Page 1
MODULE I1CONCEPT OF GUIDANCEUnit Structure1.0Objective1.1Introduction1.2Meaning of Guidance1.3Nature of Guidance1.4Principles of Guidance1.5Need of Guidance1.6Significance of Guidance1.7Agenciesfor Guidance1.7.1Home1.7.2School1.8Lets us sum up1.0 OBJECTIVEAfter reading this unit you will be able to:•Define the meaning of guidance•Explain the nature of guidance•Describe thePrinciples ofguidance•Explain the need of guidance•State thesignificance of Guidance•Describe thedifferent Agencies of guidance.1.1INTRODUCTIONHumanissocial being and in their entire life they are taking help andguidance fromothers.The complexitiesand thevarietyof modern daylifetakes a heavypealofhuman energyand resources.It providesunlimitedavenues forthe application and employment of human resources. Forappropriate use of these resources it is necessary to know in details howbestthese could be utilized to bring in maximumoutputand satisfactionsthus making educational activities more meaningful and purposeful.Acceptingthe individuals differsin a variety of manner and to ensure allround development ofpupils, it is necessary to know their potential andaptitude, theirinterestand aspiration their strength and weaknesses , toenablethem give their best performance.Guidancewhich becomesmunotes.in
Page 2
integral part of educationfor the better development and the adjustment ofthe child.Theterm “guidance” has been defined in various ways throughdistinct scholars.Literally guidance means “to direct”or ‘, “to point out”or, “to show the direction”. It is thehelp or assistancerendered through amore skilledpersonto a much lessskilledperson to solvevarious kind ofproblems likeinstructional, vocational, personaland so forth.In this unit you will be familiarized with concept, principles, need ofguidance, significance and different agencies of guidance.1.2 MEANING OF GUIDANCEGuidance is a concept as well as the process of assisting people throughtheir very ownefforts to discover and expand their potentialities both forpersonal happiness and socialusefulness. Guidanceis an umbrella termwhich included counselling services, appraisal services, informationservices, referral services, research and evaluation services, all of whichassistance an individual to grow in self-understanding and accordingly increating wise decisions for greatestadjustment. Guidance is integral toeducational activity and is a continuous process irrespective of age andgrade level.Guidance does not solve the problems for the individual, butit helps that individual to solve them. Guidance is focused not on theproblem but on the individual because its purpose is to promote the growthof the individual toward self-development.Guidance aimsat self-understanding, self-appraisal and self-direction. All guidance is educationbut not all education is guidance. The objectives of both guidance andeducation with respect to the development of the individual are the samebut the methods are not the same. Guidance carries with it the element ofvolition while many aspects of education are characterized by compulsion.Teaching and guidance are inseparable-because teaching withoutintelligent guidance cannot be good teaching. Guidance without goodteaching is incompleteDefinition: There are varied views on the concept of guidance. A fewviews are described below:Biswalo, 1996:Guidance is the process of helping an individual to gain self-understanding, self-direction, and to adjust maximally to theenvironment.This help is designed to assist people in deciding where they want to go,what they want to do, how to get to their destination, and how to solveproblems arising in their life.Arbuckle et al. (1966):Guidance is a concept as well as a process. As a concept guidance isconcerned with the optimal development of the individual. As a processguidance helps the individual in self-understanding (understanding one‘sstrengths & limitations) and in self-guidance (ability to solve problems,make choices and decision on one‘s own).munotes.in
Page 3
Brewer:“Guidance is a process through which an individual is able to solve hisproblems and persue a path suited to his abilities and aspirations”.Crow and Crow:“Guidance is assistance made available by competent counsellors to anindividual of any age to help him direct his own life, develop his ownpoint of view, make his own decisions, carry his own burdens”.If we will analysesthe abovedefinitions,we observe the followingcharacteristics of guidance:-•Guidance isconcept as well asa process•Guidance is a continuous process•It is concerned with problem & choice•It is an assistance to the individuals in the process ofmaking decision•Guidance is assistance made available by competent counsellors•It is both ageneralized& specialized service•It is a service meant for all.So fromthe above analysis,we can say that guidance is a help of anindividual to make his own selection &solution out of varied type ofopportunities & problems.It helps one to adjust with differentenvironments according to his own abilities & capacities.Guidance is a process of helping the studentsto become adjusted to hispresent situationor educational institutionso as to provide the maximumdevelopment for themand to help them plan for their future in terms ofinterest, aptitudes, capabilities and needs.In order that the studentsmay beaided to live a worthy, upright, useful and happy life according to theirnature and to adjust themselvesadequately to the world and to theirfellowmen. Guidance isneeded to assist the studentsin acquiring theknowledge, skills and attitudes which will enable him to enter anoccupation and to make theirlivinghappy. Guidance is necessary to helpthemto attain the maturity of judgment, stability of emotions andvolitional control which are characteristics of true self-direction.Check Your Progress1. Give the meaning of Guidancemunotes.in
Page 4
2. Define Guidance.1.3NATURE OF GUIDANCEGuidance aims at educating the individual for understanding himself,unfolding his potentialities to their maximum so that he may eventuallyprove himself to be an adjusted andrationalmember of the community.Guidance therefore is a significant education procedure. It is in shorteducation itself.The roots of guidance are not only deep historically, butthey are also extending horizontally. In the beginning, guidance was astraight forward and limited attempt to assist the individual in thevocational area. But now its concern has been extended to includeassistance with almost any manner of need which might exist for theindividual. The roots of guidance per necessity are extending horizontallytoo much of the social context, to matters of prestige in occupation, to thebroad field of social trends and economic developments.Guidance is a process that enables an individual in discovering himself inthe most satisfying and positive manner. It providesguidance toenable anindividual harness his potentialities, abilities, interests and aptitudes.The process of guidance is related to life, its problems and challenges andhow to face them. Problems and challenges are the building blocksof ourpersonality. Guidance helps people to live a balanced and tension free-lifewith full satisfaction under the circumstances.Individuals differ not only in their appearances but in their mental andintellectual endowments, desires, aspirations, andaptitudes. Theprocessof guidance is helpful in preparing a person for his future. Guidance helpsin the choice of one’s career, one’s partner in life etc. Guidance helps theindividual to march towards the future with confidence.Check Your Progress1.Explain the process of guidance is helpful in preparing a person for hisfuturemunotes.in
Page 5
2.How guidance is an Individual venture1.4PRINCIPLES OF GUIDANCEGuidance is based upon the following principles.i.Overalldevelopment of individual:Guidance needs to be provided inthe context of total development of personality. Guidance deals withthe development of the wholeperson. It does not only focus on thelearner’s academic achievement. But should also focus on differentaspects such as social and physical aspects (Thungu et. al. (2010).ii.Appreciationof individual differences and dignity:the fundamentalprincipal ofguidance is the discovery of Individual differences.Eachindividual is different from every other individual. Each individual isthe combination of characteristics which provides uniqueness to eachperson. The dignity of the individual is supreme. The respect for othersshould come naturally and should not be affected by titles, sex, age orappearance.iii.Guidance isconcernedwithIndividualBehavioralProcesses:Ithelps the individual gain better control over his/her ownbehaviorsuchas likes, dislikes, tendencies and weaknesses. In this principle theguidance worker uses tools such as: personal interviews, counsellingrelationship, test interpretation sessions.iv.Guidance Relies on Cooperation, Not on Compulsion (Force):Client should not be forced. The client should consent by eitherexplicitly asking for help or implicitly hinting, 5 suggesting orsignifying that he needs help. Forced guidance may lead tostubbornness or lack of cooperation.v.Guidance is a lifelong process; begins at home goes on to school andinto the society:(Parents→ Teachers → Community). Parents,teachers, and community have a role to play in guiding the individual toacquire the right behaviour and values.Guidance given at home shouldbe in harmony withwhat the teachers and society provide. If parentsadvocate obedience at home, then teachers should advocate obedienceat school as well.Thustheprincipal of guidance has combined aimof furtheringtheindividual development ofmeeting social requirement.munotes.in
Page 6
Check Your Progress1.Explain how guidance is life long process?2.Any four principlesof guidance1.5NEED OF GUIDANCEGuidance certainly has an enormous need in every individual’sas well instudentslifefor making proper use ofhuman capabilities.Guidance isone of the student personnel services which are getting importance day byday.Accordingto Lefever, Tussel, andWetzel“Guidance isaneducational service designed to help students make more effective use ofthe school trainingprogramme”. Guidance, hence, is an integral part ofstudent’sactivity.Guidance servicesare planned and organized to help thepupil in hisall-rounddevelopment as well as help theschool tounderstandthechild, adjustto his needs,and doits job more effectively andefficiently. Beloware some factors which highlight the need for guidance:Different stages of development:The division of an individual’s life cantake place into various stages. These stages are infant, childhood, pre-adolescent, adolescence and manhood. So, an individual needs guidance inevery stage of life. Maximum guidance is required during the adolescencestage.Differences among persons:Psychology inform us that no individuals arealike. Furthermore, no two individuals get similar opportunities in life.Therefore, every individual requires guidance, in order to find out the mostsuitable profession for him.Changingnecessities of Career:Guidance is certainly essential for thedevelopment of a positive work attitude. Furthermore, guidance wouldhelp build suitable habits and values towards one’s work or profession.This is because; guidance increases the awareness of one’s world of work.Also, an individual is able to plan and prepare for his work or professionefficiently due to guidance.munotes.in
Page 7
Educational growth:Guidance certainly helps in the development ofeducational skills and abilities. Above all,these skills would facilitatelearning and achievement.Proper use of human energy:bymaking a right selection of professionor course through the help of guidance services, everyone canselecttheproper kind of work to be done inlife.Check YourProgress1.Why guidance required at different stages of life?2.Explainnature of guidance as personal service to students1.6 SIGNIFICANCE OF GUIDANCEIn past guidance was not formal, systematic and planned one. In the formofadvices the guidance was offered to the children informally andrandomly by the parents, teachers or experienced well-wishers. But incourse of time due to rapid human explosion, influence of rapidindustrialization, impact of science and technological development,entrance of modernity and social changes the human life became morecomplex which compelled him take the help of guidance always oroccasionally.The major significanceofguidance isdesignsto renderhelpareunder as-Now aday’sguidance occupies an important place in the human life as ithelped individual student in paying individual attention, giving specialhelp and instruction to exceptional children, providing scope to choosesuitable subjects of study, helping in the development of study habits,selecting proper occupation, solving personal problems and so on.Guidance is based ontherecognition of the dignity andworth ofindividualand on his rightto personalassistance in time of need. It is wellrecognizedfact thatall individuals need professional help incomplexsociety in getting information about themselves and around the world.munotes.in
Page 8
All guidance is integral to educational process to the extent it assumes theveryfoundation of all educational activity.as there is multiplicity ofindividuals problem, it entails special treatment andhandling.Guidancehelps individuals exercise their choices in resolving problemswhich willotherwise keepthem on pins.Education is adjustment and guidanceprovides scopeforadjustment, hence guidance becomes the basicfunctions of education.Guidance may be called the operative aspect ofeducation. In fact education and guidance are mutually inclusive and workfor mutual gains.However in the present century the significance of guidance is highlyrealized due to its various needs and demands by every Indians and as wellas the people of entire humanity.Check Your Progress1.Explainhow guidance is integral part of education2.Describethe importance of guidance in human life1.7AGENCIES FOR GUIDANCEAn agency refers to an organization which provides a specific services.Therefore, an agency of guidance refers to those agencies which impartguidance to individuals. The main objective of such an agency is to helpan individual shape his destiny.Agencies of guidance certainly help anindividual to achieve an optimal levelof social usefulness. However, themost important agencies of guidance are home and school.1.7.1Home as an Agency of Guidance:An individual’s home is certainly a very important agency of guidance.One’s home is certainly the first source of guidancefor every individual.Furthermore, a child receives home guidance from the childhood phase.Therefore, the guidance received from home creates a very strongpsychological impact on a person. The home serves an agency of guidancein the following ways:Naturespersonality:Homes certainly help in shaping the personality ofan individual.Children startdeveloping their sense of self as babies frommunotes.in
Page 9
home. One’s parents and siblings play a big part in that.Additionally, kidssee themselves through their parents’ eyes. Mostsignificant, kids absorbthe voice, body language, and every expression of their parents andsiblings.Ethical values:Homes impart values of ethics and morality in the kids.Still, kids learn right and wrong behaviour from their parents.Therefore,homes play a tremendous influence on an individual’s mentality for therest of his lifeUnderstanding of rules:Kids receive guidance from homeabouttheimportance of obeying rules and regulations. The limits set by parents helpin creating asense of understanding of rules in individuals.In addition,parents probably impose punishments when kids break the set limits. Thisprovides valuable guidance to individuals about the consequences ofbreaking rules and regulations.1.7.2School as an Agency of Guidance:School is certainly a major agency of guidance. This is because guidanceis a very integral part of education. Furthermore, students definitelyrequire the assistance of teachers. Mostsignificant, no student can reachhis maximum potential without appropriate guidance from schools.Also,school guidance help students in makingpossibleandrightcareer plans.Also, getting auprightand good career in life depends upon guidancefrom the school. The school provides guidance in:Schoolhelp in the maximization of the potential of the studentsAssessing the pupil’s interests, capacities, abilities, needs, for doingany workMaking appropriate and efficient future plans for pupilsSchools certainly assist in making the proper decisionregarding aneducational careerMaking satisfactory adjustments at home, school and society withdesirable outcomesHelping students reach self-realization, self-development, self-direction, and self-actualization1.8 LET US SUM UPThis unit covers the following topics
Guidance is the process of helping an individual to gain self-understanding, self-direction, and to adjust maximally to theenvironment.
