ABSTRACT
One of the problems is the lack of any model or precedent in the local educational and counsellor environments that can be used to develop the candidates’ reflective capacity during internship. These interns are not sufficiently encouraged or supported to be reflective of their internship experience, even though reflection has been identified as an important aspect of professional development, an aspect that would improve their counsellor knowledge (Collins, Arthur & WongWylie, 2010), teaching knowledge and practices
1 INTRODUCTION
A critical component in counsellor education training is the professional training or internship. Internship is the first opportunity to assess the students’ ability to apply with ‘real’ clients in the real settings the knowledge and skills obtained from course work (Bairn, 2001; Bernard & Goodyear, 2004). Through the internship experience, the interns should learn and experience, under supervision, the duties and responsibilities of a person and professional who is employed at the site. To meet this goal, a greater emphasis should be given to the supervision component in the counseling internship program. However, in Malaysia, there has not any detailed guidelines regarding supervision during the practicum experience besides the basic requirements stated in the Standards and Requirements of Counsellor Training published by the Malaysia Board of Counsellors in 2011 (Lembaga Kaunselor Malaysia, 2011). Moreover, the development of practicum standards concerning students’ knowledge and competence has been left primarily to individual counsellor education programs.
