G & C (Chandu)

07-09-2022 G & C [Study material]
MSE VIII.6 : GUIDANCE AND COUNSELLING

Credits: 4 (3L+ 1T +0P) Marks: 100
Contact hrs per week: 5 C1 + C2: 50
Exam Duration: 2 hrs C3: 50
In the point of examination only; We hope this Material is helpful to you.

Unit I: Meaning and Nature of Guidance
1. Guidance: Concept, aims, objectives, functions and principles.
Introduction:
Guidance is as old as civilisation. In the primitive society, elders in the family offered guidance to the
young and to persons in distress. Even today, in India, guidance, whether in educational, vocational or
personal matters, is sought from family elders. Guidance-unorganised and informal - in all places and
at all levels has been a vital aspect of the educational process. With the passage of time, revolutionary
changes have taken place in the field of agriculture, industry, business and medicine etc. These
changes in all walks of life coupled with extraordinary growth in our population has made the social
structure very complex. Head of the family or leader of the community with a limited knowledge of
the changed conditions is hardly competent in providing guidance and counselling to the youth of
today. Hence, there is a need for specialised guidance services. In this unit, we will try to interact with
you regarding the meaning and nature of guidance, its need and scope in India.
Definitions:
The term guidance represents the concept that is neither simple nor easily comprehensible due to the
complexity of the human nature, the individual differences and personal-social problems associated
with changing environmental conditions and cultural traditions.
Ruth Strang (1937) explains that guidance is a process of helping every individual through his own
efforts to discover and develop his potentialities for his personal happiness and social usefulness.
According to Jones (1951), guidance involves personal help given by someone. It is designed to assist a
person in deciding where he wants to go, what he wants to do, or how best he can accomplish his
purpose. Guidance helps an individual in solving problems that arise in life. It does not solve problems
for individual but helps him to solve them. The focus of guidance is the individual and not the
problems; its purpose is to promote the growth of the individual in self-direction.
Traxler (1957) considers guidance as a help which enables each individual to understand his abilities
and interests, to develop them as well as possible and to relate the life-goals, and finally to reach a
state of complete and mature self-guidance as a desirable member of the social order.
In the words of Crow and Crow (1962), “Guidance is an assistance made available by personally
qualified and adequately trained men or women to an individual of any age to help them manage their
own life activities, develop their own points of view, make their own decisions, and carry out their
own burden”.
Downing (1964) points out towards a common problem in defining guidance that is one of keeping the
definition short and sufficiently broad to be informative. He has attempted it by giving definition of
guidance in operational terms in two parts:
1. Guidance is an organized set of specialized services established as an integral part of the school
environment designed to promote the development of the students and assist them toward a realization
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Chandan kumar S, M Sc Ed [Chem], 4th year- RIE Mysore
of sound, wholesome adjustment and maximum accomplishments commensurate with their
personalities.
2. Guidance is a point of view that includes a positive attitude towards children and realization that it is
the supplement, strengthen and make more meaningful all other phases of a youngster’s education.
Mathewson (1962) defines guidance as the systematic professional process of helping the individual
through education and interpretative procedures to gain a better understanding of his own
characteristics and potentialities and to relate himself more satisfactorily to social requirements and
opportunities in accord with social and moral values.
Recently, Shepherd stated that (1) the immediate objective in guidance is to help each pupil meet and
solve his problems as they arise; and (2) the ultimate objective of all guidance is self-guidance.
According to the Indian Education Commission (1964-66), “Guidance involves the difficult art of
helping boys and girls to plan their own future wisely in the full light of all the factors that can be
mastered about themselves and about the world in which they are to live and work”.
National Vocational Guidance Association defined guidance as the process of helping a person to
develop and accept an integrated and adequate picture of himself and of his role in the world of work,
to test this concept against reality and to convert it into reality with satisfaction to himself and benefit
to society.
A thorough analysis of above mentioned definitions reveals the following elements in it:
1. Guidance programme is organized; it has a Structure, System and Personnel.
2. It is an integral part of the school system.
3. It consists of specialized services of testing, counselling, educational and vocational
information, placement and follow-up scheme.
4. Its major aim is the promotion of student development.
5. It helps children to develop and promote their ability to deal with their own problems.
6. It provides for the identification and development of talents and potentialities.
7. The intangible elements of guidance are recognized as a point of view or as an attitude
Some of the aims and objectives of educational guidance are:
 To assist the pupil to understand him/herself i.e. to understand his/her potentialities, strength and
limitations.
 To help the child make educational plans consist with his/her abilities, interests and goals.
 To enable the student to know detail about the subject and courses offered.
 To assist the student in making satisfactory progress in various school/ college subjects.
 To help the child to adjust with the schools, its rules, regulations, social life connected with it.
 To help the child in developing good study habits.
 To help the child to participate in out of class educational activities in which he can develop leadership
and other social qualities.
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Educational guidance carries out the following specific functions for the pupils at the elementary
stage of schooling:
(i) Educational guidance helps pupils to make a better beginning in their educational career by which
they can be able to have a better start and stay in a preferable type of education.
(ii) Educational guidance assists pupils for creating positive attitude towards their academic work.
(iii) Educational guidance enables pupils to achieve best according to their abilities and interests
overcoming the learning difficulties which come to arrest the development of students.
(iv) Educational guidance prepares pupils for successful entry into the secondary stage of schooling as
a result of which the pupils achieve their goal of education through better start for the same.
Functions at Secondary Stage:
Educational guidance performs the following specific functions at the secondary stage of schooling:
(i) Educational guidance makes acquainted the students with the new purposes of education in
relation to nature, type, role and scope of education considering suitable employment, good leadership
and better individual as well as social life.
(ii) Educational guidance helps students to choose suitable courses and activities according to their
abilities and interests keeping in view to their admission for higher secondary schools, junior colleges,
vocational institutions in order to receive employment and better social and cultural life.
(iii) Educational guidance enables students to make an appraisal of their abilities, interests, aptitudes
and skills, and to tag them to curricular courses and co-curricular activities.
(iv) Educational guidance helps students to overcome difficulties in learning some subjects and to
make them fit future progress in educational career.
(v) Educational guidance assists students to develop positive attitudes towards study and to motivate
them for the same aiming at better learning.
Functions at Higher Secondary Stage:
Educational guidance has the following specific functions at the higher secondary stage:
(i) Educational guidance helps students in the selection of suitable courses for further study and
vocations for future in accordance with their abilities and interests.
(ii) Educational guidance enables students to understand the clear-cut objectives of higher education
as a result of which they will be able to decide about their further study
Some of the aims and objectives of vocational guidance are:

 Assisting pupil to discover his/her own abilities and skills to feet them into general requirements of
the occupation under consideration.
 Helping the individual to develop an attitude towards work that will dignify whatever type of
occupation s/he may wish to enter.
 Assisting the individual to think critically about various types of occupations and to learn a
technique for analyzing information about vocations.
 Assisting pupils to secure relevant information about the facilities offered by various educational
institutions engaging in vocational training.
 At the elementary stage, although no formal guidance programmes are needed, the orientation to
vocation can be initiated at this stage. At this stage some qualities and skills which have grater
vocational significance viz. love and respect for manual work (ii) training in use of hands (iii) spirit
of cooperative work (iii) sharing (vi) appreciation for all works (vii) good interpersonal relationship
are to be developed.
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Vocational guidance has the following specific functions at the elementary stage.
(i) Vocational guidance assists students to develop their favourable attitude towards better habits,
skills in relation to their own liking field of work.
(ii) Vocational guidance prepares students for better courses for a job those who leave educational
campus after primary education.
(iii) Vocational guidance prepares students to participate in curricular and co-curricular activities
which are carried on in the school to develop the pupil’s skills and attitudes for successful work in
future life.
(iv) Vocational guidance assists pupils to know their own abilities and limitations in regards to their
preferable job.
(v) Vocational guidance assists to students providing a lot of occupational information’s for the
future of the students.
(vi) Vocational guidance helps students preparing them for secondary school courses so far
vocational aspect is concerned.
The followings are the different functions of vocational guidance at the secondary school level:
(i) Vocational guidance assists students to appraise their own abilities, interests, aptitudes, skills
and other qualities as a result of which they can be able to know themselves and choose best so far
their occupational choice is concerned.
(ii) Vocational guidance enables students to know vocational implications of various subjects and
courses by which they can be able to choose suitable subject and courses for the purpose of study.
(iii) Vocational guidance provides all the information’s and required data about employment
situation, job trends, nature and conditions of job and its different benefits by which students make
up their mind for a suitable job.
(iv) Vocational guidance helps- students to prepare them for a bright future so far their choice of job
and further vocational training course are concerned.
Vocational guidance has the following specific functions at the higher secondary stage:
(i) Vocational guidance assists students to know about different opportunities given by private or
public sectors so far job is concerned.
(ii) Vocational guidance enables students to understand the vocational implications of their subjects
or courses which are to be studied by them.
(iii) Vocational guidance assists students to acquaint with different available scholarships, stipends,
grants and fellowships.
(iv) Vocational guidance gives comprehensive outlook to the students about different types of
vocations and careers.
Vocational guidance is helpful for students from contact point of view so far different related
agencies, institutions and programmes are concerned.
Functions Of Guidance:
The meaning of guidance make it easy to know it’s functions. For example the term “teacher”
means who teaches, so the function of teacher is to teach. Similarly, from the different
meaning of the term guidance we can know the functions of guidance.
Some of the important functions of guidance are:
 Adjustive function
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 Oriental function
 Developmental function
Adjective functions:- The adjective function of guidance means if helps the students in making
appropriate adjustment to the current situation, may be in the educational institution,
occupational world, in the home or the community.
Oriental functions:- In order to adjust in different situation either by selecting his choices or
solving his problems. One must have details information about the same. This is possible by
proper guidance. Guidance orients one about the problem of career planning, educational
programming and direction towards long-term personal aims and values.
Development functions:- The oriental function of guidance not only helps one to get rid of
problems but helps to check it. It contributes to the self development and self-realization. It is
also an instrument of social and national development.
The principles of Guidance are:

1. Guidance is a life long process: Guidance is a continuous process, which starts from
childhood and continues till death. It is not a service which begins and terminates at specified
time or place.
2. Guidance lays emphasis on individualization: It emphasizes that each individual should be
given freedom to shape his/her personality and he/she should be guided whenever the need
arises. For individualizing the education at different levels so that each individual develop
his/her abilities, interests and aptitudes in unique ways, proper organization of guidance
services is very essential.
3. Guidance gives importance to self-direction: The main idea of guidance is to develop the
individual so that s/he no longer finds it necessary to seek guidance. Guidance makes the
individual better adjusted to her/his environment and leads her/him to self-reliance and self-
direction. A student who tries to seek help asks and may even implore the counsellor to tell
him/ her how to solve his/her difficulties. But appreciates it more when her/he is shown
several alternative procedures which s/he could adopt together with probable results of each.
4. Guidance is based on co-operation: Guidance depends on mutual cooperation of two
individuals, the guidance seeker and the guidance giver. No one can be forced to seek
guidance without the consent of the individual her/himself.
5. Guidance is for all: Guidance looks towards the development of each individual’s
potentialities. Although maladjusted students receive more of the counsellor’s time but the
basic principle of guidance is that it should not be available only to the few but rather to many.
It will be of great use to devote attention to all children in an attempt to stimulate their
intellectual growth.
6. Guidance is an organized activity: Guidance is not an incidental activity. In spite of being a
broad based programme, it has a definite purpose to achieve. It is therefore a systematic and
well-organized activity.
7. Guidance workers need special preparation: It is generally agreed that in addition to
general survey course in guidance, which should certainly be regarded as a minimum essential
in the preparation of all the teachers, the specialists need considerable background study in
Psychology including child and adolescent development, mental hygiene and some course
work with practical experience.
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The guidance worker should also know what agencies and resources are available in his/her
community so that the individuals seeking help should be able to utilize these resources.
Along with this, periodic appraisals should be made of the existing school guidance programme.
8. Guidance gives respect to individual differences: No two individuals are alike. Guidance
understands these individual differences among students and is concerned with the uniqueness
of needs, problems, and developmental.
9. Guidance takes into consideration reference to salient facts: The most dangerous of all
guidance practices is to counsel without having at hand pertinent data. Guidance in the absence
of data is quackery. To administer guidance intelligently and with as thorough knowledge as
possible, programmes of individual evaluation and research should be conducted and accurate
cumulative records of progress and achievement should be made available to guidance
workers.
10. Guidance is flexible: An organized guidance programme should be flexible according to
individual and community needs.
11. Guidance is an interrelated activity: Effective guidance needs complete information about
the individual because it is difficult to see any problem in isolation without co-relating it with
the total programme. For example, educational, vocational and personal-social guidance are
interrelated but could be distinguished as different aspects of the total guidance programme.
12. Guidance emphasizes on code of ethics: The ethical applications of guidance include respect
for the personality of the individuals being counselled.
2. Need & Procedure for (Educational, Psychological and Social) guidance.

