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Bahagian Perkhidmatan Kaunseling

2012-01-18T21:39:00.000-08:00

Spread the words and show your support by clicking 'LIKE" Bahagian Perkhidmatan Kaunseling Jabatan Perkhidmatan Awam Brunei Darussalam.Thank you ♥

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Selamat Tahun Baru 2012

2012-01-06T20:45:00.000-08:00

Hope its not too late to wish a happy new year to everyone, I just returned to work today after few days leave. Feeling refresh and ready to give it all to 2012. I have plenty of things lining up to do. I just need to do them one by one and remind myself that I can do anything but I can't do everything. So I will give my best to do every single possible thing I could do and at the same time trying not to be hard on myself if I can't do it.

Just wondering if you have your own new year's resolutions? I have changed my way of putting resolutions as a continuous process, for example I made plans for a 2 years duration, should finish my book in 6 months, blog a post at least once a week or 3 times in a month, etc. So basically this will also run until the next year. On a personal level, I aim to be more active (getting back to my hiking routine) beside attending my aerobic classes, and get back to eating supplements (just vitamin E).

and thank you for dropping by here :)

Writing Mode: Diary of a Counsellor

2011-12-11T21:19:00.000-08:00

Finally finding the courage, time and mood, to start writing and getting all the ideas together. If you realise, I have stopped creating newsletter for i-counsellor website, because now I'm focusing more on writing this book.

You will expect to find counselling theories and practicals relating them to my personal experiences, ways on how I put myself into my clients' perspectives, to get into their worlds and how I try to maintain a professional boundaries with issues clients presenting to me in counselling sessions, acknowledging the importance of counsellors' continuing professional development and incorporating it into my career, and many others relevant information/ topics I think every counsellor should know and most likely have experience it in their work journeys as counsellors.

There will be plenty of pictures from my personal collection. Each conveys its own meaning and very precious to me in my journey being a counsellor. Some titles I have written so far are:

-Acknowledgement of your-so-not-type therapies
-Different hats I'm wearing
-Understanding Silence
-Overwhelmed by the 400 therapies!!
-I HATE HER!!
-Nearly in-tears session with a client

Hopefully it will be ready before mid 2012. I will be giving away free copies too, so stay tune :)

Salam.

Save Yourself First

2011-11-20T19:57:00.000-08:00

I printed out relevant information found on American Counseling Association website, under the heading resources where you can find 'Counselor Wellness and Impairment' heading. I organized them in a folder, to help me to understand the whole concept better. I find it easier when I have the hard copy on my hand. I tried to answer them all, just to see where I am in this wellness and impairment area. I personally find it quite useful as it reminds me and to be more aware of my own 'personal exhaustion/ burn out' in this counselling profession.

I have some extra folder copies, let me know if you would like to have one.

"Anyone who has flown on an airplane and listened to the flight attendant before takeoff has been cautioned what to do in the event the oxygen masks fall from the ceiling: Put on your own mask first before trying to help someone else. Counselor wellness experts say that idea has mileage on the ground, too.

Helping yourself first is a principle that applies directly to counseling, says Sandra Rankin, a member of the American Counseling Association who runs a private practice in Austin, Texas. “If you’re gasping for air, you can’t help other people,” says Rankin, who is also earning her doctorate in health psychology from Walden University. “Counselors who neglect their own mental, physical and spiritual self-care eventually run out of ’oxygen’ and cannot effectively help their clients because all of their energy is going out to the clients and nothing is coming back in to replenish the counselors’ energy.” (Shallcross, 2011)

Click here for full article

Persatuan Kaunseling Brunei Darussalam

2011-11-16T00:17:00.000-08:00

Spread the words and show your support by clicking 'LIKE" Persatuan Kaunseling Brunei Darussalam. Thank you ♥

Click here for Persatuan Kaunseling Brunei Darussalam Fan Page

Fundamental of Negotiations

2011-11-08T00:33:00.001-08:00

Recently I attended a three days course on 'Fundamental of Negotiations' by EMG International Pte Ltd, from Singapore. I learnt a lot from the 3 days and I must say it was pretty packed with activities and lots of critical thinking had to be done on the spot. I felt mentally exhausted at the end of the day but the knowledge was priceless and it was all worth it.

*pictures of our course booklet*

I'm sharing some tips for a successful negotiation I gained from the course:

- negotiation is not only important in business, but also in our everyday life.

- always ask more than your target point( for example if you aim to get 5 items from a person for a fixed price, you may want to say you would like to get 8 items instead).

- understand negotiation is a process between 2 or more people, having a mutual agreement or simply no agreement at all (you have the veto power to step out from the negotiation).

- aware of what could led negotiation fail such as unclear objective/target, only wanting your views to be heard, lack of commitment, etc.

- understand the other person views before expressing yours.

- have some ideas of simple theory behind negotiation process.

- know your social style of negotiation and your partner.

- ability to adapt to their social style in order to know their interests and options to work effectively with them.

- active listening plays a crucial role.

- be a better listener.

-aware of barriers to active listening such as your own judgements to others, biasedness, etc

- know to apply the strategies tactics in negotiations : ignore it, discuss it, park it, leave it, play it, humor it.

- in overall, the best practises in facilitating a value-creating negotiation, these are vital to remember:

* Having some common goal or objective

* Faith in ability to solve problem together

* Motivation to work together

* Trust

* Clear and accurate communications

* Understanding of the dynamics of negotiation

* I might start using the skills the next time I'm purchasing a new set of sports shoes*

What Motivates you

2011-08-08T20:12:00.000-07:00

A client asked me how to keep yourself highly motivated to go to work everyday?

It took me quite awhile to respond.

"It always good to remind yourself from time to time why do you choose to work at the first place. Let it be for yourself or for your family, remember to stay positive though at times it could really be hard when things get tough at work."

I admit there are times I do feel like the images above, I always remind myself not to get beaten or let these conquer me.

People always say 'Success is a journey, not a destination'. For me this journey is endless, with success and failures accompanying me along the way. It is up to ME to choose how to react and be in those ups and downs.

One more thing, be firm when you need to be and prove you are capable of doing your work.

Cartoons

2011-05-04T17:54:00.000-07:00

I'm sharing something different today. I was putting these words 'funny cartoon on therapy' in the google search. These 3 are pretty interesting and would like to share them with you.

Generic Counsellor Skills Development

2011-03-29T17:08:00.000-07:00

Generic Counsellor Skills Development (as established by the Counselling and Psychotherapy Central Awarding Body, CPCAB)

Taken from article 'fit for purpose: a matrix guide to continuing professional development' BACP Workplace

Novice

At the beginning of the professional journey. Enthuasiasm for newly discovered listening skills, but experience is limited by and large to role-play or perhaps on a voluntary basis in an assoictaed helping capacity. There may be some understanding and plans, plus some intention of additional learning, regarding a chosen field of counselling.

Apprentice Counsellor has some practice experience. This has allowed a growing grasp of skills, a more informed understanding of task, an increase, if variable, in confidence, which allows development of an internal monitor based on agreed standards and oppennes to feedback. The rudiments of becoming a reflective pratitioner are more apparent through supervision. There is increasing awareness of the profession, gained through placements and external supervision post diploma. More consideration is given to particular fields of counselling and what interests the practitioner.

Journeyperson Post-diploma, with license to practise independently. The ‘internal supervisor’ will have consistently taken over from reliance on external trainers. This is possible because of increasing experience of a range of opportunities and dillemmas and the ability and support to reflect and learn from them. The cousnellor is moving toward a sense of confidence and competence, knowing what s/he will and will not take on. Able to talk about what s/he does and why with some ease, able to turn most crises into opportunities. Ready to seek fresh challenges and commited to regular revie and ongoing revision of thinking and practice. Becoming more aware of preference regadring work opportunities and preparing for accrediation.

Master Craftsman Has mastery of practice. Can pass on expertise, practice confidently in private or in public for purpose of demonstration. Has a developed, personalised, flexible framework for practice, whichis respected by colleaguse; may be innovative. Can relaibaly use ‘anything that comes’ in a creative way.is usually accredited, perhaps seking supervision registration. Professional developemnt has created more career awareness and greater possibilties: diversity of skills now offers extended work opportunities. Moving toward senior practitioner.

An A-Z of Counselling Theory and Practice: Third Edition

2011-03-26T00:12:00.000-07:00

"The Third Edition of this easy to read, comprehensive and interesting work is enhanced by new material, rationalization of subjects and engaging articles. It is comprehensive in its holistic approach to the counselling field and includes the spiritual and transpersonal. The work generates interest and actively engages the reader to reflect on what is presented.

Examples of counselling skills and practice flesh out the topics for the reader and put then into context. It is this practical approach that is refreshing and engaging for the person dipping into or looking at various topics. In this way it is an excellent companion for the counselling student or practitioner.

This enhanced edition will engage, inform and inspire students and qualified counsellors alike. It is an excellent book for counselling courses and programmers and an asset to the counsellor's library." - Neil Morrison, Director, Institute of Counselling, Dixon Street, Glasgow, UK.

Quote of the day

2011-03-09T05:27:00.000-08:00

“Every single person you meet has a sign around his or her neck that says ‘Make me feel important.’ If you can do that, you will be a success not only in business, but in life too.” -Mary Kay Ash, Founder, Mary Kay Cosmetics

Developing Charismatic Leadership

2011-03-06T18:11:00.000-08:00

I attended a one day course on 'Developing Charimatic Leadership' given by Dale Carnegie Training http://www.malaysia.dalecarnegie.com/.

Basically I knew all the basic principles they had shared with us, I think the main obstacle in applying such SIMPLE principles is the attitude of the person itself. The way I see it is a leader is not to lead his/her followers but to make the followers able to be leaders of themselves, not necessarily leaders to an organization but leaders to themselves, ability to be independent and ability to direct his/her weaknesses and strength to the best use.

Here are 15 tips to increase your Charisma-Quotient shared in the course.

1. Create a good and memorable first impression. Be conscious of the ways in which you project yourself. Small gestures such as shaking another person's hand or remembering another person's name, create a memorable first impression.

2. Hold a positive attitude and project positive energy and body language. Maintain optimism about yourself, about others and about life in general. Breathe "life", passion and enthusiasm into every interaction.

3.Relax and speak conversationally. Speak with passion, energy and enthusiasm and use pauses to create emphasis.

4. Learn to think on your feet, ad-lib in impromptu situations and be prepared to respond well under pressure.

5. Be knowledgeable and informed. Know what's going on in the world, and specifically in your area of expertise.

6. Captivate your speech. Maintain congruency between what you say and how you say it. Be believable , genuine and sincere. Be articulate and modulate your voice so others can hear you. Be a great storyteller and use image-based words to paint vivid pictures.

7. Engage others by being focused on and attentive to them. Make them feel like they are the only and most important person in the room.

8. Be respectful of others and yourself. Show respect to others even when you disagree with them. Always maintain self-respect. Be sensitive to diverse issues and speak with diplomacy and tact.

9. Build connections and trust with others. Mirror their body language and mannersims to put them at ease.

10. Be human. Feel your emotions and tune into others' emotions. Allow emotions to come through in your actions and your speech. Hear the emotions in other people's words and respond to them.

11. Don't be intimidated by other charismatic people. Maintain drive and determination to reach your mission, vision and goals.

12. Maintain humility and modesty. Focus on other people's success. Let your successes speak for themselves.

13. Give sincere compliments, recognition and appreciation freely.

14. Treat every person you meet as important. Show warmth and acceptance for people you come in contact with.

15. Stand out from the ordinary. Be reasonably controversial, take risks and propose out-of-the-box ideas.

THE 16TH "SECRET"

16. Have fun and maintain a good sense of humour!! When you enjoy your self, your life, and your work, others will be drawn to your energy and exuberance.

i-counsellor fourth edition January 2011

2011-01-18T15:52:00.000-08:00

click here to read the newsletter

Integrative Counselling CD-ROM

2011-01-14T21:51:00.001-08:00

Product Description

This interactive CD-ROM brings the counseling process to life and helps students understand the advantages of developing an integrative style. Students observe Gerald Corey as he works with one client, Ruth, using various theoretical models and techniques. Introductory lectures and process commentary explain what viewers will see and why a particular approach was used. Using this integrated learning package, students can first watch a trained, experienced counselor in action in a session and can then explore key points through thought-provoking questions (Reflection and response questions), exercises, and group activities. Guidelines assist viewers in considering key concepts and techniques they can use in forming their own personal therapeutic styles. All answers can be emailed or saved. Weblinks and InfoTrac College Edition keywords augment the learning process further.

Video Session Menu

1. Beginning of Counseling

2. The Therapeutic Relationship

3. Establishing Therapeutic Goals

4. Understanding and Dealing with Diversity

5. Understanding and Dealing with Resistance

6. Cognitive Focus in Counseling

7. Emotive Focus in Counseling

8. Behavioral Focus in Counselling

9. An Integrative Perspective

10. Working with Transference and Countertransference

11. Understanding How the Past Influences the Present

12. Working Toward Decisions and Behavior Change

13. Evaluation and Termination

General Discussion Questions

About the Author

Gerald Corey is professor emeritus of Human Services and Counseling at California State University at Fullerton and a licensed psychologist. He teaches both undergraduate and graduate courses-and was coordinator of the Human Services department at CSU Fullerton for nine years. He is a Diplomate in Counseling Psychology, American Board of Professional Psychology, a National Certified Counselor, a Fellow of the American Psychological Association (Counseling Psychology) and a Fellow of the Association for Specialists in Group Work. With his colleagues he has conducted workshops in various countries including the United States with a special focus on training in group counseling.

Happy New Year

2011-01-01T07:01:00.001-08:00

May 2011 brings happiness and success to us :)

third edition of i-counsellor newsletter

2010-12-15T04:14:00.000-08:00

available for sharing http://i-counsellor.com/newsletter

Case Study Research in Counselling and Psychotherapy

2010-11-29T19:03:00.000-08:00

Case-based knowledge forms an essential element of the evidence base for counselling and psychotherapy practice. This book provides the reader with a unique introduction to the conceptual and practical tools required to conduct high quality case study research that is grounded in their own therapy practice or training. Drawing on real-life cases at the heart of counselling and psychotherapy practice, John McLeod makes complex debates and concepts engaging and accessible for the trainees and practitioners at all levels, and from all theoretical orientations. Key topics covered in the book include:

- the role of case studies in the development of theory, practice and policy in counselling and psychotherapy

- strategies for responding to moral and ethical issues in therapy case study research

- practical tools for collecting case data

- 'how-to-do-it' guides for carrying out different types of case study

- team-based case study research for practitioners and students

- questions, issues and challenges that may have been raised for readers through their study.

Concrete examples, points for reflection and discussion, and recommendations for further reading will enable readers to use the book as a basis for carrying out their own case investigation.

All trainees in counselling, psychotherapy and clinical psychology are required to complete case reports, and this is the only textbook to cover the topic in real depth. The book will also be valuable to people who intend to use existing case studies to inform their practice, and it will help experienced practitioners to generate publishable case reports .

Counselling Children: A Practical Introduction

2010-11-29T19:00:00.000-08:00

In this Third Edition of their bestselling text, Kathryn Geldard and David Geldard provide a practical introduction to the principles and practices required for successful counseling, to show that working with young people can be both challenging and effective. The Third Edition has been completely revised and updated, and includes two new chapters. The book is divided into three main parts, covering:

How to understand the young client as a person
The pro-active approach of working with young people
The counseling skills and strategies needed

Counselling Children is a highly practical, bestselling guide to skills and strategies which can be used in working with children who are experiencing emotional problems.

Written in straightforward terms, the book sets out the authors' model of sequentially-planned integrative counselling for children (SPICC) and describes the specific techniques which practitioners can use to help children

" tell their story and release troubling emotions

" improve self-concept and deal with unhelpful beliefs

" recognize their options and choices

" discover new behaviours, and manage impulsive behaviour.

The book also provides guidelines for selecting and using a range of media, play and activities and includes 30 photocopiable worksheets that are featured throughout the book. The worksheets are designed for practitioners to use directly with children to help them explore their feelings and experiences in more depth. Thoroughly revised and updated, this Third Edition features two new chapters on counselling children in groups.

Counselling Children, Third Edition is widely used in the practical skills training of counsellors, psychologists, social workers, occupational therapists, nurses, teachers, and other professionals who work with children. It is also an ideal resource for any practice-setting providing counselling services for children.

`I like the interactive style in which the book is written, whereby the reader is invited to consider how they might deal with a situation... following which the authors explain how they approach it... The book is for counsellors in training and a resource for practising counsellors. The methods described can be adapted to different settings, for example school and home... I would recommend this comprehensive and stimulating book to anyone who is interested or involved in working in a therapeutic way with children' - Counselling, The Journal of the British Association for Counselling

Writing Your Doctoral DIssertation: Invisible Rules for Success" 2000

2010-11-23T19:24:00.000-08:00

A practical guide for students with help on planning, writing and defending a dissertation *Provides samples of accepted proposals and dissertations Increasing numbers of adults are enrolling in doctoral programs, but their earlier college lives often do not prepare them for the rules of academic game. Many have no idea what a dissertation proposal or an accepted dissertation looks like, how it gets that way, or what options are available to them. There is a real need for explicit information on what this highly complex and interactive, social and political process involves. The book is a practical guide for students who need help in progressing from the decision to write a dissertation to the planning, writing and defending of it. It includes samples of proposals and dissertations that have been accepted and data drawn from a number of source, including focus groups with doctoral students and graduates and responses to an open-ended questionnaire from doctoral students across the United States.

