S G
S E T T I N G
SETTING IN COUNSELING
B
B
GOVERNMENT SETTING
Counseling professionals in government
setting work with the various government agencies
that have counseling services such as:
CIVIL SOCIETY SETTING
The context of civil society is generally
charities or non-profit and issue based centers or organizations
such as for abused women, abandoned children and elderly,
veterans, teachers, professionals, or religious group.
PRIVATE SECTOR SETTING
In the private sector , couselors range from
independent providers of services of work NGOs (Non
Government Organization), or specialized for profit centers and
organizations that render a variety of counselling services.
SCHOOL SETTING
the role of school counsellor is more
complex since the needs of students can vary widely. This
gives rise to the more dynamic and complex role of school
counsellor; it depended on a school’s local circumstances as
well as the dynamism within the profession itself. As such,
school counsellors assume many different responsibilities and
task based on the particular needs of students in the school
context.
COMMUNITY SETTING
The community has the greatest and widest
application of counseling services considering the diversity of
people who constitute the community. There are people who in
conflict with the law, socially marginalized, people who suffer loss
of all kinds, those living in institutional homes, and those
experiencing different types of life transitions that need
counseling support and services. The community setting creates
a crossroad for individual context and group context. Therefore,
the needs recognized and addressed on other levels are equally
present in the community setting.
ROLES IN SCHOOL
B
B
Changes in the School Counselor Training
According to Coy (1999), School
counselor are now educated and
experienced in knowledge and skill
based programs that stress counselling,
guidance, consultation, coordination
and referrals.
Concerns that Interfere with Learning
Concerns that can interfere with learning process include:
• Suicide
• Violence
• Divorce
• Child abuse
• Unwanted Pregnancy
• Drug Addiction
• Truancy
• Increasing Droupout rates
• Decreasing economic resources
• Peer pressure
• Poverty
• Dicision making skills
MULTIPLE ROLES OF SCHOOL COUNSELOR
Apart from their counselling roles, school counselors are
NON-COUNSELLING
also assigned ROLES
in non-counselling roles. There can range
from: Task can take considerably amount of time and pull
counselors away from more appropriate counselling
activities . Presence of these non-counselling roles often
• Part-time Teaching
brings confusion and lack of effectively to the guidance
• Secretarial
programs of Responsibilities
the school.
• Substituting teachers when not available
• In ourduty
Lunch country,
and,the roles of school counselors have been
prescribed and proffesionalized the practice (R.A. 9258)
• Other responsibilities assigned by the administrators and
staff looking for extra assistance.
ROLES IN ELEMENTARY (K-6)
include:
• Development and implementation or facilitation of
classroom guidance activities
• Individual and group counselling
• Parent education
• parent-teacher consultation
• Referrals to professionals and public agencies and
• Crisis intervention and management
ROLES IN JUNIOR HIGH (GRADE 7-10)
According to Ward & Worsha (1998), counselors provide
guidance and counselling in dealing with peer relationship
and social interactions, and such, includes work with
student, teachers and parent in attempt to help each
understand the other.
ROLES IN SENIOR HIGH (GRADE 11 to 12)
Provide guidance and counselling pertaining to
educational and career decisions as well as college
placement counselling. Ward & Worsham (1998)
ROLES IN COLLEGE
Provide counselling, appraisal and assessment,
information, placement, research and evaluation, follow up
and students activities
THERAPY B
B
PSYCHOANALYTIC THERAPY
• Developed by Sigmund Freud
• Explore how the unconscious mind influences, thoughts
and behaviours, with the aim of offering insight and
resolution to the person seeking therapy
• Looks at the client’s experience of early childhood, to
see if any events have had particular impact on their
live, or contributed in some way to current concerns.
• Long-term sessions that can continue for weeks, months,
or even years.
ADLERIAN THERAPY
• Developed in 1870 to 1937 by Alfred Adler
• Similar to Freud
• Explain that the first six years of life influence an
individual. But ensuing behavior depended on how one
interprets his/her past and its continuing influence on
him/her.
• Humans motivated primarily by social urges.
EXISTENTIAL THERAPY
• No founder
• Viktor Frankl, Abraham Maslow, Rollo May
• Focuses on the human capacity to define and shape
his/her own life, give meaning to personal circumstance
through reflection, decision-making, and self-awareness
PERSON-CENTERED THERAPY
• Originated from Carl Rogers (1902-1987)
• People get, share, or surrender power and control over
themselves and others, and so empowerment depended on
the self and such required non-directive process.
• Non-directive process focus on the client’s self-discovery
rather than their input
• Counselor-Client reflecting and clarifying the verbal and non-
verbal communication of clients.
• active listening, reflection of feelings, clarification and just
“being there”.
GESTALT THERAPY
• Developed and introduced by Frederick S. Pearls (1893 –
1970)
• It is an existential approach, stressing that people must find
their own way in life and accept personal responsibility for
maturity. They must develop an awareness of their unfinished
business from the past, traumatic experiences in life, and what
they are doing in order for them to bring about change in
their lives.
• Confrontation, dialog with parties, role-playing, reliving and re
experiencing unfinished business in the forms of resentment
and guilt.
TRANSACTIONAL THERAPY
• Developed by Eric Berne (1910 – 1970)
• Emphasis on decisions and contracts that must be made by
the client.
BEHAVIOR THERAPY
• Arnold Lazarus, M.J. Mahoney, David L. Watson, and A.E.
Kazdin.
• Uses many action-oriented methods to help people take steps
to change what they are doing and thinking .
• This approach focuses on overt behavior, precision in
specifying the goals of treatment, and the development of
specific treatment plans.
• The counselor should active and directive, and functions as a
teacher or trainer in helping clients to work on improving
behavior.
RATIONAL-EMOTIVE THERAPY
• Developed by Albert Ellis (1913 – 2007)
• Form of cognitively-oriented behavioral therapy
• Based on the assumption that human beings are born with
potential for both rational or straight thinking, and irrational or
crooked thinking.
• Helping clients accept themselve as people who would
continue to make mistake, yet at the same time learn to live
with themselves and be at peace with themselve.
• Through thinking, judging, deciding and doing people can
change their cognitive, emotive, and behavioral processes.
REALITY THERAPY
• Founded and promote by Willia Glasser (1925 – 2013)
• Short-term approach that focuses on the present and
highlights a client’s strength.
• Client needs to encouragement to assess the current style of
living then leave them to employ a process of honest self-
examination, leading and resulting to improvement of one’s
quality of life.
