A.
INTRODUCTION
Guidance was originally
centered on problems related to vocations for young people. Adolescents who
were not in school, had nothing to do, indulged in various activities resulted
in delinquency. To reduce delinquency, an effort was made with guidance which
aimed at choice of job suited to the abilities and needs of the adolescents.
The chief guidance responsibility of society is towards children and youth.
Guidance functions whenever choices are made and even when there is no choice,
it helps the individual to understand and accept the situation. It is not only
needed in crisis situations but throughout the life for personality
development. Guidance which comes in just by the way as life goes is informal
guidance; the guidance for achievement in our day-to-day
life is incidental guidance. The specific form of guidance with a purpose is
the formal guidance which helps the individual to find a solution to problem.
B.
MEANING OF GUIDANCE
Guidance is the assistance
made available by qualified and trained persons to an individual of any age to
help him to manage his own life activities, develop his own points of
view, make his own decisions and carryon his own burdens. In the
educational context, guidance means assisting students to select courses
of study appropriate to their needs and interests, achieve academic
excellence to the best possible extent, derive maximum benefit of the
institutional resources and facilities, inculcate proper study
habits, satisfactorily participate in curricular and extra curricular
activities.
C.
ORIGIN OF GUIDANCE
The term 'guidance'
derives its meaning from the world 'guide' which
refers to a person who shows the way. A
guide needs to possess intimate knowledge regarding places, ways, etc.,
to enlighten individuals about a new place. This guidance means 'to
guide'. Even at the earliest stages of the developmental history of
human civilisation, adults must have extended guidance to the young for
growing in and adjusting to various developmental situations in life.
Although man's physical nature and equipment have remained unchanged for centuries,
the structure of society has become tremendously complex. Urban life,
mobility, industrialisation, hi-tech advancements, increasing media of
communication, had introduced new social-personal challenges which the
young or their family adults found difficult to cope
with; this state of affairs led to the origin of guidance.
In the West as well as in
India, organised guidance work was performed by civic minded
philanthropic persons. Frank Parsons,
a volunteer worker in the Civic Services
House in Boston has been recorded
as the Father of Vocational Guidance in USA. Dr.
Hoshang Mehta and Mr. Batliboi were the civic leaders of the guidance
movement in the Parsi Panchayat Bureau of Bombay.
Thus Bombay in India like Boston in the USA can be termed as the cradle of
guidance movement in India.
D.
DEFINITION OF GUIDANCE
Crow and Crow define, "Guidance
is the assistance made available by competent counsellors to an
individual of any age to help him direct his own life, develop his own
point of view, make his own decisions, carry his own burdens".
According to Hamrin and Erickson, guidance is "that aspect of
educational programme which is concerned especially with helping
the pupil to become adjusted to his present situation and to plan
his future in line with his interests, abilities and social.needs".
According to Jones, "Guidance involves personal help given by some
one; it is designed to assist a person to decide where he wants to go,
what he wants to do or how he can best accomplish his purpose; it
assists him to solve problems that arise in his life".
Guidance is a process
which helps every individual to help himself, to recognise and use his
own inner potentials, to set goals, to work out his own problems of
development. It is a continuous process needed from childhood to old age, guidance
is not separate from education but is an essential part of the total
educational programme. It is broader than counselling and
includes counselling as one of its services. According to Butler, the
two phases of counselling are 'adjustive' and 'distributive'. In
adjustive phase, the emphasis is on the social, personal and
emotional problems of the individual; in the distributive
phase the focus is on his educational, vocational and occupational
problems. Arbuckle has described Butler's distributive phaseas
guidance and adjustive phase as counselling. To
Hollis and Hollis, guidance programme is based on eight principles.
1.
The dignity of the individual is supreme.
2.
Individuals differ.
3.
The primary concern of guidance is the individual in his social setting.
4.
The attitudes and personal perceptions of the individual are the
bases on which he acts
5.
Individual generally acts
to enhance his perceived self
6.
The individual has the innate ability to learn and can be helped
to make choice that will lead to self direction consistent with social improvement
7.
The individual needs a continuous guidance process from early childhood
through adulthood
8.
Each individual may at times need the information and personal assistance
best given by competent professional person.
E.
DEFINITION OF COUNSELLING
Guidance, which is a
relatively more comprehensive process includes counselling as its most
specialised function. Counselling service forms the central part of the overall
assistance given to the individual through guidance programme. Counselling is a process
of enabling the individual to know himself and his present and
possible future situations in order that he may make substantial
contributions to the society and to solve his own problems through a face to
face relationship with the counsellor. "Counselling
is a learning oriented process carried out in a social environment
in which the professionally competent counsellor attempts to
assist the counsellee using appropriate procedures to become a happy
and productive member of the society by formulating realistic and
purposeful goals for total personal growth.
E.
EVALUATION OF GUIDANCE AND COUNSELLING
Evaluation of guidance is
the process of finding the value of guidance. It is an attempt to find out to
what degree the objectives of guidance and counselling has been attained.
Evidences of success such as having developed the ability to be self-sufficient
in solving problems and improvement in academic achievement are some of the
positive outcomes expected of guidance and counselling.
As compared to the data collection
methods followed decades ago, in this twenty first century, it can easily be done by
putting questionnaires on the computer screen. Even if the adolescent is hesitant
to reply before the counsellor, he may feel free to provide datathrough
the data collecting machine. Any number of students and anyamount
of data can be collected and stored for reference with less time. Simple
vocational and avocational problems can be solved by clickingthe
keys. If the problem is personal and needs interpersonal communication,
it can be done by one to one interview type
of counselling. In colleges and urban areas, this type of computer counsellingcan
be done easily but only to certain extent in schools and ruralareas.
In the first chapter, the
problems of adolescent girls and other relatedtraits,
need for and significance of the study were dealt into. In the
second chapter, the details of guidance and counselling was
given. In the foil-owing chapter, related studies pertaining to adjustment problems,
guidance and counselling, self-concept, attitude
towards school,involvement in studies and achievement are mentioned.
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