08 HPGD2103 T4

Topic  Counselling
Roles and
4 Skills
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Discuss the types and response levels of focusing role;
2. Explain the types and levels of clarifying responses;
3. Analyse the levels of supporting responses; and
4. Differentiate the characteristics of higher-level responses and
lower-level responses of each role.
 INTRODUCTION
In previous topics, you have been introduced to several basic communication skills
which are necessary for a counsellor. In this topic, we will look at how those
communication skills can be used when engaging with clients.
In this topic, we will also explain how a counsellor should play the three basic roles
by utilising all the communication skills that we have learned. The counsellorÊs
roles are focusing role, explaining role and supporting role. Several examples on
how these roles can be effectively applied will be provided. At the end of the topic,
there are exercises provided for counsellors to practise so as to be able to
differentiate between the demands of the three different roles.
Copyright © Open University Malaysia (OUM)

TOPIC 4 COUNSELLING ROLES AND SKILLS  89
4.1 FOCUSING ROLE

Before we can help a person, we must pay full attention to the person that we are
trying to help and listen attentively to what he has to say. Focusing is the process
of giving full attention to the client with the intention of understanding and not
doubting him. This can only be achieved if the counsellor actively listens to the
message that the client wants to convey.
Listening actively means the counsellor listens attentively to the client, accepts
and respects the client and his thoughts without any conditions. The counsellor
would use appropriate words and gestures as an indication that the counsellor
understands what the client is trying to say. More importantly, a counsellor
should be able to comprehend the implicit meaning hidden behind the lengthy
conversation with the client. The following are characteristics that imply that the
counsellor is listening actively:
(a) Being patient and open-minded;
(b) Focusing on the content of the conversation and the phrases being used; and
(c) Focusing on the implicit and explicit feelings as well as non-verbal

movements.
The most common method to listen attentively regardless of the counselling

approaches used is by having eye contact with the client, maintaining an open
posture and making your presence felt by the client by responding to what he has
to say. Responses to the client must convey that you understand him and can be
done in many ways such as nodding as a sign of agreeing, giving simple answers
such as „Yes, go on⁄‰ until it arrives at the appropriate verbal responses. It is best
to respond in a way that will reflect the clientÊs feelings and the gist of discussion
up until the appropriate responses which will reflect the counsellorÊs deeper level
of comprehension with regard to the clientÊs feelings.
The focusing role, which is giving full attention to the client, involves the
acceptance and involvement process with other individuals. It is a must for a
counsellor to recognise and practise the skills of the focusing role. The focusing
role, if it is done accordingly, will be able to signal to the client that the counsellor
is concerned and has an interest in listening to the problems which are expressed
by the client.

90  TOPIC 4 COUNSELLING ROLES AND SKILLS
According to Casemore (2011), there are four ways in which we can facilitate the
skills of the focusing role and this is illustrated in Figure 4.1.
Figure 4.1: Focusing role skills

Source: Casemore (2011)
Here are the explanations of focusing role skills.
(a) Take some time to reflect before giving your response to the client. Consider
the clientÊs whole message thoroughly and think of an appropriate response;
(b) Use appropriate words, phrases and terms which the client is familiar with
based on his age and background;
(c) Do not take too much time when responding because this will cause the
client to shift his attention to other matters; and
(d) Use simple and short responses, and avoid elaborate ones.
ACTIVITY 4.1
How does a counsellor show the client that he is interested in listening to

the clientÊs problems, that he can accept and respect the client? Share
your answer in the myINSPIRE online forum.

SELF-CHECK 4.1
Explain the focusing role.
4.1.1 Types of Verbal Focusing Response

According to Casemore (2011), counsellors must be able to differentiate the various
types of verbal focusing responses. There are four types of verbal responses which
are used by counsellors. Each of the responses can communicate specific meaning
to the client if it is used accordingly.
(a) Simple Response

These responses are short responses, for example, „Yes‰ or „Uh huh‰ or
„Mm-hmm‰, which carries the same meaning as nodding in agreement.
These simple responses can indicate that the counsellor is listening and
following the clientÊs story. These simple responses can encourage the client
to continue his story.
(b) Reflection of Content and Feeling

This kind of response reflects what the client said, as heard by the counsellor.
The counsellor then responds to what has been said and how it was said
including the hidden feelings and the body language projected by the client.
The counsellor needs to understand and realise the clientÊs feelings and
attitude which may not be expressed through his words.
(c) Emphasising
This simple response is taken from the clientÊs final words. Emphasis is
placed on the words or sentences which stand out the most and repeatingly.
Emphasise the point slowly and gently. This is done to encourage the client
to elaborate deeper on the matter that the client has just brought up for
discussion.
(d) Paraphrasing
This response is done by restating the important message which the client
expresses through the use of other words or phrases. Because the counsellor
uses different words or phrases, the counsellor not only shows his
comprehension but simultaneously provides the client an opportunity to
„view‰ his actions, thoughts and feelings from the counsellorÊs perspective.

