NEW B.

ED SYLLABUS OF KASHMIR UNIVERSITY

2ND SEMESTER 100% SYL COVERAGE

COURSE TITLE: EDUCATIONAL GUIDENCE AND COUNSELLING

COURSE CODE: BED15202

FARASH PRINT POINT

99067139 63
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 2ND EDUCATIONAL GUIDENCE AND COUNSELLING SEMESTER

UNITS DESCRIPTION

i) Concept, Type – Educational, Vocational,

UNIT-I personal.
GUIDENCE ii) Aims and Basic principles
iii) History of Guidance Movement in U. K. and
India

i) Philosophical and Socio-cultural Foundations

UNIT-II ii) Psychological Foundation
FOUNDATION OF GUIDANCE iii) Relevance of Intelligence and Personality
tests

UNIT-III i) Purpose of Organization

ORGANISATION OF GUIDANCE ii) Principles of Organization
SERVICE iii) Guidance services at Elementary level.
iv) Guidance services at Secondary level.

UNIT-IV i) Meaning and Purposes

COUNSELLING ii) Steps involved in counseling
iii) Qualities of a Counselor.
iv) Directive and non-directive theories of
counseling.

“Kindly note that any mistake in the contents of this notice is due to my imperfection as a human being as
only Allah Subhanahu Wa-Ta'ala is perfect in all affairs”.
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FARASH PRINT POINT-9906713963

 LONG ANSWER TYPE QUESTIONS
UNIT-I GUIDANCE

Q:-CONCEPT OF GUIDANCE.
A:- Guidance is the assistance made available by qualified and trained persons to an
individual of any age to help him to manage his own life activities, develop his own
points of view, make his own decisions and carryon his own burdens. In the
educational context, guidance means assisting students to select courses of study
appropriate to their needs and interests, achieve academic excellence to the best
possible extent, derive maximum benefit of the institutional resources and facilities,
inculcate proper study habits, and satisfactorily participate in curricular and
extracurricular activities.
ORIGIN OF GUIDANCE
The term 'guidance' derives its meaning from the world 'guide' which refers to a
person who shows the way. A guide needs to possess intimate knowledge regarding
places, ways, etc., to enlighten individuals about a new place. This guidance means
'to guide'. Even at the earliest stages of the developmental history of human
civilization, adults must have extended guidance to the young for growing in and
adjusting to various developmental situations in life. Although man's physical nature
and equipment have remained unchanged for centuries, the structure of society has
become tremendously complex. Urban life, mobility, industrialization, hi-tech
advancements, increasing media of communication, had introduced new social-
personal challenges which the young or their family adults found difficult to cope
with; this state of affairs led to the origin of guidance.
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DEFINITION OF GUIDANCE
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Crow and Crow define, "Guidance is the assistance made available by competent
counsellors to an individual of any age to help him direct his own life, develop his
own point of view, make his own decisions, carry his own burdens".
According to Hamrin and Erickson, guidance is "that aspect of educational
programme which is concerned especially with helping the pupil to become
adjusted to his present situation and to plan his future in line with his interests,
abilities and social Needs".
According to Jones, "Guidance involves personal help given by someone; it is
designed to assist a person to decide where he wants to go, what he wants to do or
how he can best accomplish his purpose; it assists him to solve problems that arise
in his life".
CHARACTERISTICS OF GUIDANCE
Following are some important characteristics of Guidance
 Guidance is promotion of the growth of the individual in self-direction.
 Guidance is the process of helping the individual in affecting changes in him.
 Guidance is assisting an individual to find his place.
 Guidance is assisting the individual to adjust himself.
 Guidance programme is organized.
 Guidance is helping the individual to make appreciate educational, vocational
and personal choices.
 Guidance is helping the individual to establish harmonious relationships.
Q:-EDUCATIONAL GUIDANCE.
A: - Educational guidance is related to every aspect of education school / colleges,
the curriculum, the methods of instruction, other curricular activities, disciplines
etc. Educational guidance is the assistance given to the individual (i) to understand
his/her potentialities (ii) have a clear cut idea of the different educational
opportunities and their requirements (iii) to make wise choices as regards to school,
colleges, the course : curricular and extracurricular.
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SOME OF THE AIMS AND OBJECTIVES OF EDUCATIONAL GUIDANCE ARE:
 Comprehensive Process
 Various types of educational problems can be discussed
 Process of providing assistance
 Process of removing the adjustment problems
 Process of providing assistance for eliminating the difficulties while selecting the
subjects and curriculum at all levels of education
NEED AT SECONDARY AND HIGHER SECONDARY LEVEL
 To solve wastage and stagnation problems
 Appropriate selection of subjects
 Adjustment in schools
 Information about future education & job
 Providing the awareness of various opportunities
 Making students busy in learning
 Desirable change in school administration & teaching methods
 Identify reasons for increasing percentage of delinquents
Q: - VOCATIONAL GUIDANCE.
A: - Vocational guidance is a process of assisting the individual to choose an
occupation, prepare for it, enter upon it and progress in it. It is concerned primarily
with helping individuals make decisions and choices involved in planning a future
and building a career. The purpose behind assisting the youth to choose, prepare,
enter and progress in a vocation is the optimum growth of the individual.
SOME OF THE AIMS AND OBJECTIVES OF VOCATIONAL GUIDANCE ARE:
 Assisting pupil to discover his/her own abilities and skills to feet them into
general requirements of the occupation under consideration.
 Helping the individual to develop an attitude towards work that will dignify
whatever type of occupation s/he may wish to enter.
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 Assisting the individual to think critically about various types of occupations and
to learn a technique for analyzing information about vocations.
 Assisting pupils to secure relevant information about the facilities offered by
various educational institutions engaging in vocational training.
At the elementary stage, although no formal guidance programmes are needed,
the orientation to vocation can be initiated at this stage. At this stage some qualities
and skills which have grater vocational significance viz. love and respect for manual
work (ii) training in use of hands (iii) spirit of cooperative work (iii) sharing (vi)
appreciation for all works (vii) good interpersonal relationship are to be developed.
At the secondary stage vocational guidance should help the students to know
themselves, to know the world of work, to develop employment readiness to
develop decision making rules.
At the higher education stages it should be more formal one. The objectives of
guidance at this stage are to help the students to get information about different
career, training facilities, apprenticeship etc.
Q:-PERSONAL GUIDANCE.
A: - Students face many personal problems related to themselves, their parents and
family, friends and teachers, etc. They often have memories related to home or
family which creates feeling of disappointment in them. If their parents are
expecting too much of them it leaves them with a feeling of incompetence and
insecurity leading poor self-concept and self esteem. The objectives of personal
guidance are to help the individual in his/her physical, emotional, social, rural and
spiritual development.
THE AIMS AND OBJECTIVES OF PERSONAL GUIDANCE ARE:
 To assist the individual in understanding himself/herself.
 To assist the individual involving the personal problems.
 To assist the individual in taking independent decisions and judgement.
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 To assist the individual to view the world and the social environment in right
perspective.
 To assist the individual in making sound adjustments to different problems
confronted in life.
Personal guidance is necessary at all stages of life. At the elementary school stage
opportunities should be given to students for their self expression. Personal
guidance at this stage deals with the problems related to feeling of insecurity, social
acceptance, discipline etc.
At the secondary stage, the students have more intricate personal problems.
During the secondary stage adolescent students due to peculiar physical, emotional
and social developments undergo noticeable changes in their attitude and
behaviour. Personal guidance at this stage should therefore focus on personal and
social adjustment. Personal guidance at the tertiary stage aims at helping them view
life in relation to reality. The scope of personal guidance at this stage is very wider.
Q:-AIMS OF GUIDANCE.
A:-The aims of guidance are as under:-
 Development of personal potentials of an individual
 Orientation to educational, vocational, a vocational opportunities and
requirements
 Adjustment to various situations
Lunenburg, (2010) states that the aim of the school guidance is to provide
emphasis and strength to the educational programme. Some specific aims of the
school guidance programme include the following:-
a. To provide for the Realization of student Potentialities
A significant function of education is to help students identify and develop their
potentialities.
b. To help children with developing problems
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 Even those students who have chosen an appropriate educational programme
for themselves may have problems that require help.
c. To contribute to the development of the school’s Curriculum
Counsellors/ teachers in working with students know their personal problems
and aspirations, their talents and abilities, as well as the social pressure
confronting them. Therefore, the teachers/ counsellors can provide data that
serve as a basis for curriculum development
d. To contribute to the mutual adjustment of students and the School
Guidance has a responsibility for developing and maintaining a cooperative
relationship between students and the school.
Q:-BASIC PRINCIPLES OF GUIDANCE.
A :-
1. Principle of all-round development of the individual. Guidance must take into
account the all-round development of the individual when bringing about desirable
adjustment in any particular area of his personality.
2. The principle of human uniqueness. No two individuals are alike. Individuals
differ in their physical, mental, social and emotional development. Guidance service
must recognize these differences and guide each individual according to their
specific need.
3. Principle of holistic development. Guidance has to be imparted in the context of
total development of personality. The child grows as a whole and even if one aspect
of personality is in focus, the other areas of development which are indirectly
influencing the personality have also to be kept in mind.
4. The principle of cooperation. No individual can be forced into guidance. The
consent and cooperation of the individual is a pre-requisite for providing guidance.
5. The principle of continuity. Guidance should be regarded as a continuous process
of service to an individual in different stages of his life.
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6. The principle of extension. Guidance service should not be limited to a few
persons, who give observable evidence of its need, but it should be extended to all
persons of all ages, who can benefit from it directly or indirectly.
7. The principle of elaboration. Curriculum materials and teaching procedures
should be elaborated according to the view point of guidance.
8. The principle of adjustment. While it is true that guidance touches every aspect
of an individual’s life, it is chiefly concerned with an individual’s physical or mental
health, with his adjustment at home, school, society and vocation.
9. Principle of individual needs. The individual and his needs are of utmost
significance. Recognition of individual freedom, worth, respect and dignity is the
hallmark of guidance. Freedom to make a choice and take a decision needs to be
respected and encouraged.
10. The principle of expert opinion. Specific and serious guidance problems should
be referred to persons who are trained to deal with particular area of adjustment
for their expert opinion.
11. The principle of evaluation. The guidance programme should be evaluated in
terms of its effectiveness and improvement. Evaluation is essential for the
formulation of new goals or re-drafting the existing goals.
12. The principle of responsibility. Parents and teachers have great responsibility in
the execution of the work of guidance. The responsibility for guidance should be
centred on a qualified and trained person, who is the head the guidance centre.
13. The principle of periodic appraisal. Periodic appraisal should be made of the
existing guidance programme so that requisite changes, if any can be carried out for
its improvement.
Q:-HISTORY OF GUIDANCE MOVEMENT IN U.K.
A:-Guidance in U.K owes much to the pioneer work or Samuel Hartliv. He came to
U.K for higher education and studied at Cambridge from 1621 to 1626. After his
education, Hartliv remained in U.K and he become a guide for students who come
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from the continent for higher education at Oxford and Cambridge. He paid full
attention to the personal problems of Eurupean students and offered them
guidance keeping in view their attitudes and interests. Thus, Hartliv became a
famous educational guidance worker of his times.
In fact, in the 17th century, there was no formal arrangement for guidance in
U.K. only certain individuals offered educational and vocational guidance to
students. Hartliv persuaded the English Government to establish such an office as
would collect educational data which might be useful in educational and vocational
guidance. For this purpose, Hartliv consulted other educators. He also published
writing of those educators as had supported the programme of educational
guidance directly or indirectly.
At present, U.K. had a well organised guidance programme at the national and
local level. Government and private agencies are doing their work in this direction.
THE VARIOUS GUIDANCE SERVICES, AVAILABLE AT PRESENT IN U.K ARE AS
UN D E R: -
Child Guidance Clinics:- Child guidance centre's or clinic's for the treatment of
children with emotional or behaviour problems are provided by many local
education authorities as well as by some hospital's or voluntary organisations. These
centre's have a team of Educational pychologists and psychiatric social worker's
under the clinical direction of a psychiatrist, who is responsible for psychiatric
treatment.
Children care Committee's :- In London, a unique system of child care has
developed where the Inner London Education Authority employs trained social
worker's as voluntary worker's and are attached to both primary and secondary
schools.
School Welfare Officer’s:-In U.K. local education authorities usually employ a school
welfare superintendent. He acts as leader of a team of local education welfare
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officer's, who divide the area between them, each officer, having a thorough
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knowledge of his district. His duty is to enforce the law of compulsory school
attendance in his area.
The youth employment officer's keep in touch with schools and places of
employment and cooperation with parents, teachers and others concerned in the
transition from school to work.
Q: - HISTORY OF GUIDANCE MOVEMENT IN INDIA.
A: - As far India is concerned, the techniques of guidance informal and incidental
can be traced far back to ancient times. The Panchtantra and Jataka tales are well
known for their moral stories, parables and question answer techniques in learning.
Even before Socrates, these were used in India.
Guidance, as an organized professional activity is more than four decades old
in our country. Its origin in our country can be traced back to the year 1938, when
the applied Psychology section in the Department of Psychology of the Calcutta
University was set up. From Calcutta the movement came to Bombay in 1941 and
to Uttar Pradesh in 1947. Within following few years, it spread to other parts of the
country. The Uttar Pradesh Government was the first state government to give
official recognition to the movement by setting up a Bureau of Psychology at
Allahabad. During the decades that followed Bureau of Educational and Vocational
Guidance were set up in many states. In 1952 the Vocational Guidance Association
of Mumbai was formed to help and to co-ordinate the work done by individuals in
Mumbai.
An important factor which influenced the development of guidance
movement in India was the appointment of the Secondary Education Commission in
1952. The commission recommended the introduction of educational and
vocational guidance. Following the commission’s recommendation, the Government
of India established the Central Bureau of Educational and Vocational Guidance at
Delhi in 1954. Later on it was taken over by All India Educational and Vocational
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Guidance Association.
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PROBLEMS OF GUIDANCE MOVEMENT IN INDIA

