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Unit 2: Guidance: Goals and Principles

From the point of view of the institution the aims of guidance can be stated as follows: Notes
(i) The guidance programme should encourage and stimulate teachers towards better teaching.
(ii) The programme should aim at providing assistance to teachers in their efforts to understand
their students.
(iii) It should provide teachers with systematic technical assistance and in-service training
activities.
(iv) It should contribute to the mutual adjustment of children and school.
(v) It should provide for referral of students by teachers.
The Kothari Education Commission (1964-66) has given the following aims of guidance at the
secondary school stage:
1. Guidance services are designed to bring about required adjustment in any direction/area/
aspect of the individual’s personality. The individual must come out as a unity.

2. The individual should be so assisted that he is able to unfold himself and develop in his own
unique way affecting desired adjustment in his personal and social aspirations. He must tackle
his problems in his own characteristics fashion.

Main concern of guidance is the optimum enrichment of an individual. It must deal with
the whole, person and is the totality of experiences.

As every individual is a unity, a person within himself, guidance will do well to attend to his
personal and unique reactions to be scientific, meaningful, relevant, and worthwhile. It must take
stock of individual differences and have independent schedules in conformity with each individual
under observation or appraisal.

What are responsive service?

2.5. Principles of Guidance

In order to organize a guidance programme successfully, it is essential to understand the principles
along with the meaning of guidance upon which the guidance process is based. After knowing
these principles, it becomes convenient to run this programme. All the educationists do not agree on
the principles of guidance. For example, Jones has given five principles of guidance, Humphrey and
Traxler have given seven while Crow and Crow have described fourteen principles of guidance.
Some principles are common. The principles, convincing to all, are as follows:
(i) Study of an Individual and Evaluation : In the guidane programme, unless and until correct
information regarding every person is not collected, it is impossible to run this programme.
Hence, in order to collect such informations, it is essential to appraise the individual, to study
him and to run the programmes based on research. In order to run a guidance programme,
cumulative record must be presented before the guidance programmers. This presents a clear
picture of a pupil’s achievements and progress to the guidance worker. According to this
principle, the use of well-selected standardized tests for the study and appraisal of a person
prove very helpful. We can collect facts regarding a person’s achievements, interests, mental
abilities with the help of these tests. The maintenance of such facts as cumulative record is
must for guidance.

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