HPGD2103

Table of Contents

Table of Figures ......................................................................................................................... 2

1

ABSTRACT ....................................................................................................................... 3

INTRODUCTION .............................................................................................................. 4
2.1

GUIDANCE AND COUNSELLING GOALS ........................................................... 5

COMMUNICATION SKILLS ........................................................................................... 6

3.1

BASIC COMUNICATION SKILLS ........................................................................... 6

3.2

VERBAL COMMUNICATION.................................................................................. 7

3.3

NON VERBAL COMMUNICATION ........................................................................ 7

WHY COUNSELLING SKILLS ....................................................................................... 8

PERSON CENTRED COUNSELLING ......................................................................... 9

5.1

MAIN CONCEPT ..................................................................................................... 10

GROUP COUNSELLING ................................................................................................ 12

6.1

WHAT IS GROUP COUNSELLING? ...................................................................... 12

6.2

TYPES OF GROUP .................................................................................................. 13

6.3

STAGES IN GROUP COUNSELLING ................................................................... 14

COUNSELLING ETHICS ............................................................................................... 15

7.1

VALUES OF COUNSELLING AND PSYCHOTHERAPY .................................... 16

WHAT IS HUMAN CAPITAL? ....................................................................................... 17

GUIDANCE AND COUNSELLING SERVICES IN MALAYSIAN SCHOOLS .......... 20

10 THE IMPLEMENTATION OF GUIDANCE AND COUNSELLING MODEL IN

SCHOOLS ............................................................................................................................... 24
11 ISSUES IN THE IMPLEMENTATION OF GUIDANCE AND COUNSELLING
SERVICES ............................................................................................................................... 26
12 THE FUTURE OF GUIDANCE AND COUNSELLING SERVICES IN MALAYSIA . 28
13 CONCLUSION ................................................................................................................ 28
BIBLIOGRAPHY .................................................................................................................... 29

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Table of Figures
Figure 1 ...................................................................................................................................... 5
Figure 2 .................................................................................................................................... 13
Figure 3 .................................................................................................................................... 14

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ABSTRACT

Guidance and counselling services were first introduced in Malaysian schools in the early
1960s. The initiative began with career and guidance services gradually expanded in scope in
line with the needs and problems which arising from the development and changes within the
fields of economy, science, and technology.

The guidance and counselling services in Malaysian schools have made specific
modifications based on the guidance and counselling model practiced in schools in the United
States of America. These changes are considered appropriate in order to meet the cultural
characteristics of the local community.

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INTRODUCTION

The practice of giving and receiving assistance, advice and guidance is a familiar tradition
within the Malaysian society. As stated by (Amla Salleh, 2009), advisory and social support
among members of the Malay community has existed long before colonial administration.
The compassion, warmth and friendliness, along with the roles and responsibilities of village
heads, head of mosques or respected elders played major roles in ameliorating social
misunderstandings and problems arising from various walks of the community.

However, the developments and advancements in the industrial, science and technology
fields have provided such traditional assistance and services insufficient to meet current
requirements. Todays daily crisis and pressures within the community require a more
systematic and sophisticated form of support system. As a result, guidance and counselling
services were then introduced in schools to assist students especially in the form of career
guidance and to overcome social problems arising from the rapid economic changes within
the country.

From time to time, the services rendered by undergoing guidance and counselling in order to
accommodate for not only the academic or career development of students, but more
importantly to ensure psychosocial and mental well-being of future students.

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2.1 GUIDANCE AND COUNSELLING GOALS

There are five counselling goals, to: (Dr Zainal Abidin Ahmad., 2011)
a) Make behaviour change easier;
b) Increase clients ability to start and continue relationships;
c) Help clients effectiveness in coping with problems and issues;
d) Encourage the decision making process; and
e) Help clients development and potential achievement.

