Overview of Counseling/Counselor as a Person and Professional PDF

Overview of Counseling/Counselor as a Person and Professional August 19 and 22, 29, 2024 KRISTYFLOR A. FAJARITO, MA, RGC  HISTORY OF COUSELING Before the 1900s, most counseling was in the form of advice or information “counseling emerged during a socially turbulent period...

Overview of Counseling/Counselor as a Person and Professional August 19 and 22, 29, 2024 KRISTYFLOR A. FAJARITO, MA, RGC  HISTORY OF COUSELING Before the 1900s, most counseling was in the form of advice or information “counseling emerged during a socially turbulent period that straddled the ending of one century and the beginning of another, a period marked by great change that caused a major shift in the way individuals viewed themselves and others”  HISTORY OF COUSELING The origins of the counseling profession in the United States have generally been attributed to Frank Parsons, “the father of the guidance movement,” who established the first formal career counseling center in Boston in 1909 (Hartung & Blustein, 2002). Carl Rogers, the great pioneer of humanistic approaches and founder of client-centered counseling, prompted this process of individualization The establishment of the American Personnel and Guidance Association (APGA) with the purpose of formally organizing groups interested in guidance, counseling, and personnel matters.  HISTORY OF COUSELING AACD to modify its name and become the American Counseling Association (ACA). The new name better reflected the membership and mission of the organization. 2002 -Counseling formally celebrated its 50th anniversary as a profession under the umbrella of the ACA. National Institute of Mental Health HISTORY OF COUSELING: PHILIPPINES Psychological Clinic was established pioneered by Dr. Sinforoso Padilla, which concerned itself with cases of student discipline, as well as emotional, academic and vocational problems. (1932) Teachers and officials of the Bureau of Public Schools were sent abroad to study and observe guidance and counselling practices in the United States, England and other European countries. Guidance Association of the Philippines, the first formal organization of Filipino counsellors had been established. (1945) Congress proposed the establishment of a functional guidance and counseling program to help students select their course, activities, occupations, friends, future mates. HISTORY OF COUSELING: PHILIPPINES ‘Guidance and Counseling Act of 2004’ was pass. The Act was intended to professionalize the practice of guidance and counseling and to create the Professional Regulatory Board of Guidance and Counseling. HISTORY OF COUSELING: PHILIPPINES Philippine Association of Guidance Counselors (PGCA) was organized in order to study the needs, interests and potentialities of our young people and to establish a Testing Bureau. What is Counseling? It involves a professionally trained counselor ✓ assisting a client with particular concerns ( Nystul, 2016) What is Counseling? Both the American Counseling Association (ACA) and Division 17 of the American Psychology Association have defined counseling on numerous occasions. These definitions contain a number of common points, some of which are as follows: Counseling is a profession. Counseling deals with personal, social, vocational empowerment, and educational concerns. Counseling is conducted with persons who are considered to function within the normal range. Counseling is theory based and takes place in a structured setting. Counseling is a process in which clients learn how to make decision and formulate new ways of behaving, feeling and thinking. Counseling encompasses various subspecialties. What is Counseling? ✓A goal-oriented relationship between a professionally trained, competent counselor and an individual seeking help for the purpose of bringing about a meaningful awareness and understanding of the self and the environment, improving planning and decision-making, and formulating new ways of behaving, feeling, and thinking for problem resolution and/or development growth ( Gibson and Mitchel,1999 as cited by Villar, 2014) Counseling as an ART ▪ It is a flexible, creative process whereby the counselor adjusts the approach to the unique and emerging needs of the client. ▪ is the giving of oneself in counseling ▪ derived from humanistic psychology, emphasizes the importance of counselors being authentic and humane in their approach. Nystul, 2016 Counseling as a Science ▪ The science of counseling provides a balance to the art of counseling by supplying an objective dimension to the counseling process. ▪ Counselors should strive to be counselors-as-scientists (i.e., to function as a counselor and think (as a scientist) ▪ develop skills include observation, inference, hypothesis testing, and theory building Counseling and Psychotherapy COUNSELING GOALS Developmental Preventive Enhancement GENERIC Exploratory GOALS Reinforcement Remedial COUNSELING GOALS Cognitive HUMAN Psychological DIMENSIONAL Physiological Spiritual TYPES OF COUNSELING ACCORDING TO AREAS COVERED Academic/Educational Vocational/Occupational/Career Personal/Social Personal Habits Crisis Grief/Bereavement Leisure Pastoral Addiction  SUBGOALS in CRISIS Normalizing feelings and reactions Defining and prioritizing needs Developing strategies for addressing needs and learning coping skills Ensuring future mental health  Types of Counseling According to Participants Individual Marriage/Couple Group Family Multiple  Personal Characteristics of Effective Counselors Have an Identity Lives in the present Respect and Appreciate themselves Appreciate the influence of culture Open to Change Sincere interests in the welfare of others Make choices that are life-oriented Possess effective interpersonal skills Authentic, sincere and honest Derive meaning from their work Sense of humor Passionate Make mistakes and are willing to admit them Maintain healthy boundaries Competencies in Multicultural Counseling