Directive counseling is counselor-centered and focuses on solving the client's problems through analysis, diagnosis, and prescribed solutions. The counselor plays an active role in directing the client. Non-directive counseling is client-centered and believes clients have the ability to solve their own problems with the counselor providing a supportive environment through active listening and acceptance. Key assumptions are that individuals have a natural tendency for growth and wisdom. The counselor helps clients gain insight and translate it into action.
in this chapter, I tried to give every detailing related to guidance & counseling. it includes Definitions, meaning, principles, areas, and approaches in G & D. it also states the counseling steps and process.
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
in this chapter, I tried to give every detailing related to guidance & counseling. it includes Definitions, meaning, principles, areas, and approaches in G & D. it also states the counseling steps and process.
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Guidance and Counselling is one of the Major Subject in Teacher Training Institutions and also an Important Unit in the Subject Educational Psychology. This subject helps the Teachers to give some Guidance and Counselling to their students. It also help the Teachers to know about the steps in Guidance and Counselling process. In this Power Point Presentation I clearly discussed about the Types of Counselling (i.e Directive Counselling, Non - Directive Counselling and Eclectic Counselling). Please make use of this Power Point for your Reference Purpose.
ALL THE BEST
Guidance and Counselling is one of the Major Subject in Teacher Training Institutions and also an Important Unit in the Subject Educational Psychology. This subject helps the Teachers to give some Guidance and Counselling to their students. It also help the Teachers to know about the steps in Guidance and Counselling process. In this Power Point Presentation I clearly discussed about the Types of Counselling (i.e Directive Counselling, Non - Directive Counselling and Eclectic Counselling). Please make use of this Power Point for your Reference Purpose.
ALL THE BEST
This is not an original article written by the author. It is taken from Tinto Johns article. There are many other ways to cateogrize Counselling.based on theory, Principals and Relevant Programs
Psychographic Society-Ranchi- An Initiative of Vikas Kumar, specialized itself in Life Stress Counselling, Emotional Stress Counselling, Exam Stress counselling and Job Stress Counselling.
Psychographic Society also works in the domain of Career Counselling, Parent Counselling and Holistic Counselling apart from Conducting Psychometric Tests on every Saturday and Sunday.
Couselling skills
Managers
couselling in organisations
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Types of counselling
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Verbalnd non verbalskills for counsellors
Learner engagement and exploring 503.pptxMusratbashir1
Learner engagement is the degree to which learners are actively involved in and motivated to learn. It is a crucial factor in successful learning, as it leads to increased knowledge retention, improved performance, and greater satisfaction with the learning experience. There are three categories of engagement:
Behavioral engagement
Cognitive engagement
Emotional engagement
Behavioral engagement: This refers to the learner's participation in learning activities, such as completing assignments, attending classes, and asking questions.
Cognitive engagement: This refers to the learner's level of mental effort and involvement in the learning process. Cognitively engaged learners are actively trying to make sense of the material and connect it to their own experiences.
Emotional engagement: This refers to the learner's feelings and attitudes about the learning experience. Emotionally engaged learners are interested in the material, feel challenged but not overwhelmed, and are motivated to learn.
Concept of assessment for learning.pptx.Musratbashir1
The word Asses comes from the Latin word “assidere” which means “to sit beside the learner”.
The word Asses comes from the Latin word “assidere” which means “to sit beside the learner”.
Assessment is a process of collecting, reviewing and using data for the purpose of improvement in the current performance of the learner.
Assessment is a process by which information is gained relative to some known purpose or goal. In addition, it is a large term that includes testing. Similarly, a test is also a form of assessment. Also, tests are for administrating assessment made under unnatural situations.
Educational needs of children with autism [Autosaved].pptxMusratbashir1
Autism, also called autism spectrum disorder(ASD), is a complicated condition that includes problems with communication and behavior. It can involve a wide range of symptoms and skills. ASD can be a minor problem or a disability that needs full-time care in a special facility.
Autism is a neurological, developmental delay which mainly impacts a child’s language, social skills and behaviour. In other words, children with Autism(CAW) face difficulties in social interaction, verbal and non-verbal communication and repetitive behaviours.
The word autism is derived from ‘Greek’ word ‘Autos’ which means “SELF”.
It is lifelong developmental disorder.
LIFE HISTORY AND PHILOSOPHY OF IMMANUAL KANT.pptxMusratbashir1
Immanuel kant is the central figure in modern philosophy. He synthesized early modern rationalism and empiricism, set the terms for much of nineteenth and twentieth century philosophy.
A motor skills is a function that involves specific movement of the body's muscles to perform a certain task.
Motor development- physical growth and strengthening of a child’s bones, muscles and ability to move and touch his/her surroundings.
Motor skills are skills that enable the movements and tasks we do every day.
