TTGC Lecture 2,3 & 4 (1).pdf

Lecture 2 : Overview of Guidance and Counseling Outline Chrisholm It seeks to help an individual become familiar with f...

Lecture 2 : Overview of Guidance and Counseling Outline Chrisholm It seeks to help an individual become familiar with facts Meaning and Nature of Guidance and Counseling about himself- interests, Republic Act 9258, Rule 1, Section 3 abilities, previous Historical Perspectives and Current Status of development and plan. Guidance and Counseling Guidance Movement in the Philippines Evangelista A helping relationship Guidance vs. Counseling: And its purpose between the counselor and counselee, aimed to meet the needs of the counselee, Meaning and Nature of Guidance assume responsibility for and Counseling himself and make decisions Guidance Bennett A process given by someone to an individual to determine Guidance is the process of helping people make his personality assets and important choices that affect their lives, such as liabilities available in the choosing a preferred lifestyle (Gladding, 2007) situation confronting him so Guidance- focuses on helping individuals choose he can make wise decisions what they value most and adjustments focuses on helping them make changes Much of the early work in guidance occurred in Peter and Farewell It is based on the existence of schools and career centers where an adult would individual differences, worth, help a student make decisions, such as deciding on and dignity of a person a course of study or vocation. (individual uniqueness) That relationship was between unequals and was beneficial in helping the less experienced person Miller A process concerned with find direction in life. helping the individual in Children have long received “guidance” from decision making. parents, teachers, ministers, coaches Hamren “It is helping John see through In the process they have gained understanding of himself in order that he may themselves and their world see himself through” This type of guidance will never become passed, no matter what the age or stage of life Hatch & Coster A system of services designed A person often needs help in making choices. Yet to improve the adjustment of such guidance is only one part of the overall service each and every person for provided by professional counseling. whom it was organized. The focus of guidance is not the problem but on the person According to Aquino and Alviar(1980), whichever Aims to promote the growth of the individual toward definition is adopted, it is understood that guidance tends self-development and self-direction to help the individual to become adjusted to his present situations so as to provide the maximum development for him and to help him plan his future on Other definitions of Guidance (Aquino and Alviar , the basis of his capabilities and needs 1980, cited by Evangelista, 2001) What Guidance is Not According to Crow and Frank Parson (Father of He described guidance as he Crow… Vocational Movement) associated its origin with the vocational movement. It is not giving direction It is not imposing one’s point of view upon another Lefever et. al. A system of organized phases person. of the educational processes. It is not making decisions for the person. Jones It personally assists someone It is not carrying the burden of another life. solve his problems Republic Act 9258, Rule 1, Section 3 guidance. Guidance and Counseling is defined as a profession London The National Institute of Industrial involving an integrated approach to the development of a Psychology provided counseling through well-functioning individual primarily by helping him/her to career masters utilize the potentials to the fullest and plan the present and France There was no provision guidance in future in accordance with his/her abilities, interests and secondary schools needs. Vocational guidance was given recognition in 1922, when guidance services became an established office. Guidance Program National Institute for Vocational Guidance founded in 1930 primary aim: to train Used to encompass all services and activities vocational counselor intended to realize goals. Guidance Services included: recording of results of interview with parents, RR They declared that Guidance and Counseling counselor’s answer to questions, and the results of physical examinations and includes; counseling, psychological testing, psychological and vocational aptitude research, placement, referral and group tests processes. Vocational Guidance was carried out by Gibson Described other services not mentioned in the RR the Ministry of Education and such as; individual inventory/analysis, information, Mitchell counseling, research, placement, referral, Germany 1st Reich follow-up and, evaluation Vocational guidance enabled boys to find jobs and aided the government to relocate workers. Separate services were then added namely; 2nd Reich consultation, program development and public Individuals were given a taste of freedom relations of personality in a democracy. Take note: 3rd Reich Guidance was only given only in the interest of the state; Had no systemic Guidance Counselor - the one conducting the training program for guidance workers. Guidance and Counseling service. Counselors are appointed if they are Guidance Office - the one that dispenses all the successful in their respective services aforementioned above occupations Guidance program - used to encompass all services Post WWII and activities intended to realize these goals. Guidance programs have been set-up to make use of the establishment of centers for construction and research Historical Perspectives and Current Public employment service staff include psychologists. Counseling is undertaken Status of Guidance and Counseling by employment interviews Russia Philosophy of education is work hence, Pre-Contemporary Guidance is as old as education. It was work activities are integrated in every motivated by religious and superstitious school program in order to provide beliefs efficient and loyal workers. USA The 1 st organized guidance movement The Vocational Guidance Bureau was started by Frank Parsons— “The handles counseling programs Father of Vocational Guidance Movement” organized a guidance movement as a volunteer worker in the Civil Service House in Boston. Guidance Movement in the Philippines He also organized the Breadwinner’s Its growth in our country is said to be accidental and Institute, a planned program for incidental; Teachers and school principals assisted pupils to vocational guidance. make choices and self-adjustments. Together with Meyer Bloomfield, he In their efforts to teach the subject matter, and created the Vocational Guidance Bureau of Boston develop habits and skills in the process of teaching students, they also treat problems of misbehaviors among This movement caused the inclusion of vocational guidance in schools. pupils in the classroom, playground; including cutting Guidance then became a national scope classes, or low and inconsistent grades of the US Office of Education. WWII led to shortage of guidance 1925 The guidance movement was still unknown in the workers in the US. country. Great Britain In Great Britain, guidance was seen 1932 Dr. Sinfroso Padilla started a psychological clinic through work placement for those who concerned with cases of student discipline, it dropped out of school from elementary operated until 1941 grades, having reached the age of 14 or 15, the end of compulsory period, or 16, Many national organizations concerned with the the secondary school leaving age continued improvement of Guidance Program and Services have been born. Guidance in the US and in Great Britain suffered a setback during WWII because Phil. Guidance and Counseling Association young workers could readily obtain (PGCA) employment even without vocational Phil. Association for Counselor Education,  Research and Supervision (PACERS) organization representing counselors, accepted a Career Development Association of the Phil definition of the practice of professional counseling (CDAP) in 1997 1934 Psychological tests were administered to the convicts According to ACA, the practice of professional of Bilibid Prison counseling is the application of mental health, 1939 Welfareville convicts were also administered with psychological or human development principles, psychological tests. through cognitive, affective, behavioral or 1940 Deans from public highschools were assigned to look systemic interventions, strategies that address after the behavior and conduct of students. wellness,personal growth, or career 1945 November of this year, the 1st guidance institute was development, as well as pathology opened Dr. Ray Bane and George Bennett, Edward James and Dr. Henry McDaniel helped much in making Filipino education officials guidance-conscious. Guidance vs. Counseling Guidance Counseling National Teachers College (PNU currently) was chosen to be the site of the 1st Guidance Institute. Broader and comprehensive In-depth and narrow 1951 Congress proposal to establish functional guidance More external, helps a person Helps people understand and counseling program understand alternative solutions themselves and is an inward available to him and understand analysis. 1952 Establishment of guidance services in public schools his personality and choose the courtesy of division superintendents. right solution. 1953 Philippine Association of Guidance Counselors was Mainly preventive and Remedial as well as preventive organized. developmental and developmental Intellectual attitudes are the raw Emotional attitude The most systematic guidance program in the Phil. material of guidance was launched by the Guidance Section of the US Operable at an intellectual level Operates at an emotional level Veterans Administration composed of both American and Filipino psychologists, like Dr. Generally education and career Mostly for personal and social related and can also be issues Sinforoso Padilla, Dr.Jesus Perpinan , and Mr. personal problems Roman Tuason Foremost among the colleges and universities which offer courses in guidance and which have established guidance centers are: M.L.Q University, Purposes of Guidance and Counseling St. Scholasticas , National Teachers College, 1. Providing the needed information and assistance. PWU, FEU, UM, UST, UP and Baguio College 2. Helping an individual to make wiser choices. The most significant development in recent years 3. Improve the understanding of self came in the form of RA 9258. The passage of the 4. Facilitate the adjustment law in 2004 has made it imperative for all Guidance 5. Helps in adapting to new changes or new Counselors and Psychometricians to secure a license environments before practicing. 