PENDEKATAN

MUZIK DALAM
KAUNSELING
KANAK-KANAK
Pembentang dan
Fasilitator:
Dr. Tan Soo Yin & Cik
Narina A Samah
Fakulti Pendidikan
Universiti Teknologi

INTRODUCTI
ON TO
MUSIC &
MUSIC
THERAPY

There is
not a day
without
music.

Music is
the
universal
language
of mood
and

soothing music
is said to lower
the heart rate
and
respiration,
and so to
relieve stress.

Music may be used

to replace
medication to help
focus attention and
to calm the children
and offer a safe and
healthy outlet for
emotional release.

The playing of
instruments is a
method of energy
release and selfexpression that
can improve our
confidence.

Dalam Islam:
*Bacaan berlagu
kitab Al-Quran.
*Azan
*Talbiyah- ucapan
orang yang
mengerjakan haji.

*Tahmid
ucapan pujipujian kepada
Allah.
*Tahlil ucapan
kalimah
syahadah.
*Madh bacaan
puisi memuji

*lagu / bunyibunyian untuk

majlis perkahwinan,
keramaian agama,
menidurkan anak
yang berunsur
memuji kebesaran
Allah dan Rasul.

*zikir bagi
mengubat
hati, diri dan
perasaan
supaya berada
dalam
keadaan yang
tenang.

Music therapy is the

controlled use of music
in the treatment,
rehabilitation,
education and training
of children and adults
suffering from physical,
mental or emotional
disorder (Alvin, 1975).

Music therapy is the

specialized use of music in
the service of persons with
needs in mental health,
physical health, rehabilitation
or special education the
purpose is to help individuals
attain and maintain their
maximum levels of
functioning.
(NAMT, 1983)

Music therapy is the planned

use of music to achieve
therapeutic aims with children
and adults who have special
needs because of social,
emotional, physical or
intellectual problem
(Australian Association for
Music Therapy, 1989).

Music therapy is a systematic

process of intervention
wherein the therapist helps
the client to achieve health,
using musical experiences and
the relationships that develop
through them as dynamic
forces of change.
(Bruscia, 1989)

Music therapy is the use of

sounds and music within an
evolving relationship
between client and therapist
to support and encourage
physical, mental, social
and emotional wellbeing.
(Bunt, 1994)

Music therapy is a
health profession
using music
therapeutically to
address physical,
psychological,
cognitive, spiritual
health and social
functioning. It is
non-threatening
and powerful.

Siapa terapi muzik?

Pemuzik berkemahiran.
Menerima latihan dalam bidang muzik dan
psikologi.
Mendapat latihan teknik terapi di peringkat
universiti.
Mempunyai ijazah dalam muzik terapi dari
universiti (4 tahun, kepujian).
Telah menjalankan 1000 jam latihan di
bawah penyeliaan.
Menjadi ahli di badan professional yang
memperakui kemahirannya di bidang muzik
dan terapi.

*Behavior management
*To increase expression
of feelings
*To improve self-esteem
*To improve academic
tasks
*To improve emotional
growth
*To facilitate
communication

Music therapy
can
address
development in
cognitive,
behavioral,
physical,
emotional and
social skills.

facilitate the
development
in
communicatio
n and
sensory-motor
skills.

address
learning of
academic
concepts and
increase
cooperation.

stimulate attention
and increase
motivation to
participate more
fully in other
aspects of the
educational
setting.

Music approach can adapt

strategies to encourage a
childs participation in the
least restrictive
environment to
explore and examine
the issues that impact
the life of a child.

The new skills

learned can be
transferred to
other areas of
the childs life.

To positively affect
psychosocial
states to
decrease stress,
ease pains, and
control muscle
tension.

To reinforce
changes in
emotional or lifestyle skills learn to
play music as an
outlet for
expression.

To serve as
the focus of
attention.

To structure pleasurable
and positive
interpersonal
interactions and enhance
counselor / children /
family relationship by
sharing in the favorite
music to develop trust.

To reinforce
learning a child
is taught a song
which reinforces
the school rules/
self-care routine.

As a
carrier of
informati
on.

As a
stimulus to
increase
auditory
awareness.