Motor learning is a relatively permanent change in the ability to perform a skill as a result of continuous practice or experience.
The goal of motor skill is to optimize the ability to perform the skill at the rate of success, precision, and to reduce the energy consumption required for performance.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
DIRECTIVE AND NON-DIRECTIVE COUNSELLING-1-1.pptx
1. DIRECTIVE AND NON-DIRECTIVE COUNSELLING
CENTRAL UNIVERSITY OF KASHMIR
School of Education
COURSE CODE : IBM-C-204
Presented By : MUSRAT BASHIR
SUBMITTED TO : Dr. SAIMA BASHIR
3. Directive Counselling
Directive counselling happens to be the contribution
of those who supported rational theories of
counselling . This process of counselling was
developed by E. G. Williamson (1950) .
Directive counselling is also known as prescriptive
counselling or counsellor centered approach.
Directive counselling is counsellor centred.
4. The counsellor plays the vital role in whole
counselling process .
Focus is on problems , not the counselee .
Counsellor assumes the major responsibility of
solving the problem of the counselee .
It is a process in which the counsellor directs the
activities of the counsellee .
Counsellor identifies the problems and analyses
them for the individual and explains diagnostic picture
to the counselee .
5. Assumptions of Directive Counselling
The goal of counselling is to help individual achieve 0ptimum
development of his personality leading to be a socially enlightened,
self-understanding and self-directing individual.
Each individual is unique and his unique qualities can be developed
only in the group through his interactions with others.
The focus of counselling is counselee’s own perception of his
problem and the totality of human development.
Counselling is a “thinking” relationship applying human reasons to
the problem of development.
6. Steps of Directive Counselling
Williamson has given six steps of directive counselling
Analysis : Collecting data for understanding the student.
Synthesis : Organising and summarising the data.
Diagnosis : Formulating conclusion about the problem.
Counselling : Talking steps with the students cooperation to bring
about adjustment in him.
Follow up : Helping and determining the effectiveness of the
counselling provided to the student.
7. Merits of directive counselling
It takes less time to solve the problem.
It gives more significance to the intellectual rather than to the
emotional aspect.
Emphasis is on the problem and not on the counselee/individual.
The counsellor can see the client more objectively than the client
himself .
It is less time consuming.
8. Demerits of directive counselling
It makes the counselee more dependent and less able to solve new
problems of adjustment.
The counsellor becomes dominant and influential.
It is against democratic value.
It does not guide the counselee to be efficient and express himself.
9. NON-DIRECTIVE COUNSELLING
• Non directive counselling is also termed as client – centered or
permissive counselling.
• Carl Rogers ,a humanistic psychologist is the chief proponent of the
Non – Directive counselling .
• The theory was developed by 1930-1940 .
• It believes that there are sufficient means of solving a problem within
the individuals .
• The function of the counsellor is to provide the client freedom to do
things of his choice.
10. BASIC ASSUMPTIONS OF NON-DIRECTIVE
COUNSELLING
• The Non-Directive counselling is based on the assumption that every
individual is capable solving his problems provided that is made
aware of the ;problems , and that the individual has a basic tendency
to grow, to actualize his potentialities and that his growth leads to
personality and socially satisfying behaviour .
• Every individual has tendency towards actualization.
• Man is a trust worthy
• Man is wiser than his intellect.
11. Steps of Non-Directive Counselling.
• Seeking Help : Client recognizes the need of counselling and come for
help.
• Defining the problem : The counsellor defines the problematic
situation.
• Friendly Attitude : Attitude of the counsellor is of friendship ,
sympathy and affection.
• Understanding : The counsellor tries to understand the feelings of the
individual .
• Acceptance : The counsellor accepts and recognizes the positive as
well as negative feelings .
12. • Negative Self – Feeling to Positive Self – Feeling : Counsellor pays
attention to negative self – feelings of the client and leads him from
negative self – feelings to positive self – feelings from emotional
release to gradual insight .
• Insight into Action : The counsellor helps the client to translate his
insight into action.
• Positive Steps : Positive steps towards the solution of the problem
situation began to occur.
• Termination : The counsellor watches for sign that the counselling
situation should be terminated . The client or the counsellor may
suggest termination.
13. Merits of Non-Directive Counselling.
• It helps the counselee to become independent and self-reliant and to
attain the ability for self-direction.
• It reduces tension and relaxes the client.
• It provides a free environment where the client can work at ease.
• It helps to attain more sustainable adjustment to his situation.
• This type of counselling leaves it’s impressions for a longer period.
• This process is not laborious and difficult.
14. Demerits Of Non-Directive Counselling.
• 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 counselee so much
that he might hesitate to express his feelings.
• It is not possible in schools because the counsellor has to attend
many pupils.
15. References
Fundamentals of guidance
and counselling R.A.Sharma
https://www.yogiraj.co.in/explain-directive-counselling
