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TASK 1 : CASE STUDY

1.0 Introduction
According United Nations Educational, Scientific and Cultural Organization (n.d.),
guidance and counselling services and programs promote the personal or social,
educational, and career development of students. In other word, guidance and counselling is
defined as a planned and organized work which aims to assist the client(s) who faces
problems to understand him or herself. Guidance and counselling also enables the client(s)
to recognize his or her abilities and develop potentialities in order to solve the problems. By
doing so, the client(s) will be able to achieve his or her objectives, psychological, social,
educational and professional compatibility (Standard Technical Training Institute, 2009).
In simpler words, guidance is a process of helping people to make important choices
by giving them advices. It is more straightforward. In contrast, counselling is more on
exploration of how both counsellor and the client work together in a face to face interaction
as to solve the intended problem. By saying so, both guidance and counselling plays a vital
role in assisting people to solve their problems.
There are a lot of theories, techniques, stages as well as skills that need to be
considered before conducting a counselling session. Hence, below is a study of a case that
leads to a consideration of these aspects.
2.0 Case
The case is prominently on a female pupil named Amira. Amira is an average pupil
that lived with a poor family. Her father works as a security guard while her mother is a
housewife. Her brother stopped schooling after Form 4 due to the familys financial problem.
Amira lives in a squatter area in the city. To make things worse, all of her neighbours did not
emphasis on education and are having a serious social problem.
Amira is determined to succeed in her studies in order to improve her familys socio-
economy status. Hence, she plans to be a teacher. Nevertheless, the neighbours did not
support her. Instead, they remarked that Amira does not have the characteristics to be a
teacher. This cruel remark does not only cause Amira to be doubtful about her career choice,
but also affects her self-esteem. Due to these negative feedbacks, Amira always vent out
her anger and frustrations to her friends. Even though she spends a lot of time in her studies
so as to achieve her ambition, all her efforts do not seems to bear any fruits as she has fared
very badly in many subjects. Amira is very frustrated. She feels that the world is not being fair
to the likes of hers. Even though she had tried her very best, success is still out of her reach.
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In a nutshell, the case is basically on Amira that lives with unsupportive environment
that leads to negative behaviour. Thus, based on this case, one counselling theory and two
counselling techniques will be discussed further in depth in the case analysis below.
3.0 Case Analysis
3.1 Counselling Theory
Based on the above case, the chosen counselling theory that is suitable to help Amira
in solving her problem is person-centred theory; or also known as client-centred therapy by
Carl Rogers.
Based on person-centred theory, Rogers (1986) in McLeods (2008) article stated that
clients would be better helped if they were encouraged to focus on their current subjective
understanding rather than on some unconscious motive or someone else's interpretation of
the situation. In other word, counsellor needs to believe in the potential of the client. Hence,
person-centred theory focuses more on how the client him or herself can improve and settle
the problems by the assist of the counsellor.
In relating with Amiras case, a counsellor needs to focus on and respect Amira.
Amira will be given an opportunity to set her goal throughout the counselling session. Hence,
counsellor does not play an active role during the counselling session. By giving Amira
opportunity to set her own goals, it eventually helps Amira to determine what she really
wants as to solve her problem. For example, when Amiras neighbours think that she is not
compatible to be a teacher, she should set her target to change the neighbours
perspectives. She can also look at her main problem of her conflict; which is how to strive her
goals without involving negative feelings that can damage her ambitions. Thus, by having her
goal, the counsellor can eventually assist Amira to enhance her self-confidence, autonomy,
independence as well as integration (Keow, 2010). By doing so, it enables Amira to think
rationally as to solve her problems.
As person-centred theory focuses on the client herself and not the problem, it
eventually creates positive condition growth of the client. As stated by Rogers (1986) in
Molyneuxs (2013) article on The British Association for person-centred theory, Each person
reacts and responds based on perception and experience. The belief is that what the student
does is more important than what the teacher does. The focus is on the student. Therefore,
the background and experiences of the learner are essential to how and what is learned.
Each student will process what he or she learns differently depending on what he or she
brings to the classroom.
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In this case, the counsellor needs to understand Amiras perception and experiences
