QUESTION CHAPTER ONE

INTRODUCTION TO COUNSELLING
1. Ministry of Education Malaysia has placed counsellors in most primary and secondary
schools.

Discuss briefly the function of being a counsellor at school?

-The increasing interest in counselling may be attributed to the psychological and social ills
arising from the stress of modern living and demands of society. a few of the problems faced by
students – a need for counsellor at school

-To cope with these problems, individuals have turned to counsellors and psychologists.

2. The increasing interest in counselling may be attributed to the psychological and social ills.
Give some example of the psychological and social ills?

Some example of the psychological and social ills are competition, bullying, racism, family
crises, academic underachievement, peer pressure, substance abuse, gangs, suicide and violence

3. Explain the contributions of Frank Parsons’ Steps for Choosing a Career (1990) in the
development of the counselling profession?

Did you choose your career based on Parsons steps? Elaborate Parsons steps on choosing a
career.

Yes / No.

According to Frank Parsons’ Steps for Choosing a Career (1909):

1. First, the person should have a clear understanding of his or her aptitudes, abilities, interests
and limitations (Self-Assessment).

2. Next, the person should be aware of available job opportunities, the requirements and
demands of the work, the compensations given and prospects of the job (Study of Options).

3. Finally, match or establish a relationship between these two bodies of information i.e. the
abilities of the persons and characteristics of the job (Careful Reasoning).

4. The American Counselling Association defined counselling as:

“The application of mental health, psychological or human development principles through
cognitive, affective, behavioural or systematic intervention strategies that address wellness,
personal growth or career development, as well as pathology” (American Counselling
Association, 1997).

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Describe each of the above elements (underline) with what you have learned from this course.

application of mental health, psychological or human development

“The application of mental health, psychological or human development principles” refers to the
fact that counselling can be conducted with various levels of clients in terms of the seriousness of
problems. Counsellors could be dealing with normal, well-adjusted individuals or even seriously
problematic clients, although some restrictions do apply when counsellors attempt to help
individuals with extreme psychological problems.

cognitive, affective, behavioural or systematic intervention strategies

“through cognitive, affective, behavioural or systematic interventions, strategies” means that the
counselling process is theory based. Counsellors draw upon a number of theoretical approaches
to guide how they can help clients deal with their problems.

personal growth or career development

“ address wellness, personal growth or career development, as well as pathology‰ points to the
fact that counsellors work in various settings that involve relationships. The counselling
relationship can deal with wellness, personal growth, career and pathological concerns.

5. Define counselling in your own words comprehensively.

Counselling is generally characterised by an explicit agreement between a counsellor and client

to meet in a certain private setting, at agreed times and under disciplined conditions of
confidentiality, with ethical parameters, protected time and specified aims.

6. Explain TWO general misconceptions about counselling.

-Certain individuals are calling themselves “counsellors” and certain groups and organisations
are labelling their services as “a counselling service “without a professional qualification in their
work.

-Some view counselling as a giving opinion without concern the autonomy of the client.

7. What are the main important definition of guidance ?

Guidance is the process of helping people make important choices that affect their lives, such as
choosing which career to pursue or what line of studies to embark on.
Specifically, guidance refers to an expert giving advices and providing information and
knowledge to the person who seeks help in making the right choice. Many early works in

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guidance happened in schools and career centres where an adult would help a student make
decisions on subject or career choice

8. Define your answer about your understanding of psychiatry ?

Psychiatry is often associated with mental illness, extreme emotional problems and serious
personal issues.

Psychiatry has its roots in the medical and psychological fields that see patients who seek
professional help as being mentally ill or sick.

The psychiatry process prefers to delve into the patient’s past in order to gain insight into the
actual cause of the problems.

The psychiatrist is the expert while the patient is the mentally or emotionally sick person.

Psychiatry is often associated with a long-term relationship extending from months to even
years, using therapies as well as medicine in order to cure the patient’s sickness or at least
bringing it under control.

Psychiatrists commonly work in inpatient settings such as mental hospitals or psychiatric

residential homes.

9. Explain the meaning of counselling.

The relationship was between two different statuses of individuals: the adult as the know-all
person, and the student as the inexperienced person.

The relationship is often short-term, involving only one meeting or several meetings until the
person who seeks guidance feel satisfied with the information given and is more confident in
making the right choice.

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 QUESTION CHAPTER TWO

COUNSELLING THEORIES I
1. Patterson and Watkins (1996) suggested that modern approaches can be arranged on two
approaches. Describe the counsellor who focus on non-directive and directive approaches.

(a) non-directive approaches

Generally, counsellors who are nondirective focus on affections and view clients as able to direct
themselves with the help of counsellors.

(b) directive approaches:

In contrast, counsellors who adopt the directive approaches tend to be more prescriptive and
view themselves as the experts giving directions to their clients

2. Describe briefly the following

(a) The Analytic Approaches:

These are counselling approaches focusing on analysing unconscious motivation, personality

development and childhood experiences. Included under this category are:

(a) Psychoanalytic therapy by Sigmund Freud (b) Adlerian therapy by Alfred Adler

(b) The Experiential and Relationship-Oriented Approaches:

These approaches focus on creating a good relationship between counsellor and client, as well as
having good and positive views of human nature. Included in this category are;

(a) The existential approach by Viktor Frank, Rollo May and Irvin Yalom (b) Person-centred
approach by Carl Rogers (c) Gestalt therapy by Frederick and Laura Perls

(c) The action Therapies:

These approaches focus on client’s current behaviour and developing a clear plan for changing
unproductive behaviour with a new one. Included here are; (a) Reality Therapy by William
Glaser (b) Behaviour Therapy by B. F. Skinner, Arnold Lazarus and Albert Bandura (c) Rational
Emotive Therapy by Albert Ellis (d) Cognitive Therapy by A. T. Beck

(d) The System Perspectives

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These approaches stress on the importance of understanding clients in the context of the
surrounding, environment, or system. Included in this category are; (a) The Feminist Therapy
and (b) Family System Therapy

3. Psychological Defense Mechanisms as a Way of Coping with Stress, Corey, (2005).

Explain how a person copes with anxiety in a stressful situation using types of defence
mechanism below

Mechanism Cause Of Anxiety Means Of Coping Example

Compensation Anxious about Emphasize desirable Failing to impress the
one’s real or traits or try to excel in football coach, Amin strives
imagined area of weakness or in to excel in badminton
weakness other areas
Denial Faced with Refuse to perceive or A woman refused to accept
painful or accept reality her husband’s untimely
unpleasant reality death
Displacement Unable to express Shift or let off the Unable to express anger at
emotions to a emotions to a substitute her husband, Mei Ling
person person or object shouts at her children
Intellectualisa- Anxious about a Think or talk about the Doctors and nurses avoid
tion stressful problem situation in impersonal being overwhelmed with
and technical or emotions by explaining to
intellectual terms patients and family
members about illness and
death using intellectual
terms
Rationalisation Anxious about Justify the behaviour Kumar blamed the traffic
committing a by giving a rational and jam as the reason for
behaviour reasonable, but often arriving late for class
false reason

4. Describe the Goal of Counselling in psychoanalysis, and what is the role of the counsellor and
explain also the technique used by the counsellors

(a) Goal of Counselling in psychoanalysis

The goal of psychoanalytic counselling is to help clients become aware of their unconscious
thoughts and emotions that have affected their behaviour or action. The counsellor may also help
clients identify unresolved developmental issues, either personality or psychosexual aspects, so
that clients can continue with their development in a healthy way. In addition, through
counselling, clients will also be able to recognise ineffective ways of coping with stress they had
previously adopted. The counsellor can teach clients how to cope positively with anxiety and the
demands of living.

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(b) the role of the counsellor

The counsellor role acts as an expert who aims to find the underlying roots of the client’s current
problems. The counsellor encourages clients to talk about whatever comes to mind, especially
their childhood experiences. In order to make the client feel comfortable, the counsellor sits
slightly out of the client’s view while the client lies down comfortably on a couch. Talking freely
about any issues often leads to the recall of related thoughts or emotions.

