Useful for trainers and guidance worker

1. 1
Background of the Programme
The guidance and counseling is an integral part of school education was recommended by
Indian Education Commission (1964-66). The need for guidance and counselling is more
urgent in present society due to social economical and technological advancement. It
helps individual students for optimal development of their potentialities and abilities. The
stage of secondary education is catering to the needs of adolescence which is period of
stress and strain. Here students make educational as well as career related decisions
which have bearing on future. So, guidance services should be available in all schools for
helping students for educational and vocational decisions. It necessitates for Teacher as
Counsellor which all teachers should possess skills of guidance and counselling.
The guidance and counselling is continuous process and universal in nature. It is
required in every walk of life. We only help a person in determining, analyzing and
understanding what his faculties, potentialities, interests, intelligence, limitations and
aptitude are. It is related to the student’s educational, social, moral, emotional, health,
vocational and leisure time needs. In this context, guidance is to help the child to make a
good choice so that s/he may be able to make a rich contribution to the nation in general
and for the individual in particular. Counselling is the heart of guidance programme
which leads to develop self insight, self analysis and self direction. This self direction
helps the individual in making maximum educational, vocational and psychological
adjustment. A three days orientation programme has planned for the Principals of the
JNVs on Guidance and Counselling from 11th
-13th
Feb, 2015 at RIE, Bhubaneswar.
Objectives of the Programme
The main objectives are to
 Create awareness among Principals about importance of guidance and counselling
in school education
 Develop understanding and skills in organizing different guidance services in the
school
 Develop understanding and skills in using psychological assessment for
guidance and counselling

2. 2
 Develop understanding on collection and dissemination of career information
 Develop understanding on concept, steps and basic skills of counselling
 Develop skills in organizing group and individual guidance activity in the school
 Sensitizing about roles of different school personnel and community members in
organizing guidance programme in the school
 Develop understanding and skills in planning and implementing a comprehensive
guidance programme in the school
Method Adopted for Orientation
All the resource persons are faculty members of Department of Education, RIE,
Bhubaneswar who has been involved teaching guidance and counselling courses. The
participatory approach was followed during transaction of the topics. The participants
were actively involved in the programme by way of group work, individual work,
brainstorming etc. Efforts were made to clarify doubts and issues raised by the
participants by citing examples from residential school context as well as from general
educational problems. The presentations were made by using PPT on all the topics
followed by discussion and clarifications. The posters and charts relating to career
guidance/career exhibition were displayed and explained to participants so that they can
develop and use in their school.
Proceeding of the Programme
Day one (11.02.2015)
The programme started with the warm welcome to the participants by Dr. (Mrs.) R. R.
Sethy along with Dr. R. K. Mohalik, Prof. B. N. Panda, Head of Department of
Education, and Prof. K. B. Rath, Principal. After the self introduction of participants and
resource persons, Dr. Mohalik has highlighted the background of this programme, needs
and importance of guidance and counselling programme in schools especially in JNVs.
He also elaborated about objectives of this orientation programme, topics to be covered in
the coming three days. He said the main aim of this orientation programme is to develop
skills and competencies of Principals for setting up guidance cell and making it available
for all stakeholders of education.

3. 3
Prof. B N Panda, Dr R K Mohalik, Dr (Mrs.) R Sethy and Prof. K B Rath
Prof. Rath, inaugurated the programme with a condition; the three days programme
should be interactive. He started the session with following thought provoking questions
such as
a. Professionals are born or made?
b. Teacher teaches so students learn or students learn so teacher teaches?
c. Learning means acquisition of knowledge or construction of knowledge?
d. Is content knowledge is enough to be effective professional?
e. Am I a professional who will be unforgettable?
Through the discussion on these issues, Prof Rath, indirectly but interestingly
drove all the participants to the needs and importance of Guidance and Counselling in
his inaugural session. He also did not hesitate to openly point out the underlying facts of
educational system where cut throat competition for scoring high marks has taken
prominence than quality education. Instead of group collaboration the shift is toward
individual competition and many others like this. In the structure of school system which
one should have more importance & attention - Input, process or output? Everyone in
the discussion put their fingers on Process. He further explained that many interrelated
factors like teachers, students, administrators, content, parents etc are involved in the

4. 4
structure of school system and each factor is to be attended and addressed carefully &
effectively to get the desired outcome in cognitive, affective and psychomotor domains.
He also stated that, in addition to the complex structure, the cross level interaction
between teachers and students in the given class rooms are to be minimized. How to
minimize is an important question to ponder & to be answered. In the instructional
dynamics the teachers, students, contents and environment play their own unique role.
Prof. Rath discussed these issues in relation to the principles of development. The
learning style, leadership skills, multiple intelligence, emotional intelligence, meaning
and aims of life were also became points of discussion during his talk. All agreed that
school that provides space for life has a very complex, complicated, dynamic but
important role to play.
Taking all the above points, more time, maximum efforts and care has to be given
for construction of SELF. Educators must understand the role of guidance &
Counselling. The CORE SELF to be constructed and developed with the help of
understanding and implementation of Guidance & Counselling in every school.
The Post lunch slots were found equally effective. Madam Dr. R. Sethy
very nicely discussed the meaning, importance and needs of Guidance & Counselling.
Three types of guidance –Educational, Vocational and Socio-personal were put on the
table with examples in relation to the residential pattern present day scenario for open
interaction. Gradually, she very systematically brought the sub titles of all the three types
of guidance. The methods & techniques of imparting educational guidance were
explained taking the present day technical advancement into consideration. No doubt,
guidance helps an individual to tackle the situation of life effectively but the way of
tackling any situation is core issue of guidance and counseling, she stressed upon. The
teacher has to empower the child to address stress and strain of life. Career related
decisions, to bring peace & happiness in life, to face challenges in life relating to
educational issues, socio-personal, peer group, family & society and to avoid adverse &
negative behavior were also explained in simple and systematic manner by Dr.Sethy. The
role of teacher, thus, is very crucial.

5. 5
The discussion was linked & followed by the fruitful lecture of Prof.Panda on
guidance services. He highlighted various components of guidance services. As a teacher
more specially as a Principal, he stressed upon the needs to understand; students
inventory, educational information, counselling, educational & vocational placement,
orientation to new comers, remedial, evaluation and follow up measures. His tips on
positive attitude helped each participant to understand FAIL means not unsuccessful but
FIRST ATTEMPT IN LEARNING. END does not mean last but EFFORT NEVER
DIES. NO means NEXT OPPORTUNITY.
Finally, Dr. Mohalik very aptly remarked in the concluding slot that the entire
education aims at Learning to live, Learning to learn & Learning to work. The art of
living, learning & working demands the basic knowledge & skills of guidance &
counselling. Education, therefore, cannot be separated from guidance & counselling, he
emphasized.
The entire day passed so effectively that the topics were discussed in the
Conference Hall found its informal talks during the tea & lunch break by the participants.
Above all, in addition to the day’s proceedings, the friendly & homely behavior of Dr.
Rath& his team with affectionate hospitality was the talk by participants during post
dinner night walk. Inquisitiveness with curiosity was prevailing as hangover for the next
day topics.
Day two (12-02-2015)
The second day started with the brief report of first day presented by Dr B S Patnaik,
Principal, JNV, Sambalpur, Odisha. The first session was dealt by Prof Rath, Principal on
basic skills of counselling. He elaborately explained about the mind mapping and its
components. He emphasized on basic skills related to communication in a practical way
was demonstrated. Various aspects of verbal and non verbal communication have been
narrated in effective manner. During the process of counseling, a counsellor must follow
the aspects such as verbal, non-verbal, facial expression, eye contact, gesture and posture
etc in systematic manner. Prof Rath also clarified the doubts raised by the participant’s
very effective and convincing ways. He explained the role of conscious filter that act as
mediator between conscious and sub conscious aspects of mind. I and U massages are
stressed in practical and adoptable manner.

