Ee it The underpinnings of the helping role of the enhance the client’s sense of person, meanin, by what is done for the patient, but it is patient that is most significant (Benner, 19} nurse must be with and listen to the patient nurse are those words and actions that 'g and dignity. Effectiveness is often judged often the being with and listening to the 84). For the nurse to know the patient, the t (Tanner et al, 1993), The goals of therapeutic communication are: a, Obtain information b. Develop trust c. Show trust d. Explore feelings. Social interaction: The initial attempt at communicating with a patient results in a brief social interaction. A superficial interaction makes the Participants feel safe because the discussion holds no concealed intent for personal disclosures. Any interpersonal exchange tends to be based on intuitive, unthinking and automatic responses. The skillful nurse maintains a warm style of communicating to gain patient's trust instead of dominating the conversation. Informational interaction: The nurse makes use of this type of interaction to give information and procure information from patients. Since this type of interaction is limited to providing information only, it cannot be used as the only pattern of communication and it cannot establish a meaningful relationship. DEVELOPING AN INTERPERSONAL RELATIONSHIP In this book, the author has addressed interpersonal relationship alternative with helping relationship and therapeutic relationship. Travelbee calls nurse—patient relationship as human-to-human relationship. And King calls the nurse-patient relationship as ‘learning experiences whereby two people interact to face an immediate health problem, to share, if possible, in resolving it and to discover ways to adapt to the situation’. The nurse greatly uses interpersonal communication skills to develop a relationship that usually results in understanding the whole person. Nurses’ ability to provide physical and psychosocial comfort for the patients is directly proportional to creating an optimum therapeutic environment. Thus, a nurse and patient mutually set goals to meet patient’s need. A helping relationship is built with care as the nurse logically uses therapeutic techniques. Characteristics of any helping relationships are trust, valuing, empathy, caring, autonomy and mutuality, ‘Trust: Travelbee defines trust as ‘the assured belief that other individuals are capable s of distress and will probably do so’. Atrusting relationship hardly can be developed without the belief of the patient on a nurse. Due to various reasons patient may hesitate in trusting nursing personnel such as lack or previous health care experience, a traumatic experience and so on. Honesty builds trust and without trust, nurse-patient relationships cannot penetrate beyond social interaction. | | DIMENSIONS OF HELPING RELATIONSHIP. of assisting in time: Valuing: Is recognizing one’s own values and respecting others’ values.of another person and to Empathy: It is the ability to understand and accept the life i k at another person’s accurately perceive feelings. It is a fair, sensitive and objective lo experiences, Empathy tends to depend in similarities of experiences between the persons communicating. A nurse can accurately empathize by looking a the world from the patient's perspective and getting a feeling of the patient's expressions about the self. her person and it is basic to a Caring: Caring is having a positive regard for anol ; ‘as a human science. Gaut has helping relationship. It is also foundation of nursing identified three categories of meaning for the concept of caring, attention to or concern for the patient, responsibility for the patient and regard fondness or attachment to a patient. A nurse displays caring by accepting patients for themselves and respecting them as individuals, It must be applied to all persons in similar circumstances and when cared for, patients feel secure in threatening or anxiety-producing situations. Beck (1993) reviewed four studies in which nurse identified the most important caring behaviors. The following are identified: + Listening to client; touching the client w! + Allowing expression of feelings * Getting to know the client as an individual + Calling client by name; talking to the client + Realizing the client knows himself or herself be planning and management «Being perceptive of the client's needs; planning and acting accordingly * Teaching clients how to care for themselves * Providing information so the client can make informed decisions + Valuing honesty, respect, patience and responsibility * Giving good physical care * Putting the client first Autonomy and mutuality: Autonomy: refers to an ability to be self-directed. Mutuality involves sharing with another. The nurse and patient work as a team and) both participate ‘As a patient becomes more independent the nurse offers more sion making. Autonomy can be promoted in a nurse by taking a keeping the patients informed of health care alternatives and to ‘hen comfort is needed st; including the client in care in the care process. opportunities for deci role of an advocate by give support in decision making. PHASES OF INTERPERSONAL RELATIONSHIP The nurse and patient relate to each other as they progress through the phases that eventually lead o therapeutic rapport. The nurse is responsible for directing the patient through the phases of a helping relationship to ensure the patient’s needs are met. Though the phases of an interview and helping relationship are similar, the communication patterns are different. The phases of helping/therapeutic/ interpersonal relationship are shown in Figure 2.1. Pre-interaction Phase ‘An ideal nurse reviews the information about the patient in the medical record and ‘ers data from other care givers before meeting the patient so that she