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Department of Psychology Assignment Topic: Process of counseling Submitted To: Dr. Asma Bashir Submitted By: Group 4 Group Members: Samia Ahmad roll#22 (Group Leader) Maryam Batool roll#21 Mahnoor roll#23 Azka Zainab roll#24 Khansa Tayyab roll#26 The Women University Multan | group4 presentation.pdf |
Topic: Process of counseling 1 Relationship Building “Relationship” is a term that has been used in many different situations. It could imply the ties between two people in love, the bond between family members or close friends or colleagues or even the bond between a person and his or her pet. in counseling, relationships take on a more specific meaning. The counselor established rapport with a client based on trust, respect and mutual purpose. When there is good rapport, a positive psychological climate is created and vice versa. How to build a relat ionship? Carl Rogers was among the earliest to emphasize the importance of building a relationship between the counsellor and the client. He identified three important conditions for the establishment of an effective counsellor-client relationship: Empathy. Genuine ness and Unconditional caring. 1. 1 Empathy According to Rogers, empathy “is the ability to understand another person's experience in the world, as if you were that person". Counselor's help clients make and implement important decisions in life. The person who understands his or her inner realm con sisting of hopes, fears and dreams, will have a better | group4 presentation.pdf |
insight of who he or she is which hopefully will lead to better decisions. This inner realm is often called the person's "inscape Allowing the counselor into the inscape of the client is an act of g reat trust. Entering the inscape of another is also a responsibility. When you sit with client, the first challenge is to listen as openly as possible, without expectation or judgment. Always remember: this person is not you. Race, class, gender, culture, region, specific family history, specific personal history; all have their influences. You must assure the client that they feel safer to speak. Feel safe means being free to speak even the most hurtful things, feeling heard, understood and accepted. Your client may reveal all their experiences, from earliest childhood to the present and the way you respond will either build or destroy that sense of safety. 1. 2 Geniuses Geniuses refer to the counsellor's state of mind. It means that you as a couns elor can respond to the client as a human being and not in terms of a therapist. You are comfortable with yourself and the counseling situation. The genuine counselor is one who is congruent. Spontaneous, no defensive, consistent and comfortable with the c lient. In other words, a genuine counsellor is one who is without pretenses, fictions, roles or veiled images. How do you as a counsellor show that you are genuine. 1. 2. 1 Congruence Which means that your words, actions and feelings are consistent ? In other words, what you say corresponds to how you feel, look and act. For example, you say that you are comfortable with discussing about homosexuality but show signs of discomfort when your client reveals that he has homosexual tendencies. When this h appens, there is incongruence which can contribute to confusion and mistrust. If a counsellor is to be trusted, he or she must strive to overcome their prejudices, stereotypes and biases. 1. 2. 2 Spontaneous This is the ability to express oneself a nd with tactful honesty without having to screen your response through some social filter. It does not mean that you should blurt everything that comes to your mind. Imagine what will happen if you do this! Spontaneity creates the effect of "realness" whic h has the effect of putting the client at ease as you are seen as more human. Surely, you do not want your client to see you as a 'stiff and formal person. 1. 2. 3 Positive Regard Positive regard is not about liking a client or accepting everything they have done; it's about respecting the client as a human being with his or her own free will and operating under the assumption that he or she is doing the best they can. Positive reg ard is letting a person know that they are accepted and valued | group4 presentation.pdf |
no matter what. In other words, the client is treated as a human being and the counsellor should also embrace the client's worldview. For example: 1) A therapist seeks to understand a cli ent's experiences without indicating approval or disapproval. 2) Letting a child know you know they're a good person even when they misbehave. 1. 3 Warmth Warmth is the ability to communicate and demonstrate genuine caring and concern for clients. Using this ability, counsellors convey their acceptance of clients, their desire for client's well-being, and their sincere interest finding workable solutions to the problems that clients present. Warmth can be communicated also through nonverbal behav iors such as a smile, tone of voice, facial expression. Warmth indicates to the client acceptance. Reference Retrieved from 1) http://www. dspmuranchi. ac. in/pdf/Blo g/stages%20of%20counselling. p df 2) Ed. Neukrug (February 2, 2017). Creative And Novel Approach to Empathy. 3) Drew,C. (September 9, 2022). 10 Unconditional Positive Regard Examples. Helpful Professor on December 2,2022 1. 4 Characteristics The helping relationship established betwee n client and counselor is unique. A number of specific characteristics contribute to its uniqueness. 1. 4. 1 Effectiveness The relationship established between counselor and client is more effective than cognitive. It involves the exploration of su bjective feelings and perceptions. Because of the highly personal content of the discussions, the relationship can be comforting and anxiety producing, intense and humorous, frightening and exhilarating. 1. 4. 2 Intensity It is based on open, direct, and honest communication, the relationship can be intense. Counselor and client are expected to share openly their perceptions and reactions to each other and to the process. This can result in intense communication. 1. 4. 3 Growth and Change The relationship is dynamic, it is constantly changing as the counselor and client interacts. As the client grows and changes so does the relationship. | group4 presentation.pdf |