6. Making self-sufficient and independent A Professional Regulatory Board for Guidance and 7. Efficient use of capabilities and talent Counseling was constituted in 2007 with Rhodella L. 8. Promote the optimal personal and professional Gabriel as the 1st Chairperson, and Luzviminda S. development Guzman and Lily Rosales as members 9. Balanced physical, psychological, emotional, social The PGCA, as the oldest and biggest association of and spiritual growth. guidance counselors spearheaded the 10. Helps in overall development and to live a professionalization of counselors, pursued the productive life. passage of the law, worked on the ratification of the implementing rules and regulations. It thus became the interim accredited professional organization. However, the RR specifies that a new association which is the “one and only integrated national organization of registered and licensed guidance counselors” replaces this as the accredited professional organization COUNSELING (Gladding, 2007) Counseling as a profession grew out of the guidance movement, in opposition to traditional psychotherapy The governing Council of the American Counseling Association (ACA), the largest professional Lecture 3 : Professionalism and The Professional Counselor Characteristics of Counseling Clients Outline Clients who ignore boundaries. (Chronic lateness, Definition of Professionalism missed appointments) Characteristics of a Professional Counselor Clients who refuse responsibility (“You fix me”) Characteristics of Guidance Clientele Argumentative clients (Hostile and Skeptics) Ethical and Legal Considerations related to the practice Clients who fear intimacy (Avoidant) of Guidance and Counseling Incompatible clients (want something therapist can’t and will not give) Definition of Professionalism Clients who push therapist’s buttons (brings up unresolved issues) Professionalism Literal and concrete clients (unable to express The conduct, aims, or qualities that internal states) characterize/mark the profession or the prof person Feeling helpless clients (actively suicidal) A person who has obtained a degree in a Clients with poor impulse control (offenders, professional field. substance abuses) Clients with narcissistic behavior Criteria for the Professional Hysterical clients Academic qualifications Clients who are countertransference objects Expert and specialized knowledge in a field which (reminds the therapist of someone in the past) one if practicing professionally. Impatient clients (“Fix me now!) Excellent manual and literary skills in relation to the profession.\ Ethical and Legal Considerations Dress appropriately according to the profession. related to the practice of Guidance High quality work and Counseling A high standard of professional ethics, behavior and work activities while carrying out one’s profession. Reasonable work moral and motivation Rights of Clients 1. They need enough information about the counseling Professional Counselor process to be able to make informed choices ( no. of sessions, hours of sessions, fees and etc.) Interest in and concern for other people 2. Educate clients about their rights and Emanate the spirit and the practice of skills needed responsibilities for effective counseling 3. Confidentiality is essential but not absolute. True listening (Exceptions: Danger to self and others, minor age, Solicitous concern being issued upon court and when client requests a Accurate empathy release of record) Genuine acceptance Non-possessive warmth Unconditional positive response Counselor’s Responsibilities and Accountabilities Attainment of necessary educational qualifications 1. Program Management from a reputable institution 2. Guidance Self-knowledge and awareness is imperative 3. Counseling Knowledge of human nature and behavior 4. Consultation Awareness of the factors that impinge upon the 5. Coordination client 6. Assessment Knowledge of requirements, conditions and 7. Professional Behavior opportunities in the world around. (Personal, Social, 8. Professional Standards Academic and Career) Continuous updating and upgrading should follow Code of Ethics the acquisition of a degree The ACA Code of Ethics contains nine (9) sections that Awareness of and adherence to the professional address the following; ethics Section A: The Counseling Relationship Section B: Confidentiality and Privacy Section C: Professional Responsibility Section D: Relationships with other Professionals  Section E: Evaluation, Assessment and 1E Appropriate Referrals Interpretation Make referrals when necessary Section F: Supervision, Training and Teaching Referrals necessitate informing both