THE PROCESS OF COUNSELLING

STAGES IN COUNSELLING

In your opinion, what does the process of counselling mean?

Counselling is a process that develops and changes from one stage to another. There must be a start, a change to
another stage and also an ending. Figure 2.1 shows the development of the process through five stages:

a. Building a relationship the stage to develop a strong basis to create a cooperative sharing.
b. Starting an exploration the stage to understand how clients perceive their problems or to understand their
frame of reference.
c. Making a decision the stage to develop an aim for the client which means the direction that the counsellor
plans to guide the client. At this stage, the counsellor tries to think of the strategies to help his clients.
d. Taking action the stage where a counsellor attempts to reduce the level of anxiety or solve her problems.
e. Ending a session the stage where the counsellor sums up what has been going in the counselling session
and its effects.

According to the theorists in the field of counselling and psychotherapy, there has been no consensus on several stages
to be gone through in a counselling process or the distinctive behaviour for each stage. What remains definite among
them is the fact that the process of counselling moves according to the orderly sequence at each stage. They also feel
that the aspect of building relationship is constantly present throughout the process at each stage.

The stages in the process of counselling are not exclusive, but rather continuous and sometimes overlap with each
other. When a counsellor reaches a stage and starts to handle the theme of discussion for that specific stage, several
elements from different stages are also present. For example, after welcoming a new member (first stage), the
counsellor may have many questions such as: who is person? Can we work together? Can we help this person solve
her problem? How long will it take to spend time discussing with this client?

At this level emphasis is given to the various questions that should be discussed in a certain stage. However, this is
not supposed to happen since the issue that needs attention is related to the first stage about getting to know the
client (Figure 2.2). Time should also be under consideration to handle each stage according to how far the counsellor
thinks whether he should move on to the next stage.

Since these stages must develop from the beginning to an end, the theme of discussion at each level needs to be
perfected before moving on to the next round. If the theme is not met satisfactorily at the early level, it will put the
process of counselling at a stake. In other words, the more succinct and complete the discussion based on the theme
is, the more productive is the result of the counselling.

Another important thing to be remembered by the counsellor regarding the thematic discussion at certain stages is the
fact that the counsellor may divert the focus of discussion to any stage to help stimulate the ongoing discussion. In
addition, the counsellor may also check the clients feeling and thinking whether the client is consistent or not. Other
benefits that the counsellor may get by changing the focus of discussion to certain stages:

i. Increasing the counsellors comprehension;

ii. Avoiding dead-ends;
iii. Needed to improve relationship;
iv. Studying clients problems more comprehensively;
v. Possibility to change strategies; and
vi. Changing the topic of discussion.
As a general rule, the process of counselling will not flow as smoothly and rapidly as expected. Even determining the
time range from the start until the end of the counselling is hard to tell. There are differences in terms of handling the
process of counselling from one stage to another.

The time taken to focus at a certain stage also varies. Some may take longer, some sooner. In some cases, you may
need a longer time for each stage in order to get a significant ending; while in others, all the five stages may be covered
in just one session. Anyway, in essence it will last up to several sessions the very least. There are also cases where a
longer time is given to one or two stages and the remaining stages take less time.

The counsellor is responsible to handle specific tasks according to the stages he faces. He is expected to master the
skills to surmount the clients problem according to the needs of stages undergone and eventually produces a significant
counselling process. Some specific counselling tasks related to the stages in the process of counselling will be
elaborated in the next section.

Building a Relationship

At the beginning of the counselling process, the counsellor normally does not know the client. Thus to seek cooperation
from the client, there is a need to form a good client-counsellor relationship so that it can lead the two individuals to
build mutual trust. This task of building a special bonding is the first theme and becomes the focus of discussion. The
counsellor is considered successfu for this level if he manages to complete four correlated tasks namely:

