Nature of guidance and guidance and other terms
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This document discusses the nature of guidance and compares it to other related terms. It provides the following key points: Guidance is a continuous, lifelong process that helps individuals develop their capacities and adjust through personal assistance from trained persons. It focuses on the personal needs of individuals and is client-centered. While education has a wider, social focus for a specific time period, guidance is part of education and focuses on lifelong personal development. Guidance differs from teaching in that it is informal, does not require training or qualifications, can occur anywhere, and covers all aspects of an individual, while teaching is formal, requires training, occurs in institutions, and focuses mainly on cognitive development. Guidance also differs
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Nature and Meaning of Guidance
This document discusses the nature and meaning of guidance. It defines guidance as helping individuals make choices and adjustments by aiding their independence and responsibility. Counseling is defined as a process that assists individuals interpret facts to make choices and adjustments.
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Types of guidance
1. The document discusses different types of guidance provided in schools to help students develop in various areas of life.
2. These types of guidance include educational guidance, health guidance, moral and religious guidance, socio-civic guidance, and vocational guidance which aim to help pupils establish good study habits, health habits, manners, citizenship skills, and understand different occupations.
3. Guidance can be delivered through group discussions or individual interviews to understand students' problems and help them make adjustments.
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This Powerpoint content is the brief and apt presentation of a basic understanding of guidance its need, purpose, principles, assumptions
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3. Guidance can be delivered through group discussions or individual interviews to understand students' problems and help them make adjustments.
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This document provides an overview of guidance and counseling programs. It defines guidance as a process that helps individuals solve problems and pursue paths suited to their abilities. Counseling is defined as a specialized guidance service that helps individuals take responsibility and make their own decisions. The document outlines the psychological, sociological, and educational needs for guidance. It describes the elements and characteristics of effective guidance programs, including focusing on individuals, discovering abilities, and promoting self-development. The document also discusses the types of guidance provided, personnel involved, and organizing guidance programs in educational institutions.
Guidance & counseling: Guidance Services
The document defines guidance services as procedures, tools, and facilities that assist individuals in securing knowledge and skills needed to make plans and interpret life. It discusses the purposes of guidance services in helping students recognize their potential, adjust to school, and develop coping skills. The scope of guidance services includes services for individuals, staff, and evaluating programs. Basic guidance services outlined are information services, individual inventories, placement, counseling, vocational/career services, remedial/enrichment services, and follow-up services. Guidance activities to support each service are also described.
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This document discusses techniques used in guidance, including interviews, anecdotal records, observation, and case studies. It provides details on each technique, such as how interviews involve a conversation to exchange information, anecdotal records are short descriptions of significant events, observation involves studying behavior, and case studies are intensive investigations using various research methods. The document also notes some guidelines and advantages of these techniques for collecting data on individuals.
Guidance in the elementary school
This document discusses guidance in elementary education. It outlines the components of an elementary guidance program, including individual pupil inventories, information services, counseling, testing, and program evaluation. It also discusses the nature and growth patterns of children, noting they develop at different rates and are influenced by their environment. The function of guidance is to help students grow into capable members of society by assisting with social skills, discovering aptitudes, and developing critical thinking. Teachers play a key role, as their influence can affect students' lives and personalities. When teachers understand students' strengths and weaknesses, they can help each student improve and define their own goals.
Educational guidance
Educational guidance provides direction and advice to students through various services like orientation, counseling, student activities, and placement. It aims to help students improve their decision making, life outlook, and responsibility. Guidance methods include personal meetings, interviews, school records, and extracurricular activities. Common guidance services are orientation, occupational information, counseling, student activities, placement, follow up, referral, and remedial services.
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This document discusses guidance at the elementary level. It covers the contents of an elementary guidance program, which includes vision/mission, objectives, services like counseling and testing, and an evaluation process. It also discusses the nature and growth patterns of children, noting they differ in their development and are influenced by their environment. The functions of elementary guidance are to help students meet educational tasks, develop social skills, discover aptitudes, and cultivate desirable mental abilities and responsibility.
