Purpose of Guidance

and Counselling in
Educational
Institutions

Personal development and adjustment.

2. Educational progress and adjustment

3. Occupational development and adjustment.

4. Follow-up after leaving school.

1. Personal development and adjustment

the discovery of potentialities

Self-understanding

special aptitudes
interests

Recognition and development of favorable

attitudes and habits, and the elimination of
undesirable traits

2. Educational progress and adjustment.

Selection of appropriate courses in

line with individual needs, interests,
abilities, and circumstances

Choice of the right type of advanced

training, college or otherwise

3. Occupational development and adjustment.

Information on occupational opportunities and trends
The top 10 highest-paying jobs/industries
1. IT - P86,550
2. Corporate Strategy - P79,309
3. Actuarial Science/Statistics -P75,784
4. Quality Control/Assurance-P73,574
5. Customer-service -P71,389
6. Security/Protective Services-P67,333
7. Human Resources -P65,122
8. Training and Development -P64,651
9. Finance -P62,673
10. Law/Legal Services -P61,310

Knowledge of occupational fields

toward which individual
aptitudes and interests may best
be directed. Help in finding
suitable employment.

4. Follow-up after leaving school.

Research with respect to
needs of pupils and the
effectiveness of the
secondary school curriculum
Evaluation of the guidance
programme.

Guidance and
Counselling:
Areas of Focus
(Content)

The areas of guidance and counselling are very vast

Personal, Educational, Vocational (bread and butter
aims), moral, Health, Leisure-time etc.

School guidance and counselling services are

focused on three distinct areas, although these
areas are frequently combined to create a
meaningful context within student learning
activities.

Personal/Social Guidance and Counseling (Learn to live)

self-knowledge, social skills, and safety issues

sexual relationship

problem related to
social adjustment
interpersonal conflicts
sex education

HIV/AIDS counselling

financial problems

family and parental issues

School/educational institution is
a miniature society and pupil
from different socio-economic
status, linguistic and sociocultural background read there
Social Guidance

Students some time may face

problems in adjustment and

Social Guidance

TASK

students to be helped in
acquiring in feeling of
security and being accepted
by the group

Educational Guidance and Counselling (Learn to learn)

Educational area of guidance and counselling services

identifies key knowledge and skills that students
require over time to become effective, independent
learners within and beyond the school setting.

Educational guidance is related to every aspect of

education school / colleges, the curriculum, the
methods of instruction, other curricular activities,
disciplines etc

ome of the objectives of educational guidance

To assist the pupil to understand him/herself i.e. to
understand his/her potentialities, strength and
limitations.
To help the child make educational plans
consist with his/her abilities, interests and
goals.
To enable the student to know detail
about the subject and courses offered
(problems related to exams, academic
advice and mentoring, timetable
matters and course selection).

To assist the student in making

satisfactory progress in various
school/ college subjects.
To help the child to adjust with the
schools, its rules, regulations, social
life connected
with it.
To help the child in developing good
study habits.
To help the child to participate in out
of class educational activities in which
he can develop leadership and other
social qualities.

eer Guidance and Counselling Services (Learn to work

concerned primarily with helping

individuals make decisions and
choices involved in planning a future
and building a career

is a process of
assisting the
individual to
choose an
occupation,
prepare for it,
enter upon it
and progress in
it
The purpose behind
assisting the youth to
choose, prepare, enter and
progress in a vocation is the
optimum growth of the

Some of the aims and objectives of vocational guidance are:

Assisting pupil to discover his/her own abilities and skills to fit
them into general requirements of the occupation under
consideration.

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Helping the individual to develop an attitude towards work that will

dignify whatever
type of occupation s/he may wish to enter.

Assisting the individual to think critically about various

types of occupations and to learn a technique for
analyzing information about vocations.

Assisting pupils to secure relevant information about

the facilities offered by various educational
institutions engaging in vocational training.

Assisting the individual to choose and prepare for an

occupation that is compatible with his interests and aptitudes.
It includes interview skills, Curriculum Vitae writing (CV),
application letter writing, job selection and inviting
organizations to give a public talk.

Scope/range of Services
Students welfare Service

i.Information Services

Appraisal Service

Research Services
Referral Service

Placement Service

.Mentoring/Orientation Services

Information Services

Psycho-educational services

Mentoring/Orientation Services

Appraisal Service

is the information or training

given to students before
they start
new activities. The focus is
on students from primary
school being inducted or
introduced to the
secondary school life and
those in secondary school
being introduced to the
world of work and
future studies

Testing Service

Placement Service

Referral Service

Research Services

Students welfare Service

Follow-up Service

this could be referral to the medical personnel,

peer counselors, police, religious leaders, legal
personnel, other counselors, sponsoring agencies,
head of school, other
teachers, parents/guardians, social welfare
department, village/street authorities etc

oles of the Counselor:

Individual (students)
Consultation
Parents/guardians Consultation
Teacher Consultation (Colleagues and professional associates)

School and community. Acting as link

between school and community
Self

School counselors are responsible

for recognizing their boundaries of
competence and provide only those
services and use only those
techniques for which they are
qualified by training or experience
Working with
Students

rking with Parents/Guardian

Parents/guardians play a primary role in the lives of students

Collaboration with parents in the best interest of students is a

key activity of school counsellors.

School counselors do not provide family counselling. The focus of

school counselling is on the personal, social, educational, and
career development of the student.

