BASIC SKILLS IN COUNSELLING

Prepared by:Muhammad Alif Firdaus bin Ismail

Nur Murni binti AbdullahNor Illyana binti Ahmad Nazri

STAGES IN COUNSELLING

WAEHLER & LENNOX FIVE STAGES OF COUNSELLING

Relationship building Assessment

Goal settingIntervention Termination

ROGER’S SEVEN STAGES OF PROCESS

• These stages enable us to observe and see whether the clients are making progress in theraphy or seem to be stuck and unable to move on.

• Clients are making progress step by step building on their experience before moving on to the next.

• When they feel accepted and understood at one stage, they feel able to take to the next step.

STAGE 1 •Clients are very resistant.•Believe that display of emotion is a weakness.

STAGE 2 •Less rigid and will talk about other people/external events.

•When things go wrong, tend to blame others.

STAGE 3 •Clients talk about themselves as a 3rd person and avoid discuss about present event.

•Internal contradiction starts to emerge.

STAGE 4 •Clients begin to enter into more direct relationship with the counselor but there is still some fear.

•Clients start to accept responsibility for what is happening.

STAGE 5 •Clients can express emotion confidently.•New insight about life and relationship are started to emerge.

STAGE 6 •The clients start to think clearly about oneself.•Changes in attitude and has different perception about the

world.

STAGE 7 •Clients are fully-functioning, self-actualized individual who are emphatic towards others.

ATTENDING AND LISTENING SKILLS

ATTENDING & LISTENING SKILL

• Attending means being in the company of someone else and giving that person full attention, to what they are saying or doing.

• Includes reading the client’s body language and also taking into consideration of all the silence and pauses in the conversation.

• Listening skills involves linguistics, paralinguistics and non-verbal.

•Face the other Squarely.•Sending the message “I’m with you.”

S

•Adopt an Open posture.•Portrays a non-threatening and supportive body language

O•Lean forward.•Shows interests.

L

•Make Eye contact.•Do not stare or roll your eyes.

E

•Relax•Clients will feel uncomfortable if they see the counsellor

shows anxiousness.

R

ATTENDING BEHAVIOR

• Questions that clients cannot easily answer with Yes/No.

• Purpose :– To begin interview– To encourage client elaboration– To motivate client to communicate

• Eg. How did you feel when that happened?

OPEN-ENDED QUESTIONS

• Purposes:– To obtain specific information– To identify issues– To interrupt over talkative client– To narrow the discussion topic.

• Eg. Do you like this subject?

CLOSE-ENDED QUESTIONS

• The echoing back of last few words that the client has spoken.

REFLECTION

CLIENT : We moved to Kedah at the beginning of last year but none of us really settle down. I found it difficult to be in a new school.

COUNSELOR : You found it difficult to be in a new school..

• Although not associated with counselling, there are times they are appropriate and necessary.

CHALLENGING

CLIENT : There is no one in this school that I can talk to at all.COUNSELOR : No one?===============================================CLIENT : I have always been a failure, never been good in anything.COUNSELOR : Always?

• Purpose:– To convey that you understand him/her– Help the client simplify the what they said– Encourage the client to elaborate

• When to use it?– When the client is in the decision making conflict.– The client says too many things and you are

confused.

PARAPHRASING

Non-verbal interpretation in counselling

Types of non-verbal interpretation

“ actions speak louder than words”‘”what you see is what you get”It’s not what he said, it’s HOW he said it”

1. Body posture • Lean slightly forward

- positive, showing interest, giving attention

• Lean slightly backward- not showing any interest.

• Changing position- means that the subject wants to say something while the counsellor is doing the asking/counselling.

2. Facial expression • Facial expression is a way of how a person wants to

express their insight, emotion, thinking, evaluation of something, and self condition.

• During counselling session, facial expression helps the counsellor to transcribe the messages that the subject is trying to deliver.

• Eg:- the face will turn to reddish if the subject feels shy- the subject is smiling with sarcastic voice.

3. Eye contact• Direct eye contact – being honest

• Eyes looking at counsellor’s forehead – confused, angry, serious

• Making big eyes – being honest

• Making small eyes – giving false explanation

• Wink frequently – anxious, giving false explanation

• Watching elsewhere – not showing interest

4. Body movement• Crossing arms

- a very secretive person, feels very uneasy and less prepared to

participate in the session.- feels very negative towards him/herself and defensive.

• Hiding hands in pockets- it means that the subject is hiding something.