can be gathe prepared to face about concems or issues that may arise during the nurse-patientTermination phase Working phase Orientation phase Pre-interaction phase Fig. 2.1: Phases of interpersonal relationship interaction. The nurse also chooses the location and setting for the first meeting such as a quiet, private and attractive that facilitates interaction process. Introductory/Orientation Phase This phase begins when the nurse and patient first meet. At the beginning of the relationship, neither person is able to perceive the other’s uniqueness. The nurse perceives a patient who has come to the health care agency or institution as a person with a health problem and the patient perceives the nurse as one of many health professionals who can help. Engaging in social interaction helps the nurse and patient to become relaxed in conversing. Testing: The patient often tests the nurse during the orientation phase of a relationship and the nurse who is aware of the patient’s doubts and concerns attempts to display confidence and competence. The nurse should be open and genuine in patient’s concern rather being defensive. Building trust: Confidence, dependability and credibility are required to build trust. Genuine caring is a powerful method for acquiring the patient’s trust and expressing concern is one another way to establish trust. A patient often trusts the nurse but is incapable of asking for assistance. Trust allows for effective communication as individuals become more open in expressing feelings and thoughts. Identifying problems and goals: Nurse begins to assess patient’s health status from the first encounter and she makes conclusions through interactions and observation. The relationship with the patient can be strengthened if the nurse discovers what problems are important to the patient. During this phase, nurse directs the patient toward an awareness of problems, nature of problems and exploring potential solutions and as problems are identified, the nurse and patient mutually set goals. Clarifying roles: The roles of a nurse and patient must be clarified after a helping is initiated. Clarification occurs through sharing information. This encompasses nurse’s assessment of the patient’s immediate needs, the patient’s perception of those needs and ways that patient can participate in his/her care. Forming contracts: The nurse establishes a contract with the patient after the goals and roles are defined. It involves a brief verbal interchange, including location, frequency, 0) aay ffag tenet \ af szatacts and duration of the relationship, The nurse also keeps the patientrc minated because the more closer the action to separate may vary, therefore, rmination phase. informed of when the relationship will be te relationship gets on in the working phase, patients re it will remain less stressful for the patient in the ter Working Phase Gee Working phase is a dynamic at verbal and nonverbal levels in therapeutic Se where the patients express their problems with nurses who is an an ise a . their problems. During the working phase of therapeutic relationship, the pd ad actions to meet goals set with the patient (Figure 2.2). The nurse uses 1 jerapeutic communication skills aimed at promoting successful interaction. The nurse and patient work together. Self-perceptions Self-perceptions Needs > Needs Values ——| N a Values Feelings ‘ Terete i Feelings Experiences | § e Experiences Expectations <——} S t Expectations Problems Fig. 2.2: Therapeutic relationship between nurse and patient ‘Sundeen et al, describe three communication skills that help patients to gain better self-understanding. They are: Confrontation: The nurse makes the patient aware of inconsistencies in behavior or thoughts that interfere with self-understanding. The technique helps patients to recognize growth or deal with important issues. Immediacy: The nurse focuses interaction on the present situation between nurse and patient. The patient learns to understand how interactions affect others. This involves drawing attention to the patient’s behaviors or statements, Self-disclosure: The nurse reveals personal experiences, thoughts, ideas, values or feelings in test of relationship. ’ ; ‘The patient can act on idea and feelings when the working phase is successful. ‘Any attempt at change should be within the patient's abilities because changes become less threatening when patient's express feelings about it and accept temporary set backs and the nurse should encourage even the slightest progress, ene Integrating communication with nursing actions: Nursing acti Sg ce te Fone Dette ce pee and Edinburg categorize these three groups by their level of visibility, Physiologicalactions that attend to phy on that have high visibi et emotional needs and socio-economic nursing actions community health settings have low visibilit, pen aa elimination and so S such as meeting ferring a patient to Termination The primary objective at the end of therapeutic relationshi satisfying termination. p is a mutually planned and Evaluation of goal achievement: The nurse encourages assessment of th e appropriateness and outcome of goals established i Ha a relationship. } Evaluating goals is vital to terminate Separation: Ideally the patient expresses feelings regarding terminat plans time to allow the patient to share these concerns and fears If the patent wrens in the health care and the nurse isthe one leaving, the nurse should make sure that eho introduces the patient to new nurse and the nurse shares information that might foster the development ofa helping or therapeutic relationship between the new nuse and patient. INTERPERSONAL COMMUNICATION SKILLS Communication skills are comprehensively dealt in Chapter One. Here, it is extended on personal communication skills inventory. When evaluating own communication skills, it is important