[Link] Traditional Attitude of Teachers

[Link] of Resources
[Link] Increase in students Population
[Link] increase in teaching Load
[Link] of organized system for collection and dissemination of occupational
information
[Link] of Research work in the field of Guidance
[Link] of research work in the field of guidance
[Link] of Psychological Tests
[Link] Acute Problem of unemployment in the country
WAYS TO IMPROVE GUIDANCE MOVEMENT IN INDIA
 Many guidance programmes must be conducted for students, parents and also
for the teachers.
 Vocational guidance should be made available to students before completion of
the course.
 Teachers training programmes regarding guidance should be developed.
 Guidance should be accepted as an essential part of the educational programme.
 For the grand success of guidance service faith among school teachers, school
authority and the parents should be created.
 Voluntary organizations lick YMCA, YWCA, Rotary club, etc, should be
encouraged for developing guidance services.

UNIT II FOUNDATION OF GUIDANCE

Q:-PHILOSOPHICAL FOUNDATIONS OF GUIDANCE.

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A: - Guidance is universal and the basic principles of philosophy of guidance are also
common to all countries with a slight modification to suit the locally accepted
beliefs and the specific guidance services of field. The eight principles of the
philosophy of guidance are as under:-
I) The dignity of the individual is supreme.
ii) Each individual is unique. He or she is different from every other individual.
iii) The primary concern of guidance is the individual in his own social setting.
The main aim being to help him to become a whole some person and to gain fullest
satisfaction in his life
iv) The attributes and personal perceptions of the individual are the bases on which
he acts.
v) The individual generally acts to enhance his perceived self.
vii) The individual has the innate ability to learn and can be helped to make choices
that will lead to self -direction, and make him consistent with the social
environment.
viii) The individual needs a continuous guidance process from early childhood
through adulthood.
viiii) Each individual may, at times, need the information and personalized
assistance best given by competent professional personnel.
THE ASSUMPTIONS ON WHICH THE PRINCIPLES OF PHILOSOPHY OF GUIDANCE
A R E B A SED A R E: -
I) Every individual is important, unique and has talents.
ii) Excellence is possible.
iii) Problems may grow.
iv) There are individual differences.
v) Environment provides innumerable opportunities.
Guidance and counselling are two sides of the same coin. The goal in both
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cases is to give an opportunity for an individual to see a variety of available options