6. 6
Prof K B Rath discussing with participants on skills of counselling
The second session was handled by Dr L Behera, Assistant Professor in Education
on Career Development and Decision Making. He opined that career development starts
from childhood onwards. Career development has three perspectives such as dealing with
students, teacher in charge and working with parents. He elaborated that career
development has five stages such as growth stage (0-14 years), Exploration stage (15-25
years), Establishment stage (26-45 years), Maintenance stage (45-60 years) and Declining
stage (60 and above years). All these stages he explained with different case studies from
JNVs, state govt. and other educational institutions. Further various factors that
influences career development was discussed. A group work was assigned for planning
career guidance in JNVs for secondary and senior secondary stage.
The post lunch session was taken by Dr. Elizabeth Gangmei, Assistant Professor
in Education on uses of psychological test in guidance and counselling. Psychological
test are essential in guidance and counselling for understanding the students. Both
quantitative and qualitative assessment tools are discussed in detail. The quantitative
tools such as mental ability test, aptitude test, interest inventory and personality test etc
are presented very systematically. Similarly the qualitative tools such as observation,
checklist, interview, case study, anecdotal record etc. are discussed.

7. 7
Dr. R. K. Mohalik discussed on planning and implementing school guidance
programme on the last session. He started with major purpose of guidance is to help
individual in learning to live, learning learn and learning to work. The starting point of
any guidance programme is to have individual student planning with the help of student
profile. All school should develop a student profile and hand over to the next school so
that guidance and counselling service can be made available to the student concerned.
The school can select a model of guidance programme from three such as specialist
model, career teacher model and teacher counsellor model. He discussed on various
components of school guidance programme such as guidance curriculum, individual
student planning, responsive services and system management. For effective
implementation of school guidance programme, every school should have a guidance
cell/corner where materials and equipments relating to guidance activity are to be kept or
displayed. The day concluded with thanks from the participants and coordinator.
Day Three (13-02-2015)
The day started with the brief presentation of last day proceeding by Mr.Chenchia,
Principal, JNV,Muzaffarpur,In the first session, Dr. R. K.Mohalik stressed on need and
importance opening a Guidance Cell in the school. Heart of the school guidance
programme is to help students in learning to live, learning to learn and learning to work.
These objectives of school guidance can be achieved by guidance curriculum, individual
student planning, responsive services and system support. He explained guidance
curriculum as calendar of activities relating to guidance for one academic year. Every
school should develop a written guidance curriculum and it should be made available to
all the stake holders of education. The school should have individual student planning. It
includes developing students profile by using psychological test and teacher observations.
For the beginning individual planning can be done for one year preferable for new
students. The students profile should be updated regularly. On the basis of students
planning, suitable guidance can be provided to students for optimum development.
Guidance is required by all types of student’s not only slow learners and poor students.
Even teachers as well as parents, community members required guidance. He also
discussed about school guidance committee and its role and functions. The committees
should consist of teachers, parents, students as well as community members and principal

8. 8
as Chairperson. The committees will look after planning and implementing school
guidance programme.
Mr. Chenchia, Principal, JNV reading the proceeding of the last day programme
The second session was dealt by Prof K B Rath. He started with difference
between sympathy and empathy. As a counselor, we should have master skills of
empathy such as paraphrasing, rephrasing, selective attention. He also explained that
thinking, feeling and action has significant role in dealing with people. One of the
important skills of counselling in positive regard. We have to involve and express the
caring and nurturance for the client. Warmth should be communicated to the client. The
tone of voice must be soft and soothing. Similarly genuineness is also essential for
counsellor. We should show to the client that really we are interested in his/her case.
The last session was on techniques of guidance and counselling dealt by
Dr.(Mrs).R.R Sethy. She explained the importance of life, work, career and career
development. Life is focus on the total person, the human. Guidance and counselling can
be provided to students in group as well as individual. The group guidance techniques are
orientation day, class talk, career talk, career day/ exhibition, group discussion, role
playing, workshop, Tour/field visits, through subject teaching, Mass Media/ Electronics
Media, Publications, Career Masters and Passing out day etc. which can be used for
giving guidance to large number of students at a time.

9. 9
The three days programme concluded with feedback session taken by Dr. (Mrs.)
R.R. Sethy and Dr. Mohalik. They refocused on the objectives of the programme was to
create awareness among Principals about guidance and counselling, developing skills
required for counsellor and developing skills in opening guidance cell in school. All the
participants were expressed their views that guidance and counselling is essential for
school which can contribute development of the school as well as development of
students. All the principals expressed that they will be opening guidance cell in their
school. Dr. (Mrs.) Sethy at last informed to the participants that the RIE, Bhubaneswar
and we are always ready to help you in implementing guidance programme in school.
She has thanked to all the participants, Mr. Khan, Joint Commissioner, JNV, participants,
faculties of RIE, Bhubaneswar for their cooperation and participation for this programme.

10. 10
Resource Materials
Conceptualization of Guidance
The guidance and counselling is an integral part of school education was recommended
by the Indian Education Commission (1964-66). The need for guidance and counselling
is more urgent for the secondary level students due to social, economical and
technological advancement in the society. It helps the students for optimal development
of their potentialities and abilities to their fullest extent. In other hand, this stage of
secondary education is catering to the needs of adolescence which is the period of stress
and strain, storm and strife. Here students face various kinds of problems in their life
relating to education, career and socio-personal relationship in the peers, family and
above all in the society. The students make educational as well as career related
decisions which have bearing on future. In this context, guidance services should be
made available in all schools for helping the students to tackle their problems
successfully in order to nurture peace and happiness in their mind as well as in the
society. Due to lack of control of mind, even some students are not hesitant to commit
suicide for very small kind of problems. So it necessitates for Teacher as Counsellor
which all teachers should possess the skills of guidance and counselling who can help
the students to lead a life relating to various aspects in a better way. This module would
provide details of activities used for organizing guidance programme at school level.
The general meaning of guidance denotes some form of help or assistance given
to an individual. It is a process of helping the individual to discover himself i.e. his/her
potentialities, propensities, capacities and capabilities, aptitudes, abilities and interests
and natural endowments. It is also meant to help him/her to make plans, to set goals, to
work out his own problems of development under the most favourable conditions that the
home and school can provide. In other words, Guidance is a process of assisting the
individual in developing body, mind, personality and character and to help him/her in
making maximum educational, vocational, and personal or psychological adjustments. It
involves all important techniques like observation, testing, interview, record keeping,
case study and encouragement for the discovery of talents in relationships to the
opportunities of life.
For an effective survival in the contemporary world, we need guidance for
ourselves and for our children. It is neither dictator nor direction. It is rather friendly
advice and personal help offered by a competent individual, known as guide or guidance
expert who enables the guide to understand his problems and to overcome his hurdles.
Since the time immemorial, people have been seeking advice from others when they fail
to take decision to their own and when their knowledge about a particular field or topic is
inadequate. In olden days when life was very simple and not much complicated, the
parents, guardians or even the peers could advise the young people on various issues
faced by them? Gradually, however the world became complex and life turned to be
problematic. Advice could not be made available from the near and dear ones or kith and
kin. There are few individuals who are capable of managing the various affairs of life
independently without the cooperation and advice of others but in course of time
quantum of information increased by leaps and bounds and human beings faced problems
which required special guidance and counseling for solving the same. Men and women,
boys and girls, young and old, poor and rich, gifted and backward all need guidance of

