GUIDANCE AND COUNSELLING

SERVICES _Guidance· is the assistance given

to the individual to deal effectively with the

environment or with his adjustment problem. It ~

aims to . help in the full_ gro~h and development

of the individual especially when he is obstructed

in his functionin_g. Hence it intends to develop in

a person the ability to help himself in varying

situations. An infants life begins with such a help.

His motor development seeks assistance. A child

seeks guidance in education. An adult may

need it in getting suitable placement. In the
 modern times, the problem of . . adjustment arises .

everyday. Change affecting the outer environment

is
personality

287 principles of Guidance Wilson F.M. stated that guid . a nee 'ncl udes th and influences of

all those who assi t . . . e sum total of efforts . . . · s an ind1v1dual th h . counsel, d1ssemmat1on of

facts e. 1 roug association, ' rnp oyment of · techniques and control of environme t t . appropriate

special . n , o reach his opf social, vocational, cultural and spiritu I d I imum personal, a eve

opment. Crow and Crow proposed fi rt . . . . d . ou een s1gn1ficant g ·d pnnc1ples un erlymg

the guidance work: ut ance 1. Guidance services which are aimed t b . . . . a nngmg about

desirable adjustment m. any particular area of . . expenence must take mto account the al

round development of the individual. 2. Individual differences must be recognised and

considered in any effort aimed at providing help or guidance to a particular child, adolescent

or adult. · 3. The function of guidance is to help a person. ·

a) formulate and accept stimulating, worthwhile and attainable goals of behaviour and b) apply
these objectives in the conduct of his affairs. 4. ~xisting social, economic, and political unrest

is giying rise to many maladjustive factors that require . the cooperation of experienced and

thoroughly trained guidance counsellors and the individual with a problem. 5. Guidance should
be regarded as a continuing process of service to an individual from young childhood through

adulthood. 6. Guidance service should not be limited to the few who give observable evidence

of its need, but should be extended to all persons of al I ages who can benefit therefrom, either

directl_y or indirectly. 7. Curriculum materials and teaching procedures should provide a

guidance point of view.

Educational Psycholog·y 288

8. school Guidance and needed vocational areas and
include social individuals demands and adjustment
relationships.
~o home, ·
9. IO. IL, 12. l 3. 14 . Parents and teachers have
guidance - pointed responsibilities. that programme.
Guidance welfare person Periodic An data, individual
Specific persons With ,organised are gu;dance
scientific and reflected working trained appraisal
guidance and prograf'!lme guidance The guidance
community \vork evaluation in success in
cooperatively should problems particular guides is
agencies.
__ done programme should of be of needs. and of its
areas and made the any functions be guides recorded
 individual, with of of carried should age adjustment.
-r-

the attitudes. his level existing should for be out

assistance basing should flexible research under rest
school on be on according a purpose. the referred and
outcomes guidance qualified factual
other
to
to
•' .. . .

The purpose of educational guidance

nd
I. Select the curriculum that best fits his abilities, interests a future

needs. . h. bl him to achieve 2. Develop work and study habits t

at ena e
satisfactory success in his studies. 3. Gain some experience in
learning areas outside the particular field
of his special interests and talents. 4. Understand the purpose
and the function of the school in relation
to his needs. ::,. Discover all that his school has to offer and
plan a prograinine of
studies accordingly. 6. Learn about the purpose and function
 of the .college or school he
may wish to attend
later.

7. Try out courses or exploratory courses in order to gain insight into

learning areas that still He
ahead.

8. Participate in out of class activities in which he can develop

potential leadership qualities.

9. Appraise his fitness for conti~ued study in a college er other

school or in_ a particular
vocation.

I 0. Develop an attitude which will stimulate hi1n to continue his

education in a school selected for its worth to hiln in relation to his
talents and training.

11. · Adjust to the curriculum and the lire of the school.