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 Counseling
1. 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 fortunate
13. Identify and help students who
need special assistance
TOPIC 2
2.1 Types of Guidance and Counseling
Services
1. The individual inventory and
record services
2. Information provide services
3. Group counseling services
4. 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 book
Type 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 self3.1.2 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 InventoryIPS)
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 children
3.2.1 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 Problems
i . 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 Issues
i . Type of problem :
a. truancy and school dropout
a) loitering culture
b) 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 Types
1) 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 identify

1) Through intelligence test
2) Screening test
( screening test) - less
effective
Topic 4
What is theory?
One assumption which contains
several ideas to explain something
happen or phenomena.

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)

The importance of theory

3. Make a decision (two sides agreed

goals; discuss and guide the
strategic selection)

1. Gives definition, confident and

goals clearly

4. Implementation (5W-what, when,

where, who, why and 1H- how)

2. Focus on counsellor about what to

do to on the clients

5. Ending (summarization)

3. Acts as guideline to plan and

preparation before implementing
counselling
4. Explain about something happen
after several observations
5. Mastered certain circumstances

Interview Counselling 1
1. Start the session
2. Structuralize the interview
session
3. Aim of the session
4. How to make references

6. Have expectations
5.2 Attending and Listening Skills
SHOVELER
Topic 5

(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 clients
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.

T During
i counselling
m process
e

Organize the ideas as client

easy to understand.
Use simple language and avoid
adding new ideas.

Paraphras
e
D Simple and
e short words
f from
i counsellor
n based on
i understandi
t ng told by
i client.
o

Reflectio
n
Retell
what has
been said
by client in
short form,
but
consise.
The
content of

Summ
ary
Summ
arizatio
n of the
whole
sessio
n

i
n
t
e
r
v
e
n
t
i
o
n

the
communic
ation is
centralize
d of
thought,
feeling
and
actions of
the clients
During
counsellin
g process

The
end of
the
counse
lling
sessio
n or
before
beginni
ng new
sessio
n

5.3 Non-verbal Interpretation Skills

Facial expression, hand gesture,

hand position

3 dimension:

Natural response

Feeling

Dominant trait

5.4 Responding Skills

5.4.1 Stage 2
1. Probe
2. Confrontation
3. Interpretation
4. 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 Counselling

7.1 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 everyones anxiety/ worriness
2. time-saving
3. 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 Disadvantages
1. may be unsuitable for certain clients
2. 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 Individual

1. indirect learning
2. 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 Family
1. inclusive elements (rights as a
family member
2. group (group= same power, family=
hierarchical power)
3. relative bonding
4. roles of facilitator
5. Aim/ objectives
7.1.5 Objectives
1. 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 others 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
Counselling
1. Members selection
2. Determining size
3. Determine numbers of meeting
4. Determine time for each session
5. Place of meeting should be
comfortable and conducive
7.2.1 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 Groups
1. 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 G
6. Role Orientation G
7. 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 G
3. Growth-centered G (guidance G) /
Psychoeducational G
4. Counselling G /solving interpersonal
problem
5. Therapy G/personality restructuring
6. Life skill Practice G /group of
structured education and has time
limit)
7. Sharing G /Support/ self-help G)
8. Family G
9. Discussion G
10. Online G
7.2.2 Group Size (depending on a
few factors)-usually 7-10 members
Type of problem, age of members,
counsellors experience, meeting
venue, group objectives

7.2.3 Frequency of Meeting

1. Usually 2 times a week to sustain
interest and spirit of members
2. To recall things learnt previously
3. Determine number of session for
group depending on the problem
7.2.4 Time for each session
1. For school pupils- 1 hr
2. Too long will make members bored
and disinterested
3. Attentive skill will reduce
7.2.5 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
process
1.3 Phases in Group
Counselling:
Introduction P, conflict P, integration P,
success P, ending P
7.4 Role of Group Members
1. Ready physically, emotionally and
mentally by participating actively
2. 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 members
2. encourage members to take part
actively and get involve optimally
3. 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, Drive
7.5.1 Group Counselling Facilitative
Skills
1. Personhood Skills
Belief 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 Skills
Leading, paraphrasing, listening
(learning physically; listening with
feeling; listening with psychology),
questioning, reflecting feeling,
reflecting issues, confrontation,
checking perception, summarising
7.6 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
members
7.6.1 Forming Group Dynamics
a) Factors of forming group dynamics:
Gender, religion, nation, behaviour,
socio-economy
b) Accepted/ not-accepted pupils
c) 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 dissimilaritiesremoved. (members in group
dynamics are not constant)
7.7 Roles of Teachers in Group
Dynamics
1. Accepted as leaders
2. Guide pupils to develop suitable
behaviour
3. Give instruction, guide & divide
suitable work to pupils
4. Tolerant and open to losten to and
understand pupils feelings
5. As team leader to drive pupils
towards success
7.8 Forming Group Counselling in
School
1. Collecting data(discipline
teacher, counsellors 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 session
5. Evaluation
Topic 8 Basic Career and
Understanding Pupils Self
8.1 concept of building lifestyle
Lifestyle: a style of life that reflects
behaviour and value of individual or
group
Adlers Lifestyle Theme:
1 Socially owned interest
2 Following
3 Responsible
4 Demands acknowledgement
5 Careful
-indirectly, individual career portrays @
represents overall lifestyle
8.2 Career Interest and Career Value
1 Career Interest Test / Interest
Inventory (personality;
motivation @ support; selfconcept portraiture @
identification;hereditary;
environmental influence)
a Ways to identify career
interest (assumption;
trying techniques;
amount scale; checklist)

E.g.: Kuder Career

Interest Survey (KOIS);
Strong-Campbell
Interest Inventory (SCII);
Jackson Career Interest
Survey (JVIS)
Career Value Test
a 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
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