GUIDANCE AND COUNSELLING

GUIDANCE AND COUNSELLING

Definitions of guidance

Guidance is a process through with an individual is able to solve their problems and pursue a path suited to their abilities and aspirations. (Brewer)

Guidance is a facilitative service, which provide aids to pupils and staff

• To help pupils determine the courses most appropriate to their needs and abilities
• To find instructors who will be more sympathetic to their individual requirements and seek out activities which will help them to realize their presentation ( McBaniel)

Guidance is an aspect of educational programme which is concerned especially with helping the pupil to become adjusted to her present situation and to plan his future in line with her interests, abilities and social needs. (Hamrin and Erikson)

Meaning of guidance

Guidance is all round assistance to individual in all aspect of his or her development. It makes use of the science of psychology to determine the attitude, interest, intelligence, personality and the discipline of the education for providing right and suitable assistance. It has the characteristic of

• It is a process of helping or assisting an individual to solve their problems. It helps them to identify where to go, what to do and how to do for post accomplishment of their goals.
• It is a continuous process which starts right from childhood, adolescence and continues over in old age.
• It is assistance to the individual in the process of development rather than direction of that development.
• It is a service meant for all: its regular service which is required for every student, not only for abnormal students.
• Guidance is an organized service not in incidental activity of the school.
• Guidance is more an art than science.
• Guidance is centered on the needs and aspiration of students.

Principles of guidance

According to Crow and Crow there are 14 significant principles for guidance they are

1. Every aspect of person’s complex personality pattern constitutes a significant factor of his total displayed attitudes and form of behavior. Guidance service which are aimed at bringing about desirable adjustments in any particular area of experience must take in to account, the all round development of the individual.

2. Although all human beings are similar in many respect, individual difference must be recognized and considered in any effort aimed at providing help or guidance to a particular child.
3. The functions of the guidance is to help a person

v  Formulate and accept stimulating , worthwhile and attainable goals of behavior

v  Apply the goals to conduct his behavior.

4. Existing social, economic and politic unrest is giving rise to many maladaptive factors that require the cooperation of experienced and thoroughly trained guidance workers and the individuals with the problem.
5. Guidance should be regarded as a continuing process of service to an individual from young childhood through adulthood.
6. Guidance service should not be limited to the few who give observable evidence of its need, but should be extended to the all person of all ages who can benefit there from either directly or indirectly.
7. Curriculum materials and teaching procedure should evidence a guidance point of view.
8. Parents and teachers have guidance appointed responsibilities.
9. To administer guidance intelligently and with as thorough knowledge of the individual as is possible , programs of individual evaluation should be conducted and accurate consultative records of progress should made accessible to guidance workers.
10. An organized guidance programme should be flexible according to the individual and social needs.
11. The responsibilities for administration of guidance programme should be centered in a personally qualified and adequately trained person, working cooperatively with his assistance and other community welfare and guidance agencies.
12. Periodical appraisal should be made for existing guidance programmes.
13. Guidance touches every phase of an individual’s life pattern.
14. Specific guidance problems on any age level should be referred to persons who are trained to deal with particular areas of adjustment.

Difference between guidance and counseling

• Guidance is mainly preventive and developmental where as counseling is remedial as well as preventive and developmental.
• Intellectual attitudes are the raw material of guidance but emotional rather than pure intellectual attitude are the raw materials of counseling process.
• In guidance decision making operable at intellectual level, where as in counseling it operate at emotional level.
• In educational context, counseling service is one among various service offered by guidance programme.

Functions of guidance and counseling

Guidance and counseling have three fold functions namely adjustmental , orientataional and development.

Adjustmental

They help the student in making the best possible adjustment to the current situation in the educational institution in the home and the community. It enables the student to accept the things which they cannot change in life and differentiate what they can change and cannot change in life.

Orientational

They orient the student in the problem of cancer planning, educational programming and direction towards long term personal aims and values.

Developmental

It is concerned with helping the people to achieve self development and self realization.

Need of guidance and counseling

The need for guidance and counseling can be summarize as

1. To help is the total development of the students.
2. To arise students in leading a healthy life by abstaining from whatever is deterious to health.
3. To help the proper selection of educational programme.
4. To select career according to their interest and abilities.
5. To help students in vocational development.
6. To develop readiness for change and to face challenges.
7. To help fresher’s to establish proper written.
8. To identify and motivate students of the weaker society.
9. To help the students to overcome the period of turmoil and confusions.
10. Ensure proper utilization of time –spend outside the class.
11. To help in tackling problems arising out of student exploration and co-education.
12. To minimize the indiscipline.
13. To motivate youth for self employment.

