INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN, 

BATU PAHAT, JOHOR.

PROGRAM IJAZAH SARJANA MUDA

PERGURUAN (PISMP)

EDU 3073

GUIDANCE AND COUNSELING FOR CHILDREN

NAME : MOHAMAD AZMAN KAMARUDIN

NO I/C : 921106-01-5283

CLASS/ GROUP : TESL 2/ PISMP SEMESTER 7

LECTURER : EN. MOHAMAD ROSLAN BIN AROFF

DATE OF SUBMISSION : 8TH FEBRUARY 2015

BIODATA PELAJAR

NAMA : MOHAMAD AZMAN KAMARUDIN

JANTINA : LELAKI

NO K/P : 921106-01-5283

KETURUNAN/AGAMA : MELAYU/ISLAM

KURSUS : PROGRAM IJAZAH SARJANA MUDA PERGURUAN (TESL)

SESSI/SEMESTER : SEMESTER 7

ALAMAT RUMAH : NO. 8 JALAN INTAN, 2/9 TAMAN INTAN, 86000 KLUANG,

JOHOR DARUL TAKZIM

ALAMAT IPG : INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN

KM 7.75 JALAN KLUANG

83009, BATU PAHAT, JOHOR DARUL TAKZIM

TUTOR PERIBADI : PUAN KHALIDAH BINTI KHALID

The concept

Bimo Walgito: guidance is a method of helping or aiding, given to an individual or

a group of an individuals in avoiding or overcoming adversity in his life, so that

they can adjust their welfare.

continuous process in helping

individuals to lead and develop

themselves optimally.

Rochman Natawidjaja: counseling is the process of providing assistance to individuals on an ongoing basis. So that individuals can

understand himself and can act fairly in accordance with the demands of family and

community and state.

Jones : counselor only

assists the individual in

order to be able to help itself and

the final decision

depends on the individual

concerned.

1. The concept, purpose and importance of counselling service.

The Purpose & Goals of Counseling

Services

Developing and conducting programs or activities aimed at raising awareness and skills to enable individuals to manage their emotions,

thoughts and behaviors more effectively

Guiding clients to be more open so

that their thoughts and

actions can be used to develop the potential that exists towards

self-improvement and organization.

Provide counseling services to

health personnel who

need to achieve

optimum self-consciousness.

The

Impo

rtan

ce o

f Co

unse

lling

Ser

vice

sPromote insight

Helping clients understand more about theirself (immersing themselves and the

environment).Help clients identify, theirself are the key

to the problem at hand.

Giving Support & FeedbackClients need undivided emotional support,

the warmth and the exhibition of feeling which they expected, to reduce the burden

of their problem.

Conflict ResolutionReduce tension and hostility between two individuals (parties).Helping them to accept differences and find ways to reach a favorable settlement

Making DecisionHelping clients to make decisions, because they often face problem when it comes to make their own decisions.Counselors can propose and discuss with the client before a decision is taken.

Concept of counselling  

Counselling is a scientific process of assistance extended by an expert in an

individual situation to a needy person. Counselling involves relationship between two

persons in which one of them (counselor) attempts to assist the other (counselee or

client) is so organizing himself as to attain a particular form of happiness, adjusting to a

life situation or in short self actualization. It is a relationship of natural respect between

counselor and counselee .In this private interview counselee acquires independence

and develop a sense of responsibility.

Counselling process is structured around the felt needs of the counselee.

The main objective of counselling is to bring about a voluntary change in client.

For this purpose, the counselor provides facilities to help achieve the desired change or

make the suitable choice. The client alone is responsible for the decisions or the choice

he makes, though the counselor may assist in this process by his warmth and

understanding relationship. Thus counselor helps counselee to discover and solve his

personal problems independently.

Counselling and guidance are not synonymous terms. Guidance is a relatively

more comprehensive process which includes counselling as one of its functions.

Counselling is a pat of guidance, not all of it. It is a specialized and individualized part of

total guidance process. Thus all counselling is guidance but all guidance is not

counselling.

GUIDANCE

Definition

"Guidance is a process of helping young persons learns to adjust to self to others and to

circumstances'. - Skinner.

Guidance is a personal assistance. Guidance is a process by which individual

solves his problems by his own efforts. Guidance focuses on the attention of the welfare

of the individual.

