Guidance & Counselling

HPGD2103 Guidance and Counselling Copyright © Open University Malaysia (OUM)

HPGD2103 GUIDANCE AND COUNSELLING Dr Zainal Abidin Ahmad Prof Dr Wan Abdul Kader Wan Ahmad Sharifah Muzlia Syed Mustafa Prof Dr John Arul Phillips Copyright © Open University Malaysia (OUM)

Fourth edition 2021 (CS) Third edition 2020 Second edition 2018 First edition 2011 Developed by Centre for Instructional Design and Technology, OUM. Copyright © Open University Malaysia (OUM), HPGD2103 All rights reserved. No part of this work may be reproduced in any form or by any means without the written permission of the President of Open University Malaysia (OUM). www.oum.edu.my Translator Dr Norhasyimah Isa Copyright © Open University Malaysia (OUM)

Course Guide xiăxviii Topic 1 Introduction to Counselling 1 1.1 Counselling 2 1.2 Definition of Counselling 4 1.3 Differentiating Counselling from Psychotherapy 5 1.4 Goals of Counselling 7 1.4.1 Five Counselling Goals 7 1.5 Role of a Counsellor 11 1.6 Characteristics of a Professional Counsellor 15 1.7 Guidance and Counselling Services 20 1.8 Group Counselling 22 1.8.1 Types of Groups 23 1.8.2 Advantages of Group Counselling 24 1.9 Confidentiality in Counselling 27 Summary 28 Key Terms 29 References 29 Topic 2 The Counselling Process 30 2.1 Stages in the Counselling Process 31 2.1.1 Stage 1: Developing Relationship 34 2.1.2 Stage 2: Exploration 38 2.1.3 Stage 3: Decision-making 40 2.1.4 Stage 4: Implementation 43 2.1.5 Stage 5: Ending a Counselling Session/Termination 46 2.2 Uncooperative Clients 48 2.2.1 Obstinate and Uncommitted Clients 49 2.2.2 Obstinate but Committed Clients 53 2.2.3 Dealing with Obstinate Clients 54 2.3 Seeking Information about Client 56 Summary 58 Key Terms 59 References 59 Table of Contents Copyright © Open University Malaysia (OUM)

iv TABLE OF CONTENTS Topic 3 Communication Skills in Counselling 60 3.1 Learning about Counselling Skills 61 3.2 Early Preparation 62 3.2.1 Meeting Environment 62 3.2.2 Procedure for Accepting Clients 64 3.2.3 Counsellor and Confidentiality 64 3.3 First Counselling Interview 65 3.3.1 Beginning a Session 66 3.3.2 Structuring the Consultation Session 68 3.3.3 First Session Goals (Explaining the Session Goals) 69 3.3.4 Ending the First Session 70 3.3.5 Making References 70 3.4 Specific Skills 71 3.4.1 Non-verbal Behaviour 71 3.4.2 Non-verbal Behaviour and Counsellor 76 3.5 Basic Communication Skills 78 Summary 86 Key Terms 87 References 87 Topic 4 Counselling Roles and Skills 88 4.1 Focusing Role 89 4.1.1 Types of Verbal Focusing Response 91 4.1.2 Focusing Response Levels 93 4.2 Clarifying Role 100 4.2.1 Types of Clarifying Responses 101 4.2.2 Levels of Clarifying Responses 103 4.3 Supporting Role 110 4.3.1 Types of Supporting Responses 111 4.3.2 Levels and Supporting Responses 113 Summary 118 Key Terms 119 References 119 Copyright © Open University Malaysia (OUM)

TABLE OF CONTENTS v Topic 5 Behaviourist Counselling 120 5.1 Need for Counselling Theory 121 5.2 Behaviourism Counselling Theory 122 5.2.1 First Component 122 5.2.2 Second Component 124 5.2.3 Third Component 125 5.3 Behaviourism Personality Theory 125 5.3.1 SkinnerÊs Principle of Adaptation 126 5.4 Inappropriate Behaviour 128 5.4.1 Troubled Individuals 130 5.5 The Counselling Process 132 5.6 Strategies to Help Clients 133 5.6.1 Role Play 134 5.6.2 Assertive Practice 135 5.6.3 Token Economy (Rewarding Gifts) 136 5.6.4 Self-management, Self-monitoring and 138 Self-reinforcement Summary 145 Key Terms 145 References 146 Topic 6 Person-centred Counselling 147 6.1 General Introduction 148 6.1.1 Personality Theory (View towards Human) 149 6.2 Main Concepts 150 6.2.1 Phenomenology 150 6.2.2 Concept of Knowing 151 6.2.3 Structure of Personality 152 6.2.4 Process of Personality Growth 154 6.2.5 Subception Process 157 6.2.6 Personality Growth 157 6.2.7 Psychological Disorder 158 6.3 Counselling Process 159 6.3.1 Therapy Conditions 160 6.3.2 Personality Development 163 6.3.3 Therapy Process 165 6.4 Strategies to Help Clients 166 6.4.1 Counselling Interaction 166 6.4.2 Basic Counselling Skills 168 Copyright © Open University Malaysia (OUM)

vi TABLE OF CONTENTS 6.5 Sample of Counselling Cases 171 6.6 Contributions by the Person-centred Theory 175 6.6.1 Limitations of the Person-centred Theory 177 Summary 178 Key Terms 179 References 180 Topic 7 Group Counselling 181 7.1 What is Group Counselling? 182 7.2 The „When‰ and „How‰ of Group Counselling 183 7.3 Types of Groups 185 7.4 Stages in Group Counselling 188 7.5 Case Study: Group Counselling Services at The University 193 of Iowa 7.6 Qualities of Effective Group Leaders 198 Summary 199 Key Terms 200 References 200 Topic 8 School Counselling and Ethical Issues in Counselling 201 8.1 Importance of Theory in Counselling 202 8.2 Why are School Counselling Services Important? 204 8.3 Issues in School Counselling Programmes 206 8.4 Approaches in School Counselling 208 8.5 What is Ethics? 215 8.6 Some General Ethical Guidelines for Counsellors 217 8.7 Moral Principles 221 8.8 Ethical Decision-making 223 8.8.1 Ethical Decision-making Model 223 8.9 Dimension of Confidentiality 226 Summary 227 Key Terms 229 References 230 Copyright © Open University Malaysia (OUM)

TABLE OF CONTENTS vii Topic 9 Psychometric Assessment in Malaysian Schools 231 9.1 Psychometric Test 232 9.1.1 Definition 233 9.1.2 Psychometric Assessment Component (Pentaksiran Psikometrik, PPsi) 233 9.2 Instruments of Psychometric Test 238 9.2.1 Personality Trait Inventory (PTI) 238 9.2.2 Vocational Preference Inventory (VPI) 239 9.2.3 Method of Administration 240 9.3 CounsellorsÊ Tasks 241 9.3.1 Tasks of the Deputy Counselling Officer in the 242 District Education Office 9.3.2 Tasks of the School Counsellor 242 Summary 243 Key Terms 243 References 243 Copyright © Open University Malaysia (OUM)

viii TABLE OF CONTENTS Copyright © Open University Malaysia (OUM)

