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First of all, I would like to say Alhamdulillah and thank Allah as only with His blessing that
I could finish organize and a short course work assignments for the subjects of Guidance and
Counseling Children's better. In personal and professionally, I also would like to thank my
precious lecturer, Tuan Haji Othman Bin Mustafa for all of his guide and teaching. The way he
conducted a session was excellent and he really showed my classmates and I on how to do a
counseling and therapy session. He also has given innumerable opinions and views to us in the
process of completing the task. All of his guidance, lesson, insight and directions really helped
me a lot in completing this assignment.
I also would like to thank a school in the area of Johor Bahru and all of its members as
they had helped me a lot in completing this task. The assist that I had received, including that
they provided me with pupils that have problems, the information, space and time to conduct an
activity based on this task and tools required such as camera, the stand and other things in
making this task successful.
I also would like to thank my practicum partner and my roommate, Amar Bin Arifin and
Kamarul Ariffin Bin Rahmat who had helped me a lot in terms of providing me with latest
information, data, recording my video for this task and a lot more. In other words, without these
peoples, I might find it hard to complete the given in this moment where the schedules are pack.
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Richard Jessor stated that problem behaviour is behaviour that that could be socially
defined as a problem, as a source of concern, or as undesirable by the social and/or legal
norms of conventional society and its institutions of authority; it is behaviour that usually elicits
some form of social control response, whether minimal, such as a statement of disapproval, or
extreme, such as incarceration. In other words, the client (in this case, the pupil) is highly
assumed by others that he has some problem that could lead into depression.
Depression and the variety of ways in which it manifests itself is part of a natural
emotional and physical response to lifes ups and downs. To be specific, lots of people will
experience periods of reactive (or situational) depression in their lifetime.
Major depression, however, is a whole-body concern. In other words, it does involve the
body, mood, thoughts, and behaviour. It affects the way a person eats and sleeps, the way a
person feels about him or herself, and the way a person thinks about things in life.
Major depression is not a passing blue mood. It is not a sign of personal weakness or a
condition that can be wished or willed away. Based on studies, people with depression are
usually may not be able to pull themselves together. Without treatment, symptoms can last for
weeks, months, years or for the rest of his life. Appropriate treatment, however, can help over
80% of those who suffer from depression.
A counselor or a teacher should be able to recognize pupils with depression. This is to
enable actions to be taken fast before it is too late. Furthermore, by recognizing and helping
pupils with problems, it may help to build a rapport between a teacher and a pupil. This will also
may be able to help the pupils to learn or socialize better in the future as they are being helped
with their issues. The National Institute of Mental Health (America) states that there are several
ways to recognize the symptoms of depressions. Those are:
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assignments
Persistent physical symptoms that do not respond to treatment, such as headaches,
In this case that I am studying, the pupil had an emotional depression due to being a bully
victim ever since he was in standard 1. Bullying is a distinctive pattern of deliberately harming
and humiliating others. It's a very durable behavioural style, largely because bullies get what
they wantat least at first. Bullies are made, not born, and it happens at an early age, if the
normal aggression of two-year-olds isn't handled well.
Bullies couldn't exist without victims, and they don't pick on just anyone; those singled out
lack assertiveness and radiate fear long before they ever encounter a bully. No one likes a bully,
but no one likes a victim either. Grown-up bullies wreak havoc in their relationships and in
the workplace.
Many experts believe that bullying behaviour is on the rise because children increasingly
grow up without the kinds of experiences that lead to the development of social skills. It has
been well-documented that free play is on the decline, but it is in playing with peers, without
adult monitoring, that children develop the skills that make them well-liked by age mates and
learn how to solve social problems.
Problems identified:
One student, Adam (not her real name) a standard three pupil who was
being bullied since he was standard 1. He wasnt just being bullied inside the school compound,
but also outside of the school area. The learner is still in shock (told by other teachers) as he
still looks nervous or scared even to talk or socialize with the others. The school counselor said
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that maybe the kid is still in trauma due to incidents that had happened to him even though it is
no longer occurring.
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Behaviourist theory can be divided into two which are called the classical conditioning
and operant conditioning. In classical conditioning, an organism does not change the situation
surrounding. Example words, Pavlov's dogs had no choice to act with salivate when given food
and the sound of bells. Whereas, in operant conditioning, the organism has a choice to act or
not because its response determines the stimulus (food) is given.
Strengths and Weaknesses
Behavioural therapy has much strength. The most obvious of these strengths is rooted in
its scientific methodology. The empirical testing used in behavioural therapy has resulted in
highly effective techniques that have proven successful for a broad range of issues. Behavioural
therapy can also be accomplished in a relatively brief period of time, since it pinpoints and
targets a specific issue the client wishes to change.
Since behavioural therapy only addresses how to change a targeted problem, it offers a
high degree of ethical accountability. There's no bias regarding what behaviour should be
changed, and the client has a great deal of freedom in deciding the goal of their therapy. Clients
are educated and informed about what will occur and the techniques that will be used.
