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MODULE 1 :
GUIDANCE : CONCEPT AND NEEDS
Concept of Guidance
Unit Structure :
1.0 Introduction
1.1 Objectives
1.2 Meaning and Principles of Guidance
1.2.1 Meaning of Guidance 1.2.2 Guidance and Education : Guidance and Counseling 1.2.3 Principles of Guidance
1.3 Need and Importance of Guidance
1.4 Scope of Guidance: Guidance Services
1.5 Implications of Areas of Guidance in Global Context.
1.5.1 Personal 1.5.2 Educational 1.5.3 Vocational 1.5.4 A vocational 1.5.5 Social 1.5.6 Moral 1.5.7 Health 1.5.8 Leisure-time
1.6 Let us sum up
1.0 INTRODUCTION
We are social beings and, so in some way or other we need help and guidance of others. Mother, father, grand parents, teachers and other elders, home, school and society guide youngsters for successful living. Due to explosion of knowledge, industrialization and changes in socio-economic set up the need of professional guidance is felt in the present day society.
In this unit you will be familiarized with concept, principles, need of guidance and implications of areas of guidance on global context.
1.1 OBJECTIVES
After going through this unit you will be able to:
Define the meaning of guidance Describe the need for guidance State the principles of guidance Explain different areas of guidance
1.2 MEANING AND PRINCIPLES OF GUIDANCE
1.2.1 Meaning of Guidance:
Literally guidance means ‗to direct‘, ‗to point out‘, to show the path‘. It is the assistance or help rendered by a more experienced person to a less experiences person to solve certain major problems of the individual (less experienced) i.e. educational, vocational, personal etc.
Guidance is a concept as well as a process. As a concept guidance is concerned with the optimal development of the individual. As a process guidance helps the individual in self understanding (understanding one‘s strengths, limitations, and other resources) and in self-direction (ability to solve problems, make choices and decision on one‘s own).
1.2.2 Guidance and Education; Guidance and Counselling, Guidance and Education :
The aim of education is to achieve the fullest possible realization of possibilities inherent in the individual. Education fosters all aspects of an individual‘s personality. Guidance is an integral part of education and helps in achieving the goals of education. Guidance is quite essential for the development of individual which is the main objective of education. The Education Commission (EC-1964-66) observes ―Guidance should be regarded as an integral part of education and not as a special, psychological or social service which is peripheral to educational purposes. It is ―meant for all students not just for those who deviate from the norm in one direction or the other‖.
Jone, A.J., pointing out the relationship between guidance and education observes, ‗All guidance is education but some aspects of education are not guidance. Their objectives are the same the development of the individual but methods used in education are by no means the same as those used in guidance‖.
Better family life Good citizenship For conservation and proper utilization of human resources For national development
Guidance is helpful not only for student and teacher in an educational institution but also to the parents ,administrators, planners and community members.
Check Your Progress – I
Q.1 Define guidance
Q.2 Explain the relation between guidance & counseling.
Q.3 State the relation between guidance & Education.
Q.4 Why do we need guidance?
Q.5 What should be the principles of guidance?
1.4 DIFFERENT SCHOOL GUIDANCE SERVICES
The school is expected to provide more than just teaching and instruction. A school guidance programme includes all those activities other than instructional which are carried out to render assistance to pupils in their educational, vocational, personal development and adjustment. The fundamental aim of guidance programme being the maximum development of the child, all guidance programme must be geared toward attainment of the goal. Guidance services can assist the pupils in knowing themselves-their potentialities and limitations, making appropriate choices in educational, vocational and other fields. Some of the important guidance services are;
The orientation services Student inventory services
Career Information services Counseling services Group guidance services Placement services Research and evaluation services
1.5 IMPLICATIONS OF AREAS OF GUIDANCE IN
GLOBAL CONTEXT
The students life is getting complex day by day. Students in the twenty-first century have facing many perplex and difficult situations i.e. to make wise curricular and other curricular choices, to acquire basic study skills for optimum achievement, adjustment with peers etc. In its beginning guidance was concentrated on problems relating to vocations. It was largely concerned with getting jobs for young people. Now guidance has gone for beyond this. It is now concerned with the entire individual in all aspects.
