TOPIC 1

“Guidance supplies an individual or a groups with particular knowledge or skills”

“Counseling refers to the application of the principles and specific intervention strategies to help clients deal with relational issues with personal growth, career development or pathology”

“Psychotherapy means using a variety of techniques to treat mental health disorders, emotional and psychiatric disorders.”

“Comparison between guidance, counseling, and psychotherapy can be made from several aspects, including goals, focus, approach of treatment, client problems, setting, duration of treatment, and the professionals involved and target

The purpose of counseling and guidance services offered in elementary school:

1. Realize the potential of children (to guide to where to go after optional)

2. Equips teachers with technical assistance 3. Helping troubled children 4. Contribute to the adaptation of children

Principles of Guidance and Counseling1. An educational process that is planned and ongoing 2. for all children (regardless of their background, race ethnicity, religion etc) 3. Every child has the right to get help when needed (at any time in the event of an emergency or crisis, are not limited to office hours)4. Was to serve the needs of children of their potential and capability development 5. Aims to help children understand themselves and others (strengths and weaknesses)6. A learning process (guidance and counseling teachers and children learn from each other viewed in the process) 7. Oriented on present and future

8. Was a shared responsibility (work together and contribute their time, energy) 9. Require fixation and thorough understanding of the child 10. Every child is different in terms of style, agility and motivation to learn 11. Shall be conducted based on the ethics of counseling (mandatory compliance) 12. Activities planned and implemented in a systematic

Importance of Guidance and Counseling:

1. Problems discipline - guiding students to master the skills of self-discipline (discipline overcome deterioration) 2. Identifying ADHD children with accurate and advised parents to seek treatment 3. Guide students with learning disabilities and mental disorders 4. Helps eliminate some symptoms of social disease - stress 5. Improve mental well-being of pupils

6. Helps clients solve everyday problems 7. Their parents are unable to guide 8. Helps students develop 9. Enable students to make appropriate choices 10. helping students make career choices and prepare 11. helping students make the best adjustments in and out of school 12. Identify and motivate students of society who are less fortunate13. Identify and help students who need special assistance

TOPIC 2

2.1 Types of Guidance and Counseling Services

1. The individual inventory and record services2. Information provide services3. Group counseling services4. Counseling services 5. Placement services 6. Services to prevent substance abuse 7. Consultation and referral services

8. Resource coordination services 9. Discussions with parents’ services 10. Assessment services

From the bookType of Guidance Services

1. Inventory, assessment and record 2. Guidance (personal and social development; academic; career) 3. Counseling (voluntary; welcome; referred) 4. Placement and follow-up 5. Consultation and referral 6. Evaluation (assessment personnel; program evaluation; results evaluation)

2.2 Types of Counseling 1. Individual counseling 2. Group counseling

From the book: Types of counseling

1. crisis 2: recovery (truancy, smoking) 3: prevention 4: expansion (to foster a positive attitude, help them accept themselves and their life situations)

2.3 Counseling Ethics 1. What is the ethics of counseling - a list of conduct that must be adhered to 2. Importance of ethical counseling - guard the good name of the profession of counseling, ensure quality of service 3. Responsibility of the counselor - to the client, to the professional partners, to the community, the organization and the employer

2.3.1 Principles of ethics 1. Autonomy (respect the rights of the client) 2. Beneficence (doing good and helping the client) 3. Not malicious (not injure or harm the client) 4. Justice (providing access and equal treatment and fair) 5. Honesty

Topic 3

Duties and responsibilities of guidance teachers (planning; management; direction; regulation)

The role of regular teachers in guidance and counseling

1. Making personal adjustments, socially, emotionally and academically in school, disciplinary rules and so on (for early schooling) 2. Opportunity for each student develop their abilities within their means and abilities they need to be created (awareness) 3. Detect problems or adverse conditions that may affect academic achievement as well as develop personal and social as well as provide guidance and counseling 4. Helping to develop the habit of carrying out the work entrusted to perfection 5. Working with parents 6. Provides a compilation record card (information and background of the students)

