nature, Scope and Types of Guidance 5

Unit - 2 Objectives and Functions of Guidance, Guidance and Education 26

Unit - 3 Teacher as a Guidance Functionary, Essential Guidance Services 40

Block-2 : Individual and Group Guidance

Unit - 1 Nature, Goals and Techniques of Individual and Group Guidance 56

Unit - 2 Group Dynamics, Type of Groups, Importance of Group Guidance 86

Unit - 3 Organizing Group Guidance Activities in School 107

Block-3 : Organization of Guidance Programme for School

Unit - 1 Planning a Guidance Programme, Principles of Organizing

School Guidance Programme Effectively 125
Unit - 2 Guidance Activities in Elementary School 149

Unit - 3 Guidance Activities at Secondary and Senior Secondary Stage 166

Block-4 : Introduction to Counselling

Unit - 1 Meaning, Type, Need and Goals of Counselling, Counselling and

Psychotherapy 188

Unit - 2 Approaches and Techniques of Counselling 206

Unit - 3 Stages and Process of Counseling; Relationship Building and

Core Skills in Counselling 226

Block-5 : Guidance and Counselling and Inclusive Education

Unit - 1 Need and Importance of Guidance, Counselling and Inclusive Education 249
Unit - 2 Guidance and Counselling Physically and Mentally Challenged 257

Unit - 3 Guidance and Counselling Children with Learning Disabilities 266

 BLOCK-1

UNDERSTANDING GUIDANCE

Unit 1: Meaning, Nature, Scope and Types of Guidance

Unit 2 : Objectives and Functions of Guidance, Guidance and Education

Unit 3 : Teacher as a Guidance Functionary, Essential Guidance Services.

UNIT-1 MEANING, NATURE, SCOPE AND TYPES OF GUIDANCE

STRUCTURE

1.0 Introduction
1.1 Objectives
1.2 Guidance: An Overview

1.2.1 Meaning of Guidance

1.2.2 Nature of Guidance

1.2.3 Scope of Guidance

1.3 Types of Guidance

1.3.1. Educational Guidance

1.3.2. Vocational Guidance

1.3.3. Personal Guidance

[Link] Individual Guidance

[Link] Group Guidance

[Link] Social Guidance

1.4 Let Us Sum up

1.4.1 Key Words

1.4.2 Descriptive questions

1.4.3 Answers to check your progress/Exercises

1.4.4 Suggested Readings.

1.0 INTRODUCTION

Generally the term guidance means to show the path to somebody or telling something or giving
direction is called guidance. In this way we can say that this process is as old as the human society itself.
In other word it can also to say that in guidance the client or guided person try to see the things through
the guide’s points of view and later come to that condition where he could solve his problems himself.
But it does not mean that guidance is meant to solve the problems of the person rather it enables the
person in such a way so that he can solve his problem himself, find out the root cause, estimate his
abilities and can use them in a right direction.

Thus guidance is more comprehensive rather than only giving direction. In the present era when the
complexities and competitiveness has increased the pressure has also increased on each one, and this
pressure has given birth to a number of problems. In such a condition we always seek to a person who is
more experienced to us for the solution of the problem.

1.1 OBJECTIVES

After going through this unit, you will be able to:

 explain the meaning, nature, scope and types of guidance;

 describe the types of guidance; and
 understand the relationship of guidance and education.
1.2 GUIDANCE: AN OVERVIEW

1.2.1 Meaning of Guidance

The term guidance is defined by the scholars in varied ways. In general meaning it denotes some kind of help
and assistance given to an individual on the basis of careful study of various view points, in the words of
Jones we can say that “Guidance involves personal help given by someone, it is design to assist in deciding
where he wants to go, what he wants to do, or how he can best accomplish his purpose; it assist him in
solving the problems that arise in his life. It does not solve the problem of the individual rather helps him to
solve them. The focus of guidance is the individual, not the problem; its purpose is to promote the growth of
the individual in the self direction. Likewise Jones, Staflen and Stewert have defined guidance as an
assistance rendered by one individual to another. This view makes an individual responsible for himself and
inclines him towards self direction.

According to Traxler, “Guidance enables each individual to understand his abilities and interest, to
develop them as well as possible and to relate them to life goals and finally reach a state of complete
and mature self guidance as a desirable member of the social order.” In this way the ultimate aim of
guidance is to facilitate personal development.

The aim of guidance is to enable an individual to solve his problems in order to properly adjust with his
environment. In this regard, Skinner says, “Guidance is a process of helping young persons, learn to
adjust to self, to others and to circumstances.”
Guidance is also accepted as complementary to education. In a wide process it is like education, which
effect the all round development of the person. Lefever and others accepted guidance as an education,
service and says, “Guidance is an educational service designed to help students to make more effective
use of the school training programme.” However guidance is the systematic professional process of
helping individual through education and interpretive procedure to gain a better understanding of his
own characteristics and potentialities and to relate him more satisfactorily to social requirements and
opportunities, in accord with social and moral values.

Elaborating the importance of guidance, the Education Commission (1964-66) has defined guidance in
its report and said, “Guidance is a help to the students in making the best possible adjustment to the
situations in the educational institutions and in the home and at the same facilities the development of
all aspects of the personality.

On the basis of the above definitions it is clear that guidance is a process which assists an individual in
such a manner that he may be able to adjust himself and solve his problems and utilizes his capabilities
fully in order to be helpful to the development of the society.

1.2.2 Nature of Guidance

The nature of guidance comprises all the three faculties of knowledge (Philosophy, Psychology and
Sociology) and it is also to all types of education- formal, non-formal, vocational etc. Guidance works as
an assistance, in which an able and capable individual renders assistance to another individual, who is
facing the problem and unable to solve it himself. Guidance is a continuous process in its nature; it is
needed from the early childhood through adolescence, adulthood and even in old age too. In other
words we can say it is needed from cradle to grave. Secondly, guidance is not only a direction rather it is
a process. This process acquaints the individual with his capabilities and motivates him to choose the
path of development. In the systematic process of guidance observation, inspection and tests methods
are used to make it more effective. Guidance is also dynamic in its nature because it is highly related
with all the areas of life i.e. time, place, age and circumstances, those all are the dynamic sight of the
life.

Apart from the above views some other characteristics of guidance are defined by the scholars; such as
guidance helps the individual to establish the harmonious relationship; it assists the individual to keep
adjustment; it helps the person to identify and develop the potentialities and talents. Guidance has two
phase of its organization- special and general. The Special guidance is organized by the specially
qualified personnel who works as counselor, psychologists and psychiatrist as per the demand of the
client; here they follow all the necessary steps of guidance as testing, counseling, educational and
vocational information, placement and follow-up. On the other hand the general guidance can be
provided by everyone who is more experienced than the individual such as teachers, principals, parents,
seniors, relatives, doctors and advisers etc.

In short, guidance is not limited to few people only. It is required and given by everyone as per their
needs. Generally it is given individually but some times it can be provided collectively. Actually it is a
positive programme to full fill the needs of the all students and to motivate them to inculcate positive
attitude among them.

1.2.3 Scope of Guidance

As life becomes too complicated and complex in the present era the demand of experts views for solving
the problems has also increased. To solve the different types of problems we need different types of
guidance services. The scope of guidance extended to much in the field of social context, economic
development, educational exposure and vocational choice. In short the scope of guidance is indeed very
vast. It helps the individual in the selection of educational courses, profitable occupations, in the job
placement, occupational surveys, improvement in study skills, maintenance of mental and physical
health, counseling regarding personal adjustment, identifying potentialities of gifted and backward
children and even social, personal, moral and marital problems.

The scope of guidance covers the following areas:

1. Individual and Curriculum

(a) Academic achievement and progress
(b) Personal development through curricular and co-curricular activities

2. Personal and social relation:

(a) Understanding the relations, character and behaviour of each other.
(b) Understanding of others and the relations with them

3. Educational and vocational requirements and opportunities.

(a) Preparing to meet future education and occupational requirements.
(b) Utilization of appropriate opportunities of educational and vocational areas.

Activity/Experiences

 Enumerate the need of guidance on the basis of your discussion with your classmates.
Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.

1. Define guidance according to Traxlar?

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2. Fill in the blanks

(a) Guidance is a ------------------------- Process

(b) It helps to establish------------------------- relationship
(c) The nature of guidance comprises all the ------------ branches of knowledge.
(d) Guidance is needed from------------------ to grave.

1.3 TYPES OF GUIDANCE

Keeping in view the different types of problems of the individual and their solutions the scholars have
classified the guidance services in their own ways. Though all the scholars do not hold uniform views
regarding the classification of guidance services. But when we exercising on their views, we find the
scholars are agreed at one point that the field of guidance should be kept separate in order to run its
process smoothly.

The classification of guidance according to various scholars is as follows:

According to W. M. Proctor, there are following types of guidance:

1. Educational Guidance
2. Vocational Guidance
 3. Guidance in Social and Civic Activities
4. Guidance in Health and Physical Activities
5. Guidance to use the leisure time
6. Guidance in Character Building Activities

John M. Bremer mentiond ten kinds of guidance:

1. Educational Guidance
2. Vocational Guidance
3. Religious Guidance
4. Guidance for home relationship
5. Guidance for citizenship
6. Guidance for leisure and recreation
7. Guidance in personal well being
8. Guidance in right doing
9. Guidance in thoughtfulness and co-operation
10. Guidance in wholesome and cultural action

According to Patterson, Schneinler and Williamson, the guidance is of five types:

1. Educational Guidance
2. Vocational Guidance
3. Personal Guidance (including social, emotional and leisure time guidance)
4. Health Guidance
5. Economic guidance

Jones listed four types of guidance:

1. Course, curriculum and school guidance, educational guidance

2. Vocational Guidance
3. Leisure time Guidance
4. Leadership Guidance

Koos and Kefauver mentioned five kinds of Guidance:

1. Educational Guidance
 2. Vocational Guidance
3. Recreational Guidance
4. Health Guidance
5. Civic- Social-Moral Guidance

A closer perusal of different types of guidance mentioned above shows that all the scholars have
accepted educational and vocational Guidance. This fact indicates the importance of educational and
vocational guidance. While all other types of guidance fall under the individual and or personal area of
guidance in a concrete form, whether they are related to individual life or social life.

G. E. Myers also writes that “Civic guidance, health guidance, social guidance and moral guidance are
not acceptable terms. Because all types of guidance are closely linked up together. In practice the entire
guidance is a unitary process. In short, the three areas of guidance have been uniformly accepted:
educational, vocational and individual. Here we shall consider these in detail in the present unit.

Activity/Experiences

 Arrange group activities where the students can discuss about the types and areas of guidance and
prepare a summary of that discussion.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.

3. Mention the major types of guidance.

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4. Write the types of guidance according to Bremer?

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1.3.1. Educational Guidance

Brewer defines educational guidance as “Educational Guidance is a conscious effort to assist in the
intellectual growth of an individual- anything that has to do with instruction or with learning may come
under the term of guidance.” Educational guidance is directly related to students and its process begins
with that very moment of a student stands at the first stage of learning.

Jones explained the importance to selection and adjustment in his words and said “Educational guidance
is concerned with assistance given to pupils in their choices and adjustment with relation to school,
curriculum courses and school life.” And Ruth Strange defines educational guidance as “guidance
intended to aid the individual in choosing an appropriate programme and making progress in it.” Hence,
educational guidance is the application for the procedure and techniques to help the students in
selecting suitable course according to their aptitude, interest and mental and intellectual endowments
and help him for the best of his future.

The chief aim of educational guidance is to develop learning and adjustment ability in a student, to
identify his innate traits and abilities and give him an opportunity to grow and to develop awareness,
responsibility, adjustment and sensitivity. In this way it helps in achieving the goal of all round
development of the student. On the other hand it is also concerned with the problems related to course,
curriculum and study. Myers described the aim of educational guidance to construct suitable and
creative circumstances for a student’s development and education.

The major functions of educational guidance can be understood as follows:

 To provide education according to a student’s interest, abilities and resources.

 To compile information looking at the future possibilities of a students.
 To helpful in the progress of educational programmes.
 To fulfill the needs of the students.
Characteristics of Educational Guidance

 Educational guidance is helpful in the realization of the students’ aim. It helps in achieving the
minimum level of learning and makes effort to remove the difficulties faced by the student
during learning.
 Educational guidance helps in guiding the students as per their individual differences because
the interest and capabilities of all the students are not similar and that’s why the reasons of
their problems are also differ.
 Educational guidelines also suggest the students about the selection of the subjects on the basis
of their differences.
 Educational guidance works for the all round development of the students through motivating
them to participate in co-curricular activities and expose the hidden talents.
 Through educational guidance a favorable atmosphere is created around the students so that
they can adjust well and cultivate their inner qualities
 The educational guidance also helps to cultivate self-direction, confidence and positive
sentiments in order to make continuous efforts so that they can proceed towards perfection in
their life.
 Above all educational guidance help students to develop problem solving abilities so that they
can do better adjustment with their conditions and in adverse circumstances.

Principles of Educational Guidance

Arthur E. Traxter has tried to give detailed and complete definition of educational guidance, in his
wards. “Guidance enables each individual to understand his abilities as a desirable citizen of a
democratic social order. Guidance is thus vitally related to every aspect of school, the curriculum the
methods of instruction and home community relations.” So that the principles of guidance means a
process of generalization by which guidance can made easily accessible. In other words educational
guidance is based on certain principles. It is necessary that one should understand the basic principles
of any discipline before we go through it. By the principles of educational guidance is meant to
generalize the process of guidance because the utility of guidance lies in taking everybody together.
Without generalization of educational guidance it would become impossible to make it beneficial to
anyone. The main principles of educational guidance are as follows:

 The first principle of educational guidance is that it must be available to all the students,
whether they are talented or weak, gifted of backward, they all have right to avail guidance
services run by the school.
  The second principle of educational guidance is that the guide must try to provide the
immediate solution of the problem. It is necessary that the problem should be cured in the
beginning before it acquires serious dimensions later.
 The next principle of educational guidance is try to make close relationship between school and
guardians because without the co-operation of the home and collection of desirable data the
proper guidance is not possible.
 The next principle of educational guidance is of continuous study of the student. If a student get
a vocation of his choice, then educational guidance is required for his stability and progress and
if somebody fails, then he required it to know the causes behind it.
 Another principle of educational guidance is of data gathering. The success of effective guidance
is mainly depend on the complete and related data because the absence of proper information
could lead the person to wrong way.
 The last principle of educational guidance is the use of standardized test for more accurate and
authentic examination of the students, all these tests helps the guide to find out the causes of
the success or failure of the student. In the field of educational guidance intelligence, interest,
aptitude, adjustment and creativity tests are the more appropriate and widely available used
tests.

In short without following the above principles the process of educational guidance can not be remain
useful and effective. So they must not be avoided.

Process of Educational Guidance

In the process of Educational Guidance the following steps are involved :

1. Initial Dialogue
2. Primary Interview
3. Study of Students Social, Economic and Cultural Status
4. Psychological Test
5. Analysis of Educational Background of students
6. Health Examination
7. Final Interview
8. Construction of Profile
9. Seminar
10. Report Writing
11. Follow up work.

Thus, with help of the above steps the process of educational guidance go smoothly and the guide can
help the students in a better way for their future.
Activity/Experiences

 Collect employment news paper and find out the information about different job opportunities
related to arts, science and commerce students and prepare a report for the same.
 Identify a low achiever student, requiring educational guidance, from your locality. Diagnose the
causes behind and suggest some remedial steps for his improvement.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.

5. State whether the following statements are true or false by putting ( ) over the appropriate letter
(T/F).

(a) Educational Guidance helps in achieving the minimum level of learning. (T/F)
(b) Educational Guidance is needed only for abnormal children. (T/F)
(c) The use of standardized tests is not very effective in Educational Guidance. (T/F)
(d) Educational Guidance helps the students in developing problem solving
abilities (T/F)

6. Write the steps of the process of Educational Guidance.

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1.3.2 Vocational Guidance

Vocational Guidance assists students in the selection of curriculum and vocations according to their
physical and mental abilities and capabilities. Myers has explained the importance of vocational
guidance and said that Vocational education without vocational guidance is much like making an effort
to lift heavy machinery without the help of a crane. Super has defined the functions of Vocational
Guidance and said “Vocational Guidance is the process of helping the individual so that he may adjust in
the occupation and may make effective use of human power and to provide facilities for economic
development of the society.”

Characteristics of Vocational Guidance

 The main characteristic of vocational guidance is to assists an individual in the selection of

vocation according his interest, capability and ability.
 It not only helps in selection of a suitable vocation but also help students to take admission and
gain progress thoroughly.
 The vocational guidance stress upon the person to understand his own interest, aptitudes,
abilities etc. for a successful vocational adjustment.
 The process of vocational guidance helps a person in developing his potentials to the optimum
level.
 It is a process which helps a person to adopt a profession, to earn his livelihood and prepares
him for that profession.
 Vocational guidance not only assists in the selection of vocation but also helps in solving the
problems faced by the person during the vocational life.

Principles of Vocational Guidance

The main principles of vocational guidance are as fallows –

1. Client- Centered Principles:

a) Making guidance available without interruption.

b) Guidance covering all clients.
c) Making guidance programme client centered.
d) Guidance services meeting the varied and extensive needs of the individual.
e) Making choice by the client himself.

2. Personnel- Centered Principles:

a)Professional efficiency.
 b) Accepting genuine responsibility to guide clients.
c)In-service training.
d) Using all available information about the client.
e)Observing a strict code of professional ethics.
f) Collecting external factors about the client.
g)Using varied methods and techniques.
h) Using research finding.

3. Organization Centered Principles:

(a) Helping up-to-date records about the clients.
(b) Framing an independent guidance programme.
(c) Making adequate space available to guidance workers.
(d) Allowing field workers to undertake follow-up studies.
(e) Offering placement services.
(f) Making provision for individual and group guidance programme.
(g) Seeking co-operation from similar organization.
(h) Making adequate supply of materials.
(i) Responsiveness of guidance programme.

4. General Public Centered Principles:

(a) Mobilizing public opinion.
(b) Mailing public receptive to guidance programme.
(c) Making public conscious of the careers of young members of the society.
(d) Cooperation to the guidance workers.
(e) Identifying their needs by the people and bringing these to the notice of the guidance
personnel.
(f) Appreciation and constructive criticism of the work of the guidance personnel by the public.

Process of Vocational Guidance

In the process of Vocational Guidance two kinds of information are required- first is information about
the person and second is information about the occupational and industrial sphere. The detail of these
two parts can better understand through this flow chart-
 Process of Vocational Guidance

Study of Individual Study of occupational Industrial Sphere

A. Classification according to interest

1. Education
B. Classification according to educational Level,
2. Training
mental ability, skills, age and training
3. Level of Intelligence

4. Special Mental abilities work

5. Aptitudes

6. Interests

7. Health and Physical Development

8. Nature

9. Personal Characteristics

10 Financial Status

11 Others Factors

(A) Classification according to interest: Professions have been divided into the following classes on
the basis of interest-
(a) Occupations concerned with child life,
(b) Mechanical occupations,
(c) Computational occupations,
(d) Scientific occupations,
(e) Occupations concerned with change,
(f) Artistic occupations,
(g) Literary occupations,
(h) Musical occupations,
(i) Occupations concerned with social service,
(j) Clerical occupation.

(B) Classification on the basis of educational, mental ability, skill, age, training and social respect:
 1. Executive, Managerial and Professional: This class includes the following three kinds of
occupations:

(a) Verbal- such as advocate, judge, editor, auditor, professor, etc.

(b) Scientific- Such as doctor, engineer, scientist, accountant, etc.

(c) Executive or Managerial - such as the various kinds of managers and executives, etc.

2. Business and Sub-professional: This class includes the following three kinds of occupations:

(a) Business - such as trader, salesman, agent etc.

(b) Sub-professional- Such as actor, photographer, designer, etc.

(C) Classification according to form of work: class includes the following three kinds of occupations-

1. Skilled Occupations

(a) Physical labour - such as electrician, dyer, mechanic man and press mechanic etc.

(b) Intellectual - work such as clear, supervisor, stenographer, casher, etc.

2. Semi-skilled occupation: such as policeman, bus conductor, driver, guard, etc.

3. Unskilled occupation: such as labourer, peon, night watchman, etc.

Significant Factors in Selection of Vocation

For the selection of Vocation it is necessary that one should examine the certain important factors
related to the Vocation. Some important factors are as follows:

a. Status of the vocation : whether it is developed or at developing stage and what is the place of
its workers in the society.
b. Nature of work : which includes the kind of work, whether it is related to field or office,
responsibilities, duty hours and interest etc.
c. Working conditions : it includes the internal and external environment of the working place
and other psychological and physical needs of the work.
 d. Necessary qualifications : such as nature, behaviour, I.Q. and other personality traits which are
essential for the vocation.
e. Chances for growth also affect it because nobody likes stagnancy.
f. Salary and facilities are also important factors; it includes increments, bonus, pension and
medical facilities.
g. Necessary education and training, which the Vocation needs for specialization, the details of
expenditure and the place where the training will be held.
h. System of Vocation whether is government or private sector, nature of partnership whether it
is a joint company or is a cooperative company.
i. Desirable experience whether the fresh candidates or experienced persons are required.
j. Place of work which includes the place of vocation its climate, environment, means of
transport, meals and distance from residence.
k. Social prestige of the vocation is also an important factor which affects the selection of the
vocation.

Activity/Experiences

 Locate a school in your locality, which has a guidance unit and prepare a report on vocational
awareness among higher secondary level students.
 Collect news papers and magazines and find out different career related information for the
students of vocational field.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the block.

7. List down the main principles of vocational guidance.

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8. Write the significant factors effecting the selection of a vocation.

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1.3.3 Personal Guidance

As the life become very complicated in modern times and people have to face many problems due to
competitions, changing environment and excess of material resources. For the adjustment in these
diverse conditions all the person requires personal and social guidance to lead a happy and contented
life. The personal guidance is generally related to educational and vocational guidance and broadly
includes all the individual, emotional, behaviour, family life, values, marriage problems and problems
related to social relations.

The Individual guidance divided into following aspects.

(a) Individual guidance

(b) Group Guidance

(c) Social Guidance

To provide assistance in solution of the problems related to the above aspects of life we need personal
guidance. In fact the area and scope of personal guidance is too wide and a person requires it from the
beginning to the end. The personal guidance includes personal, psychological and emotional relationship
which a person develops himself. Generally it is found that a person posses educational competencies
and satisfactory progress in the vocational field even then he could not establish balance between
individual’s mental, physical and social aspects because of the abnormal behaviour, uncomfortable
surroundings and social demerits. Such a person leads a negative and neglected life among his family,
neighbours and community members. These conditions do not allow him to imagine a progressive and
peaceful life. All that time the personal guidance proved to be the best way for the solution of this
problem. Hence the following problems can be solved through personal guidance.

(a) Problems related to the health and physical development

(b) Problems related to emotional behaviour

(c) Problems related to home and family relationships

(d) Problems related to sex, courtship and marriage

(e) Problems related to religion, morals, ideals and values

(f) Problems related to economic condition

(g) Problems related to social relationships.

Thus the personal guidance is needed for the solution of personal problems. The problems faced by the
school pupil are personal and social in nature. In other words its need is rooted in the emotional
disturbance and emotional imbalance of the pupils. As educational guidance focused on educational
problems and vocational guidance focused on vocational problems in the same way the personal
guidance is related to an individual’s inner life and own behaviours. The cause of these problems or
maladjustment may be environmental factors or his owns psychology. Various kinds of worries, negative
attitudes, excessive rudeness, nervousness and shyness and lack of confidence are few examples of
personal problems; directly or indirectly all these problems affected the educational, vocational, social
and personal development of the individual. Any one of such problem if become serious and is not
tackled within time it can upset the whole balance of life of that person and his family too.

Objectives of Personal Guidance:

(a) To assist to understand and resolve their emotional problems.

(b) To cultivate the ability for proper adjustment between an individual and his family,
neighborhood, school, community etc.
(c) To assist an individual to get control over his emotions.
(d) To assist in availing suitable opportunities by utilizing his abilities and capabilities.
(e) To assist an individual in the development of rational and insightful behaviour under different
circumstances of life.
(f) To develop the ability to take self-decision in the context of individual problems and to work
with full confidence.
In short the main aim of personal guidance is to analyze the individual problems minutely and to assist
him in resolving them.

Principles of Personal Guidance:

The main principles of personal guidance are as follows:

(a) Each individual is differ from another. His personality is complex and complete in itself and
there is rarely any place for change.
(b) Each personal problem do an emotional aspect and interrelated with one another.
(c) Only external efforts for the solution of personal problems are not enough, the development
of insight has special significance in its solution.
(d) The personal problems do not come due to direct causes, rather other indirect causes are also
responsible for. So the guide must be most aware for the real causes of the problems.

The process of personal guidance is not so easy; each personal problem requires a deeper level
understanding of the individual. Various methods are adopted for collecting the information about the
client. First of all the counsellor, as soon as the case referred to him, he tries to contact that
person/student and establishes rapport with him by formal or informal meeting to just have an
interaction and orientation to his problem. Secondly, he tries to collect relevant data about him. The
personal information may include information about his personality, attitudes, aptitudes, interest values
and his relationship with his parents, teachers, classmates and friends. For the most relevant data the
psychological test may also be administered if required. Lastly, with the comprehensive information, he
arranges a series of counselling and interviews. Here he tried to bring change in his attitude and develop
a more conducive insight about his problem to reduce the tension or stress. For this purpose he may use
relevant counselling techniques; directive, in-directive or elective counselling.

As we have already discussed that the area of personal guidance is so vast, it includes the individual
group and social guidance too. Here we tried to explain all the other types of personal guidance in short.

[Link] Individual Guidance

From the point of view of number of individuals who are helped at a time guidance and counseling is
classified into two categories- (1) Individual Guidance, (2) Group Guidance

Pepinsky and Pepinsky described Individual Guidance and told that it is a kind of interaction which
occurs between two individuals called “Counsellor” and “Client” and which takes place within a
professional setting. In this counselling situation only two persons are allow to stand. It is a professional
help offered to an individual who has some kind of educational, vocational or emotional (personal)
problem. The counsellor focused on helping the individual to make him become more able to help
himself. He made efforts to make strengthen his ego, competence, self-confidence and encourage him
to see his problem in the right perspective; he does all this on the basis of the comprehensive
information collected related to that individual, his needs and characteristics.

The counsellor interacts with the individual in such a manner that he, gradually gains insight into his
own situation. The use of techniques and devices that the counsellor used depend upon the nature and
complexity of the problem and it is always better to have as much information about the field and
individual and the techniques as possible for any kind of guidance and counselling.

[Link] Group Guidance

Group guidance means that the procedure of guidance in which a group of more than one individual
involves, and is helped to solve the problems. In other words when more than one individual are put
together in a group for educational, vocational and personal guidance, this situation is known as group
guidance. These groups are formed on the basis of common problems of the members such as
information about various courses or information about various vocations and a common personal
problem as negative self-concepts or lack good social relationship etc.

The group guidance enables the counsellor to enhance his own efficiency, provide opportunities to study
the students in group situations, prepares the way for individual counselling through the group guidance
the common problem related to educational plans, home and social adjustment, social conditions, job
finding, economic and occupational activities, personality and hobbies can be discussed easily.

The group guidance has used as a supplement and not as a substitute of counselling, its nature is
relatively homogenous in various aspects. The counsellor should help as far as possible. The counsellor
can use career conferences, audio-visual aids, visits to the work sites, group activities, occupational
information, group discussions and clinical counselling as the main techniques in group guidance.

[Link] Social Guidance

As John Dewey has emphasized on the development of social efficiency among students, the social
efficiency is the most important objective of education. Education along with guidance works to solve
the social adjustment problems of the students. To lead the social life it is necessary that students must
acquire certain social qualities and experience. If they are not nurtured properly for the social life they
become socially maladjusted. Social guidance assists the students to develop a variety of social
characteristics such as values, life philosophy, interpersonal relationship etc. its purpose is to train
students to become efficient of the society in which they have to life.

A number of social problems are caused due to social environment. The main causes of such problems
are broken home, lack of adequate facilities, fear from opposite sex, negligence, environmental
complexity, increasing competitions in every phase of life etc. in such conditions social guidance help the
students in social adjustment, improve interpersonal relationship, develop desirable attitudes and
values and in planning for leisure time activities.

Activity/Experiences

 Develop a questionnaire for the college going students related to their adjustment problems
with home, college and classmates in a new environment.
 Observe a class and find out a student who is a high achiever but feels isolated due to some
personal problems. Prepare a case study with proper solutions of his problem.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.

9. Mention the problems which can be solve through personal guidance.

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

10. Fill in the blanks

(a) Personal Guidance is needed for the solution of -------------------.

(b) All persons are ---------------------- from one another.

 (c) Personal guidance assists an individual to control over--------------------.

(d) Each Personal Problem has an --------------------- aspect.

1.4 LET US SUM UP

In the present unit we have discussed about the meaning, nature, scope and types of guidance and how
they are related to education. We learnt the meaning of guidance in general and the definitions given by
the scholars. In short guidance is a process which assists an individual in such a manner that he may be
able to adjust himself and solve his problems and utilize his capabilities. Guidance is a life long process
and comprises all the three branches of knowledge. The scope of guidance is also extended now a days
due to the competitive life style and social conditions.

We have also come to understand various types of guidance and specially the three major types of
guidance viz. education, vocational and personal in detail. In short the synthesis of all types of guidance
is that they are not entirely independent to one another. Some time the educational problem calls for
personal guidance and vocational problem may cause due to personal problem. But any way guidance is
an integral part of education which helps in the all round development of an individual.

1.4.1 Key Words

Guidance, Educational Guidance, Vocational Guidance, Personal Guidance, Individual Guidance, Group
Guidance, Social Guidance

1.4.2 Descriptive Questions

1. What do you understand by guidance? Explain the nature of guidance.

2. Describe the types and the need of guidance.

3. Write a short notes on the following:

(i) Educational Guidance

(ii) Vocational Guidance

 (iii) Personal Guidance

1.4.3 Answers to Check Your Progress/Exercises

UNIT I

1. According to Traxler, “Guidance enables each individual to understand his abilities and interest, to
develop them as well as possible and to relate them to life goals and finally reach a state of complete
and mature self guidance as a desirable member of the social order.”

2. (a) Continuous (b) Harmonious (c) Three (d) Cradle

3. Three Types:

I. Educational Guidance
II. Vocational Guidance
III. Personal Guidance

4. Types of guidance according to Bremer:

(1) Educational Guidance (2) Vocational Guidance (3) Religious Guidance (4) Guidance for home
relationship (5) Guidance for citizenship (6) Guidance for leisure and recreation, (7) Guidance in personal
well being (8) Guidance in right doing (9) Guidance in thoughtfulness and co-operation (10) Guidance in
wholesome and cultural action.

5. True/False

(a) True (b) False (c) False (d) True

6. Process of Educational Guidance

i. Initial Dialogue
ii. Primary Interview
iii. Study of Students Social, Economic and Cultural Status
iv. Psychological Test
v. Analysis of Educational Background of students
 vi. Health Examination
vii. Final Interview
[Link] of Profile
ix. Seminar
x. Report Writing
xi. Follow up work.

7. Principles of Vocational Guidance

i. Client- Centered Principles

ii. Personnel- Centered Principles

iii Organization Centered Principles

iv General Public Centered Principles

8. Factors effecting the selection of a vocation:

1) Status of the vocation

2) Nature of work

3) Working Conditions

4) Necessary qualification

5) Chances of growth

6) Salary and facilities

7) Sector of vocation

8) Desirable experience

9) Necessary education and training

10) Place of work

11) Social prestige of vocation

9. The problems solved through Personal Guidance

(a) Problems related to the health and physical development

(b) Problems related to emotional behaviour

 (c) Problems related to home and family relationships

(d) Problems related to sex, courtship and marriage

(e) Problems related to religion, morals, ideals and values

(f) Problems related to economic condition

(g) Problems related to social relationships.

10 Fill in the blanks

(a) Personal problems (b) Differ (c) Emotions (d) Emotional.

1.4.4 Suggested Readings

 J., Jones (1951). Principles of Guidance, New York : McGraw Hill Book Company.
 E., Traxler (1954). Guidance in Public Secondary Schools. New York : Harper and Brothers.
 Brewer, J.M. (1962). Education as Guidance. New York : Macmillan Co.
 Miller, Corroll H. (1961). Foundations of Guidance. New York : Harper and Brothers.
 Khoshed, A.W. (1963) Guidance Movement in India. New Delhi : NCERT.
 Sharma, R.A. (2003). Fundamentals of Guidance & Counselling. Meerut : R. Lall Book Depot.
 Kochhar, S.K. (1993). Educational and Vocational Guidance in Secondary Schools. New Delhi :
Sterling Publishers Private Limited.
 Aggrawal, J.C. (1993), Educational Vocational Guidance and Counselling. Delhi: Doaba House.
 Super, Donald E. (1957), Psychology of Careers, New York : Harper Row.
 Myers, G.E. (1941). Principles and Techniques of Vocational Guidance. New York. New : [Link]
Hill Book Co.
 G.O.I. (1966). Education Commission Report (1964-1966). New Delhi : Ministry of Education, Govt.
of India.
UNIT-2 OBJECTIVES AND FUNCTIONS OF GUIDANCE, GUIDANCE AND EDUCATION

STRUCTURE

2.0 Introduction

2.1 Objectives
2.2 Objectives of Guidance
2.2.1 Specific Objectives of Guidance at Different Stages of Education

[Link] Objectives of Guidance at Primary Stage

[Link] Objectives of Guidance at Secondary Stage

[Link] Objectives of Guidance at Higher Education Stage

2.3 Functions of Guidance

2.4 Guidance and Education
2.4.1 Comparison of Guidance with Other Aspects

[Link] Difference between Education and Guidance

[Link] Difference between Teaching and Guidance

[Link] Difference between Direction and Guidance

[Link] Difference between Counselling and Guidance

2.5 Let Us Sum Up

2.5.1 Key Words
2.5.2 Descriptive questions
2.5.3 Answers to check your progress/Exercises
2.5.4 Suggested Readings

2.0 INTRODUCTION

You have already studied the unit one titled meaning, nature, scope and types of guidance and it will
also help you to understand the objectives and functions of guidance. The objectives of guidance are
very vast they are related to curriculum, personal, educational and vocational guidance and differ
according to the age group of the students and changed at each level of education. Many scholars have
defined them in their own point of view. In the same way the functions of guidance have a wide field
related to personal, social and educational and vocational development. Therefore, it becomes
necessary to understand the objectives and functions of guidance in detail.
The units will also discuss about the relationship between guidance and education. Guidance is an
integral part of education. Some times people highly co-relate it with education and it become very
difficult to differentiate for a layman. But the scholars had tried to explain the difference and similarities
of guidance of education. The units also present the comparison of education with other aspects as
teaching, direction and counseling.

2.1 OBJECTIVES

After going through this unit, you will be able to-

 Understand the aims and objectives of guidance;

 list of objective of guidance at different stages of education;
 describe the functions of guidance related to personal, educational, vocational and social
development.
 identify the similarities and differences between guidance and direction and, guidance and
counseling.

2.2 OBJECTIVES OF GUIDANCE

We all know that guidance is a purposeful process. It is not compulsion, prescription, domination or
regimentation. It is not making decision or advice rather it helps the child to make the choice as
intelligently and as wisely as possible. There are some objectives of guidance determined by some
scholars.

Robert Henery Mathewson has given following four main objectives of guidance:

1. To appraise and interpret personal characteristic.

2. To adjust to school, to teachers and pupils
3. To provide orientation to Educational, Vocational, A vocational opportunities and
requirements.
4. To develop personal potentialities.

Broadly speaking the objectives of guidance may be classified under three heads:
 1. Objectives relating to curriculum guidance
2. Objectives relating to personal development
3. Objective relating to educational and vocational guidance.

Humphreys and Traxler have determined the following objectives of guidance:

1. To understand oneself
2. To take maximum benefit from one’s talents, interests and other traits.
3. To adjustment with different situations in the environment.
4. To enable an individual to take decisions himself.
5. To cooperate an individual for his contribution to society.
6. To acquaint and individual with the available educational and vocational opportunities according
to his abilities.
7. To enable an individual such that he can solve his problems under different circumstances and
do maximum good to the society.
Bakar Mehandi has explained the following aims of guidance:

1. To assist students in acquainting themselves with objectives of education.

2. To assist students to introduce themselves for the need of great adjustment.

3. To assist students in the selection of subjects according to their interest.

4. To eliminate difficulties related to subjects and develop study skills for educational progress.

Broadly the aims of guidance can be understood in two forms. These two forms are – External and
Internal

Aims of Guidance

External Internal

 

Cooperation Self Introduction

 
 Information Self observation

 

Problem solving Insight

 

Adjustment Self decision

 

Contribution Self development

It is clear from the above flow chart that in the process of guidance the aims of guidance external and
internal go together. In external form, the aims of guidance comprise of giving information relating to
educational and vocational opportunities, to assist the individual by findings the solution of the problem
and to co-operate in his development such that he could do good of himself and society.

In internal form, the foremost aim of guidance is to introduce an individual with himself so that he can
identify his abilities, that he can understand his problem in his own environment and be able to solve
them, such that he can proceed in the direction of self-development.

Activity/Experiences

 Prepare a checklist based on the objectives of guidance given by the scholars and compile a
report on the basis of the checklist regarding the fulfillment of these objectives by the schools
in organizing the guidance services.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.
1. List down the main objectives of guidance according to Robert Henery Mathewson.

…………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………

2. Write the external and internal aims of guidance.

…………………………………………………………………………………………………..
…………………………………………………………………………………………..

2.2.1 Specific Objectives of Guidance at Different Stage of Education

Guidance is a purposeful process. Without determining the objectives, the process of guidance cannot
be completed and conducted. The students keep facing various problems at each level of education.
That’s why the functions of education and objectives of guidance at primary level are always differ from
those of middle age and higher level of education. How the role of guidance becomes changed and
important at every stage can be studied as follows:

[Link] Objectives of Guidance at Primary Stage

At the primary stage, a child is passing through childhood stage. This time he needs special attention
towards the health and care of the children. His mental development is limited and he is at immature
state. He is unable to understand his changing environment when he leaves the home and enter into the
school. In the school, he comes in contact with new types of persons like other children and teachers.
The child also lacks the feeling of security in the school in comparison to home, he becomes fearful,
hesitating and remains suppressed in the school.

Hence, at this stage students need educational guidance greatly. The person providing guidance at this
stage must try to make the students self-development and organize such activities which create the
feeling of co-operation among them. In the short we can say that the following are the objective of
guidance at the primary stage:

1. To motivate the students for meaningful learning and cultivate the habits of to be remain active
at all times.
 2. To assist children adopting the school traditions, rules and regulations according to that
particular school.
3. To assist the students to face the community life with harmony and adjustment with the
environment.
4. To co-operate the children in their physical, mental and emotional development.
5. To motivate the students for their all round development and escaping them from any kind of
inferiority complex.
6. To assist them for preparation for secondary level as their future education depends on the
educational achievements of the primary level.

Apart from above points the success of guidance programme at this level depends on the combined
efforts of teachers, headmasters, guides and guardians. They must check the following things at this
stage :

 Classification of the students according to their needs.

 Assist the maladjusted and handicapped students.
 Provide opportunities to every student to show his inner qualities whether he is talented or
backward.

[Link] Objectives of Guidance at Secondary Stage

At secondary stage the scope of guidance becomes more important and comprehensive as compared to
primary stage at this stage a child starts to develop his view points and with his entry in the adolescence,
many physical and emotional changes also takes place. His peer group expands and he starts to feel
about his likings and disliking, his interests and capabilities. If at this time, they could not get proper
opportunities for expressing their views and problems related to society, education, vocation and
personal life, then they become frustrated and their future will destroy silently. In this situation the
guidance becomes more complicated. So in order to give proper opportunities for the development of
their skills and interest according to their needs the following activities should be done at the secondary
stage :

1 To cultivate the more broad attitude towards education so that they could understand the
aim of their life and education for their bright future.

2 To help the students in the selection of subjects because it is very difficult task due to the
variety of subjects and the students are very little aware about it.

3 To co-operate in removing the subject related difficulties and develop the good study habits
and skills in them.
 4 To fulfill the needs related to students’ health and physical changes because in case of
health deficiency the proper work cannot be done.
5 To acquaint the students about the importance of co-curricular activities for their multi-
dimensional development.
6 To assist students about the maintenance of various records related to educational,
physical, psychological and cultural development because the entire guidance programme is
conducted on the basis of these records.
7 To create the co-operative environment for the solution of the problems of the students
because without creating such environment the student may not be motivated to speak out
about them and get proper guidance.

Except the above points it is necessary that students must acquaint with the following aspects-

 The nature and aims of curriculum at the higher secondary stage.

 The vocational importance and philosophy of vocationalization at +2 stage.
 The importance and need of good planning for study and future education.

At this level the guide must diagnose the backward, genius and problematic students using different
diagnostic methods and provide counseling to students who are suffering from specific problems.

[Link] Objectives of Guidance at Higher Education Stage

At this level the child becomes a complete a young man and his personality has fully developed. There is
hardly any place for change. Some of them have clear objectives and feel their responsibilities; they are
very serious for their studies because they understand the meaning of success and failure. On the other
hand most of the youngster’s fail to understand the meaning of higher education their liabilities. They
face multiple difficulties and their studies remain meaningless, just the wastage of time and money.

In such situations the objectives of college guidance programmes become so vast and varied. At this
level both types of students the sincere and irresponsible need the guidance. The objective of guidance
services is to help the sincere students in selection of subjects, so that they can acquire specialization
because it will help them in their future vocational planning. Similarly the other objective is to provide
guidance to those students who are unable to make their progress accordingly and their energy is
wasted in negative direction. In order to prevent this wastage the objectives of guidance are as follows:

1. To assist the students about the admission and co-curricular activities in the college and
university.
 2. To assist about the selection for subjects so that they could choose their specialization and could
get better vocation in future.
3. To help them in eliminating their financial difficulties so that they could continued their studies.
4. To help the student in their proper placement and enhance their capabilities.
5. To help him in his balanced physical, mental, emotional and social progress.
6. To assist the individual in solving their personal problems for their proper adjustment.

Activity/Experiences

 Organize a symposium in your school to discuss the objectives of guidance and their further
implementation at different stages of education.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.

3. State whether the following statements are true or false by putting ( ) over the appropriate letter
(T/F).

(a) The students of primary stage need special attention towards health and care. (T/F)

(b) At secondary stage the students faced the main problem in the selection of subjects. (T/F)

(c) Guidance is not helpful in enhancing capabilities at higher level of education. (T/F)

(d) At the stage of higher education the chances of change are very rare. (T/F)

(e) Guidance is needed by the sincere students while irresponsible don’t need it. (T/F)

2.3 FUNCTIONS OF GUIDANCE

The field of guidance is so wide. The functions of guidance are varied as per areas of guidance
personal, social and educational development. Guidance has two types of functions oriental and
developmental. Through oriental functions guidance orients the students in problems of career
planning, educational programming and direction towards achieving the goals of life. Secondly through
developmental functions guidance tries not only to short out the problem but also to find out the
reasons behind it. It contributes to the self development and self realization for the welfare of the
society.

When we speak in a broader sense the functions and objectives may be classified under the following
points:

(a) Objectives and functions relating to curriculum guidance

(b) Objectives and functions relating to personal guidance.
(c) Objectives and functions relating to educational and vocational guidance.

(a) Objectives and functions relating to curriculum guidance

 Recognition, prevention and remedying of learning difficulties of pupils.

 Orientation and articulation of the students.
 Orientation and articulation of teachers.
 Orientation and articulation of parents.
 Organizing a comprehensive testing programme.
 Providing the test information and interpretation.
 Participating in curriculum development programme
 Evaluating curriculum outcomes.
 Helping researchers in curriculum development.

(b) Objectives and Functions Relating to Personal Guidance

 Identification of learning difficulties of the learners.

 Prevention of learning difficulties of the learners.
 Remedying the learning difficulties of the learners.
 Referring the learner to appropriate experts if found necessary.
 Follow up.

(c) Objectives and Functions Relating to Educational and Vocational Guidance

 Counselling with learners for helping them to understand their educational and vocational
aspirations in relationship to their aptitudes, abilities and achievements.
  Assisting teachers to understand the use of proper methods of assisting students in making
educational and vocational decisions.
 Making parents aware of the need for guidance programme.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.

4. Classified the major areas of functions of guidance

…………………………………………………………………………………………………………………………………………………………………
……………………………

5. Write down the main functions of guidance relating to curriculum guidance.

…………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………

2.4 GUIDANCE AND EDUCATION

The relationship between education and guidance is very difficult to differentiate for a layman, because
its relationship is very close. Though in the beginning this relationship remain controversial, but at
present it is very clear that both education and guidance are highly co-related. There might be some
compulsion in education but not in guidance. Guidance is out growth of a philosophy of education that
every child in a school should have an opportunity for all growth and development in order to achieve
his greatest potential. There was a time when guidance services were regarded as an extension activity
in the school system. While the educators and public representatives had always led to an acceptance of
guidance services not as something to be added from the out side rather these are central and essential
part of educational process.

For defining the relationship of guidance and education Baquer Mehandi in his book “Guidance in
schools” has considered guidance as a sub-process of education. According to his view, the aim of
education is to relate the entire educational process with the developmental needs of each pupil. This
approach helps in considering the guidance as a very comprehensive programme which focuses various
developmental programmes, and activities related to the adjustment etc.

Guidance is a service which must be involved in any teaching situation as said by Wrinkle and Cilchrist,
“Teaching without Guidance cannot be good teaching and guidance without good teaching is
incomplete. Teaching and guidance are inseparable”.

Mathewson (1955) has said, “While starting the relationship between education and guidance, the real
guidance task requires an organizational structure and a system of procedure which distributes the
responsibilities among teachers, counselors, specialists and parents. Also, mutual relationship for
working closely to encouraged.”

The relationship of guidance and education can be defined through the following points too.

1. Guidance as a sub process of Education: The guidance stresses the total development and
growth of the child under an organized programme. It also encourages a close working
relationship among teachers, counselors, specialists and pupils and students.
2. Guidance – A new emphasis in education: Guidance makes more clearer the meaning of
education in a democratic setup. It helps to view the education in the new perspective. It puts
up new demands in education related with the latest discoveries in the field of education and
psychology, which are deeply related to human development and human learning.
3. Guidance as an Instrument for Education: Guidance works as an instrument of education which
enables education to meet some of its objectives- in preparing students adequately for the
various tasks of life, in the development of students’ potential for adjustment in various spheres
of life.

On the basis of the above content we can say that the guidance and education both have some
similarities and some differences. The objective of both guidance and education is to attach importance
to individual differences so that their capabilities and limitations can be estimated and the proper
education and guidance could be provided to him/her. They both help to develop an insight in the
individual so that they can conduct self observation and solve his problems and could practices for self-
decision. Guidance and education enable the individual to adjust well with all components of the society
by establishing emotional balance in an individual and precede him in the direction of perfection and
maturity. Thus it is clear that the goal of guidance and education is to affect all round development of an
individual. Yet they are not synonymous, the education is a wider process while guidance is a sub-
process, actually education involves guidance with its each aspect.

2.4.1 Comparison of Guidance with Other Aspects

Though education and guidance seems same sometimes but even than we can never say that education
is guidance or guidance is education. There are some differences between these two and in the same
sequence there are some other aspects related to education which seems similar but they are quite
different form guidance.

[Link] Differences between Education and Guidance

The education can be imparted formally as well as informally, because it is a life long process while the
form of guidance is quite informal. The education is given in collective form while guidance is basically
given individually. The aims and objectives of education so wide, there is no limit in its field on the other
hand guidance pays attention on one aim at one time and its aims and areas are limited. Education is
always given on the basis of the requirement of the person while the guidance always focused on the
problem that the particular person faced.

[Link] Differences between Teaching and Guidance

Teaching is the concrete form of education. The aims of education are realized in the classroom through
teaching and the teacher plays the role of a guide and eliminates the learning problems of the students.
Teaching and guidance both aims at making learning simple and easier and bring desirable behavioural
change in the students. Yet there are some differences too, as teaching is totally a formal process and
can be preformed in the class. While guidance is an informal process and bound with time place
boundaries. In teaching knowledge is imparted by learning while by guidance suitable methods of
learning are indicated so that learning can be achieved. In teaching the interaction between teacher and
student is must on the other hand in guidance interaction may be direct on indirect. It is generally
depends on the nature of the problem. Teaching is always curriculum based; guidance does not have
such condition. In teaching the more emphasis is given on cognitive aspects while guidance develops not
only cognitive aspects but emotional and mental aspects too.

[Link] Differences between Direction and Guidance

These are the most confusing terms which are used as synonyms. But to understand the difference we
would have to look at the history of these two terms. Earlier, the term ‘guidance’ was taken in the sense
of ‘direction’, consequently the term ‘director’ and ‘directorate’ came into existence. Later, the
education department of India felt the need to explain this illusion and make them separate. Now they
are concerned with guiding others but Guidance is in the form of ‘assistance’ while direction is in the
form of ‘order’. So the differences can be discussed in this way. Guidance is an informal process while
direction is always formal. In guidance it is necessary to establish co-ordination between the two. While
in direction there is no need of any interaction. In guidance there is no place for order and command
while the direction has power and authority there is no place for excuses. Here the responsibility lie with
the subject and with the guide while in direction the director is responsible for good or bad execution of
the task.

[Link] Differences between Counselling and Guidance

From a long time people use “counselling” word in place of ‘guidance’. By counselling they meant to give
advice or opinion that’s why several persons considered guidance and counselling in the same sense. In
fact, guidance is a wider process and counselling is an important component of guidance. Though bot
aimed at developing the capability of self-decision of an individual in order to enable him to solve his
problem himself. Yet there are some differences in both of them as the process of guidance is too wide
and it continues life long while counselling is an important and inseparable part of guidance and it is
formal. Guidance can be given individually and in group too while counselling can be given to one
person at one time. Guidance is generally given for solving individual, educational and vocational
problems on the other hand counselling is related to mental health and emotional problems; especially
for the treatment of psychological problems. For guidance the prior training is not necessary while it is
necessary that counselor must be trained. The guidance can be possible through other means as books,
news papers, radio and magazines etc. while in counseling the conversation takes place in sitting across
only.

Activity/Experiences

 Organize a ‘one act play’ on the theme of ‘the role of guidance in education in present scenario’
for the annul function in your school to create awareness among the students and guardians.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.

6. Define the relationship of guidance and education.

…………………………………………………………………………………………………………………………………………………………………
……………………………

7. Fill in the blanks

(a) Guidance works as an ------------------------- of education

(b) Guidance and education both hence some-------------------------- and some----------

(c) Education is a ----------------process and guidance is a ---------------process.

2.5 LET US SUM UP

We all know that guidance is a purpose full process. Different authors have given and classified the
objective of guidance in their own point of view. However most of them are agree that the guidance is a
life long process and it helps and individual in taking maximum benefits from one’s talents, develop
personal potentialities of solving the problems related education, vocation and personal-social life.

We also understand about the objectives of guidance at different stages of education as primary stage,
secondary stage and higher education. The process of guidance is never completed. Students faced
various types of problems at various stage of education; so they can not be solved at a single time. The
functions of guidance are of two types oriental and developmental.

The unit also explained the relationship of guidance and education, guidance works as a sub-process of
education. The difference of guidance with others aspects of education, teaching, direction and
counseling is also presented in the end of the unit.

2.5.1 Key Words

Guidance, Objectives, Functions, Education, Direction, Counselling, Teaching

2.5.2 Descriptive Questions

1. Enumerate the objectives and functions of guidance according to various stages of education.

2. Guidance is an integral part of education. Discuss and justify this statement.

3. How does guidance differ from teaching and counselling? Explain.

2.5.3 Answers to Check Your Progress

1. Robert Henery Mathewson has given following four main objectives of guidance:

 To appraise and interpret personal characteristic.

 To adjust to school, to teachers and pupils
 To provide orientation to Educational, Vocational, A vocational opportunities and
requirements.
 To develop personal potentialities.
2. Aims of Guidance

External Internal

Cooperation Self Introduction

Information Self observation

Problem solving Insight

3. True/False

(a) True (b) True (c) False (d) True (e) False

4. Major areas of functions of guidance

(a) Objectives relating to curriculum guidance

(b) Objectives relational to personal guidance.

(c) Objectives relating to educational and vocational guidance.

5. Objectives relating to curriculum guidance

 Recognition, prevention and remedying of learning difficulties of pupils.

 Orientation and articulation of the students.
 Orientation and articulation of teachers.
 Orientation and articulation of Parents.
 Organizing a comprehensive testing programme.
 Providing the test information and interpretation.
 Participating in curriculum development programme
 Evaluating curriculum outcomes.
 Helping researchers in curriculum development.

6. Relationship of Guidance and Education

 Guidance as a sub Process in Education

 Guidance – A New Emphasis in Education

 Guidance as an Instrument for Education

7. Fill in the blanks

(a) Instrument (b) Similarities, differences (c) Wider, sub

2.9 SUGGESTED READINGS

 Humphrey, J. Anthony and Traxler, Arthur E. (1954). Guidance Services. Chicago : Science
Research Associates, Inc.

