Guidance_and_Counselling.pdf B.Ed. 4th Semester

Guidance and counseling B.Ed. 4th Semester

1. UNIT - I
Guidance: Concept, need, importance and basic principles
GUIDANCE
Meaning: - The simple meaning of the Guidance can be understand as "to
direct", or "to show the path".
This can be defined as the help or assistance provided from the more experience
person to less experience person, guidance can be provided in all the fields.
Guidance can be understand as a process that helps the individuals to recognise
their strength, limitations, etc. and help them to move in proper way or path.
Concept: - Guidance means to guide or direct or to lead. Guidance is the
assistance given to an individual to help him, to adjust to himself, to others and
to his own environment. In this way guidance is a process of all-round
development.
Guidance is a systematic process of assisting individuals in making choices,
solving problems, and achieving personal, educational, and career goals. It
involves providing support, information, and resources to help individuals
navigate various life stages, transitions, and challenges. The concept of guidance
encompasses a range of activities and interventions aimed at promoting self-
awareness, decision-making skills, and personal development.
According to Ruth Strang-Guidance is a process of helping every individual,
through his own efforts, to discover and develop his potential for personal
happiness and social usefulness.
Or
According to Ruth Strong The aim of guidance is to bring out the maximum
development in the child in terms of existing possibilities.
According to Shirley Hammerin:- Helping an individual to identify himself in
such a way that he can move forward in his life is called guidance.
According to skinner Guidance is a process that helps young people to adjust to
themselves, to others and to situations.

2. Need of Guidance
1. Guidance helps to understand the individuals strength their limitation and
other resources.
2. Importance for academic growth of individuals.
3. Try to solve different problems of individuals.
4. Guidance is also important for the enhance their professional skills.
5. Guidance helps individuals to learn things as per their capabilities and
helps to socialise or adjust easily in different setting.
6. Helps to select career which suited the most as per their academic skills.
7. For national development.
8. Guidance is helpful for individual and also for better family life.
Or

The need for guidance arises from the complexities and challenges individuals
encounter throughout their lives. Here are several key reasons why guidance is
essential:
1. Clarity and Direction: Guidance helps individuals gain clarity about their
interests, values, strengths, and goals. It provides direction by assisting
individuals in understanding their options and making informed
decisions about their education, career, and personal development.
2. Navigating Transitions: Life is full of transitions, such as transitioning
from school to college, entering the workforce, or changing careers.
Guidance supports individuals in navigating these transitions by
providing information, resources, and support to ease the transition
process and adapt successfully to new environments.
3. Maximizing Potential: Guidance enables individuals to recognize and
develop their potential to the fullest. By identifying and building on their
strengths, interests, and talents, individuals can pursue paths that align
with their abilities and aspirations, leading to greater fulfillment and
success.
4. Overcoming Challenges: Everyone faces challenges and obstacles at
various points in their lives. Guidance offers strategies and support to
help individuals overcome obstacles, manage setbacks, and develop

3. resilience. It equips individuals with the skills and confidence needed to
navigate challenges effectively and persevere in pursuit of their goals.
5. Increasing Self-awareness: Guidance encourages self-reflection and self-
awareness, enabling individuals to better understand themselves, their
values, and their motivations. This self-awareness is essential for making
decisions that are authentic and aligned with one's identity and
aspirations.
6. Accessing Resources: Guidance provides individuals with access to a
wide range of resources, including information about educational
opportunities, career paths, training programs, support services, and
networking opportunities. These resources empower individuals to
explore their options and make informed choices about their future.
7. Building Confidence: Through guidance, individuals gain confidence in
their abilities, decision-making skills, and potential for success. The
support and encouragement provided by guidance counselors, mentors,
or advisors boost individuals' self-esteem and belief in their capacity to
achieve their goals.
8. Promoting Well-being: Guidance contributes to individuals' overall well-
being by helping them create balanced and fulfilling lives. By aligning
their goals with their values and priorities, individuals can experience
greater satisfaction, purpose, and happiness in their personal and
professional endeavours.
Importance of Guidance
Guidance is considered important for the following reasons:
1. It promotes self-understanding and self-direction
2. It promotes optimal development of an individual.
3. It helps an individual solve different problems.
4. It helps in academic growth and development.
5. It helps in making vocational choices.
6. It promotes social as well as personal adjustment of an individual.
7. It promotes better family life
8. It promotes optimal use of resources.
9. It promotes national development
or

4. Guidance plays a crucial role in various aspects of an individual's life, offering
invaluable support and direction. Here are several key reasons highlighting the
importance of guidance:
1. Facilitates Decision-Making: Guidance assists individuals in making
informed decisions by providing them with relevant information,
exploring various options, and weighing the pros and cons of each choice.
This helps individuals make choices that align with their interests, values,
and goals.
2. Promotes Personal Development: Through guidance, individuals can
explore their strengths, weaknesses, interests, and aspirations. This self-
exploration fosters personal growth, self-awareness, and confidence,
empowering individuals to realize their full potential.
3. Enhances Academic and Career Success: Guidance plays a pivotal role in
academic and career development by offering support in setting
educational and career goals, choosing appropriate courses or career
paths, and developing necessary skills and competencies. It helps
individuals navigate educational and professional challenges effectively,
leading to success and fulfilment.
4. Supports Transition and Adjustment: Life transitions, such as moving to a
new school, starting a new job, or relocating to a new city, can be
challenging. Guidance provides individuals with the necessary tools,
resources, and support to navigate these transitions smoothly and adapt
to new environments.
5. Empowers Individuals: Guidance empowers individuals to take control of
their lives and futures. By providing them with knowledge, skills, and
resources, guidance enables individuals to make autonomous decisions,
solve problems independently, and overcome obstacles confidently.
6. Improves Mental Health and Well-being: Guidance contributes to
individuals' mental health and well-being by offering emotional support,
validation, and encouragement. It provides a safe and supportive
environment for individuals to express their thoughts, feelings, and
concerns, reducing stress and promoting emotional resilience.
7. Facilitates Goal Achievement: Guidance helps individuals set realistic and
achievable goals, develop action plans, and track progress toward their
goals. By providing accountability and encouragement, guidance increases
individuals' motivation and commitment to achieving their goals.

