Guidance and Counseling in Education PDF

NAVOTAS POLYTECHNIC COLLEGE Bangus Street. Corner Apahap Street, North Bay Boulevard South, Navotas City GUIDANCE AND COUNSELING MODULE 1 Introduction to Guidance and Counseling in Education This module introduces the fundamental concepts, goals, roles,...

NAVOTAS POLYTECHNIC COLLEGE Bangus Street. Corner Apahap Street, North Bay Boulevard South, Navotas City GUIDANCE AND COUNSELING MODULE 1 Introduction to Guidance and Counseling in Education This module introduces the fundamental concepts, goals, roles, and ethical considerations of guidance and counseling within the Philippine educational system. It aims to equip educators with the knowledge and skills needed to support students' personal, academic, and career development. Learning Objectives By the end of this module, participants will be able to: 1. Define guidance and counseling within the context of Philippine education. 2. Explain the roles and responsibilities of educators in providing guidance and counseling support. 3. Understand and apply legal and ethical considerations in guidance and counseling practices. Meaning and Nature of Guidance Guidance - Guidance is a distinct comprehensive program rather than a set of loosely related services. It is comprehensive, purposeful and sequential. The counseling program is both an integral part and an independent component of the total educational program. (Borders and Drury, 1992) Counseling - Professional counseling is the application of mental health, psychological, or human development principles, through cognitive, affective, behavioral or systematic intervention strategies, that address wellness, personal growth, or career development as well as pathology. (American Counseling Association, 2008) Guidance and Counseling Guidance and Counseling is a profession that involves the use of an integrated approach to the development of a well-functioning individual primarily by helping him/her to utilize his/her potentials to the fullest and plan his/her future in accordance with his/her abilities, interests and needs. ( RA 9258, Section 3(a) ) Nature of Guidance 1. Guidance is education itself. The guidance aims at educating the individual for understanding himself, unfolding his potentialities to their maximum so that he may eventually prove himself to be an adjusted and pragmatic member of the community. The guidance, therefore, is a significant education procedure. It is in short education itself. 2. Guidance is a process. Guidance is a process that enables an individual in discovering himself most satisfyingly and positively. It provides direction to enable an individual to harness his potentialities, abilities, interests and aptitudes. 3. Guidance is a continuous process. Guidance is a dynamic and a non-stop process. In this process, an individual understands himself, learns to use maximum his capacities, interests and other abilities. He continues his struggle for adjustment in different situations. He develops his capacity for decision-making. 4. Guidance is related to life. The process of guidance is related to life, its problems and challenges and how to face them. Problems and challenges are the building blocks of our personality. Guidance helps people to live a balanced and tension free-life with satisfaction under the circumstances. 5. Guidance is self-direction. The nature of Guidance is not to thrust itself on an individual. It does not make choices for him. The ultimate purpose of the guidance is to guide the individual to direct himself in the right direction, to make his own choices, to fix his lifegoals and to carry his burden. 6. Guidance is individual-centred. Whether given on individual or group basis, the focus of all guidance programmes is the individual who needs to manage himself for a joyous today and a happy tomorrow by a healthy alignment of individual desires and aspiration with socially desirable good. Page 1 of 8  7. Guidance is a qualified and complex and organised service. Guidance is given by qualified and trained personnel. Hence guidance is a skill-involved process. The varied and complex nature of human life leaves its imprint on the guidance programmes which are a totality of experiences. Guidance depends on prior study of the individual, his assessment, initial counselling, interview, case study and a host of other subsidiary activities that qualify Guidance as a complex process. 8. Guidance is based on individual differences. Individual differences or, the fact that individuals differ significantly, forms the basis of Guidance. If all the individuals had been alike there was no scope for guidance. Individuals differ not only in their appearances but in their mental and intellectual endowments, desires, aspirations, and aptitudes. 9. Universality of guidance of life situations from childhood to old age. He needs guidance for solving problems to adjust in the family as well as in the society. 10. Guidance is making potential actual. Studies indicate that each person is born with more potential than he uses. Guidance programme aid the individual in the discovery of a hidden potential individual for his benefit than that of the community. Thus guidance programme is used as an aid to discover the talent and use it for the progress of the country. 11. Preparation for future. The process of guidance helps prepare a person for his future. Guidance helps in the choice of one’s career, one’s partner in life etc. Guidance helps the individual to march towards the future with confidence. 