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and thereafter, assist the person in making a wise choice. Guidance is the process
that is put in place at a time a choice is to be made. Counselling on the other handi)
helps with considering all sides of a potential choice even before the choice is made;
ii) takes place when a choice has been made and there is a need to modify,
reinforce or abandon such a choice.
Q: - SOCIO-CULTURAL FOUNDATIONS OF GUIDANCE.
A: - Socio-Cultural foundations of guidance lie in the environment of the individual.
People differ in native capacity. This native capacity is influenced by environment,
by home or by school. Original capacities that have been stimulated by home and
school, or even merely allowed to develop produce mutual abilities and result in
increased differences between those who have large capacities and those who have
small capacities.
FOLLOWING POINTS CONSTITUTE THE SOCIOLOGICAL BASIS OF GUIDANCE ARE AS
UN D E R: -
Change in Social Pattern:-Increased industrialization has changed the entire social
pattern. Various kinds of explosion I. e, population explosion, knowledge explosion,
technological explosion and explosion of rising expectations have given rise to
unprecedented problems of adjustments which are of a very delicate nature. These
problems demand their solution.
Conservation of Energy:-Most of the people if left to themselves will be misguided
missiles in their lives and as such lot of human resources and energy will be wasted.
We should save that energy from useless pursuits which is to be conserved to be
used for the betterment of the society. Guidance, thus should be founded upon this
principle. Human being are to be prevented from disaster and misery which may
result from the lack of guidance and direction.
Changing Conditions of Home:-In the past, the industrial training of the child was
done at the home. The son of a carpenter was to be a carpenter and so on. There
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was no specialisation of labour. Now-a-days, it is not so. Life is highly complex and
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mechanized. Because of specialisation and lack of education on the part of the
parents, we are feeling the need of guidance.
Changing Moral and Religious Conditions: - In the past, people in the moment's of
difficulty went to the temple to seek solution of the problem. Presists swayed over
the people. Religion had a hold. But in these days of ultra - modernism, religion has
little place. Now a day’s guidance has to be given to remove frustration and chaos.
Changes in School Population: - There is a great continuous increase of pupils in
school's which leads to large number of adjustment problems. In the mad race for
quantity, the quality has been a first casuality. Very few seem to be knowing what
for they are studying. A proper guidance programme for parants and their children
could have diverted these energies in more fruitful persuits and the rush toward
white collared jobs could have been avoided. All these facts point to the
sociological and cultural foundations of guidance.
Q:-PSYCHOLOGICAL FOUNDATION OF GUIDANCE.
A:- From psychological point of view; Guidance and counselling are needed because
no individual can succeed in all situation or activities of life. For example, all
students cannot do well in science courses. Only those who have an aptitude for
scientific studies can succeed. Similarly, all cannot be successful engineers. Success
in every situation or activity of life is determined by certain abilities and skills. If an
individual lacks those, he stands no chance of succeeding in those activities. But that
does not mean that he can't succeed in other activities also. The fact is that he can
make his mark in those courses and vocations which require the abilities and skills
which he has insufficient amount. Researchers in psychology have revealed that
there are marked differences among individuals with regard to these abilities,
aptitudes, interest and skills. This is psychological fact which determines that people
are fit for doing some jobs but no others. Everyone cannot do everything with equal
efficiency. On the other hand, jobs and activities of the world around us to differ
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from one another with regard to their requirements.

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 Psychology has also revealed that failures, disappointments, problems blocks
and barriers in life generate tensions and stress within the individual which result
into maladjusted and several kinds of behavioural problems. In such situations all
individuals need proper guidance and counselling. This prevents waste of human
resources and saves the individuals from leading an unhappy life. If the commitment
of a society is to make every individual live a happy, balance and effective life
guidance and counselling services have to be given priority in the plans and
programmes of social services. They should be given the same importance as is
given to hospitals and educational institutions.
Researchers have established the face that no two individual are alike.
Individuals from one another differ in body and mind, in taste and temperament.
There is a need for an analysis of individual traits for the purposes of education. We
should know what types of difference will lead to what result.
In short, psychological guidance will remove superstitions, illusions and other
mental complexes for achieving this end, each school should be provided with a
counsellor. The counsellor will help the student in choosing their subject, tutors and
will give them information about various occupations. Besides, he will let them
know the carrer information throughout the country.
Q:-MEANING OF INTELLIGENCE.
A:-The word intelligence was derived from a translation of dia-noesis, a term used
by Aristotle to describe abstract qualities.
Definitions given by various psychologists:
1. The Oxford Dictionary explains intelligence as the power of perceiving, learning,
understanding, and knowing.
2. Alfred Binet was one of the first psychologists who worked on intelligence. He
defined intelligence as the ability to judge well, understand well, and reason well.
3. Freeman classified the definition of intelligence into three categories:
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a. Ability to carry out abstract thinking.

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b. Ability to learn.
c. Ability to adjust or adapt to the environment.
4. Thorndike classified intelligence into the following types:
a) Concrete intelligence: it is the ability to grasp a situation and reacts efficiently to
it.
b) Abstract intelligence: any ability to deal with the abstracts as in maths,
philosophy etc.
c) Social intelligence: ability of securing social adjustment.
IMPORTANCE OF INTELLIGENCE TESTS IN GUIDANCE
In the words of Wechsler, “Intelligence is the aggregate or global capacity of the
individual to act purposefully, to think rationally and to deal effectively with his
environment.” 1944
For successful and effective educational and vocational guidance, use of
intelligence tests is essential to get a fair idea about the subject’s mental ability. This
information helps in giving educational and vocational guidance.
I) Through intelligence tests, we can find which individual is dull, which one
averaged and which one superior.
II) Students classified on the basis of intelligence tests can be motivated through
educational guidance to opt for right subjects and choose the right syllabus so that
they do not encounter any difficulty in future.
III) Individuals can be guided to choose a vocation or go in for vocational training
according to the level of their intelligence. It is even possible to forecast the success
of students.
IV) Intelligence tests play an important role in granting scholarships to students.
V) Students should be divided into different sections in a class on the basis of their
intelligence level. There should be separate classes for sharp and dull students.
Choice of syllabus, the method of teaching and the teachers too should be decided
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on the basis of child's I.Q so that the child takes interest in his studies and discipline
in the class is maintained.
VI) Through intelligence tests, a student’s capacity to learn too can be gauged.
IQ TEST
In 1912, William Stern, a German psychologist, devised the concept of Intelligence
Quotient (IQ). IQ refers to mental age divided by chronological age, and multiplied
by 100.
IQ = (MA/CA) * 100
The number 100 is used as a multiplier to avoid the decimal point. When the MA
equals the CA, the IQ equals 100. If MA is more than the CA, IQ is more than 100. IQ
becomes less than 100 when the MA is less than the CA. For example, a 10-year-old
child with a mental age of 12 would have an IQ of 120 (12/10 100), whereas the
same child with an MA of 7 would have an IQ of 70 (7/10 100). The average IQ in the
population is 100, irrespective of age.
Q:-PERSONALITY CONCEPT.
A: -The term personality has been derived from the Latin word ‘persona’ which
means a mask or a cover. It was a practice with the Roman actors to come on the
stage with the mask on. They would not show their face to the audience. In this
sense, personality implies a cover for the real person behind it and it refers to the
external appearance.
1. According to R.B. Cattel;
Personality is that which permits a prediction of what a person would do in a given
situation.
2. According to Eyesenck;
Personality is more or less stable and enduring organisation of a person’s character,
temperament, intellect and physique.
NATURE/CHARACTERISTICS PERSONALITY IS DYNAMIC:
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1. Personality is dynamic: Personality is dynamic. It does not remain static.
Personality goes on changing and evolving with time and experience because of
interaction with the environment. The changes do not represent the appearance of
new traits. The changes, in fact, represent the fluctuation in the intensity of traits
already present. The changes are not radical. Radical changes are generally
indicative of mental illness.
2. Personality is organized: Personality is made up of a very great number of traits
put in an organized way. The traits are not added to one another loosely. Each trait
has a relationship with the whole system of personality. The distinction between
the normal and abnormal personality is to be found in the degree of organization
that exists. A normal healthy personality is organized. Abnormal personality is
disorganized.
3. Personality is within the individual: Personality lies within the individual and not
outside of him. Whatever constitutes personality is in the individual. Nobody can
part with his personality.
4. Personality is unique: Personality has a quality of uniqueness. No one’s
personality is quite like another’s.
Q:-VARIOUS METHODS OF ASSESSING PERSONALITY.
A:-Various techniques and methods have been proposed by various psychologists to
assess the personality. Some of them are given below:
1) Behavioural assessment
Behavioural assessment or behavioral assessment involves the identification and
measurement of particular behaviors response units and the variables affecting
their occurence. A person behaves in a peculiar way to a particular situation. This
peculiar way of a person may be used to assess his personality.
Different people smoke in different styles and indicate their respective
personalities. Personality of a person is reflected in his behaviour.
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 2) Self-Assessment
Self-Assessment in an educational setting involves students making judgements
about their own work. Assessment decisions can be made by students on their own
essays, reports, projects, presentations, performances, dissertations, and even
exam scripts. Self-assessment can be extremely valuable in helping students to
critique their own work, and form judgements about its strengths and weaknesses.
3) Projective measures
Projective personality measure 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) rather than an
individual's judgement.
The best known projective test is the Rorschach inkblot test, in which a patient
is shown irregular spot of ink, and asked to explain what they see; the response is
then analyzed in various ways, noting not only what the patient said, but the time
taken to respond.
IMPORTANCE OF PERSONALITY TESTS IN GUIDANCE
The importance of personality tests in guidance and counseling could be seen by the
following points:-
i) They help to screen well adjusted and poorly adjusted students at home or in
society. These students can then be provided with guidance services.
ii) it makes the individual to critically examine his personality characteristics. As a
result of it, an individual may improve upon his personality.
iii) Personality tests help in predicting future development trends in the personality
of an individual. According to it, guidance can be provided to the individual for
future.
iv) Personality inventories and rating scales are used extensively in educational
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institutions to understand the developmental problems of children.