1. 4. 4 Privacy All client disclosures are confidential, and counselors are obligated not to sha re what transpires in the interviews with others unless the client has given permission to do so. This protective aspect of the relationship is unique and frequently encourages client self-disclosure. 1. 4. 5 Support Counselors, through the relatio nship, offer clients a system of support that often provides the necessary stability for taking risks and changing behavior. 1. 4. 6 Honesty The helping relationship is based on honesty and opens, direct communication between counselor and client. Reference: Retried from Book: Rickey L. & George (1990) Counseling: Theory and Practice (3rd edition) (pg 122-123) on December 3,2022 1. 5 Transference and Counter transference Freud and Breuer (1895) originally identified and discussed transference and counter transference within a therapeutic context. These concepts were an important part of psychoanalytic treatment but have since been adopted by most forms of psychotherapy. 1. 5. 1 Transference Transference is the phenomenon whereby we unconsciously transfer feelings and attitudes from a person or situation in the past on to a person or situation in the present(therapist). Transference is unconscious. Freud and Breue r (1895) described transference as the deep, intense, and unconscious feelings that develop in therapeutic relationships with patients. Transference is multilayered and complex and happens when the brain tries to understand a current experience by examinin g it through the past (Makari, 1994). There are three main categories of transference. 1. Positive transference Positive transference is when enjoyable aspects of past relationships are projected onto the therapist. This can allow the client to see the therapist as caring, wise, and empathetic, which is beneficial for the therapeutic process. For example: someone who grew up with a warm and loving mother may experience their female therapist in a similar way. | group4 presentation.pdf |
2. Negative transference Negative transference occurs when negative or hostile feelings are projected onto the therapist. While it sounds detrimen tal, if the therapist recognizes and acknowledges this, it can become an important topic of discussion and allow the client to examine emotional responses. For example: Amanda (a 32-year-old woman) becomes furious with her therapist when he discus ses assigning homework activities. She sighs loudly and states, “This is NOT what I came to therapy for. Homework? I am not in elementary school anymore!” The therapist remains calm and states, “It sounds like you are upset about homework assignments. Tell me what you are experiencing right now. ” After exploring the emotions that surfaced, Amanda and her therapist come to realize that she was experiencing unresolved anger toward a verbally abusive authoritarian elementary school teacher. 3. Sexualize d transference Sexual transference is when a client feels attracted to their therapist. This can include feelings of intimacy, sexual attraction, reverence, or romantic or sensual emotions. A therapist can gain insight into a client's thought pattern s and behavior through transference if they can identify when it is happening and understand where it is coming from. Transference usually happens because of behavioral patterns created within a childhood relationship. 1. 5. 2 Counter transference Counter transference is essentially the reverse of transference. In contrast to transference (which is about the client's emotional reaction to the therapist), counter transference can be defined as the therapist's emotional reactio n to the client. One common example of counter transference is when a therapist finds herself feeling protective and parental towards a client, as that client may be reminding her of her own child (or someone else she feels protective of in her life). | group4 presentation.pdf |
1. Four signs of counter transference are: 1) Failing to maintain healthy boundaries. 2) Extreme emotional reactions to your behavior. 3) Inappropriate romantic or sexual behavior. 4) Inappropriate self-disclosure. Many contemporary psychologists openly share their own feelings with the people they are treating and may use counter transference, in a conscious manner, to understand differences between their own experiences and the experiences of the person in therap y. Unhelpful counter transference, or even harmful counter transference, can occur when the therapist transfers to a person in treatment feelings that are misplaced or when a therapist uses a person in therapy to meet personal psychological needs. Not all counter transference is problematic. For example, a therapist may meet with a person who has extreme difficulty making conversation. The therapist may begin, unwittingly, to lead the conversation and provide additional prompts to the person in treatm ent to encourage discussion. A therapist who realizes this can then point to the counter transference to help that person better understand the effect that difficulty making conversation can have on others. A therapist who has experienced the same issues a s a person being treated may also be able to empathize with that person more deeply, whether the therapist decides to share those personal stories or not. However, a problematic example of counter transference might occur when a person in treatment triggers a therapist's issues with the therapist's own child. The person being treated, for example, might be defiant with the therapist and may transfer defiance felt toward a parent onto the therapist. If the therapist reacts to the individual as one would react to one's own child, by becoming increasingly controlling, for example, without recognizing the counter transference, this could negatively impact the the rapeutic relationship and therapy. References: Retrieved from 1) Makari, G. J. (1994). Toward an intellectual history of transference. The Psychiatric Clinics of North America, 17(3). 2) Melissa Madeson (June 19, 2021). Transference vs Counter trans ference in Therapy on December 3,2022. 2 Assessment 2. 1 Introduction Definition The process by which counselors gather the information they need to form a holistic view of their clients and the problems which they present. | group4 presentation.pdf |
