Ringkasan Kaunseling Di Sekolah

CHAPTER 1 INTRIDUCTION TO COUNSELING

 There is growing realisation that counselling is an important profession as society becomes more modern and urbanised.

 The Ministry of Education Malaysia has placed counsellors in most secondary schools to provide professional help for students.

 Before the 1900s, most counselling was in the form of advice or information.

 Counselling gradually grew in the early 1900s; and three persons credited as pioneers in counselling emerged and they are: Frank Parsons, Jesse B. Davis and Clifford Beers.

 Frank Parsons is often considered as the “Father of Guidance”.

 According to Parsons, an ideal career choice should be based on matching personal traits with job characteristics through true reasoning.

 Jesse B. Davis was the first person to set up a systematic guidance program in the public schools.

 Clifford Beers‟ work influenced the field of psychiatry and clinical psychology; and the forerunner of mental health counselling.

 E.G. Williamson formulated the first theory of counselling which emphasised a direct counsellor-centred approach. The approach emphasized the counsellor‟s teaching, mentoring and influencing skills.

 Rogers believed in non-directive approach to counselling, emphasizing the responsibility of the client for growth and choice.

 American Personnel and Guidance Association (APGA) introduced the first code of ethics for the counselling profession.

 Counselling is an interactive process of a unique relationship between counselor and client that leads to the client changing his or her cognition (belief), affection (emotion) or behaviour.

 There are differences between counselling, guidance and psychotherapy.

CHAPTER 2 PSYCHOANALYTIC , ADLERIAN & PERSON CENTRED COUNSELING TEORIES .

 Theories and approaches in counselling can be arranged on a continuum ranging from non-directive approaches to directive approaches.

 George Corey, a prominent practicing counsellor and author, identified four classes of therapeutic approaches: The Analytic Approaches, The Experiential and Relationship-Oriented Approaches, The Action Therapies and The System Perspectives.

 Psychoanalytic approach emphasises the influence of unconsciousness, the three components of personality and the psychosexual stages on human development.

 Freud‟s theory is deterministic since he believed personality is determined by some forces that mainly happen during childhood.

 His view of human nature is pessimistic, believing that humans are largely influenced by sexual energies and uncontrollable forces.

 Adler disagreed with Freud‟s emphasis on selfish id and unconsciousness. Adler prefers to view humans in a more positive light, always striving to overcome weaknesses by achieving superiority.

 He believed the family constellation and birth order has strong influence on one‟s personality and life style.

 Rogers disagreed with Freud on psychoanalytic pessimistic views on humans. Rogers believed it is more beneficial to explore conscious thoughts and feelings.

 He emphasized non-directive approach and unconditional positive regard within a trusting relationship so that clients will become confident to explore and gain insights to their own experiences, thus becoming more fully functioning.

 CHAPTER 3 GESTALT THERAPY, BEHAVIORAL AND RATIONAL EMOTIONAL BEHAVIORAL COUNSELING THEORY.

 Behavioural approach is based on the assumption that observable and measurable behaviour should be the focus of change in counselling. Behaviorists believed that maladaptive behaviour is learned either through the principle of classical or operant conditioning. Therefore, in order to change, clients must unlearn the behaviour using appropriate techniques.

 REBT counselling focus on changing clients‟ irrational beliefs as a reaction to activating event. The irrational thoughts cause negative emotions which also lead to ineffective behaviour. The counsellor‟s task is to point out to clients and dispute their irrational beliefs so that clients can be more rational and behave more effectively.

 Perls focused on the wholeness of a person, here-and-now experiences, and owning up to own feelings. Maladjusted individuals suffer from disjointed perceptions and incomplete wholeness.

 By accepting responsibility for their actions, thoughts and feelings, individuals expand their personal awareness and complete their whole persons.

CHAPTER 4 THE COUNSELING PROCESS: RELATIONSHIP BUILDING, PROBLEM ASSESSMENT AND GOAL SETTING.

