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Guidance and counselling
The document discusses the concepts of guidance and counseling, emphasizing their definitions, nature, principles, and types. Guidance is portrayed as a continuous process aiding individual growth in various aspects including personal and vocational development, while counseling is described as a more focused, individualized approach to support. The document also outlines the professional ethics of counselors and distinguishes between guidance and counseling in terms of their scope and application.
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Guidance and counselling
- 1. Guidance and Counselling M.Vijayalakshmi M.Sc., M.Phil. (Life Sciences), M.Ed., M.Phil. (Education), NET (Education), PGDBI Assistant Professor (Former), Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Coimbatore – 641020.
- 2. Meaning • Personal helpgiven by others is called guidance. • Some form of help and assistance given to an individual to solve their problems. • Guidance as the promotion of the growth of the individual in self- direction. • Guidance helps the individuals to adjust to the environment.
- 3. Definition • Guidance isa process of helping every individual, through his own efforts to discover and develop his potentialities for his personal happiness and social usefulness • Ruth Strang • Guidance as a process through which an individual is able to solve their problems and pursue a path suited to their abilities and aspirations. • JM Brewer • Guidance is a continuous process of helping the individual development in the maximum of their capacity in the direction most beneficial to himself and to society • Stoops and Wahlquist
- 4. Nature of Guidance 1.Guidancestands for the process of education as a whole 2. It is meant for all the children 3. It is attainment of self-direction by an individual 4. It is a continuous process 5. It is both a science and an art 6. It is a team work 7. It is functional by nature 8. It is a process of assisting an individual to find his place 9. It establishes an effective relationship 10. It is regarded as a professional process
- 5. Need for Guidance •Directing the Academic Growth • Directing Vocational Maturity • Directing Personal Social Adjustment • Guidance to Cope with Special Problem of Home and Society • Guidance to Cope with Special Problems of School • Guidance for National Planning
- 6. Basic Facts aboutGuidance • Guidance fulfils some Aims of Education • Guidance is Paedocentric • Guidance is a sort of Service • Guidance is Universal • Guidance is Assistance • Guidance is Planning
- 7. Principles of Guidance 1.Principle of all-round development of the individual. 2. The principle of human uniqueness. 3. Principle of holistic development. 4. The principle of cooperation. 5. The principle of continuity. 6. The principle of extension. 7. The principle of elaboration. 8. The principle of adjustment. 9. Principle of individual needs. 10. The principle of expert opinion. 11. The principle of evaluation. 12. The principle of responsibility. 13. The principle of periodic appraisal.
- 8. Types of Guidance •Personal-social guidance • Education guidance • Vocational guidance • Physical guidance • Hygiene guidance • Martial guidance • Home guidance
- 9. Guidance Services inSchools Types of Services • Data Collection Service • Occupational Information Service • Self Inventory Service • Counselling Service • Vocational Preparatory Service • The Placement Service • Follow-up and Adjustment Service • Research Service
- 10. Educational Guidance • AtElementary Stage • At Secondary Stage • At College Stage
- 11. Guidance at ElementarySchool level • To adjust the new environment. • To adjust the special character of some children. • To identify learning difficulties and the special needs of children. • To reduce the learning disabilities. • To preserve their emotional, educational, social needs. • To prevent emotional, educational, social backwardness.
- 12. Guidance at SecondarySchool level • Increase self-knowledge and how to relate effectively to others. • Broaden the knowledge about the changing environment. • Helps them reach their fullest academic potential. • Provides opportunities for career exploration, planning and decision making. • Provides an opportunity for networking with services and thus establishes an effective support system. • To help child in selecting subjects. • To help child to maintain good health. • To encourage children. • To participate in co-curricular activities. • To develop & maintain records of children.
- 13. Guidance at Collegelevel • Sorting out their educational problems. • To develop personality and behaviour. • To provide a complete picture about the reality of life. • To help them in achieving the goals of life. • To acquaint them with the scope of higher studies. • To enable them to plan and organise seminars etc. • To help them in finding job opportunities.