5. 8. Fosters Positive Relationships: Guidance fosters positive relationships
between individuals and their counsellors, mentors, or advisors. These
relationships are built on trust, empathy, and mutual respect, providing
individuals with a supportive network they can rely on for guidance and
encouragement.
Basic Principles of Guidance
1. Principle of all-round development: According to this principle, guidance
must take into consideration the overall development of an individual,
when it aims to bring about developmental adjustment in the individual.
2. Principle of human uniqueness: According to this principle, guidance
takes into consideration the fact that every individual is unique and his
distinct characteristics facilitate his development. Guidance, therefore,
meets the developmental and help needs of each individual in a different
manner.
3. Principle of holistic development: Guidance must focus on the total
development of the personality of an individual. Guidance must take into
consideration every aspect of the personality of an individual that affect
his development.
4. Principle of cooperation: According to this principle, no individual can be
forced into guidance. To be guided, the consent and cooperation of the
person seeking guidance is must.
5. Principle of continuity: According to this principle, guidance must be
provided to an individual needing help in all stages of life and, therefore,
is a continuous process.
6. Principle of extension: According to this principle, guidance is not limited
to only children who are studying in schools. In fact, guidance must be
provided to people of all ages especially those who need it. The principle
of extension says that guidance must be provided to all people who can
benefit from it directly or indirectly.
7. Principle of elaboration: This principle states that when guidance is
provided as an integral part of education, the curriculum and teaching
techniques must be elaborated in such a manner that guidance can turn
out to be an effective process.
8. Principle of adjustment: This principle states that guidance must aim at
helping an individual adjust to his physical, mental and social needs and
environment.

6. 9. Principle of individual needs: According to this principle, the needs of
every individual are different and so guidance must be provided in
accordance with these needs and demands. Guidance must enable an
individual to take decisions that meet his needs.
10. Principle of expert opinion: According to this principle, serious problems
related to guidance must be directed at people who are experts and can
help an individual with their opinion.
11. Principle of evaluation: This principle states that guidance programmes
An Overview must be evaluated for their effectiveness. If a guidance
programme is not effective, improvements must be brought about to
make it effective and efficient.
12. Principle of responsibility: According to this principle, guidance is the
responsibility of qualified professionals who offer their services to help
others.
13. Principle of periodic appraisal: According to this principle, guidance
programme must be appraised at periodic intervals so that these can be
improved for them to be effective and work in a proper manner.
Types of guidance
Personal Guidance:
1. Personal guidance helps in the emotional, physical, spiritual, social and
mental development of an individual. Personal guidance maybe needed
by students who face personal problems. These problems can be related
to family, friends, parents, teachers and so on.
2. If personal guidance is not provided to the students at the right time, they
may develop low self-esteem which will eventually make them feel
insecure in whatever they do. Thus, personal guidance helps an individual
to understand himself and deal with personal problems in a mature
manner.
3. It enables an individual to take the necessary decisions based on right
judgment.
4. Personal guidance also helps an individual to view the social world in the
right perspective and make the necessary social and personal adjustments
to lead a happier life.
5. Personal guidance is required in all stages of life and must be furthered by
educational institutions as a mandatory part of education.

7. 6. At the elementary school stage, personal guidance helps the individual to
deal with insecurity, social acceptance and discipline and enables an
individual to be expressive enough to deal with personal problems.
7. At the secondary stage, personal guidance plays an important role in the
lives of adolescents who undergo social, physical, and attitudinal changes.
Personal guidance at this stage helps the individuals to adjust personally
as well as socially.
8. At the tertiary stage, personal guidance enables an individual to address
personal problems in the context of family. It enables an individual to
adjust mentally, physically, and emotionally with various people who form
a part of the family and this in turn helps the individual to adjust with the
kinds of people existing in the society. Thus, the scope of guidance at this
stage is the widest.
9. Personal guidance in essence helps an individual to address the various
problems that are confronted in life at the various stages. It enables an
individual to emerge as a stronger person both physically and mentally.
Educational guidance
1. Educational guidance addresses the several educational problems that the
students face during the years when they receive education in educational
institutions. Educational guidance is associated with every aspect of
education. It covers curriculum, the methods of instruction, extra-
curricular activities, disciplines, problems with teachers and so forth.
2. Educational guidance is provided to students so that they can understand
their potential with respect to the various fields of education. Educational
guidance also helps the students to know about the various educational
opportunities available to them and enables them to make the right
choices amongst these opportunities.
3. Educational guidance also plays an important role in helping students
make the right choices when it comes to schools, colleges, courses, and
the co- curricular activities.
4. The main aim of educational guidance is to enable students to make an
overview Guid educational plan based on their abilities, goals and
interests.
5. Educational guidance also helps students develop good study habits and
to adjust to the school or college environment. This type of guidance also
helps the students to take part in the various educational activities and
develop social and leadership qualities.

8. 6. Educational guidance also helps the students to keep track of their
progress.
7. At the elementary level, educational guidance enables students to make
a good beginning in the educational field. At this stage, educational
guidance helps to prepare students for secondary education in schools
and helps to identify special needs of the students and also the difficulties
they face.
8. At the secondary stage of education, educational guidance helps the
students to understand the different aspects of the school. the different
courses offered and their implications and also the vocational implications
of the various subjects taught in the school.
9. At the tertiary level, educational guidance must help students know
about the higher study options available and the scope of these studies. It
is, therefore, essential for each college or university to have a special
guidance unit.
Vocational Guidance
1. Technological development has opened the avenues for several
occupations and specialized jobs. This leads to an increased need for
vocational guidance. Vocational guidance deals with assisting an
individual opt for the right occupation or job.
2. Vocational guidance helps an individual choose the right occupation and
then also prepare for it and track his progress accordingly.
3. The main aim of vocational guidance is to help individuals build a better
future and choose the right career, Vocational guidance helps an
individual to realize his potential and skills and then on this basis decide
the right career.
4. It also helps an individual to develop the right attitude towards work.
5. Vocational education helps an individual to evaluate every job and career
option available critically and then choose the right one.
6. At the elementary stage, no formal vocational guidance may be required
but training can be provided to develop skill that are of vocation
significance like cooperation, use of hands, respect for manual work,
development of interpersonal relationships and so on.
7. At the secondary stage, vocational guidance can be provided to help
students identify their areas of vocational interest and to develop
employment readiness. At this stage, vocational guidance can help the
students to take the right decisions related to their career.