3.1 The collection of student information

1. Prepare and file handling guidance for every pupil 2. Collect and record the particulars relating to the

evaluation and interpretation of student interest. 3. Monitor students' attendance figures and patterns referred for counseling 4. Coordinate, maintain and update student records 5. Provide information on attainment, progress and performance of the learning disabilities for the purpose of recovery 6. Conducting surveys as may be necessary or useful to help develop pupils

3.1.1 Inventories are prepared: an interest inventory survey; career interest inventories; inventory value of self-

3.1.2 Information Gathering Techniques for Students

1. Type of Testing Techniques i. academic achievement

test (UPSR, PMR, SPM, STPM)

ii. intelligence test iii. susceptibility testing of

talent (differential aptitude test-DAT)

iv. Interest test (Career assessment inventory - CAI) (Self-Directed Search - SDI)

v. Personality Test (The Survey of Personal Values - SPV) (Sidek Personality Inventory-IPS)

vi. Screening tests (isolate intelligent and less intelligent)

vii. Diagnostic Tests (tracking the weaknesses or problems)

viii. Special Aptitude Test (measuring the potential of students in a particular field)

2. Type of Non-Test Techniques (observation, interview, document analysis)

i. Studies document (main document & secondary document)

ii. Questionnaire iii. Observation Techniques

(& checklist rating scales) iv. Records Anecdotes v. Sosiometri and

Sosiogram

vi. Student Information System / Card Collection 001 and 002

extra note: the classification of personality (introverted; extrovert; ambivert)

3.2 Identify the problems of children3.2.1 Type of problem:

interpersonal conflict, intrapersonal conflict , lack of information

about themselves , lack of information

about the environment , lack of skills

3.2.2 How to identify the problem : Observation

( Observation Form ; Records anecdotes ; Running Records ; Sampling time ; sampling events , the writing of the diary ) ,

Checklist , Sosiogram , Kids Work Results , Pictures , Audio and Video

Recording

3.2 Identify the problems of children ( Mok Soon Sang )

Problem type :

1 . Academic Problemsi . Factor of the problems (personal ; less intelligence ; mental ; physical ; psychology )ii . How to detect problems

a. identifying learning difficulties ( observed ; profiles and records , test paper and pencil ; daily training ; question and answer / quiz )

b) list all the problems identified in learning

c) using the diagnostic test to determine the cause of the problem

2 . Social Issuesi . Type of problem :a. truancy and school dropouta) loitering cultureb) juvenile delinquents

(burning classrooms, to rob, to join the secret society )

c) delinquent behavior ( hurt or hurt others - verbal or physical )

d) cigarette smoking and substance abuse

e) AIDS

3 . Immoral Social Issues- Negative and problematic behavior often violates school rules

3.2.2 Strategies Addressing Students at School

1. 1 . Strengthen the structure , organization and administration of the school system

2. 2 . Creating harmonious school climate

3. 3 . Use your elemental symbolism for the revival of moral values

4. 4 . Managing the teaching and learning activities in the classroom to help develop the intellectual , social , physical and emotional health of students

3.3 Identification of Special Needs Children (Special Needs)

3.3.1 Types1) Children with brain

disorder : Late Development

2) Children with learning disabilities : Dyslexia

3) Children with Behavioral Disorders : Hyperactivity (ADD , ADHD )

4) Deaf and Troubled Communication Children: Autism

5) Visually Impaired Children

6) Children with Physical Disability

7) Gifted Children - Intelligent and Talented

3.3.2 How to identify1) Through intelligence test2) Screening test

( screening test) - less effective

Topic 4

What is theory?

One assumption which contains several ideas to explain something happen or phenomena.