The areas of guidance are very vast. The following are some of the important areas of guidance.
1.5.1 Personal:
Students face many personal problems related to themselves, their parents and family, friends and teachers, etc. They often have memories related to home or family which creates feeling of disappointment in them. If their parents are expecting too much of them it leaves them with a feeling of incompetence and insecurity leading poor self-concept and self esteem. The objectives of personal guidance are to help the individual in his/her physical, emotional, social, rural and spiritual development.
The aims and objectives of personal guidance are :
To assist the individual in understanding himself/herself. To assist the individual involving the personal problems. To assist the individual in taking independent decisions and judgement. To assist the individual to view the world and the social environment in right perspective. To assist the individual in making sound adjustments to different problems confronted in life.
Personal guidance is necessary at all stages of life. At the elementary school stage opportunities should be given to students
At the elementary stage guidance programme must help the children to make good beginning, to plan intelligently, to get the best out of their education and prepare them for secondary schools. Educational guidance needs to be used in diagnosing difficulties, in identifying the special needs of children.
At the secondary stage educational guidance should help the pupils to understand themselves better, to understand different aspects of the school, to select appropriate courses to get information about different educational opportunities, to develop good study habits. The students should be helped to be acquainted with the vocational implications of various school subjects.
Educational guidance at the tertiary stages must oriented students about purpose and scope of higher studies and helps them to stimulate their studies. Each college/ university must have a guidance unit with due provision of guidance services.
1.5.3 Vocational Guidance:
You know that ‗bread and butter aims‖ is one of the main aims of education. Due to advancement in science and technology and consequent charges in industry and occupations have been emerged. There are thousands of specialized jobs/ occupations. In this context, there is a great need for vocational guidance.
Vocational guidance is a process of assisting the individual to choose an occupation, prepare for it, enter upon it and progress in it. It is concerned primarily with helping individuals make decisions and choices involved in planning a future and building a career. The purpose behind assisting the youth to choose, prepare, enter and progress in a vocation is the optimum growth of the individual.
Some of the aims and objectives of vocational guidance are:
Assisting pupil to discover his/her own abilities and skills to feet them into general requirements of the occupation under consideration. Helping the individual to develop an attitude towards work that will dignify whatever type of occupation s/he may wish to enter. Assisting the individual to think critically about various types of occupations and to learn a technique for analyzing information about vocations. Assisting pupils to secure relevant information about the facilities offered by various educational institutions engaging in vocational training.
At the elementary stage, although no formal guidance programmes are needed, the orientation to vocation can be initiated at this stage. At this stage some qualities and skills which have grater vocational significance viz. love and respect for manual work (ii) training in use of hands (iii) spirit of cooperative work (iii) sharing (vi) appreciation for all works (vii) good interpersonal relationship are to be developed.
At the secondary stage vocational guidance should help the students to know themselves, to know the world of work, to develop employment readiness to develop decision making rules.
At the higher education stages it should be more formal one. The objectives of guidance at this stage are to help the students to get information about different career, training facilities, apprenticeship etc.
1.5.4 Avocational Guidance:
The individual student spends only a small portion of his time i.e. 4 t0 6 hours per day in school. The rest of the time needs to be effectively managed and utilized by the child for his/her progress and development. Avocational guidance helps the child to judiciously utilize the leisure time. The other co-curricular activities play an important role in all-round development of the child .But many parents, teachers and children put secondary importance to these activities. The students need to be properly guided for effective participation in varied types of avocational pursuits so that they are able to shape their interpersonal behavior in desirable direction and widen their outlook.