11. 11
others for one or the other reason. Some need guidance constantly while others need it at
intervals. In the past this type of guidance was there at present is there and still will be
there in future. It is usually done by parents, elders without having any training but with
more experience. So in homes parents always guide their young and adolescent sons and
daughter. Community leaders also guide the members of the community.
When the students of school face any kind of problem such as to establish
interpersonal relationship with friends and siblings at home, to be confused and
indecisive to select the subjects for their benefit in their study for the future perspectives,
that time they seek guidance from the elderly experienced persons and from the teachers
as well.
The major purpose of school guidance programme is to develop full potential of
students. In this context, the Education Commission (1964-66) has laid down the
objectives of guidance as i) to aid the pupils to know and develop their abilities and
interests, ii) to help them understand their strengths and weakness, iii) to help them
making realistic choices in education and vocation, iv) to inform pupils about their
educational opportunities, v) to help them find solutions to their problems in school,
homes, and in the society, and to help the HMs and teachers to understand their students
better.
Need and Importance of Guidance at Secondary Level
The need for guidance had existed at all times since time immemorial and will
continue to be as long as human beings exist. But there is a greater need for guidance
services now than ever before due to rapid scientific and technological advancement,
emerging of complex society, need for outstanding leadership talents, shift in standards of
morality and integrity and unusual demand of the society upon young people. The need
of guidance is felt due to following reasons by taking into consideration of students,
educational system and administration;
The purpose of education is to bring all round development of children; physical,
social, emotional, intellectual and spiritual. But presently intellectual development
through the teaching of subjects alone is given prime importance which cannot lead to
total development of the students.
Education is expanding its frontiers making it almost impossible for individual
students to make proper choice of courses without help guidance worker. For best
development of the individuals and growth of society, the process of leading youths into
educational disciplines unconnected with their aptitudes must be checked through the
scientific process of guidance and counselling.
Emergence of new and specialized careers in field of science & technology,
banking & insurance, media and film, medical &Para medical services etc demands from
adult with suitable aptitude and mental ability.
It is observed that unemployment situation is growing increasingly day by day
due to lack of work skills among youth. It is career guidance which can help youth in
developing proper work skills. It can reduce mismatch between education and
employment and encourage youth for self employment. It can help individual in
contributing for economic development of the country.
Majority of adolescence are in difficult life situations; they are shy, fearful,
gullible, and not skilled managing their own affairs. They are unhappy because of
loneliness, feelings of failure, of inadequacy or lack of meaning/ purpose in life. They

12. 12
could not form realistic life goals and plans due to lack of self knowledge. They lack both
focus and meaningful direction.
They are engulfed with complex social problems-living with and sharing facilities
with peers such as living in hostels and sharing extra-curricular experiences, adjustment
to heterosexual relationships etc.
The educational status of students belonging to SC/ST, children with special
needs and minority is lagging behind in spite of many interventions by both central and
state government for their upliftment. These group of students required relevant guidance
services from school for doing well in both academic and non-academic fields.
The influence of constructivism in teaching and assessment demands from
students to develop higher order cognitive skills which will help learner to create own
knowledge. The students are in need of mastering meta-cognitive skills which are useful
for developing Independent Learner.
The influence of electronic and print media, information and communication
technology tempted students to waste their valuable time and away from real life.
The misutilization of leisure time leads to poor achievement in their study and
many psycho-social problems in home, school and society.
Changing moral and religious conditions of society develops cheating, dishonesty
and cunningness among the adolescence.
Guidance Services
The school guidance programme consists of many services such as orientation
service, student inventory service, information service, counselling service, placement
service, remedial service, and follow up service which is graphically presented below.
Orientation Service: This service is organized at the beginning of the academic
year to orient newly admitted students about different aspects of the school and
curriculum. It is helpful for students in successful transition from elementary school to
secondary school. It can be done by way of orientation day, campus tour, welcome desk
at the entrance etc.
Student Inventory Service: The school authority will collect details of
information such as family background and conditions, previous school achievement,
mental ability, their potentialities, health habits and conditions, interest and special
aptitude etc. by using testing and non-testing devices. The purpose is to develop wholistic
understanding of students which will be useful for teaching and learning.
Information Service: The information service is the base of all guidance
programmes. It is concerned with collecting, recording and maintaining information
regarding personal, educational and vocational which will help to develop understanding
and awareness among the teachers as well as students. The guidance worker can
disseminate this information by group guidance activities such as educational and career
conferences, work experience, seminar, discussion, individual interviews, career talk,
career exhibition, career day, career conference etc.
Counselling Service: It is heart of the school guidance programme. It is intended
to establish a relationship between guidance worker and the students in which the former
attempts to assist the later in achieving optimum educational, vocational and socio-
personal development. It helpful in crystallizing the problem and reaching a reasonably
good solution.

13. 13
Placement Service: It is deals with placing students in suitable courses and jobs
according to interest, aptitude and mental ability. It is meant to assign a place to the
individual where s/he is best suited. Placement may be vocational or educational.
Educational placement is made to a course where as vocational placement is made to a
career.
Remedial Service: When a student is not getting benefit from normal classroom
transaction, s/he needs remedial service. It is process of identifying reasons of problem
faced by learner and designing a suitable intervention programme. The main intention is
to help learner in resolving problems relating to education, vocation and personal.
Follow up Service: It concerned with systematic evaluation of guidance services
to find out whether it succeed in satisfying needs of the students. It finds out to what
extent students been able to achieve according to their abilities and aptitudes, to what
extent selection of subjects are wise and how students are adjusting with the jobs.
Referral Service: Many times school guidance worker may not resolve the
problems of students. In such situation, s/she is to be referred to qualified professionals
(trained counsellor/psychiatrics/ doctor/psychologist). The guidance worker should have
list of qualified personnel from the locality for referral purpose.
Consultation Service: It is aimed at assisting stakeholders of education such as
parents, teachers, community leaders who become aware of their role in development and
adjustment of students how they effectively they could perform this role.
Research and Evaluation Service: The guidance worker should involve in
conducting research in the field of guidance and counselling for advancement of
knowledge and practice. Similarly, guidance worker should assess guidance programme
of the school from time to time for determining its effectiveness and getting feedback.
Techniques of Guidance
Guidance can be offered to students at school level by organizing different
activities. Some activities are meant for individual students and some are for group of
students. In fact, group guidance techniques are widely used strategy for offering
guidance in the school. Through group guidance, teacher /guidance worker can reach out
to larger number of students. Some of the group guidance technique is elaborated below.
Orientation Day: This is usually organized at the beginning of the academic
session especially for newly admitted students. The purpose is to provide information
relating to facilities available in and pout side the school such as library, laboratory,
dispensary, sports and games etc. It helps student in better adjustment in the school and
progress well in studies.
Class Talk: It is a talk on topics of common interest of students. The topics are of
general interest and dealt with in the whole class group. It is given for creating
awareness, promoting interaction among students and seeking further clarifications. It
helps in identification and diagnosing the problem of students and further referral. Some
of the topics of common concerns could be improving study skills and study habits, time
management, forming and maintain friendship, enhancing self confidence, conflict
resolution, self understanding, hobbies, interview taking, managing stress, peer pressure
etc.
Career Talk: The aim is to provide relevant information to the class/group
regarding a particular career. It includes nature of work, working conditions, work

