GUIDANCE AND COUNSELLING
IN ELEMENTARY SCHOOL
Dr. Muhammad Arif
Introduction
Today’s educational institutions are living in an exciting time, with an increasingly diverse
society, new technologies and expanding opportunities. To help ensure they are prepared
to become the next generation of parents, workers, leaders and citizens, every student
needs support, guidance and opportunities during childhood, a time of rapid growth and
change. Children face unique and diverse challenges, both personally and
developmentally, that have an impact on academic achievement. Guidance and
Counseling course will help to meet this demand.
The course will prepare the prospective teachers as practitioners in Guidance and
Counseling in elementary schools. Elementary school teachers also serve as counselor to
foster educational and social/ emotional development of students throughout their
academic careers. Their aim is to support students in reaching their full academic
potential and enjoy a positive school experience. We work with students, parents, and
fellow staff members to help students receive the support needed to be successful. As
counselors, we meet with students individually, in small groups, and in a whole class
format. We teach students various coping strategies, skills, and methods to handle various
challenges.
Intro…
Elementary school guidance counselors work with students,
parents and teachers to ensure that academic, social and
developmental needs are met. They meet with students
individually and visit classrooms to observe learning and
socialization. This allows them to assess problem areas and
advise parents and teachers regarding a student's
educational goals. The prospective teachers will get
awareness in the area of guidance and counseling. They are
expected to enhance their understanding and practice of
guidance and counseling in solving problems of the learners.
OBJECTIVES OF THE COURSE
After successful completion of the course, the students will be able
to:

1. explain the need and scope of guidance and counseling.

2. differentiate between guidance and counseling

3. describe types of guidance

4. discuss services of guidance

5. know concept of counseling

6. explain approaches to counseling

7. apply techniques of counseling

8. use guidance and counseling for special children

9. conduct evaluation of a guidance program
CONTENTS

1.1 Introduction ............................................................................................................. 03

1.2 Objectives ................................................................................................................ 03

1.3 Definition of Guidance ............................................................................................ 03

1.4 Definition of Counseling ......................................................................................... 05

1.5 Difference Between Guidance and Counseling ..................................................... 06

1.6 Objectives of Guidance .......................................................................................... 07

1.7 Basic Principles of Guidance .................................................................................. 08

1.8 Characteristics of Guidance .................................................................................... 11

1.9 Goals of Guidance .................................................................................................. 11

1.10 Historical Development of Guidance and Counseling ........................................... 12

1.11 Function of Guidance in Education ........................................................................ 18

1.12 Activities ................................................................................................................. 21

1.13 Exercise ................................................................................................................... 21

1.14 Bibliography ............................................................................................................ 22
Introduction
Advice is an act of showing the way for some people, like adolescents, who cannot
find the right path. It is directing, pointing, leading and accompanying. Guidance is
saying “Yes” to someone who is asking for help. It is saying “Yes” to an invitation of
someone who wants a temporary companion along life’s way. Guidance is giving
directions towards the lonely, confused, unloved, the suffering, the sick and the
lost. It is pointing to some alternatives of thinking, feeling and acting.
It is leading the person psychologically, emotionally and even spiritually to some
newer ways of meaningful living. It is accompanying those who are fearful and
uncertain, those who need someone along the rugged path of life’s journey. More
usually, young people are unsure of what to do, how to react or respond, and how to
act in certain possibilities. When this occurs, they need someone older, wiser and
more experienced to show them the way, to guide them. We are social beings and,
so in some way or other we need help and guidance of others. Mother, father, grand
parents, and teachers and other elders, home, school and society guide youngsters
for successful life.
1.2 Objectives

After studying this unit, it is hoped that you will be able to:

1. understand the concept of guidance.

2. define guidance and counseling.

3. understand the objectives and basic principles of guidance.

4. differentiate between guidance and counseling.

