Designing, Implementing, and Managing a Comprehensive School Guidance and Counseling Program

Sink (2005) not only emphasizes the significance of  Guidance and Counseling Programs in the development of individuals but also how it should be given an equal importance in the educational system. The program will provide support for the students in order for them to be able to gain insight and personal awareness about the changing environment around them. Moreover, Rahman (2013) stated the importance of implementing School and guidance Counseling Program in Asia as an essential part in the society due the emerging changes in the environment. Social Crisis, economic instability, technology as well as personal dilemmas are affecting every individual in our society. Therefore, a strong and organized support system is needed in order to address the daily crisis we and our young people face today. Sink (2005) also added that implementing a Guidance Counseling program in school will help attend to the need of every individual at present and in the future. Further presented are five specific needs such as: student development, self awareness, decision making, coping with the changing environment, placement assistance and career choice. Therefore, there is a need for schools and counselors to implement various activities and programs which will promote discipline and moral values, social and personal management skills, positive thinking and resilience. Rahman (2013) also stated that organizing activities such as keeping records of student profiles, teachers and parents’ conference, work dissemination, group and individual counseling as well as preventive education are important factors for a productive program management. The purpose of this paper will look into the guidelines goals and objectives in implementing a School Guidance and Counseling program. Also, various programs components, organizational system and design as well as the process of implementation are gathered from diverse organization and institution to serve as a guide in implementing a counseling program.

ORGANIZATIONAL FRAMEWORK STRUCTURAL COMPONENTS

Structural components identify the basis of the program such as the program definition, rationale and assumption. The program definition consists of the mission statement which also correlates to the district or the school’s educational program. It also includes the aims and goals of the program and how it will be implemented. The rationale component of the program includes and discusses how important is the implementation of the school guidance and counseling program and its relevance to the educational system. It will also include suggestions of how the guidance and counseling program is designed to provide students developmental assistance according to their individual as well as special needs. The assumption component of the program includes expectations and provision of the program carried out by the school staff and administration supervised by the program and professional school counselors. Moreover, Fezler and Brown (2011) provided four essential elements for a successful School and guidance counseling program such as beliefs and philosophy, mission, as well as standard and competencies which focus on main domains or components.

Contents

The content includes a list of standards which identifies areas of competencies students achieve through participation in the school guidance program. They are usually categorized such as career, personal and social as well as academic. Sink (2005) based from the American School Counselor Association, presented three domains which are Academic Development and Standards, Career Development Standard and Personal Social Standard. Furthermore, Fesler and Brown (2011) refers to as the four domains that promotes developmental learning of which is categorized as career/social, academic, career and global perspective.

Program Components

The Program component defines how the program addresses the needs of the students as well as other individuals who seek counseling services. Sink (2005) listed and define four components which are:

1.      Guidance Curriculum

This includes structured programs and activities ranging from K-12 which help and provide students opportunities to experience guidance and counseling skills organized through classroom and school-wide activities.

2.      Individual Planning

Lau (2008) acknowledged that Individual Planning is an essential part of the program. Helping students learn about their goals and values, formulate plans for their future as well as learn skills and resilience will help them progress into a productive future in their life and career.

Individual Planning Strategies:

Appraisal: The use of data and other assessment information to interpret abilities, skills and interest as well as academic achievement.

Advisement: The use of self appraisal information to assist students and help them plan and be aware of their occupational and educational goals.

Placement and Follow up: Assist students in making the transition and create connection between work and school and also to recognize educational and professional development. (Sink 2005).

3.      Responsive Services

This component adheres to the current need related to issues such as self identity issues, academic, drugs and social issues as well as those issues related to social relationships. It is implemented through the use of different programs such as:

Consultation - the school counselor consults different agencies regarding how to resolve social, personal, educational and career issues.

Small group and Individual Counseling- the school counselor provides individual or group counseling programs in order to assist individual with their personal choices and career plans or to help them accomplish normal development task.

