GUIDANCE
TECHNIQUES IN ADJUSTMENT
INTRODUCTION:
“Guidance
is the help given by one person to another in making choices and adjustments
and in solving problems.”- Jones
MEANING:
Personal help
given by others is called guidance. It shows the way as to how, when and where
to do a work and accomplish the work properly with the guidance of others. It
solves one’s problems in an direct way. The aim is that the problem will be
solved if a person is directed properly. The growth of the individual is
established.
Guidance
is interpreted as a conscious, organized factor of the individual’s school
environment that is designed, directly or indirectly, to assist him in his
adjustment to all phases of living. It is the handmaid of mental hygiene in
education.
NEED:
Guidance is a general term which means
helping people to make wise choices and solve their educational, vocational and
personal problems. It is the process by which the individuals are assisted in
making adequate adjustments to life’s situations. it is not meant only for the
problem individuals, such as the slow learners, delinquents, mentally retarded
as was generally, thought in the beginning. Guidance is necessary for all
individuals.
GUIDANCE
TECHNIQUES IN ADJUSTMENTS
The
need of guidance is recognized by anyone who works with young people. A person,
however, should not be expected or permitted to engage in guidance work unless
he has received careful training in the utilization of techniques that have
been helpful to workers in the field. Some of the important techniques that are
used for effective guidance and that should be understood by all the teachers
are treated briefly in the following,
·
ADJUSTMENT INVENTORY
·
ANECDOTAL RECORDS
·
CUMULATIVE RECORD
·
CASE STUDY
·
INTERVIEW
ADJUSTMENT
INVENTORIES:
In the chapter
on personality evaluation were presented various evaluating instruments that
deal with attitude and adjustment. The results of tests such as these should be
made available to every teacher or personnel worker so that he may be able to
consider carefully the profile of a child whom he is helping as it is revealed
through the use of these means. However, even though the validity and reliability
of an evaluating instrument may be high, it still is true that long experience
in working with test results is required before an individual is able to
interpret them as a means of making guidance technique.
The adjustment inventories are used to detect of
maladjustment area of an individual. It requires professional skills of a
psychiatrist. The teacher can help in identifying maladjustment by using the
following measuring instruments:
1. Observation
and interview with the subject
2. The
bell adjustment inventory
3. The
Moony’s checklist
4. The
Roger’s test of personality adjustment
5. Taylor’s
anxiety scale
6. Adjustment
inventory for college student by Sinha and Sinha
7. Detroit
adjustment inventory
8. California
test of personality
ANECDOTAL
RECORD:
“An anecdotal
record is a report of a significant episode in the life of a student.”
-Raths
Louis
It
is the closely observed behaviour of a child. It does not include the family
history. It provides an exact description of the behaviour of the child,
his/her deeds, emotional aspects, and his problem connected with social
adjustment. This record is very useful for a teacher in guidance and counseling
of his students since this record is a running cumulative description of actual
examples of behaviour of the child.
EXAMPLE:
Place: Hindi
class
Objective
Description: I have been finding Sarita reading magazines day after day in the library yet she never
has time to correct error or to work carefully on English assignments.
Comment: Sarita
does not like to write but likes to read. I have asked the librarian not to
admit her during her free periods unless she hears from me that Sarita had done her work.
PRINCIPLES
TO KEEPING ANECDOTAL RECORD:
Ø There
is no limit on the number of anecdotes to be recorded. It is depend upon on the
time at the disposal of the teachers.
Ø Anecdotal
records are supplement to other records and not as substitutes.
Ø The
object description of the behaviour should not be coloured with the subjective
Comments.
Ø Every
significant behaviour should be recorded be it in the classroom,school or
outside the school.
Ø All
behaviour should be recorded.
Ø The
record should be confidential and should not fall into irresponsible hands.
A
SPECIMEN OF AN ANECDOTAL RECORD
Name of the school:
Name of the pupil
observed: Class:___________
Observer: Date: Place:
Objective description:
Comments:
CHARATERISTICS:
ü What
is written down is what was seen or heard.
ü The
observer observes the determined aspects of behaviors only and records only.
ü A
plan of periodic observation and recording is to be established and adhered to,
if the record is to be cumulative.
ü Words
and phrases which are used give meaning that is clear.
ü Concrete
statements are used rather than abstract ones.
ü Strong
emotional connotations are avoided like love, hate, insolent etc.,
ü Judgmental
terms are avoided for eg. Well behaved, aggressive, nervous
ADVANTAGES:
·
Description:
They provide specific and exact description of personality and minimize
generalization.
·
Understanding:
They are helpful in understanding the child’s behaviour in diverse situations.
·
Continuous:
They provide a continuous record.
·
Self
appraisal: They provide data for
pupils to use in self appraisal.
·
Summary:
A summary of these records is forwarded with a pupil when he is transferred
from one school to another.
·
Acquaintance:
The new members of the staff may use these records and acquaint themselves with
the student body.