Tools and Techniques Used in the Guidance Process
This document discusses various guidance techniques for collecting data about individuals, including observation, autobiographical sketches, and anecdotal records. Observation involves a trained observer watching and recording an individual's behaviors without bias. Autobiographical sketches have the individual write about their own life in their own words to provide personal insights. Anecdotal records are short descriptions of significant events or behaviors observed in an individual by teachers and counselors. The document provides examples of each technique.
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The document outlines 14 principles of guidance:
1. Guidance is a continuous process and activities should be specifically planned.
2. Guidance is fundamentally the responsibility of parents and teachers and should be extended to all, not just a few.
3. Guidance is education but not all education is guidance, and it is a learning process that helps clients understand themselves based on their true concepts.
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This document discusses counseling techniques, specifically the directive technique. It defines counseling as a professional relationship that empowers individuals to accomplish mental health and education goals. Techniques are methods used to accomplish a desired aim. The directive technique is a counseling method where the counselor plays an active role, focusing on a particular problem and providing possible solutions, making it counselor-centered. The counselor guides the client's thinking and decision making. While it is time and cost effective, the directive technique can lead to dependency and new adjustment issues for the client.
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Organization of guidance programme in educational intuitions
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
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This document discusses placement services in schools. It defines placement as helping students select suitable courses, activities, and careers based on their abilities. There are three types of placement services: educational, vocational, and personal. Placement services help match students' qualifications and interests to educational institutions, jobs, social circles, and other opportunities. The functions of placement include reducing dropout rates, utilizing human resources effectively, and minimizing burden on employers. Factors like staff philosophy, personnel, and resources affect how well a placement service is developed. Overall, placement services aim to help students achieve their goals and feel well-adjusted in all aspects of their lives.
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This document discusses student follow-up services in guidance and counseling. Follow-up involves monitoring current and former students to evaluate the effectiveness of academic advising, counseling, and other interventions. It ensures students have learned appropriate behaviors and can identify weaknesses in the educational program. Follow-up takes the form of research, surveys, interviews and other techniques to determine students' progress after leaving school. The information obtained through follow-up can be used to improve curriculum, teaching, and guidance services.
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Guidance & counselling
This document provides an overview of guidance and counseling programs. It defines guidance as a process that helps individuals solve problems and pursue paths suited to their abilities. Counseling is defined as a specialized guidance service that helps individuals take responsibility and make their own decisions. The document outlines the psychological, sociological, and educational needs for guidance. It describes the elements and characteristics of effective guidance programs, including focusing on individuals, discovering abilities, and promoting self-development. The document also discusses the types of guidance provided, personnel involved, and organizing guidance programs in educational institutions.
Guidance & counseling: Guidance Services
The document defines guidance services as procedures, tools, and facilities that assist individuals in securing knowledge and skills needed to make plans and interpret life. It discusses the purposes of guidance services in helping students recognize their potential, adjust to school, and develop coping skills. The scope of guidance services includes services for individuals, staff, and evaluating programs. Basic guidance services outlined are information services, individual inventories, placement, counseling, vocational/career services, remedial/enrichment services, and follow-up services. Guidance activities to support each service are also described.
Guidance and counselling
Guidance and counselling provide assistance to help individuals develop personally and professionally. Guidance is broader and aims to help people understand alternatives and make wise choices, while counselling focuses more on inward analysis of problems. Both guidance and counselling have the goals of facilitating adjustment, optimal development, and helping individuals live productive lives. Effective guidance and counselling require principles like respecting individual differences and focusing on each person's needs and abilities. Schools need qualified counsellors and guidance services to support students' well-being and achievement.
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The document discusses the meaning and nature of guidance and counseling, how they are defined by different authorities, the types of counseling including directive, non-directive, and eclectic approaches. It also covers the principles and characteristics of effective counseling, emphasizing that the goal should be specific, pertinent, attainable, measurable, and observable.
Vocational Guidance
The document provides guidance on choosing a career, including the following steps:
1. Learn about yourself through self-assessment of your values, interests, skills and personality.
2. Consider your abilities and interests through career tests and consulting with career counselors.
3. Research career growth opportunities and salary information to help identify options that are in demand.
4. Choose course options after 10th grade based on your interests that align with career goals and opportunities. Science, arts, commerce, and vocational streams are outlined.
