Guidence and counselling

Concept, Meaning and Process of Guidance

1. Subject : Guidance and Counselling Concept , Meaning and Process of Guidance Prof. Dnyaneshwar Darade Prof. Dnyaneshwar Darade

2. What To Learn ? Concept, meaning, Nature, Need, scope and functions of Guidance, limitations of guidance services. (3) Basic principles and process of guidance (1) Foundations of guidance: Philosophical, psychological and socio-cultural (1) Type of Guidance: Educational, Vocational and Personal Guidance with special reference to secondary and higher secondary level (2) Tools for information collection for Guidance: Quantitative tools- Intelligence, Aptitude, Interest, Attitude inventory and Personality; Qualitative tools-Anecdotal Records, Questionnaire, socio-metric technique, check list, rating scale, Interview, Case study, Diary (6) Role of a school and teacher in guidance (2) Prof. Dnyaneshwar Darade

3. How to learn? Flipped class Discussions Seminars Prof. Dnyaneshwar Darade

4. Learning Outcomes will be .. Objectives: On completion of this module the student teachers will be able to: Elaborate the concept, need & scope of guidance Explain the basic principles and process of guidance Discuss the foundations of guidance, type of guidance Discuss the tools for information collection for guidance Describe role of a school and teacher in guidance Discuss qualities ,skills and ethics of counsellor Prof. Dnyaneshwar Darade

5. Food for brain Do you guide someone? Who is your Guide? What do you mean about ‘Guidance’? Why the guidance is necessary? Prof. Dnyaneshwar Darade

6. Concept & Meaning of Guidance and Counselling Guidance is some form of help or assistance given by an expert person to an individual to develop his or her personality and achieve proper direction in life. According to Crow & Crow, guidance is not direction. Guidance is not the imposition of one’s point of view upon the other. Guidance is making decisions for an individual, which he/she should make for himself. It is not the burden of another’s life. Guidance is assistance made available by competent persons to an individual of an age, to help him direct his own life, develop his own point of view, make his own decisions and carry his own burden. An expert guide can greatly help in providing relevant assistance to a child which he may not receive from any other sources. Prof. Dnyaneshwar Darade

7. CHARACTERISTICS/NATURE OF GUIDANCE Assistance – Guidance is personal assistance to anyone of any age. Expert Service – Everyone cannot provide guidance. It is the work of a competent and expert person. Guidance is a process – It helps every individual to help himself, to recognize and use his inner resources to set goal, to make plans, to work out his own problems of development. Guidance is a continuous process – It is needed from early childhood, adolescence, adulthood and even in old age. In simple words, guidance is needed from birth to death. Focus on individual – Guidance focuses on the individual and not on the problem. . Prof. Dnyaneshwar Darade

8. CHARACTERISTICS/NATURE OF GUIDANCE Discovery of abilities – Guidance leads to the discovery of abilities and potentials of an individual. Self-direction – Guidance leads to self-development and self direction. Process of adjustment – Guidance is a process of helping a person in adjusting to himself, to others and to his environment. Preparation for future life – Guidance aims to prepare an individual for future life. It helps him to acquire the essential abilities and capacities. It is not to decide something for him but to make him wiser to decide for himself Prof. Dnyaneshwar Darade

9. DEFINITIONS Crow & Crow – “The fundamental of all guidance is the help or assistance given by one competent person to another individual so that the latter may direct his life by developing his point of view, make his own decisions and carry out those decisions.” Good, - “Guidance is a process of dynamic inter-personal relationship designed to influence the attitudes and subsequent behavior of a person.” J. M. Brewer, - “Guidance is a process by which an individual is able to guide himself.” Prof. Dnyaneshwar Darade

10. DEFINITIONS Jones, - “Guidance involves personal help given by someone. It is designed to assist a person to decide where he wants to go or how he can best accomplish his purposes; it assists him to solve problems that arise in his life.” Smith - “The guidance process consists of a group of services to an individual to assist him in securing the knowledge and skills needed in making adequate choices, plans and interpretations essential to satisfactory adjustment in a variety of areas.” Wahlquist & Stoops – “Guidance is a continuous process of helping the individual develops to the maximum of his capacity in the direction most beneficial to himself and the society.” Prof. Dnyaneshwar Darade

