MOHAMAD AZMAN KAMARUDIN

INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN,

BATU PAHAT, JOHOR.

PROGRAM IJAZAH SARJANA MUDA

PERGURUAN (PISMP)

EDU 3073
GUIDANCE AND COUNSELING FOR CHILDREN

NAME

: MOHAMAD AZMAN KAMARUDIN

NO I/C

: 921106-01-5283

MOHAMAD AZMAN KAMARUDIN

CLASS/ GROUP

: TESL 2/ PISMP SEMESTER 7

LECTURER

: EN. MOHAMAD ROSLAN BIN AROFF

DATE OF SUBMISSION

: 8TH FEBRUARY 2015

MOHAMAD AZMAN KAMARUDIN

BIODATA PELAJAR

NAMA

: MOHAMAD AZMAN KAMARUDIN

JANTINA

: LELAKI

NO K/P

: 921106-01-5283

KETURUNAN/AGAMA

: MELAYU/ISLAM

KURSUS

: PROGRAM IJAZAH SARJANA MUDA PERGURUAN (TESL)

SESSI/SEMESTER

: SEMESTER 7

ALAMAT RUMAH

: NO. 8 JALAN INTAN, 2/9 TAMAN INTAN, 86000 KLUANG,

JOHOR DARUL TAKZIM

ALAMAT IPG

: INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN

KM 7.75 JALAN KLUANG
83009, BATU PAHAT, JOHOR DARUL TAKZIM

TUTOR PERIBADI

: PUAN KHALIDAH BINTI KHALID

MOHAMAD AZMAN KAMARUDIN

1. The concept, purpose and importance of counselling service.

Bimo Walgito: guidance is a

method of helping or aiding, given
to an individual or a group of an
individuals in avoiding or
overcoming adversity in his life, so
that they can adjust their welfare.

Jones :
counselor
only assists
the individual
in order to be
able to help
itself and the
final decision
depends on
the individual
concerned.

The
conce
pt

continuous
process in
helping
individuals to
lead and
develop
themselves
optimally.

Rochman Natawidjaja:
counseling is the process of
providing assistance to
individuals on an ongoing basis.
So that individuals can
understand himself and can act
fairly in accordance with the
demands of family and
community and state.

MOHAMAD AZMAN KAMARUDIN

Developing and conducting programs or

activities aimed at raising awareness and skills
to enable individuals to manage their emotions,
thoughts and behaviors more effectively

The
Purpose &
Goals of
Counselin
g Services
Provide
counseling
services to
health
personnel who
need to
achieve
optimum selfconsciousness.

Guiding clients to
be more open so
that their
thoughts and
actions can be
used to develop
the potential that
exists towards
self-improvement
and organization.

MOHAMAD AZMAN KAMARUDIN

The Importance of
Counselling Services

Promote insight
Helping clients understand more about
theirself (immersing themselves and the
environment).
Help clients identify, theirself are the key
to the problem at hand.
Giving Support & Feedback
Clients need undivided emotional support,
the warmth and the exhibition of feeling
which they expected, to reduce the burden
of their problem.

Conflict Resolution
Reduce tension and hostility between two
individuals (parties).
Helping them to accept differences and
find ways to reach a favorable settlement

Making Decision
Helping clients to make decisions,
because they often face problem when it
comes to make their own decisions.
Counselors can propose and discuss with
the client before a decision is taken.

MOHAMAD AZMAN KAMARUDIN

Concept of counselling
Counselling is a scientific process of assistance extended by an expert in an
individual situation to a needy person. Counselling involves relationship between two
persons in which one of them (counselor) attempts to assist the other (counselee or
client) is so organizing himself as to attain a particular form of happiness, adjusting to a
life situation or in short self actualization. It is a relationship of natural respect between
counselor and counselee .In this private interview counselee acquires independence
and develop a sense of responsibility.
Counselling process is structured around the felt needs of the counselee.
The main objective of counselling is to bring about a voluntary change in client.
For this purpose, the counselor provides facilities to help achieve the desired change or
make the suitable choice. The client alone is responsible for the decisions or the choice
he makes, though the counselor may assist in this process by his warmth and
understanding relationship. Thus counselor helps counselee to discover and solve his
personal problems independently.
Counselling and guidance are not synonymous terms. Guidance is a relatively
more comprehensive process which includes counselling as one of its functions.
Counselling is a pat of guidance, not all of it. It is a specialized and individualized part of
total guidance process. Thus all counselling is guidance but all guidance is not
counselling.
GUIDANCE
Definition
"Guidance is a process of helping young persons learns to adjust to self to others and to
circumstances'. - Skinner.
Guidance is a personal assistance. Guidance is a process by which individual
solves his problems by his own efforts. Guidance focuses on the attention of the welfare
of the individual.

