2021 Anna H Guidance and Counselling 2.pptx

Guidance & Counselling
2
PSG3880/PSP/PSU 3800
Dr. Anna Hako

ISSUES OR CONCERNS
 Module Codes
 1. B.ED (Hons) Pre-Lower Primary Phase =PSP 3800
 2. B.ED (Hons) Upper Primary Phase =PSU 3800
 3. B.ED (Hons) Secondary Phase =PSG 3880

Issues continue
 I need the contact details of
Class Representatives:
1. PSP 3800 (Pre-Lower Primary
Phase)
2. PSU 3800 (Upper Primary
Phase)

Effective Learning Environment
 HOUSE RULES
 Cell phones on silent mode
 No mini meetings during the lesson
 Active participation in class
 Note taking during the lesson

Guidance and Counselling 2
Introduction
 Guidance and Counselling 2 Study
Guide is divided into 3 Units
 Unit 1: Approaches to counselling
 Unit 2: Basic counselling skills
 Unit 3: Psychological challenges

Guidance and Counselling Cont..
OBJECTIVES
After you have completed Unit 1
you should be able to:
Identify different counselling
approaches /theories and
their main advocates

Differentiate between directive
and non-directive, analytic and
action-oriented counselling
approaches

Guidance and Counselling cont..
 Explain the psychological concepts
used in this unit
 Outline in brief the key concepts
and assumptions underlying each
of the five following counselling
approaches.

 Five approaches
 Psychoanalytic approach
 Person-centred approach
 Behavioural approach
 Rational-emotive approach
 Systemic approach

 Explain each of the following
three approaches to counselling
and indicate their application in a
school setting
 Person-centred approach
 Behavioural approach
 Family Systems approach

 Describe the basic techniques used in
each of the above three counselling
approaches and explain how these can
be applied with learners in schools
 Highlight the advantages and
limitations of each of the above three
counselling approaches within the
Namibian context

 UNIT 1: INTRODUCTION
 This unit introduces you to a
number of theories in the helping
professions.
 The main focus looks at different
viewpoints on why people have
difficulties and behave in the way
they do.

 It aims to help us have an
understanding and knowledge that
human behaviour and learners problems
can be explained from several
theoretical viewpoints.

 Each of these theoretical viewpoints or
counselling approaches can enhance our
understanding of learners with whom we
are working.
 It also briefly explain which techniques to
use to change inappropriate or anti-social
behaviour.

 However, it does not try to develop
specific skills, but only to introduce
the fact that there are several
approaches to the helping profession.
 For you to be a good helper, you
should keep an open mind to all
possible ways of helping.

 It takes a depth training to master
specific techniques and skills-not
accomplished within the limited
scope of this module.

 Some of the prominent
approaches/theories to counselling
are mentioned with an indication of
the person associated with the
development of such approach.

 Three approaches that are mainly
helpful to a regular class teachers
will be discussed in detail at a later
stage

 As a B.Ed. student you have
learned about different theories in
the previous studies i.e. (Human
Development and Learning).
 In this unit, the focus will be on
counselling approach embedded
in a specific theory.

 Is very important to know that a
THEORY is a representation of
reality as seen from a perspective
of one or more individuals.

 Therefore, no THEORY in itself
can provide or describe the complete
truth of reality.
 It is very important to note that
Human behaviour is very complex;
and a single theory can only try to
shed light on one dimension or
aspect of human personality and
behaviour.

 Different theories may use different
perspectives to describe the same
person/phenomenon.
 However, knowledge of various
theories and approaches to
counselling helps you as a teacher to
understand ways that you can use to
help learners in schools with a
number of personal problems.

 As a teacher, you are not only there
to provide subject knowledge, but
also have a very crucial role to play
in the emotional and psychological
well-being of the leaners in your
class and the entire school.

 You therefore need to read more on
this topic than what is presented in
this module to become a better
HELPER.

Counselling Theories
 Psychoanalytic theory
 Person-centered theory
 Behavioural theory
 Rational-emotive theory
 Systemic theory

Sigmund Freud (1856-1939)
-Austrian, doctor
-father of psychoanalysis
One of the first psychologists to study
human motivation
-Psychiatry vs. Psychology

Psychoanalytic Theory
 Psychoanalytic theory
 Sigmund Freud was the founder of
the psychoanalytic theory.
 This theory places emphasis on
insight in past experiences and the
role of unconscious mind.

 The primary function of
psychoanalytic theory was to deal
with people who were emotionally
disturbed.
 Freud refers to them as patient, he
regarded them as sick people.

