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The Counseling Process

The counseling process is a continuous, cyclical model in which
the counselor and client collaboratively set goals, formulate actions
plans, and assess progress toward the goals. Throughout the
process new information is integrated, the counselor-client
relationship is developed, and progress toward counseling goals is
reassessed (Kapunan, 197!.
"ccording to #erriam-$ebster (%&&'!, counseling is defined as a
consultation, mutual interchange of opinions, deliberating together.
(ounselling is a dynamic and purposeful relationship between two
people who approach a mutually defined problem, with mutual
consideration of each other to the end that the younger or less
mature or more troubled of the two is aided to a self determined
resolution to his problem.
(ounselling is an interaction process which facilitates meaningful
understanding of self and environment and results in the
establishment and or clarification of goals and values for future
behavior ()hert*er and )tone 197+.!
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Purposes of Counseling
1. To give the student information on matters important to his
ad,ustment and growth-
%. To get information about the student which will be of help to him in
solving his problems-
.. To establish a feeling of mutual understanding between pupil and
teacher-
. To help the pupil wor/ out a plan for solving his difficulties-
'. To help the pupil /now himself better, his interests, abilities,
aptitudes and available opportunities-
+. To encourage special talents and develop right attitudes-
7. To inspire successful endeavor toward he attainment or
reali*ation of ob,ectives-
0. To assist the pupil in planning for his educational and vocational
choices 1 formulating plans for vocations, ma/ing surveys of
employment opportunities, administering vocational or aptitude
test, gathering cumulative occupational information, following-up
pupils for placement and sponsoring convocations, programs, and
career day seminars.
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Essential Elements of Counseling Process
2owning (19+'! enumerated eight (0! 3ssentials to the
(ounseling 4rocess as follows5 1. "nticipating the interview. %.
2eveloping a positive wor/ing relationship. .. 36ploring feelings and
attitudes . 7eviewing and determining present status. '. (onsidering
e6isting problems. +. 36ploring alternatives. 7. #a/ing decision. 0.
4ost counseling.
Characteristics of Counselling
(ounselling involves two individuals - one see/ing help and the
other, a professionally trained person, who can help the first. There
should be a relationship of mutual respect between the two. The
counsellor should be friendly and cooperative and the counselee
should have trust and confidence in the counsellor (8niversity
(ounseling 9 (onsulting )ervices %&1!.
The aim of counselling is to help a student form a decision,
ma/e a choice or see/ direction. :t helps a counselee to ac;uire
independence and develop a sense of responsibility, e6plore and
utili*e his potentialities. :t is more than advice giving. The progress
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comes through the thin/ing that a person with a problem does for
himself rather than through solutions offered by the counsellor.
Functions of Counselling
<i/e guidance, counseling has also three fold functions ad,ust
mental, oriental and developmental.
Adjustmental Functions: 7apid social change brought about by
industriali*ation and urbani*ation has led to several perple6ing
problems. The pace of this change is ever on the increase, thus
ma/ing ad,ustment a continuous process of grappling way with new
situations. (ounselling helps the student in ma/ing the best possible
ad,ustment to the current situations be it in educational institution,
occupational world, in the home 9 in the community (Kochhar, 199&!.
Oriental function: =riental function means to orient the person
about his environmental constraints 9 resources and her personal
constraints 9 resources by giving information and awareness in
problems of career planning, educational programming etc.
"wareness of the need to plan in the conte6t of the comple6ity of the
world of wor/ is an essential pre-re;uisite of going through education
and preparation for after education. )o oriental function is the
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important function in the counseling process. :t is a lin/ between
ad,ustment and development function.
Developmental function: 2evelopmental function means not
only to help the students having problems but also to help the
students before the problems arise.
Principles of Counselling
The counsellor should follow the above principles while
counselling to ma/e the process of counselling effective. :t is not an
easy tas/. To ma/e the process successful the counsellor should also
follow certain principles in his own self to develop his s/ills. >e should
follow the principles as given below during counselling (#ehro,190+!.
Warmth: The (ounsellor should communicate personal warmth
and ma/e the client feel welcome valued as individuals.
Acceptance: The (ounsellor should accept the person 9 his
feelings for what he is without critici*ing him. >e should also accept
the person irrespective of age, race, se6, etc.
Genuineness: The counsellor should be very honest with
himself and with client he should be very open, friendly and
undefensive.
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Empathy: :nstead of showing sympathy to the person having
problem, the counsellor should show empathy, which means to sense
the feelings and e6perience of another person. :n order to ma/e good
relationship the above ;ualities should be ac;uired by a counsellor.
>e should imbibe these ;ualities to follow the principles of
counselling properly.
The Types of Counselling
?ased on the nature of the counselling process and the role of
the counsellor, the following are the three types of counseling.