The four stages of building relationship

a. Creating an Ambience Conducive for Interactions

Starting off the counselling process, the client usually doubts himself or herself, the counsellor and the
effectiveness of counselling. Worse than that, some clients are not even sure what their problem really is. This
state of carefulness can only mean that the client will not be able to openly respond to the counsellor. The
client needs a sense of security, a sense of trust in other people (counsellor) with the presence of sincerity
and respect. As a counsellor, you are responsible to create the situation that will encourage openness,
sincerity and the feeling that promotes communication. The client normally needs to feel that he or she can
easily communicate with the counsellor, to feel that he or she is accepted and understood in the right way.
The counsellor has to communicate with interest with the client, understand and respect his or her feelings,
attitudes and problem. This can be achieved by:

i. Showing that you are always there to give your full attention and treat him or her as someone worth
to be respected and appreciated.
ii. Listening attentively and trying to feel what he or she is feeling and to think of his or her problem.
iii. Responding to the client thoroughly.
b. Deciding on the Early Aim
Clients come to meet a counsellor for various reasons. Part of it is to seek assistance to be enlightened with
ways to become a person who can function more effectively. There are clients who are aware of their
problems, but for some this is not the case. They are confused with the problem, unsure of the reasons for
their feelings and even of the motives of seeing a counsellor.

Clients may express an early problem to the counsellor which is not the actual problems playing around their
mind. The tendency to solve their problems may vary from being at the poor, moderate or high level.
Whatever it is, the counsellor together with the client needs to decide the actual aim to be achieved by the
end of the session.

An early aim may be on agreeing to solve the problem stated at the time. Apart from that, the counsellor has
to listen to the problem and help the client see himself so as to help him understand about himself that he
would be aware of the counselling aim.
c. Structuring Relationship
 All client-counsellor relationships must be structured so that the client will have a better view of the way he is
going and understand the process of counselling. At first it is hard for the client to picture what has happened,
how changes can happen and doubt that all of these may actually be able to help him. As a counsellor, you
and the client must both agree on several things before the session. Figure 2.4 shows the relationship
structure between a counsellor and his client.

Structuring relationship
a. Understanding of the Counselling Process
To give some comprehension to the client about the process of counselling, the counsellor needs to know
how counselling can help by explaining the ways of interaction in each session. The counsellor must also
explain their roles of being a counsellor and a client. For example the counsellor can say, My role as a
counsellor is to help you think the relevant issues to make decision. You can get as much information as you
wish then study and consider it by taking into accounts your background and values that you hold.
b. Explanation on the Things Involved
The counsellor has to provide some explanations so that the client and counsellor mutually agree on several
things that need not be repeated, such as time and duration of meeting, frequency of meeting and the
accumulated time the entire process would take. Other things include venue of meeting, indication of the
appointment cancellation due to emergency etc. As an example: Mr. Sam, well be meeting every Thursday,
3.00 to 4.50 p.m. at Room 2, Student Support Centre, OUM. If anythings up, call my office to send a
message so that we can change the session to another time.
c. The Aspect of Related Confidentiality
The aspect of confidentiality must be stated for example What do you say within the session will not be
repeated. The recording of this session is only for me to refer this case to my mentor.

Applying the counselling structuring must be handled in an appropriate way. Everything depends on the
current situation, clients needs and types of problems to be projected. Normally a counsellor will structure in
general and add the information during the session. If the counsellor is so focused on the aspect of
structuring, chances are, the client might be more worried. However, if there is a lack of structuring, most
likely the client will have a false perception about the entire process of counselling.
d. Building
A counsellor needs to show a highly ethical set of behaviour throughout the counselling process. At the
beginning of the counselling, the counsellor should have explained all the confidentiality claims and his level
of expertise. All these can be explained by the time structuring is explained. As a matter of fact, the counsellor
must think about behaving ethically as he handles the client during the counselling session and also in other
sessions. This serves to gain the clients trust.