We've learned that behavioural therapy is highly effective, provides quick results, and is
ethically sound. So why doesn't everyone choose this form of therapy? Critics of behaviour
therapy argue that it's too impersonal. The focus on behaviour change does not address the
feelings of the client or the importance of the client/therapist relationship.
Critics may also argue that behaviour therapy simply treats the symptoms of the client's
problem. There is no insight into why change is needed, and the cause of the client's problem is
largely ignored.
Treatment Goals
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Goals are of central importance in behaviour therapy and seek to increase personal
choice and provide opportunities for relearning problem behaviours. Under a therapist's
direction, the client will define specific and measurable treatment goals from the start of the
process. Assessments will occur periodically to see if progress towards meeting goals is being
made.
We can see how the scientific method is applied as the therapist introduces a new
variable to the client's problem behaviour and measures the outcome. If progress toward the
desired goal is occurring, the treatment will continue. If progress toward the goal is not being
made, a different intervention will be applied. This ensures a process where success will occur.
Consider a client who enters therapy with an extreme fear of water. Even going outside
when it rains or taking a shower makes our client, Jim, nervous. This is impacting his life in a
negative way. He wants to gain control of this fear so it no longer affects his daily life.
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Reinforcement is used to help increase the probability that a specific behavior will occur
in the future by delivering a stimulus immediately after a response/behavior is exhibited. Another
way to put it is that positive reinforcement is adding something that will motivate the child (or
individual) to increase the likelihood they will engage in that behavior again.
a) Positive Reinforcement:
Positive reinforcement works by presenting a motivating/reinforcing stimulus to the person after
the desired behavior is exhibited, making the behavior more likely to happen in the future.
b) Negative Reinforcement:
Negative reinforcement occurs when a certain stimulus (usually an aversive stimulus)
isremoved after a particular behavior is exhibited. The likelihood of the particular behavior
occurring again in the future is increased because of removing/avoiding the negative
consequence. Negative reinforcement should not be thought of as a punishment procedure.
With negative reinforcement, you are increasing a behavior, whereas with punishment, you are
decreasing a behavior.
ii. Punishment (weakens behavior)
Punishment is defined as the opposite of reinforcement since it is designed to weaken or
eliminate a response rather than increase it. Like reinforcement, punishment can work either by
directly applying an unpleasant stimulus like a shock after a response or by removing a
potentially rewarding stimulus, for instance, deducting someones pocket money to punish
undesirable behavior.
punishing undesired ones. This is not as simple as it sounds always reinforcing desired
behavior, for example, is basically bribery. There are different types of positive reinforcements.
Primary reinforcement is when a reward strengths a behavior by itself. Secondary reinforcement
is when something strengthens a behavior because it leads to a primary reinforcer.
iv. Token Economy
Token economy is a system in which targeted behaviors are reinforced with tokens (secondary
reinforcers) and are later exchanged for rewards (primary reinforcers). Tokens can be in the
form of fake money, buttons, poker chips, stickers, etc. While rewards can range anywhere from
snacks to privileges or activities. Token economy has been found to be very effective in
managing psychiatric patients. However, the patients can become over reliant on the tokens,
making it difficult for them to adjust to society once they leave prisons, hospital etc. Teachers
also use token economy at primary school by giving young children stickers to reward good
behavior.
v. Operant Conditioning
Behavior modification therapy is much used in clinical and educational psychology, particularly
with people with learning difficulties. In the conventional learning situation it applies largely to
issues of class- and student management, rather than to learning content. It is very relevant to
shaping skill performance.
A simple way of giving positive reinforcement in behavior modification is in providing
compliments, approval, encouragement, and affirmation. A ratio of five compliments for every
one criticism is generally seen as being the most effective in altering behavior in a desired
manner.
vi. Modelling
Modelling involves learning through observation and imitation of others. Having a positive role
model can give individuals something to aim for, allowing them to change their behaviour to
match their role models. This role model may be the therapist or someone the individual already
knows.
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This behaviour refers to the ability of individuals to control their own behaviour. It is done as
follows: a) Determine the behaviour that would be modified
b) Collect data
c) To plan action program
d) Evaluate the program
e) Ending the Program
From the list above behaviourist theory techniques, I decided to we intend to practice
Modeling to help Adam to overcome the situation that he is in. This is because, like our clients,
Adam may seem nervous and doesnt socialize much after what happened to him, but when it
comes to dialogue and conversation session, he seems to be very honest, ready to tell
everything and also seems really happy as he is able to talk to someone. In other words, Adam
is actually quite talkative. Thus, I also decided to use the storytelling therapy on Adam.
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techniques are the best to help their clients. In my case, I had decided to use the storytelling
therapy on Adam.
"With role playing, people put themselves in other people's shoes to help them understand how
the behavior of others might be good or harmful. But acting out or being on stage in front of
other people tends to make rural people feel uncomfortable," Leukefeld says.
The use of storytelling as a psychotherapist technique is critical in working with multiproblem children, adolescents and their families. Frequently oppositional children and
adolescents and those who have 'failed' previous treatment programmes strongly resist efforts
to utilize their 'issues' as material upon which the group session is dependent. Such clients may
act out in order to disrupt the group and/or terminate their inclusion (MacNair & Corazzini, 1994;
Nimmanheminda, 1997). The use of stories precludes the destruction of the group by providing
'safe', externalized material for group discussion.
