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CCG620S - COUSELLING AND CAREER GUIDANCE - 2ND OPP - JANUARY 2024 |
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nAmlBIA unlVERSITY
OF SCIEnCE Ano TECHnOLOGY
FACULTY OF COMMERCE, HUMAN SCIENCE AND EDUCATION
DEPARTMENT OF TECHNICAL, VOCATIONAL EDUCATION AND TRAINING
QUALIFICATION: DIPLOMA IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING:
TRAINER
QUALIFICATION CODE: 06DTVT
COURSE CODE: CCG620S
SESSION: JANUARY 2024
LEVEL: 6
COURSE NAME: COUNSELLING AND CAREER
GUIDANCE
PAPER: 2
DURATION: 3 HOURS
MARKS: 100
SECOND OPPORTUNITY EXAMINATION QUESTION PAPER
EXAMINER(S) Dr K Junias
MODERATOR: Ms Claudia Maritshane
INSTRUCTIONS
1. This question paper consists of Sections A, Band C
2. Answer ALL the questions in Sections A and B
3. For Section C, Answer Any two questions.
4. Read all the questions carefully before answering.
5. Number the answers clearly
THIS QUESTION PAPER CONSISTS OF _9_ PAGES (Including this front page)
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SECTIONA RESTRICTEDRESPONSEQUESTIONS
QUESTION1 MULTIPLECHOICEQUESTIONS
[10]
Instruction: Write down the letter representing the correct answer.
1.1 What is the primary focus of guidance and counselling?
a) Guidance focuses on providing information and advice, while counselling focuses on
emotional support.
b) Guidance and counselling both focus on emotional and psychological support.
c) Guidance focuses on career and educational decisions, while counselling focuses on personal
and emotional issues.
d) Guidance and counselling have the same primary focus.
1.2 Which of the following statements is true regarding the confidentiality of guidance and
counselling sessions?
a) Guidance sessions are always confidential, while counselling sessions may not be.
b) Counselling sessions are always confidential, while guidance sessions may not be.
c) Both guidance and counselling sessions are always confidential.
d) Neither guidance nor counselling sessions are confidential.
1.3 What is the role of self-awareness in counselling?
a) It's not relevant to counselling
b) help the counsellor understand their clients and their biases
c) It leads to increased judgment and criticism
d) It makes the counsellor emotionally distant from clients
1.4 Which of the following traits should a good counsellor possess?
a) Limited cultural awareness
b) Unwillingness to adapt to different clients
c) Cultural competence and sensitivity
d) A rigid therapeutic approach
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1.5 In the counselling referral process, what should the counsellor provide to the client when
making a referral?
a) A bill for the referral service
b) A diagnosis of the client's condition
c) A list of potential providers or resources
d) A termination of the counselling relationship
1.6 Which of the following is a potential outcome of a counsellor's self-evaluation?
a) Decreased client trust
b) Increased empathy
c) Enhanced counselling skills
d) Decreased ethical standards
1.7 What is the primary goal of cognitive therapy?
a) Exploring past traumas and treating them
b) Changing negative thought patterns and beliefs
c) Prescribing medication for mental illness
d) Promoting relaxation techniques
1.8 Which of the following conditions is often treated by cognitive therapy?
a) Physical ailments
b) Relationship issues
c) Mental health issues
d) Mental and physical illness
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1.9 Which component of the psyche, as proposed by Freud, is responsible for controlling our
instinctual and impulsive desires?
a)Ego
b) Superego
c) Id
d) Self-concept
1.10 In humanistic counselling, what term is used to describe the process of being in touch with
and fully experiencing one's emotions, thoughts, and behaviours?
a) Self-actualization
b) Self-disclosure
c) Congruence
d) Mindfulness
QUESTION2 TRUE OR FALSE
[20]
Instruction: Indicate whether the following statements are True or False.
2.1 One of the objectives of counselling is to help individuals gain self-awareness and self-
understanding.
2.2 Guidance and counselling can be beneficial for individuals at all stages of life.
2.3 The principle of competence suggests that counsellors should only work with clients whose
issues they have personal experience with.
2.4 It is important for guidance counsellors to respect individual differences and diversity.
2.5 The counselling process is a one-time event and does not involve multiple sessions.
2.6 Building rapport and trust with the client is an important aspect of the counselling process.
2.7 The primary goal of psychoanalytic counselling is to help clients gain insight into their
unconscious conflicts and achieve personal growth.
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2.8 The psychoanalytic approach believes that unconscious conflicts and desires can manifest in
dreams and slips of the tongue.
2.9 Behavioural perspective believes that internal thoughts and feelings are the primary
determinants of behaviour.
2.10 Behavioural counsellors often use systematic desensitization to help clients overcome
phobias and anxieties.
2.11 Punishment is always an effective way to eliminate undesirable behaviours.
2.12 In holistic counselling, the focus is primarily on addressing specific, isolated problems
rather than the interconnected aspects of an individual's life.
2.13 Mindfulness and meditation techniques are often incorporated into holistic counselling to
promote self-awareness and stress reduction.
2.14 Cognitive behavioural therapy is effective in treating depression.
2.15 The primary focus in rational emotive therapy is changing external circumstances to
alleviate emotional problems.
2.16 Academic guidance and counselling are only necessary for struggling students; high-
achieving students do not benefit from it.
2.17 The vocational guidance process is a one-time event and does not involve ongoing support.
2.18 Self-evaluation is a critical aspect of maintaining ethical and professional counselling
practices.