to perform three exercises. These can be taught to nursing students which would enable them to self evaluate their interpersonal communication skills and nurses as well. + First, take time to consider your cultural background, learned patterns of gender behavior and cultural behavior, knowledge of others’ cultural patterns, openness to and level of comfort with others different than yourself, beliefs and attitudes, evel of self-confidence when interacting with others, and personality and style of interacting. * Second, consider hi variety of communication that occur everyday. Ider effective interaction and those that do not. + Third, use this information to enhance future interactions. Table 2.1 would facilitate this process. GOALS OF LISTENING SKILLS. Active listening is detailed in the Chapter one an in this text it is briefed ca 2 interpersonal relationship between a health professional and patient. Active ie involves a ‘third ear’, that is, being aware of what the patient is not sae oe ae up on hints to the real message by observing body ence The he: professional should have the following three listening goals: : + Improve listening skills sufficiently so that patients are heard ei iy HE, * Listen to either what is not being said or for information transmi' + Determine how accurately the message has been received. ow these factors affect your ability to interact effectively in a ntify the factors that supportne im ~Munication for Health 445 fea , Was overall management successful ' Preventing or Did physiological data reflect successful self- i Self-care? « What were the long term results? Methods of evaluation can be done b test and questionnaires and interviews Controlling health problems? y direct observation, with patients and fami COMMUNICATING HEALTH MESSAGES, Patient records, reports, ilies, : (Kiger, 2004). The effectiveness of this planne ence has achi audience has achieved, acted on or responded to a message. Itc ales remember that communication is a cyclic proce: mies eded guns ; ss involving a seri : modified model can be represented as circular as shown He earn os ae Sender ie Feedback Message Understanding Receiver Fig. 14.4: Communication as a cyclical process Factors influencing communication: The multidimensional and dynamic nature of communication means that transactions contain other aspects that influence communication, Watzlawick et al. (1967) break communication down into content and relationship. Content includes the message, the words and the information transmitted, Relationship consists of dynamics between those involved in the communication transaction and communicators. This breakdown has the advantage of identifying the content and relationship between the sender and receiver separately. The content of the message contain verbal and nonverbal communication. Verbal communication is the words, sentences and phrases (Minardi and Reily, 1997 Jements of prosodic, paralinguistic, Nonverbal communication contains four el kinesics and standing features (Ellis and Beattie, 1986). : + Prosodic elements contain intonation and rhythm. These can influence how the sender delivers the message and receiver interprets it. : + Paralinguistie features include vocal and nonverbal expression® ‘These can alter the way the messages are communicated, particularly in relation © prosodic features. = Kinesics elements include body language, eye contact, gestures or ‘postures. + Standing features include factors such as appearanct This can include dress, fender, ethnic groups and other appearance related Factors.CEO eae S Theories and Models in Communicating Message: Be: ation . ‘There are multitudes of theories that can be used for Coe arieky Bf approaches theoretical models have been explained here which encompas icati jects in the field of health. that lend themselves to different communication projects in the fi i i ion of theor Theory of Planned Behavior (TPB): This theory is the, modified version oe of reasoned action (Ajzen and Fishbein, 1980). An additions behavioral control’ has been added (Figure 14.5). adapted by Ajzen Fig. 14.5: The theory of planned behavior ‘The TPB states that the closest determination of behavior is the intention to perform determinant of behavior is that behavior (Jackinson et al, 2005). The TBP’s main rT eal 7 based on person’s intention to perform that behavior and the intention 1s determined by the following three factors: Attitude to the behavior: The balancing of the pros and cons of performing behavior or the risks/rewards they associate with that choice. Subjective norm: Social pressures from significant others for example peers, media or family. Perceived behavioral control: The perception that a person has about their ability to perform the behavior. Health belief model (HBM): Becker (1974) developed health belief model from the work of Rosenstock (1966). This model can be used to evaluate or influence individual behavioral change. The model is illustrated in Figure 14.6. It proposes that a person’s behavior can be predicted on how vulnerable the individual considers themselves to be. Vulnerability is expressed through risk-perceived susceptibility and the seriousness of consequences-severity. These two vulnerability variables need to be considered. before a decision can take place. This refers a person has to weigh up the cost and benefit or pros and cons of performing a behavior. Self efficacy is also added in this model to enable prediction of behavior. Self efficacy is the person’s perceived confidence of their ability to perform that behavior. Transtheoretical model (TTM): This model i r is developed by Prochaska and Diclemente (1983) shown in Figure 14.7, He The model suggests that people chan, i i i in li s op! ge their behavior at certain stages in life nee hee ane one change in life. During these incremental stages, they