stages in counseling

1. TOPIC 5: Basic Counseling
Skills

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. 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. Structuralising the session
Explain about the counseling session so that
the client will have a good understanding of
it.

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. 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. 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. 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. 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. Stage 5: Getting the commitment of the
clients in solving the problems

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. Skills in Counseling

13. Attending and
Listening Skills.

14. Ways To
Treat
Children

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. (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. • 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. Basic
Listening
Skills

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. 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. 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.

23. - Making the pupils to
keep talking without
distracting the flow of
their thought.
- Examples: “Yes….” ,
“Hmmm…..” , and many
more.
Minimal
Impulse

24. - 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

25. 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.