Guidance Services in Schools

Chapter 30

Guidance Services in Schools

The Chapter at a Glance

Keeping pupils’ progress record.

The child guidance clinic.

An integral part of a school.

            The most important duty of any progressive school is the adequate provision of guidance services for its students. A school that fails to provide such services impairs the mental and physical health and efficiency of the students very seriously.

            A school may provide guidance to its students through the teachers or through a child guidance clinic. The teacher's guidance procedures are mainly dependent upon the keeping of pupil's progress records. The clinic, however, employs specialized guidance techniques. In an ideal school situation both work in collaboration with each other.

Keeping Pupil's Progress Records

            One of the most common forms of providing guidance to students is through the teachers who keep regular records of their scholastic, athletic, medical and general progress at the school. On such records the teachers usually note improvement or deterioration in their students' achievements. These records enable them to offer the students appropriate suggestions and advice for improvement, etc.

Methods of Keeping Progress Records

            The main methods of keeping pupils’ progress records are as follows:—

            (a) The Teacher's School Register.

            (b) The Principal's Office Records.

            (c) The Pupil's Cumulative Records.

            All these methods have been discussed in the preceding chapter. It has been suggested therein that the cumulative record is decidedly better than any other form of recording pupils' progress.

            The keeping of such detailed records might, however, consume a considerable amount of a teacher's time. Consequ­ently, maintenance of such records, though extremely desirable, might not be possible at schools where teachers have heavy teaching loads and an endless chain of routine general duties to perform.

The Progress Report

            At most of our schools teachers use the common type of Progress Report. It is usually in the form of a small booklet with separate pages devoted to the progress of the students mainly in the following fields:-

            (a)       Academic achievement, giving details of marks ob­tained positions in the class,

                          specific efficiencies and deficiencies         in various school subjects, etc.

            (b)       Record of health, showing the findings of the usual         general medical check-up of

                          the students.

            (c)       General remarks of the class teacher regarding the character, conduct, habits,

                          etc. of the student.

Suggestions for Improvement

            When elaborate recording procedures are not available, such a simple method can also serve quite a useful purpose in matters of pupil guidance.   The teacher can, however, improve the Pro­gress Report system by keeping the following hints in view:—

            (1) Details Regarding Scholastic Achievement: More details should be inserted in the Progress Report regarding a student's academic progress. Mere mentioning of marks obtained by him in various examinations etc. is not enough. Specific areas in which a pupil shows marked educational ability or disability should be pointed out. This should be followed by practical and positive suggestions as to the steps he can take to make further improvement especially in the fields particularly men­tioned in the Report.

            (2) Information on Social and Athletic Activities : Adequate provision should be made for the recording of following infor­mation on the Progress Report:—

            (a) Record of pupil’s social activities, attitudes, etc.

            (b) Record of his athletic and recreational pursuits at the school.

            In this case, too, practical and encouraging suggestions should be offered for improvement in social behavior and athletic proficiency.

            (3) Avoidance of Derogatory Remarks: As has already been pointed out, the teacher should refrain from penning on these records adverse, derogatory and negative remarks like: "shame," "conduct unsatisfactory", "very poor", "hopeless", "incorrigible", etc.

            It has been found that such adverse remarks don't serve any useful purpose. On the contrary, they rather prove injurious for the students in many ways. They tend to discourage and dishearten them. They hammer all self-respect out of them and undermine their social prestige.

            Guidance Value of Teacher's Records: Records of pupil's progress made by improved procedures can serve as very useful guiding tools for the teachers. Such records provide the pupils with incentives to improve in order to get more favorable and ego-satisfying remarks on their reports. Care should, however, be taken to keep these records as objectively as possible.

The Child Guidance Clinic

            The most organized way of providing guidance services at the school is by establishing a child guidance clinic on its campus. A guidance clinic or centre provides timely help or guidance to the children in meeting the problems of their adjust­ment at school, home and in general life.

