,# 2009 University of South Africa
All rights reserved
Printed and published
by the University of South Africa
Muckleneuk, Pretoria
EDA3013/1/2010Ð2011
98483757
3B2
Karin-mod style
, CONTENTS
Study unit Page
FOREWORD (vii)
1 INTRODUCTORY ORIENTATION 1
THE PURPOSE AND RATIONALE OF THE COURSE 1
1.1 Introduction 1
1.2 A support base 2
1.3 Guidance, counselling and life skills 3
1.4 School Guidance and Counselling 4
1.4.1 The vision of School Guidance and Counselling 4
1.4.2 The nature of School Guidance and Counselling 5
1.4.3 The aims of School Guidance and Counselling 6
1.5 Objectives and performance outcomes of School Guidance and
Counselling 7
1.5.1 The objectives of School Guidance and Counselling 7
1.5.2 The performance outcomes of School Guidance and Counselling 9
1.6 Differentiated and future-oriented education 10
1.6.1 Differentiated education 10
1.6.2 Future-oriented education 11
1.7 Conclusion 12
THEORETICAL FRAMEWORK 13
1.8 Introduction 13
1.9 The field: parameters of guidance, counselling and life skills develop-
ment 13
1.9.1 Guiding the learner 13
1.9.2 The learner as a total human being 14
1.9.3 The learner as a rational being 16
1.9.4 The learner in reality 16
1.10 Inclusion into the curriculum Ð how? 17
1.11 Conclusion 19
2 GUIDANCE 20
PERSONAL AND SOCIAL GUIDANCE 20
2.1 Introduction 20
2.2 A total process 21
2.2.1 Personal and social guidance 21
2.2.2 Educational guidance 22
2.2.3 Vocational guidance 23
2.3 Principles of personal and social guidance 23
2.3.1 Individual uniqueness 24
2.3.2 Acceptance 24
2.3.3 Association 24
2.3.4 Encounter 24
EDA3013/1/2010±2011 (iii)
, Study unit Page
2.4 Implementing personal and social guidance 24
2.4.1 Physical support 25
2.4.2 Cognitive support 26
2.4.3 Emotional support 32
2.4.4 Social support 35
2.4.5 Normative support (moral/religious) 37
2.5 The role of the educator in dealing with learners with behavioural
problems 41
2.5.1 Manifestations of behaviour 41
2.5.2 Evaluating learner behaviour 42
2.5.3 General guidelines for dealing with behavioural problems 43
2.6 Conclusion 45
EDUCATIONAL GUIDANCE 46
2.7 Introduction 46
2.8 Making a learning programme more accessible 46
2.8.1 Study assistance 46
2.8.2 Time planning 46
2.9 Modes of learning 47
2.9.1 Sensing 48
2.9.2 Paying attention 48
2.9.3 Perceiving 48
2.9.4 Thinking 49
2.9.5 Imagining 49
2.9.6 Fantasising 49
2.9.7 Memory 49
2.10 Learning restraints 49
2.10.1 Hyperactivity 50
2.10.2 Attention deficits 50
2.10.3 Reading problems 50
2.10.4 Counting problems 50
2.10.5 Mathematical problems 50
2.10.6 Language deficiencies 50
2.10.7 Impulsiveness 50
2.10.8 Emotional instability 51
2.11 Supporting the learner with a learning problem 51
2.11.1 Corrective teaching 51
2.11.2 Remedial education 52
2.12 Supporting the underachiever 54
2.12.1 What leads to underachievement? 54
2.12.2 Implementing educational support 56
2.13 Supporting the gifted learner 57
2.13.1 Categories of giftedness 57
2.13.2 Implementing educational support 58
2.14 Conclusion 61
CAREER EDUCATION 61
2.15 Introduction 61
2.16 Career education programmes 62
(iv)
All rights reserved
Printed and published
by the University of South Africa
Muckleneuk, Pretoria
EDA3013/1/2010Ð2011
98483757
3B2
Karin-mod style
, CONTENTS
Study unit Page
FOREWORD (vii)
1 INTRODUCTORY ORIENTATION 1
THE PURPOSE AND RATIONALE OF THE COURSE 1
1.1 Introduction 1
1.2 A support base 2
1.3 Guidance, counselling and life skills 3
1.4 School Guidance and Counselling 4
1.4.1 The vision of School Guidance and Counselling 4
1.4.2 The nature of School Guidance and Counselling 5
1.4.3 The aims of School Guidance and Counselling 6
1.5 Objectives and performance outcomes of School Guidance and
Counselling 7
1.5.1 The objectives of School Guidance and Counselling 7
1.5.2 The performance outcomes of School Guidance and Counselling 9
1.6 Differentiated and future-oriented education 10
1.6.1 Differentiated education 10
1.6.2 Future-oriented education 11
1.7 Conclusion 12
THEORETICAL FRAMEWORK 13
1.8 Introduction 13
1.9 The field: parameters of guidance, counselling and life skills develop-
ment 13
1.9.1 Guiding the learner 13
1.9.2 The learner as a total human being 14
1.9.3 The learner as a rational being 16
1.9.4 The learner in reality 16
1.10 Inclusion into the curriculum Ð how? 17
1.11 Conclusion 19
2 GUIDANCE 20
PERSONAL AND SOCIAL GUIDANCE 20
2.1 Introduction 20
2.2 A total process 21
2.2.1 Personal and social guidance 21
2.2.2 Educational guidance 22
2.2.3 Vocational guidance 23
2.3 Principles of personal and social guidance 23
2.3.1 Individual uniqueness 24
2.3.2 Acceptance 24
2.3.3 Association 24
2.3.4 Encounter 24
EDA3013/1/2010±2011 (iii)
, Study unit Page
2.4 Implementing personal and social guidance 24
2.4.1 Physical support 25
2.4.2 Cognitive support 26
2.4.3 Emotional support 32
2.4.4 Social support 35
2.4.5 Normative support (moral/religious) 37
2.5 The role of the educator in dealing with learners with behavioural
problems 41
2.5.1 Manifestations of behaviour 41
2.5.2 Evaluating learner behaviour 42
2.5.3 General guidelines for dealing with behavioural problems 43
2.6 Conclusion 45
EDUCATIONAL GUIDANCE 46
2.7 Introduction 46
2.8 Making a learning programme more accessible 46
2.8.1 Study assistance 46
2.8.2 Time planning 46
2.9 Modes of learning 47
2.9.1 Sensing 48
2.9.2 Paying attention 48
2.9.3 Perceiving 48
2.9.4 Thinking 49
2.9.5 Imagining 49
2.9.6 Fantasising 49
2.9.7 Memory 49
2.10 Learning restraints 49
2.10.1 Hyperactivity 50
2.10.2 Attention deficits 50
2.10.3 Reading problems 50
2.10.4 Counting problems 50
2.10.5 Mathematical problems 50
2.10.6 Language deficiencies 50
2.10.7 Impulsiveness 50
2.10.8 Emotional instability 51
2.11 Supporting the learner with a learning problem 51
2.11.1 Corrective teaching 51
2.11.2 Remedial education 52
2.12 Supporting the underachiever 54
2.12.1 What leads to underachievement? 54
2.12.2 Implementing educational support 56
2.13 Supporting the gifted learner 57
2.13.1 Categories of giftedness 57
2.13.2 Implementing educational support 58
2.14 Conclusion 61
CAREER EDUCATION 61
2.15 Introduction 61
2.16 Career education programmes 62
(iv)
