Paper-I

Introduction to Guidance

UNIT-I

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 UNIT-I (MEANING, TYPES & EMERGING TRENDS OF GUIDANCE)

a) Guidance; Meaning, Aims, Principles and Needs of Guidance Services.

b) Types of Guidance: Personal, Social, Educational, Career, Leisure Time, Health and
Guidance for children with different abilities
c) Emerging Trends of Guidance

GUIDANCE: MEANING; AIMS, PRINCIPLES AND NEEDS OF GUIDANCE

SERVICES
GUIDANCE

INTRODUCTION

Literally, guidance means ‘to direct’, ‘to show the path’. Guidance means providing some help or
assistance to somebody by somebody. Man at each & every stage or sphere of life needs guidance from
others. So guidance can be interpreted as a specialized service to help the individual to solve certain
major problems---personal, educational, vocational, etc.

MEANING

Guidance has been defined as assistance rendered by an expert to help an individual ‘to manage his
own life activities, develop his own point of view, make his own decisions & carry on his own burden.
It makes the individual aware of his abilities & potentialities. The purpose is to make him confident in
selecting appropriate course of action for adjustment in various walks of life & helping the individual
for balanced development.

Jones— “Guidance involves personal help given by someone, it is designed to assist the individual to
decide where he wants to go, what he wants to do & how best he can accomplish his
purpose.”
Brewer— “Guidance is a process of helping every individual, through his own efforts, to discover &
develop his potentialities for his personal happiness & social usefulness.”
Woodsworth— “Guidance helps an individual to develop his personality fully & enables him to serve
the society to the best of his capabilities & talents.

AIMS OF GUIDANCE

i) To motivate: - Guidance helps to motivate the students to take independent decisions & become a
good civic & responsible citizen.

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ii) To help in self-direction: - Guidance helps an individual in self-direction, i.e. to develop in the
individual the abilities and skills to solve problems for himself.
iii) To provide Orientation: Guidance seeks selection of appropriate courses in line with individual’s
needs, interests, abilities & circumstances. Its objective is selection of tentative broad are of
preparation of vocational search, information about occupational opportunities, assisting in finding
suitable employment, follow-up after leaving school help in early occupational adjustment.
iv) To assist the individual: - Guidance helps to assist the individual in developing his potentialities
to their maximum extent, so that he may become what he is capable of becoming as well as to
understand, accept and utilize his talent.
v) To provide Self-Understanding: - Self-Understanding is discovery of aptitudes & capacities,
attributes of the self, weak points & strong points, ability to evaluate the self in relation of
personal & several experiences & to use the self effectively in everyday living.
vi) To make adjustment: - It help the individual to make adjustment to the different life needs and the
environment to lead a happy & worthy life.
vii) To help an individual to know his abilities: - Each student has certain innate potentialities. He
should be guided to understand his talents & interests. Very often, the talent & interests lie hidden
in children. These should be brought into focus by a suitable process of guidance.
viii) To help to understand their strengths & limitations: - The child should be enabled to know his
strengths & weaknesses, so that he knows what he can do & what he cannot do. Academic work
is to be done according to his achievements & abilities.
ix) To help to make realistic educational & vocational choices: - The students should be guided to
select the subjects & activities according to their abilities, interests, achievements, etc. very often,
there is no guidance available to the students & therefore, they select wrong subjects. So they
should take subjects according to the vocational goal, they should be guided to make wise
educational & vocational choices.
x) To inform students about educational opportunities: - The students should be informed about
the desirability & possibility of further schooling. They should be informed about the school or
colleges they may attend & the requirements for entrance into these institutions.
xi) To promote Personal Growth: - An individual needs internal growth. Guidance provide internal
growth & the person becomes able to see or able to solve problem, carry the burden, make
decision himself. Guidance equips the person for self-direction.

CHARACTERISTICS OF GUIDANCE

i) It is a continuous process: - Guidance is a lifelong process & dynamic process. It never stops. It is
carried out throughout the life of an individual.

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 ii) Linked with real life situations: - The whole process of guidance is related to real life situations.
The guidance is always linked directly & indirectly with life as every individual has to encounter
with all sorts of life situations. Guidance deals with both formal & informal experiences.
iii) Formal & Informal Guidance: - An individual gets formal guidance from his school based
guidance services, counseling centers which is given by an expert but informal guidance is one
which individual gets from his friends & relatives or any person.
iv) Client Centered: - Guidance generally focuses on the individual itself. Guidance is formal &
specialized services. This process is more client centered than problem centered.
v) Wider Scope of Guidance: - Guidance is a broad concept of providing assistance at all level & to
all age groups. Everyone who needs guidance is guided according to the situations. It may, include
persons with specific needs, different interests, various characteristics & with different traits of
personality.
vi) It helps in adjustment: - Guidance does not consists in solving an individual’s problems but
enabling them to solve their own problems. It helps to develop the ability to adjust in different
situations and problems. Guidance helps to make effective adjustment in their physical & social
environment.
vii) It helps an individual to know their abilities: - An individual has certain innate potentialities. He
is guided to understand his talents & interests. So these talents & abilities can be brought into
focus. The process of guidance helps the individual to develop maximum of one’s capacities for
balanced development of personality. It also helps the individual in realizing their own self. An
individual becomes familiar with his real image & hence leads to self-realization.
viii) Provided by trained personnel: - For guidance & counseling to complex situations & problems,
trained experts & personnel are required. Experts such as Psychologists, Counselors, Therapists,
etc. have the skills & techniques to cope up with complex problems.
ix) Preparation for future course: - Guidance that is provided by expert not only caters the problems
of present rather than it prepares the individual for future activities also. An individual can succeed
well in future with the help of guidance provided time to time.
x) It gives vocational choices: - An individual is guided to select the subjects & activities according
to their abilities, interest, achievements, etc. Very often there is no guidance available to the
individual & therefore, they select wrong subjects. So with guidance they take up subjects
according to the vocational goals which are be determined by their strengths & weaknesses.
xi) Guidance promotes Personal Growth: - An individual needs internal growth. Guidance provide
internal growth & the person becomes able to see or able to solve problem, carry the burden, make
decision himself. Guidance equips the person for self-direction.

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 NEED & IMPORTANCE

Psychological Reasons Sociological Reasons Educational Reasons

PSYCHOLOGICAL REASON

i) Individual Difference: - No two individuals are alike. Individuals differ in their physical, mental,
emotional aspects, they differ in habits, skills, interests, temperament, abilities, attitudes, etc. So
guidance is needed to satisfy to all types of needs of the learner i.e. gifted, slow learner,
handicapped, delinquent & so on.
ii) Different Stages of Development: - During the process of development, every individual has to
pass through specific stages exhibiting characteristic features of behavior. In the absence of right
guidance, the individual might undergo stress & strain which are quite damaging.
iii) Development of Personality: - Development of personality is one of the major aim of guidance. It
may include good behavior, positive attitude, respect for dignity of individual, national &
international understanding, well value system, judicious use of liberty, etc. Development of all
these traits is only possible through well-organized guidance.
iv) Effective use of available opportunities: - Sometimes the present available opportunities are not
grasped by the students due to lack of information. A student has to choose books, curriculum, co-
curricular activities, institution, vocation, etc. so guidance is required to help to give assistance to
the students to provide the present opportunities in different areas.
v) For proper adjustment: - Proper adjustment to personal desires & social desirability. Guidance
helps an individual to do their best to become socially useful. Compatibility leads to adjustment &
adjustment brings in compatibility.
vi) To balance emotions: - Guidance help in developing emotional balance. Wrong placement, sense
of frustration & general pessimism so commonly seen amongst the dejected youth who are living
only mechanical life. Guidance help one overcome or reduce his pressure points & be an
emotionally healthy.
vii) Proper use of leisure time: - Due to the improvement in technology, most of the individuals are
left with ample of free time. Therefore, need for spending leisure time in a right way is need of the
hour so that the students are diverted to constructive activities.
viii) Helping students in period of turmoil& confusion: - Proper & timely guidance help the students
in avoiding the situation of turmoil & confusion, in order to keep the track of right path, the child
must be aware of his strength & weaknesses. SWOT analysis will help in overcoming the
situation of confusion & misfits.

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 SOCIOLOGICAL REASONS

i) Changing work conditions: - In today’s world, the changing work conditions may block the path
of success in any profession or job. Therefore, every individual or student need proper guidance to
know each profession for which he has undergo long training.
ii) Changes in different sectors in the society: - The sectors of the society are found to be dynamic,
they are becoming complex. They are ever changing & with that availability of the jobs also
change. Students face many problems in changing, scenario, hence guidance is needed to live in
the present time. For undertaking & adoption of such changes in society, guidance is essential.
iii) Minimizing the gap between school & home: - It is guidance that bridges the gap between the
school & home The presence of guidance workers, counselors & teachers help the school staff &
family members so minimize the gap between the two.
iv) Employment of women: - Due the spread of women education & economy pressures, women are
entering in each & every field of occupation in large numbers & their children are being deprived
of maternal care & affection. So there is need for some agency to guide such children.
v) To use human energy properly: - By making a right selection of profession or course through the
help of guidance service, everyone can select the proper kind of work to be done in life. This saves
human energy to a great extent, because in this way that energy is used properly & is not wasted. If
a person makes the selection of his profession or course without taking any help of guidance
service, he is likely to make a wrong selection & waste a great amount of human energy.
vi) Lack of guidance at home: - There is lack of guidance for the young at home. Today, the home
has failed in this direction. Parents are too busy in their work to look after the needs of the
youngsters. They are left to the care of the school or the teachers. Homes fail to provide necessary
moral & social training. So the school is obliged to provide necessary to young students.

EDUCATIONAL REASONS

i) To give choice of curriculum: - After 10th class, a student has to choose a curriculum of his choice
from different types of curricula available such as Medical, Non-Medical, Commerce, Vocational,
etc. Generally, students neglect their aptitude for a particular course of study & fall in wrong
choice of course. So guidance is needed at this stage to pursue a stream according to his abilities,
aptitude, interest, future plan, etc.
ii) To minimize wastage: - Due to lack of proper guidance, students adopt wrong courses, careers or
job. Due to which they waste lot of time, money & energy. So, to avoid that situation, timely
guidance is required.

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iii) To minimize indiscipline: - Undoubtedly lack of guidance, will lead to indiscipline among the
students. When the student’s surplus energy is not channelized in a proper way they will involve
themselves in anti-social activities which may pose problems.
iv) Caters individual difference: - Guidance is necessary so that each & every student can get
education according to their own needs, interests, age, etc. Guidance keep into consideration the
various aspects of individual differences & provide them proper & timely guidance.
v) To help in proper choice of career: - To world of work is rapidly changing. After finishing their
education, most individuals find themselves at the cross roads. By themselves, they fail to make
proper choice of careers. As result he has to face unemployment. This may be due to wrong choice
of courses & career. For this guidance helps the individuals in the proper choice of careers.
vi) To help exceptional children: - Exceptional children are those which show behavior other than
that of normal children. This category of children includes gifted, backward children & mentally
retarded children. Now all of them require different opportunities. Guidance helps them to avail of
those opportunities.
vii) Making adjustment in School: - Sometimes new students may face problems of adjustment in
new school environment. For e.g. A student coming from a Punjabi Medium school to English
medium school or college faces problems. Similarly, if a student is coming from Rural school to
Urban School, he is unaware of rules & regulations of new school. Even student may face problem
of mixing with the new classmates. Physically or mentally challenged children need to help to
adjust in the new environment. These can be solved with proper guidance.

PRINCIPLES OF GUIDANCE

(CROW & CROW)

i) Guidance is a lifelong process: - Guidance is a continuous process which continues throughout

life. As every individual come across various problems during the all stages of development &
require guidance to solve the problems of the individuals.
ii) Principle of Individual difference: - No two individuals are alike. Individuals differ in their
physical appearance, mental makeup, social status, emotional stability, etc. Guidance not only
recognizes but also take into consideration the individuals. It also helps in understanding the
unique characteristics, their needs & problems.
iii) Principle of all round development: - Guidance take into consideration all aspects of child’s
development i.e. physical, cognitive, moral, social, aesthetic & emotional. Guidance aims at
bringing desirable adjustment keeping in view the overall & balanced development of personality.
iv) Principle of Evaluation: - Evaluation plays an important role in the procedure of guidance.
Intelligent guidance is that guidance which is evaluated timely through well prepared registers &

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 records of progress & achievement by the counselee. On the other hand, guidance programme
schedule should be flexible enough to meet the needs of the individuals, school & society.
v) Principle of Periodical Appraisal: - Periodic Appraisals should be prepared & organized by
existing school guidance programme. The success of these appraisals is truly on the actual results
& reflections of whole guidance programme.
vi) Principle of Cooperation: - Existing Social, Economic & Political conflict is giving rise to many
complex maladjustment problems that require the cooperation between experienced & trained
guidance experts & the individuals having problems. The co-operation of individual is the prior
requisite condition for providing guidance.
vii) Principle of Continuity: - Guidance should be regarded as a continuous process of service to an
individual at different stages of his life. It continues throughout his life.
viii) Principle of Adjustment: - Although guidance touches every sphere of an individual’s life, it is
chiefly concerned with interferences of an individual’s physical or mental health with his
adjustments. Complete information from different sources should be collected about the individual
to enable him to make final decision on any problem of guidance.
ix) Principle of Responsibility: - Parents & Teachers have great responsibility in the work of
guidance. The responsibility for the administration of guidance programme should be centered in q
qualified & adequately trained head of guidance center, working cooperatively with his assistants
& other guidance agencies.
x) Principle of Extension: - Guidance service should not be limited to a few persons who give
observable evidence of its need, but it should be extended to all persons of all ages, who can
benefit from it directly or indirectly.

GENERAL PRINCIPLES

i) Guidance is Oriented towards Cooperation Not Compulsion: - Students cannot be compelled to

obtained guidance. Guidance is provided with mutual consent of the person involved. There is no
element of force in providing guidance. The person must be ready to receive guidance. Consent
given by the client may be either explicit or implicit.
ii) Guidance & Counseling based on complete information regarding the individual: - Guidance &
Counseling are provided on the basis of comprehensive information regarding the personality,
intelligence, aptitude, interests, achievement, etc. Testing & Non-Testing techniques are used to
collect data regarding the individual. At school level data is maintained in the form of cumulative
record.
iii) Follows the ethics in providing Guidance & Counseling: - Ethics are rules of conducts or systems
of moral standards for different situations. Counselor should keep confidentiality by not revealing

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 private information without student’s permission. Counselor should not emotionally exploit the
client.
iv) Principle of Understanding: - Understanding means the ability to grasp clearly and completely the
meaning student/client is trying to convey. It is skill to come closer to the client’s ideas and feelings.
It is basic principle in guidance and counseling.
v) Principle of Communication: - Communication refers to Social Relationship set up between the
individuals. Counseling is communication between counselor and counselee. It is central point of
counseling. Free exchange of ideas, views, emotions, feelings, etc. help the counselor to understand
the counselee.
vi) Principle of Slow Process: - Guidance procedure and its solution to the problems is not the day’s
work. No one can make wise decision, choices and adequate adjustments. Individuals require lot of
time to make social adjustments.
vii) Principle of Prediction: - Guidance is to be given before starting on a course, on a project, at the
beginning of a session and not at its end. Guidance is always predicable as it is helpful in building
the future of the individual. Guidance is administered to make individuals aware of the course of
study, vocation and even professional jobs in the society.
viii) Principle of Universality: - Guidance is universal in nature. It is provided to each & every
individual irrespective of their caste, colour, creed, sex, socio economic status, etc. It is also meant
for children with special needs students like gifted, creative, dull, delinquent, learning disabled, etc.
Guidance is meant for all.
ix)Principle of Child Centeredness: - Guidance is child centered because whole process of guidance
revolves around the child. All the problems start & end with solutions in regard to the activities of
the child.
x) Principle of Goal Oriented: - Guidance is always goal oriented i.e. the achievement of the goal set
by the individual who is getting the guidance.

---CCC---

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TYPES OF GUIDANCE: PERSONAL, SOCIAL, EDUCATIONAL, CAREER,
LEISURE TIME, HEALTH & GUIDANCE FOR CHILDREN WITH DIFFERENT
ABILITIES

Personal

Social
Types of Guidance

Educational

Career/Vocational

Leisure Time

Health

Guidance for children with different abilities

PERSONAL GUIDANCE

Personal guidance includes services to deal with physical health problems, emotional problems, social
adjustments problems, personality problems, economic problems, sex problems, school, home
problems, etc. Personal Guidance may be expressed as the help to the individuals to divert his
emotional powers and feelings into a positive direction in relation to his progress of life. It is also
meant to solve the emotional problems which generally arise in the family and different situations of
different organizations or institutions. Especially personal guidance is a type of assistance offered to
an individual to overcome his emotional problems and to help him to control his emotion which does
occur in the individual’s life. Personal guidance is that which is rendered to a person for solving his
personal problems.

Wilson— “The purpose of Personal Guidance is to help the individual on his Physical, Emotional,
Social, Moral and Spiritual Development and Adjustment.”

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Hopkins— “Personal Guidance is that guidance which is concerned with the problems of health,
emotional adjustment and social adjustment of an individual.”

NEED & IMPORTANCE OF PERSONAL GUIDANCE

i) To study different types of Emotional Problems: - Personal Guidance enables students to study
different types of Emotional Problems such as frustration, anxiety, nervousness, stress, etc. and find
out solutions for it for happy life. Personal Guidance helps students to understand various emotional
characteristics of adolescents such as hostility, fear, anxiety, jealousy, etc. and divert it in a positive
and right ways.
ii) To solve the problems regarding Physical Health: - It is well said ‘A sound mind in a sound body’.
Individual will be mentally healthy only if he is having good physical health. Personal Guidance
helps the individual to solve the various problems concerning his physical health.
iii) Family Problems: - There are many family problems as relationship between husband and wife,
between child and his parents between siblings may be strained. Expert guidance is medical for
dealing with such problems. So, personal guidance for good family life is needed. It includes
working with parents and children for understanding of family relationship, attitudes towards home
and role of family for healthy growth.
iv) Religious Problems: - The person might have certain religious doubts or wrong philosophy of life
for which he might need guidance.
v) Mental ill-health: - During adolescence period due to physical, intellectual, emotional and social
developments children undergo marked changes in their attitude and behavior. Sometimes they face
various mental ill health problems. Personal Guidance at this stage is needed to solve the mental
problem.
vi) High Percentage of Delinquency: - In our Society the percentage of Crimes and Delinquent acts of
all categories are increasing day by day causing great anxiety to the society. So it is necessary to
provide personal guidance to adolescents for proper adjustments.
vii) Sex Problems: - Sometimes persona have to face sex problems due to nightmares, excessive sex
curiosity, heterosexual interests and activities. So Personal Guidance is needed to help the
individual in solving sex problems and in leading a healthy sex life. Personal Guidance assists
students to adjust and cooperate with the friends of opposite sex effectively in a positive direction.
viii) Old Age Problems: - Various organs of the body begin to decline in their strengths in the old age.
The old age needs guidance regarding proper utilization of time and for keeping the body in
strength.
ix) Need for bringing change in the attitude: - There has been changing attitude towards life values
Social System and a superstition also necessitates guidance. Social prejudice against the minority

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 group and schedule castes are inherent in our society. If we want to eradicate their social evils, we
have to organize group guidance for the community. Personal guidance helps to change our attitude
towards life as well as society.
x) It helps in developing Self-Confidence in the individual: - The Personal Guidance related to
different aspects or areas of life, for bringing excellence, satisfaction, peace and adjustment in
home, health, social, emotional and mental areas.
xi) Psycho-Social Development: - Personal Guidance is required for assistance for understanding and
developing a positive self-image and development of social skills for learning an effective and
satisfying personal social life.
xii) Guidance for Good Citizenship: - Personal Guidance creates an understanding Socio-Cultural
values and awareness of Social Issues, concerns and problems overcoming prejudices, developing
right attitudes and values of cooperation, tolerance, righteousness and social justice for peace and
equality. It helps us to become good citizens.
xiii) Different Stages of Development: - The brining up of the human being can be divided into the
stages of infant, childhood, pre-adolescent, adolescence and manhood. One needs different types
of help to adjust with every stage. The maximum problems are faced at the time of adolescence,
when there are problems due to physical development, mental development, emotional
development and social development. For solving the emotional problems of different stages of
development one needs personal guidance.
xiv) For Helping Emotionally Maladjusted Students: - In every school it is found that quite a few
students who are emotionally maladjusted and are unable to make satisfactory social adjustment.
They, for that reason, fails to make full use of their potentialities. Some may have developed un-
desired habits so as to become a problem to their parents and teachers. Personal Guidance Services
make an effort to spot out these maladjusted and the problematic children in the school.
xv) To Develop all Personals & Social Qualities: - Personal Guidance is needed to develop all personal
and social qualities that would enable the individual in solving personal problem and seeking better
adjustment.

AIMS & OBJECTIVES OF PERSONAL GUIDANCE

i) At Pre-Primary Stage: - At the Pre-Primary stage, personal guidance consists in developing simple
habits of health, so that the child is able to look after his simple physical needs. The child at this
stage should also be helped in achieving emotional control and developing desirable social
relationships.
 To get along with others by sharing toys, learning to control anger & to play fairly

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  To express himself by working with his hands, learning many rhythms, listening to others &
dramatizing stories,
 To assume responsibilities by putting away toys, caring for pets, caring for personal clothing and
passing out internal materials.

ii) At Primary Stage: -

 Good Health through well-balanced diet, proper sleep & rest
 Desire for friends & social acceptance
 Feeling of security & recognition at home & school
 Development of Self-Discipline
 Distinguishing right from wrong
 Knowledge of fundamental skills
 Good Leisure time activities
 Love for healthy games
 Appreciation of healthy criticism
 Appreciation of right punishment

iii) At Middle School Stage: - It is Pre-Adolescent stage when the boys and girls are full of life.
Personal Guidance includes the following kinds of assistance—
 To help Pre-Adolescent children in recognition & understanding some of the personal
adjustment problems common to growing children.
 To help them in assuming responsibilities for their own welfare & welfare of others.
 To encourage their interest in further education
 To acquaint them with some of the occupational of their teachers, guidance workers & parents in
solving their day to day problems.
 To develop in them those qualities which are basic to independent & constructive living.
 To instill in them the idea of dignity of labor, so that they may prepare themselves for earning
their livelihood through honest labor.

iv) At Secondary Stage: - Secondary stage means the adolescence stage. Following personal guidance
should be given to this stage: -
 Efforts should be made at this stage for offering Personal Guidance for all kind of adjustment i.e.
at school & at home.
 During adolescence, awkward physical changes take place. Hence, personal guidance is required
for young boys and girls to adopt themselves to these changes.

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  Adolescent boys and girls develop interest in opposite sex and this interest should be properly
guided. Necessary sex education should be given to adolescent boys and girls by teachers and
guidance workers.
 Young boys and girls should be helped to develop interest in healthy recreational activities and
games.
 Personal Guidance for Social and Moral development should be given at this stage.
 Adolescent boys and girls should be given assistance in acquiring qualities of leadership.
 Adolescent children should be guided to be able to earn their livelihood after passing the
secondary stage. They should be helped to select their profession and adopt it after this stage or
get higher education as a preparation for it.
 Adolescent boys and girls should be helped to develop the spirit of service for mankind. This
spirit also includes the service of the country.

v) Individual Problems that needs Personal Guidance: -

 Problems about Physical Health: - If any student or individual is suffering from any physical
ailment he can neither get proper education nor learn any professional or occupational work. So
he should be helped to possess physical health. During adolescence period many problems of
adjustment to physical growth arise like rapid and unbalanced growth in height, weight and
physique. Adolescents feel embarrassment because they feel that this change is only in them, so
they don’t discuss with their elders due to which they feel tension. To solve these problems also,
guidance worker can help.
 Problems about Social Relationships: - These problems are related with the role to be played by
a student or individual in social activities. These problems are based on balance in social
relationships. They are also based on the liking & disliking of social environment by the
individual. Sometimes the individual has to face the problems of adjustment with society when
he can’t understand various customs and traditions which lead to many other new problems.
 Problems about Educational Behavior: - The emotions of an individual have a great effect upon
his educational behavior. Hence, these problems are created when the emotional behavior of the
individual is not satisfactory in educational situations. In order to get rid of these problems, the
individual should be helped to rise above all kind of emotional or mental fear. He should also be
helped to develop self-confidence.
 Problems about Home & Family Relationships: - These problems are created through the
mutual relationships of brothers and sisters as well as mutual relationship of parents of a student.
Hence, he should be helped to adjust himself with all kinds of home and family environment.