Types of Children Referred to a Clinic

            A number of school children often experience difficulties and problems in their everyday life. An average school teacher often feels incapable of rendering them any substantial guidance regarding these problems. Such children need to be referred to a clinic for adequate guidance.

            A school can send the following categories of its children to a child guidance clinic:—

            (1) Troublesome children.

            (2) Aggressive children.

            (3) Nervous children.

            (4) Delinquent children.

            (5) Scholastically handicapped children,

            (6) Mentally defective children,

            (7) Miscellaneous categories of children.

(1) Troublesome Children: A troublesome child is one who persistently shows abnormal and annoying behavior. Some instances of troublesome behavior are:

       * restlessness,

       * inattentiveness,

       * laziness,

       * carelessness,

       * untidiness,

       * irregularity, etc.

Such children need to be referred to a guidance clinic because teachers feel puzzled as to how to handle them effectively through the 'classical' methods of exhorting, scolding, threaten­ing, punishing, etc.

(2) Aggressive Children: Aggressive children are given to:

       * temper tantrums,

       * destructiveness,

       * bullying,

       * domineering,

       * im­pertinence,

       * defiance, etc.

If their aggressive and pugnacious behavior becomes out of hand and impossible for a teacher to cure or even understand, such children should be referred to the clinic for guidance.

(3) The Nervous Children: A nervous child is one who suffers from a deep-seated feeling of inferiority, etc. This may express itself in fears, enuresis, stuttering, stammering, shyness, isolation, introversion, phantasm building, depressions and obsessions.

            As he is less annoying than the troublesome and aggressive children, a nervous child is apt to escape the notice of the teach­er. Nevertheless, he may be even more in need of timely guidance and treatment at the clinic in order to prevent nervous breakdown or mental diseases disturbing him during later years.

(4) Delinquent Children: Delinquent children are charac­terized by anti-social behavior, e.g., lying, stealing, excessive fighting, sexual perversions, etc. The imperative need of refer­ring such children to a guidance clinic is only too obvious.

(5) Scholastically Handicapped Children: Children who fail to keep pace with the minimum educational standards of the class, repeat grades, obtain poor marks in most of their exami­nations are called scholastically handicapped. Their educational handicap might be duo to dullness, backwardness, or to a com­bination of several factors.

            If left unguided and untreated the presence of such children in the class-room seriously interferes with the normal academic work of the group. Scholastic maladjustment also affects their mental and physical health very adversely. They must be referred to a clinic for adequate guidance in order to overcome their academic disability. An average teacher cannot be of much help to such children because of his lack of specialized training in the art of diagnosing and treating dullness and re­tardation, testing abilities and aptitudes and in the techniques of remedial teaching.

(6) Mentally Defective Children: All those children who are below 70 in I. Q. are known as mentally defective. Mental defectives need the guidance of a psychological clinic because they cannot profit from ordinary school instruction, howsoever simple and easy it might be.

(7) Miscellaneous Categories of Children: It may be remem­bered that a guidance clinic does not deal exclusively with mal­adjusted, problem or deviant children. Normal and average children can also be referred to it for guidance regarding their general, mental, scholastic, emotional and social health problems. Similarly, gifted children may also be referred to a clinic for specialized guidance to enable them to exploit their exceptional talent to the full.

            In fact, any child may be referred to a psychological clinic with a view to obtain help and guidance regarding any specific or general aspect of his life.

The Staff of a Guidance Clinic

            A child guidance clinic is usually staffed by a number of trained personnel who possess specialized training and experi­ence in the theory and practice of guidance. The main experts who usually work on the staff of an efficiently organized clinic are as follows:—

             (1) The Psychologist.

            (2) The Psychiatrist.

            (3) The Social Worker.

            (4) The Additional Specialist Staff.

(1) The Psychologist: He is usually the central figure in a guidance clinic. The psychologist must hold a university degree in Psychology. He must have special training in Clinical Psy­chology and intelligence testing. Experience of handling prob­lem children is very desirable. The psychologist diagnoses the problem of the child referred to the clinic and outlines the guidance or remedial program.