Directive Counselling
The counsellor assumes the ma,or responsibility of solving the
problem. (ounsellor identifies, defines, diagnoses and provides a
solution to the problem. (ounsellor directs thin/ing by informing
e6plaining, interpreting and advising. 3mphasis is on the problem
)teps5 7ole of the (ounsellor
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1. "nalysis- collecting data from various sources to
understand the client@s problem.
%. )ynthesis - interpreting and organi*ing data to reveal
students assets, liabilities, ad,ustments etc.
.. 2iagnosis - identifying the nature and cause of the
problem.
. 4rognosis-predicting the future development of the
problem.
'. (ounselling - ta/ing steps to bring about ad,ustment
+. Aollow up- helping with recurrence or new patterns.
#erits
a. Time saving and economical
b. Bives happiness to the counselee as he gets a
solution to this problem.
c. 3mphasis is on the intellectual rather than the
emotional aspect.
2emerits
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a. Kills the initiative
b. #a/es him helpless
c. 2oes not guide counselee to be efficient and confident
d. 8ndemocratic
e. #ade dependent
Non Directive Counselling Client!Oriented " Centered Counselling#:
(ounselee is allowed free e6pression. :t also directs and guides
the counselee. (ounsellor as/s a few ;uestions, so as to thin/ about
the solution of the problem. (ounselee ta/es active part, gains insight
into the problem with the help of the counsellor and arrives at the
decision and action to be ta/en.
(ounsellor@s role is passive. :ts goal is independent and
integration of the client rather than the solution. The role of the
counsellor is to create an atmosphere in which the counselee can
wor/ out his own understanding. 3motional aspect is more important
rather than the intellectual aspect is stressed.
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(ounselling relationship is the establishment of a warm,
permissive and accepting climate which helps the client to e6press
his self structure
#erits
a. Areedom of the individual
b. 7elieves tensions due to catharsis
c. #oves toward acceptance of himself
d. (onfronts wea/nesses without feeling threatened
2emerits
a. Time consuming
b. $isdom and ,udgement of the client cannot be relied
upon
c. "ll the problems cannot be sorted out through tal/ing
Eclectic Counselling:
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(ounselling may be evaluated along a continuum from directive
to non directive to directive. 3clectic is a continuation and synthesis
of directive and non-directive counselling. ?oth counsellor and
counselee are active and cooperative.
The counsellor studies the needs and personality of the client
and then selects the techni;ue (appropriate!. ?egins with directive
but switches over to non-directive or vice versa as demanded by the
situation
$teps %nitial %ntervie&
a. 2evelops rapport and does structuring so that client
understands what to e6pect from the counselling
b. Tentative diagnosis and plan of counselling is formulated
c. Bathers information about the client and the client needs
to be helped to assimilate this information
d. (lient achieves emotional release and gains insights,
modifies perceptionsCattitudes about himself and
situations
The Process of Counselling
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(ounselling is a process. :t means that (ounselling involves a
se;uence of identifiable events spread over a period of time. The
time ta/en, the se;uence of events, and dynamics involved, the
nature and e6tent of e6ploration, differ from individual to individual.
>owever there are certain basic stages, which form the essentials of
counselling processes.
The process of counselling comprises of certain concepts, they
are as follows5
'eadiness: The counselee are of two types i.e. one who see/s
assistance voluntarily and the other who are referred. The
(ounselling presupposes a desire on the part of the counselee that
ma/es him come for the assistance. This desire is referred to as
readiness.
Counter Will: 4eople e6perience difficulty in as/ing for help and
accepting it, because they are reluctant to face the conse;uences of
change or an admission of inade;uacy of failure. The negative feeling
that holds bac/ one from see/ing help is referred to, as counter will.
Case (istory: (ase >istory is a systematic collection of facts
about the counselee@s past and present life. >owever focus of
attention varies from case to case.
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'apport : :t is a warm friendly and understanding atmosphere
created by the counsellor, which is catalytical in the formation of an
effective counselling relationship. $armth of relationship and feeling
of trust, which grows out of unconditional acceptance are important in
contributing to the establishment of rapport.
)ransference: :t refers to the counsellor transferring amotions
originally felt toward someone early in life. The counselee is
encouraged to e6press hisCher feelings and emotions freely. The
counsellor ac/nowledges these feelings and handles in a therapeutic
way.
Counter )ransference: This occurs when counsellor pro,ect
their unresolved conflicts upon the counselee. $hen counsellor feels
uncomfortable and e6perience feelings of anger, resentment or
become overemotional. This is unhealthy.
