NEED AND ASSESSMENT OF COUNSELLING AT

SECONDARY LEVEL

RESEARCH PROJECT EDU-6801

By

SAMINA NASIR

Roll No. 02

Session: 2011-15

Supervisor: Dr. Maleeha Nasir

INSTITUTE OF EDUCATION

UNIVERSITY OF AZAD JAMMU AND KASHMIR

MUZAFFARABAD
 APPROVAL SHEET

It is certify that the research project entitled “Need and Assessment of Counselling at

Secondary Level” submitted by Ms. Samina Nasir under the Roll No. 02, student of

B.Ed. (Hons.) Education, Session (2011-15), University of Azad Jammu and Kashmir

fulfill the requirement for the degree of B.Ed. (Hons.) in Education.

Supervisor Evaluator

Dr. Maleeha Nasir

Director

ii
 DECLARATION

I Samina Nasir, D/O Mirza Nasir solemnly declared that I have done my

research work entitled “Need and Assessment of Counselling at Secondary Level”

myself for the award of the degree of B.Ed. (Hons.) in Education under the proper

guidance, supervision and cooperation of Dr. Maleeha Nasir.

No result or table has been copied from any other source, journal or thesis.

It has not been submitted for any other degree.

Samina Nasir

iii
 ACKNOWLEDGMENT

Praise to be Almighty Allah the most Merciful and the most Beneficial and the

Holy Prophet Hazrat Muhammad (P.B.U.H) who is forever a torch of guidance and

knowledge for humanity as a whole.

No one in life can accomplish any task individually. He has always been

dependent on other. I express my gratitude to all those persons and institutions that have

contributed directly and indirectly to this dissertation.

This research would not have been possible without the guidance and support of the

following people.

First, I was extremely lucky in having guidance from Dr. Maleeha Nasir as a supervisor

who provided me conducive academic environment. She gave me hope and courage. I

think this task is completed only due to her active participation.

I also offer my faithful, cordial thanks and gratitude to my seniors Adeel Azmat

,Anam Khurshid, Saima Saeed and Rizwan Rafique those provides me complete

direction and help me in difficult situations, they encouraged me and cooperated me

throughout the duration of my research work.

Second, I would like to thank my friends Ayesha farooqi, Fozia younis and

Naila Akbar. I must also thank the students and faculty of private and public schools in

which I interned.

Lastly and most importantly, I would like to thank my wonderful father, brother

and sisters those love and encouragement has been the most stable part of my life these

past four hectic and demanding years. There is no doubt that they laid the foundation

for my success in this program and my success in the future as a counselor.

Samina Nasir

B.Ed. (Hons.)

iv
 ABSTRACT

Present study was planned to investigate the counseling needs of secondary

school students. The study was delimited to the Public and Private Schools of

Muzaffarabad AJ&K only.

The main objectives of the study was as; (a) to identify the counseling needs of the

students at secondary level. (b) To identify the students need of educational, vocational,

social emotional, behavioral guidance. (c) To examine the provision of counselling

facility in schools. The population of study was all the students and teachers of Public

and Private Schools of Muzaffarabad city. According to the convenience of the

researcher only 6 schools were selected. So as a sample 15 students from each school

and 05 school teachers were taken.

The questionnaire was constructed which included different areas, i.e.

educational, vocational, social, emotional and behavioral need of students counselling.

It was administrated to 90 students of Grade 9th and 10th class and 30 teachers of

secondary level. Results indicate that majority of the students and teachers agreed that

Counselling facility is necessary at secondary level and this facility is not available in

their school and it is from secondary level help their future in different areas of life.

Although there were many limitation of the study (including small sample size and

crude method of sampling) even then findings are seemed acceptable according to the

age and grade level of students.

It is recommended that counselor post should be created in secondary schools, which

provides complete direction during their academic years.

v
 TABLE OF CONTENTS

Page

APPROVAL SHEET……………… II

DECLARATION…………………. III

ACKNOWLEDGMENT…………… IV

ABSTRACT……………………. V

LIST OF TABLES………………. IX

1. INTRODUCTION 01

1.1 Counselling 02

1.2 Importance of Counselling 03

1.3 Need of Counselling 04

1.4 Components of a counselling center 05

1.5 Resources of Counselling 07

1.5.1 Books 07

1.5.2 Videos 07

1.5.3 Career tests / assessments 07

1.5.4 College and university calendars 07

1.5.5 Computer-based information 08

1.5.6 Journals 08

1.6 Format of Counselling 10

vi
 Page

1.7 Personnel of Counselling 10

1.7.1 Counsellors 11

1.7.2 Advisors 11

1.7.3 Peer advisors 11

1.7.4 Receptionist 11

1.8 Counselling Center Needs to Links with the Community 12

1.8.1 Parents, extended family, and personal friends 12

1.8.2 Post-secondary links with high schools and elementary 12

schools

1.9 Statement of the Problem 12

1.10 Objectives of the study 13

1.11 Significance of the Study 13

1.12. Delimitation 14

2. RESEARCH METHODOLOGY 15

2.1 Population 15

2.2 Sample 15

2.3 Instrument 15

2.4 Data Collection 16

2.4 Data Analyses 16

3. RESULTS 17

4. FINDINGS 31
vii
 Page

5. CONCLUSION 34

6. RECOMMENDATIONS 35

BIBLIOGRAPHY 36

Annexure “A”

Annexure “B”

viii
 LIST OF TABLES

Page

Titles

Students Response

Table 1. Do you think counselling facility is necessary at

secondary level? 17

Table 2. Counselling facility is available in your school?