9. 8. At the tertiary stage, vocational guidance must be provided in a more
formal manner. At this stage, guidance must be provided to students to
inform them about the various career options available, the career
options that match their skills, the training facilities available in relation to
the various career options and also the various apprenticeship
programmes available.
9. Vocational training must enable the students choose the right career
option and develop the essential skills that would prepare them to enter
the career field opted by them.
Types of necessary guidance services
A school guidance programme constitutes a cluster of activities which enable the
students to overcome their educational, vocational, personal, or social problems
that they face during the different phases of development. It forms an integral
part of school education and is non-instructional in nature. A guidance
programme constitutes various services.
A school guidance programme largely consists of six services. They are
orientation, counselling, pupil inventory, occupational information, placement,
and follow-up services. Each of these services is distinct due to their specific
functions

Guidance
Services
orientation
srvices
Pupil Inventory
Services
Counselling
Services
Occupational
information Services
Placement
Sevices
Follow Up
Services

10. 1. Orientation Service
It is generally noticed that when students shift from one school to another, they
find it difficult to immediately accept and adjust to the new surroundings. This
also occurs in case of those students who either move from school to college or
school to a work situation. An entry into anon-familiar or new situation may lead
to certain adjustment problems among the students. To overcome this obstacle,
the orientation services are organized, especially to familiarize the students with
the new surroundings and thereby adapt themselves and make necessary
adjustments. Hence, it is always advisable to begin any educational course or
programme with an orientation activity.
Some of the objectives of the orientation service are:
➢ Develop awareness regarding the rules and regulations, functioning
patterns and available infrastructural and physical facilities in the school
or institution or work place.
➢ Acquaint the students with the concerned staff and the student body.
➢ Provide opportunities for the staff members and student body to interact
with the new comers.
➢ Develop favourable attitudes among the students both towards the school
and the staff.
One should also note that the orientation services are not only restricted to the
students, but they can also be extended for the parents and towards the
community.
1.1 Orientation Activities
The activities are to be organized based on the age group of the students and
the availability of resources.
The activities can be broadly classified as (i) Pre-admission Orientation and (ii)
Post-admission Orientation.
(i) Pre-admission Orientation: This is one of the services which is lacking in
our schools. It helps to acquaint students with the institution, its tradition,
purpose, its rules and regulations, curricula, extracurricular activities, the staff
and the student body.
Activities: Some of the suggested activities could be:
a) visit to schools along with the staff or parents;

11. b) arranging conferences and talks with the parents, since they also play a
major role;
c) issuing handbooks or pamphlets giving information about the school, its
courses, and activities; and
d) arranging exhibitions to expose them to the activities that students are
undertaking.
ii) Post-admission Orientation: This service can be provided throughout the
year. It helps the teacher in determining the abilities of students and thereby
adapting their teaching styles and activities according to the student needs.
Activities
a) Conduct various games like “get-acquainted” games where the student
can talk about themselves, such as their interest, hobbies, etc.
b) Arrange group activities, wherein the students are provided
opportunities to interact with each other and exhibit their abilities.
2. Pupil Inventory Service
Apart from knowing the general characteristics of students, it is also very
essential to identify the specific abilities predominant among the students,
before a counsellor or career teacher assists them. Without identifying the
pupils’ aptitudes and interests, one cannot determine what to expect from them
and what they are capable of doing. The various aspects that have to be assessed
before one guides a student are his aptitude, achievement, interests, attitudes,
socio-economic status, family background etc.
The pupil inventory service helps in recording and maintaining of these data.
These records can be prepared by the collaborative effort of the teacher,
counsellor, and career teacher through various techniques. Observation,
anecdotes, rating scales, sociometry and interview are some of the well-known
non-testing techniques. The testing techniques are the verbal tests, non-verbal
tests, performance tests, projective techniques and the personality tests. These
tests must be administered by the counsellor or any professionally trained
personnel. However, assistance from a teacher is must for maintaining the
records of students using some of these techniques. A teacher could give details
of certain behaviour of students by observing them in the classroom situations
and making their records. These incidents could be accumulated in the form of
anecdotal records.
The objectives of pupil inventory service are:

12. (i) to identify the various abilities of students by administration of
various tests; and
(ii) to maintain various records concerned with each student and
update them periodically.
The types of data generally collected are personal, family data, psychological
data, achievement, health data etc. These data help a counsellor and a career
teacher in their counselling process and career guidance programme
respectively
3. Occupational Information Service
This is a service which can be provided by the integrated effort of a teacher,
counsellor, and a career teacher. The main objective of the service is to provide
the students information about the educational opportunities in various levels,
related training programmes and occupations available. This helps the students
to be aware of the options open to them with respect to a particular course or
subject in any of the above areas. Further the student is also exposed to the
world of work, nature and pattern of work and the skills required for performing
the work.
The objectives of information services are:
(i) To create an awareness of the necessary occupational and
educational information;
(ii) To develop a broad and realistic view of the various educational,
training, and occupational opportunities; and
(iii) To help the student obtain and interpret the information
he/she needs in making specific plans for his/her future career.
This service needs to be more emphasized at the secondary and higher
secondary levels. The various information given to students through this service
are about the job or occupation positions, duties performed, educational and
professional requirements, conditions of work, rewards offered, promotional
avenues, etc.
Such information is collected and disseminated by the guidance worker in the
form of career talks, conferences, etc.

4. Counselling Service

13. This service is the most fundamental aspect of the guidance process. The
purpose of it is to assist the students in the process of all round development. It
provides an opportunity to the individual to discuss their plans and problems
with a professional or counsellor in a helping environment. The process
ultimately makes a person capable of self-directing and self-sufficient. This
service can be practiced only by a counsellor.
However, some assistance can also be provided by the teacher in a school. This
is because a teacher is the one who spends maximum time working with the
students in the classroom. When the teacher comes across any student who
displays deviant behaviours, he/she can always refer the case to a school
counsellor. Further, observations made and recorded by the teacher about
certain students can help the counsellor in the counselling process. It must be
noted that counselling is open to all students.
5. Placement Service
The placement service makes an effort to help those students secure
employment, who are either in school or have left the school. The school
provides certain facilities through which the employment needs of the students
are met either through special placement personnel or by integration services of
the other guidance personnel.
It is an activity which requires the co-operation of the principal, counsellor,
teacher, career master, state employment agencies, private agencies and also
the community. This service is more significant for the students at the secondary
and higher secondary level. The placement service here is concerned for those:
(i) Who withdraw from the formal education before they complete school
(dropouts).
(ii) Who prefer part time work while going to school or may be during the
vacation or after school hours or during weekends.
(iii) Who terminate formal education after completing senior secondary
education.
The basic aim of placement is to facilitate the process of meeting the needs of
both employer and the prospective employee. The student should be included
for the placement service only after the correct and appropriate information
regarding him/her has been obtained from the counsellor or the in-charge
guidance personnel. The information that is generally made available is his/her
personal bio-data, achievement grades, attendance, test-scores, health-data and

