Page 10 - DEDU502_GUIDANCE_AND_COUNSELING_ENGLISH

Guidance and Counseling

Notes 6. It provides for the identification and development of talents and potentialities.
7. The intangible elements of guidance are recognised as a point of view or as an attitude.
Self Assessment:
1. State whether the following statements are ‘true’ or false’
(i) Guidance is a help and suggestions for progress and showing the way.
(ii) Major aim of guidance is the promotion of student development.
(iii) Guidance does not develop ability to solve their problems in children.
(iv) Guidance is an integral part of the school system.

1.2 Nature of Guidance

By now, you have understood that guidance is a helping service. Guidance is by its very nature a
self-oriented, problem solving and multifaceted activity. It presupposes two-fold understanding.
The first is the understanding of one’s own abilities, aptitudes, interests, motives, behaviour-patterns,
skills and achievements up-to-date and social, cultural economic background. Secondly, it is the
understanding of the real nature of one’s environment and of the educational and vocational
opportunities offered by that environment, along with their differential requirements of abilities
and attainments. Guidance may be described as a process of relating these two types of understanding
so that they become imbued with a new meaning in the life of the individual.

“Guidance seeks to create within the child the need and power to explore and understand
himself in order to prepare a balance-sheet of his assets and liabilities so that is able to
plan out his future growth and activities in a manner that offers maximum likelihood of
success and satisfaction. “

The following services constitute the usual pattern of activities within a guidance programme and
are called ‘basic elements’:
• Pupil Information or Appraisal Service
• Educational and Vocational Information Service
• Counseling Service
• Placement Service, and
• Follow-up Service.
An effective guidance programme helps the youth to see clearly four things :
(i) Where he has been,
(ii) Where he is now,
(iii) Where he is going, and
(iv) What he has with which to get there.
A persual of the different activities of guidance shows that two types of guidance, i.e. educational
and vocational, find place in every list. This fact indicates the importance of educational and vocational
guidance. In practice, the entire guidance is a unitary process. Educational guidance is dependent
on vocational guidance. Crow and Crow have observed, “As now interpreted, guidance touches

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