POSTGRADUATE DIPLOMA IN TEACHING

SEMESTER MAY 2020

HPGD 2103

GUIDANCE AND COUNSELLING

MATRICULATION NO : CSS02047926
IDENTITY CARD NO. : 910914146341
TELEPHONE NO. : 0167643578
E-MAIL : NAJMIFSPPP@OUM.EDU.MY
LEARNING CENTRE : MALACCA LEARNING CENTER
PROPOSAL ON EXPLAINING OF COUNSELLING AND THE IMPORTANCE
OF ITS SERVICES TO ADDRESS MENTAL HEALTH ISSUES IN SCHOOLS
TABLE OF CONTENTS PAGES

1 ABSTRACT........................................................................................................................1
2 INTRODUCTION..............................................................................................................2
3 DEFINITION OF COUNSELLING....................................................................................3
4 GUIDANCE AND COUNSELLING GOALS...................................................................4
5 THE ROLE OF SCHOOL COUNSELLORS....................................................................5
6 MORAL PRINCIPLES IN COUNSELLING....................................................................6
7 TYPES OF COUNSELLING.............................................................................................8
7.1 PERSON – CENTERED COUNSELLING...................................................................8
7.2 GROUP COUNSELLING…………………………………………………………...9
7.2.1 TYPES OF GROUP........................................................................................9
7.2.2 STAGES IN GROUP COUNSELLING.......................................................10
8 APPROACHES IN SCHOOL COUNSELLING.................................................................10
9 IMPORTANCE OF GUIDANCE AND COUNSELLING SERVICES IN SCHOOL
SYSTEM...........................................................................................................................12
10 ISSUES FACED BY SCHOOL CHILDREN……………………………………… …..13
11 SCHOOL PREPARATION ON PREPARE COUNSELLING
SERVICES……………15

12 SUGGESTIONS FOR SCHOOL AND PTA ROLES TO OVERCOME………………16

13 CONCLUSION ..............................................................................................................18

14 REFERENCES...................................................................................................................19
 1.0 ABSTRACT

Guidance and counselling services were first introduced in Malaysian schools in the early
The 1960s. The initiative began with career and guidance services gradually expanded in scope in
line with the needs and problems which arise from the development and changes within the fields
of economy, science, and technology.
 
The guidance and counselling services in Malaysian schools have made specific
modifications based on the guidance and counselling model practiced in schools in the United
States of America. These changes are considered appropriate to meet the cultural characteristics of
the local community.
 
Students’ discipline problems due to mental health and psychological issues among them
are the arising issues in this new age. The parents must understand that guidance and counselling
by school counselors are more on solving the triggered or the cause of the arising issue as well as
towards helping and assisting troubled students which are vital to students’ development and for
their future careers. By that, the parents and teachers should unite against this issue together for
the sake of their children’s future.
 1
2.0 INTRODUCTION

The practice of giving and receiving assistance, advice, and guidance is a familiar
tradition within Malaysian society. As stated by Amla Salleh (2009), advisory and social
support among members of the Malay community has existed long before colonial
administration.

Guidance and counselling can be used and applied in schools. It is because students
nowadays have issues in school and it is school counselors' job to help them in dire need of
assistance. Bully, smoking, and drug misuse in schools and harassments are the issues faced
by students which leads them to have mental health issues such as depression and even
suicidal thoughts.
 
Mental health is the condition that influences our mind in our daily activities.  It
determines how we handle stress, how we relate to others, and how do we make our choices
(Leighton & Dogra, 2009).  Therefore, if the wellness of the mind is maintained, theoretically
one should be living a stress-free life.  Mental condition transcends throughout one’s lifespan
as the brain which is the control centre for all the activities dictates how one acts and reacts to
specific situations and conditions.
 
Mental health is influenced by factors such as biological (genes and brain chemistry), life
experiences, and family history.  Going through life experiences, one will be exposed to
situations and conditions that force the mind to respond appropriately to the ideal outcome
required.  If the mental state is not in a healthy condition, this may lead to an unfavorable
outcome as the production of the thinking process.  Such a situation will lead to unruly
behaviors, miscalculation of steps to be taken, or a mismatch between the action and
reaction.  This often results in dire consequences of one’s life, the society or the nation
eventually.  As the future torchbearers, teenagers need to make the correct and sound
decision. This places the importance of checking their mental health even more crucial. 

