Assignment Papers 3 Semister III

BHABHA UNIVERSITY
MEd - Semester - III, 2023

SECOND ADVANCE LEVEL COURSE - I (GUIDANCE & COUNSELLING -I) - MED -
303
Assignments Paper-3
Q 1. What do you mean by guidance? Discuss its scope and significance.
Ans.
Meaning of Guidance:
It is fact that we use word “Guidance” most frequently in our day-to-day life. But it is the hardest job to
define and understand the concept of guidance in clear cut words. It is not really a recent concept, and
it is as old as our human civilization is so that to be more clears about concept of guidance it is
necessary to discuss some of the definitions of different guidance experts and authors.
They have cited their definitions in various ways not disturbing the main theme of guidance by which
we find a common agreement among them. For an open discussion certain definition regarding the
concept of guidance were mentioned here.
Good:
“Guidance is a process of dynamic interpersonal relationships designed to influence the attitudes and
subsequent behavior of a person.”
Hamrin and Erickson:

“Guidance is that aspect of educational program which is concerned especially with helping the pupil to
become adjusted to his present situation and to plan his future in turn with his interests; abilities and
social needs.”
Lefever, Turrell and Weitzel:

“Guidance is an educational service designed to help students make more effective use of the schools
training program.”
Chisholm:
“Guidance seeks to help each individual become familiar with a wide range of information about
himself, his interests, his abilities, his previous development in the various areas of living and his plans
or ambitions for the future.”
Jones:
“Guidance involves personal help given by someone, it is designed to assist a person to decide where
he wants to go, what he wants to do or how he can best accomplish his purpose; it assists him to solve
problems that arise in his life.”
Submitted by : Snigdha Tripathy
Registration No : 222501039 Enrollment No : 13ED221MD012
Dunsmoor and Miller:
“Guidance is a means of helping individuals to understand and use wisely the educational, vocational
and personal opportunities they have or can develop and as a form of systematic assistance whereby
students are aided in achieving satisfactory adjustment to school and to life.”
Mathewson:
“Guidance is the systematic professional process of helping the individual through education and inter-
pretative procedures to gain a better under-standing of his own characteristics and potentialities and to
relate himself more satisfactorily to social and moral values.”
Bernad and Fullmer:

“Guidance is perceived as all those activities which promote individual self realization.”
Stoops and Wahlquist:

“Guidance is a continuous process of helping the individual development to the maximum of his
capacity in the direction most beneficial to himself and to society.”
Traxler:
“Guidance enables each individual to understand abilities and interests, to develop them as well as
possible and to relate them to life-goals, and finally to reach a state of complete and mature self-
guidance as a desirable member of the social order”.
Smith:
“The guidance process consists of a group of services to individuals to assist them in securing the
knowledge’s and skills needed in making adequate choices, plans and interpretations essential to
satisfactory adjustment in a variety of areas.”
Crow and Crow:

“Guidance is assistance made available by competent counsellors to an individual of any age to help
him direct his own life, develop his own point of view, make his own decisions, carry his own burdens”.
Mc Daniel:
“Guidance is a facilitative service, it does not undertake to carry out the objectives of educational
programmes; rather, it attends to provide aids to pupils and staff to help pupils determine the courses
most appropriate to their needs and abilities, find instructors who will be more sympathetic to their
individual requirements, and seek out activities which will help them realize their potentialities.”
Brewer:
“Guidance is a process through which an individual is able to solve his problems and persue a path
suited to his abilities and aspirations”.
Moser and Moser:

“Guidance is a with many meanings. It is a point of view, it is a group of services, it is a field of study…
should we be required to choose one of the emphasis, service would predominate.”

Mortensen and Schmullar:
“From one point of guidance clearly embraces all of education, from another, it is seen as a specialized
service whose primary concern is with the individual.”
Tiedeman:
“The goal of guidance is to help people, become purposeful and not merely to peruse purposeful
activity”.
Secondary Education Commission, 1954 (India):

“Guidance involves the difficult art of helping boys and girls to plan their own future wisely in the full
light of all the factors that can be mastered about themselves and about the world in which they are to
live and work.”
After compiling all the definitions cited above, it is found that guidance goes smoothly carrying two
individuals into its account. In one side the needy child who seeks guidance plays his role on the other
hand the guide or guidance worker who is having excess experiences in his field concerning guidance
acts sincerely.
That is why it is proved that like education, guidance is also bipolar process. It is some sort of assistance
or help given by guidance worker to the youngster not only to make him fit for educational career or
job career but also it suggests how to adjust with others and to prepare him for future world.
Especially in educational situation teacher plays a vital role as guide at the time problems faced by the
students. In short, it is stated that suitable solution and fruitful suggestion for the problem of the
students is the important goal of guidance which is to be achieved.
Scope of Guidance:
Indeed, the scope of guidance is very vast and extending one as it gives much emphasis on various
aspects of human life. With due importance it does not ignore any aspect of life. The need and
importance is much more felt by every individual as the human life getting more complex and the
world undergoes through various changes day by day. Besides that guidance is an essential help which
is given to the needy persons at any age and stage of individual life. At present, the scope of guidance is
increasing and highly appreciating by the modern talents.
The scope of the guidance extends its long hand in helping needy individual the following
considerations regarding:
1. Selection of suitable courses and subjects,
2. Better choice of preferable vocations/occupations,
3. Preparation for a better job,

