What services are employed in guidance

1. Guidance Services
By
Dr. Satish Raj
Assistant Professor
School of Education
Lovely Professional University Jalandhar, Punjab, India
Email:- satishnurpur@gmail.com
+91 7589110552

2. Guidance
Services

3. GUIDANCE SERVICES
• Includes systematic and organized procedure
and facilities toward assisting individual.
• As a group of services given to individuals to
assist them in securing knowledge and skills
needed in making plans and devices, and in
interpreting life. It includes tools and facilities in
discharging its services to individuals.

4. .

5. Career guidance (as a specialized
expert activity) helps individuals
understand their own goals and
aspirations, their own identity,
helps them make informed
decisions, commit to activities, and
manage changes in their career
whether they are planned or not.

6. FUNCTIONS OF THE GUIDANCE SERVICES
 To improve self-understanding.
 To increase student understanding of self in relation to
others.
 To emphasize relationships between academic
pursuits and personal development.
 To promote better understanding of the teacher to
achieve such as an important role in relating to life,
the students should have understanding.

7. FUNCTIONS OF THE GUIDANCE SERVICES
 To supplement teachers’ effort in assisting children
with problems
 To provide for the accomplishment and attainment of
long range goals
 To accumulate and interpret important information

8. Guidance Services

9. Orientation Service
The orientation service is provided to
the students those who are new
comers and those who go to new class
or new course in the school set up.

10. Orientation Service
It is a well known fact that the students
those who join first time in the school or
get promotion for higher classes are
heterogeneous in nature as they are from
different family backgrounds, from
different socio-economic status, from
different areas, and from different
abilities, interests, aptitudes and skills.

11. Orientation Service
So that the orientation service is normally
meant for students to enable them to
know school courses, rules, regulations,
different facilities given to the students by
school and to know the clear image of the
school. On the same line school also
keeps record of the students about their
bio-data including identification, socio-
economic background, capacities and
abilities, interest for courses etc.

12. Orientation Service
 The orientation service is highly needed due
to following reasons:
 (i) It assists new students to know the
information’s about school, its history and
traditions, its rules and regulations, its strength
and weaknesses, facilities available for them etc.
 (ii) It helps students to adjust with school
situations and enables students to develop
academic standard, personal qualities, high moral
values as well as ethical standards from rich
experiences of the school.

13. Orientation Service
 (iii) It assists students to achieve success in academic life by
learning to study carefully, developing interest in study, taking
examinations and notes sincerely and utilizing time properly.
 (iv) It helps students to know the almost all useful information’s
regarding physical plant, library, hostels, class-rooms,
laboratories, workshops, gardens, aplay grounds, different
teaching aids and other facilities.
 (v) It assists students to provide remedial reading, language
programme, projects and clubs and different financial help by
schools.
 (vi) It assists students to develop social adjustment abilities,
citizenship education, well adjustment in different school
activities and facilities, with different members of school and
finally it assists to develop an idea and feeling among students
that is a self directed, intellectually oriented experience.

14. INFORMATION SERVICE
 The function of the Information Service is to make
available to pupils or students certain kind of
information not ordinarily provide through the
instructional program or during the regular period of
instruction.
 The service is classified into:
 1. Occupational Information
 2. Educational Information
 3. Personal-Social Information

15. Objectives of the Information Service
 1. To develop a broad and realistic view of life’s
opportunities and problems at all levels of training.
 2. To create an awareness of the need and an active
desire for accurate and valid occupational,
educational and personal social information.
 3. To provide wide understanding of the wide scope
of educational, occupational and social activities in
terms of broad categories of related activities

16. Objectives of the Information
Service
 4. To assist in the mastery of the techniques of obtaining
and interpreting information for progressive self-
effectiveness.
 5. To promote attitudes and habits that will assist in
the making of choices and adjustments productive of
personal satisfaction.
 6. To provide assistance in narrowing choices progressively to
specific activities which are appropriate to aptitudes,
abilities, and interests and to the proximity of definite
decisions.

