CLINICAL AND COUNSELING PSYCHOLOGY

CLINICAL AND COUNSELING PSYCHOLOGY are two of the largest and most popular fields in psychology. Clinical and counseling psychologists deal with the causes, prevention, diagnosis, and treatment of individuals with psychological problems. These problems vary considerably as to their degree of severity. Although very similar, clinical and counseling psychologists differ with respect to the disorders of the patients they treat. Typically, clinical psychologists treat more severe disorders, such as phobias, bipolar disorder, and schizophrenia. On the other hand, counseling psychologists work with patients suffering from everyday stresses, including career planning, academic performance, and marriage and family difficulties.

Counseling Psychology

What do counseling psychologist do?

Counseling psychology as a psychological specialty facilitates personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. Through the integration of theory, research, and practice, and with a sensitivity to multicultural issues, this specialty encompasses a broad range of practices that help people improve their well-being, alleviate distress and maladjustment, resolve crises, and increase their ability to live more highly functioning lives. Counseling psychology is unique in its attention both to normal developmental issues and to problems associated with physical, emotional, and mental disorders.

What is the difference between counseling and clinical psychology?

Traditionally, the main difference between counseling and clinical psychology is their perspective and training. Counseling psychologists focus more on the psychologically healthy individual where clinical focuses on individuals with serious mental illness (e.g. schizophrenia). Counseling psychology has grown out of vocational psychology and has a strong educational component. CP programs are also typically housed in a school of education (though not all of them are). Clinical programs are more medically orientated in nature focusing on treatment of disease, in this case mental illness.

Counseling psychologists are considered to be the generalists, they are trained in a wide variety of basic therapeutic skills. Clinical psychologists are typically focused in one or a few areas (e.g. depression, substance abuse). Counseling psychologists can and do specialize, but their training is focused on a general repertoire of skills. Counseling and clinical psychologists can generally treat the same kind of patients and the overlap between the two fields continues to grow.

Model Pemilihan Pengurus Sumber Manusia

Model Pemilihan Pengurus Sumber Manusia
Dalam melaksanakan proses pemilihan pengurus sunber manusia di Samarinda Property Sdn. Bhd. adalah perlu bagi pihak atasan mengetahui aspek-aspek yang digunakan dalam proses pemilihan tersebut. Hal ini penting bagi memastikan bahawa calon – calon pengurus sumber manusia dinilai secara adil oleh pihak atasan. Dalam bidang pengurusan sumber manusia, antara aspek yang perlu diberi perhatian semasa proses pemilihan adalah berdasarkan kepimpinan dan kebertanggungjawaban, cara mengurus bahagian pengurusan sumber manusia. Kebertanggungjawaban adalah tahap kepimpinan yang dimiliki berkaitan dengan tugas yang diberikan, berkebolehan menjangka, menganalisis data dan mengetahui keutamaan. Kebertanggungjawaban kerja seseorang pengurus sumber manusia sangat penting kepada seluruh organisasi.

Pengurus sumber manusia perlu cekap dalam mengendalikan tugas yang diberikan tepat pada masanya. Antara kriteria yang boleh dinilai kepada pengurus sumber manusia ialah melalui tanggungjawab beliau seperti menilai bagaimana pengurus sumber manusia menguruskan hal ehwal pekerja dan mengurus pengambilan pekerja di dalam organisasi tersebut. Keadaan ini dapat dilihat bahawa pengurus sumber manusia bertanggungjawab memantau keadaan pekerja semasa menjalankan tugas setiap dua kali seminggu. Selain itu, ia dapat diukur dengan melihat bagaimana pengurus sumber manusia merancang dan menyediakan Belanjawan Sumber Manusia dan Pentadbiran Jabatan Korporat. Dengan ini, pengurus sumber manusia dapat mengawal atau mengurangkan perbelanjaan organisasi serta meningkatkan produktiviti pada setiap tahun.
Oleh kerana kerjaya sebagai pengurus sumber manusia adalah kerjaya yang sangat penting maka proses pemilihan jawatan seharusnya teliti dan menggunakan modul yang betul. Penerangan akan menjurus kepada model penting tetapi mudah, yang dikenali sebagai model umum. Model umum ini merupakan model pemilihan personel yang terdapat di dalam buku Psikologi Personel yang ditulis oleh Profesor Madya Najib Ahmad Marzuki, 2007.

Model Umum
Model ini merupakan model yang penting dan mudah diaplikasikan oleh setiap organisasi. Samarinda Property Sdn. Bhd. menggunakan model umum di dalam memilih pengurus sumber manusia atau jawatan – jawatan lain di dalam syarikat. Syarikat kami menggunakan model ini kerana ianya lebih sistematik dan jelas dalam membuat pemilihan pekerja. Modul ini mempunyai 7 fasa ketika melakukan pemilihan jawatan pengurus sumber manusia.

Fasa1 : Borang Pemohonan
Pemohon akan mengetahui kekosongan jawatan di syarikat kami di papan iklan di tempat – tempat awam, memo dan di laman web syarikat kami iaitu www.Samarinda.Property.com. Pemohon – pemohon perlu mendapatkan borang permohonan di laman web syarikat kami sahaja. Borang permohanan yang lengkap perlu di hantar melalui pos atau hantar sendiri di pejabat syarikat kami. Pemohon perlu menghantar sebelum tarikh tutup yang telah ditetapkan. Pemohon perlu menghantar borang tersebut bersama dengan salinan sijil-sijil yang berkaitan. Syarikat kami hanya membuka satu jawatan kosong sahaja. 50 orang calon akan dipih untuk menjalani saringan awal.

Fasa 2 : Penapisan Awal
Borang-borang pemohon akan diproses setelah tarikh penghantaran tamat. Bahagian Pengurusan Sumber Manusia Syarikat Samarinda Property Sdn. Bhd. akan menjalankan proses penapisan awal. Calon-calon jawatan ini harus memiliki sekurang-kurangnya Ijazah Sarjana Muda Pengurusan Sumber Manusia atau setaraf berserta kepujian dalam subjek Bahasa Melayu, Bahasa Inggeris, dan Matematik dalam SPM. Selain itu, calon-calon harus memiliki perhitungan serta berkebolehan menganalisa dan mentafsir data dan teknikal yang berkaitan dengan hal-hal pengurusan sumber manusia. Calon-calon yang tidak menepati kriteria yang ditetapkan untuk peramal secara automatik akan disingkirkan. Calon-calon juga akan disingkirkan sekiranya tidak menyertakan salinan sijil-sijil yang dikehendaki oleh pihak syarikat. Borang-borang calon yang berjaya di dalam fasa ini akan diasingkan dan dipanggil dalam fasa ketiga. Syarikat Samarinda Property Sdn. Bhd. telah menetapkan sebanyak 50 calon sahaja akan dipanggil mengambil ujian. Calon-calon ini dinilai dari segi pencapaian akademik dan pengalaman kerja.