'esistance: :t refers to counselee@s move to oppose the
counsellor@s attempt to wor/ towards set goals. This influences
counselling outcome positively. 7esistance ranges from open hostility
to passively resistant behavior li/e being late for an appointment
Stages of the Counselling Process:
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" process is an identifiable se;uence of events ta/ing place
over time. 4rocess of human development from birth to death.
)he First $tage: %nitial Disclosure.
:nitially the client e6presses two sets of feelings
a. : /now : need help
b. : wish : weren@t here. Therefore central tas/ of the
counsellor in this stage is to allay the client@s fears
and encourage self-disclosure. "ttending paying
careful attention to the client@s words and actions.
(ounsellor observes clients behavior for indications
of content and feeling not e6pressed in verbal message. :t
is the first contact between the client and the counsellor,
but it remains important throughout the counselling
process.
:n this stage, clients are helped to articulate their
personal concerns and to place those concerns in a
conte6t so that the counsellor can understand the
personal meanings and significance the client attaches to
them.
)he $econd $tage: %n!Depth E*ploration
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(lient begins to formulate a new sense of hope and
direction.
(ounsellor at first discusses the diagnostic impressions of
the client@s dynamic and coping behavior.
"s the relationship becomes more secure, the
counsellor begins to confront the client with observations
about hisCher goals or behavior. This will help the client
arrive at newly challenged and refined views of self.
:mmediacy - is referred to in three ways.
a. Beneral discussions about the progress of
counselling relationship.
b. :mmediate response to the client@s
statement disclosing current thoughts
about counselling.
c. (ounsellor@s personal response to a client
in the present. This stage becomes
emotionally stressful, because client faces
the inade;uacy of habitual behaviors.
)he )hird $tage: Commitment to Action:
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>ow to accomplish goals that have emerged in the
previous two stages. (lient relates his behavior to
accomplish goals.
This stage includes identifying possible alternative
courses of actions (decisions! the client might choose.
=nce an action decision is made the client tries some
new behaviors. The counsellor supports and reinforces
the trying of new behaviors.
The Skills of Counselling
+istening
:t is the process of hearing the other person.
a. 2uring listening it is important to show that the counsellor is
listening through the minimal prompts such as head nods,
yes, no etc. They indicate that : am with you@. =veruse of
these should be avoided.
b. ?ehavioral aspects of listening
()=<37!
) - )it s;uarely
= - =penness
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< - <eaning
3 - 3ye contact
7 - 7ela6
"spects of <istening <inguistic aspects - words,
phrases, figures of speech
4aralinguistic aspects - timing, volume, tone pitch,
ums@ and errs@, fluency
Don-Eerbal aspects - facial e6pression, gestures,
touch, body position, and
pro6imity to the counsellor,
body movement and eye
contact.
Attending and sho&ing receptiveness
:t is the act of truly focusing on the other person. :t involves
consciously ma/ing ourselves aware of what the other person is
saying and of what they are trying to communicate to us.
O,serving -ody .essages
Don-verbal aspects of communication refer to body language.
The way the client e6presses through the use of their body. They offer
clues about the client@s internal status beyond the words. #orris calls
it #an $atching@. ?ody language depends on conte6t in which it
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occurs, the nature of the relationship, individual@s personal style,
personality of the person. Therefore avoid assuming what person is
saying with their body languages.
+istening -loc/s
a. "ttraction5 "ttention is focused on what you are feeling rather
than what client is saying.
b. 4hysical condition5 )ic/Ctired, without reali*ing it you tune out
certain things client is saying.
c. (oncerns5 4reoccupied with you own concerns.
d. =ver-eagerness5 <isten to only a part and respond.
e. )imilarity of 4roblems5 )ame as your own problem. Four
mind wanders.
f. 2ifferences5 2ifferent e6periences of yours and client.
Effective +istening
a. "ttention focuses outward
b. )uspension of ,udgment
c. "ttention to the behavioral aspects ()=<37!
d. "voidance of interpretation
e. 2evelopment of free-floating attention
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Communicating
:t is the e6change of ideas and opinions between two or more
people through speech, writing or signs. The communication included
physical setting as well as psychological predispositions of the
receiver.
Aactors :nvolved in the communication
a. 4urpose5 )pecific
b. 2istribution5
c. 3nvironment
d. Timing
e. Aeedbac/
f. Aollow-up
(auses of (ommunication ?rea/down
a. <ac/ of consideration of the other person@s feelings and
personality
b. 8se of technical language
c. Dot thin/ing about other, how they get affected
(networ/ing missing!
d. <ose human factor (envy, ,ealousy!
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Clarification
To get definite information through this to help clarify the client@s
thin/ing without pressuri*ing.
Concreteness
8sing clear language to describe the client@s life situation. :t
promotes clear insight in clientGs life and provides counsellor with a
fuller sense of the uni;ueness of the clientGs e6periences.