instead of giving instructions on what to change and how to solve the problems. By doing so,
it will enable Amira to develop openness to new experiences. This is due to the fact that
counsellor in person-centred theory does not need to negotiate the goals with the client;
which in this case is Amira. However, counsellor will act as a supporter to the client by using
empathy, congruence and unconditional positive regards with the client (Keow, 2010). For
example, Amira will be able to share her feelings and thoughts with the counsellor openly.
She will not feel hesitated to story her problems with the counsellor. Hence, she will feel less
burden with her problems.
Besides, person-centred theory also shows how real self and ideal self conflicts
disturb the clients inner emotion (Cherry, 2014). For example, according from the case,
Amira is an average pupil. Nonetheless, she wanted to get good results as to pursue her
ambition. Yet, none of her efforts works. Thus, this conflict makes her frustrated and
demotivated. Therefore, according to Rogers (1986) in Keow (2010) book entitle Bimbingan
dan Kaunseling Kanak-Kanak, she stated that client must be realistic. Although having an
ideal self in not a crime, Amira, in this particular case, needs to be genuine with what she is
now and what she is actually compatible with according to her background as well as her
experiences. For example, Amira is an average student in her class. Hence, when she fails
to succeed a lot of time, she needs to accept it and work harder. Amira should think
positively that success does not come with just a click; instead, she should be persevered as
to gain what she wants without easily giving up.
According to Mulhauser (2011), The person-centred approach views the client as
their own best authority on their own experience, and it views the client as being fully capable
of fulfilling their own potential for growth. As this theory does not rely on any techniques or
any specific stages, Amiras self-assessment is a primary importance in solving her own self
as the session is all about Amiras own process of change and growth. Hence, two main
techniques that are suitable to use in helping Amira in solving her problems will be discussed
further in 3.2 under counselling techniques below.
3.2 Counselling Techniques
McLeod (2008) in his article SimplePsychology on person-centred theory stated that
Rogers strongly believed that in order for a client's condition to improve, therapists should
be warm, genuine and understanding. In the same note, the most important aspects that
need to be considered in person-centred theory are the relationship between both counsellor
and the client.
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According to Mulhauser (2011), he stated that there are three main core conditions
that will help the client to undergo growth as to solve his or her problems. These three main
core conditions, namely as unconditional positive regards, empathic understanding and
congruence are called as therapeutic approach. For Amiras case, both congruence and
empathy plays an essential role in helping her to solve the problems.
Fritscher (2012) stated that congruence related to an open and honest therapist that
is always stating exactly what he means. This congruence is evident in a genuine regard for
the client rather than a stiff professional manner. In the same note, the counsellor is sincere
towards the client and the problems. By implementing congruency, it more or less helps
Amira to feel accepted and relieve. For example, Amira will feel accepted to tell all her
problems to the counsellor. She does not have to act professionally and thus this will make
her to feel less stress. When the counsellor perceives what the world is like from the clients
point of view, it demonstrates not only that that view has value, but also that the client is
being accepted (Mulhauser, 2011).
Conversely, empathy is more on putting ourselves as the counsellors in the clients
shoes. According to Meriam-webster.com, empathy is the action of understanding, being
aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and
experience of another of either the past or present without having the feelings, thoughts, and
experience fully communicated in an objectively explicit manner. In other word, using the
technique of empathy will enable the counsellor to view the problems from the clients
perspective.
For instance, when Amira stated that she is from a poor family and is having a harsh
time with her schooling, the counsellor can show empathy by sharing his same problems too.
The counsellor can say, I understand how you feel as I also have the same problem once.
By doing so, the counsellor eventually shows a genuine understanding and concern for the
client's thoughts, feelings and meanings and hence accepts them without judgment. Thus,
this will make Amira to feel more confidence and relieve as o know that she is not the only
one that is facing that problem in this world.
Rogers believed that the therapeutic relationship could lead to insights and lasting
changes in a client (Cherry, 2014). In other word, by using both congruence and empathy
techniques as to help Amira in solving her problems, Amira will not hold back her thoughts
and feelings. Hence, Amira will has a strong urge to explore herself and her feelings as to
resolve her problem.

