Guidence and counselling

Subject : Guidance and Counselling
Concept, Meaning and Process of
Guidance
Prof. Dnyaneshwar Darade

What To Learn ?
• Concept, meaning, Nature,
Need, scope and functions
of Guidance, limitations of
guidance services. (3)
• Basic principles and process
of guidance (1)
• Foundations of guidance:
Philosophical, psychological
and socio-cultural (1)
• Type of Guidance:
Educational, Vocational and
Personal Guidance with
special reference to
secondary and higher
secondary level (2)
• Tools for information
collection for Guidance:
Quantitative tools-
Intelligence, Aptitude,
Interest, Attitude inventory
and Personality; Qualitative
tools-Anecdotal Records,
Questionnaire, socio-metric
technique, check list, rating
scale, Interview, Case study,
Diary (6)
• Role of a school and teacher
in guidance (2)

How to learn?
• Flipped class
• Discussions
• Seminars

Learning Outcomes will be ..
• Objectives: On
completion of this
module the student
teachers will be able
to:
• Elaborate the concept,
need & scope of
guidance
• Explain the basic
principles and process
of guidance
• Discuss the foundations
of guidance, type of
guidance
• Discuss the tools for
information collection
for guidance
• Describe role of a
school and teacher in
guidance
• Discuss qualities ,skills
and ethics of counsellor

Food for brain
• Do you guide someone?
• Who is your Guide?
• What do you mean about ‘Guidance’?
• Why the guidance is necessary?

Concept & Meaning of Guidance and
Counselling
• Guidance is some form of
help or assistance given by
an expert person to an
individual to develop his or
her personality and achieve
proper direction in life.
• According to Crow & Crow,
guidance is not direction.
Guidance is not the
imposition of one’s point of
view upon the other.
Guidance is making
decisions for an individual,
which he/she should make
for himself. It is not the
burden of another’s life.
Guidance is assistance made
available by competent
persons to an individual of
an age, to help him direct
his own life, develop his
own point of view, make his
own decisions and carry his
own burden. An expert
guide can greatly help in
providing relevant
assistance to a child which
he may not receive from any
other sources.

CHARACTERISTICS/NATURE OF GUIDANCE
• Assistance – Guidance is
personal assistance to
anyone of any age.
• Expert Service – Everyone
cannot provide guidance.
It is the work of a
competent and expert
person.
• Guidance is a process – It
helps every individual to
help himself, to recognize
and use his inner
resources to set goal, to
make plans, to work out
his own problems of
development.
• Guidance is a continuous
process – It is needed
from early childhood,
adolescence, adulthood
and even in old age. In
simple words, guidance is
needed from birth to
death.
• Focus on individual –
Guidance focuses on the
individual and not on the
problem.
• .

CHARACTERISTICS/NATURE OF
GUIDANCE
• Discovery of abilities –
Guidance leads to the
discovery of abilities and
potentials of an
individual.
• Self-direction – Guidance
leads to self-development
and self direction.
• Process of adjustment –
Guidance is a process of
helping a person in
adjusting to himself, to
others and to his
environment.
• Preparation for future life
– Guidance aims to
prepare an individual for
future life. It helps him to
acquire the essential
abilities and capacities. It
is not to decide
something for him but to
make him wiser to decide
for himself

DEFINITIONS
• Crow & Crow – “The
fundamental of all
guidance is the help or
assistance given by one
competent person to
another individual so
that the latter may
direct his life by
developing his point of
view, make his own
decisions and carry out
those decisions.”
• Good, - “Guidance is a
process of dynamic
inter-personal
relationship designed
to influence the
attitudes and
subsequent behavior of
a person.”
• J. M. Brewer, -
“Guidance is a process
by which an individual
is able to guide
himself.”

DEFINITIONS
• Jones, - “Guidance involves
personal help given by
someone. It is designed to
assist a person to decide
where he wants to go or
how he can best accomplish
his purposes; it assists him
to solve problems that arise
in his life.”
• Smith - “The guidance
process consists of a group
of services to an individual
to assist him in securing the
knowledge and skills
needed in making adequate
choices, plans and
interpretations essential to
satisfactory adjustment in a
variety of areas.”
• Wahlquist & Stoops –
“Guidance is a continuous
process of helping the
individual develops to the
maximum of his capacity in
the direction most
beneficial to himself and the
society.”