(or) The use of standards or systematic procedure for observing our behavior. Explanation Assessment is the integral part of day-to-day life and one of the most important works of a counselor. Without assessment counselor cannot reach any conclusion so it is the basic step to get information related to client. For psychological assessment in counseling the counselor uses various assessment techniques to assess behavior for which the most known is the Standardized tools such as psychological tests. Where as some assessment techniques are non-standardized such as case study, interview and observation etc. Assessment can be process or product oriented. 2. 2 Purpose of assessment The purpose of assessment in counseling and guidance are as fellows 1) Self-understanding 2) To Diagnose client problem 3) Prognosis about the problem 4) Treatment planning about problems 5) To help in career planning and education 6) To help predict t he future performance 7) To evaluate the outcome of counseling Reference Retrieved from https://www. sagepub. com/site s/default/files/u pmassets/64979_book_item64979. p df on December 01, 2022. 2. 3 Principle of Assessment 2. 3. 1 Assessment should be holistic The princip le involves multiple methods in collecting information. It uses combination of assessment techniques. The principle of holistic assessment follows a systematic process and to make assessment more systematic a counselor need to keep in mind three factors i. e. what to access, when to access, which state of assessing is required. Assessment should be within the context of life pattern of the individualize supportive information regarding other aspects of the person need also to be considered to better understa nd the problem. The counselor should keep in mind the capacity, motivation and other aspects related to client's behavior while assessing. The counselor should be alert to behavior which is observable through non-verbal cues. In holistic assessment it is n ecessary for the counselor to know the culture and social context of the client. | group4 presentation.pdf |
2. 3. 2 Assessment should be on going Ongoing assessment allows comparison between the client's initial present problems and the clients current functioning. Asses sment must take in to account the dynamic nature of the human behavior which involves his/her goals needs abilities etc. In assessment; the conceptualization of an individual must be continuous. Assessment should be based on longitudinal data i. e. longitud inal data is helpful for the diagnosis of the maladaptive behavior. 2. 3. 3 Assessment should be balanced Assessment makes use of normative information as well as individualized data. Both types of data combined try to give better understanding abo ut the client. 2. 3. 4 Assessment should be accurate The assessment device used should be accurate. Counselor have the skill for interpreting data. Counselor must keep in mind the possibility of error as all tools may not be 100% accurate. so, they try to minimize error by using standardized procedures. Pred ications of the future behavior should always be stated in terms of probabilities as human behavior is complex and dynamic. 2. 3. 5 Assessment should be confidential Clients need to be assured confidentiality of their personal information this will develop trust with the counselor. It is one of the basic ethics of counseling as well. The client will also be able build a good rapport based on mutual trust and respect. Reference Retrieved from https://profilelogin. admissione. online/Upload Files/Documents/Profile Lgoin/Subtitle/NColge_ 13 73_Assessment%20in%20Counselling &Guidance. p df on Decemb er 2,2022. 2. 4 Process of assessment Assessment is always a systematized and planned process including a number of processes. These are as follows 1) Formulating goals 2) Identifying tools and techniques. 3) Data collection. 4) Interpreting specific assessment data. 5) Integrating data from different sources. 6) Formulating assessment information. 7) Reformulating goals 2. 5 Methods of Assessment Following methods are used for assessment. 2. 5. 1 Projective Assessment | group4 presentation.pdf |
2. 5. 2 Objective Assessment 2. 5. 1 Projective Assessment Projective assessment includes different techniques such as interview, observation case study and projective tests etc. 2. 5. 1. 1 Interview method Interview method is probably the most commonly used assessment tool. Counselors use interview method to help gather information about clients and clarifying results of other assessments. Assessor s must be appropriately trained. Some aspects which must be kept in mind. 1. Verbal and face to face interaction 2. Para verbal communication 3. Situation Types Structured interview Unstructured interview 2. 5. 1. 2 Observational method It is fundamental technique of data collection. it refers to watching and listening to the behavior of the client overtime without manipulating and controlli ng it. Observation involves broadly selecting, recording and coding behavior. Observational method is helpful in assessing the behavior of client. Types Naturalistic observation Structured observation Unstructured observation Participative observation 2. 5. 1. 3 Case-study method A case study is an in-depth investigation analysis of a single person. Counselor uses case study to investigate in detail a specific situation, event or person. Case Study is often used in clinical cases or in situations when lab research is not possible or practical. Typically data are gathered from a variety of sources by u sing several different methods. Experiments, interviews, questionnaire, observation, diaries and psychometric tests can all be used in case study. Case study can be based on an individual a family, a social group, event or series of events. Case study meth od provides sufficient basal factors of clients on which opinion can be drawn easily. Reference: Retrieved from https://profilelogin. admissione. online/Upload Files/Documents/Profile Lgoin/Subtitle/NCol ge _1373_As sessment%20in%20Counselling&Guidance. p df on December 3,2022 | group4 presentation.pdf |
