Course Code: MAE323 Roll Number: 20-FA-00964

Date: 12-04-2021 Signature of Student: Page No: 1

Course Name: Guidance and Couseling Reg. No: SUIT-20-01-044-0037

Name: Ehtisham Ahmed Sherqi Father Name: Sharif Ullah Khan Sherqi
Degree Program: MA Education

Q:1 Define Guidance and explain the functions of Guidance.

Definition Of Guidance:
Educational guidance is a process of assisting the individual student to reach optimum
educational
development. It is a process concerned with the assistance given to pupils in their choices
and adjustments with relation to schools, curriculums, courses and school life. Counsellors
who confine themselves merely to choices are merely scratching the surface. Very little is
achieved unless every student is provided with an environment conducive to his own best
development.
Different Philosophers define Guidance as:
“Guidance involves personal help given by someone; it is designed to assist the individual to
decide where he wants to go, what he wants to do and how best he can accomplish his
purpose”. —Jones
“Guidance is a term with many meanings. It is a point of view a group of services, a field of
study which we should be required to choose one of the emphasized service would pre-
dominate”. —Moser and Moser
“Guidance is a process of enabling each individual to understand his abilities and interest to
develop them as well as possible and to relate them to life goals and finally to reach a state
of complete and matured self-guidance as a desirable human element of the social order.”
—Traxler

Meaning Of Education:
The term ‘Educational Guidance’ consists of two words — Education and Guidance.
Therefore, it
is essential to understand the meaning of ‘Education’ and ‘Guidance’. The meaning of
‘educational guidance’ can be best understood and explained.
The term ‘Educational Guidance ’ is very broad and comprehensive. It is very difficult to give
a comprehensive and universal interpretation. It is very commonly used term.
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Why Guidance is necessary:

The choice of a career is undeniably one of the most crucial decisions one makes in life. The
irony is that such an important decision is often made quite early in the life of an individual
and is sometimes made without giving as much though to it as is often given to such things
as buying a necktie or a pair of shoes. The choice of work determines how an individual’s
time is going to be spent, what type of people he will associate with, what kind of place he
will have to work and live in and a host of each very important things. Naturally a career
should be chosen with utmost care, thought and planning. Often in the matter of vocational
choice, an individual may find himself unequal to the task, or in a dilemma to choose one or
the other, or be totally in the dark. All such individuals require assistance called vocational
counselling. If vocational counselling were made an integral part of he total educational
process, it would be most meaningful, helpful and useful to the individual.

Guidance depends upon:

1) Knowing the kind of help, individual requires.
2) Proving help, a child needs at a specific time.
3) Strategic timing of help.
4) Available amount and quality of resources for use in providing help.
5) Qualification of those who are giving help.

