Transcript INTODUCTION TO COUNSELLING

STATE UNIVERSITY OF ZANZIBAR
PROFESSIONAL TRAINING
GUIDANCE AND COUNSELLING
FOR HIGHER EDUCATION
INSTRUCTORS
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Said Khamis
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OBJECTIVES
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To be able to describe the concept
of guidance and counselling.
To be aware of the importance of
guidance and counselling services
for higher education learners
To be able to employ effective
counselling skills while helping
students
Said Khamis
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CONTENTS
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Meaning of Concepts
Types and Categories
Objectives and Importance of Guidance and
Counselling Services for Higher Education
Learners.
[09:00-10:30 ]
Roles and Characteristics of Higher
Education Counsellors
Basic Counselling Skills [10:45-2:15]
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Counselling Stages Skills[13:15-15:15]
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Application of Counselling [9:00-10:30]
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GUIDANCE
1. a help or advice that is given to
somebody especially by somebody
older or with more experience
(Oxford Adv.Learner’s Dictionary)
2. a process of helping an individual
understand himself/herself and
his/her world.
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GUIDANCE….
3. a process of helping an individual to
accept and use information and
advice so that he can either solve
his present problem or cope with it
successfully. (Biswalo,1996)
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COUNSELLING

Patterson (1973) cited in Okech and
Ngumba (1991) defines Counselling
as a term that refers to that part of
guidance process which essentially
helps normal individuals to deal
with or remove frustrations and
obstacles that interfere with their
daily lives.
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COUNSELLING….

People become engaged in counselling
when a person occupying regularly or
temporarily the role of counselor offers ,
or agrees explicitly to offer , time,
attention and respect to another person
or persons temporarily in the role of
client; in order that the client may have
an opportunity to explore, discover and
clarify ways of living more resourcefully
and towards greater well-being. ( BAC,
1985) cited in McLaughlin and Bovair
(eds) 1993
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Guidance and Counselling

Guidance is more general than counselling.

Usually counselling is more professional and
makes use of theories

For example all students need guidance
whereas only some students may need
counselling from professionals.

Guidance tends to be directive,
while counselling is collaborative.
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Guidance and Counselling …

Guidance is provided by someone
knowledgeable about the issue raised,
while counseling is provided by trained
professionals to enable others to think
through their problems.
 However guidance depends very much on
counselling.
Usually
guidance
is
inseparable from counseling, thus we
usually use the term guidance and
counselling.
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Example
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Consider a new student in a university who is to
register for courses . The course list has two
categories - compulsory and elective courses. The
elective courses offer some choice.
Your effort at assisting the learner to select suitable
elective courses provides an example of guidance
service.
Assume after registration and some way into the
programme, the learner has problems with some
courses. Perhaps the learner is unable to cope with
the rigour of work or is having some problems with a
course lecturer. Offering informed advice on how to
cope with emerging problems is counselling
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Psychotherapy

Psychotherapy should not be confused
with counselling. While a psychotherapist
is qualified to provide counselling, a
counselor may or may not possess the
necessary training and skills to provide
psychotherapy.
 Psychotherapy is a set of techniques used
to treat mental health and emotional
problems and some psychiatric disorders.
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Psychotherapy….

Psychotherapy is often used to deal
with severe psychological problems
that have built up over a number of
years (e.g obsessive compulsive
disorder, (post-traumatic stress
disorder/reaction)
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Types of Counselling

Curative- a problem already exists
 Preventive – no problem yet
 Crisis – sudden , stressful, unexpected
problem
Categories of Counselling

Individual Counselling, Group Counselling
 Community Counselling
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Fields of Counselling include:
Educational Counselling,
 Personal/Social Counselling,
 Vocational /Career Counselling

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Educational Counselling

Educational counselling is a process of
rendering services to pupils who need
assistance in making decisions about
important aspects of their education,
such as the choice of courses and
studies, decisions regarding interests
and ability, and choices of college and
high school.
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Personal / social Counselling

the process of helping an individual to know how:
 to behave with consideration towards other people.
Primarily, personal and social counselling helps the
individual to :
 understand himself, know how to get on with others,
 learn manners and etiquette, pursue leisure time
activities, practise social skills, develop
 family and family relationships, and understand social
roles and responsibilities.
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Vocational Guidance and
Counselling

Vocational counselling is a process for
helping individuals to choose an
occupation,prepare for it, enter it and
develop in it.
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GUIDANCE AND COUNSELLING IN HIGHER LEARNING
INSTITUTIONS

