--- title: "Vol 2 1" book: "EDUCE208 Principles & Procedures of Guidance and counselling" category: "EDUCE" publisher: "Ratan Prakashan Mandir Pvt. Ltd." type: "Educational Material" --- According to Latest Syllabus Read For Sure Success In University Examination RATAN TEXT BOOK PRINCIPLES AND PROCEDURES OF GUIDANCE AND COUNSELLING Vol-2 M.A.Education (Sem-IV) Dr. Neelesh Singh Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 Copyright Authors & Publishers Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 ISBN :978-93-0970-626-4 Price 80.00 only Printed at : KIDS INTERNATIONAL PVT. LTD. C-60, 61, 62, 63, EPIP, Shastripuram, Agra - 282007 Ph. : +91 9719004921 UNIT-9TYPES OF GUIDANCE: EDUCATIONAL GUIDANCE structure 9.1    Introduction 9.2   Learning Objectives 9.3   Types of Guidance Self-Check Exercise-1 9.4   Educational Guidance: Concept, Nature, Aims and Need Self-Check Exercise-2 9.5   Summary 9.6   Glossary 9.7   Answers to Self-Check Exercise 9.8   References/Suggested Readings 9.9  Terminal Questions 9.1    INTRODUCTION Dear Learner, Educational guidance plays a crucial role in assisting students with their academic and personal development within the school environment. It encompasses a range of activities aimed at helping individuals understand their abilities, interests, opportunities, and limitations in order to make informed decisions about their educational path and future endeavors. This form of guidance addresses various challenges and issues faced by students, ranging from academic performance to vocational preparation. The nature and concept of educational guidance involve understanding individual characteristics and providing support in navigating educational choices and adjustments. Ruth Strong highlights key aspects of educational guidance, including adjusting academic loads, adopting suitable courses, and fostering student engagement in learning activities. Moreover, educational guidance is closely intertwined with vocational guidance, as individuals' educational choices often influence their future career paths. The need for educational guidance arises due to factors such as increasing individual differences among students, the expansion of educational objectives, and the solution of various educational problems like discipline issues and optimal student achievement. Thus, the implementation of effective educational guidance programs is essential for promoting student success and enhancing the overall quality of education. 9.2    LEARNING OBJECTIVES After studying this unit, you should be able to: •    Explain the nature and concept of Educational guidance •    Describe the aims of Educational guidance •    Understand the need for Educational guidance 9.3    TYPES OF GUIDANCE Guidance refers to the assistance provided by one person to another in making decisions, adapting to situations, and solving problems. It plays a role in various aspects of life, including education, career choices, and personal matters. As a result, different types of guidance programs exist based on the nature of the issue. Interestingly, educationists and guidance professionals have classified guidance in various ways, often differing in their opinions regarding the number and types of guidance. W.M. Prestor identified six types of guidance: (a)    Educational Guidance (b)    Vocational Guidance (c)    Guidance in Social and Civic Activities (d)    Guidance in Health and Physical Well-being (e)    Guidance for Meaningful Use of Leisure Time (f)    Guidance in Character Development Paterson categorized guidance into five types: (1)    Educational Guidance (2)    Vocational Guidance (3)    Personal Guidance (4)    Health Guidance (5)    Economic Guidance Despite variations in classification, most psychologists recognize three fundamental types of guidance: (i)    Educational Guidance (ii)    Vocational Guidance (iii)    Personal Guidance 9.4 EDUCATIONAL GUIDANCE: CONCEPT, NATURE, AIMS, AND NEED Arthur J. Jones defines educational guidance as the support provided to students in making choices and adjustments regarding schools, curricula, courses, and overall school life. Educational guidance primarily addresses the challenges faced by students as they navigate their academic journey and prepare for their careers. Brewer, in his book Educational Guidance, emphasized that the purpose of educational guidance is to ensure a student’s success in education. One of the key concerns is to help learners progress in their academic path, which refers to the structured learning trajectory a student follows. Educational Guidance: Concept and Nature For guidance to take place, there must be a specific situation requiring assistance. If such a situation does not exist, the activity may be categorized as education, vocational training, or general support but not as guidance in the true sense. A guidance process involves two essential elements: diverse individuals with unique characteristics and multiple options from which they must choose. The term "educational guidance" was first recorded in Reader’s Guidance in 1912. In this domain, effective guidance is possible when individuals possess distinct traits, such as intelligence, attitudes, aptitudes, interests, personality patterns, and physical attributes. Each person is unique and requires tailored guidance based on their capabilities. Additionally, various educational pathways, including different subjects, courses, and learning combinations, exist. A student must select the most suitable educational direction with assistance from teachers, counselors, parents, school authorities, or guidance professionals. Without these essential factors, the process cannot be classified as guidance. Educational guidance, therefore, refers to the process of helping a student recognize and understand their abilities, aptitudes, interests, opportunities, challenges, and limitations. It assists them in pursuing the right educational choices, adjusting to their learning environment, and ultimately contributing positively to society while leading a fulfilling life. This type of guidance is closely integrated into the school system and curriculum. Ruth Strong highlights key aspects of educational guidance, which include: 1.    Assisting students in aligning their academic workload with their capabilities. 2.    Replacing an unsuitable or failed course with a more appropriate one. 3.    Adapting teaching methods to meet individual student needs. 4.    Incorporating counseling sessions as a fundamental part of the curriculum. 5.    Encouraging students to take responsibility for their own learning. 6.    Recognizing students’ genuine interests and providing them with opportunities to engage in co-curricular activities, which, when balanced, positively impact academic performance. Educational guidance is often influenced by vocational guidance. Just as there are various fields of study that prepare students for different careers, individuals also differ in their abilities and aptitudes. As a result, vocational considerations often shape the nature of educational guidance. In some cases, a student’s career path is predetermined, leaving educational guidance with the role of supporting vocational decision-making. However, this is not always the case, as educational guidance has its own significance in shaping a student's academic journey. The Kothari Commission emphasized that one of the primary purposes of guidance at the secondary level is to help students identify and develop their abilities and interests. It enables students to assess their strengths and limitations, engage in academic work at an appropriate level, explore educational and career opportunities, and address personal and social adjustment challenges both in school and at home. Aims of Educational Guidance Crow and Crow have given the following aims of educational guidance at the high school level: (i)     Select the curriculum that best fits his abilities, interests and future needs. (ii)    Develop work and study habits that enable him to achieve satisfactory success in his studies. (iii)    Gain some experiences in learning areas outside the particular field of his special interests and talents. (iv)    Understand the purpose and the function of the school in relation to his needs. (v)    Discover all that his school has to offer and plan a programme of studies accordingly. (vi)    Learn about the purpose and function of the school that he may wish to attend later. (vii)    Select try out courses in order to gain insight into learning areas that still lie ahead. (viii)    Participate in out-of-class activities in which he can develop potential leadership qualities. (ix)    Appraise his fitness for continued study in a college or other school or in a particular vocation. (x)    Develop an attitude which will stimulate him to continue his education in a school selected for its worth to him in relation to his talents and training. Self-Check Exercise -1 1.    What is the primary aim of educational guidance? a)    To provide financial support for students b)    To help students choose appropriate academic courses and make informed educational decisions c)    To encourage students to take up part-time jobs d)    To offer counselling for personal and emotional issues 2.    