Exploration

At this stage, the counsellor needs to help his/her client focus on exploring, understanding and analysing his/her self-
perception and perception of the problem. To understand the client and his/her internal frame of reference, the
counsellor needs to scrutinise several elements as follows:

a. Exploring the scope of the clients problem as wide as possible.

b. Analysing the clients function in his daily life.
c. Understanding the clients way of thinking and way of changing and the extent of difficulty to change
(stubbornness).
d. Recognising the clients inner strength and how he could gain outer strength.
During this stage, the counsellor may help the client change his shallow consciousness regarding his problem to a
deeper awareness that demands the help of counselling.

a. Scope of the Problem

The main task of the counsellor at this level is to understand why the client comes to see a counsellor. To
ensure the smooth flow of the process of exploring, the counsellor and client need to:

i. Recognise if the problem faced now is the actual problem;

ii. Recognise the context and environment of the time and place as the problem occurred;
iii. Evaluate the condition, the level of seriousness and how long the problem has taken place;
iv. Evaluate how far the problem has involved other people especially those close to him; and
v. Estimate how a small change towards improvement in the clients life can affect those close to him.
The process of exploring will be more effective if the counsellor listens actively, gives explanations to the
issues shared with him, supports and encourages the client and treats him as an individual worth to be
respected. The questions meant for the client too need to be open-ended in nature and the counsellor has to
be careful to make sure that the client does not show a sense of dependency on him. It is also good if the
counsellor avoids interrogative-like styles.
b. Clients Level of Functioning
To understand the clients internal frame of reference it can normally be seen from the way he functions and
handles problem in his life previously. When a client shares his stories during his self-exploration, the
counsellor can make a professional conclusion whether his client has:

i. Undergone progress in life with minimum problem;

ii. Successfully met physiological, psychological and social needs;
iii. Functioned at the appropriate cognitive level;
iv. Had positive relationship with the people close to him;
v. Maintained a good self-adaptation when dealing with conflict, disappointment and challenges in life;
and
vi. Constantly projected proper behavioural pattern.
Looking at the clients behaviour from several aspects will provide the counsellor and also the client with an
insight on how the client functions in several dimensions in life.
c. Clients Life Pattern
A counsellor may want to help a client to explore while understanding the clients way of solving previous
problems with the problems faced currently. For example the counsellor may obtain some information from
the client on how he managed to resolve the previous problems whether he had been discussing with those
close to him, looking for a more detailed information to explain several issues, trying new experience or
playing new role, changing his surrounding or whether he took chances when facing something vague in the
future.

This exploration process may express the clients refusal to handle problem or his trouble in going through the
problem-solving process. At this stage, the counsellor temporarily thinks up or prepares a plan or strategy to
help client at the other stages.
d. Strength and Sources of Strength
The internal strength that a person possesses and the sources where he could gain this strength need to be
explored. To understand the clients scope of strength, he needs to accept the fact that he is having a problem
and he is responsible to solve it apart from being aware of his strength and weaknesses and getting to know
his external sources of strength and inspiration.

Helping the client to be aware that he has the responsibility to overcome his problem is crucial in counselling.
The way the counsellor treats and responds to the client greatly influences his acceptance of thinking,
emotion and behaviour. If the client accepts that the counsellor is someone who cares and a trustworthy
person, he will gradually become less defensive and is more open towards self-exploration and
understanding.
Decision-making

At this level, there are two correlated tasks that have to be done; the counselling aim has to be mutually agreed by both
the counsellor and the client and the counsellor needs to decide on the approach and strategies that will be implemented
(refer to Figure 2.5).

The two tasks involved when making decision

The aim made at the first and second level may need some restructuring and refinement. It is crucial for the counsellor
and client to have concurred with each other on the aim to be achieved by the end of the session. If no agreement is
reached, the movement toward achieving the aims will be put at risk since you as a counsellor will focus more on
solving a certain matter while at the same time the client feels a certain other matter needs to be prioritised.

Deciding on a specific aim is not easy. There are clients who propose various issues that thwart them to function
effectively. In a situation as such, the counsellor is recommended to divert his attention to the problem considered the
one stopping the clients from being comfortable. Turn this situation into an aim which is to achieve the comfort after
undergoing the counselling process. At the very least, it helps the client create an achievable aim and the counselling
process can be done within a short period.