Children may develop

musical skills during the
sessions, but these skills
are not the primary
concern of the counselor,
rather it is the affect /
influence such musical
development might have
on the clients physical,
psychological and
socio-economical

A child who rarely

talks with others
is helped through
counseling using
musical
approach.

The child has

learned to interact
with the counselor,
her family, and her
surroundings.

She then has learned

to follow directions,
make requests, and
organize herself
through singing.

After a few sessions, she

can respond to spoken
language and is using
words and music to
communicate with the
world around her.

#With the
developmen
t of devices
and
adaptation
of
equipment /

#With the
simplification
of musical
arrangements
and various
teaching
strategies.

#learn
instrumen
t to
improve
motor
skills.

#compose
songs for
the
expression
of
feelings.

#use
instrument
to
improvise
unspoken
emotions.

emotional
elements
of music in
counseling

Timbre
Loudness
Pitch
Duration and Time
Rhythm
Melody & Interval
Harmony

Characteristics
quality of sound
produced by
instrument / voice.
Cth- Bunyi flute dan
clarinet adalah
berbeza.
Bayi dapat
membezakan suara
ibu dengan suara
orang lain kerana
timbre atau kualiti

*Is unique and

special try to
be aware of
our real voice
and use it
confidently as
a means of
self-

*Is related
directly to the
energy of the
source of
sound.

*Loud sound indicates

a release of physical
tension, communicate
aggressive and
frustrated feelings or
confidence, focused
attention and internal
strength.

*Soft sound creates

a safe, intimate
atmosphere or
indicates timidity
and shyness.

*Is the high and low

element of a sound.
*Involves a basic
association between
tension and relaxation
*Is influenced by
timbre, loudness and
the harmonic context.

*A high sound may

stimulate children.
*A low sound may
cause distress and
discomfort.

*Duration is
concerned with the
length of time a
sound lasts.
*Sound of long
duration creates a
slower tempo than
sound of quick
duration.

*Working with a long

and short sound can
help the focusing of
attention.
*children can be
encourage to attend
to a long sound on a
cymbal.

*Is the order of

movement.
*Pattern produced
by emphasis and
duration of notes in
music.
*Without rhythm
there would be no
music.

*different rhythms
seem to produce
very different
emotional
responses; from
calming to highly
arousing aesthetic.

*The main part in a

piece of harmonized
music.
*melody brisk
cheerful and confident
*soft and melodic
romantic
*angry and fast angry
and tension release

*The way pitches are

sounded together.
*The resultant
combination of sounds
often being described as
consonant or dissonant.
*Many overlaps with
melody.

The most
complex
element and
the central to
music.

Make sure
the lyrics fit
the music.

Keep
songs
short and
simple.

Use
simple
instrumen
ts.

Use quality
instrument
s.

Use music
with
discretion.

Use live
music you
can sing.

Importanc
e of
repetition.

Counselor
demonstr
ates
energy
and
enthusias

Counselor
is creative
in the
production
of
appropriat
e materials

Networki
ng with
other
counselo
rs.

Seeking
profession
al learning
opportuniti
es.

1.Empathy (deep
understanding)
2.Respect (belief in)
3.Warmth (caring
love)
4.Concreteness (ability
to be specific)

5. Genuineness
(honesty- realness)
6. Self-disclosure
7. Confrontation
8. Immediacy

KEMAHIRAN ASAS
KAUNSELING - SOLER

Squarely
Open
Lean
Eye Contact
Relaxed

Kemahiran Asas
Kaunseling
1. Kemahiran tingkah laku
memberi perhatian
*salam
*kedudukan kaunselor dan klien
*emosi yang tenang
*air muka kaunselor
*kontek mata
*jenis soalan
*dorongan
*kata-kata care dan empathy

2. Kemahiran
3. Kemahiran
masalah
4. Kemahiran
klien
5. Kemahiran
penjelasan
6. Kemahiran
nasihat
7. Kemahiran

mendengar
mengenalpasti
mendorong
mendapat
memberi
membuat

8. Kemahiran membuat rumusan

kecil dan rumusan besar
9. Kemahiran konfrantasi
10. Kemahiran pendedahan kendiri
11. Kemahiran memecah
kesenyapan
12. Kemahiran mengenalpasti
bahasa
tanpa lisan
13. Kemahiran teknik releks fizikal

1.Giving advice
2.Offering
solutions
3.Moralizing
and
preaching

4. Judging or
criticizing
5.Reassurin
g

 Bilik yang selesa.

