What Types of Programs are Offered?

Booker Middle School’s comprehensive guidance program is

designed to focus on improving school climate, increasing

academic performance, and inspiring tomorrow's leaders by

having high expectations for all. School-wide programs

focus on bullying prevention, and promotion of kindness,

tolerance, and respect. Students are reminded if they "see

something, say something," to ensure a safe campus.

Counselors also help students transition from elementary

school and prepare for high school.

Students may see the counselor for small group and

individual counseling to assist with a variety of concerns

including:

Friendship
Conflict management

Academic improvement

Divorce

Grief and loss

Crisis prevention and intervention (examples: threats to

self or others)

Peer Mediation

School Counselors are advisors for National Junior Honor

Society (NJHS). We also provide support for social

emotional learning through Suite 360, Everfi, Inner Explorer.

What Services are Offered?

Parents can contact the counselors at any time to address
academic, social or personal concerns of students. Counselors
work closely with the home school liaison to assist families, who
may need help outside of school.

How Does a Student See a Counselor?

tudents can see a counselor in any of the following ways:

 Self-referral by notifying the teacher (who will contact the

 counselor)

 Request of the counselor

 Parent referral

 Administrator referral
  Teacher or staff referral

 Referral by a friend (s)

Make sure you have a PASS to see the counselor. DO NOT

COME BETWEEN CLASSES.

In addition to school counselors, there are many adults to

turn to on campus for help, like your teachers. We all care

about you. If you need help and find it difficult to talk to a

person face to face, the crisis textline is available. The

number is posted in most of our restrooms. Crisis Text line:

Text HERE4U to 741741. The Suicide Prevention Hotline is

also available at 1-800-273-TALK.

Treat others the way you want to be treated. How you treat

others affects friendships and how you feel about yourself. If

you find that you are having difficulty with others, consider if

you are being kind. You don't have to like everybody but you
must treat them with respect. If you are feeling bullied by

someone, tell an adult. Booker Middle is a NO BULLYING

ZONE.

 REPORT incidents of bullying,

 SUPPORT victims of bullying as they deal with its physical

 and emotional damage, and

 DEFEND victims of bullying by standing with them against

 the perpetrators.

 Guidance and Counseling services

 Introduce your guidance teacher/career advocacy teacher. S/he may
discuss what your guidance, career advocacy, and counseling services offer
and what is your protocol for guidance and counseling concerns.
Guidance Service # 2. Individual Inventory Service:
Individual inventory service is an important type of guidance service
which may be recognized often as “pupil’s” inventory service. It is very
much essential for student as it assists to know the student “himself”
at the time of taking any decisions so far his educational courses and
careers are concerned. Really the student proceeds in his educational
set-up as he has made proper choice regarding concerned subject or
courses according to his own abilities, interests, aptitudes, attitudes
and skills. The adequate and accurate data are collected for the same
purpose.

Generally student’s information is highly required for the

following reasons:
(i) The individual or student’s information is needed to assist
the student to know the clear picture of his abilities,
interests, aptitudes, skills, personality characteristics,
achievement standard, level of aspiration and his physical
health status as well as his mental capacities.
(ii)  It assists student to know himself from various point of
view such as socio-economic-status, family background,
educational status of family, will of parents and students
etc.
(iii) (iii) It helps student to provide a record of the academic
standard and status and his progress in this regard.
(iv) (iv) It enables guidance worker, and teacher to know about
student adequately as a result of which they would be able
to suggest for further progress of the students.
(v) Steps of Individual Inventory Service:
(vi) The following steps should be followed at the time
of organisation of individual inventory service in
the school:
(VII) ADVERTISEMENTS:

(viii) 1. Data Collection:

(ix) Data collection is the first and foremost step to be followed
for good individual inventory service. Here necessary and
adequate data regarding student’s ability, interests,
aptitudes, skills, habit patterns, family background, socio-
economic-status, health, habits and conditions, vocational
interest, educational standard, interest for different
curricular and co-curricular activities, parental aspirations
etc. should be collected by guidance personnel with utmost
care.
(x) For the purpose of data collection about the students, the
guidance worker should take the help of different tools and
techniques such as interviews, observations, case study,
incidental records, cumulative record cards, questionnaires,
rating scales, standardized test, and inventories meant for
measuring intelligence, creativity, adjustment abilities and
other psychological traits.
(xi) The individual inventory service needs following
data about each student which are to be collected
carefully and intellectually by the guidance
personnel:
(XII) ADVERTISEMENTS:
(xiii) (i) General data:
(xiv) Pupil’s name, his father’s name, age, date of birth, place of
birth, permanent address, present address, name of the
class in which he reads,
(xv) (ii) Family data:
(xvi) Home and school environment, number of the family
members, number of the brothers and sisters, relation with
family members, parental educational status, parental
occupational status, socio-economic-status of the family,
home situation (Rural/Urban) and health status of family
members.
(XVII) ADVERTISEMENTS:

(xviii) (iii) Physical data:

(xix) Pupil’s height, weight, body structure, complexion, eye
sight, hearing condition, heart and lung condition, chronic
disease, health status of the student etc.
(xx) (iv) Academic data:
(xxi) Present achievement records, past achievement records,
progress of studies in different subjects, marks or grades
obtained the position of student in the class-room so far his
academic achievement is concerned.
(xxii) (v) Social data:
(xxiii) Manners of the student, his customs, values, social skills,
participation in various social institutions, co-operation,
fellow feeling, dealings with other members of society etc.
(XXIV) ADVERTISEMENTS:

(xxv) (vi) Data about co-curricular activities:

 (xxvi) Interest in games, sports, interest in participating different
competitions such as drama competition, music
competition, debate competition, essay competition, school
exhibition, group discussion and spiritual discussion etc.
(xxvii) (vii) Psychological data:
(xxviii) Mental ability, emotional maturity, power of reasoning and
thinking, aptitudes, interests, attitudes, vocational interest,
self-concepts and other personality traits etc.
(xxix) (viii) Data regarding entertainment:
(xxx) Leisure time activities, sources and means of refreshment,
other liking hobbies and other engagements.

