INTRODUCTION TO GUIDANCE AND COUNSELLING IN EDUCATION

EDC 351
 THE CONCEPT GUIDANCE
• Guidance is a process of helping an individual to
understand himself, the environment and its
demands, to bring a reasonable harmony
between himself and his/her environment.

• Guidance is a planned and systematic approach

towards helping the individual to discover his or
her needs. Thus, vocational, educational and
social needs
 THE CONCEPT COUNSELLING
• Counselling is a process which takes place in a
one-on-one relationship between a person who
has a problem (client) and a counsellor to help the
client solve his problems.

• Counselling is a relationship between a

professionally trained counsellor and an individual
seeking help in gaining greater self understanding,
improved decision-making skills, behaviour
change and skills for problem solving.
 CHARACTERISTICS OF COUNSELLING
1. Counselling is remedial
2. Counselling is a professional service
3. Counselling is characterized by decision-making skills
and problem solving
4. Counselling is a face-to-face encounter (one-on-one
encounter)
5. Counselling is a human relationship in which the
counsellor-client interaction is basic
6. Counselling is characterized by warmth, responsiveness
and understanding
 TYPES OF COUNSELLING
• Developmental Counselling – Helping individuals
to achieve positive self and personal growth
• Preventive Counselling – Helping individuals so
they do not fall into unpleasant situations.
• Remedial Counselling – Helping to bring to
normalcy anti-social or unacceptable behaviours.
• Crisis Counselling – Helping victims to develop
adaptive problem solving strategies
• Rehabilitation Counselling – Restoring individuals
to a lee of former capacity. E.g. vocational capacity.

DIFFERENCES BETWEEN GUIDANCE AND COUNSELLING
Guidance
More cognitive (facts, methods,
principles, etc.)
Less personal, less intimate
More structured
Less open-ended
Public
More didactic and informative
Counsellor initiated
Less personal interaction
More of educative and non-
medical setting
Counselling
Affective (feelings or individual)
More personal, more intimate
Less structured
More open-ended
Private and confidential
Less didactic
Client initiated
More personal interaction
More of medical setting
 SIMILARITIES BETWEEN GUIDANCE
AND COUNSELLING
 Both are processes: They are continuous
activities that take more than one session or a
day to complete.

 They are both helping relationship fraternity

Their goals are:
i. Self-understanding
ii. Self-exploration
iii. Behaviour change

 They both operate on set goals to be achieved.

 SIMILARITIES BETWEEN GUIDANCE
AND COUNSELLING cont’d

 They both enable clients understand their behaviour

and their environment.

 Both promote freedom of choice on the part of the

client.

 They both assist clients in making a wise choice.

 Both accept counsellor-client relationship

 1. Counselling is all about
giving of advice or making
recommendations and
suggestions.

MISCONCEPTIONS 2. Counselling is expensive

OF COUNSELLING

3. Counselling is a last resort.

In general, the early a problem
is addressed the better the
outcome

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 4. It is interviewing clients
MISCONCEPTI
ON OF
COUNSELLING 5. It is solely a problem solving
cont’d activity (face task, make choices,
interpretations and planning)

6. Counselling is to let others think

to others expectations

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 7. Rebuking or warning

MISCONCEPTION OF
COUNSELLING cont’d 8. Counselling is mainly giving of
information

9. It is influencing the client’s

values and beliefs, interests and
decisions
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 COMMON MISCONCEPTIONS ABOUT GUIDANCE AND
COUNSELLING BY STUDENT TEACHERS

 Guidance and counselling deal only with severe psychological

problems and, hence, are not required for school children.
 When dealing with school children, there is no much relationship
between the theory and practical aspects of guidance and
counselling.
 Guidance is always provided in group form, as many students have
more or less similar issues on which they need guidance.
 There is a single theory of guidance and counselling that can be
applied to all scenarios.
COMMON MISCONCEPTIONS ABOUT GUIDANCE
AND COUNSELLING BY STUDENT TEACHERS cont’d
 Counselling is a complex process that can only be
facilitated by professional experts. A teacher cannot be
a counsellor.
 Every teacher can be a counsellor without undergoing
any counselling training, as it does not require specific
skills.
 
 COMMON MISCONCEPTIONS ABOUT GUIDANCE AND
COUNSELLING BY STUDENT TEACHERS cont’d

 Counselling cannot be given in a classroom

situation because it involves the utilization of
various resources.

 Counselling is for developed countries.

 No ethical issues are involved in counselling.

 BARRIERS TO EFFECTIVE COUNSELLING IN
INCLUSIVE BASIC SCHOOLS
 Physical Barriers
Physical barriers refer to environmental factors that prevent
or reduce opportunities for effective counselling to
occur. They include:
 A counselling room which does not offer privacy
 Poor lighting
 Dirty and untidy room
 Extreme temperatures
 Uncomfortable seating arrangement
 Distractions in the room such as equipment and
visual aids
 Objects and chemicals which are dangerous to the
 BARRIERS TO EFFECTIVE COUNSELLING IN
INCLUSIVE BASIC SCHOOLS cont’d

 Lack of recognition and inaccessible nature of

services offered under guidance and
counselling to students with Disability (SWDs)
 Differences in Social and Cultural background
 Non-Verbal Communication
 Fear and lack of Confidentiality.
 Social stigma
 Lack of trust and credibility
 Failure to handle your client’s/student’s problem
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