elective - guidance and counselling

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RAMASAMY M | DPS | NPRCE

GUIDANCE AND COUNSELLING

UNIT I: GUIDANCE INTRODUCTION

In the educational institutions, now-a-days, there is a great importance and

emphasis given on guidance and counseling. There are always some who need help and

there are still others who are willing to render help. There involves the programme of

guidance. Of course, guidance is not synonymous to direct help.

MEANING

It is the nature of personal advice which is offered by a senior member of the

school community to young student to that he is able to solve the specific problems

connected with his adjustment to school environment, educational and vocational plans.

DEFINITIONS

According to Humphreys and Traxler,At any level, guidance implies that the

individual attains self-direction just as fast and as far as his mental, social and emotional

abilities permit.

Strong defines guidance as a process of helping every individual through his

potentialities for his personal happiness and social usefulness.

AIMS

The aims established for the factor guidance are:

1. Development of personal potentialities of an individual. 2. Orientation to educational and vocational opportunities are requirements. 3. Adjustment to various situations.

NATURE

Below are the nature of the guidance, which is comprehensive, and briefly

summarized:

1. Guidance is a slow process 2. It is a continuous process 3. It develops an insight 4. Problems confronted by individuals 5. Problems are inter-related 6. Guidance is based on individual difference 7. Guidance both a specialized and generalized service 8. Guidance is an organized service 9. Guidance is for all

NEEDS

1. Complex nature of society 2. Individual differences

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3. Welfare state and individual 4. Changing industrial and educational pattern 5. Changing Economic pattern 6. Conservation of Human Energy 7. Utilisation of leisure time 8. Delinquent children 9. Population growth 10. Growing population of Towns and cities 11. Employment of Women 12. Religious Expiation 13. Guidance and Industrial psychology 14. Changed family pattern 15. Lack of Guidance at home

TYPES

There are three major areas/types of guidance. There are:

1. Educational guidance

2. Vocational guidance

3. Personal-social guidance

EDUCATIONAL GUIDANCE

Educational guidance analyses and observes the students attitudes and exposes

them, the right type of education which will reveal inborn capacities and help to develop

them.

VOCATIONAL GUIDANCE

The activities to do in the future and the right place for the students to get in

are related to them by this vocational guidance. Vocational guidance is needed at the time

when the individual is confronted with problems relating to:

1. Selecting an occupation 2. Selecting and securing 3. Adjusting to the job and making progress in it.

PERSONAL SOCIAL GUIDANCE

In order to solve ones emotional, moral and ethical problems, the assistance

offered to is defined as personal social guidance. It deals with all those problems of life

which are not covered by educational and vocational guidance. Thus, the purpose of

personal guidance is to help the individual in his physical, emotional, moral and spiritual

development as well as a adjustment at home in school and in society.

BENEFITS OF GUIDANCE

1. Guidance assist the pupil to understand himself i.e., to recognize his aptitudes, abilities and interests.

2. Guidance Assist the pupil to become acceptable to other pupils. 3. Guidance assists the pupil to get the maximum out of the school. 4. Guidance assists the pupils in making careful choice of subject and course.

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5. Guidance services make special provision for the education of the gifted, slow learners and the handicapped.

LIMITATIONS OF GUIDANCE

1. Guidance is not a panacea for all educational and vocational ills. 2. Guidance services are not well organized. 3. Guidance is limited due to lack of personnel and other facilities. 4. There is an overdoing of psychology tests. 5. Conditions of life are complex for any person to solve the problems of another. 6. Unqualified guidance personnel may do great harm.

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UNIT-II COUNSELLING

MEANING

Counseling is a series of direct contacts with the individual which aims to offer

him assistance in changing his attitudes and behaviour.

Counseling has three elements: it involves two persons, its objective is to assist the

counselee solve his problems independently. Counseling is a professional task and must

be performed by professionally trained people.

DEFINITIONS

In the words of MYERS, Counseling implies a relationship between two

individuals in which one gives certain kind of assistance to the other.

According to SMITH Counseling is a process in which the counselor to make

interpretations of facts relating to a choice, a plan or an adjustment which he wants to

make.

ELEMENTS

On the analysis of the definitions of counseling, we may note the following

essential elements of counseling:

1. Counseling is not a single event but a continuous process, in the sense, it involves

sequential actions and practices advancing towards an objective.

2. A relation is involved and that is characterized by warmth, permissiveness,

understanding and acceptance, etc.

3. It involves two individuals one, who is in trouble, anxious, upset and seeks help; the

other, a professionally trained person who can help the former.

4. The effect of counseling is improvement or change in client behaviour. He becomes

able to solve his problems independently.

5. The process of counseling is democratic.

CHARACTERISTICS

The following characteristics have been specified by Peterson

1. Counseling is involved on the part of the client in order to influence him with voluntary behaviour change and self- realization.

