Paper IV Section II GUIDANCE & COUNSELLING Ms.

Lamya K

UNIT-II: COUNSELLING

1. CONCEPT OF COUNSELLING [Meaning, Principles, Goals]

Meaning

 Pepisky and Pepisky (1954) defined "Counselling as that interaction which occurs between two
individuals called counsellor and client, takes place in a professional setting and is initiated and
maintained to facilitate changes in the behaviour of a client".
 Stefflre (1970) "Counselling is a learning-teaching process".
 Halm and Mcheall (1955) "Counselling is a one to one relationship between an individual troubled
by problems with which he cannot cope alone and a professional worker whose training and
experience have qualified him to help others reach solutions to various types of personal difficulties
 Counselling is an interactive process which is characterised by an unique relationship between
counsellor and the counselee, and this leads to change in the counselee in one or more of the
following areas:
1. Behaviour (changes in the ways the counselee acts, copes, makes decisions or relates)
2. Beliefs (ways of thinking about one self, others and the world) or emotional concerns about these
perceptions.
3. Level of emotional distress (uncomfortable feelings or reactions to environmental stress).
4. Attitudes (negative attitudes towards self or others)

Guidance & Counselling--Difference

 Guidance is giving leadership, supervision, direction, or professional guidance for future actions.
Counselling is not giving opinion, instruction or advice, it is using facilitative listening and
questioning to allow the client to choose the best solution for a problem.
 In the process of guidance, the client's problems are listened carefully and ready made solutions are
provided by the expert.
In the process of counselling the client's problems are discussed and relevant information are
provided in-between, where the client himself/herself have an insight to the problem and he/she becomes
empowered to take own decisions
 Since readymade solutions (taking decision for others) are provided in guidance, the client may or
may not follow it. Most often decision taken in the process of counselling are followed sincerely.
 The set of decisions comes out from guidance and counselling process may be same but in the first
process the decision is taken by the guide where as the client take own his/her own decisions in the
later process.

Principles
 Counselling is a process--It is necessary for the counsellor to understand that counselling is a process
and a slow process. Failure to understand this will result in annoyance and disappointment.
 Counselling is for all--Especially in the school situation counselling is meant for all the students and
not only for those who are facing problems or other exceptional students.

 Counselling is based on certain fundamental assumptions.

a) Every individual in this world is capable of taking responsibilities for themselves.
b) Every individual has a right to choose his/her own path, based on the principles of
 democracy.
 Counsellor does not deprive the right of self-choice but simply facilitates choice--The counsellor
should give due respect to the individual and accept him/her as he/she is.
 Counselling is not advice giving.
 Counselling is not thinking for the client, but thinking with the client.
 Counselling is not problem solving, the counsellor should only assist the client to come to solutions.
 Counselling is not interviewing but conversing with the client in order to help him/her develop self-
understanding,
 The counsellor should determine individual differences and provide for them.
 The counsellor has to prepare the client to open to criticism including self-criticism.
 The counsellor acts as a facilitator or catalyst only--creates an atmosphere which is permissive and
non-threatening, through his warm and accepting relationship with the client which helps the client
to explore himself/herself and to understand himself/herself better.

Goals

 Achievement of positive mental health.

 Problem resolution.
 Counselling for decision making.
 Improving personal effectiveness.
 Help change.
 Behaviour modification.
 Outcomes of Counselling
Counselling is an interactive process which is characterised by an unique relationship between counsellor
and the counselee, and this leads to change in the counselee in one or more of the following areas:

 Behaviour (changes in the ways the counselee acts, copes, makes decisions or relates)
 Beliefs (ways of thinking about one self, others and the world) or emotional concerns about these
perceptions.
 Level of emotional distress (uncomfortable feelings or reactions to environmental stress).
 Attitudes (negative attitudes towards self or others)

