Guidance and counselling Answers

Q1. Describe the ethical considerations in individual and group

guidance?
ANS. - A code of ethics represents the values of a profession
translated into standards of conduct for the membership. Codes of
ethics provide structure or guidelines for a profession’s membership
to follow in their professional practice and also for the public to
anticipate in their interactions with the profession and its
membership.There are many ethical considerations for therapists
who choose to counsel on an individual and group basis some are as
follows:-

1) Maintaining Boundaries-The most common ethical issue faced by

mental health professionals is maintaining boundaries. At times it
can be difficult to ensure that you are not developing a personal
relationship with a client. Therapists also should not counsel
someone who they know personally or are personally connected to,
even if the connection is removed, such as the parent of one of their
child’s friends. It is outside of the ethical boundaries of the field to
counsel a family member, a friend, or even a neighbor. 

2) Professional Ability-Therapists are generally best trained in

certain areas of therapy. A specific therapist may be skilled in
working with children, helping people with marriage problems, or
using specific types of treatment such as cognitive-behavioral
therapy. It is essential that a therapist only provide the therapy that
they have been trained to provide. If a client needs a different type
of therapy, it is the therapist’s ethical responsibility to help the client
find someone else, or at least let the client know that they need to
find someone else.

3) Maintaining Confidentiality-Every therapist – and indeed, every

medical professional – is responsible for maintaining the
confidentiality of their clients. This means they’re responsible for
keeping all personal information confidential, including intake forms,
client notes, and contact information. These must be stored so that
they can’t be accessed by anyone other than the therapist and other
authorized personnel. The therapist is not allowed to share that
information with anyone else.

4) Personal Problems-Therapists are responsible for maintaining a

standard of professionalism. They must keep their personal and
professional lives as separate as possible. This can be difficult in
some instances, and mental health professionals are only human. If a
therapist can separate their personal problems from their
professional life and carry on with their work, they can do so
ethically. If they are unable to do so, then they must take a leave or
otherwise remove themselves from situations where they are
responsible for counselling others.

5)Therapist roles and client roles-Therapists must know their

business. They must spend time keeping up their own education and
constantly evolving into better therapists and including the latest
information into their knowledge base. They must also learn new
techniques and theories that will aid them in understanding their
clients needs, the needs of the group as a whole and what will work
in advancing the healing process of their clients. She/he must also
know the cultural and religious variables of their clients and know
how those variables will affect each client within the group setting.

6)Group rational and purpose-Establishing the group’s

purpose and why the clients are there is vitally important to
the success of the group. This information gives the group a
clear direction and knowledge of what to expect throughout
the process and what to think about bringing to the table as
others talk about their own experiences and emotions.
Therapists must also have a clear plan for the group
When conducting group and individual counseling, there are many
similarities regarding the ethical requirements and practices of
therapy. There are also a handful of differences or different ways of
approaching the same ethical standard. Therapists must show care in
conflict of interest, dual relationship roles even in rural communities,
they must refer clients on to either other groups or individual
therapists when the therapy isn’t working or they have arrived at
their level of expertise.

Q2. Define intelligence and discuss the utility of intelligence test in

guidance?(will have to add-on)

Ans.- According to the American psychological association

intelligence is the ability to derive information, learn from
experience, adapt to the environment, understand, and correctly
utilize thought and reason.

