Explain the concept of counselling. Explain the steps of counselling at school level with an example.
Answers
The counsellor needs the following basic communication skills to do effective counselling:
Attending. Attending refers to the ways in which counsellors can be “with” their clients, both physically and psychologically. ...
Listening. ...
Basic empathy. ...
Probing or questioning. ...
Summarising. ...
Integrating communication skills.
The ultimate aim of counselling is to enable the client to make their own choices, reach their own decisions and to act upon them accordingly.
Six Stages of Counselling
Stage 1: Pre-contemplation. This stage is characterized by two distinct elements: a) the person not being able to see or understand what the problem is, and/or b) the client wanting some other person to change (the problem is them, not me). ...
Stage 2: Contemplation. ...
Stage 4: Action. ...
Stage 5: Maintenance. ...
Stage 6: After-care.
Know Your Limits
Although you are not expected to act as an amateur psychologist, you can function as a concerned and understanding support person. In cases where you are uncertain about your ability to help a student, however, it is best to be honest about this. Trust your intuition when you think an individual’s problem is more than you can handle and the assistance of a professional is warranted.
Clarify Your Role
When you assume or are placed in the counseling role, role conflicts are possible. Some students will see you as an authority figure, which may make it difficult for them to be totally straightforward. It may also give your advice or opinion added “baggage,” if a student thinks it will influence his or her outcome in your course. Other students will see you as a friend, complicating things when you need to evaluate their performance in your class. If you feel role confusion or conflict, address it clearly by letting your student know how you see your role.
Listen
Productive listening is a skill acquired with practice. When a student shares a problem or questions, refrain from immediately imposing your opinion. Withhold advice unless it is requested; concentrate instead on understanding the feelings and thoughts of your student (rather than your own). Allow the student enough time and latitude to express their thoughts and feelings as fully as possible. See Effective Listening and this diagram of effective and ineffective listening behaviors.
Help Clarify Concerns
Sometimes students simply need the opportunity to figure out what is bothering them without being directly advised. You can help a student clarify their concerns by “mirroring” the feelings and thoughts you hear expressed and by helping them define the area of concern as precisely as possible. Once both you and the student understand the nature of the problem, you may then want to provide honest and considerate feedback, if it is desired.
Offer Support
Offer support by directly expressing concern, understanding, and empathy, and conveying an attitude of personal acceptance and regard for the student. Support does not mean you have to endorse every action, thought, or feeling that a student shares with you; it simply shows that you care about their well-being.
Suggest Alternatives for Action
Students will often generate the best plans of action themselves, but you can help a student assess and use both personal resources and outside support for solving problems. If requested, you can also suggest alternatives. Try to do so, however, only after the person in need has exhausted his or her ability to generate ideas. However, if the problem is merely a need for information, provide it or point the student to someone who can.
Follow Up Your Efforts
If a student has made a decision or approached a conflict with your help, politely and nonintrusively check back a few days or weeks later to get feedback on what has happened. Such information can be rewarding if your help has been useful, and corrective if it has not.
Working with student attitudes
In referring students, it is also important to be sensitive to differing attitudes toward seeking professional help. These attitudes range from strong resistance to definite acceptance and vary according to the student age, sex, cultural and family background, and geographic origin. While attitudes toward seeking help have changed in the direction of general acceptance, prejudices and stigmas based on inaccurate information still persist. Discussion of such reservations can reduce fears and misgivings.
Confidentiality
You can be certain in any referral that confidentiality is guaranteed. If confidentiality becomes an issue, discuss it frankly so that misgivings and misunderstandings can be removed. Keep in mind that for purposes of confidentiality CAPS cannot verify or inform you that a student did or did not use the service