Guidance

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Counseling

Back 1

- Clients are not mentally ill, but rather capable of setting goals, making decisions, and being responsible for their behaviors.

- Counseling is concerned with the present and the future.

- Counselors are partners, teachers, and facilitators, and clients are collaborators as they move toward mutually defined goals.

- Counselors do not impose values on their clients, nor do they attempt to hide their own values, feelings, and moral beliefs.- The goal of counseling is to change behavior, not simply to gain personal insight.

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Psychotherapy

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- Emphasizes the past more than the present

- Emphasizes insight more than change

- The detachment of the therapist

- The therapist’s role as an expert

- The problems of clients are more complex

- Long-term commitment

- Is found in private practice, hospitals, and mental-health clinics

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Both counseling and psychotherapy:

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- utilize a common base of knowledge and a common set of techniques-involve a therapeutic process

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Goals of counseling

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- to facilitate changes in one’s behavior

- to improve social and personal relationships

- to increase social effectiveness and one’s ability to cope

- to learn decision-making processes

- to enhance human potential and enrich self-development

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School counseling should consider

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- Relating counseling goals to educational development

- Generalizing/transferring the outcome of counseling to other relationships

- Sharing learning experiences and skill development with others

- Involving parents

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Theories of counseling

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Psychoanalytic approach

Client centered (Carl Rogers)

Individual psychology (Alfred Adler)

Reality Therapy (Glaser)

Rational Emotive theory

Behavioral approach

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psychoanalytic

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- Called attention to psychodynamic factors that behavior

- Focused on the role of the unconscious - The development of personality is dependent on the course of individual’s psychosexual development (including various defense mechanisms and how an individual uses them)

- Deterministic approach: the first 5-years

- Failure to complete normal sequence of psychosexual development will result in serious personality problems

Ego tries to control id, therefore conflict and tension is inevitable. Goal of counseling is to reduce tension, anxiety.

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The function of defense mechanisms

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is to aid the ego in coping with anxiety.

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Client based

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- Developed as a reaction to the basic limitations of psychoanalysis.

- Focuses on the client’s responsibility and capacity to discover more appropriate behavior for themselves.

- Clients know themselves best

- Emphasizes the phenomenal world of the client.Certain counselor attitudes (genuineness, unconditional positive regard, and accurate empathy) are necessary and sufficient conditions for effective counseling.

- Optimistic and positive view of human: clients are basically good, a possess capability of self-understanding, decision making, change and growth.

- The counselor’s role is facilitator and reflector

- Giving information for problem solving is not the counselor responsibility

- The central task of the counselor is to understand and empathize with the unique experiential world of the client.

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Reality Therapy

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- Focuses on present behavior not emphasizing the client’s past history.- Emphasizes major psychological need: the need for identity.

- Feeling sense of uniqueness as well as separateness and distinctiveness.

- Is based on the anticipation that the client will assume personal responsibility for his/her well-being.

- The acceptance of responsibility helps person to achieve autonomy/state of maturity.

- Focuses on behavior change through the use of behavioral plans and contracts.

- Counselor functions as a teacher and a model (caring and genuine relationship).

- Counselors praise clients when they act responsibly and indicate disapproval when they do not. But against the use of punishment. Rather emphasizes positive approach (relating action to consequences)

- Has direct implications for school situations, and works well with behavior disorders and drug-alcohol related problems

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Individual/Adlerian

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- Individuals are motivated by social responsibility and need achievement.

- People are social beings who consistently strive for a successful position in life.

- Positive optimistic view of human

- Human being has innate drive to overcome perceived inferiorities and develop his/her potential.

- Focus on making conscious decisions, power to control life, and social responsibility.

- Emphasis on the role of family relationships and interactions between parents and children.- In counseling sessions, exploring individual’s positions in families, examining perceptions of self and others, confronting detrimental actions, and establishing goals for becoming responsible person.- Play therapy, exploration of life tasks, use of imagery, and completion of life-style questionnaires are the some techniques that suitable for school counseling.- It can be applied in small-group activities, guidance activities, family counseling, teacher in-service, and parent education programs.

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Rational/Emotive therapy

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- People have the capacity to act in either rational or irrational manner.

- Rational behavior is viewed as effective and potentially productive, whereas irrational behavior results in unhappiness and non productivity.

- Ellis assumes many types of emotional problems result from irrational patterns of thinking.