Today’s daily crisis and pressures within the community require a more systematic and
sophisticated form of support system. As a result, guidance and counselling services were
then introduced in schools to assist students especially in the form of career guidance and to
 overcome social problems arising from the rapid economic changes within the country such
as their discipline problems, mental health issues and psychological issues.
From time to time, the services rendered by undergoing guidance and counselling in
order to accommodate for not only the academic or career development of students, but more
importantly to ensure psychosocial and mental well-being of future students.

3.0 DEFINITION OF COUNSELLING

American Counselling Association (ACA, 1997) defined counselling as the application

of mental health, psychological or human development principles, through cognitive,
affective, behavioral or systematic interventions, strategies that address wellness, personal
growth, or career development, as well as pathology. In other words, counselling is how one
person helps another through purposeful conversation. So, it is a process in which two people
meet to explore personal problems and to identify solutions.
 
            To support the meaning of counselling, according to Persatuan Kaunseling
Malaysia (PERKAMA,2008) which based on Counselor Act 1998, counselling defined as a
relational process that assists the systematic foundation of psychological counselling
conducted by professional counselors for transforming positive, holistic and personal
customer service changes and voluntarily lifelong commitment based on ethical counselling.
Besides, based on the Counselor Act 1998 from Malaysia Board of Counselors (Lembaga
Kaunselor Malaysia, 2000), counselling is a systematic process for facilitating relationships
based on the principles of psychology practiced by a registered counselor (with the Malaysian
Board of Counselors) under the code of ethics of counselling to achieve change, progress, and
adaptation fully, voluntarily and voluntarily to clients for change, progress and adjustment it
continues throughout the life of the client. Furthermore, Brammer (1993) stated that
counselling is a process in which clients learn how to make decisions and formulate new
ways of behaving, feeling, and thinking in which counselors focus on the goals, their clients
wish to achieve. Clients explore their present levels of functioning and the changes that must
be made to achieve personal objectives. Thus, counselling involves both choice and change,
evolving through distinct stages such as exploration, goal setting, and action.
 Other than that, Rogers (1961) stated that counselling is a series of direct contacts with3
the individual which aims to assist him in changing his attitudes and behavior. Furthermore,
Krumboltz (1965) mentioned that counselling is performed by a counselor to help or assist a
client to demonstrate behavior that motivates towards problem-solving. Bor et al (2002)
define counselling as an interaction in a therapeutic setting.  Furthermore, it is described as a
conversation about relationships’ in which clients can be helped to feel understood and better
about themselves and their problems. Besides, it is not about finding solutions to the client’s
problems but rather new solutions are generated. Lastly, the relationship between the
counselor and the client is a collaborative one rather than that of a superior and subordinate.
In overall, counselling is a process between a client and a counselor through discussion and
solve the client’s problem, in this case, the students are the clients.

4.0 GUIDANCE AND COUNSELLING GOALS

According to Dr Zainal Abidin Ahmad (2011), There are five counselling goals: -

(a) Make behaviour change easier;

(b) Increase clients’ ability to start and continue relationships;
(c) Help clients’ effectiveness in coping with problems and issues;
(d) Encourage the decision making process; and
(e) Help client’s development and potential achievement.

4
 Help clients'
development
and potential
achievement

Encourage the
Make
decision
behaviour
making
change easier
process
Goals of
Counselling

Help clients' Increase

effectiveness clients' ability
in coping with to start and
problems and continue
issues relationships

Figure 1: Goals of counselling

5.0 THE ROLE OF SCHOOL COUNSELLORS

School counselors’ main role is to make a fulfilling career from easing students with
through the often rowdy school years and by the help of the school counselors, the students can
pass through their problems with ease and confidence. Academic, personal, parental and social
pressures are the problems that the students have to deal with it and they need guidance and
support.