(c) technique

Various techniques that the counsellor can use as a tool to help clients work out their problems.
In free association, the client feels free enough to say or express whatever comes to his or her
mind, however silly, irrational or painful the thoughts are.

Through dream analysis, the counsellor is able to understand a client’s unconscious thoughts and
emotions by interpreting the manifest content and latent content (the hidden, symbolic meaning)
of the dream.

By analysing transference, Freud believed that the counsellor would be able to interpret the
positive or negative feelings expressed by the clients.

5. Discuss the Basic Assumptions of Human Nature stated by Alfred Adler :

(a) Holistic :

People’s actions, thoughts and feelings had to be seen as a whole. He held that “no life
expression can be viewed in isolation, but must always be regarded in relation to the total
personality”. The lifestyle of people and how they behave in the world are determined by the
ideas and beliefs they have chosen. Alfred did not place importance on genetic factors but more
importantly on how the person used what he or she inherited in responding to the environment.

(b) Social :

People were social in nature. so, their behaviour had to be interpreted in a social context. humans
are mainly motivated by social interest, meaning people feel a sense of belonging as well as
connected to a society that treats them as equal. People who possess social interest are
responsible for themselves and those in their society. They have an opportunity to change their
beliefs and their behaviours

(c) Birth Order :

Birth order is the ordinal position an individual is born into his or her family. Adler proposed that
people who share the same ordinal birth positions share similar characteristics. This is because

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the psychological situation of each child is different from each other depending on his or her
birth order. Adler focused on five positions with each sharing similar unique characteristics: the
oldest, the youngest, the second born, the middle, and the only child

6. What are the technique used and role of counsellor in Alfred Adler counselling. Discuss.

(a) technique:

(i) Establishing a Relationship The counsellor establishes an equal partnership with the client in
terms of equal respect, rights and responsibilities. The counsellor accepts the client without any
conditions and encourages the person to point his or her strengths and abilities. Focus is on the
fact that the client can make a change if he or she wishes to. The client must feel safe, especially
if he or she is to reveal his or her inner thoughts. The counsellor should be serious with the client
and not “play games”.

(ii) Gathering Information. The counsellor gathers information about the client by observing the
way he or she enters the room, sits, speaks and behaves during the counselling sessions. The
counsellor will analyse the client’s lifestyle by examining his/her birth order and family
environment,

(iii) Giving Insight. The Counsellor will help clients gain an insight into their present behaviours.
Adlerian counsellors use mainly verbal techniques to assess, evaluate and interpret his client’s
lifestyles. The counsellor can use confrontation where he challenges the client’s private logic.
Asking the “what if “questions encourages clients to explore possibilities.

(iv) Encouraging Reorientation. This is the most difficult phase where the counsellor guides and
encourages the client to find a way to change. The counsellor will point out the client’s strengths
and encourage him/her to find a way to move on.

(b) role of counsellor :

The role of the counsellor is to diagnose, teach, and model the desired behaviours. The main task
of the counsellor is to assess his clients’ level of functioning by gathering information on their
family constellation, including birth order, their parents, siblings and others living at home.
Clients’ early life experiences are also explored. The counsellor then interprets his clients’
situations, putting assumptions on the problem areas that need to be worked out.

7. Carl Rogers’ is a founder of person-centered therapy.

(a) What are Carl Rogers’ views on human behaviour ?

Humans are seen as having positive goodness, realistic expectations, and trustworthiness.
Humans have a desire to become fully functioning; thus able to live as effectively as possible.

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According to Rogers, if humans are positively regarded and allowed to develop freely, they will
grow to be fully functioning.

(b) Is roger’s Person- centered therapy practical in your work setting?

Give TWO (2) justifications.

(i) Yes because if I am a teacher mostly my students are relevance using this therapy

(ii) More open and student can give respond within the interact.

8. Describe the Goal of Counselling in roger’s Person- centered therapy, and what is the role of
the counsellor and explain also the technique used by the counsellors

(a) Goal of Counselling

The goal of person-centred counselling is to encourage clients to be brave enough so that they
are able to explore, identify or confront any fears, perceptions or issues that have been burdening
them. In a condition full of positive regard and empathy, clients become increasingly willing to
change and grow. As clients become more fully functioning, they will have greater acceptance of
their self.

(b) the role of the counsellor

The role of the counsellor is to provide a safe and trusting climate or conditions wherein the
client will feel safe enough to explore his or her self. In contrast the others in the real world that
accept clients only with certain conditions, the counsellor instead creates a nurturing condition
that encourages the client to discover his or herself.

(c) technique

methods to promote the therapeutic relationship include extensive use of silence, acceptance,
immediacy, active and passive listening, reflection of feelings and thoughts, clarification,
summarisation, confrontation, and leads. Reflection is the mirroring of emotional communication

9. Explain the THREE (3) basic qualities of a counsellor according to Carl Rogers.

(i) The counsellor acts as a facilitator who knows how to guide the client through the process of
self-discovery by hearing, observing and reflecting client’s verbal and non-verbal language.

(ii) The counsellor is not directive in the sense that he does not suggest or interpret why clients
feel as they do or what they should do. By using verbal techniques such as reflection, asking
questions and rephrasing,

(iii) The counsellor will assist clients in becoming more aware of their feelings and thought, thus
gain insights to their own experiences and find their own self.

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10. In client-centred counselling, Rogers believed that the counsellor should create a therapeutic
condition for the client. Discuss THREE (3) of the condition.

Rogers believed that the counsellor should create a therapeutic condition for the client which
emphasises empathy, positive regard, and congruence.

(a) Empathy refers to the counselor’s ability to feel with the client and convey this understanding
back to the client. When the client perceives the counsellor as being understanding and
appreciative of his or her predicament, then only will the client proceed with his or her self
exploration.

(b) Respect or Positive Regard where the client will feel safe when the counsellor genuinely and
positively accepts the client as a person regardless of what the client is telling the counsellor.
Such positive regard will make the client feel valued regardless of how bad or negative his or her
self is.

(c) Congruency refers to the counselor’s genuine behaviour and non-verbal language that is free
from pretension.

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 QUESTION CHAPTER THREE

COUNSELLING THEORIES II
1. In the Gestalt theory, FitzPerls emphasises how an individual’s current behaviour is more
important to self-understanding than their actions.

(a) Based on the statement above, discuss the FOUR (4) basic concepts in Gestalt therapy

(i) A person functions as a complete being, surrounded by many parts of his or her being
including spouse, families, peers, colleagues, work and community.

(ii) human nature is the belief that the “now” is what really matters for exploration, not the past.

(iii) Unfinished business refers to matters involving feelings and thoughts about a particular issue
in the client’s past life that was not completely resolved such as hatred, guilt,

(iv) Effective contact means interacting with nature and with other people without losing one’s
sense of individuality

(b) Elaborate TWO (2) intervention techniques in Gestalt psychotherapy with relevant examples

(i) The counsellor intervenes by posing questions based on the language used by clients in an
effort to make them more aware of what they are saying. For example: (a) When a client says. „It
is difficult to make friends” He or she could be asked to restate by making an „I” statement „I
have trouble making friends”

(ii) counsellor may use role-play so that clients re-experience the emotions in the here-and now.
This is mainly achieved through the empty chair technique. The counsellor plays the part of the
significant other while the client plays himself or herself.

- technique is when clients are encouraged to experiment with different aspects of themselves,
for example, playing the “soft” self and the ‘assertive” self.

2. Gestalt Therapy quite different to apply in counselling setting

(a) Give TWO (2) reasons of the limitations in Gestalt Therapy

(i) Lack in this therapy in terms of less focus in cognitive and as a result this will left behind in
the personality

(ii) The technique used in gestalt therapy are in a lots of variety that makes counsellor confused
to used it and forgot to help the client well.

