--- title: "Vol 4 3" book: "EDUCE208 Principles & Procedures of Guidance and counselling" category: "EDUCE" publisher: "Ratan Prakashan Mandir Pvt. Ltd." type: "Educational Material" --- According to Latest Syllabus Read For Sure SuccessIn University Examination RATAN TEXT BOOK PRINCIPLES AND PROCEDURES OF GUIDANCE AND COUNSELLING Vol-4 M.A.Education (Sem-IV) Dr. Neelesh Singh Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 Copyright Authors & Publishers Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 ISBN :978-93-0970-524-3 Price 75.00 only Printed at : KIDS INTERNATIONAL PVT. LTD. C-60, 61, 62, 63, EPIP, Shastripuram, Agra - 282007 Ph. : +91 9719004921 UNIT-19 CONCEPT, CHARACTERISTICS AND PRINCIPLES OF COUNSELING Structure 19.1   Introduction 19.2  Learning Objectives 19.3  Meaning of Counseling Self-Check Exercise-1 19.4  Characteristics of Counseling Self-Check Exercise-2 19.5  Functions of Counseling and Principles of Counseling Self-Check Exercise-3 19.6   Summary 19.7    Glossary 19.8   Answers to self-check Exercise 19.9    References/Suggested Readings 19.10    Terminal Questions 19.1    INTRODUCTION Dear Learner, In the first lesson, you have read about guidance. Sometimes you may be confused about the two terms guidance & counselling. Counselling is the central aspect of the whole guidance programme. All the activities and services of the guidance programme lead to and help in the counselling process. Counselling is aimed at helping the individual in solving problems in future and also enhancing personal, social, emotional, educational and vocational development. Counselling has Remedial, Preventive and Developmental value. In this lesson, we will discuss the concept of counselling, its characteristics, functions and principles. 19.2    LEARNING OBJECTIVES After studying this unit, you will be able to: •     Explain the concept of counseling •     State the types of counseling •     Differentiate between directive and non-directive counseling. •     Explain the process of counseling. •     Describes the stages of the counseling process. 19.3    MEANING OF COUNSELING Counseling is the intimate and vital part of entire guidance. Though the term guidance and counseling is used interchangeably, both the terms have different meanings. We have studied about guidance, now we will know about counseling. In everyday life, we find counseling goes on at many levels. In a family, parents counsel their children, doctors counsel patients, lawyers to clients and teachers to students. There is no limitation to the problems or counselors in providing counseling, so, let us know what counseling is •     Webster dictionary counseling is defined as: Consultation, mutual interchange of opinions, deliberating together. •     The scholars have exhibited variations in their viewpoints regarding defining the term 'counseling'. One major cause of these variations is the occurrence of historical changes in the perceptions of the persons. In spite of this, there was a lot of variation in the philosophy of experts •     According to Shostorm and Brammer. "Counseling is a purposeful reciprocal relationship between two people in which one, a trained person, helps the other to change himself or his environment." •     According to Wrenn. "Counseling is a dynamic and purposeful relationship between the people whose procedures vary with the nature of the students' need, but in which there is always mutual participation by the counselor and the student with the focus upon self-classification and self-determination by the students." •     Ruth Strang, emphasizing mutual relationships of persons, has said, "Counseling is a face-to-face relationship in which growth takes place in the counselor as well as the counselee." •     Myers has written as, "Counseling means a relationship between two persons in which one person provides special assistance to the other." •     Rogers says about counseling that, "Counseling does not mean providing a service by means of which specific problems of an individual may be solved. The process should help the counselee in gaining clear insight into the problem and in achieving self-confidence." •     Considering counseling as a problem-solving effort, Hamrin and Erickson have said that, "Counseling is an attempt made by the counselee to think through and solve the problem that confronts him. It is an experiment in cooperative thinking in which two individuals (the counselor and the counselee) strive to solve a problem." •     Considering counseling as a mutual learning process, Willy and Andrew have said, "Counseling is a mutual learning process involving two individuals one seeking help and the other a professionally trained person helping the first to orient and direct him towards a goal which leads to his maximum development and growth in his environment." If all the definitions are analysed we can come to the following conclusions. •     Counselling is a two way process. •      It involves two individuals. •     There is mutual relationship between the two individuals •     It helps an individual to gain self-understanding, self-acceptance and self-realisation. •     It helps an individual to become happier, more creative and better adjusted. Self-Check Exercise-1 1.    What is the primary characteristic of counselling according to the provided passage? a)    Unilateral relationship b)    One-way process c)    Mutual relationship d)    Singular involvement 2.    What term describes counseling according to Rogers? A)    Problem-solving service B)    Insight-gaining process C)    Unilateral effort D)    Self-confidence booster 19.4 CHARACTERISTICS OF COUNSELING The following facts become distinct about counseling after studying and analysing the above mentioned definitions: •     Counseling is a conversation with someone regarding some problem. •     Normally, not always, one of the two persons possesses facts or experiences or abilities which the other lacks. •     In the process of counseling, the problem is made clear through discussion. The counselor explores the problem and its importance through his skillful questioning. •     Counselor draw out the facts from the pupils through the counseling process. He also informs the pupils of certain facts. •     Counseling helps the pupil in making selections and following those selections. •     Counseling is assistance to the persons in their behaviour related problems in which their emotions and motivations are main. •     Counseling involves interactions in which the counselor accepts the responsibility of positive contribution in the development of another person's personality. •     Counselor guide the pupils to establish contacts with various factors in the counseling process. He explains the importance of those facts which the pupils consider unimportant. •     Counseling is a vital part of the entire guidance programme. •     Counseling is only one aspect of guidance. •     Counseling is a learning oriented process. •     Counseling is a face to face relationship with a person. This relationship is between a counselor and a client •     Counseling is democratic. It lays down the democratic system. The client can behave as he wishes. •     Counseling is a professional service. •     Counseling is problem-oriented. •     Counseling is based on the appropriateness of counselor's prediction •     Best counseling is in the form of the decision made by the counselee •     Counseling is possible in a humorous and cooperative environment only. •     Counseling is completely based on self-guidance. Self-Check Exercise-2 1.    What is a key role of the counselor in the counseling process? a)    Dictating solutions to the client b)    Drawing out facts from the client c)    Ignoring the importance of certain facts d)    Maintaining a non-democratic environment 2.    