          According to Kabir (2017), he stated the counselors act as advocates for students’ well-
being, and as valuable resources for their educational advancement. As a school counselor,
you’ll first and foremost listen to students’ concerns. Because everyone’s home and social life
are different, you could be the only person who fulfills that need for them at a given time.

They may help students with issues such as bullying, disabilities, low self-esteem, poor
academic performance and relationship troubles. Students can refer them to a psychologist or
mental health counselor for further treatment if necessary. In addition, Gladding (2004) stated

5
 that counsellors also will evaluate students’ abilities, interests and personalities to help them
develop realistic academic and career goals.

According to Mc-Leod (2013), school counselors’ roles are :-

 Listen to students’ concerns about academic, emotional or social problems

 Help students process their problems and plan goals and action

 Mediate conflict between students and teachers

 Improve parent/teacher relationships

 Assist with college applications, jobs and scholarships

 Facilitate drug and alcohol prevention programs

 Organize peer counselling programs

 Refer students to psychologists and other mental health resources

 Work on academic boards to improve learning conditions

6.0 MORAL PRINCIPLES IN COUNSELLING

As a counsellor, we must follow the ethical guidelines discussed earlier are based on five
moral principles, namely autonomy, justice, beneficence, non-maleficence and fidelity (Kitchener,
1984).

Figure 2 : Five moral principles

Figure 2 illustrates the five moral principles and its brief explanation as follows.

a) Autonomy is the principle that addresses the concept of independence. The

essence of this principle is to allow an individual the freedom of choice and
action. It addresses the responsibility of the counsellor to encourage clients to
make their own decisions and to act on their own values. There are two

6
 important considerations in encouraging clients to be autonomous:

(i) Firstly, help clients to understand how their decisions and their values may
or may not be received within the context of the society in which they live
and how they may impose on the rights of others; and

(ii) The second consideration is related to the clients’ ability to make rational
decisions. Individuals who are not capable of making competent choices (such
as children and individuals with mental handicap) should not be allowed to act
on decisions that could harm themselves or others.

b) Non-maleficence is the concept of not causing harm to others. This

principle is considered by some to be the most critical of all the principles
(Rosenbaum, 1982). This principle reflects the idea of not inflicting
intentional harm and not engaging in actions that could risk harming
others.

c) Beneficence reflects the counsellor’s responsibility to contribute to the

welfare of the client. In other words, it means to do good, to be proactive
and to prevent harm when possible (Forester-Miller & Rubenstein, 1992).

d) Justice means to act in a fair. It is expected that counsellors will act in a

non-discriminatory manner to individuals or groups. Forester-Miller and
Davis (1996) suggest that although justice instructs counsellors to act
fairly it does not mean treating all individuals the same rather it relates to
equity. It is the counsellor’s ability to acknowledge inequity and apply
intervention to suit.

e) Fidelity involves the notions of loyalty, faithfulness and honouring

commitments. Clients must be able to trust the counsellor and have faith in
the counselling relationship if growth is to occur.

When exploring an ethical dilemma, we need to examine the situation and see
how each of the above principles relates to that particular case. In more

7
complicated cases it is helpful to be able to work through the steps of an ethical
decision-making model and to assess which of these moral principles may be in
conflict.

7.0 TYPES OF COUNSELLING

7.1 PERSON – CENTRED COUNSELLING

The Person-Centred Approach developed from the work of the psychologist Dr. Carl
Rogers (1902 – 1987). He advanced an approach to psychotherapy and counselling that, at the
time (the 1940s – 1960s), was considered extremely radical if not revolutionary. (Dr. Zainal
Abidin Ahmad., 2011)
 
Originally described as non-directive, this therapy moved away from the idea that the
therapist was the expert and towards a theory that trusted the innate tendency (known as the
actualizing tendency) of human beings to find the fulfillment of their personal potentials. An
important part of this theory is that in a particular psychological environment, the fulfillment of
personal potentials includes sociability, the need to be with other human beings and a desire to
know and be known by other people.
 
Although initially developed as an approach to psychotherapy (eventually becoming known
as client/person-centered therapy/counselling), Rogers and his colleagues came to believe that
their ideas could be transferred to other areas where people were in relationships. For example,
teaching, management, childcare, patient care, conflict resolution.
 
