This document provides information on basic counselling skills including stages of counselling, attending and listening skills, problem identification skills, and skills for implementing interventions. It discusses models of counselling like Waehler & Lennox's five stages and Roger's seven stages. Key attending skills like eye contact and body posture are explained. Methods for identifying problems students may face like personal, academic, and social issues are outlined. Finally, the document discusses direct and indirect intervention strategies as well as teacher-centered, student-centered, and family-centered approaches.
Guidance and Counselling for children. The basic skills which need to be mastered by a counselor to provide effective service.
Attending skills, listening skills, paying attention skills, giving responses skills, identifying problems skills and intervention skills.
Counselling skills involve developing strong communication and active listening abilities. A counsellor must focus the client on their feelings, build trust through open-ended questions, and encourage discussion in a healthy environment. Active listening includes reflecting on a client's experiences, behaviors, emotions, and viewpoint. Counsellors should use encouragers, echoing key words, and reflecting to show they are listening verbally. Reflecting helps build rapport, check understanding, and encourage clients to think more deeply about their issues. Silence and restating content are also important counselling techniques.
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.
The document discusses basic counseling skills for faculty, staff, and administrators to use when interacting with students. It covers key skills like active listening, empathy, genuineness, unconditional positive regard, concreteness, asking open-ended questions, appropriate self-disclosure, interpretation, and providing information to students. The goal is to help those in educational roles feel more prepared to identify and handle student issues, and know when to refer students to professional counseling services for more support.
This document discusses the meaning, nature, and purpose of counseling. It provides definitions of counseling from various scholars, highlighting that counseling involves a face-to-face relationship where a trained professional helps a client solve problems using communication techniques. It describes counseling as a process that utilizes tools and procedures to address a client's concerns privately and build trust. The document also outlines the nature of counseling as a collaborative relationship that allows clients to freely discuss their issues, and lists the typical purposes of counseling as helping clients better understand themselves and make decisions.
This document summarizes key ethical issues in counseling from several perspectives. It discusses mandatory, aspirational and positive ethics. It also addresses putting the client's needs first, awareness of counselor needs, ethical decision making, the role of ethics codes, informed consent, confidentiality, multicultural issues, assessment and diagnosis, evidence-based practice, and dual relationships. Dual relationships and cultural considerations in assessment are potential issues that counselors must be aware of and navigate carefully.
The document summarizes key aspects of existential and humanistic approaches to counseling. The three main approaches discussed are existential, client-centered, and Gestalt therapy. All three are humanistic in that they believe people have the power to heal themselves in the context of authentic relationships. Existential therapy focuses on themes like mortality, freedom, and meaning to help clients explore life's challenges. Gestalt therapy emphasizes awareness of present experiences and the figure-ground process of emerging needs. The goal for clients is to increase self-awareness and take responsibility for shaping their lives.
The document discusses several models of counselling including Susan Gilmore's eclectic model, psychodynamic approach, social influence model, Bordin's working alliance model, psychodrama, transactional analysis, eclectic model, existential model, and gestalt model. Susan Gilmore's eclectic model focuses on the content, purpose, and process of therapy using three sub-triangles to explain each. The psychodynamic approach views personality as consisting of the id, ego, and superego and that unconscious motives influence behavior. The social influence model is based on the idea that counselling is a social interaction that involves mutual influence between counsellor and client.
Guidance and Counselling for children. The basic skills which need to be mastered by a counselor to provide effective service.
Attending skills, listening skills, paying attention skills, giving responses skills, identifying problems skills and intervention skills.
Counselling skills involve developing strong communication and active listening abilities. A counsellor must focus the client on their feelings, build trust through open-ended questions, and encourage discussion in a healthy environment. Active listening includes reflecting on a client's experiences, behaviors, emotions, and viewpoint. Counsellors should use encouragers, echoing key words, and reflecting to show they are listening verbally. Reflecting helps build rapport, check understanding, and encourage clients to think more deeply about their issues. Silence and restating content are also important counselling techniques.
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.
The document discusses basic counseling skills for faculty, staff, and administrators to use when interacting with students. It covers key skills like active listening, empathy, genuineness, unconditional positive regard, concreteness, asking open-ended questions, appropriate self-disclosure, interpretation, and providing information to students. The goal is to help those in educational roles feel more prepared to identify and handle student issues, and know when to refer students to professional counseling services for more support.
This document discusses the meaning, nature, and purpose of counseling. It provides definitions of counseling from various scholars, highlighting that counseling involves a face-to-face relationship where a trained professional helps a client solve problems using communication techniques. It describes counseling as a process that utilizes tools and procedures to address a client's concerns privately and build trust. The document also outlines the nature of counseling as a collaborative relationship that allows clients to freely discuss their issues, and lists the typical purposes of counseling as helping clients better understand themselves and make decisions.
This document summarizes key ethical issues in counseling from several perspectives. It discusses mandatory, aspirational and positive ethics. It also addresses putting the client's needs first, awareness of counselor needs, ethical decision making, the role of ethics codes, informed consent, confidentiality, multicultural issues, assessment and diagnosis, evidence-based practice, and dual relationships. Dual relationships and cultural considerations in assessment are potential issues that counselors must be aware of and navigate carefully.
The document summarizes key aspects of existential and humanistic approaches to counseling. The three main approaches discussed are existential, client-centered, and Gestalt therapy. All three are humanistic in that they believe people have the power to heal themselves in the context of authentic relationships. Existential therapy focuses on themes like mortality, freedom, and meaning to help clients explore life's challenges. Gestalt therapy emphasizes awareness of present experiences and the figure-ground process of emerging needs. The goal for clients is to increase self-awareness and take responsibility for shaping their lives.
The document discusses several models of counselling including Susan Gilmore's eclectic model, psychodynamic approach, social influence model, Bordin's working alliance model, psychodrama, transactional analysis, eclectic model, existential model, and gestalt model. Susan Gilmore's eclectic model focuses on the content, purpose, and process of therapy using three sub-triangles to explain each. The psychodynamic approach views personality as consisting of the id, ego, and superego and that unconscious motives influence behavior. The social influence model is based on the idea that counselling is a social interaction that involves mutual influence between counsellor and client.
Counseling in the workplace helps employees solve psychological or job-related problems so they can perform tasks effectively. It makes employees feel less anxious and more motivated to solve problems. Counseling also provides professional help when needed. It allows employees to express themselves, which improves communication in the organization and overall performance. Counseling reduces stress and increases enthusiasm for achieving organizational objectives. It gives employees confidence and reassurance to persist during difficulties.
This is a presentation regarding Albert Ellis' REBT. Ellis' model teaches us to dispute irrational beliefs and replace them with rational ones to experience effective change.
Counseling skills, and responding, active listeningDolehKhan
“The process of assisting and guiding clients, especially by a trained person on a professional basis, to resolve especially personal, social, or psychological problems and difficulties.”
According to Jan Sutton and William Stewart in 2008 Learning to Counsel: Develop the Skills, Insight and knowledge to counsel others.
