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Essentials of a counsellor
- 1. ESSENTIALS OF CAREER COUNSELING Prof.N.K. Chadha
- 2. 2 ADOLESCENT YEARS Early Adolescence 10– 14 Years Old Grades 5 to 9 Middle Adolescence 15 – 17 Years Old Grades 9 to 12 Late Adolescence (Early Adulthood) 18 – 24 Years Old Post High School
- 3. 3 DEFINING PEER PRESSURE Positive PeerPressure Pressure to do something that IS in your best interest Negative Peer Pressure Pressure to do something that IS NOT in your best interest
- 4. 4 CAREER ISSUES IN ADOLESCENT •Many a times, the adolescent is unclear as to the direction he wants to take. • The person may be unaware of the means to achieving the goal. • The role here would be to help the person find clarity on both scores. • Giving information may also be needed in some cases. 4
- 5. 5 PEER INFLUENCE ONEDUCATIONAL CHOICES When this group moves on to take admission in colleges, the educational institutes they flock to are also where academic performance continues to be low to average, marking the future career course as well. A person who has a poor self esteem tends to make friends with low performers, and thus has a peer group that does poorly at academics.
- 6. 6 PEER INFLUENCE ONCAREER CHOICES Another area where negative peer influence can be seen to have an impact is when the individual “plays down” his talents and capabilities so as to fit in with the peer group. A student who prefers one career choice but his friends and peers prefer another simply becomes a robot performing what he is expected to do rather than what he wants to do.
- 7. 7 PARENTS INFLUENCE ONCAREER CHOICES This further pressurizes the child to make efforts to fulfill the goals set by their parents and not realizing whether that would be the best choice for them as their aptitude, interest, knowledge might be fit for some other careers. The career expectations imposed by parents from the childhood are generally the parents’ unmet dreams which they dream to fulfill through their child.
- 8. 8 02 04 03 01 CURRENT TRENDS ANDINNOVATIONS IN CAREER COUNSELLING Consciously enhancing interpersonal skills Taking a holistic approach Capitalizing on chance Understanding the client’s career framework 8
- 9. 9 UNDERSTANDING COUNSELLING It needsto be recognized that counseling is very different from the usual advice-giving. The client-therapist relationship is based on trust, so these qualities are essential to deal with a client. Therapy can take time and persistence, so patience and tenacity are important. Having had some challenging life experiences is highly advantageous, because it enhances the counselor's ability to analyze, interpret and judge situations accurately. Besides these basic characteristics, there are some other which are necessary for the making of an effective counselor. 01 02 9
- 10. 10 Communication Skills01 Non-Judgmental Acceptance02 Empathy03 GenuineInterest in Others04 Self-Reflection and Self Awareness05 Problem Solving Skills06 Rapport-Building Skills07 Flexibility08 Multicultural Competencies09 Sense of Humour10 CHARACTERISTICS OF A GOOD COUNSELLOR
- 11. 11 Welcome from Dr.Barbara Suddarth!
- 12. 12 Ingredients in theHelping Relationship
- 13. 13 Ingredients in theHelping Relationship • Acceptance • Respect • Understanding • Empathy • Trust • Warmth • Genuineness
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- 15. 15 SOLER • S -Face the client squarely • O - Adopt an open posture • L - Lean toward the client • E - Maintain good eye contact • R - Try to be relatively relaxed
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- 17. 17 REFLECTION Two key components •Feeling • Content
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- 19. 19 CLOSED-ENDED QUESTIONS • Advantages •Easyfor clients to answer •Yield information quickly •Useful for clarifying information
- 20. 20 •Disadvantages •Restrict clients tobrief answers •Keep the questioner in control of the conversation •May make clients feel interrogated •May be perceived as advice or criticism CLOSED-ENDED QUESTIONS
- 21. 21 •Advantages •Explore clients’ thoughtsand feelings •Give clients some control in the conversation •Convey your interest in and respect for the client •Provide information you may not think to ask OPEN-ENDED QUESTIONS
- 22. 22 •Disadvantages •May allow clientsto wander or to avoid a topic •May lead to a series of “I don’t know” answers OPEN-ENDED QUESTIONS
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- 24. 24 IDENTIFYING STRENGTHS • Motivation:client’s level of desire to work toward attaining career goals • Education and Transferable Skills: academic, vocational, and experiential • Support System - family, community, etc. • Timing - perception of how much time can be spent in job search • Decision-making Skills - comfort and experience with decision making
- 25. 25 IDENTIFYING BARRIERS • Finances- living expenses and job-search costs • Transportation - driving and using public transportation • Childcare and eldercare concerns - needs related to caring for children and elderly • Mental and Physical Health Issues - illness that may affect self-esteem or work
- 26. 26 EFFECTIVE GOAL-SETTING • Conceivable- can be expressed in words • Believable - something that clients believe they can attain • Achievable - can be attained through the client’s effort • Measurable - can be worked toward in increments • Desirable - something that the client truly wants
- 27. 27 CASE STUDIES • Identifyinga client’s needs, strengths, and barriers • What does the client need? May be different than what they want or what they think they need • Establishing goals • Terminating the relationship
- 28. 28 TRANSFERENCE AND COUNTER TRANSFERENCE Transferenceis the feelings or undertones that a client possesses, which most likely began with people in their early life. It could be feelings based on prior relationships, such as parents, and the impact of that relationship on the client. This is encouraged in the therapy process and is where counter transference comes in. Transference Counter transference is what the therapist “feels” instinctively about the client. It can provide important data for the therapist to use with the client. However, this also necessitates the counselor be in touch with his own feelings, (both positive and negative) and be aware of feelings that are stirred up by irrelevant characteristics of the patient. Counter Transference 28
- 29. 29 SOME GUIDELINES FORCOUNSELLORS Show interest and follow- up in the next appointment. Make homework assignments clearly relevant. Collaborate with clients in formulating assignments. Keep assignments manageable. Graduate the difficulty of homework assignments. Make sure that the client has a written summary of any instructions. Begin homework assignments during sessions. Anticipate difficulties in completing homework assignments. Emphasize learning. 01 02 03 04 05 06 07 08 09 29
- 30. 30 TRAINING IN THEAREA OF CAREER COUNSELING Have as much information as possible about the current job scenario. Be aware of the present status of the different courses available. Have the knowledge of the various educational institutes where the different courses can be pursued.
