PRINCIPLES AND TECHNIQUES OF COUNSELLING

1. PRINCIPLES
AND
TECHNIQUES
OF
COUNSELLING
PRESENTED BY :
Ms. TANU SHEKHAWAT

2. TABLE OF CONTENT
S.No. TOPIC
1
INTRODUCTION
2 DEFINITION OF COUNSELING
3 AIMS OF COUNSELING
4 FIELDS OF COUNSELING
5 COUNSELING IN THE EDUCATIONAL SYSTEM:
6 PRINCIPLES OF COUNSELLING
7 COUNSELING TECHNIQUES
8 THEORIES OF COUNSELING
9 SKILLS NEEDED IN COUNSELING
10 PHASES OF COUNSELING
11 RELATED ARTICLE
12 BIBLIOGRAPHY

4. INTRODUCTION
 Counselling is an important mechanism for
performance improvement of an individual in different
walks of life in an organizations as well.
 It helps people to see things from a different view
point and encourage them to draft their action plan

5. DEFINITION
● Counselling is ‘Mutual consultation or deliberation’. This involves
a minimum of two persons, the counsellor and the client, who
comes to the counsellor for counselling or consultation. In other
words, counselling is talking to a professionally trained person, who
can help in expressing pent-up feelings and worries, who can
provide an insight into them and who can help the client in finding
solutions to her/his problems.(Webster’s Dictionary)

6. AIMS OF COUNSELING
The aims of counselling are broad. They may depend on the situation and
the environment, and on training. The basic aims of counselling include the
following:
 To help students gain an insight into the origins and development of
emotional difficulties, leading to an increased capacity to take rational
control over feelings and actions.
 To alter maladjusted behaviour.
 Psychological Aspects and Human Relations

7. CONT..
 To assist students to move in the direction of fulfilling their potential, or achieve an
integration of conflicting elements within themselves.
 Helps the students in making appropriate adjustment to academic environment and
occupational world, in home and in the community.
 Professional and individualized adjustment in the current situation.
 Identify the individual student’s problems and explore different areas of solution of
those problems.
 Orient the students in problem of career planning, educational programming and
direction towards long-term personal aims and values.
 It contributes to the self-development and self-realization of student.

8. Educational
Counselling Vocational
Counselling
Personal/Social
Counselling
01
03
02
FIELDS OF COUNSELING

9. Educational Counselling
• First coined by Truman Kelley in 1914.
• Educational counseling is A process of rendering services to pupils
who need assistance in making decisions about important aspects of
their education, such as the choice of courses and studies, decisions
regarding interests and ability, and choices of college and high
school.
• Educational counseling increases a pupil’s knowledge of educational
opportunities

10. Personal/Social Counselling
• Personal counseling deals with emotional distress and behavioral
difficulties, which arise when individuals struggle to deal with
developmental stages and tasks.
• Any aspect of development can be turned into an adjustment
problem, and it is inevitable that everyone encounters, at some
time, exceptional difficulty in meeting an ordinary challenge.

11. Vocational Counselling
Vocational counseling is defined as individual contacts with those counseled,
in order to facilitate career development. It includes:
• Helping students become aware of the many occupations to consider
• Interpreting an occupational interest inventory to a student
• Helping a student apply to a college or university
• Role-playing a job interview in preparation for the real thing

12. Counseling in the Educational System
 The school, as an important social institution, is required to adapt quickly
to changing patterns, and help prepare citizens for tomorrow’s
challenges.
 Counseling in the educational system should help boys and girls alike, to
develop their capacities to the full.
 The provision of effective counseling should help to improve the self-
image of girls and boys, and broaden their educational and occupational
ambitions.

13. PRINCIPLES OF Counseling
Principles of Counselling
Unique
Total
individual Acceptance Restatement
Client need
to be put first
Reassurance
Clarification
Interpretatio
n
A/C growth and
developmental
stage
Meant to all
No specific
for any stage
Continuous
process
Data-
realiable
Flexible
approach

14. Counselling Technique
Maintenance
of Privacy
Rapport
Building
Attending
Behaviour
Active
Listening
Affirmation
Empathy
Paraphasing
Focusing Confronting
Linking
Placing
Events in
Time
Sequence
Analyzing
Option
Advice and
Suggestion
Summarizing
Reflection

15. CONT.
.

16. Theories of Counselling
Client-centered or
person-centerd
theory
Behavioral
counseling.
Rational-emotive
theory

17. CLIENT- CENTERED THERAPY
● Also known as person- centered therapy or Rogerian therapy is an
approach to counseling that requires the client to take an active role in
his or her treatment with therapist being nondirective and supportive.
● Rogers believe people are capable of self- healing and personal
growth, which leads to self- actualization, an important concept in
client- centered therapy.
● Self-actualization refers to the tendency of all human beings to move
forward, grow, and reach their full potential.

18.  The primary objective of the therapy is to resolve the incongruence of the
clients to help them able to accept and be themselves.
 PURPOSE OF THE THERAPY:
1. Foster a closer agreement between the client's idealized and actual selves;
better understanding.
2. Lower levels of defensiveness, guilt, and insecurity.
3. Foster more positive and comfortable relationship with others and increased
capacity to experience and express feelings as they occur

19. Main Components
Empathy
Showing emotional
understanding and
sensitivity
Congruence
refers to therapist's
openness and
genuineness;
willingness to relate
to clients.
Unconditional Positive
Regard:
Therapist accepts clients
totally for who he or she
is.