MOHAMAD AZMAN KAMARUDIN

PURPOSE
To help an individual to solve any complex situation. It is mainly created around
educational needs, vocational needs & personal needs. It helps the child to adjust with
situations and develop the ability to face problems and resolve them. To develop the
personality of the child according to his inborn tendencies, traits and capacities. To
provide all necessary information to the people to choose a better career and to get
success in life.
The aim of education is to achieve the fullest possible realization of possibilities
inherent in the individual. Education fosters all aspects of an individuals personality.
Guidance is an integral part of education and helps in achieving the goals of education.
Guidance is quite essential for the development of individual which is the main objective
of education. The Education Commission (EC-1964-66) observes Guidance should
be regarded as an integral part of education and not as a special, psychological or
social service which is peripheral to educational purposes. It is meant for all students
not just for those who deviate from the norm in one direction or the other . Jone, A.J.,
pointing out the relationship between guidance and education observes, All guidance
is education but some aspects of education are not guidance. Their objectives are the
same the development of the individual but methods used in education are by no means
the same as those used in guidance.
The terms guidance and counselling have been loosely or interchangeably
used. Guidance is a term which is broader than counseling and it includes counseling
as one of its services. Butter makes a logical separation of the counseling process i.e.
(i) adjustive and (ii) distibutive phase. In the adjustive phase, the emphasis is on social,
personal and emotional problems of the individual, in the distributive phase the focus is
upon educational, vocational and occupational problems. The distributive phase can be
most aptly described as guidance while the adjustive phase can be considered as
description of counselling.

MOHAMAD AZMAN KAMARUDIN

2.0 Basic counseling skills that can be practiced by teachers and school
counsellor in shaping student excel.
2.1 Tolerating, Paying Attention and Listening Skill
One of the characteristics of an effective teacher is to serve the students as their
own children, teachers need to tend to the students needs and must not neglect and
leave them behind while in class. When conversing with the students, dedicate facial
expressions that show determination so that they feel more confident to express
something. The tone of voice should correspond to the ongoing situation and climate of
the conversation. Each question must be treated as soon as possible as it can attract
students to ask questions and express their feelings if there is confusion and
dissatisfaction. Minimal encouragement as nod to show the teacher understand the idea
conveyed by the student. Apart from that, minimum encouragement could satisfy the
students urges and encourage students to tell something because they will feel more
relax and they wont be judge when they convey their thoughts or idea.
2.2 Interpreting non-verbal behavior
There are a variety of non-verbal behavior can be shown by students, for instance
facial expression. Facial expression is a way for students to show their feelings,
emotions, thoughts and the state of mind the students are experiencing. Teachers must
be sensitive and alert to the message expressed by their students through facial
expression. Teachers can also interpret students non-verbal behavior through their
personal point of view, through the students glance and eye contact. Among the
interpretations that can be made by the teacher through eye contact were, paying
attention, point of interest, a sign of respect, promote honest expression of feelings, a
sense of solemnity and many others.
How the students sit during class also enable teachers to interpret whether or not
the student is interested in the process of teaching and learning. If the student leaning
slightly forward when sitting, they most probably would like to know more about
something. Nodding is also non-verbal behavior. When the teacher explains and
students nod, this shows that students understand the content delivered by teachers.

MOHAMAD AZMAN KAMARUDIN

2.3 Providing Response

When providing response, teachers need to pay full attention to the feelings and oral
statements of the students. By responding through verbal response it will established a
good relationship between teacher and students. A positive response is more likely to
help rather than a negative response in this situation.
2.4 Identifying Problems
Making a survey is one of the way to identify a problem. Survey allows teacher to
gather important information regarding issues that arise among students, especially
during the process of teaching and learning take place. Survey can make it easier for
teachers to identify the problems faced by their students.
2.5 Conducting Intervention
Every child with special needs should be given an early intervention, a well
organised, structured and a well plan program. Children with special needs require
detection at an early stage to enable them to join the program that the school had
implemented in the school system. It is planned to help develop their own self potential.