4. Proper placement in the world of the works,
5. Been interest for higher education and training,
6. Clear cut knowledge of applying and availing the scholarships.
7. Sure gain of the achievements in favorable field,
8. Improvement of regular study habits,
9. Maintenance of the physical health relating physical exercises, food etc.,
10. Development of the mental health,
11. Solution of the personal adjustment problems,
12. Careful and fruitful suggestions for social adjustment problems,
13. Ways to find out and gain pleasure, peace and satisfaction in both personal and as well as social life.
Above discussions made clear about educational, vocational, social, moral, physical, personal, and
vocational aspects of human life which are the great concerns of the scope and study of guidance.
Guidance has wide sphere so far, its scope and uses are concerned. It has no limited use in case of
secondary school students at their problems. Rather guidance is also needed for college and university
students to have a better reach and solution of their problems.
Besides this, the scope of guidance includes and provides helps and services for the individuals of any
age, sex, race, caste, colour, creed, area, labels abilities etc. The scope of guidance does not believe in
any form of guidance.
Rather the scope of guidance includes all forms of guidance such as informal, non-specialist and
professional.
The scope of guidance also is enriched by some of the new fields considering adjustment in the
context of ever-growing society like:
(a) Socialized curriculum
(b) Co-curricular activities
(c) Community resources
(d) Physical surroundings and continuing environment
(e) Educational privileges

(f) Avocational opportunities
(g) Group life and co-operation
(h) Social contact and interactions.
(i) Research about problems relating social groups and guidance.
Also, the scope of guidance embodies certain tools and techniques to measure or evaluate the abilities,
interests, aptitudes and attitudes of the individuals such as—
1. Interview schedules
2. Observations
3. Different appropriate tests
4. Rating scales
5. Individual inventories
6. Diagnostic records
7. Sociometric techniques
8. Anecdotal records
9. Case studies
10. Cumulative record cards
11. Educational clinics
12. Required instructions
13. Study of group activities
14. Investigations and research.
In the light of above descriptions, it can be concluded that the scope of guidance is broad as well as
vast which covers entire situations and span of life of the individuals of the present world.

Q 3. What is counselling? Discuss the principle of counselling.
Ans.
Meaning:
Among the various services of guidance program organized by the educational institutions or schools
‘counselling service’ has a vital role to play. It is the most prominent aspect of guidance which conveys
the meaning of guidance in different situations for different services. Most of the time, it is treated as
synonym of guidance. That’s why it is regarded as the very core of the guidance program.
It is as old as society itself. Usually, counselling is given at many levels. It means in homes, parents
counsel their children, in the clinic or hospital the doctor counsels the patient. In the court, the lawyer
counsels the client. Like this in educational institutions or schools, teachers counsel their pupils as
counsellors. After having this discussion on counselling, it is necessary for us to know what counselling
is.
The term counselling in guidance literature conveys a meaning much more than its literary meaning
and its scope is much broader than mere giving advice. The major concern of counselling service is to
help the individual to achieve self-direction, self-knowledge, and self-realization. Before citing the
definitions given by different specialists on this area it is essential on our part to know the meaning of
counselling service in general perspective, that is, “Counselling is a face-to-face meeting for
interpersonal relationship of the counsellor and the counselee in which the counsellor who happens to
be person with special training and competency offers suggestions, opinion and advice to the
counselee to assist him (the counselee) to understand himself and to develop his potentialities and
resources so that he may function as an independent and self-reliant person, capable of making his
own decisions and solving his own problems.
In other words, it can be stated as a consultancy service and through mutual exchange the counsellor
can motivate the counsellor in bringing about changes in attitudes and in development of skills and
competency and make right choices.
Definitions of Counseling:
Myer:
“Counselling implies a relationship between two individuals in which one gives a certain kind of
assistance to the other.
Carl Rogers:
“Counselling is a series of direct contacts with the individual which aims to offer him assistance in
changing his attitudes and behavior.”