What characterizes the relationship between the counselor and the client in counseling? a)    Dictatorial b)    Non-cooperative c)    One-way c) Face-to-face and democratic 19.5 FUNCTIONS OF COUNSELING AND PRINCIPLES OF COUNSELING Like guidance, counseling also has three fold functions: adjustmental, oriental and developmental. Adjustment Functions: Rapid social change brought about by industrialization and urbanization has led to several perplexing problems. The pace of this change is ever increasing, thus making adjustment a continuous process of grappling with new situations. Counseling helps the student in making the best possible adjustment to the current situations be in educational institutions, occupational world, in the home & In the community. Professional and individualized aid is given in making immediate & suitable adjustment at problem points. Oriental function: Oriental function means to orient the person about his environmental constraints & resources and her personal constraints & resources by giving information and awareness in problems of career planning, educational programming etc. Awareness of the need to plan in the context of the complexity of the world of work is an essential prerequisite of going through education and preparation for after education. So, oriental function is the important function in the counseling process. It is a link between adjustment and development function. If the person is properly oriented, he can develop his plan properly & adjust it to suit himself and society. Developmental function Developmental function means not only to help the students having problems but also to help the students before the problems arise. For example, we are giving vaccination to the child as a preventive measure. Even then when the child suffers from a particular disease we take the help of a special doctor to cure it. So both the processes are coming under health development. Likewise in the counseling process the function of counseling is to prevent emergence & maladjustment and cure the person having maladjustment to adjust with the problem situation. Therefore the development function helps in. •     Self-development •      Self-realization •     Development of society and •     National development So we can say that counseling has not only its functions towards the individual but to the society & nation also. Principles of Counseling We have already discussed the meaning characteristics and functions of guidance. Now we will discuss the principles of counseling. The principles on which the process of counseling is based are- (a)    Principle of Acceptance: According to this principle, each client must be accepted as an individual and dealt with as such. The counselor should give due regard to the rights of the client. (b)    Principle of Permissiveness: Counseling is such a relationship which develops optimism and the environment shapes according to the person. All the thoughts accept the relative relationship of counseling. (c)    Principle of Respect for the Individual: All the schools of thought of counseling advocate for the respect of the individual i.e., respecting an individual's feelings must be an integral part of the counseling process. (d)    Principle of Thinking with the Individual: Counseling emphasizes thinking with the individual. It is essential to differentiate what to think for whom? And 'why to think'? It is the role of the counselor to think about all the forces around the client to join the client's thought process and to work collectively with the client regarding his problem. (e)    Principle of Learning: All the assumptions of counseling accept the presence of learning-elements in the counseling process. (f)    Principle of Consistency with Ideals of Democracy: All the principles are associated with ideals of democracy. The ideals of democracy desire to accept a person and want to respect the rights of others. The process of counseling is based upon the ideals of a person's respect. It is a process which accepts individual differences. Self-Check Exercise-3 1.    What is the purpose of the oriental function in counselling? a)    Developing personal constraints b)    Preventing awareness of career planning c)    Providing information and awareness d)    Limiting the complexity of the world of work 2.    What does the principle of respect for the individual emphasise? a)    Ignoring individual feelings b)    Disregarding client's rights c)    Respecting individual's feelings d)    Implying a collective approach 19.6    SUMMARY Counseling is an integral part of the guidance process, aimed at helping individuals solve problems and enhance personal, social, emotional, educational, and vocational development. While guidance and counseling are often used interchangeably, counseling involves a purposeful reciprocal relationship between two individuals, typically with one being a trained counselor assisting the other in selfchange or environmental change. Counseling functions include adjustmental, oriental, and developmental aspects, aiding individuals in making suitable adjustments, orienting them about environmental constraints and resources, and fostering self-development and societal development. Principles of counseling emphasize acceptance of the individual, permissiveness, respect for individual feelings, thinking with the individual, learning, and consistency with ideals of democracy. These principles guide the counseling process, ensuring that each client is treated as an individual with rights, and fostering an environment conducive to personal growth and problem-solving. 19.7    GLOSSARY Counselling: A process of consultation and mutual interchange of opinions aimed at assisting individuals in gaining self-understanding, self-acceptance, and selfrealization. It involves a purposeful reciprocal relationship between two individuals, typically a trained counsellor and a client, with the goal of facilitating positive changes in the client's life or environment. Developmental Function: Counseling aims to prevent maladjustment and promote self-development, self-realization, and societal and national development. 19.8    ANSWERS TO SELF-CHECK EXERCISE Self-Check Exercise-1 1.  c) Mutual relationship 2.  b) Insight-gaining process Self-Check Exercise-2 1.    b) Drawing out facts from the client 2.    d) Face-to-face and democratic Self-Check Exercise-3 1.    c) Providing information and awareness 2.    c) Respecting individual's feelings 19.10    REFERENCES/SUGGESTED FURTHER READINGS •    Shostrom, E. L., & Brammer, L. M. (1989). Counseling: Theories and Procedures (4th ed.). Prentice Hall. •    Wrenn, C. G. (1962). Counseling: The Psychology of Change. Holt, Rinehart, and Winston. •    Strang, R. (1973). Humanistic Psychology: Concepts and Criticisms. Praeger. •    Myers, D. G. (2014). Psychology (10th ed.). Worth Publishers. •    Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications, and Theory. Houghton Mifflin. •    Hamrin, T., & Erickson, E. H. (2018). Counseling: The Art and Science of Helping. Routledge. •    Willy, R., & Andrew, S. (1995). The Helping Relationship: Process and Skills. Allyn & Bacon. 19.11    TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions 1.    Explain the distinction between guidance and counseling, and provide examples of counseling relationships in everyday life. 2.    Describe the role of the counselor in the counseling process, emphasizing the characteristics that make counseling a vital part of guidance. 3.    Analyze the three-fold functions of counseling—adjustmental, oriental, and developmental—and how they contribute to individual and societal well-being. 4.    Evaluate the principles of counseling and discuss how they shape the counselor-client relationship. ******* UNIT-20COUNSELING APPROACHES – DIRECTIVE,NON-DIRECTIVE AND ECLECTIC Structure 20.1    Introduction 20.2    Learning Objectives 20.3    Counselling Approaches: Directive, Non-Directive and Eclectic Self-Check Exercise-1 20.4    The Process and Stages of Counselling Process Self-Check Exercise-2 20.5    Summary 20.6    Glossary 20.7    Answers to self-check Exercise 20.8    References/Suggested Readings 20.9    Terminal Questions 20.1    INTRODUCTION Dear Learner, Counseling encompasses various approaches tailored to meet the needs of individuals seeking assistance. This section explores three fundamental counseling approaches: directive, non-directive, and eclectic counseling. Each approach is characterized by distinct methodologies and roles for both counselor and client. Directive counseling, led by B. G. Williamson, involves the counselor taking charge of problem-solving, while non-directive counseling, pioneered by Carl Rogers, prioritizes the client's autonomy and self-discovery. Eclectic counseling, advocated by Bordin, offers a flexible combination of directive and non-directive techniques to address diverse client needs. Additionally, the counseling process unfolds through identifiable stages, including readiness, counter will, case history, rapport building, transference, countertransference, resistance, and various stages of client disclosure and exploration, ultimately culminating in commitment to action. Understanding these approaches and stages is essential for effective counseling practice and fostering positive client outcomes. 20.2    LEARNING OBJECTIVES After studying this unit, you will be able to: •     Explain the concept of counseling •     State the types of counseling •     Differentiate between directive and non-directive counseling. •     Explain the process of counseling. •     Describes the stages of the counseling process. 