Professional Documents
Culture Documents
Chapter - Ii
Chapter - Ii
Chapter - Ii
2.1
INTRODUCTION
35
2.2
MEANING OF GUIDANCE
35
2.3
ORIGIN OF GUIDANCE
36
2.4
DEFINITION OF GUIDANCE
37
2.5
COUNSELLING
38
2.6
39
2.7
43
2.8
AIMS OF COUNSELLING
43
2.9
44
2.10
SCOPE OF COUNSELLING
49
2.11
PROBLEM SOLVING
50
2.12
COUNSELLING TECHNIQUES
51
2.13
TYPES OF COUNSELLING
55
2.14
EDUCATIONAL GUIDANCE
59
2.15
SOCIAL GUIDANCE
61
2.16
PERSONAL GUIDANCE
64
2.17
COUNSELLING PROCESS
65
2.18
66
CHAPTER - II
GUIDANCE
2.1
AND COUNSELLING
INTRODUCTION
Guidance
was
originally
centered
on
problems
related
to
vocations for young people. Adolescents who were not in school, had
nothing to do, indulged in various activities resulted in delinquency. To
reduce delinquency, an effort was made with guidance which aimed at
choice of job suited to the abilities and needs of the adolescents. The
chief guidance responsibility
Guidance functions whenever choices are made and even when there is
no choice, it helps the
individual
to
understand
the
2.2
MEANING OF GUIDANCE
Guidance
is the assistance
made available
by qualified
and
develop
means
assisting
students
35
to
select
courses
of
study
inculcate
proper
study
habits,
satisfactorily
2.3
ORIGIN
OF GUIDANCE
which refers to a person who shows the way. A guide needs to possess
intimate
knowledge
regarding
places,
ways,
etc.,
to
enlighten
individuals about a new place. This guidance means 'to guide'. Even at
the earliest stages of the developmental
adults must have extended guidance to the young for growing in and
adjusting to various developmental
situations
physical
have
nature
and
equipment
in life. Although
remained
unchanged
of
communication,
had
hi-tech advancements,
introduced
man's
new
for
complex.
increasing
social-personal
challenges which the young or their family adults found difficult to cope
with; this state of affairs led to the origin of guidance.
worker
philanthropic
persons.
Frank Parsons, a
Mr.
Batliboi
were
the
civic
leaders
of the
guidance
36
India like Boston in the USA can be termed as the cradle of guidance
movement in India.
2.4 DEFINITION
Crow and
OF GUIDANCE
Crow
available by competent
define,
"Guidance
is the
assistance
made
him direct his own life, develop his own point of view, make his own
decisions, carry his own burdens". According to Hamrin and Erickson,
guidance is "that aspect of educational programme
which is concerned
to his present
abilities and
social.needs".
Guidance
is a process which
helps every
individual
to help
himself, to recognise and use his own inner potentials, to set goals, to
work out his own problems of development.
needed from
childhood
It is a continuous process
is not separate
from
According
to
Butler,
two
phases
of counselling
are
37
social, personal
distributive
and emotional
phase the
occupational problems.
problems
of the
individual;
has described
in the
vocational
Butler's
and
distributive
programme
is based on eight
principles.
1. The dignity of the individual is supreme.
2. Individuals differ.
3. The primary
concern
of guidance
is the individual
in his social
setting.
4. The attitudes
of the individual
are the
consistent
with social
improvement
7. The individual
needs a continuous
guidance
process from
early
and personal
2.5
COUNSELLING
Guidance,
which
includes counselling
is a relatively
as its
most
more comprehensive
specialised
function.
process
Counselling
service forms the central part of the overall assistance given to the
38
individual through
guidance programme.
Counselling is a process of
enabling the individual to know himself and his present and possible
future situations in order that he may make substantial contributions
to the society and to solve his own problems through a face to face
relationship with the counsellor.
procedures
to become a
realistic
2.6
EVOLUTION OF GUIDANCE
AND COUNSELLING
MOVEMENT IN INDIA
Good
teachers
have
always
been
interested
in
providing
system of education,
there were harmonious relations between the teacher (Guru) and the
taught (Shisya). But these were possible because of the small number
of students, simple courses of study, the limited job opportunities
and
the world
the
tremendous
of work
which
was almost
stable.
of students,
But
now with
various
types
of
39
attention
to
the
problems
of
college
In
1955,
M.S. University
students
and
of Psychological
Bombay
provided
in Baroda established
the first full time counselling for college students in 1958 and at the
invitation of the UGC and with the approval of the UGC, the student
counselling centre was setup in 1959. In 1961, Allahabad University
organised a counselling centre for its students with the assistance of
the United States Educational
Foundation
in India.
