Reading Architecture: A Visual Lexicon

Cover......Page 1
Contents......Page 8
Preface......Page 12
 What is Guidance?......Page 14
  Rise of Vocational Guidance......Page 15
  Nature of Guidance......Page 16
  Problems of Guidance......Page 17
  Is Guidance a Direction or a Developmental Process?......Page 18
  Guidance is a Lifelong Process......Page 19
  From an Individual Point of View......Page 20
  From the Educational Point of View......Page 21
  From the Social Point of View......Page 22
  From the Psychological Point of View......Page 23
 Summary......Page 24
Chapter 2: Understanding the Individual: Testing Techniques......Page 26
 Types of Information Needed......Page 27
  Intelligence is an Aggregate of Various Capacities......Page 29
 Theories of Intelligence......Page 30
  Measurement of Intelligence......Page 33
  Intelligence Quotient......Page 34
  Classification of Intelligence Tests......Page 35
 Aptitude Tests......Page 36
  Nature of Aptitude......Page 37
  Aptitude Tests......Page 38
 Achievement Tests......Page 42
  Designing an Achievement Test......Page 43
  Oral Tests......Page 45
  Development of Interests......Page 46
  Characteristics of Interests......Page 47
  Measurement of Interests......Page 48
  Personality Tests......Page 50
  Development of Personality......Page 51
  Assessment of Personality......Page 52
  Rorschach Inkblot Test......Page 56
  Thematic Apperception Test (TAT)......Page 57
  Guidance and Personality Tests......Page 58
 Summary......Page 59
 Difference Between Testing and Non-testing Techniques......Page 60
 Anecdotal Record......Page 61
  Steps in Anecdotal Record......Page 62
  Limitations of Anecdotal Records......Page 63
  Advantages of Autobiography......Page 64
 Observation......Page 65
  Principles to be Followed in Observation......Page 66
  Types of Rating Scales......Page 67
  Demerits of Rating Scales......Page 68
  Types of Questionnaire......Page 69
 Meaning of Interview......Page 70
  Purpose of Interview......Page 71
  Steps or Components of an Interview......Page 72
  Qualities of a Good Interviewer......Page 74
  Meaning of Cumulative Record Card......Page 75
  Objectives of Cumulative Record......Page 76
  Uses of the Cumulative Record Card......Page 78
 Summary......Page 79
 Nature and Objectives of Information Service......Page 81
  Collection and Organization of Information......Page 82
  Methods of Collection and Dissemination of Information......Page 83
  Dissemination of Information......Page 85
 Sources of Career Information......Page 86
 Classification and Evaluation of Information......Page 87
 Guidance Experts Have Defined Placement Service Differently......Page 88
  Aims of Placement Service......Page 89
  Educational Placement......Page 90
  Vocational Placement......Page 91
  Organizing Vocational Placement Service......Page 92
  Physical Facilities......Page 93
 Summary......Page 95
 Nature of Follow-up Service......Page 96
  Aims of Follow-up Service......Page 97
  Need of Follow-up Service......Page 98
 Procedures of Follow-up Activity......Page 99
 Summary......Page 100
 Need for Evaluation and Research, and Its Aims......Page 101
   Experimental method......Page 102
   Survey Method......Page 103
 Guidance-Related Research in India......Page 104
 Summary......Page 105
 What is Education?......Page 106
  Difference Between Education and Educational Guidance......Page 107
  Educational Guidance at the Primary School Stage......Page 108
  Educational Guidance at the Secondary and Senior Secondary Stage......Page 109
  Generalists + Specialists......Page 111
 Career Masters......Page 114
 Summary......Page 116
 Meaning and Definition of Vocational Guidance......Page 117
  Process of Vocational Guidance......Page 118
  Agencies of Occupational Information......Page 121
 Theory of Vocational Choice......Page 124
  Holland’s Theory of Vocational Choice......Page 125
  Essential Aspects of an Occupation......Page 127
 Summary......Page 128
Chapter 10: Personal Social Guidance......Page 129
 Adjustment Process......Page 130
  Motivation, Conflict and Frustration......Page 131
  Gifted Children with Adjustment Problems......Page 132
  Mentally-Retarded Children......Page 134
  Handicapped Children and Problems of Adjustment......Page 135
   Eyesight Defects......Page 136
 Summary......Page 137
 Meaning of Counselling......Page 139
  Characteristics of Counselling......Page 140
  Counsellor-Oriented or Directive Counselling......Page 141
  Counselee-Oriented or Non-Directive Counselling......Page 142
 Limitations and Use of Psychological Tests in Counselling......Page 143
 Summary......Page 144
 Elements of Counselling Process......Page 145
 Interview for Clinical Counselling......Page 147
 Summary......Page 149
 Nature of the Counsellor......Page 150
  Professional Dedication of a Counsellor......Page 152
  Preparation......Page 153
   Attitude and Skill of a Counsellor......Page 154
 Summary......Page 155
 What is a Group?......Page 156
  Counsellor’s Professional Gain......Page 157
   Forming a group......Page 158
  Responsibility of Group Members......Page 159
 Summary......Page 160
 Counselling and Psychotherapy......Page 161
 Role of a Counsellor......Page 162
 Role of Other Members......Page 163
 The Three-dimensional Model......Page 164
 Summary......Page 166
Annexure......Page 167
Bibliography......Page 168
Index......Page 172