The document discusses planning and implementing a guidance program in schools. It covers guidance goals, principles of guidance, developing the school guidance program, planning steps which include need assessment, identifying student competencies, developing a calendar and curriculum. It also discusses the roles of the principal, models of guidance programs, and implementing the program through guidance curriculum, individual planning, responsive services and system support. The time allocation for each component is also provided.

1. Planning and Implementing
Guidance Programme in School
Dr R K Mohalik
rkmohalik@hotmail.com

2. Guidance Goals
Guidance
Goals
Individual
Development
Career
Maturity
Educational
Growth
Psychosocial
Development
Social
Development
Good
Citizenship
Good family
life
Manpower
requirements

3. Principles of Guidance
• All children are unique and should be treated
with respect and dignity.
• Every student can succeed.
• Learning is a lifelong process.
• Fostering a positive self-image is the collaborative
effort of the school, home, and community
• The diverse needs of all students must be
addressed at all educational levels through the
guidance and counseling program.
• Every student needs appropriate personal and
social skills to achieve optimum benefits from the
educational program

4. School Guidance Programme
• It should aim at total development of the
child.
• Combined involvement of students, parents,
teachers and school administrators to meet
needs of individual and institution.
• It should have inputs related to all guidance
services.
• Collaborative effort of teachers, guidance
workers, medical practioner, psychologist etc.

5. Planning for Guidance programme
• For making guidance programme systematic
and effective, it requires planning.

6. Planning for Guidance programme
• To make guidance programme effective and
acceptable, it has to be aimed at benefiting
every student.
• The goal of the programme should be in line
with philosophy of the school, and facilitate
academic achievement, career planning and
personal-social development.

7. Principles of Guidance Plan
• Be accessible
• Recognise that guidance is a specialist area within education
• Recognise that guidance is a whole school concern
• Be impartial
• Be student centered
• Be transparent
• Be balanced
• Be inclusive
• Be responsive
• Respect confidentiality in counselling and assessment activities
• Empower participants to take responsibility for their own development
• Promote equal opportunities
• Deploy and make full use of available resources
• Be reviewed on an ongoing basis

8. Planning Guidance Programme-Steps
• Need assessment: can be done by
using direct observation,
consultation with students, teachers,
parents, focused group discussion,
psychological test.
• The DEPFE, NCERT has developed a
problem checklist for identifying
students problems.

9. Activity-1
•Write down guidance
needs of your students
and teachers

10. Identification of Student Competency
• Competencies to be developed
among students in terms of
knowledge, attitude or skills that are
observable and can be transferred
from learning situation to a real life
situation.

11. Develop a Calendar
• A master calendar of events helps
to an analysis of the time that is
used within the programme. It
display the weekly and monthly
schedule of counsellor .

12. Activity-2
• Develop calendar of guidance
activities for first month of
academic session

13. Develop a Written Curriculum
• The written curriculum serves as
a guide and blueprint in
delivering the guidance and
counselling services.

14. Creating a School Guidance
Committee
• Consist of representative of people you serve.
Students, parents, teaching and non-teaching
staff, counsellor, principal etc. The principal
will be the Chairperson and Counsellor will be
the Convener.
• Main task is to set programme goals, provide
support, offer advice, review activities and
advocate for the counselling programme
within the community.

15. Resources Required for Guidance
Programme
• Personnel: Identify people who will be
involved on basis of qualification, interest and
understanding of students as well as
community.
• Finance: Prepare budget for one academic
session basing on different activities and
benefits for learners.

16. Resources…….
• Facilities:
• Room should be neatly maintained and
furnished with comfortable furniture to create
pleasant ambience.
• Table, chairs, almirahs, display board/ racks to
display materials, posters and charts.
• Counselling Handbooks

17. Resources………
• Psychological Tests:
• The Raven’s Progressive Matrices (RPM)
• Self Directed Search (SDS),
• Occupational Aptitude Survey and Interest
Schedule (OASIS),
• Career Interest Survey (CIS)
• Occupational Aptitude Survey and Interest
Schedule (OASIS)

18. Psychological Test
• Differential Aptitude Test (DAT),
• David’s Battery of Differential Ability (DBDA).
• High School Personality Questionnaire (HSPQ),
• Myer-Briggs Type Indicator (MBTI),
• Eysenck’s Personality Questionnaire (EPQ),
• Personality Style Analysis (PSA)

19. Psychological Test
• Self Directed Search (Holland)
• Career Interest Inventory (CII)
• Occupations Aptitude Survey (OAS)
• Identifying and Analyzing the Life Career Themes
(LCT)
• Self-concept – rating scale
• Learning style – rating scale
• Decision making style – checklist
• Motivation – rating scale

20. Resources………
• Handbooks
• Mental Year Book of Measurement
• Manual of Counselling

21. Roles of principal in managing
guidance programme
• Coordination: It involves regulation or monitoring
different activities planed so that there is a
proper linkage and integration.
• Cooperation: All personnel involved in guidance
programme should work as team.
• Effective communication: Care must be taken
that the personal touch is not lost and feed back
is obtained.
• Evaluation: Every guidance activities should be
evaluated.

