UNIT 6 THE COUNSELLING

PROCESS'AND APPROACHES
Structure
6.0 Objectives
6.1 Introduction

6.2 The CounsellingProcess,. \.

6.2.1- PhasesISteps of counsellingProcess
6.2.2 Techniques and Tools
6.2.3 Interview Technique
6.2.4 Problems in Counselling

6.3 Approaches to Counselling

6.3.1 Non-directive Approach to Counselling
6.3.2 Directive Approach to the Counselling
6.3.3 Eclectic Approach

6.4 Innovative Methods of Counselling

6.4.1 Self-helpGroup
6.4.2 Peer Group Counselling

6.5 Evaluation and Research in Counselling

6.5.1 Evaluation in Counselling
6.5.2 Research in Counselling

6.6 Let Us Sum Up

6.7 Answers to Check Your Progress

6.0 OBJECTIVES
-

Afier studyingthis unit, you should be able to:

a identify the phases of counselling process;
a describe tools and techniques for collection of information for counselling;
a state the skills for interviewing;
recognize the problems in counselling process and take appropriate actions;
a describe different approaches to counselling and recognize the importance
and utility of each approach in counselling process;
a narrate alternative methods of counselling; and
a state the importancs of evaluation and research in counselling.

INTRODUCTION
In Unit 5 you have learnt the definition and meaning of counselling and guidance
and their similarities and dissimilarities, the purposes and principles of guidance and
counselling, the need and areas of counselling in nursing schools/colleges,the type
of counselling services which can be planned and organised for nursing students in
their schools/colleges,the personnel who can give counselling services and the
functions and attributes of a counsellor. By now you are ready to learn further
about counselling for this unit.
 This unit will help you to learn about the phases of counselling process, tools and The Counselling Process
techniques which can be used in gathering informations, the technique of and Approaches
interviewing, problems which can be encountered in counselling, approaches to
counselling and other alternative methods of counselling and importance of
evaluation and research in counselling.
We shall start with counselling process.

6.2 THE COUNSELLING PROCESS

Counselling is a problem solving process. The personnel involved~co~~nsellor help
students to understand themselves, their potentialities, the assets, the problems they
are facing and make decisions to take alternative actions to solve their problems. In
doing so, the counsellor follows certain series of' steps or passes through some
phases and is referred as counselling process.
It will be useful to identify some common phasesisteps of counselling process.

6.2.1 Phases/Steps of Counselling Process

There are five different phasesisteps of counselling process although it is difficult to
divide such a complex process into clearly defined phases. These phases include:
i) Establishing Relationship.
ii) Making Assessment.
iii) Setting Goals.
iv) Interventions.
v) Termination and Follow up.
The phases may overlap each other, e.g., the assessment may begin even while the
phase of establishing relationship is still going on or goal setting may start while
assessment is still going on. These phases are in progressive movement and
collectively describe the counselling process, as depicted in Fig.6.1.

PvMse5
Tem-&@tionand
Folk,w-up
-. . Phase 4
Interventions
Phase 3
Setting Goals
Phase 2
Assessment -
Phasf? 1
Establishment
of Relationship

Fig. 6.1: Phases of counselling

i) Establishing Relationship
Establishing Productive Relatiorlship is the core phase in the process of counselling.
~t affects the progress of the process and acts as a curative agent in itself. It
be recognized that each counsellee-counsellor relationship is unique and
hence it is not possible to have a generalised relationship. It includes such factors as
respect, tmst, and a sense of psychological comfort which help in formation and
sustainiog good relationship. Although each counsellor has her own style of building
up a relationship, but a few guidelines will be useful. These are:
Introduction to Nursing Begin the phase with adequate social skills

Introduce yourself,
Listen attentively and remember the client's name,
Always address the individual by hisher preferred name,

Ensure physical comfort,

Do not interrupt the individual while helshe is speaking,

Observe non-verbal communications.