Part I Getting a Sense of the Terrain
1 Comparing a Dissertation to a Long Term paper
2 Jumping Through Hoops: Going on a Journey: Personal Metaphors for the Process
3 The Stages in Writing a Dissertation: An Overview
4 Pithy Insights and Suggestions for Success

Part II Preparing for Your Study
5 Creating Your Setting and Identifying your Dissertation Topic and Research Questions
6 Forming Your Dissertation Committee
7 Your Dissertation Committee: Roles and Responsibilities
8 Creating a Professional Setting with Student Colleagues
9 Developing a Productive Setting

Part III Doing Your Study
10 Writing your Dissertation Proposal While Designing Your Dissertation Research
11 Conducting Your Study
12 Analyzing and Interpreting Your Data
13 Presenting Your Findings: Drafting and Revising Your Dissertation
14 Defending Your Dissertation: Preparing For Your Orals

i-counsellor newsletter

2010-11-21T19:32:00.000-08:00

Click here for i-counsellor newsletters first (October 2010) and second (november 2010) editions

Doing Counselling Research Second Edition

2010-11-15T22:35:00.000-08:00

Table of Contents:

-Doing Counselling Research
-Reading the Literature
-Placing Research in Context
-The Research Process
-Stages, Tasks and Traps
-Using Quantitative Methods
-Test, Rating Scales and Survey Questionnaires
-Listening to Stories about Therapy
-From Qualitative Research to Human Science
-Systematic Inquiry into Individual Cases
-Does It Work? Evaluating the Outcomes of Counselling
-Exploring the Interior of Therapy
-Method and Strategy in Process Research
-An Ethical Framework for Research Practice
-Critical Issues in Counselling Research

"Doing Counselling Research, Second Edition is a practical and accessible introduction to the research process within counselling and psychotherapy. Written both as a guide to carrying out research, and to using existing findings to inform practice, it provides essential information for all trainees and practitioners.

John McLeod guides the reader through the principles and practice of undertaking a successful research project, explaining how to:

- review the literature

- select appropriate methods (qualitative and quantitative)

- collect data

- design and implement an effective study plan

- evaluate findings.

Taking account of developments in research methods, the book has been fully revised and updated and includes new chapters on evidence-based practice and practitioner research.

Research literacy is now within the skillset of all counsellors and psychotherapists and, as a practical introduction to the subject, Doing Counselling Research will be indispensable to trainees and practitioners alike. "

The 12 Secrets to Success

2010-10-15T18:36:00.000-07:00

Taken from site http://www.icia.com.au/

As an Olympian and Institute trained Life Coach, Selina Scoble knows exactly what it takes to overcome obstacles, reach the top and achieve your dreams. Now she wants to help YOU do the same in YOUR life by sharing her 12 Secrets to Success in an inspiring 3 part series that will be presented in this and upcoming issues of Coaching Inspirations.

1. Self Evaluate

Success is not just about working hard. In order to achieve success, you must stop and think about where you are right now in your life. You can not set goals without doing a self evaluation first. Stop and reassess where you're at in your life right now.

Ask Yourself

How do I rate myself in each of these six areas from 1-10? (1 being the lowest/not great, 10 being the highest/great).

§ Career / Business

§ Health, Fitness & Wellness

§ Relationships

§ Money

§ Emotional / Spiritual

§ Personal Development / Experiences

An honest self evaluation will clarify which areas need to be tackled, so that a plan of action can be made to get you moving towards success - a 10/10!

An inspirational quote to help you put this secret in perspective:

"You are today where your thoughts have brought you; you will be tomorrow where your thoughts take you." -- James Allen

2. Have a Vision

What is success for you? Successful people get what they want because they know what they want. Clarity is the key so get clear and know what you want. You need to experience your vision in your mind and in your heart by engaging as many senses as possible. It's bringing our visions to life that gives our lives meaning and purpose.

Ask Yourself

What does my vision look like? What does it feel like? What does it taste like? What does it smell like? What does it sound like?

"Every thought we think is creating our future." -- Louise L. Hay

3. Find a Passion

Are you excited to get up in the morning? People with a passion are, and they're energized about what they are doing. You need to be passionately invested in both your vision(s) and the journey. Live and breathe what it is that you want.

Ask Yourself

What is getting me up out of bed every morning? What am I excited about in my life right now?

"Without passion man is a mere latent force and possibility, like the flint which awaits the shock of the iron before it can give forth its spark." -- Henri Frederic Amiel

4. Set Priorities

Every successful person, every bum on the street, every parent, every drunk, every CEO, EVERYONE has 24 hours in a day. You can't get more or less time, but you can manage the events and activities you're doing.

People who are consistent winners manage their events and activities in a hierarchical fashion. You need to manage your time in such a way that does not allow you to spend time grinding along on priority number two or three if priority number one needs your attention.

Ask Yourself

How do you prioritise your events and activities each day? Do you know how to effectively use a diary? Do you have 'To Do' lists?

"How you spend your time is more important than how you spend your money. Money mistakes can be corrected, but time is gone forever." -- David Norris

5. Live the Truth

Successful people who consistently win have no room in their lives for denial, fantasy or fiction. You need to deal with the truth because nothing else will make your vision obtainable. Be self-critical rather than self-deluding, and hold yourself to high but realistic standards.

Ask Yourself

What things am I regularly doing that don't serve or support me towards my vision(s)? What am I tolerating/putting up with right now in my life?

“A true knowledge of ourselves is knowledge of our power.” -- Mark Rutherford

6. Create a Positive Environment

Successful people surround themselves with other successful and like minded people. You need to get around people who want you to succeed, and choose people to bond with who have skills, talents and abilities that you do not. To achieve success you also need to create a positive and productive environment at home and work.

Ask Yourself

What other people or resources do I need to assist me? How will I obtain this support? Who should I be hanging out with so that achieving my goals becomes natural (who's already doing it?) What do I need to change at home/work to create a more positive and productive environment?

“Call it a clan, call it a network, call it a tribe, call it a family. Whatever you call it, whoever you are, you need one.” -- Jane Howard

7. Make a Strategy

Successful people have a clear and thoughtful strategy and follow disciplined processes and systems everyday. You need to know what you need to do and when you need to do it. And write it down so you stay on course, and avoid any alternative that does not get you closer to the finish line.

Ask Yourself

What am I trying to do? What's my vision? What are all the tasks/steps I need to do in order to achieve my vision/goal?

“If you don't know where you are going, you'll end up some place else.” -- Yogi Berra

8. Set Priorities

Do it! People who succeed don't just sit and think about what they want to do. They take meaningful, purposeful, directional action consistently and persistently. You need to make sure every step you take puts you toward the outcome you're looking for. Remember, nothing happens until something moves.

Ask Yourself

What actions can I take in the next 24 hours that will get me closer to my goal? What actions can I take in the next week that will get me closer to my goal? What actions can I take in the next month that will get me closer to my goal?

9. Attitude is EVERYTHING

To achieve success, you must have a winning attitude. The mind is everything. You always have a choice in how you react to a situation. You can choose to be miserable, or you can choose to accept what has happened. You can choose to see your problem as a gift and learn from the situation. You can choose to be happy no matter what, because what you think, you become.

Ask Yourself

How do I react to situations? Is my self talk positive or negative? Am I choosing to feel impoverished or wealthy? How can I shift my thinking to achieve contentment?

“Nothing can stop the man with the right mental attitude from achieving his goal; nothing on earth can help the man with the wrong mental attitude.” -- Mark Rutherford

10. Take Risks

Successful people are willing to get out of their comfort zone and try new things. You have to be willing to plunge into the unknown if necessary, and leave behind the safe, unchallenging, and familiar existence in order to have more.

Ask Yourself

What potential obstacles/fears stand in my way of achieving my goal? How will I deal with these obstacles? What would I try now if I knew I could not fail? How can I step out of my comfort zone today?

“Progress always involves risk. You can't steal second base and keep your foot on first.” -- Frederick B. Wilcox

11. Be Flexible

Life is not a success, it's only a journey. So even the best-laid plans sometimes must be altered and changed. But you have to be open to input and you need to consider any potentially viable alternatives. Be willing to be wrong and be willing to start over.

Ask Yourself

What would I do if I started to feel that I couldn't achieve my goals?

“Life's failures are stepping stones to success.” - Unknown

12. Take Care of Yourself

Successful people are consciously committed to self-management. You are like your car. You can't keep driving your car around and around without looking after it (servicing, oil change, water, etc), and expect it to perform 100% and not break down. You are the most important resource you have in achieving your goals. You have to actively manage your mental, physical, emotional and spiritual health.

Ask Yourself

What can I do to look after myself mentally? What can I do to look after myself physically? What can I do to look after myself emotionally? What can I do to look after myself spiritually?

succeeding with your doctorate (sage study skills)

2010-10-13T00:37:00.000-07:00

"The aim of this book is to support, inform and guide students (and by implication their supervisors) through a doctoral programme. The book is intended for students working towards either a "taught" doctorate (such as an EdD) or a course of study leading to a PhD.

The authors recognize that doctoral programmes have changed and these changes are described and discussed in Chapter 1. The traditional model of a doctorate based on the concept of three years of independent (but supervised) full-time research is no longer the norm. Thus in writing the book the authors had in mind not simply those students who may wish to become professional researchers in education, the social sciences or related fields, but also, and perhaps most especially, those who aspire to being a "researching professional": a professional, probably already established in a career, who wishes to reflect upon, and research into, her or his own practice and/or the political, social and theoretical contexts in which it is located.

Being aware that students who are also working in demanding jobs have to perform complex juggling acts in order to balance the demands of work, study and other aspects of their lives, each chapter of the book contains cameos of students who have struggled to maintain this fine balance -- and survived to tell the tale.

The book is presented in 5 parts. Part 1: "Embarking on a Doctorate" includes the following:

(1) Chapter 1: What is a Doctorate and Why do People do Them;

(2) Chapter 2: How Did I Get Here? An Auto/biographical Approach;

(3) Cameo 1: "The Long and Winding Road that Led Me to an EdD Course" (Jean Clarkson);

(4) Cameo 1: "How Our Experiences Influence the Research Topics We Choose" (Alan Hearsum);

(5) Chapter 3: Learning on the Doctoral Journey; and

(6) Cameo: "Spiralling into Control: a Research Journey" (Tracy Marshall). Part 2: "Conceptualising and Focusing the Study" includes:

(7) Chapter 4: Framing the Research;

(8) Cameo: "How I Theorized My Thesis -- My Story (Carolyn Mason);

(9) Chapter 5: Reviewing the Literature;

(10) Cameo: "Reviewing the Literature" (John O'Neill). Part 3: "Thinking About Methodologies" contains the following sections:

(11) Chapter 6: Doing Research: Reflecting on Methods, Methodology and Ethics; and

(12) Cameo: "Methodology and Methods" (Bernard Longden);

(13) Chapter 7: Approaching Research as Lived Experience; and

(14) Cameo: "Queer Matters in Methodology" (Mark Vicars). Part 4: "Writing the Thesis" includes:

(15) Chapter 8: Writing and the Writing Process in a Doctoral Programme;

(16) Cameo: "Me and My Writing process" (Kathryn Roberts);

(17) Chapter 9: Production Values in the Doctoral Thesis; and

(18) Cameo: "Writing the Thesis -- a Personal Account from which It Might Be Hard to Generalize Much" (Paul Machon). Part 5: "Presenting and Sharing Research" includes:

(19) Chapter 10: Presenting Your Work at the Viva;

(20) Cameo "Surviving the Viva" (Maxine Burton);

(21) Chapter 11: Whatever Next? Spreading the Word and Becoming Part of the Research Community; and

(22) Cameo: "The doctoral experience -- bearing fruit (Marion Jones).

New Look For i-counsellor website

2010-09-22T19:20:00.000-07:00

Please click on the link http://i-counsellor.com/

Quote

2010-09-19T18:02:00.000-07:00

"It is easy to become overwhelmed by thinking about all the things that you feel powerless to change. Instead, focus on the aspects of your work that you have the power to change." (Corey, 2008)

So true

2010-09-17T19:51:00.000-07:00

"Being a counsellor is like being on a journey, which begins in childhood and builds on early experiences and then on training to reach a stage of professional maturity." (Anonymous)

Current and Future Projects

2010-09-14T22:54:00.000-07:00

In the pace of doing these projects:

Counsellor's Learning Workbook (towards developing personal approach) / 'Diary of a Counsellor' - I have produced my own 'diary' and wrote an article on what it is all about (in malay language). will be sharing it here soon with the readers. I will also be creating program modules (program latihan) for this particular tool a counsellor can use.

creating program modules for counsellor trainers and organisations

i-counsellor newsletter - to be produced on monthly basis and it will features my articles and those who wish to share their articles

internet resource for counsellors 2011

Introduction to Telephone Counselling

2010-09-14T00:29:00.000-07:00

The telephone has long been considered a professionally acceptable tool for helping counsellors provide their services. In the past two decades, there has been an enormous growth in technology aided services provided by psychologists, psychiatrists, social workers and counsellors. The use of the telephone has gone beyond answering initial inquiries and scheduling client’s appointments to offering full psychological interventions.

Historically, telephone counselling evolved from psychiatric services and medical triage experiences. In the late 1950’s crisis hotlines focusing on suicide prevention began to emerge in both Europe and the United States and rapidly expanded to Australia (Ormond, Haun, Cook, Duqutte, Ludowese & Matthews, 2000; Cruz, San Martin, Gutierrez, Farias, & Mora, 2001). These hotlines, despite lack of empirical evidence for their effectiveness, soon became part of community mental health services in many places around the world.
The term commonly used is Telehealth or e-health. Telehealth or e-health are terms used to describe any health related service that is provided remotely via technology-assisted media such as the telephone, computer, or Internet. Telepsychology is one form of Telehealth service that is related to remote psychological services. Other terms also commonly used are e-psychology, e-counselling, web-counselling, telephone counselling or online counselling. All of these terms reflect the nature of remote psychological services (Campos, 2009).

While it is easy to presume that Telepsychology and Helplines provide the same service, there are emerging differences in technology and case management practices that may create distinct differences in the definition of these services. Presently, the difference between Telepsychology and Helplines is in the case management practices of clients. In general terms, Hiplines are community services where people call and talk to someone while remaining anonymous. In the Helpline environment the client chooses the conditions of interaction such as the time and length of the call. Volunteers with little formal qualifications commonly staff these services. Helplines are usually available to clients at extended hours, often 24 hours a day. Typically, no fees are charged to the client.

Telepsychology, on the other hand, has come to mean a service that involves a detailed sharing of information between the mental health practitioner and the client. Telephone counselling refers to any type of psychological service performed over the telephone. Telephone counselling ranges from individual, couple or group psychotherapy with a professional therapist. In telephone counselling, as opposed to Helplines, the counsellor aims to provide services over the telephone similarly to the level of service provided in face-to-face consultation at an agreed fee (Campos, 2009; Wang, 2000). While these terms and definitions are used, it must be noted that at present the terms used for such services are not strictly adhered to and as such many terms are still used within the area telecommunication based counselling.

Characteristics of Telephone Counselling

The use of the telephone in counselling therapy may include sessions that are entirely conducted via the phone or may be combined with face to face interventions. The longevity of the counselling delivery (that is crisis vs. ongoing) and the type of interaction between the client and counsellor, differentiates between the type of counselling provided. Telephone callers may include a variety of individuals. A caller may seek information from a counsellor about any issue or topic of interest including advice about a specific issue, general information, referrals, intervention or crises counselling (Ormand Haun, Cook Duqutte, Ludowese & Matthews, 2000).

Some settings when calling can be less conducive to thoughtful interaction and the discussion of the client’s concerns. As such, clients should be encouraged to set aside specific time to optimise counselling interaction. It is not uncommon for clients to call when they have a limited time for conversation. In the context of the variations of calls received and issues dealt with through telephone counselling services, in general, telephone counselling can be divided into four characteristics. These are: intake, triage and assessment, relaying information and follow up.

Intake

Intake is typically the first interaction between the client and the counsellor during telephone counselling. It is imperative for the counsellor upon intake to ensure they are actually speaking to the intended client and that the phone call is not recorded and not listened to by anyone else. Due to the loss of visual cues, it becomes more critical with telephone counselling to use understandable language and encourage the client to describe in detail the issues of concern. The counsellor should listen to understand the client and not interrupt, and should provide the client opportunities to elaborate on the information provided. The counsellor can use such techniques as open ended questioning to obtain relevant information.

One challenge that therapists face with this style of counselling is to develop quick trust and rapport. The development of rapport may influence the caller’s behaviour and attitude towards therapy. Just as physical appearance provides first impression about the therapist in a traditional face to face therapy, so does the voice in telephone counselling. The therapist is encouraged to maintain a steady pace with a soft tone in their voice to demonstrate empathy and understanding. Counselling is best viewed if preceded by empathic discussion and questioning (Ormand Haun, Cook Duqutte, Ludowese & Matthews, 2000).

Details to be taken and recorded upon intake include specific demographic information about the client, the date and time of the call, the client’s name, contact information, the specific questions and concerns of the client and the responses given by the therapist.

Triage and Assessment

Following the collection of general information from the client, the therapist should assess the client’s level of knowledge and concern to ascertain the presenting problems and the level of risk. The first primary goal in gathering such information is to determine the client’s suitability for telephone counselling, because some clients may not be suitable for counselling through this mode. The following are some examples of when a client may not be suitable for telephone counselling: when there is high risk of harm, when there are high levels of anxiety, when a review of medical records is necessary or when the client presents with severe problems. If committing to telephone counselling with a client, it is important to contract with them a specific scheduled time for the counselling session whereby they do not call at anytime expecting to be able to talk through issues (Ormand Haun, Cook Duqutte, Ludowese & Matthews, 2000; Reese, Conoley & Brossart, 2006).

Relaying Information

It is also important for the therapist to establish if it is an appropriate time for the client to talk and that the client is in a private location. This is because, unlike face-to-face counselling, the therapist does not have any control over the therapeutic setting in which the client resides for the session. So clarifying the suitability of the place and timing of the session for the client who is calling must occur. It is also very important for the therapist to avoid giving confidential information to a person who is not the client, thus they must refrain from leaving messages on answering machines with identifying information other than name and contact number.