Outcomes of Counseling
The desire for change can stem from identified problems, such as loneliness, uncontrollable anxiety, or poor
social skills, or from a desire for fuller life, even in the absence of clear problems in functioning. In the latter
case, a couple might enter counseling seeking a more intimate relationship even though neither partner feels
dissatisfaction or frustration currently, or a worker might consult with counselor prior to an important job
change. In all cases, counseling should result in free and responsible behaviour on the part of the client,
accompanied by more insight into him or herself and an ability to understand and better manager of negative
emotions.
Change in counseling can take several forms: overt behaviour change, improvement in decision-making or
coping skills, modification of beliefs or values, or reduction of the level of emotional distress.
Behaviour change is probably the easiest type of change to recognize because it is overt and observable. A
behaviour change might be the solution of a problem, as in the case of a child who learns to get what he
wants from others through verbal requests and negotiation, rather than through physical aggression. A
behaviour change might also enhance one's potential for personal growth, as in the case of a middle-aged
person who returns to school or embarks on a new career. Many counselors believe that changes in thought
and attitudes must precede changes in behaviour, and they work to understand those changes. 30
Interpersonal Processes
Counseling may also enhance an individual's ability to cope with life situations. Certain environment
conditions are adverse and difficult to change, but learning how to manage one's life in the face of adversity
creates room for accomplishment and enjoyment inspite of such conditions. For instance, some people with
terminal illness refer to the period after they got sick as one of the best of their lives because of the closeness
to and honesty with loved ones that their impending death brought. Clearly, they are not glad that they got
sick rather, they mean that they are able to appreciate the precious gains the illness provided, inspite of its
devastating consequences.
Coping ability depends on the individual's skill in identifying the questions to be resolved, the alternatives
that are available, and the likely results of different actions. Sometimes coping means learning to live with
what one cannot change.
Counseling may also contribute to a client's ability to make important life decisions. The counselor teaches
the client about self-assessment procedures and how to use information to arrive at personally satisfying
answers. Career decision making, for example, is still a major focus of school and college counselors.
Counselors prepared in contemporary career development methods focus heavily on helping clients to
identify relevant sources of information. Generally on refrains from giving advice and see career decision
making as a life long process rather than a single decision made during young adulthood.
Though not directly observable, change in beliefs (also called personal constructs) may occur in counseling
and can be assessed from the client's verbal output. A common goal of counseling is that the client will
improve his or her self-concept and come to think of himself/herself as a more competent, lovable, or
worthy person. People who think they are incapable, feel embraced about performing in front of others and
will act on those personal constructs by avoiding anything challenging.
An additional function of counseling is the relief of emotional distress. Many clients enter counseling
because they feel bad and need a place where they can safely vent those feelings and feel sure that they will
be accepted and understood. Their level of emotional distress may be interfering with their daily activities,
and they need relief from their psychic pain.
Change that occurs in counseling can influence feelings, values, attitudes, thoughts, and actions. Among the
broad variety of potential changes, some will be obvious and others very subtle. Because the scope of
possible change covers essentially all dimensions of human experiences, it can correctly be stated that if
change in at least one dimension does not occur, counseling has not succeeded. The result of counseling may
be inner peace with little outward sign of change.
One of the significant outcomes that are expected from counseling is the establishment of free and
responsible behaviour
Freedom is the power to determine one's own actions, to make one's own choices and decisions. Throughout
the history, human beings have migrated from one location to another in search of a social order that would
allow freedom and many democracies were founded by people searching for freedom. However, freedom is
fragile, and some of it must be sacrificed as the price for living in any kind of social system. Freedom is also
limited by the responsibility to consider the freedoms of others as one determines one's actions; it is not
license to do exactly as one pleases.
2. Theories of Counselling: [REBT/ Theory of Self]
a. REBT [Rational Emotive Behaviour Therapy]---ALBERT ELLIS
 REBT (pronounced R.E.B.T. — it is not pronounced rebbit) is based on the premise that
whenever we become upset, it is not the events taking place in our lives that upset us; it is
the beliefs that we hold that cause us to become depressed, anxious, enraged, etc.
 The idea that our beliefs upset us was first articulated by Epictetus around 2,000 years ago:
"Men are disturbed not by events, but by the views which they take of them."
 The Goal of Happiness: According to Albert Ellis and to REBT, the vast majority of us
want to be happy. We want to be happy whether we are alone or with others; we want to
get along with others—especially with one or two close friends; we want to be well
informed and educated; we want a good job with good pay; and we want to enjoy our
leisure time.
Of course life doesn't always allow us to have what we want; our goal of being happy is
often thwarted by the "slings and arrows of outrageous fortune." When our goals are
blocked, we can respond in ways that are healthy and helpful, or we can react in ways that
are unhealthy and unhelpful.

