Peranan Dan Tanggungjawab

 Dunia Kaunseling

Kaunseling dapat membantu para pelajar menghadapi situasi yang mencabar dalam diri
mereka. Sekiranya situasi seperti ini tidak diberi perhatian atau kaunseling yang
sewajarnya, ia akan mengakibatkan tekanan jiwa, ketakutan dan masalah kesihatan yang
lain. Dengan bantuan kaunseling, pelajar dapat mengeksplorasi pelbagai alternatif dan cara
penyelesaian.

  
 

 
Kaunselor memainkan peranan yang amat penting di dalam diri pelajar dan bidang
pendidikan secara umum. Kaunselor secara langsung dan tidak langsung mempengaruhi
pelajar dalam menentukan masa hadapan mereka. 
 
Terdapat pelbagai peranan dan tanggungjawab yang dipikul oleh seorang kaunselor.
Amnya, kaunselor membantu membimbing pelajar dan bekerjasama dengan pihak lain
seperti keluarga, guru-guru, organisasi dan pentadbiran untuk membantu pelajar dari segi
pencapaian akademik, pembangunan diri dan sosial, serta pencapaian kerjaya. Kaunselor
biasanya dilatih dan mempunyai pemahaman yang mendalam dalam bidang kaunseling.

Peranan Dan Tanggungjawab

 
Kaunselor menawarkan pelbagai perkhidmatan kaunseling berdasarkan keperluan dan
kecenderungan pelajar dari segi :

 Keperluan emosi dam mental

 Pembangunan sosial dan tingkah laku
 Mengenalpasti kekuatan dan kelemahan diri
 Pemilihan subjek / kursus / kerjaya
 Bimbingan akademik
 Pengurusan krisis di sekolah
Kemahiran Kaunseling

 
Sebelum memulakan sesuatu sesi kaunseling, anda perlu merancang sesi tersebut terlebih
dahulu. Anda perlu berhati – hati semasa memberikan khidmat kaunseling. Anda hanya
perlu membimbing pelajar dan bukannya membuat keputusan bagi pihak pelajar. Pelajar
harus membuat keputusan mereka sendiri.
 
Berikut adalah beberapa langkah yang perlu diambil kira untuk menguasai kemahiran
kaunseling.
 
Persediaan sebelum sesi kaunseling

 Anda perlu tahu serba sedikit informasi mengenai pelajar.

 Anda perlu merancang struktur sesi kaunseling anda – jangka masa, tempat, waktu,
ujian yang diperlukan, dan lain-lain.  

Semasa sesi kaunseling

 Cuba untuk membina perhubungan – pelajar perlu merasa selesa dan bersedia untuk
berkongsi masalah atau pendapat dengan anda.
 Rahsia pelajar – anda perlu memastikan bahawa pelajar faham bahawa segala
perbualan, perbincangan dan masalah yang diluahkan akan dirahsiakan.
 Anda perlu mengenalpasti penilaian atau ujian yang perlu digunakan untuk
membantu pelajar menyelesaikan masalah atau memberi jalan alternatif.
 Penamatan sesi kaunseling – anda perlu mengimbas kembali isi keseluruhan sesi
kaunseling yang dilalui dan apa yang dibincangkan secara ringkas.
 Pengurusan susulan – anda perlu merancang sesi kaunseling susulan, tempat, waktu
dan lain-lain.

Selepas sesi kaunseling

 Post-mortem - anda perlu menganalisa keputusan yang diterima dan menyenaraikan

segala alternatif yang ada atau mungkin berkesan untuk sesuatu masalah.

Teori Kaunseling

 
Terdapat pelbagai Teori Kaunseling yang telah lama wujud dan digunakan oleh pelbagai
pihak. Antaranya ialah Psychoanalysis, Rogerian, Gestalt, Jungian dan lain-lain.
 
Antara Teori Kaunseling Kerjaya yang sedia ada adalah Parsons (1909), Ginzberg (1951),
Anne Roe (1956), Donald Super (1957), Tiedeman and O'Hara (1961), Krumboltz (1969)
dan John Holland (1985).
 
Kebanyakan kaunselor di Malaysia didedahkan kepada Teori Holland atau lebih dikenali
sebagai Self – Directed Search (SDS). Menurut Holland, seseorang individu boleh
diklasifikasikan dalam 6 kategori iaitu Realistik (Pelaksana), Investigatif (Pemikir), Artistik
(Pencipta), Sosial (Pembantu), Enterprising (Pemujuk) dan Convensional (Perancang).