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  Marital Problems: - Marital problems are the most important of the personal problems. They
include all problems regarding sex, pre-marriage love & post-marriage tensions. Dating and
courtship in pre-marriage days have become common in Indian City Life, after the fashion of
Western Life. They create many problems. Young boys and girls should be helped to solve all
these problems in order to enjoy happy married life.
 Financial Problems: - Prices are soaring so high these days that it has become very difficult to
meet the necessities of life with meager income. Hence many individuals face financial
problems. They should be given assistance to solve these problems. Everyone wants to have
more & more money. Even the individual involves himself in corrupt means. So to avoid this
type of problem & to solve this problem, Personal Guidance is needed.
 Moral & Religious Problems: - There are so many moral codes & religious beliefs in our
country that an individual gets perplexed by them. So he should be given assistance to get rid of
this perplexity.
 Problems related to various Emotions: - Emotional Problems such as Frustration, Anxiety,
Jealousy produces tension within the individual and prolonged tensions cause many problems for
the individual to face. Guidance worker can channelize them. All emotions may serve as source
of power and if this energy is not properly channelized and utilized then this may create other
problems.
 Personality Problems: - There are many personality problems like fighting, nail biting, thumb
sucking, grinding of teeth, sleep walking, sleep talking, absent mindedness, day dreaming,
shyness, inferiority complex, sensitiveness and all these need personal guidance.

METHODS/PROCEDURE OF IMPARTING PERSONAL GUIDANCE

i) Collection of Personal Data: - First of all, the essential information or data concerning the
individual who needs personal or psychological guidance, should be collected. It may be
concerned with his physical, social and emotional development, academic or scholastic
achievement; personality characteristics, interests and aptitudes, family and school background
and other environmental conditions. So personal facts about an individual should be collected to
get the full information about him.
ii) Diagnosis: - The analysis of the above facts gathered as the personal information about an
individual help in the diagnosis of his personal problem or problems. A Personal Interview or
other techniques may also be adopted and more information if needed may also be acquired.
iii) Prognosis: - Prognosis means the estimate about the future behavior or future behavior or future
activities of the individual. The Guidance Worker now thinks about the Personal Guidance that

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 may be provided for the individual in getting rid of his trouble. So the estimate is, in fact based on
the present behavior and present activities of the individual.
iv) Therapy: - Therapy consists of finding out cure or solution for personal problems. The Guidance
Worker can suggest to an individual many kinds of cues or solutions. The cue or solution which
shows the best result should be continued till the complete solution of the problem. For this
purpose, so many valuable techniques like suggestion, initiation, sympathetic, affectionate advice,
sublimation or catharsis, psychoanalysis or other psychological theory can be adopted. The sole
purpose of such guidance is to help or assist the individual in getting rid of his difficulty either by
modifying his behavior or bringing some changes in his environment.
v) Follow Up Service: - The follow-up service action consists of judging in actual results of the
therapy step & giving further suggestions for change in the therapy, if needed. So after giving
Personal Guidance to an individual, it is essential to evaluate the progress or outcome of such
guidance through personal interview, contact or any other suitable technique. It is such follow up
programme that helps in knowing the strength and weakness of the administered personal
guidance. It may also suggest the need of further guidance to him or any alternation in the
proposed guidance.

SOCIAL GUIDANCE

Students must acquire certain social qualities and experiences to live in the society. These include,
adjustment in social set-up, building interpersonal relationship, positive attitude, values, honesty and
cooperation. Social qualities and experiences are mostly acquired through the process of socialization.
Students likes and dislikes, interests, attitudes, values, goals and aspirations are nurtured through the
process of Socialization. If these are not nurtured properly, students may fail to achieve social maturity
and may become socially maladjusted.

Social Guidance deals with individuals. Individuals belongs to the society and society consists of
individuals. On one hand individuals has to develop such skills that could contribute to the
development of the society, while on the other hand, society should create an environment where the
individual gets opportunity to utilize his competencies. Being a part of the society people have to learn
coping strategies to tackle the problems they may face from time to time. Thus, social guidance is
basically concerned with the enhancement and development of life skills and social competencies.

Social Guidance is the process of helping students to know how to behave with consideration towards
other people. It helps the students to understand himself, know how to get on with others, learn
manners and etiquette, manage leisure time activities, practice social skills, develop family and family
relationships and understand social roles and responsibilities. It assists students to develop a variety of

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social characteristics such as values, life philosophy, interpersonal relationship etc. in order to enable
them to adapt themselves to their environment and make substantial contributions for its growth and
prosperity. It enables them to make substantial contributions to the society, assume leadership, develop
healthy and positive attitudes, respect the opinions and sentiments of other, acquire traits of patience,
perseverance and friendship. The main purpose of social guidance is to become an efficient and good
hearted citizen.

Most of the social problem of students can be attributed largely to faulty socialization and improper
nurturing of social qualities by parents, teachers and peers. Many of the opportunities to fulfill social
needs are generally lacking in homes and educational institutions. Qualities such as honesty,
cooperation, courage, loyalty, kindliness, feeling of identification etc. do not get proper nourishment,
resulting in maladjustment of students. Social guidance programme is mainly directed to meet all these
inadequacies.

TYPES OF SOCIAL PROBLEMS

i) Inferiority Complex: - A student having inferiority complex has a deep rooted feeling of inferiority
which reflects in his curricular and co-curricular activities. He is apologetic and tends to annoy
people with his whining and self-deprecating tactics. He feels nervous and uncomfortable at social
gatherings and he quickly withdraws from social contacts. Some students develop certain types of
social contacts; some develop certain types of compensation behavior. They develop a kind of forced
aggressiveness to cover up their feeling of inferiority.
ii) Eccentricism: - The eccentricity (also called quirkiness) is an unusual or odd behavior on the part of
an individual. These students show their characteristic in mannerism, appearance and habit pattern.
They show disregard for what others think of them. They are highly prejudiced persons. This
category of students know that they are different from others in forms of creative, strongly motivated
by curiosity, intelligent, opinionated and outspoken etc.
iii) Over-dependency: - Students who exhibit characteristics of over-dependency are dominated by fear
and insecurity. They lack confidence for undertaking any activity and seek protection from others in
carrying out the work. They over-dependent students are mostly emotionally immature. They behave
like emotionally unstable students. They get relief from their tensions through physical expressions
such as tremors, stuttering, nail biting, ear-pulling and other nervous mannerism.
iv) A Social Behavior or Delinquency: - The behavior of the social group endangers not only their
personality but also the welfare of others. Students belonging to this category are impulsive,
emotionally immature, irresponsible and unethical.
v) Deviant Sexual Behavior: - Some students attempt the release their tensions through socially
disapproved forms of sexual gratification. Such as they may pass remarks on the members of the

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 opposite gender and get pleasure in teasing. In extreme cases they develop the habit of faulty
differentiation and sexual perversions.
vi) Amoral Behavior: - Students whose behavior is amoral exhibit traits such as dishonesty, stealing etc.
Students having such problems of this category do not keep up their promises. They may be restless,
jumpy, greedy and pessimistic. Such behavior can be attributed to a lack of moral development and
development of superego in them.
vii) Social Outbursts: - The common social outbursts students exhibit nowadays are strike, protest,
boycott of classes etc. which cause a lot of disturbances to the activities of the institution. Student at
this stage are very sensitive due to their social and emotional development. At the same time, due to
lack of experience they cannot think of the pros and cons of their involvement in such anti-social
activities in which they let out their tensions by shouting, blaming and sometimes damaging the
institutional property.

AIMS AND OBJECTIVES OF SOCIAL GUIDANCE

The following are the main objectives of Social Guidance:

 To provide assistance to students in Social Adjustment.
 To help develop desirable attitude and values towards life and society.
 To assist students in acquiring desirable set of values and developing a positive life philosophy.
 To assist students to maintain and improve good, harmonious Interpersonal Relationship with
family, peers and another members of the society of which they are member.
 To help students develop the qualities of loyalty, cooperation, love, sympathy and tolerance etc.
 To assist students to understand their rights and obligations to the society.
 To assist to plan for social life and future.
 To help to maintain good health and habits.
 To plan for leisure time activities.
 To help students minimizing the gaps between personal aspirations and social demands
 To assist students in becoming a responsible member of his community.
 To help students to become a good citizen.

NEED AND IMPORRTANCE OF SOCIAL GUIDANCE

There are three groups of social needs that have identified as vital for social and emotional well-being
of an individual.

i) Interpersonal relationship: - Students seek love and affection from those individuals who are
close to them and matter much to them. If the needs for love and affection is fulfilled, they feel

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 warm and socially accepted. This increases their internal strength to interact and communicate
freely with fellow beings. In order to get the much needs, love and affection from others, students
should be capable of maintaining harmonious interpersonal relationship.
ii) Group Status: - Students have to develop a system of interpersonal relation in their social sphere
of purposes of satisfying their social needs. As members of age group every students is assured of
being accepted by his peers. If he is not a member of some group he becomes lonely, loses his self-
confidence and starts to questions his own adequacy. It has been proved experimentally that when
students are cut-off from social and perceptual stimulation. They experience intellectual
deterioration, hallucination and impairment of problem solving abilities.
iii) Self-Development: - Due to a growing awareness of their potentialities and capacities students
have a compelling urge to engage in some activities to test and use their potentialities. They pursue
self-initiate and self-directed activities which give them a feeling of personal worth. If the self-
development
iv) Some other needs are:
 Good Social Adjustment
 Making Harmonious Society
 Dealing with Personal Issues
 Developing Social Values
 To adjust to Social Change
 To minimize the increasing rate of social problems
 Minimizing the gaps between individual and society
 Overcoming health related issues
 Planning leisure time activities

CAUSES OF SOCIAL PROBLEMS

i) Physical and Mental Disability

ii) Feeling of Insecurity and desire for group status
iii) Confusion about the meaning of life
iv) Social Discrimination
v) Misunderstandings or unfair treatment
vi) Growing Complexity in the environment
vii) Parental Difference
viii) Poverty

PROCEDURE

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 i) Environment Assessment
ii) Need Assessment
iii) Define Priority
iv) Formation of Objectives
v) Determine the available Resources
vi) Identify different strategies
vii) Execute the Guidance Programme
viii) Evaluate the Programme

STRATEGIES

i) Improvement of School Climate

ii) Inculcate a philosophy of life among the students
iii) Provision of activities according to the interest of the students
iv) Sensitivity training method

EDUCATIONAL GUIDANCE

Educational Guidance refers to that guidance that a child or student needs during his school life. It
helps them to solve the problem that they face in school. Educational Guidance helps the students to
make right choices according to the ability and skill of the student, as well as make adjustments in
relation to school, choice of courses and curriculum, selection of books, selection of co-curricular
activities, to make adjustment in school life and guidance to the differently-abled students, etc.

Brewer— “Educational Guidance is a Conscious effort to assist in the intellectual growth of an

individual.”
Sir Arthur Jones— “Educational Guidance is concerned with assistance give to pupils in their choices
of adjustments with relation to school curriculum and courses of school life.”
Ruth Strang— “Educational Guidance is intended to aid the individual in choosing an appropriate
programme of education and in making progress in it.”
Hamrin & Erickson— “Educational Guidance offers methods diagnosing the abilities, interests,
background and needs of individual students.”

CHARACTERISTICS OF EDUCATIONAL GUIDANCE

i) An Assistance given to students: - Educational Guidance is an assistance given to students. It helps

them to solve the problems that they face in school, curriculum, discipline, co-curricular activities,
etc. So this process assists a person to plan his/her education plan and carry it forward without any
problem.

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 ii) A Continuous Process: - Educational Guidance us a continuous and comprehensive process. Every
aspect of school education is strongly related to educational guidance. This process helps a student to
make wise choice in relation to his education life ahead. Education Guidance concerns every related
aspect of student education so it is a continuous process.
iii)Related to every activity of life: - Educational Guidance is related to every activity of a student’s life
i.e. curriculum courses, methods of teaching, discipline, co-curricular activities, physical and mental
health programmes, study habits, time management, examination, etc.
iv) Helps in adjustment: - Educational Guidance helps the students to make right choices, as well as
make adjustments in relation to schools, curriculum, courses and school life which contributes to the
all-round development.
v) Prepares for future life: - Educational Guidance helps the students in improving their life viewpoint,
curriculum choices, stream, co-curricular activities, etc. according to their abilities and interests
which helps them to prepare for their better future.
vi) Helps in Decision Making: - Educational Guidance helps the students in decision making as what
they should choose to continue further in studies.
vii) All-Round Development: - Many students choose wrong subjects on account of lack of knowledge
about subjects when they come to senior secondary schools or to college. Sometimes parents
motivated by their own urge & motives & compel their children to choose those subjects in which
they are neither capable nor they have any aptitude. So if they choose subjects according to their
interest and aptitudes they will be able to develop in all the aspects of their personality.

NEED AND IMPORTANCE OF EDUCATIONAL GUIDANCE

i) To cater individual difference: - No two individuals are alike. They differ in capacities,
potentialities, abilities, interests, attitudes, aptitudes, personality, etc. Therefore, it become easier for
the children to attain education according to their own potentialities and abilities and interests.
ii) To avoid wastage & failures: - If due to any reason, the student chooses wrong course of study then
it will be sheer wastage of education either in the form of money of his parents or failures or drop
outs. Therefore, educational guidance is required to avoider wastage and stagnation.
iii)To overcome the defects of present education system: - Our present education system is based on
theoretical knowledge due to which students lack practical knowledge and hence cause
unemployment. Secondly, our present education system does not care in drawing out talents from
the students. Hence, educational guidance is required in order to provide more practical knowledge
and vocational training t the students so that they can earn livelihood in future. With of technology
and introduction of technology and scientific attempts, many new inventions and discoveries are
becoming the part of a successful nation so as it found its place in student’s life. Due to which

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 individual find it difficult to choose suitable career or courses of study. Therefore, educational
guidance helps the individual in choosing school, college, course of study or career.
iv) Selection of courses and careers: - With the accumulation of Science and Technology, new fields
come into existence due to which an individual feels difficulty while choosing careers. Also, the
main aim of Education is the over-all development of an individual so that he can easily adjust in
society. Educational Guidance helps the individual to achieve this goal by helping him/her in
choosing schools, colleges and various courses. Lack of knowledge may create many problems
which can hinder the development of the individual as well as of the society.
v) Modification in Curriculum: - Educational Guidance help in modifying the curriculum according
to the needs, abilities, potentialities and capacities of the students. A curriculum must, cater all
types of students and various planning strategies are to be prepared for the betterment of the
children.
vi) Organization of Co-Curricular Activities: - Educational Guidance is required for organizing Co-
Curricular Activities in the school these must be organized according to level of students, interests,
age, capacities, abilities, etc. as they play an important role in student’s school life.
vii) For Higher Education: - Any haphazard and unguided decision by the student will definitely lead
to maladjustment in the school as well as in society. Hence, Educational Guidance found its place
in order to help the students to make best use of their potentialities and resources
viii) Preparation for Vocation: - Due to changing scenario and upcoming new professions, lot of
guidance and direction is required by the students. So, there is dire need for preparing and helping
the students for future vocations keeping into consideration their potentialities, aptitudes and
interests and demands of the society.

AIMS & OBJECTIVES OF EDUCATIONAL GUIDANCE

i) Objective of providing Knowledge about subjects & courses: - Educational Guidance enables the
students to know in detail about the subjects and courses offered by schools which they have to
study. So Educational Guidance helps to solve the problems in the context of Educational Career &
progress in which students can gets maximum benefit.
ii) Objective if familiarizing with New School Life: - A student is not familiar with the life of new
school when he leaves the primary school and enters to a new higher school. He has to face a
number of problems. It may also become difficult for him to coordinate with new classmates and
new friends. Hence, the objective of guidance service existing in the school should be to eliminate
such problems of the students.
iii) Objective of Co-Curricular Activities: - Co-Curricular activities are being considered very
important for the physical development of the students, such as debates, sports, cultural activities,

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 programme of Social Service, etc. Hence, the important objective of education guidance services is
to guide the children for such activities so that their physical development may be given proper
direction.
iv) Objective of fulfilling the needs of student’s health: - The objectives of Educational Guidance
Service existing in the school is to take care of needs related to the health of the students and to
inform timely the relevant persons regarding those health’s deficiencies so that the necessary action
can be taken.
v) Objective of Maintaining Record: - In schools it is important to maintain the records regarding the
development of the students, education, psychological development, cultural activities, because the
entire educational guidance programme is to be conducted on the basis of these records. Hence, the
objective of Guidance Programme Workers should be to maintain such records so that the counselor
may feel convenience during counseling.
vi) To help students to adjust to the school: - Educational Guidance helps the students to know the
purpose and function of different types of schools. It also assists the student in knowing the
requirements for admission in the school of his choice. Educational Guidance assists the child to
secure information regarding the possibility and desirability of further schooling.
vii) Objective of SWOT Analysis: - Educational Guidance assists the students to understand himself
that is to understand his potentialities, his strengths and weaknesses. It also enables the child to
know his progress in achievement from time to time. It also helps the child to know the weak points
of his educational achievements and adopting remedial measures.
viii) To help students building good Social Relationships: - Educational Guidance helps the student to
participate in out-of-class educational activities in which he can develop leadership and other
social virtues.
ix) Objective of creating coordinating Environment: - The creation of Academic Environment in
accordance with the adolescent stage is very essential so that the students may be motivated in order
to acquire higher education and they may be helped in selecting the subject according to abilities.
x) Helpful for teachers as well as headmaster: - Educational Guidance fulfill the aim of helping
teachers & headmaster to understand the students better as a result of which they become able to
organize curricular and co-curricular activities for them taking demands, needs, interests and
abilities of the students in-to-account.

PROCEDURE/METHODS OF EDUCATIONAL GUIDANCE

Educational problems can be solved by the procedure of Educational Guidance. Generally, two
approaches are used in studying the educational problems are Individual Educational Guidance &
Group Educational Guidance:

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i) Individual Educational Guidance: - In this category of methods, guidance is given by contacting
personally. This enables to study physical, social, emotional, intellectual and individual problems of
the students. For this, the following procedures or methods are followed:
 Interview: - To study any individual student, first of all interview is conducted. In this initial
interview, all the relevant information should be collected by the Educational Guidance
Committee.
 Cumulative Record of the Students: - It is important to keep the record related to the students
for their Educational Guidance. These are called Cumulative Records. The Cumulative Record
of every student should be corrected from time to time because new information about students
are received from time to time.
 Psychological Testing: - For Educational Guidance, it is important to study that Psychological
aspects of the students. These can be studied by Psychological Tests. These tests can be
intelligence tests, aptitude, interest inventories, etc. Through interest inventories, the interests of
the students are discovered.
 Collecting Information Regarding Schools or Colleges: - After collecting information
regarding the various aspects of the student, it essential to collect information’s regarding the
various aspects of the schools and colleges. This includes the information’s regarding various
subjects, curricula and other facilities existing in various schools and colleges.
ii) Group Educational Guidance: - Besides individual guidance, educational guidance is also
rendered in the form of group guidance. The following are the steps in group guidance: -
 Orientation Talks: - In order to provide Guidance to the students in groups, the person who
provides guidance explains the importance of Educational Guidance to them and encourages
them to think about various Educational problems in depth. Such talks are termed as Orientation
Talks.
 Psychological Tests: - After Orientation Talks, various information’s regarding the intelligence,
interests, aptitudes, mental abilities and personality of the members of the group are collected
with the help of Psychological Tests. This information’s are collected by various tests such as
Aptitude Tests, interest’s inventories and personality tests, etc.
 Collecting Information from School regarding Students: - Educational Guidance is not
possible without collecting information’s about various students, such as scores, obtained in
school examinations will tell about academic competencies of the students. By interviewing
teachers, interests, habits, personality traits, co-curricular activities of students, etc. can be
known. Such information’s cannot be sought from any other source.
 Collecting Information from families: - During Group Guidance Information’s relating to the
students of that group should be collected from the families of those students, because their

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 parents happen to be very close to them most of the time. They keep on observing them growing
right from birth. Parents carry on discussions regarding their development.
 Interview with the students: - When need arises, the group guide, can interview the member
students of that group. He records the interests towards various subjects, future educational and
vocational plans, etc. of each and every student.
 Preparation of Profile: - A profile should be prepared on the basis of information’s collected
regarding all the students. It is just a sort of picture which depicts the various abilities of the
students, their capacities and the results of other tests. Hence, a profile is a summary of all the
information’s related to the students.
 Conference: - A Conclusion of the information’s related to the students is derived from the
profile. The conclusion is placed before Educational Guidance Worker’s group. On the basis of
his conclusion, all the experts express their opinions and they reach at a decision acceptable to
all.
 Report Writing: - The group of Educational Guidance Workers should prepare a comprehensive
report keeping in view the decision taken in the conference. This report should be submitted to
the parents or guardians of the students and school authorities. The students should act upon this
report.
 Follow Up Activities: - Follow Up Activities mean holding a continuous enquiry how much the
student has attained the success after getting educational guidance or that guidance remained
ineffective. The Guidance process is not over just after submitting the report. The Guidance
Worker should also see whether the student is making any satisfactory progress in the subjects
in which he is guided.

CAREER/VOCATIONAL GUIDANCE

Career Guidance is the guidance given to an individual by an expert person regarding the right choice
of and right placement in some useful career or vocation in life. Career Guidance needed for assistance
to individual for career adjustment, to understand the world of work, to choose, prepare, enter &
progress in occupation, to provide help to those who have not entered world of work, helps to increase
job satisfaction, to provide placement services.

Career Guidance Programme may consist of advising the candidate as to what type of job he should
select. It is of utmost importance that the right man is selected for the right job. Career Guidance may
be a part of the selection process where employees are selected who has not been in industry
previously.

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John D— “Vocational Guidance is a facilitative process, a service rendered to the individual to aid
him in choosing and adjusting to an occupation.”
National Vocational Guidance Association— “Vocational Guidance is a process of assisting the
individual to choose an occupation, prepare for it,
enter up on and progress on it.”

CHARACTERISTICS OF CAREER GUIDANCE

i) An Assistance given to students: - Career Guidance is an assistance given to the students to

acquire knowledge of the characteristics and functions of the group of occupations within which his
choice will probably lie.
ii) Enable individuals to find their abilities: - It enable students to find what general and specific
abilities are required for the group of occupations under consideration and what the qualifications of
age and special abilities are for entering them.
iii)It provides opportunity: - It provides opportunity for experience in school and out-of-school which
will give such information about the conditions of work as will assist the individual to discover his
own abilities.
iv) It helps the individual to know the worth of honesty: - It helps the students in believing that all
honest labor is worthy. It should also help him in to believe that the most important bases for the
choice of an occupation are: service which can be rendered to society, personal satisfaction in the
occupation, aptitude for the work required.
v) It gives the knowledge of the facilities: - It assist the students to get a knowledge of the facilities
offered by various educational institution for vocational training, the conditions for training, the
length of training and its total cost.
vi) To make the individual adjust: - It helps the worker to adjust himself to the occupation in which he
is engaged, to adjust himself with other co-workers and with society as whole.
vii) Provide planning, placement & follow up programmes: - It helps students to provide planning,
placement and follow up programmes for suitable selection and proper utilization of the facilities
available in the world of work and occupation.
viii) Develops attitude towards work: - It helps the individuals to develop an attitude towards work that
will dignify whatever type of occupation he may wish to enter.
ix) Provide Opportunities: - It gives exploratory opportunities in different areas of school learning
and vocational exploration that will enable the learner to get the feel of several types of activities.
x) Help students to make a right choice: - By Counseling Interview, the student can be helped to
know and evaluate his qualities. This evaluation facilitates the student for right choice. In this

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 student of right choice, both the students and his parents are involved. Sometimes parents need
more guidance than the student.
xi) SWOT Analysis of Individual: - It helps him to know himself his strengths, limitations,
opportunities and threats, etc. so that he can develop an adequate concept of himself and his role in
the world of work.
xii) Choice among Options: - Those students on the point of leaving school or college need a realistic
appreciation of all the choices open to them. At subsequent stages too, students must have access
to relevant, reliable and complete information and skilled guidance about options.