Sistem
pengudaraan yang
baik.
Cermin yang besar.
Peralatan muzik
yang sesuai.

1. Memulakan sesi
a. bersedia menerima
klien
b. suasana tempat
kaunseling yang
kondusif dan terapeutik
c. memberi salam

2. Penerokaan
a. mendapat kejelasan
tentang situasi klien.
b. membuat penentuan sama
ada berkeupayaan memberi
bantuan atau tidak.
c. Membuat penjelasan akan
tanggungjawab diri dan klien.
c. Berusaha untuk
mengeratkan hubungan.
Gunakan pendekatan muzik
dalam interaksi awal dengan
klien.

3. Mengenalpasti masalah
a.
b.
c.
d.
e.

Tingkah-laku
Akademik
Konsep kendiri
Emosi
Sosial dll

Gunakan pendekatan
muzik berdasarkan
masalah yang
dikenalpasti.

Kanak-kanak masuk ke
bilik dan memegang
atau bermain-main
dengan peralatan muzik
di atas rak.
Kanak-kanak memilih
drum.
Biar kanak-kanak
berada dalam keadaan
yang selesa.

Memberi dorongan
kepada kanak-kanak
memukul drum dan
meneroka bunyi-bunyi
drum.
Komunikasi antara
guru kaunseling dan
kanak-kanak dapat
dilakukan melalui bunyibunyi yang dihasilkan.

Setelah klien biasa

dengan bunyi drum,
mainkan lagu yang
muziknya gembira,
sedih, marah dll.
Setiap kali lagu
dimainkan, kanak-kanak
diminta memukul drum
mengiring lagu.

Kanak-kanak harus
sedar bahawa tiada cara
yang betul atau salah
dalam memain alat
muzik.
Guru kaunseling
berbincang dengan
kanak-kanak tentang
pengalaman bermain
drum.

Proses perbincangan boleh

diteruskan pada mingguminggu akan datang dengan
memberi fokus pada suatu
perasaan setiap sesi.
Daripada perbincangan,
kanak-kanak sedar akan cara
dia meluahkan perasaan
secara tanpa lisan melalui
gerakan memukul drum.

4. Mencadangkan
alternatif
5. Memilih alternatif
6. Melaksanakan
alternatif
7. Menilai semula
8. Menamatkan sesi

Uneven

academic
developmentreading, math,
spelling, writing.
No interest.
No study skills.

To

develop
academic and
study skills.
To promote
independence.

1. Memulakan sesi.
a. bersedia menerima klien.
b. suasana tempat
kaunseling yang kondusif
dan terapeutik.
c. memberi salam.

2. Guru kaunseling membuat

penerokaan untuk
a. penjelasan tentang situasi
klien.
b. penentuan sama ada
berkeupayaan memberi bantuan
atau tidak.
c. penjelasan akan
tanggungjawab dirinya dan
klien.
d. mengeratkan hubungan.

Guru kaunseling
memerhatikan tingkah
laku kanak-kanak dan
interaksinya dengan
peralatan di bilik
kaunseling.
Guru kaunseling juga
memerhatikan kemahiran
motor, social dan
emotional kanak-kanak.

Guru kaunseling
berbincang dengan kanakkanak untuk
mengenalpasti masalah.
Guru kaunseling
bersama-sama kanakkanak mencari alternatif /
perubahan tingkah laku
yang diinginkan.

Guru kaunseling
merancang aktiviti
muzik yang sistematik
dengan teknik dan
langkah yang dirangka
khas untuk kanakkanak itu.

 Aktiviti yang dirancang

bergantung kepada
kekuatan dan kelemahan
kanak-kanak itu,
matlamat kaunseling dan
juga pendidikan / latihan
serta pengalaman guru
kaunseling.

procedures:
Counselor tells the child to
listen for the name of each
body part in the song.
Counselor sings each
verse.
Child and counselor sing
refrain.
Child sings the refrain.