Individuals differ from one another in their ability to understand

complex ideas, to adapt effectively to the environment, to learn from
experience, to engage in various forms of reasoning, to overcome
obstacles by taking thought. Although these individual differences
can be substantial, they are never entirely consistent: a given
person's intellectual performance will vary on different occasions, in
different domains, as judged by different criteria. Concepts of
"intelligence" are attempts to clarify and organize this complex set of
phenomena.
Essential Uses of Intelligence Test in guidance are given below:
1. Classification or Grouping: A counsellor can use the intelligence
tests together with all other information available about the client
to place him with others of his ability in smaller groups, the
composition of which will vary from subject to subject and from
time to time.
2. For diagnosing disabilities: We can use the test score to find out if
the client is suffering from any sort of intellectual disability which can
range from mild to severe and can be identified with intelligence
test. it can also be used to find the gifted student also at an early age
so they can be guided and nurtured properly.
3. Educational and Vocational guidance: The fact that intelligence is
positively related to vocational competence and to attainments in
college work has definite practical implications. The educational or
vocational counsellor can use the score on the intelligence test along
with other data to predict a pupil’s success in college or in many
vocations. Though vocational success depends upon other factors as
well: health, persistence, interest and aptitudes, but intelligence is a
potent factor.
4. Predicting success in particular Academic Subjects: Readiness and
prognoses tests have been designed to give a high prediction of
success in specific subjects, and provide useful basis for the selection
of courses. Intelligence tests do not help here much, as there is no
fair degree of correlation between various subjects and I.Q. the test
can also be used measure their proper mental development with
their age.
5. Diagnosing Subject-Matter Difficulties: At the elementary school
level when a child has little choice of subjects, the readiness test is
valuable as a diagnosis. It gives the teacher information about the
areas in which the child needs more training.
6. Research: Intelligence test results can be pooled and utilised for
research purposes.ie the test result can be studied in depth and ne
and useful theories can be proposed based on the study which will
help the clients in the future.

Q3.Discuss the role of psychological test in guidance and

counselling?
ANS.-. Counsellors use tests generally for assessment, placement,
and guidance, as well as to assist clients to increase their self-
knowledge, practice decision making, and acquire new behaviors.
They may be used in a variety of therapies--e.g., individual, marital,
group, and family--and for either informational or non-informational
purposes (Goldman, 1971). Informational uses include the gathering
of data on clients, assessing the level of some trait, such as stress and
anxiety, or measuring clients' personality types.

The use of psychological test

in counselling
The general uses of
psychological tests in guidance
and counselling as described
by
some authors such as
Cronbach (1970), Oladele
(2004), Okobiah and
Okorodudu
(2006) are discussed here:
a) For selection: Tests are
used by institutions and
organisations (such as
colleges, employers) to accept
some individuals and to reject
others. The decision to
employ an individual or to
admit a student is a selection
decision. Sometimes different
establishments, institutions,
schools and colleges want to
select people to do one type of
job or the other.
The use of psychological test
in counselling
The general uses of
psychological tests in guidance
and counselling as described
by
some authors such as
Cronbach (1970), Oladele
(2004), Okobiah and
Okorodudu
(2006) are discussed here:
a) For selection: Tests are
used by institutions and
organisations (such as
colleges, employers) to accept
some individuals and to reject
others. The decision to
employ an individual or to
admit a student is a selection
decision. Sometimes different
establishments, institutions,
schools and colleges want to
select people to do one type of
job or the other.
The use of psychological test in counselling The general uses of
psychological tests in guidance and counselling as described by
some authors such as Cronbach (1970), Oladele (2004), Okobiah
and Okorodudu (2006) are discussed here:a)
a)For selection: Tests are used by institutions and organisations
to accept some individuals and to reject others. The decision to
employ an individual or to admit a student is a selection decision.
Sometimes different establishments, institutions, schools and
colleges want to select people to do one type of job or the other.

253
b) Placement: Placement is
assigning people to different
types of work based
on the available data and in
terms of providing more
individualised descriptions.
These
could be placement in schools,
in the army, in different
sections of an industry and so
on
b) Placement: Placement is assigning people to different types of
work based on the available data and in terms of providing more
individualised descriptions. These could be placement in schools, in
the army, in different sections of an industry and so on.
c) To test for achievement: A course of study requires that at the
end of it all, learners are expected to have achieved a certain level
of proficiency in the required knowledge or skill. Achievement tests
are therefore given to establish how much has been achieved
d)For prediction: Tests are given to obtain a measure of ability,
aptitude, achievement and other characteristics which will give
the tester the rationale upon which he can make decisions. In
prediction, the tester will be able to forecast how well an individual
will perform in future tasks and their chances of success in various
courses or vocation therefore given to establish how much has been
achieved.
e) Diagnostic test: These tests are aimed at analyzing the testee's
strengths and weaknesses in a particular area of learning, from which
the cause of failure or learning problems can be inferred, so that
appropriate remedial measures can be applied.
f) For classification: Classification is an arrangement for assigning
or streaming students into classes, according to their ability or
educational background of the group. Psychological tests can be
used to classify people according to age, level of intelligence.