 The ABC Model

 Albert Ellis and REBT posit that our reaction to having our goals blocked (or even
the possibility of having them blocked) is determined by our beliefs. To illustrate
this, Dr. Ellis developed a simple ABC format to teach people how their beliefs
cause their emotional and behavioural responses:
 A – ACTIVATING EVENT [something happens]
 B – BELIEF SYSTEM [you have a belief about the situation]
 C – CONSEQUENCES [you have an emotional reaction to the belief]

A (activating Event)
 Therapists often divide activating events into two parts:
 1)what happened and
 2)what the patient perceived happened.
 Typically, therapists focus only on a few activating events at a time.
 Sometimes previous consequences (C) become activating events.

C (Consequences)
 Sometimes it is difficult for therapists to distinguish between consequences and beliefs.
 Consequences tend to be feelings such as ―I feel so stressed out.‖
 Feelings cannot be disputed, but beliefs that bring about feelings can.
 Changing beliefs (B) can alter consequences (C).

B (Beliefs)
 Irrational or self-defeating beliefs, rather than self-helping beliefs, are the focus of therapy.
 Changing irrational beliefs can change consequences.

 The ABC model shows that A does not cause C. It is B that causes C.
 In the first example, it is not your employer's false accusation and threat that make you
angry; it is your belief that she has no right to accuse you, and that she is a horrible.
 In the second example, it is not her accusation and threat that make you anxious; it is the
belief that you must not lose your job, and that losing your job would be unbearable.
  The Three Basic Musts
According to Albert Ellis and REBT, the beliefs that upset us are all variations of three
common irrational beliefs. Each of the three common irrational beliefs contains a demand,
either about ourselves, other people, or the world in general. These beliefs are known as
"The Three Basic Musts.”
a. I must do well and win the approval of others for my performances or else I am
no good.
b. Other people must treat me considerately, fairly and kindly, and in exactly the
way I want them to treat me. If they don't, they are no good and they deserve to
be condemned and punished.
c. I must get what I want, when I want it; and I must not get what I don't want. It's
terrible if I don't get what I want, and I can't stand it.

Insight
Albert Ellis and REBT contend that although we all think irrationally from time to time, we can work
at eliminating the tendency. It's unlikely that we can ever entirely eliminate the tendency to think
irrationally, but we can reduce the frequency, the duration, and the intensity of our irrational beliefs
by developing three insights:
 We don't merely get upset but mainly upset ourselves by holding inflexible beliefs.
 No matter when and how we start upsetting ourselves, we continue to feel upset because
we cling to our irrational beliefs.
 The only way to get better is to work hard at changing our beliefs. It takes practice,
practice, practice.
 Acceptance
 Emotionally healthy human beings develop an acceptance of reality, even when reality is
highly unfortunate and unpleasant. REBT therapists strive to help their clients develop
three types of acceptance:
(1) unconditional self-acceptance;
(2) unconditional other-acceptance; and
(3) unconditional life-acceptance.
 Each of these types of acceptance is based on three core beliefs:
Unconditional self-acceptance:
 I am a fallible human being; I have my good points and my bad
points.
 There is no reason why I must not have flaws.
 Despite my good points and my bad points, I am no more worthy
and no less worthy than any other human being.
Unconditional other-acceptance:
 Other people will treat me unfairly from time to time.
 There is no reason why they must treat me fairly.
 The people who treat me unfairly are no more worthy and no less
worthy than any other human being.
Unconditional life-acceptance:
 Life doesn't always work out the way that I'd like it to.
 There is no reason why life must go the way I want it to
 Life is not necessarily pleasant but it is never awful and it is nearly
always bearable.
b. THEORY OF SELF: Carl Roger’s

Basic Premise
 Humans are motivated through an innate potential to actualize, maintain and enhance the self.
 Sees people as basically good.
 The reality of our environment depends on our perception of it.
 Subjective perception of reality.
 Emergence of Self-Concept

Self-concept: How I see myself?