 Child names the body

part.
Child is taught actions
to the song and
perform without music.
Child sings and
performs actions on
each verse.

 Singing (folk songs,

children songs) with
correct posture and
creative movement.
Songwriting use fill-inthe-blank song writing.
Songwriting to
develop problem solving
skills.

 Music listening (as a

reward for good
behavior).
Lyric discussion.
Play music instruments.
Natural sounds waves
/ bird singing / rainfall
dll.

Poor

selfconcept
Poor body
awareness
Unhappiness
and depression

To

improve self-concept
and self-esteem.
To increase self-image.
To achieve self-growth.
To increase selfunderstanding.

To

develop ability to
identify emotions.
To develop healthy
outlet for emotional
expression.

 Songwriting (elicit individual

expression of feelings).
Rhythmic activities
(chants).
Play therapy with
background music.

Creative activities integrated music with

dance, movement, art
and drama activities.
musical animal puppet
dramas role play.

Short

attention

span.
Easy
distractibility /
lack of focus.

To

increase
attention span
To decrease
distractibility

Singing (folk songs,

children songs)
Playing musical
instruments (eg.
guitar lessons would
increase attending
to task behavior)

Music discussion
Dance and
movement to
music

Musical games,
action songs,
composing music.
Music listening.

 Poor self-esteem
Withdrawal from friends
Failure to develop
Over concern with pleasing adults
Abusive behavior to self or others
Difficulty developing relationships
Physical injuries

LANGKAH PENGELOLAAN
KELOMPOK KAUNSELING

PEMILIHAN AHLI

LANGKAH PENGELOLAAN
KELOMPOK KAUNSELING

SAIZ KELOMPOK

LANGKAH PENGELOLAAN
KELOMPOK KAUNSELING

KEKERAPAN
PERTEMUAN KELOMPOK

LANGKAH PENGELOLAAN
KELOMPOK KAUNSELING

JANGKAMASA
SETIAP SESI

LANGKAH PENGELOLAAN
KELOMPOK KAUNSELING

JANGKAMASA
UMUR KELOMPOK

LANGKAH PENGELOLAAN
KELOMPOK KAUNSELING

SETTING (Suasana)

Active listening
Reflection
Clarification
Summarizing
Mini-lecturing and
information giving
Encouragement and
support

Tone setting
Modeling and self-disclosure
Use of eyes
Use of voice
Use of leaders energy
Identifying allies

Autoritaria
n
Demokrati
k
Laissez
faire

Peserta
(Ahli)

Kaunselor
(Ketua)

Peserta
(Ahli)

Kaunselor
(Ketua)

Peserta
(Ahli)

Kaunselor
(Ketua)

POLA INTERAKSI KELOMPOK

KETUA

TAHAP PERKEMBANGAN KELOMPOK

Dari Kemahiran
Peringkat Penubuhan,
Bersahabat
Penerokaan dan Penerimaan
Peringkat Perbalahan (Konflik)
Peringkat Kestabilan dan
Pembentukan Norma
Peringkat Kejelekitan
Kemahiran
Perhubungan
Kemanusiaan
dan
Interpersonal

Peringkat Perlaksanaan Tugas

Peringkat Akhir (Termination)

OPENING THE GROUP

Beginning the first session

is often a difficult
experience.
bermula dengan an opening
statement tentang kelompok
dan matlamat kelompok
diikuti dengan aktiviti
pengenalan diri.

OPENING THE GROUP

start with an
introduction exercise
-members introduce
themselves using creative
exercises.

OPENING THE GROUP

start with a brief
statement about the group
and then have members
form dyads
-breaking into dyads helps
members focus more on
content.

3 BENTUK AKTIVITI
KELOMPOK
*Structured
activities
*Semi-structured
activities
*Unstructured

Pilih aktiviti yang

sesuai dengan
situasi kelompok
dan dapat
membantu kanakkanak meluahkan
perasaannya serta
mendapat
pengalaman sosial.

