Counseling Process

and Ethical
Considerations
 Reporter:
Mina-Pototan Group
Namely: Sharlynn P. Pamposa Henerisa Senosa
Michelle S. Espina Azenith Pasuquin
Shirley P. Batcho Raian Duran
What is counseling process?

It is developmental by design, focusing on needs, interests,

and issues related to various stages of student growth. It is
the process by which the students are given advice on how to
deal with emotional conflicts and personal problems both in
school and how to incorporate the same in their daily life.
It is the interpersonal process engaged in by
counselor and client as they attempt to define,
address and resolve specific problems of the
client in face- to- face interviews.
Counselors monitor students’ development and
according to their needs they give students
necessary support such as helping them to
understand themselves and their needs, to solve
their problems, to make realistic decisions, to
improve their abilities and skills, and to adjust
themselves and their environment
Why it is important to know the process of counseling?
It provides the tools and insights to manage mental health issues,
such as anxiety and depression. Ultimately, counseling empowers
people to lead and fulfilling lives.
In school, counselling is important to address the emotional, social,
and behavioral needs of students and to create seamless and friendly
environment to help each one of them with different approaches.
Always remember that school-based professionals provide
counseling and not a psychotherapy.
The goal of counselling is to enable the individual to
make critical decisions regarding alternative courses of
actions without outside influence. Counselling will help
individuals obtain information and to clarify emotional
concern that may interfere with or be related to the
decision involve.
What are the Ethical Considerations in Counseling
Process?

1) Beneficence
2) Justice
3) Fidelity
What are the Ethical Considerations in Counseling
Process?

