Guidance and Counselling MCQS

A. Research and Evaluation
B. Follow-up
C. Counseling
D. Placement

Research and Evaluation involve regularly assessing the effectiveness of a guidance program through data collection and analysis to make necessary improvements.

A. Counseling
B. Information
C. Follow-up
D. Placement

Information services provide additional knowledge or inputs beyond what is typically covered in the regular instructional program, addressing gaps or expanding on relevant topics.

A. Interest inventories
B. Aptitude tests
C. Projective tests
D. Achievement tests

Projective tests are used to uncover hidden feelings, desires, and thoughts by presenting ambiguous stimuli to individuals, allowing them to project their unconscious content.

A. To keep in constant touch with former students
B. Indicate what program may be improved
C. Help the students in achieving the particular placement they desire
D. Understand the world of work

Follow-up sessions involve maintaining communication with former students to monitor their progress, address ongoing concerns, and provide additional support if needed.

A. Aggressive type
B. Friendly type
C. Quarrelsome type
D. Shy type

Children who avoid social interactions and remain outside the social circle are typically described as "shy."

A. Check the facilities of the guidance office
B. Hire a complete counselor
C. Familiarize themselves with the nature, goals, and principles of guidance
D. Participate in all guidance activities

The school administrator should understand the nature and goals of guidance to effectively support and align the counseling services with the school's overall objectives.

A. Slow learner
B. Superior
C. Under-achiever
D. Over-achiever

Dianne is classified as an under-achiever because, despite her high potential, her lack of motivation results in lower academic performance.

A. Gifted
B. Over-achieving learner
C. Under-achieving
D. Slow learner

Max is an over-achieving learner because he performs beyond what is expected based on his average mental ability.

A. Force her to talk
B. Encourage her to join other pupils with the same difficulty
C. Laugh at her when she makes mistakes
D. Listen to her attentively and create a group activity where she can participate

Ms. Burgos should listen attentively and create a supportive group activity, helping the pupil feel included and providing opportunities for practicing and improving language skills.

A. Express their view to the counselee
B. Make decisions for the counselee
C. Set up goals for the counselee
D. Following-up with the counselee

The counselor’s role involves setting goals for the counselee, working together to identify objectives and create a structured plan for achieving them.