Since there is no face to face interaction between the client and the counsellor, verbal and vocal cues are paramount. The therapist must ensure that information is given at a reasonable pace through the use of clear simple terms that avoids jargon and should include pauses to ensure the client understands and allows space for them to respond (Ormand Haun, Cook Duqutte, Ludowese & Matthews, 2000; Kenny & McEachern, 2004). The therapist should strive to maintain a compassionate unhurried voice and avoid raising the modulation of words at the end of sentences. The counsellor should also be aware of background noises such as computer keyboards and co-workers.

Also, as with any face to face counselling session, continual reassessment of the client’s emotional status is important (Ormand Haun, Cook Duqutte, Ludowese & Matthews, 2000). Because of the difficulty of assessing emotional responses on the telephone, it is particularly important for the counsellor to purposefully elicit such responses. Before concluding the call, the therapist must summarise the information briefly and reemphasise any follow up that is necessary.

Follow Up

Documentation should occur immediately following the telephone counselling session. The therapist must document the information provided by the client and other pertinent aspects of the call like with any case notes when seeing clients face to face.

Source: http://www.mentalhealthacademy.com.au/

You Are 25% Left Brained, 75% Right Brained

2010-09-07T21:04:00.000-07:00

The left side of your brain controls verbal ability, attention to detail, and reasoning.
Left brained people are good at communication and persuading others.
If you're left brained, you are likely good at math and logic.
Your left brain prefers dogs, reading, and quiet.

The right side of your brain is all about creativity and flexibility.
Daring and intuitive, right brained people see the world in their unique way.
If you're right brained, you likely have a talent for creative writing and art.
Your right brain prefers day dreaming, philosophy, and sports.

Are you right or left-brained?

Doing Postgraduate Research Second Edition

2010-09-07T20:56:00.000-07:00

'Offers a practical and helpful guidebook both for students and supervisors. It is recommended for research students at the early stages of their research studies, because it provides a thought-provoking account of the different aspects of post-graduate research. Additionally, it can be a useful tool and resource pack for advanced research students who want to think about viva and career options after the completion of the PhD...a useful addition to the growing literature of books on post-graduate research. It provides not only a helpful reading but also a complete multimedia resource pack for new and more-advanced students and supervisors.' - Educate Journal

The prospect of undertaking postgraduate research can seem daunting. This thoroughly revised Second Edition of Doing Postgraduate Research will show you how to undertake your research better, quicker, and with as little hassle as possible. The text offers an authoritative and comprehensive guide to better research practice and is fully compliant with research training requirements, including the Joint Research Councils' Skills Statement.

Doing Postgraduate Research will enable you to acquire research methods skills as you proceed through your Masters or PhD programme. Key topics include:

- Designing and organizing a research project

- Understanding alternative research perspectives

- Doing a literature review

- Academic writing

- IPR and Ethics in research

- Research presentations

- Preparing for a viva

- Career development

Activities are used throughout the book to link the material to student's own research projects, encouraging practical `training by doing'. The book comes with a DVD and website which illustrate key features of the research process, and provide further reading and a guide to additional resources. Doing Postgraduate Research is an invaluable tool for students, supervisors, and all with research training responsibilities.

Writing Mode

2010-08-20T18:24:00.001-07:00

Writing a book at the moment..

"Counsellor's Learning Workbook: Developing A Personal Approach"

Thinking of creating it in two versions: Malay and English.

Kaunseling Di Tempat Kerja

2010-08-17T19:00:00.000-07:00

Sinopsis

Kaunseling di tempat kerja telah menjadi satu isu hangat dan kemestian di bidang industri dan organisasi komersial, terutamanya di kalangan negara maju. Di Malaysia, perkhidmatan kaunseling di tempat kerja terus berkembang sejajar dengan perkembangan industri di negara ini. Memang tidak dapat dinafikan setelah memasuki era moden kehidupan masyarakat dunia telah banyak berubah daripada pelbagai segi. Selanjutnya, perubahan ini turut mencetuskan pelbagai kompleksiti dan masalah akibat daripada tekanan yang dihadapi individu daripada pelbagai aspek, termasuklah tekanan di tempat kerja. Justeru, buku ini menyorot beberapa permasalahan pekerja yang terdapat dalam industri yang diubahsuai dan ditokok tambah menjadi sebahagian daripada perkhidmatan kaunseling dalam sektor industri.

Dalam sektor industri lazimnya, kaunselor adalah di kalangan penyelia organisasi tersebut. Oleh itu, kaunselor perlulah memiliki kemahiran kaunseling; bijak menggunakan kemahiran, peralatan, dan teknik atau pendekatan yang bersesuaian dengan klien sebelum menjalankan sesuatu sesi kaunseling. Perkara asas ini penting diaplikasi oleh kaunselor untuk menjadikan sesi kaunseling yang dijalankan berjaya dan klien dapat menyelesaikan masalah yang dihadapinya setelah diberikan alternatif penyelesaian.

Buku ini sesuai digunakan sebagai rujukan dan panduan untuk pengurus dalam organisasi atau sektor industri, majikan, pekerja, pelajar di pusat pengajian tinggi, pensyarah, guru, ibu bapa, dan para pembaca yang berminat untuk mendalami kaunseling dalam bidang industri.

Pengarang: Hamdan Abd Kadir

Master in Counselling (Brunei)

2010-08-09T03:14:00.000-07:00

for those interested to join in the course, click on the link below:

http://www.ubd.edu.bn/academic/program/pgce/edu-counselling.html

Guidelines for telephone counselling and psychotherapy

2010-05-31T20:27:00.000-07:00

source: http://wam.bacp.co.uk/wam/Search.exe?DETAIL=6866

(contact me if you wish to borrow this book since I have a copy of this book)

"The new guidelines offer a comprehensive framework for professional and ethical working in this growing field of therapy provision, they clearly set out the particular differences between working with clients in this medium and working face to face and will be of equal interest to practitioners working, or preparing to work in this way and managers who are responsible for telephone counselling services." - Annie Wimbush, Senior Practice Consultant, Relate

"These new guidelines will be a valuable tool for anybody working in this specialised area, and if backed up by appropriate training, can only lead to improvements for users of telephone counselling services." - Andrea Butcher, Head of Member Services, Telephone Helplines Association

This definitive set of guidelines is aimed at practitioners of telephone counselling and managers in organisations offering a telephone counselling service, employing telephone-based practitioners or intending to set up a telephone counselling service. It covers:

* definition of telephone counselling

* practitioner competence - including guidance on standards of training, experience, CPD, technical competence, supervision and verification

*client suitability - including guidance on assessment, informed consent, procedure and specifics of client contracting.

They also contain case studies which cover a number of likely and relevant contexts.

Success Through Goal Setting

2010-05-19T23:35:00.000-07:00

Taken from Life Coaching Institute Newsletter www.Icia.com.au

“All successful people have a goal. No one can get anywhere unless he knows where he wants to go and what he wants to be or do.” ~ Norman Vincent Peale

The first letter is G, and it stands for “Get to it.”

Sometimes, the only difference between a successful person and a failure is that the successful person has the courage to get started, to do something, to begin moving toward the accomplishment of a specific goal.

The second letter, O, stands for “Opportunity.”

Successful people do not wait for opportunities to turn their goals into reality. They make their opportunities, because they are perfectly clear about the kind of life they wish to create. Once you have taken the time to decide exactly what you want, you will experience an endless flow of opportunities that will help move you in that direction.

The letter A stands for “Ability.”

Many people hesitate to set high, challenging goals because they lack the ability to turn those goals into reality. But remember that we all lacked knowledge and experience when we started out in our careers or fields of expertise. Since you gain the ability necessary for high achievement through knowledge and experience, if you increase the speed at which you acquire both of those, you increase the speed at which you move ahead.

The letter L stands for “Leadership.”

Leadership is simply the ability to get results. And you begin to get results when you accept full responsibility for yourself, for your job, and for the outputs required in your position. You demonstrate leadership when you refuse to make excuses or blame anyone or anything for the problems you are having. The acceptance of the responsibility of leadership enables you to move ahead and take action.

The final letter, S, stands for “Stay with it.”

This is the resolution to persist in the face of adversity until you succeed. Between you and every goal that you wish to achieve, there is a series of obstacles. The bigger the goal, the bigger the obstacles. Your decision to be, have, and do something out of the ordinary entails facing difficulties and challenges that are out of the ordinary as well. Sometimes, your greatest asset is simply your ability to stay with it longer than anyone else.

When you look around you, you will see that all achievement is the triumph of persistence. You will see men and women everywhere who are struggling with and overcoming adversity in order to accomplish something that is important to them. And so can you.

G-O-A-L-S. That’s what you have to remember. And “G” is the first thing: “Get to it!”

School Bullying

2010-05-13T00:21:00.000-07:00

Taken from college of Counselling UK Newsletter

http://www.counsellingcollege.co.uk/ezine/

There is a plethora of information available on the topic of bullying. There are many different types of bullying including; child or school based (schoolyard) bullying; workplace bullying; cyber bullying; military bullying and hazing. The purpose of this article is to focus on child or school-based bullying as opposed to any of the other types of bullying.

There is one significant difference between child bullying and any other type of bullying, and that is that a child is still in their formative years of development. If a school aged child is demonstrating bullying behaviours and appropriate intervention is applied then many child bullies (with the exception of those with a conduct disorder) can be educated through the counselling process to learn more appropriate ways of socialising, behaving and interacting with other children (Bully Online, 2005).

It is therefore important that as counsellors we understand what constitutes bullying, the effects on the victim, reasons why a child may become the bully as well as know and be able to apply appropriate intervention skills through the counselling process to either the child victim or bully.

If left unresolved in childhood there can be significant implications for these children as they grow and become adults. For example, research suggests that child bullies who do not receive support or guidance on alternative ways of behaving can become adult bullies exerting their dominance and control in the workplace and having dysfunctional intimate relationships or even violent relationships (Anti-bullying Center, 2006).

Victims of childhood bullying who have had no treatment or intervention often remain passive, detached and lacking social competence and skills needed to have healthy, functional interactions with others as an adult.

Further, "if aggressive behaviour tendencies are not challenged in childhood, there is a danger that the bullying may become habitual. Indeed, there is research evidence to indicate that bullying during childhood puts children at risk of criminal behaviour and domestic violence in adulthood" (Anti-bullying Center, 2006).

Definition

According to Rigby (2006), bullying is the intentional act of causing harm and unhappiness to others through harassment, physical assault, cyber assault, or other more subtle methods of coercion such as manipulation. Further, the harassment can be verbal, physical and/or emotional.

Bullying is a general term applied to a pattern of behaviour whereby one person (the bully) who has uncontrolled anger, resentment and/or aggression (and lacks interpersonal/social skills) chooses to displace their aggression, social dominance and power onto another (the victim). Bullies use tactics, such as criticism, manipulation, ridicule, exclusion, isolation and teasing to ridicule or incite the victim (Masheder, 1998).

Bullying can occur in any setting where individuals interact together (such as school, home and workplace). It can also extend to affect social groups, social classes and between countries, this is known as military bullying (Connor, 1990).

Within the school environment, bullying usually occurs in areas with minimal or no adult, teacher supervision. It can occur in or around the school buildings, though it more often occurs in outside classes like sports, at lunch breaks, in toilets, the playground, in and waiting for buses, and/or during after-school activities (Elliott, 1991).

Bullying in school can sometimes involve a group of students taking advantage of, or isolating one student in particular, by outnumbering them.

Who is considered a child bully?

A child bully, according to Strange (2005), is a child who enjoys and chooses to push more submissive children around. They have a negative and/or an underdeveloped self concept.

As a result a bully will become aggressive with other children at the first hint that they are not in control and power. Bullies often have learning problems or dysfunctional parental relationships (Strange, 2005).

Identifying bullying behaviour:

Bullying can be divided into two categories: direct and indirect bullying. Indirect bullying is also known as social aggression (Slee, Phillip & Rigby, 1998).

Direct bullying involves applying physical aggression such as pushing and shoving, hitting, strangling, kicking, biting, scratching, throwing objects intentionally and punching with the intention to harm another.

In comparison, indirect bullying is characterised by forcing the victim into submission by socially isolating them. Social isolation is accomplished by the bully through tactics such as spreading gossip or untruths, refusing to socialise with the victim, bullying other children so they don't socialise with the target child, ostracising the victim, criticising their appearance, dress, race etc (Slee et al, 1998).

Ross (1998) also describes other, more subtle forms of indirect bullying as name-calling, silent treatment, arguing, manipulating, staring, laughing and joking at the expense of the victim.

According to Tattum, Delwym and Lane (1989) bullying can manifest in a variety of forms. These include:

Verbal - which involves a bully using insulting language, persuading another person to insult or abuse, name calling, spreading malicious rumours, ridicule, anonymous phone calls, teasing or taunting, cyber bullying, eg., offensive SMS and emails.

Physical - by striking, kicking, spitting, unfairly excluding someone, throwing objects, removing and hiding a child's property, using items as weapons ie sharp pencils, rulers for hitting etc.

Gestural – by using threatening motions, repeatedly turning away to isolate the victim, staring fixedly to show that someone is unwelcome.

Racial bullying – when the bullying is directed at someone because of their racial identity.

Sexual bullying – when bullying, either verbal or physical has negative sexual or gender implications. Sometimes this is called sexual harassment or sexual coercion.

Cyber bullying – is a rapidly expanding form of abuse or bullying amongst school children. A great deal of it is conducted outside the school, although it often involves children who attend the same school. There is no doubt that those children repeatedly targeted with offensive and threatening messages can become very distressed and need help. It often involves the internet, chat rooms and mobile phone text messages (Tattum et al, 1989).

How a child reacts to bullying

Bullying is about social dominance and submissiveness and as such the effects of bullying for a victim can often be considered significant and life altering. There are a range of observable behaviours that counsellors can look for to assist them in identifying a child who is suspected of being bullied at school.

As discussed in previous chapters, bullying can affect a victim's social, emotional, psychological and physical growth. Bullying can affect a child on each of these levels separately or at worst on all of these levels (Elliott, 1991).

How a child actually reacts is dependant on a variety of factors, including self esteem, resilience, confidence and coping ability.

A child who is bullying others is usually asserting a high level of social dominance, control, influence and power over other children that they perceive to be powerless, weak and submissive (Strange, 2005).

If a child exhibiting bullying behaviour attends counselling, the questions a counsellor can ask themselves include:

1. "Why does this child have a lot of internal aggression?"
2. "Why does this child have a need to displace their internal aggression onto other children?"
3. "Why has this child not learned how to interact with other children in a non-violent manner?"

(Craig & Statham, 1998)

Victims of childhood bullying are commonly withdrawn and passive in their communication style, often eager to avoid conflict and confrontation at all costs. One of the biggest problems for child victims of bullying is that they are taught from a young age that they are different from other students and this can lead to dysfunctional ideas of self esteem, self image and self worth (Ross, 1998).

Victims of bullying will often experience acute anxiety and associated psychosomatic symptoms such as upset stomach, headaches, unexplained body pains, nausea and vomiting.

If a counsellor identifies that a client is experiencing any of these signs, medical and possibly psychiatric or psychological intervention may be called for.

Counselling will assist the victim to learn more effective coping skills in order to break the cycle of victimisation and bullying. If an intervention is not accessed then the cycle of bullying is likely to continue.

Why do children become bullies?

According to Bully Online (2005), there are a range of reasons why children bully. As a counsellor, when dealing with a child bully it is essential for you to attempt to identify the underlying reasons or causes as to why your client has chosen to be a bully at school. Some of these reasons are described below:

Frustration - a child is impaired in some way and is frustrated and resentful because the source of their difficulty has not been identified - problems can include deafness, dyslexia, autism, allergy, being left-handed, undiagnosed PTSD or some unidentified learning difficulty - nevertheless the child is expected to perform at the level required by the school and no attempt is made to identify the source of the frustration.

The child is being bullied, the responsible adults have repeatedly failed in their duty of care, so the child slowly and reluctantly starts to exhibit aggressive behaviours because that's the only way to survive in this bullying-entrenched climate or school culture.

Poor or no role model - the child has no role model at home, or a poor role model for one or both parents and has never had the opportunity to learn behaviour skills.

Abuse at home - the child is being abused and is expressing their anger through bullying.

Neglect at home - similar to abuse as the child's emotional and behavioural development is being retarded.

Undue influence or peer pressure - the child has fallen in with the wrong crowd.

Conduct disorder - the child has a conduct disorder, the precursor to antisocial, psychopathic or other personality disorder.

Tip Menjadi Individu Menarik

2010-05-03T20:00:00.000-07:00

Mohd Fadzilah Kamsah, Ahmad Naim Jaafar,
PTS Millennia Sdn Bhd

boleh didapati di Kedai Bismi Gadong Brunei

Sinopsis

Buku ini menerangkan konsep cantik dan tampan dari dalam diri. Individu itu dikatakan menarik apabila mereka cantik dan tampan dari dalam diri. Buku ini juga menjelaskan bagaimana fenomena jatuh cinta berlaku. Ia juga menyimpulkan konsep menarik pada pandangan Tuhan. Ia menawarkan tip dan teknik praktikal bagaimana membina personaliti menarik.

Ramai yang mahu menjadi seorang yang menarik. Maka mereka membelanjakan wang yang banyak bagi membeli baju yang cantik supaya kelihatan menarik. Ramai orang yang pergi ke gim untuk menjaga kesihatan. Lebih daripada itu ia bertujuan menjadi lebih cantik dan menarik. Selain daripada itu, banyak produk melangsingkan badan di pasaran. Mereka mengambil produk itu untuk kesihatan dan juga impian supaya dilihat lebih cantik dan menarik.
Ramai orang yang mementingkan fesyen pakaian, rambut dan lain-lain aksesori tambahan. Lebih hebat lagi ada orang yang menjalani pembedahan plastik bagi mendapat bentuk bahagian badan tertentu yang menarik. Mereka menghabiskan wang dengan banyak bagi tujuan-tujuan itu. Apabila seorang memiliki penampilan fizikal yang menarik tetapi begitu negatif dan ber-fikir secara tertutup, mereka menjadi orang yang membosankan.