consider te cthe 1 not © make changes in their behavior. This cyclical model is based on theently been used j The TTM uses are extensive and the model ae emma hanes ot targeting intervention programs and tailoring me vould provide precision when change. Kidd et al. (2003) indicate that the TTM Cor examining effectiveness and long term efficacy In @ et ae : is ro Process of Behavior Change: An alternative model to ee ed ried Behavioral Control (PBC) model. It is described by oe eiitication as a process where . * * I izes Ct (2008) in United States, This model rezognizes communichiet Fe So M ae Gl people can move between stages of the PB seen in circular, but as is that the model is not difference between the TTM and PBC is that ; aseries of steps where a person moves upwards towards the final goal. In PBC people move through the following steps: Preknowledge: When a person is unaware of any risks or problems associated with their behavior. Knowledgeable: When a person is aware of the problem and the risks attached to their behavior. Approving: When a person is in-favor of changing their behavior. Intending: When a person is intending to take action to change their behavior. Practicing: When the intended behavior is being practiced. Advocating: When the new behavior is being implemented and when.a person advocates that behavior to another. Advocacy Practice Intention Approval Pre. _ Knowledge knowledge Fig. 14.8: Perceived behavior control model Communication-persuasion model and the information-persuasion matrix model: The communication-persuasion model (Mc Guire1976, 2001) has guided public health communication particularly in using mass media which makes it different from other health promotion models. McGuire considers how communication can meee in individual attitudes and behaviors, is model can be conceptualized in terms of an i i il stages (outputs) leading to behavior change and tee nee ae aided by communication in its various forms Gnputs). The input rey aes the walites of the communicated message that can be manipulated and coiled by the gal ign designers, whereas output represents the information processing fie that must be . Input i fs Seg mdm wo anaes mens ho sy Jatsaéztlie regarding source, message, channel, receiver id destination. aeGuidance and Counseling ie eae concept, it is concerned with the See both a concept and Process. As a en . ‘evelopment of an individual— i mental, vocational, educational and moral for his/her own satisfaction tae benefit of the society, As a ss, it i 4 process, it is ga i si ii development of characteristic of an indlvidag Hecate! /MEANING OF GUIDANCE Guidance means to lead or to dire MEANING OF COUNSELING responsible for him/her. DEFINITIONS OF GUIDANCE Guidance has been defined from different points of view: 1. Guidance is assistance made available by professionally qualified and adequately train ‘d men/women to an individual of any age to help him manage his own life a activities, develop his own points of view, make his own decisions and carry his own burdens—Crow and Crow. 2. That part of the total educational program that helps provide the personal oppor- tunities and specialized staff services by which each individual can develop to the fullest if his abilities and capacities in terms of democratic deal—DG Mortensen. 3. Guidance is that systematic, organized phase of the educational process which help youth grow in his power to give point and direction to his own life, to the end that he may gain richer personal experiences while making his unique contribution to our democratic society—Welty, Turral and Weitzel. 4. Guidance is the help given by one person to another in making choices and adjustments in solving problems—Jones. 5. Guidance is the process of helping individuals to understand themselves and their world—Shertzer and Stone. DEFINITIONS OF COUNSELING Counseling is defined by several researchers as: : 1. Counseling is defined as face to face relationship in which growth takes place in the counselor as well as counselee—Strang. ce 2. (Counseling is defined as the application of the personal resources of the school or other institutions to the solution of the problems of individug)-—Traxier 3. Counseling is a personal and dynamic relationship between two individuals-an older, more experienced and wiser, a younger, less experienced and less a The latter has a problem for which he seeks the help of the former. The two wor together so that the problem may be more clearly defined and the counselee may be helped to self-determined solutions—Warner: ees : 4. nea is mental learning process. It involves two individuals one seoking help and other a professionally trained person who helps the first to orient a direct himself towards a goal which leads to his maximum development and grow! of his environment—Wiley and Andrew.7_HAdA Fie rey deliberating ee ‘ ange of opinions, 5. Counseling is defined as mental interchange P t —Webster dictionar 6. Counseling is defined self-knowledge, emotional accept and principled use of relationship to facifitate ce and growth, and the optimal development of aa ith: addressing a ; personal resources, Counseling may be concerned ae ane ee specific problems, making decisions, coping with a eae ings of inner conflict, or improving ie lalonaes Seaeae eee Es . sn ways thal respet facilitate the client’s work in ways that resp ient 0 and capacity for self-determination—British Association of Counseling (1990), SCOPE OF GUIDANCE AND. COUNSELING The scope of Guidance and Counseling is Se rere er fe Counseling is assuming more and more responsibil ry oe erations n the direction—it helps in the selection of educational courses a PI i ‘upation in job placement, placement in next stage to training and education, ae surveys, maintenance of mental health, counseling regarding personal adjustment