Basic Principles of Guidanc
According to Crow and Crow there are 14 significant principles for guidance they are:
1. Every aspect of person’s complex personality pattern constitutes a significant factor
of his total displayed attitudes and form of behavior. Guidance service which are
aimed at bringing about desirable adjustments in any particular area of experience
must take in to account, the all round development of the individual.
2. Although all human beings are similar in many respect, individual difference must
be recognized and considered in any effort aimed at providing help or guidance to a
particular child.
3. The functions of the guidance is to help a person
▪ Formulate and accept stimulating , worthwhile and attainable goals of
behavior
▪ Apply the goals to conduct his behavior.
4. Existing social, economic and politic unrest is giving rise to many maladaptive
factors that require the cooperation of experienced and thoroughly trained guidance
workers and the individuals with the problem.
5. Guidance should be regarded as a continuing process of service to an individual
from young childhood through adulthood.
6. Guidance service should not be limited to the few who give observable evidence of
its need, but should be extended to the all person of all ages who can benefit there
from either directly or indirectly.
7. Curriculum materials and teaching procedure should evidence a guidance point of view.
8. Parents and teachers have guidance appointed responsibilities.
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9. To administer guidance intelligently and with as thorough knowledge of the individual
as is possible, programs of individual evaluation should be conducted and accurate
consultative records of progress should made accessible to guidance workers.
10. An organized guidance programme should be flexible according to the individual
and social needs.
11. The responsibilities for administration of guidance programme should be centered
in a personally qualified and adequately trained person, working cooperatively with
his assistance and other community welfare and guidance agencies.
12. Periodical appraisal should be made for existing guidance programmes.
13. Guidance touches every phase of an individual’s life pattern.
14. Specific guidance problems on any age level should be referred to persons who are
trained to deal with particular areas of adjustment.
According to Chauhan, S.S (2009) the present guidance as accepted by most authorities
in the field of guidance are described as follows:
1. Individualization:
The present guidance movement all over the world emerged as an effort to
implement the principle of democracy which has full faith in the supremacy and
dignity of the individual. The individual should be given complete freedom to
shape his personality and guidance should be provided whenever the individual
needs it. For individualizing education at different levels, proper organization of
guidance services is very essential. Therefore guidance could be conceptualized as
the school’s provision for enabling students to create meaning in their lives.
2. Respect to individual differences:
Individual differs to a great extent in their physical, mental, social and emotional
development. No two individual are alike. Guidance recognizes these differences
among students and is concerned with their personal development by
understanding the unique developmental characteristics, needs and problems of the
individuals. Therefore, the processes and practices employed by guidance are
designed to assist individuals to understand the world.
3. Guidance is a life-long process:
Guidance is not a once-for-all activity but it is a continuous life-long process which
starts from early childhood and continues till death of the individual.
4. Emphasis on self-direction:
The individual gains confidence, insight and understanding of his problems and
makes his own decisions. Guidance makes the individual better adjusted to his
environment and leads him to self-reliance and self-direction.
5. Guidance for all:
Guidance should not be confined only to the maladjusted but should be provided to
all types of children. It will be of great use to devote attention to normal and
superior children also in an attempt to stimulate their intellectual growth.
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6. Guidance is oriented towards cooperation, not compulsion:
No individual can be compelled to submit to guidance. It is a process which
depends wholly on the mutual cooperation of the individuals. The consent of the
individual is the prior requisite condition for providing guidance. Unwillingness
creates resentment and resistance.
7. Guidance deals with the whole individual:
Brouwer stressed that the “Individual is not a disembodied mind, nor is he a body
without mind. He is psychological organization in constant interaction with a
complex array of environment as a whole being.”
8. Guidance is an interrelated activity:
It is very difficult to see a problem in isolation. It is correlated with the total
programme. It demands a comprehensive study of the individual in his social and
cultural setting by the use of scientific techniques. For example, educational,
vocational and personal-social guidance is interrelated but could be distinguished
as different aspects of the total guidance programme.
Guidance to be effective needs complete information about the individual. Great
harm may be done to the individual, if decisions are made on the basis of
incomplete and unreliable data. Complete information from different sources
should be collected about the individual to give final decision on any problem.
9. Guidance is a systematic and well-organized activity:
Guidance is not an incidental and isolated activity. In spite of its being a broad-based
programme, it has a definite purpose to achieve. It, therefore, requires the
cooperation of all workers working in the school complex.
In recent years, the concept of guidance has become broad-based. The concept of
education and guidance is related. Education aims to bring changes and improvement in
the personality of students through instructional and co-curricular activities. Guidance is
also the tool of education. It is an integral part of education. It is very essential that
guidance services should supplement and complement all instructional work to enable the
child to develop into a wholesome personality.
Characteristics of Guidance
Guidance has the following main characteristics:
i. It is a process: It helps every individual to help himself, to recognize and use his
inner resources, to set goals, to make plans, to work out of his own problems of
development.
ii. It is a Continuous Process: It is needed right from early childhood, adolescence,
adult-hood and even in old age.
iii. Choice and problem points are the distinctive concerns of guidance: Choice and
problem points are the distinctive concerns of guidance as here the individual’s unique
world of perceptions interacts with the external order of events in his life context.
iv. It is assistance to the individual in the process of development rather than a
direction of that development: The aim is to develop the capacity for selfdirection,
self-guidance and self-improvement through an increased understanding
of his problems and his resources as well as limitations to solve the problem.
v. Guidance is a service meant for all: It is a regular service which is required at
every stage for every student, not only for awkward situations and abnormal
students. It is a positive program geared to meet the needs of all students.
vi. It is both generalized and a specialized service: It is a generalized service because
everyone-teachers, tutors, advisers, deans, parents-play a part in the programme. It is a
specialized service because specially qualified personnel as counselors, psychiatrists,
and psychologists join hands to help the individual to get out of his problem.