How does educational guidance contribute to academic achievement? a)    By imposing strict study routines b)    By limiting educational resources c)    By providing learning strategies and support d)    By discouraging exploration of different subjects Need for Educational Guidance Educational guidance is essential for various reasons, as outlined below: (ii)    Increasing Individual Differences Among Students Before independence, schools primarily admitted children from privileged backgrounds, and enrollment was selective. However, after independence, with the constitutional mandate for free and compulsory education up to the age of 14, schools began accommodating students from all sections of society. This shift led to overcrowded classrooms and a significant rise in the number of schools. As a result, there is now a wider variation in students' abilities, aspirations, and academic performance. To address these diverse needs and tailor the school curriculum for optimal student development, the implementation of guidance services is crucial. (iii)    Role of Guidance in Enhancing Education Quality In recent years, educational institutions have expanded rapidly to meet the growing demand for schooling. However, this expansion has, in some cases, led to a decline in academic standards. To maintain and improve the quality of education, it is necessary to incorporate guidance services in schools, ensuring students receive the necessary support to achieve their full potential. (iv)    Growing Knowledge Base and Course Diversification The accumulation of knowledge is continuous, and new subjects and disciplines are frequently introduced. Textbooks are expanding with new content, making it impossible for students to learn everything available in their field of study. The traditional one-size-fits-all education system is now outdated. At the secondary level, various specialized and elective subjects have been introduced. Therefore, a well-structured guidance service is needed in schools to help students choose subjects aligned with their abilities and interests, while also assisting school authorities in efficiently allocating diverse courses to students. (v)    Expanding Educational Goals Modern education aims at the holistic development of students rather than just academic excellence. It is now widely recognized that education should contribute to emotional, social, and civic development as well. Issues related to social adaptation and personality development require the expertise of trained counselors and the availability of structured guidance programs. (vi)    Addressing Educational Challenges Schools face numerous challenges, including universal education, increasing enrollment, high failure rates, dropouts, wastage, and stagnation in learning. Additionally, students with exceptional abilities, slow learners, children with disabilities, and those exhibiting behavioral issues require specialized support. Implementing proper guidance services in schools can help address these challenges effectively. (vii)    Managing Discipline Issues Maintaining discipline in educational institutions is becoming increasingly challenging. Even at higher levels of education, issues such as student protests and agitation have become widespread. A well-planned guidance program can help students develop positive attitudes, understand their responsibilities, and reduce behavioral problems, ultimately leading to a more disciplined learning environment. (viii)    Maximizing Student Achievement Many students perform poorly in exams, often securing low grades because they lack effective study habits and learning techniques. The primary reason behind their academic struggles is their failure to utilize available educational resources. Proper guidance services can help students develop better study strategies and make the most of their learning opportunities, thereby improving their academic performance. Self-Check Exercise-2 1.    What educational problem is associated with a high percentage of failures and dropouts? a)    Lack of discipline b)    Poor study habits and learning styles c)    Insufficient school infrastructure d)    Shortage of teachers 2.    Why is there a need for educational guidance to solve discipline problems? a)    Because it provides free education b)    Because it helps students develop proper study habits c)    Because it assists in understanding students' differential needs d)    Because it helps to address students' social adjustment and personality orientation 9.5    SUMMARY Educational guidance, as defined by Arthur J. Jones, focuses on assisting students in making choices and adjustments related to schools, curriculum, courses, and school life. It addresses various challenges faced by students in their educational journey, aiming to ensure their success and satisfaction in their academic pursuits. Educational guidance involves understanding individual characteristics and providing support in navigating educational choices and adjustments. Ruth Strong outlines key activities of educational guidance, including adjusting academic loads and fostering student engagement. This form of guidance is closely linked to vocational guidance due to the influence of individual abilities and career choices. The need for educational guidance arises from factors such as increasing individual differences among students, the expansion of educational objectives, and the solution of various educational problems. Educational guidance is crucial for promoting optimal student achievement and enhancing the overall quality of education. 9.6    GLOSSARY Educational Guidance: A process that helps students make informed decisions regarding their educational paths, including choices related to schools, curricula, courses, and overall school life. Optimum Achievement: The highest level of success and performance that a student can achieve with appropriate guidance and support. 9.7    ANSWERS TO SELF-CHECK EXERCISE 1 & 2 Self-Check Exercise-1 1.    b) To help students choose appropriate academic courses and make informed educational decisions 2.    c) By providing learning strategies and support Self-Check Exercise-2 1 . b) Poor study habits and learning styles 2 . d) Because it helps to address students' social adjustment and personality orientation 9 .8 SUGGESTED READINGS •    Brewer, J. M. (1932). Educational Guidance: Its Principles and Practice. Macmillan. •    Crow, L. D., & Crow, A. (1960). Introduction to Guidance: Basic Principles and Practices. American Book Company. •    Jones, A. J. (1945). Principles of Guidance. McGraw-Hill. •    Kothari, D. S., & Commission, E. (1966). Report of the Education Commission, 1964-66: Education and National Development. Government of India Press. •    Paterson, D. G. (1947). Principles of Guidance. Harper & Brothers. •    Prestor, W. M. (1957). Guidance Services in Schools: An Introduction. Prentice-Hall. •    Strong, R. M. (1954). Educational and Vocational Guidance in Secondary Schools. Ronald Press. 9 .9 TERMINAL QUESTIONS Dear learners, please check you progress by attempting the following questions: 1.    Examine the role of educational guidance in addressing the challenges faced by students in their educational journey. 2.    Analyse the importance of guidance programs in addressing educational problems such as high dropout rates, failure rates, and issues of wastage and stagnation. What measures can schools take to effectively implement guidance services to mitigate these problems? ******* UNIT-10TYPES OF GUIDANCE: VOCATIONAL GUIDANCE Structure 10.1    Introduction 10.2    Learning Objectives 10.3    Vocational Guidance and its Aims Self-Check Exercise-1 10.4    Need for Vocational guidance Self-Check Exercise-2 10.5    Summary 10.6    Glossary 10.7    Answers to Self-Check Exercise 10.8    References/Suggested Readings 10.9    Terminal Questions 10.1    INTRODUCTION Dear Learner, Vocational guidance emerged as a key concept in helping individuals choose, prepare for, and progress in their careers. Initially defined in 1924, and later refined in 1937 by the National Vocational Guidance Association of the USA, it emphasizes aiding individuals in making their own career decisions. The process involves matching an individual's traits, such as intelligence and interests, with suitable vocations requiring specific qualifications. The aims of vocational guidance include providing knowledge about occupations, required skills, and facilitating self-discovery through experiences. It also emphasizes the importance of honest labor, developing analytical skills, supporting economically disadvantaged children, and creating awareness of vocational training opportunities.The need for vocational guidance is crucial for efficient utilization of natural resources, national development, and adapting to the complex job market. It helps in manpower planning, creating occupational awareness, and addressing changes in industry and labor conditions. Proper vocational guidance is essential for aligning education with the country’s economic needs and preventing youth frustration. 