The document outlines key skills and strategies for school counseling, emphasizing the importance of rapport, quality conversations, and problem-solving techniques to support students. It covers the roles of counselors, the significance of effective communication, and methods for helping students achieve academic and career success. Additionally, it highlights the need for a supportive environment and active listening to facilitate personal development and decision-making.

1. Skills
and
Strategies
for
Teachers

2. Learning | Consulting | Assessment
¡ NarejoHR,
§ Established
2002
§ Service
Offerings
¡ Rahila
Narejo
§ Chief
Executive
&
Lead
HR
Consultant,
NarejoHR
(Pvt.)
Ltd.
§ Psychobiologist,
Univ.
California,
Los
Angeles
§ Psychometrician,
British
Psychological
Society
§ Certified
Balanced
Scorecard
Professional,
Palladium
Group
§ Columnist,
DAWN
Newspaper,
Workplace
Sanity

3. 1. Ice
Breaker,
Introductions
2. What
makes
a
GREAT
Counsellor?
3. What
is
School
Counselling?
4. Quality
Conversations
(Neuroscience)
5. GROW
Your
Quality
Conversation

4. Icebreaker
Introductions

5. What makes a GREAT
Counsellor?

7. Talk
to
your
partner
and
obtain
answers
to:
¡ Think
about
a
time
when
you
needed
help
with
a
problem
or
in
making
a
decision
–
who
did
you
turn
to?
¡ What
made
you
choose
this
person
(what
made
them
approachable)?
¡ What
personal
or
behavioural
qualities
did
they
have
that
you
found
helpful?
¡ Can
you
remember
anything
they
did
or
said
that
made
you
feel
a
ease?
¡ Time:
Total
10
min:
5
min
each
interview

9. Increased risk You are in a real position of trust, you can now
and 1. Peak make a real difference.
opportunity Rapport
for growth You are now into the real development zone.
2. Feelings & Tread carefully as you are still building trust.
Emotions
3. Ideas & Starting to warm up and share more of
Judgements themselves – you are making progress
4. Facts & Getting down to the facts but could
Information be just ‘noise’
5. Ritual Small talk – you have a long way
Cliché to go.

10. ¡ People
in
rapport
typically
‘match’
one
another.
What
to
do:
¡ adopting
the
same
posture/
movements
¡ talking
in
the
same
tone
and
speed
¡ mirroring
breathing
rate
¡ using
the
same
type
of
language
¡ Don’t
make
it
too
obvious,
rapport
that
works
is
an
unconscious,
natural
process.

11. ¡ student
¡ student’s
¡ student’s
¡ student

12. What is
School Counseling ?

13. To
enable
all
students
to
successfully
prepare
for:
Employment
in
a
Global
Economy
Responsible
Citizenry
Education
at
the
Next
Level

14. To
help
students
make
sound
choices
that
support
academic
and
career
success.

15. ¡ Going
to
school
¡ Turning
in
homework
¡ Participating
in
class
¡ Enrolling
in
rigorous
courses
¡ Taking
college
admissions
tests
¡ Making
a
career
plan
¡ Working
through
social
and
personal
concerns
that
interfere
with
learning

16. Achievement
STUDENT
CHOICES
Counselling

17. Level
Sample
Activities
Provider
Seat
Assignments
Parents
1
Homework
Logs
Teachers
Peer
Helpers
2
Quality
Conversations
Teacher
Advisers/Counsellers
Community
Mentors
Individual
Counselling
Group
Counselling
Licensed
School
Counsellors
3
Crisis
Counselling
Licensed
School
Psychologists
Consultation/Referral
17

18. Quality Conversations
(Neuroscience)

21. W do and 21

22. 1. Connection Machine
2. No two are alike
3. Hardwires everything
4. Hardwiring drives
automatic perception
5. Difficult
to deconstruct
wiring
6. Easy to create new wiring
~Dr.
David
Rock,
Quiet
Leadership

23. 1. Let
them
do
all
the
thinking
2. Focus
on
solutions
3. Listen
for
potential

24. “To tell denies
or
negates
another’s
intelligence.
To
ask
honours
it.”

25. ü
û

26. STEP 1
Thinking: What do you think needs to be done?
Vision: What do you want to achieve here?
Planning: What’s your plan for achieving this?
Detail: What exactly did he say to you?
Problem: What is the problem?
Drama: How does that make you feel, bad…angry?

28. Teacher
Guide
Counsellor

30. 30

31. Problem
Focused
Solu4ons
Focused
Why
didn't
you….?
What
do
you
need
to
do
next
=me
to….?
Why
did
this
happen?
What
do
you
want
to
achieve
here?
What
do
you
need
to
do
to
move
this
Where
did
it
all
start
to
go
wrong?
forward?
Why
do
you
think
you
are
not
good
at
this?
How
can
you
develop
strength
in
this
area?
Why
did
you
do
that?
What
do
you
want
to
do
next?
Who
can
achieve
this
or
help
you
achieve
Who
is
responsible
for
this?
this?
Why
isn't
this
working?
What
do
we
need
to
do
to
make
this
work?