12. Modification of Behaviour. Guidance helps the persons in his adjustment in different situations and to modify one’s behaviour. Negative personality traits have been modified through skilful guidance and counselling. According to Carter V. Good, “Guidance is a process of dynamic interpersonal relationship designed to influence the attitudes and subsequent behaviour of a person.” Principles of Guidance: Guidance is based upon the following principles. (i) Holistic development of individual: Guidance needs to be provided in the context of total development of personality. (ii) Recognition of individual differences and dignity: Each individual is different from every other individual. Each individual is the combination of characteristics which provides uniqueness to each person. Similarly human beings have an immense potential. The dignity of the individual is supreme. (iii) Acceptance of individual needs: Guidance is based upon individual needs i.e. freedom, respect, dignity. (iv) The individual needs a continuous guidance process from early childhood throughout adulthood. (v) Guidance involves using skills to communicate love, regard, respect for others. NEED AND IMPORTANCE OF GUIDANCE Guidance is needed wherever there are problems. The need and importance of guidance are as follows. Self understanding and self direction: Guidance helps in understanding one‘s strength, limitations and other resources. Guidance helps individual to develop ability to solve problems and take decisions. Optimum development of individual Solving different problem of the individual Academic growth and development Vocational maturity, vocational choices and vocational adjustments Social personal adjustment Better family life Good citizenship For conservation and proper utilization of human resources For national development Guidance is helpful not only for student and teacher in an educational institution but also to the parents, administrators, planners and community members. IMPLICATIONS OF AREAS OF GUIDANCE IN GLOBAL CONTEXT The students life is getting complex day by day. Students in the twenty-first century have facing many perplex and difficult situations i.e. to make wise curricular and other curricular choices, to acquire basic study skills for optimum achievement, adjustment with peers etc. In its beginning guidance was concentrated on problems relating to vocations. It was largely concerned with getting jobs for young people. Now guidance has gone for beyond this. It is now concerned with the entire individual in all aspects. The areas of guidance are very vast. The following are some of the important areas of guidance. Page 2 of 8 1. Personal: Students face many personal problems related to themselves, their parents and family, friends and teachers, etc. They often have memories related to home or family which creates feeling of disappointment in them. If their parents are expecting too much of them it leaves them with a feeling of incompetence and insecurity leading poor self-concept and self esteem. The objectives of personal guidance are to help the individual in his/her physical, emotional, social, rural and spiritual development. The aims and objectives of personal guidance are: To assist the individual in understanding himself/herself. To assist the individual involving the personal problems. To assist the individual in taking independent decisions and judgement. To assist the individual to view the world and the social environment in right perspective. To assist the individual in making sound adjustments to different problems confronted in life. Personal guidance is necessary at all stages of life. At the elementary school stage opportunities should be given to students for their self expression. Personal guidance at this stage deals with the problems related to feeling of insecurity, social acceptance, discipline etc. At the secondary stage, the students have more intricate personal problems. During the secondary stage adolescent students due to peculiar physical, emotional and social developments undergo noticeable changes in their attitude and behaviour. Personal guidance at this stage should therefore focus on personal and social adjustment. Personal guidance at the tertiary stage aims at helping them view life in relation to reality. The scope of personal guidance at this stage is very wider. 2. Educational Guidance: If one closely examines the problems of young pupils in schools and colleges, one would exactly realize the need of educational guidance. Educational problems head the needs of students‘ problems. So education is an important guidance area. Educational guidance is related to every aspect of education school / colleges, the curriculum, the methods of instruction, other curricular activities, disciplines etc. Educational guidance is the assistance given to the individual (i) to understand his/her potentialities (ii) have a clear cut idea of the different educational opportunities and their requirements (iii) to make wise choices as regards to school, colleges, the course : curricular and extra curricular. Some of the aims and objectives of educational guidance are: To assist the pupil to understand him/herself i.e. to understand his/her potentialities, strength and limitations. To help the child make educational plans consist with his/her abilities, interests and goals. To enable the student to know detail about the subject and courses offered. To assist the student in making satisfactory progress in various school/ college subjects. To help the child to adjust with the schools, its rules, regulations, social life connected with it. To help the child in developing good study habits. To help the child to participate in out of class educational activities in which he can develop leadership and other social qualities At the elementary stage guidance programme must help the children to make good beginning, to plan intelligently, to get the best out of their education and prepare them for secondary schools. Educational guidance needs to be used in diagnosing difficulties, in identifying the special needs of children. At the secondary stage educational guidance should help the pupils to understand themselves better, to understand different aspects of the school, to select appropriate courses to get information about different educational opportunities, to develop good study habits. The students should be helped to be acquainted with the vocational implications of various school subjects. Educational guidance at the tertiary stages must oriented students about purpose and scope of higher studies and helps them to stimulate their studies. Each college/ university must have a guidance unit with due provision of guidance services. 