5. identify the need for guidance.
1.3 Definition of Guidance

Literally guidance means ‘to direct’, ‘to point out’, and ‘to show the path’. It
is assistance or help rendered by a more experienced person to a less
experiences person to solve certain major problems of the individual (less
experienced) i.e. educational, vocational, personal etc.
The term ‘guidance’ can be defined as assistance given to the learner by the instructor in
order to facilitate his achievement in the learning process. Guidance is a programme of
service intended to help students acquire the capacity for self direction or self guidance.
Guidance is a concept as well as a process. As a concept guidance is concerned with the
optimal development of the individual. As a process guidance helps the individual in self
understanding (understanding one’s strengths, limitations and other resources) and in
self-direction (ability to solve problems, make choices and decision on one’s own).
Arbuckle (1966) used guidance as a concept (mental image). Peters and Farewell (1967)
used this as ‘educational construct’ (intellectual synthesis) and as an educational service
(action taken to meet a demand).
Shertzer and Stone (1976, p.38) view “guidance as a provision of experiences that help
pupil to understand themselves” and when taking guidance as a service, they refers to
producers and processes organized to achieve a helping relationship. Usually, guidance is
thought as a process of helping individuals to understand themselves and their world. In
this definition “process”, “helping” and “individual” are key words. Process is any
phenomenon which shows change over time. Thus, guidance is not a single event.
Helping may be defined as aiding or assisting. The word individual refers to the students.
“To understand themselves and their world” means that the individuals come know who are
they as individuals, perceive their personal identity, they experience their world, aggregate
of the surroundings and people with whom that interact more deeply. Thus guidance is a
philosophy of human relations actually guidance is a way of thinking and feeling.
1.4 Definition of Counseling
The term counseling like the twin concept guidance has variously been defined. There is
the erroneous belief that anybody can advice without proper training for the course.
Meanwhile, counseling has more in-depth meaning technically.
However, Helin and Macleans (1956) and Mallum (2000) defined “counseling as that
process which takes place in a one to one relationship between an individual troubled by
problems with which he cannot cope with alone, and a professional worker whose
training and experience have qualified him to help others reach solution to various types
of personal difficulties.”
Idowu (1986) defined “counseling as the process, by which a person with problems is
helped by a professional counselor to voluntarily change his behavior, clarify his attitude,
ideas and goals so that his problems may be solved.”
Blanchard (1974, p.50) defines counseling as “working with personal problems as
opposed to all the information giving and receiving sessions”. Counseling actually takes
place in the mind of the counselee. The ultimate goal of counseling for the counselee is to
approach self-direction as closely and adequately as possible.
Counseling is the learning situation where there are at least two people in a warm
relationship i.e. the counselee and the counselor. Due consideration is given to the
feelings and perception of the counselee.
Counseling is the process of helping individuals or group of people to gain selfunderstanding
in order to be themselves. Burker and Steffler (1979) see counseling as a
1.5 Difference Between Guidance and Counseling
Differences between Guidance and Counseling Writers in most cases
find it difficult to distinguish between the two words.
According to Shertzer and stone (1976), the attempt to differentiate
between guidance and counseling has not met with any measure of
success because it is difficult to make distinctions between the two
terms. On the basis of similarities, the terms could be interpreted to
mean the same thing because in terms of peoples’ welfare the two
words are out to achieve the same goals. Although they are both
educational services but contextually, they can be differentiated.
1.6 Objectives of Guidance
The fundamental aim of the guidance program being the maximum development of the
child, all guidance programs must be geared toward attainment of goal. Guidance service
can assist the pupils in knowing themselves-their potentialities and limitations, making
appropriate choices in educational, vocational and other fields.
The objectives of guidance in personal, educational and vocational field are:
1. To assist the individual in understanding himself/ herself.
2. To assist the individual in solving the personal problems.
3. To assist the individual in taking independent decisions and judgment.
4. To assist the individual to view the world and the social environment in right perspective.
5. To assist the individual in making sound adjustments to different problems confronted in life.
6. To help the child making educational plans consist with his/ her abilities, interests and goals.
7. To enable the students to know detail about the subject and courses offered.
8. To help the child to with the schools, its rules, regulations, social life connected with it.
9. To help the child in developing good study habits.
10. To help the child to participate in out of class educational activities in which he can develop
leadership and other social qualities.
11. At elementary stage guidance program must help the children to make good beginning, to
plan intelligent
12. Educational guidance needs to be used in diagnosing difficulties, in identifying
the special needs of children.
13. To help the individual to develop an attitude towards work that will dignify
whatever type of occupations he/ she may wish to enter.
14. At the elementary stage, although no formal guidance programs are needed, the
orientation to vocation can be initiated at this stage.
As this stage some qualities and skill which have greater vocational significance viz.
i.Love and respect for manual work.
ii.Training in use of hand.
iii.Sprite of cooperative work.
iv.Sharing.
v.Appreciation for all work.
vi.Good interpersonal relationship is too developed.
15. At the secondary stage vocational guidance should help the students know
themselves, to know the world of work, to developed employment readiness to
developed decision making rule.
16. To help the student to get information about different career, training facilities,
12. Educational guidance needs to be used in diagnosing difficulties, in identifying
the special needs of children.
13. To help the individual to develop an attitude towards work that will dignify
whatever type of occupations he/ she may wish to enter.
14. At the elementary stage, although no formal guidance programs are needed, the
orientation to vocation can be initiated at this stage.
As this stage some qualities and skill which have greater vocational significance viz.
i.Love and respect for manual work.
ii.Training in use of hand.
iii.Sprite of cooperative work.
iv.Sharing.
v.Appreciation for all work.
vi.Good interpersonal relationship is too developed.
15. At the secondary stage vocational guidance should help the students know
themselves, to know the world of work, to developed employment readiness to
developed decision making rule.
16. To help the student to get information about different career, training facilities,
12. Educational guidance needs to be used in diagnosing difficulties, in identifying
the special needs of children.
13. To help the individual to develop an attitude towards work that will dignify
whatever type of occupations he/ she may wish to enter.
14. At the elementary stage, although no formal guidance programs are needed, the
orientation to vocation can be initiated at this stage.
As this stage some qualities and skill which have greater vocational significance viz.
i.Love and respect for manual work.
ii.Training in use of hand.
iii.Sprite of cooperative work.
iv.Sharing.
v.Appreciation for all work.
vi.Good interpersonal relationship is too developed.
15. At the secondary stage vocational guidance should help the students know
themselves, to know the world of work, to developed employment readiness to
developed decision making rule.
16. To help the student to get information about different career, training facilities,