Teaching and Training

UNIT 1 TEACHING AND TRAINING FOR for Counselling

COUNSELLING
Structure
1.0 Introduction
1.1 Objectives
1.2 Before Start of Counselling
1.2.1 Culture and Race
1.2.2 Sociol Status
1.2.3 Demographic and Personal Data
1.2.4 Marital Status
1.2.5 Sex-Orientation
1.2.6 Age
1.2.7 Physical or Mental Disability
1.2.8 Religion or Philosophy
1.2.9 Gender Role Identity
1.3 Approaches to Counselling
1.3.1 Psycho Analytic Approach
1.3.2 Existential and Humanistic Approaches
1.3.3 Behavioural Approach
1.3.4 Cognitive Behavioural Approach
1.3.5 Gestalt Approach
1.3.6 Reality Approach
1.3.7 Family System Approach
1.4 The Counselling Process
1.4.1 Starting and Structuring
1.4.2 Development of Insight and Making Rapport
1.4.3 Paraphrasing and Release of Emotions
1.4.4 Taking Care of Present Demands, Ultimate Goal and the Obstacles
1.4.5 Training Relaxation and Making the Client Accept the Things
1.4.6 Interpersonal Relationships, Conflicts, Behaviour and Personality of
the Client
1.4.7 Facilitating Problem Solving and Behavioural Rehearsals
1.4.8 Improving Client’s Cognitive Distortions and Cross Questioning
1.4.9 Family Structure and Belief system
1.4.10 Negotiating homework and Monitoring
1.4.11 Offering Challenges and Feedback
1.4.12 Termination
1.5 Ethical Issues
1.6 Let Us Sum Up
1.7 Unit End Questions
1.8 Suggested Readings
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1.9 Answers to Self Assessment Questions
Counsellng: Future
Directions (E-Counselling) 1.0 INTRODUCTION
Every person in this world needs counselling at some or different times. Sometimes
counsellor himself/herself needs counselling when he/she is in stress. In today’s
scenario each area needs counsellors as there are interpersonal conflicts, poor decision
making, and poor job satisfaction, less emotional maturity among individuals; also
increased demands and decreased resources. It is required to train more and more
persons in counselling. In schools, universities, industries, families etc sometimes
counsellors are appointed but most of the individuals are not aware about how
much counselling can affect positively individuals’ physical and mental health.
Most of the persons do not have much time to go to a psychologist or to go through
proper psychotherapy; and also there is a social taboo to go to a psychiatrist or a
mental health professional.
But in their own working place counsellors can be appointed. Whenever people
need to release their stress the counsellors must be readily available to them. In this
unit different training skills would be explained along with their theoretical backgrounds.

1.1 OBJECTIVES
After reading this unit, you will be able to:
● teach a person learn about the theoretical concepts of counselling;
● train a person how to do counselling; and
● different techniques of counselling given by different psychologist or
psychotherapist.

1.2 BEFORE START OF COUNSELLING

There are some factors necessary to control as it would minimise the disparity between
client and counsellor.

1.2.1 Culture and Race

Clients may come from different cultures and have different belief systems. It is
necessary to know that the person who wants to get counselling belongs to which
culture; the basic values of that culture. Nothing is inappropriate in terms of the
cultures. Only the counsellor should focus what is beneficial and what is obstacle in
person’s growth. If a person can carry the cultural values with his or her positive
growth then counsellor should not intervene with it.
Not only the culture but race is also necessary to know sometimes. The information
is not to discriminate the person, but rather not to hurt the person in any ways.
Persons of different races have different physical characteristics. Race sensitive issues
should be dealt delicately by the counsellor.

1.2.2 Social Status

The socio-economic status of the person is also important to know. Number of
sessions would depend on that. The language, income, educational background,
the occupational status of the client should be checked. There should not be any
sense of rejection by the counsellor by any verbal or non-verbal gesture during the
6 counselling session.
1.2.3 Demographic and Personal Data Teaching and Training
for Counselling
It is also necessary to know the personal details sometimes e.g. age of the person
his occupation, habits and also the daily routine. Family background and about the
significant others of the person and interpersonal relationships and conflicts are the
important things to note.

1.2.4 Marital Status

For a married person the meaning of life might be different than comparison to
unmarried person. The person might be divorced, separated, the widowed, he or
she might remarried or in living relations.

1.2.5 Sex-Orientation
It is necessary to know whether the person is heterosexual or homosexual. Sometimes
the person is bisexual. The counsellor’s attitude should be empathetic. Sometimes it
is required to know whether it is a sex orientation or it is his or her sex preference.

