Concept of Guidance and Counseling
Various authors have used the term “guidance” and “counseling”
either to the mean differently things or to mean the same thing. Due to
this, many texts use the term interchangeable. However, the general
consensus amongst professionals in that guidance is an umbrella names
for all the helping services. To a layperson, guidance simply means to
guide or direct some one toward a certain goal but to the professional
guidance counselor, it involves a much deeper meaning (Oladele, 1987).
Guidance
Ipaye (1983) sees guidance as an umbrella term which covers all
the means whereby an institution identifies and responds to the
individual needs of students, thereby helping the individual to develop his/her maximum potentials.
Durojaiye (1972) view guidance as a complex process that
encompasses the total needs of the individual student to be directed or
guided. The, he said is available to the individual’s educational,
emotional, vocational, health, social and physical needs as well as the
individuals preparation for a suitable occupation or career.
Various authors, collectively view guidance as:
- A concept (mental image) which connotes the utilization of a view to help an individual.
- An educational construct (intellectual synthesis) refers to
the provision of experiences that helps students understand themselves.
- A service (action taken to meet a demand) involves the processes organized to achieve a helping situation.
- (Idowu, 1998)
Guidance is perceived as a process because it involves a series of actions or steps progressively moving towards a goal.
Help entails assisting to reduce human difficulties,
“individuals” refers to students in a school setting or client, in a
non – school setting.
Understanding of self and world menas coming to known who they
are as individuals, becomes aware of their personal identity, perceive
clearly the nature of their person and the person and the people with
whom they interact. As individuals, they should be able to know what
opportunities are open for them in their world.
The assumption is that individuals who understand themselves and
their world will become more effective, more productive and happier
human beings (Adams, 1998) through guidance individual achieve greater
awareness not only of who they are but also of who they can become.
Guidance is no a haphazard activity but a planned and systematic
approach towards helping the individuals to be able to make wise
choices or decisions. Guidance aims at aiding the recipient to grow in
his independence and ability to be responsible for himself. It is seen
as a service that is universal, not confined to the school or family.
It is found in all phase of life, in the business, industry, hospital,
in homes, government and anywhere there are people who need help the
central idea of these definition is that it does not dictate solution
to the individuals. Realizing that with appropriate guidance the
counselee direct himself.
Inferring from the definitions of guidance, it is clear that is
purpose is to help students understand the totality of their personal
experiences, the opportunities available as well as the choice open to
them and also helping them to recognize, interpret and act upon their
personal weaknesses, strengths and resources.
Understanding oneself can effectively lead to a student’s wise
choice of curriculum options and appropriate occupational aspiration
that would lead to the discovery and development of potentials for
personal happiness first and then social usefulness.
Counseling
Counseling involves a wide range of procedures including advice
giving, support in times of need or trouble, information giving
encouragement and test interpretation. Counseling is perceived as part
of the guidance programme involving a more personalized process that
involves a one – on – one relationship or small groups. Counseling
deals more intensively wit personal and emotional issues, it is very
private and confidential.