International Diploma Course in

Guidance and Counselling

[In Collaboration with Commonwealth of Learning (COL),

Canada]

Handbook on Practical Work

HANDBOOK ON PRACTICAL WORK 1

Contents
An Overview of the Course
INTRODUCTION TO PRACTICA
Pre-requisites
Objectives of the Handbook
COURSES OF STUDY
Theory Courses
Practica Courses
Schedule of Practica
Practicum Orientation Underlying Each Theory Course
Contents of Practicum and Needed Organizational Skills
Training Supervision and Evaluation
Group Guidance (GC-115)
Rationale
Competency Based Objectives
Skills Needed in the Supervisor
Group Guidance Practicum Activities
Activity-1: Class-talk
Guidelines for Class-talk
Selection of Topic
Planning the Talk
Organization of Content
Important Aspects While Delivering the Talk
Criteria for Supervision and Evaluation of Class Talk
Activity-2: Group Discussion
Guidelines for Group Discussion
Selection of Topic
Organizing Group Discussion
Criteria for Supervision and Evaluation

2 H ANDBOOK ON PRACTICAL WORK

Activity-3: Workshop
Guidelines for Organizing a Workshop
Selection of Theme for Workshop
Conducting Workshops
Criteria for Supervision and Evaluation
Activity-4: Planning/Preparing Guidance Programme
for the School
Guidelines for Preparing Guidance Programme
for The School
Evaluation of Guidance Programme
Activity-5: Report for Principal
Guidelines for Trainers and Supervisors
Pre-requisites
During the Training
Post-training
Group Guidance – Scheme of Evaluation
Psychological Assessment (GC-116)
Rationale
Specific Areas for Skill Development
Competency - Based Objectives
Tools and Techniques
Tools and Techniques Used in Practica
Quantitative Tools
Methodology of Training (Steps and Procedures)
Guidelines for Supervisors
Criteria for Assessment of Skills of Test Administration
School Work and Supervision in Psychological Testing
Qualitative Assessment
Observation
Undertaking Observation
Defining the Behaviour to be Observed

HANDBOOK ON PRACTICAL WORK 3

Time of Observation
Recording Observations
Sample of Event/Frequency Count Form
Sample of Duration Record Form
Sample Anecdotal Record Form
Guidelines for Supervisors
Guidelines for Evaluation of the Trainees
Overall Assessment Profile
Steps for Preparing the Overall Assessment Profile
Scheme of Evaluation (Quantiative and
Qualitative Assessment)
Collection, Management and Dissemination of
Information (GC-117)
Rationale
Competency - Based objectives
Specific Areas for Skill development
Nature of Practicum
Details of Activities
Activity-1: Career Talk
Guidelines for Supervisors
Preparation of Career Talk
School Supervision
Submission of Report
Activity-2: Preparation of Audio-Visual Aids
(Poster and Chart)
Guidelines of Supervisor
Activity-3: Visits/Tours
Activity-4: Career Day/Exhibition
Preparation Required
Pre Requisites for Organization
Guidelines for the Supervisor
Activity-5: Collection of Information / Job Interview
4 H ANDBOOK ON PRACTICAL WORK
Guidelines for supervision
Activity-6: Classification and Filing
Guidelines for supervisor
Details of Activities and Scheme of evaluation
Career Development (GC-118)
Rationale
Competency – Based Objectives/Outcomes
For Conducting a Career Case Study of an Individual
For a Study of Career Patterns
For Intervention Programme on Career Maturity
Guidelines for Teachers and Supervisors
Evaluation
Scheme of Evaluation
Counselling (GC-119)
Rationale
Competency – Based Objectives
Individual Counselling
Prerequisites for Conducting the Practicum
Organizing the Counselling Practicum
Group Counselling
Material Facilities Required
Supervision and Evaluation
Criteria for Evaluating the Trainees
Scheme of Evaluation
Internship (GC-120)
Introduction
Objectives
Competencies
Procedure
Selection of Internship Set-up
Criteria for Identifying Centres for Internship

HANDBOOK ON PRACTICAL WORK 5

Project Development
Criteria for Identification of the Supervisor
Internship Supervision
Submission of Report
Supervision During Internship
Work Involved vis-à-vis Hours
Scheme of Evaluation
Criteria for Evaluation
Portfolio
Concept and Design
Why Create a Portfolio?
Key Functions of Portfolio
Specific Objectives
Contents of Portfolio
Artifacts
How to Structure the Portfolio?
EvaluationCriteria

APPENDIX-I
ABOUT THE STUDY CENTRE
Structure of the Study Centre
Physical Facilities
APPENDIX-II
The Role of Coordinator/Supervisors/Trainers
Coordinator
Role of Resource Person/Supervisor
APPENDIX-III
OUTLINE OF THE CLASS-TALK
Content
Learning Techniques
APPENDIX-IV
EVALUATION PROFORMA (CLASS TALK)

6 H ANDBOOK ON PRACTICAL WORK

APPENDIX-V
OUTLINE OF THE CLASS-TALK
EVALUATION PROFORMA (GROUP DISCUSSION/WORKSHOP)
APPENDIX-VI
Sample Interview Schedule for Career Study
APPENDIX-VII
Section I (Personal Data)
APPENDIX-VIII
Section II (Trainee Feedback Form)
APPENDIX-IX
Section III (Student - Tutors and Mentor Interaction
Record Form
APPENDIX-X
Section IV (Extra Activities and Exercise Conducted
During Distance Mode of Learning
APPENDIX-XI
Section V (Feedback on Course Content and
Transaction Process
APPENDIX-XII
Section VI (During Contact Programme)
APPENDIX-XIII
Section VII (During Internship)
APPENDIX-XIV
A Draft Outline for Formulation of Internship Proposal
APPENDIX-XV
External Project Area for Internship

HANDBOOK ON PRACTICAL WORK 7

AN OVERVIEW OF THE COURSE
Guidance and Counselling services have gained significance for helping students develop
their potentials to the maximum and make decisions and adjustments from time to
time. The services are being introduced into the school systems across the globe in
order to meet these objectives. A well-planned guidance-oriented programme organised
by trained guidance personnel and teachers could become immensely useful to facilitate
academic, personal-social and career development of students in schools. The trained
personnel however need to be equipped with competencies and skills to perform these
guiding functions.
NCERT has been training guidance counsellors through its Postgraduate Diploma
Course in Guidance and Counselling for more than five decades. Department of
Educational Psychology and Foundations of Education (DEPFE) also offered an
International Diploma Course in Guidance and Counselling through face-to-face mode
to train teachers as counsellors during the last few years. An International Diploma
Course in Guidance and Counselling through Distance/Online Mode planned and
designed in collaboration with Commonwealth of Learning (COL), Canada has been
started.
The programme has been visualized and developed for teachers/teacher educators,
educational administrators (in-service as well as presently unemployed) with a view to
provide necessary knowledge and understanding and to develop minimum competencies
needed by them to perform the role of a professional counsellor or teacher counsellor.
The course is of one year duration divided into three phases –
i. Guided Self-learning (distance/online, 6 months)
ii. Intensive Practicum (face-to-face contact, 3 months)
iii. Internship (in home town, 3 months)
The course is being offered through six study centres located at DEPFE, NIE and
five Regional Institutes of Education of NCERT at Ajmer, Bhopal, Bhubaneswar,
Mysore and Shillong. The other details of eligibility requirements, course fee, mode of
admission etc. have been explained in the Course Guide.
The course curriculum has been designed keeping in view the expected roles and
functions of a counsellor/teacher counsellor in school or related settings which have
been listed in the Course Guide (p. 9). The theoretical rationale underlying the selection
of course contents (theory and practica) and the course structure has also been detailed
in the Course Guide (pp. 10-14).
INTRODUCTION TO PRACTICA
The bringing of theory and practice together through field-based learning can be one
of the most exciting and rewarding experiences that can be provided to counsellor
trainees. The main aim of the practicum is to provide counsellor trainees with a closely
supervised, integrated counselling experience as part of their overall professional
preparation programme. As such, the practicum is perceived to be a capstone experience
in which the counsellor trainee is expected to integrate his/her didactic preparation
with practical application.
Because of the emphasis on professional skill development, practica have an
important place in the total course. The main purpose of calling the trainees for a
practicum experience is to inculcate in them practical skills required to perform guidance
and counselling functions in individual and group counselling, curriculum development,
career development, psychological assessment, and collection, management and
dissemination of information etc. with the help of a supervisor.
The ASCA (2003) provides guidelines for conducting practicum which should be
related to areas such as Guidance curriculum, Individual planning, Responsive services
and Support system. Counsellors can be trained to address the developmental needs of
students and to perform a practical role, if they learn to plan, organize and deliver
activities in these areas. They would learn how to implement guidance interventions in
collaboration with partners (e.g. teachers, staff, school administrators, parents etc) to
develop the students’ planning and decision making skills in the school setting. In terms
of responsive services, the trainee should become skilled at providing these services in
consultation with administrators, teachers and student support services and through
referrals to address the students’ immediate and identified needs, problems and concerns
individually or in small-group counselling. The trainee should also know how to make
his/her contribution in providing system support to schools, so as to ensure that the
school counselling programme is meeting the needs of students. Thus the practicum
should provide experiences to the counsellors to perform counselling and guidance
functions in the light of these core areas.
The supervised practicum in this course is of three months duration in the form of
a contact programme. The trainees are required to do some preparatory work prior to
coming for the contact programme. Practicum work helps each trainee in skill
development to work as a counsellor. The trainees become familiar with a variety of
professional activities and resources in addition to direct service-related intervention
strategies.
The practica provide opportunity to the trainees to integrate the various aspects of
theoretical knowledge and put that into actual practice in a school setting. Through
this experience, it is expected that students trainees will have an opportunity to
encounter all of the responsibilities expected of school counsellors at their practicum
site, develop competencies, integrate past learning experiences, gain insights, practices
skills, and experience both professional and personal growth. Teaching and practical
work with students in school includes conducting assessments, group activities,
individual and group counselling sessions, career planning activities, crisis interventions,
etc. In addition, the trainee counsellors will have the opportunity to learn from each
other in group interactions at practicum seminars, when they share their practicum
experiences.
Thus, throughout the course of study, the student counsellors get the opportunity
to acquire insight and skills for counselling school students by way of doing practical
activities in class as well as in the field.

10 H ANDBOOK ON PRACTICAL WORK

Thus, the practicum allows trainees to –
1. actually engage in activities and discuss, observe and learn from peer group
2. get orientation and practice in preparation, planning and organization of guidance
and counselling activities
3. practice procedures and skills under direct supervision/instruction
4. develop practical skills through reading, exploring, developing and organizing
material
5. get opportunity for self-development/improvement.
Pre-requisites
The contact programme/practicum begins after completion of the study of theory
courses, as the trainees are required to gain theoretical knowledge related to different
courses and other aspects and become aware of roles and functions of the counsellor
and various issues related to the field. They are expected to develop further skills to
perform those roles and functions under the guidance and supervision of experienced
supervisors.
It is essential that trainees have studied theory courses (modules/units) and
completed assignments and maintained a record of work done during distance learning
phase in the form of a ‘portfolio’. While doing the assignments and preparing portfolio
they are expected to do exploratory work in the field to apply the knowledge gained.
Therefore, satisfactory completion of assignments is a pre-requisite for entry into the
contact programme.
Objectives of the Handbook
This handbook will acquaint the trainees with-
- various components of the practica included in the guidance and counselling
course
- procedures of planning and organization of each of these components
- skills to be acquired in each practicum component
- criteria for supervision and evaluation of each practica.
COURSES OF STUDY
The entire course consists of 20 courses (14 theory courses and 6 practical courses
including internship). The theory and practicum courses together have 37 credits. The
distribution of credits across theory, practica and internship is shown in Course Guide.
The rationale of distribution of credits is also explained. There is a balanced integration
of theory and supervised practica. The knowledge gained through the theory courses is
applied during the practica, which in turn results into development of understanding,
skills and competencies to implement the learning in real work/life. All the theory and
practicum courses are compulsory for the trainees.

HANDBOOK ON PRACTICAL WORK 11

 Following are the theory and practicum courses –
Theory Courses
Course Code Module Title
101 Introduction to Guidance
102 The Counselling Process and Strategies
103 Guidance for Human Development and Adjustment
104 Career Development-I
105 Career Information in Guidance and Counselling-I
106 Assessment and Appraisal in Guidance and Counselling-I
107 Basic Statistics in Guidance and Counselling-I
108 Guidance in Action
109 Special Concerns in Counselling
110 Developing Mental Health and Coping Skills
111 Career Development-II
112 Career Information in Guidance and Counselling-II
113 Assessment and Appraisal in Guidance and Counselling-II
114 Basic Statistics in Guidance and Counselling-II
Practica Courses
Practicum consists of following five areas which are related to roles and functions of
counsellors in the schools. It involves planning and organization skills to conduct the
activities whether organized in school regularly or at certain times of the year.
The course codes of the theory courses directly related to different practicum courses
are shown against each practicum course in the list given below. Besides this, the
knowledge gained in other theory courses is also useful and applicable in the practicum
courses. For example, in the Counselling Practicum (GC-119), the trainees utilize the
knowledge gained in theory courses GC-103, GC-110, GC-104, GC-111, GC-105,
GC-112, GC-106, GC-113 in addition to GC-102 and GC-109.
Course Practicum Theory Courses (Codes)
Code Directly Linked
GC 115 Group Guidance (GC 101, 108)
GC 116 Psychological Assessment (GC 106, 113, 107, 114)
GC 117 Collection, Management and
Dissemination of Information (GC 105, 112)
GC 118 Career Development (GC 104, 111)
GC 119 Counselling (GC 102, 109)
GC 120 Internship (Related to all the theory and
practicum courses)
Schedule of Practica
The duration of the contact programme is 12 weeks with 420 hours of work. The
practical activities to be done in schools during the contact programme include the

12 H ANDBOOK ON PRACTICAL WORK

following –
• Orientation to practica
• Demonstrations and practica teaching sessions
• Planning and material preparation for school work
• Conduct of activities in schools
• Feedback sessions on work done in schools and on work done during distance
learning phase, assignments and activities completed in each module and
clarifications on study material etc.
• Local field visits to places of educational and cultural importance
• Evaluation of the counsellors’ performance throughout the practicum
• Enrichment of theory and practica components through seminars, presentations,
lectures, reflective sessions, workshops, journal writing, portfolio preparation etc.
Practicum Orientation Underlying Each Theory Course
All the components of theory courses are aimed to develop knowledge, understanding,
abilities and skills which help the trainees to plan and organise various guidance activities
in the schools. The course contents include basic concepts, philosophy, theories,
practices and procedures, techniques, ethical issues, skills in planning and organising
guidance activities, and utilisation of resources with a special focus on roles, functions
and qualities required of a teacher counsellor. The course modules in different content
areas provide the trainees opportunity to introspect and reflect upon the points
emphasised. The sample assignments and activities have been designed in such a manner
that the trainees utilize the knowledge and skills acquired through the study of modules
by practical experience. The practical exercises require the trainees to observe, to think,
to explore, to interview, to discuss, to describe, to list, to prepare outlines, to plan or
develop an activity etc. This type of orientation would help them to undertake practicum
activities with confidence. Given below is a brief account of practical orientation
specific to each theory course –
GC-101 Introduction to Guidance
GC-108 Guidance in Action
The contents of these two courses apart from introducing guidance and its various
procedures and services focus on practical aspects such as –
- Assessing needs and problems of children
- Understanding and using group guidance techniques
- Developing programmes for different age groups and stages of education
- Planning and organising guidance activities
- Seeking cooperation and support of all the members of school staff and parents
and community
- Integrating guidance philosophy and practices in curricular and co-curricular
activities
- Integrating guidance for creating a healthy class/school climate
GC-102 The Counselling Process and Strategies
GC-109 Special Concerns in Counselling
HANDBOOK ON PRACTICAL WORK 13
 The above two theory courses in counselling provide almost all the major components
of counselling principles, theory and practice aimed at developing the understanding,
knowledge, attitudes and skills required of a professional counsellor/teacher counsellor
to effectively perform the counselling functions in their work setting. Following
components of the course content provide the required background to practical work–
- Understanding the need of counselling in the present day context
- Understanding socio-cultural context for helping children
- Inculcation of qualities of an effective helper
- Maintaining a productive group climate and use of group dynamics
- Using basic communication skills for establishing effective interpersonal
relationships
- Observation, identification and assessment of student’s needs, concerns,
problems and fears
- Skills in using counselling approaches and strategies to deal with particular
problems faced by students.
GC-103 Guidance for Human Development and Adjustment
GC-110 Developing Mental Health and Coping Skills
These courses are aimed to serve two purposes (i) to develop understanding of
human development and adjustment especially during the school period, and (ii)
promoting mental health of school students, teachers and community. Apart from
providing knowledge on various theoretical perspectives on development and
adjustment, the practical focus of these papers is on –
- Implications of knowledge of development for promoting student’s learning
and development
- Identification of children requiring help in making adjustments to various life
situations and counselling
- Handling cultural diversity during classroom interactions
- Planning and implementing motivational and developmental programmes
- Involving family, school and neighbourhood for development of positive self-
concept in adolescents
- Developing school-based programme for promoting mental health/hygiene
- Identifying and helping students under stress.
GC-104 Career Development-I
GC-111 Career Development-II
The components of these two theory courses are aimed to develop understanding
of the career development processes and career behaviours of students and various
influences on student’s career related decisions. The knowledge acquired would help in
career counselling of students. This understanding helps to promote student’s career
development and adjustment. Apart from developing knowledge and understanding of
career development through theories, career maturity, career patterns etc. the course

14 H ANDBOOK ON PRACTICAL WORK

 emphasises on following practical aspects –
- Understanding process of career development in a socio-cultural context and
in the context of various theoretical perspectives
- Promoting career development of students through helping them in career related
decisions at various school stages
- Developing action plans for career development of students including girls
- Helping students in career planning and decision making through career
counselling.
GC-105 Career Information in Guidance and Counselling-I
GC-112 Career Information in Guidance and Counselling-II
These two courses provide exposure to all aspects of career information required
to help students in career related matters. The major focus of the content is to develop
in trainees a sound foundation of understanding, collecting, classifying and using career
information useful in choice/decision making. The contents focus on the following
aspects for practical use of the trainees–
- Requirements / functions of career information at different levels of school
education and inputs required
- Learning the art of collecting and classifying career information
- Exploring availability of career information from different sources and ability
to use it considering merits and limitations
- Planning and organising different activities for dissemination of information in
the classrooms, outside classroom and outside the school
- Using career information in dealing with students with a variety of special
needs
- Learning to set up need based career information cell in the school and provide
effective career information service.
GC-106 Assessment and Appraisal in Guidance and Counselling-I
GC-113 Assessment and Appraisal in Guidance and Counselling-II
These two courses are aimed to make the trainees understand the meaning of
assessment and appraisal, the purposes for which the assessment data are used and the
principles, processes and procedures involved in assessment and appraisal of students.
Besides theoretical understanding of these aspects, the emphasis on practical aspects
includes –
- Principles of assessment and their application while using assessment procedures
- Awareness of a variety of psychological tests and skills required for use of
tests
- Understanding of cultural and ethical issues required for proper use of tests
- Understanding of qualitative techniques and skills required for interpretation
of qualitative data
- Knowledge of merits and limitations of various tools of assessment of
intelligence, interests, aptitudes, achievement, personality and creativity etc.