NEED & IMPORTANCE OF CAREER GUIDANCE

i) Individual Difference: - No two individuals are alike in this universe. They differ in respect of
abilities, aptitudes, capacities, interests, etc. Every person has unique personality. Hence every
person may not be suitable for a particular vocation. Vocational Guidance helps the person to
choose a vocation according to his abilities, aptitude, interest, etc.
ii) Difference among opportunities: - Different occupations are available in our society. Occupation
needs a person with particular aptitude, abilities, capacities, etc. to do justice with it. Hence role of
vocational guidance is to place an appropriate person to in an appropriate occupation. It increases
the happiness of the individuals and welfare of the society.
iii) Discovering and utilizing Human Potentialities: - A great deal of genius undiscovered in every
generation. It is vocational guidance which can help in discovering the hidden genius. Hence it
helps much in utilizing human potentialities.
iv) Complex nature of society: - The modern society is becoming more and more complex every day.
Far reaching changes are taking place in every walk of modern life. We require new types of
scientists, engineers and technicians to cope with the changes in the modes of work today. Hence
there is a great need of vocational guidance to match the workers with the new type of work in
modern world.
v) Stable Future of Students: - For any student, the time when he leaves the school after completing
his school education and is in race to enter into a vocation carries much importance. The students
and their parents are in panic in this confusing situation. So there should be some provision of
providing such vocational guidance so that he may attain stability from vocational point of view.
vi) Production and Job Satisfaction: - The output of a person at job depends upon his abilities,
capacities, aptitudes and interest for that vocation. If the job is not according to the person,
output/production will be less. On the other hand, the person is getting happiness from the job. He is
not getting satisfaction. Vocational Guidance helps to a place a person at a suitable job, so that he
may contribute maximum to the employer and society at large.

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vii) Variety of Vocations: - At present, the Vocational Guidance is needed due to the multiplicity of
Vocations. A lay man feels difficulty to understand such vocations. Only key to a person’s
development is his compressive with this scientific progress. Thus there is need for Vocational
Guidance to face the complexity and choose a vocation from variety.
viii) Physical Health of the individual: - A person may choose an occupation which is not suitable to
him from health point of view. A physically weak person cannot stay long in an occupation that
involves physical work. The importance of physical health cannot be ignored for his vocational
success. If a person’s health is being affected adversely, it indicates that person is not well
adjusted in the vocation. Vocational Guidance helps the individual to choose an occupation
according to his physical fitness and vigor.
ix) Mental Health of the Individual: - A person may face problem at work place. He may not be
happy with employer or co-workers. He may be maladjusted in this situation. Vocational
Guidance comes to the rescue of that frustrated individual.
x) Educational and Vocational Information: - Vocational Guidance through its various activities
such as Career Talk, visit to work places, career conferences, media, etc. Provide Educational
Vocational Information to assist the individual to be able to reach a mature career decision.
xi) Guidance to reduce mismatching between education and employment: - Today number of the
applicants for service is much more in comparison to the vacancy of the post. So it is an
unnecessary wastage of time and money that the youngsters are coming to the floor of job having
no efficiency and interest for the job. In this context vocational guidance service offers valuable
advices regarding well suited job and to utilize man power properly by which both the individual
and as well as society gets maximum benefits.
xii) Assistance to change job: - Sometimes a person enters a job and finds himself unsuitable to the
job or job conditions. This situation leads to dissatisfaction of the individual and the employer.
Vocational Guidance also provides services to change the job.

METHODS/PROCEDURE OF CAREER GUIDANCE

i) Orientation Talks: - In order to provide guidance to the students in groups, the person who
provides guidance explains the importance of vocational guidance to them and encourages them to
think about various vocational problems in depth. Such talks are termed as Orientation Talks.
ii) Psychological Testing: - After Orientation talks, various information’s regarding the intelligence,
interests, aptitudes, mental abilities and personality of the members of group are collected by
various tests such as aptitude tests, interests’ inventories and personality tests, etc.

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iii) Collection of Data from the School & Family: - Necessary information regarding the nature of the
child like his abilities, interests, aptitudes, personality characteristics and circumstances of life has
to be obtained carefully for the collection of data from the family.
iv) Interview: - Another important step is the interview technique which is used for collecting
information’s about the individual by conducting interview with his parents & peer groups or other
family members.
v) Talks by Specialists: - Speakers in the field of industry, trade and other occupations should be
invited to the schools during the session, to give talks on the opportunities of occupations and
training courses in the various fields of life. In this way, doctors, army recruitment officers, bank
managers, police, etc. are invited to explain, the jobs involved in different occupations, training
facilities, etc. Specialists connected with it are invited to talk to the students and answer their
queries.
vi) Providing Actual Guidance: - Equipped with all such information and knowledge, he may engage
himself in the actual guidance work. For this purpose, he may utilize both individual guidance and
group guidance methods. Students are informed about the world of work and job opportunities
through lecture, display of literature and pamphlets of library readings. They are now helped to
match their individual characteristics with the requirement of different jobs or occupations and thus
helped to make adequate vocational choices. Further, they are helped to select courses and activities
related to their vocational choices.
vii) Follow Up Studies: - Vocational Guidance Worker shares the responsibility of helping the students
in entering into the vocations of their choice by rendering adequate information about the
employment opportunities and having an intimate contact with the employment agencies. In some
cases, Vocational Guidance helps in seeking self-employment. All this sort of work comes within
the area of active vocational guidance or follow-up programme.

VOCATIONAL GUIDANCE AT DIFFERENT STAGES

a) Primary School Stage: -

 Dignity of Manual Work

 Training in the use of hands
 Good Eye-Hand Co-Ordination
 Neat & Systematic Work
 Orderly Arrangements of Materials
 Spirit of Team Work
 Sharing the gains with others.

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  Appraisal of one’s own product
 Good inter-personal relationships
 A desire to do better work

b) Secondary School Stage: -

 To help students to know themselves

 To help students to know the child at work—adequate information about various jobs, skills
opportunities
 To help students to make a right choice
 To help students to get suitable jobs in their chosen field—placement service
 To help students to think seriously whether to go to college or not

c) The College Level: -

 Helping students to relate their studies to the vocations that would be open to them at the end of
their college career.
 Helping them to make a detailed study of the careers which they would like to pursue
 Helping them to acquaint themselves with the different avenues of work
 Helping them to acquaint themselves with avenues of higher studies
 Helping them to know about the various programmes of financial assistance, scholarships,
fellowships—for improving their prospects.

LEISURE TIME GUIDANCE

Leisure is also called free time, is a period of time spent out of work and essential domestic activity. It
comprises those hours in which a person is free from obligations of any serious work or allotted duties.
It is also the period of discretionary time before or after compulsory daily activities such as eating and
sleeping, going to work or running a business, attending school and doing homework, household chores
and day-to-day stress. This distinction between leisure and compulsory activities is loosely applied i.e.
people sometimes do work-oriented tasks for pleasure as well as for long term utility. Thus, one is at
leisure when one is not occupied.

Leisure is the gift of the modern age of speed and brief time. It is equally a curse of modern science and
technology. It is this contradiction of the present time which calls for necessary direction and guidance
for the modern youth. Using leisure hours in a creative manner is a satisfying experience; spending

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such moments while looking into the void or just thinking what one can do, is nothing short of work
and serious occupation.

Oxford Advance Leaners Dictionary— defines leisure as “time free from work or other duties; spare
time.”
According to Iso Ahola— “leisure is the time left after work.”
According to Discretionary Model— “Leisure is the time which does not entertain obligations of work,
office, family or society. This is the time to relax, the time to
engage oneself in an activity for left after work.”
According to Neulinger— “Leisure may be defined as a state of mind. A state of perceived freedom
and intrinsic motivation is a precondition for true leisure activity.is the
time left after work.”

Guidance for leisure is basically a part of personal guidance. The individual should know how to utilize
his/her leisure time fruitfully. Leisure generally refers to free time a person at his disposal. Leisure in
modern time is available to those who are technically trained and efficient. But, unfortunately most of
us do not know how to utilize this leisure time. That is why guidance of leisure is necessary. Therefore,
it has been suggested that in the school curriculum there should be provision for teaching about various
leisure time activities so that children will be able to know about them. The other co-curricular
activities play an important role in all-round development of the child.

NEED OF GUIDANCE FOR LEISURE TIME

i) Leisure and Personality Development: - There is a positive correlation between leisure and
personality development. Our schools should be properly educated so that they become appreciative
of the bearing of leisure on the development of personality.

ii) Positive Concept of Leisure: - A large section of our students look upon leisure as ‘some kind of
enjoyment outside the classroom’. It is desirable that our students should be provided with necessary
guidance to develop a positive concept of leisure which means it is the time to pursue healthy and
useful activities.

iii) To prevent them from wasting time: - A large majority of our modern youth use their leisure hours
in ‘aimless gossiping and wandering’. They spend those precious hours in wandering aimlessly in
market places, malls and plazas, cinema houses, areas around educational institutions, restaurants
and fast food outlets and so on. Only a small minority of them utilize it (leisure) in such creative and
healthy pursuits as sports, games, hiking, dramatics, music, painting, literary and academic
discussions etc.

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iv) To educate the youth in joys of creative expression: - Guidance for leisure time is necessary to be
given to our young students to educate them to experience the joys of creative expression in leisure.
With a planned programme of activities, such as literary and artistic activities, scientific and social
activities, tours and travels to places of historical and cultural importance, our young scholars can
realize the importance of spending leisure hours which offer both enjoyment and recreation coupled
with educative experience.

v) Guidance serves as Motivating force: - A majority of our young scholars have little idea of the
educational and psychological significance of leisure. They lack motivation also. Guidance will
work as a ‘motivating force for correctly utilizing leisure.

vi) To compensate lack of appreciation for Leisure in Schools and Homes: - Researchers have proved
beyond doubt that a large number of youngsters come from schools and homes which do not provide
the atmosphere conducive for the proper appreciation and use of leisure. Guidance for leisure time
will compensate the loss. Guidance for leisure time should be made an important part of the
philosophy and practice of education.

PROGRAMMES FOR LEISURE TIME ACTIVITIES

Guidance for leisure essentially demands a selected list of activities which may be organized in a
planned way by educational institution. A useful programme of leisure time activities with educational
benefits may be placed under the following broad heads:
i) Literary Activities: - Literary activities include the original writings for school/college magazines.
These include writing poems, short stories, articles on topics of interest and so on. These activities
may be organized by literary clubs and societies under the guidance of a staff member.
ii) Cultural Activities: - Cultural activities include such activities which reflect the culture of the
society. these include watching and staging dramas; organizing and taking part in music shows;
arranging dance performances of the region or state; collecting specimens which reflect the culture
of the community etc.
iii) Artistic Activities: - Artistic activities reflect the aesthetic sensibilities of young children. These
include painting, drawing, photography, making sculptures, beauty culture (for girls only) and so on.
iv) Scientific Activities: - These activities reflect the scientific bent of mind. They include handling
scientific equipments such as electrical and mechanical equipment, candle making, soap-making,
phenyl making, ink making etc.
v) Educational Activities: - These activities have pure educational value. They include debates,
declamations, symposiums, computer courses, language fluency and personality development etc.

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vi) Craft-related Activities: - There is variety of craft-related activities such as wood work, leather
work, flower making Paper-Mache work, embroidery, spinning and weaving, knitting and tailoring
etc.
vii) Activities related to Games and Sports: - Games and sports provide healthy outlet for pent-up
energy. Students can join sports club of their choice. They can engage themselves in friendly
matches at the institutional level, district level, state level and even national level.
viii) Miscellaneous Activities: - Miscellaneous activities include stamp-collection, coin-collection,
newspaper cuttings and making scrap books, seed collection, collecting antique articles etc.

ROLE OF SCHOOL IN PROVIDING GUIDANCE FOR LEISURE TIME

The school or even institutions providing post-school education have an important role to play in
providing guidance for spending leisure in a profitable manner. In the absence of such guidance, the
youth are likely to fritter aware precious moments of leisure or engage themselves in anti-social
behavior. Every school is in position to chalk-out programmes of directing young scholars’ energy and
time in useful channels.
i) Establishing a Guidance Cell: - Every school should establish a guidance cell for the purpose of
leisure time activities. This guidance cell will maintain record of every student as regard to his
aptitude interests, family background, financial resources, social and environment background etc.
this will help the teachers in providing suitable guidance to children.
ii) Assessment of Manpower and Financial Resources of the School: - The manpower and financial
resources vary from school to school. Every school before launching guidance programme for
leisure, must make an assessment of its manpower and financial resources. This will help school
authorities to launch guidance programme accordingly.
iii) Involve Parents and Community Leaders: - The schools can benefit from the community
resources. They should educate parents and involve them and other community leaders in organizing
variety of leisure-time activities.
iv) Organizing Variety of Activities: - The school, under the aegis of its guidance cell, can arrange or
organize a variety of activities to help children how to utilize their leisure hours in a meaningful
way. These activities include: Visits to community centers, arranging lectures and demonstration by
experts, organizing exhibitions of students’ creative work, clubs and societies etc.

HEALTH GUIDANCE

Health is regarded as Wealth. All over health i.e. preventive and curative is the goal of Health
Guidance. It may be a cooperative effort of the school personnels such as Principal, Doctors,
Counselor/Psychologists, Teachers, Students and Parents.

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For promoting Preventive Care, the conditions of school hostel, canteen need to be checked. Similarly,
health education through formal classes and information is essential in school education stages. In the
present day the concern of health guidance also pertains to guidance in HIV/AIDS.

NEED AND IMPORTANT OF HEALTH GUIDANCE

i) To learn to use health facilities and equipment in schools

ii) To develop proper health habits
 Personal Hygiene and cleanliness
 Good Grooming
 Proper use of washrooms
iii) To develop good eating habit
 Washing hands before and after eating
 Chewing food slowly and proper
 Being happy when eating
iv) To know the proper food to eat in order to have a healthy body
v) To learn to face the problem of life squarely

GUIDANCE FOR CHILDREN WITH DIFFERENT ABILITIES

A disability is any condition of the body or mind (impairment) that makes it more difficult for the
person with the condition to do creativities (activity limitation) and interact with the world around them
(participation restriction).

The Convention of the Rights of People with Disabilities adapted in the year 2006, defines a disability
as ‘Persons with disabilities include those who have long-term physical, mental, intellectual or sensory
impairment which in interaction with various barriers may hinder their full and effective participation
in society on an equal basis with others.”

There are many types of disabilities such as those that affect a person’s:

 Vision
 Movement
 Thinking
 Remembering
 Learning
 Communicating
 Hearing

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  Mental Health
 Social Relationships

It is considered that around 150 million children in the world live with a disability and 80% of them
live in developing countries. Most often, these children do not receive necessary treatment and most of
them face discrimination such as:

 Social Marginalization: - A disability of a child is often followed by his being marginalized by the
society. For e.g. it is found that only around 2% of the disabled children have access to education.
Furthermore, the disability scares people. It is often established in the collective conscious that a
disability is a curse or a punishment for sins committed by one’s ancestors.
 Violence: - There is an increasing risk of disabled children becoming unfortunate victims of
violence due to their inability to defend themselves. Thus, physical, psychological and emotional
violence happens to be a sad reality that disabled children undergo in domestic, institutional as well
as social circles.
 Discrimination due to Disability: - Discrimination due to disability is numerous in fields such as
education, lodging, transportation and cultural life, most of places and services concerned are
largely inaccessible to individuals suffering from disabilities. The obstacles are numerous, be it
physical (buildings which cannot be accessed by individuals on wheelchairs), institutional (the lack
of qualified staff such as professional sign language interpreters) or even obstacles that simply stem
from intolerance.

IMPORTANCE OF GUIDANCE FOR CHILDREN WITH DIFFERENT ABILITIES

Guidance Service helps all students without any exception, not only normal children but also children
with special needs to find their own identity and grow optimally. Educational Guidance for special
children focuses on the activities to help special children find their self-concept, facilitating adjustment
to overcome the obstacles, collaborating with peers from various backgrounds, to learn personal and
social skills, to be able to live independently and to be able to develop their own hobby, helping the
development of children with special needs to be maximal.

Educational Guidance plays an important role in developing social skills of children with special needs
as it helps them to understand their own potential ability and make them confident and help to
understand the value of education in their life. It helps the special children in adjustment with:

 It helps to develop learning skills

 It helps to use learning facilities and infrastructure effectively
 It assists in utilizing the learning environment

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 It helps to know himself/herself
 It helps in group study
 It provides opportunities to participate in social activities
 It helps special children to be able to accept disability
 It helps in directing special children in the organization of a better future life.
 It helps to instill confidence in students with special needs.

STRATEGIES TO GUIDANCE FOR CHILDREN WITH SPECIAL ABILITIES

It is very important to use different guidance and counseling techniques for special group of children.
Following are some strategies to guide students with special needs.

i) Guidance for children with Cognitive Exceptionality: - Under this category falls the Gifted,
Creative, Slow Learners (Under-achievers) and Intellectually Disabled children.
 Guidance for Gifted: - The following techniques should be used for the gifted children:
 Acceleration programmes may be conducted by providing double promotion or grade
skipping.
 Provide for summer institutes and special workshops.
 Organizing additional subjects while in the mainstream course.
 Conducting special schools and special classes may be started for special children.
 Providing early admission to school.
 Allowing for an in-depth learning of a self-selected topic within the area of study.
 Developing independent or self-directed skills.
 Focusing on open ended tasks.
 Integrating basic skills and higher level thinking into the curriculum.
 Encouraging the development of self-understanding i.e. recognizing and using one’s abilities.
 Providing enrichment programmes that let students investigate topics of interest in much
greater detail than is possible with standard school curriculum. It is also known as ‘broadening
the curriculum’
 Lastly, organizing Personality Development Programmes may be conducted for gifted
students in the schools because sometimes these children may develop certain angularities in
the personality due to feelings of superiority and may indulge in bragging such as boastful
talks, looking down upon others etc.
 Guidance for Creative: - A variety of strategies can be used to stimulate creating thinking such as:

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  Brainstorming: - Students may be asked to think on some topic and generate as many ideas as
they can. Ideas based on imagination and fantasy should be encouraged. This fosters
creativity.
 Attribute Listing: - It is a useful technique for designing or redesigning a specific product or
service or activity. For e.g. a known activity or attribute of a spoon is that it is used for eating,
but it can also be used as a lever for opening lids of oil cans, the attribute is being extended.
 Synectics: - Synectics is a problem solving methodology that stimulates thought processes of
which the subject may be unaware. Synectic Trigger Mechanism is a task or question that
promotes new ideas and thoughts. This approach focuses on cultivating creative thinking,
often among small groups of individuals with diverse experience and skills. For e.g. in a study
of form and function in Biology, students are shown pictures of different types of vehicles,
such as SUV’s, sports cars, sedans, etc. and pictures of animals with particular structural
adaptations. Tus, it implies going to the grass-root to generate alternatives to a problem.
 Checklist of questions: - Questions are the creative acts of intelligence, for they often
energize divergent thinking, invention and improvement.
 Providing educational and career guidance to the creatives by giving enough freedom
 Guidance for Slow Learners (Under-achievers): - Children sometimes perform much below their
potentiality. The guidance strategies for these children are:
 Help the child identify and analyze the causes for his poor performance.
 Arrange self-analysis workshops to identify them.
 Have debriefing (giving feedback and analysis) where the underachiever is helped to feel the
need to improve.
 Group guidance procedures can be used to improve their study habits and skills.
 Identify factors which may hinder adequate performance.
 Sensitize the child for self-empowerment and growth.
 Call parent-teacher meetings to discuss such problems.
 Peer helpers may be trained to motivate and help them.
 Child should be helped to set his own goals and motivated to achieve them.
 Individual counseling.
 Guidance for Intellectually Disabled Children: - The primary features of mentally retarded
children are their inability to learn and progress in the schools. The guidance techniques for
educable mentally retarded are as follows:
 Family counseling programmes: - The family counseling programmes should be arranged for
preparing parents to cope up with this situation. Acceptance of the mentally retarded child is

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 absolutely necessary for the success of any programme of social training and rehabilitation of
the child.
 Provide individual instruction.
 Activity method: - Activity methods which encourage learning by doing should be employed.
 Graded curriculum: Since the rate of learning is slow in these children, they have to be
carefully graded.
 Need for learning readiness: - These children should be prepared for appropriate readiness
programmes.
 Concentration: - These children cannot concentrate for a longer duration of time on studies,
hence teaching periods should be shorter duration.
 Improving Memory Span: - Attractive teaching aids having meaningful association with the
subjects should be used to increase their memory span.
 Teach them through real life problems: - Since, these children have very poor imagination or
no imagination, these children should be given concrete examples while learning.
 The guidance techniques for trainable mentally children should be different from those of the
educable mentally retarded, because their mental ability is still lower. Time table must be
flexible; teacher-student relationship should be warm; group activities may be used for these
children. These children should be trained in a protective environment in their own homes or
under the care of an institution. The aim of all these techniques should be to make them self-
sufficient, socially adjusted and emotionally useful as per their limited resources.
 Educable mentally retarded child support and sympathetic touch as a technique of motivation
in learning.
ii) Guidance for Sensory Impaired Children: - Under this category comes:
 Auditory Impaired: -
 Children who are hard of hearing should be identified employing scientific instruments by the
teacher and should be sent for consultation to an ENT specialist.
 Teacher may ask such children to sit in the front row and try to capture the attention of such
students while giving homework in the classroom.
 For totally deaf children, special instructions that is lip reading, should be tried.
 Totally deaf children have problems of communication with others. They need to be provided
them with hearing aids.
 They should be provided the Speech Training.
 They should be admitted in Residential schools if possible for better chances of success.
 Parents should love their children and try to develop confidence in them.

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  Parents should be patient with the child and should not over-expect from them. They should
talk with their child and spare some time for them. On the other hand, they should cooperate
with the doctor, education specialist, counselor and the teacher.
 Parents should accept the child as he/she is and allows him to mix with other children. Such
children should be allowed to use their eyes more as a substitute for ears.
 Visual Impaired: -
 Vision defects can be corrected by wearing spectacles.
 Totally blind children should be send to special schools where they learn through braille
system.
 Partially blind children can learn to read large print or regular print when magnified under
special conditions or with the help of a magnifying glass.
 Teaching aids should include more of auditory and tactile aids, more of verbal cues and 3-D
aids.
 Parents should try to make these children gain fully independent in everyday functioning and
learning.
 Help them to learn some skills like weaving, caning, candle making etc. so that they become
economically independent.
 Speech Impaired: - In the guidance programme for this category, the role of the teacher, the
language specialist and the speech therapist are very important.
 The teacher or language specialist must help the child to improve upon his deficiency in
vocabulary by correcting his language pronunciation, spelling and helping him to enrich his
vocabulary.
 Teacher should arrange excursions for such children to places of historical or geographical
interest such as museum, mountains, lakes etc. Here the children out of curiosity will ask
questions and in turn will get the answers by their teachers. This will help in enriching their
vocabulary.
 Speech therapists in hospitals, child guidance clinics and speech therapy clinics can help such
children in correcting and removing the disabilities in articulation and voice to reduce
stuttering.
 Stammering is a handicap which owes its origin due to deep psychological factors in the
unconscious, which are unknown to the person. Psychotherapists can help in reducing
stammering and in building up the confidence of the stammered.
iii) Guidance for Physical Exceptionality: - Under this category the guidance for Orthopedic such as
Cerebral Palsy, Polio, Spastic etc. come:

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  Cerebral Palsy and Spastic cases can be treated with the help of postural exercises to improve
muscle coordination.
 They should be provided the occupational therapy.
 Children suffering from Polio may attend classes but they should be provided with adequate
facilities like crutches, wheelchairs etc.
 They should be provided the individual attention.
 While guiding handicapped children, their psychological problems should be taken care of.
They should be provided help to increase tolerance and to accept the impairment. Their
parents and other members of the society should accept them as human beings who also have
dignity and worth.
 There should be the provision of special schools for them.
 For young children, games and devices which develop their eye-hand coordination should be
provided e.g. Peg boards, form-boards, take apart toys, colored blocks, puzzles etc.
 School administration should arrange for the services of a physio-therapist, speech therapist
and occupational therapist.
 School counselors should also help these children in their personal adjustment.
 The most important aspect of the guidance programme is that these children should be made
to adjust to the devices, gadgets etc. to make things easier for them in the outside world. they
should be helped to develop a healthy self-concept.
iv) Guidance for Social Exceptionality: - Under this category comes the Juvenile delinquent and the
socially disadvantaged children.
 Juvenile Delinquent: -
 Case Studies may be conducted of these children and treatment plan can be devised. They
may be placed in a Rehabilitation center.
 Psychotherapy may be used for them (Psycho-therapy) is the method of treatment of
emotional and personality problems by psychological means).
 Reality theory originated by Dr. William Glaser (1969) may be used. Its aim is to make the
individual a responsible person within the community. Educational and Vocational counseling
is a must for them.
 Such children need to be moved to a better environment.
 Socially Disadvantaged: -
 Guidance programmes for the Socially disadvantaged children must be initiated by the school
first and then the family.
 Give individual attention and provide social support.