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v) Personality tests are most useful for clinical situations. Whatever the behavioural
disorder, the tests can detect the difficulty and help to resolve it.
Vi) In the training of guidance personal, the tests of personality and adjustment are
rigorously practiced for future use.
In fact, personality tests are most useful for clinical situations. The clinical
methods are observer-development. Data collected can be analyzed in various
ways. But, reliability and validity are not very high of these methods.
Q:-VARIOUS PSYCHOLOGICAL TESTS.
A:- Psychologists use a variety of tests which most often are diagnostic and which
may be either norm referenced or criterion-referenced. The most common types of
psychological tests include:
Intelligence Tests: Popularly called "IQ" tests, intelligence tests are norm-
referenced, standardized, diagnostic tools which very broadly measure traits which
predict academic success. There are many different theories and definitions of
"intelligence," but the tests most commonly used by psychologists in schools and
clinics generally provide an overall score or estimate of "ability" to learn what is
typically taught in school. These tests often include a combination of "verbal"
(language based) tasks such as vocabulary and general fund of information and
"performance" (nonverbal) tasks such as puzzles and copying patterns. Intelligence
tests have become controversial because ethnic and linguistic minority individuals
tend to score lower than individuals from white middle class backgrounds and are
not usually well-represented in the norming populations used by test publishers.
Results should therefore be interpreted cautiously. Commonly used tests include
the Wechsler Intelligence Scale for Children (Third Edition), Kaufman Assessment
Battery for Children, and Stanford-Binet (Fourth Edition).
Achievement Tests: These tests, both norm-referenced and criterion-referenced,
measure basic academic skills and content area information acquired through
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schooling. Psychological evaluations will likely consider specific basic skills needed
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to master reading, math, and written language tasks in order to help identify where
instruction needs to be provided or modified. Commonly used achievement tests
include the Woodcock-Johnson Psycho-educational Battery: Tests of Achievement,
Kaufman Tests of Educational Achievement, Key Math and Peabody Individual
Achievement Test.
Personality Tests: Tests which measure personality traits and emotional adjustment
include both straight-forward questionnaires and more subjective "projective"
procedures. Diagnostic interviews and questionnaires involve directly asking
children about their feelings in specific situations, about their fears and concerns,
etc. Projective tests include a variety of procedures which indirectly evaluate
feelings and personality characteristics by providing the child with vague or
ambiguous situations, pictures, stories, etc. and considering the responses as
indicators of underlying personality traits, fears, anxieties and life stressors.
Drawings by the child can also be used in this manner. Interpretation of projective
tests is far more subjective than interpretation of direct questions and behavior
inventories. Some commonly used personality tests include the Minnesota
Multiphase Inventory-Adolescent Form (MMPI-A) and projective such as the
Rorschach (inkblots) and Thematic Apperception Test (TAT).
Aptitude tests: - Aptitude and aptitude testing is a field of educational psychology in
general and of Industrial psychology and guidance in particular. For the last some
years, so much work has been done in this field that aptitude testing and its
applications are becoming more popular than even those of intelligence tests.
Attitude Tests: - An attitude is a dispositional readiness to respond to certain
situations, persons or objects in consistence manner which has been learnt and has
become ones typical mode of response. The degree for strength of a person’s
attitude may vary extensively positive through a gradation to extremely negative.
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 UNIT-III ORGANISATION OF GUIDANCE SERVICE