 Ringkasan Teori Kaunseling Kerjaya (Summary)

Teori Kaunseling Kerjaya

 
Parsons (1909)
 
The trait factor theory was introduced by Parson. He matched personal traits to job
characteristics. He stressed on psychological tests to measure traits and started
classifying occupations. This led to the compiling of the  “Dictionary of Occupational
Titles (1972) a compendium of more than 40,000 jobs. His assumption is that people
possess stable and relatively unchanging characteristics (traits) including interests,
special talents and intelligence. Many counselors felt that mechanical tests alone did
not play the role in choosing careers. In today’s world the emphasis is on flexibility
and adaptability rather than on a "one hole, one peg" approach.
 
Ginzberg (1951)
 
He introduced a developmental theory, which was divided into three periods. (a)
Fantasy period – up to the age of 11 where their career interest are unrealistic (b)
tentative period – from age 11 – 17 when they become aware of the necessity to
make a vocational decision, and (c) realistic period – late adolescence to early
adulthood when they narrow their career choices and opt for a specific job. Ginzberg
made no attempts to explain how career development occurs within each stage or
from stage to stage.
 
Anne Roe (1956)
 
Based her research on personality traits of eminent artists and scientists. According
to her, occupational choice is the result of personality and is based on early parent –
child relationships. She proposed that individuals who enjoy working with others
were raised by warm and accepting parents. She divided occupations into 8 groups:
service, business contact, organization, technology, outdoor, science, general
culture, arts and entertainment. Her theory did not receive the support because her
belief that different child-rearing practices produce different vocational choices was
difficult to validate.
 
Donald Super (1957)
 
Super’s model is self-concept. As people grow they develop a view of their own roles,
personality traits and abilities. They compare their self-view with various
occupational concepts. Super’s theory is also a matching theory. He also stresses
extensively on career maturity. For example, a teenager who shows a high level of
career maturity is deemed ready to make a career choice.  Super also incorporated
socioeconomic status, gender, social change and the process of change. His theory
became more complex and was not practical to use.
 
Tiedeman and O’Hara (1961)
 
 Based on the work of Super and Ginzberg, they identified a series of decisions a
person makes in the course of his career development. They divided the process into
two periods, each with several stages. Tiedeman’s decision-making paradigm was
used as the basis for a computer-assisted career counseling program in1969. It was
not widely accepted because it was not cost effective in terms of computer time.
 
Krumboltz (1969)
 
His theory is based on social learning theory and in classical behaviorism. According
to him personality develops as a result of interactions with the environment. For
example, a young girl ‘s new stepfather is a farmer, so the family moves from the
city to the country. She has no interest in animals but enjoys her stepfather’s
company and comes to associate caring for animals with a feeling of being loved. In
time, caring generalizes from animals to people and forms the basis of a later career
in child welfare. He sees life as involving a dynamic interaction between person and
environment, which means that changes is constantly occurring or is at least able to
occur. In other words, personality traits, interests, and even self-concept are capable
of alteration at any point in life.
 
John Holland (1985)
 
His theory of vocational personalities and work environments has been revised five
times since 1959. Holland began with the principle that people with certain
personality traits are attracted to and suited for jobs with certain specific definable
characteristics. Therefore, if we know what a person is like, we can predict what sort
of occupation is most likely to produce satisfaction and achievement for that person.
If we identify a particular job clearly, we can assess what sort of person we should
look for to fill that slot. According to Holland, career choice need not be as complex
as is often maintained and that effective self-help is to be preferred to invasive and
unnecessary career counseling. Holland’s “Self Directed Search” is widely used as a
simple and effective way to introduce people to the subject of career choice.

Ulasan (Review)

 Self – Directed Search (SDS)

Review by:
M. Harry Daniels
Professor of Educational Psychology and Associate Dean of the Graduate School
Southern Illinois University at Carbondale

The Self – Directed Search (SDS) is a self-administered, self-scored and self-interpreted vocational
counseling inventory that can be used to identify an individual’s occupationally related interests. Holland’s
purpose in developing the SDS was to provide a counseling tool that could be used to serve a large portion
of the adolescent and adult population who seek career counseling. He intended the SDS to be used by
individuals (and their counselors) as a structural framework for organizing personal and occupational
information, to aid in making satisfactory and satisfying occupational choices. A parallel intention was to
provide researchers with a psychometrically sound instrument that could be used to investigate the validity
 of the theory on which SDS is based. In the judgment of this reviewer, Holland has achieved these
purposes.