In 1963, Wilson
In
1965,
Annamalai
started a counselling
University,
Chidambaram
(Tamil
Nadu)
of
Education,
Government
of India
did
not
contain
are certain
private
challenged
people.
Guidance and Counselling services consolidated their position in
India after the recommendation
40'
and vocational
new guidance
activities
guidance
of the
(CBVEG).
and programmes
were
Gradually attention
as
India.
With the neglect of guidance services during the late eighties
and early nineties due to various reasons, interest in guidance research
alsodwindled.
41
Ph.DThesis
Upto to 1988
Upto 1992
Education
70
76
Psychology
42
46
should be studied on
studies
should
be conducted
to
test
Some sound research has been conducted in the field, but it has
not been utilised by policy planners and educational administrators
the findings and recommendations
and
the educational policies in the country. The time is ripe now to give
serious thought
42
Implementation
of research
based guidance
and counselling
2.7
education
is allround
development
and
harmonious
and accumulating
unique
potentialities
environmental opportunities
knowledge
of
each
as the duty
individual
knowledge as the
of the individual,
along
of a
with
into, account
in
2.8
AIMS OF COUNSELLING
1. To bring about
the
desired
changes
in the
individual
for
self
realisation.
2. To provide
assistance
to
solve
problems
through
an intimate
personal relationship.
3. To achieve positive mental health.
4. To help students to make proper and satisfactory
improved academic pursuits and useful life.
43
adjustments
for
2.9
of
adolescent period,
the
study
through
student
must
higher
know
secondary.
about
At
this
his capacities,
problems.
do not
know the
method
of studying,
and parents.
Many students
stay
in hostels
for
acquiring
higher
education. In some cases even at the primary and secondary level they
are put in residential schools.
44
purpose
In educational institutions
for optimum
individual,
part of education.
A survey
was conducted
Vocational Guidance
by the
Association
All India
(1960-61)
thousand
students
universities responded.
The survey
for
from
revealed
Educational
and
gauging
college
seventeen
Indian
students'
felt
needs.
45
in forgetting
should have.
the
occupational
world,
unable
to
make
lack
clear
in every direction.
The different
directions
where
Education
Health
Vocation
Every vocation
requires
certain
educational
and professional
46
Avocation
The filling
up of vacant
is one of the
Social
As the students
and socio-economic
social behaviour
backgrounds,
the students
linguistic
should be guided in
Moral
Telling lies, indulging
in antisocial
by
Health
Students
improving their
must
be aware
physique.
of good food
habits
and ways of
obesity
47
and the
Even the
Personal
members
related to themselves,
and teachers.
of elders, maltreatment
These
equilibrium
their parents,
may be jealousy
of children,
lack of
of adolescents
which
results
in poor
academic achievement.
Education
Underachievement,
failures
in
examinations,
unsatisfactory
involvement in academic work, drop out from schools are some of the
educational problems for the adolescents.
completely.
scholarships
available are
Marital
The suitable
age for
marital
of their
ten,
understanding of family
to have a clear
daughters.
In Indian
knowledge
48
of the physical
villages
as
and
even before
So to have a proper
of reproductive
needed.
systems,
guidance
is
Apart from
the
above
youth
establish proper
for
mentioned
fields
self-employment,
identity.
of guidance,
Guidance
to
is needed to
help the
is also needed
in the
to
adolescents
check the
wastage of student time and money and also huge state expenditure
on education.
to foreign
countries.
Unless this
1. Assisting the students to make right choice in academic and nonacademic purists.
2. Making him realize his potentialities
make
proper
and satisfactory
adjustment
for
is not restricted
to problem solving
and peers of the student can provide a wealth of data. Besides these,
49
to obtain the
needed data.
Identification
students and
of problems
their
personality
affecting
academic
development
is the
first
and
of
the
a problem is observation.
performance
a problem than
others.
2.11
PROBLEM SOLVING
1. Problem identification
2. Gathering the data available
3. Hypothesizing the probable causes of the problem
4. Identifying the data needed and collecting the data
5. Arriving at the actual causes.
6. Implementing
the strategy
for solving
from
counselor
teachers,
can
make
peers
and from
possible
By interview
guesses
about
and personality
the student
the
tests,
should take
50
solution
so that it
2.12
COUNSELLING
Counsellor
TECHNIQUES
uses a variety
to suggest
of the counsellee.
approach
Non-directive counselling
of techniques
where
Directive
counsellor
is counsellee-centered
appropriate
counselling
plays a leading
approach
is
role.
where he is
DIRECTIVE COUNSELLING
Counselling
(PRESCRIPTIVE
is possible
accumulate adequate
only
when
COUNSELLING)
the
individual
is able
to
diagnosis
in getting
explanations
repeated
explanation
of the suggested
The responsibility
to
the
convinces
solution.
of the
gives
counsellee.
the
The
counsellee
The initiative
counsellor
is
is to
analyse the problem, find out the causes, make decisions, and suggest
appropriate solutions
to
the
counsellee
51
for
his
of this viewpoint
implementation.
and it involves
1. Analysis - Collecting
data
about
the
student
from
variety
of
sources.
