Educational Psychology and Guidance (6501)

Semester : Autumn 2020

ASSIGMENT NO . 2
___________________________________

NAME: ASIMA SHAHEEN

Roll NO : cb571173
 Question No .1

Explain need and functions of motivation. How as a teacher, will you enhance
student's
motivation?

motivating employees has long been one of management's most important and
challenging duties. Motivation refers to the psychological processes that
stimulate excitement and persistence of voluntary actions aimed at some goal.
Because inotivation can be highly individualized, managers use a wide range of
techniques to keep their employees motivated and happy. Therefore, it is
essential for managers to understand the psychological processes involved in
motivation so that they can effectively direct employees towards organizational
goals.
Needs theories attempt to identify internal factors that motivate an individual's
behavior and are based on the premise that people are motivated by unfulfilled needs?
For example, if you were dissatisfied with living in your parents' basement at age 40,
you might go out and find your own apartment. In doing so, you will fulfill the need for
privacy, independence and the ability to bring a date home without having to explain
why you still live with your parents. Needs are psychological or physiological
insufficiencies that provoke some type of behavioral response. The needs a person has
can range from weak to strong and can vary based on environmental factors, time and
place.
1 Maslow's Hierarchy of Needs Theory

One of the most popular needs theories is Abraham Maslow's hierarchy of needs
theory. Maslow proposed that motivation is the result of a person's attempt at fulfilling
five basic needs: physiological, safety, social, esteem and self-actualization. According
to Maslow, these needs can create internal pressures that can influence a person's
behavior. Physiological needs are those needs required for human survival such as
air, food, water, shelter, clothing and sleep. As a manager, you can account for the
physiological needs of your employees by providing comfortable working conditions,
reasonable work hours and the necessary breaks to use the bathroom and eat and/or
drink. Safety needs include those needs that provide a person with a sense of security
and well-being. Personal security, financial security, good health and protection from
accidents, harm and their adverse effects are all included in safety needs. As a
manager, you can account for the safety needs of your employees by providing safe
working conditions, secure compensation (such as a salary) and job security, which is
especially important in a bad economy
Social needs, also called love and belonging, refer to the need to feel a sense of
belonging and acceptance. Social needs are important to humans so that they do not
feel alone, isolated and depressed. Friendships, family and intimacy all work to fulfill
social needs. As a manager, you can account for the social needs of your employees
by making sure each of your employees know one another, encouraging cooperative
teamwork, being an accessible and kind supervisor and promoting a good work-life
balance
Function For Motivation:
1. High Performance Level is Must for an
Organization
otivated employees put higher performance as compared to other employees.
The high performance is a must for an organisation and motivation is a vital
requirement for high performance. A number of researches have proved the
relationship between high performance and high.

2. A Motivated Employee Stays in the Organization More and their

Absenteeism is Quite Low-High turnover and absenteeism create many problems in
the organisation. Recruiting, training and development of number of new personnel
do not only take a long time but it is expensive too. In a competitive economy, this is
almost an impossible task. This also affects the reputation of the firm adversely.
Motivation brings these rates lower.

3. Willingness of the People to Work Motivation influences the willingness of

people to work and willingness comes from within. A man may have a capacity to
work and he may be physically, mentally and technically fit for work but he may not
be willing to work. Motivation creates a need and desire on the part of the workman
to present his better performance.

4. Motivation is the Basis of Co-Operation to Get the Best Results Out of the
Efforts of the Men on
the Job In their zeal to produce more the members work as a team to pull the
weight effectively, to show their loyalty to the group and to the organisation, to carry
out properly the activities allocated and generally to play an efficient part in
achieving the goals which the organisation has undertaken.
 5. It is Helpful in Building Good Labour Relations In an organisation all the
members of the staff make their efforts to achieve the objectives of the organisation
and carry out the plans in accordance with the policies and programmes laid down
by the organisation if the management introduces motivational plans. Both workers
and management are benefited by such plans. While efficiency and wages of
operating force increase, productivity of the organisation increases due to
consolidated efforts of the motivated people.