Functions of Guidance:
Guidance services are needed to meet the needs of youth. Some of the main functions, in
which guidance provide key assistance are as follows:
The objectives, scope and functions of educational guidance, are as wide as that of
educations with a number of objectives. Some of the objectives which as minimum
programme of educational guidance should achieve are given below:
1. Assisting students in understanding the purpose and the function of the school in relation
to their needs.
2. Assisting students in discovering all that the school has to offer and plan a programme of
studies accordingly. These objectives can be achieved through an orientation programme.
3. Assisting students in discovering their strengths and weaknesses: their assets and
liabilities. How much ability do they possess to learn? If they take up work much beyond
their ability to learn they are likely to meet failures and frustrations. If they take up work
much below their ability, there will be loss of human resources as their potentialities
remained underutilised / unutilised.
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4. Assisting students to discover themselves, i.e., their interest’s aptitudes, attitudes and,
other personality characteristics. Knowledge of one’s scholastic aptitudes is necessary for
planning and educational career in much the same way as knowledge of one’s vocational
aptitudes is necessary to make a choice of vocation. These objectives can be achieved
through psychological testing or non standardised tools of guidance, e.g., anecodotal
record, case history, autobiography, rating scales, teacher observation.
5. Assisting students in discovering educational opportunities in the school. The same is true
of occupational openings as well.
6. Assisting students in gathering information about cocurricular activities that are being
carried
out in the school.
7. Assisting students in collecting information about different courses, curricula, schools,
training school, vocational schools. These objectives can be achieved through school’s
educational information services, group guidance classes, group counseling and individual
counseling.
8. Assisting students in the selection of courses, curriculums, extracurricular activities, best
suited to their abilities, interests, aptitudes and, personality characteristics.
9. Selecting students in the selection of books and methods of study.
10. Assisting students through group guidance and group counseling to help remove their
difficulties in learning.
11. Assisting students in developing work and study habits that enable then achieve
satisfactory success in studies.
12. Assisting students in trying out courses and exploratory courses in order to gain an
insight into learning areas that still lie ahead.
13. Assisting students in participating in cocurricular activities, group work, social service
activities so that qualities of leadership my be developed.
14. Assisting students in finding out the requirements of entrance to a college or to a
vocational school of one’s choice.
15. Assisting past students in adjusting themselves to the new environment and new social
life.
16. Assisting students who are about to leave the school, in ascertaining the possibility and
desirability of further schooling.
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Q:3 Differentiate between Gestalt and Decision – making

counselling.
Gestalt, by definition, refers to the form or shape of something and suggests that the whole
is greater than the sum of its parts. There is an emphasis on perception in this
particular theory of counseling. ... Within Gestalt therapy, the client has space to safely
explore their experiences without fear of judgment.
 Gestalt 5 principles:
Gestalt psychologists argued that these principles exist because the mind has an innate
disposition to perceive patterns in the stimulus based on certain rules. These principles are
organized into five categories: 
a) Proximity
b) Similarity
c) Continuity
d) Closure
e) and Connectedness.

The main goal of Gestalt therapy:

Gestalt therapy seeks to resolve the conflicts and ambiguities that result from the failure to
integrate features of the personality. The goal of Gestalt therapy is to teach people to
become aware of significant sensations within themselves and their environment so that
they respond fully and reasonably to situations.

Gestalt therapy contribution in counselling:

Gestalt therapy places emphasis on gaining awareness of the present moment and the
present context. Through therapy, people learn to discover feelings that may have been
suppressed or masked by other feelings and to accept and trust their emotions.

Gestalt techniques for encouraging personal growth

a) Pending issues. Pending issues refer to past events that affect our present. ...
b) Dialogue technique: the empty chair. Many will be familiar with this technique. ...
c) I'm responsible. ...
d) Practice the continuum of consciousness. ...
e) Turn your questions into affirmations.
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The place of the Gestalt approach in the field of counselling:

