This document discusses the definition, meaning, need, benefits and scope of guidance and counseling in education. It defines guidance as a process of helping individuals solve problems and make decisions to reach their goals through self-direction. Counseling is defined as an enabling process to help individuals address life issues and grow in maturity. The document outlines that guidance and counseling helps with students' academic, vocational and personal development, and benefits society through proper utilization of human resources. It is an integral part of education that ensures a supportive environment for students' holistic growth.

1. Guidance and
Counseling

2. Introduction
 It has vital aspect in higher education
 It helps the individual in becoming useful
member in society
 Education with out guidance and counseling
is not complete and the person is unable to
develop his personality fully and thus unable
to serve society by his talents and abilities

3. To guide means
 To indicate
 To point out
 To show the way
 To lead
 To direct
 To seek

4. Definition
 Guidance is a process of dynamic interpersonal
relationships designed
 to influence the attitudes and subsequent behavior of a
person – Good
 Guidance is assistance made available by personally
qualified and adequately trained personnel to an
individual of any age to help him manage his own life
activities, to develop his own points of view, make his
own decisions and carry his own burdens – Crow and
Crow

5.  Guidance as a process through which an
individual is able to solve their problems and
pursue a path suited to their abilities and
aspirations – JM Brewer
 Guidance is an educational service designed
to help students make more effective use of
the schools training programme – Educational
Point of View

6. Meaning of guidance
 Some form of help and assistance to an
individual to solve problems
 It helps a person to decide where he wants to
go, what he wants to do and how best he can
reach goals
 It is promotion of growth of individual in self
direction
 Attainment of self direction by an individual

7.  It is a process of learning, helping and effecting
changes in an individual
 Process of helping every individual through his
own efforts, to discover and develop his
potentialities for his personal happiness and social
usefulness
 Process of assisting an individual to find his place
 It helps to establish an effective relationship
between his total educational experiences and his
personnel needs and potentialities

8.  It is a process of assisting to adjust
 Guidance is educational and vocational
 It provides physical and mental health
 Well rounded social development
 Proper use of leisure time
 Mastery of fundamental school processes
 Guidance covers the whole extent of youth
problems

9.  It is a continuous and pervasive process as a
favorable directional influence upon
 Appropriate social behavior
 Personal effectiveness in every day affairs
 academic competence
 Progress
 Assimilation of right values and attitudes

10.  Guidance is remedial. Orientation and
developmental
 Guidance is individualized education
 Guidance helps individual to adjust to
environment
 Guidance aids in the identification and
development of abilities and interests of pupil

11.  It is essentially an educative process and the
outcome of which are mental and educational
preparedness
 Guidance is a special training in which an
individual discovers his natural endowments
so that he makes a living to his own best
advantage and that of society

12.  Guidance is a systematic, organized phase of
educational process which helps to improve
their powers and gain richer personal
experiences while making his own unique
contribution to our democratic society

13. Elements of guidance
 It focuses attention on the individual and not the
problems
 It leads to the discovery of abilities of an individual
 It is based upon the assets and limitations of an
individual
 It leads to self development and self direction
 It helps the individual to plan wisely for present
and future

14.  It assists the individual to become adjusted to
environment
 It assists to achieve success and happiness
 It focuses to improve student’s capacity
related to educational, social, moral,
emotional, vocational, health and leisure
activity.

15. Need for guidance and
counseling
 The National Policy on Education 1986 has
emphasized the need for guidance and
counseling services to become integral
components of program of any educational
institution.
 Teachers of nursing will be called upon to make
practical decisions for helping students through
their problems
 Guidance and counseling services enable
students to benefit in academic and vocational
persuits

16.  Nursing teachers have the responsibility of
training their students to become efficient
nurses by enabling them to acquire the
necessary knowledge, attitude and skill
besides assisting them in their personality
development .
 Unresolved problems may affect not only the
academic performance of students but also
their personality development

17. Meaning of counseling
 It is a specialized service of guidance and
basically an enabling process, designed to help an
individual come to terms with his life and grow to
greater maturity through learning to take
responsibility and to make decisions for herself
 Counseling is the helping relationship, that
includes some one seeking help, some one willing
to give help who is capable or trained to help , in a
setting that permits helps to be given and
received.

18.  Counseling is not giving information, though
information may be present
 Counseling is not giving an advice
 Counseling is not the influencing of attitudes,
beliefs and behaviors by persuading ,
admonishing, threatening or compelling without
the use of physical force
 Counseling is not the selection and assignment of
individuals to jobs
 Counseling is not interviewing, through
interviewing is involved

19.  For the purpose of harmonious and integrated
personality development of students, it is
desirable to consider guidance and
counseling as an integral part of institutional
program

20. Benefits of guidance and
counseling
 Individual benefits
 Academic growth, vocational development,
personal and social development,
 The teacher handling guidance and counseling
services not only should know the pupils, know
the subject, but also should understand the needs
, abilities and interest of their students and
struggle to bring all-round development of
personality of students

21.  Societal benefits
 Include proper utilization of human resources,
to provide good nursing care to needy client,
attaining good citizenship by acquiring
required intelligence , integrity, honesty, the
right attitudes, social values, habits, social
responsibilities and have a better family
relationships by better adjustment by building
better relationship within the family.