6. Improvement of Skill and

Knowledge
All the members of an organisation try to be as efficient as possible and to
improve upon their skill and knowledge so that they may be able to contribute to
the progress of the organisation as much as possible because they know that
they will get what has been promised and ultimately they will be able
to satisfy their personal as well as
social needs. 7. Motivation Builds
Human Relations
As the human concept of labour has changed and now labourer is treated as a
man and not a commodity. This attitude contributes towards motivating the
people at work. Workers are invited to participate in the decision-making function
of the managemen.

8. It is an Important Tool of
Management
Motivation is an important tool in the hands of management to direct the
behaviour of sub-ordinates in the desired and appropriate direction and thus
minimising the wastage of human and other resources. It is the best way to
achieve the organisational and individual goals in an economical and efficient
manner. Improve Student Motivation 1. Give students a sense of control
While guidance from a teacher is important to keeping kids on task and motivated,
allowing students to have some choice and control over what happens in the classroom
is actually one of the best ways to keep them engaged. For example, allowing students
to choose the type of assignment they do or which problems to work on can give them
a sense of control that may just motivate them to do more.
2. Be clear about learning objectives It can be very frustrating for
students to complete an assignment or even to behave in class if there
aren't clearly defined objectives. Students want and need to know what is
expected of them in order to stay motivated to work. At the beginning of the
 year, lay out clear objectives, rules, and expectations of students so that
there is no confusion and students have goals to work towards.
3. Create a threat-free environment While students do need to understand that
there are consequences to their actions, far more motivating for students than threats
are positive reinforcements. When teachers create a safe, supportive environment for
students, affirming their belief in a student's abilities rather than laying out the
consequences of not doing things, students are much more likely to get and stay
motivated to do their work.
ents on
4. Change your scenery A classroom is a great place for learning, but sitting at a desk
day in and day out can make school start to seem a bit dull for some students. To
renew interest in the subject matter or just in learning in general, give your students a
chance to get out of the classroom. Take field trips, bring in speakers, or even just
head to the library for some research. The brain loves novelty and a new setting can be
just what some students need to stay motivated to learn.

02
5. Offer varied experiences. Not all students will respond to lessons in the same
way. For some, hands-on experiences may be the best. Others may love to read books
quietly or to work in groups. In order to keep all students motivated, mix up your
lessons so that students with different preferences will each get time focused on the
things they like best. Doing so will help students stay engaged and pay attention.

6. Use positive competition Competition in the classroom isn't always a bad thing, and
in some cases can motivate students to try harder and work to excel. Work to foster a
friendly spirit of competition in your classroom, perhaps through group games related to
the material or other opportunities for students to 'show off their knowledge or skills.

7. Offer rewards Everyone likes getting rewards, and offering your students the
chance to earn them is an excellent source of motivation. Things like pizza parties,
watching movies, or even something as simple as a sticker on a paper can make
students work harder and really aim to achieve. Consider the personalities and needs
of your students to determine appropriate rewards for your class.

8. Give students responsibility Assigning students classroom jobs is a great

way to build a community and to give students a sense of motivation. Most students will
see classroom jobs as a privilege rather than a burden and will work hard to ensure that
they, and other students, are meeting expectations. It can also be useful to allow
students to take turns leading activities or helping out so that each feels important and
valued.
 9. Allow students to work together While not all students will jump at the
chance to work in groups, many will find it fun to try to solve problems, do experiments,
and work on projects with other students. Social interaction can get them excited about
things in the classroom and students can motivate one another to reach a goal.
Teachers need to ensure that groups are balanced and fair, however, so that some
students aren't doing more work than others.

10. Give praise when earned There may be no other form of motivation that works
quite as well as encouragement. Even as adults we crave recognition and praise, and
students at any age are no exception. Teachers can give students a bounty of
motivation by rewarding success publicly, giving praise for a job well done, and sharing
exemplary work.

11. Encourage self-reflection Most kids want to succeed, they just need help
figuring out what they need to do in order to get there. One way to motivate your
students is to get them to take a hard look at themselves and determine their own
strengths and weaknesses. Students are often more motivated by creating these kinds
of critiques of themselves

than by having a teacher do it for them, as it makes them feel in charge of creating their
own objectives and goals. See Metacognitive Prompts For Students To Reflect On
Their Learning 12. Model enthusiasm for learning! One of the best ways to get your
students motivated is to share your enthusiasm. When you're excited about teaching,
they'll be much more excited about learning. It's that simple.