Referral - The school counselor makes appropriate referrals to competent agencies such as vocational rehabilitation, mental health providers, as well as training and employment programs.

4.      System Support

A strong support system is essential in managing a comprehensive school counseling program. This program is realized through management programs such as: Program Management, Professional Development, Research and Development, Advisory Boards, Community Outreach and Fair-Share Responsibilities. It refers to the collaborative effort in the program management as well as to provide support to the other school programs.

IMPLEMENTING AND MANAGING THE PROGRAM

The Comprehensive Guidance and Counseling, Nova Scotia (2007) suggest that managing and implementing the program involves activities and strategies that would help maintain and enhanced the competency of the program. A strong program structure is important so that it is capable to adapt to the changing needs as well as determine the priorities of the school. Therefore it is important for the program to be carefully planned and consistently evaluated. The indicated steps below are essential and are advised to be followed sequentially in order to establish and implement a successful School Guidance and Counseling Program.

Also, Sink (2005) stated that implanting school guidance and counseling program requires an organized system and careful planning to be able to fully implement the program. The motto should be “plan twice and act once”. This would create understanding to change, how to resist change and better collaboration and develop trust between the school administrator and the counselors. He also suggested that two standing committees should be organized to lead out the plan.

            Steering Committee – The committee is in charge in setting up guidelines to ensure that the program maintains its district wide and or schoolwide system. The committee involves school counselors from elementary, middle school, high school and senior high school and administrators from the local school district including appointed by the school superintendents. The responsibilities of the committee are as follows:

• Learn about the program.
• Understand measures that are essential to meet and adapt to the local system.
• Meet with the board and the administration to proceed the development and implementation of the program.
• Design, set priorities and make decisions and ensure that necessary procedures are being done.
• Provide a progress report for the board of education.
• Appoint and supervise workgroups and assist them to ensure that requirements are fully done and implemented.

School Community Advisory Committee – The committee provides advice relating to the implementation and development of the program and is appointed by the superintendent. The committee provides support, advice, reviews the current activity of the program and presents new activities for the program. It should present a diverse group of members. There are important points to be considered when choosing members for the committee such as:

• It should represent diversity ranging from the school district’s business community and patrons.
• Representation should come from the parents, school board and staff, students as well as guardians and parents.
• Diverse perspective should also be considered.

It is also advised that additional work groups are necessary in order to foresee and micro manage the program such as those who conducts study and report on issues that may have an impact on the implementation and development of the program, those who study the impact of the community, and those who is responsible to take account the professional counselor’s time and provide a progress report to submit to the steering committee.

DESIGNING

Sink (2005) further added that priorities are important to consider when starting designing the program. It should be noted that results will be establish regarding how the students can benefit from the program, specific activities are included, determine what categories that students can participate and ensure that there are enough train staff and professional counselor available, also it is important to consider and determine which group of students are given more importance. Also it is important to write up a manual School Comprehensive Guidance and Counseling Program which at least contains five sections. The recommended sections are as follows:

• Structural Components: This includes statements defines that basis of the program such as: the rationale, the assumptions, program definition as well as competencies in progress and to be develop in the program.
• Recommended Design or Resource allocation: This includes what are priorities to be serve, stability of the four components, competencies that needs to be attain as well as the use of the counselor’s skills. It includes an overview of the program to be considered well balance and comprehensive.
• Position Guides: This includes job descriptions of professional counselors from the elementary to high school lever. This also includes specialist and other staff members.
• Program Component: Includes detail description of all the components as well the design and the decision how it is implemented. It also includes expectations and evaluation the programs overall impact to the students as well as the effectiveness of the program and the counselor’s competencies. Also decision made over the course of the program should be included for future reference.
• Appendixes: This includes policy, standards and ethical practice of guidance and counseling program. This information is accessible through Counselor and Counseling Associations such as the American School Counselor Association and the American Counseling Association.

