Genuineness; Listening; Unconditional positive regard; Believing the client; Cultural sensitivity; Showing the way; Honesty; Patience; Free expression; Knowledgeable; Being in control; Empathetic; Non-judgmental
Types of Counseling, Process of Counseling and Qualities of a good CounselorDr. Amjad Ali Arain
Topic: Types of Counseling, Process of Counseling and Qualities of a good Counselor
Student Name: Samiya
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The counselling process; Stages of the counselling processSunil Krishnan
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
Characteristics of an effective counsellorBhushan Rajput
counselling is the profession with high responsibility. It needs deeper knowledge and high skills. A good counselor is one who has knowldege of both, theory and practicum
Types of Counseling, Process of Counseling and Qualities of a good CounselorDr. Amjad Ali Arain
Topic: Types of Counseling, Process of Counseling and Qualities of a good Counselor
Student Name: Samiya
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The counselling process; Stages of the counselling processSunil Krishnan
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
Characteristics of an effective counsellorBhushan Rajput
counselling is the profession with high responsibility. It needs deeper knowledge and high skills. A good counselor is one who has knowldege of both, theory and practicum
NBCC, NAADAC, CAADAC, CBBS, Florida approved continuing education series in mental health, substance abuse and dual disorders counseling for nurses, counselors, therapists, social workers and addictions professionals.
Definition of counseling; Guidance and counseling; Why counseling; Who is a counselor; When is a counselor not ready to counsel; Who needs counseling; Ten steps to counseling; Counseling stages
■Counseling and Guidance Services
■Theories of Counseling.
NBCC, NAADAC, CAADAC, CBBS, Florida approved continuing education series in mental health, substance abuse and dual disorders counseling for nurses, counselors, therapists, social workers and addictions professionals.
Definition of counseling; Guidance and counseling; Why counseling; Who is a counselor; When is a counselor not ready to counsel; Who needs counseling; Ten steps to counseling; Counseling stages
■Counseling and Guidance Services
■Theories of Counseling.
Definition of Counseling; Counselitn and Guidance; Who is a counselor; When is a Counselor not Ready to Counseling; Notion and Misconception about Counseling; Frequently Asked Questions (FAQs);Scope of Counseling; Why counseling; Who needs counseling; Steps in the counseling process.
📌 Free Webinar on "Counselling Ethics during Therapy Session"
Ethics in counseling are suggested standards of conduct based on professional values and moral decision-making. Ethics in counseling are concerned with doing what is best for the client and these are important to protect both the client and the counselor.
Therapy is a way to help people with a broad variety of mental illnesses and emotional difficulties.
Purpose:
The Main Purpose of this session is basically the awareness about Counselling Ethics and teach the Counselors how they can develop a bond of trust and respect with their clients.
What is Teaching; Why Teaching; Types of Teaching; Teaching Methods; Effective Teaching; How Best to Teach; How to Assess Teaching; What Teachers Can Do
ADOLESCENCE AND THEIR UNHAPPINESS; MORAL DEVELOPMENT; SELF ASSESSMENT ACTIVITY; MORAL AND CHARACTER DEVELOPMENT; RECOMMENDATIONS; WHAT CAN WE REALLY DO? TEN TIPS FOR PARENTS.