HANDBOOK ON PRACTICAL WORK 15

 Group Guidance Skills in
• Class Talk • creating a warm, permissive and non-evaluative
• Group Discussion group atmosphere
• Workshop • collecting, interpreting, age/ stage-related
• Planning/Preparing common needs and problems of school students
Guidance Programme for • facilitating interaction among the group members
the School • using group dynamics and group processes for
• Evaluation of the understanding/resolving issues and concerns
Guidance Programme faced by the group
• Report for the Principal • setting group goals
• resolving group differences/conflicts for
achieving group goals. Increasing motivation and
involvement of members to work for achieving
group goals
• eliciting cooperation from teachers, colleagues
for organizing guidance activities
• identifying subject areas for developing and
integrating guidance inputs
• managing and utilizing in and out-of-school
resources for guidance programmes
• identifying age/stage related developmental
tasks and plan guidance activities
• offer suitable guidance activities as a part of a
comprehensive guidance programme for the
school
• integrating feedback and evaluation data for
improving guidance activities
• reporting effectively the activities organized in
the school to the principal.
Psychological Assessment Skills in
• Group Tests • identifying tests appropriate for school students
• Individual Tests • administering tests and analyzing the results
• Qualitative Assessment • maintaining student attention, interest and
• Recording, Analysing and motivation in taking tests/tools etc.
Communication of • communicating scores to students, teachers and
Appraisal Data parents
• presenting facts accurately, dispassionately and
objectively

16 H ANDBOOK ON PRACTICAL WORK

 Practicum in Collection, Skills in
Management and • adapting activities to the needs, interest and
Dissemination of maturity level of students
Informationn • relating each activity to larger goals
• identifying common motive or purpose of the group
to planing and implementing career-related activities
• Career Talk • seeking maximum student co-operation and
• Preparation of Audio- motivating students and enhancing student
Visual (Poster and Chart) involvement in planning and organizing activities
Aids • use of visual media and computer
• Visits/Tours • seeking co-operation of all concerned i.e.
• Career Day/Exhibition teachers and principal to mobilize support
• Collection of Information/ • managing available resources-physical, economic
Job Interview and human effectively
• Classification and Filing • collecting and classifying/ organizing the materials
• preparing and disseminating display material
effectively
Career Development Skills in
• applying career development theories to analyze
• Career Case Study
career issues and concerns through life span
• interviewing and interpretation skills
• skills in analyzing and integrating data for its
effective presentation in a report form
Counselling Skills in
• Individual Counselling • attending, listening, responding, probing, confronting
• Group Counselling (Role • interviewing, analyzing, interpreting,
Play, Counselling, Case summarizing and drawing inferences
Discussions, Group • understanding normal growth patterns
Counselling, Counselling • identifying students’ needs and problems
Seminars etc.) • setting goals
• encouraging students, teachers and parents to seek help
• applying various counselling techniques with
students of different age/culture etc.
TRAINING, SUPERVISION AND EVALUATION
Training, supervision and evaluation of the practica are most critical aspects of the
contact programme. The trainers -cum-supervisors need to have thorough understanding
and background in theory, its rationale, methodology of training, and supervision and
evaluation criteria. The entire class is divided into smaller groups for demonstration
and practice sessions. Every teacher/supervisor will be assigned a group of 10-15
trainees in a session. As a supervisor, they will ensure that the trainees follow all the

HANDBOOK ON PRACTICAL WORK 17

Specific skills for the effective organization and training in a particular practica are
being described below –
TRAINING, SUPERVISION AND EVALUATION
Training, supervision and evaluation of the practica are most critical aspects of the
contact programme. The trainers -cum-supervisors need to have thorough understanding
and background in theory, its rationale, methodology of training, supervision and
evaluation criteria. The entire class is divided into smaller groups for demonstration
and practice sessions. Every teacher/supervisor will be assigned a group of 10-15
trainees in a session. As a supervisor, you will ensure that the trainees follow all the
steps in each practicum. Generally, there are following phases/stages of supervised
practicum in a content area –
Phase I: Orientation
At the study centre, the supervisor provides orientation to the practicum activities,
materials required, equipment and facilities available, goals of the practicum,
expectations from the students, evaluation stages and schedule etc.
Phase II: Demonstration
The supervisor demonstrates the activity in a small group. The trainees also participate,
ask questions and clarifications. The steps to be followed, points to be emphasized or
precautions to be taken are also highlighted.
Phase III: Observation of Practice Session
The trainees collect, prepare or develop the material required for the practicum activity
which was demonstrated to them. They practice the activity at the study centre on
their own or organize the activity in small groups. The Supervisor guides them, discusses
with them and clarifies the doubts. They also receive feedback from fellow trainee’s in
the group. During this phase, trainees’ involvement, responsibility and skill
aredemonstrated. The supervisor ensures satisfactory outcome of the practice.
Phase IV: Site Supervision and Evaluation
In the school setting, the trainees demonstrate the skill in organizing the activity. The
supervisor holds post-activity discussion and provides feedback to the trainee’s on the
content and presentation. The feedback is also provided in writing to trainees in a diary
maintained for the purpose. The evaluation of the trainee’s performance on the activity
is also completed using the set criteria which have been explained under each practicum.
Phase V: Report of the Activity and Evaluation
This is the formal written evaluation after the trainees complete the practicum activity.
The supervisor provides guidance to the trainees on writing report of the complete
activity after its organization in the school. The report is evaluated by the supervisor
using the criteria set for evaluation. The trainees are also rated on their effective
presentation and attendance, punctuality, enthusiasm and involvement in all the
practicum activities.

18 H ANDBOOK ON PRACTICAL WORK

 In some of the activities where site supervision is not required, the trainees complete
the activity under the guidance of supervisor and submit the report.
As a practicum supervisor, one must –
- see that the trainee’s consult the materials required/referred
- discuss with the trainee’s the progress of the practicum
- observe the practice sessions consistently to provide regular feedback
- be willing to help the individual trainee and clarify their doubts
- ensure that trainees incorporate suggestions/comments during preparation/ practice
- ensure that all the trainees complete the practicum experiences at the study
centre and on-site practicum
- ensure that the trainee’s show you satisfactory progress at the centre before
on-site practicum
- receive written assignments / reports from all the trainees in the stipulated time for evaluation
- provide regular written feedback after the on-site practicum in each trainee’s log book/diary
and sign
- ensure attendance and punctuality of trainees and encourage trainee’s enthusiasm and
involvement in all the practicum activities
- ensure smooth organistion of on-site practicum
Please see Appendix-I and II, for further details on Roles of Co-ordinator, Supervisor / Resource
Persons and Structure and Requirements of the Study Centre.

HANDBOOK ON PRACTICAL WORK 19

 GROUP GUIDANCE PRACTICUM (GC-115)
Rationale
We seek to meet most of our basic and personal-social needs through groups. Thus
groups are the most natural and expeditious way to learn. Consequently groups are
most influencial where person grows, learns and develops behaviour patterns, coping
styles, values, career potentials and adjustment techniques. This makes it logical and
economical for guidance activities to be organized for groups of pupils. The group
experience not only permits the students to discuss common concerns with peers and
teachers but also provides counsellors an opportunity to establish rapport with the
pupils and paves the way for individual counselling. These experiences help in enhancing
awareness and in highlighting issues at a particular stage of development. Hence, group
guidance is an essential component in the overall programme of guidance in schools.
Group guidance activities should not be scheduled without appropriate preparation.
These activities will be meaningful when a great deal of consideration and organization
has been emphasized in their planning, conduct and proper evaluation.
Therefore, it is imperative to equip the trainees with the skills of organizing group
activities in the schools. Group guidance practicum provides an opportunity to the
trainees to integrate and apply the knowledge and skills acquired through theory courses
in school and work setting.
Through group guidance, teacher/counsellor can reach out to larger number of
students. Group guidance activities can be classified in small group activities (subgroups)
and large group activities. Small groups are designed for achieving the specific outcomes
as per the needs of smaller group within the total population of the school/class, for
example, underachievers, absentees, truants etc. Small group has the benefit of face-
to-face interaction of teacher and taught. Whereas group guidance activity in the whole
classroom may include the interests of larger number of student population.
Competency-based Objectives
Group guidance activities facilitate the development of following professional
competencies and skills in the trainees. Trainee will have the ability –
• to seek the support, involvement and participation of school staff, principal, and
parents in the organization of group activities.
• to generate awareness amongst students and staff about the usefulness of group
activities for students and motivate them to utilize the services.
• to identify concerns, issues and problems common to a group.
• to select suitable group techniques appropriate to group goals, needs, psychological
states and developmental tasks.
• to organize and use group procedures for resolving common problems and use
group dynamics for clarifying and resolving personal-social issues.
• to develop healthy and productive group climate facilitative of interpersonal
relationships and adjustment.
• to set appropriate group goals and evolve strategies to achieve them.
• to develop skills to use group setting for facilitating optimum personal-social
20 H ANDBOOK ON PRACTICAL WORK
 development of pupils.
Skills Needed in the Supervisor
The following skills are needed in the supervisor/trainer to conduct the group guidance
practicum –
• making the group members relaxed and get acquainted with each other.
• creating a warm, pleasant and tension-free atmosphere.
• identifying and interpreting common needs and problems of school students of all
school stages.
• facilitating interaction among the group members.
• using group dynamics and group processes for understanding and resolving issues
and concerns faced by the group.
• setting group goals and resolving group differences/conflicts for achieving group
goals.
• increasing motivation and involvement of members to work towards achieving
group goals.
• eliciting cooperation from teachers, colleagues for organizing group activities
• developing and integrating guidance inputs through subject areas for groups of
students.
• managing and utilizing in and out of school resources for guidance activities.
• identifying age/stage-related developmental tasks to organize group activities.
• integrating feedback and evaluation data for improving trainees skills.
Note: The trainees should have completed all work related to Module 1, specifically
group activities given in Units 6 and 7.
GROUP GUIDANCE PRACTICUM ACTIVITIES
Activity 1: Class talk
Talk given on topics of common interest are one of the oldest and popular methods
used for guidance of students. The topics are of general interset and dealt with in the
whole class group. Class talks are given for creating awareness, promoting interaction
among students and seeking further clarifications. It helps in identification and diagnosing
the problem of students and further referral. It is a good medium of giving relevant
information in limited time. The objective of class talk is to help the trainees develop
skills related to planning, writing and delivering/organising subject content on the
developmental issues or concerns common to most students in the classroom. Topics
for class talk can be identified in consultation with students. These could be age/stage
related developmental concerns and issues. Some of the topics of common concerns
could be improving study skills and study habits, time management, forming and
maintaining friendships, enhancing self-confidence, conflict resolution, self-
understanding, hobbies, interview taking, managing stress, peer pressure, need and
importance of career planning, decision making etc.
Class talks can be given by subject teachers related to their subject. The trainees
are provided following guidelines by the supervisor on mode of selection of a need-

HANDBOOK ON PRACTICAL WORK 21

based/suitable topic, and for organization of content and style of presentation of the
talk. A sample outline may be prepared and discussed with the trainees. Demonstration
of a talk by the supervisor is followed by practice session and discussion. The class
talk delivered by the students/trainees in schools is observed and evaluated by the
supervisor and peer group on various dimensions, e.g. content, style of presentation,
involvement of the trainee in the preparatory work, delivery in classroom and discussion
organized for the purpose etc. The trainees also submit a report on the activity to the
supervisor.
Guidelines for Class-talk for Supervisors
Selection of Topic
Topic for class talk should be identified through –
• expressed common interest/concern of the group members
• chit bank
• checklist/questionnaire etc.
• age/stage-related developmental issue/concern
Planning the Talk
• outline to be discussed with trainees
• class talks to be approved in advance
• talk to be planned keeping in view the time available (generally one class period)
• time to be kept for a questions and discussion
• class talk to be delivered in the language understood by group members
• posters, charts and other audio-visual aids to be used to make talk more interesting
and effective
• teachers and other co-trainees to be invited if possible to observe.
Organization of Content
• based on updated information
• justify the importance of the topic/talk
• include relevant examples with illustrations
• adopt interactive approach
• give a summary
• further references/sources of information to be included.
Important Aspects While Delivering the Talk
• use of appropriate language and expression
• attention to non-verbal components ( e.g., eye contact, posture, pleasant facial
expressions, voice, pitch etc.)
• comprehensive coverage of the content
• ensure student participation and time management
• use blackboard/charts/posters etc. for highlighting the important aspects/points
Note: Please see Appendix-III for an exemplar outline of a class-talk.

22 H ANDBOOK ON PRACTICAL WORK

Criteria for Supervision and Evaluation of Class Talk
• relevance of topic for the class/age of the students
• suitability of language/terminology/expressions used
• clarifications given to students in class
• attentiveness of students in class
• suitability of examples/illustrations given
• content coverage (relevance, completeness etc.)
• style of presentation (interesting, motivating)
• includes question-answer/discussion
• summarization of discussion
• use of audio-visual aids/blackboard
• adequate reporting of the class talk
Activity 2: Group Discussion
It is important that you have gone through the unit on group guidance activities (Module
1) and the topic on group discussion before going through this write-up as it will provide
you the required theoretical background for understanding this activity.
The main objective of group discussion is to help the trainees develop skills related
to organizing a group discussion in the classroom on common problems and concerns
of students, e.g. promoting interpersonal relationships,understanding and resolving
adolescent concerns and issues such as friendship with opposite sex, making a career
choice, adjustment in the family, job search skills, acquiring self-understanding, healthy
habits, etc. The guidelines for selection of a topic and for enlisting members for a small
group discussion are provided. A group discussion would be first demonstrated by the
supervisor to the trainees. Practice sessions of the trainees are conducted and are
observed and discussed among the group. The trainees are required to submit a report
on the group discussion conducted in school with their class group to the supervisor.
Guidelines for Group Discussion
Selection of Topic
Topic to be based on-
• choices of the students
• current burning problems/issues of the adolescent stage common to students.
Organizing Group Discussion
• Members to be informed in advance about group discussion (topic, date, time,
venue etc.)
• Members to be oriented about need, purpose, procedure etc.
• Relevance of the topic to be explained to the target group
• Size of the group not to be very large or very small (5-10 members)
• Appropriate physical arrangement – semi-circular/circular
• Selection of group leader/facilitator (selected/elected/nominated)
Note: Please see Appendix-V for Evaluation Proforma for Class Talk

HANDBOOK ON PRACTICAL WORK 23

 • Framing rules to be followed during the discussion
- readiness to participate and giving feedback
- respect for other’s ideas
• Functions of the group leader
- introduction and briefing about the topic
- facilitative role during discussion
- allowing each member to participate
- summarization, drawing conclusions etc.
• Report writing
Criteria for Supervision and Evaluation
• advance preparation (preliminary arrangements)
• relevance of the topic for the age group
• efforts made at explaining rules and rapport building
• participation and ease of expression by the participants
• facilitative role of group leader/counsellor
• achievement of objectives and tangible outcomes as expressed by group
• feedback from the participants
Activity 3: Workshop
Workshop as one of the modes of organizing group guidance activities is aimed at
helping trainees develop skills to organize developmental activities and programmes
for nurturing positive qualities. These may be organized for students to bring about
changes in attitudes and behaviour by adopting the desired behaviour in a simulated
situation. The topics such as prevention of drug abuse, aggression, violence, improving
study skills, inculcating assertiveness, creativity, self-esteem, building communication
skills, promoting self-confidence etc. can be chosen.
The guidelines on selection of theme suitable to the needs and maturity level of students,
methodology of administering some tools and exercises, and encouraging students’
participation are provided by the supervisor to the trainees. Each trainee is given an
experience of organizing a workshop which may take 2-3 school periods. It is observed
and evaluated by the supervisor. Each trainee submits a report on the activity to the
supervisor.
Meeting of practicum supervisors should be organized to work out strategies for
conducting workshops across schools.
Guidelines for Organizing a Workshop
Selection of Theme for Workshop
• suitable to the needs and maturity level of students
• based on the students’ interest
• lay down objectives beneficial to the students and school
Conducting the Workshop
• announcement of the workshop (theme, date, time and venue)