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3.3 Clients Counselling Stages
Individual counselling can be informal information sharing. It works as a remedial
purpose. In other word, the counsellor needs to remedy the problem of the clients, instead of
giving direct solution to the client. There are six main stages of counselling that Amira will
face in the individual counselling session(s) which are:
Clarifying the problem and goals for counselling
Structuring the counselling relationship and procedure
Building a deeper relationship
Exploring feelings, behaviours or thoughts
Deciding on plans of action, trying and evaluating them
Terminating the relationship

3.3.1 Clarify the problems and goals

The first stage that Amira will face in the individual counselling session is clarification
of problems and goals. During this stage, Amira will be able to state her problems to the
counsellor. The counsellor will not be the one who do the talking. Instead, Amira herself will
articulate the issue to the counsellor. In this stage, the counsellor will be able to gain
informations on Amira as to help her in solving the problem. Besides, this will also help both
sides to generate hypotheses during these proses and throughout the counselling sessions.

3.3.2 Structuring the relationship and procedure

The second stage in the individual counselling that will be faced by Amira is
structuring the relationship and procedure. During this stage, both Amira and the counsellor
need to build good relationship with one another. By saying so, using all three core
conditions named as congruence, empathy and unconditional positive regards will eventually
help the counsellor to gain trust and acceptance by Amira. For instance, by showing sincerity
and empathy towards Amiras problems, Amira eventually will be less ashamed and less
reluctant to share her real feelings and thoughts. Hence, by developing foundations of trust
between Amira and the client, it eventually will create a collaborative working alliance during
the counselling session.



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3.3.3 Building deeper relationship

Building deeper relationship is the third stage that Amira will undergo during the
counselling session. Hence, to build deeper relationship between the counsellor and Amira,
the counsellor needs to use listening skills and attend to nonverbal signals. In other word, the
counsellor has to listen for the underlying communication as to show the understanding of
the counsellor towards Amiras problem. In this case, Amira needs to play her role in telling
all her problem in depth to the counsellor. Therefore, the counsellor cannot be judgemental
and jumps into her own conclusion without knowing the true story from the client, which in
this case is Amira.

3.3.4 Explore feelings, behaviours or thoughts

The fourth stage is exploring feelings, behaviours or thoughts of the client. During this
stage, Amira needs to know what she really wants as to make it easier for both sides in
solving the problem. By doing so, the counsellor will be able to explore the clients feelings,
behaviours and thoughts. This can be done through the observation on the client, which is
Amira. Understanding Amiras feelings and behaviours will help the counsellor to prepare
leading questions as to gather more answers from Amira. Hence, leading questions will
enable Amira to digest back her actions and feelings towards her problems. Consequently,
this will help Amira to reflect back her problems and thus make her to think critically as to
solve it based on her goals and the assist of the counsellor.

3.3.5 Decide plans of action, trying and evaluate it

Deciding plans of action, try and evaluate it is the fifth stage of counselling that will be
faced by Amira. In other word, during this stage, Amira needs to set her own target and goals
based on her own capability in solving it. During this stage, the counsellor only helps Amira in
giving suggestions to her goals and targets. He or she cannot specify the goal for Amira. By
doing so, it will eventually evoke Amiras motivation and thus encourage her to solve the
problem according to what she is cable of.

According to Bellevue University (n.d.), these five outcomes should be achieved
although the target or goal may change and evolve as the therapy progresses. The five
outcomes are:


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To change an unwanted or unwelcome behavior
To better cope
To make and implement decisions
To enhance relationships
To help the client's journey of growth and achieving potential