14. 14
requirements like age, educational qualifications, institutions for training, special skills
required, personal attributes, job opportunities, pay bands, avenues for promotion,
sources of further information etc. The school can invite professionals from different
fields such defence, medicine, banking, insurance, film, media etc for delivering career
talk on concerned career.
Career Day/Exhibition: It is one of the most effective ways to disseminate
career information to a large number of students of a school or number of schools on a
day. The school can organize career day by inviting specialized persons from different
fields on a particular day for delivering talk on a career. Even some teachers can also
encourage preparing and delivering talk on career day. The teacher/guidance worker can
organize career exhibition in the school where posters, charts related to different careers
will be displayed and clarified.
Group Discussion: It issued when the group is facing a common problem and its
can be solved by collective effort. Here all the group members are willing to participate
in the group discussion and they contribute ideas towards solving the problem. It will be
useful only if the members participate actively without the fear of being ridiculed or
criticized and where all the members have the opportunity to participate. Topics such as
promoting interpersonal relationship, understanding and resolving adolescent concerns
and issues such as friendship with opposite sex, making a career choice, adjustment in the
family, job search skills, healthy habits etc can be discussed in groups.
Workshop: It is one of the modes of organizing group guidance activities aimed
at helping students to develop some practical skills. It can be organized for students to
bring about changes in attitudes and behaviours by adopting the desired behaviour in a
simulated situation. The topics such as prevention of drug abuse, aggression, violence,
improving study skills, inculcating assertiveness, creativity, self esteem, developing
communication skills, self confidences can be taken for workshop.
Visits/Tours: This activity provides an opportunity to the students to observe the
work and work environment of workers and professionals, interact with them and their
employers. It is useful for developing awareness among students about world of works.
The teacher/guidance worker should identify places of ‘vocational interest’ in their
locality and outside the locality, where students can have visit. The places like
employment exchange, post office, banks, rehabilitation centers/special schools etc can
be utilized for students visit.
Passing out Day: The purpose of this activity is to develop understanding among
passing out students (10th/12th) regarding education and vocation available for them.
This programme required to be organized at the end of the academic session. Some
external persons may be invited to speak on the occasion including teacher. This will help
students getting acquainted with what education after class 10th and 12th, availability of
educational institutions, procedure of admission and courses offered.

15. 15
Basic Counselling Skills
If we look around and talk to people rather listen actively to them are undergoing
stress, trauma, family disputes, physical and psychological abuse, and violence. There
are minor or major family problems with children or souse in –laws, problems at the
school, or job related problems with the boss, colleagues or subordinates or depression or
general stress of life. We need someone who can give us solace, comfort, peace of minor
make us relaxed and feel happy, help us to realize our goals and achieve maximum in
life. A trained counselor provides the need support and guidance to the growing and
striving individuals to facilitate overall development of his/her personality. In this
module basic concepts and skills of counselling is presented.
Need for Counselling at Secondary Level
With the increasing complexities of life came the realization that the school and
home were not in a position to provide timely assistance to growing children and youth to
meet the demands of living. There is a growing recognition and concerned that we are
living in a world where stress, tensions, and worries are on the increase and we need help
to overcome them. Advancement of science and technology has made things more
complicated. Globalization has triggered much competition in trying to outshine others in
money matters, productivity and knowledge, which creates stress. Family as the support
system is gradually breaking down. We have come down from joint family to nuclear
families and to single parent families where the single parent is working to make ends
meet and has hardly any time for the child. Values and spiritual anchorages are at very
low ebb. Things that could give a lot of solace and peace have gradually disappeared.
Education and subsequent hunt for jobs is becoming more complicated, causing stress.
Cut throat competition, economic insecurity and mobilization give rise to stress. In view
of above one need for professional help to reduce stress and make life peaceful and more
meaningful for people.
Concept of Counselling
Counselling is said to be the crux, heart, essence, pivot or core of all guidance
programme. Just as the proper functioning and growth of the body depends upon the
proper functioning of the heart, similarly the success or failure of the guidance
programme is determined by counselling service. It is a process in which the pupil is
approached on an individual level. He is helped in educational, vocational or
psychological field only at problem points. In counselling the subject matter is pupil’s
needs, abilities, aims, aspirations, plans, decisions, actions and limitations. It is a sort of
specialized, personalized and individualized service which makes effective use of
information gathered about any individual. This information leads to self insight, self
analysis and self direction. The self direction helps individual in making maximum
educational, vocational and psychological adjustment.
A professional counselor must understand the real meaning and skill of
counselling. Ask yourself –do I feel at complete at peace at ease with my life or do I feel
that there are tensions and some problems would you not wish that there was someone
who could help you to make with whom you could share our worries or someone who
could give you some decisions of life. At such a point of time, we need some professional
help. This is where a counselor figures in our life to help us cope with our predicaments.

16. 16
A major purpose of counseling in Indian school is to help the child in the process
of development. It is but natural that all persons experience problems in the course of
development. Counselling in the school may be of tangible help. Counselling is a
complex process that may include a number of procedures of which the interview is the
only one. If a student is interviewed for help and to consider his present activities and
plans for helping him with some of his problems or future plans then this kind of
interview is said to be counselling interview.
At the surface level, counselling is offered when the student wishes only for
some times of information. They need for help, however small it may be, is more
important than anything else. The counsellor should take care, not only to provide
information, that is accurate and sufficiently comprehensive but also to remember that
ultimate objective is self guidance.
Counselling can be provided to those students who are excessively shy,
withdrawn or timid, backward or retarded in school work, underachiever, difficult to
participate in school and co-curricular activities, difficult to adjust to the school, drop out,
those who need financial aid in order to continue their study, having behavioural
problems such as lying, stealing hostility, aggressiveness etc. choice of courses, choice of
co-curricular activities, difficulty or failure in mastering subject matter choice of an
occupation, behavior and personality problems like getting along with one’s peers,
making and keeping friends, teachers, parents, brothers and sisters, others, personal
appearance, manners and morals, problems about money, understanding sex, personal
and behavioural problems, developing satisfying philosophy of life, school adjustment,
home and environmental problems, feeling of inferiority, inadequate social skill.
There are some differences between counselling and psychotherapy such as
psychotherapy operates in a medical setting, where special types of tools and techniques
are employed for those who face the accurate problems but counselling operates in an
educational setting which uses those tools and techniques that can be used in schools
concerned for the normal problems. Like that there are some differences between
counselling and teaching such as in counselling, psychology as the only basis for
studying the individuals but in case of teaching it is not like that.
Counselling Process
Counselling is systematic process of helping students for developing confidence
and resolving problems independently. It consists of a series of activities from relation
building to follow up which teacher/counsellor should develop understanding and skills.
Relation building: This step is important as it lays the foundation for later
counselling outcomes. The quality of relationship developed between counsellor and
clients also determine the quality of achievements at each subsequent stage of
counselling. The counsellor/teacher should systematically develop relationship with the
clients.
Understanding and Assessing the Problem: After establishing the relationship
with clients, the counsellor will try to understand and assess different aspects of the
clients. For this, counsellor required to collect detail information about the client by using
various testing and non-testing devices. The counsellor may interact with clients, parents,
peers and principals for developing better understanding of client.
Setting Goals: Once counsellor develops understanding of the client, the next
task is to get goals. The counselling goals should be decided by both counsellor and