Q4. Discuss the goals for guidance and counselling for children?
(Expand if necessary.)
ANS.- The need to institute counselling programmes in primary
school cannot be over emphasized. Human mind at this level is
usually in a “tabular rasa” form. This implies that the mind of the
child, at this level is virgin and open, needing to be filled up. By
virtues of good counselling and subsequent training, the kid begins
to develop positively. And schools have a huge role in bringing out
the best in children. Good conduct is coveted, but sometimes young
minds need guidance to polish their personality. Through
counselling, children are given advice on how to manage and deal
with emotional conflict and personal problems.
The major goals of a counsellor for a student are as follows:
1) Developmental goal- are those wherein the client is assisted in
meeting or advancing his or her anticipated human growth and
development i.e. socially, emotionally cognitively eg. Student
who have stress from academic or personal issues can be
guided with the help of counselling.
2) Preventive goal- prevention goal in which the counsellor helps
the client avoid some undesired outcome. Eg. The student who
have fallen in a bad friend circle can be helped to understand
the problem and its consequences thus guiding him to a right
path.
3) Enhancement goal- if the client possesses special skills and
abilities enhancement means they can be identified and/or
further developed through assistance of a counsellor. Eg. If a
gifted student is present then she/he can be helped to reach
their true potential with proper guidance
4) Remedial goal- remediation involves assisting a client to
overcome and/or treat an undesirable development.eg many
student suffer from low-self-confidence and self-doubt which
can be rectified with the help of guidance.
5) Exploratory goal- exploration represents goals appropriate to
the examining of options, testing skills and trying new and
different activities, environments, relationships, and so on. Eg.
Student can be encouraged to try out new events and explore
 new worlds with the help of a nurturing environment provided
by the counsellor
6) Cognitive goal- cognition involves acquiring the basic
foundations of learning and cognitive skills.eg. student with
intellectual disability can helped to acquire cognitive growth
with the help of counselling sessions.
7) Physiological goal- it involves acquiring the basic understanding
and habits for good healths. E.g. Students can be encouraged to
follow a physically and mentally healthy lifestyle and guided
with the ways for the same.

For prediction: Tests are

given to obtain a measure of
ability, aptitude,
achievement and other
characteristics which will
give the tester the rationale
upon
which he can make decisions.
In prediction, the tester will be
able to forecast how well
an individual will perform in
future tasks and their chances
of success in various courses
or vocation
Goals serve three important functions in the counselling process first
goals can have a motivational function in counselling, secondly goals
can also have an educational function in counselling in that they help
client acquire new responses and three goals can also meet an
evaluative function in counselling whereby the client’s goal help the
counsellor to select and evaluate various counselling strategies
appropriate to the clients goals.

Q5. Nature and scope of guidance and counselling ?

