Q1. Career guidance in school mainly helps a student to

• (A) memorise the names of all professions
• (B) explore occupations, understand personal strengths and make realistic career decisions
• (C) secure a job immediately after admission
• (D) avoid all subjects that seem difficult

Q2. A student finishing matric is unsure whether to continue in science, commerce or a vocational course, and feels pressed by family expectations. The counsellor’s first step should be to

• (A) order the student to follow the family’s choice at once
• (B) refuse to discuss the matter until results are announced
• (C) send the student to a different school without discussion
• (D) explore the student’s interests, abilities and available options before any decision is made

Q3. Which statement best describes career guidance?

• (A) It is a continuous process of awareness, exploration and planning across school years
• (B) A programme of career talks and visits arranged during the final year
• (C) A series of aptitude tests used to recommend one suitable career
• (D) Advice given when a student asks about a specific course or job

Q4. Career guidance normally includes

• (A) only the student’s examination marks
• (B) only the list of jobs in one city
• (C) self-understanding, occupational information and support in decision making
• (D) only the advice of one teacher

Q5. Which of the following is NOT a part of career guidance?

• (A) Guaranteeing a government job to every student who asks for guidance
• (B) Helping students learn about different occupations
• (C) Helping students compare their interests with job demands
• (D) Helping students plan the next steps in study or training

Q6. For school students, career guidance focuses mainly on

• (A) immediate full-time employment only
• (B) retirement planning for adult life
• (C) awareness of the world of work, exploration of options and early planning
• (D) learning the salary of one profession only

Q7. Effective career guidance takes into account a student’s

• (A) interests only
• (B) examination marks only
• (C) family income only
• (D) interests, abilities, values and the opportunities actually available

Q8. The difference between career guidance and career counselling is best stated as: career guidance

• (A) is only for weak students, while counselling is only for strong students
• (B) provides information and general support, while counselling explores personal concerns and decisions in greater depth
• (C) is given only by parents, while counselling is given only by teachers
• (D) deals only with jobs, while counselling deals only with examinations

Q9. A student wants to become a doctor only because close friends have chosen medicine, although the student enjoys writing and languages far more. The counsellor should help the student to

• (A) follow the friends’ choice without question
• (B) abandon all study plans at once
• (C) examine personal interests, aptitudes and realistic alternatives before deciding
• (D) keep the choice secret from everyone

Q10. Career guidance helps a student to avoid choices based mainly on

• (A) prestige or popularity alone, without regard to interest and ability
• (B) careful study of job demands
• (C) honest discussion with a counsellor
• (D) realistic information about training routes

Q11. Career maturity in a school student mainly means readiness to

• (A) earn a salary while still in school
• (B) choose the same career as a parent
• (C) refuse all advice from teachers
• (D) make informed, responsible career decisions appropriate to age and stage

Q12. A pupil is choosing between two occupations and wants to compare what each job involves day to day, how she could enter it, and what its future looks like. To make that comparison, the career information she needs most should cover

• (A) only the title of each job
• (B) the nature of the work, training routes, entry requirements and future prospects of each occupation
• (C) only the uniform worn at work in each occupation
• (D) only the opinion of one worker in each occupation

Q13. At an early school stage, career guidance is most suitably about

• (A) signing an employment contract
• (B) selecting a university degree at once
• (C) building awareness of different kinds of work and of personal interests
• (D) preparing a retirement plan

Q14. Career planning by a student involves

• (A) setting goals, exploring study and training steps, and reviewing the plan from time to time
• (B) waiting until the last school year to think about the future, as part of routine school organisation
• (C) choosing a career by tossing a coin
• (D) copying the plan of the highest scorer in class

Q15. Which of the following activities is an example of career guidance?

• (A) Arranging a study-skills workshop to help pupils revise for examinations
• (B) Holding a meeting with parents to discuss a pupil’s personal difficulties
• (C) Helping a pupil choose optional subjects for the next class
• (D) Organising a career talk in which professionals describe their work and training

Q16. The basic idea of Holland’s theory of career choice is that people

• (A) should choose the highest-paid job available
• (B) seek work environments that match their personality type
• (C) should follow only their parents’ profession
• (D) must change careers every year

Q17. Which of the following is one of Holland’s personality types?