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(b) Describe TWO ways of the application in group counselling in Gestalt Therapy

(i) The emphasis is encouraging face-to-face confrontations and the counselling may be in
groups (encounter groups).

(ii) To invite clients into actively experimenting with their attitudes toward life and new
behaviours. Through dialogues, the counsellor will guide and provide catalyst for clients to try
out new ways of behaving.

3. Classical conditioning in Behaviourist counselling has difference concept compare to operant.

(a) Explain the concept of classical conditioning in Behaviourist counselling

Through classical conditioning, clients acquire new behaviour or response through the concept of
association. For example, before learning to become afraid of cats, humans have natural fear
(reflexive) for pain. If a client got scratched by a cat causing pain during childhood, he or she
may grow up to fear cats.

(b) Operant conditioning is widely applicable in our daily life. As a teacher, how would you
manage your students’ misbehaviour?

Discuss TWO (2) strategies and give supporting examples

As a teacher I ‘ll be able give two type of conditioning as :

(i) Positive punishment: When my two student fight with each other,i ‘ll give them both a
spanking so that in future they will not repeat the behaviour.

(ii) Negative punishment: When your my two student fight with each other,i ‘ll , do not take
them to a take part at the interesting place. Hopefully they will stop fighting because what they
really want is to go to the interesting place

(c) Explain the concept of operant conditioning in behaviourist counselling

In operant conditioning, humans learn to repeat a behaviour if it gets reinforced, and stop a
behaviour when it gets punished. The principle is when you present reinforcement, the desired
consequence is for the behaviour to be increased or repeated in future. If you present
punishment, the desired consequence is for the behaviour to decrease or stop in future

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4. According to the behaviourism Theory, there are several strategies to helps client in
reinforcing desired behaviour or eliminating unwanted behaviour. Among the strategies are
modelling, rehearsal, and etc

(a) Define briefly the meaning of rehearsal and modelling,

Rehearsal is a major technique for clients to practice new behaviour. Using classical conditioning
principles where fear or phobia has been acquired, a technique called systematic desensitisation
can be applied. In this technique, instead of feeling fear or anxiety about an object, person or
animal, the client is taught to feel relaxed and calm through various small steps approaching the
main feared figure.

Modelling is another technique where clients observe a model demonstrating the desired
behaviour. The model can be the counsellor, a peer or a family member.

(b) Describe ways on how a counsellor practicing the technique in behaviour perspective

The counsellor who holds a behavioural perspective is active, acting as a consultant, teacher,
advisor, reinforcer and facilitator. He may instruct or teach or supervise clients in the steps or
techniques of changing the desired behaviour. The client is a willing student practicing or going
through the steps in order to change his or her behaviour. The behavioural counsellor focuses on
helping clients modify maladaptive behaviours and acquiring healthy ways of behaving

5. Emotional disturbance is caused by illogical thinking towards a situation. Besides that, human
is a contributor to psychological problems and specific sign through how the interpret situation
and events in life. Thus, the focus of Rational Emotive Behaviour Therapy (REBT) shows that
the changing an irrational belief can cause emotional effect. (Ellis, 1999)

(a) Based on the above statement, discuss the natural human attributes based on albert Ellis
REBT theory

Humans are both rational and irrational. Irrational thoughts or irrational beliefs contribute to
negative emotions and ineffective behaviour. It is not the events that create bad feelings, but how
humans think about the events. when people have emotional problems, their irrational thoughts
would lead to verbalisation or self-talk that is based on faulty logic and assumptions.

(b) Discuss how the emotional disturbance can occur among humans according to Albert Ellis
REBT theory

Ellis contends that blame is at the core of most emotional disturbances. Therefore, to recover
from emotional disturbances, we had better stop blaming others. We have a strong tendency to

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make and keep ourselves emotionally disturbed by internalising self-defeating beliefs such as
these, which is why it is a real challenge to achieve and remain in good psychological health

6. Therapy is seen as an educational process in REBT theory

(a) Describe THREE (3) ways on how the clients learn from the process of this therapy

individuals expand their personal awareness and complete their whole persons and learn through:

By accepting client responsibility for their understanding of their actions, thoughts and feelings,

b. What is the counselling approach proposed in REBT theory?

The counsellor explains the basic principles of the activating events, beliefs, and emotions. This
is generally known as rational emotive education. In the second part where the counsellor
disputes the client’s irrational beliefs, the counsellor may directly attack the client’s logic,
challenge their thinking, and confront them with evidence contrary to their beliefs. Thus
confrontation is a powerful tool in REBT approach. Using cognitive disputation, the counsellor
uses a lot of direct questions, logical reasoning and persuasion. When using imaginative
disputation, the counsellor will ask clients to imagine using the rational emotive imagery. In
using behavioural disputation, the counsellor may ask clients to role play and act out the
behaviour opposite to clients’ usual way, or give clients homework where they have to practice
or read some assigned materials

c. What is the goal of counselling according to the REBT approach?

The goal of REBT counselling is to reduce or eliminate irrational behaviour by changing

irrational thoughts. Since Ellis proposed that people become unhappy and develop self-defeating
habits because they have unrealistic or faulty beliefs, the primary goal of counselling is to make
clients aware of their irrational ways of thinking, and help them stop making demands and
becoming upset with their own strict ways of thinking. The target change is in correcting clients’
way of perceiving, thinking and evaluating about an event so that they will not unnecessarily
become upset with unnecessary, irrational or erroneous thoughts or beliefs.

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 QUESTION CHAPTER FOUR

THE COUNSELLING PROCESS I

1. Majority of people who seek counselling is for losers and not people who are strong and capable.

(a) Based on the statement above, discuss FOUR (4) misconceptions about what counselling

(i) counselling is only for people who have serious emotional or mental problems

(ii) counselling is for people who are too weak to overcome an addiction or have some other types of
inadequacy in dealing with problems on their own.

(iii) the counsellor will teach you how to cope with your problems only.

(iv) a good counsellor will provide you with a very quick solution to your problems with little to no effort
on your part.

- during counselling, the counsellor does most of the talking while the client listens

- counsellors will work towards changing your beliefs and values to conform to the right way to feel and
act.

- if you choose to seek professional help, you are considered mentally unhealthy.

(b) There are many reasons for seeking professional help.

List THREE (3) reasons why a person seeking for counselling

(i) Feel depressed, sad, downhearted, hopeless and don’t understand why or what to do to change the way
you feel.

(ii) Have no purpose or direction in your life. Going through a personal or professional transition.

(iii) Feeling stressed out due to work, school, family or financial problems.

-Are a victim of abuse or have been one, whether physically or mentally.

-Cannot control your anger, may become resentful and say/do things you regret later.

-Have lost someone close to you and feel you cannot go on with your life.

-Feel alienated from yourself and from others.

-Not able to make friends.

-Arguments with spouse almost never result in an efficient compromise.

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-Gambling has taken away your time from your family.

-In the process of ending a relationship.

- Have problems communicating with your parents.

2. Being genuine refer to the counsellor’s state of mind with shows that there are genuine with the client.

(a) Show THREE (3) reasons how do counsellor been genuine with the client

(i) Congruence: means that your words, actions and feelings are consistent

(ii) Spontaneous: this is the ability to express oneself and with tactful honesty without having to screen
your response through some social filter

(iii) Positive Regard: the importance on the counsellor treating the client as a person with inherent worth
and dignity regardless of the client’s behaviour or appearance.

(b) The first interview during the counselling session is important because the client is getting the verbal
and non-verbal messages and can make inference about the counsellor and the counselling situation.

List FIVE (5) skills for relationship building for the counsellor

(i) Introduce yourself

(ii) Invite client to sit down

(iii) Ensure client is comfortable

(iv) Address the client by name

(v) Invite social conversation to reduce anxiety

- Watch for nonverbal behaviour as signs of client’s emotional state

- Invite client to describe his or her reason for coming to talk

- Allow client time to respond Indicate that you are interested in the person

(c) Listening is absolutely necessary for counselling, but not sufficient.