Ans.- Counselling is a scientific process of assistance extended by an

expert in an individual situation to a needy person. Counselling
involves relationship between two persons in which one of them
(counselor) attempts to assist the other (counselee or client) is so
organizing himself as to attain a particular form of happiness,
adjusting to a life situation or in short self actualization. It is a
relationship of natural respect between counselor and counselee .In
this private interview counselee acquires independence and develop
a sense of responsibility. Counselling process is structured around
the felt needs of the counselee.
The main objective of counselling is to bring about a voluntary
change in client.
For this purpose, the counselor provides facilities to help achieve the
desired change or make the suitable choice. The client alone is
responsible for the decisions or the choice he makes, though the
counselor may assist in this process by his warmth and
understanding relationship. Thus counselor helps counselee to
discover and solve his personal problems independently. .
Counselling and guidance are not synonymous terms. Guidance is a
relatively more comprehensive process which includes counselling as
one of its functions.
Counselling is a pat of guidance, not all of it. It is a specialized and
individualized part of total guidance process. Thus all counselling is
guidance but all guidance is not counselling.
what does guidance precisely mean ?according to .Lester.D. Crow and Alice
Crow (1962) in “An Introduction to Guidance”, they have aptly stated that “
Guidance is not giving directions. It is not the imposition of one person’s point of view upon
another person. It is not making decisions for an Individual, whichhe should make for himself. it
is not carrying the burdens of another life”. If guidance is not all these, then what is it
really? To quote them  again:“
Guidance is an assistance made available by personally
qualified and adequately trained men or women to an individual of
any age to help them manage their own life activities, develop their
own points of view, make their own decisions, and carry out their
own burden”
By now, you have understood that guidance is a helping service. It is by its very nature a
self-oriented, problem solving and multi-faceted activity.It presupposes two-fold understanding.
The first is the understanding of one’s own abilities, aptitudes, interests, motives,
behaviour-patterns, skills and achievements up-to-date and social, cultural,
economic background. Secondly, it is the understanding of the real nature of
one’s environment and of the educational and  vocational opportunities offered by t
hat environment, along with their differential requirements of abilities and attainments
Guidance seeks to create within the child the need and power to
explore and understand himself in order to prepare a balance-sheet of his
assets and liabilities so that he is able to plan out his future growth and
activities in a manner that offers maximum likelihood of success and
satisfaction.
The scope of guidance is all pervading. Its scope is very vast in the
light of modernisation and industrialisation and is ever increasing. As
the life is getting complex day by day, the problems for which expert
help is needed are rapidly increasing. The scope of guidance is
extending horizontally too much of the social context, to matters of
prestige in occupations, to the broad field of social trends and
economic development
The scope of guidance has been increasing with the advancement of
science and technology, embracing all spheres of life and providing
facilities for it. Therefore, it will be difficult to put a fence around it.
While discussing the scope of guidance we may think of some
specific or specialised areas of guidance. Even though the guidance
programme is addressed to the whole individuals treated as an
integral unit. It is possible to classify an individual’s problems broadly
into

(1) Educational Guidance

It is a process concerned with bringing about a favourable setting for

the individual’s education and includes the assistance in the choice
of subjects, use of libraries, laboratories, workshops, development of
effective study habits, evaluation techniques and adjustment of
school life with other activities.

(2) Vocational Guidance

It is the assistance rendered in meeting the problems :(i) relating to
the choice of vocation (ii) preparing for it (iii) entering the job,
and(iv) achieving adjustment to it. It also aims-.at helping individuals
in the following specific areas:(a)making individuals familiar with the
world of work and with its diverse requirements and,(b)to place at
the disposal of the individual all possible aids in making correct
appraisal of his strength and weaknesses in relation to the job
requirements offered by his environment

(3)Personal Guidance
Personal guidance deals with the problems of personal adjustment in
different spheres of life. Mainly it works for the individuals
adjustment to his social and emotional problems. Jones has put the
following aims of personal guidance:
(i) to assist the individual gradually to develop his life goals that
are socially desirable and individually satisfying.
(ii) to help him to plan his life so that these goals may be
attained.
(iii) to help him grow consistently in ability to adjust himself
creatively to his developing life goals.
(iv) to assist the individual to grow consistently in ability to live
with others so effectively that he may promote their
development and his own worthy purposes.
(v) to help him grow in self-directive ability Thus the goal of
personal guidance is self-directive and self-realisation

Q6. Difference between individual and group counselling?

Ans. - Individual counselling- (sometimes called psychotherapy, talk

therapy, or treatment) since the early days of counselling movement,
has been identified as the core activity through which all the other
activities become meaningful. Counselling is a one-to-one helping
relationship that focuses on a person’s growth and adjustment and
problem-solving and decision- making needs. It is a client-centered
process that demands confidentiality. This process is initiated when a
state of psychological contact or relationship is established between
the counsellor and the client; it progresses as certain conditions
essential to the success of the counselling process prevail. Many
practitioners believe that these include counsellor genuineness or
congruence, respect for the client and an empathic understanding of
the client’s internal frame of reference.

Although each counsellor will, in time develop his or her own

personal theory to guide personal practice, established theories
provide a basis for examination and learning. Effective counselling
not only require counsellors to have the highest levels of training and
professional skills, but to have certain personality traits as well.
Counselling programs will suffer in effectiveness and credibility
unless counsellor exhibit understanding, warmth, humaneness and
positive attitudes toward humankind.

