5D - Phases of counselling process

1. PHASES OF COUNSELLING PROCESS – 5D MODEL
PRESENTED BY : POOJA
220101050003
YOGESH
220101050002

2. COUNSELLING
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 The process that occurs when a client and counsellor set
aside time in order to explore difficulties which may
include the stressful or emotional feelings of the client.
 The act of helping the client to see things more clearly,
possibly from a different view-point. This can enable the
client to focus on feelings, experiences or behaviour, with
a goal to facilitating positive change.
 A relationship of trust. Confidentiality is paramount to
successful counselling. Professional counsellors will
usually explain their policy on confidentiality, they may,
however, be required by law to disclose information if
they believe that there is a risk to life.

3. DIFFERENT FORMATS OF COUNSELLING
• In-Person
• Group Counselling
• Telephonic Sessions
• Online Counselling
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4. COUNSELLING SKILLS
• Communication skills
• To establish rapport with the client
• To be empathetic
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5. COUNSELLING PROCESS
The counseling process is a planned and structured dialogue between
client and counselor. The counselor is a trained and qualified
professional who helps the client identify the source of their
concerns or difficulties; then, together, they find counselling
approaches to help deal with the problems faced .
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6. COUNSELLING PROCESS – THE 5D MODEL
Hackney and Cormier (2005) propose a five-stage model for defining the
counseling process through which both counselor and client move.
• Stage one: Initial disclosure- Relationship building
• Stage two: In-depth exploration- Problem assessment
• Stage three : Commitment to action- Goal setting
• Stage four: Counselling intervention
• Stage five: Evaluation, termination, or referral
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7. STAGE 1:RELATIONSHIP BUILDING –INITIAL
DISCLOSURE
• “Relationship” is a term that has been used in many different situations. It could imply the ties
between two people in love, the bond between family members or close friends or colleagues
or even the bond between a person and his or her pet. In counselling, relationship takes on a
more specific meaning. The counsellor establishes rapport with the client based ontrust,
respect and mutual prupose.
• Carl Rogers was among the earliest to emphasize the importance of building a relationship
between the counsellor and the client. He identified three important conditions for the
establishment of an effective counselor-client relationship:
a) Empathy,
b) Genuineness and
c) Unconditional Caring.
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8. A) EMPATHY
• According to Rogers, empathy “means that the therapist senses accurately the feelings and
personal meanings that the client is experiencing and communicates this acceptant
understanding to the client”.
• The word "empathy" comes from the German word "einfuhlung" which roughly means "in
feeling" or "feeling into something." It is the active practice of feeling into the inscape of
another.
• You must assure the client that they feel safer to speak. Feel safe means being
free to speak even the most hurtful things, feeling heard, understood and
accepted. Your client may reveal all their experiences, from earliest childhood to
the present and the way you respond will either build or destroy that sense of
safety.
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9. B)GENUINENESS
• Genuineness refers to the counsellor’s state of mind. It means that you as a counsellor can
respond to the client as a human being and not in terms of a therapist. You are comfortable
with yourself and the counselling situation. The genuine counsellor is one who is
a) congruent,
b) spontaneous,
c) Non defensive,
d) consistent and
a) comfortable with the client
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10. C) WARMTH
Warmth is the ability to communicate and demonstrate genuine caring and
concern for clients. Using this ability, counsellors convey their acceptance of
clients, their desire for client’s well- being, and their sincere interest finding
workabel solutions to the problems that clients present. Warmth can be
communicated also through nonverbal behaviour such as a smile, tone of voice,
facial expression. Warmth indicates to the client acceptance.
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11. STAGE 2 : IN DEPTH EXPLORATION –PROBLEM
ASSESSMENT
People seek a counsellor to help resolve concerns or problems that ar interfering with their daily
life or causing them despair. The counsellor comes to the counselling situation with the
expectation to do something to ease or improve the client’s situation. In the second stage of the
counselling process, the counsellor attempts to assess the client. Assessment refers to anything
counsellors do to gather information and draw conclusions about the concerns of clients.
Assessment takes place at the beginning of the counselling process. But, some degree of
assessment takes place throughout the counselling process with purpose of finding missing
pieces if the puzzle, i.e. the client.
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12. WHY ASSESS YOUR CLIENT ?
