Guidance and counseling environment is like a knob that works through the clients cognitive,

affective and psychomotor domain with activities and facilities geared towards promoting
relatively permanent change in the client behavior values, convictions, dispositions within and
outside the school setting. Positive counseling environment is like salt that sweetens the pot of
guidance practice.
The environment portends the surrounding of the clients where guidance and counseling process
occurs. The guidance and counseling environment is made up of three components: the physical,
social and psychological or emotional. The physical environment consists of the physical
facilities such as the provision of standard counseling office with equipment like furniture,
computers, psychological tests, audio and visual, laboratories, and so on. The social environment
has to do with the activities such as orientation, career forum, group counseling, story-telling,
plays, music and dance therapy, study habit induction and others. All these are to enhance their
potentials, develop social and coping skills in order to become productive. There are the
emotional or psychological components; this is the disposition of the counselor in the course of
counseling relationship.
Therefore, the needs of partitions or sub-units of guidance and counseling class are equally
important to other aspects involving guidance and counseling services. Below are the six main
sub-units of a guidance and counseling office respectively with their function statements.

I.

Guest room In the sketch I have created, this room is not placed at the front part of the
building because it does not necessarily be so. Aesthetics, lighting, exterior views,
seating, furnishings, regional artwork, indoor climate, positive distractions, and
accessibility to building amenities play into a successful guest room. If properly
designed, guest rooms support an important part of healing and wellness. It is where
people or clients sit or stand until the event which they are waiting for happens and
begins.

II.

Administration corner - It is tasked with providing administrative and logistical

information (the activities that relate to running the guidance and counseling services, a
group of people who manage the way the organization functions) of the entire
organization.

III.

Individual counseling room The type of counseling session that this room offers focuses
on the individuals immediate or near future concerns. It encompasses emotional needs,
academic disturbances or dealing with problems at peer-relationship, studies or families
before they become big. This room offers a one-on-one discussion between the counselor
and the client, who is the person in need of assistance or treatment. The two form an
alliance, relationship or bond that enables trust and personal growth.

IV.

Group counseling room This room facilitates and provides a space for multiple
individuals facing a similar concern. The outcome is that if you have 3, 5 or 10 people
together all facing the same issue or similar issues, then they can work out the possible
solutions together.

V.

Career information corner This corner offers a free self-help information service to
assist students gather the information needed to make informed decisions on
employment, education and training options. The service is available to everyone. The
comprehensive collection of career information usually includes: job descriptions for
most occupations and the education or training required in order to work in those
occupations. Information on how to write resumes, job search, and interview preparation
may as well be provided. The staffs are on hand to assist with individual enquiries.

VI.

Therapy room This room combines play therapy and art therapy elements; however, it
is not cluttered with toys or massive amounts of art supplies. It normally takes into
account the five senses of the clients. The therapy room fundamental idea is to be well
organized, attractive to the children so that it is visually pleasing to their eyes. Therapy
can help children develop problem-solving skills and also teach them the value of seeking
help. It also helps children coping with stress and a variety of emotional and behavioural
issues.

TASK 2 Critical Review

Therapy is the act of caring for someone (as by medication or remedial training). For this critical
review, I have downloaded a video of a children cognitive behavioural therapy session. The
video duration was 23 minutes and 44 seconds and was uploaded by Jessica Stewart, the
therapist herself. The child, named Andy is believed to experience family problems that affect his
attitudes towards learning. This cognitive behavioural therapy acknowledges that there may be
behaviours that cannot be controlled through rational thought, but rather emerge based on prior
conditioning from the environment and other external or internal stimuli.

Before I go further with this review, here is an overall frame of what cognitive behavioural
therapy is about. It is "problem focused" (undertaken for specific problems) and "action
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oriented" (therapist tries to assist the client in selecting specific strategies to help address those
problems), or directive in its therapeutic approach. It is perhaps one of the most frequently used
psychotherapeutic orientations, with considerable research supporting its effectiveness and
adaptability in clinical practice. As the name implies, cognitive behavioural therapy integrates
the rationale and techniques from both cognitive therapy and behavioral therapy, taking
advantage of their complimentary relationship.

