Mt Kenya University

SCHOOL OF SOCIAL SCIENCES

DEPARTMENT OF PSYCHOLOGY

COURSE CODE: BCP3203

COURSE TITLE: COUNSELING PRACTICUM

Instructional Module for B. COUNS. Distance Learning

P.O BOX 342-01000 THIKA
www.mku.ac.ke
EMAIL:info@mku.ac.ke

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 TOPIC ONE

COUNSELLING PRACTICUM

 OBJECTIVES

i) The learners should be able to

ii) To define the term counseling practicum

iii) Identify importance of counseling practicum

iv) Apply Egan’s model of counseling

Def: Going into the field with specific objectives to put into practice theoretical knowledge learnt
the counseling course.

- Any practical activity that involves using counselling theories techniques and skill using the
social setting around us.

- It is one of the activities that make counselling to be a practical profession.

- It allows the students to interpret for themselves what they have learnt in class and is able
to confirm the theories, techniques and skills they have acquired in the classroom.
Practicum may be conducted in the learning environment, the environment around/near
or for away.

Importance of counseling practicum

 It provides the trainer (student) trainer with a real counselling situation with greatly
reduced apprehension of a first-time counselling experience.

 It gives the trainer (student) an opportunity to practice counselling skill at a time instead of
using all the skill at a go.

 It provides opportunities for practice and mastery of the selected skill

 It offers feedback from supervisors and colleagues that help improve the learning
counselling skills

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  Students/trainers are provided with an opportunity to reflect and improve on what they
are doing

 It gives a chance to use modern technology such as audio and tapes recording power point
machines to record the skills and techniques used for feed back.

 The content selected focuses on a single concept instead of several sequenced concepts in
one area session hence coverage is more effective.

 It introduces student/trainer to counselling practice gradually and in some cases

complements the actual counselling profession.

 It enables the trainee counselor to identify and eliminate any habits mannerism that may
affect his/her counselling profession.

Definition of counselling

Counselling can be defined as a "...scientific process of assistance extended by an expert in an

individual situation to a needy person". the client.

THE STAGES AND STEPS IN THE COUNSELING (HELPING) MODELS

OVERVIEW OF THE HELPING MODEL

An understanding
A SAMPLE CURRICULUM FOR COUNSELING of the helping process

Cognitive
psychology An understanding of
psychomatic issues

Developmental
psychology
The principles
A FULL of human
DEVELOPED behaviours
COUNSELLOR
Personality

A understanding
of special
A people systems
population
frame work (family
systems)

Issues related to
diversity Abnormal
psychology
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The stages and steps of the helping /counseling model is a problem management and opportunity
development approach to counseling.

Egan’s counseling model

Egan’s model portrays counseling as: A process evolving the following 3 main stages & procedure.

(i) Exploring.

(ii) Understanding.

(iii) Action.

Attending

According to Egan this is what happens at the beginning of each counseling session. The
immediate effort of counselor in all encounters is to demonstrate to the client that they are willing
to become involved with them and prepared to devote to the interaction and to connect with the
clients. The counselor engages in attending behaviors as summarize as below: - S - Sitting
position – squarely 450

S - Sitting position

O - Openness

L - Learning forward

E - Eye contact

R - Relax.

Exploration stage

With a professional relationship established, the next step in counseling practice according to
Egan is the counselor to endeavor to gain a full and accurate understanding of the clients story.
This involves allowing the client as much as possible to present his or her story.

The professional skills that are added include those of: -

Questioning, Reflecting, Rephrasing and Summarizing

Bad questions & direct / close ended, threatening: - culturally service. Load– double loaded are

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not unprofessional

Reflecting question – did I here you say?

Understanding

As the client tells his / her story the counselor is concerned with ensuring that he / she achieves
accurate understanding of all the issues, thoughts and feelings placed by the clients.

The counselor is expected to share these views with the clients hence a major dimension at this
stage is that of empathy through which the counselor is able to demonstrate to the client that he /
she can see the world through the eyes of client.

Action – treatment stage

Here the client should be allowed to explore fully and has achieved a deep understanding as
possible of the underlying problem and its complication and should be ready to take appropriate
steps to overcome it. In this process the client is always regarded as the decision maker.

 The counselor acts as an empowering agent hence as a facilitator to action.

 The counselor offer supports and inspiration.

 The final part of the action involves terminating.

 Endorsing the above process definitions of counseling the British Association of

counseling (1992) asserts that: “Counseling is the skilled and principled use of r/ship to
develop self knowledge emotional acceptance and growth, and personal abilities resources.”

 The overall aim is to live more fully and satisfied.

 Counseling may be concerned with addressing & resolving specific problems making
decisions, coping with crisis, working thro’ feelings and inner conflicts and improving
r/ships with others.

 The counselor work is to facilitate the client work in ways that respect the clients values
personal resources and capacity for self determination.

 Two important implications for the meaning of counseling can be drawn from both Egan
and BAC\s definitions.

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 (i) To draw attention to the fact that :- An important ingredients in psychological
healing is the provision of a right r /ship and that counseling is concerned not only
with the clients to deliberate wisely over their choices but also involves that act
helping people to come to terms with inner conflicts and problems.

(ii) Professionally counseling can be defined as:- A disciplined confidential and

collaborating conversation undertaking within a context of a specialized r / ship
intended to facilitate the change in clients cognitions feelings and actions.

It gives three stages and each stage three helping steps.

1. Exploration –What is going on? (Current scenario)

What is the present state of affairs?

During this stage, clients are helped to clarify the key issues calling for change

There are three steps in this stage

Step 1 a) The client is helped to tell his/her story

Step 1b) The client helped to break through the blind spots that prevent them from seeing

themselves, their problem situations and their unexplored opportunities as they really
are.

Step 1c) Clients are helped to choose the right problem and the opportunities to work on.

Stage 2 (preferred scenario)

What solutions make sense for me?

What did I had/have instead of what I have?

In stage 2 clients are helped to determine outcomes. There are 3 steps in stage 2 (exploration)

a) Clients are helped to use their imaginations to spell out possibilities for a better future.

b) Clients are helped to choose realize and challenging goals that are real solutions to the key
problems and un explored opportunities identified in stage 1

2 c) Clients are helped to find the incentives that will help them to commit themselves to their

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change agenda.

Stage two – Understanding (Strategies)

i) How do I get what I need/ want?

In this stage, clients are helped to develop strategies for accomplishing laid down goals

1) Exploration

2) Understanding

3) Action

There are three steps in stage two

2 a) This step is about possible actions. Clients are helped to see that there are many different
ways of achieving goals.

2b) Clients are helped to get the best fit strategies.

2c) Clients are helped to craft (make a plan)

Stage three- action- How do I make all this happen…..question help clients move from planning
more to action, getting it done or accomplishment mode.

Details of the stages and steps

STAGE 1

You ask yourself what is going on

In this you help the client clarify the key issues calling for change.

The present state spells out the range of difficulties the client is facing

- Questions in this stage

i) What are the problems?

ii) What are the concerns?

iii) What are the issues? And undeveloped opportunities that the client is grabbling
with.

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Issues and problem situations are the cause that an individual want to talk with somebody.

NB:

Steps are not mechanistic of; do this then do that”

- Steps are interactive

- In stage 1a) steps are activities that help clients develop answers to two questions,

1) What is going on in my life?

2) What should I work on?

Stage I

1) Telling and clarifying the story. The principle here is to help clients to tell their stories
as quality as possible.

This is explored in detail touching every area of problem situation and missed opportunities.

1 b) Identify and challenging blind spots

The principle here is help clients discover and deal with the kind of blind spots that keep them
from seeing problems and opportunities clearly.

The counselor helps the clients to break through blind spots that prevents them from seeing
themselves, their problem situation and their unexplored opportunities as they really are.

1c) Searching for “leverage” (level ground)

1) It helps clients to identify the problem work on them or opportunities that will make a
difference in their life.

Counselors help client establish priorities when their stories reveal several problem situations at
the same time or it the stories are complex.

Screening issues and dealing with one in more depth. Usually this is the issue that touches on
others

Instructions

Step 1-A Help client tell his story

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 - B- Help client break the blind spots.

The client action is the heart of the helping process talking about problems opportunities
discussing goals, figuring out strategies is one thing. Doing something about it’s another thing all
together. I.e. if clients do not act in their own behalf nothing will happen.

There are two types of clients actions that are important.

i) Action within the helping process

ii) Action in the clients day to day life

Therefore ideally by their action clients come to “own” their helping process.

Stage II (understanding)

- Developing the desired scenario

- How do people manage their problems when something goes wrong?

i) They may act or

ii) They may react

These two do not solve the problem. A more advanced method is that of two stage
approach.

iii) Analyzing the problem then acting

This is not always the best but the action can be wrong e.g. dropping out of school
because the parent died- to take care of other kids. In the skilled helper model, there
are three stages in solving a problem.

a) Analyzing the problem

b) Dealing with the desired or preferred outcome

c) Doing something about it.

The problem

i) What do we want?

What needs to be in place in order to manage the problem situation.

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What would be the outcome or accomplishment if not done properly.

Therefore stage 2 deals with what clients want with their preferred outcomes not with what they
want.

Step 2(A)

Q1. What do I really want?

The principle here is help clients develop a range of responsibilities for a better e.g. If a client’s
state of life currently is un acceptance the need to be helped to concentrate on a new state of
affairs.

Wherefore clients need alternative and more acceptance possibilities.

Q2. What would my life look like if it was better?

Note:

a) Very few people ask the following question; what this problem situation would look like if
managed?

b) What would this opportunity look like if it was developed?

c) What would exist that does not exist at this moment?

Such questions help clients use their imaginations and provide direction by helping them focus on
a better future than a frustrating present.

Learned helpless is a problem with many people. A scenario is not an impossibility it is a picture
of a better future.

- Do not suffer as you serve

- Enjoy serving

The failure to imagine possibilities that are different from the present contribute a great deal to
stagnation in the helping process. Therefore, what do you want? It is a powerful question. This is
the beginning of the imagination.

Step 2 (B)

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Translating possibilities into viable goals. The principle here is to help clients choose realistic
possibilities and turn them into viable goals.

The possibilities developed in 2 a) constitute the building block for the desired outcome of the
helping process.

What you really need in 2b) is therefore goals chosen by clients and need to be viable must be
translated into action.

Note

Choosing from among possibilities can be difficult for client because often involves painful self
scrutiny and even choices e.g. a realization that a father-in-law is abusing a grandchild. Reporting
the father to police can be difficult to do because of prevailing consequences.

Step 2c

Commitment to a programme of constructive change

Principle help clients identify the kinds of incentives that will help them pursue their chosen goals
and themselves to their change agendas.

The question clients must ask them is what am willing to pay for what I need and want.

Note

Without strong commitment agenda end up as “nice ideas” counselors should help clients because
a client leaves the calling session determined to change but the challenges of real life outside the
calling set up could be very strong.

It is not that the client is not interested or determined but the demands are too strong.

NB: Stage 2 answers the question

 How do I get there?

 Now that I’m here what do I do?

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Three steps of stage three

Step 3 A

The principle is to help clients to see that there are many different ways of achieving goals.

NB: Clients should not leap into actions haste and disorganized action is often self defeating e.g. ‘I
tried and it didn’t work there I tried and it didn’t work again.

- Such statements are a sign of poor planning rather than of the impossibility of the task.

- The way out is to explore different way systematically and weighting their possible
consequences.

Step 3.B

Help client choose best fit strategies while step 3 help clients with a pool of possible strategies.
Stage three helps clients choose the actions strategies that best fit their talents, resources, styles,
temperaments, environment and time table.

Step 3. C

Help client craft a plan.

Plan are maps clients use to get where they want to go.

Evaluation of the helping process

- Evaluation of a counseling process should not always occur at the end.

Mash and Hunsely (1993) noted that early detection of what is going on wrong in the helping
process can prevent failure.

Early detection framework should be based on the following-theory, ongoing i.e. the process, the
practice, bit (aspect) also sensitivity to whatever new perspective might emerge from the helping
process.

What could be going wrong include value, gender differences, age difference, wrong diagnosis)
dual relations, the wrong theory.

Helpers and clients need to collaborate in the ongoing evaluation process.

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The helping model showing interactive stage and steps should be used as the evaluation
framework.

Once the ongoing evaluation (using the model is taken seriously by the client he or she begins to
make the process. Self evaluation of progress provides useful feedback.

Flexibility in using the helping model

Why should be helper be flexible in using the helping model.

1. Clients start and process differently i.e. any stage or step in the helping process can be the entry
point. E.g. Client ‘A’ might start with citing that he tried to do to solve a problem but that did
not work e.g., “ I threatened to quit if I did not get a pay rise, they fired me” Therefore the starting
point is a failed strategy.

Stage III

Client ‘B’ might start with what she believed she wants to have but does not have e.g. ‘I need to
have a boyfriend that will take me as I am”

Stage II.

Client ‘C’ might start with the roots of his problem situation e.g. ‘ I don’t think I have gotten over
being abused by my uncle”

Stage I

Client ‘D’ might announce that she really does not have problems but something is missing
although people tell him/her has got a great life.

Therefore the implication is that opportunity rather than the problem is his starting point.

The stage I is

2. Clients engage in each stage & stage of the model differently e.g. concerning telling their stories
( Stage 1) some clients “spill” out their stories out as one other “leak” bits and pieces of their
stories throughout the helping process others tell only these pairs that put them in good light
(defenses)

NOTE

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 i. Most clients talk about problems than opportunities

ii. Stages and steps do not flow in a systematic way to find themselves moving back and forth
in the model example.

Clients can name parts of a problems, set goals and develop strategies to achieve them in the same
session (helping is seldom linear). The role of counselor is not to help the client move from stage
to stage or step to step rather his role is to.

a) Make sense of a clients entry point

b) Guide them through whatever stage they are in order to move towards problem
management and opportunity development.

THE SKILLED HELPER MODEL

STAGE I STAGE II STAGE III

What’s going on? What solutions How do I get

(current scenario) (Preferred scenario) (action strategies)

Make sense for me I need or want

Story Possibilities Possible strategy

Blind spots Change agenda Best fit

Leverage
Plan

How do I make it happen? (action leading to valued outcome)

SUMMARY

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The topic highlight the definition of counseling practicum, significance of counselling practicum
helpers model and closes with practical examples in using the helpers counselling model.

ACTIVITY

i) Discuss and practice counseling skills using SOLER method

ii) What is the appropriate level of eye contact according to your culture?

SELF-EVALUATION QUESTIONS

a) Define the term practicum

b) Identity importance of counseling practicum

c) Using various examples, discuss Egan’s model of counseling

FURTHER READING

Gerald Corey- Student manual for Theory and practice of counselling and psychotherapy
(sixth edition)

INTERNET

PHILOSOPHY AND GOALS OF COUNSELING

There are 4 major ways of classifying the chief goals of counseling:

 The remedial goal

 Facilitate / prevention / development

 Restoration of morale

 Liberation goals.

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Basic principles of counseling

 Human being are self determining creatures – can be what they want to be – as a inborn
desire for self direction.

 A client should constantly move towards a greater level of self-acceptance and self
understanding.

 A client to be helped to develop greater levels of honesty and respect of self.

 Counseling objectives are based on the client’s needs.

How counseling differ from other helping activities

 Some helping r / ship involves giving advice & counseling doesn’t

 Other helping relationship may not have the same kind of boundaries.

 There may be a conflict of interest in other relationship/ terminates.

 There are some helping relationship in which the helper might be judgmental.

 Other helpers may offer sympathy other than empathy.

 Other helper may not be objective.

 There is an absence of mutual expectation to counseling which may not be true in r /

ships.

 Counselors do not impose expectations upon clients while other helpers may expect their
clients behave in certain ways.

