This presentation is an easy way to learn Guidance and counseling.

1. GUIDANCE AND
1.
COUNSELING

2. 2
 Most important area in education.
 Present day teachers should acquire some
knowledge in order to to guide the students in
this competitive world.
 Guidance and couseling ensures a healthy
climate in the institution.
 It is essential for the harmonious and
integrated personality development of students

3. 3.DEFINITION OF GUIDANCE
 Hamrin and Erikson define as “ that aspect of
educational program 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 Crow and Crow “guidance is not
direction. It is not making decisions for an
individual which he should make for himself. It is
not carrying the burden of another’s life. Rather,
guidance is assistance made available by
competent counselor to an idividual of any age to
help his own life, develop his own points of view,
make his own decisions and carry his burdens.”

4. 4.
 In the educational context, guidance means
assisting students to select courses of study
appropriate to their needs, 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
extracurricular activities.

5. 5.
 Guidance is a process of assisting of helping
the students in developing their potentialities,
in solving their immediate or future problems
and in planning their own thereby enabling
them to lead a successful personal and social
life.

6. 6.CHARACTERISTICS OF
COUNSELLING
 Counseling is a person to person relationship
 It involves two individuals one seeking help, one
lending help.
 It should establish a relationship of mutual
respect, cooperation and friendliness between the
two individuals.
 It helps in discovering the problems of the client
and helps in setting up the goals.
 It emphasizes on self direction and self
acceptance.
 It is democratic in nature.

7. 7.GUIDANCE
 Guidance is the help given by one person to another
person in making slections, choices as well as
adjustments
 Guidance may be defined as “ the process of assisting
the individual to choose, prepare for, enter upon and
progress in course of action pertaining to educational,
vocational, recreational and community service group
of human activity– Ministry of Education.
 Guidance is assistance made available by qualified
and adequately trained personnel to an individual of
any age to help him manage his own life activities, to
develop his own points of view, make his own
decisions and carry his own burdens.----- Crow and
Crow.

8. 8.
 Hence we can say that guidance:-
 Focuses on the individual and on the problem.
 Helps in exploring one’s abilities.
 Leads to self direction and self development.
 G: It is generalized, organized and specialized service.
 U: It is universal.
 I : It is based on individual difference.
 D :It is developmental and comprehensive.
 A : It is applicable and practical in nature.
 N : It is never ending and not fast process.
 C : It is idividually centred process.
 E : It is based on rigid codes of ethics.

9. 9.
 Guidance is well planned.
 It is based on educational and vocational objectives.
 It develops insight of an individual.
 It accepts individual as a whole person.
 It ensures respect for the individual.
 It is based on interpreting and using information.
 It is aimed at adjustment either personal, social,
environmental etc,.
 It should be for the people of all ages who can avail
benefit or some sort of profit from either directly or
indirectly.
 It touches every phase of an individual’s life.

10. 10.AIMS/PURPOSES OF
GUIDANCE
 The basic aim of guidance is to help individuals
who need or seek assistance in tackling the
situations and meeting the problems.
 Adjustive aim: Guidance involves all those that
contributes to the individual’s understanding of
himself (his attitudes, intersts, abilities, physical,
social and mental maturity as well as his personal
and social needs) for optimum development,
achievement and adjustment.
 It helps in exploring alternatives to make right and
best choice for better adjustments to the changing
world, emerging problems both personal and
social etc,.

11. 11.ORIENTATION AIM
 These days guidance services are provided in
various areas like educational, vocational,
social, health, pesonal, marital. The person
who seeks guidance needs to oriented to the
complexcity of the area in which he is facing
the problem so as to create awarness and to
drive out simple alternatives for a complex and
confusing situation.

12. 12.DEVELOPMENTAL AIM
 It helps in self development and self
realization. It also aims to the welfare of
society. Thus, it also leads to national
development.
 It aims at physical, spiritual and intellectual
development.
 In other words we can say that it leads to
harmonious development of an individual that
is the smallest unit of society.