11. NEED FOR GUIDANCE According to Jones, everyone needs assistance at some time in his life. Some need it constantly throughout their entire life, while others need it only at rare times of crisis. The need for guidance is broadly seen in the following two arenas of life – Individual Need – Academic Growth – Guidance moulds children into the adults they grow up to become. All educational institutes provide education which is nothing but a form of guidance. Development of abilities and skills – Every child has some hidden talent and potentials that can be drawn out and developed through guidance. Removal of subject matter difficulties – A person may have certain disabilities, difficulties or phobias. Guidance is needed to bring him out of these fears so that he may lead a life of normalcy and progress. Prof. Dnyaneshwar Darade

12. For Self-understanding – Guidance helps a person to accept his shortcomings, overcome his complexes, realize his potentials and love himself for who he is. Social need – Better family life – Guidance shows how to adjust and compromise and live as a happy family for the betterment of all members. Good Citizenship and Loyalty –We must learn about our duties and civic responsibilities so that we do not take freedom for granted. Understanding of social values – Man is a social animal. Guidance will help him how to adjust socially to the norms of society and will make him aware of his social accountabilities. Prof. Dnyaneshwar Darade

13. CAUSES/REASONS FOR GUIDANCE Complex/Changing nature of society – Today the entire structure and nature of society is undergoing changes from all angles – socially, culturally, scientifically, economically, politically, etc. due to rapid Liberalization, Privatization and Globalization. More and more individuals feel the need for guidance as newer problems are cropping up and it becomes difficult to achieve satisfactory results. Eg . Economic change, recessions leading to unemployment, mental stress and tensions, negative inflation, economic disparity, poor becoming poorer and rich becoming richer. 2005-2008 food prices have gone up five-fold. Political change – lack of ideal leaders, corruption, malpractices, etc. Individual Differences – Each individual differs in physical, emotional, psychological, intellectual, personality traits, interests, likings, abilities, achievements, aspirations, etc. Requirements of various occupations also differ. Eg . Engineering versus Medical, Agriculture versus Architecture, etc. Prof. Dnyaneshwar Darade

14. Change in educational and industrial pattern of the country – Previously agriculture based. Now more industry and service-based sectors arising due to LPG. Conservation of human energy – To make the proper use of vast natural resources and the large population, only guidance services are useful. Lack of guidance at home – Nuclear families, lack of time. The present home does not provide the necessary moral and social training so school guidance is strongly needed Prof. Dnyaneshwar Darade

15. PRINCIPLES Guidance is a means for all Guidance is a specialized service Guidance is an organized service Guidance is a slow process Guidance is a continuous process Guidance is based on individual differences and not group-based Guidance is based on planning Guidance is based on educational objectives Guidance develops the insights of an individual Evaluation of guidance is a must Prof. Dnyaneshwar Darade

16. PRINCIPLES IN DETAIL Guidance is a means for all – Every man whether rich or poor, clever or dull, foe or friend, saint or criminal is entitled to receive guidance. Guidance does not differentiate on the basis of religion, race, caste, creed, wealth, abilities or social background. Guidance is a specialized service – Guidance can only be rendered by a competent and authorized person who is an expert in the field in which we are seeking guidance. Guidance is an organized service – It follows certain logical rules, formats and procedures. It is not haphazard. Guidance is a slow process – It cannot be hurried and takes its own course of time. Guidance is a continuous process – A man is a learner for life. He comes across novel situations, new improvements, new experiences, new doubts, new confusions at every stage in life. Thus he will need guidance as long as he is living. Guidance is based on individual differences and not group-based – Every person is unique. What is best for one man may not be good for another. Prof. Dnyaneshwar Darade

