SEMINAR

ON
GUIDANCE AND
COUNSELLING

SUBMITTED BY – SUBMITTED TO –

MS CHINJU RK DR SUJITHA E

Ist YEAR MSC NURSING PROFESSOR

GOVT. NURSING COLLEGE GOVT. NURSING COLLEGE

THRISSUR THRISSUR

SUBMITTED ON
12/11/2024

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INTRODUCTION
Guidance and counselling plays an integral role in today's life. An individual come across
various problems from womb to tomb. Advances in industrialization, changes in socio-
economic set up, technological growth has led to pooling up of problems. Nowadays,
education is student-cantered and stress level is increasing day by day.
Guidance and counselling is the most important area of education. Nurse educator must keep
herself up-to-date with specialized knowledge and skills to help students to manage their life
activities, take their decisions and solve their problems.
Guidance helps students to explore their potentials and tackle with various problems.
Counselling on the other hand facilitates crisis intervention with the help of expert.

GUIDANCE
Guidance means 'to direct', 'to point out, and 'to show the path'. It is the assistance or help
rendered by more experienced person to solve certain major problems of the individual (less
experienced), i.e., educational, vocational, personal, etc., and social environment and to solve
the problems of life.
Guidance covers the whole spectrum of education, which starts from the birth of the child
and continues till his death. This is a wide meaning of the term, which includes all types of
education such as formal, nonformal, informal and vocational, etc. which aims to adjust the
individual to his environment in an effective way.

DEFINATION

 -Lester D Crow and Alice Crow (1962)

Guidance is an assistance made available by professionally qualified and adequately
trained men or women to an individual of any age to help him to manage his own life
activities, develop his own point, make his own decisions and carry his own burdens.

 JM Brewer
Guidance is a process through which an individual is able to solve their problem
and pursue a path suited to their abilities and aspirations.

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  Mathewson (1962)
Guidance is a systematic professional process of helping the individual through
education and interpretative procedures to gain a better understanding of his own
characteristics and potentialities and to relate him more satisfactorily to social requirements
and opportunities in accord with social and moral values.

CONCEPTS OF GUIDANCE

Guidance is the assistance given to an individual to help him, to adjust to himself, to others
and to his own peculiar environment. It helps him in his acquaintance with the things and the
world around him. Guidance can be described as a process as assisting an individual with his
adjustment problems. Guidance defined as 'helping one to see through himself in order to
that he may see himself through. Guidance is both a concept and process. As a concept,
guidance is concerned with the optimal development of guide individual, educational,
vocational, personal, social, moral, and physical, etc. both for his own satisfaction and for the
benefit of the society. As a process, it includes the gathering of substantial knowledge of the
developmental characteristic of the individual.

ELEMENTS OF GUIDANCE
 It focuses our attention on the individual and not the problem
 Guidance leads to discover the abilities of an individual.
 Guidance is based upon the assets and limitations of an individual.
 Guidance leads to self-development and self-directions
 Guidance help the individual to plan wisely for the present and the future
 Guidance assists the individual to become adjusted to the environment.
 Guidance assists to achieve success and happiness.

CHARACTERSTICS OF GUIDANCE
Guidance helps every individual to help themselves to recognize and use their inner resources.
Some characteristics of -

i. To set goals
ii. To make plans
iii. To work out his/her own problems related to his/her career and personal development
iv. It is a continuous process- Guidance has to be provided throughout life-cycle of an
individual, e.g., childhood, adolescence, adulthood and elderly.
v. Choice and problem points are the distinctive concerns of guidance.

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 vi. The individual's unique world of perceptions interacts with the external order of events
in the life context.
vii. Assistance to the Individual in the process of development. e.g., to develop the capacity
for: Self-direction, Self-Guidance, and Self-improvement. Through an increase understanding
of their problems and resources as well as limitations to solve the problem,
viii. Guidance is a service meant for all. It is a regular service, which is required at every
stage of students not only for awkward situations and abnormal students, it is a positive
reinforcement to meet the needs of all students.
ix. It is both generalized and specialized service:-
• GENERALIZED SERVICE – Everyone e.g., teachers, advisors, deans, and parents
play part in the guidance program of learners
• SPECIALIZED SERVICE: Specialized qualified personnel like counsellors,
psychiatrists and psychologists will join hands to help the individual learner to solve the
problem with their own efforts

• PRINCIPLES OF GUIDANCE

"The sum total of efforts and influences of all those who assists an individual through
association, counsel dissemination of facts, utilization of appropriate/special techniques and
control of environment to attain optimum development like personal, social, vocational,
cultural and spiritual aspects.

I. Guidance services are aimed at bringing desirable adjustment in any particular area of
experience must be taken into account the all-round development of the individual.
II. Individual differs in native capacity, ability and interests. Individual differences must
be recognized and considered in any efforts aimed at providing help or guidance to a
particular individual.
III. To help the person - to formulate and accept stimulating, worthwhile and attainable
goals of behaviour and the individual is able to apply the objectives in the conduct of his/her
affairs.
IV. Existing social, economic and political unrest is giving rise to many maladjusted factors
that require the cooperation of experienced and thoroughly trained guidance counsellors and
the individual learner with a problem.
V. Life is dynamic: World is fast changing. Individual requires help for the solution of
problems; Individual face problems throughout their lives, hence guidance is a continuous
process of service to an individual from young childhood throughout the life.
VI. Guidance service should not be limited to the few, who give observable evidence of
his/her need, but should be extended to all persons of all ages who can benefit either directly
or indirectly.
VII. Curriculum materials and teaching procedures should be based on guidance point of
view.

