Course Contents

Course Content Unit 1: Introduction to guidance and counselling • Introduction to guidance and counselling • The basic concepts of guidance and counselling: Guidance, counselling, and psychotherapy • The Islamic concept of guidance and counselling • The scope of guidance and counselling: Community, family, administration, and peers • Principles of guidance and counselling • Types of guidance and counselling: Educational and personal • Types of guidance and counselling: Social and vocational • Theories of guidance and counselling • Carl Roger • Erik Erikson • Alfred Adler • B. F. Skinner Unit 2: The course instructor as a counsellor • Qualities of a counsellor: Personal and professional • Guidance services that a teacher can provide • The teacher as an agent of change: Problems in the classroom for guidance and counselling • The teacher as an agent of change: Issues in school for change • The role of a teacher as a counsellor in classroom for improving academic performance • The role of a teacher as a change agent in school • Ethical considerations of guidance and counselling Unit 3: Procedures and tools for guidance and counselling • Steps and procedures of counselling • Strategies for solving problems or staging interventions • Techniques and strategies for problem-solving • Observation • Interview • Cumulative record • Questionnaire • Case study • Referring cases to the concerned professionals Unit 4: School-wide guidance and counselling • Problems and issues in primary schools: Educational, social, physical, psychological, and career • Initiating guidance programmes in schools: Needs assessment • Initiating guidance programmes in schools: Support structure • Initiating guidance programmes in schools: Vision, mission, and goal-setting • Initiating guidance programmes in schools: Tasks and activities • Initiating guidance programmes in schools: Assessment of guidance and counselling programmes • Involving various stakeholders in the guidance programme: Parents • Involving various stakeholders in the guidance programme: Community • Visualizing action plans • Preparing an action plan • Emergency drills: Earthquake, fire, and bomb drills • Traumatic stress management • Assigning responsibilities • Implementation of action plan or doing activity • Documentation and report-writing • Evaluation • Future plan

Course Synopsis

This course has been designed to introduce the concept, scope, and theories that govern the process of guidance and counselling in education. It will enable Student Teachers to identify areas of guidance and counselling at the elementary level. Through the knowledge and skills acquired from this course, they will be well equipped to explore the talents and potential of their students, while preparing them for life in the 21st century. The course will include both theoretical knowledge of guidance and counselling and the development of Student Teachers’ counselling skills. It will strengthen their ability to exercise active listening skills, reflect on students’ problems, and help them choose potential solutions to their problems. The course will also enable Student Teachers to design school-wide guidance and counselling programmes.

Course Learning Outcomes

By the end of this course, Student Teachers will be able to: 1. Demonstrate knowledge of the importance of guidance and counselling to teachers and students 2. Critically analyse the concepts, scope, and theories that govern the process of guidance and counselling 3. Use the principles and functions of guidance and counselling to ensure a safe learning environment in school 4. Identify and apply different tools of data collection in different situations 5. Select and apply appropriate counselling techniques to solve students’ problems 6. Coordinate and communicate with various stakeholders in the process of guidance and counselling.