The importance of theory

1. Gives definition, confident and goals clearly

2. Focus on counsellor about what to do to on the clients

3. Acts as guideline to plan and preparation before implementing counselling

4. Explain about something happen after several observations

5. Mastered certain circumstances

6. Have expectations

Topic 5

5.1 Stages In Counselling

1. Build a relationship (encourage interaction; early goal; structuring relationships, belief)

2. Exploration (the scope of the problem; level of client's function; historical pattern of the client; strength and source of strength)

3. Make a decision (two sides agreed goals; discuss and guide the strategic selection)

4. Implementation (5W-what, when, where, who, why and 1H- how)

5. Ending (summarization)

Interview Counselling 1

1. Start the session

2. Structuralize the interview session

3. Aim of the session

4. How to make references

5.2 Attending and Listening Skills

SHOVELER

(face Squarely; Head nods; Open posture; Verbal following; speech; Lean toward the other; Eye contact; Relaxed)

SHOVELER

(face Squarely; Head nods; Open posture; Verbal following; spEech; Lean toward the other; Eye contact; Relaxed)

5.2.1 Session 2

1. Clarification

Focus on information that is not clear, understanding the client's needs

Type of questions: open-ended questions; closed questions

2.Paraphrase – responding to content

Use simple sentences which allow the counselor to check his understanding of the problems presented, prompting the client continues to talk, share and explore his problem, help teacher memorize the important things; summarize client’s statement, right- does not add any other clients meaning, counselor uses their

own words

3. Reflection – responding to feelings

Retell what has been said by client in short form, but consise. The content of the communication is centralized of

thought, feeling and actions of the clients

Reflection of content: Statement of the counselor of the ideas presented by the client

Reflection of feeling: Statement of the counselor about their feelings and attitudes expressed by the client. Improving all the signs feeling (sometimes hidden feeling). Let the clients share their emotions

Reflection of the experience: Will be done after counselor observe the movements of the body or feeling mentioned by the client.

4. Summarization

Repeats and clarify what was said by the client.

Highlighting the important points or main themes and feelings of the client.

Focusing on client problems. pay attention to the tone, mood and main points discussed with the client.

Organize the ideas as client easy to understand.

Use simple language and avoid adding new ideas.

Paraphrase Reflection

Summary

Definition

Simple and short words from counsellor based on understanding told by client.

Retell what has been said by client in short form, but consise. The content of the communication is centralized of thought, feeling and actions of the clients

Summarization of the whole session

Time intervention

During counselling process

During counselling process

The end of the counselling session or before beginning new session

5.3 Non-verbal Interpretation Skills

Facial expression, hand gesture, hand position

3 dimension:

oNatural response

oFeeling

oDominant trait

5.4 Responding Skills5.4.1 Stage 2

1. Probe

2. Confrontation3. Interpretation4. Information giving

5.5 Identifying the problem Skills (personalizing skills), focused on the goal -through surveys; through individual counseling; through group counseling; observations scheduled in and outside the classroom; interview with teachers; standard tests; parent conference

5.6 Implement Intervention Skills (initiating skill) 5.6.1 Stage 2 1. Define goals 2. Define programmes 3. Sets a timetable for action (Define Schedules) 4. Define reinforcements 5. Sets STEP 2 (individualizing steps)

Topic 7 Group Counselling7.1 Basic Group-a process of active and dynamic relationship, a face-to-face session between counsellor and group members, act to cooperate, help and trust among group members and group counsellor, focusing on the effort of development, prevention and remedial of each group member

7.1.1 Advantages 1. learn with each other while focusing

on everyone’s anxiety/ worriness2. time-saving3. opportunity to help others ( do not

feel lonely)4. enhances problem-solving skills

through ideas generated by other members

5. boost spirit and motivation among each other

7.1.2 Disadvantages1. may be unsuitable for certain clients2. the problem of secrecy/

confidentiality among group members

3. less self-exposure because of group pressure

4. feel of being tortured due to confrontation throughout the session

5. negative emotion for being the victim and being blamed in group

7.1.3 Group VS Individual1. indirect learning2. roles flexibility (free to choose

whether to help/ being helped by the other group members)