33. 1. Climate:
§ Verbal
§ Nonverbal
2. Input
§ More
support
§ More
time
3. Response
Opportunity
§ Ask
more
questions
§ Allow
them
to
answer
4. Feedback
§ Positive
reinforcement
(correct
answer)
§ Clarification
(incorrect
answer)

34. 4. Listen like a
Coach
Look
interested:
Face
speaker,
maintain
eye
contact,
lean
forward
slightly
Inquire
with
questions:
Clarify
the
speaker’s
meaning
,
Use
range
of
question
to
get
the
full
picture
Stay
on
target :Listen
from
the
speaker’s
agenda
Test
your
understanding :Restate,
summarise
Evaluate
the
message:
Consider
emotions,
is
body
language
consistent
with
words,
tone?
Neutralise
your
feelings :Don’t
get
emotional
and
keep
an
open
mind

35. “Listening
for
potential
is
a
choice
in
every
moment.
By
choosing
to
listen
to
people
as
successful,
competent,
and
able
to
resolve
their
own
dilemmas,
guess
what’s
likely
to
happen?
They
often
solve
their
own
dilemmas...”

36. GROW
Your Quality
Conversation

38. Goal
Reality
Options
Win

39. ¡ Have
you
ever
had
the
joy
of
trying
to
dance
with
someone
who
didn’t
want
to
dance
with
you?
¡ Start
of
conversation
¡ Anytime
you
get
more
personal
in
a
conversation

40. ¡ “I
get
a
sense
you
have
more
to
say
about
that,
could
I
probe
a
little
further?”
¡ “I’d
like
to
have
a
more
open
conversation
than
we’ve
had
before,
would
it
be
okay
if
I
asked
you
some
more
specific
questions
right
now?”
¡ “Can
we
spend
a
few
minutes
brainstorming
ideas
in
this?”
¡ “I’d
like
to
understand
more
about
your
thinking
in
that
area,
would
you
be
okay
talking
more
about
that?”

41. ¡ What
would
you
like
to
achieve
from
our
time
together
now?
¡ With
which
goal
or
objective
are
you
seeking
support?
¡ What
would
be
the
most
useful
thing
we
could
work
on
now?
¡ What
would
a
good
outcome
look
like?
¡ Do
you
have
a
“dream
scenario”
for
this
issue
in,
say,
a
year
from
now?
¡ What
is
your
vision
of
success
in
this
situation?

42. ¡ How
long
have
you
been
thinking
about
this
goal?
¡ How
important
is
this
goal
for
you
(on
scale
of
1-­‐10)?
¡ Where
are
you
now
in
relation
to
this
goal?
¡ What
resources*
do
you
currently
have
*
Resources
–
refers
to
anything
that
could
assist
you
in
reaching
your
goal
such
as:
§ Personal
qualities
e.g.
tenacity,
optimism,
creativity,
organised,
outgoing
§ Energy
§ Experience
§ Personal
networks
§ Family
and
friends
§ Money

43. ¡ COUNSELLOR:
§ What
options
are
available
to
you
to
achieve
this
goal?
§ What
else?
What
else?
What
else?
§ If
a
good
friend
of
yours
were
facing
a
similar
issue,
what
options
would
you
suggest
to
him/her?
¡ GUIDE:
§ Who
do
you
think
can
facilitate
that
for
you?
§ Where
do
you
think
you
can
get
that
information?
¡ TEACHER:
¡ Something
that
has
worked
for
others/me
is…,
how
do
you
think
this
could
work
for
you?

44. ¡ Which
of
these
options
are
you
committing
to?
¡ What
precisely
are
you
committing
to
and
when
will
you
do
it?
¡ What
“baby
steps”
could
you
take
to
get
you
started
on
this
journey?
¡ Out
of
10,
how
do
you
rate
your
confidence
that
you
will
actually
do
what
you’re
proposing
to?
(If
the
person
rates
his/her
certainty
as
less
than
8
out
of
10,
then
they
need
to
be
asked,
what
do
you
need
to
do
first
to
ensure
this
action
is
done?)

45. ¡
§
”I’d really like to be less stressed at school,
but it just seems to get busier every week!”
¡ W
Use
GROW

46. “One
cannot teach a
man
anything.
One
can
only
enable
him
to
learn
from
within
himself.”

47. Learning | Consulting | Assessment
Rahila
Narejo
Lead
Consultant,
Chief
Executive
Email: info@narejohr.com
Office: +92 21-3530-1060/61
Subject: COUNSEL