13. 13.ORGANISATION OF
COUNSELLING SERVICE
 The term organisation refers to systematic
planning, co-ordination and carrying out of a
certain activity within a given infrastructure of
framework.
 It requires key ingredients like accurate
planning, implementation and follow up.

14.  It is based on certain objectives such as:
 To make pupil able of doing satifactory adjustment
to environment.
 To help in diagnosing the problems faced by the
help seeker.
 To guide the pupil individual in development of
insight.
 To help the pupil to explore abilities, aptitudes,
potentials and interests of his own.
 To establish referral sevices for the one who
needs help.
 To develop self understanding and adjustment.

15. 15.PURPOSES OF
COUNSELING
 Making proper choices:
I. Helps in making proper choices because
these choices influence the future.
II. These days variety of fields, jobs and
courses are available, so every step or
choice should be made carefully and
properly as it will be a seed for future.

16. 16.
 Making the best possible adjustment:
I. Helps in making the best possible adjustment
to a problem.
II. If a problem in not tackled it may lead to
problem in adjustment.
III. It makes the individual in adjusting with
peers, siblings, parents etc.,
 Helps in identifying special needs which
require immediate care or counselling or
discussion.

17. 17.STEPS OF ORGANISING
COUNSELLING.
 Laying down objectives in clear terms.
 Mastering resources and making bes
utilization of them.
 Systematic planning.
 Co-ordination and conduct of certain activities.
 Allocation of duties and responsibilities.
 Provision of essentials.
 Co-ordination, supervision and direction.
 Working as a team.

18. 18.BASIC PRINCIPLES OF
COUNSELING SERVICES
 INDIVIDUAL CENTERDNESS: Organised by
keeping in view the needs, interests and
purposes of the individual.
 CONTINUITY: services should be continuous
because problems are faced by an individual
throughout whole life.
 WHOLENESS: services should focus on the
whole individual not only one particular entity
of counseling.

19. 19.
 PREVENTION AS WELL AS CARE: these services
should be provided not only to deal with the problem
but also with the causes of such problems in order to
prevent them from arising in future.
 SELF KNOWLEDGE & SELF DIRECTION: all
services should be provided in a way of directing
toward self improvement and self development.
 LEADERSHIP & COORDINATION: all services
require team work for which leadership and co-ordination
are necessary.
 SIMPLICITY: should be as simple as possible
 INVOVLVES LATEST WAYS & MEANS: latest
technology should be used.

20. 20.OTHER PRINCIPLES
 Laying down objectives in clear terms.
 Mastering resources:- community resources like
social welfare agencies mental health service &
medcial services
 Systematic planning
 Co-ordination and conduct of activities
 Allocation of duties and responsibilities
 Provision of essentials
 Co-ordination, supervision & direction
 Working as a team.

21. 21.APPROACHES TO
COUNSELLING
 DIRECTIVE COUNSELLING
 NON DIRECTIVE COUNSELLING
 ECLECTIC COUNSELLING
 GROUP COUNSELLING

22. 22.DIRECTIVE COUNSELING
 Advocated by EGWilliamson.
 A counseller centered approach
 Counselor is of main focuss as he actively
directs the individual in decision making and
solving problem.
 Solution has to be arrived by the counselor.
 He has an important authoritarian role.
 It is otherwise called psychoanalytic approach
 The cousellor does not force but directs the
process of thinking

23. 23.STEPS FOLLOWED IN
DIRECT COUNSELLING
STEPS ESSENTIALS/REQUIREMENTS
 Starting of the
counseling
session
 Fixing the date, venue
 Friendly, warm, co-operative
& cordial
atmosphere.
 Greeting of the counselor

24. 24.STEPS FOLLOWED IN
DIRECT COUNSELING
STEPS ESSENTIALS/REQUIREMENTS
 Data
collection
 Collection of relevant data/
information
 Sources for collecting
information
 Non testing tools (e.g.
interviews, observation,
anecdotal records,
cumulative records etc.)
 Listening patience

25. 25.
 Analysis of
the problem
 Knowledge regarding the
problem.
 Views in support as well as in
criticism of the problem .
 Organised marketting
process.
 Experience in reasoning.