With the modern dev educational institutions
are faced with a number of challenges that
need the attention of counselling services. The
challenges include:
 Production of graduates who can compete in
the labour market.
 Diversified courses.
 Increased freedom.
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PURPOSES OF GUIDANCE AND COUNSELLING IN
HIGHER EDUCATION INSTITUTIONS

Enable students to select learning experiences
commensurate with their abilities
 Help students cope with academic difficulties
 Lead to an appropriate understanding and
acceptance of authority, thereby eliminating
most disciplinary problems
 Provide a climate in which the student is in
good working relationship with the
administration and accept his/her responsibility
as a member of society
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Purposes continue….

help students with the skills , awareness and
knowledge , which will enable them to confront social
inadequacy.
 Influence students to alter maladjusted behaviours
 Effect better student self-knowledge and consequently
vocational choices consistent with student ability and
interest
 Eliminate a wastage of talent and unrealistic goals
 THUS in general the goal of guidance and counselling
is to make it possible for an individual to see and
explore his or her unlimited endowed options.
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The role of a higher education
counsellors
Four major roles
1. Individual Student Consultation
2. Teacher Consultation
3. Parent /Guardian Consultation
4. Linking between school and community

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Characteristics of Counselor

.
Polite
Courage
Sensitivity
Presence
to be model
Ethical behavior
Self-awareness
Emotionally stable
Goodwill and caring
Intellectual competence
Personal dedication & commitment
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NEED FOR COUNSELLING
SERVIVES

Needed even at this level though some students may
have developed self-concept and high self-esteem.
 Usually universities bring together students of different
cultural values, religions, nations, political affiliations
etc.
 This diversity translates into a differential in their
behaviour patterns. Yet our desire is to ensure that all
are found worthy in learning and character to justify
the degree or diploma given after the course of study
 Some students are affected by alcoholism, sexual
promiscuity, raping, depression and numerous other
problems.
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Need for Counselling ……
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Need to cultivate culture of tolerance
Need to ease the transition from high school to
university.
Guide students on private study and good
study habits/ higher learning styles
Guide them to be independent and original
Guide students by giving them experiences
and techniques in exploring the job market.
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Nee for Counselling Services…..
In some cases higher learning students
need to be helped to have :
 Full acceptance as students as some of
them may be

Bosses from their offices
 Married with children
 Many social responsibilities
 Long time since they were students

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Need for Counselling ……

Be anxious of their age
 Some lecturers may be young enough to be
their sons/ grandsons/granddaughters
 The variety of mix in preferences, interests
and cognitive competencies in the school
system require that learners are assisted in
focusing and addressing their own particular
interests if they are to receive quality higher
education
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Triangular Problems of the Students
s
S
Home-centered problems:
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Biological needs and related problems.
Psychological needs and related problems, and
Social needs and related problems.
School-centered problems:
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Academic problems,
Vocational problems,
Social problems.
H
Community-Centered Problems:
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C
Problems of occupational adjustment,
Problems of marital adjustment, and
Problems of general attitudes and social behavior
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COUNSELLING INTERVIEW OR
SESSION
In professional counselling we have
counselling interview or session which
should not last long ( between 45
minutes and 1 hour)
 A counsellor may have at least two
counselling sessions ( it could be more)

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QUALIFICATIONS OF A
COUNSELLOR

PHD, Masters, Undergraduate , Diploma,
Certificate in guidance and Counselling
Three types
1.
Professional
2.
Paraprofessional
3.
Non-professional
Thus the intention in this training is to give a general
hint on what such specialists do. More
importantly, the thrust of the training is on
informing higher education teachers about nonspecialised guidance and counselling services
they could offer their learners in order to promote
meaningful learning.

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BASIC CHARACTERISTICS OF
AN EFFECTIVE COUNSELLOR

1.
Carl Rogers considers the following
which may also serve as skills:
Congruence/genuineness
Be real /transparent, don’t say one thing and
mean the other
Be honest, be yourself
e.g if you can’t control your feelings (like love,
hatred etc, with the client , cancel the
session. The listener is congruent in their
verbal and nonverbal behaviour
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CHARACTERISTICS OF A
COUNSELLOR

2. Unconditional Positive regard
have positive attitude to the client without
any reservations
 No prejudices / mental shortcuts
 Be open minded, don’t be judgemental
 Objectivity
 Flexibility
 Sensitivity