Robinson:
“The term counselling covers all types of two personal situations in which one person, the client is
helped to adjust more effectively to himself and his environment.”
Traxler:
“Counselling is the application of the personal resources of the school or other institution to the
solution of the problems of the individual.”
Basic Principles of Counselling:
The counselling service in the guidance program of schools or educational institution is based on the
following principles:
1. Counselling is strongly dedicated to self-direction and self-realization of the pupil or client.
2. It is the development of the insights and understandings of the relations of self and environment.
3. It is a structured learning situation.
4. Counselling methods vary with the needs of the client or pupil.
5. It is primarily a preventive and remedial process.
6. It is voluntary for the pupils.
Need for and Importance of Counselling Service:
It is sure to highlight that pupils experience several problems in the school and at home, relating to his
adjustment, educational choice, and occupational choice etc. But most of their problems are of
personal-social in nature.
These personal-social problems are as follows:
1. Change of subject.
2. Developing proper study habits.
3. Making and keeping friends.
4. Feelings of inferiority.
5. Free studentship and concession.

6. Getting along with one’s peers
7. Preparing for the examination.
8. Problems relating to use of leisure time.
9. In adequate participation or over involvement in school activities.
10. Dropping out of the school.
11. Planning for the future.
12. Continuous absence from school.
13. Problems relating to love affairs.
14. Problems relating under achievement.
15. Manners and Morals.
Pupils need counselling services for the purpose to know how they should deal with or tackle the
problems they are facing in their daily life situations. Sometimes a pupil is unaware that he has a
problem. Unless he is made aware of his problems he can’t be helped in his development. For this he
requires counselling to develop insight into his problems.
Besides, it has been observed that a pupil needs a wise and sympathetic person to whom he can talk
about his personal problems, a person who can give a patient hearing to his problems and assist him to
solve his problems. The counselling session provides this opportunity to the pupils to talk about his
problems and develop insight into the possible solutions to his problems.
Functions of Counselling in General:
The counselling service performs the following functions:

1. It establishes a trusting, accepting, safe and sharing relationship with the pupils.
2. It allows and encourages the pupils to express his worries, problems
3. It helps the pupils to develop insight into his real problems and to assist him in self-understanding
and self-development. It is in this sense that counselling is developmental in nature.
It assists the pupil to understand the factors which have caused his problems, worries and difficulties
and thereby to be alert about those factors to be able to prevent the recurrence of his problems and
difficulties. In this sense, counselling is preventive in nature.

It assists the pupil to understand themselves and his environment and to find out solutions to his
problems with satisfaction to himself and benefit to the environment. Finding solution to his problems
leads to emotional release and reassurance. Therefore, counselling is remedial in nature.
Organization of Counselling Service in School:
The counselling service is to be organized as per the following criteria for making counselling service a
grand success in the school:
1. A qualified counsellor should be appointed.
2. The counsellor should be given a separate room so that it will provide adequate privacy to him.
3. The room should have sufficient equipment’s.
4. The room should have adequate furniture.
5. The counsellor should take advantage of every opportunity or facility offered by the school like
bulletin board, the assembly period etc., to publicize the counselling service and to explain its nature
and purpose.
6. The room should be made as attractive as possible.
7. The counsellor should make himself easily available to the pupils as and when necessary.
8. The counsellor should be very receptive and humane in nature.
9. The principal or headmaster should take a keen interest in the counselling service of the school.
10. The counsellor should arrange talks illustrated by films and film strips for pupils, teachers, parents,
and other community groups.

Q 4. What is the role of teacher in guidance?
Ans.
Teacher’s role and place in guidance is one of the main and fundamental duties of teachers. Teacher’s
participation in guidance improves their work and the effectiveness of their efforts.
In education system teacher is like a glittering and shining sun who has a unique role in teaching and
learning process. He /she is not just a teacher but a facilitator; and not only works in teaching
dimension, but also has special attention to educational, psychological, social, and moral aspects of
education.
The highway of education has several sides. With the improvement of technology, the welfare of
people improves, but at the same time their rest and tranquility decreases. In this process students are
not exceptions. They need a supporter who helps them in coping with these problems, so that they can
use his / her professional advice in choosing the appropriate way of life.
Investigation of guidance should be started by emphasizing this point that every person who teaches
social skills is also an educational advisor. It means that helping children in coping with their personal
problems and in making decisions about their life is part of teachers' responsibility. Every teacher is a
unique person, and there is no doubt that he/she will be different from his/her other colleagues if
he/she is aware of the importance of his/her role as a guide.
For some teachers it is easier to speak about their personal objectives with students. They are more
sympathetic and more patient in their relationship with students, so, children feel they can commune
with them and rely on their response. In fact, these two characteristics namely sympathy and reliability
are far more influential than acquaintance with consultation skills when children need help and
support.

