1. Implementation of the counseling process is in certain phases. Generally, the phases are before, during and after the counseling session. Explain the importance of the preparatory/preperation phase and pre session.

The management of the various stages in a counselling relationship is of vital importance. Whilst the person-centred counsellor is not continually analysing the progress from the beginning stage, through the middle stage and finally on to the end stage of counselling, she is aware of the hurdles and challenges that each stage can present.

She will acknowledge the uniqueness of each client and recognise that the therapeutic process will vary greatly between clients. Praising clients for their effort and commitment to change and a continual, subtle focus on empowering the client can assist them to rely on their own internal beliefs as they progress.

The beginning phase must surely start with the vital first impressions that a client has when arriving for their initial counselling session. The introduction and greeting can greatly put the client at ease. Conversely, an abrupt or insincere welcome may prevent or hinder the establishment of the relationship. Essentially, every facet of the counsellor and her environment all need to convey the message, "I welcome you, I accept and value you as a human being, I want to understand you, I want us to be able to be open and honest with each other and there is nothing in me that wants to take anything away from you. And my hope is that we shall be able to work together for as long as you feel it to be helpful and worthwhile." (P.126 Mearns and Thorne)

The counsellor is committed to empowering the client from the beginning and this can be done in several ways. She can make it clear from the onset that she has no specific or hidden agenda and the client is in control of what material he brings. For example, an opening question like: "We have an hour together, have you considered what you would like to talk about today?" - clearly places control with the client and does not elevate the counsellor to the role of expert, advice giver or problem solver.

Another important factor in this beginning stage of the counselling journey is the counsellor encouraging expression of feelings. As the client begins to trust, the therapist needs to accurately reflect and respond equally to negative and positive feelings congruently holding up a mirror to reflect and clarify dialogue.

This initial phase may take some time as a nervous client may be wary of the whole process. However, as trust develops they will become ready to move into the middle phase of counselling.

2. Kaunseling biblioterapi merupakan intervensi kaunseling kanak-kanak. Jelaskan tiga jenis cerita di bawah yang boleh membantu klien menyelesaikan masalahnya. Biblioterapi counseling is counseling interventions in children. Describe three types of stories below that can help clients to solve the problem. i) Buku dongeng/ Fairy tale book

Stories and tales of fantasy, used according to the operational methods of fairytale therapy, can help a person's imagination and comprehension of everyday life to develop, as well as sustain the development of some important personality aspects. In addition, they help people to be in control of new emotional states which, in some moments in life, can create fear, closure, regression, tension and bad feelings inside of them and even cause inappropriate behaviour, which is a way to cover up attempts to deal with the most difficult of experiences. The content of fairytales and fables is not just a world reserved for children though, rather it acts as a symbolic universe to which there is always an open door leading to a place where there are no age limits on entrance and where numerous stimuli and benefits for a person's well-being and personal, internal growth can be found.

Fairytale therapy is a specific type of bibliotherapy made up of a system of instruments and procedures which aim at promoting growth and improving health. It embraces narrative methods and reading passages based on fantasy and involves a narrator and humans, animals, objects of even plants which come to life. Fairytale therapy uses the symbolic language of traditional stories aimed at children and encourages listening and reflection about the narration, as well as individual or group reconstruction of the plot, with the aim being to encourage a deep and correct assimilation of what has been read or generate personalisation, depending on the specific needs of the participants and context. Narrating made-up stories, which can include fairytales, fables, myths, legends and other folklore stories, which lend themselves very well to addressing a subject, are very valuable from a pedagogic and psychological point of view.

More generally, fairytale therapy provides some educational and psychological stimuli which can be used, if necessary, for preventative and rehabilitative purposes. These come from the possibility to encourage: imagination and fantasy; expression of human problems and reflection on thoughts and emotions; development of moral values; acquisition of communication and interactional skills; acquisition of fundamental emotional skills, such as recognition and management of interior states in relation to context and events.

