Elective - Guidance and Counselling (I year)
Unit-4
Tools and techniques of guidance and counselling
Psychological test test:
Meaning
A Psychological test is a standardized
measure of a sample of a person’s behaviour that is used to measure the
individual differences that exist among people. A psychological test is an
objective and standardized measure of an individual’s mental and/or behavioural
characteristics.
•
According to Freeman: “A Psychological test is a
standardized instrument designed to measure objectively one or more aspects of
a total personality by means of samples of verbal and nonverbal responses, or
by means of other behaviours”.
•
According to Freeman: “A Psychological test is a
standardized instrument designed to measure objectively one or more aspects of
a total personality by means of samples of verbal and nonverbal responses, or
by means of other behaviours”.
Definition
v Is a measuring instrument that consists
of sample behaviour obtained under standardized conditions and evaluated using
established scoring rules.
Need
•
Psychological tests are used to assess a variety of
mental abilities and attributes, including achievement and ability,
personality, and neurological functioning.
•
For children, academic achievement, ability, and
intelligence tests may be used as tools in school placement, in determining the
presence of a learning disability or a developmental delay, in identifying
giftedness, or in tracking intellectual development. Intelligence testing may
also be used with teens and young adults to determine vocational ability (e.g.,
in career counselling).
•
To help students at choice and critical points when
they have to make decision.
• To enable the counsellor to have abroad-gauge look
and uncover as many promising opportunities impossible for the counselee
•
To enhance the clients ability to make his mown
decision.
Limitations
•
Many applicants experience anxiety.
•
Human mind is beyond any assessment and limit, at a
times one can behave complete different from original state.
•
Negative applicant can alter the validity of test.
•
Administration and interpretation can be done
only by qualified psychologist
Testing: Intelligence
Meaning of the
intelligence test:
Of course intelligence is
the capacity of the individual to solve problem, to adjust with new situation
and think rationally etc.
DEFNITION
“Intelligence is the ability
to carry out abstract thinking - Terman
Intelligence really is:
i) The ability to learn.
(ii) The ability to think
abstractly.
(iii) The ability to solve
problems.
(iv) The ability to perceive
relationship,
(v) The ability to adjust
and relate to one’s environment.
(vi) The ability to behave
properly and effectively.
CLASIFICATION OF INTELLIGENCE TESTS :
1)
Individual
Tests of Intelligence:
The individual test
is administered to one person at a time for whom it is meant. Here the
subject’s response may be given to oral form or written form. But the test
should include such items which should be objective in nature.
2) Group Tests of Intelligence:
The group-tests
on intelligence can be administered to a large number of subjects at a time
with clear cut direction regarding how to respond the questions set in the
tests. The subjects are warned to make their pencils and pens ready before
administration of the test.
3) Verbal Tests of Intelligence:
The verbal or language tests are designed to
ascertain the extent the test has mastered and controlled reading materials
meant for the subject according to his learning level. The responses of the
test questions are expressed in terms of words, symbol cross, check, underlying
or circling the right response. At present Army Alpha Test on Intelligence has
become an ideal model tests for the new test constructions as they are
referring it most preferably
This test includes items on:
(i) Following Directions
(ii) Arithmetical Problems
(iii) Practical Judgements,
(iv) Synonym-Antonym
(v) Disarranged Sentences
(vi) Number Series
(vii) Analogies
4) Non-Verbal Tests of Intelligence:
It includes
different activities like completing pictures, discovering absurdities in the
picture, arranging pictures correctly, words or symbols making substitutions
as in the code substitution and setting blocks and cubes etc. In case of
illiterates, children and persons having language deficiency the performance
test is best suited and most appropriate test to measure their intelligence
than language tests.
5) Paper and Pencil Tests of Intelligence:
Generally
all verbal tests can be counted as paper and pencil tests as it require some of
the written answers on the paper. This is usually administered on the subjects
those who know to write and read.
6) Performance Tests of Intelligence:
Performance
tests include all non-verbal test or non-language tests. It includes various
types of form boards, picture completion, cubes and blocks. It is individually
administered to have better measurement of mental abilities of illiterates and
persons having language deficiency in reading and writing the language of the
test.
TYPES OF INTELLIGENCE :
- Individual Tests
These tests are administered to one individual at a
time. These cover age group from 2 years
to 18 years.
These are :
a)
The Binet – simon Tests
b)
Revised Tests by Terman
c)
Mental Scholastic Tests of Burt
d)
Wechsler Test
Group Tests :
Group tests are administered to a group of people Group
tests had their birth in America when the intelligence of the recruits who
joined the army in the First World War was to be calculated.
These are :
a)
The Army Alpha and Beta Test
b)
Terman’s Group Tests
c)
Otis Self-Administrative Tests
USES OF
INTELLIGENCE TEST :
v Classification or Grouping pupils for school
work
v For diagnosing disabilities
in school subjects
v For determining the optimum
level of work
v Identification of
intellectual deviations
v Educational and Vocational
guidance
v Estimating the range of
abilities in a class
v Determining the level of
ability
v Measuring special abilities.
v Predicting success in
particular Academic Subjects
Aptitude:
Introduction:
An aptitude is the
potential for a specific skill which can be improved by suitable training.
Meaning and nature of
aptitude:
It is an observable fact that people differ from one
another and within themselves in their performance in one or the other field of
human activity such as leadership, music, art, mechanical work, teaching etc.
Definition:
According to Bingham
(1937), Aptitude refers to those qualities
characterizing a person’s way of behavior which serve to indicate how well he
can learn to meet and solve a certain specified kinds of problem.
According to Freeman
(1971), An aptitude is a combination of
characteristics indicative of an individual’s capacity to acquire some specific
knowledge, skill, or set of organized responses, such as the ability to speak a
language, to become a musician to do mechanical work.
Aptitude testing:
Aptitude tests
measure or assess the degree or level of one’s special bent or flair much the
same way as intelligence tests are employed for measuring one’s intelligence.
They are chiefly used to estimate the extent to which an individual would
profit from a specific course or training, or to predict the quality of his or
her achievement in a given situation.
Two types of
aptitude test are usually employed. These are, specialized aptitude test and
general aptitude test.
Specialized aptitude
tests:
These aptitude
tests have been devised to measure the aptitudes of an individuals in various
specific fields or activities. Generally, these tests can be divided into the
following sub types according to the specific aptitude tested by them:
v Mechanical aptitude tests
v Clerical aptitude tests
v Musical aptitude tests
Tests for scholastic and professional aptitudes
Mechanical aptitude
tests:
Like intelligence,
mechanical aptitude is also made up of many components. While explaining its
meaning, Freeman (1971) writes:
“The capacities designed by the term ‘mechanical aptitude’ is not a
single, unitary function. It is a combination of sensory and motor capacities
plus perception of spatial relations, the capacity to acquire information about
mechanical matters and the capacity to comprehend mechanical relationships.”
The purpose of mechanical aptitude tests is to be test the above
mentioned abilities and capacities of an individual in order to assess his
chances of success in mechanical pursuits.
Some well-known mechanical aptitude tests are:
1)
Minnesota
mechanical assembly test.
2)
Minnesota
spatial relations test.
3)
The revised
Minnesota power form board
Clerical aptitude test:
Like the
mechanical the clerical aptitude is also a composite function. According to
Bingham, it involves several abilities namely,
Perceptual ability: the
ability to register words and numbers with speed and accuracy.
Intellectual ability: the
ability to grasp the meaning of words and symbols.
Motor ability: the ability
to use various types of machines and tools like a typewriter, duplicator,
cyclostyle machine, etc.
Some of the proper clerical tests are:
1)
Detroit
clerical aptitude examination.
2)
Minnesota
vocational test for clerical workers.