Stress Management; What Does Stress Do; How Can Stress Management Counseling Help; Coping with Stress; Stress Management Strategy (SMS); How Can Avoid Stress; Stress Management Techniques; Proven Tips for Stress Relief
Healthy Thinking; Automatic Thoughts and Cognitive; Distortions; You Are What You Think; Irrational Thoughts; Irrational Beliefs; Time Management; How to Manage Time; Tools for Time Management Counseling; Tips to Improve Time Management Skills; Benefits of Time Management; Stress and Time Management Myths
Problems with primary support group; Problems related to the social environment; DOMESTIC VIOLENCE; EMOTIONAL ABUSE; Verbal Abuse; PHYSICAL ABUSE; SEXUAL ABUSE
Nature of Control in Organizations
The Purpose of Control
Types of Control
Steps in Control
Operations Control
Preliminary Control
Screening Control
Postaction Control
Financial Control
Budgetary Control
Other Tools of Financial Control
Structural Control
Bureaucratic Control
Clan Control
Strategic Control
Integrating Strategy and Control
International Strategic Control
Managing Control in Organizations
Characteristics of Effective Control
Resistance to Control
Overcoming Resistance to Control
The Nature of Leadership
The Meaning of Leadership
Leadership Versus Management
Power and Leadership
The Search for Leadership Traits
Leadership Behaviors
Michigan Studies
Ohio State Studies
Managerial Grid
Situational Approaches to Leadership
LPC Theory
Path-Goal Theory
Vroom’s Decision Tree
The Leader-Member Exchange
Related Perspectives on Leadership
Substitutes for Leadership
Charismatic Leadership
Transformational Leadership
Political Behavior in Organizations
Common Political Behaviors
Managing Political Behaviors
The Nature of Strategic Management
The Components of Strategy
Types of Strategic Alternatives
Strategy Formulation and Implementation
Using SWOT Analysis to Formulate Strategy
Evaluating Strengths
Evaluating Weaknesses
Evaluating Opportunities and Threats
Formulating Business-Level Strategies
Porter’s Generic Strategies
The Miles and Snow Topology
Product Life Cycle Strategies
Implementing Business-Level Strategies
Implementing Porter’s Generic Strategies
Implementing Miles and Snow’s Strategies
Formulating Corporate-Level Strategies
Single-Product Strategy
Related Diversification
Unrelated Diversification
Implementing Corporate-Level Strategies
Becoming a Diversified Firm
Managing Diversification
Summarize the function of decision making and the planning process.
Discuss the purpose of organizational goals, identify different kinds of goals, discuss who sets goals, and describe how to manage multiple goals.
Identify different kinds of organizational plans, note the time frames for planning, discuss who plans, and describe contingency planning.
Discuss how tactical plans are developed and executed.
Describe the basic types of operational plans used by organizations.
Identify the major barriers to goal setting and planning, how organizations overcome those barriers, and how to use goals to implement plans.
Suicide; Facing the Facts; Suicide in Bangladesh; Myths about Suicide; Causes of Suicide; Suicide Warning Signs; Risk Factors for Suicide; Preventing Suicide; You Can Help!
True Meaning of Sufism
The Sufi Way
Sufism in Life
Seven Souls-Sufi Psychological View
Psychological Well-being
Cultural and Religious Considerations
Clinical Perspectives
Authentic Contact
Relationship to Truth
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Qualities and AttributesQualities and Attributes
of a Good Counselorof a Good Counselor
■■ GenuinenessGenuineness
■■ ListeningListening
■■ UnconditionalUnconditional
positive regardpositive regard
■■ BelievingBelieving thethe
clientclient
■■ Cultural sensitivityCultural sensitivity
■■ Showing the wayShowing the way
■■ HonestyHonesty
■■ PatiencePatience
■■ Free expressionFree expression
■■ KnowledgeableKnowledgeable
■■ Being inBeing in
controlcontrol
■■ EmpatheticEmpathetic
■■ Non-Non-
judgmentaljudgmental
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 1
2. Qualities of a good counselorQualities of a good counselor Good counselors should stay away fromGood counselors should stay away from
Qualities perceived in theQualities perceived in the
counselor that can help thecounselor that can help the
client feel secure enough toclient feel secure enough to
engage in self-explorationengage in self-exploration
Pushing or threatening the clientPushing or threatening the client
Offering their opinionOffering their opinion
Judging the client or their lifestyleJudging the client or their lifestyle
Self-confidenceSelf-confidence Telling a client they “know” how they feelTelling a client they “know” how they feel
EmpathyEmpathy Imposing your own beliefsImposing your own beliefs
AcceptanceAcceptance Sidestepping the client’s present problemSidestepping the client’s present problem
GenuinenessGenuineness Minimizing the client’s problemMinimizing the client’s problem
TrustworthinessTrustworthiness InterruptingInterrupting
ConfidentialityConfidentiality Taking responsibility for the client’sTaking responsibility for the client’s
problem and decisionsproblem and decisions
CompetenceCompetence Becoming immersed in the client’sBecoming immersed in the client’s
situationsituation
Using words such as “should” andUsing words such as “should” and
“must”“must”
Blocking strong emotionsBlocking strong emotions
Qualities of good counselorsQualities of good counselors
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 2
3. We are all influenced by the society and culture withinWe are all influenced by the society and culture within
which we live, develop and mature. Society andwhich we live, develop and mature. Society and
culture contribute to the development of personalculture contribute to the development of personal
attitudes, values and beliefs.attitudes, values and beliefs.
