Guidance and Counselling in the Educational Setting

A. EDUCATIONAL GUIDANCE

INTRODUCTION

The crucial role of motions in an individual's development and struggle for fulfillment has not
received adequate attention in education. Bolton (1931) draws attention to this lacuna. He holds
that the pupil's attitudes towards society and its problems religion and morals, his duties and
obligations are vastly more important than the few items of intellectual knowledge imparted in
school. The pupil, as he grows, learns the interests, aspirations, dilemmas, fears, anxieties and
attudies of the people who are it immediately around him -his family, his school mates, his
teaches v-d others. The pupil's likes and dislikes his longing: and aversions, his loves and hates,
will really determine the manner in which he behaves as a human being and adjusts himself to
the demands of the society and environment. Emotions have both positive and negative aspects.
The guidance counsellor can help clarify to the pupil the role of positive emotions that are.
constructive and integrative, that of negative emotions that are disintegrative and disruptive, and
help the pupil appreciate the part they play in his life. The basic aim of guidance is to magnify
the power of the positive and integrative emotions and to minimize the role of negative and
disintegrative emotions such that they are of service to the individual in his envelopment and
adjustment

Every individual has certain values and makes choices based on them. Therefore, children must
be taught values. Johnson concludes that a common symptom of most readjustments is a sense of
vagueness, an inability to clearly communicate feelings and idea? to others. This sense of
helplessness grows out of a lack of clarity in value orientations. Guidance helps in facilitating the
ability to communicate; The fundamental premise of all guidance is a basic faith in the
improvability of a human being—its optimistic orientation. Unlike other living creatures, human
beings have a long period of preparation for adult life which can be used with advantage

Human beings arc fascinatingly tough and resilient, both physically and emotionally. They
survive deprivation, discrimination and ill treatment. They may sometimes make mistakes which
can almost always be remedied. Therefore, what is essential is to prevent the development of
self-defeating attitudes and habits.

It is equally fallacious to believe that people should be forced to learn A I. being is

fundamentally a growing, seeking, exploring organism. It is erroneously believed after Cannon-
that the tendency to seek equilibrium, repose and stability (all different states of homeostasis) is
basic to human adjustment. However, i life, we find several exceptions to man's urge for
homeostasis balance and stability Menninger and others (1963) indicated that there is an
important opposite tent to homeostasis which, they call the ’hetrostasis’. This essentially is an
urge to homeostasis in search of adventure experiment that are apparently threatening
and dangerous. A simple illustration of heterostasis is the young child’s repeated efforts to walk
to spite of the number of times he fails to balance himself and falls. Yet, he struggles and keeps
vying..This suggests that the growing ….. wants to learn . The notion that human being will not
learn unless they are forced to is certainly not true. Normally healthy children pursue task
eagerly and willingly and exhibit a sense of ihriil oi achievement when they 'ea:n. The child says
exel 'M:.:mmy 1 can write', 'I drew this picture',-.etc. Unfcr'unately, this enihasias stultified and
the thrill of trying and learning di<:.ppears when the learner is fc to learn. In school/college the
practice of awarding inconsequential marsl, gr: prizes, passes, etc are effused With the real
outcomes of learning. The pu failure to secure these grades, marks, prizes, etc. become a source
of h'urnilic and leads to the growth of -.eelmgs of inadequacy arid inferiority. If ih^ learner*
cncouia^ed to develop their per a sal resources, they would turn out to be ^ucces in different
fields The apparent fact that some pupiis respond productively marks, prLcs, etc., leaves the
motivational needs of the majority of pupils unatteiii The educational process ceases to be
enjoyable to' this neglected majority. I necessary to realize that while textual learning is
important, the learning of s confidence, cooperation, curiosity, persistenco, inferiority alienation,
etc., m important it. order to develop a whole.omc personality. Every hvman bcifl£ se ;c;t-',\
oression to become an individual. This tendency is most visible :lur adolescence. The search.tor
identity is also found to be persistent during! adolescent years. Tne youth has great potential to
become whatever 'is percep. 0f himself allows and whatever us culture provides as inspiiation.
An individ is nei'her a victim of his heredity nor a heMcss pawn cf his environment.'in re J! ooth
these interai', and the result depends upon the quality of choices be mrjc Xhis implies a '..sic
factor of human life, viz., that the course of an it' lividuaJ's I depends on Jie choices thr»t he
makes. He faces dilemmas, pressures arid irksot prc'jlerrs which he car; resolve by making
appropriate choices, i.e., by adjust! himself. The history of human civilization is a testimony to
the choice^ made humans to meet dilemmas, problems .md conflicts which led to their progress

failures

to be unsigned to individualize educational programmes. The school should have a total

programme of which guidance is an integral part. The constant concern should be to-enhance
learning by providing a suitable climate at school/college and at the same time to minimize the
constricting and interfering factors. Guidance on an individual basis aims at enhancing the
capacity for more effective choice-making.

GUIDANCE NIEDS RELATED TO EDUCATION

At school or college, a variety of problems may arise in the minds of the growing pupils. The
problems fall into three categories. They are problems of:

1. Learning
2. Preparation for vocation
3. Sex and interpersonal relations.
Learning Problems

The growing pupil becomes interested, in a "variety of things around hi in and comes to deviate
undue attention to distractions to the detriment of his studies. Consequently, he may perform
poorly at school/college. A number of other factors may lead to several academic problems.
Some pupils may have reading difficulties, their rate of reading may be slow and comprehension
poor, bon-.c may develop likes and dislikes with regard to subjects which may adversely affect
performance. Poor performance may lead to other problems like loss of interest in studies,
irregularity of attendance, truancy, and other minor delinquencies. A good programme of
guidance could initiate steps to overcome this and prevent deterioration. A sound guidance
programme, may help take appropriate steps to develop the necessary remedial programmes at
die right moment. Counseling could help the pupil gain insight into himself, understand his own
problems in their proper perspective and cooperate with the school/college authorities to
overcome the problems and to promote academic excellence.

Problems Concerning Vocational Future

The individual student at the completion of secondary school college faces the .question: ‘What
next'? This is an important area to which our secondary schools/ colleges pay! little attention.
Most schools/colleges do not cornen themselves with this vital issue of the pupils' vocational
future. It is in area that the school/ college can play a very important role. The guidance
counsellor can help the pupils gain greater I self-understanding so that they know what they want
to do. It is 'lis jessing td find that even college students do not have any clear ideas about their
future. When asked what they proposed to do after college, over 85 per cent of the college
students interviewed responded with: 'I haven't thought about it yet'. Most young people do not
have sufficient self-knowledge. A good guidance programme.