17. PRINCIPLES IN DETAIL Guidance is based on planning – Since guidance is slow and continuous, it constantly needs planning and direction so that the time allotted to guidance is utilized wisely and judiciously. Guidance is based on educational objectives – Education is the constant quest for truth and its practical and fruitful application in daily life. Guidance provides concrete steps on how to achieve this. Guidance develops the insights of an individual – With guidance a person learns to understand and control the deeper meaning of what he wants to achieve. Evaluation of guidance is a must – Simply meting out guidance is not enough. One has to keep tabs on whether the guidance was satisfactory and achieved its goal or purpose Prof. Dnyaneshwar Darade

18. PROCEDURE OF GUIDANCE Contacting the Student Personality – For study of the pupil’s emotional, social, physical, intellectual and individual problems. Conducting Interview – To speak personally to the subject and get all first-hand information on family background, his vocational and educational plans, likes, dislikes, hobbies, interests, leisure time activities, etc. and to establish good rapport and build faith and trust so that he may share intimate details. Collection of Cumulative records – Request for and fetch all reports and records about the subject. Academic records, medical records, health reports, attendance records, progress cards, evaluative remarks, certificates, awards, etc. Through this guide will get an accurate idea about the child’s interests, intelligence level, aptitude, special mental abilities and disabilities, educational achievements, health conditions, physical development, family background, friend and social circle, economic background, behavior pattern, etc. Administering of psychological tests – Carrying out scientific tests in the controlled conditions of a psychological laboratory. Eg . IQ test, Interest tests, aptitude tests, EQ tests, etc. The results of these tests must be studied as they help the guide to know more about the abstract qualities and emotions of the student’s personality which may not be very clearly gaugable during the interview. Prof. Dnyaneshwar Darade

19. PROCEDURE OF GUIDANCE Collecting information regarding school environment – The guide then gets all data and information about the student from the school. He contacts the Principal, teachers, etc for their inputs about the child as they are in closer contact with him. Final Interview – Here a questionnaire is given to the student and an entire self-inventory is prepared. From this, the guide understands the need of the pupil and judges his true problem. Preparation of profile - With all relevant information in front, the guide prepares a profile of the pupil and decides what type of treatment would be effective for the pupil. it is now that actual treatment starts and guidance is provided. Follow-up – This is necessary to gauge if the guidance has been effective and if the child is improving in the right direction. Also if any changes are required to be made in the process Prof. Dnyaneshwar Darade

20. PROBLEMS OF GUIDANCE (in school and in general) Implementation of Guidance and making it an integral part of education is a herculean task in the Indian scenario due to these reasons – Feeling of purposelessness in guidance – People are not fully aware of the merits or they have a misunderstanding or negative attitude towards guidance. Many administrators also question the validity of guidance when there is large scale unemployment not only among illiterates but also among the educated. Prof. Dnyaneshwar Darade

21. Parental pressure and peer pressure – In our country occupations are chosen more out of parental and peer choice rather than on the basis of the individual’s own capabilities. Tremendous increase in the number of students – The spate in the population cannot be matched by the inadequate number of guidance cells and staff. Lack of infrastructure – A guidance cell is a separate and independent unit altogether. But schools are unwilling to invest in a proper cell, qualified staff and required equipment. Prof. Dnyaneshwar Darade

22. PROBLEMS OF GUIDANCE (in school and in general) Lack of funds – The guidance activity is not considered while preparing the annual budget. It is met with an “if and when” attitude. Lack of trained experts and literature – The proportion of properly qualified guidance experts is minimal. Plus there is a dearth and scarcity of good and latest literature. Attitude of Principal and Teachers – Many a time, Teachers feel that having a guidance cell puts a question mark on their own abilities. Plus they feel the guide is interfering and think it is a headache to provide the guide with all the information he requests. . Prof. Dnyaneshwar Darade

23. Lack of publicity about the utility of Guidance Services – The public, in general, is not familiar with this concept or with agencies giving guidance service. They do not even know how guidance programs can be useful to them. Thus the Government and voluntary agencies should join hands to make guidance popular and effective Prof. Dnyaneshwar Darade