2.19 Open-ended questions are useful in counselling as they encourage clients to provide
detailed responses and explore their thoughts and feelings.
2.20 Counsellors are not obligated to report cases of abuse or harm to authorities, as it may
breach client confidentiality.
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SECTION B CASE STUDIES
Instruction: Read the case studies below and answer the questions that follow.
QUESTION 1
Background: Sarah is a trainee at Imperial Technical College studying Fitting and Turning. She
has always been a dedicated student but has been struggling with test anxiety for the past year.
Her anxiety has started to affect her academic performance, causing her to perform below her
potential. She has reached out to her trainer for help.
Mrs Ujaha: Welcome, Sarah. I'm here to help you with your test anxiety. Can you tell me more
about when this problem started?
Sarah: It started about a year ago when I had a major panic attack during a midterm exam. I
couldn't focus, my heart was racing, and I blanked out. Ever since then, I get really anxious
before and during exams.
Mrs Ujaha: I see. Can you describe what specific thoughts or feelings you experience when
you're about to take a test?
Sarah: I start feeling really nervous, and my mind races with thoughts like, "What if I fail?" or
"I'm going to embarrass myself." I also get physical symptoms like sweaty palms and a racing
heart.
Mrs Ujaha: Thanks for sharing that. It's important to understand the thoughts and physical
sensations associated with your anxiety. Have you tried any strategies to cope with this anxiety
on your own?
Sarah: I've tried deep breathing and some relaxation techniques, but they don't seem to help
much. It's like my anxiety takes over, and I can't control it.
Mrs Ujaha: It's understandable that you're having trouble managing this on your own. We can
work together to explore more effective strategies. Do you think there might be any specific
triggers or stressors in your life that are contributing to this anxiety?
Sarah: Well, I do put a lot of pressure on myself to excel academically, and I'm afraid of
disappointing my parents. Plus, I often compare myself to my classmates, which makes me feel
even more anxious.
Mrs Ujaha: It sounds like there's a combination of academic pressure and self-comparison
contributing to your anxiety. Let's work on ways to address these issues. Have you ever
considered talking to your parents about your feelings and concerns?
Sarah: No, I haven't. I don't want them to worry about me.
Mrs Ujaha: It's important to have a support system in place, including your parents. They may
be more understanding and helpful than you think. Would you be willing to consider discussing
your anxiety with them?
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Sarah:I'll think about it, but it's scary.
Mrs Ujaha: That's completely understandable, Sarah. We can explore ways to have that
conversation if you decide it's something you want to do. In the meantime, let's work on some
practical strategies to manage your test anxiety. How would you feel about trying some guided
imagery exercises or cognitive-behavioural techniques to address your anxious thoughts?
Sarah:I'm open to trying anything at this point if it helps.
MrsUjaha:Great. We'll start with some relaxation exercises and then move on to addressing
those negative thought patterns. We'll work together to build your confidence and reduce your
test anxiety over time.
1 {a)
(i) what type of guidance and counselling is demonstrated in the scenario.
[1]
(ii) Justify your answer in (i)
[1]
(b) Citing the exact words or phrases, show how Mrs Ujaha has demonstrated the following
counselling skills and techniques:
[4]
(i) Establishing rapport
(ii) Summarising
(iii) Questioning
(iv) Unconditional positive regard
(c) Mrs Ujaha tried to apply the holistic approach.
(i) which two dimensions or components of a human being were explored in this scenario
according to the holistic approach?
[2]
(ii) Justify your answer in (i) citing exact words or phrases from the scenario that talk to the
dimensions.
[2]
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QUESTION 2
Background: John is a Level 3 trainee studying office administration at Windhoek Vocational
Training centre. He lives with his mother, Jane, and his younger sister, Sarah. John's parents
divorced when he was 7 years old, and he primarily lives with his mother. His mother works full-
time to support the family, and John spends a significant amount ohime at his grandmother's
house when she is not available.
Mr Nakambale, the office administration trainer observed that John displays behavioural
problems in the classroom and on the campus premises. The main behavioural issuesobserved
include:
Aggression: John often displays aggressive behaviour towards his classmates, such as hitting,
pushing, or verbally insulting them during conflicts. Inattention: He frequently appears
distracted in class, struggles to focus on tasks, and frequently forgets to complete his
assignments or bring necessary materials to school. lmpulsivity: John often acts impulsively
without considering the consequences of his actions. He may disrupt lessons, shout out
inappropriate comments, or refuse to follow classroom rules. Non-compliance: He frequently
refuses to follow instructions from his trainer, arguing with them or engaging in defiant
behaviour. Emotional Outbursts: John occasionally exhibits emotional outbursts, such as crying
or screaming when he becomes frustrated or overwhelmed.
Taking into account the different perspectives and their strategies of guidance and counselling
you studied in this course; outline how you would help John to effectively address his
behavioural problems and allow him to make progress academically and socially.
[10]
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SECTIONB EXTENDEDRESPONSE(ESSAY)QUESTIONS
Instruction: Answer any two questions.
1. Assess how educational guidance contribute to improving trainee retention and
reducing dropout rates at Vocational Training Centres.
[25]
2. Provide a case study or real-world example of educational institution that has
successfully integrated a holistic perspective into its guidance and counselling services.
[25]
3. Explain the core principles of humanistic perspective showing how TVET trainers can
apply them to guidance and counselling practices at the Vocational Training Centres.
[25]
The End
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