INSTITUT PENDIDIKAN GURU

KEMENTERIAN PENDIDIKAN MALAYSIA

KAMPUS IPOH, 31150 HULU KINTA
PERAK DARUL RIDZUAN

BIZ 1054
PROGRESSIVE ENGLISH

Nama : SITI ZAKIRA IMANA BINTI ZAHARI

No. K/P : 010725-03-0792
No. Matrik : 2019242310281
Program : PPISMP
Ambilan : JUN 2019
Unit : V14
Nama Pensyarah : MS. TAN LOON SIM
Tarikh Hantar : 06 APRIL 2020

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 CONTENTS

Topic Page

Acknowledgement

Article review on Creative Ways of Counselling………………………………1-2

References

Attachments
 ACKNOWLEDGEMENT

It is a pleasure for me to humbly express my sincere gratitude and

appreciation to the lecturer of Progressive English (BIZ 1054) course, Ms. Tan
Loon Sim because of her good guidance throughout my way in order to accomplish
this course work.

Furthermore, it is also an honour to pay tribute to my father and to my family

who have been giving encouragement, enthusiasm and invaluable assistance
and support for me. Indeed, without their prayers and support I would not have been
able to complete the course work.

In addition, I would like to thank my fellow V14 friends who are also working
hard to complete the course work this time around for their great cooperation. It is
hoped that the good cooperation and support from all of us will continue until we all
graduated.

Lastly, I would like to express my deepest thank to all those who have been
involved either directly or indirectly in my efforts to complete the course work this time
around and I apologise to unnamed people who have helped me in various
ways.

In the nutshell, I hope that my writing will benefit everyone who read it
besides to fulfil the requirements of the course work questions given.
Article review on Creative Ways of Counselling

The journal entitled ‘Adding to the Toolbox: Using Creative Interventions with High
School Students’ was written by Laura Bruneau Adams from State College, Colorado
and Jake J. Protivnak from Youngstown State University, Ohio in 2012. Due to the word
limit, I picked up a few pages from the journal to come up with this review on creative
ways of counselling. First of all, let’s get to know more about the definition of creative
and counselling themselves. According to Cambridge English Dictionary (2020),
creative means producing or using original and unusual ideas while according to a well-
known figure in counselling field, Rogers (1942), the counseling relationship is
comprised of warmth, responsiveness, & unconditional positive regard. "This is
expressed as a genuine interest in the client and an acceptance of him as a person".
Basically, the article is about the suggestions of more creative ways that can be used
by school counsellors specifically towards adolescents during the counselling process,
either individually, in group or classroom guidance. As adolescence is the most
challenging phase of life because they will experience physical changes, develop
abstract thought, face existential dilemmas, including need a sense of meaning and
purpose, experience a need for both independence and support from adults, and desire
intimacy and connection with others, they will have a kind of rebellious act which need
to be guided carefully. Therefore, using more creative ways, such as art, prop, reading,
writing, music, and play interventions rather than only talking will improve the efficiency
of counselling, while at the same time will attract teenagers’ attention to be closer with
school counsellors.

Based on a thorough reading of the article, I find that the best part of it is about
how teenagers are naturally immense with those creative ways suggested. Through
those mediums they are able to express their actual or inner feeling without telling the
counsellors directly. This will aid those people who are shy to talk about their problems,
but indeed they really need someone to have all ears to them. In the meantime,
counsellors can also vary their skills to become better counsellors. Other than that,
besides counsellors, clients will also be able to be creative when those creative ways
are used to them. This was mentioned in the article based on few instances given,
such as how clients will develop skills based on their own culture to cooperate with
their partners and how will they naturally drawn with creative mediums such as arts and
other ways too.
 1
This is just a fine article. However, nothing is perfect. Thus, the point that this
article specifically tells us about school counsellors and adolescents, I wonder if these
creative ways of counselling will be affective to others too, regardless the age and if
they are good to be used by the counsellors outside the school. Fortunately, to see the
bright side, as a student of counselling course, this will be a golden opportunity for me
to further the studies about this idea soon. Even though so, I am pretty sure that
readers, especially counsellors are able to gain some new knowledge anyway. Next,
the particular article does not explain any further of the techniques stated, but actually,
the extension of those ways is explained vividly in the other pages of the journal.
However, it will be too long if I count them in too.

In my point of view, the article is a rough explanation about creative ways of

counselling yet understandable. Besides, this is a good article, as it was written based
on a lot of references that can be seen by the citations written, so I can conclude that it
is a trustworthy article. On the other hand, the implicit message I got from the article is
to look at the world not only with one point of view and to believe that there is more
than one way to solve the problems, all you need to do are to be creative and think for
the solutions. You may also use the analogy of something around you to be one of the
ways to solve the problems. These ways are applicable in my future career.

All in all, despite the weaknesses stated earlier, I think that this article is very
useful, especially for whom would become a future counsellor just like me. I also
recommend this article to be read by my peers as it will help them to widen their
knowledge in this field of study too.
 2
References

Rogers, Carl. (1942). Retrieved from Counselling.education:

https://counseling.education/counseling/skills/relationship.html
Bruneau, L., & Protivnak, J. J. (2012). Adding to the Toolbox. Using Creative
Interventions, 3-6.
Cambridge Dictionary. (2020). Retrieved from Cambridge Dictionary Website:
https://dictionary.cambridge.org/dictionary/english/creative
Attachments:

Adding to the Toolbox: Using Creative Interventions

With High School Students Professional school counselors are on the front line of
providing care to address the developmental challenges of adolescence. The American
School Counselor Association (ASCA) National Model supports school counselors
using developmentally based interventions to assist students with academic, career,
and personal / social issues and provides a helpful framework for delivering these
services (ASCA, 2005). Of this delivery system, classroom guidance lessons and
individual/ small group counseling are easily amenable to creative interventions. The
high school years are an intense period within human development in which many
adolescents struggle to develop a sense of self (Erikson, 1963). Adolescence is
characterized by extreme developmental shifts which include; a) experiencing physical
changes, b) developing abstract thought, c) facing existential dilemmas, including
needing a sense of meaning and purpose, d) experiencing a need for both
independence and support from adults, and e) desiring intimacy and connection with
others, in particular from their peer group (Broderick & Blewitt, 2010). From this
intensity, however, comes an opportunity for creativity and self-expression (Emunah,
1990). Adolescents are naturally drawn to creative mediums, such as music, art, and
play; these mediums provide a "means of expressing the inner explosion of
adolescence" (Emunah, p 102). There are many advantages for school counselors to
use creative interventions (e.g., art, music, play) with high school students. These
interventions can help build the counseling relationship and promote communication
between the school counselor and student, help students recognize their own
complexity, encourage self-expression, and provide the school counselor with a variety
of therapeutic tools (Gladding, 2011). Creative interventions can be used with most
high school students. They may be particularly useful when working with gifted
students (Peterson, 2006) or when working with adolescents who lack the ability or
interest to participate in a traditional conversation with a school counselor (Paisley &
Young, 1998). Within the professional counseling literature, there are several resources
for counselors who use creative interventions with adolescents in outpatient,
community settings. Within the past decade, more attention has been focused on
implementing these techniques in the school setting, and more specifically, within the
secondary school setting. This article will provide a review of the scholarly literature on
using creative interventions with adolescents and how these interventions can be
implemented.

Guidance Curriculum Classroom

Guidance lessons are the most efficient way for school counselors to address a large
number of students. However, there is a paucity of research regarding the use of
creative interventions in classroom guidance curriculum at the secondary level. In a
personal reflection piece, Vines (2005) described using music as a way to begin
classroom guidance lessons at the middle school level. Through this creative
intervention, students were exposed to a wide variety of music styles. Students were
led in a discussion about the song lyrics and encouraged to consider how the words
related to the life skills taught within the lesson. In a recent work, Roaten and Schmidt
(2009) proposed including experiential learning activities on diversity into classroom
guidance lessons. Through activity-based 5 discussions, high school students were
able to think more critically about multicultural issues. In one such activity titled,
"drawing a house" (Pedersen, 2000), students were paired up with a student different
from themselves. These student pairs were asked to hold one pen and draw a house
together, without verbal communication. During the processing phase of the lesson, the
students explored the way they communicated with each other as well as
similarities/differences among the drawings (Roaten & Schmidt). This lesson allowed
students to consider how their own culture influenced their cooperation with their
partner and the drawing that they collaboratively created. Young (2005) discussed a
strategy to engage students during guidance lessons by using character portrayal.
School counselors can create guidance lessons on a variety of developmental issues
by incorporating notable contemporary and historical individuals. Positive role models
chosen for character portrayal could be selected due to their career or character traits
(e.g., Barrack Obama, Bill Gates, etc.), while anti-role models (e.g., Heath Ledger,
Barry Bonds, etc.) could be selected for students to understand the consequences of
making poor choices. These role-models may be more meaningful if generated by the
students rather than the school counselor. This activity could further be modified for
students with disabilities to focus on positive role models who had physical or mental
challenges (Lockhart, 2003). In addition, packaged guidance curriculum materials are
relying more on creative interventions. A well known product, The Why Try Program,
uses visual analogies to demonstrate social and emotional principles. With the variety
of materials readily available, well developed, and largely used, it is likely that school
counselors will use more creative interventions in classroom guidance lessons.

Individual and Group Counseling

In contrast to classroom guidance curriculum, there was more written on using creative
interventions with adolescents in individual and group counseling. Much of this
literature adopted interventions used within the clinical mental health setting and
modified them for appropriate use within the school system. Creative interventions are
a good fit for the school environment because they are both "positive and productive"
as these interventions are often economical and can impact students in a short amount
of time (Veach & Gladding, 2007, p. 71). Additionally, many creative interventions rely
on brief therapy approaches (e.g., solution-focused or rational-emotive therapy), which
are helpful considering the time constraints many school counselors face. Many are
applicable to developmental issues of students (Littrell, Malia, & Vanderwood, 1995).
Since counseling groups are economical and time efficient, small group work can be
especially useful in the school setting. Group counseling fosters a sense of belonging
and connection; both of these outcomes are useful for adolescents who are searching
for a sense of connection and purpose (Skudrzyk, Zera, McMahon, Schmidt, Boyne, &
Spannaus, 2009). Additionally, many adolescents enjoy participating in counseling
groups and are often invested in creative activities; thus, combining group work and
creativity seems reasonable (Veach & Gladding, 2007). There are many potential
opportunities for creative interventions in group work. Veach and Gladding presented a
useful overview of creative group work at the secondary level, including how music,
arts, movement, literature, drama, play, and humor can be incorporated into group
work. 7 Adventure-based counseling (ABC) is a group counseling intervention
(NassarMcMillan & Cashwell, 1997) that can easily take place within a school building.
The main principle behind ABC includes being in a new or different situation that
includes some type of physical/emotional challenge. Examples that are appropriate for
schoolbased applications include: group juggling (e.g., circle of participants tossing a
ball by a set sequence), blind maze (e.g., leader verbally directs group through a
maze), or a team task (e.g., group challenge) (Nassar-McMillan & Cashwell). Link
Crew, a high school transition program of the Boomerang project has numerous group
activities based on ABC concepts. The following sections describe art, prop, reading,
writing, music, and play interventions that school counselors can utilize in individual,
small group counseling, classroom guidance, or other school counseling settings.