24 H ANDBOOK ON PRACTICAL WORK

 Note: Please see Appendix-VI for Evaluation Proforma for Group Discussion.
• inviting names for participation
• selection of participants in terms of age, maturity level, background etc.
• preliminary arrangements for the workshop (seating, arrangement, materials etc.)
• working out detailed procedure – welcome, self-introductions etc.
• introducing the topic and explaining purpose of the workshop
• forming small groups to facilitate a participatory approach
• schedule of activities – session-wise activities/themes to be identified
• encourage open discussion (question and answer session)
• concluding session to crystalize concrete outcomes
• taking feedback and plan for follow-up
• discuss report of the workshop
Criteria for Supervision and Evaluation
Criteria for supervision and evaluation of the workshop may be the same as mentioned
for group discussion and same evaluation proforma as given in Appendix-VI may be
used.
Activity 4: Planning/Preparing Guidance Programme for the School
The trainees and supervisor should go through Unit-2 titled “Planning and Organizing
Guidance Programme” in Moudle-8 (Guidance in Action) before undestanding this
activity. The activity aims to guide the trainees to make use of the theoretical and
practical knowledge and experiences gained during the course to develop a suitable
guidance programme for a school. The supervisor holds discussions with trainees keeping
in mind the considerations while planning various guidance activities for the school.
The focus is on guiding them to develop a comprehensive programme in the light of
objectives and priorities of the school. The report is submitted to the supervisor who
evaluates the activity in terms of trainees’ understanding of guidance needs of students
at different school stages, developmental tasks, common concerns and problems of
students, personal-social/career-related issues and suitability of the programme for
implementation from the viewpoint of available school resources.
Guidelines for Preparing Guidance Programme for the School
• priorities of the school to be identified with the help of the school administration.
• programme to be prepared in the light of the aims, objectives, principles and
philosophy of the school.
• needs of the students – local/national level to be kept in mind.
• a guidance committee to be formed to work out strategies for planning and
implementation.
• give orientation to principals, teachers, students and parents. Programme activities
to include group guidance, assessment, career guidance and counselling. Guidance
activities to vary from elementary through secondary/senior secondary stages.
Evaluation of Guidance Programme
To assess the effectiveness of the guidance programme and other group guidance

HANDBOOK ON PRACTICAL WORK 25

practicum activities, trainers are required to develop a 5-point scale to evaluate their
strengths and weaknesses on each of the activities and give suggestions for further
improvement.
ACTIVITY 5: REPORT FOR THE PRINCIPAL
Each trainee is expected to write a report for the principal as a part of the practicum.
The objective of this activity is to encourage the trainees to communicate with the
administrator to ensure the involvement, support and guidance from the administrator
and keep him/her informed about the progress and benefits accruing from the guidance
programme. The objective is to take help from the school administrator to improve the
school facilities. Guidelines on writing the report for communicating all aspects of the
programme beginning with stating the overall purposes/goals of programme and of
each activity taken up under group guidance, and the degree of interaction with
concerned teachers and collaboration of other school staff in organizing the group
activities etc. are provided by the supervisor to the trainees. The implications of the
report for bringing about changes to improve the school rules and curricula are discussed.
Guidelines for Trainers and Supervisors
Pre-requisites
• The trainers should have an orientation about the aims and objectives of the present
course to develop an understanding of various components of group guidance
practica.
• Trainees should acquaint themselves with the aims and objectives of various group
guidance practica.
• The trainers should familiarize themselves with the background of the trainees.
• The trainers should also acquaint/familiarize themselves with related topics in
psychology, and guidance and counselling to perform the supervisory role in the
practicum work.
• The trainers should be familiar with the assessment procedure of each of group
guidance component in order to successfully guide the various group guidance
activities.
• The trainers should take care of infrastructure and other physical facilities for conducting
the group activities at the study centre and in schools.
• The trainers should ask the trainees –
- to start preparation for group guidance practicum during distance mode phase
itself (identify topics, prepare outlines, audio-visual aids etc.)
- to collect guidance-related materials
- to enhance and refine their communication and interpersonal skills through
online facilities/face-to-face meeting
- to sensitize themselves to the issues and challenges facing adolescents in the
present day scenario.

26 H ANDBOOK ON PRACTICAL WORK

During the Training
• To create a facilitative environment to motivate maximum involvement and
participation of learners/students in the classroom setting.
• Supervise and coordinate the guidance practicum activities at study centre as well
as school setting.
• Train, demonstrate and provide opportunities for practice sessions.
• Ensure the preparation of the trainees about the specific activity before going to
school.
• Work according to the plan and have flexibility to make changes according to the
emerging needs.
• Know the shortcomings of the learners which may impede their learning and
performance in the training sessions, during field work and help them improve.
• Give adequate feedback to help them identify their strengths and limitations and
give opportunity for reflection on their own and other’s performance.
• Help the trainees establish good rapport with the school by preparing them for –
- Orientation of teachers and students in school
- Dealing with the misconceptions that the teachers/students may have about
guidance
- Making observations in class or during group work etc. to self-evaluate and
give feedback.
Post-training
• Evaluate the school-based activities (performance and reports) and thier assigned
credits as shown in the table on the next page.
• Provide feedback to individual trainee after observing each activity in the school.
• Make an assessment of the trainee’s level of achievement of skills and assess the
outcomes against the goals set earlier.
• Use the final feedback and reports of evaluation for one’s own professional growth
and improvement. Draft changes in the transaction of group guidance practicum.
• Communicate evaluation results and other relevant information to the course in-

HANDBOOK ON PRACTICAL WORK 27

Group Guidance – Scheme of Evaluation
S. Activity Preparation/Practice/ Delivery/Organization/ Report Credits
No. Planning (Credits) Participation (Credits) Writing
1. Class Talk 0.15 0.20 0.15 0.50
(one)
2. Group 0.15 0.20 0.15 0.50
Discussion
(one)
3. Workshop 0.10 0.30 0.10 0.50
(one)
4. Planning/ 0.20 — 0.30 0.50
Preparing
Guidance
Curriculum/
Programme
for the
School
5. Evaluation — 0.10 0.15 0.25
of
Guidance
programme
6. Report for — — 0.25 0.25
the
Principal
Total Credits 2.50

28 H ANDBOOK ON PRACTICAL WORK

PSYCHOLOGICAL ASSESSMENT (GC-116)
Rationale
Psychological assessment aims at developing an understanding of the individual’s
abilities, interests, aptitudes and personality with a view to fostering an
understanding of himself/herself. There are a variety of assessment tools which
can be used by counsellors to gain greater insight and understanding of their student/
clients. Trainees have already been acquainted with the importance and purposes
of the assessment tools and also the varied situations in which these can be applied
in Module 6, [Unit-2 - (‘Using Psychological Tests’) and Unit-3 - (‘Qualitative
Assessment in Guidance and Counselling’)].
However, practicum in psychological assessment is particularly aimed to equip
trainees with the skills pertaining to administration, scoring and interpretation of
some tools for the use of students, parents, teachers and administrators. During
the practicum, they will undergo training in administration of some tests, analyze
data, prepare reports and communicate-of the test scores to different clients/groups.
The practicum in psychological assessment will thus ensure that the trainees learn,
practice and apply a number of skills which are required for objective and accurate
assessment.
Specific Areas for Skill Development
• In order to help students in self-understanding and become aware of their
potentials, abilities, interests, personality characteristics etc., counsellors have
to assess the situation-specific needs of individual students and select appropriate
tools which would enable them to answer the queries of students, about their
decisions regarding choice of careers or courses.
• Different tools are used for different purposes. Some situations may require use of
more than one tool/test. Thus, counsellor must have the skill to choose right tools
to enable pupils to make appropriate decisions.
• A counsellor must develop skills to conduct in a professional manner, both
individual and group tests. This would require learning and using skills of rapport
building with the students. The counsellor also needs to develop capabilities of
negotiating with the teacher for time slot for testing, seeking student-related
information, making arrangements for testing etc.
• The counsellor on the job, is required to conduct tests (individual as well as group
tests) so as to assist the school administration and teachers to identify the strengths/
weaknesses of students which may help them in planning appropriate interventions.
• A counsellor is also expected to interpret the test scores resulting from individual
or group tests for different purposes and are also required to develop the skill of
preparing varied kinds of reports suitable for different groups, communicating scores
to them, or to their parents/teachers to enable them to understand their wards’
abilities and potentials depending upon the requirements. The reports on tests and
interpretation of the test data need to be shared with the administrators.
HANDBOOK ON PRACTICAL WORK 29
Competency - based Objectives
The supervisor would enable trainees to –
• Acquire knowledge of various interest, aptitude, personality tests etc.
• Develop skills for selection of an appropriate test for assessment of students’
abilities/interests/personality etc. on the basis of the relevant data on
standardization as per the manual and the needs of the students etc.
• Develop skills for administration of tests in group and individual situations. This
would involve developing rapport, giving instructions and actual administration of
tests.
• Develop the skills to score, interpret and analyse test results.
• Develop skills for communication of test results to students, parents, and teachers/
administrators depending upon the situation.
• Develop skills for using/adapting qualitative techniques/tools for assessment.
• Develop skills for analyzing and using such data in counselling.
• Develop skills for preparing comprehensive reports for students/teachers/ parents/
educational administrators etc.
• Make referrals in cases requiring detailed diagnostic assessment.
Tools and Techniques
Tools for Background Information
To build a comprehensive understanding of the individual it is pertinent for a
counsellor to gather background information of his/her subjects using preliminary
assessment tools as –
• Student Information Blank (SIB):- This will help the trainee to gather basic
background information about the student such as his/her hobbies, favourite subjects,
career goals, problems (if any) etc.
• Family Information Blank (FIB):- This will help the trainee to gather information
about the student’s family details, such as family structure, occupations of the parents,
socio-economic strata, parental expectations, problems (if any) of the family etc.
• Problem Checklist (PCL):- This will help gain insight into the different problem
areas of students.
• Cumulative Record Card (CRC):- This gives information regarding the student’s
achievement levels, health status, socio emotional characteristics and behavioural
problems, if any, over the years (This has been dealt with in detail in Module 1, Unit
3- ‘Essential Guidance Services’) .
Quantitative Tools
The practicum in quantitative assessment techniques involves understanding of
psychological characteristics that describe individual’s interests, aptitudes, personality
qualities as well as the social and environmental influences. Since, counsellors are
continuously engaged in the process of understanding the individual, the trainee will
need to be equipped with skills for using quantitative techniques as well as develop
necessary insight and expertise in collecting, organizing, integrating, report writing and

30 H ANDBOOK ON PRACTICAL WORK

 communicating data collected through such quantitative techniques.
Tests pertaining to the domain of mental abilities (general), aptitude, interest and
personality are included in this practicum.
1. Test of mental ability (general) will be administered as a group test. The Raven’s
Progressive Matrices (RPM) is a non-verbal test widely used to assess the method
of reasoning in individuals/clients and their ability to form perceptual relations.
This test taps the general abilities such as clear thinking, logical-mathematical
thinking and reasoning. It helps in identifying various levels of abilities in
students.
The test will be used for skill development in administration of group tests. It is
a good starting point for testing the students and also helpful for the trainee in
generating a general idea of the range of ability levels of the group. The data from
these tests is also compared with the achievement scores and if required, suitable
educational intervention plans both at individual as well as group level can be
developed. While interpreting the scores, one may be cautioned not to label the
student based on the results of this test.
2. Interests pertain to the likes and dislikes of an individual. In order to facilitate
self-understanding as well as for career counselling an interest inventory will be
used. There are variety of interest inventories such as Self Directed Search (SDS),
Occupational Aptitude Survey and Interest Schedule (OASIS), Career Interest
Survey (CIS) etc. For the present course, Occupational Aptitude Survey and Interest
Schedule (OASIS) will be used, as it has been found to be effective for training
purposes. This test will help in developing skills in administration and use of the
tool on an individual student at a time. Trainees would recall that interest only
indicates a liking for a particular activity or occupation, but one needs to possess
the required aptitude also along with interest to be successful in a particular stream,
educational or occupational field. Hence just having an interest in a particular
area alone is not sufficient to be successful in that area. Its scores need to be
interpreted in conjunction with aptitude test score.
3. Aptitude tests are basically a battery of tests for abilities such as verbal,
numerical, mechanical, reasoning, spatial ability which are part of such tests as
Differential Aptitude Test (DAT), David’s Battery of Differential Ability
(DBDA). Each aptitude test has a specific procedure of administration which
needs to be adhered strictly for the validity of scores. These tests can be
administered as both individual tests as well as group tests, depending on the
purpose of administering the test. In the present practicum, DBDA will be used
as individual test depending upon the client’s requisition. DBDA consists of 8
sub-tests i.e. reasoning, mechanical, spatial, psychomotor, closure, clerical speed
and accuracy, numerical and verbal ability. Each subtest is to be administered
using precise standardized procedure while adhering to the time limit. The trainee
need not administer the entire battery of tests and may choose only specific

HANDBOOK ON PRACTICAL WORK 31

 sub-tests to be administered, keeping in mind the needs of the students. For example, if a
student wishes to take up science stream, then tests measuring her/his verbal,
numerical, mechanical and reasoning ability would be sufficient and other sub-
tests for example, clerical speed and accuracy ability need not be administered
as it doesn’t contribute to one’s aptitude for science.
One must keep in mind that aptitude tests along with interest, achievement scores
form the basis of career counselling. The child needs to be guided keeping in mind
the holistic picture based on the results of these tests.
4. Personality tools are used to assess personal, social and emotional
characteristics of the students. There are different kinds of personality
inventories and questionnaires available based on various theoretical
orientations. For example, High School Personality Questionnaire (HSPQ),
Myer-Briggs Type Indicator (MBTI), Eysenck’s Personality Questionnaire
(EPQ), and Personality Style Analysis (PSA). For the present practicum, we will
be using Personal Style Analysis (PSA) which is a rating scale. Personality tests are
very useful in understanding the personal and social problems of individual students.
With regard to career counselling, one needs to be aware of the personality make
up of the student. For example, a student who is an introvert might find it difficult
to deal with Public Relation jobs or occupations which involve being people friendly.
Personality Style Analysis (PSA) is a rating scale that is related to the life style
concept of an individual. This personality assessment tool assesses three different
styles that can have effect on an individual’s career choice. The predominant styles
of personality are emotional, physical and cognitive. While emotional style includes
orientation towards zestful, expansive, confrontive, restive, reserved, modest,
patient and empathetic qualities, physical style includes orientation towards
affiliation, outgoing, venturesome, restless, autonomous, introspective and
regulated predisposition. Cognitive style includes orientation towards ideological,
theoretical, divergent, individualistic, empirical, realistic, convergent and
conventional predispositions.
In addition to the above, the trainee will get acquainted with some other specific tools
which one can use depending on the nature of the counselling cases. For example, a
student with learning difficulty could be administered a Learning Style Rating scale for
having supplementary information. These tools, as mentioned below, will help in
expanding one’s skills in usage of assessment tools, as well as in supplementing
information collected through various. You can acquaint yourself with these tools either
during the course tenure or after the completion of the course.
• Self Directed Search (Holland)
• Career Interest Inventory (CII)
• Occupations Aptitude Survey (OAS)
• Identifying and Analyzing the Life Career Themes (LCT)

32 H ANDBOOK ON PRACTICAL WORK

 • Self-concept – rating scale
• Learning style – rating scale
• Decision making style – checklist
• Motivation – rating scale
• ‘Adaptation’, questionnaire and coping skill checklist
Methodology of Training (Steps and Procedures)
The trainees are familiarised with the psychological tests and their usage. They go
through the test manuals as well as explore other sources like Measurement Handbooks,
and Journals on Measurement and Assessment. After they familiarise themselves with
the theory of the tests, the supervisor demonstrates the test administration to the trainees
in the practicum class. Later, trainees score and interpret their own test results with the
help of the manual. They practice the test administration intensively and demonstrate
the same in mock situations before they go to school to administer and use the tests.
The trainees are given detailed steps for administering the tests which include –
a. introducing the test and its utility
b. the standardized instructions for taking the test
c. actual administration (including collection of completed answer sheets)
d. precautions for taking the test
e. clarifying doubts, if any.
The trainees learn the steps involved in administration of the test and practice the
correct sequence of instructions in the class under guidance of supervisor. They are
trained in communication skills - verbal and non verbal, for conveying instructions
without the interference of any personal bias.
After thorough practice, the trainees administer the test in real life situations on the
students in the school allotted to them. The performance of the trainees is discussed
among the peers by the supervisor for feedback and improvement.
After test administration is completed, the trainees use the data to learn the skill of
scoring, analysing and interpreting test results. Prior to interpretation, they also pool
data of a particular school to learn and develop norms on group tests like RPM. Report
is prepared by the trainee for different groups, viz. students/teachers/parents/
administrators. Tests results are communicated to students and are used for counselling
students.
The supervisor helps trainees focus on development of skills related to the
following–
• overseeing seating arrangement for the students so that they are seated comfortably
during both group and individual testing sessions.
• emphasising gathering of meaningful and relevant information, for example, during
rapport formation, which will have a bearing on the interpretation of the test results.
• stressing on appropriate arrangement of the material on the desk for easy access
during administration to avoid fumbling and mishandling.
• sticking to the standardized instructions prescribed by the manual of the test.
• using right words, as prescribed by the manual of the test and avoid using