Natureof guidance:1.Guidanceaims at educating the individual for understandinghimselfmunotes.in
Page 10
2.Guidance is a processrelated to life.
Principles of guidancewhileproviding guidance, the followingprinciples should be kept in mind.1.Overalldevelopment of individual2.Individual differences3.Abilityof the individuals4.Environment5.Guidance is a Continuous and a Sequential Educational Process
Need of guidance1.Individual differences2.Educational growth3.Proper use of human sources
Significance of guidance
Agencies of guidance1.Home2.SchoolUNIT EXERCISEQ.1Explain the need and significance of guidanceQ.2“Guidancemeans to indicate, to point out,and toshow the way. Itmeans more than to assist.” Justify.Q3.Explainbriefly about variousprinciples of guidance.Q4.Comment about nature of guidanceQ.5Short notesa. School as agency of guidanceb. Homeas agency of guidance.REFERENCESSharma R. A. (2001) “Fundamentals of Guidance & Couselling”R. Lall Book Depot, Meerut , U.P.Lt.col.(Dr) Satish C. Chadha(2004) “Educational and VocationalGuidanceand Counselling”Meerut-2.Dr. V.K.Gupta (2004) “Educational Guidance and Counselling”.Vinod Publication, Ludhiyana.Bengalee mehro D. (1990) “Guidance & counselling” shethPublication Mumbai.Guidance: Principles and Procedures Author MarjorieArandela-Caipang, Ph. D.munotes.in
Page 11
WEB REFERENCESMuslim University Of Morogoro Faculty Of Arts And HumanitiesHttps://www.academia.edu/9967354/principles_of_guidance_and_counseling.https://www.publishyourarticles.net/knowledge-hub/education/what-is-the-meaning-of-guidance-and-its-nature/5377.https://www.toppr.com/bytes/meaning-principles-and-need-of-guidancehttps://www.toppr.com/bytes/agencies-of-guidancemunotes.in
Page 12
2TYPES OF GUIDANCECONTENT2.1Objectives2.2Introduction2.3Educational Guidance2.3.1 Concept of Educational Guidance2.3.2 Need and Importance of Educational Guidance2.3.3 Role of Teachers2.4Vocational Guidance2.4.1 Concept of VocationalGuidance2.4.2 Need and Importance of Vocational guidance2.4.3 Role of Teachers2.5Personal Guidance2.5.1 Concept of Personal Guidance2.5.2 Need for Personal Guidance2.5.3 Role of Teachers2.6Summary2.7Questions2.8References2.1OBJECTIVESThe following are the objectives of this unit:•to understand the concept of educational guidance•to appreciate the need and importance of educational guidance•to review the role of teachers in different types of guidance•to differentiate between personaland vocational guidance•to appreciate the need and importance of vocational guidance•to evaluate the need of personal guidance2.2INTRODUCTIONAs, you might have experienced difficulty in taking admission in thissystem of distance learning, sometimesyou may also be in a confusingmind while selecting the subjects what to offer for optional subjects. So,you may take the help of others who know about the subject and thesystem of distance education. so many a times we need the help of othersmunotes.in
Page 13
in taking decision about the important aspects of our life. It may be in thefield of education, vocation, marriage etc. I am sure all of you must havesuch type of experience in one field or other. You also use the words likeguidance, help, need, decision, advice in your daily conversation. In thisunit you will know in details about the term “guidance”.Sometimessomeof you also think that we do not need others help. We can do our workproperly etc. Sometime you may laugh at others because they ask or queryabout very simple matters.Butwhat is simple for you could be difficultfor others too.So,all do not have same type of problem or need sot whenone need help in one field, other may be in another. But I am sure one dayor other, small or big we face certain problems in our life.So,we take thehelp of our teacher, parents, friends, doctor guidance workerscounsellorsetc. In this unit. We will get and overall idea about the concept ofguidance &itsprinciples need & function etc. Let us know moreabout it.Definition:Guidance is perceived as all those activities which promoteindividualself-realization.-BernadandFullmerIn one’s life every individual is beset with problems and it has becomevery difficult to achieve satisfactory results without assistance. Therewould be hardly any individual who does not need assistance. Some needit regularly, constantly while others need it only at some point time/intervals. In technical term assistance is called Guidance. In order to solvevarious types of problems we need different types of guidance services.‘Paterson” has suggested five types of Guidance.1. Educational Guidance2. Vocational Guidance3. Personal Guidance4. Economic Guidance5. Health GuidanceIn this unit we shall study Educational vocational Guidance and personal.Let us see what they mean and what are their needs.2.3EDUCATIONAL GUIDANCEEducational guidance is a process of assisting the individual student toreach optimum educational development. It is a sort of guidance that isonly rendered to the student community.Educational Guidance helps the students to make right choices, as well asmake adjustments in relation to schools, curriculum, courses and schoollife which is contribute to the all-round development.munotes.in
Page 14
2.3.1 Conceptof Educational Guidance:Definitionsof Educational Guidance:In the words of Brewer, “Educational guidance is a Conscious effort toassist in the intellectual growth of an individual.”Arthur A. Jones defined Educational Guidance “as the assistance given topupils in their choices and adjustment with relation to schools, curriculum,courses and school life.”Ruth Strang regards Educational Guidance “as something intended to aidthe individual in choosing an appropriate program and in making progressin it.”According to Myers, “EducationalGuidance is a process concerned withbringing about between a pupil with his distinctive characteristics on theone hand, and different opportunities and requirements on the other, afavourable setting for the pupil’s development or education.”For Dunsmoor and Miller, Educational Guidance is primarily concernedwith the student’s success in his educational career. It relates to thestudent’s adjustment to school and to the preparation and carrying out ofsuitable educational plans in keeping with his educational needs, abilitiesand career interests.”2.3.2 Need And Importanceof Educational Guidance:The need of educational guidance can be properly discussed in the light ofabove discussion. However, we can summarize the reasons for thejustification ofsuch guidance at the present juncture in the following way:1. Individual Differences:Had there been no individual differencesamong the students, the need of guidance services would have neverarisen. Guidance is needed because of individuals differ in intellectualabilities, interests, motivation and also in their levels of aspirations.Tocater to the needs of individual students, educational guidance is needed tobe imparted in schools.2. Need of Checking the Wastage and Stagnation in Education:Wefind that there is a huge wastage and stagnation in education. Manystudents fail repeatedly and remain in the same class for a number ofyears. They feel difficulty in learning or acquiring some or the other pieceof knowledge and skill. It leads to the wastage of human as well asnational resources. Such wastage and stagnation can only becheckedthrough a suitable program of educational guidance.3. The Need of Making Right Educational Choices:Almost everysystem of education is based on two assumptions. The first is that everystudent should strive for maximum self-development and the other is thatevery student should make his place in the society as its useful member.These two assumptions imply that the school and community activities ofa child should be based on some definite pattern. Educational guidancemunotes.in
Page 15
services must assist the child to achieve this end by way of making correctchoices. The students, while taking education, are, often, confronted withthe problem of making selection or choice. There are diversified courseswhere they have to make selection of the subjects or activities. The wrongchoice of a subject or activity may doom their career and future.Therefore, they should be helped by guidance in making right choice withregard to subjects or courses of study, co-curricular activities, methods oflearning style of speaking, writing and reading and books and otherliterature for study etc.4. The Need of Proper Educational Adjustment:Adjustment toprevailing educational environment is essential for the proper educationalgrowth and well beingof children. The child enters the school directlyfrom his home environment. Here he finds a formal environment ofeducation and gets experiences that are quite novel and strange to him. Heneeds to be adjusted to these educational situations and environmentalconditions. He has to read, write, speak and participate in the learningprocess-Drill work and home assignments have to be completed.Participation in co-curricular activities is required. Regularity andpunctuality in educational process is to be observed. Sometimes he has toderive benefit from the new techniques and devices of teaching. He has toprepare himself for the desired tests and evaluation. In this way the childfaces so many adjustment problems with regard to his educationalenvironmentand therefore needs proper educational guidance.5. Decision of Further Education:Students in the present system ofeducation rush to colleges or universities for high education irrespective oftheir aptitude for higher studies. Many of them do so because they do nothave appropriate knowledge of other professional courses or trainings.There is a great need to provide proper guidance with regards to thesuitability of the individual to pursue higher education.6. Making the Grade:Another important areawhere educationalguidance is needed is the area of giving students help to progresssatisfactorily in the course chosen. In our country, a large number ofstudent fail in schools, colleges and universities because of lack ofeducational guidance.7. Education of Exceptional Children:Generally,in our schools, theteacher proceeds with the average student in mind with the result thatgifted, slow learner, deaf and mentally and physically handicapped, are notbenefitted by classroom teaching. Educationalguidance is most essentialfor different categories of exceptional children, if we are interested in thewelfare of the individual and society.2.3.3 Roleof Teachers:The guidance worker by means of the various tests, personal interviewsetc., tries to find out thestudents’mental capacities, interest,aptitudes,etc., and thus suggest courses that he or she is capable of pursuing. Themunotes.in
Page 16
process of educational guidance,like the general pattern of guidanceprocess, involves three important phases:a) Collecting Information or Data:In the first phase it is required tocollect the full information or data regarding the people. The informationlike the following can be collected for this purpose:•Details concerning his health and physique•His intelligence and other cognitive abilities•Details concerning his scholastic attainments•His interests, aptitudes, attitudes and other personality characteristics•Family history and background•Details regarding his social and emotional development•Details regarding the previous school attended•Details regarding his company and friendshipsVarious techniques like personality tests, achievement tests, intelligencetests, aptitude tests,attitude scales, interviews, questionnaires, ratingscales, inventories, observations etc. can be employed for collecting theseinformation or data.b) Rendering Guidance:The next phase concerns with the work of actualguidance imparted to the needed one. It is rather a difficult task. It requiresthe complete analysis of the information gathered about an individual. Onthese bases certain conclusions are derived about his personality make- upand adjustment. These conclusions further provide a base for makingdecisions about the nature of guidance to be given to the individual inquestion. For example he is guided to select a course on a method oflearning or a mode of study that suits his individuality as well as hispeculiar environment.c) Follow up Program:The work of guidance worker does not stop withthe rendering of guidance but it requires some more efforts on his part inthe form of some follow-up program. Under this program the progressmade by the child is evaluated. On this basis, required steps if necessaryare taken for giving him any further guidance or necessary changes areintroduced in the previous guidance program. Under every situation, it isto be seen that the child becomes able to solve his educational problem-development or adjustment. It happens, then and only then we can thinkabout the success of a guidance program.Check Your Progress1.Define Educational Guidance.munotes.in
Page 17
2.Discuss the role of teachers in Educational Guidance2.4VOCATIONAL GUIDANCEIt is the assistance given to an individual to choose a vocation, anoccupation, prepare for it, enter upon it and progress in it. In otherwords,it helps a person to have a satisfactory vocational adjustment.2.4.1 Concept Of Vocational Guidance:There are so many vocations as there are so many individuals; andcertainly,all individuals are not suitable for all the vocations. Everyvocation needs certain background, preparation and aptitude and onlythose having them can succeed. The business of the vocational guidanceworker is (1) to find out what positions and jobs are available and what aretheir requirements and (2) to find whether the person under observationfulfils those conditions. Here again the observation continues much afterthe suggestion, and in certain cases re-adjustments may have to be made’.It is mostly at the secondaryschools’stage that this particular type ofguidance is most needed, because at the end of this stage, pupils usuallyjoin a professional training institution.Definitions:National Vocational Guidance Association (USA): According to thedefinition accepted by this organisation in 1954, “vocational guidance isthe process of assisting the individual to choose an occupation, prepare forit, enter upon and progressin it.”Conference of International Labour Organisation(1954): “Vocationalguidance is an assistance given to an individual in solving of problemsrelated to occupational choice and progress with due regard for theindividual’s characteristics and theirrelation to occupational opportunity.”G.E. Myers: “Vocational Guidance is fundamentally an effort to conservethe priceless native capacities of youth and the costly training provided foryouth in the schools. It seeks to conserve these richest of all humanresources by aiding the individual to invest and use them where they willbring greatest satisfaction and success to himself and greatest benefit tosociety. ”In this way the vocational guidance is a kind of guidance that is concernedwith the vocational needs and problems of the individuals. In strictpsychological and educational sense, we can define it as a process ofmunotes.in
