TOPIC 1: GUIDANCE AND COUNSELLING
BASIC CONCEPTS
Guidance
- The activities undertaken to provide
individuals or members of groups
with specific knowledge and skills.
- a process to help individuals or groups
at any time to expand their capacity in
order to make a wise choice in terms
of personal, social and academic
career, in the interest of the
individual.
- An educational process to give
positive assistance to individuals to
understand himself, using the
potential and opportunities of
education wisely to develop one self
and to expand it more effectively.
Counselling
- A process that experience by a person
at any time and not necessarily only
when experiencing a crisis or a change
in their daily lives.
- A process of professional assistance
aimed at helping clients understand
himself and the surrounding
environment as well as create a
positive change in the behaviour of
the individual.
Psychotherapy
- A process that uses various
techniques to treat mental health
disorders, emotional and Psychiatry.
- a treatment of emotional disorders,
behaviour, personality and Psychiatry
by using verbal or non-verbal
communication as well as other
interventions that does not involves
chemical or physical pattern
AIMS
Guidance
1. Help individuals aware of their
potential in terms of their
strengths and weaknesses.
2. Help individuals understand
themselves and others to pursue
and explore the purpose of their
PRINCIPLE AND PHILOSOPHY
lives.
3. Help individuals plan their life
direction more clearly and
effectively.
4. Help individuals make personal
adjustments in public life.
5. Help creating individuals who are
competent, assertive, confident
and able to maintain good
relations with everyone.
Counselling
1. Teach the client that they are
responsible for them self.
2. Help clients to adapt to other
people or the environment in an
effort to reduce conflict or tension.
3. Guide clients to form positive
image so that there is stability or
perfect personality in order to
achieve their ambitions or in taking
any action in life.
4. Help clients understand
themselves and make them ready
to face the challenges in life and
able to handle it wisely.
5. Help clients realize that life is not
static and require vigorous efforts
if they are looking for good results.
Guidance
1. Give the same opportunities and
rights for all individuals to seek
help when they need it.
2. Guidance based on the belief that
every individual has the ability and
willingness to progress itself.
3. Guidance is a continuous process
that educates an individual
through their life.
4. Guidance is towards mutual
consent, work together.
5. Guidance based on behaviour,
recognize and respect one's self
esteem.
6. Guidance is a process of
knowledge and useful to
individuals.
7. Guidance must be practised on the
basis of ethical guidance and good
counselling.
Counselling
1. Provided to individuals who are
normal and are having problems or
stress up.
2. There is an interaction and
relationship between a Counsellor
with clients based on friendliness
and trust.
3. The counsellor helps the clients in
decision making based on the
problems faces by the clients
4. Counselling orientation must be
towards mutual consent and
cooperation rather than a
compulsion.
5. Counsellor should wisely use a
method or appropriate approach
based on the theory of self-
tendency.
6. Counselling is the process which
aims to influence changes in client
behaviour on a voluntary basis or
by his will alone.
7. Counselling must be based on
good counselling ethics.
Importance of guidance and counselling
1. Career Education school days
2. Career path school graduate
3. Work short and long term
employment
Principles of guidance and counselling
A process of continuous and planned
education.
For all children.
All children have the right to get help
when they need it.
To serve the needs of children for the
development of their potential and
abilities.
Help children to understand
themselves and others.
A learning process.
Present and the future oriented.
A shared responsibility.
Need a deep and comprehensive
understanding of children.
Shall be carried out on the basis of
ethics counselling.
Activities planned and implemented
systematically.
The aims of guidance and counselling
The realization of the potential of
children.
Provide teachers with technical
assistance.
To help troubled children.
Contribute to the adaptation of
children.
 GUIDANCE COUNSELLING PSYCHOTHERAPHY