Pupils may be given informative talks or careers and be made to participate in group discussions
about their future. Writing brief compositions on themes such as 'What I want to get out of life or
in life. The job I would like to pursue', 'What I expect from my job', "The job I do not like to
pursue', etc., will help clarify some of their ideas.

Many parents, owing to ignorance of the psychological characteristics of their children, decide
their future unilaterally. Pupils reported that their parents wanted them to become
doctors/engineers and so on. Parents often seek vicarious gratification—what they themselves
failed to achieve, they want their children to achieve. Thus the vocational aspirations of pupils
get suppressed. The guidance counsellor should encourage the pupils to think about the different
kinds of occupations that may suit them. Pupils should be helped to make wise choices from
increased self-understanding and understanding of the occupational world.

Problems of Sex and Interpersonal Relations

Another important concern of guidance is related to pupils' personal growth and development.
Owing to the natural growth process, pupils become mere sensitive and self-decisions -shout
their physical change. arid experience- emotional disturbances, physical growth opens up a new
world'.- The' 'unbalance between physiological and psychological development leads to
emotional difficulties and maladjustment The young persons may become increasingly self-
absorbed. The counsellor understanding these problems can give them the required' information
for self-understanding and guidance.

Further, the social development of the young has not received necessary attention. Most pupils
do not know how to behave in a group. They tend to be timid, shy, self-conscious and generally a
void meeting people. The counsellor can, by infusing them with self-confidence, help: hem
overcome these problems of social adjustment. A few young people may be aggressive, ill-
mannered and crude. This again is due to lack of social adjustment. It is 'he responsibility of the
school to do something about this aspect of the pupils' life. The home too has a great
responsibility in this regard. However, in our country a majority of students are first-generation
learners Therefore, the school must assume greater responsibility in assisting pupils' personal
development.

At the end of the secondly school, a number of pupils desire to go to college Vocational guidance
is essential at this juncture. It provide.; assistance in choosing preparing for, entering into and
making progress in an occupation The fundamental objective is to help the youth choose
occupations with knowledge and understanding and not to allow them to drift aimlessly.

APTITUDES AND INTERESTS

An aptitude is the potential for a specific skill which can be improved by suitable training. For
example, a person with' an aptitude for music, provided with the necessary 'training, can develop
the ability to a great extent. On the other hand, if a person has no aptitude for music, no amount
of training can bring about any appreciable improvement in his performance. There is some
confusion about whether an aptitude is innate, inborn or acquired.

A comparison of the terms 'achievement', 'aptitude' and 'ability' may help understand them better.
Achievement depends on past experience and training i.e., from an individual's present
performance one can judge how much the individual has benefited or profited from the past
training or learning. Aptitude is concerned with the future performance, i.e., what can be
achieved if a certain type of training appropriate to the skill concerned is given to the individual.
Ability is concerned with the present It indicates what the individual is-capable of achieving in
the present situation. Ability is also popularly known as 'intelligence'. Intelligence is flexibility
and versatility in the use of symbolic processes, i.e., the capacity..to symbolically manipulate the
environment for adjustment or to find a solution to a problem, leading to better adjustment.
Aptitude and intelligence have great similarity. However, they should not be confused with one
another. While aptitude refers to what an individual may become (in the future with special
training), intelligence implies what a person is capable of doing here and now. Intelligence does
not improve with training. An aptitude is a natural potential of a specific nature which can be
improved with specific training. For example, a person with artistic or musical aptitude, provided
the necessary specific training, can develop the ability to a great extent.

Intelligence is assessed by administering different kinds of psychological tests popularly known

as 'intelligence tests'. There are different kinds of intelligence tests:

1. Verbal and non-verbal

2. Individual and group
3. Performance
4. Speed and power

Verbal and non-verbal tests can be administered as individual and group tests. However, the
performance type of non-verbal tests can be administered only as individual tests. Group tests are
speed tests; i.e., those taking the tests are required to complete the test within a stipulated time-
limit, lower tests can be strictly administered as individual tests. Speed tests assess the efficiency
of performance assuming that necessary care has been taken to ensure the motivation and
sincerity of subjects taking the tests). Power tests, on the other hand assess 'capacity', the
presence of innate general ability. The tests have no 'time or speed limits. However,-the.
subjects; have to complete the teats' as early as poss.ole but without haste.

Aptitude's-are assessed by administering what are called) 'Aptitude tests' which are usually a
composite or battery of a number of tests. The most popular tests of factors necessary for success
in a specific field. This goal is impractical and cannot be achieved. Tests of Scholastic aptitude,
Mechanical aptitude, Engineering aptitude, Medical aptitude, Legal aptitude, etc. are sometimes
used. These are not specific but a combination of many aptitudes. Estimates of accuracy of
aptitude tests vary with the person using them. Some tests are said to be highly accurate. Tests
valid for one job may not be valid for another. The use of aptitude tests should proceed on an
individual and clinical basis rather than on a normative basis.

Use of Aptitude Tests In Vocational Guidance

Case of Ramesh

Ramesh was administered the DAT. His scores on the different sub-tests were: Verbal reasoning
45 percentile, Numerical ability 75 percentile, Abstract reasoning 65-percentiIc; Spatial relations
70 percentile; Mechanical reasoning 70 percentile; clerical speed and accuracy 25 percentile;
Language usage Spelling 10 percentile and (b) Sentence usage 15 percentile. It can be seen that
Ramesh scored high in-numerical, abstract, spatial and mechanical reasoning. His verbal
reasoning was average. His performance in language usage and clerical speed and accuracy was
poor. The counsellor read the scores to the subject (Ramesh) and asked, him to state the kind of
courses/occupations he would like to pursue in the light of his scores. The counsellor drew the
subject's attention to his high scores and asked him to comment on what they suggested. Would
he be successful in any other courses/ occupations involving his abilities?

Aptitude, tests are useful in gleaning important information about persons. They are used in the
selection of candidates for several trades. The Information t:us obtained can help subjects gain
better self-understanding and provide guidance in making proper educational and vocational
choices. However, it is essential to bear in mind that aptitude-test scores are only broadly
indicative of the probable success of the individual in a specific area. The guidance worker must
exercise extreme caution in interpreting the test results. The information should be used to help
tie concerned pupil know his own strengths and weaknesses, the counsellor should encourage the
pupil to think and reason out the possible choices available. The counsellor should always
hightlight the scores obtained by the pupil and assure-a positive approach in encouraging the
pupil to make his own choice. The counsellor may discuss the choice to help the pupil
understand more critically the nature of the choice made. In the process, the pupil may modify or
change his choice (s). Another important use of achievement: and aptitude tests taken together is
to suggest suitable remedial programmes, if necessary.