PURPOSE

To help an individual to solve any complex situation. It is mainly created around

educational needs, vocational needs & personal needs. It helps the child to adjust with

situations and develop the ability to face problems and resolve them. To develop the

personality of the child according to his inborn tendencies, traits and capacities. To

provide all necessary information to the people to choose a better career and to get

success in life.

The aim of education is to achieve the fullest possible realization of possibilities

inherent in the individual. Education fosters all aspects of an individual‘s personality.

Guidance is an integral part of education and helps in achieving the goals of education.

Guidance is quite essential for the development of individual which is the main objective

of education. The Education Commission (EC-1964-66) observes ―Guidance should

be regarded as an integral part of education and not as a special, psychological or

social service which is peripheral to educational purposes. It is ―meant for all students

not just for those who deviate from the norm in one direction or the other‖. Jone, A.J.,

pointing out the relationship between guidance and education observes, ‗All guidance

is education but some aspects of education are not guidance. Their objectives are the

same the development of the individual but methods used in education are by no means

the same as those used in guidance.

The terms guidance‘ and counselling‘ have been loosely or interchangeably

used. Guidance is a term which is broader than counseling and it includes counseling

as one of its services. Butter makes a logical separation of the counseling process i.e.

(i) adjustive and (ii) distibutive phase. In the adjustive phase, the emphasis is on social,

personal and emotional problems of the individual, in the distributive phase the focus is

upon educational, vocational and occupational problems. The distributive phase‘ can be

most aptly described as guidance‘ while the adjustive‘ phase can be considered as

description of counselling‘.

2.0 Basic counseling skills that can be practiced by teachers and school

counsellor in shaping student excel.

2.1 Tolerating, Paying Attention and Listening Skill

One of the characteristics of an effective teacher is to serve the students as their

own children, teachers need to tend to the students needs and must not neglect and

leave them behind while in class. When conversing with the students, dedicate facial

expressions that show determination so that they feel more confident to express

something. The tone of voice should correspond to the ongoing situation and climate of

the conversation. Each question must be treated as soon as possible as it can attract

students to ask questions and express their feelings if there is confusion and

dissatisfaction. Minimal encouragement as nod to show the teacher understand the idea

conveyed by the student. Apart from that, minimum encouragement could satisfy the

students urges and encourage students to tell something because they will feel more

relax and they won’t be judge when they convey their thoughts or idea.

2.2 Interpreting non-verbal behavior

There are a variety of non-verbal behavior can be shown by students, for instance

facial expression. Facial expression is a way for students to show their feelings,

emotions, thoughts and the state of mind the students are experiencing. Teachers must

be sensitive and alert to the message expressed by their students through facial

expression. Teachers can also interpret students non-verbal behavior through their

personal point of view, through the students glance and eye contact. Among the

interpretations that can be made by the teacher through eye contact were, paying

attention, point of interest, a sign of respect, promote honest expression of feelings, a

sense of solemnity and many others.

How the students sit during class also enable teachers to interpret whether or not

the student is interested in the process of teaching and learning. If the student leaning

slightly forward when sitting, they most probably would like to know more about

something. Nodding is also non-verbal behavior. When the teacher explains and

students nod, this shows that students understand the content delivered by teachers.

2.3 Providing Response

When providing response, teachers need to pay full attention to the feelings and oral

statements of the students. By responding through verbal response it will established a

good relationship between teacher and students. A positive response is more likely to

help rather than a negative response in this situation.

2.4 Identifying Problems

Making a survey is one of the way to identify a problem. Survey allows teacher to

gather important information regarding issues that arise among students, especially

during the process of teaching and learning take place. Survey can make it easier for

teachers to identify the problems faced by their students.

2.5 Conducting Intervention

Every child with special needs should be given an early intervention, a well

organised, structured and a well plan program. Children with special needs require

detection at an early stage to enable them to join the program that the school had

implemented in the school system. It is planned to help develop their own self potential.

3.0 The role of Guidance and Counselling Teachers (Counsellor) in giving

Counselling and Guidance to the students at school in helping to build their

character and to curb the discipline problem at school.

One of the formative events for the profession of counselling in Malaysia, was the

Ministry of Education’s 1963 policy to have guidance (including counselling) in schools.

