Principles
1. Every aspect of a person’s complex personality pattern constitutes a significant factor of his total displayed attitudes and forms of behaviour.
Guidance services which are aimed at bringing about desirable adjustment in any particular area of experience must take into account the all round development of the individual.
2. Although all human beings are similar in many respects, individual differences must be recognised and considered in any efforts aimed at providing help or guidance to a particular child, adolescent, or adult.
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3. The function of guidance is to help a person (i) formulate and accept stimulating, worthwhile, and attainable goals of behaviour, and (ii) apply these objectives in the conduct of his affairs.
4. Existing social, economic, and political unrest is giving rise to many maladjustive factors that require the cooperation of experienced and thoroughly trained guidance counsellors and the individual with a problem.
5. Guidance should be regarded as a continuing process of service to an individual from young childhood through adulthood.
6. Guidance service should not be limited to the few who give observable evidence of its need, but should be extended to all persons of all agents who can benefit therefrom, either directly or indirectly.
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7. Curriculum materials and teaching procedures should evidence a guidance point of view.
8. Although guidance touches every phase of an individual’s life pattern, the generally accepted areas of guidance include concern with the extent to which an individual’s physical and mental health interfere with his adjustment to home, school, and vocational and social demands and relationships, or the extent to which his physical and mental health are affected by the conditions to which he is subjected in these areas of experience.
9. Parents and teachers have guidance-pointed responsibilities.
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10. Specific guidance problems on any age level should be referred to persons who are trained to deal with particular areas of adjustment.
11. To administer guidance intelligently and with as thorough knowledge of the individual as is possible, programmes of individual evaluation and research should be conducted, and accurate cumulative records of progress and achievement should be made accessible to guidance workers.
Through the administration of well-selected standardised tests and other instruments of evaluation, specific data concerning degree of mental capacity, success of achievement, demonstrated interests, and other personality characteristics should be accumulated, •recorded, and utilised for guidance purposes.
12. An organised guidance programme should be flexible according to individual and community needs.
13. The responsibility for the administration of a guidance programme should be centered in a personally qualified and adequately trained chairman or head of guidance, working co-operatively with his assistants and other community welfare and guidance agencies.
14. Periodic appraisals should be made of the existing school guidance programme. The success of its functioning should rest on outcomes that are reflected in the attitudes toward the programme of all who are associated with it— guiders and guides—and in the displayed behaviour of those who have been served through its functioning.