CONCLUSION
The general public tends to view counseling as a remedial function and emphasizes immediate goals, such as problem resolution, tension reduction, and the like. Counselee may refer to the resolution of a particular conflict or problem situation. However, the goals of counseling are appropriately concerned with such fundamental and basic aspects such as self-understanding and self-actualization. These help provide the counselee with self-direction and self-motivation. Counseling in its spirit and essence is generative. It aims at assisting the individual to develop such that he becomes psychologically mature and is capable of realizing his potentialities optimally.

Counseling has no magical solutions. The only meaningful, sensible and realistic view of counseling is that it is not and cannot be everything to everybody. It is concerned with helping individuals find realistic and workable solutions to their problems by helping them gain an insight into themselves so that they are able to utilize their own potentialities and opportunities and thus become self-sufficient, self-directed and self-actualized.

COUNSELING PROCESS

This is the process where actual counseling takes place. There are three parts in this process, namely: the introduction, the main body and the closure.

1.      The Introduction:

In the counseling interview, the counselor considers preliminaries before the main parts of

Counseling interview.

Preliminaries: These are important and necessary for a successful counseling interview. In the meeting of the counselor and the client, it is advised that the counselor should be trustful, have empathy and keep the client’s secrets

These include:

i. Choice of physical surrounding: to make both counselor and client comfortable physically and emotionally. Can be anywhere provided that it is comfortable and allow confidential conversation; under a tree, play ground, or in the room

ii. Sitting arrangement: No physical barriers e.g. table, to separate counselor and client. If such barrier is present it makes the counselor to take up the frightening image of an official bureaucrat. It therefore blocks the spirit of equity and friendship which must prevail.

iii. Equipment: the counseling room should be equipped (if possible) with telephone (for quick consultation) with other relevant helper, fitted with lockable cabinets/drawers for safe keeping of counsellee records.

iv. The setting should be arranged in a way that the counsellor sits closest to the door in

readiness to flee (escape) to safety should there occur violence situation during

counselling. Also is advised to leave the door ajar to avoid murmuring about dubious

dealings behind the closed door.

v. Communication: Should be simple, clear for a client to understand gestures, body language and non-verbal behaviours should be meaningful to the client.

NB: The counsellor should prepare the physical environment i.e. there should be no physical barriers, e.g. a table between them, no direct light into the eyes of the client, the room should been the place where no other people will be able to hear the conversation. The room should be comfortable so as to make it easy for the client to speak out his/her problems. The counselor should employ various counselling skills.

2        The Main Body:

This is the actual conversational process pertaining client’s problems. The counsellor should use as many relevant counselling skills as possible to facilitate the interview and to enable effective outcome. In this part of the counselling interview, the counsellor listens, talks, to give helpfulinformation that help the client to gain self-understanding that leads to self-decision making and adjustment on how to solve or cope with the problem. Also in this part of counselling interview, exploration of the problem is made; strategies and alternatives are sought by the client with the help of the counsellor. Here the counsellor needs to remain his/her expertise in questioning techniques to help the client with the problem.

3        Closure:

It is a good idea to inform the counsellee well in advance that the interview will not go on indefinitely and that he must be prepared to cope with the situation after the interview is over. This advance warning enables the counsellee to easily terminate his relationship with the counsellor. Counselling session lasts between 45-60 minutes. This however, depends on the nature of the problem. It should be neither too long nor too short. The counsellor prepare client for closure not to close abruptly to leave the client out-hanging e.g. we have 10 minutes to wind our session. It is not possible to respond to all of the counsellee’s problems. Make the client understand that it is possible to come back to continue or with new problems. Once the counsellor finds that the counsellee has made sufficient progress to cope with his currently defined problem the interview or series of interviews should be closed.