20.3    COUNSELLING APPROACHES: DIRECTIVE, NON-DIRECTIVE AND ECLECTIC Based on the nature of the counselling process and the role of the counsellor, the following are the three approaches of counselling. Counselling Approaches Directive Counselling WILLIAMSON Non-Directive Counselling CARL ROGERS Eclectic Counselling BORDIN Directive Counseling: •     B. G. Williamson is the chief exponent. •     The counsellor assumes the major responsibility of solving the problem. •     Counsellor identifies, defines, diagnoses and provides a solution to the problem. •     Counsellor directs thinking by informing, explaining, interpreting and advising. •     Counsellor-oriented. •     Emphasis is on the problem Steps: Role of the Counsellor •     Analysis-collecting data from various sources to understand the client's problem. •     Synthesis-interpreting and organizing data to reveal students assets, liabilities, adjustments etc. •     Diagnosis-identifying the nature and cause of the problem. •     Prognosis-predicting the future development of the problem. •     Counselling-taking steps to bring about adjustment •     Follow up-helping with recurrence or new patterns. Merits •    Time saving and economical •     Gives happiness to the counselee as he gets a solution to this problem. •     Emphasis is on the intellectual rather than the emotional aspect Demerits •       Kills the initiative •     Makes him helpless •     Does not guide counselee to be efficient and confident •     Undemocratic •    Made dependent Non Directive Counseling (Client-oriented/Centered Counseling): •     Chief exponent-Carl Rogers •     Counselee is allowed free expression •     Counsellor only directs and guides •     Counsellor asks a few questions, so as to think about the solution of the problem. •     Counselee takes active part, gains insight into the problem with the help of counsellor and arrives at the decision and action to be taken •     Counsellor’s role is passive •     Goal is independent and integration of the client rather than the solution •     Role of the counselor is to create an atmosphere in which the counselee can work out his own understanding •     Emotional aspect rather than the intellectual aspect is stressed •     Counseling relationship is the establishment of a warm, permissive and accepting climate which helps the client to express his self-structure. Merits •     Freedom of the individual •     Relieves tensions due to catharsis •     Moves toward acceptance of himself •     Confronts weaknesses without feeling threatened Demerits •    Time consuming •     Wisdom and judgment of the client cannot be relied upon All the problems cannot be sorted out through talking Eclectic Counseling: •     Chief exponent-Bordin (Thome) •     Counselling may be evaluated along a continuum from directive to non directive to directive. •     Eclectic is a continuation and synthesis of directive and non-directive counselling. •     Both counselor and counselee are active and cooperative Both do the talking in turn •     The problem is solved jointly The counselor studies the needs and personality of the client and then selects the technique (appropriate). Begins with directive but switches over to non-directive or vice versa as demanded by the situation. Steps •      Initial interview •     Develops rapport and does structuring so that client understands what to expect from the counseling •     Tentative diagnosis and plan of counseling is formulated •     Gathers information about the client and the client needs to be helped to assimilate this information •     Client achieves emotional release and gains insights, modifies perceptions/attitudes about himself and situations Self-Check Exercise-1 1.    Who is the chief exponent of Directive Counseling? a)    Carl Rogers b)    B. G. Williamson c)    Bordin (thome) d)    None of the above 2.    What is emphasised as the primary role of the counsellor in NonDirective Counseling? a)    Solving the client's problem b)    Providing solutions to the client c)    Guiding the client through questions d)    Taking an active role in decision-making for the client 3.    According to the description, what is a characteristic of Eclectic Counseling? a)    Exclusive reliance on directive techniques b)    Exclusive reliance on non-directive techniques c)    Flexibility in using both directive and non-directive techniques d)    Lack of cooperation between counsellor and client 20.4 THE PROCESS AND STAGES OF COUNSELLING PROCESS Counselling is a process. It means that Counseling involves a sequence of identifiable events spread over a period of time. The time taken, the sequence of events, and dynamics involved, the nature and extent of exploration, differ from individual to individual. However there are certain basic stages, which form the essentials of counseling processes. The process of counseling comprises of certain concepts, they are as follows: Readiness: The counselee are of two types i.e. one who seeks assistance voluntarily and the other who are referred. The Counseling presupposes a desire on the part of the counselee that makes him come for the assistance. This desire is referred to as readiness. Counter Will: People experience difficulty in asking for help and accepting it, because they are reluctant to face the consequences of change or an admission of inadequacy of failure. The negative feeling that holds back one from seeking help is referred to, as counter will. Case History: Case History is a systematic collection of facts about the counselee's past and present life. However, the focus of attention varies from case to case. Rapport: It is a warm friendly and understanding atmosphere created by the counselor, which is catalytically in the formation of an effective counseling relationship. Warmth of relationship and feeling of trust, which grows out of unconditional acceptance are important in contributing to the establishment of rapport. Transference: It is the counselor transferring emotions originally felt toward someone early in life The counselee is encouraged to express his/her feelings and emotions freely. The counselor acknowledges these feelings and handles them in a therapeutic way. Counter Transference: This occurs when counselor project their unresolved conflicts upon the counselee. When a counselor feels uncomfortable and experiences feelings of anger, resentment or becomes overemotional. This is unhealthy. Resistance: It refers to counselee's move to oppose the counselor's attempt to work towards set goals. This influences counseling outcomes positively. Resistance ranges from open hostility to passively resistant behavior like being late for an appointment. Stages of the Counseling Process A process is an identifiable sequence of events taking place over time e.g Process of human development from birth to death. The First Stage: Initial Disclosure: Initially the client expresses two sets of feelings i.e. i)      I know I need help ii) I wish I weren't here. •     Therefore the central task of the counselor in this stage is to allay the client's fears and encourage self-disclosure. •     Attending paying careful attention to the client's words and actions. Counselor observes clients behavior for indications of content and feeling not expressed in verbal messages. It is the first contact between the client and the counselor, but it remains important throughout the counseling process. In this stage, clients are helped to articulate their personal concerns and to place those concerns in a context so that the counselor can understand the personal meanings and significance the client attaches to them. The main aim of this stage is to promote trust in the client. Following characteristics describe the helping relationship. •     Empathy-Understanding others' experience as if it were yours. •     Genuineness - Being natural, in behavior and dependable in the relationship •     Unconditional positive regard - Caring without condition •     Concreteness-Using clear language to describe the client's situation. The Second Stage: In-depth Exploration •     Client begins to formulate a new sense of hope and direction. •     Counselor at first discusses the diagnostic impressions of the client's dynamic and coping behavior. •     As the relationship becomes more secure, the counselor begins to confront the client with observations about his/her goals or behavior. This will help the client arrive at newly challenged and refined views of self. •     Immediacy-is referred to in 3 ways. i)     General discussions about the progress of counseling relationships. ii)     Immediate response to the client's statement disclosing current thoughts about counseling. iii)    Counselor's personal response to a client in the present This stage becomes emotionally stressful, because the client faces the inadequacy of habitual behaviors. In this stage the client and counselor come to a mutually acceptable diagnosis of the problem. The Third Stage: Commitment to Action: How to accomplish goals that have emerged in the previous two stages, Client relates his behaviour to accomplish goals. This stage includes identifying possible alternative courses of actions (decisions) the client might choose. Once an action decision is made the client tries some new behaviors. The counselor supports and reinforces the trying of new behaviors. Self-Check Exercise-2 1.    