GUIDANCE AND

COUNSELLING
 INTRODUCTION

 Guidance & counselling are twin concepts &

have emerged as essential elements of every
educational activity.
 Guidance & counselling are not synonymous
term.
Counselling is a part of guidance.
 Guidance, in educational context, means to indicate,
point out, show the way, lead out & direct.
 Counselling is a specialized service of guidance. It is
the process of helping individuals learn more about
themselves & their present & possible future
situations to make a substantial contribution to the
society.
 DEFINITION OF GUIDANCE

 Guidance is an assistance made available by a

competent counselor to an individual of any age to
help him direct his own life, develop his own point
of view, make his own decision & carry his own
burden.
- Hamrin &
Erikson

 Guidance is a process of helping every individual,

through his own effort to discover & develop his
potentialities for his personal happiness & social
usefulness.
 DEFINITION OF COUNSELLING

 Counseling is essentially a process in which

the counselor assists the counselee to make
interpretations of facts relating to a choice, plan
or adjustment which he needs to make.
- Glenn F.
Smith
 Counseling is a series of direct contacts with
the individual which aims to offer him
assistance in changing his attitude &
behaviors.
- Carl
Roger
 DIFFERENCE BETWEEN GUIDANCE &
COUNSELLING

GUIDANCE COUNSELLING
• Guidance is • Counselling is in-
broader & depth & narrow
comprehensive

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• Guidance is more • Counselling helps people
external, helps a person understand themselves &
understand alternative is an inward
solutions available to analysis.Alternative
him & makes him solutions are proposed to
understand his help understand the
personality & choose problem at hand.
the right solution.
• Guidance is mainly • Counselling is remedial as
preventive & well as preventive &
developmental developmental
 GUIDANCE COUNSELLING

• Intellectual attitudes are the • Emotional rather than pure

raw material of guidance intellectual attitude are raw
material of the counselling
process.
• Decision making is • Counselling operates at
operable at an intellectual an emotional level
level in guidance
• Guidance is generally • Counselling is mostly
education & career related & offered for personal &
may also be for personal social issues.
prob6lems
PURPOSES OF GUIDANCE AND COUNSELLING

• Providing the needed information & assistance

• Helping in individual to make wise choices

• Improve the understanding of self

• Facilitate the adjustment

• Helps in adapting to the changes or new

environment
• Making self-sufficient & independent
PURPOSES OF GUIDANCE AND
COUNSELLING

• Efficient use of capabilities & talent

• Promote the optimal personal & professional
development

• Balanced physical, psychological, emotional, social

& spiritual growth

• Helps in overall development & to live productive

life
 OTHER FUNCTIONS OF
GUIDANCE & COUNSELING…
 To provide optimum development & well-being
for individual.
 To help individuals adjust to themselves & the
society.
 To aid individuals in efficient decision making.
 To help individuals plan for a productive life in their
social context by focusing on their assets, skills,
strengths & possibilities for further development.
 To bring about changes in the attitude &
behavior of individuals.
CHARACTERISTICS OF GUIDANCE

• It is process
• It is a continuous process
• Choice & problem points are the
distinctive concerns of guidance
• It is the assistance to the individual in the process
of development rather than a direction of that
development
• Guidance is a service meant for all
Guidance is both generalized & a
specialized service. 10
• Guidance is an organized service & not
an incidental activity of the school.
• Guidance is not a branch of any
discipline Guidance bas limits
• Guidance is more an art than science
Guidance bas its roots in the education
system
• Guidance is centered around the needs
& aspirations of students.

11
 CHARACTERISTS OF COUNSELLING

• Counselling involves two individuals-one

seeking help & the other a professionally
trained person who can help the first.
• There should be a relationship of mutual
respect between the two individuals.
• Counselling is aimed at bringing about desired
changes in the individual for self-realisation &
providing assistance to solve problems through
an intimate personal relationship.
• The counselor discovers the problems of the
counselee & help him to set up realistic goals
• If counselee is a student, counselling helps him
to take a decision, make a choice or find a
direction in matters related to an educational
programme or career.
• It helps the counselee acquire independence &
develop a sense of responsibility.
• It is more than advice giving.
• It involves something more than offering an
assistance to find a solution to an immediate
problems.
• Counselling is democratic.
• Counselling concerns itself with attitudes as well as
actions.
• Counselling is centered around the needs & 13

aspirations of students
SCOPE OF GUIDANCE AND COUNSELLING
Personal needs/problems