2. 5. 1. 4 Projective Tests Projective tests are used to uncover feelings, desires and conflicts that are hidden to conscious awareness by interpreting responses to ambiguous cues. Psycho analyst hopes to uncover unconscious feelings that might problem in a person's life. Such as Th e Rorschach inkblot test, the word association test, sentence completion test, Thematic Apperception Test (TAT), the house tree person test and the draw a person test etc. 1) The Rorschach Inkblot Test This test is one of the projective tests. It is developed by Swiss psychiatrist Hermann Rorschach in 1921. In this test subjects look at 10 ambiguous inkblot images one by one and describe what they see in each one. The therapist then interprets the person's answers. This projective test often appears in popular culture and is frequently portrayed as a way of revealing a person's unconscious thoughts, motives, or desires. 2) The Thematic Apperception Test In the TAT test, you're asked to look at a series of ambiguous scenes and then to tell a story describing the scenes including what is happening, how the characters are feeling and how the story will end. The examiner then scores the test based on the needs, motivations, anxieties of the main character as well as how the story eventually turns out. 3) The House-Tree-Person Test The house-tree-person test (HTP) is a projective test intended to measure different aspects of personality. Test takers are asked to draw a house, a tree, and a person. Once the drawing is complete, you're asked a series of sixty questions about the images you've drawn. The interpretation of these drawings is used to create a picture of the person's cognitive, emotional, and social functioning. | group4 presentation.pdf |
4) The Draw-A-Person Test This type of projective test involves exactly what you might imagine: you draw a person and the image you created is then assessed by the examiner. The test interpreter might look at factors such as the size of particular parts of the body or features, the level of detail given to the figure as well as the overall shape of the drawing. 5) Word Association Test A word association test can be a helpful tool for understanding how the mind processes and connects different words. This type of test provides clues or hints to the subject, who is then asked to respond with the first thing that comes to mind. It is believed that this type of test can help to uncover the associations a person has between words and how these associations can be used to measure the individual's understanding of language. This test can further be used to analyz e the dynamics of the person's thought process and provide insight into the relationship between their conscious and subconscious thoughts. For example: out of 50 respondents 20 people associate the word fair with complexion. 6) Sentence Completion Te st In this test the respondents are asked to complete an incomplete sentence or story. The completion will reflect their attitude and state of mind. For Example Today I am feeling--------,because---------. 2. 5. 2 Objective Assessment Objective assessment includes different techniques such as Mcqs, checklists and psychological testing etc. 2. 5. 2. 1 Psychological testing It is a type of objective assessment. psychological testing is a field character ized by the use of sample behavior in order to access psychological contracts, such as cognitive and emotional functioning about a given individual. The technical term for the science behind psychological testing is psychometrics. In psychological testing responses are often compared with statistical table to compare the behavior of individual being tested to the responses of a norm group | group4 presentation.pdf |
2. 5. 2. 2 Checklist A checklist is a simple instrument consisting prepared list of expected items of performance or attributes, which are checked by counselor for their presence or absence. For Example: Checklist are prepared to evaluate psychological health of client. 2. 5. 2. 3 Multiple choice questions Multiple choice questions (MCQs) are a form of assessment for which clients are asked to select one or more of the choices from a list of answers. MCQ consists of a stem and a set of options. For Example: Counsellor asked by client is he feeling good or bad now? 2. 6 Core Assessment skills 1. Attending 2. Active listening 3. Questioning 4. Empathy 5. Respect 6. Confrontation 7. Cultural competency 8. Concreteness 9. Congruence 10. Termination Reference Retrieved from APA. (2016). Diagnostic and Statistical Manual of Mental Disorders (5th Ed). USA :American Psychiatric Association. www. psychiatrists/practice/d sm on December 3,2022. 2. 7 Challenges of Assessment 1. Assessment does not always run smoothly. 2. Clients may not disclose all relevant information due to many reasons such as not feeling save or fear of being judged. 3. In some instance a client may focus on one issue in great depth and psychologists find it difficult to keep the focus 4. One of the key c hallenges with assessment has been its tendency with diagnosis, anthologizing or labeling the client, all of which are sometimes deemed to be dehumanizing experiences. | group4 presentation.pdf |
