What Is The Role Of Counsellor In School?

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What Is The Role Of Counsellor In School
School counselors design and deliver school counseling programs that improve student outcomes. They lead, advocate and collaborate to promote equity and access for all students by connecting their school counseling program to the school’s academic mission and school improvement plan.
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What does a Counsellor do school?

Home » School Counseling » Duties You’ll need a lot of patience in your role as a school counselor, but students will thrive under your guidance. What Is The Role Of Counsellor In School “Go to the principal’s office!” Nobody wants to hear that. But sometimes, the pressures and demands of school are enough to make anyone act out. That’s where you can come in as a school counselor, and make a fulfilling career from easing students through the often tumultuous school years.

With your help, they can navigate problems with confidence. Children and young adults need guidance and support, especially when it comes to dealing with academic, personal, parental and social pressures. Helping people reach their potential should be your number one goal—and to achieve it you should be caring, flexible, adaptable and patient.

School counselors assist students at all levels, from elementary school to college. They act as advocates for students’ well-being, and as valuable resources for their educational advancement. As a school counselor, you’ll first and foremost listen to students’ concerns.

  1. Because everyone’s home and social life is different, you could be the only person who fulfills that need for them at a given time.
  2. You may help students with issues such as bullying, disabilities, low self-esteem, poor academic performance and relationship troubles.
  3. You can refer them to a psychologist or mental health counselor for further treatment if necessary.

In addition, you’ll evaluate students’ abilities, interests and personalities to help them develop realistic academic and career goals. You’ll facilitate aptitude tests and formulate potential paths to success. On the job, school counselors:

Listen to students’ concerns about academic, emotional or social problems Help students process their problems and plan goals and action Mediate conflict between students and teachers Improve parent/teacher relationships Assist with college applications, jobs and scholarships Facilitate drug and alcohol prevention programs Organize peer counseling programs Refer students to psychologists and other mental health resources Work on academic boards to improve learning conditions

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What is the main role of counsellor?

Counsellors work with clients experiencing a wide range of emotional and psychological difficulties to help them bring about effective change and/or enhance their wellbeing. Clients could have issues such as depression, anxiety, stress, loss and relationship difficulties that are affecting their ability to manage life. What Is The Role Of Counsellor In School
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What is the most important role of a counselor?

This chapter provides readers with an overview of the roles, functions, and knowledge base of counselors and addresses the professional issues that influence the identity and practice of counselors today. The primary role of a counselor is to assist clients in reaching their optimal level of psychosocial functioning through resolving negative patterns, prevention, rehabilitation, and improving quality of life.

Rehabilitation counselors work with clients with disabilities and/or chronic illnesses, including those with psychiatric conditions, in settings such as state vocational rehabilitation agencies, hospitals, and so on. Addiction counseling, a recently acknowledged master’s-level counseling specialty, involves working in the substance abuse/addictions field and provides addiction prevention, treatment, recovery support, and education.

The shared practice and knowledge domains of counselors and other helping professions coupled with the diversity within the counseling profession has, on the one hand, produced a rich, comprehensive, and inclusive field.
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What are Counselling skills?

Counselling skills: An introduction for BACP members Our counselling skills competence framework is designed for people who are not professional counsellors but who need to use some level of counselling skills within their jobs. Here we explain why the framework is needed and how we hope it will help people.

What are counselling skills? The definition agreed by the competence framework’s project team is that counselling skills are a combination of values, ethics, knowledge and communication skills used to support another person’s emotional health and wellbeing. A wide range of people use counselling skills often to enhance a primary professional role, and they’re not exclusive to counsellors.

Their use is dependent on who is using them and the setting in which they’re used. What is the difference between counselling skills and counselling? There are people across the country who work in many different settings – such as in care homes, hospitals, clinics, community centres – and use counselling skills in their professional roles, but are not qualified, professional counsellors.

