EXAM MAY/JUNE 2017
Question 1:
1.1. Explain the following concepts:
Guidance:
By guiding someone a person you are directing him or pointing out a problem. At every
stage in life we need to be given some form of guidance. Guidance helps a person become
aware of their individual abilities and potential and helps them to learn how to problem
solve.
Counselling:
Counselling is a process where a person and a counselling professional set aside time to
explore difficulties like stress and emotional feelings of a person. The professional helps the
person see things more clearly, maybe from a different point of view. This can help the
person to focus on experiences, feelings or behaviours.
Life skills:
Life skills are skills, lessons and values taught to a child to strengthen their character and
become well-functioning independent adults who are able to function in society later in life.
Assessment:
Assessment concerns the learner’s academic performance. This is often done in the form of
a test. Assessment should cover physical, social and emotional areas of the learner.
Interview:
An interview is an individual affair involving an educator and a learner. It is a goal orientated
discussion where both parties have an understanding.
1.2. We define the whole learner in terms of physical, cognitive, affective,
conative, social and normative factors. Explain:
Physical:
The learner is born with a body that is subject to change as he/she grows older. The learner
is either male or female. Children assume their position in the world through their bodies.
The body is the means by which the learner communicates himself/herself with the world.
Cognitive:
Learners want to know and they want to become involved with people and their
surroundings. They explore their environment and get to know and understand it by
attributing meaning to it. They orient themselves in the environment. A learner uses
perception, representation thinking and memory when he explores his environment.
Affective:
This refers to how a learner is moved by his emotional life. Feelings and emotions are unique
to human beings. The learner affective experiences which may be good or bad experiences
determine the learner’s involvement with the components of his world.
Conative:
This is a person’s will. We can describe the human will as the inward driving force behind all
human behaviour. This implies striving or desiring to achieve a goal.
Social:
We live in a world where interaction between people takes place according to social norms
and customs. The learner has human social needs such as human togetherness, a sense of
belonging and a need to be accepted and recognized.
Question 2:
2.1. Role players in the guidance process:
- Parents
- Educators
- Peers
- Heads of department
- Guidance counsellors
- School psychologists
,2.2.1 Who is the underachiever:
An underachiever is a learner who shows a big discrepancy between his school performance
and his true ability. Underachiever could be:
- Slow learners
- Reluctant lazy learners
- Learners with limited language development
- Learners with limited backgrounds
2.2.2 It is not the school that causes the problem, but rather the atmosphere of
the school. The school environment will either enhance or hinder the learners
educational progress. An inviting school atmosphere will encourage learning.
Factors affecting the school environment:
- Inadequate school curriculum
- Curriculum worked through too quickly
- Inadequate quality of teaching provided for some learners
- Wrong school placement
- Inadequate support by the educator within the classroom
2.2.3. Guidelines for teacher to help the underachiever:
- Take the learner’s situation into account
- Carefully assess the learner’s situation. Look at all factors contributed towards
the learner’s underachievement
- Establish a warm, caring relationship with the learner. Tell the learner they are
not performing to the best of their abilities and encourage them to believe they
can improve their performance.
- Involve parents if possible
- Upon analyzing the situation, know what the causes are and help the learner
set realistic objectives and decide on a plan of action.
- Have a genuine interest in the learner
Question 3:
3.1 Evaluative:
It is judging the situation according to your own moral standpoint. You are implying that their
behaviour is wrong and you would’ve done it differently. E.g. “You did not behave correctly”
Interpretive:
It implies you think you have an insight behind the reason of their behaviour. This attitude
assumes you are right and they are wrong. E.g. “You probably did that because…”
Supportive:
Supportive comments can have a good effect if they are timed correctly. The correct time is
after a problem has been worked through. If you give reassurances such as “I’m sure it is not
as bad as it seems” early in the discussion you create distance between yourself and the
learner. He might feel that you do not understand the full impact of their problem.
Probing:
Probing techniques need to be used carefully. Asking learners to explain “why” they did
something may make them feel guilty and may feel they need to defend their actions. Make
sure your questions focus on exploring the situation in a sensible manner. You should ask
questions such as “What happened next?” “How did they react?”
Giving advice:
Giving advice can sometimes result in the learner not being able to take any responsibility
for the resolution of their problem. They cannot take credit for the resolution of their
problem or if it doesn’t succeed they could say it is your fault. Only give advice at the end of
, the counselling process when you know the learner and are in tune with their personality
and circumstances.
-Understanding:
By showing an understanding of the situation we are showing the learner that we have been
listening. You repeat the learner’s feelings in your own words. There is no judgement or
disapproval but we confirm accurately and understood what has been said to us.
3.2. Discuss the components of active listening:
3.2.1 Accurate listening:
The therapist must listen to what the learner is saying. She must actually hear what the
learner is saying and not just what he wishes to hear. The therapist must listen in terms of
an external frame of reference. The therapist must not only listen to spoken words but also
to what is not said. She must note the tone and intonation.
3.2.2 Accurate observation:
The therapist must watch the learner closely, noting signs of sadness, tension and anxiety.
The therapist must ask herself “What do I learn from the client’s non-verbal
communication?”
3.2.3 Accurate empathizing:
The therapist must be sensitive to the learner’s state of mind and emotional experience. She
should define any signs of aggression, anxiety or depression in a detached cognitive way.
She needs to empathize with the learner and feel the learner’s emotion be it aggression or
sdness.
Question 4:
4.1 Reasons for seeking the company of others:
1. Acceptance
2. Seek esteem and respect of others
3. Approval and respect
4. To share emotions, ideas and news
5. Support in times of despair and sorrow
6. A sense of belonging
7. Love, affection and intimacy
8. To receive help and advice
9. Friendship and company
4.2 Four teaching methods to teach life skills:
1. Group discussions
2. Guest speakers
3. Brainstorming
4. Role play
5. Problem – solving exercises
6. Assessment
4.3.1 Non-assertive behaviour:
Is passive and non-direct. It communicates a message of inferiority. It means you do not
respect your own right to express your ideas, needs, wants, thoughts and feelings. This
behaviour leads to being the victim and not the winner.
4.3.2 Aggressive behaviour:
Aggressive behaviour is more complex. It can either be active or passive. Aggressive
behaviour communicates an impression of superiority and can be disrespectful.
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