COURSE GUIDE Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

COURSE GUIDE xi COURSE GUIDE DESCRIPTION You must read this Course Guide carefully from the beginning to the end. It tells you briefly what the course is about and how you can work your way through the course materials. It also suggests the amount of time you are likely to spend in order to complete the course successfully. Please keep on referring to the Course Guide as you go through the course materials as it will help you to clarify important study components or points that you might miss or overlook. INTRODUCTION HPGD2103 Guidance and Counselling is one of the courses offered at Open University Malaysia (OUM). This course is worth 3 credit hours and should be covered over 8 to 15 weeks. COURSE AUDIENCE This course is offered to all learners taking the Post Graduate Diploma in Teaching programme. This module aims to impart the fundamentals knowledge about counselling process and procedures as well as the approaches to counselling children in the early years. Learners will also be exposed to various means to guide children in early childhood learning centres. As an open and distance learner, you should be able to learn independently and optimise the learning modes and environment available to you. Before you begin this course, please ensure that you have the correct course materials, understand the course requirements, and know how the course is conducted. Copyright © Open University Malaysia (OUM)

xii COURSE GUIDE STUDY SCHEDULE It is a standard OUM practice that learners accumulate 40 study hours for every credit hour. As such, for a 3 credit hour course, you are expected to spend 120 study hours. Figure 1 shows the student learning time (SLT). Figure 1: Student Learning Time COURSE LEARNING OUTCOMES By the end of this course, you should be able to do the following: 1. Apply the concepts and roles of a counsellor in education setting. 2. Evaluate techniques used in addressing clientsÊ issue. 3. Demonstrate the appropriate steps taken to commence counselling session process. Copyright © Open University Malaysia (OUM)

COURSE GUIDE xiii COURSE SYNOPSIS This course is divided into 9 topics. The synopsis for each topic is listed as follows: Topic 1 begins with a discussion about the importance of counselling in todayÊs society. It continues with the explanation of the characteristics of a counsellor and his role in counselling. The aims and types of counselling are also discussed. Topic 2 explains of the five levels of counselling in which the characteristics of each level are described in detail. It clarifies uncooperative clients and ways to overcome this problem. Lastly, this topic explores the various sources whereby a counsellor can obtain more information about his client. Topic 3 discusses the skills needed to be an effective counsellor. The most important skill is communication skill. The process of the first interview session is explained. This topic also clarifies non-verbal behaviours of the client and the counsellor. Topic 4 explains how a counsellor needs to have three role skills when in contact with his client, namely the roles of giving focus, explanation and support. Learners are exposed to the technique of giving appropriate responses that accompany each role. Topic 5 introduces the behaviourism counselling theory. It explains the concept and techniques used according to the behaviourist stand. Subsequently, it clarifies how a person acquires maladaptive behaviours and may continue to behave so even after the counselling sessions. A few examples are shown to facilitate the understanding and application of the behaviourism counselling theory. Topic 6 introduces the person-centred counselling theory by Carl Rogers. This theory is an approach to help individuals or groups and it is based on the philosophy that psychological growth will take place if counsellors treat their clients fairly, pleasantly and with empathy. Topic 7 discusses how group counselling is conducted as well as the benefits of group counselling. The topic also explores the various types of group counselling as well as when is considered the appropriate time to conduct group counselling. Copyright © Open University Malaysia (OUM)

xiv COURSE GUIDE Topic 8 focuses on the importance of counselling as well as when and how to implement it in Malaysian schools. Learners are also exposed to ethical issues in counselling. Some general guidelines for counsellors include the counselling relationship, confidentiality and assessments are included. Topic 9 discusses the psychometric assessment that was introduced in Malaysian schools in an effort to build holistic students. Counsellors play a crucial role in administering the assessments to students as well as maintaining their profiles. The student profile can be used to assist teachers in planning for the best teaching and learning strategies. It also can be used to help students know their learning and career preferences. TEXT ARRANGEMENT GUIDE Before you go through this module, it is important that you note the text arrangement. Understanding the text arrangement will help you to organise your study of this course in a more objective and effective way. Generally, the text arrangement for each topic is as follows: Learning Outcomes: This section refers to what you should achieve after you have completely covered a topic. As you go through each topic, you should frequently refer to these learning outcomes. By doing this, you can continuously gauge your understanding of the topic. Self-Check: This component of the module is included in strategic locations throughout the module. It may be located after one subtopic or a few subtopics. It usually comes in the form of a question. When you come across this component, reflect on what you have already learnt thus far. By attempting to answer the question, you should be able to gauge how well you have understood the subtopic(s). Most of the time, the answers to the questions can be found directly in the module itself. Activity: Similar to Self-Check, the Activity component is also placed at various locations or junctures throughout the module. This component may require you to answer questions, explore short case studies or conduct an observation or research. It may even require you to evaluate a given scenario. When you come across an Activity, you should try to reflect on what you have gathered from the module and apply it to real situations. You should, at the same time, engage in Higher Order Thinking skills (HOTs) i.e. analysing, synthesising and evaluating instead of only recalling and defining. Copyright © Open University Malaysia (OUM)

COURSE GUIDE xv Summary: You will find this component at the end of each topic. It summarises various important parts of each topic and helps you to recap the whole topic. By going through the summary, you should be able to gauge your knowledge retention level. Should you find points in the summary that you do not fully understand, it would be a good idea for you to revisit the details in the module. Key Terms: This component can be found at the end of each topic. You should go through this component to remind yourself of important terms or jargon used throughout the module. Should you find terms here that you are not able to explain, you should look for the terms in the module. References: A list of relevant and useful textbooks, journals, articles, electronic contents and sources can be found in this section. The list may appear in a few locations such as in the Course Guide (in the References section), at the end of every topic or at the back of the module. You are encouraged to read or refer to the suggested references to obtain additional information and enhance your overall understanding of the course. PRIOR KNOWLEDGE This is an introductory course. There is no prior knowledge needed. ASSESSMENT METHOD Please refer to myINSPIRE. REFERENCES Association of Specialist Group Work. (1992). Professional Standards for Training Group Workers. Alexandria, Virginia. Bieling, P. J., McCabe, R. E., & Anthony, M. M. (2009). Cognitive-behavioural therapy in groups. New York: The Guilford Press. Casemore, R. (2011). Person-centred counselling in a nutshell (2nd ed.). London: SAGE Publication Ltd. Childers, J. H., & Couch, R. D. (1989). Myths about group counseling: Identifying and challenging misconceptions. Journal for Specialists in Group Work, Vol. 14(2) p. 105ă111. Copyright © Open University Malaysia (OUM)

