Educational guidance & counseling

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Educational Guidance & Counseling
Study Material for Mid Term B.Ed. (Hons.) 6th
Lecture 01 By: Ayesha Qasim
1. Introduction:
Guidance and counseling have, in all places, been vital aspects of higher education. One of the purposes of
education is to help the individual in becoming a useful member of society. If an individual receives education
without proper guidance and counseling, he is not able to develop his personality fully.
Guidance assists to achieve success and happiness. It assists the individual to become adjusted to the
environment. Guidance helps the individual to plan wisely for the present and the future; it leads to self-
development and self directions. Guidance is based upon the assets and limitations of an individual. It
discovers the abilities of an individual. It focuses our attention on the individual and not the problem.
Guidance and counseling can be given by these persons: Teacher, Advisor, Dean, Parents, Library staff, and
Medical staff, Counselors, Psychiatrists and Psychologists. Media of Guidance and Counseling are regional
centers, study centers, face to face contact, interviews, Letters, Phones, Radio, Televisions, Broad cast,
Computers and Teleconference.
1.1.Definitions of guidance:
Guidance is an aspect of educational program which is concerned especially with helping the pupil to become
adjusted to her present situation and to plan his future in line with her interests, abilities and social needs.
(Hamrin and Erikson)
1.2.Definitions of counseling:
Counseling is a specialized service of guidance. It is a method that helps the client/ counselee to use problem
solving process to recognize and manage stress and it facilitates interpersonal relationships among client/
counselee, family and counselor.
1.3.Definition of Guidance and counseling
Guidance and counseling, or guidance counseling, refers to the services and programs that promote personal,
social, educational and career development. The program should align with an organization or institution's
mission.
1.4.Reasons of Guidance and Counseling:
Psychological Reasons Sociological Reasons Educational Reasons
Individual Differences Guidance is need for Proper Use
of Human energy
To help in traditional of student
Guidance Needs at Different
Stage of Development
Guide and changes in religious
and moral belief
To help in proper choice of
courses
Development of Health
Personality
Guidance and extension of
democracy
To help in proper choice of
careers

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Making the Most of Available
Opportunities
Lack of Guidance at home To minimize wastage
To help exceptional children
1.5.Characteristics:
Characteristics of Guidance:
 It helps every individual to help himself to recognize and use his inner resources, Self improvement.
 It is a service meant for all.
 It is a regular service, which is required at every stage for every student.
 It is both generalized and a specialized service.
 It enables the individuals to take decisions to grow independently.
 Self guidance
 Self direction
 It is assistance to the individual in the process of development.
1.6.Characteristics of Counseling:
 It is only one aspect of guidance
 Main emphasis in the counseling process is on the counselees’ self-direction and self acceptance.
 Counseling process is structured around the felt needs of the counselee.
 Based on mutual confidence satisfactory relationship will be established.
 It is the purposeful oriented and private interview between the counselor and counselee.
 It is a purposeful learning experience for the counselee.
1.7.Difference between guidance and counseling:
 Guidance is mainly preventive and developmental where as counseling is remedial as well as
preventive and developmental.
 Intellectual attitudes are the raw material of guidance but emotional rather than pure intellectual
attitude are the raw materials of counseling process.
 In guidance decision making operable at intellectual level, where as in counseling it operate at
emotional level.
 In educational context, counseling service is one among various service offered by guidance program.
2. Objectives of Guidance:Guidance and counseling based upon the fact, human being needs help.
Every one needs assistance at sometime in his life some will need it constantly while others used in
only at rare. Objectives of guidance and counseling related to this assistance and development are:

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 To help in the total development of the student:
 To help in the proper choices of courses
 To help in the students in vocational development
 To develop readiness for choices and changes to face new challenges.
 To minimize the mismatching between education and employment and help in the efficient use of
manpower.
 To motivate the youth for self employment
 To help the students in their period of turmoil and confusion
 To identity and help students in need of special help.
 To ensure the proper utilization of time spent outside the classrooms.
 To help in talking problems arising out of students population explosion
Lecture 02 + 03 By: Ayesha Qasim
Principles of guidance and counseling:
The principles of guidance and counseling generally accepted are the ones given by Crow and Crow. They are:
 Principle of all-round development of the individual
 The principle of human uniqueness
 The principle of cooperation
 The principle of continuity
 The principle of extension
 The principle of elaboration
 The principle of adjustment
 Principle of individual needs
 The principle of expert opinion
 The principle of evaluation
 The principle of responsibility
 The principle of periodic appraisal
3. Responsibilities and roles of Counselor and guidance personnel:We take help from the experience
person in any crucial time. So there is no controversy that through guidance and Counseling men and
society proceeds in the rightly. This experience person called Counselor and Guidance personnel.
Definition of guidance counselor and Guidance personnel: A guidance counselor guides a person towards a
specific problem; he/she didn't give advice but helps the person to solve his/her own problem in the best way
possible. This may be in relation to the client's family, relatives or in the school concerns.
3.1.Responsibilities of Counselor include:
As a guidance counselor, it is essential to listen for three pieces of information students bring to counseling
sessions such as:
 Their problem or concern
 Their feelings about the problem and
 Their expectations on what they want the counselors to do.

