counselling part 2

1. S AND
PRACTITIONER
S IN THE
DISCIPLINE OF
COUNSELING

2. DEFINING THE ROLES,
FUNCTIONS, AND
COMPETENCIES OF
COUNSELORS

3. ROLES OF GUIDANCE COUNSELORS
•The role of the counsellor is to assist the person or
persons (clients) in realizing a change in behaviour
or attitude, to assist them to seek achievement of
goals, assist them to find help, and in some cases,
the role of counsellors includes the teaching of
social skills, effective communication, spiritual
guidance, decision-making, and career choices.

4. •A counsellor’s roles may sometimes include
aiding one in coping with crisis. In some
settings, counseling includes premarital and
marital counseling, grief and loss (divorce,
death, or amputation), domestic violence and
other types of abuse, special counseling
situations like terminal illness (death and
dying) as well as counseling of emotionally
and mentally disturbed individuals.

5. •Counseling could be short-
termed (brief counseling) or
long-term.

6. FUNCTIONS OF GUIDANCE
COUNSELORS
•The Philippines Republic Act No. 9258
(Sec. 2-3) defines a guidance counsellor
as a natural person who has been
professionally registered and licensed by
a legitimate state entity and by virtue of
specialized training to perform the
functions of guidance and counseling.

7. THE GUIDANCE COUNSELLOR’S FUNCTIONS INCLUDE THE USE OF
AN INTEGRATED APPROACH TO DEVELOP A WELL-FUNCTIONING
INDIVIDUAL PRIMARILY THROUGH:
1. Helping a client develop potentials to the fullest;
2. Helping a client plan to utilize his or her potentials to the fullest;
3. Helping a client plan his or her future in accordance with his or
her abilities, interests, and needs;
4. Sharing and applying knowledge related to counseling such as
counseling theories, tools, and techniques; and
5. Administering a wide range of human development services.

8. COMPETENCIES OF GUIDANCE
COUNSELORS
• Guidance counsellors have the ability to administer and maintain career
guidance and counseling programs.
• They are capable of properly guiding the students toward becoming
productive and contributing individuals through informed career choices
with reference to appropriate bureaus, relevant stakeholders, and national
programs, and in light of the available opportunities in the community,
the country and globally.
• They are capable of designing and implementing programs that expose
students to the world and value of work and guide, provide, and equip the
students with the necessary life skills and values.

9. • They administer career advocacy activities.
• These are activities that are designed to guide secondary-
level students in choosing the career tracks that they
intend to pursue.
• They also involve provision of career information and
experiences, advising, coordinating and making referrals,
career talks, career and job fairs, parents’ orientations,
and conducting seminar-workshops on career decision-
making.

10. • Guidance counsellors are capable career advocates.
• They can conduct career advocacy activities for secondary-level
students of the schools in employment sites.
• They can collaborate various government agencies, student
organizations, industry associations, guidance and counseling
associations, professional associations, and other relevant
stakeholders to foster student understanding and appreciation of
the world of work and to prepare better and aspire for it.

11. • Guidance counsellors can facilitate conduct of career advocacy in
collaboration with career advocates and peer facilitators.
• The career advocates are not necessarily registered and
licenced guidance counsellors but they provide direct
guidance on career and employment guidance.
• Peer facilitators, on the other hand, are secondary-level
students trained to assist career advocates in
implementing career advocacy activities.

12. OTHER COMPETENCIES THAT APPLY TO
THE BROADER COUNSELING WORK
• Egan (2002) calls them the three-stage theory of counseling and marks out
three board competencies for a counsellor that includes:
• Stage I: What’s going on?
This involves helping clients to clarify the key issues calling for change.
• Stage II: What solutions make sense for me?
This involves helping clients determine outcomes.
• Stage III: What do I have to do to get what I need or want?
This involves helping clients develop strategies for accomplishing goals.

13. •Many other writers also use a three-stage model
that looks at this working relationship as having a
beginning, middle, and end (Culley & Bond 2004;
Smith 2008).
•Alistair Ross (2003) provides a similar model:
starting out, moving on, and letting go.

14. •Culley and Bond (2004) have described all
these as foundation skills. They have grouped
these foundation skills around three headings:
attending and listening, reflective skills, and
probing skills.