Our attitudes, values and beliefs -Our attitudes, values and beliefs -
Guide day-to-day behaviorGuide day-to-day behavior
Influence our interpretation, explanation andInfluence our interpretation, explanation and
response to eventsresponse to events
Are usually specific to the culture in which theyAre usually specific to the culture in which they
evolvedevolved
Vary between and within countries, regions andVary between and within countries, regions and
groups.groups.
Counselor Self-awareness:Counselor Self-awareness:
Addressing attitudes, Values andAddressing attitudes, Values and
BeliefsBeliefs
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 3
4. Role of the CounselorRole of the Counselor
The rapport of the client and counselor is anThe rapport of the client and counselor is an
important factor in counseling.important factor in counseling.
The counselor must -The counselor must -
•be likable and exhibit interpersonal skills,be likable and exhibit interpersonal skills,
•be flexible and able to meet individual needsbe flexible and able to meet individual needs
by providing person-specific attention,by providing person-specific attention,
•be available for multiple sessions,be available for multiple sessions,
•have something very applied and concrete tohave something very applied and concrete to
offer,offer,
•exhibit a caring attitude.exhibit a caring attitude.
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 4
5. A counselor must attempt toA counselor must attempt to
facilitate a client to solve their ownfacilitate a client to solve their own
problems yet demonstrate a genuineproblems yet demonstrate a genuine
concern and compassion for theconcern and compassion for the
clients’ dilemmas.clients’ dilemmas.
The counselor must individualizeThe counselor must individualize
interaction depending on clients’interaction depending on clients’
personality type.personality type.
Role of the CounselorRole of the Counselor
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 5
6. Initially the counselor can listen and at appropriateInitially the counselor can listen and at appropriate
times reflect by restating or rephrasing what the clienttimes reflect by restating or rephrasing what the client
had expressed. This serves two purposes. First it allowshad expressed. This serves two purposes. First it allows
the client to feel he is being heard. And secondly, itthe client to feel he is being heard. And secondly, it
allows for any misunderstandings to be identified andallows for any misunderstandings to be identified and
corrected.corrected.
When the counselor feels he understands the just ofWhen the counselor feels he understands the just of
what the client is communicating, the counselor canwhat the client is communicating, the counselor can
proceed with questions. These questions can pertain toproceed with questions. These questions can pertain to
feelings, thoughts, beliefs, expectations, pastfeelings, thoughts, beliefs, expectations, past
experiences, preferences, or other details relating to theexperiences, preferences, or other details relating to the
issue.issue.
Role of the CounselorRole of the Counselor
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 6
7. The client may express a goal they wish to achieve.The client may express a goal they wish to achieve.
The counselor and the client may want to explore theThe counselor and the client may want to explore the
ultimate objective behind the goal. They may exploreultimate objective behind the goal. They may explore
other options in addressing the ultimate objective andother options in addressing the ultimate objective and
the real issues behind the desired goal.the real issues behind the desired goal.
After further discussion the counselor may chooseAfter further discussion the counselor may choose
explain the benefits of holistic health, developing onesexplain the benefits of holistic health, developing ones
identity, and the concepts of self-responsibility. Theidentity, and the concepts of self-responsibility. The
counselor must realize that information given to thecounselor must realize that information given to the
client may take time for the client to effectivelyclient may take time for the client to effectively
implement into their lives. The counselor and the clientimplement into their lives. The counselor and the client
should discuss how these concepts relate to the clientsshould discuss how these concepts relate to the clients
issues.issues.