3)
The clerical
ability test prepared by the department of psychology
Musical aptitude test:
These tests have
been devised for discovering musical talent. One of the important musical
aptitude tests is described below:
Seashore measure of musical
talent: it gives consideration to the following musical components:
ü Discrimination of pitch
ü Discrimination of intensity of loudness
ü Determination of time interval
ü Discrimination of timbre
ü Judgement of rhythm
ü Tonal memory
Attitude:
Meaning
In simple
words, an “attitude” is an individual’s way of looking or an
individual’s point of view at something. To be more specific, an “attitude” may be defined as the mental state of an individual, which prepares him
to react or make him behave in a particular pre-determined way. It is actually
an acquired feeling. Attitude is the mixture of beliefs and feelings that
people have about situations, specific ideas or other people.
Components
of Attitude
Cognitive component
Cognitive component of attitude is associated with the value statement. It consists of values, belief, ideas and other information that a person may have faith in.
Example:
Quality of sincere hard is a faith or value statement that a manager may have.
Affective
component
Affective component of attitude is
associated with individual feelings about another person,
which may be positive, neutral or negative.
Example: I
don’t like Sam because he is not honest, or I like Sam because he is sincere.
It is an expression of feelings about a person, object or a situation.
Behavioral
component
Behavioral component of attitude is
associated with the impact of various condition or situations that lead to person
behavior based on cognitive and
affective components.
Example: I
don’t like Sam because he is not honest is an affective component, I,
therefore, would like to disassociate myself with him, is a behavioural
component and therefore I would avoid Sam.
Cognitive
and affective components are bases for such behaviour. Former two components
cannot be seen, only the behaviour component can be seen. Former is important
because it is a base for the formation of attitude.
Characteristics
of Attitudes
Characteristics of
attitudes are discussed below:
·
Attitude is predispositions of purpose,
interest or opinion of the person to assess some objects in a favourable or an
unfavourable manner.
·
Attitudes are
different from values. Values are the ideals, whereas attitudes are narrow,
they are our feelings.
·
Attitudes are
evaluative statements: either favourable or unfavourable concerning the
objects, people or events.
·
Attitudes influence
human behavior: A positive attitude towards a thing will influence human
behavior towards the thing favorably and vice-versa.
·
Attitudes have
intensity: It refers to the strength of the effective component. For example,
we may dislike an individual but the extent of our disliking would determine
the intensity of our attitude towards the person.
Functions
of Attitude
Four important functions of attitude which
are crucial in organizational behavior viewpoint are:
Adjustment
Function
Attitudes
often help individuals to adjust to their work environment.
Example:
Well-treated employees tend to develop a positive attitude towards their
management or job.
Ego-Defensive
Function
Attitudes
help people to retain their self- image and dignity.
Example:
Older faculty might feel somewhat threatened by a young and new faculty member
who is full of fresh ideas and enthusiasm
Value-Expressive
Function
Attitudes
provide individuals with a basis for expressing their values.
Example,
a manager who values honest and sincere work will be more vocal against an
employee who is having a very casual approach towards work.
Knowledge
Function
Attitudes
provide frames of reference or standard that allow individuals to understand
and perceive the world around him.
Example, If a student
has a strong negative attitude towards the college, whatever the college does,
the student will be perceived as something ‘bad’ and
as actually against them.
Interest:
Meaning:
In determining the educational and
vocational success of an individual, interest is an important factor. So, the
teachers and guidance workers should assess the interest patterns of individual
correctly and assist them accordingly.
The term interest is from Latin,
which means ‘it matters’ or ‘it concerns’. And so interest in a particular
aspect for an individual matters much and important. Though interest patterns,
because of the complexity of the individual, are difficult to analyse,
different authorities in the field have tried to define the term in many
different ways.
Definition:
According to W.V. Bingham , “ An interest is a
tendency to become absorbed in an
experience and to continue it.”
According to D.E.Super, “ An interest
is not a separate psychological entity, but merely one of several aspects of
behavior.”
According to Strong, “ interest is
defined as the total sum of likes and dislikes for a wide range of stimulus
objects and activities.”
Characterisitcs:
Ø Interests are shaped by both hereditary and
environmental factors.
Ø Generally speaking, there is some relationship
between interest and ability.
Ø The
interests of the individuals tend to become less varied with increasing age.
Ø Interests
are not necessarily related to ability or aptitude.
Ø Interests are fairly stable, cannot be changed
easily
Ø Interests are the aspects of personality of an
individual.
Ø Interests of an individual resemble with his
parents or family interests.
Measurement
of interests:
There are various methods and
tools of measuring personality such as observation, interview, check list
questionaire and inventories. The
following are most popular interest inventories-
v Strong
Vocational Interest Blank by E.K.Strong,
v Kuder
Preference Record, and
v Occupational
Interest and Inventory.
Kuder preference
record:
·
It has been developed for high school
and college students.
·
Each item of this inventory consist of
three preferences such as- (a) Study Physics, (b) Study of Musical Composition
and (c) Study Public Speaking.
·
It consists of 198 items in all, each
item has three preferences.
·
Preference is measured in nine fields
mechanical, scientific, computational, artistic, literacy, persuasive social
service and clerical etc.
·
It has
high reliability.
·
Preference in this record can be compared with
the SVIB.
Uses:
·
Interest inventories are used in
classification or selection of individual for different occupations.
·
It means that individual difference with
regard to interest is useful for vocational guidance as well as educational guidance and
counselling purpose.
·
It provides the basis for selection of
individuals for different jobs.
·
It has the administrative function.
·
Information about the interests of
students is much more useful for teachers in school.
·
In selecting the study subjects after delta
class, interests of the students are basic for their choices.
Personality:
Meaning
The word ‘personality’ is derived from a
Latin word ‘persona’ which denotes the mask worn by the actors while playing
their role in the drama.
Personality is the embodiment of physical,
emotional, social, mental, moral and other traits of a human being.
Each letter of the word ‘PERSONALITY’
implies its meaning as follow:
P
– Perception capacity
E
–
Emotional maturity
R
– Responsiveness to the situation
S
–
Sociability
O
–
Originality
N
– Neutrality
A
– Appearance (external)
L
– Leadership feeling
I
–
Integrated
T
–
Tendency
Y
–
Young (in thinking)
Definition
“Personality is the dynamic organization
within the individual of those psycho-phycho-physical systems that determine
his unique adjustment to his environment” - Gordon W. Allport
“Personality is that which permits a
prediction of what a person would do in a given situation” – Raymond B. Cattell
Characteristics
of personality
● Personality is a whole rather than
in parts.
● Personality is unique.
● Personality comparises of heredity
and environment.
● Personality is made up of
traits. The traits are unique qualities
or peculiairties of a person such as introversion - extroversion, honesty –
dishonesty.
● Personality is dynamic. It is ever growing and evolving.
●
Personality is organized.
It means we know what to do, when to do and how to do.
PERSONALITY TEST
Meaning
Personality
testing refers to techniques that are used to accurately and consistently
measure personality. Personality is
something that we informally assess and describe every day. When we talk about ourselves and others, we
frequently refer to different characteristics of an individual’s personality.
Measurement of personality /
Testing of personality
Various kinds of techniques are used in
psychology to evaluate one’s personality characteristics and the various
personality traits he or she possesses.
These techniques will help to find out the dfects in individual
personality also. Hence all techniques
can be used to evaluate dthe individuals personality.
Observation
If we want to find out the leadership
qualities inherent in him/her, we have to observe his behaviour in classroom,
playground, teamwork in social group activities, extracurricular activities
etc. The observation has to be recorded
and analysed in find out the possible leadership qualities in the student.
Questionarire
A list of questions are given to a student
and his personality is assessed through his promptness in answering the
questions.
