EDUCATIONAL GUIDANCE AND COUNSELLING.pptx

guidance and counselling for nursing students

1. EDUCATIONAL GUIDANCE AND COUNSELLING

2. GUIDANCE:- GUIDANCE IS A PROCESS OF DYNAMIC INTERPERSONAL RELATIONSHIPS DESIGNED TO INFLUENCE THE ATTITUDES AND SUBSEQUENT BEHAVIORS OF A PERSON -GOOD-

3. COUNSELLING COUNSELLING IS A HELPING PROCESS WHERE ONE PERSON EXPLICITLY AND PURPOSEFULLY GIVES HIS /HER TIME ,ATTENTION AND SKILLS TO ASSIST A CLIENT TO EXPLORE THE SITUATION,IDENTIFY AND ACT UPON SOLUTIONS ,WITH IN THE LIMITATION OF THEIR GIVEN ENVIRONMENT. -WIREN-

4. TYPES OF GUIDANCE TYPES OF GUIDANCE PERSONAL HEALTH SOCIAL AVOCATIONAL EDUCATIONA L VOCATIONAL

5. EDUCATIONAL GUIDANCE IT IS A PROCESS CONCERNED WITH BRINGING ABOUT AN INDIVIDUAL PUPIL WITH HIS DISTINCTIVE CHARACTERS ON THE HAND,AND DIFFERING GROUPS OF OPPORTUNITIES AND REQUIREMENT IN THE OTHER,A FAVORABLE SETTING FOR THE INDIVIDUALS DEVELOPMENT OF EDUCATION. -MYERS -

6. EDUCATIONAL GUIDANCE IS A PROCESS FOR HELPING AN INDIVIDUAL TO PLAN A SUITABLE EDUCATIONAL PROGRAMME AND TO MAKE PROGRESS IN IT.THE INDIVIDUAL MAY BE ASSISTED IN CHOOSING SUBJECTS,COURSE,SCHOOLS,COLLEGES AND SCHOOL ADJUSTMENTS. WWW.GOOGLE.COM

7. COMPONENTS ACADEMIC COUNSELLING SITTING FOR EXAMINATIONS TIME TABLING STUDY SKILLS NOTE TAKING

8. ACADEMIC PROGRESS

9. ACQUAINT WITH CURRICULUM

10. IDENTIFICATION

11. GETTING INFORMATION ABOUT FURTHER EDUCATION

12. DIAGNOSE LEARNING DIFFICULTIES

13. REVIEW AND REFLECT PERFORMANCE

14. To face consequences,acceptence of role

15. UTILISATION OF LEISURE TIME

16. EDUCATIONAL GUIDANCE MUST BE OBJECTIVE ORIENTED

17. EVERY STUDENT IS CAPABLE OF ACHIEVING THE BEST OF HIS ABILITY

18. INDIVIDUAL DIFFERENCES IN ACADEMIC ACHIEVEMENTS OF STUDENTS MUST BE RECOGNISED

19. EDUCATIONAL GUIDANCE STRATEGY MUST BE STUDENT ORIENTED

20. STRATEGIES MUST TAKE RESOURCES,FACILITIES AVAILABLE FOR THE STUDENTS INTO CONSIDERATION

21. EDUCATIONAL GUIDANCE IS NOT FOR A FEW;IT NEEDS TO BE PROVIDED FOR ALL

22. ETHICS IN COLLECTING GUIDANCE INFORMATION.

23. RELAXED ATMOSPHERE

24. SHOULD NEVER ALLOWED TO TAKE UNDER STRESS

25. READINESS

26. SHOULD NEVER BE THRUST ON INDIVIDUALS .

27. SCORES SHOULD NOT BE DISCLOSED TO ANY ONE.

28. CONFIDENTIALITY SHOULD BE MAINTAINED.

29. FUNCTIONS OF EDUCATIONAL GUIDANCE

30. PROVIDE ORIENTATION SERVICES TO .

31. COLLECTION OF INFORMATION ABOUT VARIOUS EDUCATIONAL OPPORTUNITIES.

32. TO ARRANGE GROUP AND INDIVIDUAL GUIDANCE. TO IDENTIFY WEAK AREAS OF INDIVIDUAL AND HELP TO OVERCOME THOSE. TO HELP THE CHILD IN PROPER USE OF LIBRARY. TO ASSIST CHILDREN WITH SPECIAL NEEDS. TO IMPROVE MOTIVATION OF THE STUDENT.