Characteristics/qualities of an effective counselor and his/her role

A . C on gruenc e/genuine ne ss

i. Unconditional positive regard

ii. Confidentiality:

iii. Patience

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 iv. Emotional stability

v. Availability

vi. Flexibility

vii. Readiness to consult and research

Ethical principles in counselling

i. Beneficence and non-malfinicence

ii. Fidelity and responsibility

iii. Integrity

iv. Justice

v. Respect for people’s rights and dignity

Ethical guidelines in counselling profession

i. Putting clients' needs before your own

ii. Ethical decision making

iii. The right of' informed consent

iv. Dimensions of confidentiality

guidelines and qualities of a counselor

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 TOPIC TWO

THEORIES OF COUNSELLING

OBJECTIVES
a) The learner should be able to recall various counseling theories

b) Apply counseling theories in counseling practice

Person-centered therapy theory

The theory was founded by Carl Rogers (1902-1987). It is based on the humanistic psychology.
Rogers’ key concepts and basic assumptions are that the people are essentially trustworthy, that
they have a vast potential for understanding themselves and resolving their own problems without
direct intervention on the therapist’s part, and that they are capable of self-directed growth if they
are involved in a specific kind of therapeutic relationship

Psychoanalytic theory.

This theory was founded by Sigmund Freud (1856-1939) who is believed to be the father to
psychology because most of the counseling and psychotherapy theories have been influenced by his
psychoanalytic principles and techniques. Freud looked at personality development that motivates
behavior focusing on the role of the unconscious and developing therapeutic procedures for
understanding and modifying ones character. He viewed human nature as basically deterministic.
That is, our behavior is determined by irrational forces, unconscious motivations, and biological
and instinctual drives as they evolve through psychosexual stages in the first 6 years of life. He sees
much of life as gaining pleasure and avoiding pain

Psychosocial theory

Erick Erickson (1963) built on Freud’s ideas and extended his theory by stressing the psychosocial
aspects of development beyond early childhood.

He holds that at each stage of life we face the task of establishing equilibrium between ourselves
and our social world. He describes development in terms of the entire life span, divided by specific

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crises to be resolved. According to Erick, a crisis is equivalent to a turning point in life when we
have the potential to move forward or to regress. To a large extent, our life is as a result of the
choices we make at each of these stages

Reality theory.

Reality theory was written by William Glasser (B. 1925). He based it on the choice theory. He
believed that the client is either involved in a present unsatisfying relationship or lack what could
even be called a relationship. This is either caused by their inability to connect, to get close to
others, or to have a satisfying or successful relationship with at least one of the significant people
in their lives, and that their problem is the way they are choosing to behave.

Abraham Maslow’s theory.

Abraham Maslow is considered the spiritual leader of the humanistic psychology movement.
Maslow proposed a hierarchy of five innate needs that activate and direct human behavior. They
are physiological (basic), safety, belongingness and love, esteem, and self-actualization needs.
Failure to satisfy the lower needs in the hierarchy produces a deficiency in the body. Although
higher needs are less necessary than lower needs for survival, they contribute to growth and
survival. Satisfaction of higher needs leads to improved health and longevity and involves the
realization and fulfillment of human potential.

Gestalt therapy theory.

Fritz Perls was the main originator and developer of gestalt therapy (1893-1970). The initial goal
was for the client to gain awareness of what they are experiencing and how they are doing it.
Through this awareness, change automatically occurs. The emphasis is ‘what’ and ‘how’ of
experiencing in the here and now to help the client accept all aspects of themselves. Other key
concepts are holistic (interested with the whole person i.e. thoughts, feelings, behaviors, body, and
dreams), figure formation process (how some aspects emerges from the background and becomes
the point of attention and interest), awareness (fully experiencing the present), unfinished business
(figures emerging from the background but are not completely resolved) and avoidance defenses to
experience the present in real way), contact (this is made by seeing, hearing, smelling, touching and

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moving) and energy (where energy is located and how it can be blocked.

Existential theory.

Existential therapy was founded by Viktor Frankl and Rollo May. This is essentially an experiential
approach to counseling rather than a firm theoretical model, it stresses core human conditions.
Normally, personality development is based on the uniqueness of each individual. Sense of self
develops from infancy. Interest is on the present and on what one is becoming. The approach has
a future and stresses self-awareness before action. That is, awareness of death is a basic human
condition that gives significant to living. This theory emphasizes our freedom to choose what to
make of our circumstances. It is grounded on the assumption that we are free and therefore
responsible for our choices and actions. We are the authors of our lives, and we design the
signposts to follow

Rational emotive behavioral theory

Albert Ellis (b. 1913), developed this theory as a method of dealing with his problems during his
youth.

Rational emotive behavioral theory is based on based on the assumption that human beings are
born with potential for both rational, or “straight”, thinking and irrational, or “crooked”,
thinking. Albert says that people do not need to be accepted and loved even though this may be
desirable and therefore should feel undepressed when they are unaccepted and unloved by others.
He insists that blame is the core of most emotional disturbance and to recover we had better stop
blaming ourselves and others.

Aldlerian Family Therapy (Alfred Adler)

Also known as “Individual Psychology”. Sees the person as a whole. Ideas include compensation
for feelings of inferiority leading to striving for significance toward a fictional final goal with a
private logic. Birth order and mistaken goals are explored to examine mistaken motivations of
children and adults in the family constellation. Individual are shaped by their experiences with

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caregivers in first three years of life. Used as a foundation for object relations theory.

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MARRIAGE COUNSELLING THEORIES.

Attachment theory (John Bowlby)

The strange situation experiment with infants involves a systematic process of leaving a child alone
in a room in order to assess the quality of their parental bond. Also known as “Intergenerational
Family Therapy” (although there are also other schools intergenerational family therapy). Family
members are driven to achieve a balance of internal and external differentiation, causing anxiety,
triangulation, and emotional cutoff. Families are affected by nuclear family emotional processes,
sibling positions and multigenerational transmission patterns resulting in an undifferentiated
family ego mass.

Cognitive behaviour therapy (Albert Ellis Albert Bandura)

Problems are result of operant conditioning that reinforces negative behaviours within the
family’s interpersonal social exchanges that extinguish desired behaviour and promote incentives
towards unwanted behaviours. This can lead to irrational beliefs and a faulty family scheme.

Individuals form meanings about their experiences within the context of social relationship on a
personal and organizational level.

Collaborative language systems (Harry Goolishian et at)

Collaborative therapists help families reorganize and dissolve their perceived problems through a
transparent dialogue about inner thoughts with a “not-knowing” stance intended to illicit new
meaning through conversation. Collaborative therapy is an approach that avoids a particular
theoretical perspective in favor of a client centered philosophical process.

All people are born into primary survival triad between themselves and their parents where they
adopt survival stances to protect their self-worth from threats communication by words and
behaviours of their family members.

Communication approaches (Virginia Sabir et al)

Experiential therapists are interested in altering the overt and covert messages between family
members that affect their body, mind and feelings in order to promote congruence and to validate
each person’s inherent self-worth.

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Families are built upon an unconscious network of implicit loyalties between parents and children
that can be damaged when these “relational ethics” of fairness, trust, entitlement, mutuality and
merit are breached.

Contextual l Therapy

Couples and families can develop rigid patterns of interaction based on powerful emotional
experiences that hinder emotional engagement and trust. Emotional focused therapy ( Sue
Johnson et al) Treatment aims to enhance empathic capabilities of family members by exploring
deep-seated habits and modifying emotional cues.

Experimental family therapy Carl Whitaker et,al)

Stemming from Gestalt foundations, change and growth occurs through an existential encounter
with a therapist who is intentionally “real” and authentic with clients without pretense, often in a
playful and sometimes absurd way as a means to foster flexibility in the family and promote
individuation.

Complications from social and political disparity between genders are identified as underlying
causes of conflict within a family system.

Experiential family therapy (Carl Whitaker et al)

Therapists are encouraged to be aware of these influences in order to avoid perpetuating hidden
oppression, biases and cultural stereotypes and model an egalitarian perspective of healthy family
relationships.

Millan system family therapy ( Luici Boscole et al)

A practical attempt by the “Millan Group” to establish therapeutic techniques based on Gregory
Bateson’s Cybernetics that disrupts unseen systemic patterns of control and games between family
members by challenging erroneous family beliefs and reworking the family’s linguistic
assumptions.

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Medical family therapy (George Engel et al)

Families facing the challenges of major illness experience a unique set of biological, psychological
and social difficulties that require specialized skills of a therapist who understands the complexities
of the medical system, as well as the full spectrum of mental health theories and techniques.

Established by the Mental Research Institute (MRI) as a synthesis of ideas from multiple theorists
in order to interrupt misguided attempts by families to create first and second order change by
persisting with “more of the same,” mixed signals from unclear meta communication and
paradoxical double-bind messages.

People use stories to make sense of their experience and to establish their identity as social and
political constructs based on local knowledge.

Narrative therapy (Michael white and David Epston )

Narrative therapists avoid marginalizing their clients by positioning themselves as a coeditor of

their reality with the idea that “the person is not the problem, but the problem is the problem.

Object relations therapy (Hazan and Shaver)

“Individuals choose relationships that attempt to heal insecure attachments from childhood.
Negative patterns established by their parents (object) are projected onto their partners.

By applying the strategies of Freudian psychoanalysis t the family system therapists can gain insight
into the interlocking psychopathologies of the family members and seek to improve
complementarily.

Solutions focused therapy (Kim insoo Berg et al)

The inevitable onset of constant change leads to negative interpretations of the past and language
that shapes the meaning of an individual’s situation, diminishing their hope and causing them to
overlook their own strengths and resources.

Strategic therapy ( Jay Haley et al )

Symptoms of dysfunction are purposeful in maintaining homeostasis in the family hierarchy as it

transitions through various stages in the family life cycle.

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Structural therapy (Salvador Minuch.)

Family problems arise from maladaptive boundaries subsystems that are created within the overall
family system of rules and rituals that governs their interactions.

ACTIVITY

i) How often do you think you can intergrate counseling skills in the counselling practice?

ii) Which skills as an individual do you find challenging to apply and what are you doing
about

 SUMMARY
Various counseling theories have been discussed; highlighting the role of each theory in
counselling practice

SELF-EVALUATION QUESTION

a) Using various examples, discuss how various counselling theories can be applied

FURTHER READING

Gerald Corey (2001)- Student manual for Theory and practice of counseling and
psychotherapy (6th edition)

INTERNE

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 TOPIC THREE

COUNSELING SKILLS

OBJECTIVES
i) Define the terms skill and counselling skills

ii) Identify various counselling skills used in the exploration stage

iii) Describe how each counselling skill is used and explain their purpose.

iv) Apply each counseling skills in counseling practice

Counselling Skills

A Skill

It is the ability, art, of expertise which helps one to counsel.

Counselling skill makes a counselor help the client move from where they are to where they want
to be.

Counselling skills: These are skills which makes counselor move a client from where they to where
they want to be

First Meeting

 The client first impression of a counselor will influence their wiliness to share openly.

 It is therefore important to know the kind of climate relationship that you establish for the
client.

 Journeying with the client is an on going process the client needs to feel comforted.

 How do you start joining with the client, greeting the client? Imagine you are meeting the
client for the first time in your counselling room, what do you do? First you great them,

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 this makes the client feel important, valued, at ease with you. You need to be true to
yourself.

Be aware of cultural consideration when greeting clients. In some culture people use shaking of
hands as a sign of welcome, while in another culture shaking of hand s is seen as another intimate
act.

Observing the Client

 As you greet the client be observant pick a lot of information without asking any question.

 Notice the way they are sitting or standing clients non-verbal how they feel.

 Look at the cloth they are wearing and how they are worn.

Putting the client at ease.

 As you walk with the client to the counselling room introduce yourself, Help the client to
feel at ease. Be aware that as the client walk to the counselling room, they may be putting
their thoughts together and maybe experiencing the beginning of heavy emotions as they
get nearer to the issues they want to discourse.

 Allow the client to settle in and feel comfortable, allow the client to sit down while you
look around and maybe comment about the room. Ask the client how the journey was to
the centre, how was the traffic any way. Square something about yourself and then
establish a relationship.

Attending skills

 Being with a client physically and psychologically.

 It means paying attention to another persons presence, the counselor prepares for the
counselling process he/she result to making the client be interested in the counselling
relationship or builds trust. Otherwise the process cannot proceed.

 Attending means showing attention and interest; be available for the client.

 Be able to communicate to the client.

Ways of communicating

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  Oral ,verbal and with non verbal  Eye contact.

 Screaming.  Action[ -negative –canning),

 Silence-which can be negative  Positive action ( affection]

/positive.
 Pictures -, materials.
 Gestures
 Touch.
 Sign language.
 Writing, crying, voice tone, miming,
 Facial expression. smell, time.

What Limits Communication Skills

 One is busy.  Too many questions.

 Repeating question.  Irrelevant question.

 Unwillingness. Intimidating  Time wasting

 Fiddling with things on the table.  No seat offered.

 Avoiding eye contact.

Useful ways of Communication /Attending

Space

 Being sensitive to personal height space height which is comfortable is when both heads
are at the same level.

 How far one should be from the client, is sensitive to personal height/space.

 The height should be comfortable, both reach are at the same level. How close should one
come to the counselor, it should be the length of ones stretch of hand.

 Distance between Men and women are different compared to distance between men to
men or women and women.

 It depends on the relationship.

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 Posture

 The way you pose fashion, sitting and walking style. Person’s poster communicates
openness/rejection. To hunch one’s shoulder and fold the arms tightly may be assign that
someone is cold, but it could also be a construed defensive.

 To slouch or sit well back in a chair with ones legs stretched out apart could be a sign of
being relaxed or not caring or being bored.

Body language

 When two people meet it’s not what they say that create most impression, but how it is
said. Above all the facial expression of a person speaking.

 If you say good morning in a pleasant tone and voice, but you are looking out through the
window, you are not really welcoming the person.

 The mouth and the face are the most important part of the face. You can be the most
beautiful /handsome person in the world but you would look mean to someone in need, if
you do not make eye contact or give a smile.-Facial expression indicates that you
understand the client feeling.

Eye contact

 Good eye contact should be established. Good eye contact helps to gather important facial
massages. The eye contact should not be a stare. Client is supposed to have any or no eye
contact.

Use of Gestures and Mannerism.

 Use of gestures, e.g. a head nod, its reward to client i.e. Big ones is a sign of agreement
small ones is assign of continued attention.

 Gestures can describe, shape, size, or movement if it’s difficult to describe award.

 Negative gestures like fidgeting with pen and pencil, hand clenched together, finger
drumming, fiddling with ones hair, ones hand the other one touching the ears, tugging

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 and scratching ones self among others .All these display inattentiveness and discourages
client from clear communication.

 Use of touch;-use touch sparklingly, Hands, arms shoulders, upper back while being
careful.

 The intensity durability of touch should be sufficient to establish contact.

 Clothing grooming;-The counselor clothing send messages about themselves and can
influence how much and in which area a client reveals themselves.

 Dress appropriately for your client.

 The way we do sitting arrangement requires use of common sense.

 Private should be done in a private and confidential place.

 Counselor should sit in a solar position should be used

 Voice-should be moderately soft and slow audible warm and not too loud or too soft or too
fast making it difficult to follow.

 We use social skill such as greeting, attending out as basis for listening to and observing
client.

 It is the way in which you communicate to the client by non verbal behavior, that you are
with them and that you are alert to them and interested in what they have to stay.

Purpose for attending

 Body, eye contact, facial expression, limb relaxed.

 Thought-uncluttered are focused totally and engaged in listening.

 It shows an attitude of openness and being available.