If yes it’s practically work good? 17

Table 3. Do you think counseling from secondary level

help your future career? 18

Table 4. Do you think individual or group counseling will

help you to define your future goals? 18

Table 5. Do you think parent, teacher meetings boost your

hidden energies? 18

Table 6. I can’t read fast enough to complete my studies in

time. 19

Table 7. I can’t write fast enough to complete my work in time. 19

Table 8. I don’t know proper method of studies. 19

Table 9. I can’t do as well in my studies as other people expect

me to do. 20

ix
 Titles Page

Table 10. It is difficult for me to get the books that I need for study. 20

Table 11. It is difficult for me to get enough confidence to talk

with teachers. 20

Table 12. Even though I force myself my attention will not

remain on my assignment long enough to finish them. 21

Table 13. I worry to mush about what my future will be after my

studies. 21

Table 14. I don’t know enough about the qualification need for

different works and careers. 22

Table 15. I don’t know enough about my abilities for different

kinds of works and careers. 22

Table 16. I don’t know enough about my attitude for different

kinds of work and careers. 23

Table 17. I don’t know which subjects help me in future. 23

Table 18. I don’t know how to improve the relationship with

others 24

Table 19. I don’t know how to make good friends. 24

Table 20. I don’t know how to improve peer relationship. 24

Table 21. It is difficult for me to get freedom in my life. 25

x
 Titles Page

Table 22. I don’t know how to achieve more satisfaction in my life. 25

Table 23. I don’t know how to release tension. 25

Table 24. It is difficult for me to stop weeping on sorrowful

situations. 26

Table 25. It is difficult to me to control my emotions. 26

Table 26. It is difficult for me to get confidence. 26

Table 27. I have more difficulty in forgetting my mistakes

then I believe I should have. 27

Table 28. It is difficult for me to remain silent against injustice. 27

Table 29. I don’t know how to give respect to others. 27

Teacher Response

Table 30. Is there any counselling facility is available in your

school? 28

Table 31. If counselling facility is available, it’s practically work

well? 28

Table 32. What do you think counsellor post should be in your

school? 29

xi
 Titles Page

Table 33. Your school have given ever any proposal higher

authority to establish the post of counsellor? 29

Table 34. What do you think student need counselling at secondary

level? 30

xii
 1. INTRODUCTION

It is an obvious fact that for an effective survival we need guidance for ourselves

and for our children. Perhaps the best definition of guidance is that offered by Johnes

(as cited in Nayak, 2004). Guidance involves personal help given by someone: It is a

designed to assist person to decide where he wants to a go, what he wants to do, when

he wants do, or how he can best accomplished his purpose. It assists him to solve

problems that arise in his life

Counseling is the word which usually comes along with Guidance always or

synonymous to it there is a slight difference between the two. It is generally observed

that counseling in school involves helping students individually or in small groups to

deal with the concern or difficulties, they are experiencing. It was actually in 1963 that

the relationship between counseling and school was first officially discussed in Britain

at seminar held by the National Association for Mental Health (NAMH) under the

chairmanship of Lord James. It was agreed that many very few terms have been more

loosely or interchangeably used than the terms "Guidance" and "Counseling".

According to Dash (2003) counseling is a major part of guidance program.

Counseling and guidance are used in school to solve the problems of students. These

problems are related to society, education and not last their own personal methods and

techniques to do so. One of the important characteristics of counseling is that in this

process sincerity, honesty and openness plays an important roles. The counselor should

be sincere, honest and should have confidence in their theory and method of counseling.

He should help the client to identify his/her potentialities and utilize the some for his

future progress (p.2l3, 225).

1
 Counseling is related to "educational and vocational guidance but it also

concern with emotional disturbance and behavior problems. This area of counselor

work in likely to involve him or her not only with parents, or teachers but also with a

variety of outside welfare specialist in child guidance, care probation and so on (Mishra,

2004. p.312).

According to Nayak (2004) counseling in school involves helping students

individually or in small groups to deal with the concern or difficulties they are

experiencing and list of problems which children of secondary school can experience

which has been adopted from Kottler and Kottler in 1993' is outlined below: Generalize

anxiety, Depressive disorder attention deficit, Hyper activity abuse, Compulsive

disorder, Adjustment disorder, personality disorder. In order to help the children who

are experiencing any of the above problems teachers need to develop at least basic level

of counseling (p.52, 53).

1.1 Counselling

A largely verbal process in which a counsellor and counselee(s) are in a dynamic

and collaborative relationship, focused on identifying and acting on the counselee’s

goals, in which the counsellor employs a catalogue of diverse techniques and processes,

to help bring about self-understanding, understanding of behavioral options available,

and informed decision making in the counselee, who has the responsibility for his or

her own actions (Herr & Cramer, 1996).