Section G: Research and Publication parents/guardians and students of applicable Section H: Distance Counseling, Technology and resources and making proper plans for transitions Social Media with minimal interruptions of services Section I: Resolving Ethical Issues 1F Danger to Self and Others Ethical Decision Making Informs parents/guardians or authorities when the 1. The principles that underlie our professional codes student's condition indicates a clear and imminent - the benefits to others, do no harm, respect danger to the student or others. other’s autonomy, be just, fair and faithful Attempt to minimize threat to students 2. The role of ethical codes a. Inform the student of actions to be taken - Educate us about our responsibilities, basis b. Involve the student in a three-way for accountability, protect clients and basis communication with parents/guardians when for improving professional practices breaching confidentiality 3. Making ethical decisions c. Allow student to have input - Identify the problem, review relevant codes, 1G Student Records seek consultation, brainstorm, list Maintains and secures records necessary for consequences and decide. rendering professional services Keep sole-possession records separate from student’s Responsibilities of Counselors educational records Recognizes the limits of sole-possession records TO STUDENTS In absence of privilege communication and 1A Responsibilities to Students educational records, one may be subpoenaed, for Primary obligation to the student, who is to be instance; treated with respect as a unique individual a. Are shared with others in verbal or written To be concerned with the education, academic, form career, personal and social needs b. Include information other than professional Respects the student’s values and beliefs opinion or personal observations Is knowledgeable of laws, regulations and policies c. Made accessible to others relation to students 1H Evaluation, Assessment, Interpretation 1B Confidentiality Adheres to all professional standards regarding Inform the students of the purposes, goals, selecting, administering and interpreting assessment techniques and rules of procedure in counseling measures Keeps information confidential unless disclosure is Seek specialized training regarding the use of required electronically based programs. Requests of the court that disclosure not be required Provides interpretation to clients in a language the when the release of confidential information may student can understand harm a student of the counseling relationship Uses caution when utilizing assessment techniques, Releases personal data in accordance with prescribed making assessment and interpreting the performance laws and school policies of the student Balances obligation with an understanding of the Assesses the effectivity of his/her program legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives TO THE PARENTS AND GUARDIANS Protects confidentiality of information, only to be 2A Responsibilities to the Parents/Guardians revealed to others with Respects the rights and responsibilities of 1C Dual Relationships parents/guardians for their children and Avoid dual relationships that might impair objectivity endeavors to establish appropriate, collaborative and increase the risk of harm to student relationship with parents/guardians to facilitate If unavoidable, the counselor is responsible for taking maximum development action to eliminate or reduce the potential harm. Assist parents experiencing family difficulties that Avoid dual relationships with school personnel that interfere with the student’s effectiveness and might infringe on the integrity of the welfare counselor-student relationship Respect the confidentiality of parents 1D Counseling Plans 2B Parents/Guardians Confidentiality Provide students with a comprehensive counseling program which develop academic and career goals  Informs parents of the counselor’s role with RESPONSIBILITIES TO THE SELF emphasis on the confidential nature of the 5A Professional Competence counseling relationship Functions within the boundaries of individual Recognizes that working with minors in a school professional competence and accepts setting may require counselor’s to collaborate with responsibility for the consequences of his/her student’s parents/guardians actions Provides parents with accurate, comprehensive Monitors personal well-being and effectiveness, and relevant information in an objective and and does not participate in any inadequate caring manner consistent with ethical professional services responsibilities to students Strives through personal initiative to maintain Make reasonable efforts to honor the wishes of professional competence parent/ guardians concerning information regarding the student (In divorced couples cases RESPONSIBILITIES TO THE PROFESSION RESPONSIBILITIES TO COLLEAGUES/ 6A Professionalism PROFESSIONAL ASSOCIATES Accepts the policies and procedures for handling 3A Professional Relationship ethical violations Establishes and maintains professional Conducts herself/ himself in such manner as to relationships with