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 VIII. Guidance touches every phase of an individual's life pattern, e.g., generally accepted
areas of guidance include: concern with the extent to which an individual's physical and
mental health, interfere with his/her adjustment to home, school, vocational and social
demands and relationships or the extent to which his/her physical and mental health are
affected by the conditions to which he/ she is subjected in these areas of experience.
IX. Parents and teachers have to guide the children with specific responsibilities for all
round personality development of the child.
X. Specific guidance problem at any age level should be referred to persons who are
trained to deal with particular areas of adjustment.
XI. For guidance purpose, the data should be accurately recoded and utilized.
XII. Organized guidance program should be flexible according to individual and community
needs.
XIII. Highly qualified and adequately trained persons should act as chairman or head of the
guidance program, who can work cooperatively with his/her assistants and other community
welfare and guidance agencies.
XIV. Periodic appraisals should be made:- The success of curriculum functioning should
rest on outcomes that are reflected in the attitudes towards the program of all who are
associated with it, guiders has to guide in the displayed behaviour of these who have been
served through its functioning as a role model.
XV. Guidance is a slow process: An individual cannot make wise decisions and adjustments
in a day or month or so. It requires a considerable time to make suitable adjustments. The
counsellor needs time to understand the counselee who has a complex personality and who
may confronted with an intense problem.
XVI. Guidance helps in developing the insights of an individual:- The counsellor should help
the individual in such a way that he/she gains his/her own insights, accepts responsibility,
develops self-confidence and ultimately makes his/her own decisions in dealing with
problems and solve the problems with their efforts.
XVII. Inform all students that the services of the guidance will be available to everyone;
whenever the need arises, they can approach the faculty in guidance department and they will
be available to all 24 x 7 days.
XVIII. Counsellor will be aware of the difference between symptoms and causes.
XIX. Personality of an individual is complex and integrated whole. The individual is a
psychobiological organism in constant interaction with a complex array of environmental
forces. As an individual she/he necessarily responds to his/her environment as a "whole
being", i.e., educational, vocational and personal problem are interrelated.
XX. Guidance is based on a right code of ethics: Establish and follow a rigid code of ethics
by every professional who has access to the confidence of students.
XXI. Guidance services must be an integral part of the school organization: Guidance work
should not be treated as an isolated work. It should not be left to the counsellor to render
guidance to the students. All staff members should take a keen interest an active part in
assisting students
XXII. Guidance is an organized service: Guidance is not an incidental activity of the school.
It is a service which is broad base and a definite purpose.

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XXIII. Guidance is both a specialized and generalized services. Guidance requires e help of a
specially trained staff for its proper functioning. For example, school counsellor, school
psychologist, school social worker, School physician, school psychiatrist, curriculum expert,
placement worker, coordinator of school activities.
XXIV. Guidance is a universal and meant for all.
XXV. Guidance is based on the educational objectives which reflect the aim and purposes of
society. Collection of full information about an individual. All members of the guidance
service should cooperate whole-heartedly,
XXVI. Guidance services should supplement and complement instructional work.

NEED FOR GUIDANCE

Guidance is based upon the fact that human beings need help. Everyone needs assistance at
some time or other in their lives, some may need it constantly and throughout their entire
lives, while others used it only at rare intervals at the time of great crisis. Guidance will be
given by experts, older people and experienced associates to youngsters and assist them in
meeting their needs during problematic situations. The need for guidance is universal and
guidance has been there from time immemorial and will continue to be as long as human
being exists.

COMPLEX NATURE OF SOCIETY

Changes have taken place in the entire structure of economic social and political system. The
process of consumption, production, distribution and exchange has become very complex and
intricate. It has become very difficult for an individual to achieve satisfactory results without
the aid of guidance. Various public service agencies have been set up to give assistance to the
people.

INDIVIDUAL DIFFERENCES

No two human beings have ever been found to be alike. On the whole world, there are
probably no two things exactly alike They differ physically in size, weight, colour, hair
texture and also, personality traits: ability, interest, achievement etc., the requirements of
various occupations also differ, this ma increasingly necessary to have a definite provision
for certain form of guidance.

WELFARE STATE AND THE INDIVIDUAL

Every individual must be helped in certain way and in a definite direction. Give scope for the
individual to improve and express himself as person have flourished. Through guidance

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services, the individual is aided in self-development and self-realization and a wide use of
human resources made.

CHANGED SOCIETAL AND EDUCATIONAL PATTERN OF THE NATION

The needs of society will be ever changing, attempts are being made to change the educational
system of country in order to equalize global l educational requirements and to meet societal
needs, the curriculum has to be revised, the teaching faculty has to provide guidance services
in educational program vocations are formidable problems and meet the educational

CHANGED ECONOMIC PATTERNS OF THE COUNTRY

Country is the era of economic planning. We require scientists, industrialists and bankers etc.,
to meet the growing demands of a progressive country. Economy is a basic need and everyone
has to fulfil the need. Learners will select varied type of educational programs for their
livelihood and to meet their aspirations and interests and to achieve their life goals, guidance
is required.

CONSERVATION OF HUMAN ENERGY

Well-planned guidance is required to conserve the human energy. Improvement of vocational

efficiency is the aim of education. Through educational guidance, education should train their
various aptitudes and enable them to take up varied vocational pursuits. Guidance is needed
to assist an individual to make the right use of leisure time and to triumph over social
problems. To adjust themselves to the changing needs guidance is required. For development
of wholesome relationships, guidance acts as an instrument for the qualitative improvement
of education and national development. For academic growth, i.e., development of abilities
and skills consistent with varying capacities of the individual and to overcome difficulties in
understanding the subject content and getting expertise in knowledge. Vocational maturity,
i.e., development of technical skills and right attitudes towards work. Personal-social
development- self-understanding and proper adjustment to self and society

FAMILY LIFE

Guidance is required for better family life, i.e., right attitudes towards home and
understanding of fundamental relationships, emotional ways and bondages.

GUIDANCE FOR GOOD CITIZENSHIP

Appreciation and understanding of social values, needs, problems, issues together with
developing social attitudes and habits. Guidance is required for conservation and proper
utilization of human resources, as it points out for the need of a well-organized vocational
guidance service, to meet the dual responsibility of reconciling individual aspirations with
social demands on a basis of free individual choice. Guidance is required for the students in
the following areas: Study habits and adequate knowledge and skills, mental hygiene,

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discipline and confidence, intellectual and functional proficiency, development of aptitudes
and abilities, social and occupational awareness, development of personality, family
relationship, sex education and career choice/vocational choice. The teacher can help the
students to lead a trouble free life, teacher can help them to resolve their difficulties or if it’s
not possible, to live with them.

INTELLECTUAL DEVELOPMENT

Faculty has to help students to understand themselves. Teachers has to understand the
students' strengths and weaknesses, abilities and aspirations. To produce competent, mature
and well-rounded citizens, good teaching is necessary. Help the student in making meaningful
occupational selection and preparation for an entry into them to have a fulfilling and
rewarding career. The young students in colleges and universities need to be informed about
various jobs and opening available to them and work involved in those openings, so that they
could measure themselves, develop and crystallize their occupational goals. They need to be
helped in making meaningful occupational selection and preparation for an entry into them to
have a fulfilling and rewarding career. Majority of students in colleges and universities are
the first generation learners. In a family, where the learner does not have any one with an
experience of professional background to guide them in the choice of a career. With a right
to the best education available and a wide range of jobs open to them, these students need
mature help by the teaching faculty in personal and professional development and adjustment
by making a judicious right choice in all aspects.

