100%(1)1 out of 1 people found this document helpful
This preview shows page 29 - 33 out of 33 pages.
•6.The principle of extension.Guidance service should not be limited to afew persons, who give observable evidence of its need, but it should beextended to all persons of all ages, who can benefit from it directly orindirectly.•7.The principle of elaboration.Curriculum materials and teachingprocedures should be elaborated according to the view point of guidance.
PRINCIPLES OF GUIDANCE by by John Parankimalil, 2015•8.The principle of adjustment.While it is true that guidance touches everyaspect of an individual’s life, it is chiefly concerned with an individual’s physicalor mental health, with his adjustment at home, school, society and vocation.•9.Principle of individual needs.The individual and his needs are of utmostsignificance. Recognition of individual freedom, worth, respect and dignity isthe hallmark of guidance. Freedom to make a choice and take a decision needsto be respected and encouraged.•10.The principle of expert opinion.Specific and serious guidance problemsshould be referred to persons who are trained to deal with particular area ofadjustment for their expert opinion.
PRINCIPLES OF GUIDANCE by by John Parankimalil, 2015•11.The principle of evaluation.The guidance programme should beevaluated in terms of its effectiveness and improvement. Evaluation isessential for the formulation of new goals or re-drafting the existing goals.•12.The principle of responsibility.Parents and teachers have greatresponsibility in the execution of the work of guidance. The responsibilityfor guidance should be centred on a qualified and trained person, who isthe head the guidance centre.•13.The principle of periodic appraisal.Periodic appraisal should be madeof the existing guidance programme so that requisite changes, if any can becarried out for its improvement.
PRINCIPLES OF GUIDANCE by by John Parankimalil, 2015•Conclusion.Wise and experienced leadership in guidance is,extremely important. It is often said that “As the principal is, sois the school.” This statement holds equally for organizedguidance programs. Intelligent application of the basicprinciples to the operation of a school program of guidanceservices has value not only for the young or older pupils forwhose benefit the program has been organized but also fortheir parents, the members of the school staff, and thecommunity at large.
Reference•Goss, S. (2014). Counselling and guidance in Africa Article in British Journalof Guidance and Counselling. DOI: 10.1080/03069885.2014.918363•Parankimalil, J. (2015). Principles of guidance. Retrieved from e/•Shayo, E. (2011). Origin And Development Of Guidance And CounselingPractice In Tanzanian Schools. Retrieved fromseling-Practice-In-Tanzanian-Schools&id=5766594•Wambu, Grace & Fisher, Teresa. (2015). School Guidance and Counseling inKenya: Historical Development, Current Status, and Future Prospects.Journal of Education and Practice. 6. 93-102.