COUNSELLING
GOALS

Positive Change
Of Behaviour

Positive
Relationship

Effective Decision
Making Process

Potential
Achievement

Figure 1

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COMMUNICATION SKILLS

Communication is about more than just exchanging the Information. It's about understanding
on the emotion and intentions behind the information. Also an effective communication is a
two-way street. It's not only how you convey a message so that it is received and understood
by someone in exactly the way you intended, It's also how you listen to gain the full meaning
of what's being said and to the make the other person feel heard and understood.

More than just the words you use, effective communication skills combines including a set of
nonverbal communication, engaged listening, managing stress in the moment, the ability to
Communicate assertively, and the capacity to Recognize and understand your own emotions
and Reviews those of the person you 're communicating with.

3.1 BASIC COMUNICATION SKILLS

The basic communication skill which must occur during counselling process consists of
seven skills and they can be practiced. An expert counsellor will easily implement the skills
without thinking much about it. (Dr Zainal Abidin Ahmad., 2011)
The seven basic communication skills are:
a) Open-ended question;
b) Silence;
c) Listening;
d) Restating;
e) Reflection of feeling;
f) Summarising content of discussion; and
g) Summarising of feeling.
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3.2 VERBAL COMMUNICATION

Verbal or oral communication uses spoken words to communicate a message. When most
people think of verbal communication, they think of speaking, but listening is an equally
important skill for this type of communication to be successful. Verbal communication is
applicable to a wide range of situations, ranging from informal office discussions to public
speeches made to thousands of people and also communication between counsellors and
clients,

3.3 NON VERBAL COMMUNICATION

Non-verbal communication includes body language, gestures, facial expressions, and even
posture. Non-verbal communication sets the tone of a conversation, and can seriously
undermine the message contained in your words if you are not careful to control it. For
example, slouching and shrinking back in your chair during a business meeting can make
you seem under-confident, which may lead people to doubt the strength of your verbal
contributions.

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WHY COUNSELLING SKILLS

Table 1
THE COUNSELOR MUST

SO THAT THE CLIENT CAN

Listen

Develop his/her thinking

Not judge

Feel safe and respected

Pay attention

Know you care

Accept the clients feelings

Know he/she is not being judge

Think about the client

Get the best help possible

Ask questions

Develop his/her thinking

Summarize

Hear his/her thoughts and know he/she is

understood

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PERSON CENTRED COUNSELLING

The Person-Centred Approach developed from the work of the psychologist Dr. Carl Rogers
(1902 1987). He advanced an approach to psychotherapy and counselling that, at the time
(1940s 1960s), was considered extremely radical if not revolutionary. (Dr Zainal Abidin
Ahmad., 2011)

Originally described as non-directive, this therapy moved away from the idea that the
therapist was the expert and towards a theory that trusted the innate tendency (known as the
actualising tendency) of human beings to find fulfilment of their personal potentials. An
important part of this theory is that in a particular psychological environment, the fulfilment
of personal potentials includes sociability, the need to be with other human beings and a
desire to know and be known by other people.

Although initially developed as an approach to psychotherapy (eventually becoming known

as client/person-centred therapy/counselling), Rogers and his colleagues came to believe that
their ideas could be transferred to other areas where people were in relationships. For
example teaching, management, childcare, patient care, conflict resolution.

Today there are many people who, although not working as psychotherapists and counsellors,
use the work of Rogers as guiding principles in their day-to-day work and relationships. At
one level, Rogers' theory and work is very simple to describe. As many people would attest,
both those using the approach and those working as person-therapists/counsellors, it can be
very difficult to put into practice because the approach does not use techniques but relies on
the personal qualities of the therapist/person to build a non-judgemental and empathic
relationship.
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5.1

MAIN CONCEPT

There are several main concepts proposed by Rogers

a) Phenomenology
According to Rogers, An individual perceives this world according to his unique
view and these perceptions become his/her background of the phenomenology. An
individual reacts to the environment as how he or she sees it, and this environment
might not be similar with the definition of environment as used by other researchers.

b) Concept of Knowing
There are three ways of knowing:

Subjective;

Objective; and

Interpersonal.

c) Structure of Personality
There are two main important construct that we must know in order to comprehend
the Rogers personality theory. They are: Organism and Self.

d) Process of Personality Growth

Rogers focuses on the view towards personality which emphasises from perfection to
changes. Human is forward moving, thus he or she has the perfection pattern. Unlike
Freud, who assumes that the personality is constant, the energy can be channelled.
There is no drive in human but it is more to the tendency towards the self-perfection.