Fasa 3 : Ujian – Ujian Pemilihan

Syarikat Samarinda Property Sdn. Bhd. turut menggunakan fasa ketiga di dalam model ini. Calon-calon yang berjaya di fasa kedua akan dipanggil untuk menjalani ujian yang telah ditetapkan oleh pihak syarikat. Calon akan menduduki ujian psikologi iaitu ujian personaliti, ujian sikap dan ujian tahap stress. Ujian ini dijalankan bagi memastikan calon mempunyai personaliti dan tahap emosi yang stabil untuk mengisi jawatan penting di dalam syarikat ini. Selain itu, ujian pengurusan sumber manusia dan ujian akaun turut dijalankan bagi memastikan calon mempunyai kecekapan dalam menguruskan bahagian Sumber Manusia Syarikat. Calon-calon akan ditapis melalui keputusan ujian yang telah dijalankan. Calon-calon yang berjaya akan dipanggil temuduga. Hanya 20 calon sahaja akan dipanggil temu duga.

Fasa 4 : Temu Duga dan Perekrutan

Calon –calon yang berjaya pada fasa ketiga akan dipanggil temu duga melalui surat rasmi dan panggilan telefon. Calon akan ditemu duga oleh pihak atasan Syarikat Samarinda Property Sdn. Bhd. Antara penemu duga ialah pengarah syarikat sendiri, ketua pengurus syarikat, pegawai psikologi dan ketua pengurus bahagian sumber manusia syarikat. Soalan-soalan temu duga adalah berdasarkan pengetahuan diri tentang jawatan tersebut, gaji, persekitaran jawatan, kemampuan untuk bekerja dan pengalaman yang sedia ada untuk jawatan tersebut. Proses temu duga akan dijalankan selama 30 minit sahaja. Calon akan ditemu duga secara perseorangan

Dalam fasa ini, syarikat kami juga menjalankan proses perekrutan bagi melihat sejauh mana pemohon dapat melaksanakan tugasan yang akan diberikan oleh panel penemuduga. Proses prekrutan akan dijalankan secara berkumpulan. Tugasan yang akan diberikan kepada calon adalah berdasarkan kepada spesifikasi kerja. Calon yang berjaya akan diberitahu kelak. Hanya seorang calon sahaja yang diperlukan untuk jawatan ini.


Fasa 5 : Ujian Kesihatan atau Fizikal

Calon yang berjaya pada fasa keempat akan terus mendapat panggilan telefon dan surat rasmi dari syarikat kami. Sekiranya calon bersetuju dengan tawaran dari syarikat kami, calon dikehendaki melakukan pemeriksaan kesihatan menyeluruh di klinik panel kami. Calon akan menunjukkan surat tawaran dari syarikat kami kepada klinik panel tersebut dan akan menjalani pemeriksaan secara percuma dan akan disahkan sihat oleh doktor panel kami. Ini merupakan proses terakhir pemilihan. Sekiranya calon tidak berjaya dalam pemeriksaan ini, seperti positif dadah, tawaran calon akan terus ditolak. Calon simpanan akan dipanggil untuk mengisi jawatan ini dan akan melakukan pemeriksaan yang sama.

Fasa 6 : Terpilih atau ditawarkan

Fasa ini merupakan fasa di mana calon yang telah berjaya melepasi fasa kelima dan telah terpilih untuk mengisi jawatan tersebut. Calon akan menunggu masa untuk melapor diri di Syarikat Samarinda Property Sdn. Bhd. berdasarkan tarikh yang dinyatakan di dalam surat tawaran oleh pihak syarikat. Calon perlu bersiap sedia untuk memikul jawatan sebagai pengurus sumber manusia di syarikat kami. Calon dianggap mempunyai kriteria-kriteria yang dikehendaki oleh syarikat kami.
Fasa 7 : Penempatan

Setelah melapor diri, calon akan ditempatkan di Jabatan Pengurusan Sumber Manusia Syarikat Samarinda Property Sdn. Bhd. Surat perlatikan jawatan akan diterima setelah tiga bulan berkhidmat dengan jayanya di syarikat kami. Syarikat kami akan menyediakan tempat tinggal kepada jawatan yang ditawarkan ini. Selamat bertugas.

Ini merupakan proses-proses yang akan dilalui oleh calon-calon yang ingin mengisi jawatan pengurus sumber manusia di Syarikat Samarinda Property Sdn. Bhd. Model ini akan membantu pihak syarikat untuk memilih calon yang berkelayakan untuk mengisi jawatan ini. Proses pemilihan akan dijalankan secara teliti dan berperingkat kerana jawatan pengurus sumber manusia merupakan jawatan yang besar dan penting di dalam syarikat. Selain itu, model ini membantu untuk melicinkan pemilihan personel di syarikat kami.

Personal Couple

TAJUK : MENGUKUR PERSONALITI DALAM PEMILIHAN PERSONEL : BEBERAPA INOVASI BARU
1.0 PENDAHULUAN
Jurnal ini telah dihasilkan oleh Chockalingam Viswesvaram, Jurgen Deller dan Deniz S. Ones. Jurnal ini diterbitkan pada September 2007. Bagi menilai personaliti individu di dalam pemilihan personel, beberapa isu pengukuran perlu ditekankan. Jurnal ini membincangkan mengenai tiga isu baru dalam mengukur personaliti dalam pemilihan personel. Jurnal ini dianalisakan oleh beberapa tajuk utama daripada pelbagai bahan rujukan yang berkaitan. Tiga isu baru telah diutarakan di dalam jurnal ini. Isu pertama, penulis membincangkan tentang inovasi baru untuk mengukur personaliti dalam pemilihan personel. Dalam isu kedua pula, penulis membincangkan setiap inventori personaliti yang digunakan mempunyai kesahan yang tinggi dan perlu mencapai standard untuk sesuatu pekerjaan. Manakala isu yang ketiga, penulis membincangkan mengenai calon – calon yang mengambil ujian personaliti yang menjawab soalan secara tidak jujur atau berpura – pura.