This video shows that the therapist was assisting the child to be an active participant in his own
treatment. It was seen as beneficial when the child understood exactly what was involved in
treatment, and the theory behind why certain treatment protocols are chosen. This was achieved
once the alliance between the two was formed. It is great to be able to see how a therapist first
getting a thorough history of the childs life experiences and psychological functioning by a set
of questions and at the same time using the story book and the reading as a prompt. The child,
who was at first appealing to be reluctant to speak has gradually switched into a friendlier mode.
What it appears to me, the next stage of this therapy process involved educating the child about
cognitive behavioural interventions and applying them to his passivity and negative attitudes
towards learning symptoms. In general, I can say that the two begin with grounding
techniques. I believe this techniques are designed to help the child get a grip when feelings of
loss of focus and interest are overwhelming. These are followed by the therapist changes in her
voice tones. From my understanding, she (the therapist) did this so that the child would know the
focus of the reading and what their conversation was about.
The video, in a way, has proven that cognitive behavioural therapy offers a child a safe place
play out-rather than talk out-his thoughts, feelings and problems. In the video, the therapist
builds a warm and supportive relationship with the child, thereby encouraging the child to open
up through the symbolic language of play. This cognitive behavior therapy is likely short-term
and focused on helping the child dealing with his problem. I realize that during the course of
treatment, the child learn how to identify and change destructive or disturbing thought patterns
that have given him a negative influence on behavior.

Going through the therapy session, I notice that few limits are set and the child was given
complete freedom to control his play and actions. In such a protective, yet empowering
environment, the child generally leads the therapist to the source of his emotional disturbance
through his activity and behavior. The therapist uses developmentally appropriate techniques to
help the child let go of negative or restricting feelings and develop coping mechanisms to use in
real life.
All children go through stages or an occasional emotional crisis. In this particular video, the
child was experiencing changes in a family situation due to his parents divorce. This has been
identified as a lead to his passivity and withdrawal attitudes (acting out) towards learning. On the
early part of the video, the question from the therapist was ingenuous. I believe it was to
successfully initiate a more therapeutic verbal exchange.
By making links between what the boy was doing, thinking and feeling, the therapist helps him
to make changes in the way he thinks ("cognitive") and the way he acts ("behaviour)". The
therapist explains that making changes in what we think will affect what you do and feel, and
changing what we do, affects the way we think and feel. Somehow, the process does not appear
as easy as it sounds. The child has his own thoughts about his doings and when he disagrees he
would just kept quiet.
As the two went to the next stage, involved some kind of exposure work. The child needed to
learn to face his fears. However, with the support of the therapist, and armed with a full
understanding of the disorder, grounding, relaxation, and cognitive restructuring techniques, the
child is better prepared to face these fears. Also, by developing a hierarchy of fears, the child
challenges himself only a little at a time, beginning with the least challenging fears, and building
up strength and self- confidence, moving upwards, to more feared situations. Finally, long-term
maintenance of gains, relapse prevention, and lapse response protocols, or the ways in which
to deal with symptoms which may re-emerge, are reviewed.
As you can see by the procedure described above, the focus of this treatment is on the reduction
and even elimination of the undesired behaviours. However, in addition, throughout therapy,
additional issues are often addressed because these factors are somehow related. The initial
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assessment revealed specific trauma or issues related to family history. Comorbid conditions may
exist as problems separate but often related to the anxiety condition, most likely depression to
this particular child. These and other comorbid conditions are also addressed in treatment as
needed. For instance, issues around self- esteem and interpersonal functioning almost always
were addressed as part of treatment. The development of the support systems outside of therapy
is promoted. Finally, the respect, support, and encouragement in the therapy relationship itself is
crucial to the success of treatment.
I personally believe that the effect size at end of therapy is strong, with durability at short-term
follow up. This therapy can be used safely in patients with behaviour and attitude problems, and
caregivers can help with homework exercises. This therapy techniques include development of
trust, normalizing, coping strategy enhancement, reality testing, and work with dysfunctional
affective and behavioural reactions to psychotic symptoms.

