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Table of Contents

Table of Figures ......................................................................................................................... 2

1 ABSTRACT ....................................................................................................................... 3

2 INTRODUCTION .............................................................................................................. 4

2.1 GUIDANCE AND COUNSELLING GOALS ........................................................... 5

3 COMMUNICATION SKILLS ........................................................................................... 6

3.1 BASIC COMUNICATION SKILLS ........................................................................... 6

3.2 VERBAL COMMUNICATION.................................................................................. 7

3.3 NON VERBAL COMMUNICATION ........................................................................ 7

4 WHY COUNSELLING SKILLS ....................................................................................... 8

5 PERSON CENTRED COUNSELLING ......................................................................... 9

5.1 MAIN CONCEPT ..................................................................................................... 10

6 GROUP COUNSELLING ................................................................................................ 12

6.1 WHAT IS GROUP COUNSELLING? ...................................................................... 12

6.2 TYPES OF GROUP .................................................................................................. 13

6.3 STAGES IN GROUP COUNSELLING ................................................................... 14

7 COUNSELLING ETHICS ............................................................................................... 15

7.1 VALUES OF COUNSELLING AND PSYCHOTHERAPY .................................... 16

8 WHAT IS HUMAN CAPITAL? ....................................................................................... 17

9 GUIDANCE AND COUNSELLING SERVICES IN MALAYSIAN SCHOOLS .......... 20

10 THE IMPLEMENTATION OF GUIDANCE AND COUNSELLING MODEL IN

SCHOOLS ............................................................................................................................... 24

11 ISSUES IN THE IMPLEMENTATION OF GUIDANCE AND COUNSELLING

SERVICES ............................................................................................................................... 26

12 THE FUTURE OF GUIDANCE AND COUNSELLING SERVICES IN MALAYSIA . 28

13 CONCLUSION ................................................................................................................ 28

BIBLIOGRAPHY .................................................................................................................... 29

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Table of Figures

Figure 1 ...................................................................................................................................... 5

Figure 2 .................................................................................................................................... 13

Figure 3 .................................................................................................................................... 14

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1 ABSTRACT

Guidance and counselling services were first introduced in Malaysian schools in the early

1960s. The initiative began with career and guidance services gradually expanded in scope in

line with the needs and problems which arising from the development and changes within the

fields of economy, science, and technology.

The guidance and counselling services in Malaysian schools have made specific

modifications based on the guidance and counselling model practiced in schools in the United

States of America. These changes are considered appropriate in order to meet the cultural

characteristics of the local community.

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2 INTRODUCTION

The practice of giving and receiving assistance, advice and guidance is a familiar tradition

within the Malaysian society. As stated by (Amla Salleh, 2009), advisory and social support

among members of the Malay community has existed long before colonial administration.

The compassion, warmth and friendliness, along with the roles and responsibilities of village

heads, head of mosques or respected elders played major roles in ameliorating social

misunderstandings and problems arising from various walks of the community.

However, the developments and advancements in the industrial, science and technology

fields have provided such traditional assistance and services insufficient to meet current

requirements. Todays daily crisis and pressures within the community require a more

systematic and sophisticated form of support system. As a result, guidance and counselling

services were then introduced in schools to assist students especially in the form of career

guidance and to overcome social problems arising from the rapid economic changes within

the country.

From time to time, the services rendered by undergoing guidance and counselling in order to

accommodate for not only the academic or career development of students, but more

importantly to ensure psychosocial and mental well-being of future students.

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2.1 GUIDANCE AND COUNSELLING GOALS

There are five counselling goals, to: (Dr Zainal Abidin Ahmad., 2011)

a) Make behaviour change easier;

b) Increase clients ability to start and continue relationships;

c) Help clients effectiveness in coping with problems and issues;

d) Encourage the decision making process; and

e) Help clients development and potential achievement.