2.0 ISU – ISU UTAMA DALAM JURNAL
2.1 Mengukur personaliti dalam pemilihan personel : Inovasi baru
Penulis menekankan bahawa inventori personaliti yang digunakan haruslah memenuhi kehendak jawatan dalam organisasi. Penggunaan inventori personaliti semakin popular digunakan untuk setiap calon temuduga dalam menerangkan gelagat sesebuah organisasi. Item - item yang digunakan untuk menilai personaliti calon haruslah diteliti kembali. Menurut, Schmitt & Kunce, 2002, inventori harus sentiasa diperbaharui bagi mengurangkan kadar kepura – puraan dalam menjawab soalan. Menurut Heggestad, Morrison, Reeve, & McCloy, (2006), item – item haruslah sentiasa diperbaharui untuk menjamin keberkesanan sesuatu ujian personaliti.
2.2 Kesahan yang tinggi dalam ujian personaliti
Penulis membincangkan setiap inventori personaliti yang digunakan mempunyai kesahan yang tinggi dan perlu mencapai standard untuk sesuatu pekerjaan. Barrick dan Mount, (1991), menyatakan bahawa kesahan yang tinggi di dalam ujian personaliti dapat melicinkan sesuatu proses pemilihan pekerja. Lima faktor utama dalam memastikan kesahan ujian personaliti dalam pemilihan pekerjaan yang spesifik ialah meningkatkan pekali kesahan bagi sesuatu ujian personaliti, meningkatkan keuapayaan kognitif, fakor budaya dan sosial, faktor persekitan dan trait individu, dan akhirnya dapat mengenal pasti trait lain yang mungkin berkaitan dengan personaliti.
2.3 Ketidak jujuran dalam menjawab soalan
Cf. Dilchert, (2006), telah melakukan penyelidikan mengenai ketidakjujuran calon dalam menjawab soalan – soalan inventori. Kebanyakkan calon – calon temuduga akan cuba untuk menjadi pelakon ketika menjawab soalan mengikut kehendak jawatan pekerjaan yang dipohon. Mereka akan berpura – pura seperti mereka mempunyai personaliti yang dikehendaki bagi sesuatu jawatan yang dipohon. Kuncel dan Borneman, (2007), mencadangkan sebuah kaedah baru dalam mengenal pasti “fakers” atau pengambil ujian yang tidak jujur adalah dengan meletakkan item positif dan negatif bagi sesatu ujian personaliti itu.

3.0 KESIMPULAN JURNAL
Jurnal ini secara keseluruhannya membincangkan tiga perkara baharu yang penting dalam menjawab persoalan – persoalan yang berkaitan dengan personiliti individu di tempat kerja. Pelbagai pandangan dan kajian dijalankan untuk melihat keberkesanan inventori personaliti dalam pemilihan personel. Memahami garis panduan yang telah ditetapkan oleh sesebuah organisasi akan dapat membantu para calon untuk membentuk personaliti yang bersesuaian. Personaliti di tempat kerja merupakan suatu isu yang penting dalam kebanyakan negara dan budaya. Trait personaliti akan menjadi lebih kompleks dengan pertambahan faktor – faktor konteksual. Harapan penulis agar jurnal ini menjadi rujukan yang berguna dan memberi informasi bagi kajian – kajian yang akan datang.


4.0 PANDANGAN TERHADAP JURNAL
Dalam proses pemilihan personel, ujian digunakan sebagai peramal yang bersifat objektif. Melalui ujian yang dijalankan ke atas pemohon, proses pemilihan akan menjadi lebih mudah kerana jumlah calon yang ramai akan dapat dikurangkan melalui proses penapisan yang sistematik. Ujian personaliti merupakan salah satu ujian yang menpunyai hubungan dalam kerjaya. Tret – tret personaliti tertentu boleh menyumbang ke arah kepuasan dan prestasi kerja (Najib Ahmad Marzuki, 2007).
Mengikut kefahaman kami, penulis jurnal ini cuba membawa pembaharuan di dalam proses temuduga kepada pemilihan personel. Beberapa isu penting di utarakan bagi memperlihatkan kealpaan yang sering dilakukan oleh pihak penemuduga ketika sesi temuduga dijalanakan. Penulis jurnal telah menggabungkan jurnal-jurnal lain yang berkaitan dengan isu tersebut dan telah membuat rumusan secara langsung terhadap jurnal-jurnal tersebut. Penulis berpendapat aspek inventori personaliti harus diperbaiki untuk melihat personaliti personel hampir menjerumus kepada bidang atau jawatan pekerjaan yang dipohon.
Secara keseluruhannya, jurnal ini membincangkan tentang inovasi – inovasi baru untuk penambahbaikkan item – item di dalam ujian – ujian personaliti untuk pemilihan personel. Penulis jurnal ini berjaya mengemukan pandangan baru terhadap keberkesanan pemilihan personel di dalam aspek ujian personaliti. Kajian terhadap isu ini harus diperluaskan untuk memberi kesan yang positif terhadap ujian personaliti yang akan dijalankan sewaktu pemilihan personel kelak.







RUJUKAN
Najib Ahmad Marzuki. (2007). Psikologi Personal. Kuala Lumpur. Utusan Publication & Distributors Sdn. Bhd.
Chockalingam Viswesvaran, Jurgen Deller & Deniz S. Ones. ( 2007). Personality Measures in Personnel Selection: Some new contributions. International Journal of Selection and Assessment. Volume : 15 Number : 3 September 2007.

art

Art therapy is a form of expressive therapy that uses art materials, such as paints, chalk and markers. Art therapy combines traditional psychotherapeutic theories and techniques with an understanding of the psychological aspects of the creative process, especially the affective properties of the different art materials.

As a mental health profession, art therapy is employed in many clinical settings with diverse populations. Art therapy can be found in non-clinical settings as well as in art studios and in workshops that focus on creativity development. Closely related in practice to marriage and family therapists and mental health counseling, art therapists throughout the US are licensed as either MFTs, LPCs, or LPCCs and hold either registration or board certification as an art therapist (see section on Art Therapy Standards of Practice). Art therapists work with children, adolescents, and adults and provide services to individuals, couples, families, groups, and communities.