Task 2: Video

Children Cognitive Behavioural Therapy

Therapist: Jessica Stewart
Child (Client): Andy Rixton (Age 8 years old)
Undesirable attitudes towards learning (Passive, not interactive, acting
out)
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Problems background: Family instability, parents divorce

Video Duration: 23 minutes 44 seconds

Task 3: Reflective Writing Essay

This task requires me to do a reflective writing in the guidance and counseling services based on
the Guidance and Counseling manual book. Before moving further, here is my general
introductory statement upon guidance and counseling services based on the book. Guidance and
counseling is all about change. In school, there are young people of different ages, sex, interests
and life orientations. They all need some kind of proper guidance so that they can change without
any pressure exerted on them. Since they are young, lack real life experience about life in
general, are unaware of themselves, which means they do not in any way know how to bring
about changes nor understand their implications on their lives. Among them are those who may
resist change because they are already tuned to particular approach to life, or are accustomed to
what life means to them, and therefore would not like to change at all.
This book has been designed with the fullest understanding of the important role of a teachercounselor is going to ply in schools and community as a whole. This book has been written to
enable teachers and counselors to assist the young people in schools to develop values and life
orientations which will guide them to become mature mentally, physically, emotionally, accept,
and look at themselves in context of responsibilities, duties and as members of one united family
and of a wider community and thereafter live in harmony with all members of society. Guidance
and counseling are two sides of the same coin. The goal in both cases is to give an opportunity
for an individual to see a variety of available options and thereafter, assist the person in making a
wise choice. Guidance is the process that is put in place at a time a choice is to be made.
Counseling on the other hand; helps with considering all sides of a potential choice even before
the choice is made and takes place when a choice has been made and there is a need to modify,
reinforce or abandon such a choice.
I must agree that we live in a world full of rapid changes. These changes are coming about
because of the technological developments taking place every now and then. Traditional cultures,
beliefs, values and social relations in the traditional societies are being eroded very quickly by
foreign cultures, through television, internet, magazines, music and other toxic influences. All
these rapid
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changes are living young people confused, uncertain, and alienated. This state of affairs can be
very devastating emotionally.
How all of us, specifically the client (or the student) will change will depend on the teachercounselors ability to conduct guidance and counseling, notwithstanding the differences in terms
of interest, personality, cultural background and life circumstances. A teacher-counselor is
believed to embark on another journey. A journey to help people, especially the learners to deal
with changes that come suddenly and unexpectedly into their lives. The positive and prompt
contributions will in the end make them live independent, happy and effective life. Thus, the
knowledge of guidance and counseling services is important to be merged in every teacher.
According to this book, guidance and counseling is an interactive relationship that takes place
between the teacher-counselor and that client (in this case between the counselor and the
student). Hence, I agree that this process involves a requirement of the necessary professional
ethical codes of behaviour. Adherence to these codes of conduct is of paramount importance and
a foundation of successful practice. Here are the 3 ethical codes I have summarized as necessary
in conducting a guidance and counseling service;
i.

Confidentiality. You are mandated to maintain all matters arising during any counseling
of a client confidential. All advice given should not in anyway be disclosed nor discussed
with another person.

ii.

Tolerance. It is important that you practice tolerance with your client, and unnecessary
duress on the client is totally unacceptable. Request for counseling is voluntary and
therefore is improper to force the services on a client.

iii.

Objectivity. The need to be objective in counseling relationship is important. You need to

be impersonal in your dealing with the client, and be objective with your view, offer
options that are clear and understood by the client, merits and demerits spelt out very
clearly, so that the client is very clear of the kinds of decisions he/she is going to make.
Counselors views should to be imposed on the client.

The major service areas of guidance and counselling include:

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i.

Educational guidance and counseling - This aspect of counselling should concern itself
with assisting the students in their curriculum and school life choices. Students need
assistance in subject choice and planning for the courses that they take at these
institutions of higher learning. All lecturers could be involved in this without any need for
specialized training in counselling.

ii.

Vocational guidance and counselling - This aspect of counselling addresses the learners
problems as regards to vocational choices. Again here the lecturers are best placed to give
relevant advice to learners since they know their academic strengths and weaknesses in
areas that may pertain to specific vocations, occupations or jobs. The fact that the
lecturers know the interests and aptitudes of most of their students makes them the best
persons to assist their students in areas that are related to their vocations.

iii.