The counselling process; Stages of the counselling processSunil Krishnan
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
Distinction between counseling and psychotherapyShane Baltazar
The document distinguishes between counseling and psychotherapy. Counseling applies mental health, psychological, and human development principles and is used with normal individuals for educational and informational purposes, often in educational settings. Psychotherapy refers to therapeutic treatment involving a trained professional and client or patient, using strategic methods, and is used with severely disturbed individuals, often in medical settings. Both counseling and psychotherapy aim to promote healthy living, but counseling is less clinical and more educational compared to psychotherapy.
The document discusses Carl Rogers and his person-centered therapy approach. Some key points include:
- Rogers believed people have an innate potential for growth and self-actualization given the right environment.
- The therapeutic relationship is the most important factor in therapy, with the therapist displaying genuineness, unconditional positive regard, and empathic understanding.
- The goal of therapy is to help clients fully understand themselves by exploring their feelings in a non-judgmental setting. Clients are seen as capable of solving their own problems.
Section 3_ Intro to Basic Counseling Skills (5).pptAyesha Yaqoob
This document provides an introduction to basic counseling skills for drug abuse treatment. It outlines the following key counseling strategies: active listening, which includes attending, paraphrasing, reflection of feelings, and summarizing; processing; responding, including expressing empathy, probing, and interpreting; and using silence. Examples are provided for each strategy. The objectives are to help trainees identify counseling strategies, conduct counseling strategies, structure counseling sessions, understand clinical supervision, and conduct specific listening, responding, and teaching strategies.
Person-centered therapy focuses on facilitating a client's self-directed growth through a therapeutic relationship characterized by empathy, genuineness, and unconditional positive regard. The approach challenges the assumption that the therapist knows best and instead emphasizes the client's innate potential for self-understanding and problem-solving. For change to occur, the client must experience incongruence while the therapist maintains congruence and unconditional acceptance, allowing the client to perceive they are truly understood. The goal is for clients to develop more positive self-regard independent of others' expectations through exploring their experiences in a supportive environment.
This document discusses different types of counseling, including individual counseling, group counseling, community counseling, directive counseling, and non-directive counseling. It provides details on each type, such as their key elements, advantages, disadvantages, and applications. Individual counseling focuses on one-on-one discussions between a counselor and client to address personal issues. Group counseling involves people with similar issues meeting together with a therapist. Community counseling treats dysfunction occurring within a related group and works to develop community support. Directive counseling takes a more active role for the counselor, while non-directive counseling provides a supportive environment for the client to explore their own thoughts and feelings.
There are many different kinds of ethical issues facing clinical psychologists. Some of the most common ones involve confidentiality, payments, relationships, and testimony.
Group counseling involves 5-8 people meeting regularly with a facilitator to learn about themselves and how they relate to others. It allows members to share experiences of dealing with particular issues like anger management, which can help counteract isolation. The group setting provides unique insights as members explore issues in depth and help each other. While it costs less than private therapy, group counseling may not work if a group is too large or small, or if one person monopolizes discussions.
Ellis was born in 1913 in Pittsburgh and raised in New York City. He had a difficult childhood due to family strife and health issues, which led him to focus on problem-solving through reading. In his early life, he aspired to be a novelist but was unable to get published. He then pursued psychoanalysis but grew dissatisfied with its limitations. He developed Rational Emotive Behavior Therapy (REBT), which argues that irrational beliefs cause emotional disturbances and that disputing these beliefs can resolve problems. REBT became popular through his many books and workshops. Ellis spent his career developing and promoting REBT until his death in 2007.
Rational Emotive Behavior Therapy (REBT) is a type cognitive therapy first used by Albert Ellis which focuses on resolving emotional and behavioral problems. The goal of the therapy is to change irrational beliefs to more rational ones.
REBT encourages a person to identify their general and irrational beliefs (e.g. I must be perfect") and subsequently persuades the person to challenge these false beliefs through reality testing.
The document discusses the ethical principles in counseling. It states that counselors have a responsibility to adhere to ethical guidelines in order to earn and maintain public trust. Counseling requires a commitment to competence, adherence to a code of conduct, and contributing to public well-being over monetary gain. The main ethical framework refers to principles of autonomy, fidelity, justice, beneficence, non-maleficence and self-respect. Specific ethical duties of counselors include maintaining client confidentiality, fostering client self-determination, acting in the client's best interest, avoiding harm, providing fair and impartial services, and respecting human rights and dignity.
“Courage doesn’t happen when you have all the answers. It happens when you are ready to face the questions you have been avoiding your whole life.”
― Shannon L. Alder
The psychodynamic approach to counseling originated from Sigmund Freud's ideas of psychoanalysis. It focuses on helping clients gain insight into the underlying reasons for their problems and develop the ability to cope with future difficulties. Key concepts include the id, ego, and superego; defense mechanisms; and psychosexual stages of development. Techniques include transference, free association, dream analysis, and interpretation. The approach has evolved with object relations theory, attachment theory, and consideration of multicultural issues.
This document provides an overview of basic counseling skills including active listening, reflection, empathy, questioning, and relationship building. It discusses how counselors can address common problems students face such as bullying, family issues, substance abuse, and career decisions. A variety of counseling techniques are described including life review, fantasy therapy, metaphor interpretation, and ensuring the counselor maintains a non-judgmental stance. The document is intended to educate counseling students on foundational skills.
Aaron Beck is an American psychiatrist known as the father of cognitive therapy. He developed widely used assessment tools for depression and anxiety. Beck attended Brown University and Yale Medical School. He believed that depression stems from negative views of oneself, the world, and the future. Cognitive therapy aims to help patients overcome difficulties by identifying and changing dysfunctional thoughts and behaviors. It involves helping patients develop skills to modify beliefs and identify distorted thinking.
Presented during the Psychology Congress, Lyceum of the Philippines, Intramuros, Manila, Philippines, October 8, 2009.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Industrial and technological advancement has resulted in increased material comforts, higher prosperity but a sedentary lifestyle. This progress has led to breakdown of joint families into small, nuclear families. There is less social interaction, less time for others, loneliness, anxiety and stress. Statistics show that the rate of mental disturbances in terms of suicide, alcoholism, drugs, marital breakdown and the like are increasing at an alarming rate. In short there is deterioration of physical and mental health due to a rapidly changing lifestyle.
The counseling process involves 5 main steps: 1) Relationship building where the counselor engages with the client to understand their issues. 2) Problem assessment where information is collected about the client's situation. 3) Goal setting where specific outcomes are defined that the client wants to achieve. 4) Intervention where the counselor provides support depending on their theoretical approach. 5) Evaluation, follow-up, termination or referral where progress is reviewed and the counseling relationship is closed or the client is referred elsewhere for additional support. The overall process is a structured dialogue where the counselor helps the client identify and overcome problems through increased self-understanding and new skills.
Counseling in the workplace helps employees solve psychological or job-related problems so they can perform tasks effectively. It makes employees feel less anxious and more motivated to solve problems. Counseling also provides professional help when needed. It allows employees to express themselves, which improves communication in the organization and overall performance. Counseling reduces stress and increases enthusiasm for achieving organizational objectives. It gives employees confidence and reassurance to persist during difficulties.