Gestalt values and practice are very compatible with other ‘third force’ or
humanistic/existential approaches such as transactional analysis or psychosynthesis. Many
such training programmes integrate Gestalt into their practice and regularly learn from
distinguished Gestalt trainers who are either visiting or permanently on their staff. Carl
Rogers, the founder of person-centred counselling approaches, whose work inspires many
counselling programmes in Britain, was a very different man from Fritz Perls, but they
shared a common faith in the basic drive of human beings towards health, responsibility and
self-actualisation. In some forms of brief psychotherapy primarily based on psychoanalytic
tenets such as that of Davanloo (1977), techniques which appear to be directly derived from
Gestalt have also been successfully incorporated (Conduit, 1987). But the use of Gestalt
techniques grafted onto other ideologies or approaches must be distinguished from the true
Gestalt approach where there will be a congruence between the value assumptions, theory,
practice and lived experience. A Gestalt therapist does not use techniques; he applies
himself in and to a situation with whatever professional skill and life experience he has
accumulated and integrated. There are as many styles as there are therapists and clients
who discover themselves and each other and together invent their relationship. (Perls,
quoted in Smith, 1977: 223)
Gestalt brings to any counselling process a focus on immediacy, relationship and
experimentation. It supports and values creativity and spontaneity as well as intelligence in
the therapeutic encounter. The Gestalt approach also, along with the other humanistic
approaches, contributes a basic faith in, and commitment to, the self-regenerating and self-
healing forces of the human being. It is compatible with any other approach which
emphasises the unique individuality and responsibility of each human being as he or she
freely creates a future in the present moment. Occasionally some Gestaltists sink to claiming
or counter-claiming that they are ‘more purely Gestalt’ than others. This is in part due to the
way in which Gestalt is able to support the integration of different personalities, styles and
practices. At the same time, this can raise concerns
about potentially losing those distinct qualities and orientation that are
the foundation of Gestalt.
Three principles define Gestalt therapy. Any therapy regulated by these
is indistinguishable from Gestalt therapy, regardless of label, technique or
style of the therapist; no therapy violating any of these three is Gestalt
therapy. And, any of the three properly and fully understood encompasses
the other two:
Principle One: Gestalt therapy is phenomenological; its only goal is awareness and its
methodology is the methodology of awareness.
Principle Two: Gestalt therapy is based wholly on dialogic existentialism,
i.e. the I–Thou contact/withdrawal process.
Principle Three: Gestalt therapy’s conceptual foundation or world view is
a Gestalt, i.e. based on holism and field theory…

Decision making in Counselling:

A goal of counselling is to help decision makers make good decisions. ...

Counsellors should help decision makers change their inaccurate perceptions so
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that (1) process deliberations are more likely to lead to expected outcomes, and (2)
the decision maker is more likely to be prepared for whatever outcomes occur.

Counselling is a very broad term and there are a number of factors that need to
be considered when we talk about career counselling. Guidance related to ones’
career and counselling students requires a conversation between the student
and the career counsellor; who has to have a high level of skill, knowledge and
expertise about the job openings, future prospects and opportunities that are
available in the job market in order to effectively communicate with the student
who is looking for guidance and counselling.
On the other hand, people who are doing a job and want to change a job, they
already possess some kind of personality traits, skills, expertise in a particular
field, therefore, it is important for the counsellors to make sure they guide them
accordingly. Career guidance and decision making are one of the crucial areas in
ones’ life and have gained importance in all educational institutions, in higher
education institutes. In fact, there are proper counselling centres in these
institutions where students come to acquire help as they are stressed about
their career prospects and future life.

Four main components of Decision-making Counselling:

According to many researches it is proved that career counselling of the youth

can be divided into four main components which are as follows:
 Assistance so that students are able to clearly define their interests, values,
personality traits and abilities
 Helping students build professional relationships that can provide them information
regarding professions and occupations
 Including individuals in decision-making processes so that they are able to choose
the correct options in accordance with their interests, skills, abilities and expertise
 Supporting individuals so that they can become dynamic administrators, manage
potential career transitions and balance various life roles in order to develop professionally

Once the students graduate from colleges and have marks according to which
they can apply in various fields, they get confused and seek career counselling
that which field would be the best option for them as a future career. That is
why counselors here at counsellingX are the best option because our counselors
are themselves have graduated from the worlds renowned and Ivy League
universities.

 Decision making
In this stage, the individual needs to analyze all his goals and the research that is
done and then according to that, choose the one job that aligns with all the aims.
Obviously there would be some difficulties that would be faced and therefore
our counsellors are trained in order to overcome these.
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 Career Counselling
Our professional counsellors are trained in a way that they talk to the students
about their solid areas and according to that, they advise them as to which
career paths would suit them best. Furthermore, this career counselling can be
divided into two, individual which is one to one and group career counselling in
which there are two or more than two students. Individuals who feel better
when they are alone with the counsellor can opt for individual counselling and
vice versa. Following are 3 steps that are considered to be of the utmost
importance when it comes to career counselling:

Understanding oneself
It is of great significance to understand your own self. What is important for you?
What are your strengths? What things do you value? Who are the people that
influence your life and decision making? What would your preferred job be?