For example, the story entitled Andy and His Yellow Frisbee by Mary Thompson is one of the fairy tale that can be used for bibliotherapy. The story is about Sarah is a new girl at school who is curious about why Andy spins his yellow frisbee every day by himself on the playground. When Sara tries to talk to Andy, Rosie, Andy's older sister, watches and worries about how her brother may react. Rosie knows that Andy is in his own world most of the time, and that he has trouble finding the words to express himself. By reading this book, the children will have an idea why some of their friends are different. This will help them to ease their curiosity and have a better understanding towards their friends. Thus, they will not discriminate such friends but will try to help them when they are in need.

ii) Buku gambar/picture book

Bibliotherapy as a technique has proven effective in both the classroom and in child therapy. Picture books also can be used for young children as bibliotherapy. Children (3 to 6 years old) will face difficulties to understand longer stories. So, picture books will be suitable for them to digest the stories. It is because picture books contain less words and more pictures which portrays the story well. Other than that, picture books were selected because they are (a) quickly and easily read by students, parents, teachers, librarians, and school-based mental health professionals; (b) cost effective; (c) readily available in school or public libraries;(d) written and illustrated for young children.

Bibliotherapy through the use of picture books are useful because it allows the child to step back from her/his problem and experience it from an objective viewpoint. It offers the child a safe avenue to investigate feelings. Through reading, or being read to, a story similar to their own lives, children are able to experience and deal with an issue objectively which can then be applied to their own problems/issues. Bibliotherapy sends the message to the child that it is acceptable to talk about this and together we can work out a solution. Hbert (1991) cautions that the simple act of reading a story is not bibliotherapy. Follow-up discussions must be incorporated in order to reinforce the issue at hand. Added outcomes of such discussion include fostering interpersonal relationships and problem solving skills. Discussions provide a forum for the child to better understand what is being said in the story and to apply it to her/his situation. It is important to note that the ramifications of this technique are greater for high ability children because of their ability to empathize, which allows them to identify with the characters, to understand metaphor, and to become absorbed in the story with a meta-understanding of the issue.

Examples of the picture books are:Death People Nobisso, Josephine (2000). Grandmas scrapbook. Gingerbread House. Nobisso Josephine (2000). Grandpa loved. Gingerbread House.

PetsViorst, Judith (). The tenth good thing about Barney.Wilhelm, Hans (1985). Ill always love you. New York, NY: Crown Publishers.

DivorceMarc Brown (1988) Dinosaurs divorce. Little Brown.Danielle Lowry (2001). What can I do? A book for children of divorce. Magination

Example: A girls (Jane) favourite rabbit has died. Her father did not know how to console her. So, he gave her a picture book entitled The Tenth Good Thing About Barneyby Judith Viorst. This story is about a little boy whose cat died. It tells how the boy in the story felt and tried to name ten good things about the cat Riddles. The girl and the dad read the book and came up with 12 things. She and her dad drew the pictures. Whenever she feels sad about her rabbit, Jane reads the book that she made. Ziegler (1992) suggests that allowing the child to write his/her own story will help the healing process.

iii) Buku Biografi/biography book

Biographies can be used for bibliotherapy purposes. For example, biographies can be used to address disability issues. We can use biographies of people with disabilities, who have succeeded in their life such as Helen Keller, Albert Einstein, Christopher Reeve and many more. These biographies can assist children in forming a relationship and drawing connections between themselves and characters found in the biography. They can realize that other children have problems similar to their own and discover possible coping skills and solutions. On the other hand, biographies also can be used to address other issues. For example, the book The Snowflake Man: A Biography of Wilson A. Bentley can be used to treat or counsel pupils who face a lot of obstacles in their life. This story will provide motivation for them to strive against those obstacles. The Snowflake Man is a biography of Wilson Alwyn Bentley, the farmer from Jericho, Vermont, who took over five thousand photomicrographs of ice, dew, frost, and -- especially -- snow crystals. Bentley's story is one of courage and persistence against tremendous odds. He taught himself how to photograph snow crystals through a microscope while still in his teens and then pursued his obsession for years before having the beauty and scientific value of his work recognised by others. 'The Snowflake Man' lays open the life of a simple, self-educated, sensitive man who pursued natural beauty with microscope and camera for nearly fifty years.