NEED FOR GUIDANCE
• According to Jones, everyone
needs assistance at some time
in his life. Some need it
constantly throughout their
entire life, while others need it
only at rare times of crisis. The
need for guidance is broadly
seen in the following two arenas
of life –
• Individual Need –
• Academic Growth – Guidance
moulds children into the adults
they grow up to become. All
educational institutes provide
education which is nothing but
a form of guidance.
• Development of abilities and
skills – Every child has some
hidden talent and potentials
that can be drawn out and
developed through guidance.
• Removal of subject matter
difficulties – A person may have
certain disabilities, difficulties or
phobias. Guidance is needed to
bring him out of these fears so
that he may lead a life of
normalcy and progress.

• For Self-understanding –
Guidance helps a person to
accept his shortcomings,
overcome his complexes,
realize his potentials and
love himself for who he is.
• Social need –
• Better family life – Guidance
shows how to adjust and
compromise and live as a
happy family for the
betterment of all members.
• Good Citizenship and
Loyalty –We must learn
about our duties and civic
responsibilities so that we
do not take freedom for
granted.
• Understanding of social
values – Man is a social
animal. Guidance will help
him how to adjust socially to
the norms of society and
will make him aware of his
social accountabilities.

CAUSES/REASONS FOR GUIDANCE
• Complex/Changing nature of
society – Today the entire
structure and nature of society
is undergoing changes from all
angles – socially, culturally,
scientifically, economically,
politically, etc. due to rapid
Liberalization, Privatization and
Globalization. More and more
individuals feel the need for
guidance as newer problems are
cropping up and it becomes
difficult to achieve satisfactory
results. Eg. Economic change,
recessions leading to
unemployment, mental stress
and tensions, negative inflation,
economic disparity, poor
becoming poorer and rich
becoming richer. 2005-2008
food prices have gone up five-
fold.
• Political change – lack of ideal
leaders, corruption,
malpractices, etc.
• Individual Differences – Each
individual differs in physical,
emotional, psychological,
intellectual, personality traits,
interests, likings, abilities,
achievements, aspirations, etc.
Requirements of various
occupations also differ. Eg.
Engineering versus Medical,
Agriculture versus Architecture,
etc.

• Change in educational and
industrial pattern of the
country – Previously
agriculture based. Now
more industry and
service-based sectors
arising due to LPG.
• Conservation of human
energy – To make the
proper use of vast natural
resources and the large
population, only guidance
services are useful.
• Lack of guidance at home
– Nuclear families, lack of
time. The present home
does not provide the
necessary moral and
social training so school
guidance is strongly
needed

PRINCIPLES
• Guidance is a means for all
• Guidance is a specialized service
• Guidance is an organized service
• Guidance is a slow process
• Guidance is a continuous process
• Guidance is based on individual differences and not
group-based
• Guidance is based on planning
• Guidance is based on educational objectives
• Guidance develops the insights of an individual
• Evaluation of guidance is a must

PRINCIPLES IN DETAIL
• Guidance is a means for all –
Every man whether rich or poor,
clever or dull, foe or friend,
saint or criminal is entitled to
receive guidance. Guidance
does not differentiate on the
basis of religion, race, caste,
creed, wealth, abilities or social
background.
• Guidance is a specialized service
– Guidance can only be
rendered by a competent and
authorized person who is an
expert in the field in which we
are seeking guidance.
• Guidance is an organized service
– It follows certain logical rules,
formats and procedures. It is
not haphazard.
• Guidance is a slow process – It
cannot be hurried and takes its
own course of time.
• Guidance is a continuous
process – A man is a learner for
life. He comes across novel
situations, new improvements,
new experiences, new doubts,
new confusions at every stage in
life. Thus he will need guidance
as long as he is living.
• Guidance is based on individual
differences and not group-
based – Every person is unique.
What is best for one man may
not be good for another.