17. Tools used in the attainments of
it’s objectives
a. Meetings/Orientation program
b. Use of bulletin board/brochures.
c. Research Data
d. School Campaign

18. PLACEMENT SERVICE
 Placement is a service within the guidance program
which is designed to assist students in the selection
of suitable courses or curricula, extra-class activities
and part-time or full-time employment or
appropriate career choices and skills.

19. PLACEMENT SERVICE
 According to H.B. English and A.C. English the
term placement refers to “the assigning of a
worker to the job for which he is judged best
fitted.”

20. PLACEMENT SERVICE
 Aims of the Placement Service:
 (i) The placement service is a process which is
meant to help the individual or student to place
him in the occupational world to survive on the
basis of his abilities, skills, interests and innate
talents.
 (ii) The placement service is meant for the student
which helps him to adjust better in the job sphere
and achieve progress in the job for his
development and welfare.

21. Types of Placement Service
 1. Educational placement
 2. Vocational placement

22. Types of Placement Service
 The educational placement service is really intended to:
 Help the student in selection of school subjects and courses.
 Help the student for his preparation in next new course.
 Help the student for participation in various curricular and co-
curricular activities.
 Help the student to find part time employment.
 Help the student to enter into various vocational schools or
trainings.
 Help the student to enter into college for higher studies.
 Help the student in getting employment after completion of
educational courses.

23. Types of Placement Service
 The vocational placement service is intended to:
 Help the student to get suitable job so far various occupational
choices are concerned.
 Help the student to adjust him to the new occupational setting
and environment.
 Help the student informing necessary information about the
vacancies available in both public and private sectors.
 Help student as it collects necessary information about him in
the context of occupation.
 Help students’ providing different occupational information
from several mass media such as news paper, hand book
containing job information, audio visual-aids, special bulletin
and publications.

24. Phases of Placement Service
 In the first phase of placement service, Information regarding
students is gathered, general character of occupational life is
explained and provide necessary education for the same
purpose.
 Then student is oriented towards some occupational field for
which he has pre-requisite qualification, experience and
interest.
 In the third phase of placement service the student is enabled to
understand and study his own abilities, interests, aptitudes in
the context his favourite occupation for which he is interested.

25. Phases of Placement Service
 The fourth phase of placement service is an important phase of
placement service. The student needs skillful guidance and
counseling in choosing a job for himself according to his
abilities, interests, aptitudes and skills. The guidance workers or
teachers employ different guidance techniques and tests to
know all about the student at this stage.
 The student takes up the job and begins his work for the
purpose of his job.
 The sixth and final phase of placement service includes the
follow-up of the job for which the placement service is accepted.

26. COUNSELING SERVICE
 It implies planned provision for serving unique need
of pupils through the person to person relationship of
counselor and counselee.
 Robinson:
“The term counseling covers all types of two person
situations in which one person, is helped to adjust more
effectively to himself and to his environment.”

27. Purposes of counseling services
 1. To give the student information on matters important to his
success.
 2. To get information about student which will be of help in
solving his problems.
 3. To establish a feeling of mutual understanding between
student and teacher.
 4. To help student work out a plan for solving his difficulties.
 5. To help the student know himself better-his interests,
abilities, aptitudes and opportunities.
 6. To encourage and develop special abilities and right
attitudes.
 7. To inspire successful endeavor towards attainment.
 8. To assist the student in planning for educational and
vocational choices.

28. Types of Counseling Service
 1. Directive Counseling:- Directive counseling is a
process where counselor plays a major role as the
leader of the counseling situation. Due to this cause
directive counseling is considered and recognized as
counselor centered counseling.
 2. Non-directive Counseling:- is known as
counselee centered counseling, in this the counselee
occupies an important place and plays significant role
in the process. No directions are given to the
counselee but counselor enables counselee to develop
self insight to solve the problems

29. Types of Counseling Service
 3. Eclectic Counseling:- eclectic counseling is based
on principles taken from both the aforesaid
counseling.
 In this type of counseling counselor is neither too
active and nor too passive and the same principle is
true to counselee also. The counselor tries to adopt
his methods according to needs of the counselee and
motivates the counselee to solve his own problems
after careful observation and analysis of personality
and needs of the individual.