CONCEPT Provide information and Helps clients to understand Treats mental illness, emotion
guidance that are relevant. themselves and psychiatry
AIMS Focus on short term goals Focus on individuals aims in Focus on short and long term
making smart decision goals
FOCUS giving information or advice to The developments of specific A recovery help client solved
self development and avoid skills towards fostering self and serious emotional problems
problems avoid problems. such as depression, personality
disorder
APPROACH Preventive approach as well as a Preventive approach as well as a A more complex Approach and
variety of strategies and variety of strategies and use strategies in relation to the
techniques to help the client techniques to help the client process of consciously and
solve issues they are having solve issues they are having unconsciously.
CLIENTS PROBLEM Related to everyday life in terms Related to everyday life in terms In relation to the emotional,
of personal life, academic, of personal life, academic, mental disorders.
career, social and interpersonal career, social and interpersonal
relations relations
SETTING Schools, higher education Schools, higher education Hospitals, mental health canters
institutions and so on institutions and so on and private clinics

TIME FOR TREATMENT Quite short: 1 5 sessions or 1 Quite short: 1 5 sessions or 1 Long-years
session only. session only.
WHO INVOLVES Teachers, subject teachers Counsellor, psychologist. Counselling psychologists, clinical
psychologists, psychiatrists.

TARGET GROUP Individuals, small and big groups Individuals, small clusters. Individuals with serious
psychological problems,
neurosis, and a light psychosis.

TYPES OF SERVICES:
TOPIC 2 :
Guidance
- Inventory collection of
information about the child as a
whole and specifically for the
clients
- Assessment - counsellor teachers
efforts to analyse and use different
types of students data, including
personal data, psychological and
social obtained from different
types of inventories. In form of
Objective and subjective.
- Records - 1) logbook for guidance
and counselling session, 2) the
records of guidance and
counselling sessions, 3) records of
the guidance and counselling
program.
- Guidance related on personal
development and social, academic
and career.
- Counselling Service carried out
by individuals or groups. Clients
range from 3 categories;-
voluntary, invitation, referred to.
- Placement involving assessment
of children, information services
and relevant counselling
assistance with their choices.
-
Follow-up involves systematic
GUIDANCE AND COUNSELLING SERVICES
planning to maintain contact with
former student.
- Consultation and reference-
collaboration and consultation
with parents of students and other
teachers.
- Evaluation evaluating the Etiquette of a counsellor
personalia: reflects the
5 Principles of ethics
assessment of teacher guidance
and counselling via the data
collected,
- assessment: describe the status of
school counselling and Guidance
programs compared with a
predetermined program
standards,
- the evaluation result: answer
questions related to the impact of
the guidance and counselling
program with the success of the
children academic achievement
Counselling
- The development - efforts to equip
children with the skills and
knowledge. Foster positive
attitude based on their needs.
- Prevention effort taken by the
teacher (counsellor) to prevent a
problem from arise through the
implementation of the campaign,
briefings, workshops and lectures.
- The crisis for cases requiring
attention or action of the teacher
(counsellor).
- Recovery carried out on at-risk
children (related to disciplinary
issues).
1. Autonomy respect the client's right
to make decisions.
2. The generosity of heart to do good
to the client.
3. Not maliciously- avoid any harm to a
client.
4. Fairness provides access and the
same service, and fair to all children
(clients).
5. Honesty to be honest and sincere.
Avoid any lies and always kept
promises and the commitments made.
Full time guidance and counselling teachers
code of conduct
1. Responsibility for the clients
2. Responsibility for his professional
friends
3. Responsibility to the society
4. Responsibility to the organization and
employers
 TOPIC 3 ROLE OF TEACHER AS A GUIDANCE TEACHER
ROLE OF NORMAL TEACHERS IN THE Gathering students information b) Checklist
COUNSELLING PROGRAMMES a) Test technique
- Achievements test c) Sosiogram - maps or diagrams
1. Help students make personal - Aptitude test showing the patterns of
adjustments, academic, social, - Career interest inventory interaction among a group of
emotional and moral with the school - Personal inventory and test children.
environment. - Attitude test
2. Help the students in their learning. d) Pupils works
3. Help students to create planning in his b) Non-test technique - drawing
early schooling suitable with their - Observation - collage
abilities, interests and development 1. Understand students - writing
respectively. behaviour - photo
4. Provide awareness since the 2. Assess students development - students projects
beginning to the students on the 3. Assess students advancement
importance of learning in life. in learning e) Photo
5. Help students in the process of
- Related to students activities
problem solving. - Document analysis
6. Help students form good working 1) Students reports card f) Audio and video recording
habits, appreciating the work and 2) Students attendance book - Students behaviour
build the perfect attitudes. 3) Students cumulative card
7. Work with parents or guardians of
students in the development of the - interviews students, teachers
growth of the students.
8. Help students in making decision IDENTIFYING STUDENTS
from time to time. PROBLEMS/ISSUES
9. Always give full cooperation to the a) Observation using special form
teacher of guidance and counselling for observation. For example:
in schools in handling the guidance 1. anecdotal records
and counselling program in school. 2. running record
10. Make reference to guidance and 3. sampling time
counselling teacher at schools about 4. sampling events
pupils who they think should get 5. writing diary
professional services.
 D (drugs/diet) lifestyle:
TOPIChyperactivity,
4 : COUNSELLING THEORIES
drugs, heavy drugs