Satu lagi faktor yang menyebabkan orang dianggap menarik adalah mereka melakukan sesuatu yang luar biasa. Kita mungkin pergi menjelajah ke bulan ataupun mendaki gunung Everest supaya menjadi orang yang menarik. Kita mungkin jatuh cinta dengan Siti Nurhaliza supaya menjadi lebih menarik.

Kita boleh menjelajah mengelilingi dunia berbasikal bagi menjadi orang yang menarik ataupun tidur dengan ribuan kala jengking dalam usaha memecahkan rekod dunia bagi menjadi orang yang menarik. Sekiranya kita mahu melakukan perkara seperti itu, ia terserah kepada kita. Tetapi hakikatnya adalah kita dapat menjadi orang yang menarik dengan melakukan perkara yang biasa sahaja. Unsur-unsur penarik berada dalam diri kita. Buku ini membongkarkan rahsia bagaimana menjadi individu yang menarik tanpa membelanjakan wang yang banyak dan tanpa melakukan perkara yang luar biasa.

Isi Kandungan

Daripada Pengarang
Pendahuluan
Buku yang Bakal Menyelesaikan Masalah Besar Ramai Orang
Mengapa Perlu Jadi Menarik?

Bahagian 1 : Definisi Menarik
Tip 1 Faktor Fizikal
Tip 2 Faktor Material
Tip 3 Batu Azimat dan Susuk
Tip 4 Faktor Jawatan
Tip 5 Faktor Luar Biasa
Tip 6 Faktor Populariti
Tip 7 Faktor Pandai Bercakap
Tip 8 Faktor Suara
Tip 9 Faktor Pendidikan
Tip 10 ‘Seksi’ untuk Jadi Menarik
Tip 11 Daya Penarik Khalayak Besar

Bahagian 2 : Lelaki yang Menarik daripada Pandangan Wanita
Tip 12 Kemas
Tip 13 Kebijaksanaan Emosi
Tip 14 Dia Seorang yang ‘Gentlemen’
Tip 15 Keyakinan Diri
Tip 16 Berjiwa Romantik
Tip 17 Sifat Seorang Pendidik

Bahagian 3 : Wanita yang Menarik daripada Pandangan Lelaki
Tip 18 Sifat dan Tingkah Lakunya Lembut
Tip 19 Ada Sifat Kebudakan
Tip 20 Manja
Tip 21 Ada Sifat Keibuan dan Penyayang

Bahagian 4 : Ketampanan dan Kecantikan dari Dalam
Tip 22 Olay Total Effect atau SK-II
Tip 23 Jagalah Hati Jangan Kau Kotori
Tip 24 Konsep Diri Individu Menarik

Bahagian 5 : Bagaimana Lelaki dan Wanita saling Jatuh Cinta
Tip 25 Cinta Itu Ada Banyak Pintu
Tip 26 Cinta Pandang Pertama
Tip 27 Bagaimana Chemistry Seorang Berfungsi?
Tip 28 Wanita dan Bapa Mereka

Bahagian 6 : Tip-tip Menjadi Individu Menarik
Tip 29 Kecantikan dan Ketampanan Sosial
Tip 30 Berjenaka
Tip 31 Mudah Mesra
Tip 32 Sayangi Orang Lain Seperti Kita Menyayangi Diri Kita
Tip 33 Senyum
Tip 34 Mata yang Senyum
Tip 35 Mata Tidak Pandai Menipu
Tip 36 Bahasa Senyum
Tip 37 Kemahiran Memuji
Tip 38 Puji di Khalayak
Tip 39 Nasihat dengan Bijaksana
Tip 40 Selalu Bersetuju
Tip 41 Jangan Suka Berdebat
Tip 42 Teknik Menarik Perhatian
Tip 43 ‘Happy Birthday to You’
Tip 44 ‘Mengorat’ Bakal Bapa Mertua
Tip 45 Gaya Berjalan Seorang ‘Gentlemen’
Tip 46 Gaya Jalan Ali Baba
Tip 47 Kemahiran Berbual
Tip 48 Jenis-jenis Bahasa
Tip 49 Hargai Kepandaian Orang Lain
Tip 50 Syok Sendiri
Tip 51 Jangan Cerewet
Tip 52 Ucap Terima Kasih
Tip 53 Kemahiran Bertanya Soalan
Tip 54 Ucapan Pengenalan
Tip 55 Pupuk Tabiat Membaca
Tip 56 Buatlah Jurnal Peribadi
Tip 57 Kemahiran Mendengar
Tip 58 Muzik Paling Merdu
Tip 59 Memahami Kuasa Bahasa Badan
Tip 60 Bahasa Bersalaman
Tip 61 Bahasa Renungan Mata
Tip 62 Teknik Cerminan
Tip 63 Penampilan Kita
Tip 64 Berjiwa Besar
Tip 65 Kecantikan Budi
Tip 66 Merendah Diri
Tip 67 Jadi Inspirasi
Tip 68 Tingkatkan Pengetahuan Umum
Tip 69 Kecantikan Lelaki pada Pemikirannya
Tip 70 Jangan Jadi Sempurna
Tip 71 Tulis Maklumat Peribadi
Tip 72 Bina Wawasan Diri
Tip 73 Fenomena Siti Nurhaliza

Bahagian 7 : Menarik yang Hakiki
Tip 74 Manusia paling Menarik
Tip 75 Dua Sumber Cahaya Wajah
Tip 76 Adakah Daya Penarik itu Kekal?
Tip 77 Majlis Pengkebumian Siapa?
Biodata Penulis

Helping Others Grieve

2010-04-28T23:53:00.001-07:00

source: Institute Inbrief, Australia’s most popular electronic counselling magazine

http://www.aipc.net.au/

You may be reading this article wondering how to help someone close to you grieve the loss of their loved one. Some people have firm beliefs about the grieving process and what should and should not be done when assisting others. Generally speaking, there are some myths about grieving which should be considered when assisting the bereaved.

Myth: People who are grieving don’t want to talk about their loss, and bringing up the name of the deceased should be avoided.

Don’t be afraid to talk about the deceased or mention his/her name as it is probable that the bereaved person will want to talk about it.

Myth: Keep the bereaved person busy in order to avoid them thinking about the deceased.

If the bereaved person is kept too busy, the grieving process could be delayed. They need to have a healthy balance of alone time and time with people who can support them.

Myth: The grieving period is lasting too long and the person should be over it by now.

The grieving process is individual to each person and dependent on many things. These may include the type of relationship with the deceased together with the level of support available to the bereaved. Other stressors in the person’s life may also hinder the grieving process.

Myth: The bereaved person appears to be OK, so I will avoid any mention of their loss when I see them.

Some people feel very uncomfortable mentioning death or even being around people who are grieving. It is not only important to keep in contact with the bereaved, but to acknowledge the loss.

Myth: A person who is not showing signs of grieving is probably coping well.

Sometimes people avoid grieving publicly because they believe they have to be brave for the sake of others. By holding back their emotions, they are more than likely delaying the grieving process which can be unhealthy for their eventual recovery.

Many of us find talking to someone who is grieving, extremely difficult. It may be so difficult we decide to avoid the bereaved person for a period of time. Here is a list of helpful tips to remember.

• DO use the deceased person’s name.
• DO talk about the deceased person. Keep memories alive by looking at photos, recognizing anniversaries and commemorating the person.
• DO share you feelings with the bereaved. Be honest about your fears of saying the wrong thing, but be there anyway.
• DO provide opportunities for the bereaved to express their feelings.
• DO be patient with the bereaved.
• DON’T use euphemisms like ‘passed away’.
• DON’T say things like “you must be brave” – people don’t have to be brave, they should be allowed to express their emotions.
• DON’T say “you should be better by now”. There is no timetable for grief.

'Bomoh' or psychotherapy?

2010-04-27T00:32:00.000-07:00

source:http://www.bt.com.bn/node/28847/print

Todd McPherson

BANDAR SERI BEGAWAN
Tuesday, December 25, 2007

HOW likely are Malay Bruneians to seek counselling or psychotherapy when one is suffering from a psychological disorder or when maladaptive behaviours arise? In a recent article in this newspaper, many issues were noted that might prevent local citizens from seeking help from Western-oriented psychologists, therapists or counsellors. This article will highlight further cultural issues in the delivery of therapy in Brunei. Although these issues exist, they need not prevent anyone from seeking the help that could improve their quality of life. Solutions to overcoming obstacles and cross-cultural misunderstandings are possible, and will addressed.

Within the Malay culture, the Islamic religion plays a central role in all aspects of life, mental well-being notwithstanding. Mental disorders are perceived to be the result of abandoning or neglecting of Islamic values. Human behaviour is said to be within the control of human consciousness, under the influence of the psyche (nafs). The psyche is considered to be the unity of both body and soul. So, the coming together of body and soul, material and nonmaterial forces, results in a force called nafs that is the underpinning of our behaviour. In order to maintain mental well being it is essential to continually purify one's thoughts and deeds. This will bring one closer to God and allow for good mental health.

Due to the link between mental or psychological problems and religion, many Malay Bruneians will naturally visit their mosque to seek advice when facing problems of a psychological nature. It is important that psychologists and others trained in a Western perspective do not discount the effectiveness of such help. Belief plays an important role in any kind of psychotherapy, so seeking spiritual guidance and performing assigned tasks such as ablutions, prayers, seeking forgiveness and doing good acts, for example, can offer varying degrees of relief. It is possible for therapists to work in conjunction with religious or pastoral counselling from any religion, so long as the therapist takes time to learn what advice has been provided and what it means to the client.

Counselling or therapy do not contradict or work in opposition to religious counselling. In fact, the two can work hand in hand since the religious counselling addresses an area to which many therapists do not give adequate attention.

Dr N Kumaraswamy, a clinical psychologist who has worked in RIPAS, published an article entitled "Psychotherapy in Brunei Darussalam". According to him, most psychotherapy in Brunei is still provided by bomohs, the traditional healers. A survey conducted in Malaysia indicated that 80 per cent of psychiatric patients first visit or consult Bomohs. While Islam is a central aspect of life for the majority of the Bruneian population, the local culture is still heavily influenced by the animist beliefs that have existed in this part of the world for centuries. These beliefs attribute mental disorder to evil spirits.

In order to rid oneself of evil spirits, the bomohs or pawan are consulted. These traditional healers are considered keepers of hidden knowledge who can cure possession and, thus, psychological illnesses.

The bomohs, according to Dr Kumaraswamy, can be one of three general types. One kind uses the Quran as a guide for diagnosis and treatment of illness, the second is most closely related to Malay magic (Ilmu Batin), and the third uses herbs and traditional medicines. To cure a sufferer of his or her disorder, the bomoh enters a trance to communicate with the spirit world and learn the cause of the disorder and its treatment. Similarly, Islamic healers use Quranic verses to drive out malevolent spirits possessing the patient.

Again, it is not improbable that a therapist should work with a client who has seen, or is seeing a bomoh. It is simply a matter of understanding what the client's belief system is, and how to work with it, rather than against it. A therapist or counsellor is trained not to impose his or her world view on a client and to change a client according to the therapist's view of what is right. It is acknowledged that differences between the client and therapist in their perspective regarding mental disorders and appropriate behaviours can make therapy less effective. Cited examples include the patient who believes his or her symptoms are caused the result of black magic, while the therapist believes they are caused by problems in his relationship with his father. Any attempt to persuade the patient to look at his relationship with his father is probably bound to fail. When grieving, a Muslim may be discouraged from shedding tears, while the non-Muslim therapist may be inclined to promote the expression and validation of grief.

While religious, cultural and behavioural differences can make the effective delivery of psychotherapy more challenging, they do not by any means render it impossible or ineffective. It is simply up to the therapist to recognise and to monitor these differences, explore them openly and honestly, accept them, and then work in a collaborative approach with the client to promote better mental health and improved overall well being.

The writer is a private psychologist at Brunei's Riverview Medical Clinic.The Brunei Times

AIPC Counsellor's Skills Series (E-Book)

2010-03-25T10:04:00.000-07:00

Verbal and Non-Verbal Communication Skills

http://www.counsellingconnection.com/wp-content/uploads/2009/10/report-1-verbal-and-non-verbal-communication-skills.pdf

5452620476625056450" />

Counselling in a Nutshell Series

2010-03-25T05:50:00.000-07:00

"What is counselling and how does it work? Counselling in a Nutshell provides the answers to these questions and more, as part of a step-by-step guide to the counselling relationship and the therapeutic process. Focusing on the commonalities within the main theoretical approaches - psychodynamic, person-centred and cognitive-behavioural - Windy Dryden describes a framework which underpins all counselling, irrespective of the approach being used.

Key features of the framework include: bonds between counsellor and client, goals and tasks of counselling,stages of the therapeutic process and core therapeutic conditions. Counselling in a Nutshell provides a concise introduction to core components of the therapeutic relationship and process and is suitable for counsellors of all orientations."

"Therapy Today Person-Centred Counselling in a Nutshell provides a short, accessible guide to one of the most popular approaches to counselling. Based on the ideas of Carl Rogers, the approach's main premise is that clients knows themselves better than anyone else.It is the job of the person-centred practitioner to enable the client to discover and utilise their inner resources in order to change and grow. Using examples drawn from practice, Roger Casemore outlines the main principles of the person-centred approach including the core therapeutic conditions: congruence, unconditional positive regard, and empathy. Person-Centred Counselling in a Nutshell is ideal first reading for all who are new to learning about counselling. "

"Therapy Today Cognitive therapy is one of the most widely used approaches within counselling and psychotherapy today. As such, there is a wealth of literature on offer to the newcomer, which can sometimes be overwhelming for those seeking an initial understanding of the approach. Cognitive Therapy in a Nutshell solves this problem by providing the key elements of cognitive therapy theory and practice in a very concise and accessible way.

Cognitive therapy teaches clients that there is always more than one way of seeing events, and therefore that their viewpoint is largely a matter of choice. Helping clients to develop and maintain more helpful viewpoints in tackling their problems is the focus of the therapy. Cognitive Therapy in a Nutshell offers clear explanations of the fundamental models used to treat clients including the information-processing model, and the three cognitive levels examined during therapy - automatic thoughts, underlying assumptions/rules, and core beliefs (schemas). The authors also provide a valuable case study of a client with a social phobia to demonstrate how cognitive therapy works in action. Cognitive Therapy in a Nutshell also explores the techniques involved in: eliciting and examining negative automatic thoughts; uncovering and examining underlying assumptions, rules and core beliefs; maintaining gains from therapy."

"Therapy Today Psychodynamic Counselling in a Nutshell explains in clear, jargon-free style, the concepts at the heart of the psychodynamic approach and, drawing on case material, describes the therapeutic practice which rests on those ideas. Assuming no previous knowledge of the subject, the book introduces: o the history of the approach; o key concepts; and o practical techniques used by practitioners.In the first chapter the author introduces a client, John, whose case is revisited throughout the book connecting together theory and practice for the reader. "

"Therapy Today Students embarking on Rational Emotive Behaviour Therapy (REBT) training are often faced with lengthy and complicated texts from which to learn the theory and practice of the approach. Rational Emotive Behaviour Therapy in a Nutshell provides a relief from this by providing a concise and comprehensive guide to all the key elements of REBT.

The authors believe that students of REBT can enhance their knowledge of the approach only if they have fully grasped the basics first. They offer a succinct introduction to REBT which students can use as a starting point before adding to their knowledge through further reading and learning. The book opens with an explanation of the ABCDE Model of Emotional Disturbance and Change which is the centrepiece of REBT theory and practice.The authors present the model in a way which is easy to grasp, but also has the depth of coverage needed for full understanding. Rational Emotive Behaviour Therapy in a Nutshell provides coverage of other fundamental areas including: assessment; disputing; homework; working through; promoting self-change. This book will be invaluable to those embarking on REBT training who want a concise, clear and informed introduction to the approach."

Introductory books for counsellors in training

2010-03-21T15:36:00.000-07:00

Firs Steps in Counselling

Published: August 2002

Step in to Study Counselling

Published: November 2003

Next Steps in Counselling Practice: A Students' Companion for Certificate and Counselling Skills Courses

Published: June 2009

Publisher: PCCS Books

Latihan LDK menambah pengetahuan serta pengalaman guru-guru kaunseling sekolah

2010-03-11T15:29:00.000-08:00

click on the link for full story

http://www.pelitabrunei.gov.bn/news/pelita/09feb10/berita07.htm

MoH officially launches its own counselling unit

2010-03-05T09:20:00.000-08:00

Lyna Mohamad Mar 5th, 2010

Officers and staff of the Ministry of Health (MoH) and the departments under it can receive professional guidance and counselling services provided courtesy of the ministry’s own Counselling Unit that was officially launched yesterday.

Located on the fourth floor of the Ong Sum Ping Condominium, the unit had begun operation in September last year.

To date, it has received 30 clients who had come voluntarily, in a positive sign that counselling services are no longer regarded as taboo but seen as a way to help improve situations.

Present to officially launch the MoH Counselling Unit as guest of honour yesterday was the Minister of Health, Pehin Orang Kaya Indera Pahlawan Dato Seri Setia Hj Suyoi Hj Osman.

The launch was also attended by the Deputy Minister of Health, Pehin Orang Kaya Pekerma Laila Diraja Dato Paduka Hj Hazair Hj Abdullah, the Permanent Secretary at the ministry, Dato Paduka Hj Abd Salam Abd Momin, Deputy Permanent Secretaries, senior officers as well as counselling officers from various government departments.

The Director of the Administration at the ministry, Awg Hj Md Salleh Hj Mohiddin in his welcoming note disclosed that the committee for the establishment of the unit was set up in September 2008, chaired by the director himself.

The committee was made up of the Acting Director of Nursing, officers from the Administrative Department, the clinical psychologist, the counsellor from the Counselling Unit of the Department of Nursing Services and medical welfare officers.