 Discovering potential career opportunities

Based upon the above questions one can look for career choices and then
further the counsellor can help the individuals to help identify the best
opportunity for them. They will be told about the skills that are required for the
jobs in line with their strengths.

 Conclusion:
Conclusively it can be said that career counselling is of utmost importance not
only, for the students who have graduated but also, for people who want job
transitions. People who are already doing jobs, they need more attention and it
is important that their questions and queries regarding what kind of jobs they
are looking for, are answered and catered to in a way which leads to satisfaction.
Hence, it is important to provide them with opportunities which would lead to
the individual growing personally and professionally improving their current
skillset. For the students, it is important to provide them with prospects which
would give them a greater understanding of the professional environment so
that they can grow, evolve and be productive.

______________________________________________________________
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Q:4 What are different group guiding approaches? Discuss in detail.

Group Guidance:
Concept:
Group refers to collection of people, interaction between individuals,
development of shared perceptions, the development of affective ties and the
development of interdependence of roles. For example many students and
teacher/teachers at one school may gather together to form a group.

Need:
Group guidance encompasses those activities of guidance which are carried on in a
group situation to assist its members to have experiences desirable or even
necessary for making - appropriate decisions in the prevailing contexts. In a more
specific term, it is guiding the individual in a group situation. Group could be of any
type, but for guidance purposes a group should have a common goal. Just collection
of individual may not be called a group for organizing guidance activities. Selection
of group members will have to depend on sharing a common problem, volunteering
to be members and willingness to group activities.

Definition:
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Jones, A.J(1951)define group guidance as any group enterprise or activity in which

the primary purpose is to assist each individual in the group to solve his problems
and to make his adjustment‘.
Significance:
Group guidance is used to address the developmental needs of a functional group
consisting of a number of students to implement programme that would benefit them
at all time. Students in group with common problems and concerns are helped in
groups i.e. small or large. In other words, if guidance is to be available to all, it should
be planned in groups.
Some of the objectives of group guidance are:
1. To help people in identifying common problems, analyse them and find relevant
solutions
2. To place a wide range of information before people with common problems which
could be useful for them for finding solutions?
3. To provide a platform where people with common problems could interact with
each other and could be benefited by each other‘s perspectives, ideas and
experiences
4. To help in creating an atmosphere where people could get an opportunity to
express themselves and in the process analyse themselves.

Different Guiding Approaches:

A number of approaches are used in organizing group guidance.

Group Discussion:
For example at senior secondary stage
students should have knowledge about different career.A group discussion may be
organized in the school. For organization of the group discussion proper room/hall,
group and relevant topic and expert/resource person should be selected. The group
discussion will be useful only if the members participate effectively without the
fear and all the members have the opportunity to participate. But the effectiveness of
the groupm discussion depends upon the facilitator and the group selected.

Problem solving:
For solving individual as well as common problems, problem solving can be applied
as a technique. It comprises of the following steps; Existence of common problem
Focused description of the problem Initiation of action for solving problem based on
relevant facts Analysis of problem in the light of data collected Listing of possible
solutions and Evaluation of them Acceptance of degree of acceptance of solution in
the group
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Role play:
In small group role playing can be adopted as a technique of guidance. Role playing
is a method where real life situations are simulated by group members/participants.
This provide new insight, intuitions, skills and understanding of opposing viewpoints.
The role playing may comprise of the following steps; Existence of common problem
Orientation of group to role playing and the problem Assigning of roles Preparation of
other members/audience to observe intelligently Assessing the role play Concluding
session and feedback.
Sociometric technique :
It is a social device which offers a simple and graphical representation of data about the
members of the group. (ii) It enables teacher and parents to know the structure of social
relationship that exists among members of the group
can be used as group guidance technique.
Case study:
A case study is a research approach that is used to generate an in-depth, multi-faceted
understanding of a complex issue in its real-life context. It is an established research design
that is used extensively in a wide variety of disciplines, particularly in the social sciences.