1.5.5 Social Guidance:
We are social animals. But social relationships constitute a problem area for most of the students. School/educational institution is a miniature society and pupil from different socio- economic status, linguistic and socio-cultural background read there.Students some time may face problems in adjustment and social relationship. It is very important that the students to be helped in acquiring in feeling of security and being accepted by the group;in developing social relationship and in becoming tolerant towards others. This is the task of social guidance. Formally social guidance can be given by educational institutions whereas informal guidance may be provided by Family, religious institutions, Media etc.
Thus it is quite evident that guidance for leisure is extremely important in modern society because it helps the individual to attain efficiency and become a useful member of the society.
Therefore, it has been suggested that in the school curriculum there should be provision for teaching about various leisure time activities so that children will able to know about them.
Check Your Progress – II
Q.1 What are the different guidance services?
Q.2 Differentiate between vocational & a vocational guidance.
Q.3 Explain the use of leisure time guidance.
Q.4 Write short notes on :
a) Objectives of educational guidance. b) Need of vocational guidance. c) Orientation services. d) Personal guidance
1.6 LET US SUM UP
Guidance is a concept as well as a process. Guidance is different from education and counseling. Guidance is based upon the principles of holistic development of individual, recognition of individual differences and dignity and acceptance of individual needs. Guidance is needed wherever there are problems. Guidance helps in optimum development of individual, Solving different problem of the individual, Academic growth and development, Vocational maturity, vocational choices and vocational adjustments, Social personal adjustment., Better family life, for conservation and proper utilization of human resources, and national development. Guidance is helpful not only for student and teacher in an educational institution but also to the parents, administrators, planners and community members. A school guidance programme includes all those activities other than
instructional which are carried out to render assistance to pupils in their educational, vocational, personal development and adjustment. The areas of guidance are very vast. Some of the important areas of guidance are personal, educational, vocational, avocational, health, social etc.
UNIT END EXERCISES
- What is guidance? Discuss the need and importance of guidance.
- Discuss the principles upon which guidance is based.
- State the importance of educational guidance and vocational guidance.
- Write short notes on:
a) Personal guidance b) Guidance and education c) Guidance and Counselling
SUGGESTED READINGS
Agrawal,R(2006) Educational,Vocational Guidance and Counselling,New Delhi,Sipra Publication
Bhatnagar,A AND Gupta,N(1999).Guidance and Counselling:A theoretical Approach(Ed),New Delhi,Vikash Publishing House
Jones, A.J.(19510.Principles of Guidance and Pupil Personnel work,New Y ork,MiGraw Hill
Kochhar, S.K ., (1985): Educational and Vocational Guidance in Secondary Schools,New Delhi,Strling Publisher NCERT (2008).Introduction to Guidance,Module -1,DEPFE,New Delhi
aware of the need and importance of group guidance know the practical consideration of organization of group guidance activities; understand the limitations of group guidance activities; and deal effectively with the problems of organization of such group guidance activities state the role and functions of different agencies at international, national and state levels.
1A.2 TYPES OF GUIDANCE: INDIVIDUAL AND GROUP
1A.2.1 Individual guidance:
Individual guidance is tailored to an individual. It is advice, strategy or planning designed for a singular person or thing and their unique situation. This is in contrast to general guidance which is frequently based on demographic information such as age or income or meant for the general population. The most common reference to individual guidance is in reference to children or students. This is ideally the role of guidance, educational or career http://www.ehow.com/careers/ counselors.
Individual guidance can be used to refer to any advice, usually professional advice, given to a person based on their unique circumstances. This could include legal services, career counseling, financial planning, medical or psychological advice or a number of other areas where a trained professional is looked to for direction in a given area.
1A.2.2 Group Guidance: Concept, Need and Significance:
Group refers to collection of people, interaction between individuals, development of shared perceptions, the development of affective ties and the development of interdependence of roles. For example many students and teacher/teachers at one school may gather together to form a group.
