BESE-132 Jan 2025
Question:-01
Discuss the various non-standardized techniques of guidance in schools. Prepare and administer a questionnaire to find out the use of social media among secondary school learners. Discuss the educational implications of the findings.
Answer:
Non-Standardized Techniques of Guidance in Schools
Non-standardized techniques of guidance are informal methods used by educators and counselors to understand and support students’ needs, interests, and challenges. These techniques are flexible, adaptable, and often more personal compared to standardized assessments. Here are some key non-standardized techniques:
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Observations:
- Description: Teachers and counselors observe students in various settings, such as classrooms, playgrounds, and during extracurricular activities.
- Purpose: To gather insights into students’ behavior, social interactions, and engagement levels.
- Educational Implications: Observations can help identify students who may need additional support or intervention and inform individualized instruction strategies.
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Interviews:
- Description: One-on-one or group discussions between educators/counselors and students.
- Purpose: To explore students’ thoughts, feelings, and experiences in depth.
- Educational Implications: Interviews provide a deeper understanding of students’ personal and academic challenges, which can inform personalized guidance and support.
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Anecdotal Records:
- Description: Brief written notes taken by teachers about significant incidents or behaviors observed in students.
- Purpose: To document specific events or behaviors that may indicate underlying issues or strengths.
- Educational Implications: These records help track students’ progress over time and can be used to identify patterns and trends in behavior.
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Sociograms:
- Description: Visual representations of social relationships within a group, such as a classroom.
- Purpose: To understand social dynamics, friendships, and potential issues like bullying or isolation.
- Educational Implications: Sociograms can inform strategies to improve classroom climate and promote positive social interactions among students.
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Case Studies:
- Description: Detailed examinations of individual students, focusing on their backgrounds, experiences, and development.
- Purpose: To gain comprehensive insights into a student’s life and challenges.
- Educational Implications: Case studies provide valuable information for creating targeted intervention plans and support strategies.
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Cumulative Records:
- Description: Comprehensive records that include academic performance, attendance, health information, and other relevant data.
- Purpose: To provide a holistic view of a student’s history and progress.
- Educational Implications: These records help educators make informed decisions about academic placements, interventions, and support services.
Questionnaire on the Use of Social Media among Secondary School Learners
Purpose: To understand the patterns, purposes, and impacts of social media use among secondary school learners.
Questionnaire:
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Demographics:
- Age: ________
- Grade: ________
- Gender: ________
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Social Media Usage:
- Which social media platforms do you use? (Check all that apply)
- Snapchat
- TikTok
- Other: ________
- How many hours per day do you spend on social media?
- Less than 1 hour
- 1-2 hours
- 2-4 hours
- More than 4 hours
- When do you usually use social media? (Check all that apply)
- Before school
- During school breaks
- After school
- Before bedtime
- Which social media platforms do you use? (Check all that apply)
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Purpose of Use:
- What are your main reasons for using social media? (Check all that apply)
- Staying in touch with friends and family
- Following news and current events
- Entertainment (videos, memes, etc.)
- Educational purposes
- Sharing your own content (photos, videos, updates)
- Other: ________
- What are your main reasons for using social media? (Check all that apply)
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Impact on Academic Performance:
- Do you think social media use affects your academic performance?
- Yes, positively
- Yes, negatively
- No impact
- If yes, please explain how: ________
- Do you think social media use affects your academic performance?
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Privacy and Safety:
- Are you aware of privacy settings on social media platforms?
- Yes
- No
- Have you ever experienced or witnessed cyberbullying on social media?
- Yes
- No
- Are you aware of privacy settings on social media platforms?
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Educational Use:
- Do you use social media for educational purposes (e.g., joining study groups, following educational pages)?
- Yes
- No
- If yes, how has it helped you academically? ________
- Do you use social media for educational purposes (e.g., joining study groups, following educational pages)?
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General Attitudes:
- How do you feel about your social media use?
- I feel it’s beneficial
- I feel it’s time-consuming but enjoyable
- I feel it’s distracting and stressful
- How do you feel about your social media use?
Educational Implications of the Findings
Based on the responses to the questionnaire, several educational implications can be drawn:
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Integration of Technology:
- Positive Use: If a significant number of students use social media for educational purposes, schools can integrate social media into their teaching strategies. For example, creating class groups on social platforms for discussions and resource sharing.
- Digital Literacy: Teaching students about effective and responsible use of social media, including privacy settings and recognizing credible sources.
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Addressing Negative Impacts:
- Time Management: If students report that social media use negatively affects their academic performance, schools can offer workshops on time management and self-regulation.