10.2    LEARNING OBJECTIVES After studying this unit, you should be able to: •    Explain the nature and concept of Vocational guidance •    Describe the aims of Vocational guidance •    Understand the need for Vocational guidance 10.3    VOCATIONAL GUIDANCE AND ITS AIMS The term "Guidance" first gained recognition when associated with vocational aspects. Scholars have interpreted it in various ways—some view it as simply helping an individual secure a job, others see it as ensuring job satisfaction, while some define it as aligning an individual’s skills and interests with a suitable profession. In 1924, the National Vocational Guidance Association of the USA defined vocational guidance as a process that helps individuals choose a profession, prepare for it, enter it, and advance in their careers. However, this definition implied that the guidance counselor would make decisions on behalf of the individual, which contradicted the core principle of guidance—assisting individuals in making their own choices. To address this, the definition was revised in 1937 to emphasize that vocational guidance helps individuals in making informed career decisions and adapting effectively to their chosen professions. Vocational guidance involves two key aspects. On one side, individuals have unique traits such as intelligence, aptitudes, interests, attitudes, personality, and academic achievements. On the other, there are numerous vocations, each with different demands, qualifications, and opportunities. The role of a vocational guidance counselor is to assist individuals in evaluating their strengths and limitations and selecting a career path that aligns with their abilities and interests. Furthermore, guidance extends to preparing individuals for their chosen field, helping them enter it, and supporting their professional growth. Aims of Vocational Guidance According to Jones, the primary objectives of vocational guidance are as follows: 1.    Providing Occupational Knowledge • To help students gain insight into the characteristics, responsibilities, and benefits of various occupations so they can make informed career choices. 2.    Understanding Job Requirements • To enable students to learn about the skills, qualifications, and attributes required for different professions, including criteria such as age, education, and gender considerations. 3.    Experiential Learning • To offer students both academic and real-world experiences that provide insight into workplace conditions, helping them assess their own abilities and interests. 4.    Developing a Positive Attitude Towards Work • To instill in individuals the understanding that all honest work is valuable and that career decisions should be based on: a)    The unique contribution one can make to society. b)    Personal satisfaction from the job. c)    Aptitude for the required work. 5.    Enhancing Decision-Making Skills • To teach individuals how to analyze career-related information effectively, ensuring they make informed career choices. 6.    Self-Assessment • To help individuals gain a clear understanding of their own strengths, including general and specific abilities, interests, and capabilities, to make appropriate career decisions. 7.    Supporting Economically Disadvantaged Students • To assist students facing financial constraints in pursuing their chosen career paths. 8.    Providing Information on Vocational Training • To help students explore educational institutions offering vocational training, including admission requirements, costs, and available resources. 9.    Workplace Adjustment and Social Integration • To guide individuals in adapting to their work environment, understanding their relationships with colleagues, and recognizing their role within the broader professional and social context. 10.    Preventing Misleading Career Shortcuts • To ensure students have access to reliable information about career paths and to caution them against deceptive schemes promising quick financial success through short-term courses or unreliable job offers. Self-Check Exercise -1 1.    What is the main focus of vocational guidance? a)    Providing therapy for personal issues b)    Assisting individuals in exploring career options and making career-related decisions c)    Recommending specific job openings d)    Evaluating academic performance only 2.    In educational and vocational guidance, what is "career development" concerned with? a)    Helping individuals find a job b)    Supporting individuals in advancing in their current job c)    Assisting individuals in exploring, planning, and managing their careers d)    Providing financial advice to clients 10.4 NEED FOR VOCATIONAL GUIDANCE In our country, natural resources remain underutilized due to the absence of effective guidance services. To address this issue, it is essential to introduce a structured vocational guidance program in schools. The following points highlight the necessity of vocational guidance: i)    Vocationalization of Education and Guidance One of the key goals of education is to enhance vocational skills. The Secondary Education Commission has emphasized incorporating craft-based learning and diversifying secondary-level courses to encourage students to pursue agriculture, technical, commercial, and other practical fields. Implementing proper guidance services in schools will facilitate this transition, helping students make informed career choices. ii)    Guidance as a Tool for National Development Vocational guidance plays a crucial role in identifying and nurturing human potential, which is a nation's most valuable resource. By minimizing the misuse of educational opportunities and ensuring that students' abilities are aligned with career choices, vocational guidance helps bridge the gap between education and workforce requirements, ultimately contributing to national progress. iii)    Increasing Complexity of the Job Market With rapid industrialization and mechanization, the number of available jobs has expanded significantly, leading to greater complexity in career selection. It is vital to educate secondary school students about diverse job opportunities and their respective requirements. This can only be achieved through organized guidance programs integrated into the school system. iv)    Growing Importance of Manpower Planning and Utilization For a developing nation like ours, effective manpower planning and human resource conservation are crucial. There must be a balance between workforce demands and educational training programs. As various sectors experience rapid growth, young individuals must receive proper career guidance to ensure they enroll in training courses that align with national development priorities. v)    Need for Occupational Awareness A structured vocational guidance program is essential for creating awareness about career opportunities among students. They must be well-informed about the available job prospects so they can select suitable courses at the secondary education level. Providing career assistance will enable students to make well-informed academic and professional choices. vi)    Changing Nature of Industry and Labor Market Industries and labor conditions are evolving rapidly, with specialization becoming increasingly important. The growing number of professions has made it challenging for individuals to make the right career choices. Hence, students require guidance services to navigate these changes effectively and select professions that match their interests and skills. vii)    Shift in the Economic Structure of the Country India is undergoing a phase of economic transformation, demanding professionals in fields like science, technology, finance, and industrial sectors. To meet these demands, students need proper vocational guidance to explore career options beyond traditional white-collar jobs. Without a structured guidance system at the secondary level, the country will struggle with youth unemployment, dissatisfaction, and economic stagnation. Self-Check Exercise-2 How can vocational guidance contribute to national development? a)    By encouraging students to choose only high-paying jobs. b)    By reducing the wastage of educational facilities and abilities through identifying and developing human potential. c)    By focusing solely on academic achievements. d)    By discouraging vocational education. 2.    What role does occupational awareness play in vocational guidance? a)    It helps students understand the variety of jobs available in the employment market and make informed choices. b)    It restricts students to choosing only a few specific career paths. c)    It focuses on providing theoretical knowledge without practical experience. d)    It promotes short-term training courses over comprehensive education 10.5    SUMMARY Vocational guidance helps individuals choose, prepare for, and advance in their careers by aligning their traits with suitable occupations. It emphasizes personal decision-making. Its goals include providing knowledge about occupations, skill requirements, fostering self-discovery, and promoting the value of honest labor. Vocational guidance is crucial for efficient resource utilization, national development, and navigating the complex job market. It aids in manpower planning, increases occupational awareness, and aligns education with economic needs. 10.6    GLOSSARY Vocational Guidance: A process to assist individuals in choosing, preparing for, entering, and progressing in occupations that suit their traits and interests. Occupational Awareness: Creating awareness of various job opportunities to help students make informed choices. 