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Most problems may be classified in one or more of five categories:
 Conflict with others
 Conflict with self
 Lack of information about self
 Lack of information about environment and
 Lack of skill
A counselor can:
 Be flexible and able to meet individual needs by providing person-specific attention,
 Be available for multiple sessions,
 Have something very applied and concrete to offer,
 Exhibit a caring attitude.
 A counselor must attempt to facilitate a client to solve their own problems, yet demonstrate a genuine
concern and compassion for the client's dilemmas.
 See students training agreement history, student exam history, and student educational history.
 Update or cancel a training agreement
 Conduct the reviews with student
A counselor cannot:
 Do the final sign-off at the end of a period of approved training.
3.2.Roles of Guidance Personnel include:
Guidance Personnel provide a wide variety of activities and services like:
1. Individual Counseling: A service offered for students to help with educational and personal concerns
2. Group Counseling: Students help each other by working in small groups with leadership from the
counselor.
3. Group Guidance: Counselors meet with groups to help students learn information about them. The
topics might focus on self-concept, study skills, friendship, or good citizenship.
4. Student Appraisal: Counselors help students, parents, and teachers by collecting information about
student abilities, behaviors, and achievement.
5. Referral: Counselors are referral agents who help students and their families receive assistance from
other programs and services in the school system and from outside the school.
6. Consultation: Agents consult with teachers and parents to plan appropriate services for every student.
7. Coordination: Counselors coordinate services and activities for smooth administration.
8. Psychometrician: The one who develops and conduct a test is called Psychometrician.
9. Psychologist: Study the human mind and behavior
10. Clinical Psychologist: Aim to reduce psychological distress and enhance and promote psychological
well-being.
11. Counseling Psychologist: Assess and evaluate individuals’ problems, through the use of case history,
interview, and observation and provide individual or group counseling services to assist individuals in
achieving more effective personal, social, educational and vocational development and adjustment.
12. School Psychologist: Provide a broad range of skills to address students’ needs in a variety of areas.
Expert in special education and have large role in the eligibility process for special education
13. Developmental Psychologist: Explore the influence nature vs. nurture

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14. Psychiatrist: Assess and treat mental illnesses through a combination of psychotherapy,
psychoanalysis, hospitalization, and medication.
15. Social Worker: Works with people who have socially excluded or who are experiencing crisis and
their role is to provide support to enable service users to help themselves.
4. Teacher as Counselor:
General Guidelines:
 Effective helpers hold positive beliefs about people and recognize and establish a philosophy of human
nature and the purpose of helping
 Healthy self concepts and possess traits such as empathy, congruence, warmth, compassion,
genuineness, unconditional positive regard for self / others
 Helpers clarify who is responsible for change and how to facilitate change
 Helpers recognize human nature and the need and right to positive and negative emotions since we
recognize limitations of time and role.
 Helpers frequently help with an immediate crisis or problem and then get appropriate assistance for
long term, chronic or deeply involved issues.
 Helpers grow in ability to counsel others through workshops and training, as available.
General Steps in Helping a Student:
The focus: to provide a safe, secure and nurturing climate in which the child can grow as a healthy, whole
individual
1. Recognize the students need for intervention and build rapport
2. Provide an appropriate time to truly listen to the child
3. Help the person identify and clarify the problem
4. Illuminate options and alternatives for problem solving
5. Help create goals to facilitate improvement or change
6. Encourage the student to succeed
Teacher power: The power base for the counseling role comes primarily from Personal Power and involves
two types of empowerment, referent power and information power. Referent power is the attractiveness which
the teacher possesses in the eyes of students and others. The relationship between the teacher and the student
has a major influence on the student’s behaviors.
Information power assists the teacher in influencing behavior. It is part of the confidence which students and
parents gain as they perceive the teachers ability to act as a center of information. Parents and students alike
will be amenable to the teachers programs if they believe the instructor possesses and disseminates unbiased
information as well as being a valuable resource when called upon to assist with individual problems and
concerns.
We build these powers by:
Referent Power Information Power
i. Build rapport with students
ii. Increase sense of charisma
iii. Show students you are consistent
iv. Establish and maintain sense of trust
v. Share sense of security by showing
care for them and their problems
1. Draw parents into school involvement
2. Send positive messages about students to
parents
3. Be an active, responsive listener
4. Show respect for self and students
5. Cultivate "second person" perspectives
6. Familiarize self with community referrals and

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vi. Maintain maturity rather than peer ship resources and help parents with access
Lecture 04 By: Ayesha Qasim
5. Psychologists in Students’ Services:A psychologist is a professional who evaluates and studies
behavior and mental processes. Typically, psychologists must have completed a university degree in
psychology, which are a master's degree in some countries and a doctorate in others (e.g., United
States, Canada and United Kingdom).
Psychological Services: Western's Student Development Centre provides professional, confidential
psychological services free of charge to all Western students. Counseling and Psychological Services’ mission
is to provide mental health services to students that will facilitate and enhance their personal learning,
emotional well-being and academic skills development.
Services include:
 CAPSonline
 Exam stress drop-in counseling
 Online mindfulness tool for students
 Faculty and Staff
 Graduate Student Training Program
 Meet the Staff
 Online Workshops and Assessments
Lecture 05 By: Rida Ijaz
Administrator in guidance and counseling:
 Administrator: A person whose job is to manage a company, school, or other organization
 A person who controls the use of something (such as property or money)
 A person responsible for carrying out the administration of a business or organization.
Responsibilities of administrator in guidance and counselling:
 Encouragement of a Guidance-pointed attitude among the members of the entire staff by means of
one or another from of in-service education.
 Selection and assignment of qualified guidance personnel.
 Direct and in-direct supervision of guidance activities.
 Provision, within budgetary limitations, for space, equipment, and material needed to implement
and programme.
Basis for administrative decisions of guidance:
 The administrator must be an idea receiver.
 The administrator must be a coordinator of purposes.
 The administrator should follow the all rules related to guidance and counselling.