Educational needs/problems

Physical, emotional, social,moral & marital

problems

vocational, occupational & professional needs

Career advancement

Holistic individual development

 NEED OF GUIDANCE AND COUNSELLING

I. Need s for personal & social domain

 Personal & social development of individual

 To adapt in different stages of development
 Offering art of better living
 Proper use of leisure time
 Holistic personality development
 Best use of available opportunities
 Motivates for effective utilization & development
15
of self
II. Needs for educational/professional domain

 Helps in academic growth & development

 Helps in vocational & professional maturity
 Facilitates an individual in the right education &
profession
 Offer help to handle educational & professional
situations
 Helps in the proper utilization of human resources
 Helps in adapting to the changing concept of
education
 Prepares to adapt in changing professional
situations & emerging challenges 16

 Helps in making proper career choice

NEED OF GUIDANCE AND COUNSELLING
IN NURSING EDUCATION…

 To help students adjusting with the new

environment of the nursing institute.
 To help in developing qualities required for a
successful for a nursing practice.
 To help students in getting adjusted with the
clinical environment.
 To help students keeping in touch with the latest
trends in nursing
 To help students in developing positive learning
habits, especially skill learning
 To help in the development of appropriate
17
coping straggles in order to deal with stress in
a productive manner
 To help nursing students in establishing proper
identity.
 To help them to develop a positive attitude towards
life.
 To help to overcome periods of turmoil & confusion.
 To help students in developing their leadership
qualities.
 To motivate them for taking membership in
professional organizations after competing
their studies.
 Helps them to make advantages of technological
advancement in a patient care.
 Helps them to readiness for changes & face
challenges 18

 To carryout responsibilities as a health team

FUNCTIONS OF GUIDANCE
AND COUNSELLLING

Adjustmental

Developmental O rientation

19
 PRINCIPLES OF GUIDANCE

According to Crow and Crow:

All-round development of individuals
Principles of individual differences Guidance
is related to every aspect of life Cooperating
among persons
Guidance is a continuous & lifelong process
Guidance for all
Principles of elaboration Responsibility
of teachers & parents Flexibility
Principles of evaluation
Guidance by a trained person
Principle of periodic appraisal 20
According to Hollies and Hollies:
The dignity of the individual is supreme.
Each individual is different from every other individual.
The primary concern of guidance is the individual, in his
social setting.
The attitude & personal perceptions of the individual are the
basis on which he acts.
The individual generally acts to enhance his perceived
self. The individual has the innate ability to learn.
the individual needs a continuous guidance process
from early
childhood through adulthood.
Each individual may need the information &
21
personalized assistance
given by competent professional personnel at some
TYPES/AREAS OF GUIDANCE SERVICES

Personal
guidanc
Avocationa e Social
l guidanc
guidance Types of e
Guidanc
e
Health Services Educationa
guidanc l guidance
e Vocationa
l
guidance 22
 ORGANIZATION OF COUNSELLING
SERVICES
 Types or forms of the organization of counselling services
in educational institutions are:

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1. Centralization counselling services:
(The entire responsibilities of the
II. Decentralization counselling
guidance
services:
& counselling services is vested upon
(The responsibilities of the counselling
a group of trained personnel of the
services is vested upon teachers
department of guidance & counselling
services )

III. Combination of centralized &

decentralized counselling services:
(In this mixed form, guidance &
counselling
services are provided by teachers &
23
expert collectively.)
 PURPOSES OF ORGANIZATION
COUNSELLING SERVICES…
 To help individuals with normal development
problems.
 To help individuals through a temporary crisis
during the different stages of life.
 To identify signs of disturbed behavior at early
stage, so manage it.
 To refer critical cases to specialists for best
possible management.
 To facilitate communication within & between
nursing institutions & homes.
 To support not only the tutors/nursing faculty who are
24
helping individuals but also who themselves want
guidance & reassurance at times.
 INGREDIENTS OF GUIDANCE AND
COUNSELING SERVICES…
1. The Admission
2.The Orientation Service
Service
(A “welcome service” as it is
(Admitting the right
concerned with

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candidates
welcoming fresher's to
for the right course,
the world of
selecting those candidates
nursing )
most likely)