- Cyberbullying: If cyberbullying is prevalent, schools need to implement robust anti-bullying policies and provide support for affected students.
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Enhancing Engagement:
- Engagement: Leveraging social media’s engagement potential to create interactive and engaging learning experiences, such as live Q&A sessions with experts, virtual field trips, and collaborative projects.
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Monitoring and Guidance:
- Parental Involvement: Educating parents about monitoring their children’s social media use and encouraging open communication about online experiences.
- Counseling: Providing counseling services for students who feel stressed or distracted by their social media use, helping them find a balance.
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Promoting Positive Use:
- Educational Content: Encouraging students to follow educational pages and participate in academic discussions on social media, thereby enhancing their learning outside the classroom.
- Peer Support: Facilitating peer support networks through social media, where students can help each other with homework, projects, and study tips.
In conclusion, understanding the use of social media among secondary school learners through such a questionnaire can provide valuable insights for educators and policymakers. These insights can inform the development of strategies to maximize the positive aspects of social media while mitigating its potential drawbacks, ultimately enhancing the educational experience and outcomes for students.
Question:-02
Discuss major difficulties faced by girls in making career choice. How can teachers help them to overcome these difficulties?
Answer:
Major Difficulties Faced by Girls in Making Career Choices
Girls often face unique challenges when it comes to making career choices. These difficulties can stem from societal expectations, gender stereotypes, lack of role models, and limited access to resources. Here are some of the major challenges:
1. Gender Stereotypes
Description: Societal norms and stereotypes often dictate what careers are considered appropriate for girls, limiting their perception of potential career paths.
Impact: Girls may shy away from careers in STEM (Science, Technology, Engineering, and Mathematics) fields or other male-dominated industries due to the belief that these careers are not suitable for them.
2. Lack of Female Role Models
Description: There is often a scarcity of successful female role models in various professional fields, particularly in leadership roles.
Impact: Without visible role models, girls may find it difficult to envision themselves in certain careers or positions of power.
3. Cultural and Family Expectations
Description: Cultural and familial expectations can significantly influence girls’ career choices, often prioritizing traditional roles or undervaluing career ambitions.
Impact: Girls may feel pressured to conform to expectations of prioritizing family and domestic responsibilities over career aspirations.
4. Confidence and Self-Efficacy
Description: Girls may experience lower confidence and self-efficacy in their abilities, particularly in subjects like math and science.
Impact: This lack of confidence can deter them from pursuing careers that require strong skills in these areas.
5. Limited Access to Resources
Description: Girls in some regions may have limited access to educational resources, career counseling, and extracurricular activities that can broaden their career horizons.
Impact: This lack of access can restrict their exposure to diverse career options and necessary skill development.
6. Gender Bias in Education and Employment
Description: Gender bias can exist in both educational settings and the workplace, affecting opportunities for learning and career advancement.
Impact: Girls may face discrimination or bias that discourages them from pursuing certain careers or achieving their full potential.
How Teachers Can Help Overcome These Difficulties
Teachers play a crucial role in supporting and guiding girls as they navigate career choices. Here are several strategies that teachers can employ:
1. Encouraging Exploration of Diverse Careers
Implementation: Introduce girls to a wide range of career options through career days, guest speakers, and field trips.
Example: Organize visits to companies and institutions where girls can meet professionals from various fields, including those traditionally dominated by men.
2. Providing Strong Female Role Models
Implementation: Highlight stories of successful women in various careers through classroom discussions, biographies, and media.
Example: Invite female professionals and alumni to speak about their career journeys and challenges they overcame.
3. Challenging Gender Stereotypes
Implementation: Actively challenge and dispel gender stereotypes through inclusive curriculum materials and discussions.
Example: Use examples and case studies that showcase women in diverse and non-traditional roles, such as female engineers, scientists, and leaders.
4. Building Confidence and Self-Efficacy
Implementation: Provide positive reinforcement, mentorship, and opportunities for girls to develop and showcase their skills.
Example: Encourage girls to participate in math and science competitions, leadership roles, and public speaking opportunities.
5. Facilitating Access to Resources
Implementation: Ensure that girls have access to career counseling, educational resources, and extracurricular activities.
Example: Create a resource center with information on scholarships, internships, and educational programs specifically aimed at supporting girls.
6. Addressing Gender Bias
Implementation: Promote an inclusive and equitable classroom environment by being aware of and counteracting gender biases.
Example: Train teachers to recognize and address their own biases and to use equitable teaching practices that support all students.
7. Encouraging Parental Involvement
Implementation: Engage with parents to support their daughters’ career aspirations and to challenge limiting cultural and familial expectations.