Psychoanalytic Approach
It has a wide influences on
all other prominent
approaches to counselling,
though several aspects are
no longer accepted in
modern counselling

Psychoanalytic Theory cont..
 Many counselling models
borrowed and integrated principles
and techniques from this approach.
 It views unconscious mind as the
prime motivator in determining
human behaviour.

 This theory, therefore, concludes
that disturbed behaviour results
from repressed, unconscious early
childhood experiences e.g.
unresolved interactions or
conflicts with parents, unfinished
business with parents/siblings

 Since the unconscious mind (not
actively aware of) plays an
important role, this theory does not
perceive the individual to be in full
control of his or her behaviour.

 Thus, the person does not have an
inherent capacity to deal with
problems effectively on his or her
own.

 Other supporters who made a
contribution in the field of
psycho-analysis were Carl Jung
and Alfred Adler.
 But, later they left because they
opposed some of his ideas and
developed their own theories.

 A normal human being may not
always be aware of the true cause of
his/her behavior.
 This is why counselors are
cautioned not to take at their face
value, what their clients tell them in
the counseling situation.

 Freud is convinced that most of the
time, it is the socially approved
reasons rather than the true
reasons which patients use to
explain the basis of their behavior.

 Man’s behavior is influenced by
the phenomenon of unconscious
motivation

Although human personality is
composed of three regions, the
conscious, sub-conscious and the
unconscious aspect of
personality, most of the things we
do or say in life arise from forces
located within the unconscious.

The mind is like an iceberg, it floats with one-
seventh of its bulk above water" (S. Freud)

 THE CONCIOUS MIND
 We are aware of mental events such
as thoughts, feelings and facts.
 The person is aware of (know) what
is going on here and now, and
which Freud believes not to cause or
affect behaviour.

 PRE-CONCIOUS MIND
 The area involved in memories of
these mental events, which can be
recalled.
 It contains life experiences that can
be brought to consciousness
through retrieving.

 It also blocks(stops) unconsciousness
from appearing at the conscious
level.

 Through the use of protective
devices termed defense
mechanisms, the pre-conscious
acts as a “sensor” to any incoming
impulses from the unconscious
which might be perceived as
anxiety-provoking.

 In this way, only non-threatening
impulses, in a suitably disguised
form are allowed to enter into the
conscious.
 The repressed thoughts cannot be
accessed directly by the individual.

 Only revealed in a disguised form
such as in dreams or fantasies.
 The unconscious mind plays a
major role in determining behavior
and governs everything we think
and do.

The counseling approach is to
help bring those early childhood
experiences which are continuing
to direct the patient’s undesirable
behavior into a more conscious
level, so that they can be dealt
with in a more rational manner.

 Access to the conscious mind is
gained through specialized
techniques such as ”free
association” a process whereby the
patient is encouraged to say
whatever comes to mind, however
irrelevant it may appear.

 Dream analysis, “slips of the
tongue”, and artificially induced
conditions such as hypnosis, also
provide an insight into the
patient’s unconscious.

 Man’s personality structure is made
up of three systems/components,
called the ID (the seat of man’s
instinctual striving and his source of
behavioral motives and drives),

 the EGO (the seat of man’s
rationality and purposeful actions)
 the SUPEREGO (the seat of man’s
moral dispositions that is his/her
conscience.

People are born with a certain number of
instincts or DRIVES (human instinctive
behaviour)
The human mind has 3 aspects
which influence behaviour:
Ego
Superego
Id

 ID- at birth a person is all id. Is
always searching for excitement,
pleasure, the id cannot tolerate
pain or tension. It does not think
but only acts.
 Id- Is a unconscious part of mind

 For example, a baby can cry anytime
s/he wishes, without thinking what
time of the day or night. Babies
cannot think that Mummy is busy
with a visitor or Mummy is sleeping.

 Ego- It is the” executive” that governs,
controls and regulates the personality. As
a “traffic cop” it mediates between the
instincts and the surrounding
environment.
 Ego-conscious part of the mind (Rational
Self). Decides what action to take for
positive means and what to do based on
what is believed is the right thing to do.

 Superego- Is the judicial branch of
personality. It includes the moral
code. It concerns whether action is
good or bad or right or wrong.

Sigmund Freud, the founder of psychoanalysis, compared the
human mind to an iceberg. The tip above the water represents
consciousness, and the vast region below the surface symbolizes
the unconscious mind. Of Freud’s three basic personality
structures—id, ego, and superego—only the id is totally
unconscious.