3.The Student Information

Service 4.The Information Service
(Assist the student to obtain (Information provide usually
a realistic picture of his related to Education,
abilities, interests, personality occupational & personal-
characteristics , social )
achievements, levels of
aspiration , state of health,
25
etc.)
 6.The Placement Service
5.The Counselling Service (Help students to be in
(understand what he can do proper scholastic track,
& what he should do, handle to realize their career
his difficulties in a rational

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expectations, organize
way, make his own campus selection
decision, etc.) interviews, provide
information regarding
current trends,
etc. )
7.The Remedial Service
(it is mainly oriented
8.The follow-up Service
towards
(it is that review or
helping students to
systematic evaluation
improve their study habits,
which is carried out to
improve their adjustment
find out whether
in the clinical area,
guidance services in
reducing stress, etc.) 26
particular & educational
programme in general
satisfies the needs of
 10.The Evaluation Service
9.The Research Service (it determines the
(It is intended to examine both effectiveness & efficiency of
the personnel in the the guidance programme, less

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college guidance number of
programme & the dropouts, harmonious
techniques of guidance relationship between
used by them so as to teachers & students,
discover their strong & good result, well placed
weak points & ultimately passed out students,
strengthen the sense of security, etc. )
whole programme .)

27
 BASIC COMPONENTS OF
COUNSELLING SERVICES…

O rganization
al set-up

Requireme
nt of Counsellin
counselling g
services centre

Tools for
Counsellin
counsellin
g
g services 28
committee
 ORGANIZATIONAL SET-
UP…
For constituent colleges:
A counselling officer assisted
by the guidance committee in
At universities:
cooperation with the deputy
Deans are assisted by

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chief & academic advisor can
head of departments of
plan according to their needs &
psychology & education,
number of students. (<1000
the guidance
students need a liaison officer
committee
while >1000 students need an
& counselling
assistant counselling officer .)
officer.

For affiliated colleges:

A counselling officer assisted by the guidance committee & a
vocational guidance officer are needed for > 1000 students while a
liaison officer only can manage the counselling services for <1000
29
students
 COUNSELLING CENTRE…

All universities & large colleges should have a

counselling centre headed by a trained professional, i.e, a
counselling officer with PhD or a master’s degree in
psychology & counselling, with considerable experience.
It perform following functions:
 Selection, registration &
orientation of students  Remedial services
 Educational & vocational  Residence &
counselling food services
 Personal adjustment  Activities
counselling programme
30
COUNSELLING
COMMITTEE…

 The guidance committee serves the following purposes:

• It establishes & maintains policies related to
guidance & counselling services.
• It articulates the programme between the institution &
the community.
• It act in a planning capacity to ensure that the
various functions of guidance are properly
coordinated.
• It helps to clarify particular roles & offers support when
these roles are challenged.
• It serves as a source of ideas & recommendations 31
to be submitted to appropriate bodies.
Members of the counseling committee:

 Administrator
 principal/Dean
 Counselling/Liaison officer
 Deputy chief of counselling section
 Counselling personnel/ Counselor
 Vocational guidance officer
 Teacher/Faculty from different department/
Specialties
 Hostel warden/ Librarian
 Students representatives 32

 Parents
TOOLS FOR COUNSELLING
SERVICES…

I. Nontesting II. Psychological

tools tests

33
 TOOLS FOR COUNSELLING
SERVICES…
I. Nontesting tools
Interview
It is an interaction between Observation
the counsellor & counselee It is careful watching or
with a definite monitoring of the counselee by
objective in mind the counsellor with a specific
objective in mind

Cumulative record Checklist

It is a method of recording A is used to identify the
& providing meaningful, presence or absence of
significant & comprehensive specific attributes or
information about an individual, skills of a particular expected
over a year. behavior in students.
distance between students or members of
a grou information about
Sociometry Autobiography & diary

It is used to measure It may also provide

sociability or the social useful information about
distance between students.
students or members of a
group

Rating Scale
Anecdotal record
It is better tools to
It consists of recording
assess the degree or extent of
an important incident that
the performance of a
happened & is a carefully recorded
particular task or the
snapshot of the incident
possession of a trait.
II. Psychological
tests
Achievemen
Personality Aptitude tests t tests

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tests Eg; Specialize aptitude Eg; Cooperative
Eg; The Rorschach test & General test, College
& aptitude Board series,
The Minnesota test English reading
test
Interest Study habit
inventory tests inventory tests
Eg; Blank and Kuder Eg; The Brown-
preference Holtzman survey of
inventory study habit
36
SPECIFIC REQUIREMENTS FOR THE
ORGANIZATION OF COUNSELLING
SERVICES…
Presence of physical facilities, i.e. rooms, furniture &
other equipment needed for the guidance &
counselling department.