Who is a successful teacher:
Teachers are the first thinkers of main challenges in children's education in each country. So, in all
educational systems focus is on teachers. In other words, the eyes of people in each country are
looking at the hands of teachers to see what kind of students with what competencies and merits are
delivered to society.
A society without good teachers does not develop. Every moment of the teacher’s life like their job
should be for others. A good teacher is one who loves children and enjoys of being with them. He/ She
should believe that every child can be a qualified person in future. A good teacher is the one whose
heart throbs for children. He understands children and never forgets that he himself has been once
child.
Teaching is a unique and fateful job and cannot be compared with other jobs. Our problem is the lack
of true teachers, the willing and learned ones who like rain choose thirsty lands. Successful teachers are
the ones who are initially good consultants and psychologists. Studies show that, a teacher will be
successful who gives students the opportunity of participation, freedom, trial and error, and decision
making.
The teacher who is aware of psychological and consultative techniques can achieve this goal. A teacher
who is a consultant and advisor does not humiliate students but uses positive appropriate instead
statements.
For example: Almost correct, try again. Good idea, but unfortunately you didn’t follow the correct
direction. Unfortunately, it is not correct, but if you think more, you will find the answer. A teacher who
is a consultant has a significant role in developing self- confidence.
An advisory teacher respects students’ efforts and their freedom as honorable persons and knows that
in order they grow and evolve perfectly, they need opportunities for meaningful decision making.
It means that they should have the freedom of doing mistakes and even laugh at their incompleteness.
An advisory teacher isn’t born good but becomes good and makes students good. A consulting teacher
loves students and teaches them how to love and to be loved. She /he develops creative thinking in
students and changes them into capable and efficient individuals. Such a person is not pretentious and
doesn't have a defensive behavior.

The necessity of teacher consultative roles:
Qualitative development of human factors in different area is a key strategy in sustainable

development. Teachers as the main factors of education play a significant role in the quality of
education.
So, their professional improvement is important.
What kind of skill the teachers should have, and what are their professional skills?
1. Cognitive skills: having sufficient knowledge and information about educational psychology and
teaching materials.
2. Emotional skills: having good and proper attitudes based on determinate duties and responsibilities.
3. Operational skills: having practical capabilities for controlling and management of teaching- learning
system.
4. Influential amplification: Teachers’ personality through his/her proper action should be reflected in
students’ spirit and behavior. The ability of impressiveness as a desirable model is an important and
necessary factor in educational process.
Levels of consultation and guidance:
Critics believe that consultation is a professional work. So, except specialists none should interfere in it.
Thus, teachers should teach, and consultants should guide students. According to them, these are
separate activities, and it cannot be expected that teachers be able to do the consultant duties.
To explain this subject and defend the belief that teachers can do the consultative tasks, we discuss the
levels of consultation and guidance activities.

1. First level: using advisory and guidance skills to provide a proper and positive environment. In this
level our purpose is guidance and teachers should have some basic skills such as, children's social
growth and removing their shyness, improving verbal skills, increasing self-confidence and
responsiveness, etc.
2. Second level: using consultative skills by a special teacher. Some teachers who have studies and
experience can do some sub professional activities as a guidance teacher.
3. Third level: individual and group guidance and advisory by consultant at school level.
4. Fourth level: introducing to a psychologist, psychotherapist, and special clinics.
It is obvious that teachers cannot work on third and fourth level, and their interference is not
acceptable. Recent attitudes support the active role of teachers in the first and second levels, but it
should be noted that without having the required skills they cannot do such activities. Their duty in
professional stages is just referring to a consultant or special clinics.
Teachers’ situation in guidance and consultation:
The situation of teacher in guidance and consultation is not known properly, but some of them are
placed at the center of this activity. Consultation is a basic principle in guidance, and because it is a
professional activity that requires especial training and studies, fulltime teachers cannot be consultants
and it is not expected to do their teaching duties together with consultation. But they have especial
duties is creating and maintaining an environment which leads to the student’s mental health.
Although teachers are not consultants, they should be aware of communication principals and skills
and apply them in their relationships with students. They are not therapists of inconsistencies and
emotional problems but can create a desirable environment for mental health.
Experienced individual with improper communication skills cannot act as consultants. There are many
teachers and employees in school environment who have some experiences in different levels, but at
high level special training is needed. It is this specialization and training that equips consulting teacher
and gives him/her special characteristics to communicate with students and help them to meet their
evolutionary needs and decisions-making.

By learning consultative skills, you may not be a consultant, but remember that your students will say
later you were a good listener a person who respect their personality, and teaching was not just a job
for him. They will remember the one who taught them useful things about the important problems of
the world and their life.
Although he/she could not solve their problems perfectly but listen to them whole heartedly.
From the above, we find that one of the important responsibilities of teachers is their advisory role.
Because teachers have a significant role in students and school success, planning on this precious
capital will be logical and desirable. Success in not accidental but is the product of planning and effort
in such a helpful and scientific job.
Although teachers are not consultants and advisors, they are intimate to students and have the most
influence on them. So, they should learn the advisory skills and use it in teaching and solving students’
problems. They are not consultants, but their role and function are so important that the success and
failure of contribution and activities. It is the fellowship, sympathy, and cooperation of teacher, advisor,
manager, and assistant which can help us to achieve an efficient and effective school charter. We hope
that all of us be the helpers of each other with a deep love.

