Guidance and Counselling | Crash Course for UGC NET Education PDF Download

PART D -Guidance and Counselling

Guidance

Human life is a long series of struggle. On the one side, human works to achieve his/her goal by continuous process and on the other side, he/she keeps on struggling with his/her environment­related situations. This struggle continues from the birth till the death and human works to achieve his/her aim by removing the difficulties of life.

For this, human develops his strengths and capabilities and prepare plans. But sometimes such situation arises where he faces difficulties to fulfill his/her aim. Then, he/she needs such a guide, who can give him/her an appropriate guidance, which may help him/her to overcome that particular situation and to achieve his/her goal. Generally, guidance is a process, through which a person gets an appropriate help to achieve the desirable aims in life.

Literally, 'Guidance' means to direct', 'to point out' or 'to show the path'. It is the assistance or help rendered by a more experienced person to a less experienced person to solve certain major problems of the individual (less experienced) i.e. educational, vocational, personal, etc.

Guidance is considered a concept as well as a process. As a concept, it is concerned with the optimal development of the individual. As a process, it helps an individual in self-understanding and in self-direction.

Definitions of Guidance

According to Chisholm "Guidance seeks to help each about himself, his abilities, and his previous development in individual become familiar with a wide range of information the various areas of living and his plans or ambitions for the future".

According to Al Jones "Guidance is an assistance, given to an individual in making intelligent choices and adjustments". According to Dunsmoor & 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 adjustments to school and life".

According to Crow and Crow "Guidance is not giving directions. It is not the imposition of one person's point of view upon another person. It is not making decisions for an individual, which he should make for himself. It is not carrying the burdens of another life".

According to the Secondary Education Commission (1964-66) "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"

Thus, from the above definitions, we can say that guidance helps an individual to make his own selection and solution' out of varied type of opportunities and problems. It helps a person to adjust with different environments and situations, according to his own capacities.

Nature of Guidance

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It is a helping service, whether is given to an individual or a group. Its aim is to provide assistance to individuals.

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It is a self-oriented, problem-solving and multi-facetedindividual

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It can be given to any individual who needs that scope of guidance is very wide which includes individuals of any age, any interest, and of any nature.

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It cannot be given by any person. It is a work of experts. In the field of psychology, it is work of techniques which needs expert guides, career experts, psychologists and counsellors.

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It helps a person to adjust in the environment where he/she lives and also adjust with oneself and others.

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It helps to develop self-dependence and self-determination in the person, to solve his difficulties and problems by himself.

Principles of Guidance

Principle of Al-Round Development of the Individual Guidance: It must take into account the all-round development of the individual when bringing about desirable adjustment in any particular area of his personality

Principle of Human Uniqueness: No two individuals are alike. Individuals differ in their physical, mental, social and emotional development. Guidance service must recognise these differences and guide each individual according to their specific need.

Principle of Holistic Development : Guidance has to be imparted in the context of total development of personality. The child grows as a whole and even if one aspect of personality is in focus, the other areas of development which are indirectly influencing the personality have also to be kept in mind.

Principle of Cooperation Ł Ł No individual can be forced into guidance. The consent and cooperation of the individual is a pre-requisite for providing guidance.

Principle of Continuity: Guidance should be regarded as a continuous process of service to an individual in different stages of his life.

Principle of Extension: Guidance service should not be limited to a few persons, who give observable evidence of its need, but it should be extended to all persons of all ages, who can benefit from it directly or indirectly.

Principle of Elaboration :Curriculum materials and teaching procedures should be elaborated according to the view point of guidance.

Principle of Adjustment: While it is true that guidance touches every aspect of an individual's life, it is chiefly concerned with an individual's physical or mental health, with his adjustment at home, school, society and vocation.

Principle of Individual Needs : The individual and his needs are of utmost significance. Recognition of individual freedom, worth, respect and dignity is the hallmark of guidance. Freedom to make a choice and take a decision needs to be respected and encouraged.