10.7    ANSWERS TO SELF-CHECK EXERCISE 1 & 2 Self-Check Exercise - 1 1.    b) Assisting individuals in exploring career options and making career-related decisions 2.    c) Assisting individuals in exploring, planning, and managing their careers Self-Check Exercise – 2 1.    b) By reducing the wastage of educational facilities and abilities through identifying and developing human potential 2.    a) It helps students understand the variety of jobs available in the employment \ market and make informed choices. 10.8    REFERENCES/SUGGESTED READINGS •    Aggarwal, J.C. (1993) Educational Vocational Guidance and Counseling" Doaba House New Delhi •    Bernard, Harold W & Daniel, W (1969) "Principles of Guidance: A brief Text Allied Publishers New Delhi •    Chauhan S.S (1982) Principles and Techniques of Guidance Vikas Publishing House, Delhi. •    Kochhar S.K. (1993) "Educational and Vocational Guidance in Secondary Schools, Sterling Publishers New Delhi •    Pandey, K. P (1987) "The Bases of Educational and Vocational Guidance a. Abhilash Prakshan. •  Sodhi, T.S and Suri. S.P. (2006) Guidance and Counseling". Bawa Publications, Patiala •  Strang Rath (1960): "Educational Guidance: Its Principles and Practices", Macmillan Company, New York. 10.9    TERMINAL QUESTIONS Dear learners, please check you progress by attempting the following questions: 1.    State the aims of vocational guidance at various stages of education. 2.    Differentiate the aims of educational and vocational guidance ******* UNIT-11 TYPES OF GUIDANCE: PERSONAL GUIDANCE Structure 11.1    Introduction 11.2    Learning Objectives 11.3 Personal Guidance and its Aims Self-Check Exercise-1 11.4    Need for Personal Guidance Self-Check Exercise-2 11.5  Summary 11.6   Glossary 11.7  Answers to Self-Check Exercise 11.8  References/Suggested Readings 11.9    Terminal Questions 11.1    INTRODUCTION Dear Learner, Personal guidance is an indispensable facet of individual development, spanning from early childhood to adulthood, addressing a spectrum of psychological, social, and moral challenges that transcend the scope of traditional education and career counselling. In contemporary India, amidst the flux of societal dynamics and aspirations, the significance of personal guidance becomes pronounced. This comprehensive approach aims not only to foster personal growth but also to nurture harmonious societal integration. From nurturing desirable attitudes in children to aiding adolescents in navigating complex emotional terrains, and empowering young adults to navigate the complexities of modern life, personal guidance remains pivotal. As society evolves, so do the challenges individuals face, necessitating a dynamic and inclusive framework of personal guidance tailored to meet the diverse needs of a rapidly changing world. 11.2    LEARNING OBJECTIVES After studying this unit, you will be able to: •    Explain the nature and concept of Personal guidance •    Describe the aims of Personal guidance •    Understand the need for Personal guidance 11.3    PERSONAL GUIDANCE Personal guidance aims to support individuals in addressing issues that fall outside the scope of educational and vocational guidance. It begins in early childhood and continues throughout life, helping individuals navigate personal and social challenges. In today's world, people face emotional struggles, mental health concerns, attitudes toward societal issues, shifting social values, and lingering superstitions. These challenges highlight the increasing need for personal guidance. The significance of personal guidance is particularly relevant in modern India, where individuals take pride in their spiritual heritage while simultaneously striving for rapid material progress. Many people aspire to match the technological and economic advancements of Western nations while ensuring that progress is more equitably distributed across society. Personal guidance is a broad concept that applies to various aspects of an individual's life. It includes support in social and civic activities, recreational planning, moral and ethical guidance, health awareness, and community service involvement. Importantly, personal and social guidance are interconnected—an individual is part of society, and societal development depends on the well-being of individuals. Every social activity involves people with unique personalities and differing abilities, making personal guidance essential for addressing individual needs within a collective environment. Personal guidance can be defined as the assistance provided to individuals in resolving emotional, social, ethical, moral, and health-related issues. Unlike educational and vocational guidance, which focus on academic and career matters, personal guidance deals with broader life challenges that affect overall well-being. The primary objective of personal guidance is to support individuals in achieving physical, emotional, social, moral, and spiritual growth and adjustment. For physical well-being, children need access to well-structured play activities. To nurture emotional growth, they should have opportunities for self-expression. Similarly, for social development, they must learn how to interact and collaborate effectively with others. Aims of Personal Guidance The nature and objectives of personal guidance become clearer when viewed in relation to the different stages of a child's education. Aims of Personal Guidance at the Elementary Stage Personal guidance at the elementary level focuses on addressing the fundamental needs of children. Childhood is a crucial phase for growth and development, during which the foundation for physical, intellectual, emotional, and social aspects of personality is established. The key objectives of personal guidance at this stage include: Developing Positive Attitudes – Assisting children in cultivating healthy attitudes toward themselves, their parents, teachers, classmates, and others. This should be achieved through affection and empathy. Encouraging Physical Well-being – Helping students maintain good health and ensuring regular medical check-ups to support their physical development. Supporting Emotional Adjustment – Assisting children in managing emotions and adapting to different situations effectively. Promoting Self-Discipline – Encouraging the development of self-control and responsible behavior. Aims of Personal Guidance at Secondary Stage Personal guidance at the secondary level is designed to address the specific needs and interests of adolescents. This phase is considered one of the most crucial stages of development, marked by stress, emotional fluctuations, increased sensitivity, anxiety, and internal conflicts. The objectives of personal guidance at this stage include: •    Addressing Physical Health Concerns – Assisting students in understanding and resolving issues related to their physical well-being. •    Providing Emotional and Mental Health Support – Helping adolescents navigate emotional challenges, mental well-being, and concerns related to personal development. •    Facilitating Family Adjustments – Supporting students in adapting to family dynamics and resolving conflicts within the household. •    Enhancing Social Adaptability – Assisting students in adjusting to their school environment and developing positive relationships with peers and teachers. •    Encouraging Recreational Activities – Organizing engaging and meaningful extracurricular activities to promote holistic development. •    Promoting Community Engagement – Providing opportunities for students to participate in community service and contribute to social causes. Aims of Personal Guidance at the College and University Level At the college and university stage, personal guidance builds upon the foundation laid during secondary education. However, its scope is expanded to foster a sense of responsibility, patriotism, tolerance, and social commitment. Guidance at this level is crucial for helping students adjust to new academic and social environments. The primary aims at this stage include: •    Addressing Personal and Emotional Concerns – Assisting students in resolving emotional and personal issues, including those related to relationships, stress, and personal well-being. •    Supporting Environmental Adjustments – Helping students adapt to changing circumstances, including the college environment and broader societal expectations. •    Developing Positive Outlooks – Encouraging students to formulate healthy perspectives and cultivate a well-rounded philosophy of life. •    Promoting Social and Community Involvement – Encouraging participation in social initiatives and community welfare programs. •    Instilling Ethical and Moral Values – Assisting students in developing a strong moral compass and ethical reasoning. •  Encouraging Mutual Respect – Fostering acceptance and appreciation of individuals from diverse religious, cultural, and social backgrounds. •  Highlighting the Role of Moral and Religious Values – Emphasizing the importance of ethics and spirituality in shaping a meaningful life. Self-Check Exercise -1 1.    