Interests

Interests form an integral aspect of an individual's personality. They indicate an individual's likes
or preferences. Interests may be either extrinsic or intrinsic in nature. Extrinsic interest? are
connected with the pursuit of different activities interest' Pleasure lies 'if' mining the money or
trophy or this. Interests are not like aptitudes. They arc acquired' 'by the individual in the course
of his development Some interests may be present at one time and may disappear later. Interests
arc not permanent. They may be changed or modified during one's lifetime. All the interests of
an individual rarely last long. However, certain basic interests seem to last for a lifetime. At
school we expect the pupils to be interested in reading books, playing games, etc. When they
grow up arid start working, some may continue the interest of reading books and some may
continue the interest of playing games.

There are a large number of interests, some simple and some quite complex. Stamp collection,
for example, is a simple interest which may preoccupy-some pupils for some time, but may be
forgotten after a few years. But for some individuals it may develop into <a life-long hobby.
Interests provide useful information for guidance in educational and vocational areas. There are a
number of psychological instruments to assess or measure interests. The most well-known and
highly sophisticated instrument is Strong's Vocational Interest Bank for Men/Women (S VIB).
This instrument comes in two forms, one for men and the other for women. However, SUB
requires a long time to administer and to score. The SVIB is a landmark in interest-testing
because it represents an important procedure of lest development. It is an empirical er a
posteriori test. Developing such a test takes a long time.
Another instrument used to assess interests is Kudcr's Preference Record (KPR). In contrast to
SVIB, KPR is an a priori or rational test of interest. The two tests of intercuts arc well known
and should be used by trained persons. Interpretation of the results has to be made on the basis of
the appropriate norms provided in the concerned manual. At the school-level a very simple tool
called Thus stone's Interest Schedule may be used. This has the advantage of being siri.ple and
easy to administer. the interest areas assessed by this test arc: Physical sciences, biological
sciences, artistic, literary, music, persuasive, social and so on.

The guidance counsellor, with the help of the information objectively obtained from
achievement, aptitude, personality and interest tests, can help the pupil acquire a much better and
deeper understanding of his own personality. The counsellor also acquires a better understanding
of the pupil and thus can guide him better with regard to educational and vocational choices. In
most counselling interviews, the information obtained from psychological tests can be used in
starting the guidance interview It breaks the ice and brings the counsellor and the counsellee
closer.

Example of the use of Interest tests in guidance

Gopi was administered interest and other psychological tests. The data showed that Gopi made C
grades uniformly in subjects such as foreign language, history and chemistry The grades in
physical education were higher. The cum dative record revealed that Gopi was regular and was
rated a good student. He had other interests and belonged to several clubs. The counsellor
obtained the following response an engineer! The data obtained a combing picture. Gopi's
interests neither coincided with his scholastic per; nor agree with the family's desires. It is
obvious, therefore, that the, cc cannot solely be guided by any particular set of data.

GUIDANCE AT THE ELEMENTARY-SCHOOL LEVEL

The elementary school for a majority of children is the first experience of ai school and marks a
very important stage in their lives. For those who h school education like going cither to nursery
or kindergarten, going to an elementary school may not be a big change. The elementary school
has the basic responsibility to develop the fundamental skills known as the three Rs in children;
In i the school has also the responsibility of encouraging the development of ere initiative and
leadership qualities in children. It is during these crucial year, child's self-concept develops.

In going to school, the child is away from his home, parents and sibling could be an unpleasant
experience for the child and children usually react by crying and showing unwillingness Lego to
school. The school has to take the responsibility of making the children feel at home and not
become anxious and withdraw other children in the school are strangers to the new entrant and it
is up teachers to integrate 'the newcomers into the group. They need some reassurance. Teaching
of subject matter at this stage is not as important as promotion of social and emotional maturity
in children. Most schools and parents p attention to the social and emotional development of
pupils. Parents are u anxious that their children should study well. But what is important to
appreciate is mat learning can usually take care of itself provided the childs adjusted at home and
secure in school. If die child has anxiety, insecurity, fear and feelings of stress affecting him, he
will not be able to learn. Forcing him to under such circumstances will only develop negative
attitudes and the child respond by becoming withdrawn from the Teaming situation. This results
hi prod an effect opposed to the reasons for sending the child to school.

The teachers' role in this context is of a great significance. He has to know the child and give the
necessary help in personal and social development. How, with increasing enrolment of pupils
and consequent increase in the size of the i it is becoming difficult for teachers to have sufficient
knowledge of each chili a result most children do not receive the attention that should normally
be given to them explains the need for provision of organized guidance at the elementary school
level.

Fairly guidance of the child helps him adjust to new situations and develop ability to face
problems and resolve them. This is in keeping with the basic philosophy of guidance, namely,
prevention is better than cure'. Children can be helps utilizing the resources iii the school as well
as the home and the community. E assistance towards adjustment can help the development of
mental health of pupils. The preventive;;; measures required to be taken depend on the resources
available. In order to provide guidance to the pupils one has to appreciate three points:

1. The child is flexible in his early years and any problem(s) of the child has (have) less
time to become deep-rooted to resist modification.
2. The parents are keenly concerned about their young ones in school and their cooperation
and help can be easily obtained.
3. Many years of adjustment lie ahead of the child to grow and develop.

Going to school involves the important problem of 'readiness to learn'. This apart, two other
equally important factors of vital concern for the school are social and emotional maturity.
Children's social and emotional development depend on home environment and the attention
family members give to the development for these the school has to continue the work started at
home. Attitudes and behaviour such as sulking, temper tantrums, aggressiveness, withdrawal,
lying and so on need to be checked and corrected at home and school. In addition, the school will
have a number of difficult situations to deal with. There are differences in the developmental
patterns of individual children. Some may have reached the normal level of development, but a
few may not have reached this level/Giving all the children the same exercises and tasks may
lead to adjustment problems: A simple way in which the school can deal with most problems is
through play. Children should be encouraged to overcome many of their emotional inhibitions
through play. 'As far as elementary school is concerned, the .classroom may be used for
organizing different kinds of learning games. Teachers and parents need to recognize that no
amount of pushing can make the child do more than what his capacities permit. Most parents,
unfortunately, tend to believe that "from the moment they send their children ..to school, it is the
responsibility of the school to take care of them. In reality, parents should take as much interest
in their children as they expect teachers to take. However, this does not mean that they should
overwork the child so much that he. begins to develop negative attitudes to learning. _

Guidance in the elementary school can best be implemented if the developmental sequence of the
children is understood. To state them simply, they are:

1. Children are both similar and different

2. Each individual child 'grows according to his own-time schedule
3. Growth takes time, it can be encouraged but never forced
4. In; the same individual child the growth may vary from time to time