 The client feeling; secure, calm and confident.

Structuring

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  This is an interaction process between counselor and client in which they arrive at similar
perception of the role of counselor, an understanding of what occurs in the counselling
and an agreement on which outcome goals will be achieved.

 Structuring describe the behavior by which counselor let the client know their respective
roles at various stages of counselling process.

Giving Client Permission to talk:

Brief statement that invites client to talk and indicate that helper is leady to listen. e.g.’ please
share with me your internal frame of reference.” Avoid asking the client questions like,”
How can I help you” or “What can I do for u”.

 As a helper give client permission to talk.

 Create a safe emotional climate.

 Use appropriate body message for showing attention and interest.

 Examples of permission to talk

 Formal setting- Please tell me why you have come.

 Please tell me what brings you here?

 Please tell me what is concerning you?

 Please tell me what your problem is?

 Please print me in your picture!

 Where would you like to start?

 Informal setting; is there something in you’re mind? I am available if you want to talk!

 You seem unhappy today. If you want information for practical purposes borrow
permission from the client. Would you mind if I video tape this session for supervision?”

The purpose

 Help the client know the role of counselor in counselling.

 Enable client to understand what occurs in counselling.

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  Help to establish a goal to be achieved in counselling.

 It reduces client ambiguity and anxiety about counselling.

 Ensures smooth termination during last stage of counselling.

 Reduces anxiety about dissolution of a therapeutic relationship.

Talk about time to end the session.

Good beginning increases chances of a good middle and ending.

Observing skills

You observe to pick the non verbal words or information through your skills clients are sending.

 Through observing you gather first hand and non verbal data about the client in order to
understand how they feel.

 You observe to pick the non verbal words or information through your skills clients are
sending.

 It’s the way of empathizing with the client.

 Look direct into the client’s face and look at the expressions.

Listening skills

 Ability to capture and understand the message the client is communicating to us. It
involves attending and understanding the message which the client is sending to us.

 You listen to understand the client and leach a common agreement, respect for client
thoughts.

 Listening can be verbal and non-verbal, verbal or words.

 Non-verbal are –facial expression [smiles, frowns, yawning etc.]

 Non verbal emphasizes on the feelings, thoughts of the client silent, e.g. passes message
with great heart anxiety incisiveness and fear.

 Active listening is the ability of the counselor to hear well what the client want to hear.

 Active listening involves listening to both verbal and non verbal.

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  Hearing is getting what the client want to hear, we need to hear accurate words in order to
understand what we hear.

 The Goal of accurate listening;-It is to understand the client experience of his own would.

 This helps us to understand him/her better.

Inviting Client to Talk

Clients find it difficult to know how to start snarling. There are many ways that you can use to
convince the client to talk.

 What made you decide to come to see me today?

 I am wondering what is troubling you today.

 What is it that you would like to talk to me about?

 Some may start by pouring the issue very quietly, while others take time you need to
encourage them by:

 There is no need to hurry just relaxes and take time. If you can tell me whatever comes in
your mind even if it seems unimportant to you. This invitation may help the client to talk.

Tuning In
Tuning in is about journeying in i.e. being in the same full length with someone else, A
harmonious connection is established between the client and counselor.

Listening with Interest.

 People go to counselor troubled and don’t know how to cope with their emotions.

 They expect that the counselor will give them advice to enable them change their situation
or give them solution to their problem.

 Sometimes the counselor may have the pressure to find the solution to the client.

 As a new counselor the primary task is to listen to the client and to use strategies or
techniques which will help client find solution to their problems.

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  What is important is to allow the client to get something out of their chest to wet their
feelings and to say something they find difficult to tell other people, friends, relatives.

 When you’re with the client know they want to unload what is troubling them.

 If you do a lot of talking then you are likely to interfere with client’s ability to talk freely.

 By listening to what the client the counselor is able to help sort their confusion, identify
their dilemma explore their options and come up with a solution hence leave the
counselling session feeling that something useful has occurred.

Listen with interest involves

 Minimal responses

 Brief invitation to continue.

 Non- verbal behavior

 Voice

 Silence

Minimal Responses

 The best way to let the client say that you have actually been listening to them is by using
minimal responses, this is something we naturally do in counselling.

 Minimal responses are sometimes non-verbal and include fort a nod of the head , it also
include expressions such as :

“Mm…..; Mm-hmm…; Ah-ha…; I see…; yes…; ok…; sure…; right…; oh…; and really.

 These expressions encourage client to continue share ling .They should be given at regular
interval, If given too frequent they may interfere or intrude and become distracting.

Physical closeness

 There are major differences in comfort levels related to physical closeness to people from
different cultures.

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  You might get the message that the person was not interested in you and what you were
saying.

 Suppose a person stand too close to you for your comfort. How would you feel? As a
counselor it is clear to stand at an appropriate distance from your client so that they feel
comfortable. You need to know the correct distance just by judging or use of common
sense.

 You need to sense what is comfortable for the other person not to intrude into their
spaces.

Use of Movements

 Sometimes when the client is expressing emotional distress there is need for the counselor
to lean forward.

 This helps the client to see that you are joining in them and you are emphatic. However
don’t move too quickly.

 It can distract the client and interrupt their train of thoughts.

Facial expression

 Our facial expression gives very obvious clues about what we are thinking and about our
attitude.

 We want to show an expression of interest, care and concern.

 We should try to avoid giving the impression that we are making negative judgment about
the person or what the person is saying.

Eye contact

 We make eye contact to join with others and convey subtle message by the way in which we
use our eyes.

What impression would you get when somebody look away while you are talking to them? It implies they are
not interested in you.

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  However if someone was to look at you directly eye to eye (stare) you might feel
uncomfortable.

What is appropriate level of eye contact?

 Your eye should meet with the other person’s eye in a socially and culturally acceptable
way.

 Different cultures have different social norms with regard to appropriate level of eye
contact.

Use of voices

When we speak we not only convey the word but the message is conveyed through the way in
which we use our voices. To show our client that we are concentrating on and listening to what
they are saying we need to attend to our voices quality and be aware of the effects of:

 Clarity and volume

 Speed of speaking

 Tone of voice

 Make sure your tone of voice is one which will help to create an emphatic relationship.
Match the speed of talking and tone of voice of your client.

Use of silence

 New counselor are often uncomfortable with silence and feel relaxed enough to allow the
client if they want to think in silence.

 When a client is silent match that silence while continuing to pay attention by using
appropriate eye contact. You are seen to be listening with a high level of interest.

 If you observe the client’s eye movement and focusing you may be able to tell when they
are thinking and need to be left to think rather than be interrupted

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Tips of Effective Listening

 Listen to the whole person, holistically i.e. to the emotions, feeling thought and words,
behavior, experience i.e. what is the client doing or not doing .

 Those in trouble needs intervention.

 Listen to people thoughts which are logical, be logical or irrational.

 Listening to thoughts help to be logical, objective and become conscious.

 IF you want to change people’s behavior change their thoughts.

 Listen to client experiences. Pick client experiences, feelings, thoughts and behavior.

 Listen incongruence-verbal and non verbal, click whether there is discrepancy/

incongruence.

 Suspend your reaction to what the client is saying; just listen.

 Be aware of destructors that may interfere with your listening.

 They may be internal or external noise [client’s thoughts] e.g. when looking at the watch
scratching ones head etc.

 This can be destructive we should be aware.

 Be aware of the possibility of being preoccupied with what you shall say to the client.

 Make use of crying and silence. It’s important to use verbal and non verbal communication

 When client is in silent. You can ask the reason from them.

 Why people cry; Anger/guilt/grief/happiness.

 Don’t forget yourself, the counselor has to listen to oneself, feelings avoid being
preoccupied by other thoughts when in session.

Probing [questioning]

 This means verbal intervention which is arrived at helping the client to talk about
themselves and define their problems more correctly and specifically.

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 Questioning involves use of,
Statement- motivation, specifically; the statement can focus on experience, behavior,
feelings or thought.

 Questioning- the goal of questioning is to help client explore.

 Usually we ask too many questions, questions should be limited.

 Questions should be relevant, Ask open ended questions not closed ones, and closed
questions limit client answer and are designed to elicit specific information.

 Closed questions can only be answered in a limited way of `yes or no”. They should be
used sparingly,` esp.” when counselor want a specific answer as they do not involve client
to use any initiative or engaging in the process of exploration .e.g. your name mine is -------
yes/no.

 Perhaps the best open ended statement for encouraging a client is please let me know
something more about that”

 Help the client ask themselves questions e.g. what are some of the questions required to
ask yourself?

 Avoid why questions, the client may feel negatively criticized and become defensive,
obviously it depends on how the question is asked, as a general rule avoid it.

Purpose of Probing.

 To elicit information.  To find out how others feel and think.

 To encourage further counselling.  To show interest.

 To facilitate understanding.  Limit the number of questions.

 To classify issues.  Ask open ended question.

 To identify and highlight significant  Avoid asking 2, 3, 4 questions at a time.

areas of concern.
 Ask relevant questions.
 To start a conversation.

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  Don’t ask closed ended questions, that gives a yes /no answers.

 Avoid why questions the client may feel negatively attacked.

 Let not ask questions out of curiosity, ask questions where client understand themselves.

 Ask question which will make client question themselves, counselor use the question to
encourage client.

Use how, what, when, where, e.g. how do you feel going home drunk.

 What did you feel when you heard the news?

 When do you want to tell your friends the news?

 When will you go for the test?

Minimal prompt

 These are verbal and sometimes non-verbal tactics of helping client talk about themselves
and define their concern more concretely, through specific experiences, behaviour, seeing
and themes that emerge from an exploitation of these.

 The prompt include ”Mmm-----hmm! `I see or nodding the head.

Go on or some movement of the body,

Aaah! ------That’s interesting, Yes or a smile, tells me more, Is that so Hmm----! In deed.

Purpose of Minimal Prompt

 It encourages the client to say more about their problem. Minimal prompt helps the client
to explore more.

 Give the client support so that they can go on.

 It shows you are concerned about what the client is saying.

 By encouraging you help the client to over come his/her negative feelings of being no
good, being stupid and feeling unworthy.

Summarizing

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  It is a process of trying to gather all that has been talked about during part or all
counselling session.

 It attempts to gather the main treads of what has been discussed. It clarifies what has been
accomplished and what is still to be done.

 Summarizing enables a counselor to get a better understanding of the client’s view of

things it also help the client see what progress has been made.

Purpose of Summarizing:

To outline relevant facts, thoughts, feeling, and meaning.

 To promote further exploration of a particular theme.

 To close the discussion of a particular theme.

 To help the counselor and client find direction.

 To move the interview forward.

 To end the sessions.

 To prioritize and focus.

For example:

Client: “I don’t go out much any more I feel like just meeting people. Thanks for inviting me but I am going
home.”

Counselor: “What you are saying is that you handily go out now because you don’t want to meet people, you
would prefer just to stay at home.

 Summarizing shows respect and empathy for the counselor, it is likely that the
client might open up more.

Paraphrasing

 It’s a process of rewarding the content of what the client has said.

 It’s a one aspect of reflection.

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  When a counselor paraphrase the empathy is both on the content and feelings.

The counsellor task is to reflect these feeling back to the client in a way that convey empathy and
understanding

Paraphrasing of content

 Just attending to a client by matching non-verbal behavior and giving minimal responses is
not sufficient.

 The counselor need to also respond more actively and by doing so draw out the really
important details of what the client is saying and to clarify those for the client.

 The most effective way of doing this is by paraphras8infg the content or reflection of
content.

 This skill requires that a counselor reflect back or paraphrase to the client what the client
had said to the counselor.

 The counselor does not just parrot or repeat words for words what the client had said, but
he or she picks out the most important content details of what the client had said and re-
expresses them in the counselor’s own word rather than in the client’s.

Restating

This is where you repeat what the speaker has said almost word for word changing where the
pronoun and the verb tense when necessary.

Unconditional positive regard.

 Communicating deep and genuine caring for client.

 The caring is unconditional.

 Caring that is not contaminated by evaluation of judgment of the client feeling, thought,
and behavior as good or bad.

 The counselor communicate through their behavior, that they value client as he/she is.

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  UPR is a sincere and genuine feeling of affection for the client, from a counselor.

 IT is also an attitude that the client feels more secure, worthwhile, and more willing to
grow.

Purposes;

 The client values themselves more after being accepted by the counsellor.

 IT breaks the client’s negative thinking.

 IT encourages the client to go deeper in what she/he is sharing.

Concreteness skill

 It’s the ability to unearth, practical, without resorting to theoretical abstraction but
responding from the framework of live experiences with ones feet on the ground.

 Being concrete means being able to make the client to be specific in what they are
saying to avoid generalization.

Purpose:

 It enables the client to pinpoint exactly what the issue are to be dwelt with.

 It avoids vague obstruction, generalization that lamps all things together leaving booth
counsellor and the client confused.

 IT enables the counsellor to understand exactly where client is and why she feels the way
she feels.

Skills used in understanding stage

Focusing skill

IS the process in which we make contact with a special kind of internal boldly awareness.

Purpose:

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  To direct the client for a counselling on flow into the area you want.

 To broaden clients perspective on problem by examining them from a different point of

view and helping client to focus on important issues they may otherwise avoid facing.

Confrontation

 This means responsible unmasking of the discrepancies, distortion, games smoke, screens,
used by the client to hind both from self understanding and constructive behavior change.

 Confrontation means challenging the client.

 Confrontation in counselling is healthy.

 IT means bringing discrepancies to the awareness of the client by a counselor.

 The counselor points out or brings to the attention of the client.

 Aim is to get the client to be directly in touch with him/herself

 It involves challenging the undeveloped underdeveloped, the unused and the mis-used
potentials skills and resources of the client with a view to examine and understand these
resources and putting them to use.

Self disclosure;

It is an intentional verbal disclosure by the counselor.

 The ability of a counselor to reveal to the client his own personal feeling, attitude, opinion
and experiences, for the benefit of the client. I.e. sharing with the client similar experiences
to the one causing the client difficulties.

 The counselor’s experience must closely resemble that of the client and brief enough so as
not to take the focus off the client.

 When a client experiences problems similar to those of the counselor, self disclosure by the
counselor may be appropriate and very helpful.

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  It has a sounding effect. The counselor and the client may establish a deeper more human
relationship.

 The deeper relationship may encourage greater self disclosure by the client.

 Drag (1969) found out that counselor who used self disclosure elicits more self disclosure
from their clients and are also perceived as more trustworthy.

Purpose;

 It facilitates client’s openness and promotes a client’s feeling of being understood .

 It encourages the client to be more courageous in confronting painful or difficult issues.

 It provide more option to solving problems

Advanced level empathy

This is another challenging skill. Empathy communicates an understanding of the client frame of
reference and accurately identifies the client’s feelings as it truly seem to him. This is sensing
meaning of which the client is scarcely aware of.

 In a basic empathetic response client recognises themselves almost immediately.

 Advanced level empathy dig deeper and client might not immediately recognise themselves
in the helper’s response.

 It focuses not only on the problem but on unused or particularly used resources. It deals
with both the overlooked positive side and the shadow side of the client experience and
behavior.

Purpose;

 It helps client give a fuller expressions to what they are saying.

 It places demand on client to take a deeper work at themselves.

 It helps the client to identify them in their story.

 It helps client make communication they may be missing.

 Take the client to a new level of understanding.

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  The counselor sees the situation from the client perspective but see it more clearly and
more fully.

Immediacy

 It is a challenging skill which addresses lack of direction

 It responds to the feelings between counselor- client relationship in the here and now. It
helps the other look at the interaction within the relationship as it is happening.

 It is the process of discussing issues which are taking place in here and now between the
counselor and the client.

 It is used to focus in a more direct way on the relationship between the client and the
counselor.

