TOPIC 1: GUIDANCE AND COUNSELLING BASIC CONCEPTS -
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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 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.
PRINCIPLE AND PHILOSOPHY 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 selftendency. 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 counselling
of
guidance
and
1. Career Education – school days
2. Career path – school graduate 3. Work – short and long term employment Principles of counselling
guidance
and
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 counselling
of
guidance
and
The realization of the potential of children. Provide teachers with technical assistance. To help troubled children. Contribute to the adaptation of children.
GUIDANCE CONCEPT
PSYCHOTHERAPHY
Helps clients to understand themselves
Treats mental illness, emotion and psychiatry
Focus on individuals aims in making smart decision
Focus on short and long term goals
FOCUS
giving information or The developments of advice to self specific skills towards development and avoid fostering self and avoid problems problems.
APPROACH
Preventive approach as well as a variety of strategies and techniques to help the client solve issues they are having Related to everyday life in terms of personal life, academic, career, social and interpersonal relations Schools, higher education institutions and so on
A recovery – help client solved serious emotional problems such as depression, personality disorder A more complex Approach and use strategies in relation to the process of consciously and unconsciously. In relation to the emotional, mental disorders.
Preventive approach as well as a variety of strategies and techniques to help the client solve issues they are having Related to everyday life in terms of personal life, academic, career, social and interpersonal relations Schools, higher education Hospitals, mental health institutions and so on canters and private clinics
Quite short: 1 – 5 sessions or 1 session only.
Quite short: 1 – 5 Long-years sessions or 1 session only.
AIMS
CLIENTS PROBLEM
SETTING TIME FOR TREATMENT
Provide information and guidance that are relevant. Focus on short term goals
COUNSELLING
WHO INVOLVES
Teachers, teachers
subject
TARGET GROUP
Individuals, small and big groups
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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.
Counsellor, psychologist.
Individuals, clusters.
Guidance – related on personal development and social, academic and GUIDANCE AND COUNSELLING 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 planning to maintain contact with former student. - Consultation and reference-collaboration and consultation with parents of students and other teachers. - Evaluation – evaluating the personalia: reflects the assessment of teacher
Counselling psychologists, clinical psychologists, psychiatrists. small Individuals with serious psychological problems, neurosis, and a light psychosis. guidance and counselling via the data collected, SERVICESassessment: 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
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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).
2. Responsibility for his professional friends 3. Responsibility to the society 4. Responsibility to the organization and employers ROLE OF NORMAL TOPIC TEACHERS 3 ROLE OF IN THE COUNSELLING PROGRAMMES 1.
Etiquette of a counsellor 5 Principles of ethics 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. 3.
4.
5. 6.
7.
Help students make personal adjustments, academic, social, emotional and moral with the school environment. Help the students in their learning. Help students to create planning in his early schooling suitable with their abilities, interests and development respectively. Provide awareness since the beginning to the students on the importance of learning in life. Help students in the process of problem solving. Help students form good working habits, appreciating the work and build the perfect attitudes. Work with parents or guardians of students in the development of the growth of the students.
8.
Help students in making decision from time to time. 9. Always give full cooperation to the teacher of guidance and counselling in schools in handling the guidance and TEACHER AS A GUIDANCE TEACHER counselling program in school. 10. Make reference to guidance and counselling teacher at schools about pupils who they think should get professional services. Gathering students information a) Test technique - Achievements test - Aptitude test - Career interest inventory - Personal inventory and test - Attitude test b) Non-test technique - Observation 1. Understand students behaviour 2. Assess students development 3. Assess students advancement in learning -
Document analysis 1) Students reports card
2) Students book 3) Students card -
attendance
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Related activities
to
students
interviews– teachers
students,
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f) Audio and recording Students behaviour
video S(sensation/school)– in the school: headaches, back pain, stomach ache, problems of perception,, academic failure I (imagery) –imagination: bad dream or nightmare, low self-esteem, fear of being drops from the school, the habit of excessive trance C (cognition) – thinking: irrational thinking, problems in setting life goal, problems making decisions, difficult to settingkah lakue a problem
b) Checklist c) Sosiogram - maps or diagrams showing the patterns of interaction among a group of children. d) Pupils works drawing collage writing photo students projects e) Photo
phobias,
cumulative
IDENTIFYING STUDENTS PROBLEMS/ISSUES a) Observation – using special form for observation. For example: 1. anecdotal records 2. running record 3. sampling time 4. sampling events 5. writing diary
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anger, anxiety, depression
TOPIC 4 : Model BASIC ID B (behaviour) – ACTION : fighting, interrupting, talking without reason, stealing, postpone the works A ( affect) – emotion: the expression of feelings of
I(interpersonal relationship)THEORIES – social life: COUNSELLING ashamed, conflict with adults and peers, family problems D (drugs/diet) –lifestyle: hyperactivity, drugs, heavy drugs
Model HELPING
H (helping) – health issue
Teori A-B-C-D-E (RET)
E (emotions) – anxiety, sadness, anger L (learning problems) – failures, focus problem P relationships) adults, peers
I (imagery) – low selfesteem, poor problems managements skills N
(need
despair,
(personal –with
to
know)
confuse,
lack
– of
information G (guidance) – behaviours, action, consequences (behaviours problems and motivation)
A – trigger events B – judgement events i. Rational ii. irrational
BEHAVIOURIST THEORY of
the
C – consequences/feeling from the judgements made earlier (effect/results) D – individual efforts to overcome irrational assessment (argument or challenge to the system) E – Results were generated to fight against irrational thinking (new impact on emotional and behavioural)
Ivan Pavlov Skinner
and
B.F.