TO HELP STUDENTS IN VOCATIONAL DEVELOPMENT

The process of vocational development covers almost the entire span of life of an individual.
It begins early in one's life and continues till sometimes after retirement. In this process, the
individual paves through various stages-growth, exploration, maintenance and decline.
Guidance and counselling services by the faculty, has to help the student, particularly in the
stages of growth and exploration of self and world by making it possible for them to gain
knowledge about themselves their abilities, interests and needs on one hand and knowledge
about the world of work on the other hand; it facilitates their transition from education to
work.

TO DEVELOP READINESS FOR CHOICES AND CHANGES TO FACE NEW

CHALLENGES

On graduating, he/she will be called upon to make use of the kind of person, he/she has
become as much, if not more than what he/she has learnt in his/her course of study-not only
to make an initial choice of what he/she has to do on graduating but will be called upon to
change his/her occupation several times in a lifetime. Readiness for these choices and changes
is essential, not only to the student himself/herself but to the society as a whole, to the extent

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to which he/she is able to capitalize on his/her experience and face new challenges with a
realistic expectation of success, to the extent he she will benefit society.

SCOPE OF GUIDANCE

The student life is getting complex day by day. They have to face varied difficult
situations, such as:
 Curricular and co-curricular choice
 Basic study skills for optimum achievement
 Live with and share facilities with other students from of their a varied social and
economic backgrounds
 Adjust to the peers and parents, teachers, administrators
 Secure adequate financial aid carry on the studies
 Utilize leisure time with good skill oriented activities help for optimum achievement.
The students need expert help for optimum management and adequate adjustment in varied
life situations.
 Educational Guidance.
Vocation in many forms is penetrating in colleges, universities Competitive examinations for
entry in to institutions and services have become a normal phenomenon; expert help is
required by the students in making wise choices between their interests and the availabilities
of opportunities and is successful in competitive examinations. Students have to be assisted
in making decisions and choices involved in planning a future and building a career. Help the
students in developing an integrated and adequate picture of themselves and of their role in
the world of work.

Preadmission Guidance Needs

To help the students to make educational plans consistent with their abilities, interests and
goals. To select appropriate courses and co-curricular activities, which will enable them to
join careers of their choice.

Post admission Guidance

Impart guidance to enable the students to succeed in their educational plans. They need to be
guided for developing good study habits, Preparing for examinations adequately with
confidence. They need to be guided in selecting subjects for specialization and additional
courses of studies. Made familiar with various fellowships, scholarships, competitive
examinations, etc., so that their journey ahead becomes smooth and profitable. Special facility
of guidance is needed at crisis points.

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 Vocational Guidance
Every vocation needs:
Educational.
Professional background.
Preparation.
Only those having them can succeed.

Hence the need for guidance to the students for a right choice of a vocational arrangement
has to be made. Assist the student to have a reasonable estimate of their abilities and
limitations, a balance between their aspirations and those of their parents, between their
interests and the availability of opportunities.

 Personal Guidance,
Students face many health problems related to themselves, their friends, family, teachers,
educational achievement and social adjustment, feeling of disappointment, unfavourable
atmosphere at home for studies, and unhappy interpersonal relationships progress in study is
hampered. Expert guidance has to be provided to those students to face the situations boldly
and with confidence. To enable the students to adjust to the situations which they cannot
change. Some students may face the problems like lack of 3. Pa friends, loneliness,
inadequacy, feeling of insecurity, chaos, despair feelings. They need counsel to overcome
their difficulties.

 Social Guidance –

To establish social relationships through effective social interaction, social guidance is

essential. Students need a structured situation within which to socialize classroom or college
atmosphere, where the learner develops an extracurricular interest, e.g., picnic/ field trips.
Students are guided to live socially well-adjusted individuals, they need to be helped in
making friends, improving their style of conversation and know how to become leaders in
their own groups. Students can be guided in developing constructive expression of their
emotions, an objective interpretation of situations. Assist the students to reduce their
excitability to emotional stimulations and facing conflicts. Help the students to acquire the
feeling of security and being accepted by the group, in developing a social poise, in becoming
tolerant towards the behaviour of others and in achieving individuality and freedom.

 Health Guidance-
Students, rising generation and in whom it has to be invest large resources and to whom it
looks for the advancement of national interest. The preventive, promotive, curative and

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restorative measures has to be provided to ensure the achievement of this objective. To
promote the health facilities within the college environment certain measures has to be
adopted: Healthful conditions within the college have to be maintained and it has to be
supervised. Specific protection against communicable diseases, such as typhoid, hepatitis-B,
etc., vaccines can be given to all the students who are predisposed or chances of exposure

Conduct health education/awareness campaigns within the school, arrange orientation

training programs and counselling program for the teachers to look after the students during
their illness.

 Moral Guidance
For the students who are having undesirable practices, moral guidance has to be provide to
keep them in track and lead noble lives.

TYPES OF GUIDANCE

Guidance is a continuous process and it deals with all aspects of life.

1. W.M. Procters' view:
 Educational guidance.
 Vocational guidance.
 Guidance in social and civic activities.
 Guidance in health and physical activities.
 Guidance in the worthy use of leisure time.
 Guidance in character building activities.

2. John M Brewer in his famous book 'Education as Guidance' described the types
of guidance as:
 Educational guidance.
 Vocational guidance.
 Guidance for home relationship.
 Guidance for citizenship
 Guidance for leisure and recreation.
 Guidance in personal well-being.
 Guidance in right doing.
 Guidance in thoughtfulness and co-operation
 Guidance in wholesome and cultural activities.

3. Paterson Etals' view:

 Educational guidance.
 Vocational guidance.

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 Personal guidance (includes social, emotional and leisure time guidance)
 Health guidance.
 Economic guidance.

4. Nursing educators' view:

 Group guidance
 Counselling.
 Guidance in clinical area

 EDICATIONAL GUIDANCE
It is a process of aiding the individual to place wisely his educational program
and to put himself herself in position to carry forward successfully.

Harmony between the unique potentialities of a learner and the opportunities which are
available to him, deals with the help needed by an individual for this better educational
development with a view to make himself herself useful in the society

It is concerned with the student's success in his her educational career It relates to the students'
adjustment to school and to the preparation and carrying out of suitable educational plans in
keeping with his educational needs, activities and career interests.