“Counselling is the process of attaining the maximum compatibility between

the resources, requirements, aspirations or interests of an individual and the real offer

in the field of education, training and social and vocational integration. Counselling is

2
a social service initiating a holistic, continual, flexible approach of individuals,

throughout all the phases of their lives (formal education, employment, social

integration, community involvement, continuing professional development, changing

jobs, family status, requalification’s, retirement etc.) and under all the significant

aspects of life and the roles taken on in school, profession, social and community life,

family, leisure etc. which is represented by information, counselling and guidance

provided by authorized counsellors.” (Jigau, 2003).

1.2 Importance of Counselling

Counseling plays an important role in school system focusing on needs and

interests of individuals. But there the concept of guidance and counseling is in basic

stage. The scenario is quite opposite in developed countries where in educational and

career counseling is at full thrust, the students get benefit out of it. There are many

reasons for the lack of guidance and counseling facilities there such as law and order

situation, inflation and political unrest. In Pakistan, educational counseling is a new

idea. Only few educational institutions offer counseling services to students that too at

university levels. People are aware of the significance of higher education. They know

that quality education is a key to success. In fact, universities in are not enough to cater

the growing population demands and many of youth population unable to achieve their

goals. Therefore most of our talent remains unexplored and unpolished and hence lost.

The enrolment in higher education is only 26%, even in this most of the students have

no precise choice. The remaining 74% do not reach higher education and lack of

guidance is the main reason. Due to unavailability of guidance, 250,000 students

approximately suffer every year. About 41,000 students take entry test for medical

colleges but only 5,000 succeed. 70,000+ students take entry test for engineering but

only 7,200 succeed. 150,000+ students of other subjects face difficulties in the selection

3
of fields for them. Guidance becomes need of the hour for the youth. Guidance and

counseling must originate from the schools. The teachers need to be educated and

trained for this purpose. Mostly parents decide the study programs for their children

themselves and they do not decide it according to the interests and skills of their

children. Students are also not able to decide their own field of study because of

unawareness about their own personality traits and hidden talents. In this scenario,

counseling assumes greater importance and is the requirement for the development of

the country. There are lots of areas for which students require guidance. In the schools,

colleges and universities most of the students are very much desperate about their

future. There is huge number of students who don’t know about their destination and

they are moving ahead and struggling without any destination in their mind. (Guidelines

for counseling in schools. 2006;

Available from: http://www.bacp.co.uk/education/whatiscounselling. Html)

1.3 Need of Counselling

A need can be defined simply as the difference between the real and the ideal.

It is a discrepancy between “what is” and “what should be”, or between “what exists”

and “what ought to be”. Using this notion, Kaufman and English (1979) described an

educational need as the measurable distance between “where we are now” and “where

we should be”.

According to Omotosho (1985), such discrepancy really becomes a need if and

when it is viewed as a critical problem requiring solution.

4
Needs assessment has been defined by Bell (1974) as the process of identifying and

analyzing needs, and placing priorities among them for the purpose of decision making.

The inception of school counseling did not occur until the beginning of the 20th

century. In its initial stages, school counseling represented a service provided to

students primarily for vocational guidance purposes such as preparing students for work

after school and discussing potential careers. Frank Parsons, known as the Father of

Vocational Guidance, initiated the integration of career guidance at the grade school

level with the idea of designating specific counselor positions within the school to offer

vocational guidance (Schmidt, 2003). Therefore, school counseling was borne out of

offering career services to students. As the 20th century moved forward, academic

guidance became more interwoven into the vocational counselor’s responsibilities

(Gysbers, 2001).

1.4 Components of a Counselling Center

There are various aspects to consider when setting up a counselling center,

including the people who might work there, the tools and resources that can be made

available to students, and the process or method of career counselling. There may be

variations depending on whether the center is in a university, a college, a technical

school, or other higher education facility. It is important to take into consideration the

specific needs of the student population. Regardless of the context, it would be

beneficial for the center to be affiliated with related academic and/or research

departments, in order to connect it with the mainstream of university/college/technical

school activity. This would also facilitate dialogue between members of the center and

the broader institutional community to the benefit of both.

5
 Holland, Magoon, and Spokane (1981) highlight the importance of the

following for individuals:

(a) Exposure to occupational information;

(b) Cognitive rehearsal of vocational aspirations;

(c) Acquisition of some cognitive structure for organizing information about self,

occupations and their relations; and

(d) Social support or reinforcement from counsellors or workshop members.

In order to assist students with career concerns, it is helpful to have various

research tools available as well as individuals with specialized training who are familiar

with the process of counselling. Its reflect options and possibilities. It is not necessary

to implement all of the suggestions at once in order to establish a service that provides

assistance to students. If a counselling center is just getting started, some resources and

ideas may be easier to implement while others require a greater investment of time

and/or financial resources. For example, at the beginning stages, students might learn

about job shadowing, resumes and interviews, or community members may be invited

to come as guest speakers to talk about their jobs. These tasks are easier to implement

than, for example, developing a thorough system of occupational information. The

latter is a more complex task that may be developed over.

6
 1.5 Resources of Counselling

It is important for a counselling center to have specific resources available for

students so that they can access information independently to help them in their future

decision-making. The amount of resources available depends partly on the budget of

the counselling center as well as the availability of such resources. Some examples of

helpful resources are noted;

1.5.1 Books

The kinds of books that could be purchased include those that provide

information about different types of future plans, jobs, such as educational

requirements, amount of pay and descriptions of the work.