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Provide of private officers as well as general
counselling rooms.
Trained counsellor & guidance
personnel Planned programmes to
meet objectives Consultation services
Evaluation instruments like psychological
tests, inventories, etc.
37
Specific requirements for the
organization of counselling services…
STUDENT DATA BANK
EDUCATIONAL & VOCATIONAL INFORMATION
SERVICES PROGRAMMES FOR INTEGRATING

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COMMUNITY SERVICES WITH GUIDANCE
SERVICES
Educational programmes for teachers,
counselors & other personnel to
provide knowledge of current trends in
guidance
Budgetary provisions 38
TYPES OF COUNSELLING APPROACHES

Electic
counsellin
g
Nondirectiv approach
e
counselling
Directive approach
counsellin
g
approach 39
 I. DIRECTIVE COUNSELLING
APPROACH
 It is also known as prescriptive counselling or counsellor-centred
approach of counselling.
 This approach of counselling is advocated by E.G.Williamson,

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a professor at University of Minnesota.
 In directive counselling, the counsellor plays a leading role &
uses a variety of techniques to suggest appropriate
solutions to the counselee's problem.
 This approach also known as authoritarian or
psychoanalytic approach.
 The counsellor is active & help individuals in making
decisions & finding solution to their problems.
40
 The counsellor believes in the limited capacity of the
patient.
 I. DIRECTIVE COUNSELLING
APPROACH
Count…
 The patient makes the decision but the counsellor does all he
can to get the patient make decision keeping with his
diagnosis.

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 The counsellor tries to direct the patient’s thinking by
informing, explaining, interpreting & advising.
 The basic assumptions related to directive counselling approach:

Problem Used for best the

Making
focused patients possible
A need- rather incapable Task of a use of
based than of compete counselee's
approac patient solving nt intellectual
h focused their counsellor abilities &
approac problem resources
41
h s
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 I. DIRECTIVE COUNSELLING
APPROACH
Count…
Steps of the directive counselling approach
 E.G.Williamson has given the following six steps in
providing directive counselling

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42

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I. DIRECTIVE COUNSELLING
APPROACH
Count…
Advantages of the directive counselling approach
 This approach save time.
 It emphasizes the problem & not the individual.The

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counsellor can see the patient more objectively than
the patient himself.
 It lays more emphasis on the intellectual rather than
the emotional aspects of an individual’s personality.
 The methods used in directive counselling are
direct, persuasive & explanatory.

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I. DIRECTIVE COUNSELLING
APPROACH
Count…
Limitations of the directive counselling approach
 The patient does not gain any liability for self analysis
or solve new problems of adjustment by counselling.

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 It makes the counselee overdependent on the
counsellor.
 Problems regarding emotional maladjustment may
be better solved by nondirective counselling.
 Sometimes the counselee lacks information regarding
the counselee, leads wrong counselling.
 It does not guarantee that the counselee will able
44
to solve the same problem on his own in future.
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II. NONDIRECTIVE COUNSELLING
APPROACH
 The chief exponent of this counselling approach, Carp
R.
 It is also known as the permissive counselling approach

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where the counselor's role is passive & the
counselee’s role is active.
 It is a counselee-centred or patient-centred
humanistic approach.
 The counselee makes the final decisions as individuals
are thoughts to have full right to make final decisions
for the self & solve their problems.
 The counsellor has to accept the counselee’s capacity 45
to make adjustment &www.drjayeshpatidar.blogspot.com
adapt.
II. NONDIRECTIVE COUNSELLING
APPROACH
count…
 The principles of acceptance & tolerance are
extremely important in this approach.
 The basic assumptions related to nondirective counselling

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approach are:
 Patient is given importance than the counselling directions
& investigations
 Emotional aspects are more significant than intellectual
aspects.
 Creation of an atmosphere where patients can work out
their understanding is more important than cultivating self-
understanding in the patient.
 Counselling leads to a voluntary choice of goals & a 46

conscious selection of courses of action.

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II. NONDIRECTIVE COUNSELLING
APPROACH
count…
Steps of the nondirective counselling approach
 Carp R. Rogers given five steps in nondirective counselling:

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Defining the
problem situation

Termination Counselee given

freedom to
of
express his feeling
counselling

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II. NONDIRECTIVE COUNSELLING
APPROACH
count…
Advantages of nondirective counselling approach
 It is a slow but sure process to make an
individual capable of making adjustments.