problems, identifying the gifted and the backward and helps them achieve maximum, Guidance is a continuous process in the life of an individual. The specific activities which fall within the purview of guidance are as follows: . : + Personal—social problems of the individual, their diagnosis and prescribing remedial measures to resolve them Educational problems—of the individual and to suggest remedial measures for their resolution Vocational problem—helping an individual in the choice of an appropriate vocation and aiding him to acquire proficiency in the vocation Appraisal of individual—student’s appraisal is a significant aspect of guidance which helps them to develop their potentialities to the maximum Counseling—subsequent with appraisal through various test and non-test techniques the guidance worker provides counseling to the counselee, Placement—the counselee is placed in an appropriate course vocation on the basis of guidance provided to him : * Follow-up and research—is a process in which guidance worker follow-up the incumbents and check for their progress, Research is another emerging important activity in guidance through which curricular Programmes is modified, improved and more organized, > s the skilled NEED FOR GUIDANCE AND COUNSELING Guidance and counseling is an integral part of edi reasons: + Eliminates wastage and stagnation by developi . : and abilities of the students, Ping curriculum according to the needs + Helps in proper choice of courses lucation. It is essential for the following helpii en and adjust themselves helping such cases to see things realistically + Helps in total development of the : . Students. + Helps in proper choices of careersPURPOSES O! iness for choices and changes to face new challenges youth for self development rofessional leadership in the changing socioeconomic Develops read Motivates the Students are prepared for p! and industrial conditions Problems of discipline and delinquency are solved Minimizes mismatching between education and employment and help in efficient use of manpower Helps fresher establish identity Identifies and motivates students from weaker sections of the society Helps students in their period of turmoil and confusion Ensures proper utilization of time spent outside the classroom such as library, field trip, conference, workshop etc Make up deficiencies at home Helps in tackling problem arising from student explosion Saves the young generation from stress and strain of a developing society Helps students in vocational development Jdentifies and helps student in need of special help Equips the students to face common problems faced by them such as: + Language problem « Economic insecurity + College/hostel adjustment * To develop human relations with patients * Differences in sociocultural background + Learning in complex environment, ¢.8- hospital * Hard work but low grades 1 Differences in terms of physical health, emotional, psychological and growth needs. F GUIDANCE AND COUNSELING ‘de information on matters important to success Get information about individuals and help to solve his/her problem Establish a feeling of mutual relationship between students and teachers Help the individual to write out plan for his/her difficulties Help the individuals to develop insight, know his/her abilities and interest Encourage and develop special abilities and right attitude Inspire successful endeavour towards attainment Assist individuals in planning ‘educational and vocational choices Aid individuals in the identification of his/her abilities, aptitudes, attitudes ‘Assist the individual to understand, accept al ize his/her aspirations in U Help the jndividual recogn! Provide the individual with opportunities for learning about and educational endeavors Aid individuals in the develo Help the individual in obtaining experience free and wise choices intellectual Direct individuals and provi interests and ad utilize these traits he light of his/her traits areas of occupation pment of value sense E .s which will assist him/her in makingnal Technology a 76 |] Nursing Communication and Educatio! = oS * Assist the individual in developing his/her Coener ee ee optimum so that hey she may become the individual he/she is capable i : ni 1g * Aid individuals in becoming more and more self-directive. FUNCTIONS OF GUIDANCE AND COUNSELING functions. They are shown in Figure 4.1, Guidance and Counseling has three fold : r 1. Adjustmental: Guidance and Counseling helps the students in making best possible adjustment to the current situations in the educational institutions ang occupational world, in the home, comm 2. Orientational: Guidance and Counseling orie! planning, educational programming and direction and values. 3. Developmental: Guidance and Counselit but also cares for the preventive aspects 0! maladjustment occurs. Many unsolved problems may have adverse effect in the capacity of the growth. Therefore by installing guidance and counseling, it helps the students to achieve self development and self-realization. unity and society. nt students in problems of career towards long-term personal aims ing not only cures the current problems f tackling problems before it arises and palustments, Functions of Guidance and Counseling Fig. 4.1: Functions of guidance and counseling CHARACTERISTICS OF GUIDANCE Guidance has the following main characteristi 1. It is. process: It helps every individual to help self, to recognize and use his/het inner resources to set goals, to make plans, to work out hi f . Vt 0 development. out his/her own problems It is a continuous process: It is needed right from chil ; Idho 3. Choice and problem points are the distinctive concerns . pees As here individual’s unique world of perception interacts with the external order of even'S in his/her life context. »SS aMReENS awAwN ES \ TYPES OF GUIDANCE —————————————_ WM Proctor has given the following list of guidance areas: Educational guidance Vocational guidance Guidance in social and civic activities Guidance in health and physical activities Guidance in the worthy use of leisure time Guidance in character building jones has given the following list: Vocational guidance Courses, curriculum and school guidance Civic and moral guidance Leisure time, vocational and cultural guidance Social guidance Leadership guidance Brewer expands the number of items to nine: -1. Educational guidance aes A: . Vocational guidance 3. Religious guidance Guidance for home relationship -S. Guidance for citizenship 6. Guidance for personal well being 7. Guidance in right doing 8. Guidance in thoughtfulness and cooperation 9. Guidance in wholesome cultural action AREAS OF GUIDANCE AND COUNSELING The student life is getting complex as day’s advances, Iti , Tt is the wledge that the students encounter varied difficult situations. The atl a nee of expert help for optimum achievement and positive ai aay guidance and counseling are shown in Figure 4.2 an djustment. The major areas of id discussed below: i aSeale es Areas of guidance and < counseling > & y RS ey, Fig. 4.2: Areas of guidance and counseling Education Educational problems are outnumbered in the list of student: problems. The curriculum executed today in the colleges is complex and challenging for the students, Competitive examinations for the entry of students have become a fashion in our country. Therefore, students are in need of preadmission guidance. According to C.C.Dunsmoor, ‘educational guidance is primarily concerned with the student’s success in his educational career. It relates to the student's adjustment to school and to the preparation and carrying out of suitable educational plans in keeping with his educational needs, abilities and career interests.” Educational guidance helps the students to: * Orient themselves to new purpose of philosophy and education * Identify the needs of educational planning * Make appraisal of his/her own abilities and interest * Develop study habits appropriate to the study * Give information to further education * Stimulate them to consider carefully * Make choice of courses * Make up the grade with satisfactory performance * Adjust with the learning environment * Understand their strengths and weakness * Develop individual potentialities to the fullest * Increase the accuracy of Se ee : Identify learning difficulties and ins‘ . icone ene development of the students medial measures to overcome Vocation ‘| d and | backgroun : ional and professiona Every vocation needs a certain educational ang Brangement bas to be made to Preparation and only those having them canrere Reece cc rece amen errr mate of their abilities and a assist the students to have a reasonable esti 7 me d those of their parents, between their strike a balance between their aspirations an' interests and availability of opportunities. Vocational guidance prepares the students to * Discover the information of their abilities, and their caus * Provide inforn different occupations and educational cours: * Orient them to the helping agencies and alert t in their careers. * Disabusing the minds of students jobs + Promote self-understanding and to develoy + Provide placement services + Become aware of various programs of financial assistance * Acquire such knowledge of the characteristics, functions and duties regarding group of occupations within which his/her choice will probably lie as he/she may need for making intelligent choice. + Explore specific skills and abilities require consideration + Acquire the technique of analysis of occupational information and develop the habit of analyzing information before making choices * Understand relationship about workers and related occupation and to the society as a whole xe Secure reliable information about the danger of alluring short cuts to fortune through short training courses and selling propositions and of such unscientific methods. interests, needs, ambitions, limitations ion about their environment, advantages and disadvantages of s and opportunities available to them hem to future decision-making points of any romantic or vague notions about certain p educational and occupational plans d for group of occupations under Avocation Jt is undoubtful about the fact that avocation pursuits in which the students engage themselves are no less important in providing direction to their lives. Avocational needs of the students have to be met before they grow to troublesome proportion. Avocational guidance ensures: + Larger participation of the students in co-curricular activities with sustai encouragement = Involvement of students in the systematic coaching and training in skills of their particular interest. + Take part in team games, in intellectual contests, learning productive hobbies: organization of small interest groups having healthy aims etc. ined Social Social relationships constitute a problem area for the majority of the students. The common reasons for these problems could be language, socioeconomic backgroun® heterogeneous group etc. All such situations demand guidance and counseling '0 guide students to live as socially well-fitting individuals.Personal ; Students fa‘ el emselves, their parents an e complex problems F* Jated to themselves, parents and fay tudents face compl s ee aid social adjust itm Mily, the: ‘ achiev! et friends and teachers, their educational achiev Personal guidance directs students (0° «Face situations boldly with confidenc® hae Adjust to the situations whieh they thin! y + Overcome difficulties + Assist financial matter. if finane + Seck advice on personal problem + Accept themselves as others © Increase accuracy of environmental Pp ae + Integrate self-perceptions with perceive’ . rape regent abilities to make and