000			03314nam a22001817a 4500
999			_c2789 _d2789
003			OSt
008			190204b xxu||||| |||| 00| 0 eng d
020			_a9789388669085
082			_a371.422 DIM
100			_aDimri,Bharti
700			_aMinocha,Manisha _9242
700			_aAuplish,Monica
245			_aGuidance & Counselling
260			_aDelhi _bBookman _c2017
520			_aContents Chapter-1 UNDERSTANDING GUIDANCE 1.1 Concept of Guidance 1.2 Aims & Objectives of Guidance 1.3 Functions of Guidance 1.4 Principles of Guidance 1.5 Professional Ethics 1.6 Role of Guidance in Human Development & Adjustment Chapter-2 PROVIDING GUIDANCE 2.1 Group Guidance 2.2 Role of Teacher in providing Guidance 2.3 Organization of Guidance Programs in Schools Chapter-3 TYPES OF GUIDANCE 3.1Educational Guidance 3.2 Vocational Guidance 3.3 Psychological Guidance 3.4 Social Guidance Chapter-4 UNDERSTANDING COUNSELLING PART-1 4.1 Meaning of Counselling 4.2 Principles of Counselling 4.3 Approaches of Counseling Directive, Non Directive & Eclectic 4.4 Types of Counselling: Individual & Group Counseling 4.5 Counselling Process Chapter-5 UNDERSTANDING COUNSELLING PART-2 5.1 Counselor: Qualification & Qualities 5.2 Counseling Services for Students: Face to Face & Online Counseling 5.3 Differences Between Guidance & Counselling 5.4 Role of teacher as a Counselor Chapter-6 MAJOR CONCERNS IN GUIDANCE & COUNSELLING PART-1 6.1 Emotions 6.2 Skills: Self- discovery, Decision making, Problem Solving 6.3 Coping Skills: Types & Integration 6.4 Dealing with Depression 6.5 Academic Stress among Students Chapter-7 MAJOR CONCERNS IN GUIDANCE & COUNSELLING PART-2 7.1 Values in Counselling 7.2 The Code of Ethics of Teacher Counsellor 7.3 Career Guidance options available in India 7.4 Special Counselling: Population & Multi-cultural Counselling 7.5 Multi-cultural Counselling Chapter-8 GUIDANCE OF DIFFERENTLY ABLED STUDENTS 8.1 Guiding Differently Abled Students 8.2 Types of Differently Abled Students 8.3 Behavior Problems of CWSN (Children with Special Needs) & Deprived Groups (DG) 8.4 Behavior Modification Techniques 8.5 Special Education Professional Ethical Principles Chapter-9 CAREER DEVELOPMENT 9.1 Career Guidance. 9.2 Types of Career/ Occupational Information 9.3 Uses of Occupational Information 9.4 Collection of Occupational Information 9.5 Primary & Secondary Sources of Information 9.6 Methods of collecting Occupational Information 9.7 Types of Occupational Information Material 9.8 Classification Occupation 9.9 Role of Teacher in the Dissemination of Occupational Information 9.10 Career Planning 9.11 Teachers Role in Career Planning 9.12 Vocational Training & Placement Opportunities for Children with Special Needs (CWSN), Deprived Groups (DG), Differently Abled (DA) Students Chapter-10 THE PERSONS WITH DISABILITIES ACT 1995 Chapter-11 STUDYING AND APPRAISING AN INDIVIDUAL 11.1 Why we Study and Appraise an Individual 11.2 Techniques of Appraisal of the Individual 11.3 Responsibilities of Users of Standardized Tests 11.4 Aptitude Test 11.5 Attitude Tests 11.6 Measurement of Interest
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