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 No tests are used so one avoids all that is laborious
& difficult .
 It removes emotional block & helps an individual
bring repressed thoughts on a conscious level
thereby reducing tension.

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II. NONDIRECTIVE COUNSELLING
APPROACH
count…
Limitations of nondirective counselling approach
 It is a slow & time-consuming process.
 One cannot rely upon one’s resources, judgment & wisdom

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as the patient is immature in making the decision himself.
 It depends too much on the ability & initiative of the patient.
 Sometime difficulty to control pace of the
interview discussion.
 This approach is individual centric, it may not possible
for counsellor to attend every patient equally well.
 It require high degree of motivation in the patient.

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 III. ECLECTIC COUNSELLING
APPROACH
 This approach is based on the fact that all individuals
are different from one another.
 The techniques are elective in nature because they have

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been derived from all sources of counselling.
 This approach is based on selecting the best & leaving
out what is least required.
 The basic assumption related to eclectic counselling
approach:
 There is objectivity & co-ordination between counsellor
& the patient during the counselling experience.
 The patient is active & the counsellor remains passive in
50
the beginning.
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III. ECLECTIC COUNSELLING
APPROACH
count…
 The principle of low expenditure is adopted.
 The counsellor makes use of all the tools &
methods in his armour.

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 The counsellor enjoys the freedom to resort
to directive & nondirective counselling
methods.
 The counselling relationship is built during the
counselling interview. This helps the patient
gain reassurance & confidence.

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III. ECLECTIC COUNSELLING
APPROACH
count…
Steps of the eclectic counselling
approach
Establishing

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rapport
Follow Diagnosis
- up the
problem

Analyzin
Counselling
g the
case
Preparing a
tentative
plan for 52
modifying
behavior
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III. ECLECTIC COUNSELLING
APPROACH
count…
Advantages of eclectic counselling approach
 It is more cost effective & practical approach.
 It is a more flexible approach of counselling.

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 It is more objective & coordinated approach of counselling.

Limitations of eclectic counselling approach

 The role of counsellor & the counselee are
not predetermined.
 It requires more skilled counselors to handle the
dynamic feature of this counselling approach.

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IV. Other types of counselling
A) Based on length of the counselling session:

• Short-term counselling

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• Long-term counselling

B) Based on number of counselees involved:

• Individual
counselling 54
• Group counselling
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IV. OTHER TYPES OF
COUNSELLING
count…
C) Counselling for educational & professional purposes:

Student counselling

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Educational counselling

Vocational counselling

Career counselling

Placement counselling
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IV. OTHER TYPES OF
COUNSELLING
count…
D) Counselling for health-related purposes:

Psychotherapeut Crisis Health Genetic

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ic counselling counselling counselling counselling

E) Counselling for personal/social

purposes:

Personal Marriage Motivation Developmental

counsellin counsellin al counselling
g g counselling
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ROLE OF THE COUNSELLOR
 Arrange orientation programmes for the other support
staff to enlist their cooperation.
 Prepare an up-to-date list of resources, information, referral

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& energy available to him.
 Organize the guidance committee.
 Set up an educational & occupational information centre.
 Display the information collected in an attractive way.
 Disseminate information through educational & career
talks, group discussion & so on.
 Arrange talks by expert from different fields.
 Organize career days, career weeks, career
conferences, parents day & so on. 57

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 COUNT
…
 Educate students regarding proper study habits & assist
them in their development.
 Arrange individual discussion with students & their
parents for giving them educational & occupational

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information.
 Arrange visits to place of work like industries, business,
establishments, offices, higher education institutions &
other important educational places.
 Maintain an active relationship with schools,
colleges, universities.
 Maintain an active liaison with club like Lions Club &
Rotary Club.
 Refer serious mental cases to clinical psychologist 58
or psychiatrists. www.drjayeshpatidar.blogspot.com
 COUNT
…
 Maintain complete secrecy of the
discussion between him & the patient.
 Administer psychological tests.

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 Provide counselling services to students.
 Help in the student placements.
 Take up research projecting relating to the fields of
educational, vocational, personal & social guidance
in colleges.