2. The purpose of counseling is to provide conditions which facilitate voluntary change.

3. There are limits levied upon the clients as that of all relationships. Condition facilitating voluntary behavioural change are provide through interviews.

4. Listening is a part of counseling but not at all counseling is listening. 5. The counselor understands his client.

OBJECTIVES

Dunsmoor and Miller listed the following as the objectives of counseling.

1. Providing the right information on matter which is significant to the students success.

2. To get information about the student which be helpful in solving his problems. 3. To establish a feeling of mutual understanding between the students and the

teacher.

4. To help the students to know their interests, abilities, aptitudes and opportunities.

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5. To encourage and develop special abilities and right attitudes in students. 6. To assist the students in planning educational and vocational choice.

NEEDS

Miss Bragdon has mentioned the following situations where counseling is

required:

a. When a pupil requires not only reliable information but also an interesting interpretation of those information which can solve his personal difficulties.

b. When a pupil needs intelligent listener who has more experience than the pupil, to whom he can recite his difficulties and through which he can seek suggestions for

his working plan.

c. When the counselor has an assess to those facilities which can help in resolving the pupils problems but the pupil does not enjoy such an access to these facilities.

d. When the pupil has some problem but he is unaware of that problem and his development, he is to be aware of that problem.

e. When the pupil suffers the main maladjustment problem or some handicap which is temporary and which needs careful long due diagnosis by an expert.

TYPES

Counseling can be divided into three major types:

1. Directive/counselor centred/prescriptive counseling 2. Non- directive / Client-centred/ permissive counseling 3. Eclectic counseling

DIRECTIVE COUNSELLING

Prescriptive or counselor centered counseling are the other terms used to define

directive counseling. E.G.Williamson is the chief exponent of this type of counseling. In

the words of Arbuckle, Directive counseling is means of helping people how to learn to

solve their own problems.

Characteristics

Jane and Warters have suggested the following main features of directive counseling.

1. The main purpose the process is to ferret out the possibilities of solution for the problem and so the attention is mainly upon it.

2. The counselor is the central figure and his role is more active than the client. 3. The client makes decision, but the counselor does all that he can to get counselee

make a decision in keeping with his diagnosis. By informing, explaining,

interpreting and advising, the counselor sets the route for the counselees thinking

to travel well.

Steps

E.G.Williamson has suggested the following six steps in directive counseling:

1. Analysis

2. Synthesis

3. Diagnosis

4. Prognosis

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5. Counseling

6. Follow-up

Advantages

1. This method is useful from the time- consumption view-point. It saves a lot of time.

2. In this type of counseling, there is more focus on the problem and less on the person.

3. The counselor can look the client directly. 4. Counseling focuses more on the intellectual aspect of the person that than his

emotional aspect of the personality.

5. In this process, the counselor becomes readily available to help the client which makes the client very happy.

Limitations.

1. In this process the client is more dependent. He is unable to solve the new problems of maladjustment.

2. As the client is always independent of the counselor, it is not an effective and best guidance.

3. The counselor fails in saving the client to commit the mistakes in future. 4. There is scarcity of informations regarding the pupil which creates the possibility

of wrong counseling.

NON-DIRECTIVE COUNSELING.

Permissive counseling or client centred counseling are the other terms used

to define this Non-Directive counseling. C.R.Rogers is the chief exponent of this type of

counseling. In the words of Arbuckle, Non- directive counseling is a means of allowing

the client to gain an understanding of himself to a degree which enables him to take

positive steps in the light of his new orientation.

Steps

Rogers has suggested the following steps:

1. The client approaches the counselor for help. 2. The counselor defines the situation by indicating that he does not have the solution

of the problem but is able to develop a situation and atmosphere in which the

counselee can find out of his problem.

3. The counselors encourages expression without any anxieties from the counselee and he treats him in a friendly manner. He observes keenly and interestingly the

clients expression of the problem.

4. The counselor tries to understand the feelings of the counselee. 5. The counselor accepts and recognizes the positives as well a negative feelings of

the counselee.

6. A gradual development of insight evolves and emerges after the free expression of feeling.

7. positive steps towards the solution of the problem starts occurring .

Advantages

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1. The development of problem solving ability in the client through this school of thought is definite.

2. Being centered school of thought , other unwanted activities and tests can be avoided.

3. This school of thought shifts the person from his unconscious state of mind to the conscious state of mind and releases tension.

4. This type of counseling leaves its impressions for a longer period.

Limitations

1. The counseling is not so deep like psycho- analysis. 2. This counseling has a drawback of lack of permission for flexibility to the

counselor.

3. Many counseling situations do not arise successfully in this client- centered counseling.

4. The client cannot depend on his resources, decisions and intellect. 5. All the problems cannot be solved orally or verbally or by talks only. 6. It is not possible in all the schools because the counselor has to attend many

pupils.

ECLECTIC COUNSELING

Meaning

This type of counseling is a combined form of both directive and Non-

directive counseling whereas the good views and norms of both the types are being

employed here. So, eclectic counseling is not entirely permissive. It checks on the

clientss emotional expression when it is essential in the interest of the client. This method

is not rigid but flexible.

