Page 75 - DEDU502_GUIDANCE_AND_COUNSELING_ENGLISH

Unit 6: Educational and Vocational Guidance

(i) Helping the Child in Making a Satisfactory Transition from Home to School: When the child enters Notes
a school, he faces a novel situation. In his home he is free to do as he likes.
(ii) Helping the Student in Solving Difficulties in Learning : When the child has become adjusted
to school life, he may face difficulties in learning basic educational skills.
(iii) Helping Potential Drop-outs to Stay in Schools : Pupils in primary classes drop out very
often because they are unable to adjust there. The instructional methods may be defective.
(iv) Helping Students Make Plans for Future: Pupils at the end of the Higher Primary stage being
to think of making educational or vocational plans. Guidance helps them in making a
proper choice by finding out their I. Q’s, interest and behaviour patterns.
• Functions of Guidance at the Higher Secondary Stage : The secondary stage is the terminal
stage and it is here that the nation wants to send at least 50% of the student population to
vocational and the rest to the colleges.
• The following are the functions of educational guidance at this stage.
(i) Helping Students in Making Educational Choices : Students have to be guided as to suitable
course and curriculla in keeping with their abilities and interests.
(ii) Helping Students in Making Educational Plans and Making Progress in them: Educational plans
are made with the consideration to the occupation one would like to choose, the capacities
one has, and the responsibilities one will have to shoulder in future.
• One specific aspect of educational guidance is the guidance concerning backward children.
This category includes children who usually fail at examination, or show signs of indiscipline,
running away from school, juvenile delinquency, or other defects of such nature.
• While backward children require guidance and care, the unusually gifted childen also require
a special educational arrangement as otherwise there is fear of their falling into bad activities.
• Another problems that makes itself felt to the psychologists is when a particular child
evinces lack of inspiration and enthusiasm to study.
• Yet another problem confronts the psychologist when a student shows signs of being weak
in some particular subject or subjects.
• The recognition of the fact that education should equip the individual to enter an occupation
and be able to make a living, makes vocational counseling an integral part of the educational
process.
• Vocational guidance aims at assisting an individual in making a choice of occupation in
accordance with his innate endowments. It further prepares in individual towards selected
occupation profession; provides services in accordance with his educational background
and future trainability.
• The following are the main principles of vocational guidance :
• Client-Centred Principles: (i) Making guidance available without interruption; (ii) Guidance
covering all clients; (iii) Making guidance programme client-centred; (iv) Guidance services
meeting the varied and extensive needs of the individual; (v) Making choice by the client
himself.
• Vocational Guidance Personnel-Centred Principles: (i) Accepting genuine responsibility to guide
clients; (ii) Professional efficiency.
• Organisation-Centred Principles: (i) Helping up-to-date records about the clients; (ii) Framing
an independent guidance programme.
• General Public-Centred Principles: (i) Mobilizing public opinion; (ii) Maling public receptive to
guidance programme.
• When more and more complexities put obsracles collectively in some other phenomenon,
then the exhibition of doubt is not in vain. It is also true for entry into the vocations.

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