Model BASIC ID
Model HELPING Teori A-B-C-D-E (RET)
B (behaviour) ACTION : fighting,
interrupting, talking without reason,
H (helping) health issue A trigger events
stealing, postpone the works

E (emotions) anxiety, sadness, B judgement of the events

A ( affect) emotion: the expression of i. Rational
feelings of anger, anxiety, phobias, anger
L (learning problems) failures, ii. irrational
depression
focus problem
C consequences/feeling from the
S(sensation/school) in the school: P (personal relationships) with judgements made earlier
headaches, back pain, stomach ache, adults, peers (effect/results)
problems of perception,, academic
failure I (imagery) low self-esteem, poor D individual efforts to overcome
problems managements skills irrational assessment (argument or
I (imagery) imagination: bad dream challenge to the system)
or nightmare, low self-esteem, fear of
N (need to know) despair,
being drops from the school, the habit E Results were generated to fight
of excessive trance confuse, lack of information against irrational thinking (new
C (cognition) thinking: irrational impact on emotional and
thinking, problems in setting life goal, G (guidance) behaviours, action,
consequences (behaviours behavioural)
problems making decisions, difficult to
settingkah lakue a problem problems and motivation)

I(interpersonal relationship) social

life: ashamed, conflict with adults and
peers, family problems
 6) Learn and retain patterns of
behaviour, repeat these
patterns in the future if
necessary 2) Formation:
Role of counselling: action-
BEHAVIOURIST THEORY oriented, clients are actively act a) Step 1- identify the
towards solving the problems, the
Ivan Pavlov and B.F. Skinner actions include: desired behaviour
a) monitor the less desirable b) Step 2- wait until the
Concept: The concept of the behaviour
removal process and learn again b) Practice the behaviour behaviour has been
the unwanted behaviour. management skills. shown
c) Complete assignments/tasks.
The role of teachers in guidance c) Step 3-provide
and counselling; planner for the
reasonable
strengthening of proper behaviour
while eliminating inappropriate reassurance
behaviour. Technique/strategy to helps the 3) Modelling character
clients:
view on human 1) Contract contingencies:- 4) Token
1) Was born in neutral 5) Role play
2) Have the same potential to be a) Identify the problem
good or evil b) Gathering baseline data 6) Assertive training
3) Rational and vice versa c) Determine the behaviour 7) Desensitise systematic
4) Can provide an appropriate
d) Form a contingency plan 8) Aversive conditioning
response to what you have just
learned. e) Assess contingency plan
5) Resulting from conditioning f) Create a maintenance
(stimulus-response). Depending plan
on experience