 As infants grow, they develop the need for positive regard.
 Positive regard: Acceptance, love and approval from others.
 Child does not receive positive regard: fails to develop actualizing tendency fully.

Person-Centered Theory - The Actualizing Tendency

 Called all motivation the actualizing tendency--the urge to expand, extend, develop, mature, to
express and activate all the capacities of the organism
 Very humanistic view
 We do not behave irrationally, as psychoanalysis assumed--we move with ordered complexity
toward our goals
 This tendency leads to complexity, independence, and social responsibility
 The motivation intrinsic to each person is basically good and healthy
 A self-actualizing person is in touch with the inner experience that is inherently growth producing,
the organismic valuing process--a subconscious guide that evaluates experience for its growth
potential
 It draws people toward experiences that are growth producing and away from those that would
inhibit growth
 A person who pays attention to the organismic valuing process is self-actualizing or fully
functioning
 A person who is fully functioning has several characteristics: openness to experience, existential
living, organismic trusting, experiential freedom, and creativity

The Self
 Many people experience discrepancy between the ideal self and the real self
 The real self contains a person‘s true or real qualities, including the actualizing tendency
 Incongruence - the experience of conflict between the real self and the ideal self
 When a person is incongruent - experiences the real self as threatening
 To prevent this, defense mechanisms distort, deny experience
 Real self may be suppressed

Person-Centered Theory -Development

 Adults tell children to ―be good‖ - e.g., be good, be respectful, be hard-working, etc. - ―bad‖
behavior is punished or ignored
 Rogers called this conditional positive regard
 As a result, children come to think of themselves as having only the ―good‖ qualities, disown the
―bad‖
 Rogers thought better alternative would be to give child unconditional positive regard - loving the
child regardless of behavior
 This allows child to explore all potentials
 Since he viewed people as essentially good, the outcome is the development of a fully functioning
person
1. Characteristics of Fully Functioning Persons (Self-Actualizing)
 Awareness of all experiences.
 Live fully in the moment.
 Trust own behaviour and experience.
  Sense of freedom in decision making.
 Creative, flexible to change.
 Recognition difficulties will inevitably arise
2. Unconditional Positive Regard
 Approval granted regardless of behavior.
 Conditions of worth
 Conditional positive regard
 Positive self-regard :[Eventually grant positive regard to ourselves]
3. Incongruence
 Discrepancy between self-concept and aspects of experience.
 Experiences inconsistent with how we see ourselves cause anxiety.
 Psychological adjustment/emotional health.

 Personality—Views of Carl Rogers

 No aspect is predetermined.
 Actualizing tendency: Innate, but more influenced by social factors than biological.
 Accounts for childhood, but later experiences are more important.
 Optimistic, positive view of change as possible at any point over the lifespan

 Person-Centered Therapy
3 Conditions in Person-Centered Therapy---Conditions are necessary and sufficient for change
 Empathy
 Congruence/Genuineness
 Unconditional Positive Regard

 Carl Rogers: Person-Centered Approach

 Rogers believed that humans are basically good.
 He argued that we have an innate drive to reach an optimal sense of ourselves & satisfaction
with our lives.
 He felt that the process by which we do this, not the end result is what matters.
 A person who does this is what he calls a ―Fully Functioning Person.‖

 Characteristics of a Fully Functioning Person

1. These people are open to their experiences. They strive to experience life to its fullest & are
willing to take some risks.
2. These people live in the present (here & now).
3. These people trust their own feelings & instincts. They aren‘t held back by old standards or
concern for what others might think.
4. These people are less concerned with social conventions.

