SCHOOL COUNSELLING

THE DEVELOPMENT OF SCHOOL COUNSELLING IN MALAYSIA

1.0

Introduction

Effective school counselling is a collaborative effort between the school counsellor, parents and other educators to create an environment that promotes student achievement. School staff and school counsellors value and respond to the diversity and individual differences in our societies and communities. School Counsellors design and deliver comprehensive school counselling that promote student achievement. This is comprehensive in scope, preventive in design and developmental in nature. School counselling aims are to develop all students in three defined domains: academic, career, and personal/social. It is designed to be preventative, targeted to student developmental stages, collaborative, and delivered through curriculum components, individual student planning and responsive services. School counsellors provide counselling programs in those three domains. Their services and programs help students resolve emotional, social or behavioural problems and help them develop a clearer focus or sense of direction. An effective counsellor can help to ensure that students receive the supports and professional attention they need to succeed in school, whereas an ineffective counsellor can leave students struggling inside a system that is not responding to individual social and mental health needs.

Children and their families need the school to be safe not only for the immediate welfare of the students and staff, but also for enabling learning and growth in a secure and nurturing environment. School violence encompasses a broad range of situations, actions and behaviours, including teasing, bullying, sexual harassment and assault, and criminal behaviour. School Counselling decreases classroom disturbances by supporting teachers in the classroom and enabling teachers to provide quality instruction. Students in schools that provide counselling services indicated that their classes were less likely to be interrupted by other students and that their peers behaved better in school. Resolution results Parenting and Family Education Convention at the national level the 2nd 2004, organized by (MAPIN) Pulpit National Parent Collaborative have reported "one of the methods addressing discipline problems among students are now getting serious is to recruit more teachers of guidance and counselling in order to amount according to the number of students "(Mohd Feroz 2004, Daily News, April 2005, p 6).

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

SCHOOL COUNSELLING

2.0

School Counselling in Malaysia

Since counselling services was introduce in 1963, when a formal certificate-level course was initiated at the Maktab Perguruan Ilmu Khas (MPIK) Cheras, Kuala Lumpur and subsequently at first degree level by Agricultural University of Malaysia in 1981 while Universiti Kebangsaan Malaysia began to offer a course in psychology (counselling) at diploma level in 1980, it has been developed rapidly. In the beginning the Education Ministry organized training and seminars for career guidance teachers in the form of vocational training. Guidance Services in School published by DBP in 1966 became the guidebook for career guidance teachers in schools. Only in 1984 when Declaration 79 (Education Policy) was enforced did the training pattern was revised with the implementation of counselling and guidance with the help of the book Panduan Perlaksanaan Khidmat Bimbingan dan Kaunseling for counselling teachers and school administrators.

The guidance and counselling services in schools are important to help students understand themselves and the world around them. It is the process of helping students maximise their abilities, capabilities and talents (Suradi Salim, 1996). This is based on the premise that there are individuals in our schools who are unable to realise their potentials and the responsibility of realising their potentials lies within the individual themselves. The guidance and counselling services aim to help and not to direct the individual or make decisions for the individual (Figure 1 & Figure 2).

Holistic development

Making decisions

School Counselling Services

Career choice

Motivating students

Figure 1 : Reasons for School Counselling Services

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

SCHOOL COUNSELLING

Figure 2 : Goals of Guidance & Counselling Services in Malaysian Schools [source: Kementerian Pendidikan Malaysia. 1993. Panduan Perlaksanaan Perkhidamatan dan Kaunselling di Sekolah-Sekolah Menengah]

3.0

Development of School Counselling in Malaysia

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 government took an even stronger stance. The Ministry of Education Circular by a memo; KP 5209/35/(4) (Othman & Awang, 1993) announced the importance of counselling and recommended a course of action by which it would be a key component of the Malaysian governments education system (Othman & Awang, 1993; Ministry of Education, 1964). The recommendations centred on a guidance (counselling) teacher being placed in each school (Ministry of Education 1963, 1968). This was not the first education document to recommend that counselling need be an integral part of the schooling system. In fact, in the 1955 Federation of Malaya Annual Report on Education (1955) made many similar recommendations. However, the 1964 circular (KP 5209/35/(4)) was the first to make a significant impact to counselling (Lloyd, 1987).