Reference: Retrieved from https://sapienlabs. org/mentalog /3-challeng es-in-ment al-healthassessmen t/ on December 3 Working alliance 3. 1 Introduction "A working alliance is conscious and purposeful aspect of a counseling relationship and includes affective or bonding elements such as respect and trust, along with a collaborative spirit between counselor and client is establishing tasks and goals of trea tment". An effective working alliance involves an agreement between counselor and client about the goals of their work and agreement about the session-by-session tasks i. e. duration and number of sessions, counseling techniques and activities that are necessary to achieve these goals. The third component of an effective working alliance is an emotional bond between counselor and client, characterized by mutual respect and the client's strong sense of being understood and valued by the counselor. Recently, experts have emphasized the importance of a counselor's multicultural competency to understand a client's worldview so that the goals and tasks negotiated are culturally appropriate for the client. 3. 2 Counselor skills in working stage of counseli ng Counselor must be active in helping client to change and develop. 1. Changing perception Counselors can help clients change their distorted or un realistic objectives by offering them the opportunity to explore thoughts and desires within safe, accepting and nonjudgmental environment. Goals are refined or altered using strategies and perceivin g problem in a more manageable and less stressful way. All or nothing thinking. Are you looking at your situation from an absolute, black and white point of view? Consider the degrees of gray that may exist in the situation. No one is perfect. 2. Leading Changing client's perception requires persuasive skill and directions from counselor called leading. The type of leading can be of two types determined by current phase of counseling: 1. Minimal leads such as Hmm or yes 2. Maximum leads such as inter pretention rejection. 3. Non-judgmenta l It's important that the therapeutic alliance is rooted in a judgement freezone, in which the client feels comfortable opening up to their therapist without feeling shamed. | group4 presentation.pdf |
4. Collaborative Two other key elements are communication and collaboration. The client should practice communication skills in therapy and the relationship should be collaborative in that it is based on teamwork. Collaboration is about negotiating the goals for counsellin g and deciding on a pathway to reach them. Concept of collaboration conveys a sense of trust, flexibility, teamwork, partnership, cooperation 5. Self-disclosure It a technique in which clinician consciously share information about their life. Self-disclosure helps in establishing trust and facilitate counseling relationship. Self-disclosure is very helpful yet not always necessary. 6. Goal setting Goals are result or outcomes that clients want to achieve at end of counseling. Goals should be defined selected with care. Effective counseling relies on setting appropriate and realistic goals, building on previous stages. The goals must be identified an d developed collaboratively with client. Before starting any kind of counseling or treatment plan, it's also important to set the stage by asking your clients: What they want to get out of the counseling or therapeutic process. What they believe is i nhibiting them from achieving this. What their expectations are What their motivations are for makings aid changes. 3. 3 The SMART goal formula Example: My goal is to overcome my social anxiety by challenging myself to raise my hand and ask a question during classes three times over the next week. | group4 presentation.pdf |
3. 4 Major goals of counseling should be 1. Facilitating Behavior change The goal of counseling is to bring about change in behavior that will enable client to be more productive. Behavior change is a necessary result of counseling process. 2. Improving relationship Many clients tend to have major problems relating to others due to poor self-image. Like-wise inadequate social skills cause disturbance in relationships and daily life the counselor then strive to help the client improve the quality of their lives by developing more effective inter personal relationships. 3. Facilitate client's potential Helping client to cope with new situation sand challenges. Most of us do not completely achieve all our development tasks within a life time. All of expectation s imposed on us by others will eventually lead to problem. During counseling sessions, counselor can help you assess your skills and qualities and consider your aim in life so that you can realize and maximize your inherent potential 4. Promoting dec ision making The goal of counseling is to enable client to make critical decision with outside influence. Counseling will help client to clarify emotional concern that may interfere with decision. The client will acquire an understanding of their capabi lities. 5. Enhance self-development Counselor helps client to develop emotional control and positive self-concept to enhance self-image. Reference: Retrieved from 1) http://www. pgia. pdn. ac. lk/pgia_mis/uploads/lecturenotes/57/GOALS%20OF% 20 COUNSELING. p df 2) Samuel T Gladding(2018). counseling a Comprehensive Profession. Pearson India Education Services Pvt. Ltd 4 Use of Structured Exercises and Interventions in Counseling Counseling involves having a skilled conversation and is a formal process. Counseling strategies are used by the counselor to assess the client's presentation and needs. Ethical principles and practices guide the counselor. These include confidentiality a nd limitations, mandatory reporting, professional boundaries and recording of client's information. The counselor needs to use appropriate counseling frameworks. Initial | group4 presentation.pdf |