Maintenance of data:
The useful data about students should be organised and recorded
properly in a cumulative record after collection of data. The
cumulative record should be based on up-to-date, adequate and
appropriate data about the student which must be carefully examined
and looked by the teachers, counsellors and psychologists previously.
Because cumulative record gives a clear picture of the student’s
achievement and progress which presents all data about student at a
glance. The cumulative record is sent with the student to new school
secretly when the student leaves the school.

3. Use of data:
In the school proper guidance is given to the student after analysing
and interpreting the data collected previously by the guidance
personnel. Due to this step taken by guidance worker, student
becomes able to find out a better choice in regards to education,
vocation and career planning.

4. Self Inventory Service:

The purpose of know thyself can be fulfilled by self inventory service
which helps students to develop awareness and self confidence within
them. At the same time students become more conscious of their
strength and limitations as a result of which they become able to carry
on academic work and vocational work perfectly.

ADVERTISEMENTS:

The data of self inventory is collected by self analysis, questionnaire,

self ranking chart, self evaluation chart for the purpose of self
appraisal and the same data becomes helpful in supplementing other
sources of information about the student.

Guidance Service # 3. Information Service:

Information actually plays a vital role in each and every guidance
programme. Because it assists students to take suitable decisions in
case of educational planning and career and vocational career. At the
same time it is helpful to students to adjust well in different social
situations including school situation and occupational situation.

The essential information for planning the educational and

vocational career is collected from various sources such as:
(1) Teachers
(2) Parents

(3) School guidance personnel or Counsellor

ADVERTISEMENTS:

(4) Intimate friends and mates

(5) News papers and different useful journals and

(6) Other mass media such as Radio and T.V.

The information which students get from different sources should be

authentic and free from all business and errors as a result of which
student would be able to take right decision in regards to his
educational and vocational careers.

Need of Information Service:

In the present world, information service is highly needed by the
students to have a better planning for future in the context of
educational and vocational career and to adjust well in different social
situations.

The needs of the information service may be as follows:

ADVERTISEMENTS:

(i) Information service helps students to take right decisions when

they face multifarious problems in the context of educational life and
vocational life.
(ii) The well designed and up-to-date information service motivates
and stimulates the students to appraise their idea and ideologies,
critically for the purpose of deriving maximum satisfaction and
achieving self-realization.

(iii) Information service assists students to be self-dependent, self

cautious and self regulatory with full confidence and satisfaction in
this competitive and complex world in taking matured decisions in
different spheres of life.

(iv) Information service enables students to correlate and compare his

decisions with his abilities, interests, aptitudes, strength and
limitations as a result of which the correctness of the decisions can be
smoothly known by the students.

(v) Information service assists students to explore new possible areas

to place themselves well by which they would be free from all tensions
and frustrations.

In this context, Norris and Others have pointed out the fol-
lowing needs and objectives of information service:
(i) To identify the choice available among the multifarious vocations
opened to them.

(ii) To evaluate their self-perception of activities and interests against

actual occupational needs.

(iii) To develop self awareness and self-confidence in individual about

various occupations.
Types of Information:
There are three categories of information’s which are very
much essential for good guidance service such as:
(i) Educational information

(ii) Occupational information

(iii) Personal-Social information.

(i) Educational Information Service:

Educational information service plays a significant role in the process
of educational guidance. It is highly needed by students in taking right
decision in case of planning educational career and to provide
information regarding educational opportunities which are to be
available by the students.

According to Norris and others “Educational information is valid and

usable data about all types of probable future educational or training
opportunities and requirements, including curricular and co-
curricular offerings, requirements for entrance and condition and
problem of student life. Educational information service is not only
useful for students but also it is essential for teachers, parents and
counsellors to guide the students in this regard properly.

Educational information service provides following data

such as:
(i) Rules and regulations of school, college and university in regards to
admission procedure, duration of the course, terms and conditions for
option and selection of a particular subject or course.
(ii) Content of subjects and courses of studies for a particular course or
class.

(iii) Study habits, skills and other capacities.

(iv) Scholarships, stipends, loans meant for students and its procedure
to get it.

(v) Information’s regarding different educational and learning

oriented programmes.

(vi) Examination methods, procedures and other rules regarding it.

(vii) Student’s social life and cultural opportunities meant for the
progress and pleasure of the students.

Various useful educational information’s are obtained from

following different sources such as:
(i) Prospectuses of different schools, colleges, universities and special
technical and professional institutions.

(ii) Directories of different educational institutions.

(iii) Books, pamphlets, leaflets, brochures which are designed to

develop study skills, to prepare for examinations, to prepare notes
published by different guidance bureaux and other organisations.

(iv) Prospectuses and brochures written for the purpose of

scholarships, loans, stipends offered by ministry of education,
Government of India, Department of Education of State and other
social agencies.

(v) Various illustrative material such as film strips, posters and charts
based on different educational opportunities and arrangement.

One thing should be kept in the mind that the educational information
should be collected and compiled by the adequate trained teacher and
guidance oriented personnel as a result of which the goal of
educational information service would be achieved.

(i) To demonstrate their competence in skills basic to the chosen

occupations.

(ii) To develop an appreciation for all occupations and importance

they have in the society.

(iii) To develop in the individuals the recognition of the relationship

between personal values and the influence of others on the choice of
their occupations.