The relationship is not established in just a single session but may require several
sessions before heishe becomes comfortable with you and accepts you into hisker
inner world.

ii) Assessment

Making assessment is a phase in which individuals are encouraged to talk about

their problems; counsellor asks questions, collects information, seeks hisher views,
observes and possibly helps the individual to clearly state hisher problems. This is
the data collecting phase, and involves several specific skills such as:
Observation
Enquiry

Making associations among facts

Recording

Making educated guesses

Recording of information should be done systematically and

Promptly.

iii) Setting Goals

Setting goals is a phase based on educated guessesfinterpretations made in the
previous phase. The major purpose of this phase is to provide direction to the
individual and the counsellor. It involves making a commitment to a set of
conditions, a course of action, or an outcome. Sometimes the individual may find it
difficult to set goals or some counsellor may resist setting goals. But setting goals
helps us to know how well counselling is working and when counselling may be
concluded. Setting goals may be of two types-immediate and ultimate.

The process of setting goals is cooperatively done by the counsellor and the
individual.

It requires the skills of

Drawing inference,

Differentiation, and

Educating individuals to think realistically.

It should be emphasized that goals are not fixed for all time to come and can be
iv) Intervention The Counselling Process
and Approaches
Intervention is a phase which is more influenced by the viewpoints a counsellor
holds about the counselling process. After setting goals the question that follows is
'How shall we accomplish these goals'?' The intervention used will depend upon the
problem area and the nature of specific problem and the individual. Hence the
choice of the intervention is a process of adaptation and the counsellor should be
prepared to change thc intervention when the selected intervention is not working.
This is similar to medical treatment. When one treatment does not work, the
practitioner tries the alternative treatment. The counselling skills needed are skills in
handling the interventions, knowledge of its effects and ability to read client's
reactions. Individuals can be asked in the beginning about what interventions they
have tried earlier so that other interventions can be used.

v) Termination and Follow-up

All counselling has as its ultimate criterion a successhl termination. It must be done
without destroying the accomplishments gained and should be done with sensitivity,
intention and by phasing. It is not unusual for the individual to have a feeling of a
sense of loss; hence termination should be planned over few sessions. Follow-up
appointments can also be fixed for sometime.

6.2.2 Techniques and Tools

You have learnt that making assessment of the problem faced by the individual
and its associatedlunderlying factor is very important to make decisions about
the goals and interventions. This requires collection of various informations from
the various sources by using different tools and techniques. The sources which
can provide information include the individual himself7herself, hisiher relevant
records, the teachers, the peers, the parents, the environment.
Introduction to Nursing i) The TechniqueslMethods
Education
The techniques or methods which can be used to gather information from the
above mentioned sources include:

a) Interview
It is the basic methodtechnique of getting information from the individual
concerned and hislher significant others, i.e., parents, siblings, friends, teachers
etc. Interview permits flexibility, clarity, and an opportunity for observation to the
counsellor. At later stages, this understanding forms the basis of therapeutic
interview in the process of counselling. Structuring of these interviews help in
making the information more reliable and valid.

b) Observation
It is also a very important method of collecting information by the study of
counsellee with a specific purpose. Counsellor makes the observation either by
participating observations, i.e., as a member of the group of counsellee-
(participative) or as an outsider-non-participativeobservations. Non-participative
observations can be made during interview or while doing psychological testing
or in the classroom, or in the community/ward. Sometimes one-way screens are
used to make these observations. By structuring and using a rating scale1
checklist, these observations can be made more reliable and valid.

c) Record Review
It is another significant method of getting information about counsellee from the
different records maintained in the school/college. The records which can be
made use of are:

Anecdotal Records
Anecdotal records consist of recording of important incidents. Anecdote is
verbal snapshot of an incident giving actual information about what happened.
Decisions should not be made on the basis of single anecdote.

Cumulative Record Card

Cummulative record card is a method of recording and providing meaningful,
significant, comprehensive illformation about the individual over time. It provides
information about students' attendance, achievement, social adjustment in the
school, behaviour with other students, attitude towards school and teachers. It also
contains informatio; regarding estimate of quallties like hard work, perseverance,
tolerance, sociability and such other attributes which make a portrayal of the
student more clear and complete.

d) Examination and Investigations

It is also useful to gather information about physiological and psychological
aspects of an individual. There are variety of specialized devices for doing
different examinations and psychological tests to get desired information.
ii) The Tools

The information by using the above mentioned techniqueslmethods can be

collected by using various non-standardized and standardized tools.