Principle of Expert Opinion : Specific and serious guidance problems should be referred to persons who are trained to deal with particular area of adjustment for their expert opinion.

Principle of Evaluation: The guidance programme should be evaluated in terms of its effectiveness and improvement. Evaluation is essential for the formulation of new goals or re­drafting the existing goals.

Principle of Responsibility: Parents and teachers have great responsibility in the execution of the work of guidance. The responsibility for guidance should be centred on a qualified and trained person, who is the head of the guidance centre. Principle of Periodic Appraisal Periodic appraisal should be made of the existing guidance programme so that requisite changes, if any can be carried out for its improvement.

Need of Guidance

Guidance is important in today's world in almost every sphere of life.

The need of guidance can be seen through the following points:

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It helps a person to develop his/her capabilities and prepares him/her to cope up with different situations.

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There are many examples of individual differences among people who face difficulties performing in different situations. Some are shy, social, kind, etc., by nature. Thus, guidance helps individuals, to adjust in his/her environment and act accordingly.

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It helps students to choose which stream and career is best for them. Usually, this situation arises at the time of career selection and after board exams. Thus, guidance plays a very important role at this time and helps youths to opt best career plan which gives meaning to their life.

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It plays an important role to prepare an individual as per the objectives of the ever­changing curriculum. Today, the scope of curriculum is not limited to only intellectual and physical development of students but it has changed as per the need of the society. The goal of the present curriculum is the all-round development of the youth of the nation and attach to the need of industrial development which also aims to prepare future generation who could get the better option in career. In other words, today's curriculum is career-oriented.

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It is necessary to help the individual to attain the maturity of judgement, stability of emotions and volitional control which are characteristics of true self-direction.

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It helps to understand oneself, one's talents, abilities and potentialities and also the limitations.

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It also helps to recognise and develop favourable attitudes and habits and the elimination of undesirable traits.

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It plays a crucial role to help those students who do not complete their education, due to various reasons like due to fear of failure, bad conduct of peers and teachers, home's environment, poverty and so on. Thus, an appropriate guidance is very essential for such students, which will encourage them to complete their education and become successful in their life. Thus, guidance plays a very important role in every sphere of life.

Types of Guidance

There are different types of guidance which are important in human life are given below:

Educational Guidance

It is the most important among various types of guidance. It is that specific area of guidance, which identifies and takes care of students problems that pertain to their educational progress and experiences.

It is directly concerned with the students, thus, it is important for student's life. The chief aim of educational guidance is to develop the ability of coordinating with the school environment in the students to create necessary awareness, so that they may select themselves, proper learning objectives and situations.

It is seen that students often face difficulties in understanding what is taught in the classroom and their work place thus, expected change in behaviour is not fully achieved. Failures in examinations and tests, poor standards and unsatisfactory involvement in the academic work by students, are some of the often-noticed problems. Thus, these problems needs to be solved to the maximum extent by assisting them. Here, it plays a very crucial role to identify and rectify such types of problems.

Objectives of Educational Guidance

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To monitor the academic progress of the students.

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To identify the gifted, creative, backward, and other category of special learners.

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To assist the students, to understand themselves i.e., to understand their potentialities, strengths and limitations.

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To help students, to adjust with the school's environment, its rules and regulations, and social life connected with it.

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To help students, to participate in the educational activities, in which they can develop leadership, etiquettes and other social qualities.

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To help students, to make educational plans consist with their abilities, interests and goals.

Guidance at Different Educational Levels

At Elementary Level : As, it is the first level of education, where children are only a beginner, thus, guidance programme should be planned in such a manner, which must help the students to make good beginning, to plan intelligently, to get the best out of their education and prepares them for secondary level. Educational guidance should be used in diagnosing difficulties, which will arise at this level and also for identifying the special needs of children.