 Mathewson, Robert H. (1962). Guidance Policy and Practice. New York : Harper and Row.
 Pasricha, Prem (1976). Guidance and Counselling in Indian Education. New Delhi : NCERT.
 Rawat, Asha (2008). Career Information and Career Guidance. Meerut : R. Lall Book Depot.
 Sharma, R.A. (2003). Fundamentals of Guidance and Counselling. Meerut : R. Lall Book
Depot.
 Aggarwal, J.C. (1993). Educational Vocational Guidance and Counselling Delhi : Doaba
House.
 Mehdi, Bager (1965). Integrated Student Personnel Services in Higher Education, New Delhi,
NCERT.
UNIT-3 TEACHER AS GUIDANCE FUNCTIONARY, ESSENTIAL GUIDANCE SERVICES

STRUCTURE

3.0 Introduction

3.1 Objectives

3.2 Teacher as a Guidance Functionary

3.2.1 Specific Knowledge Required by the Teachers to Work as a Guidance Functionary

3.2.2 Characteristics of a Teacher as Guidance Functionary

3.2.3 Role of Teacher as Guidance a Functionary

3.3 Essential Guidance Services

3.3.1 Importance of Guidance Services

3.4 Types of Guidance Services

3.5 Features of a Good Guidance Programme

3.6 Let us sum up

3.6.1 Key Words

3.6.2 Descriptive questions

3.6.3 Answers to check your progress / exercise

3.6.4 Suggested readings

3.0 INTRODUCTION

In the previous units we have learnt about the meaning nature, scope and types of guidance; and about
the objectives and functions and relationship of guidance and education. All the above content
explained the theoretical aspects of guidance. While the present unit will discuss about the practical
aspects of guidance. Such as the role of a teacher as guidance functionary, his characteristics and
specific knowledge which he require to work as guidance workers.
The unit will also discuss about the essential guidance services, major principles of organizing them,
their importance and types; the short detail about each guidance service is also given in the unit. Lastly
the features of a good guidance programme are also mentioned to explain its importance and help to
learners the organize such programme.

3.1 OBJECTIVES

After going through this unit, you will be able to:

 Understand the practical aspects of guidance;

 explain the role and characteristics of a teacher as guidance functionary;
 describe the essential guidance services;
 explain the importance of various guidance services;
 plan and organize a need based guidance programme in the school.
3.2 TEACHER AS A GUIDANCE FUNCTIONARY

The effectiveness and success of guidance process depends on well organized guidance programme
and services. It is a continuous process and related to all fields, problems and difficulties of the person.
In the schools the organization and implementation of guidance includes the role of principals,
counselors, class-teachers and sub-teachers continuously.

In the school campus students face many serious problems related to adjustment. They must need
guidance to learn and to handle their emotions at more mature levels. In today’s scenario the more
emphasis is given on emotional and vocational guidance in our schools. We all know a child learns
everything from others, in this way whosoever comes in their contact, contributes in the growth and
development of the child. Basically the parents and teachers are the main guidance personnel. The
counselor and career master are the professionally qualified and technical persons, but the principal,
teachers the medical staff the school librarian, the physical education teachers, the art teacher- they all
perform the role of the counselor. Teachers are guiding the students from a long back but recently the
psychologist and academicians are giving emphasis on more scientific and systematic programmes of
guidance for the students at each level.

In present scenario the students of every school and each level immediately need the guidance for the
following reasons:

(a) To help the high achievers, under achievers and the low achievers.
 (b) To help the special need pupils or exceptional children.
(c) To choose the most suitable subjects and courses.
(d) To choose the most suitable job or career.
(e) To develop the adequate emotional maturity and social adjustment
(f) To develop their maximum potentialities and capabilities.
(g) To solve their educational, vocational, personal and social problems
(h) To help them to understand and know their abilities, aptitude, attitude, interest and other
personal qualities.
(i) To acquire knowledge about the world of work.

3.2.1 Specific Knowledge Required by the Teachers to Work as a Guidance Functionary

To fulfill the needs of guidance at each level of education of the students, as mentioned above the role
of teacher become vast. Now he is not working to impart knowledge only he has to work to fulfill all
their requirements and guide them time to time. In such conditions he required the knowledge of some
specific areas so that he could properly work as a guidance functionary too. Some specific areas are as
follows:

1. Human Behaviour and Psychology

To motivate the pupils and for their proper adjustment a good and competent teacher constantly works
to enhance his knowledge about human behavior and psychology to understand their behaviour and
inner felling.

2. Child Psychology and Adolescent Group

The knowledge of child psychology and adolescents group is also necessary for him to understand their
behaviour and characteristics of different age groups.

3. Knowledge about Resources

To answer the quarries of the students it is required that the teacher must have knowledge about the
school environment, job opportunities, various courses, recreational facilities and other facilities.
4. Information about each Student

A competent teacher must have proper information about each student before he has to suggest or
appoint any interview of the student.

5. Knowledge about Guidance and Counselling Process

The teacher who has to work as a guidance functionary must acquire knowledge about guidance and
counselling process. Otherwise he could not guide the students properly.

6. Knowledge about Social Behaviour and Human Relationship

Most of the problems of the students are deeply related to the social environment and their family to
handle with these situations it becomes necessary that the teacher himself have proper understanding
and knowledge about social behaviour and human relationships. Even in the school campus he has to
deals with administrators, other teachers, principals, parents, students and other school staff members,
his behaviour with all of them shows his competency and abilities too.

3.2.2 Characteristics of a Teacher as a Guidance Functionary

The teacher who is working as a guidance functionary required the following characteristics and traits in
his personality:

 Sympathetic and objective behaviour

 Highly qualified and competent
 Cheerful and co-operative
 Able to motivate the students
 Extensiveness of interests
 Farsightedness
 Magnetic Attraction
 Flexibility and Politeness
 Broad Knowledge and awareness
 Understanding about classroom conditions, teaching responsibilities and student relationships.
 Understanding about working conditions, social and economic conditions of the society and
their influence on students.
 Skills of analyzing the information and utilizing the social resources.

3.2.3 Role of Teacher as a Guidance Functionary

There is a quite interesting point that who should be a counsellor in the school? Some people support a
teacher and some are in favour of a specialist. Both gave their reasons in the support of their answer.
Though the people who support a specialist, their reasons cannot be ignored as they said that
counselling is a complicated process and it is not possible to counsel any one without training,
moreover, a teacher does not have much time to perform this task easily.

But from the practical viewpoint, the role a teacher cannot be overlooked. Especially in Indian school
context there is rarely any post for trained counsellors in the schools. In such situations the positive
result can be achieved by the active co-operation between a counselling specialist and a teacher, who
has to work as a guidance functionary in the school because he is well known to students, understand
their needs, desires, sentiments and problems better than a out standing person. The teachers has to
perform following works to work as a guidance functionary:

 Primarily he must concern with the problems and needs of the students and try to detect the
maladjusted students; for this purpose he can administer the psychological test if required.
 He should provide situations for the maximum development of the pupil; for this he must collect
and give information about different occupations and technical courses.
 He should develop personal contacts with students and their parents and community agencies
and arrange group meetings if the need arise. It is an inseparable step of a good guidance
programme.
 He should guide the students in giving short talks, through giving notes and can acquaint them
with the future scope of their subjects which they are learning.
 He must be alert about the emotional difficulties of the students. And if such conditions have
occur he should refer him to specialist or report about him to the school administers and his
parents.
 He should take the responsibilities of organizing co-curricular activities for their all round
development and excursions with a view to providing realistic educational and occupational
information.
 He must arrange career conferences as much as possible to assist the students in making
vocational choices.
 He could also motivate the students to take initiative and independence of taking self decision.

In short, in words of L.L. Bajkin, “Good teaching has emotional, and moral as well as intellectual
objectives. It aims at the growth of the whole person as well as the mastery of the subject in hand”.

Activity/Experiences
  In keeping with all that has been discussed above about the role of the teacher as a guidance
functionary; observe a class and find out how a teacher’s personality is an effective element in
classroom discipline and guidance.
 Suppose you are working as a counsellor in your school and wish to make an evaluation of the
guidance services of your school. Write a detail report in about 500 words.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the unit.

1. Write the characteristics of a teacher as a guidance functionary.

…………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………

2. Write specific knowledge required by a teacher to work as a guidance functionary.

…………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………

3.3 ESSENTIAL GUIDANCE SERVICES

Generally the guidance programme is concerned with meeting the students’ needs. After an adequate
diagnosis of a students or group, guidance programme is properly designed to help them is known as
guidance services. The guidance services are used in educational as well as vocational guidance. The
guidance programmes are structured only as a service to help student in the identification of his
abilities, aptitudes, interest and attitudes, to assist him to understand, accept and utilize his traits; to
provide him opportunities for learning about areas of occupational and educational endeavors and help
him in obtaining experiences which will assist him in the making of free choices and develop his
potential as taking the self-decision. To achieve this manifold objective, an effective guidance
programme that is prepared in the form of guidance services needed.

For the better organization of guidance services it is necessary that they should based on some
principles. The major principles of organizing guidance services are as follows:
 1) Guidance services should be open and serve for all students. There must not be any
discrimination high and low achiever, rich or poor, male or female etc.
2) The guidance services should treat the individual as a whole not as a part of the school and
society.
3) The guidance services should consider the total environment of the child. The guidance
programme may be differ in an industrial school from that of an agricultural school.
4) The guidance services should meet the specific interest, needs, purpose and problems of the
students and their problems should be solved before they become serious.
5) The information regarding occupational and educational requirements and opportunities should
be up-to-date and displayed time to time.
6) The guidance services should be less complicated and complexive.
7) The guidance services should be directed towards improved pupil self-knowledge and self-
decision.
8) The recognition must be given for all efforts of the staff members and teachers.
9) For the guidance services they should co-operate with all the agencies of education and
vocational trades to provide the better opportunities to their students.
10) There must be proper arrangement of utilizing psychological tests and tools.
11) There must be proper organization of follow-up-services to know about the individuals after
they leave the school.

3.3.1 Importance of Guidance Services

A well organized programme of guidance service is very important and essential for the maximum
development of the students. The importance of such services can be analyze through the following
points:

(1) A well organized guidance services programme economies the time, money and efforts.

(2) It helps to understand the physical, social, emotional, personal and intellectual characteristics
and needs of the students.

(3) Through these services it becomes possible to co-ordinate all activities properly in the schools.

(4) It helps the teachers to understand the individual differences and determine their needs more
accurately.

(5) It helps in providing adequate, reliable and scientific data, so that the duplication of efforts is
avoided.
(6) A well organized guidance services programme co-ordinates the work of all persons engaged in
the programme and provide the services as more students can be accommodated with fewer
guidance personal.

(7) It helps in developing good human relationships and utilized the best community resources for
maximum individual development.

(8) Through these services it becomes easier to define individual responsibilities and carrying out
the functions in simplified way.

(9) It makes it easier to attain objectives more readily and carries the promise of success and
motivation.

Activity/Experiences

 Visit to a higher education institution and prepare a report on the basis of the critical
evaluation of its organization of guidance services.
 With the help of your teachers collect the information related to guidance facilities available in
your school and display them on your school display/notice board.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the block.

3. Fill in the blanks

(a) Guidance Services assist the ---------------------- to understand, accept and utilize his traits.
(b) The guidance services should be-------------------and for all students.
(c) The guidance services should be less ---------------------and --------------.
(d) A well organized ---------------------- service programme economies the-----------
and-------------------------.

3.4 TYPES OF GUIDANCE SERVICES

There are various types of guidance services which are employed to achieve the objectives of guidance.
In fact a good guidance programme is a unified programme with all the specific services woven into it.
For the best result, the various services have to be supportive of one another. The major guidance
services are as follows :

 Entrance Examination Service or Pre-admission Service

 Admission Service
 Orientation Service
 Student Information Service
 Information Service
 Self-inventory Service
 Individual Data Collection Service
 Preparatory Service
 Placement Service
 Follow-up Service
 Research Service
 Counselling Service

1. Pre-admission Service: The population of students, who wants to get admission in secondary schools
and in higher education, is very heterogeneous. They are coming from towns and villages, from highly
qualified or totally illiterate families, from economically strong or weak families and from various boards
of education. In all these condition they all need pre-admission guidance service. It helps them to in
selecting subjects and combination of subjects, planning for the future, knowing their own assets and
liabilities and acquainted them with the present supply and demand position in various occupation fields
and estimation of man power requirements. The pre-admission guidance services may be arranged in
collaboration with the Employment Exchange, University Employment Information and Guidance
Bureaus and local resource persons. Such guidance can be provided in the form of meetings with faculty
advisers, employment officers, academic advisors and expert teachers who works in careers and
guidance cells in the school.

2. The Admission Service : It is an important step in the chain of guidance service. It helps to admit the
right person for the right course the maximum advantage of both, the individual and society and in
minimizing the problem of wastage and stagnation. For the admission any course in the institution they
comprises a carefully framed criteria of admission. Whether it is entrance test, interview and merit
based. So all the students have to face these conditions before they appear in any course for the study
or training.

3. The Orientation Service : As we have already discussed that the students who come to take
admission in secondary schools or in higher education are very heterogeneous. Therefore, the colleges
and universities made adequate arrangements for raising their efficiency in scholarship, social skills,
vocational skills, sense of responsibility, and courage etc. In such conditions the orientation services of
guidance are needed to provide the fresher every type of information about the college/university such
as routine, rules and regulations, facilities, learning environment for minimum mistakes and maximum
success and satisfaction; for social adjustment and citizenship education etc.

The printed material as leaflet of the campus, time table of the day, calendar of the whole year events
and holidays, can be provided to the students in the orientation services, along with these material for
the proper orientation of the fresher the orientation day could be fixed, the campus tour and picnic,
games, social evenings can be organized and welcome desk could be managed by the seniors for the
first week of the college. The orientation service has to be continuous services. In the starting days it is
concerned with the information about the institute and later on the emphasis may shift to those habits
which are essential for all round development of student.

4. The Student Information Services: It is necessary that students knows about the available
opportunities, the requirements of particular courses and careers to make a proper choice of course and
careers. The student information services enable the students to know about themselves on a socio-
economic basis and assist them to obtain a realistic picture of his abilities, interests, personality,
characteristics, level of aspirations etc. This service involves the two main activities. Firstly , collecting
essential data about students through psychological test, inventories and secondly non-testing devices
as observation, interviews autobiographies, socio-metric tests, questionnaires, records, case study
cumulative records collected etc. This information may be used for counselling, making case studies of
students etc.

5. The Information Services: Here the information services means information regarding occupations,
essential qualifications for occupations, vacancies in various occupational organization etc. Information
provided by this service can be divided into three categories :

(a) Educational information (2) Vocational Information and (c) Personal-social information. Hence, the
collection of information regarding the changing structure must be upto date so that the guidance that
is imparted is based on new information. The information should be suitably complied, maintained, and
readily available. The function of information service should be scientific and objective. The functioning
of information service can be divided into the following three stage- (1) Collection of information (2)
Display of information, (3) Transmission and Evaluation of information. At the mean time it is also
necessary that the evaluation of this service is must because in the absence of evaluation the guidance
work will lack its identity.

6. Self-inventory Service: This service means - the service providing objective information regarding a
person’s inner characteristics and external achievement. This service helps in developing the capacity of
self regularization in the person. In these services the information is collected through a person’s earlier
achievement, relevant records, family, social and educational background; to collect this information
various objective standardized and man made tests are used. This service is useful not only for
vocational and educational guidance but also for personal-social guidance. The procedure of this service
includes three main steps- Exploratory study, Self analysis and counselling. The first step of exploratory
studies motivate the students to know their abilities, efficiencies and limitations so that they may
develop self-concepts, in the second step of self-analysis the person introduces himself with his own
merits and demerits. The exploratory experiences help him in the completion of the self analysis
process. But it is some times criticized by the scholars because they found it less reliable. Next, the
counselling is the last stage of self-inventory service. In this step counselling is provided to a person
regarding the alternatives which he could select for himself. In short, this service helps in the
development of self-thinking, evaluation of opportunities and his own abilities and capabilities and the
aims and objectives of his life.

7. Individual Data Collection Service : The proper guidance is not possible in the condition of limited
information. Various types of information made a base for the further process. For the collection of
information regarding a person the psychological test, subjective and objective methods of evaluation
proved very useful. The proper arrangement of collected information is also necessary for the objectivity
and effectiveness of guidance. What ever we have collected about a person is called individual data
collection service.

In this service following informations are collected.

 General Data
 Physical Data
 Social Environment data
 Achievement Data
 Data related to Educational and Vocational Plan
 Psychological Data etc.

8. Preparatory Service: This service means preparation for entry into some vocation. Vocational
preparation is of these types - (i) Pre-service training (ii) Apprenticeship and (iii) In-Service training. This
service is important for the vocational success of a person because it always depends upon the merits of
his preparations. This is also considered as educational job because the school authorities help the
students in their collaboration with vocational field. The preparation for a vocation is needed the
following conditions- preparation before employment, preparation of concerning employment and
preparation to change a vocation. In the present era of cut throat competition the need of vocational
preparation has increased surprisingly because in every field the trained and experienced workers are
required.

[Link] Placement Service: The placement service is one of the most important services in the guidance
programme. It is useful for all types of students whether they normal, gifted, emotionally disturbed,
artistically talented, mentally retarded etc. to find a proper place in the educational, vocational social
settings.

10. The Follow-up Service : This service means a review or systematic evaluation carried out to find out
whether the guidance service in general satisfies the needs of the students and up to which extent the
students are able to achieve the things according to his abilities and how much he is adjusted with his
part-time or whole time job. Interviews, post-cards, survey and questionnaire are the main methods of
doing follow-up. Each method has its own certain advantages and limitations. This service can also be
used for improving the curriculum, simulation of teaching, increasing value of guidance services and
establishing better school-community relationships. For the success of this service it is necessary that all
the members of the staff join hands together.

11. Research Service : For the continuous improvement of guidance programme research work is very
important. For understanding the students, school environment, effects of evaluations to understand
the relation between efforts and achievement the research work is needed. It is also essential to
enhance the effectiveness and utility of individual data collection service, preparatory service,
counselling service, placement service, follow-up service and self-inventory service. In short, research
work should go on continuously for the success of guidance programme so that the occurred problem
can be short out time to time.

12. Counselling Service : To establish a relationship between guidance worker and the students, to
understand what former can do and the student should do; to solve the problems of students in a
rational way and to strengthen his best qualities the service that is applied is called counselling services.
The effectiveness of counselling is depending on the sufficient information’s about the individual assets
to the counselling worker. Counselling consists of an interview and a series of interviews between the
counselling worker and counsellee and the administration of certain psychological tests and inventories.
In nut-shell it is one of the most distinctive of all guidance services.

3.5 FEATURES OF A GOOD GUIDANCE PROGRAMME

A good and well organized guidance programme have the following features:

1. Guidance for All: The basic principle of guidance for all is always followed in a good guidance
programme. In the democratic India each student has a right to get guidance according to his needs,
interests and aims.
2. Co-operation and Coordination: A good guidance programme always seeks co-operation and interest
of the parents, students and staff member. It should also maintain co-ordination between all the
associate agencies and community for the proper guidance of the youth.

3. Management of time and Budget: There must be proper allotment of sufficient time for successful
guidance as it is required for testing and counselling. The management of sufficient budget is also
necessary before starting the guidance programme.

4. Involvement of Suitable Personnel: For a good guidance programme it is necessary that the person
who involved in the work should be selected on the basis of their abilities, training and experiences and
who are ready to perform their duties as soon as it is assigned to them. If they do not perform assigned
responsibilities the success of guidance programme always remain doubtful.

5. Maintenance of Record: The maintenance of records and information is one of the important
features of a good guidance programme. The information about educational and vocational needs and
tests should be maintained properly.

6. Facility of Continuity and Specialists: We all know that the problems are never ending, so to solve
them the continuity of guidance service is essential. Secondly, they can be properly solved only in the
presence of specialists. Therefore, in a good guidance programme the presence of counsellor,
psychologists, psycho-analysts, social workers and doctors; and the continuity of these services is
essential.

7. Confidential Information: It is necessary that the information about the pupil should remain
confidential. It is the responsibility of the guidance worker that he should maintain it. After winning the
confidence of the pupil, true information about him should be collected and the guidance workers
should keep it up to him only.

8. Arrangement of Counselling: In a good guidance programme the proper arrangement of counselling

process, evaluation, administration of tests and maintenance of cumulative records is necessary.
Otherwise the success of the guidance programme cannot be expected and we could not find the proper
solution of the problem.
9. Use of Various Methods: A good guidance programme cannot ne completed with the use of a single
method. It essential to apply various methods on one person or for a single problem of different
occasions and in different situations. At the mean time one more thing is necessary and that is simplicity
of the programme; so that the persons could keep their interest in it. These two things increase the
reliability of the programme.

In guidance programme if we include the above features there will be hardly any place for the
unsuccessfulness of the programme. Means to say that a good guidance programme should have all the
features mentioned above.

Activity/Experiences

 Prepare a project on the organization of various guidance services which you feel should be
provided to the students in a particular year for their proper orientation.
 Keeping in view the features of a good guidance programme, plan to organize a guidance
programme for the just pass out students of secondary level.

Check Your Progress

Notes: (a) Write your answers in the space given below-

(b) Compare your answers with these given at the end of the block.

4. List down the major types of guidance services.

…………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………

5. Write the categories and functioning of information services.

…………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
3.6 LET US SUM UP

In this unit we have discussed about the practical aspects of guidance service programme. The unit has
explained the role of a teacher as a guidance functionary, the specific knowledge which he required to
work as guidance worker and his chief characteristics.

Further the importance, principles and types of essential guidance services are also explained. The
features of a good guidance programme are given in brief in the end of the unit.

3.6.1 Key Words

Guidance Functionary, Guidance Services,

3.6.2 Descriptive Questions

1. Enumerate the role of a teacher as guidance functionary with reference to the specific knowledge
which he required to do such work.
2. What do you understand by guidance services? Describe the importance and the major principles of
organizing guidance services.
3. Write the types of essential guidance services and discuss.
4. Explain the important features of a good guidance programme.

3.6.3 Answers to Check Your Progress

1. Characteristics of a teacher to work as a guidance functionary:

 Sympathetic and objective behaviour

 Highly qualified and competent
 Cheerful and co-operative
 Able to motivate the students
 Extensiveness of interests
 Farsightedness
 Magnetic Attraction
 Flexibility and Politeness
 Broad Knowledge and awareness
 Understanding about classroom conditions, teaching responsibilities and student relationships.
  Understanding about working conditions, social and economic conditions of the society and
their influence on students.
 Skills of analyzing the information and utilizing the social resources.

2 Specific knowledge required by a teacher to work as guidance functionary:

1. Human Behaviour and Psychology

2. Child Psychology and Adolescent Group

3. Knowledge about Resources

4. Information about each Student

5. Knowledge about Guidance and Counselling Process

6. Knowledge about Social Behaviour and Human Relationship

3. Fill in the blanks

(a) Student (b) Open, serves (c) Complicated, complexive (d) Time, money, efforts

4. The major types of guidance services are as follows:

 Entrance Examination Services or Pre-admission Service

 Admission Service
 Orientation Service
 Student Information Service
 Information Service
 Self-inventory Service
 Individual Data Collection Service
 Preparatory Service
 Placement Services
 Follow-up Service
 Research Service
 Counselling Service

5. There are three categories of information services:

(a) Educational information

(b) Vocational Information

 (c) Personal-social information.

There are three stages of functioning of information service :

(1) Collection of information

(2) Display of information,

(3) Transmission and Evaluation of information

3.6.4 Suggested Readings

 Kochhar, S.K. (1993), Educational and Vocational Guidance in Secondary Schools. New Delhi :
Sterling Publishers Private Limited.

 Crow, Lester D., and Crow, A. (1962), An Introduction to Guidance Principles and Practices, New
Delhi : Eurasia Publishing House.
 Jones, A.J. (1963), Principles of Guidance and Pupil Personnel Work. New York: Mc. Graw Hill.
 Miller, Carroll H. (1961), Foundations of Guidance. New York : Harper and Brothers.
 Miller, Frank W. (1961), Guidance – Principles and Services. Ohio : Charles E. Merrill Books.
 Williamson, E.G. (1961). Student Personnel Services in Colleges and Universities. New York :
McGraw Hill.
 Mathur, K. (1977), Vocational Guidance Services in Vocational Schools Upto + 2 levels. Bhopal :
PSSCIVE, NCERT.
 BLOCK - 2

INDIVIDUAL AND GROUP GUIDANCE

Unit 1 : Nature, Goals and Techniques of Individual and Group Guidance

Unit 2 : Group Dynamics, Type of Groups, Importance of Group Guidance

Unit 3 : Organizing Group Guidance Activities in School

UNIT-1 NATURE, GOALS AND TECHNIQUES OF INDIVIDUAL AND GROUP GUIDANCE

STRUCTURE

1.1 Introduction

1.2 Objectives

1.3 Defining Group and individual guidance

1.4 Techniques of Individual and Group Guidance

1.4.1 Non Standardized Techniques

1.4.2 Standardized Tests
1.5 Let Us Sum Up

1.6 Unit End Activities

1.7 Unit End Exercises

1.8 Answers to Check Your Progress

1.9 References

1.1 INTRODUCTION

Go through the following Case:

Anuj is a very bright and sincere student of class VII of Sunshine Public School. He is one of the toppers
of his class and is very punctual in doing his home work. He is best in Maths among all the students of his
class and he is his Maths teacher Mrs. Madhok’s favorite student. Keeping into account his competence
and excellence Mrs. Madhok gives him extra difficult questions every week and he solves them very
easily. Recently during the past few days Mrs. Madhok has noticed that Anuj’s performance in class has
deteriorated. He is not the same bright and happy boy as he used to be earlier. He is not doing his
homework regularly and stays alone and sad. On talking to Anuj she comes to know that Anuj’s parents
have separated which has made Anuj emotionally disturbed. As a teacher Mrs. Madhok feels that it is her
responsibility to guide her student and look into his problems as teaching is not just the filling of bucket
but the lightening of fire.

Here in this lesson we will look into the different methods which Mrs. Madhok adopted to guide Anuj and
also many other methods that teachers/ staff associated with guidance activities should undertake for
counseling and guiding their students. Let us first of all examine the meaning of term group and
individual guidance.

1.2 OBJECTIVES
After going through this unit, you will be able to:
 Define group and individual guidance.
 Explain the different techniques of group and individual guidance.
 Describe the standardized tests and non-standardized tests
 Select suitable tests for providing guidance to the children
 Appreciate the role of tests in providing guidance to the students
1.3 DEFINING GROUP AND INDIVIDUAL GUIDANCE

Guidance is a process whereby an individual is helped to understand himself in all ramifications, so that
he can effectively utilize his potentialities or talents. In the context of education, guidance may be
defined as “Help, Advice and Support” given to students so that they may make their decisions and
choices to cope with and resolve their problems. The staff associated with guidance uses his/her
understanding and interpersonal skills to take a student out of a temporary state of indecision,
confusion or distress. Need for guidance may arise at any point of crisis or barrier a student may
encounter along his/her path of progress. For example:

 Whether to apply for a course or not?

 What combination of subjects to take?
 Once registered, whether to continue or withdraw?
 How much time to devote to studies and how to manage it?
 How to overcome some personal disability or distress (caused by issues pertaining to sibling
care, family discords, or other pressures)?

Group and individual guidance are effective means of responding to the varying needs of students.
Group guidance encompasses those activities of guidance which need to be carried out in a group
situation to assist its members to have experiences desirable or even necessary for making appropriate
decisions in the prevailing contexts. In other words we can also say that the group guidance involves
guiding the individual in a group situation. Orientation programmes for new entrants, in a school, career
talks by a career counselor in classroom situations are some of the common examples.

A number of questions may be bothering you, like:

 Why should we do group guidance?

 Why not impart guidance to students individually?
 What benefit does it provide to the students?
Group guidance is suitable in a situation when the group of students have certain common issues. The
student community faces considerable confusion with regard to choice of courses that would lead them to
successful careers. In case the student chooses a profession, which doesn’t match his personality or
intelligence, or in areas he/she is not interested, then all his/her preparation would be a waste and he/she
may end up as a poor performer and with no job satisfaction.

Students are under emotional stress in selecting courses, due to pressure from parents, peer groups and the
society - such as the current hype about Business Administration. Career Choices made under such
pressure will lead to taking up courses/careers that one may not eventually find interesting, absorbing and
satisfying. In such situation group guidance can be provided to the learners about suitable career choices.
A counselor administers an aptitude test of learners and accordingly advice them possible career options.

Group guidance in the classroom can also be used to address developmental needs and to implement
preventative programmes. It is informational and instructional in nature. Individual guidance addresses
specific, individual needs. It is an efficient and effective way of supporting and helping students to deal
with problems and issues in educational, career and personal/social areas. It is healing and therapeutic
in nature.

Let us go back the case of Anuj mentioned in the beginning of this Unit. What kind of guidance is
required by Anuj? Yes! you are right Anuj needs individual guidance. A child or a young adolescent may
be facing a number of difficulties that sometimes it necessitates individually- received assistance from a
counselor. It is not unusual for a child occasionally to resent what he considers to be unjust treatment
by his parents, to be jealous of apparent privileges granted to a brother or sister and denied him, or to
be embarrassed by the fact that his father compares him with his classmates .If the mother as well as
the father both are working and away from home, the child is likely to engage in unsupervised after-
school activities that get him into trouble with the parents of the neighborhood children and invite
consequent punishment from a work weary mother when his misbehaviors are reported to her. These
are a few of the many problem situations that are likely to arise in the home even when the father or
mother tries to be good parents.

In some instances, the situation the help can be given by a member of the school guidance staff. If inner
resentments and conflicts become too serious, the situation may require clinical or psychiatric attention.
During the elementary-school years, the child usually can be helped to meet his problems of adjustment
in group situations by the efforts of an alert and a guidance minded teacher. Too much emphasis need
not be placed on the personal difficulties of the child by subjecting him to individual counseling
situations that will seem to set him apart from his schoolmates. A child needs to experience a feeling of
oneness with his group. If his fellow classmate begins to feel that he is receiving more or different
treatment from them, then it may be more harmful than beneficial for him. However, there are
instances of inability to keep up with the class or of tendencies to engage in behavior that could be
considered as a deviation from that of the group. Such situations need individual attention. Students
may require individually received help in planning their courses or in adjusting to them. An individual or
a student may have academic difficulties. A student’s attendance record may be unsatisfactory. So, the
guidance should be given according to their individual needs.
One of the responsibilities of the guidance counselor in individual guidance situations is to help the
individual discover the fundamental causes of his problems. The difficulty may stem from his
experiences in the home or the school, or in his relationships or recreational activities.

Thus we can say that the group guidance can be used to deal with more or less routine school matters,
such as curriculum selection, course sequence, and vocational interests that usually do not require
individual guidance. Individual counseling is done in case of those with disturbing conditions or personal
maladjustment. The individual guidance does involve personal consideration. As the counselee is
encouraged to unburden his trouble, he must be able to trust the counselor’s ability and willingness to
refrain from broadcasting any intimate details that the individual discloses. However, there are times
when information given in confidence to a counselor needs to be shared with another person (such as
family members, friends) in order to provide appropriate services for the counselee. In such cases, this
necessity should be brought to the attention of the individual and permission received from him for his
counselor/guidance worker to discuss with the proper individuals about the situation. And a counselor
should periodically evaluate his work and seek the assistance of others who can help him improve the
quality of his work. To sum up we can say that the group guidance as well as individual guidance has
common aims which are as follows. :

 They provide a means of sharing information on topics such as career information and study
skills
 They help students develop skills such as conflict management, peer helping, and peer tutoring
 They help students develop knowledge and learn personal management and social skills such
coping with feelings, dealing with peer pressure, goal-setting, problem-solving, and
communication skills.

In both the group guidance and individual guidance situation, the counselor’s behaviour should be
friendly but dignified. An individual seeking help from a counselor needs to have sufficient confidence in
the latter’s acceptance of him so that thoughts and feelings can be expressed freely, without fear of
recrimination. At the same time, the individual must respect the counselor’s judgment. And for a
counseling situation to be effective, good rapport between the participants is necessary. This
relationship can be achieved as the counselor helps to relieve counselee tension by a friendly smile or a
casual comment in a lighter view.

1.4 TECHNIQUES OF INDIVIDUAL AND GROUP GUIDANCE

There are two types of techniques of group and individual guidance. They are standardized and non-
standardized techniques. The non-standardized techniques are interview, ratings, questionnaire,
observation, sociometry, autobiography, cumulative record, anecdotal records. The standardized
techniques are tools of measuring interests, intelligence, aptitudes and personality traits. Both the
categories of techniques are used for getting primary data. Standardized tests of intelligence, interests and
aptitudes provide reliable and valid information. They are reusable, less time consuming and can be
scored easily. Non-standardized techniques used in the study of human beings are also helpful, and
sometimes give more useful information than that given by standardized tests. For example, anecdotal
record which is a non-standardized technique can give number of insights into the personality of a person
and also help a teacher/guidance worker to take steps accordingly. Let us examine these techniques one
by one.

1.4.1 Non-Standardized Techniques

(i) Questionnaire

A questionnaire contains a list of questions to be answered by an individual or a group of individuals,

especially to get facts or information. The questionnaire may have closed ended or open ended items.
Closed-ended question is a form of question which can normally be answered using a simple "yes" or
"no", a specific simple piece of information, or a selection from multiple choices.

Examples of closed-ended questions:

 Do you get along with your teacher?

 Do you reach school in time?
 Do you study regularly?
 Which subjects you like?

Examples include:

 Question: Do you like your school?

Answer: Yes.

 Question: How many sections are there in each class in your school?
Answer: Four .

The questions can be dichotomous questions. When a question has two possible responses, we consider it
dichotomous. In the questionnaire we often use dichotomous questions that ask for a Yes/No, True/False
or Agree/Disagree response. There are a variety of ways to lay these questions out on a questionnaire:

Do you feel that the teacher gives individual attention to you: Yes/No
Multiple Choice Answer Questions: The multiple choice questions contain tentative choices. The
respondent tick marks the choice which according to him is correct one.

Which thing related to your school do you like the most?

 Building is good
 Teachers teach well
 Emphasis on co –curricular activities
 Student Counseling Facilities

Closed-Ended Questions: Close-Ended Questions can be used for clarifying facts, verifying information
already given or controlling a conversation among other things.

A closed-ended question is totally different from an open-ended question, as it cannot be answered with
a simple "yes" or "no", or with a specific piece of information, and which give the person answering the
question scope to give the information that seems to them to be appropriate. Open-ended questions
are sometimes phrased as a statement which requires a response.

Examples of open-ended questions are:

 Why don’t you get well along with your teacher?

 Why are you late to school most of the days?
 Why are you not able to study regularly?
 Why do you like maths?

We can also classify questions in terms of their level of measurement. For instance, we might measure
occupation using a nominal question. Here, the number next to each response has no meaning except as a
placeholder for that response. For example:

Profession of Father :
1=Engineer
2=Doctor
3= Academic
4=Administrative
5= Self –Employed

We might ask respondents to rank/order their preferences for using a teaching style .Rank the teaching
method for teaching lesson on “Romeo and Juliet” in order of your preference:

 Role Play
 Lecture
 Lecture cum Discussion
 Discussion
  Reading

Using questionnaire has a number of advantages. It is very often used to obtain factual data from a large
sample of students in short time Questionnaires are very cost effective when compared to face-to-face
interviews. This is especially true for studies involving large sample sizes and large geographic areas.
Written questionnaires become even more cost effective as the number of research questions increases.
Questionnaires are easy to analyze. Data entry and tabulation for nearly all surveys can be easily done
with many computer software packages. Questionnaires are familiar to most people. Nearly everyone has
had some experience completing questionnaires and they generally do not make people apprehensive.
Questionnaires reduce bias. There is uniform question presentation and there is no middle-man bias.
The researcher's own opinions do not influence the respondent to answer questions in a certain
manner. There are no verbal or visual clues to influence the respondent. Questionnaires are less
intrusive than interview, telephone or face-to-face surveys. When a respondent receives a questionnaire
in the mail, he is free to complete the questionnaire on his own time-table. Unlike other research
methods, the respondent is not interrupted by the research instrument.

(ii) Observation

In this technique aspect such as behaviour, environmental factors affecting behaviour are studied
through .observation by a trained observer. The effectiveness of the technique depends upon the
skillfulness of the observer. The observer is expected to observe well-defined behaviours free from biases
and prejudices. Observational techniques are useful in the study of students and individuals but their
usefulness depends upon the purpose for which they are conducted.

(iii) Autobiography

An autobiography is a book about the life of a person, written by that person. You might have read a
number of autobiographies of great personalities. One popular autobiography is: Autobiography of
Benjamin Franklin. An autobiography is a description of an individual in his own words. As a guidance
technique for studying the individual, it gives valuable information about the individual's interests,
abilities, personal history, hopes, ambitions, likes, dislikes, etc.

Since feelings, values and attitude cannot be measured by any other technique, autobiography appears to
be the one technique for appraising these characteristics. Generally the autobiography is a self-report.
Specifically it is a devise employed to gain insight into a student’s problems by having the student write
his life history. It differs from other self rating devices in that it requires the student to express himself in
writing and thereby gives the student an opportunity to describe himself in his own words. The student’s
freedom of expression is dependent upon the form of autobiography requested of him. Assigned
biographies differ from each other in the degree in which they are structured. A student may be asked to
write a standardized auto biography in which he is expected for purposes of group conformity to limit
himself to a specific form and content. If the assignment is topical the student is required to write in any
fashion on defined aspect of his personality and development. A third alternative is that the student will
write on anything in any way he deserves. Some times the counselors may say that the students do not
want to make any self revelation or that students give trivial information.
In guidance, structured autobiographic items are given to the individual and he is asked to write the
answers to the questions. The autobiographical material thus obtained is verified by various other means.
An example of a structured format for obtaining information for an autobiography is given below:

SAMPLE FORMAT FOR AUTOBIOGRAPHY

Name: _____________________________________________________________
Note : The role of your guidance counselor and teachers in preparing “Secondary School
Reports” is to provide an overview of your academic and extra-curricular achievement, as well as some
sense with a clear picture of what makes you, “you.” Please give us an honest evaluation of yourself by
answering the following questions. Be specific and explain in detail where necessary.

1. What are your academic interests?

2. Which stream would you like to take up at College?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Describe an instance in which an individual, a book, or a play, or a film, has brought a change in you.
Describe how you have changed?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What has been your most recent stimulating intellectual or academic experience?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. How have you worked up to your potential in high school? Does your academic record reflect an
accurate record of your abilities? If not, what should a college admissions officer consider as the best
measure of your academic potential.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6. Are there any outside circumstances (illness, change in family status, etc…) or obstacles you have
overcome that have influenced your academic performance? If so, explain in detail.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7. List, in order of importance to you, the medals, prizes, or awards you have received in
high school.
1.________________________4.___________________7._______________________
2._______________________ 5.___________________8._______________________
3.________________________6.___________________9._______________________

8. What makes these medals, prizes, or awards important to you?

________________________________________________________________________

9. What do you consider to be your most significant contribution to your school or larger community?
Why was it important to others? To you?
________________________________________________________________________
________________________________________________________________________

10. What activities/hobbies do you enjoy the most outside the daily routine of school?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

11. Are you currently working? Where? How many hours per week? What are your job
responsibilities?
________________________________________________________________________
________________________________________________________________________
_____________________________________________

12. What unusual family responsibilities/commitments do you have?

________________________________________________________________________
________________________________________________________________________

13. In what games or sports do you participate? With what success?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

14. List in order of importance, the different subjects liked by you.?

1.________________________4.___________________7._______________________
2._______________________ 5.___________________8._______________________
3.________________________6.___________________9._______________________

15. Describe a situation in your life in which you initiated an important undertaking or became a leader.
What circumstances prompted your involvement? How did you go about it? What did you learn from
your shortcomings and successes?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
16. Has any experience, work, travel, or study been of significant importance to you? Please describe
your most significant experience. What did you learn from this experience? What was its value to you?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

17. What kind of a family do you have – Joint Family or Nuclear Family
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

18. Describe your family. With whom do you live – relatives, parents, step-parents, siblings, friends( in
hostel) ?
________________________________________________________________________
________________________________________________________________________

19. How is the person (you) who came to high school in ninth grade different from the
person leaving in twelfth grade?
________________________________________________________________________

20. In the space below please have your parent write about you from their unique perspective. What do
they feel makes you, “You.” They might comment on your strengths, weaknesses and special qualities
that we may not see at school. Have them start
with three adjectives they would use to describe you.

(iv) Sociometry

Sociometry is a qualitative method for measuring social relationships. It was originally developed by
psychotherapist Jacob L. Moreno in his studies of the relationship between social structures and
psychological well-being.

Every teacher knows that the group of children with which he works is more that an aggregation of
individuals. He knows that the group has form and structure. Some individuals are more accepted by the
group then others. Some are more rejected. These factors play an important role in determining how the
group will react to learning situations and to various types of group management strategies employed by
the teacher
For group work, sociometry can be a powerful tool for reducing conflict and improving communication
because it allows the group to see itself objectively and to analyze its own dynamics. It is also a powerful
tool for assessing dynamics and development in groups devoted to therapy or training
The socio-metric data is presented in the form of a sociogram which shows attractions and repulsions
within a group and helps the teacher and the counselor in discovering the problems of students in relation
to the group. A Socio-gram is an important tool for teachers. The socio-gram is the chart used to actually
apply sociometry in the classroom. The chart depicts the interrelationships within a group. Its purpose is
to discover group structures and the relation of any one person to the group as a whole. Its value to the
teacher is in its potentiality for developing greater understanding of group behaviour so that he may
operate more wisely in group management and curriculum transaction. This shows the positive nature of
sociometry and the use of it is important for understanding the relationships within classrooms. Once this
relationship is understood by the teacher, group work can be better facilitated for greater learning to
occur.

When working with students who tend to socially withdraw or isolate themselves, a sociometric activity
can be conducted with the class to determine the peer(s) who would most like to interact with the targeted
students. These results can then be used when assigning groups and arranging seating

(v) Making Anecdotes

The anecdotal records are prepared on the basis of the explanation of an incidence in the day of child.
The incident in the day of the child can be documented in a variety of ways i.e. it can be comprehensive
or to the point. This small documented information explains, in an accurate manner, the event, its
background. It also explains as to, and what did the member say or what did it do. In the majority of the
issues the anecdotal record pay attention on extremely straightforward, day by day communication that
is happening not only between the children but also between the children and the resources in their
immediate surroundings and also between the adults and children.

Preferably, the anecdotes should be recorded without any delay and should be written atleaset by the
end of the day so that there is no information lost. Keeping short comments or clarification or
explanation in the form of sketchy brief notes can be very much useful. One strategy that can be
adopted is that the observations of an event can be recorded in the form of phrase or few words on a
card . These few words or phrases are very helpful as they remind us that the point that has been listed
in the card is to be mentioned in the anecdote.

Some of the unique features of anecdotes are as follows:

 The behavior of children is reported in a straightforward manner in this

 They are consequence of focused and un-deviated observations.
 Precise and definite
 It provides a background of the child's manners
 Distinctive or strange behaviors of the children is recorded
The anecdotal records take into account the magnificence and intricacy at that particular instant of
time when the child works together with other children or with the resources or with the adults.

In these form of records of the behavior of the child knowledge that has been gathered on the basis of
the observation of the child over a given time are a great source of help to the teacher in order to
understand the child. This happens because the profile of the child becomes known. One can track the
changes in behavior of the child and also report them. These can also documented in the portfolio of the
and consequential recommendations for observations to be conducted in the future can be given. In
addition to this it can also be used for the planning of the curriculum and also conferences for the
parents or learners. So as to make you understand this fact let us examine a sample of an anecdote:

Anecdotal Records: A Sample

Name of the Child : Indermohan

Date & Time: 8/27/16 9:20 am

Place : playgroup class

Behaviour and Incident Observed:

Indermohan was sitting next to Raju. Both of them were having a collection of very colorful books on the
reading table in front of them. Raju became very happy on seeing the books and joyfully exclaimed
Indermohan lets read these together. But Indermohan said that he could not read. Then Raju replied to
him that, "Lets have a look at the pictures then".

Anecdotal records should address specific learning and/or behavioural issues, for example, when a
student takes twice as long as his or her peers to complete short answer questions in History class; or
when a student refuses to do independent maths sheets, involving simple problems and, instead, walks
out of the classroom; and, when a student is asked to read a passage from a work of literature and,
instead, begins to makes face or throws things at others.

Anecdotal records should be brief and state exactly, in objective and in measurable terms, what you
observed. It should not elaborate or interpret. It should only answer the questions Who? What?
Also, parents and colleagues are critical partners in helping to define and address these learning and
behavior issues. Parents should also be involved in anecdotal records. Anecdotes are most effective when
you collaborate with other staff members. Each staff member should maintain a record of the observed
instructional need or inappropriate behavior and how interventions are succeeding or not succeeding
across settings.

Your anecdotal should also address the impact of your intervention. Whether the intervention is
successful in addressing the problem presented? If not, what modification or alternatives are being
considered? Be specific. This all sounds like it will take a lot of time and effort -- and it will, but it would
be time well spent.

Maintaining anecdotal records: An anecdotal record is the result of observation by a teacher about the
specific behaviour of the student in a particular situation. It is written down to get a better understanding
of the student because the teacher may forget the incident if it is not written down. The teacher writes
down what he observes and does not give any remarks. He may describe the behaviour and say something
by way of comment or he may describe the behaviour and suggest possible remedial measures. In order to
make observations a Performa is supplied to each teacher to note down his observation. The anecdotes
should be written about all students and not just about the model ones.

CHECK YOUR PROGRESS 1.1

1) Describe the difference between group and individual guidance.

2) State the aims of individual and group guidance.
3) State any two requirements for the guidance to be successful.
4) What are closed ended and open ended questions? Give an example of both open ended and closed
ended question.
5) State any three advantages of using questionnaires.
6) What is an anecdotal record? Give one purpose and characteristic of an anecdotal record.

(vi) Rating Scales

Rating scales present users with an item and ask them to select from a number of choices. The rating
scale is similar in some respects to a multiple choice test, but its options represent degrees of a
particular characteristic. You might be rating your students’ class room interaction, handwriting, habits
and many other aspects in your day-today teaching. An example is given below:

How much do you interact with your friends on the social networking sites on internet?
 Regularly/Mostly/Occasionally/Sometimes /Never
The rater, who has observed the individual in a number of situations, gives his judgments. In a rating
scheme each student is judged on the same general traits and judgments are expressed in the form of a
scale on which are marked 'very poor - poor - average – good - very good- excellent '.

In a rating scale, the characteristics are rated according to given number

What is you overall satisfaction with peer group interaction

1. Not at all satisfied
2. Slightly satisfied
3. Moderately satisfied
4. Very satisfied
5. Extremely satisfied

The points are in terms of grades or numbers. For example, go through the following item:

Item 1: The child takes part seriously in activities given in the class.
The ratings may be qualitative or quantitative. For example, seriousness of the problem may be rated as
below:

Qualitative Rating Quantitative Grading

Rating
Never 0 E

Seldom 1 D

Occasionally 2 C

Fairly serious 3 B

Serious 4 A
We can also construct survey questions that attempt to measure on an interval level. One of the most
common of these types is the traditional 1-to-5 rating (or 1-to-7, or 1-to-9, etc.). This we might ask an
opinion question on a 1-to-5 bipolar scale (it's called bipolar because there is a neutral point and the two
ends of the scale are at opposite positions of the opinion):

The parents should play with children:

1 strongly agree 2 disagree 3 neutral 4 agree 5 strongly agree

Another rating item style uses an approach called the semantic differential. Here, an object is assessed
by the respondent on a set of bipolar adjective pairs (using 5-point rating scale):

Please state your opinion regarding the style of teaching adopted by your teacher:

Very much Some extent neither Some what Very much

Interesting Boring

Characteristic situations in which rating scales are used are given below. These are the situations when no
other technique gives reliable and valid measurements of the individuals characteristics seeking
educational or vocational guidance. Situations which cannot be objectively measured can be easily
evaluated quantitatively with the help of rating scales. Rating scales are 'used to supplement the
information collected by standardized psychological tests. Suppose for example, a test of achievement is
administered to a class of students. The test results can be verified with the help of ratings the class
teacher given to them.

In situations when the guidance worker wants to collect information about many things and many
students in, a short-time, teacher’s ratings could be obtained. In situations when the construction of
standardized tools of studying the individual require special expertise, money and time, information can
be obtained through rating scales which are relative when no other technique gives reliable and valid
measurements of the individuals characteristics seeking educational or vocational guidance. Rating scales
are used to supplement the information collected by standardized psychological tests. Suppose for
example, a test of achievement is administered to a class of students. The test results can be verified with
the help of ratings the class teacher gives to them. In situations when the guidance worker wants to collect
information about many things and many students in, a short-time, teacher’s ratings could be obtained.
.
Rating scale is an observational technique and has its limitations like other observational techniques.
Unless the rater understands clearly the purpose of rating, the data obtained from ratings are not
dependable. Rating scales require necessary expertise and understanding on the part of the observers and
any one is not suited for this job. 3. Ratings by some raters are too low while by others they are too high.
With proper care this shofl coming can be removed.

(vii) Cumulative Records

The cumulative records include the recording of all the activities of a child, special interests, hobbies and
personality traits in a systematic order. The cumulative records are maintained after continuous
observation and comprehensive evaluation. The cumulative records may contain information regarding:
 health reports
 home data
 standard test records
 elementary, secondary and senior secondary school records
 achievement in school subjects/test results
 social and emotional reactions
 interests
 other significant data, pictures, enclosures

The cumulative record recorded over a period of time can also assist in the student’s educational growth
and progress. The teacher, guidance worker, counselor and other school personnel can use it as a tool
for student guidance and the improvement of instruction. A well-developed cumulative record provides
a teacher an opportunity to analyze student’s school history, test scores, and rate of growth so that a
proper course of action for helping the student can be determined. A cumulative record is only as useful
as the quality of data entered. personal and family data

In the cumulative record, all the different performances, skills, qualities and achievements of each student
are identified and the degree of superiority of the aforementioned are recorded for each students' greater
learning development. The record further helps teachers/counselors/ guidance workers to adopt and adapt
different teaching methods or strategies according to the measured knowledge and skill levels of children.
It also helps them adopt suitable remedial teaching measures and curriculum modifications in addressing
student's learning difficulties.

This record also helps to note the behaviors of students in the class. Cumulative records can be helpful for
future guidance and counseling in deciding suitable remedial measures to improve the physical or mental
health of the children in school/college and also help in making classroom performance better. Special
areas of academic or behavioral weaknesses can be identified in the student's cumulative record and the
teacher can take steps to include corrective actions to strengthen the defined knowledge/skill weaknesses.
This record provides tangible evidences of a student's areas of personal and social behavior. A student's
records can provide information for the effective execution of behavior modification strategies in a class
of special needs children. Cumulative records can contain a wealth of information for teachers and other
resource staff to assist them in implementing effective instruction and strategies to assist students in their
academic and social development in and beyond the classroom. There are many classroom benefits that
be realized from keeping cumulative records on students. The cumulative record of every child can be a
path to achieve success in their holistic development and academic growth. It helps us in knowing how
far the aims and objectives of education are being achieved as it reveals the interests of the children, they
can be guided in the selection of courses in the school. This can be helpful in providing vocational
guidance. The all-round progress of the child can be seen. - It makes clear the individual differences
between different students which help the teacher to deal with them in different ways. - It helps the child
in knowing his strong and weak points. Then he can improve himself if he so desires. - It helps the
teacher in diagnosing and treating the maladjusted pupils.

The Cumulative Record Card differs from the other pupil's records .All other pupil records give a one-
sided view of the child's development in individual aspects and not cumulatively, but the Cumulative
Record Card (CRC) provides comprehensive information on various aspects: physical, cultural,
aesthetical, moral, intellectual and social. Cumulative Record Cards play a vital role in indicating the
growth and development of pupil at each stage of his academic and emotional problems and his
difficulties of adjustment, if any, and the direction in which remedial action is to be taken to solve his
problems or difficulties. A sample Cumulative Record Card is given below:

Sample Format for Cumulative Record Card

It gives all the information about pupil like his/her personal data, socio-economic data, attendance,
physical and medical reports, scholastic achievements, interests and aptitudes, personality traits etc. It
gives information on items such as:

1. General Data

a) Name of the student:

b) Date of Birth:

c) Name of Father:

d) Address:

e) Date of joining the school and class:

School where studied earlier.

  Name of the School
 Date of Joining Class
 Year of Joining Class
 Year of Leaving Class
 Leaving Left
 Reason of leaving

2. Attendance: It is to be filled in twice a year. Day actually attended, leave, absence etc. with reasons

3. Family Background (To be filled in at the time of admission):

a) Occupation of father

b) Occupation of mother

b) Qualification of father

c) Qualification of mother

d) Qualification of mother

e) Economic status

f) Special home conditions

g) Position of the pupil in the family

4. Physical-Medical Report

a) Height

b) Weight

c) Chest measurement (i) Normal (ii) Expanded

e) Anything special

f) General Health

5. Scholastic Achievement and Performance in different Subject

6. Co-curricular Activities

7. Notable Interest Rating in activities

a) Physical: Outdoor or Indoor

b) Social
c) Intellectual
d) Art work
e) recreation

The cumulative folder should be kept in the school where the student is in attendance. Files containing
cumulative folders shall be placed so that security is unquestionable, yet accessibility to teachers and
other designated personnel is assured. Folders should be kept in a fire resistant storage. The record is a
confidential document and is to be treated as such. If the student transfers to another school then a
copy of the cumulative record should be furnished to the head of the school to which the student
transfers.

All information should be typed or recorded in permanent black ink except addresses, telephone
numbers and transfer of attendance, which should be written in pencil as they can be corrected if there
is a change. When any change or correction is made on the cumulative folder, the teacher /counselor
should draw a line through the incorrect information, record the correct information and initial the
correction by putting his /her signatures. Correction fluid should not to be used.

(viii) Using Interview

An interview is a conversation between two or more people (the interviewer and the interviewee) where
questions are asked by the interviewer to obtain information from the interviewee. In order to provide
guidance to a child parent-teacher interview or interview of the child with teacher or interviews of the
peer group members and siblings of the child can be conducted. The interviews can be structured. Semi-
structured or unstructured. Let us see what the characteristics of each of these are:
Structured Interview: The structured sometimes referred to as a patterned interview. The structured
interview is very straightforward. The interviewer has a standard set of questions that are asked of all
candidates. This makes it easier for the interviewer to evaluate and compare candidates fairly. The main
purpose of a structured interview is to pinpoint job skills that are essential to the position.
Developing thought-provoking questions involves a careful and thorough analysis of the position to
determine the core competencies required. The interviewer will probably collaborate with other
department heads to ensure important skills and qualifications are covered. These may include skills
such as verbal and written communication, decision-making, consensus-building, time management,
honesty, team-building, and interpersonal skills. Many organizations will give each candidate a score
using a specially planned rating scale (for example: a 1 to 10 scale). The questions selected for the
interview can be situational, observational, or personal; this depends on the position and the
interviewer.

