-Nature and Functions - Purposes of Counseling in School - Types of Counseling -Elements of Counseling - Principles of Counseling

1. VII. COUNSELING
Joseph N. Butad
BSED I

2. -Nature and Functions
• Counseling is designed to facilitate student
achievement, improve student behavior and
attendance, and help students develop
socially. Mental health professionals with
master’s degrees or beyond, school counselors
both provide counseling and serve an educational
role in and around schools. Many schools have
full-time counselors on staff in order to support
students who are experiencing personal
or academic challenges, help students choose
careers and plan for college, and intervene when
students face behavioral, physical, or mental
health.

3. General Process:
• 1.First, gather information. You’ll never b
e able to effectively help people if you don’t
know what they’re struggling with.
• 2.Discern the problems .There are several
different levels of problems people face:
presentation problems, often emotional;
performance problems, often factual;
preconditioning problems, often behavioral
patterns that have become habits; and heart-level
problems, a revelation of a person desires most.

4. • 3.Build involvement. Part of
this step is establishing a relatio
nship.Ultimately, you want a pe
rson to be comfortable enough i
n the relationship to not only sh
are their concerns but also to be
willing to accept your counsel.
• 4. Give them hope. You
cannot promise people that
they won’t experience negative
consequences from their
actions; you can’t give false
hopes that infirmities or
tribulations will magically
disappear.

5. • 5. Give proper instruction. Simply put,
present practical solutions that are fitting to
their condition. These solutions need to be two-
fold: putting off the old and putting on the new.
•
• 6. Assign homework. It may sound trivial,
but homework is one of the most effective parts of
the counseling process.

6. - Purposes of Counseling in
School
purpose of student counseling are :
1. To give the student information on matters impor
tant to success.
2. To get information about student which will be of
help in solving his problems.
3. To establish a feeling of mutual understanding be
tween student and teacher.
4. To help the student work out a plan for solving hi
s difficulties.

7. 5. To help the student know himself better-
his interests, abilities, aptitudes, and oppurtunities
6. To encourage and develop special abilities and rig
ht attitudes.
7. To inspire successful endeavor toward attainment
8. To assist the student in planning for educational
and vocational choices. The goal of counseling is to
help individuals overcome their immediate problem
s and also to equip them to meet future problems. C
ounseling, to be meaningful has to be specific for ea
ch client since it involves his unique problems and e
xpectations.

8. Major goals of counseling generally ac
cepted by the counselors are given bel
ow;
1.Achievement of positive mental health.When one r
eaches positive mental health one learns to adjust and resp
onse more positively to people and situations.
• Kell and Mueller (1962) hold that the “promotion and de
velopment of feelings of being liked, sharing with, and re
ceiving and giving interaction rewards from other other
human beings is the legitimate goal of counseling”

9. • 2. Resolution of ProblemsAn
other goal of counseling is the res
olving of the problem brought to t
he counselor. This, in essence, is
an outcome of the former goal an
d implies positive mental health.
• 3. Improving Personal Effect
iveness. This is closely related to
the preservation of good mental
health and securing desirable beh
avioral change(s).
• 4. Counseling to Help Chang
e.Blocher (1966) , is that counseli
ng should maximize individual fr
eedom to choose and act within t
he conditions imposed by the env
ironment.

10. • 5. Decision. Reaves and Reaves (1965) point out
that “the primary objective of counseling is that of
stimulating the individuals to evaluate, make,
accept and act upon his choice”.
• 6. Modification of Behavior .Behaviorally-
oriented counselors stress the need for
modification of behavior, for example, removal of
undesirable behavior or action or reduction of an
irritating symptom such that the individual
attains satisfaction and effectiveness.

11. Types of
Counseling

12. - 1. Personal Counseling
• aim to can help students identify, understand, and develop
skills to resolve their personal concerns. Counseling is an
educational process that enables a student to learn more
about himself or herself. Students often seek counseling to:
increase self-confidence, assertiveness, and self-esteem;
control test anxiety or cope more effectively with stress; deal
with problems involving alcohol or drug use; develop more
satisfying relationships and better communication skills;
deal with issues of grief, trauma, or loss; overcome
procrastination or other self-defeating habits and behaviors.