school personnel advance individual ethical practice and the Treats colleague with professional respect profession Awareness of and utilize related professionals, Conducts appropriate research and report organizations and other resources to whom the findings in consistent manner student may be referred Adheres to ethical standards of the profession Does not use his/her professional position to recruit clients for unjustified personal gains 3B Sharing Information with other Professionals Awareness and adherence to appropriate guidelines regarding confidentiality; distinction 6B Contribution to the Profession between public and private information. Actively participate in local, state and national Provides professional personnel with accurate, associations to foster development and objective, concise and meaningful data when improvement of school counseling necessary. Shares skills, ideas and expertise with colleagues If the client is receiving services from another Provides support and mentoring to novice counselor, other counselors should be informed professionals and develop agreements to avoid confusions and conflict for the student Knowledge about the release of information and REFERENCES parental rights in sharing information Villar, I. V. G. (2008). Multicultural and Western Approaches to Counseling in the Philippines. Aligned RESPONSIBILITIES TO THE SCHOOL AND Transformations Publications. Makati City Ethical Standards for School Counselors Retrieved COMMUNITY on October 2, 2009 at 4A To the School http://www.schoolcounselor.org/content.asp?conten Knowledgeable and supportive of the school’s tid=173 mission and connects his/her program with it Delineates and promotes the counselor’s role and function in meeting the needs of those served Assists in developing; a. Curricular and environmental conditions appropriate for the school and community b. Educational procedures and programs c. Systematic evaluation processes in school. 4B To the Community Collaborates with agencies, organizations and individuals in the community Extends, his/her influence and opportunity to deliver a comprehensive school counseling program Lecture 4 : Counseling As An Applied Psychology: Process, Methods, Tools, Characteristics and Needs Of Clients suitable alternatives and determining appropriate Outline resources and referrals Counseling Process Counseling Strategies 4. Insight Strategies - facilitating the discovery of Counseling Skills conflicts helping the client understand conscious Counseling Tools and unconscious and altered conscious thoughts. Counseling Services Counseling Techniques Benefits of Counseling Counseling Skills Elements of Counseling Skills 1. Listening Skills - counselor notes verbal and Inappropriate Responses in Counseling nonverbal behaviors of client and responds to the basic messages of client, clarifies content and emotions and checks the client’s perceptions for Counseling Process accuracy 1. Relationship Building a. Build rapport with the client 2. Leading Skills - leading the counseling interview, 2. Problem Identification and Exploration (The encourages and elaborates discussions, focuses on the issue by controlling confusion or diffusion symptoms and its underlying causes) conducts open and closed inquiries through a. Define the problem unstructured strategy of questioning. b. Explore the problems c. Integrate the information 3. Reflecting Skills - reflects feelings as he responds to 3. Planning for the Problem-Solving (prevent client’s emotion, reflects contents as he underscores harm…) the ideas and messages and, reflects experience as a. Set a goal (6–8 sessions only) he responds to client’s total experience b. Identify and list all possible solutions (give options that are practical and affordable) 4. Summarizing Skills - putting client’s messages and (advantages and disadvantages of options) emotions together to make a total picture. (we should have persuasive abilities as way in also for the client should help him/herself) 5. Confronting Skills - recognizes and describes c. Explore the consequences of the suggested feelings, reacts to client’s expressions and emotions, solutions screens and pinpoints feelings, promotes d. Prioritize the solution self-confrontation, and facilitates the loosening of 4. Solution Application and Termination the client’s feelings. 6. Interpretative Skills - facilitates awareness as he “Therapists can not open hope to open doors for clients symbolizes the client’s messages and emotions for a that they have not opened for themselves.”– Corey wider understanding of feelings and for broader perceptions Counseling Strategies 7. Informing Skills - gives valid information based on 1. Relationship Strategies - attending, accepting, research and expertise and discusses with the client empathic understanding, being genuine and alternatives for possible solutions of problems or transparent, respecting, listening, responding, possible ways of attending the client’s concerns caring, and ensuring emotional security of the client 2. Communicating Strategies - responding to verbal 8. Teaching Coping Skills - encourages clients to learn and non-verbal messages, silence, clarifying, effective ways of solving his problems by creating collecting, inquiring, paraphrasing and summarizing. conditions on how to solve problems by using his own resources. 