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Lecture 1 SCOPE OF COUNSELING ACCORDING TO AREAS INTRODUCTION TO GUIDANCE AND COUNSELING COVERED Counseling 1. Academic – focuses on school and academic...

Lecture 1 SCOPE OF COUNSELING ACCORDING TO AREAS INTRODUCTION TO GUIDANCE AND COUNSELING COVERED Counseling 1. Academic – focuses on school and academic concern - The application of mental health, psychological 2. Vocational – focuses mainly on the selection of or human development principles through or the proper preparation for the world of work cognitive, affective, behavioral or systemic 3. Personal – extended to anyone at any age and interventions, strategies that address wellness, usually focuses on the interpersonal and personal growth, or career development as well intrapersonal growth of a person as pathology. - A professional relationship established CORE VALUES OF COUNSELING voluntarily by an individual who feels the need of Enhancing human development throughout the psychological help, with a person trained to lifespan provide help. Honoring diversity and embracing a multicultural - It is helping people to learn how to solve their approach in support of the worth, dignity, own problems. potential, and uniqueness of people within their - A structured relationship which allows the client social and cultural contexts to gain an understanding of himself to a degree Promoting social justice of taking positive steps in the light of his mew Safeguarding the integrity of the counselor-client orientation relationship Practicing in a competent and ethical manner Counseling is a relationship – the relationship is for the sole purpose of improving or restoring the mental health PRINCIPLES OF COUNSELING and adjustment or functioning of the client. Each client must be accepted as an individual GOALS OF COUNSELING and dealt with as such 1. Generic Goals – targeted to everyone Counseling is basically a permissive relationship depending upon the stage at which the Counseling emphasizes thinking with; not for the individual has encountered individual 2. Developmental Goals – clients are assisted in All decision-making rests with the client preparing for their anticipated growth and Counseling is centered on the difficulties of the development client 3. Preventive Goals – clients are helped to avoid Counseling is a learning situation which experiencing undesired outcomes eventually results in a behavioral change 4. Enhancement Goals – client’s need is to be Effectiveness in counseling depends largely on helped to identify,recognize and enhance the readiness of the client to make changes and talents, skills, and abilities the therapeutic relationship with counselor 5. Exploratory Goals – clients can be helped to The counseling relationship is confidential explore other pathways 6. Remedial Goals – clients are assisted to ROLES OF COUNSELORS overcome or solve an already existing problem 7. Reinforcement Goals – to help them recognize 1. As Counselor – aims to help people overcome that whet they are doing, thinking, and feeling obstacles to their personal and may be okay or may need some fine tuning educational/professional growth towards maximum development of potential HUMAN DIMENTIONAL GOALS 2. As Coordinator – identify and organize task to be done to facilitate guidance activities 1. Cognitive Goals – refer to the development of 3. As Consultant – assist others to solve problems the intellect which focuses on the acquisition of by suggesting interventions without direct the basic foundations of learning and cognitive contact with the client skills 4. As Conductor of Activities – carefully plans and 2. Psychological Goals – refers to the development conduct guidance activities that may promote of good intrapersonal and interpersonal skills positive movement in life 3. Physiological Goals – clients are helped to 5. As Change Agent – act as a catalyzer, process develop the basic understanding and habits for helper, solution giver, resource linker and good health stabilizer SCOPE OF COUNSELING ▪ Counseling Skills needed to facilitate change: 1. Individual Counseling – the client and the counselor Recognizing needs 2. Group Counseling – several clients and one Analyzing problems counselor Setting goals 3. Multiple Counseling – more one counselor which Obtaining needed resources handles the individual, a couple or a group Generating and evaluating solutions a. Couple counseling b. Family counseling  FUNCTIONS OF COUNSELORS The demonstration of appropriate ethical behavior and professional conduct in the 1. Screening – the process by which the client is fulfillment of roles and responsibilities determined appropriate and eligible for The ability to develop, collect, analyze, and admission to a particular program interpret data 2. Intake – the administrative and initial The demonstration of advocacy and leadership assessment procedures for admission to a in advancing the concerns of clients/students program The ability to organize and support admission 3. Orientation – describing to the client the general counseling program nature and goals of the program; rules governing client conduct and infractions thatcan AREAS OF SPECIALIZATION FOR COUNSELORS lead to disciplinary action or discharge from the program; in a non-residential program, the hours School Counseling during which services are available; treatment Career Counseling costs to be borne by the client, if any; and client Marriage & Family Counseling rights. Child Abuse Counseling 4. Assessment – procedures by which a Army Mental Health Counseling counselor/program identifies and evaluates an Domestic Violence Counseling individual’s strengths, weaknesses, problems Depression Counseling and needs for the development of a treatment Rehabilitation Counseling plan Mental Health Counseling 5. Treatment Planning – the process by which the Pastoral Counseling counselor and the client identify and rank Community Mental Health Counseling problems needing resolution Conflict Resolution Counseling 6. Counseling – the utilization of special skills to Substance Abuse Counseling assist individuals, families or groups in achieving Suicide Intervention Counseling objectives through exploration of a problem and Geriatric Counseling its ramifications; examination of attitudes and Grief Counseling feelings; consideration of alternate solutions; and decision- making. CAREER OPPURTUNIES FOR COUNSELORS 7. Case Management – defined as activities that bring services, agencies, resources or people Mental Health Facilities together within a planned framework of action Educational Systems toward the achievement of established goals Rehabilitation Facilities 8. Crisis Intervention – services that respond to an Psychological Resources Centers alcohol and/or drug abuser’s needs during acute Career Centers emotional and/or physical distress Correctional / Prison Facilities 9. Client Education – involves the provision of Business Organizations information to individuals and groups concerning Industrial Organizations alcohol and other drug abuse and the available Military Facilities services and resources Geriatric Facilities 10. Referral – the process of identifying the needs of Pastoral Counseling a client that cannot be met by the counsellor or Religious Institutions agency and assisting the client to utilize the Social Services Centers support systems and avail the services Law Enforcement Organizations 11. Reporting and Record Keeping – involves Legal / Forensic Centers charting the results of the assessment and treatment plan, writing reports, progress notes, discharge summaries other client-related data 12. Consultation – relating with in-house staff or outside professionals to assure comprehensive, quality care for the client COMPETENCIES OF COUNSELORS The possession and demonstration of exemplary counseling and communication skills, reporting and record keeping The ability to understand and promote client/student development and achievement The ability to facilitate transitions and counsel clients/students toward the realization of their full career/educational potential The ability to recognize, appreciate, and serve cultural differences and the special needs of students and families Lecture 2 Guidance aims to promote the growth of Meaning and nature of Guidance and Counseling the individual toward self-development and Guidance self-direction. - The process of helping people make important Bennet Guidance as a choices that affect their lives, such as choosing process given by a preferred lifestyle (Gladding, 2007) someone to an individual to Guidance vs. Counseling determine his personality assets - Focuses on helping individuals choose what and liabilities, existing they value most. conditions, - Focus on helping them make changes requirement and - Much of the early work in guidance occurred in opportunities schools and career centers where an adult available, the would help a student make decisions, such as situation confronting deciding on a course of study or vocation him so that he can - That relationship between unequals and was make wise or beneficial in helping the lesss experienced intelligent decisions person find direction in life. and adjustments - Children have long received “guidance” from parents, teachers, ministers & coaches. Peter and Farwell Guidance is based on - In the process they have gained understanding the existence of of themselves and their world. individual differences, - This type of guidance will never become passed, worth and dignity of no matter what the age or stage of life. each person. It - A person often need help in making choices. Yet emphasizes the such guidance is only one part of overall service uniqueness of each provided by professional counseling. person’s needs. Other definitions of Guidance (Aquino and Alviar, 1980, Miller Guidance is a cited by Evangelista, 2001) process; concerned with helping the Guidance is….. individual in his decision making Frank Parson Guidance is Hamren Guidance is “helping associated its origin John to see through “Father of vocational with the vocational himself in order that movement” in Boston, movement he may see himself USA through” (Aquino&Alviar, 1980) Lefever et. al Guidance as system of organized phase of Guidance is part of the educational the organizational process program (in school, the guidance Jones Guidance personally services) assists someone solve his problems Rules and Is a profession Regulations of involving an Chrisholm, cited by Guidance seeks to Republic Act 9258, “integrated approach” Aquino and Alviar help an individual Rule 1, Section 3, to the development of (1980) become familiar with (Manila standard, a well-functioning facts about himself- cited by Villar, 2007) individual primarily by his interests, abilities, helping him/her utilize previous the potentials to the development and fullest and plan the plans present and future in accordance with Evangelista (2001) Guidance is viewed his/her abilities, as helping interests and needs. relationship between counselor and Hatch & Costar Define the guidance counselee, assume (1961, in Program as a system responsibility for Gibson&Mitchell 1999 of services designed himself and make cited by Villar, 2007) to improve the decisions. adjustment of each and every person The focus of whom it was guidance is not the organized. problem itself but on the person.  