1.2.6 Age
Age of the person is also an important factor. The counselling of a child would be
different from an adult. The adults are more rigid to change in comparison to children.
Adolescents have their different view points because of their biological and
psychological changes at that time.

1.2.7 Physical or Mental Disability

If a person is physically or mentally challenged his thinking might be affected because
of that. It should take care by the counsellor with full acceptance and empathy.
The counsellor should not show sympathy with the client. Rather one should accept
that disability and give the counselling according to that.

1.2.8 Religion or Philosophy

Sometimes religion and philosophy affects the counselling. Counsellor has to show
regard for the client’s religion.
Some person’s are influenced by some spiritual or philosophical thinking. Do not try
to break it, it might hurt the person. The counsellor should fit his frame of reference
according to the client’s frame of reference; then only the client can understand the
messages of counsellor.

1.2.9 Gender Role Identity

Mostly the person’s behaviour, thoughts, feelings and actions are affected by their
gender (Masculine or Feminine). Sometimes a person has contradictory feelings
than his or her Gender. The tendency is opposite to his or her gender because of
some biological causes or learned behaviour. Sometimes the client is apprehensive
due to gender of the counsellor. If the resistance comes the client should be referred
to another counsellor.

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Counsellng: Future
Directions (E-Counselling) 1.3 APPROACHES TO COUNSELLING
1.3.1 Psycho Analytic Approach
First of all the techniques given by Sigmund Freud would be discussed. Free
association is the central technique in psychoanalytic therapy, in which the client is
encouraged to say whatever comes to mind, regardless of how painful, silly, trivial,
illogical, or irrelevant it may be. In essence, clients flow with any feelings or thoughts
by reporting them immediately without censorship. Second important technique is
‘catharsis’ in which the focus is to release the suppressed emotions of the client.
The ‘interpretation’ technique consists of the analyst’s pointing out, explaining, and
even teaching the client the meanings of behaviour that is manifested in dreams, free
associations, resistances, and the therapeutic relationships itself. Interpretation includes
identifying, clarifying and translating the client’s material.
Dream analysis is an important technique for uncovering unconscious material and
giving client insight into some areas of unresolved problems. Freud sees dreams as
the ‘royal road to the unconscious’. Dreams have two levels of contents. Latent
content consists of hidden, symbolic, and unconscious motives, wishes, and fears.
The second one is manifest content, which is the dream as it appears to the dreamer.
The unconscious sexual and aggressive impulses that make up latent content are
transformed into the more acceptable manifest content. According to Freud their
are also usual resistances defensive approaches in daily life known as resistances.
They need to be recognised as devices that defend against anxiety but that interfere
with the ability to accept change. If handled properly, resistance can one of the
most valuable tools in understanding the client. The another technique is transference
which manifests itself in the therapeutic process at the point where clients’ earlier
relationships contribute to their distorting the present with the therapist. It makes
sense that clients often react to their therapist as they did to a significant person.
Through the relationship with the therapist, clients express feelings, beliefs, and desires
that they have buried in their unconscious. Through appropriate interpretations and
working through of these current expressions of early feelings, clients are able to
change some of their long standing patterns of behaviour.
Alfred Adler uses the term fictional finalism to refer to an imagined central goal
that guides a person’s behaviour. He stresses that striving for perfection and coping
with inferiority by seeking mastery are innate. The human beings experience inferiority;
they are pulled by the striving for superiority. According to Adler the term lifestyle
refers to an individual’s basic orientation to life, or one’s personality, and includes
the themes that characterise the person’s existence. The counsellor’s goal is to
fostering social interest, helping clients overcome feelings of discouragement and
inferiority, modifying clients’ views and goals – that are, changing their lifestyle,
changing faulty motivation, assisting clients to feel a sense of equality with others and
helping clients become contributing members of society.
However according to Carl Jung the human beings have both constructive and
destructive forces, and to become integrated, it is essential to accept the dark side
of our nature with its primitive impulses. Acceptance of this dark side (shadow)
does not imply being dominated by this but simply recognising that this is a part of
our nature. Jung teaches that many dreams contain messages from the deepest layer
of the unconscious. He calls it as collective unconscious. Jung sees a connection
between each person’s personality and the past, not only childhood events but also
8 the history of the species. Thus dreams reflect both individual’s personal unconscious
and collective unconscious. Content of the collective unconscious is called archetypes. Teaching and Training
for Counselling
The therapist deals the complexes buried in these unconscious parts. The persona is
one of the archetypes. It is a mask, or public face, that we wear to protect ourselves.
The animus and the anima represent both the biological and psychological aspects
of masculinity and femininity, which are thought to coexist in both the sexes. The
shadow represents our dark side, the thoughts, feelings, and actions that are socially
reprehensible and that we tend to disown by projecting them outward.
Another approach is self psychology or object relation theory. The object relations
are interpersonal relationships as they are represented intra-psychically. The term
object refer to that which satisfies a need. It is used interchangeably with the term
other to refer to an important person to whom the child, and later the adult, becomes
attached. Others are perceived by an infant as objects for gratifying needs.
According to Margaret Mahler the individual begins in a state of psychological fusion
with the mother and progresses gradually to separation. The unfinished crises and
residues of the earlier state of fusion, as well as the process of separating and
individuating, have a profound influence on later relationships. Object relations of
later life build on the child’s search for a reconnection with the mother.
According to Mahler the first phase of self development is normal infantile autism.
Here the infant is presumed to be responding more to states of physiological tension.
The infant is , in many respects, unable to differentiate itself from its mother, and
according to Melanie Klein perceives parts-breast, face etc. rather than a unified
self. The adults show the most extreme forms of lack or psychological organisation
and sense of self due to fixations at this most primitive infantile stage.
The second phase called symbiosis. It starts roughly through eighteen month. Here
the infant has pronounced dependency on the mother. The infant seems to expect a
very high degree of emotional attunement with its mother.
The third stage calls the separation process. During this time of differentiation, the
child experiences separation from significant others yet still turns to them for a sense
of confirmation and comfort. These relationships can provide a healthy self-esteem
if the child develops his sense of self. Children who do not differentiate, may later
suffer from narcissistic character disorders (a grandiose and exaggerated sense of
self importance and exploitive attitude towards others). People with a borderline
personality disorder have moved into separation process but have been thwarted
by maternal rejection of their individuation.
Mahler’s fourth phase involves a move toward constancy of self and object. By
now others are more fully seen as separate from the self. Ideally, children can begin
to relate without being overwhelmed with fears of losing their sense of individuality,
and they may enter into the later growth with a firm foundation of selfhood.