xvi COURSE GUIDE Code of Ethics. American Counselling Association (ACA). Retrieved from http://www.counseling.org/Files/FD.ashx?guid=cf94c260ăc96aă4c63ă 9f52ă309547d60d0f Erford, B. T. (2014). 40 techniques every counsellor should know (2nd ed.). Boston: Peason Education. Forester-Miller, H., & Davis, T. (1996). A practitionerÊs guide to ethical decision making. American Counseling Association. Gazda. G. M. (1989). Group counselling: A developmental approach. USA: Allyn and Bacon. Gladding, S. T. (2003). Group work: A counselling specialty. UK: Prentice Hall. Group Counseling ă WhatÊs it all about? University Counseling Service. The University of Iowa. Iowa City. Retrieved from http://www.uiowa.edu/ ~ucs/ Hanizah Hamzah. (2011). Mentaksir ciri tret psikologi murid: Penerokaan dimensi baru. Lembaga Peperiksaan, Kementerian Pelajaran Malaysia. Hanizah Hamzah. (2011). Pentaksiran holistic acuan Malaysia. PaSSak PADI SERANGKAI. Lembaga Peperiksaan, Kementerian Pelajaran Malaysia. Hanizah Hamzah. (2011). Profil: Kenali murid. Tingkatkan prestasi. Lembaga Peperiksaan, Kementerian Pelajaran Malaysia. Holland, J. L. (1996). Making vocational choices: A theory of vocational personality and work environment. Florida: Psychological Assessment resources Inc. Ivey, A. E., & Ivey, M. B., (1998). Reframing DSMăIV: Positive Strategies from Developmental Counseling and Therapy. Journal of Counseling and Development. Volume 76, Issue 3 Summer 1998 pages 334ă350. Kamus Dewan. (2005). Kuala Lumpur. Dewan Bahasa dan Pustaka. Kitchener, K. S. (1984). Intuition, critical evaluation and ethical principles: The foundation for ethical decisions in counseling psychology. Counseling Psychologist, 12(3), 43ă55. LaypersonÊs Guide to Code of History http://www.counseling.org/Files/ FD.ashx?guid=606b5973ă315că4118ă8b2că2fbfd8194f82 Copyright © Open University Malaysia (OUM)

COURSE GUIDE xvii Luxmoore, N. (2014). School counsellors working with young people and staff: A whole-school approach. UK: Jessica Kingsley Publishers. Mc-Leod, J. (2013). An introduction to counselling (5th ed.). UK: McGraw-Hill Education. Nelson-Jones, R. (2012). Introduction to counselling skills: Text and activities (4th ed.) California: SAGE Publication Ltd. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill. Palmer, S. (2015). The beginnerÊs guide to counselling and psychotherapy (2nd ed.). London: SAGE Publication Ltd. Piaget, J. (1964). Development and learning. Ithaca. Cornell University, School of Education. Purkey, W. W., & Schmidt, J. J. (1996). Invitational learning for counseling and development. USA: Caps Pr. Sidek Mohd. Noah. (2002). Perkembangan kerjaya: Teori & Praktis. Serdang: Penerbit Universiti Putra Malaysia. Stewart, C. (2015). Defense Mechanism is Denial, Distortion, Delusion. Psych Central. Retrieved from https://blogs.psychcentral. com/humor/2015/11/ defenseămechanismăisădenialădistortionădelusion/ Suradi Salim & Rafidah Aga Mohd Jaladin. (2005). Development of counselling services in Malaysia in Contemporary Issues of Malaysia Psychology (eds Zafar Afaq Ansari & Noraini M. Noor). Kuala Lumpur: Thomson Learning. Suradi Salim. (1996). Bimbingan dan kaunseling. Kuala Lumpur: PTS Professional. Tuckman, B. (1965). Bruce TuckmanÊs Team Development Model. Retrieved from https://www.lfhe.ac.uk/download.../3C6230CFă61E8ă4C5Eă 9A0C1C81DCDEDCA2 Copyright © Open University Malaysia (OUM)

xviii COURSE GUIDE TAN SRI DR ABDULLAH SANUSI (TSDAS) DIGITAL LIBRARY The TSDAS Digital Library has a wide range of print and online resources for learners. This comprehensive digital library, which is accessible through the OUM portal, provides access to more than 30 online databases and several of them are shown in Figure 2. As an OUM learner, you are encouraged to make full use of the resources available through this library. Figure 2: Among the Online Databases Available at TSDAS Digital Library Copyright © Open University Malaysia (OUM)

INTRODUCTION As our country moves towards developed nation status, the need for professional counsellors should also increase in tandem. This topic rationalises the need to increase the number of professional counsellors in the country. It also focuses on the preparation to be an intern counsellor and takes a look at the counselling process. In addition, a few important concepts are explained which will be beneficial for the intern as he prepares to become an intern counsellor. Topic 1 Introduction to Counselling By the end of this topic, you should be able to: 1. Describe the concept of counselling and its significance; 2. Differentiate between counselling and psychotherapy; 3. Explain the goals of counselling; 4. Explain the role of a counsellor and the characteristics of a professional counsellor; and 5. Differentiate between individual counselling and group counselling. LEARNING OUTCOMES Copyright © Open University Malaysia (OUM)

2 TOPIC 1 INTRODUCTION TO COUNSELLING COUNSELLING What is your understanding of counselling? What are the tasks of a counsellor? Is counselling important and useful? Why? In Malaysia, counselling service has reached an encouraging level especially in schools and institutions of higher learning. This is in line with economic, social, cultural, educational, scientific and technological developments. In the context of a developing nation gearing towards a developed nation status with high technology, counselling will be helpful to its people in various situations. Although counselling is regarded as a new field compared to sociology, economics and psychology, as a whole, the influence of counselling is felt by society. The number of individuals who have sought the help of counsellors to achieve a more peaceful and better quality of life has increased. Among the problems that are regularly brought to counsellors from individuals range from personal problems to interpersonal problems at the workplace which affect their peace of mind, decision-making effectiveness as well as problems relating to learning. Hence, professional counsellors in modern society have an important role to play, more so in Malaysia where development is happening at a rapid pace. The development is not only limited to economics, science and technology but also to the nationÊs unity and harmony of its multiracial people. Changes in society form the basis for a countryÊs development. Various social problems exist, directly or indirectly, as a result of rapid changes in society. Some of the changes include the following: (a) Massive migration by young people searching for jobs in towns and cities; (b) Disintegration of the family system from big to small families with small families becoming the norm; (c) Less attention is being paid to individual persons because of the existence of big private and corporate organisations; (d) The influence of print and electronic media on human thoughts and attitudes especially in children and adolescents who are against traditional societal values; and (e) Advanced way of life which tends to destroy the good values in individuals and the society. 1.1 Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 3 The direct effect of these changes on a person are psychological reactions in the form of stress. According to research, stress can cause various illnesses such as heart disease, high blood pressure and emotional disturbances. Stress that may surface at the school level includes unrealistic expectations of academic achievements by teachers and parents, small and cramped living conditions, and pressure from peers to adopt a certain behavioural norm. In institutions of higher learning, stress occurs as the result of competition for academic excellence, shortage of money and social pressures. Reactions from stress differ between adolescents and children. There are cases of adolescents and children who have run away from home due to the stress as a result of stressful chaotic situations in the family. Some try to handle and avoid the problems by resorting to drugs or getting involved in criminal acts (Figure 1.1). Figure 1.1: Drug abuse is one way a person confronts stress in his life Source: https://www.menara.my Counselling may not be able to get rid of all social ills caused by economic development. However, in order for the community to achieve a harmonious state of mind, counsellors in all institutions must be adequately prepared to deal with the issues at hand. They have an important role to play. Counselling can no longer be regarded as the „knowledge to deal with insane people‰ but it must be offered widely to the community as everyone could benefit from it. Copyright © Open University Malaysia (OUM)