13. Know your students Getting to know your students is about more than just
memorizing their names. Students need to know that their teacher has a genuine
interest in them and cares about them and their success. When students feel
appreciated it creates a safe learning environment and motivates them to work harder,
as they want to get praise and good feedback from someone they feel knows and
respects them as individuals.

14. Harness student interests Knowing your students also has some other
benefits, namely that it allows you to relate classroom material to things that students
are interested in or have experienced Teachers can use these interests to make things
more interesting and relatable to students, keeping students motivated for longer.
 QUESTION NO. 2

Briefly explains Aptitude Tests and Portfolios as the measures of individual

difference and also discuss
educational implications of individual
differences.
(15+5)

An aptitude test is an exam used to determine an individual's propensity to

succeed in a given activity. Aptitude tests assume that individuals have inherent
strengths and weaknesses, and have a natural inclination toward success or failure in
specific areas based on their innate characteristics. An aptitude test does not test
knowledge; it is not a test for which a person can study. Understanding the Aptitude
Test An aptitude test may be taken by individuals to determine the kinds of careers that
are a good match for their skills and interests. Similarly, high school students may take
an aptitude test when thinking about what would be an appropriate college major or
whether college is the best choice for them.

The scope of psychology's fields of specialization is great. The professionals who

work in these areas strive to help humans know, understand, and help themselves. To
accomplish this, psychologists use numerous tests to help them ascertain specific
information about an individual, a group of people, or a particular population. Ability
tests measure multiple aptitudes, creativity, achievement, and intelligence levels.
Psychologists may perform occupational and clinical assessments. Also included in the
area of assessment are personality tests, which encompass self-report inventories,
measures of interests, attitudes and values, projective techniques, and performance
and situational evaluations.

Achievement tests, which differ from aptitude tests, measure the effects of specific
instruction or training. Some of the most respected tests are the California Achievement
Tests, the Iowa Tests of Basic Skills, the Metropolitan Achievement Test, and the
Stanford Achievement Test. Their significance lies in reporting what the individual can
do at the time oftest administration.

Aptitude instruments, on the other hand, make recommendations about future skills.
Intelligence tests speak their own language; it is unfortunate, though, that so much
importance is placed upon the results they yield. One should always remember that the
scores identified in the Stanford-Binet test and in the various Wechsler intelligence
scales are only part of a big picture about any given human being and should be
evaluated accordingly.
ersonality tests measure the emotional, motivational, interpersonal, and attitudinal
characteristics of an
according to a person's interest area. The Rorschach Ink-blot Projective Technique
investigates the personality as a whole. The Thematic Apperception Test (TAT)
researches personality and attitude.

Educational implications of individual

differences:
Meaning of Individual Differences: Dissimilarity is principle of nature. No two persons
are alike. All the individuals differ from each other in many a respects. Children born of
the same parents and even the-twins are not alike. This differential psychology is linked
with the study of individual differences. Wundt, Cattel, Kraepelin, Jastrow and Ebbing
Haus are the exponents of differential psychology.

This change is seen in physical forms like in height, weight, colour, complexion
strength etc., difference in intelligence, achievement, interest, attitude, aptitude,
learning habits, motor abilities, skill. Each man has an intellectual capacity through
which he gains

III
Broadly individual difference may be classified into two categories such as
inherited traits and acquired traits:

Physical Mental Temperamental Social Cultural

Educational Emotional Causes of Individual Differences: There
are various causes which are responsible in bringing individual
differences.

