CONTENT PAGE

CONTENTS PAGE
1.0 Introduction 1
2.0 Concept of Guidance and Counselling Services
2.1 Concept of Guidance
2.2 Concept of Counselling Services
3
2.3 Counsellor Ethics
3-4
2.4 Normal teacher role as guidance teacher in
5
primary schools
5 - 11

3.0 Analysis Findings Report Based on the

12 - 15
Holland Three Codes
4.0 Conclusion 16
References 17
Appendices

1
 Task B
Academic
Writing

2
1.0 Introduction

The elementary school level of education is the most important in all

education levels. It is for this reason that it is labelled primary school. The
primary school, is but part of the early education processes that prepares
a child for the secondary school, among other numerous benefits. Human
mind at this level is usually in a tabular rasa form. This implies that the
mind of the child, at this level is virgin and open, needing to be filled up.
By virtues of good counselling and subsequent training, the kid begins to
develop positively. It is important to note here that both the primary
school teachers and parents of the kids join hands to mould the mind of
the child to a meaningful status and also to assist the kids to make
adjustments and live a happy and harmonious life. The adjustment can be
with regard to the school and curriculum, vocation and personality. For
effective counselling, teachers must be well equipped with information
about the areas in which the counselee may seek his or her assistance.
These areas may be educational or personal. With the information, he or
she assists the counselee to match his individual patterns of potentiality
with appropriate opportunity. That is the crux of this essay and inventory
workshop which had been carried out in a Tamil primary school here.

As student life is getting complex day by day guidance and

counselling is needed to help the students for optimum achievement and
adequate adjustment in the varied life situations especially in the field of
education, profession, vocation, social and health, moral, personal and
marital areas. Both guidance and counseling are carried out with the
intention of assisting the individual to solve the problem in his or her life.
There is an urgent need of introducing and strengthening the counselling
service in the primary schools of our country to meet the various needs of
the students administrational and the educational system to help in the
total development of a student.

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2.0 Concept of Guidance and Counselling Services

2.1 Concept of Guidance

Guidance is the assistance made available by competent

counsellors to an individual of any age to help him direct his own
life, develop his own point of view, make his own decisions, carry his
own burdens". According to Idowu, guidance is "that aspect of
educational programme which is concerned especially with helping
the pupil to become adjusted to his present situation and to plan his
future in line with his interests, abilities and social needs".
Guidance is a process which helps every individual to help himself,
to recognise and use his own inner potentials, to set goals, to work
out his own problems of development (Jones, 1979). It is a
continuous process needed from childhood to old age, guidance is
not separate from education but is an essential part of the total
educational programme. It is broader than counselling and includes
counselling as one of its services. In the educational context, child
guidance can be defined as a mental process of exposure to useful
information, experiences and resources to facilitate decision making
for personal and social development. The person providing
guidance is well placed in knowledge and skills as well as more
exposed to give meaningful direction to the one they are guiding.
Hence, for school guidance, it is assumed that the teacher has the
ability to provide guided exploration of options using all available
resources to enable a child make useful academic and career
choices.

2.2 Concept of Counselling Services

Child counselling on the other hand is an affective (emotional)

process where the teacher plays a role of a helper who has the
knowledge, skills and right attitudes to enable a child deal with

4
 underlying emotional issues that may be interfering with her/his
ability to function adaptively in any given situation, within and
outside of school (Ipaye, 1992). The role of the counsellor is to
facilitate change through psychosocial support to make the child
aware of their emotional problems and providing an enabling
environment for expression and resolution of these issues as well as
a framework to facilitate healing and enable the child adopt and
practice new positive behaviour. Guidance and counselling are two
concepts and practices that work hand in hand to give a holistic
approach to positive child development during the course of their
stay at school and ability to adapt appropriately to the demands of
the wider world after school.

2.3 Counsellor Ethics

School counsellors are advocates, leaders, collaborators and consultants

who create systemic change by providing equitable educational access
and success by connecting their school counselling programs to the
districts mission and improvement plans. School counsellors demonstrate
their belief that all students have the ability to learn by advocating for an
education system that provides optimal learning environments for all
students.