26. 26.
 Synthesis of
the problem
 Combining of the split
factors related to the
problem.
 Involvment of all directly&
indirectly related aspects
of the problem.

27. 27.
 Diagnosing
the problem
 Accuracy in diagonsis.
 Facts, reasoning, driving out
the problem upon which
focus has to be made.

28. 28.
 Prognosis  Prediction of effects of
problem in future life.
 Avoidence of fearing
language, harsh language
and rigidness.
 Include polite attitude and
be empathetic.

29. 29.
 Remedial
step
 Advising the patient, giving
suggestions.
 Counseling of the patient.
 Self actualisation.

30. 30.
 Follow up  Keeping watch
 Keen observation
 Regular contact at
intervals
 Ruling out reoccurrence.

31. 31.ADVANTAGES OF DIRECTIVE
COUNSELING
 TIME SAVING: since the task of the couselor
is only giving suggestion/advice, presures,
therefore it consumes less time.
 ECONOMIC: time is not wasted so it is
economic.
 ORGANISED: systematic apporach. Involves
an organised set of steps.
 ACTIVE PARTICIPATION OF COUNSELOR:
counselor is active participant and directs the
individual in decision making

32. 32.LIMITATION/DISADVANTAGES
OF DIECTIVE COUNSELING.
 LACK OF UNDERSTANDING AT THE PART OF
COUNSELOR: does not consider all aspects
directly or indirectly. Given suggestion will not be
in accordance with the readiness of the individual.
It will creat difficulty in practising suggestion.
 DEPENDENCE OF THE COUNSELEE: counselor
plays an active role. There may be chances of
dependence of the counselee for finding solutions
of any problem. Hence it does not lead to
personality growth.
 It is more suitable for problems related to
intellectual issues.

33. 33NON DIRECTIVE
COUNSELING
 It was advocated by Carl R. Rogers.
 It is counsellee centred approach.
 Counselor is not the main or centre of attraction.
 Counselor is not supposed to impose his values,
beliefs and advices up on the counsellee.
 It is based on the fact that every individual possesses
the potential of helping himself out.
 Survival of the fittest is the best assumption of this
apporach.
 One who is not able to achieve meaningful adjustment
to life’s demands has to face new problems.
 It is also called humanistic approach.

34. 34.STEPS OF NONDIRECTIVE
APPROACH
STEPS ESSENTIALS
 Starting
the
session
 Planing the date, time &
venue
 Consent of counselor
 Introductory remarks about
the counselor’s
achievements.

35. 35.
 Rapport  Creation of free
atmosphere.
 Patience.
 Listening to the counsellee.
 Encouragement
 Communication skills.

36. 36.
 Exploring
the problem
 Responding to the feelings of
the counsellee.
 Reflection, clarification &
interpretation.
 Gaining of insight
 Acceptance
 Free expression fo problem
 Warmth, empathy,
nonjudgemental

37. 37.
 Exploring
the cause
 Giving clues for identification
of cause of the problem
 Reasoning
 Deep understanding
 Self actualzation.

38. 38.
 Driving out
alternatives
to the
problem
 Planning out readjustment
 Invlovement of the
counsellee
 No readymade soultions are
provided.
 Suitable adjustments
 Acceptance of the best
strategy among all solutions.

39. 39.
 Termination
session
 Follow up
 Review of causes and
readjustment strategies
 Reassurance &
encouragement
 Planning of future meetings
 Evaluation fo readjustment
strategies.