22.  One of the most important areas in
education which has acquired
considerable importance and received
much attention in recent years is guidance
and counseling.
 guidance and counseling ensures a
healthy climate in the institution, which is
essential for the harmonious and
integrated personality development of
students.

23. Elements of guidance
 It focuses our attention on the individual and
not the problem.
 Guidance leads to the discovery of abilities of
an individual.
 Guidance is based upon the assets and
limitations of an individual.
 Guidance leads to self development and self
direction.

24.  Guidance helps the individual to plan wisely for the present
and future.
 Guidance assists the individual to become adjusted to the
environment.
 Guidance assists to achieve happiness and success.
 It focuses to improve students capacity related to:
• Educational
• Social
• Moral
• Emotional
• Vocational, avocational
• Health and leisure activity.

25. Principles of guidance:
 Guidance services which are aimed at bringing about desirable
adjustment in any particular area of experience must be taken
into account the all round development of the individual.
 Individual differ in native capacity, ability and interests.
 To help the person.
- Formulate and accept stimulating, worthwhile and attainable
goals of behavior.
- Apply these objectives in the conduct of his behavior.
 Existing social, economic and political unrest is giving rise to
many mal adjustive factors that require the cooperation of
experienced and thoroughly trained guidance counselor and
the individual with the problem.

26.  Individual face problems throughout their lives. Individual
require help for the solution of problems.
 Guidance service should not be limited to the few who give
observable evidence of his need, but should be extended
to all persons of all age who can benefit either directly or
indirectly.
 Curriculum materials and teaching procedures should be
based on guidance point of view.
 Guidance touches every phase of an individual’s life
pattern.
 Parents and teachers have guidance-pointed
responsibilities.

27. Scope of guidance and
counseling in education
 It assists students to draw up their own plans
if academic and non academic pursuits and
arrive at right decisions to implement the
plans and solutions.
 Guidance and counseling is intended to help
the individual to realize his potentialities and
to make optimum contribution to the growth of
society.

28.  Guidance and counseling must help the
person to solve his own problems and make
proper choice and adjustment.
 Guidance and counseling must aim at
providing assistance to teachers in their
efforts to understand their students
 Guidance and counseling must encourage
and stimulate better teaching by enabling
teachers to gain better understanding of
students.

29.  Guidance and counseling must aim at
providing assistance to teachers in their
efforts to understand their students, it is to be
realized that guidance and counseling and
teaching are complementary to each other.
 Guidance and counseling services are aimed
at enabling students to acquire abilities which
promote self direction and self realization

30.  Specific guidance problems on any age level should be referred to
persons who are trained to deal with particular areas of adjustment.
 For guidance purpose, the data should be accurately recorded and
utilized, eg..
- accessibility of records and reports
- Instruments of evaluation
- Mental capacities
- Success of achievement
- Demonstrated interest
- Personality characteristics
 Organized guidance programme should be flexible according to
individual and community needs.
 Highly qualified and adequately trained persons should act as
chairman or head of the guidance programme, working cooperatively
with his assistants and other community welfare and guidance
agencies.

31.  Periodic appraisals should be made.
 It is slow process. An individual cannot make wise
decisions and adjustments in a day or month or so. It
requires considerable time to make suitable adjustments.
 It is developing the insights of an individual. The individual
should be helped in such a way that he gains own
insights, accepts responsibility, developing the feeling of
self confidence and ultimately makes his own decision.

32.  Impress all the students that the services of the guidance
workers are available to all.
 Counselor must be aware of the difference between
symptoms and cause.
 Guidance is based on right code of ethics.
 Guidance is an organized service.

33. Need for Guidance:
1.Complex nature of society
- Changes have taken place in the entire structure of our
economic, social and political system.
- The process of consumption, production, distribution
and exchange has become very complex and intricate.
2. Individual differences
The requirements of various occupations also differ, this
makes increasingly necessary to have a definite provision
for certain form of guidance.
3. Welfare state and the individual
Every individual must be helped in every way and in
every direction.

34. 4. Changed industrial and educational pattern of the
country.
- Attempts are being made to change the educational
system of our country.
- The problems of selection of subjects and vocations
are formidable problems and in the absence of the
guidance services, the scheme is not likely to make
such progress.
5. Changed economic patterns of the country
- The country is in the era of economic planning and
require specialist to meet the growing demands of the
progressive country.

35. 6. Conservation of human energy
• Well planned guidance is required to conserve the
human energy.
• Education should train their various aptitudes and
enables them to take up vocational pursuits.

36. Objectives of various types of
guidance
1. Educational
 Monitor academic progress of students
 Identify special learners such as academically
backward, gifted and creative
 Assist students in continuing education
 Provide assistance to special learners by
catering to their educational needs

37.  Diagnose the learning difficulties of students
in different subjects
 Help students in their adjustment to curricular
and co curricular demands of educational
programme
 Make students familiar with the world of work
and its diverse requirements
 Provide career information

38. 2. Vocational
 Enable students to discover their potentialities
and interests and occupational requirements
 Make available information about vocational
training
 Assist in choice of vocation
 Train students for entrepreneurship
 Train students for adjustment in a chosen
vocation

39. 3. Personal
 Help students to improve mental health
 Assist students in becoming progressively responsible
for their own development
4. Social
 Develop in students proper attitude for social life
 Inculcate in students right social values
 Train students for leadership and followership qualities.
 Build a spirit of team work in students.