14. such other required data. The teacher may also assist by providing details
concerning the student’s interest, and other skills such as communication and
participation in various school activities.
Apart from placement, this service also orients the students to some of the job
applying techniques.
6. Follow-up Service
A guidance worker who does not assess the progress made by his/her student is
like the physician who does not verify whether his/her patient has recovered or
not.
Here, it becomes very essential in a guidance programme to learn the nature and
extent of progress of the student even after he leaves the school. This service
does not only pertain to the study of occupational aspect but also to other
related aspects such as emotional and social adjustments.
For example, if a student has been counselled for social-emotional problem,
after he/she leaves the school, the guidance worker must do a follow-up to check
how far he/she is able to cope up with the new environment and whether he/she
is still facing any such problem.
Purpose of this Service
(i) It draws upon information from the former students regarding the extent
of influence or effectiveness of the school guidance programme.
(ii) Based on the feedback obtained, make relevant changes in the school
guidance programme.
The guidance worker generally keeps contact with the students and drop-
outs after leaving school. One of the most common methods adopted for
follow-up is the questionnaire which is periodically sent to the students
after they leave school. Based on the experiences of former students, the
guidance worker can formulate future programme for the present
students.
The follow-up service has relevance for research. After receiving valid
information from former students, the administrators can improve upon
their services. Further, employing this information, the educational
institutions can conduct studies of the relationship between the training
given to these former students and how far the utilization of the training

15. was made. Studies on the effectiveness, efficiency and desirability of the
courses offered can also be conducted.
The three steps that are dealt in a follow-up programme are:
(i) A systematic gathering of data from the alumni.
(ii) Interpretation and presentation of that data to all the concerned
personnel, i.e. student, parent and community.
(iii) Suggest a modified framework of educational programme
based on the findings made.
Role of parents and teachers in Guidance
Parents and teachers play crucial roles in providing guidance and support to
children and adolescents as they navigate various aspects of their lives. Here's a
breakdown of their roles in guidance:
Role of Parents:
1. Primary Influencers: Parents are often the first and most significant
influencers in a child's life. They shape their children's values, beliefs, and
behaviors through their words, actions, and interactions.
2. Emotional Support: Parents provide emotional support, love, and
encouragement to their children, which helps build their confidence,
resilience, and sense of security.
3. Setting Expectations: Parents set expectations and standards for their
children's behavior, academic performance, and personal development.
Clear and consistent expectations help children understand boundaries
and strive for excellence.
4. Modeling Behavior: Parents serve as role models for their children,
demonstrating positive behaviors, problem-solving skills, and
interpersonal relationships. Children often emulate their parents' actions
and attitudes, making parental behavior influential in shaping children's
development.
5. Communication: Effective communication between parents and children
is essential for understanding children's needs, concerns, and aspirations.
Open and supportive communication fosters trust, mutual respect, and
collaboration in problem-solving.

16. 6. Providing Guidance: Parents offer guidance and advice to their children
on various life issues, including academics, friendships, decision-making,
and goal-setting. They help children explore their interests, talents, and
values and make informed choices aligned with their strengths and
aspirations.
7. Advocacy: Parents advocate for their children's needs and interests in
educational settings, ensuring they receive appropriate support,
resources, and opportunities for growth and development.
Role of Teachers:
1. Educational Guidance: Teachers provide academic guidance to students
by offering instruction, feedback, and support to help them succeed
academically. They assist students in setting educational goals, developing
study skills, and accessing resources for learning.
2. Mentoring and Coaching: Teachers serve as mentors and coaches,
offering guidance, encouragement, and advice to students on personal
and academic matters. They provide individualized support to students,
helping them overcome challenges and reach their full potential.
3. Facilitating Learning: Teachers create learning environments that foster
curiosity, critical thinking, and creativity, guiding students in exploring new
ideas, concepts, and perspectives. They adapt instructional strategies to
meet students' diverse learning needs and styles.
4. Counselling and Support: Teachers offer emotional support and guidance
to students, especially during times of stress, anxiety, or personal
difficulties. They provide a safe space for students to express themselves,
seek advice, and receive assistance in coping with challenges.
5. Promoting Social Skills: Teachers facilitate the development of social skills
and interpersonal relationships among students, promoting collaboration,
empathy, and communication. They create opportunities for students to
work together, resolve conflicts, and build positive peer connections.
6. Career Guidance: Teachers provide career guidance and information to
students, introducing them to various career options, educational
pathways, and professional opportunities. They help students explore
their interests, skills, and aspirations and make informed decisions about
their future careers.

17. 7. Collaboration with Parents: Teachers collaborate with parents to support
students' academic and personal development, sharing information,
insights, and strategies for enhancing student success. They maintain
open communication with parents, involving them in decision-making
processes and addressing concerns collaboratively.
By working together, parents and teachers can provide comprehensive guidance
and support to children and adolescents, helping them navigate the challenges
of growing up, achieving academic success, and preparing for their futures.

18. Unit 2 G&C
Counsellor
counsellor is a person whose job is to give advice to people who need it,
especially advice on their personal problems. (Collins dictionary).
A counsellor can be defined as a trained professional who helps or assists others
by listening to them and giving them proper advice for their issues and problems.
Counsellors can help people with things like career development, anger
management, health and lifestyle and Schools nowadays also have counsellors.
Counsellors are trained professionals and they provided assistance to needy
people on the basis of their personal issues such as Education, relationship
issues, family problems, mental health (fear, anxiety, etc.) and much more
These problems can impact overall well-being and happiness of individuals.
The counsellor should act as a facilitator and should be up-to-date in terms of
new career opportunities to better counsel the students in educational settings.
To be effective they should have some basic skills, attitudes, professionals’
ethics, and empathy, etc.
Characteristics
1. Patience
As a counsellor you need to have patience with your clients as they
process the discussion. It may take them time to accept certain things and
to move towards positive changes. Some people need to discuss
something many times before they are prepared to make a move in any
particular direction. Also, you are not likely to see large changes in an
individual client, therefore you must be okay with incremental progress in
their lives and rejoice over small victories.
2. Good Listener
Counsellors spend a significant amount of time listening to their clients.
You will do more listening than talking. You must be content to give the
client time to express their story and their feelings. You will need to be
intuitive in discerning what the client is really saying and "read between
the lines
3. Compassionate

