04 HPGD2103 CG

COURSE GUIDE  xi
COURSE GUIDE DESCRIPTION

You must read this Course Guide carefully from the beginning to the end. It tells
you briefly what the course is about and how you can work your way through
the course materials. It also suggests the amount of time you are likely to spend
in order to complete the course successfully. Please keep on referring to the
Course Guide as you go through the course materials as it will help you to
clarify important study components or points that you might miss or overlook.
INTRODUCTION
HPGD2103 Guidance and Counselling is one of the courses offered at Open
University Malaysia (OUM). This course is worth 3 credit hours and should
be covered over 8 to 15 weeks.
COURSE AUDIENCE
This course is offered to all learners taking the Post Graduate Diploma in Teaching
programme. This module aims to impart the fundamentals knowledge about
counselling process and procedures as well as the approaches to counselling
children in the early years. Learners will also be exposed to various means to
guide children in early childhood learning centres.
As an open and distance learner, you should be able to learn independently

and optimise the learning modes and environment available to you. Before you
begin this course, please ensure that you have the correct course materials,
understand the course requirements, and know how the course is conducted.
Copyright © Open University Malaysia (OUM)

xii  COURSE GUIDE
STUDY SCHEDULE
It is a standard OUM practice that learners accumulate 40 study hours for
every credit hour. As such, for a 3 credit hour course, you are expected to
spend 120 study hours. Figure 1 shows the student learning time (SLT).
Figure 1: Student Learning Time
COURSE LEARNING OUTCOMES

By the end of this course, you should be able to do the following:
1. Apply the concepts and roles of a counsellor in education setting.
2. Evaluate techniques used in addressing clientsÊ issue.
3. Demonstrate the appropriate steps taken to commence counselling session

process.

COURSE GUIDE  xiii
COURSE SYNOPSIS
This course is divided into 9 topics. The synopsis for each topic is listed as
follows:
Topic 1 begins with a discussion about the importance of counselling in todayÊs

society. It continues with the explanation of the characteristics of a counsellor
and his role in counselling. The aims and types of counselling are also discussed.
Topic 2 explains of the five levels of counselling in which the characteristics of

each level are described in detail. It clarifies uncooperative clients and ways to
overcome this problem. Lastly, this topic explores the various sources whereby
a counsellor can obtain more information about his client.
Topic 3 discusses the skills needed to be an effective counsellor. The most

important skill is communication skill. The process of the first interview session is
explained. This topic also clarifies non-verbal behaviours of the client and the
counsellor.
Topic 4 explains how a counsellor needs to have three role skills when in contact
with his client, namely the roles of giving focus, explanation and support. Learners
are exposed to the technique of giving appropriate responses that accompany
each role.
Topic 5 introduces the behaviourism counselling theory. It explains the concept

and techniques used according to the behaviourist stand. Subsequently, it clarifies
how a person acquires maladaptive behaviours and may continue to behave so
even after the counselling sessions. A few examples are shown to facilitate the
understanding and application of the behaviourism counselling theory.
Topic 6 introduces the person-centred counselling theory by Carl Rogers. This

theory is an approach to help individuals or groups and it is based on the
philosophy that psychological growth will take place if counsellors treat their
clients fairly, pleasantly and with empathy.
Topic 7 discusses how group counselling is conducted as well as the benefits of

group counselling. The topic also explores the various types of group counselling
as well as when is considered the appropriate time to conduct group counselling.

xiv  COURSE GUIDE
Topic 8 focuses on the importance of counselling as well as when and how to

implement it in Malaysian schools. Learners are also exposed to ethical issues in
counselling. Some general guidelines for counsellors include the counselling
relationship, confidentiality and assessments are included.
Topic 9 discusses the psychometric assessment that was introduced in Malaysian

schools in an effort to build holistic students. Counsellors play a crucial role in
administering the assessments to students as well as maintaining their profiles.
The student profile can be used to assist teachers in planning for the best teaching
and learning strategies. It also can be used to help students know their learning
and career preferences.
TEXT ARRANGEMENT GUIDE

Before you go through this module, it is important that you note the text
arrangement. Understanding the text arrangement will help you to organise your
study of this course in a more objective and effective way. Generally, the text
arrangement for each topic is as follows:
Learning Outcomes: This section refers to what you should achieve after you
have completely covered a topic. As you go through each topic, you should
frequently refer to these learning outcomes. By doing this, you can continuously
gauge your understanding of the topic.
Self-Check: This component of the module is included in strategic locations

throughout the module. It may be located after one subtopic or a few subtopics.
It usually comes in the form of a question. When you come across this component,
reflect on what you have already learnt thus far. By attempting to answer the
question, you should be able to gauge how well you have understood the
subtopic(s). Most of the time, the answers to the questions can be found directly
in the module itself.
Activity: Similar to Self-Check, the Activity component is also placed at various

locations or junctures throughout the module. This component may require you to
answer questions, explore short case studies or conduct an observation or research.
It may even require you to evaluate a given scenario. When you come across an
Activity, you should try to reflect on what you have gathered from the module
and apply it to real situations. You should, at the same time, engage in Higher
Order Thinking skills (HOTs) i.e. analysing, synthesising and evaluating instead
of only recalling and defining.