Which characteristic describes the counselor's behavior in the helping relationship during the initial disclosure stage? a)    Empathy b)    Genuineness c)    Unconditional positive regard d)    Concreteness 2.    What characterizes the commitment to the action stage of counseling? a)    Identifying possible alternative courses of actions b)    Trying new behaviors to accomplish goals c)    Establishing rapport with the counselor d)    Reflecting on past experiences 20.5    SUMMARY In this section, we explore three primary counselling approaches: directive, nondirective, and eclectic counselling. Directive counselling, led by B. G. Williamson, places the responsibility on the counsellor to identify and solve the client's problems through guidance and advice. Non-directive counselling, pioneered by Carl Rogers, emphasizes the client's autonomy and self-discovery, with the counsellor serving as a passive guide. Eclectic counselling, advocated by Bordin, blends elements of both approaches to address the diverse needs of clients. Additionally, we delve into the process of counselling, which involves various stages and concepts. These include readiness, counter will, case history, rapport building, transference, countertransference, and resistance. The counselling process unfolds through identifiable stages: initial disclosure, in-depth exploration, and commitment to action. Each stage contributes to fostering trust, understanding, and goal attainment between the counsellor and the client. 20.6    GLOSSARY Directive Counselling: An approach where the counsellor takes the primary role in diagnosing and solving the client's problems. Non-Directive Counselling: An approach where the client takes the primary role in solving their own problems with the counsellor providing guidance and support. Eclectic Counselling: An approach that combines both directive and non-directive techniques, allowing flexibility based on the client's needs. 20.7    ANSWERS TO SELF-CHECK EXERCISE 1& 2 Self-Check Exercise-1 1.    b) B. G. Williamson 2.    c) Guiding the client through questions 3.    c ) Flexibility in using both directive and non-directive techniques Self-Check Exercise-2 1.    a ) Empathy 2.    b) Trying new behaviors to accomplish goals 20.8    REFERENCES/SUGGESTED READINGS •    Corey, G. (2016). Theory and Practice of Counseling and Psychotherapy (10th ed.). Belmont, CA: Brooks/Cole. •    Gladding, S. T. (2018). Counseling: A Comprehensive Profession (8th ed.). Upper Saddle River, NJ: Pearson. •    Jones-Smith, E. (2020). Theories of Counseling and Psychotherapy: An Integrative Approach (3rd ed.). Thousand Oaks, CA: SAGE Publications. •    Cornelius-White, J. H. D. (2007). Person-Centered Counseling: A Casebook for Working with Children and Adults. Springfield, IL: Charles C Thomas Publisher. •    Capuzzi, D., & Stauffer, M. D. (Eds.). (2016). Counseling and Psychotherapy: Theories and Interventions (6th ed.). Alexandria, VA: American Counseling Association. •    Watts, R. E. (1993). Integrative and eclectic counseling and psychotherapy: Challenges and opportunities. Journal of Counseling & Development, 71(4), 384-391. •    McLeod, J. (2003). An introduction to counselling. British Journal of Guidance & Counselling, 31(4), 383-385. •    Mearns, D., & Thorne, B. (2007). Person-centred therapy today: Myth and reality. Counselling Psychology Review, 22(2), 12-19. •    Rauch, S. A. M., Eftekhari, A., & Ruzek, J. I. (2012). Review of exposure therapy: A gold standard for PTSD treatment. Journal of Anxiety Disorders, 26(7), 756-764. •    Kottler, J. A., & Shepard, D. S. (2014). Introduction to Counseling: Voices from the Field (8th ed.). Belmont, CA: Brooks/Cole. •    Egan, G. (2018). The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping (11th ed.). Belmont, CA: Brooks/Cole. •    Thorne, B. (2003). Carl Rogers. London, UK: SAGE Publications. 20.9    TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions: 3.    Discuss the key characteristics and steps involved in directive counseling as proposed by B. G. Williamson. What are the primary merits and demerits of this approach? 4.    Explain non-directive counseling approach. How does this method differ from directive counseling in terms of counselor involvement and client autonomy? 4.    Analyse the eclectic counselling approach. How does this approach integrate both directive and non-directive techniques, and what are the key steps involved in eclectic counseling? ******* UNIT-21 INDIVIDUAL & GROUP COUNSELLING AND ETHICAL ISSUES IN COUNSELING Structure 21.1    Introduction 21.2  Learning Objectives 21.3  Types of counselling Self-Check Exercise-1 21.4    Ethical Issues in Counseling Self-Check Exercise-2 21.5    Summary 21.6  Glossary 21.7  Answers to Self-Check Exercise 21.8  References/Suggested Readings 21.9   Terminal Questions 21.1    INTRODUCTION Dear Learner, Counseling is a concept that has existed for a long time. We have sought through the ages to understand ourselves, offer counsel and develop our potential, become aware of opportunities and, in general, help ourselves in ways associated with formal guidance practice. In most communities, there has been, and there still is, a deeply embedded conviction that, under proper conditions, people can help others with their problems. Some people help others find ways of dealing with, solving, or transcending problems. In schools, if the collaboration between teachers and students is good, students learn in a practical way. Young people develop degrees of freedom in their lives as they become aware of options and take advantage of them. At its best, helping should enable people to throw off chains and manage life situations effectively. The need for counseling has become paramount in order to promote the well-being of the child. Effective counseling should help to improve the self-image of young people and facilitate achievement in life tasks. Counseling should empower girls and boys to participate fully in, and benefit from, the economic and social development of the nation. Many children do not respond to talking in counseling sessions for a variety of reasons. In India, children are expected to be submissive to authority. Girls and boys may not have been encouraged to express their feelings, or lack the experience of having an adult who listens to them. They may, therefore, react with suspicion or resistance to a teacher who is a counselor. Consequently, children require structured or action-oriented approaches to facilitate counseling. Effective counseling practice is highly dependent on the skills and techniques of the teacher. Though people can learn by reading, writing and talking about counseling, if they are to become competent counselors, they have to learn by doing it. Trainees also need to develop their skills in practical groups, prior to being given responsibility for their own study. It is in the light of this lesson has been written. 21.2    LEARNING OBJECTIVES After studying this unit, you will be able to: •     Know about different counseling skills •     Know about the role & functions of the counselor •     Understand different types of counseling. •     Understand ethical Issues in counseling. 21.3    TYPES OF COUNSELING Counseling can be group counseling or individual counseling. Group Counseling Group counseling is counseling with multiple individuals facing a similar concern. The strength in group counseling is that if you have 3, 5 or 10 people together all facing the same issue or similar issues, then they can work together. For example, group counseling is common for those in the midst of a divorce. The individuals in the group act as a source of insight and support while reinforcing the idea that each individual is not the only one experiencing these problems. It is a technique where a group of persons is counseled by applying a group interaction method with the purpose of arriving at a solution to the problem common to the group. All the group members were provided with an opportunity to discuss their problem together, in a free atmosphere. Knowledge of reality, self-knowledge and self-realization can be achieved through group interaction processes. These help to modify certain faulty social learning and to reteam certain attitudes and dispositions which are essential for healthy adjustment. The counselor initiates the session with the students chosen on the basis of common problems. Everyone in the group gives his opinion and shows respect for others' viewpoints and the group finally makes a decision which is acceptable to all. The limitation here is the size of the group. It should be small otherwise the interaction among the members will result in confusion instead of solution. Techniques of Group Counseling There are various techniques used for group counseling 1.    