Page 18
helping a pupil to get adequate information regarding the world of workaround him, make a proper choice for his future vocation andachievemaximum success and satisfaction in it.2.4.2 Needand Importanceof Vocational Guidance:1. Looking forward to a better future:Young people need to be bettereducated and trained for adult life. They must have a wide range ofopportunities ineducation and training. And they must have informationand guidance to allow them to make sound choices as they go throughschool and beyond.2. Beginning at Home:The process starts in the home. Families andfriends have a crucial role to play in shapingpeople’s expectations andaspiratins. This should be properly recognized in school. Parents should beinvolved to the fullest extent in what their children are doing and thechoices they are making.3. Continuation of Schools:Schools play a vital part in developingexpectations and capabilities from the earliest age. Good school encourageself-awareness, the ability to work with others, and a sense of initiativeand enterprise qualities which are every bit as valuable in adult life asexamination certificates. A broad and balanced curriculum makes the mostof each pupil’s potential in every area-regardless of sex, ethnic origin ordisability.4. Vocational Success:From the primary years onwards much can bedone to give children insights into the worldof work and a preparation forthe decisions ahead which will affect the future directions of their lives.Full and reliable information and sensitive guidance must be available atthe right time for all if these decisions are to be properly informed.5.Choice of Subjects:When choice of options for further study first haveto made–around 13+ it is essential that the right decisions are taken ineach case–the crucial stage for which pupils must be fully prepared.6. Information for Choice:At 16+ and17+, important choices have to bemade between staying on at school or going on to college, vocationaltraining or employment. These choices must be properly informed.7. Choice among Options:Those children on the point of leaving schoolor college needa realistic appreciation of all the choices open to them. Atsubsequent stages too, students must have access to relevant, reliable andcomplete information and skilled guidance about options.8. Adverse effect on Health:Wrong choice of occupations adverselyaffects the health of workers. A delicate eye-sight in injured by workwhich greatly affects the eye-sight. Nervous system is shattered by makingefforts to maintain a speed of production beyond one’s capacity and soon.Therefore, vocational guidance is very much needed.munotes.in
Page 19
9. Utilization of Human Potentialities:The society loses much throughits failure to discover potential genius. A great deal of genius remainsundiscovered in every generation in absence of vocational guidance.10. Individual Differences:The fundamental reason why guidance isneeded is that there are differences among individual and differencesamong courses of action open to them.2.4.3 Roleof Teachers:Vocational guidance work, like Educationalguidance can be accomplishedin three phases; namely,1) Collecting of information or data2) Renderingguidance on the bases of this information and3) Follow-upprogrammes.1.Collecting of informationor data:regarding the nature of the childlike his abilities, interests, aptitudes, personality characteristics andcircumstances of life has to be obtained carefully. On the other side, theguidance worker also tries to get all the adequate and relevant informationregarding the world of work and job opportunities. He makes himself wellinformed by having living contacts with all the current literature andpublications. He has contacts with the employment bureau, state andcentral Bureaus of Guidance and counselling and is well acquainted withthe current trends of employment market and the demand and supplyposition.2.Rendering guidance on the bases of this information:Here the pupilsare informed about the world of work and Job opportunities throughlecture,display of literature and pamphlet or library readings. They arenow helped to match their individual characteristics with the requirementof different Jobs or occupations and thus helped to make adequatevocational choices. Further, they are helped to select courses and activitiesrelated to their vocational choices. Many times, they are helped to joinspecial courses and vocational training for the necessary pre-preparationvocational guidance worker, also shares the responsibility of helping thepupilsin entering into the vocations of their choice by rendering adequateinformation about the employment opportunities and having an intimatecontact with the employment agencies. In some case vocational guidancehelps in seeking self-employment. All this sort of work comes within thearea of active vocational guidance or follow-up programme.3.Follow-up programme:The evaluation of the process of such guidanceis also essential not only for evaluating the merits and demerits ofadministered guidance but also for the benefit of the individual concerned.One may be further helped in this proper adjustment to his vocationthrough such follow-up programme.In this way we see that the task of rendering vocational guidance to thepupils is quite extensive and laborious. It cannot be left only in the handsof career masters or a separate guidance worker appointed in the school.The parents, teachers and head of the institution should also play theirmunotes.in
Page 20
dues roles in rendering vocational guidance to the pupils. The guidanceservices in the school should be properly established and the co-operationof all the essential forces should be secured to draw maximum benefitfrom these services.Check Your Progress1.Discuss the need and importance of Vocational guidance.2.Define Vocational Guidance.2.5PERSONAL GUIDANCEAs the name suggests, Personal Guidance is that which is rendered to aperson for solving his personal problems. In this world of struggle andcompetition, one has to strive hard forthe satisfaction of his personalneeds. For the purpose, he has to make adjustment in so many aspects indifferent situations.2.5.1 Conceptof Personal Guidance:There are occasions when one feels difficulty in satisfaction of one’spersonal needs. Healso faces problems in making adjustment to himself,others and his peculiar environment. In this way one needs personalassistance or help for satisfying one’s personal needs as well as for solvingone’s adjustment problems.Thus, personal guidance is the assistance offered to a person to solve hissocial, emotional, moral and health problems.Definitions:Hopkins–“Personal guidance is that guidance which is concerned withthe problems of health, emotional adjustments and social adjustment of anindividual. It also includes his recreation and leisure-time problems.”Ruth Strang–“Personal guidance is the assistance given to an individualto solve his personal problems, such as emotional and social adjustment,economic and social relationship and problems connected with hisphysical as well as mental health.”munotes.in
Page 21
Wilson–“The purpose of personal guidance is to help the individual inhis physical, emotional, social, moral and spiritual developments andadjustment.”Taking all such aspects into consideration personal guidance may be foundto cover all the problems and aspects concerning the development andadjustment of a person. Crow and Crow opines that, “Personal Guidancerefers to help given an individual toward a better adjustment in thedevelopment of attitudes and behaviour in all areas of life.”2.5.2 Need And Importanceof Personal Guidance:Personal guidance is needed in case of personal problems. It aims at socialand emotional wellbeing of the pupils.•It is needed to develop all personal and social qualities that wouldenable the individuals in solving personalproblems and seeking betteradjustments.•It is meant to overcome the personal problems of personalityadjustment of every individual.•It gives importance on the personal and social needs of the pupils orindividuals.•It is linked with our day-to-day life.•It is an answer to our big question what and what not we should be.•It is meant for deciding what habits, attitudes and values we shoulddevelop.•It deals with all problems of life which are not covered by educationaland vocational guidance.•This guidance is the core of all types of guidance.•It concerns with the total person.There are certain personal problems that need guidance and requirepersonal guidance. They are:•Problem concerning with physical health•Problem concerning mental health•Familyproblems•School problems•Vocational problems•Personality problems•Religious problems•Economic problemsIt may be stated that the children with personal problems are able toadjusted to society and lead a normal life in the community, if he personalguidance is provided them.munotes.in
Page 22
2.5.3 Roleof Teachers:The following steps are involved in a personal guidance programme:1. Collection of all the Information or Data:First of all, the essentialinformation or data concerning the individual, who needs personal orpsychological guidance, should be collected. It may be concerned with hisphysical, intellectual, social and emotional development, academic orscholastic achievement; personality characteristics, interests and aptitudes,family and school background andother environmental conditions. Thus,an adequate picture of the background and personality make-up of anindividual should be drawn in the mind for the solution of the problems,faced by individual.2. Diagnosis of the Causes of the Problems:Now the problem of theindividual is analysed in the relation with the collected information. Thecauses lying within the individual or his environment are detected. Forhaving a correct diagnosis, a personal interview or other techniques mayalso be adopted and moreinformation if needed may also be acquired.3. Thinking about the Remedial Measures:In view of the detectedpossible causes, the remedial measures are chalked out. The Guidanceworker now thinks about the personal guidance that may be provided forthe individual in getting rid of his trouble.4. Rendering Personal Guidance:By establishing proper rapport, theGuidance personnel makes the individual realize the main cause’ of hisdifficulty or trouble. Sometimes, on these bases he is made to realize oreven think about the possible change in his behaviour or attitude. At thisstage, possible solutions are offered, suggestions are proposed,affectionate and sympathetic advice may be given, goal setting techniquesmay be adopted… The sole purpose of such guidance is to help or assistthe individual in getting rid of his difficulty either by modifying hisbehaviour or bringing some changes in his environment.5. Follow-up Service:After rendering personal guidance to an individual,it is essential to evaluate the progress or outcome of such guidancethrough personal interview, contact or any other suitable technique. It issuch follow-up programme that helps in knowing the strength andweakness of the administered personal guidance. It may also suggest theneed of further guidance to him or any alteration in the proposed guidance.Check Your Progress1.Discuss the role of teachers in personal guidance programmemunotes.in
Page 23
2.Define Personal Guidance programme.2.6SUMMARYPersonal guidance cannot be totally separated from educational guidancebecause personal guidance is thebasis of educational guidance. A studentcannot make progress in his/hereducation is he/sheis a victim of personalproblems. Hence the class teacher is to first solve his/herpersonalproblems before solving his educational problems. Again, an individualcannot be successful in his vocation if he is a victim of some personalproblem. His/Herpersonal problems can be solved only by an expert andskilled psychologist. Therefore,the scope of personal guidance is vast. Itincludes educational as well as vocational guidance.2.7QUESTIONS1.Define Educational Guidance and discuss its need.2.What is the role of teachers in Educational Guidance?3.Define Vocational Guidance and discussits need.4.What is the role of teachers in Vocational Guidance?5.Define Personal Guidance and discuss its importance.6.Define the role of teachers in Personal Guidance.2.8REFERENCES•Bhatnagar, A. and Gupta, N.: Guidance and Counselling Vol. I–ATheoretical Perspective. New Delhi: Vikas Publishing House, 1999.•Crow, L. and Crow, A.: Introduction to Guidance. New Delhi: Eurasia,1962.•Geldard, K. and Geldard, D.: Counselling Children: A PracticalIntroduction, New Delhi: Sage Publications, 1997.•Gibson,R.L. and Mitchell, M.H.: Introduction to Counselling and Guidance,New Jersey: Merill Prentice Hall, 1995.•Gupta, Manju: Effective Guidance and Counselling Modern Methods andTechniques. Jaipur: Mangal Deep Publication, 2003•Jaiswal, S.R.: Guidance and Counselling. Lucknow: LucknowPrakashan,1985•Kochhar, S.K.: Guidance in Indian Education. New Delhi:Sterling Publishers,1984.•Koshy, Johns: Guidance and Counselling. Newmunotes.in
Page 24
Delhi: Dominant Publisher,2004.•Mittal, M.L.: Kariyar Nirdeshan AvemRojgar Suchana. Meerut:International Publication House, 2004.•Myers,G.E.: Principles and Techniques of Vocational Guidance. London:McGrawHill Book Company, 1941.•Pal, H.R. & Sharma, M.: Education of Gifted. New Delhi: KshipraPublication, 2007.•Pal, H.R. and Pal,A.: Education of Learning Disabled. New Delhi: KshipraPublication, 2007.•Rao, S. Narayana: Counselling and Guidance and Elementary School. NewDelhi: Anmol Prakashn, 2002.•Sharma, R.A.: Fundamentals of Guidance andCounselling. Meerut: R. LallBook Depot, 2001.•Sharma, Tarachand: Modern Methods of Guidance and Counselling. NewDelhi: Swarup & Sons., 2002.•Shrivastava, K.K.: Principles of Guidance and Counselling. New Delhi:Kaniska Publication, 2003.•Singh, Raj:Educational and Vocational Guidance. New Delhi: CommonWealth Publishers, 1994.•Taneja, V.R.: First Course in Guidance and Counselling. Chandigarh:Mohindra Capital, 1972.•Vashist, S.R.: Vocational Guidance and Elementary School. New Delhi•https://johnparankimalil.wordpress.com/munotes.in
Page 25