Individual inventory service
This document discusses various techniques and tools used in collecting individual inventory data. It describes observational methods, autobiographical sketches, anecdotal records, case studies, cumulative records, interviews, standardized tests, sociometry, projective techniques and rating scales. The purpose of individual inventory is to systematically collect, evaluate and interpret data to identify each student's characteristics and potential in order to facilitate proper diagnosis, predict progress, ensure accurate placement and allow program evaluation. Data is kept confidential in students' cumulative folders.
Guidance and counseling
This document discusses guidance and counseling. It defines guidance as assisting students to select appropriate courses of study based on their needs and interests, achieve academic excellence, make use of institutional resources, develop proper study habits, and participate in curricular and extracurricular activities. The types of guidance discussed are educational, vocational, personal, economic, and health guidance. Counseling is defined as involving a relationship between a person seeking help and a trained professional to help bring about desired changes and solve problems. The principles of counseling emphasize thinking with the individual, avoiding being directive, maintaining trust and confidence, putting the client's needs first, and including family/influencers in the process.
Guidance types
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
Guidance & councelling
The document discusses the role of nurse educators in providing guidance and counseling to students. It defines guidance as assistance to help individuals manage their own lives, develop their views and make their own decisions. Counseling is defined as a helping relationship where someone seeks help from someone trained to provide help. The key aspects of guidance and counseling for students are to help them adjust to new environments, develop qualities for successful nursing practice, adjust to clinical settings, and keep up to date on nursing trends.
Guidance and counselling
A guidance program provides personal, educational, and vocational guidance to help individuals develop to their full potential. Personal guidance helps control issues like anxiety and addiction. Educational guidance assists with learning choices, while vocational guidance uses tests and interviews to identify suitable careers. Guidance is a continuous process involving counselors, teachers, and psychologists who use techniques like observation, interviews, and case studies to assist students. The goal is to improve adjustment and placement through activities like orientation, evaluation, and follow-up.
The guidance services.mata&pineda
The document outlines the key functions and services of guidance programs in schools. It discusses four main services: information services which provide students with occupational, educational, and social information; follow-up services which track student progress both in and after school; placement services which help students select appropriate courses and career paths; and counseling services which involve personal relationships between counselors and students to address needs and problems. The guidance services are intended to promote student development, help students understand themselves and make plans for their future.
Guidance services
This document outlines the key aspects of guidance services. It defines guidance services as systematic procedures that help individuals gain knowledge and skills to make plans. It discusses the scope of guidance, which includes services for individuals, staff, and evaluating services. It also outlines the history and factors leading to the development of guidance services. Finally, it describes the characteristics, forms (group and individual), types of problems addressed, and goals of guidance services.
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Services of the Guidance Office:
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The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
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Nature of guidance and guidance and other terms
- 1. TOPICS NATURE OF GUIDANCE & GUIDANCE & OTHER TERMS Presented by Kamal Anjum anjumkamal8@gmail.com
- 2. NATURE OF GUIDANCE • As a process • A continuous process • Related with life • Development of capacities • Individual assistance • Task of trained persons • Wide scope
- 3. NATURE • Helpful in adjustment • Helpful in developing the abilities of self guidance • No imposition of one’s view point • Helpful in preparing future • An educational service • Client centred • More than assistance
- 4. GUIDANCE & OTHER TERMS GUIDANCE: Guidance focused the personal needs of an individual. Guidance is a part of education. Guidance is a life long process. EDUCATION: In education social needs of a person is focused. education is a wider programme. Education process is for some specific time period.
- 5. GUIDANCE TEACHING Guidance is an in formal process. Training is not required Guidance can be provided anywhere. Informal media is used. covers all aspects of an individual. Teaching is a formal process. training or qualification required. institution required formal media is used. Mostly cognitive aspect is focused.
- 6. GUIDANCE DIRECTION In guidance the worker is responsible for his suggestions. • Direction can considered as guidance but it shows some sense of power or order.
- 7. GUIDANCE COUNSELLING There is no need of proper interaction . No training required. All kinds of problems solved. interaction is necessary in counselling. usually solve problems related to mental health and emotions.