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e) Subception Process
An individual could experience a stimulus by not bringing it to the awareness. For
example, a person could recognise certain experiences as threatening, conflicting with
the self-concept, and does not imagine the experience so that it will be aware.

f) Personality Growth
Rogers did not study the individual growth from infant to adult _ specifically. He
believes in the general personality development for all individuals. Childrens growth
depends on the support from the parents and environment.

g) Psychological Disorder
A healthy person is able to accept a variety of experiences which forms an entire
(gestalt). There will be congruence here between the experience and self, where the
individual will be open to experiences and will not be defensive.

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GROUP COUNSELLING

6.1 WHAT IS GROUP COUNSELLING?

A groups is defined as two or more people interacting together to achieve a goal for their
mutual or common benefit. Everyone typically spends some time in group activities each day.
For example, students interact with each other in the classroom and outside the classroom;
teachers interact with other teachers in the staff room. Given this situation, it is only natural
for counsellors to make use of group counselling. Groups are an economical and effective
means of helping individuals who share similar problems and concerns. Counsellors, who
limit their counselling activities to individual counselling, limit their options for helping
people. (Dr Zainal Abidin Ahmad., 2011)

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6.2 TYPES OF GROUP

Groups come in many forms. There seems to be a group for anyone who seeks counselling,
personal growth and support. There are many ways of categorising the many different groups.
The Association of Specialist Group Work (1992) developed the following classification (see
Figure 2).

Guidance/Psychoeducational
Groups

Interpersonal
Problem Solving Groups

Self- Help or
Support Gorups

TYPES
OF
GROUP
Persobality
Reconstruction
Groups

T-Groups

Task/Work
Groups

Figure 2

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6.3 STAGES IN GROUP COUNSELLING

There is debate as to how many stages there are in group counselling. Tuckman
(1965) was one of the first theorists to design a stage process for group counselling. He
suggested that there are four stages of group development which he termed as: forming,
storming, norming and performing. Later additions to the process by Waldo (1985) and
modifications by Gladdings (2000) proposed the following four stages of the group
counselling process: forming, norming, performing and termination. (Dr Zainal Abidin
Ahmad., 2011)

FORMING

NORMING

PERFORMING

TERMINATION

Figure 3

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COUNSELLING ETHICS

In this statement the term practitioner is used generically to refer to anyone with
responsibility for the provision of Counselling or psychotherapy-related services.
Practitioner includes anyone undertaking the roles of counsellor, psychotherapist, trainer,
educator, supervisor, and researcher, provider of Counselling skills or manager of any of
these services. The term client is used as a generic term to refer to the recipient of any of
these services. The client may be an individual, couple, family, group, organisation or other
specifiable social unit.

This selection of ways of expressing ethical commitments does not seek to invalidate other
approaches. The presentation of different ways of conceiving ethics alongside each other in
this statement is intended to draw attention to the limitations of relying too heavily on any
single ethical approach. Ethical principles are well suited to examining the justification for
particular decisions and actions.

Ethical decisions that are strongly supported by one or more of these principles without any
contradiction from others may be regarded as reasonably well founded. However,
practitioners will encounter circumstances in which it is impossible to reconcile all the
applicable principles and choosing between principles may be required. A decision or course
of action does not necessarily become unethical merely because it is contentious or other
practitioners would have reached different conclusions in similar circumstances. A
practitioners obligation is to consider all the relevant circumstances with as much care as is
reasonably possible and to be appropriately accountable for decisions made.

