The document discusses various types of guidance services provided in schools according to Shertzer and Stone (1976). It defines information services and describes the function of information service as making available certain kinds of information to students through various means like bulletin boards, brochures, and school campaigns. The document also discusses appraisal or inventory services, counseling services, psychoeducation services, career and placement services, follow-up services, referral services, and research and evaluation services.

1. M.A.Ed.- EM 1

2. GUIDANCE SERVICE
According to Shertzer and Stone (1976), guidance
services are formalized actions undertaken by the
school to make guidance operational and available to
students. These are Information services, Appraisal
or Inventory services, Counseling services,
Psychoeducation Services, Career & Placement
Services, Follow-up Services, Referral Services,
and Research and Evaluation Services.
2

3. The function of the
Information Service is to make
available to pupils or students
certain kinds of information
not ordinarily provided through
the instructional program or
during the regular period of
instruction. 3

4.  To become a fully functioning member of society, realize
their potential, be aware of opportunities and make
meaningful choices.
4
 To help students assume more autonomous responsibility, be
self-regulatory, and free from ignorance. Individuals are
therefore expected to assume more independent roles in
society.
 Information service assists students to explore and
become aware of the contingencies of stability and
change that mark their development.
 It assists students to make meaningful vocational or career
choices.

5. 1
a.Meetings/Orientation program
b.Use of bulletin board/brochures.
c.Research Data
d.School Campaign

6. “
6

7. 7

8. 8

9. According to Norris et al (1972), “occupational or career information is valid and usable
data about positions, jobs, and occupations including duties, requirements for entrance
and conditions of work, reward and sources for further information”.
9
Akinade, Sokan, and Osarenren (2005) defined occupational information as valid and
usable data about jobs including requirements, work conditions, reward systems, supply
and demand for that kind of job, etc.
Taylor and Buku (2006) defined occupational information as true and reliable data about
occupations, jobs, and positions.

10. The structure and major groups within an occupation. E.g. adm.
D.H.R, Transport section, Estate, etc.
The nature of occupations, the nature of work.
Preparations are needed for different types of occupations.
Qualification necessary for employment in various occupations.
Procedures for entering and advancing in an occupation.
Conditions of work in various occupations.
Salary structure, wages, and other benefits.
Occupational hazards. (give examples- mining, teaching, nursing)
10

11. To evaluate the client’s perception of abilities and interests against
actual occupational requirements.
11
To identify and demonstrate job acquisition skills.
To develop self-awareness and self-confidence in the individual’s
anticipated choice of occupation.
To demonstrate basic skills of competency in one’s chosen occupation.

12. According to Norris et al (1972), “personal-social
information is valid and usable data about the
opportunities and influences of the human
physical environment which bear on personal
and interpersonal relations”. This type of
information is about human beings and helps
individuals to understand themselves better
and thereby improve how they relate with
others. 12

13. Understanding self and getting along with others.
Boy-girl – relations.
Manners and etiquette.
Leisure time activities.
Personal appearance.
Social skills.
Home and family relationships.
Financial planning and healthy leaving.
13

14. It is an essential part of the school guidance program.
14
The focus of the informational service is personal study, future
trends, and change.
Both group and individual techniques are used to convey
information data to students and assist them in interpreting and
using such data
Information service is more than information giving.
Qualified personnel to staff information service is essential.
The information service must contain provision for it’s evaluation.

15. WRITTEN SOURCES
15
CAREER CONFERENCES AND CONVENTIONS
VARIETY
VISITS/EDUCATIONAL TOURS
STREET SURVEY
TEACHING OCCUPATIONS
ON THE JOB LEANRING

16. This is a service in which data about the
individuals are analyzed to make the
individual have a better understanding of
himself and also provides data that
counselors or guidance coordinators,
teachers, administrators, and other
helpers can use to assist the individual
student.