24. ROLE OF SCHOOL IN GUIDANCE Overall role is to provide a guidance cell where minimum guidance services should be available such as data collection, occupational information and counseling centre. Appointment of trained guidance personnel or staff to the ratio 1:20. Establish cooperation and positive association between school staff and guidance staff and curb any negative approach. Provide physical facilities and infrastructure such as a separate cell, adequate psychology equipment and tools and financial support. Prof. Dnyaneshwar Darade

25. Seminars, workshops, and orientation courses to make teachers aware of nature of guidance and to enable them to assist and evaluate pupil’s needs and problems and the ways to meet them. Set aside sufficient time for guidance and counseling at hours outside of school hours. The service of guidance should not be mixed or confused with administrative service. Make parents and guardians understand the need and positive utility of guidance. Prof. Dnyaneshwar Darade

26. AREAS, TOOLS & TECHNIQUES IN GUIDANCE Prof. Dnyaneshwar Darade

27. PERSONAL GUIDANCE According to Jones, everyone needs guidance at some time in his life. Some need it constantly while others require it only at rare times of great crisis. It is some form of help or assistance given by an expert person to an individual to develop his or her personality and achieve proper direction in life. Personal guidance is that guidance which is given on a personal level to solve personal problems. It is the assistance offered to a person to solve his/her social, emotional, moral, health and adjustment problems. As per Hopkins – “Personal guidance is that guidance which is concerned with the problems of health, emotional adjustment and social adjustment of an individual.” As per Ruth Strang – Personal guidance is the assistance given to an individual to solve his personal problems such as emotional and social adjustment, economic and social relationships and problems connected with his physical as well as mental health.” Prof. Dnyaneshwar Darade

28. As per Wilson – “The purpose of personal guidance is to help the individual in his physical, emotional, social, moral and spiritual development and adjustment.” Each individual differs in physical, emotional, psychological, intellectual, personality traits, interests, likings, abilities, achievements, aspirations, etc. Requirements of various occupations also differ. Eg . Engineering versus Medical, Agriculture versus Architecture, etc. Personal guidance is useful for better self-understanding where a person learns to accept his shortcomings, overcome his complexes, realize his potentials and love himself for who he is. Prof. Dnyaneshwar Darade

29. EDUCATIONAL GUIDANCE Educational guidance is mainly concerned or related with such problems of education that are faced by students. As per Arthur J. Jones – “Educational guidance is concerned with assistance given to pupils in their choices and adjustments with relation to schools, curriculum, courses and school life.” As per Ruth Strang – “Educational Guidance is intended to aid the individual in choosing an appropriate programme and making progress in it.” As per Mayer – “Educational Guidance is a process concerned with bringing about between and individual pupil with his distinctive characteristics on the one hand, and differing groups of opportunities and requirements on the other hand, a favourable setting for the individual’s development or education.” Prof. Dnyaneshwar Darade

30. VOCATIONAL GUIDANCE Vocational Guidance is a long continuous process which begins in the school and is needed throughout the working life of the individual. Vocational Guidance is an assistance to a person, regarding some vocation. As per David Super – “Vocational Guidance is the process of helping the individual to adjust in the occupation to make effective use of human power and to facilitate the economic development of society.”As per national Vocational Association of America – “Vocational Guidance is the process of assisting the individual to choose an occupation, prepare for it and enter upon the progress in it. It is concerned primarily with helping individuals make decisions and choices involved in planning a future and building a career, making decisions and choices necessary in effecting satisfactory vocational adjustment.” Prof. Dnyaneshwar Darade

31. Thus Vocational Guidance assists the individual in the study of technologies and related sciences and the acquisition of practical skills, attitudes, understandings and knowledge relating to occupations in the various sectors of economic and social life. Prof. Dnyaneshwar Darade