Q 7. What are the different tools of guidance.
Ans.
Guidance is one of the means employed by educationists to develop the human potential. The child
learns from a teacher not only mastery over a subject, but also values, attitudes, and habits. In the
1920s, Piaget was working at the Binet Institute and his main responsibility was to translate questions
written in English intelligence tests into French. He became interested to find out why children gave
incorrect answers to the questions needing logical thinking.
Guidance is the help given by one person to another in making choices and adjustments and in solving
problems. Guidance aims at aiding the recipient to grow in independence and ability to be responsible
for one’s own self. It is a service that is universal – not confined to the school or the family. It is found
in all sectors of life – in the home, in business and industry, in government, in social life, in hospitals
and in prisons; indeed, it is present wherever there are people who need help and who provide help.
Tools of Guidance
The techniques which are generally employed by guidance workers for collecting basic data about a
person are either standardized or non-standardized ones. The non-standardized techniques are case
study, interview, rating scales, questionnaire, observation, sociometry, biography, cumulative record,
and anecdotal records. The standardized techniques are tools of measuring interests, intelligence,
aptitudes, and personality traits. Both the categories of techniques are used in getting primary data. All
the techniques are useful. The only consideration which the guidance worker should keep in mind is
that the techniques employed should give reliable and objective information. Standardized tests of
intelligence, interests and aptitudes provide reliable and valid information. They are reusable, less time
consuming and can be scored easily. Non-standardized techniques used in the study of human beings
are also helpful, and sometimes give more useful information than that given by standardized tests. For

example, autobiography which is a non-standardized technique does provide clues and insights into the
emotional problems of a person as well as hopes and aspirations. Similarly, case study helps the
counsellor in understanding the whole individual. The use of a technique, however, depends upon what
the guidance worker wants to get out of it.
Non-Standardised Techniques
1. The Questionnaire: A questionnaire is a list of questions to be answered by an individual or a
group of individuals, especially to get facts or information. It should be elaborated to match
with other techniques. Questions are designed to get information about conditions and
practices about which the respondents are presumed to have the knowledge. The questions in
a questionnaire are basically of two types, the closed and the open type. In the open type,
questions require the individual to think and write. For example, what is your favourite sport?
The closed type question requires the answer in the form ‘yes’ or ‘no’ or in a limited number of
given categories. The open type questionnaire is time consuming and requires special skill in
interpreting the responses. The closed type questionnaire can be easily scored, interpreted and
is more objective.
2. Observation: In this technique behavior is studied through observation by a trained observer.

The effectiveness of the technique depends upon the skillfulness of the observer. The observer
is expected to observe well defined behaviors free from biases and prejudices. Observational
techniques are useful in the study of students and individuals, but their usefulness depends
upon the manner and purpose with which they are conducted.
3. Sociometry: The purpose of this technique is to study the nature of social relationship of
individual within a group. It offers an opportunity to identify personality problems, especially in
isolates and the rejected. Isolated are students who remain alone with no relationships in the
class. Rejected students are disliked by other students. The technique is a useful source of
information for appraisal of social behavior of students.
4. Autobiography: You might have read autobiographies of great personalities. An autobiography

is a description of an individual in his/her own words. As a guidance technique for studying the
individual, it gives valuable information about the individual’s interests, abilities, personal
history, hopes, ambitions, likes, dislikes, etc. In guidance, structured autobiographic items are
given to the individual and he/she is asked to write them out.
5. Rating Scales: In this technique presence or absence or a behavior or trait in a person is rated
in terms of quantity and quality. You might be rating your students’ performance, handwriting,
habits, and many other aspects in your day-to-day teaching. For example, Ashok has done
better than Meena in Mathematics, but Meena scored the highest in Hindi. Ram is taller than
Shyam, but Shyam is taller than Nitesh. The world ‘rate’ means judging somebody or estimating
the value of something. The guidance worker, who has observed the individual in many
situations, gives his/her judgments.
6. Anecdotal Record: An anecdotal record contains short descriptive accounts about some events
regarding a student. Every account is a report of a significant episode in the life of a student. It