They are narrated below: i. Heredity: Some heretical traits bring a change from
one individual to other. An individual's height, size, shape and color of hair, shape of
face, nose, hands and legs so to say the entire structure of the body is determined by
his heretical qualities. Intellectual differences are also to a great extent influenced by
hereditary factor.

ii. Environment: Environment brings individual differences in behaviour, activities,

attitude, and style of life characteristics. Personality etc. Environment does not refer
only physical surroundings but also it refers the different types of people, society, their
culture, customs, traditions, social heritage, ideas and ideals.

iii. Race and Nationality: Race and Nationality is one cause of individual ; Americans
Due to sex variation one individual differs from other. Men are strong in mental power.
On the other hand women on the average show small superiority over men in memory,
language and aesthetic sense. Women
excel the men in shouldering social responsibilities and have a better control
over their emotions.

v. Age:

Age is another factor which is responsible in bringing individual differences. Learning

ability and adjustment capacity naturally grow with age. When one grows in age can
acquire better control over our emotions and better social responsibilities. When a child
grows then this maturity and development goes side by side.

vi. Education: Education is one major factor which brings individual differences. There
is a wide gap in the behaviors of educated and uneducated persons. All traits of human
beings like social, emotional and intellectual are controlled and modifies through proper
education.

This education brings a change in our attitude, behaviour, appreciations,

Personality. It is seen that uneducated persons are guided by their instinct and
emotions where as the educated persons are guided by their reasoning power.

Educational Implications of Individual Differences: Educational implications of

Individual differences are listed below: i. Aims of education, curriculum, method of
teaching should be linked with individual differences considering the different abilities
and traits individual.

ii. Curriculum should be designed as per the interest, abilities and needs of
different students.

iii. The teacher has to adopt different types of methods of teaching considering
individual difference related to interest, need, etc.
 iv. Some co-curricular activities such as Drama, music, literary activities (Essay &
Debate Competition) should be assigned to children according to their interest.

v. Teacher uses certain specific teaching aids which will attract the children
towards teaching considering their interest and need.

vi. Various methods such as playing method, project method, Montessori

method, story telling methods are to be used considering/discovering how different
children respond to a task or a problem.

vii. The division of pupils into classes should not be based only on the mental age or
chronological age of children but the physical, social and emotional maturity should be
given due consideration.

viii. In case of vocational guidance the counselor is to plan the guidance technique
keeping in view the needs and requirements of the students.
 Question No . 3
Highlight significance of mental health. What are the symptoms of
maladjustment? Discuss

Mental health includes our emotional, psychological, and social well-being. It affects
how we think, feel, and act. It also helps determine how we handle stress, relate to
others, and make choices. Mental health is important at every stage of life, from
childhood and adolescence through adulthood.
Over the course of your life, if you experience mental health problems, your thinking,
mood, and behavior could be affected. Many factors contribute to mental health
problems, including:

Family history of mental health

problems
Mental health problems are common but help is available. People with mental health
problems can get better and many recover completely.

Assignment
The Importance of Mental Health Awareness: Mental illnesses affect 19% of
the adult population, 46% of teenagers and 13% of children each year. People
struggling with their mental health may be in your family, live next door, teach your
children, work in the next cubicle or sit in the same church pew.

However, only half of those affected receive treatment, often because of the stigma
attached to mental health. Untreated, mental illness can contribute to higher medical
expenses, poorer performance at school and work, fewer employment opportunities
and increased risk of suicide.

The National Institute of Mental Health has a mantra, 'No health without mental
health." However, due to the stigma that often surrounds mental health millions of
people worldwide do not receive the help they need and often overlook this extremely
prevalent health issue. According to the National Alliance on Mental Illness, in a given
year, one in five, or 18.5% of American adults will experience a mental illness. Some of
the most common and frequently reported mental illnesses include depression and
bipolar disorders, anxiety, schizophrenia, dementia, and eating disorders. Depression
is the number one cause of disability worldwide and is one of the most significant
contributors to the global burden of disease, greatly impacting individuals and their
families mentally, physically, socially, and financially. Mental illness affects everyone no
matter their race, gender, culture, age, ethnicity, or sexual orientation.

With mental illness being so prevalent both in the United States and worldwide it is
important to recognize the early warning signs.

Abnormal eating or sleeping

patterns Withdrawing from people and
typical activities
A decrease in energy Feelings of
helplessness or hopelessness Feeling
confused, forgetful, angry, nervous, or on
edge An inability to do daily tasks Severe
mood swings Thoughts of self-harm
Significant increase in drug or alcohol intake.
Each illness has its own set of signs and symptoms, no two experiences with a
mental illness will be the same. Reaching out if think you or someone you know needs
help can make all the difference. Your health insurance carrier, a primary care
physician or nurse, family, and friends can all be great resources to seek out when
taking control of your mental health. The Department of Health and Human Services
encourages you to ask questions, stay involved in your health care throughout the
process, surround yourself by trusted loved ones, live well with diet and exercise, and
maintain activities that you enjoy to better ensure positive mental health.