Objectives

 The Physical, emotional, social, mental and spiritual development of the individual, it
includes all-around personality development of the individual. To help the individual in
his/her educational pursuit so that he/she is able to make right choice keeping in view his/her
mental abilities and capacities.
 Provision of Health
 Command of fundamental process
 Worth citizenship
 Vocation
 Civic education and responsibility
 Worthy use of leisure time
 Ethical character
 Development of self-realization
 Development of human relationship
 Economic efficiency
 Select the curriculum that fits his/her abilities, interests and future needs
 Develop work and study habits that enable him/her to achieve satisfactory success in
his/her studies

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 Gain some experience in learning areas outside the particular field of his/her special
interests and talents.
 Understand the purpose and the function of the school in relation to his/her needs
 Plan a program of studies.
 Learn about the purpose and function of the college or school, she/he may wish to
attend later
 Gains insight into learning areas
 Participate in and out of class activities in which he/she can develop potential leadership
qualities
 Develop a positive attitude which will stimulate him to continue his/her education in
relation to his/her talents and training.
 Adjust to the curriculum and to the individual's life.

Principles of Educational Guidance

 Standardized tests has to be made keeping in view of prognostic of success.

 Selection of a curriculum should be decided in the light of test result, degree of
achievement on the precious school level and pupil and parent interest.
 Follow the pupil's achievement in each term and counsellor has to help the student when
the need arises.
 A pupil should not be required to repeat more than once with the same teacher any
course, which he fails as personality differences between the teacher and the pupil interfere
with learning progress.

Problems of Educational Guidance

 To help the individual to make desirable progress in his educational career.

 The problem of motivation and morale in the classroom needs the attention of teachers.
 The problems of understanding by the pupil the aims and values of the study; finding
the work interesting or do they attack it with happiness and success.
 Attacking the problem.
 Understanding of outside assignments.
 Preparation and take up of the examinations.
 Information related to additional studies and course are ahead of them.

VOCATIONAL GUIDANCE
The term “Vocational” applies to all gainful occupations'.
Definition: "It is the process of assisting the individual to choose an occupation, prepare for
it enter upon and progress in it". Hence it is a long-continued process.

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Aims
The student will be assisted to:
1. Acquire the knowledge of Characteristics, functions, duties, responsibilities, rewards of
the group of occupation that lie within the range of intelligent choice.
2. Discover his own potentialities, abilities, skills and to fit them into the general requirements
of the occupation under consideration.
3. To think critically about various types of occupations and to learn a technique for analyzing
information about vacations.
4. To evaluate his own capabilities and interests with regards to their greatest worth to him
and to society.
5. It helps the individual to develop an attitude towards work that will dignify whatever type
of occupation he may wish to enter, the choice is based on personally achieved satisfaction
and the service that can be offered.

6. Assist the pupil to secure the necessary information about the facilities offered by various
educational institutions engaging in vocational training.
7. Provides information related to

 Admission requirement.
 Length of training.
 Cost of attending to the institution of higher learning.
8. Alerting the pupil to the long range training needed to become proficient in most lines of
endeavour.
9. Helping the learner to learn the realization of the success purchased at the price of effort
and the satisfaction on the job derives from doing his work conscientiously and competently.

PERSONAL GUIDANCE

Definition: 'The assistance offered to the individual to solve his, emotional, social, ethical
and moral as well as health problems'.

Nature and Purpose of Personal Guidance

It will deal with all problems of life. It is concerned with social and civic activities, health
and physical activities, worthy use of leisure time and character building activities. It has a
major concern for individual and social problems. To help the individual in his physical,

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social, emotional; moral, spiritual development and adjustment personal guidance has to be
organized.
A) Pre-primary stage: The child should be helped in achieving emotional control and
developing desirable social relationships.
B) Elementary stage: To develop self-discipline and through it they can achieve happiness.
C) Junior high school stage:

 To help pre- adolescents to become adjusted in their new environment.

 To develop a feeling of belongingness and leadership. They must learn to function in a
group with the team spirit.
 It covers vocational and educational aspects and interests.
 To stimulate their desire to develop those qualities that are basic to the constructive
living.
 To develop an attitude of willingness to seek any needed individual counselling
D) High school stage: Effort should be made to offer personal guidance for adjustment.
Useful information pertaining to sex life may be provided.
It should be offered in the cultural framework of the society.
It should enable young ones to develop interest in healthy recreation and they should be
helped in organizing wholesome recreational activities for themselves.
E) College and university stage: To enable them to have a satisfactory personal and social
adjustment in their new environment. For profitable use of leisure time through wholesome
recreational activities. Personal Guidance may be provided to solve economic problems. For
ethical, moral development and social development personal guidance is essential.

RECREATIONAL GUIDANCE
The individual needs assistance in choosing recreations, which are suited to his personal
characteristics.

GROUP GUIDANCE
To assist each individual in the group to solve considered as one his problems and to make
necessary adjustments. To improve students' attitude and behaviour. To orient the newly
arrived pupils to the programme of the school. To give training for the students in different
aspects of leadership. Counsellor may save time by the group approach and is able to pay
more attention to more difficult and complex aspects of the situations faced by an individual
student. It gives an opportunity to the students to express their anxieties and relieve the
pent-up feelings

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To convey information to the students in less time than individual counselling; The teacher
can utilize his time in finding solutions to more difficult and complex aspects of the situation
faced by an individual student.
It affords opportunities to the counsellor to study students in group situations and thus
acquaints himself with his social attitudes and behaviour. It helps the participants to achieve
better balanced judgments by free exchange of opinions and realistic analysis of attitudes. It
makes the normal student to more enlighten as he learns to manage his own affairs in a better
way. It prepares the way for individual counselling. It multiplies contacts with students.

Principles of Group Guidance

It should be regarded as supplement to counsel- ling, not as a substitute for it. It encourages
certain members of the group to seek individual counselling help. Group should be
homogeneous in various aspects. Appropriate project to the students should be introduced.
The person responsible for group guidance should be well- versed with this type of work. It
should be considered as one of the means and not the only means of guidance.

Techniques of Group Guidance

(i) Talks: Class talks are one of the effective’s means of providing students with educational
and vocational information and of developing in them right attitudes to education, learning
experiences, social and personal relations; it stimulates the students to give a serious thought
in planning their educational and vocational career.
Types
General orientation talks.
Education orientation talks.
Vocation orientation talks.
Personal-social adjustment orientation talks.
(ii) Career conferences: It supplements the information given to a group to explain the
vocations in which they work and answer about their jobs.
(iii) Audio-visual aids: It provides a realistic representation and to show the actual operations
and processes involved, to give more intelligent understanding; it makes learning vivid and
attractive.
(iv)Visits: It provides concrete experiences for learning. It is based on actual and direct
experiences. Immediately after the visit, a group conference should be held to discuss that
place or occupation.
v) Group activities: Vocational, e.g. Textiles - weaving, costuming, felt work.