execute plans + Solve adjustmental problems at home and society + Increases the breadth of student’s self-perception. cannot change js the root cause of problem al perceptions avironmental realities Marital ‘Students might need guidance for the right choice of life partner. It should be provideq in institutions of higher learning. P Marital guidance results in: + Identifying right choice of partner + Preparing self for marriage mentally + Keeping mind open to accept partner + Anticipating individual differences and readiness to compromise + Leading an understanding life. GUIDANCE AND COUNSELING SERVICES In order to accomplish manifold objectives an effective guidance program will be organized in the form of a constellation of services comprising of the specific services as shown in Figure 4.3 and discussed below: Preadmission Service Itenables the students to get admission in the right course. It is required to ensure that: * Occupational aspirations of the students are correlated with their scholastic achievement and economic condition of their families pee social bearings are also in par with their job aspirations ere is positive relationship between the subj i their acpiratidte jects of education and * Students are familiar with the repercussions of choosing a particular course of s™4Y job Admission Service This service is essential in order to: + Admit the right persons to the right cou _ rse . to individual and the society See tans| + Select candidates most likely to succeed to ke Suldanee and Counsating Services, Fig. 4.3: Guidance and counseling services noe ‘ep, wastage figures and drops out rate at the minimum level. : . Orientation Service A heterogeneous group of students are admitted to a college for which adequate arrangements need to be made in colleges for raising efficiency of all students not only in scholarship but also in citizenship, social skills, and vocational skills, sense of responsibility, courage and poise. The orientation service includes: Leaflet containing campus maps and the names of HOD’s and staff members Timetable for welcome day Calendar of events for whole year Students’ handbook which encompasses information facilities, rules and regulations, disciplinary actions, dates of fee payment, procedure to use library etc. Orientation day and campus tour m7 Social evening wae Seaton service is carried out throughout the year, Inset in orienting the students with rules and regulations, facilities, expectations and standards. Later on study habits, new policies and so on. Student Information Service cL Proper choice of courses and careers can be made b; The Socratic dictum ‘Know Thyself’ is fundamental yy students’ information service. to a wise choice. The student _ information service is intended to:86 J Nursing Communication and Educational Technology | «tic picture of hisfher abilities, interests, pers, vel of aspirations ete ality ‘a socio-comparative basis + Assist the student to obtain rea i characteristics, college achievement, To * Enable the student to know him/her on i student’s progress + Provide a record of student's prog! ee . ‘kers 2 s to understand him/her more * Help the guidance workers and others 10 adequately This service involves: © Collecting essential data abou inventories, observation, interview, and case conference + Orderly maintenance of records such record etc. it the students through psychological tes ul ts questionnaire, anecdotal record, case a © Study ‘as cumulative record, growth/performang e Information Service Information is an essential part of virtually every guidance program. Information needs to be organized and utilized as a di ‘inct guidance in order to: * Develop in the students a broad and realistic view of life’s opportunities ang problems at all levels of training = Create awareness of the need and an active desire for accurate and valid occupational, educational and personal-social information Assist in learning the techniques of obtaining and interpreting information for progressive self-directiveness + Promote attitudes and habits which will assist in making choices and adjustments productive of personal satisfaction and effectiveness + Provide assistance in narrowing choices progressively to specific activities which are approximate to aptitude, abilities and interests manifested to their proximity to defined decisions. Information provided by this service can be divided into three categori + Educational information: Example: prospectus of different colleges, directories of various universities, brochures on scholarship, and books on developing study skills etc. . Cote information: Example: occupational abstracts, briefs, guides, caret : information manuals, illustrative materials on job processes and different jobs et eee ae information: Example: mental health material, personal hygiet® , booklets on self-understanding and personal-social adjustment etc. Counseling Service ee ee ‘0 establish a relationship between guidance worker and the Ser * allempts to assist the latter in achieving over all developme" aaah h ee involves helping the student to: . what he/she can do and what he 4 * Understand the choices heishe faces--the apne, told do — ‘aces a : qualifications he/she possesses for the selene Te him/her : ee aerrealles in a rational way and ee best qualities e his/her own decisions and plans on the basis of self- ding, ee responsibility for the decisions and take eae a ape . 