·
Clinical
service: These records are useful in
clinical service.
·
Stimulation:
Records stimulate teachers to use them for guidance.
CUMULATIVE
RECORD:
“The cumulative
record is a systematic accumulation of significant factual information about an
individual which is progressively developed and maintained over a sufficient
period of time.”
-S.K.Kochar
MEANING:
It is that card
which contains the results of different assessments and judgements held from
time to time during the course of study of the student. Generally, it covers
three consecutive years. It contains information regarding all aspects of the
life of the child – physical, mental, social, moral, and psychological. It
seeks to give as comprehensive picture as possible of the personality of a
child.
FUNCTIONS
OF CUMULATIVE CARDS:
-
It avoids duplication of efforts and
overlapping.
-
Every teacher keeps notes of the
achievements, abilities and potentialities of the pupil.
-
It forms as a part of a preventive
programme and marks out the problem area.
-
It gives data for objective evaluation
and not for subjective evaluation.
-
Records benefit pupils, teacher as well
as the principal of the school.
TYPES:
·
The
pocket or folder record card
·
The
single card type
·
The
cumulative record type
AREAS
TO BE COVERED:
·
Identification data
·
Environmental and background data
·
Physical data
·
School attendance
·
Data of scholastic achievement
·
Data of achievement in co-curricular
activities
·
Psychological data
·
Data about the student’s educational and
vocational plans and preferences.
·
Teacher’s subjective ratings.
COLLECTING
AND RECORDING DATA:
Various testing and non-testing techniques may be
followed including standardized tests for assessing intelligence, aptitudes,
interests, personality traits; interviews, questionnaires, self-inventories and
observations to collect pupil data.
While recording the
collected data the following points should be kept in mind:
v Data
recorded must be authentic and should give first hand information about the
pupil.
v Data
should be reliable on the basis of which correct educational and vocational
guidance may be given.
v Data
recorded should be objective.
v Terms
and symbols used should be readable and meaningful for others so that the
record may be made good use of.
v There
must be continuity in the information collected on the individual.
v If
a counselor has collected highly confidential matter about the pupil, it should
be filed separately and secrecy should be maintained.
v The
record cards must be kept in a central place so that they are available to all
who need them. The school must maintain the availability of the cards to those
who need them.
A
SPECIMEN OF A CUMULATIVE RECORD CARD
Name of
pupil:_______________________ Date
of birth:___________________
Father’s
name:_______________________ Occupation:____________________
Address:________________________________________________________________
(1)SCHOOLS ATTENDED
No
|
Name
of
school
|
Month
& year of joining
|
Class
in which joined
|
Month
& year
Of
leaving
|
Class
from which left
|
Reasons
for leaving
|
1.
|
||||||
2.
|
(2)FAMILY HISTROY
Year 2010 2011 2012
Type of the family
No. of members in the
family
Economic status in the
family
(3)PHYSICAL DATA
Year Height Weight Chest
measurement General
condition
2010
2011
2012
(4)PSYCHOLOGICAL REPORT
2010
2011
2012
(5)SCHOLASTIC ACHIEVEMENT
Subject 2010 2011 2012
Physics
Etc
(6)PERSONALITY TRAITS
Trait 2010 2011 2012
Truthfulness
Honesty
Self-
confidence
ADVANTAGES:
There are numerous benefits for
teachers, guidance workers, administrators, parents and pupils in the
cumulative record if it is maintained properly. It is used in the following
ways:
1. This
record gives a complete frame of a pupil’s present state and predicts his
future in some way or the other.
2. It
helps to discover the strengths, weaknesses and special abilities of the pupil.
3. If
the student changes his institution, the records will be useful to new
authorities to know the information about him.
4. As
cumulative records provide comparative picture of each pupil in the group, it
can be used for selection, promotion and classification.
5. The
cumulative record helps the counselor to find out the aptitudes as well as the
attitudes of the individual.
THE
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 with the help of all
available tools and techniques of data collection. It is more than an expanded
cumulative record. It is most important technique and best method of studying
the whole individual. It contains interpretations, recommendations, reports and
follow-up work.
Rothney and Roens were
of the opinion that case histories must be prepared for the following:
§ Children
of highly exceptional achievement.
§ Children
who have high ability in art.
§ Children
who have exceptionally high ability in music.
§ Children who show exceptional skill in
practical arts and painting.
§ Children
who are persistent in striving for success.
§ Children
who work very hard against great obstacles.
§ Children
who constantly present behaviour problems.
§ Children
who are unable to do the work of their grade.
§ Children
whose behaviour makes them appear to be a model.
STEPS:
1. Determining
the nature of the problem under investigation through direct observation or
measurement.
2. Determination
of the most probable antecedents of the case.
3. Formulation
of hypothesis or a set of hypotheses through a knowledge of similar cases.
4. Verification
of hypothesis.
5. Remedial
steps for removing the causes for maladjustment.