This is a presentation regarding Albert Ellis' REBT. Ellis' model teaches us to dispute irrational beliefs and replace them with rational ones to experience effective change.
Counseling skills, and responding, active listeningDolehKhan
“The process of assisting and guiding clients, especially by a trained person on a professional basis, to resolve especially personal, social, or psychological problems and difficulties.”
According to Jan Sutton and William Stewart in 2008 Learning to Counsel: Develop the Skills, Insight and knowledge to counsel others.
The counselling process; Stages of the counselling processSunil Krishnan
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
Distinction between counseling and psychotherapyShane Baltazar
The document distinguishes between counseling and psychotherapy. Counseling applies mental health, psychological, and human development principles and is used with normal individuals for educational and informational purposes, often in educational settings. Psychotherapy refers to therapeutic treatment involving a trained professional and client or patient, using strategic methods, and is used with severely disturbed individuals, often in medical settings. Both counseling and psychotherapy aim to promote healthy living, but counseling is less clinical and more educational compared to psychotherapy.
The document discusses Carl Rogers and his person-centered therapy approach. Some key points include:
- Rogers believed people have an innate potential for growth and self-actualization given the right environment.
- The therapeutic relationship is the most important factor in therapy, with the therapist displaying genuineness, unconditional positive regard, and empathic understanding.
- The goal of therapy is to help clients fully understand themselves by exploring their feelings in a non-judgmental setting. Clients are seen as capable of solving their own problems.
Section 3_ Intro to Basic Counseling Skills (5).pptAyesha Yaqoob
This document provides an introduction to basic counseling skills for drug abuse treatment. It outlines the following key counseling strategies: active listening, which includes attending, paraphrasing, reflection of feelings, and summarizing; processing; responding, including expressing empathy, probing, and interpreting; and using silence. Examples are provided for each strategy. The objectives are to help trainees identify counseling strategies, conduct counseling strategies, structure counseling sessions, understand clinical supervision, and conduct specific listening, responding, and teaching strategies.
Person-centered therapy focuses on facilitating a client's self-directed growth through a therapeutic relationship characterized by empathy, genuineness, and unconditional positive regard. The approach challenges the assumption that the therapist knows best and instead emphasizes the client's innate potential for self-understanding and problem-solving. For change to occur, the client must experience incongruence while the therapist maintains congruence and unconditional acceptance, allowing the client to perceive they are truly understood. The goal is for clients to develop more positive self-regard independent of others' expectations through exploring their experiences in a supportive environment.
This document discusses different types of counseling, including individual counseling, group counseling, community counseling, directive counseling, and non-directive counseling. It provides details on each type, such as their key elements, advantages, disadvantages, and applications. Individual counseling focuses on one-on-one discussions between a counselor and client to address personal issues. Group counseling involves people with similar issues meeting together with a therapist. Community counseling treats dysfunction occurring within a related group and works to develop community support. Directive counseling takes a more active role for the counselor, while non-directive counseling provides a supportive environment for the client to explore their own thoughts and feelings.
There are many different kinds of ethical issues facing clinical psychologists. Some of the most common ones involve confidentiality, payments, relationships, and testimony.
Group counseling involves 5-8 people meeting regularly with a facilitator to learn about themselves and how they relate to others. It allows members to share experiences of dealing with particular issues like anger management, which can help counteract isolation. The group setting provides unique insights as members explore issues in depth and help each other. While it costs less than private therapy, group counseling may not work if a group is too large or small, or if one person monopolizes discussions.
Ellis was born in 1913 in Pittsburgh and raised in New York City. He had a difficult childhood due to family strife and health issues, which led him to focus on problem-solving through reading. In his early life, he aspired to be a novelist but was unable to get published. He then pursued psychoanalysis but grew dissatisfied with its limitations. He developed Rational Emotive Behavior Therapy (REBT), which argues that irrational beliefs cause emotional disturbances and that disputing these beliefs can resolve problems. REBT became popular through his many books and workshops. Ellis spent his career developing and promoting REBT until his death in 2007.
Rational Emotive Behavior Therapy (REBT) is a type cognitive therapy first used by Albert Ellis which focuses on resolving emotional and behavioral problems. The goal of the therapy is to change irrational beliefs to more rational ones.
REBT encourages a person to identify their general and irrational beliefs (e.g. I must be perfect") and subsequently persuades the person to challenge these false beliefs through reality testing.
The document discusses the ethical principles in counseling. It states that counselors have a responsibility to adhere to ethical guidelines in order to earn and maintain public trust. Counseling requires a commitment to competence, adherence to a code of conduct, and contributing to public well-being over monetary gain. The main ethical framework refers to principles of autonomy, fidelity, justice, beneficence, non-maleficence and self-respect. Specific ethical duties of counselors include maintaining client confidentiality, fostering client self-determination, acting in the client's best interest, avoiding harm, providing fair and impartial services, and respecting human rights and dignity.
“Courage doesn’t happen when you have all the answers. It happens when you are ready to face the questions you have been avoiding your whole life.”
― Shannon L. Alder
The psychodynamic approach to counseling originated from Sigmund Freud's ideas of psychoanalysis. It focuses on helping clients gain insight into the underlying reasons for their problems and develop the ability to cope with future difficulties. Key concepts include the id, ego, and superego; defense mechanisms; and psychosexual stages of development. Techniques include transference, free association, dream analysis, and interpretation. The approach has evolved with object relations theory, attachment theory, and consideration of multicultural issues.
This document provides an overview of basic counseling skills including active listening, reflection, empathy, questioning, and relationship building. It discusses how counselors can address common problems students face such as bullying, family issues, substance abuse, and career decisions. A variety of counseling techniques are described including life review, fantasy therapy, metaphor interpretation, and ensuring the counselor maintains a non-judgmental stance. The document is intended to educate counseling students on foundational skills.
Aaron Beck is an American psychiatrist known as the father of cognitive therapy. He developed widely used assessment tools for depression and anxiety. Beck attended Brown University and Yale Medical School. He believed that depression stems from negative views of oneself, the world, and the future. Cognitive therapy aims to help patients overcome difficulties by identifying and changing dysfunctional thoughts and behaviors. It involves helping patients develop skills to modify beliefs and identify distorted thinking.
Presented during the Psychology Congress, Lyceum of the Philippines, Intramuros, Manila, Philippines, October 8, 2009.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Industrial and technological advancement has resulted in increased material comforts, higher prosperity but a sedentary lifestyle. This progress has led to breakdown of joint families into small, nuclear families. There is less social interaction, less time for others, loneliness, anxiety and stress. Statistics show that the rate of mental disturbances in terms of suicide, alcoholism, drugs, marital breakdown and the like are increasing at an alarming rate. In short there is deterioration of physical and mental health due to a rapidly changing lifestyle.
The counseling process involves 5 main steps: 1) Relationship building where the counselor engages with the client to understand their issues. 2) Problem assessment where information is collected about the client's situation. 3) Goal setting where specific outcomes are defined that the client wants to achieve. 4) Intervention where the counselor provides support depending on their theoretical approach. 5) Evaluation, follow-up, termination or referral where progress is reviewed and the counseling relationship is closed or the client is referred elsewhere for additional support. The overall process is a structured dialogue where the counselor helps the client identify and overcome problems through increased self-understanding and new skills.
