this document is a reviewer in guidance and counseling, Summaries of Career Counseling

Download this document is a reviewer in guidance and counseling and more Summaries Career Counseling in PDF only on Docsity! REVIEWER IN GUIDANCE AND COUNSELING. Guidance is a process through which an individual is helped to guide himself. Thus, guidance stands for creating a spirit of self dependence in the individual. It helps him solve his own problems. It does not solve the problem for him. Evidently, in guidance the focus of attention is the individual and not his problem. “Process of assisting to adjust.” According to Brewer, the word guidance should be used whenever an important activity is to be learnt and assistance is needed by the individual to learn that activity and adjust himself, whether that activity is the choice of leisure time activity or habit of eating or behavior towards the opposite sex. “Establishing an effective relationship.” Crawford thinks that student personnel work may be regarded as a means of establishing a relationship between his total education experiences and his personnel needs and potentialities, in an effective way. According to Crow ///and)))/crow,” Guidance is assistance made available _by personally qualified and _ adequately trained men and women to an individual of any age to help him manage his own life activities, develop his own points of view, make his own decisions and carry his own burdens.” Process of helping every individual through his own efforts. In the words of Ruth Strang, “Guidance is a process of helping every individual, through his own efforts, to discover and develop his potentialities for his personal happiness and social usefulness.” “Guidance is a process of enabling each individual to understand his abilities and interest to develop them as well as possible and to relate them to life goals and finally to reach a_ state of complete and matured = self- guidance as a desirable human element of the social order.’— “Guidance is the’ process of helping a person to develop and accept an integrated and adequate picture of himself and of his role in the world of work, to test this concept against reality and to convert it into reality with satisfaction to himself and benefit to the society”. —National 1. Guidance is promotion of the growth of the individual in self- direction. 2. Guidance is the process of helping the individual in affecting changes in him. 3. Guidance is helping the individual himself through his own efforts. 4. Guidance is assisting _an_ individual to find his place. 5. Guidance is helping the individual to establish harmonious relationships. 6. Guidance is assisting the individual to adjust himself. 7. Guidance is helping the individual to make appropriate educational vocational and personal choices. 8. Guidance program is organized. 9. Guidance program has structure system and personnel. 10. Guidance consists of specialized services-testing counseling educational and vocational information, placement and follow up. 11. Guidance program is an integral part of the school system. 12. Guidance helps an individual to identify and develop his potentialities and talents. 13. Guidance is a point of view that includes a positive attitude towards children. The scope of guidance is bound to be vast as it has a broader meaning and wider connotation. The scope of guidance therefore implies the extent, length, breadth, range, comprehensiveness, and variety of helping an individual to solve his problems. So, the scope of guidance covers functionally all aspects of life. According to guidance is needed for the following reasons Diversified Courses: The need of educational guidance is realized where there are various types of courses to choose from. The question of guidance does not arise where only one curriculum is taught to all the students. A child has to be guided for selecting right educational courses. Failure: Non-seriousness is the major cause of not succeeding of the students in a particular course. If the failed students or dropouts are not guided, they may become delinquent. Such students must be given proper guidance to complete the study. Unsatisfactory Progress: — Students often found neglect in study. Educational guidance is needed when the students do not show satisfactory progress or develop non-serious attitude in this study. It is essential to guide them and show them the right path. Individual Differences: All children are not alike. They differ in attitude, abilities and interests. Educational Guidance helps them to select a right course according to his abilities. Environment: Educational Guidance is needed to acquaint students in school or college environments. A student is maladjusted when he is not properly oriented towards co the school and college. OR Educational growth. Psycho-Social adjustment. Good citizenship. Proper use of leisure time. To minimize the incidence of indiscipline. Help in total development of the student. To supplement efforts of home. The first is that every student should strive for maximum self-development and the other is that every student should make his place in the society as its useful member. Educational guidance services must assist the child to achieve this end by way of making correct choices. The wrong choice of a subject or activity may doom their career and future. 4. The need for proper educational Adjustment. Adjustment to prevailing educational environment is essential for the proper educational growth and well-being of children. 5. Decision for further education There is a great need to provide proper guidance with regards to the suitability of the individual to pursue higher education. 6. Making the grade Another important area where educational guidance is needed is the area of giving students help to progress satisfactorily in the course chosen. 