1.3.2 Existential and Humanistic Approaches

Existential approach believes that human beings are free and therefore responsible
for our choices and actions. They are not victims of circumstances; rather they are
what they choose to be. The aim of therapy is to encourage clients to reflect on life,
to recognise their range of alternatives, and to decide among them. Once clients
begin the process of recognising the ways in which they have passively accepted
circumstances and surrendered control, they can start on a path of consciously shaping
their own lives. Existential therapy is a process of searching for the value and meaning
in life. The counsellor’s basic task is to encourage clients to explore their options for
creating a meaning existence. One can begin by recognising he should not have to 9
Counsellng: Future remain passive victims of our circumstances but instead can consciously become the
Directions (E-Counselling)
architect of his life.
Viktor Frankl developed logotherapy, which means ‘therapy through meaning’. It
is aimed at challenging individuals to find meaning and purpose through, among
other things, suffering, work, and love. Rollo May emphasises that it takes courage
to “be: , and our choices determine the kind of person we become. The struggle is
between the security of dependence and the delights and pains of growth. James
Bugental views therapy as a journey that delves deeply into the client’s subjective
world. The counsellor contacts with the client’s phenomenological (experiential) world.
Irvin Yalom has developed an existential therapy that focuses on four ultimate
human concerns: death, freedom, existential isolation and meaninglessness.
The humanistic approach is based on a system of values and people’s abilities to
develop their human potential. Carl Rogers person-centered approach focuses on
the client’s responsibility and capacity to discover ways to become fully functioning.
With growing self awareness a client can develop more appropriate behaviours.
The approach emphasises the phenomenal world of the client. The therapists concern
themselves mainly with the client’s perception of self and the world. In Roger’s view
the aim of therapy is to assist clients in their growth process, so that they can better
cope with problems they are now facing and with future problems The therapist
experiences unconditioned positive regard and acceptance for the client. And also
he has an empathic understanding of the client’s internal frame of reference and he
strives to communicate this experience to the client. Empathy is the total understanding
of the client’s inner world. Unconditioned positive regard means a counsellor is
having regard toward the client without and expectation any condition. Maslow
emphasises enhancing clients’ abilities to experience their feelings and think and act
in harmony with their underlying tendencies to actualise themselves as unique
individuals.

