GUIDANCE AND

COUNSELING

Teachers As Advisors

Objectives

.After completing this unit, you should be able to:

1. Define the concept of guidance and counseling.

2. State the purpose of guidance and counseling.

3. Describe situations requiring guidance and counseling.

4. State who can offer guidance and counseling.

5. Identify the qualities and skills of good counselors.

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What is Guidance?

The word Guidance is derived from guide, which means direct, lead, Manage.

Basic Idea of Guidance:

Choices for the people but its role is to help people in making choices for themselves.

Misdirection may cause destruction

.SOME DEFINITIONS OF GUIDANCE• To help the child (individual) understand (i) himself

(potentials and Limitations) and • (ii) the world around him so as to make his own decision

for dealing with the situations, he is confronted with.” (Noorani, 1993:83)

• Through Guidance individuals achieve greater awareness not only of who they are but of what they can become”.

• (Rogers, 1961)• “Guidance is assistance to the individual in the process

of development” (Miller)• “Guidance is assistance given to individuals in making

wise choices, plans, interpretations and adjustments.” (Cribbon

Educational Guidance

• .Educational Guidance is concerned with the provision of assistance to pupils in their choices in and adjustment to the curriculum and school life in general.

COUNSELING?

Counseling is a process conducted in a one-to-one relationship in which a human catalytic agent, the counselor, aids the client to learn what needed to enable him to resolve his problems. (Dr. Wazim, 1995)

• “Counseling is a learning process in which individuals learn about themselves, their interpersonal relationships and behaviors that advance their personal development.”

• (Shertzer & Stone 1976)

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COUNSELING MEANS•Self Directing •Self Relying

•Self Developing•Self Governing

•Self Sufficient•Self Supporting

• “Counseling may be considered a technique which attempt to assist the individual to understand himself, his abilities and characteristics, his environment and his opportunities and prospectus for attaining a satisfactory and successful life.” (Parveen, 1995)

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Educational Counseling

Educational counseling is a process of rendering services to pupils who need assistance in making decisions about important aspects of their education, such as the choice of courses and studies, decisions regarding interests and ability, and choices of college and high school.

What is the difference between guidance and counseling?

• Counseling is the help that some students receive from professionals to overcome personal and social problems that interfere with learning.

• Guidance is the help that all students receive from parents, teachers, counselors and others to assist with educational and career development.

• Guidance tends to be directive, while counseling is collaborative.

• Guidance is provided by someone knowledgeable about the issue raised, while counseling is provided by trained professionals to enable others to think through their problems.

• In guidance, advice is offered; in counseling the counselor encourages the counselee to explore all possible alternatives that will help them to make a decision.

Philosophy and functions of guidance

Philosophy of guidance

Frank parson, for the first time, introduced Guidance in 1908. It was based on the philosophy, “Stop wastage of human time and energy”.

Guidance was properly started, after I & II World wars, in America. Philosophy of guidance tells us about the following things;

• Every individual should be helped and guided to study and understand himself as a unique personality.

• Guidance is used for adjustment

• Self-direction

• Creativity

Functions of guidance

Three major functions of guidance are;

1. Adjustive function.

2. Distributive function.

3. Adaptive function.

Adjustive function• Adjustment means “peace of mind”. If there is

peace of mind there is adjustment and the peace of mind is due to adjustment. If some one is not well adjusted to a situation he cannot secure peace of mind. Adjustive function is not needed to all. Some students are not well adjusted.

• The counselor must know the individual, the situation and the skills of solving problems. He should spend a lot of time with unadjusted students. Such students have some problems like failure, frustration, disappointment, persistent, unhappiness, lack of friends and unsatisfied social life

Distributive function

• The guidance worker is to help the students to distribute their energies wisely into many educational channels. The teacher must know the students’ needs like food needs, social needs and psychological needs.

• According to the needs the students should be given information and opportunities for discussion and thinking freely. Every individual is different from every other individual.

• During guidance services these individual differences must be kept in mind. The guidance worker should put the right student on the right job. The guidance worker must keep in view the capabilities, interests, and aptitudes of every child.

Adaptive function

• The guidance worker must adapt courses and activities to the actual needs of the students in their classroom. It is the responsibility of every guidance worker to adapt the educational program to meet the interests, abilities and feelings of the individual. The curriculum should be a child centered and not a school centered. The guidance worker collects data of the individual follow up study, and individual inventory etc.

Kinds or Areas of Guidance

The major kinds and the main realms, concerning guidance, mostly to aid the rising child, are.

• Educational,

• Social and

• Vocational,

• Educational guidance offers all possible kinds of help that a child may need regarding his academic problems. It enables him to understand his abilities and limitations and plan his education accordingly.