a) The Non-standardized Tools

These are developed by the counsellorslteachers themselves. The non-
standardized tools which are used most commonly include interview schedule (to
collect data through interview), observation checklist (to collect information by
observation), record checklist (to collect data by records review), rating scale etc.
b) The Standardized Tools The Counselling Process
and Approaches
These are the tools which are ready made tools, highly valid and reliable, tested
over large population in different areas over time. The tools which are used for
testing physiological and psychological aspects are standardized tools which are
available for specific purposes.
'The psycho-social tests/tools are the tools which are more often used by the
counsellor to get information about intelligence, attitude, aptitudes, interests,
personality, sociability etc. Although a number of psycho-social tests/tools are
available but still lot many more testing tools are required in different areas of
measurements. You have learnt about the various tools in BNS-105 and BNSL- 105.
The choice of the testing tools should be done on its validity, reliability, usability, and
practicability aspects. The following purposes/objectives can be served by psycho-
social tests/tools:
8 To identify bright and poor student, so that remedial teaching can be arranged
for the poor (Categorization).
8 To identify the areas of weakness (Diagnostic).
To serve as the basis of counselling (Self-understanding).
To serve as the basis of vocational guidance (Supportive).
8 To serve as the basis of conference with parents and teachers (Supportive).
8 To select the individuals from a group of applicants (Selective).
To predict the potentials of individuals (Predictive).
These tests can be categorized as under:

(Criterion (Non-Criterion
I based I I based) I I creativity) II (Manual dextarity, clerical) 1
A counsellor should not give too much stress on the test score but should interpret
them cautiously and should involve all the tutors and administrator in the
programme of testing.

Check Your Progress 2

1) List the sources of information for counselling.

..............................................................................................................................
Introduction to Nursing
Education

6.2.3 Interview Technique

The interview technique is the most important technique in counselling process. It is
not only used in gathering information but also used as a technique of counselling.
A counsellor needs to have skills in interviewing. In fact, without these skills the
counsellor cannot counsel. Stewart et al. (1978) have identified six components of
interviewing skills as follows: (i) interviewing setting and getting started, (ii) problem
focus, (iii) identifying an important theme, (iv) focusing on a theme, (v) directing the
theme towards a goal, (vi) managing interaction with the individual. Let us discuss
these components in little more details.

i) Interview Setting and Getting Started

It involves taking care of five factors. These are:
a) Physical Arrangement
A skillhl counseilor can work in any setting but she needs at least two
comfortable chairs and a table or a desk. The important thing is their
placement to create an intimate atmosphere. Chairs should face each other
with a leaning facility available to counsellor. The closeness of counsellor
helps in indicating the attentiveness and willingness.
b) Greeting
A warm and friendly greetings facilitate the helping process. Such statements
as, "Hello, come in, take the chair", or Namaskar, what is your name",
appropriate behaviour.

c) Inviting the Individual to Participate

A counsellor should not waste time on rituals like Oh! today's climate is very
good etc. but should start the interview by asking the individuals why they
 have come for counselling. Simple statements such as "How may I help The Counselling Process
you?" or "What would you like to discuss?" etc. and Approaches

d) Maintaining Eye Contact

Eye contact helps in building personal relationship and permits the counsellor to
observe non-verbal behaviour. Occasionally, eye contact makes the individual
uncomfortable and if it is so, then the counsellor should maintain it for a few
seconds initially until the individual is at ease.

e) Demonstrating Proper Body Posture

An attentive and relaxed counsellor helps in building intimate atmosphere. A
mobile posture allows freedom to movement and ability to use the body to
assist in communication, so your seat should be such as to facilitate it.

ii) Problem Focus

Since most counselling is short-term (i.e., three to six interviews), it is important that
the counsellor should assist the individual to focus on important topics of concern
only and not to allow the individual to ramble. The counsellor should identify in the
individual's verbalizations and should even be alert to the non- verbal cues.

iii) Identifying an Important Theme

While the individual is talking, the counsellor should try to identify the important
theme by observing the individual's pre-occupations and the emotional significance
attached to the topics. This process can be made easier by grouping the major
preoccupations into one of the three areas as follows: (a) existing environmental
difficulties, (b) difficulties caused by inappropriate learning, and (c) pre-existing
childhood difficulties.

