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Low Sew Kim
Universiti Tunku Abdul Rah
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Article
A holistic approach to
school-based counselling
and guidance services
in Malaysia
Abstract
Counselling services in Malaysian schools were first established in 1963. Several local
research studies investigated the provision of school counselling services and revealed
that they were unpopular among students and could be further improved. School-aged
children are still under the care of their family, mostly their parents, and many authors
suggested that the school counselling services for these children are inseparable from
their family and community. A qualitative research study was conducted with 12 secondary school counsellors from Perak state in Malaysia. The counsellors were interviewed to explore their experiences of working in the existing counselling services
system. The findings showed that there was a lack of collaboration among various
educational stakeholders and the resources from the community were not utilized
effectively. As a result of this study, a comprehensive integrative model for school
counselling is proposed and discussed. Some possible challenges faced by counsellors
and suggestions on ways to further improve counselling services within the Malaysian
context are discussed.
Keywords
Challenged youths, collaboration, educational stakeholders, integrative model, Malaysia,
school counselling
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192
Method
In this study, two focus groups were conducted prior to the research, one for the
school counsellors from each of the urban and rural parts of Perak state (one of the
14 Malaysian states). It was chosen because all the researchers are academic sta
working in one of the state universities in this region. The purpose of the focus
groups was to gather information that could be included in the design of a questionnaire. Participants were encouraged to share their counselling experience freely
during focus group discussions.
Following the focus groups, the researchers designed a survey questionnaire
comprising three sections and used both quantitative and qualitative approaches
to explore the experiences of school counsellors in Malaysia. Section A of the
questionnaire consisted of school information such as types of school, number of
students and sta, number of counsellors, and counselling facilities. Section B
consisted of counsellors demographic data and types of training. Section C consisted of both structured and open-ended questions based on counselling types,
other responsibilities, administrative and community support, and counselling service improvement. The survey questionnaire was sent to 235 secondary schools in
Perak state. The initial response to the questionnaires was insucient for dataanalysis; randomly selected schools were contacted through telephone calls and
visited for further interviews. Eventually 82 schools of dierent school sizes
responded and 12 school counsellors voluntarily participated in face-to-face
interviews.
The structured questionnaire data was analysed using SPSS while the openended questions were analysed via NVIVO to identify emerging themes and patterns. Interview sessions were transcribed and all the verbatim transcripts were
clustered via the node coding using NVIVO. The thematic analysis process followed the principles as proposed by Miles and Huberman (1994) where emergent
themes were extracted and constant comparison was performed across all the cases
in order to derive common themes.
Findings
Three themes emerged from the qualitative data analysis: (1) A multi-faceted role
of counsellors in the implementation of the school counselling and guidance program; (2) a lack of understanding and stigmatization of counselling services by the
students, school community, and parents; and (3) the need for collaboration
between schools and local communities.
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Other than a lack of cooperation among discipline and classroom teachers, some
school counsellors also face tremendous diculty due to lack of support from
school administrators. Since the Malaysian school system is examination-oriented,
schools are rated according to students academic achievement. In their quest to
raise students academic achievement, some school administrators focus on academic work rather than utilizing counselling services. This failure to realize the
positive eect of counselling in promoting students growth and development,
including academic development, resulted in the appointment of teachers who
were untrained in counselling. Of the 82 respondents, 11 (13.6%) were unqualied
as counsellors yet were appointed by school administrators to provide school
counselling services.
Furthermore, in the Malaysian school setting, students attending counselling are
also stigmatized. Students and parents are reluctant to seek counselling services
because they consider these services as only for problem students. This stigmatization causes a great deal of frustration for school counsellors. Some of the respondents were of the opinion that even students thought the services were unhelpful,
while some parents viewed it negatively and were fearful of being stigmatized (Van
Schalkwyk, 2011). Parents therefore refused to cooperate with the counsellors, and
if we invite them to come in when their children have behavioural problems, they
feel we are against their child and they do not think they can play a part in their
childs development. Another counsellor who also felt and shared the same view
said that some parents have this misunderstanding that having to meet with
school counsellor is quite problematic . . . Its no use, let my child just go through
the disciplinary procedure. In short, stigmatization is seen as a serious problem
faced by most counsellors. Of the 82 respondents, 55 of them (70.5%) felt that
stigmatization is one of the main barriers that restricted students and parents from
seeking counselling services.