When a child is slow, it may be his-growth pattern and, therefore, he should not be forced;
According to Erickson, the danger in the early years lies in die possible development of a sense
of inadequacy and inferiority such that the child may despair of' his skills and of his status. This
is an unfortunate situation and if allowed to develop, the child play become a mal adjusted
under-achiever. It should be very easy and pimple for the teacher, to establish a good rapport
with young children. Once rapport is established, the. teacher win

It is a common observation that children are happy and often ignorant about the problems of
adjustment They are usually enthusiastic and can become interested in things easily, but their
interests do not last long. Besides the home, the school engages them for most part of their life. If
the experiences at school are unpleasant, it is unfortunate for the child. Guiding elementary-
school children involves helping them with their learning problems and making their experiences
at school enjoyable and engaging. The major aim of guidance at this level is the prevention of
emotional breakdowns. Children have problems of adjustment as they pass through a transitional
stage of being the centre of attention at home to being in a state of anonymity in class. This sense
of loss of importance may make them disappointed with school. There could also be problems of
learning if the curricular materials arc not adjusted to the child's abilities. There could be
problems involving other pupils and these many lead to bulling by a few and sulking by others. It
is increasingly recognized that many emotional problems experienced by people, late in life can
be faced to their years of childhood. Early identification and alleviation, if not elimination, of
emotional problems will go a long way in ensuring the' healthy development of children into
useful citizens.

Guidance is an integral part of the total educational programme. To be effective, it must be a

continuous process from the child's first contact with school. Guidance at the elementary-school
level is based on the concept of continuous development, emphasizing prevention of problems
and promotion of good mental hygiene. The chief goal of guidance at this stage is to help provide
a warm and friendly school-setting in which die pupils' adjustment and learning are enhanced.

GUIDANCE AT THE SECONDARY-SCHOOL LEVEL

The pupils enter the secondary school around 10+ years of age. Their physical and motor
development is, of this time, generally complete. However, the other aspects, namely social,
emotional, mental and moral, still need to develop. It is during these years that the pupils enter
the crucial period of adolescence, lie sides, most) of die pupils are at the pre-puberty stage and
the physical development during this period is rapid and marked, this is known as die puberty
spurt-This ;s also a period of emotional brittleness. Adolescence brings in its wake, a host of
problems that need to be met and resolved with understanding. Therefore, guidance of the pupil
at this stage is of great importance. There are at least two Oder factors that need to be considered.

1. At the secondary-school stage the pupils have to make academic choice that ultimately
determines their vocational- future.
2. The pupil is becoming sexually mature.

Boys and girls tend to become self-conscious and inquisitive about each others to overcome
them, can become emotionally crippled. Although there is a tremendous all-round development,
unfortunately only physical development is given attention. Adolescents have their own ideas,
interests and emotions and are keen to express them and look forward to recognition and
encouragement The guidance counsellor's relationship with high-school pupils must display
warmth, understanding and friendliness by which a bond of confidence and trust can be built
between him and the pupils. Thus it is possible to inculcate in them the desirable attitudes,
interests and goals. The guidance worker can help the pupil gain insight into his problems and
help resolve them, which if neglected could assume tremendous proportions. Another V
important aspect is to help the pupil develop vocational consciousness, occupational interests and
related goals. Most societies hold up academic achievement as an important goal. The guidance
worker can help adolescents surmount serious frustrations by trying to relate their abilities and
interests to academic pursuits.

Preventive guidance in secondary school, at the pre-puberty stage, reduces the need for remedial
guidance later and improves the ability of pupils to make independent choices with regard to
occupational, social, civic and other activities.

Society imposes on the adolescent the responsibility of having to choose a vocation to become a
productive member of the society and prepare for man-bee and family life The tasks necessitate
making important decision* for the future. Adolescence is the period of choice-making and
guidance is the systematic effort to help improve the quality of choices made. If guidance is to
play a port in increasing the individuals effectiveness, it must help them prepare themselves to
take appropriate decisions at this time.

ATTITUDES AND INTERESTS

During adolescence, another dimension of important psychological change is the development of
attitudes and interests. As young individuals, most pupils exhibit similar interests but during
adolescence and later, there are changes in the. mental and social characteristics, leading to
different attitudes toward parents, school, teachers peers and authorities. Interests change rapidly
and sometimes are not easy to understand. The conduct of young people is affected by all these
changes that we have referred to. It is the responsibility of the school to help the young grow
into disciplined, mature adults and exhibit a conduct that is approved by society at large But this
does not happen in a large number of cases, pointing to the fact that the guidance needs of
students have either not been met or have been ignored altogether. At the end of the secondary
school, the youth have the optical to pursue academic careers or enter vocational schools or trade
schools or start working as relatively unskilled workers. At this stage, they have not acquired any
skills or proficiencies that can be traded. The society needs employable hands but when the
young persons leave school without acquiring any specific skills, they have nothing to offer and
only join the ranks of the unemployed. Unemployment is a very serious social problem and
should not be left to be solved in an arbitrary fashion or on the streets. The school should give
sufficient thought to the problems that are likely to guidance are to help the pupil:

1. Choose the curriculum which suits his/her abilities, interests and aspirations' or goals
optimally.
2. Acquire efficient study habits and practices which would enable him/her to achieve the
desirable levels of academic success.
3. Develop social interests and talents outside the academic field since the demands of life
are myriad and confusing.
4. Understand the purpose of education and the function of school in relation to his/her
needs.
5. Develop his/her potentialities in areas of interest.
6. Develop vocational interests and an urge to work in the chosen vocation'.
7. Enjoy his/her life at school through happy and rewarding interpersonal relationships with
teachers and other pupils.

Educational guidance should be a continuous process at school. Each pupil must be helped to
adjust to the world 3f academic work and its demands by developing desirable curricular
interests and worthv life goals, cultivating efficient work habits, developing sound study skills
and practices, fostering desirable interpersonal relations, Tecuring-s;-' sfacto>y mental health
and acquiring a high sense of mbvji'e Failure is a serious concern of guidance. Teachers often
refer pupils with u isausfi tetcrj academic grades to school counselors. But other pupils can also
be significantly-helped through guidance. Guidance is the most important means-to help young
people develop into norma! and healiiiy individuals who are emotionally:mature and who can
make significant contribution to their community.