17. 17
client. The counselling goals structure and systematize the entire process of counselling.
It also gives direction to the counsellor and sense of hope to client.
Selecting and Using Counselling Strategies: It involves identifying and
planning strategies or techniques to bring change in client/students and enable them to
resolve their difficulties. The selection of counselling techniques is based on theoretical
or philosophical orientation of counsellor, nature of problems and client etc.
Termination and Follow Up: The counselling need to be terminated when the
counsellor felt that the client has developed skills and competencies to carry forward
independently. The counsellor should not terminate the counseling process suddenly but
prepare the client before termination. The counsellor should also plan for follow up after
termination.
Basic Skills of Counsellor
A counsellor must have some important skills to be able to provide such
assistance to the students/ clients. Basic communication skills in counselling are an
integral part of the counselling process. In order to be an effective counsellor you have to
be proficient in using communication skills i.e.; understand verbal messages, perceive
nonverbal messages and be able to respond verbally and nonverbally to both kinds of
messages. There are some elements of Communication which reflected below.
Expression: It is the basic units of the communication. It can be verbal and
nonverbal. For example; a new born infant expressing his/ her need through crying.
Infant communicate through body languages for food, warmth and attention. Facial
movement like frown, eye movements, rising of eyebrows, biting or twisting of lips
animated, alert and deadpan expression etc.Body posture, movement and gestures. Voice
quality i.e.; tone, pitch loudness, emphasis or spacing of words, language, pauses,
fluency, silence etc. Sometimes we express our significant information ourselves to those
whom we trust. The depth of significant sharing correlates with the quality of trust. The
success of counselling depends upon the quality of trust between counsellor and the
counselee among other things.
Listening and Responding: The quality of trust or rapport gradually develops
depending on quality of listening and responding done by the helper. Firstly one person
must listen and then respond to what they have heard.(i) Listening- It is a very important
aspect in all communication and especially so in counselling relationships. In superficial
listening you listen with a lot of your own precautions with your own problems. There is
very little of the trusting quality as it is done with very partial attention to the content that
is being communicated. Therefore, the receiver may not feel very comfortable. But in
selective listening you want to listen to only what you want to, and conveniently ignore
the rest which might be the most important thing that other person is attempting to
convey. Perhaps the listener gets involved with what gets triggered in his mind and
misses a part of the incoming message. In attentive listening with the thoughts and
feelings one will listen. We have seen whether those feeling are pleasant and unpleasant,
joyful and sorrowful, hurting or hopeful. Deep and serious listening that enhances deeper
trust and fuller expression. It will prepare the ground for a more objective consideration
of issues by the counselee and to the client’s healing and growth. This type of listening is
essential in counselling. Here the counselees’ verbal expression and behaviour is
important. It is important to resist distractions such as external noise, views people and
anything or anyone that will take away from the person whom we are listening. The

18. 18
attentive listener is able to recall the gist of counselees’ expression. The test can be done
with taking to recall all of the details, including facial expressions and exact words used
in your day-to- day conversation with people.
In responding Listening leads to responding by the receiver of information. There
are five responses identified by the five letters EISPU which stand for Evaluative,
Interpretative, supportive, probing and Understanding responses. Each response conveys
a specific intention of the responder. Evaluative response conveys the rightness, the
goodness or judgment about what the counselling has done or ought to do. For example: I
do not approve of what you did. I want you to study hard now and not waste your time.
Interpretative response intends to convey to the other person what his or problem means
and how s/he ought to think or feel about the problem. For Example: Do you feel that you
failed miserably due to lack of response me to study? The receive attempts to provide his
or her own opinion. In supportive response attempts to comfort, reassure, enhance and
reduce the intensity of the counselees feeling, for example I am happy you are able to
study regularly. Probing response seeks further information or provokes further
discussion about the fact or feelings about the counselee or his or her situation. For
example, will you please tell me more about what happened that day in your office when
you got into the problem? What else are you feeling about it? What possibilities do you
see to resolve the difficulty? And have you received information about the self
employment schemes?
Understanding responses: It is reflective response wherein the responder
communicates his or her understanding of the counselee’s feelings, problems and
perceptions. For example; I sense that you are very upset in not finding your number in
the results published.” You sound very anxious about your mothers ‘health and wish that
she will be well soon. These can be effective if the counselee confirms such a response.
Reacting: If the counseller gives evaluative or judgmental response, clients tend
to react defensively. A counsellor should pay attention to the verbal and nonverbal
reactions of the client in deciding their responses. S/he should help them to be awaited of
their options in reacting in a healthy way. For example, if a counsellee becomes suddenly
silent while you are responding or smiles nervously, then you need to gently encourage
them to verbalize their underlying feelings and thinking. If the clients become overly
defensive, feels threatened or misunderstood, then the chances of his or her
noncompliance to therapy and even dropping out increases.
Empathy means seeing the world through the counselee’s eyes. It means
experiencing the client’s world as s/he experiences it. This gives the client the feeling that
you are in touch with them. Cormier and Hackney(1995)describe empathy in two ways
(i) Accurately sensing the client’s world i.e.; being able to things the s/he does(ii)
Verbally sharing your understanding with the client. It involves listening to and
understanding the client thoughts, feelings and behaviours and then communication of
this understanding to the client. Learning to understand is not an easy process. It involves
seeing from the client eyes, hearing from the client’s ears and feeling or sensing with the
client.
Empathy is important for conveying support and understanding to the client for
demonstrating respect and civility, for clarifying issues and for collecting information
from the client. The skills associated with empathy are verbal and nonverbal

19. 19
attentiveness, paraphrasing, reflection of feeling-explicit and implicit and pacing or
synchronization with client’s mode of experience.
Verbal and nonverbal attentiveness: Verbal attentiveness is indicated by the use
of words ‘go on’ along with appropriate head nods. Use of verbal encouragers and
nonverbal responses and their synchronization makes attending effective puts the helper
in a position to listen carefully and also enhances empathic understanding. In the absence
of words facial and hand gestures along with tone of voice are useful means of
communicating any massage. The nonverbal behaviours useful in attending to clients
could be summarized by the acronym SOLER. Physical attending means that helper and
the parson helped adopt a posture of involvement with one another. This involves:
S-Facing the other person squarely; turning to the side lessons ones involvement.
O-Maintaining an open posture; crossed arms and crossed legs are often signs of
lessened involvement.
L-Leaning towards the other, maintaining a 60 degree angle from upright.
E-Maintaining good eye contact; helper should look directly at the client. There
are cultural differences in what kind of eye contact would be comfortable for the client.
R-Remaining relatively relaxed; if the helper faces the client squarely, with an
open posture, maintains good eye contact, and leans forward in a relatively relaxed way
he/she is in a classic attending position.
Attending should involve arranging the physical environment that would
communicate counsellor’s interest and involvement in the counselee. Both should sit in
chairs that face each other two to three feet apart, with no desk, table or other barriers
between them.
Observational Skills in attending involve the helper’s ability to see and
understand the non-verbal behaviour of the counselee. These skills are essential for the
helper to observe counselees behaviour. Accurately observing counselees behaviour is
part of helping effort. The chief physical characteristic of any person is his/her energy
level. For observing energy level, there are four specific areas on which to focus your
observation: body position, posture, grooming and non-verbal expressions.
Energy level is communicated by the alertness of counselees posture, the
extent to which the counselee sits erects or inclines forward with eyes focused on the
counsellor. Posture and non-verbal expression, particularly facial expression is the richest
sources of data concerning the counselee feelings. Other areas can also contribute to
understanding the counselees experience, for example, poor grooming may indicate a
down feeling.
Paraphrasing: When we mirror or rephrase the cognitive content of the client’s
message, the response used is called paraphrase. Through a paraphrase, the client’s
primary words or thoughts are communicated back to the client to affirm listening or
understanding of whatever is being communicated. When paraphrase is accurate, it would
result in a prompt response from the client ‘that is it’ or that is right. It helps to make sure
that what you have heard is correct. A paraphrase should be as concise as possible as it
helps to focus on the issues and provides a clearer perspective to the problem under
discussion. A good response rephrases the counselee’s expression in a fresh way. It does
not simply parrot back the counselees own words.
Reflection: Rephrasing of affective components or feelings underlying the client
message is called reflection. For correct reflection, the teacher has to pay attention to