(2) The Psychiatrist: He is more or less as important as the psychologist. He is essentially a medical man and usually holds a Diploma in Psychological Medicine. He should possess practical experience of working in a mental hospital or a psychia­tric clinic. The psychiatrist attends to the medical aspects of the cases referred to the clinic. He concentrates on finding out whether or not any organic factor is involved in the problem of the child.

(3) The Social Worker: The social worker holds a diploma or degree in social work. His job is to interview the child's parents, survey the home conditions and report back all the relevant details to the clinic. He is also a sort of liaison officer in the clinic and endeavors to create an atmosphere of good­will and co-operation among the clinic staff, the parents and the teachers.

        These were the essential members of the staff of a guidance clinic. If sufficient finances and adequately trained persons are not available one could manage without the psychiatrist. This cut in the clinic staff, however, is a false economy. It is most liable to impair the general efficiency of the clinical pro­cedures very considerably.

       It is customary with some clinics to employ a qualified medical man instead of a psychiatrist.

(4) The Additional Specialist Staff: In addition to the above mentioned staff some highly organized child guidance clinics employ the services of extra specialist staff. Two prominent members of such a specialist staff are:—

            (a) The Speech Therapist.

            (b) The Play Therapist.

            The Speech Therapist is usually a trained expert having a mastery over the physiology of speech organs and the psycholo­gical methods of diagnosing and treating various speech dis­abilities.

            The Play Therapist possesses a good deal of knowledge of Developmental Psychology and the theory and technique of play. He provides interesting playful situations for the children at the clinic. He watches their behavior and modes of handling various toys, etc. From a critical observation and interpreta­tion of the playful activities of children he gleans a great deal of information about and insight into their problems. The useful information supplied by him is also utilized by the psychologist in many ways in handling the child.

            Ministerial and Menial Staff: Besides the experts listed above a child guidance clinic also requires the services of a number of office workers. Some of these are: the secretary who keeps the records and files, the steno-typist who does the typing work, etc., and one or two peons who do miscellaneous menial work.

The Building of the Clinic

            Much of the success of the clinic in dealing with children's problems depends upon its building and equipment.

            An ideal clinic must have the following accommodation:—

            (1)       Technical Staff Office: One room is needed to house the office of the technical

                          staff.

            (2)       Interview Room: One room is required for interview­ing the children, their

                          parents and teachers.

            (3)       Waiting Room: One room is needed for parents and teachers and other visitors

                          waiting for their turn when the clinic staff is busy with other children.

            (4)       Library-cum-Reading Room: Technical books and journals on child guidance and

                          related subjects need to be housed in a separate room.

            (5)       Play-Room: This is needed to conduct play therapy with children. If possible, it

                          should have a lawn attached to it.

            (6)       The Office: One room is needed to house the secretarial establishment and  

                          their paraphernalia.

            Suitable expansion or reduction can, however, be effected in these accommodation requirements depending upon the economic resources and imagination of those who sponsor the clinic. Thus, for instance, as an economy measure the interview room, the waiting room and the library could be combined in one room.

The Equipment of a Clinic

            As for equipment, the materials that are needed to run a guidance clinic efficiently are: case history sheets, tests, toys, animal pets, office stationery, filing and cataloguing racks, computer, printer, etc.

            The One Way Screen: In the advanced guidance clinics of the world, One-Way Screens are also used. These are mirrored partition screens from behind which observers can see without themselves being seen. The One-Way Screen has proved very useful clinical equipment for the observation of children's playful activities, attitudes, etc., without letting them become conscious of the fact that they are being observed.

            Books and Journals: Specialized books and journals espe­cially on the following subjects are also an important part of clinic equipment:—

            (a) Child Psychology and Psychiatry.

            (b) Child Development.

            (c) Guidance.

            (d) Testing.