Q:-PURPOSE OF ORGANIZATION.
A:-The following are the purpose of organization of guidance programme:-
1. Coordinating Guidance Work:-A well organized efforts will integrate efforts of
different members of the staff
2. Consolidation of individual efforts:-It will facilitate to utilize the qualities of
each member of the staff in a systematic way for the purpose of guidance.
3. Economic use of time: - Working for well defined goals leads to economic use
of the time of the counselor and his time so saved will be utilized for more useful
guidance activities.
4. Better understanding of pupil traits:- Pooled knowledge of the teachers about
the student along with that of parents, enables to form an objective view of the
traits of the students.
5. Better understanding of pupil needs:-He gets a type of feeling of importance
and also that people are concerned about him. It helps him to become better
adjusted individual who is happy and successful and who contributes to the
happiness of the group.
6. Better individual adjustment: - Guidance organization should exist to promote
better individual adjustment and greater group welfare. That is not enough so, it
requires to guide the individual contribution towards the welfare and success of his
group.
7. Healthy class room relations:- It creates favourable class room atmosphere for
the guidance worker to function.
8. Better utilization of community resource: - Guidance worker utilizes the
services of doctors, psychologists, therapists, specialists in different occupations for
the purpose of guidance.
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9. Better staff unity: - It improves the relation between all the members of the
staff as every one of them is clear about his duties and responsibilities.
Q:-PRINCIPLES OF ORGANIZATION.
A: - The principles of organizing the guidance services in schools are as follows:
(i) The guidance services should be meant for all the categories of students.
(ii) Organization of guidance programme of any type—educational, vocational and
personal should be done in accordance with the interests, needs and purpose of the
pupils.
(iii) The guidance service should consider the total environment of the child while
organizing guidance programme for them.
(iv) The guidance programme may be different in an industrial school from that of
an agricultural school.
(v) The guidance services should treat the pupil in its entirety.
(vi) It should also meet the specific needs and problems of the pupil.
(vii) Adequate information regarding occupational and educational requirements
and opportunities should be stored.
(viii) The guidance services should co-operate with all the agencies of education and
provide for leadership.
(ix)Problems of pupils should be dealt with before they become serious.
(x)It should be directed towards improving pupils self-knowledge and self-direction.
(xi) Adequate provision should be made in guidance services for testing tools to be
used in it.
(xii) The interest and effort of every member of the staff should be given top most
priority in the organisation of guidance services.
(xiii) It should be as simple as possible.
LIMITATIONS OF ORGANIZING GUIDANCE SERVICES:
1. For organization of any guidance services and programmes in school there is a
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need of psychologists, counselors and career masters. But in fact most schools don’t
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have such personnel. As a result there arises the possibility of failure of the
guidance programme in its organization.
2. Guidance service programme requires a lot of infrastructure facilities like suitable
accommodation, equipment, sitting arrangement etc. which are considered quite
essential for carrying out guidance programme in a school.
3. Government policy relating to organization of guidance programme in secondary
schools is not specific, favourable and definite. As a result of this, it becomes
difficult on the part of the school administration to carry out guidance programme
for the betterment of the students.
4. Majority of our secondary schools don’t have any organized programme of
guidance.
5. For organization of school guidance services, psychological tests like—personality
tests interest inventories, aptitude tests, attitude scales etc. and standardized
achievement tests suitable for the students are rarely available in most of the
schools. Besides, there are schools where these psychological tests and records
aren’t at all available.
6. The teachers on whom the success of school guidance service depends don’t
possess adequate knowledge, efficiency and competency to offer proper guidance
to pupils.
7. In most schools teachers aren’t trained in guidance and counselling programme.
8. Guidance service or programme doesn’t come under the scope of evaluation or
examination of pupils. In other words, it has been said that as it isn’t an examinable
subject, naturally teachers aren’t interested to carry out such work without any
reward.
9. The teachers in our secondary schools are over-burdened with their instructional
work as a result of which they don’t give proper time for the said purpose.
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NEED OF ORGANIZING GUIDANCE SERVICES:
(i) It helps the teachers to take note of potentialities of each student in different
degree in different direction.
(ii) It helps the students and their parents to make right and appropriate career
plans for future.
(iii) It helps to understand the physical, social, emotional and intellectual
characteristics and the need of pupils.
(iv) It promotes efficiency in providing essential reliable and scientific data on
pupils.
(v) It provides knowledge to children in making satisfactory adjustment in the school
and the community.
(vi) A well organized guidance programme saves time, money and effort.
(vii) It helps students to find a suitable occupation or vocation.
Q:-GUIDANCE SERVICES AT ELEMENTARY LEVEL.
A: - The need of guidance is felt right from the day the child enters the school and
continues till he is in the process of schooling. However, the information collected
about him during all these years is of immense use when he starts thinking in terms
of joining some occupation or he is to go in for further studies or he is to join some
training etc. Before that, he so often needs many aspects of guidance in the process
of education or some personal problems of adjustment etc.
In our country, yet the atmosphere and environments are not ripe for the
establishment and development of mature and effective guidance services. All this
has created a dycotmy between what is being done in our schools with regard to
guidance services and what is needed to be done in actual process in our
institutions. It is also noticed with a little pain, that our school administration is not
taking the organisation of guidance services seriously. The result is that it is not
doing very useful service to the younger generation.
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 With the advancement of science and technology, 'the world of work' has so
much extended its wings, that the students in the delta classes, are confused with
the multiple entries to the world of higher education and work. It is being further
aggravated by the galloping unemployment position of educated persons. The type
of help and assistance passed on to him from his friends, assistance provided by the
parents and some unsystemic information provided by the teachers, are only poor
substitutes for the real guidance service. In order to ensure that he is on the right
path, the school is to establish guidance services in a systematic way. It is also
helpful to him to provide direction to him to solve his problems, which are very
many and multiple in nature.
Q: - GUIDANCE SERVICES AT SECONDARY LEVEL.
A: - According to Jones (1963), when the guidance services are to be recognized in
secondary schools, it becomes essential that all the members of the staff properly
understand that it is a team work and it can only be organized if all of them actively
participate in it. First of all the senior officers of the school administration need to
be provided with complete knowledge of this service and their interests cultivated
in it. They need to be made acquainted with these services established in developed
nations, researches carried out its uses in human resources development, its uses in
the progress of development, new developments in this field and expenditure
made by such nations in it, need to be further made clear to them.
a) Organization of the Faculty:
(I) Faculty Guidance Committee: At the time of organizing guidance service in
school first of all a permanent faculty committee be organized with Headmaster as
the President, counsellor and all those teacher who have had some training as its
member. This committee should frame the policy, fix its targets, acquaint all the
staff members, parents and students with the benefit of its services, to get the
expert advice for the organization of guidance services and to act upon it and to
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evaluate guidance service and to bring requisite changes in it. It will be better if the
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council is made the in- charge of the programme and it should involve all the
teachers in it, in order to give proper representation on the committee.
(ii) Headmaster of the School: The Headmaster should have full faith in the
guidance services and his philosophy of education must be clear about its
relationship with guidance. He must call the meeting of the guidance committee
maintain its record and have democratic discussion. He should introduce cumulative
records and train class teachers about mode of filing proper information in it and
maintain it. He should work as public relations officer and maintain good relations
with students, teachers, social workers, employment officers, district level officers
and Principals of colleges etc. All this will not only help him to cultivate his real
interest in it, but make him, the leader of the team for providing guidance facilities
to the students.
(iii) Counsellors: The counsellors in secondary school environments are to
concentrate on the following four tasks: (a) Organizing and making available to
students comprehensive information systems necessary for educational and
vocational planning and decision making, (b) Organizing and presenting classroom
curricula that focus development of adolescents, (c) Helping students to assess the
personal characteristics, (d) Providing remedial interventions for students needing
special help. The work of counsellor can be done by a teacher who has undergone
at least one year's special training of counsellor. Counsellor is to perform all the
services including: providing educational guidance and information, individual
counselling, administrative activities and record keeping, prevention activities,
providing career guidance and assistance, standardized test administration and
interpretation, information dissemination, public communication and human
relations, consultation activities, student development activities, group guidance
and group counselling.
(iv) Teacher: Teacher is a friend, guide and leader of the students. While teaching
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his own subject, the teacher can provide occupational information to them. He
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needs to be well acquainted with the different types of information, which affects
his studies such as intelligence level, social interaction level, health and economic
problems etc. While teaching his own subject, the teacher should provide
occupational information to the students by correlating it with his subjects as and
when these are an occasion for it. He is sup- posed to provide full co-operation to
the counsellors about the students.
(v) School Psychologist: The school counsellor is to be busy with so many
multipurpose activities, so at times in each school, or in a group of schools a
psychologist is appointed who conducts the needed psychological test and
interprets them. The work being of highly technical native only a qualified person is
appointed on it. He is always to be of great help to the counsellors.
(vi) Health Department of School: As a rule every large school should have a full
time doctor, a dentist, a psycholinguist and nurse. However, till this stage is not ripe,
the Government must ensure that doctors appointed in hospital visit the schools
and provide needed medical aid to the students.
(vii) Librarian: The librarian can be helpful to the extent that he collects the books,
journal and pamphlets on guidance, occupational information and provide
necessary help to students for their use.
(viii) Co-operation of Parents: The social conditions in our country are such that
parents needs to be enlightened that children should be allowed to make their own
decisions about their problems. It is better to prepare a checklist of the needed
information such as what parents expect of their wards, the number of his brothers
and sisters and his relationship with the types of educational facilities available at
home. The parents should be encouraged to express their views in a free and frank
manner. They should be dealt with psychologically.
(ix) Co-operation of other Organization: In order to establish guidance programme
on firm footing it is essential to get the cooperation of guidance clinics, employment
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exchange, teacher's parents associations, organizations of industrialists, doctors,
students unions, religious and labour organizations etc.
OBJECTIVES OF PROVIDING GUIDANCE AT SECONDARY SCHOOL LEVEL:
Guidance has a wider scope and function then merely that of assisting students in
making educational and vocational choices.
It provides through developmental stage and it is adjective. Following are the
objectives of guidance at secondary stage, Dash (2003).
• To understand the individual and help him to assess his ability, interest and needs.
• To help him become acquainted with resources and facilities in schools and
community, which are available for his information and experiences?
• To help him make the best possible use of his opportunities and assist him in
channelizing his energy wisely.
• To help him evaluate his experience, clarify his objectives and make plans for his
future.
• It can help to measure their vocational assets and abilities, prepare themselves for
entry into the career of their choice and to get suitable job.
• To help principle and teachers to understand their students as individuals and to
create situations in which the student can learn more effectively.
• To find solution of students problems of personal social adjustment in school and
at home.
• To collect all relevant information about students.
• To solve students problems through collective and entire com- munity.
• To win the co-operation of students, parents, and entire community.

UNIT-V COUNSELLING

Q:-MEANING OF COUNSELING.
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 Counselling is the service offered to the individual who is undergoing a problem
A: -

and needs professional help to overcome it. The problem keeps him disturbed high
strung and under tension and unless solved his development is hampered or
stunted. Counseling therefore is a more specialized service requiring training in
personality development and handling exceptional groups of individuals.

Counseling services are therefore required for individuals having developmental

problems because of the handicap they suffer in any area of emotional either
because of hereditary factors or environment conditions.
Generally such cases are only about five to seven percent in a population and
therefore counseling is required only for such a small number. As compared to
guidance which is for percent of individuals. Counseling involves a lot of time for the
client to unfold the problem, gain an insight in to the complex situation.
DEFINITIONS
English and English Dictionary, “Counselling is a relationship in which one person
endeavours to help another to understand and solve his adjustment problems”.
Shostorm and Brammer, “Counselling is a purposeful reciprocal relationship
between two people in which one, a trained person helps the other to change
himself or his environment.”
Ruth Strong, “Counselling is a face to face relationship in which growth takes place
in the counsellor as well as the counselee”.
Myers, “Counselling means a relationship between two persons in which one
person provides special assistance to the others”.
CHARACTERISTICS OF COUNSELLING
1. Mutual relationship between two persons
2. Problem is made clear through discussion
3. It is a vital part of the entire guidance programme
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4. Face to face relationship

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5. Democratic relationship
6. Professional service
7. Problem oriented process
Q:-AIMS AND PURPOSES OF COUNSELLING/ PURPOSE AND GOALS OF
COUNSELING.
A: - The main objective of counseling is to bring about a voluntary change in the
client. For this purpose the counselor provides facilities to help achieve the desired
change or make the suitable choice. The goal of counseling is to help individuals
overcome their immediate problems and also to equip them to meet future
problems. Counseling, to be meaningful has to be specific for each client since it
involves his unique problems and expectations. The goals of counseling may be
described as immediate, long-range, and process goals. A statement of goals is not
only important but also necessary, for it provides a sense of direction and purpose.
Additionally it is necessary for a meaningful evaluation of the usefulness of it.
The counselor has the goal of understanding the behavior, motivations, and
feelings of the counselee. The counselor has the goals are not limited to
understanding his clients. He has different goals at different levels of functioning.
The immediate goal is to obtain relief for the client and the long-range goal is to
make him ‘a fully functioning person’. Both the immediate and long- term goals are
secured through what are known as mediate or process goals. Specific counseling
goals are unique to each client and involve a consideration of the client’s
expectations as well as the environmental aspects. Apart from the specific goals,
there are two categories of goals which are common to most counseling situations.
These are identified as long-range and process goals. The latter have great
significance. They shape the counselee and counselors’ interrelations and behavior.
The process goals comprise facilitating procedures for enhancing the effectiveness
of counseling.
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The general public tends to view counseling as a remedial function and