Figure 1

COUNSELLING GOALS

Positive Change Of Behaviour

Positive Relationship

Effective Decision Making Process

Potential Achievement

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3 COMMUNICATION SKILLS

Communication is about more than just exchanging the Information. It's about understanding

on the emotion and intentions behind the information. Also an effective communication is a

two-way street. It's not only how you convey a message so that it is received and understood

by someone in exactly the way you intended, It's also how you listen to gain the full meaning

of what's being said and to the make the other person feel heard and understood.

More than just the words you use, effective communication skills combines including a set of

nonverbal communication, engaged listening, managing stress in the moment, the ability to

Communicate assertively, and the capacity to Recognize and understand your own emotions

and Reviews those of the person you 're communicating with.

3.1 BASIC COMUNICATION SKILLS

The basic communication skill which must occur during counselling process consists of

seven skills and they can be practiced. An expert counsellor will easily implement the skills

without thinking much about it. (Dr Zainal Abidin Ahmad., 2011)

The seven basic communication skills are:

a) Open-ended question;

b) Silence;

c) Listening;

d) Restating;

e) Reflection of feeling;

f) Summarising content of discussion; and

g) Summarising of feeling.

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3.2 VERBAL COMMUNICATION

Verbal or oral communication uses spoken words to communicate a message. When most

people think of verbal communication, they think of speaking, but listening is an equally

important skill for this type of communication to be successful. Verbal communication is

applicable to a wide range of situations, ranging from informal office discussions to public

speeches made to thousands of people and also communication between counsellors and

clients,

3.3 NON VERBAL COMMUNICATION

Non-verbal communication includes body language, gestures, facial expressions, and even

posture. Non-verbal communication sets the tone of a conversation, and can seriously

undermine the message contained in your words if you are not careful to control it. For

example, slouching and shrinking back in your chair during a business meeting can make

you seem under-confident, which may lead people to doubt the strength of your verbal

contributions.

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4 WHY COUNSELLING SKILLS

Table 1

THE COUNSELOR MUST SO THAT THE CLIENT CAN

Listen

Develop his/her thinking

Not judge

Feel safe and respected

Pay attention

Know you care

Accept the clients feelings

Know he/she is not being judge

Think about the client

Get the best help possible

Ask questions

Develop his/her thinking

Summarize

Hear his/her thoughts and know he/she is understood

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5 PERSON CENTRED COUNSELLING

The Person-Centred Approach developed from the work of the psychologist Dr. Carl Rogers

(1902 1987). He advanced an approach to psychotherapy and counselling that, at the time

(1940s 1960s), was considered extremely radical if not revolutionary. (Dr Zainal Abidin

Ahmad., 2011)

Originally described as non-directive, this therapy moved away from the idea that the

therapist was the expert and towards a theory that trusted the innate tendency (known as the

actualising tendency) of human beings to find fulfilment of their personal potentials. An

important part of this theory is that in a particular psychological environment, the fulfilment

of personal potentials includes sociability, the need to be with other human beings and a

desire to know and be known by other people.

Although initially developed as an approach to psychotherapy (eventually becoming known

as client/person-centred therapy/counselling), Rogers and his colleagues came to believe that

their ideas could be transferred to other areas where people were in relationships. For

example teaching, management, childcare, patient care, conflict resolution.

Today there are many people who, although not working as psychotherapists and counsellors,

use the work of Rogers as guiding principles in their day-to-day work and relationships. At

one level, Rogers' theory and work is very simple to describe. As many people would attest,

both those using the approach and those working as person-therapists/counsellors, it can be

very difficult to put into practice because the approach does not use techniques but relies on

the personal qualities of the therapist/person to build a non-judgemental and empathic

relationship.

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5.1 MAIN CONCEPT

There are several main concepts proposed by Rogers

a) Phenomenology

According to Rogers, An individual perceives this world according to his unique

view and these perceptions become his/her background of the phenomenology. An

individual reacts to the environment as how he or she sees it, and this environment

might not be similar with the definition of environment as used by other researchers.

b) Concept of Knowing

There are three ways of knowing:

Subjective;

Objective; and

Interpersonal.

c) Structure of Personality

There are two main important construct that we must know in order to comprehend

the Rogers personality theory. They are: Organism and Self.

d) Process of Personality Growth

Rogers focuses on the view towards personality which emphasises from perfection to

changes. Human is forward moving, thus he or she has the perfection pattern. Unlike

Freud, who assumes that the personality is constant, the energy can be channelled.