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

SCHOOL COUNSELLING

In 1963, the first policy for counselling in Malaysia was translated into training. The Guidance and Counselling Section was established within the Educational Planning and Research Division of the Ministry of Education and began providing training workshops to teachers (Ministry of Education, 1968; Othman & Awang 1993). From 1963 to 1980, the Guidance and Counselling Section remained within the Educational Planning and Research Division of the Ministry of Education (Amir & Latiff, 1984) and continued providing training and workshops to teachers. In 1980, the Guidance and Counselling Section came under Schools Division of the Ministry of Education, which led to an increase in the am ount and depth of training (Amir & Latiff, 1984; Salim 2004). There has been a gradual increase in training programs within academia, institutions and the community. The late 1960s saw the first series of training programs. In 1967, Pre-service teachers training in guidance and counselling were first offered to teachers (Ministry of Education, 1968). 1968 saw seminars begin to train teacher-counsellors, teachers appointed in schools as guidance teachers were given 3-day seminars on guidance and counselling (Othman & Awang, 1993). The University of Malaya was the first tertiary institution to offer guidance and counselling services training as an elective for its Diploma in Education (Othman & Awang, 1993). In 1969, the Ministry of Education approved and conducted the first In-Service Course, a six day course designed to expose active service teachers to guidance and counselling skills, and theories (Scorzelli, 1987b). By the close of the 1960s, counselling services were a common concept and were receiving training, in the education system.

Because the UNICEF funding that had be given before was discontinued in 1972, all short courses ended for in-service teachers (Ministry of Education, 1979; Othman & Awang, 1993). However, in 1973, the Schools Division organised seminars and courses for career and guidance teachers. It appears from the interviews conducted, but unclear in government documentation, as if School Divisions took over Guidance and Counselling Sections responsibility after UNICEF aid was discontinued. However, it resulted in an increase in training and planning for training with the education system (Ministry of Education, 1979), so much so that local government universities started offering counselling courses. The 1970s saw Malaysian Universities taking mental health, and guidance and counselling seriously (Ministry of Education, 1970). In 1970, the Department of Psychology was established at Universiti Kebangsaan Malaysia (UKM). In 1975, guidance and counselling vocational theory courses started at UKM, final year undergraduates in the Faculty of Social Sciences and Humanities were offered these courses. In 1977, the Centre for Educational
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 4

SCHOOL COUNSELLING

Services at Universiti Sains Malaysia (USM) started guidance and counselling courses; under USMs Teacher Education Training Program, guidance and counselling course was offered. In 1979, the Department of Psychology was established at the University of Malaya. Hence, the government universities systematically introduced guidance and counselling (Othman, Othman & Awang, 1984).

The 1980s show a wider range of services and acceptance in the community to present where counsellor are being consider the cure for all social aliments (Salim, 2004). From its beginnings in the 1960s to the 1980s, school counselling continues to be the main function of Malaysian counsellors to the 1980s. School counsellors were still primarily teachers, and counselling was a function they performed in addition to their teaching responsibilities. Furthermore, school counsellors were only employed in secondary schools, and their major duties involved vocational guidance. The emphasis on vocational guidance can be attributed to the countrys educational system. Specifically, children were required to pass a series of examinations to continue their secondary education or to qualify for college entrance. In Forms 3 and 5, children took (and still do) an examination to determine whether they qualified for higher education. Although they could take the examination a second time, failure usually meant entering the world of work, and the school counsellor attempted to prepare the student for these possibilities. In 1981, Teacher Education Division (MOE) produced a Guidance and Counselling curriculum (Rahman, 1987). This curriculum was for an introductory course for the trainee teachers at the teachers training college. 1981 also saw Universiti Putra Malaysia (UPM) launch a Bachelor of Education Guidance and Counselling program. The Teacher Education Division started a Guidance and Counselling course in 1982 for the in-service teachers, to be held during the holidays. Participants of this course were encouraged to finish a six-month upgrading course for them to obtain the Specialist Training Certificate (Othman & Awang, 1993). A one-year course was also offered for those who did not attend the holiday training courses. Increased efforts were made to upgrade guidance and counselling teachers by the Ministry of Education. Growing momentum in the training and upgrading the skills-sets of counsellors as a whole occurred during the 1980s (Ninggal, 2004; Othman & Awang, 1993).

Up until the mid-1990s, school principals formerly appointed teachers to the role of the school counsellor. In the 1960s, they were called the guidance teacher or the guidance and counselling teacher. Later, they were referred to as school counsellors. They played
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 5

SCHOOL COUNSELLING

the dual role of teacher and counsellor until 1996, when the Ministry of Education implemented the position of full-time school counsellors. By 2000, every secondary school had at least one full-time counsellor, also called guidance and counselling officer. These counsellors now need to keep office hours (8 a.m. to 4 p.m.) and provide guidance and counselling services to students from both the morning and afternoon sessions. (Most schools in Malaysia run two sessions a day).