- 31. 31 TRAINING IN THEAREA OF CAREER COUNSELING The most important thing to remember is that as a career counselor, helping in giving a direction to the client’s career is not the only task. Very often, the counselor may also need to act as a therapist and help the client to deal with emotional and behavioral problems as well. One important thing that the career counselor can do is to provide a safe and non-judgmental space for the client to explore his strengths and weaknesses, hurdles and blockages, and other problems the client may be having difficulty in dealing.
- 32. 32 TRAINING IN THEAREA OF CAREER COUNSELING Regular updating of information and training to enhance the functioning is imperative. As mentioned earlier, self-awareness and self enhancement needs to be a continuous process. Take care of yourself. The counselor cannot give anything to anyone if his own needs are not met.
- 33. 33 FORMS OF UNETHICALBEHAVIOUR IN COUNSELLING Claiming expertise one does not possess Exceeding one’s level of professional competence Violation of confidentiality 01 0402 Negligent practice 03 Imposing one’s values on a client 05 Certain conflicts of interest 08 Creating dependency in a client 06 Sexual activity with a client 07 Questionable financial arrangements, such as charging excessive fees 09 Improper advertising 10 33
- 34. 34 ETHICAL ISSUES OFCONCERN TO COUNSELORS Ethical issues related to self Counselor’s Fitness to Practice: the psychological, emotional, and physical status of the counselor. Ethical issues related to the client-counselor relationship Confidentiality of the client Ethical issues related to touch 01 02 03 34
- 35. 35 CODE OF ETHICS(BAC & ACA) 01 Welfare of the customer 02 Utilization of assessment techniques 03 Competence 04 Moral and legal standards 05 Public Statements 06 Client’s rights 07 Pursuit of research activities 08 Professional Relationships 09 Professional responsibility 10 Internet online counselling 11 Confidentiality 12 Consulting 13 Supervisee, student and employee 14 Private Practice 15 Resolution of ethical problems 35
- 36. 36 CODE of ETHICSPREAMBLE 36 “A code of ethics helps to define professional behavior and serves to protect the public, the profession, and those who practice within the profession. Ethical behavior involves incorporating the principles espoused in the code of ethics into your personal and professional life and using the code to help determine a course of action. At the same time, ethical behavior is about transparency. Can your behavior withstand the scrutiny of others? Will you be embarrassed, ashamed, or concerned if someone else knew that you did or said something?”
- 37. 37 CODE of ETHICS 37 A.The Professional Relationship B. Confidentiality, Privileged Communication, and Privacy C. Professional Responsibility D. Relationships with Other Professionals E. Evaluation, Assessment, and Interpretation F. Providing Career Services Online, Technology, and Social Media G. Supervision, Training, and Teaching H. Research and Publication I. Resolving Ethical Issues
- 38. 38 CODE of ETHICS 38 TheNCDA Code of Ethics (Code) has been designed as a guide and resource for career practitioners. While it offers a set of principles that can be applied to a wide range of settings and situations, it is not (nor can it be) comprehensive. If you are concerned about whether or not a particular practice is ethical, then you should not engage in that behavior without getting competent advice.
- 39. 39 CODE of ETHICS 39 Moresuccinctly, when in doubt—don’t; at least not without professional consultation. Peer review isn’t always going to give you perfect advice; but you can take comfort in knowing that you questioned your behavior before proceeding and allowed others to comment before taking action. There is safety and strength in the depth and breadth of opinions you seek before engaging in activity that may be untried or questionable.
- 40. 40 ETHICAL CODES 40 § NCDA.org:Look under the tab “Standards” § American Counseling Association’s (ACA) Code of Ethics (Counseling.org) § The Center for Credential and Education (CCE) has a brief code of ethics for Global Career Development Facilitators (GCDF)
- 41. 41 ETHICAL CODE -HOMEWORK 41 Develop/adapt a code of ethics for use by ICCC individuals.
- 42. 42 SOME SIGNIFICANT QUESTIONSTO ASK Did I review the content of what happened in counseling? review the process of what happened in counseling? reemphasize the client’s strengths that were evident in counseling? evaluate what went well and what went poorly? explore things unsaid in counseling? discuss feelings related to the ending of the counseling relationship? provide clear and direct structure for the client’s next steps? 42