Gunawan and Wahab (2015) explained that it was not until 1962 that counselling in Indonesia was implemented. This new implementation would be adapted into the school setting and it was decided “during a conference held by the Faculty of Teacher and Education” (Gunawan & Wahab, 2015, pg. 239).
After the conference was held, there were other groups that helped support the progression of this project. The problem that occurred was that the guidance and counselling programs were all associated with the educational guidelines, leaving there to be a misunderstanding of the job roles of a counsellor within the school setting (Gunawan & Wahab, 2015).
Gunawan and Wahab (2015) provided further information about the initial purpose of guidance and counselling in the school setting, which was geared towards students who demonstrated misbehavior that demanded the proper guidance. With the lack of proper guidelines for the faculty brought into the new guidance and counsellor role, this shift resulted in poorly administered techniques which caused a negative public view of this profession (Gunawan and Wahab, 2015).
Gunawan and Wahab (2015) concluded that the guidance and counselling programs in Indonesia continue to be revised so they can produce better quality service to the Indonesian population, and because these services are offered in schools, they will constantly need redeveloped and changed so that they can keep up with the school curriculum. It is also noted that there is a need for “professional standards and” to “improve competences of guidance counsellors” (Gunawan & Wahab, 2015, pg. 240).