HANDBOOK ON PRACTICAL WORK 33

 words such as ‘good’, ‘why did you do so’ etc.
• collecting booklets/answer-sheets on time and adhering to the time limit as
prescribed by different tests or subtests.
• developing skills in scoring of the data by making appropriate use of the manual,
scoring keys, norms etc.
• integrating data from different sources for interpretation to develop a holistic
picture.
• cautions in interpretation of the test results and using appropriate words and
expressions while communicating results.
Guidelines for Supervisors
• The role of the supervisors is to acquaint the trainees with the rationale,
objectives and the methodology of conducting psychological tests.
• As supervisor one has to ensure that the trainees are familiar with the theory
of the tests given in the manual.
• It is desireable that they will first take the tests score and interpret the results
themsleves.
• The steps outlined in methodology of training counsellors on conducting tests,
must be kept in mind by the supervisors while organizing such a training.
• While demonstrating the administration of test, the supervisor may follow the
special standardized instructions required for the same and also make the trainees
follow these.
• The instructions for each test must be demonstrated by the supervisor to the
trainees.
• Verbal and non verbal communication skills should be highlighted by the
supervisor to the trainees. They also need to acquainted with the importance
of developing appropriate communication skills which has crucial role in
creating interest and motivating a client to take a test besides discussing the test
scores with the student/client.
• The supervisor must guide the trainees to write integrated reports based on the
data from all the tests/tools used.
• The supervisor should guide the trainees to maintain strict confidentiality of
the test results.
• The supervisors must make trainees understand that they should use
standardized tests as far as possible with relevant data on reliability, validity,
norms etc.
Criteria for Ensuring of Skills of Test Administration
• Precision and clarity in speech
• Absence of unnecessary repetitions
• Precision of movements while conducting tests
• Paying attention to all the students equally
• Ensuring thorough familiarity with the test and its suitability for those on whom
it is used
34 H ANDBOOK ON PRACTICAL WORK
 • Ensuring that all students have understood the instructions
• Motivating students to take the test by creating the need for the same
• Using language which is easily understood
• Minimising distractions in the class.
School Work and Supervision
The trainee will go to school and practice the use of tests in real life situations. In
school the trainees will select an appropriate class and will carry out all work with the
same group.
As a first step they will introduce themselves and establish rapport with the
students. Basic information will be collected by administering preliminary
assessment tools such as Student Information Blank (SIB), Family Information
Blank (FIB) and Problem Checklist (PCL).
The trainees will administer one test of ability (group), one aptitude test (individual),
one interest test (individual) and a tool for personality assessment. The psychological
tests will be conducted under supervision. The supervisor will observe the performance
of each trainee in the class and evaluate them in accordance with the criteria laid.
For each trainee they will also discuss his/her performance along with his/her
peers in a group setting and give feed back with a view to highlighting the strengths
as well as the areas where improvements are required. Based on the discussions in
the whole group and performance in the class, grades will be awarded. (See appendix
for supervision administration of RPM, DBDA, OASIS in school).
With regard to the group tests, the trainees will pool their test data to make a
sample of about 70-100 students, to develop norms for the group.
The analysis of the test results will be carried out for preparing the reports.
The trainees will also be trained in the skills for interpretation of test scores for
both the ‘group’ and ‘individual’ tests. The scores on tests such as ability, aptitudes,
interests, personality, achievement will be consolidated and a profile of the individual
will be prepared. The profile will be interpreted and will be used for counselling.
Supervisors will ensure that skills related to consolidation of test scores and
development of profiles are developed among the trainees.
The trainees also need to be trained in developing skills for communication of
test results. After the tests are conducted, scored and interpreted, the students will
be communicated the test results by the trainees individually, as well as in groups,
as per the requirements. The supervisor should ensure that the trainees communicate
test results to pupils, teachers and principal. A consolidated report will be presented
to the principal of the concerned school at the end of supervised school practicum.
Qualitative Assessment
The practicum in qualitative assessment intends to help trainees to employ qualitative
techniques to build a holistic understanding of the student. Qualitative assessment
helps to understand an individual’s behaviour in relation to the context and situation.
A number of qualitative techniques such as: observation, interview, sociometry, case
study, analysis of documents, informal talks, artifacts, unobtrusive measures (these

HANDBOOK ON PRACTICAL WORK 35

techniques have been dealt in details in Module 6, Unit 3 entitled “Qualitative
Assessment in Guidance and Counselling”) can be used to collect data on the student.
Observation
The aim of this practicum is to develop in trainees the skills in using observation as a
technique to gather qualitative data of the student. During the course of practicum,
trainees will be provided with detailed training on observation schedule which will then
be used in developing a better understanding of their respective counselling cases.
However, depending upon the requirement of the client and availability of time, a trainee
can also make use of other qualitative tools/techniques for collecting data of their clients.
The trainee’s would develop specific observational skills related to the following-
• understand the importance of observing and recording student’s behaviour
• identify the behavior/s to be observed depending on the needs/problems of the student
• state the behaviours in observable and measurable performance terms for
obtaining accuracy
• defining the parameters of observation
• maintaining appropriate record of observations for gathering data
• write observational record accurately and objectively
• analyzing and interpreting the observational data
• integrating and reporting data.
The supervisor should ensure that the trainees meet the pre-requisites, given below, for
using qualitative techniques for gathering data pertaining to a particular student.
Observational data can be collected using different methods (discussed later in the
section). The trainees are required to maintain a written record of the data collected,
analyse it after discussion with their supervisors. They maybe asked to present their
recordings in class and obtain feedback from fellow trainees. This also helps the trainees
to learn from each other. The report of use of observation as a qualitative technique
for collecting data on the client/student would be prepared by the trainees for evaluation.
Pre-requisites for Undertaking Observations
Before the onset of the practicum work, it is imperative for the supervisors to ensure
that the trainees have developed an understanding of the:
• Nature of qualitative assessment and use of observation and other qualitative techniques
like interview, sociometry and case study for assessment of student’s needs/problems.
• Preparation required for undertaking observation as variations in observations
occur as a result of the extent of participation as observer, duration, focus and
sources of observation.
• Need to identify/spell (in observable and measurable terms) the behaviour to be
observed to ensure accuracy of the observations made.
• Identify techniques for recording observations and employing them appropriately for
different types of behaviours e.g. event record, duration record, time record etc.
• Keep in view the trainee’s perceptions of their own life events, happenings etc. in
building a holistic understanding of the individual.

36 H ANDBOOK ON PRACTICAL WORK

 All the above are explained in Module-6, Unit-3 entitled “Qualitative Assessment
in Guidance and Counselling.”
Undertaking Observations
To use observation as a technique of student assessment the trainee is required to take
into consideration the following:
Defining the Behaviour to be Observed
The trainee should have a clear understanding of the specific behaviour to be observed,
so that s/he is able to define it in observable and measurable terms. Clearly identifying
specific behaviours being observed, e.g. seeking attention, quarreling in class, disturbing
the class etc. makes communicating and interpreting the results of the observation
more accurate.
Place of Observation
Certain behaviours occur in specific locations throughout the day. It is important for
the trainee to determine the place of occurance of behaviour/s so that the observation
coincides with the occurance of behaviour and accurate information is collected. For
example, if a student is bullying other students in the playground, then observation in
the classroom will not provide an accurate picture. Observing behaviour in multiple
settings however, helps to establish the accuracy of behaviours observed.
Time of Observation
The target behaviour to be observed will determine the time of the observation. The
trainee should schedule the observation during a time in which the behaviour is likely
to occur and for the length of time that will allow opportunity for the behaviour to
occur.
Recording Observations
The trainee is required to maintain a record of the observations made of student behaviour.
Different kinds of observations can be made by using different recording schedules. The
trainees is required to record observation by using atleast one of the given techniques. An
example of different ways of recording observations is given below. Trainees may modify
the records depending on the nature of observation to be made.
1. Event/Frequency count record provides the number of times the specified
behaviour has occurred within a specific time interval. Generally behaviours of
short duration and high frequency would be recorded using frequency count. Trainee
is required to maintain a tally sheet for identifying the behaviours being observed
and frequency of their occurance.
Sample of Event/Frequency Count Form
Name of the Student: XYZ
Behaviour Observed: Raises hand (seeks attention)/fights/quarrels during English
class
Date Start Time Stop Time Tally of Observations Total Count
04/08/09 08:15 a.m. 09:00 a.m. xxxxx xxxxx xx 12
HANDBOOK ON PRACTICAL WORK 37
 2. Duration record is a measure of the amount of time that elapses between the
beginning and end of target behaviour occurrence. Trainee is required to maintain
record by noting the starting and ending time of a behaviour and calculating the
length (duration / time) of the behaviour observed. Observing behaviour which
occurs less frequently (e.g. crying, time taken to finish class work) and continues
for a period of time are recorded here.
Sample of Duration Record Form
Name of the Student XYZ
Date of Observation 5/5/09
Behaviour Observed Tapping of feet
Starting Time 11.05 am
Ending Time 11.45 am
Duration 40 mins
3. Time sampling records of behaviour are periodic accounts of behaviour that is
after a specified time interval. The trainee will maintain record of student
observation to ascertain whether the behaviour has occurred after the ending of
the specified time interval. For example, if the behaviour to be observed is “gets
up from seat/ talks to other students in class” the observation time could be of 20
minutes with a gap/interval of two minutes. The trainee would make 10
observations each at two minute intervals and mark (+) or (-) each time the
specified behaviour is observed or not.
Time Sampling Recording Sheet
Name of Student XYZ
Date of Observation 6/7/09
Behaviour Observed Gets up from seat in the class
Starting Time 10.10 am
Ending Time 10.30 am
Time Interval 2 mins
Total time of Observation 20 mins
For example 10 observations at a gap of 2mins may be recorded as:
1 2 3 4 5 6 7 8 9 10
+ + – + + + – + + +
4. Anecdotal records are used by trainees to document significant events, the
settings in which it occurred, what happened before and after the occurance of
behaviour. The guidelines and format given in Module-6 on Assessment and
Appraisal in Guidance and Counselling should be kept in mind while writing
the anecdotal observations.

38 H ANDBOOK ON PRACTICAL WORK

 Sample Anecdotal Record Form
Name of the student involved Date of the incident
Time when the incident occurred Place of the incident
Description of the incident
Interpretation
Name of the trainee/observer
5. Ratings: The trainee while observing can make use of rating scale to judge the
degree to which the observed behaviours are exhibited. Based on the defined
characteristics of the specific behaviour observed trainees can develop a rating
scale.
6. Behavioural Checklist: Trainees may develop a checklist, listing specific
behaviours for observation of the student. Checklist of behaviours require
trainees to make simple ‘yes’ or ‘no’ judgement regarding the presence of
Sample Statements Rating Scale Format Checklist Format
Behavioural Never Somtimes Always Yes No
1. Is noticably sad in class
2. Did not mix up with
classmates
3. Gets irritated quickly
behaviour/characteristic.
Guidelines for Supervisors
It is important for supervisors to make trainees understand that reliable observations
would require a clear definition /description of the behaviour/s being observed. The
accuracy of the observation is enhanced if the behaviours are defined in observable
and measurable terms. Also a general profile of the child (general appearance, behaviour,
mood or affect, intellectual functioning and motor skills etc) may be built for developing
a holistic picture. The supervisor must also ensure that the trainee while making
observations of a particular student should not give their own judgement or
interpretation on student’s behaviour or action.
The supervisor is required to:
• Emphasize to the trainees that observation and recording of student’s behavior is
planned and ongoing
• Demonstrate atleast one obsevation to the trainees to show how accurate
recording of observations (by collecting unbiased data) is important to build a
holistic picture of the child
• Stress upon the trainees to record only factual information. Since factors such
as emotions, motivation, self-image, etc. cannot be objectively observed therefore
should not be recorded
• Support the trainees in selection of appropriate behaviour for observation
based on the needs of the student (e.g., aggressive behaviour, bullying or helping
HANDBOOK ON PRACTICAL WORK 39
 behaviour or interaction between the student and the teacher)
• Ensure that trainees define the exact behaviour/s to be observed (for e.g.,
aggression or disturbs the class) so that it is observable and measurable.
• Assist trainees to decide on the appropriate technique for recording the observations
e.g., event/frequency counts, duration of occurrence, interval sampling, anecdotal
recording of behaviour, rating scale, or checklist.
• Facilitate the work of the trainees in school so as to undertake and maintain
objective record of student observations
• Guide the trainees in analysis and interpretation of the data collected
• Validate the observations/categories recorded with that of interpretations made
• Evaluate the recorded data with respect to the stated guidelines.
Guidelines for Evaluation of the Trainees
• Preparation made for making observations with respect to the trainees’ role as
observer, duration, focus and sources of observation.
• Appropriateness of selected behaviour for observation based on the needs of the
student.
• Accuracy in defining the exact behaviour/s to be observed in observable and
measurable terms.
• Appropriateness in selection of techniques for recording of observations in view
of the nature of the identified behaviour.
• Relevance and clarity of observations made vis-a-vis the students need/problem.
• Objectivity in recording, analysing, integrating and presenting the data.
• Extent to which the observations provide information/perspectives of the student
being observed.
• Appropriateness in selection and use of other qualitative techniques, if any.
Overall Assessment Profile
Overall assessment profile would provide a comprehensive holistic picture of the student
by collating information collected with the help of both quantitative and qualitative
tools and techniques. The information is presented in a graphical form for the
convenience of understanding various psychological characteristics describing
individual’s abilities, achievement, aptitude, interest, personality characteristics.
The information from the following tools and techniques must be collated together.
1. Student Information Blank (SIB)
2. Family Information Blank (FIB)
3. Problem Checklist (PCL)
4. General Ability Scores (e.g., RPM)
5. Achievement Scores
6. Aptitude Test (e.g., DBDA)
7. Interest Inventory Scores (e.g., OASIS)
8. Personality Style Scores (e.g., PSA)
9. Observation Schedule
10. Any chosen qualitative techniques used (Interview/ Anecdotal Record/ Sociometry).
40 H ANDBOOK ON PRACTICAL WORK
Steps for Preparing the Overall Assessment Profile
• Present the basic factual information about the student and her/his family, as
gathered from SIB and FIB.
• Put in tabular form the list of the tests conducted, along with the date on which it was
administered, the raw score and stanine/sten score and the interpretation along with them.
• A graphical presentation of the respective test scores.
• Presentation of the information gathered from the structured observation
schedule and (if any) other qualitative technique along with its interpretation.
Based on the result of the above mentioned test/tools/techniques, conclusions
and remomendations will be made by the trainee counsellor.
Scheme of Evaluation (Quantitative and Qualitative Assesment)

S. Standardised Preparation Administration/ Guidelines for Communication Credits

No. Test/Tools Development Use Report
Writing
1. General — 0.20 0.20 0.10 0.50
Abilities (Group
Administration)
2. Abilities 0.10 0.15 0.10 0.35
(Aptitude) —
(Individual
Administration)
3. Interest Record/ 0.10 0.15 0.10 0.35
Schedule —
(Individual
Administration)
4. Personal Style 0.10 0.05 0.10 0.10 0.35
Analysis (Rating
Scale)
5. Observation 0.10 0.15 0.20 — 0.45
Schedule
6. Preparation of — — 0.25 0.25 0.50
Overall
Assessment
Profile
Total 2.50

HANDBOOK ON PRACTICAL WORK 41

recommendation will be made by the trainee counsellor.
Scheme of Evaluation (Quantitative and Qualitative Assessment)
Note: Please see Appendix _________ for Evaluation Performa for RPM.
Please see Appendix _________ for Evaluation Performa for OASIS.
Please see Appendix _________ for Evaluation Performa for DBDA.
COLLECTION, MANAGEMENT AND DISSEMINATION OF
INFORMATION (GC-117)
Rationale
The trainees have already understood the importance of various aspects of career
information, its sources and methods of collection, compilation and dissemination
through theory courses GC -105 and GC-112. It is expected that trainees will use this
knowledge to develop the necessary skills in order to collect and compile career
information and disseminate it to students to help them make various personal and
career related decisions. However, the trainees require practical experience in order to
acquire these skills. The activities included under this practicum are designed to help
the trainees plan and organize these activities and develop required competencies and
skills. It is the responsibility of the supervisor to demonstrate, discuss and guide them
to organize various activities and evaluate their performance.
Competency - based objectives
In this practicum the task is to facilitate trainees to acquire –
• ability and skills to identify career information needs of the students.
• ability and skills to collect information from various sources such as career literature
newspapers, individuals, organisations, internet etc.
• ability and skills to develop and use questionnaires, interview schedules to obtain
career information from primary sources.
• ability and skills to compile and file the career information collected from various
sources for easy retrieval.
• ability and skills to disseminate career information in the classrooms through
planning and delivering career talks suited to the needs of students.
• ability and skills to prepare display materials such as posters and charts for
dissemination of career information.
• ability and skills to organize displays and career exhibition.
• ability and skills to plan and organize career days/conference for large scale
orientation and awareness such as for students of the school or even involving
neighbouring schools.
• skills to observe work and work environment during field visits/tours and ability
to plan such activities in school.
Specific Areas for Skill development
• Preparation of career talk based on students’ needs
• Exploring, identifying and using relevant career information material
42 H ANDBOOK ON PRACTICAL WORK
 • Collection of variety of career information, its codification and classification.
• Dissemination of information to students in the classrooms
• Selection of suitable themes and development of posters and charts
• Organisation of display of materials
• Classroom management, student involvement
• Skills in interviewing including development of questionnaire/interview schedule
• Organization of career day/ career exhibition
• Skills of observing workers
• Team work
• Skills to use resources – physical, human and financial
• Preparation of report.
Nature of Practicum
S. No. Activity
1. Career Talk (One)
2. Preparation of Audio-Visual(Poster and Chart) Aids
3. Visits/Tours
4. Career Day/Exhibition
5. Collection of information/Job Interview
6. Classification and Filing
DETAILS OF ACTIVITIES
Activity-1: Career Talk
As a part of classroom guidance, career talk is one of the most common and relatively
easy to organize activities for providing career information to students. The objective
of this activity is to equip the trainees with the skills to collect and provide career
information to students in the regular classrooms. The trainees have learned about
career talk in Module-XII, Unit 2 entitled “Dissemination of Career Information”. Each
trainee prepares a career talk under the guidance of supervisor at the study centre and
then presents it in the school to the class allotted in the presence of concerned supervisor.
The trainee also submits report of the completed activity to the supervisor at the study
centre for evaluation.
Guidelines for Supervisors
Preparation of Career Talk
• Describe in brief career talk, its purpose, content coverage, language, format and
style of writing, method of delivery, time limit, mode of discussion with students
after the talk, use of black board and visual aids, etc. (take one example of a
career and describe the whole format).
• Guide the trainees in selection of topic for the career talk. The topic should be
relevant to the student needs, their common interest and educational level.
• Assist them in choosing the reference materials for developing the talk.
• Guide the trainees to supplement the talk with relevant career information materials