TYPES OF COUNSELLING TECHNIQUES

INTRODUCTION

Counseling is a generic service of student’s personal work having a wide range of activities and includes faculty advising, counseling in psychological clinics, mental hygiene and other specialized types of counseling. It is a body of techniques which helps young individuals to grow up normally through guided learning. Counseling has proved to be very useful for the development of an individual student. Colleges and Universities, industries and business establishments are becoming increasingly interested in counseling and its potential for improving interpersonal relationships. “Counseling is a dynamic and purposeful relationship between the people in which procedures vary with the nature of the student’s needs, but in which there is always mutual participation by the counselor and the student with the focus up on self-classification and self-determination by the student.” Counseling is classified in to different types. This division is done based on the nature of the counseling process and the part of the counselor. There are three main types of counseling. They are directive, non-directive and eclectic counseling. In directive counseling counselor is active. In non-directive, counselor is passive.
Based on the nature of the counselling process and the role of the counsellor, the following are the three types of counselling techniques.

Ø Directive Counseling

Ø Non-Directive counseling

Ø Eclectic Counseling

DIRECTIVE COUNSELLING

DIRECTIVE COUNSELLING

In this type of approach the counselor plays an important role .A major goal is to replace the emotional behavior of the individual with deliberately rationale behavior .Although he avoids dictatorial advice .This approach is also known as counselor-centered Method. Under this process the counselor plans the counseling process, his work is to analyze the problem, identify the triggers identify the exact nature of the problem and provide various options. Williamson was a great profounder of this kind of approach as he stated that this approach is good to address the problems relating to educational and vocational adjustment. This type of counseling is a concept, where educational and vocational guidance relate to the personality dynamics and interpersonal relationship. This type of counseling is more useful where the individual wants information and advice for choice of a career. This approach does not focus its attention on personality development as such.

Steps of Directive counseling:-

Williamson has given six steps in Directive counseling:

1)      Analysis :

It includes collection of information about the individual which can be collected through structured interviews, psychological case history methods, Interaction with family members, friends, etc.

2)      Synthesis:

After collection of lot data the information is organized in the logical manner to analyze the individual in terms of his qualifications, assets, potentials, liability adjustment, cultural background, habits etc.

3)      Diagnosis :

The diagnosis consists of the interpretation of the data in relation to the nature and problem, the causes of problems.

4)      Prognosis:

Under this step a prediction is made about the future development of the problem.

5)      Counseling :

 The counseling here is to bring about adjustment and re-adjustment to the individual in relation to his problem. Attitudes and interest of the individual are considered during the counseling. It emphasis the individual to develop life cycle where an effort in the positive direction could lead to success and success in turn could lead to further efforts and motivations.

6)      Follow -up

The sixth step in directive counseling is follow up which is extremely important. An individual may be able to solve immediate problems through counseling but new problems may occur or the original problem may re-occur. Follow-up with the client is extremely necessary. The role of counselor is important as he has to make the individual understand and accept his strength and also his weakness and faults. That technique is considered as a most economic approach and important for student counseling because it is less time consuming and student who lack experience are easily influenced by the counselor’s experience and specialize knowledge. The students feel that the counselor has superior Knowledge and therefore a professional relation takes place. The relation is the base of this kind of approach. A submissive and highly emotionalized counseling of student can cultivate self-confidence in the individual. A relationship is based on dignity to help the student to reach his goal. Counselor-centered counseling revolves around the counselor. He tries to lit good relations to the friendship and assistance. In this, the counselor is active and he expresses his ideas and attitudes independently. He evaluates expressions of the client. According to this view point the counseling interview .In this, the counselor asks a series of standardized questions. Each carries a short answer. The counselor does not allow the development of expression and feelings. He leads as an expert, evaluates and gives suggestion vice.

Through treatment, clients are made aware of the actuality that the process of recovery extends well past the confines of the treatment facility. The skills that they learn within the controlled environment of the rehabilitation facility are only tested when their application is required in the real world. It would be highly inappropriate and in fact hazardous for clients to start entertaining the thought that they have been fully cured through treatment. Clients, who leave the rehab after completion of their indoor treatment with the ill-founded belief that they have fulfilled all the necessary goals of recovery, usually end up experiencing a relapse. Such overconfidence and carelessness often becomes the basis of complications in the recovery. Upon discharge, clients are faced with a host of unforeseen circumstances and problems that they need to contend with in keeping with their newfound management skills.

