International Research Journal of Commerce , Arts and Science

 ( Online- ISSN 2319 - 9202 )     New DOI : 10.32804/CASIRJ

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EFFECTIVENESS OF GUIDANCE AND COUNSELLING ON ACADEMIC STRESS AMONG STUDENTS

    1 Author(s):  IAN CLEMENT. A

Vol -  4, Issue- 1 ,         Page(s) : 142 - 144  (2013 ) DOI : https://doi.org/10.32804/CASIRJ

Abstract

Academic stress is a mental distress with respect to some apprehended frustration associated with academic failure, apprehension of such failure or even an awareness of the possibility of such failure (Gupta and Khan, 1987). In the context of school, academic stress means a pervasive sense of urgency to learn all these things which are related to or prescribed by the school (Shah, 1988). Academic stress is the product of a combination of academic-related demands that exceed the adaptive resources available to an individual. In India, about 4 million older people are reported to have psychological problems related to lack of family support, social support, physical disabilities, lack of income, dissatisfaction with their life achievements, changes in normal lifestyle and other social problems (Mc Evoy, 2007).

  1. • Using silence - allows client to take control of the discussion, if he or she so desires
  2. • Accepting - conveys positive regard
  3. • Giving recognition - acknowledging, indicating awareness
  4. • Offering self - making oneself available
  5. • Giving broad openings - allows client to select the topic
  6. • Offering general leads - encourages client to continue
  7. • Placing the event in time or sequence - clarifies the relationship of events in time
  8. • Making observations - verbalizing what is observed or perceived
  9. • Encouraging description of perceptions - asking client to verbalize what is being perceived
  10. • Encouraging comparison - asking client to compare similarities and differences in ideas, experiences, or interpersonal relationships
  11. • Restating - lets client know whether an expressed statement has or has not been understood
  12. • Reflecting - directs questions or feelings back to client so that they may be recognized and accepted
  13. • Focusing - taking notice of a single idea or even a single word
  14. • Exploring - delving further into a subject, idea, experience, or relationship
  15. • Seeking clarification and validation - striving to explain what is vague and searching for mutual understanding
  16. • Presenting reality - clarifying misconceptions that client may be expressing
  17. • Voicing doubt - expressing uncertainty as to the reality of client’s perception
  18. • Verbalizing the implied - putting into words what client has only implied
  19. • Attempting to translate words into feelings - putting into words the feelings the client has expressed only indirectly
  20. • Formulating plan of action - striving to prevent anger or anxiety escalating to unmanageable level when stressor recurs

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