Achieving the aim of counselling can only be made possible if tasks in the earlier stages have been well-performed.
There are several variables pertaining to the client, counsellor and the environment that can influence the aim of
counselling and the specific strategies applied.

a. Variables of the Client

The characteristics of a client that really influence the aim of counselling and the selection of counselling
approach cover:

i. Type of Problem
For instance, does the client possess low interpersonal skills or is he incapable of making a
decision?
ii. The Individual Problem Solving Pattern
For instance, is it common for the client to let other people solve his problem or is he thinking about
his problem too much that he is too numb to react?
iii. Demographic Factor
For example, is age, sex or socio-economic background related to the clients qualification to enrol in
a college or to obtain a scholarship?
iv. Personality Factor
For example, the client who is dependent differs in the way of handling as compared to the one who
is independent.
v. Cultural Background
For instance, the application of certain counselling techniques for an ethnic group may not be
suitable for the others and may even create a conflict for instance the self- disclosure technique.
b. Variables of the Counsellor
The variables of the counsellor that influence the choice of techniques or approaches include:

i. Knowledge in Cognition
For example, theories and research regarding motivation, cognition, relationship, adaptation,
behaviour and personality.
ii. Knowledge and Experience of Using Various Counselling Approaches
For instance, behaviourism, person-centred approach, existentialism.
iii. High Level of Responding and Communication Skills
Such as guiding skills, responding orally and communication skills in a specific role.
 c. Variables of the Environment
The setting or the counsellors workplace (school, university, rehabilitation centres or hospital) may be more
or less influencing the counselling in terms of its aims and strategies. A counsellor of a certain institution will
be limited to applying few aims as he is subject to achieving counselling aim as demanded by the institution
for example a school counsellor with a client who has a difficulty to study because his father is an alcoholic
puts the aim to help his to study more effectively at home.

Enforcement

Enforcement within this context refers to applying the suitable counselling approach. The main task at this stage is to
help the client solve his problem and guide him so that he could function more effectively. The client needs emotional
support, encouragement and reinforcement to something that is newly learned. The counsellor may use a certain
approach or several approaches that he has mastered.

Nevertheless, the approach to be chosen must be based on certain strategies that emphasise on improving the clients
mental functions, his welfare, emotions or improving his ability to behave more appropriately. Thus the counselling
strategies used will be focusing on cognition, affection or behaviour.

If the counsellor feels that his client needs help to get factual information or the client needs help to make a decision or
if the client shows unreasonable way of thinking, the emphasis should be given on the cognitive aspect.

If the client shows lack of self-belief, feels that he is being neglected or has problem handling attitude problem, belief,
emotion and values of life, emphasis should be given on the aspect of affections. Problems that start from the clients
behaviour such as having a sharp tongue may be helped by focusing on the behaviour. In essence, the counsellor will
be using all three human domains: cognition, affections and behaviour throughout the counselling session.

Apart from that, there are several things that influence the enforcement stage namely the influence of close parties,
other sources of help and brochure preparation as shown in Figure 2.6.

Factors influencing the effectiveness of counselling

a. Influence of Close Parties
This phrase is commonly found in this topic. Normally the close parties or companions are the people who
have great impact on the client and it is important for her to remember about them in the session. Those close
to the client include her parents, spouse, siblings, lover, children and many other important people.

The process of counselling often involves questions regarding those close to the client. If it is suspected that
the current problem is connected to the clients interaction effects with those close to him, the client should be
asked to interact differently with them as a strategy. There are times when the counsellor may involve those
close to the client in the counselling.
b. Additional Sources of Help
Though this method is not widely practiced in Malaysia it should be considered by the public of the potential
that can be garnered by increasing the involvement of other institutions as additional sources of help. This
may bring positive effect in counselling. The client may be referred to other institutions in the community such
as hospitals, dentists, religious department and others to get specific help if it has been identified that the
client may need it. Local universities with experts and counselling professionals or special education
professionals can also play a role as additional sources of help. Moreover, this extra help may be benefited by
the client to gather important information to help the process of counselling. Examples of reference are as
follow:

i. You are a school counsellor and your client wants to get some information about a specific job
selection. You can ask the client to interview a specific someone with the post of her preference such
 as an architect, pilot and other suitable career. This will not only fulfil the need for information by the
client, but will also develop research habit if guided according to the right way.
ii. A confused client who does not know how to choose a major at the university can be referred to a
lecturer to discuss courses of her interest.
iii. A student who suffers from headache when writing or reading a signboard may be referred to an eye
specialist or hospital to confirm the possibility of visual problems.