You as a counsellor, describe TWO (2) point to assure that you are listening

Active Listening involves the following:

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(i) Listen: When listening to emotionally intense stories, we may get caught up in our own emotional
reactions, how we would feel if we were in a similar situation. To listen empathically, you have to set
aside as much as you can of your own and enter the world of the client

(ii) Let your client know you are listening: Listening is absolutely necessary for counselling, but not
sufficient. You could listen intently but the client needs to know that he is being heard to assure him that
telling you his deepest thoughts is safe

3. There are stages or steps to be followed by the counsellor to attempt in counselling process.

(a) Explain briefly the stages or steps in counselling process

Step 1: Relationship Building : The first step involves building a relationship and focuses on engaging
clients to explore issues that directly affect them

Step 2: Problem Assessment : This step involves the collection and classification of information about the
clientÊs life situation and his/her reasons for seeking counselling.

Step 3: Goal Setting : It involves making a commitment to a set of conditions, a course of action or an
outcome

Step 4: Counselling Intervention: for example - The behavioural approach attempts to initiate activities
that help clients alter their behaviour

Step 5: Evaluation, Termination or Referral

(b) The greatest obstacle in the relationship building stage is the tendency for the counsellor to move too
quickly. It is important for the counsellor to be sensitive and responsive to each client’s worldview.

Describe FOUR (4) steps to being a successful counselor in the counselling process

There are four key steps to being successful in the counselling process:

1. Willingness : Many people who need counselling because They need to have the courage (or not be
afraid) to acquire new habits; try new methods of doing things, and changing thinking patterns or
behaviours which can take a great deal of energy and time.

2. Motivation : Some individuals will tell you that they are willing to make changes in their life but lack
the drive or energy to actually do so. when an individual has both the willingness to change and the
motivation to do so, will the counselling process have a high probability of success.

3. Commitment : The counselling process requires commitment and patience. The key to success in
counselling, or in any task in life, aside from having the willingness and the motivation to change (adapt
or learn) is to stay the course of the therapy and realise that interpersonal problems develop over many
years and it takes time to resolve.

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4. Faith: Faith is the final and most critical step in creating success. If people do not believe in
themselves or in what they are doing, it becomes almost impossible to accomplish any project or task. In
other words, the more you believe in something, the more you increase your chances of being successful
at it

(c) The purpose of assessment in counselling session is to seek clarification, and not for the purpose of
judging you want to know about your client.

Suggest THREE (3) reasons for assessing a client

Seligman (1996) suggests the following reasons for assessing a client:

(i) Enable counsellors to make an accurate diagnosis;

(ii) Determine a person’s suitability for a particular treatment plan;

(iii) Enable counsellors to develop a treatment plan;

- Make goal-setting easier and achievement of goals measurable;

- Enable assessment of environment or context; and

- Facilitate generation of options and alternatives.

(d) Write the important components during assessing the client information’s within first counselling
session as mentioned by Hackney and Cormier (2005),

The following important components of assessing the client:

(i) Identifying Data

(ii) Problems Presented

(iii) Client’s Current Life Style

(iv) Family and personal history

(v) Description of the Client during the Interview

4. To gain an in depth understanding of the problem, Whiston (2000), suggested for the counsellor to
explore some of the problem manifest itself.

State and give an example on how a counsellor need to explore all the component areas.

(i) Feelings associated with the problem (e.g. anger, fear).

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(ii) Thinking associated with the problem (i.e. the client’s beliefs, perceptions)

(iii) Behaviours associated with the problem (e.g. rudeness; insults; avoidance of crowds, etc.)

(iv) Physiological complaints associated with the problem (e.g. stomach aches, insomnia).

(v) Interpersonal effects (e.g. quarrels with family members; keeps to himself; bullies classmates).

5. What are the implication for counsellors who do not properly assess the problem presented by the
clients?

The implication of assess the problem presented by the clients

a. will help counsellors formulate hypotheses.

b. gives an idea to the counsellor about the intensity of the problems and how the client is coping with the
problem.

6. Goals are the results or outcome that client wants to achieve at the end of counselling.

Explain how in counselling setting the important of goals between two parties.

(i) With clear goals, clients are more likely motivated to work toward achieving those goals.

(ii) With goals, clients learn how to structure their lives towards achieving the goals.

(iii) With goals, it is easier for the counsellor to select and evaluate appropriate counselling interventions.

7. To become an expert counsellor there are some of the guidelines for selecting and defining goals in
counselling setting.

(a) Describe THREE (3) guidelines in selecting the goals

(i) Goals should relate to the desired end or ends sought by the student.

(ii) Goals should be defined in explicit and measurable terms.

(iii) Goals should be feasible.

- Goals should be within the range of the counsellor’s knowledge and skills.

-Goals should be stated in positive terms that emphasize growth.

-Goals should be consistent with the school’s mission and school health policy.

18
(b) Explain the process of selecting and defining goals with your client.

Process of Selecting and Defining Goals with the student :

(a) Determine the student’s readiness to negotiate goals.

(b) Explain to the student the purpose of selecting and defining goals.

(c) Select appropriate goals together.

19
 QUESTION CHAPTER FIVE

THE COUNSELLING PROCESS II

1. The decision on the choice of a counseling strategy will have to be based on what the counsellor knows
about the problem presented by the clients.

(a) What would the counsellor do to explore the problem and what interventions would they advocate ?

The counsellor plans an intervention to serve the client by getting to understand the client’s problem and
proposes an intervention strategy which may be classified such as affective, cognitive or behavioural

(b) There are several intervention strategies on how a counselor should pay attention on problem
experienced by the client.

Give ONE ( 1 ) example of a single question would you use in your intervention on a ‘low self-concept’
client by applying intervention strategies given below

(i) Cognitive

-He or she may express a lot of negative talk : “I’m always telling myself.., I’m not able to learn it by
myself

(ii) Affective

- He or she may also reflect dimension “I feel not trust about myself”

(iii) Behavioural

-He or she may express a dimension “ I choose to stay at my room and I play game”.

2. It has been suggested that Malaysian people are less willing to express their inner-most feeling about
problems they face compared to the western culture.

To what extent do you agree with the above statement.

(i) This problem arises in certain cultures where family members are not encouraged to express their
feelings.

(ii) Culture of Asian who never seen the important of feeling that may help to improve the relationship in
helping a person

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3. Did you agreed that the feeling of the client can be determined. If yes, how do you use to get know
about the feelings of your client?

The task of the counsellor is to help clients be aware that their feelings are related to their problems. The
counsellor relies on verbal interaction (what clients say) and closely observes non-verbal communication
(such as hand gestures, facial expressions, head movements, position of body, and the way a person sits).
For example, the intensity of an emotion can be conveyed through non-verbal cues such narrowing of the
eyes, facial grimaces and so forth. The words and phrases used by clients during the counselling process
are indicative of their feelings.

4. As you know that an affective intervention focuses on the feelings and emotions expressed by clients.

Describe how a counsellor can involve intervention in helping their clients

The task of the counsellor is to help clients be aware that their feelings and emotion are related to their
problems. The counsellor relies on verbal interaction (what clients say) and closely observes non-verbal
communication (such as hand gestures, facial expressions, head movements, position of body, and the
way a person sits).

The words and phrases used by clients during the counselling process are indicative of their feelings.
When they use words such as angry, hurt or offended

When client’s express aggressive mental states, the counsellor may help clients learn how to understand
the origin of such mental states. When client’s express fearful mental states, the counsellor may wish to
explore the consequences of that fear. How realistic is the fear? How physically threatening is the feared
situation? How accurate is the client’s perceptions of the feared situation?

Helping Clients Focus is to encourage and facilitate introspection in such a way that the client does not
think about the problem but attempts to “sense” the problem.