This policy was the start of three decades of events that lead to Malaysia being one of

the first nations in the Asian and the Pacific Rim having legislation regulating the

practice and profession of counselling. Over the decade from 1969 to 1979 counselling

gained momentum, the number of teachers, services provided and the training offered

to teachers (in guidance and counselling) steadily increased. By the end of the 1970’s,

the Malaysian government and education community was viewing counselling as a

significant contributor to children’s education. A clear indicator of this was the 1979

Report of the Cabinet Committee on the Study of the Implementation of the National

Education Policy (Recommendation 239.1), which drew attention to the role of

counselling. It recommended that counselling should go beyond career guidance

(counselling) and provide a broad range of mental health services to schools (Othman &

Awang, 1993; Pope, Musa, Singaravila, Bairgaze, & Russell, 2002).

From the mid-1960s, guidance and counselling services have been available in

Malaysian schools. The unassuming beginnings and limited services offered in schools

in the 1960s had extended and increase significantly over the decades under the

Ministry of Education (Ng & Stevens, 2001). Initially, the role of the counsellor was

counselling deviant behaviour and career guidance. The 1980s saw a wider range of

services and acceptance in the community (Staff, 1983), to present where counsellor

are being consider the ‘cure’ for all social aliments (Salim, 2004). From its beginnings in

the 1960’s to the 1980s, school counselling continues to be the main function of

Malaysian counsellors to the 1980’s. School counsellors were still primarily teachers,

and counselling was a function they performed in addition to their teaching

responsibilities.

The roles of counsellors in the 1960’s, 1970’s and 1980’s were in general rather

limited. Scorzelli’s (1987a) research clearly demonstrated that individuals in Malaysia

who work as counsellors assume the role of either drug counsellor or school counsellor.

For the most part, they were employed in the governmental drug rehabilitation centres

and prisons, voluntary drug rehabilitation agencies, schools, and universities. Except for

the universities and some of the private schools, these people rarely had the job title of

counsellor, but instead were referred to as officers of the various governmental

ministries (Scorzelli, 1987a). This reflected the community’s misunderstanding of

counsellors and the social taboos around mental health. The Ministry of Educations

assigned special officers, hospital and rehabilitation centres developed positions for

drug counsellors, and the Malaysian community saw the role of counselling in

combating social ills (Tay, 1996).

The development of guidance and counseling in Malaysia is rather similar to that

which occurred in the United States of America (Amla et. al, 2009; Pope et. al, 2002).

The initial focus of the guidance and counseling services was on vocational guidance.

This then transformed into fostering students personal growth, enhancing personal

development and the implementation of a comprehensive developmental guidance and

counseling program (Galassi & Akos, 2004). The early beginnings of the guidance and

counseling services in Malaysian schools started when the country’s economic focus

shifted from agriculture to industry. At that time, vocational guidance in schools was

deemed to be necessary to equip students with the ability to choose education fields

according to individual talent and ability, and be capable of making future career plans

(Suradi, 1994a).

The introduction of a structured guidance services in Malaysian schools was

initiated in 1963 when 11 education officials followed a six-month course conducted by

Russel M. Mackenzie, a guidance consultant from Canada. Following this, efforts aimed

to improve the services continued to develop further (Suradi, 1994b). It has now been

five decades since the guidance and counseling services were made available in

schools. The guidance and counseling services have gone through many changes and

transformations in a bid to provide effective and optimum services to students. Students

now seek counseling services to assist in finding solutions to the multitude of problems

facing them in the modern globalised world.

Starting on 1979 the roles of the guidance teacher covered 21 job functions of

duties including academic advice, personal guidance and efforts to prevent drug abuse

among students. With reference to circular KP(BS)8548/4/Jld. IX/(1) from the Ministry of

Education, dated 17 January 1979, principals were directed to ensure that counselors

play active roles in schools. In 1996 with reference to circular KP(BS-HEP)8543/60/(91)

from the Ministry of Education, dated 18 March 1996, full-time counselors were

appointed in secondary schools. The work scope, responsibilities, and roles of full-time

counselors were clearly defined to ensure effectiveness. The counselorto-student ratio

was suggested at 1:750. With reference to circular KP(BS)8591/Jld.