Working with Colleagues and

Professional Associates

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School counselors play a dual role of educator

(through guidance education activities) and
therapist (through counselling activities)

The school counselor therefore develops a

comprehensive and developmental guidance and
counseling program that meets the needs of the
specific school population

Disseminating information to the school

community about the services provided through
school guidance and counselling is an important
role of the school counsellor.

BASIC SKILLS OF COUNSELING

R = Relationship building
E = Exploration of the clients problem
UND
= Understanding clients problem
A = Action Plan

Communication Skills

Verbal communication

Non-verbal Communication

ransmission of information among individuals through

non verbal behaviors can be through various channels
such as:
T

1. facial expression
2. body movement
3. Proxemics (study of personal space):
the study of distance individuals
maintain between each other in social
interaction and its significance.

Facial expression

body
movement

Proxemics (study of personal space

Non-Verbal Language or Kinesis is

articulation of the body or body

movements resulting from muscular
and skeletal shift. This includes all
actions, physical or physiological,
automatic reflexes posters, facial
expressions, gestures and other body
movements.

Non-Verbal Communication behavior can be categorized into four major Channels

TIME

BOD
Y

environment

vocal media

Time
This involves the promptness or
slowness (time you take to respond to
the individual) or amount of time taken
in attending to particular people or
person. This communicates a
message.

Body
the body and its parts are important in conveying the message. Examples
of the body
messages are:
Eye Contact
Eyes
Skin

eyes with full of tears, wide or sparking in

response to a relationship, the position of eyelid
etc
its perspiration, goose pimples, pallor

Posture The ways you arrange your body these say how you feel, e.g.
crossing your arms, making your body small, turning a shoulder,
dropping your shoulder, opening your arms and legs, leaning
forward a little, sitting sideways, slouch (bend), facing others,
facing away from
others etc.

Facial
expression

smiling, lip biting, wrinkled forehead or sad mouth

Hand and Arm Gesture

hand shaking, waving goodbye, sign of calling etc.

Self Pain Inflicting

Behaviour

Repetitive Behaviour

Sign of Command

Nail biting, cracking knuckles, tugging (pulling) at

hair, rubbing or stroking etc. such behaviour can
be signs of nervousness (anxiety), shyness etc.

tapping feet, drumming or thumping of fingers,

fidgeting (be restless) while sitting, trembling,
playing with buttons on dress. These are signs of
nervousness or
restlessness (impatience)
snapping fingers, holding fingers on lip to demand silence, pointing,
staring (watching), shrugging shoulders, nodding head in affirmation,
shacking head in disagreement, winking eyes.

Touching

Touching has several meanings

Touching to get attention- tap on shoulder

Affectionate tender touching especially by lovers
Touching to challenge e.g. poking a finger at
someones chest to elicit a fight

Symbol touch- of comradeship (such as hand shacking)

Belittling touch a put on the top of someones head

vocal media
this communication deals with three aspects of the voice:
i.tone of voice

flat tone (absence of feelings), weak tone (hesitant

and not sure of what you
are saying, strong tone (confident)

ii. Rate of speech

the speed could fast, medium or slow

iii.Loudness of voice
(pitch) loud (anger), medium or low sound (unsure).

environment
Distance

Distance between speaker and listener

Arrangement of Physical setting e.g. homes, offices, working desks etc they convey
different messages such as untidy (disorderly), neat,
casual or expensive furnished office or house may mean,
take off your shoes, dont touch, behave while here etc.
Clothing

the Colour shade (red colour in Tz Simba Sc. &

Valentine Day Lovers day worldwide) and style of
the clothes we wear have different messages
(night garment, disco garment, sports wear, etc

Position in the Room

the position of the counsellor in the room may bring various connotations in
a counselling relationship e.g. if the counsellor blocks the exit or maneuvers
a client into a boxed position may be interpreted as if the counsellor has
other
motives than helping the client.

Non-verbal behavior are just

clues to the individuals feelings
and motives, but not proof of
them

Also non-verbal behaviors do vary

from society to society and culture
to culture.
These clues give counsellors
additional information about
how others feel and think.
These aspects reinforce the
counsellor s to be more skillful as
well as sensitive to these

Non-Verbal Behavior (Counselor)

verbal behavior or physical attending behavior includ

eye contact
adopting an open posture
facing the client squarely
leaning slightly forward and having
a natural and relaxed posture.

These attending behaviors in counseling are presented by the

R
O

the counselor should always try to be who he is

(Natural without pretense).

Relaxed Manner

The ways you arrange your body and face these say how you feel, e.g.
crossing your arms, making your body small, turning a shoulder. Or opening
your arms and legs, leaning forward a little, and having the right expression
on your face .
Leaning forward to the client
Open Posture

Eye Contact

(Maintaining professional/good eye contact).

The counsellor should look directly to the client to facilitate a deeper

level of
involvement.

Show that you are listening and concentrating. You should look and not steering
because
it brings threats
Be aware of culture. E.g. in Northern Europe, people are expected to look into the eyes of
the people with whom they are speaking. If they do not, they may be seen as dishonest. In
other cultures, a woman who looks directly at men's faces this is lacking modesty
(respectfulness).

Sitting near the client

In this aspect we are talking about spaces

between people; (not too close, not too far).
Interviewing, guidance and counselling go better if
you sit fairly close together but not too close.
Close proximity. Not so near, not so far.