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Stages in counseling


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stages in counseling

Published in: Education

Stages in counseling

  1. 1. TOPIC 5: Basic Counseling Skills
  2. 2. Stages in Counseling Defining problems Defining the client’s expectation Exploring the actions taken by client Exploring the actions that should be taken by client Getting client’s commitment Ending the session
  3. 3. Stage 1: Defining problems Guidance teacher must be able to build rapport with the clients. This is done to create a conducive environment for better flow of the session. • greeting the clients at the door with smile • welcoming the clients to sit • starting the session with casual conversation
  4. 4. Structuralising the session Explain about the counseling session so that the client will have a good understanding of it.
  5. 5. The meaning of counseling The duration of the session The number of the session The roles of the clients The counselor’s secrecy
  6. 6. How to define the problems? • Identify the issues and create opportunity for the clients to explore the issues in depth. • Guidelines: 1) Ask the clients what are the objectives that they want to achieve by the end of the session. 2) Encourage the clients to share 3) Let the clients speak
  7. 7. Stage 2: Defining the expectations of the clients The guidance teacher/ counselor should clarify to the clients whether their expectations can be fulfilled or vice versa.
  8. 8. Stage 3: Exploring the actions taken by the clients in solving the problems This is to elicit as many information from the clients themselves regarding the issues.
  9. 9. Stage 4: Exploring the actions that should be taken by the clients towards problem solving • Engage the clients in brainstorming session to generate as many alternatives as possible. • Focus on the quantity of the idea, not quality • At the end, the clients will evaluate the alternatives listed towards solving the problems.
  10. 10. Stage 5: Getting the commitment of the clients in solving the problems
  11. 11. Stage 6: Ending the session • summarise the sessions  the decision of the clients  alternative chosen  the clients’ abilities to carry out the alternative • plan for further actions (if needed)
  12. 12. Skills in Counseling
  13. 13. Attending and Listening Skills.
  14. 14. Ways To Treat Children
  15. 15. Early Sign Of Hospitality Welcome the children warmly at the door of the counseling room Make sure the children feel comfortable at their provided seat.
  16. 16. (Face the other Squarely) Pandang terus ke arah kanak-kanak (Head nods) Anggukan kepala (Adopt an Open Posture) Kedudukan badan yg terbuka (Verbal following) Pengesanan secara verbal (Speech) Percakapan (Lean toward the other) condong badan ke depan (Make eye contact) Kontek mata (Be relatively relaxed) Berada dalam keadaan relaks E L E R O V S H
  17. 17. • Silence is golden. • Don’t ever interrupt the children’s talking. • Counselor needs to listen attentively and alert to the children’s problems. • Listen to the children with empathy and accept them positively without any conditions. • Counselor needs to listen and collect input from the children before giving any information. Understand the children Not being judgmental Use the silence Give full attention TIPS ON IMPROVING ACTIVE LISTENING SKILL
  18. 18. Basic Listening Skills
  19. 19. Open question - Usually starts with “What”, “How”, “Why”, “Where” - To provide self-exposure to the pupils Cloze question - Starts with “Is it”, “Have you”, etc - Intended to gain information and provide focus on the discussion.
  20. 20. Paraphrase - It used after the session after counselling sessions last for a period of time. - Guidance teacher provides a restatement based on the statement from the pupils • Client: I am going to aerobic class after work. It helps me to manage the stress during the working hours. • Guidance Teacher: So, it seems that aerobic exercises could help you to release your stress.
  21. 21. Emotional Reflection - Reflect the feeling or emotion behind the story told by the children. - Guidance teacher shows empathy towards the pupils’ problem Client: Meera always talked bad about me to my classmates. She said that, I copy her homework, I cheated during the test,…… Guidance teacher: So, what she did really make you mad right? - It is very important for the guidance teacher to use appropriate and right words to reflect the client’s feelings.
  22. 22. - Making the pupils to keep talking without distracting the flow of their thought. - Examples: “Yes….” , “Hmmm…..” , and many more. Minimal Impulse
  23. 23. - This might happen because of the client’s slow voice or unclear utterances. - By asking clarification, it gives out the message that the guidance teacher is really interested in the client’s problems. “I am not really understand. Can you explain?” or “Can you talk about it again? I am not very clear.” Ask for clarification
  24. 24. Making Conclusion • Concluding what has been discussed with the pupils. • To identify the issues or factors that cause the pupils’ problems. Check Perception • Following the conclusion made before. • To decide the future issues to focused on.