GUIDANCE AND COUNSELLING

1. GUIDANCE AND COUNSELLING Presented by Shri. S. Selvaraj Director, ZIET Mysore

2. Children require guidance and sympathy far more than instruction -Anne Sullivan Therefore THE NEED FOR GUIDANCE IS UNIVERSAL , IRRESPECTIVE OF THE SCHOOLS THE STUDENTS ATTEND.

3. 2 HAVE SELF KNOWLEDGE AND PLAN REALISTIC LIFE GOALS 3 UNDERSTAND AND DEVELOP ALL ASPECTS OF THEIR PERSONALITY 4 MAKE CHOICES ACCORDING TO THEIR TALENTS AND ABILITIES 1 UNDERSTAND AND DEVELOP ALL ASPECTS OF THEIR PERSONALITY 5 MAKE CAREER CHOICES AT THE END OF SECONDARY SCHOOL EDUCATION JOIN THE WORK FORCE STUDENTS NEED GUIDANCE OPT FOR HIGHER COURSES IN PREPARATION FOR COLLEGE OPT FOR VOCATIONAL COURSE

4. The individual passes through various stages called Growth, Exploration, Establishment, Maintenance and Declinein the process of career development TO REALISE THE ULTIMATE GOAL OF EDUCATION FOR HOLISTIC DEVELOPMENT TO COPE AND ADJUST WITH SITUATIONS IN SCHOOL AND AT HOME FOR SETTLING THEM IN THE WORLD OF WORK BY GUIDING THROUGH THE GROWTH AND EXPLORATION STAGES OF THEIR CAREER STUDENTS NEED GUIDANCE FORDEVELOPING A REALISTIC SELF-CONCEPT ABOUT THEIR INTERESTS AND ABILITIES AND MAKE INFORMED CHOICES FOR INFORMATION ABOUT VARIOUS EDUCATIONAL AND VOCATIONAL POSSIBILITIES TO CHOOSE THE COURSE OF STUDY WHICH SUITS THEM BEST AT THE END OF CLASS XII

6. SCOPE

7. THE SCHOOL SYSTEM AS A PRIME AGENT THE STAKEHOLDERS REPOSE MAXIMUM FAITH IN THE SCHOOLS FOR GUIDANCE SERVICES SCHOOLS CAN APPROACH ANY OTHER AGENCY WHOSE SERVICES ARE REQUIRED

8. GUIDANCE AND THE SCHOOL SYSTEM Guidance is considered as an integral part of the total educational process in which the teacher, the parent, and the guidance counselor have important roles to play

9. INFLUENCE OF THE ENVIRONMENT In order to achieve the all round development, which enables a child to be a fully functional individual, guidance in schoolsshould take into consideration children’s internal and external environmental factors and influences.

10. 5.DIAGNOSTIC AND REMEDIAL Study habits, Learning styles, Learning disabilities, Thinking Skills, Overcoming shyness and superiority, Conflict resolutions, Giftedness, and Behavioral Disabilities 3.EDUCATION AND CAREER COUNSELLING Academic concerns, Decision making, Self assessment, Careers and Values, Occupational Orientation, Study skills, Time management, Moral values, and Personality development 4.ADJUSTMENTS Depression, Stress, Anxiety, Neglect, Abandonment, Anger, Guilt, Children of alcoholic parents, Fear, Backwardness, New schools, Moving, and Single parent families • 6.CRISIS MANAGEMENT • Sexual abuse, Sexual harassment, • Physical abuse, Violence in family, • classroom or school, Grief Bereavement, • Loss of love, Anger and Other crisis situations. • 2.PREVENTIVE • Smoking, Alcoholism and Drugs, Youth and law, Suicide prevention, Health risk reduction, Teenage Romantic affairs, Child abuse, STDs awareness, and AIDS awareness. • 1.DEVELOPMENTAL • communication skills, Self concept, Life goals, Sexual values, Social skills, Multicultural awareness and Nutrition and Exercise. DIVERSE ROLES OF GUIDANCE IN SCHOOLS 7.PSYCHOTHERAPY

11. ROLE OF TEACHERS The role of psychotherapy in schools can’t be underestimated. in view of paucity of personnel in schools , teachers with the knowledge of identification aspect of psychological and developmental concerns which require long term therapy are required so that once such cases needing psychotherapy are identified they can be referred to outside agencies.

12. A teacher wanting to take up guidance work needs to have certain characteristics and qualities. They are listed as follows: • Recognizing the basic dignity and worth of each individual student. • Non-judgmental attitude towards students. • Readily gives unconditional positive regard to students. • Genuine • Empathetic • Emotionally balanced Having high level of interpersonal skills • Self awareness • Open mindedness • Effective communication skills

13. The following books on guidance and counseling are recommended for teachers: ‘Guidance: An Introduction’ written by John J. Pietrofesa, Bianca Bernstein, JoAnne Minor, and Susan Stanford (all from Wayne State University). Publisher: Rand McNally College Publishing Company, Chicago, America. ‘The Professional Counselor: A process guide to helping’ written by L. Sherilyn Cormier, West Virginia University, and Harold hackney, Fairfield University. Publisher: Allyn and Bacon, A division of Simen & Schuster, Inc. 160 Gueld Street, Needham Heights, Massachusetts 02194 ‘The Skilled Helper: A problem-management approach to helping’ written by Gerard Egan, Loyola University of Chicago. Publisher: Brooks/Cole Publishing Company, Pacific Grove, California. ‘Manual for Guidance Counselors’ written by R. K. Saraswat and J. S. Gaur. Publisher: National Council of Educational Research and Training, NCERT campus, Sri AurobindoMarg, New Delhi 110 016. ‘Occupational Information in Guidance’ written by GursharanKaurJoneja. Publisher: National Council of Educational Research and Training, NCERT campus, Sri AurobindoMarg, New Delhi 110 016. ‘Counseling and Guidance’ written by S. N. Rao, Publisher: Tata McGraw Hill, Delhi. ‘Readings for Career teachers’ written by S. Mohan. Publisher: National Council of Educational Research and Training, NCERT campus, Sri AurobindoMarg, New Delhi 110 016.

14. Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.Leo Buscaglia