IMPLEMENTING

Implementing the program is the transition phase where all the guidelines, statements and definition are put into function (this includes planning the implementation, making the transition which includes human resources, financial resources and political resources), and Program Management.

PLANNING THE IMPLEMENTATION

Sink (2005) also noted that when implementing the program it is important to consider the discrepancies between what the school/district wants the program to accomplish and what the program is currently accomplishing. Then goals are established as well as to determine which areas of the program need changes. Comprehensive Guidance Counseling, Nova Scotia (2007) also added that careful planning is essential to create a dynamic process which includes building up from prior framework making sure that the program maintains an efficient, adequate, appropriate and effective by means of planning, assessment as well as evaluation.

MAKE THE TRANSITION

Making the transition involves resources that are needed to fully implement the program. This process includes human, financial and political resources. The table shows responsibilities carried out by these areas.

STEPS ON MANAGING THE PROGRAM

• Improve the Program’s Activity

One of the key to improving the programs activity is streamlining which is an effective way of delegating task and setting priorities to more necessary activities for a more efficient time management. Often the school counselors are doing various task which leads to more time allocations to other activities other than counseling. Therefore, improving the programs activity includes analyzing task and responsibilities as well as to pinpoint inefficiencies for the program productively. This also includes making use of various times and scheduling resources such as the internet.

• Enhance the role of professionals

This step will help guide counselors in managing their time effectively by ensuring appropriate job descriptions, encourage the use of effective planning and calendaring as well as identify the student that potentially needs their help.

• Develop Building Plans

This step specifically describes the plans and what is going to happen in the program. This includes how activities are planned and organized for each grade level, what the expected outcomes, the transition between activities done in the past and the expectations, counseling services offered, as well the guidance lessons taught and who teach them. It also includes educating the parents about the program, staff training, and creating a long range or advance plan calendar for the activities.

• Monitor Progress

By monitoring the progress of the program further adjustments can be made for the improvement of the program as well as be able to establish and attain the goals. Staff are also encouraged to use and try new activities and should be acknowledge by the effort they made.

EVALUATION

After the planning and designing phase are completed and the implementation is being accomplished the next important phase is the evaluation. There are three kinds of evaluation process namely: Personnel Evaluation, Program Evaluation and Result Evaluation.

• Personnel Evaluation - Personnel Evaluation assesses and helps professional counselors maintain their competency. This program will also emphasize the delivery of the program as well as build communication between the staff and the school counselors. It also provides an overall evaluation on how the programs and the process are effective as well as helps the school counselor assess their performance and compare it to the school-wide/district expectations.
• Program Evaluation – The essential part of implementing the program knows whether the actual implementation meets the standard and goals of the program. Sink (2007) suggested that the effective way of evaluating the program is to acknowledge measure to compare or create criteria to be able to make appropriate judgments should there any discrepancies needed to be adjusted. Indicators are also important such that it will provide enough evaluators to ensure that each standard is being implemented in the program.
• Results Evaluation – The important aspect of the guidance and counseling program is to know the impact of the program to the students and how it has affective and help them after completing and participating in the program and by the time they left school. This can be divided into long term or immediate results.  

ENHANCING

The data collected is used to decide on which basis redesign should be made and what areas need necessary changes for the program to effective. Here, examples of program changes base on the evaluation process. However, it should be important to note that every changes or redesign implementation should be reported to the school board.

·         Professional School Counselor time allocation – Time allocation adjusted of how long the counselor spends time on certain programs and what time allocation needs to increase or be decreased base on its effectively.

·         Student Competencies – Develop new programs to depending on the needs of the students.

·         Professional Development – On going training to keep up with the latest practices on counseling.

·         Public Relation activities – More programs for awareness to education the community about the counseling program.

·         Non-guidance Activities – Reassign non-guidance activity assign to counseling professional to give priority to guidance counseling related programs.

·         Professional School Counselor/student ratio – Determine whether additional staff is needed should there be an increase of student ratio or assistance.