For these people, their primary professional role is the focus of their work. Counselling skills are embedded into how they carry out their jobs and helps improve standards. They may use their counselling skills within their day to day role as they meet the people they care for. These could be one-off or ad-hoc meetings or could last longer and happen over time.

A counsellor uses counselling skills, but counselling is their primary professional role. Counsellors do in-depth training which includes theories of the self, the mind and relationships to understand and help clients work through a wide range of presenting problems.

  • What is the counselling skills competence framework?
  • The framework defines the scope and standards for people who use counselling skills within their primary professional role.
  • It identifies the skills and knowledge needed to use counselling skills safely and effectively in a wide range of roles and settings.
  • It focuses on how the competent use of counselling skills provides the ability to:
  • recognise when someone needs to talk
  • respond using appropriate skills to facilitate a safe listening space
  • refer by sensitively signposting or referring when someone needs further help or assistance, such as from a counsellor or psychotherapist

Who is it for? This framework will be useful for individuals who offer care and support to others. It’ll also be useful to employers, training providers and commissioners who fund the services. We think this framework will be a positive development for our members.

We believe having a clear competence framework for counselling skills will help raise the profile of psychological wellbeing and promote the profession – including increasing referrals and signposting to counsellors and psychotherapists. Why is the framework needed? There are currently no recognised standards, training or training requirements for people who use counselling skills within their professional roles.

We believe this framework is much-needed to improve quality and standards of care, to ensure the safety and wellbeing of both service users and professionals. We hope it’ll be incorporated into training and qualifications and embedded into how people in these caring professions work.

  1. It’ll help promote emotional and psychological health and well-being for those in need and for society as a whole.
  2. How could this framework be used?
  3. We’re really excited about how this framework could be used and the difference it could make in people’s lives.
  4. We’re currently speaking to training providers to explore how it can be incorporated into counselling skills qualifications.
  5. We’re also speaking to organisations, including those within the health and social care sector, and national agencies to see how they could use this framework within their work.
  6. The framework will set standards for using counselling skills and help identify and clarify aspects of job roles and responsibilities.
  7. It will also be useful in the development and evaluation of qualifications and training programmes; for recruitment, staff development and appraisals; for those commissioning services; as a reflective tool and for personal and professional development.
  8. Why is BACP involved in this?

We’ve always had an interest in counselling skills as an important first stage in practitioner training, but also because of how these skills are used in other pastoral and care roles and by other professionals. In fact, we used to have a Code of Ethics for Counselling Skills.

  1. We think that offering a framework for counselling skills will help to improve how people are listened to and supported in a range of settings, and will be beneficial to the wider populations’ mental health and wellbeing, our members, and our professions as a whole.
  2. How will this impact members? As well as being of clear benefit to those who use counselling skills in other professional roles and the people they interact with, we think this framework will be a positive development for our members.

We believe having a clear competence framework for counselling skills will help raise the profile of psychological wellbeing in the community and promote the professions – including referral and signposting to counsellors and psychotherapists – and drive demand to these services.

  1. Why publish this now? We’ve been working on this framework over the past couple of years and it was due to be published in spring 2020.
  2. The coronavirus pandemic has meant that our focus over the past couple of months has been supporting our members through this crisis.
  3. But we’re also aware that the coronavirus pandemic has meant increased demands and focus on the vital role of key workers as they face unprecedented working situations while supporting people through this crisis.
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This will continue as the situation progresses and using counselling skills in their day to day roles will be crucial as they help those in need. We believe the counselling skills framework will help health and social care organisations and awarding bodies incorporate these skills into training and qualifications.

  • We’ve published the framework and user guide on our website so we can share these with organisations which have already expressed an interest in it, as well as those we believe may want to incorporate it into their training.
  • How did you put it together?
  • The research was carried out by looking at a wide range of literature on counselling skills and drawing on existing knowledge and training materials, with the findings then analysed.
  • A group of experts from a wide range of backgrounds including education, health and social care, sector skills councils, charities and local authorities then came together to form an Expert Reference Group (ERG).