The document discusses the key aspects of counseling including its goals, approaches, roles of counselors, and skills required. Specifically, it aims to (1) understand clients and help them clarify their situations, (2) create an accepting environment for clients to explore issues, and (3) assist clients in understanding problems and determining actions to address them. Effective counselors demonstrate qualities like empathy, genuineness, and positive regard. They are careful to avoid behaviors such as advising or judging clients. Active listening is essential, and counselors must respect clients' rights and maintain confidentiality.
This document outlines various counseling techniques and qualities of an effective counselor. It discusses that counseling is an intimate guidance practice that is as old as human societies. It then describes different counseling methods like prescriptive, non-directive, and directive techniques. The document also lists qualities of counselors like interpersonal skills, personal adjustment, and leadership abilities. Finally, it discusses recent developments in counseling like using experiences and imagination to treat fears.
Guidance and counselling provide assistance to help individuals develop personally and professionally. Guidance is broader and aims to help people understand alternatives and make wise choices, while counselling focuses more on inward analysis of problems. Both guidance and counselling have the goals of facilitating adjustment, optimal development, and helping individuals live productive lives. Effective guidance and counselling require principles like respecting individual differences and focusing on each person's needs and abilities. Schools need qualified counsellors and guidance services to support students' well-being and achievement.
This document discusses different types of counselling:
1) Directive counselling is counsellor-centered where the counsellor directs the client to resolve issues by informing and advising them.
2) Non-directive counselling is client-centered where the counsellor creates an environment for the client to work out their own problems through free expression of feelings and developing insight.
3) Eclectic counselling combines elements of directive and non-directive counselling by taking a flexible middle approach depending on the client and situation. The counsellor plays an active but not overbearing role.
This document discusses counselling skills and career counselling. It notes that in modern times, loneliness, broken relationships, and deteriorating mental health are issues that counselling can help address by getting people to open up and talk. The document outlines what counselling is, why it's important, how it works, who provides it, and who receives it. It also discusses the counsellor's role in providing a confidential, empathetic environment to help counsellees overcome issues like parental pressure, lack of opportunities, confusion, and frustration. Throughout the counselling process, counsellors should avoid judgement and coercion, and instead cultivate skills like active listening, asking open questions, and connecting with counsellees in a compassionate
This document provides an outline for a training on behaviour change communication and basic counseling skills. It defines key terms like behaviour, behaviour change, and behaviour change communication. It discusses the 7Cs of effective communication in BCC and the stages of change model. It also outlines appropriate interventions for each stage of change. The document then covers basic counseling skills like attending skills, active listening, questioning, paraphrasing, and summarizing. It describes the three components of counseling as empathy, respect, and genuineness. Finally, it discusses the counseling process as having three stages - exploration, understanding, and action.
This document provides an overview of counselling skills. It defines counselling as a process of advising employees to help them find solutions to problems. The document outlines the objectives, features, types and process of counselling. It discusses the importance of counselling for improving individual and organizational performance. It also provides guidance on effective counselling techniques and dos and don'ts for counsellors. The conclusion emphasizes that counselling can help employees build self-confidence and ability to work effectively.
This document discusses counselling and the counselling process. It defines counselling as helping people solve their own problems through understanding themselves, with the aims of self-knowledge, realization, and development. The purposes of counselling are listed as assistance, development, vast information, inspiration, solution, and encouragement. The counselling process has six stages: relationship building, assessment and diagnosis, formulation of counselling goals, intervention and problem solving, termination and follow up, and research and evaluation.
This document discusses counselling in an organizational context. It defines counselling as a process of guiding individuals or groups facing problems to overcome difficulties and be more productive. There are three main types of counselling: directive, which involves the counselor directing solutions; non-directive, which centers on the client; and elective, a combination approach. The stages of the counselling process are building the counselling relationship, assessing problems, setting goals, providing interventions, and terminating and following up. Counselling in organizations is important as it helps employees solve psychological or work issues to improve performance.
The document discusses the role of nurse educators in providing guidance and counseling to students. It defines guidance as assistance to help individuals manage their own lives, develop their views and make their own decisions. Counseling is defined as a helping relationship where someone seeks help from someone trained to provide help. The key aspects of guidance and counseling for students are to help them adjust to new environments, develop qualities for successful nursing practice, adjust to clinical settings, and keep up to date on nursing trends.
NBCC, NAADAC, CAADAC, CBBS, Florida approved continuing education series in mental health, substance abuse and dual disorders counseling for nurses, counselors, therapists, social workers and addictions professionals.
The counseling process involves several stages:
1) Establishing rapport and trust between counselor and client through effective communication and by addressing any issues that arise.
2) Identifying and exploring the client's presenting problems, behaviors, self-perception, and background through various assessment tools and interviews.
3) The counselor and client work together to decide on appropriate solutions, develop a specific action plan to address the problems and achieve goals, and do follow up sessions to evaluate progress and make adjustments if needed.
4) The counseling relationship is terminated once mutually agreed goals have been met, but the counselor remains available if future issues arise.
Freud summarizes his psychoanalytic procedure, which has evolved from Josef Breuer's earlier "cathartic" method using hypnosis. Freud abandoned hypnosis and instead focuses on analyzing patients' unconscious thoughts and feelings that emerge through their spontaneous associations and interpretations of dreams, slips of the tongue, and other behaviors. He believes repression of disturbing thoughts and feelings underlies neuroses, and his technique aims to make the unconscious conscious through interpreting derivatives like associations to ultimately relieve symptoms.
The document outlines the 7 stages of the counselling process: 1) Preparation 2) Pre-counselling session 3) Building rapport 4) Problem definition and goal setting 5) Intervention and problem solving 6) Termination 7) Follow up. It describes the key elements and activities at each stage, including identifying needs, setting goals, implementing action plans, gradually ending sessions, and providing follow up support. The overall aim is to help clients gain a sense of control over their lives by exploring difficulties and developing solutions.
Uses of Theories of Motivation in Organizational BehaviorMasum Hussain
Most employers today would like to have their employee’s motivated and ready to work, but do not understand what truly motivates a person. Companies could be more efficient if the employees had an invested interest in the future of the company. There are essential needs to be met for a person, specifically an employee, to succeed in the workplace. I will examine different theories of motivations, how they are relevant to the workplace, and how employers can implement the theories to ensure happy and motivated employees.
Human behaviour is as much a reflection of the differences between individuals as it is a reflection of their similarities. These individual differences are caused by a number of influences and characteristics. For example, personality traits focus on individual differences that make each person a unique human being. Our biological make-up concentrates on how we function as a result of our evolution and human inheritance. Our behaviour is largely influenced by the system of rewards and punishments that are present in our environment. Our cognitive approach focuses on how our thinking and memory affects our behaviour. The fact that we are here at this time with immediate influences, and the ability to express a free will, may present the greatest influence of all.