3. Vocational Guidance: You know that bread and butter aims‖ is one of the main aims of education. Due to advancement in science and technology and consequent charges in industry and occupations have been emerged. There are thousands of specialized jobs/ occupations. In this context, there is a great need for vocational guidance. Vocational guidance is a process of assisting the individual to choose an occupation, prepare for it, enter upon it and progress in it. It is concerned primarily with helping individuals make decisions and choices involved in planning a future and building a career. The purpose behind assisting the youth to choose, prepare, enter and progress in a vocation is the optimum growth of the individual. Some of the aims and objectives of vocational guidance are: Page 3 of 8  Assisting pupil to discover his/her own abilities and skills to feet them into general requirements of the occupation under consideration. Helping the individual to develop an attitude towards work that will dignify whatever type of occupation s/he may wish to enter. Assisting the individual to think critically about various types of occupations and to learn a technique for analyzing information about vocations. Assisting pupils to secure relevant information about the facilities offered by various educational institutions engaging in vocational training. At the elementary stage, although no formal guidance programmes are needed, the orientation to vocation can be initiated at this stage. At this stage some qualities and skills which have grater vocational significance viz. love and respect for manual work (ii) training in use of hands (iii) spirit of cooperative work (iii) sharing (vi) appreciation for all works (vii) good interpersonal relationship are to be developed. At the secondary stage vocational guidance should help the students to know themselves, to know the world of work, to develop employment readiness to develop decision making rules. At the higher education stages it should be more formal one. The objectives of guidance at this stage are to help the students to get information about different career, training facilities, apprenticeship etc. 4. Avocational Guidance: The individual student spends only a small portion of his time i.e. 4 t0 6 hours per day in school. The rest of the time needs to be effectively managed and utilized by the child for his/her progress and development. Avocational guidance helps the child to judiciously utilize the leisure time. The other co-curricular activities play an important role in all-round development of the child.But many parents, teachers and children put secondary importance to these activities. The students need to be properly guided for effective participation in varied types of avocational pursuits so that they are able to shape their interpersonal behavior in desirable direction and widen their outlook. 5. Social Guidance: We are social animals. But social relationships constitute a problem area for most of the students. School/educational institution is a miniature society and pupil from different socioeconomic status, linguistic and socio-cultural background read there. Students some time may face problems in adjustment and social relationship. It is very important that the students to be helped in acquiring in 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. 6. Moral Guidance: Moral values occupy an important place in our life. Some times due to influence of diverse factors students tell lies and indulge in undesirable practices. Moral guidance helps in bringing these students in to proper track and help in their all round development. 7. Health Guidance: Health is regarded as the wealth. Total health i.e. preventive and curative is the goal of health guidance. The health guidance may be a cooperative effort of Principal, Doctors, Counsellor/psychologist, Teachers, Students and parents. For promoting preventive care the conditions of school hostel, canteen needs to be checked. Similarly health education through formal classes and information is essential in school education stages. In the present day the concern of health guidance also pertains to guidance in HIV/AIDs. 8. Leisure – time guidance : Guidance for leisure is basically a part of personal guidance. the individual should know how to utilize his/her leisure time fruitfully. leisure generally refers to free time a person at his disposal. leisure in modern time is available to those who are technically trained and efficient. But, unfortunately most of us do not know how to utilize the leisure time. That is why guidance for leisure is necessary. Leisure can be fruitfully utilized for two purposes. First of all Leisure provides us time for personal development. One can increase his efficiency by utilising his leisure time. The second use of leisure is that it helps the individual to be more productive by getting the necessary rest and recreation. Jones divides leisure time activities into four groups. 