Uses
of Personality tests
⮚ If the counsellor does not evaluate
the counsellee’s personality properly, guidance cannot be provided by him.
⮚ An individual’s success in his
education and occupation is determine mainly by his personality.
⮚ Personality test through interview
and observation helps to find out the students who are least amicable to
school, home and society.
⮚ Personality test helps to find out
the personality traits of individuals by analysing their abilities
extremely. It helps a person to develop
his abilities further.
Interview: Types , Procedure
Definition
of counselling interview:
It
is one of the important techniques in counselling. The essential feature of the
interview is a dynamic face to face relationship in which the counselee is
helped to develop insights that lead to self realization.
Ruth
strang – “ the interview as the heart of the counselling process to which other
techniques are contributory”.
Erickson-
“ A counselling interview is a person to person relationship in which
one individual with problems and needs turns to another person for assistance”.
Ø person to person relationship
Ø A
means of communication with each other.
Ø An
awareness on the part of at least one of the persons regarding the purpose of
interview.
Steps
in interviewing :
Ø Preparation
for the interview and establishing rapport.
Ø The
unfolding of the problem
Ø The
joint working out of the problem
Ø The
closing of the interview
Ø Evaluation
of the interview
Ø Follow
up of the interview
Types
of interview:
1. The employment interview:
The
purpose of the type of interview is to determine the fitness of the candidates
for a particular job . Hence ,the interviewer puts questions to the interviewee
concerning the job.
2. The diagnostic interview :
The
purpose of this interview is to get some information about the home and
environmental situation of the client.
3. The introductory interview
The
purpose of this interview is to prepare the stage for further interviews, i.e
., means of establishing an atmosphere of friendliness , a step towards mutual
understanding.
4. Information interview
In
this type of interview the counsellor interview the counsellee with a view to
giving him some information about his performance in varies tests and the
interpretation of scores.
5. The research interview
Such
interviews are designed with a view to finding facts from individual about a
particular problem. Here the interviewer is not interested in the individual
but facts.
6. The disciplinary or administrative interview:
This may be termed as a fact finding and
treatment interview . the administrator to find out the causes of the
indiscipline and then attempts to bring out adjustments in the behaviour of the
interviewee.
7. The counselling interview
This
is the most important interview for our purpose. It is the face to face
situation involving two persons in which one helps the other in gaining insight
into his problems and assists him in solving the same.
Preparation
for the interview
Ø The
need for the interview should be felt but the student.
Ø The
student should come to the interview not as a requirement of the school but of
himself .
Ø A
quiet and orderly place should be
provided for interview purposes.
Ø The
counselling should prepare for the interview by gathering all the data
concerning the student.
Ø The
counselling should be prepare tentative
objective for the interview.
Ø The
counsellor should keep an open mind regarding the problem
Ø Each
interview should be considered as a step in the process of guiding the pupil.
Case study:
Case studies are
in-depth investigations of a single person, group, event or community.
Typically, data are gathered from a variety of sources and by using several
different methods (e.g. observations & interview
)
A case study includes
the past history of an individual as well as his present statusit points the
way to the remedial treatment
The case study research
method originated in clinical medicine (the case history, i.e. the patient’s
personal history). In psychology, case studies are often confined to the study
of a particular individual
Steps
•
Identify the behavioural problem and its
present condition
•
Begin with an interview in which
relevant data are obtained from parents and friends
•
Collect supplementary information by
administering aptitude,intelligence, interest and personality test
•
Analyse the data and make diagnosis the
problem
Make recommendation and offer
guidance
Type of data to be
collected
•
Identification data
•
Statement of the problem
•
Family history
•
School history
•
Social history and contacts
•
Health and physical history
•
Recreational interest
•
Personality traits
How to analyze case
study data
•
The data collected can be analyzed using
different theories (e.g. grounded theory, interpretative phenomenological
analysis, text interpretation, e.g. thematic coding).
•
All the approaches mentioned here use
preconceived categories in the analysis and they are ideographic in their
approach, i.e. they focus on the individual case without reference to a
comparison group.
Strengths of Case
Studies
•
Provides detailed (rich qualitative)
information.
•
Provides insight for further research.
•
Permitting investigation of otherwise
impractical (or unethical) situations.
Limitations of Case
Studies
•
Can’t generalize the results to the
wider population.
•
Researchers' own subjective feeling may
influence the case study (researcher bias).
•
Difficult to replicate.
•
Time-consuming.
Cummulative record:
Meaning
A cumulative record is a record of
information about an individual over a long period during the course of his
study. It is an account of the child’s
history in the schools. It begins as soon as the child enters the school and
continues till he leaves the school for further studies. In school, information
thus gathered may be passed from teacher to teacher and from school to school.
Murray
Thomas – A cumulative record card is a collection
of information about a child over a period of time, usually several years.
Need & importance
Understanding of the individual is
the starting point of all kinds of guidance services. In brief, importance of
such records may be highlighted in the following points –
·
Achievement of pupils may be compared.
·
Curriculum may be revised in accordance
with the needs of the pupils.
·
Progress and behavior of the pupil may
be interpreted.
·
Teaching methods may be modified through
these records.
·
It helps in preserving the results.
·
It helps the teacher to search talented
as well as slow learners.
·
It serves as a link between the teacher
and the parents.
Characteristics
Following are the chief
characteristics of a CRC –
·
It presents a comprehensive picture of
the child’s growth and development.
·
It is flexible in nature.
·
It is really accessible to teachers.
·
In the recording of data every attempt
is made to distinguish facts from personal opinions.
·
It enables teachers to think more about
what happens to the pupil in all his areas of development.
Criteria of a good CR
Following are the criteria of a good
CRC –
1. Validity
– It must be true, exact and authentic.
2. Accuracy
– The information given in the card should be accurately noted down from the
original source.
3. Objectivity
& reliability – Personal opinions and judgments should be avoided.
4. Usability
– The arrangement of data must facilitate ready interpretations.
5. Comprehensiveness
– The information recorded should be comprehensive to give a complete picture
of the child.
6. Economical
– The expenditure incurred in preparing such cards should not cost much.
7. Evaluation
– It is thus prepared with care should evaluated from time to time.
Contents of CRC
Ideally, such cards should contain
information about,
1. Individual’s
physical characteristics and health.
2. Individual’s
intelligence, special aptitudes should be mentioned in the CRC.
3. Individual’s
interests, attitudes, values, emotions, conflicts, self-concepts etc. should be
mentioned in CRC.
4. Individual’s
social relationship with others, adjustment in society and school should be
mentioned in CRC.
5. Individual’s
personality traits such as hard working, honest, tolerant, enduring, helping,
motivating etc. should be mentioned in CRC.
6. Socio-economic
status of the parents and significant characteristics of home environment
should be mentioned in CRC.
In
short, CRC contains the following sections:
1. Personal
Data
2. Home
Environment
3. Health
Record
4. Psychological
Report
5. Scholastic
Achievement.
6. Participation
in Co-Curricular Activities.
7. Educational
and Vocational Plans.
8. Personality
Characteristics.
9. General
Remarks.
As a general principle any information
useful for effective implementation of educational objectives and presentation
of a true picture of the pupil, should be included in the records. Using the
record for the guidance to pupil, improvement of teaching strategies, and
economical use of the available resources in the school and true assessment of
pupil should be one major outcome of the records.
Anecdotal record:
Meaning
A short account of
some happening is referred to as an ‘Anecdote’. Anecdotal record is “a factual
description of the meaningful incidents and events which the teacher has
observed”.
Anecdotal
record : Definition
Raths Louis writes,
“an anecdotal record is a report of a significant episode in the life of a
student.”