AKTIVITI
KELOMPOK
BERSTRUKTUR

Structuring

promotes childrens
cooperation.
lessens childrens anxiety.
promotes the establishment
of trust.
gives leader more
confidence.
helps to concentrate on
group goals.
not over or understructure
the group.

Contoh:
Aktiviti berpasangan
Aktiviti telah dirancang
sebelum sesi kelompok
bermula.
Setelah aktiviti pengenalan
diri dalam kelompok, guru
kaunseling memberi arahan
tentang apa yang perlu
dilakukan dan cara melakukan.

 Ahli bebas memilih alat

muzik dan membunyikan
alat muzik yang mereka
pilih.
Ahli bebas memilih
pasangan masing-masing.
Mereka duduk
bertentangan dengan alat
muzik yang dipilih.

 Mereka memainkan alat

muzik secara bergilir-gilir
tanpa komunikasi.
Berulang aktiviti dengan
ahli lain.
Tidak ada betul atau salah
tentang muzik yang
dihasilkan.

 Ahli masuk dalam kelompok

besar membincangkan
aktiviti yang telah
dijalankan.
Ahli berbincang tentang
perasaan, pandangan dan
persepsi mereka terhadap
pasangan dan muzik yang
dimainkan.

 Guru kaunseling akan

membimbing perbincangan
dengan mengaitkan reaksi ahli
terhadap orang lain dalam
aktiviti seharian.
Guru kaunseling akan
berbincang dengan ahli
tentang situasi mereka dan
perubahan yang boleh
dilakukan.

AKTIVITI
KELOMPOK
SEPARUH
BERSTRTUR

 Aktiviti berlaku secara

spontan, bersahaja dan
fleksibel.
Berisiko kerana kemungkinan
berlaku sesuatu yang tidak
dijangkakan.
Guru kaunseling biarkan ahli
membunyikan alat masingmasing serentak kemudian
meminta ahli membunyikan
secara bersama untuk
mencapai bunyi yang
harmonis.

 Aktiviti ini membawa

kepada perasaan
keintiman dan
keharmonian.
Ahli akan
menunjukkan
kesungguhan
mencapai keadaan
yang teratur dan
dikongsi bersama
dalam kelompok.

 Kemudian diadakan
perbincangan tentang
aktiviti yang telah
dijalankan dalam
kelompok.
Ahli berbincang tentang
perasaan dan pandangan
mereka terhadap aktiviti
dan muzik yang
dimainkan untuk
mencapai keharmonian.

 Guru kaunseling akan

membimbing secara pasif
perbincangan kelompok
dengan mengaitkan reaksi
ahli terhadap orang lain
dalam aktiviti seharian.
Guru kaunseling akan
mendorong ahli memikirkan
situasi mereka dan
perubahan yang boleh
dilakukan.

AKTIVITI
KELOMPOK
TIDAK
BERSTRTUR

 Mempunyai risiko yang

tinggi kerana kelompok
mungkin menjadi tidak
teratur atau tidak
terkawal.
Tetapi amat mencabar
kerana ahli mendapatkan
sokongan dan bantuan
daripada ahli yang lain.

 Ahli membunyikan alat

muzik masing-masing
secara bebas.
Ahli mungkin rasa
marah/lucu/gelisah
dengan bunyi yang
dihasilkan.

 Perbincangan tentang
aktiviti yang dijalankan
diadakan dalam
kelompok.
Ahli berkongsi perasaan
dan pandangan mereka
tentang aktiviti yang
dijalankan dan muzik
yang dimainkan.

 Guru kaunseling
membiarkan
perbincangan kelompok
dan cuba membantu ahli
mengaitkan reaksi ahli
terhadap orang lain
dalam aktiviti seharian.
Guru kaunseling
membiarkan ahli berfikir
tentang situasi mereka
dan perubahan yang
boleh dilakukan.

 members were afraid

to talk / share.
members were
confused about the
purpose of the group.
members were forced
to attend.
leader was unclear
about the needs of the
members.

session was not

well planned.
too much / little
time for warming
up.
group was held at
a bad time of the
day.
room was not
conducive.