PRINCIPLES IN DETAIL
• Guidance is based on
planning – Since guidance is
slow and continuous, it
constantly needs planning
and direction so that the
time allotted to guidance is
utilized wisely and
judiciously.
• Guidance is based on
educational objectives –
Education is the constant
quest for truth and its
practical and fruitful
application in daily life.
steps on how to achieve this.
• Guidance develops the
insights of an individual –
With guidance a person
learns to understand and
control the deeper meaning
of what he wants to achieve.
• Evaluation of guidance is a
must – Simply meting out
guidance is not enough. One
has to keep tabs on whether
the guidance was satisfactory
and achieved its goal or
purposeProf. Dnyaneshwar Darade

PROCEDURE OF GUIDANCE
• Contacting the Student Personality –
For study of the pupil’s emotional,
social, physical, intellectual and
individual problems.
• Conducting Interview – To speak
personally to the subject and get all
first-hand information on family
background, his vocational and
educational plans, likes, dislikes,
hobbies, interests, leisure time
activities, etc. and to establish good
rapport and build faith and trust so
that he may share intimate details.
• Collection of Cumulative records –
Request for and fetch all reports and
records about the subject. Academic
records, medical records, health
reports, attendance records, progress
cards, evaluative remarks, certificates,
awards, etc. Through this guide will get
an accurate idea about the child’s
interests, intelligence level, aptitude,
special mental abilities and disabilities,
educational achievements, health
conditions, physical development,
family background, friend and social
circle, economic background, behavior
pattern, etc.
• Administering of psychological tests –
Carrying out scientific tests in the
controlled conditions of a psychological
laboratory. Eg. IQ test, Interest tests,
aptitude tests, EQ tests, etc. The results
of these tests must be studied as they
help the guide to know more about the
abstract qualities and emotions of the
student’s personality which may not be
very clearly gaugable during the
interview.

PROCEDURE OF GUIDANCE
• Collecting information regarding
school environment – The guide
then gets all data and
information about the student
from the school. He contacts
the Principal, teachers, etc for
their inputs about the child as
they are in closer contact with
him.
• Final Interview – Here a
questionnaire is given to the
student and an entire self-
inventory is prepared. From
this, the guide understands the
need of the pupil and judges his
true problem.
• Preparation of profile - With all
relevant information in front,
the guide prepares a profile of
the pupil and decides what type
of treatment would be effective
for the pupil. it is now that
actual treatment starts and
guidance is provided.
• Follow-up – This is necessary to
gauge if the guidance has been
effective and if the child is
improving in the right direction.
Also if any changes are required
to be made in the process

PROBLEMS OF GUIDANCE (in school
and in general)
• Implementation of
Guidance and making it
an integral part of
education is a
herculean task in the
Indian scenario due to
these reasons –
• Feeling of
purposelessness in
guidance – People are
not fully aware of the
merits or they have a
misunderstanding or
negative attitude
towards guidance.
Many administrators
also question the
validity of guidance
when there is large
scale unemployment
not only among
illiterates but also
among the educated.

• Parental pressure and
peer pressure – In our
country occupations
are chosen more out of
parental and peer
choice rather than on
the basis of the
individual’s own
capabilities.
• Tremendous increase in
the number of students
– The spate in the
population cannot be
matched by the
inadequate number of
guidance cells and staff.
• Lack of infrastructure –
A guidance cell is a
separate and
independent unit
altogether. But schools
are unwilling to invest
in a proper cell,
qualified staff and
required equipment.

PROBLEMS OF GUIDANCE (in school
and in general)
• Lack of funds – The
guidance activity is not
considered while
preparing the annual
budget. It is met with an
“if and when” attitude.
• Lack of trained experts
and literature – The
proportion of properly
qualified guidance experts
is minimal. Plus there is a
dearth and scarcity of
good and latest literature.
• Attitude of Principal and
Teachers – Many a time,
Teachers feel that having
a guidance cell puts a
question mark on their
own abilities. Plus they
feel the guide is
interfering and think it is a
headache to provide the
guide with all the
information he requests.
• .

