Role of Counseling In Increasing Progress Rate of Students With Lower Progress Rate

1. Low-achievers: It refers to the below average academic achievers. Low achievement is measured by the gra:Je without reference to the potential intellectual capacity, "hsy fe .1 in the first quartile of the class as measured by the grade point averages. 2. Under-achievers: are those whose performance below tie expected ability level. Some of the low-achievers, in this study, are found to be underachievers. 3. The effect of Counseling : is the change in this difference between the pre and the pest test results obtained in the various tests as well as the grace point average (G. P. A.J.) 4. Counseling: is a relationship between the counselor and the counselee wherein the latter is helped to gain better insight into his/her problems, abilities and potentialities. The counselor creates a conductive atmosphere wherein the counselees talk about their problems openly and honesties. The counselor listens empathetically and helps them think independently and creatively. In this study, counseling connotes guidance and counseling. 5. Guidance: is the assistance given to an individual or to n group. It is given in the form of classes or seminars, guidance is part of education and counseling is part of Guidance. 6. Academic Achievement; is the level of accomplishment attained in curricular subjects as a result of the teaching-learning process, and is measured in terms of the marks obtained at the examination.

Individual counseling centers its attention on the individual, his needs, development, and adjustment. It be verbal or non-verbal. The counselor, through an empathetic approach tries to project himself in the counselee's situation end develops insights into the counselee.

The process of counseling involves interaction between two persons. However, the tern 'croup counseling 1 is employed in a broad sense in this study which connotes 'group guidance'. Group counseling is a relatively new way of working to help pupils. It is a particularly useful way of helping adolescents for whom peer group values are important. It is most adequate when all the members of the group have a common problems or when some common element exists which helps the member to identify himself with the group; for example, lack of motivation for school, making wise choices, accepting responsibilities, and initiating courses of action. S. K. Kochhar says: The interaction which takes place in a counseling group offers the student a means of gaining insights and understanding into his own problems. The researchers found that, in spite of the districtwide emphasis on college enrollment, especially in four-year colleges during the time of the study, “(a)ttending a coach school was associated with a 13 percent

It is important to have a clear idea of what guidance and counseling is and what the relationship between the two is in the educational context. Guidance and counseling is sometimes considered to be synonymous. In fact, counseling is only one aspect of guidance and it is the core of guidance. Nevertheless, there is a close relationship between the two. "In actual experience the t*c overlap" says Charles F. Kemp."" The principles applied and the scientific tools and techniques utilized during guidance and counseling processes are often the same. Counseling is a face-to-face relationship between the counselor and the counselee. But guidance needs not be necessarily an individualized process. Mathewson says, "Group guidance and individual counseling need to go hand in hand in reciprocal reinforcement. The process of individual counseling can be supplemented and complemented by special group work in guidance." Group guidance usually raises some personal questions and often leads to individual counseling. In the educational context, both individual counseling and group counseling are necessary, useful and effective especially in dealing with low-achievement problem. At this juncture, it would be appropriate to give a brief description of the two main forms of guidance and counseling services, namely, individual counseling and group counseling.

The client-centered theorists believe that behavior is changed by the restructuring of the phenomenal field that takes place when the individual is placed in a setting of maximum security and minimum threats. Behavior is changed by creating a situation where it can change itself. The counselor establishes a climate conducive to self-actualizing and at the same time socially valued behavior. The trait and factor theorists believe that behavior changes when new information is made available to the client and the counselor can suggest new things to the individual with the view of helping him to become the best of possible self. The counselor thinks that the counselee has the right, to choose which self he wishes to become, provided that he understands the

process of helping each individual to identify the alternative way of living which is open to him.

The present study was undertaken to find out the effects of student-centered counseling on low-achievers. Since academic achievement is intimately linked with such factors as study habits, academic motivation and self -concept, the effects of counseling not only on academic achievement but also on these other factors have also been analyzed into their important components, and special care has been taken to tackle the most frequent among them during the counseling.

1. Mary Madden Amanda Lenhart, Maeve Duggan, Sandra Cortesi, and Urs Gasser, Pew Research Center and the Berkman Center for Internet & Society at Harvard University, Teens and Technology 2013, March 13, 2013. 2. Keith MacAllum, Denise M. Glover, Barbara Queen and Angela Riggs, National Postsecondary Education Cooperative, Deciding on Postsecondary Education: Final Report (NPEC 2008–850) 3. Alexandria Walton Radford and Nicole Ifill, Preparing Students for College: What High Schools Are Doing and How Their Actions Influence Ninth Graders’ College Attitudes, Aspirations and Plans (Arlington: National Association for College Admission Counseling, 2013), 5,7,10-12, 4. Philip Oreopoulos and Ryan Dunn, Information and College Access: Evidence from a Randomized Field Experiment, NBER Working Paper Series, Working Paper 18551.

6. Washington, D.C.: December 2007, http://nces.ed.gov/pubs2008/2008850.pdf, (accessed December 12, 2014). 7. http://www.nacacnet.org/ research/research-data/nacac- 8. http://www.luminafoundation.org/files/ resources/college-counseling-in-high-schools.pdf