• (A) Investigative
• (B) Musical
• (C) Athletic
• (D) Political, during scheduled guidance periods

Q18. In Holland’s theory, a person of the Realistic type generally prefers work that is

• (A) highly abstract and theoretical only
• (B) centred on persuading large audiences
• (C) practical and hands-on, often with tools, machines or outdoor tasks
• (D) centred on counselling troubled clients all day, with records kept by the school

Q19. In Holland’s theory, a person of the Social type generally prefers work that involves

• (A) working alone with machines all day
• (B) keeping financial records in an office
• (C) designing buildings without meeting clients, in consultation with the pupil’s teachers
• (D) helping, teaching, caring for or serving other people

Q20. Developmental theories of career choice, such as the ideas of Ginzberg and Super, mainly suggest that career choice is

• (A) fixed at birth and never changes
• (B) a process that develops over stages through childhood, adolescence and adult life
• (C) decided by a single test in one afternoon, as one element of the school’s pastoral care
• (D) controlled entirely by examination marks

Q21. Super’s theory of career development gives special importance to the

• (A) salary of the first job only
• (B) number of schools in a city
• (C) development of the self-concept and its expression through work across life stages
• (D) colour of the workplace uniform, for a pupil moving to a new class or school, in the course of the school year

Q22. In Super’s theory, self-concept in career choice means a person’s

• (A) view of personal abilities, interests, values and roles, which shapes what work feels fitting
• (B) photograph on an identity card, with the support of the guidance team, in a typical school week, during the regular school day
• (C) score in one school subject
• (D) family income level alone

Q23. The trait-and-factor approach associated with Parsons is based on the idea of

• (A) ignoring the student’s traits completely
• (B) choosing a job by chance
• (C) following friends into the same profession, as part of the school’s usual programme, with the class teacher involved
• (D) matching a person’s traits, such as abilities and interests, with the factors or requirements of a job

Q24. Parsons’ three steps in vocational guidance are best summarised as understanding the self, understanding the world of work, and then

• (A) asking parents to decide alone
• (B) reasoning out a match between the person and the work
• (C) waiting for a job offer to arrive, in the school setting, alongside other pupils
• (D) repeating the same school year

Q25. Which approach places the strongest emphasis on matching a person’s measured traits with job requirements?

• (A) The trait-and-factor approach
• (B) The idea that choice is fixed at birth
• (C) The idea that choice should follow friends
• (D) The idea that guidance should give no information at all

Q26. Which of the following is NOT one of Holland’s six personality types?

• (A) Realistic
• (B) Social
• (C) Enterprising
• (D) Analytical

Q27. A student loves drawing, imagining stories and creating original designs, and prefers free, creative work to fixed routines. In Holland’s terms, this student leans most towards the

• (A) Conventional type
• (B) Realistic type
• (C) Artistic type
• (D) Investigative type in its narrow laboratory sense only

Q28. A student enjoys numbers, records, orderly office routines and careful, systematic work. In Holland’s terms, this student leans most towards the

• (A) Artistic type
• (B) Conventional type
• (C) Social type in its counselling sense only
• (D) Realistic type in its outdoor sense only

Q29. From a developmental point of view, a young child’s career wishes, such as wanting to be a pilot one week and a singer the next, are best understood as

• (A) early fantasy and tentative exploration, not a settled choice
• (B) final, binding career decisions
• (C) signs of a serious disorder
• (D) proof that guidance is unnecessary, over the course of a school term

Q30. A basic limitation of a purely trait-and-factor matching approach is that it can

• (A) give too much attention to feelings and change over time, in a normal classroom situation, as practised in many schools
• (B) require too many years of counselling for every student
• (C) over-simplify choice by treating matching as fixed, and underplay development, feelings and changing circumstances
• (D) prevent students from learning about any occupation

Q31. Individual counselling means a counselling interaction in which

• (A) a whole class listens to a lecture together, with parents informed about the arrangement
• (B) parents meet the head teacher about fees
• (C) students read career booklets on their own
• (D) one counsellor works privately with one student on that student’s concerns