(iv) To learn to reduce the discrepancy between where they are and
where they want to be.

(v) To learn to apply decision-making process in their personal and

vocational lives.

(vi) To develop means for helping them to study intensively a few

selected occupations or educational or training facilities.
(vii) To become fully aware of and acquainted with all kinds of
occupational and vocational opportunities.

(viii) To develop tentative educational and occupational plan based on

through self-study.

(ix) To present specific techniques to meet the immediate needs and

employment facilities.

Uses of Educational Information Service:

Bear and Rocher have given the following uses of
information service on the basis of a study:
(i) Assurance use:
Information can be used to assure the students of the appropriateness
of his decisions.

(ii) Evaluative use:

Information can be used to check accuracy and adequacy of student’s
knowledge and understanding.

(iii) Exploratory use:

Information can be used to help students to explore and study all
alternatives of possible choices.

(iv) Re-adjective use:

Information can be used for helping then to re-orient themselves to
different levels of goals.

(v) Synthesis use:

Data can be used to relate the with personal needs and conditions
which they can promote a synthesis of a behaviour patterns.

(vi) Awareness use:

Data can be used to add to student’s knowledge of occupation choices,
changing needs and so on.

(vii) Verification use:

Information can be used students to verify and clarify choices,
opportunities and decisions.

(ii) Occupational Information Service:

One of the important aims of education as well as life of man is to earn
bread and butter to survive in the world. To satisfy the same aim one
has to find out a suitable place in the world of work. So that to have a
better choice in occupational world one needs several information’s
regarding job, nature of job, emoluments and other financial benefits,
working condition, promotion facilities, qualifications and other
aspects etc.

After getting all the available related information’s about job, a

student thinks to choose better one for his own sake. Otherwise the
entire efforts will go in vain if a student does not get relevant and up-
to-date information’s regarding various occupations.

Due to reliable and relevant up-to-date information about different

jobs at least a student gets privilege to select a suitable occupation,
according to his own abilities, interests, skills, aptitudes, attitudes
including present family conditions and social situations.
According to Norris and her colleagues “Occupational infor-
mation is valid and usable data about positions of jobs and
occupations including duties, requirements for entrance,
conditions of work, rewards offered, advancement pattern,
existing and predicted supply of and demand for workers
and sources for further information.”
Really the importance of occupational information service is highly felt
in the present complex and competitive world for the youngsters of the
nation.

Occupational information is highly needed by the students

due to the following reasons:
(i) Occupational information service makes vocational
guidance more informative:
For successful vocational guidance, occupational information service
is highly needed. Because occupational information service provides
various useful information’s regarding name or title of job, nature of
work and information about training, financial benefits and future
prospectus and so on. It is not possible to find out a better choice in
the context of job without the knowledge of various adequate
information’s of different occupations of the world.

(ii) Occupational information service enables students to

know clear picture of occupational world in the context of
dynamic society:
In course of time occupational pattern is changing rapidly in both
private and public sector. In past, agriculture was only major
occupation of the majority of the people. Then occupational pattern
became industrially dominated and it is giving much emphasis on
white collared job. The same occupational pattern may not exist in
future.

So that occupational information service provides information’s

regarding previous pattern and status of occupations and present
status and pattern of the occupations which are helpful in predicting
future occupational pattern of the country or world. According to the
situations, the occupational choice can be made properly by the
students which are generally possible due to the occupational
information service.

(iii) Occupational information service helps students in

educational and vocational planning:
The guidance worker or teacher gets much scope to suggest students
properly about his educational career and as well as his occupational
career. The students are provided maximum opportunity to plan well
for their educational and vocational career. In this way occupational
information service helps students and guidance worker for the
betterment of the student in concerning fields.

(iv) Occupational information service helps students in

changing the old courses and in accepting new one:
To challenge with rapidly changing world of work one has to decide
subjects, courses in relation to future occupation. Otherwise he will
not adjust properly in the present occupational world. Keeping this in
the mind a student should change the old courses and accept new one
if situation compels to change so far his occupational choice is
concerned.

(v) Occupational information service provides maximum

benefits to the student in case of occupational career:
A student easily comes to know about different aspects of job and its
prospects through occupational information service within a short
span of time. Here student avails opportunity to choose a suitable
occupation for life spending less time as information’s regarding
vocations are previously collected. At the time a better choice of
student for his job gives utmost satisfaction to him and it also becomes
more beneficial for student.

Occupational information service provides information on

the basis of following facts which should be collected before-
hand sincerely with proper care:
(i) Name of various vocational courses and higher vocational trainings.

(ii) Name of the various available institutions of higher training.

(iii) Scholarships, any financial assistance or stipends available for

undergoing trainings.

(iv) Various job title and available job opportunities.

(v) Descriptions of the job and its requirements such as age, sex,
qualifications, training, experience, fitness, nature of work, hours of
work, other equipment and materials used etc.
(vi) Emoluments and other financial benefits of job.

(vii) Working conditions, incentives and hazards involved in job.

(viii) Promotion prospects and transfer possibilities, appointment

places.

(ix) Methods of recruitments, qualification either general or

professional and cues for interviews and number of posts and so on.

(x) Any special information about the job.

Sources of Occupational Information:

Useful and up-to-date occupational information is to be col-
lected by the teachers, the counsellors the administrators,
and the libertarian from the following sources such as:
(i) Different occupational abstracts, briefs, guides, monographs, paper
cutting and pamphlets published by CIRTES, Department of
Educational Psychology and Foundations of Education, State
Guidance Bureaux;

(ii) Occupational files and dictionaries & career information manuals.

(iii) Employment news, employment exchange, magazines,

government notifications and bulletins etc.