Informal discussions Discussions done under a skillful leader with desirable objectives result in conclusions helpful to the whole group. 2.    Group reports Students with similar specific problems are divided into groups the solution arrived at is discussed in the larger group. 3.    Lectures Lectures delivered by experts on specific problems are used to impart group guidance. Dramatics Guidance is given in an interesting way by dramatisation. 4.    Question box Shy students get a solution for their problems when a similar problem is discussed in a group. 5.    Case conference It is an experience in social thinking where the problem faced by the majority of the group is stated concretely by way of a case. Pros to Group Counseling: •     Increase practitioners revenue by assisting the masses in one setting therefore optimizing counseling time, efficiency, and resources •     Clients get additional support, feedback, and advice from one another •     Clients save money since group sessions are generally cheaper than individual sessions •     Hearing other people's challenges/struggles can sometimes reduce one's personal stress on his/her own struggles and provide an alternate perception •     Improved social skills by having people interact with others in a safe setti Cons to Group Counseling: •     Clients who are shy many not speak up during group sessions to express their challenges/struggles so these can go unattended •     Clients who may need more attention for additional needs, which are not discussed in the group session, can get lost in the crowd and overlooked •     Some people do not work well in group settings and prefer one-on-one counseling only •     Not all topics/subjects discussed will be pertinent to everyone in the group •     Group sessions have a non-flexible set time and date Individual Counseling Counseling comes in multiple ways depending on the nature of the problem it is concerned with. Individual counseling is counseling focused on the individual's immediate or near future concerns. Individual counseling may encompass career counseling and planning and dealing with problems at a job before they become big. Individual counseling is a one-on-one discussion between the counselor and the client, who is the person seeking treatment. The two form an alliance, relationship or bond that enables trust and personal growth. TECHNIQUES OF INDIVIDUAL COUNSELING Interview is one of the main techniques employed in assisting the individual to understand himself. It is the fundamental operation in the counseling process. According to Bingham and Moore Interview is 'Conversation with purpose'. Irrespective of the nature of the interview, facts about the involved individual are gathered, inferred and sometimes judged and verified during the counseling process. In addition to the obvious picture of the students' traits as obtained through structured tools in the form of data blanks, questionnaires, rating scales, a proficient counselor can enrich the data collected by having casual conversations with teachers concerned and parents. Types of Interviews 1.     Introductory Interview The first interview with the counselee for getting mutually acquainted and building rapport is an introductory interview. It makes the follow up procedure easy. The counselor introduces himself and states the purpose of the interview to the counselee. It also develops confidence in the counselee about the counselor's competence, interest, knowledge, skill and feeling of freedom. This type of introductory interview does not provide all the data needed to understand the counselee. To get details about the counselee, the introductory interview is to be followed by a fact finding interview. 2.    Fact-finding Interview This helps the counselor to identify the intensity of counselee's attitudes towards family, friends, school, subjects and situations which are not revealed by the counselee in writing. Counselor knows about the strengths and weaknesses of the counselee by this follow-up interview. 3.    Informative Interview A counselee may be interviewed by the counselor with the purpose of informing him about the data collected from various sources. The students who seek educational and vocational choices require this type of interviews by expert counsellors. 4.    Counseling Interview or Therapeutic Interview It is a conversation with a purpose between two individuals in the specific context of counseling. It requires a cooperative attitude and readiness for sharing on part of both the participants. An expert counselor can arouse a confidence in the counselee that they are close enough for his free expression of any of his feelings which he cannot talk openly with others. Thus with the development of counseling interviews, the counselor is increasingly able to understand the counselee's special needs without getting emotionally involved with the counselee. A proficient counselor can observe significant facts in the counseling situation. The gestures, looks, tone, pitch and movements of the counselee during the interview also give information about the counselee's emotional state, his attitude towards the problem and his ego strength.) Termination of a counseling interview should be an achievement experience for the counselee and fulfilling experience for the counselor. Pros to Individual Counseling: •     Full attention is provided to the client which optimizes one-on-one care and tackles specific needs and circumstances by delving deeper into one's challenges •     Scheduling is more flexible in regards to when each session meets, how long, and how often (i.e. once a week, every 2 weeks, once a month, etc) •     With individual counseling, clients do not have to worry about clashing personalities with other clients in a group setting. The only two people involved are the client and the practitioner. •     More time is available for clients who need additional sessions to accommodate their needs versus in a group setting, a set number of sessions/classes are held If the client needs more sessions at the end of the scheduled group sessions, the client and practitioner need to figure something else out •     Non-threatening environment and can feel "safe" for people who are shy about their situation Cons to Individual Counseling: •     Cost is higher for individual sessions and may not be an option due to finances, even if the individual sessions are preferred •     Additional advice or ideas may not be expressed from just the practitioner which could lead the individual to have less options available •     Some topics can be missed if the client is not willing to share a specific area of need for improvement •     The practitioner has a limited amount of clients he/she can attend to due to the fact that only one client can be seen at a time •      Not as time efficient or cost effective for the practitioner if clients reschedule or skip appointments. Self-Check Exercise-1 1.    What is the primary strength of group counseling? a)    Individualised attention b)    Direct focus on specific issues c)    Shared insight and support among multiple individuals d)    Confidentiality in a one-on-one setting 2.    What is one disadvantage of individual counseling mentioned in the text? a)    Limited availability of scheduling options b)    Higher cost compared to group sessions c)    Increased likelihood of missing important topics d)    Inability to accommodate additional sessions if needed 21.4 ETHICAL ISSUES IN COUNSELING Counselors like all professionals have ethical responsibilities and obligations. The principal rule supporting ethical obligations is that the counselor must act with full recognition of the importance of the client's rights, the ethics of the profession. Counseling is not a value free or neutral activity. It is a profession based on values, which are orienting beliefs about what is good and how that good should be achieved. Professional bodies of counseling have developed ethical standards for which they have made available to the practitioners. Ethical codes help professionalize and protect an association by the government and promote stability within the profession. The need for ethical codes are: •     To control internal disagreement. •     To protect practitioners from the public. •     To protect client from incompetent counselors Especially in malpractice issues Clients can also use codes to evaluate questionable treatment from the counselors. Ethical Issues: Guidance and Counseling is an interactive relationship that takes place between the Counselor and that client (in this case between you the counselor and the student). It’s important that some issues related to codes of conduct in counseling relationships are highlighted here in the module