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Guidance and Counselling

The document outlines the various services provided in guidance and counseling, including referral, follow-up, research, and evaluation services. It emphasizes the importance of referrals when counselors encounter issues beyond their expertise, the necessity of follow-up to monitor student progress, and the role of research in informing guidance policies. Additionally, it highlights the critical nature of evaluation in assessing the effectiveness of counseling programs.

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6 views5 pages

Guidance and Counselling

The document outlines the various services provided in guidance and counseling, including referral, follow-up, research, and evaluation services. It emphasizes the importance of referrals when counselors encounter issues beyond their expertise, the necessity of follow-up to monitor student progress, and the role of research in informing guidance policies. Additionally, it highlights the critical nature of evaluation in assessing the effectiveness of counseling programs.

Uploaded by

niazihadiqa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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GUIDANCE AND COUNSELLING

GROUP #4
HADIQA GUL, SHAZIA PERVEEN, MARIA NAJEEB, AYESHA DILBAR, RUBAB
KHAN.

1)REFFERAL SERVICES
2)FOLLLOW UP SERVICES
3)RESEARCH AND COUNSELLING SERVICES

1.REFFERAL SERVICE:
DEFINITION OF REFERAL:

 It refers to the practice of helping clients needed expert assistance that referring counsellor
cannot provide.
 Direct the client to another counsellor with a higher level of training or special expertise
related to the client’s needs.

WHEN TO REFFER?

 When a student presents a problem or a request for information which is beyond your level
of competency.
 When you feel that personality differences (which cannot be resolved between you and the
student will interfere with his or her effective progress.
 If the problem is personal and you know the student on other than a professional basis
(friend, neighbor, etc.) If the student is reluctant to discuss his / her problem with you for
some reason.
 If, after a period of time you do not believe your communication with a student has been
effective.
WHO TO REFFER?
 Anyone able to identify situations needing specialized counselling or advising deserves
recommendation.
 In addition, referring a student to the office appropriate to the problem demonstrates the student
that you have his or her best interests at heart.
HOW TO MAKE REFFERAL?

 The service is free to all students.


 Confidentiality, to the limits provided by the law and court is respected.
 No record of students uses of the counselling. Center is made on transcript, job placement, file or
administrative file.

 Information cannot be released without the student’s permission (the usually exception being
cases of imminent harm and danger to the student or other).
A REFFERAL MAY BE MADE BY:

 Peer
 Teacher
 Parent
 School nurse
 Administrator
 Outside agencies or individuals
TYPES OF REFFERAL:
There are two types of referral:
a) Self-referral
b) Management referral
SELF REFERAL: Any participant or family may call for information or arrange for
confidential short term counselling to discuss a personal problem.
Management referral: The focus of counselling services will be on the job implications of the
situation, however, and not on the personal nature of the problem.

2. FOLLOW UP SERVICES:
 “Without follow – up, the counselling is incomplete.”

(Evangelista 2005)
 It refers to formal and systematic monitoring of the individual progress of current students
who have undergone academic advising, referral, placement, or any special intervention
program .

PURPOSE OF FOLLOW SERVICES


 It ensures personal contact and correspondence with the student even after he leaves
school.
 To gain data which may identify weakness in the various phases of the school program.
 To evaluate the effectiveness of the school placement activity.
 To obtain opinions concerning needed modification of the curriculum in the light of
experiences of former pupils.

There are two types of follow – up services;

1. In - school follow up:


 Help diminish the number of drop – outs by knowing the causes/reason why
student leave school.
 Help students adjust to student life.

2. Out – school follow –up:


 Applies to services extended even to the graduates to instill them a sense of
belongingness.
Helps the school analyze its effectiveness.
TECHNIQUES / TOOLS IN FOLLOW UP:
 Surveys / questionnaires
 Follow up letters
 Interviews
 Parent conference
 Use of cell phone
3) RESEARCH SERVICES:

Research is a guidance function where the counselor develops and implement research plans
that would generate empirical data about students and student’s life that could be used to
inform policy and decision making in school, especially on matters relevant to student welfare
and development, and to inform the direction and suitability of the various guidance services,
as well as of other students services and program provided.

Why Research Service Is Necessary for Guidance Process?

 To evaluate the guidance program.

 To evaluate the relevance of guidance program.

 To access the impact of different approaches and methods of guidance.

 To develop new strategies for guidance.


 To access the effectiveness of new approaches.

 To equipped the counselors with up to date knowledge.

 To make improvements in techniques and procedures of guidance services.

4) EVALUATION SERVICE:

 Evaluation is a critical component of guidance and counselling program.

 The purpose of evaluation is to determine the value of the program, and its
activities in order to make decisions or to take actions regarding the
future.

 The evaluation will measure the delivery of services and outcomes.

 It is a continuous in nature and done from time to time, because it


completes the entire process of guidance provided in the school.

WHY EVALUATION SERVICE IS NECESSARY FOR GUIDANCE


PROGRAM?

 Use and application of collected information's to continue activities to


find its effectiveness.

 How far guidance services satisfy the needs and the students efficiency.

 To what extent the time consumed for guidance service is right.

 How far guidance personnel involved in the guidance programme have


done their work.

 To what extent the money spent for guidance service is right.

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