(iv) Various illustrative materials like films, filmstrips, posters and

charts pertaining to various jobs and occupational processes.
To make more effective occupational information service certain,
activities like career talk, career conferences, career corner, industrial
visit, simulated interview and vocational counselling should be
organised systematically by teachers and counsellors.

Career corner is a display centre which helps students to go through

different career books, pamphlets, posters and notices concerning
career information’s. In career talk, an expert in any vocation or career
is invited to school to offer a talk on the specific job to the students so
far his mastery is concerned.

In career conference, several experts of their concerned fields are

invited and they discuss about different jobs and its other aspects
before students. In industrial visit, students get privileges, to visit in-
dustry to know different required information’s ‘about their job career
and so’ on.

In simulated interview, students are provided an artificial interview

situation to prepare them for real interview for a particular job. In
vocational counselling, students are provided training by vocational
counsellors to solve problems regarding selection of vocation,
preparing for an occupation and progress in vocation as a result of
which student can be able to adjust better in the world of work.

(iii) Personal-Social Information:

Personal-social information service is highly needed by the students as
it is meant to improve personal and social relations of an individual in
the society. According to Norris and her other colleagues “personal-
social information is valid and usable data about the
opportunities and influences of the human and physical
environment which bear on personal and inter-personal
relations.”
Personal-social information service enables students to understand
himself better and his place in the home, school and community so far
social and personal relations are concerned. It also helps students or
individuals to improve his relation with other members of the society.

Personal social information service includes several personal-social

information’s of individual or student such as dealings with other
social members, manners and customs, relationship with siblings,
peers and other boy and girl friends, personal appearance, social skills,
participation in different social organisations, adjustment capacities in
different social situations, family relations, leisure time activities,
financial planning and arrangement and successful and sound living.

The teachers and guidance workers should provide booklets, mental

health material, personal hygiene material and different illustrative
materials such as films, film strips, poster charts regarding personal-
social adjustment to the students to make them a successful member
of family as well as society for leading a happy life.

Guidance Service # 4. Counselling Service:

As an integral part of guidance programme, counselling service is not a
recent idea and service having wide applications in different social set
up such as family, school, medical, other counselling centres etc.
counselling service may be provided by parents to children in the
family, by teachers to students in school, by doctors to patients in
medical and so on to overcome the problems what generally occur in
their lives. In day to day life thousands of problems create hindrances
in the development and prosperity of I lie individual as these are
educational, occupational and personal-social in nature.

In the ever changing society, as an professional activity, the need of

counselling service is highly felt to find out the solutions towards
innumerable problems such as change of disliking subjects, problem of
study habits, preparing for examination, inadequate participation in
school curricular and co-curricular activities, free studentship, and
scholarship and stipend, planning for future vocation, making and
keeping relation with friends, co-operating with teachers and mates,
adjusting with family members and parents, dealing love affairs,
developing inferiority complex, behavioural problems, health
problems, economic problems, problem of dealings, manners and
morals, problems in the context of utilization of leisure hours,
problems relating to under achievement, absence and dropping out of
school college and other related educational or training centre,
material problems etc.

To attain this goal counselling service is initiated by counsellor for the

purpose solving the problems of counselee. Thus counselling service is
basically meant for the betterment and welfare of the students so
called counselee and the service is offered by the counsellor which
cites a picture of their better relationship between them. In other
words counselling service is considered as the relationship between
two individuals in which one helps the other to help himself. To make
the concept clear about the meaning of counselling several definitions
are cited here.

Webster’s dictionary:
Counselling is defined as “Consultation, mutual interchange of
opinions, deliberating together.”
Wren:
“Counselling is a dynamic and purposeful relationship between two
people who approach a mutually defined problem with mutual
consideration of each other to the end that they the younger or less
mature, or more troubled of two is aided to a self- determined
resolution of his problem.”

Ohlsen:
“Counselling is an accepting, trusting and safe relationship in which
clients learn to discuss openly what worries and upsets them, to define
precise behaviour goals, to acquire the essential social skills, and to
develop the courage and self-confidence to implement desired new-
behaviours.”

Tolbert:
“Counselling is a personal and face-to-face relationship between two
people in which the counsellor by means of his special competencies,
provides a learning situation in which the counsellor a normal person
is to know himself and his possible future so that he can use of his
characteristics and potentialities in a way that is satisfying both to
himself and to society, can learn further as how to solve future
problems and most future needs.”
Hahn and Maclean:
“Counselling is a process which takes place in a one to one relationship
between on individual beset by problems with which he cannot cope
alone and a professional worker whose training and experience have -
qualified him to help others reach solutions to various types of
personal difficulties.”

Arbuckle:
“Counselling is helping a person to come to see who really is, what he
has and does not have, what he can do easily, what he can do with
difficulty and what he probably cannot do at all…… [It] is a close
sharing of a human relationship with one who has for him a high
regard, one who can offer him unconditional acceptance, but one who
has no guarantees, no answers.”

Robinson:
“The term counselling ………. covers all types of two person situations
in which one person, is helped to adjust more effectively to himself
and to his environment.”

Ruth Strang:
“Counselling process is a joint quest. The students responsibility is to
try to understand himself and the direction in which he should go and
to gain self confidence in handling problems as they arise. The
counsellor’s responsibility is to assist in this process whenever the
student needs and is ready for help. The counsellor serves as a kind of
key that unlocks new insight.”

Pepinsky and Pepinsky:

“Counselling relationship refers to the interaction which:
(i) Occurs between two individuals
called “counsellor” and “client”,
(ii) Takes place within a professional setting, and

(iii) Is initiated and maintained as a means of facilitating changes in

the behaviour of the client.