for your benefit. •     Ethical codes are not set in stone. They serve as principles upon which to guide practice. •     There are two dimensions to ethical decision making: •     Principle ethics: Overt ethical obligations that must be addressed. •     Virtue ethics: Above and beyond the obligatory ethics and are idealistic •     Ethical codes and standards of practice for counselors have been formulated by the Counseling Associations at national and World level such as Indian Psychological Association, American Counseling Association (ACA) and American Psychological Associations (APA). •     Ethical codes are guidelines for what counselors can and cannot do •     Each counseling situation is unique and sometimes the counselor must interpret the code. The following ethical codes of behavior are necessary for you to know them, because they are going to help you to conduct counseling professionally. Adherence to these codes of conduct is of paramount importance and a foundation of successful practice: Confidentiality You are mandated to maintain all matters arising during any counseling of a client confidential. All advice given should not in any way be disclosed nor discussed with another person. Tolerance It is important that you practise tolerance with your client, and unnecessary distress on the client is totally unacceptable. Request for counseling is voluntary and therefore is improper to force the services on a client. Objectivity The need to be objective in counseling relationship is important. You need to be impersonal in your dealing with the client, and be objective with your view, offer options that are clear and understood by the client, merits and demerits spelt out very clearly, so that the client is very clear of the kinds of decisions he/she is going to make. Counselor's views should to be imposed on the client. Ethical Issues that influence Clinical Practice •     Client Welfare: Client needs come before counselor needs and the counselor needs to act in the client’s best interest. •     Consent Counselors need to inform clients as to the nature of counseling and answer questions so that the client can make an informed decision. •     Confidentiality Clients must be able to feel safe within the therapeutic relationship for counseling to be most effective. What the client says stays in the session unless the client is threatening harm to self or others. Ethical Issues that influence Clinical Practice •     Dual Relationships: When a counselor has more than one relationship with a client (e.g. The counselor is a friend and the counselor). •     Sexual Relationships: Professional organizations strongly prohibit sexual relationships with clients and in some states it is a criminal offense. Privileged Communication •     It is legal protection of the client which prevents a counselor from disclosing what was said within the counseling sessions. •     This right belongs to the client and not the counselor. •     Laws concerning privileged communication vary from country to country. Self-Check Exercise-2 1.    What is the primary purpose of ethical codes in counseling? a)    To restrict counselors' actions based on rigid guidelines b)    To promote disagreement and conflict within the profession c)    To protect clients' rights and ensure competent counseling practices d) To discourage stability and professionalisation within the profession 2.    What is the significance of informed consent in counseling? a)    It allows counselors to make decisions without client input b)    It ensures clients have a clear understanding of the counseling process c)    It eliminates the need for confidentiality in counseling sessions d)    It promotes dual relationships between counselors and clients 21.5    SUMMARY Young people develop degrees of freedom in their lives as they become aware of options and take advantage of them. At its best, helping should enable people to throw off chains and manage life situations effectively. The need for counseling has become paramount in order to promote the well-being of the child. Counseling should empower girls and boys to participate fully in, and benefit from, the economic and social development of the nation. Several skills need to be brought into a one-to-one counseling session. These include attitudinal skills, listening skills, verbal communication skills, and giving leads. A counselor is selected by virtue of interest, training, experience and competence. Counseling can be group counseling or Individual counseling. Group counseling is counseling with multiple individuals facing a similar concern. The strength in group counseling is that if you have 3, 5 or 10 people together all facing the same issue or similar issues, then they can work together. Individual counseling is counseling focused on the individual's immediate or near future concerns. Individual counseling may encompass career counseling and planning and dealing with problems at a job before they become big. Individual counseling is a one-on-one discussion between the counselor and the client, who is the person seeking treatment. Counselors like all professionals have ethical responsibilities and obligations. Guidance and Counseling is an interactive relationship that takes place between the Counselor and that (in this case between you the counselor and the student). It becomes important that some issues related to codes of conduct in counseling relationships are highlighted here in this lesson for your benefit. 21.6    GLOSSARY Group Counselling: A counselling group is usually composed of six to eight students who meet face to face with one or two trained group therapists and talk about what most concerns them. Individual counselling: it is counselling focused on the individual's immediate or near future concerns. Ethical issues: Ethical issues are defined as situations that occur as a result of a moral conflict that must be addressed. 21.7    ANSWERS TO SELF-CHECK EXERCISE 1 & 2 Self-Check Exercise-1 1.    c) Shared insight and support among multiple individuals 2.    b) Higher cost compared to group sessions Self-Check Exercise-2 1.    c) To protect clients' rights and ensure competent counseling practices 2.    b) It ensures clients have a clear understanding of the counseling process 21.8     REFERENCES/SUGGESTED READINGS •     Aggarwal J.C. (1993): "Educational Vocational Guidance and Counseling". Doaba House, Nai Sarak Delhi •    Jayaswal SitaRam (1993): Guidance and Counseling". Prakashan Kendra Lucknow. •     Kochhar S.K. Guidance and Counseling in Colleges and Universities, Sterling Publishers Private Ltd. New Delhi, 1981. •     Sodhi, T.S and Suri, S.P. (2006): "Guidance and Counseling", Bawa Publications, Patiala •     See more at:  http://www.nutritionjobs.com/blog/resources/group- counseling -vs- individual-counseling/#sthash.IPJtp1Ak.dpuf •     See  more at:  http://www.nutritionjobs.com/blog/ resources/group- counseling -vs- individual-counseling/#sthash.fPJtp1Ak.dpuf •     see more at:    http://www.publishyourarticles.net/knowledge- hub/education/   what-are-the-basic-principles-and-characteristics-of- counselling/5379/ 21.9    TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions: 1)    Teachers can be called as counsellors. Explain. 2)     Why is a counsellor called a facilitator? 3)    What are the characteristics and skills of a counsellor? Discuss the role and functions of a counsellor. 4)     Explain the different ethical issues to be taken into consideration in counseling. ******* UNIT-22COUNSELING SKILLS Structure 22.1    Introduction 22.2  Learning Objectives 22.3  Counseling Skills Self-Check Exercise-1 22.4    Characteristics & Skills of a Counsellor Self-Check Exercise-2 22.5    Role & Functions of Counsellor Self-Check Exercise-3 22.6  Summary 22.7  Glossary 22.8    Answers to Self-Check Exercise 22.9    References/Suggested Readings 22.10    Terminal Questions 22.1    INTRODUCTION Dear Learner, Effective counseling requires a diverse set of skills and attitudes to foster understanding, trust, and growth in the client. Among these skills are attitudinal skills, listening skills, verbal communication skills, and the ability to give leads. Attitudes such as respect, genuineness, unconditional positive regard, empathy, selfdisclosure, and confrontation play a crucial role in shaping the counseling process. Furthermore, effective listening involves not just hearing what the client says but also understanding the unspoken cues. Verbal communication skills are essential for conveying messages accurately and appropriately, considering both the literal and emotional aspects of communication. Additionally, giving leads through techniques like restatement, questioning, reflection of feeling, reassurance, and interpretation helps guide the counseling process. Understanding these skills and characteristics is vital for counselors to create a supportive and empowering environment for their clients. 