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7.1 VALUES OF COUNSELLING AND PSYCHOTHERAPY

The fundamental values of Counselling and Psychotherapy include a commitment to:

Respecting human rights and dignity

Ensuring the integrity of practitioner-client relationships

Enhancing the quality of professional knowledge and its application

Alleviating symptoms of personal distress and suffering

Facilitating a sense of self that is meaningful to the person(s) concerned within their
personal and cultural context

Increasing personal effectiveness

Enhancing the quality of relationships between people

Appreciating the variety of human experience and culture

Striving for the fair and adequate provision of Counselling and Psychotherapy
services

Values inform principles. They represent an important way of expressing a general ethical
commitment that becomes more precisely defined and action-orientated when expressed as a
principle.

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WHAT IS HUMAN CAPITAL?

The Meaning of the Human Capital

The success depends mostly in large part on the people with higher level of
efficiency. In response, the people have become valuable assets.

In an economic perspective, the capital refers to factors of production used to create

goods or services

The human is the subject to control of all economic activities such as production,
consumption, and transaction.

Therefore, it can be recognized that human capital means one of production elements
that can generate added-values through inputting it.

Two type of Human Capital:

The first is to utilize human as labour force relating to economic added-value that is
generated by the input of labour force as other production factors such as financial
capital, land, machinery, and labour hours.

The other is that the human capital should be seen as the target of investment through
education and training.

Human capital expansively including the definition of human as creator who

frames knowledge, skills, competency, and experience originated by continuously
connection between self and environment.

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Human capital simply stated as people. There are, however, two main principles that are
central to the human capital idea. First, people are assets whose value can be enhanced
through investment. As with any investment, the goal is to maximize value while managing
risk. As the value of people increases, so does the performance capability of the organization,
and therefore its value to clients and other stakeholders.

Second, an organizations human capital policies must be aligned to support the

organizations shared vision, the mission, vision for the future, core values, goals and
objectives, and strategies in which the organization has defined its direction and its
expectations for itself and its people. All human capital policies and practices should be
designed, implemented, and evaluated by the standard of how well they help the organization
pursue its shared vision.

Enhancing the value of employees is a win-win objective for employers and employees alike.
The more an organization recognizes the intrinsic value of each employee; the more it
recognizes that this value can be enhanced with nurturing and investment; the more it
recognizes that employees vary in their talents and motivations, and that a various of
incentive strategies and working arrangements can be created to enhance each employees
contributions to the organizational performance, the more likely the organization will be to
appreciate the diverse of employee needs and circumstances and to act in a ways that would
make sense in both business and human terms.

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The federal government employs a diverse and knowledge-based workforce consists of
individuals who have a broad spectrum of technical and program expertise and institutional
memory. They are the governments human capital, the most significant asset. To achieve the
highest level of performance and accountability, federal agencies depend on three variables:
people, process, and technology. The most important of these is people, because an agencys
people define its character and its capacity to perform.

Social, economic, and technological changes have become a constant in our society and our
world. Just as they were in the private sector, these changes inevitably affect the way
government agencies must approach their work. Despite the management challenges facing
leaders in the public and private sectors often differ significantly, the leaders in both areas are
becoming acutely aware of how much they rely on their human capital to achieve the results.
In order to meet the changing environment, federal agencies need to give human capital a
higher priority than ever before and modernize their human capital policies and practices.

The agencies should, for example, become more competitive in attracting new employees
with critical skills, especially in a tight labour market; creating kinds of performance
incentives and training programs that encourage and empower employees; and build
relationships between management and labour that are based on common interests and the
public trust. Modern human capital policies and practices offer the federal government a
means to boost its economy, efficiency, and effectiveness to better serve the people. As the
nations largest employer, the federal government needs to take the initiative on human
capital and seize the opportunity to lead by example.