1. Eat Healthy Mental health and wellness from the inside out and food can be a
great benefit. Take 10 today by making a healthy meal, or identifying ways that you can
better fuel your body through food.

“You have to offer yourself grace for when you do slip up, and getting right back
on track," said Rachel Brenke. 2. Exercise Physical activity is a cornerstone of what we
do at Team RWB. There's increasing evidence that it's effective in supporting solutions
for both mental and physical health challenges. Take 10 today by getting active. 1st Lt.
Juliet Sandford, Ms. Veteran America 2020 Finalist, will ruck 10 miles on October 10 -
her own way to Pledge 10 and shine a spotlight on the benefits of physical activity on
mental health. “Life can often feel chaotic and out of our control especially when we are
always taking care of others. Physical activity helps me regain my center of focus, for
that window of time, it's about taking care of myself. When I have the physical or
tangible reminder of 'it's okay to focus on/take care of me' it also serves as a reminder
to take care of myself mentally and emotionally as well,” said Juliet Sandford. 3. Sleep
Stress can cause insomnia and loss of sleep can become a stressor. Sleep is an often
overlooked, but critical component of mental and physical health. Take a look at your
sleep patterns to see if they can be improved.
The Department of Veterans Affairs has some great tips to help you sleep in this
VAntage Point blog post, and USAF LTC (Dr.) Mark Cucuzzella Ret., a competitive
runner, has some great perspective to offer on rest, recovery, and sleep in this Team
RWB blog. "I think sleep is probably the most underappreciated recovery tool because
sleep is where repetitive processes take place - from many aspects, not just muscle
recovery, it's brain cleansing and hormonal resets," said Dr. Cucuzzella. 4. Avoid
Alcohol During stressful times, people sometimes turn to alcohol to relieve stress or
cope with symptoms of mental health challenges. The misuse of alcohol in this way can
lead to substance use disorders (SUD) or other health, relationship, and employment
challenges. Take 10 today by avoiding alcohol, assessing your relationship with
alcohol, or reaching out if you need assistance. The Department of Veterans Affairs has
information, resources, and a self-assessment tool to help. 5. Stay Connected Staying
connected is a great way to combat the isolation that comes after separating from the
military, or even to combat the isolation Americans across the globe are feeling due to
the COVID-19 pandemic. 6. Take a tech break Staying connected is important, but it
can be easy to become overwhelmed by the news and social media. If you've found
yourself feeling overwhelmed, take 10 with a technology break. Go for a walk, spend
some time journaling, or play a board game - on your own or with family and friends.
This blog is full of ideas!
Meditate
eathe Meditation and breathing exercises are great ways to take a few moments
to connect with yourself, identify where you're at, and address challenges you are
facing.

The mental and physical symptoms associated with adjustment disorder usually
occur during or immediately after you experience a stressful event. While the disorder
lasts no longer than six months, your symptoms may continue if the stressor isn't
removed. Some people have just one symptom. Others may experience many
symptoms.
The mental symptoms of adjustment disorders
can include:
rebellious or impulsive actions
anxiousness feelings of sadness,
hopelessness, or being trapped
 There is one type of adjustment disorder that is associated with physical
symptoms as well as psychological ones. These physical symptoms can include:
insomnia muscle
twitches or trembling
fatigue body pain
or soreness
indigestion
Adjustment as process:
Adjustment as a process' lays emphasis on the process by which an individual
adjusts to his external environment. It is important, especially from teachers' point of
view. Students' adjustment largely depends on their interaction with the external
environment in which they live. They always try to adjust to it. Piaget has studied the
adjustive process from different angles. Piaget uses the term assimilation and
accommodation to represent the alternation of oneself or environment as a means of
adjustment. A person who carries his values and standards of conduct without any
change and maintains these in spite of major changes in the social climate is called
assimilator.
The person who takes his standards from his social context and changes his
beliefs in accordance with the altered values of the society is called accommodator. In
order to adjust successfully in society a person has to resort to both the devices i.e.
assimilation and accommodation.