Crow and Crow’s definition of guidance is what is Guidance program NOT: - Used to encompass all services and activities Guidance is NOT giving direction intended to realize these goals. Guidance is NOT imposing one’s point of view upon another person According to Aquino and Alviar (1980) Guidance is NOT making decision for the person seeking assistance - Whichever definition is adopted, it is understood Guidance is NOT carrying burden of another life that guidance tends to help the individual to become adjusted to his present situations so as The Rules and regulation declare that guidance and to provide the maximum development for him counseling include; and to help him plan his future on the basis of his capabilities and needs. a.) Counseling b.) psychological testing, HISTORICAL PERSPECTIVES AND CURRENT c.) research STATUS OF GUIDANCE AND COUNSELING d.) placement Guidance is as old as education itself. e.)referral - Motivated by religious and superstitious beliefs, people have made efforts to help others, f.) group processes. discover their potentials, analyze their abilities, and even predict their future (Aquino and Alviar, - Gibson& Mitchell did not include learning and 1980) study orientation and the teaching of guidance and counseling subjects. - They describe other services not mentioned in GUIDANCE IN THE US the RR, such as; Early part of 20th century a) individual inventory/analysis - 1st organized guidance movement was started b) information by Frank Parsons, the "father of vocational guidance movement." c) counseling (the “heart” of the - He started as a volunteer worker in the Civil guidance program) Service House in Boston to observe maladjusted young men and women. d) research - organized the Breadwinners’ Institute in 1905 with a planned program for vocational guidance e) placement Together with Meyer Bloomfield, Parsons organized the f) referral Vocational Guidance Bureau of Boston; vocational counselor and vocational guidance were used. g) follow-up h) evaluation 1909 - Parsons caused the inclusion of vocational - separate services with were initially added in the guidance in schools in; vocational counselor was recent years were treated as part of every appointed in every elementary and high school service of the Guidance program; in Boston a) Consultation 1934 b) Program development - Other cities in the US followed suit. c) Public relations - There were 35 branches of the National Vocational Guidance Association - Authorities in the past recognized the special - Guidance became national in scope when the and unique contribution of counseling by using US office of education established the popular label “Guidance and Counseling” Occupational Information and Guidance Service. Guidance Counselor During the WWII - The one conducting the guidance counseling - guidance suffered setback, there was a shortage services of guidance workers Guidance Office / Guidance department GUIDANCE MOVEMENT IN EUROPE - the office that dispensed all the services. - European countries and Great Britain developed - Later materials abroad would refer to “School guidance movement similar to those in the US Counseling Program / Counseling Program” - Guidance services were considered only a support or auxiliary services. In Great Britain Counselors are appointed if they are successful in their respective occupations - guidance was seen through work placement for those who dropped out of school from Post-War Time elementary grades, having reached the age of 14 or 15, the end of compulsory period, or 16, - guidance programs have been set up to make the secondary school leaving age. use of the establishment of centers for construction and research In London - Public employment service staff include psychologists. - The National Institute of Industrial Psychology - Counseling is undertaken by employment provided counseling through career masters. interviews WW II In Russia - Guidance in the US and in Great Britain - The philosophy of education is work, work and suffered a setback because young workers more work. could readily obtain employment even without - Work activities are integrated in every school vocational guidance. program in order to produce efficient and loyal workers In France Vocational Guidance Bureau - there was no provision guidance in secondary schools. - handles counseling programs; each bureau takes charge of definite number of schools through arrangement with Commissariat of 1922 Education and the agricultural and industrial enterprises sponsoring the schools - Vocational guidance was given recognition, when guidance services became established GUIDANCE MOVEMENT IN THE PHIL. offices. In the Phil 1930 - guidance is said to have both an accidental and - National Institute for Vocational Guidance incidental origin founded - Teachers and school principals have assisted - primary aim: to train vocational counselor pupils to make choices and make self-adjustments. Guidance Services includes: - In their efforts