Using their skills in evaluation and psychotherapy, art therapists choose materials and interventions appropriate to their clients’ needs and design sessions to achieve therapeutic goals and objectives. They use the creative process to help their clients increase insight and judgment, cope better with stress, work through traumatic experiences, increase cognitive abilities, have better relationships with family and friends, and to just be able to enjoy the life-affirming pleasures of the creative experience. Many art therapists draw on images from resources such as ARAS (Archive for Research in Archetypal Symbolism) to incorporate historical art and symbols into their work with patients. Depending on the state, province, or country, the term art therapist may be reserved for those that are professionals trained in both art and therapy and hold a master's degree in art therapy or a related field such as counseling or marriage and family therapy with an emphasis in art therapy. Other professionals, such as mental health counselors, social workers, psychologists, and play therapists apply art therapy methods to treatment. Many art therapists in the US are licensed in one of the following fields: creative arts therapy, art therapy, professional counseling, mental health counseling, or marriage and family therapy.

Art Therapy: Definition of the Profession (AATA, 2002)

Art therapy is the therapeutic use of art making, within a professional relationship, by people who experience illness, trauma, or challenges in living, and by people who seek personal development. Through creating art and reflecting on the art products and processes, people can increase awareness of self and others, cope with symptoms, stress, and traumatic experiences; enhance cognitive abilities; and enjoy the life-affirming pleasures of making art.

Art therapists are professionals trained in both art and therapy. They are knowledgeable about human development, psychological theories, clinical practice, spiritual, multicultural and artistic traditions, and the healing potential of art. They use art in treatment, assessment and research, and provide consultations to allied professionals. Art therapists work with people of all ages: individuals, couples, families, groups and communities. They provide services, individually and as part of clinical teams, in settings that include mental health, rehabilitation, medical and forensic institutions; community outreach programs; wellness centers; schools; nursing homes; corporate structures; open studios and independent practices.

Bidang : Akademik

Tajuk : Orientasi Mata Pelajaran
Kepentingan mata pelajaran

Objektif : Murid dapat:
1. Memberi maklumat tentang kepentingan mata pelajaran.
2. Mendedahkan peluang kerjaya dengan pilihan mata pelajaran yang sesuai.
3. Meningkatkan motivasi dan pencapaian akademik.

Masa : 40 minit

Sasaran : Tingkatan Empat

Bahan : Kertas A4.

Langkah-
Langkah : Set induksi
Guru Kaunseling meminta murid mengaitkan subjek tertentu dengan kerjaya yang sesuai
1. Guru Kaunseling memulakan perbincangan mengenai
kepentingan menguasai setiap matapelajaran
2. Murid menyenaraikan beberapa kepentingan mengikut mata pelajaran dengan peluang pendidikan dan kerjaya .
3. Guru Kaunseling menjelaskan kepentingan setiap mata pelajaran menengah atas ( rujuk lampiran 1 ).

Penilaian : Murid mencatat maklumat yang diberikan oleh Guru Kaunseling.

Rumusan : Pendedahan tentang kepentingan setiap mata pelajaran dapat
membolehkan murid memperoleh kemahiran asas,
ilmu pengetahuan dan nilai-nilai murni.

Falsafah : Membaca Jambatan Ilmu.

Why should I go to counseling?
If you are thinking about whether counseling could be helpful to you, here are some questions to ask yourself:
Do you ever feel really sad, frustrated, or lonely?
Do you feel especially angry, annoyed, or out-of-control?
Do you feel very anxious, worried, or guilty?
Have you experienced some major problems at home, at school, or in your neighborhood?
Have you noticed some changes in the way you sleep, eat, or think and feel about life?
Is it hard for you to talk about these feelings with your family or friends?
Are these feelings having a bad effect on your life-are they making your schoolwork and your relationships with family and friends difficult?
If you answered YES to any of these questions, then it may be a good idea for you to talk with a counselor (also known as a therapist). A therapist is an adult who has special training to help people sort through their different feelings and problems. Teenagers and young adults go to counseling for many reasons.

Counseling can help you to understand your feelings and problems and learn how to deal with them in your everyday life. You can expect that whatever you and your counselor discuss will remain confidential. Confidential means that the therapist cannot tell anyone, not even your parents, about what the two of you talk about without your permission. The exception to this rule is that if the counselor feels that you are in danger of hurting yourself or someone else, including being abused or neglected, he/she is obligated by law to break confidentiality in order to keep you safe.

How do I find a counselor?
Many professionals can help you find a counselor. You can ask your health care provider (doctor or nurse) for a referral in your clinic or neighborhood. You can also ask your guidance counselor at school to refer you to a counselor who deals with mental health issues. Sometimes counselors meet with students at school. You can also ask a teacher, youth advisor, clergy person, or parent or guardian to help you find a counselor. You may also want to check out mental health agencies in your area.

What types of counselors are there?
When you are referred for counseling, you may be referred to a psychiatrist, psychologist, social worker, psychiatric nurse practitioner, or mental health worker. All of these professionals are also referred to as therapists and are trained to understand feelings and behaviors and know ways to help people through difficult times. There are counselors in all the following disciplines who work with teenagers:
Psychiatrist- a medical doctor (M.D.) who has graduated from medical school, with extra training in psychiatry. A psychiatrist provides counseling and also can prescribe medications that can help depression, anxiety and other problems.
Psychologist- has graduated from college and graduate school and has the degree Ph.D., Psy.D., or Ed.D. A psychologist provides counseling and can also do special testing to understand certain problems such as learning disabilities.
Social Worker- a therapist who has graduated from college and graduate school, where she/he studied counseling. A social worker has the degree M.S.W. and the certification LCSW or LICSW. She/he provides counseling, often has a special understanding of how families work and may be able to connect people with services in their communities.
Psychiatric Nurse Practitioners (NP) – are nurses who have a master’s degree and a special certificate to specialize in mental health issues and counseling. They are able to prescribe medications that can help with depression, anxiety and other problems.
Mental health counselor (LMHC)- has graduated from college and is a licensed therapist who has special advanced training in counseling. Mental health counselors are often individual therapists or marriage and family counselors.
What will happen when I talk to a counselor?
When you talk with a counselor, you get a chance to talk about anything that is on your mind. They will listen to you and not judge you. You can talk about more serious things some of the time, and you can talk about less serious things at other times.

