ABSTRACT
The word which came to identify enlightened educational thinking and practice was 'guidance', and its principles and progress are admirably summarized in the 1955 Yearbook of Education. The philosophy of client-centred counselling, however, fitted in well with the existent pupil centred tradition and with the aspirations of teachers and other educationists in Britain committed to the personal and social development of young people. Counselling was introduced as an acceptable and respectable activity for school personnel. More recently, attention has been drawn to the shared content and aims of school programmes and approaches in countries throughout the world to which the terms 'counselling', 'pastoral care' and 'guidance' have been attached. School staffs need to know the nature of the processes and skills involved in counselling and of how different levels of knowledge and skills may be required according to the nature and demands of the helping task at any particular time.