to teach the subject matter, and develop habits and skills in the process of a) recording of results of interview with parents teaching students, they also treat problems of misbehaviors among pupils in the classroom, b) counselor's answer to questions playground; including cutting classes, or low and inconsistent grades c) arid the results of physical examinations Before 1925 d) psychological and vocational aptitude test - guidance as a movement was unknown in the Vocational Guidance was carried out by the Phil. Ministry of Education In Germany 1932 - the guidance movement had a longer history - a psychological clinic was started by Dr. than in other European countries. Sinforoso Padilla; concerned with cases of student discipline, as well as emotional, Under the 1st Reich academic, and vocational problems. - The clinic was in operation until 1941. - vocational guidance enabled boys to find jobs and aided the government relocate workers 1934 where they were needed - psychological tests were administered to the Under the 2nd Reich convicts of Bilibid prison and inmates at Welfareville in 1939 - individuals were given a taste of freedom of Psychological tests, were also used for guidance personality in a democracy purposes in private schools Under the 3rd Reich 1939-1940 - guidance was given only in the interest of the - A dean of boys and a dean of girls in each of the state. four public high schools in Manila were chosen - Elementary school pupils receive the most from among the members of the faculty. benefits in vocational guidance. However, - They were assigned to look after the behavior Germany did not have a systematic training and conduct of students who were referred to program for guidance workers. them by classroom teachers  -  hey also served as student advisers, who T Many national organizations concerned with the assisted the administration in attending to cases continued improvement of Guidance Program and of discipline and irregular attendance which Services have been born since 1932 were personal, social and educational in nature. a) Phil. Guidance and Counseling Association(PGCA) November 1945 b) Phil. Association for Counselor Education, Research and Supervision (PACERS) - 1st Guidance Institute was opened. - Public schools started to send teachers as c) Career Development Association of the Phil (CDAP) pensionados to observe and study guidance services abroad - Smaller organizations have been set up in different regions and localities National Teachers College Other organizations not specifically for Guidance, but more for responding to - was chosen by educators to be the site of the psychological needs, have been offering 1st Guidance Institute; the Guidance Association workshops and seminars to enhance counselors' of the Phil. Has been organized and psychologists' effectiveness in working with clients 1951 RA 9258 - Congress proposed the establishment of a functional guidance and counseling program to - The most significant development in recent help guidance students select their course years. activities, occupation, friends, future mates, and - The passage of the law in 2004 has made it guide them in their work, both at home and in imperative for all Guidance Counselors and school, and help them in their adjustment Psychometricians to secure a license before problems practicing. 2007 1952 - A Professional Regulatory Board for Guidance - Division superintendents of schools recommend and Counseling. the establishment of guidance services in public - With Rhodella L. Gabriel as the 1st Chairperson, schools. and Luzviminda S. Guzman and Lily Rosales as - The Division of City Schools in Manila, has the members. best developed guidance program, and the provincial divisions have started to set up similar programs PGCA - the oldest and biggest association of guidance 1953 counselors spearheaded the professionalization of counselors, pursued the passage of the law, - the Phil. Association of Guidance Counselors - worked on the ratification of the implementing was organized in order to study the needs, rules and regulations. interests, potentialities of the youth and put up a - the interim accredited professional organization. Testing Bureau - However, the RR specifies that a new The most systematic guidance program in the association which is the "one and only integrated Phil. was launched by the guidance Section of national organization of registered and licensed the US Veterans Administration composed of guidance counselors" replaces this as the both American and Filipino psychologist, like Dr. accredited professional organization. Sinforoso Padilla, Dr. Jesus Perpinan, and Mr. Roman Tuason Counseling (Gladding, 2007) Foremost among the colleges and universities which offer courses in guidance and which have - As a profession grew out of the guidance established guidance centers are: M.L.Q movement, in opposition to traditional University, St. Scholasticas, National Teachers psychotherapy.. College, PWU, FEU, UM, UST, UP and Baguio College American Counseling Association (ACA) PRESENT - The largest professional organization representing counselors, accepted a definition of - elementary schools have had to provide at least the practice of professional counseling in 1997 one guidance counselor. - Counseling is the application of mental health, - Accrediting associations have also required the psychological or human development principles, provision of Guidance Services through cognitive, affective, behavioral or - Psychological clinics are now available to place systemic interventions, strategies that address average workers and those who enter the police wellness, personal growth, or career force and the army. development, as well as pathology. - Guidance as a major field of specialization is also offered in the undergraduate level and in the graduate school in colleges and universities in the country today Lecture 3 RIGHTS OF CLIENTS 1. Clients need enough information about the counseling process to be able to make informed PROFESSIONALISM AND THE PROFESSIONAL choices. COUNSELOR 2. Educate clients about their rights and responsibilities. 