Framework kaunselling

NORMA DIANA BINTI ZAIBI910228-03-5932

1.0 Introduction

According to Dr Kamaruzzaman bin Jalaludin from Institut

Pendidikan Guru Kampus Perlis referred from his book, counseling

is a process of helping as a professional between the client and

the counselor. The interaction between the counselor and the

clients are not far than professionalism. The interaction between

the counselor and the clients are develop interaction and within

time period. The develop interaction then will produce dynamic

respond from the clients that contributes to intervene the

problem of conflict whether it is positive or negative.

Counselor is an academically and professionally trained at the

institute and had undergone formal training and module as a

qualification to be called and served as the counselor at school.

Normal teachers who are not undergone formal train as the

counselor can perform the role like professional counselor too.

However, they cannot have the title as school counselor because

they did not have the qualification. As a normal teacher, he or

she can always do counseling in the classroom to overcome certain

problems or conflicts that may arise.

Normal teachers should learn and know a bit about the

counseling so it may help the pupils and counselors too. This is

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because teachers spend more time with the pupils than counselors.

In most cases, counselors only meet the pupils who are being

referred to after they have done turmoil or suspect of having

conflict. So, as the conclusion, with the knowledge of normal

teachers about counseling they can attend the conflict at early

stage and helping the counselors to monitor the pupils.

There are two types of counseling. The first one would be

individual counseling and the second one would be group

counseling.

Individual counseling is where the counselor having

interaction with one and the only client. The interaction usually

will take place at the specific place with specific aim to

intervene the problems.

Group counseling on the other hand is the interaction between

the counselor and a group of client. The clients might have same

conflicts to be solved. Usually the clients will sit in circle

and talk about their problems. Group counseling can be

implemented in classroom by normal teacher. For example using the

story telling therapy where a group of pupils talk with teacher’s

guidance.

According to Zuraidah Abdul Rahman, Kaunseling Kelompok, she

referred to Corey, G. (1978). Theory and Practice of Group

Counseling stated that group counseling is an intervention and

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remedy. It has one specific aim or focus for learning, career,

social or personal problem. Group counseling helps the clients to

know and understand themselves well, build the interactional

skill between the clients, sharing the emotion and etc.

Group therapy can be implemented in school as what Prof. Madya

Zuraidah Abdul Rahman did with Year 4 pupils, 2013. She

implemented group therapy for the primary school pupils and it is

a success. She also is a founder of Pembimbing Rakan Sebaya in

Malaysian school.

The art therapy that I used in the integration of counseling

in lesson plan is considered as group therapy too. All pupils are

being attended as a group of pupils. Then, only the product of

the artwork is considered as individual.

Pupils in Sk Guar Kepayang are mostly did not have serious

discipline problems of conflicts. After the interview session

with the School Counselor, Puan Nor Azam, I had noticed that only

few pupils that have personal conflict. All the conflicts are

because of the family problems. For example, Faiz(not real name)

likes to attract teachers’ attention during the class. He will

create turmoil and sometime disturb others then tell the teacher

that he is being disturbed by other pupils. He will cry and

teacher takes action on the one that he said disturb him. Then,

after little observation, she noticed that Faiz is the one who

start the conflict. So, she has done few investigations and she

found the reason. Actually, Faiz is the unwanted children and he

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is casted away by his parents. He is living with his grandfather

and the reason for him acted out is because he wants the

teachers’ attention especially women. He assumed that the

teachers are his mother.

So, from this I have chosen to do the counseling on the

family. The lesson focused on the listening to the story about

family.

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2.0 Integrated lesson plan.

Subject : English

Date : 29th of February 2014

Day : Thursday

Time : 12.30 – 1.00 p.m

Class : 4 Amanah

No.of Pupils : 23

Focused skill : Listening

Integrated skill : Speaking

Content standard : By the end of the 6- year primary

schooling, pupils will be able to:

1.3 understand and respond to the

texts in a variety of contents.

Learning standard : 1.3.1 Able to listen to and demonstrate

understanding. 5


Objective : By the end of the lesson, pupils

will be able to:

1) listen to story and respond by answering

simple Wh-question

2) express their feeling about family through

drawing

Language contents: Past tense, feelings, common nouns

Educational emphases: contextual learning: relate the

situation with their own

experiences with

family.

Teaching aids : story, crayon

Stage Teaching and

learning activity

Rational Remarks

1) Teacher 1) To attract

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Set

induction

sings Happy

Family Song.

2) Teacher asks

pupils to

join singing

the song.

3) Teacher asks

whether they

love their

family or

not.

pupils’

attention.

2) To invite

the pupils

join

together

to sing

the song.

Happy Family

Song

Activity 1 1) Teacher

gathers the

pupils in

front of the

classroom.

2) Teacher gets

the pupils

to be ready

to listen to

the story.

3) Teacher

tells the

story to

1) To create

the warm

condition

by having

the pupils

to sit

closely to

teacher.

2) To listen

and

understand

the story

well.