Today there are many people who, although not working as psychotherapists and
counselors, use the work of Rogers as guiding principles in their day-to-day work and
relationships. At one level, Rogers' theory and work are very simple to describe. As many people
would attest, both those using the approach and those working as person-therapists/counselors, it
can be very difficult to put into practice because the approach does not use techniques but relies
on the personal qualities of the therapist/person to build a complimentary and empathic
relationship.
 8
7.2 GROUP COUNSELLING

A group is defined as two or more people interacting together to achieve a goal for their
mutual or common benefit. Everyone typically spends some time in group activities each day.
For example, students interact with each other in the classroom and outside the classroom;
teachers interact with other teachers in the staff room. Given this situation, it is only natural for
counselors to make use of group counselling. Groups are an economical and effective means of
helping individuals who share similar problems and concerns. Counselors, who limit their
counselling activities to individual counselling, limit their options for helping people. (Dr.
Zainal Abidin Ahmad., 2011)

7.2.1 TYPES OF GROUP

Groups come in many forms. There seems to be a group for anyone who seeks
counselling, personal growth and support. There are many ways of categorising the many
different groups. The Association of Specialist Group Work (1992) developed the following
classification (see Figure 3).

Guidance
/Psychoeducational
Groups

Interpersonal
Self-Help or Problem-
Support Groups Solving Groups

Types
of
Group
Personality
T-Groups Reconstruction
Groups

Task/Work
Groups

Figure 3: Types of Group Counselling

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 7.2.2 STAGES IN GROUP COUNSELLING

There is debate as to how many stages there are in group counselling. Tuckman (1965)
was one of the first theorists to design a stage process for group counselling. He suggested that
there are four stages of group development which he termed as: forming, storming, norming
and performing. Later additions to the process by Waldo (1985) and modifications by
Gladdings (2000) proposed the following four stages of the group counselling process: forming,
norming, performing and termination (Dr Zainal Abidin Ahmad., 2011).

FORMING NORMING PERFORMING TERMINATION

Figure 4: Stages in group counselling

8.0 APPROACHES IN SCHOOL COUNSELLING

Counsellors are also needed in schools. The tasks of school counsellors are they need to
deal with complex problems or situations that may involve mental disorder. School counsellors
are needed for the following approaches. They are academic counselling, career counselling
and personal counselling.
 (a) Counselling for Academic Success 10

One of the major roles of school counselors is to help students achieve academic
success. There are two major interventions that school counselors can use to help students
succeed academically. Firstly, school counselors can intervene to help students create a school
climate that promotes academic success such as conducting award programmes and recognizing
student’s achievements. It is a popular practice in many Malaysian schools. So, by develop the
climate by school counselors such as conducting award programmes and achievements to
students will lead them to be motivated to succeed. Next, direct counselling interventions can
be used with individual students or groups of students whose academic success remains a
challenge in which the school counselor’s initial intervention should be to determine the sources
of the academic problems, helping students to establish their goals and selecting appropriate
intervention strategies.

(b) Counselling for Career Development

The school counsellor’s role in the student’s career development is one of the
foundations of the school counsellor’s job. In the past, counselling for career development
focused solely on helping students discover what suitable jobs or careers that they wished to
pursue and helping them decide which paths they may take to achieve their goals.

Students explore for themselves as to how their interests relate to different jobs or
careers. It is also essential for students to be aware of what is available in the job market. This
can be done through career talks by professionals from various occupations or taking field trips
to a variety of workplaces.

To help students prepare for their careers, counsellors could maintain portfolios at the
beginning of new secondary school. A portfolio is a collection of activities which students have
completed during their time in secondary schools such as grades and test scores, courses
attended, hobbies, plans and others.
 (c) Counselling for Personal and Social Development
11

In a world of value, we would be able to protect children from life events that cause
them stress and pain. The reality is that students’ lives are affected by significant events that are
usually expected. School counsellors may identify extreme changes in student behaviours or
attitudes as a result of significant events or changes in their lives such as their parents’ divorces,
domestic abuse and others which lead them to the children become violent as their way to
express their emotion. Also, experiences such as grief or loss during their lives, the death of a
relative or a friend, transfer to a new school, and parental change lead them as a result of job
loss. Students frequently seek out school counsellors because of upsetting or stressful life
events. School counsellors must help students address the thoughts, feelings and behaviours that
result from the stressful events in their lives.

