This document discusses counseling, mentoring, and different counseling approaches. It defines counseling as the mutual exploration of ideas, attitudes, and feelings between counselor and client. It discusses directive counseling which is counselor-centered, non-directive counseling which is client-centered, and eclectic counseling which combines both approaches. Mentoring is defined as helping and supporting people to maximize their potential and develop skills. The roles of mentor and principles of mentoring are outlined.

1. COUNSELING
AND
MENTORING
CHRISTIAN RHEE A. BONGO

3. N E C I G O L U N S

4. E C D T I I R E
V

5. • Counseling is the mutual
exploration and exchange of ideas,
attitudes, and feelings between a
counselor and a client… specifically
including
o a client’s misperceptions about the disorder
o a client’s misperceptions that create
emotional overlays affecting self-concept,
and
o a disparity between a client’s thoughts &
feelings Cooper, 1983

6. Sheehan (1970)
• Create atmosphere of trust without
censorship
oclient is never wrong on a feeling level
• Focus on person who stutters, not the
elimination of stuttering
• Emphasize the future, not the past
• Help clients prepare for relapse
and avoid therapy induced guilt
• Encourage clients to become own
clinicians

7. Mowrer (1982)
• Made clear distinction
between:
oGuidance: to provide information
oCounseling: to help solve problems &
adjustment issues and
oPsychotherapy: to change personality

8. COUNSELLING
APPROACHES

9. 1. Directive Counseling
(Clinical counselling).
• Counsellor –centred: the
counsellor direct the client to take
steps in order to resolve his conflicts.
• It is based on assumption that the
client cannot solve his own problems
for lack of information.

10. The counsellor plays an important role;
he tries to direct the thinking of
counselee by informing , explaining,
interpreting and advising.
It gives more importance to intellectual
aspect than emotional aspects.

11. Steps Involved in
Directive Counseling
1. Analysis
 It includes collection of information about the individual which can
be collected through structured interviews, psychological case
history methods, Interaction with family members, friends, etc.
2. Synthesis
 After collection of data, the information is organized in a logical
manner to analyze the individual in terms of his qualifications,
assets, potentials, liability, adjustment, cultural background, habits
etc.
3. Diagnosis
 The diagnosis consists of the interpretation of the data in relation to
the nature of the problem and its causes.

12. 4. Prognosis
 Under this step a prediction is made about the future development
of the problem.
5. Counseling
 The counseling here is to bring about adjustment and re-
adjustment to the individual in relation to his problem. Attitudes
and interest of the individual are considered during the
counseling. It emphasis the individual to develop life cycle where
an effort in the positive direction could lead to success and
success in turn could lead to further efforts and motivations.
6. Follow -up
 The sixth step in directive counseling is follow up which is
extremely important. An individual may be able to solve immediate
problems through counseling but new problems may occur or the
original problem may re-occur. Follow-up with the client is
extremely necessary. The role of counselor is important as he has
to make the individual understand and accept his strength and
also his weakness and faults.

13. Merits
• This approach save time. This method can be
adopted when an early solution is
required.
• It lays more emphasis on the intellectual rather
than the emotional aspects of an individual’s
personality.
• This is best method at lower levels where
the client is not in a position to analyse
his own problem
• The methods used in directive counselling are
direct, persuasive & explanatory.

14. Demerits
• It makes the counselee over dependent on the
counsellor.
• The personal autonomy and integrity of the
client is not respected, it leads to new
adjustment problems.
• It will not help the individual to develop any
attitudes through his own experiences.
• It does not guarantee that the counselee will able
to solve the same problem on his own in future.

15. 2. NON-DIRECTIVE
COUNSELLING
• Carl Rogers is the chief exponent in this
viewpoint.
• This school of thought is just reverse to
that of directive counseling.
• It is a client-centred process.
• In this, the counselee is the pivot of the whole
counselling process.
• The main function of the counsellor is to create
an atmosphere in which the client can work
out his problem.

16. It is also known as permissive
counselling.
In this type of counselling,
emotional elements rather
than intellectual element are
stressed.

17. Steps in Client Centred Counselling
Carl Rogers has given the following steps of
this non-directive counselling:
1. Defining the Problematic Situation : First
of all the counsellor should define the
problematic situation.
2. Free Expression of Feelings : After the
first step, the client is made aware of the
fact that he can express his feelings freely
and the counselor approves this.

18. 3. Development of Insight: The counsellor
goes on thinking regarding the client's
new feelings along with the development
of client's insight and he goes on
classifying all those new feelings.
4. Classification of Positive and Negative
Feelings: After the free expression of
feelings by the client, the counsellor
identifies his negative and positive
feelings and he classifies them.

19. 5. Termination of Counselling
Situation:
The counselor looks for a point where
he can terminate the counseling
situation after all the above steps.
According to this school of thought,
either the client or the counselor can
suggest for such termination of
counseling situation.