At Secondary Level : At this level, children are at the adjustment stage, thus, educational guidance should be planned in such a manner which can help the students to understand themselves better, to understand different areas of education, to select an appropriate courses to get information about different educational opportunities, to develop good study habits and social connections. The students should be helped to be acquainted with the vocational implications of various school subjects.

At Tertiary Level: Educational guidance must give directions to students about the purpose and scope of higher studies and help them to choose the better option in studies which should be appropriate as per their abilities. Thus, in order to assist students, each higher-level institution must have a guidance unit with due provision of guidance services.

Thus, we can say that, educational guidance is concerned with the assistance given to pupils in their choices and adjustments with relations to schools, curriculum courses and school life.

Vocational Guidance

It is a process of providing assistance to students in choosing and preparing for a suitable occupation or vocation. It helps an individual to choose an occupation, prepare for it, enter upon it and progress in it. It is concerned primarily with helping individuals, to make decisions and choices involved in planning a future and building a career.

Objectives of Vocational Guidance

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To help the people for choosing an occupation according to their potentialities, capabilities & interests.

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To give assistance during school years, so that the individual will be able to adjust on the job work conditions and with the others.

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To help individuals, to develop an attitude towards work that will dignify whatever type of occupation they may wish to enter.

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To provide the knowledge about the different career options and institutions where the facility of training is available.

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To give information about the working conditions and future prospects of different occupations.

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To bring the excellence in the job performance by accepting the particular occupation as a vocational for an individual.

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To provide assistance as per the need of the indi by considering the individual individual.

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To plan such a strategy which may help physically challenged persons to get the best career option in life without any hurdles.

Thus, it helps a person to choose vocation as per his/her be choice and suitability. It starts at school and college level to where students need this at the time to choose a suitable career Thus, it helps a person to choose vocation as per his/her be choice and suitability. It starts at school and college level to where students need this at the time to choose a suitable career.

Personal Guidance

It refers to the help, given to individuals towards a better adjustment in the development of attitudes and behaviours in all areas of life. It helps people to adjust with psychological and social environment. Its aim is to solve the emotional and psychological problems. Educational and vocational guidance can also be called personal guidance.

Personal guidance may be defined as the assistance offered to the individuals to solve their emotional, social, ethical, and moral as well as health problems. Thus, personal guidance deals with all those problems of life which are not covered under educational and vocational guidance.

Objectives of Personal Guidance

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To help an individual in analysing and understanding the personal problems of individuals.

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To make individuals sensitive about their environment.

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To assist the individuals in solving their problems related to different spheres of their life like family, school, vocation and adjustment in the environment.

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To enhance the adjustability of individuals.

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To understand the personal complexity and causes in order to find out the besindividuals

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To help in developing good relations with family members, relatives and society members to remove mal-adjustment and performing the role in a better way. • To develop understanding and insight into the various life situations, so that individuals may bring excellence and adjustment in new situations.

Thus, we can say that personal guidance is the process which helps a person to understand all spheres of his/her life and solve problems related to these spheres.

Health Guidance

Health is regarded as the wealth. Health guidance is the guidance which is given about the overall health care to an individual or group of individuals. Total health is the goal of health guidance. The health guidance may be a cooperative effort of principal, doctors, counsellor/ psychologist, teachers, students and parents. They all work together to achieve the aim of health guidance.

To promote preventive care, the conditions of school hostel, canteen needs to be checked. Similarly, health education through formal classes is also essential in school education. In the present day, the concern of health guidance also pertains to give guidance in HIV/AIDS which is necessary for students to know without any delay.

Objectives of Health Guidance

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To give education about good and healthy habits.

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To help individuals, to encourage them to develop personal hygiene concept.

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To provide adequate time-table to follow, to be healthy in concept.

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To create awareness about the healthy food habits, life-style, workouts, and so on, to be both physically and mentally healthy.

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To provide information that where to get proper treatment of any disorder or illness.

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To educate people, about different types of diseases and also the ways to keep oneself healthy.

Thus, health guidance plays a vital role to keep ourselves healthy and protective from different types of diseases and disorders.