1. Educational Needs: Guidance is needed from educational point of view because of the
following reasons :
(i) Increase in the range of individual differences among school going children: Before
independence, boys and girls in our country came to school only from the more privileged
section of the society. The admission in the schools was selective. But after independence due
to realization of Constitutional Directive of providing free and compulsory education up to 14
years of age. education for all and the drive for mass education, we find our schools are
flooded with children from every section of society. The classes are over-crowded and there is
a tremendous increase in the number of schools too. The result is that we find much wider
range of individual differences in the abilities, aspirations and achievement of the pupils.
Understanding of the differential needs and abilities of the children is essential for modifying
the school programme for the best possible unfoldment of the student’s potentialities. This is
possible only through the introduction of guidance services in our school programmes.
(ii) Guidance as an Instrument for the Qualitative Improvement of Education: There has
been a rapid expansion of educational facilities to cater to the needs of increasing number of
children in recent years. This has resulted to some extent in the fall of educational standards.
Consequently, there is a great need of providing guidance services in the school for the
qualitative improvement of education.
(iii) Knowledge Explosion or the increase in the types of courses offered in the schools: The
domain of knowledge is like the number of wishes. The increased knowledge is creeping into
the course contents of our textbooks. It is not possible for every student to learn all that is
available in the field of knowledge. Single track education for all is out-moded concept. At the
secondary stage, the courses of studies have been diversified to include several optional
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groups. Therefore, a special type of service is badly needed in our schools which will assist the
individual pupil in the choice of course suiting to his needs and abilities that will help the
school authorities in the proper allocation of the diversified courses to the pupils of the school.
(iv) Expanding Educational Objectives: Everyone talks today about the all round development
of the child through education. We want a type of education that can provide for the
development of the whole child. It is now commonly accepted that education should also lead
to the promotion of the emotional, social and civic life of the student. Problems of social
adjustment and personality orientation require the services of a competent counsellor and
availability of appropriate guidance services.
(v) Solution of Educational Problems: We are facing various types of educational problems in
Notes the schools such as universal and compulsory education, increased enrolment, high
percentage of failures and dropout, wastage and stagnation etc. These problems require the
need of proper guidance services in the school. Special guidance services are also required for
the gifted, backward, handicapped and delinquent children.
(vi) Solving Discipline problems: Problem of discipline is becoming more and more acute in the
educational institutions. Even at higher stage of education it has taken a serious turn. Student
strikes and agitation have become a common scene of the day. Problems of discipline can be
solved with the help of guidance programme
2. Personal/Psychological Needs: Today our youth is facing various types of personal problems
at home and in the school. Psychologically no two individuals are alike. They differ in various
aspects on account of the following three kinds of differences :
o Different stages of development
o Differences among persons
o Differences in opportunities made available to various persons.
It shows that all persons can not be fit for the same profession. Hence guidance programme is
needed in the school system. The following are the personal and psychological reasons for the
need of guidance :
(i) Guidance is the Basic Need of Man: Psychologically, no person on this earth is totally
independent. The individual needs help of one kind or the other from fellow beings to solve
their problems to lead a happy life.
(ii) Educational and Social Aspirations: In the present age of competition the aspirations of the
parents are very high. They want their wards to excel in all walks of life. They provide all
types of facilities so that the children can be able to get good jobs. To meet the high aspirations
of the parents, a well-organized guidance programme is needed to make them aware of the
potentialities of their children so that they take up right decision at the right time.
(iii) From the Point of View of the Developmental Needs: The individual passes from different
stages of development in the life such as infancy, childhood, adolescence and adulthood. One
needs different types of help to adjust with every stage. The adolescent period faces many
types of developmental problems. At this stage the proper guidance is to be provided to the
student to make right choice of his future.
(iv) Psychological Problems: Many students face emotional problems. These problems arise due
to frustrations, conflicts and tensions and other stresses and strains. It is essential to provide
guidance to the youth to solve their personal problems.
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(v) Satisfactory Adjustment: Guidance is needed to help the pupils in making satisfactory
psychological adjustment with the environment. Lack of adjustment adversely affects their
physical and mental health.
(vi) Proper Development of Personality: The all round development of personality is the aim of
education, a well organized guidance programme is essential for the total development of
personality.
3. Social Needs:
Following points highlight the Social Needs of Guidance :
(i) Complex Nature of Society: Industrialization is the slogan of the day. Our country is heading
towards industrialization, urbanization and modernization. Changed conditions of living and a
highly complex society with its demands have put the individual in constant social and
emotional tension. As such, it is highly desirable that school should provide some special
service that can look after the emotional and social needs of school going children.
(ii) Changed Family Contexts: The joint family system is disappearing rapidly and homes are
getting disintegrated. The changed family pattern has given rise to the various type of personal
problems. The proper guidance programme in the school is required to solve the personal
problems of the children.
(iii) Explosion of Population & Expansion in Human Resources: Our population has been
increasing rapidly. This calls for intensive and extensive guidance in the technique of planning
(iv) Political Change and Extension of Democracy: There is a revolution of democratization of
Notes political system through out the world. The education has been made child-centered.
The provision of professions and promotions has also been made equal for all human beings.
Hence all people need the help of guidance service for the right choice of education and
occupation
3. Purposes and Principles of organization of different guidance Services

A school guidance programme largely consists of six services. They are orientation,
counselling , pupil inventory, occupational information, placement and follow-up services.
Each of these services are distinct due to their specific function.
 Orientation Service
It is generally noticed that when students shift from one school to another, they find difficult to
immediately accept and adjust to the new surrounding. This also occurs in case of those
students who either move from school to college or school to a work situation. An entry into a
non familiar or new situation, may likely lead to certain adjustment problems among the
students. To overcome this obstacle, the orientation services are organised, especially to
familiarise the students with the new surroundings and thereby adapt themselves and make
necessary adjustments. Hence, it is always advisable to begin any educational course or
programme with an orientation activity.
Some of the objectives of the orientation service are :
1. develop awareness regarding the rules and regulations, functioning patterns and available
infrastructural and physical facilities in the school or institution or work place.
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2. acquaint the students with the concerned staff and also the student body.
3. provide opportunities for the staff members and student body to interact with the new comers.
4. develop favourable attitudes among the students both towards the school and the staff.
Further, this service needs to be organised for all students so that they fulfil their various needs. In
addition, this can also be a continuous activity, implying that implementation of these activities
can be distributed throughout the year.
Orientation Activities
The activities are to be organised based on the age group of the students and the availability of
resources.
The activities can be broadly classified as (i) Pre-admission Orientation and (ii) Post-admission
Orientation.
(i) Pre-admission Orientation : This is one of the, service which is lacking in our schools. It helps
to acquaint students with the Institution, its tradition, purpose, its rules and regulations,
curricula, extra curricular, activities, the staff and the student body.
Activities : Some of the suggested activities could be :
i. visit to schools along with the staff or parents;
ii. arranging conferences and talks with the parents, since they also play a major role;
iii. issuing handbooks or pamphlets giving information about the school, its courses and
activities; and
iv. arranging exhibitions to expose them to the activities that students are undertaking.
Post-admission Orientation : This service can be provided throughout the year. It helps the teacher
in determining the abilities of students and there by adopt their teaching styles and activities
according to the student needs.
Activities:
(a) Conducting various games like “get-acquainted” games where the student can talk about
themselves, such as their interest, hobbies, etc.
(b) Arranging group activities, where in the students are provided opportunites to interact with
each other and exhibit their abilities.
 Pupil Inventory Service

Apart from knowing the general characteristics of students, it is also very essential to identify
the specific abilities predominent among the students, before a counsellor or career teacher
assists them. Since, without identifying the pupils aptitudes and interests, one cannot determine
what to expect from them and what they are capable of doing. The various aspects that has to
be assessed before one guides a student are his aptitude, achievement, interests, attitudes, socio-
economic status, family background etc. The pupil inventory service helps in the recording and
maintaining of these data. These records can be prepared by the collaborative effort of the
teacher, counsellor and career teacher through various techniques. Till now, you are familiar
with the techniques as testing and non testing techniques, and observation, anecdotals, rating
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scales, sociometry and interview are some of the well-known non-testing techniques. The
testing techniques are the verbal tests, non-verbal tests, performance tests, projective techniques
and the personality tests. These tests must be administered by the counsellor or any
professionalised personnel. However, assistance from a teacher is must for maintaining the
records of students by using some of these techniques. A teacher could give details of certain
behaviour of students by observing them in the classroom situations and making their records.
These incidents could be accumulated in the form of anecdotal records.
Objectives of pupil inventory service
a. to identify the various abilities of the students by administration of various tests; and
b. maintain various records concerned to each students and to update them periodically.
The type of data generally collected are personal, family data, psychological data, achievement,
health data, etc. This obtained data helps a counsellor and career teacher in their counselling
process and career guidance programme respectively.
 Occupational Information Service
This is a service which can be provided by the integrated effort of a teacher, counsellor and a
career teacher. The main objective of the service is to provide the students information about
the educational opportunities in various levels, related training programmes conducted and
occupations available. This helps the students to be aware of the options open to him with
respect to a particular course or subject in any of the above areas. Further the student is also
exposed to the world of work, nature and pattern of work and the skills required for performing
the work.
The objectives of information service are to :
a. create an awareness of the necessary occupational and educational information;
b. develop a broad and realistic view of the various educational, training and occupational
opportunities; and
c. help the student obtain and interpret the information he/she needs in making specific plans
for his/her future career
This service needs to be more emphasized at the secondary and higher, secondary levels. The
various aspects informed to the students through this service are about the job or occupation
positions, duties performed, educational and professional requirements, conditions of work,
rewards offered, promotional avenues, etc. Such information are collected and disseminated by
the guidance worker in the form of career talks, conferences, etc.
 Counselling Service
This service is considered to as be the most fundamental part of the guidance process. The
purpose of it is to assist the students in the process of all round development. It provides an
opportunity to the individual to discuss their plans and problems with a professional or
counsellor in a conducive environment. The process ultimately makes a person capable of self-
directed and self-sufficient. This service can be practised only by a counsellor . However, some
assistance can also be provided by the teacher in a school. This is because a teacher is one who
spends maximum time working with the students in the classroom and when comes across any
student who displays deviant behaviours,, he/she can always refer the case to a school
counsellor . Further, observations made and recorded by the teacher about the certain students
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can help the counsellor in the counselling process. The counselling service includes individual
counselling and group counselling . It must be noted that counselling is not only restricted to
normal students but to any student who is either retarded or handicapped.
 Placement Service
The placement service makes an effort to help those students, secure employment, who are
either in school or those after they leave school. The school provides certain facilities through
which the employment needs of the students are met either through special placement personnel
or by integration services of the other guidance personnel. It is an activity which requires the
co-operation of the principal, counsellor , teacher, career master, state employment agencies,
private agencies and also the community. This service is more significant for the students at the
secondary and higher secondary level. The placement service here is concerned for those :
a. Who withdraw from the formal education before they complete school (drop-outs).
b. Who prefer part time work while going to school or may be during the vacation or after
school hours or during weekends.
c. Who terminate formal education after higher secondary level.
The basic aim of placement is to facilitate the process of meeting the needs of both employer
and the prospective employee. The student must be placed only until the correct and
appropriate information regarding him/her has been obtained from the counsellor or the
incharge guidance personnel. The information that is generally made available is his/her
personal bio-data, achievement grades, attendance, test-scores, health-data and other required
data. The teacher may also assist by providing details concerning the student’s interest, and
other skills such as participation and communication.
Apart from placement, this service also orients the students to some of the job applying
techniques. The guidance worker could familiarize them with the methods of applying for a
job, guidelines for applying, identify the various sources of information and how to prepare for
the interview. These skills can be developed either through group or individual counselling .
A school that provides placement services, hence should be capable to draw upon all the
possible resources in order to assist its students in finding suitable and appropriate jobs. The
extent to which the placement service fulfils this purpose is a measure of its effectiveness. This
could largely be met by a systematic and proper functioning of the guidance committee.The
school committee could also publicize about the placement programme both to the students and
community. Within the schools; the information could be published in school magazine,
notified in the libraries or announced in student assemblies.
 Follow-up Service
A guidance worker who does not assess the progress made by his/her student is like the
physician who does not verify whether his/her patient has recovered or not. Here, it becomes
very essential in a guidance programme to learn the nature and extent of progress of the student
even after he leaves the school. This service does not only pertains to the study of occupational
aspect but also to other related aspects such as emotional and social adjustments.
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For example, if a student has been counseled for social-emotional problem, after he/she leaves
the school, the guidance worker must do a follow-up to check how far he/she is able to cope up
with the new environment and what are the problems he/she is still facing.
Purpose of this Service
a. It draws upon information from the former students regarding the extent of influence or
effectiveness of the school guidance programme.
b. Based on the feedback obtained, make relevant changes in the school guidance programme.
The programme generally keeps contact with the students and drop-outs after leaving school,
one of the most common method adopted for follow-up is the questionnaire which is
periodically sent to the students after they leave their school. On the basis of the experiences of
former students, the guidance worker can formulate the future programme for the present
students, further, and thereby equip the remaining students with necessary activities. The
follow-up service has more relevance for the field of research. After receiving valid
information from the former students, the administrators can improve upon their services.
Further, employing this information, the educational institutions can conduct studies of the
relationship between the training given to these former students and how far the utilisation of
the training was made. Studies on the effectiveness, efficiency and desirability of the courses
offered can also be conducted.
The three steps that are dealt in a follow-up programme are :
a. A systematic gathering of data from the alumni.
b. Interpretation and presentation of that data to all the concerned personnel, i.e. student,
parent and community.
c. Suggest a modified framework of educational programme based on the findings made
4. Organization of guidance services at Secondary Level: Need and Importance
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5. Group Guidance: Concept, Need, Significance and Principles, Organization of
Guidance programs in schools.
Group refers to collection of people, interaction between individuals, development of shared
perceptions, the development of affective ties and the development of interdependence of
roles. For example many students and teacher/teachers at one school may gather together to
form a group.
Group guidance encompasses those activities of guidance which are carried on in a group
situation to assist its members to have experiences desirable or even necessary for making -
appropriate decisions in the prevailing contexts. In a more specific term, it is guiding the
individual in a group situation. Group could be of any type ,but for guidance purposes a group
should have a common goal. Just collection of individual may not be called a group for
organizing guidance activities. Selection of group members will have to depend on sharing a
common problem, volunteering to be members and willingness to group activities.
Jones, A.J(1951)define group guidance – “as any group enterprise or activity in which the
primary purpose is to assist each individual in the group to solve his problems and to make
his adjustment”.
Group guidance is used to address the developmental needs of a functional group consisting
of a number of students to implement programme that would benefit them at all time.
Students in group with common problems and concerns are helped in groups i.e. small or
large. In other words, if guidance is to be available to all, it should be planned in groups.
Some of the objectives of group guidance are:

i. To help people in identifying common problems, analyse them and find relevant
solutions
ii. To place a wide range of information before people with common problems which
could be useful for them for finding solutions?
iii. To provide a platform where people with common problems could interact with each
other and could be benefited by each other‘s perspectives, ideas and experiences
iv. To help in creating an atmosphere where people could get an opportunity to express
themselves and in the process analyze themselves.
Organization of Group Guidance Activities:
Planning of group guidance activity may focus the following points.
i. Need Assessment: The need assessment must be done to find out the common problems of
individuals in the group. This can be done by administering questionnaire, checklistsand
interview.
ii. Determining size of the group and time, venue for group activities: Depending upon the
group activity the size of the group should be fixed. The size should be approachable and
manageable. The venue should be selected taking in to account the group selected for
activity.
iii. Selection of members and role specifications: The participants selection for group
guidance activity is also very important. The students for example should be communicated
about their roles in group activities.
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iv. Orientation of Members: The group goals should be clarified. It should be stated in clear,
objective and measurable terms.
v. Monitoring of activities and evaluation of outcomes: If we want to conduct the activities
purposefully, it should be properly monitored taking into account the goal/s.Feedback about
activity needs to be collected from participants
Techniques of Group Guidance:
A number of techniques are used in organizing group guidance.
Group Discussion: For example at senior secondary stage students should have knowledge
about different career.A group discussion may be organized in the school. For organization of
the group discussion proper room/hall, group and relevant topic and expert/resource person
should be selected. The group discussion will be useful only if the members participate
effectively without the fear and all the members have the opportunity to participate. But the
effectiveness of the groupm discussion depends upon the facilitator and the group selected.
Problem solving: For solving individual as well as common problems, problem solving can
be applied as a technique. It comprises of the following steps;
 Existence of common problem
 Focused description of the problem
 Initiation of action for solving problem based on relevant facts
 Analysis of problem in the light of data collected
 Listing of possible solutions and Evaluation of them
 Acceptance of degree of acceptance of solution in the group
Role play: In small group role playing can be adopted as a technique of guidance. Role
playing is a method where real life situations are simulated by group members/participants.
This provide new insight, intuitions, skills and understanding of opposing viewpoints. The
role playing may comprise of the following steps;
 Existence of common problem
 Orientation of group to role playing and the problem
 Assigning of roles
 Preparation of other members/audience to observe
 intelligently
 Assessing the role play
 Concluding session and feedback
Other methods like case study and sociometric technique can be used as group guidance
technique.
Advantages of Group guidance:
We have discussed about different activities and approaches of group guidance. Some of the
advantages of group guidance are as follows:
 Inspires learning and understanding: Interaction in group setting inspires learning and
understanding of students. The student learns from other member of group.
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 Saves time and effort: Group guidance technique can save time and effort of both the
counsellor and students. The time saved can be used for the more difficult and complex
problems of students.
 Improvement of student’s attitude and behavior
 Development of wholesome and helpful awareness of unrecognized needs and problems
of student/s
Limitations of Group Guidance:
Group guidance though serves a useful purpose, but they cannot be taken as a substitute for
individual counselling . Group activities serve many of the objectives of the school guidance
programme, but not all of these. Further students may feel hesitant to come out with their
personal problems in the group. So, in these cases group guidance cannot be of help.
Group guidance activities serve useful purposes specially saving in time and effort. While
organizing these activities, some problems that a counsellor may face are mentioned below:
A rigid type of administration is often a major cause of trouble. Generally, when the counsellor
asks for time in the time table for conducting these guidance activities, he/she may get a
discouraging reply, the time table is already full. No periods are free. So the counsellor is left
with no other choice than to take the substitute management period.
Lack of cooperation on part of the administration as well as the staff members may also create
problems in organizing such activities. Teacher may feel this as an addition burden. Lack of
adequate funds is another problem.
6. Role of Guidance Personnel in organization of guidance services in School :

