GUIDANCE AND COUNSELING

ii Foreword Teacher education in Pakistan is leaping into the future. This updated Scheme of Studies is the latest milestone in a journey that began in earnest in 2006 with the development of a National Curriculum, which was later augmented by the 2008 National Professional Standards for Teachers in Pakistan and the 2010 Curriculum of Education Scheme of Studies. With these foundations in place, the Higher Education Commission (HEC) and the USAID Teacher Education Project engaged faculty across the nation to develop detailed syllabi and course guides for the four-year B.Ed. (Hons) Elementary and the two-year Associate Degree in Education (ADE). The syllabi and course guides have been reviewed by the National Curriculum Review Committee (NCRC ) and the syllabi are approved as the updated Scheme of Studies for the ADE and B.Ed. (Hons) Elementary programmes.

1992

This book describes three guidance programs which have a solid conceptual foundation and have been field validated through extensive and successful use in school programs across the country. The first chapter presents "The Comprehensive Guidance Program Model" by Norman C. Gysbers. This guidance program model reintegrates guidance into the curriculum and redefines the counselor's role and duties in the context of the overall guidance program. This program aims to set up a guidance curriculum to integrate the work of school counselors into the educational mainstream. The second chapter presents "The Teacher Advisor Program" by Robert D. Myrick and Linda S. Myrick. The assumption behind this program is that each student needs a friendly adult in the school who knows and cares about him or her in a personal way. The advisors help their advisees deal with the problems of growing up and getting the most out of school. The third chapter presents "Invitational Learning for Counseling and Development" by William W. Purkey and John J. Schmidt. This program seeks to redress the forbidding school climate by reconstituting the entire school (people, places, policies, programs, and processes) so that every aspect serves to "invite" students to learn by respecting them encouraging them, and validating their unique importance and possibilities. The fourth chapter "Putting It All Together" by Garry R. Walz summarizes the three programs and focuses on their combined use. The three monographs which are devoted to each of these approaches are cited in the bibliography. (ABL)

1996

A 2-year study to explore guidance needs and the effectiveness of provision in Scotland was commissioned in 1993. The research focused on a limited number of schools contrasting in size, school roll, and type of location. Six schools across 4 regions participated in the research, involving a total of 1,072 subjects. The project used interviews, group discussion's and questionnaires with teachers, staff, students, parents, and key informants in order to examine the operation of guidance as a whole in these schools and to conduct specific studies of guidance in the upper school and of parents' views of guidance overall. It was found that there was strong support among pupils, parents, and teachers for the guidance system and for its aim of providing guidance for all pupils, but all three groups also felt that, in practice, guidance concentrated on meeting the needs of a minority of problem students. (TS)

Lulu Publication, USA, 2018

Guidance and counseling are very consequential part of activity in scholastic institutions all over the world. But in Indian literature on this subject is very scanty and hence, there is a great desideratum for an ideal book on the subject in our land. In the present book guidance and counseling, an endeavor has been made to consummate this need in the wake of transmuting pattern of socio-economic, socio-scholastic and socio-cultural system which are composing involute shape owning to advancement in science and technology and transmuting nature of human comportment and a person’s adjustment with his family, community and society. After relegating the concept of guidance, the book studies its relationship with inculcate specialties, its areas, its types such as self-guidance and guidance to other individuals.it proceeds to discuss professional counseling and explicates counseling of individuals and in groups. It examines counseling for vocational development and leisure time guidance. This book Guidance and Counselling disseminates the necessary content of the educational practices.This book consists of five chapters and its deals with The Concept of Guidance, Areas and Techniques of Guidance, The Concept of Counselling, Counselling Tools, Techniques and Problems and Organization of Guidance and Counseling Services. This book is dedicated to all students. Suggestions and comments to improve the contents of this book will be welcomed.

Guidance and counseling is a professional field which has a broad range of activities and services aimed at assisting individuals to understand themselves, their problems, their school environment and their world. 1 The development of effective study habits in relation to how one can utilize his/her assets and manage his/her abilities for optimal development as an essential service of guidance and counseling services. In relation to the above, Idowu 2 views guidance and counseling as a process of planned intervention within a school system by which the total development of students are stimulated in areas relating to their personal, social, career, emotional and academic concerns.

i-manager’s Journal on Educational Psychology, 2014

The purposes of guidance and counselling provide emphasis and strength to the educational program. The major goals of counselling are to promote personal growth and to prepare students to become motivated workers and responsible citizens. The chief aim of an educational guidance is to develop the ability of coordinating with the school environment in the pupils to create necessary awareness and sensitivity, so that they may select themselves proper learning objectives, devices and situations. Educators recognize that in addition to intellectual challenges, students encounter personal/social, educational, and career challenges. School guidance and counselling programs need to address these challenges and promote educational success. This article examines the aims of guidance and counselling programs, the role of the counsellor, major guidance and counselling services, methods of counselling, and evaluation of guidance and counselling programs. The focus of guidance and counselling programs in schools are to assist individuals to develop the ability to understand them, to solve their own problems, and to make appropriate adjustments to their environment.

EPRA international journal of multidisciplinary research, 2021

The aim of this paper is to explore the importance of guidance and counselling in school Educational System. The aim of education has a vital role in the development and abilities of students. Current school education has become an exchanging process between the achievement of aptitude and the competition. Problem faced by the student in the factors effect on educational productivity is much complicated. With education expected of individuals (students) can develop to their full potential qualified personal. Indicators of school success in carrying out their task can be seen from the high academic achievement and a variety of specialized skills possessed by learners and not the least of which involves issues related to academics. While students are required to continue to improve academic achievement, in the midst of busyness and density of academic assignments and extracurricular activities are followed by the students, it implies students need to pursue the guidance and counselling facilities in schools to improve academic achievement. Through these conditions, it is necessary to investigate in depth whether the guidance and counselling itself may play a role in improving the academic achievement of students in school. It takes place for school counsellor's address the academic and developmental needs of all students, not just those in need, by collaborating with students, parents, school staff and the community. Guidance and counselling unit is the school related unit aimed with the key objective of assisting in solving the students' problems and strengthening the efficiency of students as well. This article also examines the aims of guidance and counselling, the role of the counsellor, major guidance and counselling services and methods of counselling. The evaluation in schools to assist individuals (students) to develop the ability to understand them, to solve their own problems, to make appropriate adjustments to these challenges and promote educational success. The objective of this article also to identify anticipated objectives of counselling process, task achievement methodologies and the role of a successful counsellor.

The Kenya Secondary School Heads Association Annual Conference, June 2006, 2006

In Kenya, counselling in the school has been promoted to help improve participation and achievement of students, especially girls, in education. In 1971, the Ministry of Education introduced guidance and counselling in schools in recognition that academic work alone would not help the students. This and other programmes such as the United Nations Educational Scientific and Cultural Organisation programme on guidance, counselling and youth development for Africa (UNESCO Modules 1-8, 2000) that promotes guidance and counselling as an integral part of education are meant among other things to enhance the participation and achievement in education. However, despite the importance that seems to have been attached to guidance and counselling services in Kenyan schools, the programme has not been evaluated fully as to the extent to which it is implemented in line with Ministry of Education policies. The present study aimed to evaluate the secondary school guidance and counselling programme.