Social Guidance

We are social animals. Thus, we need to adjust in a society where we have to follow some set of rules and to act accordingly. Educational institution is a miniature society and the class is an example of multi-cultural and multi-lingual space, where students come from different socio­economic status, linguistic and socio-cultural backgrounds study. But sometimes, social relationships constitute a problem area for most of the students where they find difficulty in adjustment.

It is very important that the students, to be helped in acquiring the feeling of security and being accepted by the group, in developing social relationship and in becoming tolerant towards others. This is the task of social guidance. Formally, social guidance can be given by educational institutions, whereas informal guidance may be provided by family, religious institutions, media, etc.

Objectives of Social Guidance

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To adjust oneself in the society and to attain maturity.

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To prepare oneself for livelihood.

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To achieve economic independence and self-reliance.

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To understand the family and marital relations and related responsibilities.

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To sensitise about gender issues and make people able to respect each other.

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To develop healthy relations with peers and society members.

Thus, we can see that social guidance provides meaning to life by providing guidance at such place where it is needed the most.

Counselling

Counselling is the process of assisting and guiding clients, especially by a trained person on a professional basis, to resolve, personal, social or psychological problems and difficulties.

In a real sense, it is a consultation, mutual interchange of opinions. It aims at helping the clients to understand and to accept themselves as they are. It is a process which is done between two individuals i.e. one is the counsellor, who listens and gives an appropriate advice and on the other is a counselee (client) who is given counselling.

It takes place within a professional setting. It is initiated and maintained as a means of facilitating changes in the behaviour of the client. It is a professional task for professionally trained people who are master in their respective field.

Definitions of Counselling

According to Wren "Counselling is a dynamic and purposeful relationship between two people who approach a mutually defined problem, with mutual consideration of each other to the end that the younger or less mature or more troubled of the two is aided to a self-determined resolution to his problem".

According to Shertzer and Stone "Counselling is interaction process which facilitates meaningful understanding of self and environment and results in the establishment or clarification of goals and values for future behaviours".

According to Merle M Ohlse "Counselling is an accepting, trusting and safe relationship in which clients learns to discuss openly what worries and upsets them, to define precise behaviour goals, to acquire the essential social skills and to develop the courage and self-confidence to implement desired new behaviour".

According to Edwin Lewis "Counselling is a process by which a troubled person (client) is helped to tell and behave in a more personally satisfying manner through interaction with an uninvolved person (counsellor) who provides information and reactions, which stimulate the client to develop behaviour, which enable him to deal more effectively with himself and his environment".

Th us, from the above definitions we can say that, counselling is a two-way process which involves two individuals. There are mutual relationships between the two individuals. It helps an individual to gain self-understanding, self-acceptance and self-realisation. It also helps an individual to become happy, more creative and better adjusted after having an effective counselling.

Nature of Counselling

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It is a process by which a person is assisted to behave in a more rewarding manner.

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It aims to promote healing, comfort, clarification, and reconciliation to the counselee.

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The three basic elements of counselling are the counselee i.e. a person in pain desiring to be healed, the counsellor i.e. the helper who listens and provides help, and the negative experience i.e. the cause of pain and distress.

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In the counselling process, the counselee identifies the negative experience and is helped to choose a path that is more satisfactory with the help of a counsellor.

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Its function is to produce changes in the individual that will enable him to extricate himself from his difficulties.

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The nature of counselling is to assist individuals through a helping relationship to alleviate current negative responses to a challenging situation.

Objectives of Counselling

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To enable an individual, to become oriented to the educational environment.

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To provide information about different aspects of life.

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To help, to recognise problems with learning and to develop coping skills.

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To help to identify and express positive feelings and behaviours needed for successful learning.

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To demonstrate how effort and persistence affect learning.

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To encourage and develop special abilities and right attitudes.

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To achieve academic goals and to apply study skills necessary for academic success at each grade level.