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 The administrator must be a coordinator of role definitions.
 The administrator must seek understanding of and support for the guidance and counselling
programme.
 The administrator must be a counsellor, a mediator of differences of opinion, an expert in human
relations.
Essential function of an administrator:
 S/He arranges the schedule to allow time for guidance and counselling activities by providing
time on school days for all guidance function. In this way, the guidance and counselling
programme made a part of the school programme.
 S/He designate a well qualified teacher as a head counsellor.
 S/He organizes and supervises the guidance programme. S/He gives full support to the head
counsellor in developing and improving the guidance programme.
 S/He encourages and assists guidance workers to secure professional training for all the staff
members.
 S/He provides an adequate cumulative records system, materials and supplies.
Career counselling:
 Your career development is a lifelong process that, whether you know it or not, actually started
when you were born! There are a number of factors that influence your career development,
including your interests, abilities, values, personality and background. Career Counselling is a
process that will help you to know and understand yourself and the world of work in order to
make career, educational, and life decisions.
You’re Career Counsellor WILL:
 Help you figure out who you are and what you want out of your education, your career, and your
life.
 Be someone for you to talk to about your thoughts, ideas, feelings, and concerns about your career
and educational choices, who will help you sort out, organize, and make sense of your thoughts
and feelings.
 Help you identify the factors influencing your career development, and help you assess your
interests, abilities, and values.
 Help you locate resources and sources of career information.
 Help you to determine next steps and develop a plan to achieve your goals.
Tasks of faculty:
 Faculty should show interest in the overall development of the students. They should understand
the students’ interest and aptitude and help them to channelize their energy in a productive
manner.
 Faculty should make themselves available to listen to the problems of students and try to help
them in setting a goal and reaching a career of their interest.
 They have to coordinate the career guidance activities and see for their effective execution.
CAREER GUIDANCE CELL/CENTRE:
Objectives:

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 To help students to organize knowledge about themselves by identifying skills, interests and
aptitudes.
 To provide information about further course prerequisites, financial aid, academic planning,
entrance examinations etc.
 To provide information about specific occupations, career planning, conducting a job search, etc.
 To assist students in the development of skills necessary for decision-making, problem solving,
career and life planning.
Lecture 06By: Rida Ijaz
Librarian in guidance and counseling:
Role of librarian in guidance & counselling:
 Familiarize himself with the services of the guidance program.
 Secure and file unbound occupational and educational information.
 Maintain an “occupational shelf” for bound materials.
 Make the library a laboratory for pupils seeking guidance materials.
 Acquaint counsellors and teachers with new guidance materials reaching the library.
 Cooperate with administrators, counsellors, and teachers in making the library a service point for
knowledge acquisition and career development.
According to Fourie (2004),
According to Fourie (2004), role the librarians should focus more on affective skills and characteristics
such as:
 Enthusiasm for lifelong learning and new roles.
 Will-power (because nothing will come easily)
 Assertiveness
 Creative thinking
 Self-confidence
 Innovativeness
Lecture 07 and 08By: Kiran Shahzadi
 Techniques of guidance:
 How the teacher can assist the learner to make informe d choices to guide their future:
 Assisting the learner in personal and social development:
Techniques of Guidance:
3.3 Importance of Guidance Techniques in Teaching Learning Process
The Importance of guidance Techniques in Teaching Learning Process is not different from the objectives
of education. It is believed that individuals who understand themselves and their world will become
transformed, productive, effective and happier human beings.
1. To develop in students an awareness of opportunities in the personal, social
opportunities and vocational areas by providing them with appropriate, useful information.
2. To help students develop the skills of self study, self-analysis and self understanding.

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3. To help all students in making appropriate and satisfactory personal, social educational
choices.
4. To help students develop positive attitudes to self, to others, to appropriate national issues, to
work and to learning.
5. To help students acquire the skills of collecting and using information.
6. To help students who are underachieving use, their potentials to the maximum.
7. To help children relate behavior meaningfully to cognitive achievement and the chances of
success in life.
3.3 Techniques for Guidance in Classroom – Examples
3.4.1 Redirection: Redirecting the child’s attention to a different toy or activity that is more acceptable.
3.4.2 Reasoning: Explaining to the children the consequences of their actions on other people and the
purposes for obeying rules.
3.4.3 Time Out: Children are removed from the situation and told to think about their actions.
3.4.4 Setting Rules/limits: Rules should be explain to the children and strictly enforced. They should be
simple and few.
3.4.5 Modeling: It is vital that adults model the type of behavior that they desire in the children. This
teaches children how to deal with conflicts, Cooperate etc.
3.4.6 Listening: Be aware of what children are thinking and feeling. It is important to check things out
before attempting to resolve problems and help children work through their difficulties.
3.4.7 Reinforcement: Encourage behavior through praise or attention. When you comment on positive
actions, children increase any behavior they get attention for (positive or negative).
3.4.8 Offering Choices: Children like to have some control over what happens to them. Offer children
good choices that are appropriate and then accept their decisions.
3.4.9 Acceptable Outlet for Expressing Feelings: Children need to express strong feelings but help
them find safe ways to do this.
3.4.10 Avoid Over Stimulation: Too many choices and options overwhelm the children. Allow them an
appropriate number of choices.
3.4.11 Positive Guidance: Guidance methods, which build children’s self-esteem, and confidence in
themselves. Directions and rules are stated in a positive way such as, “Please walk”, instead of “No
running”.
3.4.12 Natural & Logical Consequences: Actions result in consequences whether negative or positive. If
the consequence is not too severe, let natural consequences happen. If not, create a consequence
(Logical) that is appropriate for the behavior.
3.4.13 Age Propitiate Activities: Activities and equipment that are relevant and safe for the age of the
child promote growth and development.
3.4.14 Avoid Unrealistic Expectations: It is important that the teacher understand the skills and abilities
of the children.
4.1 Solutions to Misbehavior
For each of the following examples, suggest an appropriate technique for resolving the problem. There may be
more than one correct solution.
1. Maria, age two, wants the toy truck that Mark, age 2, is playing with. Maria grabs the truck and a
struggle ensues. Duplicates of popular items should be available, but if none are available, redirection may be
used.
2. Joshua, age 5, is breaking crayons and throwing them at the other children. Speak to Joshua and
remind him of the rules. If behavior persists, use natural and logical consequences (can’t continue to play with
crayons)
3. Tania, age 3, is biting the other children. Listen to find out what happened. Review the rules. Provide
time out if needed.