40. 5. Avocational
 Provide opportunities for participation in extra
curricular activities
 Assist students in developing hobbies and
interests
 Provide avenues for recreation
 Inculcate interest in games and other forms of
recreation
 Assist in using leisure time profitably

41. 6. Health
 Indicate need for sound health
 Provide for sex education
 Encourage students to follow a well –
balanced program of physical activities
 Encourage students to overcome any
remedial defects they may have or to receive
medial treatment for them.

42. COUNSELING
Counseling is as old as society itself. In
everyday life we find counseling goes on at
many levels in a family set up, parents
counsel their children, in the society doctors
counsel patients, lawyers clients, teachers
students. Professional counseling in its
present form is a recent development in
colleges, universities, industries and
business.

43. Definition:
“counseling is a service of direct contacts with the individual
which aims to offer him assistance in changing attitudes and
behavior.
-Carl Rogers.
“A counseling interview is a person to person relationship in
which one individual with problems and needs turns to
another person for assistance.
- Erickson.

44. Scope of counseling
* It helps the students in the selection of educational course,
profitable occupations, job placement, higher education and
training.
• Selection of improvement of study skills and study habits
formation
• Maintenance of mental health
• Help the students to achieve maximum efficiency in meeting
their needs.
• Handling discipline cases

45. • Granting scholarships
• Selection of room mates
• Advice on students activities and programmes
• Helping the students to choose vocational objectives
• Selecting optional courses to the study
• Concerns about educational progress
• Course programme planning
• Financial and health matters
• Problems of family, social, educational, vocational
personal, moral, marital, etc.

46. Principles of counseling
 Tailor made to the requirement of an individual’s problem.
 Emphasizes thinking with the individual
 Avoid dictatorial attitude.
 Maintain relationship of trust and confidence with the client.
 Client’s need is to be put first.
 Everyone participating in the counseling process must feel
comfortable.

47.  Client’s family members and significant influencing
personnel must be included in counseling process
 Skills of warmth, friendliness, openness and empathy are
ingredients of successful counseling process.
 Let the client make voluntary informed decision
 Maintain dignity of individual as individual is primary concern
in counseling.
 Counselor has to listen attentively, answer questions
objectively; reinforce important information.

48. Levels of counseling:
1. Informal counseling
Any helping relationship by a responsible person who may have
little or no training for the work.
2. Non-specific counseling by professionals
It is help provided by professional who do a great deal of face to
face work with psychological problems in the course of their
work.
3. Professional counseling
It is helping another persons with decision and life plans
whether personal or educational or vocational by a person
specially trained for this work.

49. Aspects of counsiling:
1. Collection of information and careful analysis of the
available facts.
2. Forecast of the outcome of the counselee’s course of
action.
3. Assistance to the counselee in working out of solution of
his problem.
4. Follow up work.

50. Elements of counseling:
 Counseling involves 2 individuals- one seeking help and the
other a professionally training person who can help the
best.
 Mutual respect, rapport and satisfactory relationship should
be established.
 Counselor should be friendly and cooperative with
counselee.
 The aim of counseling is to help student to form a decision,
make a choice or find a direction such as planning a life
career, a programme in college or university.

51.  Counselor should have trust and confidence over the
counselor.
 Counselor should have through experience and sound
knowledge with counseling process.
 It helps the counselee to acquire independence and
develop a sense of responsibility.
 It concerns itself with attitudes and actions.
 It is more than advice giving, progress comes through
thinking that a person with problem does for himself
rather than through solutions suggested by the
counselor.
 It provides an opportunity for reflection on the impact of
the problem on daily life.

52. Characteristics of counseling
 It is a purposeful learning experience for the counselee
 It is the purposeful oriented and private interview between
the counselor and counselee.
 Based on mutual confidence, satisfactory relationship will
be established.
 Counseling process is structured around the felt needs of
the counselee.
 Main emphasis in the counseling process is on the
counselee’s self direction and self acceptance.

53. Attributes and skills of counselor
1. Pre training attributes
• Self awareness and understanding
• Good psychological health
• Sensitivity about resources, limitations and vulnerability of other
persons.
• Open mindedness
• Objectivity
• Trust worthiness
• Approachability
2. Inter training attributes
• Interview setting and getting started
-physical arrangement-chairs should face each other with leaning
facility for both.