30. Stages of counseling process
 a. Exploratory stage:- counselor and client develop a relationship
that will foster client self-exploration, they clarify the nature of the
problem, and they set goals and treatment plans.”
 b. Interpretative stage:- the counselor helps the client to explore more
deeply to increase insight and understanding of the problem
 c. Adjustment stage:- the counselor and client work together in helping
the client take actions to modify the behaviour

31. Stages of counseling process

32. FOLLOW-UP SERVICE
 An integral part of guidance services is the follow-up.
 It is concerned with what happens to students while in
school or after they have left schools.

33. FOLLOW-UP SERVICE
 Follow-up service is considered as an important guidance
service which is intended to evaluate and ascertain the
student’s progress and performance in the context of
educational career and activities and progress in the job
placement.
 It is not only the main task of teacher and guidance worker
to provide educational placement and job placement
through placement service but also it is most important
concern is to evaluate the performance and success in the
respective field.

34. Need of Follow-up service
 (i) Whether guidance in general satisfies needs and demands of
students.
 (ii) To what extent the students have been able to achieve the goal in
relation to their abilities, interests and aptitudes.
 (iii) Whether curricular and co-curricular choices have been wise for
concerned student.
 (iv) To what extent the students have been co-operative in taking part
in curricular activities and co-curricular activities to derive maximum
gain.
 (v) Whether job choices of student have been wise after completion
of the educational ladder or training courses.
 (vi) To what extent the students have been able to adjust in his part
time or full time job.
 (vii) Whether provided guidance service meant for students have
been sufficient so far their success and activities are concerned.

35. Characteristics of Follow-Up Service
 Follow-up service is a welfare attempt and a continuous process.
 Follow-up service needs careful evaluation by the expert teachers
and guidance workers.
 Follow-up service assists guidance workers to know how far a
particular educational institution has been successful and
systematic in offering educational experiences to its pupils.
 Follow-up service is helpful for the students to know how far they
made right choices in educational and vocational placement.

36. Characteristics of Follow-Up Service
 Follow-up service is helpful for the student to
know how far he is able to get benefit from the
educational and vocational opportunities.
 Follow-up service gives hints whether the
student needs further guidance service or not.
 Follow-up service even if is conducted for former
students for the purpose of interaction and
collection of information.

37. Purpose of Follow-up Service
 1. To ascertain the progress and status of students within
the various classrooms, courses and curricular areas.
 2. To gain data which may identify weakness in the various
phases of the school progress.
 3. To learn how former graduates are processing.
 4. To evaluate the effectiveness of the school’s placement
activity.

38. Purpose of Follow-up Service
 5. To learn why pupils leave before graduation.
 6. To discover grade levels at which most dropouts occur.
 7. To obtain opinions concerning needed modification of
the curriculum in the light of the experiences of former
pupils.

39. Tools Used in the Follow-up
Service
 1. Conducting surveys
 2. Use of multimedia
 3. The use of follow up letters
 4. Alumni associations

40. Research in guidance programme
 Need of research in guidance
 To evaluate the guidance programme
 To evaluate the relevance of guidance programme
 To assess the impact of different approaches and methods of guidance
 To make improvements in techniques and procedure of guidance services
 To develop new strategies for guidance
 To assess the effectiveness of new approaches
 To equipped the counselors with up to date knowledge

41. Areas of research in guidance
 Needs and problems of children
 Educational preferences
 Vocational preferences
 Vocational maturity
 Job satisfaction
 Methods of guidance
 Study habits
 Exceptional children

42. Evaluation of guidance programme
 Gibson and Mitchell (1995) define program evaluation
as a systematic set of data collection and analysis of
activities, undertaken to determine the value of a
program in order to aid management, program
planning, staff development, public accountability and
promotion.
 Shertzer and Stone view evaluation as necessary to
provide for the effectiveness of achieving program
goals, in relation to specific standards.

44. Importance of Evaluating the Program
 Verifies or rejects practices by indicating what works
and what does not, and shows the extent to which an
activity is effective. It helps the implementers to do
away with unproductive innovations.
 Provides a basis for improvement in terms of operation
and implementation strategies.
 Suggests a continuous search for better ways of doing
things, and a willingness to look at performance, and
increases the search for improvement.
 Provides an insight into the program, and helps
implementers to understand their functions and the
consequences of what they do.