 Man’s personality development is
formed by the first five years of life.
 The nature and quality of a man’s
personality is determined by the type
of parent child interactions he/she
has had.

 Man’s present actions and
behaviors are determined by
forces set in motion by his/her
early childhood experiences.

 Man’s constant effort in the course
of his/her adult life is to adjust to
the urgencies of the forces arising
from the past.
 For Freud man’s future is essentially
organized and controlled by his past
experiences.

Freud’s views on
personality development are
fully articulated in his
theory of the stages of
psycho-sexual development,
which follows:

 Psychosexual Stages of Development
 Primary focus is on social/emotion
development. (Personality theory).
 Past traumatic experiences highly
influence personality development.

 Oral stage: (birth to 18 months).
 During infancy the mouth and lips
are the primary sources of
gratification.
 This means the lips, mouth and
tongue are involved in generating
pleasure.

 Should the baby experience
uncertainty with regard to
feeding, the oral stage may
remain unresolved, leading to
marked feelings of inadequacy in
later life, or the inability to form
trusting relationships.

 Anal stage: (2nd year)
 Shift from mouth to anus. As they
excrete waist, children experience
pleasure as they are released from
tension
 Child is taught to control bodily
functions through toilet training.

 Freud suggests that the manner in
which the weaning and toilet
training is handled, has far reaching
effects on the development of the
child’s personality.

 Inability to resolve this stage, can
lead to an obsession with neatness
and perfection.

 Phallic stage: (3-4 years).
 Child discovers the pleasures of
genital manipulation. Child is drawn
to parent of the opposite sex resulting
in the so-called Oedipus-complex
(boy’s sexual desires toward his
mother and feelings of jealousy and
hatred for the rival father)

 Electra Complex (girl’s sexual
desires toward his father and
feelings of jealousy and hatred for
the rival mother).
 Difficulties in resolving this stage
could result in sexual identity
problems, or homosexual
behavior.

 Mwamwenda (1989) believes that
the impact of this stage continues
during adolescence and later on, so
that a person’s choice of spouse is
greatly influenced by the kind of
relationship he/she has with her
parent of opposite sex

 It is also likely to be extended to the
way learners relate to their teachers
at school.

Latency period: (5years-
puberty).
A child shows no special
interest in sexual gratification.
He/she may rather establish
non-sexual relationships with
peers of the same sex.

 Child enters school. Interests
center primarily on learning tasks
and physical activities as well as
cultural values and roles.

Genital stage: (puberty).
 There is increased attraction for
the opposite sex, and through
socialized activities the child’s
sexual concerns move from self-
love to shared love, and love for
others.

 Freud points out that normal
personality development means that
a child progresses from one stage to
another because each stage of
development his/her needs are
adequately( sufficiently) met. If the
needs are not met, it may lead to what
Freud calls fixation and regression.

 The term fixation refers to the
condition in which a child does not
develop further than the stage already
attained.
 Regression: means that because of
frustration or a problem experienced at
a particular stage, the child resorts to
operating(behave) at an earlier stage at
which his/her needs were satisfied.

Ego-Defense Mechanisms
 Tactics that reduce or redirect
anxiety in various ways, but always
by distorting reality.
 It is important to discuss the ego-defense
mechanisms because they have
contributed to the understanding of
human behaviour and other several
counselling approaches have recognized
and use them.

Ego-Defense Mechanisms
 Defense mechanisms are
unconscious thought process
people use to reduce or avoid
potentially anxiety-filled
thoughts, facts or situations

Ego Defense mechanisms (cont.)
 Ego Defense Mechanisms
 The following is an explanation of
each of the ego defense mechanisms:
 Denial: Denial is the act of refusing
to acknowledge the presence of the
threat or the occurrence of the
unpleasant event,

 Denial:. Examples of denial would
be refusing to acknowledge the
death of a person or questioning the
qualifications of the doctor who
diagnosed the disease. The problem
with denial is that it blocks the road
to acceptance. You won’t be able to
get over that event until you first
accept it.

 Displacement: Displacement is
transferring or discharging your
emotions on a less threatening
object. For example, shouting at
your children or having a fight with
your neighbor right after your boss
shouts at you is an example of
displacement.

 You are angry at your boss but you
are shouting at your kids instead. If
your displacement ego defense
mechanism gets fired then try to
control yourself a bit and then work
on identifying your real enemy.

 Don’t attack innocent people just
because someone you can't harm
has emotionally hurt you.