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Discussion
The ndings exhibited a scenario of lack of cooperation and collaboration from all
stakeholders involved in the growth and psychological development of Malaysian
schoolchildren. All of the 82 counsellors acknowledged that in order to provide
eective school counselling services, collaboration among all the stakeholders from
the educational and local community needs to improve. In order to enhance the
provision of public school counselling services in Malaysia, the researchers propose
a partnership model between the dierent stakeholders. Adopting the holistic
model that acknowledges the school community, family, the local community,
and the government would allow for the greater integration of school psychological
services in Malaysia. It was evident that eective utilization of community
resources and collaboration would contribute signicantly to students successful
educational experience (see Nastasi & Varjas, 2011). The concept of community
collaboration originates from Bronfenbrenner (1979) and has been supported by
many authors for the holistic development of children and the development of
coherent school psychological services (Chong et al., 2013; Schmidt, 2008; Sink,
2005). This model of partnership involvement will be used as a framework to
advocate for ways in which school counsellors in Malaysia could better integrate
and collaborate with stakeholders in the planning and implementation of schoolbased mental health and counselling services.
196
Parental collaboration
Parent intervention would help overcome the barrier to help-seeking and stigmatization; recent research suggested that parental involvement is a core component
in school psychology and counselling (e.g., Koutrouba, Antonopoulou, Tsitsas, &
Zenakou, 2009; Van Schalkwyk, 2011). School counsellors should involve parents
in forming parent support groups. Support groups could provide an avenue for
parents to share and explore alternative strategies in handling psychological stress
faced by their children. In addition, support groups could assist other parents in
skill-building, understanding school and learning strategies essential to their childrens academic achievement. In a situation where family members are unable to
come to school to discuss their childrens problems, members of this parent support
group could assist the counsellor in conducting a home visit. A home visit could
also enhance trust and communication between school sta and families (Cicero &
Barton, 2003, cited in Mitchell & Bryan, 2007).
This open communication would also help parents to understand the school
policies and availability of other community services and resources that they
might need in assisting their childrens development and education. One interviewed counsellor who commented also emphasized this need for parental cooperation and involvement in dealing with students problems, indicating that a lot of
time when doing counselling is guessing what the students have gone through. Its
so much better if parents come and explain what the students are facing at home,
outside and in school. They are the ones who know their children best. Other than
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the introduction of parent support groups, school counsellors could also involve
the school/parent/teacher association. In fact, it could be compulsory for all
Malaysian public schools to set up the parent teacher associations where the committee members are elected from parents and teachers (Baba, 1993). Through these
associations, school counsellors could engage in their discussion of issues related to
social and educational development of the school children. These associations
would serve as critical resource for school counsellors in their outreach program
to create awareness of the counselling services among the school and local community. These associations could also assist counsellors and parent support groups
in raising nancial assistance such as conducting parenting workshop, family
camps, and other parenting activities.
School counsellors need to reach out to parents to ensure that they understand
the importance of their collaboration when organizing activities to promote their
childrens mental and psychological development (Mitchell & Bryan, 2007). Results
from over 30 years of research suggest that pupils of all ages and economic background benet from parental involvement in their childrens education in both their
academic skills and their social behavioural prole (Koutrouba et al., 2009). The
purpose of parent-based intervention would be to facilitate strong bonds between
home and school to prevent further alienation and mistrust of mental health services (Fusick & Bordeau, 2004). Furthermore, parents who are more aware of
issues related to psychological well-being may help in developing more balanced
socio-emotional environment for their childrens functioning and development
(Haron, Jaafar, & Baba, 2010).
198
and coordinate programs with counsellors from other schools within the same
town in order to form a cluster system. For example, counsellors from neighbouring schools could coordinate programmatic activities that use the same resources,
such as venue and professional personnel for their Career Faireliminating redundancy, reducing costs and increasing sta in the organization of activities.
Community partnership is not only a social responsibility of our society, but is
an important part of comprehensive school psychological services (Mitchell &
Bryan, 2007). It brings together the involvement of the whole community and
creates an awareness of the need for collaboration in planning and facilitating
activities for the holistic development of children, youth and families in school
and school-related settings.