Counsellor, Career Master, Psychologist, Doctor, Teacher Counsellor, Head of the
Institution, Teacher, Social Worker
 Counsellor
Basically a counsellor is a trained professional expected to carry out guidance functions in the
school. In his/her capacity as a counsellor a guidance worker’s responsibilities include a number
of specialized areas which can be broadly classified into: (a) diagnostic, (b) therapeutic, (c)
evaluation and research with a variety of specialized services and skills going under each area. A
counsellor functions systematically after carefully evolving a school guidance programme by
surveying students needs, pooling the physical and other resources available and ensuring co-
operation from the administrative authorities.
The specific functions of a counsellor can be delineated on the following lines:
1. Orientation of students
2. Student appraisal
3. Educational and occupational information service
4. Holding counselling interviews
5. Placement
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6. Research and evaluation
Specifically the counsellor should be knowledgeable in the following:
1) Student appraisal procedures and dynamics involved in understanding student behaviour.
2) Educational and occupational information including both college and noncollege opportunities
for youth.
3) Counselling methods and procedures.
4) Referral procedure and skills in recognizing the need for referral.
5) Group guidance procedures.
6) Methods and procedures in conducting local research studies in the area of student needs and
opportunities.
A counsellor is a person selected by virtue of interest, training, experience and ability to carry on
the delegated responsibilities of counselling. A counsellor is needed in helping students plan for
the future, solve their problems, develop healthy attitudes and in other words prepare the students
for life.
The counsellor should be a teacher of teachers. He/she is responsible for the operation of school
guidance programme. He/she should help the teachers plan and develop good guidance practices
in the classroom.
The counsellor should possess high competency with a wide and varied background of
experiences. He/she should have full understanding of children. Teaching experience is essential.
Previous experience in vocational or non-school work is highly desirable. Sufficient training in
the field of counselling and guidance is required. Personally the counsellor must be easy to meet,
friendly, likeable, understanding and poised.
The counsellor has a responsibility in the community. He/she should talk with civic groups, and
explain the aims, problems and features of the guidance programme.
The counsellor acts as the facilitator of a career development programme; however effective
delivery of the programme depends on teaming with groups such as other staff members, parents,
administrative and the community representatives.
Counsellors need to keep up-to-date on a variety of career development materials and to
participate in professional conferences to improve their skills and knowledge related to career
development.
The Counsellor;
 provides leadership for initiating efforts to design a comprehensive career development
programme.
 involves teachers, students, parents, community, resource persons, etc.
 plans students learning experiences and competencies for use in classroom settings.
 includes volunteers, special needs staff, school health nurses, para professional and other
students.
 assists students to investigate career options and plan avenues to careers through
individual and group career development activities.
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 Career Master
Next to the Counsellor in the guidance programme, is the Career Master. Nowa-days, this term is
also replaced by the word Career Teacher.
A regular teacher of the school who offers information service (educational and career) is
designated as a Career Master/Teacher. This person is a trained graduate teacher who has
received special training to equip him/her for this work.
The Career Master’s responsibilities are restricted in scope as compared to counsellor’s but they
form a part of the essential service. The major responsibilities of the Career Master are
educational and occupational information service and the related work. He/she has to discharge
these duties even in the absence of a counsellor in the school which is the case with many of our
schools.
Formal training to in-service teachers comprising information services should be a prerequisite
for one to work as a Career Master. This type of training is imparted to school teachers by the
State Bureau of Educational and Vocational Guidance and the duration of such courses varies
from 2 to 4 weeks.
One course includes orientation to the need and scope of guidance programme. The emphasis is
on training in organizing and offering information service. Orientation is also given in the use of
non-testing techniques of student appraisal and the maintenance and use of Cumulative Record
Cards. But the Career Teacher is not trained in testing and counselling. He/she is expected to
know about the resources in his/her community including agencies to which referrals can be
made.
The below mentioned items of work are expected to be attended by the Career Teacher:
a. Formation of a Guidance Committee
b. Setting up of an information corner in the school
c. Orientation talks to new entrants
d. Preparation of News albums and bulletins
e. Maintenance of Cumulative Record Cards
f. Individual session with the students as and when necessary.
 The role of a psychologist:
a. There can be no better contribution which a psychologist can make in analysing pupil’s
personality through the psychological test and other sources, such as a psychologist can
collect information regarding the interests, aptitudes, abilities and potentialities etc. more
scientifically.
b. A psychologist can help a person in solving his emotional and other problems and in
acquiring maximum adjustment.
c. A psychologist can provide technical contribution in exploring the pupil’s personality-
related problems.
d. Also, the psychologist can interpret the results obtained from the psychological tests
properly.
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e. It is the duty of the psychologist to diagnose and to provide remedy to the gifted pupils as
well as pupils suffering from inferiority complexes. Also, he should understand the
problem of such pupils and help them to remove those problems.
 The doctor also plays an important role.
a. The doctor manages medical examination of the pupils after a proper gap of time.
b. The school doctor informs the parents or guardians of the pupils about they physical
defects or diseases.
c. The responsibility of maintaing the complete record of the children lies with the school
doctor.
d. It is the duty of the school doctor to prepare a programme to improve the physical health of
the pupils.
e. It is very important for the school doctor to perform the follow-up task so that he may
know the effects and results of his medical service.
 Teacher Counsellor
A Counsellor is an expert from the field of education. It is more expected from the counsellor to
run the guidance activities smoothly as compared to the other staff members. In Indian
conditions, the counsellor can be full-time counsellor , teacher-counsellor vision school
counsellor .
(i) Orientation of Pupils : New pupils are subjected to the orientation of the programme so that
they may be adjusted to the new environment and they may feel free in order to learn the subject
contents. The counsellor can do this individually or collectively. For this, he can organize
assemblies and discussions.
(ii) Pupil Appraisal : A guidance programme needs information resources and equipment for the
counsellor so that the guidance-needs of the pupils can be identified. Also the pupils are helped
in understanding them and helping them, to adopt any working pattern. A counsellor manages
psychological tests, collects educational and other records and maintains them systematically. In
a counselling interview the counsellor makes available all these information’s to the pupils and
these are explained to them. These information’s are also explained to the parents and teachers of
the pupils as and when desired.
(iii) Educational and Vocational Information Service: The counsellor is responsible for the
coordination of all types of information’s. He helps the pupils and parents in exploring the
possibilities and opportunities. Also, he helps them in using these information’s. The counsellor
can also help in setting up a ‘career corner’ in the school. He can also help the career master. He
can follow various methods for collecting vocational information’s. He classified them and keeps
them-up-to date. A counsellor possesses latest information’s regarding employment. He keeps
himself in touch personally with the various officers and employers. The counsellor has the
responsibility of disseminating information too. This he does through educational tours, guest
lectures career conferences and Careers Study Projects etc.
(iv) Holding Counselling Interview : A counsellor is responsible for providing counselling in
accordance with the indiviual needs of the pupils. Through counselling interview, he helps the
pupils by associating their experiences with their actual behaviours after evaluating these
experiences. His major job is to provide educational and vocational guidance. The counsellor
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helps the pupils in developing problem-solving skills, independent thinking, planning ability to
make decisions. For this, he can make their small groups too.
(v) Placement : The counsellor also enjoys the responsibility of functioning as a link between
the outer institutes and the pupils who leave the schools so that the pupils may get various types
of information’s .
(vi) Research and Evaluation : The counsellor can conduct a research and prepare a plan to
know whether the guidance programme in school has actually achieved desired objectives and
whether the pupils’ needs have been fulfiled ? In this way, the counsellor performs many
research and evaluation programme.
 Roles of Headmasters in School Guidance Programme:
In any school, the place of the headmaster or principal is main. He is head of the institute. The
whole working of the school or a teaching institute depends on the abilities, insight and
administrative capacity of the headmaster. Since the guidance has been considered as a part of
education, the headmaster should also be loaded with the responsibility of guidance programme.
In this field too, the headmaster should be assigned leaders.
1. The responsibility of providing leadership to the guidance programme lies with the
headmaster. In this connection, his role can be very important.
2. The headmaster can help at least the teachers of his own school regarding the guidance
programme and in understanding various problems.
3. It is the important responsibility of the headmaster to distribute the duties to the guidance
workers according to their abilities and capacities and depute them needfully.
4. The supervision of guidance process is the first step towards the success of guidance process.
5. The headmaster should spare sufficient time for the guidance work. Only then this
programme will gain success. Once a week guidance programme is not sufficient. This may
reduce confidence of the pupils towards guidance programme.
6. The headmaster has financial powers. Hence, it is his responsibillity to make financial
provision for guidance programme.
7. It is also the duty of the headmaster to arrange proper building for the counselling service.
8. The headmaster should help the pupils by evaluating the effects or results of the guidance
programme with the help of his fellow teachers.
9. It is the main part of teacher’s role to make the guardians and parents of the pupils familiar
with the guidance programme.
10. It is the duty of the teacher to constitute a guidance committee in the school. He should be
the head the committee. All the members of the committee decide the guidance activities.
The selection of the members of the committee should be made very carefully.
11. The headmaster should organize in-service education in order to provide training of guidance
work to the teachers. For this, able and expert persons associated with this task should be
invited. In schools too, part-time courses can be started.
12. It is the responsibility It is the responsibility of the headmaster to make all types of facilities
available for the guidance programme, such as, sufficient furniture, guidance office,
sufficient funds to purchase all types of materials.
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13. It is the duty of the headmaster to check the teaching-work-load of the teachers before
assigning them additional work of guidance. The whom the guidance work has been
assigned, their teaching work-load should be reduced.
14. It is the moral duty of the head master that he should explain the guidance services to the
school and the society.
15. The headmaster should re-evaluate and re-determine the guidance services from them to
time. He can hand over this duty to the guidance committee. The committee should make
recommendations for the reforms or modifications in the programme. The execution of the
recommendation should be the duty of the headmaster.
16. The headmaster can modify this programme in consultation with the pupils and their
guardians.
17. The headmaster should manage the literature related to the guidance and arrange its proper
distribution.
 Roles of a Class Teacher in School Guidance Programme:

The responsibilities of class-teacher regarding guidance programmes that if the accepts these
responsibilities, it is not possible to differentiate between his teaching work and guidance
responsibilities.
The closeness of class-teacher and guidance programme leads to the success of guidance
programme.
A. Developing the Personality of the Students : The teachers remain in personal contact with
all he pupils. They know them personally. The teacher can take advantage of his closeness by
collecting all types of information regarding pupils. They can collect information’s very
convenieny concerning the family background of the pupils, behaviours towards their
classmates. On the basis of these information’s , the teacher does not allow to create such an
environment in which the pupils feel themselves mal-adjused or unadjusted. Hence, the
teacher remains in-touch with the problems of the pupils. If these problems are not
eliminated, inferiority complexes are created in the pupils which further develop unhealthy
attitudes. These unhealthy attitudes adversly affect their studies and behaviours. For teacher,
it is wrong to consider all the pupils alike. It is also wrong to expect similar success from all
the pupils. It can prove harmful to the pupils. Such considerations may enhance the
possibilities of mal-adjustment. The result of all these problems may affect the personality for
the pupil adversely.
B. Providing Occupational Information’s : When a teacher accepts his responsibility in the
guidance service, his duties are not restricted to teaching only. The sphere of his observation
widens appreciably. He keeps an eye on the pupils in which programmes he is participating.
What types of his interests are ? What occupational ability he has ? The teacher should inform
the pupils regarding the desired efficiency in various occasions, educational qualification and
predicting about future successes. The teacher should inform the pupils regarding the desired
efficiency in various occasions, educational qualifications and predicting about future
sucesses. The teacher should manage vocational excursions for the pupils.
C. Understanding the Students : In the guidance programme, the pupil or the person is
considered a social point. The problem is secondary. Hence, it is essential to understand him,
the teacher should be aware of Guidance Philosophy.
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To achieve this objective, a teacher should follow the following points:
a.
The teacher should accept the pupil’s emotions. He should never think that providing
guidance to all the pupils would be useless. The teacher should not be pessimistic
regarding the pupil.
b. The teacher should understand the variations in the pupils and should be familiar with
their abilities. Some variations exist in them. Hence, each pupil should be considered
independent entity.
c. It is essential to have psychological background for the teacher in order to understand
the abilities and characteristics of the pupils. The psychological study of the pupils is
very essential.
d. The teacher should behave with the pupils taking into consideration that their each
behaviour has one or the other reason. As a result of this reason that pupil behaves.
D. Counselling : In addition to all these functions, the teacher can provide counselling too.
 The teacher should contact those pupils personally who are facing problems in selecting
the vocation after leaving the school or in selecting the subjects.
 He should understand their emotional problems after understanding the emotional
situation of the pupils and should solve these problems.
 The teacher should understand in detail the interests of the pupils, their aptitudes, needs,
achievements etc.
In addition to the above mentioned responsibilities, Ministry of Education, Govt. of India, has
also mentioned the following responsibilities or duties of the teacher in the guidance programme
in its Manual of Educational and Vocational Guidance published by the ministry.
a. Collecting Information : A school teacher can collect essential information concerning
pupils in the school guidance programme.
b. Providing Assistance in Moral Development : The teacher should encourage the pupils
to speak the truth frankly and can help them in their moral development
c. Developing Interests and Aptitudes : A teacher involved in the school guidance
programme can search out the interests and aptitudes of the pupils and can prove
helpful in providing them proper direction.
In brief, the following can be the roles of the teacher in the guidance programme :
a. To collect information concerning the pupils and to prepare their cummulative record.
b. To identify the adjustment related problems.
c. To prepare the case history of the problem history.
d. To observe the pupils in various situations.
e. To send reports to the parents of the pupils, their guardians and to the headmaster.
f. To participate actively in the parent-teacher association.
g. To help the pupils in evaluating their progress.
h. To provide various opportunities to the pupils for their maximum development.
i. To seek expert opinion just to study the pupils.
j. To help the pupils in their adjustment in educational, vocational and social areas.
k. To create best environment in the class.
l. To provide cooperation to other guidance workers.
m. To provide personal counselling to the pupils.
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Social Worker :
 Adequate numbers of social workers will be appointed to the school complexes depending on
the student population. The social workers will engage deeply with the community being
served by the school complex. They work pro-actively with parents and students, to ensure
enrollment and attendance, and to eliminate the phenomenon of children dropping out of
school.
 They will work to bring back students who have dropped out of schools.
 Social workers will help teachers in identifying and managing CWSN including managing
relationships with their families and community.
 The school complex will support social workers in every way to achieve this aim.
 Work more closely with Individual students and their families. Hence school social workers
also create a bridge between school and community.
 Focus on providing supports to vulnerable populations of students at high risk of dropping out
of school, students transitioning between school and treatment programs or the juvenile justice
system, or students experiencing domestic violence.
 Maximization of access to school-based and community based resources.
 In case of enrolled students having lengthy absences beyond a few days, enrolled students
falling vastly behind, or children who have never enrolled or who have dropped out, social
workers appointed to the school complex will pro-actively meet with such children and their
parents to understand why they are not attending or enrolled, or why they are falling behind,
and will work with them (in collaboration with counsellors) to help ensure
attendance/enrolment, and (in consultation with teachers) connect them to remedial
programmes such as NTP and RIAP or alternative learning programmes. ( NEP – 2019)
Unit II: Meaning and Nature of Counselling
1. Counselling: Meaning and nature;