Helping Clients Change their Feeling States. The counsellor will help the clients must ultimately come to
grips with the loss and alter perceptions in whatever way the loss demands.

The role of the counsellor is that of a facilitator, guide and supporter. and helps the client recognise the
source of his or her emotions and move towards a sense of emotional control.

5. This approach is based on the assumption that cognition, emotion and behavior interact significantly
and has a reciprocal cause and effect relationship known as “multimodel” and “ integrative approach”.
Human is a contributor to psychological problem and specific signs through the way they interpret
situation and event in life.

(a) Based on the statement above, discuss the process of using the Rational Emotive Behaviour Therapy
(REBT)

21
The analysis proceeds as follows: “A” represents the ACTIVATING event which is usually an
unfortunate situation in a person’s life. In the case of the student it is having done poorly in the SPM
examination. The first thing to do is to help Osman identify the “A”. It is important for him to understand
that the external situation (having done poorly in the SPM) does not cause the depressed feelings he has at
the moment.

“B” Identifying the student’s BELIEF system is the major focus at this stage. He is subscribing to the
irrational belief; I believe I should be perfectly competent, adequate, and achieving to be considered
worthwhile. It is this irrational belief that has contributed to Osman feeling troubled. He does not realise
that it is his belief system that is the source of the problem.

“C” The emotional CONSEQUENCES of the activating events often push a person to seek help. People
cannot tolerate bad or uncomfortable feelings too long. Examples of emotional consequences that lead
clients to go for counselling include guilt, anger, depression and anxiety. In the case of the student, his
feelings of depression are reflected in the words he is saying about the activating event (doing badly in the
SPM examination). “I am a failure, everything I do is wrong” .......

“D” Here, the belief system of the client is challenged or DISPUTED. In the case of the student, he
believes that he should be “perfectly competent” and only achievers are “worthwhile”. The aim of this
phase of the strategy is to eliminate the irrational beliefs of the clients.

(b) State the counseling theories that address the cognitive theories?

Counselling theories that address the cognitive aspects of problems include Rational Emotional
Behaviour Therapy (REBT) by Albert Ellis, Transactional Analysis by Berne and Cognitive Therapy by
Beck

6. Behaviour is an expression of how an individual feels and thinks. It is a manifestation of a person’s

inner self.

Describe the THREE (3) theories of behavioural intervention you had studied in chapter (4)

Classical conditioning based on Ivan Pavlov’s animal experiments argues that existing behaviours can be
modified or new behaviours can be acquired through a process of association and conditioning. For
example, the smell of barbecued chicken may lead to anticipation of something tasty for dinner (unless of
course, you do not eat chicken!).

Operant conditioning based on research by B. F. Skinner proposes that behaviours can be acquired,
refined and shaped through a system of rewards and punishment. For example, preschoolers can be
encouraged to pay attention in class by giving tokens in the form of “stars” for good behaviour.

Social modelling based on the work of Albert Bandura suggests that people learn by observing other
people and imitating their behaviour. For example, celebrities such as Michael Jordan or Siti Nurhaliza
are used to promote products, services or branded goods, etc.

22
7. To help client, the counsellor may use the successive approximation technique.

(a) Describe how counselors used the successive approximation technique as shown below

Successive approximation is a technique to define change by breaking down the process into a logical
sequence of easily achievable steps. It is like learning to walk, talk or read. Some people may need to be
taught the technique and helped to define the steps that involve achieving a particular goal. A student who
sets the goal to stop smoking may be helped to visualise the process more closely.

(b) The following are common behavioural intervention strategies adopted in helping clients with their
problems or concern.

Explain each of the following on how counselors could use in their intervention:

(i) Live modeling

Live modelling using live (physically present) models of the targeted behaviour(s) to teach clients what to
emulate. For example, an academically successful student could explain how he or she studies.

(ii) Symbolic modeling

Symbolic modelling using video-taped or audio-taped examples of the targeted behaviour(s) to teach
clients what to emulate. For example, clients may watch video-tape of a job interview to learn how to
behave in an interview.

(iii) Role-play

Role-Play using simulations to examine and rehearse new behaviours, verbal interactions and so on.

(iv) Self-reward

Self-Reward Helping clients learn how to allocate self-praise or other type of described consequences
when behavioural goals are achieved or maintained

23
8. “Client-Initiated Termination” can occur in a number of situation. But sometime a “Counsellor-
Initiated Termination” may be occur in several situation.

(a) Give THREE (3) reasons why sometime “Counsellor- Initiated Termination” may occur

Sometimes, clients may be too comfortable and not objective enough to realise that the counselling
process at some point must be terminated. In such a situation, the counsellor may initiate termination of
the counselling process. For example, the counsellor could hint by saying: “I feel you have achieved
everything you have set out to accomplish”. Alternatively, the counsellor could say, „I think we’ll have
another two or three sessions more before we finish our work”. These hints are important to indicate to
the clients that the counselling process is coming to an end and he or she should prepare for “life after
counselling”.

(b) In counseling, termination is a process and should be done gradually and carefully.

Write the process of termination between a counsellor and a client as shown below

Assuming termination is the appropriate choice, the counsellor discusses with his client her future course
of action. Together with the client the counsellor identifies those new behaviours, attitudes or
relationships that have evolved which can be generalised to the client’s world. With this assurance, both
the counsellor and client go their separate ways saying “goodbye”.

Alternatively, the client may need “following-up”. Certain types of counselling may require following-up.
For example, in family-counselling, the counsellor may keep in touch with his client’s family members
because they might encounter new crises and problems and some counselling may be necessary. In other
words, the counsellor still has “links” with his client.

Client “referral” is another form of termination. „It is the act of transferring an individual to another
person or agency for specialised assistance not available from the original source”, (Shertzer and Stone,
1980, p.327). According to Hackney and Cormier (2005) referral is considered when the client needs
some specialised form of counselling. This does not mean that the client is seriously stressed, although
that can be a case for referral. It is more likely that the client needs a specific form of counselling that the
counsellor does not have (e.g. career counselling).

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 QUESTION CHAPTER SIX

COUNSELLING SKILLS

1. Theory is the foundation of good counseling that can guide and understand the personality of
individual.

(a) In what situation the functions of theory can help counselors to apply their good practice ways

The following functions of theory that help counsellors in practical ways;

(i) Theory helps the counsellor to detect whether he or she has left out anything;

(ii) Theory provides the counsellor with guidelines by which to work;

(iii) Theory helps the counsellor to focus on relevant data and what to look for;

(iv) Theory helps the counsellor assist his or her client in the effective modification of behaviour; and

(v) Theory provides the basis for comparison between approaches used.

(b) Counsellor serve as models to their clients and have personality traits characteristics.

Give FIVE ( 5 ) personal characteristic of an effective counsellor as listed by Corey (2005)

Corey (2005) lists the following personal characteristics of an effective counsellor:

(a) Effective Counsellors have an Identity

(i) They know who they are

(ii) They know what they are capable of becoming

(iii) They know what they want in life

(iv) They know what is essential

(b) Effective Counsellors Respect and Appreciate Themselves

(i) They have a high sense of self-worth and strength

(ii) They are able to give love and help

(c) Effective Counsellors Have a Sincere Interest in the Welfare of Others

(i) They respect others

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(ii) They trust others

(iii) They care for others

(d) Effective Counsellors are Open to Change

(i) They exhibit a willingness to change

(ii) They make decisions about how they would like to change

(iii) They work towards becoming the person they would like to become

(e) Effective Counsellors are Authentic, Sincere and Honest

(i) They do not hide behind masks

(ii) They do not hide behind facades

2. It’s very important counsellor to aware of the non-verbal messages express during the counseling
session.

Describe FOUR (4) ways on how to improve non-verbal communication

There are many ways to improve non-verbal communication:

(a) Eye Contact

Maintaining appropriate eye contact during the counselling session is very important, as it communicates
respect and interest. Too much or too little eye contact often creates an uncomfortable feeling in the client
you are talking to and this can create problems in communication. Too much eye contact may be
perceived as “strange”, be interpreted as an invasion of privacy, or communicate an inappropriately high
level of attraction or interest.