Beliefs and attitudes Knowledge Skills and intervention strategies  Addressing Culture Be aware of your own cultural background Identify your basic assumptions re diversity Examine where you obtained your knowledge about culture Remain open to ongoing learning about culture and the therapeutic work Be willing to identify your personal worldviews and prejudices Pay attention about the common ground that exists among people with different background Be flexible in your methods Remember that practicing multicultural perspective can make your job easier and be rewarding  ISSUES FACED BY BEGINNING COUNSELORS ✓ Dealing with Anxiety ✓ Being Yourself and Self-disclosure ✓ Avoiding perfectionism ✓ Being Honest with you Limitations ✓ Understanding Silence ✓ Dealing with Demands from Clients ✓ Dealing with Clients Who lack Commitment ✓ Tolerating Ambiguity ✓ Becoming Aware of your Countertransference ✓ Developing a Sense of Humor ✓ Sharing a Responsibility with client ✓ Declining to Give Advice ✓ Defining your Role as a Counselor ✓ Learning to Use Techniques Appropriately ✓ Developing your Own Counseling Style ✓ Maintaining your Vitality as a Person and a Professional  RA 9258 AN ACT PROFESSIONALIZING THE PRACTICE OF GUIDANCE AND COUNSELING AND CREATING FOR THIS PURPOSE A PROFESSIONAL REGULATORY BOARD OF GUIDANCE AND COUNSELING, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES  PROFESSION A profession is distinguished by having a specific body of knowledge, accredited training programs, a professional organization of peers, credentialing of practitioners such as licensure, a code of ethics, legal recognition, and other standards of excellence (Myers & Sweeney, 2001  RA 9258 Art 1,Section 3. Definition of Terms. - As used in this Act, the following terms shall mean: a) Guidance and Counseling is a profession that involves the use of an integrated approach to the development of a well-functioning individual primarily by helping him/her potentials to the fullest and plan him/her to utilize his/her potentials to the fullest and plan his/her future in accordance with his/her abilities, interests and needs. It includes functions such as counseling subjects, particularly subjects given in the licensure examinations, and other human development services. b) A guidance counselor is a natural person who has been registered and issued a valid Certificate of Registration and a valid Professional Identification Card by the Professional Regulatory Board of Guidance and Counseling and the Professional Regulatory Commission (PRC) in accordance with this Act and by virtue of specialized training performs for a fee, salary or other forms of compensation, the functions of guidance and counseling under Section 3 (a) of this Act.  RA 9258 Art III Section 12. Examination Required - All applicants for registration for the practice of Guidance and Counseling shall be required to undergo a licensure examination to be given by the Board and the Commission in such places and datesas the Commission may designate in accordance with Republic Act No. 8981, subject to compliance with the requirements prescribed by the Commission. Art III,Section 13. Qualification for Examination. - In order to qualify for the examination, an applicant must, at the time of filing the application be: (a) a citizen of the republic of the Philippines or a foreigner whose country has reciprocity with the Philippines in the practice of Guidance and Counseling; (b) has not been convicted of any offense involving moral turpitude by a competent court; and (c) holder of a Bachelor's Degree in Guidance and Counseling or in other Allied Disciplines and a master's degree in Guidance and Counseling from an institution in the Philippines or abroad recognized or accredited by the CHED.  RA 9258 Art III, Section 15. Scope of Examination. - The examination shall cover the following subject areas' (a) Philosophical, Psychological and Sociological Foundations of Guidance; (b) Counseling Theories, Tools and Techniques; (c) Psychological Testing; (d) Organization and Administration of Guidance Services; and (e) Group Process and Program Development. Next Meetings Ethical Journal 1 issues in Quiz 1 Counseling September 2 have the tools to continue managing your anxiety effectively. THE COUNSELING PROCESS Some client’s fears: a fear of abandonment, a fear of rejection, a fear of not being enough “Counselling is a process with a beginning, a middle and an end, where the counsellor facilitates an individual to consider the aspects of their life they wish to change.” The counseling process involve people in: gaining recognition for their skills and experience being confronted, from a caring position, by the ways they used to discount themselves and others re-experiencing, in the present, any relevant events from the past. The length of treatment depends on a number of variables: the severity of the problem, the motivation of the client, the type of problem and the age of the client. The more focused and limited the problem being addressed, the shorter treatment can be. The more the treatment addresses healing emotional injuries, the longer it is likely to take. STAGES of the Counseling Process (Nystul, 2016) Stage 1: Relationship Building Stage 2: Assessment and Diagnosis Stage 3: Formulation of Counseling Goals Stage 4: Intervention and Problem Solving Stage 5: Termination and Follow-up Stage 6: Research and Evaluation The Six Stages of The Counseling Process Stage 1: Relationship Building Stage 2: Assessment and Diagnosis Stage 3: Formulation of Counseling Goals Stage 4: Intervention and Problem Solving Stage 5: Termination and Follow-up Stage 6: Research and Evaluation Stage 1: Relationship Building Laying foundations for trust Establishing the structure and form the relationship will take Informed consent process Articulating roles of counselor and client and developing a collaborative working alliance The “getting to know you” phase is the most critical stage of the