Lesson 1 The School Counselling Define school counselling Explain the history of school counseling Counselling service in Malaysia Explain the concept and importance of school counselling Explain about the history school of counseling Discuss the brief history of school counselling services in Malaysia UNITAR Why This Lesson The School Counselling is an introductory course to the contemporary school counselling services that are carried out in schools in Malaysia; It gives the learners an informational view on the roles and functions of a school counsellor, the profession, the important components of its services, and certain aspects of the ethical and professional issues involved. It also will explain the history school of counselling and the brief history of school counselling services in Malaysia. Counselling and School Counselling Basically, counselling is a dynamic helping relationship between a counsellor and a client; whereby the counsellor helps the client to be aware of his or her actual situation in the area of conflict or problem, and from there assists and guides the client to find suitable solutions and positive adjustment. The Dictionary definition of counselling stresses "advice", a mental exchange of ideas" or to recommend. This definition is the reason why so many people see counselling as a profession anybody can undertake. There is this erroneous belief that anybody can advise without proper training for the course. Meanwhile, counselling has a more in-depth meaning technically. The America Psychological Association Division of counselling psychology committee (1956:283) defines counselling as a process designed to help individuals words overcoming obstacles to their personal growth, wherever these may be encountered and towards achieving optimum development of their personal resources". History of School Counselling The school counselling profession began as a vocational guidance movement that emerged from the Industrial Revolution. Some negative by-products of the tremendous industrial growth-city slums, ethnic ghettos, and apparent neglect of individual rights and integrity. In response to this-proponents of the Progressive Movement -advocated for social reform. Vocational guidance was one aspect of this response. Jesse B. Davis is thought to be the first person to implement a systematic guidance program in school 1898-1907, he was a class counsellor at Central High School in Detroit, US. Frank Goodwin organized a systematic guidance program for the Cincinnati, Ohio, schools in 1911.1908, Bi Weaver at the Boys High School of Brooklyn City. In 1908, Frank Parsons organized the Boston Vocational Bureau to provide assistance for young people. Frank Parsons who was also known as the "Father of Guidance" had written a book entitled "Choosing a Vocation". Parsons (1909) highlighted 3 essential factors for choosing an appropriate vocation: (1) clear self- understanding of one's aptitudes, abilities, interests, resources, and limitations; (2) knowledge of the requirements. UNITARInerational University Prepared by: Mohd Al Mahdi Hussain UNITAR advantages, disadvantages, and compensation for different types of employment; and (3) an understanding of the relationship between these 2 groups of tacts. This conceptualisation of successful career development still holds credence today. History of School Counselling Parsons' plan also included training counsellors to help young students with vocational development. 9 months after establishing the Vocational Bureau, Parsons began a program designed to train young men to become vocational counsellors and managers of vocational bureaus for YMCAs, schools, colleges, and businesses throughout the country. . 1961 - a book entitled "Handbook on Training Facility in Malaya" was published. 1962- an expert consultant of the Colombo Plan named R. K. Mackenzie was assigned to the Ministry of Education. His duties were to train 11 school administrators in developing a manual for "school services". The team has managed to publish several books/articles on guidelines for school services. In 1966, Dewan Bahasa dan Pustaka (DBP) published a book called "English Guidance Service in School". 1963-Unit Panduan Pelajaran dan Kerjaya was established under the arm of the Educational Planning and Research Division, Ministry of Education. The unit then was transferred to the School Division in 1973. 1974 - The Ministry of Education has produced a circular - KP5209/3314) - for schools to appoint "guru bimbingan". In 1984 the Ministry of Education published a guidebook on the implementation of guidance and counselling services in secondary schools. The book contained all the guidelines covering the concepts. philosophy, ethics and prescription of counselling services The types of guidance and counselling services have also been outlined, they are: Inventory Services and Student Records: functions. 1. II. The provision of information services: III. Group Counseling: IV. Individual Counseling: V. Students Placement Services; VI. Anti-Drug Education Services; VII. Consultation and Referral Services: VIII. Parental Consultation; IX. Coordination of Resources; and x. Assessment and Evaluation Services School Counselling in Malaysia today Develops and implements a comprehensive school counselling program that promotes and enhances students' achievements through a guidance curriculum, individual planning strategies, responsive services and other comprehensive school counselling services with regard to the 3 main areas of student development (Academic Development, Career Development, and Personal/Social Development) that support the positive development and growth of the students and school. UNITAR Intermational University Prepared by: Mohd Al Mahdi Hussain UNITAR In 1996, with reference to circular KP(BS-HEPJ8543/60/(91) from the Ministry of Education, dated 18 March 1996. full-time counsellors were appointed in secondary schools. The work scope, responsibilities, and roles of full-time counsellors were clearly defined to ensure effectiveness. The counsellor-to-student ratio was suggested at 1:750. In regard to a new circular - KP(BS)8591/Jld.VI/35 from the Ministry of Education, dated 11 July 1996, full-time counsellors were directed to adhere to office hours from 8.00 am to 4.00 p.m. Their responsibilities included 22 job functions covering five major areas. In a total of 2303 full-time school counsellors were appointed. Today, the focus of guidance and counselling services in schools has changed from the three areas (academic, career, and psychosocial) to the following: (1) personality development; (2) discipline; (3) career education; and (4) psychosocial and mental health. Counsellors need to design activities and intervention services that can instil moral values and good discipline among students. Also, counsellors need to coordinate activities that can promote socialization, emotional management and positive thinking among students. Among the activities that can be organised is the administration of student profile, preventive education, consultation with parents. individual and group counselling and dissemination of information. -end of content.