54. - greeting- a warm friendly greeting
- Inviting the counselee to participate in the process
- Maintaining eye contact
- Demonstrating proper body posture
• Problem focus
• Identifying an important theme
• Focusing on a theme
• Directing the theme towards a goal
• Managing interaction with the individual
- Restatement
- Interpretation
- Managing pause and silence

55. Characteristics or qualities of a counselor
1. Interpersonal relationship
- Friendly nature
- Gets along with others
- Sympathetic understanding
- Fairness
- Sincerity
- Sensitivity to the attitude of people
- Tactfulness
- Patience
- Ability to maintain confidence
- Respects clients abilities and needs
- Attentive listener
- Speaks in clients’ language, gives response objectively

56. • Shows concern, listens the demands and complaints of the client
and family, then responding them in an effective and facilitating
manner.
• Capacity for being trusted by others
• Tolerance power, openness, empathy
• Caring and meeting the needs of the individual
2. Personal adjustment
• Shows matured behavior, integrated personality
• Maintains emotional stability
• Flexibility and adaptability
• Aware about one’s limitations
• Mentally sound and healthy
• Shows unbiased attitude

57. • Possesses sense of worth and humor
• Freedom from withdrawing tendency
• Able to accept criticism
• Shows self respect, self reliance and self confidence
• Personal magnitism
• Knowledge of self
• Able to tolerate ambiguity
3. Scholastic potentialities and educational background
• Possess sound knowledge
• Motivated and committed
• Aware of policies, beliefs, misconceptions and rumors existing
within the local community.
• Capacity for work

58. • Positive interest
• Scholastic attitude
• Respect the facts
• Possesses common sense and good judgment
• Ability to work with people
• Experience in teaching and follow up services
• Master’s degree in the area of guidance and counseling
4. Healthy and personal appearance
• Pleasing voice
• Pleasing appearance
• Free from annoying mannerisms
• Poise and neatness
• Vitality and endurance

59. 5. Leadership
• Ability to stimulate and lead others
• Reinforces important information
• Directs the counselee, the ways to solve the problems and guide
him to choose appropriate one with his own decision
6. Philosophy of life
• Good character
• Civic sense
• Faith in human values and human nature
• Shows significant spiritual and religious values
• Shows significant spiritual and religious values

60. 7. Professional dedication
• Possesses vocational interest and in guidance work, professional
attitude.
• Shows loyalty, enthusiasm to provide services for the students
• Strong sense of professional ethics and professional growth.
• Willingness to work beyond call of duty.
• Maintains helping relationship
• Shows interest in research activities
• Uses psychotherapy in solving clients problems
8. Faith in the spiritual quality of the world respects universal
principles of religion.
9. Had a high sense of morality

61. RESPONSIBILITIES OF THE COUNSELOR:
 Assisting pupils to understand themselves their social
and psychological work.
 Helping pupils accept their attitudes, abilities, interest
and opportunities for self fulfillment.
 Helping pupils develop decision making competency.
 Helping all staff members understand individual pupils
by providing information and evaluation.

62.  Determining the impact of the school programme on pupil
development and conveying that information to staff
members.
 Informing staff members about significant changes in the
school and non school environment which have implications
for instructions.
 Assisting parents to understand the developmental needs
and progress of their children.
 Informing the community about the importance of
considering the individual and interpreting to them the role
of counseling in such consideration.

63.  Promoting nonschool developmental opportunities for
children in the community.
 Developing or using community resources for meeting
the unusual or extreme needs of pupils.
PHASES OF COUNSELING:
 Establishing relationship
 Assessment
 Setting goals
 Interventions
 Termination and followup

64. Establishing relationship:
• Introduce yourself
• Listen attentively
• Remember the clients name
• Always address the individual by name
• Ensure physical comfort
• Do not interrupt the individual while talking
• Observe non verbal communication
Assessment
• Observation
• Enquiry
• Making association among facts
• Recording
• Making guesses

65. Setting goals: it requires
• Skills of drawing inferences
• Differentiation
• Teaching individual tpo think realistically
Types of goals
• Immediate
• Ultimate
Intervention
Termination and Follow up
• Should be planned over the sessions
• Fixing an appointment

66. Techniques of counseling:
 Interview
Features of a successful interview:
1. The interviewer should secure the trust and
confidence of the interviewee. He should have
established a rapport with the client.
2. It should be according to a definite aim and a
plan
3. The psychologist should understand the child.

67.  He should be very clear in his mind about the purpose of
the interview.
 He should be very clear in his mind about the purpose of
the interview.
 He should never be impatient of listening to the
interviewee.

68. Suggestions for counseling
interview:
 Establish rapport
 The counselor should behave as a calm and
patient listener and should generally avoid
asking questions.
 The counselor should maintain a perfect
control over his feelings during the interview.
 He should communicate with gestures and
facial expressions.

69.  Privacy is more important for the counseling interview.
 No visitors should enter the room while interview is going
on.
 The room should be tastefully decorated.
 The room should be clean with limited furniture.
 No counseling interview should last longer than 40
minutes.
 No session should be abruptly terminated.
 Confidentiality should be assured.

70.  Principles of counseling technique
* Acceptance- clients should be encouraged to express his feelings
freely.
• Restatement-enable counselee to realize that he is being fully
understood and accepted.
• Clarification-counselor gives correct information, clarifies the
doubts of counselee.
• Reassurance-reassure the client about the effectiveness of
counseling
• Interpretation-develop insight by the counselee, understands the
unconscious motives that he resolves his inner conflicts.
• Advice-advice should be given only in those causes where it is
sought for.
• Lead-client is asked a question in a manner that is helpful to him in
determining the answer.

71. Problems in counseling:
 Absence of guidance and counseling
committee.
 Lack of co-ordination in guidance and
counseling activities.
 Lack of clerical assistance
 Lack of maintenance of records and
information sources
 Improper counseling center
 Inconvenient location of counseling center

72.  Lack of trained professional counselors
 Lack of privacy during counseling
 Lack of participation from students
 Inadequate student record system
 Lack of financial resources
 Language problem.