The ERG used the analysis of the research findings to construct the competence framework for counselling skills. The framework was then examined by peer reviewers, who work in a range of professional settings, and their feedback was incorporated into the final framework.
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What is the first step of counselling?

Stage one: (Initial disclosure) Relationship building – The counseling process begins with relationship building, This stage focuses on the counselor engaging with the client to explore the issues that directly affect them. The vital first interview can set the scene for what is to come, with the client reading the counselor’s verbal and nonverbal signals to draw inferences about the counselor and the process.
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What do you say in a first counselling session?

– Your first session will probably involve your therapist asking you a lot of questions about you, how you cope, and your symptoms (it’s basically an interview). You may also chat about goals for therapy, expectations, and more. Your first therapy session can be emotionally draining, even if you don’t initially expect it to be.

  1. Therapy can involve unearthing many things your brain has worked hard to bury — the painful memories and feelings you may not have been up to exploring on your own.
  2. And as you sit down for first-time therapy, you may find the floodgates opening whether you mean them to or not.
  3. This is pretty much to be expected.

Still, it can feel surprising, especially if you find yourself opening up to a stranger in ways you haven’t been able to open up to others in your life. Don’t let it scare you. Being open and candid with your therapist is one of the best things you can do for yourself.
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How do I become a successful counselor?

4. Accessibility & Authenticity – A counselor must be accessible to clients in order to gain their trust, but perhaps more importantly, a counselor needs to be genuine and empathetic—in his or her communication, listening, and professional persona. Developing an empathetic connection with each client is key to moving forward in the therapeutic process, and is the core of an effective counselor-client relationship.

  1. A good counselor has flexibility in world views and a strong understanding of multicultural issues in clinical practice.
  2. Each client is going to be different in his or her background, experience, and engagement in the therapeutic relationship, so to be able to transition from one perspective to another based on each client is a skill that should be developed early on.

However, recognizing when a counselor and client may not be a good fit with each other is another important facet of flexibility. Being able to communicate when things aren’t working, and then offering to refer the client to another professional who may be able to better aid them is one hallmark of a good counselor.
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What are the 4 components of counselling?

CFN9885 – SECTION 2: COMPONENTS OF EFFECTIVE COUSELING Counseling Stages Counseling typically follows a series of overlapping stages. Initially, clients help clinicians understand their current difficulties, that is, help clinicians to understand why they are seeking counseling.

Based upon this initial contact, clients commit to counseling as a way to address their problems. This stage is followed by conversations and activities that lead to a deeper understanding of the clients’ needs and desires. This is followed by clients and clinicians agreeing on goals for change and an action plan to accomplish these goals.

This is followed by periodic assessment or re-evaluation of the counseling goals and the effectiveness of the strategies used to achieve these goals. If new information emerges that changes either the understanding of the problems or the goals of counseling, the process is adapted to meet the need of the new circumstances.

  1. The basic stages of counseling are: 1) Developing the client/clinician relationship; 2) Clarifying and assessing the presenting problem or situation; 3) Identifying and setting counseling or treatment goals; 4) Designing and implementing interventions; and 5) Planning, termination, and follow-up.
  2. Developing the Client/Clinician Relationship Fundamentals of the Counseling Relationship Effective counseling has both process goals and outcome goals.

Outcome goals are the intended results of counseling. Process goals are what the clinician and the client are going to try to do to realize their outcome goals. (Welfel & Patterson, 2005) The research consistently shows that the single most important factor in a successful counseling outcome is the presence of an open, trusting, and empathic clinician/client relationship.

  1. Lambert & Barley, 2002) If counseling is to be successful, a strong counseling relationship must be formed early in the counseling process, preferably in the first few sessions.
  2. There are two concepts that are fundamental to the development of the counseling relationship: collaboration and attachment.