MODULE II3COUNSELLING:MEANING AND TYPESCONTENT3.1Objectives3.2Introduction3.3Meaning of Counselling3.4Purpose of Counselling3.5Approaches of Counselling3.5.1 Directive Counselling3.5.2 Non-Directive Counselling3.5.3 EclecticCounselling3.4Types of Counselling3.4.1 Individual Counselling3.4.2 Group Counselling3.5Summary3.6Questions3.7References3.1OBECTIVESFollowing are the objectives of this unit:•to understand the meaning and purpose of counseling•to reviewdifferent approaches of counselling•to differentiate between different types of counselling3.2INTRODUCTIONCounseling is the central aspect of the whole guidance programme. All theactivities and Services of the guidance programme leads to and help intheCounseling process. Counseling is aimed at helping the individual insolving problems in future and also enhancing personal, social, emotional,educational and vocational development. Counseling has Remedial,Preventive and Developmental value.Definitions of Counseling:Jones callscounseling the intimate and vital part of entire guidance.Webster’s Dictionary defines counseling as “consultation, mutualinterchange of opinions, deliberating together,”.munotes.in
Page 26
Wren says,“counseling is a dynamic and purposeful relationship betweentwo people who approach a mutually defined problem with mutualconsideration for each other to the end that the younger or less mature, ormore troubled of the two is aided to a self determinedresolution of hisproblem.”Arbuckle-“Counseling is helping a person to come to see who he reallyis, what he has and does not have, what he can do easily, what he can dowith difficulty and what he cannot do at all. It is a close sharing of ahuman relationship with one who has for him a high regard; one who canoffer him unconditional acceptance, but one who has no guarantees, noanswers.”Analysis of the various definitions:Counseling is a:•Process that occurs between two individuals, counselor andcounselee(client). Takes place within a professional setting.•Is initiated and maintained as a means of facilitating changes in thebehaviour of the client.•It is a professional task for professionally trained people.3.2 MEANING OF COUNSELLINGThough the term guidance and counseling is used interchangeably, boththe terms have different meaning. We have studied about guidance, nowwe will know about counseling. In everyday life, we find counseling goeson at many levels. In a family, parents counsel their children, doctorscounsel patients, lawyers to clients and teachers to students. There is nolimitation to the problems or counsellors in providing counseling, so, let usknow what counseling is.“Counseling is an interaction process which facilitates meaningfulunderstanding of self and environment and result in the establishment andor clarification of goals and values for future behaviour”-Shertzer andStone“Counseling is an accepting, trusting and safe relationship in which clientslearnto discuss openly what worries and upsets them, to define precisebehaviour goals, to acquire the essential social skills and to develop thecourage and self-confidence to implement desired new behaviour” MerleM. Ohlsen“Counseling is a process by which a troubled person (client) is helped totell and behave in a more personally satisfying manner through interactionwith an uninvolved person (counselor) who provides information andreactions which stimulate the client to develop behaviour which enablehim to deal more effectively with himself and his environment.” EdwinLewismunotes.in
Page 27
If all the definitions are analysed, we can come to the followingconclusions.•Counseling is a tow way process.•It involves two individuals.•There are mutual relationships between the two individuals.•It helps an individual to gain self-understanding self-acceptance andself-realization•It helps an individual to become happier, more creative and betteradjusted.Let us now discuss what counseling is not. Counseling is a process whichincludes a number of activities like giving information, advice &counseling etc. But it is not an individual activity like giving information/advice/ suggestion / recommendation only. From this it is clear that whatcounseling is. Counseling constitutes the three activities like A-Information B-Advising and C-Counseling.Information: Here the role of the counselor is to give appropriate andcorrect information to the clients.For example,you are a student and you need counseling to select yourcourse for the future. Here the role of the counselor is to give youinformation about the availability of different courses & it’s futureprospects.Advising: In this stage the counselor suggests appropriate courses ofaction. Here the counselor will offer you several options and recommendsone according to your aim or interest.For example, if your aim is to be an engineer, the counselor will suggestyou acourse related to applied mathematics.Counseling: In this stage the counselor helps the students to clarify hisneeds, felling or motivations so that he can make the appropriate decisionfor himself.For example, if you will tell you have no aim or you cannot decide whatyou will do in the future.So, the counselor will ask you if you are not sure about what to do infuture but you must want to do something interesting so describe aboutyour idea. Like this the counselor can motivate you to find outyour idea &can recommend you the course according to your interest. So counseling isstudent dependent rather than knowledge dependent. As a counselor or aperson needs skill rather than knowledge it needs high level ofinterpersonal skills. So counselingis a process which constitutesmunotes.in
Page 28
information, advising and counseling. You can think of these threeactivities as a continuous spectrum of areas which merge into each other.Check Your Progress1.Define Counselling.2.Discuss the meaning of counselling.3.4PURPOSE OF COUNSELING•To assist clients in becoming aware of their emotional state, so theycan know when they are experiencing stress;•To assist clients in learning to express their emotions safely (tothemselves and to others), so they can become aware of and protecttheir personal boundaries;•To work with clients in separating the past from the present on anemotional level, so that they can experience their emotional responseto the world based ontheir present needs, rather than on past traumabeing re-triggered and replayed;•To teach clients to address their present and genuine needs–whichwill involve in turn them feeling satisfaction; frustration; andnegotiating–as opposed to repressing their needs to protect anattachment.Check Your Progress1.What is the purpose of counselling?3.5APPROACHES OF COUNSELINGThere are a number of different approaches used by professionalcounsellors. Perhaps the three main approaches aremunotes.in
Page 29
psychodynamic,humanisticand behavioural. Each of these has a differenttheory and ideas underpinning it, and the therapists and counsellors usingeach will approach problems and issues in different ways.3.5.1 Directive Counselling:Directive counselingis based on the assumption that the professionaltraining and experience of thecounselorortherapistequip him or her tomanage the therapeutic process and to guide the client'sbehaviour. Alsocalleddirectivetherapy.In this counselling the counsellor plays an active role as it is regarded as ameans of helping people how to learn to solve their own problems. Thistype of counselling is otherwise known as counsellor-centred counselling.Because in this counselling thecounsellor does everything himself i.e.analysis, synthesis, diagnosis, prognosis, prescription and follow-up.Features of Directive Counselling:It has the following features:During the interview attention is focused upon a particular problemand possibilities for its solution.During the interview the counsellor plays a more active role than theclient or pupil.The pupil or client makes the decision, but the counsellor doesall thathe can to get the counselee or client makes a decision in keeping withhis diagnosis.The counsellor tries to direct the thinking of thecounseleeor client byinforming, explaining, interpreting and advising him. Steps inDirective Counselling:The following steps are followed in this typeof counselling:a.Analysis:In this step data is collected from a variety of sourcesfor an adequate understanding of the pupil.b.Synthesis:This step implies organizing and summarising the datato find out theassets, liabilities, adjustments and mal-adjustmentsof the pupil.c.Diagnosis:Formulating conclusions regarding the nature andcauses of the problems expressed by the pupils is the majorconcern of this step.d.Prognosis:This step implies predicting thefuture developmentof the problem of client or pupil.e.Counselling:This step indicates taking steps by the counsellorwith the pupil to bring about adjustment in life.f.Follow-up:This step implies helping and determining theeffectiveness of the counselling provided to the pupil or client.Role of the counsellor in Directive Counseling:The counsellor plays the vital role in this counselling process. He is thepivot of the process and the leader of the situation. The counsellor doesmunotes.in
Page 30
most of the talking problems and individual is not the focus. Thecounselee in fact, works under the counsellor and not with him. Thecounsellor tries to direct the thinking of the counselee or client byinforming, explaining, interpreting and sometimes advising also.The counsellor collects all possible information about the pupils orcounselees and analyses them for an adequate understanding. Hesummarizes and organises the data so as to understand the abilities andlimitations, adjustment and mal-adjustment of the pupils. He formulatesconclusions about the nature and causes of his problems. He predicts thefuture development of his problems. He prescribes what the pupil shoulddo to solve his problems and follows the consequences or effects of hisprescription. Directive counselling is also called the prescriptivecounselling because the counsellor prescribes the solutions or the courseof action for the pupils.3.5.2 Non-Directive Counselling:In this type of counselling the counselee or client or pupil, not thecounsellor is the pivot of the counselling process. He plays an active roleand this type of counselling is a growing process. In this counselling thegoal is the independence and integration of the client rather than thesolution of the problem.In this counselling process thecounseleecomes to the counsellor with aproblem. The counsellor establishes rapport with thecounseleebased onmutual trust, acceptance and understanding. Thecounseleeprovides allinformation about his problems. The counsellor assists him toanalyseandsynthesise, diagnose his difficulties, predict the future development of hisproblems, take a decision about the solution of his problems; and analysethe strengths and consequences of his solutions before taking a finaldecision.Since thecounseleeis given full freedom to talk about hisproblems and work out a solution, this technique is also called the“permissive” counselling.Pupil’s perception of the relationship:When a pupil seeks the counsellor’s help, he soon discovers that thecounsellor accepts him as he is and believes in his ability to solve hisproblem in his own way. He also learns that he can talk about whatever hechooses and sometimes he finds, even to his own surprise, that he can talkabout topics which so far he couldn’t discuss with his closest friendsthough previous experiences with counsellors may have taught him thatthe counsellor is a “giver of advice”. He now finds that he is talking with aperson who tries to understand him, tries to follow what he is saying andfeeling, tries to help him understand himself, and neither gives advice notattempts to manipulate him into making a decision which the counsellorbelieves is best for him.He feels that the counsellor understands why hesees the things differently at different times and he learns that if he wishes,he can terminate or avoid the relationship without solving the specificproblem which is brought to the counsellor.munotes.in
Page 31
Steps in Non-Directive Counselling:The following steps are adopted inthis counselling process:1.The pupil or individual comes for help as the counselee.2.The counsellor defines the situation by indicating that he doesn’t havethe answer but he is able to provide aplace and an atmosphere inwhich the client or pupil can think of the answers or solutions to hisproblems.3.The counsellor is friendly, interested and encourages free expressionof feeling regarding the problem of the individual.4.The counsellor tries tounderstand the feeling of the individual orclient.5.The counsellor accepts and recognizes the positive as well as thenegative feelings.6.The period of release or free expression is followed by a gradualdevelopment of insight.7.As the client recognizes and accepts emotionally as well asintellectually his real attitudes and desires, he perceives the decisionsthat he must make and the possible courses of action open to him.8.Positive steps towards the solution of the problem situation begin tooccur.9.A decreased need for help is felt and the client is the one who decidesto end the contract.3.5.3 Eclectic Counselling:Eclectic counselling is a combination of directive and non-directivetechnique depending upon the situational factors. This approach incounselling is best characterised by its freedom to the counsellor to usewhatever procedures or techniques seem to be the most appropriate to anyparticular time for any particular client.This counselling is one where one who is willing to utilize any procedureswhich hold promise even though their theoretical bases differed markedly.This counselling recognizes that each theory may contain some truth andthat so long as a final decision between theories can’t be made practicalnecessity justifiably takes precedence over orthodoxy. The counsellor inthis counselling may start with directive technique but switches over tonon-directive counselling if the situation requires. He may also start withthe non-directive technique and switches over to directive techniques if thesituation demands.So,the counsellor in this counselling makes use of directive and non-directive counselling and also of any other type which may be considereduseful for the purpose of modifying the ideas and attitudes of thecounselee. Hence it is possible for the counsellor to alternate betweendirective and non-directive techniques depending upon the requirements ofthe situation. It can be said that directive and non-directive counselling aremunotes.in
Page 32