Characteristics.

The characteristics as suggested by F.C.Thorne are as follows:

1. only passive method has to be employed whenever possible. 2. Active methods should be used with specific indication. Care should be taken to

use minimum of directive technique.

3. Until and unless the simple methods have not failed to function the law of proximity should be maintained.

4. It is advisable to give opportunity to the client to solve the problem non- directively.

5. When the situation of maladjustment is such that a solution cannot be achieved without the help of the counselor, direct methods are to be used.

Steps:

1. (-5) REJECTION 2. (-4) ADVICE 3. (-3) INTERPRETATION 4. (-2) REASSURANCE 5. (-1) GENERAL LEAD 6. (+1) SUMMARY 7. (+2) CLARIFICATION

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8. (+3) RESTATEMENT 9. (+4) ACCEPTANCE

Advantages:

1. In this counseling we find the merits of directive counseling and non- directive counseling.

2. In this counseling, both the counselor and the client are active,cooperative and solve the problem joinity.

Limitations:

1. Some people are of the view that this type of counseling vague and opportunistic. 2. Both, directive and non-directive counseling cannot be mixed together. 3. In this, the question arises how much freedom should be given to the client For

this, there is no definite rule.

Difference between Directive and Non-Directive counseling

Directive counseling Non- Directive counseling

1. Problem is the centre of interest. Counselor is the centre of interest.

2.It is problem-centered,active and It is counselor centered, client- centered or

prescriptive. Permissive.

3.Help offered by the counselor. Counselee demands the help. He has the

power to solve his own problem.

4. Intellectual aspect is given more Emotional aspect is given more importance.

Importance.

5. Tests,records and past history are No such like material is used.

Very important to find the origin of

The problem.

6. Rapport is not essential Rapport is very essential.

7. Counselors role is active. Counselors role is passive.

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UNIT III -GUIDANCE MOVEMENT IN INDIA

The pioneer and fore runner in the field of guidance was the university of Calcutta. The

first psychological laboratory of India was established by it in 1915.

In Cacutta, Batlibai established a vocational guidance bureau in 1941. The third

institution that gave a fresh impetus to guidance movement in India was the Patna

university in 1945. In 1947 the trustees of the parsi panchayat funds and properties,

Bombay set up a bureau for providing assistance in seeking jobs to the members of their

community and with the psychological tests and equipment offered by Batlibai, they

started organizing the career conferences and training the career masters.

The bureau of psychology at Alahabad was established by Uttar Pradesh government

authority in 1947. This was the first time that a state government took an active interest in

the guidance of the public. In addition to this bureau, at Alahabad, district bureau at

Varanasi, Lucknow, Kanpur were opened, So that the guidance movement could reach the

masses in the state.

In 1957, the government of Bombay, following the Uttar Pradesh government gave

official recognition to the guidance movement in the state. The institute of vocational

guidance was established. This set the route for establishment of vocational guidance

bureaus in the states and at the centre. By the year 1953 vocational guidance movement

appeared to have taken deep roots in the state of Bombay. In 1954 it was decided that an

all India educational and vocational guidance association should be established.

Problems of guidance movement in India

Mudaliar and Kothari commission identified the problems of guidance and its slow and

tedious development. There are :

1. The traditional attitude of teachers 2. Lack of resources 3. An increase in student population 4. An increase in teaching load 5. Lack of co-ordination in the agencies of guidance 6. Lack of research work in the field of guidance 7. Lack of psychological tests

Suggestion to improve:

1. Many guidance programmes must be conducted for students, parents, and also for the teachers.

2. Vocational guidance should be made available to students before the completion of the course.

3. Teachers training programmes regarding guidance should be developed. 4. Guidance should be accepted as an essential part of the educational programme. 5. For the grand success og guidance service faith among school teachers, school

authority and the parents should be created.

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UNIT-IV QUALITIES OF A COUNSELOR

Qualities:

1. Sensitivity 2. Ethical behaviour 3. Flexibility 4. Intellectual competence 5. Acceptance 6. Understanding 7. Professional dedication 8. Whole some philosophy of life 9. Leadership 10. Health and personal appearance 11. Intellectual potentialities 12. Adjusted personality 13. Happy interpersonal relationship

Functions:

1. Psychology testing 2. Organising dissemination of information 3. Conducting interviews 4. Providing educational and vocational guidamce 5. Conducting placement 6. Conducting research 7. Conducting group guidance 8. Undergoing training 9. Utilising experience

Professional ethics:

In the, The counselor E.C Roeber had enlisted some ethical principles which govern

counselors activities and they are:

1. The counselor must be loyal to the school as he mainly responsible to the school. 2. A counselor is responsible to the counselee in variety of ways since his main

function is to help the counselee in achieving adjustment.