40. 40.ADVANTAGES OF NON-DIRECTIVE
COUNSELING
 INDEPENDENCE OF
COUNSELEE:counselee is independent of
making decisions for himself to solve his own
problems. It removes emotional blocks.
 FREEDOM: feels free in talking about his
problem and possible causese.
 KNOWLEDGE: Knowledge based approach.
Without knowledge counselor cannot be a
cometent part of thie approach.

41. 41.LIMITATION/DISADVANTAGE
OF NOND DIRECTIVE
COUNSELING
 More suitable to sort out emotional/personal
problems
 TIME CONSUMING:free flow of views of
counselee needs time.
 NOT ECONOMIC: many sessions may be
required to develop insight in the counselee.
 REQUIRE SPECIAL TRAINING: cannot be used
effectively without training.
 EMERGENCE OF NON ACCEPTABLE
SOLUTIONS: sometime the counselee may drive
out non-acceptable non suitable readjustment
solutions which are impractical in life.

42. 42.ECLECTIC APPROACH
 Selection of best features from a various range of
sources.
 A flexible approach- moulding of the approach is being
done according to the situation.
 Different approaches of eclectic counseling is done.
 It is based on the individual differences.
 So no single approach can satisfy different needs and
requirements of individuals.
 An eclectic approach can be called as a combination
of mixture of directive and non directive counseling.
 Vast information is gathered about the client’s past
and present because both are thought to interrelated
by the counselor.

43. 43.ADVANTAGES OF ECLECTIC
APPROACH
 FLEXIBILITY:the eclectic counselor changes
according to situational response. Planning is
flexibly changed according to situation.
 FULL PARTICIPATION: there is joint
responsibility shared by both the individual and
the counselor. Counselor and the counselee
participate equally.
 ENSURES READJUSTMENT: Since
adaptation occurs according to each step. So
this approach ensures proper readjustments to
changing situations.

44. 44.LIMITATION OF ECLECTIC
APPROACH
 FREQUENT CHANGES/DIFFICULTY IN
DRIVING OUT RIGID SOLUTION: Change in
planning make it difficult. Differentiation among
very good, good and execllent solutions
become difficult.
 NEEDS FULL CO-OPERATION: Contridiction
among the views of counselor and counselee
occurs then it becomes hard to dirve out the
solution.
 TIME CONSUMING: Both counselor and
counselee have to participate. So both need
sufficient time to play their roles.

45. 45.GROUP APPORACH TO
COUNSELLING
 It is a continuous technique where a group of
individuals are counselled.
 Method of group interaction is used to drive out
solution to the problem.
 Every participant of the group has its own place and
importance in this approach.
 Every member is free to discuss or express views.
 Dynamic interaction occurs among the individuals for
a commonly agreed purpose.
 Various important experience & qualities are gained.
 Each members earns characteristics like self
knowledge,self reality and quality of
listening&respecting views of others.

46. 46.STEPS INVOLVED IN GROUP
COUNSELLING
STEP ESSENTIAL
 Slection of
participants
 Persons must have
common problem
 Willingness of the
individual to participate
.eg. Problems related to
fears of public speaking.

47. 47.
 Starting of
session
 Meeting of group as per
scheduled date time and
venue
 Introduction of counselor
 Self introduction by each
member.

48. 48.
 Orientation
for
discussion
 Counselor has to lead
mostly.
 Encouragemnt of
participants in the
discussion.
 Briefing of purpose of
meeting.

49. 49.
 Checking of
unwaranted
behaviour
 If no one participates men
ask by referring to the
person.
 Resistance is shown by
some group members.
 Negative attitude may be
shown
 Giving of support &
acceptance by the
counselor.

50. 50.
 Self
disclosure
 Sharing of personal
information& experience.
 Encourage to continue the
chain process.
 Self disclosures should
occur gradually
 Readiness of the group
member is necessary.

51. 51.
 Decision
making
 Decision accepatable to all.
 Open communication for
opinions.
 Respect for views of
others.