 The client inter personal style is examined partly through his/her relationship with the
counselor. E.g. if the client becomes aggressive, with authority figure outside they often do
the same with the counselor. E.g. one may say `I find it difficult to relate with male
friends” (if the counselor is a man) may say ` you mean you cannot relate with me?”

Purpose;

 It strengthens a work alliance between the client and the counselor.

 It’s a way of balancing support with challenge.

Giving feedback

 This is letting the client know how you experienced being with them.

 Feedback need to be given in a supportive and concerned way.

 IT should include negative and positive observation and preferably starting with the
positive e.g.` “I am very pleased with the steps you are taking to achieve your goal, but you need to
give it more thought and time.”

 Feedback should be directed to a behavior that can be changed e.g. Anger, frustration etc.

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Personalizing/ taking responsibility

This is helping the client to see what part he/she may have taken in the problem.

 In every situation whenever there is a wrong deed, the people involved are the one who are
part of the problem.

 As a counsellor we should help client see the part they he/she is playing in problem, i.e.
taking responsibility.

 Personalization is accepting our contribution to the problem.

 Encourage the client to ask`, What am i doing and not doing which is contributing to the
problem?.

 You can only reach this situation when you have established good support with the client.

 What you are the saying to the client `Are you willing to be responsible for you’re part of
this situation”

Skills used in the action stage

Looking at different Options and Choosing a Goal

Some things cannot be changed for example someone height or make ourselves young again. The
counselor offers to help and support in coming to terms with what cannot be changed and to
encourage exploration of better ways of coping with reality of the situation. Eventually talking and
listening may not be enough.

The counselor should take an important role in assisting the other person to look at various
practical options and goals for action.

How do you help the client create a new option?

The client sees and knows clearly that he or she is at point A and does not want to remain there.
They want to move on. Before they reach their goal they must choose among a number of options.
He needs to evaluate the possible options by listing them down.

They need therefore to:

State the goals clearly;

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  Help the client look for possible options however remote they are.

 The counselor takes the goal from the personalized problem and states it clearly.

 Suppose the client gets stuck and have no alternative, Help him/her to look for possible
options .This will make them grow.

Develop steps to the goal

 The counselor asks the client what steps they would take to reach the goal or what
behavior could you adopt to attain the goal.

 The client comes up with a number of answers, they select most appropriate goal. It
could be one or more.

 He looks at the advantage/disadvantages of taking a particular option.

 If done thoroughly it will help the client solve some of his problems.

The goals set should be SMART;

S—Specific
M—Measurable
A—Adequate
R—Realistic
T—Time frame

Specific;-“I want to communicate better?” It’s not specific where and with whom.
Measurable, I want to learn to communicate with my husband” this is specific but not measurable.

How exactly will the client want to communicate with the husband? How will you know they meet
twice in a week?

Adequate- relevant.
Realistic How to be within the client frame.
Time frame: should be looked up within a particular time. The client must work out where to go
and when. Choice of options should be smart.

Blocks to Action

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These blocks are both internal and external forces .Within these internal and external forces we
have restraining block force and facilitating force.

Restraining force

Facilitating force

Internal Force-Facilitating force:

 Past experiences,  Love,

 Willingness to change,  Bias,

 Ability to change,  Prejudices.

 Guilt,

External Facilitating Forces:

 Observation from Friends,

 Acceptance of wife/ Cooperation,

 Availability of Resources,

 Support from other people like Family members,

 Alternative routes,

Internal Blocks:

 Extent of addiction,

 Beliefs Principles and Values,

 Lack of Consistency,

 Selfishness,

 Lack of self Control or discipline,

48
  Blaming,

 Fear.

External Blocks:

 Influence from Friends e.g. Drinking Friends,

 Lack of Resources,

 Availability or Accessibility,

 Means of Transport,

 Time

How Do you Help Client Implement Plan of Action

 One small action increases motivation for another action.

 Whatever steps you take contribute to another sometimes it may not work think of internal
and external blocks.

 Having agreed on action you can model it in the counselling room [session].

 The ability of the client to do something is in the inner self.

 Client should be trained to say they are okay since they are important, encourage them.

 Encourage client by rewarding; help them get some skills of rewarding. You reward yourself
for having done something, external reward such as a treat to yourself.

 Through delayed gratification concept where you reward after completing your duties. The
idea of reward is good and important to our student.

 Help the client to explore his options.

 Brainstorm the possible options

 Select the most appropriate goal.

 A criterion to use is being smart.

 Evaluate how to get there.

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  As the client take the first step to take action he or she is influenced by either facilitating
forces or restraining forces (blocks).

Termination

Termination of Counselling

When to end

Since counselling is a contractual relationship, the ending usually occur when the client have
achieved or are out to achieve when they cope sufficiently with their problems and concerns and
don’t need any further assistance

 This can be decided by either the counsellor or the client.

 As the client get self confidence and rewarding experience the counsellor suggest that she
wishes to end the session.

 The counsellor can terminate the session if he feels the client does not have any real need
and only depend on the counsellor due to the great solace got from the counselling
relationship.

Preparation for the end of the session

 The counsellor should prepare to terminate the session ten minutes before time.

 If the counselling session is to last an hour them it should start about 50 minutes.

 The counsellor can then decide how to use the remaining time in order to close the
session in a way that the client feels comfortable.

 the counsellor can say “we only have a few minutes left and i am wondering if there is
anything in particular that you would like to talk about before we finish”

Closing the session

 it is important for the counsellor to make a summary of the material discussed by the
client during the session.

 Give a statement regarding the client’s goal for the future

 Tell him of the possibility of attending future counselling sessions.

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  It is useful to give the client positive feedback.

 Affirm your client’s strengths

 Take control of the termination of the session

 Avoid asking a question, reflecting feeling or content this will make the session to
continue.

 If you find client want to linger on and chat be assertive and be direct. You can
interrupt them and say “We do not need to finish the session now” Stand up and lead the
way out of the room and give your client a positive message by saying “Goodbye…..
John”

 I know saying goodbye can be difficult and accept the loss of meaningful relationship.

Client and counsellor dependency

 It is possible to realise some degree of dependency occurring in ongoing counselling

relationship.

 Some client will share their innermost secrets that they have never shared with anyone
else.

 Some are very much a lone in the world.

 They might wish or expect that they will have an on going relationship with you.

 Counsellor can also be dependant especially when they are emotionally carried by the
client’s story.

 Intimate sharing involves some degree of closeness.

 Counsellor need to be vigilant to ensure that the do not encourage their clients with
counselling merely to satisfy their own needs.

 There is need therefore for the counsellor to seek supervision to identify dependency
issues.

 Deal with dependency by openly discussing it.

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Keeping record of counselling session

 Report writing should be done immediately after the counselling session while or the
relevant information is fresh in the counsellor’s mind and before other intrude have had
time to intrude.

 You should start by identifying client’s identity so as not to confuse between different
clients.

 You might decide to include Client’s sir name and other name, date of birth, address,
contact phone number, marital status, name of partner or spouse name and age of children
and referral source.

Content of the record

The record need to include:

 Date of the session

 Factual information given by the client

 Details of the client’s problem, issues, or dilemmas

 Notes on the processes that occurred during the session.

 Notes on the outcome of the counselling session

 Notes on the interventions given by the counsellor

 Notes on the goals identified

 Notes on any contract between the client and counsellor.

 Note on matters to be considered at subsequent sessions.

 Notes on counsellor’s own feelings relating to the client and the counselling session.

 Counsellor’s initials or signature.

 Records need to be detailed, accurate and legible if they are to be maximally useful.

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  When writing records be aware of the confidentiality and the possibility that the legal
system may demand that such records be made available to a court.

 Client may wish also to lead them.

 When the client achieves or is out to achieve his or her goal the counsellor has the right to
end the session. However the client can also decide to end the session.

 Counsellors should prepare their clients well in advance for the closure to ensure a smooth
ending and avoid dependency.

 Closing the session demand that the counsellor should make a summary of the materials
discussed, affirm the client’s strength and take control of termination of the session.

 Keep record of the counselling session writing down all what the client did and never did
during the session.

 The counsellor’s view of the client and of himself, the processes the outcomes, the
interventions and matters to be considered later.

 Describe how you would terminate a counselling session.

 Discuss the best way one can deal with counsellor _client dependency.

 Identify the content to be recorded by a counsellor after the session

SUMMARY
The topic summarises various counselling skills, attending skills, observing skills, listening skills,
probing skills and their purposes.

SELF EVALUATION QUESTIONS

 Identify and explain the strategies used in the action stage.

 Describe how you would help clients choose the best option and take action.

 What are SMART goals? Describe how smart goals should be.

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  Discuss internal and external facilitating forces that enhance a client to achieve his or her
goal.

 Discuss internal and external restraining forces that block a client from taking action.

FURTHER READING

Welfel, E.R. & Patterson, L.E. (2005); The Counselling Process: A Multi-theoretical Integrative
Approach (6th ed.); Brooks/ Cole, Belmont, C

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 TOPIC FOUR

ARENAS OF COUNSELING

OBJECTIVES
The learner should able;

i) Identify various arenas of counselling, counselling settings, counselling themes and

counselling issues

ii) Practice various arenas of counselling

a) Individual counseling

1. Provides clients with a situation of complete confidentiality.

2. provides an opportunity for a closer relationship to develop between counselor

- Counseling is about free choices and a client than may exist if other people were present.

3. Can be conducted to “best match” the client pace of learning.

4. Individual counseling is therapeutic when clients major problems involves their

relationship with themselves rather than their relationship with others e.g. homosexuality,
rape.

5. Individual counseling is particularly helpful for clients who wish to differentiate themselves
from others e.g. a catholic nun who has ran away from the convent and has to live a
normal life.

6. It’s an arena of choice for clients who want to explore whether or not they should
differentiate themselves from others.

55
 7. Individual counseling – Offers counselors on opportunity to vary their interactive styles
with clients e.g. replaces with a client.

8. Individual counseling- Is beneficial for clients who have profound difficulties sharing
therapeutic time with others. E.g. when one has a dominating client or without
personalizing.

b) Couples counseling/Therapy

- Mainly concerned with spousal relationship

c. Family in group

- Cybernetics

- Subsystems

How to identify and deal with reluctant and resistant client in individual counselling setting

Reluctance- Refers to clients’ resistance to engage in the work demand by the stages and steps of
the helping process.

Resistance- Refers to the push backs by client when they feel they are being covered
(manipulated/forced)

Reluctance /misgiving about change)

Reluctance refers to the ambiguity clients feel when they know that managing their life’s better is
going to be costly

Clients are not sure they want to pay that price.

They may exercise reluctance in many covert ways e.g. they may seem unsure of what they want,
they may sabotage the helping process by the following by;

1. Being overly co-operate

2. Selling unrealistic goals.

3. using these goals as an excuse for not moving forward e.g. a client who tell don’t
worry, I know what I’m going to do, I will buy her a automatic car

4. They do very little - Don’t work very hard at changing their personality.
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 5. They may be slow in taking responsibility for themselves.

6. They tend to blame others/ social setting and system for their troubles.
Reasons for reluctance
1. Fear of intensity, empathy, probing, exploring feeling or experiences, behaviors and points
of view may be too demanding-e.g. lawyer pushes words and.
The intensity can cause both the helper and the client to back off.
2. Lack of trust- Some clients finds it very difficult to trust anybody.
3. Fear of disorganization- Some client fear self- disclosure because they feel that they cannot
face what they might find out about themselves.
They feel that the façade they have constructed no matter how much energy must be used
to keep it, they assume believe, that keeping the façade is less burdensome than exploring
the unknown.
4. Shame- (Egan 1970 and Karfunana (1989) Lynd (1958). They said that shame is a much
overlooked valuable in human being. It is an important part of disorganization and crisis.
The root meaning of the verb shame is “to uncover, to expose and to wound “therefore it is
a meaning that suggests a process of painful self –exploration.
Worse still, shame is an exposure of self to oneself.
Shame is sudden “in a flush” of a moment a person sees a previously unrecognized part of self
without being ready for such revelation of short call> see the son > then she stopped, until she
had to be taken to hospital till taken to hospital (trauma).

Briefing (you revisit an issue, explain what you saw, you thought and then you move on after the
event.)

Shameful experience might be defined as an acute emotion awareness of a failure of thence;

empathy and support help client deal with whatever shame they may experience.
5. Fear of Change – Some people are afraid of taking stock of themselves because they
know if they do, they will have to change(i.e. they will
a. Surrender comfortable through unproductive patterns of living i.e. “drinking” >I’m not
ready, so leave that area, course other areas.

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 b. Work more diligently-
c. Suffer the pain of loss- “hey drinking, tea what will I do? I drink soda.”
d. Acquire skills needed to live more effectively- E.g. “A man knows it’s wrong to have
another woman and vice versa”. If you ask why they say its dilemma “you know the guy
is good” – refusing to move forward.
The idea that one could change frightens an individual subconsciously.
“But we have started”
The problem is that the individual will nurse lots of anxiety therefore curb growth and
development.
RESISTANCE (REACTIN TO COERSION)
Resistance refers to the reaction of a client who in some ways feels coursed.
While reluctance is usually passive, resistance can be both passive and active.
Resistance is a clients way of fighting back e.g. spouses who are forced to come to marriage
counselling are often resistant)
The resist because they recent what they see as power play.
Some clients see coercion where. It does not even exist. (At times you a man counselor)
- Therefore resistant clients say that they have no need for help, they are not wiling to establish
a relationship with another person e.g. a counselor.
a) They may even lie (cheat somebody into being in a relationship) the counselor.
b) They resent counseling so they subrogate the helping process.
c) They may terminate the counseling process pre maturely (often without warning
involuntary clients are often resistant.
Child counselor- Parent prepare the child-
- A student who gets in trouble with a teacher will see being sent to a counselor by a teacher
will see the counselor as a punishment”
- A spouse dragging the other one for counseling
- Communication break down between a mother e.g. child
- When a spouse realizes the other spouse is using the counselor as a bit.

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PRINCIPLES OF MANAGING RELUCTANT AND RESISTANTS
Counselors can do the following to create a climate which allows a client to face up to both
reluctance and resistance.
NB: Avoid unhelpful responses to reluctance and resistance.
An unaware counselor may fall into a variety of emotions when faced with reluctant and resistance
e.g. confusion, panic, irritability, hostility, guilt, hurt, and even depression.
- Therefore the helper may accept their guilt and try to placate (please) clients.
- They become impatient and hostile (caught off guard)- make sure you are not caught
- They blame client- An unaware counselor may blame the client.
- They lower their expectation and at times they refer (make refer)
- If you are not an expert, dual relationship, referral- there has to be an informed consent
- They allow themselves to be abused by clients, play the role of a scapegoat
- Referral- they hand the direction of the helping process over to the client.
- They give up and terminate counselling
Some self defeating attitude and assumptions about the helping process by counselors
i) All clients should be self-centered and must be committed to change
ii) Every client must like me and trust me
iii) I’m a consultant and not a social influence- not necessary to challenge on demand
change in a client (need to influence change)
iv) Every unwilling client can be helped
v) No unwilling client can be helped
vi) I alone I’m responsible for what is happening to the client.
vii) I have to succeed completely with the client.
Developing productive approaches to dealing with reluctance and resistance
i) Explore your own reluctant and resistance e.g. what do you do or feel when you are
coursed yourself ?(resisted or treated unfairly)
ii) How do you run away from personal growth and development?. Do you find yourself
doing that which can hinder personal growth and development? (If you tell people not to
have an affair with somebody else yet you yourself have ones (childhood deeds)

59
 iii) Counsellors must see some reluctance and resistance as normal. “ Don’t expect someone
to strip him/herself naked” and know what it can do
a) Accept and work with the clients reluctance and resistance i.e start with the frame
of reference with the client.
b) See reluctance as avoidance- unless the helping process is rewarding they are going
to be resistant
NB: In every contracting session, never forget to talk about growth and development change.
c) Examine the quality of your interventions e.g. what are you doing that could be
unfair to the client?. In what ways does the clients feel coursed? I’m too
- Be a realistic and flexible
d) Establish a “just society” with the client. (tamminen 1979). According to
(tamminen 1979). A just society is based on mutual respect and shared planning.
e) Help the client search for incentives to make beyond resistance e.g. use client’s self-
interests and brain storming to discover possible incentives.
f) Employing the client as a helper
g) Reach the client, accept the client relate to the client.

