The document outlines the concept of guidance as a structured process aimed at facilitating personal and professional growth, emphasizing self-awareness and development of individual potentials. It details the types of guidance—personal, educational, vocational—and their respective needs, objectives, and processes. Additionally, it highlights the importance of organized guidance programs within educational systems to support students' holistic development and decision-making.

1. GUIDANCE

2. WHAT IS GUIDANCE?
• Guidance is the process of facilitating personal and professional
growth of an individual in a scientific way.
• Guidance involves creating an awareness of strengths and
potentials of an individual for overcoming problems.
• Guidance aims at making the individual self - directing, self -
accepting, and self - understanding.
• Professional guidance is called formal guidance.
• Informal / advice giving is called informal guidance.

3. DEFINITIONS

4. B F SKINNER
"Guidance is a process
of helping young
person's learn to adjust
self, to others, and to
circumstances".

5. ARTHUR JONES
"Guidance is a
personal help that is
designed to assist a
person to go
somewhere and do
something".

6.  "Guidance is a process of helping every individual, through his own efforts to
discover and develop his potentialities for his happiness and social usefulness" .
- Ruth Strang
 "Guidance is a process, developmental in nature, by which an individual is assisted
to understand, accept and use his abilities, aptitudes and interests and attitudinal
patterns in relation to his aspirations".
- UNESCO

7. AIMS OF GUIDANCE
Exploring self
Determining values
Setting goals
Improving efficiency
Building relationships
Accepting responsibility of the future

8. CHARACTERISTICS
 It is an organized service.
 It is a process of assisting one person by the other.
 It involves the promotion of an individual's ability in self - direction.
 It helps to establish harmonious relationships.
 It helps to set a goal.
 It is a continuous life – long process.
 It is based on individual difference.
 It is both art and science.
 Its programme is an integral part of school system.
 It helps an individual to make appropriate educational, vocational and
personal choices.

9. NEED FOR GUIDANCE
To help in the total development of the student.
To enable students to make proper choices at various stages of their
educational career.
To help students choose, prepare for, enter upon, and progress in a career.
To minimize the incidence of indiscipline.
To help exceptional children in their optimal development.
To develop healthy and balanced personality.
It helps to tackle emotional problems.

10. OBJECTIVES OF GUIDANCE
To make the individual aware of his inherent potentials.
To help the person to develop his abilities, interests and skills in a way that
he can make an useful contribution to the society according to his capacity.
To assist the person in a balanced physical, mental, emotional and social
development in such a way that he gets satisfactory adjusted in his
environment.
To make a person aware of the available educational and vocational
opportunities in keeping with his abilities.
To help the person to make correct interpretation of the facts of a given
situation.

11. FUNCTIONS OF GUIDANCE
o To improve self – understanding.
o To increase student understanding of self in relation to others.
o To emphasize relationships between pursuits and personal development.
o To promote better understanding of the teacher to achieve such as an
important role in relating to life, the students should have understanding.
oTo contribute to feeling of security.
o To supplement teacher's effort in assisting children with problems.
o To provide for the accomplishment and attainment of long range goals.
o To accumulate and interpret important information.

12. PRINCIPLES OF GUIDANCE
• The primary concern of guidance is the individual in his social
setting.
• Dignity and worth of the individual is supreme.
• Each individual is different from other individual.
• It is for the all-round development of the individual.
• It is based on rigid codes of ethics.
• Development of the insight of an individual.
• Guidance and instructional activities are complimentary.
• It is an organized service.

13. CONT......
• To consider most individuals as average normal persons.
• Problems of guidance arise out of situations.
• Its problems are inter-related.
• It is based on individual differences.
• It is related to the total development of the student.
• It is both specialized and generalized in service.
• It is meant for all.
• It is flexible.
• Its work is subjected to periodicals evaluation.
• It uses objective data.
• Its special cases are referred to experts.