19. It is very important that your clients feel you compassion for their
problems and that they sense you truly care about them. You may not be
able to relate to every issue that is shared with you, but you need to be
able to have compassion for how it feels to be in their shoes. Genuine
concern yields positive results.
4. Non-judgmental
Counsellors hear all kinds of private information and encounter all types
of people. You may hear dark secrets from someone's past involving such
things as sexual or criminal behaviour. Yo must do your best in refraining
from judgement and instead communicate positive regard. There are
times when it may be necessary to judge a particular behaviour, but the
client must not feel that you are judging them. Likewise, you may
encounter clients of different races and/or cultures. You must not push
your cultural or religious views upon them. Multicultural competency is a
necessary skill. The counselling environment needs to be a safe place for
a client to share their most intimate concern.
5. Research-Oriented
Being a counsellor involves a significant amount of time spent researching.
You will need to stay current on the research in order to help your clients.
This involves reading books and journal articles on a regular basis. You do
not learn everything you need to know while in college. Much of your
knowledge will come from personal research after you have begun to see
clients.
6. Empathetic
Empathy is the ability to understand and share the feelings of others. You
need to be able to put yourself in the shoes of your client and understand
the situation from their point of view. Even if you don't agree with their
perspective, you still need the ability to understand how it feels to them
in order to address their issue effectively. However, it's important that you
are not to be empathetic. Some people struggle as counsellor because
they are unable to maintain objectivity and therefore carry home the
emotional stress of the job. The level of empathy necessarily can be a fine
line between helpful to client and harmful to counsellor.
7. Discrete
Confidentiality is of upmost importance when you are a counsellor. You
must be able to maintain confidentiality, so the client can trust you with
their most intimate concerns.

20. 8. Encouraging
The ability to encourage is important for a counsellor. Many clients are
struggling to find hope in their situation. One of the primary jobs of a
counsellor often involves instilling hope in a hopeless individual.
9. Self-Awareness
A counsellor who is aware of their own fears, insecurities, and weaknesses
will be effective in the therapeutic relationship. It is important that you do
not react defensively to what a client shares. You must be able to keep
your own
Functions
1. Assessment: The counsellor conducts an initial assessment of the client’s
needs, problems, and concerns. This involves gathering information about
the client’s background, medical history, mental health, and other
relevant factors.
2. Goal Setting: Based on the assessment, the counsellor works with the
client to set goals and objectives for the counselling process. The goals
should be specific, measurable, achievable, relevant, and time-bound.
3. Counselling: The counsellor provides counselling services to the client
using various therapeutic techniques, such as cognitive-behavioural
therapy, psychotherapy, and other evidence-based approaches. The
counsellor helps the client understand their thoughts, feelings, and
behaviours and provides guidance and support to help them overcome
their problems.
4. Referral: In some cases, the counsellor may refer the client to other
professionals or services, such as medical doctors, psychiatrists, or social
workers, if the client requires additional support or specialized services.
5. Crisis Intervention: The counsellor may provide immediate support and
intervention in case of a crisis or emergency situation, such as suicide
attempts or domestic violence.
6. Problem solving: To know or pin point the problem on the basis of their
symptoms, thoughts and feelings, etc. and providing best solution for that
7. Advocacy: The counsellor advocates for the client’s rights and interests,
such as ensuring that the client receives appropriate treatment and
services from other professionals and institutions.

21. 8. Motivation: provide motivation to the client whenever it required
9. Education: The counsellor educates the client about their condition, the
counselling process, and other relevant issues. The counsellor may also
provide educational resources and referrals to help the client better
understand their situation and cope with their problems.
10. Follow-up and Evaluation: The counsellor conducts follow-up sessions
with the client to monitor progress, evaluate outcomes, and adjust the
counselling plan as needed.
In summary, counsellors perform various functions to provide effective
counselling services, including assessment, goal setting, counselling, referral,
crisis intervention, advocacy, education, and follow-up and evaluation.
Professional Ethics
Ethics are normative in nature and focus on principles and standards that govern
relationship between counsellors and clients.
Kitchener (1986): Ethics involves “making decisions of a moral nature about
people and their interaction in the society”.
1. Confidentiality: Counsellors have a legal and ethical duty to protect the
confidentiality of their clients. They must not disclose any information
shared by clients during counselling sessions. Unless there is a legal
requirement or a clear and imminent threat to the client or others.
Counsellors should discuss the limits of confidentiality with clients at the
beginning of the therapeutic relationship. It ensures a mutual
understanding.
2. Informed Consent: Counsellors must obtain informed consent from
clients before providing any counselling services. This involves explaining
the nature and goals of counselling, the counsellor’s qualifications, the
methods used, the potential risks and benefits, and the client’s rights.
Informed consent ensures that clients have the necessary information to
make autonomous decisions about their treatment.
3. Competence and Professional Development: Counsellors are expected to
possess the necessary knowledge, skills, and training to provide
competent counselling services. They should stay informed about current
research and best practices, engage in ongoing professional development,

22. and seek supervision or consultation when needed. Maintaining
competence is crucial for providing effective and evidence-based care.
4. Professional Boundaries: Establishing and maintaining appropriate
boundaries is vital in the therapeutic relationship. Counsellors must be
aware of power dynamics and avoid any exploitation, dual relationships,
or conflicts of interest that may harm the client or compromise objectivity.
They should maintain professional boundaries to ensure the focus
remains on the client’s well-being.
5. Professionalism and Integrity: Counsellors are expected to demonstrate
professionalism, integrity, and respect in their interactions with clients,
colleagues, and the community. They should maintain high standards of
ethical conduct, honesty, and accountability. Professionalism includes
timely and accurate record-keeping, appropriate use of technology, and
adhering to relevant laws and regulations.
6. Ethical Decision-Making: Counsellors often encounter complex ethical
dilemmas in their practice. Ethical decision-making involves carefully
considering the potential consequences of different courses of action,
consulting with supervisors or colleagues, and following ethical guidelines
and legal requirements. Counsellors should strive to act in the best
interest of their clients while upholding ethical standards.
7. Personal relationship with the client: A counsellor must avoid exploiting
clients for their financial gain or social status, research data or other ways
of motives. He should be aware of human rights of clients.
Importance of counselling in schools
Smith (1955) defines “Counselling is a process in which the counsellor assists the
counselling to make interpretations of facts relating to a choice plan or
adjustments which he needs to make”.
Rogers (1952) describes counselling as “The process by which the structure of
the self is relaxed in the safety of the clients relationship with the therapist and
previously desired experiences are perceived and then integrated into an altered
self”.
The importance of counselling in schools cannot be overstated. It plays a vital
role in nurturing students' mental and emotional well-being, fostering personal
growth, and laying the foundation for academic success. By providing a range of
support services, counsellors empower students to navigate challenges, build