22.2    LEARNING OBJECTIVES After studying this unit, you will be able to: •    identify and describe the key attitudes necessary for effective counselling. •    learn the essential characteristics of an effective counsellor. •    learn how to design and initiate career development programs. •    understand the importance of staying informed about new career trends and participating in professional experiences to enhance counselling skills. 22.3    COUNSELING SKILLS Several skills need to be brought into a one-to-one counseling session. These include: •      Attitudinal skills; •      Listening skills; •     Verbal communication skills; and •     Giving leads. Attitudes There is probably nothing which has a greater impact on the outcome of a counseling session than the helper's attitude. Attitudes can be positive or reactive. Attitudes are included in this unit on skills because good attitudes can be learned and practised. They include the following: •     Respect •    Guidance/Congruence •     Unconditional Positive Regard •    Empathy •     Self-disclosure •     Confrontation a)    Respect It is one of the most important human attitudes required. It normally begins with respecting one's self, so that others respect you in turn. It is having good intentions and warm regard for students. Respect the students and avoid imposing your values on them. Avoid judgment. Many times, respect demands praising the individuality of each student, supporting each one's search for him/herself, and structuring the counseling to the needs, capacities and resources of the individual student. The teacher needs to ensure that the student accepts the problem and the solution as his/her own. b)    Genuineness/Congruence Genuineness is at times referred to as congruence. It is the consistency or harmony between what you say, and what you are, as a teacher. This condition reflects honesty, transparency, and trust. This element is basic to a counseling relationship. Once it is established, open communication, warmth and respect for the client gradually develop. c)    Unconditional Positive Regard (Warmth) You may have experienced situations where a student approached you with a concern, and you blamed the student, or acted as if the student bothered you. These are negative attitudes which are ineffective in counseling. Unconditional, positive regard makes students feel welcomed and valued as individuals. d)    Empathy Empathy is your ability, as a teacher, to understand what your students' experience, and communicate this kind of feeling. Carl Rogers (1980), defined it as perceiving the internal frame of reference of another person. Empathy implies entering the private perceptual world of the client, and being sensitive to his/her feelings, whether good or bad. As a teacher, you need to be empathetic. You need to be responsive to both the content and the feelings expressed by students. This attitude helps you to assess students' concerns and understand them better. e)    Self-Disclosure Self-disclosure helps your student to communicate easily. It is one of the attitudes that helps your student to reveal something about him/herself. It helps to create mutual trust, and disarm the student, so that he/she feels free and talks openly. This is equally important for both parties in the counseling session. It promotes a relationship through increased communication and better understanding of the student. It also helps the student to understand him/herself better, and helps him/her get rid of the burden of quitting. This is a first step in behavioural change. Opening with self-disclosure helps the student to talk about his/her problems more concretely and realistically, and allows him/her to act accordingly. Disclose only what is necessary. f)    Confrontation This is when you use your student's behaviour, or words, to point out inconsistencies between what is said and what is done. When handling a response, confrontation, or challenging attitudes, is a healthy development in counseling. For example, a student may say he/she hates a particular teacher and, in another instance, may say that he/she likes her. This is inconsistent. You could draw the attention of such a student to such inconsistency by saying. You said that you did not like the teacher. Now you are saying that you like her. What exactly do you mean? Remember to bring this out in a feeling and not in a threatening way. You will, in this way, initiate action in your student. 2.    Listening Effective listening is more complicated than it seems, since it involves a teacher's own level of self-awareness, as well as his/her awareness of the spoken and unspoken cues of the other person. Furthermore, a teacher needs to be able to respond to the student in such a way that he/she feels understood. Being a good listener entails receiving and sending appropriate messages. In counseling this is important, because it means meeting the needs of the students. Listening to students is not just a matter of receiving what they say, but also receiving how they say it. Sometimes how they communicate is much more revealing that what they actually say, which may be more concealing than revealing. Listening skills are basic to all human interaction, whether the purpose is for getting Information, conducting in-depth interviews, or offering informal help. Listening is considered to be the most important counseling skill. 3.    Verbal Communication The use of words in counseling is a skill which, like any other skill, requires practice to master. Verbal communication takes place first in the literal or content phase. If inappropriate vocabulary is used, rapport and understanding will be hindered. When this happens, miscommunication occurs. Even common words can be misunderstood due to the multiple meanings they carry. Look up any common English word in an unabridged dictionary, and you will find several different definitions of this word. So the potential for miscommunication is great. In addition to the literal phase of verbal communication, there is also the emotional phase. This refers to other attributes involved in vocal interactions, such as volume, the emotional edge, and other non-verbal cues such as gestures. Picture a student saying, I don't care while angry, or while indifferently walking away from you, or while weeping with his head in his hands. Although the words are the same, the message conveyed is vastly different. As helpers, we must be sensitive to both the literal and emotional phases of verbal communication. In addition to the two general phases of communication that we have just discussed, there are five more levels of communication. Each of these levels is valuable in different contexts. The five levels of communication are: a)     Clichés, b)     Facts c)     Beliefs: d)    Emotions; and e)     Intimacy. a)    Cliches This is a French word which has been adopted by English speakers to mean a trite, well-worn phase. A universal example is the greeting, 'How are you?' 'I'm fine. How are you?" b)    Facts Facts are pieces of information that we pass on to others. They include comments on current events like, 'The morning news mentioned that the President is coming to town tomorrow, or making conversation on the weather e.g., "Those clouds look as if they could bring rain this afternoon. The communication of facts may transmit valuable information from one to another, but little interaction takes place. c)     Beliefs Beliefs include any part of an individual's value system. They may communicate insights and choices, or facts which are value-laden. The sharing of one's person begins at this level, and the risk of rejection increases. The sharing of beliefs may include subjects which are considered 'forbidden' in some cultures, such as sex, politics, or religion. d)   Emotions Emotions include communicating personal feelings. 'I am thrilled that I was invited to the party', or 'That teacher is rude, he annoys me' Communication at this level is difficult for most men and women. It requires a great deal of vulnerability to share feelings with someone else, and more so when feelings about another are shared. This is the optimum level for counseling to take place. If the student talks to the teacher at an emotional level, and the teacher responds at the level of facts or beliefs, counseling may be derailed. A miscommunication may occur. Guidance may take place at the facts or beliefs level, but effective counseling rarely does. e)    Intimacy Although sometimes used as a euphemism for sexual intercourse, intimacy is more accurately defined as the intercourse of the soul. At this level, the self becomes united to another person. This is a level of communication that many individuals never experience. Indeed there is some debate as to whether such a level is even desirable, since the self may be compromised. In counseling, this is an inappropriate level, since it may encourage the dependency of the student on the helping teacher and thereby inhibit the student's personal growth. Each of these levels of verbal communication is valuable in an appropriate context. When riding in a taxi, it is inappropriate to share emotions with the stranger beside you, while a cliché would be appropriate. Likewise, for a husband and wife to communicate only clichés or facts would be inappropriate, since by nature the marriage relationship is emotional and intimate. As helpers, we need to be willing to communicate appropriately at the emotional level for the good of the students, even though that proves uncomfortable. This helps the students to divulge their own feelings and get the help that they really need. 4.    