The Benefits or Features of the Structured Interview are as follows:

 It is legitimate and reliable.

 It controls the flow of the interview.
 It addresses the teacher/counselors particular concerns.
 It makes the interview the same for every interviewee, and this ensures equal
opportunity.
 Similar competencies are evaluated in each meeting, which controls reliability.
 Questions are pre-written, reducing nervousness for the interviewer.
 It maximizes the interviewer's time

Unstructured Interview: Interview without any set format but in which the interviewer may have some
key questions formulated in advance. Unstructured interviews allow questions based on the interviewee's
responses and proceeds like a friendly, non-threatening conversation. However, because each interviewee
is asked a different series of questions, this style lacks the reliability and precision of a structured
interview. Also called non-directive interview.

Unstructured Interviews are a method of interviews where questions can be changed or adapted to meet
the respondent's intelligence, understanding or belief. Unlike a structured interview they do not offer a
limited, pre-set range of answers for a respondent to choose, but instead advocate listening to how each
individual person responds to the question.
The method to gather information using this technique is fairly limited, for example most surveys that are
carried out via telephone or even in person tend to follow a structured method.

Semi-Structured Interview: Semi-structured interview is a formalized and has limited set questions. A
semi-structured interview is flexible, allowing new questions to be brought up during the interview as a
result of what the interviewee says. The interviewer in a semi-structured interview generally has a broad
framework of themes to be explored.
However, the specific topic or topics that the interviewer wants to explore during the interview should
usually be thought about well in advance. It is generally beneficial for interviewers to have an interview
guide prepared, which is an informal "grouping of topics and questions that the interviewer can ask in
different ways for different participants" (Lindlof & Taylor, 2002, p. 195). Interview guides help
researchers to focus an interview on the topics at hand without constraining them to a particular format.
This freedom can help interviewers to tailor their questions to the interview context/situation, and to the
people they are interviewing (Lindlof & Taylor, 2002).

1.4.2 Standardized Tests

These tests are seen as being truer in terms of measurement in comparison with the other tests. These tests
are managed and scored in a steady, or "standard "way. They are considered as fair in nature. In the case
of standardized tests the consistency additionally allows more solid correlation of results over all test
takers. Standardized Test is composed in a manner that the inquiries, conditions for overseeing, scoring
methodology, and translations are reliable and are regulated and scored in a standard way. Any test in
which the same test is given in the same way to all test takers is a standardized test. These may not be
high-stakes tests, limited time tests or multiple item tests. Non standardized tests are just opposite of the
standardized tests. Under the non standardized testing gives altogether diverse tests are given to various
test takers, or the same test is given under rather under the conditions that are fundamentally distinctive
conditions from each other (e.g., one gathering is allowed far less time to finish the test than the
following gathering).

There are four types of standardized tests. These are achievement, interest, aptitude and personality. In the
subsections of this section we will be discussing each of these in detail:

i) Aptitude Tests

Aptitude tests attempts to determine and measure a person’s ability to acquire, through future training,
some specific set of skills (intellectual, motor, and so on). The tests assume that people differ in their
special abilities and that these differences can be useful in predicting future achievements.

Aptitude tests are essentially the same as skill tests. They evaluate your ability to perform specific tasks.

General, or multiple, aptitude tests are similar to intelligence tests in that they measure a broad spectrum
of abilities (e.g., verbal comprehension, general reasoning, numerical operations, perceptual speed, or
mechanical knowledge) For example he SAT Reasoning Test (formerly Scholastic Aptitude Test and
Scholastic Assessment Test) is a standardized test for college admissions in the United States. Let us
examine some of the aptitude tests:

Career Aptitude Tests: A career aptitude test is generally a modified version of a personality test. By
asking a series of questions about how students see themselves, the activities students enjoy, and their
personal preferences, the test can provide a list of careers that have shown to be a good match for
individuals with similar characteristics. Each question of a career aptitude test can answer which type of
career a student wants to pursue. An example of some questions of a career aptitude test and what can be
derived from them are given below:
What type of setting would you enjoy working in?

 I'd like to work in a call center.

 I'd enjoy working in a healthcare facility.
 Working in a retail environment appeals to me.
 My ideal job involves working from a home office.
 I like the idea of working in outside sales.
 My ideal job is in an office environment.
 I want to work outdoors.

If the student answers that he wants to work outdoors then it means that he should go for job opportunities
abound in construction, recreation, landscaping, and other fields. There are also outdoor jobs in zoos,
amusement parks, and more.

 How comfortable are you with customer contact?

 I'd like to work face to face with customers every day.
 I'm comfortable with limited face to face customer contact.
 Customer contact is acceptable, but I'd rather communicate via phone or email.
 I'd prefer not to interact directly with clients at all

If a student answers that he likes to face customers’ everyday then he should go for direct sales, retail
jobs, customer service, and counseling jobs.

How often are you willing to travel overnight for work?

 Several times per week.

 Once a week.
 Once or twice per month.
 Once in every quarter.
 Occasionally.
 Never.

If a student gives option one then he should go for jobs that involve training, out of town sales, and
software support.

A counselor should make a list of similar multiple choice questions and ask the students to choose the
correct option. On the basis of the options the student had chooses he/she should prepare a list of careers
for the student depending on his aptitude.
Career aptitude tests are usually based on external qualities and should not be taken too seriously for
example. If the test tells the student that his ideal career is that of a musician but the student does not
know how to sing then the suggestion is not valid. All possible careers suggested should be looked into
and the best possible career should be selected with the help of the counselor.

Vocational Aptitude Tests: Vocational aptitude tests are valuable to both employers and prospective
employees in a given occupation. To the prospective employee, the test results offer guidance in choosing a
particular career. To the employer, they aid in the process of screening suitable employees. Vocational aptitude
tests measure a wider variety of skill areas than scholastic aptitude tests. For example, the Differential Aptitude
Test, one of the most widely used vocational tests, measures verbal, numerical, abstract, and mechanical
reasoning; spatial relations; clerical speed and accuracy; and language usage.

As a general example, a vocational aptitude test might consist of an instrument that assesses an
individual's abilities, personality characteristics, and interests, and compares the individual's responses to
those persons considered to be successful in their occupations and professions, with a notation of points
of similarity and dissimilarity.

Achievement Tests: An achievement test is a test of developed skill or knowledge. The most common
type of achievement test is a standardized test developed to measure skills and knowledge learned in a
given grade level, usually through planned instruction, such as training or classroom instruction.
Achievement tests are often contrasted with tests that measure aptitude, a more general and stable
cognitive trait.

Achievement test scores are often used in an educational system to determine what level of instruction for
which a student is prepared. High achievement scores usually indicate a mastery of grade-level material,
and the readiness for advanced instruction. Low achievement scores can indicate the need for remediation
or repeating a course grade.

ii) Interest Inventory:

This tool is basically a self appraisal device. It is utilized in planning of career for children. It helps in
finding out the interests of person and also aversion of a person for a diversity of activities , substance,
and type of people. The basic principle underlying this is that populace in the same vocation (those who
are contented with that vocation) are comparable in terms of their interest.
The first day of class, a teacher should start to get to know her students. The teacher needs to know their
attitudes about the subject area being taught as well as information on what interests the students
including the activities they participate in, the music they listen to and the movies they watch. Some
teachers like for students to write an essay about themselves, other teachers ask questions that guide
students into giving the information that the teacher thinks is important. The interest inventory is usually
given the first day of class. It is recommended that the teacher should orally ask the students the
questions about movies, music, etc to help establish a rapport in the class. The teacher should also answer
the questions so that the students get to know the teacher on a more personal level. This sets the tone for
the classroom environment. It also gives the teacher ideas about rewards that may work with that
particular set of students.

It is also recommended to establish a file for each student and to place this completed document in the
file. If a student has academic difficulty or behaviioral issues in the class, the teacher can refer back to
the interest inventory and open up conversation based on the information within the inventory. For
example; a student does not turn in homework assignments. Check the interest inventory and see if
he/she works late hours or maybe participates in a sport. A brief conversation with the student about
solutions to the late work night homework woes may work out a compromise that both teacher and
student can live with. A conversation with coach of the sport may end all of the homework problems in
your class. The Interest Inventory paves the way to get to know your students, what they like in a class
and in activities, extracurricular likes and dislikes, and various interests.

The first widely used interest inventory was the Strong Vocational Interest Blank, developed in 1927 by
E.K. Strong. The original test was designed for men only; a version for women was developed in 1933. In
1974 the Strong test was merged into the Strong-Campbell Interest Inventory, which was further revised
in 1981. The test contains 325 activities, subjects, etc. Takers of this test are asked whether they like,
dislike, or are indifferent to 325 items representing a wide variety of school subjects, occupations,
activities, and types of people. They are also asked to choose their favorite among pairs of activities and
indicate which of 14 selected characteristics apply to them. The Strong-Campbell test is scored according
to 162 separate occupational scales as well as 23 scales that group together various types of occupations
("basic interest scales"). Examinees are also scored on six "general occupational themes" derived from
J.L. Holland's interest classification scheme (realistic, investigative, artistic, social, enterprising, and
conventional).

The other most commonly administered interest inventory is the Kuder Preference Record, originally
developed in 1939. The Kuder Preference Record contains 168 items, each of which lists three broad
choices concerning occupational interests, from which the individual selects the one that is most
preferred. The test is scored on 10 interest scales consisting of items having a high degree of correlation
with each other. A typical score profile will have high and low scores on one or more of the scales and
average scores on the rest.

Other interest inventories include the Guilford-Zimmerman Interest Inventory, the G-S-Z Interest Survey,
the California Occupational Preference Survey, the Jackson Vocational Interest Survey, and the Ohio
Vocational Interest Survey. There are also inventories designed especially for children, for the disabled,
and for those interested in the skilled trades.
Interest inventories are widely used in vocational counseling, both with adolescents and adults. Since
these tests measure only interest and not ability, their value as predictors of occupational success, while
significant, is limited. They are especially useful in helping high school and college students become
familiar with career options and aware of their vocational interests. Interest inventories are also used in
employee selection and classification

iii) Personality Test

Personality test aims to describe aspects of a person's character that remain stable throughout that person's
lifetime, the individual's character pattern of behavior, thoughts, and feelings. An early model of
personality was posited by Greek philosopher/physician Hippocrates. The 20th century heralded a new
interest in defining and identifying separate personality types, in close correlation with the emergence of
the field of psychology. As such, several distinct tests emerged; some attempt to identify specific
characteristics, while others attempt to identify personality as a whole.

In psychology, a projective test is a personality test designed to let a person respond to ambiguous stimuli,
presumably revealing hidden emotions and internal conflicts. This is different from an "objective test" in
which responses are analyzed according to a universal standard (for example, a multiple choice exam).
The responses to projective tests are content analyzed for meaning rather than being based on
presuppositions about meaning, as is the case with objective tests. Some criticisms of projective tests
include that they rely heavily on clinical judgment, lack reliability and validity and many have no
standardized criteria to which results may be compared, however this is not always the case. These tests
are used frequently, though the scientific evidence is sometimes debated. There have been many
empirical studies based on projective tests (including the use of standardized norms and samples),
particularly more established tests. Projective tests have their origins in psychoanalytic psychology,
which argues that humans have conscious and unconscious attitudes and motivations that are beyond or
hidden from conscious awareness.

The projective personality tests claim to measures your underlying personality traits, fears, anxieties and
attitudes. However, they are the most ambiguous in their structure, interpretations and philosophy.
Some recommend their usage only in the clinical atmosphere but many employers use them to apply
suitability or even reject for some particular job.

Obscure series of cartoons, pictures, ink blots and incomplete sentences are used as projective techniques.
The proponents of projective personality tests believe that you ‘project’ to these ambiguous stimuli from
your sub-consciousness. That’s why you will find very few instructions to answer the questions.

Rorschach inkblot test is one of the very well-known and most often utilized test that comes under the
category of projective tests . In this the individual is demonstrated a progression of sporadic however
symmetrical inkblots that are ten in number. After that the individual is requested that he or she may
clarify what they see. The i reactions of the individual are then investigated in different ways, taking note
of information disclosed, as well as the time taken to react, which part of the drawing was centered
around, and how single reactions contrasted with different reactions for the same drawing. For instance,
in the event that somebody reliably sees the pictures as undermining and unnerving, the analyzer may
deduce that the subject may experience the ill effects of neurosis or is paranoid person.
Another popular projective test is the Thematic Apperception Test (TAT) in which an individual views
ambiguous scenes of people, and is asked to describe various aspects of the scene; for example, the
subject may be asked to describe what led up to this scene, the emotions of the characters, and what might
happen afterwards. The examiner then evaluates these descriptions, attempting to discover the conflicts,
motivations and attitudes of the respondent. In the answers, the respondent "projects" their unconscious
attitudes and motivations into the picture, which is why these are referred to as "projective tests."

Another test called the Draw-A-Person test requires the subject to draw a person. The results are based on
a psychodynamic interpretation of the details of the drawing, such as the size, shape and complexity of
the facial features, clothing and background of the figure. As with other projective tests, the approach has
very little demonstrated validity and there is evidence that therapists may attribute pathology to
individuals who are merely poor artists.[1] A similar class of techniques is kinetic family drawing.

Sentence completion tests require the subject complete sentence "stems" with their own words. The
subject's response is considered to be a projection of their conscious and/or unconscious attitudes,
personality characteristics, motivations, and beliefs.

The projective tests provide a wealth of qualitative information that can be followed up if used for
psychotherapy. They have certain weaknesses also:

• The testing situation and examiner’s behavior affects the response

• The scoring on the test is subjective and inconsistent among scorers

• Test-retest inconsistencies are common• Poor predictors of future behavior.

CHECK YOUR PROGRESS 1.2

7. What do you mean by the term structured interview?

8. What are aptitude tests? What is the assumption underlying them?

9. What are the weaknesses of Projective tests?

10. In a projective test why are only very few instructions given to answer the questions.

1.5 LET US SUM UP

After reading this unit you have learnt that guidance may be defined as HELP, ADVICE and SUPPORT
given to students so that they may make their decisions and choices to cope with and resolve their
problems. Group and individual guidance are effective means of responding to the varying needs of
students. Group guidance is suitable in a situation when the group of students have certain common
issues. Group guidance in the classroom can also be used to address developmental needs and to
implement preventative programmes. It is informational and instructional in nature. Individual guidance
addresses specific, individual needs. A child or a young adolescent may be facing a number of difficulties
that sometimes it necessitates individually- received assistance from a counselor. There are two types
of techniques of group and individual guidance. They are standardized and non-standardized
techniques. The non-standardized techniques are interview, ratings, questionnaire, observation,
sociometry, autobiography, cumulative record, anecdotal records. The standardized techniques are
tools of measuring interests, intelligence, aptitudes and personality traits. Both the categories of
techniques are used for getting primary data. A questionnaire contains a list of questions to be
answered by an individual or a group of individuals, especially to get facts or information. In observation
technique behaviour is studied through observation by a trained observer. An autobiography is a
description of an individual in his own words. As a guidance technique for studying the individual, it
gives valuable information about the individual's interests, abilities, personal history, hopes, ambitions,
likes, dislikes, etc. Sociometry is a qualitative method for measuring social relationships. Through the
anecdote an incident in the day of the child can be documented. This small documented information
explains, in an accurate manner, the event, its background. It also explains as to, and what did the child
say or what did it do. Preferably, the anecdotes should be recorded without any delay and should be
written atleaset by the end of the day so that there is no information lost. Keeping short comments or
clarification or explanation in the form of sketchy brief notes can be very much usefulRating scales
present users with an item and ask them to select from a number of choices. The rating scale is similar in
some respects to a multiple choice test, but its options represent degrees of a particular characteristic.
The cumulative records include the recording of all the activities of a child, special interests, hobbies and
personality traits in a systematic order. In order to provide guidance to a child parent-teacher interview
or interview of the child with teacher or interviews of the peer group members and siblings of the child
can be conducted. The interviews can be structured. Semi-structured or [Link] tests
attempts to determine and measure a person’s ability to acquire, through future training, some specific
set of skills (intellectual, motor, and so on). A career aptitude test is generally a modified version of a
personality test. By asking a series of questions about how students see themselves, the activities
students enjoy, and their personal preferences, the test can provide a list of careers that have shown to
be a good match for individuals with similar characteristics.

1.6 UNIT END ACTIVITIES

Imagine yourself to be the teacher of Lilly Public School. You see a group of very violent boys who beat
each other whenever there is a dispute. Discuss the techniques that you will use for their guidance. Give
additional techniques which according to you will be helpful in guiding the violent boys.
1.7 UNIT END EXERCISES

1. Why do students need group guidance and individual guidance?

2. What are aptitude tests? Why do we need to have the aptitude tests?
3. What is the difference between an Achievement test and Aptitude test?
4. What are Standardized tests? Explain giving suitable examples
5. Why do we need to have personality tests?
6. What are non-standardized tests?
7. What is interest inventory? What is its utility?

1.8 ANSWERS TO CHECK YOUR PROGRESS

1) Group guidance in the classroom is used to address developmental needs and to implement
preventative programmes. It is informational and instructional in nature. Individual guidance
addresses specific, individual needs.

2) The aims of individual and group guidance are as follows. :

They provide a means of sharing information on topics such as career information and study
skills
 They help students develop skills such as conflict management, peer helping, and peer tutoring
 They help students develop knowledge and learn personal management and social skills such
coping with feelings, dealing with peer pressure, goal-setting, problem-solving, and
communication skills.
3) For both group guidance and individual guidance to be successful, the counselor’s behaviour should
be friendly but dignified. An individual seeking help from a counselor needs to have sufficient
confidence in the latter’s acceptance of him so that thoughts and feelings can be expressed freely,
without fear of recrimination. At the same time, the individual must respect the counselor’s
judgment. And for a counseling situation to be effective, good rapport between the participants is
necessary.

4) Closed-ended question is a form of question which can normally be answered using a simple "yes"
or "no", a specific simple piece of information, or a selection from multiple choices.” “Do you get
along with your teacher?” is an example of closed-ended question. Close-ended questions can be
used for clarifying facts, verifying information already given or controlling a conversation, among
other things.
A closed-ended question contrasts with an open-ended question, which cannot be answered with a
simple "yes" or "no", or with a specific piece of information, and which give the person answering the
question scope to give the information that seems to them to be appropriate. Open-ended questions
are sometimes phrased as a statement which requires a response. “Why don’t you get well along with
your teacher? “, is an example of open ended question.

5) Here are some of the advantages of using questionnaires:

 It is used to obtain factual data from a large sample of students in short time Questionnaires are
very cost effective when compared to face-to-face interviews. This is especially true for studies
involving large sample sizes and large geographic areas. Questionnaires are easy to analyze. Data
entry and tabulation for nearly all surveys can be easily done with many computer software
packages.
 Questionnaires are familiar to most people. Nearly everyone has had some experience
completing questionnaires and they generally do not make people apprehensive.
 Questionnaires reduce bias. There is uniform question presentation and there is no middle-man
bias. The researcher's own opinions do not influence the respondent to answer questions in a
certain manner. There are no verbal or visual clues to influence the respondent.
 Questionnaires are less intrusive than interview, telephone or face-to-face surveys. When a
respondent receives a questionnaire in the mail, he is free to complete the questionnaire on his
own time-table.

6) The incident in the day of the child can be documented in a variety of ways i.e. it can be
comprehensive or to the point. This is called an anecdotal record. The anecdotal records are
prepared on the basis of the explanation of an incidence in the day of child. This small documented
information explains, in an accurate manner, the event, its background. It also explains as to, and
what did the member say or what did it do. In the majority of the issues the anecdotal record pay
attention on extremely straightforward, day by day communication that is happening not only
between the children but also between the children and the resources in their immediate
surroundings and also between the adults and children.

Preferably, the anecdotes should be recorded without any delay and should be written atleaset by the
end of the day so that there is no information lost. Keeping short comments or clarification or
explanation in the form of sketchy brief notes can be very much useful. One strategy that can be
adopted is that the observations of an event can be recorded in the form of phrase or few words on a
card. These few words or phrases are very helpful as they remind us that the point that has been listed
in the card is to be mentioned in the anecdote.

Some of the unique features of anecdotes are as follows:

  The behavior of children is reported in a straightforward manner in this
 They are consequence of focused and un-deviated observations.
 Precise and definite
 It provides a background of the child's manners
 Distinctive or strange behaviors of the children is recorded

7) In the structured interview, the interviewer has a standard set of questions that are asked of all
candidates. This makes it easier for the interviewer to evaluate and compare candidates fairly. The
main purpose of a structured interview is to pinpoint job skills that are essential to the position.

8) Aptitude tests attempts to determine and measure a person’s ability to acquire, through future
training, some specific set of skills (intellectual, motor, and so on). Aptitude tests are essentially the
same as skill tests. They evaluate the ability to perform specific tasks.

The aptitude tests have an underlying assumption that individuals show disparity in their extraordinary
capacities and that these distinctions between them can be helpful in anticipating future accomplishments

9) Projective tests have following weaknesses:

• The testing situation and examiner’s behavior affects the response

• The scoring on the test is subjective and inconsistent among scorers

• Test-retest inconsistencies are common

• Poor predictors of future behavior.

10. Very few instructions to answer the questions are given in a projective test because the proponents
of projective personality tests believe that you ‘project’ to these ambiguous stimuli from your sub-
consciousness.

1.9 REFERENCES

1. Aggarwal, J.C. (1965), Educational & vocational guidance and counseling. Doaba House, Nai Sarak,
Delhi.
2. Chandra Ramesh (2009), Career information, guidance & counseling, Isha Book, Delhi 33.
3. Crow and crow (1962) An introduction to Guidance, Eurasia Publishing House (P) Ltd., Ram Nagar,
New Delhi.
4. Fullmer and Bernard (1972), Counseling: Content and Process, Thomas Press (India) Limited, New
Delhi.
5. Gale, Barry. Discover What You're Best At. New York: Simon & Schuster, 1990.
6. Hughes, K.L. and Karp M.L., Feb (2004) School Based Career Development: A synthesis of the
literature, Institute on Education and the economy teachers college, Columbia University.
7. Idowu, Segun (1989), Choosing and managing your career. University Press Ltd.
8. Jones, Stefflre and Stewart (1970), Principles of Guidance. Tata McGraw Hill Publishing Company
Ltd., Bombay - New Delhi.
9. Joubert C.W.T. & Crous F., Towards the very nature of Career, Career Guidance & Counseling, SA
Journal of Industrial Psychology 2005, 31 (3) 79-86.
10. Kochhar, S.K. (1989), Guidance & Counseling in colleges and Universities, sterling Publishing Pvt.
Ltd., New Delhi 16.
11. Lindlof and Taylor, 2002 T.R. Lindlof and B.C. Taylor, Qualitative Communication Research
Methods (second ed), Sage Publications, Thousand Oaks, CA (2002).
12. Myers G.E. (1941), Principles and Techniques of Vocational Guidance, McGraw- Hill Book
Company, inc New York & London.
13. Patterson C.H. (1962), Counseling & Guidance in Schools: A first course, Harper & Row, Publishers,
New York, Evanston & London.
14. Tolbert, E.L. (1972) Introduction to counseling, McGraw - Hill Book company, New York.
UNIT-2 GROUP DYNAMICS, TYPE OF GROUPS, IMPORTANCE OF GROUP GUIDANCE

STRUCTURE

2.1 Introduction

2.2 Objectives

2.3 Defining Group Dynamics

2.4 What a Group Requires

2.5 Stages of Group Formation

2.6 Facilitating A Group and Group Diagnosis

2.7 Reasons for Group Formation

2.8 Parameters for Understanding Group Dynamics

2.9 Different Types of Groups

2.10 Let Us Sum Up

2.11 Unit End Activities

2.12 Unit End Exercises

2.13 Answers to Check Your Progress

2.14 References

2.1 INTRODUCTION

Ms Kavita is the teacher of the class I. She believes in organizing lot of group activities in the class .
One of the activity that she assigns to her students frequently is singing poems in group in class. She
notices that two of the children of her class Nimish, Parveen and Kulbir are always trying to escape the
group activities. Nimish often starts moving in the class here and the members of the group get disturbed
as they start looking at her. Kulbir is always silent and does not participate even on repeated
encouragement. The guidance worker Ms Anitha talks with all of them separately and finds out the
underlying reasons. She comes to know that Nimish does not likes activities as he feels that repeated
singing of the same poem is monotonous. Kulbir does not sings because her group members laugh at her
accent. Parveen does not participates as she is sad as she feels that her parents are partial and love her
brother more than her. Here Ms Anitha and Ms Kavita are doing the study of the processes taking place
within the group. You must have realized that the members of the group must participate. So one of the
processes of the group is participation of the members. In this unit we will be learning about the various
issues related to the group.

2.2 OBJECTIVES

After studying this unit, you will be able to:

 Describe the meaning of group dynamics.

 Explain the essential requirements of groups
 State the stages of group formation
 Select appropriate strategies for constituting the group.
 Enumerate the reasons for group formation.
 State the parameters for understanding the group dynamics.
 Illustrate the impact of different parameters on the group dynamics

2.3 DEFINING GROUP DYNAMICS

In layman’s language a group is basically two or more individuals interacting and Inter-dependent, who
have come together to achieve particular objectives. Group dynamics is the forces operating in groups
that affect the way members relate to and work with one another from the perspective of an open
system. Group dynamics constitutes the processes through which inputs by the members in the group
are transformed into outputs.

Group dynamics is the study of groups, and also a general term for group processes. Because they
interact and influence each other, groups develop a number of dynamic processes that separate them
from a random collection of individuals. These processes include norms, roles, relations, need to belong,
social influence, and effects on behaviour. The field of group dynamics is primarily concerned with small
group behaviour.

Because people gather in groups for reasons other than task accomplishment, group process occurs in
other types of groups such as personal growth groups (e.g. encounter groups, study groups, prayer
groups). In such cases, an individual with expertise in group process can be helpful in the role of
facilitator.

The group leader (or facilitator) will usually have a strong influence on the group due to his or her role of
shaping the group's outcomes. This influence will also be affected by the leader's gender, race, relative
age, income, appearance, and personality, as well as organizational structures and many other factors.
An individual with expertise in 'group process, such as a trained facilitator, can assist a group in
accomplishing its objective by diagnosing how well the group is functioning as a problem-solving or
decision-making entity and intervening to alter the group's operating behaviour.

2.4 WHAT A GROUP REQUIRES

For a group to be successful it requires four major components which are discussed below:

i) Taking Part

A basic process that takes place within a group is participation. Many other processes of the group rely
on the participation of different members of the group . Extent and amount of participation of the
members of a group varies as some members may be shy and hence may not participate. Some
members of a group may be very active and participate in each and every activity. On the other hand
some may be passive and would not take much interest in the activities of the group in true sense.
Participation would also mean a feeling of concern for the work to be done by the group. In another
words it also results in involvement and also initiatives by the group members to achieve the group
goals. These initiatives can be in the form of contribution of the members which may be direct or
indirect in nature. You will be surprised to know that if the members of a group do not take part or
interest then the group will not exist. In other words participation of the group members is essential for
the survival of the group. There are a number of factors that can have an impact on participation of the
members of the group. These factors are:

 Whether the task is relevant, important and interesting? Therefore we can say that subject
matter of the task of the group can affect the participation of the group members
 What is the physical atmosphere whether the task is comfortable in terms of physical, social and
psychological aspects?
 Whether the psychological atmosphere is not a threatening or is it being accepted?
 Are the members having some personal preoccupation?
 Whether are there any thoughts in their minds that are distracting them?
 What is the standard of deliberations and interactions that are happening in the group? Are they
getting sufficient information that is at par with understanding level of all? Is it possible that all
are able to understand what is being deliberated upon on the group?
  Was it that the group members knew each other prior to the formation of the group or in other
words are the group members familiar which other?

ii) Conveying information with each other

Communication within a group deals with the spoken and the unspoken, the verbal and the non-verbal,
the explicit and the implied messages that are conveyed and exchanged relating to information and
views and emotions. The interaction of the members in the group should always be two way in nature.
In this type of communication the people of the group not only talk with each other but they also listen
to each other as well. Thus the interaction takes place both ways. This is of great help as it ensures that:

 Wrong notions are not developed and there is no lack of proper understanding. Thus the doubts
are either not developed or the doubts if any are classified there and then only.
 The group members understand one another and have a understanding.
 Feedback is not only given but it is received also
 This also shows that there is high degree of respect in group members.

In order to ensure effective communication within a group the following measures can be adopted:

 Have a circular seating arrangement so that everyone can see and interact with everyone else
 If there are two facilitators, they should sit apart so that communication flow is not in one
direction
 Respect individuals- let everyone call everyone else by name respectfully
 Encourage and support the quiet members to voice their opinions
 Try and persuade the people who speak too much to give others a chance
 Ensure that only one person speaks at a time or no one else will be heard
 Discourage sub-groups from indulging in side talk

iii) Problem solving

Most groups find themselves unable to solve problems because they address the problem at a
superficial level. After that they find themselves blocked because they cannot figure out why the
problem occurred and how they can tackle it. Therefore an effective problem solving procedure would
be to:

 Clearly define the problem: Is it what appears on the surface or are there deep hidden aspects?
 Try to thoroughly explore and understand the causes behind the problem
  Collect additional information, from elsewhere if necessary, and analyze it to understand the
problem further
 The group should suspend criticism and judgment for a while and try to combine each other's
ideas or add on improvements. The objectives should be to generate as many ideas and
suggestions as possible. This is called "brainstorming" in a group, when individuals try lateral
thinking.

iv) Leadership

Leadership involves focusing the efforts of the people towards a common goal and to enable them to
work together as one. In general we designate one individual as a leader. This individual may be chosen
from within or appointed from outside. Thus, one member may provide leadership with respect to
achieving the goal while a different individual may be providing leadership in maintaining the group as a
group. These roles can switch and change.

2.5 STAGES OF GROUP FORMATION

The developmental process of small groups can be viewed in several ways. Firstly, it is useful to know
the persons who compose a particular small group. In a group there are members who :

 Have some experiences that they had faced in their past

 They have their own individual personality. They have their own feelings, views, attitude and
also system of values
 They have their own expectation which are of specific type

The priorities of an individual constituting the group and also as to what does the individual expect have
an effect on the way in which a group develops over a certain time period. Thus the development of the
group depends upon the priorities, experiences, expectations, values, perceptions, attitude of the
members comprising the group.

The development of a group can be divided in four broad stages. These are as fellows.

 First Stage or the Forming Stage

The initial stage in the life of a group is concerned with forming a group. This stage is characterized by
members seeking safety and protection, tentativeness of response, seeking superficial contact with
others, demonstrating dependency on existing authority figures. Members at this stage either engage in
busy type of activity or show apathy.

 Second Stage or the Storming Stage

The second stage in this group is marked by the formation of dyads (pairs)and triads (group of three).
Members seek out familiar or similar individuals and begin a deeper sharing of self. Continued attention
to the sub-group creates a differentiation in the group and tensions across the dyads /triads may
appear. Pairing is a common phenomenon.

 Third Stage or the Norming Stage

The third developmental stage is marked by a more serious concern about task performance. The
dyads/triads begin to open up and seek out other members in the group. Efforts are made to establish
various norms for task performance. Members begin to take greater responsibility for their own group
and relationship while the authority figure becomes relaxed.

 Fourth Stage or The Performing Stage

This is a stage of a fully functional group where members see themselves as a group and get involved in
the task. Each person makes a contribution and the authority figure is also seen as a part of the group.
Group norms are followed and collective pressure is exerted to ensure the effectiveness of the group.
The group redefines its goals in the light of information from the outside environment and shows an
autonomous will to pursue those goals. The long-term viability of the group is established and nurtured.

 Fifth Stage or The Adjourning Stage

This is a stage of a group when the members of the group have finished the task for which the group
was formed and the group formed separates out.

Here is a figure 2.0 representing the different stages of group development:

Fig 2.0 Different stages of group formation

2.6 FACILITATING A GROUP AND GROUP DIAGNOSIS

A group cannot automatically function effectively, it needs to be facilitated. Facilitation can be described
as a conscious process of assisting a group to successfully achieve its task while functioning as a group.
Facilitation can be performed by members themselves, or with the help of a teacher.

To facilitate effectively the facilitator needs to:

• understand what is happening within the group

• be aware of his/her own personality

• and know how to facilitate

Group Diagnosis
The process of finding out what is going on in a group may be called diagnosing. It is an essential skill of
a facilitator. Diagnosis involves understanding the causes after looking for clues within the group and
outside the group. Some examples follow to illustrate the point:

Problem Situation I:

Mr. Atul Kumar has been appointed as a facilitator of a group working on a problem. He notices that
everyone is not participating or showing interest in the work entrusted to him/her. He also notices that
a few of the members remain silent.

Mr. Atul Kumar conducts informal discussion with the group members and realizes that for a few
participants the task that has been given and the goal that has to be achieved is not relevant at all.
There are certain members of the group who feel that they are dominant because of their gender or
caste. They look down upon others. There are certain group members who have a feeling of insecurity.

Problem Situation II:

Ms Radhika Sharma is facilitator of a group of students working together. She notices that some of the
members of the group are nervous and unaware of others’ needs. Some members ignore or disregard
contributions from other members

She tries to explore the reasons underlying the situation . She notices that the group is not able to come
to consensus or is unable to devise a plan to implement the decision. The group lacks adequate
information or skills to solve the problem. The decision is also threatening to some of the group
members. Perhaps the group fears failure.

CHECK YOUR PROGRESS 2.1

1) Define Group Dynamics.

2) Give any four factors that influence the participation of members in a group.
3) Explain the term two way communication in context to a group.
4) Name the different stages of group formation.
5) Explain the role of facilitator in a group.

2.7 REASONS FOR GROUP FORMATION

At this point you may be thinking as to why do people form groups or in other words what are the reasons
of joining the group. Let us examine the underlying reasons. People join groups for a variety of reasons.
Some group members are motivated by task concerns and others are motivated by interpersonal attraction
to other group members. Below are some of the reasons for people to join groups:

 Group Synergy

Group synergy refers to the idea that two heads (or more) are better than one. The phrase that, "The
whole is greater than the sum of its parts," which also refers to group synergy. Put simply, groups are
often capable of producing higher quality work and better decisions than an individual working alone.

 Support and Commitment

A group may be more willing to take on a large project than would an individual. In addition to its
increased ability to perform work, the group can provide encouragement and support to its members
while working on a big project.

 Interpersonal Needs

Individuals often join a group to meet their interpersonal needs like the need to identify with others,
exercise leadership or prove ones leadership, make friends etc.

 Security

Individuals join group because they feel secure in a group as after being a member of a well knitted
group the chances of them being harmed by any external person is reduced because his/her group
members are there to support him/her.

2.8 PARAMETERS FOR UNDERSTANDING GROUP DYNAMICS

 Behaviour of Group Dynamics

Individuals in a group show two types of behaviour:

1) Required Behaviour- It is the formally required behaviour which is expected from each member of
the group. For example if a teacher allocates a group of students to make a power point presentation on
the impact of industrialization on the environment then the group leader will allocate to each student
some work like to the first one to collect the data and give it to the group in two days, second one to
collect pictures in two days, the third one to edit the data received in one day and the fourth one to
merge all the pictures and make the presentation. The group leader will expect all the individuals to do
the work given to them in the required time framework and do it with sincerity.

2) Emergent Behaviour- It is the work done by the group member beyond the formal requirement. In
the above example if the second person apart from collecting pictures visits environmental NGOs and
collects data and tables related to the topic then that would be the emergent behaviour i.e. the extra
useful effort put by the member in making the project better even though when it was nott asked.

 Intergroup Dynamics

Intergroup dynamics measures the relationship between two or more groups co-operating and
competing with each other. Intergroup dynamics can be positive as well as negative. Positive intergroup
dynamics encourages hard work among the different groups as the groups cooperate and help each
other as well as work hard to excel. Negative intergroup dynamics leads to conflict among the different
groups and affects the learning and development process of students in a classroom and hence, the
teachers should keep this in mind before allotting work to the different groups in a class to avoid
conflict.

 Sociometry and Analyzing Group Interaction

Sociometry is an analytical technique for studying group interactions. It is a technique which seeks to
find out whom students like or dislike and with whom they would or would not wish to work. In this
technique information is gathered from the students through the use of interviews or questionnaires.
For example there are some students who don’t like to work with very dominating group members as it
blocks their ideas whereas there are some students who like to work under dominating students as they
get guided effectively by them. Hence, while allocating groups this should be looked into by the teachers
to avoid conflict and for effective functioning of the group. The information collected is used to create a
sociogram which maps the preferred social interactions obtained from the interviews or questionnaires
which can be used to create groups by a teacher. You have already learnt about this technique in the
previous Unit of this Block .

 Group Cohesiveness-

Group cohesiveness is the degree to which group members are attracted to each other and are
motivated to stay in the group. The prime concern of a teacher should always be to increase the group
cohesiveness. Group cohesiveness can be increased by:

 Making the group smaller.

 Encouraging agreement with group goals.
 Increasing time members spend together.
 Increasing group status and admission difficulty.
 Stimulating competition with other groups.
 Giving rewards to the group, not individuals.
 Physically isolating the group.

Relationship between group cohesiveness, the performance norms and the productivity is shown in fig
2.1

1 2

4
3

Fig 2.1: Relationship between productivity, performance norms and cohesiveness

The above chart can be understood by taking an example of a class of sixteen students where the
English teacher divides the class into four groups of four students each to enact a play in the
assembly .In the first group all the group members are very talented and are close friends. They know
each others strengths and weaknesses and help their friends to overcome their weaknesses and use
their strengths for the benefit of the group . All of them work hard alone that is learn and practice all the
dialogs as well as in a group they practice very . Hence, their play becomes the most appreciated play in
the assembly. The second group also contains very talented and hardworking students who are not
good friends with each other and do not interact. They work hard individually but do not practice the
play together. Hence, their performance in the assembly is good but with many flaws in the timings of
the dialog delivery. The third group contains students who do not work hard and do not know how to
act and are very good friends with each other. As they are such good friends they keep on playing and
talking with each other and discourage each other to work. Hence, no one prepares himself/herself for
the play and they are not able to perform well in the assembly. The fourth group contains students who
are not so talented and are also not good friends. The members do not interact with each other but also
do not demoralize its members from working hard. Hence, some of the students work hard and learn
the dialogue and perform well while some do not. Hence, there play is appreciated in the assembly
though not as much as that of the first and the second groups.

So we can conclude that if the performance norms of the members of the group are high and the
cohesiveness is high then all the members will together function as a unit and will work very hard to give
high productivity and the group will work at its best. If the performance norms of the members of the
group are low and the cohesiveness is high then the group will again function as a unit and no member
will work hard or try to work because of high cohesiveness and the productivity will be the least. If the
performance norms of the members of the group are low and the cohesiveness is low then all the
members will not interact much with each other and will do the task given to them and the productivity
will be moderate to low even though the performance norms of the members is low. If the performance
norms of the members of the group are high and the cohesiveness is low then all the members will work
hard but will work individually and not as a group as a result the productivity will be low.

 Group Decision making

Large groups facilitate the pooling of information about complex tasks and hence, should be avoided. In
comparison to large groups smaller groups are better suited to coordinating and facilitating the
implementation of complex tasks. Group’s efficiency in decision making is determined by accuracy,
creativity, speed and acceptance. A group decision making leads to two phenomenons-

1) Group think- It describes situations in which group pressures for conformity deter the group from
critically appraising unusual, minority, or unpopular views. This can dramatically affect the performance
of the group. For example in a school during an inter class quiz between different groups of students of
four each, the teacher asks a group the name of the Prime Minister of India . Among the four students
one boy knows the answer i.e. Man Mohan Singh while the other three claim him to be Atal Bihari
Vajpayee. Hence, because of the majority he group gives wrong answer and lose the quiz.

Factors which lead to groupthink are as follows:

 Group members rationalize any resistance to the assumptions they have made.
 Members apply direct pressures on those who express doubts about shared views or who
question the alternative favoured by the majority.
 Members who have doubts or differing points of view keep silent about misgivings.
 There appears to be an illusion of unanimity.

In order to avoid groupthink the group leader should:

 Actively seek input from all members.

 Appoint one group member as an advocate who is always going to question

the majority perception

2) Group shift -In discussing a given set of alternatives, group members tend to exaggerate the initial
positions that they hold. In some situations, caution dominates, and in others shift is towards greater
risk. For example if a group of students is having some problem with some student who bullies them in a
class while discussing the problem which they are facing they will exaggerate it and make the problem
appear too big and will go and complain to the teachers or call their parents to take serious steps. They
might also discuss the problem in detail and decide to be cautious and not take any action. As a group
they will take extreme either to go and complain to the teacher or not to say anything. They will not
think of going to the boy and talking to him politely and telling him not to disturb others and discussing
the problem with the bullying student.

 Conflict

Conflict is a process that begins when one party perceives that another party has negatively affected, or
is about to negatively affects something that the first party cares about. Conflict is a process in which an
effort is purposely made by A to offset the efforts of B by some form of blocking that will result in
frustrating B in attaining his goals or furthering his interests. Conflict occurs among different members of
a group when there is:
  Incompatibility of goals

 Differences over interpretations of facts

 Disagreements based on behavioural expectations

There have been different views on conflict. According, to the traditionalist view conflict is bad and
should be avoided. According, to the human relations view conflict is a natural occurrence in all groups
and organizations, conflict is inevitable, it should be accepted and at times conflict is beneficial.
According to the interactionist view, conflict is not only a positive force in a group but it is very
important for a group to perform effectively. If in a group there is peace, harmony and cooperation then
it will make the group static, apathetic and non responsive to the needs for change and innovation.
Hence, according to this theory the group leaders or the teachers should maintain minimum level of
conflict to make the group viable, self critical and creative. Given below is the Figure 2.2 explaining the
conflict handling dimensions of different members in a group:

Fig 2.2 :

Conflict Handling Dimensions of Group Members

This diagram explains the different ways in which conflict is handled by the group members. For
example if in a group of five students two students don’t like each other then they might avoid talking to
each other or working or sharing information with each other which will lower down the group
performance. They might compromise with each other that is reduce their performance and work
together again affecting the group performance but not as much as in the first case. They might
compete with each other and work against each other. They might also work together and collaborate
with each other inspite of the conflict which will positively affect the group performance. They might
have an accommodating attitude that is they might share information and let each other do their work.

You can get a better understanding by going through fig 2.3 giving the relationship between conflict and
group performance:

Fig 2.3
Relationship
between
conflict and
group
performance

For a group
to be
functional
and effective
an optimum
level of
conflict is
required
which is
shown at point B which increases the performance of the group. Points A and C show dysfunctional
conflict as too much of conflict (at point C) makes the group chaotic, disruptive and uncooperative while
too less conflict (at point A)makes it stagnant.

 Social Loafing-

Go through the following example situation:

Mrs. Shanti and Ms Reeta are arranging a tour of the students of Science Department of the Delhi
University to Gujarat .Mrs. Shanti tells Reeta to fix up the sites to be visited in Gujarat and also the
venue of stay. She also entrusts the work relating to calculation of expected expenditure and arranging
the funds . Both of them go together to Gujarat with the students. But Shanti tells Ms Reeta that she
cannot go with the students to the visit sites fixed up by Geeta as she has got severe knee pain.

The tendency of Ms Shanti of avoiding work in group situation is called social loafing.

Social loafing is the tendency for individuals to spend less effort when working collectively than when
working individually. You must have noticed that at times while working in the group, some people try
to avoid doing much work. While making groups the teachers should keep that normally groups of 5-7
members perform better overall than groups of larger or smaller size. Here are some of the causes of
social loafing:

 Keeping this faith in mind that others are not contributing reasonably to the group.
 When there is reduction of initiatives for re-establishing equity
 When the responsibility is dispersed.
 When the consequences may not be endorsed to any particular individual
 When there is ambiguity in terms of relationship between the output of the group and also
input by an individual.
 When the individual constituting the group get a temptation become ridaers who are free of
charge at the cost of initiatives the group.

Social loafing can be reduced if the teachers identify the individual efforts of the members of the group.

2.9 DIFFERENT TYPES OF GROUPS

The groups can be divided into two broad categories i.e. formal and the informal groups .Let us see what
are they:
Formal Groups

A work group is defined by a teacher in a class or a school. A formal group is set up by the teacher to
carry out certain tasks. The group members pool their expertise to accomplish the task assigned. In
formal groups, the behaviours that one should engage in are stipulated by and directed toward the goals
to be attained by the students. For example a group of students may be assigned the task to survey of
the cleanliness of the school corridors and submit a report. Formal groups may be command groups or
task groups.

Command Group:

A Command group consists of a leader and the students who report to him or her and work under
him/her. Thus, it is defined in terms of hierarchy due to the seniority of the student or the competence
of the student. In the command group the responsibilities are divided on the basis of the group
member’s seniority or capabilities.

For example a teacher assigns a group of five students to prepare a report on quality of mid day meals
given in the primary classes of the school. The group contains a student of class XII and three students of
class VIII and one of class VII. The teacher assigns the senior most student the task to coordinate the
group work and as the group leader because of his seniority. He is also been assigned this task because
he one of the most responsible, bright students of the school. The group leader assigns work to all the
members. The complexity of the work which is assigned is in accordance to the academic and social
capabilities of the students in the group. All the students do their work and report to their group leader
within the specified time framework.

Task Group:

A task group is composed of students who are supposed to complete together a particular task or
project. A task group’s boundaries are not limited to its immediate hierarchical superior. It can cross
command relationships. A student’s membership in the group arises from the responsibilities entrusted
to the student – that is, the student’s responsibility to carry out particular activities. Task group may be
temporary with an established life span, or they may be open ended. For example, if the teacher assigns
a group of competent students of class VIII the task to create report on the quality of mid day meals
given to the primary class students. Task group will be formed as the groups members have been
allotted in the group keeping into account his/her capabilities and each member of the group is equally
capable. The group members will sit together and discuss the work and will divide the work among
equally themselves. Hence, all will have equal share of responsibilities in the group.

Informal groups:

Informal groups evolve out to meet social or affiliation needs by bringing people together based on
shared interests or friendship. Thus, informal groups are alliances that are not formally structured.
These groups are natural formations in the school environment that appear in response to the need for
social contact. Many factors explain why students are attracted to one another every day, they are likely
to form friendships. That likelihood is even greater when students also share similar attitudes,
personalities, or hobbies.

Friendship Groups: Groups often developed because the individual members have one or more
common characteristics. Such groups are called Friendship groups. Social alliances, which frequently
extend outside the study environment, can be based on similar age, same hobby, living in the same
locality, etc. For example Zeenat and Kulbir Kaur are in the same class but they are not such good friends
until they find that they live in the same locality and love dancing. They start going to school together
and join dance classes together. Hence, they both form a friendship group.

Interest Group : Students who may or may not be aligned into common command or task groups may
affiliate to attain a specific objective with which each is concerned. This is an interest group. For example
in a school there are few children who want cookery classes to be organized during the hobby class
period in the school . Hence, they will come together and make a group and together will write an
application and approach the concerned authorities to get their interest fulfilled. Such a group is called
an Interest Group.

Reference Groups : Sometimes students use a group as a basis for comparison in making decisions or
forming opinions. When a group is used in this way, it is a reference group. For most people, the family
is the most important reference groups. Other important reference groups typically include classmates,
friends, and members of the person’s hobby classes. The student need not admire a group for it to serve
as a reference group. Some reference groups serve as a negative reference; the student tries to be
unlike members of these groups.

CHECK YOUR PROGRESS 2.2

6) Give any two reasons for people to join groups.

7) What is the sociometry technique?
8) Give any four methods to increase group cohesiveness.
9) Define reference groups.
10) Give any two causes of social loafing.

2.10 LET US SUM UP

In this Unit we learnt that the group dynamics is the study of groups, and also a general term for group
processes. People gather in groups for reasons other than task accomplishment, group process occurs in
other types of groups such as personal growth groups (e.g. encounter groups, study groups, prayer
groups). In such cases, an individual with expertise in group process can be helpful in the role of
facilitator.

The group leader (or facilitator) will usually have a strong influence on the group due to his or her role of
shaping the group's outcomes. For a group to be successful it requires four major components which
are: participation, communication, problem solving and Leadership. The group formation takes place in
five stages. During the First Stage or the Forming Stage the members seek security and safeguard,are
apprehensive of the reply which they might get, try to find get in touch with others in a shallow
manner , show dependence on existing clout figure in the group. During the second Stage or the
Storming Stage there is the formation of dyads (pairs) and triads (group of three). Members seek out
familiar or similar individuals and begin a deeper sharing of self. During the t hird Stage or the Norming
Stage there is marked by a more serious concern about task performance. During the fourth Stage or
The Performing Stage every individual each person gets involved. In this the situation is such that the
member who looks like a part of the clout i.e. an authoritarian figure also seems to be component of
the group. In this situation norms of the group are being adhered to and in order to ensure that
efficacy of the group a collaborative pressure is built upon. During the Fifth Stage or The Adjourning
Stage the members of the group have finished the task for which the group was formed and the group
formed separates out . An essential requirement is that the group is to be facilitated and that it cannot
just function mechanically function in an effective manner. Thus an essential requirement is that a group
should be facilitated. The members of a group can be facilitated by members themselves, or with the
help of a teacher. The groups can be of different type. There can be certain groups that are formal in
nature and certain groups can be informal in nature i.e. formal group and informal group. There are
certain groups that are formed on the basis of task, interest or command i.e. task group, interest group
or command groups. There are certain groups that are formed by the friends' .Apart from that there are
certain reference groups also. Sometimes working within the group the individuals try to spend less
effort when working collectively than when working individually. This tendency is called social loafing.
Teachers can reduce the social loafing by identifying the individual efforts of the members of the group.
2.11 UNIT END ACTIVITIES

Visit a nearby school and make observations regarding the different types of groups functioning in the
school. Prepare a Report regarding the types of groups functioning in the school on the basis of your
observations.

2.12 UNIT END EXERCISES

1. “A group is different from a random collection of individuals”. Explain

2. What are the major components required for the success of the group?
3. Why is participation an important component of a group?
4. How can you facilitate the group diagnosis
5. Discuss the term “ Sociometry” and its relevance to group dynamics.
6. What do you mean by the term group cohesiveness? How does the group chesiveness effect the
performance of the group?
7. Describe the different types of groups.
8. As a teacher what measures will you take in order to reduce the social loafing among the students in
a group.
9. Explain the term “group shift” giving suitable examples.
10. How does the conflict in the members of group effect the group dynamics? What measures will you
take in order to avoid development of conflict in the members of the group?

2.13 ANSWERS TO CHECK YOUR PROGRESS

1) Group dynamics is the forces operating in groups that affect the way members relate to and work
with one another from the perspective of an open system.

2) Factors which affect members’ participation are (any four):

 Whether the task is relevant, important and interesting? Therefore we can say that subject
matter of the task of the group can affect the participation of the group members
 What is the physical atmosphere whether the task is comfortable in terms of physical, social and
psychological aspects?
 Whether the psychological atmosphere is not a threatening or is it being accepted?
 Are the members having some personal preoccupation?
 Whether are there any thoughts in their minds that are distracting them?
  What is the standard of deliberations and interactions that are happening in the group? Are they
getting sufficient information that is at par with understanding level of all? Is it possible that all
are able to understand what is being deliberated upon on the group?
 Was it that the group members knew each other prior to the formation of the group or in other
words are the group members familiar which other?

3) In this type of communication the people of the group not only talk with each other but they also
listen to each other as well. Thus the interaction takes place both ways.

4) The different stages of group formation are:

 First Stage or the Forming Stage

 Second Stage or the Storming Stage
 Third Stage or the Norming Stage
 Fourth Stage or The Performing Stage
 Fifth Stage or The Adjourning Stage

5) Facilitator assists a group to fruitfully accomplish its assignment while working together as a part of
the group at the same time.

6) People join groups for the following reasons:

Group Synergy: Group synergy refers to the idea that two heads (or more) are better than one.

Support and Commitment: A group may be more willing to take on a large project than would an
individual. In addition to its increased ability to perform work, the group can provide encouragement
and support to its members while working on a big project.

Interpersonal Needs:Individuals often join a group to meet their interpersonal needs like the need to
identify with others, exercise leadership or prove ones leadership, make friends etc.

Security: Individuals join group because they feel secure in a group as after being a member of a well
knitted group the chances of them being harmed by any external person is reduced because his/her
group members are there to support him/her.
7) Sociometry is an analytical technique for studying group interactions. It is a technique which seeks
to find out whom students like or dislike and with whom they would or would not wish to work. In
this technique information is gathered from the students through the use of interviews or
questionnaires.

8) Group cohesiveness can be increased by(any four):

1. Making the group smaller.

2. Encouraging agreement with group goals.

3. Increasing time members spend together.

4. Increasing group status and admission difficulty.

2. Stimulating competition with other groups.

6. Giving rewards to the group, not individuals.

7. Physically isolating the group.

9) Sometimes students use a group as a basis for comparison in making decisions or forming
opinions. When a group is used in this way, it is a reference group.

10) Causes of social loafing (any two):

 Belief that others are not carrying their fair share.

 Re-establish equity by reducing effort
 Dispersion of responsibility.
 Results cannot be attributed to any single person
 The relationship between an individual’s input and the group’s output isclouded
 Individuals tempted to become free riders and coast on the group’s Efforts

2.14 REFERENCES

 Herr, E. L.; Cramer, S. H. 1996. Career Guidance and Counselling Through the Life
Span. New York, Longman.