COURSE GUIDE  xv
Summary: You will find this component at the end of each topic. It summarises
various important parts of each topic and helps you to recap the whole topic.
By going through the summary, you should be able to gauge your knowledge
retention level. Should you find points in the summary that you do not fully
understand, it would be a good idea for you to revisit the details in the module.
Key Terms: This component can be found at the end of each topic. You should
go through this component to remind yourself of important terms or jargon used
throughout the module. Should you find terms here that you are not able to
explain, you should look for the terms in the module.
References: A list of relevant and useful textbooks, journals, articles, electronic

contents and sources can be found in this section. The list may appear in a few
locations such as in the Course Guide (in the References section), at the end of
every topic or at the back of the module. You are encouraged to read or refer to
the suggested references to obtain additional information and enhance your
overall understanding of the course.
PRIOR KNOWLEDGE
This is an introductory course. There is no prior knowledge needed.
ASSESSMENT METHOD
Please refer to myINSPIRE.
REFERENCES
Association of Specialist Group Work. (1992). Professional Standards for Training
Group Workers. Alexandria, Virginia.
Bieling, P. J., McCabe, R. E., & Anthony, M. M. (2009). Cognitive-behavioural

therapy in groups. New York: The Guilford Press.
Casemore, R. (2011). Person-centred counselling in a nutshell (2nd ed.). London:

SAGE Publication Ltd.
Childers, J. H., & Couch, R. D. (1989). Myths about group counseling: Identifying
and challenging misconceptions. Journal for Specialists in Group Work,
Vol. 14(2) p. 105ă111.

xvi  COURSE GUIDE
Code of Ethics. American Counselling Association (ACA). Retrieved from

http://www.counseling.org/Files/FD.ashx?guid=cf94c260ăc96aă4c63ă
9f52ă309547d60d0f
Erford, B. T. (2014). 40 techniques every counsellor should know (2nd ed.). Boston:
Peason Education.
Forester-Miller, H., & Davis, T. (1996). A practitionerÊs guide to ethical decision

making. American Counseling Association.
Gazda. G. M. (1989). Group counselling: A developmental approach. USA: Allyn

and Bacon.
Gladding, S. T. (2003). Group work: A counselling specialty. UK: Prentice Hall.
Group Counseling ă WhatÊs it all about? University Counseling Service.

The University of Iowa. Iowa City. Retrieved from http://www.uiowa.edu/
~ucs/
Hanizah Hamzah. (2011). Mentaksir ciri tret psikologi murid: Penerokaan dimensi
baru. Lembaga Peperiksaan, Kementerian Pelajaran Malaysia.
Hanizah Hamzah. (2011). Pentaksiran holistic acuan Malaysia. PaSSak PADI

SERANGKAI. Lembaga Peperiksaan, Kementerian Pelajaran Malaysia.
Hanizah Hamzah. (2011). Profil: Kenali murid. Tingkatkan prestasi. Lembaga

Peperiksaan, Kementerian Pelajaran Malaysia.
Holland, J. L. (1996). Making vocational choices: A theory of vocational personality

and work environment. Florida: Psychological Assessment resources Inc.
Ivey, A. E., & Ivey, M. B., (1998). Reframing DSMăIV: Positive Strategies from
Developmental Counseling and Therapy. Journal of Counseling and
Development. Volume 76, Issue 3 Summer 1998 pages 334ă350.
Kamus Dewan. (2005). Kuala Lumpur. Dewan Bahasa dan Pustaka.
Kitchener, K. S. (1984). Intuition, critical evaluation and ethical principles:

The foundation for ethical decisions in counseling psychology. Counseling
Psychologist, 12(3), 43ă55.
LaypersonÊs Guide to Code of History http://www.counseling.org/Files/

FD.ashx?guid=606b5973ă315că4118ă8b2că2fbfd8194f82

COURSE GUIDE  xvii
Luxmoore, N. (2014). School counsellors working with young people and staff:
A whole-school approach. UK: Jessica Kingsley Publishers.
Mc-Leod, J. (2013). An introduction to counselling (5th ed.). UK: McGraw-Hill

Education.
Nelson-Jones, R. (2012). Introduction to counselling skills: Text and activities

(4th ed.) California: SAGE Publication Ltd.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York:
McGraw-Hill.
Palmer, S. (2015). The beginnerÊs guide to counselling and psychotherapy

(2nd ed.). London: SAGE Publication Ltd.
Piaget, J. (1964). Development and learning. Ithaca. Cornell University, School of