3. The counselor should be use his discretion and good judgement while giving information about his counselee to other professional workers and keep the

information secret.

4. With their parents consent, the client can be referred to any other fully qualified persons or agencies by the counselor, if necessary.

5. No counselor is expected to criticize any other counselor, institution or organizations engaged in counseling work.

Counselor and Teacher:

1. Teacher needs to know the pupil in terms of attainment of educational objectives and normal growth. Counselor needs to know the pupil in terms of specific

problems, frustration and plans for the future.

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2. Subject matter-are known by the teacher. The subject matter is unknown to the counselor and sometimes unknown to the counselee.

3. Teacher has the responsibility for the welfare of the culture. Counselor has the responsibility for the welfare of the counselee.

4. Teaching starts with a group relationship. Counseling starts with an individual relationship

5. Interview skill is one of the techniques. Interview is the basic technique. 6. Teacher is concerned with day to day growth. Counselor is concerned with

counselees immediate problems and choices.

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UNIT V-GROUP GUIDANCE AND COUNSELLING

Guidance: Meaning

In some cases, the problems are common to every individual to the group whereas he is a

member and these type of common problems can be solved through group guidance by the

counselor. This aspect of guidance which he helps the group in general is called group

situations. Guidance programme can meet all the needs of all the individuals through

counseling and contacts only. Group guidance techniques saves time as well as money.

The population of schools is increasing day by day and there is scarcity of qualified

guidance workers and counselors.

Definition:

Jones: Group guidance is any group enterprise or activity in which the primary purpose

is to assist each individual in the group to solve his problems and to make his adjustment.

Crow and Crow: Guidance in group situations usually is thought of as referring to those

guidance services that are made available by school personnel to large or small groups of

pupils.

Objectives:

Kitch and Mc Creasy have listed the following objectives of group guidance:

1. To assist in the identification of common problem. 2. To provide information useful in the solution of adjustment problem. 3. To provide opportunities for experiences that promote self-understanding. 4. To lay the foundation of individual counseling.

Problems:

1. Problems relating to educational plans 2. problems relating to adjustment to school and home 3. Problems relating to social situations 4. Problems relating to choice of work 5. Problems relating to getting job 6. Problems relating to personality adjustments 7. Economic and occupational problems

Significance:

1. Robert H.Knapp If meaningful growth experiences are to be provided for a large number of children, the children must be grouped in some manner.

2. The counselor may obtain general background information about his students and their problems which contacts with a lagre number of students.

3. It helps to improve students attitude and behaviour 4. It is also very helpful in giving students training in different aspects of leadership. 5. Some elements of personality of s child can only be observed in a group situation

if the teachers as a member of the group.

Techniques:

1. Through special explanatory courses 2. Through common learning classes 3. Through extra class groups

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4. Through school clubs 5. Through orientation programmes 6. Trough field trips 7. Through recreational activities

Uses:

1. Efficiency 2. Opportunities to study students in group situations 3. Discussion of common problems of students 4. Balanced judgements 5. Enlightenment of the normal student 6. collective judgement on common problems 7. Individual counseling 8. Contact with students

Group counseling:

Meaning:

Group counseling is relatively new way of working to help people, sometimes successful

even with those students who have not responded well to individual counseling. It is

particularly a useful way of helping adolescents for whom peer group values are

important.

Requirements:

1. Individual interview 2. Proper physical arrangement of the room 3. Homogeneous composition of the group 4. Adequate

Uses:

1. According to Seeman (1963). It is a safe environment; it is an understanding environment; it is a caring environment; it is a participating environment; and it is

an approving environment;

2. It provides an ooportunity to be open, honest and frank or a situation in which it is safe to test ideas and solutions to problems and where frank evaluations of efforts

to change can be obtained.

3. The counseling officer can use his knowledge of group behaviour to help teachers to develop Seemans optimal conditions for learning within their classroom.

4. Issues such as study skills, relations, drug abuse, sex education etc. can be discussed in a group.

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UNIT VI- THEORIES OF VOCATIONAL CHOICE

Theories of vocational choice:

1 .Ginzbergs theory of vocational choice

2 .Supers theory of vocational choice

3. Hollands theory of psychology of vocational choice

4. Havighursts theory of vocational choice

5. Structural theory

Ginzbergs theory of vocational theory:

Ginzberg has divided the process of vocation choice into three stages. These stages or

levels are as follows:

1. Fantasy stage: The period of fantasies is the childs age of 11 years 2. Tentative choice: The age of tentative choices ranges from 11 to 17 years. 3. Realistic choice: The +17 age is known as the age of realistic choice.

Criticism:

1. According to super, person has variations from ability, interest, and personality point of view.

2. As a result of these variations or differences, different interests develop towards different vocations.

3. According to super, changes in our interests and vocational resources occur with time and experiences.

4. For every vocation different abilities, personality characteristics and skills are required.

5. Super has expressed the process of vocational choice in the following order. Fantasy, tentative choice and realistic choice.