The future of school counselling in Malaysia seems to be dependent on three identifiable avenues that require major improvement to stimulate growth. They are Theoretical orientations (Currently, there is a lack of a coherent theoretical framework for the practice of school counselling), Research (More research is needed to help school counselling further define and refine its purpose and directions, theory and practice, and training framework) and Clinical discoveries made through direct practice (Because school counselling, as a profession independent from teaching, is still rather new in Malaysia, the practice of school counselling remains reliant on counsellors who are on the job to figure it out). The Ninth Malaysian Plan (Malaysian Prime Ministers Department, 2006) the Government has approved the establishment of various counselling services and centres. Examples of these centres and types of services are the Kompleks KASIH Keluarga, which are one-stop family service and training centres to provide programmes designed to strengthen the family unit. The main focus of these programmes includes parenting skills, reproductive health services and counselling. In addition, the establishment of Pusat Rujukan Sosial, which are centres providing counselling, referrals, and information on social development programmes, have assisted in promoting counselling services to the community. A total of 47 such centres have been established throughout the country so far (Malaysian Prime Ministers Department, 2006). These centres and the implementation of the Ninth Malaysian Plan continue to provide additional counselling services to the public. There have been clear signs in 2006 that Malaysia as a society is taking counselling more seriously. Some examples have recently been reported in national English language newspapers. The New Straits Times (2006) recently reported that civil servants can access cyber counselling service using email. The Public Service Department's (PSD) Siber-Kaunseling is an interactive facility for all public servants wanting advice and counselling.

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

SCHOOL COUNSELLING

4.0

Conclusion

Based on the explanation above, founded that the development of school counselling seem to be helpful to the achievement of the educational. However, the counsellors need selfimprovement to help them find the best way to handle the becoming problems. The role of testing and assessment for school counsellors needs further clarification and delineation for counsellors to effectively incorporate them into their functions. The schools are as culturally diverse as the Malaysian society. However, multicultural counselling competence training in most counselling training programs is lacking. Furthermore, students presenting issues are increasingly more severe and complex for example, incest, and teenage pregnancy, sexual orientation, and Internet addiction. Therefore, school counsellors and counsellor educators need to gain theoretical and treatment competencies in these areas that are culturally relevant, responsive, and effective. School counselling professionals and researchers need to work toward shaping the future of school counselling and not rely on the government to dictate what is and what will be school counselling.

Malaysia has developed some diversity in it counsellor education programs. A theme running thought the interviews of the four counsellors was that the demand for counsellors and the demand by people wishing to enter counsellor education exceed the capacity of the current programs. Counsellor education programs in Malaysia should resist significant expansion at this time, until the present programs are fully staffed and until the graduates of these programs have been evaluated on the job. At present it would be difficult to judge which of the different models should be expanded.

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

SCHOOL COUNSELLING

THE EFFECTIVENESS OF SCHOOL COUNSELLING IN TACKLING PERSONAL, EDUCATIONAL, AND VOCATIONAL ISSUES OF STUDENTS IN MALAYSIA.

1.0

Introduction

A growing number of secondary school students across the world show signs of struggles with developmental challenges as indicated by occurrences of campus violence, suicide, behavioural problems, emotional hardships and teen issues such as self-esteem, peer relations and conflicts, sexuality, family problems, drugs and gangs (Allen, Nichols, Tocci, Hochman, & Gross, 2006; Dahlberg & Philippot, 2008; Dwyer & McNaughton, 2004; Herr, Algozzine, & Eaves, 1976; Marandola & Imber, 1979; Morrow, 1995; Singer, 1990; Sun & Hui, 2007). Consequently, governments across the globe issue mandates and policies that hold schools and every school personnel responsible for the positive development of the whole student population as well as intervention for at-risk students. A whole-school approach is essential because the needs of the entire student population cannot be met by a small group of people such as mental health professionals, administrators or teachers assigned to guidance and counselling services. Regular teachers form the largest group of professionals who interact with students on a daily basis. Without regular teachers buy-in and participation, guidance and counselling services will be limited to a small group of adults helping a small group of students.

Both primary and secondary schools encountered many similar management issues. As a learning institution, one of the main issues is the management of school managers especially where their leadership and governance is concerned. Apart from this, Santrock (2001) the school managers of learning organization are responsible in establishing the safe and conducive learning environment in schools and therefore related to school and class size as well as home-school partnership. Meanwhile, the classrooms where teaching and learning take place need to be managed effectively. Therefore, it is the responsibility of headteacher as the manager of primary school and principals as the manager of secondary school to design the physical environment of the classroom for optimal learning create positive environment for learning, establish and maintain rules, effectively deal with problems, effective usage of communication strategies and understand the development of the students.