32. 7-POINT PLAN IN GUIDANCE The student/individual is the main centre of guidance. To know him well we need some formula or plan so that we can render the right guidance to him. 7 Point Plan – Physical makeup data – Collection of physical data such as height, weight, eyesight, color of skin, etc. and health data regarding physical structure. Educational attainments and other achievements – Year wise, Classwise, Subjectwise and activity wise information in a proper sequence and compiled properly. Mental ability / General Intelligence – Without this test guidance is not possible. This aspect is collected with help of IQ/psychological tests. Prof. Dnyaneshwar Darade

33. 7-POINT PLAN IN GUIDANCE Attitude – The guide must know all about the attitudes of students or pupils through standardized tests. Interest – It is a very important factor and gives crucial information about the individual. Interest Inventories are used.. Disposition – It is important to know about the nature, personal behavior and adjustment tendencies of the child and his relations with family, friends, and society at large. Adjustment tests can be used. Records must be kept confidential. Circumstances & Environment – Family and social environment. Records of parents’ and siblings details, qualifications, religion, socio-economic status, mother tongue, family circumstances, occupations, etc. are obtained. Prof. Dnyaneshwar Darade

34. TOOLS IN GUIDANCE STANDARDISED / TESTING TOOLS – Pscyhological Tests and Inventories NON-STANDARDISED / NON-TESTING TOOLS 1 - Achievement Test 1 - Anecdotal Records 2 - Aptitude Test 2 - Autobiography 3 - Attitude Scales 3 - Blanks 4 - Diagnostic Test 4 - Case Study 5 - Creativity Test 5 - Cumulative Record Card (CRC) 6 - Intelligence Test 6 - Interview 7 - Interest Inventories 7 - Observation technique 8 - Personality Test or Inventories 8 - Questionnaire 9 - Projective Test and Techniques 9 - Rating Scale 10 - Socio-metric techniques Prof. Dnyaneshwar Darade

35. ROLE OF SCHOOL IN GUIDANCE Overall role is to provide a guidance cell where minimum guidance services should be available such as data collection, occupational information and counseling centre. Appointment of trained guidance personnel or staff to the ratio 1:20. Establish cooperation and positive association between school staff and guidance staff and curb any negative approach. Provide physical facilities and infrastructure such as a separate cell, adequate psychology equipment and tools and financial support. Prof. Dnyaneshwar Darade

36. Seminars, workshops, and orientation courses to make teachers aware of nature of guidance and to enable them to assist and evaluate pupil’s needs and problems and the ways to meet them. Set aside sufficient time for guidance and counseling at hours outside of school hours. The service of guidance should not be mixed or confused with administrative service. Make parents and guardians understand the need and positive utility of guidance. Prof. Dnyaneshwar Darade

37. BLANKS BLANKS Blanks is a type of format including various points used for collecting data from students and if required, from their parents/guardians and doctors. EXAMPLE Name of the student Std. & Division Gender   Birthdate Mother Tongue Religion & Caste Birthplace Address Family background – Details of Father and Mother Name of Parents Parents’ Education Profession of parents Annual Income of Family Area of Household Nr. Of family numbers Facilities at home Residence before school admission Name of the previous school Academic Progress – Rank Std. Subject Marks Qualities Hobbies Health Participation in co-curricular activities Remarks by Teachers Remarks by Head of Institution Selection of Profession Prof. Dnyaneshwar Darade

38. RATING SCALE DEFINITION As per Gibson & Mitchelle – “Rating scales are for rating each of the characteristics or activities one is seeking to observe or assess.” As per Bonny and Hampleman – “A rating scale is a special kind of checklist in which the items or characteristics checked must be rated quantitatively or qualitatively according to the degree of presence or absence of a trait, the degree of perfection of a skill or a degree of completion of a task.” Prof. Dnyaneshwar Darade

