Counseling in schools can help children and adolescents by allowing them to understand negative behaviors, change thoughts causing issues, find better solutions, and improve social skills. School counselors play a key role by properly identifying problems, initially supporting students, and referring them for further help when needed.

1. A tool to handle
Children and
Adolescence in School
more effectively

2.  DIRECT ACTION
 TEACHING
 TRAINING
 GIVING ADVICE
 PROVIDING INFORMATION
 COUNSELLING

3. •Contrary to what many people think, the
role of a counsellor is not to give advice.
•Instead, they will help you question the
way you look at things, the way you
behave or react to situations or people and
they can also help you to develop new
strategies for dealing with your situation.
• They do this by getting to know you,
developing an understanding of your
circumstances, listening to what you have
to say and by offering support and insight.

4. The counselor So that the The counselor So that the
must client can May client can
Listen Develop his/her
thinking Ask questions Develop
her/his own
thinking
Not judge Feel safe and
respected
Summarize Hear her/his
Pay attention Know you care
thoughts and
Accept the client's Know he/she is know she/he
feelings not being judged is understood
Think about the Get the best help
client possible

5.  It can be really helpful to talk to someone you
know and trust
 you may feel more comfortable confiding in
someone who’s removed from your personal
situation and is therefore more objective.
 Having a set time and space to talk may help
you to work through the issues concerning
you.

6. •Provides emotional
security and comfort
•Promotes insight
•Generates self awareness
•Facilitates confidence

7. When
 being withdrawn
 lack of appetite
 Taking too much food
 Sleeping very little or more than 9 hours per night,
 loss of interest in things they once enjoyed,
 neglecting personal hygiene
 crying for no reason
 Over sensitive with otherwise negligible issues
 seeming sad for longer than two weeks
 Academic deterioration
 Disobeying significant adults
 Extreme stubbornness and difficult to manage by any means

8.  Violent behavior
 harming or threatening to harm themselves or
others, including animals
 Using slangs
 Aggressive attitude
 Suddenly gaining or losing a lot of
weight, which could indicate a life-threatening
eating disorder
 Tendencies to violate institutional disciplines

9.  Extreme, rapid changes in moods or personality, or
drastic changes that last more than six weeks
 Running away from home
 Illegal activities
 Behavior problems at school
 Using tobacco, drugs, or alcohol
 A sudden change in friends
 Risky sexual behavior or sexual promiscuity
 Other risky or dangerous behavior
 Noticeable changes in school performance or
attendance

10. Counselling is definitely worth considering
when:
 you are feeling overwhelmed or depressed
 you need someone to listen to you and
help you work out what’s most important
 an issue or situation is seriously affecting
your day-to-day life
 you can’t make important decisions and
are not sure what to do next.

11.  Building rapport
 Ensuring trust issues and confidentiality
 Attending
 Listening
 Responding
 Showing genuineness
 Providing Empathy
 Being transparent to self (to be aware of own
emotional issues)

12.  Self aware
 Respect
 Trustworthiness
 Competence
 Suspend critical judgment
 Genuineness
 Being concern/being there
 Empathy

13.  Listening attentively
 Empathy
 Warmth
 Respect
 Confidentiality
 Being non-judgemental
 Being non-hurting
 Being non- threatening
 Being non- punishing

14. Sit squarely
Open posture
Lean forward
Eye contact
Relaxed attitude

15. Listening  Hearing +Understanding
Understanding includes
•What is told by the person,
•How it is told/untold,
•What happens in me, as counsellor,
at that time

16.  Passive listening
 Selective listening
 Active listening
Attentive, open minded listening helps the person to
 Experience and express her/his feelings
 Develop self-help skills and sense of
responsibility
 Reduce defensive behaviour
 Take a positive/constructive problem-solving
approach

17. •Evaluative
•Interpretative
•Supportive
•Probing
•Understanding

18.  Evaluative – making judgments of good/bad,
right/wrong, should/should not, fair/unfair,
just/unjust, etc.
 Interpretative-trying to infer a meaning behind
a problem/statement
 Supportive-being reassuring, calming
 Probing- clarification, seeking further
information
 Understanding – confirming with the speaker
that the listener has understood the message
correctly

19.  An open question is one that is used in order
to gathering more of relevant information –
intention is to get long/detailed answer.
 A closed question is one used to gather
specific information - it can normally be
answered with either a single word or a short
phrase.

20. What we can learn through questions? :
 􀂙 The general situation-- "What did you
want to talk about?"
 􀂙 The facts-- "What happened?"
 􀂙 Feelings-- "How did you feel?"
 􀂙 Reasons-- "Why did you do that?"
 􀂙 Specifics– “Will you please give me an
example”

21. •REPHRASING (restating what is told, without
adding or subtracting its meaning. Sometimes
Paraphrasing is used to clarify / Summarizing is
focusing on the main points of the conversation )
•REFLECTING ( To convey that the feelings or
emotions are understood)
•REFRAMING ( to facilitate the person to think
from other perspectives, develops insight)

22. •Content: The actual words used, non-
verbal messages
•Depth: How serious/superficial is the
message
•Meaning: Response should neither add or
omit meaning/matter, thus choice of
words , language used is very important

23. introduction, informatio
n gathering, discussion
and
conclusion.
Note taking and Record keeping may also be
required, but keeping in mind the issues of session
need and confidentiality

24.  Understanding the person’s
feeling/emotions /thinking
process from his/her shoes
 Not being concerned too
much(sympathy)/ too less
(apathy)

25.  
EMPATHY SYMPATHY
 
I appreciate what you are going Poor you! It is really sad this
through should not have happened to

I understand you must be you

feeling I know how you feel. I was also

I can understand that you are in the same situation once.

feeling angry with your boss. Your boss is really being mean

I accept that you are very scare and unfair to you – It is very
and unsure, if you will be able horrible of him.

to deal with the situation right Don’t be scared! You are a
now…… strong grown, up human being

Just sitting in silence while the and I am behind and will help
client expresses his/ her sorrow you however I can.

by crying; it is all right to let I am feeling very sorry for you –
him/ her fully feel whatever he please don’t cry everything will
or she is feeling and just be be alright.
there with the person

26. Be aware of Body languages:
facial expressions, angle of our
body, proximity of ourselves to
another, placement of arms and
legs, raising and lowering of
eyebrows, tone of voice , etc .

27.  Counselors can take comfort in knowing that
they have cared for a person during a very
significant time in her / his life,
 and can remind themselves of this quotation
by Thomas Carruthers:
A teacher is one who makes himself /
herself progressively unnecessary.

30.  Which facilitates an individual to explore
his/her own world , and
 To find a best suitable way out for his/her
difficulties , thus
 To become better balanced individual in terms
of his/her overall wellbeing

31. Counseling is an important part of handling
problems . Individual or group sessions, in
school, can help the children and adolescence to:
 Understand why their behaviors are negative, and
how to cope better
 Recognize and change negative thoughts that may
cause or trigger their behaviors
 Find better ways to solve problems
 Learn better social skills
School counselor/ provision of appropriate
counseling services in school play a very
significant role in this context.

32.  Understand why their behaviors are
negative, and how to cope better
 Recognize and change negative thoughts that
may cause or trigger their behaviors
 Find better ways to solve problems
 Learn better social skills
School counselor/ provision of appropriate
counseling services in school play a very
significant role in this context.

33.  To observe and identify problem areas
(emotional, behavioural, social, study related
difficulties, academic deterioration, etc.)
properly
 To provide initial support to them, initially, in
school
 To refer for further intervention, in time, if
required