There is no drive in human but it is more to the tendency towards the self-perfection.

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e) Subception Process

An individual could experience a stimulus by not bringing it to the awareness. For

example, a person could recognise certain experiences as threatening, conflicting with

the self-concept, and does not imagine the experience so that it will be aware.

f) Personality Growth

Rogers did not study the individual growth from infant to adult _ specifically. He

believes in the general personality development for all individuals. Childrens growth

depends on the support from the parents and environment.

g) Psychological Disorder

A healthy person is able to accept a variety of experiences which forms an entire

(gestalt). There will be congruence here between the experience and self, where the

individual will be open to experiences and will not be defensive.

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6 GROUP COUNSELLING

6.1 WHAT IS GROUP COUNSELLING?

A groups is defined as two or more people interacting together to achieve a goal for their

mutual or common benefit. Everyone typically spends some time in group activities each day.

For example, students interact with each other in the classroom and outside the classroom;

teachers interact with other teachers in the staff room. Given this situation, it is only natural

for counsellors to make use of group counselling. Groups are an economical and effective

means of helping individuals who share similar problems and concerns. Counsellors, who

limit their counselling activities to individual counselling, limit their options for helping

people. (Dr Zainal Abidin Ahmad., 2011)

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6.2 TYPES OF GROUP

Groups come in many forms. There seems to be a group for anyone who seeks counselling,

personal growth and support. There are many ways of categorising the many different groups.

The Association of Specialist Group Work (1992) developed the following classification (see

Figure 2).

Figure 2

TYPES OF

GROUP

Guidance/Psychoeducational Groups

Interpersonal Problem -

Solving Groups

Persobality Reconstruction

Groups

Task/Work Groups

T-Groups

Self- Help or Support Gorups

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6.3 STAGES IN GROUP COUNSELLING

There is debate as to how many stages there are in group counselling. Tuckman

(1965) was one of the first theorists to design a stage process for group counselling. He

suggested that there are four stages of group development which he termed as: forming,

storming, norming and performing. Later additions to the process by Waldo (1985) and

modifications by Gladdings (2000) proposed the following four stages of the group

counselling process: forming, norming, performing and termination. (Dr Zainal Abidin

Ahmad., 2011)

Figure 3

FORMING NORMING PERFORMING TERMINATION

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7 COUNSELLING ETHICS

In this statement the term practitioner is used generically to refer to anyone with

responsibility for the provision of Counselling or psychotherapy-related services.

Practitioner includes anyone undertaking the roles of counsellor, psychotherapist, trainer,

educator, supervisor, and researcher, provider of Counselling skills or manager of any of

these services. The term client is used as a generic term to refer to the recipient of any of

these services. The client may be an individual, couple, family, group, organisation or other

specifiable social unit.

This selection of ways of expressing ethical commitments does not seek to invalidate other

approaches. The presentation of different ways of conceiving ethics alongside each other in

this statement is intended to draw attention to the limitations of relying too heavily on any

single ethical approach. Ethical principles are well suited to examining the justification for

particular decisions and actions.

Ethical decisions that are strongly supported by one or more of these principles without any

contradiction from others may be regarded as reasonably well founded. However,

practitioners will encounter circumstances in which it is impossible to reconcile all the

applicable principles and choosing between principles may be required. A decision or course

of action does not necessarily become unethical merely because it is contentious or other

practitioners would have reached different conclusions in similar circumstances. A

practitioners obligation is to consider all the relevant circumstances with as much care as is

reasonably possible and to be appropriately accountable for decisions made.