Role of the CounselorRole of the Counselor
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 7
8. The counselor should encourage the client toThe counselor should encourage the client to
ultimately draw their own conclusions and choose theultimately draw their own conclusions and choose the
direction the want to take in resolving the issue.direction the want to take in resolving the issue.
Creativity should be exercised to make the newCreativity should be exercised to make the new
behavior as rewarding as possible. Other techniquesbehavior as rewarding as possible. Other techniques
that may be implemented to increase adherencethat may be implemented to increase adherence
include: behavioral logs and contracts, peer or familyinclude: behavioral logs and contracts, peer or family
support, friendly competition, and verbal recognition.support, friendly competition, and verbal recognition.
The ultimate goal as a counselor isThe ultimate goal as a counselor is
to help others understandto help others understand
themselves and their existence sothemselves and their existence so
theythey bothboth may live to fullymay live to fully
experience what it is to be human.experience what it is to be human.
Role of the CounselorRole of the Counselor
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 8
9. Being a GoodBeing a Good
CounselorCounselorCounselors facilitate full and confidential expression of theCounselors facilitate full and confidential expression of the
client’s feelings, without diverting any attention to their ownclient’s feelings, without diverting any attention to their own
feelings. The potential to be a good counselor can be shown iffeelings. The potential to be a good counselor can be shown if
certain qualities exist.certain qualities exist.
JudgmentJudgment
Patience and AcceptancePatience and Acceptance
ExperienceExperience
EducationEducation
Practice, Practice, PracticePractice, Practice, Practice
Genuineness and WarmthGenuineness and Warmth
DiscretionDiscretion
Social SkillsSocial Skills
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 9
10. Whether working with couples or individuals,Whether working with couples or individuals,
the following skills help counselors to establishthe following skills help counselors to establish
a positive environment, clarify what the client isa positive environment, clarify what the client is
saying, gather information, and offer supportsaying, gather information, and offer support
and encouragement.and encouragement.
1. Attending Behavior1. Attending Behavior
2. Closed and Open-Ended Questions2. Closed and Open-Ended Questions
3. Paraphrase3. Paraphrase
4. Summary4. Summary
5. Reflection5. Reflection
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 10
11. Orienting oneself physicallyOrienting oneself physically
and psychologicaland psychological
Encourages the other personEncourages the other person
to talkto talk
Lets the client know you’reLets the client know you’re
listeninglistening
Conveys empathy.Conveys empathy.
Attending BehaviorAttending Behavior
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 11
12. SHOVLER (Or SOLER – the underlined)SHOVLER (Or SOLER – the underlined)
•SS:: Face the otherFace the other SSquarelyquarely
•HH:: HHead nodsead nods
•OO:: Adopt anAdopt an OOpen Posturepen Posture
•VV:: VVerbal Followingerbal Following
•EE:: SpSpeeechech
•LL:: LLean toward the otherean toward the other
•EE:: MakeMake EEye Contactye Contact
•RR:: Be RelativelyBe Relatively RRelaxedelaxed
What Does Attending Behavior LookWhat Does Attending Behavior Look
Like?Like?
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 12
14. Questions that clients cannot easily answer with “Yes,”, “No,” orQuestions that clients cannot easily answer with “Yes,”, “No,” or
one- or two-word responsesone- or two-word responses
““Tell me about your family while you were growing up”Tell me about your family while you were growing up”
““Why is that important to you?”Why is that important to you?”
““How did you feel when that happened?”How did you feel when that happened?”
““What did you do when she said that?”What did you do when she said that?”
““What are your reasons for saying that?”What are your reasons for saying that?”
Open-Ended QuestionsOpen-Ended Questions
Purposes of Open-Ended QuestionsPurposes of Open-Ended Questions
•To begin an interviewTo begin an interview
•To encourage client elaborationTo encourage client elaboration
•To elicit specific examplesTo elicit specific examples
•To motivate clients to communicate.To motivate clients to communicate.