 The counselling process is a planned, structured dialogue between a counselor and a client.

 The fact that counselling is described as a process, there is the implicit meaning of a progressive movement toward an ultimate conclusion.

 Relationship bulding: The first step involves building a relationshp and focuses on engaging clients to explore issue that directly affect them.

 The word "empathy" comes from the German word "einfuhlung" which roughly means "in feeling" or "feeling into something."

 Some of the client's message is verbal, some is non-verbal.

 The genuine counsellor is one who is congruent, spontaneous, nondefensive, consistent and comfortable with the client.

 To listen empathically, you have to set aside as much as you can of your own "stuff" and enter the world of the client.

 Problem assessment: This step involves the collection and clasification of information about the. client‟s life situation and reasons for seeking counselling.

 The purpose of assessment is to seek clarification; you want to know about your client.

 The counsellor tries to gather specific details regarding the nature and content of the problem presented.

 It is possible that a person who resists setting goals could be protecting the very behaviour that is in need of modification.

 When goals are stated clearly, both the counsellor and client have a better understanding of what is to be accomplished.

CHAPTER 5 THE COUNSELING PROCESS: COUNSELING INTERVENTION AND TERMINATION OF THE COUNSELING RELATIONSHIP.

The first three steps of the general counseling process which involved:

 Step 1 – Relationship building

 Step 2 – Problem assessment

 Step 3 – Goal setting

The decision on the choice of a counselling strategy will have to be based on what the counsellor knows about the problem presented:

 Affective interventions deal primarily with feelings and emotions.

 Cognitive interventions deal with thoughts, beliefs and attitudes one has toward self and others.

 Behavioural interventions are used to help the client develop new behaviours or skills and eliminate or control existing that are not productive.

Take the case of a teenager with low self-esteem. Self-esteem is how a person views himself or herself. For example, do they consider themselves attractive, popular among friends and so forth.

According to Hackney and Cormier (2005) “a general guideline for selecting counselling strategies is that clients are more receptive when the choice of strategy matches their experiencing of the problem” (p.128).

Feelings have been described as basic to all human experiences. Strangely, not everyone understands their own feelings.

In affective intervention the counsellor is involved in:

1.      Helping Clients Express their Feelings

2.      Helping Clients Sort Out their Feelings

3.      Helping Clients Focus

4.      Helping Clients Change their Feeling States

Cognition includes the thoughts, beliefs and attitudes of people which influences their perceptions of the world around them. The aim of any cognitive intervention is to reduce emotional distress and corresponding maladaptive behaviour patterns by altering or correcting errors in thought, perceptions, and beliefs.

There are people who want to possess certain behaviour that they currently lack which may have prevented them from achieving their goals, hopes or fulfilling their needs. Behaviour is an expression of how an individual feels or thinks. Behavioural intervention is intended to help clients change their behaviour when, that behaviour interferes with achievement of certain goals, ambitions, or when it contributes to negative outcomes.

Behavioural intervention is based on the belief that maladaptive behaviour (behavior that produces undesirable personal or social consequences) is the result of learning and not illness or disease. Also, maladaptive behaviour can be weakened, modified or eliminated using principles of learning. Behaviour (adaptive or maladaptive) is situational.

 CHAPTER 6 COUNSELING SKILL

 Theory is the foundation of good counselling. It challenges counsellors to be caring and creative within the confines of a highly personal relationship that is structured for growth and insight.

 More recently, the counsellors are realising that no single theory can explain or fit all the challenges faced by clients.

 In an eclectic or integrative approach, counsellors use various theories and techniques to match their clients‟ needs.

 In preparing to be a counsellor a person has to be well-versed with the theories of personality, be able to use diagnostic and intervention techniques and understand in depth the dynamics of human behaviour.

 It has often been suggested that the most important element in the counseling process, is the counsellor.

 In every counselling session, the counsellor brings with him or her all kinds of human qualities and experiences that will at some point influence the counselling session.

 Counsellors serve as models to their clients.