Characteristics of a well adjusted

person:

A healthy and well-adjusted person should possess/display some observable

behavioral patterns. These behavioral patterns must be according to the social
expectations of an individual. These patterns are as follows:
• Maturity in
thinking
• Emotional
balance
• Warm and understanding towards
others
 Free from tension due to routine
events
•
Independent in decision
making

Elements in
adjustment:
There are certain prime elements for fulfillment of needs necessary for healthy
adjustment of a person. They are as follows:
• Satisfaction of
needs
No obstacle in achieving
needs
• Strong motives in realizing
needs
· Feasible geographical atmosphere to
fulfill needs

Characteristics of a Maladjusted Person: As a school teacher, you might have

noticed a few such maladjusted students in your classroom too. At times, you
might have even thought of seriously the reasons for their maladjusted behavior.
There are numerous reasons in and out of the school which create frustration,
that lead to maladjustment. Let us analyze the symptoms one by one. If a student
is: Withdrawn and timid: Frequent withdrawals from difficult situations may
make individual timid and weak in facing real life situations. Shy and self-
conscious: Shyness is usually associated with the self-consciousness, concern
with the impression one gives to other people, and concern with their negative
evaluation. A shy individual has low self-esteem and tends to anticipate
adversities, thus often keeping silent and avoiding eye contact. Fearful: Fear is a
strong emotion involving perception of danger, unpleasant agitation and often a
desire to hide from meeting students of higher classes, being alone in a room,
and fear of dogs, strange noises, the dark, etc. Anxious: Anxiety is a personality
trait. It results from conflict, which is an invitable part of life. Anxiety describes the
individual's level of emotionality. We see many students who are tense and
worried (highly anxious) and those who are cool (hardly anxious). Since anxiety is
an inferred emotional state of an individual, it cannot be directly observed. It can
be measured through psychological tests/techniques. Delusions: Delusion is an
irrational and obstinate belief that the individual actively defends, e.g., a child
does not work hard for the final examination and thinks that it is the God only who
can get him through the examination and he fails. This shows the delusion in him
which makes him maladjusted. Extremely aggressive: Aggressive students
show enterprising or energetic behavior or tendency to be dominating in the class
or the school. Sometimes an individual fails to show the tendency of dominating
in a social situation and hurts herself instead e.g. a child beats her doll, kicks the
dog, or other objects. Tension: When a person does not feel a kind of inner
freedom, the strain which results from muscular contradiction and through which
muscles, tendons, etc., are stretched under a threatening situation. High
aspirations: A person has high hopes and aspirations for his future life. When
the hopes are not achieved, he becomes unrealistic in life.
Question No.4
Critically discuss the need of guidance in schools. Explain modes of
guidance with examples.
(10+10)

“Guidance is not giving direction. It is not the imposition of one person's point of view
upon another person. It is not making decision for an individual which he should make
for himself. It is not carrying the burden of another's life. Rather, guidance is assistance
made available by personally qualified and adequately trained men or women to an
individual of any age to help him manage his own life activities, develop his mm point
of view, make his own decision and carry out his own burden". - Crow and Crow
Need for Guidance: When we talk of need for guidance, we use the guidance in the
specific sense mentioned above, and not in the general sense of providing help to an
individual for the entire life. Here we mean not guidance in all spheres of life but
guidance needed by a secondary school student.

He needs guidance for the following reasons: 1. Directing the Academic Growth:
Guidance is needed for helping the individual to develop his abilities and skills and
acquire knowledge without difficulty. Learning in the class is to be made adjustable to
the needs, interests and abilities of the pupils. The

pupil is to be helped to developed good study habits and right attitudes to studies, and
to select the educational courses in accordance with his interests and abilities.

2. Directing Vocational Maturity: The pupil is to be helped to develop right attitude

towards work, basic skills needed for vocational life in general, and to make the right
choice for vocation in accordance with his ability, interest and aptitude.