17. 17

18. 18

22. 1. For Prediction: Test scores help us to predict
how well an individual can perform or behave in
the future.
22
2. For Selection: Test scores are used by educational
institutions, employment agencies, scholarship Boards etc.
for selecting individuals for admission into higher
educational institutions, job vacancies, or for awarding
scholarships.

23. 3. For Classification: Test scores are used to
classify learners into groups according to types
and not levels e.g. according to courses to be
offered in future.
23
4. For Evaluation: Tests are used to evaluate the
effectiveness of guidance programs, the effectiveness of
counselling or classroom instruction.

24. Obtain accurate and reliable
information about students, aptitude,
interest and personality traits.
24
Predict future performance of students and counsel
them on courses to pursue.
Assist students and parents to plan for their future
careers.

25. Diagnose students’ academic, social
and emotional problems and provide
appropriate treatment to resolve them.
25
Help counselors to evaluate the objectives of their
guidance programs.
Provide data for testimonial to higher institutions or
employers.

27. 27
1. Observation: In observation we use the natural sense of
seeing hearing, tasting, touching and smelling to collect
data from our environment.
Five (5) ways we can improve observation
 Determine what to observe first.
 Observe one person at a time.
 Watch out for significant behavior.
 Have a number of brief period than one of a long
period of observation.
 Avoid writing notes while observing.

28. 28
2. Interview: An interview is a method of obtaining
information about or from an individual usually
through oral interaction with the individual.
For the interview to be effective, the counsellor must be able to;
 Establish good rapport.
 Brief the counselee about the purpose of the interview.
 Skillfully conduct the interview with appropriate
relevant questions.
 Close the interview in such a way that will motivate
the counselee to come again.

29. 29
3. Questionnaire: A questionnaire is an appraisal instrument
in a written form comprising a number of items. In the
school situation, a questionnaire may be used to collect
data about students, home, family, health, study habits
and activities outside the school.
4. Cumulative Records: This is a means of storing
information on students longitudinally. It is
longitudinal because the record accompanies a
student as he moves from one level or class to the
other.

30. Personal data
Hobbies of the student
Health record
Family data and background
Anecdotal reports
Achievement result
Date of admission into the
school.

31. COUNSELLING
SERVICE
Counselling according to Tolbert (1972) is a
personal face-to-face relationship between two
people in which the counselor, by means of the
relationship and his special competencies, provides
a learning situation in which the counselee, a
normal sort of person, is helped to know himself
and his present and possible future situations so
that he can make use of characteristics. and
potentialities in a way that is both satisfying to
himself and beneficial to society, and can learn
how to solve future problems and meet future
needs.

32. This and other definitions of counseling
indicate that counseling is:
a process
a relationship
help is given to people in making
choices
a face-to-face interaction and
a learning experience.

33. Counseling, as discussed
earlier, is the heart of all
guidance services. It is the pivot
around which the wheel of
guidance service revolves.
Counseling is therefore
indispensable in all guidance
services.

34. Elements of Counseling
Name
Job Title
Name
Job Title
Name
Job Title

35. AIMS OF COUNSELLING
The basic aims of counseling include the
following:
 To help students gain an insight into the origin and development of
emotional difficulties leading to an increased capacity to take rational
control over feelings and actions.
 To assist students to move in the direction of fulfilling their
potential or achieving integration of conflicting elements
within themselves.
 To change maladjusted behavior.

36. Capuzzi and Gross (1991) gave the following aims of
counseling:
 To decrease anxiety and depression.
 To reduce confusion and loss of contact with reality.
 To increase socialization and improve interpersonal relationships
(behavior modification in order to live in harmony with others).
 To cope with crises and transitional stress.
 To accept oneself and the aging process.
 To make meaningful choices.

37. THE NATURE OF COUNSELLING
Counselling
involves two people
in interaction, a
generic term for the
exchange of
meanings
between people.
The mode of
interaction is
usually limited to
the verbal realm;
The interaction
is relatively
prolonged since
the alteration of
behavior takes
time.
The purpose of
the relationship
is to change the
behavior of the
counselee.