Now let us look at examples of verbal focusing responses.
(a) Client 1: A 20-year Old Female College Student

„Recently, I had a feeling that I was being isolated by my own friends. I do
not know the reason. Things went well for the last three months. I have many
friends and they are all very close to me prior to this incident.‰
(i) Simple Response

„Yes, go on.‰
(ii) Reflection of Content and Feeling

„You are worried because it seems like your friends are keeping
themselves away from you.‰
(iii) Emphasising
„You are being disfavoured.‰
(iv) Paraphrasing
„You used to have many friends but now it feels like they do not want
to be your friends anymore. You feel hurt.‰
(b) Client 2: A Teenage Girl

„My mother always nags at me. As soon as I finished a chore, she will ask
me to do other things. She never stops nagging, never stops giving me all
kinds of advice which sometimes have nothing to do with me. IÊm sick of it!‰
(i) Simple Response

„I see, go on.‰

„You feel angry because your mother always asks you to do the
housework and continually gives you advices.‰
(iii) Emphasising
„YouÊre tired of it.‰
(iv) Paraphrasing
„You do not like to be instructed to do the housework. And you feel
that it is unnecessary for your mother to give too many advices
especially those which do not concern you.‰

(c) Client 3: A 25-year-old Man

„I am now working part-time at a factory while waiting for a better job
opportunity. ItÊs been more than a year. I have a Diploma in Business
Administration but nowadays it is very hard to get an office job because I do
not have prior experience. I already feel bored with the job that IÊm doing
right now.‰
(i) Simple Response

„Uh-huh.‰

„You feel disappointed because you could not get a job in the field of
your study.‰
(iii) Emphasising
„You are frustrated.‰
(iv) Paraphrasing
„You feel unsuccessful because you are unable to get the job that you
want. Now you also feel bored with the part-time job at the factory.‰
4.1.2 Focusing Response Levels

When the focusing role is carried out appropriately, it can produce very good
results. When it is done correctly, it means that the counsellor has managed to
show his profound understanding of what the clients has expressed including the
content and his feelings. If the focusing response is shown at a higher level,
it conveys the message to the client that the counsellor is sincere in helping him
and that he can trust the counsellor without feeling threatened.
On the contrary, if repeating what the client said is the only thing that the
counsellor does and with no purpose at all, it will make the client feel uneasy.
Such focusing response can be categorised as lower-level focusing response which
is the most ineffective response level. Lower-level focusing conveys the message
to the client that his thoughts, feelings and actions were not supported nor
acknowledged. Figure 4.2 illustrates the different levels of the effectiveness of
focusing responses.

Figure 4.2: Focusing response levels

Source: Casemore (2011)
Each of these levels will now be discussed one by one.
(a) Level One: Does Not Play the Role Well

The counsellor is ineffective when he gives little or no attention to his client.
(b) Level Two: Moderately Playing the Role

The counsellor plays his role moderately well when he only pays attention
to some parts of the clientÊs content and feelings. This is sometimes done in
a pretentious manner.
(c) Level Three: Playing the Role Well

The counsellor plays the role well when he shows full attention to the clientÊs
feelings and content. He is able to interpret the message sent by client
correctly. Moreover, the message is communicated back to the client in a
precise manner.
(d) Level Four: Playing the Role Best

The counsellor is playing the role at the best level when he shows a very high
interest in the client, able to interpret the clientÊs messages correctly,
responses to the implicit feelings and content of message expressed by the
client, uses suitable eye contact and tone of voice.

Now we will look at a few examples of focusing response levels.
These are three statements which were made by the clients. Each statement will be
followed by four responses given by four different counsellors. Each response will
be given marks based on the Response Level Scale (1ă4) and explanations are given
based on the marks given to each of the responses.
You are asked to carefully examine the examples given and try to give your own
evaluation (whether you agree or disagree with the marks given and the
explanations which follow).
You may disagree with the grading. This does not mean that you are wrong
because the verbal and non-verbal statements made by the clients and the
responses displayed by the counsellors could not be fully portrayed through the
written statements. There is a possibility that you might read it differently from
the person who has given the marks. Each response from the counsellor could be
given different marks based on what he has heard. When giving marks for each
response, it is important for you to provide the rationale so that it can be a basis
for discussion with your tutor and other coursemates.
(a) Client 1: A Form Five Male Student

„I am worried about what am I going to do after I finish schooling. Sir, do
you know if it will be easy to get a job if I continue my studies in
Accounting?‰
Responses:
(i) „It seems like you are looking for a future career and accounting seems
to be your option right now.‰
(ii) „You have not even completed your SPM, and you already worrying
about your future job?‰
(iii) „If you want to know more about the job opportunities, why donÊt you
ask Mrs. Shanthi, the Accounting teacher?‰
(iv) „Exam is nearing. You are worried about what you are going to do once
you complete your examination. You may want to further your studies
in accounting.‰