3. unity (same problem faced by other group members)

4. altruism (give support and enhance self-value)

5. interpersonal learning (enhance interpersonal skills)

6. role play on characteristics and function of a family

7.1.4 Group VS Family1. inclusive elements (rights as a

family member2. group (group= same power, family=

hierarchical power)3. relative bonding4. roles of facilitator5. Aim/ objectives7.1.5 Objectives1. Help every member to know and

understand self in the process of searching self-identity

2. Feedback from other group members enhances self-acceptance

3. Develop connecting skill among individuals

4. Develop skills in making decision, overcome problem and build life vision

5. Sensitivity towards others’ needs due to awareness on the responsibility of their actions

6. Help other group members to identify other’s emotion and enhances his/her sympathy

7. Help members to develop listening skills empathetically

8. Enable group members to convey their feelings honesty, openly and correctly

9. Help members to determine certain objectives and cause members to get involved in the group to achieve the objectives

10. Help members to build feeling of being accepted by other group members

11. Help members to develop spirit to face risk

7.2 Process of organizing Group Counselling1. Members selection2. Determining size3. Determine numbers of meeting4. Determine time for each session5. Place of meeting should be

comfortable and conducive7.2.1 Selection of Group Members

1. Consists of those who can accept advices and reminders

2. Willingness- volunteer is more effective

3. Gender- in early schooling years, mixing two genders should be done

4. Problem- discipline (same gender); social (inter-gender)

5. Age and background-consider maturity of the same age(mental age and social development)

6. Getting along-similarity in interest can drive the shy members

7.2.1.1 Types of Groups1. Guidance G (focuses on

disseminating information)2. Counselling G (to understand

behaviour, value & feelings of individuals for prevention, rehabilitation and development)

3. Meeting G (for normal individual & focuses on building effective communicative skill)

4. Therapy G (help individual overcome their psychological problem for them to live normally/ therapeutic purposes)

5. Development G6. Role Orientation G7. Assertive G (help shy, not brave

enough to convey opinions & and bullied members)

8. T G (1 form of laboratpry practice group:expose members to relationship aspect among human;enrich existing relationship skill;train individual to be the drive that changes organisation)

9. Career Counselling G (guide and support pupils interested in career

information & selecting suitable career

10. Self building Practice G (help to make individual aware on their behaviour in society: train individual to be brave giving speech and opinions in public)

7.2.1.1 Types of Groups (PISMP IPGM)1. Crisis-centered G (problems that

need immediate solution)2. Problem-centered G3. Growth-centered G (guidance G) /

Psychoeducational G4. Counselling G /solving interpersonal

problem5. Therapy G/personality restructuring6. Life skill Practice G /group of

structured education and has time limit)

7. Sharing G /Support/ self-help G)8. Family G9. Discussion G10. Online G7.2.2 Group Size (depending on a few factors)-usually 7-10 membersType of problem, age of members, counsellor’s experience, meeting venue, group objectives7.2.3 Frequency of Meeting1. Usually 2 times a week to sustain

interest and spirit of members

2. To recall things learnt previously3. Determine number of session for

group depending on the problem7.2.4 Time for each session1. For school pupils- 1 hr2. Too long will make members bored

and disinterested 3. Attentive skill will reduce7.2.5 Meeting Venue 1. Usually in counselling room,

conducive and attractive, decorated and carpeted –members sitting down

2. Informal situation encourage members’ participation

3. calm condition promotes the effectiveness of group counselling process1.3 Phases in Group

Counselling:Introduction P, conflict P, integration P, success P, ending P7.4 Role of Group Members1. Ready physically, emotionally and

mentally by participating actively2. Fully responsible towards group

especially related to secrecy, time management and group rules

3. open, tolerant and respect each other by reminding that individual has different strengths and weaknesses