The objectives of follow up counseling are devised in light of the nature of the disease that the client is afflicted with. Management of chronic illnesses requires sustained effort and the process continues well beyond the controlled environment of the treatment facility. In addiction treatment, re-entering into their real lives can place clients in temptation inducing situations and scenarios that can jeopardize their recovery. Certain people, places and environmental cues previously associated with drug usage may give rise to cravings that the recovering patients can find hard to manage. Being discharged from the rehabilitation facility, equates to leaving behind an extensive amount of support that was made available to the clients in the controlled setting of the rehab. In making the transition to their old lives, clients may find it difficult to readjust to an environment that does not offer a similar level of emotional support.

The follow up counseling program is adjusted in accordance with the unique needs and requirements of the clients while serving the basic purpose of helping them remain committed to their recovery. It makes the process of readjusting to everyday life much easier. It ensures swift provision of therapeutic feedback to the clients while they are moving towards practical implementation of the skills that they have learned in the controlled setting of the treatment facility. Problems mostly arise when the clients are required to put the therapeutic tools that they have learned in theory during indoor treatment into practice. Follow up counseling makes it possible for such problems to be addressed and effectively dealt with as they continue to arise.  Another important element of the recovery process is to enhance the support system of the patients so that consistent motivation can be made available to them. The follow up counseling structure allows client’s to remain connected to their support network of counselors, therapists and recovering peers who share an active interest in their treatment. Such support keeps the client’s aligned with the goals of their recovery and establishes a sound base from which they can expand their supportive network.

 Basic Assumptions of Directive Counseling:

According to Willy, the following can be the basic assumptions of directive counseling-

a)      Competency in giving Advice-:

The counselor posses the best training experience and information. He is more competent to provide an advice to problem.

b)     Counseling as an intellectual process -:

An client’s intellectual is not destroyed as a result of mal-adjustment. Hence counseling is primarily an intellectual process .It stresses upon the intellectual aspects of a person instead of emotional aspects of the personality.

c)      Counseling objectives as problem solving situation-:

 The objective counseling are achieved through problem solving situation.

d)     Client’s incapability of solving the process-:

The counselor does not possess the capability for solving the problem always.

Advantages of Directive counseling:

1) This method is useful from the time consuming view- point .It saves time.

2) In this type of counseling, there is more focus on the problem and the person.

3) The counselor can look the client directly.

4) Counseling focuses more on the intellectual aspects of the person than emotional aspect of the personality.

5) In this process, the counselor becomes readily available to help which makes the client very happy.

Limitations of Directive counseling-:

1) In this process the client is more dependent. He is also less able to solve new problems of adjustment.

2) As the client is never independent of the counselor, it is not an efficient best guidance.

3) Unless and until a person does not develop some attitude through experiences, he cannot make    any decision himself.

4) The counselor fails in serving the client to commit the mistakes in future

CONCLUSION
As the client was in need of some information regarding his vocation; counselor provided that to the best of his knowledge. He wanted to select a direction and the counselor helped him in choosing that the counselor gave some alternatives in the same line so that the client may be able to select avocation according to his choice and can choose a career if he is not able to go for it.
During counseling, the counselor tried to explore the reason for his choice of vocation, like why is he motivated towards this job? Is his selection worthy and genuine?

NON-DIRECTIVE COUNSELING

Introduction
This is also known as phenomenological approach to counseling or therapy. Kant described to different aspects of the world. The phenomena would plan thing which are independent of our senses and hence unknown and phenomena which means knowledge of things gained by our senses. Carl Rogers’s phenomenal field of this individual meant the totality of his own experiences. His theory is also called self theory since he places greater emphasis on getting to know oneself as much as possible the self being conscious part of the phenomenal field and the self concept being a series of hypothesis one has about oneself, right or wrong. The nucleus of his theory is his concept of self. He also assumed that h\the human being is an organism, the total individual.

A few salient features of his personality theory are:

1) The individual is an organized whole and self actualization is his basic aim of life which is achieved only through his interaction with the environment as experienced and perceived by him.

2) The totality of experiences at a given time of which he is aware constitutes his phenomenal field that part of this field which the individual experienced as part of himself is his phenomenal self.

3) The most important and consistent self perceptions organize themselves in to a pattern that is self concise.

4) Most of the behaviors of the individual conform to the concept of self personality development Rogers’s means congruence between the phenomenal field and the concept of self resulting in to a balanced personality free from stress and anxiety.