Group guidance encompasses those activities of guidance which are carried on in a group situation to assist its members to have experiences desirable or even necessary for making - appropriate decisions in the prevailing contexts. In a more specific term, it is guiding the individual in a group situation. Group could be of any type ,but for guidance purposes a group should have a common goal. Just collection of individual may not be called a group for organizing guidance activities. Selection of group
members will have to depend on sharing a common problem, volunteering to be members and willingness to group activities.
Jones, A.J(1951)define group guidance ‗as any group enterprise or activity in which the primary purpose is to assist each individual in the group to solve his problems and to make his adjustment‘.
Group guidance is used to address the developmental needs of a functional group consisting of a number of students to implement programme that would benefit them at all time.Students in group with common problems and concerns are helped in groups i.e. small or large. In other words, if guidance is to be available to all, it should be planned in groups.
Some of the objectives of group guidance are:
- To help people in identifying common problems, analyse them and find relevant solutions
- To place a wide range of information before people with common problems which could be useful for them for finding solutions?
- To provide a platform where people with common problems could interact with each other and could be benefited by each other‘s perspectives, ideas and experiences
- To help in creating an atmosphere where people could get an opportunity to express themselves and in the process analyze themselves.
1A.2.3 Organization of Group Guidance Activities:
Planning of group guidance activity may focus the following points.
1. Need Assessment : The need assessment must be done to find out the common problems of individuals in the group. This can be done by administering questionnaire, checklists and interview. 2. Determining size of the group and time, venue for group activities : Depending upon the group activity the size of the group should be fixed. The size should be approachable and manageable. The venue should be selected taking in to account the group selected for activity. 3. Selection of members and role specifications: The participants selection for group guidance activity is also very important. The students for example should be communicated about their roles in group activities.
Assigning of roles Preparation of other members/audience to observe intelligently Assessing the role play Concluding session and feedback
Other methods like case study and sociometric technique can be used as group guidance technique.
1A.2.5 Advantages of Group guidance:
We have discussed about different activities and approaches of group guidance. Some of the advantages of group guidance are as follows:
Inspires learning and understanding: Interaction in group setting inspires learning and understanding of students. The student learns from other member of group. Saves time and effort: Group guidance technique can save time and effort of both the counselor and students. The time saved can be used for the more difficult and complex problems of students. Improvement of student’s attitude and behavior Development of wholesome and helpful awareness of unrecognized needs and problems of student/s
1A.2.6 Limitations of Group Guidance:
Group guidance though serves a useful purpose, but they cannot be taken as a substitute for individual counseling. Group activities serve many of the objectives of the school guidance programme, but not all of these. Further students may feel hesitant to come out with their personal problems in the group. So, in these cases group guidance cannot be of help.
Group guidance activities serve useful purposes specially saving in time and effort. While organizing these activities, some problems that a counsellor may face are mentioned below:
A rigid type of administration is often a major cause of trouble. Generally, when the counselor asks for time in the time table for conducting these guidance activities, he/she may get a discouraging reply, the time table is already full. No periods are free. So the counsellor is left with no other choice than to take the substitute management period.
Lack of cooperation on part of the administration as well as the staff members may also create problems in organizing such activities. Teacher may feel this as an addition burden. Lack of adequate funds is another problem.
Check Your Progress – I
Q.1 What is individual guidance? Q.2 What is group guidance? Q.3 What are the objectives of group guidance? Q.4 How can you organize group guidance activities? Q.5 State the techniques of group guidance. Explain Role play technique of group guidance.
1A.3 AGENCIES OF GUIDANCE AT DIFFERENT
LEVELS:
Different agencies i.e. government and private at international, national and regional level have been doing significant works in the area of guidance. These agencies are working in training /orientation, career guidance services or development of materials for guidance workers/functionaries.