 Jones, Stefflre and Stewart (1970), Principles of Guidance. Tata Mcgraw Hill Publishing Company
Ltd., Bombay - New Delhi.
 Joubert C.W.T. & Crous F., Towards the Very Nature of Career, Career Guidance & Counselling, SA
Journal of Industrial Psychology 2005, 31 (3) 79-86.
 Kochhar, S.K. (1989), Guidance & Counselling in colleges and Universities, sterling Publishing Pvt.
Ltd., New Delhi 16.
 Pant , M, Learning Environment of Participatory Training,
[Link]/education/aladin/paldin/pdf/course01/unit_11.pdf
 Stephen P. Robbins, Timothy A. Judge, Seema Sanghi (2009), Organisational Behaviour, 13 th
Edition, Pearson Education.
 Stephen P. Robbins, Timothy A. Judge, Seema Sanghi (2010), Essentials of Organisational
Behaviour, 10th Edition, Pearson Education.
 [Link]
 [Link]
 Myers G.E. (1941), Principles and Techniques of Vocational Guidance, Mcgraw- Hill Book
Company, inc New York & London.
 Patterson C.H. (1962), Counselling & Guidance in Schools: A first course, Harper & Row,
Publishers, New York, Evanston & London.
UNIT - 3 ORGANIZING GROUP GUIDANCE ACTIVITIES IN SCHOOL

STRUCTURE

3.1 Introduction

3.2 Objectives

3.3 Importance of Group Guidance

3.4 Group Guidance Activities

3.4.1 Orientation to the Students
3.4.2 Career Conferences

3.4.3 Group Talks

3.4.4 Career Talks

3.4.5 Role Play

3.4.6 Educational Tours

3.4.7 Conducting Quizzes

3.5 Let Us Sum Up

3.6 Unit End Activities

3.7 Unit End Exercises

3.8 Answers to Check Your Progress

3.9 References

3.1 INTRODUCTION

We learnt in the Unit 3 of the Block 2 of this course material that guidance can be imparted individually
as well as in groups. In this unit, it is discussed as to how the activities of guidance should be conducted
in a group situation. A variety of activities can be adopted to assist the members in group to have
experiences desirable or even necessary for making intelligent educational, vocational and social
decisions. We learnt in the Unit that group guidance activities save time and money. Further certain
common problems can be advantageously discussed among groups of students. It also prepares the way
for individual counseling. Some of the activities of group guidance are group discussion, orientation
programmes, career conferences, class talks, career talks, group career planning. It also includes many
informal type of strategies such as role play.

3.2 OBJECTIVES

After going through this unit, you will be able to:

 State the meaning of group guidance activities

 Describe the need of organizing different group guidance activities
 Organize group guidance activities
 Appreciate the advantages of group guidance activities.

3.3 IMPORTANCE OF GROUP GUIDANCE

First of all let us examine the advantages of group guidance activities. In group guidance activities a
teacher/guidance worker divides a class into groups because of the following advantages of group
guidance:

Saving Time: Group guidance saves time of the counselor as well as that of the teacher. For example if a
school teacher wants to give information about careers or orienting new entrants about the school, then
to save his/her time she will guide them in a group. Here individual guidance will be a waste of time and
also of other resources involved in undertaking the activity.

Relationship between students and guidance worker: It establishes a relationship between student and
guidance worker which creates avenues for other guidance services. For example, new entrants to 11th
standard or +2 streams want to help in selection of subjects from the school counselor after a talk was
delivered on the way to plan students’ career effectively.

Orientation to Unfamiliar situation: It provides orientation to unfamiliar situation on new experiences.

For example, in a school new batch of 10+2 level felt at ease when a counselor told them about the
school, the various facilities available in the school, the rules and regulations and the expectation from
them.
Collective efforts to Solve a problem: It focuses collective attention on common problems. A group
situation helps individual more readily to find a solution for a problem than he could if he works on it
alone. Further he develops an awareness that the problems are not peculiar to the individual but are
shared by others too. Therefore he discusses the problem in a permissive atmosphere and the
emotional tension gets a release. The suggestion made during group discussion is thus more acceptable
to him.

Familiarizes students with group life: It provides the individual with a chance for real group life and
helps them to learn dealing with different people. In group situation students are more exposed to a
variety of group experiences in the schools life which helps them to modify their behaviour in a socially
acceptable way. They also learn to respect others point of views.

Multiplying Contacts: It also helps a counselor to multiply contacts with the students.

Removes artificiality in behaviour: The informal and free atmosphere of the group discussion provides a
good opportunity to the counselor to observe students as he/she reacts in a group situation and to learn
about him/her which otherwise is not feasible. In an individual counseling session, artificiality in
behaviour may occur. Further the counselor may not be able to note the interaction pattern of the
student. Thus group guidance is very much required in certain situations.

3.4 GROUP GUIDANCE ACTIVITIES

Group guidance activities can be conducted in a variety of ways like orientation, career talks, class talk,
career conferences, group discussion, informal plays, and educational tours to an institution, industry,
etc. Let us examine each of these in detail:

3.4.1 Orientation to the Students

Ideally orientation involves introducing a student to a new situation or environment. Transition from
home to school for many school children at the nursery class level and later from one school to another is
a very difficult process. It is very important to familiarize new students in a school or even college with
the school/college faculty, the school’s/college’s rules, the infrastructure, whom to approach in case of
health problems, ragging, etc. This removes the burden off the student of having to find it out on their
own as to where to approach. Orientation helps in such situations.
Orientation can be the defining moment in the transition to school for the student, a time in which basic
habits are formed that influence student’s academic success and personal growth and marks the beginning
of a new educational experience. It is assumed that every new situation makes the individual feel
uncomfortable and also makes it difficult for him to accept and adjust to it very easily. The newly
admitted students can he given brief information about the school, the various facilities available, the
rules and regulation, the course curriculum, what is expected of them, etc. Orientation programme will
not be the same for elementary, secondary and senior secondary students. It has to be different at different
levels depending on the need.

Some of the instructions for organizing school orientation are:

Step 1: Greet all of the new students at the start of the orientation and welcome them to the school.
Introduce each new student and let them tell a little about themselves. To introduce students and to
make new students comfortable with each other icebreaker activities can be used. Icebreakers and
warm-up activities can be used by teachers at the beginning of the year to get students talking and make
new people feel comfortable with each other.

An example of an icebreaker activity is the “Do You Know Me” game in which each student is given a
name tag and an index card. The name tag has the name of another student in the group on it. Everyone is
told to circulate, meet, mix and mingle to gather information, insights or stories about the student on their
tag from group members. The opening line "Do you know me?" is used to help generate clues and
conversation. The index card is to be used to write down the information collected. At the end of a
designated time - about 15 minutes, each participant introduces their "name tag" and its person to the
group. Another game called “logos” can also be played to help students know each other. In the game the
students who are divided in groups are given 2 minutes to draw their “personal logo”. This logo should
reflect their personality, their interests, major or any thing they would like other people to know about
them. Then the group is given time to mingle and see what each others logo looks like. When it looks like
the entire group has mixed the guidance worker instructs everybody with a similar logo to form a small
group. The orientation is not only meant for the nursery students but it should be provided for each
individual moving into the school during the term as he moves into the new class.

Step 2: Tell the students about the benefit of joining the new school and about the qualities and
infrastructure of their new school. Provide all information about holidays and days off. Advice them of
any procedures that must be used when sick or taking leave from the school. Inform them of what are
the timings of the classes and after what time the school gates will be closed.

Step 3: Inform students of the school’s dress code and what is and what is not acceptable in the school.
Explain the school's rules of students conduct, behavior violations and discipline plan for e.g. Tell the
students that use of mobile phones is not allowed, making noise in the corridor is not allowed and the
students caught doing that in the school campus will be punished.
Step 4: Make sure you present all the information about the institution, its physical layout, personnel
and administrative arrangement .Show the students how to reach all emergency exits and also acquaint
them about emergency procedures. Convey to the new students who they should contact if they have
any problems, questions etc

Step 5: Ask if their are any questions and make sure that they understand everything they have learned.
Give each student a personnel handbook or a folder that each of the items you have explained. Then
later on, a small get together with the teachers and other staff can be arranged.

3.4.2 Career Conferences

Career conferences help in building high motivational level by understanding the individualistic wants.
Career conferences ensure that every student sets up some goals and give his best in achieving them. The
best part about career conferences is that they inspire every student to make a career for themselves in
field in which their interest and passion lies. By doing so, it aids every student to know his own inherent
powers.

Career conferences help to bring the career in right track, as they help the student in understanding his/her
own strength and keeping his vision according to them. It lets one explore different career options and
makes a better standing for himself in the market. Career counseling teaches how to make strong and
beneficial networks by improving upon your performance.

Organizing Career Conferences: In this, a carefully planned series of meetings with people from
industry, different professional fields are arranged for students to provide information on careers which
will be helpful to them to plan their future professional and educational career. It provides the students
with occupational information. The planning of career conference calls for a collective effort on part of
the counselor, school, faculty and the students. Further a planning committee consisting of representation
of all these groups should be formed to give the entire school sense of involvement.

Organizing a career conference takes time. Firstly, the organizer should get the idea of organizing a
career conference in school to be accepted by the school principal or the concerned authorities. Next,
arrange a place in the school for the conference to take place. The guidance worker should make sure
that he/she can fit everyone into the space he has booked. He/she should schedule the event at a time
when most people (students and counselors) can come, avoid planning before exams etc. The guidance
worker should give plenty of time to organize the conference. The students should be informed
beforehand about the purpose of the conference. External counselors and speakers can also be invited.
A list of speakers for each session should be prepared. It is generally good to have two or three speakers
for each session so that in case of unavailability of one, the other can be invited.
Before inviting a counselor it is important to ensure that the counselor is qualified and well known and
established in their area. Some student volunteers can be appointed to perform certain specific
responsibilities. Different teams should be assigned responsibility to look after counselors, facilities,
speakers and parent, guests from other schools. The organizer should get the room ready as early as
possible; arrange the tables and chairs as per the plan. Charts should be prepared for publicity and put it
on the notice boards to draw the attention of the students.

Letters for inviting the principals of other schools and parents may be sent. In addition to this, teachers
and students from other schools may also be invited to participate in the conference and learn from it.
The aim of the career conference and programme schedule should be sent to them. Letters inviting
guest speakers should be sent well in advance. A detailed programme of talks, discussion, films, and
charts should be made .Planning and subsequent arrangement of ancillary facilities such as mike, seats,
and video cassettes should be made beforehand. At the end of the conference it is helpful to get
feedback from parents and students to see how the conference can be improved.

Before starting the conference and to make the students benefit from the conference ask the
participating students can be asked to do some kind of preparatory work such as:

1. Develop a career plan. Think about what they want to do and find out more about the kind of
training, education, and skills they will need to achieve their career goal.

2. Make students assess their skills and interests. Tell them to think hard about what they enjoy,
what they are good at, what kind of personality they are, and the values they hold.

3. Find out more about the nature of the jobs that interest them, such as education requirement,
salary, working conditions, future outlook, and anything else that can help them narrow their
focus.

4. Analyze and evaluate their skills and capabilities

5. Set their career goals.

6. Find our about financial aid required to get support in obtaining their career goal. If they have not
already done so they might be instructed to begin saving for courses that will help them achieve
their career goal.

7. If they are on the verge of completing a course then the career counselor can also ask them to
explore about job hunting tips as they move into the job market.

CHECK YOUR PROGRESS 3.1

1. State the advantages of group guidance over individual guidance.

2. “Transition from home to school for many school children at the nursery class level and later from
one school to another is a very difficult process.”Give a group guidance technique to overcome
this problem.

3. State the preparatory work that a teacher/guidance worker should ask her students to do before
organizing a career conference.

4. Imagine that you have been appointed the counselor of Sunflower School. The new session has
started and you have been asked to conduct the orientation of school students. State in brief the
steps you will take to conduct the orientation.

3.4.3 Group Talks

This is one of the effective ways of imparting group guidance. Group talks can be arranged for the
students of a class having common interests e.g. a class can be given an arbitrary problem and each group
is asked to logically find a solution to the problem. All the groups will discuss and will find a solution to
the problem.
In a class groups can be made in:
Pairs: Pairs are easy to organize and ensure high participation, very useful for planning but will take a
long time if each pair is expected to give a feed back to the class.

Triads: Triads comprise of group of three students. Again these are easy to organize but care is needed to
prevent 'moving' away from the topic. Best is to assign each group member a role e.g. presenter,
questioner and recorder. The presenter presents their case, the questioner seeks clarification and the
recorder takes notes and reports on discussion.

Pairs of Fours: These are useful to compare and explain ideas before generating feedback for the rest of
the class.

Envoys: Once a group has carried out a task, one person from each group moves to another to report on
their group's conclusions and to find out what the other group decided and achieved. The envoy then
return to their original group to provide feed back on the new information. This effectively avoids
repetitive feedback to the whole class.

The topic for group talk should be selected according to the need and level of the students. Further it
should not be a monotonous one. The teacher should make the students understand the topic very well.
The teacher should be sure that no student is neglected in the group. Each and every student should be
involved in the participation. This can be done by asking questions, by asking students to give examples
from their day today life to support the conclusion they have drawn after the group talk. Group talks can
be organized on topics such as:

 What are the facilities lacking in the school?

 ‘Importance of overall development of students
 Confidence - The key to success.
 Importance of uniforms in college

Ground Rules for Group Talks: The teacher/organizer of group talks has to establish rules or guidelines
on appropriate and inappropriate modes of argument and self-expression. The goal is a general
atmosphere of mutual respect and tolerance but is more readily stated than achieved.

In defining the rules or framework for group talks, attention should be paid to both cultural and religious
sensitivity as well as maintaining a balance between objectivity and emotional engagement. The guidance
worker should not allow students to personalize the issues under discussion as this may arouse feelings of
guilt and a need for self-justification.

Multiple perspectives can arise from differences of culture, religion, social class, gender or academic
discipline and when several students within the group share a perspective the discussion also tend to
break down into a contest between rival ‘factions’.

Teachers/guidance worker should ensure that:

 Every member of the group should have an opportunity to speak.
  Views can be expressed without interruption.
 Criticisms are aimed at arguments and not individuals.
 There are mechanisms for defusing heated situations.
 Participants should be encouraged to apply constructive criticism to their own beliefs
 Participants should be encouraged to look for common ground between opposing views
 Teaching materials/media selected for the group talks should have their accessibility to a range
of view points.

Students are used to being asked for the correct answer, it will take them a while to come to terms with
the fact that when discussing such issues there will not always be correct answer, this needs to be made
clear to them. So the cordial atmosphere should be maintained.

Students should feel safe in the classroom environment during the group talks. As private individuals
they can refuse to participate in a group talk if it distressed them either by remaining silent or by walking
away but in school students are expected to remain in class. So a cordial atmosphere should be
maintained.

Difficult Group Talks: Sometimes group talks do not take off; students might need help in order to
realize that they already have opinions on moral issues. In such situations emotive starters for talks can be
of great help.

A teacher/guidance worker working with possibly contentious moral issues needs to have ‘emotional
intelligence’, i.e. the ability to recognize the way in which some students can be affected, especially when
the topic impinges on some aspect of personal experience.
It is worth considering whether students can be given the right to opt out from topics that they find
distressing. ‘Opt-out’ can mean that students simply leave out that portion of the group talk but more
usually in the school situation they will need to be guided in the selection of an alternative topic that will
meet the course learning and teaching objectives.

We know that the “forewarned is forearmed”. So a teacher/guidance worker can introduce a difficult topic
clearly at the end of an earlier lesson. He/she can also ask the students to approach him/her before the
next session. This will allow the teacher/guidance worker to deal with concerns beforehand.
The Teacher's /Guidance Worker’s Role: Teachers /guidance workers need to take care in group talks for
students may look to them to seek direction and it is easy to give a remark that sways students'
viewpoints. They can take various roles such as neutral chair or advocate but these have implications.
Students know you probably have your own point of view and may not be convinced by these approaches
selecting only what they wish to hear from what you say.

In order to be believable and enable open discussion the teacher needs to make his/her views known in
the same way as he is encouraging his pupils to but sometimes teachers get worried about possibly being
accused of indoctrination.

In the group talks, the topic to be selected and presented by the teacher should follow certain
principles:
  The topic should be based upon problems of real importance to students.
 The topic should also represent matters of concern to the majority of students. This will lead to
more and more participation on part of the students for example. a topic could be 'how to
manage stress during examinations'. This is a topic which is common to all.
 Maturity level of students groups should also be looked into.
 The conclusion arrived at the end of group discussion should be used for improving the
condition of classroom practices/school environment.

3.4.4 Career Talks

Career talks are different from the group talks. The topics for the group talks are general and varied
while career talks concentrate on information about the various careers. For example, the topic for
group talks could be 'why the school canteen is so unhygienic' whereas the topic for career talk will be
'benefits of working in call centres'. In group talks the students discuss a problem given to them and find
out the solution whereas in career talks the teacher gives a class a lecture on the career they want. For
this first of all the teacher calls the students having common career interest together by taking aptitude
tests or by asking the students the field they are interested in.

Career talk given to a class should be in simple language and should not be monotonous and boring. The
talk should state the objective of the talk, the future prospect of the career, educational qualifications
required, the institution offering the course, duration of the course, mode of selection, hostel facilities,
positive and negative points associated .with the career, [Link] topic of career talk should be of
interest to all. For example for a group of commerce students talks on the career options after doing
Chartered Accountancy should be given and not career options after doing Course in [Link] (Electronic
Communications).

3.4.5 Role Play

Role playing, a derivative of a socio-drama, is a method for exploring the issues involved in complex
social situations. It may be used for the training of students in a classroom for the understanding of
literature, history, science and for group guidance .It is often easier to run discussions for group guidance
by having the students prepare for playing different roles in small groups; students may have little or no
experience of thinking about moral issues, or of debating them with others or may know each other too
well to generate open discussion.

For group guidance, self-awareness is an integral part of problem-solving and communications. Self-
awareness is essential to understanding others. And the best way to attain self awareness in students is
through role playing. Further, it can also help them become more interested and involved, not only in
learning about the material, but learning also to integrate the knowledge in action, by addressing
problems, exploring alternatives, and seeking novel and creative solutions. Role playing is the best way
to develop the skills of initiative, communication, problem-solving, self-awareness, and working
cooperatively in teams.

Role plays have been widely used as a part of many different types of counseling, because it's a natural
vehicle for learning. Role playing is simply a less technologically elaborate form of simulations. Teaching
salespersons to deal with customers, teaching doctors to interview patients, teaching teachers to deal with
difficult situations, all these require some measure of actual practice and feedback. Role playing, then, is
nothing more than rehearsal. Musicians and football players, actors and firemen, all need to practice their
skills. This is because complex operations cannot include all variables in a single lecture or even a thick
book. When using role play the teacher/guidance worker should give time for students to wind down and
come out of role before leaving class.

Problems with Role Playing: Many people who have had unpleasant experiences with role playing in
fact suffer because the teacher hadn't warmed up the class or those assigned parts to their various roles.
Teacher /guidance worker should not simply assign roles, saying to one person such as "You're the
principal of a school," and to another, "Okay and you are a child who was sent to the principal's office--go
and start doing the role play!” This is not enough information and those put into this situation in that
fashion will feel as if they'd been tossed into a pond and told to learn to swim. The teacher as dramatic
producer needs to talk to each of the players, interview them "in role," drawing them out regarding their
thoughts about associated aspects of their role, gently involving them imaginatively in the situation.

3.4.6 Educational Tours

Education is not only confined merely to books, but towards practical knowledge of the world around
us. The teachers/guidance worker should make students visit various real time working places,
industries, research Institutions, business houses , official organizations to make the students aware of
the various aspects such as career options in a field, importance of a business enterprise and its
contribution to the welfare of society, public private partnership etc. Tours to the industries, companies
or plants provide an excellent opportunity to the students to be aware of the various occupations
available. The tours to industrial and business establishment for class groups can be arranged as a part
of group guidance programme. The main purpose of these tours is to increase the career awareness of
the students by their interaction with people at work in occupation. In addition to this they also serve to
enrich the academic curriculum taught in the school and help in the personal and social development of
the students.

For organizing educational trips the following steps should be undertaken:

Proposals for tour: The teaching staff should first of all put forward proposals for the operation of
school tours. The proposal should be submitted in the agreed length of time between the submission of
a proposal and the starting date of the proposed tour. This will ensure that the tour is planned well. In
this latter regard it is preferable that, in so far as possible, a full schedule of such events be known and
approved at the beginning of the school year in which they are to take place.

The Tour Leader: The principal should then nominate one person as the tour leader who is expected to
ensure that it is conducted in accordance with agreed standards.

Pupil/Teacher ratio: The ratio of pupils to teachers should be looked into while planning the trip. The
pupil/teacher ratio will be decided by the tour leader depending upon:

 The age and the maturity of the pupil involved.

 The availability of alternative adult supervisors. Parents, special need assistants.
 The length (duration) of the tour.
 The activities to be engaged in.

Costs and Accountability for Finances: The overall cost of a school tour should be calculated and got
approved in advance and should be such as to take into account the ability of pupils and their parents to
pay. The income and expenditure of funds associated with the tour should conform fully to the accounting
practices of the school. A full account of income and expenditure should be reported to the Principal and
to the Board of Management. In the event that a separate Bank account has been opened for the purpose
of the Tour, it should be closed immediately on completion.

Preliminary arrangements: In making the arrangements whether by visit, letter or telephone, following
points should be kept in mind:

 Explain clearly the purpose of the tour to the place where students will be brought to observe.
Seek permission from the authorities of the company, industry, enterprise etc
 Inform the officials of the institution being visited about the number, size, level and interest of
the group(s),
 Calculate the number of facilitating teachers with the group.
 Fix the starting - returning time.
 Arrange for a question/discussion period before and after the tour.
 Arrange transportation.
 Arrangement for first aid box, medical emergency if any, stay , food and refreshments
 Arrangement for making payments and maintaining records of receipts and expenditure

Rules of Behaviour during the School Tour: The code of behaviour to be observed by pupils during the
course of the school tour should be agreed and made known to pupils, parents and teachers traveling in
the trip by the tour leader in advance. Every effort should be made to ensure that the rules of behaviour
are positive and consistent with the objectives of the school tour and with the age and level of maturity of
the participating students. They should deal explicitly with a number of issues such as:
  The use or abuse of tobacco, alcohol, drugs.
 The full participation by pupils in the activities of the tour.
 Behaviour during leisure time if and when pupils are not under the direct supervision of teachers.
 Travelling on private or on public transport.
 Respect for and compliance with local customs and laws, particularly when travelling to far of
places such as a different state or country.
 Behaviour of pupils in hotels and other overnight accommodation.

Contact Information: The Tour leader must ensure that complete contact information is left available in
the school during the tour for use in the event of an emergency. This should include:

 A listing of all of those taking part together with home contact details.
 The itinerary to be followed and contact details.
 A contact telephone number for the Tour leader.
 A list of mobile numbers (if any) of all the tour members.

Notice to Parents: Provision should be made to ensure that parents of pupils who might participate in a
tour are given adequate notice outlining:

 The objectives of the tour.

 The itinerary and duration of the tour.
 The costs involved and method of payment.
 The rules of behaviour to be observed.
 Parents should be made aware of their duty to inform the school of any relevant Health or
Safety issues which might affect their children.
 The signed permission of parents is an essential pre-requisite for the participation of their
children in any school tour.

Professional Responsibilities of Staff: A statement of the professional responsibilities and duties of staff
for the duration of the tour should be agreed and circulated among all the staff members.

What to Observe: The students should be informed beforehand what they are expected to make a note
of. They should be asked to pay attention to certain important aspects of the trip

Reporting back to Principal and Board of Management: Arrangements should be made for a summary
report from the tour leader to the Principal and the Board of Management outlining:

 The achievements of the tour.

 A financial statement.
 Any difficulties or problems which arose during the course of the tour.

After the tour discussions can be conducted by the guidance worker in order to ensure reinforcement of
learning and sharing of ideas among students.

3.4.7 Conducting Quizzes

Conducting quiz sessions among students is also a useful way of giving information pertaining to
environment, economic, social conditions prevailing in the world, career etc. Further they motivate the
students to get information so that they can participate in the quiz. The competitive environment of the
quiz and the prizes being offered encourage students to work hard and gather more and more
information which aids the learning process. It also helps in making them more aware to the situations
prevailing in the world regarding different occupations and makes them more sensitive to the world
problems. Such quizzes of short duration can be made a regular feature of the extra curricular schedule.
One word answers, true or false statements can be given.

Which stream is required for joining the navy wing of armed forces? If you want to become a pilot what
are the subjects which should be taken by you? Such short questions can be asked. For reference they
can be told to see the newspapers and the information from the internet. The students can also be
asked to take quizzes online to increase the general knowledge.

Another way in which many students can participate is to make it at the class level. It can be held in
each class separately after dividing the class in groups and the winner can participate in the inter class
quiz competition. Students participating in groups will share information with each other and this will
further aid their learning.

CHECK YOUR PROGRESS 3.2

5. What are the different ways in which groups can be constituted in a class?

6. Explain the term envoys.

7. Explain the benefits of conducting quiz sessions among students.

8. State the main difference between group and career talk.

3.5 LET US SUM UP

In this unit we learnt on how the activities of guidance should be conducted in a group situation. Some
of the activities of group guidance are group discussion, orientation programmes, career conferences,
class talks, career talks, group career planning etc. It also includes many informal type of strategies such
as role play. Group guidance is time saving, establishes relationship between students and guidance
worker, it provides orientation to unfamiliar situation. It helps in making collective efforts to solve a
problem, familiarizes students with group life, multiplying contacts and removes artificiality in behavior.
In group guidance, orientation involves introducing a student to a new situation or environment.
Orientation can be the defining moment in the transition to school for the student, a time in which basic
habits are formed that influence student’s academic success and personal growth and marks the
beginning of a new educational experience.

Career conferences help in building high motivational level by understanding the individualistic wants.
Career conferences ensure that every student sets up some goals and give his best in achieving them.
Group Talks is one of the effective ways of imparting group guidance. Group talks can be arranged for
the students of a class having common interests .Career talks are different from the group talks. The
topics for the group talks are general and varied while career talks concentrate on information about the
various careers.

Role playing can also be used for group guidance. The teachers/guidance worker should make students
visit various real time working places, industries, research institutions, business houses , official
organizations to make the students aware of the various aspects such as career options in a field,
importance of a business enterprise and its contribution to the welfare of society, public private
partnership etc. Tours to the industries, companies or plants provide an excellent opportunity to the
students to be aware of the various occupations available. Conducting quiz sessions among students is
also a useful way of giving information pertaining to environment, economic, social conditions prevailing
in the world, career etc. Further they motivate the students to get information so that they can participate
in the quiz.

3.6 UNIT END ACTIVITIES

1. Imagine yourself to be a private counselor Mr. Ajay, invited to Moonlight Public School to impart
awareness to school students on AIDS. State any two techniques of group counseling you will employ
and Why?

3.7 UNIT END EXERCISES

1. “Organizing a school educational trip involves detailed planning and effort”. Explain the statement.
2. State the problems involved with role playing as a guidance technique.
3 State the teacher’s role in organizing Group Talks.

1. Give the different steps involved in organizing a career conference.

2. How can quiz help in providing guidance to the students? Explain giving suitable examples
3. How does the career conferencing help the school children?
4. Describe how will you organize a career conference for the senior secondary level learners?
5. Discuss the importance of group guidance activities.

3.8 ANSWERS TO CHECK YOUR PROGRESS

1. In comparison to individual guidance group guidance:

 Saves Time
 It provides collective efforts to solve a problem
 Familiarizes students with group life
 Helps in multiplying contacts
 Removes artificiality in behavior

2. Transition from home to school for many school children at the nursery class level and later from
one school to another is a very difficult process. Hence, orientation is done to familiarize new
students in a school or even college with the school/college faculty, the school’s/college’s rules, the
infrastructure, whom to approach in case of health problems, ragging, etc. This lifts the burden off
the student of having to figure it out on their own. It is assumed that every new situation makes the
individual feel uncomfortable and also makes it difficult to accept and adjust to it very easily. The
newly admitted students can he given brief information about the school, the various facilities
available, the rules and regulation, the course curriculum what is expected of them, etc through
orientation.

3. Before starting the conference the teacher should ask his/her students to do some kind of
preparatory work such as:

 Develop a career plan. Think about what they want to do and find out more about the kind of
training, education, and skills they will need to achieve their career goal.
 Make students assess their skills and interests. Tell them to think hard about what they enjoy,
what they are good at, what kind of personality they are, and the values they hold.
 Find out more about the nature of the jobs that interest them, such as education requirement,
salary, working conditions, future outlook, and anything else that can help them narrow their
focus.
 Analyze and evaluate their skills and capabilities
 Set their career goals.
 Find our about financial aid required to help support in obtaining their career goal. If they have
not already done so they might be instructed to begin saving for courses that will help them
achieve their career goal.
  If they are on the verge of completing a course then you can also ask them to explore about job
hunting tips as they move into the job market.

4. Some of the steps taken by me as the counselor of Sunflower School for organizing school
orientation are:

 I will firstly greet all of the new students at the start of the orientation and welcome them to the
school. Introduce each new student and let them tell a little about themselves.
 I will then tell the students about the benefit of joining the new school and about the qualities and
infrastructure of their new school and provide them all the information about holidays and days
off. I will also advice them of any procedures that must be used when sick or taking leave from
the school and inform them of what are the timings of the classes and after what time the school
gates will be closed.
 I will then inform the students of the school’s dress code and what is and isn't acceptable in the
school. I will then explain the school's rules of students conduct, behavior violations and
discipline plan.
 I will make sure that I present all the information about the institution, its physical layout,
personnel and administrative arrangement and show the students how to reach all emergency
exits and also acquaint them about emergency procedures. I will also convey to the new students
who they should contact if they have any problems, questions etc
 I will ask if there are any questions and make sure they understand everything they have learned.
Then I will give each student a personnel handbook or a folder that will contain each of the items
I have explained. Then later on, a small get together with the teachers and other staff will be
arranged.

5) In a class groups can be made in pairs, triads or pairs of fours:

Pairs are easy to organize and ensure high participation, very useful for planning but will take a long
time if each pair is expected to give a feed back to the class.
Triads comprise of group of three students. Again these are easy to organize but care needed to
prevent 'lurking' away from the topic. Best is to assign each group member a role e.g. talker,
questioner and recorder. The talker presents their case, the questioner seeks clarification and the
recorder takes notes and reports on discussion.
Pairs of Fours are useful to compare and explain ideas before generating feedback for the rest of the
class.

6. Once a group has carried out a task, one person referred to as envoy from each group moves to
another to report on their group's conclusions and to find out what the other group decided and
achieved. The envoy then return to their original group to provide feed back on the new
information. This effectively avoids repetitive feedback to the whole class.
7. Conducting quiz sessions among students is also a useful way of giving information pertaining to
environment, economic, social conditions prevailing in the world, career etc. The competitive
environment of the quiz and the prizes being offered encourage students to work hard and gather
more and more information which aids the learning process. It also helps in making them more
aware to the situations prevailing in the world regarding different occupations and makes them
more sensitive to the world problems.

8. The topics for the group talks are general and varied while career talks concentrate on information
about the various careers.

3.9 REFRENCES

 Bengalee, M.P. (1984). Guidance and Counseling. Seth Publishers, Mumbai.

 Crites, John O. (1969). Vocational Psychology – The Study of Vocational Behaviour and Development
(Chapter 4). McGraw Hill Book Col., New York.
 Downng, I.M. (1968). Guidance and Counselling Services. An introduction. McGraw-Hill Book
Company, New York.
 BLOCK - 3

ORGANIZATION OF GUIDANCE PROGRAMME FOR SCHOOL

Unit 1 : Planning a Guidance Programme, Principles of Organizing School Guidance

Programme Effectively

Unit 2 : Guidance Activities in Elementary School

Unit 3 : Guidance Activities at Secondary and Senior Secondary Stage

UNIT-1 PLANNING A GUIDANCE PROGRAMME, PRINCIPLES OF ORGANIZING SCHOOL
GUIDANCE PROGRAMME EFFECTIVELY

STRUCTURE

1.1 Introduction

1.2 Objectives

1.3 Advantages of a well planned guidance plan

1.4 Forming School Guidance Planning Group

1.5 Planning meetings of the task group

1.6 Evaluation of School’s Resources

1.7 School Guidance Plan

1.8 Policies of School Guidance

1.9 Making an Assessment of School’s existing guidance programme

1.10 Carrying out a School Guidance Reviews

1.10.1 Consulting Students in the Guidance Reviews

1.10.2 Consulting Staff in the Guidance Reviews
1.10.3 Action Planning
1.11 Let Us Sum Up

1.12 Unit End Activities

1.13 Unit End Exercises

1.14 Answers to Check Your Progress

1.15 References

1.1 INTRODUCTION

In a school guidance is an ongoing process involving a range of learning activities such as information-
giving, counselling, and various types of assessment. These are offered as per the age and needs of the
students. The guidance process helps the students to develop and accept a full personal, social,
educational and career awareness of his/her personal talents and abilities.

A guidance programme has to be worked out keeping in mind the population of the area, socio-cultural
traditions of various groups in the society, the resources and other guidance relating activities available in
the area. The guidance programme has to be divided according to the levels of education such as at
elementary school, at middle school, secondary school and guidance in colleges and universities. The
nature of guidance activities would vary according to the level of classes also. Thus it is essential that
every school should build up and put into practice a comprehensive guidance plan. The planning of a
school guidance programme makes it more focussed and helps in a number of ways as it:

 Promotes guidance within the school

 Facilitates staff involvement in guidance activities rather than making it as one person’s
responsibility
 Provides direction for the future
 It is student- focused looking at the school in terms of different areas such as catering to the
requirements of learners :
i. Who have special need in education
ii. Who have certain disadvantage in terms of their background
iii. Coming from minority community

However in order to organize school guidance programmes in an effective manner it is essential that the
school guidance programmes should be well-planned. In this unit we will be learning about this aspect.

1.2 OBJECTIVES

After studying this unit, you will be able to:

 State the advantages of a well planned guidance plan.

 Explain the steps involved during the formation of school guidance planning group.
 State how to plan meetings of the task group.
 Describe evaluation of school’s resources.
 Prepare a school guidance plan.
 State the strategy of formulating school guidance policy.
 Conduct a review of school guidance plan.

1.3 ADVANTAGES OF A WELL PLANNED GUIDANCE PLAN

A well planned guidance programme is fully defined and understood. The target group is identified and
accordingly a detailed programme is drawn up. There are a number of advantages of a well planned
guidance programme.

A well planned programme serves needs of all the students. It helps each person to develop himself to his
fullest capabilities. It meets the needs of individuals of all ages whenever he needs them. It accepts each
individual with his strengths and weaknesses.

At times the guidance workers feel that educational and vocational guidance is the major activity. In the
current socio-economic scenario, well -planned other services like placement, follow up, evaluation,
counseling etc. are equally important and should get a place in the guidance programme. In the well
planned guidance programme these services get their due place.
A well planned guidance programme is based on the local requirements and the local resources available.
The programme is as per the environment, level of development and the nature of population in the local
area.

It keeps in mind that the services are meant for not only helping the child in his immediate problem. It
sees the child as a whole along with environment and background. The guidance is focused on overall
development. The individual is helped in such a way that he is able to solve his future problems also.

It is team work. It takes help of all the persons who could contribute in the guidance services to make
them effective.

1.4 FORMING SCHOOL GUIDANCE-PLANNING GROUP

A guidance programme can be effective when it is planned and implemented well. The basic guidelines to
be followed for planning a guidance programme should be as follows:

 Information about each individual in terms of cumulative record cards, report cards etc should be
obtained and systematically organized.
 Guidance budget should be planned.
 Time scheduling and time management should be worked out.
 Resources that can be employed for helping in guidance services should be tapped and mapped.
 There should be a liaison of the guidance programme with other community agencies
 Identification of appropriate place for guidance activities.
 Appropriate material for guidance activities is prepared and disseminated properly to the relevant
people
 Adequate publicity is made well in advance so that everyone concerned with the programme is
informed beforehand.

The Counselor should constitute a School Guidance Planning Group/Guidance Committee or a Task
Group comprising of some members from the school and some from the outside .From the school the
committee may have the principal or his nominee, one teacher interested in the guidance work. Officers
from the Employment Exchange, Banks, representatives from parents groups and students group should
also be included in the committee. The main policy issues should be discussed in the meetings of the
guidance committee/task group. The number of members of the committee should not be very large.
Ideally the number should be between 6 to 10. The meeting may be held every quarter or on an annual
basis. The following members can be a part of the task group:

 Guidance Counselor
 Principal/ Principal’s Nominee
 Home/School/Community /Teacher
 Parent Teacher Association(PTA)/ Mother Teacher Association ( MTA) member
 Anyone from the staff team who is interested in taking part
 Anyone from the staff team who is responsible for providing support service to the learners
 Class Instructor/ Tutor
 Principal/ Vice- Principal
 Officers from bank/Employment Exchange
 Students Representative

The process of task group formation should be kept democratic and transparent. One can alsoseek to
get volunteer or members at a meeting of staff. One strategy that should be adopted is that prior to
identifying any volunteers, the staff should be briefed about the guidance facilities in the school. At the
beginning it is important that the group should meet on a weekly basis. This will be of great help as it
will lead to development of a clear mindset and prepare them as to where to concentrate for their work.
After due course of time all the things such as activities, schedule, responsibilities of constituting
individual member is to be specified. This will be the time by which we will realize that everything is
organized is in a proper manner. When we realize this than that is the time at which probably the group
members can meet on monthly bases rather than meeting on weekly basis.. During the formation of the
Task group the group members should:

 Have clarity about their responsibilities

 The group should have a consent regarding the concept of school guidance. In context of
work of the group in the school.
 Have good knowledge of existing scenario of school guidance in other schools.
 Have an understanding of the point of view from which the guidance plan should start in
a school
 Have clarity about the person to be consulted with regard to the guidance plan of the
school.
 Have knowledge of the existing guidelines that have been in written format which can be
made part of the guidance plan being prepared for the school.
 Be able select an appropriate strategy for conducting a review and analyze whether a
questionnaire will be appropriate or interview is to be conducted. So it should be able to
make clear cut selection of the method for the review.
 Be able to interact with guidance partners of the school in an effective manner
 Have necessary materials

The role of the Task Group can also be specified in the very beginning. It may be specified that it may
perform activities such as:

 Concentrate on the support for guidance of all children of the institution

 Should make provision for the platform for discussion on all the issues that are relevant
to the school guidance.
 Take into account the amount of the job that has been accomplished in area of school
guidance in the context of the present day.
 Concentrate on those aspect of guidance in school which require to be developed and
should also be able to work out a systematic plan regarding work priority on which all
should agree mutually.
 Make a provision , facilitate , organize for implementing , evaluating and monitoring the
proposal prepared with an objective guidance programme of the school.
1.5 PLANNING MEETINGS OF THE TASK GROUP

In order to plan the meetings of the Task Groups certain templates/ formats may be created. In the very
beginning you may be thinking as to what we mean by the term template. The term template, when used
in the context of word processingsoftware, refers to a sample "fill-in-the-blank" document that can be
completed either by hand or through an automated process on computer , such as with a software
assistant. In a way we can say that it is just like a format or outline that provides directions towards the
activities to be done. A template/sample format can be created in order to organize the routine meetings
of the group that is constituted for the purpose of guidance in school i.e. task group or a planning group
for guidance programme in the school . This kind of a format for the meeting develops an outline form for
the meeting to be conducted. All the discussions that have been made or record for meeting conducted
should be maintained in the file of the school guidance planninggroup as this serves as an input for action
to be taken and also for review. A sample format/template for conducting the meeting of the task group is
given below:

Sample format/ Templatefor Planning the Meeting

Name of the Members of Group Constituted for the Purpose of Guidance :

Day, Month , Year and Time of the Meeting:

Areas of Guidance which are to be Talked About:

Resolution that was formed in the meeting of the Group Constituted for the Purpose of
Guidance

Territory of arrangement for next meeting of the Group Constituted for the Purpose of
Guidance:

Proposed date of the meeting to be held next time?

Theme areas of guiidance which need be talked about at the following meeting:

Any further Issues ?

Yearly guidance activities should be planned in consultation with the task group. According to the
activities planned a tentative budget should be worked out. The requisite staff should be assigned the
specific duties. Keeping in mind the end goal to maintain a strategic distance from perplexity it is useful if
a record can be kept of who consented to do particular task. This will also maintain a commitment among
all the members.

1.6 EVALUATION OF SCHOOL’S RESOURCES

In order to be effective, planning should be real and it must be based on accurate data Evaluation is an
essential requisite for a clear description which, in turn, is the base for policy and for planning. It is a
part of the collaborative process and engages those who are critically involved in the school. For
managing the school resources in such a way that all aspects are delivered the task group needs to
evaluate and plan out the resources. Now you may be thinking as to what should be the approach for
conducting the evaluation of the school resources.A simple approach to evaluation is in two steps:

1. You may provide colleagues, parents and students with copies of the school guidance service
values/mission statement, policies and the previous year’s objectives.

2. Ask the questions:

 What is going well?

 What needs to change or be added to the provision of guidance in the school?
 How can the person responding to the questions assist in/help develop the school provision of
guidance?

Questionnaires can also be given to a random group of students. The questionnaires can have questions
such as:

 How well does the School Guidance Service meet its objectives?
 What did you find most helpful in the School Guidance Service during your years in this
school?
 Was there assistance or guidance which you would have expected and did not receive?
 How can the School Guidance Service meet the needs of the new entrants in the school at
various class levels?

1.7 SCHOOL GUIDANCE PLAN

The task group leader, however, must also develop the annual plan for the service, provide this to the
school, manage its evaluation, and be accountable for its delivery. Successful outcomes require
identification and involvement of all the interested parties in the school community. Guidance,
evaluation and planning, within the school provides the guidance service with the support and the
challenges of school management, of colleagues, students and parents which will enrich the guidance
service as it strives to meet the needs of the students. You should keep in mind that the
Implementation, Evaluation, Re-planning (IER) are critical to good management as well as planning of
guidance service within the school. Planning can be classified in the following three categories:
  Three Year Planning: It is advisable to have a broad plan which could be in place over a span of
three years. The annual plan or objectives for the year reflect the broader goals for three years.

 Monthly Planning: Each month of the school year has many activities in common, but there are
specific months that need to be highlight for specific activities.

 Daily Planning: This implies good management of time, resources and of the unexpected.

In order to be successful in planning it is essential that the guidance programme should be

evaluated .You may follow simple strategy for planning. This should be conducted in five steps which are
as follows:

 Following the evaluation process, provide the outcomes to all involved.

 Process and provide simple values/mission statement....outlining the values which are central
to the guidance provision in the school.

 Process and provide a simple outline of the policies for the provision of guidance.

 Outline the objectives for the following academic year, and indicate when and how these
objectives will be evaluated.

 State the objectives within a broader plan for three years.

The school guidance plan may be organized as follows in two broad parts:

 The moderately relatively everlasting fundamentals of the programme designed for conducting
a guidance plan in the school

 Area in which progress and improvement is to be made

A sample format for developing the outline of the school guidance plan under these two sub-headings is
given below:

Plan of Guidance to be Content Area

Conducted in School

Section 1 Comparatively Perpetual Part

Objectives of the programme of guidance in the school
(with regards to the school's main goal, vision and broad
points)
Renowned elements of the Report related to providing guidance at the school in the
programme of guidance in context of the present day situation
the school Documentation of the present programme of guidance in the
 school
Existing policy associated p with the rogramme of guidance
in the school
Documentation of present possessions in terms of materials
Additional information if any

Section II Improvement Part

Area in which the Present priority related to programme of guidance in the
improvement is to be made school
Plan for taking action with regard priority in programme of
guidance in the school

Measures for completion/appraisal /monitoring

Additional information if any

Development of Folder Programmefor Guidance in the School

At the point when a school is starting the way towards taking part in arranging the Programme of Guidance
in the School, it might be useful to concentrate on an making a folder for planning programme for of
guidance in the school . This kind of a folder is quite helpful as it contains complete record of the work done
and the progress made so far and it acquaints one with the progress in terms of work done [Link]
subsequent information can be enclosed in the Folder pertaining to for programme of guidance in the
school:

 Proceedings of meetings and decision taken

 Information pertaining to the poll conducted and the result of the poll
 Copies of relevant policies and also important measures taken
 A sketch out of programme of guidance currently in existence in the school
 Listing out of the recognised needs for the development of a guidance plan for the school
 Plan of action worked out in connection with the priority outlaid for brining out improvement
 Evidence of observing and assessment.
 List of steps forward taken in terms of work done in the present school year
 Drafts of applicable policy and plans that are being prepared for taking action and have not been
finalised
 Listing of work to be tended to later on
School Guidance Partners

There can be a feeling that the idea of the guidance should move past the name of one individual in the
school. In this context then there is one basic thing which is ought to considered i.e. the issue of who
can, in any capacity, add to the improvement of a guidance programme for the school .

These people are referred to as school guidance partners. The sample template given below is a resource
that is meant for creating a dialogue at the outset between the group concerned with guidance planning
within the school in addition to this it should be followed the appropriate guidance associates . The
various potential guidance associates can be as follows :
Recognizing the Associates inGuidance Programmefor the School

You are requested mark off on the appropriate columns for the guidance associates that are consulted
in your school .

objective associate Group

Sample template for identification of Guidance Partners for Discussion on Issues

Associate Grouping for Discuss with Discuss with a few of Discuss with
Achieving the Objective this whole the members of this nobody from
grouping? grouping (Clarify) this grouping?

Managing Board

Staff of the School

concerned with Teaching

Non-teaching Staff of the

School

Learner populace

Learner committee

Parents' populace

Council of Parents

School Board of Trust

Members

Society members from

Neighbourhood

Any other information

1.8 POLICIES OF SCHOOL GUIDANCE

The guidance policy of a school can be based on two factors

 external factors- the external factors focus on issues of legislation

  Internal school factors- it focuses on the various services and also teaching provide to the
learners.

You must be thinking that guidance, should somewhat concentrate on the learner rather than on the
laws. You are right in thinking so, but at the same time the guidance counselor should not ignore
legislative policy requirements. One thing that is important from the viewpoint of the learners is that any
guiding principle that is intended at humanizing the guidance programme of the school should be
welcomed by the task group. The main aim of the guidance policy in a school should be to provide
framework to promote the growth and development of each student at all the levels i.e. personal, social,
educational and career level.

Discussion may be conducted in the group concerned with the planning of the guidance progamme in the
school on the subject matter of formation of the guidelines. Basically one thing that is to kept in mind
is that the discourse mainly should concentrate on some policy that the group believe are connected to
guidance.

Discussion and debate on the probable significance of a present guidelines can also help in bringing
out an improvement and also enlightenment of the school staff associated with the provision of
guidance i–this infact a very essential component of planning of the school guidance . In fact from
time to time there should be review of the guidance policy on various aspects such as:

Is this guiding principle in any way related to the private, societal, instructive, or vocation growth of
learners?

The schools that are at secondary or senior secondary level follow many measures that are verbally
said to be a guideline or a policy of the school on which everybody agrees but this information may not
be available in written form ( such as if a learner is not feeling well during the school time or if a
learner leaves the school during the school hours). The school policy should be prepared in a written
form and this should form a procedure of guidance group concerned with the guidance plan of the
school

The school guidance-planning group may wish to consider some of the school’s habitual guidance
practices/procedures and explore the necessity of putting them into written format. The school
guidance-planning group should take into consideration these policies. Indeed, there may be written
policies already in existence in the school, covering the areas of the personal, social, educational, or
career development. These can be referred to in the School Guidance Plan. They do not have to be
copied word for word—a reference to them may be sufficient. The written policies can be developed on
various identified areas by the school guidance planning group. The policies can be on the areas such as:
equality, special needs, home work, using information technology, crisis response, anti-ragging,
discipline, careers, extra-curricular guidance, counseling, confidentiality.

As per the context of the school depending on the learners, their background and requirements, the
guidance policy of the school may be modified also. In order to formulate the school guidance policies
the relevant practitioner of the field, school staff, parents and various stake holders should be involved.
Following steps should be taken to formulate a school policy with respect to guidance.
  The first draft of the school policy may be prepared by the relevant practitioner. In this the
description of current practice may be drawn up by relevant practitioner.
 Discussion on the first draft may be conducted by the school guidance-planning group
 The first draft may be amended in the light of discussions by the school guidance-planning group
 Consultation process: Second draft may be circulated for comment to:
 Board of Management
 parents
 staff
 students/student council
 Third draft may be prepared in the light of consultation
 Third draft may be submitted to Board of Management for ratification
 If the third draft is accepted then it may be adopted as a policy

Some traditional and practiced measures are moderately inconsequential and there is no need to put
them in the format of guidelines or in other word well-stated [Link] group for providing
school guidance ought to consider which practices should be recorded as prescribed strategies.

1.9 MAKING AN ASSESSMENT OF SCHOOL’S EXISTING GUIDANCE

PROGRAMME

A problem that faced by the schools is the fragmented nature of the school guidance service. The
complexity of the number of people involved in the provision of guidance has led at times, to a less than
efficient use of guidance resources. In order to clarify what guidance takes place, a school guidance-
planning group should be entrusted the task of taking stock of the school guidance programme. A
completely filled in format/outline can be of great help in knowing the gap areas in the guidance
programme of the school in which there is need to pay attention. It would also help to know the area
where it is essential improve in terms of access to the guidance .An initiative in this direction can be
made under the areas of:

 Individual And Societal

 Learning
 Vocation

A sample format is given below:

1. What individual and social instruction happens at this school? (For instance: guiding, inviting
speaker, adhering to a good diet week, and so forth.)

Group from Part of the Curriculum that is That is not a Part of the Curriculum
which Class in Time table which is in Time Table
 Class I a. 1.
b. 2.
c. 3.
Class II a. 1.
b. 2.
c. 3.
Class III a. 1.
b. 2.
c. 3.
Class IV a. 1.
b. 2.
c. 3.
Class V a. 1.
b. 2.
c. 3.
Class VI a. 1.
b. 2.
c. 3.
Other Classes a. 1.
b. 2.
c. 3.

2. Which kind of career related learning is happening in this institutionl? (For instance: knowledge of
various courses, development of abilities for searching or looking for a jobs, vocation awareness
related meetings, conferences for awarenss of different professions, and so on.)
Class Curriculum That is part of Part that is Not Within the Curriculum
Grouping the Time –Table that has been Time –Tabled

Xth Class a. 1.
b. 2.
c. 3.
XIIth Class a. 1.
b. 2.
c. 3.
Other Class a. 1.
b. 2.
c. 3.

3. What kind of guidancehappens at this school? ( with regard to various issues for example, subject
decision, study aptitudes, inspiration, and so on.)
 Class Group Part of Time-tabled Curriculum Outside Time-tabled Curriculum

First Class a. 1.
b. 2.
c. 3.
Second a. 1.
Class b. 2.
c. 3.
Third Class a. 1.
b. 2.
c. 3.
Transition a. 1.
Class b. 2.
c. 3.
Fifth Class a. 1.
b. 2.
c. 3.
Sixth Class a. 1.
b. 2.
c. 3.
Other a. 1.
Classes b. 2.
c. 3.

CHECK YOUR PROGRESS 1.1

1. How is planning a school guidance programme helpful?

2. Who all can be the members of the Task Group? State any five.
3. What are the aspects regarding which the members of the task group be made aware of during the
formation of the task group?
4. Give steps that a task group should adopt for evaluating the school’s resources.
5. Why should the task group evaluate the school’s resources?
6. State the categories in which the school guidance plan can be classified.

1.10 CARRYING OUT A SCHOOL GUIDANCE REVIEW

Anappraisal of the complete guidance service of the school is an essentialelement of guidance plan of
the school. It comprises of :

 Collecting important data as a premise for making basic decision

 Analyzing the datawith a perspective to recognize needs that are not at present being met and
listing out the areas in which prirty is to be given
The information ought to reviewed with all the guidance partners who are pertinent . The group
concerned with the planning out of the school guidance programme should be able to give a serious
though to as to consider as to who might be included in the review . A valuable beginning stage in
doing a review might be to investigate to investigate and find out the area in which the learners require
support.

A format for various aspects related to school guidance may be prepared. Certain key questions focusing
on school guidance planning may be prepared and included in the format. A sample format is given
below:

Sample Format/ Template for conducting a review of the Areas in which the Learners Require
Support

Area where learners need support Main Key are on which a Question can be
asked for Guidance Planning for the
School Guidance :
Whether this is regarded as issue related
to quality input for the learners?
Whether there is some kind of stipulation
for the challenged learners

Whether there is some kind of stipulation

for the learners who are coming from
minority groups
Whether there is some kind of stipulation
for the learners from disadvantaged
sections of the society

Provision of opportunity for Guidance

Societalindividual and fitness education

In leading their investigation of these parts of the school's procurement of of support for students, the
group concerned with the planning out of the guidance programme may likewise utilize the continuum on
excellence. The continuum may consist of reference points such as:

 Significant qualities (having consistent strength)

 Strengths exceed shortcomings (a greater number of qualities than shortcomings)
 Weaknesses exceed qualities (a greater number of shortcomings than qualities)
 Significant/real shortcomings (consistently feeble)
The grouping is required to consider what proof is needed in order to empower them to choose which
point of reference direct apply in best way towards the school's procurement for sustaining a support for
the learners .

1.10.1 Consulting Students in the Guidance Reviews

Students may also be consulted in conducted a review of the programme. A sample format for collection
of information from students is given below:

Guidance spot Question that is related to the guidance which

need to be asked to

On the whole what kind of

guidance is being provided

Whether the advice from the

teachers is accessible ?

Whether the expert who is

providing guidance and
counseling to the learners is
accessible?

Do the learners get some help

related from outside /Consultant

Availability of information
related to different vocation

Access to a Counselor

Subject matteroption-

choice/option/ job opportunities

Dissemination of the knowledge

related to choice of subject

Activities that are related to

career opportunities

Anti-ragging policy- Whether it is

in operation or not?

Any additional information on a

relevant area of concern
1.10.2 Consulting Staff in the Guidance Review

In addition to this a questionnaire for review by staff members may also be prepared. A sample questionnaire is
given below:

Sample Questionnaire

You are required to mark in relevant column any five Please indicate ticking in the appropriate column the five
area which from your viewpoint are the area of concern and require special attention .