Q32. The main advantage of individual counselling is that it offers the student

• (A) a chance to hide behind other students
• (B) privacy, personal attention and help tailored to the student’s own problem
• (C) the same advice given to the whole class at once, under the supervision of the school counsellor
• (D) no need to speak at all during the session

Q33. Individual counselling is the best choice when a student’s problem is

• (A) personal and sensitive and needs confidential discussion
• (B) shared in exactly the same form by the whole class, for pupils in the senior classes
• (C) a simple request for a prospectus
• (D) a need for a general career talk

Q34. A main limitation of individual counselling in a large school is that it is

• (A) too quick to be useful for anyone
• (B) too public for sensitive matters
• (C) time-consuming and can reach only a small number of students
• (D) useless for students with study problems, in the context of everyday school work

Q35. In individual counselling, the counsellor should mainly

• (A) impose a decision on the student
• (B) lecture the student for the whole session, as part of routine school organisation
• (C) punish the student for the problem
• (D) listen with empathy and help the student reach a personal decision

Q36. A student wishes to discuss a family problem that the student does not want classmates to know about. The most suitable setting is

• (A) individual counselling in a private setting
• (B) a whole-class discussion of the problem
• (C) a notice on the school board
• (D) a group session where every student shares a family problem

Q37. Individual counselling allows a counsellor and student to

• (A) avoid discussing feelings altogether, during scheduled guidance periods
• (B) explore feelings, causes and possible actions in depth
• (C) copy the decisions of other students
• (D) finish all guidance in a few seconds

Q38. Which of the following is NOT an advantage of individual counselling?

• (A) Privacy for sensitive matters
• (B) Attention tailored to one student
• (C) Reaching a very large number of students at the same time
• (D) Freedom for the student to speak openly without peers present

Q39. The counselling relationship in individual work is mainly built on

• (A) fear of punishment
• (B) competition with other students, with records kept by the school
• (C) marks in examinations
• (D) trust, respect and confidentiality

Q40. A typical individual counselling session moves through stages such as

• (A) punishment, warning and expulsion
• (B) opening and rapport, exploration of the concern, planning action, and closing with review
• (C) lecture, test and result announcement
• (D) admission, fee payment and class allotment, in consultation with the pupil’s teachers, as one element of the school’s pastoral care

Q41. Individual counselling is less suitable than group or information work when the need is

• (A) common factual information wanted by many students at once
• (B) help with a private family crisis
• (C) support after a personal loss
• (D) discussion of a sensitive personal fear, for a pupil moving to a new class or school

Q42. In individual counselling, the counsellor must avoid

• (A) listening carefully to the student
• (B) keeping the discussion confidential within agreed limits, in the course of the school year
• (C) giving direct orders and imposing the counsellor’s own choice on the student
• (D) helping the student consider alternatives

Q43. A shy student is anxious about speaking in class and avoids answering questions. Individual counselling can help this student to

• (A) avoid school altogether
• (B) copy answers from classmates
• (C) receive punishment for shyness, with the support of the guidance team, in a typical school week
• (D) explore the causes of anxiety privately and build confidence step by step

Q44. Confidentiality in individual counselling means that the student’s private information is

• (A) announced in the school assembly
• (B) kept private within agreed limits, with disclosure only when safety or agreed rules require it
• (C) shared freely with all teachers and students, during the regular school day, as part of the school’s usual programme
• (D) published in the school magazine

Q45. A successful outcome of individual counselling is most likely to be that the student gains

• (A) a guaranteed job on leaving school, with the class teacher involved, in the school setting, alongside other pupils
• (B) freedom from all future problems
• (C) greater clarity, coping skills and confidence in making a decision
• (D) higher marks without further study

Q46. Group counselling means counselling in which

• (A) a counsellor guides a small group of students with shared concerns through discussion and mutual support
• (B) a counsellor meets only one student at a time
• (C) students are tested individually without discussion, over the course of a school term, in a normal classroom situation
• (D) parents are given a lecture on school fees

Q47. A major advantage of group counselling is that members can

• (A) avoid listening to anyone else
• (B) keep every personal detail completely secret from peers, as practised in many schools
• (C) receive a private session each time they attend
• (D) learn from peers, share experiences and practise social skills