3. Directing Personal Social Adjustment: There is need for helping the pupil to
understand himself, analyse his abilities and interests, understand the environment
around and make suitable adjustment. There is need for clarifying the goals of
schooling and building a proper philosophy of life in the pupils, so that they can be
better members of the family and life.

The growing number of problem children backward children, juvenile delinquents

and maladjusted pupils in schools is a threat to the educational organisation and to the
society.
 If something is not done, preventive and adjustive measures are not taken, the
menace will grow. There is need for helping the adjustment of not only these problem
cases, but also the normal children so that they grow good citizens and well-adjusted
young men ready to assume family and social responsibilities.

4. Guidance to Cope with Special Problems of Home and Society: The pattern of
home and society is becoming increasingly complex, with the result that some special
problems arise and baffle the growing child. The homes are becoming disintegrated,
the joint-family system is waning rapidly. The family conditions due to certain social
changes become complex

We have soring prices upsetting the domestic economy, women compelled to work
outside home, one or both the parents frequently absenting from home due to
professional work, the economic market tightens day by day, the employment
opportunities are winding even for the technical hands, new jobs are turning up, and the
man-power planning is becoming more complex.

Some organisation is therefore needed to analyse the present social structure in

all its aspects — social, economic and political, understand its repercussions on the
growing child and his future educational and vocational adjustment, and make proper
arrangements for helping the pupil to make the best of the present circumstances.

5. Guidance to Cope with Special Problems of School: Although education is widely

understood as a harmonious development of all the traits and powers of the child, the
present-day school hardly fulfills the requirements and strives to achieve this goal on
account of a good number of inadequacies in the school management, curriculum,
supervision, methodology of teaching etc. The recent movement of mass education
has resulted in absence of individual attention to the pupil.

The curriculum has been charged with such unnecessary material as has no
relevance to the future educational and vocational development of the child. Absence
of co-curricular activities have rendered education purely theoretical and academic.
The present techniques of classroom instruction adopted by the teacher hardly enable
the pupil to have right attitude towards work and study.

The basic elements of growth for purposes of education, namely learning

knowledge and skill, application of abilities, information and skill, attitude development,
habit formation are not attended to properly.
 Question No.5
Differentiate between counseling and therapy. Critically discuss person centered
therapy and its
therapeutic process with
examples.

The terms "counseling" and "therapy" have different meanings, but are often used
to describe the same activity. Both counseling and therapy involve talking with a
trained professional -- many are also licensed by the state in which they work.
Counseling services can range from short-term solution focus treatment, clients
with a specific problem such as improving relationships, stress related issues or
lifestyle changes. In some instances clients who seek out counseling services are
proactive with an awareness of their presenting concerns

helps an individual understand and solve problems to help him or her cope with
mental or emotional stressors. For example, counseling generally works to find
solutions to specific immediate problems such as learning how to positively
communicate in relationships with others.

Therapy may consist of all the components of counseling with some additional
services, such as the duration and pace of services. The therapeutic process helps the
client to find the root causes of emotional and behavioral patterns. It is important to
recognize that counseling and therapy services may overlap in some areas. Therefore,
it is suggested to identify the professional that list the presenting issue you want to
resolve; both counselors and therapist are trained to evaluate your needs and provide
you with the appropriate recommendations for treatment.
Therapy usually involves talking about your situation in order to gain more
understanding about issues such

of thinking. For example, therapy can help you learn how to find meaning in your
cancer experience. Person centered therapy techniques aka as client centered
therapy techniques, originally founded by Carl Rogers, put an emphasis on the
client as an expert. It posits that people strive toward a state of self actualization
and therapy can help a client reach self-awareness. It is a therapist's job to create
the proper surroundings for a client to become a "fully functioning person". While
some may argue that a person-centered therapist does not use techniques as
much as they develop a therapeutic atmosphere, there are certain behaviors a
 therapist must perform to create the optimal environment. Let's look at some
techniques a therapist uses in person-centered

Unlike most therapies, where a clinician may have an agenda for a particular session, a
person centered therapist lets the client lead. It is the client's journey and it is believed
they are experts about their own lives. Thus, the therapist is seen as an equal
collaborator, rather than an authority who knows how to guide a person toward self-
actualization. This is the reason that Rogers referred to a person in therapy as a client
rather than a patient. Although it may be tempting to offer guidance, it is important that
the client is taking responsibility for

One of the most important aspects of person centered therapy technique is

that the therapist must exhibit unconditional positive regard for the client. In
short, this means that they accept and care for the client as they are. This
does not mean that the therapist always has to agree with the client but it
does mean that they refrain from judgment. It is essential that the client
feels valued by the therapist. You might note that this resembles aspects of
positive psychology; Rogers was ahead of his time.