is a simple statement of an incident deemed by the observer to be significant with respect to a
given student. When such reports describing, on the spot, some incidents are recorded so that
they may be of some significance, they are collectively known as an anecdotal record.
7. Case Study: A case study is defined as a collection of all available information – social,
physiological, biographical, environmental, vocational – that promises to help explain a single
individual. A case study is a comprehensive collection of information gathered using different
tools and techniques of data collection. It is the most important technique and the best
method of studying the whole individual. Its purpose is to say positively and with confidence
that, as far as possible, all sources of information have been tapped and all kinds of data have
been gathered about the client. In case study, information about the individual is so organized
and combined into a whole that the individual studied is viewed as a dynamic one trying to
adjust to the environment in which he is. The main object behind a case study is to observe the
individual as a whole.
8. Cumulative Record: It is a record of information concerned with the appraisal of an individual

student. The information, which is obtained periodically through various sources, techniques,
tests, interviews, observations, case study and the like, is assembled in a summary form on a
cumulative record card, so that it may be used when the student needs advice for the solution
of some educational or vocational problem. The cumulative record has been defined as “a
method of recording, filing and using information essential for the guidance of students”.
9. Interviews: An interview is a conversation with a purpose. The purposes for which interviews
are arranged are introductory, fact finding, evaluative, informative, and therapeutic in nature.
Another characteristic is the relationship between the interviewer and the interviewee. The
occasion should be used for a friendly informal talk. The interviewee should be allowed to talk
in a permissive atmosphere with confidence and freedom.
Standardised Techniques
There are four types of standardized tools. These include achievement, interest, aptitude, and
personality testing. There is some overlap in these categories, especially in interest and personality. Let
us examine these one by one.
1. Aptitude Tests: Aptitude may be defined as a trait that characterizes an individual’s ability to
perform in a specific area or to acquire the learning necessary for performance in a given area.
It presumes an inherent or natural ability that can be developed to its maximum through
learning or other experiences. However, it cannot be expanded beyond a certain point, even by
learning. In theory, then, an aptitude test measures the potential of one to achieve in a given
activity or to learn to achieve in that activity.
2. Achievement Tests: We have been using these tests to assess student’s performance in school
subjects. All unit, semester and terminal examination tests are nothing but achievement tests.
These tests focus on skills or abilities that are traditionally taught in the schools. Therefore,
achievement tests may be defined as tools designed to measure the degree of student learning
in specific curriculum areas common to most schools, such as Mathematics, English usages, etc.
Achievement tests are used as learning measures of (1) the amount of learning, (2) the rate of
learning, (3) comparisons with others or with achievement of self in other areas, (4) level of
learning in sub-areas, and (5) strengths and weakness in a subject matter area because of their
extensive use and relatively easy task of identifying appropriate context measures.
3. Interest Inventory You might have observed in your class that some students show more
inclination in math, while others in computers, some in literary activities, in paintings, etc.
Interest is a behavior orientation towards certain objects, activities, or experiences. It is an
expression of our likes and dislikes, or our attractions and aversions. An individual chooses the
most acceptable, suitable alternative out of many, go after preferred objectives, activities, etc.,
and consequently derives satisfaction, success, and happiness out of the activities selected.
Interests are related to general ability, special aptitudes, and values in various ways. Linguistic
and scientific interests are positively correlated with intelligence, technical interests are related
to mechanical aptitude and business interests are related to the tendency to stress material as
opposed to theoretical, social or aesthetic values and so on.
4. Personality Tests: Personality is inclusive of everything about one’s physique, socio-emotional

and personal characteristics. Therefore, personality is the sum total of an individual behavior in
social situations.
Personality testing is necessary to achieve the following purposes: i) It helps the students in
proper educational and vocational choice. Personality plays an important role in individual,
personal, educational and vocational adjustment and success. It is, therefore, important to
diagnose the individual’s personality pattern to see whether he possesses the traits which are
likely to contribute significantly to his adjustment to the course or career he is choosing.
It helps the individual in resolving emotional conflicts. Personality diagnosis becomes essential
when the difficulty the individual encounters in making proper adjustment with the educational
and occupational choices, lies in emotional conflict about which the client has no knowledge.
When the cause of the individual’s mental conflict is diagnosed, it may be possible for him to
solve his problem in his own way.
It helps the teacher and the counsellor. Personality testing through various techniques will help
the teacher and counsellor to get this information and help the individual on the basis of this
information.
It helps the employer in proper selection of the personnel.
It helps the clinical psychologist. A clinical psychologist can use personality assessments to help
choose the best therapy for his clients.
The aim of all guidance is to assist the learners to acquire sufficient understanding of themselves and of
their environment to be able to utilize most intelligently the educational opportunities offered by the
school and the community. Guidance is the assistance given to individual in making intelligent choices