Based on the historical overview of the guidance and counseling services in

Malaysia, it can be seen that the first ten years were focused on the training of teachers

for the roles of school counselors. In the following 15 years, their roles were widened to

encompass overcoming social problems that could lead to societal disharmony such as

drug abuse and indiscipline among students. Efforts are now being geared to the

development of students’ mental balance and soundness through continuous guidance

and counseling services. The Malaysian government’s continued support and

recognition of guidance and counseling services in schools establishes its importance

towards the development of individuals who are socially and spiritually balanced and

thus contribute to the overall well-being of the society. In addition, guidance and

counseling services ought to be made available at the primary school level to ensure

success in transforming young minds.

The roles and responsibilities of a school counselor is becoming more and more

challenging. School counselors are not only involved with guidance and counseling

services in classrooms. They are also required to organize school programs, provide

individual and group counseling and consultation services, and undertake research. In

addition, counselors need to constantly update their knowledge and skills to cope with

the needs and expectations of their profession. Gysbers (2004) stated that under the

comprehensive developmental guidance program, counselors need to constantly review

how the activities designed have transformed the lives of the students. In other words,

counselor accountability serves as the fundamental principle of effective services.

4.0 Declare counseling strategies, particularly the use of theories in counselling

sessions to help address the problem of discipline among students.

School discipline has always been a top concern for teachers and educators. In

recent years, there has also been an increasing emphasis on the role of counselling in

the education process at all levels—primary, secondary and tertiary. In the context of

education, discipline is specially concerned with promoting behaviours that conform to

teacher expectations and/or change behaviours that do not (Hoover, 1997). On the

other hand, counselling is a “short-term, interpersonal, theory-based, professional

activity guided by ethical and legal standards that focuses on helping individuals to

resolve developmental and situational problems” (Gladding, 1992). Discipline is often

associated with punishment aimed at correcting behaviours whilst counselling denotes

the presence of a helping relationship characterised by warmth and acceptance. The

two processes are quite different, but they have similar goals—to bring about

behavioural change.

Many have argued that discipline and counselling are incompatible with each

other. They say concepts like ‘discipline’, ‘control’, ‘sanctions’ and ‘punishment’ have no

place in the vocabulary of caring people like school counsellors. They are concerned

that if teachers have to play the conflicting roles of the disciplinarian and the counsellor

concurrently, they may end up being effective in neither.

In a counselling session, many public figure in the field of counselling had argue

on the use of counselling theories during the counselling session. Arnold Lazarus

(1981) says that a counselor or therapist does not need a theory. Smith and Glass

(1977) also argues that the view of a theory is given such a high level of interest than it

should be. The rationale is, counsellors tend to use the same activities and achieve the

same result, there are also counsellor that did not use any of the techniques suggested

by the theories that they uphold. This only means that, the theories did not bring any

benefits.

Meanwhile, according to Jerome Frank (1971), theory is very important to those

who practice it. For him, theory is important because it gives meaning, faith and

direction to the counselor. From Frank conclusion, we can conclude that theory give

focus to counselor upon what he has done to his client. Thus, the counselor can give

their full attention and energy on what he considers to be the cause of the problems

experienced by their clients.

The implementation of theories in counseling is very important. In a counseling

process, these theories are needed to facilitate the counselor to choose an appropriate

approach to guide the client. With the present of research and theories it facilitate

counselor to understand their client behavior and thus, predict the behavior of their

client. Based on these theories, it can also produce a more knowledgeable counselor

and more professional in dealing with the client in a counseling session.

Apart from that, with the knowledge of theory through counseling, the counselor

can explain an occurrence after making some observations. For example, in one case

the problem behavior of students who have attitude like bullying in school. After the

counselor makes an observations about the background of the students, he found that

the parents of these students often use the method of punishment to him if a

wrongdoing is present. Thus, through the theory of behaviorism studied in counseling,

the counselor can explain that the behavior is one of the negative impact on student

behavior and it is the result of operant conditioning, which is practiced by both parents.

Counseling theory can also help counselors to master a particular situation. For

example, for clients who do not want to deal with cooperation, counselor may use

operant conditioning theory, where counselors provide positive reinforcement to the

client when issuing an opinion as to stimulate the client to be able to work together to

continue the counseling session.