 Repression: Repression is the complete
memory loss of a painful event. In this
case, your sub-conscious mind doesn’t
want you to remember what happened
because it may negatively affect your
mood.
 It also occurs in the form of forgetting.
Examples: student who is anxious of
examination he/she may forget about
where s/he puts the notes book

 Projection:This entails attributing
one’s undesirable characteristics to
others Example: a learner who cheats
in tests may often accuse others of
doing so.
 Projection is throwing the blame for
the unwanted event upon others. For
example saying that you failed an
exam because the teacher is a racist.

 Rationalization: It is the notion of
unconsciously distorting facts and
attitudes in order to provide a society
acceptable explanation for what has
happen Example: A learner who did
not do well in an examination may
rationalised that the exams was
difficult/ not from the syllabus etc..

 Rationalization is the act of
rationalizing your wrong actions
and creating a self serving
explanation for what you did.
Saying “I have the right to cheat
in the exam because the lessons
weren’t well explained” is a basic
example of rationalization.

 Suppression: Avoiding thinking
about the unwanted event and
burying it deep. Suppressed
emotions can result in mood
swings that come out of nowhere
and in severe depression.

 NB: By ignoring your problems and
allowing them to accumulate can be
the primary source of depression.
Some people face problems as soon
as they encounter them while others
bury them deeply in their
subconscious minds or throw them
behind their backs.

 When they do so their sub-
conscious minds usually responds
back with depression

 Sublimation: Sublimation is
satisfying your socially unacceptable
needs in a socially accepted way. A
defense mechanism where dangerous
urges are transformed into positive,
socially acceptable forms
 For example becoming a boxer in
order to satisfy your hidden need for
violence.

 Regression: Regression is
returning to a previous state of
development. Crying (for Mom’s
help) instead of taking actions to
solve your problems means you
have returned to the stage of
childhood

 Identification: By identifying
with something or someone else
you can increase your sense of
self-worth. Saying that a famous
singer is a friend of yours can
make you feel good about
yourself.

 Reaction Formation: Taking
actions that are the opposite of
your real desires, like for example
greeting one of your enemies
warmly just to show that you don’t
hate him

 Humor: Looking at the funny side
of a situation can help you forget
about the real problem.

 Compensation: It is employed
when a person unconsciously
develops expertise in one area to
make up the limitations in another
area. Example: A person may
devote time and energy to develop
intellectual competence to hide
his/her social incompetence.

96
EGO’S DEFENSE MECHANISMS
‘it’= ANXIETY PROVOKING, UNACCEPTABLE THOUGHT OR IMPULSE
•DENIAL: refusal to acknowledge its existence
•REPRESSION: pushing it out of awareness
•PROJECTION: attributing it to someone else
•REACTION FORMATION: overemphasizing its opposite
•REGRESSION: retreating to an earlier (immature) stage of
development
•IDENTIFICATION: identifying oneself with a feared person
•RATIONALIZATION: giving excuses for it
•DISPLACEMENT: shifting it to a no threating, neutral object
•SUBLIMATION: displacement that is productive, socially useful

Are Ego Defense Mechanisms
Effective?
 Sometimes they are healthy and
sometimes not. Some of them can
help you, while others can make the
problem even worse.

 Whenever possible, try to
consciously detect the presence of
the defense mechanism and see if it
is really beneficial or not.
 If you find that it is not beneficial
then try to avoid it or use a better
one.

EDUCATIONAL IMPLICATIONS
 According to Mwamwenda (1989)
the study of personality has
educational implications not only to
the learners whose behaviour
teachers mould/shape but also for
teachers themselves.

 The behaviour of both teachers and
learners is subjected to further
modification and
consolidation(merging). For
example, many African children
tend to be shy and less open to free
dialogue than western children
partly as a result of their upbringing.

 Teacher’s duty are:
 To encourage the learners to
express their feelings, problems
&concerns. Assure them that the
feelings that they are experiencing
are also experience by others;
therefore, they need not consider
themselves strange or abnormal.

 To guide learners with regard to
their unconscious mind.
 They should know that is
important to question why they
feel a certain way about a certain
thing.

 To guide learners towards their id.
ego and superego.
 Teachers help them to socialised by
showing them how to delay (let
them wait) their gratification and to
express their emotions in socially
acceptable manners.

 To have knowledge about the
psychosexual stages to enable them
to understand some of their
learners’ behaviour and to adjust to
such behaviour.

THANK YOU
END OF PSYCHOANALYTIC
THEORY

2021 Anna H Guidance and Counselling 2.pptx

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