Government collaboration
The Ministry of Education, Ministry of Health, police, and other government
agencies should also be included in the design of a comprehensive school counselling programs. Although it is compulsory for all secondary schools to have full time
counsellors, with the ratio of one counsellor for every 500 secondary school students, the uneven distribution of trained counsellors by the Ministry of Education
results in some large schools not having sucient provision of counsellors.
Furthermore, of the 82 respondents, 59 (71.9%) were not trained as school counsellors, either in school psychology or educational psychology. However, some
have attended short weekend training courses (79.3%) with limited exposure to
actual school counselling practices. Hence, the Ministry of Education should set
the standards for the provision of psychological services to schools and provide
continuous professional development opportunities. The standards should comply
with the school psychology frameworks to ensure best practice and eective services to all children. Through training, conferences, seminars and workshops,
school counsellors will be better able to provide the services needed and have the
opportunity to learn new skills and interventions. In addition, these opportunities
could create space for peer discussion and open communication between policy
makers and practitioners. These favourable conditions could further improve the
counsellors self-ecacy and the provision of psychological services in school and
school-related settings in Malaysia.
School counsellors could also incorporate the assistance of other government
agencies such as the police, home and welfare ministry, anti-drug and anti-smoking
agencies. These government agencies could assist the school counsellors in planning
proactive and prevention-based programs. For example, as one respondent commented, we understand that students need motivation . . . many of the social welfare ocers from the Perak Family Planning want to train the younger generations
with programs such as motivational camps. Furthermore, in handling discipline
cases such as school bullying, truancy, and gang ghts, school counsellors could
engage the assistance of the local police (e.g., James, Logan, & Davis, 2011).
Students who were caught gang ghting outside the school grounds could be
Low et al.
199
given stern warnings by the police before they were referred to the school counsellor for further intervention. Police personnel could also assist in conducting talks
regarding the dangers of drug use and the importance of self-safety for students,
school sta, parents, and the community. This model of inter-agency collaboration
would further facilitate stronger bonds between the school, home, and community
and is a way of avoiding alienation and mistrust (Fusick & Bordeau, 2004).
Conclusion
It takes a whole community to raise a child. The overall psycho-socio-emotional and
cognitive development of children is the responsibility of the whole community.
Malaysian schools should provide an environment that is conducive to and supportive of all areas of development in order to improve the mental health, academic
performance, and personal growth of all children. Coordinated services could help
to promote communication and interaction, a sense of belonging and self-fullment.
More eort is needed, in the absence of school psychologist, to create a holistic
approach in the provision of school-based child and family counselling services in
Malaysia. Continuous integrated eorts are needed to collaborate and coordinate
with all stakeholders. School community, parents, local community, and government agencies are important to the planning and implementation of ecient and
appropriate school counselling programs and activities. In Malaysia, school counsellors have an integral role to play in working with school children and their
families. These roles include teaming, collaborating, and creating partnerships
with local and government communities. Counsellors self-ecacy and proactive
attitude in searching for best practices through research are necessary in sustaining
the eectiveness of psychological services and counselling in Malaysian schools.
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Author biographies
Sew Kim Low, MEd, is a Lecturer in the Department of Psychology. She is a
Malaysian registered Counsellor, and her research interests include counselling,
education, youth development, coping, motivation, emotional wellness, and experiential learning. Address: Universiti Tunku Abdul Rahman, Jalan Universiti,
Bandar Barat, 31900 Kampar, Perak Malaysia. Email: lowsk@utar.edu.my
Jin Kuan Kok, EdD, is an Assistant Professor in the Department Psychology and
Counselling. Her research interests include social and cultural issues such as suicide, youth culture, education, and counselling. Address: Universiti Tunku Abdul
Rahman, Jalan Universiti, Bandar Barat, 31900 Kampar, Perak Malaysia. Email:
kokjk@utar.edu.my
Mah Ngee Lee, PhD, is an Assistant Professor in the Department of Psychology
and Counselling. Her research interests include youth studies, resilience, character
development, motivation, instructional improvement, education, and counselling.
Address: Universiti Tunku Abdul Rahman, Jalan Universiti, Bandar Barat, 31900
Kampar, Perak Malaysia. Email: leemn@utar.edu.my