• Lack of publicity
about the utility of
Guidance Services –
The public, in general,
is not familiar with
this concept or with
agencies giving
guidance service.
They do not even
know how guidance
programs can be
useful to them.
• Thus the Government
and voluntary
agencies should join
hands to make
guidance popular and
effective

ROLE OF SCHOOL IN GUIDANCE
• Overall role is to provide a
guidance cell where
minimum guidance
services should be
available such as data
collection, occupational
information and
counseling centre.
• Appointment of trained
guidance personnel or
staff to the ratio 1:20.
• Establish cooperation and
positive association
between school staff and
guidance staff and curb
any negative approach.
• Provide physical facilities
and infrastructure such as
a separate cell, adequate
psychology equipment
and tools and financial
support.

• Seminars, workshops, and
orientation courses to
make teachers aware of
nature of guidance and to
enable them to assist and
evaluate pupil’s needs and
problems and the ways to
meet them.
• Set aside sufficient time
for guidance and
counseling at hours
outside of school hours.
• The service of guidance
should not be mixed or
confused with
administrative service.
• Make parents and
guardians understand the
need and positive utility
of guidance.

• AREAS,
• TOOLS & TECHNIQUES IN GUIDANCE

PERSONAL GUIDANCE
• According to Jones, everyone
needs guidance at some time in
his life. Some need it constantly
while others require it only at
rare times of great crisis. It is
some form of help or assistance
given by an expert person to an
individual to develop his or her
personality and achieve proper
direction in life.
• Personal guidance is that
guidance which is given on a
personal level to solve personal
problems. It is the assistance
offered to a person to solve
his/her social, emotional, moral,
health and adjustment problems.
• As per Hopkins – “Personal
guidance is that guidance which
is concerned with the problems
of health, emotional adjustment
and social adjustment of an
individual.”
• As per Ruth Strang – Personal
guidance is the assistance given
to an individual to solve his
personal problems such as
emotional and social adjustment,
economic and social relationships
and problems connected with his
physical as well as mental
health.”

• As per Wilson – “The
purpose of personal
guidance is to help the
individual in his physical,
emotional, social, moral and
spiritual development and
adjustment.”
• Each individual differs in
physical, emotional,
psychological, intellectual,
personality traits, interests,
likings, abilities,
achievements, aspirations,
etc. Requirements of
various occupations also
differ. Eg. Engineering
versus Medical, Agriculture
versus Architecture, etc.
• Personal guidance is useful
for better self-
understanding where a
person learns to accept his
shortcomings, overcome his
complexes, realize his
potentials and love himself
for who he is.

EDUCATIONAL GUIDANCE
• Educational guidance is
mainly concerned or related
with such problems of
education that are faced by
students.
• As per Arthur J. Jones –
“Educational guidance is
concerned with assistance
given to pupils in their choices
and adjustments with relation
to schools, curriculum,
courses and school life.”
• As per Ruth Strang –
“Educational Guidance is
intended to aid the individual
in choosing an appropriate
programme and making
progress in it.”
• As per Mayer – “Educational
Guidance is a process
concerned with bringing
about between and individual
pupil with his distinctive
characteristics on the one
hand, and differing groups of
opportunities and
requirements on the other
hand, a favourable setting for
the individual’s development
or education.”

VOCATIONAL GUIDANCE
• Vocational Guidance is a
long continuous process
which begins in the school
and is needed throughout
the working life of the
individual. Vocational
Guidance is an assistance to
a person, regarding some
vocation.
• As per David Super –
“Vocational Guidance is the
process of helping the
individual to adjust in the
occupation to make effective
use of human power and to
facilitate the economic
development of society.”As
per national Vocational
Association of America –
“Vocational Guidance is the
process of assisting the
individual to choose an
occupation, prepare for it
and enter upon the progress
in it. It is concerned
primarily with helping
individuals make decisions
and choices involved in
planning a future and
building a career, making
decisions and choices
necessary in effecting
satisfactory vocational
adjustment.”

• Thus Vocational Guidance assists the
individual in the study of technologies and
related sciences and the acquisition of
practical skills, attitudes, understandings and
knowledge relating to occupations in the
various sectors of economic and social life.