In terms of collaboration, clinician and client must invest in the work jointly. In terms of attachment, it is essential that clinician and client form a bond with each other to effectively work together. (Gelso & Fretz, 2001) The therapeutic relationship consists of three basic parts: 1) agreement between the clinician and client on the goals of counseling, 2) agreement about how the goals may best be obtained, and 3) the emotional bond that forms between the clinician and the client.

Agreement on the goals, how the goal will be achieved, and the emotional bond all contribute to strengthening the alliance between the clinician and the client. In turn, the strength of the alliance between the clinician and the client facilitates agreement on the goals and how best to achieve them. Both the clinician and the client must be genuine, that is, they must be willing to be open, honest, and authentic with each other.

Only when clients experience a sense of hope for change and a belief that the clinician truly understands and supports them are they ready to engage in the difficult tasks of self-exploration and behavioral change. Carl Rogers was among the first therapists to talk about the necessary conditions for a therapeutic relationship.

  • The conditions he identified are accurate empathy, clinician genuineness, and an unconditional positive regard for the client.
  • Rogers, 1957) Empathy has two levels.
  • First, clinicians must demonstrate they understand what the client is saying, that is, the content of their narrative.
  • Second, clinicians must understand the meaning clients attach to their narratives.

The meaning may be not only what clients are saying, but also what clients are implying or stating incompletely. (Egan, 1998; Welsh & Gonzales, 1999) Genuineness is a feeling of being comfortable with one’s self, that is, there is congruence in the clinician’s words, actions, and feelings.

  • Finally, unconditional positive regard means the clinician sees the inherent worth or value in the client no matter the client’s current circumstances.
  • These qualities are conveyed to clients through the clinician’s attitude and verbal and nonverbal behaviors.
  • Other writers have proposed additional core characteristics including respect (clinicians have high regard for a client’s worth as a person); immediacy (clinicians are sensitive to the immediate feelings and experiences of the client); self-awareness (clinicians understand and accept their own feelings, attitudes, values, and inadequacies and the impact these have on others); trustworthiness (clinicians uphold the moral, ethical, and legal standards of the profession); and cultural awareness (awareness of their own and their client’s cultural assumptions, values, beliefs, and experiences and how these factors impact counseling),
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(Nugent & Jones, 2005; Sue & Sue, 2003) To summarize, effective clinicians should strive to have the following characteristics: – Empathy: Clinicians should not only attend to, listen, and reflect to communicate an accurate perception of what the client is saying, but additionally, the clinician should be aware of how they can influence the client through self-disclosure, directives, or interpretation.

– Positive regard: Clinicians should pay attention to, and reinforce, the positive aspects of the client’s thoughts and behaviors. – Respect: Clinicians should feel and state positive opinions of their clients and openly and honestly acknowledge, appreciate, and tolerate differences. – Warmth: Clinicians should show genuine appreciation and concern for their clients through their nonverbal and verbal expressions.

– Concreteness: Clinicians should speak in a language that their clients can understand and develop interventions that have measurable outcomes. – Immediacy: Clinicians should initially focus on the immediate needs of the client and only after these needs have been addressed, focus on other needs and problems.

Objectivity: Clinicians should be able to be subjectively involved with their clients, but also have the ability to stand back and see things objectively. – Responsibility: Clinicians should be able to recognize their own responsibilities and the responsibilities of their clients to make changes in clients’ lives.

– Countertransference awareness: Clinicians should be aware of any countertransference issues they may have with clients and avoid identifying and becoming too involved in their clients’ lives. – Confrontation skills: When necessary, clinicians should discuss differences, incongruities, and discrepancies in their client’s verbal and nonverbal behaviors and suggest alternative ways of feeling and behaving.

  1. Genuineness and Congruence: Clinicians should be authentic in the way they lives their lives and the ways in which they communicate with their clients and model appropriate thoughts and behavior.
  2. Sense of Humor : Clinicians should have the ability to laugh at themselves and find humor in many of life’s situations.