73. Bases of Guidance and Counseling:
1. Individual base
a. Academic growth
• The counselor has to bring all round personality
development of the pupil.
• Counselor has to understand the needs, abilities and
interests of her pupils to develop their potentialities.
b. Vocational development
* Development of self awareness.

74. • Awareness about the world of work. It helps the pupil to
formulate right attitude toward the world of work.
Guidance provides pupil with this development.
c. Personal social development
* An individual faces many problems in his life; the problems
may relate to health, academic, teachers, peer groups,
family, physical appeareance, etc.. To manage them.

75. 2. Societal bases
a. Proper utilization of human resources:
Care is needed for selection of best suited individual in terms
of her abilities, skills and attitudes for the needed job to met
his needs and societal needs.
b. Good citizenship: a developing society faces many new
challenges, if the citizens are intellectually developed and also
have integrity, honesty, right attitudes, social values, habits,
social responsibilities in relation to maintenance of democracy.

76. c. Better family life:
Family is a basic social unit, a better adjustment within it
leads to the development of well adjusted individuals.
Guidance and counseling helps the pupil to maintain good
relationship with their family members.

77. Organization of guidance and
counseling service:
 It should be organized in the nursing
institutions to provide timely help for the
nursing students.
 The requirement for organizing guidance and
counseling services are
• Trained counselors and guidance workers
• Planned programs to meet objectives
• Consultation services and evaluation
instruments like psychological tests,
inventories etc.

78. • Student data bank
• Educational and vocational information service
• Programs for co operation between home and school
• Programs for integrating community services with
guidance services.
• In-service educational programs for teachers, counselors
and other personnel
• Physical facilities
• Budgetary provisions

79. Guidance and counseling
committee:
 Nursing education should have this committee
which should work together to solve problems
of the nursing students.
 Committee should plan monthly, quarterly,
yearly programme, co ordinate guidance
activities and assess the work done.
 The committee should consists of principal,
counseling officer, psychologists, lecturers,
senior tutors, tutors, acedemic disciplines,
student representatives, parents and warden
etc.

80.  Each member in the committee should be responsible to
carry out their role by giving assistance to nursing
students in the problem areas, provide solutions for
psychological problems. Counselor should meet the
students at the time of orientation, visiting the hostel and
giving talks. Committee should arrange orientation
programme for students to familiarize the students, to
adjust with college and hospital environment.

81. Types of counseling:
Factors in different approaches of counseling are
• Interview is the best tool of counseling
• Counselor should accept the importance of satisfying relationship
between counselor and counselee.
• Counselor should give respect for the counselee
• Honesty, sincerity and openness are common in counseling
process.
• How the counselee perceives the counselor is more important
than the skills and knowledge of the counselor.

82. 1. Directive counseling or prescriptive counseling or counselor
centered counseling:
• To attempt the reconcile and integrate interests of the personnel,
where superior
- understands the problem
- formulates correct answer
- persuades the worker to perceive the answer in the same ways.
Tools used are
• Advice
• Warning
• Exhortation
• Praise
• Reassurance

83. • The counselor is the central figure and plays more active role,
where he directs the counselee to take steps in order to resolve
his conflicts
• It emphasizes on cognitive and intellectual aspects of the
problem, and
• efforts are made to solve the problem as such

84. Steps:
* counselor directs the counselee to take steps to resolve
conflicts.
* it believes in the limited capacity of the client
* it emphasizes on cognitive and intellectual aspects of the
problem.
* It solves the problem as such and not to help client in attaining
has full growth.
* the client makes the decision, but counselor helps the counselee
by informing, explaining, interpreting and advising.

85. Role of counselor in student counselor:
• Assists the students to understand their physical and
psychological needs.
• Help them to accept their-aptitudes, abilities, interests,
opportunities for self fulfillment.
• Helps the other staff members to understand individual
students by providing material information and evaluation.
• Determining the impact of curricular programme on student
development.

86. Direct Counseling or Prescriptive Counseling or Counselor-
centred Counseling
* To attempt the reconcile and integrate interests of the personnel with
the interest of more sophisticated common forces of counseling where
the superior understands the problem, formulates correct answer,
persuades the worker to perceive the answer in the same ways.
Tools used are
• Advice
• Warning
• Extortion
• Praise
• Reassurance

87. • Informing the staff members of significant changes in the
school which have implications for instruction.
• Assists the parents to understand developmental needs
and progress of their children.
• Uses community resources for meeting the extreme
needs of the students.

88. Non- directive counseling or client-centred counseling
• It rests upon the fundamental respect for individual belief in
persons ability to solve problems with the aid of a sympathetic
listener.
• To facilitate development of self insight components.
• To release tensions.
• Formulation of new choices and plans friendly atmosphere.
• He only decides and takes necessary actions.
• The counselor role is passive
• The goal is the independence and integration of the client rather
than the problem oriented.
• The emotional aspects are concentrated more, it leads to a
voluntary choice of action.