Which of the following is a characteristic of an effective personal guidance counselor? a)    Imposing their personal beliefs on clients b)    Active listening and empathy c)    Focusing only on immediate solutions d)    Lack of flexibility in their approach 2.    What is the primary focus of personal guidance at the college and university stage? a)    Academic achievement b)    Social service and responsibility c)    Physical health d)    Vocational development Answer: b) Social service and responsibility 11.4 NEED FOR PERSONAL GUIDANCE Personal and social needs highlight the importance of personal guidance in several ways: Personal/Psychological Needs Today's youth encounter various personal challenges both at home and in school. Since every individual is unique, differences in personal characteristics arise due to: •    Variations in developmental stages. •    Individual differences in abilities, interests, and needs. •    Unequal access to opportunities. These differences indicate that not everyone is suited for the same profession. Hence, personal guidance in schools is essential. The key psychological and personal reasons for the need for personal guidance include: Guidance as a Fundamental Human Need No individual is entirely independent. People require support from others to navigate challenges and lead fulfilling lives. Educational and Social Aspirations In today’s competitive world, parents have high expectations for their children, striving to provide the best opportunities to secure successful careers. A structured guidance program is necessary to help parents understand their child’s strengths, ensuring they make well-informed decisions at the right time. Developmental Needs at Different Stages Individuals go through various life stages—infancy, childhood, adolescence, and adulthood—each requiring different types of support and adjustment strategies. Adolescence, in particular, brings numerous developmental challenges, making proper guidance crucial for choosing the right career path and making sound life choices. Psychological Challenges Many students struggle with emotional issues, including stress, frustration, and conflicts. It is vital to offer guidance to help them effectively manage their personal problems. Effective Adjustment Guidance helps students adapt psychologically, socially, and emotionally to their surroundings. Poor adjustment can negatively affect both mental and physical health. Holistic Personality Development A well-structured guidance program plays a key role in ensuring the overall development of an individual, aligning with the broader goals of education. Social Needs The following factors emphasize the social necessity of personal guidance: Increasing Societal Complexity With industrialization, urbanization, and modernization, society is becoming increasingly complex. These transformations often lead to emotional and social strain. Schools must provide dedicated services to support students in coping with these challenges. Shifting Family Structures The joint family system is gradually disappearing, leading to fragmented family units. This shift has created new personal challenges for children, making it essential to provide structured guidance programs in schools. Population Growth and Human Resource Development With rapid population expansion, effective guidance programs are needed to help individuals plan for their future careers and life choices. Political Changes and Democratic Expansion The global shift toward democracy has placed an emphasis on equal opportunities in education and employment. People now require proper guidance to make informed educational and career choices. Evolving Concept of Education Education is no longer limited to traditional classroom learning. Instead, it focuses on personal interests, aptitudes, and capabilities. Students now need continuous guidance throughout their academic journey to ensure they select the most suitable paths. Utilizing Leisure Time Effectively With technological advancements, individuals now have more free time. Guidance programs help students make productive use of their leisure time, engaging in constructive and skill-building activities. Lack of Guidance at Home In the past, families played a crucial role in career guidance, with children often following their family’s traditional occupations. However, with modern career diversity and specialization, this is no longer feasible. Students now require occupational guidance services in schools to explore their options and make informed career decisions. Self-Check Exercise -2 1.    What is NOT listed as a reason for the need of personal guidance? a)    Educational and social aspirations of parents b)    Rapid industrialization and urbanization c)    Increased opportunities for joint family living d)    Explosion of population and expansion in human resources 2.    What is emphasized as a consequence of the lack of guidance at home? a)    Increased focus on family occupations b)    Limited choices in the job market c)    Universal adoption of family professions d)    Greater need for occupational information services in schools 11.5    SUMMARY Personal guidance encompasses a lifelong process aimed at addressing a myriad of emotional, social, and ethical challenges that individuals face. It begins in early childhood and extends through adulthood, catering to the evolving needs of each developmental stage. From fostering desirable attitudes and emotional adjustments in children to aiding adolescents in navigating familial and social complexities, and guiding young adults towards ethical and moral development, personal guidance plays a pivotal role. In modern India, amidst shifting societal dynamics and aspirations, the importance of personal guidance becomes increasingly pronounced. It addresses a wide array of psychological, social, and educational needs, ensuring individuals' holistic development and successful societal integration. 11.6    GLOSSARY Personal Guidance: Assistance provided to individuals to address emotional, social, ethical, moral, and health-related problems that fall outside the scope of educational and vocational guidance. Satisfactory Adjustment: Assistance provided to individuals, especially pupils, to achieve psychological adaptation to their environment, thereby positively influencing their physical and mental health. 11.7    ANSWERS TO SELF-CHECK EXERCISE 1 & 2 Self-Check Exercise -1 1.    b) Active listening and empathy 2.    b) Social service and responsibility Self-Check Exercise -2 1.    c) Increased opportunities for joint family living 2.    d) Greater need for occupational information services in schools 11.8    REFERENCES/SUGGESTED READINGS •    American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). •  Batra, P., & Sharma, N. (2017). Personal guidance and counseling. APH Publishing Corporation. •  Bhatia, S. K., & Bhatia, S. K. (2012). Counselling and Guidance. Vikas Publishing House. •  Gibson, R. L., & Mitchell, M. H. (2003). Introduction to counseling and guidance. Pearson Education India. •  Kaur, J., & Sidhu, K. S. (2016). Personal and Social Guidance. In Encyclopedia of Educational Psychology (pp. 1-3). Springer. •    Parker, R. P. (2004). Counseling and guidance in schools. Pearson Education India. •    Rao, A. K. (2009). Personal guidance: A comprehensive approach. Discovery Publishing House. •    Singh, Y., & Sinha, S. N. (2019). Guidance and Counselling. APH Publishing. 11.9    TERMINAL QUESTIONS Dear learners, please check you progress by attempting the following questions: 1.    Define personal guidance. How does personal guidance differ from educational and vocational guidance? 2.    Why is personal guidance considered essential at the college and university stage? ********* UNIT-12 ORGANISATION OF GUIDANCE SERVICES AT ELEMENTARY AND SECONDARY SCHOOL LEVEL Structure 12.1    Introduction 12.2    Learning Objectives 12.3    Organization of Guidance Services at Elementary School Level. Self-Check Exercise-1 12.4    Organization of Guidance Services at Secondary School Level Self-Check Exercise-2 12.5  Summary 12.6  Glossary 12.7  Answers to Self-Check Exercise 12.8  References/Suggested Readings 12.9    Terminal Questions 12.1    INTRODUCTION Dear Learner, A guidance scheme cannot be launched on the same pattern in a small school as in a large school. Some fundamental principles to work as basis are 5 P's i.e. (a) Personnel, (b) Programme Planning, (c) Proper Budgeting, (d) Physical i.e. Physical Facilities, (e) Public Support. It includes the support of parents, public leaders and governing bodies. Guidance worker must be properly qualified and trained provided that his knowledge is kept fresh and up-to-date. It is better to form a committee of the Principal as President, Counselor as Secretary and all teachers as members, so as to plan it on firm footings. However, special care needs to be taken that funds provided for guidance services must not be diverted to other channels, needs proper privacy and a place to keep the record of the students like a cumulative record, so that it is accessible to the teachers, but not to the students. An occupational information room will be the dire necessity. All local public and private organisations need to be involved in it. There are some people whose interest and participation in guidance services in the school setting are very important. These people's participation helps determine the success or failure of the guidance programme in the school. The guidance programme will only be useful if the key persons play their roles individually and collectively for the success of the guidance programme. In this unit, you will be reading about some of the responsibilities of these key persons. The key persons include the principal or Head and teachers of the school. 