7-POINT PLAN IN GUIDANCE
• The student/individual is
the main centre of
guidance. To know him
well we need some
formula or plan so that we
can render the right
guidance to him.
• 7 Point Plan –
• Physical makeup data –
Collection of physical data
such as height, weight,
eyesight, color of skin,
etc. and health data
regarding physical
structure.
• Educational attainments
and other achievements –
Year wise, Classwise,
Subjectwise and activity
wise information in a
proper sequence and
compiled properly.
• Mental ability / General
Intelligence – Without this
test guidance is not
possible. This aspect is
collected with help of
IQ/psychological tests.

7-POINT PLAN IN GUIDANCE
• Attitude – The guide must know
all about the attitudes of
students or pupils through
standardized tests.
• Interest – It is a very important
factor and gives crucial
information about the
individual. Interest Inventories
are used..
• Disposition – It is important to
know about the nature,
personal behavior and
adjustment tendencies of the
child and his relations with
family, friends, and society at
large. Adjustment tests can be
used. Records must be kept
confidential.
• Circumstances & Environment –
Family and social environment.
Records of parents’ and siblings
details, qualifications, religion,
socio-economic status, mother
tongue, family circumstances,
occupations, etc. are obtained.

TOOLS IN GUIDANCE
STANDARDISED / TESTING TOOLS –
Pscyhological Tests and Inventories
NON-STANDARDISED / NON-TESTING
TOOLS
1 - Achievement Test 1 - Anecdotal Records
2 - Aptitude Test 2 - Autobiography
3 - Attitude Scales 3 - Blanks
4 - Diagnostic Test 4 - Case Study
5 - Creativity Test 5 - Cumulative Record Card (CRC)
6 - Intelligence Test 6 - Interview
7 - Interest Inventories 7 - Observation technique
8 - Personality Test or Inventories 8 - Questionnaire
9 - Projective Test and Techniques 9 - Rating Scale
10 - Socio-metric techniques

ROLE OF SCHOOL IN GUIDANCE
• Overall role is to provide a guidance cell where
minimum guidance services should be available
such as data collection, occupational information
and counseling centre.
• Appointment of trained guidance personnel or
staff to the ratio 1:20.
• Establish cooperation and positive association
between school staff and guidance staff and curb
any negative approach.
• Provide physical facilities and infrastructure such
as a separate cell, adequate psychology
equipment and tools and financial support.

• Seminars, workshops, and orientation courses
to make teachers aware of nature of guidance
and to enable them to assist and evaluate
pupil’s needs and problems and the ways to
meet them.
• Set aside sufficient time for guidance and
counseling at hours outside of school hours.
• The service of guidance should not be mixed
or confused with administrative service.
• Make parents and guardians understand the
need and positive utility of guidance.

BLANKS
• BLANKS Blanks is a type of format
including various points used for
collecting data from students and if
required, from their
parents/guardians and doctors.
• EXAMPLE
• Name of the student
• Std. & Division
• Gender
• Birthdate
• Mother Tongue
• Religion & Caste
• Birthplace
• Address
• Family background – Details of
Father and Mother
• Name of Parents
• Parents’ Education
• Profession of parents
• Annual Income of Family
• Area of Household
• Nr. Of family numbers
• Facilities at home
• Residence before school admission
• Name of the previous school
• Academic Progress –
– Rank
– Std.
– Subject
– Marks
• Qualities
• Hobbies
• Health
• Participation in co-curricular
activities
• Remarks by Teachers
• Remarks by Head of Institution
• Selection of Profession

RATING SCALE
• DEFINITION
• As per Gibson & Mitchelle – “Rating scales are for
rating each of the characteristics or activities one
is seeking to observe or assess.”
• As per Bonny and Hampleman – “A rating scale is
a special kind of checklist in which the items or
characteristics checked must be rated
quantitatively or qualitatively according to the
degree of presence or absence of a trait, the
degree of perfection of a skill or a degree of
completion of a task.”