- Irrational pattern may begin early in life and be reinforced by significant others an environment.

- People with emotional problems develop belief systems that lead to implicit verbalization/self-talk.

- What a person tells himself is related to the way that person feels and acts.

- Personal relationship between the client and counselor is not a prerequisite to successful counseling.

- The counselor is viewed as a teacher and the client as a student.

- Effective approach in dealing with shyness, anxiety, and disruptive behaviors.

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ABCDEF paradigm:

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Events that trigger the thoughts.The person’s beliefs about A.The emotional consequences of A.Counselor’s disputing of the client’s irrational thoughtsConsequences of the counselor’s interventionsNew feelings of the client regarding the situation (A).

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Behavioral approach

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- Behavior can be modified by providing appropriate learning conditions and experiences.

- Focuses on specific behavioral goals, emphasizing precise and repeatable methods.

- Goal of counseling is established mutually by a client and a counselor.

- Counseling outcomes should be identifiable in terms of overt behavior changes.

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Developmental counseling

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Developmental counseling assumes that all kinds of experiences form the beliefs, behaviors, feelings, and perceptions of children (either negative or positive).Developmental counseling requiresintegration of guidance curriculum into daily instruction.parent and teacher involvement.

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Parental involvement is necessary bc

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Parents; help the school to understand the child, acquire greater understanding of their children, learn and appreciate what the school is doing to help children, use positive approaches to bring about behavioral change.

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In order to increase parent involvement,

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counselors; inform parents about the counseling program encourage parents to participate in parent-teacher conferences/parent education programs to become volunteer to help school programs.

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Teacher involvement is necessary

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ent is necessary; because teachers contribute to school guidance program through teacher surveys, committee reports, etc.integrate guidance activities into daily instruction.refer children who need counseling services.support parent-school relationships.

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The elementary school counselor

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Individual counseling: Assessing the readiness of children for a helping relationship. Play therapy, puppetry, drawings, etc. are the techniques for establishing rapport.

Group counseling: Brief counseling sessions (20 to 40 min.) once or twice a week depending on the age of the children. Small group size (5 to 8).

Focus might be on crisis-oriented (e.g., abused children), problem-centered (e.g., conflict resolution), or developmental (e.g., learning social and personal aspects of development).

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Elementary school counselor cont.

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II Consultant: Counselor helps school personnel to assist the students in dealing more effectively with their developmental problems.III - Agent for Orientation: Counselor conducts orientation programs to help children to learn the goals and environment of the elementary school.

IV- Assessment: Counselor gathers and interprets data to understand the students’ needs, the impact of school environment on student behavior.V – Career Developer: Counselor develops a continuous, sequential, and integrated career program. VI - Agent of Prevention: Counselor develops programs to prevent the development of problems (such as learning difficulties, bullying behavior, vandalism, depression etc.)

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Middle School Counselor

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Counseling: To teach new skills and share information counselors conducts individual and group counseling, group guidance, and peer helping programs.

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Middle school peer helping

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Peer helpers assist counselors by helping students who are new to the school, being first-line helpers to students in need of counseling, referring them to the counselor, tutoring students who have academic difficulty, be friends with the students who are rejected/ridiculed by their peers.

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Middle school Orientation

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Transitional Services/ Orientation: The aim is to enable students to make smooth transition from their childhood years to adolescence. Orientation programs include: orienting new middle graders to new school environment.scheduling field trips for graduating middle-graders to the high schools.planning career exploration activities with teachers to help students to make educational and career plans.

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Middle school consultation

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III – Consultation: Counselor helps teachers, parents, and administrators assist the student in dealing more effectively regarding the developmental and adjustment needs of students.IV – Placement: Counselors are involved in course and curricular placement of students.

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Counselors in higher ed.

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Counselors in higher education are employed in mentalhealth or psychological service centers. They provide;individual/group, academic, and vocational counseling (in counseling there is a shift from the preventive to the remedial in dealing with problems). career planning assistance and information (more emphasis on decision-making /vocational, educational and marital choices).Consultation with faculty, campus administrators, and leaders of student organizations.

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The role of the teachers - listener

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Role as a listener-advisor: Teachers;are the first line of contact between the student and school counseling program. know the student best.communicates with students on daily basis.source of trust and respect.

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Teacher as a referral agent

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referral to the school counselor. search students who need counseling service.encourage students to seek counselor assistance.support and reinforce the outcome of counseling.identify talented students

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Role as career educator

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integrate career education into teaching subject matter.develop positive attitudes and respect for all honest work. challenge adult-imposed biases and promote positive attitude to education and careers.