iv) Focusing on a Theme

The counsellor should direct the verbalization of the individual, once the theme has
been identified. The individual while being encouraged to talk at a length about the
problem, should be checked from going a stray or rambling. The re-focusing can be
done by such statements as "you were telling me that your classmates do not
understand you" or "can you tell me'more about your difficulties in nursing art
class?" etc

v) Directing the Theme Towards the Goal

All counselling assists an individual to attain a goal that the individual and counsellor
both believe is worth attaining. Once the theme has been identified and explored in
sufficient depth to have an understanding of the individual's self-perception and her
environment, it is time for discussing counselling goals. Such leads as, "As I
understand, you want to stop day dreaming while you are in the ward. "You want
to select an advance training programme in nursing to gain ability in teaching", will
be helpful directing the theme towards a goal.

vi) Managing Interaction with the Individual

To facilitate the discussion, more skills are needed. The following techniques may
be used to continue the interaction:

a) Restatement
It involves putting the individual's statements into different words to draw the
attention or to point out to the individual what she is finding difficult to verbalize.

b) Maintaining Motivation during the Interview

The individual must be motivated to work actively towards the achievement of the
counselling goal, as many a times the individual wants to dump the problem on the
counsellor. This can be done by asking challenging questions and use of silence.
Introduction to Nursing c) Interpretation
Education
It is used by the counsellor while presenting tentative solutions to the individual for
mutual consideration. The purpose is to have different perspective of the same
solution. It should be so presented that the indi\~idualfeels free to reject, if she so
desires.
d) Managing Pauses and Silence
Pauses and silence are important techniques in counselling but too long pauses and
silence may give a feeling of avoidance or embarrassment'to the individual. When it
becomes a hindrance to the progress of interview, it should be broken by such
statements as, "you find it difficult to talk" or "I wonder whv you are silent" or
"perhaps you are upset or afraid", etc.
The above skills, if practiced will nrake you an effective counsellor.

6.2.4 Prohtei~ssin Counselling

Cour?scllingis a unicille experience. Each individual case is different by virtue of the
problem(s) and the experiences an individual brings to the counsellor, thus providing
the counsellor with a variety of experierrces. On the one hand it is the richness in
experiences that the proceqs of counselling provides to the counsellor and on the
other hand are the pri:blcms eiperienccd by the counselior. Some of the common
problcms whlc h are t:lccc:b! the counsellor are as under:

i) Resistance to Cmnserlirig: Kc-s'lstance to C O I I I I S C ~ !is~ ~faced

~ from two
angles. Firstly the iniiiz~~iimi liictng a problem feels that I do not need any
cc~unszllingc.r special help, Tllzsi: i~ldividuaisfear change and are conditioned
to certain pay offs like attel?iion limn s3gn~ficantstliers, syinpathy, comforts
associated with present behaviuur, avoidli~~cr of work or stress. Such
resistonce can ibi. dealt a.ith either by in:olvi:~g significant others or
deconditioning the pay offs. Secondly the resistar~cecomes from the faculty
itse!f i.e. v-hen the other tutors crr ihe administrator, do not see the worth of the
couusel!ing process and discard it as not a necessary service. Such resistance
can be managed by gaining tile cocyxmtion fionl all the inenlbers and
high!ighting from time to time the important achievements of counselling to
them.

11) Counselling 1ndividu;tls of Different Cultures: Some of you nlay be

working in such schools of nursing where you may have students with a
cultural background different from your own. These students have different
sets of values and expectatiionk. if yciu do not have full understanding of these
values you may interpret their b e h a ~ u u inaccurately
r and impose your value
system on them ahich may ft~rthercreate problems. As a counsellor you
should try to understznd their value system and should not apply one approach
uniformly to all the students.
1 iii) Counselling Individuals with Strong Emotions: Often as a counsellor you The Counselling Process
and Approaches
may come across individuals with strong emotions such as high anxiety, anger,
depression, intimacy etc. These emotions hinder the process of counselling. In
such cases you should first acknowledge their feelings by simply saying:
"Sheila, I can see how very angry you are right now", or "Feel free and cry".
You can remain calm in some such situations and this may act as a tranquilizer
I to such individual.