CHARACTERISTICS OF RATING SCALE
• Rating scale is the judgement of one person by another
• It is a directed observation
• It is opinion of some object, situation or character
• It systemizes the expression of opinion concerning a trait.
• A systematic procedure for obtaining, recording and
reporting observer’s judgements.
• It is a subjective method through which we can find out
opinions about a particular person.
• Similar to a Check List but with finer discriminations.
• It may be filled during or immediately after or much later
after the observation is made.
• Ratings are done by parents, guardians, teachers, students
themselves, friends, a board of interviewers, judges, and by
the self as well.

TYPES
• Descriptive Rating – The
characteristics or traits or qualities
are described in words or phrases.
The Rater puts a tick in the blank or
bracket in front of the quality.
• Eg. English Teaching –
• I can’t understand ( )
• It is difficult to understand ( )
• Clearly understood ( )
• Numerical Rating – Numbers
assigned to each trait.
• Eg. I like to co-operate –
• 0 – For Never
• 1 – Sometimes
• 2 – Rarely
• 3 – Often
• 4 – Always
• Graphical Rating – Similar to
descriptive scale and the difference
lies only in the way it is written.
• Eg. Responsibility for completing
work
• | | |
| |
• Very High High
Average Low Very Low
• %age of group scaling – Rater is
asked to give the % of the group
that possesses the trait on which
the individual is rated.
• Eg. Self-confidence of the
individual
• 1 to 10 %
• 11 to 25%
• 26 to 50%
• 51 to 75%
• 76 to 100%

• ADVANTAGES
• Helpful in writing reports to parents.
• Helpful in filling out admission blanks for colleges.
• Helpful in finding out students’ needs.
• Helpful in making recommendations to employers.
• Helpful in supplementing other sources of understanding of
the child.
• Helpful in their stimulating effect upon the individuals who
are rated.
• LIMITATIONS
• Some characteristics are difficult to rate.
• In-depth knowledge and interaction with the individual is
required to judge some traits.
• Subjectivity element is present.
• There is a lack of opportunities to rate students.
• Raters generally tend to be generous.

CUMULATIVE RECORD CARD (CRC)
• MEANING
• The Cumulative Record Card is a type of document which contains a
comprehensive picture of the history and personality of the child
from the day he enters school till he leaves it. It is prepared by the
teacher about all aspects of the child’s life – academic, physical,
mental, social, moral, psychological.
• DEFINITIONS
• As per Guidance Handbook for Secondary School – “Cumulative
Record Card is a method for recording, filling and using information
essential to the guidance of students.”
• As per Jones – A cumulative record is a permanent record of a
student which is keot up ti date by the school. It is his educational
history with information about his school achievements,
attendance, health, test scores, and similar data.
• As per Allens – “A cumulative record is a record of information
concerned with appraisal of the individual pupil kept on a card and
in one place.”

• CHARACTERISTICS/NATURE OF CRC
• Includes all type of information about every aspect of the student’s
life.
• It provides all types of objective and impartial information of the
student. WYSWYG. i.e. What You See Is What You Get. It is a
reflection of his personality.
• It provides up to date information.
• Definite information related to the pupil is included.
• It is the complete picture of the child – achievements, abilities as
well as drawbacks.
•
• NEED/PURPOSE OF CRC
• Betterment and overall progress and personality development of
the child.
• To provide useful information to Teacher or Guide that will help
them make out problem areas and start the remedial programme
to speed up their development in the right direction.
• The records provide data for objective evaluation of the pupil.
• The use of CRC avoids duplication of efforts.

• CONTENT OF CRC
• Identifying data.
• Home and family background.
• Health data.
• Results of achievement test. i.e. yearwise.
• Attendance record.
• Special abilities and attitudes.
• Results of Intelligence tests.
• Any desirable/undesirable trait of character.
• Record of co-curricular activities.
• Personal opinion of Class Teacher, Counsellor, Subject
Teacher, Head of the Institution.
•

ADVANTAGES/USES/USEFULNESS
• For guidance purpose
• Complete evaluation of the child
• To know the students
• In migration cases
• For selection and promotion and rewarding.
• With the help of CRC, the Teacher, guide, counselor can
discover the special abilities of the student which are
to be developed.
• Career guidance and selection of profession
• Useful for employers
• Useful for the police whole investigating crimes.
• For progress of socially backward students.
• Useful in preparing progress reports and character
certificates.