12.2    LEARNING OBJECTIVES After studying this unit, you should be able to: •     Organize the Guidance Service programmes at Elementary School Level. •     Organize the Guidance Service programmes at Secondary School Level •     Understand the Role and guidance functions of the Head/School- Principals in Guidance Programme. •     Understand the Role of the Teacher in Guidance Programme 12.3    ORGANIZATION OF GUIDANCE SERVICES AT ELEMENTARY SCHOOL LEVEL Elementary education is a crucial phase in a child's academic journey. At this stage, students are highly impressionable, but their immaturity makes it challenging to provide structured guidance. While formal guidance may not be extensively required, it is essential to identify and nurture a child’s talents and interests early on. Recognizing and encouraging these qualities helps them develop their innate abilities, which can be further refined in later stages of schooling. Teachers play a key role in maintaining records of students’ strengths, helping them enhance their natural aptitudes, and providing support if they struggle to adjust to the school environment. Maintaining procedural and cumulative records of students helps in tracking their progress and allows for informed intervention when necessary. Therefore, elementary school teachers should receive basic training in guidance programs to effectively support students and collaborate with specialists when needed. Establishing a solid foundation for guidance programs at the elementary level ensures continuity in higher education. Two Approaches: Preventive and Developmental (i)    Preventive Approach to Guidance Elementary teachers are responsible for implementing preventive and protective measures, which include classroom guidance, group counseling, and consultation. Teachers must foster a supportive environment by incorporating counseling activities, coordinated programs, and curriculum development into the school framework. A crucial part of this approach involves closely observing students and ensuring they adjust well to their classroom, peers, and learning materials. Maintaining a cumulative record is an essential part of this approach. Information should be gathered from students, parents, and fellow teachers. If a teacher identifies behavioral concerns in a student, they should work with the parents to address the issue collaboratively. Both home and school play an important role in ensuring the child’s proper growth and development. If necessary, specialists such as doctors or counselors may be consulted to provide additional support. Teachers at the primary level can hold sessions with students facing difficulties, assess the root causes, and devise solutions to improve their adjustment. If required, the teacher can discuss the matter with a school counselor to seek expert assistance. (ii)    Developmental Approach to Guidance The developmental approach focuses on enhancing children's socialization skills and self-awareness. This includes conducting classroom guidance sessions and group activities that help students develop a positive self-concept. In the U.S., Myrick’s developmental approach to guidance emphasizes structured teamwork and interactive classroom discussions. The program includes large group meetings as well as small group sessions, aimed at fostering critical life skills such as: •  Understanding oneself. •  Decision-making and problem-solving. •    Developing healthy relationships with peers and teachers. •    Learning how to make friends and interact positively. To achieve these objectives, counselors, teachers, administrators, and parents must work together. Counselors should engage parents in discussions, offering new strategies to address common concerns and promoting cooperative problem-solving. By identifying students who require additional support, the guidance program can provide individualized assistance to help them overcome challenges. Effective guidance services rely on needs assessment, which is conducted with input from teachers, the community, and students. This evaluation primarily focuses on four key areas: 1.    School environment 2.    Family relationships 3.    Social interactions 4.    Self-awareness and personal development Young children respond best to interactive counseling techniques, which require active participation. Strategies such as play therapy and bibliotherapy help counselors build rapport with students and facilitate self-discovery. Play therapy, a specialized technique requiring professional training, is a widely recognized method for working with young children. To enhance self-esteem, counselors should focus on helping students improve in critical areas such as: •    Academic performance •    Self-perception and confidence •    Communication and coping skills •    Emotional regulation and self-control An effective way to build self-esteem is through creative expression. For instance, children can be encouraged to draw portraits of people they love, then imagine seeing themselves through those individuals’ eyes. This exercise helps students recognize their own value, boost self-confidence, and develop a positive outlook on life. It is essential to make Elementary Teacher Training (ETT) programs more guidance-focused by incorporating both theoretical knowledge and practical training in counseling techniques. In the short term, a trained counselor can be assigned to a cluster of schools to oversee guidance programs. Establishing structured guidance services at the elementary level will create a strong foundation for expanding these programs at the secondary level, ensuring continuous support for students throughout their educational journey. Self-Check Exercise-1 1.    Write two approaches of guidance. 2.    Play therapy is a …………….way of working with children that requires skill based training. 12.4 ORGANIZATION OF GUIDANCE SERVICES AT SECONDARY SCHOOL LEVEL To ensure that guidance services are effectively implemented at the secondary school level, it is essential for all staff members to recognize that guidance is a collaborative effort. The success of such a program depends on the active participation of the entire school faculty. The first step in organizing guidance services is to educate school administrators about its importance. Senior officials must be provided with comprehensive knowledge regarding guidance services, their implementation in developed countries, their role in human resource development, their impact on overall progress, and the financial investments made by other nations in this field. Organization of Faculty (i)    Faculty Guidance Committees The first step in setting up a guidance service in a school is to form a permanent faculty committee led by the Headmaster as President and the Cumulative as Secretary. Teachers who have received special training in guidance services should be included as committee members. This committee is responsible for: •    Establishing policies and setting targets for the guidance program. •  Informing staff, parents, and students about the benefits of guidance services. •  Seeking expert advice to enhance the effectiveness of the program. •    Evaluating the program periodically and making necessary improvements. (ii)    Headmaster of the School The Headmaster plays a key role in ensuring the success of guidance services. He must have a clear understanding of the purpose of guidance and how it aligns with the school’s educational philosophy. His responsibilities include: •    Conducting guidance committee meetings and maintaining proper records. •    Introducing cumulative records and training class teachers on how to document student information systematically. •    Serving as a Public Relations Officer by maintaining strong connections with students, teachers, social workers, employment officers, district officials, and college                                                               principals. By fulfilling these duties, the Headmaster strengthens his leadership role in the guidance program and fosters a supportive school environment. (iii)    Counselor and Career Master A trained counselor is an integral part of the guidance program. Ideally, this role should be filled by a teacher who has completed at least one year of specialized training in guidance services. The counselor is responsible for: •    Managing cumulative records and organizing student information. •    Conducting psychological assessments and analyzing the results. •    Carrying out research to improve the guidance program. The Career Master is also involved in guidance services, but their role is limited compared to that of a fully trained counselor. When guidance services are first introduced in a school, a Career Master is typically appointed before a full-time counselor is brought in. (iv) Teachers In high school settings, the role of teachers in guidance services focuses on four main areas: 1.    