22. Models of Guidance Programme
• Specialist Model: Guidance offered by full
time professionals who are certified/ trained
in school counselling. This model followed in
developed countries: US, UK etc.
• Career Teacher Model: Teachers with short-
term training (2-6 weeks) offer guidance
services in school.

23. • Teacher Counseller Model: Teachers receive
full-time training and do both guidance and
teaching work complementary to each other.

24. Activity-3
• Think for five minutes and write
down the merits and demerits of
all the three model.

25. Teacher-Counsellor Model
• Teachers can be trained to perform guidance
functions along with their teaching work.
• Because they have better understanding in
students need and problems, any deviant
behaviour due to close contact with students
in classrooms, library, laboratory etc.
• It establish a relationship with each student
based on mutual trust and respect.

26. Role of Teacher………..
• The students are likely to approach their
teachers to discuss their personal problems.
• Source of student referrals:
Psychologist/doctor/physiotherapist)
• Discovering students potential: Special
abilities in dance/singing/acting/ drawing.
• Career planning: Career options in concerned
subjects.

27. Activity-4
• List referral institutions located in
and around your school for
students referral
• List career options available in
your subject.

28. Implementing Guidance Programme
• A comprehensive guidance programme should
have four components
• Guidance curriculum
• Individual student planning
• Responsive service
• System support
• It should aim at learning to live, learning to
learn and learning to work

29. Guidance Curriculum
• The guidance curriculum includes structured
experiences presented systematically through
large- and small-group activities from
kindergarten through grade twelve.
• The curriculum emphasizes decision making, self-
understanding, career development, and the
improvement of study skills.
• The role of guidance worker is to plan, formulate,
implement and evaluate the programme

30. Individual Student Planning
• It provides an opportunity to every students
to reflect on his/her personal growth and
development.
• Guidance worker helps students in planning
and monitoring their progress by analysing
and evaluating their abilities, skills, interests
and achievements.
• Guidance worker develops ongoing activities
to help students

31. Responsive Services
• It consists of activities to meet the immediate
needs and concerns of students such as
prevention of drug abuse, suicide preventions
etc.
• Such services include personal counseling;
crisis counseling; agency referral; consultation
with parents, teachers, and other
professionals; and support groups

32. System Support
The system support component includes indirect
guidance management activities that maintain
and enhance the total guidance and
counseling program.
The responsibilities of guidance counselors in
this component encompass staff and
community relations, special research
projects, committees, professional
development, and student-support teams.

33. Tentative time for each components
Components Weitage in
Percentage
Guidance curriculum 15-25%
Student Planning 25-35%
Responsive Service 25-35%
System Support 15-20%

34. Guidance Activities for Secondary
School
• This stage is transition from childhood to
adolescence and adulthood.
• Students are prepared to leave the school and
enter into a larger world.
• It is stage of anxiety for education and career

35. Learning to learn (academic)
• Study skill development:
• Post secondary educational planning:
• Decision Making
• Critical thinking
• Transition from childhood to adolescence

36. Personal and Social Development
• Facilitating self understanding
• Social skills
• Violence prevention
• Conflict resolution and substance abuse

37. Learning to work
(Career Development)
• Career exploration
• Career choice and planning
• Diversity and career choice

38. Expectation from Guidance Worker
• Brainstorming
• What you expect from a school
counsellor? Think for five minutes
and jot down

39. Guidance Activities That Assist
Students To Make Choices
• Counselling - helping students to explore
their thoughts and feelings, and the choices
open to them; giving care and support to
students learning to cope with the many
aspects of growing up.

40. • Assessment - helping students to obtain a
better self-understanding through the use of
psychometric tests and other inventories.
• Information - providing students with
objective and factual data on education and
training opportunities, occupations, labour
market information, entitlements etc.

41. • Advice - making suggestions based on the
advisor’s own knowledge and experience.
• Educational Development Programmes -
facilitating the transfer of knowledge and skills
relating to studying, examination
performance, choices of subjects and levels.