(b) Facial Expression

You should also be aware of the facial expressions you make during conversations with others. You can
easily communicate messages with your eyes, mouth, and the rest of your face that cause problems for
you and lead the conversation to an undesirable end. Make sure your facial expressions match the
emotions that you are intending to communicate. Make sure your facial expressions match the emotions
that you are intending to communicate.

(c) Bodily Gestures

Different people make different types of gestures when speaking and listening such as nodding their
heads and moving their hands and arms. If you use such gestures in a different manner, be aware that
others may misunderstand the messages you are trying to convey.

(d) Posture Your posture

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(that is, how you position your body, arms, and legs) can also communicate messages to others non-
verbally. For example, if your body appears tense, others are likely to believe you are anxious, angry, or
uncomfortable in their presence

(e) Appearance

Beyond body posture and facial expressions, cleanliness and style of dress also communicate messages to
others. Torn, dirty, wrinkled, or otherwise unkempt clothing can communicate a lack of care about
yourself and others.

3. There are several strategies aimed to encourage clients to talk and share their most intimate feelings
and thoughts in counseling session.

(a) Explain FIVE (5) strategies that build rapport and encourage client dialogue

These strategies are aimed to encourage clients to talk and share their most intimate feelings and thoughts
with the assurance that they will be heard.

(a) Attending and Encouraging:

These strategies are practiced by counsellors to show their clients that they are being heard and the
counsellor wants them to continue sharing information

(b) Restating and Paraphrasing:

These strategies enable a counsellor to serve as a sounding board for the client by feeding back thoughts
and feelings that the client verbalises. Restating involves repeating the exact words used by the client.
Paraphrasing repeats the thoughts and feelings of the client, but the words are those of the counsellor’s.

(c) Summarising:

This strategy enables the counsellor to do several things such as verbally review various types of
information that have been presented; highlight what the counsellor sees as significant information based
on what has been discussed; and provide the client with an opportunity TO HEAR the various issues that
he or she has presented. Therefore, summarising provides both the client and the counsellor with the
opportunity not only to review and determine the significance of information presented but also to use this
review to establish priorities.

(d) Reflecting Feeling:

This strategy enables the counsellor to provide feedback to the client regarding the emotions (feelings)
that the client is expressing. By reflecting feeling, a counsellor goes beyond the ideas and thoughts
expressed by the client and responds to the feeling or emotion behind those words

(e) Clarifying:

This strategy enables the counsellor to ask the client to define or explain words, thoughts or feelings

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(b) State TWO (2) strategies that aid in data gathering by counsellor during the counseling session

This set of additional strategies are questioning, probing and leading.

(a) Questioning:

This strategy when done in an open manner enables the counsellor to gain important information about
his or her client. Open questions prevent the client from answering yes/no or answer nonverbally by
nodding his or her head. This type of questioning places responsibility on the client and allows him/her a
degree of control on what to say

(b) Probing and Leading:

These strategies enable a counsellor to gather information in a specific area related to the client’s
concerns or problems (probing), or encourage the client to respond to specific topic areas (leading). Each
of these strategies enables the counsellor to explore at greater depth areas that are seen as important to
progress within the session.

4. Individual who become a counselors had an experience with student with various problems like whose
parent are divorce, physically and sexually abused children, vandalism, violence, bullying, gangs, girl-boy
relation, student challenging authority and many more.

(a) Based on the statement above, discuss how counsellor should maintain their health and well-being

Counsellors need to maintain their health and well-being so that they do not burnout. Burnout is the state
of becoming emotionally or physically drained to the point that one cannot perform useful functions
meaningfully.

Counsellors must develop interests outside of counselling to avoid taking their work home either mentally
or physically. They must attempt to rejuvenate themselves through writing or presenting material which
they are comfortable with.

They should associate with mentally healthy individuals, set aside free and private time; maintain an
attitude of detached concern when working with clients and use stress reduction exercises (Boy and Pine,
1980).

5. Describe how the development of counsellor education in Malaysia

Universiti Kebangsaan Malaysia (UKM) and Universiti Putra Malaysia (UPM) began undergraduate
programmes in counselling. Meanwhile, Universiti Malaya (UM), Universiti Sains Malaysia (USM),
Universiti Teknologi Malaysia (UTM) and International Islamic Universiti (UIA) conducted masters level
programmes in counselling. In the 90s UM started a bachelors programme in counselling to cater to the
demands of counsellors in non-school settings

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 QUESTION CHAPTER SEVEN

SCHOOL COUNSELLING

1. In 1993, the Ministry of Education (Malaysia) introduced a guidebook titled “Guide Towards the
Implementing of Guidance and Counselling Service in Secondary School”

Explain FOUR (4) goals for guidance and counseling services in school

Four goals for guidance and counselling services in schools:

(i) Enrichment sevices for overall development of student: Schools were required to provide enrichment
services for the overall development of students. Opportunities and facilities have to be made available in
line with the capabilities and potential of students

(ii) Introduce preventive measures: Preventive measures have to be introduced, especially with regards to
discipline problems, inappropriate behaviours and drug abuse.

(iii) Provide remedial services : efforts should be made to make available remedial services especially
with regards to helping students with academic problems and career choice.

(iv) Provide counselling services : It was also proposed that schools provide crisis counselling in case the
need of the student

2. School counseling services in primary, secondary and tertiary level institution are aim to help
individuals make choices and adapt to the environment.

Give FOUR (4) reasons for having a comprehensive counseling programme in school

(i) Holistic Development of Students : Most education systems seek to develop students holistically. The
Malaysian philosophy of education attempts to develop a well-balanced individual intellectually,
physically, emotional and spiritually. areas of student performance such as sports, leadership, social skills,
music, creative writing, appreciation of the fine arts and performing arts.

(ii) Decision making: This skill are rarely developed and when faced with issues relating to behaviour,
emotions and thinking, students are ill-equipped to make the right decision. For example, some students
would rather spend time at the shopping mall during schools hours rather than be in school. Counselling
programmes in schools can play an important role.

(iii) Motivating Students: Motivating students to learn and take interest in school activities is a difficult
task. Not all students are motivated to learn or interested in school activities. The problem of motivating
students becomes even more critical when dealing with academically weak students. Enhancing student
motivation may perhaps prevent other types of inappropriate behaviour.

(iv) Career Choice: The complexity of today’s workplace, the types of jobs and careers available have
become more varied. Thus, students have to be prepared for these jobs known while they are still in

29
school. Counsellors have to be well informed as to what is available and what will be available and to
match job types with the aptitudes and abilities of students

3. A comprehensive counseling programme in school will provide guidance and counseling services to
the students.

Describe THREE (3) main ideas addressing by the counseling programme in school

A comprehensive counselling programme in school will provide guidance and counselling services in
three main areas addressing personal issues, educational issues and vocational issues

(i) Personal issues: This include problems and concerns related to personality, physical and emotional
development, interpersonal relationships and related issues.

(ii) Educational issues. This focus on learning problems (such as motivation, inability in coping with
studies, inability to read and write adequately), selection of courses (especially in higher education), time
management, adapting to school (students from different primary schools joining the same secondary
school), language difficulties (difficulties with the English language) and other related issues.

(iii) Vocational issues: This focus on career choice, preparation for a particular career, placement and
adaptation with the world of work. These services would be most needed by students who are at the end
of their schooling, though exposure to career choices can begin at an earlier stage of the students’ life.

4. One of the major roles of school counselors is to help students to achieve academic success.

(a) Give TWO (2) ways on how a school counsellor can intervene the student at school.

(i) Creating a climax of learning

They found that students are more likely to want to perform well academically in a school where they are
recognised for their accomplishments and encouraged to fulfil their potentials. School counsellors can be
part of developing this climate by conducting programmes that recognise student achievements.