– Self-awareness: Clinicians should develop an understanding of their own values, feelings, and assumptions in order to grow, be open to change, and model appropriate thoughts and behavior for their clients. – Good Psychological Health: Clinicians should be in good psychological health, living their lives in the same way they want their clients to live their lives.

– Competence and Knowledge: Clinicians should be well trained, knowledgeable, and have training and experience in their areas of practice. – Gender, Race, and Cultural Awareness: Clinicians should be knowledgeable about, and respectful of, gender, race, cultural, and other differences in their clients.

– Clinician Powers: Clinicians should be aware of the potential power they have to influence their clients both positively and negatively. – Ethical Orientation: Clinicians should be ethical and professional in the ways in which they live their own lives and the ways in which they counsel.

Corey, 2001a; Ivey & Ivey, 1999; Okun, 2002) Counseling Skills Clinicians can have a great deal of knowledge about how to do counseling, but if they lack the human qualities of caring and compassion, honesty and authenticity, and insight and sensitivity, they will not be very effective with clients.

In a very real sense, therapy at its core is a deeply personal encounter that should be guided by mutual respect and trust. Clinicians should respect their clients when they listen to them and learn about them as individuals, accept and trust them, be concerned about them, and view them as capable of being in charge of their own lives.

Clients can also make significant contributions to the working alliance. Probably the most essential feature is a capacity to trust, because without trust there can be no healthy relationship. Client who are defensive or resistant, who lack at least some ability to look at themselves and their world, will probably not do well in the counseling relationship.

Clients who do not appear to have any desire to change will probably not do well in counseling, though there are things that clinicians can do to try to help clients develop a motivation for change. In conclusion, the therapeutic working alliance combines client characteristics with clinician characteristics for the purpose of facilitating change.

In an analysis of what clinicians intend in their interactions with their clients, researchers found 19 intentions: 1) structure the counseling sessions, 2) get information, 3) give information, 4) give support, 5) help focus the discussion, 6) clarify what has been said, 7) give clients hope, 8) allow clients a chance to talk through feelings, 9) identify illogical thinking or attitudes, 10) give feedback about clients’ inappropriate or maladaptive behaviors, 11) help clients get more control over thoughts and behaviors, 12) encourage acceptance and expression of feelings, 13) help clients gain insight, 14) help clients change, 15) reinforce change, 16) help clients overcome obstacles to change or progress, 17) challenge clients, 18) work on problems in the client/clinician relationship, and 19) examine clinician needs.

(Hill & O’Grady, 1985) Clinicians try to use various skills to enhance the therapeutic process. Listening, attending, and social influencing skills are very important because these are some of the primary ways in which clients get the feeling that what they are saying and doing is important.

  • Ivey, Ivey, & Simek-Morgan, 1997) The clinician uses listening skills to gain information and encourage clients to talk about themselves and to help clients express how they perceive themselves and their problems.
  • The clinician uses attending skills to understand and clarify clients’ feelings and to convey they understand the client.

Most of us can recall instances when we have been with people whose verbal and nonverbal behavior indicated disinterest or perhaps anxiety about communicating. These same attentive and inattentive behaviors can have a profound impact on the counseling relationship.

  1. Good attending skills communicate the clinician’s undivided attention to the client’s concerns.
  2. Attending behavior encourages the client to freely talk and therefore reduces the need for the clinician to talk.
  3. Attending is both an attitude and a skill that requires paying attention to and practicing.
  4. Some of the basic listening and attending skills are: – Open questions: what, when, how – Closed questions: usually begin with “do,” “is,” or “are,” and the question can usually be answered in a few words – Encouraging: repeating back to clients what they have said to encourage them to elaborate – Paraphrasing: repeating back what the client is saying to show understanding and encourage elaboration by the client – Reflection of feeling: attention to the emotional content of what the person is saying, doing, and feeling – Summarization: to clarify what has been discussed so far Social influencing skills help clients to explore more deeply their concerns and encourage them to make changes in their attitudes and behaviors.