Providing students with relevant educational and career information to support their decision-making. 2.    Delivering classroom lessons that promote personal development and social skills. 3.    Helping students assess their strengths and personal characteristics. 4.    Offering remedial support for students who need additional guidance. Even if formal guidance services are not established in a school, teachers still contribute to student support in various ways. As the saying goes, “All guidance is education, but not all education is guidance.” Teachers serve as mentors, guides, and leaders, offering career-related insights while teaching their subjects. To be effective, teachers must be aware of various factors that influence student success, including intelligence levels, social skills, health conditions, and economic challenges. Additionally, teachers should integrate career-related discussions into their subject lessons whenever appropriate. They should also collaborate with the Cumulative Officer to ensure that student records are accurately maintained and utilized effectively. (v)    School Psychologist Since school counselors handle multiple responsibilities, it is beneficial to appoint a psychologist in individual schools or groups of schools. The psychologist’s role includes: •    Conducting psychological assessments for students. •    Interpreting test results and providing recommendations. •    Supporting counselors in addressing student concerns. Given the technical expertise required, only qualified psychologists should be appointed for this position. Their contributions significantly enhance the effectiveness of student guidance programs. (vi)    Health Department of the School Every large school should ideally have a full-time medical team, including a doctor, dentist, psycholinguist, and nurse. However, until such resources become available, the government must ensure that doctors from nearby hospitals visit schools regularly to provide necessary medical assistance. (vii) Librarian The school librarian plays an important role in guidance services by: •    Collecting books, journals, and pamphlets related to career guidance and student counseling. •    Assisting students in accessing relevant resources. The librarian helps students gain occupational knowledge by directing them to informative literature on various career options. (viii)    Cooperation of Parents Parents play a crucial role in the guidance process. However, in many cases, they may need to be educated about the importance of allowing children to make their own choices. To facilitate effective collaboration, a checklist should be prepared, covering aspects such as: •    Parental expectations for their children. •    Number of siblings and family relationships. •    Availability of educational resources at home. Parents should be encouraged to share their concerns openly and should be approached with understanding and sensitivity to ensure productive discussions. (ix)    Cooperation of Other Organizations For guidance services to be successfully implemented, support from external organizations is essential. Schools should collaborate with: •    Guidance clinics •    Employment exchanges •    Parent-teacher associations •  Industrial organizations •  Religious and labor groups (x)    Student Welfare Services Organizations such as Lions Club, Rotary Club, and Parent-Teacher Associations offer valuable support by providing: •    Medical assistance •    Financial aid •    Career development programs These organizations can significantly contribute to addressing student needs and enhancing guidance services. (xi)    Accommodations Every school should establish a Guidance Corner equipped with comprehensive career and educational resources, including: •    Information on job opportunities. •  Details on skill shortages and in-demand careers. •  Guidelines on scholarships, educational loans, and professional training programs. Additionally, cumulative records must be well-maintained and easily accessible, as they serve as a long-term resource for tracking student progress. These records should document: •    Academic achievements •    Co-curricular accomplishments •    Important personal developments For guidance services to be effective, a dedicated space with necessary materials (such as filing cabinets and record-keeping tools) should be provided. A separate room must be allocated for counselors to carry out their responsibilities effectively. Self-Check Exercise-2 1.    Teachers often play a crucial role in helping students explore career options by: a)    Promoting a single career path for all students b)    Sharing their own career experiences exclusively c)    Providing information, resources, and guidance on different career choices d)    Assigning students to random career choices 2.    The head's involvement in the guidance program is crucial for: a)    Isolating students from guidance services b)    Focusing only on academic achievement without considering personal development c)    Creating a supportive and inclusive school environment d)    Ignoring the concerns and needs of parents 12.5    SUMMARY The age of elementary class students is the most impressive period during the schooling of the child. However, at this period of time the child is so immature that any type of systematic guidance is difficult to be provided to him. Even when it is a fact that much of the guidance need not be provided to the students at this stage it is also a bare fact that the qualities of the students can best located when he is studying at this level of schooling and encouraged to be further developed so that his original interest crystallise at latest stage. A guidance scheme cannot be launched on the same pattern in a small school as in a large school. When the guidance services are to be cumulative in secondary schools, it becomes essential that all the members of the staff properly understand that it is team work and it can only be organized if all of them actively participate in it. 12.6    GLOSSARY Developmental: relating to the process of growing or changing into a more advanced, larger, or stronger form. 12.7    ANSWERS TO SELF-CHECK EXERCISE 1 & 2 Self-Check Exercise-1 1.    Preventive approach and Developmental approach 2.    Specialized Self-Check Exercise-2 1.    c) Providing information, resources, and guidance on different career choices 2.    c) ) Creating a supportive and inclusive school environment 12.8    REFERENCES/SUGGESTED READINGS •     Aggarwal, J.C. (1993) "Educational Vocational Guidance and Counseling" Doaba House New Delhi •     Bernard, Harold W & Daniel, W( 19690; Principles of Guidance: A brief Text" Allied Publishers New Delhi •     Chauhan S.S (1982) Principles and Techniques of Guidance Vikas Publishing House, Delhi. •     Kochhar. S.K. (1993) Educational and Vocational Guidance in Secondary Schools, Sterling Publishers New Delhi •     Pandey, K.P (1987) “The Bases of Educational and Vocational Guidance" Abhilash Prakshan. •     Sodhi, T.S and Suri. S.P. (2006): Guidance and Counseling. Bawa Publications, Patiala •     Strang Rath (1960): "Educational Guidance: Its Principles and Practices", Mc Millan Company, New York. 12.9    TERMINAL QUESTIONS Dear learners, please check you progress by attempting the following questions: 1.    How we can Organize Guidance Services at Elementary School Level. Discuss. 2.    How we can Organize Guidance Services at Secondary School Level. Discuss. ******* UNIT-13ROLE OF THE HEAD ANDTEACHER IN GUIDANCE PROGRAMME Structure 13.1    Introduction 13.3    Role of the Head in Guidance Programme Self-Check Exercise-1 13.4    Role of the Teacher in Guidance Programme Self-Check Exercise-2 13.5    Summary 13.6    Glossary 13.7  Answers to Self-Check Exercise 13.8  References/Suggested Readings 13.9    Terminal Questions 13.1    INTRODUCTION Dear Learner, The success of a guidance program in a school largely depends on the active involvement of certain individuals. Their interest and participation play a crucial role in determining whether the program thrives or fails. For the guidance program to be effective, these key individuals must fulfil their responsibilities both individually and as a team. In this unit, you will learn about the specific roles and responsibilities of these important figures, including the Principal (or Head) and teachers, who contribute significantly to the program's success. 