42. • Personal and Social Development
Programmes - facilitating the transfer of
knowledge and skills relating to a student’s
personal and social development, self-
awareness, decision-making and planning.

43. • Referral - this includes two types of activity:
• i) referral of an individual student by the
guidance counsellor to other Professionals
outside of the school,
• ii) referral of an individual student to the
guidance counsellor by teachers, Board of
Management, school management, and parents.
The voluntary participation in counselling of the
referred student must be respected by all
concerned.

44. Guidance Activities That Assist
Students To Make Transitions
Careers education/career transition
programmes - enabling students to make
transitions to further and higher education,
training and employment.
• Placement - work experience, work
shadowing, and preparing students for
employment.
• Follow-up - following up former students
regarding progression routes and destinations.

45. Support the Achievement of The
Aims Of The School Guidance
Programme
• Consultation with parents, school staff and students.
• Feedback - giving feedback to the Board of Management,
school management and staff on the needs of individual
students, groups and the school as an organisation, and
how the school guidance programme has supported
students’ choices and transitions.
• Networking - establishing links with employers, relevant
agencies and institutions to enhance guidance work with
students.
• Promoting change - assisting curriculum development in
the school.
• Managing, organising and co-ordinating guidance
activities into a coherent programme.

46. Role of Counsellor-Programme
Management
• Counselors work with faculty, staff, students, parents,
and community members to plan, implement, and
evaluate a comprehensive guidance program.
• Counselors must be able to use a planning process to
define needs and priorities and to determine
appropriate objectives.
• Counselors must be able to organize personnel,
physical resources, and activities in relation to defined
needs, priorities, and objectives.
• They also must evaluate the guidance and counseling
program to maintain its contribution to the total
educational program.

47. Guidance
• School counselors provide a proactive, comprehensive developmental
guidance and counseling program for all students from kindergarten
through twelfth grade, within the school.
• The developmental approach focuses on the “normal” processes of
growing up in a complex society. Multicultural issues, individual
differences, and problem centered concerns are taken into account
when considering the focus of the comprehensive developmental
guidance and counseling program.
• All students need guidance for maximizing personal/social
development, academic development and career development; thus
guidance is provided to groups of students.

48. Counseling
• Counselors provide appropriate theories and
techniques of counseling to develop and
maintain effective individual and group
relationships and to provide counseling in
response to individuals and small groups with
educational, career, personal, and social needs
or concerns.

49. Consultation and Student Advocacy
Counselors, functioning as consultants, provide
professional expertise to assist faculty, staff,
administrators, parents, and other community
members to understand both individual
behavior and human relationships.
• In addition, counselors interpret relevant
information to those persons concerning the
development and needs of students.

50. Coordination
• Counselors, as coordinators, bring together
people and resources in the school, the
community, and the district for the fullest
personal/social, academic, and career
development of the students.

51. Assessment
• Counselors collaborate with other school staff to select testing
and appraisal programs that help students identify their
abilities, aptitudes, achievements, and interests.
• I n addition to test data, other sources of appraisal information
include interviews, biographical summaries, academic records,
anecdotal records, personal data forms, and records of past
experiences.
• Counselors have knowledge of the principles, practices, and
limitations of test data, and are ethically bound to treat
assessment data as confidential, so that only those with a need
to know have access to the information.
• Counselors should not have the responsibility of coordinating
and administering the testing program in their school. Their
role is to interpret the test data and provide input to
administration.

52. Role of the Counselor in Parent
Education
• Programs to assist and support parents/guardians
in the parenting process are an important part of
a school’s comprehensive developmental
guidance and counseling program.
• In addition to conducting PTA/PTO presentations
and sending communications home, schools can
take an active role in this process by offering
parent-education opportunities.

53. Role of the Counselor in Working with
Students with Disabilities
• Students with disabilities have a right to, and will
benefit from, a well-planned and implemented
comprehensive guidance and counseling program.
• School counselors have an ethical and legal obligation
to be knowledgeable of their students’ needs and to
provide the appropriate programs and services on an
equitable basis.
• School counselors must adhere to both state and
national legislation impacting the education of
students with disabilities like RTE Act, Disability Act etc.

54. Role of the Counselor in Student
Discipline
• Consultation is one of the key intervention
strategies employed by the school counselor to
create positive change and facilitate the growth
and development of the students served.
• The counselor serves as an arbitrator between
school faculty and students regarding problem
situations and relationships in the classroom.
• A systematic process can be utilized that may
include meeting with the school faculty and with
the students individually, monitoring progress,
and evaluating outcomes.