13. 2. Career Counseling
• 2. Career Counseling Career decisions can be
difficult for many students. In fact, around 70% of students
start college unsure about their major or area of study.
College provides an excellent opportunity for students to
explore a number of different fields and majors. For many
students, this experience greatly expands their awareness of
potential careers. While this can be overwhelming, it is
often better than having a narrow view of possible career
options. Counseling can help students to manage and
understand this information.

14. Educational Counseling
• 3. Educational Counseling Most college students are
interested in looking at the "big picture" in relation to
their educational/career direction. Counselors can work
with students to explore options, examine specific degree
requirements, and develop individual educational plans.

15. Elements of
Counseling

16. 1.Confidentiality.It allows the
young person to share feelings and
worries without fear of blame or
reprisal. Teachers are in 'loco
parentis' and have certain
responsibilities. Teachers will
however understand that it is not
necessarily in the pupil's interest
for the counsellor to share
information. Our confidentiality
policy aims to provide counsellors,
young people, and schools with
clear guidance on confidentiality
and the circumstances under which
it may need to be broken.

17. 2. Independence of the Counsellor in the School
e.g. does not hold a dual role in School
(teacher/counsellor). When pupils are faced with
the worker in two roles, boundaries can become
confused and responsibilities and accountability in
the two roles can conflict
3. Supervision is a formal arrangement for
counsellors to be able to review and discuss their
work, contact... recognizes the importance to have
external clinical supervision available. Identified
time for supervision is part of the terms and
conditions of all contact... counsellor working in
schools.

18. 4. Information to young people, professionals,
parents/carers and others
It is important that information is provided to young
people about the counselling service. Young people
themselves are best placed to advise on the most
appropriate ways to do this. Information should also be
available in the school prospectus, pastoral care handbook
and information leaflets to parents.

19. 5.Referrals: The referral process will vary according to
individual school circumstances, but there is normally a 'link'
person in the school's pastoral care team who liaises with the
counsellor. Pupils can be referred to the counsellor by that
person or through other agencies and other school staff. In
addition to this process pupils should have the opportunity for
self-referral to the counsellor. When this happens the
counsellor would inform the 'link' person that the young
person is attending counselling in order to explain their
whereabouts in the school. Systems are needed to deal with
young people missing lessons to attend sessions.
6.Complaints: contact has a complaints
procedure in place. Complaints are never ignored
and always taken seriously.

20. Principles of
Counseling
According to Mc Daniel and Shaftal, the counseling proces
s is based on some basic principles:

21. a) Principle of Acceptance:
According to this principle, each client must the acc
epted as an individual and dealt with as such. The c
ounselor should give, due regard to the rights of the
client.
(b) Principle of Permissiveness:
Counseling is such a relationship which develops op
timism and the environment shapes according to th
e person. All the thoughts accept the relative relatio
nship of counseling.

22. (c) Principle of Respect for the Individual:
All the schools of thoughts of counseling advocate fo
r the respect of the individual i.e., respecting an indi
vidual’s feelings must be an integral part of counseli
ng process.
(d) Principle of Thinking with the Individual:
Counseling emphasizes thinking with the individual
. It is essential to differentiate think for whom? And
‘why to think’? It is the role of the counselor the thin
k about all the forces around the client to join client’
s thought process and to work collectively with the c
lient regarding his problem.

23. (e) Principle of Learning: All the assumptions of
counseling accept the presence of learning-
elements in the counseling process.
(f) Principle of Consistency with Ideals of
Democracy:
All the principles are associated with ideals of demo
cracy. The ideals of democracy desire to accept a per
son and want to respect the rights of others.
The process of counseling is based upon the ideals o
f a person’s respect. It is a process with accepts indi
vidual differences