- 14. Vocational Guidance •Vocational Guidanceis, that phase of guidance which is for both group and an individual, and provides information about the experience in occupation, job selection, placement and follow up.
- 15. Need for VocationalGuidance • Complex nature of society • Individual difference • The health point of view • Personal and social values • Absence of vocational guidance will lead to Three – fold losses – (Personal, Company and Nation)
- 16. Counselling Meaning • Counselling andguidance are different in nature. Counselling is a part of guidance Definition • A counselling interview is a person to person relationship. One individual with problems and needs, talks to another person for assistance • Erickson
- 17. Principles of Counselling •It is a unique to an individual • It is concerned with the whole individual and not just with his/her intellectual life alone. • It is always goal oriented and goal directed. • It is a professional activity. • It should be based on thorough knowledge of characteristics of the stages of human growth and development. • It is a continuous process. • It is meant for all those who need help.
- 18. Cont…. • It isnot specified for any stage of development of student. • It is concerned with all, not only with special or problem students, therefore have adequate evidence before designating a person as abnormal. • The dignity of the individual is supreme. • Each individual is different from every other individual. • The individual generally acts to enhance his perceived self. • The primary concern of guidance is the individual in his social setting. • The individual needs a continuous guidance process from early childhood through adulthood.
- 19. Steps involved inthe Counselling Process • The individual (client) comes for help • The counsellor establishes rapport with the client through the first interview • The helping situation is defined • The counsellor encourages his client to give free expressions to his concerns (Catharsis) • The counsellor accepts, recognises and helps to clarify negative feelings and limitations in the client (Diagnosis) • The counsellor accepts, recognises positive feelings (Prognosis) • Development of insight of the client into his problem (Counselling) • Establishing new goals (Counselling) • Growth of confidence and ability to take decisions (Counselling) • Follow up (Counselling) • No more need for help (Terminating the Counselling)
- 20. Types of Counselling •DirectiveCounselling •Non-directive Counselling •Eclectic Counselling
- 21. Directive Counselling • E.G.Williamson • Counsellor plays a more active role – Counsellor Centred • Role of Counsellor in Directive Counselling • Analysis • Synthesis • Diagnosis • Prognosis • Counselling and Treatments • Follow-up and Evaluation
- 22. Non-directive Counselling • CarlRogers • Counselle-Centred • Counsellor defines the problematic situation • Counsellor is permissive so that the client feels free to express his feelings • The counsellor recognises and classifies the negative and positive feelings of the client • As insight begins to develop in the client, the counsellor continues to reflect and clarify the new feeling of the client • Counsellor watches for signs that the counselling situation should be terminated. The client or the counsellor may suggest termination
- 23. Eclectic Counselling • Itis a combination and synthesis of the previous two types of the counselling • F.C.Throne • The cause of the personality maladjustment should be located • Proper conditions of efficient learning should be secured • The counsellor should encourage the student to develop his own resources and assume responsibility for trying out new modes of adjustments • Any related problem which may contribute to the adjustment of the student should be handled properly
- 24. Professional Ethics ofa Counsellor • Upholding the Professional Standards and Integrity • Holding the Confidentially of the Client • Utilising the information obtained during Counselling Properly for Research Purpose • Using appropriate Psychological Tests • Respecting Colleagues / Organisations in the field
- 25. Difference between Guidanceand Counselling Guidance Counselling It is a wider process. It is a comprehensive process. It can be in individual as well as in group. It is concerned with educational, vocational and others problem along with personal problem. Any person can provide through the magazines, books and correspondence. Guidance has been given by any person. It has narrower; meaning. It is an integral part of guidance. Counseling of one individual is possible at a time. It usually helps in solving the problems of mental health and emotions. In counseling, the role of mutual consultation and reasoning is very important. Pre-training is must for Counsellor.
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