Marks (1ă4) and Rationales:
(i) 2.5 : Focuses on the content and feelings, provides support on the
problem that arises and provides opportunities for further
discussions.
(ii) 1.0 : The counsellor underestimates and pays little attention to the
clientÊs problem, and does not accept clientÊs problem.
(iii) 2.0 : Giving advice without understanding the real situation, does
not try to comprehend the clientÊs feelings, does not want to be
involved with the clientÊs problem.
(iv) 3.5 : The counsellor responds to the implicit message, understands

the client more that what the client stated and encourages the
client to take action.
(b) Client 2: A 27-year-old Man

„I feel so exhausted. My work has been piling up over the last few weeks.
The harder I try to complete all the work, the more work I get. Plus, IÊm
studying part-time. I easily became angry at my wife and my baby daughter.
I donÊt know what to do anymore.‰
Responses:
(i) „Your work load is increasing and you are worried about its effects on
your family.‰
(ii) „DonÊt worry, this will all pass when your employer hires some part-
time workers.‰
(iii) „You feel really frustrated. You work hard and yet there is no end to it.
You love your family but you always lashed out your anger at them.
Surely you donÊt want this to go on?‰
(iv) „What do you want me to do? Everyone has his own problems.‰
(i) 2.5 : Paraphrasing the clientÊs statement and shows focusing

response.
(ii) 0 : Gives invalid advice.

(iii) 4.0 : The counsellor is able to read the implicit meaning and gives
opportunities for the client to be more open in the discussion.
(iv) 0 : Shows no acceptance at all, ridicules the client and is insensitive

towards his clientÊs problems.
(c) Client 3: First Year Student at a Public University

„Lately I feel like everything has gone wrong. My grade has worsened and
my mother never stops grumbling. Recently, my girlfriend has threatened to
leave me.‰
Responses:
(i) „You know, I used to have that problem when I was your age. DonÊt
worry too much. It will all pass some day.‰
(ii) „You are having problems to improve your grade, relationship

problem with your mother as well as with your girlfriend.‰
(iii) „You feel uneasy because all the problems ă which are problems with
your studies, mother and girlfriend ă happened at the same time and
you need an immediate solution.‰
(iv) „You feel distressed and tried to find ways on how to lessen your
problems.‰
(i) 0 : Gives advice without knowing the clientÊs real problem. This is
inappropriate self-discovery.
(ii) 2.5 : Focuses on the content and reflecting on important matters.
(iii) 3.5 : Focuses on the content and feelings and encourages the client
to find a solution for the most critical matter between the three
problems highlighted.
(iv) 4.0 : Understands the implicit message and encourages the client to
express his concerns in a deeper manner.

ACTIVITY 4.2
The following exercises were initially designed by Nelson-Jones (2012)

and edited to be used to increase your focusing response skills. These
differentiating skills will give you the opportunity to recognise the
clientÊs implicit meaning, to identify various kinds of focusing responses
and to gain experience in distinguishing effective responses from
ineffective ones.
(a) Client 1: A Form Five Student
„I have just received the results from the last examination and
I found out that I have failed the Biology paper. I donÊt know how
to tell my parents about this. They had planned to spend the coming
holidays travelling overseas but now I have to go for extra classes
during the holidays.‰
Implicit Meaning:
__________________________________________________________
__________________________________________________________
Responses:
1. „It is hard when you disappoint your parents, but things will
be worse if you disappoint yourself.‰
2. „This is how you should tell your parents ⁄‰
3. „You seemed frustrated because of three reasons. Firstly, you
have failed in school, secondly, you have disappointed your
parents and thirdly, you might not be able to go overseas for
your holidays.‰
4. „My, oh my!‰
Type and Level of Response:
1. ______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
3. ______________________________________________________
______________________________________________________
4. ______________________________________________________
______________________________________________________


„I am thinking of divorcing my wife. Fighting is all we do nowadays.
It seems like the love we had between us has been gone a long time
ago.‰
Implicit Meaning:
_____________________________________________________________
_____________________________________________________________
Responses:
1. „Your once beautiful relationship has now turned sour and

troublesome, so much so that you think there is only one
solution.‰
2. „Ah, yes.‰
3. „Fighting, mmm, it is hard.‰
4. „You seem to be having a hard time with your wife. Your love
for each other has gone and you are thinking if divorce is the best
solution to solve this problem.‰
1. ________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
4. ________________________________________________________
________________________________________________________

(c) Client 3: A 30-year-old Housewife

„I donÊt know what I should do with my life.‰
Implicit Meaning:
_____________________________________________________________
_____________________________________________________________
Responses:
1. „You seem disoriented because you want to make some changes

but you donÊt know where to go or what to do.‰
2. „You feel confused, you feel like you want to do something with
your life.‰
3. „Thinking about your future is frightening.‰
4. „I understand.‰
1. ________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
4. ________________________________________________________
________________________________________________________
4.2 CLARIFYING ROLE

