Page 225 - DEDU502_GUIDANCE_AND_COUNSELING_ENGLISH

Unit 20: Organizing Counseling Services at College Level

pay, but where actual job conditions are maintained as far as possible. Notes
Some of these jobs are in connection with work in making or repairing school apparatus,
rebinding books, or assisting in the library. Some are not connected with class activities, such
as seeding the lawn, planting trees, or laying out an athletic field.
(2) Work that is done for the community, performing some public service as a useful citizen, such
as mosquito eradication, clearing waste land, or caterpillar control.
(3) Job experience, with pay, which is done in connection with the school programme, where part
of the time is spent in school and part on an actual job.

(4) Work experience that is done in connection with a school, where articles are produced in
quantity, often for sale.
(5) Experience gained in part-time jobs, not connected with the school programme, after school or
during vacation.
With the growing recognition that the curriculum of the student must include the total activities of
his life in school and out of school, these work experiences are considered to be an indispensable
part of a well-rounded education.
In addition, such experiences can be very useful in revealing or developing interests and in disclosing
abilities and aptitudes that help in choosing a life work.
For some years many schools have been experimenting with types of co-operative plans by which
high-school students in commercial and industrial arts or vocational curriculums could secure
practical on-the-job experience while they were still in school.
This involves cooperation between school and commercial and industrial establishments so that
students may, within the compulsory attendance requirements, be in school part of the time and at
work part of the time.
The cooperative plan of systematic school-and-work preparation involves learning activities in
organised classes in school and business establishments in the community.
This is definitely a guidance project, for its purpose is “to affect worker morale adversely. It is his
duty to build attitudes of pride in the work and in the organisation.
Basic Factors of Adjustment: If young people achieve satisfactory adjustment in their home
experiences, in their school life, and in their other social relationships they are likely to make
satisfactory adjustments on the job. If they were guided during their formative years toward the
development of habits of trustworthiness, industry, responsibility, and social usefulness, they are
likely to go to their job with behaviour patterns which will be powerful aids to success.

20.5 Counseling of out of School Youths and Adults

The process of guidance towards occupational adjustment includes three steps :
(1) wise selection of a vocation while in high school or college;
(2) adequate job preparation in a specialised training institution;
(3) placement in a position for which one is personally qualified and well trained, and where one
can achieve job satisfaction and earn gratifying advancement.
The occupational experience of many workers does not follow this ideal pattern, however. For some
reason, people lose their jobs and must find others. Various community, state, and national vocational
guidance bureaus have been organised to meet the needs of the unemployed.

LOVELY PROFESSIONAL UNIVERSITY 219