1) Beneficence
2) Justice
3) Fidelity
Relationship Building in
Guidance and counseling
Prepared by:Michelle S. Espina
Relationship Building
Proponents of diverse theoretical orientations
tend to agree that effective counselors are
• personally integrated and self-aware
• value the student as a unique person and
• understand how and what the student is
experiencing.
 Guidance Relationship
• The Counselor/Student relationship is central to
counseling progress.
• The personhood of the Counselor is a key
significant factor
• to the quality of the relationship and a successful outcome.
• The goal of a healthy relationship is rapport
that leads to desired change.
 Guidance Relationship
• Effectiveness is related to mutual respect and
trust.
• Caring, respect, and trust create safety for
students to share their deepest concerns.
• Student willingness to act and achieve a positive
outcome is based on his / her view that the
environment / relationship is safe.
The Counseling Relationship
Empathy
Accurate Empathy
Empathy Defined:
• Understand the students experience.
• Emotionally resonate with students experience
as
if it were your own.
• Accurate Empathy
Two Components of Empathy
• Empathic rapport - accurately sensing and
being able to see the students world the way
they
do.
• Communicative attunement - verbally sharing
your understanding with the student.
Empathy
The Counselor senses accurately and communicates
back to the students
• the feelings and personal meanings that the student is experiencing
(Rogers, 1989).
• The narrative and its details and the significance of the story, its meaning
in the life of the students. (Welch Gonzalez,
1999)
Empathy
Two Stages
• Primary - accurately articulate back the feelings
and experiences from overt student statements and
behaviors.
• Advanced - accurately articulate back implied
feelings and experiences from incomplete student
statements.
Cultural and Relational Empathy
• There is good evidence that people are not all
in the world in the same way and the way people
experience themselves and their phenomenal world
has differed historically across time and still
differs from context to context.
• Cultural and Relational Empathy, effective counseling is a
multilevel, relational situation.
• In addition to the verbal student message,
consider the impacts of gender and cultural
heritage.
• Cultural empathy includes context and society in
which both the counselor and client live.
• Cultural and Relational EmpathyTo work with Students from ethnic
minorities,
Counselors must be open to learning different
ways of seeing things.
• Relational empathy (Jordon, 1997) involves
empathy for oneself, other people, and the
counseling relationship.
• Empathic failures result when disconnections
and misunderstandings occur (Jordon, 1997)
• Cultural and Relational Empathy Counselor
must be honest regarding their
mistakes and misattunements .
Disconnections and failures in mutuality
and empathy must be named and
understood.
Shame and Empathy
Empathy may be the critical variable in the
healing of pathological shame (Jordon, 1997).
• Hidden shame, unacknowledged, repressed, or
defended against, is considered the primary
contributor to
• aggression,
• addictions,
• obsessions,
• narcissism, and
• depression.
Shame and Empathy
• Shame is always a component of the student-
counselor relationship.
• Be alert to Student states of shame.
• Help students work through shame.
Avoid (Lewis, 1971)
• Overlooking shame as an issue.
• By-passing opportunities to help students through
shame.
• Inadvertently adding judgmental interpretations
to clients repressed shame.
The Counseling Relationship
Positive Regard
• Positive Regard
Student revelations must be protected from
counselor personal reactions, especially
rejection or disdain.
• Counselor expresses appreciation of the student as
a unique and worthwhile person.
• Counselor embraces the students ethnic self as
well as other experiences that have shaped the
students worldview.
• Positive Regard
No matter what is divulged, the counselor
provides
• overall sense of protection,
• support, or
• acceptance.
• Respect the Student regardless of differences in
values, worldview no condition is set upon the
clients behaviors and experiences. (Hansen,
Rossberg, and Cramer, 1994).
Positive Regard
Respect involves - (Egan, 1998)
• Do no harm.
• Become competent and committed.
• Make it clear you are for the client.
• Assume the clients goodwill.
• Do not rush to judgment.
• Keep the clients agenda in focus.
The Counseling Relationship
Genuineness
Genuineness
• Refers to the counselors state of mind and
ability to
• Be self-analytical
• Distinguish their personal cultural assumptions
from those of the client
• Overcome
• prejudices,
• stereotypes, and
• biases
• Become culturally self-aware.
• (Ridley, 1994)
• Genuineness
• Implies counselor are real with Students.
• without a false front,
• their inner and outer experiences match,
• can openly express feelings and attitudes.
(Corey, 1996)
• Balance shared feelings with the impact.
• Be honest in helpful, not destructive, ways.
• Must not impulsively share every thought and
feeling.
• Counselor feelings do not take precedence over
client feelings.
• Genuineness
• Students are more likely to reveal private issues
to a Counselor with non-threatening self-comfort.
• Comfort with self being who we are without
• pretenses,
• fictions,
• roles,
• veiled images.
The Counseling Relationship
Self Disclosure
• Self Disclosure
• Self-disclosure is an important way to let
students know you as a person.
• Self-disclosure at a moderate level is seen more
positively by Students than disclosure at a high
or low level (Edwards Murdock, 1994).
• In moderation, it is helpful for you to disclose
facts about yourself, if it serves the needs of
the student.
Self Disclosure
Self disclosure takes several forms
• the counselors own problems
• facts about the counselors role
• the counselors reactions to the students
(feedback)
• the counselors reactions to the counselor-student
relationship.
• Strategies 3 - 4 are considered the most helpful
Self Disclosure
• Self disclosure cautions
• Keep the primary focus of the interview on the
student, not talking about yourself.
• Avoid
• non-selective and indiscriminate use of self
disclosure
• role-reversal by sharing your problems with the
client.
• Whos needs will be met when I disclose this idea
or feeling? The Students? Or mine?
The Counseling Relationship
Climate of Safety
 Climate of Safety
Safe students
• Feel free to be open
• Disclose
• Work for positive outcomes
• Change
Unsafe students
• Feel and act self-protective
• Are guarded and
• Subdued
• May simultaneously want and resist help
• Climate of Safety
• Be persistent and ongoing provide a safe,
therapeutic environment.
• Critical to achieve safety for students from
• high stress families,
• abuse or incest,
• history of broken trust,
• lack of privileges and power,
• history of discrimination and oppression.
Climate of Safety
• This special permission to experience ones
Counselors life under the interpersonal sheath of a
psychologically safe environment gives
psychotherapy its unique quality, allowing the
student to gradually shed the accumulated layers
of defensive armor.
 PROBLEM
IDENTIFICATION &
EXPLORATION

SHIRLEY P. BATCHO
Reporter
 What is Problem Identification?
 Problem identification is part of the
scientific method, as it serves as the
first step in a systematic process to
identify, evaluate a problem and
explore potential solutions.
Problem identification consists of:
 Clearly identifying the root cause of a
problem
 Developing a detailed problem statement that
includes the problem’s effect on a population’s
health
Why do we need to identify problems?