5) The incongruence may lead to anxiety depression and threat. Rogers’s approach to counseling first known as non-directive counseling and later called client centered therapy is found on certain assumption about the nature of human being.

Techniques and Characteristics of Counseling

The counseling technique of the client centered therapy aims at releasing individual’s potential and capacities of self actualization and self-development through the counseling interviews. It aims at helping the counselee grow, learn to solve his problems at his own and be a self-reliant being capable of facing life problems. It aims at bringing about an internal evaluation within the counselee.
An important factor in non-directive counseling is the behavior of the counselor. The role of the counselor is that of a sympathetic and interested listener who passes no value judgments. He simply reflects back and relates in his own words the statements of the client, clarifies them only without approving or disapproving them. Counselee relationship is of paramount importance. The counselor is required in this relationship to show warmth of feeling and understanding coupled with a non-evaluating attitude the counselor remains highly permissive, accepting the counselee neither probing nor interpreting nor showing any personal relation to what the counselee says. Internal change in the counselee is regarded a function of this permissive relationship.
He does not distort what happens between himself and his client. He always considers the client of great value irrespective of his faults and short comings. He is empathetic towards his client capable of accurately perceiving what the client things or feels. Verbal behavior here is taken as data and one looks for what the person is “saying” beyond or behind the words he uses. Such sessions are carried on over periods of many hours and through overall workshops lasting for several days or a week or more. The groups eventually over come to discuss very basic feelings of one participant towards another and become more sensitive to the possible meanings statements that seem unit devoid of emotional content to the untrained.

ECLECTIC COUNSELING

Eclectic counseling is defined as the synthesis and combination of directive and non-directive counseling. It represents a middle status between the two extremes represented by the ‘non-directive’ technique on one hand and the ‘directive’ technique on the other. In eclectic counseling, the counselor is neither too active as in the directive counseling nor too passive as in the non-directive counseling. He just follows the middle path between these two.
The chief advocate of this type of counseling is Thorne. In eclectic counseling, the needs of a person and his personality are studied by the counselor. After this the counselor selects those techniques, which will be useful for the person. The main techniques used are reassurance giving information, case history, testing etc.

In eclectic counseling the counselor first takes into consideration the personality and need of the counselee. He selects the directive or non-directive technique that seems to serve the purpose best. The counselor may start with the directive technique. When the situation demands, he may switch over to the non-directive counseling and vice-versa. An attempt is made to adjust the technique to the requirements of the situation and the individual.

Steps in Eclectic counseling

The leading exponent of the Eclectic counseling Thorne, suggested the following in the process;

1) Diagnosis of the cause

2) Analysis of the problem

3) Preparing tentative plans for modifying factors.

4) Securing effective conditions for counseling

5) Stimulating the client to develop his own resources and trying new models of adjustment.

6) Proper handling of related problems which help in adjustment.

Assumptions of Eclectic counseling

1) Passive methods must be used whenever possible.

2) Active methods are used only with specific indications.

3) In the early stages when the client is telling his stories passive methods are used. It permits emotional release.

4) Complex methods are used only when simple methods fail.

5) Client-centered

6) Client is given opportunity to resolve his problems indirectly.

7) Directive methods are used where co-operations of other persons are needed for the solution.

Characteristics of Eclectic Counseling

1) Objective and coordinating methods are used.

2) In the beginning client active methods are used

3) Counselor remains passive.

4) Importance is given to job efficiency and treatment.

5) Principle of low expenditure.

6) Professional efficiency and skill of counselors are must.

7) Based on the need of client, directive and non-directive methods are used.

8) Provide opportunity to client to find solutions to his problems himself.

Disadvantages of Eclectic Counseling

1) It is vague, opportunistic and superficial.

2) Directive and non-directive cannot be mixed.

3) How much freedom should be given to the client?

4) Lack of skill of counselor can do more harm than good.

Hierarchy of Eclectic Practices

McBride and Martin advocate a hierarchy of eclectic practices and discuss the importance of having a sound theoretical base as a guide. The lowest or first level of eclecticism is really syncretism – a sloppy unsystematic process of putting unrelated clinical concepts together. It is encouraged when graduate students are urged to formulate their own theories of counseling without first having experienced how tested models work. The second level of eclecticism is traditional. It incorporates “an orderly combination of compatible features from diverse sources harmonious whole”. Theories are examined in greater depth. On a third level, eclecticism is described as professional or theoretical or as theoretical integration. This type requires that counselor master at least two theories before trying to make any combinations. A final level of eclecticism is called technical eclecticism. In this approach, procedures from different theories are selected and used in treatment.