89. • The client has led to be to a point of self realization, self
actualization and self help.
• The client is inclined to give information needed by the
counselor.
• Information may be used to help the client to discover the
real problem.
• The counselor has the respect for the personal autonomy of
the client.
• Counselor believes in the ability and capacity of his client to
adjust and adopt in terms of the demand of the situation.

90. Steps:
• The individual comes for help
• Counselor facilitates and encourage the client to think for
solving his problem.
• Counselor is friendly, interested and encourages free expression
of feelings related to problem.
• He accepts the clients feelings whether it is positive or negative.
• Client recognizes and accepts emotionally his desires and
attitudes and make decisions.
• Client decides when to end the contract.

91. Short term counseling
• Used in situational crisis in which disruption of life
occurred.
• It focuses the concern of the client
• It needs immediate attention
• Counselor assist the client and guides problem solving in
a systematic way
• Counselor can share problem solving abilities with the
client.

92. Long term counseling:
• It extends over a prolonged period of time.
• It is focused for the client who experiences developmental
crisis may need long term counseling

93. Electic counseling:
• Counselor will make use of both directive and non directive
counseling to modify the ideas and attitudes of the counselee.
• It is an electic in nature because they have been derived from all
sources of counseling, selecting the best and leaving out what is
least required.
• Counselor may alternate between directive and non directive
counseling technique.
Steps:
• Counseling starts with interview
• Counselor tries to establish rapport with counselee.
• Counselor studies the personality and needs of the individual.
Information may be gathered from different sources and case
history.

94. • Tentative diagnosis is made based on case history and a plan for
counseling is formulated.
• Client needs has to be helped to assimilate this information.
• Client achieves emotional release and insights after his
perceptions and attitudes about himself and his situations.
• During the closing phase, the client makes decisions and plans,
modifies behavior and solves his problems.
• If needed follow up contacts can be planned.

95. Clinical counseling:
• Diagnosis and treatment of mind functional maladjustments and
to find better adjustment and self-expression.
• A relationship primarily individual, face to face between
counselor and client.
• The study of the individual as a unique whole, specific behaviors
are observed and specific traits may be inferred, but the goal is
particular individual.
• It describes the problem and also suggests the solution or
remedies for the problem.
• It includes training, actual practice in diagnosis, treatment,
prevention and research.

96. Psychological counseling:
• They rely on conversation between client and therapist.
• This may take in the form of questions and answers, reconstruction
of past history or discussion of current difficulties.
• It consists of catharsis or an emotion laden monologue by the patient
or the therapist make an initiative in making the patient to speak out
repressed feelings and emotions.
• Therapist may give
a. Encouragement
b. Information and advise
c. hope

97. Psychotherapeutic counseling:
• Assists the person to modify attitudes and emotions which the
subjects are aware of the personality reorganization.
• Person helped to attain higher level of personal and social
development.
Student counseling:
• It is concerned with help of students to solve his problems
pertaining to the choice of educational institutions, courses,
methods of study, adjustment, vocational choice, etc.
• It deals with total personality of the individual, it connects
directly to the needs of the individual in a personal contact
situation.

98. Placement counseling:
• Counselor will advise the counselee in regard to jobs and posts
which are suitable to the client depend upon his abilities,
attitudes and interests.
Marriage counseling:
• Advise and help in selecting the suitable spouse.
• To identify positive aspects of relationship as well as those
cause conflict.
• It focuses on the need for each partner to understand the point
of view and feelings of the other.
• To solve the problems related to marriage.

99. Vocational counseling:
• Procedures centered about the problem of selecting a vocation
and preparing for it.
• If any problem arise within the specified vocation, necessary steps
carried out to solve the problem.
• It gives greater control over his own future actions.
• Client is helped to improve all-round development and help the
individual to develop skills and efficiency.

100. Difference between guidance and
counseling:
Guidance
 It is an organized service to
identify and develop the
potentialities of pupils
comprehensive information
about all the students is
collected with the help of
different test tools.
 It is preventive and
developmental.
Counseling
 Information is given to
solve their problems.
 It is preventive,
developmental and
remedial.

101. Guidance
 It can be done by any
guidance worker.
 It may be given at any
normal set up.
 It is an integral part of
education and assist in
fulfilling its aims.
 ‘DISTRIBUTIVE PHASE’
focus on educational,
vocational and
occupational problems.
Counseling
 It requires a high level of
skill as well as special
professional training.
 Requires special set up
counseling room to conduct
interviews.
 This is needed in all fields.
 ‘ADJUSTIVE PHASE’
emphasis on social,
personal and emotional
problems of an individual.

102.  Decision making operates
at intellectual level.
 Interview is not a
technique
 It is a whole service
 Operates at emotional
level.
 Interview is the basic
process of counseling.
 It is a partial and
specialized service.