2. Synthesis
- Organising
Formulating
of the student.
conclusions
regarding
the
causes
of
problems.
4.
5.
Counselling - Counsellor's
to bring about
adjustment.
6.
Counselling Process
must
session, through
in the form
to understand
behavior,
of discussion,
the various
a
the
aspects of the
problem. The counsellor gives his advice as to how to hope with the
problems. He suggests number of solutions and asks the counsellee to
choose the appropriate
when the
must be seen in
52
Limitations
The counsellee
may agree
same.
suggesting solutions,
influences on the
to the suggestions
This
may
be
because
The
in implementing
the
counsellor
and
while
counsellee
dependent
and solutions,
may
also develop
solutions
to any problem.
NON-DIRECTIVE
COUNSELLING
of this viewpoint.
problems
It is a
of individuals.
involves
solutions
Counselling Process
may
preliminary introductory
remarks
53
start
the
session
with
a few
of school activities,
counselling going
interests,
in a smooth
manner
and
provide
to set the
a setting
for
counsellor.
Counsellee Interactions
The second
phase
is the
that
establishment
The counsellor's
helps the
counsellee
him
to
express
his
rapport
responsibility
to free
solution
himself
by the
to create
from
to his problems.
feelings
freely.
When
the
The
the
out solutions in
discussion,
of
he
readjustment effectively
encourages
and terminates
is satisfied
the
counsellee
the counselling
to
use
the
session.
Limitation
It
is time
convince the
consuming.
student
to utilise
Many
sessions
his inner
problems.
54
may
resources
be
required
to
for solving
his
ECLECTIC COUNSELLING
Using directive
and non-directive
counselling. F.C.Thomas
may start with directive
counselling
is the exponent
approach
together
is eclectic
demands,
he
technique.
Counselling Process
Then
is collected by interview
educational,
occupational
and other
By establishing
needed
rapport,
the
Whatever
and other
be the technique
step.
counselling
2.13
TYPES OF COUNSELLING
counselling.
GROUP COUNSELLING
It is a technique
applying group interaction
where
a group
method
of persons
is counselled
of arriving
by
at a
solution to the problem common to the group. All the group members
were provided with an opportunity
a free atmosphere.
Knowledge
55
self-knowledge
in
and self-
certain
faulty
for
social learning
for healthy
should
others
be
certain
adjustment.
chosen on the
and the
process. These
and to relearn
group interaction
small
otherwise
the
group
finally
take
among
the
1. Informal discussions
2. Group reports
3. Lectures
Lectures delivered
by experts
56
on specific
problems
is used to
4. Dramatics
5. Question box
Shy students
get a solution
for their
problems
when similar
6. Case conference
INDIVIDUAL COUNSELLING
{INTERVIEW}
employed in assisting
operation in
is 'Conversation
to the obvious
with
questionnaire,
rating
tools in
scales, a proficient
57
Typesof Interviews
1. Introductory Interview
The first
interview
with
the
counsellee
interview
counsellee
interest, knowledge,
introductory
to the
skill
interview
about
and
does
counsellee.
the
freedom.
provide
all
the
mutually
It makes the
also develops
counsellor's
of
To get details
getting
interview.
introduces
feeling
not
for
competence,
This
data
type
of
needed
to
the
2. FactFinding Interview
to identify
the intensity
of counselle's
in writing.
of the
Counsellor
counsellee
which
knows about
by this
follow-up
interview.
3. Informative Interview
A counsellee
may be interviewed
purpose of informing
him
about
the
by the counsellor
data
collected
from
various
and vocational
choices
by expert counsellors.
58
with the
It is a conversation
It requires a cooperative
attitude
close enough for his free expression of any of his feelings which he
cannot talk
openly
with
counselling
interviews,
others.
the
Thus
with
counsellor
is
the
increasingly
the
counsellee.
A proficient
development
able
of
to
getting emotionally
counsellor
can observe
about
the
counsellee's
emotional
state,
his
attitude
of a counselling
2.14
EDUCATIONAL
GUIDANCE
difficulties
in understanding
what is
unsatisfactory
and extra-curricular
activities.
involvement
in academic activities
achievers, high achievers, creative and gifted, and students with low
level of motivation.
Adolescent
students
59
of similar
type
may
be
grouped
and
group
guidance
may
be
organised.