Traxler is
of the opinion that “This record, as the name implies involves setting down
accounts concerning some aspect of pupil behaviour which seems significant to
the observer”.
Salient points:
Every teacher is
supplied with a proforma which contains data, place, incident and also the
remarks on the proforma, for a complete observation. The following salient
points are to be remembered while maintaining anecdotal records.
1. This technique should not be considered as the only technique
available for data collection but as an additional supplement.
2. For the
interpretations and comments, the objectives description of the behaviour
should be isolated and kept separately.
3. Any significant behaviour irrespective of the place of occurrence
should be recorded.
4. The record should have both favourable and also the unfavourable
behaviours.
5. The information that are collected should be arranged so that they may
be analysed in relation to one another.
6. The data or information recorded should not be exposed unnecessarily
and should be kept as confidential and unfold secret.
Anecdotal
Record : Format
1. Name of pupil observed : Raja
2. Class : 9th std
3. Name of the school : Govt. Higher Secondary School
4. Observer :Class teacher
5. Date and place :
6. Objective description :
7. Place :English class
8. Objective description : I have been finding Raja day after day in the
library reading magazines, yet he never has time to correct error to work
carefully on English assignments.
9. Comment :Raja
does not like to write but likes to read. I have asked the librarian not to
admit him during his free periods unless he learns from me that Raja has done
his work.
Advantages of
Anecdotal Record:
1. Provision of record or account of behaviour in natural
situations.
2. They provide a check on other evaluation techniques.
3. Exceptional but significant events are evidenced through
anecdotal records.
4. Anecdotal records can be used for very young children well as
children lacking in basic communication skills.
5. Teacher,
the counsellor and also the learner himself are benefitted through this.
Questionnaire:
A questionnaire is a research instrument consisting of a
series of questions for the purpose of gathering information from respondents.
Questionnaires can be thought of as a kind of written interview. They can be carried
out face to face, by telephone, computer or post.
Questionnaires provide a relatively cheap, quick and
efficient way of obtaining large amounts of information from a large sample of
people.
Closed Questions
Closed questions structure the answer by only allowing
responses which fit into pre-decided categories.
Data that can be placed into a category is called nominal
data. The category can be restricted to as few as two options, i.e.,
dichotomous (e.g., 'yes' or 'no,' 'male' or 'female'), or include quite complex
lists of alternatives from which the respondent can choose (e.g., polytomous).
Strengths
·
They can be
economical. This means they can provide large amounts of research data for
relatively low costs. Therefore, a large sample size can be obtained which
should be representative of the population, which a researcher can then
generalize from.
- The respondent provides information
which can be easily converted into quantitative data (e.g., count the
number of 'yes' or 'no' answers), allowing statistical analysis of the responses.
·
The questions are
standardized. All respondents are asked exactly the same questions in the same
order. This means a questionnaire can be replicated easily to check for reliability. Therefore,
a second researcher can use the questionnaire to check that the results are
consistent.
Limitations
·
They lack detail.
Because the responses are fixed, there is less scope for respondents to supply
answers which reflect their true feelings on a topic.
Open questions allow people to express what they think in
their own words. Open-ended questions enable the respondent to answer in as
much detail as they like in their own words. For example: “can you tell me how
happy you feel right now?”
Strengths
·
Rich qualitative data is
obtained as open questions allow the respondent to elaborate on their answer.
This means the research can find out why a person holds a certain attitude.
Limitations
·
Time-consuming to
collect the data. It takes longer for the respondent to complete open
questions. This is a problem as a smaller sample size may be obtained.
·
Time-consuming to
analyze the data.
·
It takes longer for
the researcher to analyze qualitative data
Designing a Questionnaire
With some questionnaires suffering from a response rate as
low as 5%, it is essential that a questionnaire is well designed.
There are a number of important factors in questionnaire
design.
Aims
Make sure that all questions asked address the aims of the
research. However, use only one feature of the construct you are investigating
in per item.
Length
The longer the questionnaire, the less likely people will complete
it. Questions should be short, clear, and be to the point; any unnecessary
questions/items should be omitted.
Pilot Study
Run a small scale practice study to ensure people understand the
questions. People will also be able to give detailed honest feedback on the
questionnaire design.
Question Order
Questions should progress logically from the least sensitive to
the most sensitive, from the factual and behavioral to the cognitive, and from
the more general to the more specific.
The researcher should ensure that the answer to a question
is not influenced by previous questions.
Terminology
There should be a minimum of technical jargon. Questions should be
simple, to the point and easy to understand.
The language of a questionnaire should be appropriate to
the vocabulary of the group of people being studied. Use statements which are
interpreted in the same way by members of different subpopulations of the
population of interest.
For example, the researcher must change the language of questions
to match the social background of respondents' age / educational level / social
class / ethnicity etc.
Presentation
Make sure it looks professional, include clear and concise
instructions. If sent through the post make sure the envelope does not signify
‘junk mail.’
UNIT-V
GUIDANCE
SERVICES IN SCHOOLS
Principles for Organizing School
Guidance Service
In order to organize school guidance services,
certain principles should essentially be followed. Jones has insisted not to
separate guidance from the normal school life. According to him, this can be
focused in some specific parts of the subject. It cannot be restricted to the
office of the counselor or a headmaster. Jones has assigned the responsibility
of providing guidance to every teacher. In this exercise, co-operation of all
it desirable. Hence, for organizing school guidance service, application of
certain principles is must.
Humphrey
and Traxler in their book entitled
‘Guidance Services’ have mentioned some basic things for organizing school
guidance service, which are as follows:
1.
Defining the Objectives Clearly
The objectives of entire guidance program
me should be clearly defined at the time of
organizing school guidance service. While defining these objectives, the school
ideals and needs of the pupils must be kept in mind.
2.
Defining the Tasks
All the activities are to be performed through the
guidance programme must be enlisted before hand.
3.
Allocation of Duties
The success of the guidance programme depends upon
the allocation of duties to the persons involved in this job in advance so that
every person should have a clear idea what he is to perform. The allocation of
these duties should be according to the abilities of the persons of workers.
4.
Defining the Powers
The workers should be
made aware of their powers just like their duties.
5.
Defining the Relations
The relations of employees working in the guidance
programme, whether full-time or part-time, must be defined clearly. In spite of
this, their relations should be defined in accordance with their guidance
responsibilities with other employees.
6.
Nature of Guidance Organization
It is proper to decide about the structure of school
guidance service prior to its beginning, such as number of its employees,
finance, size, etc. The basis of its composition should be the objectives of
the institute, financial resources and the number of students in the school
etc.
7.
Simplicity
The organization of school guidance service should
not be of complicated nature. The framework of its structure should remain
simple as far it is possible, because every person will start taking interested
in such a simple framework of the organizations.
Crow
and Crow, in his book, has also
suggested the following points to keep in mind before executing the plan of
guidance programme:
1.
First of all it
should be decided the number of persons to be involved in executing the
guidance programme and the time required for the same.
2.
How much
increase in the workers strength is required.
3.
Is the building
and the space are enough for conducting the various activities of guidance?
4.
Are the teachers
and other employees available in the school capable of devoting expected time
and energy in the guidance programme?
5.
Do the employees
exhibit interest in the progranmme? If yes, to what extent?
6.
Which teachers
are available to provide various proposed services?
7.
Do the parents
too show interest in the guidance related planned progamme and will they
cooperate in this programme?
8.
What is the
viewpoint of school and the society regarding the expansion of guidance
services?
9.
In which
experience areas the pupils are required to serve?
10. Would the provision of finance in the school budget
be possible?
11. To what extent other community agencies can be
associated with the guidance programme?
12. How the pupils can be motivated to understand for
themselves the value of the guidance programme?