4 TOPIC 1 INTRODUCTION TO COUNSELLING DEFINITION OF COUNSELLING Counselling is defined as the principled and skilled use of relationship to assist self-knowledge, emotional acceptance and growth, and the optimal development of personal resources. The general goal of counselling is to work towards helping individuals live a more satisfying and productive life. Another definition of counselling is the facility of professional assistance and guidance in resolving personal or psychological problems. The following are some definitions of counselling: (a) Krumboltz (1965) Counselling is any ethical activity performed by a counsellor to assist a client to demonstrate a behaviour that motivates towards problem solving. This definition of counselling clearly shows that the counsellor wants to achieve his clientÊs aim or objective which is a very important one. However, Krumboltz did not state nor suggest an approach or a counselling method that can be used to achieve the aim. (b) The American Guidance and Personnel Society (1980, as Cited in Blocher, 2000) Counselling is defined as utilising counselling procedures and other fields which are related to behavioural sciences to help the client learn how to solve certain problems and make decisions regarding career choices, personal growth, marriage, family or other interpersonal matters. 1.2 1. Have you ever experienced stress or know of any individuals who are currently experiencing stress? 2. How did you or that individual overcome the stress? 3. Discus the concept of counselling. 4. How can individuals benefit from counselling? Share your answers with your coursemates in the myINSPIRE online forum. ACTIVITY 1.1 Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 5 (c) Burks and Stefflre (1979) Counselling refers to the professional relationship between a trained counsellor and a client. This relationship is normally person-to-person although sometimes it involves more than two persons. It is designed to help the clients understand and express their views about their lives and learn to achieve a meaningful and informative choice after they have solved their emotional and interpersonal problems. (d) Gladding (2004) Counselling is the application of mental health, psychological or human development principles, through cognitive, affective, behavioural or systemic interventions, strategies that address wellness, personal growth or career development, as well as pathology. It is hoped that from these definitions you will understand the gist of a professional counsellorÊs duty towards his client regardless if the client is an individual or a small group of individuals who are facing the same issues or problems. Besides that, a counsellor has to identify whether the client really needs counselling or psychotherapy. This is because there is a difference between a client who needs counselling service and one who needs psychotherapy which is a more serious service. DIFFERENTIATING COUNSELLING FROM PSYCHOTHERAPY What do you know about psychotherapy? In your opinion, do counselling and psychotherapy share the same aim? Let us look at the differences between counselling and psychotherapy. Forty years ago, there was a prominent difference between counselling and psychotherapy. At that time, psychotherapy emphasised more on treating „mental illness‰ whereas counselling focused more on helping individuals to overcome dead ends or troubled minds so that they could continue living their lives peacefully. 1.3 Based on your understanding from the given counselling definitions, what is the role of a counsellor? Discuss with your coursemates in myINSPIRE. ACTIVITY 1.2 Copyright © Open University Malaysia (OUM)

6 TOPIC 1 INTRODUCTION TO COUNSELLING Today, it can be quite tedious to find the difference between counselling and psychotherapy. Most counselling textbooks vaguely differentiate the two. In fact, books on counselling theories are no different from books on psychotherapy. The difficulty becomes more obvious when we try to compare the definitions of counselling and psychotherapy as stated by a few writers. The definition of counselling by a counselling writer can be used by psychotherapy writers, and vice versa. However, there are many similarities between the two fields which involve a special relationship between an individual who wants to get help to solve his psychological problem (client) and a trained person who provides that help (counsellor or therapist). The special relationship is the same for both the counsellor and therapist. In fact, the techniques used to help the patients and clients are similar. The differences between counselling and psychotherapy lie in the objective and duration of the procedure. The counselling objective is to help an individual at any time to overcome his or her personal growth problem(s) towards achieving his optimum strength development. This objective is also accepted as the aim of the psychotherapy process. However, besides solving the clientÊs growth problem(s), psychotherapy also aims to solve the reconstructive change problem. Normally, psychotherapy is carried out over a long period of time (one month to two years) as outpatient or inpatient. On the contrary, counselling is usually conducted over a short period or time (less than six months) as outpatient only. However, both counselling and psychotherapy have a similar aim, that is, to achieve the clientÊs aim. Do you find psychotherapy and counselling to be really different from one another? Why? Discuss in class. ACTIVITY 1.3 Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 7 GOALS OF COUNSELLING What do individuals hope to achieve at the end of a counselling session? In general, every individual has different hopes and expectations according to his perspective of the counselling process. For example, after an individual has gone through a counselling process with the counsellor, parents, teachers or school principals, he is likely to have a different perception regarding the ending that he hopes for. Differences in opinion will exist but it will not be the last choice that determines the counselling outcome. The counselling aim depends on the agreement between the client and his counsellor. Both of them will ascertain the direction of their discussion. 1.4.1 Five Counselling Goals There are five counselling goals as shown in the following: (a) Facilitating ClientÊs Behavioural Change Most theorists agree that counselling aims to help the client make some behavioural changes that would enable him to have a more productive and satisfactory life. Prior to visiting a counsellor, there must be an event or issue that disturbs him, causing his relationship with someone to be unsatisfactory (for example, his employer). Perhaps it could be the way that the client interacts with others, so much so that it causes a negative reaction from others. This negative effect in turn causes the client to feel disturbed or uneasy. It is hoped that after completing a counselling session, the client will understand and be able to effectively and satisfactorily analyse and think of better ways to interact with his colleagues and able to minimise the negative reactions from them. The counselling aim here is to encourage and make it easier for the client to change his behaviour to a more effective one. In another example, Ali (a teacher) is unaware that he always gives a negative response such as making cynical remarks to his students who give wrong answers in class. AliÊs behaviour causes his students to avoid interacting with him in class. This poses a problem and affects the effectiveness of his teaching. With counselling, Ali will be able to identify the real problem and the counsellor will be able to assist Ali in changing his behaviour to one whereby he will be able to give more support to and guide his students when they interact with him and when they respond with the wrong answers. 1.4 Copyright © Open University Malaysia (OUM)

8 TOPIC 1 INTRODUCTION TO COUNSELLING (b) Enhancing ClientÊs Ability to Start and Continue a Relationship A big part of our lives involves interacting with people (Figure 1.2). Unfortunately, many people are having problems due to their inability to interact appropriately with others. This problem can be linked to the client not having good communication skills or having a negative personal image. In this case, the counsellorÊs aim is to find ways to enhance the effectiveness of his clientÊs interaction with other people. Figure 1.2: As members of a community, we often interact with various types of individuals in different situations Relationship problems can occur amongst adults in a family, between husbands and wives, between school children and their peers. In each case, the counsellor will try to find ways to help the client enhance his quality of life by improving the way he interacts with others. For example, when MonaÊs principal gave some feedback or comments to her, she felt very angry and refused to listen to what was being said. This led to a communication breakdown between the two. Mona saw the comments as criticisms. A counsellor can assist Mona to have a better relationship with her principal. Mona could be helped so that she would not react negatively but rationally by listening calmly to every comment and taking the opportunity to improve herself for self-improvement. Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 9 (c) Helping Client to Manage Problems and Issues Another important counselling aim is to help the client manage himself in difficult situations. Each individual experiences difficulties in his life while growing up. It is very rare for a person to grow up with the ability to fulfil the expectations of every significant person in his life, for example, his parents. ParentsÊ expectations of their children have often caused unpredictable effects. A child, for instance, will learn to experience a less efficient and less effective behaviour when he is unable to fulfil his parentsÊ hopes and expectations. And he will bring this experience into adulthood. Unfortunately, in specific situations such as at the workplace, the behavioural pattern that he has learnt will not be of help but instead will cause problems. In such a situation, a counsellor will train his client to effectively manage himself especially in new situations and/or new demands. For example, Ahmad has always been criticised whenever he failed in his exams. As a result, Ahmad became lazy and always played truant in school. When he became an adult, he continued to display this attitude at the workplace. He is always late and he is lazy (or not motivated) to try something new. A counsellor can help Ahmad to manage himself effectively and to improve his self-image. (d) Encouraging Client in the Decision-making Process The decision-making process can be very difficult for certain people. They are afraid of having to shoulder the responsibilities in case they made the wrong choice or when they make decisions without thinking of the existing alternatives. For such clients, the aim of counselling is to help them make important decisions in their lives. It is vital to note that the counsellorÊs role is not to have the last say and to direct the client to choose certain decisions. The final decision is to be made by the client. He must understand and know why and how to achieve that decision. The client will learn to estimate risks from that decision in terms of time, money and other aspects. The client will also learn to explore the values that are relevant to the present situation and condition, and to realise that these values are taken into consideration in the decision-making process. Copyright © Open University Malaysia (OUM)