HANDBOOK ON PRACTICAL WORK 43

 like brochures, pamphlets etc. or prepare/use poster and chart on the topic.
• Go through the written talk prepared by each trainee, and supplementary
material. Discuss and give feedback for improvement.
• Emphasise on length of the talk appropriate for delivery in one class period of
about 30-35 minutes including scope for discussion with students or answering
their queries after the talk.
• Observe the practice presentation by each trainee, ask the group to give
comments and suggestions. Also supplement with your comments and
suggestions before finalization for presentation in the school.
• Evaluate the preparation of career talk using the following criteria:
(1) Suitability of content and organization
(2) effort in collection of material
(3) timely preparation
(4) giving and inviting comments/suggestions
School Supervision
• Observe each trainee’s classroom performance. You may invite other trainees of
the same school group to observe the presentation
• Write your feedback (suggestions/comments) in the trainee’s evaluation notebook/
diary
• Organize a feedback session for the group of trainees in the school on the same
day after completion of school work to help them learn from one another
• Evaluate the presentation of the career talk using following criteria.
- Relevance of Topic
- Introduction and organization of the material
- Relevance of content and its comprehensiveness
- Use of blackboard and visual aids
- Examples, terminology and flow of language
- Preparedness
- Discussion/question-answer/consolidation
- Student involvement, interest and participation
- Class control
- Time management
- Summarization
Submission of Report
• Guide the trainees to submit the report of the career talk after incorporating post-
presentation suggestions/changes, etc. This report is a finalized version of career
talk. This should also include the original pre-presentation version of the talk, a
brief write-up of about two pages on the experiences during presentation of the
talk and school supervisor’s feedback.
• Evaluate the report on the following points –
(1) completeness of content coverage and its organization

44 H ANDBOOK ON PRACTICAL WORK

 charge at the study centre.
(2) length of the talk
(3) incorporation of suggestions/comments given on the career talk before
presentation and during delivery in class
(4) supplementation with blackboard summary/visual aids/graphs etc.
(5) proceedings
(6) style of presentation of the report etc.
(7) self-introspection on school performance
Activity-2: Preparation of Audio-Visual Aids (Poster and Chart)
The trainees have already learned about poster and chart, the purpose of preparing
these materials, their characteristics and utility for dissemination of career information
in Module-V, Unit 4 entitled “Sources of Career Information” of the course. During
the practicum, they
• Consult a variety of reading materials to collect information and ideas for
presentation in various forms
• Think and reflect upon the materials consulted
• Learn in a group giving comments and suggestions on ideas and visuals
• Learn to prepare one poster and one chart individually and help each other in
writing, drawing, painting etc.
• Learn to use it as display material
Guidelines for the Supervisors
• Initiate the discussion in the practicum group on preparation of a poster and a
chart by each trainee. Let the trainees discuss on various themes/ideas, size and
style, presentation and other characteristics.
• Guide them to consult materials to get ideas, imagine picturisation and write slogan/
message for the poster which should be related to any aspect of guidance and
counselling.
• Refer them to various sources for collecting and compiling career information for
the chart.
• Finalise in the practicum group each trainee’s poster and chart. Let all the trainees
give comments and suggestions for refining and finalising the ideas and presentation
style etc.
• Ask the trainees to submit posters and charts on the stipulated date and in any
case before the organization of career day/exhibition.
• Evaluate each trainee’s poster and chart using following criteria –
Poster
- Striking picture
- Creative and catchy idea
- Colourful and attractive
- Slogan/message/title appropriate to the picture
- Could be displayed on a board, wall and seen and read from a distance

HANDBOOK ON PRACTICAL WORK 45

Chart
- Could be easily read (font size and style)
- Relevance of information to students and to the subject.
- Organization of information (catchy, easy to read)
- Presents broad and complete view of a career or industry
- Information is accurate and up-to-date
- Supplemented with pictures or clippings representing workers/aspects of work
etc.
Display of Poster and Chart
- Appropriateness of place of display (height, light, theme etc.) in the career
exhibition
- Thematic presentation
Activity-3: Visits/Tours
The co-ordinator/supervisor plans and organizes field trips/tours to the places of work
for the trainees. In Module-XII, Unit 2 entitled “Dissemination of Career Information”
the trainees also study organization of this activity in schools.
Visit/tours provide an opportunity to the trainees to observe work and work
environment of workers and professionals and interact with them and their employers.
They also learn to organize field trips to educational institutions, industries and other
places of work for their students while performing duties of a counsellor at their
respective postions. The activity is compulsory for all trainees.
Guidelines for the Supervisors:
• Identify the place(s) local or outstation to be visited, such as guidance and
counselling agencies, employment exchanges, child guidance clinics, rehabilitation
centres or special schools etc. Choose the place offering diverse or immense
employment opportunities to guidance and counselling professionals.
• Approach/ interact with the concerned authority at the place, apprise him of the
purpose of the visit and seek permission and cooperation
• Provide the concerned person information about the number of persons visiting,
expectations from the visit etc.
• Make all the necessary arrangements including finalisation of date and time,
transportation etc.
• Prepare the trainees for the visit explaining them about the place to be visited,
purpose of the visit, observations to be made, questions to be asked for obtaining
further information, discipline to be maintained, precautions if any to be taken
and programme schedule etc.
• Assign the trainees some duties to have their involvement and to provide them
experience in organization of the activity
• Accompany the trainees to the visit.
• Guide the trainees on writing the report based on their experience of the visit. The
report should include – name of the place, date etc. of visit, impressions about the

46 H ANDBOOK ON PRACTICAL WORK

 occupations observed; such as nature of work, working conditions personal qualities
required, employment opportunities, positive and negative aspects etc., a brief
mention of company representative’s address, the kind of questions asked by the
students to seek more information, gains from the visit or its usefulness to the
trainees, effectiveness of the visit for dissemination of information, comments
and suggestions on all the aspects of the visit.
• Evaluate the report on quality of information on the above mentioned points and
your own observations on trainees’ motivation, interest and participation etc. during
the visit.
• The supervisor must ensure that all the trainees –
- participate in the visit
- maintain discipline such as starting in time, observe decorum at the place of
visit, ask questions at the appropriate time, stay with the group and not interfere
in institutional functioning
- take the visit as an important learning opportunity and try to imbibe the maximum
benefit
- submit the report on a stipulated date.
Activity-4: Career Day/Exhibition
Career day/exhibition is one of the most effective ways to disseminate career information
to a large number of students of a school or number of schools on a school day. Though
a counsellor is required to organise this activity every year in his/her school, the trainees
plan and organise it as a group activity. Generally, trainees conducting practicum in
about three/four schools jointly plan and organise the activity in one of their schools.
They develop the necessary background for organisation of career conference/day
through the detailed description given in the Module-XII, Unit 2 entitled “Dissemination
of Career Information”.
Preparation Required
• Planning of the activity well in advance
• Determining the interests of students to know the career choices of maximum
number of students
• Exploring the suitable guest speakers
• Preparation of display materials like posters and charts
• Selecting relevant career information and guidance materials for display and preparing
a list of the materials, collecting complementary material from different sources etc.,
• Arranging/Processing materials for putting up exhibition such as background paper,
racks, display boards, nails, hammers, scissors, banners, indicators, decorative paper
etc.
• Finalisation of content, style and format of invitation cards.
• Preparing a list of invitees
Pre-requisites for Organization
• School auditorium or hall which is well lighted, and airy

HANDBOOK ON PRACTICAL WORK 47

 • Classrooms for guest lectures
• Adequate seating arrangement
• Blackboard, chalk. OHP/Computer for presentation by guest speakers.
• Mike, if required
• Display cards showing names of guests on dias
• Invitation cards including detailed programme of activities
• Refreshment
• Materials for exhibition, posters and charts, monographs, books, booklets,
pamphlets, brochures, prospectuses, occupational classifications and directories,
handbooks, career magazines, newspaper clippings, films, photographs, pictures
etc all related to work, courses and careers
• Suggestion book.
Guidelines for the Supervisors
• Fix the date for organisation of the activity with the school authorities, discuss
facilities/assistance required by trainees for organisation and chief guest to be
invited.
• Discuss with the trainees the planning and organisation of career day-cum-exhibition
on the basis of whatever they have read in the theory.
• Guide them in planning and organisation.
• Help the trainees to list the tasks to be done and allocate the responsibilities inviting
the voluntary choice of tasks. The major responsibilities include –
- identifying and inviting guest speakers
- managing the stage (compereing)
- preparing and presenting the report of the practicum activities undertaken during
the contact programme in the schools
- vote of thanks
- physical arrangements for holding the guest lectures and display/exhibit
• organisation/arrangement of display which includes;
• collection/selection of material for display and its safe transportation
to venue and back
• taking care of the materials displayed and attending the visitors to the exhibit.
- welcoming and introducing the guests at the entrance
- arrangement of refreshment
- preparation and distribution of invitation cards
• Guide the trainees in performing their responsibilities and help them at each step.
Make sure that each trainee is given responsibility.
• Supervise –
- preparation of the invitation letters and guidelines for career talk prepared by
the trainees for guest speakers
- invitation cards and their timely distribution
- list of invitees which includes all the school principals, and counsellors where
trainees visit for practicum work, study centre faculty/mentors, supervisors of
various practica and school work, some other select guests
48 H ANDBOOK ON PRACTICAL WORK
 - list of display materials selected
- kind of material to be purchased
- physical arrangements at the venue etc.
- report based on practicum work prepared for presentation.
• Give suggestions for improvement
• Appreciate, motivate and encourage continuously
• Supervise the complete arrangements and display on the eve of the activity
and provide guidance/help to further improve upon.
• Arrange post-activity discussion with the trainees and encourage self-evaluation
on each aspect of the activity.
• Observe the trainees during planning, preparing and organis• ation of the
activity and note down your observations for evaluation purposes
• Evaluate the trainees performance on following points –
- effectiveness of guest speakers: suitable, well-informed, experienced, confident,
objective, accurate, maintaining students’ interest, clarifying their doubts and
having overall a pleasant, charming personality
- receiving and seeing off the guests and making payment.
- preparation of invitation cards, banners, display cards, suggestion book etc.
(accuracy, style of presentation, attractiveness etc.)
- kind of physical arrangements made: suitability of venue, adequate seating
arrangement, availability of mike, direction indicators etc.
- selection of Material, (varied, relevant, up-to-date, acquired/self made) for
display
- display (attractive, vivid, artistic, type of arrangement, appropriate height, proper
utilisation of available space, attending to visitors etc.)
- preparation and presentation of report (comprehensive, well presented with
confidence, maintaining auidience interest)
- refreshment (Quality, timing etc.)
- Overall organization of the show-coomments of visitors written in the diary.
Evaluate each trainee’s performance on the basis of tasks/responsibilities allocated.
Activity-5: Collection of Information / Job Interview
The trainees learn in Module-V, Unit 5 entitled “Collecting Career Information” about
various techniques of collection of career information such as follow-up survey,
community occupational survey, community educational survey and want ad survey
etc. They also learn about questionnaire and interview schedule as tools used to collect
the information.
This activity(job interview) is meant to provide them an opportunity and experience in
collection of information and thereafter compiling it meaningfully in the form of a report.
Guidelines for Supervisors
• Discuss in the group all aspects of the activity and steps to be taken by the trainees
to complete it.
• Ask them to explore and identify the employer/industry/business house for
conducting the job interview.
HANDBOOK ON PRACTICAL WORK 49
 • Guide each trainee to read about the occupation/industry selected by him/her for
visit and job interview.
• Guide them in designing the questionnaire covering all the aspects on which
information is required to be collected.
• Prepare letters for seeking permission of the employer for conducting job interview.
• Guide them for interviewing various categories of workers and to obtain the required
information. The trainees may interview about ten workers, at least one from each
category.
• See the information collected by the trainees
• Guide them to compile information and its meaningful presentation in the form of
a report. The report should include brief introduction about the occupation,
consolidated information on various jobs, nature of work, working conditions,
qualifications required, personal qualities, pay and perks, opportunities for
advancement and satisfaction drawn etc, as obtained through questionnaires. The
duly filled-in questionnaires should also be enclosed with the report.
• Obtain the reports by stipulated date and evaluate it using the following criteria –
- Background knowledge of the occupation
- Quality of questionnaire developed (Framing of questions, coverage etc.
information obtained through the questionnaires would include: nature of work,
work environment, earning, entry level eligibility requirement including personal
qualities required to enter and to be successful, method of entry, promotion
opportunities, satisfaction drawn etc.
• Accuracy and completeness of information
• Usefulness of information for the school
Activity-6: Classification and Filing
In the Module-XII, Unit 1 entitled “Classifying Career Information”, the trainees learn
about various classification schemes, and their codification and utility (merits/limitations)
for classification of career information. This activity is meant to help them learn to use
one classification scheme in consultation with supervisor. This activity is organised
only at the study centre.
During this activity, the trainees collect a variety of information on courses and
jobs from the newspapers and learn to code, classify and file the information. They also
clarify doubts regarding codification and classification through discussion with
supervisor and fellow trainees.
Guidelines for Supervisors
• Initiate this activity well before its actual organisation in the practicum such as
ask the trainees to keep on collecting newspaper clippings on admission notices,
job opportunities, vacancies etc.
• Allow the trainees to choose the classification scheme for the activity.
• Demonstrate the codification of information taking some examples
• Allow the trainees to complete codification and classification of material under

50 H ANDBOOK ON PRACTICAL WORK

 supervision.
• Give the trainees opportunity to discuss among themselves and with supervisor to
gain clarity in codification of the material
• Guide them to prepare a file of the material duly codified and classified and submit
it in the form of a report. The report on filing includes –
- Brief introduction to the classification technique used
- Sources of information
- Practical utility of the scheme used
- Difficulties faced in completion of the activity
- Codified clippings duly classified and filed
- Comments/suggestions on the activity
• Ensure the submission of report in stipulated time
• Evaluate the report using the following criteria –
S. Activity Scheme of Evaluation
No.
Preparation/ Delivery/ Report Credits
Planning Participation
1. Career Talk (One) 0.15 0.20 0.15 0.50
2. Preparation of Audio- Poster= 0.25 — — 0.50
Visual (Poster and Chart = 0.25
Chart) Aids
3. Visits/Tours 0.15 0.15 0.20 0.50
4. Career Day/Exhibition 0.20 0.30 — 0.50
5. Collection of
Information/Job
Interview 0.10 0.10 0.30 0.50
6. Classification and Filing 0.20 — 0.30 0.50
Total 3.00

HANDBOOK ON PRACTICAL WORK 51

 - Number of classification categories represented in the information
- Proficiency in coding and classification
- Sources of information
- Practical utility explained by the trainee
- Realism in difficulties faced and suggestions given
- Style of writing and presentation
- Timely submission of the report
Details of Activities and Scheme of evaluation
You can evaluate each dimension of an activity on a five point scale. Total of the
scores on various dimensions will form total evaluation score for the activity.
CAREER DEVELOPMENT (GC-118)
Rationale
Knowledge about career development processes and the variables influencing these
processes help counsellors in handling career counselling cases. Theories of career
development form an integral part of this knowledge. Concepts and theories logically
lead to application in practical situations. The skills required in designing the career
counselling interventions can be best acquired through use of the stated principles and
propositions constituting these theories in real life situations such as individual and
group career counselling.
Experiential projects, viz. preparing a career case study or study of career patterns
and planning interventions for promoting career maturity of students can go a long way
in inculcating among the trainees, the required confidence in the application of
theoretical models and designing interventions for facilitating career development and
in finding out their relevance to unique or universal situations.
Three options are available in this practicum:
(a) An In-depth Career Case Study of an Individual (Male/Female)
A career case study aims at tracking the career path and career development of an
individual, given the interplay of socio-cultural and economic factors as influencers on
the one hand, and the market forces, economic policy and industrial/occupational
structure on the other, beginning with the early childhood development and proceeding
till the person’s entry into the careers. There is an emphasis on relating the information
with the psycho-social and career development theories and models with the career
maturity and development.
The career case study is conducted on one individual who has been a worker for a
reasonable period of time to provide scope to the trainee for an exhaustive coverage of
the process of career decision-making in the light of various models being used. It

52 H ANDBOOK ON PRACTICAL WORK

requires preparation of a structured or semi-structured interview schedule, collecting
data, analyzing the data and preparing the report.
(b) Study of Career Patterns
Study of career patterns aims at understanding the dynamics and factors responsible
for job movement and structure giving rise to the pattern of job maturity, stability,
advancement etc. Career patterns are based on study of a group of individuals belonging
to more or less the same socio-economic status. Analysis of data obtained from a group
of individuals provides a normative pattern for the group in question.
Career patterns study involves study of a number of individuals. It requires
preparation of a tool on relevant criteria to trace the movement of the worker and
the nature of this movement from one job to the other over a period of initial 5 to
10 years. A minimum of ten cases may be used to collect the data. A report is to be
prepared. Guidelines for supervising and helping the trainees in the activity have been
given separately.
(c) Planning an Intervention Programme for Promoting Career Maturity
Planning an intervention programme for promoting career maturity involves chalking
out strategies and inputs for enhancing self-awareness/career awareness, self-
development etc. based on one’s thorough understanding of the process of career
maturity.
Intervention programme for developing career maturity aims at promoting career
maturity among students at different school stages through relevant guidance inputs.
The specific inputs vary for different age/grade levels but fall within the preview of
self-awareness, career awareness, self-concept development etc., as per the needs of
the group in question.
Competency – Based Objectives/Outcomes
The practicum in career development will help trainees in career counselling situations
in the following manner:
• Apply knowledge of concepts, models and theories of career development and
their utility in understanding career behaviour of students.
• Acquire insight into complexities involved in educational and career choices/
development.
• Develop an understanding of the relationship between client’s personal
characteristics and available outside opportunities.
• Understand and interpret familial, socio-economic and cultural structures and
functions as they influence the career development of individuals throughout life
span.
• Acquire ability to analyze developmental career patterns in the process of career
development to identify a typical development pattern in a particular socio-cultural
context.
• Plan and organize interventions to resolve conflicts in career decision-making and