4. able to share problems, experiences and opinions as long as those are not sensitive

5. members should be committed and strive to help self and group members by acting as a leader from time to time as well as to be the drive for group

7.5 Roles of Group Counsellor 1. act as facilitator to determine

efficiency of group members2. encourage members to take part

actively and get involve optimally3. follow and identify every

development and progress of group & members for record and documentation

4. control group flow to be free from threats, negative behaviour & something sensitive to members

7.5 Roles of Group Counsellor (PISMP IPGM)Director, Manipulator, Manager, Drive7.5.1 Group Counselling Facilitative Skills

1. Personhood SkillsBelief towards process,readiness to be model, attending skill,acceptance(individuals have respect & certain value; right to make decision; potential to choose something wisely; responsible towards

self-life), open, sincere, patient, survival, charisma

2. Technical SkillsLeading, paraphrasing, listening (learning physically; listening with feeling; listening with psychology), questioning, reflecting feeling, reflecting issues, confrontation, checking perception, summarising7.6 Group Dynamics-interaction in group with less changing members-formed due to similar values and behaviour possessed by members, interacting with each other & are of the same age-dynamic power/ force can develop/ change/ prevent movement of members7.6.1 Forming Group Dynamicsa) Factors of forming group dynamics:Gender, religion, nation, behaviour, socio-economyb) Accepted/ not-accepted pupilsc) Development

-behaviour that is commonly followed by group dynamics

d) Suitability and modification-behaviour formed due to force from group dynamics-suitabillity: behaviour acted similar to pressure from group dynamic

-objection: behaviour that object pressure from group dynamic (will be removed)e) Implication

-members act with similar behaviour, any dissimilarities-removed. (members in group dynamics are not constant)

7.7 Roles of Teachers in Group Dynamics1. Accepted as leaders2. Guide pupils to develop suitable

behaviour3. Give instruction, guide & divide

suitable work to pupils4. Tolerant and open to losten to and

understand pupils’ feelings5. As team leader to drive pupils

towards success

7.8 Forming Group Counselling in School

1. Collecting data(discipline teacher, counsellor’s file, other teachers, headmaster/mistress – analyse information – strategy)

2. Dissemination activities(conversation w other teachers, headmaster/mistress’ consent, poster/articles, announcement)

3. Prepare paperwork (rational,objective,target group, num of participant,session,tentative for each session, evaluation)

4. Carrying out session5. Evaluation

Topic 8 Basic Career and Understanding Pupils Self

8.1 concept of building lifestyleLifestyle: a style of life that reflects behaviour and value of individual or groupAdler’s Lifestyle Theme:

1. Socially owned interest2. Following 3. Responsible 4. Demands acknowledgement5. Careful

-indirectly, individual career portrays @ represents overall lifestyle

8.2 Career Interest and Career Value1. Career Interest Test / Interest

Inventory (personality; motivation @ support; self-concept portraiture @ identification;hereditary; environmental influence)

a) Ways to identify career interest (assumption;

trying techniques; amount scale; checklist)

b) E.g.: Kuder Career Interest Survey (KOIS); Strong-Campbell Interest Inventory (SCII); Jackson Career Interest Survey (JVIS)

2. Career Value Testa) types of career value:

intrinsic (values related to career); extrinsic (values related to product)

b) ways to identify career values (value list to be considered by respondents

3. Current Trends (online)

8.3 Individual Evaluation with Application of Inventory Psychology (Value & Interest)HOLLAND Tipology Theory [Summary]:

1. Humans can be divided to 6 personal styles: realistic(R), investigative (I), artistic(A), social(S), berdaya usaha(E) dan conventional(C)

2. Tipology formed is not exclusive. Someone may have

all 6 styles. However, there are primer, secunder dan tertiary styles.

Self-Directed Search Test (SDS) – assessment instrument & career intervention (counselling simulation)

Definition Report & Career Search Book

Follow-up: observation, educational visit, interview, writing, reading, trial