Individual
Inventory Service:
Individual inventory service
is an important type of guidance service which may be recognized often as
“pupil’s” inventory service. It is very much essential for student as it
assists to know the student “himself” at the time of taking any decisions so
far his educational courses and careers are concerned. Really the student
proceeds in his educational set-up as he has made proper choice regarding
concerned subject or courses according to his own abilities, interests,
aptitudes, attitudes and skills. The adequate and accurate data are collected
for the same purpose.
Generally student’s information is highly required for the
following reasons:
(i) The individual or
student’s information is needed to assist the student to know the clear picture
of his abilities, interests, aptitudes, skills, personality characteristics,
achievement standard, level of aspiration and his physical health status as
well as his mental capacities.
(ii) It assists student to know himself from
various point of view such as socio-economic-status, family background,
educational status of family, will of parents and students etc.
(iii) It helps student to
provide a record of the academic standard and status and his progress in this
regard.
(iv) It enables guidance
worker, and teacher to know about student adequately as a result of which they
would be able to suggest for further progress of the students.
Steps of Individual Inventory
Service:
The following steps should be followed at the
time of organisation of individual inventory service in the school:
1. Data Collection:
Data collection is the first
and foremost step to be followed for good individual inventory service. Here
necessary and adequate data regarding student’s ability, interests, aptitudes,
skills, habit patterns, family background, socio- economic-status, health,
habits and conditions, vocational interest, educational standard, interest for
different curricular and co-curricular activities, parental aspirations etc.
should be collected by guidance personnel with utmost care.
For the purpose of data
collection about the students, the guidance worker should take the help of
different tools and techniques such as interviews, observations, case study,
incidental records, cumulative record cards, questionnaires, rating scales,
standardized test, and inventories meant for measuring intelligence,
creativity, adjustment abilities and other psychological traits.
The individual inventory service needs
following data about each student
(i) General data:
Pupil’s name, his father’s
name, age, date of birth, place of birth, permanent address, present address,
name of the class in which he reads,
(ii) Family data:
Home and school environment,
number of the family members, number of the brothers and sisters, relation with
family members, parental educational status, parental occupational status,
socio-economic-status of the family, home situation (Rural/Urban) and health
status of family members.
(iii) Physical data:
Pupil’s height, weight, body
structure, complexion, eye sight, hearing condition, heart and lung condition,
chronic disease, health status of the student etc.
(iv) Academic data:
Present achievement records,
past achievement records, progress of studies in different subjects, marks or
grades obtained the position of student in the class-room so far his academic
achievement is concerned.
(v) Social data:
Manners of the student, his
customs, values, social skills, participation in various social institutions,
co-operation, fellow feeling, dealings with other members of society etc.
(vi) Data about
co-curricular activities:
Interest in games, sports,
interest in participating different competitions such as drama competition,
music competition, debate competition, essay competition, school exhibition,
group discussion and spiritual discussion etc.
(vii) Psychological data:
Mental ability, emotional
maturity, power of reasoning and thinking, aptitudes, interests, attitudes,
vocational interest, self-concepts and other personality traits etc.
(viii) Data regarding
entertainment:
Leisure time activities,
sources and means of refreshment, other liking hobbies and other engagements.
2. Maintenance of data:
The useful data about students
should be organised and recorded properly in a cumulative record after
collection of data. The cumulative record should be based on up-to-date,
adequate and appropriate data about the student which must be carefully
examined and looked by the teachers, counsellors and psychologists previously.
Because cumulative record gives a clear picture of the student’s achievement
and progress which presents all data about student at a glance. The cumulative
record is sent with the student to new school secretly when the student leaves
the school.
3. Use of data:
In the school proper guidance
is given to the student after analysing and interpreting the data collected previously
by the guidance personnel. Due to this step taken by guidance worker, student
becomes able to find out a better choice in regards to education, vocation and
career planning.
Information Oriented Service:
Information
Oriented Service:
Information actually plays a
vital role in each and every guidance programme. Because it assists students to
take suitable decisions in case of educational planning and career and
vocational career. At the same time it is helpful to students to adjust well in
different social situations including school situation and occupational
situation.
The essential information for planning the
educational and vocational career is collected from various sources such as:
(1) Teachers
(2) Parents
(3) School guidance personnel
or Counsellor
(4) Intimate friends and mates
(5) News papers and different
useful journals and
(6) Other mass media such as
Radio and T.V.
The information which students
get from different sources should be authentic and free from all business and
errors as a result of which student would be able to take right decision in
regards to his educational and vocational careers.
Need of Information Service:
The needs of the information service may be as follows:
(i) Information service helps
students to take right decisions when they face multifarious problems in the
context of educational life and vocational life.
(ii) The well designed and
up-to-date information service motivates and stimulates the students to
appraise their idea and ideologies for achieving self
(iii) Information service assists students to
be self-dependent, self cautious and self regulatory with full confidence and
satisfaction
(iv) Information service enables students to
correlate and compare his decisions with his abilities, interests, aptitudes,
strength and limitations
(v) Information service
assists students to explore new possible areas to place themselves free from
all tensions and frustrations.
Norris and Others have pointed out the following needs and
objectives of information service:
(i) To identify the choice
available among the multifarious vocations opened to them.
(ii) To evaluate their
self-perception of activities and interests against actual occupational needs.
(iii) To develop self
awareness and self-confidence in individual about various occupations.
Placement services:
Placement
service is
a process, which helps for the realisation of the aims of guidance and
counseling in respect of job-placement of
the students. Thus its basic objective is welfare and adjustment of the
individuals in the context of a job for which he is best fitted and from which
he gets satisfaction.
Career guidance:
Career
guidance can be defined as a comprehensive, developmental program designed to
assist individuals in making and implementing informed educational and
occupational choices. In simple words, it is a journey on which people develop
to make mature and informed decisions.
Importance of career guidance:
·
It helps students to select the right kind of job oriented
courses which will help them to take their career in the right direction
·
It provide quality services which helps to manage their
career effectively
·
Under the guidance an individual can achieve their important
goals of life.
Aims of career
guidance:
·
To provide support for students
·
To identify the development in primary schools
·
To make them walk in the right direction in their
career path
·
To make them successful in their life.
Career talk:
Career
talks provide
information on various occupations within an industry. They introduce students
to the nature and scope of the work done and educate them on the skills
necessary to perform certain job functions.
Impact:
·
It allows
students to hear from real life role models who can demonstrate the relevance.
·
It allows
students to gain an understanding of what different careers actually entail.
·
To equip
students with the inspiration and information t make better informed decisions
about their future.
·
(DFE)Department
For Education statutory guidance for career planning requires teachers to embed
careers learning in their work
Career conference
Meaning:
Career conference
technique has been
found to be
very valuable as
means of supplementing the
information giving to a
group by the counselor
or the class teacher.
In planning a
conference, the school counselor
will seek the cooperation
of both teachers
and the students.
Organizing a
career conference:
There are
six steps of
organizing a Career
Conference.
v Objective Career Conference
v Types
of Career Conference
v Organizing a
Career Conference
v Follow up
v Advantages of
Holding Career Conference are
Mentioned
v Limitations
of Career Conference and suggestions are given
overcome them.
Types of
career conference:
·
One day
career
conference
·
Two
days/ three days/ week’s conference
·
Conference for
students of one
or three or more
conference
·
Conference for
students of the
same class or different classes.
·
Conference for
girls/boys only or
both
Topic
of a career conference:
Conference
discussion should usually
cover the following
topics:
§ Importance
and history of the
work.
§ Ways of
finding jobs
§ Personal qualification
§ Sources
of further information
§ Possibilities of
promotion
Career
bulletin
·
Direct students they picked in the
magazines and newspapers. Ask students to neatly cut out at least three
pictures of their career.