38. MISCONCEPTIONS ABOUT
COUNSELLING
Giving information, though
information may be given in
counselling,
Giving advice, suggestion or
recommendations
Influence attitude, beliefs, or behavior
by means of persuasion, leading, or
convincing, no matter how directly,
subtly, or painlessly,
Influencing behavior by admonishing
warning, threatening, or compelling,
with or without the use of physical force
or coercion,
Selection for and/or assignment of
individuals to various jobs or activities,
Interviewing

39. Characteristics of counseling Services
 Counseling is concerned with influencing voluntary behavior change on the part of the client.
 The purpose of counseling is to provide conditions that facilitate voluntary change.
 As in all relationships, limits are imposed upon the counseling goals which in turn are
influenced by the counselor’s values and philosophy.
 Conditions facilitating behavioral change are provided through interviews.
 Listening is present in counseling but not all listening is counseling.
 The counsellor understands the client.
 Counselling is conducted in privacy and the discussion is confidential.
 The client has a psychological problem and the counselor is skilled in working with clients
who have psychological problems.

40. AREAS OF
COUNSELLING

41. EDUCATIONAL COUNSELLING
41
Educational counselling is a term first coined by Kelleyin in 1914. This is a
process of rendering service to pupils who need assistance in making decisions
about important aspects of their education, such as the choice of courses and
studies decision regarding interest and ability, and choice of college or
universities. Educational counselling increases a pupil’s knowledge of
educational opportunities. Educational counselling also assist students to
overcome learning difficulties and whatever militates against success or
educational objectives.

42. VOCATIONAL COUNSELLING
42
 Helping students to become aware of the many occupations to consider.
 Interpreting an occupational interest inventory to a student.
 Assisting a teenager to decide what to do after school.
 Helping a student apply to a college or University.
 Role playing a job interviewing preparation for the real thing.
 Taking people through the factors to consider when choosing a career-ability,
aptitude, interest, personality type, nature of job, gender etc.
 Exposing people to the risk involved in the various occupations.

43. PERSONAL/SOCIAL
COUNSELLING
43
This type of counseling deals with emotional distress and behavioral
difficulties, which arise when individuals struggle to deal with various
development tasks. Any aspect of development can turn into an
adjustment problem, and everyone encounters, at some time or other,
some difficulty in meeting ordinary challenges.

44. INDIVIDUAL
COUNSELLING
Types of Counseling
GROUP
COUNSELLING

45. INDIVIDUAL
COUNSELLING
It involves a person-to-person interaction between a counsellor and a counselee.
One major advantage of individual counselling is that it offers maximum attention
and time for the counselee. The whole process is for the counselee to verbalize his
problem, examine them and learn how to overcome them with the help of the
counsellor. The major disadvantage of individual counselling is that it is time
consuming.

46. GROUP
COUNSELLING
Group counselling is a professional relationship that involves two or more
counselees and the counsellor. In this type of counselling, the counselees may have
a common concern like drug abuse, low academic achievement, study habit, useful
for resolving interpersonal issues and learning interpersonal skills.

47. DIRECTIVE COUNSELLING
This approach is also known as the counselor-centered Method. Under this process
the counselor plans the counseling process, his work is to analyze the problem,
identify triggers identify the exact nature of the problem, and provide various
options. Williamson was a great more profound of this kind of approach as he stated
that this approach is good to address the problems relating to the educational and
vocational adjustment. This type of counseling is a concept, where educational and
vocational guidance relate to the personality dynamics and
interpersonalrelationship. This type of counseling is more useful where the