Example: Host workshops and meetings for parents to discuss the importance of supporting girls’ education and career choices.
8. Promoting STEM Education
Implementation: Provide targeted support and encouragement for girls to pursue STEM subjects through clubs, workshops, and mentoring programs.
Example: Establish a girls’ STEM club where students can explore science and technology projects, guided by female mentors in these fields.
Conclusion
The challenges faced by girls in making career choices are multifaceted, encompassing societal, cultural, and educational barriers. Teachers can play a pivotal role in overcoming these difficulties by providing a supportive and inclusive environment that encourages exploration, builds confidence, and offers access to resources and role models. Through concerted efforts, educators can help girls expand their career horizons and pursue their aspirations without limitations.
Question:-03
Discuss the directive and non-directive approaches to counseling.
Answer:
Counseling is a professional guidance process designed to help individuals resolve personal, social, or psychological problems and difficulties. Two primary approaches to counseling are directive and non-directive approaches. Each has its own philosophy, techniques, and applications, and they are suitable for different kinds of counseling situations.
Directive Approach to Counseling
The directive approach, also known as counselor-centered or prescriptive counseling, is a structured form of counseling where the counselor takes an active role in guiding the client. This approach is often associated with behaviorist theories and problem-solving methodologies.
Key Features:
- Counselor’s Role: The counselor directs the session, asks specific questions, provides advice, and suggests courses of action. The counselor diagnoses the problem and prescribes solutions.
- Structure: Sessions are highly structured, with a clear agenda set by the counselor.
- Techniques: Techniques include advice-giving, providing information, goal-setting, and behavioral interventions.
- Focus: The focus is on the immediate issues and finding practical solutions. The approach is goal-oriented and action-focused.
Advantages:
- Efficiency: This approach can be efficient in solving specific problems quickly.
- Clarity: It provides clear guidance and direction, which can be reassuring for clients who are looking for immediate solutions.
- Goal Achievement: Helps clients achieve specific, measurable goals in a short period.
Disadvantages:
- Dependence: Clients may become dependent on the counselor for solutions, hindering their ability to develop problem-solving skills independently.
- Limited Exploration: It may limit the exploration of underlying issues and personal growth since the focus is on immediate problems.
Suitable Situations:
- Career Counseling: Where clients seek specific guidance on career choices or job search strategies.
- Crisis Intervention: When quick, decisive action is needed to handle emergencies.
- Behavior Modification: In cases where behavior change is required, such as overcoming addictions or phobias.
Non-Directive Approach to Counseling
The non-directive approach, also known as client-centered or person-centered counseling, was developed by Carl Rogers. This approach is based on the belief that individuals have the capacity for self-direction and personal growth.
Key Features:
- Counselor’s Role: The counselor acts as a facilitator rather than a director. The counselor provides a supportive and non-judgmental environment, encouraging clients to explore their thoughts and feelings.
- Structure: Sessions are less structured, allowing clients to lead the discussion based on their needs and concerns.
- Techniques: Techniques include active listening, reflection, empathy, and unconditional positive regard. The counselor uses open-ended questions to encourage deeper exploration.
- Focus: The focus is on the client’s self-discovery and self-acceptance. The goal is to empower clients to find their own solutions and develop self-awareness.
Advantages:
- Empowerment: Encourages clients to take responsibility for their own lives and decisions, fostering independence and self-efficacy.
- Deeper Understanding: Promotes a deeper understanding of oneself and one’s issues, leading to long-term personal growth.
- Therapeutic Relationship: Builds a strong, trusting therapeutic relationship, which can be healing in itself.
Disadvantages:
- Time-Consuming: This approach can be time-consuming, as it relies on the client’s pace and readiness to explore their issues.
- Lack of Direction: Some clients may feel lost or frustrated by the lack of direct advice and guidance, particularly if they are seeking immediate solutions.
- Variability in Effectiveness: The effectiveness can vary greatly depending on the client’s personality and their willingness to engage in self-exploration.
Suitable Situations:
- Personal Growth: When clients seek to understand themselves better and work on personal development.
- Emotional Issues: For clients dealing with emotional difficulties, such as low self-esteem, anxiety, or depression.
- Long-Term Therapy: Suitable for long-term therapy where the focus is on the overall well-being and personal growth of the client.
Conclusion
Both directive and non-directive approaches to counseling have their unique strengths and limitations. The choice between the two often depends on the specific needs of the client, the nature of the problem, and the context of the counseling session. A skilled counselor may also integrate elements of both approaches to provide a more comprehensive and adaptive form of support. By understanding and utilizing these approaches effectively, counselors can better serve their clients and help them achieve meaningful and lasting change.