103. CRISIS INTERVENTION
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104. Crisis intervention
Crisis is an inevitable aspects of human
existance.stressful events ,or crises, are a common
part of life. They may be Social , Psychological or
Biological in nature
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105. Crisis
A crisis is a
disturbance
caused by a
stressful event
or a perceived
threat.
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106. Crisis-(Townsend)
A crisis is a
disturbance caused
by a stressful event
or a perceived threat
in which a person
usual way of coping
becomes ineffective
in dealing with threat
,causing anxiety.
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107. CHARATARISTICS-IDENTIFIED BY(KAPLAN-
1964,GEISSLER,1984,FRANCE,1982).
 Crisis occurs in all individuals at one time or
another & is not necessarily equated with
psychopathology
 Crisis are precipitated by specific identifiable
events
 Crisis are personal in nature. what may be
considered a crisis situation by one individual
may not be so for another.
 Crisis are acute, not chronic, will be resolved
in one way or another with in a brief period.
 A crisis situation contains the potential for
growth or deterioration.( Mary Townsend)
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107

108. Crisis responses
After the precipitating
event ,patients
anxiety begins to rise
Four phases of a crisis
response emerge
a) anxiety activates the
persons usual
methods of coping .
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109. Cont..
 B. If these do not bring
adequate relief and
support to the person
,progresses to the
second phase,
 C. New coping
mechanisms are tried or
the threat is redefined so
that old ones can work.
Resolution of the
problem can occur in this
phase.
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110. Cont..
D. If resolution does
not occur ,the person
goes on to the fourth
phase, in which the
continuation of
severe or panic
levels of anxiety
which may lead to
psychological
disorganization.
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111. Balancing factors
Perception
Of the
event
Situational
support
Coping
mechanism
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111

112. 8/17/2022 112
Precipitating event
State of disequilibrium
Perception of event
support
Coping mechanism
Realistic
Adequate
effective
Unrealistic
Inadequate
ineffective
Problem resolved Problem unresolved
EFFECT OF BALANCING FACTORS
ON A STRESSFUL EVENT

113. Types of crisis
According to Baldwin in 1987 .(identified six
classes of emotional crisis)
 Dispositional crisis
 Anticipated life transition
 Traumatic stress situational crisis
 Maturational crisisdevelopmental crisis
 Crisis reflecting psychopathology
 Psychiatric emergencies
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113

114. Dispositional crisis
An acute response to
an external stressor.
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115. Anticipated life transition
Normal life transition
may be anticipated
but over which an
individual may feel a
lack of control.
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116. Traumatic stress transition
Precipitated by
unexpected external
stresses over which
the individual has
little or no control
,from which he or
she feel emotionally
overwhelmed
defeated.
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117. Maturational developmental
Precipitated by
events requiring role
changes.
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118. Crisis reflecting psychopathology
Emotional crisis in which pre-existing
psychopathology has been instrumental in
precipitating in crisis or in which
psychopathology significantly impairs or
complicates adaptive responses.
Psychopathology include-borderline
personality
Severe neurosis
Character disorders
Schizophrenia
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118

119. Crisis intervention
 Crisis intervention may be
defined a short term,
inexpensive therapy focused
on immediate problem and
usually limited to six
weeks.(stuart-2001).
 Is a supportive therapy with
the restoration of the
individual to pre crisis level of
functioning or possible higher
level of functioning.
 It can offer immediate help to
a person in crisis needs.
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120. Responses to crisis
 Emotional reaction
 Mental reactions
 Physical reactions
 Behavioral reactions
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120

121. Goals of crisis intervension
 To help victims confront the reality of what happened
 To begin to deal with crisis
 To go beyond pain and emotional trauma toward new
strength and opportunities for growth and change
 To provide effective crisis support and assistance as
soon as possible following victimization
 To make available resources and services to meet the
needs of victims by providing direct assistance or
referrals
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121

122. Principles of crisis intervention
 Mobilization of crisis intervention team
 Not all signs and symptoms of acute distress
are pathognomonic
 Tailor the crisis intervention to the needs of
the individual
 Timing for crisis intervention is based upon
psychological readiness,rather than theacute
passage of time
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122

123. STEPS OF CRISIS
INTERVENTION
Assessment
planning
Implementation
evaluation
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124. Assessment
 Collect data-about-
 The nature of the crisis
 Its effect on the patient-and
an intervention plan will be
developed
 Nurse establish a positive
working relationship with the
patient
 Balancing factors are
important in the development
and resolution of crisis and
should be assessed;
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125. Cont…
 Precipitating event or stressor
 Patients perception of the event or stressor
 Nature and strength of the patients support
systems and coping resources
 Patients previous strengths and coping
mechanisms
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125

126. Precipitating event
 Nurse should explore the patients needs, the
events that threaten those needs and the time
at which symptoms appear.
 Four kinds of needs
 -self esteem-is achieved when the person
attains successful social role experience.
 -role mastery-is achieved when the person
attains work ,sexual, and family role
successes.
 -dependency-is achieved when a satisfying
interdependent relationship with others is
attained.
 -biological function-is achieved when a person
is safe and life is not threatened.
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126

127. Perception of the event
 An over weight
adolescent girl
 A man with two
unsuccessful marriages
 An emotionally isolated,
friendless women
 A chronically ill man
 Themes and surfacing
memories of the patient
give further clues to the
patient.
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128. Support systems and coping
resources
 Patients living situation and
support in the environment
.does the patient live alone
or with family or with family
or friends
 Who offers understanding
and strength
 Supportive clergyman or
friend
 Assess coping resources
 Suicidal or homicidal risk
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129. Coping mechanisms
 Assess patients strengths and previous
coping mechanisms
 How the patient handled other crises
 How were anxiety relieved
 Was physical activity relieve tension
 Did the patient find relief in crying
 Exploring previous coping mechanisms
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129