Clarifying role is used when a counsellor needs some clarifications on issues
that are still unclear or when the counsellor wants to avoid confusion. As a
counsellor, you may sometimes be a little unsure of what the client has said
especially when the statement seems confusing to you or when you feel that there
is a need for the client to provide additional information in order for you to
understand how your client perceives his problem. It is important for a counsellor
to understand what the client is trying to convey in his statements. A counsellor

must also not pretend that he understands what the client is saying. The clarifying
role is usually used simultaneously with the focusing role because both roles
facilitate the comprehension of clientÊs feelings and thoughts.
When using the clarifying role with the client, you are actually encouraging your
client to recall what has been said previously, restate what has been said about
certain issues or problems. The request for your client to explain further can be
communicated through body movement signals such as nodding, eye contact or
asking open-ended questions which require your client to answer more than just
saying „yes‰ or „no‰.
SELF-CHECK 4.2
What do you understand about the clarifying role?
4.2.1 Types of Clarifying Responses

The clarifying role usually consists of the following responses:
(a) Perception Checking

With this response, the counsellor aims to check the accuracy of his
perception towards the message which was conveyed by the client. The
counsellor confirms with the client whether he agrees with his perception or
whether there is a need to correct that perception by the client. For example,
„Just now you have stated that⁄‰
(b) Alternative Explanation

This response is used when the counsellor is unsure of which alternative is
more important to the client. Example of response, „You mean that this
matter is more important⁄‰
(c) Asking for Elaboration

This response is used when the counsellor asks the client to elaborate further
when the counsellor feels that there is some confusion on the side of the client
or his side. For example, „I am not very sure what you mean. Would you
please elaborate?‰

Let us look at a few examples of clarifying responses.
These examples show us how to carry out the clarifying role:
(a) Client 1: A 20-year-old Female College Student

„Recently, I had a feeling that I was being isolated by my own friends. I do
not know the reason. Things went well for the last three months. I have many
friends and they are all very close to me prior to this incident.‰
(i) Perception Checking

„From my understanding, you want to find out what have you done
that has caused your friends to distance themselves from you.‰
(ii) Alternative Explanation

„I am not certain which of these two matters worry you more. Are you
angry because you lost many friends over something you did?
Or perhaps because you didnÊt do anything to cause something like this
to happen, you are confused as to why this is happening?‰
(iii) Asking for Elaboration

„I am not quite sure what your problem is. Would you please
elaborate?‰
(b) Client 2: A Teenage Girl

„My mother always nags at me. As soon as I finished a chore, she will ask
me to do other things. She never stops nagging, never stops giving me all
kinds of advice which sometimes have nothing to do with me. IÊm sick of it!‰

„Does this mean that your mother controls everything in your life?‰

„Please explain to me. Do you feel that your mother is troubling you or
do you feel that you lack the skills to communicate with your
worrisome mother?‰

„I am not quite certain of your relationship with your mother and other
family members. Would you please tell me more about it?‰

(c) Client 3: A 25-year-old Man

„I am now working part-time at a factory while waiting for a better job
opportunity. ItÊs been more than a year. I have a Diploma in Business
Administration but nowadays it is very hard to get an office job because I do
not have prior experience. I already feel bored with the job that IÊm doing
right now.‰

„You feel like you need to find another job, if possible, a job in an
office.‰

„Are you worried because you current job is disappointing or are you
mad because you werenÊt given any chance to work in the office
because you lack the experience?‰

„It seems like you are angry at something. I wonder what or who is it?
Go on.‰
SELF-CHECK 4.3
State the three types of clarifying responses. Describe the purposes for
making such responses.
4.2.2 Levels of Clarifying Responses

The counsellorÊs clarifying responses are usually applied at the initial stage of the
counselling process. Responses at higher level, either verbally or non-verbally,
conveys to the client that the counsellor is interested and sincere in helping the
client. Responses at higher level are also able to help the counsellor focus on critical
issues or situations which require further clarification.
If the clarifying role is practised appropriately, it will simplify matters for the
client. Moreover, it will make it easier for the counsellor to understand and
comprehend the clientÊs feelings and thoughts.

Conversely, if it is done excessively (that is, if the counsellor makes or asks for
clarifications even on trivial matters), all the efforts will be ineffective or worse,
counterproductive. It can interfere with the flow of the clientÊs thought process.
The following is the use of the clarifying role based on the 4-mark grading scale
(1ă4). It will enable you to distinguish which ones are effective and which ones are
not.
(a) Level One: Less Effective Role

The counsellor is considered as ineffective when he shows little or no interest
at all towards the clientÊs problem, exhibit judgmental attitude (for example,
„ThatÊs wrong, isnÊt that stupid?‰). Making responses at this level means that
the counsellor refuses to be involved with the clientÊs feelings and content
which are expressed by client. Or the counsellor might be thinking of other
matters which have no relation at all to the clientÊs problem.
(b) Level Two: Moderately Playing the Role

The counsellor is less effective when he gives explanations only on some
parts of the clientÊs implicit message, and it is usually done in an
unenthusiastical manner.
(c) Level Three: Playing the Role Well

The counsellor focuses on the content and the feelings expressed by the
client. He will try to clarify things which might cause confusion or will
ask clarifications from the client on doubtful or questionable matters. The
counsellor shows high interest in helping the client.
(d) Level Four: Playing the Role Best

The counsellor plays his role best at this level when he is able to grasp the
meaning as well as able to clarify what is stated verbally and what is felt by
the client. He is able to help the client to look at an issue with a clearer vision,
help the client to focus deeper on his problem, he is non-judgmental and
shows very high interest in helping his client.