Counselling is a process that occurs between two individuals…counsellor and counselee (client)
It. takes place within a professional setting. It is initiated and maintained as a means of
facilitating changes in the behaviour of the client. It is a professional task for professionally
trained people
Counselling is a developing science whose terms and concepts have not yet been standardized.
Concepts are interpreted and defined in several ways.
Below are some definitions of the concept of Counselling ;
i. According to Smith (1955), “Counselling is a process in which the Counsellor assists the
Counselling to make interpretations of facts relating to a choice plan or adjustments which he
needs to make”.
ii. According to According to Stefflre (1970), “Counselling is a learning teaching process”.
iii. According to Shertzer and Stone (1974), “Counselling is an interactional process which
facilitates meaningful understanding of self and environment and results in the establishment
and/or clarification of goals and values for future behaviour.”
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iv. According to Blackham (1977), “Counselling is a unique helping relationship in which the
client is provided the opportunity to learn, feel, think, experience, and change in ways that he
or she thinks is desirable.”
v. According to British Association for Counselling (1991), “Counselling is the skilled and
principled use of a relationship to facilitate self knowledge, emotional acceptance and growth,
and the optimal development of personal resources. The overall aim is to provide an
opportunity to work towards living more satisfyingly and resourcefully.”
vi. According to Webster’s Dictionary, “Counselling ; mental interchange of opinions;
deliberating together.”
vii. According to Strang, “Counselling is a face to face relationship in which growth takes place
in the Counsellor as well as the counselee.”
viii. According to Traxler ,“Counselling is the application of the personal resources of the school
or other institutions to the solution of the problems of individuals.”
ix. According to Warner, “Counselling is a personal and dynamic relationship between two
individuals – an older, more experienced and wiser, and a younger, less experienced and less
wise. The latter has a problem for which he seeks the help of the former. The two works
together so that the problem may be more clearly defined and the counselee may be helped to
self-determined solution.”
x. According to Wiley and Andrew, “Counselling is a mental learning process. It involves two
individuals – one seeking help and the other a professionally trained person who helps the
first to orient and direct him towards a goal which leads to his maximum development and
growth in his environment.”
xi. According to Kaplan, “Counselling is a professional relationship that empowers diverse
individuals, families, and groups to accomplish mental health, wellness, education, and career
goals.”
NATURE OF COUNSELLING
 Counselling is a dynamic relationship between the Counsellor and the counselee.
 Counselling is a continues process of a change, development and learning. It is also slow
process. If the Counsellor is failure to understand this will result in annoyance and
disappointment.
 Counselling is a formal, private and personal process. It involves two individuals-one seeing
help and the other, a professionally trained person, who can help the first. There should be a
relationship of mutual respect between the two. Counselling is a direct and face to face
relationship. The Counsellor should be friendly and cooperative and the counselee should
have trust and confidence in the Counsellor .
 The aim of Counselling is to help a student take decision, make a choice or seek direction.
 It helps a counselee to acquire independence and develop a sense of responsibility, explore
and utilize his potentialities.
 Counselling is not advice giving but it is more than advice giving. The progress comes
through the thinking that a person with a problem does for himself rather than through
solutions offered by the Counsello .
 Its function is to produce changes in the individual that will enable him to extricate himself
from his difficulties.
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 Emotional rather than purely intellectual attitudes are the raw material of the Counselling
process.
 It helps an individual to know himself better, gives him confidence, encourages his self
directedness and provides him with new vision to grow.
 Counselling helps the individual to become self-sufficient, self direct and self-dependent.
 Counselling makes an effort to solve the day to day problems. Its for enabling the client to do
judicious thinking. The Counsellor simply assists the person to find solution on his/her own.
 It has very intense conversation between the two persons – counsellor and counselee.
 Counselling is a personal or individual process. Counselling is a series of direct contacts with
the individual which aims to offer him assistance in changing his/her attitude and behaviour.
It is always personal. It cannot be performed with a group.
 Counselling is highly personal process. It has close contact of two persons.
 It is joint quest of Counsellor and counselee.
 Counselling deals the problems of abnormal behaviour and emotional problems.
 Counselling releases from the feeling of inferiority and compulsion.
 The purpose of Counselling is to make counselee cheerful, to gain confidence for social
responsibility.
 Counselling is not interviewing but conversing with the client in order to help him/her
develop self-understanding.
 Counselling is not problem solving. The Counsellor simply assists the person to find solution
on his/her own.
 Counselling is not thinking for the client, but thinking with the client.
 Counselling is based on certain fundamental assumptions;
i. Every individual in this world is capable of taking responsibilities for him/ her.
ii. Every individual has a right to choose his/her own path, based on the principles of
democracy.
2. Difference between Guidance &Counselling;

It is very difficult to make distinctions between these two terms. On the basis of similarities, the
terms could be interpreted to mean the same thing because in terms of peoples’ welfare the two
words are out to achieve the same goals.
Although they are both educational services but contextually, they can be differentiated. The
table below shows some differences between the two terms;
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3. Principles and approaches of counselling, Individual and Group

Counselling;
1. Principle of acceptance—accept the patient with his physical psychological, social, economical
and cultural conditions.
2. Principle of communication—communication should be verbal as well as non-verbal and should
be skilful.
3. Principle of empathy—instead of showing sympathy put yourself in patients shoes and then give
reflections accordingly (Empathy is ability to identify with a person.)
4. Principle of non-judge—mental attitude-do not criticize or comment negatively regarding
patient’s complaints.
5. Principle of confidentiality—always keep the patient’s name, and the problem strictly secrete and
assure the patient about the same.
6. Principle of individuality—treat each and every patient as unique and respect his problem as
well.
7. Principles of non-emotional involvement—not getting emotionally involved with the patient and
avoid getting carried away with his feelings.
Approaches’ :
DIRECTIVE COUNSELLING:
 G. Williamson is the chief exponent.
 The counsellor assumes the major responsibility of solving the problem.
 Counsellor identifies, defines, diagnoses and provides a solution to the problem.
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 Counsellor directs thinking by informing explaining, interpreting and advising.
 Counsellor-oriented.
 Emphasis is on the problem.
Steps: Role of the Counsellor
Analysis- collecting data from various sources to understand the client‘s problem.
Synthesis - interpreting and organizing data to reveal students assets, liabilities, adjustments etc.
Diagnosis - identifying the nature and cause of the problem.
Prognosis-predicting the future development of the problem.
Counselling - taking steps to bring about adjustment
Follow up- helping with recurrence or new patterns.
Merits
 Time saving and economical
 Gives happiness to the counselee as he gets a solution to this problem.
 Emphasis is on the intellectual rather than the emotional aspect
Demerits
 Kills the initiative
 Makes him helpless
 Does not guide counselee to be efficient and confident
 Undemocratic
 Made dependent
NON DIRECTIVE COUNSELLING (Client-oriented /
Centered Counselling:
 Chief exponent - Carl Rogers
 Counselee is allowed free expression
 Counsellor only directs and guides
 Counsellor asks a few questions, so as to think about the solution of the problem.
 Counselee takes active part, gains insight into the problem with the help of the counsellor and
arrives at the decision and action to be taken
 Counsellor‘s role is passive
 Goal is independent and integration of the client rather than the solution
 Role of the counsellor is to create an atmosphere in which the counselee can work out his own
understanding
 Emotional aspect rather than the intellectual aspect is stressed
 Counselling relationship is the establishment of a warm, permissive and accepting climate which
helps the client to express his self structure.
Merits
 Freedom of the individual
 Relieves tensions due to catharsis
 Moves toward acceptance of himself
 Confronts weaknesses without feeling threatened
Demerits
 Time consuming
 Wisdom and judgement of the client cannot be relied upon
 All the problems cannot be sorted out through talking
ECLECTIC COUNSELLING :
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 Chief exponent - Bordin (Thome)
 Counselling may be evaluated along a continuum from directive to non directive to directive
 Eclectic is a continuation and synthesis of directive and nondirective counselling
 Both counsellor and counselee are active and cooperative
 Both do the talking in turn
 The problem is solved jointly
The counsellor studies the needs and personality of the client and then selects the technique (appropriate).
Begins with directive but switches over to non-directive or vice versa as demanded by the situation.
Steps
 Initial interview
 Develops rapport and does structuring so that client understands what to expect from the
counselling
 Tentative diagnosis and plan of counselling is formulated
 Gathers information about the client and the client needs to be helped to assimilate this
information
 Client achieves emotional release and gains insights, modifies perceptions/attitudes about himself
and situations
Individual Counseling
Counselling is one of the most important activities in the school guidance programme. Individual
counselling is a personalized process in which the client and the counsellor are in a one-to-one, face-
to-face relationship working towards exploring and focusing on the various needs of the client. The
counselling process is meant to help the client in exploring feelings, beliefs, understanding the self,
examining possibilities and initiating change for a positive result. People may approach a counsellor
for various reasons. People may need help to deal with:
o anxiety, depression,
o anger management,
o relationship issues, or
o substance and drug abuse.
People may also seek counselling for improving interpersonal skills, career prospects etc.
The counsellor uses her professional knowledge and skills to optimize the client’s potential for
effecting positive changes. Individual counselling focuses on the client’s immediate problems and
near future concerns. The relationship in individual counselling is characterized by mutual trust and
respect which means the clients feel safe to disclose and explore their concerns. When the clients
experience the counsellor as being understanding, genuinely concerned with their welfare and on their
side, then there is a much greater likelihood that clients will benefit from the counselling process than
when these experiences are absent
Dryden (1984) has pointed out many benefits of individual counselling for the Counselling in
Schools clients.
o Individual counselling provides complete confidentiality. People who are not comfortable with
disclosure before others would prefer individual counselling.
o Individual counselling provides an opportunity to develop closer relationship between counsellor
and client. Group counselling situation may be threatening to some people initially.
o Individual counselling can be conducted to match the client’s pace of learning.
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o Individual counselling is therapeutic when clients’ major problems involve their relationship with
themselves rather than their relationship with other people.
o Individual counselling is helpful for clients who wish to differentiate themselves from others. For
example, those who have decided to leave a relationship and wish to deal with individual problems
that this may involve.
o Individual counselling is helpful for clients who want to explore whether or not they should
differentiate themselves from others. For example, those who are unhappy in their relationship but
are not sure whether to work to improve the relationship or to leave it.
o Individual counselling offers counselors an opportunity to vary their interactive style with clients
free from the concern that such variation may adversely affect other clients present.
o Individual counselling is beneficial for clients who have profound difficulties sharing therapeutic
time with other clients.
Dryden (1984) has also pointed out some issues involved in individual counselling and some
disadvantages too.
• In individual counselling the client may become over dependent on the counsellor and hinder the
healing process. In group counselling intense dependency is less likely as the counsellor has to
relate to many others.
• Close proximity / interaction may be threatening to some clients.
• Individual counselling situation may not provide enough challenge for change to clients.
• Clients who are shy, retiring and afraid to take risks may benefit more from group counselling.
Group Counselling
Group counselling is an extension of individual counselling. In group counselling a number of
individuals work together with a professional counsellor to learn to resolve personal and interpersonal
concerns. The primary goal of group counselling is the creation of an interpersonal climate which helps
everyone to develop an insight into himself. It is a process in which free communication among members
is encouraged and maintained, leading to an understanding and evaluation of each other’s point of view.
It is a means of helping to resolve problems by enjoying the social process of group dynamics and social
facilitation. It is calculated to attain rapid amelioration in personality and behaviour of individual
members through specified and controlled group interaction.
In group counselling individuals explore and analyze their problems together so that they may understand
them better, learn to cope with them and learn to make valid choices and decisions. The group experience
helps them to feel closer to others to find and give emotional support and to understand and accept
themselves and others. Feelings of common direction and purpose develop, as group cohesiveness
increases.
Group counselling has all the three dimensions of individual counselling viz. Counselling in Schools
remedial, preventive and developmental. However, in the school situation, emphasis is given to the
preventive and developmental aspects because schools are meant to be institutions for providing
instruction and guidance to students, majority of whom are normal. Therefore, in schools the main
concern of group counselling is to prevent problems from becoming disturbing or incapacitating and also
to aid harmonious development.
Structuring of Groups:
1) Selection and induction of members:
2) Size of the group:
3) Composition of the group:
4) Frequency and duration of meetings:
5) Physical setting:
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The Process of Group Counselling
Initial exploratory stage : In the beginning sessions group members are often strangers. They may be
resistant to talk or only be able to bring up superficial topics for discussion.
• Transition stage : As the group moves from the initial exploratory stage to the next stage, group
members are confronted with the need to explore more deeply to self-disclose (letting others know more
about oneself, more intensively and to interact more actively with others if they are to progress.
• Working stage : In this stage, the members feel more close to each other and more aware of others
problems. Since trust has increased, they are more willing to take risks in sharing feelings and thoughts
and to give constructive feedback to each other.
Counselor at this stage should confront the group members with their behaviours and insist that they
challenge each other to convert insights, they have gained in the group into action.
• Consolidation and Termination : Termination is not simply the ‘stopping’. In fact, it is an integral
stage of the process of “group counseling”. It is usual in group counseling to fix a termination date in
advance.
Advantages
a) It is economical in many ways. In group counselling a large number of individuals are helped at the
same time by a counsellor. This saves time and money.
b) It helps individuals to socialize their attitudes, habits and judgements.
c) It provides multiple stimuli for each member to work through and approximates real life situation. By
frankly and honestly sharing their thoughts and feelings members develop a feeling of group
cohesiveness and singleness of purpose that helps them to progress. Discussions of matters of common
concern help the members to appraise the adequacy of their interpersonal relations. The group gives them
a practice field in which to learn new more flexible and more satisfying ways of relating to others.
Moreover, the group helps the individual appraise his values and come to an increased appreciation of the
importance of good human relations in his value system.
Some individuals who cannot be reached through individual counselling can be reached through group
counselling. In a group counselling situation feelings of depression, isolation are reduced and talking
made easy. Apart from these, group counselling gives the counsellor an opportunity to study persons in
an initial group setting.
Limitations
Group counselling is not suitable for all individuals. Some individuals find the group situation too
threatening. Moreover, some individuals have a very low level of tolerance and will not be able to adopt
their behaviour to the demands of the group. Similarly, very personal and private problems cannot be
discussed in the group situation. Apart from these the counsellor has less control over the situation in
group counselling. As a result the counsellor may sometimes find himself seriously impeded in
establishing good working relationship with members.
Therefore, the counsellor has to take into consideration all these factors and Counselling in Schools
decide whether group counselling is suitable for particular individuals and type of problem.
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Individual versus Group Counselling
There are differences as well as similarities between individual and group counselling.
Similarities
a) The aims of both are the same viz helping the counselee achieve self-understanding and become an
integrated, self-dependent, self-directed and responsible person.
b) The techniques used are also similar, like clarification of feelings, restatement of contents, etc.
c) Confidentiality and privacy are maintained.
d) The most important thing is the climate that is accepting, permissive and non-threatening.
e) The individuals who receive help in both are normal individuals who are trying to cope with stresses,
frustrations, anxieties or other developmental problems.
Differences
a) Individual counselling is a one to one, face-to-face relationship where the counsellor interacts with only
one counselee. But in group counselling the counsellor interacts with a number of individuals at the same
time.
b) In individual counselling the counselee only receives help whereas in group counselling, the counselee
also gives help to others.
c) In group counselling, the principles of group dynamics find a lot of application. But in individual
counselling it is the relationship of the counselee with the counsellor that is important.
4. Skills in Counselling,Skills for Listening, Questioning, Responding, &