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

SCHOOL COUNSELLING

The expectation of teachers to play a role in promoting the whole-person development of students has long been held by different cultures in the West (Watts & Kidd, 2000), in the East (Hue, 2007), and in Africa (Delpit &White-Bradley, 2003). Guidance in school carries an educational function (McLaughlin, 1993). Hence, teachers involvement in student guidance and counselling is by nature a part of teachers responsibility. Studies in guidance as a whole-school approach confirm teachers involvement as a salient component. As society becomes more complex and complicated, schools have similarly become more complex with large student numbers. Student population in many secondary schools may range between 1500 to 2000 students. Imagine the different personalities and socio-emotional backgrounds of students attending school each day. With these large student numbers it is unlikely that the individual needs of each and every student will be attended to. A comprehensive counselling programme in school will provide guidance and counselling services in three main areas addressing personal issues, educational issues and vocational issues (see Figure 3 below).

Personal Issues

School Guidance and Counselling due to Students

Educational Issues

Vocational Issues

Figure 3 : Issues School Counselling Programmes Emphasise

2.0

Personal Issues

The personal issues include problems and concerns related to personality, physical and emotional development, interpersonal relationships and related issues. In an ideal world, we would be able to protect children from life events that cause them stress and pain. The reality is that students lives are affected by significant events that are usually expected. In

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

SCHOOL COUNSELLING

personal issues, the counsellors deal with self-identify, social skills, relationships, conflict resolution, personal loss or other problems. School counsellors might identify extreme changes in student behaviour or attitudes as a result of significant events or change in the students life. Students frequently seek out school counsellors because of upsetting or stressful life events. School counsellors must help students address the thoughts, feelings, and behaviours that result from the stressful events in their lives. Most students will experience some loss events, and school counsellors should be prepared to help them work through the related issues. Other personal and social issues which school may deal with are anger, jealousy, lack of motivation, friendship issues, gang involvement, relationship issues, selfconcept, drug use and abuse, peer pressure to name a few. One aspect of being an effective counsellor is identifying and understanding the issues students face. The counsellors can follow these general guidelines when counselling students; listen to the story, help students identify their concerns, meet the student where the student is, help the student set goals and consider challenges long the way and also be available, and check in with the student.

Most of the students need to be heard, and maybe they need to hear themselves. Often, they just need someone who will objectively listen without interference. There may be multiple issues to be addressed that the most pressing and which is interfering most with the students life. . If a student is not ready to talk or not ready to work on a problem, do not force it. Counselling services are to be offered, not imposed. If the student is ready, talk about the goals the student has for dealing with the problem. What would be different as a result of these goals? What would the student need to do differently to reach these goals? Discuss the possible consequences of the students decisions. What if something does not go as planned? Are there alternatives? Often, after something is resolved, the student may not come back to the counsellor. It is important for the counsellor to find the student and check in to see how things are going.

School counsellors provide counselling programs in three critical areas: academic, personal/social, and career. Their services and programs help students resolve emotional, social or behavioural problems and help them develop a clearer focus or sense of direction. Effective counselling programs are important to the school climate and a crucial element in improving student achievement. School counsellors, like all educational professionals, are increasingly being required to demonstrate evidence of effective practice. This brochure provides a collection of sources that address the effectiveness of school counselling and other
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 10

SCHOOL COUNSELLING

student support services, including their contribution to the personal and academic success of students.

Personal counselling deals with emotional distress and behavioural difficulties that arise when individuals struggle to deal with development stages and tasks. Personal counselling also aims to help students develop and maintain healthy and effective interpersonal relationship besides to improve the students self-understanding and selfesteem. By the way, personal counselling awaken adolescent to educational can vocational opportunities which are the students are empowered and taught to develop positive attitude towards themselves. From that, the students acquire the ability to acknowledge area of expertise and develop the freedom to make positive choices in life.