13.2    LEARNING OBJECTIVES After reading this lesson you should be able to: •     Understand the Role and guidance functions of the Head/School- Principals in Guidance Programme. •     Understand the Role of the Teacher in Guidance Programme 13.3    ROLE OF THE HEAD IN GUIDANCE PROGRAMME As these things exist in India, no programme of any type can be successfully introduced in any school, without the help of the Principal/Head of the school and guidance in no way can be an exception to the Principal. It is more so because the guidance programme is a joint venture of the school and it can be successful only if all the staff of the school actively participate in it, which will be possible only when the programme is stimulated with the active participation of the Head of the institution. One of the reasons for the poor establishment of guidance services in India, is the lack of interest of Principals towards it. There might be many reasons for this, i.e. fixed teaching schedule, old knowledge, lack of the knowledge of guidance, lesser faith in guidance etc. It has been hypothesized that the tendency at the end of the heads of Schools is to give less importance to the guidance work and use even the staff meant for it for other school activities. To make it a success he is to perform three types of duties: (a)    Ethical Role: He must recognize the positive role of guidance services and plan a time bound programme to achieve it. He should realise that the guidance movement is the future of education. In this age of globalization, liberalization and modernisation. Our students will be able to become efficient workers so as to face the competition at international level, only if things are well versed in their studies and also groomed systematically with the tools of guidance. (b)    Administrative Role: He is to get the approval to establish a guidance unit, to get a counselor appointed, to provide him with requisite facilities and material, to form committee on guidance and to involve all the teachers in it and to allot proper duties to all persons, to keep parents informed about the guidance services, to provide teachers the facilities to enable them to efficiency organize the guidance work and to maintain good working relation with other agencies i.e. psychiatric, therapist, doctor, employment exchange etc. (c)    Committee Role: Principal is the captain of the team of guidance workers which comprises the teacher, the counselor, the subject expert, the psychologist etc. It is for him to see that all the players play their role well. He is helped by the counselor to do so as he is the Chairman of the committee. With the active guidance programme, the evaluation process is followed by adequate follow up and improvement which is a continuous process. The maximum role of the principal is to be the captain of the team and to help every individual to play its role best. This can best be recognised by the staff that lesser cooperation in the guidance programme will earn the bad values and will in no way be appreciated by him, will make everybody put in his best into it. This will improve upon the total functioning of the school guidance programme which will play a major role in making this programme à success. Guidance Functions of School-Principals are: The school principal serves as the chief executive within the secondary school system and is responsible for leading all school-based programs, including school guidance. Below are some of the key responsibilities of the principal in ensuring an effective guidance program: •    Recognizing and valuing the importance of a comprehensive guidance program that benefits all students. •    Making budgetary provisions and planning physical infrastructure to facilitate the smooth operation of the school guidance services. •    Ensuring the availability of essential resources, including facilities, equipment, materials, and administrative support for effective guidance services. •    Collaborating with school staff to direct and coordinate the guidance program efficiently. •  Establishing a school guidance committee in consultation with the school counselor and other staff members. •  Engaging with staff members to ensure clear communication and consensus regarding the organizational structure, roles, and responsibilities within the guidance program. •    Planning and promoting in-service training programs for school counselors to enhance their professional skills. •    Organizing and utilizing community-based resources to strengthen and improve the school guidance program. The most important guidance role of the school principal is perhaps to ensure that the whole school climate becomes a growth-promoting environment where pupils and teachers are free to be themselves even while still in teaching-learning contexts. Self-Check Exercise-1 1.    Three types of duties of a Head in a guidance programme are…………………,………………… and……………….. 2.    In a guidance program, the head's leadership is essential for: a)    Personal counseling of students b)    Organizing extracurricular activities c)    Ensuring that guidance services align with the school's mission and goals d) Managing the school's finances 13.4 ROLE OF THE TEACHER IN GUIDANCE PROGRAMME The guidance functions of school teachers are: •    Understand and apply fundamental principles of human behavior in their interactions with students. •    Develop the ability to observe and assess student behavior, ensuring that incidents are interpreted accurately and within the proper context. •    Help students gain insight into themselves and their surroundings, enabling them to set realistic goals aligned with their strengths and abilities. •    Emphasize self-awareness, independent thinking, personal potential, and accountability in students’ actions. •    Advocate for the implementation of a structured guidance program by communicating its necessity to the school principal. •    Work with the principal to assess the effectiveness of existing guidance services and identify the skills that staff members can contribute to the program. •    Actively participate in the design and development of the guidance program. •    Recognize the importance of specialized guidance personnel and understand the collaborative relationship between counselors and classroom teachers. •    Contribute to maintaining students’ cumulative records and use this information responsibly for student support. •    Design learning materials that can be used at home and in the classroom to support student growth. •    Integrate career, educational, and personal-social guidance into their subject areas. •    Continuously review and adapt the curriculum to better address students’ evolving needs. •    Take a holistic approach to student development, focusing not only on academic achievement but also on personal and social growth. •  Participate in case conferences to discuss student progress and challenges. •  Offer assistance to students within their capacity and refer those needing specialized support to the appropriate personnel. •    Seek professional development opportunities to enhance their guidance skills and acquire new competencies for better student support. Ultimately, teachers must recognize that teaching and learning are inherently therapeutic processes. To be truly effective, classroom instruction should be engaging, interactive, and student-centered, with a personalized approach that promotes both academic and personal development. This underscores the importance of guidance-oriented teaching, where teachers integrate mentorship and support into their instructional strategies. Self-Check Exercise-2 1.    Teachers often play a crucial role in helping students explore career options by: a)    Promoting a single career path for all students b)    Sharing their own career experiences exclusively c)    Providing information, resources, and guidance on different career choices d)    Assigning students to random career choices 2.    Every teacher needs to have a …………………………..to his/her teaching-learning activities. 13.5    SUMMARY There are some people whose interest and participation in guidance services in the school setting are very important. These people's participation helps determine the success or failure of the guidance programme in the school. The guidance programme will only be useful if the key persons play their roles individually and collectively for the success of the guidance programme. In this unit, we have discussed some of the responsibilities of these key persons. The key persons include the principal or Head and teachers of the school. 13.6    GLOSSARY Ethical: describes a person or behavior as right in the moral sense - truthful, fair, and honest. Hypothesised: an idea or explanation for something that is based on known facts but has not yet been proved. 13.7    ANSWERS TO SELF-CHECK EXERCISE 1 & 2. Self-Check Exercise-1 1.    Ethical, Administrative and Committee 2.    c) Ensuring that guidance services align with the school's mission and goals Self-Check Exercise-2 1.    c) Providing information, resources, and guidance on different career choices 2.    guidance orientation 13.8    REFERENCES/SUGGESTED READINGS •     Aggarwal, J.C. (1993) "Educational Vocational Guidance and Counseling" Doaba House New Delhi •     Bernard, Harold W & Daniel, W( 19690; Principles of Guidance: A brief Text" Allied Publishers New Delhi •     Chauhan S.S (1982) Principles and Techniques of Guidance Vikas Publishing House, Delhi. •     Kochhar. S.K. (1993) Educational and Vocational Guidance in Secondary Schools, Sterling Publishers New Delhi •     Pandey, K.P (1987) “The Bases of Educational and Vocational Guidance" Abhilash Prakshan. •     Sodhi, T.S and Suri. S.P. (2006): Guidance and Counseling. Bawa Publications, Patiala •     Strang Rath (1960): "Educational Guidance: Its Principles and Practices", Mc Millan Company, New York. 13.9    TERMINAL QUESTIONS Dear learners, please check you progress by attempting the following questions: Q.1 Role of the Head and the teachers is very important in the Guidance Programme. Explain. Q.2 Discuss the role of a teacher in a guidance programme. ******* 113