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  Activities in small groups may be conducted for the development of cognitive skills and
socialization.
 Use individualized instructional materials.
 Individual differences in readiness, entry behavior can be looked after.
 Develop language, perceptual skills and memory for verbal mediation.
 Proper stimulating environment in the pre-school years, which are best for cognitive growth.
The pre-school can bridge the gap between the disadvantaged home and the regular school.
Under Early Childhood Cate and Education (ECCE) Programmes, the Integrated Child
Development Services (ICDS) are an important programme. Aganwadis and Balwadis are
established at many places which provide instructional material for the welfare of
disadvantaged children and their mothers.
 According to Bernard and Fullmer (1972) involve the family, school and community while
helping a child. Some group techniques like use of Role-play, Socio-drama and Psycho-drama
may be used. Adjustment techniques should also be taught to them in schools.
v) Guidance for Emotional Exceptionality: -
 Adjustment techniques be taught to them and adjustment training be given to get adjustment
in critical situation.
 The teachers should be regularly oriented to the developmental patterns of children for
psychological understanding of the child. This can be achieved through lecturers, seminars,
group discussion, video presentations and case study discussions.
 Awareness workshops for the family members and the teachers should be organized.
 For the development of self of these children, Personal Development Programme (PDP)
should be organized.
 Behavior modification workshops may be organized where sensitivity training and re-
education techniques could be used.
 Dramatization techniques like Role-play and socio-drama may be of great help. Enacting
one’s problems can have a great Cathartic effect.
 For deep rooted problems, individual counseling should be provided. Allow these children to
have interaction with others.
 Other techniques such as Transactional Analysis (TA), Rational Emotive Therapy, Cognitive
Restructuring, Yoga and Meditation techniques may also be used with these children to build
up their inner strength and self-control.
 Special schools and special classes may be arranged for the purpose of rehabilitating such
children.

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 EMERGING TRENDS OF GUIDANCE

INTRODUCTION

Guidance is broad & comprehensive term which includes all types of guidance—educational,
vocational or personal & all others types of Guidance Programme too. Guidance is universal &
accepted worldwide. On the same note, guidance is dynamic concept too. It is ever changing so;
various changes take place with regard to various aspects of the guidance programme. Frank Parson is
still remembered as ‘Father of Guidance’ in the world of Educational & Vocational Training.

Guidance is the assistance made available by qualified & trained persons to an individual of any age to
help him to manage his own life activities, develop his own points of view, make his own decisions &
carry on his own burdens. In the educational context, Guidance means assisting students to select
courses of study appropriate to their needs & interests, achieve academic excellence to the best possible
extent, derive maximum benefit of the institutional resources & facilities, inculcate proper study habits
& satisfactorily participate in curricular & extra-curricular activities. Guidance is a relatively more
comprehensive process which includes counseling as its most specialized function. Counseling Service
forms the central part of the overall assistance given to the individual through guidance programme.
Counseling is a process of enabling the individual to know himself & his present & possible future
situations in order that he may make substantial contribution to the society & to solve his problems.

TRENDS IN GUIDANCE PROGRAMME AND PRACTICE

i) Provision of Full-time Guidance Personnel: - In the past many school administrations preferred
part time Guidance Personnel, the trend has been changed towards full-time employment of
Counselor. In addition, the Guidance be provided to students on a year-round basis. Guidance
Counselors are appointed not only in Educational Institution but also in every organization of the
society. These personnels are specialized in their respective field & can guide the individual in more
refined way.
ii) Guidance as Cooperative Affair: - Guidance is efforts put forward by teacher, counselors, students
& other members of the school. Proper & timely guidance is not just work of single head rather than
guidance is cooperative affair. All these personnels have to work hand in hand so as to accomplish
the goal.
iii) Opening of Guidance Bureau: - Opening of Guidance Bureau is latest trend in the field of guidance
provides a ray of hope. Those who are not able to approach school counselors can easily approach
these organizations to seek proper guidance & advice.

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iv) Use of Electronic Equipments of Technology: - Guidance Cells & Bureaus make efficient use of
modern gadgets & equipments. Special Equipments & Electronic Gadgets. Machines have now
assumed enormous role in controlling the Human Environment. Information Systems have been
automated to provide almost instant & simultaneous information from Central data banks.
Computers have made interaction systems between people & machines possible. Counseling by
interface with programmes computer has proved successful for most information transfer process
between the counselee & the counselor. The machines based counseling techniques are being
developed to a practical level of operation. The point is that in the years to come, the electronic
equipment will be used more & more in guidance programmes.
v) Emergence in Women Cells: - Opening up of women cells undoubtedly lead to women
empowerment. These organization deals with their fully capacity to help the women victims in any
manner they can. An initiative by the government is a great help to the families to overcome their
severe problems.
vi) Multi-Cultural Counseling: - Guidance & Counseling is not just limited to one nation, it does not
cater with the culture, traditions & norms of a single country rather than it is multi-cultural entity.
Guidance workers or counselors take into account the characteristics & prevailing conditions of
various countries & this lead to better understanding of same & sought to a problem in a
constructive way.
vii) Full Time Employment of Guidance Experts: - With the revival of need for guidance & counseling,
it is being felt necessary to employ guidance workers on full time basis. However, adequate
requirement of funds shall have to be met with.
viii) Improved Training of Guidance Worker: - The Guidance workers cannot afford to remain passive,
outdated & traditional in nature. Every personal working for guidance & counseling needs to be
updated & well equipped with knowledge, modern technology & solution. For that special training
should be provided them time to time.
ix) Scope of Research & Experimentation: - There is always a room left for proper research &
experimentation. To add something new to the existing one, research or experimentation is
mandatory. All new implications to field of guidance & counseling is product of scientific research
& experimentations. So as to improve the quality of guidance programmes, experimentation is
necessary.
x) Prevention vs. Remedies: - The growing trend in the field of counseling is the focus in prevention
instead of remediation. In the past it was not uncommon for counselors to have interactions with
students only after some crisis had occurred. There are lots of student longing for someone to talk &
burdens they had. Listening is an art possess by a good guidance counselor. It requires a quality
time not the quantity of time for us to save & help student redirect their lives in the right path.

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xi) Career Education as an integral part of School Curriculum: - it has been experiences that the
Guidance Programme was treated as an isolated programme at its initial stage but for the last few
years’ educationists are convinced that it is urgently needed for Primary and supportive services and
leadership in Education further anticipated that teacher will actively participate in Guidance
Programme. Formally only qualified persons were involved in Guidance but now the trend is
changing by seeking the participation of more and more teachers who can provide relevant
information about the case. The education policy introduced in the country stresses the need and
importance of career education.
xii) School offering Psychological Education: - It refers to the change against the present education
that, intellectual development is emphasized as the determinant of personal development. School
will offer students Curricular experiences that focus upon values, clarification of moral, dilemmas,
decision-making and principles of psychological well-being. The need and demand of such courses
which will help in psychological development will increase in future.
xiii) Efficient Administration and Organization: - It is predicated that future administration of
Guidance services will be based on the coordinated uses of system and geographically based
regional resources, facilities and personnel. Delivery of Guidance services of high quality will thus
be distributed step-wise to all the students from the Primary to the University level. The ratio of
students to counselor will be reduced to provide better services to community.
xiv) Focus on treating Emotional Illness than costly treatments of disorders: - The practice of
counselor and psychotherapy although advanced in many ways, remains largely retrospective with
emphasis on cure of emotional disorders occurs. However, future attacks will shift to prevention of
Emotional Disorders stemming from Primary Factors (Genetic) and Secondary factors (Diet, Social
Behaviors, Habit, Environment etc.)
xv) Inclusion of Specialized People: - The efforts to secure the services of Psychologists,
Psychiatrists, Social Works and Psychometric to work in a much closer relationship to course
teacher and administrators to the present scenario of their independent working.
xvi) Use of Equipments to store data for future development: - Though in our country the automated
equipments like computers are being used in limited areas of data processing and decision-making
but we have to resort to the use of computers in the field of guidance and counseling to meet the
challenges of a technically oriented society.
xvii) Concept of Accountability: - Traditionally it was assumed that professionals had to be held
accountable only for faithfulness to the teaching of their particular disciplines. The opinion of all
concerned with human welfare is gaining ground that unless professionals are held accountable a
programme cannot accomplished all that it is meant for.

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 xviii) Establishment of Vocational Bureau: - Vocational Bureaus are those institutions that provide
proper vocational guidance to the individuals who seek advice regarding the various professions or
vocations. Various queries like entrance to particular job, required qualifications, sound
credentials, work culture, salaries & allowances, experience, etc. are to be sought out by vocational
bureaus.
xix) Scope of Research & Experimentation: - There is always a room left for proper research &
experimentation. To add something new to the existing one, research or experimentation is
mandatory. All new implications to field of guidance & counseling is product of scientific research
& experimentations. So as to improve the quality of guidance programmes, experimentation is
necessary.

TRENDS IN PREPARTION OF GUIDANCE PERSONNEL

i) Change in Counselor preparation programme: - Extensive study and research will be devoted to
improving selection criteria in the preparation programme for Guidance Personnel. The academic
excellence should not be only sole criteria for the successful counselor programme.
ii) Interdisciplinary Approach in content programme: - More attention will be given to the essential
psychological foundations of humane behavior and the modification techniques. Counselor training
will include knowledge about and experience in conducting behavior modification.
iii) Improved Training of Guidance Worker: - The Guidance workers cannot afford to remain passive,
outdated & traditional in nature. Every personal working for guidance & counseling needs to be
updated & well equipped with knowledge, modern technology & solution. For that special training
should be provided them time to time.
iv) Influence of External forces: - Due to the increase in the demand of the Guidance and counseling
Services in our country, the national government will play an important role in counselor preparation
via setting of professional institutes for imparting such type of training. A national organization will
be used to accredit institutions that provide Guidance Preparation Programme.
v) Inclusion of Women in the Programme: - The women are coming forward in almost all the areas
these days and counselor filed is not an exception to this trend. The recent gains by the women’s right
movement has been influential in encouraging women to pursue their education and employment.

TRENDS IN COUNSELOR’S ROLE AND FUNCTION

i) Determination in Initiative and Leadership in the role of School Counselors: - The school
counselors will become more and more organized and sophisticated in shifting out and deciding for
themselves is relevant in defining the job of the school counselor.

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ii) Counselor for all in school: - Counselors today operate amid a complex web of expectations. The
counselor’s role is emerging as a broad role that includes the art of counseling pupils, individually
and in small groups, and the function of consulting with teachers, administrators and parents.
iii) Counselors attracted to Part time private practice: - Several factors are expected to emerge in future
e.g. improved public attitude towards the value and property of seeking assistance for personal
concerns, professional evaluation in selection and promotion of employees and a broader preparation
of counselor that goes beyond educational corners and recognize the importance of personal and
situational dynamics.
iv) School Counseling, a lifetime career: - It seems certain that school counseling now and in future will
be a lifetime profession with much to offer the person who brings something to it.
v) Professional Title: - Some professional in the field prefer to be called Guidance Counselor, while
increasing number prefer the term school counselor. The growing trend is for counselors to be seen as
professionals in a large system, working fluidly with all aspects within the system. The expected
duties are more extensive than those practiced by Vocational Guidance Counselors of the Past.
vi) Prevention vs. Remedies: - The growing trend in the field of Counseling is the focus on Prevention
instead of Remediation. In the past, it was not uncommon for counselors to have interactions with
students only after some crisis had occurred the new focus is to interact with them to prevent the
possible problems that may encounter.
vii) Multicultural Counseling: - There is a possibility to encounter clients having different cultures. As a
guidance counselor, it is important to understand not only your own culture but also the culture of
other people. Somebody’s way of thinking or action may be different from what you practice and one
reason behind it is his culture. Understanding other’s culture may be a big help in understanding
clients having different culture.
viii) Cyber Counseling or Web Counseling: - As it is called by the National Board of Certified
Counselors (NBCC), is defined as ‘the practice of Professional Counseling and Information delivery
that occurs when clients and counselors are in separate of remote locations and utilize electronic
means to communicate over the internet. ‘This definition would seem to include Webpage, email, and
chat rooms but not telephones and faxes. Some therapists say that Cyber Counseling is not
Counseling. Most of the Websites have some kind of disclaimer stating that the information further is
only advice, e-therapy, information and education, or a supplement to therapy.

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UNIT-II

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 UNIT-II (COMPONENTS & ORGANIZATION OF GUIDANCE SERVICES)

a) Individual Inventory Service

b) Information Service
c) Counseling Service
d) Placement & Follow Up Service

GUIDANCE SERVICES

A School Guidance programme largely consists of six-services. They are orientation, counseling,
student inventory, occupation information placement and follow-up services. Each of these services is
distinct due to their specific functions.

Orientation
Service

Student
Follow Up
Inventory
Service
Service

Guidance
Service

Placement Counseling
Service Service

Occupation
Information
Service

INDIVIDUAL INVENTORY SERVICE

INTRODUCTION

As its name implies, The Individual Inventory Service provides the School, Counselor and Teacher to
organize a systematic record of students’ personal information for the purpose of profiling, monitoring
and evaluation in terms of their academic and personal-social development and are kept confidentially.
It basically consists of general information, family background, interests, achievements, personal-social
adjustment. All this information can be obtained from school entrance interview and /or questionnaire,

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previous school history, standardized tests, information obtained from the student himself, information
obtained from non-standardized instruments (an individual’s performance, and does not produce scores
that allow us to compare that performance to another’s), reports and observational analysis from school
personnel (teachers, counselors, psychologists).

The purpose of Individual Inventory Service is to keep an orderly and systematic records of students’
personal information which are stored in a secured place for the purpose of profiling, monitoring and
evaluation in terms of their academic and personal-social development.

It assists the individual in taking stock of his personal assets and liabilities. It seeks to acquaint him
with or to help him evaluate his abilities, aptitudes, interests, personality traits, achievements that
should be taken in account in making plans for the future. It is a continual process which involves self-
discovery also. It helps the individual by means of school and other experiments to find his hidden
assets and liabilities as well as to list and to evaluate those of which he is already conscious.

The Counseling Service makes an important contribution to the Individual’s Self Inventory in keeping
the individual to consider himself in relation to the courses of action that are open to him.

IMPORTANCE OF INFORMATION REQUIRED

i) Development of Self-thinking: - Through this service we help to develop the capability of self-
thinking in a student in addition to the help of providing desirable informations regarding his
abilities and capacities. Through the ability, help is provided in developing self-concept. Hence, by
this service a person is made sensitive about the self.
ii) Opportunity for Evaluation: - Through self-inventory service, an opportunity is provided to a
person for the evaluation of his own abilities and capabilities. A person can prepare some plans
regarding vocational, educational, personal and social programming keeping in view various
informations about himself. Also, he makes himself enabled to take some decisions, such as he can
decide what type of educational course and what type of vocation or environment can suit him for
his progress.
iii) For Objective Information: - If we wish for a person’s progress in some area, we must have
objective knowledge about his abilities and extern opportunities. In this connection, doubts,
unintelligent decisions, subjective evaluation and high aspiration etc. interrupt a person’s progress.
Hence, in order to achieve success in life. in this context, self-inventory service proves very useful
in making a person conscious about his assessments and drawbacks.

KINDS OF INFORMATION REQUIRED

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Individual Inventory is the collection of such information and facts, which differentiate one individual
from other individuals. The Individual Inventory is not connected with any particular age of the
individual. It is connected with all stages of his life beginning from birth to death. These information
facts are collected through many scientific and psychological ways and are preserved by special
techniques. The following kinds of information are required for Individual Inventory:

i) General Information: - It is the information which gives elementary introduction about the
individual, such as his name, parents, full address, date of birth, place of birth etc.
ii) Health: - It pertains to full record of the health and physical development of an individual from his
birth upto the present time. It contains many factors of information such as weight, height, ailments
of infancy and childhood, physical deformities etc.
iii) Social Environment: - It contains characteristics of the family, environment of neighborhood and
environment of community and society.
iv) Achievements: - It contains the results of examinations; scholarships; achievements in sports and
achievements in co-curricular activities.
v) Attitudes: - It contains all kinds of attitudes, such as attitudes in studies, attitude in sports etc.
vi) Interests and Aversions: - It contains those things which are liked by the individual as well as those
things which are disliked by him.
vii) Personal and Social Adjustment: - It pertains to the development of the individual through
personal and social adjustment.
viii) Educational and Vocational Goals: - It contains the aims and goals of the individual regarding his
education and vocation.
ix) Intelligence Standard: - It contains the normal intelligence standard of the individual. The standard
can be ascertained by Intelligence tests.

PROCEDURE OF INDIVIDUAL-INVENTORY SERVICE

i) Exploratory Study: - It has now become clear that individuals vary mutually and as a result of these
variations, the importance of exploratory study increases more. Now all the psychologists and other
scholars understand that on the basis of these exploratory studies, the interests, aptitudes and
capabilities of the students can be explored and it has been considered proper to explore them. It
would prove useful to conduct such exploratory study after 8th, 10th and 12th class. Such exploratory
experiences can also be created through curricula, co-curricular activities and opportunities for
other social services and also through information education. In other words, through these
experiences, students can be motivated to known their abilities, efficiencies and limitations so that
they may develop self-concept.

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ii) Self-Analysis: - In this step, the person introduces himself with his own merits and demerits or
limitations by self-analysis. From this point-of-view, this stage is also known as self-rating. In this
stage, the students come to know about the quantity of merits shown by self-analysis table.
Explanatory experiences are used to complete the self-analysis process. All these experiences are
linked with a person’s abilities, interests and personality so that the self-analysis process may
complete conveniently. This step is used in all types of guidance. But on the other hand, it has its
own limitations too. Such as lack of efficient teachers, lack of desirable study material, defective
educational system etc.
iii) Counseling: - In this last stage, counseling is provided to a person or student regarding what
alternative he should select and how, out of the alternatives presented to him on the basis of self-
realization.

SOURCES AND TECHNIQUES FOR PREPARAING INVENTORY

i) Students: - The greatest source of information about the students is students themselves. Moreover,
their friends and companions can also give much information about them. This information can be
collected by questions, observation and psychological tests.
ii) Teachers: - Teachers can give a lot of useful information about the students. Their information is
based on observation, medical records, marks secured in school examination, interview and home
visits.
iii) Parents: - Parents of students can supply much information about them. This information can be
collected by contacting parents at their homes or inviting them to the school on special occasions.
iv) Guidance Worker: - A guidance worker can collect information about students from many sources.
He can collect this information from family doctors, social workers and members of community.
v) Self-analysis: - Self-analysis is, in fact, self-evaluation. An opportunity is given to the individual so
as to enable him to make self-analysis on the basis of his life experiences.

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 INFORMATION SERVICE

INTRODUCTION

A proper choice of course and careers can be made only if the student knows that opportunities
available, the requirements if particular courses and careers and also what he has to bring to any course
or career that he may choose. The information service of the school guidance programme is designed to
provide students with a greater knowledge of Educational, Vocational and Personal-Social
opportunities so that they make better-informed choices and decision in an ever increasing complex
society.

The meaning of this first step of guidance programme is—information regarding various occupations,
essential qualifications for occupations, vacancies in various occupational organizations etc. all this
information are very necessary for vocational guidance. Information regarding curricula for educational
guidance, educational opportunities, formal and informal learning provisions, various methodologies
are included in this service if the persons or students is acquiring educational guidance. Similarly, for
personal guidance, information related to a person’s family and social conditions and his specializations
are required.

Changes go on occurring in all types of above mentioned information. Hence, time to time collection of
information regarding the changing structure must go on so that the guidance may be imparted on the
basis of new information.

OBJECTIVES OF INFORMATION SERVICE

i) To help the students in objective evaluation of various information providing sources.

ii) To make available vocational information to the students at one place and without wasting any time
and money through the information service.
iii) To evaluate continuously, with the help of specialists and advisors working in the information
services, the information collected through information services.
iv) To maintain the details of reliable and correct information by information service.
v) To help the students in collecting correct and reliable information by their own efforts, in
understanding them properly and in conducting the training programmes properly.
vi) To help in classifying all the information in accordance with their nature.

TYPES

i) Educational Information Service: - Educational Information service plays a significant role in the
process of Educational Guidance. It is highly needed by students in taking right decision in case of

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planning educational career and to provide information regarding educational opportunities which are
to be available by the students.

Educational Information Service provides following information:

 Rules and Regulations of school, college and university in regard to pre-determined educational
qualifications, admission procedure, duration of the course, terms and conditions for options and
selection of a particular subject or course.
 Content of subjects and courses of studies for a particular course or class.
 Study habits, skills and other capacities.
 Scholarships, stipends, loans meant for students and its procedure to get it.
 Information regarding different educational and learning oriented programmes.
 Examination methods, procedures and other rules regarding it.
 Students social life and cultural opportunities meant for the progress and pleasure of the students.

SOURCES OF EDUCATIONAL INFORMATION

 Prospectus of different schools, colleges, universities and special technical and professional
institutions.
 Directories of different colleges and universities.
 Books/Brochures containing information on scholarships and loans.
 Books, Brochures, leaflets on developing study skills.
 Illustrative materials as films, filmstrips, posters, charts etc. regarding educational facilities and
processes.
 Educational information is useful to students, teachers and parents because it helps in providing:
 Knowledge about various subjects.
 Knowledge about co-curricular activities.
 Knowledge about values of education.
 Knowledge about education or learning required for different occupations.
 Knowledge about cost of going to senior secondary school or college.
 Knowledge about different professional colleges.
 Knowledge about correspondence schools.
 Knowledge about social life in school.

USES OF EDUCATIONAL INFORMATION SERVICE

Bear and Rocher have given the following uses of Information Service on the basis of a study:

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  Assurance Use: - Information can be used to assure the students of the appropriateness of his
decisions.
 Evaluative Use: - Information can be used to check accuracy and adequacy of students’ knowledge
and understanding.
 Exploratory Use: - Information can be used to help students to explore and study all alternatives of
possible choices.
 Re-adjective Use: - Information can be used for helping them to re-orient themselves to different
levels of goals.
 Synthesis Use: - Data can be used to relate the personal needs and conditions which they can
promote a synthesis of a behavior pattern.
 Awareness Use: - Data can be used to add students’ knowledge of occupation choices, changing
needs and so on.
 Verification Use: - Information can be used by students to verify and clarify choices, opportunities
and decisions.
ii) Occupational Information Service: - Occupational Information refers to the Information relating to
different occupations, their nature, requirement, scope and prospects, information about part time
employment & employment agencies, etc. So Occupational Information means information on different
occupations & job opportunities available to the youth for planning their future vocation. It is essential
that the maximum & the best use be made of people, their abilities, qualifications & talent.
Occupational Information helps the students & their parents for career planning.