1.5.2 Videos

Videos can be made available on various topics for students to watch. They can

observe themselves as the video is played back and learn what went well and what

needs to be altered in their behavior.

1.5.3 Career tests / assessments

In counselling, career tests and assessments are often utilized to provide

information regarding a variety of areas, such as interests or personality style.

1.5.4 College and university calendars

Colleges and universities typically print calendars describing the programs

offered. It is useful to have local, national and international information regarding the

various educational programs that are available.

7
1.5.5 Computer-based information

Counsellors are increasingly utilizing internet resources and computer assisted

guidance systems. Through the internet, individuals can easily obtain career

information from around the world. In addition to the internet, there are also CD ROM

or web-based guidance systems that may be purchased. Website addresses are almost

endless but a few examples are included below:

Examples of websites

Kirk (2000) considers the changes in counselling practices due to the impact of

the Internet. Kirk provides examples of planning and job hunting websites including

the following:

www.myjobsearch.com,

www.adm.uwaterloo.ca/infocecs/CRC/manualhome.html,

www.bgsu.edu/offices/careers/process/process.html

Some examples of additional websites include:

United States:www.naceweb.org/about/default.cfm

Canada:www.cacee.com/index.html

Australia: www.gradlink.edu.au/gradlink/home.asp

1.5.6 Journals

It is helpful to have journals available so that those working with students can

inform themselves about new strategies, theories, and resources.

Some examples of career journals include the following:

8
 1. African Journal of Education

2. Australian Journal of Career Development

3. The British Journal of Guidance and Counselling

4. The British Journal of Education and Work Canadian Journal of Counselling

5. The Career Development Quarterly

6. Career Guidance Study (Japan)

7. The Counsellor: Journal of Counselling Association of Nigeria

8. International Journal for Educational and Vocational Guidance

9. Journal of Career Development

10. Journal of Employment Counseling

11. Journal of Higher Education (India)

12. Journal of Organizational Behavior

13. Journal of Vocational Behavior

14. Journal of Vocational Education and Training

15. Nigerian Journal of Guidance and Counselling

16. South African Journal of Education

17. South African Journal of Higher Education

(Watts, A.G.; Van Esbroeck, R. 1998. New Skills for New Futures — Higher Education

Guidance and Counselling Services in the European Union. VUB Press Brussels &

FEDORA.)

9
1.6 Format of Counselling

Counselling and advising can be done in different ways including working with

students individually or in groups. When working with groups of students in the context

of an ongoing group, it is important to limit the group to approximately six to ten

students so that they are comfortable with each other and feel free to contribute their

questions and comments within the group. For this type of a group that guides students

through the career exploration process, approximately three or four sessions are

recommended lasting two hours each. For workshops that are primarily focused on

disseminating information, the number of students in attendance can be increased.

1.7 Personnel of Counselling

The personnel who would be employed in a counselling center would include

counsellors, advisors, peer advisors, and a receptionist. Countries differ in the

terminology and training requirements of various roles. There is also a vast difference

across countries regarding the regulation and professional standards of counselling and

guidance. The terms that are utilized in this manual are not necessarily representative

across countries. The work of counsellors, advisors, and peer advisors may overlap in

many ways. Each role is defined to show the various tasks that individuals are involved

in to provide programming for students. In addition to these roles, there is also the need

for someone to perform book keeping tasks, as well as someone available with

knowledge of computers who can help to keep the computers working well.

Personnel are following;

10
1.7.1 Counsellors

Counsellors should have specialized training in counselling and career

development. They may also have additional training in personal counselling as well as

in group counselling. They may facilitate career development groups for students or

counsel students individually. Counsellors can assist students in various areas. Some

examples include increasing self-awareness, decision-making, goal-setting and

establishing a plan of action.

1.7.2 Advisors

Advisors should have specialized training and be able to provide specific

information to individuals such as how to put together a resume and cover letter, what

to expect in a job interview, how to find a job, and how to use the resources in the

counselling center.

1.7.3 Peer advisors

Peer advisors are student volunteers that have been trained to assist others in

obtaining the information that they need. They are informed about all of the center

resources available and are able to provide guidance in how to use the resources and

which materials might be most useful for each student coming into the center.

1.7.4 Receptionist

A receptionist should be available to answer questions, arrange individual

appointments for counsellors or advisors, and to register people for groups or

workshops.

11
1.8 Counselling Center Needs to Links with the Community

A counselling center needs to have links with the community. There are various

kinds of links involving connection with schools, employers, graduates, family and

personal friends. For example, graduates may be invited to speak to current students

about their future paths. Another example includes inviting parents to come to the

university to take a tour of the counselling center or to take part in a meeting with their

son or daughter and the counsellor. Interacting with potential employers is a key role

of many counselling centers in order to assist students to obtain work during their

training or after graduation. There are many ways to build links with the community

and this community involvement enriches the experience of students.

1.8.1 Parents, extended family, and personal friends

Parents and other family members can be an important source of support for

students making future decisions. Family members can be actively involved in assisting

with future choices. Personal friends are also possible resources for students and can

help provide support and feedback.

1.8.2 Post-secondary links with high schools and elementary schools

Another way of linking with the community is to visit high schools and

elementary schools to present information about counselling and the various

occupational options that are available to students.