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To develop mutual understanding between a counsellor and a counselee.

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To help to make plans as per the educational qualifications, requirements and desire of success of the counselee.

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To develop skills and social adjustment techniques in the counselee.

Characteristics of Counselling

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It is a process which involves two individuals; one seeking help and the other, a professionally trained person, who can help the first.

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In counselling, there should be a relationship of mutual respect between the two.

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The counsellor should be friendly and cooperative and the counselee (client) should have trust and confidence in the counsellor.

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It is important to help a student, to take a decision, make a choice and to seek a direction.

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It helps a counselee to acquire independence and develop a sense of responsibility, explore and utilise his potentialities.

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It is more than just giving advice. The progress comes through the thinking that a person with a problem does for himself, rather than through solutions offered by tpotentialities

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It produces changes in the individual that will enable him to extricate himself from his difficulties.

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It involves a face-to-face relationship between two persons.

Principles of Counselling

Principle of Acceptance : According to this principle, each client must the accepted as an individual and dealt with as such. The counsellor should give, due regard to the rights of the client.

Principle of Permissiveness: Counselling is such a relationship which develops optimism and the environment shapes according to the person. All the thoughts accept the relative relationship of counselling.

Principle of Respect for the Individual : All the schools of thoughts of counselling advocate for the respect of the individual i.e. respecting an individual's feelings must be an integral part of counselling process.

Principle of Thinking with the Individual : Counselling emphasizes thinking with the individual. It is essential to differentiate think for whom? And 'why to think'? It is the role of the counselor to think about all the forces around the client to join client's thought process and to work collectively with the client regarding his problem.

Principle of Learning : All the assumptions of counselling accept the presence of learning­elements in the counselling process.

Principle of Consistency with Ideals of Democracy : All the principles are associated with ideals of democracy. The ideals of democracy desire to accept a person and want to respect the rights of others. The process of counselling is based upon the ideals of a person's respect. It is a process which accepts individual differences.

Types of Counselling

There are different types of counselling, which are important in human life. These are given below:-

Directive Counselling

It is a counselling, in which a professional plays an active role in a client's decision making by offering advice, guidance, and recommendations, It is counsellor-centered, which gives complete importance to the counsellor. Its chief exponent was BG Williamson. lls major goal is to replace the emotional behaviour of an individual with deliberately rational behaviour. Under this process, the counsellor plans the counselling process, his work is to analyse the problem, identify the exact nature of the problem and to provide various options.

Williamson stated that directive counselling is good to address the problems relating to educational and vocational adjustment. It is a concept, where educational and vocational guidance relates to the personality dynamics and inter-personal relationships.

It 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 as such. Here, the problem is the focal point of the counselling and not the counselee. The counselee is under the counsellor and is not equal to him.

Here, a counsellor can look at the counselee directly. It is useful due to its limited time which saves a lot chime. It gives happiness to the counselee, as he gets a solution to the problem.

Steps of Directive Counselling

There are six steps of directive counselling which have been given by Williamson

Synthesis It includes collection of information about the individual through structured interviews, psychological case history methods, interaction with family members, friends, etc.

Analysis After collection of data, the information is organised in the logical manner to analyse the individual in terms of his qualifications, assets potentials, liability adjustment, cultural background, habits, etc.

Diagnosis The diagnosis consists of the interpretation of the data in relation to the nature and problem, the causes of problems and so on.

Prognosis Under this step, a prediction is made about the future development of the problem.

Counselling Here, the counselling is to bring about adjustment and re-adjustment to an individual in relation to his/her problem.

Follow up It is extremely important among all the given steps. An individual may be able to solve immediate problems through counselling but new problems may occur or the original problem may re-occur. Thus, follow-up with the counselee is extremely necessary. The role of counsellor is important as he/she has to make the individual understanding and accept his/her strength, weakness and faults.

Limitations of Directive Counselling

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It kills the initiative.

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It makes a counselee helpless.

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It does not guide counselee to be efficient and confident.