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as human relations facilitator

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provide favorable conditions and environment for learningbecome a model to demonstrate positive human relations.

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As counseling program supporter

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influence how students view and use the services. influence colleagues and administrators.encourage teachers to recognize, accept, and enjoy their roles in the school counseling program and motive them to take course in guidance and counseling.

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Roles of the school administrator

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program leader and supporter: School administrator;determines the success of the counseling program.is responsible for communicating program characteristics and needs to school boards.

program consultant and adviser:School administrators;are consultant on school needs.develop school policies that affect counseling program.solve problems encountered by the program.facilitate procedures for program development and improvement.

resource provider: School administrators;plan the allocation of resources and funds.provide equipment and other facilities.

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School psychologist

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Identifying, intervening, and preventing mild disabilities and students at risk of failure; using assessment tools; consulting with teachers and parents

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School social worker

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helping counselors to understand the home environment; assessing the child’s problem related to social work services;facilitating better relationships among school, community and students; educational counseling with the child and his-her parents.

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Special educator and psychiatrist

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Special Educator: Working for maximizing the educational opportunities of students with disabilities. Psychiatrists: They are physicians with specialized training in the treatment of behavioral abnormalities and are permitted to use drugs in treatment.

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School health personnel

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School Health Personnel (part-time or full-timeschool nurse and/or physician): Providing preventive health services for children (e.g., immunization shots); identifying children who need special medical treatment; referrals for the treatment.

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Communication skills

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Helping process involves communication between helper and client.Communication skills are tools for developing relationships. Nonverbal communication skillsVerbal communication skills

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Process of communication

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The intentions, ideas, and feelings of the sender and the way he decides to behave lead him to send a message.The sender encodes his message by translating his ideas, feelings, and intentions into a message appropriate for sending.The sender sends the message to the receiver.The message is sent through channel.

The receiver decodes the message by interpreting its meaning. Her interpretation depends on how well she understands the content of the message and the intentions of sender. The receiver responds internally.Noise is any element that interferes with the communication process. In the receiver/sender, noise refers to such things as attitudes, background, experiences, the appropriateness of the language or other expression of the message that affect the coding process. In the channel, noise refers to (a) environmental sounds, such as traffic, (b) speech problems such as stuttering, stammering, and (c) mannerism, such as annoying, distracting or a tendency to mumble. To a large extent, the success of communication is determined by the degree to which noise is overcome or controlled.

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Attending vs Listening

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Attending refers to be with the client, both physically and psychologically. Being actively with clients demands a certain intensity of presence. Attending contributes to this presence. Thus, attending requires listening which is not an observable behavior.

Listening refers to the ability of helper to understand the client’s messages transmitted verbally or nonverbally; clearly or vaguely.

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Effective attending

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Effective attending:gives the message that the counselor is with the client.puts the counselor in a position to listen.Attending behavior, as being the central aspect of allinterviewing and counseling, involves three key dimensions:Eye contact (direct eye contact, few eye contact breaks)Appropriate body language (slight forward trunk lean; facilitative gestures, open and relax body posture)Verbal following (consistently follow the statements of the client; stay on the topics; seldom change topics; low “talk-time”; slow “response-time”)

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Attending skills

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Attending skills are verbal means which enable the client to talk more freely about him/herselfto participate more actively in the sessionTo feel heard, be understood, be the center of the workAttending skills enhance the client and counselorrelationship.

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Basic attending skills

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The basic attending skills are:

Closed questions begin with “do”, “is”, “are” that can be answeredwith “yes”, “no”, or few words.

Open questions begin with “what”, “how”, “why”, “could”, “would”that cannot be answered with a few words.

Minimal encouragers are the repetition of the few words of the clientor are short comments, such as “uh-huh”, “so”, or “tell me more”.

Paraphrasing is an encapsulated repetition of the essence of theclient’s main words and thoughts. It emphasizes the cognitive content.Reflection of feeling is selectively attending to emotional content ofinterview. It focuses on emotions and affect.Summarization is the summarization of the client’s verbalizationover a period of time.

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Counseling conditions

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Three conditions are considered as a facilitative therapeutic relationship:Empathic understandingUnconditional positive regardGenuinenessThese are also known as the core conditions for facilitativeinterpersonal relationships.