10 TOPIC 1 INTRODUCTION TO COUNSELLING To illustrate this point, take the example of Ah Kau who feels dissatisfied and stressed at his job. He is afraid to make any changes. A counsellor can help Ah Kau to find the cause of his dissatisfaction and search for value or meaning in his life. A counsellor can also help Ah Kau find and estimate the risks of various alternatives such as moving to another department in the organisation, discussing his job scope with his employer or changing his job. (e) Helping Client to Develop Potential Achievements Helping a client to expand his potential has always been one of the key counselling aims. This aim provides the opportunity for a client to learn the various ways of using his abilities and interests optimally. It also means that the client is taught how to increase his personal effectiveness. This reinforcement means that the counsellor will be able to help the client learn; for example, on how to stop smoking, how to take better care of his health, how to overcome problem of unproductive shyness and lessen stressful emotions. Simply put, counselling aims to help a client improve or overcome negative behaviours or emotions which hinder or retard his development of potential achievements. For example, IndraÊs ambition is to be an actress. Whenever she feels stressed, she will stammer. She feels scared to be in front of a crowd. This retards her ambition to be an actress. A counsellor can help her build her confidence and make her feel comfortable when standing in front of a crowd. This will indirectly help her to achieve her ambition to be an actress. Figure 1.3 summarises the counselling goals. Figure 1.3: Counselling goals Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 11 ROLE OF A COUNSELLOR The role of a counsellor depends on the place and the setting in which he provides his service. Over the years, the counsellorÊs role has gone through some changes. It has now spread to public counselling centres, hospitals, prisons, Islamic offices, the Haj Fund, churches, some government departments and other places which require counselling services instead of being only limited to helping students with problems at schools and deciding their career choices. Counselling is also found in cities such as Kuala Lumpur and Ipoh where counsellors provide their services to the public through private practices. Table 1.1 shows examples of counselling services provided at various places. 1.5 SELF-CHECK 1.1 1. Are you comfortable in any relationship with another person? Why? 2. With reference to the aims stated in subtopic 1.4, can counselling help you and those who need it? How? 3. May Ling is always angry and throws objects when things do not turn out smoothly for her. What counselling aims can be achieved if she seeks counselling? Share your answers with your coursemates in the myINSPIRE online forum. ACTIVITY 1.4 Briefly describe the five counselling goals with relevant examples. SELF-CHECK 1.1 Copyright © Open University Malaysia (OUM)

12 TOPIC 1 INTRODUCTION TO COUNSELLING Table 1.1: Examples of Counselling Services Provided at Various Places Place Example of Counselling Services School Helping students make appropriate career choices. Prison Helping inmates rehabilitate and integrate into the community upon their release. Hospital Helping families who have lost their family members deal with the loss. Islamic Office Helping spouses who are experiencing marriage problems. Government Office Helping stressed employees or those with burnout problems. Church Helping those with personal problems such as relationship problems with their parents. The development of the role of counsellors is due to the recognition that counsellors have the required training to help in matters such as drug abuse at the rehabilitation centres, rehabilitation services at prisons and at places where there are emotional problems and tensions. In the West, there are counsellors who have joined the professional mental health team which comprises psychiatrists, psychology experts and psychiatric nurses. These counsellors act as case managers for patients and provide treatment as well as counselling service. With the expansion of the role of counsellors at specific places, the focal point of the counselling approach is towards the whole individual, that is, his whole life. This means the focus of counselling includes mental health, physical health, social needs and emotional needs as well as individual spiritual needs (Figure 1.4). Figure 1.4: Individual aspects of counselling Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 13 Now, let us look at each individual aspect in detail. (a) Mental Health A counsellor must always be aware of the relationship between his clientÊs thoughts and feelings, and his actions or behaviour. The counsellorÊs role is to stimulate his clientÊs thought process so that his ability to solve problems will increase and becomes more creative. Creative mental activity is the guide to a personÊs quality of life. (b) Physical Health An individualÊs physical health is important during the counselling process. Examples of counselling that involves physical health are: (i) Helping the individual develop the habit of taking better care of his health such as avoiding obesity and quitting smoking; (ii) Exploring emotional or psychological matters which hinder the individual from practising positive attitudes such as overeating due to negative self-image; (iii) Motivating the individual to practise a healthy lifestyle such as exercising; and (iv) Teaching the individual to reduce his tension or stress. (c) Social Needs An individualÊs social needs include family relationships, working environment, friendships and other activities that bind him to other people in the community. A healthy relationship is able to provide strength to the individual and help him avoid feelings of alienation, feeling down and low self-esteem. (d) Emotional Needs Very often, the focus of human being is linked to the aim of increasing the individualÊs emotional contentment. This aim has become a traditional practice for all counsellors and will continue to be the focus of counselling. An individual will normally meet a counsellor to obtain clarifications about certain feelings. Often, the expressed feelings are related to his life or certain events which cause uneasiness in his life. The importance of emotional contentment is clear when a client talks about things that affect his feelings in a physical, social, mental and spiritual manner. Copyright © Open University Malaysia (OUM)