What should I expect from counseling?
When you decide to start talking with a counselor you should expect to meet with one person who will get to know you pretty well. You will build a relationship with your counselor during your meetings. Most counselors understand that it takes a lot of courage to go into counseling and often takes time to get used to talking and sharing in counseling! It's hard to tell on the first session if you feel comfortable enough with your counselor to talk about things that are important to you. Try to give the counselor a chance. If after a few visits you still don't feel okay about talking with the counselor, you should tell the person who referred you to your therapist. Most likely you will have a chance to choose another counselor. This is fine! It might take a few tries to find a counselor that you like, but don't give up. Since you will be talking about sensitive issues, you deserve to have a therapist who you feel totally safe and comfortable with.

What kinds of questions will the therapist/counselor ask me?
At the first visit, the counselor may ask you many questions about your life and how you've been feeling during the past year. He/she may want you to bring your parent(s) or guardian(s) with you on the first visit. The type of help you are offered by your counselor will depend on what you tell them and the kind of relationship that you develop. Teenagers often bring their family members or other significant people to some of their counseling sessions to help improve communication in those relationships.

How long will counseling last?
Counseling lasts different periods of time for different people. Your counselor will try to work with you to decide how the sessions will fit into your schedule. You might meet with your counselor once a week for as little as 30 minutes or as long as 60 minutes. Sometimes you might choose to meet with your therapist more often (2 or more days per week) or less often (every two weeks). You can continue meeting with your counselor for as long as you need help working out your problems. This could be 1 week, 6 weeks, 6 months, or even longer.

Sigmund Freud

Sigmund Freud dilahirkan dengan nama asalnya Sigismund Schlomo Freud, pada 6 Mei 1856 di Freiberg di Mahren, Moravia, Austria (sekarang dikenali sebagai Pribor, Republik Czech). Ayahnya yang bernama Jacob adalah seorang peniaga bulu kambing biri-biri dan ibunya bernama Amalia. Beliau adalah berbangsa Jerman yang berketurunan Yahudi, namun menganggap dirinya adalah seorang atheist. Ketika berusia 4 tahun, beliau dan keluarganya berpindah ke Leipzieg, Jerman dan seterusnya ke Viena, Austria apabila perniagaan bapanya merosot akibat krisis ekonomi pada tahun 1857.
Freud merupakan anak kesayangan ibunya dari tujuh beradik dan sentisa mendapat keistimewaan berbanding saudara-saudaranya yang lain. Ketika belajar pada waktu malam, hanya beliau yang dibenarkan menggunakan lampu manakala saudaranya yang lain hanya menggunakan lilin untuk belajar. Ibu bapanya juga menyediakan sebuah bilik khas yang lengkap dengan segala perabot untuk kemudahan beliau.
Pada tahun 1865, Freud memasuki Universiti Leopoldstädter Communal-Realgymnasium. Beliau dikenali sebagai seorang pelajar yang genius dan beruapaya menguasai lapan bahasa dan menyelesaikan ijazah kedoktorannya pada usia 30 tahun. Beliau pernah menyertai fakulti kedoktoran di Universiti Vienna untuk belajar di bawah bimbingan Profesor Karl Claus. Kemudian, beliau menghasilkan kajian pertamanya mengenai belut. Tahun 1876 pula, beliau menyertai Physiological Institute of Ernst Wilhelm von Brücke dan sempat berkhidmat sebagai tentera selama setahun pada 1879.
Beliau kemudiannya dilantik sebagai profesor di University of Viena dan pada tahun 1905 beliau mengejutkan dunia dengan teori perkembangan psiko seksual (Theory of Psychosexual Development) yang mengatakan bahawa seks adalah faktor pendorong yang paling kuat untuk melakukan sesuatu. Antara hasil kerja Freud yang sangat terkenal adalah:
Studies on Hysteri a(1895)
The Interpretation of Dreams (1899)
The Psychopathology of Everyday Life (1901)
Three Essays on the Theory of Sexuality (1905)
Jokes and their Relation to the Unconscious (1905)
Beyond the Pleasure Principle (1920)
The Ego and the Id (1923)
The Future of an Illusion (1927)
An Outline of Psycho-Analysis (1940)
Istilah psiko analisis yang dikemukakan oleh Freud boleh diertikan sebagai sebuah teori kepribadian dan psiko patologi, sebuah alat terapi untuk gangguan-gangguan kepribadian dan satu teknik untuk menyiasat fikiran dan perasaan individu yang tidak disedari oleh individu itu sendiri.
1930, Freud telah menerima ‘Goethe Prize’ sebagai penghargaan terhadap penglibatannya dalam bidang psikologi dan kesusateraan budaya Jerman. Tiga tahun selepas itu, Nazi memerintah Jerman dan membakar sebahagian besar buku-buku Freud. Beliau melarikan diri ke London dan meninggal dunia di sana pada tahun 1913. Sebagai seorang perokok tegar, beliau mengidap kanser mulut dan telah menjalani lebih dari 30 kali pembedahan dalam tempoh 16 tahun.

MODUL LATIHAN
DINAMIKA KELOMPOK BERSTRUKTUR
TEMA : TEAM BUILDING

1.0 KUMPULAN SASARAN

Aktiviti modul ini disasarkan kepada pelajar-pelajar sekolah menengah iaitu pelajar tingkatan empat dan lima. Hal ini kerana aktiviti pertama melibatkan aras pemikiran yang agak tinggi untuk diselesaikan. Sementara itu, aktiviti kedua pula melibatkan pemikiran dan idea yang kreatif daripada setiap ahli dalam kumpulan.

2.0 SINOPSIS

Modul ini memfokuskan terhadap pembinaan pasukan ”team building” dalam sesebuah kumpulan. Setiap aktiviti dalam ”team building” adalah satu proses atau perkembangan dimana setiap individu dapat memupuk sifat kepercayaan, penerimaan, hormat, persefahaman dan kerjasama diantara setiap ahli dalam kumpulan. Aktiviti–aktiviti modul juga memerlukan setiap ahli untuk lebih ekspresif dan terbuka untuk menyampaikan idea-idea. Masalah kecil dan keputusan dapat di atasi dan diputuskan secara bersama hasil daripada perbincangan dalam kumpulan.
Kumpulan akan lebih kukuh dan sebarang aktiviti modul dapat berjalan dengan lebih lancar sekiranya terdapat kepercayaan dan rasa tanggungjawab yang ditanggung bersama dalam suasana sukar dan senang. Sokongan, galakan dan kata semangat di antara setiap ahli juga sangat penting dalam aktiviti. Kesemua faktor ini secara langsung menjadikan kumpulan itu lebih dinamik, produktif dan sentiasa bersaing untuk menempuh kejayaan demi kejayaan dalam sebarang aktiviti yang mereka lakukan.