At the high-school level, pupils have to be given vocational guidance in order to choose
appropriate occupations. All educational guidance implies vocational guidance. Occupational
choices, like curricular choices, are often made at hcttit by parents or other elders. Young men
and women are hardly ever allowed to exercise thrirown will. The aim of educationalguidance is
to lead the individual pupil from a state of dependence to a state of independent choice-making
and action (Naya Miim Paratantryat Swatantryam). The chosen occupation should be such that it
suits the abilities of the individual or else he?shc vill hot be able to perform efficiently. If it is
above one's capacity., the performance will be poor and the individual may be under severe
pressure and tension. And if the occupation is far below one's capacity, it will lead to boredom,
disgruntlemcnt and dissatisfaction. Again the result would be poor performance. An occupation
musi not only suit one's ability but must also be in tune with one's aptitudes and interests.
Psychologists like Maslow, Super and others ;iress mat ah individual must find opportunities for
self-' actualization in one's occupation, which should help develop his/her self-image.

Thus, at school, the pupil must be helped to make appropriate vocational choices. Leisure-time
activities also help develon appropriate attitudes and interests towards suitable occupational
avenues besides providing recreation and opportunities to rejuvenate the mind. Every individual
is a wholesome, unique personality and | |; satisfaction in life for him/her would be holistic.

GUIDANCE TOWARDS LIFE GOALS

Life gojiKs) is(are) not inherited. Goals in life have to be chosen and developed with great
concern. The choice is governed by several factors such as influence of parents and home,
teachers and school, community and so on. One's life-goals develop slowly and unconsciously
during the formative stages. Of course, the life-goals may change, sometimes abruptly. Factors
such as calamities and disasters like famine, pestilence, war, earthquakes, etc*n:ay change life-
goals drastically. Guidance towards life-goals is invaluable. The school should bear the primary
responsibility of developing a desirable philosophy of life in pupils.

Young pupils at school are growing and changing. Naturally their goals also' change
correspondingly. If it wen-, to remain static, it would not be in keeping with the psychological
nature of the gro lying pupil, a life-goal is not merely an end such that the activity concerned can
cease on achieving that end. For example/eating cannot be considered a goal though it is a
biologically vital activity. A life, goal is a value the individual strives to achieve or attain. For a
pupil at school, passing an examination is a valuable goal, but closer observation reveals that it is
only a short term means to an end. One cannot rest content with passing an examination. One has
to move forward. A life-goal suggests a striving towards something higher, a value that
permeates all the aspects of one's life at a given time. One's life-goals can be defined through an
understanding of one's self and of one's obligations and responsibilities towards the society. Thus
identified, life-goals serve to integrate the physical, emotional, social and intellectual aspects of
an individual's life.

A life-goal being central to life, it is rather difficult to make an appropriate selection. Both the
choice of life-goal and its attainment often require assistance from others for the simple reason
that we live in a society and not in isolation. In the absence of proper guidance, pupils rnay easily
become confused and fall prey to misleading urges, unable to differentiate the" important from
the trivial.

Individuals may seek to attain several goals. However, all of them cannot be equally important.
The major life-goals fall into three broad categories, concerning:

.1. Self-realization ' .

2. Service '•"

3. Satisfaction-of one5s needs;

AU individuals need not necessarily have all the three categories of goals. The

importance of self-realization as a life-goal has been stressed by all major cultures

and civilizations,; Self-concept as a; life-goal acts as a guide and determines all the

activities of the individual.'

We jhave illustrious examples of individuals such as St. Loyola, Swami Vivekarianda, Pandita
Ramabai, Fr. Damian who made service their life-goal and odiers. Then again d large majority of
individuals opt for-satisfaction as their major life goal. Satisfaction is subjective, it is a state of
mind'Hhat results from success or fulfilment in work. In this context, the occupational:choice
would be closely derive satisfaction pursuing anti-social activities. This certainly cannot be
considered a desirable life-goal.

Thus life goal occupy a central place in an individual's life. Trie) provide the necessary
motivation, sense of direction and purpose to pursuits and highlight the spiritual and aesthetic
aspects of one's life.

B. EDUCATIONAL COUNSELLING
INTRODUCTION

Education is looked upon not only as a means of personal advancement but is «iso valued as an
asset of fundamental importance to society. Hence the expectations frqm education are varied
and many. Pupils expect to realize their aspirations ana find gainful employment Parents and
teachers expect intellectual, moral and social development of the young. Society expects to
obtain an enlightened andjlaw abiding citizenry. The functions of education are closely related to
the expectations of puDils,.parents, teachers, society and the state. Education is expected
tojtievelop the personality of 'he individual and enhance his skills and abilities, by exposing
pupil- to materials of a common cultural heritage and values, education unifies peoples and
societies.

c functions

From the earliest imies, man has recognized the need for education J In the East the great seers
or rishis were unsurpassed in their learning and commanded enormous respect. In the Vedic
hymns the teacher is extolled to the position of God or the Supreme Being to whom the pupil has
to completely surrender himself in thought, word and action for imbibing the eternal truths. In
the early Greek civilization we had in Socrates the teacher par excellence. He adumbrated one of
the bas of education, namely, thinking. Socrates questioned people and provoked them to think.
The Sophists realized that people found it awkward to think.l What was needed was persuasion,
oratory and rhetoric. They found eager pupils if locking to them *.o gain mastery over these
skills. The Sophists, in charging fees for their services, made education a truely professional
activity. ,- *

With the ever growing complexity of Civilization and incieasing pace of life there is need to
equip die youth of today to meet the challenges of life ir the future; for tin's education- is an
indispensable part of life. Scholastic achievement has, therefore, come to be recognized as one
of- the developmental tasks of £ dolescence and early adulthood. All the world over, countries
invest heavily to educate and equip their citizenry to meet future challenges. But the teacher has
come to be assigned a very small role today in the total development of the individual.

It is often found that students who clamour for education and succeed in gaining admission to
institutions of learning perform far below the standards ih.-is mi phi has provoked a vast number
of research studies which have gen< lally tended to suggest that intelligence or scholastic ability
are not, perhaps, the sure guarantors of academe success.'The recognition of non-intellectual
factors in scholastic performance- has led to the need for providing assistance aimed at helping
student adjustment In the last decades of the past century many American colleges appointed
Deans of students whose function in the beginning was generally proctorial. Managements also
realized that disciplining was not enough and that there should be a positive change in the
attitude of the school or college authorities towards students.
For the newcomer at school or college adjustment poses a host of problems. There are several
critical phases in the life history of the individual and one such phase is adolescence, a period
during which the pupil/student arrives at school/ college, WeJ shall briefly oudine some of the
problems that he/she has to face-

The first 'challenge comes from the body. The growth spurt in a hrief span cf time changes the
appearance and body-proportions. The young man/woman must learn to accept his/her new body
image and this could cause considerable embarrassment Closely related to the body growth, are
the changes in body sensations. Ccnni i feelings not experienced earlier now arise and the
individual finds himself extern :ly sensitive to stimuli.