20. 20
feelings being expressed verbally or non-verbally. Use of certain adjectives, nouns,
adverbs and verbs exhibits client feeling about something or someone. For example, I am
really worried about school. The verbal element associated with clients feelings here is
worried. These are called affect words.
Genuineness: It means the counsellor show genuine interest in their clients,
which is evident if there is consistency in their words, actions and feelings. For example,
if teacher tell the student I am listening, then his/her posture (leaning forward) and
interested facial expression (eye contact) should also show that. It means that the teacher
should be able to observe own behaviour, the way body is responding and whether it
corresponds with what you are saying. The interest, involvement and caring shown to the
client has to be real and genuine to make a deep impact on the client. The skills required
for showing genuineness are self-disclosure and immediacy.
Self-Disclosure: Awareness of your own thoughts and feelings can be disclosed
through sharing of your own experiences related to the issues under discussion. It shows
that counsellor in not just a role but also a human being having experiences similar to the
client. It has a therapeutic value as this shows to the client that their experiences are not
catastrophic. It is most successful when experience being shared is similar in content and
mode to the client’s experience.
Immediacy: It is another skill to convey genuineness, which is used to describe
the current feelings as they are being experienced by the counsellor and client during
counselling. It means to be immediate with ones feelings and bring them out in the open.
Immediacy is used in situations when counselling is not proceeding in the right direction,
the counsellor and client may be experiencing frustration, anger or disappointment but do
not wish to acknowledge it as it may hamper the process of relationship building. The
word immediacy is used to denote that the feelings need to be expressed in the present
rather than in the past or future like I do not think we are getting anywhere now. Such
feedback statements communicate that you are aware of something going on and do not
deny it and it is alright to be honest. This likely to further build the confidence and trust
of the client in the counsellor.
Positive Regard: Regard or respect has been considered valuable for creating
trust between counselor and client. It means you value and accept the client as s/he is
without putting any conditions. Both verbal and non verbal skills can be used to convey
regard or respect. Unconditional positive regard therefore is important to convey caring
and worth and dignity to the client. It an attitude of valuing the client as a unique and
worthwhile person. Both verbal and non-verbal behaviour of counsellor is associated with
positive regard.
Non-Verbal Behaviour: The non-verbal behaviour such as soft and soothing
voice, smiling, interested facial expression, direct eye contact, relaxed postured, physical
touch, open and welcoming gestures by the counsellor helpful in conveying positive
regard to the client.
Verbal Behaviour: Greeting the client and encouraging or enhancing responses
are also used to communicate acceptance. The counsellor has to avoid making evaluative
and judgmental responses to the client. Enhancing statements can be used to motivate the
client to initiate some action.

21. 21
Planning and Implementing Guidance Programme in School
Guidance and counselling helps school in realizing the purpose of education i.e.
all round development of students. It is not an extra activity for school rather essential
services like teaching and examination. So all the school should offer guidance and
counselling services to students related to education, career and socio-personal. The
school guidance programme should aim at total development of the child. It is a
combined involvement of students, parents, teachers and school administrators to meet
needs of individual and institution. It a collaborative effort of teachers, guidance workers,
medical practioner, psychologist etc.
Planning for School Guidance
For making guidance programme systematic and effective, it requires planning.
The goal of the programme should be in line with philosophy of the school, and facilitate
academic achievement, career planning and personal-social development.
The first step is need assessment which can be done by using direct observation,
consultation with students, teachers, parents, focused group discussion, psychological
test. The DEPFE, NCERT has developed a problem checklist for identifying students
problems.
The competencies of students need to be identified: Competencies to be
developed among students in terms of knowledge, attitude or skills that are observable
and can be transferred from learning situation to a real life situation.
Develop a school calendar: A master calendar of events helps to an analysis of
the time that is used within the programme. It displays the weekly and monthly schedule
of counsellor.
School Guidance Committee:
It consists of representative of people you serve. Students, parents, teaching and non-
teaching staff, counsellor, principal etc. The principal will be the Chairperson and
Counsellor will be the Convener. The main task is to set programme goals, provide
support, offer advice, review activities and advocate for the counselling programme
within the community.
Resources Required:
• Personnel: Identify people who will be involved on basis of qualification, interest
and understanding of students as well as community.
• Finance: Prepare budget for one academic session basing on different activities
and benefits for learners.
Facilities:
• Room should be neatly maintained and furnished with comfortable furniture to
create pleasant ambience. Table, chairs, almirahs, display board/ racks to display
materials, posters and charts. Counselling Handbooks
• Psychological Tests: The Raven’s Progressive Matrices (RPM), Self Directed
Search (SDS), Occupational Aptitude Survey and Interest Schedule (OASIS),
Career Interest Survey (CIS) , Occupational Aptitude Survey and Interest
Schedule (OASIS), Differential Aptitude Test (DAT), David’s Battery of
Differential Ability (DBDA), High School Personality Questionnaire (HSPQ),
Myer-Briggs Type Indicator (MBTI), Eysenck’s Personality Questionnaire
(EPQ), Personality Style Analysis (PSA) etc.

22. 22
Role of Principal in Managing Guidance Programme
• Coordination: It involves regulation or monitoring different activities planned so
that there is a proper linkage and integration.
• Cooperation: All personnel involved in guidance programme should work as
team.
• Effective communication: Care must be taken that the personal touch is not lost
and feed back is obtained.
• Evaluation: Every guidance activities should be evaluated
Implementing School Guidance Programme
A comprehensive guidance programme should have four components: Guidance
curriculum, Individual student planning, Responsive service and System support. It
should aim at learning to live, learning to learn and learning to work.
Guidance Curriculum: The guidance curriculum includes structured experiences
presented systematically through large- and small-group activities from kindergarten
through grade twelve. The curriculum emphasizes decision making, self-understanding,
career development, and the improvement of study skills. The role of guidance worker is
to plan, formulate, implement and evaluate the programme.
Individual Student Planning: It provides an opportunity to every students to
reflect on his/her personal growth and development. Guidance worker helps students in
planning and monitoring their progress by analyzing and evaluating their abilities, skills,
interests and achievements. Guidance worker develops ongoing activities to help students
Responsive Services: It consists of activities to meet the immediate needs and
concerns of students such as prevention of drug abuse, suicide preventions etc. Such
services include personal counseling; crisis counseling; agency referral; consultation with
parents, teachers, and other professionals; and support groups.
System Support: The system support component includes indirect guidance
management activities that maintain and enhance the total guidance and counseling
program. The responsibilities of guidance counselors in this component encompass staff
and community relations, special research projects, committees, professional
development, and student-support teams.
Guidance Activity for Secondary School
This stage is transition from childhood to adolescence and adulthood. Students are
prepared to leave the school and enter into a larger world. It is stage of anxiety for
education and career.
Learning to Learn: Study skill development, Post secondary educational planning,
Decision Making, Critical thinking and Transition from childhood to adolescence.
Personal and Social Development: Facilitating self understanding, Social skills,
Violence prevention and Conflict resolution and substance abuse.
Learning to Work: Career exploration, Career choice and planning and Diversity
and career choice.