7. Education of —_ exceptional Children Educational guidance is most essential for different categories of exceptional children, if we are interested in the welfare of the individual and society. Importance of Educational Guidance 1. Attitudes and forms of behavior Every aspect of a _ person’s complex personality pattern constitutes a significant factor of his total displayed attitudes and forms of behavior. 2. Recognition of Individual Differences All human beings are similar in many respects; individual differences must be recognized and considered in any effort’s objectives in the conduct of his affairs. 3. Maladjusted factors Existing social, economic, and political unrest is giving rise to many maladjusted factors that require the co-operation of experienced and thoroughly trained guidance counsellors and the individual with a problem. 4. Continuing process Guidance should be regarded as a continuing process of service to an individual from young childhood through adulthood. 5. Guidance service should not be selective. Guidance service should not be limited to the few who give observable evidence of its need, but should be extended to all persons of all ages who can benefit there from, either directly or indirectly. 6. Individual evaluation Programs of individual evaluation and research should be conducted, and accurate cumulative records of progress and achievement should be made accessible for the guidance of workers. VOCATIONAL GUIDANCE Vocational guidance is assistance in choosing a career or profession or in making employment or training “Vocational guidance is a facilitative process, a service rendered to the individual to aid him in choosing and adjusting to an occupation.” —John D. Crites “Vocational guidance is a process of assisting the individual to choose an occupation, prepare for it, enter up on and progress on it’. — “Vocational guidance refers to the inevitable direction given to the care of new employees in the selection process and in_ their assignment to particular types of works" /=Dalé Yoder “Vocational guidance programme may consist of advising the candidate as to what type of job he should select. |t is of utmost importance that the right man is selected for the right job. A famous proverb goes like this ‘for round holes there should be round pegs and for square holes there should be square pegs’. The general conference of (UL.0) in 1949 described vocational guidance as “Assistance given to an individual in solving problems related to occupational choice and progress with due regard for the individual’s characteristics and their relation to occupational opportunity.” Acquire Knowledge: The main objective of vocational guidance is to assist the students to acquire such knowledge of the characteristics and functions, duties, responsibilities and rewards of occupations that are within the range of his choice. Discover Abilities and Skills: Another objective of vocational guidance according to Education is to assist pupil to discover his own abilities and skills and to fit them into general requirements of the occupation under consideration. Assisting pupil to evaluate his own capabilities and interests’ with regard to their worth to him and to society is yet another objective. Vocational guidance aims at helping the individual develop an attitude towards work that will dignify whatever type of occupation he may wish to enter. Exploration of Opportunity: Give exploration of opportunity in different areas of school learning and vocational exploration that will enable the learner to get the feel of several types of activities. Critical Thinking: Assisting the individual to think critically about various types of occupations and to lean a technique for analyzing information about vocations. Assisting the mentally handicapped, the physically handicapped or the economically handicapped to make the adjustments that will be best for them in their struggle for a fuller life d for personal and social welfare. Confidence in the Teachers: Instilling in the pupil a confidence in the teachers and other guidance personal that will encourage him when he confers with them on personal and vocational problems. Assisting the pupil to secure the necessary information about the facilities offered by various educational institutions engaging in vocational training. Admission Requirements: Providing information for the learner about admission requirements, the length of training, and the cost of attending any institution of higher learning to which he my wish to go after graduation for high school in order to continue his vocational preparation. Assistance during School Years: Giving assistance during school years so that the individual will be able to adjust on the job work conditions and to other workers. Assisting Pupil: Assisting each pupil to appreciate his rightful place in a group of workers and to become a functional member of the team. Altering the Pupil: Altering the pupil to the long-range training needed to become e proficient is another objective of vocational guidance. Cautioning Each Learner: Cautioning each learner concerning facts and pseudoscientific shortcuts to vocational competency. Helping the Learner: Helping the learner realize that success is purchased at the price of effort, and that satisfaction on the job derives from doing his’ work competently. 1. If an individual stay in wrong profession for a long time, he suffers economically. There is financial loss. 2. If an individual stay in a wrong profession, he suffers from a psychic loss. The individual is not happy. He is frustrated. His family life is affected. 