9.0 IMPORTANCE OF GUIDANCE AND COUNSELLING SERVICES IN SCHOOL

SYSTEM

Salim (1992) stated that the purpose of having guidance and counselling services in
schools is to help students understand themselves, and it is the process of assisting the students in
exploiting their abilities and talents. It is based on the premise that the responsibility to identify
their potential lies within the individual themselves is unlikely due to individuals in our schools
who are unable to recognize their potentials. So, the guidance and counselling services aim to help
and not to direct the individuals or make decisions for them, which is their primary goal towards
students.

Every day, most students make decisions that affect themselves and others in society.
Students who fail to make the right decisions and are unable to adapt accordingly are more likely
to face problems. Here are the following are the reasons for having a comprehensive counselling
programme in schools.

(a) Holistic Development of Students

Most education systems pursue to develop students universally. The Malaysian education
philosophy attempts to build a well-balanced individual with their intellectually, physically,
emotionally and spiritually. However, in reality, excellence in academic performance is given top
priority. Overemphasis on examinations has led to the neglect of other areas of the student’s
performance such as sports, leadership, social skills, music, creative writing, and performing arts.
These areas, if properly developed, will lead to the development of a well-balanced individual.

(b) Making Decisions

Many aspects of a student’s life in school have been predetermined and presented in a
moralistic manner. There is little that is left requiring students to make decisions on their own. So,
their decision-making skills are seldom developed, and when faced with issues relating to
behaviour, emotions and thoughts, students are ill-equipped to make the right decision. Thus,
counselling programmes in schools can play an essential role in helping students make the right
decisions.

(c) Motivating Students

Motivating students to learn and take an interest in school activities is a difficult task. Not
all students are motivated to learn or are interested in school activities. The problem of motivating
students becomes even more critical when dealing with academically, weak students. Low
academic performance leads to little motivation, and low motivation leads to low academic
performance. So, the task of enhancing student motivation may perhaps prevent other types of
inappropriate behaviours by the school counsellors.

(d) Career Choice

The original aim of most counselling programmes in schools was to help students with
their career choice. Kinds of jobs and careers have become more diverse due to the difficulties
in the workplace. Many tasks which are available today did not exist a decade ago. Similarly,
students, today have to be prepared for jobs that have not been created. Counsellors have to be
well-informed as to what is currently available and what will be available in the next decade
and to match job types with the talents and abilities of students. More rigorous career guidance
methods have to be developed to provide information that is useful in helping students make
their career choices. Students have to be oriented towards believing that there are other equally
exciting jobs other than being a doctor, lawyer, engineer or accountant.

10.0 ISSUES FACED BY SCHOOL CHILDREN

As society becomes more complicated, the same goes for schools have which have
become more complex with large student numbers. Student populations in many secondary
schools range between 1,500 and 2,000 students. Imagine the different personalities and socio-
emotional backgrounds of students who are attending school each day. With the large student
numbers, it is unlikely that the individual needs of each and every student are being attended to.
The likelihood of students being alienated and ignored is very high. Other than that, the cases
and issues that involve among students causing a worrisome among parents and teachers as well
as school counsellors in Malaysia. The issues that are facing by school children are: -

(a) Smoking and Drug Abuse Issues

These include problems and concerns relating to personality, physical and emotional
development, interpersonal relationships and other related issues. This issue must be solved by
not just the school counsellor, but also by teachers and parents. Most students have this issue
related to their personal life. Smoking becomes common in school cases. They do it due to peer
pressure, eager to try and sometimes follow their parents’ attitude on smoking (Pek Lian, 2005).
Continuous smoking can lead students to try something new, which is drugs. The fundamental
reason for the drug abuse that we have interpreted from the above survey is the easy access and
availability of drug among the community. Lack of information about the drugs and overuse of
drug is a common factor to abuse drug among student. Gelder (2001) stated that peer pressure is
the prime factor among the student as compares to non-student, that increases the abuse of the
drug. Academic stress was identified as a crucial factor in drug misuse which burnouts and
struggle or stress to do homework is the turning point of them turning to a depressed person and
lead them to be a chemical abuser. For instance, most urban schools in Malaysia, especially
Selangor and Kuala Lumpur, have drugs cases in schools stated by the Ministry of Education
(Mohd, 2017). Thus, the misuse of drugs among students can lead them to have a mental illness
such as depression.