relationship. The counselor should work on the following things during this stage: 1) Developing Rapport and Building Trust 2) Create core conditions necessary for counselling  Rogers (1957) identified what he believed were core conditions for successful counseling: empathic understanding, unconditional positive regard, and congruence Later, Carkhuff (1969, 1971) expanded the core conditions to include respect, confrontation, concreteness, and self- disclosure EMPATHIC UNDERSTANDING CONFRONTATION UNCONDITIONAL POSITIVE REGARD CONCRETENESS CONGRUENCE SELF-DISCLOSURE RESPECT IMMEDIACY Empathic Understanding Empathy is considered the most important core condition in terms of promoting positive outcomes (Orlando & Howard, 1986) Unconditional Positive Regard This concept has been referred to by several other terms, including non-possessive warmth, acceptance, prizing, respect, and regard. Congruence Congruence involves counselors behaving in a manner consistent with how they think and feel. this condition has also been referred to as genuineness. Respect Respect is similar to unconditional positive regard in that it focuses on the positive attributes of the client. Immediacy Immediacy involves communication between the counselor and client that focuses on the here-and- now. Confrontation The core condition of confrontation involves the counselor pointing out discrepancies in what a client is saying. Concreteness Concreteness refers to the counselor helping clients discuss their concerns in specific terms. Clients can feel overwhelmed by their problems and have difficulty putting things into perspective. Self-disclosure Danish, D’Augelli, and Brock (1976) differentiated two types of self-disclosure statements. In Self-disclosing statements, counselors disclose factual information about themselves. In Self involving statements, counselors describe what they are experiencing in relation to the client in the counseling process. Danzer (2019) highlights several possible risks from inappropriate self- disclosure, including: Lack of attentiveness: Overly intimate self-disclosure can interfere with the therapy process, potentially leaving clients overwhelmed. Too frequent: When disclosure is too frequent, it can become ineffective and damage clarity surrounding role boundaries. Disclosing for personal reasons: When used by the therapist to get things off their chest, self-disclosure may serve their personal agenda, not their client’s. Lack of attunement: When communication from the therapist is not attuned to what the client is saying, it can leave the latter feeling that the therapeutic relationship and process are unfolding or unproductive. Disclosure as a competency: Disclosure should be seen as an intervention, and failure to perform it well suggests a lack of skill or poor competency. Unless it serves the client’s needs at that time, it may be unhelpful or even harmful. Source: https://positivepsychology.com/self-disclosure-in- counseling/#guidelines Stage 2: Assessment and diagnosis  Assessment can be defined as the systematic process of gathering information about an individual in order to make decisions or inferences about that person. (cited by Monica Leppma and Karyn Dayle Jones) https://www.counseling.org/docs/default-source/vistas/multiple-assessment-methods-and-sources-in-counseling-ethical- considerations.pdf Assessment and diagnosis contribute to several important aspects of the counseling process. They can help a counselor develop an in-depth understanding of a client and identify mental disorders that require attention.  Assessment procedures can be divided into: standardized and non-standardized Standardized measures include a psychological tests that have a standardized norm group. Non-standardized measures do not have a standardized norm group and include strategies such as the clinical interview and assessment of life history.  Stage 3: Formulation of Counseling Goals  Formulation of Counseling Goals George and Christian (1995) Identified five types of outcome goals: Facilitating behavior change Enhancing coping skills Goals serve three functions in the Promoting decision making counseling process (Cormier & Improving relationships Hackney, 1993): Facilitating the clients’ potential motivational educational evaluative  Stage 4: Intervention and Problem solving Intervention and Problem solving Once the counselor and client have formulated a counseling goal, they can determine what intervention strategy to implement. they may choose from a variety of interventions, including individual, group, couples, and family counseling. PROBLEM SOLVING STRATEGIES Heppner, Witty, and Dixon (2004) have identified the following variables associated with problem solving and adjustment: Effective counseling is associated with resolving client’s problems and enhancing problem solving. Effective problem solvers are flexible and adaptive and can handle stress. Ineffective problem solvers have difficulty solving problems and coping with environmental stressors. Problem-solving appraisal is related to how well clients are able to address a wide array of life’s challenges.  Stage 5: Termination and Follow up Stage 5: termination and follow-up ➔The ultimate goal in counseling is to witness a client progress on his/her own without the assistance of the counselor. ➔There are four components of termination which were identified by Quintan and Holahan: 1. Discussion of the end of counselling 2. Review of the course of counselling 3. Closure of the counselor-client relationship 4. Discussion of the client’s future and postcounselling plan A formal termination serves three functions: Counselling is finished and it is time for the client to face their life challenges. Changes which have taken place have generalised into the normal behaviour of the client. The client has matured and thinks and acts more effectively and independently. Timing of Termination There is no one answer when termination is to take place. Questions the counselor may wish to ask concerning termination include: Have clients achieved behavioral, cognitive, or affective goals? Can clients concretely show where they have made progress in what they wanted to accomplish? Is the counselling relationship helpful? Has the context of the initial counselling arrangements changed?  