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Recreational, e.g. Art club, music group.
Educational, e.g. School publications, school forum.
(vi) Occupational information through school subjects: It is the simple way of imparting
information, teachers should acquaint the students with the occupational possibilities of their
subjects. They should prepare the lists of occupations connected with their subjects, they
should encourage and assist students to prepare such lists through their own efforts.
(vii) Informal discussions. Should center around desirable objectives, find solutions or
conclusions which will help the group as a whole.
(viii) Group reports: Students are divided into groups which have certain specific problem to
tackle and later reports are presented in larger groups so that all the members will be aware
of problems and its solutions.
(ix) Lectures: By experts on certain problems.
(x) Dramatics: Certain interested topics should be selected with theme and dramatized and he
students can be given guidance in an interesting way, how to solve different problems.
(xi) Question box: It gives the shy and retiring pupil an opportunity to propose a question i.e.,
bothering him without revealing that is his question. So if the question could be proposed in a
silent way, the same could be discussed in a group and vauable guidance to the students.
(xii) Case conferences: Here the problem faced by the majority of the group is started
concretely by way of a case. Each group member reviews his own experience in a similar
situation. The group is guided for immediate solution of the problem by means of social
thinking.

Kinds of Groups for Group Guidance

Regular subject groups.
Special groups organized for the consideration of special topics
Tutorial group.
Advises under a special or specific adviser.
Career or educational groups.
Groups with common interest.
Groups with common adjustment problem.

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COUNSELLING
"Counselling' denotes, "giving of advice". It is a wider procedure concerned with emotion as
well as giving information.

Definition

1. Counselling is a helping process where one person, explicitly and purposefully gives his/
her time, attention and skills to assist a client to explore the situation, identify and act upon
solutions within the limitations of their given environment.
2. Counselling is a method that helps the client to use a problem-solving process to recognize
and manage stress and that facilitates interpersonal relationships among client, family and
health care team.
3. Consultation, mutual interchange of opinions deliberating together.
4. Counselling is a dynamic and purposeful relationship between two people, who approach
a mutually defined problems with mutual consideration of each other to the end that the
troubled one or less mature is aided to a self-determined resolution of his problem.
(Wren 1962).

CONCEPT OF COUNSELLING
 Counselling is the relationship between two persons in which, one of them attempts to
assist the other in organizing himself to attain a form of happiness, adjustment to a life ship
in which situation i.e., self-actualisation.
 An accepted, trusting and safe relationship will be formulated in which clients will learn
to discuss openly their problems, acquires the social skills, courage, self-confidence to
implement desired new behaviours.
 The relationship between two personnel or the interaction between the counsellor i.e.
one a professionally trained worker and the counselee i.e., the person who seeks the services
or who cannot cope up alone, who requires help from the skilled personnel to resolve his
problems by finding new ways.
 Helps the individual to become aware of him- self and the ways in which he is reacting
to the behavioural influences of his environment.
 To develop a set of goals for future behaviour of an individual.

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ELEMENTS IN COUNSELLING PROCESS
Counselling involves two individuals; it is a communication between the counsellor and
counselee (i.e., Tone of voice, facial expressions, gestures and postures of both play an
important role.)

 Counsellor - A professionally trained person who can assist or help the counselee.
 Counselee- A person who seeks help or needs assistance.
 Mutual respect, rapport and satisfactory relationship should be established.
 Counsellor should be friendly and cooperative with counselee.
 Counselee should have trust and confidence over the counsellor.
 Counsellor should have through experience and sound knowledge with counselling
process.
 It concerns itself with attitudes and actions.
 Information; intellectual attitudes, understanding concerns ding of emotional feelings
also plays a significant role.
 It produces change in the individual, improves thinking process whereby the individual
will extricate himself from his immediate difficulties.
 It provides an opportunity for reflection on the impact of the problem on daily life.

ELEMENTS THAT HINDER COUNSELLING PROCESS

(Problems of Counselling Process)

 Passing moral judgments on clients' behaviour or feelings.

 Taking more than you can handle.
 Stereotype the client.
 Increase or slow the pace of process according to your needs.
 Make generalization and minimize the issues or compare it to others' situations or
problems.
 Ask questions for your interest or needs rather than those of the clients.

NEED OF COUNSELLING

 To help the client to accept actual or impending changes that are resulting from stress.
It involves employment psychological, emotional, intellectual and spiritual support.
 To foster cognitive, behavioural, develop- mental, and emotional growth in clients.
 To encourage the client to examine the available alternatives and to decide or directs
which choices are appropriate and useful for problem salvation.
 To develop a sense of control for better management of stress.

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 It provides an opportunity for emotional release and to discuss the ways of coping with
problems.
 To relieve distress among people who are reacting to difficult Aspects of C
circumstances.
 To change the behaviour by reducing the stress or risk.
 It helps the counselee acquire independence and a sense of responsibility.
 It helps the client to explore and fully utilize his potentialities and actualize himself.
 It provides information for the student on matters important to success.
 Establishes mutual relationship and understanding between counsellor (teacher) and
counselee (student).
 Helps the students to know him better i.e., his interests, aptitudes and opportunities.
 To encourage and develop special abilities and right attitudes.
 To inspire successful endeavour towards attainment.
 To assist the students in planning for educational and vocational choices.
 To help the student to work out a plan for solving his difficulties.
 Helps in the total development of the student.
 The counsellor must expect and accept the difference in the students, understands them
and plan the solutions.

CHARACTERISTICS OF COUNSELLING
It is a purposeful learning experience for the counselee.
It is the purposeful oriented and private inter- view between the counsellor and counselee.
Based on mutual confidence satisfactory relationship will be established.
Counselling process is structured around the felt needs of the counselee.
Main emphasis in the counselling process is on the counselee's self-direction and self-
acceptance.

PRINCIPLES OF COUNSELLING

 Tailor-made to the requirement of an individual's problem.

 Emphasizes thinking with the individual.
 Avoid dictatorial attitude.
 Maintains relationship of trust and confidence with the client.
 Everyone participating in the counselling process must feel comfortable.
 Clients' need is to be put first.
 The clients' family members and significant influencing personnel must be included in
counselling process.

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 Skills of warmth, friendliness, openness and empathy are ingredients of successful
counselling process.
 Counsellor has to listen attentively, answer questions objectively; reinforce important
information.
 Let the client make voluntary informed decision.
 Maintain dignity of individual as individual is primary concern in counselling.