15. 1. ATTENDING AND LISTENING
•Attending and listening skills refer to active
listening, which means listening with purpose
and responding in such a way that clients are
aware that they have both been heard and
understood. (Culley and Bond 2004)

16. 2. REFLECTIVE SKILLS
• These skills are concerned with the other person’s frame
of reference. Reflective skills ‘capture’ what the client is
saying and plays it back to them – but in the counsellor’s
own words.
• The key skills are restating, paraphrasing, and
summarizing; for instance, the counsellor may begin with,
“Did you mean to say…?” (Culley & Bond 2004)

17. 3. PROBING SKILLS
• These skills facilitate going deeper, asking more directed or leading
questions (leading in the sense that they move the conversation in a
particular direction).
• Making statements is seen as generally gentler, less intrusive, and less
controlling than asking questions-although that does depend on the
statement.
• However, no matter how good a person’s skills are, they must be matched by
relational qualities. The distinction between good and poor practitioner lies
in the belief system of the helper, and how it translates into helping the
relationship that he/she puts forward. (Combs & Gonzales 1994)

18. FOUR COMMON SKILLS THAT
REQUIRE STUDYING THE
CURRICULUM OF
ACCUMULATED SCIENTIFIC
KNOWLEDGE ACROSS
DISCIPLINES

19. 1. COMMUNICATION SKILLS
•The ability to actively listen, demonstrate
understanding, ask appropriate questions,
and provide information needed.

21. 2. MOTIVATIONAL SKILLS
•These skills are the ones that influence a
helpee to take action after the helping
session or consultation.

23. 3. PROBLEM-SOLVING SKILLS
•These include differentiating between
symptoms and the problem, pinpointing
probable causes and triggers for the
problem, and then generating a range of
possible solutions to the actual problem.

25. 4. CONFLICT RESOLUTION SKILLS
•Helping professionals should have the
skills to facilitate communication and
problem solving between parties that are
having a conflict as well as to help them
focus on facts rather than personalities or
blaming one another.

27. EVALUATION:
MAKE A CONCEPT MAP of the functions and roles of a counselor.
ROLES AND
FUNCTIONS
OF A
COUNSELOR

28. AREAS OF SPECIALIZATION
WHERE COUNSELORS WORK

29. 1. CHILD DEVELOPMENT AND
COUNSELING
•Includes parent education, preschool
counseling, early childhood education,
elementary school counseling, child
counseling in mental health agencies, and
counseling with battered and abused children
and their families.

31. 2. ADOLESCENT DEVELOPMENT AND
COUNSELING
•Covers middle high school counseling,
psychological education, career development
specialist, adolescent counseling in mental
health agencies, youth work in a residential
facility, and youth probation office.

33. 3. GERONTOLOGY (THE AGED)
•Is considered the fastest growing field and
essentially involves counseling of older
citizens. It includes retirement counseling,
community centers, counseling, nursing home
counseling, and hospice work.

35. 4. MARITAL RELATIONSHIP
COUNSELING
•Includes premarital counseling, marriage
counseling, family counseling, sex education,
sexual dysfunction counseling, and genetic
counseling.

37. 5. HEALTH
•Offers possibility for nutrition counseling,
exercise and health education, nurse-
counsellor, rehabilitation counseling, stress
management counseling, holistic health
counseling, anorexia or bulimia counseling,
and genetic counseling.

39. 6. CAREER/LIFESTYLE
•Includes guidance on choices and decision-
making pertaining to career or lifestyle;
guidance on career development; provision of
educational and occupational information to
clients; conductiong education on career and
lifestyle trends; and etc.

41. 7. COLLEGE AND UNIVERSITY
•Offer the following opportunities: college
student counseling, student activities, student
personnel work, residential hall or dormitory
counsellor, and counsellor education.

43. 8. DRUGS
•Has several options such as substance abuse
counseling, alcohol counseling, drug
counseling, stop smoking program manager,
and crisis intervention counseling.

45. 9. CONSULTATION
•Covers agency and corporate consulting,
organizational development director,
industrial psychology specialist, and training
manager.

47. 10. BUSINESS AND INDUSTRY
•Include training and development personnel,
quality and work-life or quality circles
manager, employee assistance programs
manager, employee career development
officer, affirmative action, or equal
opportunity specialist.

49. 11. OTHER SPECIALTIES
•May include phobia counseling, agoraphobia,
self-management, intra-personal
management, interpersonal relationships
management, and grief counseling.

51. EVALUATION:
Choose five areas of
specialization/career
opportunities of counselors
and provide counselling
cases/samples (at least 2) each.

52. CAREER
OPPORTUNITIES FOR
COUNSELORS

53. 1. EDUCATIONAL AND SCHOOL
COUNSELORS
•They offer personal, educational, social, and
academic counseling services.
•The professionals often work in elementary school,
high school, or university settings to help students
assess their abilities and resolve personal or social
problems, and do so in tandem with teachers and
school administrators.

54. 2. VOCATIONAL OR CAREER
COUNSELORS
•They aid individuals or groups in determining jobs
that are best suited to their needs, skills, and
interests. They may also help clients who are
already employed to improve their skills including
how to manage work-related stress or burnout.

55. 3. MARRIAGE AND FAMILY
COUNSELORS
•These professionals offer a wide range of services
for couples and families. They help them deal with
social issues, emotional problems, and in some
cases, mental health treatment.