Personal and social guidance and counseling - This aspect of counselling refers to the
very personal problems that students meet. These problems may range from financial
needs to interpersonal relationships. Although the lecturers may help to reduce these
pressures, there is need for more specialized assistance from professionally trained hands.
The fact that the lecturers may have an upper hand in interaction with the students only
goes to show how crucial it is that they should get involved. As role models to the
majority of students it is important the lectures are made aware of their crucial role in
social guidance.

Based on the mentioned areas, there are different types of guidance and counselling services that
can be offered to learners in schools and higher institutions. The focus should be to determine
what kind of non-specialized guidance and counseling service higher education teachers can
offer in order to promote meaningful learning. Some services that could be instituted include,
mentoring, tutor systems and specialized programs for teaching assistants. Other suggestions
include the setting up of `help desks to deal with such issues as drug or excessive alcohol related
disorders and sexual abuse. It is also necessary to explore the provision of job placement and
career advice services. I am indeed thankful that this book has given me a clear frame of what
guidance and counseling are.

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Should school counselors be available and responsive to special or unexpected needs of

students? The answer is yes. Thus, the purpose of the responsive services component is to work
with students whose personal circumstances, concerns, or problems are threatening to interfere
with or are interfering with their healthy academic, career, and personal or social development.
As a result, there is continuing need for individual counseling, small-group counseling,
consultation, and referral. The responsive services component also supports the activities in the
guidance and counseling curriculum and individual student planning components.
Responsive services are implemented through the following;
i.

Individual Counseling - School counselors provide individual counseling for students

who are experiencing educational difficulties, personal concerns, or normal
developmental tasks. Individual counseling assists students in identifying problems,
causes, alternatives, and possible consequences so that appropriate action can be taken.

ii.

Small-Group Counseling - School counselors provide small-group counseling to students

who need and will benefit from a small-group setting to address their needs and concerns.
Interventions may take the form of short-term issue groups or crisis intervention groups
that deal with such topics as social skills, anger management, relationship issues, grief
issues, and study skills.

iii.

Consultation - Consultation is an interactive process that school counselors provide to

help parents or guardians, teachers, and administrators address the academic, career, and
personal social needs of students.

iv.

Referral - School counselors use school and community referral sources that deal with
crises such as suicide, violence, abuse, and terminal illness. These referral sources may
include mental health agencies, employment and training programs, vocational
rehabilitation, juvenile services and social services.

My finding upon these services is; in conducting the services of this component, it would be
useful to have district-wide written plans and policies concerning confidentiality, for an instance;
the reporting of suspected child abuse, and referrals. I also come to a conclusion that effective
guidance and counseling services are based on pupil needs. Some needs are typical among pupils
of a given age; others are specific to certain individuals in particular regions or schools. In
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effective guidance and counseling services, teachers, counselors, and administrators listen
carefully to what pupils say, because they know they are expressing either personal or situational
inadequacies. It is also a mutual understanding that the staff of effective guidance and counseling
services works cooperatively. Cooperation is exhibited in the degree of active interest, mutual
help, and collaboration among teachers, counselors, and administrators.
All in all, guidance and counseling services play an integral part in the overall student services
department of any elementary or secondary school. The aims of guidance and counseling
programs in schools are to assist individuals to develop the ability to understand themselves, to
solve their own problems, and to make appropriate adjustments to their environment. Major
guidance services include student appraisal, information giving, placement and follow-up, and
counseling. Broadly conceived, two methods of counseling include directive and nondirective
approaches. On the one hand, directive counseling focuses attention on identifying and analyzing
the problem and finding an appropriate solution to it using all available data. Nondirective
counseling, on the other hand, provides the counselee not with a neat solution, but instead with
the ability to meet her problem in a constructive way. Ten criteria are used in evaluating guidance
and counseling programs: student needs, cooperation, process and product, balance, stability,
flexibility, quality counselors, adequate counselor-student ratio, adequate physical facilities, and
appropriate record keeping.

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