• Social: Social guidance refers to the scientific process of character education and personality development. Such guidance aims at inculcating into children by various methods socially desirable habits, traits and attitudes.

• Vocational: Successful vocational guidance is dependent upon knowledge of the following factors.

• Job Analysis or an analytical knowledge of the various vocations and their requirements.

• Aptitude Analysis or an accurate knowledge of the suitability of the guidee for a particular vocation.

• Adequate vocation guidance at school level is the right and the timely step in this direction.

Aims of Guidance• To help the student to get information about getting further education.

• To help him finding out his physical, emotional and mental defects.• To help him in making his personality attractive and effective.

• To help him in distinguishing between the right and wrong.• To help him in getting information about scholarship.• To help him the selection of co-curricular activities.• To help him in respecting the teachers and elders.

• To help him in making his future plans himself.• To help him finding out his trends and interests.

• To help him in making his character strong.• To help him in knowing the dignity of work.• To help him in expressing his views freely.• To help him in standing on his own feet.• To help him in the selection of subjects.• To help him in the selection of vocation.• To help him to become broad-minded.• To help him to develop study habits.• To help him in making good citizen.

• To help him in helping the poor.• To help him in to be punctual.

Who can Guide and Counsel the Students

• Senior teachers or

• heads of department

• Principals & Vice principals

• Counseling department

• Classroom teachers

Triangular Problems of the Students

Home-centered problems:

• Biological needs and related problems.• Psychological needs and related problems, and• Social needs and related problems.

School-centered problems:

• Academic problems,• Vocational problems,• Social problems.

Community-Centered Problems:

• Problems of occupational adjustment,• Problems of marital adjustment, and• Problems of general attitudes and social behavior

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Situations Requiring Guidance & Counseling

1. Induction of new students and teachers2.Conflict situations3.Discipline situations4.Student motivation5.Study skills6.Using the library or information technology7.Opportunities for further education and

training8.Vocational guidance

Referrals to Guidance Clinic• Troublesome children.• Aggressive children.• Nervous children.• Delinquent children.• Scholastically handicapped children.• Mentally defective children.• Miscellaneous categories of children.

• Methods and tools required for guidance1. Observation.2. Tests and Inventories.3. Interviews and Conferences.4. Autobiographies.5. Records.

The process of counseling• Identify the Need for Counseling.

who, what, why, How

• Prepare for Counseling.Schedule a suitable placeSchedule the timeNotify the subordinate well in advanceOrganize the informationOutline the session componentsPlan counseling strategyEstablish the right atmosphere

• Conduct the Counseling Open the sessionDiscuss the issues Develop action planRecord and close the session• Documentation

Although requirements to record a counseling session vary, a supervisor always benefits by documenting the main points of a counseling session. Documentation serves as a point of reference between the subordinate and the supervisor to the agreed plan of action and the subordinate’s accomplishments, improvements, personal preferences, or problems. A complete record of counseling aids in making recommendations for professional development, schools, promotions, and evaluation reports.

•Follow-up

The counseling process doesn’t end with the counseling session. It continues through implementation of the plan of action and evaluation of results. After counseling, you must support subordinates as they implement their plan of action. Support may include teaching, coaching, or providing time or resources. You must observe and assess this process and possibly modify the plan to meet the goals. Appropriate measures after counseling include follow-up counseling, making referrals, informing the chain of command, and taking corrective action.

Types of Counseling

Directive

The directive approach works best to correct simple problems, make on the spot corrections, and correct aspects of performance. The counselor using the directive style tells the counselee what to do and when to do it.

In contrast to the nondirective approach, the counselor directs a course of action for the counselee. Choose this approach when time is limited, when you alone know what to do, or if the counselee has limited problem-solving skills. It is also appropriate when counselee needs guidance, is immature, or is insecure.

Non Directive

• Nondirective is the preferred approach. Counselors use their experience, insight, and judgment to assist the counselee in the development of a solution.

Elective

• The word elective means choosing the best between the two. It is that type of counseling which is neither purely directive type nor purely non-directive one. It is between the two. In this school of counseling, the individual is allowed to talk and discuss his problems. The counselor takes a lead in the discussion. He directs the client into the right channel. Both of them discuss the problems openly and finally they mutually come to a conclusion

Techniques of CounselingThe following counseling techniques, or combination of techniques, are suggested

for use during a counseling session.• Recommending

Recommend one course of action, but leave the decision to accept the recommendation to the counselee.

• Persuading Persuade the counselee that a given course of action is the best, but leave the decision to the counselee.

• Advising Advising a counselee that a given course of action is best, this is the strongest form of influence not involving a command.