3. Confidentiality is essential but not absolute. Professionalism Exceptions: danger to self and others, minor age, information made issue in court, client requests a - A person who has obtained a degree in a release of record. professional field - The conduct, aims, or qualities that COUNSELOR’S RESPONSIBILITIES characterize or mark the profession or the AND ACCOUNTABILITIES professional person. 1. Program Management Criteria for the Professional 2. Guidance 3. Counseling - Academic qualifications 4. Consultation - Expert and specialized knowledge in field which 5. Coordination one is practicing professionally 6. Assessment - Excellent manual/practical and literary skills in 7. Professional Behavior relation to profession 8. Professional Standards - Dress appropriately according to the profession - High quality work CODE OF ETHICS - A high standard of professional ethics, behavior and work activities while carrying out one's The ACA Code of Ethics contains 9 main sections that profession address the - Reasonable work moral and motivation following areas: Section A. The Counseling Relationship Professional Counselor Section B. Confidentiality and Privacy Section C. Professional Responsibility - Interest in and concern for other people Section D. Relationship with other Professionals - Emanate the spirit and the practice of skills Section E. Evaluation, Assessment, and Interpretation needed for effective counseling Section F. Supervision, Training and Teaching - Attainment of necessary educational Section G. Research and Publication qualifications from a reputable institution is a Section H. Distance Counseling, Technology, and Social must Media - Self-knowledge and awareness is imperative Section I. Resolving ethical Issues - Knowledge of human nature and behavior - Awareness of the factors that impinge upon the ETHICAL DECISION MAKING client - Knowledge of requirements, conditions and 1. The principles that underlie our professional opportunities in the world around codes - Continuous updating and upgrading should - the benefits to others, do no harm, respect follow the acquisition of a degree other’s autonomy, be just, fair and faithful - Awareness of and adherence to professional ethics 2. The role of ethical codes - educate us about our responsibilities, basis for accountability, protect clients CHARACTERISTICS OF and basis for improving professional COUNSELING CLIENTS practice 1. Clients who ignore boundaries (chronic lateness, 3. Making ethical decisions missed appointments) - identify the problem, review relevant 2. Clients who refuse responsibility (“you fix me”) codes, seek consultation, brainstorm, 3. Argumentative clients (hostile and skeptics) list consequences and decide. 4. Clients who fear intimacy (avoidant) 5. Incompatible clients (want something therapist RESPONSIBILITIES TO THE STUDENTS can’t and will not give) 6. Clients who push therapists’ buttons (bring up A. Responsibilities to Students unresolved issues) 7. Literal and concrete clients (unable to express internal states) 1. Has a primary obligation to the student, who is 8. Feeling hopeless clients (actively suicidal) to be treated with respect as a unique individual 9. Clients with poor impulse control (offenders, 2. Is concerned with the educational, academic, substance abuses) career,personal, and social needs and 10. Clients with narcissistic behavior encourages the maximum development of every 11. Hysterical clients student 12. Client who are countertransference objects 3. Respects the student’s values and beliefs and (reminds the therapist of someone in the past) does not impose the counselor’s personal 13. Impatient clients (“fix me now!”) values 4. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights B. Confidentiality G. Student Records 1. Inform the students of the purposes, goals, 1. Maintains and secures records necessary for techniques and rules of procedure in counseling rendering professional services to the student 2. Keeps information confidential unless disclosure 2. Keeps sole-possession records separate from is required to prevent clear and imminent danger students’ educational records to the student or others or when the court 3. Recognizes the limits of sole-possession requires confidential information be revealed records 3. Requests of the court that disclosure not be 4. In absence of privilege communication may be required when the release of confidential subpoenaed and may become educational information may potentially harm a student or records the counseling relationship I. Shared with other in verbal or written form 4. Protects the confidentiality of students’ records II. Include information other than professional and releases personal data in accordance with opinion or personal observations