The counselling relationship develops from the interaction between

two individuals, one a professionally trained worker and the other a
person who seeks his services.”

James Michael Lee and Nathaniel J. Patten:

“Counselling is the relationship between two persons in which one of
them attempts to assist the other in so organizing himself as to attain a
particular form of happiness, adjustment to a like situation, or in
short, self-actualization. Counselling always involves a one-to-one
relationship that is one client and one guidance worker in a formal or
informal interview situation.”

Summing up these, it is found that the followings are the

main elements of counselling which make meaning of
counselling more clear:
(i) Counselling service is a process which establishes one-to-one
relationship between two individuals.
(ii) One person needs counselling as he has worries, problems,
anxieties, tensions and difficulties where he is unable to co-op with
alone.

(iii) The other person helps former solving his problems on the basis
of his previous experience, knowledge of training and experience of
counselling.

(iv) The person who seeks assistance feeling its need is recognized as
the counselee and the person who offers assistance to counselee is
identified as the counsellor.

(v) The relationship between the two persons namely counselee and
counsellor is based and strengthened on mutual trust, acceptance,
sharing safety and co-operation and friendly relation.

(vi) Counselling is a self active process which means the counselee has
to take the help from counsellor to solve his own problems. But in
counselling service the counsellor is not subject to solve the problems
of the counselee. In counselling service, the counsellor enables
counselee to develop insight in to his own problems and to encourage
self confidence within the counselee to overcome his difficulties and to
be free from tensions, anxieties and etc.

(vii) Counselling is the most useful and vital technique which can be
designed to work with pupils either individually or pupils in group.

(viii) Counselling is meant to develop capacities of counselee for self-

understanding, self-acceptance and self- realization.
(ix) Counselling is meant to bring about a voluntary change in the
counselee where there is no room for compulsion.

(x) Counselling is a job to help counselee not influencing his values,

attitudes, beliefs, faiths, interests or decisions in the process of
counselling.

Objectives and Purposes of Counselling Service:

Certain viewpoints may be quoted here for the purpose of knowing
main objectives and purposes of counselling to have a clear-cut idea
about the concept of counselling.

The American Psychological Association has pointed out the

objectives counselling in the following words:
(a) the client’s realistic acceptance of his own capacities, motivations
and self attitudes,

(b) the client’s achievement of a reasonable harmony with his social,

economic and vocational environment and

(c) society’s acceptance of individual differences and their implications

for community employment and marriage relations.

Dunsmoor and Miller (1949) have given their view that the core of
student counselling is meant to help the student to help himself.

From this point of view they have elaborated the following

purposes of student counselling:
1. To give the student information on matters important to his success.
2. To get information about student which will be of help in solving his
problems.

3. To establish a feeling of mutual understanding between student and

teacher.

4. To help student work out a plan for solving his difficulties.

5. To help the student know himself better-his interests, abilities,

aptitudes and opportunities.

6. To encourage and develop special abilities and right attitudes.

7. To inspire successful endeavour towards attainment.

8. To assist the student in planning for educational and vocational

choices.

Steps of Counselling Service:

Counselling is not a half-hazard business which is carried on all on
sudden. It needs a systematic procedure to get a fruitful ending.

The process of counselling goes on developing through

following steps:
1. At the outset the problem is felt by the counselee and his mind goes
on blinking about the possible solution.

2. Then difficulty is defined and analysed. After that intellectualization

of difficulty takes place to solve the problem.
3. Various possible solutions come to mind. Out of different
suggestions one suggestion after another is invited as an leading idea
so called hypothesis or intellectual guess or tentative suggestion.

4. The hypothesis taken for counselling is explored through mental

supposition.

5. Finally the hypothesis is verified and tested by overt or covert

actions.

Types of Counselling Service:

Counselling is of mainly three types on the basis of its
approaches such as:
1. Directive Counselling

2. Non-directive Counselling

3. Eclectic Counselling

1. Directive Counselling:
Directive counselling is a process where counsellor plays a major role
as the leader of the counselling situation. Due to this cause directive
counselling is considered and recognized as counsellor centred
counselling. The credit goes to Williamson and Darley as they coined
new terminology namely clinical counselling in the place of counsellor
centred counselling. In this counselling service counsellor conducts
the interview with the counselee to know the problem of the student.

Much emphasis is paid on problem not on the individual. Both

counsellor and counselee should proceed in the counselling work with
full co-operation and friendly relation. The counsellor assists
counselee the take suitable, decision for the problem. Besides this the
counsellor helps counselee to think and to solve the problem providing
valuable information and necessary interpretation.

2. Non-directive Counselling:
Non-directive counselling is based on the Carl R. Rogerian self- theory
throughout the interview which is otherwise known as counselee
centred counselling. Because in this type of counselling the counselee
occupies an important place and plays significant role in the process.
Of course counselee develops insight for the solution of problem with
the help of the counsellor whose role is passive.

Due to this reason counselee gets a lot of privilege and freedom to help
himself. In this counselling service both the sides such as counsellor
and counselee should be co-operative to handle the counselling work
in a familial setting. In this friendly situation counselee expresses his
feelings freely and counsellor accepts the idea and feeling of counselee
with sympathy.

In this free sphere the counsellor provides chance to the counselee to

explore his feelings and then counsellor starts clarifying and
interpretation these feelings. After that the counsellor enables
counselee to develop self insight to solve the problems smoothly.
Before entering in to this kind of counselling service the counsellor
should assume that every individual does possess capacity to be
adjective, matured, grown up through self direction and self insight.
3. Eclectic Counselling:
Eclectic counselling is not extreme form of counselling like directing
counselling and non-directive counselling. In directive counselling
counsellor plays a dominant role and contrary to this in non-directive
counselling counselee commands precious place being more active
than counsellor. But eclectic counselling is based on principles taken
from both the aforesaid counselling.