Let us look at a few examples of clarifying response levels.
To practice and learn to differentiate between effective and ineffective responses,

the following three clientsÊ statements will be studied:
(a) Client 1: A Form Five Male Student

„I am worried about what am I going to do after I finish schooling. Sir, do
you know if it will be easy to get a job if I continue my studies in
Accounting?‰
Responses:
(i) „I am not quite clear on what the real problem is. Are you unsure of
your future in general or your career option?‰
(ii) „Your worry seems to be whether you should or should not continue
your studies in the field of accounting at institutions of higher
learning.‰
(iii) „Does the worry about your future come from within yourself or are
there any pressures from your parents?‰
(iv) „Is your exam result good enough to enable you to take up the
Accounting programme?‰
(i) 3.0 : The counsellor is able to read beyond the real statement and
try to clearly differentiate the two statements expressed by the
client.
(ii) 2.8 : The counsellor checks whether his perception towards his
clientÊs statement is true or not.
(iii) 2.8 : The counsellor ascertains whether there is another alternative

which might contribute to his clientÊs problem.
(iv) 1.5 : The counsellor tries to encourage the client to clarify his
situation but at the same time conveys his personal value in his
response („You must be qualified‰).


„I feel so exhausted. My work has been piling up over the last few weeks.
The harder I try to complete all the work; the more work I get. Plus,
IÊm studying part-time. I easily became angry at my wife and my baby
daughter. I donÊt know what to do anymore.‰
Responses:
(i) „You are saying that your work pressure causes problems to your
health and your family.‰
(ii) „I am not quite clear about your relationship with your boss and your
job in general, would you please elaborate on that.‰
(iii) „I am not sure with what you said. Is your health causing problems to
your job or is it the other way around?‰
(iv) „You seem frustrated and you think that your job is to be blamed but
youÊre actually not certain whether it really is the cause.‰
(i) 2.5 : The counsellor evaluates his perception towards the clientÊs
statement and does not go far from the expressed statement.
(ii) 2.8 : The counsellor asks for clarification regarding the clientÊs
statement. Focus is given to the clientÊs main statement.
(iii) 3.0 : The counsellor tries to differentiate the two important

alternatives from the original statement.
(iv) 3.5 : The counsellor goes beyond the original statement to clarify the
cause of clientÊs feelings.

(c) Client 3: First Year Student at a Public University

„Lately I feel like everything has gone wrong. My grade has worsened and
my mother never stops grumbling. Recently, my girlfriend has threatened to
leave me.‰
Responses:
(i) „You wish that you could forget everything, that it would be good if
you can start everything over again.‰
(ii) „You feel like everyone is turning their backs on you.‰
(iii) „I am not sure what troubles you more - your grade, the relationship
problem with your mother or the relationship problem with your
girlfriend?‰
(iv) „You are considering whether you should stop studying, move out of
your house or find another girlfriend.‰
Marks (1 ă 4) and Rationales:
(i) 2.5 : The counsellor checks his perception on the seriousness of the
problem.
(ii) 3.0 : Checks the perception and goes beyond what is said by the
client.
(iii) 2.5 : The counsellorÊs clarification of the alternatives can be

conceived as phony by the client.
(iv) 3.0 : By injecting humour into the clarification of the alternatives,

the counsellor tries to interpret beyond the clientÊs original
statement.

ACTIVITY 4.3
The following exercises were prepared by Nelson-Jones (2012) to help

you gain the skills in making clarifications. The differentiating exercises
will give you the opportunity to identify the clientÊs implicit meaning,
recognise the various ways to make clarifications regarding the clientÊs
statement as well as to distinguish effective responses from ineffective
ones.
(b) Client 1: A Form Five Student

„I have just received the results from the last examination and
I found out that I have failed the Biology paper. I donÊt know how
to tell my parents about this. They had planned to spend the
coming holidays travelling overseas but now I have to go for extra
classes during the holidays.‰
Implicit Meaning:
__________________________________________________________
__________________________________________________________
Responses:
1. „I am not certain what makes you feel frustrated. Is it because

you have failed your exam, you might not be able to go on
holidays or you disappoint your parents?‰
2. „Are you worried that your parents might punish you for
ruining their holiday plans?‰
3. „Please explain more. I am not sure what disappoints you the

most.‰
1. ______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
3. ______________________________________________________
______________________________________________________