'estatement
3nables the counsellor to let the counselee reali*e that he is
being fully understood and accepted. (ounsellor e6actly repeats as
said by the client. (lient thus gets a rest and a chance to collect his
thoughts before going forward.
0araphrasing
The counsellor summari*es. >e choosesCselects those ideas
and feelings which seem most important and relevant and feeds them
bac/ to the client in a more organi*ed form.
Ways to %mpede Communication
a1 (ounsellor@s predispositions
,1 4remature advice giving
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c1 <ecturing
d1 36cessive ;uestioning
e1 )tory telling
2uestioning
$hat it isH Iuestions are used to draw out information from
others. >ow to use itH There are several types of ;uestion. (hoose
the most appropriate5
Open!ended 3uestions
=pen ;uestions promote discovery and stimulate thin/ing.
They are useful to help the other person to start tal/ing about a
topic, outline a situation, and give a broad description of what
happened and how he or she reacted. There are three broad
types of open ;uestion5
Clarifying 3uestion
a. $hat specifically does that mean to youH
b. (an : ma/e sure : understand thatJH
c. :f : hear correctly, what you are saying isJ
Creative 3uestions
a. >ow have you seen others handle similar situationsH
b. $hat do you thin/ aboutJH
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c. $ould you li/e to tal/ more about itH
d. :@d be interested in hearing more
e. $hat would be your approach if there were no
constraintsH
0rocess 3uestions
a. $hat would you li/e to get from this sessionH
b. $hat do : need to communicate to ensure everyone
understands your roleH
c. $hat authority do you thin/ you need to complete this
tas/H
Follo&!up or pro,ing 3uestions
The purpose of follow-up ;uestions is to get information,
broaden decisions and understand reasons and motivations.
2o not over use why@. :t causes people to become defensive.
a. :n what way would this help achieve greater customer
satisfactionH
b. $hat other aspects of this should be consideredH
c. >ow would you involve others in accomplishing this planH
Closed 3uestions
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(losed ;uestions are those that lead to either yes@or noG.
They are useful in chec/ing facts ;uic/ly but can lead to a one-
sided conversation. 36amples are5
a. >ave you been shopping recentlyH
b. :s there enough money in the ban/H
c. >ave you done this sort of wor/ beforeH
+ess useful 3uestions
(ertain types of ;uestions are less useful. Try not to use
them - these include5
a. <eading ;uestions (K: assume youJ!
b. >ypothetical ;uestions (K:f you were in my placeJ!
c. #ultiple ;uestions.
Characteristics & Skills of a Counsellor
" good counsellor should be5
a. " good listener 9 good communicator
b. 7espectful to other person@s feelings 9 point of view.
c. Kind, caring and understanding
d. Don-prdgemental
e. Trustworthy 9 respectful of people@s confidentiality
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f. 7ela6ed and calm
g. $arm 9 approachable
h. The ability to motivate 9 inspire clients.
Role & Functions of Counsellor
(ounsellor is a specialist in education. (ounsellor@s
responsibilities can be classified into a! 2iagnostic, b! therapeutic c!
3valuation and 7esearch with speciali*ed services and s/ills. "
counsellor is selected by virtue of interest, training, e6perience and
competence. The specific functions of a counsellor are5
a. =rientation of )tudents
b. )tudent appraisal
c. 3ducational and =ccupational information service
d. >olding counselling interviews
e. 4lacement
f. 7esearch and 3valuation
)he Counsellor
2esign and initiate a comprehensive career development
programme :nvolve teachers, students, parents, community
resources. 4lans students competencies for use in the classroom
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:nclude 4ara professionals "ssist students in career selection,
prepare them and progress in it. The counsellor acts as a facilitator.
References
2owning,<. (19+0!. Buidance and counseling services- an
introduction. Dew For/ 5 #cBraw->ill
Kapunan, 7. (197!. Fundamentals of Guidance and Counseling1
#anila5 7e6 ?oo/store.
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Kochhar, ). K. (199&! Educational and vocational guidance in
secondary school. )terling publisher, Dew 2elhi. ?engalee,
#ehro 2. (190+!. Guidane 4 counselling. )heth 4ublication, #umbai.
.erriam!We,ster5s collegiate dictionary (11th ed.!. (%&&'!.
)pringfield, #"5 #erriam-$ebster.
)hert*er 9 )tone (197+!. Fundamentals of guidance- ?oston,
>oughton, #ifflin and (ompany.
8niversity (ounseling 9 (onsulting )ervices. (%&1, "pril 0!. )he
Counselling 0rocess. 7etrieved Arom the 8niversity of
#innesota.website5http5CCwww.uccs.umn.eduCdocsCThe
L%&(ounselingL%&4rocess.pdf