For the student community, information on different educational careers & occupational is
noteworthy & worth mentioning because to make a wise choice or proper decision on any matter, the
students must be well informed about the pros and cons of that matter. Hence for providing detail
information relating any matter, a service may be meant for this. Similarly, for giving detail
information to students on different occupations a service is meant for it which is called
‘Occupational Information Service’. This information service provides a variety of information to
the students on various occupations as & when needed.

C.E. Shartle — “Occupational Information is the accurate & usable information about jobs &
occupations.”
Hoppock— “Occupational Information includes any and all kinds of information regarding any
position, job or occupation providing only that information which is potentially useful
to person who is choosing an occupation.”

NEED AND IMPORTANCE OF OCCUPATIONAL INFORMATION

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The aim of Guidance work in the field of occupation is to assist the students in securing educational
experiences through understanding his role in the field of work. For efficient guidance, knowledge of
occupations is absolutely essential. One of the major responsibilities of the school is to bring the
complex reality into focus & help the individual to evaluate both his opportunities & his limitations.

i) To provide necessary information: - Before making choice or planning regarding occupations,

students need information about jobs, work processes, training institutions, the content of training,
avenues of employment after training, the average income, status of work, future prospects. So
students should be provided with accurate & usable information before leaving school. this can go
a long way in removing the disharmony between the employment opportunities & the resources of
personnel.
ii) Wise selection of Vocation: - The primary objective of Guidance program is to assist the
individual for making wise & effective choice. Students of Secondary & Higher Secondary
Schools have to make choices relating to their future occupation, choice always involves
knowledge & idea. It means one can’t choose what one doesn’t know. So for the wise choice
occupational information is absolutely essential.
iii)Rapidly changing demands of life: - Because of rapid technological change, old industries have
disappeared & new ones have developed, which require different skills. Occupational Information
assists the student to develop attitudes in harmony with the modern & ever-changing demands of
our Social & Economic life.
iv) Vocational Placements: - Now there are more than occupations in the world of work. Each
occupation is different from the other in terms if characteristics & requirements. Every student
should be helped to choose an occupation, prepare for it, enter into the occupation & make
satisfactory progress in it in accordance with his ambition, interests, abilities & limitations.
v) Satisfaction of work: - By the wise choice of an occupation, one may find a large share of life’s
pleasure & satisfactions in his work. Although we have had much research in vocational aptitudes
& vocational interests, we have had comparatively little on what might be called the emotional
fitness of a man for a job or a job for a man.
vi) Meeting Personal & Emotional Needs: - One’s job must furnish on outlet suitable to one’s
particular, personal emotional needs. The greatest part of one’s emotional life is lived in one’s job,
not elsewhere, as is commonly supposed. Different professions & vocations offer quite different
emotional outlets; even specialties within a profession & vocations offer quite different emotional
outlets, even specialties within a profession offer different outlets.
vii) For Development of every aspect: - The choice of an occupation influences almost every other
aspect of life. It affects a women’s chances of marriage. It changes the values, the ideals, the

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 standards & the daily conduct of the worker & helps to determine the kind of person he will
become. It helps to determine both the economic & the social status of the entire family.
viii) Necessary for Educational Planning: - Occupational Information can contribute much to
Educational Planning. New courses can be developed according to new occupational & industrial
trends. So analysis of long range occupational & industrial trends can prove helpful in redesigning
the courses & starting new ones.
ix) Occupational Information should be given concerning the following items:
 Importance of Occupation
 Nature of Work
 Working Conditions
 Restrictions for joining profession (Medical fitness, educational qualification, age, sex, nationality,
etc.
 Salary offered (average income, upper ceiling & increments)
 Opportunity for advancement or promotion
 Post-Retirement Benefits

METHODS OF DISSEMINATING OCCUPATIONAL INFORMATION

i) Imparting Occupational Information as a regular subject: - To keep occupational information up-

to-date, it is necessary that we should impart information regularly because with the accumulation of
Science and Technology, new fields are coming up with very high speed. As a result, new
occupations and jobs come into existence. So to keep knowledge fresh related to new occupation, it
should be a regular subject. This will also be helpful for those who want to change their decisions or
to modify them.
ii) Through Career Conferences: - Career Conference means a meeting or series of meetings in which
various professional experts in different occupations participate and make available their intimate
knowledge of requirement and opportunities in their field of work. There are many ways to organize
these conferences: some prefer this type of conference once a year and some prefer it weekly.
Parents can also be invited in it so that they can also collect information regarding various
occupations for their children.
iii) Through Career Talks: - Career Talk means a talk on specific occupations, training etc. the main
aim of career talk is to provide knowledge, the why and how of vocational choices. Talks may be
arranged for students of particular faculties in a college. This is one of the best ways of giving
occupational information.

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iv) Through Special Subjects: - Occupational Information can also be provided by relating it with
various subjects like Science, Mathematics, Music, Agriculture etc. Teachers related to these
subjects can impart information by relating these subjects with various occupations.
v) By inviting specialists of different occupations: - Experts of different occupations related to various
industries and trades can be invited to disseminate the occupational information during the school
hours. There can be discussion on various opportunities available in various fields and the type of
education needed to avail of these opportunities.
vi) Through Field Trips and Visit to Places of Work: - Through actual visits to places of work,
individuals can get first-hand information. They can actually watch various processes in various
industries and can get knowledge about working conditions.
vii) Through Library: - Library is the heart of any institution. We can get information at one place
within small interval of time. There should a separate section for occupational information so that
student can utilize the library more easily. They can get information from occupational abstracts,
briefs, guides; occupational files and dictionaries; career information manuals.
viii) Through Display or Exhibition: - Career exhibition means an organized display of material of
occupational interest.
ix) Through Bulletin boards and Announcement and other Devices: - Bulletin Boards
announcements, displays and other devices may be used to impart occupational information.

METHODS OF DISSEMINATING OCCUPATIONAL INFORMATION

 National Council of Educational Research and Training, Mehrauli Road, New Delhi.
 Directorate General of Employment and Training, Gurudwara Road, New Delhi
 Vocational Counseling Bureau, YMCA, Indore.
 Bureau of Vocational and Educational counseling, 25B, Park Street, Kolkata-16.
 Directorate-General of Health Services, Ministry of Health, New Delhi
 Minority of Human Resource Development, Department of Education, Shastri Bhawan, New Delhi.
 Bureau of Educational and Vocational Guidance, Department of Public Instruction, 27, V Block,
Jumara Park, West Bangalor-20.
 College of Education and Psychology, Maharao Sayajirao University of Baroda, Vadodara.
 Offices of the Employment Exchanges in all states,
 University Employment Bureaus attaches to the Universities.

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 COUNSELING SERVICE

INTRODUCTION

Counseling Service is one of the vital links in total programme of guidance. Counseling is a form of
‘Talk-therapy’ which allows people to speak out what is in their mind without having a feeling of being
judged or commented on. Counseling is the service offered to the individual who is undergoing a
problem & needs professional help to overcome it. Counseling techniques involve activities like active
listening, empathy, intelligent questioning, efficient solutions to the problem & so on. Therefore,
counselling is offered to only those individuals who are under serious problem & need professional
help to overcome it as it provides a way to self-discovery, self-acceptance and brings mental peace.
It is a process where an individual or student meet with a trained professional counselor to talk freely
about his/her problems and share feelings, with the counselor, who advises or helps him/her in dealing
with the problems. It aims at discussing those problems which are related to personal or socio-
psychological issues, causing emotional pain or mental instability that makes us feel uneasy. The
Counselor listens the problems of the client with empathy and discusses it, in a confidential
environment.

Counseling provides assistance to students in making decision about their problems regarding personal,
educational, inter-personal, career concerns or other problems that is affecting them. So Counseling is
the service offered to the individual who is undergoing a problem and needs professional help to
overcome it.

Ruth Strang— “Counseling is a face to face relationship in which growth takes place in the counsellor
as well as counselee.”
Webster’s Dictionary: - “Counseling is a consultation, mutual interchange of opinions deliberating
together.”

CHARACTERISTICS

i) One-to-one Relationship: - In the counseling process there are, normally, two persons. One is
counselor and other is counselee or client. In recent times the concept of group counseling is
becoming popular.
ii) Personal & Dynamic Relationship: - Counseling is a personal & dynamic relationship between two
persons in which one person provides special assistance to the other. It is conversational between
counselor & client regarding some problem.

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iii) Interactive Process: - Counseling is an interactive process. It is not one-way process rather it is a
two-way process. There is a mutual exchange of views between two persons involved in the
process. There is warmth in the relationship between two persons.
iv) Counseling is Problem-Oriented: - In the process of counseling, the problem is made clear through
discussion. The counselor explores the problem & its importance through his skillful questioning.
Counseling is assistance to the persons in their behavior related problems in which their emotions
and motivations are main concerns
v) Helpful in making selections: - Counseling involves interactions in which the counselor accepts the
responsibility of positive contribution in the development of client’s personality. Counseling helps
the client to choose from different available opportunities, to make adjustment & to make plan for
future or help them in the environment.
vi) Counseling is one of the Services of Guidance: - There are total eight services of Guidance
programme. Counseling is one of them & an important part of the entire guidance programme.
Counseling is one of the aspects of guidance. Counseling is completely based on self-guidance.
vii) Affective Domain is given importance: - In our Educational System, Cognitive & Cognitive aspect
of our behavior are given importance, the affective domain is often neglected. The emotions,
feelings, attitudes, etc. of the individual are neglected all together. In the process of counseling the
help is provided in changing attitudes or perception. Efforts are made to improve the Mental Health
of the client.
viii) Counseling is democratic process: - Counseling lays down the democratic system. The client can
behave as he wishes. Best Counseling is in the form of the decision made by the counselee.
Counseling is possible in humorous & cooperative environment only.
ix) Counseling is a professional help: - Counseling is a profession service which deals with personal,
educational, vocational and psychological problems in which all related facts are studied &
analyzed & a solution is sought. Counseling is a professional help, as it is provided by
professionally trained person in psychological skills & knowledge. Counselor is a psychological
practitioner who aids people to deal with problems of behavior.
x) Interview is Technique of Counseling: - The only technique or method of providing counseling is
Interview.
xi) Counseling is a psychotherapeutic relationship: - Counseling is a psychotherapeutic relationship
in which an individual (client) receives direct help from the advisor (counselor) or finds an
opportunity to release negative feelings and thus clear the ways for positive growth in personality
(non-directive counseling).

NEED AND PURPOSE OF COUNSELING

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i) Assist the individual to choose goals: - The counselor assists the student to choose goals which will
give maximum satisfaction to the individual. The counselor should be prepared to assist the student
to solve, choose, master, learn and deal with situations & problems of a wide variety.
ii) Assist to adjust to life: - A person is happy when he is in harmony with environment & himself. A
number of problems such as anxiety, examination phobia, lack of concentration in studies, relation
with opposite sex, complexes, low achievement feeling of guilt, educational/vocational choice, etc.
give rise to maladjustment in the environment. So counseling helps to make comfortable & realistic
adjustment to life.
iii) Assist to building relationships: - Building relationship is a social skill. To live in the society, he
has to build human relationships with the people around him such as with family, peers, with
teachers & with other members of the society. Sometimes, an individual is unable to deal
effectively with the people. Counseling helps to develop good relationships.
iv) Helps to develop & maintain good Mental Health: - Mental Health of a person is an indicator of
harmonious development of personality. On the other hand, it helps to adjust in the environment.
Counseling helps to protect & secure mental health by preventing factors responsible for
maladjustment or mental disorder.
v) Assist to know himself or herself: - Utmost purpose of counseling to familiarize the individual with
herself/himself. It provides knowledge and understanding of the self, i.e. real picture of the self. It
acquaints the person with his strengths & weakness so that he can make wise decisions in future to
build his self-according to ideals otherwise it will give him frustration.
vi) Assist to learn Problem-Solving: - Everybody faces some kind of problem in his life. Sometimes,
individual finds himself unable to cope with the problem. He goes to counselor. The purpose of
counseling to help the individual to learn how to solve problem. It is the purpose of counseling to
develop the insight of the client to understand & then solve the problem himself.
vii) Assists the individual to get happiness & satisfaction: - Society is becoming complex day by day.
The expectations of individual, employer or society are rising. Sometimes an individual cannot
come up to the rescue the person in trouble. Making the individual happy & satisfied is the purpose
of the counseling.
viii) To develop the self-concept: - Self-Concept, the overall awareness we have of ourselves,
influences our way of thinking & acting. The purpose of counseling is to make aware of
himself/herself together with the feeling & values associated with the self.
ix) Resolution of Problems: - Another goal of counseling is the resolving of the problem of the
counselee brought to the counselor. Then it will help to maintain the positive mental health.

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x) Decision-Making as a goal of Counseling: - Some counselors hold the view that counseling should
enable the counselee to make decisions. It is through the process of making critical decisions that
personal growth is fostered.
xi) Modification of Behavior as a Goal: - Counseling stress on the need of modification of behavior,
for e.g. removal of undesirable behavior or action or reduction of an irritating symptoms such that
the individual attains satisfaction of effectiveness as well as the development of potentialities
within the individual.
xii) To work with clients in separating the past from the present on an emotional level: - Counselor
work with clients in separating the past from the present on an emotional level so that they can
experience their emotional response to the world based on their present needs, rather than on past
trauma being re-triggered and replayed.

ELEMENTS OF COUNSELING

i) Rapport: - This involves establishing relationship of mutual respect between the two individuals,
namely the counselor and the counselee.
ii) Communication: - Communication essentially demands free, frank, inhibited interaction between
the counselor and the counselee. The counselor shall make every effort to increase the effectiveness
of communication by making use of such devices as depth interview.
iii) Qualification: - The counselor is expected to be a professional with adequate qualification and
professional bent of mind he must have a positive approach to the problems of people who happen to
be his clients.
iv) Confidence: - This aspect of counseling is directly related with the counselee. The counselee comes
to the counselor when the former is in a confused state of mind. He/She needs an anchor, a guide
who can infuse confidence in him/her gradually, the counselor makes him/her see reason, gain
reassurance which brings about a change in his/her attitudes. Once the confidence is infused, the
counselee gets adjusted to the counseling environment.
v) Counseling Interview: - This is the most important element in counseling process. Counseling
interview is comprehensively planned by the counselor so that he can lead the counselee to the
desire goal. The counselee’s desired goal is his reassurance to solve his/her problem.

APPROACHES TO COUNELING SERVICE

There are three approaches to Counseling Service:

Directive Non-Directive Eclectic

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i) Directive Approach: - Directive Counseling which is also called prescriptive or counselor-centred
approach to counselling. This approach was first advocated by Prof. E.G. Williamson of University
of Minnesota. In this type of approach, the counselor plays an important role. According to
Williamson, the counselor is a competent person, mature & qualified, to handle, a problem & give
advice to the counselee who is unable to solve the problem when he first confronts it. So, the
counseling experience revolves round the counselor who is active to lead the client out of the
problematic situation. It is the counselor who owns the entire responsibility of solving his client’s
problem. Under this process, the counselor plans the whole counseling process, his work is to
analyse the problem, identify the triggers, identifying the exact nature of the problem & providing
solution. Williamson stated that this approach is good to address the problems relating to
Educational & Vocational Adjustment. In this, the counselor is active & he expresses his ideas &
attitude independently. He evaluates expressions of the client. In this, the counselor asks a series of
standardized questions. Each carries a short answer.

CHARACTERISTICS

i) Economic Approach: - This Technique is considered as a most economic approach & important
for student counseling because it is less time consuming & student who lack experience are easily
influenced by the counselor’s experience & specialized knowledge.
ii) Professional Relation: - The students feel that the counselor has superior knowledge & therefore
a professional relation takes place. The relation is the base of this kind of approach.
iii) Develops Self Confidence: - A submissive & highly emotionalized counseling of student can
cultivate self-confidence in the individual.
iv) Directive is Counselor-Centered or Prescriptive Counseling: - Counselor-Centered Counseling
revolves around the Counselor. He tries to lit good relations to the friendship & assistance.
v) Counselor is Active: - In this, the counselor is active & he expresses his ideas & attitudes
independently. He evaluates expressions of the client.
vi) Counseling Interview: - According to this view point the counseling interview, the counselor
asks a series of standardized questions. Each carries a short answer.
vii) No place for Emotion & Feelings: - The counselor does not allow the development of
expression & feelings. He leads as an expert, evaluates & gives suggestion to the counselee.

PROCEDURE OF DIRECTIVE APPROACH

a) Data Analysis: - At this step, the counselor tries to obtain the relevant details from the client. It
includes collection of data about the counselee. The whole information about the counselee can
be collected through structured interviews, psychological case history methods, interaction with

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 the family members, school teachers, friends, psychological tests as well as non-testing
techniques.
b) Synthesis: - After the collection of data the whole information is organized in the logical manner
to analyze the counselee in terms of his qualification, assets, potentials, liability, adjustment,
cultural background, habits, etc. The data may be collected by using different tools such as
interview, observation, case history, psychological tests, etc.
c) Diagnosis: - To diagnose means to identify. Data once synthesized, leads to identification of the
problem & discussing the causes of the problem, counselor relates causes with symptoms i.e.
cause-effect relationship is established. So the problem is identified in terms of assets &
liabilities of the client. This also hints at the cause of the problem too.
d) Prognosis: - This step may or may not be part of diagnosis. Prognosis is prediction based on the
data. On the basis of diagnosis, counselor predicts the future development of problem of the
counselee.
e) Counseling: - In this phase, counselor tries to solve the problem of the counselee. He interprets
data from the counselee & help him to take right decision. He assists the client to preparing
future educational for vocational plans accordance with his assets & limitations. He also assists
the client to execute the plan of action. He does so with the help of asking questions to the
counselee & he answers them as best as he can. Sometime, the questions so highlight the
problem that the counselee feels that he can overcome his problem. Alternatives dawn upon him
& he starts thinking in terms of improvement. The counseling here is to bring about adjustment
& re-adjustment to the individual in relation to his problem. Attitudes & interest of the counselee
are considered during the counseling.
f) Follow Up: - At this stage, effectiveness of the counseling process is evaluated. The counselee
may be able to solve immediate problems through counseling but new problems may occur or
the original problem may re-occur. Follow-Up with the client is extremely necessary. The
counselor wants to know how effective his counseling has proved. The role of counselor is
important as he has to make the individual understand & accept his strength & also his
weaknesses & faults. The Counselor follows the individual to whom he has provided counseling
to see whether the client is on the right track after getting counseling.

ADVANTAGES

a) Save Time: - This method is useful from the time consuming viewpoint. It saves time & energy.
b) Problems Centered: - In this type of counseling, there is more focus in the problem & the
person.
c) Simple & Direct: - The counselor can look the client directly.

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 d) Focus on Intellectual Process: - Counseling focuses more on the intellectual aspects of the
person than emotional aspect of the personality.
e) Easy Availability of Counselor: - In this process, the counselor becomes readily available to
help which makes the client very happy.

LIMITATIONS

a) Make client dependent on Counselor: - In this process, the client is more dependent. He is also
less able to solve new problems of adjustment. He remains passive during the whole process.
b) Not best guidance: - As the client is never independent of the counselor, it is not an efficient best
guidance.
c) Inability in Decision Making: - Unless & until a person does not develop some attitude through
experiences, he cannot make any decision himself.
d) Fails to help in the Future: - The counselor fails in serving the client to commit the mistakes in
future.
e) Problem Centered: - It is a problem centered technique not client-centered. Counselor solves the
problem for the counselee, in this way insight as well as self-concept of the client is not
developed.

ii) Non-Directive Approach: - Non-Directive Counseling is also called as Client-Centered or

Permissive Counseling. The main advocator of Non-Directive Approach in Counseling was Carl R.
Rogers. Carl R. Roger believed that every individual has the right to select the goals of his life. He
believes that the sufficient means of solving a person’s problem are present within the person
himself. This school of thoughts gives importance to the emotional aspects of vocational &
emotional problems. The client or counselee centred counseling revolves around the client. In this,
the client is encouraged to leading conversation & to express his own attitude, feelings & ideas. The
counselor mostly remains passive. He establishes understanding with the counselee based on mutual
trust, acceptance & understanding. The counselee provides all information about his problems. The
counselor analyse the strengths & consequences of his solutions before taking final decision. Since
the counselee is given full freedom to talk about his problems & work out a solution.

CHARACTERISTICS

a) Client Centered: - It is a Client-Centered Counseling where client is the centre of attraction.

b) Believes in the ability of client: - It is based on the principle that a person has so much capacity
& drive that he can grow & develop so that he may face the situations in reality.
c) Passive role of Counselor: - In this school of thoughts, the counselor is passive and client
remains active.

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d) Reduces Tensions: - It reduces psychological tensions. Through this counseling, his
psychological adjustment improves.
e) Ideal picture of the client: - In this type of Counseling, defensiveness falls down.
f) Emphasis on Emotional Aspects: - In this type of counseling, there is closeness between the
picture of the self-drawn by the client & a desirable & an ideal picture of his own.
g) Freedom to Express Feelings: - A person is accepted in his originality & he is free to express
his any attitude.

PROCEDURE OF NON-DIRECTIVE APPROACH

a) Defining the Problem-Situation: - The client is caught in a problematic situation. The counselor
defines the problem.
b) Attitude & Acceptance: - Attitude of the counselor should be friendly, sympathetic &
affectionate. He feels interested in the child & encourages free expression of feelings regarding
the problem of individual. The counselor tries to understand the client & must accepts &
recognized the both kinds of feelings, it may be either positive or negative. The counselor
records the flow of expression & identifies negative & positive feelings to arrive at the status of
the client & the problem he is dealing with. The counselor helps the client in developing insight.
The client does on the basis of his inner feelings.
c) Warm, Friendly & Sympathetic Environment: - Counselor provides warm, friendly & congenial
environments in which client feel at home & express his feeling freely to the counselor. Three
conditions should be present within the counselor, congruence, unconditional positive regard &
empathy. Congruence means counselor being self-aware & open. Counselor feelings, thoughts,
perceptions, etc. should not affect the counseling process.
d) The Client is given freedom to express his feelings: - The client is encouraged to express his
feeling freely. He knows he has the approval of the counselor.
e) Developing Client’s Insight: - End of Counseling: - Either the counselor or the client may look
for a stage when it becomes desirable to terminate the counseling experience. This is the stage
when the client feels convinced that he really has the skill to solve his personal problem.
Although he is thankful to the counselor for having helped him know his strengths, he does get
his feeling also that he can dispense with the counselor & go about finding solution to his
problem by himself.

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 ADVANTAGES

a) A growing process: - Counselee or client or student plays an active role & this type of
counseling is a growing process. It is a slow process but help the individual in becoming capable
enough in making adjustment.
b) Helpful in solving emotional problem: - This type of counseling is helpful in solving emotional
problem.
c) Helpful in making adjustments: - As a therapy, it has indisputable value. It is a slow but sure
process to make the individual capable of making adjustment.
d) Client Centered: - Insight of client is developed in this type of counseling. So it is client
centered. So it emphasizes the freedom of the client.
e) No use of testing: - No use of testing as well as non-testing techniques are used in it & thus it
avoids all that is difficult.

LIMITATIONS

a) Slow & Time Consuming: - Non-Directive Counseling is low & time consuming process. So
this method can’t work in school & colleges because students are not mature enough to make
their decision themselves.
b) Passive role of Counselor: - There are individuals who like to lead from stage to stage. In such
cases the counselor becomes passive. It depends too much on the ability & initiative of the client.
But, the client is already under stress & he is inexperienced also.
c) Less Reliability: - The resources, judgment & wisdom of the client may not be reliable. The
counselor is expected to exercise excessive patience. He has to tolerate relevant as well as
irrelevant points of discussion.
d) More stress on Emotional Aspect: - This type of counseling lay more stress on emotional aspect.
So, intellectual aspects are ignored.
e) Difficult to counsel every client: - Since the approach to counseling is individual centered, it
may not be possible for the counselor to attend every client equally.

iii) Eclectic Approach: - Eclectic Counseling is the combination of Directive & Non-Directive
Counseling. The chief advocator of this type of Counseling is F. C. Thorne. It represents a middle
status between the two extremes represented by the Non—Directive Technique on one hand & the
directive technique on the other. In Elective Counseling, the counselor is neither too active as in
directive counseling nor too passive as in the non-directive counseling. In Eclectic Counseling, the
needs of a person & his personality are studied by the counselor. In Eclectic Approach, the
counselor is not bound by any specific approach; instead the counselor selects those techniques

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which will be useful for the person. He may at times become active as is the case in directive
approach while at other time, he may remain a passive listener as is the case in non-directive
approach. In either case, he tries to maintain the middle path, quite naturally, of course. In Eclectic
Counseling, the counselor makes use of the techniques of reassurance, case history, prompting,
giving information, etc. Herein, the counselee or client is an important entity & focus of attention is
the problem.