14 TOPIC 1 INTRODUCTION TO COUNSELLING (e) Spiritual Needs The spirituality aspect in counselling is gaining more attention today as compared to the past. In the past, the individualÊs behaviour is explained through the perspective of psychology. For instance, from the learning perspective, deviant behaviour exists because the individual has learnt about characteristics, acts and thoughts that are not considered the norm in his community. This act receives reinforcement from his environment and as a result the deviant behaviour perpetuates. Why does the aspect of spirituality receive attention in counselling? Basically, there is acceptance that every personÊs behaviour, thoughts and feelings are related to his religious beliefs and teachings. For the majority, their values in life and the way they react or respond to the community are influenced by religious teachings. Spirituality is seen as the basis for guidance which determines the individualÊs behaviour pattern, lifestyle and values in life. From this explanation it is clear that the growth domain of a counsellorÊs job is in the form of facilitation and individual development based on physical, mental, social and spiritual aspects. By focussing on the individual function as a whole, a counsellor will be able to help the individual live his life more productively and meaningfully. In a research, Myers (1992) found that if a strong bond exists between mental and physical health in counselling, there will be a positive impact on the clientÊs emotional contentment and physical well-being. Myers also supported the idea of providing development, prevention and contentment counselling throughout oneÊs life to facilitate his mental and physical contentment. He believed that this approach would be a new paradigm for the role of all counsellors, for the present and in the near future. As a teacher and as a student, how can counselling impact your entire life ă mentally, physically, socially, emotionally and spiritually? Elaborate. Share your answer with your coursemates in the myINSPIRE online forum. ACTIVITY 1.5 Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 15 CHARACTERISTICS OF A PROFESSIONAL COUNSELLOR Counselling must be understood as a unique interpersonal process. Its effectiveness depends on attitudes, skills and knowledge shown by a counsellor when he deals with his client. A counsellorÊs client must be able to feel that the counsellor is a guide, someone who has the following characteristics and attitudes: (a) Believes that Clients are Unique and Precious Individuals Who Can Change One important characteristic that a counsellor must have is to trust that every human being is useful, valuable and unique. Sincere acceptance of a client can be felt by the client himself and to him it is not merely an abstract explanation. This does not mean that we must accept or not accept his behaviour. Neither should we like nor dislike the behaviour that client possesses. In fact, we must show our sincerity and respect towards him as a valuable individual and a useful human being. A counsellor must try to understand that a clientÊs self and world view are reality to him. Every belief, attitude, feeling and thought and his environment greatly influence the way he reacts. As a counsellor, you must focus your attention on this perception because it demonstrates the clientÊs thoughts and will give you an understanding on why he reacts and behaves in such a manner. A counsellor who can show that he accepts his client in the counselling process without any conditions will motivate his client to have some hope and feelings of trust in his counsellor. How can acceptance be communicated to your client? Can you do it? There are a few non-verbal ways to communicate this. For example, showing a facial expression that is calm, having a good posture while entertaining the client, demonstrating seriousness in answering such as not stalling when responding and using unthreatening voice intonation (Figure 1.5). We must cater to the clientÊs sensitive feelings when using our voices. 1.6 Copyright © Open University Malaysia (OUM)

16 TOPIC 1 INTRODUCTION TO COUNSELLING Figure 1.5: Examples of how a counsellor interacts with his client Source: https://www.moneycrashers.com and https://www.psychologytoday.com/ A counsellor must be optimistic. You must believe that a client can change, at least in demonstrating changes in feelings, attitudes, cognitive structure and behaviour. At the same time, you must also accept the fact that helping someone to change is a difficult and time-consuming task. At times, this effort fails. Some people just cannot be helped at all. When this happens, it does not mean that changes are impossible. A counsellor must know that when changes do not take place, it could be due to certain factors such as the following: (i) The client is not ready to change; (ii) Changes can take place if only the clientÊs environment changes as well; and (iii) The counsellor does not have the specific expertise or adequate experience to influence a desired change in the client. As a counsellor, you must convince your client that you trust him to change. Do not merely say it but show him through your actions and attitude. Utterance such as, „I really believe you will be able to solve this problem‰ will not on its own change the client or influence your belief. It must be accompanied by relevant body movements, convincing facial expressions and voice intonation that have positive quality. All these have therapeutic values in conveying our attitude and belief towards our clients. Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 17 A counsellor must understand the psychological principles that influence human behaviour and realise that the environment plays a part in creating that behaviour. In the behaviourism perspective, humans are found to learn new behaviours from observation and modelling in order to adapt to new situations. Cognitive perspective on the other hand suggests that the mental ability and stability influent how effective individuals function. During a counselling process, it is important to know how an individual functions, the ways to get our clientÊs trust and explore the problems that hinder his function and growth. This knowledge is required when we need to make judgments on the appropriate methods to be used to assist the client and to decide when the counselling process should end. (b) Has Knowledge and Skills That are Needed to Help Individuals with Limited Functions Counselling needs more than just the willingness to build a special relationship with the client, to appreciate and respect the client, believing that the client can change and having the knowledge of how effective individuals function. A counsellor also has to have clinical skills that can help his clients find the source of the hindrance that block their ability to change so that they can function at a much desired level. Clients can be assisted in various ways. What works at a place and time may not be able to provide the much desired effect at another place and time. There are many approaches, methods and theories that can be used. As a counsellor who is new to the field, you must refrain from using the approach that takes a fraction from theory A, theory B and so on. As a counsellor in training, you are encouraged to try out a few approaches while you are being observed by your supervisor. Gradually as time goes by, you can mix the different approaches that you have tried during the training and introduce your own style which you can practise. While you are designing and expanding your counselling skills, you should seize the opportunity to conduct counselling sessions to clients from different cultural backgrounds. For example, clients from different ethnicity in Malaysia. In this way, you can see the different ways in which the ethnic groups perceive themselves, the environment and the world. This will enhance your knowledge and experience that not all clients will respond in a similar manner even though the problem appears to be very similar. This experience is useful because it will help you understand when you ought to change your strategy and to engage a suitable technique for the relevant situation. Copyright © Open University Malaysia (OUM)

18 TOPIC 1 INTRODUCTION TO COUNSELLING A counsellor must accept the fact that learning the ways to help people requires a lot of time. Trainee counsellors normally start their counselling training process through several attempts. They read and listen to the various ways counsellors conduct their counselling. They also emulate the behaviour of skilled counsellors in order to find suitable actions or mannerisms which can be used as part of their rituals or styles. A counsellorÊs development skill is an ongoing process. A counsellor must improve his skills as long as he practises his professional role. (c) Is Willing to be Involved in the Interpersonal Process A counsellor must demonstrate his willingness to get involved in the counselling process. Commitment and a readiness to share experiences are more meaningful to a client than the allocated time and the effort needed to help the client. This includes communicating with the client in a clientcounsellor relationship, demonstrating that nothing is more important than his client and the issue being discussed during the counselling session. Commitment and the willingness to be involved with a client will drive a counsellor to stay focused on his clientÊs inner thoughts, for example, how he sees his problems. In this way, a counsellor can help his client understand himself, the hindrance(s) that he is facing and the change process required. At the same time, the client is encouraged to take risks and to perceive the counsellor as a tool to help him make the necessary change. When you, as a counsellor, feel self-confident, stable and disciplined, all your weaknesses will be reduced and you will be more focused in helping your clients. You may demonstrate a willingness to be involved with your client by being understanding, accepting and showing sincerity towards your client. (d) Knows Himself, His Skills and His Limitations A counsellor must have a positive self-concept and be able to feel at ease, comfortable and secure. By demonstrating positive mental health, you can be a role model to your client. As a counsellor, you must be sensitive to your own feelings, attitude and values and understand how all these play a role in helping others. A counsellor generally has high social interests and strong motivation to cooperate with others. You also need to have high tolerance in handling defensive, uncooperative and downhearted clients. Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 19 As a counsellor, you must know how to solve your own problems and handle any conflicts and stress. At the same time, you must also be aware of your own skills and his limitations. A counsellor must be open to self-improvement and self-development. To do this, you can increase your knowledge, skills and experiences. As a counsellor, you must realise that you cannot help every single individual who comes to you with a problem. In some cases, you may have to refer your clients to a relevant expert. The process that requires a counsellor to know or identify himself and admit the limits of his own capabilities is important in counselling for the following reasons: (i) The more sensitive he is to his own feelings, thoughts and acts, the easier it is for him to understand othersÊ feelings, thoughts and acts; and (ii) When he is comfortable with himself, he will be able to communicate sincerity to his client. A client will trust the person who wishes to help him if he can feel the sincerity of that person. Hence, the client will be more open to discuss his problems and this will enable the counsellor to understand how his client perceives his problems. Figure 1.6 summarises the characteristics. Figure 1.6: Characteristics of a counsellor Copyright © Open University Malaysia (OUM)

