CHAPTER 1

Counselling

- is a process of interaction between counselor and their client which the process is systematic base on the pscyotherapy principle

Guidance

- a process of helping people make important choice that effect their life.

Psychotherapy

- is a process of treatment using psychology approach which focuses on internal problem like mental problem, personal issue or conflict

Concept

- guidance > give an assist ( knowledge, skills, experience, info )- counselling > face2face interaction- psychotherapy > talking treament (psychology approach)-

Differences between guidance and counselling

Guidance CounsellingGiving info, knwldge, skills

Giving advice

Encourage exploration

Problem solving

Helping client to make a good choice

Helping people for them to use the strength that they have to get a good result

Differences between counselling and psychotherapy

Counselling

Psychotherapy

ApproachFocus developm

entrecovery

Setting School, high institut

Hospital, mental health care

Duratio 1-5 Bertahun2

n session depend on the client

People Client Patient

The similarities

- all are using communication-based approach - share common assumption about how helper should help

client. - All assume that the client is ultimately the decision maker- All involve relationship between two ore more people

The differences

- guidance provide more information- counselling and psychotherapy are more holistic than guidance

in helping client

Summary

- guidance and counselling are more suitable for normal client experiencing problems that are not to serious.

- Meanwhile psychotherapy is more suitable for patient having serious problem like mental problem

- G&C teacher have knowledge, info and basic skill to conduct the session

- Psychotherapist has specif skill and knowledge such as hypnosis

- G&C people known as client while P known as Patient- G&C take shorter time compare to P which may last for for a

few month

Goals of guidance and counselling

- psychological support > motivation- resposibility > understand the consequences of the decision- positive change > changing behavior, become more confident- self-adjustment >- effective decision making skill > can make a good decision- potential achievement > development of the potential

Objective

- guiding student to have a good values and attitudes and positive behavior

- develop student potential to optimum potential- guide the student to understand their strenths and weaknesses- give advices for their future- to change student behavior

- to establish the concept of kendiri positif- provide guidance for student to make their choice- give guidance to solve academic problems- give motivation

principle

- the client can having a fair service without need to consider their background

- it become the responsibility of counselor, teacher, school and parent

- following the procedur and rules- good relationship between counselor and client- without coercion- run in special room- follow the ethics and maintain the student right- the counselling relationship is confidential- handle by educated counselor and teacher

philosophy

- all student have potential that can be develop theirs to optimum level through the implentation the session of G&C

- to develop student who good in 5 aspect which are JERIS

Approach

- pendekatan krisis- pendekatan pemulihan- pendekatan pencegahan- pendekatan perkembangan

the important of G&C

- help to reduce the dicipline problem- help teacher to guide to the student- giving motivation to the student- help student to make a good choice- help student to solve their personal problem- good in JERIS

CHAPTER 2

G & C services

Type of guidance

- inventory, assessment, record- guidance- counseling- placement and followup- consultancy and referral- appraisal

Inventory

- collecting data about student in general and client in particular ( Test and Non-test )

Assessment

- analysis data about students in general and clients in particular ( subjective and objective )

Record

- refer to three types of records created by G&C teachers

Guidance

- refer to personal and invidual development

counseling

- services that can be done by individual or grouping. The client can come from volunteer person, invited, refered

placement

- involve the assessment of the child, information service and counseling service which are suitable for them

follow-up

- is about the systematic plan to make sure the relationship with the ex student

consultancy and referral

- the giving info, gving suggestion, facilitating planning processes are major component of school counselor function

- colaboration with parents and teachers

appraisal

- as a prove to assess the counselor and also all the program that have been set by the government.