Education.
Purkey, W. W., & Schmidt, J. J. (1996). Invitational learning for counseling and
development. USA: Caps Pr.
Sidek Mohd. Noah. (2002). Perkembangan kerjaya: Teori & Praktis. Serdang:
Penerbit Universiti Putra Malaysia.
Stewart, C. (2015). Defense Mechanism is Denial, Distortion, Delusion. Psych

Central. Retrieved from https://blogs.psychcentral. com/humor/2015/11/
defenseămechanismăisădenialădistortionădelusion/
Suradi Salim & Rafidah Aga Mohd Jaladin. (2005). Development of counselling
services in Malaysia in Contemporary Issues of Malaysia Psychology
(eds Zafar Afaq Ansari & Noraini M. Noor). Kuala Lumpur: Thomson
Learning.
Suradi Salim. (1996). Bimbingan dan kaunseling. Kuala Lumpur: PTS Professional.
Tuckman, B. (1965). Bruce TuckmanÊs Team Development Model. Retrieved from

https://www.lfhe.ac.uk/download.../3C6230CFă61E8ă4C5Eă
9A0C1C81DCDEDCA2

xviii  COURSE GUIDE
TAN SRI DR ABDULLAH SANUSI (TSDAS)

DIGITAL LIBRARY
The TSDAS Digital Library has a wide range of print and online resources for
learners. This comprehensive digital library, which is accessible through the
OUM portal, provides access to more than 30 online databases and several of
them are shown in Figure 2. As an OUM learner, you are encouraged to make
full use of the resources available through this library.
Figure 2: Among the Online Databases Available at TSDAS Digital Library

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COURSE GUIDE  xi

COURSE GUIDE DESCRIPTION

As an open and distance learner, you should be able to learn independently

Copyright © Open University Malaysia (OUM)

Figure 1: Student Learning Time

COURSE LEARNING OUTCOMES

1. Apply the concepts and roles of a counsellor in education setting.

2. Evaluate techniques used in addressing clientsÊ issue.

3. Demonstrate the appropriate steps taken to commence counselling session

Copyright © Open University Malaysia (OUM)

Topic 1 begins with a discussion about the importance of counselling in todayÊs

Topic 2 explains of the five levels of counselling in which the characteristics of

Topic 3 discusses the skills needed to be an effective counsellor. The most

Topic 5 introduces the behaviourism counselling theory. It explains the concept

Topic 6 introduces the person-centred counselling theory by Carl Rogers. This

Topic 7 discusses how group counselling is conducted as well as the benefits of

Copyright © Open University Malaysia (OUM)

Topic 8 focuses on the importance of counselling as well as when and how to

Topic 9 discusses the psychometric assessment that was introduced in Malaysian

TEXT ARRANGEMENT GUIDE

Self-Check: This component of the module is included in strategic locations

Activity: Similar to Self-Check, the Activity component is also placed at various

Copyright © Open University Malaysia (OUM)

References: A list of relevant and useful textbooks, journals, articles, electronic

Bieling, P. J., McCabe, R. E., & Anthony, M. M. (2009). Cognitive-behavioural

Casemore, R. (2011). Person-centred counselling in a nutshell (2nd ed.). London:

Copyright © Open University Malaysia (OUM)

Code of Ethics. American Counselling Association (ACA). Retrieved from

Forester-Miller, H., & Davis, T. (1996). A practitionerÊs guide to ethical decision

Gazda. G. M. (1989). Group counselling: A developmental approach. USA: Allyn

Gladding, S. T. (2003). Group work: A counselling specialty. UK: Prentice Hall.

Group Counseling ă WhatÊs it all about? University Counseling Service.

Hanizah Hamzah. (2011). Pentaksiran holistic acuan Malaysia. PaSSak PADI

Hanizah Hamzah. (2011). Profil: Kenali murid. Tingkatkan prestasi. Lembaga

Holland, J. L. (1996). Making vocational choices: A theory of vocational personality

Kamus Dewan. (2005). Kuala Lumpur. Dewan Bahasa dan Pustaka.

Kitchener, K. S. (1984). Intuition, critical evaluation and ethical principles:

LaypersonÊs Guide to Code of History http://www.counseling.org/Files/

Copyright © Open University Malaysia (OUM)

Mc-Leod, J. (2013). An introduction to counselling (5th ed.). UK: McGraw-Hill

Nelson-Jones, R. (2012). Introduction to counselling skills: Text and activities

Palmer, S. (2015). The beginnerÊs guide to counselling and psychotherapy

Piaget, J. (1964). Development and learning. Ithaca. Cornell University, School of

Stewart, C. (2015). Defense Mechanism is Denial, Distortion, Delusion. Psych

Tuckman, B. (1965). Bruce TuckmanÊs Team Development Model. Retrieved from

Copyright © Open University Malaysia (OUM)

TAN SRI DR ABDULLAH SANUSI (TSDAS)

Figure 2: Among the Online Databases Available at TSDAS Digital Library

Copyright © Open University Malaysia (OUM)

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