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emphasizes immediate goals, such as problem resolution, tension reduction, and

the like. Counselee may refer to the resolution of a particular conflict or problem
situation. However, the goals of counseling are appropriately concerned with such
fundamental and basic aspects such as self-understanding and self- actualization.
These help provide the counselee with self-direction and self- motivation.
Counseling in its spirit and essence is generative. It aims at assisting the individual to
develop such that he becomes psychologically mature and is capable of realizing his
potentialities optimally.
Counseling has no magical solutions. The only meaningful, sensible and
realistic view of counseling is that it is not and cannot be everything to everybody. It
is concerned with helping individuals find realistic and workable solutions to their
problems by helping them gain an insight into themselves so that they are able to
utilize their own potentialities and opportunities and thus become self-sufficient,
self-directed and self-actualized.
Q:-STEPS INVOLVED IN COUNSELING.
A:-The various steps involved in counseling are discussed below:-
1. Purpose of Counselling:- The main purpose of counseling is to assist the
individual to enable him to understand himself, his problem and situation in a
meaningful and realistic way.
2. Tools of Counselling: It includes both the testing and non-testing techniques i.e.
interviews, questionnaires, check list, rating scales,group discussion, and
psychological tests.
3. Rendering of Relevant Information: Various types educational, vocational and
personal information, in accordance with the needs of the counsellees, may be
provided in order to widen their horizon and insight.
4. Encouragement: Rapport should be established with the counsellees so that they
are encouraged to express freely their idea, views and feelings. They should open
their heart without any fear and inhibition and do heart to heart discussion.
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5. Planning: The counselor is to help the counselee to choose the courses of
studies, vocations or work out the solutions of his problem in systematic and a
planned way.
6. Involvement of the Client: As the ultimate decisions is to be taken by the
individual so it is essential that the client should be actively involved in the
discussion without any hesitation and fear.
7. Analyzing: Self-analysis is the best method to i understand on as oneself. It is for
the counsellor to make him to read his limitation well as assets. 8. Interpreting:
The counsellor should assist the client to interpret himself the data obtained
through different techniques.
Q:-QUALITIES OF A COUNSELOR.
A: - Kelley has given the following qualities or characteristics c a counsellor.
1. Good basic intelligence: The counsellor must have a min, that can use
knowledge, which has been obtained throng] experience, through formal teaching
or otherwise.
2. Wide general information: The counsellor should haw wide general information.
He should have a wide knowledge o the world and its ways, especially in the field of
occupations While that knowledge need to be all round knowledge. but it should
not be meager.
3. Intensive Special Information: The field of occupation in his special concern. He
should not only know the possibilities for future employments, but also the various
roads of educational and training leading to them.
4. Knowledge of People: The counsellor should possess a vast knowledge of people.
He should know about various kinds of people their motives, inhibitions, desires and
aims.
5. Special Skills: The counsellor should be skilful in the use of certain technique
especially: (i) The technique of testing, (ii) the technique of interviewing, (iii) the
34

technique of finding jobs and iv) the techniques of placing people in those jobs.
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6. Special Personal Qualities: The counsellor should have both sympathy and
objectivity. He should have an integrated personality. He should have an urge to
help others, but he should -net ignore their weaknesses.
Q, WHEN COUNSELLING IS REQUIRED?
A:- According to Miss Bragdon, following types of situations call for counselling:
1. When a student needs not only reliable information but also an interpretation of
such information as meets his own personal difficulties.
2. When a student needs a wise listener with a broader experience than his own, to
whom he can recount his difficulties and from he may get suggestions.
3. When a student thinks that the counsellor has access to facilities for acting in the
solution of his problem and the student has not easy access to those.
4. When the student is aware of the problem but is unable to define It.
5. When a student is aware of the problem but because of a temporary strain and
distraction, he is unable to cope with it intelligently.
Q: - PROCESSES OF COUNSELING.
A:- Three Stages of counseling process
1. Initial Disclosure:-In first stage Counselor tries to understand the nature of the
problem of the client. For that he first establishes repo with client. He develops
relationship of trust and confidence so that the client can disclose his feelings and
his problems. Here he gathers information to promotes understanding of clients
problem. For that he can use different tools and techniques.
2. In depth Exploration:-In second stage i.e. in depth exploration the counselor and
client try to explore the problem further. In this stage hey try to understand the
problem and its solution. They identify the nature of the problem and what kind of
change is required to solve the problem, what can be the future of the problem and
to solve this problem what are the resources and then the explore possible
approaches.
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3. Commitment to action:-After that counselor helps the client to chose the best
option and they plan out the course of action. The counselor helps the client to
fulfill the plan and get feedback at the end.
Q:-DIRECTIVE AND NON-DIRECTIVE THEORIES OF COUNSELING.
A: - Counseling should be looked upon in termsof the amount of direction that the
counselor givesthe counselee. This direction ranges from full direction (directive
counseling) to no direction (nondirective counseling).
DIRECTIVE COUNSELING
Directive counseling is the process of listening to a member’s problem, deciding
with the member what should be done, and then encouraging and motivating the
person to do it. This type of counseling accomplishes the function of advice; but it
may also reassure; give emotional release; and, to a minor extent, clarify thinking.
Most everyone likes to give advice, counselors included, and it is easy to do. But is it
effective? Does the counselor really understand the member’s problem? Does the
counselor have the technical knowledge of human behavior and the judgment to
make the “right” decision? If the decision is right, will the member follow it? The
answer to these questions is often no, and that is why advice-giving is sometimes an
unwise act in counseling. Although advice-giving is of questionable value, some of
the other functions achieved by directive counseling are worthwhile. If the
counselor is a good listener, then the member should experience some emotional
release. As the result of the emotional release, plus ideas that the counselor
imparts, the member may also clarify thinking. Both advice and reassurance may be
worthwhile if they give the member more courage to take a workable course of
action that the member supports.
PROCEDURE (STEPS) OF DIRECTIVE COUNSELLING
1) Analysis – Collection of Data
2) Synthesis – summarizing and organizing the data
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3) Diagnosis – Interpretation of data

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4) Prognosis – Prediction about future progress

5) Counselling – Treatment given by counsellor
6) Follow up – Evaluation of the effectiveness of counselling
A D V A N T A G ES:
 Economical in time
 Counsellor can see the client more objectively than the client himself
 Intellectual problems can be solved easily
DISADVANTAGES:
 Client is dependent
 Fails in saving the client to commit the mistakes in future
 Scarcity of information regarding the client can create the possibility of wrong
counselling
 Emotional problems may be better solved by Non Directive counselling
NONDIRECTIVE COUNSELING
Nondirective, or client-centered, counseling is the process of skillfully listening to a
counselee, encouraging the person to explain bothersome problems, and helping
him or her to understand those problems and determine courses of action. This
type of counseling focuses on the member, rather than on the counselor as a judge
and advisor; hence, it is “client-centered.” This type of counseling is used by
professional counselors, but nonprofessionals may use its techniques to work more
effectively with service members. The unique advantage of nondirective counseling
is its ability to cause the member’s reorientation. It stresses changing
the person, instead of dealing only with the immediate problem in the usual manner
of directive counseling. The counselor attempts to ask discerning questions, restate
ideas, clarify feelings, and attempts to understand why these feelings exist.
Professional counselors treat each counselee as a social and organizational equal.
They primarily listen and try to help their client discover and follow improved
courses of action. They especially “listen between the lines “to learn the full
37

meaning of their client’s feelings. They look for assumptions underlying the
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counselee’s statements and for the events the counselee may, at first, have avoided
talking about. A person’s feelings can be likened to an iceberg. The counselor will
usually only see the revealed feelings and emotions. Underlying these surface
indications is the true problem that the member is almost always initially reluctant
to reveal.
PROCEDURE (STEPS) OF NON DIRECTIVE COUNSELLING
1) Defining the problematic situation
2) Free expression of feeling
3) Classification of positive and negative feeling
4) Development of insight
5) Termination of counselling situation
A D V A N T A G ES:
 Development of the problem solving ability
 Unwonted tests can be avoided
 Removes the emotional blokes, help individual to bring out repressed thoughts
and reduces tension
 Leaves its impression for a longer time
LIMITATIONS:
 Slow and time consuming process
 If Client is immature it is not suitable
 All the problems cannot be solved orally
 Sometimes due to the counsellors passiveness, the client hesitate in expressing
his feelings
 Not successful always
ECLECTIC COUNSELLING
Coordinative methods are used
 The counsellor is neither active like Directive counselling nor passive like Non
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Directive counselling
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 The need and personality of the client are studied and then he selects the
techniques
 The main techniques are used are reassurance, giving information, case history,
testing
 Both counsellor and client are active and cooperative, they participate in
conversation turn wise and solve the problem
PROCEDURE (STEPS) OF ECLECTIC COUNSELLING
1) Study of the need and personality of the client
2) Selection of the technique
3) Application of techniques
4) Evaluation of effectiveness
5) Preparation of counselling
6) Seeking the opinion of the client and other related people
ADVANTAGES:
 Practical value is very high
 Both client and counsellor are active
DISADVANTAGES:
 Some people are of the view that both the types cannot be mixed together
 Vague and opportunistic
 Question arises how much freedom should be given to the client, no definite rule