 Nonverbal signals, such as facial expressions, body movements, hand gestures, dressing and so forth play a critical role in determining how your client responds to you.

 To be an effective counsellor, a person has to be equipped with list of strategies that he or she will use in the counselling process which include strategies that build rapport and encourage client dialogue and strategies that aid in data gathering

 A person should self-explore himself or herself before aspiring to become a counsellor and learning to counsel others.

 There are three levels of helping relationships: non-professional, paraprofessional and professional.

 The professional are highly educated and include counsellors, psychologists, psychiatrists, social workers, family therapists and so forth.

 They hold at least a masters degree and most have a doctoral degree in counselling psychology.

CHAPTER 7 COUNSELING IN EDUCATIONAL INSTITUTION.

 Schools were required to make available enrichment services for the overall development of students.

 Opportunities and facilities have to be made available in line with the capabilities and potential of students.

 Preventive measures have to be introduced, especially with regards discipline problems, inappropriate behaviour, drug abuse and so forth.

 Also, efforts should be made to make available remedial services especially with regards to helping students with academic problems and career choice.

 The purpose of having guidance and counselling services in schools is to help students understand themselves and the world around them. It is the process of helping students maximise their abilities, capabilities and talents.

 One of the major roles of school counsellors is to help student achieve academic success. There are two major ways that school counsellors can intervene to help students succeed academically.

 First, school counsellors can intervene to help students create a school climate that promotes academic success.

 Second, direct counselling interventions can be used with individual students or groups of students for whom academics are a challenge.

CHAPTER 8 ETHICAL ISSUES IN COUNSELING.

 Ethics are normative in nature and focus on principles and standards that govern relationships between individuals, such as those between counselor and clients.

 Morality, involves judgement or evaluation of action. It is associated with words such as good, bad, right, wrong, ought and should.

 Law is the precise description of governing standards that are established to ensure legal and moral justice.

 Most countries have developed ethical guidelines to regulate the counseling profession. In most cases, the institution responsible for drawing up these guidelines is the national counselling association.

 Some general guidelines governing the practice of counselling:

o The counselling relationship

o Confidentiality

o Professional responsibility

o Assessment and interpretation

o Research and publication

o Resolving ethical issues

 At some point in the practice of counselling, the counsellor will be faced with the situation where he or she will have to apply the code of ethics of the profession.

 Ethical Decision Making Model: It offers professional counsellors a framework for sound ethical decision making.

 Confidentiality is central to the counselling process. No counselling session can take place unless clients trust in the privacy of the relationship with the counsellor.

 There are times when confidential information must be divulged, and there are many instances in which whether to keep or to break confidentiality becomes a cloudy issue.

 CHAPTER 9 GROUP COUNSELING.

 Group counselling is used based on the premise that people have a natural tendency to share thoughts and feelings.

 Joseph Pratt, a Boston physician, was the first to use group counselling in 1905.

 Gazda (1989) describes group counselling as the dynamic interaction between individuals for prevention or remediation of difficulties or for the enhancement of personal growth and enrichment.

 Counsellors have to make the decision when, where and with whom to use groups. In some situations groups are not appropriate ways of helping.

 Some people are of the opinion that groups are artificial and unreal for dealing with problems.

 The Association of Specialist Work Group (ASWG) has classified groups as

follows:

 Guidance / Psychoeducational Groups,

 Interpersonal Problem-Solving Groups,

 Personality Reconstruction Groups

 Task/Work Groups

 T-Groups

 Self-Help/Support Groups

 The group counselling process consists of forming, norming, working and termination.

o In the forming stage effort is made to help members feel they are part of the group.

o In the norming stage, the leader and group members try to find their place in the group and develop a sense of cohesiveness or “we-ness”.

o In the performing stage, The group is ready to „work‟ and members are more trusting of self and others. They are more focussed in achieving the goals of the group.

o In the termination stage, group members complete their task and having accomplished goals take time to celebrate and ultimately disband the group.