(ii) Direct counselling intervention: This can be used with individual students or groups of students for
whom academic success is a challenge.

(b) Describe TWO (2) counseling intervention used by the counsellor in that case

(i) Assessing the Present Problem: School counsellors should be aware that issues which appear as
academic may, in fact, stem from other issues.

(ii) Setting goals : School counsellors must focus on helping students establish goals. This is not always
easy, as some students have difficulty determining what they want in life. School counsellors must
determine whose goals are being addressed in counselling sessions. There may be a tendency to set goals
based on teachers’ or parents’ opinion rather than the student’s needs.

- Selecting Appropriate Intervention Strategies: When a student struggles academically, it is important

that intervention should begin as soon as the difficulty is identified. If the struggle goes untreated for too

30
long, the student’s self-concept and social interactions may be affected.

5. One of the roles of school counsellor is helping student prepared for their careers.

Describe how the school counsellor manage career development of the student at secondary school.

In secondary school, emphasis should be on how various occupations play a role in the economy and how
work influences the way we live. The organisation of Career Day or Week is encouraged where students
will be able to learn about different career options. Interactive software programmes, questionnaires and
test instruments can be administered to students to obtain personality profiles, interests, abilities and
values. Based on input received, students will be able to obtain information regarding potential
occupational matches. Students can explore specific occupations by accessing information on how much
education is needed, the salary range, and the job outlook. Students typically enjoy this activity because
they are not only learning about themselves, but also beginning to think about their future. Student
counsellors initiate dialogues that help students explore the results of the programmes and how well they
believe the results match their self-perceptions

6. One aspect of being an effective counsellor is the ability to identify and understand the student’s issues
at school.

Write FOUR (4) general guidelines that counselors may use when counsel the students.

The following are general guidelines counsellors may use when counselling students:

(i) Listen to their story: Students need to be heard, and maybe they need to hear themselves. Often, they
just need someone who will objectively listen without interfering.

(ii) Help students identify their concerns: There may be multiple issues to be addressed. What seems to be
the most pressing? Which is interfering most with the student’s life?

(iii) Meet the student where the student is. If a student is not ready to talk or not ready to work on a
problem, do not force him or her. Counselling services are to be offered, not imposed.

(iv) Help the student set goals: If the student is ready, talk about the goals the student has for dealing with
the problem. What would be different as a result of these goals? What would the student need to do
differently to reach these goals?

- Consider challenges along the way: Discuss the possible consequences of the students’ decisions. What
if something does not go as planned? Are there alternatives?

- Be available, and check with the student: Often, after something is resolved, the student may not come
back to the counsellor. It is important for the counsellor to find the student and check to see how things
are going with them.

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 QUESTION CHAPTER EIGHT

ISSUES IN COUNSELLING

1. The counsellor who practices counseling techniques not covered by the law but prohibited by the code
of ethics.

(a) Explain the difference between law and ethics in counseling

Most professions have their own code of ethics and the counselling profession is no exception. For
example, it is unethical for a counsellor to have intimate sexual relations with his or her client. Whereas
Law is created by the government and it does not dictate what is ethical or moral in a given situation but
only what is legal. Sometimes what is unethical or morally wrong in a given situation is legal. For
example, although the distribution of condoms to drug addicts and HIV positive people is legal, some
people consider this to be morally wrong.

(b) List FOUR (4) examples of unethical behavior in counselling

The following are some examples of unethical behaviour in counselling:

(i) Violation of confidentiality

(ii) Claiming expertise one does not have

(iii) Imposing one’s values on a client

(iv) Sexual activity with a client

- Negligent practice

(i) Using techniques that may harm the client

(ii) Not giving due attention to the client’s needs

(iii) Not serious about attending to the client’s needs

2. The ethical guidelines is to regulate the practice of counseling and counseling profession.

Describe the ethical guideline as given below

(a) The Counselling Relationship

Counsellor should concern the counselling relationship to the following issue :

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(i) Non-discrimination: Counsellors respect diversity and thus must not discriminate against clients
because of their age, colour, culture, disability, ethnic group, gender, race, religion, sexual orientation,
marital status, or socioeconomic status.

(ii) Disclosure to Clients: Counsellors must adequately inform clients, preferably in writing, regarding the
counselling process and counselling relationship at or before the time it begins and any time required
throughout the relationship.

(iii) Sexual Intimacies with Clients: Counsellors must not engage in any type of sexual intimacies with
clients.

(iv) Protecting Clients During Group Counselling: Counsellors must take steps to protect clients from
physical or psychological trauma resulting from interactions during group work.

(v) Termination: Counsellors must assist in making appropriate arrangements for the continuation of
treatment of clients and when necessary execute the proper procedures of termination.

(b) Confidentially

Counsellor should concern the confidentially to the following issue :

(i) Confidentiality Requirement: Counsellors must keep information related to counselling services
confidential unless disclosure is in the best interest of clients, or is required for the welfare of others, or is
required by law. When disclosure is required, only information that is essential is revealed and the client
is informed of such disclosure.

(ii) Confidentiality in Group Work: Counsellors must clearly inform group members that confidentiality
cannot be guaranteed in group work.

(iii) Confidentiality of Records: Counsellors must maintain appropriate confidentiality in creating,

storing, accessing, transferring, and disposing of counselling records.

(iv) Disclosure or Transfer of Records: Counsellors must obtain client consent to disclose or transfer
records to third parties

(c) Professional Responsibility

Counsellor should concern the responsibility to the following issue :

(a) Boundaries of Competence: Counsellors must practice only within the boundaries of their competence.

(b) Continuing Education: Counsellors must engage in continuing education to maintain their professional
competence.

(c) Impairment of Professionals: Counsellors must refrain from offering professional services when their
personal problems or conflicts may cause harm to clients or others.

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(d) Assessment and Interpretation

Counsellor should concern the assessment and interpretation to the following issue:

(a) Use of Assessment Instruments: Counsellors must perform only testing and assessment services for
which they are competent. Counsellors must not allow the use of psychological assessment techniques by
unqualified persons under their supervision. Counsellors must use assessment instruments in the manner
for which they were intended.

(b) Assessment Explanations to Clients:

(i) Counsellors must provide explanations to clients prior to assessment about the nature and purposes of
assessment and the specific uses of results.

(ii) Counsellors must ensure that accurate and appropriate interpretations accompany any release of
testing and assessment information.

(iii) Counsellors must not base their assessment or intervention decisions or recommendations on data or
test results that are obsolete or outdated for the current purpose.

(e) Research and Publication

Counsellor should concern the research and publication to the following issue:

(i) Precautions to Avoid Injury in Research: Counsellors must avoid causing physical, social, or
psychological harm or injury to subjects in research.

(ii) Confidentiality of Research Information: Counsellors must keep confidential information obtained
about research participants. Counsellors must not distort or misrepresent research data, nor fabricate or
intentionally bias research results.

3. The ethical guidelines are based on five moral principles, namely autonomy, justice, beneficence, non-
maleficence and fidelity (Kithener 1984).

Describe THREE (3) of the ethical guideline above

(a) Autonomy is the principle that addresses the concept of independence. The essence of this principle is
allowing an individual the freedom of choice and action. There are two important considerations in
encouraging clients to be autonomous:

(i) First, helping clients to understand how their decisions and their values

(ii) The second consideration is related to the clients’ ability to make sound and rational decisions.

(b) Non-maleficence is the concept of not causing harm to others. Often explained as “above all do no
harm”, this principle is considered by some to be the most critical of all the principles (Rosenbaum,

34
1982). This principle reflects both the idea of not inflicting intentional harm, and not engaging in actions
that risk harming others.

(c) Beneficence reflects the counsellor’s responsibility to contribute to the welfare of the client. Simply
stated it means to do good, to be proactive and also to prevent harm when possible (Forester-Miller &
Rubenstein, 1992).