It should be remembered that you are assessing your client not for the purpose of
judging or evaluating him or her. The purpose of assessment is to seek clarification;
you want to know about your client. Seligman suggests the following reasons for
assessing a client:
 Enable counsellors to make an accurate diagnosis
 Determine a person’s suitability for a particular treatment plan
 Enable counsellors to develop a treatment plan
 Make goal-setting easier and achievement of goals measurable
 Enable assessment of environment or context
 Facilitate generation of options and alternatives
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13. WHAT TO ASSESS ?
Hackney and Cormier (2005) listed the following important components of assessing the client:
Identifying Data
 Name, address, phone number [to enable the counsellor to contact and gives an
indication of the conditions under which the client lives
 Age, gender, marital status, occupation [gives an indication of the age of the clientand
some background about marital status]
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14. Client’s Current Life Style
•
 How does the client spend a typical day?
 What social, religious and recreational activities is the client involved in?
 What is the nature of the client’s educational situation?
 What special characteristics about the client? e.g. age, physical, cultural, etc.
Family History
•
 Father and mother: age, occupation, personalities, roles, relationship with client
 Siblings: age, present life and relationship with client
 Family stability: jobs held, family moves and reasons.
Personal History
•
 Medical history: illness, injury
 Education history: academic performance, extra-curriculur activities, hobbies andinterests,
relationships with peers
 Career: jobs held, types of jobs, relationships with colleagues and fellow workers
 Client’s personal goals in life
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15. Description of the Client during the Interview
 Physical appearance : posture, dress, gestures, facial expression
 How client related to counsellor in the session?
 Client’s warmth, readiness, motivation, passivity, etc.
 Were the client’s remarks logical? Connected to another.
Summary and Recommendations
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 Connection between problem stated by the client and other information collected.
 Should the client be assigned to a particular counsellor?
 Are the goals for counselling stated by the client realistic?
 How much counselling might be required?
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16. STAGE 3 :GOAL SETTING –COMMITMENT TO
ACTION
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17. WHY DO YOU NEED GOALS?
 With clear goals, clients are more likely or motivated to work toward
achieving those goals.
 With goals clients learn how to structure their lives towards achieving the
goals.
 With goals, it is easier for the counsellor to select and evaluate
appropriate counselling interventions.
• When goals are stated clearly, both the counsellor and client have a better
understanding of what is to be accomplished.
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18. STAGE FOUR: COUNSELLING INTERVENTION
• Interventions are intentional behaviors or “change strategies” introduced by
the counselor to help clients implement problem management and move
toward goals
• This stage varies depending on the counselor and the theories they are familiar
with, as well as the situation the client faces.
• For example, a behavioral approach may suggest engaging in activities
designed to help the client alter their behavior. In comparison, a person
centered approach seeks to engage the client’s self-actualizing tendency.
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19. STAGE FIVE: EVALUATION, TERMINATION, OR
REFERRAL
• Evaluation is an important part of the counselling process. It is essential that the
counselor undertakes evaluation before the termination of the process. Evaluating
means to review how the counselee has taken the action in order to achieve the goal
and in view of the plans how far the client is progressing.
• However, at this stage the purpose is of terminating the process.
• Counselling is never abruptly terminated. The termination of counselling is
systematically done after following a series of steps.
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20. The counsellor during the evaluation and termination stage ensures the
followings –
• 1) Evaluating readiness for termination of counselling process;
2) Letting the client know in advance about the termination of counselling;
3) Discuss with client the readiness for termination;
4) Review the course of action plan;
5) Emphasis the client’s role in effecting change;
6) Warning against the danger of ‘flight into health’;
7) Giving instructions for the maintenance of adaptive functioning;
8) Discussion of follow up sessions; and
9) Assuring the availability of counsellor in case of relapse into dysfunction
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21. SUMMARY
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 The counselling process is a planned,
structured dialogue between a counsellor
and aclient.
 The fact that counselling is described as a
process, there is the implicit meaning of a
progressive movement toward an ultimate
conclusion.

22. THANK YOU