Guidance Areas in which work is to be done in the school Choose 5

 appraisal, taking a test and reporting of learner’ improvement
 Scheduleregarding the days on which the college is open
 Knowledge regarding job opportunities that are available to the
children
 Induction progarmme for the new entrants
 Information given to parents of new entrants in the college
 Linkage with trade houses for career awareness
 Linkage with society
 Linkage with the guardians
 Linkage with senior secondary schools and higher education
institutions
 Discussion with the guidance team of the school
 Strategy adopted for grouping the children
 Kind of discipline
 Differernt activities apart from the curricular activities conducted
 Inclusive education opportunities
 Variety of disciplines and subjects
 Meeting the needs of the disadvantaged
 Meeting of learners with the staff
 Collection of information from learners and its dissemination
 Inspiration strategies adopted for the learners
 Availability of options in terms of subject matter for learners at
primary level
 Availability of options in terms of subject matter for learners at
middle class level
 Availability of options in terms of subject matter for learners at
secondary level
 Availability of options in terms of subject matter for learners at
senior secondary level
 Additional information
 You may list out some other area e if you feel that the area of priority as
per your viewpoint is not available in the list given in this table

One strategy that can be adopted is that this kind of questionnaire or any other tool constructed for the
purpose can be disseminated in a staff meeting and the staff members can be asked to complete it there
and then and submit . This data can be tabulated , analyzed by the group constituted for the purpose of
guidance planning in the school. After this the results can be communicated to all the members in
another staff meeting . Dis

Entire appraisal effort conducted by different associates should be compiled in a single report in order
to get a holistic look. This will also help in looking for array, resemblances in the available
information. This also shall facilitate areas in finding out crucial areas in which progress or
improvement is to made. Preparing acommuniqué of this evidenceand disseminating it among all is
significant measure which should be taken up seriously by the group concerned with planning of the
guidance programme at the in school.

1.10.3 Action Planning

An important constituent of the planning guidance programme is action planning. As a consequence of

the appraisalphase of planning the school is inspired to take initiative in finding out the particular in which
intervention for guidance is required. The [Link] the school in this regard should be concrete and
isuseful. Thus it very important that an action plan should be worked out. In order to ensure effective
planning ensure that the targets and objectives should be specific and they should be:

 Measurable
 Achievable
 Relevant
 Timed

Even a solitary improvement aspect might necessitate development of a number of plans for action so
as to facilitate the anticipated development and progress. The planning group concerned with guidance
in the school may ponder and deliberate upon various issues and consequences which can be very
useful. Some of the questions on which planning group concerned with guidance in the school may
ponder upon are as follows:

 What will be our aim with regard to that particular part in which the improvement is to
be made?
 What will be strategy by which the plan of action which is to implemented is
safeguarded?
 What will be the expectations of the planning group concerned with guidance in the if
the plan of action that is employed is working in a prper way?
 What will the signs that indicate that progess /development is taking place?
 Is it required that the entire plan of action should have a mid-term reviw?
At this point you may be thinking as to why we need to conduct the evaluation of the
School Guidance Planning. Evaluation of the school guidance planning is essential as it:
  Helps in finding out whether proper headway is taking place in the plan of action or
the project undertaken in guidance
 Helps in realizing whether the plan of action or the project undertaken in guidance is
having an effect or not?
 Aids in identification of the aspects in which success is taking place and also the
aspects which require thoughtfulness and further action.
 Facilitates in concentrating on the continuing programme of guidance planning that is
taking place in the school
 Ensures that the plan of guidance takes off and does not remain untouched
 Ensures that guidance planning is given due importance and is also kept front
position while making out a plan of a school.

At the time of conducting an appraisal of the Guidance Plan of a school ensuing steps can be taken:

 Decision regarding whether what is required to be assessed?

 Collection of required information, figures through documents/reports
 Organizing the data , analyzing it and carrying out interpretations
 Consolidating and concluding from the analysis
 Doing reflective thinking on the report and drawing out implications
 To take the necessary follow up on the basis of recommendations drawn out from the
implications.

Given below are examples of two situations in which action planning has taken place in order to review
a school guidance plan.

Illustration A:

In case a school has to organize an induction programme of a duration of one week for its newly
inducted learners, the appraisal of this programme can be conducted in the following manner. In this
case the relevant learners can be asked their opinion. After getting this the data so obtained can be
organized/ tabulated. Interpretations can be drawn out of this tabulated data. The conclusions drawn
out from interpretations can be disseminated and noted down for future planning. The information can
be obtained by using formats such as:

Measures taken by the school that were Measures taken by the school that did
of great help to me in the initial week in not help me at all in the initial week in
the school. the school.

1. 1.
2. 2.
3. 3.
 Any ideas as to how this school could help next year’s new students?

Example B:

Similarly, if a school has run a Subject Options Programme for its Class X pass outs, evaluation could
be carried out as per the format given below. The relevant students could be asked for their views, the
data collated and analyzed, and the findings can be communicated and used to inform future planning.

Things that helped me choose a subject Things that made it difficult for me to
for Secondary School Level choose a subject for Senior Secondary
Level

1. 1.

2. 2.

3. 3.

Any ideas as to how the school could help students in choosing subjects for senior
secondary level next year?

Record maintenance is also very important Separate record should be maintained for each guidance
activity/service. For example for orientation services a register may be maintained for each guidance
activity/services. For orientation services a register may be maintained for detailing the activities
organized, dates, the target group, the place, the outcome and the feedback. Similarly for other services
files/registers should be maintained. Under counseling services detailed record of each counseling case
with the dates of interviews should be kept. Such records can be maintained in the computers also.
Maintaining the records in the computers can be much more helpful in a variety of ways as the data is
not stored in big thick files and it can be accessed very easily any time.

CHECK YOUR PROGRESS 1.2

7. “Evaluation of the school guidance planning essential” Give reasons to support the statement.
8. While undertaking the evaluation of school guidance planning what steps should be followed?

1.11 LET US SUM UP

After reading this unit we have learnt that a school is required to develop and implement a comprehensive
guidance plan keeping in mind the population of the area, socio-cultural traditions of various groups in
the society, the resources and other guidance relating activities available in the area. The nature of
guidance activities varies according to the level of classes also. A well planned programme serves needs
of all the students and meets the needs of individuals of all ages whenever he needs them.

The Counselor should constitute a Guidance Committee or a Task Group comprising of some members
from the school and some from the outside for making a guidance plan .In order to plan the meetings of
the Task Groups certain templates/ formats may be created. Yearly guidance activities should be planned
in consultation with the task group. In order to be effective, planning should be real and it must be based
on accurate data Evaluation of school’s resources is an essential requisite for a clear description which, in
turn, is the base for policy and for planning. At the initial stages when the school is just starting the
procedure of planning a guidance programme for the learners it will be useful to develop a planning file
or folder instead of a finished plan. Planning file or folder is the documentation of the steps taken in the
work and work accomplished so far. The guidance policy of a school can be based on two factors, namely
external factors and internal school factors. As per the context of the school depending on the learners,
their background and requirements, the guidance policy of the school may be modified from time to time.
In order to formulate the school guidance policies the relevant practitioner of the field, school staff,
parents and various stake holders should be involved.

The group concerned with working and planning the guidance should elucidate about the kind of
guidance activities taking place in the school. The group concerned with working and planning the
guidance should entrusted the task of taking stock of the school guidance programme. A completely
filled in format/outline can be of great use in recognition of loop –holes if any in existing provision of
the guidance services and illuminating the aspects that need of improvement.

1.12 UNIT END ACTIVITIES

i) Imagine yourself to be the head of the task group of Rainfall Public School. Make a template for
planning the meetings of the task group.

ii) Prepare the review guidelines/templates for the involvement of staff and students in guidance
reviews. Administer these guidelines on 10 teachers and 30 senior secondary level students of a
school. On the basis of their inputs review the guidance programme being conducted in the
school.

1.13 UNIT END EXERCISES

1) “In order to organize school guidance programmes in an effective manner it is essential that the
school guidance programmes should be well-planned”. State in brief the steps taken to plan a school
guidance programme.
2) What is a school guidance planning folder? State the information enclosed in a school guidance
planning folder.
3) State the need of school guidance partners associated in developing a plan for guidance in school.
4) “In order to clarify what guidance takes place, a school guidance-planning group should be entrusted
the task of taking stock of the school guidance programme”. Imagine yourself to be the member of
task group. State the steps you will take to accomplish the above mentioned task.
5) State the steps that should be followed while undertaking the evaluation of school guidance planning.

1.14 ANSWERS TO CHECK YOUR PROGRESS

1) The planning of a school guidance programme makes it more focussed and helps in a number of ways
as it promotes guidance within the school. It also facilitates staff involvement in guidance activities rather
than making it as one person’s responsibility. It provides direction for the future. It is student- focused
looking at the school in terms of different areas , For instance providing facilities for the following
learners :
i. Who have special need in education
ii. Who have certain disadvantage in terms of their background
iii. Coming from minority community

2) The following members can be a part of the task group (any five):
 Guidance Counselor
 Principal/ Principal’s Nominee
 Home/School/Community /Teacher
 Parent Teacher Association(PTA)/ Mother Teacher Association ( MTA) member
 Anyone from the staff team who is interested in taking part
 Anyone from the staff team who is responsible for providing support service to the learners
 Class Instructor/ Tutor
 Principal/ Vice- Principal

3) During the formation of the Task group the group members should be made to:
 Having a clarity about their function and responsibilities
 In the context of the work of the group they should have arrived at and consented on the
meaning of the term school guidance
 Should be aware of the developments and news of what is taking place in other schools in the
case of planning guidance programmes.
 Should be aware of the point from where the guidance plan of the school should start.
  Should be aware of the person whose advise is to be taken in context of the guidance plan of
the school.
 Should be aware of the information that is available in black and white and that can constitute
part of plan of guidance at the school.
 Know the appraisal strategy that is to be adopted- whether it is in interview schedule or a
questionnaire
 Should have knowledge of strategy to be adopted for conversing with the associates involved in
the plan of guidance in the school

 The resources that will be required-such as interest inventory, personality test etc.

4) A simple approach to evaluation is in two steps:

i) Provide colleagues, parents and students with copies of the school guidance service
values/mission statement, policies and the previous year’s objectives.

ii) Ask the questions:

 What is going well?

 What needs to change or be added to the provision of guidance in the school?
 How can the person responding to the questions assist in/help develop the school provision of
guidance?

5) For managing the school resources in such a way that all aspects are delivered the task group needs
to evaluate and plan out the resources.

6) School guidance planning can be classified in the following three categories:

 Three Year Planning: It is advisable to have a broad plan which could be in place over a span of
three years. The annual plan or objectives for the year reflect the broader goals for three years.
 Monthly Planning: Each month of the school year has many activities in common, but there are
specific months that need to be highlight for specific activities.
 Daily Planning: This implies good management of time, resources and of the unexpected.

7) Evaluation of the school guidance planning is essential as it:

 Helps in finding out whether proper headway is taking place in the plan of action or the
project undertaken in guidance
 Helps in realizing whether the plan of action or the project undertaken in guidance is having
an effect or not?
  Aids in identification of the aspects in which success is taking place and also the aspects which
require thoughtfulness and further action.
 Facilitates in concentrating on the continuing programme of guidance planning that is taking
place in the school
 Ensures that the plan of guidance takes off and does not remain untouched
 Ensures that guidance planning is given due importance and is also kept front positionwhile
making out a plan of a school.

8) While undertaking the evaluation of School Guidance Planning the following steps may be followed:

 Decision regarding whether what is required to be assessed?

 Collection of required information, figures through documents/reports
 Organizing the data , analyzing it and carrying out interpretations
 Consolidating and concluding from the analysis
 Doing reflective thinking on the report and drawing out implications
 To take the necessary follow up on the basis of recommendations drawn out from the
implications.

1.15 REFERENCES

 Ballback, Jane & Slater, Jan (1998). Unlocking your Career Potential. A.H. Wheeler & Co. Ltd., New
Delhi.
 Bengalee, M.P. (1984). Guidance and Counselling. Seth Publishers, Mumbai.
 Conger, Stuart D. (1994) Policies and Guidelines for Educational and Vocational Guidance, UNESCO
International Project on Technical and Vocational Education.
 Crites, John O. (1969) Vocational Motivation (Chapter 9). In vocational Psychology, McGraw Hill
Book Co., New York.
 Crites, John O. (1969). Vocational Psychology – The Study of Vocational Behaviour and Development
(Chapter 4). McGraw Hill Book Col., New York.
 Downng, I.M. (1968). Guidance and Counselling Services. An introduction. McGraw-Hill Book
Company, New York.
 Ghose, Jaanti (1997). How to Plan your Career. UBS Publishers, Distributors Ltd., New Delhi.
 Lock, Robert D. (1987). Taking Charge of Your Career Direction – Career Planning Guide, Book 1,
Books Cole Publishing Col. Pacific Grove, California.
 Tandon, Kumkum (1993). Career Options in Science and Technology. UBS Publishers, Distributors
Ltd., New Delhi.
 Tandon, Kumkum (1993). Career Options in Humanities and Commerce. UBS Publishers, Distributors
Ltd., New Delhi.
 Career Counsellig Constructive Approach – edited by Mary Mc Maton and Wendy Paton – Rout
ledge.
Web Sources

 Planning the School Guidance Plan, School Development Planning Initiatives [Link]
 [Link]
 U. Collins, Managing the school Guidance Service,
[Link]
 [Link]
 S. Harkaran, D. Joydip, [Link] Harbax, Bhatti. "Dynamics of a prey-generalized predator system
with disease in prey and gestation delay for predator" Systems and Environment, June 2016,
Modeling Earth Systems and Environment
 [Link]
UNIT-2 GUIDANCE ACTIVITIES IN ELEMENTARY SCHOOL

STRUCTURE

2.1 Introduction
2.2 Objectives
2.3 Need for Guidance at Elementary Stage
2.4 Guidance Activities at Elementary Level
2.4 .1 Thematic Guidance Programmes /activities
2.4.2 Classroom Guidance
2.4.3 Small Group Workshops
2.4.4 Play Therapy
2.5 Role of Elementary School Guidance Workers
2.5.1 Responsive Services
2.5.2 Orientation
2.6 Let Us Sum Up
2.7 Unit End Activities
2.8 Unit End Exercises
2.9 Answers to Check Your Progress
2.10 References

2.1 INTRODUCTION

Today’s young children are living in an exciting time, in an increasingly diverse society, new
technologies and expanding opportunities. To help ensure that they are prepared to become the next
generation of parents, workers, leaders and citizens, every student needs support, guidance and
opportunities during childhood, a time of rapid growth and change. Children face unique and diverse
challenges, both personally and developmentally, that have an impact on academic achievement. The
elementary years are a time when students begin to develop their academic self-concept and their feelings
of competence and confidence as learners. They are beginning to develop decision-making,
communication and life skills, as well as moral values. It is also a time when students develop and acquire
attitudes toward school, self, peers, social groups and family.

Early identification and intervention of children’s academic and personal/social needs is essential in
removing barriers to learning and in promoting academic achievement. The knowledge, attitudes and
skills that students acquire in the areas of academic, career and personal/social development during these
elementary years serve as the foundation for future success. Hence, it is very much essential to provide
guidance to the elementary students. In this Unit we will be going through the guidance activities for
elementary school students.

2.2 OBJECTIVES
After this unit, you will be able to:

 Describe the need for guidance at elementary stage.

 Explain the goals of elementary guidance programme.
 State the different thematic guidance programmes/activities that can be conducted for
elementary level students.
 Select suitable activities for conducting guidance of elementary stage learners.

2.3 NEED FOR GUIDANCE AT ELEMENTARY STAGE

People often feel that at elementary stage there is no need of guidance and that children need guidance at
secondary and senior secondary stage only. But the case is not so. A guidance worker has to lay strong
foundations on which each and every pupil could develop himself in the desirable direction. At
elementary stage children have very little exposure to the world of work. If they have seen a teacher,
grocer, bus conductor having lot of change in his purse, traffic police man etc. their choice would be to
become the same in future. It is the responsibility of the guidance worker to provide children a greater
exposure to the world of work.

At elementary level it is essential that the children develop basic values and ethics of work including
dignity of labour, ability to work in groups, importance of systematic and planned work, taking advantage
of others’ experience, develop good entrepreneur skills and also provide the orientation towards various
jobs. The developmental needs of the child are also very important. As per the Maslow’ theory of
Hierarchy there is need to emphasize the developmental process up to self-actualization and both the
teacher and counselor have to support this development process. Here the objective of the guidance is
focused on aspects such as personality development, development of good habits in children, helping the
child in exploring his talents and creativity. At this stage guidance can provide students an exposure to
wide variety of activities, new learning situations and also meeting their developmental needs. Thus we
can say that the education and guidance go hand in hand at elementary stage. The purpose of the guidance
at elementary school is to help the child:

 Adjust himself to the school environment basically this is the level where the transition from
home to school takes place. At this stage the child learns discipline. In addition to this the new
relationships (such as those with the teacher and the friends) in addition to that of the parent-child
emerge.
 To make the school progress appropriate to his age.
 In managing his emotions in the new environment and new relationships.

Specific functions of the guidance at the elementary stage are to;

 Help children in coping with mal-adjustment and emotional disturbances
 Elementary school is the base where the child can have an idea and also experience the guidance
facilities available
 Help in learning to make decisions
 Learn to work and share in teams
 Occupational elements may be introduced to them
  The children may be given the concept of occupation by giving certain examples from the daily
lives like that of the grocer
 Children may be taken for the field visits where they can observe the people working.
 Help children to explore, understand and accept the environment and self.
 Develop their talents and creativity

At elementary level the emphasis of guidance would be on various activities that would help in learning.
In majority of the schools the elementary classes are single teacher classes, where the teacher has more
interaction with each individual student.

At elementary school level the guidance counselor should have the following information available with
him in order to share it with the parents and new comer children:
 About the school-physical facilities, schedule of holidays, timings, leave rules and regulations
 School activities related to study schedule, co-curricular activities
 Services available in the school such as transport facilities, availability of doctor
 Learning and facilities for coping with the learning problems
 Information for career exploration, development of right attitudes and giving concept of
occupation, i.e. career awareness
 Sports and games facilities

The methods of guidance at the elementary class level have to be interesting so that they can involve the
children as they get interested in them. There can be organization of games, film shows and other forms
of recreation so that the children learn to adjust and cope with their emotion al problem and also
environment.

2.4 GUIDANCE ACTIVITIES AT ELEMENTARY LEVEL

Before understanding the group guidance activities in elementary schools, it is essential to understand the
goals of the elementary school guidance programme. Some of the important goals of elementary
education are given below:
 Resolve problems that interfere with learning
 Develop an understanding of self and others
 Learn effective ways of communicating and interacting to enhance positive relationships
 Accept responsibility for one’s behavior
 Acquire positive attitudes towards the school environment
 Learn effective problem solving and decision making skills
 Develop an identity and to make decisions independent of adults
 Learn effective coping skills during the transition from childhood to adolescence
 Learn about societal and peer pressure and practice strategies for combating negative
Influences

So in order to ensure all round development of the personality of the child, the guidance programme at
elementary level should be focused on the achievement of above-mentioned goals.

Elementary school guidance programmes should recognize the unique nature of children with their own
diverse and varying needs, the importance of meeting these individual needs, and the necessity for
providing a supportive learning environment. While counselors are committed to supporting the academic
goals, they should also acknowledge the multi-dimensional aspects of fostering successful students which
must include emotional, psychological and social health.

Elementary school is the foundation of a student's academic career. Research supports that a child's
experience in elementary school has a significant impact on their life coping skills. During this period
there is rapid growth and development of the child. Environmental experiences during these years are
most critical. Consequently, elementary school years provide an excellent opportunity for teachers and
counselors to have a positive impact on the overall and long range development of children.

Main aim of elementary school guidance activities should be to help students, parents and teachers to
develop positive learning experiences. The activities should provide a variety of services and activities in
order to meet individualized needs of children and their families.

During the elementary-school years, the child usually can be helped to meet his problems of adjustment
in group situations by the efforts of an alert and a guidance minded teacher. Too much emphasis need
not be placed on the personal difficulties of the child by subjecting him to individual counseling
situations that will seem to set him apart from his schoolmates. A child needs to experience a feeling of
oneness with his group. If his fellow classmate begins to feel that he is receiving more or different
treatment from them, then it may be more harmful than beneficial for him. However, there are
instances of inability to keep up with the class or of tendencies to engage in behaviour that could be
considered as a deviation from that of the group. Such situations need individual attention. At this stage
the role of the teacher is very important as at this stage the teacher has to interact with the child most
of the time. Therefore the emphasis should be more on group activities. There is need of continued
interaction between the teacher and the guidance worker at the elementary stage. The teacher should
also be trained to deal with children at this time and also group dynamics.

2.4.1 Thematic Guidance Programmes/Activities

In order to provide a consistent learning and social environment throughout the elementary schools, the
school can provide thematic programmes and/or activities throughout the school year. All elementary
school counselors can organize campaigns on different themes such as supporting compassion and
kindness. This may be accomplished through a variety of activities including: poster contests, random
acts of kindness, bulletin boards, community activities, and classroom discussions.

2.4.2 Classroom Guidance

Classroom guidance should be conducted by the teacher once a week in each classroom with specifically
planned curriculum to meet the needs of all students. While classroom lessons are being taught in the
class along with it to the groups of students competency in decision making and increased career
awareness, and better understanding and respect of self and others can also be taught through different
methods such as role play, case study , discussions etc. A variety of teaching strategies can be used to
convey the importance of such issues while making it an enjoyable learning experience for the students.
The school curriculum along with imparting good education should focus on the development of three
vital skills in socialization and bully prevention which are: empathy training, problem solving and anger
management. Character education themes should also be introduced each month to the classrooms
through classroom guidance. Other topics can be: dealing with bullies, feelings, social skills, conflict
resolution, teamwork, and test taking strategies. Special topics of guidance may be taught at the parent's
request if they consult the class teacher and feel that their child is facing some problem. The different
types of skills that can be imparted among the children in a class are listed below:

Social/personal Issues

Social/personal issues can be imparted to students in classroom guidance like lectures on friendship,
respecting individual and group differences, what it takes to get along with others etc. Group guidance
can be given to students by giving lessons that contain the rationale, strategies, and examples of
interacting with others in positive ways that acknowledge and respect individual and group differences.

Academic Skills

Academic skills can be imparted in classroom guidance by the teachers like how to plan for educational
achievement, how to study and work for success, how to succeed in the grade etc. For example a teacher
while preparing students on planning for academic achievement may ask them simple questions that are
thought provoking.

What would happen if there was not any fixed time for breakfast, a time for lunch, and a time for dinner?
What would happen if a child watches television entire day?
What do students need to do to stay on the daily plan?
To the group of students the teacher can also explain as to why be it important to have a daily plan?
The teacher may also draw out suggestions from students and conclude.

Career Awareness

Teacher can provide very brief career awareness to the students of the class basically to explain to them
the importance of coming to school. In career awareness teacher can pick up topics like what do adults do
when they go to work, what adults did at their school when they were young, making your place in the
world etc. The students can also be asked to have a discussion on this topic.

2.4.3 Small Group Workshops

Small group workshops can also be used in the Elementary Guidance Curriculum.

The participants in small group counseling have a common concern, problem or goal that is discussed in
6-8 sessions which generally meet once a week for 30-40 minutes. A variety of techniques can be used:
role-playing, rehearsing, games, drawing, and puppetry. The main purpose of a group is for the group
members to realize that they are not the only one with a special concern or problem. One of the best
facilitators of change is positive support from adults and from a child’s peers. Groups are designed based
on the needs of the students. You have already studied about the groups and group dynamics in the Unit 2
of the Block 2 (Individual and Group Guidance) of this course material.

Inputs are required from parents, teachers, the administration and the students for deciding what types of
group are needed. Some examples of small group workshops are:
 Stress reduction techniques and test taking strategies for students with test anxiety.
 Friendship Groups: The purpose of this small group is to provide activities that reinforce positive
relationships and teach interpersonal skills.
 Coping with Divorce/separation of parents: Small group counseling for children whose parents
are separated or divorced.
 Stop and Think: Impulse control strategies and reinforcement
 Coping with Deployment: Helping children whose parents are serving in the military

2.4.4 Play Therapy

Children by nature enjoy playing and [Link] a developmental point of view, play has been
determined to be an essential component of healthy child development. According to the psychodynamic
view, people (especially children) will engage in play behaviour in order to work through their interior
inhibitions and anxieties. In this way, play therapy can be used as a self-help mechanism, as long as
children are allowed time for "free play" or "unstructured play."

Play therapy can also be used as a strategy of guidance and counseling for elementary school learners.
This methodology is normally used with the children who are in the age range of three to eleven years.
The basic thought behind using this method is that teachers/ guidance workers can know and develop
an understanding about the children through play. The play provides an outlet to the feelings of the
young children in a very natural way. The information , comprehension and also whatever the child has
learnt is also exhibited by the play . The play helps children to learn and also to believe in themselves
and also others. Healing ability of the play can be utlised for remediation. This strategy helps to prevent
or resolve psycho-social challenges and achieve optimal growth and development. In elementary
schools, counselors establish better rapport with students if they modify their approach to counseling.
The recommended group approach for children under the age of 8 is a play approach.

Play Therapy is often used as a tool of diagnosis. A play therapist observes a client playing with toys
(play-houses, pets, dolls, etc.) to determine the cause of the disturbed behavior. The objects and patterns
of play, as well as the willingness to interact with the therapist, can be used to understand the underlying
rationale for behavior both inside and outside the session.

One of the strategies used by a play therapist is to use a type of systematic desensitization or relearning
therapy to change disturbing behavior, either systematically or in less formal social settings. These
processes are normally used with children, but can also be employed for verbally-impaired persons, slow-
learners, brain-injured or drug-affected persons. For example if there is a child, who had experienced a
specific stressful situation, if the therapist/teacher will engage in free play and while playing the
therapist/teacher will introduce play materials related to the stress-evoking situation allowing the child to
reenact the traumatic event and release the associated emotions.
CHECK YOUR PROGRESS

i) Explain the purpose of elementary school guidance activities.

ii) State any two functions of elementary school guidance activities.
iii) Give the information that the guidance counselor requires.
iv) Explain classroom guidance.
v) Explain small group workshops. Give its two examples.

2.5 ROLE OF ELEMANTARY SCHOOL GUIDANCE WORKERS

Elementary school years set the tone for developing the knowledge, attitudes and skill necessary for children
to become healthy, competent and confident learners. Through a comprehensive developmental school
guidance programme, guidance workers/ counselors work as a team with the school staff, parents and the
community to create a caring climate and atmosphere. By providing education, prevention, early
identification and intervention, school guidance workers can help all children achieve academic success.

Elementary school guidance workers/ counselors are professional educators with a mental health
perspective who understand and respond to the challenges presented by today’s diverse student
population. Elementary school counselors don’t work in isolation; rather they are integral to the total
educational programme. They provide proactive leadership that engages all stakeholders in the delivery of
programmes and services to help students achieve school success.

Elementary school counselors/guidance workers implement the counseling programme by providing:

 Academic support, including organizational, study and test-taking skills
 Goal setting and decision-making
 Career awareness, exploration and planning
 Education on understanding self and others ,peer relationships, coping strategies and effective
social skills
 Communication, problem-solving and conflict resolution
 Substance abuse education
 Multicultural/diversity awareness
 Academic planning
 Goal setting/decision- making
 Education on understanding of self, including strengths and weaknesses
 Preparing Children for Transition plans
 Responsive Services
 Individual and small-group counseling
 Individual/family/school crisis intervention
 Conflict resolution
 Referrals
In order to implement the counseling programme, the guidance workers /elementary school counselors
have to collaborate with parents, teachers, students and administrators. Let us examine some of the areas
in which they work with each one of them one by one:

With parents they work to provide: Parent education Communication/networking Academic planning
College/career awareness programmes One-on-one parent conferencing Interpretation of assessment
results

With teachers they work to facilitate: Classroom guidance activities Academic support, including
learning style assessment and education to help students succeed academically At-risk student
identification and implementation of interventions to enhance success

With the administrators they work to make: Make school climate better Behavioral management plans
School-wide needs assessments Student data and results Student assistance team building

Students Peer education Peer support Academic support School climate Leadership development
Community Crisis interventions Referrals Career education

2.5.1 Responsive Services

Responsive services address the immediate needs and concerns of the students. Its main purpose is
prevention and intervention. The topics of responsive services include divorce, family issues, drop out
prevention, academic concerns, drug abuse, loss, truancy etc. These services include not only the services
that are direct in nature but also those that are indirect. These are accessible to all the learners. Responsive
services are planned and goal-focused.

Counselors have special training to respond to the needs and concerns of students, and the cooperation
and support of the entire staff is necessary to address student needs. Students may self-refer or be referred
for counseling services by parents or school staff. There are five methods of service delivery in
responsive services. Those methods are: (1) consultation, (2) individual and group counseling, (3) crisis
counseling, (4) referrals, and (5) peer facilitation.

Responsive services are premeditated and also set to achieve certain specified goal. Direct as well as
indirect services are included in the responsive services. These services are accessible to all learners .
Infact the instant requirements and concerns of learners are addressed by this component of the
comprehensive school counseling programme . These services involve an an intervention that is taken
well in time to an upcoming problematic issue and helps in catering to the needs of the learners in that
context.
Consultation

The counselors have an important role as an advisor and they facilitate the learners
For the learners, their parents , school administrators, teachers and the community the counselors have a
crucial role as they can work as the consultant for them. Now you must be thinking as to what do we
mean by the term counsultation in the context of the counselor. The consultation is basically a supportive
method through which information and also thoughts on issues are shared with the learners. Basically
these are meant to serve the learners. Goal of the consultation by the counselor is to draw together certain
information and provide this information and thereby increase the skills of the person (i.e consultee) in
efficiently communicating with the learners.

Another crucial role of the counselor is to work as an advisor. As an advisor the counselor helps others to
reflect upon a problem and also build up their skills in such a way that they become capable of working
efficiently with the learners. For the consultation to be successful in achieving the desired objectives it is
essential that the counselor should have problem solving skills and also capability to make mutual
relations with the other experts. orative relationships with other experts.

Small Group Counseling

Small group counseling is conducted primarily as a remedial means of addressing specific issues. The
need for a counseling group is determined by collaboration between the counselor(s), administrators,
teachers and parents. The counselor selects group members whose needs and goals are compatible with
the goals of the group.

Small groups may consist of 6-12 students meeting for 8-12 sessions or as needed. Counselors work with
teachers in scheduling the group so that the student's absence from the classroom activities is kept to a
minimum. Counselors have to follow the ethical and legal guidelines in providing group counseling
services.

Small group counseling allows student to develop insight into themselves as well as others. It provides an
effective and efficient way to deal with developmental and situational issues. The groups created by the
counselor deal with personal and interpersonal concerns. There are three types of group approaches. They
are: (i) Crisis Centered Groups, (ii) Problem Centered Groups, and (iii) Growth Centered Groups. The
types of groups that could be formed under any of these approaches can be on different issues related to
the students such as:

Issues that pertain to concept of self Relationships in terms of inter-personal relations

Skills pertaining to social domain solving a problem/ making a decision
learning skills skills of communication Managing Anger Failing in school Troublesome and disobedient
conduct Lack of /poor adjustment Self identity Management of Trauma Resolving on areas of
disagreement Sorrow and defeat Split-up
Counseling pertaining to Crisis: Another important area of counseling is Crisis counseling. This kind of
counseling is normally momentary in character and it is given the learners and families who have to face
a disaster situation. This kind of counseling is done in a urgent situation. It involves steps such as
intervening in the situation, conducting a follow up. It involves the measures of avoidance of such a
situation. Normally referral to the agency of the community can be made when it is felt that it is right.

Services for conducting appointment : The counselor also has to procure the services of the agencies from
the community, different service providers and also staff from other schools . This king of referral
services services can be utilized in situations when the counselor is not capable of mmeting the
requirement of the learners on his / her own.

Taking help from the Peer Group: An additional variety of the responsive services that take place in
the form of group councelling is facilitation by the peer group. While creating a facilitation group for the
peer group members it is important that the developmental akills are required to be taken into
consideration. In this a support system is developed by the councilors' who seve the role of identifying
and preparing the learners to serve as managers in situation of conflict, mentor , tutors, counselor and
mediators of the peer group. By this strategy the learner get help from their peers who make certain
change in them in such a manner that the learners are able to deal with issues pertaining to the personal
context and also give them extra support and also develop a capacity of getting along well with others.

Peer Meditation: Peer mediation programmes are offered to those students who are in conflict. For
example a few students in class Vth are facing some personal problem. In this situation a few trained IV
th and Vth class level peer mediators will assist them in resolving their problem through a step by step
process. These problems are typical, everyday issues that kids face during the school day that are often
referred to teachers but could easily be resolved by the students themselves through a peer mediation
process.

In the schools a peer mediator’s letter box can be made. Students can be asked to request mediations by
completing a request form and placing it in a peer mediation letter box. Letter boxes and forms can be
located in a prominent area of the school. The Vth grade students appointed as mediators should be in
charge of checking the mail, collecting the forms, and bringing them to the counselor. Mediation by the
peer is not only a method but also means by the way of which the learners from the alike age range make
initiatives and help in dispute resolution within a small group or amoung two three peer group members.
Changes that can be noticed among children who have undergone peer mediation include improved self-
esteem, listening and critical thinking skills, and school climate for learning, as well as reduced
disciplinary actions and less fights. These skills are transferable outside of the classroom. The process is
voluntary for both sides; peer mediators do not "make decisions" but rather work towards a win-win
resolution for both sides in order to avoid further trouble.
2.5.2 Orientation

Teaching a child to distinguish right from wrong and to behave accordingly is one of the goals of
learning. Hence, comes the importance of moral orientation to the young elementary students. Moral
development is the process through which children develop proper attitudes and behaviors toward other
people in society, based on social and cultural norms, rules, and laws. Moral development is a concern for
every parent. Here are some of the techniques that can be used fro effective orientation of the elementary
[Link] for elementary school students can include safety orientation which will cover topics
like school bus safety, lab safety, fire prevention etc. Moral orientation can also be provided to the
students.

The teacher/counselor should have props to arouse the interest of young children and easy understanding.
In addition to this the teacher should keep "rules" simple such as respect others, respect the library
materials and furnishings, and use your time wisely .In order to make the students involved the teacher
should tell the students a little about himself and have them each tell something about themselves. The
students can be guided by using props also. For example those students who do not take care of library
books or are careless in handling can be taught how to handle the books carefully by the following
activity:

The teacher/counselor may dress a book like a baby with a diaper and bonnet and use that to teach book
care to the elementary grade learners.

Would you leave a baby out in the rain?

Would you colour on a baby with crayons or pens?
Would you let your dog use a baby to chew on?

Sexual orientation is also an important part of elementary school guidance activity. Issues of sexual
orientation are relevant to multiple levels of the school community, including students, school
professionals, and schools as institutions. School counselors, with their developmental training, systems
perspective, and commitment to diversity, are unique and positioned to be leaders in efforts not only to
provide support for students engaged in the process of recognizing and accepting their own sexual
identities, but also to promote more sophisticated dialogue about issues of sexual orientation in schools.

On the whole a fully implemented comprehensive guidance plan and well managed guidance activities
organized for elementary school students in collaboration with parents, teachers, administrators in the
community does the following :
 Supports the needs of the elementary school students.
 Enhances academic success of the students.
 Provides for student individual and occupational planning.
 Provides a positive and safe learning learning environment.
 Provides for programme accountability.
CHECK YOUR PROGRESS

vi) How do elementary school counselors implement the school guidance programme?
vii) Explain one use of play therapy.
viii) What is the main purpose of Responsive Services?
ix) Name the five methods of delivery in responsive services.

2.6 LET US SUM UP

After going through this unit you have come to know about the importance of guidance at elementary
stage. Guidance is needed at elementary stage to help elementary school children develop a goal in life. It
is also required to help children develop basic values and ethics of work. The objective of guidance at
elementary school is focused on aspects such as personality development, development of good habits in
children, helping the child in exploring their talents and creativity. Guidance programmes at school
usually have the goals to fulfill all round development of children. In order to provide a consistent
learning and social environment throughout the elementary schools, the school can provide thematic
programmes and/or activities throughout the school year. Classroom guidance is the sharing of
information and skills through an organized curriculum for each grade level.

Teacher can provide very brief career awareness to the students of the elementary classes basically to
explain to them the importance of coming to school. Small group workshops can also be used in the
Elementary Guidance Curriculum. You also learnt in this Unit that the school counselors work as a team
with the school staff, parents and the community to create a caring climate and atmosphere for the
students. By providing education, prevention, early identification and intervention, school counselors can
help all children achieve academic success.

Children by nature enjoy playing and activity. Play therapy can also be used as a strategy of guidance and
counseling for elementary school learners. Play therapy is generally employed with children aged 3
through 11 and provides a way for them to express their experiences and feelings through a natural, self-
guided, self-healing process.

Responsive services address the immediate needs and concerns of the students. Its main purpose is
prevention and intervention. In addition to this orientation for elementary school students can also be
provided by the guidance worker/counselor on issues such as safety orientation which will cover topics
like school bus safety, lab safety, fire prevention etc. Moral orientation can also be provided to the
students.

2.7 UNIT END ACTIVITIES

You have been appointed the counselor of Sunshine Public School. There you meet a boy Ajay who is in
a state of shock after witnessing a major car accident. Explain the technique that you will employ to guide
and counsel the depressed child.

2.8 UNIT END EXERCISES

1) “Counselors not only counsel the students but also the parents, teachers and school administrators”.
Elaborate the above statement.
2) Why do we need to give orientation to elementary school students?
3) How is peer meditation helpful in elementary school guidance?
4) Give an example of a case according to which small group counseling will be the most useful
technique for guidance.
5) Explain crisis counseling.
6) How are thematic guidance activities helpful?
7) Explain the statement, “For overall development of a child elementary school guidance is
mandatory.”

2.9 ANSWER TO CHECK YOUR PROGRESS

1) The purpose of the guidance at elementary school is to help the child:

 Adjust him self to the school environment as basically this is the level where the transition from
home to school takes place. At this stage the child learns discipline. In addition to this the new
relationships (such as those with the teacher and the friends) in addition to that of the parent-child
emerge.
 To make the school progress appropriate to his age.
 In managing his emotions in the new environment and new relationships.

2) The functions of the guidance at the elementary stage are to (any two);
 help children in coping with mal-adjustment and emotional disturbances
 Elementary school is the base where the child can have an idea and also experience the guidance
facilities available
 Help in learning to make decisions
 Learn to work and share in teams
  Occupational elements may be introduced to them
 The children may be given the concept of occupation by giving certain examples from the daily
lives like that of the grocer
 Children may be taken for the field visits where they can observe the people working.
 Help children to explore, understand and accept the environment and self.
 Develop their talents and creativity
3) Elementary school level the guidance counselor should have the following information available with
him in order to share it with the parents and new comer children:
 About the school-physical facilities, schedule of holidays, timings , leave rules and regulations
 School activities related to study schedule, co-curricular activities
 Services available in the school such as transport facilities, availability of doctor
 Learning and facilities for coping with the learning problems
 Information for career exploration, development of right attitudes and giving concept of
occupation, i.e. career awareness
 Sports and games facilities

4) Classroom guidance is the sharing of information and skills through an organized curriculum for each
grade level. Classroom guidance should be conducted by the teacher once a week in each classroom with
specifically planned curriculum to meet the needs of all students. While classroom lessons are being
taught in the class along with it to the groups of students competency in decision making and increased
career awareness, and better understanding and respect of self and others can also be taught through
different methods such as role play, case study , discussions etc. A variety of teaching strategies can be
used to convey the importance of such issues while making it an enjoyable learning experience for the
students.

5) Small group workshops are used in the Elementary Guidance Curriculum. The participants in small
group counseling have a common concern, problem or goal that is discussed in 6-8 sessions which
generally meet once a week for 30-40 minutes. A variety of techniques are used: role-playing, rehearsing,
games, journaling, drawing, and puppetry. Some examples of small group workshops are:
 Stress reduction techniques and test taking strategies for students with test anxiety.
 Friendship Groups: The purpose of this small group is to provide activities that reinforce positive
relationships and teach interpersonal skills.

6) Elementary school counselors implement the counseling programme by providing:

 Academic support, including organizational, study and test-taking skills
 Goal setting and decision-making
 Career awareness, exploration and planning
 Education on understanding self and others Peer relationships, coping strategies and effective
social skills
 Communication, problem-solving and conflict resolution
 Substance abuse education
 Multicultural/diversity awareness
 Academic planning
 Goal setting/decision- making
 Education on understanding of self, including strengths and weaknesses
 Preparing Children for Transition plans
 Responsive Services
  Individual and small-group counseling
 Individual/family/school crisis intervention
 Conflict resolution
 Referrals

7) Play Therapy can be used as a tool of diagnosis. A play therapist observes a client playing with toys
(play-houses, pets, dolls, etc.) to determine the cause of the disturbed behavior. The objects and patterns
of play, as well as the willingness to interact with the therapist, can be used to understand the underlying
rationale for behavior both inside and outside the session.

8) Responsive services address the immediate needs and concerns of the students. Its main purpose is
prevention and intervention.

9) Delivery service in responsive service can be conducted five ways. These ways are (i) facilitation by
the peer, (ii) ) counseling of the group and that of the individual, (iii) conducting counseling in situation
of certain emergency such as disaster , (iv) conducting consultation and (v) doing referral .

There are five methods of service delivery in responsive services. Those methods are: (1) consultation, (2)
individual and group counseling, (3) crisis counseling, (4) referrals, and (5) peer facilitation.

2.10 REFERENCES

 Aggarwal, J.C. (1965), Educational & Vocational Guidance and Counseling. Doaba House, Nai
Sarak, Delhi.
 Chandra Ramesh (2009), Career Information, Guidance and Counselling, Isha Book, Delhi 33.
 Crow and crow (1962) An Introduction to Guidance, Eurasia Publishing House (P) Ltd., Ram Nagar,
New Delhi.
 Fullmer and Bernard (1972), Counselling: Content and Process, Thomas Press (India) Limited, New
Delhi.
 Hughes, K.L. and Karp M.L., Feb (2004) School Based Career Development: A synthesis of the
literature, Institute on Education and the Economy Teachers College, Columbia University.
 Idowu, Segun (1989), Choosing and Managing Your Career. University Press Ltd.
 Jones, Stefflre and Stewart (1970), Principles of Guidance. Tata McGraw Hill Publishing Company
Ltd., Bombay - New Delhi.
 Joubert C.W.T. & Crous F., Towards the very nature of Career, Career Guidance & Counselling, SA
Journal of Industrial Psychology 2005, 31 (3) 79-86.
 Kochhar, S.K. (1989), Guidance and Counselling in colleges and Universities, sterling Publishing
Pvt. Ltd., New Delhi 16.
 Myers G.E. (1941), Principles and Techniques of Vocational Guidance, McGraw- Hill Book
Company, inc New York & London.
 Patterson C.H. (1962), Counselling and Guidance in Schools: A First Course, Harper & Row,
Publishers, New York, Evanston & London.
 Tolbert, E.L. (1972) Introduction to Counselling, McGraw - Hill Book Company, New York.
UNIT-3 GUIDANCE ACTIVITIES AT SECONDARY AND SENIOR SECONDARY STAGE

STRUCTURE

3.1 Introduction
3.2 Objectives
3.3. Role of Guidance Worker at Secondary and Senior Secondary Stage
3.4 Methods of Guidance / Counseling to be Adopted
3.4.1 Discussion

3.4.2 Tutorial sessions

3.4.3 Debates

3.4.4 Seminar

3.4.5 Symposium

3.4.6 Panel discussion

3.4.7 Brain storming

3.4.8 Role playing

3.5 Activities Conducted by the Counsellor/Guidance Worker

3.5.1 First day Introduction activities

3.5.2 Team Building Activities

3.5.3 Group Counselling

3.5.4 Career Counselling

3.5.5 Educational Trips

3.6 Let Us Sum Up

3.7 Unit End Activities

3.8 Unit End Exercises

3.9 Answers To Check Your Progress

3,10 References

3.1 INTRODUCTION

Examine the following cases:

Meenal is 16 years old child studying in class X. Her parents are confronting a new problem after she has
joined class X. She has become very independent and does not inform them where she is going. Often
she quietly slips out of the home in the evening and comes back very late. Her parents complain that she
has does not inform them about her plans and is very secretive as she thinks that she is grown up. Her
parents also feel that she does not listen to them. She says that her parents do not understand her. Do
you know what the reasons behind the Meenal’s behaviour are?

Aseela is a student of Class XIIth. She is confused about her future what will I be doing after passing out?
and has a number of questions in her mind such as:

What am I really going to do?

Can I really get there? Will I be able to take admission later on in that institute?

Have I selected proper subjects?

If I don’t make it in the career field selected by me then what other options do I have?

Yes, you are right. During the secondary and senior secondary stage special problems occur as the
children are adolescents. The behaviour of adolescents becomes unpredictable and uncontrollable. This
may be called as transitional period between childhood and adulthood. The children want to be
independent. They do not want any interference in their life by the elders as they feel that they are
grown up. At this stage following type of problems occur, which may need attention of the guidance
worker:

Adjustment with the family members and new roles in the family as well as outside Problems pertaining
to academics and learning

The emotional changes and emotional in stability, physical development and physical needs

Problems of choosing the subjects for future education Unrealistic choices and aspirations

New interests and curiosities

Students at secondary and senior secondary stage have developed capability of non-concrete
intellectual reflective thinking and they accomplished fully in spoken skills are well developed. For
guidance in secondary and senior secondary stage the teachers and counselors can apply ways and
means that are very much alike to those that are employed with the adults. During this stage special
problems occur as the children are adolescents. In this unit we will be examining the various aspects
pertaining to guidance of children at secondary and senior secondary stages.
3.2 OBJECTIVES

After going through this unit, you will be able to:

 State the underlying reasons that lead to requirement of guidance at the secondary and senior
secondary stage.
 State the activities that can be undertaken by the guidance worker in order to develop team spirit
among the learners.
 Select suitable method for providing guidance to the learners at secondary and senior secondary stage
 Appreciate the role of guidance worker at the secondary and senior secondary stage.

3.3 ROLE OF GUIDANCE WORKER AT SECONDARY AND SENIOR SECONARY STAGE

The responsibility of guidance worker is to help the child in developing socially desirable behaviours and
also in developing productive habits. Individual guidance is as important as the group guidance stage.
Unlike the elementary level, the child comes in contact with a number of teachers at this level. The
activities of guidance worker at this stage are quite different from those at the elementary stage. The
activities may include orientation to various courses available, improvement in adjustment and social
relationships, provide information regarding the available career options elf understanding and
acceptance, looking for appropriate occupation. The guidance worker should also help the child in assess
his academic performance and the problems underlying it. At this stage the guidance worker may also
use psychological tests. At secondary school stage it is important to provide students information
regarding the opportunities available to pursue a career, career options at various levels, information
regarding avenues for higher studies.

During the secondary stage the counselors do certain specific functions. They administer tests and help
children in understanding themselves and taking career accordingly. They also provide information
about the options available after doing different courses and their suitability. In addition to this the
information regarding the tentative job openings through various educational streams. The counsellor
also orients them towards the status of employment, current and future trends, and requirements of
skills. The counselor also helps them in dealing with their problems relating to development. He also
helps them in choosing hobbies and leisure time activities. Counsellor develops communication skills,
self-direction skills and decision-making skills. He assists the potential dropouts with specific needs.
The senior secondary stage is the transitional period from the school to college or school to world of
work. The students also gain independence as they move out from structured and disciplined system of
school education to relatively free and independent atmosphere. While in school the progress of the
students is monitored however at college level the individuals are responsible for their own
performance. They are also considered as grown ups and different kinds of behaviours in adjustment are
expected from them. At this stage the students have a number of options. These options are going for
higher studies, taking up some technical courses, preparing for competitive examinations, looking for
various job opportunities on regular basis as well as on part-time basis. , exploring the institutions for
further education suiting their finances, etc. Therefore at the senior secondary stage educational,
vocational and professional guidance become important and should be integrated. The guidance
workers should provide information about a wide range of educational, vocational and technical
courses, list of institutions about the availability of these courses, their eligibility conditions, and their
preparation on one hand eligibility conditions, their preparations on one hand, the specific attitudes,
aptitudes and personality characteristics of each individual on the other. The counselor should also
provide information about the occupational field, eligibility conditions, the entry, remuneration and
perks, progress in an occupation and the information about the way of life that would be available after
choosing a particular career. For example if a student is opting for a course in call centre then the
student should be made aware of the life style of the call centre employees so that he comes to know
whether he is suitable for the job in a call centre or not..

In order to accomplish this task guidance worker/ counselor should collect, compile and disseminate to
the learners about education courses and opportunities. This task should be done by the counselor in an
authentic manner and should be updated from time to time. The counselor should also be vigilant
regarding the changes in the job market and the information should be updated from time to time in
this regard.

3.4 METHODS OF GUIDANCE / COUNSELING TO BE ADOPTED

At this stage a counselor can use a variety of methods for providing guidance /counseling to the
learners. These are as follows:

3.4.1 Discussion

The discussion mode can also be adopted in order to provide guidance to the students’ .For example a
theme such as ‘Career options in Home Science’ can be identified for conducting discussion with the
Home Science stream students of a school. This is a topic upon which each and every learner at the
secondary level/ higher secondary level who has taken home science can give an opinion. The teacher
may initiate discussion giving introductory remarks. Thereafter, learners contribute their views by
building up on each others opinions. It is very important that while the discussion is in progress, the
teacher/guidance worker should guide the direction of the discussion so that it does not spill over to an
altogether different area. Care should be taken to see that no remarks which will stifle the thinking of
the learners or make them afraid or diffident to express their thinking. Generally, inputs in a discussion
begin slowly as ideas come in, then, the tempo builds up wherein views which are supportive of each
other as well as contradictory pour in and towards the end the discussion tapers off. At this stage, a
teacher may be able to collate views and emerge with conclusive remarks. Discussions have the
potential to develop higher cognitive abilities besides enhancing knowledge and providing guidance in
any specific area.

The guidance workers can also organize “guided discussion”. In guided discussion, the leader more or
less teaches some portion by a lecture. However in this method there is little scope for peer to peer
interaction as major part of the interaction is from the learners to leaders or to the group. The leader
starts with and introduction followed by conclusion , summary and comments. That is why this method
is known as moderated group or leader guided discussion. Instead of simply giving lectures all the time
teachers can make lectures lecture beneficial by adding questions which may lead to group discussion.
Therefore unlike a normal lecture the guided discussion involves exchange of information between the
instructor and learner. In a lecture normally the instructor is central focus for transfer of information. In
guided discussion it is not so as in this case the instructor provides the information to the learners and
learners also in turn ask him/her questions.

There are many advantages of this method . These are:

There is much more interaction between the learner and the teachers.

A great control in maintained by the teachers over the content that is being taught as the teachers are
able to maneuver the discussion

This attracts the learners who are auditory in their learning style

Retention by learners can be checked by teachers through the questions asked by them from time to
time

This method is found to be easy by the teachers as it is just an adapted style of lecture

Normally learners are very much focused as they are aware that any time during the session they can be
asked to answer a question.
This is comfortable method for learners as they get a feeling of comfort while asking questions during
the group discussions.

The discussion can be organized in groups also. Conducting group discussions is a recent technique
through which not only the personality of the learners can be built but it is assessed also. It serves as an
all inclusive means for evaluating worthiness of a learner and the areas where there is possibility of
improvement in the personality of the learner.

The teacher/guidance worker should organize the class in groups the groups could comprise of 8 to 12
members who are able to convey their views on a contemporary topic honestly without any restraint in
a sociable way. Topics to the group of students will be given by the teacher/guidance worker. Depending
on the aim or the topic discussed in the group discussion process the group discussion can be divided
into the different type of categories. Some of them are:

(i) Group Discussion on controversial Issues

This type of discussion is characterized by a spirit of a hale and hearty democratic system which is built
upon open discussion on issues that are related to public concern. An essential component of the
training of learners involves conversation on debatable social, political and economic policies. Debatable
or in other word controversial issues are those on which there is lack of consensus .As a result there is
thoughtful discussion between the learners and also between the learners and the instructors on such
issue.

An opinion or a view can be regarded as an issue if there are a quite a good number of persons who do
not have an agreement on the contention and submission made with regard to the proposition. Issues
that are having a disagreement in terms of the explanations and solutions are regarded as contentious
or controversial in nature . They are based on the issues on which the views of the society are
segregated. From the above discussion we can conclude that the extent of the area or the subject
matter of the issues can be very wide. Such issues can be pertaining to problems at local, national or
international level. For example a topic such as “criteria for selection of equipment for play school” can
serve as a debatable issue for conducting discussions..Even though each issue may seem to be different
level of problem of public policymaking. But these topics may promote a wide array of piercingly
differing opinions.

Deliberations on contentious issues i.e the issue that are controversial in nature can help in providing
guidance to the children in a variety of ways. These are:
  preparing learners for their responsibility as general public in a pluralistic egalitarian state
 serving as a way of developing critical thinking among learners. By these deliberations skills
pertaining to cognitive domain of the learners are developed. During such deliberations the
learners get an opportunity to critically examining an issue by following a process such as
making their hypothesis, collecting and also evaluating substantiating proofs. As they are
share information with their peer group members they are able to gain more insights which
results development of critical thinking in them.
 Learners develop certain skills such as responding thoughtfully, listening vigilantly, speaking
carefully and willingly cooperating with others who are member of their group. Vital
attitude and communication skills are developed in the learners as they take part in
discussion. Well organized discussions also help in acceptance of varied views on any
single topic.

Conducting beneficial discussions of controversial issues is an art that requires skill and practice.
Teachers must pay careful attention to preparation for discussions, and the role they will take during the
conduct of the discussion to ensure that interactions will be fruitful. Each of the following points should
be addressed.

Making Choice of Topics for Discussion: At the time of choosing topics for discussion
teachers/guidance worker ought to think about their ' curiosity, understanding, and proficiency of the
learners about the topic. The topic or subject matter can be chosen as per its bearing to the life of
learners and also on the maturity level of the learners. In addition to significance of the topic to the
social order. i.e society sgould be taken into mind,

Training Learners for Conducting Discussions: Nowadays there is scarcity of opportunities in

classrooms for deliberations . There should be willingness among teachers/guidance workers to spend
time in preparing the learners in methods of conducting deliberations. Guidelines for conducting such
deliberations should be agreeably determined by the teachers/guidance workers and learners. The
teachers/ guidance workers and learners should be to recognize the importance of their role and also
the fact that they should be competent enough to establish a tempo and surge for deliberations. More
importantly it is required that the teachers/ guidance workers and learners should have put
endurance and practice .