130. Planning and implementation
Previously collected data are analyzed
and specific interventions are proposed
Dynamics underlying the present crisis
are formulated
Alternative solutions to the problem are
explored and steps for achieving the
solutions are identified
Nurse decides which environmental
supports to engage or strengthen and
how best to do this-
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130

131. Cont….
 The expected outcome of patient care is – the
patient will recover from the pre crisis level of
functioning .. A more ambitious expected
outcome would be for the patient to recover
from the crisis event and attain a higher than
pre crisis level of functioning and improved
quality of life.
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132. Levels of crisis intervention
Individual
approach
Generic
approach
General support
Environmental
manipulation
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132

133. ENVIRNMENTAL MANIPULATION
 It includes interventions
that directly change the
patients physical or
interpersonal situation.
 It provide situational
support or remove
stress.
 Mobilizes the patients
supporting social
systems and serving a
liaison between the
patient and social
support agencies.
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134. General support
 Interventions that convey
the feeling that the nurse
is on the patients side
and will be a helping
person .
 The nurse uses
warmth,acceptance,emp
athy,caring,and
reassurance to provide
this type of support.
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135. Generic approach
It is designed to reach high risk
individuals and large groups as quickly
as possible.
Applies a specific method to all people
faced with similar type of crisis.
Expected course of he particular type
of crisis studied and mapped out.
The intervention is then set up to
ensure that the course of the crisis
results in an adaptive response.
Interventions following an acute stress
are referred to as debriefing.
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135

136. Individual approach
 It is type of crisis intervention
 Understand the specific patient
characteristics that led to the
present crisis and use
intervention according to that.
Uses -
 It is more useful in situational
and maturational crisis.
 Homicidal and suicidal risk
 Course of the patients crisis
cannot be determined and
resolution has not been
achieved using the generic
approach.
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137. Five core interventions to assist
survivors of acute stress
1. Restore psychological
safety
2. Provide information
3. Correct misattributions
4. Restore and support
effective coping
5. Ensure social support
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2
3
4
5

138. Techniques of crisis intervention
Catharsis
Clarification
Suggestion
 reinforcement of
behaviour
Support of defenses
Raising self esteem
Exploration of
solutions
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139. catharsis
 The release of feelings that take place as the patient
talks about emotionally charged areas
 As feelings about the events are realized ,tension is
reduced.
 Nurse solicits the patients feelings about the specific
situation ,recent events, and significant people in the
particular crisis.
 Ask open ended questions and repeat the patients
words.
 Dose not discourage crying or angry outbursts but
rather sees them as a positive release of feelings.
 Feelings seem out of control ,in case of rage ,or
despondency nurse should discourage catharsis and
help the patient concentrate on thinking rather than
feeling8/17/2022 139

140. clarification
When the nurse helps
the patients identify
the relationship
between events
behaviors ,and
feelings.
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141. suggestion
Influencing a person to
accept an idea or belief
that the nurse can help
and that the person will
in time feel better.
It is a technique in which
the nurse engages
patients emotions,
wishes, or values to their
benefit in the therapeutic
process.
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142. Reinforcement of behaviour
Giving the patient
positive responses to
adaptive behaviour.
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143. Support of defenses
Encouraging the use of
healthy ,adaptive
defenses and discard
those that are
unhealthy or
maladaptive .
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144. Raising self esteem
Helping the patient regain
feelings of self-worth by
communicating
confidence that the
patient can find solutions
to the problems. the
nurse also should
convey that the patient is
a worthwhile person by
listening to and
accepting the patients
feelings ,being respectful
,and praising help-
seeking efforts.
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145. Exploration of solutions
Examining alternative
ways of solving the
immediate problem .
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146. evaluation
 The nurse and the patient
evaluate whether the intervention
resulted in a positive resolution of
the crisis. specific questions ..
 The expected outcome been
achieved?
 Have the patient symptoms
relieved?
 Does the patient have adequate
support systems and coping
resources ?
 Is the patient demonstrating
adaptive crisis responses?
 Dos the patient need to be
referred for additional treatment?
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147. Settings for crisis intervention
 General hospitals
 Emergency room
 Schools
 Occupational health centers
 Industrial area
 Crisis intervention centers
 Community mental health
centers
 Department of psychiatry
 Managed care clinics
 Long term care facilities
 Home health agencies
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148. Common nursing diagnosis
 Risk for self directed violence
 Chronic low self esteem
 Hopelessness
 Powerlessness
 Severe/panic anxiety
 Disturbed thought process
 Sleep deprivation
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148

149. Interventions
 Assist the client in setting realistic goals to
return to the pre crisis level of functioning
 Establish desired outcome criteria for client
using problem solving approach
 Ask the client to talk to some one he trust and
respect
 Assess for suicidal or homicidal thoughts
 Take steps to make client feel safe and lower
anxiety
 Prevent violence and aggression in client
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149

150.  Listen carefully and encourage client to
ventilate feelings
 Encourage client to do religious rituals to
lower anxiety
 Use problem solving approach
 Mobilize social support to the client
 Increase the coping skills of client
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151. 8/17/2022 151
Thank you