1. Escape activities 2. General culture or appreciation activities. 3. Creative activities and 4. Service activities It has also been suggested that individuals should spend their leisure time in social welfare activities. For professional growth are must take active interest in the professional society of his profession. Page 4 of 8  Thus it is quite evident that guidance for leisure is extremely important in modern society because it helps the individual to attain efficiency and become a useful member of the society. Therefore, it has been suggested that in the school curriculum, there should be provision for teaching about various leisure time activities so that children will able to know about them. LEGAL AND ETHICAL CONSIDERATIONS IN GUIDANCE AND COUNSELING The legal foundation of guidance in the Philippines has its own beginning in 1951 when the Joint Congressional Committee on Education, in its report to Congress stated: “there should be established in every secondary school a functional guidance and counseling program to help the students, to guide them in work in school and at home and to help them solve their problems” To give more impact on the role of guidance in the Philippine educational system. Section 4 of Batas Pambansa Blg. 232 or the Education Act of 1982 states that the educational system shall aim to… “provide for a broad general education that will assist each individual, in the peculiar ecology of his own society to; a) attain his potential as a human being; b) enhance the range and quality of individual and group participation in the basic functions of society; and c) acquire the essential educational foundation of his development into a productive and versatile citizen” The realization of these objectives are stipulated under Section 3, article XIV of the 1987 Constitution to which: “All educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.” HISTORY AND DEVELOPMENT OF GUIDANCE Guidance, which is essentially the interest in human beings and human welfare, as mentioned in the previous unit, is as old as education itself. Motivated by religious and superstitious beliefs, people have made efforts to help others, discover their potentialities, analyze their abilities, and even predict their future. Today, attempts toward helping others are based on study or research and upon an increased understanding and awareness of the psychology of human behavior. Guidance programs reveal much scientific work already being undertaken in the fields of education, psychology, sociology, and mental health. PSEUDO-SCIENTIFIC TECHNIQUES IN GUIDANCE Guidance techniques are of several types: numerology, astrology, graphology, palmistry, phrenology, physiognomy, spiritualism, dream-interpretation, occultism, and fortune-telling by means of cards, the Ouija board, etc. It may seem unbelievable, but people are still influenced by these practices as evidenced by their behavior, and they spend much money and time waiting for that lucky day. The element of the unexplained, the unknown, or the one-step-beyond has consciously or unconsciously influenced many an individual's behavior and conduct. Numerology is the predicting of future outcomes or events in terms of lucky or unlucky members. Astrology is associating one's fore with the course of or stars and other heavenly bodies. Graphology is analyzing one's diameter in terms of one's penmanship pattern. Palmistry, the belief that lines on one’s hand tell the fate and destiny of an individual, still has a place among us. Phrenology, an individual's traits, such as honesty, sympathy, love, mathematical ability, or musical talent. Physiognomy, which is allied to phrenology, predicts personality traits rough facial characteristics, bodily structure, or muscular set. There are other modes of delving into the past and future. Seeing a black cat, the appearance of black objects or odd odors in the premises, and walking under a ladder are considered bad omens, and could make somebody planning a trip or a journey, post-pone it or give it up altogether. Dreams, too, have their fascination and attraction. Interpretation of dreams has, more often than not, influenced the behavior of some people. But the truth is, dreams may be caused by a heavy dinner, crumpled bed clothes, worries, or repressed sex desires. One benefit that may be derived from reading about dreams in this particular area, is the wisdom of fore-going a heavy meal before retiring, ns this might cause what doctors and others call bangungot, which sometimes results in death. Page 5 of 8  Occultism and spiritualism are less common ways of looking into the past or the future. Espiritistas, as the exponents call themselves, claim that the spirits of the dead, especially of great men, can make a sick person well again. The Ouija board consists of a drinking glass inverted on a board or table, and letters of the alphabet placed all around it. Every guidance counselor will do well if, knowing about these techniques, he goes about with his guidance work convinced that what matters is the individual's need for assistance and a feeling of security. Guidance, the result of scientific study Guidance is an outgrowth of several movements which are centered on human behavior pattern. First, in philosophy, there appeared a movement - an increased interest in the essence of man and in life experiences. Psychology, which originally meant study of the mind, was therefore introduced. The study led to more research, investigations, and experiments on the why of hu-man behavior, inasmuch as no one could know precisely what was in one's mind. Early in the twentieth century, educational