Communicating, Listening Attentively to the concerns of the counselee,
Negotiating Self Discovery, Decision Making, Problem Solving etc and
values such as Patience, Empathy etc.;
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5. Methods and Process of Counselling Academic, Personal, Career and
Behaviour problems of students with special needs, viz. socio-emotional
problems of children with disabilities and deprived groups such as SC,
ST and girls, need for Counselling;
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6. Professional Ethics and Code of Conduct ;
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7. Qualities and Qualifications of an effective Counceller
Interpersonal skills
Counselors must be able to express themselves clearly and effectively. It is important not only to
be able to educate clients about therapeutic t
opics, but also to gauge the client’s understanding at any given time.
Being able to sense what clients are thinking and feeling and relate to them by showing warmth,
acceptance, and empathy are cornerstones of effective therapy. You can learn about and improve
interpersonal skills and empathy by downloading our Emotional Intelligence Exercises.
Trust
According to Hill and Knox (2001), most people determine whether they can trust someone
within 50 milliseconds of meeting them. Counselors must be able to communicate verbally and
nonverbally that they are trustworthy.
Clients need to feel comfortable sharing private, confidential information and parts of themselves
that are often entirely unknown by others. Having faith in the quality of the relationship and the
confidentiality of what is disclosed leads to a deeper connection with the therapist.
Flexibility
A good counselor will create a meaningful treatment plan that is individualized for each client.
This means the counselor shouldn’t follow a rigid schedule of treatment or have a “one size fits
all” approach.
Prochaska and Norcross (2001) found that some treatments are better than others for specific
types of disorders. Matching the treatment to the client’s stage of readiness is the most effective
way to implement therapeutic techniques. Additionally, counselors need to be able to adapt and
change course if treatment is not working for the client.
Hope and optimism

Hope is a wonderful motivator. Effective counselors can find a balance between realism and
hope.
A good counselor will set realistic goals that engage the client and inspire a more optimistic
outlook.
As attainable goals are reached, clients will develop a sense of resilience and confidence that can
help in all areas of life. These traits are why positive psychology is such an effective method of
improving emotional health.
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Multicultural sensitivity
The American Psychological Association recommends that therapists adapt treatment to a
client’s cultural values and show respect for differences, beliefs, and attitudes
When working with clients, it is important to be educated and sensitive to issues of race, gender,
ethnicity, sexual orientation, religion, and cultural background.
Self-awareness
An effective counselor can separate personal issues from those of the client. Countertransference
is a phenomenon described by Freud where issues expressed by a client lead to an emotional
reaction of the therapist.
When counselors can identify and manage responses to their own issues, they will be less likely
to react to them during sessions, and it will eliminate any detrimental effects on therapy.
Part of self-awareness is the ability to know how much information should be disclosed to
clients. This will vary on a case-by-case basis, but professional boundaries, personal insight, and
the ability to read others are integral parts of this.
Unit III: Tools and Techniques of Guidance
1. Testing and Non-Testing Techniques for Studying and Appraisal of

students :
a. Testing Techniques: Intelligence/Mental Ability tests, Aptitude
Tests, Attitude Scales, Interest inventories, and Personality Tests,
Intelligence Tests
Intelligence has been one of the most popular psychological terms used in identifying
individual differences. It has helped to explain that people differ from each other in their
ability to understand complex ideas or to learn from experience. Different theorists have tried
to explain intelligence in different ways following different approaches. Theories by Binet,
Weschler Spearman and Thustone are based on the psychometric approach where intelligence
is considered as an aggregate of abilities.
It is expressed in terms of a single index of abilities. Howard Gardener’s theory of multiple
intelligences puts forth that intelligence is not a single entity and there exists multiple
intelligences, each distinct from others. According to him, there are nine distinct intelligences
that are relatively independent of each other. These different types of intelligences interact and
work together to provide a solution of a problem. The nine types of intelligences proposed by
Gardener are briefly discussed below.
i. Linguistic Intelligence : The capacity to use language fluently and flexibly, to express
one’s thinking and understanding others. Used in reading a book, writing a paper, a novel
or a poem; and understanding spoken words. Poets and writers exhibit this ability.
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ii. Logical Mathematical Intelligence : Thinking logically, critically, using abstract
reasoning to manipulate symbols and solve mathematical problems.
iii. Spatial Intelligence : Abilities involved in forming, using and transforming mental
images. Used in getting from one place to another, in reading a map, and is packing
suitcase in the trunk of a car so that they all fit into a compact space. Pilots, sailors,
interior decorators, surgeons, fashion designers generally exhibit this ability.
iv. Musical Intelligence : Capacity to produce, create and manipulate musical patterns. Used
in singing a song, composing a sonata, playing a trumpet or even appreciating the
structure of a piece of music.
v. Bodily-Kinesthetic Intelligence : Ability to use one’s body and muscle structure in a
coordinated planned way. Used in dancing, playing basket ball, running a mile or
throwing a javeline. Athletes, dancers, actors, gymnasts, sports person, surgeon exhibit
this more than others.
vi. Interpersonal Intelligence : Used in relating to other people, such as when we try to
understand another person’s behaviour, motives or emotions, counselors, psychologists,
politicians, social workers, religious leaders are shown to be high on this ability.
vii. Intrapersonal Intelligence : Knowledge of one’s internal strengths and limitations and
using that knowledge to relate to others.
viii. Naturalistic Intelligence : Complete awareness to our relationship with the natural world,
useful in recognizing the beauty of different species of flora and fauna and making a
distinction in the natural world.
ix. Existential Intelligence : Can be defined as the ability to be sensitive to, or have the
capacity for, conceptualizing or tackling deeper or larger questions about human
existence, such as the meaning of life, why are we born, why do you die, what is
consciousness or how did we get here.
Aptitude Tests:
Aptitude is thought of as a natural tendency, special ability, or capacity or cluster of abilities.
Often these natural abilities are looked at in relationship to a person’s readiness to learn or
their suitability for particular career. For example, in order to be successful architect, one must
possess the cluster of abilities such as a keen sense of observation, a sense of aesthetic visual
memory, abstract reasoning, and an ability to sketch free hand. So, aptitude may be defined as
a trait that characterizes an
individual’s ability to perform in an area or to acquire the learning necessary for performance
in a given area. It presumes an inherent or native ability that can be developed to its maximum
through or other experiences. However, it can not be expanded beyond a certain point, even by
learning. Although that may be a debatable concept, it is stated here as a basis on which
aptitude tests are developed. In theory, then, an aptitude test measures the potential of one to
achieve in a given activity or to learn to achieve in that activity.
Aptitude tests may potentially be used by counselors and others because.
• They may identify potential abilities of which the individual is not aware;
• They may encourage the development of special or potential abilities of a given
individual.
• They may provide information to assist on individual in making educational and
career decisions or other choices between competing alternatives;
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•They may serve as an aid in predicting the level of academic or vocational success
on individual might anticipate; and
• They may be useful in grouping individuals with similar aptitudes for development
and other educational purposes.
There are different types of aptitude tests. Some of them are single aptitude tests like tests of
mechanical aptitude, clerical aptitude, teaching aptitude, musical aptitude and so on. Such tests
covering a group of related abilities are necessary for performing in an occupation like
becoming a mechanic, clerk, teacher, musician etc. Another type of aptitude test is work
sample aptitude test. It requires the individual to perform all or part of a given job under the
conditions that exist on the job. An example of a work sample test for the job of automobile
mechanic is to repair a faulty carburetor. Besides this, there are differential tests Batteries as
well. A commonly know Differential Aptitude Tests (DAT). Bennett, Seashore and Wesman
(1984) battery consists of eight subtests of verbal reasoning, numerical reasoning abstract
reasoning, spatial reasoning, clerical speed and accuracy, mechanical reasoning, language
usage, spelling, grammar, combination of such abilities is required for success in different
occupations. Such test batteries can give comprehensive information about the relative picture
of the students specific abilities. Administration of total battery can prove to be costly in terms
of time but one can make selective use of certain sub tests. For example, a student trying to
explore whether s/he will have the required aptitude to go to engineering, may
not be required to take tests like clerical speed, language usage, grammatical or verbal
reasoning tests but may be required to take numerical abstract and spatial reasoning tests. Most
of the batteries of tests available for assessment of aptitude at school stage are in the form of
test batteries consisting of the underlying abilities required for success in different occupations
rather than direct assessment of job aptitudes.
Caution in the use of Aptitude Test Data

• It is important that counselors select and use aptitude tests carefully, keeping in view the
student’s/clients needs. If aptitude test data must be used, it should be used along with
previous achievement data, present interests, leisure time activities and work habits etc.
in order to guide the students into various occupational possibilities.
• The aptitude test samples certain abilities of the individual and helps to find what he/she
can do now and how well it can be done further. On the basis of present performance,
estimate of his/her future achievement is inferred which is in terms of probability only.
• It may also be kept in mind that aptitude tests score only provide leads or suggestion or to
help in career planning and do not automatically match individuals to suitable courses or
studies, and occupations. These are factors like willingness, hard work, that contribute to
or one’s success in a career which are not measured by aptitude tests.
Attitude Scale:
Attitudes are expressions of how much we like or dislike various things. We tend to approach
and seek out to be associated with things we like, we avoid, shun or reject things we do not
like. Attitude represent our evaluations and performance towards a wide variety of objects,
events, persons, and situations. The defining characteristics of attitudes is that they express
evaluations along the lines of liking-disliking, pro-anti, favouring - disfavouring or positive -
negative (Petty and Cacippo, 1981).
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By restricting the term attitude to evaluation, we distinguish attitudes from beliefs or opinions.
Attitude includes certain aspects of personality as interests, appreciations and social conduct.
Attitudes are learnt, they are adopted. They have aspects as directions, intensity etc. In the
following section
we will know how attitudes tested.
Types of Attitude Scales
Attitudes need to be tested because our social life depends on some desirable attitudes. The
success in certain vocations also depends on some attitudes. Attitudes can be tested through
various techniques. Various scaling techniques have led to the development of different types
of attitude scales which provide quick and convenient measure of attitudes. However, the
‘method of equal appearing intervals’ and ‘method of summative ratings’ have been
extensively used in attitude or opinion research. The attitude scales which are developed using
these scaling techniques consists of
a number of carefully edited and selected items called ‘statements’.
The method of ‘equal - appearing intervals’ was originally developed by Thurstone and Chave.
The attitude score of an individual obtained by this method has an absolute interpretation in
terms of the psychological continuum of scale value of the statements making up the scale. If
this score falls in the middle range of the psychologica continuum, the attitude of the
individual is described as “neutral”. If it falls towards the favourable end of the continuum, it
is described as “favourable” and if it falls towards the unfavourable ends, it is described as
“unfavourable”.
In the “method” of summated ratings developed by Likert, the item score is obtained by
assigning arbitrary weights of 5, 4, 3, 2 and 1 for Strongly Agree (SA), Agree (A), Undecided
(U), Disagree (D) and Strongly Disagree (SD) for the statements favouring a point of view. On
the other hand, the scoring weights of 1, 2, 3, 4 and 5 are used for the respective responses for
statements opposing this point of view. An individual’s score on a particular attitude scale is
the sum of his rating on all the items.
In addition to the above two scales, there some more techniques, such as, Error Choice
Technique, Free Response Technique, Paired Comparisons, Opinion Polling or Surveying,
diaries, autobiographic etc. are used for testing attitude.
Attitude scales are used to measure the degree of positive or negative feeling associated with
any slogan, person, institution, religion, political party etc. Attitude scales are also used in
public-opinion surveys in order to make some important and crucial decisions. Educationists,
for example, conduct opinion surveys to find out how people feel about educational issues.
Interest inventories :
You might have observed in your class that some students show more inclination in maths,
while others in computers, some in literary activities, in paintings, etc. Interest is a behaviour
orientation towards certain objects, activities or experiences. It is an expression of our likes
and dislikes, or our attractions and aversions. An individual chooses the most acceptable,
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suitable alternative out of many, go after preferred objectives, activities etc., and consequently
derives satisfaction, success and happiness out of the activities selected.
Interests are related to general ability, special aptitudes and value various ways. Linguistic and
scientific interests are positively correlated with intelligence, technical interests are related to
mechanical aptitude and business interests are related to the tendency to stress material as
opposed to theoretical, social or aesthetic values and so on.
Interest testing is done to achieve some purpose i.e.
o To provide teachers and counsellors with information regarding the students preference
and aversions which will help them acquire better understanding of students and their
problems.
o To help the tests to identify and clarify their interests in terms of the demands of varied
courses and careers and choose work and experiences consistent with their interests.
o To enable teachers, counsellors and parents to know the kinds and intensity of the
testee’s interests and assist him to prepare his educational and vocational plans
consistent with his interests.
o To help channelise the energies of the youth in different directions.
o To help in the selection of the right person for the right work, and thus save frustration.
Personality Test:
Often by persons use the term personality to indicate the physical make up of an individual.
The term “Personality” however, signifies much more than simply the physical looks of a
person and has a very broad meaning. It includes the emotional, motivational, inter-personal,
attitudinal and even moral aspects of a person. some researchers have included intelligence
also as part of personality.
Personality refers to a unique combination of characteristics of an individual, which pre-
disposes the person to behave in a particular and consistent way. Personality testing is
necessary to achieve the following purposes.
• lt helps the students in proper educational and vocational choice. Personality plays
an important role in an individual, personal, educational and vocational adjustment
and success. It is, therefore, important to diagnose the individual’s personality
pattern to see whether he posses the traits which are likely to contribute
significantly to his adjustment to the course or career he is choosing.
• It helps the individual in resolving emotional conflicts. Personality diagnosis
becomes essential when the difficulty the individual encounters in making proper
adjustment with the educational and occupational choices, lies in emotional conflict
about which the client has no knowledge. When the cause of the mental conflict is
diagnosed, it may be possible for him to solve his problem in his own way.
• It helps the clinical psychologist.
b. Non-testing Techniques: Interview, Observation and Case Study,

