Principles of guidance and Counselling
Guidance and Counselling
Name
COUN 101
Tutor
Date
Part A: Principles of guidance and Counselling
Respect is one major ethical principle of guidance and counselling, both vocational and educational guidance and counselling process. The guidance and counselling service should be based on the fundamental sense of respect for the individual and recognition of the individual’s right to self-determination (Nayak 2004). The guidance practitioner is should base his efforts upon the integrity, dignity and sovereignty of the individual in relation to choices and decisions regarding education, career and life conditions. At the same time, the guidance practitioner must stimulate and challenge the citizen to reflect upon his opportunities and choices. Equality is another important principle in the guidance and counselling process; the individual must be met with recognition, equality and without prejudices related to gender, age, religion, disabilities, sexual orientation, ethnic background, social status and educational background (Nayak 2004). The guidance practitioner must recognize and respect this diversity inherent in society so that the individual feels free and appreciated to reveal their inner troubles.Independence and a neutral perspective to the political, institutional among other special interests of the individual should be taken during the guidance and counselling sessions. Guidance services will always take place within a context and will thus always depend on time, place, the relationship between the guidance practitioner and the citizen, the institutional context, and the social and societal conditions and opportunities. Complete neutrality and independence is therefore not possible; rather, they are values which the guidance practitioner must attempt to fulfill by being aware of the power- and context-relationships between the guidance practitioner and the citizen, and by having focus upon the interests and life conditions of the citizen. Openness should be fostered in the guidance and counselling process to allow the individual to be conscious of the context, framework and conditions under which the guidance process proceeds. If the guidance practitioner has a particular obligation to pass on information, this must be made clear to the citizen. In situations in which the guidance practitioner is serving in a function involving control and limitations to be placed on the individual, this must be made clear to the citizen (Aquino & Alviar2002). For example, this could be the case if the guidance practitioner is employed by an institution and is responsible for screening and recruiting for education and training programs or for labor market activation.Confidentiality is also a significant principle for educational and vocational guidance and counselling which implies building an environment of mutual trust and `intimacy’ between the Individual and the guidance practitioner. If the guidance practitioner must discuss the Individual’s situation with other parties, this must only occur with the expressed permission of the individual’s in question. In instances in which the guidance practitioner is obligated to forward information to authorities in keeping with the relevant rules and legislation, the guidance practitioner must inform the citizen which information is forwarded. The guidance practitioner must only forward concrete information; not assessments regardingpersonal relations.
Part B: Policies guiding the guidance and Counselling ProgramsETHICS AND THE GOOD LIFEEthics refer to efforts to “do good” and reflections regarding “the good life” together with and for others. The professional guidance practitioner is first and foremost committed by her regard to the citizen, and the ethics of the profession rest on the guidance practitioner being deeply committed in this regard (Barki & Mukhopadhyay 2003). This is a necessary precondition for the individual’s confidence in the guidance practitioner and subsequently the practitioner’s ability to carry out her work. Promoting the welfare and life conditions of the individual is thus a fundamental value in educational and vocational guidance.ETHICS AND PROFESSIONAL RESPONSIBILITYEducational and vocational guidance can be of decisive significance for a citizen’s opportunities and choices; hence the responsibility of the guidance practitioner is equally significant. It is therefore important that guidance practitioners are aware of the particular characteristics of the profession and the subsequent professional responsibility.The guidance practitioner is thus responsible towards the guidance-seeking citizen and must ensure that all information provided to the citizen is correct, factual, current and comprehensive; her own sense of professionalism and must construct and develop her professionalism by adjusting and developing her guidance skills; colleagues and managers and must develop and maintain her collaboration with colleagues andmanagers with the aim of promoting the best possible measures for educational and vocational guidance; and legislators, authorities and organizations and must be active in the development of ethically grounded and relevant guidance measures in relation to the needs of citizens (Athanasou & Esbroeck 2008).
Reference:
Aquino V & Alviar C. (2002).Principles of guidance and counselling: a modern approach,” National Book Store: New York.
Athanasou A & Esbroeck V. (2008). “International Handbook of Career Guidance,” Springer: New York.
Barki G & Mukhopadhyay. (2003). “Guidance and Counselling: A Manual,” Sterling Publishers Pvt. Ltd: Sydney.
Nayak K. (2004). “Guidance & Counselling,” APH Publishing: London.