33. IMPORTANCE OF EDUCATIONAL GUIDANCE.

34. TO PURSUE RIGHT TYPE OF EDUCATION

35. TO MAKE AN INFORMAL DECISIONS

36. TO COPEUP WITH ANXIETY

37. TO DEVELOP EFFECTIVE STUDY HABITS.

38. COMPETENCE IN READING ,ACADEMIC ACHIEVEMENT.

39. PROVIDES MEANINGFUL EDUCATION.

40. CLASSIFICATION OF STUDENTS BELOW AVERAGE AVERAGE ABOVE AVERAGE

41. IDENTIFICATION

42. Achievement tests Aptitude tests Intelligence tests Interest inventories

43. ACHIEVEMENT TESTS 1)TO FINDOUT WHAT HABITS AND SKILLS ARE DEVELOPED . 2)TO DETERMINE ATTAINMENT OF PROGRESS TOWARDS GOAL. 3)TO FINDOUT STRENGTHS AND WEAKNESSSES OF THE STUDENTS. 4)TO FINDOUT EDUCATIONAL PROBLEMS,DIAGNOSE THE DIFFICULTIES FOR PROGNOSIS .

44. APTITUDE TESTS 1)TO MEASURE SPECIFIC ABILITIES AND SKILLS SUCH AS MUSIC,GRAPHIC,ARTS,MEDICINE……. 2)TO INDICATE FUTURE SUPERIOR SKILL (OR) ABILITY WIILL BE TESTED.

45. INTELLIGENCE TEST 1)TO DETERMINE INDIVIDUALS LEARNING CAPACITY . 2)TO ORGANISE STUDENTS INTO RELATIVELY HOMOGENOUS TEACHING EARNING GROUPS .

46. INTEREST INVENTORIES 1)CLOSELY RELATED TO APTITUDES . 2)INTERESTS ARE INTRINSIC . 3)INTERESTOULD BE CREATED EXTERNALLY. (EG:-PRIZES,HIGH SALARY,PRAISE ) 4)INCENTIVE SHOULD BE CONTINUED TILL THE GOAL IS REACHED.

47. GUIDANCE FOLDERS MASTER REGISTERS

48. STRATEGIES FOR EDUCATIONAL GUIDANCE AND COUNSELLING .

49. GROUP APPROACH:- 1)TO ENCOURAGE STUDENTS TO UTILSE THEIR ABILITIES IN SPECIFIC AREAS. 2)TO ASSIST STUDENTS IN UNDERSTANDING AND APPRECIATING THE INSTRUCTION AND OBLIGATIONS WHICH THEY ARE REQUIRED TO COMPLETE .

50. STEPS IN ORGANISING GROUP GuIDANCE DETERMINNATION IDENTIFY THE THEMES PLAN APPROPRIATE AND ALTERNATIVE APPROACHES EVALUATE STRATEGIES AND IMPLEMENT THEM SPREADOUT GROUP GUIDANCE EVALUATE EFFECTIVENESS OF THE PROGRAMME ORGANIZE THE FOLLOWUP

51. GUIDANCE FOR SPECIAL LEARNERS. GIFTED CREATIVE SLOW LEARNERS LEARNERS FOR DIFFICULTY LEARNING.

52. OBSERVE THE INTERACTION STAGE OF THE STUDENT IN THE CLASS,THEIR ASSSIGNMENT AND OTHER RECORDS. ADMINISTER SPECIALLY DESIGNED DIAGNOSTIC TESTS . IDENTIFY THE STUDENT FOR GUIDANCE PURPOSES. ANALYSE THE CAUSE FOR LEARNING DIFFICULTIES . PLAN ALTERNATE APPROACH TO OVER COME DIFFICULTY. IMPLEMENT THE APPROACH. EVALUATE THE APPROACH. GUIDANCE FOR LEARNERS WITH LEARNING DIFFICULTIES