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 14
15. Closed-Ended QuestionsClosed-Ended Questions
Questions that the other can easily answer with a “Yes,”Questions that the other can easily answer with a “Yes,”
“No,” or one- or two-word responses“No,” or one- or two-word responses
““Are you going to have the test done?”Are you going to have the test done?”
““Did you drink before you got into the car?”Did you drink before you got into the car?”
““Do you drink often?”Do you drink often?”
““Do you exercise?”Do you exercise?”
““Do you like your job?”Do you like your job?”
Purposes of Closed-Ended QuestionsPurposes of Closed-Ended Questions
•To obtain specific informationTo obtain specific information
•To identify parameters of a problem or issueTo identify parameters of a problem or issue
•To narrow the topic of discussionTo narrow the topic of discussion
•To interrupt an over-talkative clientTo interrupt an over-talkative client
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 15
16. Closed vs. Open-Ended QuestionClosed vs. Open-Ended Question
ExamplesExamples
CC: Are you scared?: Are you scared?
OO: How do you feel?: How do you feel?
CC: Are you concerned about what you will do: Are you concerned about what you will do
ifif
the test results are positive?the test results are positive?
OO: What do you think you might do if the test: What do you think you might do if the test
results are positive?results are positive?
CC: Is your relationship with your husband a: Is your relationship with your husband a
good one?good one?
OO: Tell me about your relationship with your: Tell me about your relationship with your
husband.husband.
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 16
17. Reflection is the echoing back of the last few wordsReflection is the echoing back of the last few words
that the client has spoken.that the client has spoken.
e.g.:e.g.: Counselee:Counselee: We moved to Bangalore from gulf atWe moved to Bangalore from gulf at
the beginning of last year but none of us really settledthe beginning of last year but none of us really settled
down. My wife never did like living in such a large city.down. My wife never did like living in such a large city.
I found it difficult to get a job….I found it difficult to get a job….
CounCounselor:selor: You found it difficult to get a job…You found it difficult to get a job…
Counselee:Counselee: Well, it was difficult to start with,Well, it was difficult to start with,
any way. I suppose I didn’t really try hardany way. I suppose I didn’t really try hard
enoughenough
Counselor:Counselor: You didn’t really try hardYou didn’t really try hard
enough …enough … (more later-below)(more later-below)
ReflectionReflection
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 17
18. Though challenging and confronting are notThough challenging and confronting are not
associated with counseling, there are times theyassociated with counseling, there are times they
are appropriate and even necessary.are appropriate and even necessary.
Counselee:Counselee: There is no one in thisThere is no one in this
organization that I can talk to at allorganization that I can talk to at all
Counselor:Counselor: No one?No one?
CounseleeCounselee:: I have always been a failure,I have always been a failure,
never been any good at anything.never been any good at anything.
Counselor:Counselor: Always?Always?
ChallengingChallenging
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 18
19. The counselor rephrases the content of the client’s message.The counselor rephrases the content of the client’s message.
Example -Example -
Client:Client: “I know it doesn’t help my depression to sit around or stay in“I know it doesn’t help my depression to sit around or stay in
bed all day.”bed all day.”
Counselor:Counselor: “It sounds like you know you should avoid staying in bed“It sounds like you know you should avoid staying in bed
or sitting around all day to help your depression.”or sitting around all day to help your depression.”
Purposes of ParaphrasingPurposes of Paraphrasing
•To convey that you are understanding him/herTo convey that you are understanding him/her
•Help the client by simplifying, focusing and crystallizing what theyHelp the client by simplifying, focusing and crystallizing what they
saidsaid
•May encourage the client to elaborateMay encourage the client to elaborate
•Provide a check on the accuracy of your perceptionsProvide a check on the accuracy of your perceptions
When to use itWhen to use it
•When you have an hypothesis about what’s going on with the clientWhen you have an hypothesis about what’s going on with the client
•When the client is in a decision making conflictWhen the client is in a decision making conflict
•When the client has presented a lot of material and you feelWhen the client has presented a lot of material and you feel
confusedconfused
ParaphrasinParaphrasin
gg
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 19
20. Steps in ParaphrasingSteps in Paraphrasing
Client, a 40-year-old woman:Client, a 40-year-old woman: “How can I tell my husband I“How can I tell my husband I
want a divorce? He’ll think I’m crazy. I guess I’m just afraid towant a divorce? He’ll think I’m crazy. I guess I’m just afraid to
tell him.”tell him.”
