This document discusses guidance and counselling. It defines counselling as a process of assistance provided by an expert to help an individual address a situation or need. The document outlines key features of counselling including that it involves a relationship of mutual respect between counsellor and client. It also discusses different types of counselling including directive, non-directive, and eclectic counselling. The roles and qualities of an effective counsellor are presented, as well as counselling skills and the counselling process.

1. GUIDANCE AND
COUNSELLING
Dr SAJEENA S
ICSSR POST DOCTORAL RESEARCH FELLOW
SCHOOL OF PEDAGOGICAL SCIENCES
MG UNIVERSITY
KOTTAYAM

2. MEANING OF COUNSELLING
• Counselling is a scientific process of assistance
extended by an expert in an individual situation
to a needy person.
• According to Rogers, “counselling is a series of
direct contacts with the individual which aim to
offer him assistance in changing the attitudes and
behaviour”.
• Counselling involves relationship between two
persons in which one of them (counsellor)
attempts to assists the other (counsellee or
client) in so organising himself as to attain a
particular form of happiness, adjusting to a life
situation, or in short, self-actualisation.

3. Features of Counselling
• It involves two individuals - the counsellor and the
counsellee - and is a relationship of mutual respect
between them.
• It is a private interview between counsellor and the client.
• It helps the counsellee to acquire independence and
develop a sense of responsibility
• The counselling process is structured around the felt
needs of the counsellee.
• The main emphasis of counselling is on the counsellee's
self-direction and self-acceptance.
• It concerns well with attitude as well as action.
• It should be neither client-centered, no technique-centred,
nor problem-centred and nor counsellor-centred alone.

4. Basic Principles of Counselling
• It is strongly dedicated to self-direction and self-realisation
of the client.
• Counselling is the development of the insights and
understanding of the relations of self and environment.
• The client must be accepted as a whole person, as a human
being.
• Counselling method should vary with the needs of the client.
• It is primarily a preventive and remedial process.
• Counselling is voluntary for the student.
• It should attach importance to respect for individual.
• It should be a structured learning situation.
• Thinking with rather than for the client is another principle
of counselling

5. TYPES OF COUNSELLING
• Based on the approach, there are three types
of counselling - directive counselling, non-
directive counselling and eclectic counselling.

6. A. Directive Counselling
• It is a counsellor-centred process where the counsellor
direct the client to take steps in order to resolve his
conflicts.
• It is based on the assumption that client cannot solve
his own problems for lack of information and
experience.
• The counsellor plays the major role in the counselling
process. In interview, he does most of the talking.
• He tries to direct the thinking of the counsellee by
informing, explaining, interpreting and advising. Hence
it is also known as prescriptive counselling.
• Directive counselling gives more importance to
intellectual aspects rather than emotional aspects.

7. Merits
• It is less time consuming; hence this method
can be adopted when an early solution is
required.
• Where less matured and less intelligent client
interact with an experienced counsellor, this
method is best.
• This is best method at lower levels where the
client is not in a position to analyse his own
problems.

8. Demerits
The counsellee hardly becomes independent
of the counsellor.
Since the personal autonomy and integrity of
the client is not respected, directive
counselling lead to new adjustment problems.
It will not help the individual to develop any
attitudes through his own experiences.

9. B. Non-directive Counselling
• It is a client-centred process.
• In this, the counsellee is the pivot of the whole
counselling process.
• He gains insight into his problem with the help of
the counsellor.
• The counsellor lead the client to a point of self-
realisation, self-actualisation, and self-help
without telling him anything directly.

10. • Counsellor’s attitude is friendly, interested and
receptive. The main function of the counsellor
is to create an atmosphere in which the client
can work out his problems. In non- directive
counselling, the counsellor accepts completely
what the counsellee says and recognizes his
feelings.
• Hence it is also known as permissive
counselling. In this type of counselling,
emotional elements rather than intellectual
element are stressed.

11. Merits
• 1. It helps the counsellee to become
independent and self-reliant and to attain the
ability for self-direction.
• 2. It helps the client to attain emotional
integrity; and helps to reach his full growth
• 3. It helps him to attain more sustainable
adjustment to his situation.