• Scratching- very unsure about statement given

• Biting fingers, nails- feel stressed with the questions posed, anxious

and worried

• Covering mouth with hands- very careful in giving points or explanation

• Inhale long breath- showing pain

• Placing a finger on cheek- thinking seriously

• Hesitate - uneasy with the question

• Bowing head- feeling sad

• Gripping, grasping hand- feeling angry, showing anger

• Barely open eyes- showing less interest

• Crossing arms, putting hand on chest, reposition hand watch, crossing legs while sitting.

- anxious, defensive

• Putting a finger on nose, rubbing the eye, avoiding eye contact, insincere smile, unclear tones

- telling lies, being dishonest

5. Voice projection

• During the session, counsellor will look into different aspects of voice projection

• Eg: the pitch, hesitation, sound produced (onomatopoeia)

• All will examine the emotions portrayed by the subject.

The importance of non-verbal

interpretation for a teacher

To transcribe pupils’ behaviours

As a tool in improving teaching

and learning

To help pupils’ problems

references

Junaidi, S. N. (2011). Seni Bahasa Badan. Selangor : PTS Professional PublishingSDN BHD.

http: www.creducation.org/resources/nonverbal_communication/

http: www.onitsukahana.blogspot.com.my/2013/02/kemahiran-asas-kaunseling.html?m=1

Responding Skill

Structuring skill

Minimal guidance

Listening skill

1. Structuring skill• to prepare a correct tone and to structure a good counselling session.• This will include:

1. Role of Counsellor- to listen, to understand, and to help solving whatever problems explained by the subject.

2. Role of client/subject- to freely choose any counselling topics and to freely share the problems related to the topic to the counsellor.

3. Time allocation- within 30 to 45 minutes

2. Minimal guidance

Ishamuddin Hj. Ismail (1999) explains the aims of minimal guidance as below:• Counsellor to give full attention• To help client/subject self exploration and

evaluation• To assist client to continue telling his/her

story/problem• To dominate the conversation/ counselling

session

3. Listening skill

Listen - content- emotions (verbal/non-verbal)

While listening to the content, the counsellor must :

- understand the theme of discussion- giving full participation by showing physical

signs- always giving attention and prepare to

understand client whole- heartedly.

PROBLEM IDENTIFICATION SKILLS

DEFINITIONProblem

A matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome.

(English Oxford Dictionary, 2012)

Problem IdentificationThe acknowledgement and definition of an issue that

does or may arise during the performance of a process.(Dictionary.com, 2016)

TYPES OF PROBLEMS

Types of problems faced

by pupils

Personal Issues

Academic Problem

Social Adjustment

a) PERSONAL ISSUES

Personal Issues

Relationship Family Emotions

Health Economic

1) RELATIONSHIP PROBLEMS

Families •Broken family•Disagreement with family members•Lack of attention from parents

Friends •Misunderstanding•Unresolved problems

Classmates •Classmates disapproval•Being isolated•Misunderstanding

2) FAMILY PROBLEMS

Divorced parents- cause confusion among

children.- develop stress

- evoke the feeling of being neglected

The loss of parents- lost their source of reliance

- loneliness- depressed

Uncomfortable house surrounding

- parents who are constantly fighting

- frequently being threatened

3) EMOTIONAL PROBLEMS

Negative Self-

Concept

Low Self-Confidence

Depressed

4) HEALTH PROBLEMS

Physical and Mental Illness

Physical Disability

Weight Issues

5) ECONOMIC PROBLEMS

Low family income

Poor money management

High living cost

b) SELF-MANAGEMENT PROBLEMS

Weak time management

- Problem in completing homework on time

- Often unable to distinguish social time with study time

Lack of communication skill

- Very few participation in school/class activities

- Isolate self with peers- Refuse to give opinions when

being asked

Unable to handle stress and tense

- Easily get depressed- Get angry easily when being confronts

c) ACADEMIC PROBLEMS

Having difficulty in understanding certain subjects at school

Low academic achievement

Low motivation and not interested

in learningLack of study skill

Having problem to communicate

with teachers

Few participation in classroom’s

activities

PROBLEM IDENTIFICATION SKILS

Observe

Interact

ReferDiscuss

Guide

OBSERVE• Observe the pupils’ behaviour inside and

outside of the classroom.• Identify:

How they behave towards their family, peers and teachers.

Their response when being asked by teachers.Their attitude towards given tasks. Examine for any sudden change of behaviour.

INTERACT• Encourage the particular pupils to talk with

you.• Find a suitable topic which can promote

interest for the pupil to talk. • Ask necessary questions that would help you

to identify the pupil’s problems.• Do not rush into finding out the problems but

focus on building good rapport.

