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Guidance and Counseling
The document discusses guidance and counseling. It defines guidance as assistance provided by a competent counselor to help an individual direct their own life, views, decisions and responsibilities. Counseling is defined as a purposeful relationship between two people to help the less mature resolve problems through mutual understanding. Guidance aims for overall student development considering individual differences through a continuous flexible process. Counseling helps people understand themselves and resolve personal, educational, vocational, social and physical problems. Both guidance and counseling play important preventative and developmental roles in education. The key steps of counseling process include establishing rapport, problem exploration, finding alternative solutions, goal setting and follow up. Different counseling approaches like directive, non-directive, group and elect
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Introduction to guidance and counseling by Amit Newton, emphasizing their importance in psychiatric nursing.
Defining guidance as assistance in directing life and decision-making, noting its complex nature, individual differences, and focus on overall development.
Outlining various types of guidance: personal, educational, vocational, social, avocational, and health guidance.
Describing counseling as a purposeful relationship that facilitates awareness and goal setting for individuals.
Utilizing counseling for educational course selection, job placement, adjustment problems, and total student development.
Differences between guidance (broad, preventive) and counseling (narrow, emotional), focusing on their respective roles in problem resolution.
Identifying challenges like counselor burnout, cultural differences, and resistance in counseling practices.
Various services offered in counseling such as student information, admissions, and helping with personal and educational adjustments.
Highlighting the goals of total student development, making adjustments, and emphasizing individual-centered approaches.
Different counseling approaches: directive, non-directive, phases of the counseling process, and intervention strategies.
Organizational structure for effective counseling services, including staffing based on student population and dean's roles.
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Guidance and Counseling
- 1. Guidance and Counseling By: Amit Newton Psychiatricnursing Era University
- 2. Guidance is anassistance made available by a competent counselor to an individual of any age to help to direct his own life, develop his own point of view, make his own decision and carry his own burden. – Crow and Crow
- 3. Guidance is bothconcept and process. Guidance is not a direction. Guidance is the assistance or a help.
- 4. 1.Unstatic and complexnature of society 2. Every individual is different 3.Welfare of individual and society 4.Changed industrial and educational pattern
- 5. 5.Conservation of humanenergy 6. Academic growth 7. Vocational maturity 8.Personal and social development
- 6. All round development Individualdifferences Continuous process Guidance meant for all Based on educational objectives Flexible Related to development of student Periodic appraisal
- 7.
- 8.
- 10. Counseling is adynamic and purposeful relationship between two people, who approach the mutually defined problems with mutual consideration of each other to end that the troubled one or less matured is aided to a self- determined resolution of his problem. -Cormier and Hackney 1987
- 11. Counseling is therelationship between two persons An accepted, trusted and safe relationship will be formulated Helps the individual to become aware of himself/herself To develop a set of goals for future behavior of an individual
- 12. Selection of educationalcourse Profitable in occupation Job placement Placement in next stage of education and training Occupational survey Improvement of study skills Maintenance of mental health
- 13. Personal adjustment problems Educationalproblems Vocational problems Moral problems Social problems Physical problems Marital problems
- 14. It helpsthe client to explore and utilize his potentialities and actualize himself. It helps the client to acquire independence and sense of responsibilities. To encourage the client to examine available alternatives. Helps the student to know him better i.e. his interests, aptitudes and opportunities. To encourage and develop special abilities and right attitude.
- 15. To assist thestudents in planning for educational and vocational choices. To help the student to work out a plan for solving his difficulties. Helps in total development of students. To help for efficient use of manpower. To motivate student for self- employment.
- 18. Guidance Counseling Guidance isbroader and comprehensive Counseling is narrow and in- depth Guidance is more external, Counseling helps people understand themselves & is an inward analysis. Guidance is mainly preventive & developmental. Counseling is remedial as well as preventive & developmental. Intellectual attitudes are the raw material of guidance. Emotional rather than pure intellectual attitude are raw material of the counseling process.
- 19. Decision making isoperable at an intellectual level in guidance. Counseling operates at an emotional level. Guidance is generally education & career related & may also be for personal problems. Counseling is mostly offered for personal & social issues. Here focus is on finding solution. The guidance may bring attitude change on the advice. Focus of counseling is not on solution but on understanding the problem. Adviser may be able to bring emotional change or change in feeling.