iv) Counsellor Burn-out: As a beginner counsellor you may work very

i
I
excitedly but as number of individuals seeking counselling in a day
becomes large, excitement may change to discouragement and lead to
I
I
feelings of burn-out. The following symptoms may be observed in yourself:
restlessness, boredom, irritability, lethargy, fatigue, negative feelings about
11 yourself or your client etc. This problem can be managed by changing your
work environment, changing your approach, taking care of yourself (enough
sleep, rest, diet, play, entertainment etc.) accepting others view on the
counselling given by you to them.
Such other problems as lack of awareness of value of counselling by public,
inadequate administrative support, physical facilities, non-availability of time to
tutor-counsellors for counselling, non-availability of tools and tests and dearth of
training facilities for counsellors and also sources of impediments to the process of
counselling. Theses problems should be solved before proceeding with the
counselling services.
. Introductlon to Nursing
Education ' 6.3 APPROACHES TO COUNSELLING
The emphasis given during the process of counselling by the counsellor
determines the approach. There are three approaches to counselling namely:
Non-directive; Eclectic and Directive. Let us discuss each of them below:
6.3.1 Non-directive Approaches to Counselling
This approach to counselling is also referred to as client-centered or humanistic
approach. In this approach, the individual rendering help does not impose hislher
values upon the person being helped. The term 'client-centered' emphasizes the
role the individuallclient has to play here, The counsellor is not supposed to play
role of the 'big brother' as is the case in directive counselling. Here the onus of
direction lies 011the individual being helped. The assumption of this approach is 1
that every individual is capable of solving herhis own problems. According to
Rogers, who has developed this approach, the counsellee is helped to help
herselfhimself. The counsellor listens and encourages the individual to talk freely
on herhis own self in an atmosphere of acceptance and in permissive
atmosphere, thereby helping himlher to his /her tension and express herlhis
emotions.
The counsellor by reflecting, clarifying, and interpreting these feelings enables the
individual to gain an insight of herhis own self. The counsellor responds ta the
feelings underlying the individual's words and not the intellectual content, The
proceqs is warm, personal and spontaneous. This approach to counselling is thus
more suitable to sort out emotional or personal problems, Tt is more useful for
individuals having anxiety, worry or tension. Talking freely enables an individual
to view hislher problem from a new angle and change hislher attitude. This
approach is however, more time consuming as campared to directive caunselling.

6.3.2 Directive Approach to the Counselling

This approach to counselling is also termed as authoritarian ar psycho-analytic
approach. Here, the counsellor is active and directs the individual in making
decisions and finding solutions to the problems. Although the counsellor does not
force the individual but directs hisker process of thinking. This appraach ta
counselling is based on the assumptions that the training and experience of the
counsellor makes himher competent person in helping a person ta salve histher
problems,
The counselling follows a well defined process which includes analysis af the
problems, diagnosis or identification of the exact nature of the dificulty, pragnasirj
or making predictions, counselling and follow-up, The process tend5 ta be planned,
objective, and impersonal and is more suitable to intellectual problems,
Since the eoun8ellor either sugge@ts,or uses persuasion and advise or pressure,
eeercion orpuni&rnent, eeunselling tend@to be eomparativoly ehart and seneurnes
leee time as time ie net wasted in self deeisians by the individual but the limitatian
is that the caunsellor may ot times prescribe a course afaetisn that is not in
aeeordance with the level of readiness of the indivi&aal being souneeled.

6.3.3 Eclectic Approach

T h i apgroaeh
~ to eouneelling is based on the fact that a11 individual8 differ from one
another and eo do their problems, No single approach can, therefore, be npplied to
each a d every problem, Thie ~ Q Q P O B ie
G ~consi8tent with the modern day life
wherein we do not believe in juet one set of vnluesl but try to hamenioudy bland the
bast value^ from different culture and those arc reflected in the way we eat, drers
up, and mingle with others, Ecelecticism refers to selection and orderly combination The Counselling Process
of best features from di;erse sources in to a harmonious whole. and Approaches

A counsellor who uses eclectic approach is thus at times a non-directive

counsellor, operates on the premises that it is the indiv@ual's responsibility to
determine hislher own way of life and choose hislher own goals, She motivates
the individual to solve histher own problems and thus provides h i d h e r with a
permissive, accepting environment to talk freely about the problems, However, at
times the counsellor is directive when she recognizes that many young people are
not ready to assume full responsibility and thus takes the initiative and provides
necessary direction.
Slhe also believes that past events and experiences influence present behaviour,
and so slhe obtains as much information as possible and encourage the other
tutors to maintain the cumulative records. S h e plans the tentative actions for the
interviews from the available data. But as an eclectic counsellor, she is always
ready to change herlhis plan and is flexible in the approach at every stage of the
counselling process. Slhe makes use of community resources and referrals. S h e
believes that counselling is the joint responsibility of both the individual and the
counsellor and that it is a joint veqture.
Introduction to Nursing
Education 6.4 INNOVATIVE METHODS OF COUNSELLING
In the last section, you were acquainted with some of the problems a counsellor
may face in the process of counselling. In this section we are going to introduce to
you some important methods which a counsellor should utilize to make counselling a
modem and more effective process. For example, Self-Help Group, Peer
Involvement. Let us examine each one of them below.