In this type of counselling counsellor is neither too active and nor too
passive and the same principle is true to counselee also. The
counsellor tries to adopt his methods according to needs of the
counselee and motivates the counselee to solve his own problems after
careful observation and analysis of personality and needs of the
individual.

The counsellor should provide permissive and accepting atmosphere

to counselee to make him free to express his feelings towards problem.
Then he adopts different techniques to change the students
environment with full enthusiasm and he also makes good use of
collected available data about the individual to find out the tentative
steps to overcome problems.

Here the counsellor and the counselee extend their hands of co-
operation to arrive at a suitable decision or solution to a problem. In
this counselling the main assumption is to develop philosophy among
counselee that the goal of solving the problem is their responsibility
and it is not the business of counsellor or teacher. Thorne is the
supporter of this type of counselling and initiated it with full stress.
In counselling service, the counsellor or teacher should
adopt the following techniques to make the service more
effective and fruitful:
1. Attempt for establishing good rapport with the counselee.

2. Much emphasis for developing a healthy, trusting, accepting,

relationship with counselee.

3. Providing chance to counselee to enable them to express freely

without any fear his worries, anxieties, tensions, goals or plan to
proceed.

4. Assistance for helping counselee to develop insight into his original

and factual problems and to enable him to understand himself and the
environment which surrounds him.

5. Thinking and discussing a plan to overcome the difficulties.

6. Encouraging counselee to develop self-confidence and self- concept

to challenge the faced problems.

7. Selection and adoption of a particular approach such as directive, or

non-directive or eclectic approach depends upon the situation
including type of problem, testing condition, possible collected data
etc.

8. For the purpose of counselling the techniques like correspondence,

discussion on telephone, interview and group discussion may be
adopted.
9. Creating climate to change the attitude and behaviour of parents,
teachers and friends towards the counselee.

10. Engaging counselee in such a way that he would not feel lazy and
uneasy.

Guidance Service # 5. Placement Service:

Like other guidance services, placement service is a kind of guidance
service which is especially carried on by teachers on guidance workers
to assist students to find out his own place in the educational setting
on occupational world considering his abilities, interests, skills,
aptitudes and attitudes.

It is obvious that the individual goes to the temple of education with

certain occupational and vocational goals. Thus educational and voca-
tional guidance enable student to have a right choice in case of
educational courses, vocational courses and trainings. Both type of
guidance assist student in the placement of good job and meant to
provide maximum satisfaction out of his placement.

According to H.B. English and A.C. English the term placement refers
to “the assigning of a worker to the job for which he is judged
best fitted.” Further same has been stressed that in terms of
placement “fitness includes the individual’s satisfaction as
well as his ability in relation to the job.”
From this opinion it has been derived that two things are
most important to remember in the placement service such
as:
(i) Fitness for the job which implies the ability, skills, interests,
aptitude and capacity of the individual on student in the context of his
job placement.

(ii) Satisfaction of the individual which implies the student’s

placement in a job should be better selected and meant for the
purpose of deriving maximum satisfaction out of the job.

Aims of the Placement Service:

The aims of placement service are as follows:
(i) The placement service is a process which is meant to help the
individual or student to place him in the occupational world to survive
on the basis of his abilities, skills, interests and innate talents.

(ii) The placement service is meant for the student which helps him to
adjust better in the job sphere and achieve progress in the job for his
development and welfare.

Types of Placement Service:

The placement service mainly is of two types namely:
1. Educational Placement

2. Vocational Placement

1. Educational Placement:
Educational placement is meant to aim at placing the student in
educational situations or institutions with suitable courses which best
suits him according to his own abilities, skills, interests, aptitudes.
Thus the educational goals regarding student’s achievement and
progress become easier to achieve.

Educational placement also not limited to some of regular courses,

rather it includes varieties of curricular and co-curricular activity
which goes inside school. Thus it is pertinent to say that educational
placement service is not limited to few and it should be offered to all
the students of all grades those who are in the school settings.

Purposes of Educational Placement Service:

The educational placement service is really intended to:
(i) Help the student in selection of school subjects and courses.

(ii) Help the student for his preparation in next new course.

(iii) Help the student in his transfer from one grade to another grade
or from one school to another new school.

(iv) Help the student for participation in various curricular and co-
curricular activities.

(v) Help the student to co-operate in community service.

(vi) help the student to find part time employment.

(vii) Help the student to utilize leisure hour properly.

(viii) Help the student to enter into various vocational schools or

trainings.

(ix) Help the student to enter into college for higher studies.
(x) Help the student in getting employment after completion of
educational courses.

2. Vocational Placement Service:

Vocational placement service is meant for the students to enable them
for the suitable placement in a liking job taking abilities, interests,
attitudes, skills into consideration. Therefore the students should be
guided properly by teachers and guidance workers to locate and secure
employment after completion of the educational career. The voca-
tional placement is meant to provide optimum satisfaction and
occupational satisfaction to the students out of full time appointment
or part time employment.

Purposes of Vocational Placement Service:

The vocational placement service is intended to:
(i) Help the student to get suitable job so far various occupational
choices are concerned.

(ii) Help the student to adjust him to the new occupational setting and
environment.

(iii) Help the student informing necessary information about the

vacancies available in both public and private sectors.

(iv) Help student as it collects necessary information about him in the

context of occupation.

(v) Help employers-as it gives information about trained and qualified

personnel according to their requirement and demands.
(vi) Help students’ providing different occupational information’s
from several mass media such as news paper, hand book containing
job information, audio visual-aids, special bulletin and publications.