It broadly addresses the topic of employee relations and work motivation. It examined theories and models of motivation that strive to answer the question of what motivates and how is motivation harnessed. At the individual level of analysis, there is a plethora of different approaches, most of which have some conceptual viability, empirical support and practical use. A critical task for future thinking and research is to integrate findings from diverse sources in order to be able to produce a more coherent view of motivation, its content and mechanisms.
Any theories about motivation can be contradicted since these theories have many exceptions. It is important that these theories are considered general statements that have been confirmed through observational studies and are applicable only to the extent that they reflect and are influenced by individual behaviour. We might ask: “Why should we even pursue these topics if there are so many inconsistencies, exceptions, and variables that affect conclusions?”. If we are searching for scientific evidence that is universally applicable, we may be wasting our time, but if our goal is to better understand human behaviour and its impacts on personal performance, the insights gained from such theories and studies are invaluable.
9amjobs.com provides career counseling services to help people at every stage of their career. Their career counselors administer assessments to determine clients' strengths, interests, and skills in order to develop specific career paths and provide guidance on education, job searching, and setting goals. Students and job seekers can benefit from career counseling services to help choose the right career option and find courses or careers where they are most likely to excel.
Counselling involves building an empathic relationship to explore emotions, behaviors, and thinking with the goal of facilitating healthy changes. The counselling process includes relationship building, assessment of the client's situation, setting goals for the work, providing interventions, and terminating or making referrals when appropriate. Key factors in effective counselling include the therapeutic relationship, client strengths and resources, and the client's hope that change is possible.
This document outlines different types of life skills and peer education. It discusses five life skills - curiosity, creativity, resilience, patience, and self-reliance - that are learned indirectly through experience and practice. It also describes functional life skills like self-care, household tasks, and community safety. The document then explains that peer education involves same-aged people actively participating to promote health and welfare through informal discussions, videos, drama, counseling, and more. Peer education can have positive effects like improving knowledge, relationships, and attitudes towards issues like HIV/AIDS and sexual behavior.
Counseling involves active listening skills like paraphrasing, asking open-ended questions, and using reflection. Non-verbal communication makes up 60% of messages conveyed, so counselors must be sensitive to body language cues. Effective counselors establish rapport, demonstrate patience and empathy, communicate in a non-judgmental manner, and exhibit authenticity. Counseling aims to help clients through problem solving by discussing problems and desired changes, considering solutions, deciding on a plan of action, and later evaluating changes.
This document provides information on effective communication skills, including listening skills. It discusses the objectives of communication, barriers to communication from both the speaker and listener perspective, and keys to communication such as body language, rapport building, and overcoming listening barriers. The document also outlines different thinking styles that impact communication and provides exercises to improve listening skills through active listening techniques and questioning.
This document discusses public speaking and self-concept. It explains that children learn speech through imitation and reinforcement from others. One's self-concept and attitude are influenced by friends, family and teachers from a young age. Significant others, whose opinions are important, can influence how one sees themselves. Improving self-concept involves being willing to change, forgive oneself, set goals and stand up for beliefs. A self-fulfilling prophecy occurs when one's beliefs influence their behavior. Listening is an active process that can be improved by preparing, avoiding distractions and taking effective notes.
This document provides guidance on improving communication skills. It discusses the objectives of communication skills training, which are to improve communication abilities, make better use of knowledge, perform jobs well, and advance careers. It also outlines why we communicate, such as to share ideas, provide feedback, gain information, influence others, and develop relationships. The document then covers the key aspects of communication, including verbal communication through speaking and language, and nonverbal communication through body language, gestures, facial expressions, and eye contact. It provides tips for effective communication through elements like voice, body language, avoiding barriers, and asking and answering questions. The overall aim is to help people enhance their communication abilities.
This document discusses public speaking and communication. It covers topics like how speech is learned through imitation, the importance of self-concept and how it is influenced by others' reactions, improving self-esteem, the ideal self versus how others see you, self-fulfilling prophecies, the communication process, listening barriers and techniques, and note-taking tips. Significant others who see us positively can help form a positive self-concept, while a negative self-fulfilling prophecy occurs when low expectations influence poor performance. The communication process involves a speaker, message, channel, audience and response, and breakdowns can result from failures in any part of this process.
Communication is the exchange of information between individuals through a common system of symbols, signs, or behavior. It involves transmitting messages from a sender to a receiver. There are verbal and nonverbal forms of communication. Barriers like perception and culture can interfere with effective communication. Good communication skills include listening actively, using eye contact and body language properly, being concise yet clear, and understanding different communication styles.
This document discusses effective communication skills for educators. It covers key components of communication like establishing rapport, verbal and nonverbal skills, and addressing roadblocks. Barriers to communication include lack of listening skills, judging others, and focusing on disabilities rather than abilities. The document emphasizes building relationships through responsive listening and managing resistance, negativity, anger and conflict respectfully. Effective conflict resolution involves listening to understand different perspectives and establishing shared goals.
Becoming transformational leaders requires consistent examination of how to become your best self. Learn collaborative communication techniques, gain perspective of peers on your engagement skills and strengthening your emotional intelligence to better engage team members and excel in the workplace.
Building Interpersonal Effectiveness.pptJacobKurian22
It's 4:30pm.
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1. The report is due Friday. When can you have it done by?
2. I should be able to finish it by Thursday afternoon.
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Nurturing Parent / Child Transaction
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The document provides an overview of 5 workshops on conflict resolution and relationship management. The first workshop discusses conflict management and different conflict management styles. The second workshop focuses on interpersonal communication and behavioral communication, including nonverbal communication cues. The third workshop covers understanding relationships and what healthy relationships provide. The fourth workshop is about stress management and different types of stress like eustress and distress. The fifth workshop is on conflict resolution and management.
Communication is an integral part of human being. Without this life couldn't be easier. Here is some skills to develop and improve your communication for better presentation.
The Power of Listening skill in CommunicationGarima Singh
Listening skills are the ability to actively understand information provided by the speaker. Here is a very useful Power point Presentation on Listening.
Thanks
Listening is a key communication skill that involves receiving, understanding, remembering, and responding to spoken messages. There are five stages to the listening process: receiving the message, understanding meaning, remembering content, and responding with feedback. Effective listening enhances productivity, improves relationships, avoids conflicts, and adds to one's image and personality. Barriers to listening include prejudgments, lack of focus, and distractions. Developing active listening skills like maintaining eye contact and asking questions can help overcome these barriers.
This document discusses the importance of listening skills. It notes that listening is key to effective communication, as without strong listening skills, messages can easily be misunderstood. Some key points made include: listening takes up about 45% of our time; it is an essential leadership and management skill; and if you can master one communication skill, listening should be it. The document provides tips for effective listening, such as adopting the L-I-S-T-E-N technique to look interested, involve yourself, stay on target, test your understanding, and evaluate the message. Strong listening builds relationships and leads to learning.