5.0 Strategies to Help Dealing With Discipline Problems

Discipline problems are listed as the major concern for most teachers. What can

teachers expect and how can they effectively handle discipline problems? Classroom

management combined with an effective discipline plan is the key.

Here's How:

Watch students as they come into class. Look for signs of possible problems

before class even begins. For example, if you notice a heated discussion or problem

before class starts, try to deal with the problem then. Allow the students a few moments

to talk with you or with each other before you start your lesson to try and work things out.

Separate them if necessary and try to gain agreement that during your class period at

least they will drop whatever issue they have.

Have a posted discipline plan that you follow consistently for effective classroom

management. Depending on the severity of the offense, this should allow students a

warning or two before punishment begins. Your plan should be easy to follow and also

should cause a minimum of disruption in your class. For example, your discipline plan

might be - First Offense: Verbal Warning, Second Offense: Detention with teacher, Third

Offense: Referral.

Meet disruptions that arise in your class with in kind measures. In other words,

don't elevate disruptions above their current level. Your discipline plan should provide for

this, however, sometimes your own personal issues can get in the way. For example, if

two students are talking in the back of the room and your first step in the plan is to give

your students a verbal warning, don't stop your instruction to begin yelling at the

students. Instead, have a set policy that simply saying a student's name is enough of a

clue for them to get back on task. Another technique is to ask one of them a question.

Dr. Phelan's 1995 book, 1-2-3 Magic: Effective Discipline for Children 2-12, is

considered a classic of parenting literature. It's embraced not only by moms and dads,

but also by ADD support groups, counselors, and psychiatrists - and no wonder. It offers

specific, simple instructions rather than vague psychological concepts, and it has proven

to be highly effective. The strategies contain in the book can be used to help dealing with

discipline problems.

To successfully implement Dr. Phelan's system, parents must differentiate the two

kinds of behaviors their children "give" them:

"Stop" behaviors. Talking back, yelling, teasing, throwing tantrums, and whining

are all behaviors that parents want their children to stop.

"Start" behaviors. These are things parents want their children to start doing

regularly and without reminders - things like doing homework, feeding a pet,

going to bed on time, getting up and off to school on schedule, or practicing a

musical instrument.

The counting technique

Dr. Phelan recommends a range of familiar parenting tools and techniques, including

the use of charts (work on no more than three behaviors at once) and timers; more

positive feedback and less criticism; and minimizing the number of on-the-spot requests

parents make of children. (Even simple requests, such as 'walk the dog' or 'run this over

to the neighbor's,' can make ADD kids feel put-upon. Better to let them know ahead of

time what is expected of them.) But the most celebrated component of Dr. Phelan's

system is his "counting" technique, which is used to put an end to "stop" behaviors (see

"Stopping an Argument in Its Tracks"). This could be uses in the classroom by

teachers in helping minimizing the discipline problems in school.

"Counting" works like this: Each time your students does something he shouldn't,

simply hold up one finger and quietly say, "That's one." If the behavior continues, raise

two fingers and say, "That's two." If the child still ignores your request, raise three

fingers and say, "That's three. Take five." The student then goes (or is escorted) to a

five-minute time-out. (If you feel your child is too old for the term "time-out," use another

one, like "cool down," "break," "breather," "halt," or "pause.") If your student won't

budge, remove yourself from the classroom: Take a brisk walk around the class, but NO

talking to your problematic student, even if he tries to follow you! That's it. You don't

shout or cajole or explain. It's clear to your student that he has a choice: He can shape

up at once or suffer a consequence. Once the time-out is over, do not rehash the

episode or lecture your student about it. It's over.

In addition, try to use humor to diffuse situations before things get out of hand. Note:

Know your students. The following example would be used with students you know

would not elevate the situation to another level. For example, if you tell your students to

open their books to page 51 and three students are busy talking, do not immediately yell

at them. Instead, smile, say their names, and ask them kindly if they could please wait

until later to finish their conversation because you would really like to hear how it ends

and you have to get this class finished. This will probably get a few laughs but also get

your point across.

If a student becomes verbally confrontational with you, remain calm and remove

them from the situation as quickly as possible. Do not get into yelling matches with your

students. There will always be a winner and a loser which sets up a power struggle that

could continue throughout the year. Further, do not bring the rest of the class into the

situation by involving them in the discipline or the writing of the referral.