Personal counselling is a process of self-discovery and growth. It can

help increase self-confidence, improve relationships, solve problems,
achieve educational goals, and make good decisions for emotional,
intellectual, physical, and spiritual well-being. The counsellor would
help you identify aspects of your life that you would like to change,
help identify goals for yourself, enables you to manage your
challenges better; work on improving yourself/your relationships and
progress on the goals that you set for yourself.

TYPES OF INDIVIDUAL COUNSELLING

1. Abreaction therapy- Abreaction therapy is a process by which

repressed materials, particularly a painful experience or conflict is
brought back a consciousness. The person not only recalls but also
relives the experiences which is accompanied by the appropriate
emotional response

2. Reality therapy- Reality therapy is a form of psychotherapeutic

technique which focuses on present behaviours and development of
a patient’s ability to cope up with the stress of reality and take a
great responsibility for the fulfilment of their needs.

3. Hypnosis- In this therapy a patient is put into an altered state of

consciousness by giving them repetive monotonous auditory stimuli
to crteate a state of focussed attention and increased suggestibility.
This therapy it involves following three factors: • Absorption •
Dissociation • Suggestibility

4. Supportive Psychotherapy- In this therapy patient with chronic

disabling psychiatric conditions for whom basic change is not seen as
a realistic goal.
 5. Psychoanalysis. • This therapy focuses primarily on the influence
of unconscious forces such as repressed impulses and memories,
internal conflicts and childhood traumas on the mental life. The
therapist helps the clients to identify unresolved conflicts and
traumas from early childhood

Group counselling- group have become increasingly popular means

of providing organized and planned assistance to individuals for a
wide range of needs. Counsellors provide such assistance through
group counselling or group guidance, including task groups and
psychoeducational groups. In schools, students have been organized
into groups for what might be called guidance purposes. Since long
before counselling or guidance label was attached to the activity. The
organization of courses and group meetings to dispense primarily
occupational information can be traced back to before the
evaluation of the counselling movement.

Group counselling is the routine adjustment or developmental

experiences provided in a group setting. Group counselling focuses
on assisting counselees to cope with their day-to-day adjustment and
development concerns. Examples might focus on behaviour
modification, developing personal relationship skills, concerns of
human sexuality, values or attitudes, or career decision making.

We might conclude that group guidance activities are most likely to

be found in schools. Group counselling will be popular in agency and
institutional settings and utilized somewhat, though not as
frequently as group guidance, in school settings, group
psychotherapy will most frequently occur in clinics and agency or in
institutional settings.

Group therapy can be categorized into different types depending on

your mental health condition as well as the clinical method used
during the therapy. The most common types of group therapy
include:
  Cognitive behavioral groups, which center on identifying and
changing inaccurate or distorted thinking patterns, emotional
responses, and behaviors
 Interpersonal groups, which focus on your interpersonal
relationships and social interactions, including how much
support you have from others and the impact these
relationships have on your mental health
 Psychoeducational groups, which focus on educating clients
about their disorders and ways of coping often based on the
principles of cognitive behavior therapy (CBT)
 Skills development groups, which focus on improving social
skills in people with mental disorders or developmental
disabilities
 Support groups, which provide a wide range of benefits for
people with a variety of mental health conditions as well as
their loved ones

Groups can be as small as three or four people, but group therapy

sessions often involve around eight to 12 individuals (although it is
possible to have more participants). The group typically meets once
or twice each week, or more, for an hour or two.

Group therapy meetings may either be open or closed.

 Open sessions, to which new participants are welcome to join

at any time
 Closed session, to which only a core group of members are
invited to participate

Q7. What do you mean by adjustment problem? Describe the

adjustment problem among children.

Ans.- In psychology, adjustment is that condition of a person

who is able to adapt with his physical occupational and social
environment. And in other words adjustment refers to the
behavioural process of balancing conflicting needs, or needs
 challenged by obstacles in the environment. Humans and
animals regularly adjust to their environment.

An adjustment disorder is an emotional or behavioral reaction to a

stressful event or change in a person’s life. The reaction is considered
an unhealthy or excessive response to the event or change within
three months of it happening. Stressful events or changes in the life
of your child or adolescent may be a family move, the parents’
divorce or separation, the loss of a pet, or the birth of a sibling. A
sudden illness or restriction to your child’s life due to chronic illness
may also result in an adjustment response.