prescribed laws and school policies III. Are made accessible to others 5. Recognizes his/her primary obligation to the student but balances that obligation with an understanding of the legal and inherent rights of H. Evaluation, Assessment, and Interpretation parents/guardians to be the guiding voice in their children’s lives 1. Adheres to all professional standards regarding 6. Protects the confidentiality of information selecting, administering and interpreting received in the counseling relationship only to be assessment measures. revealed to others with the informed consent of 2. Seeks specialized training regarding the use of the student electronically based testing programs in administering, scoring and interpreting that may C. Dual Relationships differ from that is required in more traditional assessments 1. Avoids dual relationships that might impair 3. Provides interpretation of the nature, purposes, his/her objectivity and increase the risk of harm results and potential impact of assessment to the student measures in language the students can 2. If unavoidable, the counselor is responsible for understand taking action to eliminate or reduce the potential 4. Uses caution when utilizing assessment for harm techniques,making evaluations and interpreting 3. Avoids dual relationship with school personnel the performance of the student that might infringe on the integrity of the 5. Assesses the effectiveness of his/her program in counselor/student relationship having an impact on students’ academic, career and personal/social development through research D. Counseling Plans 1. Provide students with a comprehensive RESPONSIBILITIES TO THE PARENTS/GUARDIANS counseling program which develop academic and career goals A. Responsibilities to the Parents 1. Respects the rights of parents for their children and endeavors to establish appropriate, and E. Appropriate Referrals collaborative relationship to facilitate the student’s maximum development 1. Makes referrals when necessary or appropriate 2. Assists parents experiencing family difficulties to the outside resources that interfere with the student’s effectiveness 2. Referrals necessitate informing both and welfare parents/guardians and students of applicable 3. Respects the confidentiality of parents resources and making proper plans for transitions with minimal interruption of services. B. Parent Confidentiality F. Danger to Self and Others 1. Informs parents of the counselor’s role with emphasis on the confidential nature of the 1. Informs parents/guardians or appropriate counseling relationship between counselor and authorities when the student’s condition student indicates a clear and imminent danger to the 2. Recognizes that working with minors in a school student or others setting may require counselor to collaborate with them 2. Attempt to minimize threat to a student 3. Provides parents with accurate, comprehensive I. Inform the student of actions to be and relevant information in an objective and taken caring manner consistent with ethical II. Involve the student in a three-way responsibilities to the students communication with parents/guardians 4. Make reasonable efforts to honor the wishes of when breaching confidentiality parents concerning information regarding the III. Allow the student to have input as to students how and to whom the breach will be made  RESPONSIBILITIES TO COLLEAGUES RESPONSIBILITIES TO THE SELF A. Professional Competence C. Professional Relationship 1. Functions within boundaries of individual professional competence and accepts 1. Establishes and maintains professional responsibility for the consequences of his/her relationships with faculty, staff, and actions administration to facilitate an optimum 2. Monitors personal well-being and effectiveness counseling program and does not participate in any activity that may 2. Treats colleagues with professional respect, lead to inadequate professional services or harm courtesy and fairness to a student 3. Awareness of and utilizes related professionals, 3. Strives through personal initiative to maintain organization and other resources to whom the professional competence including technological student may be referred literacy and to keep abreast of professional information. RESPONSIBILITIES TO THE PROFESSION D. Sharing Information with other Professionals A. Professionalism 1. Awareness and adherence to appropriate guidelines regarding confidentiality, the 1. Accepts the policies and procedures for distinction between public and private handling ethical violations information and staff consultation 2. Conducts a manner as to advance individual 2. Provides professional personnel with accurate ethical practice and the profession data necessary to adequately evaluate the 3. Conducts appropriate research and report student findings in a manner consistent with acceptable 3. If a student is receiving services from another educational and psychological research counselor, the counselor with student and parent practices consent, will inform the other professional and 4. Adheres to ethical standards of the profession develop clear agreements to avoid confusion 5. Doesn’t use his/her professional position to and conflict recruit clients and receive unjustified personal 4. Knowledgeable about release of information and gains parental rights in sharing information B. Contribution to the Profession 1. Actively participates in local, state and national RESPONSIBILITIES TO THE SCHOOL AND associations fostering the development and COMMUNITY improvement of school counseling 2. Contributes to the development of the E. Responsibilities to the School profession through the sharing of skills, ideas, and expertise with colleagues. 