23. resilience, and develop the necessary skills to thrive in both their personal and
professional lives
1. Mental Health Support: Many students face mental health challenges
such as stress, anxiety, depression, and peer pressure. Counselling
provides a safe space for students to express their feelings, cope with
stressors, and develop strategies to manage their emotions effectively.
2. Academic Guidance: Counsellors help students explore their academic
strengths and weaknesses, set realistic goals, and develop effective study
habits. They also provide guidance on course selection, career pathways,
and post-secondary education options.
3. Behavioural Management: Some students may exhibit challenging
behaviours that disrupt the learning environment. Counsellors work with
these students to identify underlying issues, develop coping skills, and
implement behaviour management strategies to improve their conduct
and social interactions.
4. Crisis Intervention: In times of crisis or emergencies, such as incidents of
bullying, substance abuse, or family issues, school counsellors play a vital
role in providing immediate support and intervention. They offer
emotional support, crisis counselling, and referrals to external resources
when needed.
5. Conflict Resolution: Counsellors help students resolve conflicts with
peers, teachers, or family members in a constructive manner. By teaching
communication and problem-solving skills, they promote healthy
relationships and create a positive school climate.
6. Promoting Diversity and Inclusion: Counsellors advocate for diversity and
inclusion within the school community. They support students from
diverse backgrounds, address issues of discrimination or prejudice, and
promote a culture of respect and acceptance.
7. Preventative Education: Counselling programs often include preventative
education on topics such as substance abuse, bullying prevention, sexual
health, and mental wellness. By raising awareness and providing
information, counsellors empower students to make informed decisions
and avoid risky behaviours.

24. 8. Support for Special Populations: Counsellors provide specialized support
for students with disabilities, learning differences, or special needs. They
collaborate with teachers, parents, and outside agencies to develop
individualized education plans (IEPs) and ensure that these students
receive appropriate accommodations and support services.
9. Promoting Mental Health: Counselling in schools serves as a proactive
approach to promoting mental health. Trained counsellors provide a safe
and confidential environment where students can express their thoughts,
emotions, and concerns. By addressing issues such as anxiety, stress,
depression, and low self-esteem, counsellors help students build
resilience, develop coping strategies, and foster a positive sense of self.
This, in turn, contributes to improved academic performance and overall
well-being.
10. Emotional Support and Personal Development: School counselling offers
invaluable emotional support to students who may be experiencing
challenges at home, school, or within themselves. Counsellors provide a
listening ear, empathetic guidance, and practical advice to help students
navigate difficulties effectively. By addressing personal issues, fostering
self-awareness, and teaching essential life skills, counselling empowers
students to develop resilience, enhance decision-making abilities, and
establish healthy relationships.
11. Academic Success: The connection between emotional well-being and
academic success is undeniable. Students who are struggling emotionally
often find it challenging to concentrate, engage in learning, and perform
to their full potential. School counselling interventions help identify and
address underlying emotional barriers that hinder academic progress. By
equipping students with effective coping mechanisms and study skills,
counsellors enable them to overcome obstacles, enhance motivation, and
achieve academic excellence.
12. Career Guidance and Planning: Counselling in schools extends beyond
emotional support and academic guidance—it also assists students in
exploring career paths and making informed decisions about their future.
Counsellors provide valuable resources, administer career assessments,
and offer guidance on higher education options, vocational training, and
job opportunities. This holistic approach helps students align their

25. passions, talents, and aspirations, facilitating a smoother transition into
the workforce or further education.
13. Prevention and Intervention: Counselling programs in schools contribute
significantly to early intervention and prevention of various issues
affecting students. By conducting workshops, group sessions, and
awareness campaigns, counsellors address topics such as bullying, mental
health stigma, and conflict resolution. Through these proactive measures,
counsellors create a supportive school climate that fosters empathy,
understanding, and respect, promoting a positive and inclusive learning
environment.
counselling in schools contributes to the holistic development of students by
addressing their emotional, social, and academic needs, thereby creating a
nurturing and supportive learning environment.
Dimension of Counselling in school
Counselling in schools encompasses various dimensions, each addressing
different aspects of students' well-being and development. Here are some key
dimensions:
1. Academic Counselling: Academic counselling focuses on helping students
achieve academic success by providing guidance on course selection,
study skills, time management, and goal setting. Counsellors assist
students in understanding their academic strengths and weaknesses,
exploring educational opportunities, and planning for post-secondary
education or career pathways.
2. Personal and Social Counselling: This dimension addresses students'
personal and social development, including their emotional well-being,
interpersonal relationships, and social skills. Counsellors provide support
for issues such as self-esteem, stress management, conflict resolution,
peer pressure, bullying, and family dynamics. They help students develop
coping strategies, build resilience, and navigate challenging life situations.
3. Career Counselling: Career counselling helps students explore their
interests, aptitudes, and career aspirations. Counsellors provide guidance
on career exploration, job opportunities, vocational training, college
majors, and career planning. They assist students in identifying their

26. strengths and values, setting career goals, and making informed decisions
about their future education and career paths.
4. Crisis Intervention and Trauma Counselling: In times of crisis, such as
natural disasters, accidents, violence, or loss, counsellors provide
immediate support and intervention to help students cope with trauma
and emotional distress. They offer crisis counselling, emotional first aid,
and referrals to mental health resources for students in need of
specialized support.
5. Preventive Counselling and Education: This dimension focuses on
promoting wellness and preventing problems before they escalate.
Counsellors deliver preventive education programs on topics such as
substance abuse prevention, mental health awareness, bullying
prevention, conflict resolution, healthy relationships, and life skills
development. These programs aim to empower students with knowledge
and skills to make positive choices and avoid risky behaviours.
6. Specialized Support Services: Counsellors may provide specialized
support services for students with unique needs, such as students with
disabilities, learning differences, or behavioural challenges. They
collaborate with teachers, parents, and other professionals to develop
individualized education plans (IEPs), provide accommodations, and
facilitate access to support services and resources.
7. Advocacy and Community Outreach: Counsellors advocate for the needs
of students within the school community and beyond. They collaborate
with school administrators, teachers, parents, and community
organizations to create a supportive and inclusive school environment.
Counsellors may also engage in outreach activities to raise awareness,
promote mental health initiatives, and connect students and families with
community resources.
By addressing these various dimensions, counselling in schools aims to support
the holistic development of students and create a positive and nurturing learning
environment conducive to their academic success, personal growth, and well-
being.