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GUIDANCE AND COUNSELLING SERVICES IN MALAYSIAN

SCHOOLS

The development of guidance and counselling in Malaysia is quite similar to that which
occurred in the United States of America (Amla Salleh, 2009). The initial focus of the
guidance and counselling services was on vocational guidance. This then transformed into
fostering students personal growth, enhancing personal development and the execution of a
comprehensive developmental guidance and counselling program.

The early initiation of the guidance and counselling services in Malaysian schools began
when the countrys economic focus shifted from agriculture to industry. At that time,
vocational guidance in schools was considered to be necessary to equip students with the
ability to choose education fields according to individual talent and ability, and be capable of
making plans for future career.

The guidance and counselling services have gone through a lot of changes and
transformations in order to provide effective and optimum services to students. Students now
seek counselling services to assist in finding solutions to the several of problems faced by
them in the modern globalised world.

The following historical development of the guidance and counselling services in Malaysian
schools is based on the following references: government circulars and directives issued by
the Ministry of Education (1975, 1976, 1979, 1996, 2008, and 2012), research and
publications conducted by (Amla Salleh, 2009) and (Glamcevski, 2008)

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1963 - Eleven education officials from every State Education Department followed a
six month course conducted by a guidance consultant from Canada.

1964 - The course participants act as trainers and go back to their respective states
and conduct courses for selected senior teachers of secondary schools. These senior
teachers would then deliver the information received to teachers in their respective
schools. The guidance and counselling services became more organised. The Ministry
of Education then instructed school principals to appoint a guidance teacher to head
the school Guidance and Counselling Services Unit (KP5209/35(4), 1964.

1966 - Buku Perkhidmatan dan Panduan di Sekolah (School Guidance Services Book)
was published by the Ministry of Education and Dewan Bahasa dan Pustaka to be
consulted when providing guidance services.

1968 - The English version of the School Guidance Services Book was published.
With reference to circular KP5209/30(13) from the Ministry of Education, dated 1
September 1968, all schools must appoint a guidance teacher which will be given only
25 periods of academic workload per week.

1975 - With reference to circular KP8548/4/75 from the Ministry of Education, dated
5 September 1975, the guidance teacher was required to provide counselling services
and advice to students who were caught smoking within the school compound. This
was to prevent students from get involved in drug abuse.

1976 - With reference to circular KP (BS)8548/4/1/Vol.ll (49) from the Ministry of

Education, all schools were required to prepare a special room to facilitate career and
guidance services to students.

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1980 - The Career and Guidance Unit was renamed Guidance and Counselling Unit.
The guidance teacher was also responsible for addressing the discipline problems in
schools. Their tasks now involved 22 job functions.

1982 - With reference to circular KP (PP) 0050/117/Jld. 2 (1) from the Ministry of
Education, the workload of a guidance teacher was reduced to 12 periods weekly. The
support provides by the ministry was aimed to ensure that students will benefit from
the guidance and counselling services provided.

1984 - The Ministry of Education launched the book Panduan Pelaksanaan Khidmat
Bimbingan dan Kaunseling di Sekolah (Guidelines for the Implementation of
Guidance and Counselling Services in Schools). The guidelines stated the concept,
philosophy, ethics and ten categories of guidance services. It serve as a guide to
school counsellors in managing effective guidance and counselling programs in
schools.

1993 - A revised edition of the book Guidelines for the Implementation of Guidance
and Counselling Services in Schools was published.

1996 - With reference to circular KP (BS-HEP) 8543/60/ (91) from the Ministry of
Education, dated 18 March 1996; full-time counsellors were appointed in secondary
schools. Scope of works, responsibilities, and roles of full-time counsellors were
clearly defined to ensure effectiveness. The counsellors- student ratio was suggested
at 1:750. With reference to circular KP (BS)8591/Jld.VIII/35 from the Ministry of
Education, dated 11 July 1996, full-time counsellors were instructed to comply with
the office hours from 8.00 a.m. till 4.00 p.m. Their responsibilities included 22 job
functions covering five key areas.