Within these three examples, it is hoped that the counsellor can encourage the passion for information-
seeking behaviour. If this habit can be encouraged, other sources of reference in the community may be
benefited.
c. Brochure Preparation
Reading materials and references may serve to help the counsellor in the process of counselling. Newspaper
cuttings and also from magazines and books regarding certain topics can be used to help the client search for
information regarding the problem faced. The counsellor must be a keen reader and must be able to prepare
the brochures that may be helpful to the client one day. (refer to Figure 2.7).

Ending a Counselling Session

The fifth and last stage is very important as this is where the focus on three elements needs to be achieved:

a. The progress that has been achieved throughout the counselling must be summed up and the effects be
evaluated
b. Other issues that need to be solved around this time must be stated
c. Ways of maintaining the clients growth after the end of the counselling need to be considered

All the three tasks, if done successfully, may lead to sheer satisfaction to the client and it signals the ending of the
counselling. If the tasks are not completed, there will be a halt to the growth which has been developed along the
process.

Evaluating whether the aim of the counselling has actually been achieved will not be determined by the client and
counsellor. The main responsibility to achieve this task is held by the client. She may be requested to prepare a progress
report that shows the extent and how the aim has been achieved. One way is for the client to state how she has been
going through new behavioural changes, what the behavioural modification she is experiencing now or how far she has
been able to control herself within the context of those close and dear to her. Finally, the counsellor has to orally sum
what has happened and why it happens. This summing up session also enhances the achieving of the counselling aim.

Determining the clients readiness to end the counselling demands an evaluation on the functionality of the client in
general. Are there any other issues that need to be stated now? Another different matter that calls for attention by the
counsellor is the dependency of the client toward him. Happening too often is the dependency on the counsellor that
has been going over the limit and the client expects that the relationship will be maintained.

The clients feelings and behaviours that indicate much dependency on the counsellor must be treated before the
session ends. This clearly shows that not all problems can actually be solved. It needs to be reminded that the client
will have problem functioning to the maximum in her life. However, if all the objectives of the counselling have been
agreed by the counsellor and the client, the process of ending the counselling may begin.

The final task of the counsellor at this stage is to prepare a method whereby the growth and changes that occur may
be continued by the client herself. Among the ways are:
 i. Organising a follow-up session; and
ii. Forming a self-observable plan and doing practices together on how the plan can be self-observed.

These two methods can enhance the clients confidence and may serve as a support system.

The level of ending the counselling is usually not easy, but when all assignments have been taken at this stage, the
client will be ready to stop. Within this stage, the client needs to be informed that the relationship is not stopped, but
just delayed. The client should be encouraged to return whenever he needs help.

All in all, the counsellor is able to handle a client according to the stages discussed. To produce a successful counselling,
the counsellor may not necessarily handle the client for a long period of time. There are cases which are quite simple
to handle and bring forward satisfactory results. However, the counsellor may some time have to endure uncooperative
and difficult clients. This type of clients needs time and strategy or an appropriate approach to handle. They are a
challenge for any counsellor in the effort to polish his experience to become a professional counsellor.

UNCOOPERATIVE CLIENTS

As a rule, clients come to see a counsellor voluntarily. They realise the fact that they are going through a discomforting
moment. Thus they are motivated to get professional help and experience the counselling process as well as to make
commitment to change. However, at certain times, clients are referred to a counsellor without their consent.

Those forced to attend a counselling session by an authority may express stubbornness and unwillingness to commit.
Most clients in this category are those admitted into certain public institutions such as the rehabilitation centres,
detention centres, schools for problem students and so on. There are several issues as the counsellor faces with clients
who come to meet up voluntarily and involuntarily.