The other! concomitant of growth is freedom. The individual now is grown up and would like to
exercise his freedom but it is hard to do so because he is unsure of himself. The parents, till now,
have.been models but in the changed situation, that is in adolescence and post-adolescence, this
docs not give them a sense of self-respect or self-confidence. It may even be a cause for self-
depreciation. No wonder the adolescent identifies himself with his peers. He may be confused in
his self-evaluation and his sense of values^may not be reassuring. He finds his childhood
conscience to, be unsuited to the changed circumstances.

Young people appear to labour under heavy odds. Therefore, their behaviour is often impulsive.
They have the iesourccs but have no faith themselves for taking-decisions. They ma}' often be
in a state of prolonged conflict. The schooVcoJlege setting creates additional problem situations,
such as:

1. The student who complains about his inability to study.

2. The student who is nervous and is unable to speak in class.

3. The student who is aloof and cannot make friends.

4. The student who frequently resorts to neurotic irrelevant patterns of behaviour. There c
ould be several such problems. Owing to the fact that the student is in a state of flux, he has no
clear and definite purpose in life or a vocational

The student is perhaps away from his home and feels exposed in the new environment. Most
students exhibit vague and agitated reactions usually referred to as anxiety relactions. Students'
difficulties and problems can be vastly helped by the sympathetic attitudes of teachers. The
students would feel reassured if the requirement, they are compelled tc turn to their peers, who
arc no more experience.! or knowledgeable than they are themselves. Naturally they receive little
or no help and their problems may increase in intensity and this may be manifested in several
ways, the most frequent being their incapacity to study. It is, therefore', necessary for students
with marked emotional problems to be given the kind of assistance that would assuage their
conflicts. Failure to recognize this would result in students suffering from problems of role
definition and differentiation. Non-resolution of these would develop feelings of insecurity
which could become upsetting and traumatic. In a situation like this he could resort to day-
dreaming as a substitute for effort which could lead to undesirable consequences.

Adolescence has yet another dimension which is very stressful and may lead the young pcople to
several problems. One serious problem concerns interest in sex which could become more
compelling and urgent in its quest for avenues of expression and eventual gratification. This
could become a very painful experience if knowledge about sex is inadequate and sketchy. Such
knowledge may lead to behaviour which could be. detrimental to their adjustment and well-
being. Most people tend to he unsympathetic towards this aspect of adolescents' strcsstui
experience. It should be recognised that counselling young people during this stage of their lives
is' as neccss "y as it is important

Educational counselling nas emerged as a discipline to provide help to students on campuses of

schools, colleges and univeiL;'ties, sui that they are not tormented by their internal conflicts, do
not become cynical and do not resort tc self- destructive strategies. Counselling has become inr-
easmgly accepted as a positive programme in educational institutions In recent times*ed'cat:o;i
has come to have a wider meaning, namely, counselling, for it has increasingly been realized that
learning in the ultimate analysis is individual or self-learning. The external agencies—teachers,
books, libraries, etc.—can only help the individual learner to pursue and realize his goal in
accordance with his desires and wishes.

The school has an important pervasive-counselling aincuon. It is here tnat the future citizen is
encouraged to become a ffee and autonomous individual. Counselling in school has the ultimate
goal of making every individual pupil a responsible individual At school, children are given a
cuirifulum, that is, they arc provided appropriate learning experiences. The curriculum lias
nothing in it to help an individual choose his line of action and thinking and be responsible for
his actions and choices. He has to realize his self through the exercise of his freedom and through
his experience of a feeling of responsibility for his choices and actions.

Thus educational counselling is a philosophy, a function, a role and an activity. As a philosophy,

counselling, in the cducatv-.ta! context, is 'a process by which educational experiences are
related to students' experiences. As a function, counselling is a set of responsibilities mat the
institution should legitimately perform. As a role, counselling should be viewed as the
institution's responsibility to provide services to the students. As an activity, counselling
comprises a variety of functions that different persons with counselling roles perform for
students which are consistent with the philosophy, the function and the role. Counsellors in an
educational setting rely upon psychological facts and principles to explain student problems of
learning, of remembering, of establishing healthy inter-personal reladons, in brief, the problems
of adjustment. A student's function is to study and to obtain good results, otherwise, he has failed
his role expectation. The school has the responsibility of determining why this has happened, so
that the counsellor can help the student reach his expected level of performance.
Education is a diffused and often contradictory process. It may move towards or away from- its
preconceived goals. For example, successful education should encourage self-motivated inquiry
which is obviously a valued educational goal. On the other hand, a self-motivated and free
enquiry may reject a rigid curriculum and scheduling of classes. In this sense students may view
the goal of education to be dysfunctional.

The'individual and the society ate mutually inieracing elements comprising a system. By
changing the individuals we-may change the society; and if we change * the society we would
have changed the individuals. The goal of education is concerned with these tremendous
possibilities. Education, viewed in the context of its counselling function, is concerned with the
kind of activities, which if implemented, would best accomplish the educational goal of
harmonious individual growth. The dynamics of change lie both within the individual and
vvidiin the society. Naturally we may proceed either way in planning a.'.d implementing the
desirable and/or remedial functions. Students who are under stress and strain, that is, those who
are experiencing adjustmental problems are not concerned with what conceptual basis
counsellors adopt for organizing the remedial strategies. The school administrators are equally
unconcerned with the conceptual or philosophical bash of remedial strategies. They want results.
Parents of pupils do not particularly differ from the management or the students in this regard.
But the counsellors, as professional workers, cannot take a non-chalant- attitude to the concep'ual
basis. The counsellors consider whether a widening of the cognitive domain of students would
help solve their problems or whether deepening their affective concerns would have a cathartic
effect or encourage them to act out-'their feeiings and reliev; Uicir pent-up feelings. The
counsellors are primarily interested in improving the general psychological processes throigh
means of consistent educational counselling.