Some students come to school with a wide range of emotional and behavioural health concerns. Although school counsellors are not designated mental health counsellors, they do serve those with serious behavioural and mental health disorders, as most classroom teachers are ill-equipped to contend with the demands of serious behaviour and mental health needs. Depending on the age of the student, and the available school and community resources, the school counsellor will generally deal with students who suffer from anxiety and depression, attention problems, physical abuse, sexual abuse, and/or emotional abuse and neglect, substance abuse issues, violence prevention and gang-related safety issues, bullying interventions, traumatic crisis intervention stemming from school shootings, student suicides, deaths, and more. The school counsellor also addresses the needs of students who suffer from life-threatening eating disorders; pregnancy and abortion issues; sexual identity issues for gay, lesbian, and bisexual youth; and self-abuse such as cutting behaviours or other methods of self-harm. As the school counsellors seeks to assess student need for intervention, all ethical and legal codes must be upheld including the codes governing all counsellors for issues of informed consent, dual relationship issues, the parameters of confidentiality.

Many people hold the misperception that personal counselling in the school setting is a therapeutic process. However, personal counselling services offered in the school setting allow counsellors to assess the emotional state of a student and make appropriate referrals to mental health agencies, if necessary. In terms of providing individual counselling as a mental health service for students within the school setting, it is important to educate all stakeholders

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

11

SCHOOL COUNSELLING

about the ways that the work of the school counsellor is integral to the education system and how the data-driven school counselling program positively affects student achievement.

Before students arrive at school they have varying levels of preparedness to engage in learning. Issues of mental and physical health may affect students, so counsellors often function as the first point of contact for students seeking or needing mental health services. These school professionals must assess and direct students to appropriate services, while maintaining trusting student relationships. For example, family crises and deaths may require bereavement or grief counselling, peer support or other interventions to support students. Additionally, deployed parents, prolonged family separation and the accompanying issues that affect children of active-duty soldiers have become increasingly relevant and acute over the past decade.

To encounter with the effectiveness of school counselling, counsellors are often tasked with promoting and sustaining a healthy school climate through the development of programs relating to violence prevention and other issues. Children and their families need the school to be safe not only for the immediate welfare of the students and staff, but also for enabling learning and growth in a secure and nurturing environment. School violence encompasses a broad range of situations, actions and behaviours, including teasing, bullying, sexual harassment and assault, and criminal behaviour. Counsellors are often expected to be aware of and stem these behaviours through the development of awareness campaigns, mentoring, peer advising, mediation and other programs meant to develop empathy, understanding and positive morals.

Individual counselling is a personal, private, and a face-to-face interaction between a counsellors and a client in which they work together on a problem or topic of interest. The discussions may be relatively unstructured or may be based on structured learning activities. . One aspect of being an effective counsellor is the ability to identify and understand the issues students face. The following are general guidelines counsellors may use when counselling students:

(a) Listen to their story Students need to be heard, and maybe they need to hear themselves. Often, they just need someone who will objectively listen without interfering.
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 12

SCHOOL COUNSELLING

(b) Help students identify their concerns There may be multiple issues to be addressed. What seems to be the most pressing? Which is interfering most with the students life?

(c) Meet the student where the student is If a student is not ready to talk or not ready to work on a problem, do not force him or her. Counselling services are to be offered, not imposed.

(d) Help the student set goals If the student is ready, talk about the goals the student has for dealing with the problem. What would be different as a result of these goals? What would the student need to do differently to reach these goals?

(e) Consider challenges along the way Discuss the possible consequences of the students decisions. What if something does not go as planned? Are there alternatives?

(f) Be available, and check with the student Often, after something is resolved, the student may not come back to the counsellor. It is important for the counsellor to find the student and check to see how things are going with them. It is inaccurate to assume that there is no relationship between a students personal life and academic behaviour. We cannot assume that students leave their problems at the school door and become completely focussed on the academic tasks at hand. The school counsellor can be a bridge between personal and social concerns and academic progress. Trains and uses students as helpers in the peer counselling program; and. counsels a teacher regarding a personal concern. School counsellors must take a holistic approach. The unique training that school counsellors receive enables them to discover how each developmental area is intertwined with the others, and how each issue interacts or interferes with development in other areas. Counsellors can help students solve problems and work through important issues that will ultimately affect their overall functioning.

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

13

SCHOOL COUNSELLING

3.0

Educational Issues

School counselling on educational issues focus on learning problems such as motivation to learn, unable to cope with studies, unable to read and write adequately, selection of courses especially in higher education, time management, adapting to school (students from different primary school attending joining a secondary school), language difficulties (difficulties with the English language) and other related issues. It provides information about educational opportunities beyond secondary school, promotion or achievement, learning strategies and test-taking skills.