6. Various trails and permanent stage of vocational choice

Supers theory of vocational choice:

1. Growth- This category is up to the age of 15 years. This category includes the following stages:

2. Exploration- Exploration category ranges from 15 to 24 years. 3. Establishment- This category ranges from 25 to 40 years. 4. Maintenance- This ranges from 45 to 64 years. 5. Decline- It is the stage of +65 years.

Hollands theory of psychology of vocational chioice:

According to this theory, vocational choice is the result of the following factors:

1. Heredity 2. Culture and civilization 3. Friends group 4. Parents 5. Matured person 6. Social status 7. Interaction of physical environment

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Process:

1. To select main occupational environment according to ones own life-style. 2. To select one occupation, according to ones own abilities, out of the main

occupations group.

3. There should be proper co-ordination among a persons interests for the rapid vocational choice.

4. Definite and correct self-knowledge is must for quick vocational choice. Due to lack of self-knowledge, the proper direction and stage of vocational choice remain

uncertain.

5. For convenient vocational choice, correct knowledge of occupational environment or group is needed.

6. Age cannot be ignored for vocational choice because age affects vocational choice.

Theory of vocational choice by ROBERT HAVIGHURST

Robert Havighurst has also described a vocational choice theory based on the various

levels. The vocational developmental stages as described by Havighursts theory are as

follows.

1. Identification stage 2. Acquisition stage 3. Vocational stage 4. Productive stage

Structural theory:

The basis of this theory is the idea why person enters a specific vocation, i.e., What are

those personal traits or characteristics which inspire him to select a particulsr occupation.

According to Anne roe, In childhood, the experiences are related to needs and desires. The

fulfillment of needs and desires during childhood motivates the person for vocational

choice. According to Roe, the socio economic status of the family and intellectual ability

during childhood are very important for the ability of the person and his efficiency.

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UNIT-VII NON-TESTING DEVICES IN GUIDANCE

Observation: Meaning

The word observation has been derived form the Latin word observe which means to

keep open.

Observation has been explained as Measurement without using any instrument or

device. For example, the external behavioural pattern of a child who is not brought up by

his parents will differ from other children in his

/her dressing habits, nail-biting, being alone etc.,

Types:

1. Natural observation 2. Participant observation

Advantages:

1. We study the mind of a person by external behaviour 2. We can study the heredity and the environment effects on the child since the

findings of this method are always systematic, reliable, planned, and specific.

3. It is economical and flexible..

Disadvantages:

1. It is elongated and time consuming 2. Personal bias of the observer affects the observation 3. It is not possible to observe what is happening in the minds of others

Cumulative record:

Meaning:

Cumulative record in one document which contain the history of the child from the day

he enters school i.e. may be pre-primary or primary class, till he leaves the school finally,

normally after passing the high or senior secondary examination. If any student changes

the school, the cumulative record is transferred along with him. It continues to travel with

the child till his education is completed.

Types:

1. The single card type 2. The pocket type 3. The folder type 4. The booklet type

Information included in cumulative record:

1. Identification of data 2. Environmental and background data 3. Physical data 4. Scholastic achievement data 5. Achievements in co-curricular activities 6. Psychological data 7. Educational and vocational data

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Uses:

1. This record gives a complete frame of a pupils present state and predicts his future in someway or the other.

2. It helps to discover the strengths, weakness, and special abilities of the pupil. 3. If the student changes his institution, the records will be useful to new authorities

to know the information about him.

4. The cumulative record helps the counselor to find out the aptitudes as well as the attitudes of the individual.

Disadvantages:

1. Sometimes good care is not taken in recording the information accurately and objectively.

2. It has been observed that the cumulative record files are not properly maintained and due to carelessness they are not available.

Anecdotal record:

Meaning:

Anecdotal record is a factual description of the meaningful incidents and events

which teacher has observed.

Anecdotal record: Format

1. Name of pupil observed: 2. Class : 3. Name of the school : 4. Observer : 5. Dater and place : 6. Objective description : 7. Place : 8. Comment :

Advantages:

1. Provision of record or account of actual behaviour in natural situations. 2. They provide a check on other evaluation techniques 3. Exceptional but significant events are evidenced through anecdotal records. 4. Anecdotal records can be used for very young children as well as children lacking

in basic communications skills.

Disadvantages:

The time needed for this task is too high and so it is considered as a time consuming task.

The teacher and the guidance worker have to devote much time to maintain an adequate

and continuous anecdotal record.

Getting an anecdote or adequate sample of behaviour is often complicated.