27. Skills of Counselling
Counselling requires a diverse set of skills to effectively support individuals in
managing challenges, exploring feelings, and fostering personal growth. Here are
some essential counselling skills:
1. Listening
It is one of the most important skills for a counsellor to have. Listening is not only
about aural attention because it encompasses observation of what your client is
speaking. The two key components of listening are:
• Verbal listening: It is the audible demonstration that you are listening to
the concerns or problems of your client. Using verbal cues or affirmations
like, "I understand**", "Go on", "**I see", "I agree" or repeating
important points that your client said is a great way to make the client
comfortable and show that you are listening to them.
• Active listening: Active listening is when you focus completely on what
the client is speaking, understand their message, comprehend
information and respond thoughtfully.
2. Self-awareness
Counsellors should know how their body language, gestures and facial
expression may affect the client's willingness to share their personal information.
Focus on these techniques to ensure you do not accidentally exhibit signs of
getting bored or frustrated:
• Eye contact: Maintaining eye contact with a client showcases that you are
listening to them and they have your undivided attention.
• Gestures and body language: Your body language and gestures talk a lot
about whether you want to build a professional relationship with the
speaker. Shifting restlessly and sitting with crossed arms can give an
impression of disinterest. So, working on your body language and gestures
is critical for becoming an effective counsellor.
• Facial expression: Your facial expressions can help you create a warm,
friendly and supportive environment for your client. So, avoid sitting with
a frowning face and have a warm smile to build trusting relationships.
• Sometimes, it is not what you say but how you say it can affect your client's
comfort level. When a counsellor responds to a client's question with

28. clarity in their thoughts, they can better handle the client. So, clearly
communicating your ideas to the client is an essential counsellor skill
4. Questioning
To understand your client, you need to ask relevant questions. A counsellor
should utilise both open-ended and closed-ended questions to interpret what a
client is saying. Usually, open-ended questions can help you gather complex and
detailed information, whereas closed-ended questions help you get specific
answers.
5. Observation
Being able to observe the non-verbal behaviour of a client helps you better
understand them. For example, on asking questions that a client finds
uncomfortable to answer, they are likely to look away, lower their eyes and head.
Carefully observing such behaviours can help a counsellor understand the state
of mind of a client.
6. Ability to take notes
The ability to take notes in an organised manner can help you record important
points during the counselling session. You can always refer to these notes for in-
depth analyses of the client's situation or problem.
7. Patience
When working with clients, patience is one of the most desirable skills for
counselling. It may take several days or months for results to show up. So, when
hiring for a counsellor role, employers prefer candidates who showcase
patience.
8. Empathy
Being able to understand the client's problem from their perspective is an
essential skill. Empathetic counsellors can quickly help a client overcome their
problems.
9. Respect for confidentiality
Respect for confidentiality is an essential trait of an effective counsellor because
they should never share their client's personal information with anyone without
the client's consent.
10. Interpretation

29. The ability to make interpretations beyond what the client is saying can help a
counsellor understand the problems the client is facing. Also, through
interpretation, you can encourage the client to perceive their experience more
positively.
11. Trustworthiness
Unless a client trusts a counsellor, they are less likely to share their problems and
personal information. So, you should be adept at building and maintaining trust
with your clients.
Approaches of Counselling
Directive Approach
In this approach, the counsellor takes an active role in guiding the
counselling process. The counsellor sets goals and objectives, establishes a
treatment plan, and provides advice and solutions to the client. The
counsellor may use various techniques such as role-playing, cognitive-
behavioural therapy, and other behavioural interventions to help the client
reach their goals. The counsellor employs varying degrees of direction to
help the counselee to reach sound solutions.
Counselling Steps
Directive counselling involves six stages. They are as follows:
(a) Analysis: This involves collecting from various sources the data needed
for an adequate understanding of the client. This includes administration of
psychological tests, etc
(b) Synthesis: This refers to summarising and organising the data so
obtained, as to reveal the assets, liabilities, adjustments and
maladjustments of the counsellee. This includes of the data obtained
through psychological testing also.
(c) Diagnosis: This stage is concerned with formulating conclusions
regarding the nature and the course of the problems exhibited by the
student. Drawing conclusions from the results of psychological testing,
administration of questionnaires etc. are done here.
(d) Prognosis: This refers to predicting the future course of development of
the counselee’s problem in the light of conclusions as made earlier.

30. (e) Counselling: This is the most important and time-consuming step in the
whole process. This is where the expertise of the counsellor is needed most.
It is a highly personalised teaching and learning process.
Advantages of Directive Counselling:
1. This method is useful from the time-consuming view-point. It saves time.
2. In this type of counselling, there is more focus on the problem and the
person.
3. The counsellor can look the client directly.
4. Counselling focuses more on the intellectual aspects of the person than
emotional aspect of the personality.
5. In this process, the counsellor becomes readily available to help which
makes the client very happy.
Limitations of Directive Counselling:
1. In this process the client is more dependent. He is also less able to solve
new problems of adjustment.
2. As the client is never independent of the counsellor, it is not an efficient
best guidance.
3. Unless and until a person does not develop some attitude through
experiences, he cannot make any decision himself.
4. The counsellor fails in serving the client to commit the mistakes in future.
Non-Directive Approach
Also known as client-centered or person-centered counselling, this
approach emphasizes the client’s autonomy and self-determination. The
counsellor acts as a facilitator, encouraging the client to explore their
feelings and thoughts without imposing any judgments or advice. The focus
is on the client’s subjective experiences and helping them to develop a
greater understanding of themselves and their concerns.
Characteristics of Non-Directive Counselling
1. It is meaningful to the persons involved - it implies mutual self-
commitment.
2. It has a marked tone of feeling, that is, the individuals who are involved
experience certain emotional states.
3. It implies integrity- the persons involved are intellectually and emotionally
honest with each other.

