6the principle of extension guidance service should

•
6. The principle of extension. Guidance service should not be limited to a
few persons, who give observable evidence of its need, but it should be
extended to all persons of all ages, who can benefit from it directly or
indirectly.
•
7. The principle of elaboration. Curriculum materials and teaching
procedures 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 every
aspect of an individual’s life, it is chiefly concerned with an individual’s physical
or mental health, with his adjustment at home, school, society and vocation.
•
9. Principle of individual needs. The individual and his needs are of utmost
significance. Recognition of individual freedom, worth, respect and dignity is
the hallmark of guidance. Freedom to make a choice and take a decision needs
to be respected and encouraged.
•
10. The principle of expert opinion. Specific and serious guidance problems
should be referred to persons who are trained to deal with particular area of
adjustment for their expert opinion.

PRINCIPLES OF GUIDANCE by
by John Parankimalil, 2015
•
11. The principle of evaluation. The guidance programme should be
evaluated in terms of its effectiveness and improvement. Evaluation is
essential for the formulation of new goals or re-drafting the existing goals.
•
12. The principle of responsibility. Parents and teachers have great
responsibility in the execution of the work of guidance. The responsibility
for guidance should be centred on a qualified and trained person, who is
the head the guidance centre.
•
13. The principle of periodic appraisal. Periodic appraisal should be made
of the existing guidance programme so that requisite changes, if any can be
carried out for its improvement.

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, so
is the school.” This statement holds equally for organized
guidance programs. Intelligent application of the basic
principles to the operation of a school program of guidance
services has value not only for the young or older pupils for
whose benefit the program has been organized but also for
their parents, the members of the school staff, and the
community at large.

Reference
•
Goss, S. (2014). Counselling and guidance in Africa Article in British Journal
of 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 Counseling
Practice In Tanzanian Schools. Retrieved from
seling-Practice-In-Tanzanian-Schools&id=5766594
• Wambu, Grace & Fisher, Teresa. (2015). School Guidance and Counseling in
Kenya: Historical Development, Current Status, and Future Prospects.
Journal of Education and Practice. 6. 93-102.