 Conditions of Worth & Unconditional Positive Regard

 Rogers argues that most of us grow up in an atmosphere where we are given love & support
as long as we behave the way we are expected to.
 This is what he calls Conditional positive regard. The emphasis is that love is given
conditionally (with a string attached).
 Unconditional positive regard: We need this to accept all parts of our personality. With this
we know we are loved & valued for being who we are.

c. TYPES OF COUNSELLING

Directive Counselling :- As the name itself implies this approach envisages a more active role for the
counsellor. The counsellor employs varying degrees of direction to help the counselee to reach sound
solutions. Also, through his own specialised knowledge and experience in scientific diagnosis and
interpretation of data, counselees are helped to reach earlier solutions for their problems. According to
Frederick Thorne, the proponent of this approach, the need for direction by the counsellor is inversely
proportional to the individual counselee's potentialities for self-regulation. Though the basic responsibility
for reaching the solution; is primarily with the counsellor as the counselling proceeds. Counselees are
encouraged more and more to take up increased responsibility for self-direction. This approach presupposes
a more personalised relation with the counselee where the counsellor strives to identify psychologically with
the counselee so that he can be understood better.

Directive counselling involves six stages. They are as follows:

a) Analysis : This involves collecting from various sources the data needed for an adequate understanding
of the client. This include administration of psychological tests, etc. However, such testing and form filling
should not come between the counsellor and counselee and its importance should be limited to the extent
that it gives a better idea about the counselee.

b) Synthesis : This refers to summarising and organising the data so obtained, as to reveal the assets,
liabilities, adjustments and maladjustments of the counselee. This includes of the data obtained through
psychological testing also.

c) Diagnosis : This stage is concerned with formulating conclusions regarding the nature and the course of
the problems exhibited by the student. Drawing conclusions from the results of psychological testing,
administration of questionnaires etc. are done here.

d) Prognosis : This refers to predicting the future course of development of the counselee's problem in the
light of conclusions as made earlier.

e) Counselling : This i s the most important and time consuming step in the whole process. This is where
the expertise of the counsellor is needed most. It is a highly personalised teaching and learning process. It
may be direct teaching through explicit explanations, assistance in searching for relevant aptitudes,
interests, etc. that illuminate the counselee's problems and so on. Sometimes the counsellor listens in a
friendly and encouraging way. It may also involve practice sessions where with the warm support of the
counsellor the counselee acts out the way he/she should. Thus he/she becomes his/her own teacher to the
extend his/her capabilities and circumstances permits. Success thus achieved reinforces and retains those
successful behaviours which in turn establishes an adjusted way of life.

Thus counselling involves (a) assisting the student in self-appraisal, i. e. identifying his/ her interests
motives and capabilities (b) helping him/her to plan a course of action which utilizes the capabilities and
potentialities so identified and (c) finally in establishing an adaptive life style. To help the counselee
appraise him/herself two types of data are needed - self perceived data and data from external appraisal.
The counselee himself is the best source of certain type of information. However the counsellors should
also communicate those information obtained through analysis and diagnosis. However, he/she should be
cautious enough not to make the counselee think that both of them are in the state of ignorance. Counsellor
does not enumerate in detail the steps of his/her analysis/diagnosis, etc. But the counselle is given an
overall idea. He/She should avoid a dogmatic position but through hislher theoretical knowledge, experience
and judgment, assist the counselee. The counsellor should not at any time appear indecisive because it can
cause loss of confidence in him/her. He should maintain a varied and running discussion of the case-data
taking clue from the counselee changing facial and verbal expressions. Thus the counsellor co-operate with
the counselee to reach a valid interpretation of the case and an effective programme of adaptive
behaviour changes.
Non-directive Counselling: In this approach, the counsellor provides an atmosphere in which the client can
fully explore his/her own thoughts and feelings freely without any fear or pressure. This by making the
counselee understand his/her potentialities the counsellor acts as a catalytic agent. Here the source of data is
the client him/herself and the responsibility for change rests with the counselee rather than the counsellor.
The counsellor should not be as passive as trying to keep out clients way nor should be as active as to shift
the focus from client to counsellor.