20. Rational-Emotive Theory
• Developed by Albert Ellis.

21. Rational-Emotive Theory
• Developed by Albert Ellis.
• Based on the idea that how someone thinks it is the
primary determinant of how they feel.
• At the center of the theory is the concept that events do
not force people to have emotional behavioral
reactions. It is rather their interpretation or thoughts
about events that precipitate emotion and behavior.

23. Rational-Emotive Theory
e.g. - someone with OCD who has to turn a light
switch on and off 30 times before leaving a room
because they fear something awful will happen to
them if they don't. The person is taught to
challenge this belief and then change their
behaviour to match their new belief

24. CONT..
An irrational interpretation of reality, such as the foregoing, usually
has two or three standard characteristics (Ellis, 1979):
1. It demands something unrealistic of the world, other people, or
yourself.
2. It exaggerates the awfulness of something you dislike.
3. It concludes that you cannot tolerate the thing you dislike.
4. It condemns the world, other people, or yourself.

25. Behavioural Counselling
 Definition of behavioral counseling is that it ‘consists of whatever
ethical activities a counselor undertakes in an effort to help the client
engage in those types of behavior which will lead to a resolution of the
client’s problems’ (Koumboltz, 1965).
 The methods and procedures of behavioral counseling are based on
social-learning theories—theories about how people learn and change
their behavior.

26. CONT..
Some methods and techniques of behavioral counseling can be grouped into
these categories:
• Changing and controlling the antecedents of behavior
• Changing and controlling the reinforcement of behavior
• Using models to recognize unwanted behavior and to learn desirable behavior
• Using imagery to extinguish and/or practice behavior
• Learning social skills.

27. Skills Needed in Counselling
Skills
Needed in
Counselling
Attitudinal
skills
Listening skills
Verbal
communication
skills
Giving
leads.

28. ATTITUDES
Nothing has a greater impact on the outcome of a counseling session
than the helper’s attitude. Attitudes can be positive or reactive.
• Respect
• Genuineness
• Unconditional positive regard
• Empathy
• Self-disclosure
• Confrontation

29. Listening Skills
• Effective listening is more complicated than it seems, since it involves
a teacher’s own level of self-awareness, as well as his/ her awareness
of the spoken and unspoken cues of the other person.
• Being a good listener involves receiving and sending appropriate
messages.
• In counseling this is important, because it means meeting the needs of
the students. Listening to students is not just a matter of receiving what
they say, but also receiving how they say it.

30. Verbal Communication Skills
• The use of words in counseling is a skill which, like any other
skills requires practice to master.
• If inappropriate vocabulary is used, rapport and understanding will
be hindered. When this happens, miscommunication occurs.
• Other attributes involved in vocal interactions, such as volume, the
emotional edge, and other nonverbal cues such as gestures.

31. Giving Leads
Leads may be defined as statements that counselors use in communication
with the clients.
Leads have been classified into categories of techniques, namely:
a. Restatement of content: Attempts to convey understanding by repeating or
rephrasing the communication.
b. Questioning: Seeks further information and asks the person counseled to
elaborate a point.
c. Reflection of feeling: Understanding from the client’s point of view and
communicating that understanding.
d. Reassurance: Serves as a reward or reinforcing agent. It is often used to
support the client’s exploration of ideas and feelings or test different behavior.
e. Interpretation: Explains meaning behind the client’s statements

32. Phases of Counselling
Establishing
Relationship
Assessment
Setting Goals
Interventions
Termination And
Follow Up

33. Establishing Relationship
• Begin the phase with adequate social skills.
• Introduce yourself.
• Listen attentively and know the client’s name.
• Always address the individual by his/her preferred name.
• Ensure physical comfort.
• Do not interrupt the individual while he/she is talking.
• Observe nonverbal communication.

34. Assessment
In this, the individuals are encouraged to talk about their problems. Counselor ask
questions, collects information, and seeks his/her views. It involves:
• Observation
• Enquiry
• Making association among facts
• Recording
• Making educated guesses
• Recording of information should be done systematically and promptly

35. Setting Goals
It involves making a commitment to set-up conditions, a course of action,
or an outcome. The process of setting goals, incooperatively done by
counselor and the individual. It requires:
• The skill of drawing inference
• Differentiation
• Teaching individual to think realistically.

36. Intervention
• The intervention will depend upon the approach used by the counselor,
the problem and the individual.
• The choice of intervention is a process of adaptation; the counselor
should be prepared to change the intervention when the selected
intervention is not working.

37. Termination and Follow-up
• The guidance and counseling services may have to be terminated
afterthe solution has been found.
• Periodic appraisal of guidance program should be continuously carried
out for its improvement and effective functioning.

38. RELATED ARTICLE
Journal of Asian Multicultural Research for Educational Study
Published on Jan 4, 2023.
DOI: http://doi.org/10.47616/jamres.v3i4.351
Author: Raquel Yadira Latip Dilag
Methods: qualitative research
TITLE : THE ROLE OF COUNSELLING GUIDANCE ON STUDENT LEARNING
MOTIVATION

39. CONT..
CONCLUSION:
The role of advice and counseling is a very important one, particularly when it
comes to increasing the degree of motivation present in a student. Students can
benefit from guidance and counseling in many different ways, including the
development of interests and talents, the identification of appropriate goals and
ideals, the overcoming of challenges encountered during the process of learning,
and an increase in both their self-confidence and their capacity to adapt to the
environment of the school. Among the many ways in which students can benefit
from guidance and counseling is the development of interests and talents. As a
direct consequence of this, educational institutions are required to develop
effective advising and counseling services in order to better help student
learning.

40. BIBLIOGRAPHY
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https://amrsjournals.com/index.php/jamres/article/view/351