(b) Bullying Issues

Bullying is a common issue in school and challenging to be eliminated. Bullying can be
described as a way of mistreating people with the intent of showing one’s strength. Indirectly, it
makes the victim feel weak and respect the bullies. In other words, bullying is aggressive
behaviour, which can be either physical or psychological, repeatedly performed with a victim
and aims to make them feel uncomfortable, insecure, and isolated from those around them.
Overall, Khalim and Norshidah (2007), stated that bullying makes other people into victims and
may cause illness and discomfort to others. Khalim (2014), categorized bullying into two types;
direct and indirect. Direct bullying involves physical contact such as hitting, punching, kicking,
threatening, slapping, pulling, pushing, or pinching lead to cause injuries to the victim. For
instance, a form two student suffered a brain haemorrhage after three senior students assaulted
him at Sungai Petani, Kedah (Bernama, 2016). Meanwhile, indirect bullying with insults and
teasing effects the victim in psychological and emotional ways. It is also known as a mental
bully. For example, if the student’s name or the name of their father is quite unusual, then other
students might tease them for it. While this type of bullying receives less attention from mass
media, it is quite severe when fat shaming bully is become attention in social media, especially
cyberbullying. Both categories of bullying are hazardous because they can affect the emotional
and social development of a student. The main reason that the bully did that kind of an action
because of their problems being abused by his or her parents, parents’ quarrelling, and getting
beaten by them which in return they did this kind of action towards physically weaker students
as an act of release the anger which led to injuries and mental problems towards weak and
innocent students.

(c) Sexual crime/harassment issues

Sexual crime among students is one of the most severe issues in Malaysia among
students. This crime happened due to the eagerness to try doing sexual intercourse among their
peers after watching pornography. Besides, Baumgartner (2009) stated that lack of parental
control, as well as the alcohol used, could be considered as the reason of students did this act.
Other than that, some students have been sexually abused by peers or parents, which lead them
to deep depression and anxiety. For instance, there was a case at Kuala Lumpur, where a
discipline teacher discovered a condom on a girl student’s bag at school in Taman Melawati.
Worst of all, she was 13 years old at that time (Pek Lian, 2018).

Overall, these issues lead to a student who becomes a victim or perpetrator become a
mentally-ill person and has psychological problems in their life. Mental health issues and
psychological problems among students nowadays has become a norm and prevalent cases in
Malaysian schools.

11.0 SCHOOL PREPARATION ON PREPARE COUNSELLING SERVICES

School management can provide facilities for the counsellors such as their own
counsellors room with larger space and include 3 or 4 tiny rooms for other purpose such as
rehabilitation room for students, pantry room, meeting room, and even their own office. School
management should provide them with computers and internet for ease their job regarding
counselling activities such as keeping the students information or use it for connection to
various agencies related for the students such as career and development, health issues and
others. In addition, school must have one or more counsellors inside the school because it can
make their job easier. Lastly, their expertise on solving students issue can be taught by selecting
the best students in school and make them become the member of peers or Pembimbing Rakan
Sebaya (PRS).

12.0 SUGGESTIONS FOR SCHOOL AND PARENTS & TEACHERS ASSOCIATION

(PTA) ROLES TO COMBAT MENTAL HEALTH AND PYSCHOLOGICAL
ISSUES AMONG SCHOOL CHILDREN

The counselling services can be applied correctly towards school children or students if
the school teachers and parents can play their part or roles to address the issue regarding mental
health and psychological issues such as examination pressures, social anxiety, bully and others.
Mental health has become a more severe threat, not just adults, teenagers and children are
affected as well. Worst of all, this problem has affected not just on European or Western
countries, Asian countries such as Japan, South Korea, China and even our motherland,
Malaysia. So, prevention is better than cure. The school counsellor used their proactive
solutions rather than reactive solutions to address and help the students. There are suggestions
for teachers and parents that they can help the school counsellors to combat the issue.

