FOLLOW – UP SERVICES DEFINED

• Refers to the formal and systematic (continuous) monitoring of the individual progress of
current students who have undergone academic advising, counseling, referral, placement,
or any special intervention program.
• It is an integral part of guidance services.
• Systematic evaluation of guidance services and educational programs to find out whether it
succeeded in satisfying needs of the students
• “Without follow up, the counseling is incomplete”

The follow-up service performs the following functions:

• Ensures personal contact and correspondence with the student even after he leaves the
school
• It helps to keep contact with the employer and heads of other institutions
• It helps to collect information about the student during the post-placement period
• The information collected about the students’ progress in the occupation or course of study
provides feedback about the effectiveness of guidance programme.
• Follow-up service also paves the way for modifying and improving the guidance
programme of the school.

TYPES OF FOLLOW-UP

1. PERSONAL FOLLOW-UPS - It can be extended to individuals who have been counseled,

referred or placed.

2. FOLLOW-UP STUDIES – it is a placement related that can take the form of research and
evaluation when they are conducted to determine.

TYPES of FOLLOW UP STUDIES:

1. IN-SCHOOL FOLLOW-UP help diminish the number of drop-outs by knowing the

causes/reasons why students leave school. Also helps students adjust to student life.
2. OUT-OF-SCHOOL FOLLOW UP applies to services extended even to the graduates to instill
in them a sense of belongingness it also helps the school analyze its effectiveness

TECHNIQUES

1. INTERVIEW is “conversation with a purpose”.

a. Introductory Interview - The first interview with the counselee for getting mutually
acquainted and building rapport is introductory interview. It makes the follow up
procedure easy. The counselor introduces himself and states the purpose of the interview
to the counselee. It also develops confidence in the counselee about the counselor’s
competence, interest, knowledge skill and feeling of freedom. This type of introductory
interview does not provide all the date needed to understand the counselee. To get details
about the counselee, the introductory interview is to be followed by fact-finding interview.

b. Fact Finding Interview - This helps the counselor to identify the intensity of counselee’s
attitudes towards family, friends, school, subjects and situations, which are not revealed by
the counselee in writing. Counselor knows about the strengths and weaknesses of the
counselee by this follow-up interview.

c. Informative Interview – a counselee may be interviewed by the counselor with the purpose
of informing him about the data collected from various sources. The students who seek
educational and vocational choices require this type of interviews by expert counselors.

d. Counseling Interview or Therapeutic Interview - it is a conversation with a purpose

between two individuals in the specific context of counseling. An expert counselor can
 arouse a confidence in the counselee that they are close enough for his free expression of
any of his feelings, which he cannot talk openly with others.

2. QUESTIONNAIRE METHOD is a list of questions to be answered by an individual or a group of

individuals to get facts or information about conditions and practices about which the
respondent are presumed to have the knowledge.

3. Case study it is defined as a collection of all available information – social, physiological,

biographical, environment, vocational that promises to help explain a single individual.

4. Postcard Survey a method widely used to verify personal interviews on a survey is to send the
respondents a thank-you letter with a return postcard asking about some aspect of the
interview.

TOOLS USE IN FOLLOW-UP

1. Conducting surveys
2. Use of telephone
3. The use of follow up letters.

PURPOSES OF FOLLOW UP
1. To ascertain the progress and status of students within the various classrooms, courses and
curricular areas.
2. To gain data which may identify weakness in the various phases of the school progress.
3. To learn how former graduates are processing
4. To evaluate the effectiveness of the school’s placement activity
5. To learn why pupils leave before graduation.
6. To discover grade levels at which most dropouts occur.
7. To obtain opinions concerning needed modification of the curriculum in the light of the
experiences of former pupils.