StepsSteps
•Recall the message and restate it to yourself covertlyRecall the message and restate it to yourself covertly
•Identify the content part of the messageIdentify the content part of the message
•Wants divorce, but hasn’t told husband because he will think she’sWants divorce, but hasn’t told husband because he will think she’s
crazycrazy
•Select an appropriate beginning: E.g., “It sounds like,” “YouSelect an appropriate beginning: E.g., “It sounds like,” “You
think,” “I hear you saying,”think,” “I hear you saying,”
•Translate the key content into your own words: Want a divorce=Translate the key content into your own words: Want a divorce=
break off, split; E.g., “It sounds like you haven’t found a way to tellbreak off, split; E.g., “It sounds like you haven’t found a way to tell
your husband you want to end the relationship because of hisyour husband you want to end the relationship because of his
possible reaction. Is that right?”possible reaction. Is that right?”
•Confirm the accuracy of the paraphraseConfirm the accuracy of the paraphrase
Practice: Get into triads/dyads and do thePractice: Get into triads/dyads and do the
following paraphrases together.following paraphrases together.
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 20
21. A collection of two or more paraphrases orA collection of two or more paraphrases or
reflections that condenses the client’s messages or thereflections that condenses the client’s messages or the
sessionsession
Covers more materialCovers more material
Covers a longer period of client’s discussion.Covers a longer period of client’s discussion.
Purposes of a SummaryPurposes of a Summary
•To tie together multiple elements of client messagesTo tie together multiple elements of client messages
•To identify a common theme or patternTo identify a common theme or pattern
•To interrupt excessive ramblingTo interrupt excessive rambling
•To start a sessionTo start a session
•To end a sessionTo end a session
•To pace a sessionTo pace a session
•To review progressTo review progress
•To serve as a transition when changing topics.To serve as a transition when changing topics.
SummarySummary
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 21
22. Steps in a SummarySteps in a Summary
Example- Client, an young girlExample- Client, an young girl
•At the beginning of the session -At the beginning of the session -
““I don’t understand why my parents can’t liveI don’t understand why my parents can’t live
together anymore. I’m not blaming anybody,together anymore. I’m not blaming anybody,
but it just feels very confusing to me.” [Said in abut it just feels very confusing to me.” [Said in a
low, soft voice with lowered, moist eyes]low, soft voice with lowered, moist eyes]
•Near the middle of the same session-Near the middle of the same session-
““I wish they could keep it together. I guess I feelI wish they could keep it together. I guess I feel
like they can’t because they fight about me solike they can’t because they fight about me so
much. Maybe I’m the reason they don’t want tomuch. Maybe I’m the reason they don’t want to
live together anymore.”live together anymore.”
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 22
23. (a)(a) Recall key content and affect messagesRecall key content and affect messages
•Key content: wants parents to stay togetherKey content: wants parents to stay together
•Key affect: feels sad, upset, responsibleKey affect: feels sad, upset, responsible
(b)(b) Identify patterns or themesIdentify patterns or themes
•She is the one who is responsible for her parents’She is the one who is responsible for her parents’
break-upbreak-up
(c)(c) Use an appropriate sentence stem and verbalize theUse an appropriate sentence stem and verbalize the
summarization responsesummarization response
•e.g., “I sense,” or “You are feeling”e.g., “I sense,” or “You are feeling”
(d)(d) SummarizeSummarize
•e.g., “Earlier today you indicated you didn’t feel likee.g., “Earlier today you indicated you didn’t feel like
blaming anyone for what’s happening to your parents.blaming anyone for what’s happening to your parents.