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Characteristics ……
3 ACCURATE EMPATHIC UNDERSTANDING
 being able to perceive the world as the client sees it.
 Being able to step in to your client’s shoes
 Ability to feel as if “you were the client”
Empathy Vs Sympathy
 Empathy is important for a counsellor because being
sympathetic is limited to:
 an emotion or a feeling. Empathy allows the
counsellor to also understand :
 the thoughts and perspective of the client, not simply
the feelings.
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Characteristics……

Empathy focuses on sharing
(experiencing) a person's bad and good
news or feelings and understanding the
bad or good news/feelings rather than
feeling sorry for the person's bad
news/feelings or agreeing or disagreeing
with the person's beliefs, opinions, or
goals.(sympathy)
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Characteristics…..
4. CONFIDENTIALITY/TRUSTIWORTHINESS
 Do not discuss what transpires in a
counselling session with a third party.
(i)Discuss the circumstances underwhich the
counsellor has to break the confidentiality.
(ii)What should you do if the client is crying?
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Characteristics…….
5. PATIENCE
 Don’t be in a hurry e.g when you have a
stammering client
6. AVAILABILITY - both physical and
psychological
7. READINESS TO CONSULT AND
RESEARCH

Do not assume the role of an expert be
willing to give the client referral. When?
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Characteristics………….
The topic/problem is beyond your
competency
 Personality clash
 The client needs medical attention or
legal advice
 The client stirs strong feeling or dislike
or sexual arousal

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Characteristics……..
8. COMMITMENT
 devote time for helping students
though you have many other
responsibilities.
Discuss : Is it possible to have all these
qualities?
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The Basic Counselling Skills
ATTITUDINAL SKILLS
 LISTENING SKILLS
 VERBAL SKILLS
 NON VERBAL SKILLS

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ATTITUDINAL SKILLS
Respect
 Unconditional Positive Regard
 Empathy

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Basic Counselling Skills
Attending
skills: Giving your
physical attention to another
person. Looking involved by
adopting an open body position.
Maintaining eye contact and
showing facial expressions and
other signs that you are
interested in what the person is
saying.
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Skills ……
Attending Behaviour [SHOVLER]
 S: Face the other Squarely
 H: Head nods
 O: Adopt an Open Posture
 V: Verbal Following
 E: Speech
 L: Lean toward the other
 E: Make Eye Contact
 R: Be Relatively Relaxed
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Skills…….

Reflecting skills: Telling the other person what you think
they are feeling.
• “You’re obviously happy about your results.”
• “Sounds like you are angry.”
• “It seems to me that you feel annoyed.”

Paraphrasing skills: Putting in different words what the
other person said and checking you have heard it
correctly.
• “If I understand you correctly...”
• “So you’re saying that…”
• “So you think that...”
• “Sounds like you’re saying that…”
 “If my memory serves me right…”
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Counselling Skills

Summarizing is focusing on the main points
of a presentation or conversation in order to
highlight them. At the same time you are giving
the “gist”, you are checking to see if you are
accurate.
 Notetaking is the practice of writing down
pieces of information, often in a shorthand and
messy manner. The listener needs to be
discreet and not disturb the flow of thought,
speech or body language of the speaker
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Counselling Skills……
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Focusing skills: You politely ask the other person
to focus on their main concern.
“I know that all these matters concern you greatly
but is there one of these in particular that we can do
something about?”
“Of what you’ve mentioned, what concerns you the
most ?
Self-disclosure/deflecting
telling the client about your own experience about
similar situation.
Should be used sparingly!
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Counselling Skills

Following skills: Not interrupting and diverting the
speaker. Using minimal encouragers –
Oh ? Mm-hmm ….? I see…. My God , Right , then Oh really?
 And then….?

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simple responses that encourage the speaker to tell
their story. Asking relevant questions, which allow for
more of a response than yes or no. Not taking on the
role of inquisitor and ask too many questions.
Maintaining attentive silence.
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Skills…….

Open ended questions
Can you tell me more about the relationship
with your stepmother/ brother in law rather
than “are in good terms with your step
mother/brother in law.
 Open ended questions motivate clients to
speak and elaborate
 usually begin with words such as “How”,
“What” or “Why”

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Probing

questions to help clients express themselves
more clearly. To encourage them speak more
 Probing is necessary when more information is
needed about a person’s
 feelings or situation. Example:
 “Can you tell me more about that?”
 “How do you feel about that?”
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Challenging / Confrontation
Asking questions which show
inconsistency in the client’s story
 Questions to challenge their decisions or
opinions.

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