·
Create a career collage by displaying
the names of the careers and the cut out
pictures on the bulletin board
·
The
Career Bulletin Board
is located in Rivercrest
Lab. It explores careers and
career paths.
Follow
– up services
Meaning:
Follow-up service means
the term follow-up
is used for the service used to assess a person’s limit of adjustment
or rate or
adjustment in an occupation
or in educational
programme, after entering into
the occupation or a course with the
help of well-organized and
objective methods under the
guidance programme.
The follow-up service
is very important component of
the entire guidance programme.
Objectives
and need of
follow-up programme:
From
guidance point of
view, following are the
main objectives of
follow-up programme:
·
Knowledge about
Adjustment
·
Knowledge about
Opportunities
·
Contact
with Old Students
·
To
know the Causes of
Wastage
·
To
Evaluate Planning Services
·
To
Encourage Students and
·
To
Know about Maladjustment
Froehlich has
also mentioned some useful objectives
of follow-up service. These
objectives are as
follows:
v To improve
public relations
v To
increase pupil motivation
v To
present helpful information
to pupils
v To study selected or
special groups of
pupils
v To
present helpful information to teachers
v To identify those who
are in need
for future services
Procedure of
follow-up programme:
The nature
of follow-up service is
diagnostic and evaluative. The main aim of
this service is
to a diagnose a
person’s success and
effectiveness and the
evaluation of counseling provided to
that person or a
pupil.
Some
of the
main procedure for
follow-up service are as follow:
§ Survey of
Students Still Going
to school
§ Group conferences
§ Conferences
for staff members
§ Observation
techniques
§ Attitude scales
§ Special Plan for
analysis
Techniques of
follow-up programme:
During follow-up
procedure, we can use
the following techniques:
Ø Questionnaire
Ø Check list
Ø Interview
Ø Group
Discussion
Ø Other
means Techniques and Observation
Essential activities of a good school guidance programme:
1.Guidance and counselling committee:
A Guidance and Counselling Committee should be
formed to serve in an advisory capacity or a policy making body for the
programme.
The committee can thrash
out problems requiring group solution. It should plan monthly, quarterly and
yearly programme, coordinate guidance activities and assess the work done.
The
committee should consist of the Dean/Principal, Counselling/Liaison Officer,
teachers representing different points of view, academic disciplines, interests
and basic philosophies, student representatives, parents, Deputy Chief of
UEIGB, Vocational Guidance Officer, etc.
It is
essential to determine the limits of responsibility of the guidance committee
and identify the specific role to be assumed by each faculty and staff member.
Counselling centre:
Every
university and a large college should have a counselling centre headed by a
trained professional counseling officer who should be a Ph.D or possess
Master’s degree in Psychology and Counselling, with considerable counselling,
experience.
(i)
give
assistance to individuals and small groups of students and staff members with
special educational, vocational and personal problems;
(ii)
(ii) give
assistance to the university and constituent colleges in developing, advising
and counselling programmes and consultation on special psychological problems;
(iii)
(iii)
provide psychological testing facilities for the university both for
individuals and groups;
(iv)
(iv) carry on research on the development of
testing procedures and experimental programmes in counselling; and
(v)
(v) help in
the training of post-graduate students in counselling and testing.
Counsellors
can develop confidence in the Counselling Services by meeting new students at
the time of orientation, visiting the hostel and giving talks to assemblies
The Counselling Officer/Liaison Officer’s Office:
The
Counselling Officer/Liaison Officer should be given a separate room which
should afford him sufficient privacy. His office should be adequately
furnished. It should have a small desk or table with a chair for the
Counselling/Liaison officer and one or two extra chairs for the visitors.
A few other
small items of furnishing such as a small book-shelf, a filing cabinet, an
almirah, curtains for the windows and doors, a flower vase or table lamp or
even an attractive unattractive room.
The
Counselling/Liaison Officer should make the room as cheerful and pleasant,
inviting, warm and attractive as possible so that the students like to visit it
and feel welcome and at home.
3. Occupational information room and its maintenance:
Occupational information
room needs to be set up in every college and university. It should have
adequate arrangements for the seating of the students who may visit it for
consulting Occupational information room should be distinct and prominently
noticeable. However, if a separate room cannot be spared, a portion of a room
or a verandah may be utilised for the purpose.
Display of occupational
information in an attractive manner is very important. Some suggestions are
given below:
(i) Presentation of the
information should be attractive and motivating. Contents should have relevance
to the current needs of the students.
(ii) Charts, posters and
other visual aids should be at the eye level of the students.
(iii) Detailed
information, if placed for reading, should be purposively arranged bearing
close relationship with the materials displayed on the walls. Wherever
possible, classification system should be shown for the benefit of the
students.
(iv) Materials should
not be crowded in a particular place; it should be evenly distributed over
places where students normally gather for receiving various services and need
to stay for a reasonable time.
(v) Material displayed
should be reviewed frequently with a view to updating the contents as also
highlighting specific aspects of the information.
Evalution of guidance programme:
Evaluation is a critical component of a developmental guidance and
counseling program.
The purpose of evaluation is to determine
the value of the program, and its activities in order to make
decisions or to take actions regarding the future.
The evaluation will
measure the delivery of services and outcomes.
Role of guidance personnel in
school:
Roles of Headmasters in School Guidance Programme
An any school, the place of the headmaster or
principals in main. He is head of the institute. The whole working of the
school or a teaching institute depends on the abilities, insight and
administrative capacity of the headmaster. Since the guidance has been considered
as a part of education, the headmaster should also be loaded with the
responsibility of guidance programme. In this field too, the headmaster should
be assigned leaders. It is essential for the headmaster to take over the
administration of the guidance service along with that of school. To share this
burden, he can seek the help of one of his competent teachers, but he cannot
delegate his own powers. In this way, we see that there are certain special
responsibilities of the headmaster which are as follows:
1.
The
responsibility of providing leadership to the guidance programme lies with the
headmaster. In this connection, his role can be very important.
2.
The headmaster
can help at least the teachers of his own school regarding the guidance programme and in understanding various
problems.
3.
It is the
important responsibility of the headmaster to distribute the duties to the
guidance workers according to their abilities and capacities and depute them
need fully.
4.
The supervision
of guidance process is the first step towards the success of guidance process.
5.
The headmaster
should spare sufficient time for the guidance work. Only then this programme
will gain success. Once a week guidance programme is not sufficient. This may
reduce confidence of the pupils towards guidance programme.
6.
The headmaster
has financial powers. Hence, it is his responsibility to make financial
provision for guidance programme.
7.
It is also the
duty of the headmaster to arrange proper building for the counseling service.
8.
The headmaster
should help the pupils by evaluating the effects or results of the guidance
programme with the help of his fellow teachers.
9.
It is the main
part of teacher’s role to make the guardians and parent of the pupils familiar
with the guidance programmes.
10. It is the duty of the teacher to constitute a
guidance committee in the school. He should be the head the committee. All the
members of the committee decide the guidance activities. The selection of the
members of the committee should be made very carefully.
11. The headmaster should organize in-service education
on order to provide training of guidance work to the teachers. For this, able
and expert persons associated with this task should be invited. In schools too,
part-time courses can be started.
12. It is the duty of the headmaster to check the
teaching work-load of the teachers before assigning them additional work of
guidance. The whom the guidance work has been assigned, their teaching
work-load should be reduced.
13. It is the responsibility of the headmaster to make
all types of facilities available for the guidance programme, such as,
sufficient furniture, guidance office, sufficient funds to purchase all types
of materials.
14. It is the moral duty of the headmaster that he
should explain the guidance services to the school and the society.