HANDBOOK ON PRACTICAL WORK 53

 enhance career maturity of students across school stages.
• Identify and utilize resources to facilitate the process of career development across
school stages and facilitate success and career satisfaction of the client by helping
them make realistic and appropriate career related decisions.
Ensure that the trainees follow the steps given here in conducting (a) the career
case study (b) study of career patterns and for (c) conducting intervention programme
on career maturity
For Conducting a Career Case Study of an Individual
• Identifying the case to be studied (familiarizing oneself with basic requirements of
a case study and selecting a case which will give scope for an exhaustive coverage
of the theoretical model being selected).
• Prepare a questionnaire to conduct an interview of the case as per the requirements
of the model selected.
• Conducting the interview on the case and collecting data for the case study.
(Please refer to sample Interview Schedule for Career Case Study – Appendix
- VII)
• Relating the data with the chosen model.
• Preparing the report, including the comments on suitability of the model for
understanding career development of the individual along with limitations of the
model.
For a Study of Career Patterns
• Identifying individuals for study of career patterns in one or more organizations.
• Development of a questionnaire/interview schedule (structured/unstructured) to
interview the individuals.
• Tabulating, analyzing, identifying the emerging patterns using Miller and Form and
Super’s models for men and women.
For Intervention Programme on Career Maturity
• Prepare stage wise inputs such as at primary, elementary and high school levels.
• Begin with a plan for assessment of basal level of career maturity for students at
different stages.
• Identify and spell out input needs for different stages, needs such as career
information, self-awareness, self-concept development, self-assessment etc.
• Identify and spell out specific inputs to cater to the needs outlined - class talks,
career talks, self-development and life skills programmes, testing and non-testing
techniques for personal assessment, group guidance strategies etc.
• Plan and spell out specific activities required in group guidance, individual
counselling, etc.
• Under group guidance, plan talks, group discussions, career displays, career
conference, etc.
• Under individual counselling, plan activities and strategies to identify and help the

54 H ANDBOOK ON PRACTICAL WORK

 students needing individual help and counselling.
• Plan/suggest activities to help students in their career exploratory and self-
exploratory efforts and to help them understand job requirements/profiles of
different careers.
• Plan/suggest activities to train students in job search, applying for jobs, skills in
handling job interviews/job situations etc.
• Plan/suggest activities to inculcate personal-social and communication skills/life
skills which help in adjustment on the job.
Guidelines for Supervisors
• Ensure that a minimum number of trainees opting for each of the activities (a), (b)
and (c).
• Ensure that trainees have understood different concepts and theories of career
development.
• Provide help to the trainees in choosing a theory/model studied by them, by
discussing with them, the methodology and implications of using a specific model,
from the point of view of conducting a case study, studying career patterns or
promoting career maturity.
• Provide guidance and help in preparing the required interview schedule or other
tools and do the briefing on using the tools.
• Help in selecting a case for the in-depth career case study.
• Provide guidance and supervision in analyzing the data with reference to the chosen theory or
model.
• Help in preparation of the report.
Evaluation
The assignments are evaluated on the following criteria –
• How much of thinking and planning has gone/into conducting the project/assignment.
• How effective are the tool/s which are constructed and administered for collection of data.
(questions relevant and meaningful, optimum length, suitable format etc.)
• How adequate are the data wherever used.
• How much of insight into the phenomena being studied such as concepts, theories and models, is
reflected in conducting and presenting the project.
• How effectively are the theories/models integrated with the analysis and presentation.
• How much time has gone into developing/conducting the specific project.
Scheme of Evaluation
Career Case Study Planning/ Conduct of Preparation Credits
or Preparation the Study of Report
Study of Career Patterns
or 0.25 0.25 0.50 1.00
Intervention Programme
on Career Maturity
Total 1.00

HANDBOOK ON PRACTICAL WORK 55

COUNSELLING (GC-119)
Rationale
The Counselling Practicum assumes significance as it helps to convert the trainee’s
knowledge into skills. Most counselling programmes therefore lay heavy emphasis on
providing practical experiences in the skills needed for doing counselling work.
A counsellor needs to be adept at a variety of sub-tasks that are eventually put
together in an integrated fashion. This can best be done under the supervision of someone
who has already acquired proficiency in these skills. Your role therefore as a trainer and
supervisor assumes considerable importance as you will both model and facilitate an
interpersonal process for your trainees. It is important that trainees have gone through
the Modules 2 and 8 to give them the necessary theoretical background for acquiring
the various counselling skills.
The practica in counselling in this course is aimed at providing opportunities for trainees
to:
• apply the knowledge and understanding of theoretical principles and techniques
to real life situations and acquire skills and competencies through constant practice
and feedback in simulated and real situations.
• imbibe the basic interactive skills to create a positive psychological climate
conducive for understanding and facilitating change.
• enhance self-awareness and understanding of themselves to explore their own
strengths and weaknesses as a counsellor
• identify areas for personal growth which could add to their personal and professional
effectiveness.
• have a real experience of difficulties faced and their ability to evolve strategies to
overcome them during the process of counselling through sharing with a peer trainee.
• have direct access to personal and professional support from the supervisor.
Competency-based Objectives
In this practicum your task as a supervisor is to facilitate your counsellor trainees to
develop specific skills (verbal and non-verbal) in
• attending and listening to the client to communicate warmth, acceptance, positive
regard, genuineness etc.
• responding with empathy so that the client feels understood which includes micro-
level skills such as
- paraphrasing and reflection of feelings
- summarizing content of client’s communication.
• client’s self-assessment by using appropriate questions
• self-disclosure, immediacy and confrontation to bring out inconsistencies in client
communication
• presenting reinforcers for facilitating and encouraging the client

56 H ANDBOOK ON PRACTICAL WORK

 • setting specific goals and visualising positive outcomes
• providing positive feedback to the client, maintaining liason with specialized agencies
and networking with appropriate self-help groups, doing referral work, etc.
• applying various counselling techniques to facilitate changes in the client
• identifying students who need counselling
• preparing and maintaining case records
• maintaining confidentiality and following other ethical codes of conduct and
standards
Individual Counselling
It is the skill of the counsellor and the openness of the client that makes positive
outcomes possible. The counsellor’s skill and knowledge provide the framework and
direction that maximize the client’s potential for positive outcomes.
By facilitating a trusting relationship within the face-to-face individual counselling
session, the counselee, can focus on his/her personal problems, development issues,
conflict areas, emotional confusions. The pracitca helps counsellor to develop skills so
that the client can explore self in relation to the issue or concern being discussed, gain
new insights and perspectives about it, seek alternative solutions and make decisions
for change. Untrained and unskilled helpers in-spite of their best intentions, cannot
replace the functions of the professional counsellor. In the process of training in
counselling, the counsellor educator/supervisor/trainer needs to model helpful
behaviours which the counsellor can learn from.
Pre-requisites for Conducting the Practicum
There are certain pre-requisites for any effective learning to take place during the
demonstration and practice sessions in counselling.
Cohesive Group Environment
A warm, permissive and supportive atmosphere brings encouragement to students to
explore and express their thoughts and feelings openly, to come in contact with their
inner self and to begin the process of personal change.
Orientation of Counselling Trainees
It is a good idea for the trainer to begin with orientation of trainees to the overall
procedure involved in training and the models being used for training in skill development.
This orientation may consist of introductory sessions getting to know each other to
assess trainees’-
• understanding of theoretical concepts and principles, goals and purposes of training.
• understanding of their own needs, motivations and values.
• ability to transfer the knowledge to reality situations.
Guidelines for Supervisors
Before you start the training programme, you are required to –
• instruct the trainees for preparation of case reports, records of counselling sessions,

HANDBOOK ON PRACTICAL WORK 57

 managing and overcoming problems, evaluations, etc.
• give an orientation about (a) the basic training philosophy, (b) the expected
outcomes, and (c) the programme goals.
• make explicit your own professional values/attitudes, ethical standards, knowledge
and skills.
• plan the content and procedure of counsellor training based on local needs and
cultural issues.
• acquaint yourself with the background of the trainees, their educational and
professional status.
• be acquainted with and identify adult learning styles to devise suitable learning
strategies.
• ensure that the trainees have acquired the theoretical orientation needed to
understand its application.
• develop rapport with the trainees and establish effective interpersonal relationships
to encourage self-expression and disclosure in a group.
• make trainees aware of the ethical responsibilities and standards of the profession.
• make trainees aware of the norms to be considered when working in a group such
as to:
- be friendly, show warmth and respect, give support and be non-evaluative and
non-judgemental
- maintain confidentiality about the personal information gained during discussion
and practice sessions
- adhere to guidelines given for conducting and handling assignments and not
seek favour or special treatment during supervision and evaluation.
During the training you need to:
• start work according to the plan and have the flexibility to make changes according
to the needs of the group.
• create a supportive and challenging environment during the group practice sessions.
• demonstrate steps to develop a particular skill and give opportunities for practice
to all.
• conduct practice sessions according to prior planning and be systematic in the
organization and conduct of the sessions.
• give adequate feedback to the trainees to help them identify their strengths and
limitations and give opportunity for reflection on their own and peer performance.
• orient the trainees about the school or agency where they would undertake practical
experience and relate practice session with actual field experience.
• help the trainees establish good rapport with the school by preparing them for:
- orientation of teachers/students in school
- dealing with the misconceptions that the teachers/students may have about
counselling
- making observations in class or during group work for self-evaluation and
feedback
• know the personal limitations of the learners which may impede their learning and
58 H ANDBOOK ON PRACTICAL WORK
 performance in the training sessions, during the field work and internship.
• guide the trainees but do not restrict their creativity.
After the training you need to:
• facilitate trainees to make a self-assessment of their learning in relation to their
objectives.
• make an assessment of the trainee’s level of achievement of skills and assess the
outcomes against the goals earlier set.
• use the final feedback and reports of evaluation for (a) your own professional
growth and improvement and (b) changes that need to be made in the content and
process of the Counselling Practicum.
• guide the trainees in finding an appropriate placement according to the specialized
skills acquired in counselling.
Organizing the Counselling Practicum
Orientation
The practicum in counselling begins with orientation sessions in which trainees are
acquainted with the steps they can take to organize counselling services in school. The
initial steps include making a need assessment to identify children who need counselling
and motivate them to voluntarily approach the teacher counsellor. Orientation also
involves discussing problems/issues which can be taken up for individual or group
counselling and how to orient teachers and administrators to refer cases to the counsellor
during group work.
Tools and Techniques
After the trainees start their practical work with their class group in school they are
encouraged to talk about their initial observations of children during group work and
are guided to identify problems of students for counselling.
The trainees are given practice to acquire the interactive skills through practice in
small groups in simulated situations through role play exercises with the peer group.
They learn to practice various methods and techniques used in individual counselling
situations. During practice sessions small groups or dyads/triads are formed to
demonstrate initial warming-up sessions and role play exercises for teaching rapport
building skills to trainees. They are given opportunity to take up different roles: that of
counsellor, client and observer. Detailed discussions are held with trainees and guidelines
are provided on observing counsellor behaviour and recording observations during
counselling role plays and actual interviews.
Records of Counselling Sessions
In addition to role play practice, trainees would be required to develop written scripts
and audio tapes of actual counselling sessions and later analyse and discuss them with
their supervisors. Practice is given on preparing tape scripts, analyzing the recordings
critically and giving feedback during group sessions when the written and taped records
of counselling cases are presented by each trainee.
For the duration of the course, trainees are required to take three cases for individual

HANDBOOK ON PRACTICAL WORK 59

and one case for group counselling from the school they visit for their practical work.
The cases will be discussed with their supervisors. Written records of the sessions will
be maintained. Trainees will be required to prepare counselling reports of the cases
taken up for counselling for which a format will be provided to them.
Counselling seminars will be organized in which trainees will make a presentation
of one case during the contact programme. This would provide a unique opportunity
to the trainees to interact and learn from each other’s experience.
Group Counselling
Some counselees, especially school students prefer to approach the counsellor in a
group and some topics are better dealt with in a group setting. Some issues need to be
addressed in the class as a whole. Handling group counselling sessions require special
care and the counsellor trainees need experiences in handling relevant issues such as
group size, heterogeneity/homogeneity, co-operation/competitiveness, confidentiality,
group process, peer pressure, etc. Practice in conducting group counselling sessions
needs to be provided. Each trainee will take up one group for counselling in the school
and prepare its report which will later be evaluated.
Peer Counselling
Another strategy to reach out to a large number of children and know about their
problems, is to employ peers. Peer counselling has been found to be an effective strategy
which aims at imparting training to children who naturally possess helping characteristics.
The trainees in their practising schools will be expected to carry out limited Peer
Counselling Training Programme (four to five sessions). The report submitted will be
evaluated.
Material and Facilities Required
The counselling practicum needs physical space in which trainees can be seated in a
large group as well as into small groups of five to six students or up to a maximum of
ten students. Ideally, in addition to a large room, two or three small rooms should be
available for group work. The big room and the small rooms could have a one way
screen for demonstration or observation of actual conduct of counselling sessions
while maintaining privacy of a session with a client. The room may be equipped with :
recording facilities for preparing audio or video tapes
• recorders for audio/video recording for the number of students undergoing training
• screening facilities for showing videos and films
• white board, projector, public address system, etc.
• furniture which can be moved to make changes in seating arrangements
• pre-recorded audio/video material, films for use during demonstrations
• journals, case study material, written case excerpts, books, etc.
• computers with internet facilities.

60 H ANDBOOK ON PRACTICAL WORK

Supervision and Evaluation
The supervisor plays the role of a guide and facilitator and provides on-going feedback
to the counsellor trainees while monitoring the whole process of the practicum.
However, a special part of the practicum is the personalized supervision of the actual
counselling session. The trainees bring verbatims or tape segments of the sessions and
prepare a sheet of analysis of the segment based on a particular aspect of theory. The
real work of the practicum is intensified when the trainees apply the fruits of the
supervision received in the next counselling session, report on the development of
skills and then continue to fine tune the process with on-going supervision. Through
this dialogical process the trainees achieves skills, conscious awareness of these skills
and the capacity to do self-supervision in the future years to come.
Criteria for Evaluation of the Trainees
The trainees will be evaluated on the following criteria:
• Initial motivation of trainees for participation in orientation and practice sessions,
their general interest, involvement and active participation in various activities.
• Grasp and understanding of directions while doing role plays and actual conduct
of counselling interviews.
• Originality and creativity in presenting ideas and in resolving client concerns and
problems.
• Good understanding of principles and techniques of counselling and ability to
transfer them into appropriate behaviours.
• Effective integration of interpersonal/communication skills
• Good rapport with fellow trainees and school students
• Evidence of enthusiastic response from students seeking counselling voluntarily.
• Expressed enthusiasm and satisfaction while doing counselling work and at the
outcomes attained.
• Extent of varied type of problems taken up for counselling and appropriate selection

S. No. Activity Credits

1. Role Play (Skill development) 1.50
2. Identification and Discussion of Counselling (five cases) 0.50
3. Group Counselling (one case) 0.50
4. Peer Counselling (one case) 0.50
5. Career Counselling (one case) 0.50
6. Counselling Seminar 0.50
7. Preparation of Case Report (two personal-social cases) 1.00
Total 5.00

HANDBOOK ON PRACTICAL WORK 61

 PORTFOLIO
Concept and Design
The aim of this training course is to develop in the trainees, knowledge, insight and
efficiency in planning and carrying out guidance and counselling programme in school.
In order to really acquire and assess skills and competencies, the trainee needs to reflect
on the knowledge gained during the training course. Portfolios are visual compilation of
one’s work that demonstrates professional growth, achievement, and competence in
one’s field of work. In the field of counselling too, portfolio serves as an instrument
which is designed to facilitate self-reflection, self-improvement, intrapersonal
understanding, professional growth, conceptual understanding and skill development.
A portfolio is a tool that allows you to demonstrate growth and thinking skills through
the display of work-over-time. A portfolio:
• Is a purposeful collection of an individual’s work that exhibits effort, progress, and
achievement in professional preparation.
• Is a visual representation of an individual as a developing teacher/counsellor.
• Represents an individual as a professional through his/her personal choices of work
that reflects his/her knowledge, skills, dispositions, beliefs, and values over time.
• Becomes a window into an individual’s thinking, a means of understanding his/her
journey in becoming a teacher/counsellor.
• Provides a complex and comprehensive view of an individual’s performance in a
professional context.
• Offers a broad and an in-depth picture of an individual’s professional thinking and
practice
• Becomes a foundation for constructing a portfolio for interview purposes.
The format of a portfolio varies considerably. An effective portfolio should be well
documented and organised.
Why Create a Portfolio?
You have entered the training course with certain goals in mind.
Portfolio gives you an opportunity to
• Reflect to the extent you are achieving your goals.
• Assess your strengths and areas which need improvement.
• Document your progress.
• Generate ideas for making your studies more useful.
• Be unique and showcase your personal style.
• Consider new ways of giving student feedback.
Key Functions of Portfolio
• It is a way to collect evidence of your ability.
• It provides summary data in a simple, readable format.
• It is focused on quality, not quantity. The natural tendency for anyone preparing a
portfolio is to document every thing. Careful attention should be given to conciseness
and selectivity in order to appropriately document one’s work.

