1.
SOCIAL GUIDANCE
Inferiority complex, over
dependency, antisocial behaviour, deviant
sexual behaviour, and social outbursts are some of the
social problems. The common cause for these problems is social
environment of the adolescent. The clash between adult expectation of the adolescents
and their own standards resu\t in socia\ ma\adjustment. Socialadjustment
is also linked with the adolescents' home and school relationship.
Poverty, parental indifference, physical and mental disability
are also other causes for social maladjustment.
Adjustments in social
setup, developing interpersonal relationship, positive
attitude towards the values are the expected social
qualities of a normal citizen in any society. The process of socialisation
involves nurturing of likes and dislikes, interests, attitudes,
values, goals and aspirations in the hearts of adolescents. Educationaims
to train the students to become efficient members of the
society. If the social needs of the students are not properly fulfilled,
they become socially maladjusted. Thus to avoid maladjustment
of the adolescent, proper nurturing of social qualities by
parents, teachers, peers and elders in the society is to be done.
Causes of Social Problems
For social and emotional
well being of an adolescent three essential social needs are to be considered.
They are the need for interpersonal satisfaction, need for group status and need for
self-development. Any student, as a member of student group expects acceptance
by his peers. He, as a member tries to understand group pattern,
tries to behave according to group norm. He needs social recognition
through self-assertion. The adolescent, boy or girl desires to
freely interact with members of the opposite sex. Social norms, vague
fear, restrictions, shyness impose severe restriction on heterosexual
relationship which leads to withdrawal behaviour. These types
of social problems can be reduced by providing social guidance. Glasser
developed a strategy known as classroom meeting model for solving
social problems of students. The objectives of the programme were
to reduce loneliness in the students and to promote self identity in
students. The problem solving model involved six phases. First phase
was establishing congenial climate for sharing the opinions among
the group members. Next phase was exposing the problem for discussion;
Phase three was the involvement of the students in making personal
value judgement about the problem concerned. Alternative courses
of action was to be identified by the students in the next phase.
Phase five involved public commitment to carry out the specific behaviour
which was finally followed by behavioural follow up. If it was effective, then
the student was guided to reinforce them for future action.
Like this, sensitivity
training method can also be used for solving
socialproblems. It is based on assumptions.
The student should not go back into
the past to analyse the effect of events on. their
lives. Emotions are shared and experienced so that student prepares to acceptand
understand the problem situation.
2.
PERSONAL GUIDANCE
Personal problems of
adolescents are emotional in nature. An adolescent with emotional control can
face any threatening situation. The client centered non-directive counselling
can be followed for solving personal problems. Apart from this, other methods
viz., cooperative counselling and stress reduction model can be used.
Cooperative counselling is a blend of the direct guidance and authority typical
of the directive counselling and the non judgemental, active listening
behaviour typical of non-directive techniques. (Halloran, 1978).
In co-operative
counselling the counsellor encourages the counselleeto express his thoughts
freely, restates the counsellor's own feelings and
message, so that the counsellee understands his problem well. This
type of counselling called 'mirroring' is useful to find
out the realcause of an emotional problem and exploring a suitable
strategy to solvethe problem.
Emotional conflicts which
produce anxiety and stress increases the blood pressure causing tension on the
muscles. The stress reduction model recommends systematic relaxation of
different sets of musclesfrom head to toe. The adolescent with anxiety is
allowed to sit comfortably closing his eyes. He then focuses his mind on
different partsof his body from head to toe and relaxes with deep
breathing. This strategy can be practised for physical, mental and
emotional relaxationand harmony.
EDUCATIONAL
GUIDANCE
Students often encounter
difficulties in understanding what is taught in the classrooms because of which
there are problems such as under achievement, unsatisfactory involvement in
academic activities and extra-curricular activities. Among the students,
there are poor achievers, high achievers, creative and gifted, and students
with low level of motivation. Adolescent students of similar type may be grouped
and group guidance may be organised. The steps in organising
group guidance programme are:
1.
The areas in which guidance is to be organised is determined.
2.
Planning appropriately to involve students in the programme.
3.
Evaluating the strategies and implementing the same.
4.
Spreading the group guidance programme throughout the year.
5.
Involving all the needed faculty in the programme.
6.
Evaluating the effectiveness of the programme.
7.
Organising follow up.
Besides the general group
guidance, teachers may have to design and implement group guidance in their own
class for the purpose of general improvement in academic performance. Such guidance
must form an integral part of instruction. In
these programmes, teachers may have to focus on the progress of the students,
common problems faced by them and suggestions for overcoming them, common
mistakes committed in tests and assignments and suggestions for improving their· academic
performance.
Guidance
for special learners
Special learners are those
who standout as a distinct set from other
students in a class and therefore they require special attention. Educationally
they deviate from the average students in their academic achievement.
These distinct sets may be classified as : (i) gifted, (ii)
creative, (iii) slow
learners and (iv) learners with difficulty for learning. Gifted
are students who show remarkably high performance in
educational endeavours. They have superior intellectual potential and
functional ability to achieve academically in the top 15 to 20% of the
students in the class. Creative are those who exhibit creativity such as
forming ideas or hypothesis and show a different approach to a problem. Slow
learners are students who require more time for learning
than the average students in a class. They are expected to show
a marked educational deficiency. For these learners, individual guidancehas
to be arranged.
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