MOHAMAD AZMAN KAMARUDIN

3.0 The role of Guidance and Counselling Teachers (Counsellor) in giving
Counselling and Guidance to the students at school in helping to build their
character and to curb the discipline problem at school.
One of the formative events for the profession of counselling in Malaysia, was the
Ministry of Educations 1963 policy to have guidance (including counselling) in schools.
This policy was the start of three decades of events that lead to Malaysia being one of
the first nations in the Asian and the Pacific Rim having legislation regulating the
practice and profession of counselling. Over the decade from 1969 to 1979 counselling
gained momentum, the number of teachers, services provided and the training offered
to teachers (in guidance and counselling) steadily increased. By the end of the 1970s,
the Malaysian government and education community was viewing counselling as a
significant contributor to childrens education. A clear indicator of this was the 1979
Report of the Cabinet Committee on the Study of the Implementation of the National
Education Policy (Recommendation 239.1), which drew attention to the role of
counselling. It recommended that counselling should go beyond career guidance
(counselling) and provide a broad range of mental health services to schools (Othman &
Awang, 1993; Pope, Musa, Singaravila, Bairgaze, & Russell, 2002).
From the mid-1960s, guidance and counselling services have been available in
Malaysian schools. The unassuming beginnings and limited services offered in schools
in the 1960s had extended and increase significantly over the decades under the
Ministry of Education (Ng & Stevens, 2001). Initially, the role of the counsellor was
counselling deviant behaviour and career guidance. The 1980s saw a wider range of
services and acceptance in the community (Staff, 1983), to present where counsellor
are being consider the cure for all social aliments (Salim, 2004). From its beginnings in
the 1960s to the 1980s, school counselling continues to be the main function of
Malaysian counsellors to the 1980s. School counsellors were still primarily teachers,
and counselling was a function they performed in addition to their teaching
responsibilities.

MOHAMAD AZMAN KAMARUDIN

The roles of counsellors in the 1960s, 1970s and 1980s were in general rather
limited. Scorzellis (1987a) research clearly demonstrated that individuals in Malaysia
who work as counsellors assume the role of either drug counsellor or school counsellor.
For the most part, they were employed in the governmental drug rehabilitation centres
and prisons, voluntary drug rehabilitation agencies, schools, and universities. Except for
the universities and some of the private schools, these people rarely had the job title of
counsellor, but instead were referred to as officers of the various governmental
ministries (Scorzelli, 1987a). This reflected the communitys misunderstanding of
counsellors and the social taboos around mental health. The Ministry of Educations
assigned special officers, hospital and rehabilitation centres developed positions for
drug counsellors, and the Malaysian community saw the role of counselling in
combating social ills (Tay, 1996).
The development of guidance and counseling in Malaysia is rather similar to that
which occurred in the United States of America (Amla et. al, 2009; Pope et. al, 2002).
The initial focus of the guidance and counseling services was on vocational guidance.
This then transformed into fostering students personal growth, enhancing personal
development and the implementation of a comprehensive developmental guidance and
counseling program (Galassi & Akos, 2004). The early beginnings of the guidance and
counseling services in Malaysian schools started when the countrys economic focus
shifted from agriculture to industry. At that time, vocational guidance in schools was
deemed to be necessary to equip students with the ability to choose education fields
according to individual talent and ability, and be capable of making future career plans
(Suradi, 1994a).
The introduction of a structured guidance services in Malaysian schools was
initiated in 1963 when 11 education officials followed a six-month course conducted by
Russel M. Mackenzie, a guidance consultant from Canada. Following this, efforts aimed
to improve the services continued to develop further (Suradi, 1994b). It has now been
five decades since the guidance and counseling services were made available in
schools. The guidance and counseling services have gone through many changes and
transformations in a bid to provide effective and optimum services to students. Students