Stage 6: Research and Evaluation ➔Research and evaluation can occur at any time during the counseling process or after termination. ➔Research and evaluation are an integral part of the counseling process. They contribute to the science dimension of counseling by promoting an objective understanding of what is occurring. ➔Counselors can also use research and evaluation to communicate accountability.  ACTUAL/ COMMON PROCEDURE COUNSELORS DO 1 ) Background information collection 2) Identification of core issues 3) Case formulation 4) Goal setting for the therapeutic process 5) Implementation of intervention 6) Evaluation of intervention 7) Closure ✓ no further counselling is required at this time, if during the initial interview the client has been able to clarify his concerns and plan and appropriate course of action. ✓ further appointments are needed to continue to explore the issues beforereaching a decision. A second appointment will be made with the clienteither by the counsellor or by reception. ✓ alternative services are appropriate and the counsellor will assist the clientto identify specific resources to consider and REFERENCES (WILL UPDATE THIS SLIDE) THAT’S ALL FOLKS! ALL PSYCH 111 STUDENTS Reminder: The content of all class PPTs in this drive are for class discussion and studying purposes only. Please do not post, share or use except for this purpose. References and sources are from various counseling books. Basic Counseling Skills  are the foundational skills of effective helping relationships. Professional counselors employ these skills to create the necessary conditions from which Counseling positive changes can occur. Through empathic understanding in a non- Microskills judgmental, accepting, and safe environment, individuals can grow and change in a positive direction.  What we will be learning are Mistakes can be opportunities for Basic Guidelines in clarifications. listening and attending which needs to be Not everything we will learn integrated in your own in this class perfectly address or intervene with style client’s concerns. Neurons that fire together, wire together  Attending Behavior Questioning Reflecting Content Reflecting Feeling Confronting Counselling Skills Communicating Feeling and Immediacy Self disclosing Interpreting Information-giving Structuring Enlisting Cooperation  Attending Behavior Help the clients communicate Eye contact in a free and open manner NV bvr- Body Communicate to the client Posture,Gestures, Facial that you are attending to her Expression story through nonverbal and verbal acknowledgment. Verbal-Tone, Pace, Focus It involves the way you physically attend to the client Silence and the manner you respond to what the client is communicating ( verbal and non verbal)  Attending Behavior S - Sit Squarely O- Open Posture L- Lean forward E- Eye contact R- elaxed Listening Pay attention to the client’s Questioning story to accurately capture his thoughts and emotions. ❖ Open ended ❖ Closed Use skills that allow the client to feel you are actively ❖ Minimal Encouragement listening Reflecting Content ❖ Paraphrasing ❖ Summarizing * Reflecting Feeling Listening Pay attention to the client’s Silence story to accurately capture his thoughts and emotions. Restatement Use skills that allow the client Perception Check to feel you are actively listening  Questioning Open Questions- more elaborate Minimal Encourager response that a “yes” or “ no” This technique allows the counselor to Ex. What brings you here today? facilitate what the client is saying without Could you tell me more about changing the client’s line of thought. your problems in school? Indicates that you are encouraging the client to continue Closed Questions- can be answered with a yes or no or a simple fact Ex. Ex: How old are you? Are you single? yes, yeah, oh, ah-ha, go on….  Questioning Client a. How long have you been married? I have problems with my marriage b. Could you tell me more about your problems? c. Are you still living with your wife? a. What about getting a loan in the bank? Well if we could get our money sorted, then we can get along fine. Before we b. Did you have to acquire that much debts? had all this money problems, we had good times. c. Could you tell me more about your money problems?  Reflecting Content Listening carefully to the client and feed back Example of Paraphrasing the essence of what the client has said more concisely in your own words. Client: I’m not really sure why you’ve asked me to see you today unless its because I ‘ve been late for a few times this month Paraphrase- reflects the content of what the a. I’m sure you know why I called you to see client has just communicated me. Summarization – reflect the contents of a b. You think that tardiness is causing the number of statements, tying together the problems. messages to identify common themes and even review progress c. We do have to talk about your tardiness.  