Case study:

Steps:

1. Identification or focal point or status of the situation

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2. Collection data 3. Diagnosis and identification of casual factors 4. Adjustment and remedy 5. Follow-up programme

Characteristics:

1. Completeness 2. Validity 3. Continuity 4. Scientific analysis 5. Confidentiality 6. Follow-up task

Types of data to collected:

1. Family background 2. Home and neighbourhood environment 3. Early development 4. Academic aptitude 5. Academic development 6. Interests and disinterests 7. Heath card 8. Social behaviour 9. Personality and character traits 10. Vocational interests 11. Problems, needs, frustrations 12. Resources available 13. Plans for the future 14. Summary of data 15. Therapy attempted

Advantages:

1. Case study gives a complete picture of the individual as it observes the mental, physical, emotional, social and most of all the factors.

2. The counselor comprehends the reasons behind clients behaviours through case study

3. If handled by skilled and experienced guidance workers, case study can be reliable technique for collecting data.

4. The special problems of the clients are clearly exposed to the counselor. 5. While using case study frequently, the teachers may consider it as a part of the

teaching progress.

Disadvantages:

1. Case study needs too much of efforts and a long term of time as well. 2. It may be too subjective. The degree of subjectivity depend upon the nature of the

problem, the availability of data and the qualification and experience of the

teachers and the counselors.

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Autobiography:

Meaning:

Autobiography means life sketch written by a person himself. In autobiography,

descriptions regarding a persons past and present moments are given. If Psychologists

want, they can give different titles to the autobiography. A person describes his own aims

of life, achievements, interests, desires, events and reactions etc. with a touch of reality in

the autobiography.

Advantages:

1. Autobiography presents a complete picture of a person because an autobiography of an includes various aspects of an individual i.e. social, educational and

psychological aspects.

2. Autobiography provides insight to the pupils they are to express their own side. 3. After writing autobiography, the writer or pupil becomes tense-free.

Disadvantages:

1. Sometimes, a person or a pupil express his abilities in excess. 2. In autobiography a person tries to hide his shortcomings too. 3. Sometimes many autobiographies are full of useless matter. 4. Due to language problem, a person or a pupil fails to express his views properly.

Rating scale:

Meaning:

Rating scales equip a methodical operation for obtaining and reporting judgement of the

observer whereas anecdotal records provide only an unstructured description of behaviour.

Ruth strang rightly observes that Rating is the directed observation

Types:

1. Numerical rating scale 2. Graphic rating scale 3. Descriptive graphic rating scale

Errors in rating:

1. Personal basis 2. Halo effect 3. Logical error

Advantages:

1. The parents are given complete reports 2. Helpful in locating the problems of children 3. Employers make use of it to confirm the recommendations 4. This information supplements other information about the individual

Disadvantages:

1 .All the characteristics qualities cannot be rated, which is impossible

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2. Subjectivity in assessment

3. May be some raters rate generously and liberally.

4. It is not possible to rate all the students.

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UNIT-VIII TESTING DEVICES IN GUIDANCE

Intelligence: Meaning

Intelligence cannot explained but intelligent behaviour can be explained

elaborately. Nobody knows what intelligence is. But the intelligent behaviour

can be measured through some tests

Definitions:

According to Alfred Binet, Intelligence is a capacity to think well, to judge well

and to be self critical.

According to Charles Sprearman, Intelligence is rational thinking.

Theories of intelligence:

1. Unitary or Monarchic theory 2. Oligarchic theory 3. Atomistic or Multi-factor theory

Test of intelligence:

1. Verbal tests of intelligence 2. Non-verbal tests 3. Performance test of intelligence 4. Individual tests of intelligence 5. Group tests of intelligence

Uses of intelligence tests:

1.Groups among students according to their mental ability can homogeneously be

formed for regular and unvarying progress.

2. The counselor, through the use of intelligence tests, can easily identify the mentally

deficient children and can diagnose the causes behind their backwardness.

3. Children with special abilities and talents can be identified which will be useful for

the teachers to encourage them accordingly.

4. As educational guidance aims at providing educational materials to pupils according

to their mental capacity, intelligence tests help the guidance worker.

5. The individuals nature of intelligence becomes comprehensible where it is clearly

exposed.

APTITUDE TESTS:

Meaning: Aptitudes are correctly referred to as science, literature as the latent

potentialities or skills. They can be converted into special skills. The potentiality of

clerical, aptitude may be trained further to write exams in IAS and IPS cadres or in

group I or II services.

Differential Aptitudes Tests:

1. Verbal reasoning 2. Numerical ability 3. Abstract ability 4. Space relations 5. Mechanical reasoning 6. Clerical speed and accuracy

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7. Language usage-spelling 8. Language usage-sentences

Uses:

1. Aptitude tests are very helpful in selecting workers for particular jobs. 2. Aptitude tests are helpful in helping individuals to choose their occupations. 3. When the authorities of various schools and colleges wish to reduce the number of

probable failures among those who enter these institutions, they should make the

selection on the basis of some of the aptitude tests.

Personality inventories:

Meaning: The word Personality is derived from a Latin persona which denotes the

mask worn by the actors while playing their role in the drama.

Personality is the embodiment of physical, emotional, social, mental, moral and others

trait of a human being.