6.4.1 Self-Help Group

I
It is a process of counselling of people in groups which is contrary to the age old
individualistic method of counselling. It involves minimal or no therapist contact to
bring behavioural change. Groups are formed by the individuals suffering from the .I
same problem. Many self-help programmes are developed and disseminated
through self-help groups. In a self-help group each member of the group shares his/ 1
her problems and all the participants work together towards their solutions. This -1
provides its members with many valuable experiences and facilitates self-
exploration, self-understanding and sc!f acceptance. This also eliminates isolation I
and shyness of the group members and develops within them a feeling or mutual I

trust. "Alcoholics Anonymous (A.A.)" is an example of self-help group.

6.4.2 Peer Group Counselling

i
I
1
I

While learning about counselling personnel in Unit 5, you have learnt that peers are I
also important members of the team of counselling. From your personal experience
you know that many students would prefer discussing their problems with their
fellow members rather than with their tutors or counsellors. Students accept their
peers as counsellors because they share the same problems and communication is
at the same level. They also have more trust in them.
Peer counselling can be very useful in nursing education as there is a shortage of
trained tutor-counsellor. Peer counse!!ing can be used at the initial stage of the
problems and for screening of individuals with problen~s.The concept of peer
counselling does not replace the tutor-counsellors but supplement their work. It can
be used to provide support:
e To solve problems as well as for understanding each other.
e And helping individuals to adjust to the new setting (school or hostel or clinical
field).
e In terms of practical problems it can solve problems, such as of housing,
transport, study-skills, stipends and loans, providing favorable climate at the
beginning of students' studies.
e Peer counselling can be made more effective by identifying potential
counsellors amongst the students and giving then) some training.

6.5 EVALUATION AND RESEARCH IN

COUNSELLING
Evaluation is necessary to find out the effectiveness of counselling programme and
make necessary changes and modifications to make the programme effective.
Research in the field of counselling is equaliy important to explore and find out new
and effective strategies in counselling.
6.5.1 Evaluation in Counselling
"If you do not know where you are going, you may land up somewhere else", is a
saying that highlights the need for evaluation.
i) Let us see the importance of permissive evaluation. 'he Counselling Process
and Approaches
a Success of any counselling programme can be judged only through its
evaluation. Yet, there are many counsellors who will not evaluate the
progress of the counselling process.
a Evaluation enables us to judge the changes in the behaviour of the
individual, counsellor's effectiveness and provides feedback to the
counsellor.
a The criterion for evaluation is individual's behaviour-what individual
does not as a result of counselling.

ii) We shall now briefly go in to the major steps in evaluation which are:
Definition of goalslobjectives;
Setting of criteriodcriteria against which progress towards the goals can
be judged;
Selecting/designing tools;
Collection of data;
Judgement against the criteriodcriteria;
Taking actions on the basis of these judgements (modifying the
counselling process).

6.5.2 Research in Counselling

Concerning research it may be said that there is a need for research in the field of
counselling and more so in counselling nursing students/personnel. Studies available
are mostly surveys wherein the problems of the students have been studied. There
is a dire need to conduct studies which can throw more light on the counselling
process itself, so that it can be modified based on the research findings. It is difficult
to choose proper research designs and again non-availability of good data collection
tools handicaps the process of research in counselling.

Check Your Progress 6

I) Why is evaIuation important in counselling?

..............................................................................................................................
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v....................a.........'...............*........~............~...~...............................

..............................................................................................................................
2) Differentiate between self-help groups and peer group counselling.
I Introductionto Nunlng
Mucation 6.6 LET US SUM UP
In this unit you have learnt about the phaseslsteps of counselling process, tools and
techniques which can be used in gathering informations, the technique of
interviewing, Problems which can be encountered in counselling, approaches to
counselling and other alternative methods of counselling and importance of
evaluation and research in counselling.

