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Guidance and Counseling

Notes situations is to help the individual discover the fundamental causes of his problem. The difficulty
may stem from his experiences in the home or the school, on the job, or in his social relationships or
recreational activities.
17.2.1. Home Experiences

It is not unusual for a child occasionally to resent what he considers to be unjust treatment by his
parents, to be jealous of apparent privileges granted a brother or sister and denied him, or to
embarrassed by the fact that his home compares unfavourably with that of his classmates. If the
mother as well as the father is working and is thus away from home, the child is likely to engage in
unsupervised after-school activities that get him into trouble with the parents of neighbourhood
children and elicit consequent punishment from a work-weary mother when his misdemeanors are
reported to her. These are but a few of the many problem situations that are likely to arise in the
home even when the father and mother try to be good parents.

The effect on a child or a young adolescent of real or fancied home difficulties may be such that it
necessitates individually-received assistance from a counselor. In some instance, the situation lends
itself to help that can be given by a member of the school guidance staff. If inner resentments and
conflicts become too serious, the situation may require clinical or psychiatric attention.
During later adolescence and adulthood, matters dealing with plans for establishing a home of
one’s own become extremely important. Choosing a mate, marrying, selecting and furnishing a
home, budgeting the home finances, and rearing children give rise to questions that may cause the
young person considerable concern. The older adult also needs help toward the solution of problems
of marital adjustment and parent-child relationships.
17.2.2. School Experiences

During his elementary-school years, the child usually can be helped to meet his problems of
adjustment in group situations through the efforts of an alert and guidance-minded teacher.
It usually is best not to place too much emphasis on the personal difficulties of the child by subjecting
him to individual counselling situations that will seem to set him apart from his schoolmates.
A child needs to experience a feeling of oneness with his group. Any procedure that causes his
fellow classmates to feel he is receiving more or different treatment from theirs may be more harmful
than beneficial. However, there are instances of inability to keep up with the class or of tendencies
to engage in behaviour that is deviate from that of the group. Such situations need individual
attention.
Secondary-school pupils and college students may require individually received help in planning
their courses or in adjusting to them. An individual may have academic difficulties or his attendance
record may be unsatisfactory. Personality differences between a student and an instructor often
cause difficulties. Ineffective study habits or too little time for or lack of interest in home study will
interfere with school success.
The questions often asked by young people about their school experiences indicate their concern
over matters that may must be able to relate easily with the student, assist him in establishing
objectives and goals, and employ any ethical means that will assist the student to change or learn
behaviours necessary to cope with his environment and work toward the objectives they mutually
have established.
Third, an appropriate environment is necessary. Depending upon the nature of the interview, this
environment must provide assurance of confidentiality, a mood of contemplation, and/or adequate
information resources.
Finally, as the term is used in school settings, counselling must provide a relationship that allows
for meeting both immediate and long-term needs. The counselor must be available at moments
when the student needs him for specific assistance.

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