Among the tasks undertaken in setting up the unit were the appointment of 42 Division II officers from departments under the ministry as counsellors to assist in organising the first stage of the unit’s development.

The officers were then sent on a 10-day Counsellors Preparatory Course at the Royal Brunei Armed Forces Counselling Centre, in two groups in March and April 2009.

In June 2009, the committee conducted an in-house Case Note Writing workshop facilitated by a speaker from the Counselling Service Unit of the Public Service Department.

Another practical training workshop on Case Note Entry was held in September 2009, facilitated by a speaker from the Narcotics Control Bureau.

The committee began using the fourth floor of the Ong Sum Ping Condominium early September last year and conducted roadshows introducing the MoH Counselling Unit in all the four districts in November and December last year.

The unit received its first referral case mid-September, followed by its first self-referral case in November 2009.

Awg Hj Md Salleh in his welcoming note said that the unit conducts its counseling services in three stages.

The initial stage is undertaken by counsellors to provide initial intervention through basic counselling, while the second stage will be conducted by trained counsellors or professionals should there be a need for professional intervention.

Stage 3 is to be conducted by a Psychologist or Psychiatrist should the client from Stage 2 shows symptoms, the administrative director added.

The Head of the Counselling Unit, Pg Hj Sabtu Pg Hj Tuah also delivered a talk on the services provided by the unit.

Prior to the ribbon-cutting ceremony marking the official launch, the minister presented appreciation certificates to the RBAF Counselling Centre and NCB as well as certificates of participation to 44 officers of MoH who have completed their course as counsellors and Counselling Unit pamphlets to representatives of health clinics and health centers throughout the country.

Following the launch the minister also went on a guided tour of a mini-exhibition describing the unit before touring the counselling rooms available at the unit.

The MoH counselling unit was established with the aim of safeguarding the welfare and well-being of officers and staff, assisting in upgrading productivity and work performance as well as helping to make a healthy working environment.

article taken from http://news.brunei.fm/2010/03/05/moh-officially-launches-its-own-counselling-unit/

Counsellors attend workshop on developing better skills

2010-03-05T06:08:00.000-08:00

Mohammad Abdullah Feb 10th, 2010

TO FURTHER develop and enhance the skills of counselling techniques, school counsellors from all over the nation participated in a counselling.workshop organised by the Guidance and Career Counselling Unit, Raja Isteri Girls High School (STPRI).

Thirty-two schools and colleges took part in the one-day workshop at STPRI, which aimed to enhance the effectiveness of counselling students in their respective schools.

Deputy Principal of STPRI, Hjh Aisah binti Hj Sandan, in her speech said she hoped the workshop on LDK (Group Counselling) would be useful in helping the counsellors to give better guidance to the students.

Some of the techniques learnt during the workshop will not only give them a better understanding of group counselling but the activities will also help them get a fresh perspective on counselling.

The workshop was conducted by the Brunei Counselling Association President (PERKAB), Captain Rusli Bujang, who said that counsellors are considered as a new profession in Brunei Darussalam, whose roles are not only bound in giving advices to students about their academic studies, but also on a personal level, dealing with their everyday lives, friends, families and even the pressures that students encounter.

Article taken from http://news.brunei.fm/2010/02/10/counsellors-attend-workshop-on-developing-better-skills/

Petua Menangani Stress

2010-03-05T03:53:00.000-08:00

Di ambil daripada isi kandungan buku tersebut:

"Stres bermaksud tekanan, desakan, bebanan, konflik, keletihan, ketegangan, panik, perasaan gemuruh, kemurungan dan hilang daya punca. Ia terhasil apabila seseorg merasa keperluannya melebihi keupayaan maka stres akan terjadi.Stres memberi tindak balas yang berbeza bergantung kepada persepsi setiap individu.Individu yang melihat sesuatu ransangan stres itu dari sudut yang positif dan membina maka ia akan memberi keuntungan pada diri mereka sendiri.Manakala jika seseorang individu melihat ransangan stres itu sebagai faktor kegagalan dan kejatuhan maka mereka menimbulkan kerugian pada diri mereka sendiri.

PUNCA-PUNCA STRES

1)Faktor sifat semulajadi

-Selalu ingin kemenangan dan tidak suka menghadapi kekalahan
-Terlalu teliti atau bersikap perfectionist
-Suka mendesak dan menekan orang lain.
-Tidak boleh melihat orang lain senang atau lebih daripada yang dimilikinya.
-Tidak suka menerima teguran.
-Suka menimbulkan permusuhan
-Bersangka buruk dan hasad dengki
-Suka berdendam dan menyimpan rasa hati

2)Faktor ilmu dan pendidikan

-Kejahilan adalah musuh utama bagi setiap manusia.

3)Faktor suasana dan tempat

-Suasana yang baik memberi kita kehidupan yang lebih tenang dan harmoni.
-Suasana sekeliling yang kurang baik menambahkan lagi ketegangan dan tekanan dalam hidup seseorang.

4)Faktor tanggungjawab dan kerjaya

-Tangungjawab yang terlalu banyak atau terlalu sedikit.
-Terlalu banyak keputusan yang perlu dibuat.
-Pengharapan yang terlalu tinggi daripada orang ramai.
-Kerja yang membosankan.
-Jawatan yang statik dan terbatas.
-Tidak dapat menguruskan tanggungjawab dan kerjaya dengan sempurna.

5)Hubungan sesama manusia

-Hubungan:-
*didalam keluarga
*ditempat kerja
*dalam persatuan dan organisasi
*dalam masyarakat
*rakan sekeliling
sekiranya hubungan ini dapat dijaga maka keharmonian dan ketenangan dapat dicapai. Manakala sekiranya hubungan terjejas maka keseimbangan sukar dicapai dan suasana kehidupan menjadi lebih tertekan.

6)Kecelaruan matlamat dan cita-cita

Matlamat dan cita-cita penting untuk menentukan arah tuju hidup kita. Bagi seorang muslim, matlamat bukan hanya untuk didunia sahaja malah untuk diakhirat juga.

7)Masalah hubungan dengan Allah

Kita boleh mencapai ketenangan jika kita menjaga hak Allah.Hak Allah ialah segala suruhanNya dilaksanakan dengan bersungguh-sungguh dan segala laranganNya dihindarkan bersungguh-sungguh.

8)Gangguan perasaan

Seseorang harus bijak mengawal emosinya agar tekanan dapat dikurangkan
cara mengelakkan gangguan perasaan

-bertenang
-beristighfar minta ampun kepada Allah
-cari punca masalah
-cari jalan keluar
-senaraikan beberapa pelan;pelan a,b,c,d dan
seterusnya..
-laksanakan pelan dengan bersungguh-sungguh

TANDA-TANDA DAN KESAN STRES

*Stres yang membawa kesan negative

1)reaksi perasaan

-mudah marah
-mudah menangis dan bersedih hati
-kecewa dan mudah hampa
-mudah mengamuk
2)sukar untuk menyelesaikan masalah
3)prestasi diri mulai merosot
4)idea mulai kurang
5)menghadapi masalah cepat lupa
6)menghadapi masalah cepat sakit dibahagian fizikal
7)sukar tidur
8)selera makan berkurang atau bertambah
9)berubah kelakuan

*Stres yang membawa kesan positif

1)meningkatkan motivasi diri

2)meningkatkan amalan dan usaha
3)meransang individu pertahan dan melindungi diri
4)meningkatkan potensi diri

PETUA-PETUA BERKESAN MENANGANI MASALAH STRES

1)kenal pasti tahap tekanan
2)kenal pasti punca tekanan
3)mengkoreksi diri dan muhasabah
4)memperkemaskan kaedah kita mengurus emosi
5)kaji semula pegangan hidup
6)seimbangkan semula hidup anda
7)bentuk kemahiran untuk mengurus diri
8)menguatkan hubungan dengan Allah
9)jaga hubungan sesama manusia
10)hiasi pribadi dengan akhlak mulia
11)lakukan kegiatan fizikal
12)melakukan amalan pencegahan
13)lakukan aktiviti santai
14)mengamalkan kaedah rawatan yang berkesan
15)hidupkan suasana ketenangan dan keceriaan
16)meluahkan kepada seseorang yang dipercayai"

Issues and Ethics in the Helping Profession (Seventh Ediiton)

2010-02-09T01:08:00.000-08:00

"Up-to-date and comprehensive, this practical best-selling text now available with an online personalized study plan, helps students learn how to deal with and apply ethical standards.

The authors provide readers with the basis for discovering their own guidelines within the broad limits of professional codes of ethics and divergent theoretical positions. They raise what they consider to be central issues, present a range of diverse views on these issues, discuss their position, and provide readers with many opportunities to refine their own thinking and to actively develop their own position.

The authors explore such questions as: What role do the therapist's personal values play in the counseling relationship? What ethical responsibilities and rights do clients and therapists have? And, what considerations are involved in adapting counseling practice to diverse client populations? "

Mengurus rekod perkhidmatan kaunseling

2010-01-04T01:33:00.000-08:00

Buku ini menerangkan tatacara dan model bagi mengurus perkhidmatan kaunseling. Bagi mengukuhkan kefahaman pembaca implikasi merekod perkhidmatan juga dijelaskan daripada pelbagai aspek.

BAB 1 : Isi Kandungan
BAB 1 : Prakata
BAB 1 : Penyimpanan Rekod
BAB 2 : Temu Bual Permulaan
BAB 3 : Persetujuan Menjalani Kaunseling
BAB 4 : Kontrak Kaunselor-Klien
BAB 5 : Nota Kes
BAB 6 : Laporan Psikologi
BAB 7 : Penamatan Kaunseling
BAB 8 : Pemeriksaan Status Mental (MSE)
BAB 1 : Bibliografi
BAB 1 : Indeks

Perkembangan masyarakat yang menghampiri status masyarakat maju membawa banyak perubahan. Tidak semua perubahan dapat diterima dengan mudah, bahkan sebahagiannya menimbulkan kegusaran dan kegelisahan baru. Kaunseling sebagai bidang yang progresif dan dinamik sentiasa berusaha menyesuaikan perkhidmatan mengikut keperluan masyarakat. Atas kesedaran inilah bilangan kaunselor ditambah dengan pesatnya supaya berupaya menampung keperluan yang semakin mendesak berbanding sedekad yang lalu.

Dengan termaktubnya akta yang mengawal perkembangan amalan kaunseling di Malaysia, kaunselor dan pengamal kaunseling yang lain perlu mempertingkatkan kualiti perkhidmatan supaya terus berdaya maju seiring dengan perkembangan tersebut. Pengurusan rekod dan dokumentasi lain tidak harus dilihat sebagai tugas sampingan tetapi sama pentingnya dengan sesi kaunseling terapeutik. Akauntabiliti dan tahap profesional seseorang kaunselor atau pengamal kaunseling tidak lagi diukur dengan maklum balas klien sahaja tetapi menerusi bukti-bukti yang boleh dijustifikasikan. Oleh yang demikian, kemahiran pengurusan rekod perlu dipertingkatkan ke tahap yang lebih tinggi.

Kesukaran yang dihadapi oleh kebanyakan kaunselor atau pengamal kaunseling di Malaysia ialah kekurangan bahan-bahan rujukan tentang pengurusan rekod dalam perkhidmatan kaunseling. Keadaan ini bukan sahaja menjadi isu tempatan bahkan sebenarnya dihadapi juga oleh rakan sejawat di seluruh dunia. Kesedaran ini mendorong kepada usaha melahirkan buku Mengurus Rekod Perkhidmatan Kaunseling supaya dapat menjadi panduan utama kepada mereka yang menceburi bidang ini.

Menerusi buku Mengurus Rekod Perkhidmatan Kaunseling, pendedahan bukan sahaja dibuat menerusi fakta dan informasi pengurusan rekod tetapi juga dilengkapi dengan tatacara, model dan penerangan yang terperinci. Topik-topik yang dibentangkan disusun mengikut turutan sebenar dalam amalan kaunseling. Bagi mengukuhkan kefahaman pembaca tentang implikasi rekod kepada perkhidmatan, perbincangan berhubung kesan dan akibat daripada pelbagai aspek termasuk perundangan digarap mengikut bab.

Persembahan sedemikian menjadikan buku ini sesuai bagi bacaan dan rujukan pelajar-pelajar pengkhususan kaunseling, kaunselor pelatih, guru bimbingan di sekolah rendah, guru kaunseling di sekolah menengah, kolej dan institusi pendidikan lain, para pendidik kaunselor, kaunselor di sektor awam dan swasta, kaunselor sukarela, pengamal kaunseling persendirian serta mereka yang berminat dengan bidang kaunseling.

Mudah-mudahan buku ini membantu usaha mewujudkan perkhidmatan kaunseling yang lebih mantap dan berkesan demi kesejahteraan masyarakat seluruhnya.

Nor Shafrin Ahmad Ahmad Amin Mohamad Sulaiman

(also available for sell at Bismi Book Shop Gadong B$13.90)

Happy At Work

2010-01-03T22:49:00.000-08:00

"A good practical guide for those either in the workforce or those contemplating their career. With real life examples, you can get first hand experience about how to be happy in the career you choose." - Mary Hanafin, Minister for Education and Science (Ireland)

Have you given up on finding your dream job? Is a career change not an option for you at this stage in your life? Do you want to get more fulfilment, challenge and satisfaction out of your work?

Happy at Work is a practical and concise 10 step plan to help you create a happier work life, without changing career. It is full of practical and realistic guidance on how you can achieve optimal job satisfaction and overcome the obstacles that make so many of us unhappy at work.

Presented in a concise and user-friendly format, with interesting and diverse case studies, this book is based on recent psychological research and tackles core issues such as learning new habits, improving your work relationships and de-cluttering your environment.

Happy at Work is packed full of tools, tips and techniques to help you create a more positive work life for yourself. View this handbook as your own personal career coach and let it lead you step by step to a happier you.

Contents

Introduction

Section 1 - Managing Yourself

Step 1 - Know yourself

Step 2 - Choose to be happy

Step 3 - Your Happiness Plan

Section 2 - Managing Others

Step 4 - The art of effective communication

Step 5 - Optimism and kindness: a winning combination

Step 6 - Managing your boss

Step 7 - Managing difficult relationships

Section 3 - Managing your World of Work

Step 8 - Detox your work life

Step 9 - Balance your life

Step 10 - Be the best you can be

The Gains of Listening: Perspectives on Counselling at Work

2009-11-02T08:35:00.000-08:00

"Employee assistance programmes (EAPs) have been in operation in North America for decades and are now, along with other forms of employee counselling services, becoming firmly established in Britain. This book looks at the rise of counselling at work and addresses some fascinating questions. "

* Why should employers be interested in paying for employees to have counselling?

* What kinds of personal problems do people particularly encounter in association with the workplace?

* Exactly what do counsellors do that helps to alleviate individuals' distress or resolve their dilemmas?

* Can the humanising ethos of counselling make a significant impact on large organizations?

As well as promoting the view that employee counselling can contribute to stress reduction and mental health enhancement, the book acknowledges the challenges that the ethos of management presents to counsellors. In a climate of rapid change and uncertainty over jobs, readers will want to consider the importance and potential of really listening to the issues involved in the interface between socioeconomic change and personal turmoil and responsibility.

Counsellor Skills Series

2009-10-27T11:23:00.000-07:00

“AIPC’s Counsellor Skills Series” is a 5-Part Series exploring a range of skills counsellors can utilise to assist clients in achieving optimal outcomes in life. These reports were professionally written for Counsellors, Mental Health professionals and other Counselling enthusiasts, and are completely free of cost.
(Taken from the website)

source: http://www.counsellingconnection.com/index.php/twitter

Kerjaya sebagai kaunselor

2009-09-01T06:19:00.000-07:00

this book can be purchased at www.pts.com.my

Theory and Practice of Counselling and Therapy

2009-08-06T14:06:00.003-07:00

'Richard Nelson Jones' updated edition of his compendium of 16 approaches to counselling and therapy remains a clear, concise and informative aid to both counselling trainees, practitioners of counselling skills and those who wish to gain an overview of the principles and practices most common to the therapeutic world!.

For anyone wanting to gain a clear idea, in a nutshell, of one or more of the main approaches, this book is invaluable' - Therapy Today 'Each chapter contains study questions, an annotated bibliography, and a list of further reading. A glossary of key terminology and an index to subject matter is included. But this is no ordinary textbook.

In the words of the author, Richard Nelson-Jones, this is a 'personal journey'.This book provides an extensive, nuanced look at most of the major individual approaches to counselling and therapy to date, with all their limitations and possibilities' -

PsycCRITIQUES: APA Review of Books 'This will be an informative resource to students of undergraduate and postgraduate counselling and psychotherapy courses' - Nursing Standard (5 star review) Praise for previous editions:: '[Information] is carefully put together making it easy for trainees to get a good introduction to the central fields of Freud, Jung, Rogers, Yalom and Beck' - The Journal of Critical Psychology, Counselling & Psychotherapy 'Richard Nelson-Jones' book has become so much a part of the counselling theory literature; it is hard to imagine discussing the topic without reference to it.

This Third Edition gives testimony to its continued value. It is hard to fault this book, its readability and detailed referencing, alone, will mean that it will suit a wide readership.

If you have to buy only one book on counselling and therapy, this is it' - Professor Philip Burnard, Journal of Psychiatric and Mental Health Nursing 'An excellent summary of Rogers' life and work and of the latest developments in person-centred therapy' - Professor Brian Thorne, Co-founder of The Norwich Centre, Norwich 'Clear, thorough and succinctly summarizes cognitive therapy's most important concepts and principals' - Dr Judith Beck, President, Beck Institute for Cognitive Therapy and Research, Philadelphia 'The multimodal therapy chapter is a scholarly and masterful account of this orientation' - Dr Arnold Lazarus, Distinguished Professor Emeritus of Clinical Psychology, Rutgers University, New Jersey 'The reality chapter provides an excellent, accurate and updated treatment of this practical and useable method' - Professor Robert Wubbolding, Director, Center for Reality Therapy, Cincinnati, Ohio Theory and Practice of Counselling and Psychotherapy, Fourth Edition is a comprehensive introduction to the all of the major therapeutic approaches.