RANGE OF SKILLS REQUIRED FOR EFFECTIVE COUNSELLING

Active listening.
Respecting.
Simple acceptance.
Identification.
Structuring or Prioritization.
Non-directive lead.
Persuasion.
Questioning.
Interpretation.
Paraphrasing.
Advice and Suggestion.
Reassurance of praise. (Positive evaluation of the client by the counsellor)
Criticism or negative evaluation.
Confrontation.
Summarizing.
Reflection of feeling.

PHASES OF Counselling
During the process of counselling in accordance with the nature of the person being helped,
narrates different approaches to counselling, it will be useful to identify some common phases
of the counselling process. These phases are in progressive movement and collectively
describes the counselling process.

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Phase 1: Establishing Relationship
Is the core phase in the process of counselling. It affects the the progress of the process and
acts as a curative agent in itself. It should be recognized that each counselee-counsellor to
relationship is unique and hence, it is not possible to have a generalized relationship. It
includes factors, such as respect, trust, comfort, etc.
Begin the phase with adequate social skills
Counsellor has to introduce herself/himself to the counselee
Listen attentively and remember the client's name
Always address the individual by his/her preferred name Ensure physical comfort
Do not interrupt the individual while he/she is talking
Observe nonverbal communications
The relationship is not established in just a single session but may
require several sessions before counselee becomes comfortable with counsellor and accepts
him/her into counselee's inner world.

Phase 2: Assessment
The individuals are encouraged to talk about their problems; counsellor asks questions,
collects information, seeks counselee's views, observes and possibly helps the individual to
clearly state his/her problem. This is the data collecting phase and involves several specific
skills, such as observations, enquiry, making associations among facts, recording, making
educated guesses and recording the information systematically and promptly.

Phase 3: Setting Goals

To provide direction to the individual and the counsellor. It involves making a commitment
to a set of conditions, a course of action or an outcome. Setting goals helps to know how well
counseling is working and when counselling may be concluded. Two types of setting goals
are: immediate and ultimate.
It should be emphasized that goals are not fixed for all time to come and can be changed
whenever new information is received or new insight is developed.
Phase 3: Setting Goals
This phase is more influenced by the view point, a counsellor holds about the counselling
process. After setting goals, the question that follows is 'how shall we accomplish these
goals?' the intervention used will depend upon the approach used by the counsellor, the
problem and the individual. Hence, the choice of the intervention is a process of adaption and
the counsellor should change the intervention when the selected intervention is not working.

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This is similar to medical treatment. When one treatment does not work that practitioner tries
the alternative treatment. The counselling skills needed are: skill in handling the interventions,
knowledge of its effects and ability to read client's reactions.

Phase 5: Termination and Follow-up

All counselling has its ultimate criterion a successful termination. It must be done without
destroying the accomplishments gained and should be done with sensitivity, intention and by
fading. It is not unusual for the individual to have a feeling of a sense loss, hence termination
should be planned over few sessions. Follow-up appointments can also be fixed for some
time.

TYPES OF COUNSELING

Common factors in different approaches of counselling are:

 Interview is the best tool of counselling

 Counsellors should accept the importance of satisfying relationship between counsellor
and counselee
 Counsellor should give respect for the counselee
 Honesty, sincerity and openness are common ingredients in counselling process
 How the counselee perceives the counsellor is more important than the skills and
knowledge of the counsellor.

1) Directive Counselling or Prescriptive Counselling or Counsellor-centred

Counselling
 Also called as counsellor-centred Counselling
 Process of listening to member's problem, deciding with the member what should be
done, and then encouraging and motivating the person to do it.
 This type of counselling is more useful where the individual wants information and
advice for choice of a career. This approach does not focus its attention on personality
development

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 2) Non-directive counselling:-
 Counselling in which the counsellor is empathetic and does not evaluate or direct (but
may clarify) clients' remarks, thus assisting them to accept responsibility for their own
problem-solving.
 In this counselling, the client has to be led to a point of realization, self-help.
 Information may be used to classify a choice and to implement a decision.


SLNO DIRECTIVE NON DIRECTIVE

1 Economical Time consuming
2 Emphasis on problem Emphasis on individual
3 Explain on intellect Explain on emotional aspect
4 Solve immediate problem Deals with self-analysis and new
problem of adjustment

5 Uses psychological assessment data May not use psychological assessment

6 Counsellors plays active role Counsellor plays passive role.
7 Counsellors helps in decision making Clients take own decision
8 Report forming is not significant Rapport forming is essential

3) Short-term counselling:-
 This kind of counselling is used institutional crisis.
 It needs immediate attention.
 counsellors guides problem-solving in a systematic way or decision making in logical
way

4) Long term counselling

It extends over a prolonged period of time, it may varies, daily, weekly or monthly basis.
It is focused for the client who experiences developmental crisis, may need long term
counselling.

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5) Clinical counselling:-
 It is used for the diagnosis and treatment of mind function maladjustments and to find
better adjustment and self – expression.
 A relationship primarily individual, face to face between counsellor and client.
 It describes the problem and also suggests the solution or remedies for the problem.

6) Electic counselling:-
The counsellor will use both directive and non-directive
7) Psychological counselling:-
 In which simply on conversation between client and therapist.
 In the form of questions and answer s, reconstruction of past history or discussion of
current.

8) Psychotherapeutic counselling:-
Psychologically trained individual consciously attempts verbally to assists the other persons
to modify emotional attitudes.

9) Student counselling:-
Helping the student to solving his problem pertaining to the choice of educational institute
courses, methods of study, adjustment, vocational choice, etc.
10) Placement counselling:-
In which counselee in regard to job and posts which are suitable to the client depend upon
his abilities , attitude and interests

Other than this there are various types-

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26
27
DIFFERENCE BETWEEN GUIDANCE AND COUNSELLING

28
GUIDANCE AND COUNSELLING SERVICES
Diagnostic counselling
Diagnostic counselling is a process that involves gathering information about a client to help
with diagnosis, treatment planning, and evaluating treatment effectiveness:
Information gathering: Mental health professionals use interviews, observations, and
assessment tools to gather information about a client's symptoms, mental health history, and
current life circumstances.
Diagnosis: The goal is to accurately diagnose the client's condition.
Treatment planning: The information gathered helps to plan the client's treatment.
Treatment evaluation: The effectiveness of the treatment is evaluated.