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It is undemocratic.

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It makes the counselee dependent on the counsellor. Steps of Non-Directive Counselling

Non-Directive Counselling

It is counselee-oriented. Its chief exponent was Carl Rogers. In this counselling, the counselee is allowed for free expression. The role of counsellor is to only direct and guide. Counsellor asks a few questions, so as to think about the solution of the problem. Counselee takes an active part, gains insight into the problem with the help of the counsellor and arrives at the decision and action to be taken.

Here, the role of counsellor is passive. Here, goal is independent and integration of the counselee rather than the solution. The main role of the counsellor is to create an environment in which the counselee can work out with his own understanding. In this type of counselling, emotional aspect of a counselee is more emphasised, rather than the intellectual aspect. The main emphasis is to establish a warm, permissive and accepting environment, which helps the counselee to express his self-structure.

In this type of counselling, the counselee is free to choose the objectives of his life. Through this counselling, a counselee becomes able to take decisions in a limited period of time.

Steps of non directive counselling

There are five steps of non-directive counselling which have been given by Carl Rogers:-

Defi ning the Problematic Situation: At first, the counsellor defines the problematic situation.

Free Expression of Feelings : In the second step, the counsellor provides such situation where the client can express his emotions freely.

Development of Insight: As the counselee starts to have self-realisation, a counsellor keeps on explaining his emotions so that a counselee can develop a proper insight.

Classification of Positive and Negative Feelings : In this step, the counsellor identifies the negative and positive feelings of the counselee and classifies them.

Termination of Counselling Situation: In the end, the counsellor looks for a point where he can terminate the counselling situation after all the above steps. This step can be taken by anyone either the client or the counsellor.

Limitations of Non-Directive Counselling

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It is a time-consuming process.

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In this counselling, wisdom and judgement of the client cannot be relied upon.

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In this counselling, all the problems cannot be sorted out through talking.

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This type of counselling cannot be utilised in institutions, such as school.

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Due to passivity of a counsellor, sometimes, a counselee hesitates to speak out freely.

Eclectic Counselling

The combination of directive and non-directive counselling depending upon the situational factors is known as Eclectic Counselling. Its chief exponent was Bordin (Thorne).

In this type of counselling, the counsellor is neither fully active nor fully passive, rather he studies different aspects of a counselee's personalities and selects certain useful techniques for him. Under this process, the counsellor can begin his work from the directive counselling and then starts to use non-directive counselling method, keeping in with the time and place. In this, counselee and counsellor are active and together finds the solution. The major techniques of this type of counselling are compilation of data, assurance, case history, examination, and so on. In this type of counselling, objectives and integrative methods are used.

Steps of Eclectic Counselling

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Take initial interview, to collect the relevant data about the counselee.

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Selection of appropriate techniques, keeping in mind the needs of the counselee.

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Use of techniques under specific circumstances as per the desire and need of the counselee.

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In this step, evaluation of the effect is done of the used techniques.

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In this step, due preparation is made, for giving counselling and guidance to a counselee.

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Under the final step, the advice is sought out from the counselee and other related individuals regarding the topics of its programs and other aims..

Limitations of Eclectic Counselling

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It has no set of rules, as it is not clearly defined by the scholars, which makes this type of counselling unclear.

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It is very d ifficultto present a synthesised form of directive and non-directive counselling, because these two are like poles apart.

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There is no definite rule as to how much freedom should be given to a counselee..

Difference Between Guidance and Counselling

Guidance Guidance is a process of helping young persons learn to adjust to self, to others and to circumstances. Guidance is a wider process. Guidance includes counselling. Guidance may be individual as well as in group. Guidance is related with personal, educational, vocational and other problems. Guidance can be given by any person. Training is not required for guidance Psychologist. Guidance may be provided through books or magazines. Counselling Counselling means consultation, mutual interchanging of options deliberating together. Councelling has a narrower meaning Counselling is a part of guidance. Counselling is individual. Counselling Is mainly related with mental health and emotional problems. Pre-training is must for counsellor. In counselling, mutual discussion, consultation and interchange of opinions plays a significant role.