Concept: The concept of the removal process and learn again the unwanted behaviour. The role of teachers in guidance and counselling; planner for the strengthening of proper behaviour while eliminating inappropriate behaviour. view on human 1) Was born in neutral 2) Have the same potential to be good or evil 3) Rational and vice versa 4) Can provide an appropriate response to what you have just learned. 5) Resulting from conditioning (stimulusresponse). Depending on experience
6) Learn and retain patterns of behaviour, repeat these patterns in the future if necessary Role of counselling: action-oriented, clients are actively act towards solving the problems, the actions include: a) monitor the less desirable behaviour b) Practice the behaviour management skills. c) Complete assignments/tasks.
Technique/strategy helps the clients: 1) Contract
to
contingencies:a) Identify the problem b) Gathering baseline data c) Determine the behaviour d) Form a contingency plan
e) Assess contingency plan f) Create a maintenance plan
7) Desensitise systematic 8) Aversive conditioning
2) Formation: a) Step 1- identify the
desired
behaviour b) Step 2-
wait
until
the
behaviour
has
been shown c) Step 3-provide reasonable reassurance 3) Modelling character 4) Token 5) Role play 6) Assertive training
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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
2. 3. 4. 5.
6.
(tendency towards selfperfection people who are allowed to grow freely, then he will grow to perfection tend towards selfimprovement can make changes to their behaviour Have a significant perception of themselves, others and the environment. since birth have own experience
The role of counselling not direct, active listening, give appropriate encouragement during counselling sessions, there should be the nature of empathy and unconditional acceptance Techniques / strategies to help 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. don’t 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 d. Recognize and enhance the potential and abilities of clients 3. Empathy – looks through the eyes of the clients, try to walk in their shoes, feel their experience, use suitable skills and give silence period
TEORI RASIONAL EMOTIF Albert Ellis Concept: emphasizes the role of thinking and belief systems as a source of personal problems. The role of teachers in guidance and counseling; active,
competent, confident and able to apply the various techniques of counselling in changing the belief system of the client. View on human: 1. Has the potential to act or behave in a rational and vice versa. 2. Competent and have the confidence to use their own rational in solving a problem. 3. The thought has a close relationship with the emotions and behaviour. 4. The main factor of the existence of emotional distress is themselves and not what happens on them. 5. Become more irrational when received ideas that are not rational in their belief system. 6. Functioning as a whole that is concerned, have feelings, move and think.
Role of counselling: cognitive restructuring of clients, including irrational thoughts and beliefs so that clients get a view and philosophy of life in a more positive and rational ways Techniques / strategies to help clients 1) cognitive a) Restructure the original irrational thoughts and beliefs through the use of ABCDE. b) Define again the negative situations and become more positive situations c) Conceptualize the problem be holistic rather than as a small separated parts 2. Emotive a) The elements of joke b) imagery to guide the client (the emotion
c) practice to overcome the shyness (ignore what others think of them) 2) Behavioural a) operand (assertiveness training and formation) b) Classical (disensitasi systematic) c) SelfManagement and monitoring d) Assignment of homework
STAGES IN COUNSELLING 1. Building a relationship a) Creating an ambience conducive for interaction ( give full attention, listen, respond)
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3.
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b) Deciding early on the aim of the relationship (help clients understand about themselves) c) Structuring relationship (role, time, venue) d) Building trust (high ethical behavior-counsellor) Starting an exploration a) Scope of the problem (how serious, how long) b) Client’s level of functioning ( relationship with other peoples-questioning technique) c) Client’s life pattern (solving previous problems) d) Strengths and sources of strength Making decision a) Clients (type of problem, personality factor) b) Counsellor (knowledge and experience, skills) c) Environment (place) Taking action (Help clients solve problem, May use different approaches) a) Close parties b) Additional sources c) Reading materials Ending a session a) Summed up the progress
b) Stated the issues that need to be deal with c) How to maintain the growth BASIC SKILLS IN GUIDANCE AND COUNSELLING 1. 2. 3. 4. 5.
Listening Interpret non-verbal behavior Giving responds Identifying problem Conduct intervention
CHILDREN INTERVENTION 1. 2. 3. 4. 5.
COUNSELLING
Play therapy Storytelling therapy Art therapy Music therapy Bibliotheraphy
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3)
4)
5)
GROUP COUNSELLING 1) Group counselling process Stages: a. Initial stage (orientation and exploration)
b. Transition stage (dealing with resistance) c. Working stage (cohesion and productivity) d. Final stage (consolidation and termination) Choosing the members - 8-10 members - Group criteria (gender, age, issues) - Group goals - Written contracts Type of groups - Therapy group - Training group - Career and guidance - Task oriented group Role of the counsellor - Participate in the group - Expert - Resource person - facilitator Dynamics in the groups a. Positive b. negative
GINZBERG CAREER DECISION MAKING 1. phase 1-fantasy 2. phase 2-tentative a. interest (11-12) b. capacity (13-14) c. values (15-16)
d. transition (17-18) 3. phase 3-realistic a. exploration b. crystallization c. specification CAREER DEVELOPMENT PROCESS
CONCEPT OF CARRER DEVELOPMENT 1. Career development involves managing your career either within or between organizations. 2. It also includes learning new skills, and making
improvements to help you in your career. 3. Career development is an ongoing, lifelong process to help you learn and achieve more in your career.