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7.1 VALUES OF COUNSELLING AND PSYCHOTHERAPY

The fundamental values of Counselling and Psychotherapy include a commitment to:

Respecting human rights and dignity

Ensuring the integrity of practitioner-client relationships

Enhancing the quality of professional knowledge and its application

Alleviating symptoms of personal distress and suffering

Facilitating a sense of self that is meaningful to the person(s) concerned within their

personal and cultural context

Increasing personal effectiveness

Enhancing the quality of relationships between people

Appreciating the variety of human experience and culture

Striving for the fair and adequate provision of Counselling and Psychotherapy

services

Values inform principles. They represent an important way of expressing a general ethical

commitment that becomes more precisely defined and action-orientated when expressed as a

principle.

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8 WHAT IS HUMAN CAPITAL?

The Meaning of the Human Capital

The success depends mostly in large part on the people with higher level of

efficiency. In response, the people have become valuable assets.

In an economic perspective, the capital refers to factors of production used to create

goods or services

The human is the subject to control of all economic activities such as production,

consumption, and transaction.

Therefore, it can be recognized that human capital means one of production elements

that can generate added-values through inputting it.

Two type of Human Capital:

The first is to utilize human as labour force relating to economic added-value that is

generated by the input of labour force as other production factors such as financial

capital, land, machinery, and labour hours.

The other is that the human capital should be seen as the target of investment through

education and training.

Human capital expansively including the definition of human as creator who

frames knowledge, skills, competency, and experience originated by continuously

connection between self and environment.

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Human capital simply stated as people. There are, however, two main principles that are

central to the human capital idea. First, people are assets whose value can be enhanced

through investment. As with any investment, the goal is to maximize value while managing

risk. As the value of people increases, so does the performance capability of the organization,

and therefore its value to clients and other stakeholders.

Second, an organizations human capital policies must be aligned to support the

organizations shared vision, the mission, vision for the future, core values, goals and

objectives, and strategies in which the organization has defined its direction and its

expectations for itself and its people. All human capital policies and practices should be

designed, implemented, and evaluated by the standard of how well they help the organization

pursue its shared vision.

Enhancing the value of employees is a win-win objective for employers and employees alike.

The more an organization recognizes the intrinsic value of each employee; the more it

recognizes that this value can be enhanced with nurturing and investment; the more it

recognizes that employees vary in their talents and motivations, and that a various of

incentive strategies and working arrangements can be created to enhance each employees

contributions to the organizational performance, the more likely the organization will be to

appreciate the diverse of employee needs and circumstances and to act in a ways that would

make sense in both business and human terms.

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The federal government employs a diverse and knowledge-based workforce consists of

individuals who have a broad spectrum of technical and program expertise and institutional

memory. They are the governments human capital, the most significant asset. To achieve the

highest level of performance and accountability, federal agencies depend on three variables:

people, process, and technology. The most important of these is people, because an agencys

people define its character and its capacity to perform.

Social, economic, and technological changes have become a constant in our society and our

world. Just as they were in the private sector, these changes inevitably affect the way

government agencies must approach their work. Despite the management challenges facing

leaders in the public and private sectors often differ significantly, the leaders in both areas are

becoming acutely aware of how much they rely on their human capital to achieve the results.

In order to meet the changing environment, federal agencies need to give human capital a

higher priority than ever before and modernize their human capital policies and practices.

The agencies should, for example, become more competitive in attracting new employees

with critical skills, especially in a tight labour market; creating kinds of performance

incentives and training programs that encourage and empower employees; and build

relationships between management and labour that are based on common interests and the

public trust. Modern human capital policies and practices offer the federal government a

means to boost its economy, efficiency, and effectiveness to better serve the people. As the

nations largest employer, the federal government needs to take the initiative on human

capital and seize the opportunity to lead by example.

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9 GUIDANCE AND COUNSELLING SERVICES IN MALAYSIAN

SCHOOLS

The development of guidance and counselling in Malaysia is quite similar to that which

occurred in the United States of America (Amla Salleh, 2009). The initial focus of the

guidance and counselling services was on vocational guidance. This then transformed into

fostering students personal growth, enhancing personal development and the execution of a

comprehensive developmental guidance and counselling program.