Points to remember in Paraphrasing Restate the main ideas Example of Paraphrasing Don’t add or change the meaning of the Client: I guess all my problems are caused by client’s statement what’s going on at home Avoid parroting a. You have a problem with your marriage You can paraphrase when: b. You think that your problems stem from the difficulties at home When a clients threatened by a discussion of feelings c. You don’t seem to be concerned about your status at work. To check or clarify your client’s perception To communicate that you understand the client facilitating further discussion  Reflecting Content Example of Summarization  Points to remember in Summarizing Systematically integrate the important ideas and restate them YOU CAN SUMMARIZE WHEN: A client’s statements are lengthy, rambling or confused A client presents a number o unrelated ideas To add direction and coherence To conclude the interview As a review about the previous session  Reflecting Feelings This involves the counselor reflecting what he or she senses the client is feeling. It communicates that the counselor not only understands how the client is feeling but also empathizes with the client. It is also important to be specific when attempting to reflect the client’s feelings. Activity: Feeling mo, Feeling Ko Extracted from Evans et al, 2017  Reflecting Feelings Example Example Client: I try, and I try, but I hardly ever Client: I didn’t do well on the exams. I’m going home seem to succeed. Every time I try to do next week. I’m looking forward to seeing my parents, what he wants. It does not work out. but I don’t know what they will say about my grades. When I try to do things the way I think they should be done, he doesn’t like that A. It’s really going to be great for you to be home with either. I just don’t know what to do. your parents again A. Guilty B. You’re quite anxious about your parents’ reaction B. Angry to your grades C. Frustrated C. You’re excited about seeing your parents again, but you're anxious about their reactions to your grades.  Points to remember in Reflection of Feelings Identifying Feelings Reflect feelings ❖ -Attend to the affective component of what the client says ❖ -in response to all types of emotions ❖ -Attend to client’s behavior ( posture, voice tone, rate o delivery and other mannerisms ❖ -regardless of the the emotion -Use a wide range of words to label emotions ❖ -when the client has feelings that may When reflecting feelings impede the progress ❖ -use an appropriate introductory phase followed by a clear and concise summary of the feelings the clients ❖ -when the client is having difficulty telling his seems to be experiencing or her story. ❖ -reflect mixed emotions ❖ -don’t repeat the client’s exact words ❖ -focus on current feelings, using the present tense  Confronting Drawing the attention of the client to the discrepant aspects of his verbal and nonverbal behavior Help client identify conflicts of his inner thoughts, behaviors, and feelings  Confronting Example A. Not having enough money Client: I really want to be can be stressful shopping around and buying all the brands of dresses that I B. Banks can give you loan want, they are expensive but I love them. C. I’m bit confused. Earlier, you talked about buying ….I am really worried about how expensive dresses.But now im going to pay my apartment you are worried about rent. paying your rent. It seems hard for you to manage money. Communicating Feeling and Immediacy Attending to issues in the relationship.  Communicating Feeling and Immediacy Example A. I am little frustrated that you forgot your records. It’s the only way we can evaluate your progress. Client: (having failed to bring important information B. Not gain. Well. I guess we can work around it concerning his problem) I’m sorry I left my records at home C. How are we supposed to get anywhere? Clients who again. They aren’t that don’t cooperate make me angry. important, are they? I’m sure I’ll remember next week.  Self Disclosing Example A. That certainly complicate things, I have the same kind of problem at the moment. I may have to move soon. And I I will have to consider my family Client: I’m planning to go away t B. You must feel considerable pressure When I’m faced college in the fall. If I have to with a problem like yours, I try to identify its central worry about his problem, I don’t aspects. Its hard to face the whole thing at once. see I can go. C. I find that as soon as one problem crops , it leads tp a string of others.  Interpreting Focusing on the implicit Example: message that the client is Client: a( male client who is workaholic, is seeking assistance because he has difficulty maintaining friendships; he is close to his mother but distant from communicating his father) Over the years, I’ve tried to develop a number of friendships, but no one seems to stay friends with me for very long. Provide client with a new way of A. From what you’ve said, it seems that your strong need for security understanding a situation based on your rejection by your father is interfering with your efforts to develop friendships. What thoughts do you have about this? B. It seems to me that your strong attachment to your mother is interfering with your ability to develop friendships C. From what you’ve said, it seems that one of the things you might want to think about is the degree to which your work habits interfere with your efforts to established friendships. What thoughts do you have about this?  Information Giving Example: Occurs when relevant Client: I can understand why you would want to know about my abilities and limitations, but why do you want to know about my interests? information about an issue or problem is presented A. Employees who enjoy and are satisfied by their work are more likely to remain content with their jobs. Your interests are important in identifying the type of work that will be satisfying to you. B. Most individuals are unaware of interests. In recent years, a number of excellent tests have been developed to help individuals identify their interests. The one we use here on regular basis matches the interests of individuals like you to those of groups of people who are happy and contented with their jobs. The test is about 300 questions and will take approximately 1 hour to complete. The test is sent away to be scored, and we will discuss the results when they are returned. C. Interests have become very important in determining whether the employees will stay in this company. We have a computerized assessment procedure that can give us detailed interest patterns of all employees and predictive information about their likely future with us. Currently, we are working to validate these data.  