Communicationskills listeningandspeakingskills-151022053302-lva1-app6892Ayesha Mir
This document discusses listening and speaking skills. It defines listening as a conscious effort that requires concentration, unlike hearing which is passive. Various barriers to effective listening are described, including environmental, linguistic, psychological, physiological, perceptual, content, and personal barriers. Speaking is defined as conveying thoughts and feelings through spoken language. The importance of speaking skills for informing, persuading and directing others is covered. Techniques for effective speaking include preparing, maintaining eye contact, avoiding interruptions and focusing on content rather than delivery. Factors like voice, clarity, audience focus, examples and time management contribute to effective speaking.
This document discusses effective communication skills for leaders. It emphasizes that everything a manager does involves communication. Effective communication can help overcome problems, enhance relationships, develop teamwork, and achieve goals. The document then provides examples of successful communicators like Churchill, Powell, and Oprah Winfrey and their leadership lessons centered around communication. It also outlines best practices for communication such as establishing eye contact, being a good listener, admitting mistakes, being prompt, and using compliments.
CoE mentor accreditation program - session #3Rama Chakaki
Session #3 focused on the role of mentors in asking questions, modeling self-learning, and facilitating collaboration among students. It discussed how language and body language impact relationships and discussed a video on how body language shapes identity. Mentors were instructed to observe students, ask leading questions, and maintain the pacing of sessions. The impact of verbal and non-verbal language on emotional states, relationships, and careers was explored, along with how to actively listen and read students. An assignment was given to discuss takeaways on social media.
This document discusses listening skills and why they are important. It notes that listening allows us to gain information, provide feedback, participate in others' stories, and broaden our horizons. However, listening can be challenging due to impediments like filtering, inattention, and mismatches between the speaker and listener. The document provides techniques for effective listening such as listening to body language, repeating what was said, empathizing, clarifying, and probing for more information. Positive listening can increase productivity, strengthen relationships, and improve problem solving.
Similar to Topic 5 basic skills in counselling (20)
Topic 8 career basics & understanding individual pupils (anis & zati)scorpiolky
This document discusses career basics and understanding individual pupils. It covers the concepts of lifestyle and creating a lifestyle, discovering career interests and values through psychological inventories, and applying Holland's career theory. Creating a lifestyle reflects one's self-image and can be influenced by culture, family, and social groups. Career interests can be identified using interest inventories that assess enjoyment of different tasks and occupations. Career values provide motivation and purpose to jobs. Holland's Self-Directed Search career inventory uses responses to questions to assign individuals a three-letter code matching their personality to suitable careers and fields of study. Teachers should provide guidance to help pupils with self-development based on inventory results.
Topic 6 transition support for special needs studentsscorpiolky
Transition planning helps special needs students move from school to adult life. It involves coordinating activities designed within an outcome-oriented process. Transition services can help students go to college, get jobs, find housing, and engage with their community. The transition planning process takes into consideration a student's life experiences to determine appropriate educational resources and programming from ages 14 to graduation. It is the responsibility of the student's school district to facilitate transition planning and invite outside agencies and the student to transition planning meetings starting at age 14.
Storytelling therapy uses stories to help promote healing in children experiencing behavioral, emotional, or psychological difficulties. Stories allow children to see how others overcome similar problems, helping them apply lessons to their own lives. The therapeutic process involves children discussing or telling stories, which can help explain emotions, teach values, and provide safe ways to consider how to handle challenges. Therapists may subtly upgrade story endings to suggest more adaptive resolutions and perspectives.
Bibliotherapy refers to using literature to help people cope with problems or life changes. It involves identifying with characters, releasing emotions through discussion, and exploring new perspectives. Readers interact with texts on emotional and conceptual levels. Clinical bibliotherapy employs therapeutic methods while developmental bibliotherapy helps students prepare for life stages. The process involves selecting relevant literature, discussing it, and follow-up activities for catharsis and insight. Facilitators guide identification and examination of issues to promote understanding and problem-solving. Benefits include feeling less isolated and gaining self-knowledge, though availability of materials and client readiness can pose challenges.
This document provides an overview of several counseling theories including behaviourism theory, person-centered theory, rational emotive therapy, and cognitive behavioral therapy. Behaviourism theory focuses on how environmental stimuli influence behavior through reinforcement. Person-centered theory emphasizes creating a therapeutic environment for clients to express themselves. Rational emotive therapy, developed by Albert Ellis, uses cognitive restructuring to dispute irrational beliefs. Cognitive behavioral therapy is based on the premise that thoughts influence feelings and behaviors, and teaches clients to challenge irrational thoughts.
This document discusses the roles of teachers as counselors. It defines counselors as trained practitioners who help people through short or long-term guidance. Teachers' counseling roles include collecting student information through formal tests and informal observations, identifying student problems like conflicts, lack of skills or career information, and helping students adjust, make decisions, and solve learning problems by referring them to school counselors and cooperating with parents. Student misbehavior can stem from biological, social, and environmental factors like genetics, bullying, or trauma.
Topic 2 guidance and counselling for childrenscorpiolky
This document discusses various types of guidance and counselling services provided in schools including teacher guidance, counselling, career guidance, and parent conferences. It describes individual counselling as tailored advice for individual students covering academic and career counselling. Group counselling involves students with similar issues meeting with a counsellor and progresses through orientation, conflict, development, results and termination stages. The document also outlines counselling ethics like prioritizing student needs, informed consent, confidentiality and privileged communication.
The document provides an overview of the history and development of guidance and counseling. It discusses how guidance and counseling evolved from earlier theories in psychoanalysis and became a major profession after World War II. Key figures who contributed to the theories and perspectives of the field are also mentioned. The principles and purposes of guidance and counseling are then outlined. Specifically, it aims to help students understand themselves, make informed choices, and develop holistically to live productively. Qualified counselors play an important role in providing confidential support and helping students overcome personal issues.
This document outlines the content and learning standards for two units over 3 weeks of lessons. Week 1 & 2 cover Unit 14 on language acquisition, with a focus on listening, speaking, reading and writing skills. Day 1 focuses on listening and speaking skills like blending sounds. Day 2 focuses on reading skills like recognizing graphemes. Day 3 is about writing skills such as writing words and phrases. Week 3 covers Unit 15 on saving sea creatures, again with lessons targeting similar language skills around listening, reading, and writing.
This document provides a schedule for English language instruction over 13 weeks. It includes the weekly theme/unit being covered, related content and learning standards, focus words and remarks. The schedule outlines what will be covered each day in listening/speaking, reading and writing. Key areas of focus include pronunciation, responding to oral texts, word recognition, reading comprehension, handwriting, spelling and sentence writing.
This document lists various items that need to be sorted into recycling boxes including paper, plastic cups, glass bottles, aluminum cans, glass jars, paper bags, tissue paper, and plastic bottles. The items listed need to be matched to the correct recycling box for paper, plastic, glass, or aluminum.
This document provides instructions for a listening activity where students listen and paste recycling items into the correct recycling bin, and then color the recycling bin correctly. The activity involves classifying recycling items and coloring a recycling bin diagram.
The document discusses different ways to reuse and recycle common materials like plastic, paper, glass and aluminum. It explains that plastic bottles can be reused to make flowers and vases, newspapers can be recycled and turned into paper bags and greeting cards, and glass bottles and aluminum cans can be recycled and made into new bottles and cans. The document also provides instructions for which recycling bins different materials like paper, glass, plastic and aluminum should be placed in for proper recycling.