Counseling in groups

Group counseling offers a fundamentally different experience to the client from that of individual
word to word counseling Yalom (1995), Identifies it factors which distinguish the curative factors
operating in group counseling and provide a background to all it’s forms. i.e. if a group counseling
is going to succeed, we will have to get;

1. Instillation of hope

2. Universality (I’m not alone)

3. impartation of information- (everybody realizes idea)

4. Altruism –Implies the discovery of hidden/forgotten material/ capacities and this helps
others

5. Healing “hurts” sustained in earlier lives.

6. Facilitates the development of socializing.

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 7. Initiative behavior by watching others behavior and listening to them e.g. dancing in
groups and therefore discovers their personal styles.

8. Interpersonal learning through interaction with others hence bringing about groups and
changes (growth and change) (emotionally, physically socially, mentally and morally.

9. Catharsis and ventilation on feelings bringing out healing by emptying what you have.

10. Counseling has existential factors e.g. responsibility free choice and congruence.

Yalan (1995) did a research about some group members. One other man said that they
discover and accepted unknown or unaccepted parts of self.

i) Unknown – when people don’t know what they have done.

ii) Unaccepted- Other people are able to say what was bothering them instead of holding
it.

iii) Other people accepted to be told what others thought of them

iv) Group taught members the impression they make on others.

v) Expressing negative/ positive feelings towards another member

vi) Learning that one must take ultimate responsibility for the way one lives his/her life no
matter how much guidance and support one gets from others. i.e. you address the self
and say

vii) Learning how one comes across to others. I.e. when children hear their mother coming
means that there is way one comes to harass.

viii) Taking risks- Learning how to express feelings

ix) Feeling more trustful of groups and other people

- The group must be genuine

- The leader must be genuine

- The group must be trustful

Counseling settings

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 i) Counseling in the private practice

ii) Counseling in voluntary organization

iii) Counseling in social services

iv) Counseling in the medical context

v) Counseling in education (pry & sec)

vi) Counseling in higher education

vii) Counseling in the work place

viii) Counseling skills in the context and organization growth

ix) Brief and time limited counseling especially in the business world (time focus)

Counseling themes

II. Counseling and gender

III. Counseling and race

IV. Counseling and sexual orientation

V. Counseling and pastoral counseling

VI. Career counseling and guidance

VII. Counseling in the context of redundancy and unemployment death and bereavement

VIII. Counseling and sexual dysfunction

IX. Counseling people with disabilities/chronic illness

X. Counseling people affected with HIV and AIDS

XI. Counseling people with alcohol and drug problems counseling adults who were abused
when children.

XII. Counseling for trauma and post traumatic disorders

XIII. Child and adolescent counseling.

Counseling issues

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 1. Research and evaluation in counseling

2. Counselor/client exploitation

3. Professional issues in counseling ethics

Why people seek counselling help?

1. Problem situation

2. Missed opportunities

3. Unused potential

1. Problem situation

Clients come for help because they have;

- Crisis

- Troubles

- Doubts

- Difficulties

- Frustrations

- Concerns etc.

- Problem situations are often poorly defined

- Even when problem situations are well defined, clients still don’t know how to handle
them.

- People may feel that they do not have the resources needed to cope with the problem
adequately or they have tried solutions that did not work.

- Problem situations arise in people’s interaction with themselves, with others, with social
settings, organizations with institutions.

- Problems situations range from unreasonable fears, stress accompanying illness e.g. cancer
and AIDS, addictions on alcohol or drugs, failing marriages, retrenchment fired from jobs,
confusion in an effort to adapt to a new culture, suffering from catastrophic loss. Being

63
 jailed because of child abuse (Loss-loss is loss value) lonely, mid-life crises, bitterly (battled
by spouses) victimized by tribalism and racism loss of land.

2. Missed opportunities

Other people seek help because they have resources they are not using or opportunities they are
not developing

Examples of missed opportunities /unused potentials

i) People looked up in dead end jobs e.g. working because of the family.

3. Helping clients identify and develop unused potential and missed opportunities

Helping clients identify and develop unused potentials can be called a positive psychology goal

Seligmen et al, advocate for the study of strength and virtue more than the study of pathology,
weaknesses and damage and say treatment is not just fixing what is broken, it is nurturing what is
new. They and their fellow authors discuss such topics as;

1. Subjective well being, happiness, hope and optimism

2. A sense of vocation, a developing work ethic

3. Interpersonal skills, the capacity for love, forgiveness and civility, nurturance, altruism
(concern for the needs and feelings of other people above ones own).

4. An appreciation of beauty and

5. Responsibility, self determination, courage, perseverance, moderation, future mindedness,

originality, creativity and talent.

6. A civic sense (town, citizens). We should have civic pride, civic responsibility.

Seligmen et al suggest that counselors improve their services by “weaving the spirit” of the
above topics into their interaction with clients, therefore seeing problem management as life
enhancing learning (to enhance life) and treating all encounters with clients as opportunity
development sessions. These are part of positive psychology approach.

Principle goals of helping

Clients come to counselors because they are unhappy with one or more direction of their
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 lives. Positive psychology offers an overall foundation or quality of life goals for all clients

When you see a client, you see a potential person.

Diener (2000) – He points out that scientific knowledge is both possible and desirable but
the psychology does not take it seriously.

The goals are related to increasing client happiness.

Goals

-Help clients manage their problems in living more effectively and develop un used resources
more fully

- Positive goals helps client to manage unused resources and missed opportunities more
effective.

-Clients are successful to the degree that they commit themselves to the helping process and
developing opportunities more fully out there.

-Most of the time counseling is redundant if they are not facilitated to apply positive
resources out there.

Importance of results

-Concerning goal one, helping for counseling results outcomes, impact, and
accomplishments e.t.c.

-Manthai (1998) they say that solution focused therapy is based on the importance results
oriented counseling is helping is an “ing” word i.e. it includes services of activities

-The outcomes of these activities measure their usefulness.

-Counseling must translate into valued outcomes in clients life e.g. child (personal hygiene,
obedience, table manners, sharing acceptance of self etc). Therefore helping is about
constructive change.

Help clients become better and helping themselves in everyday life

Clients often are poor problem solvers;

Usually people simply do what is habitual and customary

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People usually never approach problems systematically and exhaustively unless they have been
specifically advocated to do so. Therefore because many clients are poor at managing problems in
living they are equally poor in developing opportunities and resources.

They are poor in communication, listened, giving somebody an opportunity to say something,
accepting, receiving and giving criticism.

If the 2nd goal of helping client is to be better able to manage their problems in living more
effectively and develop their opportunities on their own, then the counselor should share some
forms of problem management and opportunity development with the client.

Three things the client needs to achieve

1.To participate actively in the problem management process during the helping session
(counseling session)

2.To apply what they learn to managing immediate problems and opportunities

3.To continue to manage their life more effectively after their periods of formal counseling is
over, e.g. rapist, suicidal, alcoholic.

The process of child counseling

Stage one: The role of parents and significant others

1. To give the child’s background information

2. To prepare the child for counselling

3. to form therapeutic ally with the counselor for the benefic of therapy

Stage two: The initial visit

This is the first therapeutic session for the child

1. It is a contracting stage with the child

2. The counselling room (play room) should be inviting

3. it is a rapport building stage with the child

4. communication to the level of the child is important

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 5. counselor’s core conditions and attending skills invites the child to open up

Stage three: Subsequent sessions

This is the second session to the end of the last contacted session with the child.

There are four therapeutic stages:-

1. General acting out of negative behavior stage

2. specific expression of negative feelings stage

3. development of positive feelings stage

4. Reinforcement of positive feelings stage

Stage four: Termination

Questions to guide a counselor for termination

1. Is there improvement in most of the child’s presentation problems?

2. Is the child feeling better?

3. Is the child adapting well with school, home and other environment?

4. Is the child’s world realistic?

5. Would the child benefit from referral elsewhere?

6. Are the counselling interventions unhelpful or being rejected by the child’s significant
others?

It is important to prepare the child for termination, respecting the child’s ideas of how do the
termination process. Particular attention should be made to children who have had traumatic
experiences of losses and abrupt endings.

Stage five: Follow-up sessions

These are period check ups after termination. These sessions helps the counselor to assess how the
child is fairing on with life’s new experiences and challenges. A follow-up can be done every three
to six month.

Helping at its best provides clients with tools to become more effective self helpless.

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 SELF EVALUATION QUESTIONS

i) Highlight various arenas of counseling, counseling setting, counseling setting, counseling

themes and counseling issues

ii) Discuss giving examples why people seek counseling help

SUMMARY
This topic highlights various arenas of counseling e.g. individual, group and child counseling. It
also outlines various counseling settings, counseling issues and why people seek help for instance,
due to problem situation, missed opportunities and unused potentials.

FURTHER READING

Corey G. (2001). The Art of Integrative counseling

This brief supplementary book is an expansion of Chapter 14 in Theory and Practice of

Counselling and Psychotherapy

INTERNET

68
 TOPIC FIVE

PRACTICUM REPORT FORMAT

OBJECTIVES
The learners should be able to;

i) Do practice for the scheduled months

ii) Compile and write a practicum report

Practicum report format

i) Declaration comprises of practicum report being original work of the researcher/counselor

and not a copy right whatsoever.

ii) Dedication –this entails special people/person who you would wish to dedicate your report

to and have touched your life emotionally, physically and socially.

iii) Acknowledgement- This entails people/persons who have helped you in your professional
field of counselling.

iv) General overview of a practicum report- this entails a general summary of the work you
have done during counseling practicum.

v) Summary

vi) References

CASE NOTES ( EVALUATION GUIDELINE)

1. Client –write about whole picture of the client (physical appearance, emotional, marital
status age gender

My initial impression of the client was he was looking happy, sad

What is his occupation, family war?

2. Presenting problem/summary of previous session

69
 What did the client share?

What is the client stated problem?

What was the assessment?

3. Therapeutic process

- How did the session progress

- What other issue did the client raise that are related to the problem?

- What were the major theme, themes, feelings expressed, observed, words used place
mentioned.

- What was client avoiding to talk about?

- What verbal and non verbal communication were aware of

4. Conceptualization, acquisition and perpetuation

- What do you hypothesis to the problem

- Is there a problem to begin with?

- What is my tentative explanation of the client’s difficulties based on what was said, on
hunches, on theoretical model?

- How was the problem acquired?

- How is it being perpetuated?

- What are the black spot?

Intervention

- What intervention and technique do you plan for the next session?

- Can you justify their application?

- Did the previous intervention work?

Counselor Self evaluation

- What were you aware of during the session

70
 - How is started and ended metaphors and images that emerged, the relationship and
lectures

- Was the counselor aware of energy change? With self

- Any issues for supervision

SAMPLE CASE NOTES ( EVALUATION GUIDELINE)

Code number ` Date Session

71
 1. Client………………………………………………………………………………………………………………….

....................................................................................................................................................

2. Presenting problem/summary of previous session ……………………………………………………..

.....................................................................................................................................................

3. Therapeutic process/exploration ……………………………………………………………………………..

……………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………

4. Conceptualization/acquisition and perpetuation ………………………………………………………….

......................................................................................................................................................

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………….

5. Interventions ……………………………………………………………………………………………….

..............................................................................................................................................

……………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………..

6. Counselors self evaluation …………………………………………………………………………………….

.................................................................................................................................................

………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………….

THERAPY CONSENT FORM

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It’s a legal document

Name of client ……………………………….have consulted to be offered counselling services by

………………………..(name of counselor).

I am aware of the following contractual term.

1. That the information should well be treated confidentially but only in case where pose
danger to self and others.

2. That I will pay Kshs……………….per hour payment for therapy session

3. That I do not give 24 hours notice incase I plan on missing therapy I will have to pay the
full amount of missed session. The same hold a true for the counselor

4. That the out come of the therapy is my responsibility because I hold the potential to solve
my problem with the therapist facilitating the counselling process other details

Signature of client………………………………………..

Signature of counselor……………………………………

Date……………………..

CLIENT INTAKE FORM

Biographical information
73
Name…………………………………………………..Age…………………………..

Sex……………………………………………Marital status…………………………

Level of education ……………………………Contacts……………………………...

Reason for referral……………………………………………………………………..

Referral agency………………………………………………………………………...

Person to contact incase of emergency (include contact and relationship to the client)

…………………………………………………………………………………………

Present state of client

……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………....................................

Present issues

……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………...................................

...............................................................................................................................................................

Family History

……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………....................................

Physical /Medical History (Any surgery, hospitalization, disability e.t.c)

Confidential

Early History

Birth: (any peculiar incidents/events prior or just after birth?)

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……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………

Childhood Development: (age between 6-10 years)

……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………

Habits/interests: (how do you spend your free time?)

……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………

Religious/culture beliefs

……………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………..

Personal functioning: (temperaments/extroversion/introversion

……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………

Mental state examination:

Appearance & behavior:…………………...............................................................................................

…………………………………………………………………………………………………………………………………………..

Thought disorder:………………………………………………………………………………………………………………..

Suicidal status:…………………………………………………………………………………………………………………….

Vegetative signs/symptoms

Appetite:……………………………………………………………………………………….

Sleep: ………………………………………………………………………………………….

Sexual functioning:…………………………………………………………………………….

Energy level:…………………………………………………………………………………...

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Cognitive functioning:

Judgmental……………………………………………………………………………………..

Insight:………………………………………………………………………………………….

Attention:……………………………………………………………………………………….

Concentration:………………………………………………………………………………….

Memory:………………………………………………………………………………………

Psychodynamic formulation of case: (how did the problem start and how it progressed?)

……………………………………………………………………………………………………………………………………………
………………………………………………………

Recommendations:

Medical:………………………………………………………………………………………..

Psychological:…………………………………………………………………………………

Social:………………………………………………………………………………………….

LOGGING SHEET /SUPERVISION

Counselor in training………………………Site supervisor…………………………….

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Practicum set …………………………………..

Date by Individual Group Administration Supervision Total hours Site

week counselling counselling duties hours in the ina week supervisor
services week signature

ACTIVITY

77
i. Generate therapy consent form ii) Client intake form.

ii. Using the model case studies in chapter nine, practice filling in those forms.

SUMMARY
This topic systematically highlights the steps of practicum report writing. How to fill client intake
form and how to fill intake form in a practical counseling session.

FURTHER READING

Gerald Corey (2001), Student manual for Theory and practice of counselling and psychotherapy
(6th edition)

INTERNET

TOPIC SIX

GROUP THERAPY

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Objectives
The learner should be able to;

i) Recall various goals of group therapy, types of counseling groups, stages in group
counseling process

ii) Practice group counselling session

Goals of group therapy

i. To move towards authenticity and genuineness

ii. To recognize and accept certain moralities within oneself

iii. To find ways of solving personal problems

iv. To explain hidden potentials and creativity

v. To become more sensitive to the needs and feelings of others

i) Hope instillation. Hope is the belief that change is possible. Some members especially those
referred have no hope that things can change positively. Therapists may enhance this by bringing
to attention the progress of group members. It helps maintain the clients faith in the therapeutic
modality.

ii) Cognitive component. After catharsis, members are helped to gain insight into their experience
and to formulate new decisions based on this understanding. The cognitive component includes
explaining, clarifying, interpreting, formulating ideas and providing the cognitive framework for
creating a new perspective on problems.

iii) Humor. This can help members to get a new insight into their problem and it can be a source of
healing. Effective feedback can be given in a humorous manner. Laughing at oneself and with
others can be very therapeutic. Moreover laughter is in itself very therapeutic. Humor should never
be used to embarrass a member.