31. 4. It can exist by mutual consent only, that is, there is no compulsion. No
person can be compelled to be helpful and similarly no person can be
compelled to receive help.
5. It comes into existence or becomes necessary when one is in need of some
kind of help which another can reasonably provide. For instance, an
individual may need information, advice or assistance in a particular
situation while another individual has the necessary knowledge and
capacity to provide him owing to his experience, position or situation.
6. It involves communication and interaction. This may involve non-verbal
behaviour, such as facial expressions, gestures and the like and also direct
verbal communication.
7. It is often structured, that is, it is not vague and amorphous. The helping
individuals knows what sort of help he could possibly provide and the
individual receiving help knows what kind of help he is in need of.
8. It is sustained through mutual cooperation and collaboration. If a certain
kind of help is provided which is not useful the receiver will indicate the
same, and the helping person will naturally modify his approach.
9. The helping person must have a sense of security. An insecure person
obviously cannot be of much help to the individual who is in need of help.
10. The goal or object of the helping relationship is to change the client
positively.
Non-Directive Counselling Techniques
1. Listening
Listening by the therapist proves essential in nondirective counselling.
Rather than being an active participant in therapy, the therapist’s main job
is to listen to the patient. After allowing the patient to guide the direction
of therapy, the therapist restates what the client has disclosed, thus
creating a situation where the patient reflects upon past behaviours and
choices.
2. Accepting
Unconditional positive regard -- a vital aspect of nondirective therapy --
enables patients to feel safe, secure and accepted regardless of the things
they have done. The counsellor does not judge patients by past mistakes.
With unconditional positive regard, patients ideally can try new things and
make mistakes without fear of rejection, allowing them the opportunity
to self-actualize, or achieve their potential.
3. Respecting and Understanding

32. Respecting the patient is essential in the psychotherapy. The counsellor
not only respects the privacy of the patient, but also the patient’s integrity,
personal beliefs and morals. Showing respect and understanding allows
the patient to feel accepted by and trust the counsellor. The counsellor
must also respect the experiences and choices of the patient, even if
they’re not in agreement. Due to the individualized nature of nondirective
therapy, the counsellor must be open-minded and willing to work outside
of the box when necessary.
4. Responding
The way in which the counsellor responds to the patient plays a direct role
in the healing process. The counsellor, using feedback and restating the
ideas of the patient, forces the patient to acknowledge ineffective or
inappropriate behaviors and thought patterns. If the counsellor responds
to the patient in a non-supportive way, therapy will most likely be
unsuccessful.
Eclectic Counselling
This approach combines techniques from different counselling models to create
a tailored treatment plan for each client. The counsellor may use a mix of
directive and non-directive approaches, drawing on various theories and
methods to address the client’s specific needs. Eclectic counselling can be useful
when one specific approach is not effective or when clients have multiple issues
that require different interventions.
Characteristic of Eclectic Counselling
1. In this, objective and coordinating methods are used.
2. In the beginning of counselling, client-active methods are used and the
counsellor remains passive.
3. In this, more importance is assigned to the job efficiency and treatment.
4. In this, the principle of low expenditure is emphasized. Notes
5. In such counselling, for the use of all the methods and techniques, the
professional efficiency and skill of the counsellor are must.
6. Keeping in mind the need of the client, it is decided whether directive
method or non-directive methods should be used.
7. Making an opportunity available to the client is insisted so that he may
find himself the solution of the problem.
Steps in Eclectic Counselling

33. 1. Diagnosis of the cause.
2. Analysis of the problem.
3. Preparation of a tentative plan for modifying factors.
4. Securing effective conditions for counselling.
5. Interviewing and stimulating the client to develop his own resources and
to assume its responsibility for trying new modes of adjustment.
6. Proper handling of any related problems which may contribute to
adjustment.
Disadvantages of Eclectic Counselling
1. Some people are of the view that eclectic counselling is vague,
opportunistic, and superficial.
2. Both directive and non-directive counselling cannot be mixed together.
3. In this, the question arises how much freedom should be given to the
client, for this there is non-definite rule.
4. The problem with an eclectic orientation is that counsellors often do more
harm than good if they have little or no understanding about what is
helping the client.
Organization of counselling program in schools
Organizing a counselling program in schools involves several key steps to ensure
its effectiveness and accessibility to students. Here's an outline of how such a
program could be structured:
1. Needs Assessment: Begin by conducting a comprehensive needs
assessment to identify the specific needs and challenges of students
within the school community. This may involve surveys, interviews, focus
groups, and data analysis to gather information on academic, social,
emotional, and behavioural issues impacting students.
2. Goal Setting: Based on the needs assessment findings, establish clear
goals and objectives for the counselling program. These goals should align
with the school's mission and priorities and address the identified needs
of students. Examples of goals may include improving academic
performance, enhancing social-emotional skills, reducing behavioural
problems, and promoting mental health and well-being.
3. Program Design: Develop a comprehensive counselling program that
integrates various components to address the identified goals and
objectives. This may include individual counselling, group counselling,

34. classroom guidance lessons, crisis intervention, psychoeducational
workshops, and collaboration with teachers, parents, and community
resources.
4. Staffing and Training: Recruit qualified counsellors who possess the
necessary education, training, and experience to provide effective
counselling services to students. Ensure that counsellors receive ongoing
professional development and supervision to stay current with best
practices and ethical guidelines in the field of counselling.
5. Service Delivery Models: Determine the service delivery models that will
be used to provide counselling services to students. This may include
scheduling individual counselling sessions, facilitating group counselling
sessions, delivering classroom guidance lessons, conducting parent
workshops, and providing consultation to teachers and staff.
6. Counselling Referral Process: Establish a clear and accessible referral
process for students, parents, and staff to access counselling services. This
may involve having designated referral forms, counselling request
procedures, and communication channels to connect students with
counsellors based on their needs and preferences.
7. Confidentiality and Consent: Ensure that students' confidentiality and
privacy are protected throughout the counselling process. Establish clear
guidelines and procedures for obtaining informed consent from students
and parents, maintaining confidentiality, and sharing information only on
a need-to-know basis in accordance with ethical and legal standards.
8. Evaluation and Monitoring: Implement a system for ongoing evaluation
and monitoring of the counselling program to assess its effectiveness and
make data-driven decisions for improvement. This may involve collecting
feedback from students, parents, and staff, analyzing outcome data,
tracking program activities and outcomes, and adjusting the program as
needed based on evaluation findings.
9. Integration with School Culture: Integrate the counselling program into
the broader school culture and climate to create a supportive and
inclusive learning environment. Collaborate with school administrators,
teachers, and staff to promote a culture of mental health awareness,
positive behaviour support, and academic success for all students.
10. Community Partnerships: Establish partnerships with community
organizations, mental health agencies, and other external resources to
enhance the support services available to students and families.

35. Collaborate with community partners to provide access to additional
counselling resources, referral services, and specialized support for
students with complex needs.
By following these steps, schools can develop and implement a comprehensive
counselling program that addresses the diverse needs of students and promotes
their academic, social, emotional, and behavioural well-being.