Providing Adequate Information Sources: Ensuring that students are adequately prepared to handle an
issue in a discussion format requires that teachers provide informational resources, and that students
have an opportunity to acquire background knowledge prior to the discussion. Background information
may be provided through readings, lectures, films, guest speakers, or field trips.
Establishing an Open Discussion Climate: The creation of an intellectually safe environment for student
participation is one of the most important elements of successful discussions. Teachers should model
appropriate discussion behaviors by carefully listening to and respecting students' contributions.
Teachers/guidance worker must tolerate widely divergent views and encourage expression of them in
order to establish a non-threatening arena for the exposition of ideas. Students must understand that
they may not interrupt each other's comments, and that they may disagree without being disagreeable.

Maintaining Focus and Direction: One of the most common problems faced by discussion leaders is the
tendency for a stimulating discussion to go away from the subject. In addition to accomplish this it is
essential that they should be able to develop an agenda for discussion. The agenda for deliberations can
be developed around definition of the problem, drawing out interpretations from substantive proofs
and on the basis of them suggest possible way of addressing the problems . They should also be able to
relate the subject matter with the individual experiences of the learners and also hypothesize about the
resultant effects of adopting possible ways of the solution . During the discussion the teachers /
guidance workers can systematize and also summarize the inputs given by the learners.

Ensuring Intellectual Balance: Major responsibility of the teacher or a guidance woker is to moderate
the deliberations that are being conducted in the classrooms . This also makes sure that the learners are
able to get exposure to the complete assortment of varied perspective on any subject matter on which
deliberations are being conducted. Teachers/guidance workers must be able to seek an extensive range
of views on the the issues of deliberations. By chance if there is a situation that if significant points of
views on a specified subject matter are not articulated , then the teacher/ guidance working can draw
them out by cautiously questioning the learners . The guidance worker / teacher can also make the
learners do a pretend play to share their viewpoints on the chosen subject matter .

Achieveing Participation of All : In order to encourage reasonably good participation by all the
teacher/guidance worker can identify the shy learners and motivate them to participate, In addition to
this another aspect that is to be taken care of is that their certain learners who are very much frank in
their deliberations and sometimes it happen that they do not give an opportunity to the others to
participate. These children need to be given controlled and speak within the limits so that the others
are able to get equal opportunity. In order to regulate the participation of the learners one strategy
that can be adopted is that the learners can be givensame number of coins or tokens . Each time
whenever a learner speaks he/she has to use i.e. give one token or a coin. When all the learners use
their coins or token s only after that the next lot of tokens/coins can be issued to them. These tokens/
coins have to be issued in equal number to all. By this method equal participation of each and every in
the deliberations can be ensured.
Sharing of Their Own Individual Views by the Teachers’/ Guidance Workers: Sometimes it happens that
the guidance workers/ teachers may take a certain position on a contentious subject matter of
deliberations . But they should be must be agreeable to provide certain proofs and make it clear to the
class as to logic behind as to why they are taking such a position. Further to this should also be able to
inform them clearly that it is their one viewpoint which they are telling the class but their could be some
other view points also. All opinions on the contentious matters should be open to questioning and
examination. Teachers / guidance workers must be able to think critically and examine their stand on
these issues and also allow learners to question them on taking a particular stand. In a democratic
civilization evry individual is free to take his/her own stand. Thus the learners should be given and
opportunity to examine the subject matter without any restraint. The teacher/ guidance worker should
not curb the learners in this matter.

(ii) Group Discussion on Current Issues

Raising student awareness of global issues is increasingly important as the countries of the world
become more interdependent. At the same time, consuming domestic news with a critical eye is
vital to enhancing democracy and defeating narrow-mindedness. The group discussion on current
issues helps students in a variety of ways:

1 This develops an understanding in the learners about the contemporary issues , action and also
about th international perspective.

2. Each day engage the class by dividing them in groups and to each group the teacher should give a
different or current happening and stimulate discussion in the group by asking them questions like

What are your view about the feelings of the concerned people who are caught up in such a situation?

Will you be concerned if the same situation occurred in your own community? What are the underlying
reasons of such a concern on your part?

On the basis of your views do you feel that you should be concerned?

Do you feel that certaining happenings in this situation would have either directly or indirectly affected
you?
3 In order to facilitate the learners to be taught about the contemporary happenings one good way
is to make them work either in small groups or in pairs. By working in this manner they can be
asked to finish a project on the contemporary subject matter of concern. The projects can be role
plays on the problem, making power point presentation or if the problem is in their state the
teacher can even ask students to collect local data and then discuss it with class Similarly after
each student there will be a prolonged group discussion among the students about the facts
presented which will help in increasing awareness about the current events.

In a situation in which the learners are giving an answer after discussing and deliberating with their
peer group on the question asked to them in that case the proportion of right answers naturally
increases. As a result of interaction with the peer group members another thing that happens is that
the learners develop a good understanding of the subject matter. This also happens because of the fact
that learners get influence by their knowledgeable peer group members.

3.4.2 Tutorial sessions

They are form of strategy which particularly facilitates guidance of learners is the tutorial. Generally it is
an informal interaction between teacher/guidance worker and the learner in which the learners share
the specific problems with the teacher / guidance worker and they examines these deeply and solutions
are provided on individual basis. Depending on the extent of rapport, the range of problems shared and
discussed may vary. It is flexible and can be adjusted to suit the needs of the learner.

3.4.3 Debates

It encourages learners to sharpen their analytical thinking skills. In course curriculum we do find specific
issues which are controversial and which lend themselves to being viewed from different angles. For
instance, consider an issue ‘should boys pursue a course in beauty culture’. Some may think ‘yes’ and
some may say ‘No’. The class may be divided into two groups in which learners will speak for the theme
and others against the theme. The most important basic requirement for using debates in guidance is
that the learners should have capacity to gather relevant information and process this information to
support and justify their stand in the controversial issue. Besides gaining information, learners learn the
skill of argumentation as they react to their opponents. The teacher/ guidance worker guides the
learners in gathering information. Chairing the proceedings he helps the group reach conclusions
through a post debate discussion.
3.4.4 Seminar

This is a method in which learners need to engage in extensive reading and concentrated study. A theme
may be selected as for instance, ‘Contribution of communication skills in success at work place’. This
theme could be distributed to students to present contributions made by the missionaries to education,
health, social development etc. The students pursue a detailed study of these aspects through library
work. They develop a paper reflecting their study and analysis of the aspects studied. Preparation of the
seminar paper is a serious task requiring rigorous information processing. Information gathered is
studied, analyzed, and a standpoint with justification is presented before the group. The group members
listen to the presentation and benefit by gaining information. Also they may raise questions seeking
clarification or questions related to aspects not adequately covered in the presentation. The teacher
moderates the discussions of the seminar and finally puts the motion for vote in the house.

3.4.5 Symposium

When a topic of study is varied, has multiple dimensions, or is controversial, the teacher/guidance
worker may arrange for a symposium. In a symposium, speakers make detailed presentations of various
dimensions of the topic, for instance, a symposium may be conducted on ‘Occupational choices to
Commerce Stream Pass outs’. In this case, speakers would examine a series of related aspects such as
new companies opening in India, successful entrepreneual ventures in commerce, etc.

3.4.6 Panel discussion

In a panel discussion topic which is complex or controversial is examined. Questions related to the
theme may be collected in advance and handed over to the members of the panel. The panelists come
prepared with answers. For instance, consider a controversial theme- ‘Should separate girls’
polytechnics be set up in India?’ A number of questions may be raised as follows: Where in India should
such polytechnics be set up? Should some private organizations also set up these polytechnics? Should
there be any age limit for students in these polytechnics? etc. The questions are arranged in a pre-
determined order by the moderator and these are raised sequentially. The panelists give their reactions.
Later, they may react to the views presented by the co-speakers. They may also answer any new queries
which are posed to them.

3.4.7 Brain storming

A mode of guidance which keeps learners very active is brain storming. For instance, an issue like ‘how
exams can be made less stressful’ may be taken up for brain storming. Students express themselves
freely on the topic. They are encouraged to express their views. These are accepted without any kind of
criticism or doubt. All the views expressed by the learners are noted down. In a brain storming session
there is ample opportunity for the learners to express their creativity. After all the views are collected,
the teacher/ guidance worker along with group evaluates the ideas and takes in those which are feasible
to address the problem being confronted. In many practical problematic situations in higher education,
brain storming can be used to encourage a participatory approach in the solution of the problems and in
making students responsible for the decisions taken.

3.4.8 Role playing

Guidance is effective if real life situations can be simulated in the class room. For instance, it may be
simulated in the class in order to understand the importance of vocational education. The
teacher/guidance worker may set the background of the situation and students may enact the roles
without any inhibition.

CHECK YOUR PROGRESS 3.1

1. Why the senior secondary stage is regarded as transitional period?

2. What considerations should be kept by teachers/guidance worker while selecting the discussion
issues?

3. What do you mean by the term “guided discussion”?

4. In what kind of situations /topics the debates are used?

5. What is the role of guidance worker during debate?

3.5 ACTIVITIES CONDUCTED BY THE COUNSELLOR/GUIDANCE WORKER

In order to accomplish his task the counsellor/guidance worker can conduct a variety of activities. While
secondary and senior secondary school is a very social place, not all students easily make new friends.
There are many ways by which guidance workers get to know their new students while facilitating group
interaction. Planning a self-revealing, interactive session for one of the first days of school can be a
rewarding activity for everyone involved. Not only is it an excellent way for a teacher/guidance worker to
get to know her students, but a fun activity can set a positive tone while helping students get to know their
classmates as well. Most of the secondary and senior secondary stage students like using different media.
Counsellors/Guidance workers can use this interest of children when planning activities to facilitate
introductions in their class. In this section various activities conducted by the counselor /guidance worker
such as those used for facilitating interactions of the students on the first day of school, team building
activities etc. are discussed. Let us examine what they are

3.5.1 First day Introduction activities

The secondary and senior secondary stages are the stage of transition and at this stage in order to get
the required course stream the students have to change section within the same school or they have to
join a new school. Being adolescents the learners feel shy in making friends in the new class. At this the
guidance worker/counselor can organize introductory activities for the students. These activities serve
as the ice-breaker and help in developing feeling of association among the learners. A few exemplar
activities are mentioned below:

Movie Clip Introductions

This activity should allow students at least two days of preparation. During the first day of school,
teachers/guidance workers/counselors should instruct their students to identify a movie clip that reveals at
least one aspect of who they are, how they define themselves, or something they feel is very important.
Students should plan to show the clip or read a short transcript from a movie.

On the first day of school, the teacher can present a movie clip to reveal something about her/him to
provide a model for the class as well as to foster a positive, sharing environment.

Favourite Song Presentations

Students should select a song that has meaning for them and plan to play one minute of the song for the
class. Students can also prepare a power-point presentation or overhead transparency containing the song
lyrics. Then, students should either explain why they selected the song or ask other students to interpret
what it may reveal about them.
Apart from using media for self expression and introduction, creativity of the students can also be used.
Opportunities for creative self-expression do not need to be limited to art class. Teachers can encourage
students to reveal one or more important qualities that make them unique by selecting one of the
following options.

Self-Expression Collage

For this option, students can be asked to design a collage on poster board that reveals them from a variety
of perspectives one defining characteristic of themselves. Once students complete their collages, they
should find another student who shares a similar point of view expressed through his collage and discuss
the similarities with that student. Then, the pair can be asked to present their two collages in the class.
Two-Way Interview

This introduction activity can be completed on the first day of school. Teachers can provide students with
a list of question and instruct them to interview at least five other students. They should write down each
student’s response to the questions and later share them with the class. Here are some possible questions:

What is your favourite colour?

How can you describe yourself in one sentence?

With what emotions do you associate it?

Journalistic Tactics

Students should be instructed to get “just the facts” with a teacher-provided questionnaire. This includes
uncovering the’ who’, ‘what’, ‘where’, ‘when’ and ‘how’ of each interviewed student. Questions can
include the following.

What is your full name?

What is your favorite subject?

What career goal do you have?

Where have you lived throughout your life?

When did you move to this area?

How do you feel about this upcoming school year?

The primary goal of any of the above introduction activities is for students to develop a level of comfort
with their classmates. After all, they will be engaged in discussion and collaboration with each other
throughout the year. The additional benefit is that teachers can learn about their students quickly and use
unique information to help them remember students’ names and interests.

3.5.2 Team Building Activities

Secondary and senior secondary stage students are altogether different from elementary school learners.
They have a lot of ego which shatters to pieces, if you do not treat them well. Hence, you have to be
extremely careful while interacting with this group. Firstly, you have to inculcate a strong feeling of
'belongingness' in them. Since, the children at this stage tend to be a bit self-centered, it is imperative that
a guidance worker should teach them how to work together, as a team. Following are some team building
exercises activities ideas and games for secondary and senior secondary stage students.

Set Your Own Rules

It is customary for teachers /guidance worker to hand out lengthy, printed sheets of rules and regulation,
which the students are supposed to abide. Since, students are not involved in the entire process; they pay
marginal attention at the printed sheet they receive. Instead, if you ask your students to pen down the set
of rules and regulations which they are expected to follow, then it'll be a lot more effective option. Divide
the class in teams of 4-5 students and ask each group to write down the set of rules. You can later hold an
open discussion with the entire class to shortlist the rules, and of course you can add some of your own
'absolutely essential' rules as well. Ask a student to write the shortlisted rules on a paper and stick it on
the classroom wall. Since, students drafted their own rules; they are more likely to adhere to them.

Blind Builders

Divide the class in teams of 3 students each, with 1 leader per team. Every team gets a copy of building
structure they are supposed to be constructing, along with the building material. Only leader has the
access to the structure, but he cannot touch the building material. All he has to do is, direct his team mates
in such a way that they replicate the structure from the provided building material. This helps the class to
understand the importance of giving precise instructions and executing them to the word. This is also one
of the best ice breaker activities for secondary and senior secondary stage students.

Tic-Tac-Toe

This is a usual tic-tac-toe game, but with a difference. For this the guidance worker can divide the class
in two teams, X and O. Arrange nine chairs in three rows and three columns. After that the guidance
worker may start asking questions, either from academics or general. The group that gets the answer
correct gets to sit on the chair. Whichever group finishes first, either diagonally, horizontally or vertically,
wins. This is one of those team building activities for secondary and senior secondary stage children,
which cultivates winning spirit among secondary and senior secondary stage students.

Obstacle Course

The guidance worker can get a few items for the students to 'step-over', 'walk around' or 'duck-under'.
Arrange them at strategic locations within the classroom or play area. Divide the class in teams, with
three members per team. One of the team members starts the race, blindfolded, while his team members
instruct him appropriately to overcome the obstacles in his path. The blindfolded student has to entirely
rely on the instruction of his team mates to successfully complete the course. This fosters the feeling of
trust within the team members.

Change

The guidance worker may ask the students make two lines, with every student in one line facing the other.
He may ask the students from one line to closely observe their partner from the second line, limit the time
to 30 seconds. Then the students from one line close their eyes, meanwhile the students from the second
line change something about their appearance. It could be removal of glasses, reversal of shoes or
wearing an earring. When the students open their eyes, they have to find out what changed about the
appearance of their partner. The students then reverse their roles and the game continues. This is actually
one of the popular team building ideas for middle school students. However, a guidance worker can let
his secondary and senior secondary stage students play this game, by letting them chose their own
partner, so that they officially get to eye their object of desire.

3.5.3 Group Counselling:

At the secondary and senior secondary stage the group counseling sessions can also be organized. In the
beginning of the session a counselor may inform the students about the group. The best way to do this
is to mention the group (s) in classrooms as the counselor is delivering the guidance curriculum. First
he /she should screen the potential group members. After that he may select the group members.

Self-referrals are very important to school counselors. The best way that we know to increase the
number of self-referrals is for the counselor to be in the classroom. If you can build a positive
relationship with students through classroom activities and discussions, the students feel comfortable
and develop a level of trust with you. Students that have good social skills and self-esteem can be an
invaluable resource to students who are struggling in these areas. Recruiting model students into your
groups is far easier if students associate you with fun and interesting activities.

Ethically, it is unacceptable to conduct group counseling without screening potential group members.
Some students are inappropriate for group counseling in a school setting.

A pre-group interview is essential to determine the appropriateness of a particular student for your
group. Also, this interview can provide you with a sense of how committed the student will be to the
goals of the group. Fifteen minutes for each student will probably be enough time to make this
determination. It may seem lengthy, but this time will prove invaluable to you once the group gets
going. Having a student in the group who clearly does not fit in can create a negative climate that
impacts the students and the counsellor. For the selection of the group members the following criteria
can be worked out and used:
 • Siblings or relatives should not be in the same group.

• Children who are suicidal or who have a psychiatric diagnosis that indicates a need for
therapy.

• Children who habitually lie or steal.

• Children who are victims of abuse.

• Children who are in the midst of a crisis such as death unless your group is a grief group

• Children who are so different from the others that they may not be accepted

• Children who are extremely aggressive

In group counseling a variety of activities can be conducted. Examples of two such activities are given
below:

Activity -1

Choose a partner. Share your picture with your partner. Talk about each drawing. Your job when your
partner is sharing is to listen. You also might want to ask questions about what your partner shares or
share a feeling that you have had that was similar. Allow five to ten minutes for this phase depending on
the developmental level of the children (less time with younger children) and the energy level that you
observe. Share something about your picture with the group. In the group, you will have opportunities
to talk to each other about your drawings and experiences.

Activity -2

Have the students choose pictures that represent part of who they are. This is followed by the
processing phase. During the Processing Phase you can include students talking about why they chose
various pictures, what various pictures represent, likes/dislikes, etc. It is important for the counselor to
link comments made by a student to other students. If a student shares something that you think other
group members might relate to, you might say, “Does anyone else like that?” or, “Does anyone else ever
feel that way?” The purpose is to increase self-understanding and awareness, self-esteem, and hopefully
build group support and cohesion.
3.5.4 Career Counseling

Planning a career is very important however teenagers in secondary and senior secondary stage are
often confused and lack direction. Without proper guidance, they do not seem to know what to do or
where to go, and hence obviously it is very difficult for them to choose an educational path that will help
them achieve their career goals. This is where the career counselor steps in.

Career Counseling in secondary and senior secondary stage is very important because with the help of
trained professional and some scientifically designed tests, students and their parents might be able to
gain a good idea of a child’s educational talents and career aspirations lie. For example, Sita might have
excellent communication skills but this does not mean that she will make an excellent lawyer or would he
perhaps be better suited for a career in public relations? Hence, the ideal career for Sita can only be
recognized by a career counselor. Career guidance and counseling programmes aim to help students make
more informed and better educational and career choices. Among other things, career counseling
programmes at this stage may focus information on secondary and senior secondary stage course
offerings, career options, the type of academic and occupational training needed to succeed in the
workplace, and post-secondary opportunities that are associated with their field of interest. They also
provide teachers, administrators, and parents with information which can be used by them to support
students' career exploration and post-secondary educational opportunities.

Activities associated with career guidance and counseling programmes typically include:

Advising students and parents on secondary and senior secondary stage programmes and academic
curriculum, preparing them for college application and admission.

Planning and preparation for college admissions tests such as All India Engineering Entrance
Examinations, All India Pre- Medical Test etc.

Informing students about post-secondary financing that can be used to support advanced education and
training i.e. banks from which study loans can be arranged, agencies that give fellowships.

Developing career portfolios, which include test and grades results, examples of student work, and
resumes and cover letters to prospective employers.

Arranging work placements and community-based learning programmes to allow students to directly
experience workplace situations.
Sponsoring workshops, classes, focus groups, and special presentations that focus on job skills and
personal development.

Providing specialized counseling and intervention services to provide students with individualized
attention.

3.5.5 Educational Trips

School trips should usually be organized so that the students can learn new things as well as have a
great time with their friends and fellow students. School trips are also one of the fun school activities by
which you can get to know new people and make new friends. When you take the students for a school
field trip, it not only helps them socially but also educationally. You can take them to places which they
are studying about in their academic year so that they get some practical knowledge as well. Planning
and organizing a field trip is a responsibility and guidance workers need to do it in a team.

Secondary and senior secondary stage is where students from the age group 15 to 18 years are
admitted. In this age they are preparing themselves for their future careers in their field of interest.
Planning a field trip for such students can be quite a task as they will have their opinions for various
destinations. Considering that these trips could be their last chance of having fun with school friends.
Some school field trip ideas for secondary and senior secondary stage children can be universities that
provide information and tours of the courses they have. The teacher/guidance worker/counsellor can
take these students on overnight trips to industries and science labs throughout the city and outside so
as to explore new career options. Secondary and senior secondary stage students would love traveling
trips to many local business or corporate companies which will provide information about their further
opportunities.

CHECK YOUR PROGRESS 3.2

5. Why should a guidance worker organize an interactive session for one of the first days of school of
the secondary and senior secondary stage learners?

6. Write down any five activities associated with career counseling

3.6 LET US SUM UP

The guidance worker at senior secondary level should be able to help learners in their switch over of their
role from the safe cocoon of an educational institution to the arena of making occupational choices and
developing a future course of action. In addition to this he should be able to assist the students in knowing
and exploring the world of work. He should also be able to help them in matching themselves with the
world of work and making right choices. The guidance worker should assist the students in preparing
themselves for higher education, skill development and for specific occupations. He should assist the
students to excel in their fields and explore their personality and attitudes. He should be able to help them
in knowing the institutions that provide financial assistance. The guidance counselor should help in
solving their personal-emotional and social problems.

3.7.1 UNIT END ACTIVITIES

1. Visit any school in your area. Collect information about the number and nature of the different
guidance related activities conducted in an academic session. Interview some in-charges of these
activities on the strengths and weaknesses of these activities. Write a report.
2. Interview a college principal/head about the organizational challenges related to organizing guidance
for the secondary and senior secondary students.

3.8 UNIT END EXERCISES

1. Discuss the need and importance of guidance at the secondary and senior secondary stage?
2. Describe the role of guidance worker at the secondary and senior secondary stage?
3. What kind of strategies can be adopted by the guidance worker in order to facilitate team spirit among
the learners at secondary and secondary stage?
4. How is the role of guidance worker at elementary stage is different from that at the secondary and
senior secondary stage?
5. Why do children at secondary and senior secondary stage require the help of the guidance worker
when they are new in their class?
6. What points will you keep in mind while organizing group discussions in the class?
7. What points you will keep in mind while organizing educational trips for secondary and senior
secondary students?
8. Imagine you have to organize a career counseling session for senior secondary level students. How
will you organize it?

3.9 ANSWERS TO CHECK YOUR PROGRESS

1. The senior secondary stage is the transitional period from the school to college or school to world of
work. The students also gain independence as they move out from structured and disciplined system
of school education to relatively free and independent atmosphere. The students are responsible for
their own performance. They are also considered as grown ups and different kinds of behaviours in
adjustment are expected from them.
2. At the time of choosing the subject area for conducting the deliberations the teachers/ guidance
workers should keep in mind the knowledge , understanding , proficiency and also areas of interest of
the learners. The subject matter should also be relevant to the life of learners. It should also be
relevant to the community and humanity. It should be according to the level of maturity of the
learners.
3. Guided discussion refers to leader-guided or moderated group discussion. It usually follows a pattern
where the leader teaches partly by lecture, or at least offers an introduction and conclusion. Guided
discussion may involve some peer-to-peer interaction, but most of the interaction will be from
learners to the leader or the group in general. The leader offers a short summary and comment to
most, or all, sharing. In addition to lecture, the class can involve small group workshops each week.

4. Debates are conducted on certain specific issues which are controversial and which lend themselves
to being viewed from different angles.

5. The teacher/ guidance worker guides the learners in gathering information. Chairing the proceedings
he helps the group reach conclusions through a post debate discussion.

6. A self-revealing, interactive session for one of the first days of school is an excellent way for a
teacher/guidance worker to get to know her students. By this the students get to know their classmates
as well. T Since the secondary and senior secondary stages are the stage of transition and at this stage
in order to get the required course stream the students have to change section within the same school
or they have to join a new school. Being adolescents the learners feel shy in making friends in the
new class. At this stage the introductory activities organized for the students serve as the ice-breaker
and help in developing feeling of association among the learners.

7. Activities associated with career counseling programmes are (Any five of the following):

Advising students and parents on secondary and senior secondary stage programmes and academic
curriculum, preparing them for college application and admission.

Planning and preparation for college admissions tests such as All India Engineering Entrance
Examinations, All India Pre-Medical Test etc.

Informing students about post-secondary financing that can be used to support advanced education
and training i.e. banks from which study loans can be arranged, agencies that give fellowships.

Developing career portfolios, which include test and grades results, examples of student work, and
resumes and cover letters to prospective employers.

Arranging work placements and community-based learning programmes to allow students to

directly experience workplace situations.
 Sponsoring workshops, classes, focus groups, and special presentations that focus on job skills and
personal development.

Providing specialized counseling and intervention services to provide students with individualized
attention.

3.10 REFERENCES

 Aggarwal, J.C. (1965), Educational & Vocational Guidance and Counseling. Doaba House, Nai
Sarak, Delhi.
 Chandra Ramesh (2009), Career Information, Guidance and Counselling, Isha Book, Delhi 33.
 Crow and crow (1962) An Introduction to Guidance, Eurasia Publishing House (P) Ltd., Ram Nagar,
New Delhi.
 Fullmer and Bernard (1972), Counselling: Content and Process, Thomas Press (India) Limited, New
Delhi.
 Hughes, K.L. and Karp M.L., Feb (2004) School Based Career Development: A synthesis of the
literature, Institute on Education and the economy teachers college, Columbia University.
 Idowu, Segun (1989), Choosing and managing your career. University Press Ltd.
 Jenschke, Bernard, Career Guidance Challenges for the New Century Under An International
Perspective (1) Orientation of socieded - 2003 /[Link]. 4
 Jones, Stefflre and Stewart (1970), Principles of Guidance. Tata McGraw Hill Publishing Company
Ltd., Bombay - New Delhi.
 Joubert C.W.T. & Crous F., Towards the very nature of Career, Career Guidance & Counselling, SA
Journal of Industrial Psychology 2005, 31 (3) 79-86.
 Kochhar, S.K. (1989), Guidance and Counselling in colleges and Universities, sterling Publishing
Pvt. Ltd., New Delhi 16.
 Myers G.E. (1941), Principles and Techniques of Vocational Guidance, McGraw- Hill Book
Company, inc New York & London.
 Patterson C.H. (1962), Counselling and Guidance in Schools: A First Course, Harper & Row,
Publishers, New York, Evanston & London.
 Tolbert, E.L. (1972) Introduction to Counselling, McGraw - Hill Book company, New York.
 BLOCK - 4

INTRODUCTION TO COUNSELLING

This is the fourth block of the Course GC II : ‘Essentials of Guidance and Counselling’. There are 5 Units in
it. The selection and placement of the unit titles of the block revolves round the block theme. The units
included in it are:

Unit 1: Meaning, type, need and goals of Counselling, Counselling and Psychotherapy

Unit 2: Approaches and Techniques of counselling

Unit 3: Stages and Process of counselling; relationship building, core skills in

Counselling

The first unit titles Meaning, type, need and goals of Counselling, Counselling and Psychology. In this
unit basic concept of counselling is explained and its various types, needs and goals are delineated upon.
The special emphasis is laid upon client-centred, cognitive and behavioural types of counselling. These
types are explained along with some others types of counselling like group and family counselling. The
major emphasis is to accustom one with environs of counselling and understand the need and purpose
of counselling so that one can use administration and the interpretation of counselling in the
appropriate manner and contexts.

The second unit is on Approaches and Techniques of counselling. One of the major aims of this unit is
to bring the students face to face with the major approaches and techniques that are in vogue in the
modern counselling practice. In this unit both approaches and techniques of counselling are discussed in
detail. Some of the latest approaches and techniques are included.

Third unit describes Stages and Process of counselling; relationship building, core skills in Counselling.
The stages and the process of counselling appear to be similar; however, there is a great deal of
difference in the two concepts. So it is important for students to understand not only the meaning of
both the concept but also the steps that are involved in it.
UNIT-1 MEANING, TYPE, NEED AND GOALS OF COUNSELLING, COUNSELLING AND
PSYCHOTHERAPY

STRUCTURE

1.1 Introduction
1.2 Objectives
1.3 Meaning of Counselling
1.3.1 Definitions

1.4 Types of Counselling

1.4.1 Client Centered Counselling

1.4.2 Behavioural Counselling

1.4.3 Cognitive Behaviour / Therapy

1.4.4 Group Counselling

1.4.5 Family Counselling

1.4.6 Other Classifications

[Link] Directive Counselling

[Link] Non-directive Counselling

[Link] Eclectic Counselling

1.5 Need of Counselling

1.6 Goals of Counselling

1.7 Counselling and Psychotherapy

1.8 Let us sum up

1.9 Unit-end exercise

1.10 Further Readings

1.1 INTRODUCTION

Counselling as a practice has existed in one form or the other since time immemorial but as a
professional subject it has a recent origin. “In all cultures the elders not only set the norms of behavior
within that culture but also counselled the youngsters to follow the norms. In India, elders especially
parents and teachers thought that imparting counselling in the form of advice and guidance was one of
their fundamental, and seared duty”. The oft repeated adage; "Mata, Pita, Guru, Deivam" (Mother,
Father, Teacher, God) reminded the youngsters not only of the agents of counseling but also of the
priority as to who should impart counselling at various stages of life. Ancient epics of India are replete
with depictions of counselling. “Elders were only too ready to take up the role of counsellors and
youngsters sought counseling with prompt compliance. Many such incidents could be explained away as
mere acts of 'giving advice”'. But in most of those ancient transactions it is not difficult to see the
scientific practice and ethics of modern counselling techniques. The most widely acknowledges
counselling situation in the epics is that of the dialogue between Krishna and Arjuna in the battlefield of
Kurukshetra. Experts in this field are of the opinion that the culture of India with the above heritage is
potentially oriented to the modern techniques of counselling.

1.2 OBJECTIVES

The present unit will enable you to understand:

 Definition of counselling and meaning of basic concept

 Examine various types of counselling and their uses
 Explain the need of counselling and its objective
 Understand the goals of counselling in essence
 To explore difference between counselling and psychotherapy

1.3 MEANING OF COUNSELLING

According to the Webster’s Dictionary, “counselling is ‘mutual consultation or deliberation’. This

involves a minimum of two persons, the counsellor and the client, who comes to the counsellor for
counselling or consultation. In other words, counselling is talking to a professionally trained person, who
can help in expressing pent up feelings and worries, who can provide an insight into them and who can
help the client in finding solutions to her / his problems”. Counselling is a process between the
counsellor and the client in which solutions emerge as a joint venture of the two.

1.3.1 Definitions
Counselling is face to face communication by which a counsellor helps his / her client in making decision
or solve a problem. “Counselling is a helping process aimed at problem solving. It helps people to
understand themselves better in terms of their own needs, strengths, limitations and the resources they
can avail of. It brings about a change through the interpersonal contact along with the opportunity to
ask questions and to seek frequently needed help”. In counselling there are differences in training,
clients and setting, and even goals, however, the basic purpose of counselling remains the same, though
with different emphasis.

According to Good (1945), “ counselling is individualized and personalized assistance with personal,
educational, vocational problems, in which all pertinent facts are studied and analyzed, and a solution is
sought, often with the assistance of specialists, school and community resources, and personal
interviews in which the counsellee is taught to make his own decisions”.

According to Pepinsky and Pepinsky (1954), “Counselling is a process involving an interaction between a
counsellor and a client in a private setting, worth the purpose of helping the client change his / her
behavior so that a satisfactory resolution of needs may be obtained”.

According to Wrenn (1951), “Counselling is a dynamic and purposeful relationship between two people
in which procedures vary with the nature of students’ needs, but in which there is always mutual
participation by the counsellor and the student with the focus upon self-clarification and self-
determination by the students”.

A recent and much accepted definition is given by Burks and Stefflre (1979), “Counselling denotes a
professional relationship between a trained counsellor and client. This relationship is usually person-to-
person, although it may sometimes involve more than two people. It is designed to help clients to
understand their self-determined goals through meaningful resolution of problems of an emotional or
interpersonal nature”.

The definitions delineate following characteristics of counselling.

1. It is a process.
2. Counselling is for people with problems.
3. It is an interaction between the client and the counsellor.
4. Client has to be frank and forthright in his approach.
5. The counsellor has to keep confidentially regarding the client.
6. Counsellor has to listen to the client’s [Link] warmth and sympathy,
 7. Counsellor has to be non judgmental and non critical.
8. The client and the counsellor relationship is expected to be genuine.
9. Counselling usually works at the level of rapport and not at the level of transference.
10. Client’s conscious motives are explored rather than the unconscious motives.
11. It is a learning process and it enables personality development.
12. It aims at helping people make choices and act on them.

Check Your Progress 1

Notes: i) Write your answers in the space given below.

ii) Compare your answers with those given at the end of the block.

1. Define counseling in 3-4 lines?

…………………………………………………………………………………………..

…………………………………………………………………………………………..

……………………………………………………………………………………………

……………………………………………………………………………………………

2. The process which helps people to understand themselves is ……………….

3. Counselling involves an interaction between a counselor and a client. True/false.

4. Counselling is a non-dynamic relationship between two people. True/false.

5. Counselling is for people with psychological disorder. True/false.

6. Counsellor should be non-judgemental and non-critical. True/false.

1.4 TYPES OF COUNSELLING

The term counselling includes a number of techniques, all of which have the aim of helping emotionally
disturbed individuals change their behaviour so that they can adjust more satisfactorily to their
suroundings. Counselling methods generally fall into five categories:

 Supportive or client centred counselling, which helps the individual in understanding her / his
problem and make adjustments using her / his own initiative.
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1.4.1
Behavioural counselling, which focuses on modifying the behaviour of the patient, rather than
developing insight.
Cognitive behavioural counselling or cognitive behaviour therapy (CBT), which helps in
understanding the inner thought patterns which contribute to the depressions or fears.
Group counselling, where everyone discusses her / his problems together in a group.
Family counselling, where all the family members see the counsellor together and help in a
better understanding of the individual’s problems.

Client - Centred Counselling

During Supportive or Client-Centred Counselling, “the counsellor listens to a client’s worries with care
and patience. The method used is client-centred or non-directive counselling, a method developed by Carl
Rogers and his associates. Rogers emphasized that a patient is capable of making interpretations on her /
his own and that the counsellor should not attempt to direct the client’s attention to a specific topic or
situation”.

Client-Centred Counselling appears very simple, but in practice it requires great skills on the part of the
counsellor. “The client does most of the talking, while the counsellor listens with patience, usually
acknowledging and accepting the feelings the client has been trying to express. The purpose is to clarify
the feelings expressed by the client without judging or elaborating on them. What usually happens in this
type of counselling is that the client begins with a rather low evaluation of herself / himself, but in the
course of facing up to her / his problems she / he becomes more positive. In order to bring about this
change, the counsellor creates an atmosphere of support in which the client feels her / his worth and
significance”.

1.4.2 Behavioural Counselling

Behavioural Counselling involves “modification of the behaviour of the patient towards a situation or
emotions. This approach is also called behaviour modification and it aims at changing the problem
behaviour itself. Assuming that the maladaptive behaviour is learnt, techniques of learning theories are
used to substitute new and more appropriate responses for the maladaptive ones”. There are several
techniques used by behaviour counsellors.

 One technique used by the behaviour counsellors employs the principle of counter-conditioning,
also called systematic desensitization. “Here a problem behaviour is weakened or eliminated by
strengthening an incompatible response. Wolpe, who originated this method, demonstrated
how aversion to food could be taught to cats by giving them electric shocks in their feeding
cages. This anxiety response may be cured and the cat may be taught to eat in the feeding cage
again through the gradual process of feeding the animal elsewhere in the laboratory and
gradually bringing him closer to the place where shock had been given”. This is an example of
classical conditioning.
 In the other behaviour modification technique, operant conditioning principle is employed.
Here, the counsellor tries to eliminate those factors in the patient’s environment that are
reinforcing maladaptive behaviour. Positive reinforcement is also given to help learn more
adaptive behaviour. This “technique has proved effective in teaching seriously disturbed
children to talk, interact with other children, sit quietly at her / his seat and give appropriate
response to questions. The method involved not providing these children with regular meals,
instead, giving them bits of food for responses that approximated the desired behaviour.
Eventually the desired behaviour got established and did not require the reinforcement
anymore”.
 Another effective means of changing behaviour is modelling. This method has been found to be
very helpful in eliminating phobias. “The patient sees a model interact with her / his object of
phobia with lot of ease and enjoyment. Such modelling experience combined with guided
participation in which the subject is helped to handle the object of phobia, helps in eliminating
it”.

1.4.3 Cognitive Behaviour Counselling / Therapy

Cognitive-Behaviour Counselling or “CBT involves understanding of the thought patterns, which
contribute to the feelings of anxiety, depression, stress etc., and to help change responses to these. The
basic principle behind CBT is that the client and the counsellor / therapist work together to evaluate
problems and generate solutions”. For example, in order to help a person get over depression, the
therapist designs learning experiences to teach the client to monitor her / his negative thoughts, to
substitute more reality-oriented interpretations for such negative thinking, and to begin to alter the
behaviour associated with such thinking. “Behavioural strategies, such as, self-monitoring of mood,
activity scheduling, graduated task assignments, and role playing exercises are integrated with more
cognitive procedures such as focussing on changing negative thinking, reattribution, and decentring”.
A three-stage intervention programme is used in CBT to help clients to cope with stressful situations,

 In the first stage, the cognitive aspects of the stressful situation taught to be understood.
 In the second phase, the counsellor teaches the client cognitive (use of positive imagery, rational
self-talk) and behavioural (relaxation and breathing techniques) skills.
 In the third stage, the client practices the new skills in a stressful situation and thus learns to
cope with stress.

Cognitive behavioural counselling is the most popular therapeutic technique used by the
counsellors. It being a performance-based behavioural treatment, with a focus on cognitive representation
of events, both, the thought process as well as the maladaptive behaviour of the patient is corrected.

1.4.4 Group Counselling

Group Counselling techniques are used when people facing similar types of problems are clubbed in a
group and are treated by a counsellor. The counsellor encourages the group members to interact freely
and express their feelings and experiences. Although initially adopted to decrease cost and increase
efficiency, counsellors soon recognised a number of positive effects of group counselling that was not
found in one-to-one counselling.

This has many benefits –

 It is reassuring to knowing that others also suffer from similar problem.

 Under the guidance of the counsellor, the group members support, offer alternatives, and
comfort each other in such a way that the difficulties seem resolved.
 A climate of trust is developed in the group in which the members feel free to care for each
other.
 Group counselling offers an opportunity to give and get immediate feedback about concerns,
issues and problems affecting one’s life.
 Members in a group counselling session benefit by working through personal issues in a
supportive, and confidential environment.

“Group counselling often consists of ‘talk’ therapy, but it may also include other forms of therapy, such
as, expressive therapy, drama therapy, social therapy, play therapy and others. Generally found to be
beneficial, this method of counselling does not suit those who have some very personal and painful issues
to discuss”.
1.4.5 Family Counselling

Family Counselling is “a treatment technique for troubled couples or families. The main assumption
behind this method is that the family system is different from and greater than the sum of its parts and
must be observed as a whole in action”. In order to understand and help change the family, the counsellor
requires certain information, like, the facts about each member, the family’s history, it’s socio-economic
status, it’s culture etc. “Direct observation of interaction between family members, their relationships are
considered to be important factors in determining the psychological health of the family. This helps in
designing appropriate interventions in order to change family functioning and help the individual
members overcome their problems”.

“Family counselling is considered more effective than individual treatment when the problem involves a
dysfunctional marriage, or where the treatment of disturbed children and adolescents are required”.
Family counsellors are actually relational therapists, who are more interested in what goes on between
people rather than in people. “Depending on circumstances, a counsellor may point out to the family
interaction patterns that the family might not have noticed, or suggest different ways of responding to
other family members”. This may then bring about a change in the whole system, leading to a more
satisfactory systemic state.

1.4.6 Other Classifications of Counselling

Counselling is also classified in terms of directive, nondirective and eclectic counselling.

Figure showing (a) Directive, (b) Non-directive and (c) Eclectic counselling

[Link] Directive Counselling

In Directive Counselling, “the counsellor tries to direct the client’s attention to specific events in life,
such as, her / his relationship with the spouse or her / his childhood experiences. For example, in
psychoanalysis, the therapist tries to relate the patient’s problems to her / his experiences in her / his early
life. The realization and acceptance of the earlier traumatic experience helps in resolving it. Similar
technique is used to resolve problems in the family counselling sessions”. [Link] is the chief
exponent of this viewpoint. Such type of counselling involves six essential steps:

- Analysis- Collection of information from a variety of sources to accumulate data needed for an
adequate understanding of the client.
 - Synthesis- Summerizing and organizing the data so that they reveal the client’s assests, liabitities,
adjustments and mal-adjustments.
- Dignosis- Formulating conclusions regarding the nature and the cause of the problems exhibited
by the clients.
- Prognosis- Predicting the future development of the client’s problems.
- Counselling- The counsellor’s taking steps with the clients to bring about adjustment and re-
adjustment for the client.
- Follow-up- Helping the client with new problems or with recurrence of original problem and
determing the effectiveness of the counselling provided to him.
- Here the counsellor plays the major role, he does all that he can to get the counsellee to make a
decision in keeping with his diagnosis. He tried to direct the thinking of the counsellee 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 as directive or
counsellor centered or active approach techique.

[Link] Non-Directive Counselling

It was developed by Carl Rogers and his associates as a method of treatment “where the client arrives at
the insights into the problem herself / himself rather than the counsellor. They called it client-centred
therapy, implying that in this method, the client is the one who does most of the talking, clarifying her /
his feelings and getting things out of her / his chest. The counsellor is a passive supporter in accepting and
clarifying the expressed feelings, without judging and elaborating them. In the process the client learns to
face the problem and becomes more positive”.

This type of counselling is a growth experience. The goal is the independence and integration of the client
rather than the solution of perticular 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.

In this type of counselling, counsollors make use of few or no diagnostic instruments, except in typical
situations when the client is handicapped due to certain limitations.

[Link] Eclectic Counselling

There are many types of counselling methods other than those mentioned above. Most counsellors do not
stick to one method of treatment, instead they are open in their choice and select any technique they think
will help in the treatment of the problem. Some psychologists like Bordin believe that Rogers and
Williamson are towards opposite ends of the pole and the counselling methods may be 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. This is called an eclectic
approach. [Link], who is the exponent of this view, finds that “it is a possible for a counsellor to
alternate between directive and non-directive methods even in 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 techniques 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 refrence to etiologic diagnosis and the
indications of each individual case. The critical factor is not what method is used but rather the skill with
which it is used.
The process of eclectic counselling proceeds somewhat along the following lines:
i. Counselling may be 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. Often a tentative diagnosis is made which may include the collection of a case history and a
plan for counselling is formulated.
iv. To enhance the client’s self-understanding, informaton, about him and his background may
be gathered from various sources. The client needs to be helped to assimilate this
information.
v. Educational, occupational and social information, if needed by the client, may be supplied to
him.
vi. The client achieves emotional release and insights, alters his perceptions and attitudes about
himself and his situations.
vii. During the closing phase, the client makes decisions and plans, modifies behaviour, and
solves his problems.
viii. There may be follow-up contact, if needed.

No matter what method or view-point-directive, non-directive or eclectic is employed in the practice of

interviewing and counselling, counselling should have developmental preventive and remedial values.

In a different approach to treatment, the counsellor might want to modify the patient’s environment to
improve the client’s conditions. Many times this has helped to solve the problem. For example, when a
school child who was showing maladaptive behaviour in a school with a very competitive environment,
was shifted to another school where the atmosphere was less demanding, he showed marked improvement
in his overall functioning.

Check Your Progress 2

Notes: i) Write your answers in the space provided.

ii) Compare your answers with the answers given at the end of the unit.

1. List out three major types of counseling?

 …………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………………..

2. Client centred counseling was developed by ……………………

(a) Carl Rogers (b) Wolpe (c) Frend (d) Watson

3. Through which process and problem behaviour is weakened by strengthening an

Incompatible response-

(a) Supportive Process (b) Negative reinforcement

(c) Sensitive desensitization (d) None of the above

4. A three stage intervention programme is used in –

(a) Client centred (b) Group centred

(c ) Cognitive behaviour therapy (d) Family centred

5. The counsellor is a passive supporter in –

(a) Directive counseling (b) Non-directive counseling

(c) Eclectic approach (d) All the above

1.5 NEED OF COUNSELLING

A counsellor deals with people in different environment to help them solve their psychological,
behavioural and relational problems and achieve personal and social well-being. The area of counselling
is as diversified as the people needing it. Some of these include:

 Education: Counsellors in educational institutions promote and enhance student’s achievement

level through a guidance curriculum, individual planning strategies and responsive services.
 Career: Career counsellors help students in choosing their careers by giving them career-based
tests, which include tests for aptitude, interest and intellectual ability.
 Marriage: A marriage counsellor can help resolve troublesome differences and repeated
patterns of distress between couples.
 Family: Family counsellors help individuals in resolving their relationship problems by interacting
with and counselling their family members, individually, as well as in a group.
 Health: Health counsellors adopt a wellness model versus the more traditional and diagnosis
model. They emphasize the strengths present in all people and look for the positive aspect of
the self to enhance life.
 Sports: Sports counsellors motivate sportspersons to constructively channel their internal
resources and mitigate the risks they face.
 Personnl: Personnel counsellors work in organisations and help workers to resolve their
problems, like, low motivation, problem with management etc. They also help the management
in designing programmes and work schedules, which are worker friendly.
 Counselling for the aged: Gerontological counsellors counsel the older people. They listen
patiently to their problems and help them adopt a more positive outlook towards life.

1.6 GOALS OF COUNSELLING

“Willingness to listen, empathy and understanding of the client’s dignity, good communication skills,
non judgmental attitude (i.e. the counsellor should not bring his / her own values and impose them on
the client), maintenance of confidentiality, boosting their self confidence, improving family / community
relationship by providing encouragement and care are some of the virtues to be harnessed in a
counsellor”.

Counselling is a partnership of “experts”. The client knows more than anyone else about his / her own
life, wants and feelings. “For successful counselling, these experts must share their knowledge. This
partnership has a purpose to help the client make decisions or solve problems. People carry out their
own decisions best. That is the reason why, good counsellors do not make client’s decisions for them.
Instead, they help clients make their own decisions”. Also, the client can make good decisions when the
counsellor and the client share facts and feelings.
Counsellor’s job

The first and the foremost job of the Counsellor is to have a strong sense of belief in the capacity of the
client to change his / her behavior in the event of counseling process. Secondly, give clear, accurate
information to the client, in a simple and friendly language that can be easily comprehended by the
client. The language should be client specific and tailored to meet the needs of the client and should be
relevant to the given situation. Third, the counselor should exhibit care for client by facilitating a warm,
permissive and accepting atmosphere. Fourth, the job of the counsellor is to encourage problem-solving
by the clients and building self-esteem, self-acceptance and insight for the problem. Fifth, there should
be a clear-cut and unequivocal statement from the counselor about their commitment to work with the
client. Sixth, counsellor should assure his client about confidentiality and discuss the limit of
confidentiality. Seventh, exploring the problem(s), and asking the client to discuss their problem without
any inhibitions. Eight, counsellor should clarify to their client about the expectations of client from the
counselling. Ninth, it the job of the counsellor to describe to the client about what to expect from the
counselor and what the counsellor can offer in the counseling session; and the method of working the
counseling session. Tenth, to Help the client apply honestly the information, thus, gained to his / her
own life.

Client’s job

The job of the client is to describe in detail his/her personal situation and express his attitudes,
preferences, health conditions his concerns, expectations and fears, concerns honestly to the counselor
so that there remain no ambiguity in the client-counsellor relationship.

The client should ask questions and make sure of wishes and his expectations from the counselling
session. He should also develop a clear understanding of the ultimate objective of the counselling.

Dimensions of Goals

Parloff suggests that the goals of counseling and psychotherapy can be better understood if they are
divided into two categories: mediating and ultimate. The ultimate goal of therapy is to reduce
discomfort and increase the effectiveness of the client or patient in his biological and social functioning.
Mediating goals involve the counseling psychologist’s or clinician’s assumptions about the steps to be
taken in achieving the ultimate goal. For the person-centred position the ultimate goal is self-actualizing,
whereas goals like openness to experience, self-regard, rationality , creativity, Ethical living etc are really
client mediating goals. A second set of mediating goals, focused on counselor interventions rather than
on clients, would be that of providing high levels of empathy, genuineness, and non-possessive warmth.

For Clients

Openness to experience, self-respect

etc.
The highly self-actualizing or Fully
functional person

For Counsellors

Empathy, genuineness,

Figure shows: ultimate and mediating goals of person-centred counselling

Some of the different goals that are espoused either explicitly or implicitly by counselors are listed:

• Insight. “The acquisition of an understanding of the origins and development of emotional

difficulties, leading to an increased capacity to take rational control over feelings and actions’
(Freud: ‘where id was, shall ego be’).

• Relating with [Link] meaningful and satisfying relationships with other people: for
example, within the family or workplace.
• Self-awareness. Developing a more accurate sense of how self is perceived by others.

• Self-acceptance. The development of a positive attitude towards self, marked by an ability to

acknowledge areas of experience that had been the subject of self-criticism and rejection.

 Self-actualization or individuation. Moving in the direction of fulfilling potential or achieving an

integration of previously conflicting parts of self.

• Enlightenment. Helping client in arriving at a higher state of spiritual awakening.

  Problem-solving. Finding a solution to a problem that the client had not been able to resolve
alone.

 Psychological education. Enabling the client to acquire ideas and techniques with which to
understand and control behaviour.
 Acquisition of social skills. Learning and mastering social and interpersonal skills. Like
maintenance of eye contact, turn-taking in conversations, assertiveness or anger control.

 Cognitive change. The modification or replacement of irrational beliefs or maladaptive thought

patterns associated with self-destructive behaviour.

• Behaviour change. The modification or replacement of maladaptive or self-destructive patterns

of behaviour.

 Systemic change. Introducing change into the way in that social systems (e.g. families) operate.

 Empowerment. Developing skills, awareness and knowledge that will enable the client to take
control of his or her own life.

 Restitution. Helping the client to make amends for previous destructive behaviour.

 Generativity and social action. Inspiring in the person a desire and capacity to care for others and
pass on knowledge (generativity) and to contribute to the collective good through political
engagement and community work.

On the whole, “psychodynamic counsellors have focused primarily on insight, humanistic practitioners
have aimed to promote self-acceptance and personal freedom, and cognitive– behavioural therapists
have been mainly concerned with the management and control of behaviour. However, any valid
counselling approach should be flexible enough to make it possible for the client to use the therapeutic
relationship as an arena for exploring whatever dimension of life is most relevant to their well-being at
that point of time”.

1.7 COUNSELLING AND PSYCHOTHERAPY

A person who treats emotional and behavioural disorders, may also be called a psychotherapist. In fact,
there is no substancial difference between a counsellor and a psychotherapist. Both use psychological
methods in treating behavioural and emotional problems. The difference is only in the type of training
received. While a psychotherapist is a graduate in clinical psychology, a counsellor is a graduate in
psychology with training in guidance and counselling. The difference may also be in the types of
problems dealt by the two. “In general, counselling is a talking therapy, which helps individuals to deal
with specific life issues, whereas psychotherapy is used to deal with ‘deeper’ issues of experiences in the
past, which are still causing distress to the individual”.

Counselling is provided under a variety of different labels. “To employ a metaphor from the world of
business, there are a range of competing products that offer the consumer or client more or less the
same service. The upmarket version of the product is sold as ‘psychotherapy’, which is provided by
practitioners who are usually very highly trained specialist professionals, often with a background in
medicine’. “Psychotherapy can be a lengthy process. Although there is an increasing interest in forms of
‘brief’ psychotherapy, which may consist of a series of ten or twelve sessions, it is probably fair to say
that most psychotherapists would consider it necessary for clients to be in treatment for a year or more
for beneficial results to occur. The most expensive and exclusive version of psychotherapy remains
classical Freudian psychoanalysis”.

There has been considerable debate over the difference between counseling and psychotherapy. ‘Some
would claim that a clear distinction can be made between the two, with psychotherapy representing a
deeper, more fundamental or involved process of change with more disturbed clients. Others maintain
that counsellors and psychotherapists are basically doing the same kind of work, using identical
approaches and techniques, but are required to use different titles in response to the demands of the
agencies that employ them”. For example, “traditionally psychotherapy has been the term used in
medical settings such as psychiatric units, and counselling the designation for people working in
educational settings such as student counselling centres. One significant difference between counselling
and psychotherapy is that much counselling is conducted by nonprofessional volunteer workers,
whereas psychotherapy is an exclusively professional occupation”.

• Although it is used interchangeably with counselling, “psychotherapy is a more intense process

that requires a professional with a different experience, skill and study. The reason for the
confusion is that one very serious and eminient psychotherapist called Carl Rogers, called the
psychotherpy he designed counselling”. While that remains the origin of the term, counselling is
a limited, issue-specific intervention, such as what accompanies a doctor telling a patient that
they have AIDS or cancer.

• “Different from an altruistic act because psychotherapists are professionals who are paid for their
time. In fact, it is considered unprofessional for them to give or receive gifts of any kind outside
the contract during the time that they are in the client-therpaist relationship”. For more on why
this is important, read on transference and counter transference.
 • Psychotherapy can be done individually or in a group, dependent on the diagnosis.

• It can be done on the Internet, via email.

• It can take weeks or years. In a crisis, there are forms that are a few sessions.

• The process is structured.

• The word of a qualified psychotherapist is admissible in court in most countries and the
psychotherapist is usually legally bound to respect client-patient confidentiality.