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4. Jacob, age 6, continues to karate kick the playhouse, even though he has been reminded several times
about the center rules. (12, 3, & 9) Consequences could be used. Time out could be used. Maybe children have
been expected to do quiet activities for too long.
5. Amy, age 9 months, continues crawling to the box of marbles and playing with them, even though she
has been moved several times. Equipment is not age appropriate and should be removed; they are not safe for
babies. It is unrealistic to expect a baby not to explore the world.
Lecture 09By: Rimsha Ilyas
Basic skills in guidance and counseling:
Counseling skills are:
1. Attending
2. Use of Silence
3. Reflecting and Paraphrasing
4. Clarifying and the Use of
Questions
5. Focusing
6. Building Rapport
7. Summarizing
1. Attending
Attending means being in the company of someone else and giving that person your full attention, to what
they are saying or doing, valuing them as worthy individuals.
In a one-to-one counselling relationship this is the supportive service that a counsellor must provide. Failure to
do this will mean the client is not being supported fully, and may not feel able to disclose or make progress.
Attending also means a counsellor must pay attention to everything a client says and does. This includes
reading the client’s body language and also taking into consideration all the silences and pauses in the
conversation.
Actively listening not only conveys information, but also encourages the client to continue talking.
How to attend:
To begin and maintain attendance a counsellor must first welcome the client warmly, making him/her feel
comfortable, in the counselling environment, will make the client feel more relaxed about disclosing personal
information about their emotions, feelings and thoughts.
By maintaining eye contact with the client, a counsellor shows they value what the client has to say. Looking
at the client, as they speak, also shows the counsellor is respectful.
A counsellor should also be aware of the tone of their voice, during time in the client’s presence.
Slowing down speech will make the client feel more relaxed and less rushed. It will convey that the counsellor
has adequate time to listen to the client’s problems and concerns.
The counsellor’s facial expressions must also convey interest and comprehension.
Tracking, or following the flow of what the client is saying, is a key skill that the counsellor must also be
confident demonstrating.
Without the ability to do this a counsellor will not be able to provide the level of supportive service a
counselling client requires.
2. Use of silence

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Culturally we have been taught to be uncomfortable with silence, this can influence the counsellor’s use of
silence and the client’s reactions to it.
New counsellors are typically uncomfortable with pauses, often rushing in to fill the gaps, by doing this the
counsellor assumes inappropriate responsibility for the counselling session.
The person centered counsellor trusts that the client will work in a way, and at a pace, that is suitable for them.
The counsellor gives the client control of the content, pace and objectives, this includes listening to silences as
well as words, sitting with them and recognizing that the silences may facilitate the counselling process.
For the counsellor it can be:
 A deliberate use of silence to encourage the client’s self-exploration
 A deliberate use of silence to encourage the client to “carry the burden” of the conversation.
 An organizational use of silence enabling the counsellor to collect her/his own thoughts.
 A natural ending to a phase of discussion.
 For the client it can be:
 A time to make connections, to wait for words or images to occur.
3. Reflecting and paraphrasing
Part of the ‘art of listening’ is making sure that the client knows their story is being listened to. This is
achieved by the helper/counsellor repeating back to the client parts of their story. This known as
‘paraphrasing’.
Reflecting is showing the client that you have ‘heard’ not only what is being said, but also what feelings and
emotions the client is experiencing when sharing their story with you.
This is sometimes known in counselling ‘speak ‘as the music behind the words.
It is like holding up a mirror to the client; repeating what they have said shows the client they have your full
attention. It also allows the client to make sure you fully understood them; if not, they can correct you.
Reflecting and paraphrasing should not only contain what is being said but what emotion or feeling the client
is expressing.
4. Clarifying and Using Questions:
Clarifying means using questions to make sure you understand what is being said so you are not confused and
the client feels full understood to do this effectively you need to understand the type of questions to ask.
Makes sure that you only use questions to clarify your understanding, do not be intrusive, and remember that
when a client is answering a question they are not accessing the part of the brain which deals with emotions.
5. Focusing
Focusing is a counselling skill that is particularly useful after one or two sessions, when the
"helper/counsellor" has heard the client's story. Focusing involves making decisions about what issues the
client wants to deal with.
The client may have mentioned a range of issues and problems, and focusing allows the counsellor and client
together to clear away some of the less important surrounding material and concentrate on the central issues of
concern.