62 H ANDBOOK ON PRACTICAL WORK

 • It should be organised in various sections which relate to each other.
• It has to be a living document.
• It has to allow opportunity for self-reflection.
We shall now discuss the process of creating a portfolio which is more important
and meaningful than the end product.
Specific Objectives
• To allow you to reflect on the learning experiences gained through self-learning of
course material, practicum and internship.
• To present an evidence of learning competencies acquired during the training
program.
Contents of Portfolio
Portfolio will help you to maintain an account of activities during the course with regard
to course modules, practica and internship.
You will be required to maintain a record of work done on proformas and worksheets
provided to you while going through the self-check and self-evaluation exercises, and
activities in all the units, and bring these when you come for the contact programme. It
should also include comments from mentor/tutor and feedback provided on the
assignments. The trainees’ self-evaluation and self-reflections on the work done by them,
and their progress in terms of acquiring knowledge and changes in the attitudes and
behaviour are also included in the portfolio. Each item in the portfolio should be dated
to facilitate the evaluation of progress throughout the year.
Artifacts
Artifacts are actual samples of your work providing evidence of your skills. These are
the authentic outcomes or products of activities undertaken by you. They serve as
indicators of your skills and abilities and should be presented in a manner that is both
attractive and easy to understand. These could also be in the form of executive
summaries of activities, key tables or charts that summarise data.
Briefly a portfolio consists of the following artifacts:
• A reflective statement of goals and the manner in which the material is going to be
organised in each module
• Activities and exercises undertaken
• Handouts, leaflets if you prepared
• Examples of visual materials used
• Photographs, Clippings
• Descriptions of use of computer or other technology
• Papers, Creative works done by you
• Comments from teachers, students in school or any other
• Description of any unique learning experiences
Each portfolio contains an annotation, which is something you write to document your
artifact. Annotation is a concise, accurate prose that explains the significance of an
artifact. When your annotation is well written, the viewer of portfolio gets a complete

HANDBOOK ON PRACTICAL WORK 63

picture of where this artifact came from, and what it signifies regarding your capabilities.
In some ways an annotation is a “summing up” of the material presented under each
artifact.
Annotating helps to:
• Organise
• Focus attention
• Explain apparent problems (point to the factors that contributed to problems)
• Emphasise relevance (“Why am I showing this? I’m showing you this fragment
because… It’s important because…)
For example, a complete annotation includes these components:
• Context - Why was the activity done? What was the purpose? What were the
objectives of the project when you did it?
• Conditions - Did you do it in class? Taught the lesson to a Class V in town, state,
etc… Was the project work done for an organisation?
• Scope - What size of activity was it?
• Role - If you did everything then it’s not important to outline your role. If you
worked as a team then say so. (“I worked with a team and my role was project
manager.” “I was responsible for conducting usability testing to gather data regarding
the usability of the technique I designed.”)
Present the annotation consistently throughout the portfolio so that it is easy to find
and scan through. Placing the annotation on coloured paper (light blue, beige, gray)
helps distinguish annotation from the rest of the portfolio’s contents and establish a
baseline “look “for the portfolio.
How to Structure the Portfolio
A portfolio should be organised, complete and creative in its presentation. Some
questions for you to think about might be: Are the contents displayed in an organised
fashion? A portfolio should also be comprehensive, the documentation should represent
the work required to be done for all the modules. Some questions for you to think about
might be: Does my portfolio portray the types and levels of activities that I am required
to do in the course? Does my portfolio display a cross section of my work?
The portfolio will be divided into seven sections.
For example:-
Section I Personal data
Section II Learning experiences on each module (There would be one section
for every module.)
Section III Extra activities and exercises conducted during distance mode
Section IV Tutor Interaction Record Form
Section V Feedback on course content
Section VI Record of work during Contact Programme
Section VII Record of work during Internship

64 H ANDBOOK ON PRACTICAL WORK

Evaluation Criteria
20 % weightage is given to portfolio development and maintenance. Please refer to the
course guide for the exact credits for portfolio for each module.
To evaluate your portfolio at each level, you should answer the following questions:
1. Does the portfolio have visual appeal and is it reader-friendly?
2. Is the portfolio a realistic representation of your work?
3. To what extent does the portfolio document growth, progress, and learning about
teaching/counseling?
4. To what extent does the portfolio show evidence of self-analysis, self-reflection,
and self-evaluation?
5. Are the artifacts selected consistent with your philosophical statement?
6. Does the portfolio overwhelm the reader with too much extraneous information?
Points mentioned below should also be considered by supervisor/evaluator :
• Understanding of concepts and presentation of new ideas.
• Kind of research work done (use of library , internet, interviews with people, case
study, group discussion etc)
• Type of questions raised showing interest to gain deeper insights and explore further
knowledge.
• Clarity and meaningfulness of materials to the course objectives.
• Type of activities conducted, its relevance, organisation, maintenance and
presentation in terms of creativity and originality.
The activity of maintaining the portfolio will be completed by the end of Distance
Learning Phase. The trainees would share their portfolio in groups during contact
programme and submit the same for evaluation. It will also provide a basis for viva-
voce examination during contact programme. Portfolio complete in all respects would
be submitted. A total of 20% weightage will be given to portfolio development and
maintenance.
Evaluation of portfolio will be done keeping in mind the following parameters :
1. Artifacts
• Thoroughness
• Rationale
• Introduction/annotation
• Originality
• Evidence of growth
2. Reflection
• Appropriateness
• Coverage
• Depth
3. Organisation
• Layout and design
• Structure/sections

HANDBOOK ON PRACTICAL WORK 65

 • Use of visuals
• Comprehensiveness
• Style of presentation
• Language-grammar, spelling, punctuation etc.
4. During presentation
• Posture and body language
• Fluency and confidence
• Organisation
• Questions
• Media support
For format of each section of portfolio refer to Appendix VIII to XIV.

66 H ANDBOOK ON PRACTICAL WORK

INTERNSHIP (GC-120)
Introduction
Internship or ‘on the job experience’ is an important part of any professional training. It
is a phase towards the end of training which enables the trainee to put into practice the
knowledge and skills acquired by him/her during the course. The objective is to make
the trainee capable of functioning independently as a professional in an actual work
setting. As a teacher counsellor, the trainee would work in a school setting but as a full
-time counsellor he/she may work in job settings such as schools, rehabilitation centres
and special schools, hospitals, NGOs/charitable trusts, child guidance centres, social
welfare organizations, crisis centres, other allied settings etc.
Internship requires the trainee to work for a specified number of hours, under the
continuous supervision and monitoring of a counsellor. At the end of the internship,
trainees are expected to acquire insight and skills to handle the concerns of children
and adolescents and organise guidance and counselling activities to help them in making
choices for their healthy development and adjustment.
In the course, after the contact programme is over, trainees have the choice to take
internship training in their city/home town or country in a school or any other guidance
and counselling agency or related setting. The place of work can be identified by the
trainee or as suggested by the study centre. The topic or themes for work will be identified
during distance learning phase. The trainee will be required to complete two hundred
and ten hours (210 hours) during three months of Internship out of which 30 hours
would be provided for initial planning and preparatory work at the study centre during
contact programme.
Objectives
The general objectives of the internship programme are to :
• enhance trainee knowledge and skills through observing the working of a guidance/
counselling professional in the actual work setting.
• provide opportunity to the trainee to test his/her knowledge and skill and ability
to plan and organize guidance and counselling activities in schools or related work
setting.
• assess trainee’s efficacy in terms of his/her motivation, interest, aptitudes,
personality characteristics to pursue a career in this profession.
Competencies
The internship programme is expected to develop the following competencies in the
trainee –
• Ability to understand and use acquired learning to survey student/institution
problems and needs to plan a need based guidance programme.
• Ability to use methods of psychological assessment and appraisal to interpret facts
and information about students and problems and difficulties faced by them.
• Ability to identify and apply counselling techniques and models, suited to specific
academic, career, personal and social problems of students.

HANDBOOK ON PRACTICAL WORK 67

 • Good understanding of principles and techniques of counselling and ability to
transfer them into appropriate behaviours.
• Effective integration of interpersonal/communication skills
• Good rapport with fellow trainees and school students
• Evidence of enthusiastic response from students seeking counselling voluntarily.
• Expressed enthusiasm and satisfaction while doing counselling work and at the
outcomes attained.
• Extent of varied type of problems taken up for counselling and appropriate selection
of the counselling strategy to be used.
Scheme of Evaluation
• Ability to establish and maintain cooperation, coordination and consultative
relationship with other teachers and staff in school, parents and other institutions
in the community.
• Ability to apply understanding and skills acquired during training to actual work
setting.
Procedure
Selection of Internship Set-up
• You will be required to identify the institute for conducting the internship during
the Distance Learning Phase (DLP) and communicate the same to the coordinator
at the study centre.
• In addition to the list provided by the study centre, you would have the option of
choosing a centre of equivalent repute in your hometown/city/country.
• If you decide to do the internship in your home town, you need to make sure about
the availability of an institution or school which would provide you opportunity
for guidance and counselling work required to be undertaken by you under a trained
person.
• If you are in a remote area and there are no such institutes where you can undertake
the internship you will need to travel and stay in a place where such facilities are
available. Please note that all expenditure including travel for undertaking the
internship will have to be borne by you.
Criteria for Identifying Centres for Internship
A centre to be identified for internship should be –
• a reputed organization having guidance/counselling services rendered by a trained
person.
• recognized by an accreditation agency authorized for that particular field of work,
e.g. school has to be recognized by CBSE/BSE/Directorate of Education/Any
other body applicable in that area/place. Likewise, a hospital has to be recognized
by MCI and so on.
• willing to accept and extend all facilities to carry out and sustain the internship for
the entire duration.

68 H ANDBOOK ON PRACTICAL WORK

 • able to provide space, equipment and/or material adequate to benefit the intern.
• willing to provide class periods/specified time for carrying out guidance and
counselling activities.
Project Development
• Area of work: You will identify the broad area of work/project in Guidance and
Counselling for internship at the institute selected during the Distance Learning
Phase.
• Need analysis: Project/work proposed to be undertaken has to be based on a
need analysis of the institute/school where you intend to do the internship.
• Project proposal: An outline of the work to be done in the form of a project
proposal should be brought to the study centre when you come for the contact
programme.
• Seminar presentation: A seminar will be held at the study centre to present the
entire project including need analysis, the action plan and the evaluation plan
visualized for internship.
• Familiarizing with the organization: To facilitate your work you are advised to
acquaint yourself with roles, functions and working of the institute where you will
be undertaking the internship.
• Diary/Notes: You will be required to maintain a systematic account of your day-
to-day schedule of work in a diary or notebook which becomes a part of your
portfolio.
Criteria for Identification of the Supervisor
A supervisor with whom the internee will be attached should be :
• an expert in the field of guidance and counselling.
• an experienced professional in the relevant area of work, five years of experience
is desirable.
Internship Supervision
Continuous supervision is part of the internship training programme. The internship is
to be supervised by two supervisors.
• Internal/Study Centre, Supervisor: The internal supervisor is the supervisor
with whom you are attached at the study centre. S/he will guide the trainee to
implement a programme of action and do the evaluation based on the need
analysis report of the institute submitted by the trainee.
• External Supervisor, appointed by the Study Centre: The external supervisor
is the supervisor appointed by the study centre. The external supervisor is
selected by the study centre, keeping in view their qualifications and expertise
to match the trainee’s training goals and expectations of the course. They will
visit the school at-least twice a week to supervise the work of the trainee.
Payment of honorarium and conveyance allowance per visit will be made as
per NCERT rules.
the work done in the school/institute to the administrator or external supervisor •

HANDBOOK ON PRACTICAL WORK 69

 Type of Supervision Hours of Supervision
Internal/study centre 30 hours at the study centre for need analysis,
planning and designing the project and
presentation in seminar
External supervisor appointed 2 days per week Honorarium and T.A. on a
by study centre visit-basis as per NCERT rules.

Scheme of Evaluation
Internship carries a weightage of seven (7) credits and will amount to a total of 210
hours of work out put up by the trainee.
Supervisor Work to be done Place of Work Hours Credits
Internal - Identification of institute, Institute/ 30 1
supervisor supervisor, school
of study - Meeting with the concerned identified
centre people
- Planning a need analysis
programme,
- Developing the questionnaires
- Collecting data and preparing a
brief report
- Finalization of the plan of action 3
and its evaluation- Presentation
in the seminar
- Report submitted by trainee
External - Implementation of the plan of Institute/ 180 3
supervisor action and its evaluation and school
report writing. identified
Total 210 7
A two-tier system of evaluation will be used. The total credits assigned to each of
the supervisors is as follows –

Type of Supervision Credits

Internal/study center 4
External (secondary/deputed 3
by study center)
Total 7

70 H ANDBOOK ON PRACTICAL WORK

Need Assessment
• Systematic and scientific methodology used in assessing guidance and/or
counselling needs of the institution
• Project planning: its scope, relevance and details spelt out during presentation
in the seminar
Implementation of Action Plan
• Regularity, punctuality, sincerity and commitment to work, zeal, enthusiasm
and perseverance to overcome problems.
• Sensitivity and skills in developing cooperative, collaborative and consultative
relationships with others in the work set-up, active involvement of stakeholders
in the process and effective use of resources.
• Effective implementation of the programme as planned.
• Quality of feedback taken from various target groups
• Report submitted:
- Language expression, comprehensiblity, fluency and ease of comprehension,
meaningfulness, provides guidelines for future work in the field.

Submission of Report
• You will submit the report of day-to-day activities and also a detailed report of the work done
in the school/institute to the administrator or external supervisor appointed by the study centre
for the entire period of internship. The report should be certified by the head of the organization.
• One copy of the report with the entire account of work done will have to be
submitted to the internal supervisor at the study centre.

Trainee will be evaluated on the internship project on planning skills, scope, relevance
of theme to target group, strategies used for effective implementation, and outcomes achieved.
Initial evaluation will be done on need analysis, action plan, and evaluation plan and its
presentation in the seminar. While implementing the project, you will be assessed on the
knowledge and skills while conducting guidance and counselling activities. It will include
the report submitted by the trainee. Assessment will be both qualitative as well as quantitative.
Successful completion of the internship is a must for the award of the diploma. If
a trainee is declared unsuccessful due to unsatisfactory performance, s/he shall be
required to repeat the part or entire work as deemed fit by the concerned faculty at the
study centre. Evaluation shall also take into account the observations of the trainee by
the supervisor regarding regularity and punctuality, quality and quantity of work and
other criteria as mentioned above. The final grading shall be done on the basis of
records/performance book maintained by the trainee. Continuous and timely feedback
will be provided so that the trainee can rectify deficiencies, if any. Notes and such
communication shall be maintained and reviewed at the time of final assessment.
The diploma will be awarded to the trainees by NCERT on successful completion
of each practica.

HANDBOOK ON PRACTICAL WORK 71

 APPENDIX-I

ABOUT THE STUDY CENTRE

The study centre should be equipped with acquisite facilities and resources (physical,
human, financial etc.) for the smooth running of the programme.
The co-ordinator is responsible for the administration of the contact programme.
The coordinator has a team of supervisors/resource persons and supportive staff to
operate the contact programme. The resource persons are identified with the help of
the faculty members of various reputed institutions located in the area. The resource
persons are responsible for all the academic experiences provided to the trainees at
the study centre and in the real school settings during the programme. They are also
responsible for evaluation of trainees’ performance on all the activities during the
course.
PHYSICAL FACILITIES
The study centre comprises of a library-cum-reading room, a laboratory, 2-3 rooms
for consultation/interaction of trainees with resource persons, computer with internet
facility, photocopy facilities etc. The laboratory contains psychological tests and tools,
guidance and career literature (print/audio-video) TV, VCD player, computer, stop
watches, tape recorders, overhead projector etc. The materials are kept in glass almirahs,
and filing cabinets. The display racks and bulletin boards are used for display of
materials and information etc.
Materials –
• Books: The study centre consists of all the required and suggested readings listed
in the syllabus for different courses and old classics, journals etc.
• Psychological Tests : The study centre has a collection of Standardized tests/
tools in the areas given below for individual/group appraisal which are suitable
for school students.
- Group and Individual Tests of Intelligence, Mental ability tests, Aptitude tests,
Attitude scales, Interest inventories, Value tests, Socio-economic Status Scales,
Personality Inventories/Questionnaires, Tests of Creativity, Adjustment
inventories scales.
- Cumulative record cards, Pupil information blanks, Checklists, Rating scales,
Counselling questionnaires etc.
• Guidance/Career Literature: The following types of materials providing
information about education and training facilities, admission requirements,
scholarships/stipends and job opportunities should also be available at the study
centre –
- Career guides, handbooks, books, booklets, pamphlets , brochures,
prospectuses of institutions providing educational vocational training,
occupational classifications, directories of education/training, occupations/

72 H ANDBOOK ON PRACTICAL WORK

 industries etc. Posters, charts, video films, recruitment literature, career/guidance
magazines, newspapers, newsletters, job surveys etc.
- List of guidance agencies- National/State/regional level.
- List of agencies publishing guidance/career literature.
- List of publishers of psychological tests/tools etc.
- List of community referral agencies/organizations providing help on special
problems for physical and mental health, children/youth/ women welfare,
education and training, scholarships, legal issues etc.
- Information about available school/agency settings for practical training.