• A psychotherpist must have credentials and in most countries must be legally certified.

• Psychotherapists who are clinical psychologists with medical degrees can prescribe drugs.

However, both counselling and psychotherapy can be viewed as activities distinct from advice-giving,
caring and teaching.

1.8 LET US SUM UP

Counselling begins with the wish or intention of the ‘client’, and can be summarized in the following
terms:

• Counselling is an activity that takes place when someone who is troubled invites and allows
another person to enter into a particular kind of relationship with them.
 A person seeks such a relationship when they encounter a ‘problem in living’ that they have not
been able to resolve through their everyday resources, and that has resulted in their exclusion
from some aspect of full participation in social life.

 The person seeking counselling invites another person to provide him or her with time and space
characterized by the presence of a number of features that are not readily available in everyday
life: permission to speak, respect for difference, confidentiality and affirmation.

 Permission to speak. This is a place where the people can tell their stories, where they are given
every encouragement to give voice to aspects of their experience that have previously been
silenced, in their own time and their own way, including the expression of feeling and emotion.
  Respect for difference. The counsellor sets aside, as far as they are able, their own position on the
issues brought by the client, and his or her needs in the moment, in order to focus as completely
as possible on helping the client to articulate and act on his or her personal values and desires.

 Confidentiality. Whatever is discussed is confidential. The counsellor undertakes to refrain from

passing on what they have learned from the person to any others in the person’s life world.

 Affirmation. The counsellor enacts a relationship that is an expression of a set of core values:
honesty, integrity, care, belief in the worth and value of individual persons, commitment to
dialogue and collaboration, reflexivity, the interdependence of persons, a sense of the common
good.

These are simple principles, but taken together represent an arena for support, reflection and renewal
that is distinctive within modern societies. Within this arena, the client and counsellor make use of
whatever cultural resources come to hand (conversation, ideas, theories, rituals, altered states of
consciousness, problem-solving algorithms, discourses, technologies) to achieve a satisfactory resolution
of the initial problem in living that initiated the decision to engage in counselling.

The potential outcomes of counselling can be understood as falling into three broad categories:

1. Resolution of the original problem in living. Resolution can include-- achieving an understanding or
perspective on the problem, arriving at a personal acceptance of the problem or dilemma and taking
action to change the situation in which the problem arose.

2. Learning. Engagement with counselling may enable the person to acquire new understandings, skills
and strategies that make them better able to handle similar problems in future.

3. Social inclusion. Counselling stimulates the energy and capacity of the person as someone who can
contribute to the well-being of others and the social good.

1.9 UNIT END EXERCISES

1. Visit a counsellor’s clinic and understand his methodology to deal with clients.
2. Visit a school and meet the school counsellor to study the problems faced by students.

1.10 FURTHER READINGS

1. Rogers, C.R. (1951) Client- centred therapy. Boston: Houghton Mifflin

2. Rogers, C.R. (1942) Counselling and Psychotherapy, Boston: Houghton Mifflin

3. Parloff, M.B, (1967) Goals in psychotherapy: mediating and ultimate. New York: Appleton-century-
crofts.
UNIT-2 APPROACHES AND TECHNIQUES OF COUNSELLING

STRUCTURE

2.1 Introduction
2.2 Objectives
2.3 Approaches of counselling
2.3.1 Cognitive approaches

2.3.2 Affective Approaches

2.3.3 Behavioural Approaches

2.4 Personal Theory of Counselling

2.5 Approaches of Career Counselling
2.5.1 Cultural Formulation Approach

2.5.2 Learning Theory Approach

2.5.3 The Storied Approach

2.6 Techniques of Counselling

2.6.1 Structural Techniques

2.6.2 Creative Techniques

2.6.3 Impact Therapy Technique

2.6.4 Videotaping Technique

2.6.5 Crisis Intervention Technique

2.6.6 Gestalt Therapy Technique

2.7 Unit End Exercise

2.8 Further Reading

2.1 INTRODUCTION

The field of guidance and counselling is very vast. As the life is increasing in complexity day by day, the
problems of life are also becoming intricate and complex. Guidance is becoming more and more
significant for the individual in every walk of life. So overarching and complete is its reach that it covers
areas from selection of educational and pedagogic courses, and lucreative occupation, in job placement;
induction in the next stage of education and training; job- related surveys; improvement of study skills,
L
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sustainability of mental health; counselling regarding personal problems; identifying the gifted, the
backward and help them achieve their optimum. Today, more than ever before the counselling touches
almost every aspect of our modern day life. The approaches and the techniques given in the subsequent
pages shows exactly how it does it.

2.2

2.3




OBJECTIVES

Enumerate different approaches of counselling

Explain the personal theory of counselling
Describe the career counselling approach of counselling
Present a comprehensive techniques of counselling

APPROACHES OF COUNSELLING

Prospective counsellors should be aware of major approaches to counselling so as to enable them to

develop their own personal brand of counselling. The current trends in this area can be broadly classified
into three approaches. They are:

1. Cognitive Approaches
2. Affective Approaches, and
3. Behavioural Approaches.

It may be emphasised that approaches draw a parallel with the three aspects of personality viz., cognition
(knowing), affection (feeling) and conation (doing).

2.3.1 Cognitive Approaches

As Feorge and Cristiani (1981) have indicated that in the cognitive approaches, the process of counselling
is the curing of unreason by reason; i.e., the ability to think rationally and smoothen out emotional
disturbences, to get rid of illogical, irrational ideas and attitudes and substitute it with logical, rational
ideas and attitudes. It helps the client to attain rational behaviour, happiness, and self-actualization. Let us
take for example, Transactional Analysis (TA) which aims at the internal dialogues of individuals, that
occurs between the various ego states. It marks the struggles between the real parts of their behaviour
(whether it is productive or counter productive) and the behaviour of others by finding out which ego
state is in power at any given time. The TA helps clients to review their past decisions and take new
decisions about their present behaviour. It is assumed that such an effort would change their life direction
into developing an autonomous life style characterized by awareness and spontaneity. Thus, it is believed
that TA would, eliminate a life style that is known to indulge in manipulative games – playing self-
defeating neurotic tendencies.

Directive teaching is the main principle in all the cognitive approaches. For example in Rational Emotive
Therapy (RET) the counsellor undertakes an active teaching role to educate clients. The RET counsellor
makes the client understand that the latter’s sentences are illogical and that the current illogical thinking
are self-defeating verbalizations of the client. The success of the counsellor lies in drawing the attention
of client forcefully to illogical thinking. He must also show to the counselee the relationship between
thought and happiness, how logical and rational thinking can make him happy and contended, and vice-
versa. In reality therapy, the meaning of reality on the one hand and the necessity to act responsibly on the
other hand are taught by the counsellor.

Nondirective counselling aims at the client’s awareness about himself and the ability for problem
solution. By showing empathy and unconditional positive regard, the counsellor encourages such a
process. In directive counselling, in contrast, the focus is on solutions to immediate problems, and the
counsellor gives direct advice as to what the client should do on a particular issue. Directive counselling
has the following major features:

(a) The counsellor controls discourse proportion and topic change;

(b) There exists a sharp boundary between the two stages- the problem description stage and
problem analysis stage, whereby in the former, the client speaks and the counsellor listens, and
in the latter, the counsellor speaks and the client listens; and

(c) The counsellor frequently uses imperative sentences, rhetorical questions, and words like “must”
and “should” (Gao, 1996).

The directive counselling shares some similarities with problem-solving models of cognitive therapy
(Egan, 1990). Firstly, both focus on problems, both are goal-directed, and both are highly structured.
However, there are some important differences:

First, the problem-solving models “make available a variety of response alternatives for dealing with a
problematic situation” and perceive decision making as “the process of selecting one action from a
number of alternative courses of action”. Directive counselling does not perceive multiple alternatives as
necessary and strives at the right answer. Structurally, it does not have a stage of generating
alternatives, as the problem-solving models do.

Second, the problem-solving models make clear that “the determination of the utility of a decision
should be made in light of that individual’s own values”. In directive counselling, the decisions are often
based on the value system of the counsellor or social conventions.

Third, the problem solving models drive at “problem-solving effectiveness,” that is, “increasing clients’
ability to solve problems and make decisions”. In contrast, directive counselling focuses on a particular
solution to a particular problem. Therefore, the former involves clients in the process of decision
generation, whereas the latter often imposes the counsellor’s views.

2.3.2 Affective Approaches

The affective approaches in counselling focus attention to what is going on inside the individuals mind,
and particularly what the individual is experiencing at a given point of time. Client-centred counselling of
Rogers is one of the well-defined techniques in the affective approaches. It also highlights an issue in
counselling; as to, how much reliance can be placed on the client for his/her problem solving abilities?

Rogers was convinced that every individual has some picture of himself in his mind and when his
behaviour is in consistent with that picture, that individual experiences feelings of adequacy, security, and
worth. If on the other hand, he acts otherwise, he experiences what is known as "threat" and feels
insecure, inadequate, or worthless. Under pressure and with no other alternative, he may then defend
himself against this threat using one or more of "defense mechanisms". The purpose of counselling is to
eliminate this defensive chain reaction and strengthens individuals perception of self-concept,. The
defensive behaviour increases vulnerability to further threat, guilt, thereby creating more distortions and
more self-defeating mechanisms.

Despite eliminating defense mechanisms, the role of the therapist is that of bringing about 'Congruence'.
It means the 'matching of awareness and experience' with the help of right and accurate communication.
If a client is aware of communicating a feeling which he is genuinely experiencing, his behaviour is said
to be congruent or integrated. In incongruent communication the awareness and experience of the client
are two different if not opposing things. Similarly the recipient may experience an awareness of false
communication. The implication here for the counsellor is that the counsellor should help the client to
face courageously the incongruence between awareness and experience so that communication of his real
experiences is in full awareness and not distorted with defense mechanisms and neurotic constrictions.

Recently, one of the major forces to recon with in psychology is 'Existentialism'. It is basically a
philosophy of experiences. It claims that man is essentially an emotional being rather than a rational
animal. The existence of man is unique because he is the only being who reacts to the fact of his
existence. The awareness of one's own existence and the possibility of non-existence alter the inner world
or the phenomenology. The predicament of human beings is such that it includes the individual's capacity
for increased self-awareness, the search for unique meaning in a meaningless world, and a basic urge for
self-actualization. As a theory existentialism is sound and appealing, but the practice of counselling on the
basis of this theory is difficult. However, the existential counsellor tries to understand the client as 'a
being' and as 'a being in the world'. Counsellors are supposed to expose their own inner reality and at the
same time be human. This according to existentialists enables clients to become aware of similar
conditions and qualities in themselves. It is pointed out that through this process clients come to recognize
their potentialities and achieve self-growth by accepting it as their responsibility. In a nut shell, it can be
said that making the client accept responsibility for himself is the aim of existential counselling.

2.3.3 Behaviourial Approaches

While the dynamically oriented theorists try to understand conscious and unconscious through inference,
the behavioural counsellors concentrate on objective study of client behaviour and the learning process.
As the emphasis is primarily on overt behaviour, the first emphasis is to discover how the behaviour was
acquired and how it can be changed. The second emphasis is on precondition for behaviour change. This
approach is characterized by

(1) A focus on visible and specified behaviour;

(2) An adject and clear target behaviours called goals;
(3) A formulation of a specific and objective treatment procedure; and
(4) An objective assessment of the outcome of counselling in terms of the degree of approximation to
the target behaviour.

In the behavioural approaches well defined counselling goals are of prime importance. The much vaunted
counsellor-counselee relationship in other approaches is of secondary importance only. The main aim of
this relationship to the behaviourist counsellor is to understand the client's view of the problem. This
helps to make a more successful behavioural plan for bringing about change in the client's maladaptive
behaviour to one of adaptive behaviour (target behaviour).

The behavioural approaches have based their understanding of human behaviour on the theories of
learning. They use very specific techniques like behaviour contracts, social modelling, systematic
desensitization and assertive training.

2.4 PERSONAL THEORY OF COUNSELLING

The three basic approaches (Cognitive, Affective, and Behavioural) having different foundations, vary in
theory and practice of counselling. By about 1973, Patterson started looking for commonalties among the
approaches. Fortunately most of the controversies existed only at a theoretical level. The practicing
counsellors were undergoing transformation as the clients were not interested in theories and their
subtleties but were interested only in immediate problem solving. This demand of the client to the
counsellor had made many counsellors to abandon their traditional approach. Orientation of the
counsellors started changing towards a pragmatic approach. The client and his needs became more
important than the counsellor’s theory and dogma. This led to the emergence of ‘personal theory’.
Here one should remember that training in some known approach is better than no training. Corey
(19977) proposes the eclectic approach as a framework to begin with. However, George and Cristiani
(1981) belived that counsellors need a firm understanding of all the major approaches, but they should
start first with a thorough grounding in one theoretical approach to counselling. Later on a judicious
integration and assimilation of techniques from other approaches could be done with experience.

Caution is advised in developing a personal view of counselling. Counsellors must know their own
assumptions about the nature of people, they must explore in depth their own values, attitudes, and beliefs
about what constitutes a good life, what people are like, and what they themselves are like. Counsellors
should also identify their own models of mature, well-functioning individual so that they can keep this as
a goal.

The following paragraph from Brammer and Shostrom (1997) should be used as guidance to all of those
who are interested in the area of counselling practice.

"Each counsellor and psychotherapist must ultimately develop a point of view which is uniquely his or
her own. Each practitioner must feel that his counselling practice reflects such individuality. This is the
reason why no one text or school is fully adequate, and why we try to exemplify an approach which we
have termed 'creative synthesizing'. This approach is not an arrogant attempt to put down predecessors.
Ideas are rarely developed in solitary efforts. Usually, they are the results of many years of cumulative
cross-fertilization of numerous minds. "

Check Your Progress 1

Notes: i) Write your answers in the space given below.

ii) Compare your answers with those given at the end of the block.

1. Define the process of counselling in cognitive approaches in 5-6 lines.

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2. List out three differences in directive and non-directive counselling?

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3. Discuss major features of directive counselling? (4-5 lines).

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4. Cognitive, Affective and Behavioural approaches of counselling are parallel to which
aspects of personality?
a) knowing b) feeling
c) doing d) all the above

5. The focus of affective approaches is on…

a) Inside the individual b) Outside the individual
c) Inside the world d) Outside the world

6. Well-defined counselling goals are of central importance in-

a) Cognitive approach b) Affective approach
c) Behavioural approach d) None of the above

7. Describe personal theory of counselling in 6-7 lines.

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2.5 APPROACHES OF CAREER COUNSELLING

Counselling as a field of study in psychology has an ever expanding purview. In an attempt to solve the
problems of human beings, it is chartering into areas which are ever encompassing, over-arching and
enveloping the complete life of modern human. It is the arena of work and profession life that is where
we as humans are spending most of our time. This preoccupation with our professional life style brings
with it fold its own intricacies, conflicts, competition, as a result life full of stress, heart burns, tensions
which needs professional intervention in the form of career counselling. Following are some of the major
contemporary approaches that are helpful in providing a road map for successful counselling in the field
of career.
2.5.1 Cultural Formulation Approach

“Cultural formulation offers an organizing framework for counsellors to consider cultural influences on
their client’s career issues and related”(Leong, et al. 2007). Although it is based on a psychiatric
diagnosis and treatment model, the process of cultural formulation is useful tool for investigating a
wider range of client issues. This approach formulates an organizing framework to explore both
common and unique challenges of understanding career development across cultural contexts. This is an
appealing view point because of the emphasis placed on defining self, which is culturally situated.
Culture is inextricably bound to the career issues, therapeutic relationships, and career-related
interventions for counselling students. As proposed in the cultural-formulation approach, counsellors
must adequately understand how a person’s social identity is shaped at the intersection of multiple
social group identities. One way to strengthen the approach is by including a relational theoretical
orientation. In this way, counsellors can examine a client’s multiple identities, such as gender, ethnicity,
and social class, and how these are produced with a broader context of power relationships.

While considering the multiple and intersecting layers of a person’s identity, attention can also be given
to the relational context of identity development. Many scholars interested in women’s development
specifically embed identity formation in a relational context. Josselson (1992) in her research on the
eight dimensions of relationship discussed how a person’s identity is shaped specifically through their
connections with others. Other relational theorists claim that being in mutually empathic connection
with others leads to psychological health, while disconnection from others restricts psychological
growth, often leading to depression and anxiety. Therefore, a relational perspective provides a way of
honouring the interpersonal connections, especially the family, that may be particularly salient when
working with clients from collectivist or more traditional cultures where the family, not the individual, is
considered the smallest unit of society.

2.5.2 Learning Theory Approach

Learning theory of career counselling (LTCC) was given by Kramboltz. Essential to LTCCM was the
concept that individuals grow liking for various activities through a multitude of learning experiences.
These learning experiences either can be direct, instrumental activities or indirect, associative activities.
In addition, the types of learning experiences individuals potentially experience are influenced by a
number of social, cultural, and economic factors. Every learning experience can be interpreted in various
ways, each leading individuals to make unique generalizations about themselves and how they fit into the
world around them. The resulting generalizations are not always accurate; yet they serve as the basis for
value formation and future decision-making.

Krumboltzi in LTCC submitted that individuals see a limited set of potential options (both career and
otherwise) due to less exposure to learning opportunities. In addition, the reactions of others (e.g.,
parents) shape and restrict or enhance individuals’ learning. Instead of basing career plans on one’s
limited set of experiences, Krumboltz argued, “existing skills and interests, blocking beliefs, incongruous
values, poor work habits, and inhibited personality patterns can be used as baseline information from
which the counsellor and client co-construct new learning opportunities”. Counsellors can be viewed as
facilitators, educators, mentors, and coaches who assist clients in designing experiences which lead to
new “skills, interests, beliefs, values, work habits, and personal qualities”. Another goal is to help clients
learn how to address future challenges without the aid of a counsellor. Thus, the LTCC approach should
include an intentional effort to prepare clients for the reality that their aforementioned skills, beliefs,
values, and personal qualities will continue to change as they are exposed to new learning opportunities.

However, recently Mitchell, Levin, and Krumboltz (1999) incorporated an amendment to the LTCC
which they call Planned Happenstance theory. It has been shown that most individuals claim chance
events or luck had a significant impact on their choice of career. For example, a cricket player might note
that his passion for the game developed during his youth when he met a big player. Without that event, he
believes he never would have pursued cricket. Although such events usually have many elements that are
not related to chance (e.g., choosing how to respond to an unexpected event), part of the opportunity must
be attributed to the unplanned. Despite this reality, the element of chance often is ignored in career
theories due to its unpredictable nature. Rather than attempting to avoid the unpredictability of chance
events and their relevance to career development, Planned Happenstance theory encourages counsellors to
embrace and use uncertainty. Counsellors can help the client see instances where they chose to behave in
certain ways following chance events. Once they see their role in a chance event, the counsellor can
encourage the client to design additional experiences that could lead to positive results. In sum, the basic
tenet of this addition to LTCC is that counsellors “can teach their clients to act in ways that generate a
higher frequency of beneficial chance events on which clients can capitalize”, Mitchell et al. identified
four needs that should be addressed by today’s career counsellors:

1. Individuals should to expand their abilities and interest areas and not make decisions on existing
characteristics only;
2. Individuals should be ready for changing occupation and not assume that work tasks will remain
stable;
3. Individuals should be empowered to take actions and not merely be given a solution; and
4. Career counsellors should deal with all career problems, not just occupational selection.

2.5.3 The Storied Approach

Brott (2001) presented her constructivist perspective on career counselling through this approach. This
perspective reflects the “shift from finding a job to finding one’s self: from the psychometric self to the
storied self; from getting information to generating experiences; from objectivity to subjectivity”. She
contended that career concerns presented by clients are best understood as life concerns impacted by a
variety of contextual factors (i.e., life roles) and that clients’ life concerns fit within lifelong development
(i.e., the client’s story). Using a subjective counselling perspective (i.e., clients as experts in their lives),
clients define themselves and their environments and create their own personal stories. The use of
language and dialogue within the counselling process allows clients to explore the storied self as a means
of creating knowledge and meaning. Brott presented the counselling process in three interwoven phases:
(a) co-construction, (b) de-construction, and (c) construction.

During co-construction, the client and counsellor collaborate to uncover the past and present chapters of
the client’s story; a process of revealing. The counsellor listens to and begins to develop an understanding
of the client’s vocabulary. Key experiences, events, people, and words are noted.

The de-construction phase is used to view the chapters form different perspective; a process of
unpacking. It is through this phase that the client and counsellor begin to identify patterns and themes and
to make connections within and across chapters in the client’s story.

In the construction phase, the client is invited to author future chapters (i.e., future orientation); a
process of building. These chapters provide opportunities for clients to accentuate the patterns and themes
they wish to develop as well as to become aware of the patterns and themes they wish to minimize or
eliminate.

Check Your Progress 2

Notes: i) Write your answers in the space given below.

ii) Compare your answers with those given at the end of the block.

1. Define Planned Happenstance theory in 7-8 lines?

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2. What are the four needs that should be addressed by today’s career counsellors?
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3. Who presented the storied approach of career counselling?
a) Mitchell b) Brott c) Levin d) Josselson

4. In which phase of counselling approach the client and counsellor collaborate to uncover the past and
present of the client’s story?
a) De-construction phase b) Construction Phase
b) Co-construction phase d) Future orientation phase

5. Discuss the importance of cultural formulation approach of career counselling in 6-7 lines?
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2.6 TECHNIQUES OF COUNSELLING

Techniques are not simply gimmicks used in therapy. These are creative strategies based on theory to
help elicit change from undesirable behaviour to more healthy patterns of living. This is an important
concept for therapists to remember. In other words, choosing a technique is crucial to the helping
process; it is not to be used superfluously. Consequently, the technique one chooses to use must have
some theoretical backing. Although there are a host of reasons that therapists include when considering
their use of various techniques, probably the one that is most striking is that the function of any
technique is to elicit change and promote growth. Still, there are other factors to consider when
pondering the use of these creative techniques. For example, Jacobs (1992) emphasizes that
“techniques often help bring clarity to a problem the client is facing, heighten the client’s awareness to
the issue, and enhance the learning process involved in changing one’s behaviou”r. The main techniques
of counselling include:
2.6.1 Structural Techniques

Structural techniques occur simultaneously during sessions, and they often overlap. These techniques
are like threads that weave the fabric of the counselling session, giving it set structure, and a
recognizable pattern, which allows for a cohesive matrix of meaning to be created. Some of the
techniques like -accommodation decisions, focus techniques, and boundary-making techniques are
discussed below.

Accommodation Decisions

“The establishment of a therapeutic alliance is critically important to the counselling process” (Rait,
2000). The therapeutic alliance was defined as “the agreement between the counsellor and the client on
the goals and tasks of counselling as well as the establishment of a relationship characterized by trust”.
“The therapeutic alliance remains an important component of the counselling process when working
with families. One of the factors that complicates the formation of the therapeutic alliance is that
members differ across domains such as developmental level, motivation for counselling, and desired
goals for counselling, thus raising questions as to what goals one forms with whom, and when this is
done”.

A second complicating factor is that reluctant parents may initially resist change. Such an alliance is
conducive to inviting reluctant parents to participate in the process. In other words, “the therapeutic
alliance is about accommodation of differing points of view. Making accommodation decisions requires
from the counsellor a careful sense of timing and artful decision making. One must also evaluate how
much change a family can tolerate at a given point in counselling before they disengage”. Counsellors
may need to temporarily accommodate even unhelpful ideas for the greater good of maintaining the
therapeutic alliance. This is done with the understanding that by accepting unhelpful ideas the
counsellor is “setting the stage” for therapeutic change to be enacted once the alliance will tolerate
further strain.

Focus

Counselling sessions are rich in information and data. There are many elements of the session that the
counsellor notes to himself that provide additional data, such as patterns of interaction, family
strengths, subsystem membership, and the progress of the family toward goals. In short, there is much
more that occurs in a counselling session than a counsellor can attend to. In fact, there is a danger that if
a counsellor attempts to respond to every story, every interaction, every symptom, he will be caught in
“data flood.” This occurs when the counsellor attempts to attend to too many themes in a session. As a
consequence, multiple issues are visited in a brief and superficial manner, which generally results in the
counsellor and the family members alike feeling confused, overwhelmed, and directionless.

Rather than attending to all data in a session, a counsellor must choose themes to follow that have a
good chance of leading to therapeutic change. He must attend to these themes and assist family
members in attending to these themes. This is not always easily accomplished. Often areas on which the
counsellor focuses will be outside of the family’s scope of perception. Just as there are times to
accommodate the reluctant parent’s ideas in counselling sessions, there are also times when the
counsellor must focus the session around new ways of interacting. To assist family members in engaging
in novel and structured conversations regarding change, counsellors must sometimes intentionally focus
on one area of change and “turn up the volume” of their message. Three methods for achieving this
focus in counselling sessions include:

(a) Labelling interaction patterns,

(b) The repetition of the counsellor’s message, and

(c) Resisting family pull.

Boundary Management

“Boundaries pertain to the psychological involvement of family members with each other. When
boundaries are too rigid, family members are sometimes deprived of the support they need from each
other to function in their roles”. For example, a father and a mother who do not speak to each other do
not have the benefit of a co- parent, and each may become overwhelmed by the tasks involved in single
parenting. When boundaries are too diffuse, family members are over involved in each others lives. For
example, in a family where a mother completes his homework for him, there is little opportunity for the
stepson to develop a sense of self-confidence. It is often necessary in family counselling with reluctant
parents for the counsellor to assist the parents in adjusting their involvement with other family
members. Boundary management work consists of techniques involving the use of physical space and
the formation of coalitions.

2.6.2 Creative Techniques

Family theorists brought creative techniques into the therapy room. In fact, Milton Erickson is known by
many family theorists for “his creative and pioneering contributions to family therapy”. “Erickson uses
unique and creative therapeutic techniques to help elicit change within the client. His approach to
various problems encountered by clients ranged from simple dialogue in his office to meeting a client for
dinner to help eradicate anxiety”. Virginia Satir’s (1991) “creativity manifested itself through her
poignant use of metaphors as a way to foster growth and promote change within the family system”.
For example, in her work with families, Satir often used various metaphors to illustrate the inner
workings of the family system. Consider, for example, “her use of a rope with families to demonstrate
how one member’s issue bears on every other member in the family system. Instead of simply
dialoguing about this dynamic, Satir would introduce a rope metaphor to illustrate this concept more
clearly”. Her rope concept serves three distinct purposes.

Firstly, it shifts the counselling session beyond traditional “talk therapy.”

Second, similar to Papp’s (1994) use of “choreography to depict family roles, Satir’s rope metaphor
provides the freedom of movement and creativity within the session”.

Finally, and perhaps most important, it provides clients an opportunity to see and feel the effects of one
another’s behaviour through a simple yet powerful metaphor.
Satir’s use of metaphors had tremendous impact on clients. “Her poignant use of story, analogy, and
metaphor helped clients engage in the therapy process, challenged their current level of functioning,
and addressed difficult issues in a safe and non-threatening manner”.

2.6.3 Impact Therapy Technique

Jacobs (1994) provides a “framework in which one can easily integrate theory and creativity. In his
attempt to help people live more effectively, he brings a unique and authentic style to the counselling
process”. Specifically, Jacobs ascribes to a model of counselling termed Impact Therapy, which
essentially “brings metaphors to life.” Namely, Jacobs illustrates clients’ issues using props, chairs,
drawings, and movement. His distinguishing style matches the words of Jay Haley (1987), who aptly
states, “A skillful therapist will approach each new person with the idea that a unique procedure might
be necessary for this particular person and social situation”.

‘For example, working with the couple in therapy the therapist might ask one member of the couple to
stand on a chair while the other member is seated. The couple is then asked to have a discussion.
Following this interchange, the couple is then asked to reverse positions and have the same
conversation”. Afterward, the counsellor is then afforded the opportunity to facilitate a discussion based
on how each felt when the other member of the couple was standing above them having a discussion .
Using the chairs can demonstrate metaphorically how the couple is relating to one another in their
relationship. Furthermore, using movement and chairs with this couple focuses the session using
auditory processing, visual processing, and kinaesthetic processing. The couple in this example not only
hears the conflict but also sees and feels the conflict.

Using this same couple as an example, another way a counsellor can illustrate the issue pertaining to
role definition involves the use of a rubber band. “For example, the counsellor provides each member of
the couple with a rubber band and asks each to stretch it to a point where it demonstrates the degree of
tension each is experiencing in the relationship. How far the rubber band is stretched can provide both
the couple and the therapist with a quick visual representation of how stressful this issue is for the
couple”. The therapist can then explore with the couple ways that they can “bring elasticity” back into
the relationship. Similar to the previous example, the use of rubber bands taps into the various senses of
the client, thus having a greater likelihood of helping the clients recognize the issue.

2.6.4 Videotaping As Counseling Technique

The use of videotaping as a counselling technique is applicable in any setting, whether it be school,
agency, an inpatient facility, or private practice. There are practical and ethical considerations when
videotaping. Written permission, specifying how the videotaped material will be used and if and when
tapes will be destroyed, should always be obtained from the client. The counsellor needs to explain to
clients how the taping may benefit them and the counsellor. The drawbacks of videotaping include the
expense of obtaining and maintaining the equipment and the time factor involved for the counsellor to
set up, manage, and view the tapes.

“Some of the benefits of videotaping are illustrated in this case example as the individual and family
system changes. The child develops an awareness of the verbal, nonverbal, and emotional reactions of
himself and others through the visual presentation of viewing the tapes. He builds skills as he practices
new modes of communication. As an interpersonal function, it provides the child with a new and
different manner of communication to the parents and significant others who will be viewing the tape.
The parent also becomes more self-aware through the visual feedback on communication style and
approach”.

On an interpersonal level, videotaping provides the parent with an awareness of issues that may be
difficult for the child to discuss directly with the parent. Communication style becomes healthier. The
parent exerts more appropriate authority by modelling and using an assertive approach. The counsellor
also receives visual feedback on counselling skills and strategies, which provides a heightened
awareness of self in the counselling process. Overall, videotaping was a technique that resulted in self-
confrontation and learning and a change in communication and problem-solving skills for all involved in
the therapeutic process.

2.6.5 Crisis Intervention Technique

Critical Incident Stress Debriefing (CISD) was developed in 1983 by Jeffrey T. Mitchell and has been
shown to be an effective crisis intervention technique. CISD counselling can best be described as a kind
of mental health first aid, which requires proper training. CISD is defined by Roberts (2000) “as a 7-stage
group approach to be used with individuals who have been affected, to deal with their thoughts and
feelings in a controlled environment”:

(a) Introduction —designed to give guidelines,

(b) Fact phase—descriptions of the facts,

(c) Thought phase—express their first thought or most prominent thought concerning the disaster,

(d) Reaction phase—emotionally powerful of all phases,

(e) Symptom phase—moving individuals from emotional to the cognitive material,

(f) Teaching phase—very cognitive, where symptoms are normalized and stress management skills
are taught, and

(g) Re-entry phase—often called the psychological closure.

Based on the size of the group, it can range from 1 to 3 hours and is generally “provided 1 to 10 days
after an acute crisis and 3 to 4 weeks after the disaster in mass disasters”. With CISD groups, it is good to
have two group facilitators, one who takes the lead and the other who can look for nonverbal and verbal
responses of group members that might indicate a need for more comprehensive services. Also, in cases
where group members become very emotional or walk out of the room, the second facilitator can
attend to these individuals’ needs.

2.6.6 Gestalt Therapy Technique

Gestalt therapy has been used with in the treatment of substance abuse. Gestalt techniques, such as
empty chair and making the rounds, have been shown to be useful in helping substance abusers attain
visceral awareness that leads to congruence. Unfortunately, experiential techniques that are geared
toward the substance abuser do not address the experiences of the family in relation to the substance
abuse. Edwards (1990) stated “that individual therapy techniques cannot address any systemic
experience unless they are utilized in the context of couples or family therapy and approached
systemically by the therapist. Experiential therapies, such as emotionally focused couple’s therapy (EFT),
utilize Gestalt techniques that lead to deepening of feelings to promote affinity. It is believed that
increase in intimacy have been related to the strengthening of the dyadic relationship”.

“Gestalt therapy has long had a focus on holism, awareness and contact, and experience in the present
moment, sometimes called the here and now. Just as individuals can diminish their wholeness through
fragmentation or an individuation of parts, experience in the present tends to lose both meaning and
direction without movement. In this sense, movement is to experience what connectedness is to holism:
They are the glue that holds everything together. When individuals feel fragmented and / or stuck, it is
important to reconnect them to their internal resources as well as the possible evolutions of their own
experiences”. In the process of trying to restore this connectedness, the passage of time, one’s
movement from moment to moment, can be a central focus in therapy. “When there is a connection
from moment to moment, the person has direction— direction in terms of where she or he wants to go.
Sometimes, however, the connection in time is broken: A person says one thing in one moment and
something else in the next, but it has little or no relation to the former moment. Without this
connection, the person experiences psychological slippage. When psychological slippage occurs, the
individual loses both fluidity of movement and direction. The movement is less useful, and productivity
is lost”. Tightening sequences in counselling and therapy, therefore, has some use and purpose when
the sequences are not getting people where they want to go. In anything a person says, there are an
infinite number of arrows pointing to the next moment. From a Gestalt perspective, “it is the job of the
therapist to follow the arrows that might bring the person to wholeness. Following any of several arrows
might lead to completion of experience”.

Check Your Progress 3

Notes: i) Write your answers in the space given below.

ii) Compare your answers with those given at the end of the block.

1. Explain in 6-7 lines how establishment of a therapeutic alliance is critically important to the
counselling process?

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2. What is data flood? Describe in 4-5 lines.

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3. List out the distinct purpose of rope concept?

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4. Write in the space provided some of the benefits of videotaping as a counselling technique?

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5. How many phase does the critical incident stress debriefing approach has?

(a) 3 phases (b) 5 phases (c) 7 phases (d) 9 phases

6. Gestalt theory has a focus on ……………………….?

(a) here and now (b) there and now (c) here and then (d) there and then

7. In which of the following techniques written permission should always be obtained from the
client-?

(a) Videotaping technique (b) Impact therapy technique

8. How many methods can be used for achieving focus in counselling sessions?

(a) Two methods (b) Three methods (c) Four methods (d) Five methods

2.7 UNIT END EXERCISES

1. Suppose you are a counsellor of a school and you wish to provide career counselling to the students.
Write in detail the plan and the manner in which you would like to bring it into effect?
2. Visit any counsellor’s clinic and prepare a chart showing the utilization of various counselling
techniques.

2.8 FURTHER READINGS

 Brown, D., & Brooks, L.(1991). Career Counseling techniques. Needham Heights, MA: Allyn and
Bacon

 Dinkmeyer, D., Jr., & Carlson, J. (2006). Consultatyion (3 ed). New York: Routledge

 Minuchin, S., & Tunnell, G. (1992). The Oedipal Son [video recording] United States. The Minuchin
Center for the family.
UNIT-3 STAGES AND PROCESS OF COUNSELING; RELATIONSHIP BUILDING AND CORE SKILLS IN
COUNSELLING

STRUCTURE

3.1 Introduction
3.2 Objectives
3.3 Stages of Counselling
3.4 Process of Counselling
3.4.1 Stage One: Relationship building

3.4.2 Stage Two: Assessment and Diagnosis

3.4.3 Stage Three: Formulation of Counselling goals
3.4.4 Stage Four: Intervention and problem solving
3.4.5 Stage Five:Termination and follow up
3.4.6 Stage Six: Research / evaluation
3.5 Relationship building in Counselling
3.5.1 Primary responsibility

3.5.2 Confidentiality
3.5.3 Dual / Multiple relationships
3.5.4 Exploitative relationships
3.6 Core Counselling Skills
3.6.1 Active listening

3.6.2 Responding to clients feelings

3.6.3 Check your Counselling skills
3.6.4 Factors that help / hinder Counselling
3.6.5 Techniques of Counselling
3.7 Lets sum up
3.8 Unit end exercise
3.9 Further Readings

3.1 INTRODUCTIONS

Counselling is as old as society itself. In every day life, we find, counselling goes on at many levels –in a
family set-up, parents counsel their children, in society doctors counsel patients, lawyers clients, teacher
students. In other words, there is no limit to the problems on which counselling can not be offered, nor
is there a dearth of persons who can render this help. Counselling is said to be the core of the entire
guidance programme. However, a word of caution is needed at the very outset. Counselling is an
endeavour that is life moulding and life reforming. An utmost care is to be taken to stay clear of novice
type of counselling, for, it is more harmful than beneficial.

3.2 OBJECTIVES

After going through this unit, you will be able to:

 Realise and understand that counselling is no child’s play

 Counselling needs professional expertise
 Explain the various stages involved in counselling
 Enumerate and understand process of counselling
 Prepare your own counselling session with your fellow student

3.3 STAGES OF COUNSELLING

Webster’s dictionary defines counselling as “Consultation, mutual interchange of opinion, deliberating

together.”

Hahn and Maclean define “Counselling as a process which takes place in a one-to-one relationship
between an individual beset by problems with which he cannot cope alone and a professional worker
whose training and experience have qualified him to help others reach solutions to various types of
personal difficulties.”

The main objective of counselling is to bring about a voluntary change in the client, for this purpose, the
counsellor provides facilities to help achieve the desired change or make the suitable choice. The client
alone is responsible for the decisions or the choices he make, though that counsellor may assist in this
process by his warmth and understanding relationship.

(1) Assumptions in the Counselling Process

Counselling is an activity that takes place between two individuals. As such it is required that certain
assumptions are taken as given, right from the beginning of the counselling session.
The very first assumption is that it believes in the client’s capacity to change his / her behaviour
consequent to counselling practice.

The second assumption is that the counselling process facilitates in the client becoming a fully functional
person at the end of the counselling session.

Thirdly, in the counselling process it is assumed that the client in question develops certain positive
attitude in life, like counselling helps in building self-esteem, self-acceptance and develops insight into
his / her problem to overcome it later on in life.

The fourth assumption is that the client gets an encouragement to develop a self problem-solving
attitude in life.

Finally, it facilitates a warm, permissive and accepting atmosphere for the client.

(2) Characteristics of Counsellor’s Attitude

The counsellor plays a pivotal role in the whole process of counselling. He is a like a rudder in a ships
that guides and gives direction to the ship of counselling. As a result, it becomes a matter of utmost
importance that the counsellor’s attitude towards the counselling especially the client remains very
warm, positive and encouraging throughout the counselling process to reach at a desired level of
problem solution.

First of all the counsellor should show a great deal of acceptance of his / her client and an unconditional
positive regard for the client’s individual being.

Secondly, the client should find in his / her counsellor someone in whom he / she can repose
confidence. The counsellor should empathize with the client.

Thirdly, he should remain truthful, straight forward and remain genuine in his relation with his client.
Finally, the counsellor should be patient in imbibing and understanding the whole structure of the
client’s problem without being judgmental in his / her approach towards the client.

(3) Rapport Building

Counselling without counsellor and client relationship is unimaginable. As a result, a building of mutual
trust worthy relation is the hallmark of successful counselling process. That is one of main reason of
emphasizing rapport building at various stages and various levels of counselling process. One of the
ways of assuring a firm ground for mutual relationship building respecting each others individual private
sphere of activity. Counsellor should assure confidentiality and discuss the limits of confidentiality with
his / her client. Allowing unchecked ventilation of anger, anxiety and other suppressed feelings and
giving a patient ear to it goes a long way in preparing firm ground for rapport building. Besides, the
client should be allowed to express his / her feeling with all its emotional intricacies. The counsellor
should explore the problem(s) by asking the client to discuss their problem. Clarifying the client’s
expectations of counselling, describing what the counsellor can offer and the method of working in the
counselling process in detail, statement from the counsellor about their commitment to work with the
client are some of the other measures that helps in smooth counselling session.

Counselling is a process that involves co-operation and co-ordination between counsellor and the client.
The bond that is forged in between the two-the counsellor and the client- needs to be based on faith
and belief. The relation that is formed is to be rooted in mutual trust to fructify into any meaningful
solution of the client’s problem. Another attempt to establishment of strong bonding between
counsellor and the client requires an interaction at one to one level. Such inter personal interaction goes
a long way in creating an atmosphere of familiarity that creates a bonhomie for camaraderie and
problem solving. Counselling is a mental exercise that aims at bringing out through verbal expressions
the most intricate and deeper fears, phobias, and anxieties etc. As such it requires mental tuning at the
level where both individuals can feel no mental inhibitions and mental blocs that can hamper the
smooth flow of counselling. It is incumbent upon the counsellor and the client to forge a strong mental
bonding between themselves so that the problem solving exercise can be easily done. Another
important exercise at rapport building should be to get acquainted with client’s socio-cultural
background etc.

(4) Information Gathering

One of the most important stages in the counselling process is that of making notes for the purpose of
information collection about the client. It is very important that utmost attention is paid to minute
details to the information given by the client in the process of counselling. As it is difficult to write
verbatim all that is uttered by the client, it is advised to write in the form of notes making, i.e. to
paraphrase in different ways. One thing that is to borne in mind is that the client should be given
absolute freedom to say his mind with least amount of interruptions. If any question is to be asked while
interrupting the conversation, attempt should be made to ask questions with care, so that their may be
least digress from the topic.

Another aspect that is to be kept in mind is that all probing should be with interest in the talk of the
client. At the end of the talk when the counsellor had taken all the notes, he should summarize the
whole jotting and let the client hear it. In this way, the notes that the counsellor takes will be verified for
finer details if the counsellor had missed out on it. The counsellor should reflect on the jottings that he
had done while listening to the client and ask counter questions to make clarifications so that the
counsellor understands fully all that the client has to say about his / her problem. This process can be
helpful in yet another way as well, as it insures that there remains no ambiguity and confusion in the
mind of counsellor about the problem of the client.

(5) Attending / Listening

The counselling is a ‘perceptual and active process’. It is the active involvement of the client that shifts
from session to session. Throughout these series of session utmost care should be taken to attend to the
problem of the client and listen to all that he / she has to say about himself that is related to the
problem. A conscious effort should be undertaken to focus on the client. It is to be kept in the mind as a
first priority that the counsellor demonstrates client’s care and concern. More the care and concern that
the client receives from the counsellor, the easier it will be for the counsellor to gather all the details
about his / her client. Such efforts at caring and remaining concerned about the client will be very
helpful in drawing out the subconscious mind of the client. This will put the counsellor in a position to
view the problem in a proper perspective. It will lead to accurate analyses, which in turn will pave the
way for cataloguing information that is relevant to the problem of the client. Ultimately, such rigour at
the information collection stage help in decision making.

(6) Information Giving

Counselling is a vehicle that moves on two wheels. The smooth and successful conduct of counselling is
contingent upon the clarity of role performed by both the counsellor and the client. The client as well is
supposed to ask questions to remove any misgivings that he / she may have about the whole process of
counselling. It is the duty of the counsellor to make the client comfortable by answering to all his / her
queries. While removing doubts from the mind of the client, care should be taken with regard to the
language, the pitch of the voice, the diction to be used etc. All answers to the client’s queries should be
in simple language, simply spoken, easily understood by the client, it should be client specific- tailored to
their needs and relevant to the given situation.

(7) Provision of Ongoing Supportive Counselling

Counselling as a process is a generic whole. Its beginning is as much important as its middle and its
ending. A care should be taken to that no monotony creeps in, thereby, jeopardizing the desired
outcome of the counselling session. With that purpose in mind, it should be seen that there is
continuous expression of thoughts and feelings. The counsellor should identify options on the basis of
the problem expressed and the solutions desired by the client. Besides, identifying existing coping skills,
the counsellor should try to be innovative and try to move away from the beaten track. He should
explore new and uncharted territory in his sincere attempt to provide beneficial solutions to his client.
He should develop further coping skills. Evaluate options suggested to his client and look for its
prospective implications in effecting desired behavioural change in the client. As the counselling process
is going on, the counsellor should keep a tab on the pace of the client progress towards desired and
identified goals. In the process, there should be supporting and sustaining work on the client’s problems.
The counsellor should be prepared with a plan B, just in case the plan A does not work in the desired
direction. Alterations in the plan A, should be effected as and when the need for it arises. The counsellor
should provide referral as appropriate.

(8) Predicting

Predicting is an activity that is fraught with difficulty. It is one of the activities that is full of uncertainty.
The task becomes all the more onerous when the human being, as a subject of forecasting is involved. In
counselling, predicting refers to the desired changes in the activities of an individual as a result of
counselling sessions. Predicting, here, entails change in the behavioural pattern of the client. As such it
means change in client’s life style. To this effect, it is important to have in place a system of feedback on
the effectiveness of techniques employed during counselling session. Secondly, it is also important to
have in place a system of assessing the reinforcement techniques in a counselling.

(9) Planning and Initiation of Steps

In the whole process of counselling stages, the stage of planning and initiation of steps is the stage when
the ‘real action’ begins. All the steps discussed so far in the process of counselling culminate in planning
to set attainable goals which are tailor-made and client specific. At this stage it is presumed that the
counsellor had done all the analysis and synthesis of the data on his / her client. The counsellor knows
the assets, capabilities, shortcomings, will power, and capacity of the client to make changes. The main
role of the counsellor at this stage is that of a motivator. He is concerned about those efforts that are
pertinent in making changes in the client behaviour.

(10) Coping with Burn Out and Stress

In the counselling process, the counsellor has to watch out against cases of burn out and counselling
related stress. The role of the counsellor becomes all the more arduous when dealing with cases that
start showing signs of burnout and stress. It may result from resource crunch or non availability of
infrastructure. Such a situation is time consuming as it promotes rivalry and inter-personal conflict which
saps the energy levels of those who are involved in it. Such a situation may lead to enhancement of the
cases of burn out and stress resulting in isolation and stagnation.

(11) Implementation of the Plan

The final step in the stages of the counselling process is that of implementation of plan. In this stage an
attempt is made by the client to adopt a line of activity that will lead to desirable change in the
behaviour. In adopting a line of activity a special care is taken to follow the series of activity in a
predetermined sequence. All these activities are to be monitored in a time bound manner. The changes
in the behaviour are measured to see if they matched with those activities that are desirable. In the
event of measurement showing any deviation, a simultaneous reinforcement of another set of plan is
administered. Throughout the process, the counsellor remains very supportive and encouraging.
Check Your Progress 1

Notes: i) Write your answers in the space provided.

ii) Compare your answers with those given at the end of the block

1. Define counselling in 4-5 lines?

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2. List out four characteristics of a counsellor’s attitude.

………………………………………………………………………………………….

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…………………………………………………………………………………………..

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3. A counsellor should allow unchecked ventilation of anger and anxiety of client.

(True/False)

4. Counselling process facilitates rejecting atmosphere for the client. (True/False)

5. Counselling is a vehicle that moves on ………………………

(a) One wheel (b) Two wheel (c) Three wheel (d) Four wheel

6. Final stage of counselling is …………………………

(a) Implementation of plan (b) Predicting

(c) Information giving (d) Coping with stress

3.4 PROCESS OF COUNSELLING

A PROCESS

In considering the counselling process, think of a beginning, a middle and an end – each with main areas
of focus / tasks to accomplish.

Think process.

*Applies as a whole (1st to last session)

*Within sessions
Built upon a solid foundation of relationship, moving forward toward goals…a blend of art and of
science. Applies in all theoretical orientations.

Six Stages: Counselling Process

Stage One : Relationship building

Stage Two : Assessment and diagnosis

Stage Three : Formulation of Counselling goals

Stage Four : Intervention and problem solving

Stage Five : Termination and Follow Up

Stage Six : Research and evaluation

3.4.1 Stage One : Relationship Building

Tasks here include…

*Laying foundations for trust

*Establishing the structure and form the relationship will take

*Informed consent process

*Articulating roles of counsellor and client – developing a collaborative

 working alliance

Consider how do we develop rapport, create relationship with our clients? What is it that we bring to
the relationship that helps us create a foundation of trust and willingness to work collaboratively toward
goals?

Core Conditions Necessary for Successful Counselling Originally proposed by Rogers (1957)

* Empathetic understanding

* Unconditional positive regard

* Congruence

Carkuff (1969) adds to these…

*Respect * Confrontation *Immediacy * Concreteness *Self disclosure

The Purpose Served

Empathy  Promotes rapport and relationship

Unconditional Positive Regard  Client as person of worth – separate from actions

Congruence  Genuine self in client interaction

Respect  Strength focus

Immediacy  Here and Now

Confrontation  Promotes realistic, accurate view

Concreteness  Attention on what is practical

Self disclosure  Promoting positive perception and appropriate

focus in counselling relationship

Method
Using Counselling Skills

Effective Listening

Early stages of the counselling relationship afford the chance to build counsellor understanding of client
and issues faced. Using counselling skills to gather information, to begin to formulate impressions

Do…

Use listening skills and attend to nonverbal. Listen for the underlying communication

Don’t…

Be a judgmental counsellor Jump to conclusions. Make language errors (e.g. parroting, jargon)

3.4.2 Stage Two: Assessment and Diagnosis

Gathering information to promote understanding of client’s situation and perspective…..

phenomenological

Completion of intake / of psychosocial Standardized (e.g. psychological tests) and Non standardized (e.g.
clinical interview) tools

Completion of Risk Assessment where appropriate

Diagnosis –

Identifying the nature of the presenting problem – what kind of change is sought.
Counsellor role more so in helping the client articulate than in pronouncing for them.

Seeing problem in-context to the client’s larger world. Keeping an eye on strengths and resources.

Counsellor builds hypotheses during this stage and throughout.

3.4.3 Stage Three: Formulation of Client Goals

The client articulates where they want their counselling journey to take them.

* Client role as one of driving the bus

* Enhances sense of ownership and motivation – factors important in the change process

Well identified goals help create a roadmap and means to evaluate. Goals may change, evolve as
therapy progresses

Five Categories in Counselling Goals

1. To change an unwanted or unwelcome behaviour

2. To better cope

3. To make and implement decisions

4. To enhance relationships

5. To help client’s journey of growth toward achieving potential

3.4.4 Stage Four: Intervention and Problem Solving

Begins as soon as goals are established – this is plan for how to achieve them.

Action…directed in accord with new perspectives

Collaboratively established plan works best

Educational in that client is offered information regarding options, and advantages / disadvantages for
each

Intervention

New perspectives on both the way clients have looked at the problem and ways they

might approach it

*Confrontation vs Carefrontation

*Self Disclosure as appropriate

*A clear, simple plan toward goals

Characteristics of a good treatment plan…

*goals are clearly defined and reachable

*plan able to be adapted with time

*positive and action-oriented focus

Essential to an effective plan…is client’s motivation and willingness to follow it.

Prochaska’s Stages of Change

Pre-Contemplation

Contemplation

Preparation / Determination

Action

Maintenance

Relapse

Crafting a Treatment Plan

Begins with clearly articulated problem and priority from client’s perspective

*primary (presenting) vs underlying.

Clearly defined, broad goals – global.

Objectives – behaviourally stated, steps on way to broader goal – mindful of accountability.

Interventions to be utilized by counsellor.

3.4.5 Stage Five: Termination and Follow Up

Counsellor always mindful of avoiding fostering dependency and is aware of own needs.

Preparation for termination begins long before.

Open door / plan for possibility of future need.

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

3.4.6 Stage Six : Research / Evaluation

Really completed throughout the counselling process – reflected in…

*Generating hypotheses

*Trying intervention strategies

*Determining if / when goal is met

A plan for evaluation

3.5 RELATIONSHIP BUILDING IN COUNSELLING

3.5.1 Primary Responsibility

Counsellors value objectivity and integrity in their commitment to understanding human behaviour, and
they maintain the highest standards in providing mental health counselling services.

a) The primary responsibility of counsellors is to respect client dignity and promote client welfare.

b) Counsellors are clear with clients about the parameters of the counselling relationship. In a
professional disclosure statement, they provide information about expectations and responsibilities
of both counsellor and client in the counselling process, their professional orientation and values
regarding the counselling process, emergency procedures, supervision (as applicable) and business
practices. Information is also provided regarding client rights and contact information for the state
counselling licensure authority.

3.5.2 Confidentiality
Counsellors have a primary obligation to safeguard information about individuals obtained in the course
of practice, teaching, or research. Personal information is communicated to others only with the
person's consent, preferably written, or in those circumstances, as dictated by state laws. Disclosure of
counselling information is restricted to what is necessary, relevant and verifiable.

a) Confidentiality is a right granted to all clients of counselling services. From the onset of the
counselling relationship, counsellors inform clients of these rights including legal limitations and
exceptions.

b) The information in client records belongs to the client and shall not be shared without permission
granted through a formal release of information. In the event that a client requests that
information in his or her record be shared, mental health counsellors educate clients to the
implications of sharing the materials.

c) The release of information without consent of the client may only take place under the most
extreme circumstances: the protection of life (suicidality or homicidality), child abuse, and / or
abuse of incompetent persons and elder abuse. Above all, mental health counsellors are required
to comply with state and federal statutes concerning mandated reporting.

d) Counsellors (or their staff members) should not release information by request unless
accompanied by a specific release of information or a valid court order. Counsellors make every
attempt to release only information necessary to comply with the request or valid court order.
Counsellors are advised to seek legal advice upon receiving a subpoena in order to respond
appropriately.

e) The anonymity of clients served in public and other agencies is to be preserved, if at all possible,
by withholding names and personal identifying data. If external conditions require reporting such
information, the client should be so informed.

f) Information received in confidence by one agency or person shall not be forwarded to another
person or agency without the client's written permission.

g) Counsellors have the responsibility to ensure the accuracy of, and to indicate the validity of, data
shared with other parties.
h) Case reports presented in classes, professional meetings, or publications should be disguised so
that no identification is possible. Permission must be obtained from clients prior to disclosing their
identity.

i) Counselling reports and records are maintained under conditions of security, and provisions are
made for their destruction after five (5) years post termination or as specified by state regulations.
Counsellors ensure that all persons in their employ, and volunteers, supervisees and interns,
maintain confidentiality of client information.

j) Sessions with clients may be taped or otherwise recorded only with written permission of the
client or guardian. Even with a guardian's written consent, mental health counsellors should not
record a session against the expressed wishes of a client. Such tapes shall be destroyed after five
(5) years post termination or as specified by state regulations.

k) The primary client owns the rights to confidentiality; however, in the case where primary clients are
minors or are adults who have been legally determined to be incompetent, parents and guardians
have legal access to client information. Where appropriate, a parent(s) or guardian(s) may be
included in the counselling process; however, mental health counsellors must take measures to
safeguard client confidentiality within legal limits.

l) In working with families or groups, the rights to confidentiality of each member should be
safeguarded. Counsellors must make clear that each member of the group has individual rights to
confidentiality and that each member of a family, when seen individually, has individual rights to
confidentiality within legal limits.

m) When using a computer to store confidential information, counsellors should take measures to
control access to such information. After five (5) years post termination or as specified by state
regulations, the information should be deleted from the system.

n) Counsellors may justify disclosing information to identifiable third parties if clients disclose that
they have a communicable or life threatening illness. However, prior to disclosing such
information, counsellors must confirm the diagnosis with a medical provider. The intent of clients
to inform a third party about their illness and to engage in possible behaviours that could be
harmful to an identifiable third party must be assessed as part of the process of determining
whether a disclosure should be made to identifiable third parties.
 o) Counsellors should take necessary precautions to ensure client confidentiality of information
transmitted electronically through the use of a computer, e-mail, fax, telephone, voice mail,
answering machines, or any other electronic means.

p) Counsellors should protect the confidentiality of deceased clients in accordance with legal
requirements and agency or organizational policy.

q) Counsellors may disclose information to third-party payers only after clients have authorized such
disclosure.