1. Knowledgeable and supportive of the school’s 3. Provides support and mentoring to novice mission and connects his/her program to the professionals. school’s mission 2. Delineates and promotes the counselor’s role and function in meeting the needs of those being served 3. Assists in developing: i. Curricular and environmental conditions appropriate for the school and community ii. Educational procedures and programs to meet students’ developmental needs iii. Systematic evaluation process for comprehensive, developmental standards-based school counseling programs, services and personnel F. Responsibilities to the Community 1. Collaborates with agencies, organizations and individuals in the community in the best interest of students without regard to the personal reward or remuneration. 2. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all students by collaborating with community resources for student success LECTURE- 4 COUNSELING TOOLS COUNSELING PROCESS 1. Observation 1. Relationship Building 2. Inventories/questionnaires 2. Problem Identification and Exploration 3. Autobiographical sketches a. Define the problem 4. Case study b. Explore the problems 5. Assessment c. Integrate the information a. Objective tests b. Projective techniques 3. Planning for the Problem Solving 6. Anecdotal records a. set a goal 7. Psychological interview b. identify and list all possible solutions c. explore the consequences of the suggested COUNSELING SERVICES solutions d. prioritize the solution 1. Individual Counseling - short-term therapy available to all clients.If 4. Solution Application and Termination long-term counseling services are needed, referral to a professional will be made COUNSELING STRATEGIES 2. Group Counseling - help client find a forum of peer support and meet Communicating Strategies with other clients who can relate to one another - responding to verbal and nonverbal 3. Career Counseling messages. - assist students with academic and career issues Assessment Strategies 4. Couple Counseling - evaluating the client’s situation and - assist in their relationship conflicts or marital determining appropriate resources and issues referrals. 5. Family Counseling Relationship Strategies - offered to families experiencing problems with - Ensuring the emotional security of the parent-child conflict and dysfunctional issues client. 6. Community Referrals Insight Strategies 7. Assessment - Facilitating the discovery of conflicts that 8. Training help the client understand conscious, 9. Consultation unconscious and altered conscious 10. Research thoughts. COPING SKILLS COUNSELING SKILLS 1. Perceptual Skills 1. Listening Skills - guides client to see problematic situations - counselor notes verbal and non-verbal clearly and analyze the situations with the behaviors of client and responds to the end-view of realizing that there are solutions to basic messages of the client. problems. 2. Leading Skills 2. Cognitive Change Skills - leading the counseling interview and - helps clients reconstruct his thoughts and alter conducts open and closed inquiries any self-defeating thinking. through unstructured strategy of 3. Support Networking Skills questioning. - helps the client assess, strengthen and diversify 3. Reflecting Skills environmental sources of support - reflects feelings as he responds to the 4. Stress Management and Wellness Skills client’s emotion and reflects experience - reduces the client’s tensions through self and as he responds to the client's total environmental management procedures experience. 5. Problems Solving Skills 4. Summarizing Skills - introduces and increases problem solving - putting the client’s messages and competence through application of emotions together to make a total problem-solving models. picture 6. Description and Expression of Feelings 5. Confronting Skills - induces articulation of the client’s emotions - recognizes and describes feelings and facilitates the loosening of the client’s feelings SELECTED TECHNIQUES 6. Interpretative Skills 1. Living and Learning Through Loss - facilitates awareness as he symbolizes - an information-based and experiential program the client’s messages and emotions for for adolescents who are in the midst of coping a wider understanding of feelings and with significant life change events for broader perceptions 7. Informing Skills 2. Lifestyle Approach - gives valid information based on - an assessment technique used for adolescents research and expertise and discusses and adults with 8 avenues giving information with the client alternatives for possible about one’s lifestyle solution of problems a. Case history – knowing the client 8. Teaching Coping Skills b. Psychological interview – talking to the - encourages clients to learn effective client ways of solving problems by creating c. Expressive behavior – observing the conditions on how to solve his problems client by using his own resources.  d. Psychological testing – measuring the client e. Family constellation – social influence f. Early recollections – finding out client’s meaning of life g. Grouping – interacting with the client h. Symptomatic behavior – knowing the client’s tell-tale signs 3. Life Review - the process of helping older persons develop insights into one’s life by focusing on transitions or approaching transitions. 