While adults can experience adjustment disorders, it is

predominantly diagnosed in children and adolescents.

Adjustment disorders are a reaction to an event. There is not a single

direct cause between the stressful event and the reaction. Children
and adolescents vary in their temperament, past experiences,
vulnerability and coping skills. Where they are in their development
and ability to deal with specific needs related to the stress may
contribute to their reaction. Stressors also vary in how long they last,
how strong they are and what effect they have. No evidence is
available to suggest a specific factor that causes adjustment
disorders. Adjustment disorders are quite common in children and
adolescents. They happen equally in males and females. While
adjustment disorders happen in all cultures, the stressors and signs
may vary based on cultural influences

An adjustment disorder is an unhealthy emotional or behavioral

reaction to a stressful event or change in a person’s life. The
response happens within 3 months of the stressful event. Some
events that may lead to this problem in a child or teen are: (add
details for the following)
 A family move
 Death of a parent, sibling, grandparent, or other significant person
 Parents’ divorce or separation
 Death of a pet
 A new brother or sister
 A sudden sickness in the child or a family member
 A long-lasting (chronic) illness in the child or a family member

Children and teens have different symptoms of an adjustment

disorder than adults. Children tend to have more behavioral
symptoms, such as acting out. Adults have more depressive
symptoms. Age differences also affect how long symptoms last, how
strong they are, and what effect they have.
In all adjustment disorders, the reaction to the stressor seems to be
more than what is thought to be normal. Or the reaction greatly
interferes with how the child functions day to day.
There are 6 subtypes of adjustment disorder. They are based on the
type of major symptoms a child may feel. Each child’s symptoms may
vary. These are the most common symptoms of each subtype:
 Adjustment disorder with depressed mood. A child may feel
depressed, tearful, and hopeless.
 Adjustment disorder with anxiety. Symptoms may include
nervousness, worry, and jitteriness. A child may also fear losing
important people in their life.
 Adjustment disorder with anxiety and depressed mood. A child has
a mix of symptoms from both of the above subtypes (depressed
mood and anxiety).
 Adjustment disorder with disturbance of conduct. A child may
violate other people’s rights or violate social norms and rules.
Examples include not going to school, destroying property, driving
recklessly, or fighting.
 Adjustment disorder with mixed disturbance of emotions and
conduct. A child has a mix of symptoms from all of the above
subtypes.
 Adjustment disorder unspecified. A child has reactions to stressful
events that don’t fit in one of the above subtypes. These may include
behaviors such as withdrawing from friends and school.

Q8. How guidance programme is useful. Describe the process of

organizing guidance programme?

Ans. - Many students can’t adjust to his environment or society

which is changeable in all times. Educational system is not exception
than that. So, nowadays we can feel the importance of guidance in
various areas of human life.

1. Development of personality: Students development of intellect,

physical development, mental development, emotional development
etc. is indicate the development of personality. The importance of
Intellectual development is given in classroom of school, but other
fields do not get that too much importance, i.e. other areas of
personality of development are neglected. Under the guidance, the
emphasis is on the other developmental aspects of the students. So,
it can be said that Guidance and counseling program is essential for
the all-round development of students.

2. Adjustment: Students come to schools from various socio-

economic status or environment, so the school environment seems
to be new to them. In this new environment, they do not always
have to adapt themselves, as a result of running away from school.
Those who have such tendency, the Guidance play an important role
in adaptation to the school environment.

3. Maintenance of mental health: Students may be pressurized for

various activities of the school. For this, the mental health of
students is interrupted. Due to the physical degradation of the
student, mental health is also damaged. That’s why Guidance and
counseling services are needed for these students. Because through
this instruction, the students are overcome with various mental
problems like stresses, frustration, conflict, etc.

4. Time management: Students think they have a lot of time. They

spend most of their time lying down, sitting and sleeping. But when
the examination comes, they can’t use the time properly. Some time
they confused, how could be manage the time properly. Therefore,
Guidance and counseling is absolutely necessary for the students to
be use time wisely.

5. Decision making: When students face any problem, they can’t

sometime choose the right decision, whether it is studying or
personal life. So, there is no alternative to guidance to make the right
decisions.