at the opposite ends of the pole of guidance. It is eclectic counselling thatbridges the gap between the two and makes adjustment between directiveand non-directive techniques.Features/Characteristics of Eclectic Counselling:This counselling has the following features or characteristics of it:1.Methods of counselling may change from counselee to counselee oreven with the same client from time to time.2.Flexibility is the key note of this counselling.3.Freedom of choice and expression is open to both, the counsellor andthe client.4.The client and the philosophical framework are adjusted to serve thepurposes of the relationship.5.Experience of mutual confidence and faith in the relationship arebasic.6.Feelings of comfort are essential.Competence of the Counsellor in Eclectic Counselling:Eclectic counselling assumes high level competence and should never beused as a rationalization by the counsellor for indiscriminate use or neglectof particular procedures advocated in other philosophies.The competent eclectic counsellor is well acquainted with all other majortheories of philosophies in counselling and uses this knowledge inchoosing techniques and in the establishment of a positive workingrelationship with the client. A rejection of any philosophical framework isjustified by the counsellor if he had a better way to achieve the task inhand.The counsellor must be aware of the fact that problems differ fromindividual to individual. Thecounseleeor the pupil must be accepted as heis and attempts be made to understand him. Each problem must be treatedas unique. All pre-conceived notions of dealing with all thecounselee’spersonal problems in the same way should be discarded.The task of the counsellor is very difficult. He has to shift and interpret allthe matter that is available about the individual. The worker should takecare in working with the pupils to be warm, co-ordinal, friendly,responsive and understanding but at the same time will be impersonal andobjective. To be impersonal and objective, however he needs not tobecold, indifferent or not interested.Check Your Progress1.What is the role of the counsellor in Directive Counselling?munotes.in
Page 33
2.Discuss the competence of the Counsellor in Eclectic Counselling.3.6TYPES OF COUNSELLINGCounseling istypically thought of as one-on-one encounters between acounselor and a client, which is a bit of a misconception. Groupcounseling structures are just as frequent a therapeutic setting as individualcounseling sessions. They also represent an entirely different setting thanindividual therapy, requiring separate skills and knowledge.Students pursuing a graduate degree must become familiar with theseessential differences, as group therapy is found in nearly all counselingfields and specialties, including family, mental health, marriage, substanceabuse and school counseling. Group dynamics differ from individualtherapy, and vary from group to group. In short, counsellors need to callon a diverse set of abilities to best achieve outcomes for multiple clients.3.6.1 Individual Counselling:Individual counseling is a one-on-one discussion between the counselorand the client. The two form an alliance, relationship or bond that enablestrust and personal growth. Individual Counseling is aimed at helpingyouto cope with addiction, mental health, trauma and with stresses that cancause anxiety and depression, it’s about helping you to heal from thenegative things that have happen in everyday life, such as losses,separation and divorce, family conflict, violence or abuse. IndividualCounseling can assist in coping with stressful life situations, work/schoolproblems, grief, and emotional distress or relationship difficulties. Ourprofessional, caring, supportive Master’s Level Therapist and addictioncounsellors can help.3.6.2 Group Counseling:Group counseling is counseling with multiple individuals facing a similarconcern. The strength in group counseling is that if you have 3, 5 or 10people together all facing the same or similar issues, then they can worktogether. Group counseling is common for those suffer from addiction andmental health disorders. The individuals in the group act as a source ofinsight and support while reinforcing the idea that each individual is notthe only one experiencing these problems.munotes.in
Page 34
Advantages:•Clients learn from each other.•Clients can practice new interpersonal skills in group.•Clients hear a range of perspectives from the group members.•Clients learn problem-solving skills.•Through giving and receiving feedback,clients give and receive peersupport.•Clients can come out of their isolation.•Clients have an opportunity for validation.Skills counsellors need for group therapy:Running a group session demands specialized skills. Managing multiplepersonalities incounseling settings means that counsellors must havesharp interpersonal skills. While abilities like communication, listeningand empathy are important for individual therapy, they’re of greaterconsequence in directing and leading a group conversation. Counsellorsmust also be able to resolve conflict and help clients understand eachother, responsibilities not often found in individual therapy.Confidentiality and ethics is another subject that’s not unique to groupcounseling, but magnified in itscontext. What is said in individualsessions is under strict control, but while those protections extend to groupsessions, they may not be as rigid. In some cases, these codes are broken.Thus, engendering trust and encouraging honesty is a central duty of thecounselor to avoid such instances.Check Your Progress:1.Discuss the skills required to conduct Group Counselling3.7 SUMMARYIn this unit we have discussed the meaning & types of counseling.Meaning:Counseling is a process that occur& between two individuals–counselor and counselee (client). It takes place within a professionalsetting. It is initiated and maintained as a means of facilitating changes inthe behaviour of the client, it is a professional task for professionallytrained people.munotes.in
Page 35
Types:On the basis of the nature of counseling process & the role of thecounselor, there are three types of counseling.Directive counseling:B. G. Williamson is the chief, exponent of thedirective counseling. It is counselor oriented counselee is passive.Non-directive counseling:Carl Rogers is the chief exponent of non-directive counseling. Counselor is role is passive. Counselee is active.Eclectic Counseling:Borden is the chief exponent of eclectic counseling.Both counselor & counselee is active.3.8QUESTIONS1.Why is counseling more than an advice giving?2.Differential between directive and non-directive counseling3.Why is eclecticcounseling preferred to directive and nondirectivecounseling?3.9REFERENCES•Bhatnagar, A. and Gupta, N.: Guidance and Counselling Vol. I–ATheoretical Perspective. New Delhi: Vikas Publishing House, 1999.•Crow, L. and Crow, A.: Introduction to Guidance. New Delhi: Eurasia,1962.•Geldard, K. and Geldard, D.: Counselling Children: A PracticalIntroduction, New Delhi: Sage Publications, 1997.•Gibson, R.L. and Mitchell, M.H.: Introduction to Counselling and Guidance,New Jersey: Merill Prentice Hall, 1995.•Gupta, Manju: Effective Guidance and Counselling Modern Methods andTechniques. Jaipur: Mangal Deep Publication, 2003•Jaiswal, S.R.: Guidance and Counselling. Lucknow: LucknowPrakashan,1985•Kochhar, S.K.:Guidance in Indian Education. New Delhi: SterlingPublishers,1984.•Koshy, Johns: Guidance and Counselling. New Delhi: DominantPublisher,2004.•Mittal, M.L.: Kariyar Nirdeshan Avem Rojgar Suchana. Meerut:International Publication House, 2004.•Myers, G.E.: Principles and Techniques of Vocational Guidance.London:McGraw Hill Book Company, 1941.•Pal, H.R. & Sharma, M.: Education of Gifted. New Delhi: KshipraPublication, 2007.munotes.in
Page 36
•Pal, H.R. and Pal,A.: Education of Learning Disabled. New Delhi: KshipraPublication, 2007.•Rao, S. Narayana: Counselling and Guidance and Elementary School. NewDelhi: Anmol Prakashn, 2002.•Sharma, R.A.: Fundamentals of Guidance and Counselling. Meerut: R. LallBook Depot, 2001.•Sharma, Tarachand: Modern Methods of Guidance and Counselling. NewDelhi: Swarup & Sons., 2002.•Shrivastava, K.K.: Principles of Guidance and Counselling. New Delhi:Kaniska Publication, 2003.•Singh, Raj: Educational and Vocational Guidance. New Delhi: CommonWealth Publishers, 1994.•Taneja, V.R.: FirstCourse in Guidance and Counselling. Chandigarh:Mohindra Capital, 1972.•Vashist, S.R.: Vocational Guidance and Elementary School. New Delhi•https://johnparankimalil.wordpress.com/•https://www.caluniv.ac.in/academic/department/Education/Study/Techniques.pdf•https://onlinedegrees.bradley.edu/blog/how-does-group-counseling-differ-from-individual-counseling/munotes.in
Page 37
4COUNSELLINGPROCESSContents4.0Objectives4.1Process of Counselling–Introduction4.1.1 Concepts in process ofCounselling4.2Stages of the Counselling Process4.2.1 Initial disclosure4.2.2 In-depth exploration4.2.3 Commitment to action4.3Skills of Counselling4.3.1 Rapport building4.3.2 Listening4.3.3 Questioning4.3.4 Responding4.4Counselling Outcomes4.5Role of teacher as a counsellor4.6Let’s Sum Up4.7References4.0OBJECTIVEAfter reading this unit, you will develop an understanding about:•Process of counselling•Skills of counselling•Counselling Outcomes•Role of teacher as a counsellor4.1PROCESS OFCOUNSELLING-AN INTRODUCTIONPickard & Carroll, 2015have definedCounsellingasthe process by whicha professional(counsellor)providesguidance and assistance meant toresolve psychological, social and personal difficultiesof his clients.According to McLeod (2013), the psychological therapy that thecounsellorprovides to the client includes relationship therapy, cognitivebehavioral therapy, and psychotherapy. The client shouldeffectivelycommunicate the difficult feelings to thecounsellorand thecounsellorinturnhelpsthe client in finding their own solutionsfor thoseproblems.munotes.in
Page 38
From these definitions we can say that the counselling process is aplanned, structured dialogue between acounsellorand a client. It is also acooperative process in which a trained professionalthat is thecounsellorhelps a personwith difficultycalled the client to identify sources ofdifficulties or concerns that he or she is experiencing. Togetherwithcooperationthey develop ways to deal with and overcome these problemsso that person has new skills and increased understandingof themselvesand others. For example,students in a college or university may beanxious about how to study in university, lack of clarity on educational orcareer direction, have difficulty living with a room-mate of another race orreligion, have concerns with self-esteem, feelings with being “stressedout”, difficulties in romantic relationships and soforth.Counsellingprocess refers to events, characteristics, or conditions that occur during oras a result of the interaction betweencounsellorand client.Professionalcounsellingcan take the form of:•Individualcounselling:Itis the most common type ofcounsellingthat focuses on the growth and mental health of an individual.•Couples or marriagecounselling:this type mainlyfocuses onassisting couples in overcoming conflicts that arise between themandworking towards a stronger relationship.•Familycounselling:Itinvolves the different dynamicsof familyandhow they affect the family structure.•Groupcounselling:This type ofcounsellingmakes the useof groupinteraction to facilitate growth.Professionalcounsellorsandcounsellingpsychologists areverycommonlyfound inall type ofinstitutional settings such as high schools and colleges,private industry,community agencies, prisons, and the military, as well asin private practice. They are often called on to help individuals deal withtheirgrievances that ariseof unexpected tragedies.4.1.1. Concepts inProcess ofCounselling:The process ofcounsellingcomprises of certain concepts, they are asfollows:•Readiness:Thecounsellorsaremajorlyof two types i.e. one whovoluntarilyseeks assistance and the other who are referredthroughsome sources. Thecounsellingpre-supposes a desire on the part of thecounsellorthat makes him come for the assistancethat is come forhelp for solving client’s problems. This desire is referred to asreadiness.•Counter Will:Peopleusuallyexperience difficulty in asking for helpandaccepting it, because they areunwillingto face the consequencesof change or an admission of inadequacy of failure. The negativefeeling that holds back one from seeking help is referred to, as counterwill.munotes.in
Page 39
•Case History:CaseHistory is a systematicprocess ofcollection offacts about thecounsellorspast and present life. However,focus ofattention varies from case to case.•Rapport:It is a warm,friendly and understanding atmosphere createdby thecounsellor, which is catalytical in the formation of an effectivecounsellingrelationshipwith the client. Warmth of relationship andfeeling of trust, which grows out of unconditional acceptance areimportant in contributing to the establishment of rapport betweencounsellorand client.•Transference:Itrefers to the transferringofemotionsby thecounsellorsoriginally felt toward someone early in life. Theclientsareencouraged to express his/her feelings and emotions freely. Thecounselloracknowledgeand appreciatethese feelings and handles in atherapeutic way.•Counter Transference:This occurs whencounsellorproject theirunresolved conflicts upon the counselee. Whencounsellorfeelsuncomfortable and experience felling of anger, resentment or becomeoveremotional. This is unhealthy.•Resistance:It refers to counselee’s move to oppose thecounsellor’sto work towards set goals. This influencescounsellingoutcomepositively. Resistance ranges from open hostility to passively resistantbehavior like being late for an appointment.4.2STAGES OF THECOUNSELLINGPROCESSThe definitionofcounsellingstates that itis an interactive processcharacterized by a unique relationship betweencounsellorand client. Tounderstandcounsellingas a process,it is importanttodistinguish betweenoutcome goals and process goals. Outcome goals arenothing buttheintended results ofcounselling. Generally, they are described in terms ofwhat the client desires to achieve as a result of his or her interaction withthecounsellor.Outcome goals are described in terms of change in theclient that will manifest after thecounsellingand outside thecounsellor'soffice.In contrast, process goals are those eventsin which thecounsellorstakeall the needful stepsandproceduresinbringing about outcomegoals.Process goals are plans for events that take place during thecounsellingsections and in thecounsellor's office. For example, acounsellormaythink, "If I am to help this client, I must actively listen to what he is sayingand understand the significance of his concerns for his present and futurewell-being. I must understand how the attitudes he is describing influencesthe way he behavestowards significant others. I must understand thesurrounding circumstances (including cultural background) that relate tohis concerns, and I must understand the reinforcing events that support hisbehaviour". All of these statements are process goals that relate to thecounsellor's behaviour.munotes.in