2003 - The Ministry of Education recommended that the counsellor-to-student ratio

be 1:500.
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2008 - Following the circular released in 1996, all schools have been directed to
ensure effective guidance and counselling services were provided. With reference to
circular KP (BPSH-SPPK) 601/3 Jld. 3 (23) from the Ministry of Education, dated 17
December 2008, counsellors were expected to provide services according to the
school sessions. One of the compulsory programs that must be carried out was
personality and emotional development for the students.

2012 - With reference to circular KP (BPSH-SPPK) 201/005/02 Jld. 4(5) from the
Ministry of Education, dated 16 April 2012, the services provided have been
reengineered to focus on students personality development and discipline. These
efforts are seek in developing students who are knowledgeable, skilled, and humane
in nature and with a sense of moral values.

Based on the historical overview of the guidance and counselling services in Malaysia, it can
be seen that the first ten years were focused on the training of teachers for the roles of school
counsellors. In the next 15 years, their roles were expanded to include overcoming social
problems that could lead to societal disharmony such as drug abuse and disciplinary problems
among students. Efforts are now being focused to the development of students mental
balance and soundness through continuous guidance and counselling services. The Malaysian
governments continued support and recognition of guidance and counselling services in
schools establishes its importance towards the development of individuals who are socially
and spiritually balanced and thereby contributing to the overall welfare of the community. In
addition, guidance and counselling services ought to be provided at the primary school level
to ensure success in transforming young minds.

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10 THE IMPLEMENTATION OF GUIDANCE AND COUNSELLING

MODEL IN SCHOOLS

Based on the researched conducted by (Oscodal, 2005), it was concluded that most of the
schools in the United States utilized a comprehensive guidance and counselling services in
the implementation of guidance and assistance. One of the key comprehensive programs used
by the American School Counsellor Association (ASCA) is the Missouri Comprehensive
Guidance Program, also known as the Missouri Model (Association, 2005). In the early
1970s, the comprehensive program was introduced in schools seek to re-orientate existing
guidance and counselling services and to assist students in their life-career development.

The role of counsellor was to develop students knowledge and skills through structured
experiences designed to support them in developing the skills necessary to function as
responsible and productive citizens. The emphasis on activities such as counselling sessions,
information assessment, placement and follow-up, guidance and counselling services were
less focused towards administrative and clerical job functions.

The Missouri Model consists of three elements which are;

1. Content,

which

involving

students

academic,

career,

and

personal/social

development.
2. Organizational framework, which consists three structural components (program
definition, rationale, and assumptions on which it is based).
3. Resources, including human resources, financial, and political resources.

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The national model developed by ASCA (Oscodal, 2005) emphasize on three areas of student
development; academic development, career development and personal/social development.
The comprehensive programs which are proactive and preventive in nature, provides a
guideline to the counselling services in schools to ensure improvement of students
performance. There are four components based on this model which forms the program
framework:
1. The foundation;
2. Management;
3. Accountability;
4. Delivery.

Today, the focus of guidance and counselling services in schools has changed from the three
areas (academic, career, and psychosocial) to the following:
1. Personality development;
2. Discipline;
3. Career education;
4. Psychosocial and mental health.

Counsellors need to design activities and intervention services that can foster moral values
and good discipline among students. In addition, counsellors need to coordinate activities that
can encourage socialization, emotional management and positive thinking among students.
Among the activities that can be organized are administrations of student profile, preventive
education, consultation with parents, individual and group counselling and information
dissemination.

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11 ISSUES IN THE IMPLEMENTATION OF GUIDANCE AND

COUNSELLING SERVICES
Although it has been almost 50 years since the introduction of guidance and counselling
services in schools across Malaysia, the duration is still not sufficient enough to ensure
excellence in its implementation. The popular demands for counselling services reflect its
growing importance (See, 2010). There are still many constraints that need to be overcome
before an effective and comprehensive program can be successfully implemented. Research
done by (Salim, 1992) confirms that school counsellors faced a variety of constraints which
hinder successful implementation of guidance and counselling program in the school. These
constraints include:
1. Time constraint due to too many job functions;
2. Lack of counselling skills;
3. Lack of cooperation from administrators, teachers and parents;
4. Poor response from students;
5. Lack of facilities;
6. Misperceptions from teachers and administrators.