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Focusing may involve goal-setting, and/or contracting with the client. It involves a realistic assessment of
what is possible.
6. Building Rapport:
To work well with a client, we need to establish rapport with them. Rapport is important, whatever model of
counselling the counsellor is working with. Rapport means a sense of having connection with the person.
Rapport will be helped and facilitated by how the counsellor manages their own feelings towards the client,
and how they behave with the client.
Being well prepared for the session: unrushed, calm, ready and prepared to be there for the client, putting their
own issues and problems out of the way, for the duration of the session.
Making a safe and trusting environment: including taking the trouble to make the setting appealing; offering a
restful, clean, uncluttered and pleasant setting; providing comfy seating and perhaps a cup of tea; and ensuring
there are absolutely no intrusions, and that the room is soundproofed.
Being aware of who the client is, including (for second and follow-on sessions) knowing the client’s name,
and remembering key things about their issues (through taking the time to read last week’s notes).
7. Summarizing:
We have looked at paraphrasing and 'reflecting back' skills. Summaries are longer paraphrases.
They condense or crystallize the essence of what the client is saying and feeling. Summaries usually cover a
longer time period than a paraphrase Where reflecting back" whereas paraphrasing can be used after a few
sentences.
A summary may be used after some time, perhaps half-way through a counselling session, or near the end of a
counselling session. The summary 'sums up' the main themes that are emerging.
Lecture 10 By: Rimsha Ilyas
Developing Guidance skills: (Questioning techniques, Active listening)
Guidance involves actions used by an adult to help children develop socially acceptable behavior.
Guidance involves personal help given by someone, it is designed to assist the individual to decide
where he wants to go, what he wants to do and how best he can accomplish his purpose.
Guidance Skills
1. Questioning techniques
Gathering information is a basic human activity, we use information to learn, to help us solve problems, to aid
our decision making processes and to understand each other more clearly. Questioning is the key to gaining
more information and without it interpersonal communications can fail. Questioning is fundamental to
successful communication, we all ask and are asked questions when engaged in conversation.
Developing your ability to ask questions that draw out the information needed to aid your understanding of the
speaker's situation and help them find a resolution is crucial to your success. Your questions help you to:
1. Focus attention
2. Elicit new ideas
3. Encourage exploration
4. Foster commitment

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There are different types of questions you can ask, and you should make sure that you have a clear idea of why
you are asking a question in a particular way and at a particular time.
Open questions are commonly used to encourage the other party to open up, so that you can gather the
necessary information. They often start with why, what, where, which, and how.
Closed Questions have very short answers like “yes” or “no” or answers with a word or two.
Probing questions can be used to clarify something that has already been said or to find out more detail about
it. Probing questions are used to gather more details and information.
Leading questions are used to lead the person whom you are talking to.
Rhetorical questions are asked to keep people and audience engaged. It also helps people think, be creative
and come up with ideas.
Paraphrasing questions are one of the best ways you can check your own understanding of what the speaker
has said.
2. Active listening:
Active listening is a way of listening and responding to another person that improves mutual understanding.
Often when people talk to each other, they don’t listen attentively. They are often distracted, half listening,
half thinking about something else. Listening is one of the most important skills you can have.
Active listening is all about showing a response to what is being said. Eye contact, nodding, small facial
expressions and the occasional echoing of words are all examples of active listening. And the more it looks
like you’re listening, the more you will be listening. So, listening requires effort combined with a real and
honest desire to understand.
Becoming an Active Listener:
1. Pay Attention. Give the speaker your undivided attention, and acknowledge the message.
2. Show That You're Listening. Use your own body language and gestures to convey your attention.
3. Provide Feedback.
4. Defer Judgment.
5. Respond Appropriately.
Lecture 11 & 12 By: Sehrish Group
Identifying elementary social problems:
 What is Social Problem Solving?
Social problem solving is the cognitive-behavioral process that an individual goes through to solve a social
problem. Typically, there are five steps within this process:
1. Identifying that the problem exists: Recognizing there is a problem that needs to be solved.
2. Defining the problem: Naming and describing the problem.
3. Generating solutions: Coming up with many possible solutions for the problem.
4. Evaluating solutions and enacting the chosen solution: Evaluating each possible solution to select the one
that is most likely to solve the problem, and then effectively carrying out the chosen solution.

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5. Assessing the outcome: Determining whether the problem was solved or not. If the problem was solved, no
need to repeat the process. If the problem still exists or if another problem appears, the process might need to
begin again.
 Identifying Problems in elementary Education of Pakistan
Education is considered as the cheapest defense of a nation. But the down trodden condition of education in
Pakistan bears an ample testimony of the fact that it is unable to defend its own sector. Though 62 years have
been passed and 23 policies and action plans have been introduced yet the educational sector is waiting for
an arrival of a savior. The government of Pervaiz Musharraf invested heavily in education sector and that era
saw a visible positive educational change in Pakistani society. Now a days, the economic situation in
Pakistan is under stress and education is the worse effected sector in Pakistan. The Constitution of Islamic
Republic of Pakistan says,
“The state of Pakistan shall remove illiteracy and provide free and compulsory secondary education within
minimum possible period.”
In Human development Report Pakistan is placed at 136th position for having just 49.9% educated populace.
The primary completion rate in Pakistan, given by Date Center of UNESCO, is 33.8% in females and 47.18%
in males, which shows that people in the 6th largest country of the world are unable to get the basic education.
The critical problems faced by students in the current educational systems are as follows:-
 Continuous Secularization:Education is the only tool used to prepare the new generation according to
the culture, religion and social values; but although being an Islamic state, we are still unable to clarify
our mind about the Islamic content in curriculum. This is increasing secularization in new generation.
 Focus on basic education only:Since the independence time, Pakistani Government is only focusing
on the basic education only, this is causing a lot of problems.
 Poorly updated Curriculum:Pakistani text book boards are still unable to update the syllabus
according to the requirements. It is always changed with no proper planning.
 Inappropriate examination System:Our examination system is still inappropriate and is not meeting
the standards.
 Insufficient funds and corruption:As compared to the needs, the allocation of the funds for the
education are too much insufficient and corruption is in addition to it.
 Unavailability of facilities:Proper facilities in the class room as well as at higher level are almost
unavailable and learning aids are completely vanished.
 Transportation hurdle:Pakistan transportation system is much disorganized, unsecure, unavailable in
equality in all areas of country and very costly. It is affecting the students’ educational process very
badly, as most of students belong to poor families and are unable to afford it.
 Aimlessness:Aimlessness of the education is at high level continuously.
 Availability of professional teachers:Professional teacher appointment has become a big problem
due to increasing rate of corruption and political interference and is becoming very problematic day by
day.
 Large number of students:The number of teaching institutes as compared to the students enrolling
every year is highly insufficient. It results in large number of students in one class and at results
affecting educational process and poor number of faculty.
 Heaps of books:In Pakistan, the flopped educational system has cursed the students via inheriting
them a large number of books and with no learning aids.
 Low scholarships:Scholarships availability for brilliant, poor and needy students is almost near to
zero percent as compared to the number of students enrolled in institutions. This situation is very bad
in private sector.

