Guidance and Counselling_Unit_I.ppt

Guidance and counselling

1. GUIDANCE AND COUNSELLING
UNIT-I
NATURE AND SCOPE OF GUIDANCE
Dr.N.SASIKUMAR
Assistant Professor
Department of Education
Alagappa University
Karaikudi-630003

2. CONCEPT AND AREAS IN GUIDANCE
DEFINITION OF GUIDANCE
4Guidanceisanassistancemadeavailablebyacompetentcounselorto
anindividualofanyagetohelphimdirecthisownlife,develophis
ownpointofview,makehisowndecision&carryhisownburden.-
Hamrin&Erikson
4Guidanceisaprocessofhelpingeveryindividual,throughhisown
efforttodiscover&develophispotentialitiesforhispersonal
happiness&socialusefulness.-RuthStrang
4Guidanceisaprocessofdynamicinterpersonalrelationshipsdesigned
toinfluencetheattitudesandsubsequentbehaviorofaperson–Good
4Guidanceisassistancemadeavailablebypersonallyqualifiedand
adequatelytrainedpersonneltoanindividualofanyagetohelphim
managehisownlifeactivities,todevelophisownpointsofview,
makehisowndecisionsandcarryhisownburdens–CrowandCrow

3. MEANING OF GUIDANCE
4Theguidancereferstoadviceorinformation
providedbyapersonofexperience,tosolvea
problemorimprovesomething.Theguidance
referstotheprocessofhelpingindividualsto
discoveranddeveloptheirpotential.
4Guidancewouldhelpanindividualtoachievean
optimallevelofhappinessandpeaceinlife.
Moreover,anindividualwhoreceivesproper
guidancewouldsurelycontributesignificantlyto
society.

4. CONCEPT OF GUIDANCE
4Theconceptofguidanceisquitedemocratic
innature.Thisisbecause;aproperlyguided
individualwouldbeabletoshapehis
destiny.
4Guidanceensuresthateachindividual’s
choicesmustservetheinterestsofthe
societyaswellastheinterestofthe
individual.

5. NATURE OF GUIDANCE
4Guidanceisbynatureaself-oriented,problemsolvingand
multifacetedactivity.Itpresupposestwo-foldunderstanding.
A.Thefirstistheunderstandingofone’sownabilities,aptitudes,
interests,motives,behaviour-patterns,skillsandachievementsup-to-
dateand social,culturaleconomic background.
B.Secondly,itistheunderstandingoftherealnatureofone’s
environmentandoftheeducationalandvocationalopportunities
offeredbythatenvironment,alongwiththeirdifferentialrequirements
ofabilitiesandattainments.
4“Guidanceseekstocreatewithinthechildtheneedandpowerto
exploreandunderstandhimselfinordertoprepareabalance-sheetof
hisassetsandliabilitiessothatisabletoplanouthisfuturegrowthand
activitiesinamannerthatoffersmaximumlikelihoodofsuccessand
satisfaction.

6. NATURE OF GUIDANCE
1. As a process
2. A continuous process
3. Related with life
4. Development of capacities
5. Individual assistance
6. Task of trained persons
7. Wide scope of guidance
8. Helpful in adjustment
9. Helpful in developing the ability of self
guidance
10. No imposition of ones’s view point

7. NEED OF GUIDANCE
4Guidancecertainlyhasanenormousneedineveryindividual’slife.Beloware
somefactorswhichhighlighttheneedforguidance:
4Differentstagesofdevelopment-Thedivisionofanindividual’slifecantake
placeintovariousstages.Thesestagesareinfant,childhood,pre-adolescent,
adolescenceandmanhood.So,anindividualneedsguidanceineverystageof
life.Maximumguidanceisrequiredduringtheadolescencestage.
4Differencesamongpersons-Psychologyinformusthatnoindividualsarealike.
Furthermore,notwoindividualsgetsimilaropportunitiesinlife.Therefore,
everyindividualrequiresguidance,inordertofindoutthemostsuitable
professionforhim.
4CareerMaturity-Guidanceiscertainlyessentialforthedevelopmentofa
positiveworkattitude.Furthermore,guidancewouldhelpbuildsuitablehabits
andvaluestowardsone’sworkorprofession.Thisisbecause;guidance
increasestheawarenessofone’sworldofwork.Also,anindividualisableto
planandprepareforhisworkorprofessionefficientlyduetoguidance.
4Educationalgrowth-Guidancecertainlyhelpsinthedevelopmentofeducational
skillsandabilities.Aboveall,theseskillswouldfacilitatelearningand
achievement.