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QUALITIES OF A GOOD
COUNSELLOR…
C – Confidentiality maintenance
 G – Good technical
O – Observant
knowledge
U – Unbiased

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 O – Obtaining
N – Nonjudgmental
appropriate information
from the patient S – Sensitive to the needs of the
patient
 O – Objectively
answering questions E – Empathetic
 D – Demonstrating L – Listens carefully
professionalism L – Lets the patient make decisions
O – Open minded
R – Respects the rights of the patients
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PREPARATION OF COUNSELLOR
Components of preparation of
counsellor:
Experience
Educational Background
(at least 2years of

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(master’s or bachelor’s degree
counselling experience, 3-6
in teaching & education with
months of supervised
training in behavioral
counselling experiences)
science )
Personal
fitness &
attributes
(should show
positive interest
in working with
others)

61

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CHARACTERISTICS OR QUALITIES OF
COUNSELLOR…
 Personal characteristics:
 Should be imbibed with basic human qualities.
 Should be a person with cultural values & awareness.

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 Should have a deep interest in helping people.
 Should patiently listen to others
 Should be sensitive to other’s attitude & reactions
 Should have a capability for being trusted by others.
 Should have respect for the personal autonomy of
the patients.
 Should be tolerate of & accept the patient point of
view. 62

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CHARACTERISTICS OR QUALITIES OF
COUNSELLOR…
 Interperson  Personal  Scholastic
al adjustmen potentialitie
relationship t: s:
s:  Relevant

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 Maintain
 Friendly emotiona knowledge
nature l stability  Motivated
 Sympathetic  Emotionally &
understandin committed
g sound &
 Aware of policies,
healthy
 Sincerity beliefs,
 Able to
 Tactfulness misconception &
accept rumors in
 Patience criticism community
 Ability to  Knowledge  Possess common 63
maintain
confidentiality of self sense
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
 CHARACTERISTICS OR
QUALITIES OF COUNSELLOR…
 Health &  Leadership skills:  Philosophy
personal  Ability to stimulate of life:
appearance:  Good
 Reinforce important

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 Pleasing voice & characte
information
appearance r
 Direct the counselee
 Vitality &  Integrated
to ways to solve
endurance the problem personalit
 Free from y
 Professional dedication:
any  Faith in
 Show enthusiasm
mannerism human values
 Maintain helping relationship
 Have a nice sense of 64
morality
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COUNSELLING PROCESS
Phase I
Establishing
relationship

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Phase II
Assessmen
t

Phase III
Setting
goals

Phase I V 65

interventio
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PHASE I: ESTABLISHING
RELATIONSHIP
 Itis an ice breaking session during which the
counsellor & counselee introduce each other
& establish a primary rapport.

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 Good rapport building provides the respect, trust
& sense of psychological comfort to the
counsellor- counselee relationship for progression
to the counselling process.
 Strategies to establish an effective relationship:
o Introduce yourself
o Being the phase with adequate social skills
66
o Always address the individual by his or her name
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 COUNT
…
o Ensure physical comfort of the counselee &
self.
o Do not interrupt the individual when he/she

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is talking.
o Listen attentively.
o Observe nonverbal communication.

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 PHASE II: ASSESSMENT
 The second phase of counselling is basically a data
collection phase, where the counsellor motivates the
counselee to provide complete information about the
problem.
 The type of information collected from counselee like general
data, physical data, psychological data, social/environmental
data, achievement data, educational & vocational data.
 After the collection of information, diagnosis related to
the counselee’s behavior is made.
 Various tools & techniques used for data collection like
intelligence tests, achievement tests, aptitude tests, interest
tests, personality tests, questionnaires, interview,
observation,
re67cord & caseautobiography, anecdotal records, rating scale,
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 PHASE III: SETTING GOALS
 During this third phase of the counselling process, goals
are set co-operative by both the counsellor & the
counselee.

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 While setting goals, the counselee’s strengths,
weakness, constraints & available resources must be
kept under consideration.
 The goal could be immediate & ultimate which directs
the counsellor & the counselee to further progress in
the counselling process.
 Effective & reliable goal setting requires following skills
in counselors:
69
 Multifaceted knowledge related to the problem of
counselee www.drjayeshpatidar.blogspot.com
 COUNT
…
 Ability to think critically & inference-drawing skills.
 Judgment, planning & management skills
 Skills to segregate &differentiate the

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provided information
 Ability to each individuals to think critically
& realistically
 Help the counselee set feasible, reliable &
achievable goals

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 PHASE IV: INTERVENTION
 This stage of counselling is an operational phase where
the counselee is suggested the best possible options
for the management of the present problem.