12. Demerits
• It is usually more time-consuming
• It is not suitable for a less matured and less
intelligent counselee.
• The counsellor’s passive attitude might irritate
the counsellee so much that he might hesitate
to express his feelings.

13. Comparison of Directive and Non-directive Counselling
Directive Counselling Non-directive Counselling
1. It is counsellor-centred, that is, counsellor
is the central figure.
It is counsellee-centred, that is, counsellee is
the central figure.
1. 2. The counsellee does not gain insight into
his problems.
The counsellee gains insight into his problems.
3. 3.The active role is played by the counselor The active role is played by the counsellee
1. 4.The final decision is suggested by the
counselor
The final decision is made by the counsellee.
1. 5. Solution of the problem is the primary
goal
Independence and integration of the client is
the primary goal
1. 6.The ability of the client to solve his
problem is not accepted.
The ability and capacity of the client to solve his
problem is accepted
1. 7.Emphasis is given to intellectual aspects
rather than emotional aspects of the
problem
Emphasis is given to emotional aspects rather
than intellectual aspects of the problem.
1. 8.In directive counselling importance is
given to analysis
In non-directive counselling emphasis is given
to synthesis

14. C. Eclectic Counselling
• It is a type of counselling which is neither
counsellor-centred nor client- centered; but a
combination of both.
• Here the counsellor is neither too active as in
directive counselling nor too passive as in non-
directive counselling, but follows a middle course.
• He can start with the directive one but when the
situation demands, the counsellor may switch
over to the non-directive or vice versa.

15. Characteristics of Eclectic Counselling
• Methods of counselling may change from client
to client or even with the same client from time
to time.
• It is highly flexible.
• Freedom of choice and expression is open to
both the counsellor and the counsellee.
• Experience of mutual confidence and faith in the
relationship are basic
• The client and the philosophical framework are
adjusted to save the purpose of the relationship.

16. The counsellor and his role
• A counsellor is an expert in the art and technique
of counselling who can provide necessary
leadership in the whole guidance programme.
• His main responsibility is to counsel the students
and administer the guidance programme.
• The knowledge, skills and attitudes of the
counsellor play a significant role in counselling.
• Above all the personality of the counsellor is
perhaps the most significant factor which
determines his success in counselling.

17. Qualities of a good Counsellor
• The counsellor is considered as the nerve centre of
the school guidance programme because the
success or failure of the counselling programme
depends upon the personal qualities and
competencies of the counsellor. The desirable
qualities of a school counsellor are the following:
•

18. 1. Magnetic personality : The counsellor should have
a pleasing personality that attracts people.
• Highly cultured social interests, capacity for work,
intelligence, broad scope for knowledge and
interest, scholastic aptitude, respect for facts,
good judgement etc. are some of the personal
qualities that a counsellor should possess.
• His personal appearance, mental health, pleasing
voice, vitality and endurance, neatness, polished
language, freedom from annoying mannerisms
etc. contributes in this direction.
• He should make pupils feel that they are always
welcomed to see him and that they will be given
help.

19. 2. Wide range of interest: The counsellor
should have varied interests. He should be
interested in:
(a) various types of people,
(b) children in their home and school life,
(c) activities in which the children are
generally interested,
(d) working with people etc.

20. 3. Personal adjustment: The counselor should
maintain a warm interpersonal relationship.
• He could attract and get along with
adolescents, should be sympathetic in
understanding youth, sensitive to the attitude
of others.
• Should have the capacity for being trusted by
others, respect for needs of others tolerance
of view-points of others than one's own, and
respect for individuals

21. 4. Professional competence: The counsellor
should be a competent person who knows his
job well.
• He should have a wide knowledge of the
world and its ways especially in the field of
occupations.
• He must be well conversant with the
techniques of counselling.
• He must keep himself abreast of the latest
trends in his field

22. 5. Leadership: The counsellor should have the ability
to stimulate and lead others, and should possess
dependability,
6. Professional dedication: Vocational interests,
professional attitude, sense of mission, loyalty and
enthusiasm for the cause of education, dedication
to service in student, strong sense of professional
ethics, willingness to work beyond call of duty etc,
are other qualities that an ideal counsellor should
possess.
7. Philosophy of life: The counsellor should have a
wholesome philosophy of life, civic sense, an
acceptable value system, respect for the personal
autonomy and integrity of the client etc.