Each letter of the word PERSONALITY implies its meaning as follows:

P-perception capacity

E-emotional maturity

R-responsiveness to the situation

S-sociability

O-originality

N-neutrality

A-appearance

L-leadership feeling

I-integrated

T-tendency

Y-young(in thinking)

Personality: Meaning:

Personality is the dynamic organization within the individual of those psycho-physical

systems that determine his unique adjustment to his environment_Gordon W.Allport.

personality is that which permits a prediction of what a person would do in a given

situation-Raymond B. cattell.

Theories of personality:

1. Type theories 2. Trait theories 3. Trait-cum-type theories 4. Psychoanalytic theories

Measurement of personality:

1. Non-projective techniques

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2. Projective techniques

Non-projective techniques

1. subjective 2. Objective

Subjective:

b) case history c) autobiography d) questionnaire e) interview

Objective:

a) personality inventories b) observation c) check-list d) rating scale e) sociogram

Projective techniques:

a) Rorschah ink-blot test b) Thematic apperception test (TAT) c) Sentence completion test d) Story telling and story completion test e) free association and dream analysis test

Uses of personality:

1. If the counselor does not evaluate the counselees personality properly, guidance cannot be provided by him.

2. An individuals success in his education and occupation is determined mainly by his personality.

3. Personality test through interview and observation helps to find out the students who are least amicable to school, home and society.

4. Personality test helps to find out the personality traits of individuals by analyzing their abilities extremely. It helps a person to develop his abilities further.

MENTAL HEALTH

Mental health: Meaning

The concept of mental health is closely related to the concept of adjustment. We know

that while an individual has satisfactory personality adjustment he is also likely to have

good mental health. Thus the normal, well-adjusted, well-integrated and mature person is

bound to have positive mental health.

Definition:

Hadfield defines that Mental health is the full and harmonious functioning of the whole

personality

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Attribute of normal mental health:

1. Willingness and readiness for work and play 2. Adjustment with others 3. Efficiency of work 4. Happiness and cheerfulness

Abnormal mental health:

Psychosis is a mental disease which shows dearrangement of the mind. A student of

abnormal mental health engages in some bad practices like truancy, stealing, telling lies

etc,. This will affect ones studies and his future.

FRUSTRATION

Frustration: Meaning Frustration refers to the situation. Or the event that backs the way to a goal.

Frustration means a sense of disappointment, that is the result of being blocked. The

course of life is not always smooth. The causes of frustration may be: environmental

abstacles, personal limitations, conflict between motives.

CONFLICT

Conflict: Meaning A conflict is disagreement and an indecision to select one goal between the goals.

Conflict is natural phenomenon.For eg., a boy is in a conflict when he has to select one

out of two well-known questions. Similarly, a person who wants to go for two inter-caste

marriage is in a conflict. It is a situation wherein an individual cannot take a decision.

Types of conflict:

1.Approach-approach conflict

2. Avoidance-avoidance conflict

3. Approach-avoidance conflict

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UNIT-IX GUIDANCE SERVICE IN SCHOOLS

Guidance service in schools: Meaning

When we analyse the conditions of modern life, it becomes clear that there is

unmistakably an increasing nessecity of an organized guidance programme in our

educational institution. School may be differ in the extent to which the guidance

programme is organized according to a definite form or pattern and the extent to which

various kinds of services are conducted by specially assigned personnel.

Significance in guidance services in schools:

Guidance and counseling services have an important place in schools. Though

guidance service is of recent origin, it was there already among us. Guidance service is

essential in schools for the life of students to be purposeful and meaningful. For the

students, to select education and occupation, to solve their personal problems themselves,

to find their ability, skill, interest, and attitude, to improve these characteristics, to achieve

their ambitions,to gather information about education and occupation opportunities, and to

take independent and right decisions, guidance services in schools become very useful.

Types:

1. Orientation service 2. The pupil inventory or data collection service 3. The information service 4. The counseling service 5. The placement service 6. The follow-service

Guidance services in schools: ORGANIZATION

Guidance is something which has a close and inseparable connection with every

school activity and the general life there. It is the duty of every teacher to contribute his

own share towards the guidance programme. Everyone has the responsibility to take part

in the process of guidance.

1. The principal 2. The school counselor 3. The role of the teachers

The principal:

The principal is responsible for all the activities of the school. He should look after the

proper functioning of the programme as well. Everything connected with this programme

should be under his able guidance.

The school counselor:

A qualified teacher well versed with guidance work may be made the incharge of the

guidance unit. He may also function as a part time guidance worker.

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According to Ruth strang, the counselor is like a gardener who prepares the soil and

everything he can to help each plant grow in its own best way.

The role of the teachers:

The teachers have an important role to play in the guidance programme which is

inevitable. They can provide opportunities for the child to develop himself. They have

also to implement many of the suggestions made by the counselor.