CHARACTERISTICS

a) Selection according to the need: - In the beginning of counseling, client-active methods are
used & the counselor remains passive. The permits emotional release. In eclectic counseling the
counselor first takes into consideration the personality & need of the counselee. He selects the
directive or non-directive technique that seems to serve the purpose best.
b) Flexibility: - Flexibility is the key note of this counseling.
c) Freedom of choice & expression: - Freedom of choice & expression is open to both, the
counselor & the client.
d) Purposes of the relationship: - The client & the philosophical framework are adjusted to serve
the purposes of the relationship.
e) Mutual Confidence: - Experience of mutual confidence & faith in the relationship are basic.
f) Comfort Feelings: - Feelings of comfort are essential.

PROCEDURE OF ECLECTIC APPROACH

a) Establish Understanding: - According to the school of thought, the counselor investigates the
client initially. This will inculcate confidence in the counselor. In this step, the counselor
gathers information about the counselee & his personality.
b) Diagnose the problem: - In this step, the problem is diagnosed, list of questions are asked to
carefully scan the problem of the counselee.
c) Analyse the problem: - Make use of other sources of information about the client. This will
help the counselor to analyse the problem as also enhance the client’s self-understanding. With
the help of testing & non-testing techniques data of the client is collected which provide
complete & accurate information about the client.
d) Prepare Tentative plan for modifying behaviour: - The counselor is now in a position to
prepare a tentative plan for the client’s modification of behaviour. This also requires emotional
release & change in the client’s perceptions & attitude about himself.

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e) Counseling: - Effective counseling follows. Use of one-to-one interview, stimulation do help
the client to develop his own resources & assume responsibility for finding solution to his
problem.
f) Interview: - The counselor takes the interview & stimulates the client to develop his own
resources & to assume its responsibility for trying new modes of adjustment.
g) Follow Up: - Follow-Up is conducted to see whether the client has solved his problem.

ADVANTAGES

a) Coordinating Method: - In this, objective & coordinating methods are used.

b) More Importance to the job efficiency: - In this, more important is assigned to the job
efficiency & treatment.
c) Economical: - In this, the principle of low expenditure us emphasized.
d) Professional efficiency & skill of the counselor: - In such counseling, for the use of all
methods & techniques, the professional efficiency & skill of the counselor are must.
e) Client-Centered: - Keeping in mind the need of the client, it is decided whether directive
method or non-directive methods should be used.
f) Makes client independent: - Making an opportunity available to the client is insisted so that he
may find himself the solution of the problem.

LIMITATIONS

a) Vague Concept: - Some people are of the view that eclectic counseling is vague, opportunities
& superficial.
b) Both techniques cannot be used together: - Both directive & non-directive counseling cannot
be mixed together.
c) No definite rule: - In this, question arises how much freedom should be given to the client? For
this there is no definite rule.
d) Little or no understanding about the client: - The problem with an eclectic orientation is that
counselors often do more harm than good if they have little or no understanding about what is
helping the client.

---CCC---

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PLACEMENT AND FOLLOW-UP SERVICE

PLACEMENT SERVICE

INTRODUCTION

The term Placement refers to the assigning of a worker to the job for which he is best fitted. Like other
Guidance Services, Placement Service is a kind of Guidance Service which is especially carried on by
guidance worker to assist students to find out his own place in the occupational world considering his
abilities, interests, skills, aptitudes & attitudes. Thus educational & vocational guidance & counseling
enable student to have a right choice. The services of Guidance & Counseling to the individual
contribute to his/her proper placement. Both assist student in the placement of good job & meant to
provide maximum satisfaction out of his placement.

Comprehensive Dictionary of Psychological & Psycho-Analytical Terms — “Placement Service

refers to assigning of worker to a job for which he is judged best fitter. Fitted includes the individual’s
satisfaction as well as his abilities in relation to the job.”

Downing— “Placement is a service with Guidance Programme designed to assist students in the
selection of suitable courses or curricula, extra class activities & part time or full time
employment.”

AIMS & OBJECTIVES

i) To help in searching out part-time jobs: - Sometimes certain situations arise when an individual
want to do part-time jobs along with his studies. He wants help to search out such part-time jobs.
Such jobs can be made available through placement sender.
ii) To provide full-time jobs: - A person needs some vocation after the completion of his education.
Such need can also be fulfilled by placement service.
iii)To encourage extra-class activities: - A student does possess the capacity of participating in extra-
class activities. Hence, by exploring such capacities through placement service, he can be encouraged
to participate in appropriate activity. These activities include various clubs, lecturing, games, music,
drama, etc.
iv) Proper selection of Curriculum: - There is another Educational objective of placement service i.e. to
help the student in selecting proper course & proper curriculum. There should be some logic in the
selection.

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v) Help in training programmes: - Placement Service can also help a person in various training
programmes. For e.g. to choose desirable training, to enquire about the training place, a realistic plan
to get desired training, to facilitate the registration of the students in the institution of their choice.

PURPOSES & FUNCTIONS

i) Selection of Subjects & Course: - The purpose of placement service is to help the students to choose
subjects where there is an option to choose. Study of the subject or to pursue a curriculum leads to
vocational preparation, so it is the utmost duty of this service to help the needy students to
crossroads.
ii) Selection of Co-Curricular Activities: - School presents a long list of co-curricular activities to the
students. Placement Services assist the student to choose curricular activity in matching his abilities,
interests, etc. If properly chosen, student may adopt that co-curricular activity as a profession.
iii)Selection of Institution for Higher Learning: - Present is an age of quality. Everyone wants to join
an institution with good reputation. Placement Services provide help to choose institution after
completing school or college for next step of learning.
iv) Choose a Part-time job: - Purpose of this service is to help the needy students or drop-out to choose
a part time job.
v) Choose Professional Institution for Training: - This service places the student in a professional or
technical institution according to his ability, aptitude & future planning.
vi) Choose a full-time job: - Placement Service acquire job offers for the vacant posts from the
employers. It provides opportunities for full time jobs to the students.
vii) Career Guidance: - This Service assist the student in proper career planning.
viii) Utilize Human Potential: - The purpose of placement service is the utilization of human potential
to the maximum level. It tries to bring best of body, mind & spirit of an individual.
ix) Matching student with opportunity: - The purpose of placement service is to match abilities,
aptitudes, interests, training, etc. of a student with the choice/opportunities available in educational or
occupational field for the happiness of the individual & welfare of the society at large.
x) Counseling Former Students: - The students, who have dropped out, will return to the school for
placement. The placement personnel’s are in excellent position to know about the person’s
employment experience & assist him again in getting a job & learn it also on the part time basis.
xi) Occupational Information: - Young people seek much advice on jobs. This advice comes from their
parents, relatives, friends, teachers, etc. But this advice is not appropriate. This should be the direct or
co-ordinate responsibility of placement personnel. They can contribute much information to the
teachers about job getting techniques, trends in occupations. Arrangement of speakers on specific
careers can be made & they can also talk with the students about jobs.

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xii) Determines the reasons of Drop-Outs: - Placement Service finds out the reasons as to why students
begin to drop out from studies. What are factors behind it? Is it the home & family environment,
school environment, teacher behavior, etc.? Placement personnel help the drop outs & assist them to
return to studies.

NEED & IMPORTANCE

i) Helpful in Educational Placement: - After completing a course in a school a student may like to
pursue a course of study with certain electives in a college or university. The placement service
meant to help the students to carry out what they thought, such as knowledge about institutions of
higher education most students experience, frustration & aimlessness in their life. Sometimes
students don’t know when to contact, whom to contact & how to prepare for admission in the
institution of their choice. Placement Service in school is needed to assist students in their proper
educational placement.
ii) Right type of Job: - Placement Service is needed after completing education or leaving the school
when a student may look for a right type of job.
iii)Vocational Placement: - Placement Service is needed to assist the students in their Vocational
Placement.
iv) Self-Employment: - A student may like to continue vocational training in a vocational institute for
getting a good employment in an organization or for self-employment.
v) Vocational Training: - An organized placement service is needed in every school or secondary
school to assist students in their placement in a vocational training institute.
vi) The realization of the aims guidance & counseling: - Placement Service is a process, which helps
for the realization of the aims of guidance & counseling in respect of job-placement for the students.
Thus its basic objective is welfare & adjustment of the individual in the context of a job for which he
is best fitted & from which he gets satisfaction.

TYPES

a) Educational Placement: - It helps the students in:

i) Selection of subjects: - Educational Placement helps the students to choose the subjects according
to their interest & aptitude.
ii) Selection of Curricula: - After passing matriculation examination, placement service helps to
choose among various streams such as arts, science (medical or non-medical), commerce &
vocational streams.
iii)Selection of Co-Curricular Activities: - Placement Service helps in the selection of co-curricular
activities from a long ranges of activities presented by the school.

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 iv) Selection of School/College: - Placement Service helps the students in the selection of
school/college after the elementary, secondary or college education.
v) To choose a special school: - Placement Services helps to choose a special school i.e. to the
students with special problems such as deaf, dumb & blind.

STEPS IN ORGANIZATION OF EDUCATIONAL PLACEMENT SERVICE

i) Assigning duty as Educational Placement Personnel: - Head of the institution should identify the
teachers with guidance awareness & qualification to provide along with the counselor the services
of placement officials. Teacher must be trained to provide guidance service. They must have
social trait to build relationship with students & society.
ii) Arrangement of Physical facilities: - A separate guidance or placement cell with adequate
furniture, Almirah, computer. If funds allow, telephone, etc.
iii)Maintaining Cumulative Record: - Educational Placement Cell must maintain Cumulative
Record of all students in the school. Class-teacher maintains Cumulative Record & keep in the
placement cell for easily accessible to the placement officials.
iv) Keeping up-to-date information: - Placement Cell keep up-to-date & accurate & reliable
information regarding the procedure criteria of admission to various educational institutions.
v) Arranging Counseling Sessions: - Counselor/Placement officials should be easily accessible to
students & parents. Students meet them & get appointment for educational counseling & help is
provided to choose subject/course, co-curricular activity or institution for further study.
vi) Providing Guidance: - Information about admission to various institutions may be given by the
technique of group guidance.

b) Vocational Placement: - Educational Placement cannot be separated from Vocational Placement. It

is given keeping in mind the vocational prospects. In fact, vocational placement is a wider term. It
also includes educational placement. Vocational Placement Service undertakes following activities: -
i) Information about existing vacancies: - Vocational Placement provides information about
existing vacancies in various fields.
ii) Provides part time employment: - Vocational Placement helps the student for part-time
employment.
iii) Locating & Securing employment: - Placement Service help students in locating & securing
employment after completion of their education & professional training.
iv) Assigning individual to the job: - Placement Service help in assigning the individual to the job
for which he is best suited.
v) Helps in adjustment: - Placement Service assists individuals adjust to new job if they find any
difficulty at workplace.

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vi) Helps to change job: - Placement Service helps the individual in job change or work place re-
entry.

STEPS/PHASES IN ORGANIZATION OF VOCATIONAL PLACEMENT SERVICE

i) Assigning duty to Placement Officials: - Head of the Institution assigns duties to teachers (having
guidance awareness) to act as placement official along with school counselor.
ii) Arrangement of Physical Facilities: - Arrangement of separate room for placement activities,
almirah’s. Computer, telephone, etc.
iii)Explaining the general character of Occupational Life: - In the phase of placement service, the
general character of occupational life is explained to the students and he is provided necessary
education for the same purpose.
iv) Cumulative Record: - Cumulative Record of the students should be maintained.
v) Establish Relationship with Employers: - Placement Officer keep understanding with the
prospective employer on telephone, e-mail or internet.
vi) Obtain Information about Vacant Posts: - Cooperative Relationships between placement cell and
employer encourages or motivate employer to send notice of vacant post in their establishment.
vii) Conduct of Interview with job aspirants: - Placement Officials conduct interview with the
students who are interested for vacant posts with the placement cell. Complete information is
obtained from the aspirants.
viii) Recording Information: - Information in the interview is record & entries are made in the
register.
ix) Verification of Information: - Validity of the information given by the applicant is ascertained.
x) Selection of the Aspirants: - Students are selected as per the number of vacancies available.
Students are selected on merit.
xi) Consent of the Applicant Sought: - After selection of the students for the vacancies available,
the final approval to join the job is sought in writing.
xii) Sending complete information to the employer: - Complete Bio-Data of the students selected is
sent to respective employer for giving appointment.
xiii) Make sure the appointment: - Placement Official contact with the employer & ensure whether
the student recommended has been appointed or not.
xiv) Recording the results: - Record of selected candidate is maintained. It is entered in student’s
card also.

FOLLOW-UP SERVICE

INTRODUCTION

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Follow-Up is the last step in Guidance Service which determines the appropriateness of Occupational
& Educational adjustment of the student. There are chances of lack of adjustment even in wisely
selected jobs. Follow-Up Service refers to the follow up of activities of the individual placed in a job
through Placement Service & to see whether he has achieved success or not in the job assigned to him.
Follow-Up Service also tries to know how much satisfaction the individual has achieved in his job.
This service also tries to know the causes of the individual’s failures or dissatisfaction in his job & tries
to remove them. This service helps to make proper adjustment. It evaluates the performance & success
in the respective field.

Downing— “The Follow-Up Service is a basic element of the Guidance Programme designed to
provide information needed to assist youngsters in making a better adjustment to school, to
a vocational training programme or to a job.”

Roeber, Smith & Erickson: - “The follow-up service committee is concerned with what happens to the
students while in school or after they have left school. It is interested in
their progress in relation to total or any part of the educational
programme.

CHARACTERISTICS

i) A continuous process: - Follow-Up Service is a Welfare attempt and a Continuous Process.

ii) Helpful for students: - Follow-Up Service needs careful evaluation by the expert teachers and
guidance workers.
iii) Serves the goals in a systematic way: - Follow-Up Services serves the goals and purposes of
students and school in, a systematic way.
iv) Assist the guidance worker: - Follow-Up Service assists the Guidance Workers to know how far a
particular educational institution has been successful & systematic un offering educational
experience to its students.
v) Helps to make right choice: - Follow-Up Service is helpful for the students to know how far he is
able to get benefit from the educational & vocational opportunities.
vi) Helpful to know the benefits: - Follow-Up Service is helpful for the students to know how far he is
able to get from the educational & occupational opportunities.
vii) Provide hints for further guidance: - Follow-Up Service gives hints whether the student needs
further guidance service or not.
viii) Helps to collect information: - Follow-Up Service even if is conducted for former students for the
purpose of interaction & collection of information.

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 AIMS & OBJECTIVES

i) To maintain contact with old students: - The purpose of Follow-Up Service is to help the school
maintain contact with the old students. It collects information from the students in a systematic way.
ii) To discover drop-outs: - Follow-Up Service helps to discover the number of drop-outs in different
classes. It also discovers the causes of drop-out in different classes. It also discovers the causes of
drop-out level. It also strives to identify the characteristics of drop-outs.
iii) To help the drop-outs: - The service identifies the drop-outs & helps them to adjust in their life. It
provides assistance to obtain job.
iv) To evaluate the Results of Placement: - It ascertains the effectiveness of placement service. It helps
to improves the process of placement.
v) Get feedback for Guidance Programme: - It enables the authorities to ascertain the opinion of old
students about effectiveness of guidance programme of the institution.
vi) Feedback to Improve Curricula: - Follow-Up provides feedback on the basis of data obtained from
drop-outs & from students who have passed out the terminal stage, for the improvement of
curriculum.
vii) To determine Job-Satisfaction: - It also helps to determine whether individual is developing in his
job, whether he is happy or getting job satisfaction.
viii) Helps the individual in Job-Change: - The Follow-Up Services identifies the individuals who are
not happy with their job in hand. It helps them to change their job. It assists them to prepare for the
new job.
ix) To conduct research: - The Follow-Up Service Conduct Research on drop-outs & person who are
well adjusted in the job.
x) Providing Encouragement & giving Inspiration: -

TYPES OF FOLLOW-UP SERVICE

Follow-Up Service may be classified into the following types: -
i) Incidental Follow-Up: - This type of Follow-Up is carried on by teachers & counselors as part of
their normal duties.
ii) Remedial Follow-Up: - This type of Follow-Up is meant for Chronic Cases which have received
intensive remedial help in certain fields.
iii) Systematic Follow-Up: - This type of Follow-Up is to be found where schools have evolved a
systematic procedure for following up students from one unit of the school to the next higher one.
For e.g. Junior School to High School.
iv) Follow-Up for School Leaves: - This type of Follow-Up is meant for school and college leaving
students.

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 PLANNING OR PROCEDURE

i) Formation of Follow-Up Committee: - To carry out the process of Follow-Up Process in a planned
way, a Follow-Up Committee including Guidance Worker/Counselor, teachers & community members
should be formed.
ii) Framing Aims & Objectives: - The first task of Follow-Up Service is set aims & objectives. Whether
Follow-Up should be carried out for Drop-Outs or for regular students or for those who have
successfully completed their studies or for all categories of students.
iii)Survey of students still going to school: - The Survey of School going students and their educational
level should be observed. Various methods used for such surveys are questionnaire, interview,
checklists, group discussions, etc.
iv) Survey of the students who have left the school: - The School Guidance Personnel should collect
useful & desirable information’s from former students to know about educational & vocational
opportunities available to them. The school leaver can also be of two types: Drop-Outs & Students
who left schools after completing their studies.
v) Collecting & Maintaining Educational & Occupational Information: - The School should acquire &
maintain the Educational, Training & Occupational Opportunities record that should be made available
to students taken for the Follow-Up. The school must try to know what kind of occupational
opportunities are desirable as well as available for former students
vi) Prepare List of Former Students: - Follow-Up Committee should prepare the list of former students
who are to be covered under follow-up service.
vii) Drawing Conclusions: - On the basis of information collected from old students or drop-outs, the
conclusions are drawn in respect of objectives of the follow up.
viii) Implementing the Conclusions: - The conclusions drawn through Follow-Up are implement to
improve Curriculum, Method of Teaching, Teachers behavior or physical environmental of the
school.
ix) Observation: - Necessary information can be collected regarding newly appointed person on the basis
of observation done by some specific person or by a group or by visiting the institute where a person
has been appointed.
x) Utilization of the Information: - The School Guidance Personnel should utilize the information
collected by Follow-Up Service for development purpose of the student of the school.

TECHNIQUE OF FOLLOW UP SERVICE

i) Questionnaire: - By using a questionnaire, useful information can be collected. Its use can also be
made through post.

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ii) Check-Lists: - They contain possible answers which questionnaire doesn’t have. These can be used to
know ideas & choices to evaluate trends or inclination & to collect facts.
iii) Interview: - Interview helps in determining the previous & current educational & vocational progress
of the students. It can also have suggested Remedial Measures for Good Results.
iv) Group Discussion: - These encourage personal contacts and create interest in the students.
v) Other Means: - There are other means such as writing letters to a person, visiting some vocational
institutes, etc.

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UNIT-III

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 UNIT-III (ORGANIZATION OF GUIDANCE PROGRAMME)

a) Essential requisites of Guidance Programme

b) Organization of Guidance Programme for Elementary Schools
c) Organization of Guidance Programme for Secondary Schools
d) Role of Teachers, Guidance Personnel in Organization of the Guidance Programmes

ESSENTIAL REQUISITES OF GUIDANCE PROGRAMME

The Pre-requisites or preliminary tasks needed to be undertaken to organize a guidance

programme are as follows:

School Staff Formation of

Participation Committee

Support from Allotment of

Community Budget

Infrastructure

i) Formation of Guidance Committee: - Formation of Guidance Committee is the first step in

Guidance Programme. It can be visualized that in order to organize guidance service or programmes
properly and systematically for achieving its goals there should be a guidance committee. Different
types of guidance committees may be necessary for different institutions as no single pattern or
structure can fulfil the needs and requirements of all schools; large and small, rural and urban, boys

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 and girls and government and non-government etc. However, the guidance committee may vary
according to the availability of human and material resources. The Formation of Guidance
Committee should be constituted of the following personnels:
 Principal or Headmaster: - The principal or headmaster of the school should be the chairman of
the guidance committee.
 Counselor or Career Master: - The counselor or career master acts as the secretary-cum-
governor of the school guidance committee. A full time counselor may be appointed if possible.
In his/her absence, a teacher trained in guidance has to do the job of the career counselor or
master. Even if school possesses a full time counselor, it may also have a trained teacher in the
staff to give necessary assistance to the counselor.
 Staff Representative (One Member): - The senior teacher of the school acts as an ex-officio
member of the guidance committee.
 The School Medical Officer: - The medical officer of the school acts as a member of the school
guidance committee.
 School Staff: - The school staff and students also need to be briefed about the purpose and
importance of the guidance programme and encouraged to participate.
ii) Allotment of Funds in the Budget: - Decisions and arrangement must be made regarding the
allotment of budget for conducting the various services. The school or state department must
allocate some funds for running the programme. The expenses could be determined also keeping in
view the payment of honorarium for guest lectures, conveyance to specialists or professionals such
as educationists, doctors etc.
iii) Infrastructure: - Suitable arrangements need to be made to acquire minimum infrastructural and
physical facilities such as a guidance cell or room, tables, chairs various psychological tests and
other required material.
iv) Community Resources: - Support from the parents and community could be obtained by orienting
them to the significance of a guidance programme. A few experts in different fields available in the
community should be the member of the committee.

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ORGANIZATION OF GUIDANCE PROGRAMME FOR ELEMENTARY
SCHOOLS

INTRODUCTION

Educationists from time immemorial to till date have emphasized the importance of the early years of the
child’s life in the development of habits, attitudes, interest and personality qualities which would be
required to live a healthy and well-balanced personality. The level of foundation development of well-
balanced personality is done at this stage of education. For this a programme of education in guidance
should be organized. Guidance at the elementary level is based on the continuing development of
fundamental knowledge, attitudes and skills of a person as a child matures into an adolecsent

A comprehensive educational programme at this stage must consist of not only instructions but also
activities and programmes which aim at development of good and healthy habits and attitudes. Thus, every
activity at Primary Stage includes Guidance as there is need to pay special attention towards the health of
the children.

At elementary stage, the student is just a beginner and, therefore, may not need any specialized educational
guidance services. The aim of educational guidance at this stage is to ensure that the students develop a
healthy and a positive outlook. Educational guidance at this stage prepares the students for the secondary
stage of education. At this stage, there is a great need to coordinate the functions of a teacher, guidance
worker, school, staff members of medial service and school social service workers.

OBJECTIVES

i) To coordinate all the activities of all the workers such as a teacher, medical service staff members,
school social workers and the activities of a person providing guidance etc.
ii) To assist children adapting according to the school traditions and rules-regulations of the school.
iii) To assist developing higher attitude towards school activities.
iv) To assist children in developing their physical and emotional stability.
v) Objective of finding out problems regarding adjustment in the school and to control them.
vi) Objective of making children ready for crossing over from Primary School to next higher stage.
vii) Objective of creating the feeling of cooperation in the children,
viii) Objective of making children ready for crossing over from Primary school to next higher stage.
ix) Objective of supplying various informations to children regarding higher stage such as curricula of
next higher classes and distribution of booklets regarding various school functions among the children
and their parents.

