INTRODUCTION

Understanding the implementation of guidance and counseling service is very important for the
normal teachers to acquire. Acquiring this knowledge will enable teachers to assist children with
problems to give good impression upon the guidance and counseling services.
From the mid-1960s, guidance and counselling services have been available in Malaysian
schools. The unassuming beginnings and limited services offered in schools in the 1960s had
extended and increase significantly over the decades under the Ministry of Education (Ng &
Stevens, 2001). Initially, the role of the counsellor was counselling deviant behaviour and career
guidance. The 1980s saw a wider range of services and acceptance in the community (Staff,
1983), to present where counsellor are being consider the cure for all social aliments (Salim,
2004).
For effective counselling activities to thrive, there must be adequately furnished and conducive
spacious office facility for group and individual counselling sessions and to accommodate two
auxiliaries to the counsellor.
The objective of education is to provide opportunities for students to reach their full potentials in
the area of educational, vocational, social and emotional development. Guidance and counselling
is the bedrock for achieving self-actualization. It is a process of helping people to discover their
needs, interest and capabilities in order to formulate their own goals and make plans to realize
them. Therefore, guidance and counseling activities are based on the need and total development
of every person. It is the duty of all personnel in a setting to identify the needs of individual so
that program activities can be designed to meet such needs.
This EDU 3073 coursework includes a sketch of a guidance and counseling centre, a review on a
children play-therapy and a reflective writing on the guidance and counseling manual book.