MOHAMAD AZMAN KAMARUDIN

now seek counseling services to assist in finding solutions to the multitude of problems
facing them in the modern globalised world.
Starting on 1979 the roles of the guidance teacher covered 21 job functions of
duties including academic advice, personal guidance and efforts to prevent drug abuse
among students. With reference to circular KP(BS)8548/4/Jld. IX/(1) from the Ministry of
Education, dated 17 January 1979, principals were directed to ensure that counselors
play active roles in schools. In 1996 with reference to circular KP(BS-HEP)8543/60/(91)
from the Ministry of Education, dated 18 March 1996, full-time counselors were
appointed in secondary schools. The work scope, responsibilities, and roles of full-time
counselors were clearly defined to ensure effectiveness. The counselorto-student ratio
was suggested at 1:750. With reference to circular KP(BS)8591/Jld.
Based on the historical overview of the guidance and counseling services in
Malaysia, it can be seen that the first ten years were focused on the training of teachers
for the roles of school counselors. In the following 15 years, their roles were widened to
encompass overcoming social problems that could lead to societal disharmony such as
drug abuse and indiscipline among students. Efforts are now being geared to the
development of students mental balance and soundness through continuous guidance
and counseling services. The Malaysian governments continued support and
recognition of guidance and counseling services in schools establishes its importance
towards the development of individuals who are socially and spiritually balanced and
thus contribute to the overall well-being of the society. In addition, guidance and
counseling services ought to be made available at the primary school level to ensure
success in transforming young minds.
The roles and responsibilities of a school counselor is becoming more and more
challenging. School counselors are not only involved with guidance and counseling
services in classrooms. They are also required to organize school programs, provide
individual and group counseling and consultation services, and undertake research. In
addition, counselors need to constantly update their knowledge and skills to cope with
the needs and expectations of their profession. Gysbers (2004) stated that under the
comprehensive developmental guidance program, counselors need to constantly review

MOHAMAD AZMAN KAMARUDIN

how the activities designed have transformed the lives of the students. In other words,
counselor accountability serves as the fundamental principle of effective services.
4.0 Declare counseling strategies, particularly the use of theories in counselling
sessions to help address the problem of discipline among students.
School discipline has always been a top concern for teachers and educators. In
recent years, there has also been an increasing emphasis on the role of counselling in
the education process at all levelsprimary, secondary and tertiary. In the context of
education, discipline is specially concerned with promoting behaviours that conform to
teacher expectations and/or change behaviours that do not (Hoover, 1997). On the
other hand, counselling is a short-term, interpersonal, theory-based, professional
activity guided by ethical and legal standards that focuses on helping individuals to
resolve developmental and situational problems (Gladding, 1992). Discipline is often
associated with punishment aimed at correcting behaviours whilst counselling denotes
the presence of a helping relationship characterised by warmth and acceptance. The
two processes are quite different, but they have similar goalsto bring about
behavioural change.
Many have argued that discipline and counselling are incompatible with each
other. They say concepts like discipline, control, sanctions and punishment have no
place in the vocabulary of caring people like school counsellors. They are concerned
that if teachers have to play the conflicting roles of the disciplinarian and the counsellor
concurrently, they may end up being effective in neither.
In a counselling session, many public figure in the field of counselling had argue
on the use of counselling theories during the counselling session. Arnold Lazarus (1981)
says that a counselor or therapist does not need a theory. Smith and Glass (1977) also
argues that the view of a theory is given such a high level of interest than it should be.
The rationale is, counsellors tend to use the same activities and achieve the same
result, there are also counsellor that did not use any of the techniques suggested by the
theories that they uphold. This only means that, the theories did not bring any benefits.

MOHAMAD AZMAN KAMARUDIN

Meanwhile, according to Jerome Frank (1971), theory is very important to those
who practice it. For him, theory is important because it gives meaning, faith and
direction to the counselor. From Frank conclusion, we can conclude that theory give
focus to counselor upon what he has done to his client. Thus, the counselor can give
their full attention and energy on what he considers to be the cause of the problems
experienced by their clients.
The implementation of theories in counseling is very important. In a counseling
process, these theories are needed to facilitate the counselor to choose an appropriate
approach to guide the client. With the present of research and theories it facilitate
counselor to understand their client behavior and thus, predict the behavior of their
client. Based on these theories, it can also produce a more knowledgeable counselor
and more professional in dealing with the client in a counseling session.
Apart from that, with the knowledge of theory through counseling, the counselor
can explain an occurrence after making some observations. For example, in one case
the problem behavior of students who have attitude like bullying in school. After the
counselor makes an observations about the background of the students, he found that
the parents of these students often use the method of punishment to him if a
wrongdoing is present. Thus, through the theory of behaviorism studied in counseling,
the counselor can explain that the behavior is one of the negative impact on student
behavior and it is the result of operant conditioning, which is practiced by both parents.
Counseling theory can also help counselors to master a particular situation. For
example, for clients who do not want to deal with cooperation, counselor may use
operant conditioning theory, where counselors provide positive reinforcement to the
client when issuing an opinion as to stimulate the client to be able to work together to
continue the counseling session.