Phases of Placement Service:

The placement service can be completed through the
following phases:
1. In the first phase of placement service, the general character of
occupational life is explained to the student and he is provided
necessary education for the same purpose.

2. Then student is oriented towards some occupational field for which

he has pre-requisite qualification, experience and interest.

3. In the third phase of placement service the student is enabled to

understand and study his own abilities, interests, aptitudes in the
context his favourite occupation for which he is interested.

4. The fourth phase of placement service is an important phase of

placement service. The student needs skilful guidance and counselling
in choosing a job for himself according to his abilities, interests,
aptitudes and skills. The guidance workers or teachers employ
different guidance techniques and tests to know all about the student
at this stage.

5. The student takes up the job and begins his work for the purpose of
his job.
6. The sixth and final phase of placement service includes the follow-
up of the job for which the placement service is accepted.

Guidance Service # 6. Referral Service:

The referral service is meant for the students those who are not subject
to be guided and counselled by the teachers or guidance workers in a
normal group. This referral service is arranged for the purpose of
specialized help. In this special cases student is advised by teachers
and counsellors to go for taking special help from specialized person
or agency. Because the student needs specialized help and much care
to overcome the problems.

The teacher and guidance worker recommend and refer the student to
go for better guidance service through specialized person or agency
taking student’s development into account. But it is not only business
of teacher or guidance worker to refer student but also to follow-up
him to know about his progress and prosperity so far the purpose of
referring is concerned.

Therefore it is natural that the teacher or guidance worker keeps good

relationship with the referral student and referral agencies as a’ result
of which the main aim of referring service can be fulfilled.

Guidance Service # 7. Remedial Service:

Like referral service, the remedial service is a kind of specialized
service which is meant for exceptional children such as student having
speech defects, hard of hearing, incapable of reading and developing
study habits etc. These exceptional children are not normal children
those who will read, think and act properly. So that they need special
treatment to overcome these handicaps.

For this reason teachers and counsellors make arrangement for the
remedial help for these exceptional children. It is generally offered in
the school with much care. That is why almost all students get benefit
by certain training like training meant for developing study skill.

More over remedial service is a special arrangement for the

exceptional children. In case of speech articulation the arrangement
may be made for tape-recorder which is instrument of low cost. In this
way the special helps and efforts should be made for children having
hearing problem and readily handicaps to solve their problems
smoothly.

Extra and hearty efforts should be taken by teachers and counsellors

for the welfare and well being of the needy children as result of which
the main purpose of remedial service can be achieved easily.

Guidance Service # 8. Follow-Up Service:

Follow-up service is considered as an important guidance service
which is intended to evaluate and ascertain the student’s progress and
performance in the context of educational career and activities and
progress in the job placement. It is not only the main task of teacher
and guidance worker to provide educational placement and job
placement through placement service but also it is most important
concern is to evaluate the performance and success in the respective
field.
The following questions may be answered by follow-up
service in order to know progress and performance of
student and employee in their respective field of work:
(i) Whether guidance in general satisfies needs and demands of
students.

(ii) To what extent the students have been able to achieve the goal in
relation to their abilities, interests and aptitudes.

(iii) Whether curricular and co-curricular choices have been wise for
concerned student.

(iv) To what extent the students have been co-operative in taking part
in curricular activities and co-curricular activities to derive maximum
gain.

(v) Whether job choices of student have been wise after completion of
the educational ladder or training courses.

(vi) To what extent the students have been able to adjust in his part
time or full time job.

(vii) Whether provided guidance service meant for students have been
sufficient so far their success and activities are concerned.

Characteristics of Follow-Up Service:

A good follow-up service has following characteristics:
1. Follow-up service is a welfare attempt and a continuous process.
2. Follow-up service needs careful evaluation by the expert teachers
and guidance workers.

3. During schooling each class is follow-up for at least five years.

4. Follow-up service is helpful and meant for all students of the school.

5. Follow-up service serves the goals and purposes of students and

school in, a systematic way.

6. Follow-up service assists guidance workers to know how far a

particular educational institution has been successful and systematic
in offering educational experiences to its pupils.

7. Follow-up service is helpful for the students to know how far they
made right choices in educational and vocational placement.

8. Follow-up service is helpful for the student to know how far he is

able to get benefit from the educational and vocational opportunities.

9. Follow-up service gives hints whether the student needs further

guidance service or not.

10. Follow-up service even if is conducted for former students for the
purpose of interaction and collection of information.

Objectives of Follow-Up Services:

The main objectives of follow-up services in school are as
follows:
(i) It helps the institutions or personnel or agencies those who are
engaged in educational and vocational placement services in achieving
educational, vocational or personal adjustment of the students.

(ii) It helps the school to keep relationship with its students for the
collection of needed information’s.

(iii) It helps the students and teachers in realizing the aims and
objectives of education as well as guidance in education and
occupation.

(iv) It helps teachers and guidance workers in inviting required

changes in the school programme on the basis of information’s
collected from former students so far their present educational and
vocational career is concerned.

(v) It helps teachers and guidance workers to study the number of

causes of drop outs in different classes.

(vi) It helps the teachers and guidance workers to take essential steps
to check the wastage and stagnation in the field of education.

(vii) It helps the teachers and guidance worker to bring certain

changes in curriculum as the student and present society needs.

(viii) It helps the students to know their correctness in selecting

certain educational career and occupational career.

(ix) It helps students to know about available educational and

vocational opportunities and to proceed accordingly.
(x) It helps teachers and guidance workers to evaluate the success and
achievement in educational career and vocational career of the
student.

(xi) It helps students in providing occupational statistics as a result of

which they are able to adjust in the occupational placement.