- 20. Use ofadvanced technology Prevention versus remediation Evaluation Increased research activities Employment of guidance personnel on full time
- 21. Counselor burnout Counseling individual of different culture Resistance to Counseling Counseling individual with strong emotion Unawareness of Counseling
- 22.
- 23. The organization meanssystematic planning, co-ordination and conduct of certain activities within the policy framework of the institution. It requires key ingredients like accurate planning, implementation and follow-up.
- 24. To makepupil able to doing satisfactory adjustment of environment. To help in diagnosing the problems faced by the help seeker. To guide the pupil/individual in development of insight. To help the pupil to explore abilities, aptitude, potentials and interest of his own. To establish referral services for one who needs help. To develop self- understanding and adjustment.
- 25. Total development ofstudents Making proper choices Making the best possible adjustment Helps in identifying special needs
- 26. Individual centeredness Continuity Wholeness Prevention aswell as care Self- knowledge and self-direction Leadership and co-ordination Simplicity Involve latest ways and means
- 27.
- 28. Collect therelevant data Analyze the problem Diagnosis of nature of difficulty Prognosis Prescribe remedial measure Follow up
- 29. Establishing rapport Exploration of the problem Exploration of cause Find out alternative solution Termination of the session Follow up
- 30. Elective approachof counseling is based on the fact that all individuals differ from one another. No single approach can, therefore, be applied to each and every problem. The counselor will make use of both directive and non-directive counseling which may be considered useful for the purpose of modifying the ideas and attitude of the client.
- 31. Since itis a client centered approach the counselee plays a predominant role. The counselor is not supposed to play an authoritarian role. The counselor creates an atmosphere in which the client leads to voluntary choice of an action. This counseling approach rests upon fundamental respect for the individual, belief in person’s ability to solve personal problem with the aid of sympathetic listener.
- 32. Selection ofparticipant Starting the session Orientation towards discussion Checking unwarned behavior Assisting in self disclosure Closing of the session Follow up
- 33. There are somephases of counseling process. Establishing relationship Assessment Setting goals Interventions Termination and follow up
- 34. Introduce yourself. Listen attentively. Alwaysaddress the individual by his/her name. Ensure physical comfort. Do not interrupt the individual while he is talking. Observe non-verbal communication.
- 36. The skills of drawing inference. Differentiation and Teaching individualsto think realistically.
- 37. The interventionwill depend upon the approach used by the counselor, the problem and the individual. The choice of the intervention is a process of adaptation and the counselor should be prepared to change the intervention when the selected intervention is not working.
- 38. Termination and followup both are important criteria’s for a counseling session. Planning of follow up appointments should be done and termination should also be planned over few sessions.
- 39. Steps of counselingare: Lay down the objectives in clear terms Mastering resources and making best utilization of them Systematic planning Co-ordination and conduct of certain activities Allocation of duties and responsibilities Provision of essential Co-ordination, supervision and direction Working as a team
- 40. In nursing theorganizational set up should be as follows: For constituent colleges For affiliated colleges For universities
- 41. If censusis 1000 students a counseling officer assisted by guidance can do planning for counseling services and implement these services with the assistance of deputy chief and academic adviser. If census is less than 1000 students, a liaison officer will be there for providing counseling services. If more than 1000 students are there then assistant counseling officers may be required to assist the counseling officer for carrying out services.
- 42. If students=1000 Counseling officeralong with the assistance of guidance committee and vocational guidance officer can implement the counseling services. If students< 1000 Liaison officer can be sufficient for doing the job.
- 43. The deans withthe help of Head of departments of psychology and education, guidance committee, counseling officer can perform the activities.
- 44. Sharma ChandraMukesh. Textbook of Nursing Education. First edition: 2013. Jaypee publisher. PP115-135 Sharma K. Suresh. Communication and Educational Technology in Nursing. First edition: 2012. Elsevier publisher. PP 71-87 Pathidar Bhai Anurag. Communication and Nursing education. First edition: 2013. Pearson publisher.PP310-312 R Pramilaa. Nursing Communication and Educational Technology. First edition 2010. Jaypee publisher. PP 72-74, 84-87, 93 Sharma Kumar Dinesh. Communication and educational Technology. First edition: 2008. Lotus publisher. PP 70,72-73, 75 Buttar B.K. A Textbook of communication and educational technology. First edition: 2010. Pee Vee publisher. PP 79-80, 83-85 Neeraja K.P. Textbook of Communication and Educational technology for nurses. First edition: 2011. Jaypee publisher. PP 528, 545-546