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GUIDANCE AND COUNSELLING

GUIDANCE AND COUNSELLING

INCLUDING EXCEPTIONAL CHILDREN

PREETI SINGH

Year : 2019

Bibliography :

pp 184

ISBN : 9789388691161(HB), Price : $85.00 Add To Cart

ISBN : 9789385691178(PB), Price : $20.00Add To Cart

About the Book

The book focuses on almost all basic concepts related to different aspects of Guidance and Counselling. It explains importance of Psychological-tests and tools and their standardization process. New concepts like Appraisal, its need, importance and methods are explained keeping in mind present environment of schools and colleges. The book is useful for dealing both normal and exceptional children. Written in simple and lucid style, the book not only develops sound theoretical base but also enhance practical understanding of the subject.

The book may be useful for teacher educators, teachers, guidance-workers, counsellors, and learners.

About Author

Dr Preeti Singh is a Gold Medalist at B.Ed, M.Ed level and Ph.D from Jamia Millia Islamia,Delhi.She has experience of teaching in school as well as teacher educator at B.Ed, M.Ed, M.Phil.(Education) in BanasthaliVidhyapeeth, Jaipur National University and Indira Gandhi National Open University. Presently she is working in DTT & NFE, I.A.S.E Jamia Millia Islamia, New Delhi, as Post-Doctoral Research Fellow, UGC.

She has presented several papers in National and International seminars,conferences and workshops and worked as committee member for designing courses and curriculum related to Education, and Guidance and Counseling.She has to her credit more than fifty publications in journals of repute, edited books and chapters in course material of universities.She has guided research scholars at Ph.D level. Her areas of interest are Guidance and Counselling, Language Development and Educational Psychology.


Contents

Preface

1. Guidance and Counselling: Meaning and Concept

Meaning and Concept of Guidance; Assumptions behind Guidance Programme; Basic Concept of Guidance Programme; Principles of Guidance; Principles of Guidance Services; Purpose and Scope of Guidance; Need for Guidance Programme; Essential Features of Guidance Programme; Principles of Organizing Guidance Services; Issues and Problems of Guidance

 

2. Spheres of Guidance: Educational, Vocational, and Personal-Social

Educational Guidance; Guidance and Curriculum; Rationale for Integration of Education, Guidance and Curriculum; Guidance and Curriculum—Separate Activities; Guidance Based Curriculum; Role of the Teacher in Guidance and Counselling; Vocational Guidance; Aspects of Vocational Guidance; Activities of Vocational/Career Guidance; Nature of Work; Terms Related toWork; Why do People Work?; Types of Work; Vocational Development; Factors Influencing Vocational Development;Theories of Career Development; Occupational Information; Personal-Social Guidance

 

3. Counselling: The Heart of Guidance Programme

Definitions of Counselling; Counselling—The Central Activity of Guidance Service; Characteristics of the Counselling Process;Purpose or Scope of Counselling; Counselling Skills and Characteristics of Good Counsellor; Counselling and Other Aspects of the Guidance Programme; Different Types of Counselling; Counselling and Psychotherapy

 

4. Counselling Approaches

Directive Approach; Non-directive Counselling; Eclectic Counselling

 

5. Individual Counselling

Individual Counselling Process; Individual Counselling Tools; Behavioural Counselling; Process of Behaviour Counselling;Techniques of Behavioural Counselling; Approaches of Psychotherapy for Dealing with Behavioural Problems

 

6. Group Guidance and Counselling

Concept and Meaning; Difference between Group Guidance and Group Counselling; Group Counselling; Group Counselling Process and Preparation; Preparation of Group Counsellor; Principles of Group Counselling; Aims of Group Counselling; Objectives of Group Counselling; Need for Group Counselling; General Functions of a Counsellor in a Group; Role of Counsellor in Group; Communication in Group Counselling; Dynamics of Group Counselling; Kind of Group Structure: Formal and Informal; Methods of Guidance and Counselling to Deal with Groups; Practical Considerations of Group Counselling; Advantages of Group Counselling; Disadvantages of Group Counselling; Points to Keep in Mind While Organizing Group Counselling; Problems addressed by Group Guidance

 

7. Psychological Testing

Psychological Tests; Need for Psychological Tests; Use of Psychological Testing in Counselling; Characteristics of Good Psychological Tests; Testing in Guidance and Counselling; Psychological Testing in a Guidance Programme; Uses of Psychological Testing in Guidance; Types of Psychological Tests/90; What these Tests Indicate? ; Limitations of Psychological Tests/92; Intelligence Testing; Intelligence Quotient; Measurement of Intelligence; Creativity; Difference between Creativity and Intelligence; Relationship between I.Q. and Creativity; Approaches to Assess Creativity—Tests Based on Them; AptitudeTesting; Difference between Aptitude, Skill, and Proficiency;Tests of Spatial Ability; Interest Testing; Personality Testing; Non-Standardized Methods of Testing

 

8. Appraisal in Guidance and Counselling

Nature of Appraisal; Meaning of Appraisal; Definition of Appraisal from Different Perspectives; Uses of Appraisal; Overview; Why Appraisal is Useful; How does Appraisal Benefit the Counsellees? ; Need for Appraisal in Guidance and Counselling; Different Concepts related to Appraisal; Standardized Techniques of Appraisal; Non-Standardized Tools and Techniques of Guidance

 

9. Guidance for Child Development

Teach Children How to Learn; Physical Development; Thinking Skills or Mental Activities; Social and Personal Development; Don’ts; Learning to Express their Feelings; Teach Them How to Deal with Feelings; Academic Readiness; Readiness for Reading; Readiness for Writing; Readiness for Arithmetic

 

10. Guidance for Exceptional Children: Gifted, Backwards, Underachievers, and Dull

Gifted Children; Slow Learning Children; Dull; Underachievers

11. Education of Exceptional Children: Problems and Measures

Deinstitutionalization; Mainstreaming; Integration; How can Mainstreaming and/or Integration be Achieved?; Measures in Special Education; Resource Room; Resource Teacher; Peer Tutoring; Programmed Instructions; Use of Microcomputer; Technology for the Disabled

12. Institutions for Exceptional Children

Mentally Retarded; Visually Handicapped; Speech and Hearing Problem; Orthopedically Handicapped; The All India Institute of Speech and Hearing, Mysore; National Council of Educational Research and Training (NCERT); Rehabilitation Council of India, New Delhi; National Institute for the Mentally Handicapped, Secunderabad; Karavalamban Kendra; National Institute for the Visually Handicapped, Dehradun; Model School for the Visually Handicapped; Ali Yavar Jung National Institute for the Hearing Handicapped, Mumbai (AYJNIHH) ; Thakur Hariprasad Institute of Research and Rehabilitation of the Mentally Handicapped, Hyderabad

13. Research and Innovations in Domain of Exceptional Children

Problem Issues; Special Instructional Strategies; Conducive Educational Environment; Research Strategy; ResearchDevelopments in Special Education; Methodology of Researchin Special Education; Suggestions for Future Research Areas

14. Mental Health and Adjustment

Mental Health; Mental Hygiene; Attitude towards Mental Patients; Prevention of Mental Disorders through Healthy Psychological Living and Self-Improvement; Mental Adjustment—Three Criteria; Counselling and Adjustment; Maladjustment; Defense Mechanisms

Bibliography

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