1A.3.1 International Level:
International Association of Educational and Vocational Guidance (IAEVG) is a worldwide guidance and counselling organization, whose mission is to promote the development and quality of educational and vocational guidance. IAEVG‘ s mission is also to ensure that all citizens who need and want educational and vocational guidance and counselling can receive this counselling from a competent and recognized professional. The objectives of the organization are as follows :
Cedefop , the European Agency to promote the development of vocational education and training, is the European Union‘s centre of expertise to support the development of VET and evidence- based policy-making. One important task for Cedefop is to provide guidance practitioners with advice, research, analysis and information. On Cedefop‘s website European Training Village (ETV)there is an area with information on lifelong guidance (Choose lifelong guidance in the left menu). Here you will find information on European guidance projects, links to publications and research results, examples of good guidance strategies and practices and a live network for all the actors who have an interest in the field. The website can be found at www.cedefop.europa.eu/
FEDORA is an organisation for those involved in student guidance in institutions of higher education in Europe. The FEDORA network has especially the focus on the higher student mobility across Europe and the challenges that gives to the guidance practitioners. FEDORA contributes to the further development of the guidance practitioners‘ competencies so they can better support, inform and guide the students on mobility issues. FEDORA organizes congresses, conferences and summer universities and each event takes place every three years. All types of events take place in different countries in the FEDORA member states each year. The website can be found at fedora.plexus.leidenuniv.nl/
IAC (International Association for Counselling) wishes to encourage the exchange of ideas, research findings and personal experience in the field of counselling and guidance. This happens, among others, through organising conferences and publishing the International Journal for the Advancement of Counselling. The website can be found at www.iac-irtac.org/
The International Centre for Career Development and Public Policy , ICCDPP , has the task to facilitate international sharing of knowledge and information concerning public policy and career development issues. ICCDPP has a base for knowledge and information which contains proceedings from international symposia, and reports and news provided to the site by the users and by other international contacts. ICCDPP is supported by OECD, the World Bank, and the European Commission etc. The website can be found at www.iccdpp.org
The Nordic Association of Educational and Vocational Guidance is a coalition of national associations for education and vocational guidance in the Nordic countries and the self-governing areas of Aaland Islands and Faeroe Islands. The aim of NFUE is to
strengthen professional educational and vocational guidance in Nordic countries.
NAEVG organizes seminars and conferences and develops cooperation with the Baltic countries. The website can be found at www.nfsy.org
The European Lifelong Guidance Policy Network aims to assist the European Union Member States and the Commission in moving European cooperation on lifelong guidance forward in both the education and the employment sectors. The purpose is to promote cooperation at Member State level on lifelong guidance and to propose appropriate structures and support mechanisms in implementing the priorities identified in the Resolution on Lifelong Guidance (2004). The ELGPN was established by the Member States and the Commission has foreseen to support the activities of the network in 2007-2008 under the Lifelong Learning Programme. The website can be found at ktl.jyu.fi/ktl/elgpn/
International Labour Organization(ILO):
The ILO is the international organization responsible for drawing up and overseeing international labour standards. It is the only 'tripartite' United Nations agency that brings together representatives of governments, employers and workers to jointly shape policies and programmes promoting Decent Work for all. This unique arrangement gives the ILO an edge in incorporating 'real world' knowledge about employment and work.The organization publishes the results of research related to changing nature of work and employment which is important for policy makers and other users.
1A.3.2 National Level Agencies:
At national level the following organizations work in the area of guidance and counseling.
National Council of Educational Research and Training(NCERT): The Department of Psychology and Foundation of Education(DEPFE), a Department under NCERT,New Delhi and Pandit Sunderlal Sharma Central Institute of Vocational Education(PSSCIVE) ,Bhopal a constituent of NCERT organize programme on guidance and Counselling.Some of the functions of PSSCIVE are:
To advise and assist the Ministry of Human Resource Development, State Governments and Union Territory Administration in the implementation of the Vocational Education and Work Experience Programme.