CONCLUSION
F.C. Thorne, who is the exponent of this view, finds that it is possible for a counselor to alternate between directive and non-directive methods even in the same interview without disrupting the non-directive permissive relationship with the client. He selects the techniques according to the requirements of the situation and the individual. The counselor must be competent and proficient in the use of all available methods. The validity of the results is determined by the skill with which any method is used. The critical factor is not what method is used but rather the skill with which it is used. Counselor starts with directive technique, then switches on to the non-directive technique.

COUNSELLING THEORIES

Psychoanalysis/Psychodynamic Theory

Psychoanalysis or psychodynamic theory, also known as the “historical perspective,” has its roots with Sigmund Freud, who believed there were unconscious forces that drive behavior. The techniques he developed, such as free association (freely talking to the therapist about whatever comes up without censoring), dream analysis (examining dreams for important information about the unconscious), and transference (redirecting feelings about certain people in one’s life onto the therapist) are still used by psychoanalysts today.

In Counseling we use this theory to train counselors, and it is embedded throughout the counselor training process. In general, psychotherapists and counselors who use this approach direct much of their focus and energy on analyzing past relationships and, in particular, traumatic childhood experiences in relation to an individual’s current life. The belief is that by revealing and bringing these issues to the surface, treatment and healing can occur. This theory is highly researched, and as the field of neuroscience advances, counselors are finding how psychodynamic theory can actually positively affect a client’s brain. Psychodynamic theory can be more time intensive in comparison to some short-term theories because it involves changing deeply ingrained behaviors and requires significant work on understanding one’s self.

Behavioral Theory

Behavioral theory is based on the belief that behavior is learned. Classic conditioning is one type of behavioral therapy that stems from early theorist Ivan Pavlov’s research. Pavlov executed a famous study using dogs, which focused on the effects of a learned response (e.g., a dog salivating when hearing a bell) through a stimulus (e.g., pairing the sound of a bell with food).

B. F. Skinner developed another behavioral therapy approach, called operant conditioning. He believed in the power of rewards to increase the likelihood of a behavior and punishments to decrease the occurrence of a behavior. Behavioral therapists work on changing unwanted and destructive behaviors through behavior modification techniques such as positive or negative reinforcement.

Cognitive Theory

In the 1960s, psychotherapist Aaron Beck developed cognitive theory External link . This counseling theory focuses on how people’s thinking can change feelings and behaviors. Unlike psychodynamic theory, therapy based on cognitive theory is brief in nature and oriented toward problem solving. Cognitive therapists focus more on their client’s present situation and distorted thinking than on their past. Cognitive and behavioral therapy are often combined as one form of theory practiced by counselors and therapists. Cognitive behavioral therapy, or CBT, has been found in research External link  to help with a number of mental illnesses including anxiety, personality, eating, and substance abuse disorders.

Humanistic Approach

Humanistic therapists care most about the present and helping their clients achieve their highest potential. Instead of energy spent on the past or on negative behaviors, humanists believe in the goodness of all people and emphasize a person’s self-growth and self-actualization.

Humanistic theories include client-centered, gestalt, and existential therapies. Carl Rogers developed client-centered therapy, which focuses on the belief that clients control their own destinies. He believed that all therapists need to do is show their genuine care and interest. Gestalt therapists’ work focuses more on what’s going on in the moment versus what is being said in therapy. Existential therapists help clients find meaning in their lives by focusing on free will, self-determination, and responsibility.

Holistic/Integrative Therapy

Holistic and integrative therapy involves integrating various elements of different theories to the practice. In addition to traditional talk therapy, holistic therapy may include nontraditional therapies such as hypnotherapy or guided imagery. The key is to use the techniques and psychotherapy tools best suited for a particular client and problem.

There are various therapies that counselors can choose to study, but the type of theory matters less than the success of the relationship between client and therapist. In the Counseling Program, students are prepared to become self-reflective practitioners and learn to examine the factors that influence the client-therapist relationship to become successful counselors.

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