1.9 Statement of the problem

The present research was designed to identify the need and assessment of

counseling at secondary level.

12
1.10 Objectives of the study

1. To identify the counseling needs of the students at secondary level.

2. To identify the students need of educational, vocational, social emotional,

behavioral guidance.

3. To examine the provision of counselling facility in schools.

1.11 Significance of the study

Counseling is a wonderful modern invention used for well-being of persons.

Psychotherapy through counseling provides opportunities for those seeking help to live

more satisfying and happy lives. When people simply need a professional to listen

people and advise them, people can turn to counseling. Counseling is a very

comprehensive concept. Its objectives is to encourage the dull and the backward child,

to normalize the through appraisal, individual or group counseling, parents or teachers

consultation and the most important environment charge.

This study will be helpful for the students to identify their counseling needs and

problems and solve their problems through consultation of good counselor. Counseling

in secondary school is not like formal counseling program where focusing on

remediation of students problems. It is also a tool for preventing normal problems from

becoming more serious and resulting in delinquency, failure and emotional disturbance.

This study is thought to be significant in the following areas;

1. Students will be well aware about counselling.

2. They also identify their need of educational, vocational, social, emotional

and behavioral guidance.

3. They will select their academic field according to their interest, abilities and

orientations.

13
 4. It would be helpful in finding out the most problematic area of students’

need in which they need counseling.

This study would also helpful for teachers.

1. To create interest in students about counselling.

2. It may be valuable for them to remove student’s cognitive and learning

disorder

E.g. dyslexia and dysphasia.

This study would also helpful for parents;

1. Parents may get awareness about preferring children’s interest and aptitude.

2. They may become aware of the need and interest of their children.

1.12 Delimitation

Present study was delimited to the Public and Private schools of Muzaffarabad

city.

14
 2. RESEARCH METHODOLOGY

This study attempts to determine the counseling needs of students at secondary

level. The study was descriptive in nature. Following steps were followed:

2.1 Population

The population of study was all the students and teachers of Public and Private

schools of Muzaffarabad city.

2.2 Sample

According to the convenience of the researcher only 6 schools were selected.

So as a sample 15 students from each school and 05 school teachers were as a

population.

These schools were.

1. Govt. Pilot Boys High School. No.1

2. Govt. Girls High School, Saithi Bagh.

3. Govt. Girls High School, Plate.

4. Shaheen Education System, Madina Market.

5. Spring Board School System, Madina Market.

6. Mustafai Model School, Gulshan Colony.

A random sample of 90 students (from 9th & 10th classes) and 30 teachers was

taken on the convenient basis from available students on the particular days of visit.

2.2 Instrument

For the present study a questionnaire was developed as an instrument. In the

light of literature review and by the consultation of the advisor of the study, researcher

derived a need assessment questionnaire. Five areas of needs were identified as,

education needs, vocational needs, social needs, emotional needs, and behavioral needs

15
and also need of counselling at secondary level. Statements indicating deficiency of

that needs were devised. Many statements related to all five areas were constructed.

Those statements were rechecked and revised. Final questionnaire consisted of 29

questions on the whole. There were 07 statements in educational needs and 03

statements in social, 05 statements in vocational, emotional and behavioral needs. 5

statement was also conducted for teachers. For responses instructions with example

were prepared verbally and students and teachers were asked to check the statements

either Yes or No.

2.3 Data Collection

The researcher personally visited the sample schools and distributed the

questionnaire among the students for this purpose researcher face many difficulties

because the students were not aware about the study as well about the tool of the study.

But researcher was successful in the collecting the questionnaire from students.

2.4 Data Analyses

After the collection of the data it was tabulated, analyses and interpreted in the form

of frequencies and percentages. Each categories of responded the response in total on

each item are show in tabulated form.

16
 3. RESULTS

Results and discussion of this study are following;

Students’ responses

Table 1. Do you think counselling facility is necessary at secondary level?

Response Category Frequency %

Yes 90 100
No 0 0
Total 90 100

The above table revealed that all of the students agreed that counselling facility is

necessary at secondary level. It is evident from the data out of 90 students 90(100%)

agreed.

Table 2. Counselling facility is available in your school? If yes it’s practically work

good?

Response Category Frequency %

Yes 0 0
No 90 100
Total 90 100

The above table revealed that all of the students disagree that counselling facility is not

available in their school. It is obvious from the data out of 90 students 90(100%) agreed.

17
Table 3. Do you think counseling from secondary level help your future career?

Response Category Frequency %

Yes 90 100
No 0 0
Total 90 100

The above table revealed that all of the students agreed that counselling from secondary

level help their future. It is evident from the data out of 90 students 90(100%) agreed.

Table 4. Do you think individual or group counseling will help you to define your

future goals?

Response Category Frequency %

Yes 90 100
No 0 0
Total 100 100

The above table revealed that all of the students agreed that individual or group

counseling will help them to define their future goals. It is evident from the data out of

90 students 90(100%) agreed.

Table 5. Do you think parent, teacher meetings boost your hidden energies?

Response Category Frequency %

Yes 56 62.22
No 34 37.77
Total 90 100

The above table revealed that majority of the students agreed that parents, teacher

meetings boost their hidden energies. It is evident from the data out of 90 students 56

(62.22%) agreed whereas 34(37.77%) students disagree.