Q48. A counsellor has limited session time and several pupils who all worry about examinations. Choosing one group session instead of separate individual sessions is justified mainly because the group format

• (A) lets the counsellor skip individual follow-up for every pupil in the group
• (B) lets several pupils share coping strategies and support each other in the same session time
• (C) gives each pupil complete privacy for personal disclosure
• (D) works equally well even when the pupils in the group have no concern or difficulty in common

Q49. A main limitation of group counselling is that

• (A) it reaches too few students to be useful, for pupils in the senior classes, in the context of everyday school work, as part of routine school organisation
• (B) it gives every member complete privacy
• (C) some members may hesitate to share personal matters in front of peers, so privacy is less than in individual work
• (D) it prevents any learning from peers

Q50. A group for counselling should normally be

• (A) small enough for every member to take part, rather than a very large crowd
• (B) as large as a whole school assembly
• (C) limited to one student only
• (D) open to anyone passing by at any moment, during scheduled guidance periods, with records kept by the school

Q51. Group counselling often helps members to realise that they are

• (A) the only students with such problems
• (B) unable to help anyone else
• (C) expected to solve every problem alone, in consultation with the pupil’s teachers
• (D) not alone in their concerns and can receive peer feedback and support

Q52. During a group session, a member starts to share details of a deeply personal family crisis. The main confidentiality limit that makes the group setting unsuitable for this disclosure is that

• (A) every member of the group already faces exactly the same deeply personal family crisis at the same time
• (B) private details shared with peers cannot be kept as confidential as in a one-to-one session
• (C) group members cannot offer any support to a pupil in difficulty
• (D) the counsellor is not allowed to set ground rules for group discussion

Q53. In group counselling, the counsellor’s main role is to act as a

• (A) facilitator who sets ground rules, encourages participation and guides discussion
• (B) lecturer who talks for the whole session while members listen silently, for a pupil moving to a new class or school
• (C) examiner who tests members at the end of each session
• (D) judge who punishes members for their problems

Q54. Many new students in a school feel anxious about adjustment, making friends and following new routines. The most efficient counselling response is to offer

• (A) no help until the final examination
• (B) punishment for feeling anxious
• (C) group counselling sessions on adjustment, where students can share concerns and strategies
• (D) individual career tests for every new student at once, in the course of the school year, with the support of the guidance team

Q55. Which of the following is NOT an advantage of group counselling?

• (A) Peer support and shared learning
• (B) Practice in social interaction
• (C) Help for several students in the same time, in a typical school week
• (D) Complete privacy for highly sensitive personal disclosure

Q56. Group counselling can be economical for a school because the counsellor

• (A) avoids meeting students altogether
• (B) helps several students with similar needs within the same session time
• (C) charges each student a large fee
• (D) replaces all teachers in the school, during the regular school day, as part of the school’s usual programme

Q57. A risk that must be managed in group counselling is that

• (A) members may learn nothing from each other
• (B) every member will speak for exactly the same time without guidance, with the class teacher involved
• (C) a dominant member may silence quieter members if the counsellor does not manage participation
• (D) the group will always agree on every point

Q58. An effective counselling group needs

• (A) trust, agreed ground rules, respect and confidentiality within the group
• (B) competition for the highest marks in the group
• (C) freedom for members to interrupt and mock each other
• (D) a rule that members must share everything, even against their wishes, in the school setting, alongside other pupils

Q59. Which comparison of individual and group counselling is correct?

• (A) Individual counselling offers peer learning, while group counselling offers complete privacy, over the course of a school term, in a normal classroom situation
• (B) Both forms are identical and suit every problem equally well
• (C) Group counselling is always better, whatever the problem
• (D) Individual counselling offers privacy and depth, while group counselling offers peer learning and economy, so the choice depends on the student’s need

Q60. A student asks for private help with a sensitive family issue and does not want classmates to know. The counsellor should choose

• (A) a large group session on family issues
• (B) individual counselling, because privacy and personal attention are needed
• (C) a career talk for the whole class
• (D) a notice board display about family problems, as practised in many schools, with parents informed about the arrangement