Pengalaman dalam
perhubungan:
Perhubungan klien dengan
muzik.
Perhubungan klien dengan
guru kaunseling.
Perhubungan klien dengan
ahli lain.

Pengalaman dalam
pengurusan diri:
Membuat ekspresi
diri.
Membaiki
penghargaan kendiri.

Pengalaman dalam
perhubungan dengan
orang lain:
Memberi peluang berinteraksi.
Mengasah kemahiran
berkomunikasi.
Menerima pengiktirafan sosial.

 Poor impulse control.

Disorderliness.
Disorganization.
Antisocial behavior(tidak

suka terlibat dengan

aktiviti kumpulan).
Social aggressiveness
(memukul, menjerit,
menolak).

Unpredictable

mood swings.
Excessive
irritability or anger.
Low frustration
tolerance.
Tantrums.
Poor attitude.

 To

decrease selfcenteredness.
To develop interest in
others.
To develop empathy for
other.
To interact
cooperatively and
appropriately with
others.

 To

improve social
skills (turn taking,
impulse control,
sharing).
To improve
communication skills.
To strengthen leisure
skills.

To

develop
positive coping
strategies.
To create nonabusive lifestyle

To

decrease
inappropriate behavior.
To increase expression
of feelings.

AKTIVITI
KELOMPOK
BERSTRUKTUR

Guru kaunseling
memulakan sesi dengan
satu aktiviti pengenalan
diri dan ahli kelompok.
Kaunselor berbincang
dengan ahli tentang
matlamat kelompok dan
membuat penstrukturan
tentang masa, tempat,
kekerapan dan peraturan
kelompok.

 Guru kaunseling memberi

arahan tentang apa yang
perlu dilakukan dan cara
melakukan aktiviti yang
telah dirancang sebelum
sesi kelompok bermula.
Guru kaunseling mengetuai
aktiviti.

1. Guru kaunseling menyanyi

dalam kumpulan ikut bulatan.
2. Ahli meniru tingkah laku guru
kaunseling.
3. Guru kaunseling
menggalakkan kemahiran
berinteraksi dan
mengurangkan masalah
mengasingkan diri atau
menarik diri dalam kelompok.

4. Membantu ahli
melahirkan perasaan dan
pendapat.
5. Kanak-kanak diberi token
apabila memperlihatkan
tingkah laku yang baik
dalam kumpulan.

 Guru kaunseling akan

membimbing perbincangan
dengan mengaitkan reaksi
ahli terhadap orang lain
dalam aktiviti seharian.
Guru kaunseling akan
berbincang dengan ahli
tentang situasi mereka dan
perubahan yang boleh
dilakukan.

Group singing (folk

songs, children songs)
sing along songs that
require some
movement among the
group, and songs that
tell how they feel that
day.

Song writing and

lyric discussion to
increase their
cooperation and
expression of
feelings that
members have
toward each other.

Musical games
(action song with
movements
perform in a
group without
hitting other
members)

Dancing express
feelings and increase
social interaction
with other members.
Performing in
ensembles.

Have open and

reasoned discussions
of the lyrics of songs
analysis to contrast
anti-social behavior.

PENUTUP

 Setiap kanak-kanak
mempunyai minat
yang berbeza,
mereka suka rentak
muzik atau perlalatan
muzik yang berbeza.
Guru kaunseling perlu
mengenalpasti minat
dan keperluan kanakkanak.

 Guru kaunseling harus

meneroka / mengkaji
rentak muzik, teknik and
peralatan muzik yang
paling berkesan kepada
kanak-kanak yang
tertentu supaya apa yang
diperoleh daripada sesi
kaunseling boleh
digunakan dalam
keperluan aktiviti seharian
yang lain.

Keluarga kanak-kanak
juga harus diberi
cadangan tindakan
dan sumber maklumat
yang berkaitan supaya
dapat membantu
kanak-kanak di rumah.

 Cadangan untuk masa

depan:
Membuat promosi tentang
aspek positif muzik dalam
kaunseling dan pendidikan.
Mengendalikan kajian
tentang peranan muzik
dalam pencegahan masalah
dan kesejahteraan manusia.
Mengaplikasikan dapatan
kajian dalam situasi
sebenar.