session is used for information gathering and to assess the client's needs, current functioning and counseling goals. 4. 1 Structured Approach to Counseling Structure is important in offering the client a sense of safety in the counseling process. It also ensures that the client's needs and hopes for counselling can be met in an or dered and systematic way. Structuring the Counseling Session It is important to set a structure to counseling in the initial session to set up clear roles and expectations. 4. 2 Factors to consider include 1. The meeting space (how the counseling room is arranged) 2. length of the counseling session (50 minutes) 3. frequency of sessions (weekly or fortnightly) 4. When you will meet 5. The expected duration of counseling (the number of sessions) 4. 3 The C ounseling Space 1. The way in which counselor set up counselling space is a form of indirect self-disclosure. 2. The space says something about the counselor's professionalism, credibility and trustworthiness. 3. The counseling room needs to be comfortable and appropriately arranged. 4. 4 Key considerations include 1. Confidentiality and minimizing outside distractions 2. Providing comfortable seating, ventilation and light 3. It is important to position the client and counselor's chair in a way where eye contact can be maintained with sufficient distance between, so that the client feels that their personal space is being respected. 4. Any interpretations to the counseling sho uld be occurred in a way that the client feels that they are a priority. 4. 5 Counseling Intervention Counseling is a wonderful and valuable tool in treating all kinds of mental health disorders and substance addictions. One of the best things about the use of counseling as a therapy modality is that there are many different methods and variations that can be employed to help patients, and they can be tailored to each patient's needs and treatment goals. These types of tools are called counseling int erventions. Common counseling interventions and | group4 presentation.pdf |
approaches can reap benefits and produce lasting and profound change for patients. Common counselling interventions are given following. 4. 6 Behavioral Counseling: Behavioral theories of counseling fo cus on a broad range of client behaviors. Often, a person has difficulties because of a deficit or an excess of behavior. Counselors who take a behavioral approach seek to help clients learn new, appropriate ways of acting, or help them modify or eliminate excessive actions. In such cases, adaptive behaviors replace those that were maladaptive, and the counselor functions as a learning specialist for the client (Krumboltz. 1966a). Also, ''behavioral change opens door to perceptual change. '' (Shadley,2010). 4. 6. 1 Techniques: Behavioral counselors have at their disposal some of the best researched and most effective counseling techniques available. 1. General Behavioral Techniques General techniques are applicable in all behavioral theories, although a given technique may be more applicable to a given time or in a specific circumstance. Some of the most general behavioral techniques are briefly ex plained here. 2. Use of Reinforcers Reinforcers are those events that, when they follow a behavior, increase the probability of the behavior repeating. A reinforces may be either positive or negative. Example: Giving child a treat for showing p olite behavior and good manners involves positive reinforcement. 3. Generalization Generalization, in psychology is the tendency to respond in the same way to different but similar stimuli. Example: A dog conditioned to salivate to a tone of a particular pitch and loudness will also salivate with considerable regularity in response to tones of higher and lower pitch. 4. Maintenance Maintenance is defined as being consistent in performing the actions desired without depending without depending on anyone else for support. In maintenance, an emphasis is placed on increasing a client's self-control and | group4 presentation.pdf |
self-management. One way this may be done is through self-monitoring, when clients learn to modify their own behaviors. It involves two processes related to self-monitoring: self-observation and self-recording (Gol diamond, 1976). Self-observation requires that a person notice behaviors he or she does; Self- recording focuses on recording these behaviors. 5. Extinction Extinction is the elimination of a behavior because of a withdrawal of its reinforcement. Few individuals wil l continue doing something that is not rewarding. For example The dog stopped salivating a while when Pavlov rang bell and didn't present the food. 6. Punishment Punishment involves presenting an aversive stimulus to our situation to suppress or eliminate our behavior. Example When a student talks out of turn in the middle of class, the teacher might scold the child for interrupting. 7. Systematic Desensit ization Systematic desensitization is designed to help clients overcome anxiety in particular situations. A client is asked to describe the situation that causes anxiety and then to rank this situation and related events on a hierarchical scale from asp ects that cause no concern (0) to those that are most troublesome (100). To help the client avoid anxiety and face the situation, the counselor teaches him or her to relax physically or mentally. The hierarchy is then reviewed, starting with low anxiety it em. When the client's anxiety begins to mount, the client is helping to relax again, and the procedures then start a new until the client is able to be calm even when they're thinking about or imagining the event that used to create the most anxiety. Example Helping a patient face their fear of heights. After identifying the fear and learning to relax using techniques similar to meditation, the client could then begin working through their hierarchy of fears. CASE EXAMPLE Bill Become a Behavi orist Bill liked counseling theories. He especially liked behaviorism because he identified it as an 'action' approach. Bill was not a counselor but a fifth-grade teacher, and he applied the theory well in his classroom to the point that he was recogniz ed as having an orderly and achievement-oriented class. | group4 presentation.pdf |