·         Clerical support – Indicates the need to delegate clerical task so that the counselor can devote more time to implement the program.

The School Guidance and Counseling Center is a place where students come and be encouraged to make healthy choices, learn about themselves, deal with personal and social conflict as well as gain insight on their future, their career and how to cope with the changing environment. Therefore, it is the aim of the guidance and counseling program to become an integral part of the educational system in the 21^st century and provide school counselors with strong fundamentals and a wide variety of resource to be able to use their expertise in helping students attain their full potential.

References:

Sink, C (2007). Contemporary School Counseling Houghton Mifflin Company. P.151-183

Patrick, S.Y.L (2008). Guidance and Counseling in an International Context: Reaction Paper. Asian Journal of Counseling. Vol. 15. No. 2. 207-208

Department of Education Nova Scotia (2007). Comprehensive Guidance and Counseling Program. Crown Copyright. P.139

Abdul, M., Abdul, R., Nor, J.M., Mohd. I., Azizah, A. (2013) Guidance and Counseling Practiced within Malaysian School. Internal Journal of Education and Research. Vol 1 No. 4

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Will There Ever be an end to Plagiarism

Plagiarism, although the term may not be common for most of us (users of English as a second language) the act is very rampant that it had become a common practice for those of us who struggle with the use of English in writing. I have seen this practice all the time and somehow it had become an “acceptable” behavior and viewed as a “quick-fix” to a requirement dilemma. Over the years, English had become the most challenging “trend” in Asia and people young and old, students or professionals have struggled to meet the challenge and most us failed in situations where we chose the low road and yielded to the “copy and paste” phenomena. Is this acceptable? Perhaps it is… if we think that it is the only solution to the problem. Is there a solution? Well, maybe if we stop thinking that “we just have to go through these and get it over with” then maybe we realize we need to make an effort to avoid blunders and stealing literature.

Often, I find myself challenged to the fact that I too get the urged to choose convenience and hang on to that thought that the literary world is so vast I can just get away with copied “bits and pieces” and get the writing requirement done. However, we can only come to a sad realization that there is no pride in a copied material.

Nowadays, there are different solutions to combat the rampant practice of plagiarism. Through the availability of the internet, online check for plagiarism has become the tool that helps prevent writers from copying published thoughts and ideas. However, the question lies whether these tools are accurate since several techniques and processes have also come out to cheat and manipulate data. Is there really a way to solve plagiarism? Well, maybe if we, (users of English as a second language) stop trying too hard and instead use our native language to express our thoughts in writing. But even then, not using English will never prevent us from copying others no matter what language we use.

Therefore, as students we need to be aware of the standard practices and guidelines in academic writing to avoid “literature immorality.” And yes, as long as there is a need to write and published, plagiarism will continue to be the greatest nemesis literature have of all time.

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Approaches Which Address Issues Brought to Career Counseling

Over the past decades people have been talking about their career. Their goals and success, the salary they earn and the lifestyle they live. All put into one as a successful career, a lifestyle which reflects the value of success and achievement. But how do we really define career.  Career is defined as the process of which the person goes through life through different processes such as lifestyle, learning and the series of work related experience. However, Nathan (2006) stated that, often individuals are driven by the pressure to succeed or may perceive as a failure by their families, friends or the community as well as support everyday means of survival such as providing for basic needs and maintaining a decent lifestyle. These factors often leave individuals frustrated about life and painful personal issues may arise. Therefore, career counseling helps individuals gain a better understanding of themselves. Career Counseling helps them understand, cope and accept the changes that may affect their personal life’s values. Burwell (2006) describe career counseling as helping individuals to be effective in their chosen career and be able to effectively use solving problem skills to help them cope with the demands of an everyday life vocation. Individuals seek career counseling when they realized and identify that the issues they are experiencing in their lives are caused by the career they have chosen. Therefore, Nathan (2006) suggested that in order to help clients identify the appropriate answer to career related issues, clients need to understand their career problems in perspective to their lives. He then presented eight (8) reasons individuals are frustrated with their career.