4. Fantasy Therapy - use to make contact with unavailable person, unfinished events, business or feelings that are resisted a. “Empty Chair” - will help the client into saying goodbye 5. Play Therapy - used as psychotherapy for children to bring about temporary attachment to the therapist 6. Family Therapy - focus on the interactional process between and among members of the family a. Contextual Approach – to establish trustworthiness and fairness of the family and to correct object loss b. Structural Approach – focuses on the interpersonal communications c. Strategic Approach – therapist assess the power structure of the family 7. Metaphor - use as an excellent way to deal with the person’s way of resistance to convey communication 8. Imagery - use to deal with client’s recurrent dreams by giving meaning and interpretations 9. Stress Care - focus on managing stress or taking charge of one’s thoughts, emotions schedule, environment, and the way to deal with problems - Helps client how to manage stress; 1. Identify the sources of stress 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 Lecture 5 - before you give any information, it is helpful to ask questions to determine how much the client already knows. BENEFITS OF COUNSELING - ask clients to repeat the information you have given them to verify that they understood. 1. Improved communication 2. Enhanced relationships 6. Arriving at Agreement 3. A happier family - involves clarifying and summarizing the 4. Peace of mind decisions that a client has made during the 5. Improved self-esteem counseling session. 6. More satisfaction out of life 7. Personal growth INAPPROPRIATE RESPONSES IN COUNSELING 8. Improved job performance Counseling may be helpful in any of the following 1. Judging – “You wouldn’t have these problems if areas: you had acted differently!” 1. Adult relationships 2. Attacking – “How could you be that 2. Career change irresponsible?” 3. Dealing with loss of a loved one 3. Denial – “Don’t worry. I’m sure that it’s nothing 4. Anxiety important.” 5. Depression 4. Pity – “Poor thing! How terrible that happened!” SOME QUALITIES OF A GOOD COUNSELOR COUNSELINH TECHNIQUE TOOLS 1. Empathy 1. Asking Questions 2. Respectful - open and closed is an important tool in the 3. Warm counseling kit. 4. Confidential/discreet 5. Honest OPEN ENDED QUESTION 6. Attentive/listening – used in order to gather lots of information. 7. Unbiased – have no correct answer and require an explanation of 8. Understandable/clear sorts. ELEMENTS OF COUNSELING SKILLS great for: a. Starting the information gathering part of the 1. Effective Questioning session. - use questions to elicit facts or feelings about the b. Keeping the client talking. client’s health. - use closed-ended questions to quickly gather ✦ don’t use “why?” directly as some people find it factual, non-sensitive information. threatening and overwhelming. - open-ended questions are critical for eliciting feelings and detailed information. CLOSE ENDED QUESTION - use probing questions to elicit more in-depth – used to gather specific information. information. needed for: 2. Active Listening a. Getting necessary information - involves communicating, without words, your b. To get bring a chatty client back on track or interest in the needs the client expresses. interrupt her/him - maintaining eye contact, leaning forward, occasionally saying words like “yes,” and 2. Active Listening “please continue”. - happens when you "listen for meaning". - listener says very little but conveys empathy, 3. Paraphrasing, Summarizing, and Clarifying acceptance and genuineness. - involves repeating, synthesizing, or - listener only speaks to find out if a statement summarizing in other words what the client has has been correctly heard and understood. told you. - helps the client to feel that he or she has been a. Before the session, make sure your physical heard. needs are taken care of. b. Look at the speaker. Taking a few notes can 4. Reflecting and Validating Feelings keep you on task; mentally put masking tape - involves clarifying the feelings the client across your mouth. expresses in order to help understand his or her c. Watch your body language! More on this later. emotions. d. Encourage the speaker to continue with short, - helpful to clients to let them know that their gentle comments. reactions to a situation are normal. 5. Giving Clear Information  3. Encouraging Body Language - communication is 55% body language, 38% tone and 7% words. - remember that your client may not remember what was said, but they will remember how you made them feel. SOLERF method - S: squarely face person vs. sitting kitty-corner. - O: use Open posture vs. crossed arms and legs - L: lean a little toward the person vs. settling back in your chair - E: use Eye contact vs. staring off into deep space - R: relax, keep it natural vs. sitting like a board - F: look friendly vs. neutral or scowling 4. Paraphrasing - restate succinctly and tentatively what the speaker said. - moderation in all things including voice. tone of voice: a. High / low b. Loud / soft c. Fast / slow d. Accommodating / demanding e. Light-hearted / gloomy 5. Summary - focusing on the main points. - beginning summary: recalling what happened last meeting; ending summary: attempting to condense what has happened over 40 mins.