23. 23
Roles and Functions of School Counsellor
Counselling - helping students to explore their thoughts and feelings, and the choices
open to them; giving care and support to students learning to cope with the many aspects
of growing up.
Assessment - helping students to obtain a better self-understanding through the use of
psychometric tests and other inventories.
Information - providing students with objective and factual data on education and
training opportunities, occupations, labor market information, entitlements etc.
Advice - making suggestions based on the advisor’s own knowledge and experience.
Educational Development Programmes - facilitating the transfer of knowledge and
skills relating to studying, examination performance, choices of subjects and levels.

24. 24
Personal and Social Development Programmes - facilitating the transfer of knowledge
and skills relating to a student’s personal and social development, self-awareness,
decision-making and planning.
Referral - this includes two types of activity: i) referral of an individual student by the
guidance counsellor to other Professionals outside of the school, ii) referral of an
individual student to the guidance counsellor by teachers, Board of Management, school
management, and parents. The voluntary participation in counselling of the referred
student must be respected by all concerned.
The school counsellor helps in the development students as well as development
of all school personnel. She has to looks after welfare and betterment of each and
everybody in school campus. Realizing the importance of guidance, the CBSE has made
it compulsory for all the affiliated schools.
Uses of Psychological Tests
A psychological test is anything that requires an individual to perform a behavior for the
purpose of measuring some attribute, trait, or characteristic or to predict an outcome. In
other words, a psychological test is a standardized measure of a sample of a person’s
behavior that is used to measure the individual differences that exist among people.
Psychological test/assessment aims at developing an understanding of the individual’s
attribute and mental abilities, interest, aptitudes and personality with a view to fostering
an understanding of himself/herself. A process of problem solving for many
professionals-to try and determine the core components of a person’s psychological or
mental health problems, personal, IQ or some other component or Basic instrument for
objective assessment of the personality trait, aptitude etc. Psychological test is a sample
of an individual’s behaviour, obtained under standard conditions, and scored according to
a fixed set of rules that provide a numeric score. (Anastasia, 2003).
Use of Psychological Tests:
 Selection-selection for certain course .e.g. aptitude test
 Classification- classify student into different stream on basis of aptitude tests.
 Diagnosis-diagnosing student as slow learner and helps in estimating an
individual’s educational promise and capability. Assistance in providing
remediation to different problems.
 Prediction-selection of stream and careers etc. on the basis of measures of
ability/achievement.
Tools and Technique:
Tools of Psychological tests are broadly classified under:
 Quantitative assessment tools:- it is a techniques involving understanding
of Psychological characteristics that describes individual’s interest,
aptitudes, personality qualities as well as the social and environmental
influences.
 Qualitative assessment seeks to understand the perspective of the student
within the context of their everyday life.

25. 25
QUANTITATIVE QUALITATIVE
Goals- to establish facts and show
relationship between a set of variables
To describe the multiple realities in which
the case exists, to develop holistic
understanding.
Design-more structured, predetermined,
formal and specific
is evolving, flexible and general
Sample-The purpose is to generalize so
data is gathered on a large sample or on one
person on a number of characteristics
Focus on particularization, uniqueness, and
individual cases. smaller number of case is
considered
Tools- tests, questionnaires, structured
interviews etc. focus on perfecting the
measuring instruments.
Observation, interviewing, case study and
sociometry. Focus on skills, competencies
Role of investigator- limited to
administering and scoring of the tools, to
obtain averages and hypothesize general
trends
Skill, competence and rigor of the person
conducting enquiry.
Data-results in numbers, counts or
measures. Responses are categorised to
give total score.E.g. tests, questionnaires
Data are descriptive. In the form of verbal
accounts as found in personal documents,
field notes, artifacts etc
Data analysis-deductive and statistical
analysis is used at the end of data collection
Is ongoing, uses inductive analysis while
data is being collected.
Quantitative tools:
 Test of mental ability(general)-this test taps the general abilities such as clear
thinking, logical-mathematical thinking and reasoning. It helps in identifying
various levels of abilities in students. E.g. Raven’s Progressive Matrices (RPM).
 Interest: - pertain to the likes and dislikes of an individual. It refers to activities
that an individual likes to engage in and enjoys. this test/s helps in predicting a
broad spectrum of choices of students, either in educational and career spheres or
in everyday activities. E.g. Self directed search(SDS), occupational Aptitude
survey and Interest Schedule (OASIS), Career Interest Survey(CIS), Strong
vocational interest Blank(SVIB) etc.
 Aptitude tests:- a natural tendency, special ability or capacity or cluster of
abilities. Significant for career guidance and counseling. It is basically a battery of
tests for abilities such as verbal, numerical, mechanical, reasoning, spatial ability
etc. e.g. Differential Aptitude Test(DAT), David’s Battery of Differential Ability
(DBDA).
 Personality test:-refers to a unique combination of characteristics of an individual,
which pre-disposes the person to behave in a particular and consistent way. It
includes the emotional, motivational, inter-personal, attitudinal and even moral
aspects of a person. E.g. High School Personality Questionnaire (HSPQ),
Personality style Analysis (PSA) etc.

26. 26
Qualitative tools-
 Observation-natural phenomenon, but most direct method of learning about the
development of children. More beneficial in case of young children who have not
mastered language or the ability to read and write. It requires systematic and
rigorous observation, which involves far more than just being present and looking
around. The technique involves- what to observe, how to observe, method of
recording observation, interpreting the value of observation.
 Guidelines for observation: (1) be descriptive in taking field notes (anecdotal
records, critical incidents). (2) gather information from different perspectives
(client, peers, parents, and teachers etc.). ( 3) cross-validate and triangulate by
using data from different sources (interview, documents etc.). (4) present the
views of the people, their experiences in their own words. (5) separate
descriptions from interpretation and judgment.
 Interview-to know what is going on in a person’s mind. Things which cannot be
directly observe such as feelings, intentions and thoughts. Skilful interviewing
involves much more than asking questions. Important considerations for interview
are- what kind of questions to ask(e.g. behavvioural questions, values questions,
feeling questions etc.), how to asked- wording, cultural context- requires
sensitivity and respect for differences. Interviewing is an art and a skill that is
developed with practice.
 There are four basic approaches to collecting data through open-ended interviews;
1) informal conversation.2) the interview guide approach. 3) the standardized
open-ended interview. and 4) focus group interview.
 Case study: a case study is an in-depth, intensive and detailed study of an
individual or the client. The focus in case study is on factors contributing to the
development of particular personality patterns/or problems. The case study
employs all possible tools and techniques that seem appropriate to understand an
individual (e.g. observation, interview, self-reports, teacher’s ratings, checklist
etc.) case study is the most comprehensive of all analytical techniques because it
make use of all other assessment techniques.
 Sociometry:- Sociometry is a technique for evaluating the social acceptance of the
student. It also provides information on the social structure of a group or class of
which the individual student is a part. It provides information relating to how each
individual is perceived by the group/class. process for sociometry need- 1)
preparation of table for showing choices of companions. 2) tabulating sociometric
results. 3) interpreting socio-metric data.
The psychological tests help in making guidance and counselling scientific and
effective. The counsellor required to collect detail information about all the students and
develop a profile of each student. The student profile helps counsellor in planning
educational, vocational and socio personal guidance which will lead students in optimal
development. Hence the counsellor/ teacher counsellor should require to have
understanding and skills in administering, scoring, interpreting and using psychological
tests.