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 Availability of well-furnished and modern labs: -Availability of well-furnished labs is very rare in
public sector and can’t be even imagined in madrassa system.
 Focus on book warming: -This monster is devouring the new population in almost all educational
systems in Pakistan. Book warming in students in all educational sectors is on a peak level.
 No extracurricular activities: -Very poor arrangement of extracurricular activities is seen in both
public as well as madrassa system.
 No carrier counseling:Pakistani students are inheriting this paining situation at all levels almost in all
educational setups since ages and still situation is very poor.
 Financial stress:Poverty has affected the whole country badly. Majority of students belong to rural
areas and poor families that are unable to bear the costly education and living hand to mouth.
 Co-education and Emotional problems:In the educational setups where co-education is present, the
emotional factors like romance, love, flirting etc has greatly affected the educational environment
leading to destruction of moral and social values.
Lecture 13 By: Javairia Group
Exercising basic counseling skills in a controlled situation:
What is meant by a controlled situation?
A standard of comparison for checking or verifying the results of a scientificexperiment.
3. Basic Counseling Skills:
3.1 Listening:
Attending - orienting oneself physically to the patient (pt) to indicate one is aware of the patient, and, in fact,
that the client has your full, undivided attention and that you care. Methods include eye contact; nods; not
moving around, being distracted, eye contact, encouraging verbalizations; mirroring body postures and
language; leaning forward, etc. Researchers estimate that about 80 percent of communication takes place non-
verbally.
Listening/observing - capturing and understanding the verbal and nonverbal information communicated by
that pt.
Two primary sources of information:
CONTENT - what is specifically said? Listen carefully for, not only what a person says, but also the words,
expressions and patterns the person is using, which may give you a deeper insight. Counselors should develop
their ability to remember what was said, as well as to clarify what was said or finding out what was not said.
PROCESS - all nonverbal phenomena, including how content is conveyed, themes, body language,
interactions, etc.
3.2 Empathy:
The ability to perceive another's experience and then to communicate that perception back to the individual to
clarify and amplify their own experiencing and meaning. It is not identifying with the pt or sharing similar
experiences-- not "I know how you feel"!
Primary skills associated with the communication of empathy include:
a. nonverbal and verbal attending
b. paraphrasing content of client communications
c. reflecting patient feelings and implicit messages

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Attendinginvolves our behaviors which reflect our paying full attention, in an accepting and supportive way,
to the client.
Paraphrasinginvolves selective focusing on the cognitive part of the message – with the client’s key words
and ideas being communicated back to the patient in a rephrased, and shortened form.
There are four steps in effective paraphrasing:
Listen and recall: The entire client message to ensure you recalled it in its entirety and do not omit any
significant parts.
Identify the content part of the message by deciding what event, situation, idea, or person the client is
talking about.
Rephrase, in as concise a manner as possible, the key words and ideas the client has used to
communicate their concerns in a fresh or different perspective.
Perception check is usually in the form of a brief question, e., “It sounds like...,” “Let me see if I
understand this,” which allows the client to agree or disagree with the accuracy of your paraphrasing.
3.3 Genuiness:
Ability of counselor to be freely themselves. Includes congruence between words/behaviors and inner
feelings; non-defensiveness; non-role-playing; and being unpretentious. For example, if the helper claims that
they are comfortable helping a client explore a drug or sexual issue, but their behavior (verbally and
nonverbally) shows signs of discomfort with the topic this will become an obstacle to progress and often lead
to client confusion about and mistrust of the helper.
3.4 Concreteness:
Keeping communications specific -- focused on facts and feelings of relevant concerns, while avoiding
tangents, generalizations, abstract discussions, or talking about counselor rather than the client. Includes the
following functions:
a. Assisting client to identify and work on a specific problem from the various ones presented.
b. Reminding the client of the task and describing intent and structure of the session.
c. Using questions and suggestions to help the client clarify facts, terms, feelings, and goals.
d. Use a here-and-now focus to emphasize process and content occurring in current session, which may
of help to elucidate the problem being worked on or improving the problem-solving process.
3.5 Open Questions:
A questioning process to assist the client in clarifying or exploring thoughts or feelings. Counselor id not
requesting specific information and not purposively limiting the nature of the response to only a yes or no, or
very brief answer.
a. Goal is to facilitate exploration – not needed if the client is already doing this.
b. Have an intention or therapeutic purpose for every question you ask.
c. Avoid asking too many questions, or assuming an interrogatory role.
a. Best approach is to follow a response to an open-ended question with a paraphrase or reflection which
encourages the client to share more and avoids repetitive patterns of question/answer/question/answer,
etc.
3.6 Counselor Self-Disclosure:
The counselor shares personal feelings, experiences, or reactions to the client. Should include relevant content
intended to help them. As a rule, it is better to not self-disclose unless there is a pressing clinical need which