In 2003, Brigman and Campbell conducted a study referred to by McGannon, Carey and Dimmitt (2005) as an exceptionally well-done, comprehensive study (p. 12). Its purpose was to evaluate the effects of counsellor-led interventions on student achievement and behaviour. The scores of students randomly selected from schools with equal racial and socioeconomic make-ups in the treatment group were contrasted with students in a control group that was matched for achievement levels (Brigman & Campbell, 2003). The study involved examining whether or not the combinations of curriculum-based and group-based interventions with a specific focus on cognitive and metacognitive, social skills and selfmanagement skills would have a measurable effect on students test scores on the FCAT (Brigman & Campbell, 2003).

It seems as though many educators take it for granted that students know how to succeed in their life when, in fact, many never learn about attitudes, behaviour and other factors that contribute to achieving success. Educator should offer guidance and counselling services to students to cultivate attitudes and behaviour leading to good life. Otwell anf Mulis (1997:345) believes that guidance and counselling is important in schools because it increases behaviours related to achievement such as studying effectively.

Research increasingly demonstrates that the provision of student wraparound supports is directly connected to overall student development and academic achievement. As schools look for ways to raise student performance and meet accountability expectations, ensuring that students receive adequate supports becomes an increasingly central part of the schools role. Research suggests that promoting student success by raising academic expectations is more effective when schools pair increased expectations with services that address the social
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 14

SCHOOL COUNSELLING

and developmental needs of students. Research also shows that interventions led by school counsellors can have positive effects on student achievement and behaviour at both the middle and secondary grade levels. Students at risk of dropping out often identify strong school and adult relationships as critical to their decision to stay or leave a role the school counsellor can help to fill through student interactions, planning and counselling.

4.0

Vocational Issues

What is vocational issue due to the school counselling? It is focus on career choice, preparation for a particular career, placement and adaptation with world of work. These services would be most needed by students who are at the end of their schooling; though choice of a career can begin at an earlier stage of a students life. Vocational or career counselling includes information about course requirements, post-secondary or tertiary institutions, career path planning, potential employers and job hunting.

Vocational counselling involves school counsellors having individual contact with students whom they counsel in order to facilitate career development. The students are help to become aware of the many occupations to consider and decide what to do after school. To cope with this issue, the counsellor can operate some type of transition support services like bring the primary school students visiting the secondary school they intend to attend. Thereby, they gaining the opportunity to meet new teachers, talk with older students and tour the school buildings. Other strategies include providing information leaflet to primary school students and their parents and having older students return to their primary school to talk with incoming students.

The Guidance Section under the Educational Planning and Research Development Division, promoted a career in guidance by circulating a series of pamphlets on career guidance in the primary and secondary schools (Awang, 1969). Pamphlets were prepared that explained guidance for schools, cumulative record cards, school orientation, understanding children and problems of the transition into secondary schools. It also inspected schools, did research, and organized seminars and workshops for career teachers (Awang, 1969).

Although some research has found that counsellors administering career-preparation programs at the middle school level had little to no measurable impact on the career
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 15

SCHOOL COUNSELLING

preparedness of students, there is substantial research supporting the value of career planning and guidance at both the middle and secondary levels. Substantial research on high school students has shown the role of good information and self-efficacy in the career decisionmaking process, and much of the literature as well, provides specific guidance on how counsellors can influence high school career aspirations. Correct information about career options and requirements is very important, so that students can plan appropriately.

Also, career counselling provides benefits to students by enabling them to plan appropriately for the academic and licensing requirements of their desired professions. Career counselling can also provide societal benefits by helping to align future workers with job market needs. To help students prepare for their careers, they could maintain portfolios beginning in early secondary school. A portfolio is a collection of activities students have done during their time in secondary school and might contain the following;

(a) List and description of school activities (sports and club activities);

(b) Grades and test scores;

(c) Work and/or volunteer experiences;

(d) Courses attended;

(e) Hobbies or interests outside of school; and

(f) Projected future plans (i.e. university, college, technical or vocational work).

If a student has a question or concern about careers, the counsellor can explore options with the student and help the student to come to an acceptable conclusion. What am I going to do after secondary school? This can be an overwhelming question, and the counsellors role is to alleviate the anxiety that often comes with making major life decisions.

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

16

SCHOOL COUNSELLING

5.0

School Counselling

In the early years, the major duties of the guidance teachers revolved around vocational and academic guidance. However from 1971 onwards, a counselling function was included. Counselling was then defined as

" a learning process, carried on in a simple one-to-one social environment, in which a counsellor, professionally competent in relevant psychological skills and knowledge, seeks to assist the client with methods appropriate to the latter's need and within the context of the total personnel programme. The client is guided to learn more about himself and to put such understanding into effect in relation to more clearly perceived, realistically defined goals so that he may become a happier and more productive member of his society" (Ministry of Education, 1971).