All students have the right to be respected, be treated with dignity

and have access to a comprehensive school counselling program that
advocates for and affirms all students from diverse populations including
but not limited to: ethnic and racial identity, nationality, age, social class,
economic status, abilities and disabilities, language, immigration status,
sexual orientation, gender, gender identity and expression, family type,
religious and spiritual identity, emancipated minors, wards of the state,
homeless youth and incarcerated youth (Jaffrey & Kothar, 1993). School
counsellors as social-justice advocates support students from all
backgrounds and circumstances and consult when their competence level
requires additional support.

Students also have the rights to receive information and support

needed to move toward self-determination, self-development and

5
 affirmation within ones group identities. Special care is given to improve
overall educational outcomes for students who have been historically
underserved in educational services. Furthermore, students should be
able to receive critical, timely information on college, career and
postsecondary options and understand the full magnitude and meaning of
how college and career readiness can have an impact on their educational
choices and future opportunities. On top of that, students must be
provided with a safe school environment promoting autonomy and justice
and free from abuse, bullying, harassment and other forms of violence.

2.4 Normal Teacher Roles as Guidance Teacher in Primary School

Malaysia, like all developing countries, is being impacted by today's

rapid changes happening in developed countries. The transfer of
advanced technology, new lifestyles and products from developed
countries into Malaysia calls for parallel capacity to adjust. The obvious
lack of capacity to handle these complex changes has affected the way
pupils make their personal, social, career, and educational choices. The
high rate of children graduating from school and institutions surpasses
government's capacity to create jobs to absorb them. This means that
educators need to put new strategies in place to help children make
realistic and workable life choices early in their school life. It is necessary,
therefore, to design a comprehensive guidance and counselling program
firmly grounded on the principles of human growth and development, but
also putting into consideration the current demands in the wider world
beyond the school (Krumboltz & Kolpin, 2003).

The overall goal of the primary school guidance and counselling

program is to use the school environment to support children to acquire
self-knowledge and interpersonal skills necessary for making choices for a
healthy and productive lifestyle, sustainable throughout their life time.
The school environment includes the physical surroundings and facilities

6
 within and without the school compound, programmes available for child
development in the school and the community, interpersonal relationships
with caregivers and family members, teachers, fellow children, the non-
teaching staff and the entire neighbourhood.

The school guidance and counselling programme should not be

seen as a separate agenda by teachers but rather an integral part of the
instructional programme if the pupils are to successfully apply the
knowledge, skills and attitudes learnt from school to whatever changes
that may occur in the course of their lifetime. Hence, guidance and
counselling should not be reserved for responding to crisis-oriented
situations, but rather a complementary part of the educational process,
with a special content base that reflects a balance between guidance,
instruction, and counselling. Every teacher should emphasise guidance
and counselling in their respective discipline.

The teacher as counsellor is a powerful role. It has been difficult for

many teachers to assume because there is little training given in the

preventive interventions for HIV/AIDS, STIs; pregnancy, delinquency control

programmes that foster development of children in all areas of life as well as
Teachers should be able to develop, coordinate, and implement various
Guidance
Developmental

individual planning and development.

collaboration, and consultations to provide relevant support for pupils'
Performance Working hand in hand with teachers of all subjects through participation,
Planning and
Academic
Individual Pupil's

parent out-reach, consultation and referral.

small group guidance and counselling interventions, crisis intervention,
Teacher provide support services to pupils in need through individual and
Setvices
Responsive

collection, community outreach/ sensitisation, and program continuity.

workshops for parents and staff, documentation through research or data
school's guidance and counselling services for instance, conducting
Support Put mechanisms in place for various activities that can support the aims of
7
Systems
subject. Many teachers feel that subject matter and cognitive learning is
the total focus of educators. Some teachers feel a sense of mystification
about counselling. The role is considered to be an adjunct, something to
be done last if there is time. In addition, it suggests a deeper commitment
than many teachers have wanted. They feel put upon already and resent
additional responsibility. According to Egbo (2008), the rationale for
guidance and counselling in schools is based on the belief that prevention
is always better than cure in every aspect of life. Therefore I feel that
counselling no doubt has the key for the prevention of almost all the
problems associated with learning therefore the need to understand the
services provided under the school guidance programme towards
attainment of effective teaching and learning. All school teachers should
be able to play the role of counsellor to their pupils. The counselling
session given to pupils should be able to do the following:

Figure 1
Counselling session given to pupils in primary schools

8
According to Lee, (1993), there are four major components that need
special emphasis for the guidance and counselling programmes in primary

Personal
Development

Career/ Components Socio-

of Guidance
Vocational emotional
and
Development Counselling Development

Career
development

schools, and they are as follows:

9
 Figure 2
Components of guidance and counselling programmes in primary
schools

a) Personal Development

This aspect focuses on child growth and development and the challenges
the child faces as they adjust to, accept and learn to live with its realities
within equally challenging social contexts. Issues that should be
emphasised by teachers in personal development include personal
hygiene, self-identity, sexual maturation, and self-esteem development,
development of initiative and assertiveness and improvement of
emotional stability.

b) Socio-emotional Development

In this this element of Guidance and Counselling, teachers main focus

should be on areas of socialization, self-esteem, relationships and good
citizenship such as learning of social rules and convention, attainment of
self-control, establishment of positive social relationships, development of
communication skills and finally adaptation to new situations

c) Educational Development

In educational development, teachers focus must be on the areas of study

skills, maximum utilization of resources, building academic strengths, and
future educational planning. Some issues to be addressed by teachers
through elected activities will include self-awareness, time management,

10
 organizational skills, effective study skills and learner attitudes and setting
performance/achievement targets

d) Career and Vocational Development

This aspect focuses on the areas of career awareness, interests and skills,
maximum utilization of career resources and connecting classroom
learning with future career decisions. Teacher should instil awareness of
career options and opportunities, career exploration of and planning and
also importance of work and leisure among his or her students.

As a guidance teacher, one should aim to help students overcome

obstacles to their personal and educational growth and move towards the
maximum development of their potential by providing a safe, secure and
nurturing climate in which the child can grow as a healthy and whole
individual. To accomplish these he or she establishes a warm, trusting,
confidential working relationships with the students to assist in self-
acceptance and understanding, decision making, and problem-solving.
Teachers should provide an appropriate time to truly listen to the child in
order to help him or her identify and clarify the problem being faced by
them by illuminate options and alternatives for problem solving.

Teachers in primary schools have a great responsibility in

supporting student development (Gerler, 1985). As a guidance teacher,
one has a primary obligation to the students, who are to be treated with
dignity and respect as unique individuals. Teachers must aim to provide
counselling to students in a brief context and support students and
families or guardians in obtaining outside services if the student needs
long-term clinical counselling. Teachers should not diagnose but remain
acutely aware of how a students diagnosis can potentially affect the
students academic success. They should acknowledge the vital role of
parents or guardians and families. In addition, teachers must be
concerned with students academic, career, social and emotional needs
and encourage each students maximum development. Adding to that,
teachers ought to respect students and families values, beliefs, sexual
orientation, gender identification and cultural background and exercise
great care to avoid imposing personal beliefs or values rooted in ones

11
religion, culture or ethnicity. School teachers are knowledgeable of laws,
regulations and policies affecting students and families and strive to
protect and inform students and families regarding their rights. Providing
effective, responsive interventions to address student needs is also
considered as one of the utmost responsibility of a teacher. Teachers have
to consider the involvement of support networks, wraparound services and
educational teams needed to best serve students. Teachers must
maintain appropriate boundaries and are aware that any sexual or
romantic relationship with students whether legal or illegal in the state of
practice is considered a grievous breach of ethics and is prohibited
regardless of a students age.

Teacher as a counsellor plays a crucial role in encouraging student

to succeed by having their confidence sacrosanct unless abuse is involved
or it is believed that the student might hurt self or others. Besides
boosting students confidence level, a guidance teacher must strive to
enhance childs perspectives, well-being through educating about the
problem they are facing if they listen to the inner messages that come
through interaction with the child. Furthermore, teacher has to help create
goals to facilitate improvement or changes in students behaviour to
mould them as a better person. A teacher must carefully plan and directly
conduct activities that may establish the students positive outlook in life
and for the promotion of their future endeavour too.