First, they can make a program on mental awareness such as Mental Awareness
Program in school. The program can be held on a month, a week or a day. This program can
give the students to learn much knowledge about the mental health and psychological issues
and how it can affect them as well as how to prevent themselves from it (Aggleton, Dennison &
Warwick, 2010). For instance, the PTA can sponsor the program by inviting mental health
experts or psychologists of the psychiatric department from Ministry of Health (MOH),
agencies or non-governmental organisations (NGOs) such as Malaysia Mental Health
Association, Mental Health Foundation and even a representative of Police Department. They
involve juvenile cases related to mental health issues among school children to give speech or
forum on the importance of mental awareness among school children. Other than that, this
program also can be collaborated with World Mental Health Day which to promote mental
health by establishing the campaign of mental health awareness, make counselling session
between students and the psychiatrist or mental health experts as well as establish learning walk
and booths on mental health issues in school.

Next, the school Principals or Headmasters can collaborate with senior teachers,
teachers, staffs with the psychiatrist experts whether from Ministry of Health and Ministry of
Education or NGOs to create or design the training workshops regarding students’ mental
health for themselves. They can play an essential role in school mental health promotion and
prevention efforts. Besides, they can be the support for students. For instance, the school staffs
will get in-service training to prepare themselves to become effective teachers and confident
with the ability to identify depression or anxiety among school children in school as well as to
support them with mental health difficulties. According to Graham, Phelps, Maddison and
Fitzgerald (2011), gaining knowledge through sessions, modular package and behavioural
rehearsal are the examples of the in-service training that the teachers and school staffs are
involved in making them effective teachers and staffs to address mental health awareness and
support among students.

Furthermore, parents can also be volunteers with the teachers as a support for their
children by having sessions or 30-minute social time with their children on a specific aspect
such as anger and quarrelling issues among them and how to solve their problems. Moreover,
by the in-service training school Principal, senior assistants and teacher can change the school
climate. School climate plays a significant role in shaping the lives of students, affecting
violence, mental health and wellness, truancy and achievement (Astor, Guerra, & Van Acker,
2010). Relationships include connections among students, teachers, and staff; feelings of
commitment to the institution; and connection to a community (Pittman & Richmond, 2007).
So, by positive school climate, the students will be able to come to school with high hopes and
positive attitudes.

Lastly, school and the parents can collaborate to address mental health and
psychological issues among school children by inviting the psychiatrist or mental health experts
from Ministry of Health or related non-governmental organisations to give speech towards the
school children. By that, students can learn from the beginning about the mental health issues,
the causes of having mental health issues, the importance of avoiding the issues as well as self-
help and steps to combat the issues on their own or their friends.

In the end, giving speech by experts, in-service training for teachers on combating
mental health issues and establish a mental awareness program are the suggestions for the
school and PTAs on address this serious mental health issue.

13.0 CONCLUSION 17

In Malaysia, guidance and counselling services are recognized as an integral part of the
total educational program and as an effective way to maximize student success and student
behaviour. The continuous improvement and revision of school guidance and counselling
services are needed to ensure the quality professional services are maintained. School
counselling services in Malaysian schools have gone through many stages and milestones,
but there are still many challenges to be faced. School counsellors must be accepted as
essential partners in the challenge to improve the educational opportunities of students in
their future careers. Continued support and collaboration from all parties, particularly by the
Malaysian government, is crucial to improve the status and implementation of guidance and
counselling services in school across Malaysia.

Addressing mental health and psychological issues on school children are quite
challenging in the education sector. So, school and parents should collaborate with the school
counsellors to promote mental health awareness towards the school children because they are
the future leaders for their generation. By combating it, even students who had mental health
issues will be cured quickly and have an enjoyable life as a person in future.
 18

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