- Assessment of the climate, school

Data Collection Sharing

- test administration- test interpretation- coordinating and managing student record

Counselling

- crisis approach- remedial approach- preventive approach- development approach

crisis approach

- to handle critical case like histeria, or trying to suicide- case that able to harm other students- teacher need to involve as a middle man to solve the

miscommunication and trying to solve the problem

remedial approach

- focus to the problem that have been identify from time to time- problem that can cause crisis- ponteng, fighting- use individual counseling or group counseling

preventive approach

- anticipate and accomadate- guidance or effeort to stop unhealthy activity ike drug abbuse- teacher roles to spread the information about the danger of

drug and how to prevent- create program and campaign

development approach

- effort to enhance their potential to optimum potential

- effort to discover the needs of the students in order to make sure they got the knowledge, skills, experiences

- give them chance for them to solve their own problems

ETHICS

- establish principle guiding behavior- are intentionally not specific- are not law – they are created and followed voluntarily

Code of ethics

- benefit others > do what enhances client well being- do not harm > avoid high rish activities- respect other autonomy – clients have freedom of thought

and freedom to chose their direction. Help clients think clearly and weigh the consequences

- be just or fair – provide equal or fair treatment- be faithful – make honest promises and honor these promises

Code of conduct

Responsibility to

- organization and employer- client- society- professional leagua

ASCA ethical standardsresponsibilities

- to student- to parents- colleagues- the school- to self- to the profession

ETHICAL REASONING

5 moral principles

- autonomyrespects client right to independce

- nonmaleficenceto cause no harm

- Beneficence to do good

- Justicefair and nondiscrimination

- Fidelityloyalty & honor to commitments made

CHAPTER 3

Teacher as a guidance teacher

Quantitative Data collection methods

- perfomance test > motor ability- aptitude test > how students perform on tasks or react to

situations- career interest inventory- attitude test – evaluation of person, objext ranging from +ve to

–ve- personality test inventories

Qualitative data collection methods

- observation- interview- document analysisreport card

clas registers

identifying children problems

- anectdotal records- running records- time sampling- event sampling- diary/journal- chechlist- sociogram- children’s work- photos- audio video recording

CHAPTER 4

THEORY

Behaviorist theory

The role of the environment can stimulate the change of behavior

- stimulation- respond- repetitive reinforcement- positive reinforcement

role of couseling

- monitor the behavior of the less desirable- practice skills to manage behavior- complete the assignment- to give advice for the client- to share the experience

techniques and strategies to help cilent

- relaxation training

used to smoothe the muscle and mental, take time from 4-8 will be provided with instruction to calm themselves, manage inhalationa can help relation, use this tech to manage stress

- systematic desensitization ( buang perasaa negatif )

to underminde the relationship n the stimulus like worry and fear

this technique to separate or reduce the cleint anxiety through relaxation

- training assestif ( confident )

to develop self assetiv responde

appropriate to train- difficult to vent anger- it hard to say no- humble- social bias

- exercise to improve self to make assestif- teaches to express their own feeling and right

contingency contract (pelan kecemanasn)

- suitable for children as adult will be more careful

implosion and flooding

- making client aware of the circumstance giving rise to reflect the concern and have the devastating effect

- the client is thought to relax earlier- not sutable for new client

token economy

- as gift given as reinforcement for appropriate behavior

Client centred theory ( humanistic)

- increase a person feeling of self worth- reduce the level of incongruence between the ideal and actual

self- help a person become more of fully functioning person

tech

- genuiness congruence

- the therapist need to share feeling honestly. By modelling this behavior the therapist can help the client to develop this important skill

- it allow the client to experience them as they really are

- it is authentic

uncondtional positive regard

- accept the client- this climate can make client feels able to express his or her

emotions without fear- need to be careful to maintain the positive attitude toward client

emphaty understanding

- understand what the client is feeling

REBT

Using concept of hedonism which seeking pleasure and avoiding pain

USA uncontional acceptance

To change to irrational thought to rational thought so can accept each thing that happen very well

Concept ABCDE

A – activating event

Event that happen

Attitude or behavior of someone experienced

B – beliefs

Irrational belief

C – consequences

Create an emotion result

D – the method that use to correct the irrational belief

E – Effect of the action

Normal emotion produced

Tech

- counselling procedureestablish a comfortable atmoshere for client (therapeutic)

- technical rebtcognitive method > argument of irrational beliefemotive method > include element of humorbehavioral method > operant technique .. reinforcemtn, homework

Tech in counseling

- coping selft statement- cost benefit anaylsis- psychoeducational methods- imagery- role playing- shame attacking exercie- homework- penalties and rewards