MOHAMAD AZMAN KAMARUDIN

5.0 Strategies to Help Dealing With Discipline Problems
Discipline problems are listed as the major concern for most teachers. What can
teachers expect and how can they effectively handle discipline problems? Classroom
management combined with an effective discipline plan is the key.
Here's How:
Watch students as they come into class. Look for signs of possible problems
before class even begins. For example, if you notice a heated discussion or problem
before class starts, try to deal with the problem then. Allow the students a few moments
to talk with you or with each other before you start your lesson to try and work things out.
Separate them if necessary and try to gain agreement that during your class period at
least they will drop whatever issue they have.
Have a posted discipline plan that you follow consistently for effective classroom
management. Depending on the severity of the offense, this should allow students a
warning or two before punishment begins. Your plan should be easy to follow and also
should cause a minimum of disruption in your class. For example, your discipline plan
might be - First Offense: Verbal Warning, Second Offense: Detention with teacher, Third
Offense: Referral.
Meet disruptions that arise in your class with in kind measures. In other words,
don't elevate disruptions above their current level. Your discipline plan should provide for
this, however, sometimes your own personal issues can get in the way. For example, if
two students are talking in the back of the room and your first step in the plan is to give
your students a verbal warning, don't stop your instruction to begin yelling at the
students. Instead, have a set policy that simply saying a student's name is enough of a
clue for them to get back on task. Another technique is to ask one of them a question.
Dr. Phelan's 1995 book, 1-2-3 Magic: Effective Discipline for Children 2-12, is
considered a classic of parenting literature. It's embraced not only by moms and dads,
but also by ADD support groups, counselors, and psychiatrists - and no wonder. It offers

MOHAMAD AZMAN KAMARUDIN

specific, simple instructions rather than vague psychological concepts, and it has proven
to be highly effective. The strategies contain in the book can be used to help dealing with
discipline problems.
To successfully implement Dr. Phelan's system, parents must differentiate the two
kinds of behaviors their children "give" them:

"Stop" behaviors. Talking back, yelling, teasing, throwing tantrums, and whining
are all behaviors that parents want their children to stop.

"Start" behaviors. These are things parents want their children to start doing
regularly and without reminders - things like doing homework, feeding a pet,
going to bed on time, getting up and off to school on schedule, or practicing a
musical instrument.

The counting technique

Dr. Phelan recommends a range of familiar parenting tools and techniques, including
the use of charts (work on no more than three behaviors at once) and timers; more
positive feedback and less criticism; and minimizing the number of on-the-spot requests
parents make of children. (Even simple requests, such as 'walk the dog' or 'run this over
to the neighbor's,' can make ADD kids feel put-upon. Better to let them know ahead of
time what is expected of them.) But the most celebrated component of Dr. Phelan's
system is his "counting" technique, which is used to put an end to "stop" behaviors (see
"Stopping an Argument in Its Tracks"). This could be uses in the classroom by
teachers in helping minimizing the discipline problems in school.
"Counting" works like this: Each time your students does something he shouldn't,
simply hold up one finger and quietly say, "That's one." If the behavior continues, raise
two fingers and say, "That's two." If the child still ignores your request, raise three
fingers and say, "That's three. Take five." The student then goes (or is escorted) to a
five-minute time-out. (If you feel your child is too old for the term "time-out," use another
one, like "cool down," "break," "breather," "halt," or "pause.") If your student won't

MOHAMAD AZMAN KAMARUDIN

budge, remove yourself from the classroom: Take a brisk walk around the class, but NO
talking to your problematic student, even if he tries to follow you! That's it. You don't
shout or cajole or explain. It's clear to your student that he has a choice: He can shape
up at once or suffer a consequence. Once the time-out is over, do not rehash the
episode or lecture your student about it. It's over.
In addition, try to use humor to diffuse situations before things get out of hand. Note:
Know your students. The following example would be used with students you know
would not elevate the situation to another level. For example, if you tell your students to
open their books to page 51 and three students are busy talking, do not immediately yell
at them. Instead, smile, say their names, and ask them kindly if they could please wait
until later to finish their conversation because you would really like to hear how it ends
and you have to get this class finished. This will probably get a few laughs but also get
your point across.
If a student becomes verbally confrontational with you, remain calm and remove
them from the situation as quickly as possible. Do not get into yelling matches with your
students. There will always be a winner and a loser which sets up a power struggle that
could continue throughout the year. Further, do not bring the rest of the class into the
situation by involving them in the discipline or the writing of the referral.
Keep an anecdotal record of major issues that arise in your class. This might be
necessary if you are asked for a history of classroom disruptions or other
documentation. Let it go at the end of the day. Classroom management and disruption
issues should be left in class so that you can have some down time to recharge before
coming back to another day of teaching.
Recognize the warning signs of disruption. Obviously this comes with practice of
classroom

management.