·         The desire to a more interesting job is reflected by a life stage or episodes not related to their work.

·         Problems are linked such as a problem at home aggravates a crisis at work.

·         Problems that have been tolerated for a long time becomes intolerable.

·         Lack of career development or advancement.

·         Frustrations towards the organization or policy may have lead to a feeling of being controlled or manipulated.

·         Realistic constraints may contradict the need to focus on a personal difficulty.

·         Lack of self esteem which resulted from job dissatisfaction or career attainment.

·         Choosing a career due to large monetary rewards which may have caused an unsatisfying job for a long time.

 In regard to this, the following text will discuss the issues being brought to career counseling and the approaches that are used to address it.

 PROBLEM CLARIFICATION

Nowadays, the work place creates a higher demand for performance which causes great pressure for employees to compete and perform well. Nathan (2006) recommended that counselors must be help the client identify whether the induced stress is related to their career. In addressing career related issues, other factors are to be considered such as choosing a career base on the understanding of their own strengths and weaknesses, their values and interest as well as their choice of job and their lifestyle.

Counselors must always bear in mind that by presenting common problems that are experienced everyday and providing information about the factors that may have caused it will prevent isolation which would allow and encourage your clients to express the issues that they are dealing with. These are the common questions that clients may ask:

• Can you help me decide? I feel like I am at a crossroad in my career.
• My life is redundant. Can you help me make a plan for my future?
• How can I assess my strengths and build up my confidence?
• I am dissatisfied with my career. Can you help me find suitability?
• Can you help me decide whether to stay on my job, change my career or change my employer?
• Nothing excites or makes me happy can you help me identify something that would motivate me?
• Can you help me gain more perspective and a satisfying balance between my home life and work?
• How would I know if I am aiming too high or I just needed help in improving how I perceive myself?
• I know what I want, but there is no change for me to start.

Counselors must always remember that individuals who come for counseling have different answers to their questions and their aspirations, needs as well as their opportunities depends on their individual factors such as gender, class, race, disability and age. Also, fundamental principles must also be considered that although the problems they are facing are common, they must be allowed to find solutions to their own problem. In her article “Building a Solution-Focused Strategy into Career Counseling” Miller noted that in order to identify the factors that cause the problem and for the counseling therapy to create a positive change; the counselor must respect the client’s needs to voice out his/her problem and also create a good working relationship with the client. She also noted that on the first stage of the counseling therapy, it is important for the counselor to point out key question such as:

·         What would you want to achieve from the counseling session?

·         What do you think is the benefit of coming here today?

·         What is your goal of coming to the therapy today?

·         What do you think about your goals?

It is also important, whoever to consider individual differences when it comes to helping clients develops energy and motivation for it is the client who will make decision and manage their problems. Nathan (2006) suggested considering the following question when dealing with individual differences in managing career-related issues.

·         What is the apparent is the clients problem and how common are it related within the clients, gender group, age group, and cultural type?

·         Within the client’s gender group, age group and culture group, what other conditions are related to, or bring about to the clients current problem?

·         What influenced the client’s problem? (society’s attitude towards the clients gender group, age group, and cultural type) How free is she/he to choose what career and lifestyle she wants and the extent to how she will adopt and adjust personally and socially?

·         How does the client’s social, physical and cognitive development at this stage affect what counseling techniques and processes is suitable?

Common Issues Brought to Counseling

·         Life-Span Problems (the twenties, age 30 transition, the thirties, midlife transition, forty five plus.