psycho-logy - the science of psychology that deals with the development of an individual as he progresses from birth to old age - was added to the teacher-training curriculum. Further research and experiments in this field aroused interest in the welfare of human beings of all ages and therefore in the need for guidance, guidance programs, and guidance techniques. As mentioned in Unit I, the need for guidance was caused by several factors, like industrialization and specialization, the changing philosophy of education and its objectives, and increase in school population due to increase in population. The density of population in the Philippines as of 1960 is 92.3 persons per square kilometers. This population distribution was tallied with the 1960 population census figures in an unprecedented total of 27,445,799 as of February 15, 1960, which showed an average yearly increase rate of 2.2% since 1948. The increase has been described by demographers as "explosive." The present status of guidance The progress of guidance has been slow because of lack of trained personnel and sympathetic administrators, lack of funds, and misconceptions about guidance. But guidance is quite definite, and the problems can be hurdled. Asa newer field of educational psychology, guidance has come to stay. The guidance movement has spread in some countries, including the Philippines. Guidance in the United States In the early part of the twentieth century, the first organized guidance movement - the move to assist young people -was started by a civic-minded leader, Frank Parsons, in Boston. Massachusetts. He is rightfully called the "father" of the vocational guidance movement and of the guidance movement in general. He started as a volunteer worker in the Civic Service House in Boston to observe maladjusted young men and women. Most of them were out of school and performed work for which they were not qualified. So Parsons organized the Breadwinners' Institute in 1905 with a planned program for vocational guidance. Together with Meyer Bloomfield, he next organized the Vocational Bureau of Boston, and for the first time, "vocational counselor" and “vocational guidance" were used with the present connotation. Believing in guidance as a long-term educational endeavor, Frank Parsons presents the following principles of counseling: 1. It is better to choose a vocation than to hunt for a job. 2. Careful self-analysis should precede the choice of a vocation. The putting down on pa, of a self-analysis is of supreme importance. 3. The youth should also make a personal survey of the vocational field before deciding on a vocation that seems convenient. 4. The advice of men who have made careful study of men and vocations and of the conditions of success is helpful in deciding on a vocation. It was also Frank Parsons who caused the inclusion of vocational guidance in schools in 1909, when a committee on vocational advice was appointed by the Boston School Committee, and in 1910, when a vocational counselor was appointed in every elementary school and high school in Boston. In 1912, the Boston Placement Bureau was founded. During World War II, guidance suffered a setback when young men were drafted into the military service and to job opportunities in war industries, thus causing a considerable decrease in high school Page 6 of 8 enrolment. There was also a shortage of guidance workers. Later, new and better aptitude tests were administered to measure and appraise men for the different branches of military service. After the war, the Vocational Rehabilitation Act provided for the training and employment of disabled veterans, and the Service-men's Readjustment Act for the education and training of veterans. Guidance movements in Europe European countries and Great Britain developed guidance movements similar to those in the United States at about the same time. Guidance was left to local initiative. In Great Britain, placement work is carried out for boys and girls who leave the elementary school, having reached the age of 14 or 15 - the end of the compulsory education period - or 16 years, the secondary- school-leaving age This is undertaken by the Ministry of Labor through the Juvenile Employment Exchange. Similar services are also provided by private institutions and agencies. The National Institute of Industrial Psychology in London, for example, provides counseling through career masters. In France. The schools in France are highly regimented, subject to strict supervision, and under the Ministry of Education. There is no provision for guidance in the secondary schools. Vocational guidance was given national recognition in1222, when guidance services became established offices. The guiding force in vocational guidance in France is the National Institute for Vocational Guidance founded in 1930 duly recognized the same year. Its primary aim is to train vocational counselors. Guidance services included the 'recording of results of interviews with parents, the counselor's answers to questions, and the results of physical examinations and of psychological and vocational aptitude tests. In Germany. The movement in Germany has a longer history than in other European countries. Under the First Reich, although service to the Emperor was part of tradition, vocational guidance enabled boys to find jobs and aided the government to relocate workers where they were needed. Under the Second Reich, individuals were given a taste of freedom of personality in a democracy. But during the Third Reich, guidance was given only in the interest of the State. Today, elementary school pupils receive the most benefits in vocational guidance. In Russia. The entire philosophy behind the Russian educational