Some of the most important social influencing skills are: – Interpretation/reframing: provide client with a new way to view or understand the situation – Challenge/directive: support clients but pointing out discrepancies or mixed messages in their thoughts or behavior and suggesting alternative ways of thinking and behaving – Self-disclosure: clinicians share selective personal experiences with the client when appropriate – Feedback: provides clients with information on how others might perceive their thoughts or behavior – Influencing summary: clarifies what has been discussed so client will be encouraged to think or act in different ways between sessionsAn effective counseling relationship or alliance occurs when acceptance, understanding, and trust develops between a clinician and a client and it is maintained throughout the counseling process.

  • The clinician and the client work to establishment a strong emotional bond where they agree about the goals for counseling and they agree about how the goals will be accomplished.
  • Most clients arrive at the first session feeling ambivalent, uncertain, or anxious about talking with a clinician.
  • During the crucial first few sessions, clinicians should try to lay the foundation for their work with clients.

Laying this foundation can be difficult because in the first sessions clinicians are trying to create an atmosphere of understanding, acceptance, and warmth, while at the same time, communicating to the client the parameters and requirements of the counseling process and trying to gather enough information to make an initial assessment of the problem.

There are a variety of ways to begin the first session, but usually a simple statement such as: “Tell me what brings you here for counseling today?” works well. If the clinician has already spoken with the person when the client was setting upon the appointment, the clinician might say: “Last week when you called you said you had recently separated from your husband.” Besides setting an atmosphere of acceptance, warmth, and understanding, clinicians need to explain to clients what they can expect from being in counseling with them including what their, or their agency’s, policies are on such things as payment or reimbursement, canceling sessions, confidentiality, rights of privacy, and other legal and ethical considerations.

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Counseling Lessons I will never forget my very first clients as a marriage and family trainee. They were a married couple in their mid-30s. She was an aspiring actress working primarily as an accountant. He was starting a new career as a screenwriter. As stated by them, the presenting problem was “they fought too much.” I arrived an hour before their scheduled appointment to get the room ready and review the materials and notes I had prepared before the first session.

  1. While I had taken all of the classes, read all of the required books (and then some), the minute they walked into the office it quickly became apparent to me that I knew very little about how to progress through a single therapy session let alone a course of therapy.
  2. It has been said that all successful therapy is based on a meaningful relationship between the therapist and the client.

When my first clients walked into the room, the mental checklist of “things” I had learned that I needed to accomplish during the first session quickly seemed irrelevant. I quickly saw my primary task becoming how to establish a meaningful therapeutic relationship with them.

Thoughts such as being attentive, empathic, genuine, and open, not theories or techniques, now dominated my thoughts. In the stories they told me it was clear that they came to therapy for help because they felt a degree of hopelessness and powerlessness over their situation. I saw my job as primarily giving them some hope for their situation by trying to give them some new ideas and help them establish confidence and competence in themselves and their marriage.

During the first few sessions I wanted to communicate to them: 1) that I cared about them and their problems, 2) that I had some training and experience in working with clients with their type of problems (though I did not emphasize this part very much), and, 3) I was confident that I could help them (though I did not feel very confident at that time).

  1. I am not sure I helped them very much in the three months that I worked with them.
  2. I did run into them about a year later.
  3. They were still together and they thanked me for helping them to get through a difficult time in their marriage.
  4. I have found that it is important for me to determine if I have the training or expertise to work with a particular client.

I have also found that I need to determine if I can work successfully with a client given any restrictions that may have been placed on the therapeutic process such as limits on the number of sessions, types of diagnosis and treatment which will be reimburse, if the client has limited resources to pay for therapy, and/or if any restrictions are being placed by the agency or company where the counseling is taking place.

If I or the client decides that it would be better if the client worked with someone else, then the client should be referred to another clinician or agency. (Nugent, 2000) I have found that it is important for me to constantly examine the issues I bring to my counseling and the ways these issues may be negatively impacting my clients.