Page 40
A process is an identifiable sequence of events taking place over time.Usually there is the implication of progressive stages in the process. Thestages if thecounsellingare discussed below:
4.2.1.InitialDisclosure:At the beginning ofcounselling, thecounsellors and clientsare novel toeach other, theydo not know one another well. Neitherthecounsellorcanpredictin advance the directionin whichtheir discussion will ultimatelytakenorthe clientcan predict they areprobably a bit anxious aboutdisclosingtheirconcerns becausethey are unsure as tohow thecounsellorwill receive the disclosures.We all know that without disclosure,counsellingis an empty process.One central task of thecounsellorin thefirst stage is to allay the client’s fears and encourage self-disclosure.In the initial disclosure stage ofcounselling, clients must bemadecomfortable andhelped to articulate their personal concernseasily andwithout hesitation.The client should be able toplace those concerns in acontextsuch that thecounsellorcan understand the personal meanings andsignificance the client attaches to them. To define the problem is the firststep in learning the meaning of the situations ofthe particular client. Toencourage disclosure, thecounsellormust setan environment that canpromote trust in the client. Rogers (1951) described these trust-promotingconditions as the characteristics of the helping relationship.•Empathy:understanding another's experience as if it were your own,without everlosingthe "as if" quality.Its like stepping into othersshoes.•Congruence or genuineness:being as you seem to bethat is be whatyou are, consistent over time, dependable in the relationship.•Unconditional positive regard:caring for your client without settingpriorconditions for your caring. Example:avoiding the message "Iwill care about you if you do what I want", etc.•Concreteness:Egan (1988) adds another condition that has relevancethroughout thecounsellingprocessthat is concreteness. It involvesusing clear language to describe the client's life situationso that itbecomes easier.Effective counselling procedure in the initial disclosure stage lead tosustained self-disclosure by the client for the following purposes:Initial DisclosureIn-DepthExplorationCommitment toActionmunotes.in
Page 41
•To let thecounsellorhave the knowledge ofwhat has been occurringin the client’s life and how the client thinks and feels about thoseeventsthat have occurred.•To encourage the client to gain some feeling ofreliefand trustthrough the process of talking about her or hisproblems andfeelinglight-hearted.•To encourage the client to develop a clearer definition ofwhat exactlyhis or her concernsareandto develop agreater understanding aboutexactly what is disturbing.•To help the client begin to connectand correlatecomponents of his orher story that may lead to new insightand new dimension.4.2.2In-Depth Exploration:In-Dept exploration is the second stage in thecounsellingprocess. In thisstage, the client shouldhave a clearunderstanding of his or her lifeconcerns and begin to formulate a new sense of hope and directions. It is auseful rubric to think of emerging goals as the "flip side" of problems.Thecounsellor’s taskherebecomes that ofa friend and a guide which helpstheclient develop new awareness and perspective that canhelp tolead togrowth, more effective copingwaysand clarification of goals.During thisstagethe client continues to disclose his or her intimate thoughts andfeelings, the counselee and thecounsellor, bothbecome more aware of thefollowing:•Significant events that haveplayed an important role inshapingthecounselee’s present personality and circumstances•Deficienciesthat existin the counselee’s ability to cope with lifecircumstances•Strengths that the counseleepossesses andis unable toapplytoresolve his or her problems.In the second stage,subtly at firstthecounsellorbeginsto bring into thediscussion his or her diagnostic impressions of theclient's dynamics andcoping behaviour.Coping behaviour is the empathic responses of thecounsellorduring this stage.The empathic responses of thecounsellorincludes all thematerial from prior sessions andnow thefocusismore onthe client's mind stateso that thecounsellorhas an understanding of his orher world and provide an impetusfor still deeper exploration.Further as the relationship becomes more secureand strong, thecounselloralso beings to confront the client with observation about his or her goalsbehaviour. Broadly speaking, constructive confrontation provides theclient with an external view of his or her behaviour, based on thecounsellor's observations. The client is free to accept, reject or modifythecounsellor's impression.munotes.in
Page 42
Immediacy is another quality of thecounsellor's behaviour that becomesimportant in the second stage ofcounselling.Immediacy refers to generaldiscussions about the progress of thecounsellingrelationship. Thecounsellors give the client an immediate reactiontothe client's statementsor asks the clients to disclose current thoughts about thecounsellor.Immediacy responsemay bea self-involving statement that expresses thecounsellor's personal to a client in the present.The second stage ofcounsellingusuallybecomesveryemotionallystressful, as the clienthas torepeatedly face the inadequacy of habitualbehaviour and must begin to give up the familiar for' the unfamiliar. Thisstressful task must bedealt withutmost carein which it is clear that thecounselloris not criticising the client's past behaviour.4.2.3Commitmentto Action:In thirdstage that is thefinal stage ofcounsellingclient resolve how toaccomplish any goals that have come over during the previous two stages.Goal setting is thefirst task of the third stage of thecounsellingprocess.The process of specifying goalsmakes surethat both client andcounsellorknowwhereexactly they are headedduring this stage.The clients have torealisein what mannerhis or her own behaviour related to accomplishingthe goals that have been clarified through thecounsellingprocess. Whatremains is to decide whetheranyovert actionsare taken bythe clientdueto which the problems may elevate.If nosuchaction is indicated, then thethird stage ofcounsellingcan focus onhow toincreasethe client'scommitment to a view that s/he has done everything possible or desirablein the given situation.This stage includes recognisingallpossible alternative courses of action(or decision) the clients might choose, followed by evaluation ofeach ofthem in terms of the likelihood of outcomes. Once an action decision ismade, the clients usually try some new behaviours while remaining intouch with thecounsellor. Together, thecounselloras well as theclientmonitor the initial steps of the change process.During this phase theclientoftenneeds to be reinforcedso that he/she canbehave in new ways,both because the old behaviours are habitualby natureand because newbehaviours may not bringresultsimmediately,especially when the goalsfocus onimproving interpersonal relationships with one or more people,probably becausethe other parties may not respond instantlyor as desiredto the client new direction, whichcould lead to discouragement.A goal cannot be defined until a concern has not been explored, identifiedand clarified, therefore a particular action cannot be evaluated.Eventually,the segments of an individual's life cannot betreated as an independentproblem that is it cannot befully separated.Ultimately, each sectorasindividual piecesmust fit back into a whole picture of theindividual's life,much as the pieces of a jigsaw puzzle fit together to procedure a completepicture. The process ofcounsellingmayfurtherinvolve refining the edgesof one piece so that it fits thepicture.munotes.in
Page 43
4.3SKILLS OF COUNSELLINGThese are some ofthe most importantcounsellingtechniques you arelikely to use in yourcounsellingsessions.The counsellor has to possesscertain essential skills in order to deal with clients. The four essentialcounselling skills are as follows:4.3.1RapportBuilding:Irrespectiveof the type of counselling or therapy you practice,whatevermodel of counselling theyou areworking with,if you don’t have therapport with your client, meaningful change is unlikely to occur.To workwell with a client, we need to establish rapport with them. Rapport meansa sense of having connection with the person.Imaginerapport as thehighway that connects the client and counsellor. Building this highwaywillallowmutual transmission of informationfrom the client tocounsellor. It ensures thatthe transferredinformation reaches itsdestination so that it can befurtherprocessed and assimilated. Without thehighway, information can get lost in translation orcould bemisinterpreted.Building rapport with your clientsis one of the mostimportantcounsellingskills to possess.In order to build rapport with theclient, the counsellor needs to:•The counsellor needs to be well prepared for the session, unrushed,calm, readyand prepared to be there for the client, putting theirownissues and problems out of the way, for the duration of the session.•The environment should be made safe and trustworthy whichincludes making the setting appealing; offering a restful, clean,uncluttered andpleasant setting; providingcomfortable seatingandperhaps a cup of tea or coffee; and ensuring that thereareabsolutely no intrusions, and that the room is soundproofed inorder to make the setting private.•Being aware of who the client is. This includes (for second andfollow-on sessions) knowing the client's basic information like name,and remembering key things about their issues (through taking thetime to read last week’s notes).•Offering empathy by making an effort to be there withand for theclient whenever required, and trying to see how the client feelsaboutandsees things which is likely to be different from thecounsellor's perception.•Having an accepting manner. The counsellor must remain unshocked,whatever the client bringsto him; he should be non-judgemental,RapportBuildingListeningQuestioningRespondingmunotes.in
Page 44
however much the client's behaviour surprises; he should offerunconditional positive regard to the client; however, they have beenbehaving; and maintaining respect for the person (though not alwayscondoning the behaviour).•Being unrushed, allowing the client time;This can be done bylettingthe clientsaywith whatever feelings come up, without tryingto solve all the problems at that momentin hurry; andbybeing patientwith clients who find it hard to talk aboutthemselves.Let them taketheir time to talk.If rapport is establishedwith the counsellor, the client will grow to trustthe counsellor, and a good foundation is laid for real growth and healing tooccur.Following are few counselling skillsthat areused to developrapportwith the client:•Active listening:it's not just about listening,it’s also about ensuringthat the client feelsthat they are beingheard. To do this,thecounsellormust also respond respectfully. The counsellor must usehis active listening skills to understand the client and their story.Before making any attempt at an intervention, demonstrate to theclient that you understand where they are coming from.•Use of silence:enables the client space to process their thoughts andfeelings without distraction.•Reflecting and paraphrasing:willallow the client to perceive thatthey are being understood completelyand they have importance.•Watch your speed:Your speed of intimacy, that is.More time wouldbe taken by clients in order to build trust depending on the client’sculture, background, personality, etc., to discuss more personal andsensitive issues. In order to assess the trust level, pay attention to boththe content of what the client is sharing (some clients will only sharesurface-level details at first) and the client’s body language, as theyserve asimportant indicatorsto depicthow much the client is ready toshare. It is important to be aware of these non-verbal signals becausenot all clients will clearly verbalize their discomfort.•Treat the client with respect:This may seemtooobvious, but fromyour very first contact treat the client as an important person.This canbe done bystartingsessions on time, dressingprofessionally,havingpaperwork ready for them, etc. Respect their time as much as youvalue yours.•Watch your clienttalk:and become aware of their communicationstyle. A wise teacher once said that as counsellors we were like tuningforks. Our jobs were to get the client to come closer to wellness, ornormalcy (to be “in tune”). So, we should try to match our clients’communication rhythm but stay a little bit to thecentre. So, forexample forhyperactive clients, we stay on the calm side ofhyperactive. Often the client will mirror our style, and thus begin tocalm down.munotes.in
Page 45
•Be competent:becausethe best way to destroy a counsellingrelationship is to be incompetent.If you don’t know what you doingtheclient isn’t going. Ensure you havereceivedproper training andexperience before tackling the client’s issue. It’stotally on themwhether they want you or not.4.3.2Listening:Listening is one of the most valuablecounsellingskills in the therapeuticrelationship. It can be used in three ways:
•Attending:Attending isdefined asthe ability to be physically presentfor the clientat that particular place and time.It means giving themyourindividual andundividedattention. This includes makingappropriate eye contact, mirroring body language, and nodding. Theseattendingbehavioursset as an indication to clientthat you carefortheir problems. In fact,in has been researched that approximately80% of communication between the counsellor and the client takeplace non-verbally.•Active listening:Active listening occurs whenthecounsellorlistensto his clientswith all of sensesand with full attention. active listeninginvolves listening with your body, heart, ears, eyes, and mouth.•Verballistening:This is a form of showing you are listening throughthe words that you use. These verbal cues are used to show attentionand to encourage more exploration from the client. This can be assimple as ‘yes’, or ‘go on’. It can also be in the form ofparaphrasingor repeating a word of emotion that the client has just said.4.3.3Questioning:Questions are helpful in the therapeutic environment because theyhelp usto learn more aboutourclient. The type of questions thatthe counselloraskswillhelp toset the tone of the session and the entire counsellingprocess. Questions occur in two forms.•Closed:A closed questionis usually the one with one particularresponse. It isthe practice of asking a question that can be answeredas a ‘yes’ or ‘no’or ‘correct’ or ‘incorrect’. Closed questionsaregenerally avoided in the counselling relationship, as they do notencourage deeper exploration, they are more prone to superficialinformation.Verbal ListeningActive ListeningAttendingmunotes.in