15. The headmaster should re-evaluate and re-determine
the guidance services from time to time. He can hand over this duty to the
guidance committee. The committee should make recommendations for the reforms
or modifications in the programme. The execution of these recommendations
should be the duty of the headmaster.
16. The headmaster can modify this programme in
consultation with the pupils and their guardians.
17. The headmaster should manage the literature related
to the guidance and arrange its proper distribution.
Roles of a Class Teacher in School
Guidance Programme
The great contribution of the teacher in the
guidance programme is that he helps the pupils in understanding their abilities
and in evaluating their progress.
The closeness of class teacher and
guidance progaramme leads to the success of guidance programme. The teacher
observes the activities of the pupils in different situations. Hence, we see
that the teacher plays very important and effective role in the school guidance
programme. The role of the teacher in the guidance programme can be clarified
through the following headings.
Development the personality of the
students
The teachers remain in personal
contact with all the pupils. They know them personally. The teacher can take
advantage of his closeness by collecting all types of information regarding
pupils. They can collect information’s very convenient concerning the family
background of the pupils, behaviours towards their class-mates. On the basis of
these informations, the teacher does not allow to create such an environment in
which the pupils fell themselves mal-adjusted or unadjusted. Hence, the teacher
remains in-touch with the problems of the pupils. If these problems are not
eliminated, inferiority complexes are created in the pupils which further
develop unhealthy attitudes. These unhealthy attitudes adversely affect their
studies and behaviours. For a teacher, it is wrong to consider all the pupils
alike. It is also wrong to expect similar success form all the pupils. It can
prove harmful to the pupils. Such considerations ay enhance the possibilities
of mal-adjustment. The result of all these problems may affect the personality
of the pupil adversely.
Providing Occupational Informations
When a teacher accepts his
responsibility in the guidance service, his duties are not restricted to
teaching only. The sphere of his observation widens appreciably. He keeps an
eye on the pupil in which programmes he is participating. What types of his interests
are? What occupational ability he has? The teacher should inform the pupils
regarding the desired efficiency in various occupations, educational
qualifications and predicting about future successes. The teacher should manage
vocational excursions for the pupils.
Understanding the students
In the guidance programme, the pupils or the person
is considered as focal point. The problem is secondary. Hence, it is essential
to understand the person or a pupil. To understand him, the teacher should be
aware of guidance philosophy. To achieve this objective, a teacher should
follow the following points.
1.
The teacher
should accept the pupils emotions. He should never think that providing
guidance to all the pupils would be useless. The teacher should not be pessimistic
regarding the pupil.
2.
The teacher
should understand the variations in the pupils and should be familiar with
their abilities. Some variations exist in them. Hence, each pupil should be
considered independent entity.
3.
It is essential
to have psychological background for the teacher in order to understand the
abilities and characteristics of the pupils. The psychological study of the
pupils is very essential.
4.
The teacher
should behave with the pupils taking into consideration that their each
behviour has one or the other reason. As a result of this reason that pupil
behaves.
Counselling
In addition to all these functions,
the teacher can provide counseling too. In order to provide counseling, the
teacher should pay attention towards the following facts.
1.
The teacher
should contact those pupils personally who are facing problems in selecting the
vocation after leaving the school or in selecting the subjects.
2.
He should
understand their emotional problems after understanding the emotional situation
of the pupils and should solve these problems.
3.
The teacher
should understand in detail the interests of the pupils, their aptitudes,
needs, achievements, etc.
Duties of the Teacher (Ministry of
Education, Government of India)
Collecting informations
A school teacher can collect essential
informations can concern pupils in the school guidance programme.
Providing Assistance in Moral
Development
The teacher should encourage the
pupils to speak the truth frankly and can help them in their moral development.
Developing Interests and Aptitudes
A teacher involved in the school
guidance programme can search out the interests and aptitudes of the pupils and
can prove helpful in providing them proper direction.
In
brief, the following can be the roles of the teacher in the guidance programme:
1.
To collect
information concerning the pupils and to prepare their cumulative record.
2.
To identify the
adjustment related problems.
3.
To prepare the
case history of the problem history.
4.
To observe the
pupils in various situations.
5.
To send reports
to the parents of the pupils, their guardians and to the headmaster.
6.
To participate
actively in the parent-teacher association.
7.
To help the
pupils in evaluating their progress.
8.
To provide
various opportunities to the pupils for their maximum development.
9.
To seek expert
opinion just to study the pupils.
10. To help the pupils in their adjustment in
educational, vocational and social areas.
11. To create best environment in the class.
12. To provide cooperation to other guidance workers.
13. To provide personal counseling to the pupils.
Roles of a Psychologist in School
Guidance Programme
The role of a psychologist in the school guidance
programme cannot be under-esteemed. A psychologist can contribute in the
following manner to make the school guidance programme, a success:
1.
There can be no
better contribution which a psychologist can make in analyzing pupil’s
personality through the psychological tests and other sources, such as a psychologist can collect informations
regarding the interests, aptitudes, abilities and potentialities etc. more
scientifically.
2.
A psychologist
can help a person in solving his emotional and other problems and in acquiring
maximum adjustment.
3.
A psychologist
can provide technical contribution in exploring the pupil’s personality-related
problems.
4.
Also, the
psychologist can interpret the results obtained from the psychological tests
properly.
5.
It is the duty
of the psychologist to diagnose and to provide remedy to the gifted pupils as
well as pupils’ suffering from inferiority complexes. Also, he should
understand the problem of such pupils and help them to remove those problems.
Roles of a School Counsellor in
School guidance Programme
Basically, a counselor is an expert from the field
of education. It is more expected form the counselor to run the guidance
activities smoothly as compare to the other staff members. In Indian
conditions, the counselor can be full-time counselor, teacher-counsellor,
visiting school counselor.
The following specific functions can be included in
the responsibilities of a counselor as a guidance worker:
1.
Diagnostic
2.
Therapeutic
3.
Evaluation and
Research
Each specific field includes various specific
services and skills. A counselor functions very systematically after planning
the school guidance programme very carefully. For this, the counselor surveys
the needs of the pupils, collects physical and other sources and ensures
cooperation from administrative authorities.
Normally, a counselor runs various
activities. The various functions of a school counselor can be described under
the following headings:
Orientation of Pupils
New pupils are subjected to the
orientation of the programme so that they may be adjusted to the new
environment and they may feel free in order to learn the subject contents. The
counsellor can do this individually or collectively. For this, he can organize
assemblies and discussions.
For Appraisal
A guidance needs information
resources and equipment for the counselor so that the guidance needs of the
pupils can be identified. Also the pupils are helped in understanding them and
helping them, to adopt any working pattern. A counselor collects meaningful
information’s about the pupils through interviews with him, through the
interviews with parents and through the interviews with the teachers of the
pupils and also from other persons of the school. A counselor manages
psychological tests, collects educational and other records and maintains them
systematically. In a counseling interview the counselor makes available all
these information’s to the pupils and these are explained to them. These
information’s are also explained to the parents and teachers of the pupils as
an when desired.
Educational and Vocational
Information Service
The counselor is responsible for the
coordination of all types of information’s. He helps the pupils and parents in
exploring the possibilities and opportunities. Also, he helps them in using
these information’s. The counselor can also help in setting up a ‘career corner’
in the school. He can also help the career master. He can follow various
methods for collecting vocational information’s. He classified them and keeps
them up-to-date. A counselor possess latest information’s regarding employment.
He keeps himself in touch personally with the various officers and employers.
The counselor has the responsibility of disseminating information’s too. This
he does through educational tours, guest lectures, career conferences and
careers study projects etc.
Holding Counselling Interview
A counselor is responsible for providing counseling
in accordance with the individual needs of the pupils. Through counseling
interview, he helps the pupils by associating thero experiences with their actual
behaviours after evaluating these experiences. His major job is to provide
educational and vocational guidance. The counselor helps the pupils in
developing problem-solving skills, independent thinking, planning, ability to
make decisions. For this, he can make their small groups too.