3. There are a large number of personal and social values of vocational guidance. Leaving aside financial considerations, the worker’s happiness, his personal development, his value as a social unit and contribution to human welfare are all involved. Right vocational guidance helps us achieve that. 4. Vocational guidance provides many economic advantages to the employers. Their labor problems are less because these workers enjoy job satisfaction. 5. It is needed from the point of view of health of the workers. If the profession is such where health of workers breaks down, production suffers and morale of workers goes down. 6. Human _ potentialities are utilized to the maximum with the help of vocational guidance. We are then truly benefited by it. It deals with all problems of life which are not covered by educational and vocational guidance. This guidance is the core of all types of guidance. It concerns with the total person. This guidance points out the strengths and weaknesses of every individual or child. There are certain personal problems that need guidance and_ require personal guidance. They are, Problem concerning with physical health Problem concerning mental health Family problems School problems Vocational problems Marital problems Sex problems Personality problems Religious problems Economic problems COUNSELLING Pe MeO bate CO emo Leet ether) Rorert econ een e Pereira rss tor Crveretea eae tt) Rerecm a sce Son Rina NEN eesti RET erent Renesas THE _ GUIDANCE) forms an integral part of school education and is non-instructional in nature. A guidance programs constitutes various services. A school guidance program 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 Service Follow-up Pupil Inventory Service [—- a Service Guidance Service The activities can be broadly classified as (i) Pre-admission Orientation and lo ID }U hr ln B JU) 2. lo Ss . Io 5 lo Io It helps to acquaint students with the institution, its tradition, purpose, its Placement | — ~~} Counselling Service Service Occupation rules and ___ regulations. curricula extracurricular activities, the staff and Information Service 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 program with an orientation activity. Some of the objectives of the orientation service are: 1) Develop awareness regarding the rules and = regulations, functioning patterns and available infrastructural and physical facilities in the school or institution or workplace. 2) Acquaint the students with the concerned staff and the student body. 3) Provide opportunities for the staff members and student body to interact Guidance Program. with the newcomers. 4) Develop favorable attitudes among the students both towards the school and the staff. the student body. 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. 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 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. These tests must be administered by the counsellor or any professionally trained personnel. The objectives of pupil inventory service are: ) and The types of data generally collected re 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 program respectively. o COUNSELING SERVICE 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. This service can be practiced only by a counsellor. 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 program 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 ili) 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 are collected and disseminated by the guidance worker in the form of career _ talks, conferences, etc. career, personal, and social development. Aid the student in self-evaluation, self- understanding, and self-direction, enabling him or her to make decisions consistent with immediate and long- rage goals to higher education opportunity granted him or her. Assist the student in developing healthy and positive attitudes and values Help the student to acquire a better understanding of the world of work through the acquisition of skills and attitudes and/or participation in work- related programmes. Encourage the student to plan and utilize leisure time activities well. Assists the student in understanding his strengths, weakness, interest, values, potentialities, and limitations. Guidance and Counselling Activities at Three Points in Higher Educatic Guidant ee Counseiting Functions/Activities Guidance & Counselira at Bonn of Entry * Sef understanding + Indvidtal eounsesing + Understanding others ‘meting lecturers and signieart others inne mnsmtoe * Group counseling in the three areas oF academic. personal- “Guidance & Counseling + Advanced fective | + Relabonships ung ine Course ‘sugy habits vee Programme + Intensive trary use nd search fmrvatious forms + Supusng ter erscnal Frahonehipe ots + The ethics of Behaviour ete craminstons ‘Gudance & Counsetingon| + seexng ajo * Lite as a young Et + Vikking apcicatons sraduale and gahern +The reaities ofthe infermation about viona of werk Frustrations of Interview atending seeking for sm employment + Eu Orientation + Coping wath the {Steps an stages in ‘abour marke" ‘gating cnarance, ‘iternaiver fo paid ae employment et MODULE 4B: _EDUCATIONAL _ AND IGUIDANCE (guidance in pre-school) It is important to recognize that guidance is not something that adults do to children. Instead, guidance is a partnership that adults partake with children. When adults have appropriate expectations for children, they are less likely to feel frustrated and to act out. The National Association for the Education of Young refers to this as developmentally appropriate practice. According the NAEYC’s 2009 position statement, a practice is considered developmentally appropriate if practitioners make intentional decisions toward creating goals that are both challenging and achievable for children. NAEYC suggests that early childcare workers have an understanding of: Child development and_ learning, including age-related characteristics ¢ Each child as an individual « The values, expectations, and behavioral and language conventions that shape children’s lives at home and in their communities Children’s limited reasoning ability combined with their limited experience can bring them to conclusions inconsistent with adult logic, according to Children cannot think about what they haven’t experienced. This means they cannot predict what might happen if they do something dangerous (Fields, 6tali)/2014). Similar to progressing through developmental stages, there are certain behaviors that are considered typical for specific ages as children grow These behaviors, while expected, sometimes challenge adults Behaviors that are developmentally Age Group appropriate (or expected) but may challenge adults Fears anc vivid imaginations (fear of the cark. fear of monsters, etc.) Excluding others from play Telling others what to do “Tattling” or teling on others Overly concemed with faimess Uses sex differences as the basis for play decisions or excluding others from Young School-Age (some of these play (’No boys allowed") behaviors ere also seen in preschoolers) | « Lying or stretching the trutn ting” or telling on othe + "Cheating’ at games or getting upset and not wanting to play Preschoolers There are many reasons why children might engage in behavior that adults find challenging. Sometimes, the challenging behavior is part of typical development. In all cases, however, a child’s behavior communicates a message. It is up to adults to learn the child’s “code” and interpret the message. Here are some messages a child’s behavior might send: | need your attention, but | don’t know how to ask for it. | don’t know what I’m supposed to do. | need help. I’m bored. I’m lonely. | don’t feel well. I’m scared, I'm tired. | don’t want to do that, or | don’t like that. I’m overwhelmed. The strategies listed below work best in the context of strong relationships with children in your classroom and are adapted from the Massachusetts School-Age Coalition and expand on early childhood work by Patricia Hearron and Verna Hildebrand (2013). You will learn more about these strategies in lessons Three and Four of this course. children’s behaviors: Rules, expectations, or guidelines help create a positive social climate in your classroom and program. Consider involving the children in your classroom in developing rules and expectations. Limit the rules or expectations to a few key ideas that apply broadly. It is easiest to remember a few rules like, “Use walking feet” or “Use kind words.” As a preschool teacher, you arrange and rearrange the physical space and the schedule of the day to meet children’s needs. An example is moving furniture to eliminate a large open space that children used for running. If children are bored, over- stimulated, or disinterested, they are likely to engage in challenging behavior. Busy learners don’t have time for challenging behavior! Be an intentional teacher and observe children regularly to ensure they are using materials effectively and appropriately, and that your activities and materials connect to their interests. children: Guidance is based on relationships. It involves finding and recognizing the _ positive attributes of every child. Strategies for guidance develop as you get to know the children, observe them, and listen to them. Make sure you spend “neutral” quality time with children, just listening, playing, and enjoying time together. Adults who help children express their feelings nurture empathy. You might look at a child and say, “I can tell you’re sad about what just happened between you and Terese. Would you like me to help you talk to Terese about it?” You must also be genuine and express your own feelings. On a different occasion you might say, “I’m feeling a little bit frustrated that | can’t get this computer program to work. I’m going to go find someone who can help us.” Notice and recognize children’s Positive behaviors: An important part of positive guidance is encouragement. You should notice and describe accomplishments or positive behaviors. For example, you might say, “Jonah, | bet you are really proud of yourself for solving that problem.” Or “I noticed that you gave Sonya a turn on the computer. She really appreciated that.” You should stop and notice all the positive behaviors that happen in your daily interactions with children. children: Use a natural tone of voice and make eye contact when giving simple directions to children in your classroom. Check to make = sure children understood what you told them. Make it a habit to tell children what to do instead of what not do to. Provide choices: Whenever possible, offer children choices. This promotes independence and self- regulation. It also minimizes challenging behavior. Any time you have to say “no,” you might offer two acceptable choices to children. For example, you might say, “You have to use walking feet in here. But you can run when we go to the gym or when we go outside later today.” behaviors: When a_ challenging behavior occurs, your job is to help a child get back on track. “No,” “stop,” and “don’t” do little to help a child know what to do. An example of a positive redirection is, “Keep the scissors in the art area” or “Walk in the hall.” Help children learn what to do when they have a problem. You should help them learn to recognize their problem, come up with solutions, make a decision, and try it out. In your daily interactions with children and their families in preschool, it is important that you cultivate the habit of thinking about or addressing children’s behaviors while considering their home and community cultures. To help illustrate this idea, Santos and Cheatham (2014) used the iceberg analogy during the Head _ Start National Center on Quality Teachin'