Story

Listening skill

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pupils.

4) Once in a

while,

teacher asks

simple

question for

checking the

pupils’

understandin

g.

Activity 2 1) During the

storytelling

before,

teacher

tells about

the family

and the

expression

to pupils.

2) For example,

my father, I

feel happy

having him

around me

1) To let the

pupils

know what

they need

to do

later.

2) To give

time and

space for

pupils to

think

about

their

experience

Make sure their

own feeling

towards family

members.

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every day.

3) Teacher asks

the pupils

to express

their

feeling

about their

family

members in

their mind

first.

s

Activity 3 1) Teacher

gives out

crayon and

drawing

paper to

pupils.

2) Teacher asks

the pupils

to draw

simple stick

man to

represent

their family

members.

1) To let the

pupils use

their

imaginatio

n and

artistic

skill.

Art therapy

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3) Then,

teacher asks

the pupils

to express

their

feeling on

each family

member using

colours.

Example,

colourful

colour means

that they

happy with

them and

black colour

means that

they are not

happy.

Closure 1) Teacher asks

the pupils

to sing

Happy Family

Song again.

2) Teacher

1) To let the

pupils

know the

moral

values of

the story.

Moral values of

love and

respect.

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tells about

moral values

of the

story.

3.0 The effects of art therapy in the lesson

According to the website that I have read, 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.

In term of children, art therapy can help children if they

have mental health problems or disabilities, they may find it

scary or difficult to properly express them in a clinical

setting. This is particularly true for young children who

generally have limited vocabularies and those that don’t speak

the primary language in the country where they live. In addition

to or in lieu of standard therapy methods, kids can use art to

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communicating their thoughts and feelings to the adults who want

to help them deal with their life challenges.

Art therapy is a psychotherapy wherein patients use art in

varying ways. The most common way is to escape from the stress of

illness or disability. It is also used as a symbolic language.

With the help of the therapist, the child decodes the meaning of

the picture and discusses the underlying issues that inspired the

artwork. No matter how it is used, art therapy can be a creative

outlet for children struggling with the circumstances of their

lives.

Art therapy is very effective for children to express their

feelings towards something that they cannot voice out with words.

Art therapy helps pupils to use their basic instinct as children

who are very creative and artistic. They can use the colours,

line, pattern, symbol and other things to express their feelings.

This is because children are naturally creative, and it is

usually easier for them to draw a picture as opposed to answering

questions directly. They may be reluctant or even hostile about

discussing certain topics. Creating artwork is a non-threatening

venue that allows kids to tackle tough issues in a creative way.

During the implementation of the lesson plan, pupils were

focusing on their drawing. From what I saw, they express what

they feel freely. They did not consult their friends on what they

need to do. This shows that children are very engage with colours

and drawings. The reasons why I told them to use stick man is

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because some of the pupils will complain that the do not know to

draw beautifully. So, from the beginning, I have already told

them to just draw what they want to draw and do not take care on

the beautifulness or what.

Other than that, art therapy is not very direct counseling for

pupils. Pupils did not notice that I am trying to find out about

their background. This shows that children have pure heart.

Pupils will not feel threaten and afraid to express what they

want to address. During the art therapy process, the pupils make

use all the colour or crayons that I have provided to them. The

looked calm and able to express what they feel.

Before doing the art therapy, I have read on the process of

the art therapy. The useful information from the web and school

counselor helps me to integrate the counseling in my teaching.

From the web, there are few factors that need to be considered.

First, the age of the child. In general, art therapists provide

kids with age-appropriate art supplies and set them free to

express themselves. More often than not, the therapist will give

the child a prompt to get them started. But, I did not give the

prompt to start doing the art therapy. This is because I did not

tend to approach on certain children. Second is the materials

used. Because they are 10 years old pupils, so I have decided to

use crayon. Crayon is very effective to be used because it is

friendly used. It is different if I ask them to use colour pensil

because it will consume time to sharpen the colour pencil. Then,

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to use the water colour, pupils’ might look at it as formal

Visual Art class. So, using the crayon itself will make the

pupils free to use and not feel burden to draw what they want to

express.

From the lesson plan, I have used two other therapies for

example song and story. The integrated of the two therapies are

to trigger pupils’ interest and readiness to do art therapy. From

the result, I managed to have pupils ready and understand what

they need to do. The use of song helps the pupils to feel safe

and enjoy the beginning of the lesson. Other than that, the story

about the family members and feeling helps the pupils to relate

the story with their own experiences. It helps the pupils to

trigger their imagination.

As the findings, I have consulted school counselor. She helped

me on the interpretation of the drawing. From what she explained,

the children are having good relationship with family. This is

because they use bright colours. The stick man that they drew

showed the intimate relationship between them and other family

members. This is because they drew the stick man that holding

each other hand. So, there are no further actions to be done.