Placement
The counselor also enjoys the responsibility of
functioning as a link between the outer institutes and the pupils who leave the
schools so that the pupils may get various types of information’s.
Research and Evaluation
The counsellor can conduct a
research and prepare a plan to know whether the guidance programme in school
has actually achieved desired objectives and whether the pupils needs have been
fulfilled? In this way, the counselor performs many research an evaluation programmes.
Roles of School Doctor in School
Guidance Programme
In the school guidance programme, the doctor also
plays an important role. He performs the following functions in this programme:
1.
The doctor
manages medical examination of the pupils after a proper gap of time.
2.
The school
doctor informs the parents or guardians of the pupils about they physical
defects or diseases.
3.
The
responsibility of maintaining the complete record of the children lies with the
school doctor.
4.
It is the duty
of the school doctor to prepare a programme to improve the physical health of
the pupils.
5.
It is very
important for the school doctor to perform the follow-up task so that he may
know the effects and results of his medical service.
Guidance Service in School
Kothari Commission (1964-66) has recommended that
the guidance should be considered as in integral part of education. It should
be started right from primary level. In accordance with such recommendations
guidance programmes should be planned keeping in mind the needs of the children
and their development stages so that they may get well-adjusted in
intellectual, social, emotional and vocational fields. From this point of view,
the objectives of guidance programmes are decided according to the various
developmental stages and various school levels. In short, the following should
be the specific objectives of guidance progamme at various school levels:
SPECIFIC OBJECTIVES AT PRIMARY
STAGE
This stage includes the children of age-group 6 to
11 years or class 1 to 5. At this stage, the following are the specific
objectives of guidance programme:
1.
To help the
pupils in satisfactory adjustment from home to school.
2.
The help in
diagnosing the problems being faced in learning the basic educational skills.
3.
To help in
identifying the needy pupils to provide them special education such as gifted,
backward and handicapped children.
4.
To keep the
pupils in the school who tend to leave the school.
5.
To help the
pupils in preparing a plan for their further education or training.
Activities at primary Stage
At primary level or stage, certain
activities are to be performed in order to achieve the above mentioned specific
objectives. At this stage, the teacher has a key role to play because the
teacher is in better position to know the interests, abilities, needs of the
children and in exploring their talents. At the primary stage, the following
activities are performed.
Orientation Programme for Pupils
In this, information is given to the
children and their parents about the school environment. They are made familiar
with the role of parents in the school guidance programme.
Diagnostic and Basic Skill Tests
Such tests should be used frequently
in the primary classes because poor reading may result into undesirable
consequences.
Identification of Talented Students
The talented students are identified
with the help of various methods and techniques. These talents include creative
ability, leadership ability dramatic ability and musical ability etc.
Identification of Students with
Mal-adjustments and Handicaps
It is very essential to identify the
students with mal-adjustments and handicaps. For such identification various
technique, such as observation, tests etc. are used. Mal-adjustments and
handicaps include general adjustment, aggressive behaviour, slow learners, under
motivated children, speech handicaps, learning handicaps, vision handicaps,
crippling handicaps and special health problems etc. For them proper remedial
methods are used so that the remedy can be provided at appropriate time.
Special methods will have to be developed for the removal of poverty, social
backwardness etc.
SPECIFIC OBJECTIVES OF GUIDANCE AT
THE SECONDARY STAGE
The middle stage includes the
classes 6 to 8. These classes includes the age-group 11 to 14 years. In these
years, the children enter the adolescent age. This period is very difficult for
children. During this stage, adjustment problems in the family, school and
society start their appearance. At this stage, the following are the objectives
of guidance.
1.
To help the
pupils in adjustment in the family, school and society.
2.
To explore and
develop the abilities, aptitudes and interests of the pupils.
3.
To enable the
pupils to acquire information’s about various educational and vocational
opportunities and needs.
4.
To help the
headmaster and teacher to understand their pupils and to make the learning
effective.
5.
To help the
school-learners in making educational and vocational plans.
To achieve these objectives, the following
programmes or activities can be performed.
General Activities of Secondary
Stage
The following are the general
activities:
1.
To discuss
guidance programme with the school headmaster.
2.
Orientation of the
school faculty.
3.
To constitute a
school guidance committee by the school headmaster which should include career
master, physical health teacher and a representative of parent-teacher
association.
Specific Activities at Secondary
Stage
The following are the specific
activities
1.
To collect the
data of pupils such as, identification data, data regarding the home, family
background and educational achievements.
2.
Orientation
programme such as, school environment, curriculum, orientation abut school
facilities, orientation of regular study habits, social adjustment and the
proper use of leisure time.
3.
Orientation
programme of the parents of the new pupils, such as, orientation about the role
of parents in the school guidance programme and school.
4.
To start and maintain
cumulative record card.
5.
To identify
under-achievers and drop outs.
6.
To arrange
intelligence tests.
7.
To modify
learning environment.
8.
To help in
organizing remedial programmes for the weak students.
9.
To provide
counseling or to recommend to the specialists keeping in view the problem.
GUIDANCE AT THE LOWER SECONDARY
STAGE
The lower secondary stage includes
classes 9th and 10th. The pupils of the age group 11-16
years are includes in this stage. At this stage, the pupil completes education
of ten years. After this, 3 alternatives are left:
1.
They should seek
admission into some working force.
2.
They should seek
admission into some vocational course.
3.
They should gain
higher education so that they may get admission into some college or
university.
Specific Objective at the Lower
Secondary Stage
The following are the specific
objectives:
1.
To enable the
pupils to understand their weakness and strengths.
2.
To enable them
to collect information’s about educational and vocational opportunities and
needs.
3.
To help the
pupils in educational and vocational selections.
4.
To help the
pupils in solving their problems. These problems include individual and social
adjustment problems in the school and at home.
5.
To provide
information’s of vocational opportunities.
6.
To provide
information’s to the pupils regarding cumulative records, test results etc.
7.
To develop
self-concept in the pupil.
Specific Activities at the Lower
Secondary Stages
The following are the specific
activities:
1.
To collect data
about abilities, aptitudes, interests, achievements and other psychological
variables.
2.
To introduce
with the tasks or duties.
3.
To organize
field trips.
4.
To organize
career conferences and career exhibitions.
5.
To help in the
selection of a course.
6.
To indentify
under achievers and school leavers.
7.
To provide
guidance to the parents
8.
To recommended
to the specialists and counselor considering the problems.
Guidance at the Higher Secondary
Stage
The stage includes 11th
and 12th classes and the age-group of 16 to 18years.
Specific
Objectives at the Higher Secondary Stage
1.
To help the
pupils in selecting their courses keeping in view the information’s received on
the basis of lower secondary stage.
2.
To help them in
selecting their career in the context of their educational interests.
3.
To help in the
field of individual social adjustment.
In addition to theses specific
objectives, the objectives to lower secondary stage can also be included in the
objectives of higher secondary stage.
Specific Activities at the Higher
Secondary Stage
The following are the specific
activities for higher secondary
Inventory Service
The maintenance of individual
cumulative record can continues. Various tests and methods can be applied to
collect information’s about the various aspects of a person’s personality.
Occupational Information Service
At this stage, providing
information’s about local occupational opportunities and self-employment
opportunities is insisted too much. For this objective, career conferences,
field visits and career talks etc. are organized. In order to collect the
information’s about the local employment opportunities; the guidance worker
will have to contact the employment exchange and also will have to keep in
touch with the various industries of the area. At this stage, the pupil can also
be helped to study the occupation of his interest in detail.
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