Congruence

The development of self-concept was key to Rogers. In order to be functioning at

an optimal level, he thought that a person must balance their ideal self with how they
experience their real self. When that is achieved, they obtain what he termed
congruence. He believed congruence was necessary to become a highly functioning
person and achieve life goals. It is thought that a client is usually in a state of
incongruence when they enter therapy and a major part of their work is to achieve
congruence.

To that end, Rogers believed that a therapist must be genuine with clients. He
thought that their behavior and thoughts needed to match. In other words, the client
should see the client's authentic self. In order to be effective, a client needs to believe
that what a therapist is saying is the truth. This is a major diversion from much of
psychodynamic psychology, where therapists were encouraged to hide their true selves
from patients. Being genuine allows the therapist and client to build trust and models a
healthy relationship. If a therapist is not exhibiting congruence, a client will not be
able to achieve a similar state.
 It is essential that a therapist exhibit empathy while applying person centered
therapy techniques. Empathy is the ability to put yourself in someone else's shoes and
relate to their experience. It should be noted that empathy is different from sympathy.
Empathy is showing understanding for a person while sympathy is feeling bad for them.
If a client does not feel understood they will not feel safe with the therapist and will be
unable

Remaining positive, supportive, and non-judgmental with a client can be difficult. There
are times when a client is going to express negative emotions that elicit a reaction. At
times a client may even direct negative emotions toward the therapist. A therapist
needs to remember that person centered therapy techniques are based upon creating
a safe environment for a client where they feel they can share information without
negativity and judgment. A therapist needs to learn to not take words personally,
especially from a client that

Active listening is a bit of a misnomer. Yes, you are listening to the client. In fact,
truly listening to the client without exhibiting judgment is a fundamental part of person-
centered therapy. But, active listening is not just listening. It is listening in such a way
as to let the client know that you understand what is being said. Here are

One way to show a client you are paying attention is through body language. You want
to maintain eye contact, lean slightly forward, and keep an open style of
communication (e.g., arms and legs uncrossed).

Another part of active listening is verbally responding to what is being said. In

many therapies, the therapist is trying to interpret what the client means and see it
through their own lens. In person-centered therapy, you do not try and change the
meaning but rather simply reflect to the client in an effort to further understanding.

It is quite easy to misunderstand a client's meaning. The goal in active listening is to

clarify what is being said

so you know you are hearing what they want you to hear. One way of doing this
is to paraphrase their comments
 Your tone of voice is an important consideration in person-centered therapy. Your
tone should remain even and supportive. Large inflections may be interpreted by the
client as a judgment or a lack of empathy.

When you ask a client a question you have a choice: direct them toward a certain
answer or leave it open ended. In person-centered psychotherapy, open-ended
questions are superior. They are not leading, allowing the client to remain in control of
their session. In addition, open-ended questions tend to elicit more information.

Affirmations

Affirmations can be both verbal and non-verbal. “I appreciate what you are telling
me" is an example of a verbal affirmation. Even a small phrase like “go on" tells a
client you are interested in what they have to say. A non-verbal affirmation can be
something as simple as a head nod. Example, a person may consider himself
helpful to others but often puts his own needs before the needs of others. It is the
hope of client-centered therapists to help clients reach a state of congruence or a
match between self-concept and reality. Which just means for people to see
themselves as they actually are. For example, if a person considers herself a
good chef, she would not doubt herself when it comes to cooking meals. In client
centered therapy, the therapist does not attempt to change the client's thinking in
any way. The therapist merely facilitates self-actualization by providing a
comfortable environment for clients to freely engage in focused, in-depth self-
exploration.