- skill training- training in group- humor-

CHAPTER 5

Stages in counseling

- pre-session- explanation- structure- communication / relationship- exploratio- reinforcement- planning- ending

pre-session

- stage where the counselor must be readi with mental and physical including the information about the client, belief and also the environment

explanation

- the couselor tries to get a clear picture about the problem of the student

- the couselor should get the explanantion from the student

structure

- the couselor should determine whereas he has skill to help the client

- they will determine to make a contract- the client will be ask whether the he can trust the - the client will be explained the step, characterisitc, limitation

and the goal in the relationship- benefit of contract – client will be more committed

communication & relationshop

- the stage is to focus to strengthen the relationship between couselor and client

- counselor should slowly trying to build the relationship with the client to make sure them become more comfortable with him/her

exploration

- the focus here to sustain the exisiting relationship- to eliminate the unconditional feeling between them- support client to explore their problem- collect fact that can help to solve prob- decide whether the relationshp can be go or not- teach client skills to attain goal- do chores to help client achieve their goals- if the proble still cant be solve- client chooese to go on the exploration, do not go on, find

another counselor and end the session

reinforcement

- client tell his feeling in details and state other alternative- new skill being implemented

planning

- the counselor will trying to focus on the specific planning- planning for end the session and continue the session will be

carried on

ending

- conclusion about client achievement will be held- identify why the goals is not achieve by stating the reason- client can be asked to wrap up all the that he go through- counselor can add on- after that, conselor can end the session when he feels the

client can solve his own problems- the session noew can be ended

important skills for counselor

- empathy- leading- responding- self discloure- immediacy- humor- confrontation

empathy

- putting yourself in the client shoes- trying to understand the client intended emotional message- it absolutely essestial for the client that your understndng is

perceive

leading

- lead the client forward the session using silence- restatement the content (paraphrasing)- reflection of content- reflection of feeling- minimal encourages like I see, uh,- general encouragers to show we are interested“please say

more about..”- encouragement support- therapeutic silence

responding styles

- the act of responding will affect the client- affective responding

focusing onfeeling- behavioral response

focusing on actions and behavior- cognitibe response

focusing on thought and cognitions

self discloure

- is about revealing personal information- counselor self disclosure is only necessary when it relate to

therapeutic process- too much will hinder the process

immediacy

- involve the understanding and communication of wat is going on between him and client within the help of relationsjip

humor

- can gve positive effect when used properly- is should be a correct timing too make sure in does not

become bad joke

confrontation

- to bring the client to see his problems itself- the couselor need to make sure their relationshi is good before

start the session

basic skills

- attending and listening- intepretating non behavioral behavior

- responding- identyfing the prob- implementing intervention

CHAPTER 6

THERAPY

Play therapy

- form of counselling uses play to communicate and help children to prevent and solve psychological challenges

- better social integration, growth and development

concept

- children can know more about the world through playing- physical space is provided for the kids- kids able to explore their identity- the toys which relate to the real life, share feeling

objectives

- reduce attitude and emotional prob- better communication between parents and children- to solve problem that interupt normal development- comminicate naturally through playing activitiy

eg problems

- family problem ( divorce )- bite nails- toilets problem- abuse victim

therapist use

- children fantasy- signs in playing as medium to communcate with children

methods : non directive version

- identify children- decide either be with children or let them alone- get material for the session

manipulate material ( clay, crayon, colouring material container for water and sand actvy cooking tool toys baby tools

dolls knife toys car toys animals lego

- put at the accessible place easy for children- introduce the toys- tell them time about to play- let them choose- use reflection methods to respond- tell them time left- tell them time is end for today- tell about the next session

proses

1st phase – the feeling of being acceptance into group

2nd phase – able to share feeling to others

3rd phase – explore the event

4th phase – respond to the solution

the implentation of play theraphy

- the room suitable for children and complete with suitable material

- toys medium encourage the kids the think and feel can test the reality of the kids give them chance to share unwanted feeling easily can be manipulate by the kids

the important

- give the kids chance to make their own choice- a good chance to see the kids problems- a good and safe place to express feeling- build confident- develop the good characteristic- increase manipulate skills- express emotion

probem in implementation

- cost- material- material cost

- place- service- not enough expert- time table and routine- cooperation- followup- cant be applied at home