3.0 OBJEKTIF KESELURUHAN

Dalam menjalankan modul bertemakan `kerjasama berpasukan”, kami telah menggariskan beberapa objektif yang mana ianya amat diperlukan bagi mengelakkan kami daripada lari atau terpesong dari matlamat modul kami. Antara objektif-objektif kami ialah:

Membina semangat `kekitaan” untuk saling bekerjasama bagi meningkatkan prestasi melalui sikap persaingan secara positif.
Mengekalkan hubungan yang sedia ada dan seterusnya menjadikannya lebih erat.
Menguji daya kreativiti peserta dalam menyelesaikan sesuatu masalah yang dihadapi.
Untuk mengukuhkan kejelikitan dalam kelompok dengan cara bertukar-tukar pendapat, idea, pengalaman dan kemahiran.
Untuk melihat sikap toleransi, bekerjasama, percambahan fikiran, pemikiran kreatif dan konsep kendiri peserta.

4.0 PERLAKSANAAN AKTIVITI

Aktiviti 1

Tajuk : NUMBER PUZZLE

Sasaran : Setiap ahli yang terlibat.

Masa : 20 minit.

Alat / Bahan : Salinan number puzzle dan pen untuk setiap kumpulan.

Objektif : Untuk menggalakkan kerjasama ahli sebagai satu kumpulan.
: Untuk menggalakkan idea kreatif oleh setiap ahli kumpulan.
: Membentuk semangat berusaha dalam mengendalikan masalah.
: Melatih setiap ahli dalam kumpulan agar dapat berfikir dengan pantas
dan dapat bertindak cepat dalam melakukan tugas yang diamanahkan.
: Komitmen ahli dalam menyelesaikan persoalan dalam kelompok.

Kaedah : Perbincangan dalam kumpulan.

Langkah-langkah : Setiap kumpulan diarahkan untuk melantik ketua kumpulan.
: Setiap kumpulan diberikan salinan number puzzle dan
sebatang pen, alat dan bahan diletakkan ditengah-tengah
kumpulan bukan kepada individu tertentu dalam ahli
kumpulan sahaja.
: Fasilitator memberitahu kumpulan bahawa mereka perlu
menyelesaikan masalah. Mereka perlu membahagikan kotak
puzzle kepada empat bahagian yang mana setiap bahagian
mempunyai empat digit nombor yang berlainan.
: Selepas ahli kumpulan dapat menyelesaikan masalah yang
diberikan, wakil dari setiap kumpulan dikehendaki memberikan maklum balas mengenai peranan setiap individu dalam kumpulan sewaktu perbincangan.

Perbincangan : Adakah setiap ahli dalam kumpulan memberikan idea dan
pendapat?
: Adakah setiap ahli memberikan komitmen dalam
menyelesaikan number puzzle tersebut?

Falsafah : Setiap orang ada peranannya masing-masing, sekiranya
peranan itu dimainkan dengan berkesan maka tercapailah
maksud yang diharapkan.
: Keputusan yang baik sukar dicapai
sekiranya tidak bermuafakat.
: Setiap individu adalah berbeza dari segi persepsi, tanggapan
dan cara mereka berfikir.


Nilai-nilai murni : Pemikiran yang sihat dan membina.
· pandangan, cadangan dan pendapat dan pemikiran yang
bernas harus dipupuk untuk kebaikan diri dan
masyarakat.
: Tekun
· sabar dan bersungguh-sungguh dalam melakukan sesuatu perkara.

Pengajaran dan kesimpulan :

Secara keseluruhannya aktiviti ini dapat menggalakkan kerjasama diantara ahli
dalam kumpulan untuk saling bertukar pendapat dan idea dalam menyelesaikan
sesuatu masalah. Pandangan setiap ahli dalam kumpulan sewaktu perbincangan perlu
diambil kira dan sikap mementingkan diri sendiri perlu dihindarkan bagi mengelak
sebarang pertelingkahan. Persepakatan sesama ahli juga amat penting bagi
mewujudkan perpaduan di antara ahli dalam kumpulan. Selain daripada itu, setiap ahli
perlulah menghargai dan berfikiran terbuka terhadap segala pendapat orang lain tidak
kira sama ada positif atau sebaliknya.

Aktiviti 2

Tajuk : TELURKU SAYANG

Sasaran : Setiap ahli yang terlibat

Masa : 45 minit

Alat /Bahan : Telur,
plastik,
benang,
plaster(sehasta),
kertas A4 (1 keping),
gunting.

Objektif : untuk menggalakkan perkembangan idea dan pendapat ahli
kumpulan dalam perbincangan.
: menggalakkan persepakatan dan perpaduan sesama ahli
dalam kumpulan.
: mewujudkan semangat kerjasama sesama ahli kumpulan.
: mewujudkan rasa tanggungjawab dalam diri setiap ahli
untuk menyelesaikan tugasan.

Kaedah : Perbincangan dalam kumpulan.
: Menyiapkan tugasan dan perlaksanaan.

Arahan : Anda dikehendaki membina sesuatu yang kreatif dan kukuh
dengan menggunakan alat dan bahan yang telah diberikan
supaya apabila telur dijatuhkan dari tempat yang tinggi, telur
tersebut tidak pecah.