Information Giving 1. Information should be relevant to the client’s needs 2. Ensure that client is receptive to the information 3. Be direct, clear, specific, concise and concrete 4. Break the information to units that the client can utilize 1. Check if the client has attended to the data and facts provided 2. Evaluate distortions and use skills to correct them 1. To orient the clients to the process 2. To provide instructions or directions 3. To present feedback 4. To provide alternative perspectives 5. To direct clients to other sources  Structuring Organizing and pacing the Client: As I have indicated , one of the most pressing relationship concerns I have is deciding whether I should go into dentistry or medicine. Provides direction and purpose A. Is that so? What does your father do? B. So, as we have discussed. A major concern for you is choosing the right profession/ Before we proceed to focus o this, I am wondering this is your only concern or do you have other issues you want to discuss. C. That’s a hard decision. I don’t know which one I would choose. Both professions have their pros and cons but I think dentists have more time off.  Enlisting Cooperation Become more aware of issues underlying lack of cooperation Explore sources and reasons for resistance  Source of Resistance Ability Reason: Lack of Skills; Purpose not understood Emotion Reason:Shame, embarrassment, dislike the counselor ; threatened independence; fear if change, anxiety abt Motivation discussion of personal info Reason: Unsuccessful counseling before, unwilling to make the change etc Counselor Reason: Values differences, personal characteristics etc Environment Reason: Not supportive, lack of financial support, family opposition to change Multidetermined Combination of factors : counselor, client, environment 1. When Identifying Lack of Cooperation a. Focus on the amount of information given by the client b. Whether the client’s discussion is meaningful or restricted c. How the client interacts d. Whether the client violates or keeps whats being agreed upon e. Stage of Change 2. When enlisting cooperation a. Anticipate some degree of reluctance from all clients b. Monitor and manage your own feelings c. Do not confuse resistance with lack of motivation d. Identify the client’s stage of change and respond accordingly 3. To enlist cooperation a. Focus on the is due of resistance before the purpose of the relationship[ b. Use a wide range of basic and action-oriented skills c. Use structuring to resolve resistance with difficult clients d. Facilitate the client’s movement through the stages of change  Attending Behavior Questioning Reflecting Content Reflecting Feeling Confronting Counselling Skills Communicating Feeling and Immediacy Self disclosing Interpreting Information-giving Structuring Enlisting Cooperation  Acceptance- Uh huh, I see Restatement- You want to… General Leads-Would you like to explain that further? counselor’s leads Supposition- Supposing you did, what do you think would happen? and response Facilitation – information giving Interpellation-How often does this occur? Rejection- what you are saying is not supported by this….show evidence… Determinants of The Client when and how The Context The nature of the issue/problem you will apply Gender and Cultural issues these skills? Exercises  Thank you References and Sources: Counseling Books by: Nystul Corey Evans et al , 2017 Villar Code of Ethics for Guidance Counselors in the Philippines Source: PGCA Inc., 2021; Corey; ACA Kristyflor A. Fajarito, RGC Objectives: ✓ To allow participants to learn about the ethical standards of counseling as a guide to an ethical practice of a Guidance Counselors in the Philippines; ✓ To facilitate understanding on the importance of ethical standards in the counseling profession; ✓ To allow participants to reflect on personal values as they get to know the Guidance and Counseling profession; ✓ To provide participants information which will be helpful in career planning. Presentation by Really Great Site  01 What is Ethics 02 Professional Responsibility 03 Counseling Relationship 04 Consulting and Private Topics Practice Presentation by Really Great Site  05 Psychological/Counseling Assessment 06 Relationships In the Work Setting 07 Counselor Education and Training 08 Supervision Topics 09 Research and Publication Presentation by Really Great Site  10 Tele-Web Counseling (Distance Counseling, Technology & Social Media) Topics Presentation by Really Great Site  1. A counselor tells his neighbor about that the student she talked to today, is brokenhearted because his crush ignored him. That he is the son of Mr. Cruz, also a neighbor. 2. A counselor is counseling her sister because she is so disappointed 3. A student came for counseling. He got angry because he felt that the counselor did not give her advice he What do you needs. 4. The counselor has been counseling the think? student for months now because he keeps on hearing sounds and is always scared. He even sees people that are What is Ethics? Ethics A system of moral principles or values; the rules or standards governing the conduct of members of a profession; accepted principles of right and wrong; and established means of doing what is right, fair and honest. Presentation by Really Great Site -PRC Board Res No.5, S. 2008 Law and Ethical Standards Laws are enforced by the government and carry legal penalties. Ethical standards are not necessarily enforced by the government but are based on moral principles and may carry social or professional consequences. Presentation by Really Great Site My needs and My client’s needs Be aware of your needs Avoid exploiting or harming clients by meeting our needs at their expense Presentation by Really Great Site  Steps in Ethical Decision Making Identify the problem or dilemma Identify potential issues Look at the relevant ethics for guidance Consider applicable laws and regulations Seek consultation and document it Brainstorm with other professionals and