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iv) Universality. Prevents the client from feeling unique or different. Members are able to see
commonalities as they share and they come to learn that other people experience what they are
experiencing.

v) Freedom to experiment. The group environment provides a safe place for experimentation with
new behaviour. Members can show aspects of themselves that are often hidden in everyday
situations. They learn new more desirable behaviors.

vi) Imparting of information. Members may have limited knowledge regarding their current
experience hence their options are few. Giving information in a planned and structured manner
can help members to widen their scope of choice.

vii) Commitment to change. This involves members’ willingness to make use of tools offered by the
group process to explore ways of modifying their behaviour. This is therapeutic.

viii) Altruism. This is the act of giving. Clients in a group therapy help each other out; they give
each other support and encouragement. This gesture is therapeutic as it could be lacking in their
outside interactions.

ix) Power. When clients realize they have untapped internal resources of spontaneity, creativity,
courage and strength they develop a sense of power. This is not power over others…it is the sense
that one has resources necessary to direct his/her life. This empowers the clients to take certain
steps that enrich their lives.

x) Caring and acceptance. This is demonstrated by listening and by involvement. It can be expressed
by tenderness, compassion, support, and confrontation. Caring implies that others communicate;
―we will accept all your feelings. You matter to us. It is okay to be yourself-you don‟t have to struggle to be
someone else.‖ This is very healing as many members in the group may have suffered rejection out
there.

xi) Willingness to risk and trust. This involves opening oneself to others, being vulnerable and actively
participating in activities necessary for change within the group.

xii) Corrective recapitulation of the primary family group. Clients usually perceive the behaviour of the
other members as being like their siblings and the behavior of the leader like being a parent. When

80
the leader and members do not respond the way the clients family members did in the past the
client gains insight into their own behaviour.

xiii) Feedback. Feedback enhances learning. It has been associated with increased motivation for
change; greater insight into how one‘s behaviour affects others; increased willingness to take risks;
and the group members evaluating their group experience more positively.

xiv) Development of socializing techniques. Feedback and role-playing are two methods used in group
therapy to develop social skills.

xv) Imitative behavior. Clients imitate healthy behavior of other group members and the leader(s)
which facilitates growth.

xvi) Interpersonal learning. Through the group experience members learn to improve their
interpersonal skill. Interpersonal distortions are corrected.

xvii) Group cohesiveness. Relates to bonding in the group. The client‘s role in the group influences
self-esteem. Cohesive groups create positive client results such as more self-disclosure, risk taking
and effective conflict resolution.

xviii) Catharsis occurs when members are able to express their stored up pain and other
unexpressed feelings. It is very therapeutic especially when followed by insight and learning.

xix) Self-disclosure. Self-disclosure is a willingness to make oneself known to the others. When it is
neither too little nor too much it is very therapeutic. It is a vehicle through which communication
occurs in a group. Leaders can also do minimal and appropriate self-disclosure only for the benefit
of the client.

xx) Existential factors…..emphasize the present quality, content, subjective awareness, freedom of
choice and state of being. Examples are responsibility and recognition or mortality.

Types of therapy groups

Groups come in many forms. There seems to be a group for anyone who seeks counselling,
personal growth and support. There are many ways of categorizing the many different groups as
projected by different theorists. The Association of Specialist Group Work (1992) developed the
following classification:

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i) Guidance / psychoeducational groups

These are preventive and instructional groups who meet briefly for a limited time.

For example; teaching group participants how to deal with:

 A potential threat (such as AIDS),

 A developmental life events (such as growing older)

 An immediate life crisis (such as the death of a loved one)

 For example; student development in tertiary institutions:

ii) Interpersonal problem-solving groups

These groups seek to help participants to resolve difficult problems of living through interpersonal
support and problem solving. For example; students getting ready to graduate from secondary
school can explore ways of dealing with challenges after school; they can also get an opportunity to
speak about their concerns.

iii) Personality reconstruction groups

These are groups set up to help individual group members with deep psychological problems to
reconstruct major personality dimensions. For example; patients in psychiatric hospitals with
depression, suicidal tendencies, paranoia and so forth.

iv) Task/work groups

Task groups help members apply the principles and processes of group dynamics to improve
practices and accomplish identified work goals. For example; teams in the workplace or sports
teams are formed to accomplish objectives that would be impossible for an individual to achieve
alone. A good example is the quality circle in which a group of workers meet to examine the
processes they are using in their jobs and devise ways to improve them.

v) T-Groups

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The ‗T‘ stands for training. These groups are formed to emphasize interpersonal relationships.
Members of the group learn how one‘s behaviour in a group influences others‘ behaviour and vice-
versa. In other words, how an individual functions within a system.

vi) Self-help/support groups

Self-help groups have grown in prominence since the 70s. A self-help group usually develops
spontaneously and focuses on a single topic which may be led by a

person without professional training but with experience in the issue. For example, residents in a
neighborhood may meet to help each other to clean the neighbourhood, or to focus government
attention on issues (such as toxic waste disposal or pollution of a river) that affect the quality of their
lives. Support groups are similar to self-help groups in its focus on a particular concern or problem,
but they are organized by an established professional helping organization or individual such as
Alcoholics Anonymous, Weight Watchers, and Cancer Survivors among others.

Planning group counseling

i) Pre-group planning/proposal

A crucial element in starting counseling groups is making decisions beforehand. Pregroup

planning is the first step in the group process. The group leader(s) is/are expected to reflect about
certain issues. Among the most important decisions to be made are those associated with type of
group you intend to form; rationale; objectives; membership; group rules; roles preparation; time;
place of meetings; duration of meeting; length of meetings; group goals; cultural mix of the group;
screening and selection procedures and evaluation strategies. Pregroup planning is correlated with
group cohesion, members‘satisfaction and comfort 22

ii) Attracting group members

Find practical ways to announce your group to prospective participants. This may include
commercial announcements; using posters; using key persons to reach out to people or personally
making personal contact with potential members. Making personal contact has been found to be
one of the most successful method of recruiting. The following are guidelines for announcing a
group:

A professional disclosure statement

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Goals and purpose of the group

Policies regarding joining and exiting the group

Expectation for group participation

Rights and responsibilities of the group leader and members

Techniques and procedures to be use

Qualifications, education and training of the group leader

Fees and time

Potential consequences of group participation

iii) Screening

After attracting prospective members, group counselor are then expected to screen the prospective
members. Screening is assessment prospective members to establish their suitability for a group. It
is meant to disqualify people who may hurt from the group experience; people who may benefit
more from individual therapy and people who may have a negative impact 23 on the group
process. The goal of screening is to prevent potential harm to the clients. Some group leaders
screen out some individuals due to personal dislike or counter transference issues. This should be
avoided. Potentially difficult members too should be part of the group as they may be the ones
who may benefit more from the group experience. Screening involves a one to one interview with
the group leader and where applicable with both the leader and the core-leader. The leader
establishes: motivation of the individual; whether he/she is self or other referred; if he/she understands the
purpose of the group. During screening, members are also invited to ask questions as a way of
developing confidence in the group process. The COUNSELOR establishes the suitability of the
individual in relation to himself/herself and other members in the group. If the individual is not
qualified, the COUNSELOR explains why in a professional, respectful and therapeutic manner.
Screening sessions are usually short, lasting for about 10 minutes or even less.

iv) Group membership/composition

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Group membership is either homogeneous or heterogeneous. Homogeneous groups are
composed of individuals who are similar, such as adolescent boys, single parents or individuals
working with grief and loss issues. Heterogeneous groups are made up of people who differ in
background, such as adults of various ages with varied careers. While homogeneous groups can
concentrate on resolving one issue, their members may be limited experientially. In contrast,
heterogeneous groups offer diverse but multifocused membership. 24

Whether a group is homogenous or heterogeneous depends on the group purpose and goals.

v) Group size

Group size will depend on several factors such as: age of clients; experience of the leader; type of
group; and problems to be explored. For example, a group of elementary children could have as
few as 3 children; while a group of adolescents could have 6 to 8 members. The ideal group
comprises 8 to 12 members. This group allows members an opportunity to express themselves
without forming into subgroups. With this group, members are able to experience a sense of ‗we-
ness’ faster. 25

vii) Length of the group

Again the length of the group is determined by the group goals. The length should be long enough
to build trust and for behavioral changes to take place. Most groups meet for 12 to 16 sessions.
Some groups are ongoing groups that may last for years. This allows them to work on issues in a
more in-depth manner. Group members and leaders need to be aware that lengthy groups can
foster dependency in order to guard against this.

vi) Frequency and duration of meetings

Group meetings generally go for between 45 minutes to 2 hours duration depending on the
composition of the group members. The recommendation for children and adolescents is to meet
more frequently (like 3times a week), for shorter durations (between 45 mins to 1hr) to suit their
attention span. For a group of well functioning adults, a 2hour weekly session is recommended.
However, the group leader can choose any frequency and duration that suits his/her style of
leadership and the people in the group. For lower functioning inpatient groups, the
recommendation is to have daily meetings for 45 minutes because it may not be possible to hold

85
the members attention for long due to their psychological disturbance. For higher functioning
inpatient groups, daily meetings of 90 minutes are recommended. Most groups meet once a week
for 11/2 hours 26

viii) Time and place

Although counselling groups vary, members need a specific, consistent time and place to meet.
Groups can hold meetings in many different places as long as privacy is observed. Members must
be assured that they will not be overheard by people in the next as they share. Productive
groupwork cannot occur in a physical facility full of distractions. The room should not be cluttered
and it should allow for a comfortable seating arrangement. The preferred mode of seating is
circular arrangement. This allows all members to see one another and to have freedom of
movement. Co-leaders should sit across one another to be able to observe each other‘s non-verbal
behaviour and to avoid promoting an atmosphere of we-versus them. The circular arrangement
also enhances the flow of communication.

Stages in group counselling process

There is debate as to how many stages there should be in group counselling. Many theorists have
however agreed on the following five stages in group counselling process:

i. Forming

ii. Storming

iii. Norming

iv. Performing

v. Terminating

LOGGING SHEET /SUPERVISION

86
Counselor in training………………………Site supervisor…………………………….

Practicum set …………………………………..

Date by Individual Group Administration Supervision Total Site

week counselling counselling duties hours in hours in a supervisor
services the week week signature

87
 ACTIVITY

Select a topic of concern to you e.g. (internet addiction, alcoholism e.t.c). select a group leader
and practice group counselling at a convenient time that you agree. Use stages of group
counselling suggested.

SUMMARY
The topic highlights various goals of group therapy, types of counseling groups and various stages
in group counseling process formation.

SELF –EVALUATION QUESTION

i) Highlight various goals of group therapy

ii) Identify types of counseling groups

iii) Discuss various stages in group process formation

FURTHER READING

Corey, G. &Corey, M.S (1997) Groups: Process and Practice (2nd ed.), Brooks/Cole, California

INTERNET

TOPIC SEVEN

88
 SEMINAR PRESENTATION

N/B (The course unit shall be undertaken in one day during the third year 2nd semester of study
( 6th session for the school based ) A resource person will be invited to demystify the professional
of counseling to the learners. the seminar will not earn any credit hours/contact hours. However
it is compulsory for all students will pay an extra fee for the seminar to cater for snacks, tea and
lunch for students and lecturer and facilitator. Currently the fee at main campus is Ksh 5, 000 per
student. The fee is subjected to revision from time to time

OBJECTIVES
i) Highlight importance of public speaking; basic rules

ii) Prepare and practice seminar presentation in seminars/workshops.

Importance of public speaking

1. Communication- we use influence of society – through speaking

2. Money- public meetings

3. Due to divergence views- we want to convince others

4. Good public speaking -99%- inspiration

Four categories in public speaking

1. Avoiders- These people can do anything to avoid a speech

2. Resisters- Very fearful when asked to give a speech

- When they have no choice, they give in and do perfectly well

3. Accepters- They will agree to do it though they are not very enithuastic

4. The seekers- They look for any opportunity to speak.

Role of public speaking

1. It contributes to personal development

i) Introduction Maslow hierarchy of needs

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 ii) More speeches you gives the more appreciated you are, the anxiety goes low.

iii) The more you practice the more you get involved.

iv) It helps you to get more acquired to doing better

v) You get to learn the skills of concentration.

- Develop even the skill of ideas in a logical I a flowing manner

vi) Personal development- you become a good communicator. You become a better person
because of public speaking.

2. Public speaking influences society

i) This public speaking you can voice the opinions and interest of others- you can be the voice of
the parents, masses

- You can find yourself swaying the opinions of others in such meetings.

- One person addressing the parents

- You can sway/society

It promotes professions i.e. – politicians

It can help one in my career

Basic rules of public speaking

i) Gain an understanding of who you are

- How much do I know? – What are your potentials?

ii) Establish what your capabilities are; humor, capturing the audience

iii) What are your biases- youth, tribe, where are your ---

iv) Understand your audience as well?

o Age

o Gender

o Mixed audience

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 o Know what provokes women

- What would be their interest in the area of village?

- What do they speak – you can tailor-make yourself

v) You need to understand the occasion e.g. church, funeral

- Where? This will enable you to anticipate situation the difficult which might be there

- I might want to make a pave presentation and no electricity

- Aid to be able to

- Need to anticipate responses from the audience e.g. i) How are they likely to respond?

- It enables you to respond to the audience appropriately

vi) Search for any other sources of information – so that you can enrich your audience

vii) Come up with speeches which are reasonable

- Have persuasive pts and adequate data

viii) Add structure to your speech

- Should be organized in such a way to allow a flow

ix) Talk directly (Be in touch with your audience) to your audience. They are people you
understand

- Consider their age- adolescence

- Consider their level- literate/ illiterate

x) Gain self confidence through public speaking on practicing - practice makes perfect

- Repeatedly

- Prepare

- Internalize

Becoming a good public speaker

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 - It does not depend on the level of your education e.g. Prof. Use hard terms you can’t
understand

Principles that should guide you to become a good public speaker

1. Respect your audience and its variety- appreciate their varied backgrounds

 Use different styles/ methods to communicate effectively – applying their learning styles –
e.g. experiential

 Find out what they know beliefs and values

2. Know as much as possible about listening – observe how you are being listened to non-verbal
e.g. uncomfortable- facial look down at ease

 Bored- give an energizer

 Vary your communication style

 Stimulus variation- humour

3. Organize carefully to improve understanding and recall

- Want our ideas to be interconnected in such a way there is smooth flow that will enable people to
follow our logical thoughts without being bored

 Introduction support your ideas by

 Body – of visual aids

 Conclusion

 Give your audience

 Introduction – Deliver it in such a way that the audience will remember

 organize carefully to organize understanding and recall

4. Use language effectively- it can be simple but clear

- Keep the words short and accurate

K: Keep
92
 I: It

U: Short

S: Simple

 Sound natural and enthusiastic

 Maintain a natural voice

 Remind yourself –I’m conversing with another person, being passionate

 Being interested in what you are saying

5. Use high quality visual aids- they need to be good enough, well positioned where people can see.

 Help people to follow idea

 Give to my speech

 Need time to prepare them

 Properly

 Attach as much preparation to them as the speech / time

6. Need to give ethical speeches only

 Let’s give accurate information

 No falsehood

 No Vagueness

 No exasperated information

7. Do not copy somebody else speech word for word

8. When you pick material from somebody else you acknowledge that

9. We should not manipulate pressurize our audience rather we should influence them through
having a logical argument

Argument which are based on concrete evidence

93
  Once they are given appropriate information, they are in a position to make informed
choices.

 Problems that most speakers develop

How can we develop speakers confidence

No matter how experience the speaker is, he is likely to experience anxiety.