 A clearly specified list of problems is the

most suitable basis for identifying
potential solutions. Problems can be
identified, both now and in the future, as
evidence that objectives are not being
achieved.
Problem identification consists of two
steps:
 Identifying and acknowledging that a
discrepancy exists
 Developing a problem identification
statement
 Who Should You Involve in Problem
Identification?

 Many stakeholders are involved in the policy

process. Stakeholders are people or groups
closely affected by or concerned with the
problem and are interested in policy solutions
for it.
 How Do You Identify the problem?

 Identify the root cause of the problem by

collecting information and then talking with
stakeholders.

 Develop your problem statement.

 What does effective problem
identification look like?
1. Effective problem identification is clear, objective,
and specific.
2. Effective problem identification is well-informed.
3. Effective problem identification can occur at the
system, group, or individual level.
4. Effective problem identification uses an appropriate
assessment tool. 
5. Effective problem identification is timely.
 What is Problem
Exploration?
 lies in the process of exploring, defining, and
getting clear about the problem and in the process
of working together to produce mutually
acceptable solutions.
Problem Exploration Process
 Identify and Define the Problem
1. Make a date.
2. Introduce the topic in a clear and unemotional way.
3. Don’t rush.
4. Next, briefly talk about your feelings.
5. Summarize the discussion when you are each
finished sharing your perspectives.
 Generate Possible Solutions
 Evaluate Options/Pick One or Two
Generate Possible Solutions

Evaluate Options/Pick One or Two

Implement and Follow Through

(Plan and Do It)

 Evaluate the Effectiveness of the

Solution
Counselling Process and
Ethical Consideration
C. Planning for Problem Solving
Reporter: Azenith D. Pasuquin
• Essential Steps for Ethical Problem-Solving
1. Determine Whether there is an ethical issue or dilemma. Determine or
identify if there is a conflict of values, rights or professional
responsibility.
2. Identify the key values and principles involved and the meanings and
limitations are typically attach to these competing values.
3. Rank the values or ethical principles which-in your professional
judgement are most relevant to the issue or dilemma and the reasons
that you can provide for prioritizing one competing value or principle
over another.
4. Develop an action plan that is consistent with the ethical priorities that
have been determined if you have conferred with clients and
colleagues as appropriate about the potential risk and consequences of
alternative courses of action.
5. Implement your plan, utilizing the most appropriate practice skills
and competencies. Determine how you will make use of core social
work skills such as sensitive communication, skillful negotiation and
cultural competence.
6. Reflect the outcome of this ethical decision making process.
Determine how would you evaluate the consequences of this process
for those involved.
Solution Application and
Termination
( Reporter: Henerisa H. Senosa)
• Termination- is the final stage of counseling and marks the close of the relationship.
An ethically and clinically appropriate process by which a professional relationship is
ended.
 it is the counselor and the client ending therapeutic alliance.

Why termination is important in counseling?

• If done ethically and competently, termination can help solidify counseling gains,
empowering clients to integrate their experiences and bravely face their next
chapter in life.
• It can also help model healthy boundaries and a natural and appropriate end to
relationship.
Why terminate….?
Allows the client to own and internalize the work of therapy.
Promotes independent functioning.
Changes health care delivery have led to reduced support for open
and extended interventions.

How will you terminate the counseling relationship.