Langkah-langkah : Fasilitator memberikan penerangan mengenai aktiviti yang
akan dijalankan.
: Ketua kumpulan diminta untuk mengambil alat dan bahan
yang telah disediakan.
: Setiap kumpulan diberikan masa 30 minit untuk melakukan
perbincangan dan menyiapkan tugasan yang telah diberikan.
: Setiap ahli kumpulan digalakkan untuk saling memberi
pendapat dan bekerjasama untuk menyiapkan tugasan.
: Fasilitator memberikan peringatan kepada setiap kumpulan
untuk menyiapkan tugasan mereka pada 10 minit terakhir
daripada masa yang telah diperuntukkan.
: Setiap ahli kumpulan di bawa ke bangunan empat tingkat di
sebelah SITC bagi melakukan perlaksanaan aktiviti dan
menguji hasil kerja kumpulan.
Perbincangan : Bagaimana ahli dalam kumpulan menyelesaikan masalah
dan membuat keputusan?
: Adakah setiap ahli dalam kumpulan menyumbang idea dan
pendapat?
: Adakah setiap ahli dalam kumpulan bekerjasama dalam
menyiapkan tugasan?
: Adakah setiap ahli dalam kumpulan memberi komitmen
untuk menyiapakan tugasan dalam tempoh masa yang telah
ditetapkan?

Falsafah : Untuk mewujudkan suasana mesra dan semangat kerjasama
dalam kelompok.
: Masalah dapat diselesaikan dengan mudah jika dikongsi dan
dibincangkan bersama dalam kumpulan.
: ”Dimana ada kemahuan, disitu ada jalan”

Nilai-nilai murni : Yakin pada diri sendiri
· Setiap ahli kumpulan perlu percaya kepada kebolehan diri sendiri dan sanggup menghadapi risiko.

: Toleransi
· Sanggup bertolak ansur, sabar dan dapat mengawal diri bagi mengelakkan berlakunya sebarang pertelingkahan.

: Kepuasan bersama
· Kepuasan yang dirasai hasil daripada usaha dan saling bekerjasama dalam kumpulan.

: Tanggungjawab bersama
· Tanggungjawab atau kewajipan yang perlu dipikul oleh semua ahli kumpulan demi kepentingan dan kebaikan bersama.




Pengajaran dan kesimpulan :

Aktiviti yang dijalankan dapat membentuk semangat kerjasama berpasukan
di antara setiap ahli dalam kumpulan di samping mewujudkan rasa tanggungjawab untuk menyiapkan tugasan dalam waktu yang telah ditetapkan. Penglibatan seluruh anggota kumpulan adalah penting untuk mencapai kejayaan. Sikap ingin berjaya dan mencapai kemenangan perlu sentiasa membara bagi mendapatkan hasil yang terbaik.
Aktiviti ini juga diharapkan dapat menggalakkan peserta untuk lebih mementingkan perasaan dan pendapat ahli dalam kumpulan dan sentiasa mengelak serta mengawal diri dari menurut kepentingan peribadi. Keputusan dalam kumpulan juga perlulah dibuat secara bersama bagi mengelakkan sebarang pertelingkahan ataupun sebarang situasi yang tegang. Setiap ahli dalam kumpulan juga perlulah yakin terhadap keputusan yang telah dibuat serta bersedia untuk menghadapi sebarang kemungkinan. Pada akhir aktiviti ini, setiap kumpulan turut akan mendapat kepuasan apabila hasil kerja kumpulan mereka berjaya.

A school counselor

A school counselor is a counselor and an educator who works in elementary, middle, and high schools to provide academic, career, college access, and personal/social competencies to every K-12 student. The interventions used include: Developmental school counseling curriculum lessons and annual planning for every student, and culturally competent group and individual counseling. School Counselors use specific skills in advocacy, leadership, systemic change, technology integration, equity assessment, and teaming and collaboration with other stakeholders in a data-driven comprehensive developmental school counseling program. Older, dated terms for the profession were "guidance counselor" or "educational counselor" but "School Counselor" is preferred due to professional school counselors' advocating for every child's academic, career, and personal/social success in every elementary, middle, and high school (ASCA, 2005) [1]. In the Americas, Africa, Asia, Europe, and the Pacific, the terms school counselor, school guidance counselor, and guidance teacher are also used with the traditional emphasis career development [2]. Countries vary in how a school counseling program and school counseling program services are provided based on economics (funding for schools and school counseling programs), social capital (independent versus public schools), and School Counselor certification and credentialing movements in Education departments, professional associations, and national and local legislation.[2]. The major accreditation body for Counselor Education/School Counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), which provides international program accreditation in Counselor Education disciplines including school counseling [3].
Worldwide, there are large achievement, opportunity, funding, and attainment gaps for who has access to a quality elementary, middle, and high school education and can then pursue additional educational resources including college. In some countries, school counseling, frequently career education/development/counseling, is provided by educational specialists (for example, Botswana, China, Finland, Israel, Malta, Nigeria, Romania, Taiwan, Turkey, United States). In other cases, school counseling is provided by classroom teachers who either have such duties added to their typical teaching load or teach only a limited load that also includes school counseling activities (for example- India, Japan, Mexico, South Korea, Zambia).[2]. There are groups in Africa, the Americas, Asia, and Europe that have provided international counseling conferences but most have not had an exclusive school counseling focus. The IAEVG focuses primarily on career development with some international school counseling articles and conference presentationss

Counseling

Learn About Yourself As You Help Others

Life can be challenging at times. We’re forced to confront issues we’re not prepared for. Unfortunately, we’re not born into this world with a user manual. We’re required to go through life doing the best we can. Sure we have friends and family to help us, but they’re also just doing the best they can.

A wonderful benefit of becoming a Counsellor is the self-learning. Becoming a Counsellor is an enjoyable journey of self discovery. Counselling is a science of personal effectiveness. An understanding of counselling principles provides you with a clear understanding of yourself, as well as those around you.

As a Counsellor you’ll understand why you feel, think and behave as you do. And you’ll be able to implement strategies in your own life so that you’re happier, healthier, and more able to face life’s challenges.


Learning That Fits Around Your Lifestyle

Today there are more and more demands on your time. Gaining a qualification can be difficult when you have to fit it around other commitments.

Most course providers still design their courses using traditional methods. That was fine 10 years ago when most students studied full time. Today we don’t have that luxury. You need to fit competing career, family and lifestyle needs into the same hours.

That’s why the Institute focuses on external, flexible training. Our learning methods have evolved with the times. Our training methods set a precedent in flexibility and support. This means you can fit your learning around your lifestyle whilst maintaining exceptional levels of quality and support.

Institute courses are designed to maximise your learning from home. You can progress at your own pace, and assessment is progressive.

The specialised course material and extensive support provide you with all the expert support and advice you need. Because you are in total control of your study time, you can complete your course several times faster than by other means.

what counseling?