Q:5 Discuss the evaluation process and need of Guidance and

Counselling at elementary school level.
Evaluation Process at Elementary School Level:
Elementary education plays a vital role in the education system of the country. Therefore
many targets are set for the improvement of elementary education in the educational policies
and five years plans from 1947 to date. In this research project the motive was to evaluate the
targets and achievements of elementary education more productive and useful. The research
project revolves around the historical method of research.
Elementary education is discussed by year-to-year with respect of plans and educational
policies. From the first-five year plan (1955-60) to eighth five-year plan (1993-1998) a great
amount of money was reserved at public and private sector for elementary education. Major
findings show that these plans and educational policies, unfortunately, were not fully
implemented or strictly followed in the field of education. If these plans and policies were
strictly followed we were on the road of progress and stood side by side with developed
countries.
Concept of Guidance and Counselling.
Guidance is a programme of service meant to enhance the ability of clients to cope with
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circumstances and be of need to themselves and the society. Guidance enables clients to
make choices which are intended to bring self-direction and adjustment. It is designed to help
clients adjust meaningfully to the environment, develop the ability to set realistic goals and
improve on total educational programmes.
Definitions by various Eduacationists:

Thus, Zera and Riccio in Omebe (2005) defined guidance as a process, developmental in
nature, by which an individual is assisted to understand, accept and utilize own abilities,
aptitudes, interests and attitudinal patterns in relation to the aspirations.
Olayinka in Egbo (2009) asserts that guidance programmes should help clients in reaching
rather, two opposite goals: adjustment to society, and freedom to act as unique individuals.
As well, Isakson and Minsk in Omebe (2005) see guidance as a programme of service to
individuals based on the needs of each individual; an understanding of his immediate
environment and the influences of the factors on the learner and unique features of the school.
This is why guidance assists each pupil to understand himself, accept himself and live
effectively in his society in addition to having learning experiences about his world of
work(Alao, 1991). Pupils’ right from school start preparation for the world of work and
should be properly guided in educational, personal–social and vocational spheres of life in
order to make right choices.

Roots of Guidance:
Guidance comes from the root world, guide which means to direct, protect, steer and lead. It
is therefore a process and procedure for achieving a helping relationship. Guidance therefore
could simply be defined as a helping process through which troubled individuals are
encouraged to receive terms and situations in order to be fully adjusted in the face f related
difficulties. That is why Ipaye in Egbo (2009) upholds that guidance in everyday language
has always carried the connotation of help given to an individual or group of individuals in
areas like personal, social, educational and vocational which are designed to ensure
meaningful adjustment in their existence. Good guidance programmes organized for learners
at the primary school level are therefore intended to actualize positivity in whole life
adjustment meant to cushion the growing child into meaningful living and adaptations.
Counselling, on the other hand is the soul of the guidance programme, and the wheel upon
which guidance rotates. It is a process in which a specialist counsellor undertakes to assist
another person in a person to person or face to face encounter. The assistance may take many
forms which includes educational, vocational, social, recreational, emotional and or moral,
and this could be organized in groups or individually. Thus, Roux in Anagbogu (2002)
defines counselling as a dynamic and purposeful relationship between two people in which
procedures vary with the nature of the students’ needs, but in which there is always mutual
participation by the counsellor and the client with the focus of self-actualization and self-
determination by the client.
Counselling is a relationship characterized by mutual respect, effective communication,
genuine and complete acceptances of the client by the counsellor and concentration on the
needs, problems and feelings of the clients. It is also relationship that facilitates growth and
changes in the client to become more freely and fully functional. It is a major service that is
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British Journal of Education incorporated in guidance which is but an interactive process

between a counsellor and the client, meant to enhance proper self-understanding for the client
to have better behavioural changes. Thus, Anagbogu (2002), affirms that individuals strive to
achieve optimal development of personal resources and that counselling aid the children in
developing the most effective ways of identifying and achieving desired and desirable goals
for better adjustment and living. That means that couselling prevents frustrations, anxieties
and stress.
NEED of GUIDANCE AND COUNSELLING AT Elementary level:

Guidance and Counselling therefore recognizes the worth and dignity of the individual and is
designed to enhance, the total development of mental, vocational, emotional, intellectual and
socio personal aspects of the clients. It is purely an education service which among others:
Develop, assess and improve educational programmes
Enhance teaching and improve the competence of teachers
Make reasoning more meaningful to children
Reduce educational costs
Develop and promote an effective use of innovative materials in schools.(Federal
Republic of Nigeria,2004)
This is consequent on the fact that Nigerias philosophy of education is based on the
assimilation
of the individual into a sound and effective citizen and equal educational opportunities for all
her citizenry.
Goals of a Guidance and Counselling
The Federal Republic of Nigeria (2004) states that in view of the apparent ignorance of many
young people about career prospects and in view of personality maladjustment among school
children, career officers and counsellors will be appointed in schools. Thus, the provision of
guidance and counselling services in schools is geared towards helping clients to understand
self and to take appropriate, social and psychological lifelong decisions. The Federal Ministry
of Education in Egbo (2009), in their blueprint for Guidance and Counselling, made a 12
point
objective of Guidance and Counselling at the junior and senior secondary schools.
1. Tutor learners for higher achievements
2. Encourages client to develop adaptive skills to cope with changes in family and home life
3. Help children cope with examination anxieties
4. Equip clients with problem solving and decision making skills
5. Enable children develop positive self image
6. Encourage children to develop good interpersonal relationship
7. Equip students with skills for making appropriate and satisfying choices
8. Assist in smooth transitions from one educational level to another
9. Assist school administration in improving educational opportunities and programmes.
10. Mobilize all the available resources of the school, home and community for the
satisfaction of childrens educational vocational and psychological needs.
11. Assist the teachers, other school staff members and parents in understanding the needs
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and problems of the school children.

12. Assist students develop adequate time management skills

Guidance at Elementary level:

Counselling and guidance, referred to as psychological and educational support, provided to
pupils/students in nursery schools, schools and other educational institutions involves:

 identifying pupils’/students’ individual developmental and educational needs and

psychological and physical abilities, and environmental factors which have impact on
their functioning in a nursery school, school or educational institution; and
 addressing the needs identified.

The assessment of children’s and young people’s developmental needs is one of the main
responsibilities of teachers and specialists working with them.
Psychological and educational support aims to help pupils/students fulfil their developmental
potential and create conditions for their active and full participation in the life of their
(nursery) school or institution and in their social environment.

The responsibilities of teachers, class / group tutors and specialists in

(nursery) schools and educational institutions:
It include, in particular:
 assessing pupils’/students’ individual developmental and educational needs and
psychological and physical abilities;
 identifying pupils’/students’ strengths, predispositions, interests and aptitudes or
talents; 
 identifying reasons behind academic failures or difficulties in pupils’/students’
functioning, including barriers and constraints which make it difficult for them to
function and participate in the life of their (nursery) school or educational institution;
 taking measures which help pupils/students develop their competences and potential
in order to enhance the effectiveness of their learning process and improve their
functioning;
 collaborating with a counselling and guidance centre in diagnostic and post-diagnostic
processes, in particular, regarding:
 performance/functional behaviour assessment; 
 barriers and constrains in the environment which make it difficult for pupils/students
to function and participate in the life of their (nursery) school or institution;
 outcomes of measures taken to improve pupils’/students’ functioning and further
measures to be planned.
Teachers, class / group tutors and specialists in (nursery) schools and other educational
institutions undertake, in particular, the following activities:
 in nursery schools: pedagogical observation aimed at early identification of
developmental disharmonies and early intervention; and for children in one-year pre-
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school preparatory education: pedagogical observation ending with an analysis and