The
steps
in
are:
2. Planning appropriately
and implementing
the same.
throughout
the year.
of the programme.
Besides the
general
an
programmes, teachers
overcoming
assignments
them,
and
group
guidance,
guidance
improvement
form
students, common
group
problems
in their
part
of
have to focus
faced
common
suggestions
for
performance.
60
have to
performance.
instruction.
on the
by them
mistakes
may
own
in academic
integral
may
teachers
and
committed
improving
Such
In
progress
these
of the
suggestions
in
their
tests
for
and
academic
as a distinct
in their academic
slow learners
set from
and (iv)
learners
as : (i) gifted,
with
difficulty
for
high performance
intellectual
potential
the students in the class. Creative are those who exhibit creativity
such
to a
are
students
who
require
approach
more
time
for
deficiency.
to
individual
Inferiority
complex,
over
dependency,
antisocial
behaviour,
The
clash
between
own standards
adult
expectation
Poverty,
parental
indifference,
physical
61
of the
and
mental
Adjustments
relationship, positive
in
social
attitude
setup,
towards
developing
nurturing
of
likes
interpersonal
and
The process of
dislikes,
interests,
fulfilled,
Thus
they
become
socially
maladjusted.
proper nurturing
to
avoid
of social qualities
Social taboos
Social Problems
Fear from
opposite sex
three
62
as a member
of student
according
self-assertion.
with
restrictions,
to group
norm.
of the opposite
shyness
impose
severe
solving
congenial
involved
climate
self identity
six phases.
sharing
the
of the students
concerned.
by the students
First
opinions
in making
Alternative
in the next
model for
for
These
of the programme
and to promote
model
on
social guidance.
meeting
The objectives
restriction
behaviour.
known as classroom
of students.
group
He needs social
heterosexual relationship
expects
tries to understand
The adolescent,
members
group
them
for future
action.
training
of events
the
63
effect
on. their
lives.
and experienced
acceptand understand
2.16
PERSONAL
so that
student
prepares
to
GUIDANCE
Personal problems
of adolescents
control
Apart
counselling
from
this,
other
methods
operative counselling
typical
of
model
for
viz., co-
non-directive
An
situation.
be followed
and stress
listening behaviour
reduction
can
operative counselling
in nature.
non-directive
are emotional
techniques.
active
(Halloran,
1978).
In
co-operative
counselling
the
counsellor
encourages
the
own
called 'mirroring'
understands
his problem
a suitable strategy to
solvethe problem.
Emotional conflicts
the blood pressure
which produce
causing
tension
anxiety
on
systematic
the
muscles.
relaxation
The
stress
of different
sets of
64
partsof his body from head to toe and relaxes with deep breathing.
This strategy
can be practised
for
physical,
mental
and emotional
relaxationand harmony.
2.17 COUNSELLING
PROCESS
counselling
then
between
begin
teaching
and counselling
behavioural changes
counselling includes
in the
aim
counsellee containing
his
personal
aptitude,
The
about
primary
a cumulative
academic
achievements.
General
health,
interest,
psychological
etc.,
must
personal
part-time
is not a
the
desired
for
of
each
history,
short
be collected
interview
used.
preparation
folder
and
of
as
at bringing
student.
preparation
work
and counselling
workers.
and
from
by the
parents
and
of all aspects of
Depending upon
personal,
t\t.,
educational,
vocational,
the counsellor
has to
provide
needed
65
0\\\\1\\\9
social,
information
for
vocational
of such information.
the counsellor
have to
use
In solving emotional
psychological
Thereforethe counsellor
tests
understand
background
changing
counsellee
information; an intelligent
get
He
is
both
acquainted
interpreter
devices of
He
of the dynamics
of
an
with
of obtained
the counsellee
to the individual
skills.
rapid technological
the .counsellee.
in interpersonal
knowledge
population,
trends.
may
of guidance.
should be competent
to
The counsellor
problems,
changes
educator
and
is an expert guide
sources
of
related
for self-understanding;
struggling
in the dilemma
of
taking a decision."
2.18
EVALUATION OF GUIDANCE
Evaluation
of guidance
guidance. It is an attempt
guidance and counselling
AND COUNSELLING
in academic
achievement
in solving problems
66
of
the value of
As compared
ago, in this twenty
questionnaires on the
century,
computer
it can easily
screen.
methods
followed
be done
Even if the
decades
by putting
adolescent
is
anyamount of data can be collected and stored for reference with less
time. Simple vocational
and avocational
colleges
and
problems
is personal
can be solved by
urban
areas,
this
type
type
of
of computer
the problems
of adolescent
the second chapter, the details of guidance and counselling was given.
related
studies
and counselling,
pertaining
self-concept,
67
to adjustment
attitude
are mentioned.
towards