Carl Rogers said to have empathy for the client is “to sense the client’s private world as if it were your own, but without ever losing the ‘as if’ quality” and “to sense the client’s anger, fear, or confusion without getting bound up in it.” (Rogers, 1957: 11) I have found that my personal life experiences can be both assets and liabilities in doing therapy.

  • They can be assets in that they can help me identify and understand people’s experiences that are similar to my own, but they can be liabilities in that I can find myself thinking that people should see things and do things they way I do.
  • This lesson was brought home to me by one of my supervisors.
  • He was the father of a son who earlier had substance abuse problems.

It was because of this experience that he started doing counseling with adolescent substance abuser. However, I often felt that his experiences with his own son colored the way he worked with all of his adolescent clients and prevented him from being open to other ways of addressing the problems.

Later in my clinical training, I was doing therapy with a couple whose marriage paralleled to a large extent one of my best friend’s marriage. This experience helped me to understand their situation, but it blinded me to how to deal effectively with their situation. In essence, I think I unconsciously communicated to them that their marital situation was rather hopeless.

The result was that they stopped seeing me and went to another therapist. I have found that it is often with the clients that I intuitively understand the least that I can be the most effective because I am forced to listen and rely more on what they are telling me, rather than coming to conclusions based upon my own experiences.

I am learning to try to keep my “voice of experience” at a relatively low level. It is important to remember that the purpose of clients communicating with me is to help them to articulate their experiences, to offer a safe place for them to release pent-up feelings, and to help to clarify the true nature of the problems that need resolution.

It is important for clients to come to understand that while communicating with me is important, counseling is more than mere conversations. Rather, the primary purpose of communicating with me is self-examination and attention to the presenting problems.

Clients should get the impression that I care enough about them that I will work very hard to understand what they are saying, doing, and feeling. The client needs to feel that nothing bad will happen when they communicate with me and that something helpful is likely to occur. When clients feel comfortable disclosing this type of information to me, it shows the client that counseling is a positive experience that has the potential to help solve their problems.

To some extent, we as clinicians are modeling for our clients how they might live their lives, but at the same time not trying to impose our lifestyle or values on our clients. Our job should be to help clients to clarify their thoughts, feelings, and actions consistent with their own values and goals.

What we, as clinicians, should try to model for our clients is our belief in the journey. For example, based upon my personal experiences, I believe people can look at their lives and make meaningful changes because I believe I have done this in my own life. However, at the same time – because of my own experiences – I can get impatient with some of my clients whom I feel are unwilling or unable to attempt to make meaningful changes in their lives, or inclined to consistently blame other people or circumstances for their situation.

As an experienced clinician, I need to constantly remind myself that people can make meaningful changes in their lives in a variety of ways and I should not impose my experiences on my clients. The challenge for me is to know when to be supportive and when to challenge or push my clients.
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What is the best form of counselling?

1. Psychodynamic Counseling – Psychodynamic Counseling is probably the most well-known counseling approach. Rooted in Freudian theory, this type of counseling involves building strong therapist–client alliances. The goal is to aid clients in developing the psychological tools needed to deal with complicated feelings and situations.

  1. Freud also was concerned with the impact of early experiences and unconscious drives on behavior.
  2. This focus is evident in the following quote: The conscious mind may be compared to a fountain playing in the sun and falling back into the great subterranean pool of subconscious from which it rises.
  3. Sigmund Freud Some of the ways in which these drives are uncovered include dream interpretation, projective tests, hypnotism, and free association.

Historically, Psychodynamic Therapy was a lengthy process, but nowadays, it is also applied as a relatively short-term approach. Research has indicated effectiveness for both long- and short-term psychodynamic treatment for psychiatric issues (Bögels, Wijts, Oort, & Sallaerts, 2014; Knekt et al., 2008; Leichsenring et al., 2009).
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