• Corrective TrainingTeach and assist the counselee in attaining and maintaining the standard. The counselor gives the counselee pointers on how to best obtain the required standards.

• Commanding Ordering the counselee to take a course of action in clear exact words. The

counselee understands that he has been given a command and will face the consequences for failing to carry it out.

Do,s and Don’ts of Counseling

Do:1. Know yourself and your strengths2. Know the person you are counseling3. Find a way to connect and engage with the person you are

counseling4. Understand what motivates the counselee and their potential5. Recognize that each individual is unique6. Point out how the counselee has used/can use his/her strengths

to make significant contributions7. Keep an open mind8. Strive to be objective9. Above all, be a good listener

Don’t: 1. Be late for the session2. Fidget (Play) with your pen or loose

change3. Answer the phone during the counseling

session4. Write continuously during the session ( it

is OK, however, to take brief notes)5. Appear hurried, harried, or distracted

• Qualities of a counselor• to understand the home environment and social values of the counselee.

• the ability to make good relationship with the counselee’s parents.• the ability of understanding the problems of the counselee.

• the ability of securing information about the counselee.• have a constructive attitude towards the people.

• The counselor must have good personality.• the ability to create pleasant environment.

• know the psychology of the counselee.• the ability to adjust the disturbed child.• the ability to motivate the counselee.

• Some skills for affecting people.• the quality of influencing others.• full command over his subject.

• be a religious-minded person.• Knowledge of the individual.

• the ability of leadership.• have a good character.• be free from prejudice.

• be kind to counselee.• be broad-minded.• be sympathetic• be confident.• be punctual.• be patient.• be polite

Characteristics of Counselor

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Polite Courage

SensitivityPresence

to be modelEthical behavior

Self-awarenessEmotionally stable

Goodwill and caringIntellectual competence

Personal dedication & commitment

.• . Discuss Your Child’s Interests• Ask Your Child:

1) What are your favorite school subjects?

2) What extracurricular activities do you enjoy most?

3) What are your favorite hobbies?

4) What do you like to do with your friends?

5) What special skills do you think you possess?

6) What have you done that you are most proud of?

7) What do you like to do with your free time?

8) What interests you the most?

SUCCESS FACTORS FOR ADVISOR PROGRAMS

• Administrative support/buy-in – key!!!• Develop a curriculum meeting your

school needs• Vision of program clear, concise, realistic• Involvement of students, parents, faculty• Staff training and in-service – a MUST!!!• Organize plans for implementation• Research for current trends• Seek methods for program improvement

Benefits of an Advisement System

Students:• Get much more frequent one-on-one advice that is

possible with the typical school’s high ratio of students to counselors.

• Are much more likely to have a clear focus on their future and a plan for getting there.

• Take higher-level academic courses and concentration of academic or career/technical courses beyond the core.

• Improve performance when they have a mentor who is keeping close track of their progress and providing more timely help with academic problems.

Benefits of an Advisement System

Parents:• Become more involved as a result of annual

meetings and frequent communication.• Know there is someone at the school with a

strong interest in their son or daughter.• Feel they have a contact at the school they

can call at any time• Have a better understanding of the courses

their son or daughter will need in high school. As a result, they support the school’s decision to enroll students in higher-level courses.

Benefits of an Advisement System

Teachers:• Have a better understanding of graduation

requirements and of all the school’s offerings.

• Develop strong bonds with their advisees that continue long after graduation.

• See students from a different perspective that helps them understand how to structure classroom instruction to reach students more effectively.

• SEE STUDENT ACHIEVEMENT INCREASE!

Role of Guidance Staff • Assist in researching approaches and make

recommendations to faculty• Assist in developing a schedule that allows time

for advisement activities• Train the advisers• Serve as a continuing resource for advisers• Develop the Advisement Curriculum with the

assistance of administration and faculty• Assist students referred by advisers with

academic, social, medical or mental health services

• Serve as a resource during parent, adviser, student conferences

Three Final Thoughts

• Kids don’t care how much you know until they know how much you care.

• Teaching is a human relationship activity – brain to brain AND heart to heart.

• All schools want to improve, but few want to change. The fact remains that to improve, one MUST change.

Summary • Enable students to understand themselves,• facilitate the reduction of stress,• help students discover and realize their own potential,• help students and teachers to handle problems,• help the guided and the counselee to make informed

decisions,• mould young people into responsible citizens,• provide a basis for the creation or development of a

good school climate,• enhance the quality of teaching and learning by creating

an enabling environment, and• empower education managers to be proactive or to

trouble-shoot.• The purposes outlined above may not be exhaustive, • but they underscore the need for guidance and

counseling in schools.

•Thank U