LifeShopsWhat Is Counseling?
There are many myths about what Counseling entails. Most of them are rooted in some outdated ideas about psychology and psychotherapy. Unfortunately, images of old men in beards, clients on couches and patients in asylums still define what counseling is for many individuals who might benefit from what counseling offers today. Often, people dismiss counseling as Something for “crazy people”?Professional help for people with really major problems?An activity for people who are way too preoccupied with themselves!A crutch for people who are just too weak to handle life.
or
Where you go and get analyzed by somebody and then hope something changes for the better!
Usually, if counseling is described in these ways, the descriptions are coming from people who have never been to counseling....Counseling is many things....but a good place to start is by clarifying what counseling is NOT!Counseling is NOT a place that people go to find out if they’re "crazy" ...but rather to get support because sometimes the world can seem pretty “crazy.”Counseling is NOT something that attends only to challenges regarded as “major problems” and dismissing things some may regard as “less important problems” but rather attends to the issues that students bring in whenever they feel the distress is getting in the way of living life with satisfaction. Counseling simply helps show those who come to counseling that they possess the strength and abilities to manage their challenges.Counseling is NOT an activity for self-absorbed people. In fact, most students who seek counseling are struggling because they are very sensitive to the feelings and experiences of others and want to preserve their relationships by working on the difficulties that threaten them.. Counseling is NOT an activity where one expert analyzes the client. Rather, it is an activity where counselor and client work as a team to make positive changes in the client's approach to life. Counseling is NOT a crutch for weak people. Rather, it is a vehicle for strong people who decide to face their challenges directly rather than continue in the more frightened and “escape”-oriented ways that others use to deal with difficulties.
A MirrorCounseling is a unique relationship in which the Counselor’s job is to hold up a mirror for the client to see himself or herself in. We all have experiences in which we can’t see things about ourselves without a mirror.
Whether our hair is fully combed, whether we have something stuck in our teeth, or whether we have a wound in a hard to see place, we often need mirrors to see these things well enough to do something about them. And, sometimes, we need someone to hold the mirror so we can see the things at are at more hidden angles. In addition to knowing what angles to hold the mirror from, the counselor understands that sometimes it takes a while for folks to see what they need.... especially if there are more subtle things needing our recognition. Finally, because most people tend to be hard on themselves (if not downright mean to themselves) the counselor knows to hold the mirror in such a way that the client can see himself or herself from a caring, supportive, and sympathetic perspective.
ReflectionsOften counselors seem to only be repeating what clients are saying to them or paraphrasing clients rather than giving answers.I hear you saying....It seems that you are....I can feel that you are experiencing...How does that make you feel?What emotions do you have about this?Actually, when counselors are doing this, there is a strategy behind it. Remember, counseling is not about experts fixing problematic people. Mirrors don’t comb our hair, they just motivate us to pick up the comb by showing the areas that need our attention.
When counselors ask such questions or make such statements, they are not necessarily seeking answers from clients. Rather, they are simply giving the clients an opportunity to focus on the things that seem out of view for them.... often this involves pointing the mirror to some neglected painful emotions.
Counseling is about reflecting back to the client that he or she is being heard and providing them an opportunity to hear themselves. Often, hearing one's own thoughts and feelings in another person's words adds a clarity and support that's difficult to grasp when the emotional turmoil simply swims around in our heads without any form. When students can see the most complete reflection of themselves, pain and all, they are more capable of learning about the details of themselves. With this enhanced perspective, those in counseling can make the adjustments needed to make their lives more satisfying.The Counseling RelationshipMirrors With ExpertiseSometimes, because Counselors have a lot of experience witnessing human beings in various forms of life challenges, they can ask questions or share observations that are more revealing than what friends or family members might say. With these new revelations, clients make decisions and--with the support of the counselor-- clients take action toward positive growth in their lives.Thus, the relationship between the Counselor (this supportive mirror) and the Client, is helpful in and of itself. The Counseling Relationship is one that exists between a person with caring expertise and a person with discouraging isolation around difficult life experiences. It is a relationship that emerges through a sharing of personal history and exploring powerful emotions.

Confusions Traumas Rejections
Hurt Hopes Anger
Fears AbandonmentBecause the counselor is a real person who typically cares genuinely about the client, a relationship develops between the person of the counselor and the person of the client. Genuine connection, defined by a closeness between two persons out of the trust-based sharing, emerges between them.However, because the counselor typically self-discloses very little in the counseling relationship in order to maintain a focus on meeting the client’s needs, and because the counselor’s job is to “hold up the mirror,” you, the client are actually forming a new relationship with yourself--- in more emotional detail and with a more accepting perspective. Thus, the client in pain and confusion begins to form a close relationship with the client as a growing individual, increasingly equipped to take care of him or her Self. This point is important to emphasize because it explains Counseling as a venture aimed at helping clients become autonomous rather than fostering dependence on professionals.
Mirrors Come in Different ShapesThere are different formats of counseling and different approaches counselors may take, but most are in one of three forms: Individual Counseling, Couples Counseling, and Group CounselingStudents are often hesitant to engage in anything other than individual counseling. While often this is the most appropriate intervention, the other formats have unique advantages that should be considered.Often, students are resistant to couples counseling, opting to talk “about their relationship” with a counselor in individual counseling. Couples Counseling adds the partner’s perspective to the counseling to the benefits of individual counseling. Group Counseling, a prospect that is intimidating to many students, has several advantages. For one thing, Group Counseling provides at least as many mirrors as there are group members, compared to the single mirror available in individual counseling. When a person’s difficulties have a significant interpersonal component---in other words, if the client’s struggle is something that impacts relationships with others---Group Counseling is often most helpful because it provides a safe place to get feedback on how they are experienced by others.For individuals having difficulty establishing or maintaining relationships...
Shyness, New Friends or New Romantic Interests Don’t Call, Confusing Conflicts, Feeling Left Out from Social Groups---....the group offers an arena where the client eventually begins acting and reacting in similar ways to their relating style outside the group....The group, facilitated toward a supportive and caring approach, can shed light in how you may come across as well as helping correct some incorrect assumptions that may lead to some of the relationship difficulties to begin with.
So What Is Counseling?
It’s an Honest and Supportive Mirror It’s a Relationship that Builds Confidence.It’s available for any Georgia State University student who may need to explore some of the difficulties that have started to form barriers to success and satisfaction with this thing called Life.

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