3.3.6 Termination of relationship

The last stage is termination of relationship. In this stage, the counselling session
between Amira and the counsellor has come to an end. Through this final stage, the
counsellor can eventually observe the changes in Amira. Amira enables to determine what is
the best for her as to solve her problem. In other word, she will be more matured and
independent in solving her own problems in the future.
3.4 Basic Counselling Skills
Clients are more likely to achieve their goals when a good and positive relationship
exists between them and their therapist (Drab, n.d.). In essence, the counsellors
interactions with the client are a powerful tool in the helping positive relationship to be
developed. Hence, there are five main basic counselling skills that a counsellor can use
during the counselling sessions. The five basic counselling skills according to
psychology.wikia.com (n.d.) are as follows:
Attending and Listening Skills
Interpreting Non-verbal Behaviour
Giving Positive Feedback
Identify Problem, and
Implement Interventions
3.4.1 Attending and Listening Skills
Attending behaviour helps counsellor to facilitate feelings of caring and respect
among both client and counsellor. By developing both caring and respect feelings, it will
eventually translate into rapport and trust (University of Colorado, n.d.). By using attending
behaviour, counsellor will be able to convey empathy to the client. Amira, in this case, will
feel that she is accepted and important throughout the sessions. Hence, the client, Amira, will
be encouraged to talk as she or he knows that the counsellor is listening and what is more
important; the client knows that the counsellor is being sincere to them.
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In attending and listening skill, counsellor can use both verbal and non-verbal skills in
starting the conversation with the client. Verbal and non-verbal skills can also be used to
show that we are interested in the clients problems. For example, during Amiras counselling
session, counsellor can use attending and listening skills by using the methods of eye
contact, leaning forward and respond to the clients problem by saying uh-huh or even
nodding. Using both verbal and non-verbal attending skills will enable Amira to feel accepted
by the counsellor. In other word, it show that Amira is having full, undivided attention by the
counsellor and that the counsellor cares (Drab, n.d.) about her.
3.4.2 Interpreting Non-verbal Behaviour
Interpreting non-verbal behaviour is not a simple task. Thus, interpretation of the
clients non-verbal behaviour needs to be within the context (Gillig, 2010). Non-verbal
behaviours can be classified as changes of facial expressions, hand gestures, eye contact
and even body gestures of the client. Therefore, based on Amiras case, the counsellor
needs to observe not only Amiras verbal communication but also her non-verbal behaviours.
For instance, the counsellor needs to relate Amiras non-verbal behaviour with the problem.
Based on the case, Amira feels frustrated when she did not success in her academic. Hence,
she may play with her hair or cross her arms tightly.
Other than that, the counsellor can also determine whether Amira is comfortable
throughout the counselling sessions by interpreting her behaviour. If she sits far away and
did not have eye contact during the session, it will eventually show the gap between the
counsellor and Amira herself. However, as stated earlier, interpreting the clients non-verbal
behaviour needs to be within the context. The counsellor cannot jump into conclusion.
Instead, he or she needs to relate the non-verbal behaviour of the client, in this case, Amira,
with her problems.
3.4.3 Giving Positive Feedback
Giving positive feedback is essential as it can enhance the clients motivation as well
as providing encouragement for them to solve the problems. By saying so, the counsellor
needs to be able to give motivation to the client, Amira. For example, when Amira stated her
problems in having unsupportive neighbours, the counsellor has to motivate Amira to keep
trying in her ambition. The counsellor cannot give negative feedbacks whatsoever as to
encourage Amira to solve her problems. The counsellor can say, You should keep up your
good effort in studying. You are a smart girl. I know you can do it. Hence, giving positive
feedback is by providing encouragement is vital in order to develop positive personal being of
Amira. For instance, the counsellor should encourage Amira to have positive relationship
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with her friends at school. The counsellor can relate the problem faced by Amira with her or
his problem. In this case, head nods can be used as to show that the counsellor agrees with
Amira and to show empathy towards the client.
Moreover, counsellor should also give praises to Amira. For example, Amiras hard
work in trying to pursue her dreams in becoming a teacher should be acknowledged. Amira
should also be praised for her divine plan in helping her familys financial problem. For
instance, You are a very noble person Amira! as to acknowledge Amiras effort in helping
her family. By doing so, Amira will not give up and eventually will try harder to achieve her
goal in her life.
3.4.4 Identify Problem
Identifying problem is the most crucial basic skill that a counsellor should have for any
counselling sessions. Counsellor cannot jump into his or her own conclusion based on what
they heard and see. In contrast, he or she needs to first do a survey on the clients
background. For instance, the counsellor may do a survey on the validity of the problems
stated by Amira by take into the consideration of the clients neighbourhoods and academic
achievements. Besides, the counsellor cannot only gain information from the client per se.
He or she should make a conference with the clients parents and teachers. By gaining
informations from different sides, it will help the counsellor to know better on what to focus
and how to assist the client as to solve the problems.
3.4.5 Implement Interventions
A counsellor needs to be able to improve the sessions by observing how experienced
guidance and counselling teachers conduct counselling sessions. In other word, he or she
needs to have the skill in improving the situation that they encountered. However,
implementing interventions is a must. If the counselling sessions went well, then the
counsellor does not necessary need to implement the interventions. For example, if Amira
does not want to share her feelings and problems with the counsellor during their first
meeting, the counsellor needs to be able to improve the session by referring to experienced
counsellor(s) as to make the session a productive one in the future.




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4.0 Conclusion
The discussion above is on a case regarding Amira who is having problems with her
personal self, family, neighbours and academic. Based on the case, Person-centred theory
by Carl Rogers has been selected as to help Amira in solving her problems. Person-centred
theory is suitable with this particular case as it enables Amira to set her own goal and target.
By doing so, Amira will be able to know what she is able to do and what is the best for
herself. In the same note, the counsellor is only to guide and assist Amira throughout the
counselling sessions. The discussion above also touches on suitable techniques, stages of
counselling as well as basic counselling skills that need to be considered by the counsellor.
In a nutshell, guidance and counselling is essential as it enables the client(s) to
recognize his or her abilities and develop potentialities in order to solve the problems. By
doing so, the client(s) will be able to achieve his or her objectives, psychological, social,
educational and professional compatibility (Standard Technical Training Institute, 2009) and
thus enable themselves to solve the problems in order to be better in the future.