The purpose of education is to make persons competent Mere lLiirn:nto of,the, prescribed course
is not enough. It- does, not equip people to live, efficiently and happily.:Most teachers are
absorbed with teaching and are concerned only with imparting intellectual skills.and knowledge.
Perhaps the more important concerns of shaping*ahd making pupils competent* individuals
remain neglected. Learning is one tiling, but knowing how to learn is another. Becoming
sensitive to one's environment and responding to it (the social and the non-social parts) in a
manner mat would be self-satisfying is another aspect of learning. Counsellors are concerned
with the latter aspects of learning. Teachers are concerned with teaching and counsellors with
learning. This brings a very significant fact to the surface. Teaching could bea group or mass
activity while learning is almost Entirely an individual and

is most immediately.concerned with the self-defeating behaviour <J>f students on the campuses.
His aim is to change it into productive and selffenhancing behaviour.
COUNSELLING THE ELEMENTARY SCHOOL CHILD

It is & common observation that children are happy and often ignorant about the problems of
adjustment They are usually enthusiastic and can becomi interested in things easily but their
interests do not last long. Besides the home, the school engages them for most part of 'heir
waking lives. If the school experiences are unpleasant, it could be most unfortunate for the child.
Counselling elementary .school children involves helping them with their- learning problems and
making ■\ their experiences at school enjoyable and engaging. The major aim ot counselling at
this level is the prevention ot emotional breakdowns. Children have problems of adjustment as
they pass through a transitional stage of being the centre of the ..cene in their homes to being in a
state of anonymity in the classrooms. The warmth and affective relations which are so vitai at
home are absent in the school and this sense of loss of importance may make tiie.m feel
disappointed with the school: There could also be problems of learning if the cuiricular materials
are not adjusted to the child's abilities. There could be problems involving oiher pupils and these
may lead to bullying by a few and sulking by a lot more of the children. It is increasingly
recognized that many emotional problems experienced by people later tin life can be traced to
childhood years. Early identification and alleviation, if not elimination, of emotional problems
will go a long wry towards ensuring the healthy development of children into useful citizens.

COUNSELLING AT HIGH SCHOOL

The high school years for children are co-terminous with their early adolescence and post-
puberty years. The need for helping young boys and girls deal witfr problems of growing up is
great. They tend to become emotionally highly strung, develop fads and fetishes, and if not
suitably helped to oudive them, may become emotionally crippled. It is during this stage that
there .is a tremendous all-round development in them. Unfortunately the only obvious aspect,
namely,' physical, development, is given much attention. The adolescents have "their
individualistic ideas, interests and emotions and ar^ keen to express them and look forward to
proper Recognition and encouragement. The counsellor's role with the nigh school pupils lies in
showing warmth, understanding and friendliness jy which he can win die confidence and dust of
the pupils and with the help of these, desirable attitudes, interests and goals can be inculcated.
The counsellor can help 'he pupil gain insight into his problems and help resolve some of the
problems which could assume tremendous proportions iims of educational ffuidaric? a: help the
pupil:

Clboose die curriculum which suits his/her abilities, interests and aspirations or goals optimally.

2. Acquire efficient study habits and practices which would enable him/her to achieve
desirable levels of academic success.
3. Develop special interests and talents outside the academic field since the demands of life
could be myriad and confusing.

4. Understand the purpose of education and the functions of school in relation to his/her
needs.

5. Develop his/her potentialities in areas in -.vhich he/she is interested.

6. Develop vocational interests and an urge to work in the chosen vocation.

7. Enjoy his/her life at school through happy and rewarding inter-pcrsonal relationships
with teachers and other pupils.

Educational counselling is a continuous process. Each pupil must be helped to adjust himself to
the world of his academic work and its demands by developing desirable curricular interests and
worthy life goals, cultivating efficient work habits, sound study skills and practices, fostering
desirable inter-pcrsonal relations, securing satisfactory mental health and acquiring a high sense
of morale.

Pupil failure is a serious concern of counselling. Teachcrs-oftcn refer pupils wth unsatisfactory
acade tie grades to counsellors. But other pupils can also be significantly helped. Counselling is
the most important agency which can help young people develop into normal and healthy
individuals who are emotionally mature and who can make significant contributions to their
communities.

At this level pupils have to be given vocational guidance to enable them to prepare themselves to
choose an appropriate occupation tmd to progress in it. All educational guidance implies
vocational guidance also.

COUNSELLING AT COLLEGE

A total counselling programme at the collegiate level would comprise an extension* of the
various services provided to the pupils at .he earlier stages of their lives. The collegiate student is
for all practical purposes an adult with no adult responsibilities. The objectives of higher
education include the development of (1) a sound philosophy of life, (2) an ability to enjoy life in
many areas, (3) sensitivity to the different aspects of the environment and (4) the capacity to be
free-willed individuals, that is, individuals who appreciate freedom as being inescapable from
responsibility. Higher edujeation aims to make them creative and conrtructivc individuals.
Counselling! service at the coiiegiatc level is fairly comprehensive.

1. It is the culmination of the guidance the pupil receives at all the lower school levels.
2. It emphasizes constructive self-guidance among students in meeting adult
responsibilities.

4. Another equally important activity is to develop healthy vocational a professional interests

among die students. Usually the students are encourag to visit the student counselling bureaux, as
often as necessary, and feel ft to seek assistance. The kind of assistance provided is multi-
dimensional health, residential, financial, social, recreational, vocational, academic a placement
assistance. Counselling service for adults comprises a follow-up service which may he
counscllces secure continuing education and assistance for personal and occupation adjustments.

Counselling is thus a continuous and pervasive process of assisting people become more
efficient, adjusted and happy. Counselling service comprises givir information and help towards
understanding oneself as well as others, such thi individuals are able to act freely, independently
and be responsible for Uicir ow choices and actions. Special counselling assistance could be
provided in a variet of fields like employment, education, social life, finance and personal
adjustmen Under each of the major areas listed above, counselling services nifty help provid
relevant assistance in (1) choosing a curriculum, learning and developing efficien methods of
Study and seeking necessary remedial assistonee in the field of educations counselling and (2)
pre-employment ac'-.vitics and job placement services in thi field of vocational counselling.

Mouvation is the key to learning and it is in the matter of motivation perhap: that counselling is
in a better position than the edier aspects of the <chool/collegi programme to make an effective
contribution. Motivation is a link between feeling \nd thinking. Counselling aims at forging this
link by helping to crystallize feelings by giving them expression, direction and intellectual
substance. If academic failure is to be forestalled or academic standards improved, it is'
imperative .that counselling assistance oc provided and relevant values be inculcated to stimulate
t!,e academic and cultural aspirations of students (Rao, 1967).

The entire course and process of education is punctuated with significant psychological issues.
These have to be attended to if educat:onal objectives are to oc realized . On?, of the first steps
Consists in the selertion and admission of Students to educational institutions. What criteria have
to be used in selecting them for admicsion? It is a universally accepted fact that pupils differ
from one another With regard to abilities, interests, attitudes, aspirations and home and social
backgrounds. Questions such as, "Should the pupils know as much significant material as is
available regarding their curricula?" "What kind of activities arc required?" "Do the pupils have
the necessary background trailing?" "Are they really intc.ested in the subject matter?" "What is
its value to them?" are relevant

The choice of subjects is more frequently made by the parents man by the children. Counsellors
could discuss- with parents questions such as those concerning the choice of subjects for their
children.
Another important area crucial to scholastic success is the study skills and practices of the pupils.
Most student failures can be traced to faulty or inappropriate study

/. ihc counsellor maintains extensive and up-to-date records concerning pupils for whorii he is
responsible.

