Towards Effective Counseling Approaches and Contextual Factors Enhanced Diversity Collaboration

Mohamed Sharif Mustaffa,Prashanth Talwar Yadar,Md Rahimullah Miah,Amalia Madihie

doi:10.14419/ijet.v7i3.30.18249

Abstract

This study explored the counselling approach and contexual factors to enhance diversity collaborations among ethnic, religious people, teachers and parental involvement in Malaysian secondary schools. Specially, the study outlined cross-cultural counselling and related training approaches and effective factors that needs in Malaysian society. In particular, the researcher investigated the effectiveness of multi-ethnicity of students and diversity of approaches in their counselling contexts. Qualitative data were obtained from field survey while secondary data collected from various sources. The study focuses the main difficulties in general contexual literature, theoretical or ideological, and collaborative diversity approaches showing in the countries concerned. A qualitative case study approach was also represented on the experience of counsellors of eleven muslim schools in the Muar district through primary and secondary data analysis. The study recommended that effective counselling environment context enhanced diversity collaboration with their training models in various ways in relation to the contexual factors studied.

Highlights

A number of different concepts have been used to examine the relationship between counselling approaches and contexual factors such as ethnic and religious diversity, teacher collaboration, parental involvement, and condition of service delivery, and the extent to which these factors influence the impact of a counselling approach
-Lack of knowledge and skill in building rapport with teachers. -No training or experience in consultation skills. -Need for parent consultation skills. -Lack of case studies and research for family counselling and parents consultation in Malaysia. -Training did not take the large number of students at school into consideration. -Training should emphasise group counselling. -Training is emphasising the traditional counselling model. -Training did not focus on administration of students’ welfare. -Training is more oriented to voluntary client. -Training model does not consider the facilities and set-up of the counselling room provided by the school. -Training did not focus on the real issues of the location of the counselling room
The research provides a methodology on counselling approach and contextual factors, which may contribute to the study of counselling in general, not just in Malaysian schools but in the broader field of counselling in settings such as in industry, rehabilitation centres, hospitals and community agencies

Summary

Introduction

A number of different concepts have been used to examine the relationship between counselling approaches and contexual factors such as ethnic and religious diversity, teacher collaboration, parental involvement, and condition of service delivery, and the extent to which these factors influence the impact of a counselling approach. The universalist approach adopts the methods and goals of traditional mainstream psychology In this approach, the goal of counselling is to discover abstract, nomothetic, and universal laws of human functioning. Proponents of a contexualist or etic perspective have argued that existing psychological theories and techniques are robust enough to have universal applicability for ethnic or cultural groups living in the United States [2, 3]. They have embraced western-based counselling theories and associated helping strategies that they assume to be cross-culturally effective. According to Wohl [5] “ culturally specific approaches are psychotherapeutic methods designed to be congruent with the cultural characteristics of a particular ethnic clientele, or for problems believed to be especially prominent in a particular ethnic group or to ethnic groups in general”

Methods

Results

Conclusion