18
Table 6. I can’t read fast enough to complete my studies in time.

Response Category Frequency %

Yes 21 23.33
No 69 76.66
Total 90 100

The above table revealed that out of 90 students 21 (23.33%) agreed that they can’t read

fast enough to complete their studies in time. While 69 (76.66%) students did not agree

with this statement.

Table 7. I can’t write fast enough to complete my work in time.

Response Category Frequency %

Yes 34 37.77
No 56 62.22
Total 90 100

The above table exposed that out of 90 students 34 (37.77%) agreed that, they can’t

write fast enough to complete their work in time. While 56 (62.22%) students did not

agree with this statement.

Table 8. I don’t know proper method of studies.

Response Category Frequency %

Yes 37 41.11
No 53 58.88
Total 90 100

The above table discovered that out of 90 students 37 (41.11%) agreed that they don’t

know proper method of studies. While 53 (58.88%) students did not agree with this

statement.

19
Table 9. I can’t do as well in my studies as other people expect me to do.

Response Category Frequency %

Yes 60 66.66
No 30 33.33
Total 90 100

The above table revealed that out of 90 students 60 (66.66%) agreed that, they can’t do

as well in their studies as other people expect them to do. While 30 (33.33%) students

did not agree with this statement.

Table 10. It is difficult for me to get the books that I need for study.

Response Category Frequency %

Yes 11 12.22
No 79 87.77
Total 90 100

The above table exposed that out of 90 students 11 (12.22%) agreed that it is difficult

for them to get the books that they need for study. Whereas 79 (87.77%) students did

not agree with this statement.

Table 11. It is difficult for me to get enough confidence to talk with teachers.

Response Category Frequency %

Yes 34 37.77
No 56 62.22
Total 90 100

The above table shown that out of 90 students 34 (37.77%) agreed that it is difficult for

them to get enough confidence to talk with teachers. While 56 (62.22%) students did

not agree with this statement.

20
Table 12. Even though I force myself my attention will not remain on my

assignment long enough to finish them.

Response Category Frequency %

Yes 43 47.77
No 47 52.22
Total 90 100

The above table shown that out of 90 students 43 (47.77%) agreed that, Even though

they force themselves, their attention will not remain on their assignment long enough

to finish them. While 47 (52.22%) students did not agree with this statement.

Table 13. I worry to mush about what my future will be after my studies.

Response Category Frequency %

Yes 69 76.66
No 21 23.33
Total 90 100

The above table revealed that out of 90 students 69 (76.66%) agreed that they worry to

mush about what their future will be after their studies. Although 21 (23.33%) students

did not agree with this statement.

21
Table 14. I don’t know enough about the qualification need for different works and

careers.

Response Category Frequency %

Yes 57 63.33
No 33 36.66
Total 90 100

The above table exposed that out of 90 students 57 (63.33%) agreed that they don’t

know enough about the qualification need for different works and careers. However 33

(36.66%) students did not agree with this statement.

Table 15. I don’t know enough about my abilities for different kinds of works and

careers.

Response Category Frequency %

Yes 34 37.77
No 56 62.22
Total 90 100

The above table shown that out of 90 students 34 (37.77%) agreed that they don’t know

enough about their abilities for different kinds of works and careers. While 56 (62.22%)

students did not agree with this statement.

22
Table 16. I don’t know enough about my attitude for different kinds of work and

careers.

Response Category Frequency %

Yes 42 46.66
No 48 53.33
Total 90 100

The above table revealed that out of 90 students 42 (46.66%) agreed that they don’t

know enough about their attitude for different kinds of work and careers. While 48

(53.33%) students did not agree with this statement.

Table 17. I don’t know which subjects help me in future.

Response Category Frequency %

Yes 54 60
No 36 40
Total 90 100

The above table exposed that out of 90 students 54 (60%) agreed that they don’t know

which subjects help them in future. While 36 (40%) students did not agree with this

statement.

23
Table 18. I don’t know how to improve the relationship with others.

Response Category Frequency %

Yes 35 38.88
No 55 61.11
Total 90 100

The above table revealed that out of 90 students 35 (38.88%) agreed that they don’t

know how to improve their relationship with others, whereas 55 (61.11%) students did

not agree with this statement.

Table 19. I don’t know how to make good friends.

Response Category Frequency %

Yes 36 40
No 54 60
Total 90 100

The above table shown that out of 90 students 36 (40%) agreed that they don’t know

how to make good friends. While 54 (60%) students did not agree with this statement.

Table 20. I don’t know how to improve peer relationship.

Response Category Frequency %

Yes 35 38.88
No 55 61.11
Total 90 100

The above table revealed that out of 90 students 35 (38.88%) agreed that they don’t

know how to improve peer relationship. While 55 (61.11%) students did not agree with

this statement.

24
Table 21. It is difficult for me to get freedom in my life.

Response Category Frequency %

Yes 69 76.66
No 21 23.33
Total 90 100

The above table shown that out of 90 students 69 (76.66%) agreed that, it is difficult

for them to get freedom in their life. While 21 (23.33%) students did not agree with this

statement.

Table 22. I don’t know how to achieve more satisfaction in my life.

Response Category Frequency %

Yes 70 77.77
No 20 22.22
Total 90 100

The above table revealed that out of 90 students 70 (77.77%) agreed that they don’t

know how to achieve more satisfaction in their life. While 20 (22.22%) students did not

agree with this statement.