Bill rewarded students for promptness and polite behavior, for turning in their homework or time, and for using proper table manners in the lunchroom. No one complained. Do you think that a teac her, other than one in elementary school like Bill, could apply behavior theory so extensively and effectively? Why or why not? 4. 7 Cognitive Therapy (CT) Aaron Beck (1921-), a psychiatrist, is credited as the founder of cognitive therapy (CT). His daughter, Judith Beck, is the leading proponent of CT today. Back's early work began about the same time as that of Ellis. Like Ellis, he was initially trained to be psychoanalyt ic and formulated his ideas about CT only after conducting research into the effectiveness of using psychoanalytical theories in the treatment of depression, which he found were not adequate. Techniques There are a number of techniques associated with CT 1) Challenging the way individuals process information 2) Countering mistaken belief systems (i-e., faculty reasoning) 3) Doing some self-monitoring exercises designed to stop negative ''automatic thou ghts''. 4) Improving communication skills 5) Increasing positive self-statements and exercises 6) Doing homework, including disputing irrational thoughts CASE EXAMPLE Poor Phill Phil thought he could never catch a break. When he played basketball, he never scored. When he handed in essays for his English class, he inevitably made us C, He thought he could never ask women for dates because he was just mediocre as a man and therefor e not attractive. He pictured himself as a 'Loser' with a capital L and did not speak unless spoken to. As a cognitive therapist, how would you begin to help Phill? What would you say and do to help him become more functional and turn his life around fo r the better? 4. 8 Effective Counseling Effective counselor's work with people to change their feelings. These skills range from use of self-disclosure reframing/redirecting. 1. Self-disclosure To establish an open and healthy counselor-client relationship, it is essential for counselors to be emotionally available throughout the counseling process. The ability for the counselor to be vulnerable often helps to breakdown distrust or any awkwardness that might initially occur when the clien t and counselor enter the | group4 presentation.pdf |
relationship or when discussing sensitive topics. Vulnerability is at the core of the concept of self-disclosure. Self-disclosure is when counselors share their personal experiences (often similar to an experience or encounter exp ressed by the client) during sessions with clients for the purposes of reducing power differentials, establishing deeper rapport with clients and encouraging vulnerability. Example: Jenna is counseling a client who reveals that he was bullied during his high school years. To establish a deeper rapport with the client and convey empathetic understanding, she reveals that she was also bullied during high school and experienced similar t houghts and feelings expressed by the client. It is important to note that self-disclosure should not be excessive because this can lead to counter transference. It is important that Self-disclosure should not be excessive because it leads to counter transference. It occurs when the counselor over identifies with their client, which often causes the session to become a therapeutic process for the counselor instead of the client. Example: Developing romantic feelings with the client or being overprot ective with the client. 2. Reframing and Redirecting Reframing and redirecting is when the counselor provides the client with a positive and useful perspective on their situation or problem, or when the counselor redirects the client to allow the m to shift from maladaptive behaviors/thoughts to adaptive ones. Example : Reframing a focus from labeling a child as a “bully” to referring to them as a child with bullying behavior recognizes that there is a capacity for Change. 3. Constructiv e Confrontation Constructive confrontation is considered a more advanced counseling skill and involves counselors creating confrontation with their clients to deepen their clients' awareness of their situation, problems, and emotion/thoughts. Furthermo re, when using this technique, the counselor analyzes and compares the client's non-verbal (body language) and verbal communication, behaviors, thoughts, etc. to highlight any contradictions or cases of cognitive dissonance. Example: Jenna decides to use this technique when she is counseling a client who has relational issues. She asks the client about her relationship with her mother. The client describes the relationship as okay in a monotone voice and with her eyes and head turned d ownward. Jenna follows up and tells the client that she does not sound too enthusiastic and that her body language contradicted what she said about her relationship with her mother. References: | group4 presentation.pdf |
Retrieved from 1) https://australiscollege. edu. au/communi ty-servic es-courses/diplo ma-of-counselli ng-chc5171 2/ on December 5, 2022. 2) Samuel T Gladding(2018). counseling a Comprehensive Profession. Pearson India Education Services Pvt. Ltd 3) https://study. com/academy/lesson/essenti al-strategi es-for-effecti ve-counseling. ht ml. On December 3, 2022. 5 Closing Counselling relationship 5. 1 Introduction Closing a counseling relationship refers to the decision to end it sometimes this is called Termination. This decision may be made unilaterally or mutually after working stage of counseling has waned. The closing of a counseling relationship has an impact on all involved, and it is often complex, difficult, and awkwardly done. Closing may well produce mixed feelings on the part of both the counselor and the client. When to terminate a relationship is a question that has no definite answer. However, closing should be planned and deliberate. If the relationship is ended too soon, clients may lose the ground they gained in counseling and regress to earlier behaviors. However, if closing is never addressed, clients can become dependent on the counselor and fail to resolve difficulties and grow as person. | group4 presentation.pdf |