system is work, work. and more work. Work activities are integrated in every school program in order to produce efficient and loyal workers. The vocational guidance bureau handles counseling programs. Each bureau serves a definite number of schools through arrangements among the guidance bureau, the Commissariat of Education, and agricultural and industrial enterprises sponsoring the schools. Guidance movement in the Philippines In the Philippines, guidance is said to have both an accidental and incidental origin. Teachers and principals hive assisted pupils to make choices and to make self-adjustments. In their efforts to teach the subject matter, and to develop habits and skills in the process of teaching the subject, teachers also treat problems of mis-behavior among pupils in the classroom and on the playground, including the cutting of classes or low or inconsistent grades. Before 1925, guidance as a movement, as it is now practiced and accepted, was unknown in the Philippines. It was only in 1932 when a Psychological Clinic was started by Dr. Sinforoso Padilla and which concerned itself with cases of student discipline, well as emotional, academic, and vocational problems. The Clinic was in operation until 1941. About the same time, counseling tests were administered to the convicts in Bilibid Prison in 1934 and to the inmates at Welfareville in 1939. Psychological tests were also used for guidance purposes M private schools. In the school year 1939-1940, a dean of boys and a dean of girls in each of the four public high schools in Manila were chosen from among the members of the faculty. They were assigned to look after the behavior and conduct of students who were refer-red to them by classroom teachers. They also served as student advisers, assisting the administration in attending to cases of discipline and of irregular attendance, which were personal, social or educational in nature. In November, 1945, the first Guidance Institute was opened. The Bureau of Public Schools started to send teachers as pensionados for observation and study of guidance services abroad. In this connection, guidance experts, like Dr. Roy G. Bone and George H. Bennett, UNESCO specialists in guidance, helped much in making Filipino education officials guidance-conscious. Other guidance experts, like Edward S. Jones and Dr. Henry B. McDaniel of Stanford University, helped sell guidance to our educators. In its report of 1951, Congress proposed the establishment of a functional guidance and counseling program to help students select their course, activities, occupations, friends, future mates; to guide them in their work, both at home and in school; and to help them solve their personality problems. In 1952, division superintendents of schools recommended the establishment of guidance services in the public schools. To Page 7 of 8 date, the Division of City Schools, Manila, has the best developed guidance program, and provincial divisions have started to set up similar programs. In 1945, the National Teachers College was chosen by educators to be the site of the first Guidance Institute. Since then, the Guidance Association of the Philippines has been organized. In 1953, the Philippine Association of Guidance Counselors was organized in order to study the need, interests, and potentialities of our young people, and to establish a Testing Bureau. The most systematic guidance program in the Philippines was launched by the Guidance Section of the United States Veterans. Administration composed of both American and Filipino psychologists, like Dr. Sinforoso Padilla, Dr. Jesus Perpiñan and Mr. Roman Tuason. Foremost among the colleges and universities which offer courses in guidance and which have established guidance centers are the M. L. Quezon University, the St. Scholastics College, the National Teachers College, the Philippine Women's University, Far Eastern University, University of Mani., University of Santo Tomas, University of the Philippines, and the Baguio Colleges. Activity 1. What is guidance? Discuss the need and importance of guidance. 2. Discuss the principles upon which guidance is based. 3. State the importance of educational guidance and vocational guidance. 4. Write short notes on: a) Personal guidance b) Guidance and education c) Guidance and Counselling Make an infographic about the following: Mission, Vision and Goal of the Guidance and Counseling Center in Navotas Polytechnic College Search and make a reflection about the following: a. The MLQ Center. b. The guidance program of the Navotas Polytechnic College. c. What can you say about the credibility of pseudo-scientific techniques? d. What can you say about the guidance movements form the different country? References: https://www.slideshare.net/slideshow/guidance-and-counseling-final/24602325 Agrawal,R(2006) Educational,Vocational Guidance and Counselling,New Delhi,Sipra Publication Bhatnagar,A AND Gupta,N(1999).Guidance and Counselling:A theoretical Approach(Ed),New Delhi,Vikash Publishing House Jones, A.J.(19510.Principles of Guidance and Pupil Personnel work,New Y ork,MiGraw Hill Kochhar, S.K., (1985): Educational and Vocational Guidance in Secondary Schools,New Delhi,Strling Publisher NCERT (2008).Introduction to Guidance,Module -1,DEPFE,New Delhi Crow, L. D. Crow, A. A Introduction to Guidance, American Book Co., 1951. Jones, A. J., Principles of Guidance, McGraw Hill Book Co., 1951. Kapunan, R. R, Educational Psychology, Rex Book Store, 1964. Ordoñez, M., Principles and Problems of Guidance in the Philippine, Regina Publishing Co., 1960. Buenafe Says Science Can Solve Population Explosion," The Evening News, July 11, 1961. Prepared by: CORAZON SD. QUIZON, MAEd Professor Page 8 of 8