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 The phase is affected by the counselor's own
thoughts about the counselling process.
 The intervention will depend on the approach used
by the counsellor, the problem & the individual.
 The choice of intervention is a process of adaptation
& the counsellor should be prepared to change the
intervention when the selected intervention does not
work. 71

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PHASE V: TERMINATION AND FOLLOW-UP
 This is the final stage of the counselling
process, where counselling comes to an end.
 Termination must be planned well ahead so that

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the counselee may feel comfortable at the
departure & gradually able to handle the problem
independently.
 Some follow-up sessions may be required to help
the counselee further to handle the problem
independently.

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TOOLS AND TECHNIQUES FOR THE
COUNSELLING PROCESS
There are two types of tools & techniques for
the
counselling process:

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73

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STANDARDIZED TOOLS AND
TECHNIQUES…

Intelligence
tests

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Personality Achievemen
tests t
Standardize test
d tools &
techniques

Interes Aptitud
t e
tests tests
74

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NONSTANDARIZED
TESTS…

Autobiography Anecdotal Questionnaire

records

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Observation
Interview Cumulative
record
Sociometri
Rating c
Case
scale techniques
study

Information collection of 75
information www.drjayeshpatidar.blogspot.com
ISSUES OF COUNSELLING IN NURSING
Scarcity of qualified & competent counselors

Lack of awareness about needs & resources of counselling

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Minimal procounselling environment

Lack of counselling training for nurse/nursing faculty

Poor organizational set-up for counselling services

Lack of interest & initiatives for counselling

services

Poor counsellor-counselee ratio

Lack of funds for counselling

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services
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Noncompliance with counselling
MANAGING DISCIPLINARY PROBLEMS
 Common disciplinary problems seen in Indian students
are
 Absenteeism,

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 Nonsubmission or late submission of assignments,
 Disturbing classroom atmosphere,
 Threatening strike,
 Damaging or spoiling institutional property,
 Picking quarrels over small matters,
 Using mobiles phones in the classroom & so on.

77

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STRATEGIES FOR MANAGEMENT
OF DISCIPLINARY PROBLEMS…
• Appropriate training of faculty & teachers
• Adequate practice of cocurricular & extracurricular
activities

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• Appropriate selection & use of disciplinary standards
• Use reward & punishment

• Promoting better teacher-student relationship

• Cultivation of ethical, moral & spiritual values

• A close teacher-parent-student contact

• Effective use og guidance & counselling programmes
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MANAGEMENT OF CRISIS AND REFERRAL
A sudden, generally unanticipated event can profoundly
& negatively affect a significant segment of the
institution population & often involves serious injury or

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death.
 Crisis events like an incidence of suicide, school bus
crashes, natural disasters or multiple injuries, deaths
can quickly escalate all over the educational
institution.
 Crisis must be managed promptly & skillfully to
minimize chaos, rumors & impact of the crisis on the
victims & other students. 79

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STRATEGIES OF EFFECTIVE CRISIS
MANAGEMENT…
Policy &
leadershi
p

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Training & Crisis
maintenance response
team

Institution’s
crisis
Communicatio
manageme
n nt plan 80

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CRISIS MANAGEMENT PLANNING
CHECKLIST…
Check off each item as you complete it during your
crisis management planning
 Define crisis for your school & district.

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 Decide who will be in charge during crisis.
 Select your crisis response team.
 Develop appropriate policies & procedures for handling
crisis situations.
 Train the crisis response team.
 Establish law enforcement, fire department &
emergency management team liaisons.
 Establish a media liaison & a plan for communicating with
the media. 81

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 COUNT
…
 Establish a working relationship with community service
providers & develop a list of telephone numbers &
contact persons.

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 Set up phone number trees, which are adequately
& appropriately displayed.
 Create or reserve space for service providers involved
in crisis management & for community meeting.
 Develop & print forms to assist in crisis management.
 Develop a plan for emergency coverage of classes.
 Establish a code to alert staff.

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 COUNT
…
 Develop a collection of reading & sample letters
to parents.
 Obtain a legal review of crisis response procedures

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& forms.
 Practice crisis alert periodically through the year.
 Establish procedures for annual in-service of new staff
& update/review for all staff.
 Periodic district wide training of all substitute staff.

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