8. SCOPE OF GUIDANCE
4TheScopeofguidanceisclassifiedinto
severalareaswhereandindividualneeds
guidance.Theseareascanbeclassifiedinto
educationalguidance,vocational
guidance,personalguidance,social
guidance,vocationalguidanceandHealth
guidance.

9. PRINCIPLES OF GUIDANCE
4Principleofall-rounddevelopment-
Guidancemusttakeintoaccounttheall-
rounddevelopmentoftheperson.
Furthermore,guidancemustensurethis
desirableadjustmentinanyspecificareaof
theindividual'personality.Principleof
humanuniqueness-Certainlynotwo
individualsarealike.

10. TYPES OF GUIDANCE
4PersonalGuidance:Itreferstothattypeofguidancewherea
personorindividualovercometheirproblemontheirown.Also,
itistheassistancethatisprovidedtoanindividualtosolvetheir
social,mental,morals,health,andethicalproblems.
4EducationalGuidance:Itreferstothatguidancethatachildor
studentsneedduringhisschoollife.Also,ithelpsthemtosolve
theproblemthattheyfaceinschool.Inaddition,itgivesallthe
requireddetailsthatchildrenneedrelatedtotheschooltheyfind
mostsuitable.
4VocationalGuidance:meansassistancegiventoanindividual
insolvingproblemsrelatedtovocationalplanningandto
occupationalchoiceandprofesswithdueregardforthe
individual'scharacteristicsandtheirrelationtooccupational
opportunities.

11. ESSENTIAL GUIDANCE SERVICES
4Aguidanceprogrammeconstitutesvarious
services.Aschoolguidanceprogramme
largelyconsistsofsixservices.
4Theyareorientation,counselling,pupil
inventory,occupationalinformation,
placementandfollow-upservices.
4Eachoftheseservicesisdistinctduetotheir
specificfunctions.

12. ETHICAL BASIS IN THE USE OF PSYCHOLOGICAL
TESTS AND TECHNIQUES
4Psychologicalproceduressuchastesting,
evaluation,diagnosis,etc.,shouldoccuronly
withinthecontextofadefinedprofessional
relationship.
4Psychologistsonlyusetestsinappropriateways.
4Testsaretobedevelopedusingacceptablescientific
procedures.
4Threeguidelinesthatrelatedtousingonlinetesting
inpracticewouldbe:ResolvingEthicalIssues.
Humanrelations.Privacy&Confidentiality.

13. Psychological Tests and Techniques
Guidance for Special Population
4APsychologicaltestisastandardizedmeasureofa
sampleofaperson's.behaviourthatisusedtomeasure
theindividualdifferencesthatexistamongpeople.A.
psychologicaltestisanobjectiveandstandardizedmeasure
ofanindividual'smentaland/or.behavioural
characteristics.
4PsychologicalTestingprovides:Increasedaccuracyof
diagnoses.Richinformationaboutcurrentlevelsof
functioning.Anunderstandingoftheproblematic
behaviors.Highlightsareasinneedofadditionalsupport.

14. Exceptional learners
4An exceptional learner is an individual who,
because of uniqueness in sensory, physical,
neurological, temperamental, or intellectual
capacity and/or in the nature or range of
previous experience, requires an adaptation
of the regular school program in order to
maximize his or her functioning level.

15. Slow learners
4ASlowLearnerisachildofbelow
averageintelligencewhosethinkingskills
andscholasticperformancehave
developedsignificantlymoreSlowlythan
thepaceofhisorherage."SlowLearners
aretheLearnerswhoselearningpaceis
Slowerthantheirpeers".SlowLearnersare
neitherrarenorunique.

16. Children with Mental
Retardation and Gifted
4Thesechildrentypicallyhavedifficultieswithsocial,
communication,andfunctionalacademicskills.
Childrenwhohaveaneurologicaldisorderorillness
suchasencephalitisormeningitismaysuddenlyshow
signsofcognitiveimpairmentandadaptive
difficulties.
4Giftedchildrenarebornwithabove-averagenatural
abilities.Talentedchildrenhavedevelopedtheir
naturalabilitiestoahighlevel.Childrencanbegifted
and/ortalentedinmanyareas,includingsport,art,
music,intellectualabilityandmore.