45. Importance of Evaluating the Program
 Places responsibility on individuals, and increases the participation of
beneficiaries. It helps in the allocation of roles and responsibilities.
 Determine the impact of the guidance program on students, faculty,
parents, and school climate;
 Know if they are accomplishing their goals;
 Identify what remains to be accomplished;
 Identify effective components of the program;
 Eliminate or improve less effective components of the program;
 Adapt and refine the guidance program and implementation process;
 Identify unintended consequences of the program (both positive and
negative);
 Identify other areas that need to be addressed;
 Establish goals for the counselors’ professional development;
 Determine staffing needs and workload adjustments;
 Determine additional resources required to adequately carry forward
the program; and
 Provide accountability information to educators and the community

46. Evaluation Procedures
 Identification of goals to be assessed Such objectives
should be clearly stated, concise, specific and measurable.
An example of such an objective would be: make students
attend a career fair by the end of the first term.
 Development of an evaluation plan identify the most
appropriate way of judging the extent to which a program
has achieved its goals and objectives. There should be
specific information on how the data is collected, when it is
collected, and by whom.
 Application of the evaluation plan This is when data
collection and analysis take place.
 Utilization of the findings the findings offer an opportunity
to determine future program improvements.

47. Steps of Evaluation Procedures
 Stating the evaluation questions
 Determining the audiences/uses for the evaluation
 Gathering data to answer the questions
 Applying the predetermined standards
 Drawing conclusions,
 Considering the context
 Making recommendations
 Acting on the recommendations

48. The School Guidance Committee
 For achieving the goals of every programme in any field or
area, there should be a systematic, deliberate and
consistent effort behind it.
 Otherwise the goals of the programme will not be
achieved.
 In order to avoid this and not to provide any chance in
bringing difference between the field of guidance
programme there should be the necessity of a guidance
committee.

49. The School Guidance Committee
 In other words, it can be visualized that in order to
organize guidance services or programmes properly and
systematically for achieving its goals there should be a
guidance committee.
 Different types of guidance committees may be necessary
for different institutions as no single pattern or structure
can fulfill the needs and requirements of all schools; large
and small, rural and urban, boys and girls and government
and non-government etc.
 There must be a guidance committee for organizing and
monitoring its guidance programme properly, although
this committee may vary according to the availability of
human and material resources

50. Objectives of School Guidance
Committee
 Assistance:- encouraging the teachers to be members of the
community, and assisting members of the community to contribute
and participate constructively and productively;
 Leadership:- providing an informal, active, unbureaucratic
leadership body that community members can turn to for guidance
and for help;
 Organisation of guidance programme
 Coordination among different persons involved in guidance
 Representation
 Facilitate discussion among community members
 To enhance community participation
 Encouraging and assisting community members to participate
in guidance process
 Recording the events
 Reporting the issues

51. Services covered by School
Guidance Committee
 1. Data Collection Service
 2. Occupational Information Service
 3. Counselling services

52. Composition of school
guidance committee
 The Principal or Headmaster
 Counselor
 Career Master
 Guidance teacher
 Staff representative
 Chairman or Secretary of the Managing Committee:
Member.
 The Physical Education Teacher
 A Few experts in different fields available in the
community

53. Problems in providing guidance
services in schools of India
 Lack of Training
 Low level of Awareness and understanding of Counselling
 Low Recognition of Counselling Profession
 Stress and Burnout
 Pay/Salary
 Counsellors do not have their own unique identity as
mental health professionals
 Convincing the family members of the client about the
treatment
 Clients are unwilling to meet young counsellors because
they think that young counsellors are not good counsellors

54. Problems in providing guidance
services in schools of India
 Ethical Issues In critical cases like suicide, deciding on
how much information to disclose to family members is a
challenge
 Absence of Licensing and National Body of Counsellors
 Not having a network/association of counsellors is making
it difficult to seek supervision and consultation
 Teachers are not able to see the usefulness of counselling
for students.
 Some schools employ counsellors who are not adequately
qualified.
 Colleagues from other departments do not understand the
importance of counselling