1. Explain to the client that job is to ensure they get excellent care
and that you do not feel you can meet their needs.
2. Give the client space to process their feelings.
3. Offer a referral to a therapist who might be a better fit.
• How should terminating the counseling process be conducted?
 Be clear, direct and compassionate no matter why the client is
leaving. Never blame the client even if you must terminate therapy
because the client is difficult or you are not fit.
Be willing to answer question about therapy termination, such as
where a client can seek additional help if necessary.
Guidance and
counseling ED 225
Ethical Considerations
Reporter
Raian R. Duran

Professor
Prof. Rosebelle Tembrevilla
Code of ethics for counselors
& the counseling profession
PHILIPPINE GUIDANCE AND COUNSELING
ASSOCIATION, INC.
Accredited Professional Organization (APO)
by the Professional Regulation Commission (PRC)
 Proposed Code of Ethics
PREAMBLE

The Philippine Guidance and Counseling Association, Inc.

(PGCA) is an organization of helping professionals whose
members are committed to the development of the well-
functioning individual in a society utilizing his/her potentials to
the fullest.
 Proposed Code of Ethics
> This Code of Ethics in Guidance and Counseling expresses the ethical
principles and values of the Association and serves as a guide to the
professional and personal conduct of all its members.

> It also informs the public which they serve of the standards of ethical
conduct for which members are to be responsible and accountable.

> The Code reflects such values as integrity, competence, responsibility

and an understanding of and respect for the cultural diversity of
society.
 Ethical Principles
• Respecting human rights and dignity
• Respect for the client’s right to be self-governing

• A commitment to promoting the client’s well being

• Fostering responsible caring

• Fair treatment of all clients and the provision

of adequate services
 Ethical Principles
• Ensuring the integrity of practitioner-client relationship
• Fostering the practitioner’s self-knowledge and care for self

• Enhancing the quality of professional knowledge and its

application

• Responsibility to the society

 Chapter 1
Professional Responsibility

1. General Responsibility 7. Sensitivity to Diversity

2. Respect for Rights
3. Boundaries of Competence
4. Continuing Education
5. Research and Development
6. Ethical Behavior
8. Equal Opportunity
9. Good Quality of Practice
10. Knowledge of Legislative Law
11. Extension of Ethical
Responsibilities
 Chapter 2
Counseling Relationship
● General Responsibility ● Dual Relationship
● Confidentiality ● Understanding Diversity
● Children and Persons with ● Relationship with Former Clients
● Multiple Clients
Diminished Capacity ● Multiple Helpers
● Maintenance of Records ● Group Work
● Access to Records ● Termination of Counseling
Proposed Ethical Standards of
Good Practice in Guidance and
Counseling
> Maintaining a standard of good
practice
> Maintaining competent practice
> Keeping trust
I. Maintaining a 1. Practitioners should give careful
Standard of Good considerations to the limitations
of their training, experience and
Practice work

2. Good practice involves clarifying

and agreeing to the rights and
responsibilities of both the
practitioner and the client
 3. Dual relationship arise when the
I. Maintaining a practitioner has two or
Standard of Good more kinds of relationship
concurrently with a client
Practice
4. Practitioners are encouraged to
keep appropriate records of their
work with clients

5. Clients are entitled competently

delivered services that are
periodically reviewed by practitioner
 II. Maintaining
Competent Practice
6. All practitioners must have a regular and
on going continuing education in view of
professional development

7. Regularly monitor and reviewing one’s work is

essential in maintaining good practice

8. Practitioners should be aware of and understand any

legal requirements concerning their work consider these
conscientiously and be legally accountable for their practice
III. Keeping Trust
9. The practice of Guidance and Counseling
depends on gaining and honoring the trust of
clients

10. Clients should be adequately informed about

the nature of the services being offered

11. Practitioner should ensure that services are normally

delivered on the basis of the client’s explicit consent
III. Keeping Trust
12. When client cause serious harm to themselves or others, the
practitioner should be alert

13. Working with young people requires specific

ethical awareness and competence

14. Respecting confidentiality is a fundamental

requirement for keeping trust
III. Keeping Trust
15. Practitioners should be willing to
respond to their client’s request for
information about the way they are
working and any assessment that they
may have done

16. Practitioners should not abuse the

client’s trust in order to gain sexual,
emotional, financial or any kind of
personal advantage
 III. Keeping Trust
17. Practitioners should not allow their
professional relationship with clients to be
prejudiced by any personal view

18. Practitioners should be clear about any

commitment made with the clients and honor these
commitments