Written using a common structure for each approach, the book allows easy comparison between the different orientations.

Each chapter provides: an introduction to the approach o biographical information on its founder and other key figures o core theoretical concepts o the approach in practice. Key features include: review questions designed to aid learning and revision case material and a glossary of key terms.

Written by bestselling author Richard Nelson-Jones, the Fourth Edition of this popular text features a new section on integration and eclecticism. Each chapter has been fully updated to include new developments in each approach. As a comprehensive guide to the multiplicity of therapeutic approaches, Theory and Practice of Counselling and Therapy, Fourth Edition is the ideal companion to learning for students on introductory courses and those embarking on professional training.

Quote

2009-08-02T04:32:00.000-07:00

"The best advice to give the young is, find out what you like best and get someone to pay you for doing it" (Nicola Banning, workplace counsellor)

Islamic Counselling Book

2009-07-31T16:25:00.000-07:00

"Buku Kaunseling Menurut Perspektif Islam Edisi Kedua ini bertujuan untuk mengemukakan kepada umum keunikan konsep dan sistem Hisbah dalam Islam. Tinjauan dibuat sehingga ke tahap perbandingannya dengan konsep dan pendekatan dalam bidang kaunseling. Buku ini diharap dapat memperjelas perbezaan antara Hisbah dan Kaunseling. Hisbah bertitik tolak, berjalan dan bermatlamat di atas prinsip-prinsip syarak, manakala kaunseling berdasarkan prinsip-prinsip psikologi. Maka istilah yang paling tepat digunakan dalam bidang 'kaunseling' yang mengguna pakai prinsip syarak ialah Penasihatan dan Bimbingan Syarie. "

Counselling: a radical vision for the future

2009-07-31T14:42:00.000-07:00

I find this interesting article update on counselling field.

click this link for whole article: http://www.therapytoday.net/article/show/532/

UBD helds "Counselling Services: Challenges and Reality." forum

2009-07-28T14:23:00.000-07:00

Universiti Brunei Darussalam has organised a Forum for Counsellors entitled, "Counselling Services: Challenges and Reality." The forum was held in conjunction with the one-day visit by a group of Malaysian Universities Counselling Council, MAKUMA, members to UBD. The Forum took place at UBD's Chancellor Hall.

At the forum, the first panel, the Director of the Counselling and Careers Centre, University of Teknologi, Malaysia, Associate Professor Dr Mohamed Sharif bin Mustafa said the society's perception still labels counselling as for people with problems or illness. This is where counsellors must aggressively execute a counsellor's duty, through conducting outreach and outside programmes. Meanwhile, the Head of the Counselling Service Department, of Malaysia's International Islamic University's Students Affairs Section, Puan Noraini binti Ahmad stressed the importance for a counsellor to be a good listener, as counsellors only guide clients towards well-being, and does not solve their problems.

Head of the Training and Research Branch of the Royal Brunei Armed Forces and President of the Brunei Counselling Association, PERKAB, Captain Rusli bin Bujang, said his experience as a counsellor in the RBAF is a challenging profession. Counselling Officer of UBD Students Affairs Section, Dayang Suhaina binti Haji Mat Ludin, said counselling services were essential in handling issues in a community life but not compulsory. The forum was attended by counselling and psychology practitioners, welfare officers from agencies representing government departments, non-government organistions and the private sector.

original posting for this article can be found at
http://www.onebrunei.com/page_news_item.php?nid=11958

Skilled Counsellors to steer students on the right path

2009-07-28T13:54:00.000-07:00

Rachel Thien
BANDAR SERI BEGAWAN
Friday, June 12, 2009

COUNSELLORS in a school environment should be equipped with knowledge and skills on components of counselling so that students can develop good personalities and be honest citizens.

This was said by the Ministry of Education's acting head of Counselling and Career Guidance Section of the Department of Schools, Hjh Gambar Hj Gapar yesterday during the certificate presentation to some 58 assistant counsellors from public schools and government agencies, upon completion of undergoing a guidance and counselling course.

She said: "I hope that our unit will be able to groom counsellors to prepare for academic development and character counselling as well as career education, individual and group counselling. Counselling is a holistic approach that counsellors should carry out instead of just helping students with their problems, such as teaching students about our culture, the Melayu Islam Beraja (MIB) concept and to be honest citizens."

Facilitator of the course, a consulting counsellor at the Counselling and Career Guidance Section, Dr Ee Ah Meng said that he had been coordinating the course for the past 11 years and that this year's course was held over a period of two months to equip the assistant counsellors with the skills and knowledge needed, as well as update them on counselling methods.

"I hope that after the course, the counsellors will be able to perform their duties to help students overcome problems such as in the academic and disciplinary area," he said, adding that this would create a more conducive teaching and learning environment.

"Students come from different backgrounds. Some are more motivated than others, and therefore the less motivated ones tend to create problems and that is why we need to equip counsellors with counselling methods, such as skills in communication and how to conduct counselling activities."

Assistant counsellor Hazni Hj Mohd Hashim from Pg Pekerma Setia DiRaja Sahibul Bandar Primary School said that she was glad she attended the course to acquire basic counselling skills as some students in her school were giving her problems. "This course has helped me a lot in terms of adopting a 'softer' approach when dealing with the students so that they will open up to me and feel comfortable when telling their problems."

Hazni said that it was important to detect problems students are experiencing at an early stage. "Some students just keep quiet and it is difficult for us to know what they are going through, and therefore we have to go up to them and ask them personally. We want students to feel comfortable so they can come to us for anything at all," she said. Participant Mawarni Hj Mohd Salleh from Sayiddina Abu Bakar Secondary School said the course was useful in helping her deal with problematic students. "I have learnt that counsellors and disciplinary teachers at school have very different roles, and that our approach is different from theirs. We have to be friendly with the students so they can open up to us."

"Teachers and counsellors should also share their experiences with students, so that they do not feel like they are the only ones with problems," she explained.

Mohd Syaafee Hj Abd Rahim from Pehin Dato Jamil Primary School also said that the course has benefited him in terms of helping students with their problems. "Some of the problems that students are facing in my school are family problems and a bit of peer pressure. From the course, I have learnt to be positive and not to judge students." He said that it is vital to have counsellors in schools to lessen the burden of teachers in aiding students. "There should be more courses like this in the future to improve skills in counselling, and I hope that I will be a better counsellor now."

The ceremony was held at Sekolah Tinggi Perempuan Raja Isteri (STPRI) yesterday. On hand to present certificates to the participants was the Ministry of Education's senior special duties officer and head of primary section, Aidin Hj Abu Bakar. The Brunei Times

original posting for this article can be found at
http://www.bt.com.bn/en/home_news/2009/06/12/skilled_counsellors_to_steer_students_on_right_path

Volunteering

2009-07-28T13:22:00.000-07:00

I'm thinking of voluntering for the Samaritans and hoping to gain more new experiences.

I understand it is one of the organisations that support immediate support in UK and Ireland and for the rest of the world, Befrienders exists to provide support for people in need and it is available in some Asian countries (Singapore, Malaysia, China, etc) but not yet present in Brunei.

I Like this One.

2009-07-18T12:18:00.000-07:00

"Do not wait for leaders; do it alone, person to person."

(Mother Teresa)

Genetic Counselling

2009-07-16T12:05:00.000-07:00

"Helping people faced with a diagnosis of genetic disease to understand both the factual information about the disease and the effect it will have on their lives, so that they can reach their own decisions about the future."

Click here for full article

What is Genetic Counselling?

Training to be a Genetic Counsellor

Click the link below to check Genetic Counselling Associations

Association of Genetic Nurses and Counsellors

Canadian Association of Genetic Counsellors

American Board of Genetic Counselling

Don't Hide The Abuse

2009-07-15T07:01:00.000-07:00

Anti-Abuse Make up Kits

The Broken Heart Syndrome: AKA Stress Cardiomyopathy

2009-07-14T16:20:00.000-07:00

"Shocking news, such as learning of the unexpected death of a loved one, has been known to cause catastrophic events, such as a heart attack.

Now, researchers at Johns Hopkins have discovered that sudden emotional stress can also result in severe but reversible heart muscle weakness that mimics a classic heart attack. Patients with this condition, called stress cardiomyopathy but known colloquially as “broken heart” syndrome, are often misdiagnosed with a massive heart attack when, indeed, they have suffered from a days-long surge in adrenalin epinephrine) and other stress hormones that temporarily “stun” the heart. "

click here to read the full article

RBAF rehab programme keeps offenders in check

2009-07-14T15:58:00.000-07:00

Syed Rory Malai Hassan
BANDAR SERI BEGAWAN
Wednesday, December 5, 2007

NOT even the military is safe from the scourge of drugs.

But the Royal Brunei Armed Forces (RBAF), through their Counselling Centre, has managed to run a highly successful rehabilitation programme.

RBAF representatives revealed yesterday to delegates of the 17th IFNGO Asean NGOs Workshop, that the programme has achieved an impressive recovery rate of nearly 80 per cent.

The RBAF Counselling Centre ran the system since its establishment in 2002, giving offenders a chance to regain their self-esteem and keep their jobs, an option not available to first offenders in the military prior to 2002.

RBAF Commandant of Support Services, Colonel Pg Dato Paduka Haji Azmansham Pg Haji Mohamad, committee chairman of RBAF's Narcotics Control Centre, said that before 2002, military personnel who were caught using drugs were immediately discharged and handed over to the Narcotics Control Bureau.

However, he added, this extreme form of action was only adding more burden on society as it put unemployed drug abusers onto the streets.

Through the programme, first offenders are now given counselling and rehabilitation, which involves the full cooperation of the person's family members right from the beginning.

As an initiative to attack the problem at its roots, close family members are interviewed and enlisted in monitoring and supervising the person's rehabilitation and counselling sessions, before the 'patient' is sent on an intensive two-month self restitution course.

This is aimed at motivating the person to keep clean as family members are involved and required to constantly remind them of the possibility of the person losing their jobs if caught a second time.

During the rehabilitation process, the person's work privileges will be held back until a certain time when the counsellors are convinced of their recovery.

This is then followed up with a six-month monitoring process with random urine checks held before, during and after the probationary period.

Offenders who are caught during this time will immediately be discharged and handed over to the Narcotics Control Bureau.

The programme dubbed "Program Kaunselling Sepadu" shows promising results as members of the IFNGO workshop lauded the centre on its diligent after-care methods, increased levels of support and acceptance of the offenders without question.

A United States delegate, Melody M Heaps, president of the Treatment Alternatives for Safe Communities, Inc said the centre's approach is quite impressive and should be exemplified as it indicates that one of the recommendations of last year's IFNGO workshop is proven to be successful in curbing the possibility of relapse of drug abusers.

The recommendation was to encourage greater involvement of families and increased follow up of after care.

The Brunei Times

original posting for this article can be found at http://www.bt.com.bn/en/home_news/2007/12/05/rbaf_rehab_programme_keeps_offenders_in_check

Helplines that take no calls at night

2009-07-14T15:53:00.001-07:00

Dewi Mohd Sofri
BANDAR SERI BEGAWAN

Thursday, July 12, 2007
SOME psychiatrists are of the view that helplines are critical to helping individuals who need instant counselling at their lowest point. Brunei Darussalam has a few such hotlines, but they are switched off after working hours.

This apparently creates a gap when a person suffering from depression, suicidal tendencies or self-harm are in dire need of anonymous counselling after working hours.

Hjh Nor Muizzah Hj Samat, from Ripas Hospital's Clinical Psychology Unit, said she believes that a 24-hour helpline would help those who need someone to talk to and most importantly, who listens to them.

The patients referred to the unit are usually those who are on the verge of a breakdown resulting from stress. Last year, it had a lot of suicidal cases.

"A lot of people do not come to us, (they're) probably shy. A lot of our patients don't come for appointments. Even if we call, they never (show up)," she said.

Helplines would be a preferable option "because it's anonymous", she said.

She is of the opinion, however, that the responsibility of establishing a helpline for social problems should not be shouldered by the government alone but through a collaboration between public and private institutions concerned.

"An all-in-one general helpline centre should be fine for now," she said as having specific helplines for particular problems is not feasible considering the country's small population.

According to a trained counsellor at the RBAF Counselling Centre, such helplines will be a welcome service.

"It will help individuals who need someone to talk during 'those times'. It will prevent them from self-harm or harming others," he said.

The very act of having someone acknowledging and listening to their problems is said to help dissipate negative emotions and help calm individuals who are at the risk of endangering themselves as well as others.

"There are those who are unaware of the benefits of counselling or what it is all about. They don't know that it can help," he said, adding that although 24-hour helplines provide immediate emotional support, it should not be seen as solutions to the problem.

It would be noted that such helplines have mushroomed in western countries in most of Asia.

Brunei has several emergency three-digit hotline numbers specifically for the police, ambulance and also fire and rescue.

Other government agencies such as the Royal Brunei Counselling Centre established a six-digit helpline the year it began its operation and last year, Brunei saw the Community Development Department's (CDD) setting up its own three-digit helpline service when it introduced the Call 141 targetted at handling reports involving women and children.

Common issues encountered were mostly stress-related, triggered by factors such as financial problems and relationships (marital) abuse, to name a few.

Over the past months CDD has received a lot of "blank, silent and crossline" calls since the launch of its 141 helpline.

A counselling officer at the department said that trained social workers answering silent calls will stay on the line until the caller hangs up.

The Brunei Times

original posting of this article can be found at http://www.bt.com.bn/en/classification/news/home_news/2007/07/12/helplines_that_take_no_calls_at_night

Counselling people with autism spectrum

2009-07-10T15:41:00.000-07:00

The characteristics of autism spectrum disorders (ASD) present unique challenges, not only to people themselves affected, but also to counselling professionals. This manual provides counselling techniques that work not only for professionals, but also for individuals either coping with being on the spectrum themselves, or living with someone who has an ASD.

Regardless of intellectual and linguistic ability, people on the autism spectrum often have significant impairments in emotional expression, regulation, and recognition, and they are known to have higher rates of depression and anxiety than the general population. This comprehensive book shows how to develop the tools necessary to help people on the spectrum cope with their emotions, anxieties, and confusion about the often overwhelming world that surrounds them. Illustrated with useful case studies, it covers a range situations where counselling may be helpful for individuals with ASD, both children and adults, families where a member is on the spectrum, and couples where a partner has ASD. It also addresses specific issues, including depression, anxiety, emotional regulation, social skills, and stress, with effective strategies for dealing with each issue.

As well as being indispensable for counsellors, this book provides valuable information and advice for anyone working with people and families affected by ASDs.

The Therapist's Toolbox

2009-07-08T15:00:00.000-07:00

The Therapist's Toolbox is a practical manual of easy-to-apply, sure-fire therapy techniques for the busy therapist or counsellor. It answers the need many therapists have when they are ‘stuck’ for an alternative technique to introduce a certain psychological construct in a therapy session. Aimed at practice with adult clients, this book grows out of the author's own frustrations and experiences of attending continuing education seminars and buying professional books to find only a few practical, useful techniques that can be used immediately with clients.

Written in a friendly, jargon-free style, the author shares a collection of easy-to-implement techniques and ideas to use with clients. She also illustrates each ‘tool’ with at least one case drawn from her own practice. The book features ideas for use with both adult individuals and couples.

Quotes

2009-07-03T05:38:00.000-07:00

"When I am asked whether counselling will help (a reasonable question and not uncommon in short-term work) I say something like ‘well it depends... there are two people involved in this relationship... I will try my best and, if you can work hard as well, then we should be able to achieve some results... but I can’t unfortunately wave a magic wand and just The main transformative factor in therapeutic change is the quality of the therapeutic relationship. It is not the eclectic toolbox techniques that are transformative but the counselling relationship, which depends on the two people." (John Lees, 2004)

Workplace counselling

2009-07-01T14:55:00.000-07:00

Hand-in-hand with the increase in the number of organizations offering counseling for their employees comes a growing demand for counselors who are skilled not only in helping the individual but also in managing the counseling process within a workplace setting.

Meeting such a need, Workplace Counseling provides guidance on how to operate best in an employee counselor role and how to tackle the issues the new role raises. Author Michael Carroll presents a generic, integrative model of employee counseling, which shows how to organize, administer, and manage the entire process of individual counseling, from assessment to termination, within an organizational setting. He covers vital areas such as how to assess an organization for counseling provision, how to contract with the organization, the impact of the organization on counseling, divided loyalties, ethical dilemmas, evaluation and value clashes, and training and supervision.

As organizations grow and provide new services to their employees, professionals in counseling may be called upon to administer their services in a nontraditional setting. Workplace Counseling addresses important issues that will be of special interest to not only professionals and students of counseling but those in personnel and human resources management and occupational psychology.

Counselling Skills for Health Professionals

2009-07-01T14:42:00.000-07:00

Aims to reflect research, changes, and developments in counselling. Written by one of the country's most experienced counselling authors, this text combines theory and practice to give students an understanding of the complexities of counselling.

An Introduction to Workplace Counselling

2009-07-01T14:39:00.000-07:00

An Introduction to Workplace Counselling is a highly accessible and practical guide to counselling and the particular demands of the workplace setting. It covers basic practice issues central to all therapeutic work, including the relationship between theory and practice; client and practice management; skills and process; and difference issues. It also explores specific workplace issues including organizational culture; the role of counselling at work; and interventions. Taking into account the diversity of work experiences and different types of counselling training, a variety of approaches and theoretical views are discussed to help readers make sense of concepts and integrate them in a practical way.

As well as being an invaluable course text, An Introduction to Workplace Counselling will be essential reading for all those counselling in organizations or wishing to integrate counselling skills into their work environment.