52. 52.
 closure  Termination of session
 Counselor comes forward to
end up the session
 Slowly concluding the
session
 Assurance, further help, vote
of thanks for co-operation
etc.,

53. 53.
 Follow up  Organization of another
session
 Checking out progression of
the participants.
 Finding more alternatives Re-adjustment
strategy

54. 54.ADVANTAGES OF GROUP
COUNSELLING
 ECONOMIC: a group can be counselled at one
time by one counselor.
 TIME SAVING: regular communication flow saves
time
 INTRINSIC MOTIVATION: the participants of the
group themselves show interest in solving the
problem. This intrinsic motivations proves to be
beneficial.
 REAL LIFE EXPERIENCE: participants share
their personal problems, experience & knowledge
which becomes live examples for other
participants.

55. 55.LIMITATIONS OF GROUP
COUNSELLING
 Unwanted behaviours emerge.
 Negativity, resistance and avoidance for views of
others may arise.
 Much lies on the shoulders of the counselor. He has to
check out unwanted behaviours. He has to see the
proper flow of communication . He has to share the
responsibility of initiating &terminating the couselling
session.
 Difficulties in self disclosure, checking hostilities and
decision making may arise.
 Extrovert participants may dominate.
 Size of the group may arise as a problem group; it
should not be too large or too small.

56. 56.ROLE OF COUNSELOR
 MYER’S VIEW:
 Scheduling the interview
 Setting the interview .
 Preparing the interview
 Conducting the interview
 Recording the interview
 Group guidance
 Meeting the staff and getting their cooperation.
 Meeting the bureaus and collecting information
 Meeting of social agencies.

57. 57.STEWART’S VIEW
 helping the pupil to evaluate his experiences.
 Data collection about the individual.
 Understanding the needs and problems of the
individual.
 Interview
 Providing liaison between school and home,
school and community.
 Remedial work in academic progress and social
adjustment.
 Group guidance.
 Co-ordinating school activities.

58. 58.AMERICAN SCHOOL
COUNSELOR ASSOCIATION
VIEW.
 Planning & development of guidance programme.
 Counseling either educational, vocational, personal problem.
 Public appraisal through non-testing and testing techniques
 Educational and vocational planning by self evaluation & self
understanding.
 Referral work.
 Placement either vocational or educational.
 Parent help in solving problems of children.
 Staff counseling by providing accurate information, materials
and consultative assistance.
 Local research in order to find out the needs of community.
 Public relations enhancement by holding conferences with
parent

59. 59.ACTIVITIES OF THE
COUNSELOR
 TESTING: select appropriate and suitable psychological
tests, administer and evaluate them.
 ORGANIZING & IMPARTING OF INFORMATION: gathers,
organize and impart knowledge while solving the problem.
 PROVISION OF GUIDANCE: provide guidance in all areas
like educational, vocational, social etc.
 CONATACTING THE AGENCIES: parents, guidance
bureaus, and employment exchanges etc., should be
contacted.
 PLACEMENT SERVICE: has to send cases to employment
exchanges to assisting the applicants in getting desirable
jobs.
 CONDUCTION OF RESEARCH: conducts research
programmes for improvement in counseling service.

60. 60.QUALITIES OF A
COUNSELOR
 ACCORDING TO WALTER B. JONES.
 PERSONALITY TRAITS:
1. BREADTH OF INTEREST: should be interested in various
types of people, jobs and organizations.
2. CO-OPERATION:co-operative to all staff for harmonious
progression.
3. REFINEMENT : humble towards all should not be over
confident and must possess ethics of communication and
social dealing.
4. MAGNETISM: attract others in direct or indirect contact of
pupil and staff.
5. CONSIDERATING: consider individual differences, problem
faced. Show understanding and real love for others.

61. 61.TRAINING
ACCORDING TO MYER
1. Good liberal education including knowledge of all
fields.
2. Knowledge of objectives, curriculum planning and
methods in teaching secondary schools.
3. Awareness of principles of guidance.
4. Knowledge of vocational activities.
5. Information of methods of imparting occupational
awareness.
6. Knowledge of psychological testing in guidance
services.
7. Knowledge of organization of guidance services.