Apart from that, one as a guidance teacher can organise Teachers

Forum to be more concerned about self needs and potentials of students
and also to develop skills to resolve their conflicts themselves. The
Teachers Forum is meant to gather all the teachers in the school to discuss
teacher-students problems where teachers explain what they stand to do
in the school. In this case, the school administrators probably the
headmaster can invite some resource persons who will talk to teachers on
some students need areas that affect teaching and learning, like Harmony
in the place of work, cordial relationship between teachers and students,
handling students without stress, different methods of teaching, learners
individual differences and so on.
Besides Teachers Forum, teachers as counsellors can implement
student peer-support program to safeguard the welfare of students

12
 participating in peer-to-peer programs under their direction. Teacher
supervises students engagement in peer helping, mediation and other
similar peer-support groups. Teachers are responsible for appropriate skill
development for students serving as peer support in school counselling
programs. Teachers continuously monitor students who are giving peer
support and reinforce the confidential nature of their work.

The primary school kids encounter problems from sexual abuse,

lateness to school, truancy, cheating at home and in schools, bullying,
fighting, withdrawal problems, day dreaming, and poor study habits,
among others. If guidance and counselling is properly applied to stem
these problems at the formative stages, the kids will experience less
adjustment problems, even in subsequent stages of their lives. This
explains the need for school guidance and counselling at the primary
school level. As a result, all stake holders in education in Malaysia, should
join hands to encourage and invest in crucial counselling programmes at
the primary school level to avert maladjustment problems at the
secondary and tertiary levels in later stages of life.

3.0 Analysis Findings Report Based on the Holland Three Codes

Giving young people the tools and knowledge to realistically plan for
their futures is a primary goal of education. Career development is vitally
important for todays youth, who are more than ever motivated but
directionless (Schneider & Stevenson, 1999). Young people have high
ambitions, expecting to be highly educated and have professional careers,
yet researchers have found that many do not develop coherent plans for
achieving their goals. Career guidance and academic counselling can
provide students with the necessary tools to set career goal and give them
an understanding of the education and skills they need to meet their
goals. A complete self-assessment, called the Holland Code can help
students choose a career that suits their personality.

Holland Codes are one of the most popular models used for career
tests today. According to Dr. Holland, an individual's interests and how he
or she approaches life situations determines his or her type. Since human
beings are multi-faceted, Holland realized that one wouldn't only fall into a
single category. Most people would fall into multiple categories. Each

13
 letter of Holland Code represents the top three types into which you could
be categorized. There are six personality types in Holland's model. The
six types Holland identified are collectively referred to as RIASEC, the
initials standing for the first letter of each of the following personality
types:

Realistic
Holland's M odel

practical, physical, concrete, hands-on, machine, and tool-oriented

Investigative
analytical, intellectual, scientific, explorative, thinker

Artistic
creative, original, independent, chaotic, inventive, media, graphics, and text

Social
cooperative, supporting, helping, healing/nurturing, teaching

Enterprising
competitive environments, leadership, persuading, status

Conventional
detail-oriented, organizing, clerical

Figure 3
Holland Occupational Personality Types

Holland developed a self-assessment instrument called the Self-

Directed Search (SDS) which uses the Holland Code. The SDS Interpretive
Report helps us learn about ourselves and our educational and life and
career choices. This Self-Directed Search was used to carry out a career
inventory workshop, a major task of every school guidance and
counselling teacher to provide important information to students in
determining their future career direction through their interests and
talents. Below is the complete analysis findings report of Year 5 pupils
from SJK(T) Java Lane, Seremban by focusing on the on the Holland three
codes based on the career workshop and inventory that has been

14
implemented collaboratively with the school guidance and counselling
teacher.