            (e) Remedial Education.

            The quality and quantity of clinic equipment depends upon the availability of appropriate funds and the mode of their expenditure. Attempts should be made to spend funds allocated for these purposes in the most economical and intelligent man­ner so as to get the maximum number of essential and first-rate items of equipment for use in the clinic.

How the Clinic Works

            The major functions of a guidance clinic could be divided under two main heads as follows:—

            (1)       The Diagnostic Function: This is the cause-finding work.

            (2)       The Remedial Work: This is the main guiding, treat­ing,                           rehabilitating work.

(1) The Diagnostic Measures: When a child is referred to a clinic for guidance all the relevant clinic specialists get moving. The psychologist interviews the child. He reconstructs his past and present History, tests his intelligence, aptitude, etc. He endeavors to form an accurate picture of all the causes that led to the maladjustment of the child.

            The psychiatrist probes into those medical factors which are supposed to have affected the mental health of the child. The social worker supplies the picture of the home conditions. The teacher's reports on the scholastic achievement of the child are solicited.

            In the light of all these data the clinic staff reconstructs a composite picture of the child. This enables them to arrive at a diagnosis or to determine the various causes which are held responsible for the difficulties of the child.

(2) The Remedial Measures: When the diagnosis is com­pleted, suitable remedial measures are outlined and tried with the child. Some of these measures are tried at the clinic, e.g., play therapy, group therapy, speech therapy, etc. Others are tried at the school, e.g., remedial teaching, differential treatment by the teacher, special education, participation in group playful activities, etc. Still other remedial measures are recommended to the parents to be tried with the child at home, e.g., better emotional attitudes towards the child, giving him affection and security, etc.

            The clinic staff keeps a careful watch on the child's progress or deterioration after the adoption of these remedial measures. Changes and amendments are being continuously made in the light of the changing requirements of the individual child

            Whenever necessary, guidance conferences are held at the clinic. At these conferences the teachers and the parents, be­sides the clinic staff, gather together and deliberate over the child's problems. They make a joint and co-operative effort to make the guidance program adopted for the child a success. This they do by making determined and repeated efforts at understanding and helping the child in the spheres of their res­pective jurisdictions, i.e., the teacher at the school, the parents at home and the guidance staff at the clinic.

            Discharging the Case: After a few visits to the clinic when the child shows some signs of improvement he is re-examined. Fresh reports from parents and teachers are also solicited through the agency of the social worker. If the clinic staff feel satisfied that the child is no longer suffering on account of the particular problem for which he was referred to the clinic, he is discharged.

            Follow-up Records: In certain exceptional and serious cases of problem behavior or maladjustment follow-up records of the discharged cases are also maintained by the clinic. A follow-up record is the systematic account of a child's condition even after he has been discharged after a successful treatment at the clinic.

Further improvement, deteriorations or relapses are carefully noted in such records.

            A follow-up record serves many useful purposes. Some of its significant functions are as follows:—

(a)  It serves as a check for the clinic staff in making an appraisal of the success or failure of their diagnosed and remedial measures with a child; it thus improves their technical efficiency.

(b)  It does an obvious service to the child as well, in that he gets the continued attention and guidance of the clinic as a precautionary measure against the possibility of a relapse.

(c) By maintaining a continued observation and guidance of the child, it saves parents and teachers all the trouble and anxiety that would have resulted had the child swerved again from normal, adjusted behavior.

            A follow-up record is indeed a very useful clinical measure from all points of view.

An Integral Part of a School

            It is a fact almost too obvious to need stating that a child guidance clinic is an extremely useful institution. By its con­structive educational methods it endeavors to promote the cause of mental health and efficiency among children. It builds up sound character and healthy personality by offering them timely guidance regarding their problems and perplexities. It thus makes a very substantial contribution to the development of the individual child, the family and the entire nation.

            As a constructive social institution, a child guidance clinic should, therefore, be an integral part of each progressive school in a modern welfare state.