HPGD2103

GUIDANCE AND COUNSELLING

NO. MATRIKULASI : CGS03895526

SEMESTER / TAHUN (YEAR) : SEMESTER MAY/2024

PROGRAM : POSTGRADUATE DIPLOMA IN TEACHING

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 CONTENTS

CONTENTS PAGE
PART 1 QUESTION 1(1) 3-6
PART 1 QUESTION 1(2) 7 - 10
PART 1 QUESTION 2 11 - 13
ONLINE CLASS PARTICIPATION 14 - 15
REFERENCES 16 - 17

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PART 1 QUESTION 1(1) ANSWER
When conducting an assessment of an individual's quality of life, it is imperative to take into
consideration their mental health and overall well-being. In our modern world, which is
fraught with a great number of difficulties, topics pertaining to mental health are receiving a
considerable amount of attention. It has become more apparent that guidance and counselling
services are essential components in assisting persons in achieving higher mental well-being.
With the use of pertinent examples and literature reviews derived from reliable sources, this
essay investigates the function that these services play in developing mental health and the
value that they bring to the table.

Individuals are provided with emotional support, which is one of the key tasks of
organisations that provide guidance and counselling services. This assistance is essential in
assisting individuals in coping with stress, anxiety, and other issues that they face in their
lives. The American Psychological Association (APA) asserts that advice and counselling are
effective means of assisting individuals in comprehending their feelings, determining the
underlying reasons of their problems, and locating solutions that are appropriate for them
(APA, 2020). Counsellors who are trained professionals give clients with emotional support
that can help ease discomfort and provide a secure environment in which individuals can
freely express their views without the fear of being judged.

Fostering self-awareness is another essential component of guiding and counselling services

that should not be overlooked. It is possible for individuals to get an understanding of their
own strengths and flaws, as well as devise plans for self-improvement, with the assistance of
a counsellor. Carl Rogers, a well-known psychologist, placed a strong emphasis on the
significance of knowledge of oneself in the context of the counselling process (Rogers,
1951). The purpose of this process is to provide individuals with the tools necessary to
develop and realise their full potential by encouraging them to reflect on themselves and
discover significance in the experiences they have had throughout their lives.

One of the most prevalent problems that people have with their mental health is stress.
Individuals are able to build efficient coping mechanisms and have a better understanding of
the elements that contribute to their stress when they avail themselves of guidance and
counselling services. According to the findings of research conducted by Lazarus and
Folkman (1984), receiving instruction in techniques for stress management during
counselling sessions can increase an individual's ability to deal with stress and improve their

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overall well-being. Counselling offers individuals the chance to acquire skills in problem-
solving, time management, and relaxation techniques, which enables them to tackle the
obstacles that life presents in a more effective manner.

There is a huge reduction in the stigma that is connected with mental health concerns, which
is one of the key benefits of guidance and counselling programmes. It is common for stigma
to prevent folks from obtaining the assistance they require. According to Corrigan et al.
(2002), professionally developed guidance and counselling programmes have the potential to
alter the public's perceptions about mental health and inspire a greater number of individuals
to seek assistance. The elimination of this stigma is absolutely necessary in order to guarantee
that people will not experience feelings of embarrassment or fear when they seek medical
attention.

By assisting individuals in overcoming obstacles that disrupt their mental well-being,

guidance and counselling services have the potential to substantially improve the quality of
life of individuals. For instance, those who are experiencing difficulties at work or in their
relationships can seek the advice of a counsellor in order to find solutions that are beneficial.
According to the findings of a study conducted by Smith et al. (2013), those who got
counselling reported being much happier, experiencing greater levels of life satisfaction, and
having stronger social relationships. In addition to addressing the issues that individuals are
facing, this research reveals that counselling has a good impact on the lives of persons
generally.

For the purpose of fostering optimal mental health, guidance and counselling services are
absolutely necessary. In addition to putting an emphasis on personal development and self-
actualization, they highlight problem-solving. According to Seligman (2011), an approach to
counselling that places an emphasis on positive characteristics such as happiness, resilience,
and life satisfaction can play a role in assisting individuals in attaining better levels of mental
well-being. Within the context of this approach, individuals are encouraged to concentrate on
the good parts of their lives and to look for methods to increase their well-being.