Case Study
A case study is an analysis and documentation of data collected in a case history. It comprises the
information gathered about a client, including the family history, physical development, etc.
Educational, social and vocational history is also covered in the case study. The case study
presents a cumulative picture of the personality of an individual. The information is gathered
from sources, such as cumulative records, observations, interviews, autobiographies, selfreports,
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tests, teacher reactions and other school records. The school counsellor writes the case study
which provides an increased understanding of the pupil. While most of the guidance personnel
accept the value of case studies, a few counsellors feel that nothing new is obtained from a
formal case history. It cannot be of great assistance to the clients.
The counsellors believe that any solution not coming directly from the counsellee is valueless
and, therefore, they conclude that diagnosis based on case study is fruitless. While this is a
plausible point, it cannot be over-emphasized that a case study does help to provide and clarify
the vast amount of information needed for the understanding of a particular pattern of behaviour
of the client.
Case histories generally tend to be full of gaps and sometimes relevant information may not be
forthcoming. It is not necessary here to list the limitations and to suggest the various safeguards
that a counsellor should employ.
Case histories conventionally cover areas, such as:
1. Identifying information —name, age, sex, etc.
2. Educational information—level of education, scholastic record, subject least liked and
most liked, present educational status and future plans.
3. Personal data—general health history, family background, socio-economic data,
personal psychological relations, social psychological relations, aspirations and the like.
4. Vocational information—jobs held, if any, choice of vocation, parental occupation and
the like.
5. Specific information indicating special problems, if any, referral agency and the like.
Interview:
An interview is a non-standard technique used for studying the individual. It is commonly used in
counselling. It is a technique without which no counselling is possible. It is a valuable technique
for obtaining information, giving information to a group, selecting a new employee and helping
the
individual in the solution of an adjustment problem.
It is a conversation with a purpose. The purposes for which interviews are arranged are
introductory, fact finding, evaluative, informative and therapeutic in nature. Another
characteristic is the relationship between the interviewer and the interviewee. The occasion
should be used for a friendly informal talk. The interviewee should be allowed to talk in a
permissive atmosphere with confidence and freedom.
Types of Interviews
Interviews are classified on the basis of purpose. Interviews are categorized also on the basis of
the nature of relationship between the interviewer and the interviewee. The following are the
major types of interviews:
i. An Employment Interview: The purpose behind such an interview is to assess the fitness of a
person for the job. The interviewer talks too much and the interviewee too little. He simply
answers the questions asked.
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ii. A Fact Finding Interview: The purpose of a fact finding interview is the verification of facts
and data collected from other sources.
iii. Diagnostic Interview: The purpose of a diagnostic interview is remediation. An effort is
made by the interviewer to diagnose the problem of the interviewee and find out symptoms.
Necessary Information is collected to help the interviewee in solving a problem.
iv. Counselling Interview: The purpose of a counselling interview is to provide an insight, a
suggestion, or a piece of advice to the interviewee. The counselling session begins with the
work of collecting information and proceeds with guidance and finally ends with
psychological treatment of the problem.
v. Groups versus. Individual Interviews: When several persons are interviewed in a group such
an interview is known as a group interview, but basically all group interviews are individual
interviews because it is not the group that is interviewee. The purpose behind a group
interview is collecting information and the knowledge of common problems facing the group.
In the Individual interview the emphasis lies on the problems faced by the individual.
Carl Rogers holds a divergent view about an individual interview. He says that in an individual
interview it is not the problem faced by the individual which lies in the centre. The focus is on
the individual himself/herself. The aim of an individual interview is not to solve
one problem, but to help the interviewee to grow so that she/he may cope with the present and
with problems that may arise in future in a better integrated manner.
Advantages of an Interview
 It is a widely used technique in guidance because it has certain advantages which are not
possessed by other techniques of guidance. For example, personal data can be more easily
collected in much shorter time by using this technique.
 It is very flexible. It is useful in almost all situations and with people having different
backgrounds.
 It serves a variety of purposes. You may determine your purpose and have an interview for
that purpose.
 It has a great therapeutic value. An interview establishes a face-to-face relationship between
the interviewer and the interviewee. The direct relationship gives a great insight into the
problem faced by the client.
 Interviews are helpful in diagnosing a problem. It is very helpful in revealing the causes of a
problem faced by the client. Hence some psychologists regard interviews as a very useful
technique for diagnosis and remediation.
 The face-to-face contact gives very useful clues about the client‘s personality. The facial
expressions, gestures, postures convey meaning and reveal feelings and attitudes indirectly.
 Interview is useful to the client also because it enables him to think about the problem and
about his self‘. It is the most useful situation in which the client gets a better understanding of
himself, his abilities, skills, interests and also of the world of work, its opening and their
requirements.
 Interview provides a choice to the client and the counsellor to exchange ideas and attitudes
through conversation.
Limitations of an Interview
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1. An interview is a subjective technique. It lacks objectivity in the collec tion of data about the
client. The bias and the prejudices of the interviewer enter his/her interpretation of the data
collected through interview.
2. The personal bias makes the interview less reliable and valid.
3. The results of an interview are very difficult to interpret.
4. The usefulness of an interview is limited. The success of an interview depends on the
personality qualities of the interviewer, his/her preparation for the interview and the way in
which she/he interviews. If the interviewer monopolises talking or does not listen patiently to
what the client says, the interview loses value.
Observations:
Introduction
Langley, P defines OBSERVATION involves looking and listening very carefully. Gorman and
Clayton define observation studies as those that ―involve the systematic recording of observable
phenomena or behaviour in a natural setting‖.
The observation technique is not frequently used in guidance and counselling. In this technique,
behaviour is studied through observation by a trained observer. The effectiveness of the
technique depends upon the skilfulness of the observer. The observer is expected to observe well
defined behaviours free from biases and prejudices. Observational techniques are useful in the
study of students and individuals but their usefulness depends upon the manner and purpose with
which they conducted. This is a subjective technique even though it is an indispensable
technique. For the children no other tool and technique can be used except the observation.
Characteristics of Observation:
Observation as a method of data collection has certain characteristics:
- It is both a physical and a mental activity. The observation eye ‗catches‘ many things
which are sighted, but attention is focused on data that are pertinent to the given study.
- Observation is selective. A researcher does not observe anything and everything, but
selects the range of things to be observed on the basis of the nature, scope and objectives
of his study.
- Observation is purposive and not casual. It is made for the specific purpose of noting
things relevant to the study.
- It captures the natural social context in which persons‘ behaviour occurs.
Types of Observation
i. Participant Observation: In this observation, the observer is a part of the phenomenon or group
which is observed and he acts as both an observer and a participant. The person who is
observed should not be aware of the researcher‘s purpose. Then only their behaviour will be
natural. Example: a study of tribal customs by an anthropologist by taking part in tribal
activities like folk dance.
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ii. Non - Participant Observation: In this method, the observer stands apart and does not
participate in the phenomenon observed. Naturally, there is no emotional involvement on the
part of the observer. This method calls for skill in recording observations in an unnoticed
manner. Example: use of recording devices to examine the details of how people talk and
behave together.
iii. Direct Observation: This means observation of an event personally by the observer when it
takes place. This method is flexible and allows the observer to see and record subtle aspects of
events and behaviour as they occur. He is also free to shift places, change the focus of the
observation. Example: Observer is physically present to monitor Guidance and Counselling.
iv. Indirect Observation: This does not involve the physical presence of the observer, and
recording is done by mechanical, photographic or electronic devices. Example : Recording
Customer and employee movements by a special motion picture camera mounted in a
department of a large store.
v. Controlled Observation: This is carried out either in the laboratory or in the field. It is typified
by clear and explicit decisions on what, how, and when to observe. It is primarily used for
inferring causality, and testing causal hypothesis.
vi. Uncontrolled Observation: This does not involve extrinsic and intrinsic variables. It is
primarily used for descriptive research. Participant observation is a typical uncontrolled one.
vii. Planning Observation: The use of observation methods requires proper planning. The
researcher should carefully examine the relevance of the observation method to the data
needed for the selected study. He must identify the specific investigative questions which
determine the data to be collected, must decide the observation content. The observation
setting, the subjects to be observed, the timing and mode of observation, recording procedure,
recording instruments to be used, and other details of the task should be determined. Observer
should be selected and trained. The persons to the selected must have sufficient concentration
powers, strong memory power and unobtrusive nature. Selected persons should beimparted
both theoretical and practical training
Advantages of Observation
 Observation has certain advantages over the personality test as an approach to
understanding children from the practical standpoint. Even hit-or-miss incidental
observation gives one a feeling‘ for the child's personality that the test score or even an
analysis of the responses to the individual items cannot give.
 Observation is a relatively ‗free‘ situation-one in which the pupils feel the absence of
adult pressure- may reveal important aspect of the personality.
 This possibility vanishes, however, when the pupil knows he is under observation. Then
too, observing does not interfere with the usual school activities as testing does. Finally,
one can usually see how the child responds in social situations, and note how he reacts
to frustrating situations.
Limitations of Observation
Unfortunately there are many difficulties inherent in the process of observation:
 In addition to the fact that observation is a highly skilled technique, it is almost
impossible for most teachers to spend enough time observing to enable them to get a
well-rounded picture of the child‘s personality-in-action.
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 The reasons for the observed behaviour may not be determined since little is known
about the underlying motives, beliefs, attitudes, and preferences.
 Selective perception (bias in the researcher‘s perception) can bias the data.
 In some cases, the use of observational methods may be unethical, as in observing
people without their knowledge or consent.
c. Tools-Questionnaire, Anecdotal Record, Cumulative Record Cards, etc,

The Questionnaire
A questionnaire is a list of questions to be answered by an individual or a group individuals,
especially to get facts or information. It should be elaborated to match with other techniques.
Questions are designed to get information about conditions and practices about which the
respondent (s) are presumed to have the knowledge. The questions in a questionnaire are
basically of two types-the closed and the open type. The question in a questions require the
individual to think and write. For example, what is your favourite sports ? The closed type
question requires the answer in the form ‘yes’ or ‘no’ or in a limited number of given categories.
The open type questionnaire is time consuming and requires special skill in interpreting the
responses. The close type questionnaire can be easily scored, interpreted and is more objective
(i) Closed-ended Questions
• Gender Male/Female
• How many times you watch Discovery Channel in TV ?
Regularly/Mostly/Occasionally/Never
(ii) Open-ended Questions
• Which types of programmes do you like to watch ?
• What steps would you like to take to improve science teaching in your school ?
Questions should be few in number and simple to be understood and answered. They should
directly cover the point of information.
Cumulative Records
Cumulative records provide an organized, progressive record of information regarding the
student which distinguishes him from all other individuals. The cumulative folder includes
information, such as personal data and family background; medical and health condition; date of
school entry; school grades; transcripts from previous schools attended; school test results;
personality and behaviour trait ratings, school activities: anecdotal records and autobiographies
written in class-room settings.
Three of the most common types of cumulative records are the packet type, the single card or
folder type, and a combination of the above.
Mortensen and Schmuller (1966) state that cumulative records provide information concerning
the following :
1. The previous (individualistic) experiences of the pupil.
2. The group activities of the pupil.
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3. The organization of needed curriculum or guidance experiences.
4. The evaluation of the pupil.
5. The evaluation of different curricula.
6. The working out of district or inter-district, or state or country administrative procedures.
7. The present experiences of the pupil.
8. The methods of carrying out research on the adequacy of results of schooling, curricular
changes, etc.
9. The personality variables of the pupil.
10. The grouping of pupils within classes for more effective use of time and effort.
11. The promotion of students to particular classes and in providing placement service.
Sensitive information concerning extreme behaviour likely to be harmful if made public, should
be carefully dealt with and kept in the counsellor’s confidential file. Specialist interpretation from
the cumulative records helps the staff members to identify deviant behaviour and thereby assist
the individual student.
Anecdotal Records
The recorded observations usually made by teachers are called anecdotal records. This technique
assists in the understanding of each student better. Froehlich and Hoyt (1959) define anecdotal
records as follows: “An anecdotal record consists of an objective description of pupil behaviour
in a particular environmental setting, an interpretation of the behaviour by the observer writing
the description, and a recommendation for future action based on the incident and its
interpretation”.
According to Prescott (1957), the characteristics of a good anecdote are :
1. It gives the date, place, and situation in which the action occurred. This is called the
setting.
2. It describes the actions of the individual (pupil/child), the reactions of the other people
involved and the responses of the former to these reactions.
3. It quotes what is said to the individual and by the individual during the action.
4. It states ‘mood cues’—postures, gestures, voice qualities, and facial expressions—which
serve as cues to help understand how the individual felt. It does not provide interpretations
of his feelings but only the cues by which a reader may judge what they were.
5. The description is inclusive of and extensive enough to cover the episode.
The action or conversation is not left incomplete and unfinished but is followed through to the
point where an aspect of a behavioural moment in the life of the individual is supplied. The
anecdotal record gives information about the name of the student, grade, date, description of the
setting, description of the incident and the observer’s name.
On reviewing the utility and value of anecdotal records, Shertzer and Stone (1968) indicated that
a systematic programme of observation benefits administrators, teachers, students and
counsellors to (1) gain more information about an individual’s cumulative pattern of
development, (2) become better observers and interpreters of student behaviour, (3) obtain better
understanding of the pupils by the administrators and (4) help the students realize that the staff of
the school is interested in them. Such realization benefits the pupils.
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2. Role of the teacher in Assessment and Testing
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Unit IV: Career Guidance and Counselling
1. Educational and Career Information in Guidance and Counselling:

Meaning, Importance, collection, types, classification of occupational
information;
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2. Dissemination of Occupational Information: Class talk, career talk,
Group discussion, Preparation of Charts and Poster, Career Exhibition,
Career conference;
Career Conferences:
In this, a carefully planned series of meetings are arranged for students to provide information on
various themes which will be helpful to them to plan their future education and career. It
provides the students with occupational information and makes the teachers, parents and the
community in general aware of the significance of the guidance programme.
The planning of career conference calls for a collective efforts on part of the counsellor, school
faculty and the students. Further a planning committee consisting of representation of all these
groups should be formed to give the entire school a sense of involvement. The parents can be
taken as the resource persons.
Certain guidelines can be drawn while planning a conference. These are:
• The students should be informed beforehand about the purpose of the conference.
• Through the checklist, the occupational interest of the students may be determined
so that speakers can be chosen from those areas.
• The names of the guest speakers should be suggested in the meeting and the person
who is going to take the charge be appointed.
• The conference dates should not conflict with examination dates.
• The schedule of talks, discussion groups, film shows etc. should be announced in
advance.
• Duties should be assigned to the staff members and volunteer students.
• Prepare pamphlets for due publicity. A note should be sent to the parents informing
about the conference.
• Charts could be prepared for displaying the topic/theme of the career conference.
Steps in Planning the Conference
The career conference requires months of planning in advance. The following steps are
important:
• The idea of organizing the conference should be presented at least 45 days in
advance. Once approval has been obtained the students can be informed about it.
Informing the students beforehand is very much required because then they can
offer themselves as volunteers.
• A list of the volunteer teachers and students to be made and duties to be assigned to
them like arranging for the mike, lectures, refreshment, distribution of pamphlets
etc.
• Information should be sent to the principals of other schools and parents.
The aim of the career conference and a brief outline of the plan should be sent to them.
• Draft invitation letter for guest speakers.
• A detailed programme schedule of talks, discussion, films, charts to be made.
• The session-wise programme schedule should be decided well in time and
intimated to the students and other participants.
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• Prepare a list of speakers for each session. It is generally good to have 2 or 3
speakers for each session so that in case of unavailability of one, the other can be
invited. The resource persons could be the parents, alumni, staff members.
• Brief the speaker about the theme and the objectives of the conference. After the
conference conduct a discussion to evaluate the strengths and shortcomings of the
conference. The feed back can be used for making the next conference better.
Class Talks:
This is one of the effective ways of imparting group guidance. Class talks can be arranged for the
students of a class having common interest. E.g. a class talk can be given on “Time
Management” to standard XI students. Certain points are to be kept in mind while organizing a
class talk.
• The topic selected should be according to the need and level of students.
• It should be presented in simple terms with lots of examples and illustrations from
daily life. Use of difficult words should be avoided.
• Ensure the participation of students.
This can be done by asking questions, or by encouraging students to give examples from their
life. This will make the students feel interested and involved in the talk.
• Charts, posters pamphlets, etc. can be used to highlight the major points more
effectively.
• Tables/figures, etc. can be prepared.
• The talk should not be very long.
• The number of students should not be more than 40.
• The students should be informed in advance about the schedule, theme, venue and
other details of the talk.
• Supplementary material like charts, posters, films are to be kept handy.
Class talks can be on topics such as time management, study habits, how to prepare for
examinations, life skills, healthy eating habits, healthy living, social skills etc.
Career Talks Group Guidance:
Career talks are different from class talks. The topics for the class talks are general and varied
while career talks concentrate on information about the various careers. For example, the topic
for class talks could be ‘Effective Study Habits’ or ‘Time Management’ whereas the topic for
career talk will be ‘Careers in Chartered Accountancy’. While preparing the career talk, the
general points are the same as for the class talks.
Certain additional guidelines while preparing the career talk are:
The future prospect of the career, educational qualifications required, the institution offering the
course, duration of the course, mode of selection, hostel facilities, positive and negative points
associated with the career, etc. should be clearly stated while delivering a career talk.
Career talk should include topics on a variety of careers to accommodate the interests of all
students present.
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Group Discussion:
Group discussion is a useful group guidance activity. In permissive situation comprising of
members having common need, the students learn to talk freely about those things that worry
them. It helps students define their working relationships and be associated with an accepting
group of people of their own age who face problems similar to their own.
Certain norms must be formed while inviting participation from students in group discussion.
• The topic should be of interest to them.
• Each one should present their own views.
• Criticizing, leg pulling should not be encouraged. In such a situation counsellor
should intervene.
• The points for discussion should be limited to the topic only. The discussion should
not deviate from the original topic.
In the group discussion, the topic to be selected and presented should follow certain principles.
• The topic should be based on problems of real importance to students. The topic should
represent matters of concern to the majority of students. This will lead to more participation from
the students.
• Topic should match with the maturity level of students in the group. Sometimes a few students
dominate a discussion. So, the group may be divided into 3-4 smaller groups of 5 students each.
To introduce a topic or to “warm up” the group, a buzz session is a useful method. The teacher
writes a thought provoking question/issue on the blackboard. Then divides the class into
subgroups of 3-4 students and prompt them to discuss. This is known as the buzz session.
Visit to career Fair/Exhibition:

Career fair offers tremendous opportunities to help the students explore various ]avenues opened
to them. Many of us are not familiar with the concept of a career fair. In a career fair, various
stalls are put up by different institutes offering different courses. For example, Institute of
Fashion Technology, Institute of Hotel Management or various Universities.They give
information about the courses offered by them. Students get a chance to get information about
various courses at one place itself.
These institutions sometimes use video cassettes, slide show, films, etc. to show the nature of
work related to that career. They distribute information booklets or pamphlets free to the visitor.
Find out if such career exhibition/fair is organized in your city. The advertisement appears in the
newspapers from time to time. These fairs save time and effort. The students need not go from
one institute to another to get information about the courses. But precaution must be taken and
find out if these courses are recognized by the concerned regulatory body. If the courses are not
recognized they may not lead to any job later
Career Guidance: It is the assistance given to students in choosing and preparing for suitable
career. It can be provided individually or in a group.
 When individual student face personal problems in selecting or adjusting to careers, individual
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guidance may be employed.
 Group guidance is employed to orient and prepare a group of students in a class/ school.
There are various methods through which students can be prepared for the world of work and one
among them is through career corner.
Career Corner: Is a place exclusively set up for imparting vocational/career information. It is a
display centre and includes different sources of career information such as books, posters, etc.
through which students can learn and benefit.it also motivates students to analyse their potentials
and various employment opportunities available which are suitable to them. Phases of activities
planned for setting up career corners:
Charts of all kinds inclusive of tree diagrams, bar graphs, and pie charts can be prepared by the
guidance teacher and displayed in a colourful and attractive manner in the corner room. These
include information about different occupations in demand, their availability, growth,
development, success and failures etc.
Importance of Career Charts
Career chart plays a vital role in the career path of an individual because it is one of the effective
ways to plan one‘s career. Hence career charts are important from the following aspects:
 Goal setting – precise and crisp career charts help students to set short term and long
term career goals.
 Pin point the skills required for a particular profession and nurture them.
 Determine the profession that is best suited for one‘s aptitude and plan higher education
accordingly.
 Create a strategy and action plan- different occupations require different strategies and
action plans. These requirements can be broadly identified from career charts and
students can adopt strategies accordingly.
 Opportunity analysis- once the students determine their career choice, they have to
analyse the available opportunities. Career charts help them analyse occupations, their
relevance and the places where there are immense opportunities for a particular
occupation.
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 Stay updated- Career charts help learners to stay informed about the newest skills,
major competitors and the needs of the employers etc.
Some Examples of Career Charts
a) Pie chart: Pie charts are usually used for career planning to indicate the relevance and
popularity of particular career or profession.
b) Tree Diagram: Tree diagrams can be used to help students explore variety of career options
related to a particular subject/discipline of their interest. This in turn will help them have a
greater understanding of how the subjects are related to or integral to specific careers.
Career Poster:
A poster is not a wall mounted essay, more a colourful abstract
Any poster that gives us a consolidated view regarding anything related to career. It can be a
poster about:
 Future opportunities from a career
 Career opportunities available from a particular educational preference
 Requirements for getting into a particular career, and so on
Aim of a Career Poster
 It is to grab the attention of your audience which in turn will generate interest.
 Everything within the poster, including all graphics and text, must relate to the career
you are trying to communicate about.
Purpose of a Career Poster
 To improve your chances of getting into your desired graduate school programs by
connecting with potential advisors.
 To improve your chances of getting a job by connecting with potential employers.
 To increase uptake in your field of a new method that you have created or improved
upon.
 To increase the citation rate of your research papers and to improve the visibility of
your research generally in your field.
 To find new collaborators.
Who is Your Audience?
Create your poster for your audience.
When planning your poster it is important to know who is going to be looking at it. Your poster
is there to get your message across, and it is of no use if the person looking at the poster doesn‘t
understand what they‘re looking at.
The three main type of audience are:
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 Specialist: Audience has a high level of knowledge within your discipline. There is a good
understanding of unique terminology and practices used within the field. You may go into
detail regarding you research without fear of it being misunderstood.
 The Wider Field: The audiences are in a field of research related to your own, but may not
be familiar with the more specialist terms and practices within your area.
 General: Little or no familiarity with the subject, explanations must be given in the most
basic terms.
Engaging Your Audience
 Your audience will not approach your poster if its subject is not clear from 3 metres away.
 All elements should be visible from at least 1.5m.
 In the first three seconds of looking at your poster, the reader is deciding whether to stay
and explore the poster or move on.
 Make the main heading large and to the point, try to avoid a long main title, you have a
whole poster to get your message across.
 Main points to note:
o All of your main points and conclusions must be clear and concise.
o Only use project details which are absolutely essential for getting your point across.
o Try to express your main points graphically.
How to Design an Effective and Attractive Career Poster?
Steps involved in designing a career poster are
1. Identify the goal of your poster The poster design emphasizes the key information, attendees
will need to know:
 The name of the programme should be written in bigger font size.
 The title is followed by a brief description of what the programme is about.
 The colour should be contrasts to emphasis on the time, place & the featured speakers.
2. Consider your target audience
Next, you should consider how you are trying to reach with your poster. Answering this question
will probably inform a lot of your design choices. So make sure you have decided exactly who
you want to appeal to before jumping into the poster design process.
3. Decide where you want to share your poster
The final thing you should do before designing your poster is to think about where it will be
shared.
 Are you going to take print it out or hang it up on a wall or just share it with your
followers on social media.
 It‘s important to decide where you want your poster to be seen before you start the
design process. This is because as you will see optimizing a poster properly for print is
a bit different than for twitter or pin-interest.
 Select a pre- made poster template
4. ∙ Select a pre- made poster templates
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If you don‘t have a design experience then you can poster template will give you a foundation to
create your own design. Here are some things to keep in mind while picking a poster template
 Look for a poster template with a layout that fits your vision & goals. ii. Pick a poster
template with the right dimensions for where you will be sharing your poster.
 You can always customize your templates if there are aspects of the design that you
don‘t like.
5. Pick a relevant or branded colour scheme
One of the first things that someone is probably going to notice about your poster is the colour
scheme. However if you‘re still struggling to come up with a relevant colour scheme then take a
look at the meaning & emotions of each colour.
6. Include a clear call to action
Once you have someone‘s attention, you need to make it very clear what their next steps are to be
followed. This is commonly known as Call- To-Action (CTA)
 Every poster, no matter the topic or type, should have CTA.
 CTA should be simple.
 We see that creator of the poster made the CTA are at the bottom of the poster this is on
purpose because & allows the reader to get more information before taking action.
7. Use varied fonts to create visual hierarchy
What information you choose to include on your poster will depend on the goal of your poster.
But if you‘re creating a fairly standard poster it‘s best to follow a hierarchy of information:
 The names of your event.
 The date & time of your event.
 A short description of the event or a catchy tagline
 The location of the event
 A simple call to action like a website, social media page or contact number
 The name of the department, organization.
8. Use icon to improve your poster design
Icons are the symbols used in design to represent concepts. Icons are the perfect way to enhance
your poster design. They‘re also great illustrating ideas quickly or you could make icons the main
focal point of your design.
Keep these things in mind while using icons in your poster design
 Pick icons with a consistent style.
 Use icons sparingly & allow for plenty of whitespace to let your design breathe.
 Add a simple border or background shape to your icons.
 If you want to replace the text with icons, make sure that the meaning is very obvious &
easily understandable.
9. Use high quality images
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 If you want to print out the poster or enlarge it, using high quality photos is important
as slightly blurriness will destroy all your hard work that you have done while
preparing the poster.
 As we know that adding images to your poster is very easy just make sure they are the
right ones.
10. Download & export in the right format
 After completing the poster you can download by clicking on the download button from
your screen.
 The select what type of file you would like your poster to be downloaded as
o Downloading your poster as a PNG should be fine for emails or social media.
o If you want to print out your poster then download it as a PNG HD.
3. Guidance for gifted, slow learner, socio-economically disadvantaged
children;
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4. Career development: Meaning and Importance;
Career Development:
Career Development is the process of self-awareness, investigation, and decision-making that
forms your professional path. Choosing and training for occupations that are a good fit for your
personality, abilities, and interests demands a thorough understanding of your career alternatives.
An individual may discover his or her own strengths and weaknesses, then work hard to better
their abilities. It also includes exploring other jobs and sectors to find a fit for their strengths,
searching for possibilities to grow, and, if necessary, changing occupations.
Career development is the process of choosing, entering, adjusting, and advancing in an
occupation. It is a lifelong process interlinked with other life roles. This process begins quite
early in life and continues even after retirement. During this process the individual passes
through many stages in his/her career life like the stage of growth, exploration, establishment
stage, maintenance and stage of decline. Career development leads to maturation of an individual
into a person and a social being.
The process of career development usually begins in the preschool years and it becomes even
more direct at elementary school stage. In the elementary years, teachers are required to pursue
the important roles of creating awareness among children about the world of work; such
awareness at
Why is it important to explore Career Development Opportunities?
There are several reasons to carve a proper career development plan. No matter what field you're
in, it's critical to have access to chances for professional growth.
Professional interests are broadened: If you participate in career development opportunities,
you may discover one or more alternative career pathways that correspond with your professional
and personal interests.
Ensures that you never lose your enthusiasm and motivation: Reconnecting with the purpose of
your work is a key benefit of career development activities. This can help you stay motivated in
your present position to do your best work and achieve new goals.
Gives you a feeling of accomplishment: When you work in the same position for a long length
of time, you may begin to want a change of scenery. Opportunities for professional growth come
in handy at times like this. As a professional, you have the potential to get new certifications and
advance your career to a new position that better suits your personal and professional needs.
Guide your job search selections: Employers with job vacancies may be discovered via
professional development options such as networking. By obtaining more credentials, you
open the door to higher-level or more specialised positions in the workforce.
5. Teacher’s role in Career planning, Vocational training and placement