5.1

The Role of the School Counsellor

The school is a certified or licensed educator trained in school counselling with unique qualification and skills to address all students academic, personal or social and career development needs. School counsellors implement a comprehensive school counselling program that promotes and enhances student achievement. School counsellor are employed in both primary school and secondary school. Their work is differentiated by attention to developmental stages of student growth including the needs, task and student interest related to those stages. The school counsellors serve a vital role in maximizing student achievement. Incorporating leadership, advocacy and collaboration, school counsellors promote equity and access to opportunities and rigorous educational experiences for all students. School counsellors also support a safe learning environment and work to safeguard the human rights of all members of the school community. School counsellors provide services to students, parents, school staff and the community in the following areas:

a. School Guidance Curriculum Consist of structured lessons designed to help students achieve the desire competencies and to provide all students with the knowledge and skills appropriate for their developmental level.
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 17

SCHOOL COUNSELLING

b. Individual Student Planning School counsellors coordinate on-going systematic activities design to help students establish personal goals and develop future plans.

c. Responsive Services Preventative activities meeting students immediate and future needs. This may require any of the following: i. Individual or group counselling ii. Consultation with parents, teachers and other educators iii. Referrals to other school support services or community resources iv. Peer helping v. information

6.0

The Effectiveness of School Counselling

Several studies found that primary school guidance activities have a positive influence on primary students' academic achievement. Also, the school counsellors in collaborative efforts can implement both systemic and programmatic changes in schools and communities to prevent students from dropping out of school. Never forget, counselling decreases classroom disturbances which are counselling services support teachers in the classroom and enable teachers to provide quality instruction designed to assist students in achieving high standards. Students in schools that provide counselling services indicated that their classes were less likely to be interrupted by other students, and that their peers behaved better in school.

6.1

The Effectiveness of School Counselling due to Personal Issues

School counsellors have proven effective in preventing students from committing suicide. The most effective prevention programs start with younger students and portray suicide as a mental health problem, not a dramatic way of ending a life. It is essential that counsellors involve the parents of troubled students in the counselling process. School counselling programs have significant influence on discipline problems. Baker and Gerler

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

18

SCHOOL COUNSELLING

reported that students who participated in a school counselling program had significantly less inappropriate behaviours and more positive attitudes toward school than those students who did not participate in the program. Another study reported that group counselling provided by school counsellors significantly decreased participants' aggressive and hostile behaviours. Research indicates that school counsellors are effective in teaching social skills and students who have access to counselling programs reported being more positive and having greater feelings of belonging and safety in their schools.

6.2

The Effectiveness of School Counselling due to Educational Issues

In studies on the effects of a small group counselling approach for failing elementary school students, 83 percent of participating students showed improvement in grades. One study found that high school counsellors influenced their students' future plans by encouraging them to have high expectations. A high proportion of 10th and 12th grade students who were surveyed perceived that their counsellor expected them to attend college, regardless of their racial background. High school students own educational expectations for themselves increased over time.

6.3

The Effectiveness of School Counselling due to Vocational Issues Employer expectation for employees skills and capabilities are altered from past

(Lee, 2004). These revealed that students faced more challenging than past in the transition from school to work or college. Although academic qualification is the enter level for many companies but it is not the only criteria in determine ones marketability and employability (Arulmani, 2005; Chang 2004). Besides excellent and professional academic qualification, employers also looking for multi-skills, flexible, multilingual, innovative, positive attitudes, broad knowledge, and commitment employee (Lee, 2004; Chang, 2004). Graduate who have excellent and broad knowledge, good interpersonal skills and high employability skills are more marketability. According to Aspen Institute (2002), a person who does not received at least some post-secondary education and training will face increasing limited economic opportunities. The demand of employee with education and training beyond high school will gradually increase. As in Malaysia, skills certification is important in developing workforce because many large international companies insist that workers possess official skills qualification (Ministry of Human Resource, 2009). It showed that workers who have
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 19

SCHOOL COUNSELLING

competency certificate in their skills such as welding or machining are priority for many big companies in Malaysia. Although jobs do exist for individuals with qualification lower than a college degree, these jobs usually offer the lowest pay and benefits (Weiten & Lloyd, 2003)

School counsellors are very effective in assisting children in the area of career development and also counsellors are effective in assisting high school students with college choices. School career counsellors play a key role to prepare students who can successfully transitions to the next level, whether for further education or a job. Jarvis and Keeley (2003) called for school counsellors to provide career development interventions in new paradigm where not only narrowly focuses on a career decision making, but also assisting them in gaining necessary employability and self-management skills.