Students are divided into 5 groups and given envelopes containing feeling words. Each group will role play different feelings by wearing masks and replacing words in a chant with their assigned feeling word. The role plays allow students to act out and speak different emotions to understand how feelings can be expressed.
This document provides instructions for a jazz chant activity involving feelings. The activity divides students into two groups, with one group asking questions about feelings and the other group answering and using facial expressions to depict the feelings. Students will read a jazz chant that includes lexical sets for colors and feelings, and asks how someone feels today. They will then take turns asking and answering questions about feelings using the jazz chant.
Pupils will make expression masks using paper plates, copies of smiley faces, string, and color pencils. The teacher will instruct students to color the smiley faces with different colors representing feelings like happy, sad, angry, and calm. Students will then paste the colored smiley faces onto paper plates and add string for eyes so they can wear the masks. The activity aims to help students learn about expressing different emotions through colors.
The document provides instructions for a bubble map activity where students will write different feelings in colored circles to demonstrate their understanding of feelings and colors. Students are given a worksheet with a large central circle titled "feeling" and five surrounding circles in different colors - blue, red, yellow, green, and black. Students write the feelings of calm, angry, happy, refreshing, and sad in the corresponding colored circles to show what they have learned.
1. The document describes a classroom activity where students unscramble jumbled sentences to form proper sentences using feeling words like happy, sad, angry, and refreshing.
2. Students are given jumbled sentences on a worksheet and asked to rearrange the words to create correct sentences.
3. The teacher models the activity by writing a jumbled sentence on the board and having a student rearrange the words, then students complete similar exercises independently on their task sheets while the teacher monitors their work.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
3. WAEHLER & LENNOX FIVE STAGES OF
COUNSELLING
Relationship
building
Assessment
Goal setting
InterventionTermination
4. ROGER’S SEVEN STAGES OF
PROCESS
• These stages enable us to observe and see
whether the clients are making progress in
theraphy or seem to be stuck and unable to move
on.
• Clients are making progress step by step building
on their experience before moving on to the next.
• When they feel accepted and understood at one
stage, they feel able to take to the next step.
5. STAGE 1
• Clients are very resistant.
• Believe that display of emotion is a weakness.
STAGE 2
• Less rigid and will talk about other
people/external events.
• When things go wrong, tend to blame others.
STAGE 3
• Clients talk about themselves as a 3rd person
and avoid discuss about present event.
• Internal contradiction starts to emerge.
6. STAGE 4
• Clients begin to enter into more direct relationship with the
counselor but there is still some fear.
• Clients start to accept responsibility for what is happening.
STAGE 5
• Clients can express emotion confidently.
• New insight about life and relationship are started to emerge.
STAGE 6
• The clients start to think clearly about oneself.
• Changes in attitude and has different perception about the
world.
STAGE 7
• Clients are fully-functioning, self-actualized individual who are
emphatic towards others.
8. ATTENDING & LISTENING SKILL
• Attending means being in the company of
someone else and giving that person full
attention, to what they are saying or doing.
• Includes reading the client’s body language
and also taking into consideration of all the
silence and pauses in the conversation.
• Listening skills involves linguistics,
paralinguistics and non-verbal.
9. • Face the other Squarely.
• Sending the message “I’m with you.”S
• Adopt an Open posture.
• Portrays a non-threatening and supportive body
language
O
• Lean forward.
• Shows interests.L
• Make Eye contact.
• Do not stare or roll your eyes.E
• Relax
• Clients will feel uncomfortable if they see the counsellor
shows anxiousness.
R
ATTENDING BEHAVIOR
10. • Questions that clients cannot easily answer
with Yes/No.
• Purpose :
– To begin interview
– To encourage client elaboration
– To motivate client to communicate
• Eg. How did you feel when that happened?
OPEN-ENDED QUESTIONS
11. • Purposes:
– To obtain specific information
– To identify issues
– To interrupt over talkative client
– To narrow the discussion topic.
• Eg. Do you like this subject?
CLOSE-ENDED QUESTIONS
12. • The echoing back of last few words that the
client has spoken.
REFLECTION
CLIENT : We moved to Kedah at the beginning of
last year but none of us really settle down.
I found it difficult to be in a new school.
COUNSELOR : You found it difficult to be in a new school..
13. • Although not associated with counselling,
there are times they are appropriate and
necessary.
CHALLENGING
CLIENT : There is no one in this school that I can talk
to at all.
COUNSELOR : No one?
===============================================
CLIENT : I have always been a failure, never been
good in anything.
COUNSELOR : Always?
14. • Purpose:
– To convey that you understand him/her
– Help the client simplify the what they said
– Encourage the client to elaborate
• When to use it?
– When the client is in the decision making conflict.
– The client says too many things and you are
confused.
PARAPHRASING
16. Types of non-verbal
interpretation
“ actions speak louder than words”
‘”what you see is what you get”
It’s not what he said, it’s HOW he
said it”
17. 1. Body posture
• Lean slightly forward
- positive, showing interest, giving attention
• Lean slightly backward
- not showing any interest.
• Changing position
- means that the subject wants to say something
while the counsellor is doing the
asking/counselling.
18. 2. Facial expression
• Facial expression is a way of how a person wants
to express their insight, emotion, thinking,
evaluation of something, and self condition.
• During counselling session, facial expression
helps the counsellor to transcribe the messages
that the subject is trying to deliver.
• Eg:
- the face will turn to reddish if the subject feels shy
- the subject is smiling with sarcastic voice.
19.
20. 3. Eye contact
• Direct eye contact – being honest
• Eyes looking at counsellor’s forehead – confused, angry,
serious
• Making big eyes – being honest
• Making small eyes – giving false explanation
• Wink frequently – anxious, giving false explanation
• Watching elsewhere – not showing interest
21. 4. Body movement
• Crossing arms
- a very secretive person, feels very uneasy and less
prepared to
participate in the session.
- feels very negative towards him/herself and
defensive.
• Hiding hands in pockets
- it means that the subject is hiding something.
• Scratching
- very unsure about statement given
22. • Biting fingers, nails
- feel stressed with the questions posed,
anxious and worried
• Covering mouth with hands
- very careful in giving points or explanation
• Inhale long breath
- showing pain
23. • Placing a finger on cheek
- thinking seriously
• Hesitate
- uneasy with the question
• Bowing head
- feeling sad
• Gripping, grasping hand
- feeling angry, showing anger
24. • Barely open eyes
- showing less interest
• Crossing arms, putting hand on chest, reposition hand
watch, crossing legs while sitting.
- anxious, defensive
• Putting a finger on nose, rubbing the eye, avoiding eye
contact, insincere smile, unclear tones
- telling lies, being dishonest
25.
26. 5. Voice projection
• During the session, counsellor will look into
different aspects of voice projection
• Eg: the pitch, hesitation, sound produced
(onomatopoeia)
• All will examine the emotions portrayed by
the subject.
29. references
Junaidi, S. N. (2011). Seni Bahasa Badan.