• LIMITATIONS
• Good care is not taken in recording all the
information accurately and objectively.
• Files are not properly maintained.
• Certain information may not always be
available.

• PSYCHOLOGICAL TESTS
• These tests are the tools of guidance which help the
teacher to understand the weaker and stronger points
of the sts. Individual differences which are the heart of
guidance, are measured by the test. Test if chosen
judiciously, facilitates self analysis so is one of the
primary functions of guidance. Test indicates changes
that are needed in some aspects of the environment of
students.
• CLASSIFICATION
• Individual Test – Administered to examine one at a
time.
• Group Test – It is administered like a school exam to
many examinists at one time.
• Performance Test – No use of language in contrast to
pencil and paper test in individual and group.

• II Educational Achievement Test
• Survey – Comprehensive examination used to
determine general academic standing.
• Subject-wise test –
• Diagnostic test – This type of test covers a wide
range of academic skills and used to find out
weak and strong points of students.
• III Aptitude Test
• General Aptitude Test – To find out Mechanical
ability and clerical ability.
• Special Aptitude for School subject –
• Professional Aptitude test – For law, medicine,
teaching, engineering field.

• Talent aptitude test – Regarding art, music and tests
used in career guidance.
• IV Personality Tests
• Personal adjustment questionnaire – Eg. Subject of
worries, fears, social problems, etc.
• Attitude Survey – This test is based on social, economic
and political questionnaire.
• Interest Inventories – Related to various occupations.
• Environmental factors related to personality –
Questionnaire covering socio-economic backgrounds
and other work.
• Projective techniques – directed to dominant
personality test.

USE OF OR IMPORTANCE OF OR MERITS OF OR
WHAT IS STANDARDISED TEST?
• It has important role in guidance programme –
• It gives us objective and impartial information
about the individual.
• We can find out the assets and limitations of an
individual.
• It provides information in much less time as
compared to other tests.
• These tests measure those aspects of behavior
which otherwise cannot be obtained.
• In subject-wise observation we may overlook shy
children but this test discovers such cases also.

DRAWBACKS OF PSYCHOLOGICAL TESTS
• Teachers are no trained in the administration
of such tests.
• Many psychological tests are not culture free
so they cannot be used as such in all cultures.
• Tests which have been constructed in Indian
conditions are not standardise

• QUESTIONNAIRE
• As per Good & Hatt – “In general, the word
Questionnaire refers to a device for securing
answers to questions by using a form which the
respondent fills in himself.”
• TYPES OF QUESTIONNAIRE
• Having Closed questions – Yes-No type of
questions. Objectivity is present and they are
quick and easy to complete and analyse.
• Eg. Do you like music? (Yes/No).
• Having Open or Descriptive Questions – They take
more time to answer. Difficult to analyse as a lot
of subjectivity seeps in.
• Eg. Describe your best friend’s qualities.

• CHARACTERISTICS OF QUESTIONNAIRE
• Should be based on objectives and not very lengthy.
• Questions should be clear, specific and attractive.
• Instructions should be provided before starting.
• Questions should be arranged sequentially from easy
to difficult and from general to specific.
• NEED/PURPOSE OF QUESTIONNAIRE
• We can get personal information and personal opinions
of the individual which he cannot speak openly. It is
also very useful to know about hobbies, attitudes,
willingness, etc. of the person.

OBSERVATION
• INTRODUCTION
• Observation means to look outside of oneself, at others. It
is an important means to collect information. It is a non-
testing or non-standardised technique. In counseling, much
of the information regarding the personal adjustment of
the individual is obtained by this method.
• DEFINITION
• As per Good – “Observation deals with the behavior of
individuals in appropriate situations.”
• As per Hampleman – “Observation as a method of studying
pupils/students, consists of the direct observations of the
behavior of individual or class group.”