27. 27
Career Development and Decision Making
The role of guidance is to empower students to make informed and responsible choices
on their learning, occupations, career goals and other aspects of life. It encourages
students to make career decisions in accordance to their interests, abilities and
orientations. It prepares them for actualising individuals’ potential through pursuit of
their personal/career goals. It assists students to manage and adapt to the transitions from
school to work, and in the long run prepares them for life-long learning. It align with
developmental needs of students at different stages of growth, thus differential provision
in service should be considered. Hence career guidance should be provided to all
students, irrespective of their abilities, orientations and levels of study.
Conceptual Approach: Using a theory to set up a career development approach
The Donald Super’s theory conceptualize career development programme as.
 Students should develop a vocational self-concept.
 Students should learn about the major groups of occupations.
 Students should develop an awareness of what career planning entails.
 Students should learn decision-making skills
Career
Development
Self
Understanding
and
development
Career
Exploration
Career
Planning and
Management
Feedback

28. 28
CAREER GUIDANCE IN THE SCHOOL
Examples of Secondary School Activities Designed to Achieve
Career Development Competencies
Student Competency Teacher Activity
“Copyright © Allyn & Bacon 2004”
Give students an interest inventory
or have them describe their
interests.
Bring in old newspapers for
students to look at and clip out
articles.
Bring in a career counselor or a
manager to talk to the students.
Demonstrate
understanding of self.
Describe at least five things
found in society that
affect
the world of work.
Identify places in the
community that provide
opportunities for work.
CAREER GUIDANCE IN THE SCHOOL
Examples of Secondary School Activities Designed to Achieve
Career Development Competencies
Competencies The Student Will
“Copyright © Allyn & Bacon 2004”
Positive attitudes toward
work and learning.
Learn skills in making
decisions and choosing
educational goals.
Skills in career
exploration
and planning.
Demonstrate a positive
work ethic.
Project and describe factors
that may influence ednl
and career decisions.
Develop career plans that
include the concept that
the world is ever changing
and demands life-long
learning.

29. 29
SCHOOL PROGRAM DELIVERY METHODS
 Field trips and visits to training programs.
 Use of portions of regular class time to explore educational
and vocational planning.
 Career development units incorporated into regularly
scheduled classes.
 Career related information infused into all classes whereby
the teacher continuously relates subject matter to the world of
work.
 Special classes just on career education.
 Career Counseling
Career guidance is an important aspects of comprehensive school guidance
programme at secondary level. Because secondary education is the period when students
start planning for course and career to be pursue in future. In fact , career development
starts from primary education and matures at higher education level. The school as well
as parents has great role for creating career awareness among children so that they can
make appropriate career decisions. The career guidance can be introduced to students
from early school stage by respective subject teachers, inviting local people/parent/
experts to speak on their occupation. The school can also organize career day, career
exhibition, career talk, visit to different occupation sites which can develop familiarity
among students about various aspects of career.

30. 30
Appendix-A
Regional Institute of Education, Bhubaneswar-751022
Orientation Programme for the Principals of JNVs on Guidance and Counselling
Duration: 11-13February, 2015Venue: Conference Hall
Dates
10-11.30AM 11.30-
11.45A
M
11.45-
1.15PM
1.15-
2.25P
M
2.15-3.30 3.30-
3.45P
M
3.45-5.00PM
11/2/15
Registration
Inauguration
(RS,RM,BNP,
KBR)
Brainstor
ming on
Guidance
and
Counselli
ng
(KBR)
Guidance
Services
(BNP)
Conceptualizat
ion of
Guidance (RS)
12/2/15 Planning and
Implementing
School
Guidance
Programme
(RM)
Career
Develop
ment and
Decision
Making
(LB)
Uses of
Psychologi
cal test in
guidance
and
counselling
(EG)
Basic Skills of
Counselling-1
(KBR)
13/2/15 Expectations
from School
Counsellor
(RM)
Techniqu
es of
Guidance
(RS)
Basic
Skills of
Counsellin-
2(KBR)
Feedback
Session
(RS, RM)
Resource Persons
KBR-Prof. K B Rath, Principal, Regional Institute of Education, Bhubaneswar-751022
BNP-Prof. B N Panda, Head, Department of Education, Bhubaneswar-751022
RS-Dr Rasmirekha Sethy, Assistant Professor, Department of Education, Bhubaneswar-
751022
LB-Dr L Behera, Assistant Professor, Department of Education, Bhubaneswar-751022
RM-Dr Ramakanta Mohalik, Assistant Professor, Department of Education,
Bhubaneswar-751022.
EG-Dr Elizabeth Gangmei, Assistant Professor, Department of Education, RIE,
Bhubaneswar-751022

31. 31
Appendix-B
List of Participants
S. No. JNVs
Name of the
Principal
Contact No. Email ID
1 Bhojpur, Sri J. P. Pandey 08409901322 jnvbihiya@gmail.com
2 Muzaffarpur Sri K. Chenchaiah 08544078022 jnvmuzaffarpur@gmail.com
3 Koderma Smt. S. Kund
09430043847,
09801505435
jnvputo.koderma@gmail.com
4 Bokaro Dr. D. K. Modi 09431324772 jnvtenughat.bokaro@gmail.com
5
N 24
Parganas
Smt. M. N. Sarkar 09831740914 jnvb24pgs@gmail.com
6 Jamui Sri B. K. Sinha 09472104535 jnvjamui@gmail.com
7 Gaya - II Sri Naresh Kumar 07277068328 jnvgaya2@gmail.com
8 Simdega Md. Naeem 09304492109 jnvsimdega2010@gmail.com
9 Latehar Sri B. K. Mandal 09835050518 jnvlatehar@gmail.com
10 Nadia Sri R. K. Sarraf 09681624334 principal.jnvnadia@gmail.com
11 Balasore K.C. Shanmugam 8763313417 jnv.bagudi@gmail.com
12 Bargarh P NarsimhaRao 9556782706 narasimha.pulagam@gmail.com
13 Bolangir V Prasad 8280179487 pra30sad@gmail.com
14 Ganjam A Sundar 8895743988 sundar1729003@yahoo.co.in
15 Jagatsinghpur Satyabarata Singh 9438513384 sinha62@yahoo.co.in
16 Jajpur Saroj Kumar Tripathy 9438269757 sktppl11@gmail.com
17 Khordha Hemlatha U 9668125511 hemlatatha.mohandas@gmail.com
18 Nayagarh V Srinivasan 9438401912 woodgoodfood@yahoo.co.in
19 Sambalpur B.S.Patinaik 9437343348 bidyasen@yahoo.com
20 Sonepur T.Ramalingam 9401237430 jnvtarbha@gmail.com

32. 32

33. 33