TEORI PEMUSATAN PERORANGAN
Carl Rogers
Concept- The concept of giving the
trust and more responsibility to the
client that is operating.
The role of teachers in guidance
and counselling;
- A facilitator to help clients know
their capabilities and find a
solution.
view on human
1. have positive traits, good,
rational, social, realistic and
dynamic (tendency towards
self-perfection
2. people who are allowed to grow
freely, then he will grow to
perfection
3. tend towards self-improvement
4. can make changes to their
behaviour
5. Have a significant perception of
themselves, others and the
environment.
6. since birth have own
experience
The role of counselling - not direct, d. Recognize and enhance the
active listening, give appropriate potential and abilities of
encouragement during counselling clients
sessions, there should be the 3. Empathy looks through the
nature of empathy and eyes of the clients, try to walk in
unconditional acceptance their shoes, feel their
experience, use suitable skills
Techniques / strategies to help and give silence period
clients
1. Originality
a. Not bound by role
b. Be Spontaneous
c. Do not be defensive
d. Be consistent
e. share own experience
2. unconditional positive
acceptance
a. Pay attention to the quality
of client concerns and
feelings
b. dont start punishing the
client and take the clients as
a genuine individual that
has the right to be treated
equally
c. React with empathy and
understanding of the
client's frame of reference
 themselves and not what rather than as a small
happens on them. separated parts
TEORI RASIONAL EMOTIF 5. Become more irrational when
Albert Ellis received ideas that are not 2. Emotive
rational in their belief system. a) The elements of joke
Concept: emphasizes the role of 6. Functioning as a whole that is b) imagery to guide the
thinking and belief systems as a concerned, have feelings, move client (the emotion
source of personal problems. and think. c) practice to
overcome the
Role of counselling: cognitive shyness (ignore
restructuring of clients, including what others think of
The role of teachers in guidance
irrational thoughts and beliefs so them)
and counseling; active, competent,
that clients get a view and
confident and able to apply the
philosophy of life in a more positive 2) Behavioural
various techniques of counselling in
and rational ways a) operand
changing the belief system of the
(assertiveness
client.
Techniques / strategies to help training and
clients formation)
View on human:
1) cognitive b) Classical (disensitasi
a) Restructure the original systematic)
1. Has the potential to act or irrational thoughts and c) Self-Management
behave in a rational and vice beliefs through the use and monitoring
versa. of ABCDE. d) Assignment of
2. Competent and have the b) Define again the homework
confidence to use their own negative situations and
rational in solving a problem. become more positive
3. The thought has a close situations
relationship with the emotions c) Conceptualize the
and behaviour. problem be holistic
4. The main factor of the existence STAGES IN COUNSELLING
of emotional distress is
1. Building a relationship a) Close parties 1) Group counselling process
a) Creating an ambience conducive b) Additional sources Stages:
for interaction ( give full attention, c) Reading materials a. Initial stage (orientation and
listen, respond) 5. Ending a session exploration)
b) Deciding early on the aim of the a) Summed up the progress b. Transition stage (dealing with
relationship (help clients b) Stated the issues that need to be resistance)
understand about themselves) deal with c. Working stage (cohesion and
c) Structuring relationship (role, c) How to maintain the growth productivity)
time, venue) BASIC SKILLS IN GUIDANCE AND d. Final stage (consolidation and
d) Building trust (high ethical COUNSELLING termination)
behavior-counsellor) 2) Choosing the members
1. Listening
2. Starting an exploration - 8-10 members
a) Scope of the problem (how 2. Interpret non-verbal behavior - Group criteria (gender, age, issues)
serious, how long) 3. Giving responds - Group goals
b) Clients level of functioning ( 4. Identifying problem - Written contracts
relationship with other peoples- 5. Conduct intervention 3) Type of groups
questioning technique) CHILDREN COUNSELLING INTERVENTION - Therapy group
c) Clients life pattern (solving 1. Play therapy - Training group
previous problems) 2. Storytelling therapy - Career and guidance
d) Strengths and sources of strength 3. Art therapy - Task oriented group
3. Making decision 4. Music therapy 4) Role of the counsellor
a) Clients (type of problem, 5. Bibliotheraphy - Participate in the group
personality factor) - Expert
b) Counsellor (knowledge and - Resource person
experience, skills) - facilitator
c) Environment (place) 5) Dynamics in the groups
4. Taking action (Help clients solve a. Positive
problem, May use different GROUP COUNSELLING b. negative
approaches) GINZBERG CAREER DECISION MAKING
 1. phase 1-fantasy 1. Career development involves
2. phase 2-tentative managing your career either within or
a. interest (11-12) between organizations.
b. capacity (13-14) 2. It also includes learning new skills, and
c. values (15-16) making improvements to help you in
d. transition (17-18) your career.
3. phase 3-realistic 3. Career development is an ongoing,
a. exploration lifelong process to help you learn and
b. crystallization achieve more in your career.
c. specification
CAREER DEVELOPMENT PROCESS

CONCEPT OF CARRER DEVELOPMENT