39. CHARACTERISTICS OF RATING SCALE Rating scale is the judgement of one person by another It is a directed observation It is opinion of some object, situation or character It systemizes the expression of opinion concerning a trait. A systematic procedure for obtaining, recording and reporting observer’s judgements . It is a subjective method through which we can find out opinions about a particular person. Similar to a Check List but with finer discriminations. It may be filled during or immediately after or much later after the observation is made. Ratings are done by parents, guardians, teachers, students themselves, friends, a board of interviewers, judges, and by the self as well. Prof. Dnyaneshwar Darade

40. TYPES Descriptive Rating – The characteristics or traits or qualities are described in words or phrases. The Rater puts a tick in the blank or bracket in front of the quality. Eg . English Teaching – I can’t understand ( ) It is difficult to understand ( ) Clearly understood ( ) Numerical Rating – Numbers assigned to each trait. Eg . I like to co-operate – 0 – For Never 1 – Sometimes 2 – Rarely 3 – Often 4 – Always Graphical Rating – Similar to descriptive scale and the difference lies only in the way it is written. Eg . Responsibility for completing work | | | | | Very High High Average Low Very Low %age of group scaling – Rater is asked to give the % of the group that possesses the trait on which the individual is rated. Eg . Self-confidence of the individual 1 to 10 % 11 to 25% 26 to 50% 51 to 75% 76 to 100% Prof. Dnyaneshwar Darade

41. A DVANTAGES Helpful in writing reports to parents. Helpful in filling out admission blanks for colleges. Helpful in finding out students’ needs. Helpful in making recommendations to employers. Helpful in supplementing other sources of understanding of the child. Helpful in their stimulating effect upon the individuals who are rated. LIMITATIONS Some characteristics are difficult to rate. In-depth knowledge and interaction with the individual is required to judge some traits. Subjectivity element is present. There is a lack of opportunities to rate students. Raters generally tend to be generous. Prof. Dnyaneshwar Darade

42. CUMULATIVE RECORD CARD (CRC) MEANING The Cumulative Record Card is a type of document which contains a comprehensive picture of the history and personality of the child from the day he enters school till he leaves it. It is prepared by the teacher about all aspects of the child’s life – academic, physical, mental, social, moral, psychological. DEFINITIONS As per Guidance Handbook for Secondary School – “Cumulative Record Card is a method for recording, filling and using information essential to the guidance of students.” As per Jones – A cumulative record is a permanent record of a student which is keot up ti date by the school. It is his educational history with information about his school achievements, attendance, health, test scores, and similar data. As per Allens – “A cumulative record is a record of information concerned with appraisal of the individual pupil kept on a card and in one place.” Prof. Dnyaneshwar Darade

43. CHARACTERISTICS/NATURE OF CRC Includes all type of information about every aspect of the student’s life. It provides all types of objective and impartial information of the student. WYSWYG. i.e. What You See Is What You Get. It is a reflection of his personality. It provides up to date information. Definite information related to the pupil is included. It is the complete picture of the child – achievements, abilities as well as drawbacks.   NEED/PURPOSE OF CRC Betterment and overall progress and personality development of the child. To provide useful information to Teacher or Guide that will help them make out problem areas and start the remedial programme to speed up their development in the right direction. The records provide data for objective evaluation of the pupil. The use of CRC avoids duplication of efforts. Prof. Dnyaneshwar Darade

44. CONTENT OF CRC Identifying data. Home and family background. Health data. Results of achievement test. i.e. yearwise . Attendance record. Special abilities and attitudes. Results of Intelligence tests. Any desirable/undesirable trait of character. Record of co-curricular activities. Personal opinion of Class Teacher, Counsellor, Subject Teacher, Head of the Institution.   Prof. Dnyaneshwar Darade

45. ADVANTAGES/USES/USEFULNESS For guidance purpose Complete evaluation of the child To know the students In migration cases For selection and promotion and rewarding. With the help of CRC, the Teacher, guide, counselor can discover the special abilities of the student which are to be developed. Career guidance and selection of profession Useful for employers Useful for the police whole investigating crimes. For progress of socially backward students. Useful in preparing progress reports and character certificates. Prof. Dnyaneshwar Darade