5. 2 Issues in closing 5. 2. 1 Closing of individual sessions Counseling sessions that terminate too quickly may be as unproductive as ones that last too long. Benjamin (1987) proposes two important fac tors in closing an interview. 1. Both client and counselor should be aware that the session is ending. 2. No new material should be introduced or discussed during this ending. As indicated toward the end of the interview, it is usually helpful to summarize what has happened in the session. Either the counselor or the client may initiate this summation. A good summary ties together the main points of the session and should be bri ef, to the point, and without interpretation. 5. 2. 2 Closing a counseling relationship Counseling relationships vary in length and purpose. It is vital to the health and well-being of everyone that the subject of closing be brought up early so tha t counselor and client can make the most of their time. Individual need time to prepare for an ending. There may be some sadness, even if a relationship ends in a positive way. Majolica and Turner (1979) discuss specific areas of concern when deciding whet her to terminate counseling. They include: 1. An examination of whether the client's initial problem or symptoms have been reduced or eliminated 2. A determination of whether the stress-producing feelings that led to counseling have been eliminated 3. An assessment of the client's coping ability and understanding of self and others 4. A determination of whether the client can relate better too the and is able to love and be loved 5. An examination of whether the client has acquired abilities to plan and wor k productively. 5. 3 Resistance to closing Resistance to closing may come from either the counselor or the client. Resistance is especially likely when the counseling relationship has lasted for a long time or has involved a high level of intimacy. Other factors that may promote resistance include the pain of earlier losses, loneliness, unresolved grief, need gratification, fear of rejection, and fear of having to be self-reliant. Some of these factors are more prevalent with clients, whereas others are more likely to characterize counselors. | group4 presentation.pdf |
5. 3. 1 Client resistance Clients resist closing in many ways. Two easily recognized expressions of resistance are 1. Asking for more time at the end of a session. 2. Asking for more appointments once a goal has been reached. Another more troublesome f orm of client resistance is the development of new problems. 5. 3. 2 Counselor Resistance Some counselors are reluctant to say good-bye at the appropriate time. Goodyear (1981) lists some conditions in which closing may be particularly difficult for counselors 1. When closing signals the end of a significant relationship. 2. When closing arouses the counselor's anxieties about the client's ability to function independently. 3. When closing arouses guilt in the counselor about not having been more effective with the client. 4. When the counselor's professional self-concept is threatened by the client who leaves abruptly and angrily. 5. When closing signals the end of a learning experience for the counselor. 5. 4 Premature closing and counselor-initiated closing The question of whether clients terminate counseling prematurely is not one that can usually be measured by the number of sessions the client has completed. R ather premature closing often has to do with how well clients believe they have achieved personal goals and how well they are functioning generally. A substantial minority of individuals reported terminating prematurely because of treatment dissatisfaction. Clients with weaker therapeutic alliance are more likely to drop out of counseling than those who bond well with their counselor. Counselor-initiated closing is the opposite of premature closing. A counselor sometimes needs to end relationships with some or all clients. Reasons include illness, working through counter transference, relocation to another area, the end of an internship or practicum experience, an extended trip, or the realization that client needs could be better served by someone else. Other reasons for terminating a client relationship is associated with a counselor feeling endangered, or the client not paying agreed upon fees. 5. 5 Ending on a positive note The most important thing is for everyone to end the therapeutic relations hip on a positive note. This means acknowledging all the hard work that's been done and taking some time to celebrate your progress as therapy draws to an end Here are a few ideas for how to do this: | group4 presentation.pdf |
1. Make a list of all the accomplishments made during therapy These can be things like learning to cope with anxiety, improving communication skills, more positive body language, or making positive changes in other relationships. 2. Write down what you're grateful for about the therapy experience This could be things like the therapist's support, ethical competence, feeling heard and understood, avoiding abandonment, or making progress on treatment goals. 3. Take some time to reflect on what you've learned about yourself during therapy These could be things like increased self-awareness, understanding your triggers and how to manage them, practicing self-care, or learning healthy coping skills. 5. 6 Referral A referral involves arranging other assistance for a client when the initial arrangement is not or cannot be helpful. Referrals Involve How, a When, and a Who. The how involves knowing how to call on a helping resource and handle the client to maximize the chances th at he or she will follow through with the referral process. The when of making a referral involves timing. The longer a client works with a counselor, the more reluctant the client may be to see someone else. The who of making a referral involves the perso n to whom you are sending a client. The interpersonal ability of that professional may be as important initially as his or her skills if the referral is going to work well. 5. 7 Follow-up Follow-up is a step that some counselors neglect. It is imp ortant because it reinforces the gains clients have made in counseling and helps both the counselor and the client reevaluate the experience. Follow-up entails checking to see how the client is doing, with respect to whatever the problem was, sometime afte r closing has occurred. In essence, it is a positive monitoring process that encourages client growth. Reference Retrieved from 1) https://crownvi ewtelehealth. com/2022/08/29/ti ps-for-ending-thera py-on-a-positi ve-note/ 2) Samuel T. Gladding(2018). counseling a Comprehensive profession. pearson India Education Service Pvt. Ltd | group4 presentation.pdf |
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