3. Assessment Strategies - evaluating the client’s situation, coping levels, helping the client explore Counseling Tools 5. Family Counseling Is offered to families experiencing problems 1. Observation parent-child relationship conflict and dysfunctional issues 2. Inventories/Questionnaires like domestic violence and abuse 3. Autobiographical sketches 4. Case Study 6. Community Referrals 5. Assessment 7. Assessment a. Objective Tests 8. Training b. Projectives Techniques 9. Consultation 6. Anecdotal Records 10.Research 7. Psychological Interview Counseling strategies should focus on developing a client’s awareness of his unlimited human potentials for his or other’s good not on strategies directed toward conformity to Counseling Services various standards difficult for him to understand nor accept deeply 1. Individual Counseling Is confidential short-term therapy available to all clients/ students. Selected Techniques It Addresses; roommate difficulties 1. Living and Learning Through Loss loneliness, - An information-based and experiential anxiety, program for adolescents who are in the low self-esteem, midst of coping with significant life change distorted eating events like loss of a loved one or any family stress management member. Abuse issues - It focuses on the alleviation of emotional Procrastination distress and the relief of suffering & pain Family problems Interpersonal conflicts Difficulty in intimate relationships 2. Lifestyle Approach Questions about sexuality - Emphasizes the interrelatedness of man as a Cultural or ethnic concerns social being with personal social problems - An assessment technique used for 2. Group Counseling adolescents and adults with 8 avenues giving Counseling groups to help clients/ students find a information about one’s lifestyle forum of peer support and meet with other The Eight Avenues Giving Info About One’s clients/students who can relate to one another Lifestyle Case history – knowing the client 3. Career Counseling Psychological interviewing – talking to client Is offered in either individual or groups to assist Expressive behavior – observing client students with academic and career issues Psychological testing – measuring the client Family constellation – social influence 4. Couple Counseling Early recollections – finding out client’s Is offered in either individual or groups to assist meaning of life students in their relationship conflicts Grouping – interacting with client Addresses Symptomatic behavior – knowing the client’s Abuse issues tell-tale sign Procrastination Family problems Interpersonal conflicts 3. Life Review Difficulty in intimate - The process of helping older persons develop Questions about sexuality or sexual insights into one’s life by focusing on orientation transitions or approaching transitions Depression Cultural or ethnic concerns 4. Fantasy Therapy Achievement conflicts - Clients are encouraged to talk and express Concerns about use of alcohol or repressed feelings and emotions like grief, drugs guilt, and hatred; Contacting unavailable Gender identity questions. people. 5. Play Therapy Reflecting and Validating Feelings - Used as psychotherapy for children to bring This technique involves clarifying the feelings the client about temporary attachment to the therapist. expresses in order to help understand his or her emotions 6. Family Therapy - Focused on the interactional process Giving Clear Information between and among members of the family Ask clients’ to repeat the information they have been given to verify that they understood. 7. Imagery Arriving at Agreement - Used to deal with client’s recurrent dreams Involves clarifying and summarizing the decisions that a by giving meaning and interpretations client has made during the counseling session. 8. Stress Care Inappropriate Responses in - Focuses on managing stress or taking charge of Counseling one’s thoughts, emotions schedule, environment, Judging and the way to deal with problems Attacking Denial 1. Identify sources of stress Pity 2. Learn healthier ways to cope with stress 3. Avoid unnecessary stress 4. Alter the situation 5. Adapt to the stressor 6. Accept things you can’t change 7. Make time for fun and relaxation 8. Adopt a healthy lifestyle Benefits of Counseling Improved communication Enhanced relationships A happier family Peace of mind Improved self-esteem More satisfaction out of life Personal growth Improved job performance Essential Counseling Techniques Empathy Respectful Warmth Confidential/discreet Honest Attentive/listening Unbiased Understandable/clear Unhurried Elements of Counseling Skills Effective Questioning Uses close-ended, open-ended and probing questions. Active Listening Involves communicating, without words, one’s interest in the needs the client expresses Paraphrasing, Summarizing, and Clarifying Involves repeating, synthesizing or summarizing in other words what the client told.