14. TYPES OF GUIDANCE
TYPES
Personal /
Psychological
Guidance
Educational
Guidance
Vocational
Guidance

15. PERSONAL / PSYCHOLOGICAL
GUIDANCE
• It is an assistance given to students to solve their emotional
problem and to help them control their emotions and feelings.
• It assists the child to adjust well with physical and social
environment and to solve all the emotional and psychological
problems.
• It is an assistance given to an individual towards a better
adjustment in the development of attitudes and behavior in all
areas of life.

16. DEFINITIONS
"Personal guidance is the assistance given to
an individual in his physical, emotional, social,
moral and spiritual development and
adjustment".
- Wilson
"Personal Guidance as the assistance given to
an individual to solve his personal problems,
such as social and emotional adjustment,
economic and social relationships and
problems connected with his physical as well
as mental health".
- Strang

17. NEED FOR PERSONAL GUIDANCE
It is essential for developing individual competence.
It is required for the personal adjustment.
It is needed for avoiding the interpersonal tensions and
conflicts.
It is used for setting up a harmonious environment
between family life and vocational life of an individual.

18. CONT...........
It helps in taking decisions with regard to personal
problems.
It brings happiness, peace and satisfaction in the
life of an individual.
It helps the person to develop integrated and
balanced personality.

19. OBJECTIVES OF PERSONAL
GUIDANCE
• To help the individual in analyzing and understanding his personal
problems.
• To make the individual sensitive about his environment and possibilities
objectively.
• To enhance the adjustability of the individual.
• To understand the personal complexities and causes therefore.
• To develop understanding and insight into various life situations so that he
may bring excellence and adjustment in a new situation.
• To assist the individual to develop socially desirable goals, recognize his
strength and limitations to become enriched.

20. PROCESS OF PERSONAL
GUIDANCE
 Collection of data
 Diagnosis of the problem
 Prognosis
 Rendering guidance
 Follow - up

21. EDUCATIONAL GUIDANCE

22. • It is the process of helping an individual to plan a
suitable educational programme and make progress in it.
• The individual may be assisted in choosing subjects,
courses, colleges and school adjustment.

23. DEFINITIONS
• BREWER
"Educational guidance is a conscious effort to assist in the
intellectual growth of an individual".
• JONES
"The assistance given to the pupils in their choices and
adjustments with relation to school, curriculum, courses and
school life".

24. NEED / FUCTIONS OF
EDUCATIONAL GUIDANCE
o It helps young people to pursue the right type of education.
o It assists individuals to make informed decisions about their
education.
o It helps students to cope up examination anxiety.
o It helps students to develop effective study habits.
o It provides students with meaningful educational experiences.

25. CONT.....
o It helps to make proper educational adjustments.
o It helps the pupil choose educational courses best suited to him.
o It helps in the scholastic and co-scholastic development of the learner.
o To make the learner informed about various educational opportunities
and aids available for his/her educational growth and development.
o It helps the pupil make educational plans consistent with his abilities,
interests and goals to select appropriate curricula and course.

26. PROCESS OF EDUCATIONAL
GUIDANCE
• Collection of data
• Diagnosis of the problem
• Prognosis
• Rendering guidance
• Follow - up

27. VOCATIONAL GUIDANCE

28. •It is a process of helping an individual to get
adequate information regarding the world of work
around him, make a proper choice for his future
vocation, get adequate training or preparation for
it, get enter into it and achieve maximum success
and satisfaction in it.

29.  NATIONAL VOCATIONAL GUIDANCE ASSOCIATION (USA)
"Vocational Guidance as the process of assisting the individual to
choose an occupation, prepare for it, enter upon and progressing in
it".
 INTERNATIONAL LABOUR ORGANISATION (ILO)
"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".

30. NEED / FUNCTIONS
 To assist the student to make the best possible vocational choice.
 To strengthen the educational system by providing motivation and meaning
to education.
 Provide information about occupational opportunities.
 Helps students to understand the problems of unemployment and its
causes.
 To help the youngsters to prepare for and entering into desired profession.
 Helps an individual to get absorbed in the occupation of his choice.
 Helps the individuals to achieve his vocational goals.
 It is needed in all levels of education to ensure efficient use of manpower
and resources.