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 NEED AND IMPORTANCE OF GUIDANCE AT EMELENTARY STAGE

i) To help in Adjustment: - When a child enters into the school environment, he comes into the contact
of various persons, children and teachings. He lacks security in school and becomes fearful, hesitating
and remaining suppressed in the school. In this situation, the person imparting guidance should search
out such children in their adjustment problem. Thus, guidance helps children in their physical
development, emotional stability and adjustment in school.
ii) To make child self-dependent: - School environment is very comprehensive for a child. Due to their
insecurity, they are more in difficulty because they are fully dependent on their parents. A person
providing guidance at the primary stage aims at making the child self-dependent.
iii) To prepare students for higher stage: - Elementary stage ranges upto 5th class. During this period,
gradually they get themselves established in the school. When these children cross over primary stage
to higher stage, they feel suffocated. In such situations the guidance worker plans the guidance
programme in order to prepare the children for the next higher school stage, such as arranging the
visits of primary stage children to high school, inviting high school teachers to primary schools,
explaining the procedure for getting admission to high schools after leaving the primary schools,
making them familiar with the curriculum of high schools etc.
iv) To develop Aptitudes and skills: - The guidance at elementary stage helps the children to develop
individual aptitudes and skills such as critical thinking, appreciation of worthwhile activities, sound
and desirable mental abilities as well as a sense of responsibility and service among students.
v) To avail problems of adolescence period: - Using guidance principles in teaching elementary school
children would prevent many problems from appearing in the adolescence. Because of his/her
impressionable age, the elementary school child response much more readily to guidance than does the
adolescence.
vi) For better Growth and Development: - Whenever growth and development are taking place guidance
is needed. Guidance at this stage chiefly attempts to direct the growth process in such a way that the
child is well balanced, understands himself and others, respect and cooperate with others, solve all
kinds of problems intelligently and finally emerges as a self-sufficient sharing members of the society.
vii) To check maladjustment: - The growth process of growing children is very complex because they
involve thinking, senses and making choices. For it they need guidance and directing in their most
formative years. Unguided growth may lead to the development of negative and maladjusted
personalities.
viii) Taproot for Guidance Programme in Higher Level: - A sound guidance programme cannot
possibly be developed in a given school unless it has its roots embedded in the Kindergarten. Guidance
provided in the elementary school may well serve as the taproot for programme organized on the
junior and senior levels.

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ix) Carry forward the Values and Good Traditions: - Not only do guidance practices and methods
provide continuity for the guidance practice but also the individual child will carry with him many of
the values that have come to him through guidance on the elementary school level. These values
enhance the qualitative work that can be done for children on higher level to which the child moves.

PRINCIPLES OF GUIDANCE PROGRAMME

i) Guidance must serve all children, not just with serious problems.
ii) Guidance is both preventive and remedial, although preferabley, it is preventive process rather than a
remedial one.
iii) Guidance is continuous process. Guidance must be continuous because growth and development are
continuous.
iv) Guidance must be concerned with th needs of the child.
v) Guidance must be based on individual differences among children.
vi) The classroom teacher must be the principal guidance worker.
vii) Guidance must be a cooperative undertaking by all staff members of the elementary school.
viii) Parents are teachers and guidance workers.
ix) Guidance must utilize the resources of the community and coordinate with the work of school and
home.

ORGANIZATION OF GUIDANCE PROGRAMME

i) Data Collection: - Data Collection i.e. to collect data about the students as identification data, data
regarding the home, family background and educational achievement.
ii)Orientation for Students: - Orientation Programme for students means information should be given
to the students about the school environment, curriculum, orientation bout school facilities,
orientation of regular study habits, social adjustment and the proper use of leisure time.
iii) Orientation for Parents: - Orientation for parents is that the information should be given to the
parents about school environment, curriculum, school facilities and orientation about the role of
parents in the school and school guidance programme.
iv) Cumulate Record: - To start, a Cumulative Record Card should be maintained.
v) Underachiever and Dropout: - The Guidance workers should identify the children who are
underachievers and dropouts and the reason behind it.
vi) Diagnostic and Basic Skills: - The Diagnostic and basic test skills should be frequently used in the
elementary classes.

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vii) Identification of talented students: - With the help of observation, achievements in examination and
co-curricular activities, participation in class discussion and intelligence tests, the guidance workers
should identify the talented students.
viii) Identification of maladjusted and handicapped students: - The guidance workers must identify the
students with maladjustment and handicaps and use the remedial methods. It is very essential to
identify the students with maladjustment and handicaps. Maladjustment and handicaps include
general maladjustment, aggressive behavior, slow learners, under motivated children, vision
handicaps and health problems etc.
ix) Modification: - Guidance workers should modify the learning environment of the students if they are
facing any issue.
x) Counseling and Remedial Programmes: - The guidance worker should provide counseling to the
students and remedial programmes should be provided especially weak students.

FUNCTIONS OR PURPOSES OF GUIDANCE AT ELEMETARY LEVEL

i) Helping students to make good beginning: - The students should be helped and guided to make a
good beginning in their educational career. The possibilities that a good and complete education can
open before them should be explained so that they are motivated.
ii) Helping students to plan intelligently: - The students should be made familiar with the different
types of courses and activities available. They should be given the basic information regarding
occupational divisions and occupational families, special skills they require and the relationship of
school achievement to employment.
iii) Helping students to get the best out their education: - During the process of education, students
experience many learning difficulties. Handicaps have to be detected to ensure progress. Students
need to be helped according to their abilities and interests.
iv) Preparing students to enter the secondary stage: - Since guidance is a continuum, it is one of its
functions at the elementary stage to assist the students to recognize the direction in which he is going
and to map out in general the highways that have the greatest promise of leading to his goals.
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 ORGANIZATION OF GUIDANCE FOR SECONDARY SCHOOLS

INTRODUCTION

The term Organization means systematic, planning coordination and conduct of certain activities with
an administrative frame work, where all the duties and responsibilities are defined to all the personnel.
No student ever been able to manifest & maximize his potentialities on large extent, make appropriate
career plans, get a suitable occupation & make satisfactory adjustment in the society without assistance
of Guidance Programme organized in school. Guidance is now one of the basic requirements of
individuals in the modern society. The individuals are constantly confronted with problems which
require solution. The problems are as a varied as life itself. Guidance provides direction. It is the key to
well-adjusted life.

Hence, the school has an important role to play in guiding the students. School Guidance is developing
very rapidly. As with any practice as far as role of counselor is concerned in a Secondary School Setting
challenges & special issues are often identified, discussed & managed. At Secondary Level, there is
though competition among the students to secure good marks in the exam and to select a bright future
vocational option and this leads to frustration among students. In such scenario the role of School
Guidance Programme is very much important to help the students in order to know their abilities, to
come out of stress & problem.
AIMS & OBJECTIVES

i) To understand the individual: - It helps to understand the individual & help him to assess his ability,
interest & needs.
ii) To help him become acquainted with resources & facilities in schools: - It helps the individual to
become acquainted with resources & facilities in schools & community, which are available for his
information & experiences.
iii)To help him make the best possible use of his opportunities: - To help individual to make the best
possible use of his opportunities & assist him in channelizing his energy wisely.
iv) To help him to evaluate his experience: - It helps the individual to evaluate his experience, clarify
his objectives & make plans for his future.
v) To measure their vocational assets & abilities: - It can help to measure their vocational assets &
abilities, prepare themselves for entry into the career for their choice and to get suitable job.
vi) To help principle & teachers to understand their students: - It provides help to the principle &
teachers to understand their students as individuals & to create situations in which the student can
learn more effectively.

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vii) To find solution of student’s problems: - It helps to find solution of student’s problems of personal
social adjustment in school & at home.
viii) To collect all relevant information: - It helps to collect all relevant information about students
regarding their needs, abilities aim, objectives, interests, etc.
ix) To solve student’s problems: - It helps to solve student’s problems through collective & entire
community.
x) To win the cooperation: - It helps to win the cooperation of students, parents & entire community.
xi) To provide opportunities for participation: - To provide opportunities for participation in all
intellectual, social & cultural programmes.

NEED & PURPOSE

i) Coordinating Guidance Work: - If properly organized, guidance programme will involve members
of the staff & make possible the coordination of their work. Instead of divergent, unrelated types of
activity, the organized work will integrate efforts of different members.
ii) Skill of Adjustment: - It enables the individual in making efficient adjustment with himself, family,
school & society.
iii)Understanding & Development of Skills: - It will help the individual in proper understanding &
development of various skills & abilities, aptitudes, interests through various techniques like
personality tests, intelligence tests, aptitude tests, achievement tests, interest inventories, observation,
rating scales, Sociometry technique, etc.
iv) Understanding students’ needs: - It will help the Guidance Worker, school staff & teachers to
understand students’ needs. They have physical, social, emotional & cognitive characteristics as well
as the needs such as need for love, need for affection, need for respect & dignity, need for sense of
responsibility & belongingness, need for physical activity, etc. Once these needs are recognized
Guidance Work is facilitated. Each child will feel that he is something & people are concerned about
him.
v) Healthy Class-room relations: - Organized Guidance Work will improve Class-room relations. It
also helps in Self-Realization & in maintaining Good Human Relationships. It will create healthy
class-room environment. It will create favorable emotional climate for the Guidance Worker to
function.
vi) Helps in Professional Service: - It helps students to find a suitable occupation or vocation after
completing their education.
vii) To make right & appropriate career plans: - It helps the students & their parents to make right &
appropriate career plans for future.

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 viii) Utilization of Community Resources: - Organization of Guidance & Counseling Work will help in
the utilization of community resources which can contribute to the welfare of students.
ix) Avoiding Waste of time & effort: - Proper organization of Guidance Programme will avoid waste of
time & effort of concerned persons. They will work only towards the well-defined goals, instead of
making irrelevant efforts.
x) Increases Staff Unity & Morale: - An organized approach to guidance should result in increased
staff unity & morale. Each staff member is able to know the responsibilities of others as well as his
own & can participate as a team member.

ORGANIZATION OF GUIDANCE PROGRAMME

Organization & Administration of Guidance Programme is coordinated effort. A certain Guidance

Programme involving Guidance Services is good or bad depending upon the training & vision of the
superintendent, the principal & the teachers. Guidance Programme under strong leadership are invariably
good & successful. In designing a successful guidance organization, there are following points need to be
considered: -

i) Lay down objectives: - Before making any planning, its objectives are decided. It will help us to know
that what we have to achieve. So in Guidance & Counseling at School level objectives should be
decided beforehand for its smooth functioning.
ii) Personnel: - Before making any recruitment few things should be taken care of like qualification,
experience, training sessions, good communication skills, etc. So the Guidance Personnel must be
selected because they have good training, experience & personal qualification & not because they have
gained seniority in the institution.
iii) Programme Planning: - Guidance Programme must be carefully planned. It should be planned on
cooperative basis. A well designed programme will leave a remarkable mark not only on teachers as
well as on students.
iv) Proper Budgeting: - Proper Budgeting & Finances should be carefully planned beforehand. Guidance
Services should not be regarded as casual activity in the co-curricular or curricular activities.
v) Resources: - Physical Facilities should be planned for the Guidance Services needed in the school.
This means, proper rooms or corners should be set apart for this purpose. Proper seating, proper light
& ventilation, etc. should be provided.
vi) Public Support: - Public Support is essential for the success of Guidance Programme. Public Support
requires understanding & cooperative attitudes on the part of several bodies such as parents, public
leaders, governing bodies, philanthropists & such service clubs as Lion Clubs, Rotary Clubs, Junior
Chambers, etc.

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vii) Leadership: - The success of the team depends upon his leader. Organization is a joint process and the
Principal and Headmaster are the leaders of the organization. So they should lead their organization in
the correct way with even with adequate resources.

ORGANIZING AT SECONDARY AND SR. SECONDARY LEVEL

Organization & Administration of Guidance Programme is a coordinated effort. A good & well
administered programme require well trained personnel, far sighted superintendent, principal & well-
qualified teachers as well. Guidance Programmes under strong leadership are invariably good &
successfully.
The Secondary Stage includes 9th & 10th. The students of the age group 11-16 years are included in this
stage. At this stage, the students’ complete education of ten years. When the Guidance Services are to be
recognized in Secondary Schools, it becomes essential that all the members of the staff properly
understand that it is teamwork and can only be organized if all of them actively participate in it. All the
officials of the School Administration need proper orientation about Guidance Programme. They should
be provided some training at Higher Level. They need to be provided with complete knowledge of this
service & their interests cultivated in it.

i) Specific Objectives: -
 To enable students to understand their strengths & weaknesses.
 To help students in educational & vocational selections.
 To provide information regarding vocations & vocational opportunities.
 To develop self-concept in the student.
 To enable them to collect information about educational & vocational opportunities & their needs.
 To help the students in solving their problems.
 To provide information to the students regarding cumulative records, test results, etc.

ii) Organization of faculty: -

 Faculty Guidance Committee: - At the time of Organizing Guidance Service in School first of all
a permanent faculty committee be organized with Headmaster as the President, Counselor & all
those teachers who have had some training as its member. This committee should frame the policy,
fix its targets, acquaint all the staff members, parents & students with the benefits of its services, to
get the expert advice for the organization of guidance services & to act upon it & to evaluate
guidance service & to bring requisite changes in it. It will be better if the council is made them
incharge of the programme & it should involve all the teachers in it.
 Headmaster of the School: - The headmaster should have full faith in the Guidance Services & his
Philosophy of Education must be clear about its relationship with guidance. He must call the

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 meeting of the Guidance Committee maintain its record & have democratic discussion. He should
introduce cumulative record & train class teachers about mode of filling proper information in it &
maintain it. He should work as public relations officer & maintain good relations with students,
teachers, social workers, employment officers, district level officers & principals of colleges, etc.
All this will not only help him to cultivate his real interest in it, but make him, the leader of the
team for providing guidance facilities to the students.
 Counselor: - The work of Counselors in Secondary School Environments can be done by a teacher
who has undergone at least one year’s special training of counselor. Counselor is to perform all the
services including: providing educational guidance & information, individual counseling,
administrative activities & record keeping, prevention activities, providing career guidance &
assistance, standardized test administration & interpretation, information dissemination, public
communication & human relations, consultation activities, student development activities, group
guidance & group counseling.
 Teacher: - Teacher while teaching his own subject can provide occupational information to them.
He needs to be well acquainted with the different types of information, which affects his studies
such as intelligence level, social interaction level, health & economic problems, etc. While
teaching his own subject, the teacher should provide occupational information to the students by
correlating it with his subjects as & when these are an occasion for it. He is supposed to provide fill
co-operation to the counselor about the students.
 Librarian: - The Librarian can be helpful to the extent that he collects the books, journal &
pamphlets on guidance, occupational information & provide necessary help to students for their
use.
iii) Seeking Cooperation of Parents: - The parents need to be enlightened that children should be allowed
to make their own decisions about their problems. It is better to prepare a checklist of the needed
information such as what parents expect of their wards, the number of his siblings & his relationship
with the type of educational facilities available at home. The parents should be encouraged to express
their views in a free & frank manner. They should be dealt with psychologically.
iv) Maintenance of Cumulative Record: - The Cumulative Record will have to be maintained in good
conditions as these are to be used for quite a longer time. In actual practice many type of entries such
as school achievements, achievement in co-curricular activities & important developments, etc. can be
made in it time & again so it will have to be suitably placed under the supervision of the counselor for
which proper accommodation is to be provided along with other required material such as cumulative
record material, filing cabinet, etc. In this way, a separate room with the above facilities will have to be
made for the guidance workers to shoulder his responsibilities.

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v) Availability of Proper Tests: - To make assessment of an individual’s skills & traits it is necessary to
have availability of proper psychological tests in schools. The use or such tests should be made only
by a trained counselor or trained guidance worker.
vi) Specific Activities: -
 Orientation Talks: - Orientation talks should be organized to the students regarding selection of
courses & careers.
 Data Collection: - Data about the abilities, interest abilities, interests, achievements, aptitudes &
other psychological variables should be collected.
 Counseling: - Students should be interviewed for counseling. Specialists, experts & counselors
are appointed for solving the problems.
 Activities: - Various Curricular & Co-Curricular activities should be organized which have detect
bearing on guidance. Special visits should be arranged to places of vocational interests.
 Parent-Teacher Conference: - Parent-Teacher Conferences should be organized & their views
concerning guidance should be sought & also to provide guidance to the parents.
 Staff Meeting: - Staff conferences & meetings should be organized time to time so as to guide
16+ & 18+ years.
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 ROLE OF TEACHERS, GUIDANCE PERSONNEL IN ORGANIZATION
OF THE GUIDANCE PROGRAMMES

ROLE OF TEACHER

The Counselor’s role is that of a guide who helps facilitate that person’s personal growth & positive
change through self-understanding. In a School setup, students seldom approach teachers with their
problems to get any help, as they are apprehensive about disclosing their problem. Having understood
the nature of the problem, the role of teacher is to help a student realize his potential to solve it.
Counseling works on the principle that every individual, if guided properly, can realize the strength of
self to solve problem of self.
i) To help students in proper adjustments: - Helping the students score, better personal & social
adjustment by detecting frustration, conflicts & complexes of students & helping them to overcome
these problems.
ii) Preparing Vocational Planning: - Teacher should help the students in making education &
vocational plans according to their abilities, capacities & aptitudes.
iii) To help the students in building healthy relationships: - Teacher should help the students in
building healthy relationships with principal, counselor workers, guidance workers as well as peer
group.
iv) To collecting facts about the students: - Teacher should gather proper data about the students so
that the interest, abilities of the students can be known.
v) Development of the students: - Teacher should help in the development of the students, also for the
development of a wide range of interests, punctuality, etc. so that guidance programme can run
smoothly.
vi) To help the Guidance Worker: - Teacher should help the guidance worker in providing case
histories of problem children so that guidance worker can provide his guidance services easily.
vii) Providing special programme for gifted & backward children: - Teacher should help the gifted as
well as the backward children in seeking guidance & counseling. Teacher should make special
arrangements & provisions for exceptional children.
viii) Maintenance of Anecdotal Records & Cumulative Records: - Teacher should maintain proper
anecdotal records & cumulative records so that interest, aptitude, behavior, various skills, or other
useful data can be made available to guidance worker.
ix) Sending information to principal & parents: - Teacher should inform each & every information &
activity of students of students to the school principal as well as his/her parents so that guidance
programme should be effective.

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x) Maintaining proper coordination: - Teacher should coordinate the activities of all persons engaged
in the task of guidance programme. He should coordinate the activities of principal counselor,
guidance worker, parents & other staff members.
xi) Allow students to express themselves: - When the student starts talking about the challenges faced,
allow them to vent. Listen to everything that the students have to say & do not interrupt the flow of
thought. Also, as a teacher, you can paraphrase the student’s thoughts to ensure that you have
understood the problem correctly. This will provide clarity to their thoughts. Assist the students to
think about ways to overcome or address the problem instead of providing ready solutions.
xii) Maintain complete confidentiality: - Make the student understand that the information their share
will remain confidential & not be leaked to anyone.

ROLE OF GUIDANCE PERSONNEL

COUNSELOR

Counselor is someone whose job is to help & support people with problems. School Counselors are an
important part of the educational leadership team & provide valuable assistance to students regardless
of whether they work in an elementary school, secondary school or sr. secondary school or beyond.
Counselor helps students to plan future, solve their problems, develop healthy attitudes & in other
words prepare them for life. In the process of counseling a counselor plays a significant role. The
effectiveness of counseling programme depends on the efficiency of the counselor. The counselor
should have the training awareness, skill & devotion in his job.

i) Qualities of a Counselor: -
 Communication Skills: - Effective Counselors should have excellent communication skills.
Counselors need to have a natural ability to listen & be able clearly explain their ideas & thoughts
to others.
 Acceptance: - Being non-judgmental & accepting are important attributes in any of the helping
professions. Accepting the client for who she is & in her current situation. Counselors need to be
able to convey acceptance to their clients with warmth & understanding.
 Empathy: - Counselors help people through some of the most difficult & stressful times of their
lives. They must be able to display empathy—the ability to feel what another person is feeling.
Empathy means that you are truly able to imagine what it’s like to stand in someone else’s shoes.
Compassion & empathy help your clients feel understood & heard.
 Problem Solving Skill: - It is not upto a counselor to solve her client’s problems, no matter how
much he might want to help. But counselors must have excellent problem solving skills to be able

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 to help their clients identify & make changes to negative thought pattern & other harmful
behaviors that might be contributing to their issues.
 Relationship-building Skill: - Counselors must possess a strong set of interpersonal skills to help
establish understanding quickly with clients & develop strong relationships. They must give their
undivided attention to clients & be able to cultivate trust. Counselors need to be able to place all
of their focus on what their clients are saying & avoid being distracted by their own personal
problems or concerns when they are in a session.
 Flexibility: - Flexibility in counseling is defined as the ability to adapt & change the way you
respond to meet your clients’ needs. You don’t stay rigid & stick to a predetermined treatment
path when your clients require a different approach. Being flexible is one of the most important
attributes of a professional counselor.
 Discretion: - Confidentiality is of utmost important when we are a counselor. Counselor must be
able to maintain confidentiality so the client can trust him & so that an effective understanding
can be built with his client.
 Patience: - Counselor should have patience with his clients as they process the discussion. It may
take time for counselor to accept certain things & to move towards positive changes. It may also
take time for him to see large changes.
 Open-Mindedness: - Counselors hear all kinds of private information & encounter all types of
people. It is important that the client understand that counselor is not personally judging them but
working on improving the outcomes of their behaviors.
 Good Listener: - Counselors spend a significant amount of time listening to their clients.
Counselor will need to be intuitive in understanding what the client is really saying & to translate
their dialogues into goals that the client can work towards, in order to reach resolution.
 Research Oriented: - Being a Counselor involves a significant amount of time spent for
researching. Counselor will need to stay current on the research in order to help his clients. This
involves reading books & journals articles on a regular basis.
 Authenticity: - Authenticity is important when working with clients. Clients will not show
originality if counselor being fake or not showing genuine concern. They will not open up to the
counselor or trust their advice unless they feel that counselor is genuine. So counselor should be
authentic in nature.
 Innovative: - Counselor should be innovative in nature. He should have wide general knowledge
& knowledge of new methods & techniques of guidance & counseling.

ii) Role of Counselor: - School Counselor plays a role of resource for all students when their needs
extend beyond classroom. Academic success is essential to the educational process, but it is not the

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only area students can excel in. By molding thoughtful, empathetic & forward thinking students, we
provide them with a greater opportunity for success in all walks of life. Counselors maintain a close
working relationship with the teachers, child study team & administration to provide a more vivid
picture of each student’s strength’s & areas of improvement.
 Planning & development of guidance programme: - It is the basic responsibility of the counselor
to plan the various activities involved in guidance programme.
 Academic Guidance & Support Services: - Counselor provides academic guidance & support
services including the monitoring of academic performance, facilitating communication between
school & home.
 Conducting Interview: - The counselor conducts interview, case conferences, interprets findings
& give counseling.
 Making Awareness about career: - Career Awareness, exploration & planning services,
including goal setting & decision making assistance for students.
 Psychological Testing: - The counselor selects appropriate psychologist’s tests & administers
them to students, scores them & interprets findings.
 Counseling: - The Counselor shows concern for educational, vocational & personal problems of
the students. He attempts to solve their problems.
 Educational & Vocational Planning: - The Counselor also helps the students to acquire better
understanding of the world of work in the community.
 Conducting Group Guidance: - The Counselor conducts group guidance for people regarding
problems of educational & vocational adjustment.
 Conducting Placement Service: - Counselor helps students & other applicants desiring jobs &
assists them in placement. He sends cases of employment agencies.
 Deliver Classroom Guidance: - Counselor delivers classroom guidance or serve as a consultant to
teachers conducting lessons based on the school’s guidance curriculum.
 Evaluate & Improve the Counseling Programme: - School Counselors should strive to make
their school’s counseling programme that it can be. It is a school counselor’s responsibility to cast
a critical eye over existing counseling practices & identify areas that could be improved.
Counselors should then take their recommendations up with the school board or principal &
campaign for changes that will benefit all staff members, students & their family members.
 Conduct Follow-Up Service: - Counselor also conduct community research studies & follow-up
services.

ROLE OF GUIDANCE WORKER

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The Guidance Worker has to perform the following duties in connection with guidance programme in
the school.