Counselling Skills in Social Work Practice

2009-07-01T14:27:00.000-07:00

This book shows how the skills which underpin counselling practice are directly transferable to effective social work practice. The ability to listen and respond effectively to people who use services is a key skill which every social worker must have.

Equally the capacity to build effective working relationships with people who use services and other professionals is fundamental to practice within organizations for person-based practice and inter-agency and multi disciplinary work. The National Occupational Standards for social work identify the importance of communication skills and a developmental understanding of people in their social contexts. They also emphasize the importance of promoting wellbeing and human dignity and choice. It is absolutely clear that social workers need to have the basic counselling skills for communicating and relating and preferably to develop more advanced skills depending on the setting where they work and their roles and tasks.This book examines these skills and their applicability, drawing from social work and counselling theory and using examples of practice. Skills are discussed with reference to social work knowledge and values illustrating how, when used competently, contextually and sensitively they can appropriately underpin good social work practice. It is revised with reference to the National Occupational Standards for social work, the associated guidance and the statement of expectations from individuals, families, carers, groups and communities who use services and those who care for them. It includes a new chapter on relevant skills for working across agency boundaries and in multi disciplinary teams. It also includes questions and activities for self development.

Brief Counselling in Schools: Working with Young People from 11 to 18

2009-07-01T14:24:00.000-07:00

'The book is informative, well referenced and researched. The book comes to life where there are extracts, illustrations and anecdotal stories from the author's work with children. In this practical context, there seems to be real meaning to the tips and techniques that he offers, and this provides an interesting framework for his own views and stands on issues in practice.

The new chapter on anger, aggression and violence included illustrations and case examples and was an insightful, lively and moving read. The themes raised are pertinent and I think of interest to all practitioners working with adolescents, and possibly also to those working with parents of adolescents' - Therapy Today 'The society we've put together isn't kind to adolescents. An increasing number of them are mentally ill, and an increasing number of adults are simply frightened of young people. If we want to go beyond Asbos, truancy patrols and sin-bins then we need to give our young people not just hugs but skilled counselling by people who know what they're doing.

In the school environment, where time is short and confidentiality is difficult to maintain, that's not easy, but Brief Counselling describes ways of doing it! It's worth is borne out by the fact that this is a Second Edition, with much new material dealing with the latest legislation on child protection' - Times Educational Supplement Praise for the First Edition: 'Brief Counselling in Schools is an invitation to the school or student counsellor from any discipline to think about their practice. It is a book to be read and for me, it was time well-spent' - Young Minds Magazine 'The book advocates an approach to counselling which is highly appropriate for schools and colleges. It should be a core text for courses promoting counselling skills in teachers' - Ron Best, University of Surrey Roehampton 'Dennis Lines does not avoid addressing the thorny problems of 'limitations' which can face school counsellors, particularly if they are working peripatetically.

The chapter on adolescence is comprehensive, and considers the interplay between physical, emotional and cognitive influences at this stage of young people's development, and the overall impact of puberty.Contrasting therapeutic orientations are described with particular consideration given to how they each best fit into the school system' - BACP North London Magazine School is often a pressured environment where personal problems and peer group tensions arise, but have no time or place to be properly addressed. As a result, pupils' need for pastoral support and care is great, especially approaching and during that most challenging of developmental stages: being a teenager.

Brief Counselling in Schools, Second Edition is a practical guide to providing help and support to young people experiencing difficulties in home and school life.

Recognizing the constraints of working within school settings, the book illustrates how counselling can nevertheless be effective, even when time is short and confidentiality is hard to preserve.

Based on a method of brief integrative counselling that can be adapted for the range of problems which pupils bring to counselling, and illustrated with rich and varied case material, the chapters look at issues of: " self-esteem " depression and suicidal thoughts " bullying " parental separation and step-parent conflict " loss and bereavement " spiritual concerns " smoking, drug and alcohol use, and " sexuality.

This fully updated Second Edition includes a brand new chapter covering anger, aggression and violence in schools. In addition, the chapter on ethical boundaries now includes information on new legislation regarding counselling in schools (including current British child protection law and the BACP ethical framework).

Brief Counselling in Schools will be invaluable to those offering counselling within schools: both trained counsellors and those involved in teaching and education welfare who are developing their skills in this area. Dennis Lines is a school counsellor.

Addictions Counselling: A Practical guide to counselling people with chemical and other addictions

2009-07-01T14:10:00.000-07:00

Fully revised and updated, here is the long-awaited new edition of the definitive addictions counselling handbook.

Group Counselling: Strategies and Skills

2009-07-01T14:06:00.000-07:00

Presents an active, multi-sensory approach to group leading, focusing heavily on group leadership skills. While written with the counsellor in mind, this book also provides an outstanding discussion of group dynamics for professionals in leadership positions.

Basic Counselling Skill's: A Helper's Manual

2009-07-01T10:34:00.000-07:00

'The first edition of "Basic Counselling Skills" was a master class that brought its readers systematically through the full range of skills needed for counselling or helping.

I am pleased to say that this new edition is an updated master class in the same subject' - Michael Carroll, Visiting Industrial Professor, University of Bristol. 'In this new edition of his book, "Basic Counselling Skills", Richard Nelson Jones has managed to make his work even more accessible to the reader and build upon what was already an excellent introduction to counselling skills.

This book provides a sound foundation for those wanting to develop an understanding of what counselling skills are and how to use them' - Gladeana McMahon, Centre for Stress Management."Basic Counselling Skills, Second Edition" is a practical introduction for anyone using counselling skills in the course of their work.

Written by leading skills expert, Richard Nelson-Jones, the Second Edition of this highly popular text provides a thorough, step-by-step guide to the subject, working through the stages of the helping process. Each succinct chapter describes the skills used at a particular point in the relationship and provides examples to increase understanding. Exercises are also included which allow you to practise your skills as you go along.

The key skills covered include: starting and structuring the helping process; active listening; offering challenges and feedback; facilitating problem-solving; coaching, demonstrating and rehearsing; strategies for changing thinking; and, conducting and terminating helping. The book also discusses multicultural and gender aware helping, ethical issues, supervision and becoming more skilled. Richard Nelson-Jones is Fellow of the British Psychological Society and of the British Association for Counselling and Psychotherapy, and Director of the Cognitive Humanistic Institute, Chiang Mai, Thailand.

Person-Centred Counselling in Action

2009-07-01T10:06:00.000-07:00

Presents an introduction to the theory and practice of person-centred counselling while incorporating developments in the approach. This title features the inclusion of 'relational depth', a key development for the person-centred approach and counselling generally; and of diversity issues covering religion, gender and sexual orientation.

The Counsellor's Handbook

2009-07-01T10:03:00.000-07:00

This successful title has been updated with new entries to reflect the changes within the counselling profession over the last few years. Maintaining the popular alphabetical style of the previous editions, the authors have also kept the accessible writing style, making this handbook a must-have for every practising counsellor!

The Person-Centred Counselling Primer

2009-07-01T09:48:00.000-07:00

The Person-Centred Counselling Primer by popular author Pete Sanders is the first in the series, comprising 120 pages of essential information in Sanders’ approachable and encouraging style. This book presents an unparalleled, comprehensive description of person-centred counselling in the twenty-first century. Personality theory, motivation, therapy theory, non-directivity and the process of change are all covered in Pete Sanders’ easy and accessible style. It is written for: Students requiring:
• comprehensive introductory text for initial person-centred training,
• input for comparative essays and therapeutic approaches on integrative courses,
• a theory bridge between introductory and certificate/diploma level texts. Anyone requiring a concise, understandable yet authoritative guide to person-centred counselling theory and practice.

CONTENTS
1 The Origins of Person-Centred Counselling
2 Personality
3 The Actualising Tendency
4 Psychological Contact
5 The Client Needs Help
6 The Counsellor is Ready to Help
7 Unconditional Positive Regard
8 Empathy
9 The Client Feels Understood and Accepted
10 Being Non-directive
11 The Process of Change
12 Person-Centred Counselling Transcript
13 Applications of Person-Centred Counselling
14 Research into Person-Centred Counselling Appendix: Resources for Learning

Professional Counsellors needed

2009-06-21T11:12:00.000-07:00

By Rohani Hj Abd Hamid

A FORUM entitled “Counselling Services, Challenges and Reality” was held at Universiti Brunei Darussalam yesterday in conjunction with the one-day visit of the members of the Malaysian Universities Council [MAKUMA] to University Brunei Darussalam.

Present as guest of honour at the forum held in lecture theatre of Chancellor Hall was Associate Professor Dr Zohrah biinti Hj Sulaiman, Assistant Vice Chancellor (Research and Innovation), UBD. Dr Hj Ramlee bin Hj Tingkong, the Acting Dean of Students, UBD, said “University students in today’s modern world will face conflicts and tension so the counsellor will help them in development and growth.”

“However to become a professional counsellor is no easy task as it requires specific skills like a therapeutic listening ear, dispensing advice and if they are Muslims, to be faithful, uphold integrity and be pious,” he added.

“Hence I call on all counsellors to upgrade their professionalism by being well-read, attending training, workshops and seminars to be well positioned.”

Courtesy of Borneo Bulletin

original posting for the article can be found at: source: http://www.brunei-online.com/bb/

Counsellors' job 'to guide students not to fix problems'

2009-06-21T11:05:00.000-07:00

BRUNEI-MUARA

Tuesday, June 16, 2009

THERE is a common misconception among the society that counsellors are there to fix the problem and that needs to be changed, Head of Counselling Services at Universiti Islam Antarabangsa Malaysia Noraini Ahmad said yesterday.

Speaking during the Counsellor Forum at the lecture hall of Universiti Brunei Darussalam (UBD), Noraini and another three panelists addressed the current issues and challenges faced by counsellors.

Other speakers at the forum are Director of the Career and Counselling Centre at Universiti Teknologi Malaysia Prof Madya Dr Mohamed Sharif Mustaffa, Counsellor from the Royal Armed Forces Captain Rusli Bujang and Counsellor for the Counselling Services Unit of UBD Hjh Suhaina Mat Ludin.

"Counsellor are not there to fix the problems of a client, but rather to guide them. It is up to the individuals choice towards the end of the day," Noraini said.

She also emphasised that the most important and basic element in being a proper counsellor was through the art of listening.

"At the present times, it is not easy to be a listener. As a counsellor, you must have a learning system in order to listen properly," she said.

Besides equipping oneself with the characteristics of a listener, Prof Madya Dr Mohamed Sharif Mustaffa also shared his experiences in the field of counselling.

Applying the right theories, the professor said, can also pose as a challenge for practising counsellors.

"When we mention theories, we as educators, lecturers or practitioners should be concerned."

In Malaysia you need 43 credit hours to be qualified practitioners, he said, adding that in the Masters and Degree courses in psychology there should be a decrease of the irrelevant courses.

"We must give emphasis on the core subjects and as much as we do the theory work, the practical work is not utilised as much as it should be and this is important in terms of training. Universities should take this into consideration."

Captain Rusli Bujang, also spoke of his experience as a counsellor in RBAF, said that there should be more exposure in the community about the benefits of counselling. He said the reason behind going to counselling sessions should not just when an individual has problems.

In regards to that, he suggested that there should be more exposure on the proper counselling to be exposed into society. (SHR1)

The Brunei Times

original posting for the article can be found at www.bt.com.bn

I am a Body.

2009-06-21T10:47:00.000-07:00

You Are Body

You're the type of person who doesn't feel good mentally unless you feel good physically. Whenever you're feeling frustrated or depressed, you get moving. It does wonders for you.

You believe that taking care of your body is the best way to improve your quality of life.A healthy body equals a happy mind. Feeling strong makes you confident!

Are You Mind, Body or Spirit?

ccounselling from Islamic perspectives

2009-06-20T15:04:00.000-07:00

Articles

1. http://www.crescentlife.com/articles/islamic%20psych/islamic_counseling_and_trends_in_theory_developent.htm

2. http://www.isna.net/Resources/articles/community/Islamic-Perspective-of-Counseling.aspx

Books and websites

1. http://www.islamic-foundation.org.uk/

2. http://www.iflibrary.org.uk/AbouttheLibrary.html

'Bomoh' or psychotherapy?

2009-06-20T13:46:00.000-07:00

Published on The Brunei Times (http://www.bt.com.bn/en/)

Todd McPherson
BANDAR SERI BEGAWAN
Tuesday, December 25, 2007

HOW likely are Malay Bruneians to seek counselling or psychotherapy when one is suffering from a psychological disorder or when maladaptive behaviours arise? In a recent article in this newspaper, many issues were noted that might prevent local citizens from seeking help from Western-oriented psychologists, therapists or counsellors. This article will highlight further cultural issues in the delivery of therapy in Brunei. Although these issues exist, they need not prevent anyone from seeking the help that could improve their quality of life. Solutions to overcoming obstacles and cross-cultural misunderstandings are possible, and will addressed.

Within the Malay culture, the Islamic religion plays a central role in all aspects of life, mental well-being notwithstanding. Mental disorders are perceived to be the result of abandoning or neglecting of Islamic values. Human behaviour is said to be within the control of human consciousness, under the influence of the psyche (nafs). The psyche is considered to be the unity of both body and soul. So, the coming together of body and soul, material and nonmaterial forces, results in a force called nafs that is the underpinning of our behaviour. In order to maintain mental well being it is essential to continually purify one's thoughts and deeds. This will bring one closer to God and allow for good mental health.

Due to the link between mental or psychological problems and religion, many Malay Bruneians will naturally visit their mosque to seek advice when facing problems of a psychological nature. It is important that psychologists and others trained in a Western perspective do not discount the effectiveness of such help. Belief plays an important role in any kind of psychotherapy, so seeking spiritual guidance and performing assigned tasks such as ablutions, prayers, seeking forgiveness and doing good acts, for example, can offer varying degrees of relief. It is possible for therapists to work in conjunction with religious or pastoral counselling from any religion, so long as the therapist takes time to learn what advice has been provided and what it means to the client.

Counselling or therapy do not contradict or work in opposition to religious counselling. In fact, the two can work hand in hand since the religious counselling addresses an area to which many therapists do not give adequate attention.

Dr N Kumaraswamy, a clinical psychologist who has worked in RIPAS, published an article entitled "Psychotherapy in Brunei Darussalam". According to him, most psychotherapy in Brunei is still provided by bomohs, the traditional healers. A survey conducted in Malaysia indicated that 80 per cent of psychiatric patients first visit or consult Bomohs. While Islam is a central aspect of life for the majority of the Bruneian population, the local culture is still heavily influenced by the animist beliefs that have existed in this part of the world for centuries. These beliefs attribute mental disorder to evil spirits.

In order to rid oneself of evil spirits, the bomohs or pawan are consulted. These traditional healers are considered keepers of hidden knowledge who can cure possession and, thus, psychological illnesses.

The bomohs, according to Dr Kumaraswamy, can be one of three general types. One kind uses the Quran as a guide for diagnosis and treatment of illness, the second is most closely related to Malay magic (Ilmu Batin), and the third uses herbs and traditional medicines. To cure a sufferer of his or her disorder, the bomoh enters a trance to communicate with the spirit world and learn the cause of the disorder and its treatment. Similarly, Islamic healers use Quranic verses to drive out malevolent spirits possessing the patient.

Again, it is not improbable that a therapist should work with a client who has seen, or is seeing a bomoh. It is simply a matter of understanding what the client's belief system is, and how to work with it, rather than against it. A therapist or counsellor is trained not to impose his or her world view on a client and to change a client according to the therapist's view of what is right. It is acknowledged that differences between the client and therapist in their perspective regarding mental disorders and appropriate behaviours can make therapy less effective. Cited examples include the patient who believes his or her symptoms are caused the result of black magic, while the therapist believes they are caused by problems in his relationship with his father. Any attempt to persuade the patient to look at his relationship with his father is probably bound to fail. When grieving, a Muslim may be discouraged from shedding tears, while the non-Muslim therapist may be inclined to promote the expression and validation of grief.

While religious, cultural and behavioural differences can make the effective delivery of psychotherapy more challenging, they do not by any means render it impossible or ineffective. It is simply up to the therapist to recognise and to monitor these differences, explore them openly and honestly, accept them, and then work in a collaborative approach with the client to promote better mental health and improved overall well being.

The writer is a private psychologist at Brunei's Riverview Medical Clinic.The Brunei Times

2009-05-10T11:35:00.000-07:00

Person-Centred Psychopathology examines the relationship between the Person-Centred Approach and psychopathology and attempts to build bridges between disciplines. Person-centred theory is often misunderstood as superficial and naïve. But nothing could be further from the truth. It is a theory with real depth, which is able to confront both the dark side of the human condition as well as the positive aspects. Person-centred theory therefore promises to provide the foundation stone for a new positive psychology of mental health. An international collection of writers tackle a wide variety of subjects including person-centred understandings of psychotic functioning, autism and Asperger syndrome, post-traumatic stress, postnatal depression, and antisocial personality disorder. There are also chapters on a carer's perspective, research, person-centred assessment and a critique of the medicalisation of distress, plus much more.

The Counsellor's Workbook : Developing a Personal Approach

2009-03-21T17:06:00.000-07:00

Overview

A guide to maximizing counsellor effectiveness through the personal approach

This book provides a series of reflective learning tasks, linked to the highly acclaimed Open University Press textbook An Introduction to Counselling, Third Edition. The Counsellor's Workbook encourages participants to construct an account of your counselling competencies, values, and personal qualities.

This workbook contributes to the process of becoming an effective counsellor by deepening and consolidating personal learning and development; facilitating the integration of theory, practice; and personal experience; and providing arenas for collaborative dialogue and exploration with fellow trainees. The Counsellor's Workbook provides learning resources to support counsellors through key stages in training, including:

Building on life experience
Engaging with theories and concepts
Reflecting on cases
Learning from critical issues in practice
Developing a professional identity
The workbook is a valuable resource for counselling tutors, trainers, and experienced practitioners engaging in continuing professional development.