• CHARACTERISTICS OF OBSERVATION
• Observation is specific.
• Scientific observation is systematic.
• It is quantitative as there is recording of the number of instances.
• Results can be checked in terms of reliability and validity.
• It is a technique to observe the behavior of an individual.
• It is carried out for one person at a time.
• SITUATIONS OF OBSERVATION
• Free/Open – There is no restriction in this situation.
• Manipulated – The observer introduces special or additional factors
in the situation. Eg. Drop a 100 rupee note and see if anyone
pockets it or returns it.
• Controlled situation – This is undertaken in controlled or restricted
environments. Eg. Interview panel, examinations, debates.
• Uncontrolled situation – Where one has no control over the
situation. Eg. Calamities, Epidemics.

• TYPES OF OBSERVATION
• Natural – Observation carried out in natural settings without any tools or
techniques.
• Participant – Observer establishes perfect rapport with the
group/individual in such a way that he/they may not become aware of his
purpose and thus may not hide their actual behavior.
• Direct versus Indirect – Directly observing the individual versus deductions
on the basis of some collected information.
• Recorded versus Unrecorded – Noting observation down is recorded while
not noting it down is unrecorded.
• Individual versus Group – Observing only one person versus an entire
group.
• PRINCIPLES
• At a time only one child should be observed.
• The process of observation should go on over a long period of time.
• Observation should be systematic.
• The pupil ALONG WITH the surrounding situation should be observed.

ADVANTAGES
• It is a useful technique to collect data of students.
• It is flexible and can be used in various situations.
• It can be used by all persons.
• We can keep a record of the pupil’s actual or real
behavior in different situations.
• It is a very reliable instrument technique for the study
of behavior pattern.
• We can know a lot about the mental processes and
personality.
• It is economical, natural and flexible.
• It is useful for studying the influence of heredity and
environmental factors on the child’s development.

• LIMITATIONS
• It is difficult to observe the inner behavior of the
child.
• If we make the person whom we are observing
conscious then behaviour becomes artificial.
• Sometimes observation may be full of
favouritism.
• Sometimes mental and physical fatigue affects
the quality of observation.
• There is great scope for subjectivity.

• INTERVIEW
• MEANING
• Interview is a non-testing technique for collecting information.
• Interview is best known face-to-face situation/communication to get
information directly from the individual.
• It is a way to establish contact with one another.
• It is a technique to know the client and to understand the client very
closely.
• Interview is purposeful communication or conversation.
• It is a subjective method.
• DEFINITIONS
• As per J.G. Darley – “Interview is a situation in which the client can
gain a better understanding of himself – his interest, skills, abilities,
attitudes, etc.”
• As per Bingham and Moore – “A serious conversation directed to a
serious purpose, other than satisfaction in the conversation itself, is
an interview.”
• As per Blum and Balinsky – “The interview allows the client and the
counselor to exchange ideas and attitudes through conversation. Its
purpose is to lead to a solution of a client’s problem, or at least to
some change in attitude or behaviour.”Prof. Dnyaneshwar Darade

• PURPOSE OF INTERVIEW
• To obtain information
• To give information
• Solution of a new problem
• To help in the solution of adjustment problem
• To create a rapport.
• To encourage the person to take interest in himself.
• To treat the person through psycho-analytical
interviews.
• To diagnose various causes of the different problems of
the person.
• To verify the facts already collected through interview.
• For interpretation of the information already gathered.

• STEPS IN INTERVIEW OR HOW INTERVIEW IS CONDUCTED
• Preparation -
– To decide what is to be accomplished.
– Know the client/counselee/interviewee
– To know his background and his abilities and who he is.
– Take appointments.
– Provision for privacy.
– During interview what should be noted.
– Know your own personality, be objective.
– Control emotions and emotionally disturbed attitudes.
• Process -
– Establish rapport.
– Help the client/interviewee feel easy and comfortable and ready to talk.
– At the close end of the interview, watch for additional information - Catch the change in expressions
which may drop after the interview has ended.
• Interpretation -
• There should be interpretation of the information collected during the interview. It is a
solution to the problem.
• Developing insights and putting them to work.
• Recording -
• A diary can be maintained, video shooting can be done, without the knowledge of the
client, photo camera, and other technologies can be used.
• Follow up –
• After solution of problem, to see whether the client is following a correct path. It is
essential for the improvement of the client. Follow up process is a continuous process.

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