46. L IMITATIONS Good care is not taken in recording all the information accurately and objectively. Files are not properly maintained. Certain information may not always be available. Prof. Dnyaneshwar Darade

47. PSYCHOLOGICAL TESTS These tests are the tools of guidance which help the teacher to understand the weaker and stronger points of the sts . Individual differences which are the heart of guidance, are measured by the test. Test if chosen judiciously, facilitates self analysis so is one of the primary functions of guidance. Test indicates changes that are needed in some aspects of the environment of students. CLASSIFICATION Individual Test – Administered to examine one at a time. Group Test – It is administered like a school exam to many examinists at one time. Performance Test – No use of language in contrast to pencil and paper test in individual and group. Prof. Dnyaneshwar Darade

48. II Educational Achievement Test Survey – Comprehensive examination used to determine general academic standing. Subject-wise test – Diagnostic test – This type of test covers a wide range of academic skills and used to find out weak and strong points of students. III Aptitude Test General Aptitude Test – To find out Mechanical ability and clerical ability. Special Aptitude for School subject – Professional Aptitude test – For law, medicine, teaching, engineering field. Prof. Dnyaneshwar Darade

49. Talent aptitude test – Regarding art, music and tests used in career guidance. IV Personality Tests Personal adjustment questionnaire – Eg . Subject of worries, fears, social problems, etc. Attitude Survey – This test is based on social, economic and political questionnaire. Interest Inventories – Related to various occupations. Environmental factors related to personality – Questionnaire covering socio-economic backgrounds and other work. Projective techniques – directed to dominant personality test. Prof. Dnyaneshwar Darade

50. USE OF OR IMPORTANCE OF OR MERITS OF OR WHAT IS STANDARDISED TEST? It has important role in guidance programme – It gives us objective and impartial information about the individual. We can find out the assets and limitations of an individual. It provides information in much less time as compared to other tests. These tests measure those aspects of behavior which otherwise cannot be obtained. In subject-wise observation we may overlook shy children but this test discovers such cases also. Prof. Dnyaneshwar Darade

51. DRAWBACKS OF PSYCHOLOGICAL TESTS Teachers are no trained in the administration of such tests. Many psychological tests are not culture free so they cannot be used as such in all cultures. Tests which have been constructed in Indian conditions are not standardise Prof. Dnyaneshwar Darade

52. QUESTIONNAIRE As per Good & Hatt – “In general, the word Questionnaire refers to a device for securing answers to questions by using a form which the respondent fills in himself.” TYPES OF QUESTIONNAIRE Having Closed questions – Yes-No type of questions. Objectivity is present and they are quick and easy to complete and analyse. Eg . Do you like music? (Yes/No). Having Open or Descriptive Questions – They take more time to answer. Difficult to analyse as a lot of subjectivity seeps in. Eg . Describe your best friend’s qualities. Prof. Dnyaneshwar Darade

53. CHARACTERISTICS OF QUESTIONNAIRE Should be based on objectives and not very lengthy. Questions should be clear, specific and attractive. Instructions should be provided before starting. Questions should be arranged sequentially from easy to difficult and from general to specific. NEED/PURPOSE OF QUESTIONNAIRE We can get personal information and personal opinions of the individual which he cannot speak openly. It is also very useful to know about hobbies, attitudes, willingness, etc. of the person. Prof. Dnyaneshwar Darade

54. OBSERVATION INTRODUCTION Observation means to look outside of oneself, at others. It is an important means to collect information. It is a non-testing or non-standardised technique. In counseling , much of the information regarding the personal adjustment of the individual is obtained by this method. DEFINITION As per Good – “Observation deals with the behavior of individuals in appropriate situations.” As per Hampleman – “Observation as a method of studying pupils/students, consists of the direct observations of the behavior of individual or class group.” Prof. Dnyaneshwar Darade