discuss options with clients and document the discussions Enumerate consequences and the implications for your client Decide what appears to be the best possible course of action Follow up The Right of Informed Consent Informed consent involve the rights of the clients to be informed about their therapy and to make autonomous decisions pertaining to it. General goals of counseling Responsibilities Limitations and exceptions to confidentiality Legal and Ethical perimeters Qualification of the practitioner Services that client expect Length of the process Benefits and risks Cases might be discussed with supervisors and colleagues Dimensions of Confidentiality Confidentiality-an ethical concept to not disclose the information about the client. Privileged communication – a legal concept that protects clients from having their confidential communications revealed in court without their permission Exceptions to Confidentiality ▪ When the therapist believes a client under the age of 16 is the victim of incest, rape, child abuse or some other crime ▪ When the therapist determines that the client needs hospitalization ▪ When information is made an issue in a court action ▪ When clients request that their records be released to them or toa third party ▪ When the client is in danger of harming oneself or another person -“The duty to warn”  Code of Ethics for Guidance Counselors in the Philippines by PGCA Presentation by Really Great Site Ethical Principles Respecting human rights and dignity Respect for the counselee’s rights A commitment to promoting the counselee’s well-being and mental health Fostering responsible caring (e.g., safeguarding children & vulnerable adults) Fair treatment of all counselees and the provision of adequate services Ethical Principles Ensuring the integrity of the counselor-counselee relationship Equal opportunities to counselees Fostering the counselor’s self-knowledge, self-care, and wellness Enhancing the quality of professional knowledge, practice, and its applications Pursue counseling supervision for optimal care Responsibility to the society & its cultural diversity General Responsibility Counselors maintain a high standard of professional competence and ethical behavior, thereby recognizing the need for continuing education to meet this responsibility. Respect for Rights Boundaries of Competence Informed Consent Continuing Professional Development Self-Care Research and Development Ethical Behavior Sensitivity to Diversity Equal Opportunity Good Quality of Practice Knowledge and Application of Legislative Laws Extension of Ethical Responsibilities General Responsibility Counselors have a primary responsibility to respect the integrity and promote the welfare of their counselees. They work collaboratively with counselees in creating counseling relationships that are consistent with counselee’s characteristics. They do not abandon their counselee/s and make necessary referral/s. Informed consent is practiced in all aspects of counseling services. Non-maleficence- to not intentionally cause harm Beneficence –to prioritize mental health and well-being Justice- treat people fairly Autonomy - Counselors should encourage and enable clients to take control of the direction of their own lives wherever possible Fidelity – honor commitment and promises Confidentiality (note on exceptions) Children and Persons with Disability(PWD) Maintenance of Records Access to Records Dual Relationships Dual Relationships -when counselors assume two or more (or more) roles simultaneously or sequentially with a client Ex: teacher-counselor; trading-counseling services; friend-counselee; accepting gifts; business ventures with clients Understanding Diversity Relationships with Former Counselees Multiple Counselees Multiple Helpers Group Work Termination of Counseling Computer Use General Responsibility * Counselors acting as a consultant must have a high degree of self- awareness, competency, and responsibility. * Consultants and clients define the problem, goals, and expectations of the outcome of the chosen intervention. Undiminished Responsibility and Liability Consulting with other Professionals Informed Consent Accurate Advertising Respect for Privacy Cooperating Agencies Conflict of Interest Professional Fees ProBono Service General Responsibility. Counselors maintain harmony with other professionals across work settings and other organizations. Roles and Functions Working Agreement Evaluation Damage Control Supervisory Relationships Client Advocate Coordination Networking and Linkages Referral Fee Professional Conduct. General Responsibility Counselors based upon the agreed terms and conditions to inform the clients about the purpose and results. Test Selection and Evaluation Test Competence Purpose and Results of Assessment Test Administration Administrative and Supervisory Conditions Test Data Utilization Test Confidentiality Computer-Generated Tests Updated Data Intellectual Property Maintaining Test Security General Responsibility Counselors responsible for counselor education, training, and supervision adhere to current guidelines and standards concerning such activities and conduct themselves in a manner consistent in this Code and Standards of Practice. Counselor Educators and Trainers Description of Education and Training Programs Program Orientation Ethical Orientation Assessment Relational Boundaries General Responsibility Counselor-supervisors aspire to foster meaningful and respectful professional relationships and maintain appropriate boundaries with supervisees and learners in the counseling supervision work. They have theoretical, pedagogical, and andragogical foundations for their work; know supervision models; and aim to be fair, accurate, and honest in their assessments of counselors, learners, and supervisees. Primary Obligation Informed Consent and Client Rights Counseling Supervisor Preparation Multicultural Issues and Diversity in Supervision Supervisory Relationship Sexual Relationships