(d) Justice does not mean treating all individuals the same. Kitchener (1984) points out that the formal
meaning of justice is “treating equals equally and unequal unequally but in proportion to their relevant
differences” (p. 49). If an individual is to be treated differently, the counsellor needs to be able to offer a
rationale that explains the necessity and appropriateness of treating this individual differently.

(e) Fidelity involves the notions of loyalty, faithfulness, and honoring commitments. Clients must be able
to trust the counsellor and have faith in the counselling relationship if growth is to occur

4. There is a legal requirement to break confidentially in cases involving abuses and to protect the client
from further harm.

Explain the circumstances in which counselors may break confidentially

(a) When the counsellor believes that a client (a student) is the victim of incest, rape, child abuse or some
other crimes.

(b) When the counsellor determines that the client needs hospitalisation.

(c) When the information is made an issue in a court action.

(d) When clients request that their records be released to themselves or a third party

5. An integrated model proposed of Van Hoose and Paradise (1979), Kithener (1984), Stadler (1986),
Haas and Malouf (1989), Forester-Miller and Rubenstein (1992), Sileoand Kopala (1993) into practice
way of ethical decision making.

Write FIVE (5) of seven step, ethical decision making model

(a) Identify the Problem: There are several questions the counsellor can ask himself or herself: Is it an
ethical, legal, professional, or clinical problem

(b) Look up the Code of Ethics After you have clarified the problem, refer to the Code of Ethics to see if
the issue is addressed there. Is there an applicable standard that you can use that will lead to the resolution
of the problem?

(c) Determine the Nature and Dimensions of the Dilemma There are several avenues to follow in order to
ensure that you have examined the problem in all its various dimensions. Consider the moral principles of
autonomy, non-maleficence, beneficence, justice, and fidelity

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(d) Generate Potential Courses of Action Brainstorm as many possible courses of action as possible. Be
creative and consider all options.

(e) Consider the Potential Consequences of All Options and Determine a Course of Action Considering
the information you have gathered and the priorities you have set, evaluate each option and assess the
potential consequences for all the parties involved

- Evaluate the Selected Course of Action

- Implement the Course of Action

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 QUESTION CHAPTER NINE

GROUP COUNSELLING
1. There are views that give us misconceptions about group counselling.

(a) Write some of the misconceptions view about group counselling

There are some misconceptions view about group counselling

(i) Groups are artificial and unreal for dealing with problems.

(ii) Group force people to lose their identity by tearing down psychological defences when members are
required to become emotional and spill their guts or tell others their innermost thoughts.

(iii) Group Members in the group can become confrontational and hostile.

(iv) Group counselling lead to the brainwashing of participants.

(b) According to Gladding (2000), group have a number of general advantages

List FOUR (4) of the advantages of group counseling

(a) Group members may come to realise that; (i) They are not alone; (ii) They are not unique; and (iii)
Their problems and concerns are not abnormal.

(b) Group members interact with one another and learn more about themselves in social situations.

(c) Group members can try out new behaviours and ways of interacting when the group provides a safe
environment to experiment with change and receive feedback.

(d) Group members pick up skills vicariously when observing how others talk, interact and solve
problems.

(e) Group members may realise their need for individual counselling or the accomplishment of a personal
goal.

2. Group counseling have its definition as well in individual counseling.

(a) Define a meaning of group counseling in your own words

A groups is defined as two or more people interacting together to achieve a goal for their mutual or
common benefit. Groups are an economical and effective means of helping individuals who share similar
problems and concerns. group counselling as the dynamic interaction between individuals for the
prevention or remediation of difficulties, or for the enhancement of personal growth and enrichment

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(b) Elaborate difference types of group counseling

(a) Guidance/Psychoeducational Groups These are preventive and instructional groups who meet briefly
for a limited time. (i) For example, teaching group participants how to deal with; A potential threat (such
as AIDS), (ii) For example, student development in tertiary institutions; Control of anger

(b) Interpersonal Problem-Solving Groups These groups seek to help participants to resolve difficult
problems of living through interpersonal support and problem solving. For example, students getting
ready to graduate from secondary school; Providing them with information to deal with problems after
school.

(c) Personality Reconstruction Groups These are groups set up to help individual group members with
deep psychological problems to reconstruct major personality dimensions. For example, patients in
psychiatric hospitals with depression,

(d) Task/Work Groups Task groups help members apply the principles and processes of group dynamics
to improve practices and accomplish identified work goals. For example, teams in the workplace or sports
teams are formed to accomplish objectives

(e) T-Groups The “T” stands for training. These groups are formed to emphasise interpersonal
relationships. Members of the group learn how one’s behaviour in a group influences others’ behaviour
and vice-versa.

(f) Self-Help/Support Groups (i) Self-help groups have grown in prominence since the 70s. A self-help
group usually develops spontaneously and focuses on a single topic which may be led by a person without
professional training but with experience in the issue. For example, residents in a neighbourhood may
meet to help each other to clean the neighbourhood (a kind of gotong-royong)

3. Characteristics group members may change according to the stages of development of a group
counseling process.

Describe the characteristics of group members in the following stages :

(a) Norming stage

Having decided on the goals and purpose of the group, the stage is set for the norming stage. The leader
and group members try to find their place in the group and develop a sense of cohesiveness or “we-ness”.
The leader reminds members of the rules and regulations when there is conflict between members (which
usually inevitably happens). The leader may use helping skills, such as active listening and linking, to
build trust and sense of togetherness and purposefulness. Members seek and receive feedback from each
other and together work through “power issues”. „I” statements are encouraged to build a sense of
belonging to the groups

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(b) Performing stage

The group is ready to “work” when members are more trusting of self and others. Members are more
focused in achieving the goals of the group. Members concentrate on individual and group
accomplishments; using the ideas of the group in reaching a resolution. The leader is less involved in
directing or structuring the group as members become increasingly responsible for running the group. The
leader takes the role of helping members achieve goals by encouraging interpersonal interaction and
modelling appropriate behaviour.

4. Beside one-to-one counsellor-client relationship, group counseling is another approach used in helping
individuals to resolve their personal and interpersonal issues.

(a) Explain when group counseling is helpful

Group counselling is especially helpful for the following types of student concerns because it is one of the
most direct ways to provide the type of contact needed to work through these concerns.

For example in the following of type of client or student -

(a) “My relationships with others are unsatisfactory, very frustrating, and/or disappointing.”

(b) “People don’t react to me the way I would like them to.”

(c) “I feel stuck in a particular pattern or role in my relationships with others.”

(d) “I feel lonely and unsupported.”

(b) In a group counseling more benefit will receive by the group.

Give FOUR (4) reasons why most common things that people get from being in a group.

(a) Learning to communicate more comfortably and effectively;

(b) Identifying and exploring inner feelings;

(c) Getting feedback from others;

(d) Learning to express one’s own wishes and act on one’s own behalf;

- Being honest with others and oneself;

- Becoming more sensitive to the ways people communicate;

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5. Leader play an important role to lead the group in a group counseling.

(a) Describe the role of the group leader

The role of the group leader is to facilitate productive, respectful communication within the group. To do
this, he or she will encourage group members to interact with one another. A group leader may point out
common themes, give feedback to individuals or the group as a whole, or offer support or challenge as
needed. He or she may also try to provide enough structure so the group doesn’t get stuck, and enough
freedom so the group accepts responsibility for itself. The leader respects the confidentiality of the group
and makes every effort to create a safe group environment.

(b) State FIVE (5) qualities of effective group leaders as mentioned by Gladding (2000)

(i) Active listening by attending to verbal and non-verbal communication

(ii) Clarifying Simplifying to the client statements

(iii) Summarising Selecting important aspects

(iv) Questioning Asking open-ended questions to encourage self-exploration

(v) Empathising Identifying with clients

- Goal Setting Planning specific goals for the group

- Giving Feedback Expressing concrete and honest reactions

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