Art therapy

Concept

- focus on the art making process as therapeutic- can interpret the client expression through drawing- gve different impact to different people- no words/ communication languages needed- some people can not express verbally- eg

colouring drawing photography other visual

- no talent needed- improve emotion- reduce stress- explore ourselves- suitable for disable kids

the importances

- solve emotional conflict- increase the awareness- build the social awareness- change the behavior- build the problem solving strategy

kepentingan seni

- experience through the imagination- everyday experience- universal experiece

function in the education

- encourage the development of physical, mental and estatic- contribute to selft satisfaction- contribute to the problem solving- contribute to personality development- as a tool to help kids development

art activity

- catan- colaj- reka bentuk- anyaman- hand craft

Bibliotherapy

- a process of therapy which use book as medium to solve problem

function

- reduce the stress- reduce the boredom- reduce the tension- help in children development- help children to solve problem- increase student knowledge- can act as a hobby to fulfill the leisure time

advantages

- enhance empathy- increase integration and understanding- gives information and alternatives- encourages discussion and ideas- ability to enjoy literature- help to solve daily prob- teach about world, culture- as leisure activity

disadvantages

- only suitable for client who like to read- take a long time- not practical in individual caunseling- require high understanding- different problem different book- cost

method/tool

- short stories- biography- fantasy stories- picture book

- video

process

- identify client needs- choosing

suitable books realistics picture to the life not imagination

- presentation illustration, cover, big page strategic techniques – client can see same behavior

/character in the story- follow up

actions sharing the opion show it

stages

- 1st phase ( orientasi )- 2nd phase ( share conflict and confrontion )- 3rd phase ( development and integrated )- 4th phase ( production )- 5th phase

story telling therapy

a process of therapy which using stories metaphor and imagery to change the wy we see our lives and the world, offering healing and growth to everyone

it can influence other

- verbal + nonverbal info in telling the story- not much different from daily conversation- active inner feeling

advantages

- children learn moral values and lesson- traumatic experiences

learnt to belief and have safe feeling positive output go through as character and overcome the challenges increase confident

guidelines

- subtle

changes animals as character use different gender

- creative use props renovate story

- positive ending- ask children to retell story

explore emotion/feeling achieve problem solving

CHAPTER 7

Group counselling

- a collection of two or more individual who meet in the face interaction, interdependently, with the awareness that each belong to the group and for the purpose of achieving mutually agreed on goals

basic of group counseling

a relationship between counselor and group members which focus prevention and cure. Help solving the problem before it becomes more complicated

principle

- democracy environment- each members need to know the objectives- group members willing to share- group members should be responsible for their behavior- group members must keep the information and secret- short term goal- long term goal

member selection

- every members need to be interviews first- make certain criteria for group members- members cant leave the group anytime- consider every group members opinion- distribute the appointment form- members number/size group- member’s age- member’s gender- set the group type- set the aim- time- venue/location- choose leader

group leadership skill

- encourage the participatn of group members- observe and identify group process and event- pay attention to and acknowledge the behavior of group

members- clarify and summarize statement- begin and end session- give info when needed

leader

- encourage member to be brave to express feeling, attitude- responsible to what happen to their group- set the rules- expert of interaction- develop the interaction between member- solve the miscommunication- pemudah cara

type of leader

- facilitate- friendly- respect other- emphaty- sincere- open minded- kecindaan

type of group counselling

- guidance group- psychotherapy group- counseling group- task group- development group- theraputic group

the process of group counseling

- beginning stage- transaction stage- implementation stage- last stage

counselor as pemudah cara

- characteristic of secret saver- friendly- charismatic

- confident- have humor- flexible- know the members very well- discipline- positive thinker- creative

dynamic ( interaction )in group counseling

- have element of universal value - spiritual- full with information- ready to help- development of social skill- focus on interpersonal in the group- cohesion of the member