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cannot be met in any other way. Remember empathy is not sharing similar experiences but conveying in a
caring and understanding manner what the client is feeling and thinking.
Lecture 14 By: Javairia Group
Evaluating basic Counseling Techniques among peers:
Counseling Techniques:
There are many different techniques that counselors can use with their clients. Here is a look at some of the
techniques that are felt to be most effective during a counseling session:
1. Spheres of Influence:This assessment tool will get the individual to look at areas of their life and see
which areas may be impacting and influencing them. The person’s job is to figure out which systems in
their life give them strength, and which ones give them stress. Some spheres of influence to consider are:
themselves, immediate family, friends, husband or wife, extended family, job or school, community,
culture or religion, and any external influences.
2. Clarification:A counselor should often ask their client to clarify what they are telling them to make sure
they understand the situation correctly. This will help the counselor avoid any misconceptions or avoid
them having to make any assumptions that could hinder their feedback.
3. Client Expectations:When a person enters therapy, they should voice their opinions about counseling and
their beliefs about treatment. In the beginning, they should be able to communicate with their counselor as
to what they expect to get out of counseling. This can help the counselor guide and direct their counseling
accordingly.
4. Core Conditions:This technique in counseling goes over some essential traits that the counselor needs to
integrate for effective counseling, which are: positive regard, empathy, congruence or genuineness, and
warmth.
5. Encouraging:Being encouraging as a counselor for your client is an essential technique that will help
facilitate confidence and respect between both parties. This technique asks that the counselor focus on the
client’s strengths and assets to help them see themselves in a positive light. This will help with the client’s
progression.
6. Engagement:As a therapist, having a good, yet professional relationship with your client is essential.
However, there are bound to be difficult moments in counseling sessions, which will require influential
engagement on the counselor’s behalf.
7. Focusing:This technique involves the counselor demonstrating that they understand what their client is
experiencing by using non-judgmental attention without any words. Focusing can help the counselor
determine what the client needs to obtain next from their services.
8. Open-Ended Questions:Open-ended questions encourage people in a counseling session to give more
details on their discussion. Therefore, these types of questions are used as a technique by counselors to
help their clients answer how, why, and what.
9. Self-Disclosure:The counselor will make note when personal information is disclosed at certain points of
therapy. This technique will help the counselor learn more about the client and use this information only to
benefit them.

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Lecture 15 + 16 By: Mehr-o-Nisa Group
Teacher:
A teacher (also called a school teacher) is a person who provides education for students.
Change Agent Definition
A change agent is a person from inside or outside the organization who helps an organization transform itself
by focusing on such matters as organizational effectiveness, improvement, and development. A change agent
usually focuses his efforts on the effect of changing technologies, structures, and tasks on interpersonal and
group relationships in the organization. The focus is on the people in the organization and their interactions.
Concepts related to teachers as change agents
Teachers as agents
The issue here is the meaning and scope of teacher agency. A simple way is to say that teachers’ actions are
directed both to the goals of education in the wider sense of human development and in its restricted sense of
teaching for learning. The specific sphere of action of teachers is institutions called schools that are set up
exclusively for the purpose of teaching and learning. In relation to schools the immediate scenario of teacher
activity is the classroom while the more removed one is the school community (other teachers and parents). In
their sphere teachers perform actions directed to changes in knowledge, capacities and attitudes of all those
with whom they come into contact; more closely their students and at some distance, their colleagues and the
parents or guardians of their students (including other community members). The observation of teaching
activities by others provides different descriptions of their focus. For example, Lampert (1999) describes
teachers as “dilemma managers” who must constantly make choices and decide about complex interacting
variables in the dynamic social environment of the school and its neighborhood (Berliner in Burke, 1996).
Dilemmas arise when trying to assist a child to understand for example, place value in mathematics, or when
they must prevent a conflict as they visualize anger building up in the classroom. Many teachers in poor
contexts feel pressed to choose between apparently dichotomous values such as equity or excellence. Connell
(1999) sees teachers as “frontline workers” in those schools where most students are fragile because their
socio-cultural background is alien to the values and objectives that schools set for them. To perform
competently and manage such situations teachers need flexibility to judge and act in order to avoid creating
the conditions for exclusion of some of the students. There is also a wonderful image of the teacher as a
performing actor (Sarason, 1999). Teachers must communicate with an audience and awaken feelings,
reflection, questions and maybe a will to do something or change something.

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An Expert’s Opinion
“In my view, teaching is an intellectual and scientific profession, as well as a moral profession. That means
that schools have to constantly process knowledge about what works and that teachers have to see themselves
as scientists who continuously develop their intellectual and investigative effectiveness.” FULLAN, 2000.
Competencies:
A change agent is basically a consultant, either from within the organization or brought in as an outsider. They
often play the role of a researcher, trainer, counselor, or teacher. Sometimes they will even serve as a line
manager. While some change agents specialize in one role, most will shift their roles depending upon the
needs of the organization.
There are four competencies to become an effective change agent:
1. Broad knowledge: A Teacher must not only have broad industry knowledge but a broad range of
multidisciplinary knowledge, including conceptual knowledge, diagnostic knowledge, evaluative
knowledge, an understanding of methodology for change, and ethical knowledge.
2. Operational and relational knowledge: A Teacher must be able to listen, trust, form relationships,
observe, identify, and report. And must be flexible to deal with different types of relationships and
behaviors.
3. Sensitivity and maturity: A Teacher must not only be able to demonstrate sensitivity to others, but must
also be sensitive and mature enough to be aware of your own motivations.
4. Authenticity: A Teacher must be authentic. And must act in accordance with the values you seek to
promote in the organization. For example, if you recommend a form of management that permits
subordinate participation, you should not attempt to impose these changes without the participation of the
organizational members. In other words, you should practice what you preach.
The 7 Roles of a Teacher
In the classroom, teachers are facilitators of student learning and creators of productive classroom
environments, in which students can develop the skills they might need at present or in future.
1. The Controller: The teacher is in complete charge of the class, what students do, what they say and how
they say it. The teacher assumes this role when new language is being introduced and accurate
reproduction and drilling techniques are needed.
In this classroom, the teacher is mostly the center of focus, the teacher may have the gift of instruction,
and can inspire through their own knowledge and expertise, but, does this role really allow for enough
student talk time? Is it really enjoyable for the learners? There is also a perception that this role could
have a lack of variety in its activities.
2. The Prompter:The teacher encourages students to participate and makes suggestions about how students
may proceed in an activity. The teacher should be helping students only when necessary.
When learners are literally ‘lost for words’, the prompter can encourage by discreetly nudging students.
Students can sometimes lose the thread or become unsure how to proceed; the prompter in this regard can
prompt but always in a supportive way.
3. The Resource: The teacher is a kind of walking resource center ready to offer help if needed, or provide
learners with whatever language they lack when performing communicative activities. The teacher must
Broad
Knowledge
Operatinal $
relatinal
knowledge
Sensitivity
and
maturity
Authenticity