 Frame Guidance Policies: - The guidance worker has to frame guidance policies in the school
and see to it that they are put into practice.
 Provide guidance to students: - It is the main duty of guidance worker to give guidance to all
students who are in need of it.
 Assist teachers in discovering individual difference: - The guidance worker helps the teachers in
knowing their individual differences specially differences in interests, tastes and aptitudes.
 Get the knowledge of ambitions of students: - The guidance worker should try to know the life-
ambitions of various students and help them in their achievement.
 Acquaint himself with information sources: - The guidance worker acquaints himself with all
kinds of information sources in order to give right type of guidance to the students.
 Training other staff members in guidance work: - Guidance worker trains other staff members
for guidance work. He organizes short courses of training for this purpose.
 Keeps contact with employees: - The guidance worker keeps contact with employers, employing
agencies and institutions, so that he may be able to help the students in getting proper
employment.
 Helps students becoming mature: - The guidance worker tries to make the students mature by
enabling them to solve their own problems and remove their own difficulties.
 Collects information data and interprets them: - The guidance worker collects all information
data about the students and interprets them in the right way. He conveys all the information data
to the headmaster and parents of the students.
 Creates cooperation between school and community: - The guidance worker creates cooperation
between the staff members of the school and community. He should be expert in behavioral
sciences in order to perform this duty efficiently.

ROLE OF PRINCIPAL/HEAMASTER

A Principal or Headmaster is the leader & center of the whole organization of the school. The
Headmaster holds the key position in the school. He draws the whole plan of the school, execute the
plan & distribute work & distribute work & co-ordinate the activities. He ensures smooth functioning &
harmonious development of the whole school programme. The success of the school system depends
upon his efficiency, alertness, sagacity, imagination, originality & experience. The Headmaster should
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i) Ethical Role: - The head is expected to develop a faith in the worthwhileness in the guidance
programme. This requires a time-bound drawing up of plan of guidance service, keeping in view
the conditions & resources available in the school.
ii) Administrative Role: - It is the main role. As an administrator, he is expected to perform various
administrative functions as in the school.
iii) Leadership Role: - He has the responsibility for providing constructive leadership in developing
better guidance service.
iv) Making Appointments: - He recommends to the authorities the employing of competent counselor.
v) To have proper understanding with staff: - He helps the members of the staff to concentrate their
attention on the problems, needs & characteristics of the students.
vi) Providing proper facilities: - He arranges various facilities for the teachers & the teaching schedule
of the counselor & the non-teaching duties of the counselor so that adequate time, space &
acceptance are provided to him.
vii) Assigning Specific Tasks: - He assigns specific tasks to the members of the faculty regarding
guidance programme.
viii) Organizing Guidance: - He has the responsibility of helping the staff organize the guidance
programme.
ix) Committee Role: - Principal is the captain of the team of guidance workers which comprises of the
counselor, the teacher, the specialists & career masters, etc.
x) Proper Supervision: - The supervision of guidance process is the first step towards the success of
guidance process.
xi) Making Financial Provisions: - The headmaster has financial powers. Hence, it is his
responsibility to make financial provisions for guidance programme.
xii) Arranging proper infrastructure & equipments: - 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.
xiii) Evaluation of Guidance programme: - The Headmaster should help the students by evaluating the
effects or results of the guidance programme with the help of his fellow teachers.

ROLE OF CAREER COUNSELOR/CAREER MASTER

i) Knowledge of Counselee types and their needs: - There are career masters who feel
that having set up the information library, the only duty that they have is to point the
shelves to the student and then it is the student’s responsibility to search for the
appropriate information, sift it out and interpret it for his use. On the other hand, there

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 are career masters who believe in reading out each booklet with the counselee and
explaining it to him. The latter may be accused of spoon-feeding while the former are
guilty of indifference. The amount of help which a particular case requires is quite
capable of proceeding on their own if the materials are given to them while the others
may require help in sifting and following the materials provided to them. While the
latter type the career master needs to direct their information by reading and
discussing it with them. In doing so, he must aim at making the counselee, self-
directive rather than dependent on the career master. The amount of assistance
required in each case into be determined by the career master in individual cases
according to the type of counselee and his needs.
ii) Organization of guidance services in schools: - The career master should organize
the guidance service in school. He should consult the headmaster and other teachers to
provide more opportunity to the students to take active part in guidance programme.
For this purpose, he should organize career talks, exhibitions, displays, film-show,
film-strips and student clubs.
iii) Organization of Career conferences: - The career master should organize career
conference. This is one of the best interesting effectively both for a school and a
college. During the conference successful persons from different fields of workers are
invited to come and talk to the students of their own occupation. Ideally the talk
should be followed by a question hour during which each student gets a chance to
have his doubts clarified and queries answered; with younger students the teacher can
spend an hour following the talk in analyzing and interpreting the talk to them. The
career conference can cover an array of occupations which can be selected according
to the most common interests displayed by the students through their co-curricular
activities. The career conference provides an opportunity to the students attend the
talk on occupation in which they are interested.
iv) Organization of Co-curricular activities: - The career master should organize co-
curricular activities during which information can be given to students and their career
planning discussed and guided. Many institutions offer career information as a co-
curricular activity. Most of them organize a career conference as a part of the co-

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 curricular activities. There can be a questions as to ow effective a career conference
can be as a co-curricular activity but no doubt this is one programme where
occupational information can be given to groups.
v) Setting up Vocational centers: - The career master should set up educational and
vocational centers in the school to supply useful information regarding job
opportunities, training courses and higher educational for those who deserve it.
vi) Maintenance of School Records: - The effectiveness of the guidance programme is
dependent upon a comprehensive and smoothly functioning system of school records
and reports. Making records and keeping them up-to-date are probably the most
important duty of the career master.
vii) Selection of appropriate occupational Materials: - Another important task for the
career master in the selection of occupational materials for the counselee. He performs
this function by studying the interest of the counselee and determining the level of his
reading and comprehension. With the study of his interests, the career master in a
position to judge what kind of material and which occupations are suitable to the
counselee.
viii) Evaluation of Occupational Information: - Evaluation of the use of occupational
information is another concern of the career master. The career master needs to
evaluate his own effectiveness, he needs to ask questions such as: Is individual
counseling helping the counselee in making a better choice? Does a comparison of
this counselee with the ones who have not had counseling indicate a superior
vocational choice and adjustment than those who have not been counseled?
ix) To know the sources of information: - It is important for the career master to know
the sources from which vocational information is available and he should call upon
these agencies from time to time and keep his information library as complete and
up-to-date as possible. It is hardly practical for the career master to approach each
and every agency, factory and organization for information about the jobs available
with them. The task should be taken up by a central agency preferably with the staff
qualified in research methods.

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x) Collection and Preservation of Information: - The career master should keep the
confidential information in a separate confidential file. Some interview notes, special
test results, confidential information about home and family problems and certain
other clinical data should be duly preserved by the career master.

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UNIT-IV

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 UNIT-IV (INFORMATION TECHNOLOGY & GUIDANCE)

a) Skill of using Information Technology and Internet

b) Use of Online Testing for Education and Career Information
c) Resource Sharing: Human, Financial and Infrastructural, Management of Resources in
Guidance Programme

SKILL OF USING INFORMATION TECHNOLOGY AND INTERNET

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USE OF ONLINE TESTING FOR EDUCATION & CAREER INFORMATION

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RESOURCE SHARING: HUMAN, FINANCIAL AND INFRASTRUCTURAL,
MANAGEMENT OF RESOURCES IN GUIDANCE PROGRAMME

INTRODUCTION

Resource sharing is concept of using each other’s resourcing. Thus, it means the joint use of resources.
Resources refers to the source which one uses to get some work done. Encyclopedia of Library and
Information Science defines resources as person, thing or action to which one resorts to, when needed. To
be more specific, we can say that, the resources in an institution refers to the staff, infrastructure,
document, information and services. Sharing entails, a relationship of reciprocacy where the two parties
offer their resources to each other for mutual benefit. Resources may by physical or intellectual, which
refers to the documents and infrastructure or the human resources which refers to the expertise, which the
can be utilize to plan, implement or evaluate the services and routines.

Thus, Resource Sharing refers to sharing resources such as sources of information, staff expertise,
infrastructure and finance. The most important goal of resource sharing is to maximize the availability and
use of materials and services at minimal expense i.e. focus on access rather than possession. It implies
extending the resources and services to wider categories of users. Resource sharing could be done in two
ways: by working separately and sharing or by working together and sharing.

Guidance is that aspect of the Educational programme which is concerned with helping individual or
students to get adjusted to his/her present situation and to plan the future in terms of one’s interest, abilities
and social needs. A good guidance programme is therefore one of the essential requirement of a good
school. The successful organization of the guidance and counseling programme depends to a large extent
upon the resources of the school which includes human, financial, infrastructure etc. In this way, the
Guidance programme shares the resources of the School.

Human Financial Infrastructural

HUMAN RESOURCES

In a Guidance Programme Resource sharing, the first comes the human resource sharing which refers to the
utilization of the available humans (human skills) of the school as a resource in the most effective manner
among various tasks to achieve the goals of guidance programme. It may include the principals, teachers,
school employees, students, parents etc.

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i) Principals/Headmaster: - A strong administrative leadership is essential to ensure proper guidance
service programme and its integration in the total educational process. The whole working of the
school depends on the abilities, insight and administrative capacity of the principal/headmaster.
Since the guidance has been considered as a part of an education, the principal as the administrative
head and professional leader of a school is loaded with the responsibility of guidance programme.
There is no substitute for a Principle as a key human resource, who not only knows how, but why
and where guidance is moving. He/She takes over the administration of the guidance service along
with that of school. To share this burden, he can seek the help of one of his competent teachers, but
he cannot delegate his own powers. In this way, we see that there are certain special responsibilities
of the headmaster which are as follows:
 Ethical Role: - The head is expected to develop a faith in the worthwhileness in the guidance
programme. This requires a time-bound drawing up of a plan of guidance service, keeping in view
the conditions and resources available to be shared in school.
 Administrative Role: - It is his main role as an Administrator. He is expected to perform the
following functions:
 Leadership: - He has the responsibility for providing constructive leadership in developing
better guidance service.
 Appointment: - He recommends to the authorities the employment of competent counselor.
 Facilities: - He arranges for the facilities and the teaching schedule of the counselor and non-
teaching duties of the counselor so that adequate time, space and acceptance are provided to
him. The Principal has financial powers. Hence, it is his responsibility to make financial
provisions for guidance programme as well as it his duty to arrange proper building as well as
other facilities available such as furniture, guidance office, sufficient funds to purchase all the
material for the guidance service.
 Delegating Tasks: - He assign specific tasks to the members of the faculty regarding guidance
programme.
 Shared Responsibility: - He has the responsibility of helping the members of the staff, to
understand the important of the ‘shared responsibility’ for student growth.
 In-service training: - He/she arranges in-service training facilities to the teachers and
counselors to acquire greater skill and security.
 Organizing Guidance: - He has the responsibility of helping te staff organize the guidance
programme.
 Information: - He/She keeps the parents informed about the guidance activities available in the
school.

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  Committee Role: - Principle is the captain of the team of guidance workers which compruses of
the counselor, the teacher, the specialists and career masters etc.
ii) Teachers: - In order to make a guidance programme successful in a school, more teachers that one
is assigned the duty of counseling. This programme cannot succeed without active role and
cooperation of teachers. The school where only a counselor is not posted, this responsibility has to
be carried out by teachers. Much time of teachers used up in organizing examinations, compilation
of results, making cumulative records etc. to contribute to the guidance programme. Teachers is a
human resource of school shared in guidance programme due to the following reasons:
 A teacher establishes personal contacts with students and keeps continuous touch with students,
so they know him personally.
 This helps a teacher to contact the parents and guardians to know about the family environment,
activities and behaviors of the students.
 Teacher interview students from time to time to find out their interests. In this way, he/she can
arrive at correct inference about the talents, abilities, interest, aptitudes and difficulties of a child.
 A teacher functions like a focal point in the guidance programme of a school. A teacher easily
finds out the dull, backward, talented and other abnormal and problematic students and send those
students to the counselor who face different problems in learning, maladjustment and guide for
the diagnosis.
 A teaching taking interest in guidance can bring improvement in a student’s abnormal behavior
by sympathy, affection, belongingness and cordial relations.
 Teacher acts as a human resource to provide cooperation in gathering data from different sources
for individual study of students. For e.g. to arrange preparing cumulative records of the students.
 How successful a teacher can be, depends upon his ability and experience. For this he/she
organize various general guidance services and make efforts for its smooth running.
iii) Guidance Counselor: - A Guidance Counselors is a trained professional human resource which has
become the essential parts of the educational system. They are employed by schools to address the
issues that affect students’ education. Guidance Counselor is a highly trained individual who helps
with academic issues, career questions, college preparation and personal or social issues of students.
They work to examine and assess any potential or skills students may have and communicate this to
them to help boost their self-esteem and well-being. Guidance Counselors are trusted and reliable
members of the administration team. They work with students, parents, teachers and other members
of administration to ensure that the needs of students are being met. Following are some key role of
the Guidance Counselor:
 Planning & development of guidance programme: - It is the basic responsibility of the
counselor to plan the various activities involved in guidance programme.

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 Academic Guidance & Support Services: - Counselor provides academic guidance & support
services including the monitoring of academic performance, facilitating communication between
school & home.
 Psychological Testing: - The counselor selects appropriate psychologist’s tests & administers
them to students, scores them & interprets findings.
 Counseling: - The Counselor shows concern for educational, vocational & personal problems of
the students. He attempts to solve their problems.
 Educational & Vocational Planning: - The Counselor also helps the students to acquire better
understanding of the world of work in the community.
 Conducting Group Guidance: - The Counselor conducts group guidance for people regarding
problems of educational & vocational adjustment.
 Conducting Placement Service: - Counselor helps students & other applicants desiring jobs &
assists them in placement. He sends cases of employment agencies.
 Deliver Classroom Guidance: - Counselor delivers classroom guidance or serve as a consultant
to teachers conducting lessons based on the school’s guidance curriculum.
 Evaluate & Improve the Counseling Programme: - School Counselors should strive to make
their school’s counseling programme that it can be. It is a school counselor’s responsibility to
cast a critical eye over existing counseling practices & identify areas that could be improved.
Counselors should then take their recommendations up with the school board or principal &
campaign for changes that will benefit all staff members, students & their family members.
 Conduct Follow-Up Service: - Counselor also conduct community research studies & follow-up
services.
 Bridge between students, administrators, teachers and parents: - One very important role of a
school counselor is being a liaison between all the human parts of the educational system. Some
or all parties may need to be involved in an issue. The counselor examines how problems can be
addressed, and deal with each individual group or with all groups together to reach a solution.
They can also help diffuse or act as a mediator in a situation when two or more parties cannot
work things out together.
 Maintain student record: - Student records are made up of more than just lists of classes taken
and grades earned. Counselors must be able to look at the student as a whole during their school
years in order to advise them properly or address areas that may need improvement to help them
succeed. This si also helpful when assisting students with what to do after high school. They help
students look at possible future employment/careers, what college major they might like to
pursue, what colleges to apply to, financial aid, and other options.

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  Make referrals to outside agencies: - School Counselors are often the first people in a child’s life
to realize that there may be a serious problem that has to be addressed outside of the school
system. They are also what are called mandated reporters: people (especially professionals)
required by law to report suspected child abuse or neglect to the proper authorities. When
counselors talk to students, they are trained to notice signs of abuse, neglect, psychological,
behavioral or other problems and when necessary, refer students and/or families to outside or
other problems and when necessary, refer students and/or families to outside professionals for
help.
iv) Parents: - For successful organization of a school guidance programme arrangement. It should
enlist the support of parents. No programme can function successfully in a school unless parents
feel convinced of its utility. Aa a human resource and partners of the school guidance programme,
parents contribute in the following ways:
 To help the school in teaching their children proper attitude like self-discipline, self-control,
honesty, dignity among other good moral values.
 To advise and encourage their children to make good use of school guidance and counseling
services.
 To provide information necessary in helping their children get proper guidance and counseling,
for e.g. if a parent realizes that his/her child has a problem in a certain subject he/she let the
subject teacher know so that the teacher can know how to identify the weakness of the student and
if necessary, further can refer to the counselor.
 To examine the students at home to know whether they benefit from the guidance services offered
at school. A parent can know this by seeing change in the child’s behavior from his previous
behavior.
 To sometimes engage in reviewing of the content and curriculum of guidance and counseling. In
case, the school wants to revise the school curriculum, they can involve the parents.
 To avail themselves when needed at the school may be to discuss problems caused by their
children and take them positive if they are. They should not show favoritism towards their
children,
 To be role models to the children by living an exemplary life which the children can emulate and
be better people both in the school and in the society.

FINANCIAL RESOURCES

Financial Resources are the funds and assets that finance an organization’s activities and investments.
The school has sufficient financial resources to guarantee its continued existence. Every school has
permanent source of income to meet the running expenses of the school so as to maintain it at a

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reasonable standard of efficiency, to pay salaries to teachers and other categories of staff regularly and
undertakes improvement or development of the school facilities. In this way, the school also provides
the budget or estimate of proposed expenditure of the guidance programming. As the head of the school
and guidance programme, it is the responsibility of the Principal/Headmaster to provide guidance
services that are included in the realistic basic planning of the school system. It is vitally important for
the requirements of effective guidance services to be held in mind when the school budget is being
apportioned or allocated.

Each of the various guidance activities require its own appropriate materials, personnel and facilities of
space and equipment. Such facilities must be planned in advance and provided for in the budget. As the
guidance and counseling is moderated specialized service and cannot be carried on without sufficient
funds. It includes Programme Funds, Remuneration for Counselors, Funds for equipping Counseling
Room or Office and Infrastructure.

The Financial Resources of a Guidance and Counseling Programme depends on the type of school in
which the programme is being delivered. In Education and School context there are two types of
Financial Resources:

a) External Financial Resources: - External sources of finance are funds that come outside a business.
Examples include financial aids from external sources such as:

 Financial Resources provided from the State Government: Government schools are those which
are run directly by the State governments. These schools are looked after by the Directorates of
Education of various states. Every activity such as establishment of school, provision of building,
annual maintenance of schools and its property, admission of students and the budget of guidance
programme. The State government is directly responsible for the fulfilment of financial needs and
budget such as salaries of the staff, maintenance funds etc.
 Financial Resources provided from the Central Government: - Kendriya Vidyalyas, Navodya
Vidyalyas are the schools run by autonomous body name Central School Organization. All the
activities, including the organization of guidance programme in these schools are sponsored and
financially supported and sponsored by the Central Government.
 Financial Aid provided by the Government: - ‘Aids’ means, any monetary help granted to a
recognized school either by the central government, state government or union territory
administration. An aided school is normally recognized privately managed school which receives
aid in the form of development grant from the government. The Aid for the guidance programme
may be given within the conditions specified in the provisions of the act. The authority may stop,
reduce or suspend the aid for any violation of the conditions provided in the act.

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b) Internal Financial Resources: - Internal sources of finance are funds that come from within a
business. Examples include the finance and budget generated by the earning of the institution itself.
 Privately Managed Finance: - Recognized Schools is meant to indicate schools recognized by
appropriate authority which could be the central government, the state or local government or
board with or without aid. There are many schools which affiliate themselves with some board or
other but do not receive grant. These schools are un-aided privately managed recognized schools
which prepare the budget and finance for the guidance programme from their other financial
resources of the school.

INFRASTRUCTURAL/PHYSICAL RESOURCES

The Infrastructural or Physical Resources that an organization employs are the resources that it utilizes.
These resources are tangible, it takes up space and has value. These resources include offices,
properties, furniture, technology, machinery, tools, products, accommodation etc. These resources are
crucial for any organization to function. The procurement of these resources may take place through
various means. As this involves money, the organization looks at various factors such as costs, total
budget etc.

Like the rest of the faculty or human resource and budget or financial resource, Guidance programme
need adequate physical school space, equipment and supplies in order to perform their specific duties.
In providing for these facilities, the principal should keep the following points:

 A Separate Room or Office: - A school should be able to afford a separate, private and comfortable
place for interviewing: with enough for staff and records of the entire school populations, or else
should make effort to set aside a peaceful separate corner for the purpose. The room or office should
be fully equipped with proper furniture such as chairs, tables, cupboards, almirahs, filing cabinets,
posters, charts, display boards. Room should have proper light and ventilation. Apart from this, a
separate room for small group conference should be provide as well.
 Testing Room/Library: - In order to asses a student’s skill and traits, educational potentialities and
deficiencies, standardized psychological tests may be used by the counselor. Diagnostic tests, which
help in directing attention to remedial programmes of education, deserve a special place in the
guidance set-up of the school which function mainly for the average and below average socio-
economic levels. Efforts should be made gradually by the school to build up a test library which also
should have counseling handbooks.
 Equipments and Storage space: - The equipments includes the psychological test machines,
computers, Projector and other display materials. A storage space for tests and other materials should
be provided.

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 Information Materials and Folders: - It includes the information materials like:
 Notification of jobs and training courses
 Advertisement of scholarship
 Access to Cumulative Records
 Easy access to Educational and Occupational Information.

MANAGEMENT OF RESOURCES

Resource Management is the practice of planning, scheduling and allocating people, money and
technology to a project or programme. In essence, it is the process if allocating resources to achieve the
greatest organization or programme value. Good resource management results in the right resources
being available at the right time for the right work. Resource Management is all about transparency to
see, monitor and enables us to minimize both idle time and overutilization of resources. With full
visibility both work and resources, we can more effectively schedule, plan and manage our resources,
aligning them with the right projects at the right time.

For Guidance and counseling programme to be responsive, school heads should do a lot of thought
process. From planning, implementing and evaluating the needed resources, for the programme to take
off guidance resources should be identified. From the Personnel/staff, technical, financial and physical
resources. Having all of these, the capabilities to manage the guidance resources are also considered
such as knowledge on guidance management resources, management skills and guidance management
practice.

While resources span multiple categories, human resources are the most complex to manage because
there are so many elements that play into how they can best be optimized include management skills,
availability, cost. The Guidance Programme heads should use the following resource management
techniques to maximize resource efficiency:

i) Resource Forecasting: - The Guidance Programme managers must do their best at estimating what
resources are needed for the guidance programme and how those resources required fit with the
programmes and school’s current plans. To do this, the programme head must define the
programme cope to identify all programme tasks and their required resources.
ii) Resource Allocation: - Resource allocation involves evaluating available resources, capacity,
resource schedule and the tasks that need to be complete to find the guidance programme team
members with the most relevant skills and make sure they have all the programme resources they
need when they need them.
iii) Resource Utilization: - Careful resource planning is equally as important as resource tracking.
Resource utilization is a resource management technique that enables you to gain visibility into the

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 capacity of the team over a period of time and identify whether resources are being over or
underutilized. Guidance Programme managers need to keep track of resource utilization to spot any
resources that are not being used efficiently. Then they can simply reallocate those resources or
make changes to the resource management plans.
iv) Resource Leveling: - Resource leveling is used to balance demand and supply. The purpose of
resource leveling is to assess the guidance programme team members’ skills and find opportunities
for better resource allocation. People often have different skill sets, many of which are under-
utilized. By thoroughly understanding what our team members can offer, we can assign tasks based
on their abilities to maximize resource efficiency.

STAGES OF RESOURCE MANAGEMENT

a) Stage-1: - When we are in the programme planning stage, we need to know what specific resources
will be required. Determining our resource requirement, including people, skills and budget, is the
first resource of management.
b) Stage-2: - The second stage is to mobilize our team, considering the distinct skills the programme
required at each stage and available people with those skills. If we determine we are missing certain
skill sets, this is where we will decide whether we have the budget to hire outside people who bring
those skills. All required resources will be allocated at this stage.
c) Stage-3: - This stage is to manage the resources we have assembled, clearly defining and
communicating roles and responsibilities. A collaboration tool will keep teams on the same page
with transparent communication, enabling team members and managers alike to have an instant
snapshot into who is working on what and when throughout the programme’s lifecycle.
d) Stage-4: - At this final stage is monitoring resources for progress, efficiency and effectiveness in
delivering their expected programme contribution. There will almost always be opportunities for
improvement as we seek to continually optimize resources to deliver the highest value to the
programme.

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