62. 62.EXPERIENCE
 ACCORDING TO SMITH:
1. Competance as a leader in guidance
programme.
2. Competance as a counselor. Understanding
and establishing of rapport with the problem
child.
3. Understanding and cultivating self
development & realisation.
4. Making voluntary choices of goals of
conscious selections

63. 63.PREPARATION OF A
COUNSELOR
a)EDUCATIONAL PREPARATION:
 Master’s/Bachelor’s degree in teaching and education.
 Basic courses in guidance programme, behaviour sciences
or community health.
b) EXPERIENCE:
 2 years of teaching or counseling.
 1 year of cummulative work experience in the field of school
programme.
 3-6 months of supervised counseling expereince.
 Experience in school activities like working within the
community, volunteer working with NGOS.
c) PERSONAL FITNESS:
 Positive mental, physical, social and spiritual health.

64. 64.COUNSELING ISSUES IN
NURSING FOR STUDENTS
 Fee hike
 Inadequate hostel facilities
 Acute shortage of qualified teachers in nursing
 Changing concepts in nursing education vs practice.
 Less supply of AV aids and library facilities
 No idependent pricipals & building for schools of
nursing.
 No associated hospitals to nursing colleges
 No or less stipends to students.
 Carrying out research programmes
 Helping out for higher students
 Inservice education

65. 65.DISCIPLINARY PROBLEMS
 STEALING
 LYING
 ANNOYING OTHER CHILDREN
 BEING UNPUNCTUAL

66. 66.A) STEALING
 Children start stealing at the age of 5 or 6 and
the main causes of stealing are
1. Sense of insecurity
2. Excessive pampering
3. Strictness
4. Dissatisfaction of needs
5. Sex problems
6. Sense of adventure
7. Imitation.

67. 67.MANAGING STEALING
 In children stealing is a bad habit rather than a
crime.
 Staking the child busy in games.
 Maintaining atmosphere of peace and claim within
the family.
 Ensuring love to child
 Providing reasonable amount for expenditure.
 Lokking after carefully.
 Developing sense of possession either of ourself
or the others.

68. 68.B) LYING
 Concious and willful saying of a thing that is known to be incorrect is
called lying.
 Lying may be playful, revenge, selfish and even pathological.
 MANAGING LYING:
1. PSYCHOLOGICAL TREATMENT: child is treated with love and
affection. Discover causes and persuade them.
2. INDIRECT PUNISHMENT: like not talking with the child, ignoring
him and being idifferent towards him proves to be more effective.
3. AVOIDING: occasions that provoke the child into lying such as
testing child should be avoided.
4. CONFESSION: make the child to confess that he is wrong. This
will inspire repent in him.
5. Positive instruction is given. Neagative instruction causes
contradiction
6. Tell the truth rather than to order the students to avoid lying.

69. 69.C) ANNOYING OTHER
CHILDREN.
 Some children cause pain to other children or
bully juniors or class mates.
 It may cause due to cruel behaviour on the
part of the family members, absence of
discipline in school.
 MANAGING ANNOYING OTHER CHILDREN.
1. Love and affection to the bully.
2. Watch carefully the bully.
3. Develop realisation in the child.

70. 70.D) BEING UNPUNCTUAL
 Unpunctuality refers to not doing home work
regularly, being late for school etc.,
 This behaviour of carelessness develops because
of improper atmosphere in home, lack of interest
and enthusiasm, parents carelessness etc.
 MANAGING UNPUNCTUAL BEHAVIOUR:
1. Try to win respect and admiration of child.
2. Positive reinforcement among children
3. Indirect punishment.
4. Teaching child all the virtues of puncutality.
5. Setting up ideal for child

71. 71.TECHNIQUES OF
COUNSELING
 1.PROBLEM SOLVING TECHNIQUE:
 It is a creative process by which individuals
evaluate changes in them and environment,
make new choices or adjustments in
harmonious manner.
 It involves the following steps.
 Problem Indentification Gathering of data
Hypothesising the courses Decision
making ImplementationFollow up.