15
 Gende HT
Participants R I A S E C
r C
1 Amrithashini A/P Thivagaran F 1 7 1 7 3 1 RCA
7 1 5
2 Bairavi A/P Pandian F 1 7 5 1 2 1 RSC
9 5 2
3 Darshanss Kumar A/P Suresh M 2 1 5 6 1 1 RCE
Kumar 0 3 5
4 Givaneish A/P Gunasegeran M 8 3 1 2 1 2 SEA
0 1 6
5 Joseeph A/P R.Peter M 1 1 7 1 5 6 RSI
9 0 3
6 Kasveni A/P Suresh Baskaran F 1 7 1 1 2 5 ASR
0 9 7
7 Kuberen Pilley A/P Kalaiselvan M 1 2 1 1 5 7 SRA
9 0 7
8 Maydhiny A/L Prakash F 1 1 4 1 1 9 RSI
9 3 4
9 Pragathi A/L Chelliah F 8 3 1 1 8 1 SAC
5 6 0
1 Pravieen A/L Soorian M 1 1 8 1 3 3 ISR
0 2 8 6
1 Pugalentiy A/L Kathiresan M 6 1 1 2 5 1 SAI
1 3 5 0
1 Sathisvaran A/L Masalamani M 1 6 1 1 9 4 RSA
2 6 0 5
1 Shaalini A/P Elango F 7 1 1 5 1 2 AIE
3 5 Table 1 2
9
1 Shaila Dayanti F 3 3 1 1 1 8 EAS
Findings of SDS Interpretive Report of Year 5 pupils
4 6 2 8
1 Shamelen A/P Saravanan M 5 1 2 6 1 1 AIC
5 5 0 3
1 Sidddarthen A/P Vithylingam M 1 4 1 1 3 8 RSA
6 7 3 5
1 Sivaprakash A/P Letchumanan M 1 1 2 2 5 1 ARI
7 8 1 3
1 Taranya A/P Krishnan F 1 8 1 1 8 3 RAS
8 6 5 0
1 Tarenia A/P Bhaskar F 1 1 5 1 7 6 IRS
9 3 9 0
2 Thanushri A/P Subramaniam F 7 1 1 1 5 2 SIA
0 5 2 9

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 SJK(T) Jawa Lane, Seremban, Negeri Sembilan

According to the survey, it can be concluded that the majority

participants of this workshop fall into the first personality category which
is Realistic (R). This clearly shows that most students are good with
active, hands-on and tool oriented work. They usually likes to work
outdoors with things more than with people. Students with this type often
like realistic careers such as auto mechanic, aircraft controller, electrician,
fire fighters and technicians. Moreover, they prefer concrete rather than
abstract problems that they encounter in their daily life probably with their
classmates or teachers and family members. The R type students are
described as conforming, frank, genuine, hard-headed, honest, humble,
materialistic, modest, natural, normal, persistent, practical, shy and thrifty.

The second category that has been widely chose by students is

Social (S). Students prefer social careers such as teacher, speech
therapist, religious worker, counsellor, clinical psychologist, and nurse.
The S type usually likes to be around other people, is interested in how
people get along, and likes to help other people with their problems. The
S type basically likes to help, teach, and counsel people more than engage
in mechanical or technical activity. The S type can be known as
convincing, cooperative, friendly, generous, helpful, idealistic, kind,
patient, responsible, social, sympathetic, tactful, understanding and warm.

The next category is Artistic (A), where the students have huge
passion interest in careers such as composer, musician, stage director,
dancer, interior decorator, actor, and writer. They prefer problems that
can be dealt with through self-expression and artistic media. The A type
students normally has artistic skills, enjoys creating original work, and has
a good imagination. Besides that, the A type students generally likes to
work with creative ideas and self-expression more than routines and rules.
The A type can be described as complicated, disorderly, emotional,
expressive, idealistic, imaginative, impractical, impulsive, independent,
introspective, intuitive, nonconforming, open, and original.