Difficult and Uncommitted Clients

Difficult clients are the unmotivated clients who refuse to seek help from anyone. If left unattended, these individuals
will not ask for or talk to a counsellor. This group of clients does not believe that counselling is a logical and realistic
approach (Figure 2.8).

At schools or any other institutions, the unwilling clients are students who have been referred to due to their low
academic performance, disciplinary issues or unacceptable behaviours. At the rehabilitation centres and other
community agencies, the difficult clients are sent by their parents who have given up in their attempt to change the
clients behaviours. In some cases the clients are sent by other agencies, such as courts, due to some crimes committed
by them.

Uncommitted clients will not cooperate in the process of counselling due to several reasons. Most clients assume that
the counselling session invades their self-concepts which they hold comfortably enough for the moment. They believe
that they are functioning right. Whatever moves portrayed that show their willingness to change or get help picture a
failure or weakness. Some even assume that a counsellor is a part of an incompatible system which they feel must be
avoided.

There are some from this group who refuse to make changes to their problem behaviours as this would involve the
change of status in their group and this is certainly unfavourable. Some, on the other hand, think that the counsellor
wants to change their lifestyles and dominate them; hence the manifestation of the feeling that their freedom is being
threatened. At times, there are clients who come from a culture that does not encourage private discussion about ones
self with other people let alone with a counsellor.

The clients refusal to cooperate with the counsellor can be expressed in a few ways. A difficult client may end up being
quiet, not answering the questions or showing indifference to a discussion. When he tries to cooperate, it may be as
far as nodding or talking indifferently. A novice counsellor who is not quite ready to deal with this type of clients may
fall into the trap of asking uncontrolled questions, making the session to look like an interrogation or an investigation.
This is certainly unproductive and will lead to a state of hostility.

Another group of uncooperative clients is the group that avoids meeting a counsellor. Physically they seem to be
cooperative, but are always late or miss an appointment and even pretend to forget that they have an appointment.
They are ready to discuss any issue other than the actual problem they are facing.

The way of avoiding to discuss important issues is evident from the way they answer questions i.e. focusing on trivial
things that they exaggerate and all of a sudden changing the topic of discussion to something irrelevant. Some may
deliberately forget to complete the task given and keep the counsellor waiting for their presence. Refusal of discussion
is also shown by giving excuses for their actions for such clients, everything that goes wrong has its reasons. Some
other indications are as the following:

a. Being irresponsible for their actions

b. Forever complaining about everything
c. Showing the tendency of dependence
d. Employing the self-defense mechanism
e. Rebellious streak
f. Tendency to criticise
g. Tendency to talk with a sharp tongue
h. Intolerance

Carrying out a counselling session with difficult or unwilling and uncommitted clients is tough for a counsellor and may
be burdensome for the novice. Often when dealing with such a situation, the counsellor would blame himself for the
failure, or even worse, would question his qualification and credentials as a counsellor.

When there seems to be no progress in the counselling session, the counsellor may once again fall into the trap as he
becomes impatient; ignoring any signs from the clients and eventually stops the interaction with the clients. This will
certainly enhance the clients refusal to meet and talk to their counsellor.

To handle these clients, there are some guidelines recommended for the counsellor:

i. Accept the Fact about the Level of Achievement in the Counselling

Firstly, the counsellor has to be ready to accept the truth that there is not much progress that can be achieved
with this type of client and you must not be let down meeting dead-ends in the session. It may help if you
ask yourselves these questions:

Did the client come voluntarily or has he been referred to by an authority?

Do you expect this counseling session to be productive or do you expect it to be slow?
Do you look forward to working together with this client or will you have trouble with him defending
his self-concept?
Is there any connection between the clients refusal to cooperate with his socio-cultural background?

ii. Put Realistic Expectation

The expectation to succeed in handling the counselling has to be realistic so that the counsellor will not feel
stressed out. This will result in the process of communication to be more of a help. The clients need to feel
 respected and safe. It is worth noting that if the clients feel that the counsellor is on their side, it is easy for
them to come clean. Whatever techniques or approach planned to be implemented, the counsellor needs to
give more attention on the clients self-comprehension. The main thing that whirls around the uncooperative
clients head is the issue of ones self.

iii. Understand Clients Refusal

The predisposition of the clients refusal needs to be handled when the element is detected within a
discussion. You as a counsellor need to understand the reason this refusal arises while trying to make the
client aware that this behaviour is really unproductive for him and take action to reduce this behaviour. You
have to show your presence in their every aspect of communication, approving their feelings and every now
and then interpret the portrayed behaviour.