„I am thinking of divorcing my wife. Fighting is all we do nowadays.
It seems like the love we had between us has been gone a long time
ago.‰
Implicit Meaning:
_____________________________________________________________
_____________________________________________________________
Responses:
1. „I am not quite sure what have you just said. Do you mean ÂItÊs
already too late to save this relationship?Ê or ÂI really want this
relationship to return to the way it was?Ê‰
2. „What hurts you the most ă the fights, the disappointment or

your deteriorating relationship?‰
3. „I think there is some confusion in your story. Would you please

explain more?‰
1. ________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________

(c) Client 3: A 30-year-old Housewife

„I donÊt know what I should do with my life.‰
Implicit Meaning:
_____________________________________________________________
_____________________________________________________________
Responses:
1. „It seems to me that you want some changes in your life. There
is the possibility that you would want to work again.‰
2. „IÊm not sure what youÊre saying. Are you unsure of your life
choices or are you uncertain which life path to choose?‰
3. „You seem concerned with your feelings and I donÊt really

understand this. Would you care to elaborate more on yourself
and your situation right now?
1. ________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
4.3 SUPPORTING ROLE

Communicating support is one of the most important relationship skills.
Everything that the counsellor does to build good relationship with the client
is based on support and confidence. Your attitude and the application of effective
focusing and clarification show your interest in your clientÊs problem. The specific
skills discussed in these roles are used when you want to convey stronger support
and confidence for your client. The roles include giving positive feedback,
communicating secure feelings, confidence, encouragement and creating a
harmonious environment. In effect it is like saying „You are OK‰ or „I like to help

you‰ to your client. These roles are very important in a counselling relationship
because the client would normally want the feeling of being accepted. Moreover,
they often fail to gather enough energy to kickstart a change or to find solutions to
their problems without the support of the counsellor.
Supporting and convincing roles are used when you want to strengthen your
clientÊs statement, to make the client feels like he is apprehended and accepted as
a human with moral values even though some of his behaviour and nature is not
easily accepted by the counsellors and other people. Responses that convey
confidence to the client will help him overcome obstacles and cope with
complicated problems and situations. Several counselling experts also stated that
supporting responses are suitable to be used with clients who had experienced
misfortunes or are in a state of crisis.
Supporting and confidence responses emphasise that as a counsellor, you trust

your client and you are confident that your client is capable of solving his
issues. In addition, you understand the human nature and respect your clientÊs
self-esteem. By using supporting responses, you avoid making comparisons
between your client and other people, and focus on what you are doing or thinking
at the moment. Erford (2014) suggested that this role be implemented at several
stages of the counselling process.
4.3.1 Types of Supporting Responses

The responses that demonstrate this role are:
(a) Valued or Appreciated Person Responses

This type of response is used to demonstrate unconditional respect.
This response communicates to the client that they are individuals who have
high values, no matter what their conduct or actions are. This type of
response also focuses on the uniqueness of each individual. Statements like,
„You have handled the problem well‰ and „Seems like you are enjoying
yourself!‰ encourage and provide firm humanity support to the client.
(b) Acceptance Responses

This response is used to help the client instil positive feelings towards
himself. The response is shown by demonstrating acceptance, agreement or
confidence on certain opinions, feelings or behaviour which are exhibited by
the client.

(c) Coaxing Responses

This response demonstrates concerns towards the client and displays
support for them whenever they feel dissatisfied with some matters. The
response is useful particularly when a client has just experienced a tragedy,
is going through hard times, or is likely to face the problem in the future.
By saying, „ItÊs a tough problem youÊre going through‰ and „You seem to be
having a really complicated problem‰, it shows your understanding towards
the clientÊs problem and your support for him.
(d) Calming Responses

This response helps a lot when the client is stressful, nervous and in a restless
condition. The response can be used to calm the client and to control his
emotions. Saying something such as „Take a deep breath‰ and „Close your
eyes for a few minutes and try to imagine a pleasant situation‰ will convey
sincere interest towards the client.
Let us look at a few examples of supporting responses.
(a) Client 1: A 20-year-old Woman

„My father and I always argue especially about my male friends. In fact,
he doesnÊt even allow my male friends to come over to my house. According
to him, theyÊre all jerks. I think he doesnÊt trust me.‰
(i) Valued or Appreciated Person Response

„You are a woman with your own values and you are assertive when
it comes to standing up for your own beliefs.‰
(ii) Acceptance Response

„It is hard to accept that your own father does not trust you.‰
(iii) Coaxing Response

„I understand why you are mad. It is tough when your father refuses
to understand your situation and scolds you like that.‰
(iv) Calming Response

„Whoa, your situation is really complex. You are still trembling. Before
we can start, calm yourself down first. Take a deep breath and let go.‰

(b) Client 2: A 45-year-old Woman

„My mother passed away a few months ago and my life changed ever since.
I could not go on living as usual. I think about death too much.‰
(i) Valued or Appreciated Person Response