Page 46
•Open:An open question is necessary to gather information.Itiselaborative by nature.An open question is one that cannot beanswered with a simple ‘yes’ or ‘no’ and it requires reflection orexploration on the client’s end. Every open question should beintentional and therapeutic.The best open-ended questions begin with‘how’ and ‘what’.The open questions serve as source of providingdescriptive and more comprehensive approach to client’s problems.4.3.4Responding:In a counselling environment, respondingrequires that the counsellor’sattention is focused on the client’s feelings and verbal expression at alltimes. Thereoccurmany occasionson whichwerespond perhapsbyofferingjusta nod of the head without really listening to what is beingsaid.But ina counselling situation a counsellor must pay closeattentionand check that a client is not agreeing with a suggestion, without actuallyfully comprehending what has been voiced.Responding in a positive manner requiresnot onlyfocusbut alsoconcentration and an interest in the other personandalso inwhat is beingexpressedverbally and emotionally.It is a duty of thecounsellortoprovide this supportive service throughout a client’s counsellingexperienceand sessions. Without the use of clear responding andreflecting skills, the level of counselling offered to a client will not besufficient to motivate and encourage the client to continue with opendisclosurewhich is an essential step in the process of counselling asdiscussed earlier.Responding would bemaking theuse ofactive listening techniques, youcan rephrase what someone says to you, you can nodfor a yes or a noinacknowledgement, you can take part of what they said and ask a questionspecifically about their words which is called clarifyingto keep theconversation ongoingor you can affirm what they said, anything that letsthem know they are being heard and you are presentto make them feelbetter. Mostly, youhaveto remember to only what they are saying and trynot to create your own ideas when responding, let their words drive theconversationin order to find perfect solutions to their problems.4.4COUNSELLINGOUTCOMESCounsellingis an interactive processinvolving the client and thecounsellorwhich is characterised byaunique relationship betweenthem,and this leads tochange in the counselee in one or more of the followingareas:•Behaviour: After the counselling process there is an observedchangein the ways the counselee acts, copes, makes decisions or relatesincidents.munotes.in
Page 47
•Beliefs: The process of counselling has a relevant effect on thewaythe client thinksabout one self, others and the worldor emotionalconcerns about these perceptions.•Level of emotional distress:The counselling process help the clientsto deal withuncomfortable feelings or reactions to environmentalstress.•Attitudes:The clients develop a positive attitude and avoidsnegativeattitudes towards self or others.4.5ROLEOF TEACHERAS ACOUNSELLORIt is not easy for students to share their issuesand problemswiththeirteacher. It isessentialfor teachers to be open-minded and willing to helpvolunteering.If a teacher wants to be confidant thenbuilding trust in theminds of students is essential.Some qualities that encourage students totalk to a teacher are:•Objectivity in approach:A teacher should viewherstudentsin anobjective manner.She should avoidany personal bias, based onacademic records or personality.•Old-timers:The longer the person has been working in an institutionmore the personunderstands the place and the students. Thisis anideal candidate for the role of a counselor. A teacher who is perceivedasapproachable by the students could be identified and trained incounselling.•Active listening skills:The teacher shouldbe an active listener. Sheshould showgenuine interest in what the student is telling them.Sheshould beshow patientandshould usesupportive body language bynodding their head and responding to the student's cues.•High level of integrity:For students to share their most troublingproblems and issues, the teacher should be trustworthyin regards thatshe shouldn’t share their problems with anyone else or gossip about it.•Empathetic and exploratory:A teacher should be empathetic as ithelps to understand the issue from the student's perspective. At thesame time, they should have the skills tomouldthe conversationinsuch a way thatthestudentsshare moreinformationso as to find asolution.Teacher’s support and participation are crucial to anyprogramme thatinvolves students and guidance andcounsellingprogrammes are noexception. The teacher’s role are as follows:•The direct contact between student and guidance programme.•Identification of problem•Setting up and maintenance of career information centremunotes.in
Page 48
•Create a motivating environment•Create a positive attitude among the students, parents and concernedauthorities.The Teacher employs a number of techniques to effect student’s guidance.Teacher gains knowledge of the student and their environmentalopportunities. Teacher uses tests, observations, anecdotal records talkingto the students and parents. As a classroomcounsellor, the teacher shouldendeavourto develop the best personal, social and educational qualities ineach student as assist them with their occupational plans. Teachers cancooperate with thecounselloralong these lines: Recognize individualstudent who need the help of a specialist Supply information about thestudent referred and Helping to carry out plan of action of the specialist.The Teachers opportunities for guidance may be summarized as sevenkinds of actions.They are as follows:
4.6LET’S SUMUPCounsellingprocess refers toall theevents, characteristics, or conditionsthat occur during or as a result of the interaction between counselor andclient.In other words, counselling isthe process of assisting and guidingclients, especially by a trained personon a professional basisknown ascounsellor, to resolve personal, social or psychological problems anddifficulties.Counsellors needs to have various skills in order to providecounselling to the clients. The counsellor shouldbe particularly able tolisten effectively, giving their full attention to the client. They need to beaware of body language and other non-verbal communication. Clients willoften communicate far more non-verbally than verbally, so this is animportant area of skill.The effective counselling needs counselling skills,complete information about the persons to be counselled i.e. theinformation relating to his motives; experience, weaknesses, strength,attitudes and behaviour should be collected before counselling.Questioning is an important skill for counsellors, just as it is in coaching.Counsellors use questioning both to improve their understanding (as a•Using personal relationship•Building Self Esteem Competence•Individualized Instruction•Guiding daily learning•Sharing Educational Goals with students•Discussing common problems•Catering student’s needs.munotes.in
Page 49
form of clarification), and also as an active way to help expose the client’sfeelings and emotions. They will also use reflection to show that they haveheard the client, and to validate the client’s feelings and words.No twopeople understand the same language in the same way;and no two peopleperceive same concepts in similar ways,their understanding will alwaysbe linked totheir personal experience of the world. The role of thecounsellor, therefore, is to help the client to develop their ownunderstanding of their situation.4.7REFERENCES•Geldard, K. and Geldard, D.: Counselling Children: A PracticalIntroduction, NewDelhi: Sage Publications, 1997.•Gibson, R.L. and Mitchell, M.H.: Introduction to Counselling andGuidance, New Jersey: Merill Prentice Hall, 1995.•Gupta, Manju: Effective Guidance and Counselling Modern Methodsand Techniques. Jaipur: Mangal Deep Publication, 2003•Kochhar, S.K.: Guidance in Indian Education. New Delhi: SterlingPublishers,1984.•Koshy, Johns: Guidance and Counselling. New Delhi: DominantPublisher,2004.•Myers, G.E.: Principles and Techniques of Vocational Guidance.London:McGraw HillBook Company, 1941•Sharma, R.A.: Fundamentals of Guidance and Counselling. Meerut:R. Lall Book Depot, 2001.•Sharma, Tarachand: Modern Methods of Guidance and Counselling.New Delhi: Swarup & Sons., 2002.•Shrivastava, K.K.: Principles of Guidance and Counselling. NewDelhi: Kaniska Publication, 2003.munotes.in
Page 50
5PRACTICALWORKUnit StructurePractical Work-1Meaning of Job AnalysisThePrescribedFormat of a Job Analysis Report(YOUmayinclude some of your own points in the reportapart fromthosementioned)Practical Work–2Attend a Talk by a Counselor on her/his Contributions to SocietyThe Challenges Faced as a CounselorThe Future Prospects in CounselingSubmit a Complete Report in the Prescribed Format(YOUmayinclude some of your own points in the reportapart from thosementioned)Practical Work–1:To do a Job Analysisandto submit a completeReport.MEANING OF JOB ANALYSISA job analysis means togatherinformation and tounderstandthatinformation with respect to a particular job. The gathering of informationincludes the responsibilities and duties assigned, necessary skills andknowledge required to perform those responsibilities and duties, existingworking environment and condition provided for performing thatparticular job. All these gathered information needs to be understoodthoroughly and it should bereportedin the prescribed format of a jobanalysis report.ThePrescribedFormat of a Job AnalysisReport(YOUmayincludesome of your own points in the report apart from those mentionedbelow)The following is the prescribed format of a job analysis reportthat youmust refer while preparing your job analysis report:munotes.in
Page 51
INTRODUCTIONFirst Paragraph: Writefew lines on the meaning of Job Analysis…Second Paragraph: Write the importance of Job Analysis…Third Paragraph: Write about theCompany/Bank/Office/Factory/Store/Etc…from where you did thisJob Analysis…Fourth Paragraph: Write about the challenges youfaced during thisJob Analysis…REQUIREMENTS FOR THE JOB:First Paragraph: Write the educational qualifications required for thisjob…Second Paragraph: Write the skills required for this job…Third Paragraph: Write about the age criteria, if any,required for thisjob…Fourth Paragraph: Write about the working experience required forthis job…Fifth Paragraph: Write about the certifications, if any, required for thisjob…DESCRIPTIONS OF THE JOB:First Paragraph: Write the title of the job …Second Paragraph: Write the duties and responsibilities assigned tothis job …Third Paragraph: Write about the job timings and duration of thejob…EVALUATION OF THE JOB:First Paragraph: Write about the work pressure of this job…Second Paragraph:Write about the salary offered for this job…Third Paragraph: Write about the benefits or advantages acquiredfrom this job …Fourth Paragraph: Write about the overall working experience of thisjob…CONCLUSION:Write about the learning and experiences that you have gained fromthis practical work in couple of paragraphs and also offer somesuggestions that might be helpful for other students.munotes.in
Page 52
SAMPLE ANSWER–JOB ANALYSIS REPORT:INTRODUCTION:A job analysis means to gather information and to understandthatinformation with respect to a particular job. The gathering of informationincludes the responsibilities and duties assigned, necessary skills andknowledge required to perform those responsibilities and duties, existingworking environment and condition provided for performing thatparticular job.Job analysis plays an important role in understanding the qualities orattributes needed to perform the tasks and activities involved in a job.Jobanalysis is important in collecting date and information about the roles,responsibilities, duties, required skills, expected outcomes and conducivejob climate for a particular job.Job analysis is significant as it provides theorganizational information that helps in determining the type of employeessuitablefor specific jobs. With the help of job analysis the job analystunderstands the important tasks of a job is and how it is carried out andassigns the necessary human qualities required to successfully completethe job.Job analysis is the procedure to determine the responsibilities and dutiesand also the skills required for a job to be carried out successfully and thetype of person to be employed for a specific job. For the present report thejob analysis of a branch manager at xyz bank was undertaken.The challenges faced while conducting this job analysis was enormous buteventually it was a learning experience. The most significant challengewas time-factor. Time management is a crucial aspect to conduct a jobanalysis. Support from the officials isalso important in getting thepermission to do the job analysis. The generalizability of a single person’sviews and experiences is questionable. As a job analyst, proper trainingand motivation is must. Implementation of the plan is the most challengingpart to conduct a job analysis.Job Summaryof A Bank Branch Manager:The branch manager of a bank shall be responsible for supervision andmanagement of a bank’s branch. The branch manager shall oversee thefinancial reports, also includes, hiring and training of the staffandincreasing the revenue of the branch.REQUIREMENTS FOR THE JOB:Educationaland OtherQualifications:She/he must havebachelor’s degree in finance, or business with anemphasis in finance, or a related field.She/he must have a master’s degreein afinance-related fieldorequivalent.munotes.in
Page 53
A candidate shall be preferred with MBA Marketing as her/his field ofstudy.Her/his minimum age must be 25 years.She/he must have a minimum of 5 years of marketing experience inabanking or financial institution.Other Core Skills:A good manager must have good leadership skills.A good manager must be able to deal with the customers efficiently.A good manager must have observational skills and critical thinkingskills.A goodmanager must have observation skills and marketing skills.A good manager must have communication skills and problemsolving skills.DESCRIPTIONS OF THE JOB:Organization Name: XYZ Bank.Job Title: Branch Manager.Name and Other Details:Mr.ABC, Branch Manager ofXYZ Bank.Reports To: Assistant General Manager.Supervises: Allthe Departments of the Branch.Functions:Manages and Administers Operations of the Branch.The duties and the responsibilities of the bank branch manager are asfollows:oThe branch manager plans and directs the branch operations.oThe branch manager has to take care of the marketing for the bank.oThe branch manager has to administer the working of the wholebranch office.oThe branch manager has to achieve the deposit targets, advertise thenew plans and schemes.oThe branch manager also supervises the human resource i.e. bankstaffs of the branch.oThe branch manager has to attend meetings and meet the deadlinesgiven by the authorities.oThe branch manager has to leadthe staff of the bank.oThe branch manager is responsible for the branch bank performance.oThe branch manager has to perform other banking procedures.oThe branch manager is expected to be up-to-date with respect tocentral bank rules and regulations.munotes.in