However,

some

signs

are

fairly

obvious.

Consistency and fairness are essential for effective classroom management. If you
ignore disruptions one day and come down hard on them the next, you will not be seen
as consistent. You will lose respect and disruptions will probably increase. Further, if you

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are not fair in your punishments, making sure to treat all students fairly then students will
quickly realize this and lose respect for you. You should also start each day fresh, not
holding disruptions against students and instead expecting them to behave. Classroom
rules must be easy to understand and manageable. Make sure that you don't have such
a large number of rules that your students can't consistently follow them.
REFLECTION

We are social beings and, so in some way or other we need help and guidance
of others. Mother, father, grandparents, and teachers and other elders, home, school
and society guide youngsters for successful living. Due to explosion of knowledge,
industrialization and changes in socio-economic set up the need of professional
guidance is felt in the present day society. This doesnt left out the students in school,
who is very young and fresh in this world. They need to be properly guided and counsel
to prevent them from making all the wrong choices and decisions in life.
The students life is getting complex day by day. Students in the twenty-first
century have facing many perplex and difficult situations i.e. to make wise curricular and
other curricular choices, to acquire basic study skills for optimum achievement,
adjustment with peers etc. In its beginning guidance was concentrated on problems
relating to vocations. It was largely concerned with getting jobs for young people. Now
guidance has gone for beyond this. It is now concerned with the entire individual in all
aspects.
Students face many personal problems related to themselves, their parents and
family, friends and teachers, etc. They often have memories related to home or family
which creates feeling of disappointment in them. If their parents are expecting too much
of them it leaves them with a feeling of incompetence and insecurity leading poor selfconcept and self-esteem. The objectives of personal guidance are to help the individual
in his/her physical, emotional, social, rural and spiritual development. Personal
guidance is necessary at all stages of life. At the elementary school stage opportunities

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should be given to students for their self-expression. Personal guidance at this stage
deals with the problems related to feeling of insecurity, social acceptance, discipline etc.
If one closely examines the problems of young pupils in schools and colleges,
one would exactly realize the need of educational guidance. Educational problems head
the needs of students problems. So education is an important guidance area.
Educational guidance is related to every aspect of education school / colleges, the
curriculum, the methods of instruction, other curricular activities, disciplines etc.

Educational guidance is the assistance given to the individual (i) to understand

his/her potentialities (ii) have a clear cut idea of the different educational opportunities
and their requirements (iii) to make wise choices as regards to school, colleges, the
course : curricular and extracurricular.
I had learned a lot of new insight while studying Guidance and Counselling for
Children (EDU 3073) this semester. It not only taught me, but also prepared me for the
future. When I begin my teaching career later, I can refer to what I had learned from this
subject and implement it in class. Im also aware the students nowadays is not the same
as the time when I was before. They face different challenges and obstacles then the
one I used to face before, back when I was a student. It is up to the teachers to guide
them and counsel them to find the right path in life.
Moral values occupy an important place in our life. Sometimes due to influence of
diverse factors students tell lies and indulge in undesirable practices. Moral guidance
helps in bringing these students in to proper track and help in their all-round
development.
Guidance and counselling is a concept as well as a process. Guidance is a
concept as well as a process. Guidance is different from education and counseling.
Guidance is based upon the principles of holistic development of individual, recognition
of individual differences and dignity and acceptance of individual needs. Guidance is

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needed wherever there are problems. Guidance helps in optimum development of
individual, solving different problem of the individual, Academic growth and
development, Vocational maturity, vocational choices and vocational adjustments,
Social personal adjustment. Better family life, for conservation and proper utilization of
human resources, and national development.
Guidance is helpful not only for student and teacher in an educational institution
but also to the parents, administrators, planners and community members. A school
guidance programed includes all those activities other than 11 instructional which are
carried out to render assistance to pupils in their educational, vocational, personal
development and adjustment. The areas of guidance are very vast. Some of the
important areas of guidance are personal, educational, vocational, avocational, health,
social etc.