„Your reaction shows that you are missing your mother. After her
death, it is normal for you to be sorrowful.‰
(ii) Acceptance Response

„Even though it is hard as you canÊt seem to think right or to act right,
your mourning for your mother is a healthy and natural response.
It is alright to take some time to mourn for your mother.‰
(iii) Coaxing Response

„My condolences to you for your loss. A motherÊs death is always
difficult to accept and it certainly is a big loss.‰
(iv) Calming Response

„Mourning takes time, and unfortunately, this feeling could never be
removed or hurried. When you think about death, the feeling is a
reminder of how deep your love is towards your mother and to
appreciate those who are still alive. Take some time to think through
this matter.‰
SELF-CHECK 4.4
How will the supporting role help to create a good relationship between
the client and the counsellor?
4.3.2 Levels and Supporting Responses

An expert counsellor uses supporting role to show respect to his client,
comprehends the nature of human strengths and weaknesses, possesses a calming
tone of voice, uses effective gestures and always gives full attention to his client
during counselling sessions. Using the role effectively can help clients to lessen the
intensity of their feelings, to feel less worried when doing certain activities, to have
trust in the counselling relationship, and to possess a high level of confidence.
These responses help the clients use their strengths by letting go of the past and
finding other alternatives in order to face the future positively. Supporting
responses facilitate clients in strengthening the desired positive attitude.

This role will turn out to be ineffective and unproductive if the counsellor fails to
admit the seriousness of his clientÊs problem. This can happen if the counsellor
pretends to be honest and serious, for instance, overusing the role, giving useless
advice and words which could not be regarded as providing supporting. Saying
things like, „DonÊt worry, everything will be alright‰ expresses the counsellorÊs
lack of understanding and interest in the clientÊs problem. It should be avoided at
all cost.
The following examples utilises the effectiveness of supporting responses. Level 1

shows the lowest level, level 2 for moderate use of supporting role, level 3 for good
use of supporting role and level 4 for the most effective use of supporting role.
(a) Level 1: Does Not Play the Role Well

The counsellor is not effective in using the supporting role when he fails to
encourage his client to be confident, while conveying his response in vapid
voice, insincere or fails to show meaningful support.
(b) Level 2: Moderately Playing the Role

The counsellor is less effective when support is given in a frivolous way,
using weak or uninspired expressions, or when using the role at the wrong
place or time.
(c) Level 3: Playing the Role Well

The counsellor is considered to be effective when he gives good responses
and fulfils his clientÊs needs. He supports well and uses the role at
appropriate time during the counselling process.
(d) Level 4: Playing the Role Best

The counsellor is most effective when the choice of words and tone of voice
are very supportive and when the use of supporting role by the counsellor
caters to the desired response as needed by the client.

Let us look at a few examples of supporting response levels.
For exercise and practice in distinguishing effective counsellor responses from

ineffective ones, three clientÊs statements are discussed in the following:
(a) Client 1: A Final Year Male Student at a Private College

„I am really unhappy with the Dean. He asked me why I joined the
demonstration. He acted as if I had done a really terrible mistake.‰
Responses:
(i) „It seems like you acted based on your own principles. It must have
been a very important issue for you.‰
(ii) „Well, it looks like you are really angry right now. Would you please
sit down, take a deep breath and calm down?‰
(iii) „You feel like your decision to join the demonstration is the right thing
to do but you are not happy when an authoritative figure questioned
you on something that you regard as very important to you.‰
(iv) „If there is going to be another demonstration, let me know. IÊll join
you.‰
(i) 3.0 : The appreciated person response shows respect to the client
and focuses on the clientÊs moral values.
(ii) 3.0 : This calming response enables the client to be in a calmer state
of mind.
(iii) 3.5 : Demonstrates approval for the clientÊs feelings and support for
life-principled behaviours.
(iv) 1.0 : Inappropriate validation and support.

(b) Client 2: A Final Year Female Student at a Public University

„Nantha and I have been in a serious relationship for more than a year.
Suddenly he tells me that he is going to Kota Bharu to manage his fatherÊs
shop. And he left me just like that.‰
Responses:
(i) „It is O.K. If you want to cry, just let it all out. ItÊs alright.‰
(ii) „I can understand why you feel very angry and sad when he left you
after such a long time in the relationship.‰
(iii) „I understand what causes this angry and sad feeling. You have the
right to feel that way.‰
(iv) „I am sure you can get over this. You are a confident young lady, surely
you will meet new friends very soon.‰
(i) 3.0 : Shows approval and understanding of the clientÊs sadness.
(ii) 3.5 : This coaxing response shows the counsellorÊs understanding

and care towards his client.
(iii) 3.0 : The counsellorÊs validation response shows that the counsellor
is aware of the clientÊs emotions and situation.
(iv) 1.5 : Even though the counsellor tries to show his respect for his
client, it is hardly convincing and can give a false hope.