Table 23. I don’t know how to release tension.

Response Category Frequency %

Yes 18 20
No 72 80
Total 90 100

The above table shown that out of 90 students 18 (20%) agreed that they don’t know

how to release tension. Although 72 (80%) students did not agree with this statement.

25
Table 24. It is difficult for me to stop weeping on sorrowful situations.

Response Category Frequency %

Yes 50 55.55
No 40 44.44
Total 90 100

The above table exposed that out of 90 students 50 (55.55%) agreed that, it is difficult

for them to stop weeping on sorrowful situations. While 40 (44.44%) students did not

agree with this statement.

Table 25. It is difficult to me to control my emotions.

Response Category Frequency %

Yes 56 62.22
No 34 37.77
Total 90 100

The above table shown that out of 90 students 56 (62.22%) agreed that it is difficult for

them to control their emotions. While 34 (37.77%) students did not agree with this

statement.

Table 26. It is difficult for me to get confidence.

Response Category Frequency %

Yes 38 42.22
No 52 57.77
Total 90 100

The above table exposed that out of 90 students 38 (42.22%) agreed that it is difficult

for them to get confidence. Whereas 52 (57.77%) students did not agree with this

statement.

26
Table 27. I have more difficulty in forgetting my mistakes then I believe I should

have.

Response Category Frequency %

Yes 60 66.66
No 30 33.33
Total 90 100

The above table revealed that out of 90 students 60 (66.66%) agreed that they have

more difficulty in forgetting their mistakes then they believed they should have. While

30 (33.33%) students did not agree with this statement.

Table 28. It is difficult for me to remain silent against injustice.

Response Category Frequency %

Yes 85 94.44
No 5 5.55
Total 90 100

The above table revealed that out of 90 students 85 (94.44%) agreed that it is difficult

for them to remain silent against injustice. While 5 (5.55%) students did not agree with

this statement.

Table 29. I don’t know how to give respect to others.

Response Category Frequency %

Yes 30 33.33
No 60 66.66
Total 90 100

The above table revealed that out of 90 students 30 (33.33%) agreed that they don’t

know how to give respect to others. While 60 (66.66%) students did not agree with this

statement.

27
Teacher Responses

Table 30. Is there any counselling facility is available in your school?

Response Category Frequency %

Yes 0 0
No 30 100
Total 30 100

The above table shown that all of the teachers disagree that counselling facility is not

available in their school. It is evident from the data that out of 30 sample 30 (100%)

teachers disagreed.

Table 31. If counselling facility is available, it’s practically work well?

Response Category Frequency %

Yes 0 0
No 30 100
Total 30 100

The above table revealed that all of the teachers disagreed that there is no counselling

facility in school that why it does not practically work. It is obvious from the data out

of 30 students 30 (100%) were disagreed.

28
Table 32. What do you think counsellor post should be in your school?

Response Category Frequency %

Yes 25 83.33
No 5 16.66
Total 30 100

The above table revealed that majority of the teachers agreed that counselling post

should be in their school. It is evident from the data out of 30 teachers 25 (83.33%)

agreed. While 5 (16.66%) teachers did not agree with this statement.

Table 33. Your school have given ever any proposal higher authority to establish

the post of counsellor?

Response Category Frequency %

Yes 22 73.33
No 8 26.66
Total 30 100

The above table revealed that majority of the teachers agreed that their school gives

proposal to their higher authority to establish the post of counsellor. It is evident from

the data out of 30 teachers 22(73.33%) agreed. While 8 (26.66%) teachers did not agree

with this statement.

29
Table 34. What do you think student need counselling at secondary level?

Response Category Frequency %

Yes 30 100
No 0 0
Total 30 100

The above table exposed that all of the teachers agreed that counselling facility is

necessary at secondary level. It is evident from the data out of 30 teachers 30(100%)

agreed.

30
 4. FINDINGS

The main objective of this study was to identify the counseling needs of the students. It

was assumed that students have counseling needs in all area of life. The results of this

study revealed that secondary school students are seeking guidance and counseling in

all areas of life.

1. Table No. 1, and 2 show that all the students agreed that counselling facility is

necessary at secondary level and counselling facility is not available in their

school.

2. Table No. 3, 4, 13 and 17 show that counselling from secondary level help their

future goals and they do not know about the qualification need for different

works/careers and also which subjects help them in future.

3. Table No. 5, 24 and 25 show that majority of the students think that parents,

teacher meetings boost their hidden energies, it is difficult for them to control

their emotions and stop weeping on sorrowful situations.

4. Table No. 6, 11, 15 and 16 they don’t know enough about their abilities and

attitude for different kinds of works and careers. It is difficult for them to get

enough confidence to talk with teachers and complete their work in time. It may

be due to the reason that teachers rarely guide their students academically.

Students do not often consult their teachers for successful method of studies so

that teachers guide them properly.

5. Table No. 7 and 10 show that some of students agree that it is difficult for them

to get the books that they need for study and they also don’t know proper method

of studies.

31
 6. Table No. 9 show that majority of students agreed that, they can’t do as well in

their studies as other people expect them to do.