Leads Leads may be defined as statements that counselors use in communication with the clients. Leads have been classified into categories of techniques, namely: a)    Restatement of Content: Attempts to convey understanding by repeating or rephrasing the communication. b)    Questioning: Seeks further information and asks the person counseled to elaborate a point. c)    Reflection of Feeling: Understanding from the client's point of view and communicating that understanding. d)    Reassurance: Serves as a reward or reinforcing agent. It is often used to support the client's exploration of ideas and feelings or test different behaviour. e)    Interpretation: Explains meaning behind the client's statements. Self-Check Exercise-1 1.    What is the primary function of self-disclosure in counseling? a)    To impose counselor's views on the client b)    To encourage dependency of the client on the counselor c)    To create mutual trust and disarm the client d)    To maintain confidentiality in the counseling relationship 2.    What is the purpose of using leads in communication with clients? a)    To assert authority over the client b)    To avoid further exploration of ideas and feelings c)    To discourage the client from sharing their thoughts d)    To facilitate understanding and encourage elaboration from the client 22.4 CHARACTERISTICS & SKILLS OF A COUNSELOR Following are the characteristics of a good counselor: Warmth: The Counselor should communicate personal warmth and make the client feel welcome valued as individuals. Acceptance: The Counselor should accept the person & his feelings for what he is without criticizing him. He should also accept the person irrespective of age, race, sex, etc. Genuineness: The counselor should be very honest with himself and with the client he should be very open, friendly and undefensive. Empathy: Instead of sympathy to the person having a problem, the counselor should show empathy, which means to sense the feelings and experience of another person. In order to make a good relationship the above qualities should be acquired by a counselor. He should imbibe these qualities to follow the principles of counseling properly. A good counselor should be: •    A good listener & good communicator •     Respectful to other people's feelings & point of view. •     Kind, caring and understanding •     Non-pre judgmental •     Trustworthy & respectful of people's confidentiality •     Relaxed and calm •    Warm & approachable •     The ability to motivate & inspire clients. Self-Check Exercise-2 1.    Which characteristic of a good counselor involves communicating personal warmth and making the client feel welcome and valued? a)    Acceptance b)    Genuineness c)    Warmth d)    Empathy 2.    What is the importance of being a good listener and communicator for a counselor? a)    It helps the counselor to build rapport and understanding with the client b)    It enables the counselor to impose their own views on the client c)    It allows the counselor to criticize the client's feelings d)    It discourages clients from sharing their thoughts and feelings 22.5 ROLE & FUNCTIONS OF COUNSELOR Counselor is a specialist in education. Counselor's responsibilities can be classified into a) Diagnostic, b) therapeutic c) Evaluation and Research with specialized services and skills. A counselor is selected by virtue of interest, training, experience and competence. The specific functions of a counselor are: •     Orientation of Students •     Student appraisal •     Educational and Occupational information service •     Holding counseling interviews •     Placement •     Research and Evaluation The Counselor: •     Designs and initiates a  comprehensive career development programme •     Involves teachers, students, parents, community resources. Plans students competencies for use in the classroom Include Para professionals •     Assists students in career selection, prepare them and progress in it. •     The counselor acts as a facilitator •     The Counselor need to keep up-to-date information regarding new career trends and to participate in professional experiences to improve their skills Self-Check Exercise-3 1.    What are the three main categories of responsibilities of a counselor? a)    Instruction, administration, and evaluation b)    Diagnostic, therapeutic, and evaluation c)    Teaching, research, and counseling d)    Assessment, intervention, and advocacy 2.    How should counselors stay informed about new career trends and improve their skills? a)    By avoiding professional experiences b)    By ignoring new information c)    By participating in professional experiences and staying up-to-date d)    By relying solely on outdated knowledge 22.6    SUMMARY Counseling skills encompass various attitudes and techniques essential for effective one-to-one sessions. Attitudes such as respect, genuineness, unconditional positive regard, empathy, self-disclosure, and confrontation form the foundation of successful counseling relationships. Listening skills involve understanding both spoken and unspoken cues, while verbal communication skills require mastery of both literal and emotional phases of communication. Moreover, providing leads through restatement, questioning, reflection of feeling, reassurance, and interpretation guides the counseling process. Additionally, a good counselor exhibits characteristics such as warmth, acceptance, genuineness, empathy, and effective communication. The counselor's role involves diagnostic, therapeutic, evaluative, and research functions aimed at supporting students' educational and career development. Through comprehensive career development programs and collaboration with various stakeholders, counselors facilitate students' growth and success. 22.7    GLOSSARY Attitudinal Skills: Attitudes adopted by counselors that significantly impact counseling outcomes. Includes respect, genuineness, unconditional positive regard, empathy, self-disclosure, and confrontation. Empathy: Understanding and sensing the feelings and experiences of clients, demonstrating sensitivity to their emotions and concerns. 22.8    ANSWERS TO SELF-CHECK EXERCISE 1, 2 & 3. Self-Check Exercise-1 1.    c) To create mutual trust and disarm the client 2.    d) To facilitate understanding and encourage elaboration from the client Self-Check Exercise-2 1.    c) Warmth 2.    a) It helps the counselor to build rapport and understanding with the client Self-Check Exercise-3 1.    b) Diagnostic, therapeutic, and evaluation 2.  c) By participating in professional experiences and staying up-to-date 22.9    REFERENCES/SUGGESTED READINGS •    Aggarwal J.C. (1993): "Educational Vocational Guidance and Counseling". Doaba House, Nai Sarak Delhi •    Baker, S. B., Gerler, E. R., & Hinkle, J. S. (2016). Foundations of counseling and guidance. Pearson. •  Corey, G. (2016). Theory and practice of counseling and psychotherapy. Cengage Learning. •  Gibson, R. L., & Mitchell, M. H. (2015). Introduction to counseling and guidance. Pearson. •    Jayaswal SitaRam (1993): Guidance and Counseling". Prakashan Kendra Lucknow. •    Kochhar S.K. Guidance and Counseling in Colleges and Universities, Sterling Publishers Private Ltd. New Delhi, 1981. •  Sodhi, T.S and Suri, S.P. (2006): "Guidance and Counseling", Bawa Publications, Patiala •  Whiston, S. C. (2017). Principles and applications of assessment in counseling. Cengage Learning. 22.10    TERMINAL QUESTIONS Dear Learners, check your progress by attempting the following questions: 1.    What are the primary responsibilities of a counselor? 2.    How do attitudes such as respect, empathy, and genuineness contribute to effective counseling? 3.    Explain the importance of listening skills in counseling and how they differ from simple reception of information. 4.    Describe the different levels of verbal communication in counseling and their significance in establishing rapport. 5.    What are the various functions of a counselor, and how do they contribute to students' academic and personal development? ******* Jai hind 195