ANSWERS TO CHECK YOUR PROGRESS

Check Your Progress 1

1) Phases of the counselling process:

It is difficult to divide this complex process into neat, clearly defined phases
but the phases may be enumerated as:
i) Establishing relationship
ii) Assessment
iii) Setting Goals
iv) Intervention
v) Termination and Follow-up

2) The phase of establishing relationship should begin with adequate social skills
i.e., you would:
i) Introduce yourself

ii) Listen attentively to the individual being helped

iii) Always remember the client's name.

iv) Address the client by hisher preferred name.

v) Ensure physical comfort of the client.

vi) Do not interrupt the client while helshe is talking.

vii) Carefully observe the client's non-verbal communication.

3) Setting goals in the counselling process is important for:

i) . Providing direction to the individual and the counsellor.

ii) Making a commitment to a set of conditions, a course of action or an

outcome.
iii) Ascertaining how well the counselling process is progressing and
working and also to determine when this could be concluded.
Check Your Progress 2
1) i) The individual itself
ii) Students7record
iii) The teachers
iv) The peers
v) The parents, siblings
2) i) Interview The Counselling Process
and Approaches
ii) Observation
iii) Record review
iv) Examination and testing

3) i) Serve as basis of counselling (self understanding).

ii) Identify bright and poor students.

iii) Identify areas of weakness.

iv) Serve as basis for vocational guidance.

4) Standardized tools: These tools are readymade tools which are highly valid,
highly reliable, and practicable. These are tested repeatedly over large
population in different areas. Most of the tools which are used for testing
'psycho-social aspects and physiological aspects are standardized.

Non-standardized tools: These tools are self developed tools i.e. developed by
the counsellorlteachers and include interview schedule, observation checklist,
record check list, rating scale etc.
Check Your Progress 3

i) Interview setting and getting started.

ii) Problem focus
iii) Identifying the important theme
iv) Focusing on a theme.

v) Directing the theme towards a goal

vi) Managing interaction with the individual.

Check Your Progress 4

1) Resistance from the individual: This can be managed by involving significant

others or by deconditioning the payoffs when the concerned individual feels
helshe is not in need of any special help. The resistance from the faculty and
administrator can be overcome by explaining and highlighting from time to time
the important achievements of counselling to them.

2) Counsellor burn-out: Can be managed by (a) changing hislher work

environment, (b) changing herhis approach, (c) taking care of self, and (d)
accepting other's view on counselling.

3) Counselling individuals of different cultures: These individuals have different

sets of values and expectations. As a counsellor, one has to understand each
individual's value system and should not apply one particular approach to
counselling uniformly for all these students.

Check Your Progress 5

1) The advantages of Directive Approach to counselling are:

i) The counselling follows a well defined process which includes analysis of

the problem, identification of the nature of the difficulty, progress and
follow-up.
Introduction to Nursing ii) The process tends to be pla~med,objective, and impersonal.
Education
iii) It is more suitable for sorting out intellectual problems.

2) Non-directive Approach to counselling emphasizes the role of the individual/

client has to play here. This approach assumes that every individual is capabl'e
of solving hisher own problems, leaving the onus of decision making on the
counsellee himselfherself. The counsellee is helped to help himselfn~erself.It
is the counsellee who has to direct hisher thought process in coming to a final
decision. Therefore, the counsellor avoids giving directions in non directive
counselling.

3) As a modern counsellor I would adopt the Ecelectic Approach to Counselling,

because:

i) All individuals differ from one another and their problems needless to
add, will have to be solved individually. No single approach can therefore
be adopted or applied for each and every problem. Depending on the
nature of the problem, the value system of the concerned individual and
hisher intellectual, socio-cultural and economic background as well as
her emotional make-up, ecelectic approach applies either non-directive or
combination of both in solving problems.

ii) Flexibility is therefore there at each stage of the counselling process

meeting the demands of the problem situation.
iii) In the course of this process, counselling becomes a joint venture and
.community resources and referrals are used whenever such need arises.
Check Your Progress 6

1) Evaluation, a key to the success of a cour~sellingprogramme, is important in

counselling as:

i) It enables us to judge the behavioural changes in the individual.

ii) It assesses the counsellor's effectiveness.

iiij It provides feed back to the counsellor.

2)