(xii) It helps students in providing encouragement and giving

inspiration to them as they are not benefited and encouraged by
placement.

Planning the Follow-Up Service:

It is quite well known that no purposeful activity and goal oriented
service can be successful and fruitful without proper planning and
organisation. That is why the purpose and aims of follow-up service
should be kept in the mind before planning the follow-up service.

The teacher and guidance worker should proceed to plan for

the follow-up service keeping following major points in the
mind:
(i) The school guidance personnel should collect useful and desirable
information’s from former students to know about educational and
vocational opportunities available to them.

(ii) The school guidance personnel should carry systematic evaluation

to study the effectiveness of the offered follow-up service meant for
students.
(iii) The school guidance personnel should utilize the information
collected by follow-up service for developmental purpose of the
student of school.

Organisation of Follow-Up Service:

For the purpose of organizing follow-up service, the teacher or
guidance worker should keep close content with the former students
by certain techniques like questionnaire method, telephone
communication, organisation of old boy’s association, interview or
post card survey to study about the educational and occupational
opportunities.

In-spite of certain limitations in the aforesaid techniques like validity

of information, time consuming and money consuming aspect of
information collection, the guidance personnel should use any
advantageous technique for purpose of collecting information from
former students.

With this task a plan should be chalked out with certain aims and
objectives before entering into follow-up services meant for the school
students. Then the assessment work is started on the basis of previous
collected information’s. It is important to remember that the data
collected from the former student should be reliable and satisfactory.
Otherwise no benefit of follow-up service can lie available and entire
efforts will go without any effective result.

Thus in order to remove this difficulty certain training should be

offered to the former students for the same while they are in the
school. At the same time the co-operation of parents, teachers and
former students is required to continue the follow-up service in the
school. The follow-up service is meant for all those who need it.

With these precautions the guidance personnel should be active in

starting follow up service in the school. Besides this the guidance
personnel should take all the concerned initiatives with due emphasis
and proper care as a result of which the follow-up service can be made
effective and successful.

Guidance Service # 9. Research Service:

Research service occupies an important place in guidance
service which is needed highly in the guidance process for
the following reasons:
(i) The research service helps guidance personnel for the purpose of a
better understanding of students, his school activities and his
difficulties.

(ii) The research service gives chance to know about available school
resources.

(iii) The research service helps guidance personnel to evaluate the

achievement of the students in the context of their goals.

(iv) The research service helps guidance personnel to enrich the

curriculum on the basis of findings of the studies.

(v) The research service helps guidance personnel to redirect and re-
orient the various other services which are already provided.
(vi) The research service is meant to examine and study the personnel
those who are involved in the school guidance programme.

(vii) The research service is meant to examine the techniques of

guidance programme which are used by guidance personnel to
accelerate the guidance service.

(viii) The research service provides a basis for guidance development

programme in the school.

(ix) The research service helps guidance personnel to develop new

methods and techniques of guidance.

Research service is not a one dose panacea. It is a continuous process

and carried on in school from time to time.In this service various
methods like survey and experimental methods may be employed to
ascertain the effectiveness of different guidance services. It should be
systematic and planned by which its goal can be achieved.

Guidance Service # 10. Evaluation Service:

The evaluation process is an essential part of the process of guidance
which is continuous in nature and done from time to time. Because it
completes the entire process of guidance provided in the school.

It is needed to evaluate following considerations such as:

(i) Use and application of collected information’s to continue activities
to find its effectiveness.

(ii) How far guidance services satisfy the needs and the student’s
efficiency.
(iii) To what extent the time consumed for guidance service is right.

(iv) To what extent the money spent for guidance service is right.

(v) How far guidance personnel involved in the guidance programme

have done their work.

To answer above concerned questions, the evaluation

service should be employed to find out the following
consideration such as:
(i) The number and proportion of students with educational and
vocational plans.

(ii) To know the degree of relationship between educational and

vocational achievements and the student’s capacity.

(iii) Degree of harmony between subjects or coursers preferred by

students and the requirements of the college or university in this
regard.

(iv) Extent of succession in work of college or university and its

examination.

(v) To observe the number and proportion of students ‘with vocational

choices and to study the number of students those who are shifting in
vocational choices.

(vi) Observing the amount of maladjustment among students and

success in provided treatment to the student in this regard.
(vii) Information’s about the degree of accuracy of student’s self
ratings.

(viii) Extent of interest and participation in co-curricular activities

which is carried on inside school.

(ix) how far students have used various information’s given by

guidance service for the purpose of educational and vocational choice.

(x) How far students are satisfied and benefited by the guidance
programme sponsored by school.

Much and close attention should be paid by guidance personnel to

manage and organize the school guidance service as a result of which
the goals of the guidance service can be achieved without any
obstacles. A successful evaluation process helps students as well as
teachers and society to facilitate good teaching and learning, to
develop academic achievement, to check wastage and stagnation, to
improve student performance, to improve class attendance, to create
favourable faculty opinion, to check indiscipline and unrest in school
campus and outside and to create familiar and open organisational
climate in the school.

Owing to the above facilities, merits and gains of evaluation service,

necessary attempts and activities concerning it should  taken carefully
and cautiously by the school teacher and guidance personnel in the
school by which the aims and objectives of guidance service as well as
evaluation service can be availed and achieved without any
obstruction.
Booker Middle School’s comprehensive guidance program is
designed to focus on improving school climate, increasing
academic performance, and inspiring tomorrow's leaders by
having high expectations for all. School-wide programs
focus on bullying prevention, and promotion of kindness,
tolerance, and respect. Students are reminded if they "see
something, say something," to ensure a safe campus.
Counselors also help students transition from elemen