School counselling programmes are a prime example of how guidance and counselling
services can improve a person's mental health and overall well-being. Students enrolled in
these programmes receive assistance in coping with the stress of academics, social obstacles,
and personal issues. In a study conducted by Lapan and colleagues in 2003, it was discovered
that kids who received school counselling reported higher levels of both academic

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accomplishment and emotional well-being. It is clear from this evidence that counselling in
schools can assist students in realising their full potential and overcoming hurdles that stand
in the way of their advancement.

Counselling services in the workplace are also quite important for the maintenance of the
mental health of employees. Employee Assistance Programmes (EAPs) are currently being
utilised by a multitude of large organisations to provide free counselling services. Employees
that utilised employee assistance programmes (EAPs) reported reduced levels of stress,
higher levels of job satisfaction, and increased levels of productivity, according to research
conducted by Attridge (2010). It is clear from this that counselling in the workplace has the
potential to assist individuals in overcoming challenges linked to their jobs and to improve
the overall performance of the organisation.

As a result of technological advancements, advice and counselling services that are provided
online have become increasingly popular. These programmes are more convenient for
persons who may have difficulty seeking assistance in person because of the situation they
are in. When it comes to assisting individuals in overcoming mental health concerns, research
conducted by Richards et al. (2018) discovered that internet counselling is just as beneficial
as traditional counselling options. Individuals are able to obtain support at a time and location
that is appropriate for them in the form of online therapy, which enables flexibility.

According to Corey (2013), the provision of guidance and counselling services is an absolute
necessity within the framework of the mental health system. It is necessary for there to be a
strong relationship between the therapist and the client, one that is founded on trust and
empathy during the counselling process. Gelso and Fretz (2014) conducted research that
revealed that the success of counselling is contingent upon the approach that is utilised. The
researchers discovered that cognitive-behavioral and client-centered approaches are among
the most effective ways.

According to Lambert and Barley (2001), counselling has the potential to bring about major
improvements in the mental well-being of clients. In fact, seventy-five percent of clients
reported making significant progress after their counselling sessions. The findings of this
study highlight the significance of counselling services in assisting individuals in overcoming
a variety of mental health difficulties for themselves.

To summarise, guidance and counselling services are extremely important in terms of their
contribution to the enhancement of mental health and overall well-being. Support on an

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emotional level, increased self-awareness, and assistance in managing stress are all provided
by them. The stigma that is connected with mental health concerns is reduced, the quality of
life is improved, and positive mental health is promoted throughout the provision of these
services. The efficacy of these services is demonstrated in a variety of contexts, including
counselling programmes in schools, counselling in the workplace, and therapy conducted
online. After conducting a thorough analysis of the pertinent studies, it has become
abundantly evident that guiding and counselling services are exceptionally useful instruments
for enhancing the mental well-being of all individuals.

(1318 words)

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PART 1 QUESTION 1 (2) ANSWER

The term "non-verbal behaviour" refers to any behaviour that does not include the use of
words in any way. The use of body language, facial emotions, and the tone of one's voice are
all characteristics of non-verbal communication. In the context of counselling, it is vital to
have an awareness of non-verbal behaviour in order to appreciate the feelings and emotions
of clients, which may not necessarily need to be communicated verbally during the
counselling session. However, despite appearances to the contrary, comprehending this non-
verbal conduct is not as simple as it may appear to be. This is due to the fact that it is
influenced by a wide range of factors, such as cultural differences, individual differences, and
environmental conditions.

Cultural variations are one of the most significant challenges that non-verbal communication
faces. There are a number of other challenges as well. One of the most significant factors that
determines how individuals express and interpret non-verbal behaviour is the society in
which they were brought up. When it comes to Western cultures, for instance, making eye
contact is frequently regarded as a sign of honesty and openness. In contrast, excessive eye
contact may be viewed as a sign of disrespect or as a challenge to authority in certain Asian
cultures. This is because of the way that eye contact is perceived. It is possible for counsellors
to arrive to incorrect conclusions on the feelings or intentions of their clients as a
consequence of this misunderstanding.

Over the course of his research conducted in 2006, Matsumoto discovered that there are
significant cultural differences in the manner in which individuals express their feelings
through non-verbal communication. When they laugh, Japanese people have a habit of
pressing their lips together, which is one example of this phenomenon. Someone from a
different culture who is not familiar with the cultural context in which they are laughing may
take this behaviour as a sign of shyness or embarrassment. This is because they are not aware
of the cultural context in which they are laughing. Furthermore, it is of utmost importance for
counsellors to exhibit a high level of cultural awareness and to consistently take into
consideration the cultural background of their clients when interpreting the non-verbal
behaviour of their clients.