The early initiation of the guidance and counselling services in Malaysian schools began

when the countrys economic focus shifted from agriculture to industry. At that time,

vocational guidance in schools was considered to be necessary to equip students with the

ability to choose education fields according to individual talent and ability, and be capable of

making plans for future career.

The guidance and counselling services have gone through a lot of changes and

transformations in order to provide effective and optimum services to students. Students now

seek counselling services to assist in finding solutions to the several of problems faced by

them in the modern globalised world.

The following historical development of the guidance and counselling services in Malaysian

schools is based on the following references: government circulars and directives issued by

the Ministry of Education (1975, 1976, 1979, 1996, 2008, and 2012), research and

publications conducted by (Amla Salleh, 2009) and (Glamcevski, 2008)

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1963 - Eleven education officials from every State Education Department followed a

six month course conducted by a guidance consultant from Canada.

1964 - The course participants act as trainers and go back to their respective states

and conduct courses for selected senior teachers of secondary schools. These senior

teachers would then deliver the information received to teachers in their respective

schools. The guidance and counselling services became more organised. The Ministry

of Education then instructed school principals to appoint a guidance teacher to head

the school Guidance and Counselling Services Unit (KP5209/35(4), 1964.

1966 - Buku Perkhidmatan dan Panduan di Sekolah (School Guidance Services Book)

was published by the Ministry of Education and Dewan Bahasa dan Pustaka to be

consulted when providing guidance services.

1968 - The English version of the School Guidance Services Book was published.

With reference to circular KP5209/30(13) from the Ministry of Education, dated 1

September 1968, all schools must appoint a guidance teacher which will be given only

25 periods of academic workload per week.

1975 - With reference to circular KP8548/4/75 from the Ministry of Education, dated

5 September 1975, the guidance teacher was required to provide counselling services

and advice to students who were caught smoking within the school compound. This

was to prevent students from get involved in drug abuse.

1976 - With reference to circular KP (BS)8548/4/1/Vol.ll (49) from the Ministry of

Education, all schools were required to prepare a special room to facilitate career and

guidance services to students.

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1980 - The Career and Guidance Unit was renamed Guidance and Counselling Unit.

The guidance teacher was also responsible for addressing the discipline problems in

schools. Their tasks now involved 22 job functions.

1982 - With reference to circular KP (PP) 0050/117/Jld. 2 (1) from the Ministry of

Education, the workload of a guidance teacher was reduced to 12 periods weekly. The

support provides by the ministry was aimed to ensure that students will benefit from

the guidance and counselling services provided.

1984 - The Ministry of Education launched the book Panduan Pelaksanaan Khidmat

Bimbingan dan Kaunseling di Sekolah (Guidelines for the Implementation of

Guidance and Counselling Services in Schools). The guidelines stated the concept,

philosophy, ethics and ten categories of guidance services. It serve as a guide to

school counsellors in managing effective guidance and counselling programs in

schools.

1993 - A revised edition of the book Guidelines for the Implementation of Guidance

and Counselling Services in Schools was published.

1996 - With reference to circular KP (BS-HEP) 8543/60/ (91) from the Ministry of

Education, dated 18 March 1996; full-time counsellors were appointed in secondary

schools. Scope of works, responsibilities, and roles of full-time counsellors were

clearly defined to ensure effectiveness. The counsellors- student ratio was suggested

at 1:750. With reference to circular KP (BS)8591/Jld.VIII/35 from the Ministry of

Education, dated 11 July 1996, full-time counsellors were instructed to comply with

the office hours from 8.00 a.m. till 4.00 p.m. Their responsibilities included 22 job

functions covering five key areas.

2003 - The Ministry of Education recommended that the counsellor-to-student ratio

be 1:500.