20. Merits
• It helps the counselee to become
independent and self-reliant and to
attain the ability for self-direction.
• It helps the client to attain emotional
integrity; and helps to reach his full
growth.
• It helps to attain more sustainable
adjustment to his situation.
• This type of counselling leaves it’s
impressions for a longer period.

21. Demerits
1. It is usually more time-consuming
2. It is not suitable for a less matured
and less intelligent counselee.
3. The counsellor’s passive attitude
might irritate the counselee so much
that he might hesitate to express his
feelings.
4. It is not possible in schools because
the counsellor has to attend many
pupils.

22. Comparative
Analysis of Directive
and Non-directive
Counselling

23. Directive Non-Directive
1. Economical 1. Time consuming
2 .Emphasis on the problem 2. Emphasis on individual
3. Emphasis on the
intellectual aspects
3. Emphasis on emotional aspects
4.Methdology is direct and
persuasive
4. Methodology is indirect
5. Solves immediate
problems
5. Deals with self analysis and
new problems of Adjustment may
be taken care of.
6. Uses psychological
assessment data
6. May not use psychological
assessment.

24. 8. Direct counselling sometimes
may be done by supporting staff
8. A highly professional,
competent and trained person
with understanding of
relationship skills is required
9. Help is offered by counsellor
to take decisions
9. Client takes his own decisions
10. It is more information giving,
rapport formation is not
that significant
10. It is to develop self-insight and
more towards solving the
personal problems-rapport
formation is essential
7.Counselor plays active role 7. Counsellor plays passive role

25. 3. Eclectic Counselling
• The chief advocate of this type of
counselling is ‘Thorne’.
• Eclectic counselling is a type of counselling
which is neither counsellor-centred nor
client centred; but a combination of both.
• Here the counsellor is neither too active as
in directive counselling nor too passive as in
non-directive counselling, but follows a
middle course.

26. Steps Involved in
Eclectic Counseling
1. Diagnosis of the cause.
2. Analysis of the problem.
3. Preparation of a tentative plan for modifying factors.
4. Securing effective conditions for counseling.
5. Interviewing and stimulating the client to develop his own
resources and to assume its responsibility for trying new
modes of adjustment.
6. Proper handling of any related problems which may
contribute to adjustment.

27. Characteristics of Eclectic Counselling
• Methods of counselling may change from client to
client or even with the same client from time to
time.
• It is highly flexible.
• Freedom of choice and expression is open to both
the counsellor and the counselee.
• Experience of mutual confidence and faith in the
relationship are basic.
• The client and the philosophical framework are
adjusted to save the purpose of the relationship.

28. Mentoring Definition
 ‘To help and support people to manage
their own learning in order to maximise
their potential, develop their skills,
improve their performance and become
the person they want to be’ (Parsloe,
1992)
 ‘Off-line help by one person to another in
making significant transitions in knowledge
work or thinking’ (Clutterbuck 1990)

29. What is mentoring?
 Mentoring is a positive developmental partnership, which is
driven primarily by the mentee. It offers a reflective space
where the mentee can take responsibility for and discuss
their development
 Its primary aim is to build capability and self-reliance in the
Mentee
 Mentors can help highlight issues and to assist the Mentee in
planning ways through them
 They can help clarify the Mentee's perspective while bringing
an additional impartial view to bear on the issues
 Sometimes, when the issues are straightforward and urgent,
a Mentor might offer advice or give some direction
 Confidentiality, trust, understanding and positive
expectation are key to a successful partnership

30. Mentoring Is Not…
 For dealing with underperforming individuals
 Taking on the problems or work of the
Mentee – a Mentor should not find
themselves doing things outside the
mentoring sessions for a mentee
 Promoting/sponsoring/protecting the mentee
 Intended to deal with personal issues
 Therapy

31. What can Mentoring do?
Mentoring can help Mentees to:
 Address the issues and concerns of their daily
working life and find solutions that work for them
 Improve their level of performance and satisfaction
levels
 Understand key institutional and decision-making
structures in UCD
 Build relationships with colleagues and feel part of
the community
 Manage the integration of job, career and personal
goals

32. Mentoring Principles
• The Mentee drives the Mentoring agenda
• Engagement is on a voluntary basis for both the
Mentor and the Mentee
• The Mentoring relationship is confidential
• Mentoring is non-directive in its approach
• It is a relationship built upon trust and mutual respect
• The Mentor empowers the Mentee to take
responsibility for their own learning and career
development
• The relationship places no obligation on either party
beyond its developmental intent

33. The Mentoring Cycle
1. Rapport-building: Developing mutual trust and comfort
2. Contracting/Ground Rules: Exploring each other’s
expectations of mentoring
3. Direction-setting: Agreeing initial goals for the
relationship
4. Progress making: Experimentation and learning proceed
rapidly
5. Maturation: Relationship becomes mutual in terms of
learning and mentee becomes increasingly self-reliant.
6. Closure: Formal relationship ends, an informal one may
continue