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In addition to the cultural differences that are there, there is also the issue of individual
variability, which is a significant obstacle that needs to be navigated. Every single person is
one of a kind, and just like every other person, they each have their own unique way of
expressing their feelings and thoughts. Therefore, it is feasible for two persons who originate
from the same cultural background to exhibit different non-verbal behaviours while they are
in the same specific situation. This is because of the fact that cultural backgrounds are not
exclusive. For instance, although some people may experience nervousness by chewing their
nails, others may experience worry by avoiding eye contact or tapping their feet. Both of
these behaviours are examples of nervousness. Anxiety can be seen in both of these
behaviours, which are examples together.

In their study on the connection between facial expressions and feelings, Ekman and Friesen
(1969) found that there are significant variations in the manners in which individuals show
their emotions. This is despite the fact that there are certain expressions that are commonly
known by the general public. It is for this reason that counsellors need to exercise caution and
avoid placing an undue lot of emphasis on generic rules about non-verbal behaviour. Instead,
they need to make an effort to get to know their customers on an individual basis in order to
appreciate the context and importance of the conduct that they exhibit.

Contextual factors are also an important factor to take into consideration while attempting to
gain an understanding of non-verbal behaviour. There is a considerable relationship between
the environment in which a non-verbal behaviour occurs and the behaviour itself. To give
you an example, a smile may be an indication of contentment in one situation, but it may also
be an indication of stress or suffering in another situation (for instance). There are a number
of aspects that should be taken into consideration when interpreting non-verbal behaviour.
These factors include the location of the counselling session, the emotional state of the client,
and the relationship that exists between the counsellor and the client.

According to the findings of the investigation that was carried out by Argyle (1988), it was
demonstrated that the social context and surroundings have a considerable role in the process
of non-verbal communication. In his opinion, in order to have a comprehensive
understanding of non-verbal behaviour, it is necessary to have a firm knowledge of the
environment in which it occurs. When conducting an analysis of the non-verbal behaviour of

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their clients, counsellors are needed to take into consideration all of the significant contextual
variables.

The idea that all individuals who come from the same cultural background would have the
same non-verbal behaviours is a popular misconception that is widely held. The
aforementioned scenario is an illustration of stereotyping, which can lead to misconceptions
and have an effect on the therapy process. For instance, when counsellors make the
assumption that all people from a particular culture are more reserved and emotionally
inexpressive, they run the danger of missing vital clues regarding the emotional states of their
clients. This is because they are assuming that all people from that culture are more reserved.

The findings of a study that was carried out by Ting-Toomey and Chung (2012) illustrate
how cultural biases can act as a barrier to effective communication in counselling settings for
individuals. As a result, it is of the utmost importance that counsellors stop from making
assumptions that are highly general and instead make it their objective to comprehend each
client as a unique individual.

Furthermore, there is a widespread misconception that non-verbal behaviour can always be

accurately understood without taking into consideration the context of the spoken
communication. This is a prevalent misconception. Verbal communication and non-verbal
behaviour are two components of communication that shouldn't be comprehended alone but
rather in conjunction with one another. An example of this would be a client who verbally
asserts that they are OK, but their non-verbal cues, such as a fatigued expression on their face
or shoulders that are drooping, may give the appearance that they are not really in good
health. It is vital for counsellors to pay attention to the discrepancies that occur between
verbal and non-verbal communication in order for them to acquire a more comprehensive
understanding of the true feelings that their clients are experiencing.

During the process of gaining a grasp of the feelings and dispositions of clients, Knapp and
Hall (2010) emphasise the significance of employing both verbal and non-verbal modes of
communication. It is their contention that concentrating solely on non-verbal behaviour may
lead to misconceptions and erroneous interpretations of what is being communicated.

There is a widespread misconception that non-verbal activity is usually a conscious form of

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communication. This is another often held misconception. There is a significant amount of
non-verbal activity that occurs subconsciously, and it is likely that the individual does not
have control over these activities. For instance, a client who is not aware that they are
exhibiting anxious habits, such as fidgeting or avoiding eye contact, is an example of this
type of customer. Due to the fact that this assumption is made, it is possible that incorrect
judgements regarding the client's feelings or intentions will result from the assumption that
all non-verbal acts are planned.