In this case, I had chosen the story entitled Putera Raja Yang Dengki. I decided to use
this story as the story line of this classic is quiet similar to Adam. I told him what the characters
did in the story and tried to make him understand the story. By doing this, I can show him that
there are several ways to overcome a situation. There are positive and negative ways to do this.
Thus, as a teacher, I needed to show him the righteous path. In other words, I tried to lead him
to take this in a professional, and good moral value manner.
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- Clients prefer to isolate themselves from their classroom teachers and friends when R & D is
performed or outside the classroom.
16.02.2015 Setting goals
- Referring behaviour modification to change the negative to positive behaviour.
25/02/2015 Determining strategies act
- Change negative behaviour to positive by using modeling in storytelling in counseling
sessions.
01/03/2015 Designing procedure or plan acts
- Meeting clients and provide individual counseling.
- Discussion with teachers and councelors
- To expose the importance of communication.
- Twice a week, clients are required to attend counseling sessions where the main therapy
applied.
- Counseling session lasts (if necessary).
02/03/2015 - 05/03/2015 Implementing the strategy according to plan acts
6.0 EXPECTATIONS
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In educational context, felonious behaviour refers to any behaviour that may affect the
smoothness or the effectiveness of teaching and learning, particularly in the classroom that is
caused by pupils.
This can be because of the pupil himself or either it is due to what happened to him. The
issue that had occurred may affect not just the pupil, but also the other pupils and the teaching
and learning session. Worse, it may also cause problems to the administrations as these pupils
are needed to be guided or handled with. These pupils are the one who needs more attentions
than others.
Before the counseling starts, the client may be a bit nervous or shy due to not readiness
to talk about his issue or problems. A teacher or counselor needs to provide a conducive
environment and atmosphere to make the client feel accepted and calm.
During the counseling session, the counselor or teacher should let the pupil to talk freely.
This is to make sure that the client feels happy to pour in all of the story and what he felt. But
sometimes, some interruptions like mirroring or imitating need to be done by the teacher to let
the pupil know that his story is being listened to.
I used the storytelling technique in my session to make the counseling look more
relaxing for the client. I also used this method in hope that the client would take the good and
positive way that is used by the characters in the story in order for him to make decisions in the
future. The other reason why I used the storytelling technique is also because based on studies,
young learners are more likely into listening to a story. Telling stories and story structure enable
them to express themselves more clearly.
Thus, I really hoped that after the session that I done with Adam, he would go and try to
socialize with others again. This is not much if being compared to other studies, but I hope that
at least it would affect Adam in his decision making, socializing, the way he interact in teaching
and learning sessions, and also the way he deals with conflicts in the future.
References
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Appendices
PHASE
Teacher / Pupil
Teacher
Pupil
Teacher
Pupil
Teacher
Pupil
Teacher
(BUILDING
RAPPORT RELATIONSHIP)
Dialogue
Greeting, introduces himself
Reply the greet, introduces
Skill used
Building relationship
himself too
How are you today?
Good
Hows school today?
Great
PHASE 2 (EXPLORING AND
ANALYSING ISSUE)
I heard that you are bullied
often by another pupil, is it
Pupil
Teacher
correct?
Yes, it is
Would you like to tell me
everything about it? Like since
when did this happen, what
does he did to you?
PHASE 3 (IDENTIFYING
Pupil
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Paraphrasing
you, is it correct?
Yes
When did this happen?
When I was in standard 1
So, that time he was still in
Pupil
Teacher
standard 3?
Yes, teacher.
May I know, what is the move
Pupil
Teacher
Pupil
this?
I told my mother, then, she
Teacher
comforts me.
Its okay, be patient okay
Asking
Pupil
Teacher
Pupil
time?
She told me to be patient. And
she also told me to keep a
distance between me and that
Teacher
bully.
Maybe she told you to do this
to keep you from getting
Pupil
Teacher
Pupil
you?
(Nods
head).
It
is
Asking clarification
really
helpful.
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Teacher
Pupil
Teacher
do?
I will get mad.
Do you think that it is the best
Pupil
Teacher
thing to do?
No, teacher.
Well, you should not fight fire
with fire. What you should do
is you should stay relaxed and
tell everything to the teachers
Pupil
Teacher
or counselors. Agree?
Yes, teacher.
PHASE 4 (INTERVENTION)
I have this story. (starts to tell
the story of Putera Raja Yang
Dengki)
Once upon a time, there was
a Princes, she was bullied by
the Prince almost every day.
One
day,
the
Princess
of the story?
Yes. (Nodding head)
Do you have anything else to
Pupil
tell me?
Yes teacher. There was this
one
time
that
the
bully
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Teacher
Pupil
Teacher
Pupil
Teacher
Pupil
Teacher
that to you?
3 times.
When is it?
When I was in standard 1.
Did you understood that
Pupil
Teacher
THE
SESSION)
Hmm.. okay, we will meet
Conclude
you
teacher
End of session.
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