Remedial counselling
Remedial counselling is a type of therapy that uses counselling to address issues with
behaviour or performance. It can be part of a guidance and counselling program, which can
offer a range of support depending on a student's needs

TOOLS FOR COLLECTING INFORMATIONS IN COUNSELLING

The information collected through the use of tools should be cumulative; about the individual
as a whole, based on a variety of sources and tools. These tools may be considered under the
following categories:
Nontesting Tools
They provide a set of tools for individual assessment without the use of psychological tests.
These tools are generally developed by the counsellors and teachers themselves.
a) Interview- It is a basic tool of counselling. It is described as a conversation with a
definite purpose. Information with the help of interview can be collected from the individual
student (counselee) herself/himself or from their family members, friends or teachers.
Interview permits flexibility, clarity and an opportunity for observation to the counsellor. It
also provides the counsellor with an opportunity to understand the counselee better. At later
stages, the understanding forms the basis of therapeutic interview in the process of
counselling. Structuring of these interviews helps in making the information more reliable
and valid.

29
b) Observation- It is a careful study of counselee with a specific purpose. Counsellor
makes the observations either by participating observations, i.e., as a member of the group of
counselee participative or as an outsider, non-participative observations can be made
interview or testing or in the classroom or in the community/ward. Sometimes, one-way
screens are used to make these observations. By structuring and using rating scale/ checklist.
These observations can be made more reliable and valid.

c) Anecdotal records -Recording of important incidents. It is a verbal snapshot of an

incident. Case should be taken to record the incident as it has happened. Tutors should be
encouraged to participate in it. Decisions should not be made on the basis of a single anecdote.

d) Cumulative record card- It is a method of recording and providing meaningful,

significant and comprehensive information about the individual over the years. It is useful in
organizing and integrating information collected through the use of different tools. Besides
recording attendance and achievement and also it registers learner's social adjustment in the
school, behaviour with other learners, attitude towards school and teachers. It also contains
the counsellor’s estimate of qualities like hard work, perseverance, tolerance, sociability and
other attributes which make a portrayal of the learner more complete. Cumulative record card
can be maintained either in folder form or file form or card form. Tutors should be involved
in maintaining it and teacher should be given some training in interpreting the information
contained in it.

e) Problem/interest checklist- It is given to identify their expressed problems or interest.

f) Rating scales are used to get the assessment of learners' characteristics/trait such as
initiative, responsibility, truthfulness, attitude of cooperation, honesty, etc., either by others
or the learner, herself/himself.
g) Sociometry – It is used to measure sociability or social distance amongst the members
of a group:
Autobiography and diaries-maintained by the learners may also provide useful
information. Learners should be encouraged to keep their diaries in which they can record
notes about themselves in relation to courses and certain situations. Self-evaluation will help
pupils in developing self-understanding.

Psychological test-are a set of stimuli to provide sample of behaviour of the respondent

for different purposes. Psychological tests provides information about an individual's
psychological characteristics such as intelligence, aptitudes, interests, abilities and
personality, etc., and thus become an essential tool for understanding people. The choice of
test should be made by looking at their validity, reliability, usability and practicability aspect.

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 CHRACTERSTICS OR THE QUALITIES OF THE COUNSELLOR
i. Interpersonal Relationship
 Friendly nature Gets along with others
 Sympathetic understanding
 Fairness
 Sincerity
 Sensitivity to the attitude of people
 Tactfulness
 Patience
 Ability to maintain confidentiality
 Respects client's abilities and needs
 Attentive listener (active listener)
 Speaks in clients' language, gives responses objectively

ii. Personal Adjustment

 Shows matured behaviour, integrated personality
 Maintains emotional stability
 Flexibility and adaptability
 Aware about one's limitations
 Mentally sound and healthy in all the aspects, shows unbiased attitude in using coping
mechanisms
 Aware of one's limitations
 Possesses a sense of worth and sense of humour
 Freedom from withdrawing tendency
 Shows self-respect, self-reliance and self-confidence
 Able to accept criticism
 Personal magnetism Possess knowledge of self
 Ability to tolerate ambiguity

iii. Scholastic Potentialities and Educational Background

 Should possess relevant as well as broad knowledge and efficient skills;
 Able to decide the method to be adopted in counselling process
 Should be motivated and committed
 Highly cultured social interests
 Aware of policies, beliefs, misconceptions and rumours existing within the local
community
 Capacity for work
 Intelligent to tackle the situations effectively
 Positive interest
 Scholastic aptitude
 Possess common sense and uses good judgment when tackling issues

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  Respects the facts
 Studied Master's degree in the essential area of guidance program. The areas in training
are: Counselling process, understanding the individual, educational and occupational and
vocational information, administrative relationship, research and evaluation procedures;
additional training in behavioural sciences (Psychology and Sociology), Economics and
Community Health
 Ability to work with people
 Experience in teaching and follow-up service

iv. Health and Personal Appearance

 Pleasing voice
 Pleasing appearance
 Poise and neatness
 Vitality and endurance

v. Leadership
 Ability to stimulate and lead others
 Reinforces important information
 Directs the counselee, the ways to solve the problems and guide the learner/client to
choose appropriate one by his her own decision (voluntary manner)

vi. Philosophy of Life

 Good character
 Wholesome/positive philosophy of life
 Civic sense
 Integrated personality
 Possesses an acceptable value system
 Faith in human values and human nature
 Shows significant spiritual and religious values
 Convictions, interests and exhibit positive appreciations

vii. Professional Dedication

 Possesses vocational interest and, professional attitude
 Shows loyalty, enthusiasm to provide services for the student
 Had strong sense of professional ethics and professional growth
 Willingness to work beyond call of duty Maintains 'helping relationship'
 Shows interest in research activities
 Uses 'psychotherapy' in solving clients' problems Faith in the spiritual quality of the
world, respects
 universal principles of religion

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ETHICAL PRINCIPLES TO BE CONSIDERED FOR PROFESSIONAL GROWTH
OF COUNSELOR

 Counsellor should be responsible to his/her counselee, school and society.

 Counsellor has to appraise the counselee before starting the process.
 Counsellor has to maintain confidentiality, develop trust and establishes satisfied
relationship with the counselee and his/her family.
 Counsellor is expected to report the facts (if he/she suspects any problem will arise) to
an appropriate responsible authority or takes other emergency measures as the situation
demands. If need arises he/she can consult with other professional competent persons in
professional settings for referral services and for the welfare of the counselee.
 Counsellor will use discretion power and judgment in giving information from a
counselling relationship to other professional workers and expects the same from them in their
release of information given to them in confidence.
 Counsellor has to interpret in a constructive manner the psychological information of
counselee and his/her family.
 Counsellor maintains legal rights of counselee.
 A counsellor can decide either to initiate or terminate the counselling relationship when
he/she cannot be of professional assistance to the counselee either because of lack of
competence or personal limitations.
 Counsellor does not criticize unreasonably.