(c) Client 3: A 33-year-old Woman Who Just Lost Her Husband

„When I am alone, I feel sorrowful and the memory keeps appearing in my
head. If I didnÊt do something to distract my attention, I will start crying and
continue to be sorrowful.‰
Responses:
(i) „Feelings and memories are a part of our lives. It shows that you are
missing your husband. It is not wrong to feel sad and to be missing
your husband.‰
(ii) „You must have had a really happy relationship. The ups and downs
between your feelings and thoughts reflect your respect to your
husband and to yourself.‰
(iii) „I understand how hard it is to mourn for your husband.‰
(iv) „I can see that you want to move on with your life. However, the
mourning might be more important at this point in time. It takes time
to let it all pass. It is important for you to take the time to feel sad.‰
(i) 3.5 : Demonstrates appropriate approval of the clientÊs feelings and

behaviour.
(ii) 3.5 : The appreciated person response is combined with the

approval response and it shows the counsellorÊs respect
towards his clientÊs inner feelings.
(iii) 3.0 : Shows the coaxing response towards the clientÊs loss of a loved
one.
(iv) 3.5 : Displays the counsellorÊs awareness of the clientÊs desire and
depression. This approval demonstrates the counsellorÊs
comprehension towards the dynamics of this desire.

In summary, the concepts in counselling which are explained in this topic will
enable you to understand the important skills that you need to acquire before
qualifying for the practicum. You will need at least one year of practicum under
the supervision of a qualified and trained counsellor before you are allowed to
provide counselling service to the public. The skills that you have learnt are very
useful and they are able to help teachers perform their job as school counsellors in
a more meaningful manner. Communication skills can help you avoid
misunderstandings besides facilitating the good rapport with other people.
 The three basic roles of a counsellor are focusing, clarifying and supporting
roles.
 The focusing role refers to the process of giving full attention to the client with
the intention of understanding what is expressed by him without any
prejudices.
 The counsellorÊs clarifying role or asking for further explanations is used when
the counsellor needs more information or explanation on blurred issues or
when the client makes inconsistent statements which are confusing or difficult
to comprehend.
 The supporting role concerns everything that the counsellor does in order to
create a good relationship between the counsellor and the client.
Clarifying role Role skills

Focusing role Supporting role
Response levels

Casemore, R. (2011). Person-centred counselling in a nutshell (2nd ed.). London:

SAGE Publication Ltd.
Erford, B. T. (2014). 40 techniques every counsellor should know (2nd ed.). Boston:
Peason Education.
Nelson-Jones, R. (2012). Introduction to counselling skills: Text and activities

(4th ed.). California: SAGE Publication Ltd.

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Topic  Counselling

Copyright © Open University Malaysia (OUM)

4.1 FOCUSING ROLE

(a) Being patient and open-minded;

(c) Focusing on the implicit and explicit feelings as well as non-verbal

The most common method to listen attentively regardless of the counselling

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Figure 4.1: Focusing role skills

Here are the explanations of focusing role skills.

How does a counsellor show the client that he is interested in listening to

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Explain the focusing role.

4.1.1 Types of Verbal Focusing Response

(a) Simple Response

(b) Reflection of Content and Feeling

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Now let us look at examples of verbal focusing responses.

(a) Client 1: A 20-year Old Female College Student

(i) Simple Response

(ii) Reflection of Content and Feeling

(b) Client 2: A Teenage Girl

(i) Simple Response

(ii) Reflection of Content and Feeling

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(c) Client 3: A 25-year-old Man

(i) Simple Response

(ii) Reflection of Content and Feeling

4.1.2 Focusing Response Levels

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Figure 4.2: Focusing response levels

Each of these levels will now be discussed one by one.

(a) Level One: Does Not Play the Role Well

(b) Level Two: Moderately Playing the Role

(c) Level Three: Playing the Role Well

(d) Level Four: Playing the Role Best

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Now we will look at a few examples of focusing response levels.

(a) Client 1: A Form Five Male Student

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Marks (1ă4) and Rationales:

(iv) 3.5 : The counsellor responds to the implicit message, understands

(b) Client 2: A 27-year-old Man

Marks (1ă4) and Rationales:

(i) 2.5 : Paraphrasing the clientÊs statement and shows focusing

(ii) 0 : Gives invalid advice.

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(iv) 0 : Shows no acceptance at all, ridicules the client and is insensitive

(c) Client 3: First Year Student at a Public University

(ii) „You are having problems to improve your grade, relationship

Marks (1ă4) and Rationales:

(ii) 2.5 : Focuses on the content and reflecting on important matters.

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The following exercises were initially designed by Nelson-Jones (2012)

Copyright © Open University Malaysia (OUM)

(b) Client 2: A 30-year-old Man

1. „Your once beautiful relationship has now turned sour and

3. „Fighting, mmm, it is hard.‰

Type and Level of Response:

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(c) Client 3: A 30-year-old Housewife