48. DIRECTIVE COUNSELLING
This approach is also known as the counselor-centered Method. Under this process the
counselor plans the counseling process, his work is to analyze the problem, identify triggers
identify the exact nature of the problem, and provide various options. Williamson was a great
more profound of this kind of approach as he stated that this approach is good to address the
problems relating to the educational and vocational adjustment. This type of counseling is a
concept, where educational and vocational guidance relates to personality dynamics and
interpersonal relationships. This type of counseling is more useful when the individual wants
information and advice on the choice of a career. This approach does not focus its attention on
personality development as such

49. Steps of Directive counseling
Analysis
Synthesis
Diagnosis
Prognosis
Counseling
Follow -up

50. Basic Assumptions of Directive
Counseling
Competency in giving Advice
Counseling as an intellectual process
Counseling objectives as problem
solving situation
Client’s incapability of solving
the process

51. Advantages of Directive counseling
This method is useful from a time-consuming
viewpoint. It saves time.
In this type of counseling, there is more focus on the problem
and the person.
The counselor can look at the client directly.
Counseling focuses more on the intellectual aspects
of the person than the emotional aspect of the
personality.
In this process, the counselor becomes readily
available to help which makes the client very
happy.

52. Limitations of Directive counseling
In this process the client is more dependent. He is
also less able to solve new problems of adjustment.
As the client is never independent of the counselor,
it is not an efficient best guidance.
Unless and until a person does not develop some
attitude through experiences, he cannot make any
decision himself.
The counselor fails in serving the client to
commit mistakes in the future.

53. NON-DIRECTIVE COUNSELING
This is also known as the phenomenological approach to counseling or therapy. Kant
described different aspects of the world. The phenomena would plan things that are
independent of our senses and hence unknown and phenomena means knowledge of
things gained by our senses. Carl Rogers’s phenomenal field of this individual meant the
totality of his own experiences. His theory is also called self-theory since he places greater
emphasis on getting to know oneself as much as possible the self-being conscious part of
the phenomenal field and the self-concept being a series of hypotheses one has about
oneself, right or wrong. The nucleus of his theory is his concept of self. He also assumed
that the human being is an organism, the total individual.

54. ECLECTIC COUNSELING
It is defined as the synthesis and combination of directive and non-directive counseling. It
represents a middle status between the two extremes represented by the ‘non-directive’
technique on one hand and the ‘directive’ technique on the other. In eclectic counseling,
the counselor is neither too active as in directive counseling nor too passive as in non-
directive counseling. He just follows the middle path between these two

55. Steps in Eclectic counseling
Diagnosis of the cause
Analysis of the problem
Preparing tentative plans for modifying factors.
Securing effective conditions for counseling
Stimulating the client to develop his own
resources and trying new models of adjustment
Proper handling of related problems help in
adjustment.

56. Disadvantages of Eclectic
Counseling
It is vague, opportunistic, and superficial.
Directive and non-directive cannot be mixed.
How much freedom should be given to the
client?
Lack of skill of counselors can do more harm
than good.

57. Disadvantages of Eclectic
Counseling
It is vague, opportunistic, and superficial.
Directive and non-directive cannot be mixed.
How much freedom should be given to the
client?
Lack of skill of counselors can do more harm
than good.

58. 58
Psychoeducation Service
According to the Social Work Dictionary,
defined psychoeducation as the “process
of teaching clients with mental illness and
their family members about the nature of
the illness, including its etiology,
progression, consequences, prognosis,
treatment, and alternatives.”

59. Psychoeducation combines the
elements of cognitive-behavior
therapy, group therapy, and
education. The basic aim is to
provide the patient and families
knowledge about various facets
of the illness and its treatment
so that they can work together
with mental health professionals
for a better overall outcome.

60. Four essential elements of
psychoeducation
1. Briefing the patients about their illness
2. Problem-solving training
3. Communication training
4. Self-assertiveness training

61. GOALS OF PSYCHOEDUCATION
oTo ensure basic knowledge and competence of
patients and their relatives about the illness
oTo provide insight into the illness
oTo promote relapse prevention
oEngaging in crisis management and suicide prevention.

62. 62
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