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2008 - Following the circular released in 1996, all schools have been directed to

ensure effective guidance and counselling services were provided. With reference to

circular KP (BPSH-SPPK) 601/3 Jld. 3 (23) from the Ministry of Education, dated 17

December 2008, counsellors were expected to provide services according to the

school sessions. One of the compulsory programs that must be carried out was

personality and emotional development for the students.

2012 - With reference to circular KP (BPSH-SPPK) 201/005/02 Jld. 4(5) from the

Ministry of Education, dated 16 April 2012, the services provided have been

reengineered to focus on students personality development and discipline. These

efforts are seek in developing students who are knowledgeable, skilled, and humane

in nature and with a sense of moral values.

Based on the historical overview of the guidance and counselling services in Malaysia, it can

be seen that the first ten years were focused on the training of teachers for the roles of school

counsellors. In the next 15 years, their roles were expanded to include overcoming social

problems that could lead to societal disharmony such as drug abuse and disciplinary problems

among students. Efforts are now being focused to the development of students mental

balance and soundness through continuous guidance and counselling services. The Malaysian

governments continued support and recognition of guidance and counselling services in

schools establishes its importance towards the development of individuals who are socially

and spiritually balanced and thereby contributing to the overall welfare of the community. In

addition, guidance and counselling services ought to be provided at the primary school level

to ensure success in transforming young minds.

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10 THE IMPLEMENTATION OF GUIDANCE AND COUNSELLING

MODEL IN SCHOOLS

Based on the researched conducted by (Oscodal, 2005), it was concluded that most of the

schools in the United States utilized a comprehensive guidance and counselling services in

the implementation of guidance and assistance. One of the key comprehensive programs used

by the American School Counsellor Association (ASCA) is the Missouri Comprehensive

Guidance Program, also known as the Missouri Model (Association, 2005). In the early

1970s, the comprehensive program was introduced in schools seek to re-orientate existing

guidance and counselling services and to assist students in their life-career development.

The role of counsellor was to develop students knowledge and skills through structured

experiences designed to support them in developing the skills necessary to function as

responsible and productive citizens. The emphasis on activities such as counselling sessions,

information assessment, placement and follow-up, guidance and counselling services were

less focused towards administrative and clerical job functions.

The Missouri Model consists of three elements which are;

1. Content, which involving students academic, career, and personal/social

development.

2. Organizational framework, which consists three structural components (program

definition, rationale, and assumptions on which it is based).

3. Resources, including human resources, financial, and political resources.

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The national model developed by ASCA (Oscodal, 2005) emphasize on three areas of student

development; academic development, career development and personal/social development.

The comprehensive programs which are proactive and preventive in nature, provides a

guideline to the counselling services in schools to ensure improvement of students

performance. There are four components based on this model which forms the program

framework:

1. The foundation;

2. Management;

3. Accountability;

4. Delivery.

Today, the focus of guidance and counselling services in schools has changed from the three

areas (academic, career, and psychosocial) to the following:

1. Personality development;

2. Discipline;

3. Career education;

4. Psychosocial and mental health.

Counsellors need to design activities and intervention services that can foster moral values

and good discipline among students. In addition, counsellors need to coordinate activities that

can encourage socialization, emotional management and positive thinking among students.

Among the activities that can be organized are administrations of student profile, preventive

education, consultation with parents, individual and group counselling and information

dissemination.

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11 ISSUES IN THE IMPLEMENTATION OF GUIDANCE AND

COUNSELLING SERVICES

Although it has been almost 50 years since the introduction of guidance and counselling

services in schools across Malaysia, the duration is still not sufficient enough to ensure

excellence in its implementation. The popular demands for counselling services reflect its

growing importance (See, 2010). There are still many constraints that need to be overcome

before an effective and comprehensive program can be successfully implemented. Research

done by (Salim, 1992) confirms that school counsellors faced a variety of constraints which

hinder successful implementation of guidance and counselling program in the school. These

constraints include:

1. Time constraint due to too many job functions;

2. Lack of counselling skills;

3. Lack of cooperation from administrators, teachers and parents;

4. Poor response from students;

5. Lack of facilities;

6. Misperceptions from teachers and administrators.

Factors such as lack of skills, misunderstandings regarding the implementation of counselling

services, and confusion in relation to counsellor responsibilities have contributed to the

program ineffectiveness. (Talib J. , 2009) also identified the same problems with lack of

skills, heavy workload and confusion with regards to counsellor responsibilities. Findings by

(Sidek Mohd Noah, 2005) found that although school guidance and counselling services are

recognized, many counsellors were overburdened with administrative and teaching

responsibilities. They were unable to perform their duties as full-time counsellors.

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Malaysian counsellors were very positive about their work. It is important to maintain the

positive values towards their responsibilities because as a professional counselling requires

highly committed individuals. In order to maintain a positive commitment, counsellors must

be prepared to improve their content knowledge and counselling skills through life-long

learning and also continuous learning. Apart from the need for continuous training, there is a

need to consider the influence of Malaysian culture and traditions on counselling practices

and efforts.

As noted by (Talib M. A., 2010), Malaysian students are not willing voluntarily to seek

counselling services. Even students who have problems would remain silent rather than seek

counsel. They will wait for clear instructions from authority figures such as teachers for

mandated counselling. The success of counselling services is dependent on the culture of the

society and understanding the Malaysian culture is necessary in addressing appropriate

counselling approaches. Cultural values such as respect for the elders or authority figures,

collectivist value orientation, and preference to directives influence voluntary involvement of

clients. It is clear that a theoretical approach based on the Malaysian culture and traditions is

needed so that effective counselling practices can be provided to suit the needs of the

Malaysian students.

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12 THE FUTURE OF GUIDANCE AND COUNSELLING SERVICES IN

MALAYSIA

There is awareness and recognition of the importance of the role played by the school

counsellors. This is evident because many local universities including Open University

Malaysia which offers undergraduate and post-graduate in counselling and the number of

students is increasing from year to year. The Malaysian governments recognition and

support of qualified counselling services in Malaysian schools have helped to enhance the

growth and development of counselling in Malaysia. This is evident by the establishment of

the National Counselling Council, the Counsellors Act and the Malaysian Counselling

Association. Counsellors need to be ethical and professional because their services will

continue to have a major impact on the personal, career, and academic success and

development of students.

13 CONCLUSION

In Malaysia, guidance and counselling services are recognized as an integral part of the total

educational program and as effective way to maximize student success and student

behaviour. The continuous improvement and revision of school guidance and counselling

services are needed to ensure the quality professional services are maintained. School

counselling services in Malaysian schools have gone through many stages and milestones,

but there are still many challenges to be faced. School counsellors must be accepted as

essential partners in the challenge to improve educational opportunities of students in their

future careers. Continued support and collaboration from all parties particularly by the

Malaysian government is crucial to improve the status and implementation of guidance and

counselling services in school across Malaysia.

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BIBLIOGRAPHY

Amla Salleh, Z. M. (2009). Bimbingan dan Kaunseling Sekolah: Edisi Kedua. Bangi,

Selangor: Penerbit Universiti Kebangsaan Malaysia.

Association, A. S. (2005). The ASCA National Model: A Framework for School Counselling

Program. Alexanderia, VA.

Dr Zainal Abidin Ahmad., P. D. (2011). Guidance and Counselling. Kuala Lumpur: Open

University Malaysia.

Kementerian Pelajaran Malaysia. (1975). Surat pekeliling iktisas bil. 6A/1975. Disiplin-

Murid-murid menghisap rokok. KP8548/4/(75).

Kementerian Pelajaran Malaysia. (1976). Surat pekeliling ikhtisas bil. 5/1976. Kemudahan

bilik untuk perkhidmatan panduan pelajaran dan kerjaya. KP(BS)8548/1/Vol.II(49).

Kementerian Pelajaran Malaysia. (1979). Surat pekeliling iktisas bil. 1/1979. Senarai tugas-

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