·         Balancing Personal Life and Work

·         Decision Making Problems

·         Problems in Implementing a Decision

·         Problems caused by change in an Organization

·         Performance related problems

·         Relationship Problems

·         Expressing Creativity

 Career-Related Issues and Implication for Counselors

Life-span Theory

Normal events and changes that happen during the life-span may be perceived or mistakenly taken as a serious emotional problem. Therefore, Nathan (2006) noted that it is important for counselors to note possible areas of concern that the clients are expressing as of the moment. It also important to consider that stability merge with crisis within our lifespan is part of human development and shouldn’t be considered pathological. Talking to clients about the Life-span theory will make them understand that changes in a person’s personal values changes according to events and experiences that a person goes through life. Here are events that may affect a person’s values:

·         Bereavement

·         Redundancy

·         Divorce

·         Long term unemployment

·         Injury or diseases which may cause temporary or permanent disability

·         Recovery from addiction

·         Being home after a long period of travel

·         Coming home to “civilian life” after being in the uniformed service.

·         Having children

·         Children leaving home

Balancing Life and Work

The client must be encouraged to a make a decision about the balance between work and life that is appropriate for the person’s situation. The counselor must be aware of his/her own beliefs and bias and must not allow it to influence the counseling. The counseling may take a long time. However, talking about lifespan stages and what is common to arise can help clients in knowing their alternatives. Also it is important to acknowledge the need for financial support and the availability for support services for low income families.

Decision Making Problems

Clients who come for counseling are those who need help with self esteem. They wanted to know their strengths and weakness to be able to make a decision for themselves. However, Froggrat (2005) stated that it is important for counselors to consider that a person’s behavior and feelings are affected by his biology and that there is a limitation to how much a person can change base on personal beliefs inherited throughout his/her lifetime. Nathan (2005) also suggested use the “scaling technique”.

The key points to using this technique:

-          The client determines his/her position on the scale.

-          Focuses on strengths and resources available to the client rather than their weakness.

-          It is more specific

-          It gives the client independence to make small step towards achieving the goals set by the clients.

-          Defines success through observable differences.

During the session, other decision making problems may arise such as:

-          Pressure to follow a particular path to conform to a third party.

-          Conflict between the creative self and the conventional self.

-          Fear of taking risk

-          Avoid the responsibility of making a decision.

-          Conflict between career and personal needs.

-          Fear of failure

On the other hand clients would come the counseling with a specific choice. However, the choice is not attainable due to various reason such economic stability and unrealistic goals. Therefore, it is important to identify external from internal constraints.

Issues in Implementing a Career Decision:

-          Unrealistic aspirations

-          Holding back in fear of rejection

-          Ineffective self presentation which arises from low self esteem due to lack of oral and written skills.

-          Conscious or unconscious discrimination

-          Not enough financial resources to support more training

-          Intervention of adversity

-          ‘Career ceiling’ limited advancement in a particular career stage.

-          Unrealistic wish to fulfill and reach a goal on a “quick fix”

To address these issues, it is suggested that counselors allow clients to air powerful feelings of anger due to rejection to be able create a future plan for action. Also a counselor may also need to consider legal or financial guidelines for minorities or clients who were discriminated to lack financial support. Clients must also explore constraints which may be blocking them and determine between attainable and unrealistic. Counselors must also help clients become clear of what they want. Some clients are unconsciously “sabotaging” themselves because the career choice they have may not be their own.

Problems due to Change in the Organization

Change in an organization can cause people to seek career counseling whether a personal choice or referred to by their employee. The following includes changes that may cause issues due to change in the organization:

-          Need to reapply for a previous job due to departments being restructured.

-          Change in the nature of the job.

-          Technology update

-          Downsizing which may lead to more pressure in high demand for performance.

-          Change of a new boss

-          Change in organizational values.

-          Reorganization

In dealing with issues due to organizational change, client must understand the concept of transition. The counselor also provides appropriate or the best job match and job-hunting techniques. Also the degree the negative feeling the clients feel should be considered to be able to consider the present situation rationally and plan for the future. The counselor must also point out the stages in the “transition-curve” and that the clients need to understand that the stages are not time bound and it can happen again at a certain point.