Anyway, if something peculiar happen, I indirectly helped the

counselor to identify pupils who might having the problem

regarding their family issues. This is indeed truth findings,

because from the record all the pupils are very good in study and

very obedient pupils. Almost 70 percent of the children in this

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class are prefect, Pembimbing Rakan Sebaya and Pengawas

Perpustakaan.

There is a drawing form Siti Hajar that portrays a girl

sitting on the chair. When I ask her why the sister sits on the

chair, she told that her sister is physically disability. She

cannot walk since child and she loved her sister so much. Siti

Hajar is very talented kid because she can draw and sing well.

She is also very excellent in study.

Picture 1.0

The second drawing portrays the dislikeness to the sister

because the sister always bullying other siblings. The drawing

from Nur Husnani showed that she dislikes her sister. When I

asked what kind of bullying, she said her sister always pinch

them. That is why she dislikes her sister. From what I see, it is

not serious problem because the parent acknowledges the

situation.

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Picture 2.0

The third drawing on the other hand tells thousand stories.

She is not burden to tell me what happened to her family. Her

parents have divorce with three siblings. Then, her mother

married other man and has one child. But, she did not draw the

new father even though she is living with new father. When I

asked her why, she said that she still loved her father even

though they are separated. From what I can see, this girl is very

strong and tough girl. She understands enough why her parents has

separated.

Picture 3.0

Sincerely, from the art therapy I managed to know the pupils’

family. I managed to know their family members, their hidden

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story, their talent and etc. There are pupils who experience

divorce parents but still strong and still hope that their

parents keep in touch. Other than that, I discover that there are

special person inside one normal girl’s family. There is also

funny thing when one pupil draw her sister’s face with full of

pimples. When I asked her, she said that her sister had pimples

problem.

Picture 4.0

From the local finding, art therapy has been done in school

work. For example, The Centre for Creative Art Therapy by 2011

has carried out One-on-one Play Therapy Program where a team of 5

practitioners, working on a weekly basis with children and young

people aged 3-18 years old. They deal with emotional and/or

behavioural difficulties arising from various issues such as

bereavement, family breakdown, trauma from disasters natural

disasters, physical, emotional or sexual abuse, chronic illness,

bullying, peer pressure, etc

Not only in term of education, has art therapy also helped the

children who suffered from illness. It is proven by Therapeutic

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Play Program at Penang General Hospital where a team of 5

practitioners, working in rotation, made weekly visits to conduct

Therapeutic Play Sessions with chronically ill children in the

Pediatric Nephrology and Oncology Ward of the Penang General

Hospital. The Therapeutic Play Program enable chronically ill

children to relax have fun and release their sadness, anger and

frustration.

These are few examples of practice of art therapy in Malaysia.

Personally, I agree that art therapy is very effective in

Malaysian’s school because pupils able to express their emotions,

feelings, anger, frustration and happiness through drawing and

colours.

A question and answer type of format can be daunting and

intimidating for a child, especially when they have to try and

explain themselves with their already limited vocabulary. Because

of this, art therapy for children can be a much more viable

solution for communication than simply having a conversation and

talking about things. This can be especially true when it comes

to children and traumatic events.

If a child experiences something tragic, that event usually

gets buried in their subconscious where it affects them in the

future. These types of things are not easy for kids to talk

about, especially when there are deep-rooted emotional issues in

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play. Through art therapy children can help bring these

suppressed emotions to the surface so the art therapist can then

focus on healing the child’s issues.

4.0 References

C. Kendra. What is Art Therapy?. Retrieved from

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http://psychology.about.com/od/psychotherapy/f/art-

therapy.htm.

Dr. Kamaruzzaman bin Jalaludin. (2006). Teori Kaunseling Bina

Jiwa: Falsafah dan

Orintasi Kliikal. Rasaling Press Sdn. Bhd, Kangar, Perlis.

Ee Ah Meng, Lee Kook Cheong and et al. ( 2014). Bimbingan dan

Kaunseling Kanak-

Kanak. Oxford Fajar Sdn. Bhd, Shah Alam, Selangor Darul

Ehsan.

Eve C. Jarboe. Art Therapy: A proposal for inclusion in School

Setting. Retrieved from

http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts

%20in%20

education/jarboe.htm.

How Art Therapy Can Help Children. Retrievd from

http://www.arttherapyjournal.org/art-therapy-for-

children.html.20

http://www.arttherapyjournal.org/art-therapy-for-children.html

http://www.arttherapyjournal.org/art-therapy-for-children.html

http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts%20in%20Educati

http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts%20in%20Educati


M. Cathy. Art and Health : There’s an App for That. Retrieved from

http://www.psychologytoday.com/blog/the-healing-arts/

201202/art-therapy-there-

s-app-1.

Zuraidah Abdul Rahman. ( 2004 ). Pengenalan Kaunseling Kelompok.

IBS Buku Sdn.

Bhd. Selangor, Darul Ehsan, Malaysia.

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http://www.psychologytoday.com/blog/the-healing-arts/201202/art-therapy-there-

http://www.psychologytoday.com/blog/the-healing-arts/201202/art-therapy-there-

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