23. Counselling Skills
• Self-Awareness
• It means to be aware of oneself i.e. one's own
thoughts, feelings, attitudes, strengths,
weaknesses, biases, behaviours and their
effect on others.
• Counselor's who are self-aware are likely to
have clear perception of their own and clients
needs and accurately assess both. Such
awareness helps counselors' to be honest with
themselves and others and build trust and
communicate clearly and accuratately.

24. • Empathy
• Empathy enables to see things from the point of view
of the client. Rogers (1961) describes empathy as the
counselor's ability to enter the client's phenomenal
world–to experience the client's as if it were your
own without ever losing the as if quality.
• Unconditional Positive Regard
• Rogers emphasised that the counselor's positive
feeling for the client must never be conditional in
nature. Counselor should have non-judgmental,
positive and genuine dispositions towards the client
irrespective of the client's feelings or emotions.

25. • Genuineness
• Genuineness on part of counselor is very important.
In its most basic sense it means "acting without using
a façade" functioning without hiding behind the
veneer of one's role or professional status. A genuine
interest in the client is a must for the counseling
process to succeed. Rogers (1958) suggests that the
counselor should be a real person to his/her clients.
• Warmth
• The quality of being warm refers to a situation, where
a person shows interest in other individual/group.
There is an clement of support involved in being
warm. Warmth implies attentiveness as well as
patience to listen. A too warm counselor may lead
towards the development of over-dependence on the
part of the client.

26. • Attentiveness
• Empathy is fostered by attentiveness- the amount of
verbal and nonverbal behaviour shown to the client.
Verbal behaviours include communications that show a
desire to comprehend or discuss what is important to the
client. These behaviours indicate that the counselor is
focusing on the client. Equally important are the
counselor's nonverbal behavior.
• Concreteness
• It is an ability to listen to what is being said by the client,
instead of what is being implied, Concreteness in
counseling is essential, if the counseling process has to
succeed. A counselor possessing concreteness does not
go for details (regarding psychological explanations) of
what the client is speaking about, but instead tries to
understand what the client is trying to express. A concrete
counselor, invariably, listen to and accepts what the client
is saying and does not quickly make his judgments.

27. • Objectivity
• To remain objective in the counseling process means to
be able to stand back and observe whatever is
happening from a neutral frame of reference and not
distorted by perceptions, biases and expectations.
• Open Mindedness
• Open mindedness means freedom from fixed
preoccupations and an attitude of open receptivity to
whatever the client is expressing. The open minded
counselor is able to accommodate the client's values,
feelings and perceptions even if they are different from
his or her own. Open-mindedness also implies the
ability to listen, to respond, and to interact with the
client free from the constraints of imposing value
criteria.

28. • Sensitivity
• Sensitivity is a prime factor in contributing to counselor
effectiveness. It implies that the counselor makes a
deeper and spontaneous response (cognitive and
emotional response) to the client's needs, feelings,
conflict, doubts and so on.
• Non Dominance
• The non-dominant counselor is one who is capable of
sitting back and allowing the client to initiate and direct
the course of counseling interview. Counseling requires
counselor to be able to listen to whatever the client
expresses and listening is possible only if the counselor
controls any dominating tendencies

29. • Confrontation
• Counselor's ability to confront should not be understood
in a negative connotation. In confrontation the counselor
challenges the client to examine, modify, or control an
aspect of behaviour that is improperly used. A good,
responsible and appropriate confrontation produces
growth and encourages an honest examination of one
self.
• Sense of Humour
• Humor involves giving a funny, unexpected response to a
question or situation. It requires both sensitivity and
timing on part of the counselor. A sense of humor comes
quite handy, in rescuing most of the sensitive or delicate
situations. It is never aimed at demeaning anyone. It also
does not mean that a counselor should start taking the
conversation during counseling session lightly.

