Notes on guidance and counselling

1. PRINCIPLES OF GUIDANCE AND
COUNSELLING
CAUSE PRESENTOR: Phil. ANATORY IZIDORY
EDUCATION LEVEL: BA. Philosophy, Master of HRM
MOBILE NUMBER. +255 (0) 754413547
PRESENTING DATE: 27TH FEBRUARY 2016
TRAINEE: Certificates and diploma students,
Teachers and other Educationalists
PLACE OF PRESENTATION: Tanzania Research and Carrier
Development Institute
(TRUCDI)
DURATION: 3 HOURS.

2.  Guidance refers to the help and advice about how to
do something or about how deal with the problem
connected with your work, education, or personal
relationship. The process of directing to flight of
missile or rocket.
 Counselling is the process of helping and individual
to recover and develop their education, vocational, and
psychological potentialities and thereby to achieve an
optimal level of personal happiness and social
usefulness.

3. INTRODUCTION
 The challenge of education today is to offer school
experiences that provide learners with opportunities
to develop the understandings, skills, and attitudes
necessary to become lifelong, capable of identifying
and solving problems and dealing with changes
occurring in the society. Learners need to be able to
communicate clearly, competently, and confidently
from a broad knowledge base in order to make
thoughtful and responsible decisions. Achieving these
educational goals will provide learners with the
means to make connections between what they learn
and how they live

4.  In response to these challenges, it is necessary to
shift guidance and counseling from a position-
focused model that delivers services to specific
populations to a comprehensive model that delivers
programs and services to all learners in the school,
colleges and universities. This shift is accompanied
by a re-conceptualization of guidance and
counseling from an ancillary, crisis-oriented service
model to a proactive, comprehensive model that
includes preventative and responsive activities and
is designed to meet the needs of the students it
serves.

5.  This model will assist in the development of
learners’ competencies in each area relating to the
essential graduation leanings. Essential graduation
leanings are statements describing the knowledge,
skills, and attitudes expected of all learners as they
progress through the public school, colleges and
universities system in Tanzania. These areas are
therefore cross-curricular and are not the monopoly
of any one discipline. These learning are in the areas
of aesthetic expression, citizenship, communication,
personal development, problem solving, and
technological competence.

6. LEARNING OUTCOMES
 It is my expectations that at the end of this
lesson every participant will be able and
acquainted with the basic knowledge and standers,
which are so important in conducting guidance and
counselling.
Learners of this congregation will be able to:
•Explore the role and qualities of a good counselor

7. •Develop basic guidance and counseling skills and use
their competencies in selecting, sequencing, and
implementing different techniques of guidance and
counseling.
•Explore various ethical issues involved in guidance
and counseling and their impact on the process of
guidance and counseling.

8. COMMON MISCONCEPTIONS ABOUT GUIDANCE
AND COUNSELING
 It is anticipated that learners studying the
Guidance and Counselling course will hold a
number of misconceptions about guidance and
counseling. Course Instructors need to be aware of
such misconceptions, which are commonly shared
by the public, so that he/she can help Students to
confront and analyze these misconceptions. Some
of the important misconceptions are listed below:

9. Guidance and counseling deal only with severe
psychological problems and, hence, are not required
for who doesn’t have psychological problem.
When dealing with schoolchildren or other client,
there is not much relationship between the theory and
practical aspects of guidance and counseling.
Guidance is always provided in-group form, as
many students have more or less similar issues on
which they need guidance.
Counselling is always counselee-centered, and the
counselee plays a proactive role.
There is a single theory of guidance and
counseling that can be applied to all scenarios.

10. There is a single theory of guidance and counseling that
can be applied to all scenarios.
Counselling is a complex process that can only be
facilitated by professional experts. A teacher cannot be a
counselor.
Every person can be a counselor without undergoing any
counseling training, as it does not require specific skills.
Counselling cannot be given in a classroom situation
because it involves the utilization of various resources.
Counselling for personal, emotional, and social problems
is the responsibility of the parents, not the teacher.
Counselling is only for people who are experiencing
problems, and not for people who are bright and happy in
their life.

11. A counselor can provide a readymade solution to all
problems.
Guidance is a service or process that should be
employed to address an emergence situation that faces
people at a time.
SKILLS AND QUALITIES OF A GOOD COUNSELOR
This unit explores the role and qualities of personnel
involved in the provision of guidance and counseling. It
focuses on developing basic guidance and counseling skills
among Student, learners, teachers and other people, so that
they may use their competencies in selecting, sequencing, and
implementing different techniques of guidance and counseling.
These include the following:

12. COUNSELOR ETHICS
ethical behavior in guidance and counselling
practice is characterized by respect for the
dignity and integrity of persons, responsible
caring in counselling relationships and
responsibility to society
Any counselor should have the knowledge and skills
concerning with guidance and counseling.
Should have been attended to the course of guidance and
counseling from accredited school
Should adhere the ethical codes of conducts during guidance
and counseling.