20 TOPIC 1 INTRODUCTION TO COUNSELLING GUIDANCE AND COUNSELLING SERVICES Traditionally, the guidance and counselling services offered at schools or at institutions of higher learning consist of three types of services (refer to Figure 1.7): (a) Teaching and training services; (b) Counselling services; and (c) Examination services. 1.7 Visit the following website. Discuss the characteristics of an effective counsellor. http://celps.colstate.edu/balt/Corey_files/frame.htm Share your answer with your coursemates in the myINSPIRE forum. ACTIVITY 1.6 1. In your opinion what are the characteristics that a counsellor should have to enable him to achieve the aims and fulfil his role as a counsellor? Why? 2. Do you have the characteristics listed in Subtopic 1.6? Give an example of a situation that you have experienced before which highlighted these characteristics. If you cannot think of one, how can you train yourself in order to possess those characteristics? ACTIVITY 1.7 Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 21 Figure 1.7: Types of counselling and guidance services Now let us look at the guidance and counselling services in detail. (a) Teaching and Training Services The teaching and training services are for those who are in need of certain skills and practices. For instance, when it is important for students to obtain information (for example, smoking, drug addiction or the danger of certain contagious diseases such as HIV or AIDS), a guest speaker will be invited to deliver a talk. This service is meant to spread information. In other situations, such as issues with career choices, the counsellor will invite people with specific expertise to deliver a talk about the available career opportunities for the students. It is common among students at school to be lacking in information and exposure about job opportunities as well as the necessary academic preparation. Such information will serve as an eye-opener for school students, but more importantly, it will trigger their interests to want to learn the subjects relating to their dream job. Other activities under the teaching and training services are: (i) Effective revision of strategies; (ii) Preparation for an important exam; (iii) Time management; Copyright © Open University Malaysia (OUM)

22 TOPIC 1 INTRODUCTION TO COUNSELLING (iv) Tips for attending an interview; (v) Ways to prepare a good resume (curriculum vitae); (vi) Practices to overcome nervousness and shyness; and (vii) Tips to be assertive and to deliver a speech in public. The counsellorÊs efforts to spread information as well as to provide teaching and training services can be held in a large group according to the suitability of the situation. However, to train certain behaviours such as to overcome shyness or to train someone to be assertive, it is best if it is held in smaller groups of less than 10 individuals. So that all participants have the opportunity to practice the new learned behaviour or skill in the training. (b) Counselling Services The counselling service is meant for those who need the service to solve a problem. For instance, in choosing a career, a counsellor can help students brainstorm and discuss their interests and preferences as well as their ambition. The counsellor can also highlight various options for the students so that they can choose a suitable career. (c) Examination Services This service is provided for those who need it or for those who wish to have a more in-depth understanding of their real self. For example, in choosing a career, a counsellor can prepare his clients through examinations such as the IQ test, personality and preference test so that his clients can find a job that matches with their respective personalities and preferences. GROUP COUNSELLING Other than individual counselling, a counsellor may also use his counselling skills to handle a small group. In counselling, those who wish to get psychological help when they are in a crisis situation have the choice of receiving counselling service in a small group. Group counselling is implemented to develop clientsÊ self-awareness and to improve their interpersonal skills. What is the group size for group counselling? A group contains three or more individuals (usually not more than ten members) who mutually influence each other. If the group has to many members, the interaction may be compromised because certain group members may feel intimidated by the presence of such a large number of people when it comes to sharing some private matters. 1.8 Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 23 What is group counselling? By definition, group counselling is the application of group interaction to facilitate self-comprehension and individual behavioural changes. 1.8.1 Types of Groups There are generally two types of groups: guidance groups and counselling groups. (a) Guidance Groups In the usual practice, guidance groups are used to spread information particularly to students at schools or institutions of higher learning. The information to be delivered is usually chosen by the counsellor. One of the types of the information given to guidance groups is preventive measures such as the preventive use of drugs, free sex that may lead to AIDS or other sexually-transmitted diseases as well as other undesirable behaviours that lead to moral deterioration. Besides these, some of the popular topics that are often discussed in guidance groups are: (i) Time management; (ii) Attending interviews; (iii) Study tips; (iv) Career choices; and (iv) Exam preparation. (b) Counselling Groups The focus of counselling groups is on the individual, unlike the guidance groups which focuses on the topic to be delivered. Counselling groups consist of five to ten members with no specific structure. The counsellor serves to create a conducive environment for the members to discuss without feeling depressed, threatened or intimidated. Events or issues which they feel comfortable to share with other members of the group include family problems, interpersonal relationship issues, problems regarding self-concept and other personal problems. The content of the discussion involves the expression of feelings. Each member has a chance to be heard by everyone including the person facilitating the group ă the counsellor. Copyright © Open University Malaysia (OUM)

24 TOPIC 1 INTRODUCTION TO COUNSELLING Learners can find out more about other types of groups such as the groupsÊ features and advantages by referring to textbooks. Other types of groups include: (i) Therapy groups; (ii) Sensitivity groups; and (iii) T-Groups. For the purpose of this course, understanding the two groups (guidance groups and counselling groups) should suffice for counsellors and teachers in their tasks to help their students. 1.8.2 Advantages of Group Counselling Group counselling as illustrated in Figure 1.8 has many advantages. Bear in mind that not all clients will benefit from group counselling. Some individuals may feel depressed for having to confront other people while some may feel that it is difficult for them to talk about something which they consider a private matter in the presence of others. 1. Visit the following websites and discuss the types of counselling groups with your coursemates: (a) www.psychologyinfo.com/DrFranklin/group_therapy.html (b) www.rci.rutgers.edu/~rccc/groupbro.html 2. State the advantages and disadvantages of group counselling. Share your answer with your coursemates in the myINSPIRE online forum. ACTIVITY 1.8 Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 25 Figure 1.8: Group counselling Source: www.uitm.edu.my/acact/pkib/nasihat.htm The main advantage of group counselling is in its practicality. A counsellor has to deal with many clients through the course of his work. As such, he may not be able to meet all of his clients in the same day if he were to meet them individually. However, group counselling enables the counsellor to meet more clients within a short time. In group counselling, a counsellor can meet up to seven or eight individuals within the same time duration as he uses to meet his client individually. Another benefit of group counselling relates to the type of problem faced by the clients. Most of the studentsÊ problems are relationship or interpersonal problems. In group counselling, clients are given the chance to explore their interpersonal problems and feelings within a social context. For instance, the feedback from other members within the group will provide a stronger influence than the counsellorÊs since the feedback comes from their peers. The client will experience psychological growth through the process of getting genuine feedback from their peers. Group counselling is like a „micro society‰ whereby clients will be able to feel the peer pressure, social influence and approval which is part of the counselling experience. In a small group, clients also stand a chance to experiment with new behaviours with the support from other team members via their given feedback. For example, if a client consistently feels embarrassed to speak out in public such as presenting in front of the class, the encouragement he receives from the other members of the group will motivate him to start talking to overcome his weakness. Copyright © Open University Malaysia (OUM)