55. CHARACTERISTICS OF OBSERVATION Observation is specific. Scientific observation is systematic. It is quantitative as there is recording of the number of instances. Results can be checked in terms of reliability and validity. It is a technique to observe the behavior of an individual. It is carried out for one person at a time. SITUATIONS OF OBSERVATION Free/Open – There is no restriction in this situation. Manipulated – The observer introduces special or additional factors in the situation. Eg . Drop a 100 rupee note and see if anyone pockets it or returns it. Controlled situation – This is undertaken in controlled or restricted environments. Eg . Interview panel, examinations, debates. Uncontrolled situation – Where one has no control over the situation. Eg . Calamities, Epidemics. Prof. Dnyaneshwar Darade

56. TYPES OF OBSERVATION Natural – Observation carried out in natural settings without any tools or techniques. Participant – Observer establishes perfect rapport with the group/individual in such a way that he/they may not become aware of his purpose and thus may not hide their actual behavior. Direct versus Indirect – Directly observing the individual versus deductions on the basis of some collected information. Recorded versus Unrecorded – Noting observation down is recorded while not noting it down is unrecorded. Individual versus Group – Observing only one person versus an entire group. PRINCIPLES At a time only one child should be observed. The process of observation should go on over a long period of time. Observation should be systematic. The pupil ALONG WITH the surrounding situation should be observed. Prof. Dnyaneshwar Darade

57. ADVANTAGES It is a useful technique to collect data of students. It is flexible and can be used in various situations. It can be used by all persons. We can keep a record of the pupil’s actual or real behavior in different situations. It is a very reliable instrument technique for the study of behavior pattern. We can know a lot about the mental processes and personality. It is economical, natural and flexible. It is useful for studying the influence of heredity and environmental factors on the child’s development. Prof. Dnyaneshwar Darade

58. LIMITATIONS It is difficult to observe the inner behavior of the child. If we make the person whom we are observing conscious then behaviour becomes artificial. Sometimes observation may be full of favouritism . Sometimes mental and physical fatigue affects the quality of observation. There is great scope for subjectivity. Prof. Dnyaneshwar Darade

59. INTERVIEW MEANING Interview is a non-testing technique for collecting information. Interview is best known face-to-face situation/communication to get information directly from the individual. It is a way to establish contact with one another. It is a technique to know the client and to understand the client very closely. Interview is purposeful communication or conversation. It is a subjective method. DEFINITIONS As per J.G. Darley – “Interview is a situation in which the client can gain a better understanding of himself – his interest, skills, abilities, attitudes, etc.” As per Bingham and Moore – “A serious conversation directed to a serious purpose, other than satisfaction in the conversation itself, is an interview.” As per Blum and Balinsky – “The interview allows the client and the counselor to exchange ideas and attitudes through conversation. Its purpose is to lead to a solution of a client’s problem, or at least to some change in attitude or behaviour.” Prof. Dnyaneshwar Darade

60. PURPOSE OF INTERVIEW To obtain information To give information Solution of a new problem To help in the solution of adjustment problem To create a rapport. To encourage the person to take interest in himself. To treat the person through psycho-analytical interviews. To diagnose various causes of the different problems of the person. To verify the facts already collected through interview. For interpretation of the information already gathered. Prof. Dnyaneshwar Darade

61. STEPS IN INTERVIEW OR HOW INTERVIEW IS CONDUCTED Preparation - To decide what is to be accomplished. Know the client/counselee/interviewee To know his background and his abilities and who he is. Take appointments. Provision for privacy. During interview what should be noted. Know your own personality, be objective. Control emotions and emotionally disturbed attitudes. Process - Establish rapport. Help the client/interviewee feel easy and comfortable and ready to talk. At the close end of the interview, watch for additional information - Catch the change in expressions which may drop after the interview has ended. Interpretation - There should be interpretation of the information collected during the interview. It is a solution to the problem. Developing insights and putting them to work. Recording - A diary can be maintained, video shooting can be done, without the knowledge of the client, photo camera, and other technologies can be used. Follow up – After solution of problem, to see whether the client is following a correct path. It is essential for the improvement of the client. Follow up process is a continuous process. Prof. Dnyaneshwar Darade