Central Hypothesis : Carl Rogers, the chief proponent of the client centered approach has formulated a
central hypothesis as follows:

a) The individual has within him/herself the capacity latent if not evident to understand those aspects of
him/herself and of his/her life which are causing him/her dissatisfaction anxiety or pain and the capacity
and the tendency to reorganise him/herself and his/her relationship to life in the direction of self-
actualization and maturity in such a way as to bring a greater degree of internal comfort.
b) THis capacity will he realised when the therapist can create a psychological climate characterized by
genuine acceptance of the client as a person of unconditional worth, a continuing sensitive approach to
understand the existing feelings and communications of the client as a person of unconditional worth,
a continuing sensitive attempt to understand the existing feelings and communications of the client and a
continuing attempt to convey this empathetic understanding to the client.
c) It further hypothesized that in such an acceptant understanding and non-threatening atmosphere the client
will reorganise him/herself.
d) This adjusted way of life as achieved in the therapeutic relation with the counsellor will be generalized to
real life situations as a whole.
Thus the whole idea of the theory i s that the clients are capable of correcting misperceptions or
incongruencies between self and experience, in the accepting environment of a counselling situation. If
the counsellor possess some personal qualities like congruency (counsellor being a genuine and integrated
person), unconditional positive

regard {non evaluative attitude of the counsellor whereby client's thoughts, feelings or behaviour are
accepted without judging them as good or bad) and empathy (counsellor's ability to know the client's world
as he/she does and to convey this understanding).

However, this theory underestimates the need for the counsellor to be an expert in behaviour dynamics,
problem solving techniques or developmental processes, etc. Moreover, Rogers rejects the use of diagnosis
testing and other such techniques saying that they hinder the client's natural growth. Instead he/she stresses
listening, paraphrasing, reflecting client's comments rather than interpreting direct questioning, etc.

Eclectic Approach : Here the counsellor bases his/her counseling on concepts taken from various available
viewpoints. He/she owes on specific theoretical allegiance. Instead, incorporates those procedures and
techniques which he/she believes to be most effective in the case of that particular counselee, without any
prejudice or bias to any particular school of thought.

According to Thorne, eclecticism is the most practicable and apt approach to counselling. Because no two
people are able and as such no single theory of personality could explain the various behavioural pattern
exhibited by individuals. So also each problem is unique in its content and intensity and a technique or
approach suitable in one case, need not even be effective in the second case. These suggests an approach
which is tailor made to handle individual cases and eclecticism advocates this viewpoint. Thorne has
coined the word 'Integrated psychology' to express his eclectic view.

Its theoretical foundations are based on the following postulates:

i ) All psychological conditions are examples of disorders of integrations and the goal of psychological
counselling is to strengthen this integrative process, thus fostering high levels of self-actualization. The
focus is therefore, the person in the present situation.
ii ) The therapist has to assess whether [he client has the necessary resources to take on the responsibilities
of life.
iii) If the therapist is satisfied, he gives the client the responsibility of taking on some routine tasks to start
with.
iv) Therapy involves the training and reduction of the client in acquiring the controls necessary for self-
regulation. Thorne uses the term psychological case handling instead of psychotherapy.
Steps involved in psychological case handling are:

a ) Systematic diagnosis l o obtain a complete picture of the clients problem.

b) Understanding the various counselling methods in term of their strengths and limitations.
C ) Concentrating on the underlying causes rather than symptoms.
d ) Choosing a specific method suited to the needs of the client.
e ) Evaluating the method on the basis of the results obtained.
f ) Scientifically analyzing the data and evaluating the result.
d. STAGES OF COUNSELLING
Refer the separate pages provided from

e. TEACHER AS A COUNSELLOR:- The role of the teacher as a counsellor is quite different from other
roles described so far. To counsel is to give advice, according to dictionary, although it is more than mere
advising In the context of a school, the teacher is the counsellor and the student either approached the
teacher when she/he has a problem, which cannot be solved by self. or the teacher senses, the problem
and offers help to the student to solve the problem. Teacher as a counsellor addresses not only problems
related to school, studies etc. but also those related to friends, family, health, etc.