72. 72.DISCUSSION TECHNIQUE:
 BS.Bloom defines as ,”a cooperative attack on a
common set of problems, based on a common set
of data, materials and experiences in which the
problem is pursued to as complex and deep level
as possible.
 The instructor helps the group focuss on the
common problem, helps them extend and deepen
the problem, brings whatever, resources he may
have to attack and finally helps the group
recognize when the problem has been solved as
well as the further implication of the solution.”

73. 73.ROLE PLAYING
TECHNIQUE:
 By acting out situations which are parallel to
real life problems.
 It takes the form of psychodrama or
sociodrama.
 Psychodrama concerns itself within the
individual.
 Sociodrama deals with the problems lodged in
a societal situation.
 4. LECTURES: lectures delivered by experts
can impart sounseling in an effective way.

74. 74. CASE CONFERENCES
 Problems faced by majority are discussed as a
case.
 It gives experince in social thinking and has
positive and unique values in the team work.
 6.OPERANT CONDITIONING:
 It is a technique of conditioning the behaviour
of a person.
 It is believed that if new/improved behaviour is
rewarded then old behaviour itself gets
ignored

75. 75. AVERSIVE CONDITIONING
 It is used to change some specific behaviour eg., alcoholism,
homosexuality.
 In this, some pain or discomfort is associated with the
particular behaviour that is needed to be changed.
 8.RECIPROCAL INHIBITION:
 By this technique persons having anxiety, fear etc. are
helped.
 Persons are asked to shift his imagination from fearful
condition to a less threatening scene.
 After a gap ot time he is again asked to recall the scene.
 This process is repeated until he feels completely relaxed.
 9. DESENSITIZATION
 10.RELAXATION.

76. 76.TOOLS IN COUNSELING
 NON TESTING
TOOLS
 Interview
 Observation
 Anecdotal records
 Cumulative records
 sociometry
 PSYCHOLOGICAL
TESTING
 ABILITY
 Achievement a)
formative
 b)
summative
 Apptitude a) general
 (Intelligence, creativity)
 b) special
 (verbal,
numerical,mechanical)

77. 77.NON TESTING TOOLS
 INTERVIEW:
 Conversation based on a definite
purposecommunication between the counselor and
counsellee.
 Adds validity and reliability to data collection
 OBSERVATION:
 Careful study of counselor
 Can be made more effective by structuring and using
rating scales and checklist.
 SOCIOMETRY:
 Used to measure the social distance, social
differences among the members of a group.

78. 78.
 CUMULATIVE RECORD CARD:
 Long process of recording about the individual over
long years.
 All significant, meaningful and comprehensive
information is collected, organized and integrated by
making use of rating scale and checklist.
 ANECDOTAL RECORDS:
 Recording of important incidents.
 Should be done as incident happened.
 Multiple records should be recorded for driving out
and conclusion.

79. 79.PSYCHOLOGICAL TESTS
 INTELLIGENCE;
 Binet summed up, comprehension, invention, direction,and
criticism
 Terman discribed as, “the ability to think in terms of abstract
ideas”.
 Verbal individual intelligence test e.g Terman Merrill Scale.
 Non verbal individual intelligence test.e.g. Pinnter Patterson
performance scale.
 Verbal group intelligence tests e.g Army alpha beta tests.
 Nonverbal group intelligence tests e.g Comparison of various
human groups.
 These tests are used to measure intelligence either concrete,
abstract or social.