and adjustments in their lives. The ability to make wise choices is not innate; it must be developed. The
fundamental purpose of guidance is to develop in each individual up to the limit of his/her capacity the
ability to solve his/her own problems and to make his/her own adjustments. The techniques which are
generally employed by guidance worker for collecting basic data about the individual are either
standardized or non-standardized. The non-standardized techniques include interview, ratings,
questionnaire, observation, sociometry, biography, cumulative record, anecdotal records. The
standardized techniques are tools of measuring interests, intelligence, aptitudes, and personality traits.
Q 11. What are the various types of interviews? Explain the procedure of conducting interview.
Ans. An interview is a question-and-answer type of round where a person asks questions, and the other
person answers those questions. It can be a one-on-one two-way conversation, or it can be multiple
interviewers and multiple participants.
Importance of Interviews
Interviews make all of us nervous since these are the deciding factor in whether you will get the job or
not. We will be discussing the details of an interview in this article. Interviews make an important part
of the recruitment process. They are meant to assess the candidate on different parameters including
the following:
This is an important point of judgment since the candidate must be a fit in the organization’s work
culture. This ensures that there are no fundamental conflicts between the company and employees. It
also helps the candidate to easily adapt to the company policies and guidelines. This ensures a healthy
work environment.
Through different interview rounds, you will be able to assess if the candidate has the required skill set
for the job profile. This is the most important part of the assessment. It ensures that the company is
hiring the most capable employee for that job role.
Various Interview Methods
There are two types of interview methods: individual and group interviews.
Individual interviews: These interviews are one-on-one interviews that are conducted between the
interviewer and candidate. Such interviews help in a detailed assessment of the candidate. This helps in
a more accurate judgement of the candidate.

Group interviews: Such types of interviews are conducted when there are multiple candidates for a job
opening. This helps in expediting the screening and recruitment process. The candidates are screened
and filtered out which ultimately leads to an individual interview with the prospective employee.
Interfaces of Interviews
We have discussed the methods and stages of interviews. Let us now discuss the different interfaces of
interview.
1. Telephonic Interview
This usually takes place with either the HR or recruitment to assess the candidate in general. This may
include asking interview questions based on the resume, roles and responsibilities of the job profile. In
most cases, telephonic interviews are the first and last stage of the interview.
2. Face-to-Face Interview
Once the candidate’s basic profile is screened and shortlisted, it is processed further. The candidate
and interviewer meet in person to discuss your profile. This may include the employer, someone from
Human Resources, or a recruitment consultant. Based on the interview round, you will either be
assessed in general or on technical grounds.
3. Video Interview
These can be considered the substitute for the face-to-face interview since it has a similar purpose.
Video interviews happen in case of remote positions or in situations when meeting the candidate is not
possible. Video interviewers were the most feasible type of interviews during the peak of COVID-19.
Types of Interview
Let us take a look at the different types of interview conducted.
1. Personal Interview
Also known as an individual interview, this face-to-face meeting occurs between the recruiter and the
candidate. The aim of such an interview type is to scrutinize the aspirant to ensure that he/she is
suitable for the job profile as well as the company culture. Questions like ‘Tell me about yourself” or
“what are your professional achievements” are often asked in personal interviews.
2. Panel Interview
In this type of interview, there are multiple interviewers who assess the candidate. All types of
questions from expertise to future aspirations may be covered in these interviews. These may include
different professionals from the team who assess the candidate on different grounds. The decision in
such interviews is collective. In such interviews, the candidate is keenly observed based on their skill set
and body language.
3. Structured Interview
In such interviews, interviewers ask the same set of questions from all candidates. These can be open-
ended or close-ended questions. If it is an open-ended question, then there can be multiple answers for
a single question. If it is a close-ended question, there will only be a single answer. In this type of
interview, the interviewer compares candidates based on their responses to these questions.

4. Unstructured Interview
Here, interviewers change questions based on the candidate’s response to the previous questions.
There is no set format and there can be all types of interview questions that you may not predict. The
interviewer may already have questions, or they might base them on the interview progress.
5. Stress Interview
These are challenging in nature since the interview assesses your response to stressful situations.
Interviewers want to ensure that your response will be constructive for the company. Such types of
interviews are common for high-stress job profiles.
6. Case Interview
Here, the interviewer gives you a situation and the associated problem. This may be an imaginary or a
real-life problem. They then ask for a solution to the problem. The aim is to assess how good you are at
problem-solving.
7. Off-site Interview
These are informal interviews where the candidate and interviewer meet at a place other than the
office. The interviewer may invite the candidate over lunch. The aim of such interviews is to assess your
personality outside the workplace.
8. Informational Interview
These interviews are meant for learning the real-life experience of an expert working in a field of the
interviewer’s interest. In this type of interview, it is expected to seek advice and learn about a sector,
job or employer. Here, experts from different fields are interviewed so that the interviewer gains more
knowledge.
9. Working Interview
Unlike a traditional interview, the job seeker is assigned a task. Based on the performance of this task,
the employer assesses the aspirant. Through a working interview, the job seeker can showcase the
actual skillset rather than the theoretical expertise. This type of interview is also beneficial for the
employee as they get the chance to practically experience the roles and responsibilities of the job
profile.
10. Exit Interview
Unlike other types of interviews, exit interview allows companies to gain a perspective on why
employees leave their job. Employers interview employees to share their feedback on their work
experience at the company. Based on the feedback, the company can make improvements within the
workflow.
Procedure of conducting interview
1. Identify the purpose
Remember, holding interviews is not just to recruit new talent. They may be used to find new clients or
suppliers, conduct disciplinary hearings, gauge opinions, gather evidence, talk to the media, etc.