56. 4. ADDICTION AND BEHAVIOURAL
COUNSELORS
•Professionals work with people suffering from
addictions which may range from drugs, alcohol,
sex, eating disorder, gambling. They help family
members who have been affected by the addicts’
actions to deal well with the situation and as much
as possible survive the wounds.

57. 5. MENTAL HEALTH COUNSELORS
•These professionals work with people suffering
from mental or psychological distress such as
anxiety, phobias, depression, grief, esteem issues,
trauma, substance abuse, and related issues.

58. 6. REHABILITATION COUNSELORS
•They are engaged with individuals suffering from
physical or emotional disabilities. Rehabilitation
counsellors provide services such as evaluation of
the strengths and limitations of clients.

59. 7. GENETICS COUNSELORS
•These professionals operate in a very specialized
context of dealing with genetic information for
individuals and the decisions that come
determining if their potential offspring might be at
risk for being born with an inherited disorder, or
individual adults themselves who may be at risk of
developing a genetic disease such as heart disease
and breast cancer.

60. RIGHTS, RESPONSIBILITIES, AND
ACCOUNTABILITIES OF COUNSELORS
As state registered and licensed professionals, counsellors are protected and they are
governed by scientific theories, practices, and processes as well as professional
standards and ethics.
They are accountable to their clients, the professional body and the government.
It is critical that the counsellor and the client fully understand the nature of the
concerns, which leads to a contract to take action on a mutually agreed upon problem
(Peterson & Nisenholz 1987).

61. CODE OF ETHICS
Of
COUNSELORS

65. ACTIVITY: GROUP
DISCUSSION
Instructions:
1. Divide the class into five groups.
2. Each group will be given a copy of the Code of Ethics for
Registered and Licensed Guidance Counselors.
3. Each group will have to choose one Article in the Code
and they should discuss it within their group.
4. After discussion with group mates, choose a
representative that will present or explain in class.

66. CODE OF ETHICS OF COUNSELORS
PRINCIPLE 1: Respect for the rights and dignity of
the client
Guidance counsellors honor and promote the
fundamental rights, moral and cultural values,
dignity, and worth of clients. They respect clients’
rights to privacy, confidentiality, self determination
and autonomy, consistent with the law.

67. CODE OF ETHICS OF COUNSELORS
PRINCIPLE 2: Competence
Guidance counsellors maintain and update their
professional skills. They recognize the limits of their
expertise, engage in self-care, and seek support and
supervision to maintain the standard of their work.
They offer only those services for which they are
qualified by education, training and experience.

68. CODE OF ETHICS OF COUNSELORS
PRINCIPLE 3: Responsibility
Guidance counselors are aware of their professional
responsibility to act in a trustworthy, reputable, and
accountable manner toward clients, colleagues, and
community in which they work and live. They avoid doing
harm, take responsibility for their professional actions, and
adopt a systematic approach to resolving ethical dilemmas.

69. CODE OF ETHICS OF COUNSELORS
PRINCIPLE 4: Integrity
Guidance counsellors seek to promote integrity in
their practice. They represent themselves accurately
and treat others with honesty, straightforwardness,
and fairness. They deal actively with conflicts of
interest, avoid exploiting others, and are alert to
inappropriate behaviour on the part of colleagues.

70. BRIEF ROLE-PLAY
Instruction:
1. Retain the group from the previous
group activity.
2. Each group should role-play one
ethical behaviour and one unethical
behaviour of guidance counselors.

71. BRIEF ROLE-PLAY
CRITERIA DESCRIPTION POINTS
Content The role-play was able to effectively show and
distinguish the ethical and unethical behavior
of counselors
10
Clarity The thought about the ethical and unethical
behavior of counselors was well-conveyed to
the audience.
6
Impact Presentation fully engaged the audience. 4
TOTAL 20

72. Questions:
•1. What is the
significance of Code of
Ethics in counseling
profession?
•2. What is the primary
responsibility of the
counselors?

73. ADDITIONAL ACTIVITY: (BY PAIR)
Interview a guidance teacher and ask the
following questions:
1.What is the grimmest experience
he/she encountered to his/her client?
2.How did you handle the situation?

74. OTHER SIMILAR CODES EXIST
WITH THE SAME EXPECTATIONS
FOR ETHICAL CONDUCT
• Respecting human rights and dignity
• Respect for the client’s right to be self-governing
• A commitment to promoting the client’s well-being
• Fostering responsible caring
• Fair treatment of all clients and the provision of adequate
services

75. • Equal opportunity to clients availing counseling services
• Ensuring the integrity of practitioner-client relationship
• Fostering the practitioner’s self-knowledge and care for self
• Enhancing the quality of professional knowledge and its
application
• Responsible to the society