Factors such as lack of skills, misunderstandings regarding the implementation of counselling

services, and confusion in relation to counsellor responsibilities have contributed to the
program ineffectiveness. (Talib J. , 2009) also identified the same problems with lack of
skills, heavy workload and confusion with regards to counsellor responsibilities. Findings by
(Sidek Mohd Noah, 2005) found that although school guidance and counselling services are
recognized, many counsellors were overburdened with administrative and teaching
responsibilities. They were unable to perform their duties as full-time counsellors.

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Malaysian counsellors were very positive about their work. It is important to maintain the
positive values towards their responsibilities because as a professional counselling requires
highly committed individuals. In order to maintain a positive commitment, counsellors must
be prepared to improve their content knowledge and counselling skills through life-long
learning and also continuous learning. Apart from the need for continuous training, there is a
need to consider the influence of Malaysian culture and traditions on counselling practices
and efforts.

As noted by (Talib M. A., 2010), Malaysian students are not willing voluntarily to seek
counselling services. Even students who have problems would remain silent rather than seek
counsel. They will wait for clear instructions from authority figures such as teachers for
mandated counselling. The success of counselling services is dependent on the culture of the
society and understanding the Malaysian culture is necessary in addressing appropriate
counselling approaches. Cultural values such as respect for the elders or authority figures,
collectivist value orientation, and preference to directives influence voluntary involvement of
clients. It is clear that a theoretical approach based on the Malaysian culture and traditions is
needed so that effective counselling practices can be provided to suit the needs of the
Malaysian students.

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12 THE FUTURE OF GUIDANCE AND COUNSELLING SERVICES IN

MALAYSIA
There is awareness and recognition of the importance of the role played by the school
counsellors. This is evident because many local universities including Open University
Malaysia which offers undergraduate and post-graduate in counselling and the number of
students is increasing from year to year. The Malaysian governments recognition and
support of qualified counselling services in Malaysian schools have helped to enhance the
growth and development of counselling in Malaysia. This is evident by the establishment of
the National Counselling Council, the Counsellors Act and the Malaysian Counselling
Association. Counsellors need to be ethical and professional because their services will
continue to have a major impact on the personal, career, and academic success and
development of students.

13 CONCLUSION

In Malaysia, guidance and counselling services are recognized as an integral part of the total
educational program and as effective way to maximize student success and student
behaviour. The continuous improvement and revision of school guidance and counselling
services are needed to ensure the quality professional services are maintained. School
counselling services in Malaysian schools have gone through many stages and milestones,
but there are still many challenges to be faced. School counsellors must be accepted as
essential partners in the challenge to improve educational opportunities of students in their
future careers. Continued support and collaboration from all parties particularly by the
Malaysian government is crucial to improve the status and implementation of guidance and
counselling services in school across Malaysia.
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BIBLIOGRAPHY
Amla Salleh, Z. M. (2009). Bimbingan dan Kaunseling Sekolah: Edisi Kedua. Bangi,
Selangor: Penerbit Universiti Kebangsaan Malaysia.
Association, A. S. (2005). The ASCA National Model: A Framework for School Counselling
Program. Alexanderia, VA.
Dr Zainal Abidin Ahmad., P. D. (2011). Guidance and Counselling. Kuala Lumpur: Open
University Malaysia.
Kementerian Pelajaran Malaysia. (1975). Surat pekeliling iktisas bil. 6A/1975. DisiplinMurid-murid menghisap rokok. KP8548/4/(75).
Kementerian Pelajaran Malaysia. (1976). Surat pekeliling ikhtisas bil. 5/1976. Kemudahan
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