REFER• Refer to students’ achievement and report.

- to analyze the possible causes.- to identify the starting point of the pupils’ problems.

• Identify the problems’ history from the documents.

• Refer to other teachers who teach the pupils’ class.

• Refer to the classroom teacher.

DISCUSS• Discuss your observation of the pupils with

other teachers.- to see whether there is a consistent pattern of behaviour.

• Discuss with the parents :- to identify the pupils’ behaviour at home, health record and other information.

GUIDE• Conduct a personal guidance session.– To allow a further discussion regarding the

problems you had identified.– To create awareness towards the pupils about the

problem they are facing.– To suggest possible ways that can help the pupils in

solving the problem.

EISENBERG & DELANEY MODEL

1. Preliminary Meeting

2.Problem Identification and Building Rapport

3.Determining Goals

4.Building and Implementing Approach

5.Analyzing Achievement

6.Termination and Follow-up

The counselor continues to build good relationships with clients.

Counselor must maintain the confidentiality of the information provided by the client.

Counselors need to show that he is empathetic and very concerned about the welfare of their clients.

The counselor can use open questions, reflection, paraphrase, clarification and other basic counseling skills.

Its main purpose is to allow the counselor to understand the client and help clients achieve self-consciousness.

GIBSON AND MITCHELL MODEL

Build Rapport Problem Identification

Problem Solving Plan

Application of Termination and Solution

The counselor is responsible for helping and stimulating clients to continue sharing experiences so

that a more accurate assessment can be made.

SKILLS IN IMPLEMENTING INTERVENTION

DEFINITIONi)“Intervention means to change and develop thinking, feeling and behavior of the troubled individuals to explore, restore and enhance self-confidence.”

ii)“Intervention is a deliberate process by which change is introduced into peoples' thoughts, feelings and behaviors.”Source: Hazelden Betty Ford Foundation

INTRODUCTION• Interventions are usually applied to address a

very serious personal problem.For examples: drug abuse, burglary, smoking and

bullying.• These skills are often used if the client is

experiencing harmful emotional and mental stress.

• Intervention must be carried out in accordance with the type of problems faced by clients.

FUNCTION OF INTERVENTION

• Lowered the degree of emotional stress reaction, mental, physical and individual behaviour towards certain crisis.

• Assist an individual to recover themselves.

• Developing self-management strategy(main focus).For Example: relaxation, stress

managament exercises

• Problem solving : understanding the problems and the desired changes, discussion of the pros and cons of the solutions, deciding on the solution, planning for action and evaluation.

• Lastly, analyze the changes made by the individual- to show he/she can manage difficult events in life.

TYPES OF INTERVENTIONS

DIRECT INDIRECT

EARLY CHILDHOOD

DIRECT INTERVENTION• Involving clients whether individually or in

groups.

• Face to face interaction without any hindrance.

• To find and talk about the causes and methods of reinforcement to the action taken.

INDIRECT INTERVENTION• Collaborate with the client’s family.

• Conducted to investigate the problem of the client in more detail.

• Able to resolve issues more efficiently.

EARLY CHILDHOOD INTERVENTION

• Definition:

To provide treatment, rehabilitation, counseling and advice to children and parents as soon as a problem is detected ,identified or experienced by children.(Kail,2002)

INTERVENTION STARTEGIES

Teacher centered

Student centered

Family centered

TEACHER CENTERED• Methods for teaching students with learning

disabilities and behavioral problems.

• Teachers play a key role in teaching and rehabilitation.

• Teacher will determines the type of strategy that should be used, models and demonstrations, give instructions to the students and monitor their progress.

STUDENT CENTERED• Suitable for students who are able to control

their own behavior (Graham, Harris and Reid, 1993)

• The term student-centered carries the image of the student's own independent, self-reliant and successful recovery processes operating in a normal class.

FAMILY CENTERED• Require a strong commitment from each

member of the family.

• Strengthen family ties

• Enhance understanding of the needs of individuals with special needs.

Merry, T. &. (1993). What is Person Centered Therapy. Loughton: Essex: Gale Centre Publications. Retrieved from http://www.oocities.org/tlee6040/essays/lb501crp.htm

Practicing The Basic Counselling. (2016, January 1). Retrieved from http://www.oocities.org/tlee6040/essays/lb501crp.htm failed to load

Roger's Seven Stages of Process. (2012, October 2). Retrieved from http://www.talking-theraphy.org.uk/counselling/rogers-seven-stages-of-process

REFERENCES

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