Table of contents

Acknowledgements
How to use the workbook
Section 1: Building on life experience: the foundations of a personal approach
Section 2: Making sense: constructing a framework for understanding
Section 3: Putting theory to use: thinking about cases
Section 4: Reflecting on practice: challenges to therapeutic relationship
Section 5: Developing a professional identity: putting it all together
Notes for tutors
Internet resources and further reading
Recommendations for further reading
References
Index.

An introduction to counselling third edition

2009-03-21T17:03:00.000-07:00

The third edition of An Introduction to Counselling is a thoroughly revised and expanded version of the bestselling text and provides a comprehensive introduction to the theory and practice of counselling and therapy. It is written in a clear, accessible style, covers all the core approaches to counselling, and takes a critical, questioning approach to issues of professional practice. Placing each counselling approach in its social and historical context, the book also introduces a wide range of contemporary approaches, including narrative therapy, systemic, feminist and multicultural.

Handbook of individual therapy

2009-03-20T16:54:00.000-07:00

`The Handbook of Individual Therapy makes for a very satisfying and compelling account of the various forms of therapy. In fact, the primary strength of this book may come from its combined attributes. It is a well-written, comprehensive core textbook that can be recommended not only to counselling psychology and psychotherapy trainees, to guide them through their training, but also to practising professionals to act as a reference textbook to draw upon when needed' - Stefania Grbcic, Counselling Psychology Review

'This book provides an excellent overview of the primary theoretical approaches to counselling and psychotherapy as practised in the United Kingdom. Covering history, theory, primary client set and strengths and weaknesses for each of thirteen different approaches, the book makes an excellent starting point for exploring different schools of thought in more detail' - CounsellingResource.com

The Handbook of Individual Therapy, Fourth Edition is a major new edition of the highly successful textbook which has become a classic for trainees in counselling and psychotherapy. Revised and updated throughout, the book presents a comprehensive overview of the key approaches to individual therapy practice, including a new chapter on Cognitive Analytic Therapy.

Written by those at the forefront of counselling and psychotherapy - each a leading exponent of the particular form of therapy they discuss - the book introduces the principles and methods of individual therapy concisely and accessibly. Following a clearly defined structure, each chapter outlines one approach in detail providing case examples to illustrate how that approach works in practice.

Each form of therapy is described in terms of:

- its historical context

- the main theoretical assumptions

- the mode of practice

- which clients will benefit most

- the general strengths and limitations of the approach.

Further chapters place counselling and psychotherapy in its social context, explore training and supervision and relate research to individual therapy practice.

The Handbook of Individual Therapy is designed for those in training in counselling, psychotherapy and other helping professions such as nursing, social work and education. It will be invaluable for novice therapists looking for an overall picture of individual therapy practice, and also experienced therapists interested in learning about alternative approaches

BACP Counselling Reader Volume 1

2009-03-20T15:44:00.000-07:00

Review
'The Reader reflects some of the best work published in Counselling, the Journal of the British Association for Counselling, over the past 15 years. The choice of articles also gives a historical perspective on the development of counselling in Britain... provides many hours of interesting reading and a wealth of learned experience all in one volume. I can see this book becoming recommended reading for counsellor training programmes' - British Psychological Society Counselling Psychology Review 'A huge undertaking and a great success... There are many good things here, and this book is strongly recommended' - Self & Society 'The development of Counselling... is so well illustrated... an interesting book... its component papers are short and can be read free-standing. It would also be a useful addition to libraries where students of counselling are looking for support or challenge for an argument. And, for members of BAC, it is a reminder of the breadth and complexity of the unfolding task of counsellors and their Association' - Counselling, The Journal of the British Association for Counselling

Review
`The Reader reflects some of the best work published in Counselling, the Journal of the British Association for Counselling, over the past 15 years. The choice of articles also gives a historical perspective on the development of counselling in Britain... provides many hours of interesting reading and a wealth of learned experience all in one volume. I can see this book becoming recommended reading for counsellor training programmes' - British Psychological Society Counselling Psychology Review

`A huge undertaking and a great success... There are many good things here, and this book is strongly recommended' - Self & Society

`The development of Counselling... is so well illustrated... an interesting book... its component papers are short and can be read free-standing. It would also be a useful addition to libraries where students of counselling are looking for support or challenge for an argument. And, for members of BAC, it is a reminder of the breadth and complexity of the unfolding task of counsellors and their Association' - Counselling, The Journal of the British Association for Counselling

The BACP Counselling Reader Volume Two

2009-03-20T15:40:00.000-07:00

Description:

`This Second Volume of Counselling is a comprehensive array of articles which convey the breadth and depth of the specialty as it grew during the 1990s. The volume brings together the most important and influential papers published in Counselling, the official journal of the BACP as it then was, over the last decade.

In all, 92 articles have been chosen and scrupulously checked by the editors and, in most cases, the original authors, to fill the 680 pages of the Second Volume. These provide direct access to the main theories, practices and issues which underpin and continue to shape counselling and psychotherapy today. Each article concludes with discussion points to provoke further thought and study. For ease of access these papers are clustered in five sections: counselling approaches; contexts and practice; counselling issues; research: and the future. We can expect the number of research articles to double in the next volume as the way opens up for all practitioners to consider research a crucial part of professional life. The final section on the future has been written by the past Chief Executive of the BACP, and contains insight and wisdom on the challenges facing the profession at the dawn of the new century, with statutory regulation only a few years away.

BACP receives many requests for back copies of the journal, Counselling, upon which this Reader is based, for use in training courses and programmes. The Second Volume of the Reader merits at least one copy in every medical library across the land for use not only in counselling and psychotherapy training, but for all those healthcare workers who use counselling skills in their work' - Maggie Pettifer, past Head of Publishing of BACP for Counselling and Psychotherapy Research

Counselling provides direct access to the main theories, practices and issues which have underpinned and which continue to shape the development of counselling today. Combining accessible research studies with professional and personal reflections, the Reader draws on a diverse and authoritative range of articles to cover the key aspects of counselling, including:

· counselling approaches

· contexts and practice

· counselling issues

· research; and

· future trends

The Reader is ideal for use in training. It provides a wealth of source material and each article concludes with discussion issues to help initiate further thought and study. Students, trainees and practitioners in counselling and other professions will find this essential reading which challenges them to think deeply about counselling as it is practised today, and as it will be in the future.

Cognitive Behaviour Therapy: A Guide for the Practising Clinician

2009-03-20T15:14:00.000-07:00

Cognitive Behaviour Therapy (CBT) has a well-elaborated theoretical background. However, new specific theoretical formulations and techniques continually appear, and these new developments are covered in this book. Topics include: Management of major depression, suicidal behaviour and Bipolar Disorder; Treatment of anxiety disorders; Application of CBT to eating disorders and personality disorders; Implementation of CBT with specific populations, ie: couples and families or children and adolescents.

Cognitive Behaviour Therapy: A Guide for the Practicing Clinician will be invaluable to clinicians, researchers and mental health practitioners.

The Stress Eraser??

2009-03-19T03:29:00.000-07:00

"The StressEraser™ is an award-winning, hand-held biofeedback medical device designed to calm your mind and relax your body in just 15 minutes.

The StressEraser's effectiveness is based on science's understanding of the physiological manifestations of psychological stress.

The StressEraser focuses your mind and guides your breathing to synchronize with a calming BreathWave™ pattern.

After just two weeks of 15-minute nighttime sessions, expect to feel consistently calmer, more patient as well as more energetic during the day. Reach for The StressEraser at anytime, day or night, when you want to feel less stressed.

The StressEraser was honored with Frost & Sullivan's 2006 Medical Industry Award for Technology Innovation of the Year for helping individuals achieve physiological, mental and emotional relaxation — non-invasively and without drugs."

It may works for mild stress level but then again the effects might be different from one person to another. What about do you think?

Beck's Cognitive Therapy

2009-03-17T16:37:00.000-07:00

About the Book

Beck's Cognitive Therapy: Distinctive Features explores the key contributions made by Aaron T. Beck to the development of cognitive behaviour therapy.

This book provides a concise account of Beck's work against a background of his personal and professional history. The author, Frank Wills, considers the theory and practice of Beck's cognitive therapy by firstly examining his contribution to the understanding of psychopathology, and going on to explore Beck's suggestions about the best methods of treatment. Throughout the book a commentary of how Beck's thinking differs from other approaches to CBT is provided, as well as a summary of the similarities and differences between Beck’s methods and other forms of treatment including psychoanalysis and humanistic therapy.

Beck's Cognitive Therapy will be ideal reading for both newcomers to the field and experienced practitioners wanting a succinct guide.

Table of Contents

Introduction. Part 1: Theory. Prelude: Beck and his group. Cognitive therapy is organised around a formulation. Different problem areas in cognitive therapy are marked out by specific cognitive themes. Cognitive therapy varies according to the areas to which it is applied. Cognitive functioning is organised around the existence of deep schemas. It is helpful to understand the evolutionary underpinnings of psychological problems. Beck has described a variety of levels and types of cognition. Cognitive distortions play a key role in emotional problems but are not necessarily ‘irrational’. Images also contain key elements of cognitions distortions. Cognition, emotion and behaviour interact with mutual and reciprocal influence on each other. Safety behaviours, including avoidance, reassurance seeking and hyper-vigilance, play a crucial role in maintaining anxiety. Strategies that address negative attention bias strengthen the cognitive therapy model. Meta-cognition – the way people think about thinking – also influences the way they feel and behave. Promoting mindfulness of and mindful attention to negative thoughts is likely to form a major part of cognitive therapy in future. Beckian epistemology has a clear process for developing appropriate therapeutic knowledge for cognitive therapists to follow. Protocol development and the specification of skills have proved important factors in linking CBT theory and practice. Conclusion to Part 1. Part 2: Practice. Beck’s cognitive therapy – a principled model: 15 Points about the practice model. Cognitive therapists use formulation to focus therapeutic work. Cognitive therapists, like other therapists, use formulation to tackle interpersonal and alliance issues. Cognitive therapy requires a sound therapeutic relationship. Cognitive therapists stress the importance of collaboration in the therapeutic relationship. Cognitive therapy is brief and time-limited. Cognitive therapy is structured and directional. Cognitive therapy is problem- and goal-oriented. Cognitive therapy initially emphasises the present time focus. Cognitive therapy uses an educational model. Homework is a central feature of cognitive therapy. Cognitive therapists teach clients to evaluate and modify their thoughts. Cognitive therapy uses various methods to change cognitive content. Cognitive therapy uses a variety of methods to change cognitive processes. Cognitive therapy uses a variety of methods to promote behavioural change. Cognitive therapists have developed the measurement of therapist competence. Summary and review of Part 2. Conclusion.

About the Author(s)

Frank Wills is an independent cognitive psychotherapist, supervisor, and trainer in Bristol, and a tutor at the University of Wales, Newport.

source: http://www.cbtarena.com/

What Type of Art Are you??

2009-03-14T14:15:00.000-07:00

You Are a Sculpture

You have a good perspective on life. You are able to look at things from all angles.You are ambitious. You are willing to take on a difficult, arduous project.You that art should be big and bold. You appreciate art that dominates the space.The best art is the piece in the room that you notice first.

What Type of Art Are You?

certified counsellors are needed

2009-03-14T13:29:00.000-07:00

Tuesday, May 20, 2008

TEACHERS trained in guidance and counselling are more in demand than ever, with local schools slated to have at least one certified counsellor in residence.

Hjh Kasmah Hj Siput, the director of Islamic Studies was speaking during the certificate presentation for participants attending the Basic Guidance and Counselling course for religious teachers.

"The department is in need of teachers who are truly trained in guidance and counselling and schools should have their own counsellor," she said.

She added that with the guidance course, teachers will be more capable to guide students who are faced with problems not in just education but in other social problems as well.

Some 30 participants received their certificates for the Basic Guidance and Counselling course yesterday.

"Counselling is fast becoming an important aspect of a school, as it helps at solving students with problem and guiding them to success," said Awg Mafsah @ Shahrin Majid from Ma'had Islam Brunei.

He said that with the course, they were able to identify and solve some of the problem faced by youths such as bullying and organised a session to resolve issues.

The course was aimed for teachers who have been selected as the guidance counsellor, and it is the second time being held. Participants were taught on the role of a guidance counsellor, the concepts, how to counsel an individual and organising a group counselling session.

Yesterday's event also saw participants districts receiving certificates for attending the al-Quran Revision course.

The Brunei Times

original posting for the article can be found at

http://www.bt.com.bn/en/home_news/2008/05/20/certified_counsellors_needed

Students are afraid of counselling

2009-03-14T13:26:00.000-07:00

Anna Abu Bakar
BANDAR SERI BEGAWAN

Tuesday, November 27, 2007

CONFIDENTIALITY plays a crucial role in a student's decision to consult a counsellor in school regarding any problems that they may have.

The Brunei Times asked a few students from different secondary schools to ascertain why students view a school counsellor with fear and doubt.

For Nurfatin Hj Masri, 15 from PAP Hjh Rashidah Saadatul Bolkiah Secondary School, Lumut suggested that there is a common feeling amongst students that counsellor are scary beings by nature and students fear them in school for a variety of reasons.

"One reason is that the school counsellors are also the teachers for certain subjects and it is for this reason alone that the majority of students have second thoughts about approaching them," she said.

This rational fear is caused by the possibility that whatever the students convey to the counsellor will not be kept between them and thus they fear that their words can be repeated to other members of the faculty as well as students.

Bibi Amal Hayati Hj Mahmud, 16 reiterated that she would only approach a school counsellor if she was very desperate to confide in someone. She admitted that "if there is no one to turn to, then I would normally keep it to myself."

As to the role of peers in terms of confidant's to personal problems, the majority of students approached by The Brunei Times, chorused out their agreement that "most of the time" friends are usually the first person they turn to when they are in need.

Quickly followed would be parents said Muhd Alif Omar, also a student from PAP Hjh Rashidah Saadatul Bolkiah, Lumut.

"I have a close relationship with my parents so it is not a difficult task for me to approach them when I have problems, be it academic or social," he said.

But he admitted that he is one of the few lucky children who have a good rapport with his parents but for others this is not always the case.

In a recent Counselling and Career Guidance for Vocational and Technical Institutions workshop held at the Civil Service Institute, Ali Yusri Abdul Gafor from the Department of Schools, spoke of the importance of communication in order for students to be able to relay their problems to counsellors.

The method of listening and being able to understand what students are going through plays an important part of counselling.

Dk Nuratiqah Pg Hj Mohammad from Sayyidina Husain Secondary School said that "the problem with school counsellors is that they are often the teachers for certain subjects that we see almost everyday and this in turn makes it awkward."

She explained that it becomes awkward because these teachers often judge the students and during class, they unintentionally treat the said student differently for being troubled.

She explained her experience when she approached a counsellor regarding her problems and the said counsellor started patronising her and gave examples of herself during classes hinting that she 'never did those kinds of things'.

"Some counsellors need to understand that this is a different society than the one the counsellors went through during their school days and to make us students feel like we are useless beings when we could hardly muster the courage to see the counsellors in the first place, is very sad," she added.

Another point of view that was offered was by Rayyand Rosland, 15 who is also from Sayyidina Husain Secondary School said "it is important for counsellors to be really understanding instead of giving advice to us half-heartedly or even worse, scolding us for making mistakes in a very condescending tone."

The problem with youth today is that they are not all willing to speak to someone with authority such as a school counsellor and more than often turn to their peers for advice. But what one needs to understand is that the advice of peers may not necessarily be good. Nuratiqah suggested that peers tend to give out bad advice too and lack of sage advice from anyone usually leads to students to close up and keep any problems to themselves.

Rayyand added that "when students have too much trouble built up inside, they feel as if they don't have anyone to speak to and sometimes, this is the reason why youths today resort to drug use as it makes their problems go away, even if for a little while."

The Brunei Times

original posting for the article can be found at :

http://www.bt.com.bn/en/home_news/2007/11/27/students_are_afraid_of_counselling

Words from the Counsellor

2009-03-14T12:24:00.000-07:00

Note: The I-Counsellor.com was created in 2008 since then it has taken major changes with the contents and also now with the creation of this blog to provide source of information for counsellors/therapists and to anyone who may find the site useful.

"Living in the 21st century, the world we are living in is a complex, busy and ever-changing from day to day. Encountering different types of experiences sometimes make it difficult for people to cope with it and while there are times we can get on with life, there will also be times when we have to stop our pace due to occurrence of an event or situation that makes us to break down at some point of our lives.

Many of us have our own unique ways in dealing with such problems. For instance simply by talking to our family members, close friends, praying to God, keeping ourselves busy with works, doing sports and other activities. However there will be times when we realized that we have reached to the point where it is too much to be taken alone. Finding ourselves in such condition, Counselling can be really helpful and useful at these moments of life.

Counselling is a wonderful twentieth-century invention (McLeod, 2003) and concept that has existed for a long time playing roles in helping us to better understand ourselves, developing our potentials, become more aware of opportunities and, in general, help ourselves in ways associated with formal guidance practice.

Yet many are still not aware of the relevancy of such service despite the fact that in most places it is available fairly quickly and costs little or nothing (in Brunei Government, Counselling service is totally free ; Many Thanks to the Government of His Majesty Sultan Yang Di Pertuan Negara Brunei Darussalam).

The need for Counselling has become paramount in order to promote the well-being of the human. Counselling provides a way to understand and taking care of our emotional health, another factor that should be place more emphasized by an individual or an organization who aims to strive for excellence. ‘Balance emotional health’ forms the basis for a strong and well adapted individual not only for him or herself but also for the economic and social development of the nation.

I would like to see profession in Counselling field will keep on growing in Brunei and this simple website of mine is one step towards increasing our knowledge and resources of Counselling especially for Bruneians.

Thank you for dropping by and hope you will enjoy exploring the website as much as I did when creating it...Wassalam.”

Yours Truly,Suzi Rahman