UNIT-X GUIDANCE FOR EXCEPTIONAL CHILDREN:

Meaning: It is very hard to explain an exceptional child. The features, characteristics,

traits and skills of exceptional or deviated children are analytically and experimentally

Studied in the disciplines of psychology, sociology, physiology, medicine and education

Types:

1. The intellectually exceptional children 2. The physically handicapped children 3. The emotionally disturbed children 4. The multi handicapped

Guidance for gifted children:

Any intelligence test can identity the mentally gifted children. I.Q scores on

intelligence testing ranging from 120 to 140 have been used to identity him. Other scores

on special abilities or achievement are also taken into consideration. A boy who has the

ability to learn everything fastly is considered as a gifted boy. His achievement in all the

school subjects is the highest. His highest areas of interest on any interest on any

inventory may be scientific and mechanical. His Extra-curricular activities are

multifarious.

Identification of gifted children:

a) Intelligence tests b) Achievement tests c) Cumulative record cards and d) Teachers observation

Characteristics of gifted children:

1. Physique and health 2. School achievements 3. Reading development 4. Interests 5. Social and emotional development 6. Character and personality

Guidance for gifted children:

1. Making the student aware of his assets and limitations 2. Helping the child planning and decision-making 3. Helping him develop vocationally

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4. Helping him achieve higher-level work skills 5. Helping the mentally gifted to reach an optimum growth

Guidance for Backward children:

As in the words of Cril Burt, A backward child is one, who in the middle of the

school (i.e. about ten and a half years) is unable to do the work of a class below than

which is normal to his age.

Definitions:

According to Burt A backward child is one who is in the middle of his /her school

career, and unable to do the work of the class which is normal for his/her age.

Characteristics:

1. He/she is a slow learner. 2. His/her I.Q. is between 90 to 100 3. He/she is unable to think abstractly or to handle symbolic model. 4. He/she lacks the so called common sense 5. He/she is unable to understand complex game rules 6. He/she is slow in all areas: academic, social. Emotional, physical. 7. He/she is unable to work independently 8. He/she is really confused 9. He/she has a short of interest and attention 10. He/she is behind normal grade achievement in school.

Causes of backwardness:

According to B.Kuppusamy, Educational backwardness is the result of

multiple causation. These causes may be discussed under the following heads:

1. Individual limitations of the child 2. Family limitations of the child 3. School limitations of the child

Mentally retarded children:

Meaning: The children who have subnormal development of intellectual abilities are

called mentally retarded. Their character and conduct are entirely different from normal

children. In other words, an individual having IQ score range of less than 75 is called a

mentally retarded child.

Identification of mentally retarded:

1. Observation by teacher 2. By giving informal tests 3. By giving intelligence tests 4. By giving socio metric tests 5. By taking evaluation from teachers, parents, and friends

Categories of mentally retarded:

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2. Moron 3. Imbecile 4. Idiot

Guidance for mentally retarded/mentally handicapped:

1. Location and diagnosis 2. Educate the parents 3. Individual attention 4. Help in understanding the child 5. Special schools, clinics, or mental hospitals 6. Special teachers 7. Special type of curriculum 8. Special methods of teaching 9. Special time table

Guidance for visually impaired / visually handicapped:

On the basis of visual acuity, visually, impaired children can be classified into categories

and they are:

1. The blind who are educated through channels other than vision and, 2. The partially sights who can acquire educational skills by utilising their vision.

Guidance for deaf and dumb children:

The school counselors have to notice the nature of hearing impaired children, see

that they are adequately diagnosed and given whatever, medical treatment is necessary

and provide an appropriate educational guidance programme. Though the educational

guidance programme is not the same for all cases of helping hearing impaired children

who, despite the handicap, can make some use of authority stimuli.

The deaf people need a provision of part-time specialized or trained teacher counselor to

help them individually or in small groups for an hour or half a day. This help would

consist of:

1. Training in the use of hearing aids 2. Auditory training 3. Lip reading 4. Speech correction

Gudance programme:

The speech correctionist can be helped by the counselor in the manner below:

1. The counselor can furnish a background information to the speech correctionist. 2. The implementation of the referral to physicians and psychologists must often be

provided by the school counselors.

Juvenile Delinqeunts:

Meaning: Those young who did offences which are punishable are considered as juvenile

delinquents. However, delinquent behaviour starts much earlier than when they land up in

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court. Juvenile delinquency first manifests itself in truancy, in rebellion against orderly

homelife and in acts of vandalism. Delinquency starts early. Many delinquents find

reasons for much of their trouble as unfriendly teachers and understanding curriculum.

Some factors for juvenile delinquents:

1. Poor or instable home 2. Inadequate school facilities 3. Negative emotional adjustment 4. Identification with criminals or antiheroes 5. Economic stress and insecurity 6. Feeling of personal inadequately and defensiveness

Guidance for juvenile delinquents:

1. Early diagnosis 2. Parent family counseling 3. Curricular development 4. Providing a rich fair of extra curricular activities 5. Group therapy 6. Individual counseling

elective - guidance and counselling

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