HANDBOOK ON PRACTICAL WORK 73

 APPENDIX-II

ROLES AND RESPONSIBILITIES

The Role of Coordinator/Supervisors/Resource Persons
The coordinator /supervisors/resource persons guide the trainees at the study centre
where the trainees are pursuing the contact programme. As the course is transacted
through distance mode, the trainees are provided opportunities for periodic discussions,
Head of the Deptt./Institution
Coordinator
Assistant Programme Coordinator

Administrative Officer/
Section Officer

Course Faculty Technical Librarian

Supervisor/Resource Person Laboratory Assistant

Trainees

clarifications, self-study, library work and practical experiences through the contact
programme. The trainees will practice the skills at the study centre and in the local
school. Therefore, the resource persons function as facilitators.
COORDINATOR
At the study centre, there is a coordinator who has overall responsibility for the
organization of the entire course as well as the contact programme. The coordinator
functions with the help of a team of supervisors/resource persons who execute the
face-to-face components of contact programme and some theory related enrichment
activities.
Role of Coordinator
- Plans, organizes and monitors the entire programme at the study centre including
distance learning, contact programme and internship phases
- Supervises and coordinates all the activities at the study centre
- Identifies and establishes contact with supervisors/resource persons based on
their expertise
- Guides and coordinates with the supervisors/resource persons involved in the
programme
- Takes care of infrastructural and other physical requirements
- Communicates evaluation results and other relevant information to the trainees

74 H ANDBOOK ON PRACTICAL WORK

 - Communicates on administrative matters with concerned authorities and seeks
the required approval and support for smooth functioning of programme.
- Selects and contacts the schools and obtains necessary permission for
organization of practicum activities in the schools
- Prepares schedule for daily activities and makes suitable arrangement for smooth
conduct of the programme
- Organizes guest lectures, visits to places of educational and cultural importance,
arranges video/films screening
- Prepares reports of activities conducted from time to time
- Plans and organizes field trips/visits / tours to guidance agencies, rehabilitation
centres, employment exchanges, industries, child guidance clinics and special
schools etc. for the trainees.
Pre-requisites in terms of Knowledge and Understanding
The coordinator –
- belongs to discipline of Psychology/Education/Guidance and Counselling
- knows the country’s policy for guidance and counselling where study centre is
located
- has the background in counsellor education/teacher education and has some
experience as teacher and/or administrator
- has an understanding of counsellor’s roles and functions.
Role of Resource Persons/Supervisors
Beside the coordinator, resource persons/supervisor are the other persons with whom
the trainees have face-to-face interaction for academic assistance during practical
activities or field work. Supervisor is a teacher, demonstrator, guide and evaluator for
the practical activities during the contact programme who:
- is involved in the overall planning, organization and implementation of the
practicum work at the study centre and in schools
- teaches, demonstrates and provides opportunities for practice sessions
- provides guidance to the trainees at every step for planning and organizing
practicum activities in the schools and writing reports
- helps/assists the trainees in preparation of school based practicum activities
and materials
- assigns classes to the trainees for practicum in schools
- supervises and coordinates all the activities related to school based practicum
in the schools
- evaluates the school based activities (performance and reports) and assigns
credits
- interacts with trainees in small groups for different practica
- holds before/pre-school practical activity and post-school discussion with the
trainees

HANDBOOK ON PRACTICAL WORK 75

 s
- observes all the school practicum activities, i.e. psychological tests, delivery of
class-talks and career talks, organization of group discussions, workshops, career
exhibitions, career conferences etc. in the schools and evaluates them on the
basis of prescribed/set criteria.
- provides feedback to individual trainees after observing each activity in the
school.
- is involved in planning, organization and implementation of the career
conference-cum-career exhibition.
- discusses the progress of counselling cases handled by the trainees in the schools,
at the study centre in small groups after each school visit and provides further
guidance
- organizes counselling seminars for trainees at the study centre for presentation
of a case by each trainee
- coordinates between the school and the trainees for smooth and effective
organization of school practicum activities by the trainees
Pre-requisites in terms of Knowledge and Understanding
- Is an experienced teacher in Guidance and Counselling/Psychology/ Educational
Psychology/Education at the Post Graduate level
- Should have backgournd and qualification (diploma /certificate) or experience
in guidance and counselling
- Should be able to envisage the goals of guidance in the Indian contact
- Should be aware of roles and functions of the counsellor in the country
- Should have insight into the practical skills required in a counsellor
- Should be aware of country’s (where study centre is located) policy on guidance
and counselling for schools, employment of counsellors in different settings and
their future growth etc.
- Should have orientation in distance education
- Should be familiar with region’s occupational structure, guidance agencies etc.

76 H ANDBOOK ON PRACTICAL WORK

 APPENDIX-III
OUTLINE OF THE CLASS-TALK
• Selection of the Topic : Selection of the topic should be made as per the class interest/
stage of the students, e.g. let us take the example of improving study habits.
• Objectives : As per the nature/needs of the topic 2-3 objectives
• Introduction : Will focus on motivating children to think about realistic goals in
life.This should highlight how good study habits could contribute to good
achievement especially related to studies. It also helps in reducing unnecessary
stress related to studies and examinations.
CONTENT
Should be organized along the following points :
! At School
• Regularity in school activities
• Punctuality – following the time schedule
• Attentiveness in class
• Making notes
• Asking questions
• Participation in the class
• Peer discussion
• Use of Library
• Participation in co-curricular activities
! At Home
• Time planning (Schedule)
• Place of study
• Right posture of study
• Completing Homework assigned by the teachers
• Use of dictionary
• Participation in games and recreation
• Importance of rest and sleep
• Parental support and guidance
LEARNING TECHNIQUES
! Development of learning skills through SQ5R method which would have
the following components –
S= Survey of the content of the chapter
Q= Questions (learning in terms of why and how)
! Learning by 5R method –
• Read

HANDBOOK ON PRACTICAL WORK 77

 • Recite
• Recall
• Revise
• Retain
! Learning Methods
• Whole vs. part learning (e.g., poems)
• Learning through practice (e.g., mathematics, science)
• Learning by association (e.g., history)
• Thinking of application
! Summarizing the talk by writing the key points
! Question/Answer/Discussion

APPENDIX-IV

OUTLINE OF THE CAREER TALK

A career talk should generally include the following contents :
• Title
• Name of the school
• Class/section
• Objectives of talk
• Introduction: brief history of occupation and its importance to society (a paragraph)
• Nature of work (duties): general and specific
• Conditions of work: work environment, hours of work, health and/or accident hazards
if any.
• Earnings
• Eligibility: age, educational qualifications, special skills/training
• Preparation and training for the career
• Scholarship and financial assistance available
• Methods of entering the job
• Personal attributes required for entry or to be successful
• Advancement/promotions
• Employment opportunities including self-employment
• Employment outlook
• Sources of further information
• List of educational/training institutions

78 H ANDBOOK ON PRACTICAL WORK

 APPENDIX-V

EVALUATION PROFORMA
CLASS TALK
Name of Trainee:______________________________________________________
Name of School:_______________________________________________________
Class: _______________ Topic:__________________________________________
S. No. Criteria for Evaluation Rating Scale
5 4 3 2 1
1. Relevance of the topic to the class
2. Introduction (rapport building)
3. Meaningful Communication
4. Content coverage (comprehensive)
5. - Use of audio-visual aids
6. Use of blackboard
7. •Presentation
i. Speed
ii. Style (gesture, voice
modulation, clarity of
expression)
iii. Use of appropriate language
8. Use of examples/illustrations
9. Students’ participation and
attentiveness
10. Questioning
i. Relevance of the questions
ii. Clarity in framing the questions
iii. Presentation of questions
11. Class management (discipline)
12. Summarization / Key points discussed
13. Overall impact

(Signature of the Supervisor)

Name___________________________

HANDBOOK ON PRACTICAL WORK 79

 APPENDIX-VI
EVALUATION PROFORMA
GROUP DISCUSSION/WORKSHOP

Name of Trainee:______________________________________________________

Name of School:_______________________________________________________

Class: _______________ Topic:__________________________________________

S. No. Criteria for Evaluation Rating Scale

5 4 3 2 1
1. Selection of the topic
2. Motivating the class
3. Introduction of the topic
4. Clarifying rules
5. Advance organisation preparation by the group
6. Ensuring participation of each member in group
discussion
7. Role of group leader
i. Initiating the topic
ii. Encouraging participation by each member
iii. Para phrasing
iv. Attentiveness
v. Focusing on the topic
vi. Class management
vii. Time management
viii. Concluding
8. Use of examples/illustrations
9. Students participation and attentiveness
10. Use of audio-visual aids
11. Use of blackboard
12. Key points discussed
13. Overall rating

(Signature of the Supervisor)

Name ___________________________________

80 H ANDBOOK ON PRACTICAL WORK

 APPENDIX-VII

CAREER CASE STUDY

Sample Interview Schedule for Career Study
• Tell me some thing about yourself?
• Tell me some thing about your family?
• What is your birth order?
• What kind of influences in your family have had significant role in your personal
and career development?
• What kinds of fantasies did you have as a child, about your role as an adult and as
a worker?
• Have there been any incidents in your life within and outside your family which
have shaped your career in initial and late stages?
• What kind of emotional relationship did you enjoy with your parents in your
childhood?
• What was your image of yourself as a future worker before career entry?
• What have been your interests and hobbies? Did you find outlets for indulging in
your hobbies?
• What school subjects were you strongly interested in?
• What were your dislikes?
• What were your strong subjects? How did you opt for your subject stream?
• Tell me something about your school and school days?
• What was your level of performance in school and college?
• Have there been any role models in your life which shaped your interests and
choices regarding your participation in co-curricular activities?
• What did you aspire to do as a student?
• What was the type of influence exerted by your friends in choosing curricular and
co-curricular activities?
• Did you have a counsellor in school?
• What kind of career awareness and other kind of career counselling help was
available to you? How much did you benefit from this service, if at all?
• What kind of work situation did you think, you were suited for.
• Did you ever do part time work? If no, why? if yes, what were the reasons – such
as earnings, curiosity, liking for work, desire to be a worker, etc?
• If you worked part-time, what kind of influence did it have on your later career
entry?
• Was it related to your higher studies in any manner?
• What kind of events/situations influenced your ultimate career entry?
• In what way did you procure the first job?
• How long did you stick to your first job?
• What kind of job changes did you go through in the initial 4-5 years?
• What factors led to these changes – factors such as dislikes for work, lack of

HANDBOOK ON PRACTICAL WORK 81

 competence, less money, adjustment problems with colleagues and superiors, lack
of advancement channels, differing value system etc?
• To what extent were you able to influence the work situation/work environment,
if at all, in different jobs?
• Are you satisfied with your present job?
• Do you intend to continue on your present job? If yes, why? If no, why?
• What efforts are you making to stop changing jobs?
• How much of congruence do you think you have with job requirements, in terms
of your personal traits/temperament?
• Have you made any retirement plans?
• How do you perceive yourself as a retired person?
Note: The above and similar questions to elicit answers to validate various models or the specific
model being used for career case study/career patterns study/career maturity indices, may be used to
construct an exhaustive interview schedule.

82 H ANDBOOK ON PRACTICAL WORK

 APPENDIX-VIII

PORTFOLIO

SECTION I
Personal Data

1. Name:__________________________________________________________
_________________________________________________________
2. Address:______________________________________________________

3. Date of birth:_____________________________________________________
_______________________________________________________________
4. Qualifications:___________________________________________________
_______________________________________________________________
5. Significant achievements:____________________________________________
_______________________________________________________________
6. Father’s occupation:________________________________________________
_______________________________________________________________

7. Mother’s occupation:_______________________________________________
______________________________________________________________

8. Family type (nuclear/joint):___________________________________________

9. My hobbies:_______________________________________________________

10.Personal philosophy:________________________________________________
_______________________________________________________________

11.Professional goals:__________________________________________________
_______________________________________________________________

12.Qualities and skills through which I can influence others:____________________

________________________________________________________________

13.Most significant person in my life and why?_____________________________

_______________________________________________________________

14.Expectations about the course :________________________________________

_______________________________________________________________
HANDBOOK ON PRACTICAL WORK 83
 APPENDIX-IX

PORTFOLIO
SECTION II
Trainee Feedback Form
The first Set of SLM

Dates:

From __________to____________

1. Modules and units read

2. Module No._________________ Title:__________________________________

3. Unit No.___________________________________________________________

4. No. of activities completed _____________________________________________

5. No. of Self-check Exercises completed ____________________________________

6. No. of Self-evaluation Exercises completed ______________________________

7. Concepts I have learnt from this unit and how I have benefited__________________

_________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________

8. Choose the best activity/exercise completed by you in this unit and give your

experiences and reason for it ___________________________________________

_________________________________________________________________________________________________________________________________________________________

9. How can I use it in my professional work________________________________

_________________________________________________________________________________________________________________________________________________________

10. Reasons for not attempting or completing any of the above__________________

_________________________________________________________________________________________________________________________________________________________

11. Any difficulty faced _________________________________________________

_________________________________________________________________________________________________________________________________________________________

Note: The same format should be used for all units of a particular module.

84 H ANDBOOK ON PRACTICAL WORK

 APPENDIX-X

PORTFOLIO
SECTION III
Student –Tutors and Mentor Interaction Record Form

Name of the Candidate :

Enrollment No. of the Candidate :
Name of the Mentor :

Report of the interaction with the tutors/

mentor (Trimester –I) Date_____________________________
1. Write the dates on which you have
interacted with (a) tutors, and (b) _________________________________
mentor and the issues of discussion/ _________________________________
clarification _________________________________

2. No. of times (through phone, e-mail, _________________________________

in person)(to indicate separately) _________________________________

Assignments completed Module No. _______________________

Yes/No
Feedback on assignments received Module No. _______________________
Yes/No
Any revision of assignments done Module No. _______________________
Yes/No
Report of the interaction with the Date_____________________________
tutors/ mentor (Trimester-II)
1. Write the dates on which you have
interacted with (a) tutors, and (b) _________________________________
mentor and the issues of discussion/ _________________________________
clarification _________________________________

2. No. of times (through phone, e-mail, _________________________________

in person)(to indicate separately) _________________________________

Assignments completed Yes /No Module No. _______________________

Feedback on assignments received Yes/No Module No. _______________________

Any revision of assignments done Yes/No Module No. _______________________

HANDBOOK ON PRACTICAL WORK 85

 APPENDIX-XI

PORTFOLIO

SECTION IV
Extra Activities and Exercises Conducted During Distance Mode of Learning

There are many activities/ exercises prescribed in the learning modules for the trainees
to complete. The experiences you have gained in those activities have been already
mentioned by you in the section II of the portfolio. Besides this you might have carried
out some new activities. You might have noticed some landmark event or felt any other
significant experiences during the activity. (This section is based on your experiences
related to those activities). It is also necessary to reflect on these significant experiences.
This section basically includes such contents and is to be maintained in the following
format:

1. Name of Module:___________________________________________________

2. New Activities conducted:____________________________________________

3. Landmark experience: _______________________________________________

4. Your reflections on the landmark experience:______________________________

________________________________________________________________

5. Why do you think this activity/exercise is significant one for the purpose for which
you have decided?:__________________________________________________

6. Any evidence supporting the related activity (e.g., audio-video materials, articles,
anecdotes, researches, illustrations, photographs etc.):______________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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 APPENDIX-XII

PORTFOLIO

SECTION V
Feedback on Course Content and Transaction Process

1. Name of module:____________________________________________________

2. Code of module:____________________________________________________

3. Date of completion:__________________________________________________

4. Comprehension ability of the text:________________________________________

________________________________________________________________

5. Instructional clarity of activities:_________________________________________

________________________________________________________________

6. Your views on the content coverage depending on the unit:___________________

________________________________________________________________

7. Whether objectives of units have a parity with the content?:__________________

________________________________________________________________
________________________________________________________________

HANDBOOK ON PRACTICAL WORK 87

 APPENDIX-XIII

PORTOFLIO

SECTION VI
During Contact Programme

1. Activity/practice sessions conducted (if not conducted, mention the name of the
activity):
(i) Group Guidance _________________________________________________
_____________________________________________________________

(ii) Psychological Assessment___________ ______________________________

_____________________________________________________________

(iii) Collection, Management and Dissemination of Information _______________

_____________________________________________________________

(iii) Career Development _____________________________________________

_____________________________________________________________

(iii) Counselling ____________________________________________________

_____________________________________________________________

2. Group work/individual work:__________________________________________

3. Doubts/difficulties clarified during contact programme: _____________________

_________________________________________________________________

4. Skills you have practiced: ______________________________________________

5. In what ways these skills will be applied to accomplish Guidance and Counselling
tasks at workplace?:_________________________________________________
________________________________________________________________

6. Skills you need more practice and plan for further improvement:_______________
________________________________________________________________

88 H ANDBOOK ON PRACTICAL WORK

 APPENDIX-XIV

DURING INTERNSHIP

SECTION VII

1. Objectives/goals for the day:___________________________________________

________________________________________________________________

2. Plans made to achieve the goals: _______________________________________

________________________________________________________________

3. Skills necessary to achieve the goals: ______________________________________

________________________________________________________________

4. Difficulties (if any) faced: ____________________________________________

________________________________________________________________

5. Achievements/Outcomes: ____________________________________________
________________________________________________________________

HANDBOOK ON PRACTICAL WORK 89

 APPENDIX-XV
A Draft Outline for Formulation of Internship Proposal
1. Title of the project
2. Introduction/background/conceptual framework
3. Rationale/need/importance/scope of your project
4. Objectives of the project/questions of your project/problems or issues to solved
5. Description of your target group/sample/cases
6. Description of your context
7. Your action plan/description of activities/interventions in steps or phases
8. How are you assessing the impact of your intervention?
- Observation, diary, questionnaire, psychological tests, interview
9. Your expected outcomes
10. Your implementation plan
11. Name of the school/institution where the plan will be implemented
12. Names of two supervisors
- Internal (study centre)
- External (Institution or outside)
13. Record of schedule of work

S. No. Month Dates Activities Remarks

(Name of the Trainee)

Roll No. : __________

90 H ANDBOOK ON PRACTICAL WORK

 APPENDIX-XVI
Exemplar Project Areas for Internship
1. Career choice, planning, decision making, and counselling.
2. Children with special needs and counseling for them and their families.
3. Individual and group counselling for low achievers, potential dropouts.
4. Counselling for enhancing self-esteem, self-confidence.
5. Developing conflict resolution skills.
6. Study related problems, examination stress issues and counselling.
7. Study habits, examination preparation strategies, anxiety and stress, and role of
counsellor/counselling.
8. Victims of child abuse/substance abuse and counselling.
9. Adolescent problems, sex education and counselling for teenagers.
10. Aggression/violence in schools.
11. Children’s food habits, T.V. viewing, peer group pressures and counselling.
12. Music/art/dance/drama and self-development.
13. Children of disadvantaged, broken homes and their achievement.
14. Media analysis for violence, healthy entertainment and children’s perceptions.
15. Single parent/divorced/joint/nuclear families, students adjustments and
counselling.
16. Physical education, sports and child development.
17. Peer group abuse in adolescents.

HANDBOOK ON PRACTICAL WORK 91