Card Sorts using Career Values, Skills and Interests

Review by:
Robert B. Slaney - Professor of Counseling Psychology
Wendy J. Moran - Assistant Professor of Counseling Psychology
John C. Wade - Doctoral Candidate in Counseling Psychology
The Pennsylvania State University
 
In summary, the vocational card sorts seem like promising approaches to include in
career counselors’ armamentaria of interventions. Although the research has barely
begun to investigate the effects of the card sort technique in career counseling,
reviewers and users of the card sorts seem to enthusiastically support the use of this
technique in career counseling.
 
The flexibility of the vocational card sort technique makes it an appropriate career
intervention for use with a broad range of clients in a variety of settings. The
materials are relatively inexpensive and simple to use while providing a structured
format for counselors to learn about their clients’ vocational interests and their
methods of organizing preferences and making choices. The empirical investigations
on the research version and, to a limited extent, given the research presently
available, on the commercial card sorts using occupational titles, suggest that these
instruments are similar in overall effect in career exploration and identifying interests
to such widely used interventions as the SCII and SDS (Slaney & MacKinnon-Slaney,
1990). Which career exploration technique to use will depend on the purposes of the
career intervention. When career counselors are looking for a richness of material
regarding a client’s vocational preferences and an individual’s methods for organizing
and making choices, the less structured vocational card sorts may yield more
applicable information for career counseling than the more focused career interest
inventories.   

o
o Self – Directed Search
o Card Sorts using Career Values, Skills and Interests

Teknik Kaunseling

 
Untuk membantu klien meneroka masalah, kaunselor boleh menggunakan teknik kaunseling
yang berikut :
 
1. Empati Peringkat Awal
 
Mendengar apa yang disampaikan oleh klien dan memberi respon yang sewajarnya. Ini
menunjukkan bahawa kaunselor mencuba sedaya upaya untuk memahami klien.
 
2. Pendengaran Aktif dan Perhatian
 
Pendengaran yang aktif dan sensitif merupakan satu jalan yang penting untuk membawa
perubahan personaliti dari segi sikap dan kelakuan seseorang bukan hanya terhadap orang
lain bahkan diri sendiri.
 
3. Parafrasa Perbincangan
 
Menyatakan pemikiran dan perasaan klien di dalam perkataan dan ayat seperti yang
difahami oleh kaunselor.
 
4. Soalan Terbuka
 
Penggunaan soalan terbuka mendorong klien untuk menyatakan perasaan dan fikiran
mereka tanpa dikongkong.
 
5. Kesimpulan
 
Satu proses dimana kaunselor akan mengimbas kembali isi keseluruhan sesi kaunseling dan
membuat kesimpulan.
 
6. Fokus
 
Kaunselor harus menunjukkan satu tahap bimbingan dan hala tuju yang dimiliki oleh
mereka.
 
7. Konkrit
 
Kaunselor harus menerangkan bahawa kilen mesti memahami isu konkrit yang
menyebabkan atau mengakibatkan mereka rungsing atau bermasalah.

Tip Kaunseling

 
Pelbagai tip kaunseling yang berguna untuk anda.
 
Bilik Kaunseling 

 Bilik haruslah selesa, tenang, terang dan senyap.

 Persekitaran yang mengundang.
 Tempat yang sesuai untuk kaunseling individual dan juga kumpulan.

Bahan – bahan Kaunseling 

 Buku – buku yang membantu pelajar untuk merancang kerjaya.

  Poster yang menarik minat pelajar untuk berjumpa dengan anda.
 Informasi terkini yang membantu pelajar mengfokus hala tuju mereka.

* Senarai bahan – bahan bimbingan Kaunseling Ark

 
Postur Kaunselor 

 Duduk dengan postur badan yang terbuka – tidak menyilang kaki atau tangan.
 Duduk membongkok kehadapan untuk menunjukkan penglibatan sepenuhnya.
 Menumpukan perhatian dengan memandang ke arah pelajar.
 Menghadap pelajar bahu-ke-bahu – bahu kiri anda ke bahu kanan pelajar.
 Jarak kedudukan fizikal anda dan pelajar – dalam lingkungan 20 – 36”.

Ekspresi Muka dan Emosi 

 Anda perlu menunjukkan ekspresi muka yang ramah dan mengundang.

 Anda perlu menunjukkan reaksi yang positif dan bersesuaian.
 Angguk kepala anda bila perlu.
 Jangan memberi ekspresi yang negatif seperti terkejut, marah atau meluat.
 Kurangkan perlakuan yang mengalih perhatian pelajar seperti gangguan telefon.