Page 111 - DEDU502_GUIDANCE_AND_COUNSELING_ENGLISH

Unit 9: Personal Guidance at School Level

developers shape courses of study that more accurately reflect the needs of students. Too often, Notes
counselors are not included in curriculum development efforts.
Pre-service teacher training institutions typically provide very limited experience with the more
technical aspects of guidance work. Thus, a need exists in most schools for assistance with guidance
and counseling functions essential to the educational program. Specifically, the guidance counselor
is qualified to assist teachers with selecting, administering, and interpreting tests; selecting and
using cumulative, anecdotal, and other types of records; providing help and suggestions relative to
counseling techniques, which teachers can use in counseling their students; and providing leadership
in developing and conducting professional development of teachers in guidance functions.
Guidance has a responsibility for developing and maintaining a cooperative relationship between
students and the school. Teachers and counselors must be cognizant.
Self Assessment
1. State whether the following statements are ‘True’ or ‘False’:
(i) Personal guidance helps individual in the development of attitudes and behaviours in all
areas of life.
(ii) Psychological freedom and safety are not essential for creative expression.
(iii) Personal guidance has a responsibility for developing and maintaining a cooperative
relationship between students and the school.
(iv) Backward children should be taught in complicated steps so that they can achieve a good
stage in learning.

9.4 Organization of Personal Guidance at School
Students face a lot of problems both in school and at home. These problems cannot be solved
effectively by untrained and unqualified persons. Schools are in a strategic position where appropriate
guidance can be given in an organised and systematic manner. Therefore, it is essential to organise
guidance services in schools to assist students in their adjustment with the environment. How
should guidance services be organised ? There are certain fundamental components of organization
of guidance programmes Let us discuss important components underlying organization of guidance
services in schools
• The purpose to be achieved
• The functions to be served
• The allocation of responsibilities
• Methods of evaluation of the programme
After indentifying these four components of guidance certain fundamental questions must be asked.
If the answers of those questions are in “Yes”, the guidance services should be organised. The
following are some of the questions which must be addressed before deciding whether or not guidance
programmes should be initiated. These are known as pre-organizational considerations. At this
stage we have to find suitable answers to the following questions.
(i) Are qualified persons available for guidance services ?
(ii) Are staff members ready to cooperate ?
(iii) Will additional staff be available ?
(iv) Are Principal and staff willing to devote required time ?
(v) Is Principal interested in this programme ?
(vi) Is there an appropriate space available ?
(vii) Are the parents interested in the guidance programme ?

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