SHORT ANSWER TYPE QUESTIONS

Q:-WHAT DO YOU MEAN BY GUIDANCE?
A:-Guidance is a process of helping every individual through his own efforts to
discover and develop his potentialities for his personal happiness and social
39

usefulness. Guidance is a process through which an individual or groups of

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individuals are helped to make necessary adjustment to the environment inside or
outside the school.
Q:-DEFINE THE NATURE OF GUIDANCE.
A :-
 Continuous process
 An assistance to the individual in the process of development
 A service meant to all
 Both generalized and personalized service
 Related with life
 Development of capacities
 Individual assistance
 Task of trained person
 Wide scope of guidance
 Helpful in adjustment
 Helpful in developing an ability of self guidance
 No imposition of one‟s own view point
Q:-EXPLAIN THE FUNCTIONS OF GUIDANCE.
A :-
 Developmental Function
 Adjustment Function
 Orientation Function
 Appraisal and interpretation Function
Q: - WHAT ARE THE MAIN PRINCIPLES OF GUIDANCE.
A :-
 It is a slow and continuous process
 It is developing the insights of an individual
 It considers most individuals as average normal persons
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 Problems for which guidance is required arise out of situations

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 All problems are interrelated
 It is an integral part of the school organisation
 Individual differences
 Principle of evaluation
 Guidance by a trained person
 Need of code of conduct
Q: - DEFINE THE NEED OF GUIDANCE.
A :-
 The total development of the individual
 Proper choice of courses and careers
 Development of readiness for choices and changes to face new challenges
 Identifying and motivating the students from weaker section of the society
 Identifying and helping students in need of special help
Q: - WHAT IS EDUCATIONAL GUIDANCE.
A: - Educational Guidance is an assistance to be provided to the pupils so that they
may adjust in the schools with curriculum and school life.
Q: - DESCRIBE THE CHARACTERISTICS OF EDUCATIONAL GUIDANCE.
A :-
 Comprehensive Process
 Various types of educational problems can be discussed
 Process of providing assistance
 Process of removing the adjustment problems
 Process of providing assistance for eliminating the difficulties while selecting the
subjects and curriculum at all levels of education
Q: - WHAT IS VOCATIONAL GUIDANCE.
A:- Vocational guidance is the process of assisting the individual to choose an
occupation, prepare for it, enter in to it & progress in it.
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Q: - EXPLAIN THE NEED OF VOCATIONAL GUIDANCE.

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A :-
 Individual Difference
 Variety of vocation
 Vocational progress
 Stable future of students
 Need from economic point of view
 Need due to changing conditions
 Need from health point of view
 Need from social and personal points of view
 For proper utilisation of human potentialities
Q:-WHAT IS PERSONAL GUIDANCE.
A:- Personal guidance is the help given to an individual to solve his personal
problems. Personal guidance includes social, emotional and leisure time guidance.
Q: - EXPLAIN THE NEED OF PERSONAL GUIDANCE.
A :-
 Personal development
 Social adjustment
 To solve emotional problems
 Utilization of leisure time
 Physical development
Q: - WHAT ARE THE MAIN PRINCIPLES OF PHILOSOPHY OF GUIDANCE?
A:-The main principles of philosophy of guidance are:
(i) The dignity of the individual is supreme.
(ii) Each individual is different from every other individual.
(iii)The primary concern of guidance is the individual in his own social setting.
(iv) The attitudes and personal perceptions of the individual are the bases on which
he acts.
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(v) The individual generally acts to enhance his perceived self.

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(vi) An individual need a continuous guidance process from birth to adulthood.
Q:- DEFINE INTELLIGENCE?
A:- According to Wechsler, "Intelligence is the aggregate global capacity of the
individual, to act purposefully, to think rationally and to deal effectively with his
environment." Terman called it the ability to think in abstract terms. Alfred Binet
says that there are three main characteristics of intelligence-Ability to judge well, to
comprehend well and reason well.
Q. DEFINE PERSONALITY?
A: - According to G. W. Allport, "Personality is the dynamic organization within the
individual of those psycho-physical systems that determine his unique adjustment
to his environment."
Q:-WRITE ANY TWO USES OF INTELLIGENCE TESTS.
A:-
1) Intelligence tests are useful in educational guidance
2) Intelligence tests are useful in assessing the mentally retarded children
3) They are useful in determining the I.Q. level of students.
4) Intelligence tests are used in recruitment of army personnel. Etc.
Q. WHAT ARE THE MAIN CHARACTERISTICS OF PERSONALITY?
A:- From the different definitions of 'personality' given by various scholars, the
following characteristics emerges:-
(i) Personality is not synomous with good physique or good dress.
(ii) Each personality is unique. Each personality is different and this explains why we
do not have any laws in psychology just as we have laws in physics. Personality
represents an inter-action between inherited 'potentialities and environmental
influences.
(iii) Each personality is organized. There is definite arrangement of motives and
needs. Disorganized personality means mental illness.
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(iv) Personality is dynamic and not something static and fixed. It is ever-growing and
ever-evolving and generally maintains equilibrium.
Q. WHAT IS THE IMPORTANCE .OF PERSONALITY TESTS?
A: - The importance of personality tests in guidance and counselling could be seen
by the following points:-
(i) They help to screen well adjusted and poorly adjusted students at home or in
society. These students can then be provided With guidance services.
(ii) It makes the individual to critically examine his personality characteristics. As a
result of it, an individual may improve upon his personality.
(iii) Personality tests help in predicting future development trends the personality of
an individual. According to it, guidance ea° provided to the individual for future.
Q:-DEFINE APTITUDE TESTS?
A:- Aptitude and aptitude testing is a field of educational psychology in general and
of Industrial psychology and guidance in particular. For the last some years, so much
work has been done in this field that aptitude testing and its applications are
becoming more popular than even those of intelligence tests. Hence, by aptitude,
we mean the specific capacity to do a certain job which is promoted by training in
that field.
Q. DEFINE ATTITUDE TESTS?
A:- An attitude is a dispositional readiness to respond to certain situations, persons
or objects in consistence manner which has been learnt and has become one's
typical mode of response. The degree for strength of a person's attitude may vary
extensively positive through a gradation to extremely negative.
Q. WHAT ARE THE MAIN TYPES OF ACHIEVEMENT TESTS?
A:- These tests are used in the maximum for the measurement of academic
achievement are of many kinds:- (i) Teachers Made Tests (ii) Standardized Tests (iii)
Oral Tests (iv) Essay Type Tests (v) Objective Type Tests.
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Q. GIVE THREE PURPOSES OF ORGANISATION?

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A:- The following are the three purposes of organization of guidance programme:
(a) Co-ordinating Guidance Work: A well organised efforts will intergrate efforts of
different members of the staff.
(b) Consolidation of Individual Efforts: It will facilitate to utilise the qualities of each
member of the staff in a systematic way for the purpose of guidance.
(c) Economic Use of Time: Working for well defined goals leads to economic use of
the time of the counsellor and his time so saved will be utilized for more useful
guidance activities.
Q. GIVE THREE PRINCIPLES OF ORGANISATION?
A:- For effective working, the programme of guidance services in a school must be
based on the following principles:
(a) In any programme of educational guidance service in the school, the interests,
needs and purposes of the students' whome it serves, should be the guiding factors.
(b) The guidance services should treat the individual as a whole and serve all the
students, on the principle of providing equal opportunities to all.
(c) The guidance service should consider the total environment of the child and
locate the specific problems, and needs of the child, so that these are remodified
before they become serious.
Q:-WHAT ARE THE AIMS AND PURPOSES OF EDUCATIONAL GUIDANCE AT THE
SECONDARY SCHOOL LEVEL?
A:- Following are aims of educational guidance:
1. To assist the child secure information regarding the possibility and desirability of
further schooling.
2. To help the child to know the purpose and functions of the different types of
schools.
3. To enable him to know in detail the offering of the school that he might attend.
4. To assist him to know the requirements for entrance into the school of his
choice.
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Q. DEFINE INFORMATION SERVICE?