Page 54
oThe branch manager is expected to provide reports on a regular basisto the authorities.The work duration of the bank branch manager usually depends on thebank organization for which she/he works. Mostly bank branches are openfor the customer from 9 am to 4pm, excluding Sundays and Saturdays.Although being the manager of bank branch more time shall be requiredfor visiting other branches as well as attending seminars and meetings.JOB EVALUATION OF A BRANCH MANAGER:A bank branch manager is a very vital designation to the organizationbank. A bank branch manager is a experienced and skilled employee andleader who is responsible for achieving targets and objectives related to hisspecific branch. She/he must supervise thework of all the departments inhisbank branch with respect to the banking and other related operations.She/he is also considered responsible for the public dealing and managingcustomer relations.The bank branch manager draws a decently fair salary,along with itcompensation and benefits arealsoprovided to abankbranch manager tokeep a proper balance between behavioural elementsand efficiency.TheXYZ Bank focuses onhigh output and goodwill for the bank and also ittakes care of the staffs need helpingthemto create an effectiveandefficientjob design.The salary range forbankbranch manager must be from Rs.75000–Rs.100000monthly.The salary of this bank branch manager I interviewed atXYZ Bank drew the package ofRs. 9,50,000perannumi.e.approximately Rs. 80,000 monthly.CONCLUSION:I have learnt a lot and gained insightfulexperiences from this practicalworkof preparing a job analysis report.Themost important objective ofconducting this job analysis was to prepare a job description and jobspecificationthat shall be helpful to hire the right person with theappropriate skills and at the right designation.I would like to offer some suggestions that might be helpful for others:In the present job analysis Ifound that abankbranch manager is theleader of thebank branch.A person working as abank branch manager must possess greatleadershipskills and qualities.She/he must be confident enough to lead her/histeamof the bankstaff.The bank branch manager must be a good observer and a marketer.munotes.in
Page 55
The bank branch manager must be a cool-minded person with theability to tackle the challenging and difficult situations.Practical Work–2:To attend a talk by aCounselor onher/his contribution to societyandthechallenges faced as a Counselor,andthe future prospects in counseling,andto submit a complete report.Attend a Talk by a Counselor on her/his Contributions to SocietyWho is a Counselor?Counselor is one whogives guidance. Counselor is a person who hasobtained education and training to give guidance on issues related topersonal and/or social and/or private and/or individual and/or emotionaland/or psychological, etc. to a counselee. Counselee is one who receivesguidance from a counselor.What are theCounselor’s Contributions to Society?A counselor’s contributions to society may include solutions to theproblems related to personal and/or social and/or private and/or individualand/or emotional and/or psychological, etc. of a counselee. The solutionscould be at individual level or at the societal level.YOU are expected to keep in mind the following points while attendingtoatalk oncounselor’s contributions to society(YOUmayadd you ownpoints aswell);Whowith the counselor has worked with whether individualstudentsand/or group of studentsand/orentire student communityand/or anentire society as a whole?How did it improvethe mental health of the individualstudentand/orgroupof studentsand/orentire student communityand/or an entiresociety as a whole?How the counselor did encouraged and motivated counselees?The Challenges Faced as a Counselor:YOU are expected to write about all the challenges the counselor hasfaced whileperforming his/her duties. List it down and try to elaborate itand if possible, give examples.The Future Prospects in Counseling:YOU are expected to write about the scope and future prospects if onechooses counseling as a career. You can elicit thepoints from the talk youhave attended of a counselor or you can add your own points afterthorough study about taking up counseling as a career.Submit a Complete Report in the Prescribed Format(YOUmayinclude some of your own points in the report apart from thosementionedbelow)munotes.in
Page 56
The following is the prescribed format of a report that you must referwhile preparing thereport:INTRODUCTION:First Paragraph: Write few lines on who is a counselor …Second Paragraph: Write the importance of a counselor …Third Paragraph: Write in few lines about whom the counselor worksfor...Fourth Paragraph: Write about the role of the counselor…EDUCATIONAL REQUIREMENTS TO BE A COUNSELOR:First Paragraph: Write the educational qualifications required to be acounselor…Second Paragraph: Write about the skills required to performcounselor’s task efficiently…Third Paragraph: Write about if any certification from any officialauthority required being a counselor…CHALLENGES FACED BY A COUNSELOR:First Paragraph: Write about the responsibilities and duties of acounselor…Second Paragraph: Write about the memorable experience thecounselor has shared, if any…Third Paragraph: Write about the working schedule of a counselor’sjob with respect to timings and duration of the job…Fourth Paragraph: Write about the earnings in relation to income andrespect, of a counselor in return to the dedication devoted whileperforming the duty as a counselor …FUTURE PROSPECTS IN COUNSELING:First Paragraph: Write about the scope of being a counselor…Second Paragraph: Write about the significance of being a counselor…Third Paragraph: Write about what benefits awaits for a counselor inthe future …Fourth Paragraph: Write about how counseloras a career be seeninthe future …CONCLUSION:YOUare expected to sum-up the entire talk that you have attended ofa counsellorin your own words. You are also expected to write themessage counselor has given to the youth, especially, students oftoday’s time.munotes.in
Page 57
SAMPLE ANSWER–COMPLETE REPORT ON ATALKATTENDED OF AN EDUCATIONALCOUNSELOR’SCONTRIBUTION TO SOCIETY, CHALLENGES FACED ANDTHE FUTURE PROSPECTS IN COUNSELINGINTRODUCTION:An educational counselor is one who gives assistance, suggestions andsolutions in the form of guidance to solve the problem of students. Theyare also known as an academic counselor. An educational counselor is onewho has obtained educational training and specific skills in order to giveguidance on students’ issues related to personal and/or social and/orprivate and/or individual and/or emotional and/or psychological, etc. bymonitoring the counselee. A student is a counselee who receives guidancefrom an educational counselor.The present report is based on the responses given by the followingcounselor working in a reputed educational institution:Name of the Counselor: Miss. ABC,Name of the Institution: XYZ Educational Institute, Mumbai.Educational counselors are rendering their services towards improving thestudents’ quality of life that leads to achieve the objective of holisticdevelopment of the students. An educational counselor is important inmany ways not only for the students but also for all the other stake-holders. A professionally trained educational counselor helps in thedevelopment of students’ academic, individual, social and careerrequirements. An educational counselor enhances students’ achievementby promoting an effective school counseling program.An educational counselor is employed at various levels of education suchas pre-primary, primary, secondary, higher secondary and college leveland also at the professional development courses. The only significantdifference of their work is separated mostly on the basis of the level ofeducation, students’ interest and attention level.An educational counselor serves an important role in the entire educationalcontext and in student’s life. They work for safeguarding thehuman rightsof all the members of the school fraternity. They help in optimizing theachievement of the student. They also work towards providing aconducive learning environment to the students. They try to inculcateleadership qualities and group dynamism amongst the students. They alsoattempt to develop the feelings of existentialism, equality and universalbrotherhood in the students.An educational counselor is expected to assist all the students in the areasof academic performance, personal, social and also with respect to theirattitudes towards career development.Although an educational counselorhave many roles to play and duties to carry out responsibly, their mostmunotes.in
Page 58
important objective is to inspire the school children by supporting themand also by promoting a positive academic, social and individualdevelopmental needs.EDUCATIONAL REQUIREMENTS TO BE A COUNSELOR:An educational counselor must have a master’s degree in psychology or anequivalent educational qualification. A government certified course inschool counseling as per the requirement. Internship is a must in order topractice as educational counselor as a full-time profession. She/he shallalso abide by the counseling laws prescribed by the respective stategovernment.An educational counselor must possess several other qualities and skillsapart from required educational qualifications. They must have excellentlistening skills, good communication skills, watchful observational skills,good logical reasoning ability, critical thinking ability and most importantis compassion and dedication towards the profession. An educationalcounselor must be confident and must have a convincing power becausethey have to collaborate with other teachers, parents and management inorder to create a conducive teaching and learning environment both atschool and home as well.Additionally, to be an educational counselor, one has to possess a state-issued certificate to practice the profession in a school or an educationalinstitution. Insome countries the certificate to practice educationalcounseling could be referred to as a credential or license.CHALLENGES FACED BY A COUNSELOR:An educational counselor with multi-tasking abilities, at times, alsoreferred to as guidance counselors.It is the duty of a counselor to affectthe students in very important ways. Counselors must help students to getthrough their hard and difficult times that might otherwise impact thestudent’s academic performance. Counselor also helps students to getthrough challenging subjects and classes, personal or peer pressures. Foran educational counselor, each day is challenging and a day of learning.Major challenges that an educational counselor faces are as follows:High level of stress amongst the schoolchildrenIdentifying the bullying behaviour of school childrenDeteriorating mental health of the students in this techno-savvy worldRecognising the suicidal tendencies amongst the school studentsBoosting up the morale of the school studentsGender related issues has to be addressed sensitively i.e. inclusion oftransgenderDeveloping the feeling of gender equality from this tender age forbetter nation aheadmunotes.in
Page 59
Dealing with the conflicts related to socio-economic status amongstthe school studentsPlanningof the specific counseling program policy related to theschool and the studentPrioritizing the tasks from the additional responsibilities laid oncounselors in the name ofcounsellingMaintaining a stable and peaceful mental state in this stressed workenvironment for acounsellorThese are some of the challenges that an educational counselor help thestudents with. An educational counselor motivates students to follow rightpath and right direction in order to achieve their goals and towardssuccess.The salary totally depends on the work pressure and the institution. It alsocould be a part-time or regular full-time appointment by the institution.Generally an educational counselor gets vacation when the school is not insession during the summer vacation. There are many other perks that comealong with a fulfilling career as an educational counselor, additionallythere are various other benefits in regard to job growth as well.FUTURE PROSPECTS IN COUNSELING:Educational counseling plays a significant role in the entire educationsystem as it provides a path for evaluation and it improvises the teachingand learning environment, the syllabus or the curriculum, also the rulesand regulations for the development and betterment of the student’ssuccessful life. As the number of students is ever-growing the requirementof well-qualified educational counselors keeps on increasing.An educational counselor proves to be an vital member of the institutionas well as the society as a whole, as they play a significant roles in shapingthe young minds who are sitting in the classroom to aspire to bethemselves in life and of course, the future of our nation. This is a hugeresponsibility laid onto the shoulders of an educational counselor.Educational counselor as a career is in high demand as the requirementranges from pre-school to collegiate levels and in professional courses aswell. Altogether, the demand for educational counselors have increaseddue to overall increase in the number of students enrollment in primary,secondary, higher secondary and college level, that too, in both, privateinstitutions as well as in the publicor state-run institutions. Also, today’sgeneration needs to learn the concepts like co-existence, sustainabledevelopment at the global level and adjusting with the diversity andmulticulturalism at the national level.munotes.in
Page 60
CONCLUSION:An educational counselor is a certified professional with the responsibilityin moulding the students’ attitude for the betterment of the society as awhole. They are trained to address the students’ needs and bring aboutdesired changes in them with the intervention programs. Hence, aneducational counselor is expectedto help a student to reachhis maximumpotentials.Although an educational counselor have many roles to play and duties tocarry out responsibly, their most important objective is to inspire theschool children by supporting them and also by promoting a positiveacademic, social and individual developmental needs.munotes.in