17
 Based on the observation too, it is apparent that a number of
students likes to study and solve math or science problems. These
students would come under the Investigative (I) category. This category
centres on science and scientific activities where students discover the
world around them, know things and have new and wonderful idea.
Students feel that learning that takes place in classrooms alone is not true
learning hence, hands-on learning is very important as they made them to
think and understand things and the world around them. This can best be
achieved through science lab experiments because students are engaged
in the investigative nature of scientific learning. In science laboratories,
students get time, space, as well as resources to exercise their curiosity.
They are given the freedom to engage in new explorations,
experimentations, and explanations. Moreover, students in this category
are good at understanding and solving math problems like operations and
calculations. This includes being able to involve in real-life maths investigations,
covering number, algebra, shape, space and measure. Apart from that, they are task
oriented; not particularly interested in working around other people. They enjoy
solving abstract problems, and they have a great need to understand the physical
world. In addition, they prefer to think through problems rather than act them out.
Such students enjoy ambiguous challenges and do not like highly structured
situations with many rules. They enjoy responsibilities that offer opportunities for
research and study.

Students are less likely to select occupations related to enterprising

and conventional. This shows that they have no passion or interest in
leading and persuading people and to sell things nor ideas probably they
are not good enough in those areas. Additionally, they do not like power,
status, and material wealth, and enjoy working in expensive settings. This
survey also has proven that students do not prefer in dealing with the
highly ordered activities, both verbal and numerical, that characterize
office work. They have no interest in problems requiring physical skills or
intense relationships with others, and are non-effective at well-defined
tasks. They dislike organizational and routine responsibilities involving the
manipulation of data, and prefer following established policies and
procedures.

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 From the findings, we can come to conclusion that different
students personalities may find different environments more to their
liking. As a future teacher, I believe that John Hollands theory and
typology can be a positive addition to counselling practices. However, I do
feel that appropriate training and experience must be required, especially
in the use of typology. John Hollands RIASEC provides an understandable
model that normal teacher who also acts as a guidance teacher in
Malaysian primary schools can use with individuals with varying ages.
John Holland is one of the major theorists in the field of career counselling,
and I would respectfully integrate his theory.

4.0 Conclusion

Guidance and counselling is of paramount importance in effective

teaching and learning in schools in Malaysia and globally. It is a
transformer, reformer in educational, vocational and socio personal
practices in every society. UNESCO 2002 has recognized the pivotal role
which guidance and counselling plays in various spheres of human
existence. Counselling is aimed at helping an individual become aware of
himself and his environment and therefore be in a position to choose the
right type of behaviour, educational, vocational and socio personal in
nature. Therefore, guidance and counselling no doubt has a lot of roles to
play for effective teaching and learning and therefore deserves maximum
support of everybody. Guidance and counselling services when rendered
as it should be rendered in the schools bearing in mind the national goals
of education will no doubt go a long way in ensuring effective teaching
and learning in schools.

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References

Egbo J.O.E. (2008). Causes of Management of Aggressive Behaviours among

Primary
School Pupils. Journal of Education for Professional Growth 4(1) 71-77

Gerler, E.R. (1985). Elementary school counselling research and the classroom
learning
environment. Elementary School Guidance and Counselling, 20: 39-48.

Holland's Six Personality Types. (n.d.). Retrieved from

https://www.careerkey.org/choose-a-
career/holland-personality-types.html#.WM9oWm997IU

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Idowu, S. (1986). Basics of guidance and counselling. Ibadan. Signal Education
services
Ltd.

Ipaye,T.(1992). Guidance and Counselling Practices. Ile-Ife: UNIFE Press

Jaffrey A. K, & Kothar, E. (1993). Teacher as a Counsellor, Sage Publication

London.

Jones, J. A. (1979). Principles of Guidance, Mc Graw Hill New York.

Krumboltz, J.D., & Kolpin, T.G. (2003). Guidance and counselling, school. In J.W.
Guthrie
(Ed.), Encyclopaedia of Education, Second Edition (pp. 975-980). New York:
Macmillan Reference, Thomson & Gale.
Lee, R.S. (1993). Effects of classroom guidance on student achievement.
Elementary
School Guidance and Counselling, 27: 163-171.

Schneider, B., & Stevenson, D. (1999). The ambitious generation: Americas

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motivated but directionless. New Haven: Yale University Press.

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