Informed Consent for Supervision Emergencies and Absences Termination of the Supervisory Relationship Learner and Supervisee Responsibilities and Accountabilities Informed Consent and Client Rights Counseling Supervisor Preparation Multicultural Issues and Diversity in Supervision Supervisory Relationship Informed Consent for Supervision Emergencies and Absences Termination of the Supervisory Relationship Learner and Supervisee Responsibilities and Accountabilities Assessment Gatekeeping and Remediation Counseling for Supervisees Endorsements Self-Care General Responsibility In planning any research activity dealing with human subjects, the counselor must observe ethical principles and standards of good practice. Informed Consent Welfare of the Subjects Collaborative Research Activity Joint Authorship Confidentiality of Information Reporting Accurate Results Professional Value Acknowledgment Replication Publication Review of Materials Submitted General Responsibility Counselors understand the advancing nature of the profession regarding distance counseling, technology, and social media. These platforms are utilized to serve our counselees better. Counselors try their best to become knowledgeable with these resources. Counselors are aware of the possible risks and ensure confidentiality, data protection, and ethical standards regarding the use of these resources. Knowledge and Legal Considerations Informed Consent and Security Distance Counseling Relationship Records and Web Maintenance Social Media Counselors are expected to behave in ethical and legal manner. They protect their counselees’ welfare and trust, as well as other counselors’ welfare and trust. Counselors try to resolve ethical dilemmas thru consultation with colleagues, supervisors, and other experts in the field. Counselors are familiar with the PGCA Policy and Procedures in Processing Complaints of Ethical Violations and assist in the enforcement of the PGCA Code of Ethics. Standards of the Law and Ethical Decision-Making. Counselors know and understand the PGCA Code of Ethics and cannot use the “lack of knowledge or misunderstanding” as a defense when charged with unethical conduct. When faced with an ethical dilemma, they use and document an ethical decision-making model like the following: consultation; consideration of relevant ethical standards, principles, and laws; generation of potential courses of action; deliberation of risks and benefits; and selection of an objective decision based on the circumstances and welfare of all involved. Conflicts Between Ethics and Laws. When ethics conflicts with the laws, counselors make known their commitment to the PGCA Code of Ethics and take steps to resolve it. Counselors act for the best interest of those involved and may adhere to the requirements of the law. Conflicts Between Ethics and Laws. When ethics conflicts with the laws, counselors make known their commitment to the PGCA Code of Ethics and take steps to resolve it. Counselors act for the best interest of those involved and may adhere to the requirements of the law. Suspected Violation. When another counselor violates or has violated an ethical standard, both parties should try to resolve it informally, as long as such actions do not violate confidentiality rights and data privacy law. Reporting Ethical Violation. When attempts to informally resolve the issue have failed, counselors take further action. The case is referred to the PGCA Ethics Committee before referring it to the professional regulatory board for guidance and counseling. The confidentiality rights of all those concerned should be protected and the observance of the data privacy law. It does not apply when counselors review another counselor whose professional conduct is in question (eg., consultation, expert testimony). Consultation When in doubt, counselors consult with other counselors who are knowledgeable about the PGCA Code of Ethics or the PGCA Ethics Committee. Organizational Conflicts When the demands of the organization with whom the counselors are affiliated pose conflicts with the PGCA Code of Ethics, counselors specify the nature of such conflict and express to their supervisor or other responsible officials their commitment to the PGCA Code of Ethics. And then, the counselor works through an appropriate body to address the situation. Organizational Conflicts When the demands of the organization with whom the counselors are affiliated pose conflicts with the PGCA Code of Ethics, counselors specify the nature of such conflict and express to their supervisor or other responsible officials their commitment to the PGCA Code of Ethics. And then, the counselor works through an appropriate body to address the situation. Unwarranted Complaints. Counselors do not engage in the filing of ethics complaints retaliatory in nature, recklessly made, or with willful ignorance of facts that would disprove allegations. Unfair Discrimination Against Complainants and Respondents Counselors do not discriminate individuals to employment, advancement, admission to academic or other programs, tenure, or promotion based on their having made or are subject to ethics complaints. Unfair Discrimination Against Complainants and Respondents. Counselors do not discriminate individuals to employment, advancement, admission to academic or other programs, tenure, or promotion based on their having made or are subject to ethics complaints.  1. A counselor tells his neighbor about that the student she talked to today, is brokenhearted because his crush ignored him. That he is the son of Mr. Cruz, also a neighbor. 2. A counselor is counseling her sister because she is so disappointed 3. A student came for counseling. He got angry because he felt that the counselor did not give her advice he What do you needs. 4. The counselor has been counseling the think? student for months now because he keeps on hearing sounds and is always scared. He even sees people that are Thank you for listening!