Effective teacher as a counsellor will have the following characteristics:-

1. hold positive beliefs about people, recognize and establish a philosophy of human nature and the
purpose of helping
2. We have healthy self concepts and possess traits such as empathy, congruence,
3. warmth, compassion, genuineness, unconditional positive regard for self / others
4. clarify who is responsible for change and how to facilitate change
5. Is always interested in finding out about the way people behave
6. Recognises that many child behaviours are developmental and meet a need, therefore we may change
self or environment to meet the individual need rather than changing the child
7. recognize human nature and the need and right to positive and negative emotions
8. Always recognises limitations of time and role, and frequently helps with an immediate crisis or
problem and then get appropriate assistance for long term, chronic or deeply involved issues.
9. Does not counsel the family, but we do share information about good referrals to the counsellor

General Steps in Helping a Student where the teacher plays a role of a counsellor in daily life:
The focus is to provide a safe, secure and nurturing climate in which the child can grow as a healthy, whole
individual
1. Recognize the student as need for intervention and build rapport
2. Provide an appropriate time to truly listen to the child
3. Help the person identify and clarify the problem
4. Illuminate options and alternatives for problem solving
5. Help create goals to facilitate improvement or change
6. Encourage the student to succeed
7.Refer to others if in-depth skills are needed
9. Keep the students problem with yourself only, unless abuse is involved or it is believed that the student
might hurt self or others
10. Listen to the inner messages that come through interaction with the child

Teacher as a Counsellor
 Needs to be a keen observer
 Sensitivity in identifying students with problems
 Must establish a rapport with her students
 Help the student in identifying his/ her potentials to solve it
 Empathetic
 Win the confidence and trust of her students
 Help create goals to facilitate improvement or change
 Provide an opportunity time to truly listen to the child
 Refer to others if in depth skills are needed
 Keep the matter confidential .

Role of a teacher as a Counsellor

 Teacher- counsellor as a Friend: provide advise whenever needed, helping them solve their
problems.
 Teacher-counsellor as a Consultant: interact with parents, other teachers and other support groups of
the individual which influence him.
 Teacher-counsellor as a coordinator: coordinate from time to time with other agencies which the
students may need, such as hospitals, employers, employment exchange etc.
 Teacher-counsellor as an Orientor: gradually orient the student about the world of work, its
challenges, to help them make adjustments in life and creating an environment where the pupils
could have positive experience of education and learning.
 Teacher- counsellor as Assessor: to assess the individual(interest, aptitude, academic achievements)
as well as his environment(family background, cultural and social roots)
 Teacher-counsellor as a developer:teacher has to lay a strong foundation on which every pupil can
develop himself in the desirable direction, help in solving various problems, career guidance,
providing placements, dealing with adolescent issues, interpersonal adjustments etc.

f. PROFESSIONAL ETHICS OF A COUNSELLOR

Meaning of Ethics
―Ethics are defined as a set of principles of right conducts; the rules or standards governing the conduct
of a person or the members of a profession‖ (dictionary of Human Language, 2000)

Professional Ethics
 Values that determine the behavior of an individual with respect to the profession he is in.
1. ―Certain standards or general principles on which we determine our behavior and judge its
approval or disapproval‖
2. Social Values-- Standards of behavior determined by the society. Eg. Good manners,
traditions such as wedding reception, etc. Differ according to races, castes, etc. Change under
influence of modern ideas
3. Moral Values-- Based on dictates of right reason- one‘s conscience. Innate knowledge of
what is right & wrong. Apply to all men/women. Are objective & unchangeable. Eg. love
parents, not to steal/tell lies. Based on enduring nature of human being
4. Religious Values-- Based on particular faith & vary according to the tenets of that faith. Eg.
Hindus value Vedas, Jains avoid killing of animals, Parsis value their fire temples, etc.