2. Plan and prepare
Plan and make preparations in advance. Think about who should attend, where to hold the interview,
any legal issues (access, equality), the structure or format (is there anything candidates need to prepare
and bring to the interview?), what questions you should ask, housekeeping and welfare, etc.
3. Be careful with personal data
When handling personal data, it is important to comply with GDPR. You will need candidates to consent
to the company processing sensitive data such as disability and biometric information. Furthermore,
consider the process for data storage and ensure access to this data is limited to those involved in
the recruitment process.
4. Set ground rules, if appropriate
Communicate what provisions are available (such as access, auditory, etc.), timings (how long should it
take?), mobile phones and smoking rules, refreshments, directions, etc.
5. Use appropriate body language throughout the interview
For example, smiling, nodding, maintaining good eye contact, gestures, and mirroring. It is vital for
creating rapport and establishing relationships.
6. Use different questioning techniques
To get the information you need, you can employ efficient interview techniques. Questions can
maintain control, clarify information, show empathy, or cross-check facts. Use a mix of open and closed
questions for best results. Asking a few follow-up questions is also a good way to understand the
interviewee's way of thinking.
7. Make sure your interviews are free from discrimination
You can do this by using objective criteria, making decisions solely on merit, not making assumptions,
and avoiding stereotypes and unconscious bias. It is essential to review your interview questions to
ensure fairness and consistency.
8. Give others ample opportunity to speak
Remember that interviews are a two-way process; use active listening techniques to maintain focus.
Are you really listening, or are you just waiting to speak? You can't gauge responses if you can't recall
what they said.
9. Assess the potential
A long-term vision is the best approach to a recruitment interview. Identify signs of curiosity,
willingness to learn and determination. These traits indicate that the individual could not just be a fit
for the short term but could fulfil the role down the line.

10. Conclude interviews properly
You can achieve this simply by summarizing, explaining the next steps, rolling out follow-up
procedures, and completing any documentation.


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BHABHA UNIVERSITY

MEd - Semester - III, 2023

Q 1. What do you mean by guidance? Discuss its scope and significance.

Hamrin and Erickson:

Lefever, Turrell and Weitzel:

Bernad and Fullmer:

Stoops and Wahlquist:

Crow and Crow:

Moser and Moser:

Submitted by : Snigdha Tripathy

Secondary Education Commission, 1954 (India):

1. Selection of suitable courses and subjects,

2. Better choice of preferable vocations/occupations,

3. Preparation for a better job,

Submitted by : Snigdha Tripathy

5. Been interest for higher education and training,

6. Clear cut knowledge of applying and availing the scholarships.

7. Sure gain of the achievements in favorable field,

8. Improvement of regular study habits,

9. Maintenance of the physical health relating physical exercises, food etc.,

10. Development of the mental health,

11. Solution of the personal adjustment problems,

12. Careful and fruitful suggestions for social adjustment problems,

(a) Socialized curriculum

(b) Co-curricular activities

(c) Community resources

(d) Physical surroundings and continuing environment

(e) Educational privileges

Submitted by : Snigdha Tripathy

(g) Group life and co-operation

(h) Social contact and interactions.

(i) Research about problems relating social groups and guidance.

3. Different appropriate tests

10. Cumulative record cards

11. Educational clinics

12. Required instructions

13. Study of group activities

14. Investigations and research.

Submitted by : Snigdha Tripathy

Submitted by : Snigdha Tripathy

Basic Principles of Counselling:

1. Counselling is strongly dedicated to self-direction and self-realization of the pupil or client.

3. It is a structured learning situation.

4. Counselling methods vary with the needs of the client or pupil.

5. It is primarily a preventive and remedial process.

6. It is voluntary for the pupils.

Need for and Importance of Counselling Service:

These personal-social problems are as follows:

2. Developing proper study habits.

3. Making and keeping friends.

5. Free studentship and concession.

7. Preparing for the examination.

8. Problems relating to use of leisure time.

9. In adequate participation or over involvement in school activities.

10. Dropping out of the school.

11. Planning for the future.

12. Continuous absence from school.

13. Problems relating to love affairs.

14. Problems relating under achievement.

15. Manners and Morals.