Interpretation of the behaviour can be done in many ways. For example, you may say, Indeed, well be
more comfortable if we keep it a secret and if we talk about something personal it may leave us feeling
awkward and sometimes might even be painful; I take it, your refusal to talk about this important issue, is a
sign that you dont want this to problem to be resolved; and use other reasonable methods.

iv. The Counsellor Responses need to be Right

Finally, it is hoped that the counsellor does not express his intolerance dealing with this kind of clients as it
will just add more to his anxiety. Remember that the clients who come to meet the counsellor voluntarily or
involuntarily are facing problems

To the clients, the problem they face is a fact for them. A committed counsellor will try to see how his clients
perceive their problem and this is closely connected to the process of exploration in counselling. The
counsellor who is able to communicate his qualities as someone who is willing to accept the others,
genuinely wants to help and understand, will sooner or later invade the boundary of difficult clients mind.

Difficult but Committed Clients

Difficult but committed clients usually comes to meet the counsellor voluntarily and they are willing to develop good
relationship with the counsellor apart from being involved in the counselling process, but they will never change their
feelings, thinking and behaviours which have led them to problems previously. The stubbornness of the clients to make
decision, be aware of signs of problems and refuse to get rid off the unproductive behaviour will disappoint the
counsellor.

Some may think that this stubbornness may occur in all types of counselling and each client more or less will show
stubbornness to a certain extent. A novice counsellor has to be careful in dealing with this situation and always try to
understand the underlying reason for the clients responses, imagine it to happen and seek solutions when it happens.

Sometimes clients who have attended the counselling session may not indicate any changes. Some of the contributory
factors suggested by experts in the field of counselling are as follows:

a. Many clients are afraid of checking on themselves and issues related to the problems the face.
b. Learning about ones weaknesses and having to change course of actions, expressing ones feelings and
changing the way of thinking are simply too terrifying.
c. They are not really confident with themselves and not easily trusting others particularly a counsellor.
d. Some of them are afraid of changes. They are happy with where they are now and are not willing to change
their lifestyles.
e. Some may not be able to expect what may happen in counselling and expect for some spontaneous solutions
to come.
A counsellor dealing with uncooperative clients who refuse to develop their self-potential must be acquainted with
strategies of self-control. Otherwise, the counsellor may react against the actual intention which is to help other people
with their problems. As a result, the counsellor himself becomes a new problem!

How do we know the moment clients express some behaviours that reflect their stubbornness and refusal to cooperate?
Normally, the clients are not aware that they are sabotaging the counsellor. It happens subconsciously. Clients
stubbornness can be seen if the request to hear them talk is met with a deafening silence or if the clients pretend to
look tired and weak or forget to complete their task. Some clients also try to avoid to talk about themselves and to
express defensiveness and might even argue with the counsellor. Thus, a counsellor needs to learn on how to handle
such clients.

Dealing with Difficult Clients

It is crucial for a counsellor to learn ways in handling difficult clients (Figure 29). Some recommendations are:

a. Avoid Negative Reaction

The counsellor must be able to anticipate such a situation to happen and avoid showing anger and hostility
when it does happen. Try to avoid being defensive and bombard the client with baseless accusations. The
counsellor has to be able to perceive the stubbornness as a sign that the client is ready to express something
slowly and is just not ready to explore into deeper matters.
b. Accept the Client
The counsellor has to show that he accepts the client by respecting, taking care and really looking forward to
help the client. Give her some time to win her heart and develop non-threatening environment.
c. Never Give up
The counsellor must be very patient and must not get carried away when faced with an anxious situation. It is
also crucial that a counsellor to not lose hope and feel down with anything that affects him.
d. Understand Reasons for Failure
The counsellor has to understand the actual reason that turns the client into a difficult and uncooperative
person.

i. Is there anything that would benefit the client if she does not change?
ii. Would there be any loss if the client does change?
e. Overcome Stubbornness Positively
When facing an uncooperative client, the counsellor needs to handle her in a constructive and favourable
manner.