This anxiety is likely with the speakers’ confidence

What can make the speaker to be anxious?

i) Lack of planning properly

ii) The audience expectation

iii) The more confidence you appear the more component you will be considered. When
you are anxious, you create a negative impact

Enemies of speaker confidence

1. Speaker anxiety

2. stage flight

3. communication apprehension

These can actually in composite you. If you have them you can dismiss you.

Factors contributing to speech anxiety

They differ from one individual to another

i) Poor preparation

ii) In appropriate self expectation

iii) Be realistic

iv) Fear of evaluation – one would always think being evaluated being the worst

v) Excessive self- focusing – voice, face, shoes, gestures,

vi) Fear of the audience- you fear them –e.g. old, men level of education

94
 vii) Not understanding your body reaction.

Misconception of speech anxiety and how to counter them

i) Everyone will know the speaker has speech anxiety

ii) The speech anxiety will identify as the speech progresses

iii) Speech anxiety will ruin the effect of the speech. It will only do this if you let it-
eustress- positive stress- if you

iv) The audience is always hostile and critical on you. Most of the audience are polite and
would want to hear from you audience are mainly responsive.

How can we prevent all manner of anxiety?

1. Prepare and rehearse your speech own and internalize

2. Prepare easy to follow notes. This varies – from individual to individual. Some use one
word- others will write phrases

 Others write everything and then just write the key

 be calm

3. Need a warm up

4. Prepare an introduction which can make both you and your audience to relax e.g.

 Humor should be appropriate for you and your audience

 How you introduce- break he ice- is very important

5. Focus on what you are seeing

6. Use visual aids- e.g. power pts

It increases speaker’s confidence

7. Develop a positive mental attitude towards yourself

 Tell yourself you are good

 Visualize yourself making a impact

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  Remember no amount of talk or encouragement makes you better if you don’t consider
yourself as a successive speaker if you don’t have confidence in yourself

 Free yourself from such anxiety

 What is my main problem

Preparation of the speech

There are basic steps for preparing the speech

1. Selecting your topic

2. Determine the exact purpose of your speech

3. identify the objectives of the speech

4. Analyze your audience

5. Plan and organize your main ideas

6. Organize your introduction and conclusion

7. Prepare an outline

8. Prepare your visual aids effectively

9. Practice the speech – Rehearse

1. Selecting the topic

i) When you are given a general topic- choose a topic you already know a lot about

 This will make you more confidence

 Choose a topic you are interested in relationship – young mother

 Topic that have an impact to listeners

 Marriages – Make interesting, Choose your ----, young women-middle, old, also make it
useful

 Choose a topic that requires your assignment e.g. graduates- A motivation speech- 1hr

 Find out your interests

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  Take an inventory – What are your personal

 What are your social

 Improvement

 Narrow it now to the needs of the listeners

 From the inventory

 Consider situational factors

 The level of the knowledge of the listeners

 What are their needs

 What are currents events which interests my audience?

 What are the issues of concern currently e.g. Kenya – Leadership

 Apathy in some ideas- Try to remove this apathy

 Audience –what they already know

 Diversity

 Interest

 Issues of concern

2. Determine the main purpose

1. To instruct or to teach- expect feedback

2. inform –take or leave

3. entertain

4. persuade- motivational speech

5. commemorate important event

Irrespective of the purpose, speeches are organized in the same away.

If we are giving;

 Are accurate data

97
  Objective information

 Research findings and interpretation

 Teach a specific process

 If you called upon to go through the process of decision making- you instruct

 Entertainment – make the audience ---- and identify with the life situations e.g. worked and
gone to MBS for a weekend e.g. dinner speeches

Persuasion speeches

Trying make the audience take a certain idea.

 your pts needs to be logical, persuasive-convince

 commemorate speeches

Need to be success, challenges/threat impact-audience

3. Determine the objectives of the speech

i. Objective is more limited and specific

ii. Might target the behaviour- behaviour want change-

iii. What behaviour do I want to target in this speech e.g. Jubilees (marriage) – parents-
graduate, youth-role model.

iv. What response do I expect from the audience

Analyze the audience

NB- What I say but how I say it?

 What do they want- is it- information

o Instruction

o Entertainment

 Are they volunteering or forced- find how you are going to sustain them.

 What is the size?- Too many or too few

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  If they are using visual aids- This will influence the mode/ method of delivery.

 If a bid group – you will be more formal

 Think about the venue? – By Do I need a public system? Is it outdoor or enclosed place.

 I’m at a podium- sound system

 Try to read their non-verbal –apathy, enthusiasm once you read the non-verbal

 Modify and adapt appropriately once you read the non-verbal.

4. How to organize a speech

It’s like organizing an essay

- Find the cases- what is the main statements- what is the main pts/ideas

- There needs to be a flow

- It’s wide a journey; Introduction, Body, Conclusion

1. Introduction

A good introduction is important as it’s supposed to capture the attention of the audience.

As you are supposed to flow from the same pt. e.g. some will come up with – statistics, Long
Statements. (7.8% - HIV- current)

Kenya- 1 Rape – 30 min

S. Africa- I per 10 min

 Short story

 Humor

 Quotations - from a written

 It has to be short

II. Body

 Will have the main idea

 Should be simple statement

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  Should have clarity which should be clearly remembered by the audience

 Limit them to more of 5 ideas

 Keep them belief and to the point

 Elaboration will depend on time

 The points need to flow - some will start with the main and vice versa.

 Use the key words, acronyms of the key points in either

III. Conclusion

Don’t conclude by stopping talking - Not abrupt ending.

Have a conclusion - No speech is complete without conclusion.

A speech conclusion is important coz it gives the needed closure

It ends abruptly, it gives unfinished business

you can conclude by using an acronym of up points.

End up with a quote

“Remember”

H.I.V - real

Rape - rampant

Quiz and answers session

 Need a conclusion after the quiz and answers session

 To redirect people to the main points

Tips on making a conclusion

 Pause

 summarize the main points

 pause a challenge - choose

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 an appeal for action - “report rape cases, as soon as they happen”

 Visualizing the future - I see…………………….. H.I.V free population

 No cause sex

 Memorable quotes

 Don’t introduce new material in the conclusion

 Even if time is inadequate never leave you conclusion

 Read the mood of your audience

 End with a bang!! So that you can conclude and sustain the interest.

Presenting the speech

i. Best advised that you don’t read your speech or you loose your audience

ii. Highlight your main points and explain them in your own words such that you analyze and
put the in index card

iii. Be prepared for anything

iv. Be prepared to stand alone on the platform.

v. be audible - ensure you are heard

o Vary your speech

 excitement

 Sad

 Joy

vi. The rate of delivery is also very important - vary it appropriately.

vii. Use appropriate language / sentences avoid using Jargon language to impress
Let the language be vivid and colorful

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viii. The language should be concrete, simple, and easy to understand.

ix. The voice should be controlled.

Methods of delivery

1. Impromptu Speech - No preparation

(i) if called upon - speak only one main idea

(ii) You need to know the idea you speak about - what do you want to talk about.

(iii) Begin with a bang

 Ensure there is a flow of ideas

 Be concrete

 conclude on a strong note

 Even in 5 minutes

 Take it as an opportunity for growth.

(iv) The more opportunity you grab, the better for growth.

 Talk to yourself positively

2. Manual Script - you read word for word - this is done on solemn.

Occasion or historical occasions

 Done to endure accuracy

 its not spontaneously / not natural

 If you were to read a speech, try to create the eye contact with the audience

 Practice it intensively so that you don’t have to read it word for word i.e. vary the voice

 Use appropriate gestures

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Memorized speech

You write the speech but then you commit everything to memory.

 In this, you need to be careful because memory can fail you.

 When memorized, some of it it’s not spontaneous

 Need to stay focused in the purpose and the key ideas you want to convey

 Keep on practicing until you are perfect.

Extemporaneous speech

 You never lead or memorize it’s natural

 You need to prepare thoroughly though you might not use the exact words in the speech

 Requires careful preparation

Have a key word

 Allows you to remain direct involved and flexible.

Material presentation/audio-visual aids

 media, channel-they enhance knowledge in counsellors training

 they elaborate

 the facilitate

 they support

 they assist and illustrate information

1. People retain more of what they see and hear more the senses are involved the

greater the impact

2. The concept becomes dear

3. It helps in time management-more time is covered

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 4. We use aids for variation purposes so that each participant is taken care of

5. They compliment learning.

6. There is a clear elaboration of facts.

What factors to consider by choosing teaching aids

Teaching aids

 Projectors, power points, flip charts, T.V, Radio, charts, Real objects, cassettes

 Age of the audience

 Gender

 Culture

 Religion

 Topic

 Environment

 Appropriateness of the aid depending on time

 Topic- audience/group small or big

 Place

 Clarity of the aid /how conversant are you with the aid e.g. Power point

N.B: Use as many visual aids as possible (vary them)

 Facilitates learning process

 It makes the learner to receive information in different ways.

Commonly used visual aids

1. white board –

advantages

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  It’s easily available

 It’s cheap

 Can be seen reading

 It can be used many times

 Can use many colours

 Everyone can see it

 It is dustless

 Easy to use

 Available

 The trainee and trainee can use it

 Use white board marker

Disadvantages

1. Sometimes it’s not easily portable

2. Wears out with time –keep it in the right place-not exposing it to the sun

3. Written materials is not stored elsewhere

4. Once rubbed, it is forgotten

5. Its slow – writing rubbing, bores

6. Uses a lot of felt/marks pens

7. Cannot be used in a big hall –used only in small groups

8. Writing may not be legible

9. Cannot be used for illiterates and the blind.

2. Overhead Projector

Advantages

 lessens time-written note projected in the screen

105
  the materials are ready and need just explaining

 can use a big room

 it’s portable

 it stores information

 the audience can see, hear and read

Disadvantages

 Can be too fast of the trainer if not careful

 If not clear, writing the trainee will be at a disadvantage i.e. the trainee will be
bothered what is what- some would want to ask – what is that and that.

 It needs prior preparation – you don’t come to organize yourself in the room

 It needs an experts –not everybody can be able to operate it.

 It’s expensive

 Needs writing –slides

 Has to be transported

 They can breakdown

 Can be stolen/ vulnerable

 Can forget it

 Inappropriate to visually challenged

3. Flip charts

Advantages

 Easy to use clearly

 Readily available

 Appropriate for group work

 Can be used in any environment

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  Audience can see and read the note

 Easily portable

 Flexible

 Needs no technical known how

 Can store information

 Can be prepared in advance

 Good for brainstorming

Disadvantages

 Its cumbersome-you keep on turning it

 Use a lot of ink-felt pen

 Cannot be used in a large crowd

 The trainer may not have good hand writing

 Its not releasable

 You need other accessories

 Cannot easily erase

 Take time to write

 Can be lost

 Not suitable for illiterate or visually challenged

 It’s cheaper

 Can be used many times

 Can be seen when reading

 One can use many colors

 Everyone can see it

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  Easy to use – Do not need power

 It’s dustless

 Does not need expertise

Disadvantages

 Not easily portable

 Wear out with time

 Written material is not stored for future references

 It is slow-one keep on writing and rubbing

 Uses a lot of felt pens

 Use small group-cannot be used in a big hall

 Writing may not be legible

 Cannot be sued for illiterates

4. Video tapes

Advantages

 Break monotony of presenter talking

 Can be used to store information

 Effective in passing messages

 Easy to use

 Can be captivated- you can remember what you see

 Effective with young audience

 You see, hear at the same time

 It can be copied

 It is portable

Disadvantages
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  Sound and vision may not be clear

 Needs power

 May not be suitable for all

 You have to watch it in audience

 It can cut

 It may not work

 Its expensive

 Cannot be modified

 Make audience passive

Guidelines for using;

1. White Board

 Always keep the board clean for use

 Use pen which contrast with the board for easy visibility or legibility

 Make the writing or draw large enough

 Underline heading, important or familiar words

 Do not block the participants

 Make calculated movement for attention

 Allow participants enough time copy information

 Avoid using slanted writing

 Let the writing be neat and clear

 Use white board maker

2. Flip charts

 Use permanent marker

 Number the flip charts incase you prepare them earlier

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  You can use different colors for contrast

 Avoid cloudy information

 You can use bullets or numbering

 Use large numbers or letters to be seen from a distance

 Have a masking tape to hang them

 Face participants while talking

 Hide the portion you are not using participants going ahead of you

3. Overhead projector /power point

 Limit the information at the transparency

 Highlight the information

 Use large letters or diagram

 Number the transparency to avoid confusion

 Before presentation begin, locate and check the operation

 Make sure you have an extra bulb incase one blows off

 Before you start focus the projector

 Turn the projector after the transparency witch off as you remove the same use a pointer

 Face the participants when presenting

 Allow participants time to take notes

 Control discussion i.e. covers areas you are not using so as to move step by step.

4. Video tapes

 Reveal the tape ensure its appropriateness

 Text to see if the tape is compatible with the machine you want to use

 Prepare the participants to vies the video tape

 Rewide the video tape to the beginning of the programme

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  Arrange the participants in a way they are able to watch the screen, monitor the screen

 …them after watching the video.

 ACTIVITY

Identify a topic of interest and prepare a presentation using power point highlighting the following

i) Relevance of the topic

ii) Introduction, body and conclusion

iii) Support –scientific evidence

SUMMARY
The topic highlights importance of public speaking and exclusively discuses the various steps to
prepare and present a seminar topic in details.

SELF-EVALUATION QUESTIONS

i) Highlight importance of public speaking

iv) Culture principles to guide one in becoming a good public speaker

v) Discuss systematically how to prepare a speech.

vi) Discuss advantages and disadvantages of various audio-visual aids.

FURTHER READING

INTERNET
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 TOPIC EIGHT

MODEL CASES

Case study one

Adolescence model case study

 Melon is a pupil in form three. She has been in the top three of her class since arriving in
the school. She works very hard and is extremely attentive in class. The teachers like
Melon because she is so anxious to learn. She hands in her homework on time, she causes
no trouble and she is always on her books.

 Melon comes to you one day on her own accord. When you see her you think she is going
to ask a question about the subject you are teaching. Instead Melon sits in silence and the
starts quietly to weep.

 Eventually Melon stops and in a low voice she says she is very unhappy. She explains that
she the first born in the family and she is held up as the role model by her parents for her
younger brothers and sisters. They praise her for academic ability and make it clear that
they expect her to continue to do well and to be the bread winner for the family once she
has completed University.

 She said that she is finding the strain too much. She is only in top three because of hard
work rather than brainpower. She has begun to hate her parents for pushing her so hard
for comparing her younger siblings unfavorably with her. She has no time to have real
friends. Many of her classmates dislike her for being a model pupil and she is lonely and
depressed. She says that she is thinking of deliberately failing her exams at the end of the
term in order to take revenge of her parents and that she might even do something worse.

i) Write down each biographical data

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 ii) Outline Melon present state

iii) Highlight Melon’s presenting problems

iv) What do you conceptualized to be Melon’s real issues?

v) Identify and explain

a) The skills and techniques you would use to help Melon solve her problem

b) The theories you would use to help Melon and justify your answer

CASE STUDY TWO

Family therapy model case

Makonde unpredictable character

- Makonde is a primary school teacher. He has been in Abdu primary school as long as I
have known him for the past twelve years. At 35yrs he is a very hard working teacher who
specializes in mathematics and Kiswahili subjects. Makonde being a class eight teacher the
performance are always the best within the zone during K.C.P.E results. The head teachers
always put appraisals due to his effort of lifting the schools name. Due to his hard work,
Makonde is hardly late to attend to his duties and pupils. Contrary his behaviour of hard
work is betrayed by is character back at home. Makonde has a wife and two bright
children. As seen by his work mate, Makonde is slow to anger unless proved, he interacts
freely and socially.