1 plans developed. and theplacement Service tis intended to help students in: Situating himself/herself in proper scholastic track i i é . ‘ ‘ack in the most Finding a proper post in college environment | + Phaper ehoice of co-curricular activities available in the college Choice of job-oriented courses 8 © Getting admission in college Getting part time jobs and whole time jobs. Remedial Service Iris offered in situations of students who experience defects in speech, hearing, reading and study habits which curtail their contributions. Arrangements for remedial help enhance students by: «Providing training in study skills «participating in speech articulation therapy Follow-up Service ation which is carried out to find out whether guidance services ds of the students. The typical follow-up techniques employs post card survey, questionnaire, self-evaluation report It is systematic evalu have satisfied the nee the techniques such as interview, etc. follow-up techniques promotes: + Stimulation of better teaching + Value guidance services + Establishment of college and ct + Improvement of the curriculum. .ommunity relationship Research Service The findings of research s| and reorientation of other se + Greater psychological security + Provide basis for guidance development program. curricular enrichment, redirection tudies form the basis for rovide the guidance staff: rvices. Research can p' Evaluation Service It completes entire process of guidance. This can be done by eliciting: : + Degree of harmony between educational and vocational plans and capacity of students Agreement between subjects taken oF planned and t college the students plan to enter _ Extent of participation of students in co-curricular activities Extent and nature of shifts in ‘vocational choices Amount of maladjustment among students : Extent to which students are aware of the type of information to making an occupational choice and the source of such information etc. he entrance requirements of to be considered in | / | | | j | |LEVELS OF COUNSELING Jnformal counseling: It is any helpin; may have little of no training for the consoling a newly diagnosed cancer p corridor through friendly conversation, e relationship by a responsible person, who work. For example: Bystander in a hospital patient who is bursting in the middle of the Non-specialist counseling by professionals: Iti : problemsin the course of their other work, For example: reli > work with psychological Punseling etc. : religious counseling, financial Professional counseling: Profi degree with at leas eye ot Ape ional means the possession of Master's or Doctor's afessional code of ethi 3 Sean by a trained professional and acceptance of 4 professions f ethics, Professional counselors are usually psychologist or educational psychologists. For example: educational, vocational or crisis counseling. TYPES OF COUNSELING Generally counseling is classified into four tyy 2 ‘pes as illustrated in Fi r descriptions are given below. in Figure 4.5 and their Crisis counseling Facilitative counseling Preventive counseling ‘Developmental counseling Fig. 4.5: Types of counseling Crisis Counseling Brammer (1973) states ‘Crisis is a state of disorganization in which the individual faces frustration to important life goals or profound disruption of his life cycle and methods of coping with stress.’ Situations those are inevitable in every individual’s life are loes of a loved one, unemployment, family crisis, failure in examination ete. ‘ents individual from consciously when a crisis becomes very serious and prev i ancclow controlling then the individual secks assistance from qualified Cees me ee should accept the situation in which individual js and win the trust and confidence o}x ation and Educational Technology 90 jj Nursi g Communic: n of hope. The counselor no, 5 the individual to deal with a Such nice and expr as but also eau! individual through Te ia ate situation deals with immedia situations in future (00+ are aa as ‘the proc of helping the client to clarify a cong eae and acceptance 10 devise @ plan of action to weed self-responsible manner.’ This type of counsel hich means to correct a fault or an undesirabe ing is concerned me choosing acadenc ana : areer, getting along with family member: colleagues, identifyin, ei cee and aptitudes. ‘Counselors offer help in changing behavie through framework of facilitative counseling. foffman et al describes understanding a nd nally toact on itina ie also called remedial or adjustive Wie ‘havior of the client. Facilitative counst Ailan Hi then through self the concem, and fir Preventive Counseling Jt differs from other types of counseling in that primarily programmatic as well as- related to a specific concern. Such counseling could involve, e.g: sex education in elementary school helps to prevent future anxieties about sexuality and sex relationships. Carkhuff and Friel (1974) mentioned another programmatic counseling for self-awareness which related to future career choices and career preparation. In this type of counseling, the role of a counselor is to present information that could prevent the occurrence of problems in future. Developmental Counseling It is an ongoing process that occurs throughout an individual’s lifespan. This type of counseling focuses on achieving positive personal growth at any stage of their lives. Ithelps the individual to become aware of him/her and the ways he/she reacts t0 the situations within the environment. It further aids him/her to develop meaning for his! her behavior, set goals and values for future. APPROACHES TO COUNSELING PROCESS — Three i i approaches a techniques are used for counseling. These are divided 0 | anrardas re of counseling process and part of the counselor: pproach or prescriptive or counselor centered counseling 2. Non-directive a approach or fons : l 3. Eclectic approach permissive or client centered counseling Directi ive Approach or Prescriptive or ‘Counestor Gantared counseling Itis a process of counseling in whi ie aura in which counselor directs the activities ofthe counselee his/her problem objectively aa This approach is based on assumption of viewil for: - Williamson and Darley state counselor is responsib a. Identifying counselee’s ieee : Problem Peene ther fer se individual