Stages of Emotional Adjustment to Change:

-          Shock, Denial

-          Euphoria

-          Pining

-          Anger

-          Guilt

-          Apathy

-          Acceptance

-          Future flows

Counselors must allow the clients’ time to process these feelings although it is advised that a referral can be made for clients who are depressed. It is also appropriate to consider other losses such as a structured routine, loss of social outlet and self esteem.

Performance Related Problem

The most apparent issue in career counseling is the performance related problem. Some individual may feel that they fail if they path to success is temporarily interrupted. And since career achievement is perceive as success, a counselor is expected to bring that individual to the right track. There are two factors of which a performance related problem may arise. First, Individual may feel that they are a failure or soon to fail. Second, an organization may imply that the individual’s performance may have failed.

Here are some performance related presenting problems:

-          Dismissal

-          Poor performance appraisal

-          Failure of promotion

-          Promotion was “past over” to another person

-          Poor results compared to colleagues

-          Criticized by significant others

-          Rejection

-          Changing locations or country in order to escape failure

-          Reaching a “career plateau” which may cause loss of motivation and effectiveness.

In the case of redundancy, the clients presenting feelings such as depression, demoralization, anger, shame and panic should be address. It is also important to identify the nature of the problems which may include: mismatch between the person’s job and his/her capabilities, promotion have been block due to unavailability of promotion availabilities or the individual’s relationship to the manager. And low performance due to the person’s lack of interest to the job. So, in this case it is important that the counselor give a full attention and give feedback and assessment of the person’s abilities, strength and weaknesses. The counselor may give a series of aptitude test or self assessment exercise which may produce more information about the individual’s natural talent and abilities.

Relationship Problems

Relationship problems may often cause individuals to seek career counseling.  Although it may not be a direct issue when it comes to career related problems, however such problems may cause dilemma due to some factors and underlying needs.

These are some of the relationship problems brought to the counseling:

-          Abrasive relationships at work

-          Finding it difficult to motivate people at work.

-          An individual change to progress by taking a different task. However lack the skills to do it.

-          Hard time dealing with authority

-          Low self esteem and finding it hard to handle criticism.

-          Disappointments

-          A sense of strong competition among peers expressed through “put-downs”

To address this issue, the counselor can reach a positive outcome by using a solution-focused coaching or therapy or the use of personality test which will help them identify their own personal style. Also the counselor may have to identify other underlying factors which cause the relationship issues at work. The client can also learn assertive skills and other skills useful in dealing with situation at work.

Expression and Repression of Creativity

Often creativity issues happen in midlife when a career becomes a “serious” business and often individuals find themselves lacking the ability to express creativity. So for clients whose creative side has been repressed, the counselor may have to encourage them to explore and revive a hobby. Self assessments and the use of personality assessment are a useful tool for clients to identify their interest and the result of the assessment would often encourage and provides them confidence to pursue their interest in their own context.

In conclusion, Burwell (2006) stated that the focus of the counseling it help clients become an active participant of solving their own problem and to independently address issues that are affecting their vocational and their everyday lives. Therefore it is essential for the counseling process to focus on a positive change and that clients learn to make choices that would fit their lifestyle and career. Burwell (2006) also added that there should be a goal orientation and that there are solutions to a problem, there are more than one solution to a problem, solutions can be constructed, the client and the therapist construct the solutions, and that solutions are created or invented and not discovered.

 REFERENCES

Burwell, R. and Chen, CP (2006). Applying the Principles and Techniques of Solution Based Therapy. Counseling Psychology Quaterly. June 2006.  19 (2): 189-283

Nathan, R. and Hill. L. (2006). Counseling in Practice. Sage Publication LTD. P. 13-33

Miller, H.J. (1999) Building a Solutions-Focused Strategy into Career Counseling. Workshop Presented at New Zealand Board of Counselors. P.4-7

Savickas, M.L., Nota, L., Rossier, J. (2009). Life Designing:  A Paradigm for Career Construction in the 21^st Century. Journal of Vocational Behavior. doi:10.1016/j.jvb.2009.04.004

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