20. 20
make her/himself available so that learners can consult her/him when (and only when) it is absolutely
necessary.
As a resource the teacher can guide learners to use available resources such as the internet, for
themselves, it certainly isn’t necessary to spoon-feed learners, as this might have the down side of making
learners reliant on the teacher.
4. The Assessor: The teacher assumes this role to see how well students are performing or how well they
performed. Feedback and correction is organized and carried out.
There are a variety of ways we can grade learners, the role of an assessor gives teachers an opportunity to
correct learners. However, if it is not communicated with sensitivity and support it could prove
counterproductive to a student’s self-esteem and confidence in learning the target language.
5. The Organizer: Perhaps the most difficult and important role the teacher has to play. The success of
many activities depends on good organization and on the students knowing exactly what they are to do
next. Giving instructions is vital in this role as well as setting up activities.
The organizer can also serve as a demonstrator, this role also allows a teacher to get involved and
engaged with learners. The teacher also serves to open and neatly close activities and also give content
feedback.
6. The Participant: This role improves the atmosphere in the class when the teacher takes part in an
activity. However, the teacher takes a risk of dominating the activity when performing it.
Here the teacher can enliven a class; if a teacher is able to stand back and not become the center of
attention, it can be a great way to interact with learners without being too overpowering.
7. The Tutor: The teacher acts as a coach when students are involved in project work or self-study. The
teacher provides advice and guidance and helps students clarify ideas and limit tasks.
This role can be a great way to pay individual attention to a student. It can also allow a teacher to tailor
make a course to fit specific student needs. However, it can also lead to a student becoming too dependent
or even too comfortable with one teacher and one method or style of teaching.
Essential Qualities of a Teacher
1. Teacher as a Role Model:
 Role Models are people who set good examples by the words they speak and by the actions they take.
 Role Models can be the people you know personally or people you have learned about in the news at
school or on television.
 Students tend to copy the behavior and mannerism of the teachers.
 The teacher’s entire personality is a reflection on the minds of the students.
 If the teacher is honest, leads a balanced and disciplined life, the children adopt these virtues
as an ideal conduct unconsciously.
 The ideal teacher s one who through his thoughts, words and deeds, gives and an impression of an
honest upright life which can serve as a model for the students to copy, follow and emulate.
2. Teachers Character:
 A flower in bloom is loved by all and in this lies its glory.
 Similarly, man may be viewed as having achieved everything in life when he becomes perfect in
character.
 If the best flowers among mankind take to teaching, society is abundantly enriched; their fragrance and
beauty are then made the best use of.
 If the teacher becomes an embodiment of right conduct in thought, word and deed, the students by
their association will learn virtue and develop manly qualities.
 They can be humanized and can live and act like normal human beings.
 They can become thoughtful, concerned and courageous.
3. Teachers Personality:

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Every teacher must have a good personality.
 Radiant, pleasing and impressive personal appearance, refinement, pleasant manners, industry,
enthusiasm, drive, initiative, open mindedness etc., are some of the essential traits of an ideal teacher.
External appearance has a psychological effect upon the students.
 By attractive appearance, he/she can win the love and affection of his students and can command
respect.
 He/she should be frank, tolerant, kind, fair and straight-forward so that he/she can stimulate learning.
3.1 Personality Traits
 Self-confidence and self-respect
 Excellent Appearance
 Healthy and Energetic
 Good Intellect
 High character
 Sense of Humor
 3.2 Personal Values
 Love  Non Violence
 Dialogue  Dutifulness
 Brotherhood  Patience
 Forgiveness  Courtesy
 Repentance  Thrift
 Sharing  Magnanimity
 Service  Sports manliness
 Team Spirit  Loyalty
 Responsibility  Gratitude
 Accountability  Tolerance
 Sympathy  Freedom
 Justice  Determination
 Hospitality  Coordination
4. Teachers as Career-Long Learners:
 Teachers have been meeting every two weeks for three years to exchange ideas and create new
materials.
 They have been observed at least two times during the school year and received feedback.
 They have been learning English literature and grammar.

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 They have been learning different methods of teaching English.
5. Teachers as Leaders:
“Leaders who are effective operate from powerful conceptions, not from a set of techniques.”
So, Access has encouraged teachers to become leaders. The project has encouraged them to reflect on
what they were doing and why they were doing it. But if leaders are taught techniques without
conceptions, the techniques will fail. Techniques are tools that must serve a set of conceptual
understandings. When conceptions and techniques go hand-in-hand, we create breakthroughs.
Teachers’ Commitment and Training:
Teachers are committed to and skilled in:
1. Working with all students in an equitable, effective, and caring manner by respecting diversity
in relation to ethnicity, race, gender, and special needs of each learner,
2. Being active learners who continuously seek, assess, apply, and communicate knowledge as
reflective practitioners throughout their careers,
3. Developing and applying knowledge of curriculum, instruction, principles of learning, and
evaluation needed to implement and monitor effective and evolving programs for all learners.
4. Initiating, valuing, and practicing collaboration and partnerships with students, colleagues,
parents, and community,
5. Appreciating and practicing the principles, ethics, and legal responsibilities of teaching as a
profession,
6. Developing a personal philosophy of teaching.