8. The secondary school counsellor spends much of his time helping students

to make wise decisions regarding college courses or jobs.

9. The secondary school counsellor aids needy students to obtain assistance.

10. All school counsellors work closely with other specialized personnel.

The nature of the responsibilities of the school counsellor suggests two major roles—counsc ling
and consulting.

The counselling role—The. counsellor directly deals with students on matters concerning
errlotional problems, self-understanding, decision-making, educational and vocational planning,
etc.

The consulting role—-The counsellor works with teachers, parents, educational specialists and
administrators on matters involving student understanding and student management. •: ...

The teachers' role— Several writers, such as Roeber, Smith, Eri.kSon, Humphreys, Traxler and
Norti believe that teachers should be expected o perform counselling dutics.Mathrwspn (1962)
states, 'Teachers engage in appraisal of pupil characteristics, adjustment of behaviour, evaluation
of individual performance, etc., and may even undertake ome individual counselling. To 'he
extent that these functions arc performed professionally, teachers are participating in guidance
practice".

But these cin on;y comprise a set of restricted functions of teachers. Most teachers put in
considerable effort to cater to individual differences and to assist pupils to participate in
cooperative teacher-pupil planning.

In addition to! the above, teachers are expected to help in the counselling services through:

1. Studying] and diagnosing children. ... .'>

2. Identifying and referring pupils needing special assistance.

3. Preparing and maintaining guidance records.

4. Helping pupils develop effective study habits

5. Contributing to pupils' educational and vocational planning and placement.

Wrenn (1962)|has summarized the following principles from the personnel point of view in
education:

1. Guidancejin education is given upon seeing the learner totally.

2. The philosophy of guidance axiomatically believes in the dignity and integrity of the
student and his right to self-fulfilment.

3. Guidance should asset the student's plans for the future as well as enhance the possibility
of his living optimally in the present.

4. Guidance is die prime advocate of individual differences in rohocl. These differe'.ce^ are
to be recognized, taken advantage of and provided with suitable conditions for their full
expression.

—M.V vj'r-.*<>;•"«•-•* •-••*= ••>!'»»»•■• >"jp« JO acat with the task on ham... .'

6. Trie quality'of the relationship established between the guidance worker and ■

. the pupil and between the guidance worker and the teacher is of importance.

7. Guidance service's must form part of the central stream of the educational

effort. ■ •

EDUCATIONAL COUNSELLING AND CURRICULUM

The school curriculum is a systematic organization of courses of study and activities designed to
further students' knowledge and competencies. Several types of curricula such as general,
business and vocational, and industrial arts arc offered at the school level in the West In India
curricular- openings are relatively few with little choice afforded to pupils. The curriculum is
designed to help the individua pupil achieve his potentialities and become capable of self-
direction. Educational counselling is aimed at enhancing the effectiveness with which the pupil
profits from the curriculum. Guidance is also used in the context of helping the pupil acquire
efficient learning skills and practices.

The systematic planning of curricula* opportunities helps the pupil by providing experiences
which strengthen the "--clings of adequacy andibe.mgmgncss. The curricu i activities MSO
provide exploratory avenues through which pupils develop thei .m. tests nnd abiliues. The
curricular experiences contribute to the knowledge neco:sary for educational and vocational
planning. Educational counselling contributes to curriculum development in a number of ways,
one of which is to make the goals of curricular activities congruent with the needs of pupils.
Another way in which it helps is to enable testing, planning follow-up and other counselling
activities to contribute to curricular development, and yet another is to enable the counsellors
assist the individua! pupil to understand and to choose different courses to sui. his requirements
and develop social and vocational competencies needed .c* successful living in % complex
society. Educational counselling also assists administration in a significant way. The educational
administrator is. interested in. die ehceu..- functioning of the school/college and counselling
helps in realizing this goal in a more effective manner. However, it should be borne in mind that
counselling is primarily concerned with the achievement of individual goals.

Several factors interfere with the effective programmes in schools and colleges, ihe major areas
of friction lie in the differences between the stated promises and the practices adopted. The
public in genera', and administrators in particular, do net understand the functions of
counselling/The administrators naturally demand that the guidance workers help them e< ?i.
when this may clash with the interests of the. individual students.

The counselling personnel expect the administrators to provide the necessary facilities for. the
effective organization of counselling services and look forward to sympathetic assistance from
the administrators. They expect them to take a positive interest in counselling programmes.

The administrators, on the other hand, expect the counselling personnel to serve

Counselling services are based on client needs, for example, in an educational setting the student
needs to understand himself, know his personal characteristics, understand environmental
conditions, orient himself to present and future situations, develop personal potentialities, etc.
School/college counselling centres should provide appraisal, planning, infonnation and
counselling services. The efficiency of the services depends on the balance among corrective,
preventive and developmental functions.

Limitations Inherent In Evaluation

1. School counselling personnel do not have time for evaluation.

2. They are not trained to conduct evaluative studies.

3. Owing to the lack of better techniques and tools, most cf them depend upon subjective
approaches to determine the adequacy of theii services,

4. The necessary data for evaluation is ouen not available, j

5. The required funds for evaluation aie not available.

6. The administration is not very keen about evaluation.

7. The necessary cooperation from the teaching personnel, administration and parents is
often difficult to enlist.
SUMMARY

Counselling In the educational contex' comprises a very Important and vita! pa:-, of educational
activities Many students at different levels of education have been found to function at levels far
beicv their capacities. Counselling resistance would certainly help to biighten the lives of many
young people.

Counselling is Indeed an Important dimension of education. It promotes emotional maturity,

personality development, seif-responslblllty, creativity and ability to solve problems, In the
complex contemporary world, counselling Is rapidly becoming an Important part of the
educational structure. Th£ administration has to take a positive attitude towards counr-eillng «nd
provide the required facilities to the counsellors to function opUmally.

Home and commur'^ resource- should be meaningfully harnessed for tie counselling needs of
pupils/students. The main brunt of counselling responslblli-.ies will fall on the teachers, at least
In the schools. They need the necessary training for acquiring' the necessary skills. They have to
cultivate a healthy attitude towards ccinselllng. Counselling programme* need to be,evaluated
from time to time. The specialist skills for making objective evaluations are generally m-:
avallable with the teachers or even with some trained counsellors. However, the Importance and
need for evaluation cannot oe underestimated.