- One day he comes to our house to see me, on seeing him through the widow I get stage
fright. Not knowing what might have brought him on this Saturday morning. He knocks
on the door and I usher him in eager to know what has transpired. As he enters we shake
hands and I welcome him to have a sit as usual since he is a neighbour. To me he looked
worn out and disturbed and in deep thoughts. As I offer him a cup of tea, he starts by
going straight to the reason that had brought him.

- He said he wanted some help concerning counseling since he was aware I was studying the
course. He informed me that his wife of fifteen years wanted to divorce him all because he

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 was an alcoholic and has tried to stop but was not able. He can’t explain what makes him
attached to the shopping center when ever he comes from work, there he meets friends

- Who buys beer for him or he buys for them. He continued to say that every time he gets a
salary most or all of it goes to dept owned to the club. Later when he gets home the wife
and the children look up on him for food, clothing and school items plus fees. Since he
has no money left they end up quarreling, arguing and even to the extent of fighting. He
says, “my wife always complain of me denying her conjugal rights when wonders whether
our marriage has any meaning any more. I am ashamed of my self. “ she goes ahead to say
I am a looser and will never measure up, good for nothing”. All this makes Makonde feel
wasted, guilty and sorry that he will never make it in life. His wife is a casual worker who
earns little income that cannot push them through the month.

- Due to his generosity and entertaining habits Makonde friends back at the club are aware
of his absence, not because they care but because they want to be bought beer, for
Makonde he thinks of how he is loved, hardly does he know he is being wasted and, if he
knows he has done nothing about it until now. This because he also feels he has not saved
enough for the child in class eight about to enroll in secondary school next year. In some
occasions Makonde would steal a neighbours chicken and claim it to be his since it is in his
compound, he would later sneak out of the house unnoticed to go and sell it cheaply for
beer. On one of the many days he was spotted and him knowing the law he refused that it
was him they claim to have seen, he would later stage an argument claming to take legal
action to the accuser. On hearing this neighbors keep off to avoid further harassment.

- After attending, listening, observing, and reflecting his story I further structured him on
what is incurred through a counseling process, i.e. perceptions of what he thinks about
what counseling is, also informed him the role of a counselor is to make him be aware of
himself and reduce anxiety also make him aware of his role as a client, when to accept and
by whom to attend to him, I informed him that he is the one to come up with solution
since he knows himself better. In this case Makonde being a neighbor I felt that he had
more reveal whereby I referred him to a more specialized person who had experience. I
further requested him to write an autobiography about how and why he started drinking
alcohol. The problem may be from his house, work place, or inherited. He stood up and
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 was ready to go, I gave him the name and contact of the counselor he was to meet, I walked
him to the gate and wished him well. I informed him of the charges and assured him I will
be of help if need be. I then went back to my duties. I felt relaxed.

i. Highlight how you would help the couple using marriage counselling therapy.

ii. How would you deal with any resistance and reluctance from any of them

MODEL CASE THREE

Voluntary counselling and testing (VCT) /HIV/AIDs model case

21 Year old college student who has been sexually active for years asks if it’s a good idea for her to
be tested for HIV and AIDS infection.

i) How would you respond to her n a counselling relationship

ii) Which theories, skills and techniques would you use in the counselling process and why?

MODEL CASE FOUR

Child therapy model case

You are a class teacher or a Sunday school teacher of a standard three boy. In your dealing with
this child, you have noticed that he is rather quiet and does not participate much in the class
activities. Quite often he is very aggressive to other children even to an extent of beating them.

Discuss how can go about counselling this child (indicate how you would find out what nature of
the problem he has and how you can help him come out of it).

MODEL CASE FIVE

Loss and grief model

Pluto was married in 1974 to a good husband who died in an accident five years later. This death
shattered Pluto and she developed a depression. Recently, she had a hell time from her teen-age
children and has gone back to depression. At her place of work, she thinks everybody hates her
and blames her problems on her workmates. She has several times confessed that she is unless
since her husband died.

i) Highlight Pluto’s presenting problem

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 ii) What would you conceptualize to be Pluto’s real issues

iii) Discuss how you can help Pluto using counsellor’s helpers model

MODEL CASE SIX

Terminally ill case model

Urenus is suffering from AIDS. She is only 21. She is feeling very low and cannot accept this at
all. She is praying everyday asking God to heal her. She is promising that if he heals her, she will
be a devote worshipper. At times she is really depressed when she thinks about what she may have
to face.

 In details highlight Urenus Biographical data

 Select a technique that you think is most appropriate for this case. Justify your
answer.

 What kind of intervention would you give to Urenus to help her have hope in
life

CONCLUSION

We realise that it is a privilege and also a challenge to walk with other people through their
journeys of pain and growth. Not that we are experts but we just give our shoulder for
someone to lean on. When we stretch our hands and care for our clients unconditionally we
allow and give them the opportunity to use their potentials and take a positive action towards
changing their behaviour. They grow and blossom to become new beings in life.

FURTHER READING

Welfel, E.R. & Patterson, L.E. (2005); The Counselling Process: A Multi- theoretical
Integrative Approach (6th ed.); Brooks/ Cole, Belmont, C

INTERNE

116
GLOSSARY

A Skill: Are proficiency, competence, and expertness in some activities

Counselling Skills: These are skills which makes counsellor move a client from where they to
where they want to be.

Counselling: A process in which through the establishment of an understanding relationship a

person is respected for who they are and listened to and thereby empowered to make informed
choices and to take responsibility for their own development.

Counselling Process: It is the interaction between someone using counselling skills, and who need
help starting from the beginning, where person goes through a series of stages, and arrives to a
recognizable end.

Counselor: A professional who uses his or her counselling expertise to offer help to those in need
of help.

Client: Any person seeking help or receiving professional counselling.

Concreteness: Getting a person to be specific in what they are saying

Confrontation: This means responsible unmasking of the discrepancies, distortion, games smoke,
screens, used by the client to hind both from self understanding and constructive behaviour
change

Confidentiality: Ability to keep secrets of the information shared in the counselling

Session

Empathy: Entering into the other persons shoes. Or the ability to accurately understand what the
other person is experiencing and communicate that understanding to him or her.

Exploring: Searching and discerning client problem and issues hence helping them get deeper into
what has brought them into therapy.

Genuineness: Being real, honest and trust worth to self and to clients

Paraphrasing: This is to restate the content of what the client has said. It helps in check the
perception of what the client has said, communicate core

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Respect: Valuing oneself or self worth

Summarizing: Process of gathering all that has been talked about during part or all the
Counselling session value encourage the client to say more, remain focus and empathize with the
client

Structuring: It is the interaction process between the counselor and the client. help to know the
role of counselor in the counselling. it enables the counselee to understand what occurs in
counselling, establish the goals ensure smooth termination and reduce anxiety

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REFERENCE

American Counselling Association (1995). Code of ethic and standard of practice; Alexandria VA

Brems, C. (2001). Basic skills in psychotherapy and counselling; Wodsworth, Belmont, CA

Burnard, P. (2005). Counseling skills for health professionals (4th ed). United Kingdom: Nelson Thornes
Ltd.

Corey, G. (2005). Theory and practice of counseling and psychotherapy (7th ed.). USA: Brooks/core-
Thomson learning 10 Davis Drive Belmont, CA 94002.

Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th ed.). USA: Brooks/core,
Cengage learning 10 Davis Drive Belmont, CA 94002-3098.

Cormier, W.H & Comier, L.S.(1991); Interviewing strategies for helpers; Prentice Hall Pacific Grove,
Califf, N.J.

Egan, G. (2007); The skilled Helper: A problem – management and opportunity- development approach to
helping (8th ed); Brook/ Cole, Canada

FusterJ.M(2005). Personal counselling .Mumbai Better yourself book.

Geldard, K. (2005). Practical counseling skills an integrative approach. China: Palgrave Macmillan.

Gichinga, E. M. (2006). Basic counseling skills. Nairobi; Gem counseling services.

Jones, R. N. (2008). Basic counseling skills a helper’s manual (2nd ed). India: Sage publications India Pvt
Ltd.

Mcleod, J. (2009). An introduction to counseling (4th ed). United Kingdom: Bell and Bain Ltd,
Glasgow. Schultz,

Moloney, M (2005). Counselling for HIV/Aids: The uses of counselling skills for HIV/Aids; Nairobi
Kenya; Paulines publications Africa.

Richard Nelson-Jones (2006). Theory and practice of counselling and therapy; Sage Publications (ca)

Tolan, J. (2003). Skills in person – cantered counselling and psychotherapy; Sage Publications, London

William Stewart (2005). A –Z of counselling theory and practice; Nelson Thornes

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Welfel, E.R. & Patterson, L.E. (2005). The counselling process: A multi-theoretical integrative approach
(6th ed.); Brooks/ Cole, Belmont, CA.

RECOMMENDED TEXT BOOK

i) William Stewart (2005) A-Z of counselling Theory and Practice; Nelson Theories

ii) Richard Nelson –Jones (2006) Theory and practice of counselling and therapy; sage
publication (CA)

iii) Brems, C (2001); Basic skills in psychotherapy and counselling wadsworth; Belmart CA

iv) Egan, G. (2007) the skilled helps- A problem management and opportunity
development approach to helping (8th Ed); Brook/ Cole Canada

v) Welfol, E.R and patteson, L.E (2005); The counselling process a multi theoretical
integrative approach. (6th Ed) Brooks/OLE, Belmont, CA

vi) American counselling Association (1995); code of ethics and standard of practice.
Alexandria VA

TEXT BOOK FOR FURTHER READING

i) Corey G. (2001) Student for theory and practice of counselling and psychotherapy (6 th
edition)

ii) Corey G. & Corey, M.S (1997) Groups: Process and Practice (2nd ed.), Brooks/Cole,
California

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SAMPLE EVALUATION FORM FOR SUPERVISION

MT. KENYA UNIVERSITY

SCHOOL OF SOCIAL SCIENCES

DEPARTEMENT OF PSYCHOLOGY

BACHELOR OF COUNSELLING PSYCHOLOGY

PRACTICUM EVALUATION SHEET

STUDENT’S DETAILS UNIT CODE: COUNSELLING PRACTICUM:CCU 316

STUDENT’S NAME

STUDENT’S ID. NO

PRACTICUM

PRACTICUM SITE (S)

S/N RECORD AND ORGANIZATION MAX.MARKS ASSIGNED MARKS

1 Client consent form

2 Client intake form

3 Clients notes

4 Logging sheet

TOTAL 20MKS

121
S/N COUNSELLING PROCESS MAX.MARKS ASSIGNED MARKS

1 Skills and techniques used

2 Theories of counseling

3 Number of cases handled

4 Site supervisors report

TOTAL 20MKS

GROUP THERAPY ASSIGNED MARKS

1) RECORDS

1 Group formation & Organization

2 Group (clients) notes

3 Logging sheet

SUB TOTAL

ii) COUNSELLING PROCESS IN ASSISGNED MARKS

GROUP WORK

4 Skills and techniques used in group 5

work

5 Counselling theories 5

6 Number of sessions handled 5

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 7 Ability to facilitate and lead a group 5

SUB TOTAL 20 MKS

PERSONAL THERAPIES (15) MAX. MARKS ASSIGNED MARKS

Evidence of attendance of 15 personal 10 mks

therapies

TAPED CASES

Evidence of 5 taped cases (one should 15mks

be group therapy)

TOTAL 25 mks

PRACTICUM REPORT 100mks ASSIGNED MARKS

GRAND TOTAL ASSIGNED GRAND

MARKS

FINAL MARK (100%) divide the 200 mks

grand total by 2)

200/2 ASSIGNED FINAL

MARKS

N.B (the students will be supervised 3 times: individual therapy; group and peer supervisions once
a month. Students who have not met all the above requirements shall not be awarded the final
practicum mark)

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SAMPLE SEMINAR EVALUATION SHEET

MAXIMUM MARKS AWARDED

MARKS.

Relevance of the topic 5mks

Introduction body conclusion 5mks

Support scientific evidence 5mks

Physical presentation, confidence level 5mks

Mastery of content 5mks

Use of visual aids 5mks

30mks

124
SAMPLE PAST PAPERS

MOUNT KENYA UNIVERSITY

A married couple, Niagala 36 years and Ohio 40 years, present themselves for marriage counseling.

Ohio did want particularly to come but is willing to give things a try. He basically feels that life is
fine, the marriage is all right and there are no major problem with their children. In short, he
likes his life, except he wishes that Niagala could be more at peace with him and that she should
stop bugging him.

Niagala feels pretty discouraged about life. Her kids do not appreciate her; she feels she has to be
both the mother and father at home; that she has to make all the decisions, and that Ohio will not
listen to her. She wants to feel heard by him.

i) Write down each biographical data (5mks)

ii) Outline Niagala present state (5mks)

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MOUNT KENYA UNIVERSITY

UNIVERSITY EXAMINATION 2011/2012

SCHOOL OF SOCIAL SCIENCES

DEPARTMENT OF PSYCHOLOGY

Unit code: ccu 322 unit title: counselling Practicum time:2hrs

Answer question one and any other two questions

Section a (Compulsory)

1. a) Define the term practicum (2mks)

b) Assess the importance of counseling practicum (6mks)

c) Determine the main purpose of public speaking (3mks)

d) A married couple, Science 36 years and Scotts 40 years, present themselves for marriage
counselling.

Scott did not particularly want to come in but is willing to give things a try. He basically
feels that life is fine, the marriage is all right and there are no major problems with their
children. In short, he likes his life, except he wishes that she could be more at peace; and
that she would bugging him.

Science feels pretty discouraged about life. Her kids do not appreciate her; she feels she
has to be both the mother and father at home; that she has to make all the decisions, and
that scot will not listen to her. She wants to feel heard by him.

i. Write down each biographical data (5mks)

ii. Outline science present state (5mks)

iii. Highlight science presenting problems (5mks)

iv. Identify and explain how you conceptualize science real issues (5mks)

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Section B (Answer any two question)

2. Ruby, an adolescent girl, is having extreme difficulty coping with stress and the demands
of school. Ruby has many fears of failing, of not being liked by other students, and of
being seen as “different” and she suffers from headaches and physical tenseness. She says
she would like to lead a “normal like” and be able to go to school and function adequately.
She is afraid that unless she can deal with these stresses, she will “go crazy”.

a) Highlight Ruby presenting problems (5mks)

b) What do you conceptualize to be Jewel’s real issues? (5mks)

c) Identify and explain

i. The skills and techniques you would use to help Ruby solve her problem. Give reasons for
using those skills and techniques (5mks)

ii. The theories you would use to help Ruby and justify your answer (5mks)

3. Tuesday comes in for crisis counselling. This young woman complains of chronic
depression and is frightened by the frequency of her suicidal thoughts and impulses. She
attempted suicide several years ago and was committed to a state mental hospital for a time.
She fears being “sent up” again, because she does not know how to cope with her bouts of
depression.

a) Select a technique that you think is most appropriate for the case. Justify your answer
(10mks)

b) What kind of intervention would you give to the young woman to help her make a
comprehensive decision (10mks)

4. Jim is a 40 year old engineer who says he has gone to many encounter groups and has had
good deal of therapy

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128