6. Achieve the goal: Students have a goal in life as well as

educational life. It is not easy to achieve that goal. How competent
students are able to make themselves, see where there are errors.
The Guidance and counseling helps to reach just the right goal. 7.
Individual differences: Every person or children are different from
each other’s. It differs in I.Q, E.Q, attention, memory, thinking,
imagination, attitude, abilities, interests, etc. Guidance and
counseling is care of these aspects and fix different functions in
education.

The organization of guidance programme at the schools requires

cooperative effort of various personnel present both within and
outside the school. The programme must be planned with the
assistance of various personnel like the school principal, the staff,
counsellor, career master and the parents

Pre-requisites of a Guidance Programme - Some of the preliminary

tasks needed to be undertaken to organize a guidance programme
are:
a) Formation of a guidance committee, which comprises of at least
seven to eight members. The committee would be constituted of
various personnel such as at least two parents, two teachers, a
counsellor and a career master. The principal could bethe
chairperson of the committee.

b) Decisions and arrangements must be made regarding the

allotment of budget for conducting the various services. 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.

c) 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
literature.

d) Support from the parents and community could be obtained by

orienting them to the significance of a guidance programme.

e) The school staff and students also need to be briefed about the
purpose and importance of the guidance programme and
encouraged to participate.

Planning of a Guidance Programme - The following steps are

necessary to be undertaken to plan the guidance programme:

1. First make a survey of the available guidance services existing in

the school or institution.

2. Identify the student needs (or) areas where assistance is required.

3. Obtain the opinion of the staff members and ascertain the extent
of assistance possible from them.

4. Statement of explicit objective for the guidance programme on the

basis of the student needs.
5. Specification of the various functions of each guidance service.

6. Assignment and defining of duties to each personnel, who are the

members of the guidance committee.

For the smooth functioning of guidance service, a well-planned

guidance programme is necessary. It facilitates co-ordination of
activities among the personnel in an integrated pattern

Q9. Basic principles of guidance and counselling?

Basic Principles of Guidance and Counselling Principles of Guidance

Guidance is based upon the following principles.
i.  Holistic development of individual: Guidance needs to be
provided in the context of total development of personality.
Guidance deals with the development of the whole person.
It does not only focus on the learner’s academic
achievement. But should also focus on different aspects such
as social and physical aspects (Thungu et. al. (2010).
ii. Recognition of individual differences and dignity: Each
individual is different from every other individual. Each
individual is the combination of characteristics which
provides uniqueness to each person. The dignity of the
individual is supreme. The respect for others should come
naturally and should not be affected by titles, sex, age or
appearance.
iii. Guidance is Concerned With Individual Behavioural
Processes. It helps the individual gain better control over
his/her own behaviour such as likes, dislikes, tendencies and
weaknesses. In this principle the guidance worker uses tools
such as: personal interviews, counselling relationship, test
interpretation sessions..
iv. Guidance Relies on Cooperation, Not on Compulsion (Force).
Client should not be forced. The client should consent by
either explicitly asking for help or implicitly hinting,
 suggesting or signifying that he needs help. Forced guidance
may lead to stubbornness or lack of cooperation.
v. Guidance is a Continuous and a Sequential Educational
Process.
 Guidance is a lifelong process; begins at home goes on
to school and into the society.(Parents → Teachers →
Community).Parents, teachers, and community have a
role to play in guiding the individual to acquire the
right behaviour and values.
 Guidance should be oriented towards a single goal.
Guidance given at home should be in harmony with
what the teachers and society provide. If parents
advocate obedience at home, then teachers should
advocate obedience at school as well.

Principles of Counselling
i.  Human Beings are Basically Self-Determining Creatures
. Human beings have an innate desire for independence and
autonomy. They have the ability to control their own destiny and to
be fully responsible for their actions.
ii.  A Client Should Move Towards a Greater Level of Self-
Acceptance and Self-Understanding. Aim to excel more.
iii.  A Client Should Develop a Greater Level of Honesty in Res
pect to Himself. Client’s real self should resemble the ideal
self (one would like to be). Self-Concept (the way individuals
perceive themselves) should be congruent with
their experiences.
iv. Objectives should be based on the Clint’s Need and Not the
Counsellor’s. Guidance is a client centred. It helps
an individual to make a wise and informed decision