Some views suggest that if the stubbornness is not too serious, the counsellor simply needs to ignore that matter; but
if it is serious, the counsellor may need to change the flow of the discussion to another issue that will not promote
hostility. If the client is experiencing a high-level of anxiety and is hesitant to talk further, the counsellor is recommended
to shift the theme of the discussion to something more interesting and humorous. This is to ensure that the client stays
attracted to interact with the counsellor.

The counsellor has to help the client understand her stubbornness and state the conflict and contradiction present as
part of the way to handle the counselling process. With that, the client may cooperate even if it takes a longer time and
this will help the counsellor obtain information needed to get on with the counselling.

SEEKING INFORMATION ABOUT CLIENT

This section serves to suggest several ways that a counsellor can make use of to obtain important information about
his client. Though general information of the client can be deduced from the oral question-and-answer session along
the interaction, it is common to get some details before and during counselling session with other methods. Some
common methods are:

a. Knowing the client personally before the counselling session

b. Statements from people close to the client
c. Investigating the clients life background
d. Observation within specific situations
e. Observation on non-verbal behaviours

Each technique to extract information is briefly discussed in the following part:

a. Knowing the Client Personally before the Counselling Session

Sometimes the counsellor has known the background of the client even before the session. Counsellors who
serve at schools, colleges or any other institutions with counselling services may have encountered the clients
in many situations. Information such as this may also quicken discussion at the stage of developing
relationship and may even help at the stage of exploration. As a counsellor, you need to tell her what you
know about her in the beginning of the session to confirm the validity of the observation.
b. Statements from People Close to the Client
Statements about the client can be in the form of written or oral report either briefly or elaborately from a
professional or those who know her personally. Many kinds of report can be used as reference. Medical
report, for instance, can provide information about the types of difficulties faced by the client like asthma,
headache or injury from accidents. Reports from the teachers are also helpful. For example: Amin is a quiet
student in the class and he rarely mixes with the other kids, Lilian is weak in all her subjects but shows
exceptional performance in English.
c. Investigating the Clients life Background
Normally before the counselling session starts, the client is required to fill in some personal particulars form to
get an overview about her background. The purpose is to obtain a comprehensive description of the client that
can be used at the stage of exploration.

Questions in the form (Figure 2.10) are usually helpful statements like:

i. Details of age, sex, height and weight

ii. Address and contact number
iii. Details of the family, marital status, children, parents and siblings
iv. Education background, school, college and highest qualifications
v. Previous and current job, previous and current employers
vi. Hobbies and interests
vii. Medical history if there is any disease to be put under special concern
viii. Problems faced now, the reasons and the actions taken so far, whether the client has ever received
any counselling services before this.

d. Observation within Specific Situation

To better understand the client, it is suggested that the client investigate the environment where the clients
problem starts. This is done especially by counsellors with clients in specific institutions such as at school or
at a workplace. For example, the counsellor can visit the classroom and observe how the client interacts with
her peers. The counsellor can also observe her playing at the playground during recess and watch her
function during frolics.
e. Observation on Non-oral Behaviours
Part of observing the client is by looking at the way she acts. Her body language can give you meaningful
information if watched closely. You must have experienced it.
Someones body language may be expressing validity, approval, denial, anger, indifference, passion etc. The
facial expression portrayed and the physiological responses such as sweating can express someones
emotion when discussing a sensitive topic. Several non-verbal communication reactions from the client that
can be observed are as follows:

i. Sudden changes of facial expression (paleness or blushing), breathlessness;

ii. Body movement, eye contact, smile, pulling faces, hand gesture; and
iii. Personal look such as the style of dressing, adorning ones self, putting on perfumes.
The counsellor ;needs to be alert with the non-verbal behaviours and try to deduce the meaning in the speech
context and the environment that is taking place.