This document discusses various guidance techniques used to help individuals with adjustment, including adjustment inventories, anecdotal records, cumulative records, case studies, and interviews. Adjustment inventories are used to detect areas of maladjustment, while anecdotal records provide significant reports on students' behaviors. Cumulative records systematically collect factual information about students over time. Case studies comprehensively examine all available information about an individual. Interviews allow for face-to-face conversations with a purpose. Together, these techniques help teachers better understand students' problems and guide them towards improved adjustment.

3. GUIDANCE
TECHNIQUES IN
ADJUSTMENT
R.THANGAMATHI
11MD67

4. GUIDANCE
“Guidance is the help
by one person to another in
making choices and adjustments
and in solving problem.”
- Jones

5. NEED
 Guidance is a general term which means
helping people to make wise choices and
solve their educational, vocational and
personal problems.
 It is the process by which the individuals are
assisted in making adequate adjustments to
life’s situations.
 it is not meant only for the problem individuals,
such as the slow learners, delinquents,
mentally retarded as was generally, thought in
the beginning. Guidance is necessary for all

6. TECHNIQUES
 Adjustment inventory
 Anecdotal record
 Cumulative record
 Case study
 Interview

7. ADJUSTMENT INVENTORY
The adjustment inventories
are used to detect of maladjustment
area of an individual. It requires
professional skills of a psychiatrist.
The teacher can help in identifying
maladjustment by using the
measuring instruments.

8. For example :
 Observation and interview with the subject
 The bell adjustment inventory
 The Moony’s checklist
 The Roger’s test of personality adjustment
 Taylor’s anxiety scale
 Adjustment inventory for college student
by Sinha and Sinha
 Detroit adjustment inventory
 California test of personality

9. ANECDOTAL RECORD
“An anecdotal record is
a report of a significant
episode in the life of a
student.”
-Raths Louis

10. SPECIMEN
Name of the school:
Name of the pupil observed:
Class: Date: Place:
Observer:
Objective description:
Comments:

11. PRINICIPLES
 No limit on the no. of anecdotes.
 Supplement to other records and not as
substitutes.
 The object description of behaviour should not
be colored with the subjective Comments.
 Recorded in the class, school and outside the
school. All behaviour should be recorded.
 Should be confidential and should not fall into
irresponsible hands.

12. CHARATERISTICS
 Determined aspects of behaviors only and
records only.
 Words and phrases which are used give
meaning that is clear.
 Concrete statements are used rather than
abstract ones.
 Strong emotional connotations are avoided
like love, hate, insolent etc.,
 Judgmental terms are avoided for eg. Well
behaved, aggressive, nervous

13. ADVANTAGES
 Description
 Understanding
 Continuous
 Summary
 Acquaintance
 Clinical service
 Stimulation

14. CUMULATIVE RECORD
“The cumulative record is a
systematic accumulation of significant
factual information about an individual
which is progressively developed and
maintained over a sufficient period of
time.”
-S.K.Kochar

15. FUNCTION
 It avoids duplication of efforts and overlapping.
 Every teacher keeps notes of the
achievements, abilities and potentialities of the
pupil.
 It forms as a part of a preventive programme
and marks out the problem area.
 It gives data for objective evaluation and not
for subjective evaluation.
 Records benefit pupils, teacher as well as the
principal of the school.

16. TYPES
 The pocket or folder record card
 The single card type
 The cumulative record type

17. AREAS TO BE COVERED
 Identification data
 Environmental and background data
 Physical data
 School attendance
 Data of scholastic achievement
 Data of achievement in co-curricular activities
 Psychological data
 Data about the student’s educational and
vocational plans and preferences.
 Teacher’s subjective ratings.

18. ADVANTAGES
 Complete frame of a pupil’s present state.
 To discover the strengths, weaknesses and
special abilities of the pupil.
 If the student changes his institution, the records
will be useful to new authorities to know the
information about him
 Provide comparative picture of each pupil in the
group, it can be used for selection, promotion and
classification.
 To find out the aptitudes as well as the attitudes of
the individual.

19. CASE STUDY
A case study is defined as a
collection of all available information -
social, physiological, biographical,
environmental, vocational - that
promises to help explain a single
individual.

20. ROTHNEY AND ROENS
 Highly exceptional achievement
 High ability in art.
 Exceptionally high ability in music.
 Skill in practical arts and painting.
 Persistent in striving for success.
 Work very hard against great obstacles.
 Constantly present behaviour problems.
 Unable to do the work of their grade.
 Behaviour makes them appear to be a
model.

21. STEPS
 Nature of the problem
 Antecedents of the case
 Formulation of hypothesis
 Verification of hypothesis.
 Remedial steps
 Follow-up

22. CHARACTERISTICS
 complete in all respects
 valid and reliable
 kept confidential
 Synthesis of data should be
scientific

23. DATA
 Statement of problem
 Family history
 School history
 Health and physical history
 Recreational interests
 Personality traits

24. ADVANTAGES
 It provides first hand picture about the
child to the teacher.
 A teacher can understand more about a
new student by
 His academic strength and weakness
 His personal and social adjustment problems
 His attitudes, aptitudes and interest
 It helps the teacher to root out the cause
of the trouble.

25. DISADVANTAGES
 It is one of the methods and not the only method
to know about the individual.
 This method is too subjective and not reliable
and realistic.
 It is quite lengthy, difficult and time consuming
method.

26. INTERVIEW
‘conversation with a purpose’
An interview is a face-to-
face relationship in which the
interviewer and the interviewee carry
on some conservation with specific
purpose.

27. ADVANTAGE
 Understand the problems of the
subject better
 To give guidance to the children
 Testing hypothesis regarding
human motivations and socio-
personal interactions

28. DISADVANTAGE
 subjective
 artificial situation
 individualistic approach-time
consuming

29. CONCLUSION
The above techniques are used
to find the individualistic and know the
maladjustment children. The teacher should
understand the problems of the students and
guide them accordingly. If the teacher guides
the students in a proper way, the students’ life
will become better.