7. Table No. 21, 22 and 23 show that majority of the secondary level students

agreed it is difficult for them to get freedom and achieve more satisfaction in

their life and they don’t know how to release their tension.

8. Table No.18, 19 and 20 show that some of the students think that they don’t

know how to improve their relationship with others and also they don’t know

how to improve peer relationships and make good friends.

9. Table No. 26 and 27 a small portion of the secondary level students that it is

difficult for them to get confidence and have more difficulty in forgetting their

mistakes then they believed they should have.

10. Table No. 28 show that most of the students agreed that it is difficult for them

to remain silent against injustice.

11. Table No. 29 show that some of the students agreed that they don’t know how

to give respect to others.

Teacher responses

12. Table No. 30 and 31 show that majority of the teachers agreed that counselling

facility is not available in their school that’s why it does not practically work.

13. Table No. 34 show that mostly teachers agreed that counselling facility is

necessary at secondary level.

14. Table No. 32 show that a majority of the teachers think that counselling post

should be in their school.

32
15. Table No.33 show that more than half of secondary teachers agreed that their

school gives proposal to their higher authority to establish the post of counsellor.

33
 5. CONCLUSION

On the basis of research data that counselling plays pivotal role in all area of

life. It would be helpful and encouraging the students to identify their needs and

problems and solve their problems.

Majority of respondents respond that need of counselling at secondary level is

compulsory in this era. It helps a student realize true aptitude. Helps in determining a

student’s true potential. There are students who are clear as to what they want to

become. On the other hand, there are others who are either confused or have no idea

about their career preferences. Regular aptitude tests and counseling sessions conduct

by counselors can help students in finding out the right future options and the fields that

interest them. On the basis on these counseling results, students make the right choice

regarding what course they want to enroll into in order to accomplish their future goals

in all areas of life.

34
 6. RECOMMENDATIONS

Keeping in view the findings of the study following recommendations are made:

1. Counselling post should be available in every school and it’s should encourage

students to make study/career decisions in accordance with their interests,

abilities and orientations. It should be in this way in which it is helpful and

boosting the students to recognize their needs and problems and solve their

problems.

2. Child Guidance Clinics and Vocational Rehabilitation Centers should be

establish.

3. There should be Planning, coordination and supervision of guidance services.

4. There should be research on various problems in the field of guidance and

collection, classification, production and dissemination of career information.

5. Higher authorities should publish suitable guidance materials for the use of

students, parents and teachers.

6. Policy maker should provide guidelines for operationalization of guidance

services at secondary level.

35
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39
 Annexure “A”
QUESTIONNAIRE

All the data being collected for the final project as a requirement of
B.Ed. (Hon’s.) degree. This data will be used for only research purpose. All
information will be kept confidential.

Topic: Need and Assessment of Counseling At Secondary Level

Student Name: ………………

Age: ……………….
School Name: ………………..
Gender: ………………..…….

Instructions
Read the statement carefully, if you agree then mark yes, if you are not agree then
mark no. Please checks the entire question very carefully and honestly.
Sr. Statement Yes No
No.
i. Do you think Counselling facility is necessary at secondary
level?

ii. Counselling facility is available in your school? If yes it’s

practically work good?

iii. Do you think counseling from secondary level help your future
career?

iv. Do you think individual or group counseling will help you to

define your future goals?
v. Do you think parent, teacher meetings boost your hidden
energies?
vi. I can’t read fast enough to complete my studies in time.
vii. I can’t write fast enough to complete my work in time.
viii. I don’t know proper method of studies.
ix. I can’t do as well in my studies as other people expect me to do.

x. It is difficult for me to get the books that I need for study.

xi. It is difficult for me to get enough confidence to talk with
teachers.
 xii. Even though I force myself my attention will not remain on my
assignment long enough to finish them.
xiii. I worry to mush about what my future will be after my studies.
xiv. I don’t know enough about the qualification need for different
works and careers.
xv. I don’t know enough about my abilities for different kinds of
works and careers.
xvi. I don’t know enough about my attitude for different kinds of
work and careers.
xvii. I don’t know which subjects help me in future.
xviii. I don’t know how to improve the relationship with others.
xix. I don’t know how to make good friends.
xx. I don’t know how to improve peer relationship.
xxi. It is difficult for me to get freedom in my life.
xxii. I don’t know how to achieve more satisfaction in my life.
xxiii. I don’t know how to release tension.
xxiv. It is difficult for me to stop weeping on sorrowful situations.
xxv. It is difficult to me to control my emotions.
xxvi. It is difficult for me to get confidence.
xxvii. I have more difficulty in forgetting my mistakes then I believe I
should have.
xxviii. It is difficult for me to remain silent against injustice.
xxix. I don’t know how to give respect to others.
 Annexure “B”

Topic: Need and Assessment of Counseling at Secondary Level

Teacher Name: ………………

Age: ……………….
School Name: ………………..
Gender: ………………………

Instructions
Read the statement carefully, if you agree then mark yes, if you are not agree then
mark no. Please checks the entire question very carefully and honestly.

Sr. Statement Yes No

No.

1 Is there any counselling facility is available in your school?

2 If counselling facility is available, does it practically work well?

3 Do you think counsellor post should be in your school?

4 Your school have given ever any proposal to higher authority to

establish the post of counsellor?

5 What do you think student need counselling at secondary level?