30. Procedure in Counselling Process
• Establish a safe, trusting environment
• Help the person put their concern into words
• Active listening : find out the client’s agenda
• Paraphrase, summarize, reflect, and interpret
• Focus on feelings not events
• Transform problem statement into goal
statement
• Explore possible approaches to goal
• Help person to choose one way towards goal
• Make a contract to fulfill the plan
• Summarize what has occurred, clarify
• Get feedback and confirmation

31. Role of the Counsellor in Guidance Programme
The role of the counsellor in school guidance programme
is varied and multi-faceted. These may be summed up as
under:
• 1. Understanding students: The counsellor should try
to understand children - their abilities, needs, interests
and problems. He should collect information about the
pupils through testing and non-testing techniques and
school examination
• 2. Conducting interview: The counsellor conducts
interviews, helps the pupil to unfold his problem and
formulate his own solution.
• 3. Conferring with parents and teachers: The counsellor
discusses needs and problems of pupils with their
parents and concerned teachers. They should guide to
help in solving the problems of individual pupil.

32. • 4. Disseminating informations: The counsellor should
disseminate educational and occupational
information through educational and career
talks,group discussions or film shows.
• 5. Arrange orientation talks: Give orientation talks to
pupils regarding guidance services available in the
school.
• Give orientation to pupils and their parents regarding
the curricular offerings, work experiences, co-
curricular activities etc. available in the school.
• He should also give orientation to pupils regarding
scholarships, stipends, grants, loans, concessions
available and the eligibility requirements for them.

33. • 6. Working with the community: The
counsellor has to interpret the school
guidance programme to parents and other
community groups, and co-operate with
community agencies to meet the needs of
pupils.
• 7. Liaison with external agencies: The
counsellor has to establish and maintain active
relationships with non-school resources like
State Guidance Bureau, Directorate of
Employment and Training, Employment
Exchanges etc.

34. • 8. Organising guidance services in the school:
The counsellor is responsible for the
organisation of guidance services in the school.
He is over-all incharge of the programme. So it
is his responsibility to explain the guidance
point of view to all members of the school
faculty and parents, and to introduce guidance
programmes in the school with their active co-
operation.
• 9. Providing counselling: The most important
role of the school counsellor is to provide
counselling service to the pupils thus assisting
them to understand themselves and their social
and psychological world.

35. • 10. Co-ordination: The counsellor brings about
co-ordination between various persons or
agencies concerned with the guidance work.
• 11. Research projects: Conduct research
projects related to the field of educational,
vocational and personal guidance in schools
and convey the findings to all concerned.

36. Relation between guidance and counseling
• Very few terms have been more loosely or
interchangeably used than the terms guidance and
counselling.
• They are not synonymous terms though they have
many things in common, Guidance is a relatively more
comprehensive process, which includes counselling as
one of its functions, perhaps the most specialized
function.
• In fact the activities carried on under counselling
service form the central and most significant part of
the overall assistance given to the individual through a
guidance programme.

37. • So counselling is a part of guidance, not all of
it. It is specialised and individualised part of
the total guidance process which deals with
the individual at problem points.
• Thus all counselling is guidance but all
guidance is not counseling

38. Differences Between Guidance and Counselling
Guidance Counselling
1. It is a broad and comprehensive
process.
It is characterised by more precision and
depth.
2. Guidance is a term which is broader
than counselling and which includes
counselling as one of its services.
Counselling is a part of guidance, not all
of it.
3. Guidance is the distributive phase of
the process where the focus is upon the
educational and vocational problem of
the individual
Counselling is the adjustive phase where
the emphasis is on social, personal and
emotional problems of the individual.
4. Usually guidance is given to normal
individual.
Counselling is usually given for the
abnormal behaviour.
5. It can be personal or impersonal. It is always personal.
6. Changes are brought about in the
attitude of
the client.
Changes are brought about in the feeling
and
emotions of the client.