Selangor : PTS Professional Publishing
SDN BHD.
http:
www.creducation.org/resources/nonverbal_communicati
on/
http:
www.onitsukahana.blogspot.com.my/2013/02/kemahira
n-asas-kaunseling.html?m=1
32. 1. Structuring skill
• to prepare a correct tone and to structure a good counselling
session.
• This will include:
1. Role of Counsellor
- to listen, to understand, and to help solving whatever problems
explained by the subject.
2. Role of client/subject
- to freely choose any counselling topics and to freely share the
problems related to the topic to the counsellor.
3. Time allocation
- within 30 to 45 minutes
33. 2. Minimal guidance
Ishamuddin Hj. Ismail (1999) explains the aims
of minimal guidance as below:
• Counsellor to give full attention
• To help client/subject self exploration and
evaluation
• To assist client to continue telling his/her
story/problem
• To dominate the conversation/ counselling
session
34. 3. Listening skill
Listen
- content
- emotions (verbal/non-verbal)
While listening to the content, the counsellor must :
- understand the theme of discussion
- giving full participation by showing physical signs
- always giving attention and prepare to understand
client whole- heartedly.
36. DEFINITION
Problem
A matter or situation regarded as unwelcome or
harmful and needing to be dealt with and overcome.
(English Oxford Dictionary, 2012)
Problem Identification
The acknowledgement and definition of an issue that
does or may arise during the performance of a process.
(Dictionary.com, 2016)
42. Families
• Broken family
• Disagreement with family members
• Lack of attention from parents
Friends
• Misunderstanding
• Unresolved problems
Classmates
• Classmates disapproval
• Being isolated
• Misunderstanding
44. Divorced parents
- cause confusion among
children.
- develop stress
- evoke the feeling of being
neglected
The loss of parents
- lost their source of reliance
- loneliness
- depressed
Uncomfortable house
surrounding
- parents who are constantly
fighting
- frequently being threatened
52. Weak time
management
- Problem in completing
homework on time
- Often unable to distinguish
social time with study time
Lack of communication
skill
- Very few participation in
school/class activities
- Isolate self with peers
- Refuse to give opinions when
being asked
Unable to handle stress and
tense
- Easily get depressed
- Get angry easily when being confronts
54. Having difficulty in understanding
certain subjects at school
Low academic achievement
Low motivation
and not interested
in learning
Lack of study skill
Having problem
to communicate
with teachers
Few participation
in classroom’s
activities
57. OBSERVE
• Observe the pupils’ behaviour inside and
outside of the classroom.
• Identify:
How they behave towards their family, peers and
teachers.
Their response when being asked by teachers.
Their attitude towards given tasks.
Examine for any sudden change of behaviour.
58. INTERACT
• Encourage the particular pupils to talk with
you.
• Find a suitable topic which can promote
interest for the pupil to talk.
• Ask necessary questions that would help you
to identify the pupil’s problems.
• Do not rush into finding out the problems but
focus on building good rapport.
59. REFER
• Refer to students’ achievement and report.
- to analyze the possible causes.
- to identify the starting point of the pupils’
problems.
• Identify the problems’ history from the
documents.
• Refer to other teachers who teach the pupils’
class.
• Refer to the classroom teacher.
60. DISCUSS
• Discuss your observation of the pupils with
other teachers.
- to see whether there is a consistent
pattern of behaviour.
• Discuss with the parents :
- to identify the pupils’ behaviour at home,
health record and other information.
61. GUIDE
• Conduct a personal guidance session.
– To allow a further discussion regarding the
problems you had identified.
– To create awareness towards the pupils about the
problem they are facing.
– To suggest possible ways that can help the pupils
in solving the problem.
63. 1. Preliminary Meeting
2.Problem Identification
and Building Rapport
3.Determining Goals
4.Building and
Implementing Approach
5.Analyzing
Achievement
6.Termination
and Follow-up
The counselor continues to build good
relationships with clients.
Counselor must maintain the
confidentiality of the information
provided by the client.
Counselors need to show that he is
empathetic and very concerned about
the welfare of their clients.
The counselor can use open questions,
reflection, paraphrase, clarification and
other basic counseling skills.
Its main purpose is to allow the
counselor to understand the client and
help clients achieve self-consciousness.
67. DEFINITION
i)“Intervention means to change and develop
thinking, feeling and behavior of the troubled
individuals to explore, restore and enhance self-
confidence.”
ii)“Intervention is a deliberate process by which
change is introduced into peoples' thoughts,
feelings and behaviors.”
Source: Hazelden Betty Ford Foundation
68. INTRODUCTION
• Interventions are usually applied to address a
very serious personal problem.
For examples: drug abuse, burglary, smoking and
bullying.
• These skills are often used if the client is
experiencing harmful emotional and mental
stress.
• Intervention must be carried out in accordance
with the type of problems faced by clients.
69. FUNCTION OF INTERVENTION
• Lowered the degree of emotional stress reaction,
mental, physical and individual behaviour towards
certain crisis.
• Assist an individual to recover themselves.
• Developing self-management strategy(main
focus).
For Example: relaxation, stress
managament exercises
70. • Problem solving : understanding the problems
and the desired changes, discussion of the pros
and cons of the solutions, deciding on the
solution, planning for action and evaluation.
• Lastly, analyze the changes made by the
individual- to show he/she can manage difficult
events in life.
72. DIRECT INTERVENTION
• Involving clients whether individually or in
groups.
• Face to face interaction without any
hindrance.
• To find and talk about the causes and
methods of reinforcement to the action
taken.
73. INDIRECT INTERVENTION
• Collaborate with the client’s family.
• Conducted to investigate the problem of the
client in more detail.
• Able to resolve issues more efficiently.
74. EARLY CHILDHOOD
INTERVENTION
• Definition:
To provide treatment, rehabilitation, counseling
and advice to children and parents as soon as a
problem is detected ,identified or experienced
by children.(Kail,2002)
76. TEACHER CENTERED
• Methods for teaching students with learning
disabilities and behavioral problems.
• Teachers play a key role in teaching and
rehabilitation.
• Teacher will determines the type of strategy that
should be used, models and demonstrations, give
instructions to the students and monitor their
progress.
77. STUDENT CENTERED
• Suitable for students who are able to control
their own behavior (Graham, Harris and Reid,
1993)
• The term student-centered carries the image
of the student's own independent, self-reliant
and successful recovery processes operating in
a normal class.
78. FAMILY CENTERED
• Require a strong commitment from each
member of the family.
• Strengthen family ties
• Enhance understanding of the needs of
individuals with special needs.
79. Merry, T. &. (1993). What is Person Centered Therapy. Loughton:
Essex: Gale Centre Publications. Retrieved from
http://www.oocities.org/tlee6040/essays/lb501crp.htm
Practicing The Basic Counselling. (2016, January 1). Retrieved
from http://www.oocities.org/tlee6040/essays/lb501crp.htm
failed to load
Roger's Seven Stages of Process. (2012, October 2). Retrieved
from http://www.talking-theraphy.org.uk/counselling/rogers-
seven-stages-of-process
REFERENCES