Now I’m sensing that you are feeling like you areNow I’m sensing that you are feeling like you are
responsible for their break-upresponsible for their break-up
(e)(e) Assess the effectiveness of your summarizationAssess the effectiveness of your summarization
Steps in a SummarySteps in a Summary
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 23
24. Practice:Practice: A 30-year-old man who has been blaming himself forA 30-year-old man who has been blaming himself for
his wife’s unhappiness: I really feel guilty about marrying herhis wife’s unhappiness: I really feel guilty about marrying her
in the first place. It wasn’t really for love. It was just ain the first place. It wasn’t really for love. It was just a
convenient thing to do. I feel like I’ve messed up her life reallyconvenient thing to do. I feel like I’ve messed up her life really
badly. I also feel obliged to her. [Said in low, soft voice tonebadly. I also feel obliged to her. [Said in low, soft voice tone
with lowered eyes]with lowered eyes]
Practice:Practice: A 27-year-old woman who has continually focused onA 27-year-old woman who has continually focused on
her relationships with men and her needs for excitement andher relationships with men and her needs for excitement and
stability- First session: I’ve been dating lots and lots of men forstability- First session: I’ve been dating lots and lots of men for
the last few years. Most of them have been married. That’sthe last few years. Most of them have been married. That’s
great because there are no demands on me. [Bright eyes, facialgreat because there are no demands on me. [Bright eyes, facial
animation, high-pitched voice] Fourth session: It doesn’t feel soanimation, high-pitched voice] Fourth session: It doesn’t feel so
good anymore. It’s not so much fun. Now I guess I miss havinggood anymore. It’s not so much fun. Now I guess I miss having
some commitment and stability in my life. [Soft voice, loweredsome commitment and stability in my life. [Soft voice, lowered
eyes]eyes]
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 24
25. A verbal response to client emotionA verbal response to client emotion
ExampleExample
Client:Client: “So many things are going on right now: another“So many things are going on right now: another
hectic semester has started, my dog’s sick, and my mom’s illhectic semester has started, my dog’s sick, and my mom’s ill
too. I find myself running around trying to take care oftoo. I find myself running around trying to take care of
everything. I’m not sure I can take it anymore.”everything. I’m not sure I can take it anymore.”
Counselor:Counselor: “You’re feeling pretty overwhelmed by all the“You’re feeling pretty overwhelmed by all the
things that are going on right now.”things that are going on right now.”
Purposes of a ReflectionPurposes of a Reflection
•Helps clientsHelps clients
•Feel understoodFeel understood
•Express more feelingsExpress more feelings
•Manage feelingsManage feelings
•Discriminate among various feelings.Discriminate among various feelings.
ReflectionReflection
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 25
26. Steps of a ReflectionSteps of a Reflection
Client, a 50-year-old steelworker now laid off: “Now look, what can I do?Client, a 50-year-old steelworker now laid off: “Now look, what can I do?
I’ve been laid off over a year. I’ve got no money, no job, and a family to takeI’ve been laid off over a year. I’ve got no money, no job, and a family to take
care of. It’s also clear to me that my mind and skills are just wasting away.care of. It’s also clear to me that my mind and skills are just wasting away.
[Said in a loud, critical voice, staring at the ceiling, brow furrowed, eyes[Said in a loud, critical voice, staring at the ceiling, brow furrowed, eyes
squinting]squinting]
aa.. Listen closely and observe behaviorListen closely and observe behavior
•Watch nonverbal behaviorWatch nonverbal behavior
•Verbally reflect the feelings back to the clientVerbally reflect the feelings back to the client
b.b. Identify the feeling categoryIdentify the feeling category
c.c. Identify the intensityIdentify the intensity
d.d. Match the feeling and intensity of a wordMatch the feeling and intensity of a word
e.e. Feed back to the clientFeed back to the client
f.f. Add content using the formAdd content using the form
““You feel ___ , because _____.”You feel ___ , because _____.”
g.g. Check for accuracyCheck for accuracy
Practice: Get into your triads/dyads and do the following paraphrases together.Practice: Get into your triads/dyads and do the following paraphrases together.
Book Reference: Kabir, SMS (2017).
Essentials of Counseling. Abosar
Prokashana Sangstha, Banglabazar, Dhaka-
1100 ISBN: 978-984-8798-22-5, Dkaka -
1100; smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 26