6. Follow-up
the case in detail.
CHARACTERISTICS:
(1) Data
should be complete in all respects.
(2) Data
should be valid and reliable
(3) Recording
should be kept confidential.
(4) Synthesis
of data should be scientific.
TYPES
OF DATA TO BE COLLECTED:
In making a case
study, the following information are to be collected.
Name, sex, age, date of
birth, name of father, mother, address.
Statement
of problem: The problem should be stated clearly.
Family
history: Parents education, sibling, home physical condition,
discipline of the home.
School history: Date
of entry, classes attended, attitude towards classes, teachers, subjects.
Health and physical history: Age
of walking, talking, physical defects, speech defect, illness.
Recreational interests: Hobbies,
special interest, participation in leisure time activities.
Personality traits: Happy
or unhappy, attitude towards sex, emotional maturity.
To cover all aspects,
information should be collected from all sources. A large
number
of tools are used to collect information. These include school records,
interviews with
the
child, parents and others.
ADVANTAGES:
Ø It
provides first hand picture about the child to the teacher.
Ø A
teacher can understand more about a new student by
i)
His academic strength and weakness
ii) His
personal and social adjustment problems
iii) His
attitudes, aptitudes and interest
Ø It
helps the teacher to root out the cause of the trouble.
DISADVANTAGES:
Ø It
is one of the methods and not the only method to know about the individual.
Ø This
method is too subjective and not reliable and realistic.
Ø It
is quite lengthy, difficult and time consuming method.
INTERVIEW
The term interview means ‘conversation with a purpose’. An interview is a face-to-face relationship
in which the interviewer and the interviewee carry on some conservation with
specific purpose.
During the interview the teacher or the school counsellor
tries to know the attitudes, interests and the motives of the child.
TECHNIQUES
OF INTERVIEW:
§ Rapport
should be established. Rapport is a technical term used to denote the feelings
of friendliness, security and mutual confidence between the interviewer and
interviewee. This can be established through sympathetic and co-operative
attitude of the teacher and his insightful judgment of the human nature.
§ The
teacher should try to ease the child’s fear by encouraging him and information
will be kept confidential.
§ The
teacher should very carefully observe the physical reactions, bodily tensions, blushing,
dejections of the interviewee.
§ A
reasonable number of thought – provoking questions should be asked in a simple
language with a sweet tone and pleasing manner.
§ The
interview should be conducted tactfully. That the ending should be in a planned
manner but not sudden; clear cut and definite.
§ Salient
points of the interview should be immediately recorded.
ADVANTAGES:
i)
This method helps the teacher to
understand the problems of the subject better. That is the teacher knows not
only what has been said but also how it has been said or explained.
ii) This
method has a very important place in the educational system, especially when
the teacher has to give guidance to the children.
iii) This
method is a good source of hypothesis as well as a good means of testing hypothesis
regarding human motivations and socio- personal interactions.
DISADVANTAGES:
This method is subjective.
The child is placed in artificial
situation.
This method is individualistic in its
approach, hence it is time consuming.
EDUCATIONAL FUNCTIONS OF THE
GUIDANCE
1. Good
adjustment: Guidance helps in good adjustment in all situations.
2. Helping
students to orient to the school situations and aiding them to make a good
beginning: The educational guidance programme emphasizes the balancing of
mental state and helps them complete their education and prevent dropouts.
3. Helping
students learn effectively. A well thought out guidance programme will cater to
the individual difference in children, detect the learning difficulties mainly
in terms of reading, writing and comprehension, and provide remedial programme
through diagnostic devices.
4. Helping
pupils to develop desirable attitude. Healthy and positive attitudes towards
self, teachers, classmates, the school and the community are essential for a
happy and well-integrated life. Desirable attitudes are the cornerstone for
developing well-balanced personality and good society.
5. Helping
students to plan their immediate future. Children are very often unaware of the
need for planning. Even their early years, the pupils can be introduced into a
system of wise planning beginning with their daily activities.
6. Helping
parents to co-operate with the school. Parents must have knowledge of their
children’s activities in the school and keep close contact with teachers in following
the development of their children, Parent – teacher meeting, parents visit to
the school to observe the school programmes and development of the child in the
home and in the school.
7. Helping
students to have orientation for jobs. During the secondary school level,
students can be given opportunities to find out their aptitude and interest in
occupations and jobs, by involving them in work experience, socially useful and
productive work and community and social service activities. In this way a
beginning can be made in the selection and orientation to jobs or careers.
CONCLUSION:
The
above techniques are used to find the individualistic and know the
maladjustment children. The teacher should understand the problems of the
students and guide them accordingly. If the teacher guides the students in a
proper way, the students’ life will become better.
REFERENCES
1) Educational
psychology – Crow and Crow
2) Psychology
of learning and human development – Dr.Meenakshisundaram
3) Guidance
and counseling – Dr.Kiruba Charles
4) Guidance
and counseling – R.A.Sharma
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