The findings of a study that was carried out by Mehrabian (1971) indicate that a significant
proportion of emotional communication is conveyed through non-verbal channels, and that
this method of communication is frequently carried out without the individual being aware of
it. Therefore, it is essential for the therapy process to take into account the fact that many
non-verbal acts are the result of unintentional triggers. This demonstrates how vital it is to
take this into mind.

When it comes to the subject of counselling, the task of interpreting non-verbal behaviour is
one that is not just challenging but also demanding. It is necessary for counsellors to be aware
of cultural differences, individual differences, and contextual factors in order for them to be
able to properly comprehend the non-verbal communication of their clients. In order to
conduct effective counselling, it is necessary to refrain from making assumptions about
people and from categorising them. By including both verbal and non-verbal communication
and taking into account the unintended nature of many non-verbal behaviours, counsellors are
able to acquire a more comprehensive understanding of the feelings and emotions that their
clients are experiencing. As a consequence of this, counselling sessions become more
successful and sympathetic for the client during the session.

(1475 words)

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PART 1 QUESTION 2
School counselling is an essential component that plays a significant role in assuring the
mental, emotional, and academic well-being of students. It is the responsibility of school
counsellors to play a significant role in supporting kids in overcoming the challenges that
they face throughout their life. When it comes to providing good counselling services,
therapists frequently encounter a wide range of organisational and structural challenges. This
is despite the fact that most counselling services are effective. In this article, a number of
these concerns will be identified and explored, along with relevant examples and a review of
literature from reputable sources that will provide proof for the claims that are made.

However, one of the most major challenges that school counsellors have is the tremendous
quantity of work that they are required to complete regularly. There are a substantial number
of cases in which there is an abnormally high ratio of students to counsellors, which makes it
challenging for counsellors to spend sufficient time to each and every individual student.
According to the American School Counsellor Association (ASCA), the suggested ratio is
one counsellor for every 250 students. This ratio is meant to ensure that children receive
adequate support and guidance. On the other hand, the fact of the matter is that many schools
have substantially bigger ratios, which means that counsellors are required to deal with an
overwhelming number of students.

As an illustration, a guidance counsellor working in an urban high school would be

accountable for the management of more than five hundred high school students. This
overwhelming amount of work not only makes it more difficult for the counsellor to provide
tailored attention to each child, but it also has an effect on the overall quality of the services
that are offered.

School counsellors have a number of significant challenges, one of the most significant of
which is the lack of funds and assistance that they receive. There are a substantial number of
educational institutions that do not have the financial means to provide counselling services
of a satisfactory grade. This is especially true for those educational institutions that are
situated in rural areas or when they have limited financial resources. There are not enough
counselling rooms, counselling materials, or professional training opportunities available for
these experts, which is one of the causes that contributes to this situation.

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Schools located in rural areas frequently do not have the financial resources necessary to
establish suitable counselling rooms or to obtain the necessary counselling materials. This is a
regular occurrence. It is possible that counsellors will be obliged to use empty classrooms or
storage rooms as therapy sites in order to carry out counselling sessions. The atmosphere that
is created as a result of this is not one that is conducive to counselling sessions.

There is also the possibility that the perspectives and attitudes that society has on counselling
could be a source of trouble. In many communities, counselling is still believed to be
something that is only available to students who are coping with significant challenges or
mental disorders. There is a connection between this stigma and counselling. It is possible
that students will be dissuaded from seeking therapy services due to the risk of being
stigmatised or looked down upon adversely as a result of this.

It is likely that children in certain schools are reluctant to seek counselling services because
they are afraid about being judged by their peers' opinions of them. Because of this
perspective, it may be difficult for children to receive the aid they require in order to address
issues that pertain to their personal lives or their academic performance.

In addition to this, school counsellors also face the issue of dealing with time constraints.
Since counsellors' schedules are crammed with a range of other responsibilities, such as
teaching, administering school activities, and attending meetings, it is conceivable that they
do not have the time to conduct counselling sessions that are both complete and successful.
This is because their schedules are quite full.

It is possible that elementary school counsellors may be obliged to provide classes on moral
or health education in addition to supervising extracurricular activities such as sports and
other extracurricular activities. As a consequence of these time constraints, it is probable that
the possibility to provide students who are in need of support with counselling sessions of a
high quality would be diminished.

In order for counsellors to be able to carry out their duties in an appropriate manner, it is
essential for them to have sufficient training and to continue their professional development.
The other side of the coin is that a sizeable portion of school counsellors do not receive
sufficient training or opportunities for continued professional development. Because of this, it
is possible that kids do not possess the necessary resources to deal with the complex and
ever-evolving problems that they will encounter in the context of the school environment.