80. 80.
 INTEREST:
 A behaviour oriewntation towards certain
situation, activities, experences and objects.
 An expression of likes or dislikes, attractions
or distractions
 MEASUREMENT OF INTEREST:
 OBJECTIVELY: Interest inventories, interest
banks
SUBJECTIVELY: Interviews, obervations,
achievement testing

81. 81.
 APPTITUDES:
 Derived from the word apos means ‘fitted for’
 Good’s dictionary of education defines “a
pronounced innate capacity or ability
 Measurement of aptitude test:
 Test measuring’P’ abilities GATB ie., General
Aptitude Test Battery
 Differential aptitude tests ‘DATB’ ie Differential
Aptitude Test Battery.
 Special aptitude test: eg., Military aptitude tests,
teaching aptitude tests

82. 82.TYPES OF CRISIS
 DISPOSITIONAL CRISIS: Occur due to response
of an external stressor
 Crisis of an anticipated life transition: occur due to
change in normal life cycle and individual feel lack
of control.
 Crisis due to traumatic stress : occur when an
individual feels emotionally defeated.
 Maturational or developmental crisis: occur due to
underlying development issues.
 Crisis due to pre-existing psychopathology.
 Crisis due to emergency disasters such as
suicide, violent behaviour of an individual, alcohol
intoxication etc.

83. 83.MANAGEMENT OF CRISIS &
REFERRAL
 Crisis is a condition in which psychological
disequilibrium occur and the person confronts
a hazardous circumstance. He can neither
escape from the problem nor unable to solve
the problem.
 Crisis conditions are potential for deterioration
in psychological growth of an individual.
 Eg. An individual who returns back to home
and finds his home burnt, faces crisis situation.
 A community, who have lost their houses due
to flood also face crisis situation.

84. 84.PHASES OF CRISIS
 PHASE I: the individual faces a precipitating stress such as
theft from house, burning of house etc. These precipitating
factors causes anxiety.
 PHASE II: The individual uses previous problem solving
techniques. If these techniques work, anxiety is released and
crisis does not occur. If the problem is not solved, then the
anxiety is further increased.
 PHASE III: Individual either make self use of internal or
external sources or take guidance or counseling from others
to relieve discomfort. New techniques to solve the problem
are used. If effective , crisis solved. Or crisis is not solved.
 PHASE IV: Tension occur beyond a further threshold. If the
crisis is not solved even after adaption of new techniques.
Then the anxiety reaches to panic level & disorganisation of
the individual occur.

85. 85.
Precip ita t in g St res s
An xiety
Us ed to
relieve
Us ed to relieve
a n xiety
Previou s Prob lem
Solvin g tech n iqu e
An xiety n ot
res olved b u t ,
fu r th er in crea s ed
An xiety res olved ,
n o more cr is is
s itu a t ion
New Prob lem
Solvin g tech n iqu e
Not effect ive n ew
tech n iqu e, res olu t ion
d oes n ot occu r ,
in d ivid u a l’s a n x ie t y
fu r th er in crea s ed
New Prob lem Solvin g
tech n iqu es effect ive,
res olu t ion of Cr is is occu r
In d ivid u a l’s a n x ie t y
rea ch to p a n ic a n d ,
ma jor d is orga n iza t ion
occu r
Need for Refer ra l
Ph a s e I
Ph a s e II
Ph a s e III
Ph a s e IV
PHASES OF CRISIS

86. 86. MANAGEMENT OF
CRISIS
1. Establish IPR and working relationship with
an individual by active listening and by
attending the immediate needs.
2. 2Make use of reality oriented approach.
3. Be with the individual to ensure that
somebody is there to provide support to him
as the individual is experiencing panic
anxiety.
4. Encourage the individual to verbalise true
feeling.
5. Provide an atmosphere, where he can
express the feeling.

87. 87.
6. Set firm limits on aggressive and destructive
behaviour.
7. Help the individual to find out the precipitating
factors of crisis.
8. Help the individual to make use of previous
problem solving techniques.
9. Guide the individual to problem solving process.
10. Help individual to identify external support
system.
11. Guide the individual to select the best slternative
to solve the problem after weighing the
consequences of each alternatives.

88. THANK YOU