7.0

Conclusion

The professional research, studies, surveys, handbooks and associations that inform the counselling field depict a profession that cares passionately about its students. Research shows that school counsellors tend to be thoughtful and well-meaning individuals who work hard to serve the best interests of their students. However, the body of information on school counselling consistently shows a field that struggles with role definition and efficacy and that is inconsistently integrated into the larger education reform agenda. Counsellors have shown that they can function as effective advocates for students and provide leadership in initiating conversations among students, families and schools. It follows that these conversations can lead to the addition of support services or other resources that might help students, families and teachers to improve the educational services received by students. To achieve better educational equity, counsellors could play a central role in advocating for the needs of students and mobilizing the common support of the school, family and community. Counsellors could minimize barriers to students academic success by increasing effective schoolfamily communication and the effective use of data, collaboration and leadership. Counsellors are often in a unique position that allows them to view the totality of a students school and life circumstances and enables them to advocate for the overall needs of the student and to improve student outcomes.

School counsellors in Malaysia are faced with challenges such as lack of professional training, administrative workload and unclear role functions which affect their performance
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 20

SCHOOL COUNSELLING

as counsellors. The success of school counselling depends entirely on the provision of qualified and well trained full-time counsellors in schools. To ensure effectiveness of the school counselling programme, the school counsellors training programmes at the teachers training colleges and universities should adopt the scientist-practitioner paradigm, and review the curriculum to conform to the requirement for accreditation and the new paradigm. There must be assurances for an adequate, professional, and competent supervision of the neophyte counsellors during training. The roles of these school counsellors need to be redefined and make made accountable. Integrating these elements into current policy for school counselling will enhance the effectiveness of school counselling in Malaysia.

Guidance are organized, planned, sequential, and flexible activities which are carried out in large groups, classroom guidance sessions, and small groups to help students develop their social, educational, and career potentials. The counsellors should (a) works with a class size or large group of students to facilitate self-awareness; (b) conducts a class size or large group workshop for students on topics of developmental needs; (c) conducts a class size or large group workshop for students to help them develop academic skills; (d) conducts a class size or large group special program to meet the specific needs of the students; and (e) provides a class size or large group of students with educational and career information;

ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING

21

SCHOOL COUNSELLING

8.0

References

Abdul Halim Othman (2007), Kaunseling Untuk Kesejahteraan Insan, Satu Pengalaman di Malaysia, Universiti Malaysia Sabah, Kota Kinabalu.

Kementerian

Pendidikan

Malaysia

(2001).

Pembangunan

Pendidikan

2001-2010.

Kementerian Pendidikan Malaysia.

Zuria Mahmud, Noriah Mohd. Ishak dan Noriha Bachok (2003). Strategi Kaunseling Untuk Menangani Tingkah Laku Bermasalah di Kalangan Pelajar Sekolah Menengah: Satu Tinjauan Literatur. Kertas kerja dibentangkan di Konvensyen PERKAMA kali ke XI, 25-27 Jun 2003, Johor Bahru.

Hue, M. T. (2007). The relationships between school guidance and discipline: Critical contrasts in two Hong Kong secondary schools. Educational Review, 59 (3), 343-362. Hue, M.T. (2010). Educational planning for school guidance: Teachers narratives of the diverse needs of ethnic minority students in Hong Kong secondary

schools. Educational Planning, 19(2), 34-45 Phua, K. L. (n.d.). Whats ahead for Malaysia? Current challenges and emerging trends. Retrieved July 15, 2003, from http://phuakl.tripod.com/eTHOUGHT/whats.html

Ng, K. S., & Stevens, P. (2001). Creating a caring society: Counselling in Malaysia before 2020 AD. Asian Journal of Counselling, 8, 87101.

Ching, M. S., & Ng, K. (2010). Counseling in Malaysia: History, Current Status, and Future Trends. Journal of Counseling & Development, 88, 18-22. www.counseling.org

Ministry of Education, Malaysia. (1968). Perlantikan Guru Bimbingan, KP/5209/30/(13). A Circular from the Educational Planning and Research Division. Kuala Lumpur.

Choong Lean Keow ( 2007 ), Kaunseling : Teori dan Praktis. Kuala Lumpur, Kumpulan Budiman Sdn. Bhd.
ASSIGNMENT HMEF5063 GUIDANCE AND COUNELLING 22