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It is possible that freshly hired counsellors may not have the experience to deal with the
plethora of issues that students face. This circumstance is a possibility. It is possible for
individuals to have feelings of tension and fear when it comes to carrying out their tasks if
they do not receive continuous direction and training.

In order to provide students with comprehensive support, it is vital for members of the faculty
and guidance counsellors to collaborate successfully with one another. On the other side,
there is a lack of collaboration between instructors and counsellors in many situations. This
exists in many school settings. One possible explanation for this is that the two professional
groups have different functions, or that there is insufficient contact between them. There is a
possibility that teachers do not have a comprehensive understanding of the role that
counsellors play, and it is also a possibility that counsellors do not acquire sufficient
information on students from teachers.

It's likely that teachers in high schools are more focused on their teaching responsibilities and
have less engagement with counsellors than teachers in elementary schools. This is something
that happens. There is a possibility that this will prevent counsellors from gaining very
important information about students, which will ultimately have an effect on the quality of
the counselling services that are offered.

While it is true that school counsellors play a significant role in guaranteeing the well-being
and contentment of students, it is also true that they face a wide range of organisational and
structural challenges in the course of carrying out their duties. The following are some of the
primary challenges that need to be addressed: high workloads, a lack of resources and
support, unfavourable attitudes and views towards counselling, time constraints, inadequate
training and professional development, and a lack of cooperation between teachers and
counsellors. These are just some of the challenges that need to be addressed. It is absolutely
necessary to provide sufficient support to school counsellors in order to guarantee that
counselling services are effective. As part of this support, the ratio of students to counsellors
should be reduced, adequate resources should be made accessible, the attitudes and beliefs
that society has regarding counselling should be altered, and there should be a promotion of
closer collaboration between teachers and counsellors.

(1207 words)

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 ONLINE CLASS PARTICIPATION
1. How do multiculturalism and diversity impact guidance and counselling services?
Discuss.

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2. How do counselling skills, such as active listening, empathy, and effective
communication, contribute to the success of counselling interactions?

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 REFERENCES

- Argyle, M. (1988). *Bodily communication*. Methuen.

- Corrigan, P. W., et al. (2002). Challenging the public stigma of mental illness: A meta-
analysis of outcome studies. *Psychiatric Services*, 63(10), 963-973.

- Corey, G. (2013). *Theory and practice of counseling and psychotherapy* (9th ed.).
Cengage Learning.

- Ekman, P., & Friesen, W. V. (1969). The repertoire of nonverbal behavior: Categories,
origins, usage, and coding. *Semiotica*, 1(1), 49-98.

- Gelso, C. J., & Fretz, B. R. (2014). *Counseling psychology* (3rd ed.). APA.

- Knapp, M. L., & Hall, J. A. (2010). *Nonverbal communication in human interaction* (7th
ed.). Wadsworth.

- Lambert, M. J., & Barley, D. E. (2001). Research summary on the therapeutic relationship
and psychotherapy outcome. *Psychotherapy: Theory, Research, Practice, Training*, 38(4),
357-361.

- Lapan, R. T., et al. (2003). Helping seventh graders be safe and successful: A statewide
study of the impact of comprehensive guidance and counseling programs. *Professional
School Counseling*, 6(3), 186-197.

- Lazarus, R. S., & Folkman, S. (1984). *Stress, appraisal, and coping*. Springer Publishing
Company.

- Matsumoto, D. (2006). Are cultural differences in emotion regulation mediated by

personality traits? *Journal of Cross-Cultural Psychology*, 37(4), 421-437.

- Mehrabian, A. (1971). *Silent messages*. Wadsworth.

- Richards, D., et al. (2018). Online versus face-to-face counseling for mental health
problems: A systematic review and meta-analysis. *Journal of Affective Disorders*, 234, 10-
18.

- Rogers, C. R. (1951). *Client-centered therapy: Its current practice, implications, and

theory*. Houghton Mifflin.

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- Seligman, M. E. P. (2011). *Flourish: A visionary new understanding of happiness and well-
being*. Free Press.

- Smith, P. L., et al. (2013). The efficacy of counselling for improving psychological
outcomes in adult clients. *Counselling and Psychotherapy Research*, 13(3), 214-221.

- Ting-Toomey, S., & Chung, L. C. (2012). *Understanding intercultural communication*

(2nd ed.). Oxford University Press.

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