Approaches to Counselling

There are various ways to take and provide counselling. In counselling, there are different situations of counsellor and counselee and their contribution is also different from each other. Thus, this can be known as different approaches to counselling where situations are different. These approaches are asfollows:

Cognitive-Behavioural Counselling (Albert Ellis-REBT)

Under Cognitive-Behavioural counselling, counselling is given by keeping in view of thinking, presumption, evaluation, etc.

In this regard, Rational Emotive Behavioural Therapy (REBT) is more important which belongs to the behavioural school of therapy. REBT is the pioneering form of Cognitive Behavioural Therapy which was devised by Albert Ellis, an American Psychologist in 1950s. It is an active-directive therapy, based on challenging faulty beliefs, to resolve emotional and behavioural problems.

REBT is based on the ABCD technique, which was formulated in the year 1950.

Such as-

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Action (For example, a person crashes his car)

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Belief (This leads him to believe that he is a bad driver)

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Consequence (He stops driving because he fears that he will have another accident)

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Dispute (The counsellor disputes that he is a bad driver, and points out that most people have at least one accident in their driving career).

The goal of REBT and ABCD technique is to help counselee replace irrational thinking with rational thinking.

Albert Ellis, published REBT in his first book, in the year 1962. As per REBT, humans have both logical and irrational behaviours by birth. REBT believes that humans deliberately create emotional problems like, self-blame, self-pity, anger, crime, shame, depression and anxiety and human turns back in behaviours like procrastination, compulsion, avoidance and addiction.

It is an Action-Oriented approach to manage cognitive, emotional, and behavioural disturbances. It is a practical approach to assist individuals in coping with and overcoming adversity as well as achieving goals. It is considered as an educational process in which a therapist often deals in an active and direct form that how to identify the illogical and self-defeated opinions and how to solve and change these situations with positive ones. Ellis, suggested that rather than simply being warm and supportive, the therapist needs to be blunt, honest, and logical in order to push people towards changing their thoughts and behaviours in positive way.

Humanistic Counselling

This type of approach has originated from the Existentialist Humanist Philosophy. It gives emphasis on to understand the counselee effectively.

This recognises the uniqueness of every individual. Camp (1971), Rogers (1975), Baruth and Hubar (1985) are the supporters of this type of approach. They all believed that human interaction is the main focus for the effective counsellor.

Humanistic approach assumes that everyone has an innate capacity to grow emotionally and psychologically towards the goals of self-actualisation and personal fulfilment.

Humanistic counsellors believes that problems are not caused by life events themselves, but how we experience them. Thus, our experience affects and be affected by how we feel about ourselves and also influence our self-esteem at and confidence. Therefore, this approach encourages the counselee to learn to understand how negative responses can lead to psychological discomfort. It aims self-acceptance of both negative and positive aspects of our characters and personalities.

The main goal of humanistic counsellors is to help counsclees to explore their own thoughts and feelings and to work out their own solutions to their problems.

This is very similar to the approach used in coaching, except those coaches that are more focused on the present, and less on the past.

But, coaching aims to address the issue of 'how', and counselling looks more at 'why'. Thus, we can conclude that Humanistic approach has three general characteristics, one is the existentialist concept, second is the client-centred approach and third is the holistic approach.

Person-Centered Counselling (Carl Rogers)

The Person-Centred Approach to Counselling belongs to the humanistic school of therapy. It was devised by Carl Rogers, an American Psychologist in 1940s. It is also known as "Client-Centred Therapy' and 'Rogerian Therapy', which is a non-directive form of Talk Therapy.

This approach deals with the ways in which individuals perceive themselves consciously, rather than how a counsellor can interpret their Unconscious thoughts or ideas. Ultimately, this approach sees human beings as having an innate tendency to develop towards their full potential. But, sometimes this ability can be blocked or distorted by certain life experiences, particularly those experiences which affect our sense of value.