assessment of children’s readiness for school (pre-school diagnosis);
 in schools: pedagogical observation during ongoing work with pupils/students which
is aimed at identifying:
 learning difficulties and, for pupils in grades I to III of the primary school,
competence deficits, language disorders, and the risk of specific learning difficulties;
 potential and interests;
 special aptitudes or talents;
 support for pupils/students in making education and career choices during ongoing
work with them.
 Where it is found that a child needs special educational support in view of his/her
difficulties or special talents, the nursery school, alternative preschool education
setting, school or the institution initiates measures to meet these needs. This is an area
where an educational institution provides counselling and guidance / educational and
psychological support.
 Counselling and guidance sessions offered to children and young people are a form of
such support.
 Psychological and educational support is also offered to pupils’/students’ parents and
teachers in the form of counselling or guidance sessions, workshops and training
sessions.
 Support offered to parents and teachers aims to: assist them in addressing
pupils’/students’ educational and learning problems;
 develop their own educational skills to increase the effectiveness of counselling and
guidance offered to pupils/students.
 Counselling sessions, workshops and training sessions are conducted by teachers,
class / group tutors and specialists.
 Specialists providing counselling and guidance in (nursery) schools and other
educational institutions include in particular:
 psychologists,
 pedagogues,
 speech therapists,
 careers advisers, and
 educational therapists.
The responsibilities of specialists employed in (nursery) schools and other
educational institutions include:
 conducting diagnostic examinations and assessments of children and young people;
 providing psychological and educational support in forms suited to the needs
identified, and cooperating with teachers and other specialists in the field; carrying
out preventive and information activities; assisting parents and teachers in identifying
children’s needs and supporting their development.
If there is no improvement in the pupil’s/student’s functioning despite the psychological and
educational support provided, the head of a given (nursery) school or educational institution,
with the parents’ or adult learner’s consent, submits a request to a counselling and guidance
centre to conduct an assessment / diagnosis and recommend methods for addressing the
problems identified.
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Q:7 Write short notes on:

a)Philosophy of guidance
It is the philosophy of early childhood educators to provide an environment in which children
are supported and understood. This happens through creating a positive environment, daily
interactions and being knowledgeable about children at an early childhood age.
This philosophy of guidance believes that all domains of learning are supported during play
and through nourishing, positive interaction with adults. One of the fundamental
responsibilities is to further the childrens’ social and emotional development.
It believes that if children are provided with enough opportunities and guidance to develop
self-control and other social and emotional skills, it gives them the foundation, necessary for
academic and life success.\

b)Process of Evaluation
Definition:

"Evaluation is the collection of, analysis and interpretation of information about any aspect of
a programme of education or training as part of a recognised process of judging its
effectiveness, its efficiency and any other outcomes it may have."
Course Code: MAE323 Roll Number: 20-FA-00964
Date: 12-04-2021 Signature of Student: Page No: 16

A school evaluation looks at a student's areas of challenge and strengths. Doing just one test
or assessment wouldn't provide all the information an IEP team needs to make decisions
about services, supports, and interventions. In most schools, an evaluation is called a
comprehensive educational evaluation.
Different philosophers have different steps for evaluation. Most of the educationists believe
in three or four steps of evaluation.

c)Steps of Counselling
Although there is some variation in the steps of Counselling, there is a basic structure. That
structure was described by Cormier and Hackney (1987) as a five-stage process: relationship
building, assessment, goal setting, interventions, and termination and follow-up. These stages
have been expanded in the following six-stage model of the counselling process.
Stage one: Relationship building
Stage two: Assessment and diagnosis
Stage three: Formulation of counselling goals
Stage four: Intervention and problem solving
Stage five: Termination and follow-up
Stage six: Research and evaluation

THE END!