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A:- Information service is the guidance service which collects information
concerning environmental oppotiunities and disseminating it among the pupils. This
service strives to meet the educational and vocational and social needs and
interests of pupils. whatever their plans may be, during and after leaving the
secondary school.
Q. WHAT IS THE SCOPE OF INFORMATION SERVICE?
A:- Following are the broad types of information included in the scope of
information service
(i) Occupational Information
(ii) Industrial Information
(iii) Training Information
(iv) Educational Information not elsewhere cicssitied
(v) Resource information
(vi) Socio-economic-cultural Information
Q. WHAT ARE THE MAIN PURPOSES OF EDUCATIONAL INFORMATION SERVICE?
A: - It serves the following purposes for students, teachers and parents:-
(i) School regulations. (ii) Available subjects and curriculum offerings.
(iii) Co-curricular activities available in school.
(iv) Existing post-high and serious school educational programmes.
(v) High and Senior secondary school units and credits.
(vi) The subject required for entry into senior secondary school or college.
Q. DEFINE OCCUPATIONAL INFORMATION SERVICES?
A: - Occupational information may be defined as accurate and usable information
about jobs, industries, work processes, employment trends and opportunities.
Occupational information is valid and usable data about Positions' jobs and
occupations including duties, requirements for entrance, conditions of work, reward
offered, advancement, pattern, existing and predicted supply of and demand for
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workers and sources for further information.

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Q. DEFINE PERSONAL INFORMATION SERVICES?
A: - Personal Information is the most recent Phase of information the valid and
useful data about the opportunities and influences of the physical and human
environment which influencer personal and impersonal relations constitute social
information. It is that information about human beings which helps a pupil
understand himself better and improve his relations with others.
Q. WHAT IS INTERVIEW?
A: - The interview is considered as an important tool in the counselling process. It is
called 'conservation with a purpose'. It is face to face relationship between the
interviewer and the interviewee. The counsellor gets an opportunity to come in
close contact with the pupil and develops a relationship, Which is necessary in the
guidance programme. Interview is described as a conversation with a definite
purpose.
Q. WHAT IS A CASE STUDY?
A: - Case study means systematic, complete and intensive study of pupil-his family
background, his physical, social, emotional and intellectual environment. According
to A.E. Traxler, "The case study is a detailed study of an individual, conduct for the
purpose of bringing about better adjustment of the person who is the subject of the
investigation."
Q. WHAT ARE THE CHARACTERISTICS OF A GOOD CASE STUDY?
A:-
(i) Facts included in it should be kept confidential.
(ii) It should include correct facts only.
(iii) Scientific approach should be followed in the synthesis and analysis of facts.
(iv) Data should be complete in all respects.
Q. WHAT STEPS ARE INVOLVED IN CASE STUDY?
A:- Following steps are followed in case study.
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(i) Location of the case

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(ii) Formulation of ; hypothesis
(iii) Collection of relevant data from reliable sources
(iv) Analysis of the data - application of remedial or on measures
(v) Follow up - for determining the effectiveness of remedial or adjustment applied.
Q. WHAT DO YOU MEAN BY CUMULATIVE RECORD CARD?
A:- Cumulative Record Card in one 'document which contain the history of the child
from the day he enters school i.e. may be pre-primary or primary class, till he leaves
the school finally, normally after passing the high or senior secondary examination.
If any student changes the school, the CRC is transferred along with him. It
continues to travel with the child till his education is completed. It contains
information regarding all aspects of the life of the child, academic, physical, mental,
social, moral and psychological. It gives comprehensive picture of the personality of
the child.
Q. WHAT ARE THE PURPOSES OF CRC?
A:- The following are the main purposes or functions of a CRC:
(i) To provide useful information to the teacher or to the guidance worker about the
child.
(ii) It belps the teacher and the counsellor in making out the problem area and in
starting the remedial programme. (iii)The records provide data for objective
evaluation at the pupil.
(iv) The use of cumulative record card avoids duplication of efforts.
(v) The records are helpful to the teachers in understanding the children and
speeding up their development in the right direction.
Q. WHAT IS OBSERVATION?
A:-The literary meaning of observation is to look outside one se_ It produces one of
the basic elements of science. Observations may be of different kind’s direct and
indirect, natural and artificial, scheduled and unscheduled, participant and non-
Participant. Observation of behaviour is an important means of collect useful
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information. The observer records either all types’ behaviour and activities of
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individual or confines himself to selected types of activities. Thus there are many
kinds of observational techniques.
Q:-DEFINE COUNSELING?
A:-Counseling is an accepting, trusting and safe relationship, in which clients learn
to discuss openly what worries and upsets them, to define behavior, to acquire
essential social skills and to develop the courage and self‐ confidence to implement
the desired new behaviors.
Q:-WHO IS A COUNSELOR?
A:- Counselor is a person who has at least one year full time course in guidance and
counseling from a university, clinical psychologist. He should be concerned with
guidance, well‐balanced pleasant personality a broad outlook understanding
attitude and truly interested in helping a clients.
Q: - WHAT ARE THE OBJECTIVES/AIMS OF COUNSELING?
A:-
‐ To produce voluntary changes in the client,
‐ To help him develop and know himself‐gain confidence and a new vision.
‐ To provide facilities to achieve the desired change or make the suitable choice by
the client.
Q:- WHAT ARE THE CHARACTERISTICS OF COUNSELOR?
A: - Belief in each individual‐respect individual values – open mind‐ understanding
client’s problem‐patience to listen‐ability to help the client to understand his
problem cause & solution.
Q: - WHAT IS VOCATIONAL COUNSELING?
A:- The type of Counseling where the Counselor guides the client to select a suitable
employment, by orienting him in terms of training facilities, opportunities, working
conditions, employment market information. The counselor also assist in personnel
requirements and demand for workers in different occupations.
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Q: - WHAT IS DIRECTIVE COUNSELING?

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A: - Directive Counseling was given by E.G. Williamson – counselor centered
Counseling i.e. Counselor plays a major role‐he direct the counselee to think by
informing, explaining, interpreting and advising.
STEPS INVOLVED IN DIRECTIVE COUNSELING –
‐ Analysis – to understand the client‐information collected is analyzed.
‐ Synthesis – data collected is summarized and organized to understand client’s
strengths, weaknesses, adjustment, etc.
‐ Diagnosis – drawing conclusions about the nature and causes of client’s problem.
‐ Prognosis – predicting the future development of the client’s problem.
‐ Counseling – brings about adjustment or readjustment in the client.
‐ Follow‐up - after counseling is over, the counselor helps the client to readjust the
old problem reoccurs.
Q:- WHAT IS NON‐DIRECTIVE COUNSELING?
A:- Carl Roger’s gave non‐directive counseling ‐ client‐centered counseling – with
the help of counselor, he understands the nature and cause of his problem, become
independent.
The duty of the counselor is not only to make the client understand himself but also
to create an atmosphere in which the client can work out his own understanding.
Q:- WHAT IS ECLECTIC COUNSELING?
A:- F.C. Throne gave eclectic counseling‐the counselor can alternate between
directive and non‐directive methods‐counselor study the personality of the
client‐needs, situation, etc. selects suitable method‐ start with directive counseling
then change to non‐directive counseling‐ use reassurance, giving, information,
testing, etc. It is economical and effective technique.
STEPS IN ECLECTIC COUNSELING
1. Intake interview – establish rapport – collect case history from parents, teachers
or other concerned persons – plan is formulated for diagnosis.
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2. The collected information is given to the client to improve his self‐
understanding.
3. The counselee has to achieve emotional release and insight (understanding). He
has to change his perception and attitude about himself and his situation
(environment).
4. During the closing phase, the counselee makes decisions and plans, changes
behavior and solves his problems.

Q:- EXPLAIN THE STAGES OF COUNSELING?

A:-
Establish rapport: ‐ develop confidence, trust and mutual appreciation – counselee
can express freely his feelings, problem and experiences to counselor.
‐ Help the counselee to feel at ease and ready to talk freely – so he can bring the
client to main topic and encourage him to express himself freely.
Help the counselee to obtain and organize into a meaningful pattern of the
information so that he can make his choice.
‐ Learn to listen to the client with patience and with attention: counselor should
learn the skill to listen and pay attention to understand the things the client has not
said, the client’s hidden feelings, which were not completely expressed, etc.
‐ Ask unambiguous questions: ‐ the questions asked should be simple and easy to
understand and answer. Only one question should be asked at a time.
‐ Keep control of the counseling – counselee –may speak irrelevantly – client is
allowed to relieve his tension and anxiety – should be back to topic without wasting
time.
‐ At the end of the counseling session look for additional information or new leads
by casual remarks.
‐ Interpretation ‐ counselor analysis’s the data – identifies the problem and helps
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Q: - EXPLAIN THE DUTIES OF THE COUNSELOR?
A: - To arrange orientation programmes to teachers and students.
‐ Prepare a list of resources and classify the information properly.
‐ Organize the guidance committee.
‐ Set up an educational and occupational information centre.
‐ Provide information by arranging educational and career talks by experts, group
discussions, etc.
‐ Refer minor or major psychological problem cases to health centre for correction.
‐ Maintain complete secrecy about discussions between him and the client.
‐ Administer psychological tests for the clients.
‐ Take up research projects relating to the field of educational, vocational and
personal‐social guidance and counseling in the college or institution.

(FARASH PRINT POINT-9906713963)

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