13. The following ethical guidelines serve as the basis
for the professional conduct of qualified guidance
counselors in providing the comprehensive guidance
and counselling program.
A guidance counselor must be a licensed guidance
and counselling codes and, therefore, adhere to the
Code of Ethics
The additional training required to become a
qualified guidance counselor includes an additional
ethical requirement.
A guidance counselor should adhere to the principles
of ethical decision making to resolve ethical dilemmas
in counselling

14. DILEMA UNDER GUIDANCE AND COUNSELING
Dilemma—a tension between two or more possible courses of
action in which an individual faces more than one problems or
alternatives in doing a certain selective of what is better than other.
RESOLVING ETHICAL DILEMMAS
Before an ethical dilemma occurs, the guidance counselor, whose
role includes being an advocate for client, should
Attempt to meet the guidance and counseling needs along with
any other guidance counselors on staff
Become knowledgeable and keep abreast of current information,
practices, laws, policies, and standards regarding counseling
strategies and relationships, especially, ethical decision-making
models regulations under the Education Act, codes of ethics of
related professional associations.

15. Be cognizant of professional responsibility to use
the above knowledge in making professional
judgments
Maintain positive public relations for the program by
enhancing awareness of the guidance and counseling
program and related services available and the manner
in which they are provided.
Make client be aware of the limits of confidentiality
in entering the counseling relationship
Keep case notes during counseling
Continue professional development, particularly
regular professional dialogue about ethical matters

16. When an ethical dilemma occurs, the guidance counselor
should take the time required to;
Identify and articulate the conflicting principles creating the
ethical dilemma
Assess whether additional information is required and
available
Establish a time line for decision-making
Acknowledge his/her own emotional response(s)
List positive and negative consequences of each course of
action for all concerned individuals
Consider possible legalities surrounding the issue
Identify boundaries of professional competence
Consult with a peer, other related professional, or
appropriate authority
Rationalize his/her own decision and take action

17. ETHICAL DECISION MAKING UNDER
GUIDANCE AND COUNSELLING
After an ethical dilemma has been resolved, the guidance
counselor should document his/her professional decision
Consider informing the principal and/or other appropriate
authorities
Reflect on the decision’s impact on the student, counselor
and others (e.g., staff, parents) and on future decision making

18. RATIONALE
The guidance counselor is principally concerned
with the personal, social, educational, and career needs
of students, keeping in mind the best interest of the
students. Many ethical situations facing guidance
counselors are complex and require professional
judgment. These guidelines are provided to Nova
Scotia’s guidance counselors primarily for support and
clarity as they respond to the increasing ethical
dilemmas challenging them. The guidance counselor
must respect client’s rights, dignity, and privacy. At the
same time, the rights of parents and concerns of staff
must be considered.

19.  Ethical decision-making requires that guidance
counselors stay abreast of legal and ethical issues
related to their practices. These guidelines are
designed to provide principles and suggestions to help
understand, prevent, and respond to ethical dilemmas.

20. PRINCIPLES
Clients have the right to access the services of the guidance
and counseling program in offering to him/her.
Counselling services are most effective when client
voluntarily seek them.
Disclosure of confidential information regarding a student
should be done with the student’s knowledge.
Co-operation with parents is desirable and preferable,
therefore, the guidance counselor should consider informing
the parents of the provided counseling service in the event that
there is significant interference to other aspects of the
student’s program group counseling a student who is
personally or academically at risk an immediate opportunity
for the parent to be a part of the solution

21. When, in the counselor’s professional opinion, a
staff member understands and support may be helpful,
he/she needs to be informed with expressed
confidentiality and preferably with the consent of the
student.
The principal should be informed and consulted
when parent(s) object to counseling service for the
student. The resolution of this ethical dilemma should
take into consideration
The wishes and needs of the client
The professional judgment of the guidance counselor
Concerns of parents and others

22. CONCLUSION
 The Comprehensive Guidance and Counselling
Program represent a conceptual shift from traditional
guidance services. Its design maintains the best
practices from the traditional model, while allowing
adaptability so that student needs can be addressed in
this rapidly changing world. The result is a broad-
based, proactive approach to guidance and counselling
within the community. This program guide is intended
to lay the foundation for the program. It establishes
provincial parameters and provides the basis for
individual schools to design their own guidance-
counselling program.

23. GOD BLESS YOU ALL FOR ADVANCE