opportunities for CWSN.
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Role of Teacher in Career Planning
As a teacher, one should influence the learners in the class and may be an important adult role
model for them. Here are some simple ways you can help or guide learners about their career.
1. Inspire them to study the subject beyond school.
2. Talk about jobs related to your subject.
3. Talk about the relevance of your subject to the wider world of work.
4. Respond encouragingly to questions and concerns about their future.
5. Direct them to useful career resources.
Discuss their own career journey can help students, sharing your own career story and talking
about
Facilitating Career Exploration
The teacher should try to help students to develop career plans. While organizing effective career
exploration, he should consider learning objectives, learning styles of students, available
resources, available staff and compatibility of techniques within the existing programme.
Career exploration includes self-exploration, development of decision-making skills, exploration
of educational, and career possibilities and contact with the world of work. It accomplishes
several goals including the following:
• Increase the students’ knowledge about themselves, their interest, abilities, needs
and values.
• Develop positive work attitudes.
• Increase their knowledge of occupational possibilities, the structure of the world of
work, job duties and requirements.
• Point out the implication of occupational and self-knowledge for educational and
vocational choice.
• Help them in developing decision-making, problem-solving and planning skills.
• Improve skills in seeking, creating, evaluating and communicating vocational
information.
• Develop job seeking skills.
• Motivate the students to attend schools regularly.
• Group setting provides an opportunity to use simulation in career Exploration
Providing Career Information
The young boys and girls are in great need for career related information. Besides opening their
eyes to the world of work, information motivates them in choosing and preparing for the work
also. The dissemination of career information should begin at the elementary school stage. Here
the teacher should integrate career information inputs into teaching of subject matter. He/she can
explain the relationship of various subject contents with variety of work as well as the career
options in his/her teaching subject. The school teacher at all stages should promote the
development of positive attitudes towards education as preparation to careers and decision-
making. They should also help them develop values appropriate to future careers.
Providing Career Literature
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Reading about occupations is highly stimulating. It helps to develop understanding about various
occupations, the nature of work, qualifications required, method of entry, salary and other
benefits and scope for further advancement. The teacher should look for career books, admission
notices, magazines and periodicals on careers and other material and expose their students to the
latest career information. He/she can recommend to the library to procure the career literature.
The career literature helps a lot in motivating students to plan for a career and make related
decisions.
Providing Role Models
As stated earlier, adolescents lack suitable role models to identify with, and to develop work-
related identity. They need people as role model who are achievers, career oriented and
successful. The role models should be selected from a variety of careers, traditional as well as
non-traditional who are satisfied with their career and life style. Only these types of role models
can help students to improve their self-image, instill in them confidence to choose suitable career
and experience self-fulfillment in the chosen career path. The role models can be presented in a
number of ways:
1) Ideally, guest speakers selected as role models should be invited to the school to interact with
students about their achievements, work and how they achieved and established themselves.
2) Teacher can talk about successful workers in traditional and non-traditional occupations.
3) The files on achievements of persons in various fields, such as, toppers in academic and co-
curricular activities, award recipients, leaders, social workers, writers, eminent researchers,
defence and police services, etc. could be maintained and displayed. Even students could be
asked to collect and file this type of material.
4) Pictures of successful alumni with their achievements could be displayed.
5) Special achievements of staff member may be highlighted through display or in school
assembly.
6) Mention may be made about local achievers and achievers from disadvantaged sections of the
society The role models can be provided at all stages of school education and are effective in
promoting career development.
Providing Individual Assistance
The above-mentioned strategies may not be sufficient for some of the students who need special
help. Such students include girls and other disadvantaged and deprived sections of students. Such
students need special attention. Teachers through their support and care can help them to enhance
their self-esteem. But as the teachers also have limited time to work individually on each student,
they should identify such students and refer them to school counsellor. But as teachers they
should facilitate their social and emotional development and encourage them to continue their
education.
Teaching Strategies for Children With Disabilities
Children with learning disabilities show greater learning when techniques like task analysis, peer
teaching, cooperative learning, learning corners and multisensory approach are used. The
following strategies would be helpful to both the parents and teachers when trying to teach such
children
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a) Strategies for reading skills
 Prepare the student by presenting new concepts and vocabulary.
 Develop or strengthen skills relating to the material through worksheet activities.
 Read aloud to students regularly
 Devote a few minutes every day to sustained silent reading.
 Include journal writing as part of the student‘s individualised educational programme
 Provide meaningful printed materials in the instructional setting (e.g. dictionaries,
categorised lists of words)
 Let the child read aloud (oral reading). If the child makes mistakes they can be easily
identified by the teacher and corrected.
 Reading can be done with peers or with parents (paired reading). This will enhance the
confidence of the child
 Reading in a group (choral reading). Here they get both auditory and visual stimulus to
correct themselves
 Use color-coded textbooks (e.g., green equals start, red equals stop)
 Have a small group of class read aloud simultaneously
b) Strategies for writing skills
 A sufficient amount of time should be allocated for writing because students can learn
and develop as writer only by writing.
 Create a social climate conducive to writing development. Teachers need to be
encouraging in as non-threatening environment and should try to develop a sense of
community by promoting student sharing and collaboration.
 Integrate writing with subjects such as language and arts so asto stimulate the writing
skills.
 Help students develop the processes central to effective writing. The composition
process of writing can be divided into a series of discrete stages (e.g. prewrite, write
and rewrite), and students can be taught appropriate task-specific and metacognitive
strategies (e.g. self instructional strategy training).
 Help students develop the skills and abilities to carry out more sophisticated composing
processes.
 Assist students in the development of goals for improving their written products.
 Goal setting and having students evaluate their own writing according to specific
criteria can help students accurately monitor and evaluate progress.
 Tape alphabets forms to the floor, Have students walk or hop around the form. Have
them reproduce the form with coloured yarn.
 Have students use a stick (broom handle) and their bodies to form the letters.
 Have students use a torch light beam to trace letters on a chalkboard.
 Have student‘s form letters in wet fingerprint/paint/sand.
 Use coloured directional cues such as green arrows and red dots.
 Have students orally describe their movements as the letter is being written. This
provides auditory reinforcement.
c) Strategies for mathematics
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 Use manipulates such as buttons and beads. Let the students drop beads into a clear
plastic cup and count while seeing how many beads represent the number. The child
also gets auditory input to support this concept.
 Use visuals. Materials for younger students usually have a generous display of visual
illustrations. Materials for older pupils tend to rely more on abstract presentations. A
teacher may need to supplement teaching by drawing and constructing visual
representations.
 Try providing verbal reinforcement with visual material. Describing the computation
process while working problems along with clapping activities are other examples of
verbal reinforcement
 Try using tactile presentations. These can be materials such as sandpaper number or
paper strips ofvarious lengths used to demonstrate concepts such as more or less.
 Use colour cues. Coloured chalk and marking pens can be used to indicate these steps
and direction of the process. Highlighters can be used to call attention to process signs
(+,X) and clue words (―more than‖, “times”).
 Provide a sample problem for each assignment.
 Relate class activities to increase temporal awareness to time. Using phrases such as ‗in
five minutes‘ ―earlier today‖ and ―yesterday‖ will provide some basis for
understanding time. Calendar work is useful, particularly in regard to special events and
holidays.
 Play tallying games. Develop word problems based on game scores.
 Have students use playing cards to develop games that require arithmetic computation.
 Apply measurement in the classroom. Chart the growth of class members (a long-term
project for certain ages), the growth of plants, and other measurements. Have students
estimate distances, weights and possible answers.
 Chart performances and terminate daily practice once the goal is achieved.
 Drill difficult problems with flash cards.
 Have students use graph paper to help organize numbers and columns on mathematical
assignments.
d) Strategies for Attention deficit and hyperactive disorder
 Reward the student for being prepared by allowing him/her to participate in favourite
activities, conferring classroom privileges (like making the child monitor of the class)
 Establish routines for placing objects –especially routinely used objects such as books
or assignments.
 Point out to the salient features of the assignments (topic sentences, headings or table of
contents)
 Provide the student with a list of materials needed for each task. Limit the list to only
those materials necessary to complete the task.
 Enhance the clarity of instructions. Repeat as often in a clear, clam tone.
 Shorten the task by breaking one task into smaller parts to be completed.
 Make tasks more interesting.
 Increase the novelty of the task by using a game format
 Use high interest curriculum materials.
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e) General interventions
 Show, demonstrate and model.
 Utilize multisensory learning.
 Break information down into smaller units.
 Utilize peer tutoring and cooperative learning.
 Use a developmentally appropriate approach.
 Provide a small group of instructions.
 Read test materials to the student.
 Find out how the student learns best, and utilize this learning channel.
 Provide opportunity for continuous success.
 Use consistent vocabulary when teaching a new skill
 All students should be encouraged and given time to work collaboratively and solve
problems up to whatever levels they can attain.
 Give students a chance to share and justify their thinking in different ways.
 Make greater use of problem driven tasks and open-ended questions.
 Increase expectations for student‘s reasoning, and encourage multiple solution
strategies.
 Lay greater emphasis on inter student dialogue and collaboration.
 Make less use of teacher directed instruction.
6. Broad outline with respect to the emerging courses and career options
available in India;
Artificial Intelligence tops the list of emerging careers in India

Unarguably, artificial intelligence is going to be one of the Emerging careers in India in 2020 by
dint of its endless benefits to the society as a whole. AI, better known as a simulation process of
human intelligence practiced by machines is ready to boom in the years to come
AI technology, one of the New career options in India in 2020, is designed deftly to take place of
human thinking by identifying patterns as well as with the help of past experiences. Today’s AI
technology can easily identify objects, translate languages, identify faces & analyse sentiments.
Poised to be amongst the emerging careers in India, AI provides innumerable technological roles
in machine learning development & data science. It brings forth multitude positions such as a
user or an analyst with artificial intelligence software or in marketing & sales.
Digital Marketing
One of the trending & best career options in India in recent years is Digital Marketing.
Previously people used to conduct marketing (offline) to promote the products, services of their
brands and these offline marketing strategies are still active; In the past 8 years with the effect of
active users on the internet & social media platform such as Facebook, Instagram and Twitter,
the digital marketing demand is increased to mammoth.
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To be an art maker in marketing, people spent a lot of time, finances and study to get a PG degree
in MBA. But in the evolving world, each business is participating their services and products on
Digital Platform, and there are also several advantages that are constituted with a digital platform
which are not available in offline or traditional marketing techniques.
when one initiates with Digital Marketing, they think that Digital Marketing is just Search
Engine Optimization (SEO) and Social Media Marketing, but there are a lot more techniques in
it. In modern times many top brands are investing a lump sum of money for the marketing
campaigns to bring the customers from the digital platforms, and If you are a creative person,
expert in Digital Marketing then brands, and agencies will welcome you with handful of package.
Video Marketing And Youtube As A Career

With world has moved more into entertainment and media, especially in Digital medium; Movies
and Satellite Television is moving into a rough phase due to a lot of competitions within. And, in
today’s scenario, every common can prove his/her talent via broadcasting their video content on
YouTube free of cost.
There are opportunities flooded on these platforms and it is one of the trending & funky career
options for the youngsters where there is no boundary to limit the growth and reachability of their
video content. It’s not just restricted to movies, music, and entertainment, the people here could
do the unbelievable kinds of stuff on YouTube like comedy, special talents and much more.
If your YouTube channel has many views, subscribers and good likes on the videos, as a
YouTuber you will start generating income from Google. YouTube as a Career is still one of the
budding emerging careers in India but with the numbers YouTubers being in this platform, there
is a lot of competition get involved and there are only a few of limited channels get actually
successful, this is because the YouTube success is not accompanied within a day or two, and it
requires a lot of hard work, timely consistency, and greater patience to build your channel as a
big brand in the entertainment industry.
Social Media Influencer

We are aware that internet and social media are not just for search engine purposes or for movie
and music downloads; we are virtually connecting to many people on it. Here we follow a lot of
people and thousands of people follow us back. The social media influencer role begins here. If
you are not a person who can do videos, still you can earn on social media as a Social Media
Influencer.
For every beginner, it might sound crazy yet there is no simpler thing than this to earn money;
you need to understand the distinction between simple and ease. This indirectly means that your
role is unlike the 9 to 5 job. Your job is making several people follow you. Once you made this
possible on either Instagram, Facebook, or Twitter, then you could influence people to buy any
product or avail any service that you are offering to them & that’s how you earn money from the
respective product or service providing brands. You could also get associated with many other
brands as a model and pitch them to promote their products on your social media handles like
Facebook or Instagram and in return for a monetary reward as a paid sponsorship.
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Affiliate Marketing
In today’s scenario “Affiliate Marketing” is being one among the top 10 professions in India. But
to become a master in the art of affiliate marketing you should be familiar with what is affiliate
marketing & it’s nuances. With affiliate marketing, you could earn more money more than any
other revenue online. The best thing about this marketing technique is that it is cost-free to join,
and it is not independent marketing, which requires any marketing degree preferably an MBA or
it requires traditional strategies like pamphlets, banners, tv commercials etc. Even if you check
the income of the most successful bloggers on the internet, you will find that a major source of
their overall revenue is from Affiliate Marketing.
Graphics Designing
If you think that you are a creative person and you have the unique skill to create something
special with the use of some professional tools and software on Computers like Adobe Illustrator
and Adobe Photoshop then you are a good fit to enter into the Graphics Designing industry. If
you preferred a emerging career in Graphics Designing then you could get easily hired by
television channels, Digital Marketing agencies, and you could be a freelancer and work on
various projects, earn the money as required.
As a graphics designer your skills are not proportional to your educational qualifications or
college therefore if you are much serious about this career option, then start to brush up your
skills by joining a professional course in designing, there you have the option to explore and
learn what you are good at like photo editing, logo designing, typography, banner designing,
colour correction and many more.
Web Development
If you are much interested in either Computer Science or Information Technology and have deep
knowledge on programming languages like HTML, PHP, CSS, SQL and even WordPress, then
you could be a website developer professional. You would be aware that in this internet age each
business needs to have a greater online presence to extend their business and build a brand. For
Business’ entrepreneurs hire web developers who could clearly understand the requirements;
having the skills to bring the entrepreneurs business dreams into reality. As a web developer you
could charge them as per your demand.
If you doubt about the job security then you could be sure that web development will provide the
career you wish, until the internet exists in this world. Since internet usage in India is growing
steadily, simultaneously web development also grows in India.
Training And Consulting

If we tend to educate ourselves to a certain expertise level then we should also need to realize the
fact that as much as we share our knowledge, we gain even more knowledge. If you feel that you
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possess certain expertise, knowledge then you could help to transform many lives today, since
there is a strong requirement for people in the training & education industry.
Corporate Training
Trainer profession is not restricted to schools and colleges but even in big organizations, multiple
levels of trainers are hired to conduct corporate training for the employees from various countries
or states. Spreading Education and knowledge is considered as a noble career option in India,
and we are ought to understand that future relies on trainers and if you are ready to share the
knowledge with the students and freshers of today, then you will see the future tomorrow.
Physiotherapy
We are supposed to understand that being a doctor is not just a career, but it is a responsibility to
save someone’s life. It doesn’t mean that we don’t need doctors; there are many individuals who
get labelled as a doctor completing MBBS, found that this is not what they always wanted to
become, and there are still some who actually want to become doctors but due to any financial
constraints or responsibilities. On the other hand, there are people who skip doctor professional
just because they didn’t score more than 95% to get admission on govt. colleges. At that
scenario, you can choose Physiotherapy as the profession. This profession will provide you with
the same social status as an MBBS degree gives. You can also be a private physiotherapist to
several celebrities and athletes.
7. Guidelines for Establishment of Guidance Cell or Career Corners in

Schools
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07-09-2022 G & C [Study material]

MSE VIII.6 : GUIDANCE AND COUNSELLING

In the point of examination only; We hope this Material is helpful to you.

Some of the aims and objectives of vocational guidance are:

The principles of Guidance are:

2. Need & Procedure for (Educational, Psychological and Social) guidance.

3. Purposes and Principles of organization of different guidance Services

 Pupil Inventory Service

4. Organization of guidance services at Secondary Level: Need and Importance

Some of the objectives of group guidance are:

6. Role of Guidance Personnel in organization of guidance services in School :

 Roles of a Class Teacher in School Guidance Programme:

Unit II: Meaning and Nature of Counselling

1. Counselling: Meaning and nature;

2. Difference between Guidance &Counselling;

3. Principles and approaches of counselling, Individual and Group

4. Skills in Counselling,Skills for Listening, Questioning, Responding, &

Hope and optimism

Unit III: Tools and Techniques of Guidance

1. Testing and Non-Testing Techniques for Studying and Appraisal of

Caution in the use of Aptitude Test Data

b. Non-testing Techniques: Interview, Observation and Case Study,

c. Tools-Questionnaire, Anecdotal Record, Cumulative Record Cards, etc,

1. Educational and Career Information in Guidance and Counselling:

Visit to career Fair/Exhibition:

5. Teacher’s role in Career planning, Vocational training and placement

Artificial Intelligence tops the list of emerging careers in India

Video Marketing And Youtube As A Career

Social Media Influencer

Training And Consulting

7. Guidelines for Establishment of Guidance Cell or Career Corners in

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