Keep an anecdotal record of major issues that arise in your class. This might be

necessary if you are asked for a history of classroom disruptions or other

documentation. Let it go at the end of the day. Classroom management and disruption

issues should be left in class so that you can have some down time to recharge before

coming back to another day of teaching.

Recognize the warning signs of disruption. Obviously this comes with practice of

classroom management. However, some signs are fairly obvious.

Consistency and fairness are essential for effective classroom management. If you

ignore disruptions one day and come down hard on them the next, you will not be seen

as consistent. You will lose respect and disruptions will probably increase. Further, if you

are not fair in your punishments, making sure to treat all students fairly then students will

quickly realize this and lose respect for you. You should also start each day fresh, not

holding disruptions against students and instead expecting them to behave. Classroom

rules must be easy to understand and manageable. Make sure that you don't have such

a large number of rules that your students can't consistently follow them.

REFLECTION

We are social beings and, so in some way or other we need help and guidance

of others. Mother, father, grandparents, and teachers and other elders, home, school

and society guide youngsters for successful living. Due to explosion of knowledge,

industrialization and changes in socio-economic set up the need of professional

guidance is felt in the present day society. This doesn’t left out the students in school,

who is very young and fresh in this world. They need to be properly guided and counsel

to prevent them from making all the wrong choices and decisions in life.

The student’s life is getting complex day by day. Students in the twenty-first

century have facing many perplex and difficult situations i.e. to make wise curricular and

other curricular choices, to acquire basic study skills for optimum achievement,

adjustment with peers etc. In its beginning guidance was concentrated on problems

relating to vocations. It was largely concerned with getting jobs for young people. Now

guidance has gone for beyond this. It is now concerned with the entire individual in all

aspects.

Students face many personal problems related to themselves, their parents and

family, friends and teachers, etc. They often have memories related to home or family

which creates feeling of disappointment in them. If their parents are expecting too much

of them it leaves them with a feeling of incompetence and insecurity leading poor self-

concept and self-esteem. The objectives of personal guidance are to help the individual

in his/her physical, emotional, social, rural and spiritual development. Personal

guidance is necessary at all stages of life. At the elementary school stage opportunities

should be given to students for their self-expression. Personal guidance at this stage

deals with the problems related to feeling of insecurity, social acceptance, discipline etc.

If one closely examines the problems of young pupils in schools and colleges,

one would exactly realize the need of educational guidance. Educational problems head

the needs of students ‘problems. So education is an important guidance area.

Educational guidance is related to every aspect of education school / colleges, the

curriculum, the methods of instruction, other curricular activities, disciplines etc.

Educational guidance is the assistance given to the individual (i) to understand

his/her potentialities (ii) have a clear cut idea of the different educational opportunities

and their requirements (iii) to make wise choices as regards to school, colleges, the

course : curricular and extracurricular.

I had learned a lot of new insight while studying Guidance and Counselling for

Children (EDU 3073) this semester. It not only taught me, but also prepared me for the

future. When I begin my teaching career later, I can refer to what I had learned from this

subject and implement it in class. I’m also aware the students nowadays is not the same

as the time when I was before. They face different challenges and obstacles then the

one I used to face before, back when I was a student. It is up to the teachers to guide

them and counsel them to find the right path in life.

Moral values occupy an important place in our life. Sometimes due to influence of

diverse factors students tell lies and indulge in undesirable practices. Moral guidance

helps in bringing these students in to proper track and help in their all-round

development.

Guidance and counselling is a concept as well as a process. Guidance is a

concept as well as a process. Guidance is different from education and counseling.

Guidance is based upon the principles of holistic development of individual, recognition

of individual differences and dignity and acceptance of individual needs. Guidance is

needed wherever there are problems. Guidance helps in optimum development of

individual, solving different problem of the individual, Academic growth and

development, Vocational maturity, vocational choices and vocational adjustments,

Social personal adjustment. Better family life, for conservation and proper utilization of

human resources, and national development.

Guidance is helpful not only for student and teacher in an educational institution

but also to the parents, administrators, planners and community members. A school

guidance programed includes all those activities other than 11 instructional which are

carried out to render assistance to pupils in their educational, vocational, personal

development and adjustment. The areas of guidance are very vast. Some of the

important areas of guidance are personal, educational, vocational, avocational, health,

social etc.