In th is approach, therapist works to understand an individual's experience from their perspective. Thus, therapist must positively value the counselee to as a person in all aspects of his experiences. This approach emphasises that it is vital in helping the counselees to feel accepted, and better able to understand their own feelings.

This approach can help the counselee to reconnect with their inner values and sense of self­worth, thus, enabling them to find their own way to move forward and progress. This approach focuses on the belief that the counselees (clients), and not the counsellor, is the expert of their

own thoughts, feelings, experiences and problems. It clearly mentions that the counselee is the person, who is most capable of finding an appropriate solutions. The counsellor not course does suggest any of action, make recommendations, ask questions or try to interpret anything, the counselee says, rather the responsibility for working out problems rests wholly with the counselee. When the counsellor gives response, his aim is to reflect and clarify what the counselee has been saying. The only work of an expert and trained client-centred counsellor is to show empathy, warmth and genuineness, which he believes will enable the counselee's self­understanding and psychological growth.

Carl Rogers identified three basic principles of the Person Centred Approach, such as

Congruence The therapist is congruent with the client such as honest.

Unconditional Positive Regard The therapist provides the counselee with unconditional positive regard. Such as warm, positive feelings, regardless of the counselee's behaviour. This refers to the therapist's deep and genuine caring for the counselee.

Empathy The therapist shows empathy to understand the counselee. It means the ability to imagine oneself in another person's position.

Thus, we can say that in this Person-Centred approach, the counsellor has a very positive and optimistic view of human nature who gains trust of the counselee at the end.

Theories of Counselling

There are many different theories of counselling which are briefly explained

Behaviouristic Theory

Its main focus is to analyse the behaviour of the counselee. In other words, behaviourists are more interested to know and understand about the behavioural characteristics of the counselee rather than his past experiences. The insight of the level of emotions or awareness for the behavioural counsellor is not enough. He accepts the acts or behaviour of the counselee rather than speech.

The behaviourist stresses more on the symptoms of the person who is facing some problem. These problems are related to the counselee, who fails to deal with the situation, due to his inappropriate behaviour. Thus, the behaviourist counsellor stresses more on the activity of a counselee,

Rational Theory

It accepts that cognition and perception are two most effective determinants. A person acts according to his thought. It is mainly based on analysis of work. It accepts that understanding of behaviour depends on the belief that all the people can learn to believe in themselves. People can think or act for themselves. They can take decisions for themselves and express their feelings.

Ellis, represented the general hypothesis of Rational Theory in the following ways

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I am good, you are also good-th is is the significance of a healthy mind.

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I am not good; you are also not good-this indicates the unhealthy mind of people who have pessimistic approach.

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I am good, you are not good-this is the condition of the mind of that person, who blames others for his approach

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I am not good, you are good-this is the general condition of people who think themselves weak as compared to others.

In this theory, the counsellor helps the counselee to reconstruct his lost ego trait. He also helps to develop his ego trait in timely manner, so that he can develop positive attitude towards life, boost his self-confidence, and solve his problems for which he used to blame others.

Emotive and Reality Theory

The main characteristic of this theory is that counselling is arranged in different steps. As per the steps, various stages of counselling have been accepted in this theory. All these stages are considered connected to each other and interactive. This is the basis of this theory and the founder of the specific method of counselling.

The stages are as follows:-

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First stage-Investigation of problem

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Second stage-Defining of binary problem

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Third stage-Identification of the alternatives

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Fourth stage-Planning

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Fifth stage-Ta king action

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Sixth stage-Evaluation and feedback

In this theory, special significance is given to the emotional aspect as well as real or actual circumstances. Therefore, counselling should be done as per the practical, self-centred and emotional situations, in order to suit the real conditions and to enable a person, to imagine such

a system where he can create an appropriate environment for his contemporary world along with the development.