26 TOPIC 1 INTRODUCTION TO COUNSELLING In general, when a client has to face his problem alone, it will be hard for him to view the problem in the right perspective. However, in a smaller group and with the help of the counsellor, he will feel less intimidated as he discovers that other people also share the same problem. Group counselling provides clients with the opportunity to explore their problems and, at the same time, share them with others within the group. When members of a group share their problems with each other, it can lead to the development of trust and respect for each other as they exchange information and experiences about their related problems. The group experience will create a support system for the members. As a result, the group becomes the source for regaining a new spirit and a sense of security among the group members. Another advantage of group counselling is that the client not only benefits from the feedback of others but he is also able to offer his feedback to help other team members. This will help to enhance the clientÊs self-concept. Other benefits that provide therapeutic value through group counselling are: (a) Providing hope to clients; (b) Allowing clients to feel safe and getting the needed support; (c) Solidarity among group members; (d) Learning from other members; and (e) Learning about interpersonal skills. A counsellor who really understands the therapeutic values explained will be able to conduct the group counselling more efficiently and effectively. Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 27 CONFIDENTIALITY IN COUNSELLING Counselling session, whether it is conducted individually or in a small group, involves a clientÊs self-disclosure which may not be expressed outside of the counselling session. The more trust the client has towards the counsellor, the easier it would be for the client to discuss his or her problems with him. In theory, this will help the counsellor to understand the way his client perceives his problem. Moreover, the client would also feel that he is being understood and develops a sense of security through the counsellorÊs support. As a result, the counsellor is seen as the most trusted person in the eyes of the client and will not leak his secrets to anyone else. From the aspect of professional ethics, it is your responsibility as a counsellor to preserve the confidentiality so that the good rapport built is not wasted. If the client no longer trusts you, the good relationship will be jeopardised and most likely, he will refuse to meet you again. Here are some principles of confidentiality that may be of help to counsellors: (a) The burden of maintaining the confidentiality is not definitive as there are certain situations which allow the counsellor to repeat the secrets; (b) The confidentiality is maintained if it does not threaten other individualsÊ or the publicÊs rights; and (c) The confidentiality is dependent on the matters being kept confidential. If the issue which is said to be confidential has been made public, the counsellor is no longer obligated to maintain the confidentiality. The counsellor also needs to consider the safety of the client and avoid misusing informations that were confided in him. To avoid being charged in court, maintaining the confidentiality of the client is crucial. However, in certain circumstances there could be exceptions where the confidentiality can be breached. Issue of confidentiality may be exempted. The situations in which confidentiality may be violated are as follows: (a) The client is bringing harm to himself or others; (b) The client demands that his particulars be revealed; (c) The court demands that the clientÊs particulars be revealed or repeated; and (d) The counsellor suspects that child abuse may be involved in the case. 1.9 Copyright © Open University Malaysia (OUM)

28 TOPIC 1 INTRODUCTION TO COUNSELLING In this topic you have been exposed to several fundamental principles and philosophy of counselling as a basis to prepare you for your counselling sessions. By understanding of the objectives of counselling, you are able to know the direction and approach of the client-counsellor discussion. There are five counselling goals: facilitating the clientÊs behavioural change; enhancing the clientÊs ability to start and continue a relationship; helping the client to manage his problems and issues; encouraging the client in the decision-making process; and helping the client develop potential achievements The counsellor plays a very important role in todayÊs society. To be an effective counsellor, the professional counsellor needs to have several characteristics. The components of guidance and counselling services are: teaching and training; counselling; and examination services. There are many advantages in group counselling. Among others include practicality ă clients are given the chance to explore their interpersonal problems and feelings within a social context with members in the group and clients stand a chance to experiment with new behaviours with the support from other team members via their given feedback. 1. What do you understand by the expression: „The counsellor understands the way the client perceives herself?‰ 2. In an effort to search for the cause(s) that disturbs the clientÊs mind, the counsellor will attempt to understand and look for a link among the clientÊs cognition, emotion and behaviour. State the relationship between cognition, emotion and behaviour by giving relevant examples. Share your answers with your coursemates in the myINSPIRE online forum. ACTIVITY 1.9 Copyright © Open University Malaysia (OUM)

TOPIC 1 INTRODUCTION TO COUNSELLING 29 The importance of rationale confidentiality in counselling cannot be understated. From the aspect of professional ethics, it is the counsellorÊs responsibility to preserve the confidentiality so that the good rapport built with his client is not wasted. Confidentiality must be maintained but there are circumstances in which the confidentiality may be violated. Confidentiality Counselling Counselling groups Emotional needs Group counselling Guidance and counselling Guidance groups Individual counselling Mental health Physical health Problem solving Psychotherapy Social needs Spiritual needs Blocher, D. H. (2000). The evolution of counselling psychology. New York: Springer Publishing Company. Burks, H. M., & Stefflrre, B. (1979). Theories of counselling. USA: McGraw-Hill. Gladding, S. T. (2004). Counseling: A comprehensive profession (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Krumboltz, J. D. (1965). Behavioral counselling: Rationale and Research. Journal of Counseling and Development Vol. 44(4). pp. 383ă387. Mc-Leod, J. (2013). An introduction to counselling (5th ed.). UK: McGraw-Hill Education. Myers, J. E. (1992). Wellness, prevention, development: The cornerstone of the profession. Journal of Counseling and Development Vol. 71(2). pp. 136ă139. Nelson-Jones, R. (2012). Introduction to counselling skills: Text and activities (4th ed.). California: SAGE Publication Ltd. Copyright © Open University Malaysia (OUM)

INTRODUCTION Topic 2 discusses the five counselling stages that must be experienced and understood by every counsellor. Learners will be exposed to the various types of activities which occur at each stage in the counselling process. In addition, this topic also explains the characteristics of stubborn or uncooperative clients and explores ways to handle the problem with the aim that you, as a counsellor, will be prepared and will not hesitate to respond appropriately when counselling such clients. Lastly, this topic will also discuss the various sources whereby counsellors can obtain information about their clients. Topic 2 The Counselling Process By the end of this topic, you should be able to: 1. Discuss all the five stages of counselling; 2. Identify the obvious characteristics at each stage; 3. List some ways to handle uncooperative clients; and 4. Discuss some of the sources whereby counsellors can obtain information about their clients. LEARNING OUTCOMES Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 31 STAGES IN THE COUNSELLING PROCESS Counselling is a process that develops and changes from one stage to another. There is a starting point, a change to another stage and an end to the process. Figure 2.1 shows the development of the process through five stages. Figure 2.1: The five stages in the counselling process Now let us look at each stage: (a) Stage 1: Developing Relationship ă Develop a strong basis for cooperative sharing; (b) Stage 2: Exploration ă Understand how clients perceive their problems or their frame of reference; (c) Stage 3: Decision-making ă Develop an aim for the client. It also means setting the direction to guide the client. At this stage, the counsellor tries to think of the appropriate strategy to help his client; (d) Stage 4: Implementation ă Counsellor attempts to reduce the level of anxiety or to suggest problem-solving ways; and (e) Stage 5: Termination ă Counsellor sums up what has been going on throughout the counselling sessions and its outcome. 2.1 Copyright © Open University Malaysia (OUM)