 Teacher should follow and refer to a code of ethics to help teach in the most appropriate and
ethical way.
 Teacher should not only set an example of high education to her students but also of decent
behavior.
 Ethics to be followed vary , this depends upon the various relationships which a Counsellor has. The
ethics to be followed while dealing with each of them has been described as below:-

1. Counselor‘s relationship to the Counselee

A) Counselor must respect the values of the counselee
– Can suggest to change her social values (not the moral or religious values)
B) Counselor must keep secret the counselee's confidential material
– May not reveal information to anyone without securing her permission
– Exceptions: Suicide or crime or for the good of the counselee (unsound mind), welfare of
others
C) Test results must be interpreted to the counselee in a manner likely to be constructive in her efforts to
solve her problem

2. Counselor‘s relationship to the Profession

A) Counselor must maintain high standards of work, not just aim at expedience or temporary success
– Unethical to offer services outside his area of training & experience or beyond the boundary
of his competence (must refer to a competent person)
– Should not work only for money
B) Should try to rectify the malpractices of other counselors
– Should not criticize counselors who use other methods
C) Counselor should not accept for counseling a person who already receiving it from someone else

3. Counselor‘s relationship to referring bodies

• It is courtesy to inform the referring person or agency that the counselee kept the
appointment and is continuing counseling or has been referred to another agency
• No confidential info should be imparted to them.

4. Counselor‘s relationship to himself

• Right to private life and to relaxation
• May not accept phone calls after certain hour
• Must leave the problems of the counselee in the office
• Should not encourage dependency
• Should realize that he is not expected to help each and every counselee
•
Teachers responsibilities to the pupils in his care….
• The teacher shall give foremost consideration to the pupil‘s well being.
• The teacher shall direct his whole professional effort to assist the pupil to develop whole
personality including his ability to work
• The teacher shall foster in his pupils honesty, integrity and consideration for others .
• The teacher shall act and shall be seen to act with justice
• The teacher shall recognize that each child is an individual and that children can differ in
what is required for the promotion of their education.
• The teacher shall not intentionally expose the pupil to embarrassment.
• The teacher shall not use professional relationships with pupils for private advantage.

Teachers responsibilities to the parents of his pupils and to the community

• The teacher shall recognize the right of a parent to consult him through proper channels on
the welfare or progress of a pupil(for further development of the child)
• The teacher shall make every effort to encourage parents to interest themselves actively in
the education and welfare of their children
• Teacher shall act within the community in a manner which enhances the prestige of the
profession
Ethics governing the Work of Counselors
• Counselors abide by the ‗Ethical Framework fof Good Practice in Counseling and
psychotherapy‘
• Its purpose is to establish and maintain standards for counselors and to inform and protect
members of the public seeking and using the services.
Key points of the Framework are summarised as………
1. Fidelity(loyalty): counselee needs to trust that his counselor will respect him without being
judgemental and will not disclose what he discusses to anyone.
2. Autonomy (independence): highlights how the counselor will endeavor to respect your right to be
self- governing and to make your own decisions.
3. Beneficence:The counselor will endeavor to act in your best interests, based on his/her professional
assessment and will update himself professionally on a regular basis.
4. Justice: the counselor will work within legal guidelines, being just and fair to you and respecting
your human rights and dignity. A commitment of fairness and equality of opportunity, requires him
to appreciate differences between people and not to discriminate on basis of gender, race, sex etc.
5. Self Respect: this principle encourages active engagement in life-enhancing activities and
relationships that are independent of relationships in counseling.
6. Non- Maleficence: it means ‗do not harm‘, the clients will not be exposed to any research or
experimental treatments with high risk and little hope of real benefit.

Lamya Kagdi / Vinita Nair

2010-2011
PCER,Chembur.