 Professional Growth
 He/she exerts the influence to foster the development and improvement of his/her
profession.
 He/she does self-study, professional study; participate in conferences, seminars,
workshops organized by professional institutions.
 He/she refrains from undertaking any activity which are apt to result in inferior
professional service.
 He/she engages in research activities which are contributing for his/her personal and
professional growth.
 Provides accurate, appropriate information to the public
 He/she does not seek self-enhancement through expressing evaluations or comparisons
damaging to other professional workers.
 He/she does not accept a private fee or other form of remuneration for his/her
professional work
 His/her professional activities must be in accordance with policies, objectives and
ethical standards of the school.
 Recordings of counselling interviews are made and C presented only with the
counselee's permission.

33
 He/she accepts all who seek his/her assistance regardless E of race, caste, creed, colour,
social or economic status.

PROCESS OF COUNSELING

 Giving guidance or assisting the client in problem solving. The family members and
significant or influencing personalities will be included in counselling session
 Counselling varies with situation to situation
 Everyone participating in the counselling situation must feel comfortable
 It is a process initiated by distressed client or student who is having a problem, it is a
two way interaction between provider (counsellor) and the client (the counselee)
 Situational support will be provided for the client.
 Correct information will be given, encourages the client, the freedom of choice and
changes available as it facilitates client to make proper decision.
 Helps the counselee to focus and identify themselves for their immediate and long-term
needs, propose realistic actions suitable for meeting their needs
 Assist the clients to accept reality and the problem, provide information on all aspects
problem, e.g., technical, social and legal and its correction, etc.
Steps
G-Greet the clients
A- Ask clients about themselves
T - Tell clients or give the information of strategies of coping mechanisms
H - Help the client to choose a method
E-Explain how to use a method
R - Return for follow-up

Verbal Behaviour
Uses languages which is understood by the client, clarifies clients' statements, Explains
clearly and adequately, advising preaching, moralizing, directing, demanding, reassuring
summarizing, responds to the needs of client, encourages the client to speak, gives needed
information, non-judgmental does not criticize or censure the client's feelings or thoughts
C-Clarify
L- Listen
E- Encourage
A - Acknowledge

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R- Reflect and repeat
Does not speak too quickly or too slowly

Nonverbal Behaviour
R- Relax
0- Open and approachable
L-Lean towards client
E - Eye contact
S-Smile and sit comfortably
Uses tone of voice similar to that of a client
Maintains eye contact; occasionally nods the head; maintains suitable distance

ISSUES FOR COUNSELLING IN NURSING

 In India organized guidance & counselling services are rarely available.

 In nursing faculty advisors/ coordinators perform these services for nursing students
 Nursing supervisors provide guidance counselling for staff
 Referrals are made to professional counsellor or psychiatrist when required.
 Absence of trained counsellors
 Lack of organized guidance & counselling services
 Lack of training /faculty development toward development of counselling skills
 Inadequate provision of budget for personnel workshops, training resources & facilities
 Negative consequences if timely referrals are not done
 Lack of counselling culture
 Lack of awareness about counselling services
 Non-compliance with counselling interventions

RESEARCH EVIDENCE
Effectiveness of nurse‐led counselling and education on self‐efficacy of patients with
acute coronary syndrome: A randomized controlled trial
DONE ON 12 NOV 2021
By - Hossein Bagheri, Sara Shakeri , Ali‐Mohammad Nazari , Shahrbanoo Goli , Mahboobeh
Khajeh

35
Aim
Adherence to lifestyle recommendations, medical regimens and cardiac rehabilitation is poor
among patients with acute coronary syndrome. The aim of this study was to examine the effect
of nurse‐led counselling and education using a person‐centred care approach on short‐term
cardiac self‐efficacy in patients with acute coronary syndrome
Design
A parallel, two‐armed, randomized controlled trial was conducted.

Methods
One hundred twenty patients who were hospitalized with diagnosis of acute coronary
syndrome were selected and randomly assigned into intervention (n = 60) or control (n = 60)
groups. In the intervention group, in addition to routine care, the nurse‐led counselling and
education programme included two face‐to‐face sessions, two telephone counselling and
education sessions, using the person‐centred care approach. Participants in the control group
received only routine care. Data were collected using the cardiac self‐efficacy scale before
the intervention and 1 month after discharge.

Results
After the intervention, we found that cardiac self‐efficacy, including the perceived
self‐efficacy to control symptoms and maintain function, was statistically significantly higher
in the intervention group than the control group.

 GUIDANCE NEEDS OF NURSING STUDENTS- A DESCRIPTIVE STUDY

Done on November 2023 IN Indian Journal of Applied Research
Authors: Hemalatha Govindaraj
A Descriptive study was conducted to study the Guidance needs of nursing students.

The aim of the study was to study the guidance needs of nursing students and the association
of guidance needs with selected demographic variables.
A cross–sectional descriptive study design was used for the study. Students from a selected
nursing college studying Ist and second-year B.Sc. nursing were selected by a simple random
sampling method.60 students were selected from the first year and 60 from the second year.

36
The tools used for the study were a self-structured demographic variables questionnaire and
Guidance needs inventory for nursing students (GNINS). After formal oral consent, data was
collected and analyzed statistically.
The study results showed that the overall guidance needs of nursing students was high.
Nursing students had very high guidance needs in the Career aspect and high guidance needs
both in social and academic aspects. There was no significant association between nursing
student’s guidance needs and the selected demographic variables.
This study concluded that the guidance needs of nursing students are high. There is a need
for guidance and counselling units in all nursing colleges and schools. Career guidance should
be given priority among other needs. This study can be done on a large scale for nursing
students in all nursing colleges.

37
 CONCLUSION
Guidance and counselling received much attention in the field of education. It has been
generally agreed by all that guidance and counselling must become an integral component of
educational process and the responsibility implementing the rest to a large extent or teachers
and educational institutions. Counselling and guidance is having scope in various fields to
develop skills, to develop adjustment, and cooperation in life.

38
 REFERENCE

 Sodhi J.Comprehensive Textbook of Nursing Education. 2nd ed.New Delhi:Jaypee

Medical Brothers Publishers(P)Ltd:2022
 BT Basavanthapa. Nursing Education. 2nd ed.New Delhi: Jaypee Brothers Medical
Publication:2009
 Neeraja KP.Textbook of Nursing Education.3rd ed.New Delhi:Jaypee Brothers Medical
Publications:2023
 Sudha R. Nursing Education Principles and Concepts. 1st ed. New Delhi:Jaypee
Brothers Medical Publications:2013

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