31. OBJECTIVES
• To assist students to acquire knowledge of the characteristics, functions,
duty requirements of occupations in which they are interested.
• To assist students to get adequate information about the job opportunities
in the area of their study.
• To assist students in getting information about various post-educational
and training facilities and apprenticeship schemes.
• To enable students to choose the right kind of jobs.
• To develop entrepreneurship qualities in students for taking up self –
employment.

32. COMPONENTS
• Analysis of the individual
• Occupational information
• Consultation
• Vocational counselling
• Placement
• Community Occupational Surveys and Follow – up Studies
• Evaluation

33. GROUP
GUIDANCE

34.  It is a group activity to assist ach individual in the group
to solve his problems and to make his adjustments.
 It occurs in a group setting in which one or more
guidance workers encounter students as a group.
 It is aimed at providing helpful personal, educational, or
occupational information to groups of individuals.
 It involves guiding individuals in group situations.

35. DEFINITIONS
"Group Guidance is any group
activity in which the primary
purpose is to assist each
individual in the group to solve
his problems and make
adjustments".
- ARTHUR
JONES

36. CROW and CROW
"Group guidance as a guidance service that is
made available by school personnel to large or small
group of pupils".

37. SCOPE OF GROUP GUIDANCE
Related to educational plans
Related to home and adjustment
Related to job finding

38. PRINCIPLES OF GROUP GUIDANCE
• It should be regarded as a supplement to counselling and not as
an substitute for it.
• The nature of the group should be relatively homogeneous in
various aspects
• A project that seems most appropriate to the students should
be introduced.
• The guidance worker should be well versed with group guidance
technique.

39. • It should be considered as one of the means, and not the only
means of guidance.
• It is a team work and requires the co-operation of the
students, teachers, administrative staff in the school setting.
• The identified group should have the common need, problem.
• It must be continuous activity of the school so that its impact is
realized by the students.

40. TECHNIQUES OF GROUP
GUIDANCE
 Assemblies
 Career conferences
 Lectures / Talks
 Occupational surveys
 Orientation classes
 PTA meeting
 Group visit to work sites
 Work experiences / Group activity
 Demonstration / Role plays

41. IMPORTANCE OF GROUP
GUIDANCE
o Common problems of the students can be discussed.
o It helps to improve student's social attitude and behavior.
o It is used to orient newly arrived pupils to the programme of the school.
o It is helpful in providing leadership training to the students.
o It is helpful in observing the social aspect of the personality of an individual
in group situation.
oIt gives opportunities to students to express their anxieties and relieve their
pent-up emotions.

42. ADVANTAGES
 It is economic in terms of money, time and effort.
 Gives opportunities to the counsellor to study students in
group situation.
 Offers students the opportunity to discuss common
problems.
 Focuses collective judgment on problems that
are common to the group.

43.  Encourages shy and retiring pupils to pose their
problems.
 Prepares the way for individual counselling.
 Establishes a relationship between students and
guidance worker which creates avenues for other
guidance services.
 Provides with a chance for real group life and learn how
to deal with people.

44. ORGANISATION OF GUIDANCE
PROGRAMMES IN SCHOOL
• The active co-operation of a band of teachers interested in guidance must
be secured.
• Leadership by a trained counsellor or guidance master must be provided in
every school.
• Proper information should be given to the parents.
• Provision for guidance programmes in the school time table as well as
school budget.
• School administration should facilitate the implementation of guidance
decision.
• Frequent evaluation is essential of the guidance programme to ensure its
utility.

45. STAGES OF ORGANISING
GUIDANCE BUREAU
• Constitute the school guidance committee
• Guidance centre (separate room)
• Maintain cumulative record card
• The school should have effective liasion with agencies