3.5.3 Dual / Multiple Relationships

Counsellors are aware of their influential position with respect to their clients and avoid exploiting the
trust and fostering dependency of the client.

a) Counsellors should make every effort to avoid dual / multiple relationships with clients that could
impair professional judgment or increase the risk of harm. Examples of such relationships may
include, but are not limited to: familial, social, financial, business, or close personal relationships
with the clients.

b) When deciding whether to enter a dual / multiple relationships with a client, former client,
counsellors would seek consultation and adhere to a credible decision-making process prior to
entering this relationship.

c) When a dual / multiple relationships cannot be avoided, counsellors should take appropriate
professional precautions such as informed consent, consultation, supervision and documentation
to ensure that judgment is not impaired and no exploitation has occurred.

d) Counsellors should not accept as clients, individuals with whom they are involved in an
administrative, supervisory or other relationship of an evaluative nature.

3.5.4 Exploitative Relationships

Counsellors are aware of the intimacy and responsibilities inherent in the counselling relationship. They
maintain respect for the client and avoid actions that seek to meet their personal needs at the expense of
the client.

a) Romantic or sexual relationships with clients should be strictly prohibited. Counsellors do not
counsel persons with whom they have had a previous sexual relationship.

b) Counsellors are strongly discouraged from engaging in romantic or sexual relationships with former
clients. Counsellors may not enter into an intimate relationship until five years post termination or
longer as specified by state regulations. Documentation of supervision or consultation for exploring
the risk of exploitation is strongly encouraged.

c) Determining the risk of exploitative relationships includes but is not limited to factors such as
duration of counselling, amount of time since counselling, termination circumstances, the client’s
personal history and mental status, and the potential adverse impact on the former client.

d) Counsellors should be aware of their own values, attitudes, beliefs and behaviours, as well as how
these apply in a society with clients from diverse ethnic, social, cultural, religious, and economic
backgrounds.

Check Your Progress 2

Notes: i) Write your answers in the space given below.

ii) Compare your answers with those given at the end of the block

1. Describe five purposes served in stage one of counseling process.

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2. How confidentiality is important in counselling? Explain in 7-8 lines.

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3. Discuss termination and follow up of counselling process in 6-7 lines.

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4. Counsellor builds hypotheses in which stage of the counselling process.

(a) Stage one (b) Stage two (c) Stage three (d) Stage four

5. Counsellors should make every effort to avoid-

(a) Dual relationship (b) Multiple relationship

(c) Both a & b (d) None of the above

3.6 CORE COUNSELING SKILLS

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3.6.1 Active Listening

You have to listen actively. Attentive and active listening is essential. How to listen

actively? Some guidelines are as under:

 Accept your clients as they are. Treat him / her as an individual.

Listen to what your clients say and also how they say it. Notice the tone of their voice, choice of
words, facial expression and gestures.
Keep silent sometimes. Give your clients time to think, ask questions and talk more at his / her speed.
Listen to your client carefully instead of thinking what you are going to say next.
Every now and then, repeat what you have heard. Then both you and your client know whether you
have understood.
Sit comfortably. Avoid distracting movements. Look directly at your clients when they speak, not at
your papers or out of the window.
Use words such as “then”? “And” “Oh” These words encourage clients to keep talking.
Show your interest and understanding at all times. Express empathy. Avoid Judgement and opinion.

3.6.2 Responding To Clients Feelings

Once you recognise client’s feelings, let them know in clear and simple words that you understand. This
is called “reflecting feeling”. You can’t change a clients feeling. Only they can do that. But when you
reflect feelings, you are showing that you understand. You also are saying that it is all right to feel that
way.
Questioning

Asking questions to understand clearly the clients’ problems or worries and help client go deeper into
his / her own awareness or insight. The question is centred on the prime concern of the client and open
ended questions are better than a close ended.

Paraphrasing

Repeating in one’s own words what the client has said to show one understands. Say it in few words so
that it gives a summary essence of client's words.

Interpretation:

Giving back to the client the core or basic issue he / she is talking around or hinting at, picking up what
the client is feeling but not saying. This skill involves going to a slightly deeper level of the issue to point
out the feeling of meaning or meanings, which are just below the surface of the client’s awareness.
Check with the client, if one’s interpretation is correct.

3.6.3 Check Your Counselling Skills

 Did you greet each client on arrival?

 Did you ask the clients the reasons for the visit?
 Did you tell all available solution?
 Did you help the client to choose a specific solution?
 Did you explain the use of the method and its side effects and their management?
 Did you plan the return visit?

3.6.4 Factors That Help / Hinder in Counselling

Factors that Help Counselling

 Encourage independent decision making.

 Ask the client whatever you do not understand.
 Refer the case when beyond your skills or get a consultation.
 Encourage the client to get family and friend support.

Factors that Hinder in Counselling

 Passing moral judgement on client’s behaviour or feelings.

 Take on more than you can handle.
 Stereotype the client.
 Increase or slow the pace of the process according to your time and needs.
 Make generalizations and minimize the issue or compare it to others’ situation / problems.
 Ask questions for your interest / needs rather than those of the client.

3.6.5 Techniques of Couselling

Push Technique

This technique does not elicit participation from the client and does not give information to him / her,
but tries to make the client accept the decision already made by the health care provider. This is
authoritative and non-participatory technique and is not really counselling. Most of the government run
programmes fall into this category.

Pull Technique

Adequate information is elicited from the client utilizing micro-counselling skills. All needed information
is given to the client. This technique clears the doubts and answers questions and facilitates voluntary
decision to be made by the client. This approach is an example of participatory, decentralized and
consultative process to assess the needs, generate demand and to meet demand; to achieve client
satisfaction. Client has been considered as the most central point and listening to the client is essential
component of the programme activity.

Moving Away Technique

Due to paucity of time, presence of multiple responsibilities, preoccupied by some other activity to be
performed later, the counsellor does not concentrate to listen to the client, giving orders to other staff
to make arrangement for a later activity and tries to send away the clients.

Check Your Progress 3

Notes: i) Write your answers in the space given below.

ii) Compare your answers with those given at the end of the block.

1. List out five important points of active listening skill.

…………………………………………………………………………………………….

……………………………………………………………………………………………

……………………………………………………………………………………………

…………………………………………………………………………………………….

…………………………………………………………………………………………….

2. Asking questions is essential to understand clients problems- (True/False)

3. Counsellor should be judgemental and critical (True/False)

4. Counsellor should encourage independent decision making (True/False)

5. Client should be encouraged to get family support. (True/False)

6. The factor that help in counselling is –

(a) Passing judgement (b) Stereotype the client

(c) Make generalization (d) Make the client independent

7. Which technique does not elicit participation form the client-

(a) Push technique (b) Pull technique

(c) Moving away technique (d) Active listening

3.7 LETS SUM UP

Counselling is an activity that aims at course correction in an individual’s life whether in a school, in a job
or in a work place, plays a major role in the well being of people looking for satisfaction in life. The
stages and process of counselling are that road map through which perfection seeking individuals
smoothen out the problem related curves and abnormality from their lives that threatens to push them
out of the competition. At this stage seeking professional help from a qualified counsellor becomes
crucial. The counsellor interventions tend to involve four dimensions: what to do, to whom, when, and
how. The whole counselling process can be summarized as follows : firstly, a minimal translation of the
helpee’s explorations into self-understanding; secondly, the development of some direction, however
tentative, based upon this minimal understanding; thirdly, acting upon this directionality; fourth,
incorporating the feedback from the action; fifth, reflecting back upon understanding and sharpening
earlier discriminations; sixth, acting more constructively based upon finer and more sensitive
understanding.

3.8 UNIT END EXERCISES

1. Prepare a chart showing important counselling skills for counselling.

2. Visit a school counsellor and make notes regarding stages of counselling followed by the counsellor
and make a list of behaviours being changed after counselling.

3.9 FURTHER READINGS

 Rogers, C. (1951). Client-Centered therapy. Boston Houghton Mifflin

 Gysbers, N.C., & Moore, E.J. (1981). Improving guidance programs. Englewood Cliff, NJ:
Prentice Hall

UNIT 1

Check Your Progress 1

2. counselling 3. True 4. False 5. False 6. True.

Check Your Progress 2

2. (a) 3. (c) 4. (c) 5. (b)

UNIT 2

Check Your Progress 1

4. (d) 5. (a) 6. (c)

Check Your Progress 2

3. (b) 4. (c)

Check Your Progress 3

5. (c) 6. (a) 7. (a) 8. (b)

UNIT 3

Check Your Progress 1

3. True 4. False 5. (b) 6. (a)

Check Your Progress 2

4. (b) 5. (c)

Check Your Progress 3

2. True 3. False 4. True 5. True 6.(d) 7. (a) .

 BLOCK - 5

GUIDANCE AND COUNSELLING AND INCLUSIVE EDUCATION

This is the fifth block of the Course GC-II: Essentials of Guidance and Counseling. There are
three units in it. The units are:

Unit-1 Need and Importance of Guidance, Counselling and Inclusive Education

Unit-2 Guidance and Counselling Physically and Mentally Challenged

Unit-3 Guidance and Counselling Children with Learning Disabilities

In the first unit titled Need and Importance of Guidance, Counselling and Inclusive Education, concept,
need and importance of guidance, counselling and inclusive education and role of teachers, parents and
community have been discussed.

In the second unit, guidance and counselling physically and mentally challenged, the need for guidance,
counseling physically and mentally challenged and the role of teachers, parents and community have
been discussed.

In the third unit on guidance and counseling for children with learning disabilities the Concept of
Learning Disability, Guidance and Counselling Children with Learning Disability, Role Of A Resource
Teacher And Parents And Strategies For Overcoming Behaviour Problems Have Been Discussed.

Unit 1 : Need and Importance of Guidance, Counselling and Inclusive Education

Unit 2 : Guidance and Counselling Physically and Mentally Challenged

Unit 3: Guidance and Counselling Children with Learning Disabilities

UNIT-1 NEED AND IMPORTANCE OF GUIDANCE, COUNSELLING AND INCLUSIVE EDUCATION

STRUCTURE

1.1 Introduction

1.2 Objectives

1.3 Concept of Inclusive Education

1.4 Need and importance of Guidance, Counselling and Inclusive Education

1.5 Role of Teachers

1.5.1 Role of Parents and Community

1.6 Let Us Sum Up

1.7 Unit Exercises

1.8 Check Your Progress

1.9.1 Suggested Readings

1.1 INTRODUCTION

Democracy intrinsically implies provision of equality of educational opportunities to all according to

learner’s ability and aptitude. It envisages equality not only in terms of access but also in achievement
and life chances. Every child in the classroom is unique and deserves individual attention. Education can
be the most effective way of giving equal opportunity and getting rid of differences among us. In a
democratic country like India, it is a fundamental right for citizens to get education. It is a universal truth
that all individuals are different basically from each other physically, mentally, educationally and socially
up to a limit, children with special needs are different, both in their nature and kind of potentiality. Such
children distinctly require special needs in a specialized manner.

In general majority of the children are classified as average in a classroom. There may be few children
who may deviate mentally, socially, educationally or physically from their peers to quite an appreciable
extent. Such children distinctly, require educational care and their adjustment problems have to be
tackled in a specialized manner.
Many children with special needs do not have the sensitivity to adjust, many of them become problem
children and maladjusted and develop inferior feelings and become timid and submissive, lack of
confidence in one's personal abilities is a common characteristics.

"The right to freedom" embraces within itself the right to live with dignity. Education is an intrinsic part
of the fundamental right. Unless schools embrace "differences" they can never deliver one of the basic
requirements of education. Inclusive schools can certainly offer resistance to the discriminatory trends
that are being followed. Inclusion creates effective classrooms where the educational needs of all children
are addressed irrespective of ability or disability. Inclusion is not an option but compulsion to reach out
all children to enable the dream of education for all. In this unit the need and importance of guidance,
counseling and inclusive education have been discussed.

1.2 OBJECTIVES

After going through this unit; you will be able to:

 Explain the concept of inclusive education

 Explain the need and importance of guidance,counseling and inclusive education
 Enumerate different guidance and counseling techniques for children with special needs in an
inclusive school
 Explain the role of teachers, parents and community in guidance and counselling

1.3 CONCEPT OF INCLUSIVE EDUCATION

The word include refers to being part of something. Exclude its antonym, refers to being kept out or
expelled. Inclusive education in its simplest sense refers to educating all children together regardless of
their physical, intellectual, emotional, social, linguistic, economic and ethnic or any other conditions.

Inclusive education is an ideology and not a programme. The major support for inclusive education came
from the 1994 World Conference on Special Needs Education in Salamanca, Spain. The urgency to
address the needs of learners who are vulnerable to exclusion through responsive educational
opportunities was also pointed out at the Dakar World education Forum in April 2000.
The whole school policy is also referred to as the social or environmental model and rests on the theory
that the child is a product of his/her experiences and the interventions the child has with various
environments that impinge upon him/her. Thus to a great extent a child’s growth and development
depends upon this.

As the programme progressed many models of service delivery evolved with the sole aim of providing
supportive learning environment to children with special needs. The thrust was on imparting quality
education to all children.

Inclusive education is based on the principle that school should accommodate all children regardless of
their physical, intellectual, social, emotional, linguistic and other conditions. This should include
disabled, gifted, street and working children, those from remote or nomadic populations, children from
linguistic, ethnic or cultural minorities & children from other disadvantaged or marginalized areas or
groups.

Inclusion means creating effective classrooms where the educational needs of all children are addressed
irrespective of ability or disability. Inclusion aims at reinforcing better educational practices in general
school system, which addresses the educational needs of all children. Inclusion in education is the process
of allowing all children the opportunity to fully participate in general classroom activities regardless of
disability, race, or other characteristics. It involves providing a variety of activities and experiences so
that all students can participate and be successful in the general classroom of their neighbourhood school.

Inclusive education is a process of enabling all students including previously excluded groups, to learn
and participate effectively with mainstream school systems. Its practices reflect the changing culture of
contemporary schools with emphasis on active learning authentic assessment practices, applied
curriculum, multilevel institutional approaches and increased attention to diverse student needs and
individualization.

In its broadest and all encompassing meaning, inclusive education, as an approach, seeks to address the
learning needs of all children, youth and adults with a specific focus on those who are vulnerable to
marginalization and exclusion. It implies all learners, young people - with or without disabilities being
able to learn together through access to common pre-school provisions, schools and community
educational setting with an appropriate network of support services. This is possible only in a flexible
education system that assimilates the needs of a diverse range of learners and adapts itself to meet these
needs. It aims at all stakeholders in the system (learners, parents, and community, teachers, and
administrators, policy makers) to be comfortable with diversity and see it as a challenge rather than a
problem.

1.4 NEED AND IMPORTANCE OF GUIDANCE, COUNSELLING AND INCLUSIVE EDUCATION

Inclusive schools develop leadership qualities, effective teaching learning methods. Inclusion focuses on
equal opportunities for all learners, whatever their age, gender, ethnic origin, religious belief, status,
impairment, attainment or social economic back ground. It pays particular attention to the provision
made for children and the achievement of different groups of learners, maximizing the participation of
all the learners in the community schools of their choice. Rethinking and restructuring policies, curricula,
and practices in schools and learning environments so that diverse needs can be met, whatever the
origin or nature of those needs.

Inclusion is a term which expresses commitment to educate each child, to the maximum extent possible,
in the school and classroom he or she would otherwise attend. It involves bringing support services to
the child (rather than moving the child to the services) and requires only that the child will benefit from
being in the class (rather than having to keep with the other students).It acknowledges all students in a
school regardless of their strengths and weaknesses in any area, to become part of the school
community. The feeling of belonging among other students, teachers and other support staff.

Children with disabilities demonstrate high levels of social interaction with non disabled in inclusive
settings. Social competence and communication skills of children with diverse abilities are improved in
inclusive settings. Children with disabilities in inclusive settings often have a more rigorous educational
programme, resulting in improved skill acquisition and academic gains. Social acceptance of children
with diverse abilities is enhanced by the frequent small-group work nature of their instruction in inclusive
classrooms. Friendships more commonly develop between children with disabilities and those without
disabilities in inclusive settings.

Children with special needs should be counselled with regard to their strengths and abilities and various
areas of interest so as to enable them to choose an appropriate field of study to be pursued as a career later
on. There are many psychological tests on aptitude, personality, interests and careers, which could be of
help when counseling the children with special needs. Career guidance at an early age can help us
channelize their abilities more constructively and effectively. Schools should organize exhibitions and
talks related to career guidance.

Counselling is important for the complete development of special needs children. Parents and teachers are
very important in helping children with special needs, understand their problems and overcome them.
Any kind of stress that children with special needs undergo due to high expectations from parents,
teachers and peers could be reduced with support from the same, making things a little easier at home or
school. At times, when children with special needs are trying to live up to their parents expectations they
may face conflicts of competition and higher achievement which need to be handled by professional
counsellors who are experienced and well equipped.

Check Your Progress I

Notes: a) Write your answers in the space given below.

b) Compare your answer with those given at the end of the unit.
 i) What do you mean by inclusive education?

ii) Discuss the need and importance of inclusive education?

1.5 ROLE OF TEACHERS

Teachers should play an important role in inclusion. They should facilitate the learning of all students.
The attitude of teachers is very important for success of inclusive education. Teachers should be trained in
understanding and counselling children with special needs. A teacher as a counseller in a classroom set up
is of an advantage for the child with special needs. Teachers need to posses the professional knowledge
skills and attitudes to understand prepare and deliver in inclusive settings.

The teacher should have the knowledge of special needs of children with disabilities; for example
physically challenged can be taught the same curriculum but they require modifications in physical
environment. The partially blind need large print materials. The blind and deaf needs adapted curriculum
for teaching difficult concepts. Compensatory activities should be planned in such a way that the child
gets wholistic picture of the concept taught in the general classroom. The following suggestions may help
in inclusion of children with special needs.

 Be familiar with the concept of inclusion, causes and characteristics, identification and
assessment, teaching and training methods and guidance and counseling.
 Ability to take advantage of children’s individual interests and using their internal motivation for
developing needed skills.
  Dealing with individual differences
 Asses present status and needs of the child
 Help students to look for ways to help each other.
 A realization that every child in the class is their responsibility
 Develop individualized education programmes
 Regular assistance in the classroom. Common issues or problems faced by children can be dealt
through a group activity. e.g. If an observant teacher comes across a gifted child with a problem
of low self esteem she can plan a group role play on a similar situation to be enacted where in
the children are asked to come up with solutions for the same.
 Social, emotional and academic issues can also be well handled in an integrated manner by the
teacher herself.
 The teacher can always provide an ongoing, continuous, appropriate and immediate motivation
in the classroom.
 Recreation and opportunities for community interaction
 Encouraging family and community participation in the rehabilitation of the disabled

1.5.1 Role of Parents and Community

 Parents should take interest in inclusion

 Parents attitudes like over protection, rejection and over expectation should be changed
 Regular interaction with teachers to know the progress of the child
 The community can adapt the concept of inclusion.
 Involving families for meaningful inclusion

Check Your Progress II

Notes: a) Write your answers in the space given below.

b) Compare your answer with those given at the end of the unit.

iii) Discuss the need and importance of guidance, counseling special need children?

…………………………………………………………………………………………….…

…………………………………………………………………………………………….…

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 …………………………………………………………………………………………….…

…………………………………………………………………………………………….…

iv) Discuss the role of teachers in guidance, counseling and inclusion?

…………………………………………………………………………………………….…

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…………………………………………………………………………………………….…

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1.6 LET US SUM UP

In this unit you have studied that,

 The word include refers to being part of something. Exclude its antonym, refers to being kept
out or expelled. Inclusive education in its simplest sense refers to educating all children together
regardless of their physical, intellectual, emotional, social, linguistic, economic and ethnic or any
other conditions.
 In its broadest and all encompassing meaning, inclusive education, as an approach, seeks to
address learning needs of all children, youth and adults with a specific focus on those who are
vulnerable to marginalization and exclusion.
 Inclusive schools develop leadership qualities, effective teaching learning methods. Inclusion
focuses on equal opportunities for all learners, whatever their age, gender, ethnic origin,
religious belief, status, impairment, attainment or social economic back ground.
 Inclusion is a term which expresses commitment to educate each child, to the maximum extent
possible, in the school and classroom he or she would otherwise attend. It acknowledges all
 students in a school regardless of their strengths and weaknesses in any area, to become part of
the school community.
 Counselling is important for complete development of special needs children. Parents and
teachers are very important in helping the children with special needs, understand their
problems and overcome them.
 Children with special needs should be counselled with regard to their strengths and abilities and
various areas of interest so as to enable them to choose an appropriate field of study to be
pursued as a career later on.
 Teachers should play an important role in inclusion. They should facilitate the learning of all
students. The attitude of teachers is very important for success of inclusion. Teachers need to
posses professional knowledge skills and attitudes to understand prepare and deliver in inclusive
settings.
 Parents and community also have an important role to play in meaningful inclusion.

1.7 UNIT EXERCISES

1. What do you mean by inclusion?

2. What is the need and importance of guidance and counseling?
3. What is the need and importance of guidance, counselling and inclusive education?
4. Discuss the role of teachers in guidance and counseling?
5. Discuss the role of parents and community in guidance and counseling?

1.8 CHECK YOUR PROGRESS

(i) Inclusive education in its simplest sense refers to educating all children together regardless of
their physical, intellectual, emotional, social, linguistic, economic and ethnic or any other
conditions. In its broadest and all encompassing meaning, inclusive education, as an approach,
seeks to address the learning needs of all children, youth and adults with a specific focus on those
who are vulnerable to marginalization and exclusion.
(ii) Inclusive schools develop leadership qualities, effective teaching learning methods. Inclusion
focuses on equal opportunities for all learners, whatever their age, gender, ethnic origin, religious
belief, status, impairment, attainment or social economic back ground. It pays particular attention
to the provision made for children and the achievement of different groups of learners,
maximizing the participation of all the learners in the community schools of their choice.
(iii) Children with special needs should be counselled with regard to their strengths and abilities and
various areas of interest so as to enable them to choose an appropriate field of study to be pursued
as a career later on. There are many psychological tests on aptitude, personality, interests and
careers, which could be of help when counseling children with special needs. Career guidance at
an early age can help us channelize their abilities more constructively and effectively. Schools
should organize exhibitions and talks related to career guidance.
(iv) Teacher should play an important role in inclusion. They should facilitate the learning of all
 students. The attitude of teachers is very important for success of inclusion. Teachers should be
trained in understanding and counselling children with special needs this can be of great help to
these children in the school environment itself. A teacher as a counseller in a classroom set up is
of an advantage for the child with special needs. Teachers need to posses the professional
knowledge skills and attitudes to understand prepare and deliver in inclusive settings.

1.9 SUGGESTED READINGS

1. National Curriculum [Link], New Delhi.

2. [Link] survey of Educational Research, New Delhi.
3. [Link] Frame work for quality teacher education, New Delhi.
4. Sharma,[Link] of Special Education,Meerut:[Link] Books
5. Seetaram Jaiswal, [Link] and Counselling in Education, Agra: Agarwal publications.
6. UNESCO (2004): Teacher education resource pack, Paris.
7. Venkateshwarlu, D (2009): Inclusive Education Practices: National & International, Proceedings of
International Conference on Education, Research and Innovations for Inclusive Societies, Dravidian
University, Kuppam, and 19-21 March, 2009.
UNIT-2 GUIDANCE AND COUNSELLING PHYSICALLY AND MENTALLY CHALLENGED

STRUCTURE

2.1 Introduction

2.2 Objectives

2.3 Guidance and Counselling Physically Challenged

2.3.1 Role of Teachers in Guidance and Counselling Physically Challenged

2.4 Guidance and Counselling Mentally Challenged

2.4.1 Role of Teachers in Guidance and Counseling Mentally Challenged

2.4.2 Role of Parents in Guidance and Counselling Mentally Challenged

2.5 Role of Community

2.6 Let Us Sum Up

2.7 Unit Exercises

2.8 Check Your Progress

2.9 Suggested Readings

2.1 INTRODUCTION

Equality of opportunity entails ensuring that persons with disabilities are trained to the very best of their
abilities to take up socially responsible and productive roles in civil society. The objective should be to
integrate the physically and mentally challenged with general community as equal partners to prepare
them for life.

Children who are physically challenged in some way face more problems than others. Some of the
difficulties they face may be in terms of architectural barriers hindering their movement from one place
to another, inapproprpiate curriculum, lack of vocational training according to their capabilities etc.

The problem of helping child with mental retardation is a stupendous one, but it is worth, all our efforts,
enthusiasm and zealous pursuit. A child with mental retardation needs to enjoy the fundamental rights
of existence, care, education and other opportunities for intellectual, emotional and social adjustment,
in his family and outside, as much as any non- disabled. In this unit the need for guidance and counseling
physically and mentally challenged, the role of teachers, parents and community has been discussed.

2.2 OBJECTIVES

After going through the unit; you will be able to:

 Explain the need and importance of guidance and counselling physically challenged
 Explain the need and importance of guidance and counselling mentally challenged
 Explain the role of teachers and parents in guidance and counselling physically challenged
 Explain the role of teachers, parents and community in guidance and counseling mentally
challenged

2.3 GUIDANCE AND COUNSELLING PHYSICALLY CHALLENGED

The greater need is in the area of adaptive equipments. Technology has helped physically challenged to
learn like average child with the help of advanced technology. Facilitating independence and building
self esteem are the two requirements of physically challenged.

Physically challenged do not require any special setting for schooling. They can be educated well in the
general school along with other children. These children should be taught selfreliance, intiative and
ability to make choices. They should be taught how to use different parts of the body. They should play
and mix with other students. The school should provide experiences in music, drama, art etc.

Physically challenged are those whose non sensory physical limitations interfere with their school
attendance or learning to such an extent that they require additional facilities, equipment and materials.
A short ramp on the steps to enable the children with wheel chairs or crutches to enter the building.
Addition of a hand bar by the side of a water tap, in a toilet, or near section of a toilet, or near section of
a black board. Removal of desks to make room for the wheel chair to move. Modification of furniture to
provide for the comfort of the child with braces. Rubber mats over slippery section of the floor within
the classroom. Problem of children with poor hand coordination can be solved by taping paper to desk,
providing holders for books.

Remarkable progress has been made in recent years for the education of physically challenged. In metro
cities many schools have incorporated medical and therapeutic equipments to meet the educational
needs of physically challenged. However the schools may take the following steps to provide better
facilities.

 Special attention should be given to these children

 Appropriate seating arrange ments
 Organizing indoor games
 Vocational guidance
 Provision of special equipment and artificial limbs
 Vocational training should be provided as far as possible
 Social ,emotional and developmental activities
 Communication skills and language

2.3.1 Role Of Teachers In Guidance And Counselling Physically Challenged

The classroom may have many disabled, the teacher should be aware of their needs while giving
instructions. The following suggestions may be useful.

 have positive attitude towards these children

 know the limitations of each and every child
 involve parents in educating these children
 help children to discuss their problems
 develop attitude of self-acceptance
 include all children for cooperation
 They should be encouraged to achieve
 Provide vocational training to these children
 Encouraging non governmental organizations
 Children with health problems should be given extra time
 Teacher should organize cooperative learning programmes in order to minimize the social
problems
 Encourage the students to participate in all curricular activities.

Check Your Progress I

Notes: a) Write your answers in the space given below.

b) Compare your answer with those given at the end of the unit.
 i) Discuss the needs of physically challenged?

ii) Discuss the role of teachers in guidance and counseling special need children?

2.4 GUIDANCE AND COUNSELLING MENTALLY CHALLENGED

The usage of the term “mental retardation” became common with the development of intelligence
tests. By and large, whatever criteria which may be used, mental retardation is a state of marked inferior
intelligence which is so essential for survival through efficient adjustments. It is for this reason that
educational progress, vocational adjustment and performance on intelligence tests are often used as
criteria for mental retardation.

A child with mental retardation shows a condition of incomplete or less than normal mental
development. He has limited capacity to understand, to learn, to think, to reason, to judge and to
discriminate. He cannot therefore, profit much from his experiences or ordinary schooling. This is, then
the first problem he presents-the problem of intellectual deficiency resulting in poor educability.

Poor educability, in most cases, leads to the problem of social inadequacy and immaturity and the
consequent social maladjustment. Both these problems are accompanied by non acceptance or
rejection at the hands of his parents and siblings and foster a sense of insecurity in the child. Other
factors are intense guilt in parents and an atmosphere of frustration, conflict and unhappiness in the
home. If these parental feelings and attitudes persist, all efforts to improve the functioning of the child
with mental retardation can prove useless. Hence, there is a great need for counseling the parents of
the child with mental retardation. It is recognized more and more that professional, and at the same
time human attention should be given to the parents to change their attitudes and accept their children
with disability.

Counselling is not merely giving advice or information. It does not mean just the communication of
results of psychological examination of the child in terms of mental age or IQ. It means more than that.
It implies assistance or guidance to a parent so that he may gain insight into the problems of the child
with mental retardation and may change his attitudes and behavior which is maladaptive at the
moment, through a number of personal interviews. A good counseling interview is like any other
therapeutic interview in which the gaining of insight is the main objective. The counselor should not
allow himself to be into the role of advisor. The parent should not feel that he/she is being forced to
accept what has been told. The parent should feel that he has an equal role in making the decision.

2.4.1 Role of Teachers in Guidance and Counselling Mentally Challenged

Teachers need to deliver classroom programmes so that they incorporate the learning needs of all
students through effective teaching practices. They need to provide teaching programmes that meet the
diverse needs of all children including disabled. The following suggestions will help teachers in the
classroom.

 Knowledge of psychology for assessment

 Provide opportunities for practice
 Provide opportunities for sharing experiences
 avoid as far as possible labeling the child
 Help to create favourable environment for social and academic integration
 Help in improving self direction and self management
 Promote positive self concept and pride in independent behaviours
 Expose the child to different environments as much as possible.
 Provide alternative instructional presentations using varied examples and focus on functional
skills.
 Provide opportunities for students to demonstrate understanding actively before moving to
independent practice.
 Provide opportunities for practice that are appropriate or necessary for classmates.
 Use concrete examples when teaching new skills
 Provide supportive and corrective feed back more often than that are needed for classmates
  Evaluate student’s performance and progress more frequently
 Break lessons into smaller parts when teaching complex skills.
 Give enough practice for each step
 Be prepared to repeat teaching more frequently
 Provide them opportunity to participate in co curricular activities
 Seek assistance from resource teacher
 Provide them training for vocation at the school
 Reward the child for his efforts

2.4.2 Role of Parents in Guidance and Counselling Mentally Challenged

Very often parents fail to understand their children and prefer to keep them at home. But they have to
develop right attitude for bringing them up. If parents suspect that particular child is mentally retarded,
they should immediately get him checked first. If possible they can take the child to guidance counseling
centre to check the degree of mental retardation. After diagnosis they should face the problem
courageously and with determination.

 Clarifying issues involved in mental retardation, such as what it means in terms of present
condition and future expectations.
 Clarifying issues with regard to family and community relationships, the effect on other siblings
and effect on mentally retarded child.
 Enable them to accept emotionally the child’s retardation and creation of such a child need not
be considered as badge of dishonor or failure.
 Enable them to accept emotionally the child’s academic limitations
 Enable them to dispel the feelings of shame, embarrassment, disappointment, guilt and
personal responsibility, by resolving their conflicts
 Enable the parents to realize that in some measure they are as much a problem as their child
 Enable the parents to live more harmoniously with each other and their child
 Encourage the child as much as possible

2.5 ROLE OF COMMUNITY

Education of children with disabilities is not only the responsibility of the teachers and parents but the
community has also a role to play. The community can play a role by

 Encouraging non government organizations to open schools and colleges

 Can provide the training to the needy
  By opening more guidance and counselling centers
 By providing opportunities for recreational activities
 By opening more community centers for social activities
 By opening residential accommodation to the needy

Check Your Progress II

Notes: a) Write your answers in the space given below.

b) Compare your answer with those given at the end of the unit.

iii) Discuss the need and importance of guidance and counseling the parents of mentally
challenged?

iv) Discuss the role of teachers in guidance, counseling the mentally challenged?

2.6 LET US SUM UP

 The greater need is in the area of adaptive equipment. Technology has helped physically challenged
to learn like any other child with the help of advanced technology. Facilitating independence and
building self esteem are two requirements of physically challenged.
 Physically challenged do not require any special setting for schooling. They can be educated well in
general school along with other children. These children should be taught self-reliance, initiative and
ability to make choices. They should be taught how to use different parts of the body. They should
play and mix with other students. The school should provide experiences in music, drama, art etc.
 A child with mental retardation shows a condition of incomplete or less than normal mental
development. He has limited capacity to understand, to learn, to think, to reason, to judge and to
discriminate. He cannot therefore, profit much from his experiences or ordinary schooling. This is,
then the first problem he presents-the problem of intellectual deficiency resulting in poor
educability.
 Poor educability, in most cases, leads to the problem of social inadequacy and immaturity and the
consequent social maladjustment. Both these problems are accompanied by non-acceptance or
rejection and foster a sense of insecurity in the child.
 Counselling is not merely giving advice or information. It does not mean just the communication of
results of psychological examination of the child in terms of mental age or IQ. It means more than
that. It implies assistance or guidance to a parent so that he may gain insight into the problem of the
child with mental retardation and may change his attitude and behavior which is maladaptive at the
moment, through a number of personal interviews.
 A good counseling interview is like any other therapeutic interview in which the gaining of insight is
the main objective. The counselor should not allow himself to be into the role of advisor. The parent
should not feel that he/she is being forced to accept what has been told. The parent should feel that
he has an equal role in making the decision.
 Teachers need to deliver classroom programmes so that they incorporate the learning needs of all
children through effective teaching practices. They need to provide teaching programmes that meet
the diverse needs of all children including children with special needs.
 Very often parents fail to understand their children and prefer to keep them at home. But they have
to develop right attitude for bringing them up. If parents suspect that particular child is mentally
retarded, they should immediately get him checked first. If possible they can take the child to
guidance counseling centre to check the degree of mental retardation. After confirmation they
should face the problem courageously and with determination.
 Education of children with disabilities is not only responsibility of the teachers and parents but
community also have a role to play, by encouraging non government organizations to open schools
and colleges, by providing training to the needy, by opening more guidance and counseling centers,
by providing opportunities for recreational activities, by opening more community centers for social
activities, by opening residential accommodation to the needy.

2.7 UNIT EXERCISES

1. What the needs of physically challenged?

2. What is the need of guidance and counseling physically challenged?
3. Discuss the role of parents in guidance and counselling physically challenged?
4. What is the need and importance of guidance and counselling mentally challenged?
5. Discus the role of teachers, parents and community in guidance and counselling mentally
challenged?

2.8 CHECK YOUR PROGRESS

i) The greater need is in the area of adaptive equipment. Technology has helped physically challenged
to learn like average child with the help of advanced technology. Facilitating independence and
building self esteem are the two requirements of physically challenged. Physically challenged do not
require any special setting for schooling. They can be educated well in general schools along with
other children. These children should be taught self-reliance, initiative and ability to make choices.
They should be taught how to use different parts of the body. They should be made to play and mix
with other students. The school should provide experiences in music, drama, art etc.

ii) The classroom may have many special need children. The teacher should be aware of the needs of
these children while giving instructions, have positive attitude towards these children, know the
limitations of each and every child, involve parents in educating these children, help children to
discuss their problems, develop the attitude of self acceptance. He should include all children for
cooperation. These children should be encouraged to achieve, by providing vocational training, by
encouraging non-governmental organizations. Children with health problems should be given extra
time. Teacher should organize cooperative learning programmes in order to minimize the social
problems. He should encourage the students to participate in all curricular activities.

iii) There is a great need for counselling the parents of the child with mental retardation. It is
recognized more and more that professional, and at the same time human attention should be given
to the parents to change their attitudes and accept their children with disability.

iv) Teachers need to deliver classroom programmes so that they incorporate the learning needs of all
through effective teaching practices. They need to provide teaching programmes that meet the
diverse needs of all children including disabled. Knowledge of psychology for assessment, provide
opportunities for practice, sharing experiences. Avoid as far as possible labeling the child. Help to
create favourable environment for social and academic integration. Help in improving self direction
and self management. Promote positive self concept and pride in independent behaviours. Expose
the child to different environment as much as possible. Provide alternative instructional
presentations using varied examples and focus on functional skills. Provide opportunities for
students to demonstrate understanding actively before moving to independent practice. Provide
opportunities for practice that are appropriate or necessary for classmates. Use concrete examples
 when teaching new skills. Provide supportive and corrective feed back more often than that are
needed for classmates. Evaluate student’s performance and progress more frequently. Break
lessons into smaller parts when teaching complex skills. Give enough practice for each step. Be
prepared to repeat teaching more frequently. Provide them opportunity to participate in co
curricular activities. Seek assistance from resource teacher. Provide them training for vocation at the
school. Reward the child for his efforts.

2.9 SUGGESTED READINGS

1. Sharma, [Link] of Special Education, Meerut: [Link] Books

2. Seetaram Jaiswal, [Link] and Counselling in Education, Agra: Agarwal publications.
3. [Link]
UNIT-3 GUIDANCE AND COUNSELLING CHILDREN WITH LEARNING DISABILITIES

STRUCTURE

3.1 Introduction

3.2 Objectives

3.3 Concept of Learning Disability

3.4 Guidance and Counselling for Children with Learning Disability

3.4.1 Role of a Resource Teacher

3.4.2 Role of Parents

3.5 Strategies for Overcoming Behaviour Problems

3.6 Let Us Sum Up

3.7 Unit Exercises

3.8 Check Your Progress

3.9 Suggested Readings

3.1 INTRODUCTION

Each student is unique. One differs from another intellectually, emotionally, socially and physically.
Some students, deviate so greatly from normal that they require additional inputs. These students may
have difficulties in one or several of the academic areas such as reading, spelling, writing and arithmetic.
Some of these students exhibit good skills and excel in many areas other than the problem area. Some
others are slow in acquiring these skills. A few besides academic problems also exhibit emotional or
conduct problems.

With the growing awareness of children with specific learning disabilities, the primary task confronting a
teacher is successfully identifying, assessing and giving remedial measures to the children in accordance
to their specific problem. One has to look out for paradoxes - a child who is unable to read, but good at
arithmetic, one whose spellings are utter confusing but who is up - to - date and informed about current
events, science and history. So, it is vital to recognize a child with specific learning disabilities as early as
possible. Since subsequent failures in school are likely to have cumulative effects on one’s progress, they
contribute further to one's retarded performance. Therefore, there is an urgent need to look into the
problems of these children and provide remedial measures to ensure normal academic progress.
Annual Status of Education Reports indicates that one third of all children in the age group of 7-14 years
could not read simple paragraphs and close to fifty percent could not read short story. The survey
further indicates that 41% children are unable to do either a two digit subtraction or division problem.
The alarming facts and figures given by surveys are a matter of a serious concern. It is also an indicator
to take immediate steps to address these important issues to improve the quality of elementary
education

At present, teachers do not have required knowledge and skills in managing children with learning
disabilities in the class room. Teacher Educators also lack adequate knowledge and skills in this area.
This unit will focus on guidance and counseling children with learning disabilities in detail.

3.2 OBJECTIVES

After going through this unit; you will be able to:

 Explain the concept of learning disability

 Explain the need and importance of guidance counseling children with learning disability
 Explain the role of resource teacher and parents in guidance and counseling
 Enumerate the strategies for overcoming behavior problems

3.3 CONCEPT OF LEARNING DISABILITY

The terms ‘learning problems’, ‘learning difficulties’, ‘learning disabilities’, ‘underachievement’, ‘slow
learner’, ‘scholastically backward’ and such other phrases are used in the educational circle to refer to
children who do not pass one or more subjects consistently when given a test in class. When compared
to their class norms they lag behind academically causing concern to the parents and teachers. The
terminologies mentioned above differ in their meaning, depending on the usage. `Learning problem,
learning difficulties, underachievement, scholastic backwardness and academic backwardness’ are broad
terms to mean a child who does not perform in academics and is lower than his class level. `Learning
disabilities’ is predominantly used for children who fail in academics despite having normal sensory,
motor, intellectual abilities and environment.
The term ‘Learning Disability’ indicates limited ability in learning. Learning Disabled children normally
have average or above average intelligence. They tend to show a wide discrepancy between their actual
performance and expected performance for their age and class. They are puzzle to professionals as well
as to parents, as they do not have any obvious disability. Anderson (1970) refers to learning disabled as
hidden handicaps. Samuel. A. Kirk coined the term learning disabilities in the year 1963.

A child can be considered to have learning disability if –

 he has considerable difficulty in understanding or using spoken language, reading,

writing, spelling and/ or arithmetic during the developmental period (before 18 years of
age)
 He is free from visual, hearing or motor disability, mental retardation and severe
emotional problems and
 He has adequate facilities, interest and motivation to learn.
3.4 GUIDANCE AND COUNSELLING FOR CHILDREN WITH LEARNING DISABILITIES

A child with learning disabilty suffers from stress and strain of school life. The turbulence of this period,
combined with self-doubt and confusion makes it doubly painful and difficult. He must be given support
to believe in himself, use inner resources to overcome his invisible handicap.

As a child with learning problems predominantly has difficulty in academic areas, the best placement for
the child will be general school with necessary support in education. The extent of support will vary
depending on the areas and degree of difficulty in learning. A child who has reading disability for
instance, will get assistance from a reading remedial teacher for which specific timeslots are provided in
the time-table. This remedial teacher/resource teacher will be one trained in remedial education and will
teach 5-6 children with similar problems in a group. Such a provision is called resource room. Ideally
every general school must have resource rooms where children with specific problems in learning could
be assisted. Depending on the underlying causes for the learning problem educational support should be
provided to the Child.

Most of the children with learning disability demonstrate some degree of attention deficits. Paying
attention to a task till its completion is a challenging task for children with learning disability. A failure in
learning occurs because of inability to sustain attention till task completion. Therefore help students
sustain attention on a task during seat work. The following suggestions can help students with learning
disabilities in the classroom.

 Make sure that students have understood the instructions before making them do a task.
 Give student only that much work that he can manage without great difficulty.
 In case he needs the attention of the teacher, give him some work he can do independently and
which he likes.
 Give positive reinforcement every time the child is on- the task.
  Use a timer, give extra time as needed.
 Placement in the classroom-Seat the student in an area with minimal extraneous distractions
and where you can readily ascertain whether the student is attentive.
 Plan varied activities so students can move- Modify classroom routine to enable the student to
get up and move around the classroom periodically. Physical movement helps to focus the
student’s attention.
 Provide as much structure and routine as possible- Establish a routine and keep it the same from
one day to another.
 Require a daily assignment notebook- This activity helps the student to organize his or her time,
to know what is to be done and designate when it is accomplished.
 Make sure you have student’s attention before you teach- An attention signal, such as a hand
sign, a light touch or eye contact is helpful in gaining students attention.
 Make directions clear and concise- Simplify complex directions and avoid multiple commands.
 Break assignments into workable chunks- If workbook or assignment sheet is confusing break it
into chunks. Less material on the page will make it better organized.
 Provide feed back on completed work at the earliest.
 Reduce the amount of reading required.
 Allow students with poor hand writing to use a stencil, slate or blackboard
 Use of calculators may be allowed wherever feasible
 Make use of learning aids like computers, calculators and tape recorders.
 Find something that the child does well and encourage that interest. Provide ample praise and
rewards.
 Let the child with reading problems use text books-on tape.
 Let the child with listening problem borrow notes from a classmate or use a tape recorder
 Let the child with writing difficulties use a computer with specialized software that spell check,
grammer check or recognize speech.
 Teach organizational skills, study skills and learning strategies.
 Work with the child’s parents to create an educational plan tailored to meet the student’s needs
 Establish positive working relationship with the students parents

Check Your Progress I

Notes: a) Write your answers in the space given below.

b) Compare your answer with those given at the end of the unit.

i) Explain the concept of learning disability?

ii) Discuss the need and importance of guidance, counseling children with learning
disabilities?
3.4.1 Role of a Resource Teacher

The teacher has an important role to play in the education of children with learning problems. The
following suggestions are useful.

 To assess and develop programmes for referred children.

 To provide remedial measures.
 To coordinate with the general class teacher regarding the education programme.
 To provide methods and materials where needed for general educator/parent.
 To guide parents on the education of their child having learning problems.
 To update her on related government provisions, policy decisions and developments and inform
the school authorities and parents.
 To conduct periodic assessment and modify programme suitably for her students.
 To be sensitive to the feelings and self concept of her students and provide appropriate support
services and guidance.
 Teacher should see that each group consists of children with average and above average abilities.
A heterogeneous group like this helps children with learning problems to learn from other
children. The teacher has to observe the interaction among these children and try to help them,
develop proper social skills.

3.4.2 Role of Parents

To be sensitive to the feelings and self concept of her students and provide appropriate support services
and guidance

 Be realistic about the standards you set for the child

 Find out the ways in which your child learns best.
 Let your child help in house hold chores
 Pay attention to your child’s mental health
 Talk to other parents whose children have learning disabilities
 Meet with school personal and help develop an educational plan
 Establish positive working relationship with your child’s teacher.
 Encourage and help your child to improve in those areas in which he is week.
 Explain to him mistakes are an important part of learning process.
 Help him to enhance his present competence in the educational, personal and social realms.
 Provide your child opportunities to be successful.
 Help him in real problem solving skills.
 Try to see the world through your child eyes.
 Listen to the child with attention.
 Examine your self for tone and body language.
 Smile a lot

3.5 STRATEGIES FOR OVERCOMING BEHAVIOUR PROBLEMS

Children with learning problems exhibit difficulty in self discipline in relation to him self as well as in
relation to others. More specifically they have deficiency in the ability to co-operate, to pay attention
ability to organize, ability to cope with situations, social acceptance, ability to accept responsibility,
completion of assignments and tactfulness.

These skills are essential for one’s adjustment with the physical and social environment which form basis
for success in any field of life. Children have to be trained to develop these skills adequately. The following
suggestions may be useful in developing these skills.

 Create situations which enhance the possibilities for application of a particular skill or set of
skills. For example to increase the level of attention, avoidance of distracters, assigning the task
which is on par with ability and interest of the child, reinforcement of the correct behaviours is
useful.
 To develop the ability to organize the child should be helped to analyze the task in hand into
different sub-tasks and guided properly to execute the plan. The amount of guidance provided
should be gradually decreased and should be encouraged to become independent.
 The child should be made realized that there is pleasure in accepting the responsibility and
carryout it successfully.
 The social skills can be developed through group activities and social situations that will be there
in the normal course of life with in and outside the school. Development of cognitive, academic
and social skills need not be achieved in isolation. Rather it is possible to achieve many of these
skills through some kinds of situations, activities, and programmes.
 The routine activities-co-curricular and extra-curricular activities can be made use of for
development of various abilities.
 Providing self esteem enhancement programs, attribution training programs and programs for
enhancing achievement motivation to be carried out as a part of personal, social and health
education sessions.
 Provide feed back on completed work at the earliest.
 Make use of learning aids like computers, calculators and tape recorders.
 Find something that the student does well and encourage that interest.
Check Your Progress II

Notes: a) Write your answers in the space given below.

b) Compare your answer with those given at the end of the unit.

iii) Discuss the role of parents in guidance and counseling children with learning
disabilities?
iv) Discuss the strategies for over coming behavior problems among children with
learning disabilities?
3.6 LET US SUM UP

In this unit you have studied that,

 The terms ‘learning problems’, ‘learning difficulties’, ‘learning disabilities’, ‘underachievement’,

‘slow learner’, ‘scholastically backward’ and such other phrases are used in the educational
circle to refer to children who do not pass one or more subjects consistently when given a test in
class. `Learning problem, learning difficulties, underachievement, scholastic backwardness and
academic backwardness’ are broad terms to mean a child who does not perform in academics
and is lower than his class level. `Learning disabilities’ is predominantly used for children who
fail in academics despite having normal sensory, motor, intellectual abilities and environment.
 The term ‘Learning Disability’ indicates limited ability in learning. Learning Disabled normally
have average or above average intelligence. The child is considered to have learning disability if -
he has considerable difficulty in understanding or using spoken language, reading, writing,
spelling and/ or arithmetic during the developmental period (before 18 years of age), he is free
from visual, hearing or motor disability, mental retardation and severe emotional problems and
he has adequate facilities, interest and motivation to learn.
 A child with learning disability suffers from stress and strain of school life. The turbulence of this
period, combined with self-doubt and confusion makes it doubly painful and difficult. He must
be given support to believe in himself, use inner resources to overcome his invisible handicap.
 Most of the children with learning disability demonstrate some degree of attention deficits.
Paying attention to a task till its completion is a challenging task for children with learning
disability. A failure in learning occurs because of inability to sustain attention till task
completion. Therefore help children sustain attention on a task during seat work.
 Teacher should see that each group consists of children with average and above average abilities.
A heterogeneous group like this helps children with learning problems to learn from other
children. The teacher has to observe the interaction among these children and try to help them,
develop proper social skills.
 To be sensitive to the feelings and self concept of her students and provide appropriate support
services and guidance. Be realistic about the standards you set for the child. Find out the ways in
which your child learns best. Let your child help in house hold chores. Pay attention to your
child’s mental health. Talk to other parents whose children have learning disabilities meet with
school personal and help develop an educational plan establish positive working relationship with
your child’s teacher.
 Children with learning problems exhibit difficulty in self discipline in relation to him self as well
as in relation to others. More specifically they have deficiency in the ability to co-operate, to pay
attention ability to organize, ability to cope with situations, social acceptance, ability to accept re-
sponsibility, completion of assignments and tactfulness. Children have to be trained to develop
these skills adequately.
3.7 UNIT EXERCISES

1. Describe the concept of learning disability?

2. What is the need and importance of guidance and counseling the learning disabled?
3. Discuss the role of teachers in guidance and counseling children with learning disabilities?
4. Discuss the role of parents in guidance and counseling children with learning disabilities?
5. Discuss the strategies for overcoming behavior problems among children with learning disabilities?

3.8 CHECK YOUR PROGRESS

i) The term ‘Learning Disability’ indicates limited ability in learning. Learning Disabled children
normally have average or above average intelligence. The terms ‘learning problems’, ‘learning
difficulties’, ‘learning disabilities’, ‘underachievement’, ‘slow learner’, ‘scholastically backward’ and
such other phrases are used in the educational circle to refer to children who do not pass one or
more subjects consistently when given a test in class. When compared to their class norms they lag
behind academically causing concern to parents and teachers. The terminologies mentioned above
differ in their meaning, depending on the usage. Learning problems, learning difficulties,
underachievement, scholastic backwardness and academic backwardness’ are broad terms to mean
a child who does not perform in academics and is lower than his class level. `Learning disabilities’ is
predominantly used for children who fail in academics despite having normal sensory, motor,
intellectual abilities and environment.

ii) A child with learning disability suffers from stress and strain of school life. The turbulence of this
period, combined with self-doubt and confusion makes it doubly painful and difficult. He must be
given support to believe in himself, use inner resources to overcome his invisible handicap. Most of
the children with learning disability demonstrate some degree of attention deficits. Paying attention
to a task till its completion is a challenging task for children with learning disability. A failure in
learning occurs because of inability to sustain attention till task completion. Therefore help students
sustain attention on a task during seat work.

iii) To be sensitive to the feelings and self concept of her children and provide appropriate support
services and guidance. Talk to other parents whose children have learning disabilities meet with
school personal and help develop an educational plan establish positive working relationship with
your wards teacher.
iv) Children with learning problems exhibit difficulty in self discipline in relation to him self as well as
in relation to others. More specifically they have deficiency in the ability to co-operate, to pay
attention ability to organize, ability to cope with situations, social acceptance, ability to accept
responsibility, completion of assignments and tactfulness. These skills are essential for one’s
adjustment with the physical and social environment which form basis for success in any field of life.
Children have to be trained to develop these skills adequately.

3.9 SUGGESTED READINGS

 Farida Raj.2010. Breaking Through, VIFA Publications, Secunderabad.

 Jayanthi Narayan 1997. Grade Level Assessment Device for Children with Learning Problems in
Schools, Secunderabad: NIMH.
 Jayanthi Narayan 2003. Educating Children with Learning Problems in Primary Schools: Resource
Book for Teachers, NIMH, Secunderabad.
 Lerner, J.W 1997. Learning Disabilities: Theories, Diagnosis and Teaching Strategies, Boston:
Houghton Mifflin Company.
 Rama, S. 1992. Hand Book of Learning Disabilities, Regional College of Education, Mysore:
NCERT.
 Rama, S. (1994): Arithmetic diagnostic test for primary school children, Regional Institute of
Education, Mysore: NCERT.
 Uma, H, Anna O and Malvika [Link] assessment of children in the clinical setting,
NIMHANS, Bangalore.