1.3.3 Behavioural Approach

In classical conditioning any response can be elicited by an unnatural stimulus rather
than its natural stimulus through continuous association of that response with the
unnatural stimulus. The response then is known as the unconditioned response. The
conditioning can be done to make a person learn any new behaviour. Also if a
person learned any inappropriate or unacceptable behaviour the de-conditioning
can be done.
In operant or instrumental conditioning, the person can learn to operate any behaviour
through rewards. These are called reinforcements. They might be positive or negative.
The counsellor sometimes uses these techniques to de-sensitise the client from the
anxiety or fear inducing stimuli. Sometimes a counsellor uses a positive reinforcement
to make a child learn the appropriate behaviours.
In behaviour therapy the therapist attempts to get information about situational
antecedents, the dimensions of the problem behaviour, and the consequences of the
problem. Counsellor clarifies the client’s problem, designs target behaviour and
formulates the goals for therapy. He makes strategy to give therapy in which
appropriate behaviours are reinforced and others are not.

1.3.4 Cognitive Behavioural Approach

In cognitive behaviour therapy the counsellor not only does behavioural rehearsals
10 to modify the inappropriate behaviour of the client, but also tries to change the
negative perceptions and thinking of the person through cognitive therapy. The Teaching and Training
for Counselling
counsellor assesses client’s distortions in thoughts and his maladaptive behaviours;
then he intervenes to help them to practice for balanced behaviour and thoughts
through different techniques. One of the technique is to interchange the automatic
thoughts coming in the client’s mind with the balanced or alternative thoughts without
the suppression of automatic thoughts in the subconscious mind of the client. Different
types of relaxation techniques are also used in that.
However in Rational Emotive Therapy (REBT) the counselling involves disputing
clients’ irrational beliefs and replacing them with more rational beliefs.
The therapist educates the client about the nature and course of their problem and
how thoughts influence their emotions and behaviours. Homework is often used as
a part of cognitive therapy. The purpose of homework in cognitive therapy is not
merely to teach clients new skills, and to come back to perform the skills they can;
but also to enable them to test their beliefs in daily-life situations.

1.3.5 Gestalt Approach

Gestalt therapy, developed by Fritz Perls and his wife Laura in 1940s. The approach
is phenomenological because it focuses on the client’s perception of reality; and
existential because it says that people are always in the process of becoming,
remaking, and rediscovering themselves. According to Latner, holism is one of the
fundamental principle which emphasises on the integration or whole, how the parts
fit together, and how the individual makes contact with the environment with this
holistic view point.
The field theory of gestalt counselling is grounded on the principle that the organism
must be seen in its environment as part of the constantly changing the field. Everything
is relational, in flux, interrelated, and in process.
The Figure-Formation Process describes how the individual organises the environment
from moment to moment. The undifferentiated field emerges from the background
and becomes the focal point of the individual’s attention and interest. The figure-
formation twined with the principle of ‘organismic self-regulation’, a process by
which equilibrium is disturbed by the emergence of a need, a sensation, or interest.
Organisms will do their best to regulate themselves, given their own capabilities and
the resources of their environment.
Polster and Polster (1973) describe five major channels of resistances: introjection,
projection, retroflection, deflection and confluence. Introjection is the tendency to
uncritically accept others’ beliefs and standards without assimilating them to make
them congruent with who we are. Projections are those attributes of our personality
that are inconsistent with our self-image are disowned and put onto other people.
Retroflection consists of turning back to ourselves what we would like to do to
someone else or doing to ourselves what we would like someone else to do to us.
This process seriously restricts engagement between the person and his or her
environment.
In deflection the individuals engage their environment on an inconsistent basis, which
results in their feeling a sense of emotional depletion.
Confluence involves a blurring of the differentiation between the self and the
environment. It is shown by the clients who have a high need to be accepted and
liked.
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Counsellng: Future Techniques of Gestalt therapy include the internal dialogue exercise, making the
Directions (E-Counselling)
rounds, the reversal technique, the rehearsal exercise, the exaggeration exercise and
staying with the feeling. In internal dialogue exercise is done using two empty chairs.
They are two roles/attitudes played by the client himself. One is top dog i.e. righteous,
authoritarian, moralistic, demanding, bossy and manipulative. The underdog plays
the role of disobedient child who struggles for control.
Making the round is Gestalt exercise that involves asking a person in a group to go
up to others in the group and either speak to or do something with each person. The
purpose is to confront, to risk, to disclose the self, to experiment with new behaviour,
and to grow and change.
In the reversal technique the counsellor could ask the client who claims to suffer
from severe inhibitions and excessive timidity to play the role of an exhibitionist.
In the rehearsal exercise the client share their rehearsals out loud with the therapist,
they become more aware of the many preparatory means they use in bolstering their
social roles.
In the exaggeration exercise the client is asked to exaggerate the movement or gesture
repeatedly, which usually intensifies the feeling attached to the behaviour and makes
the inner meaning clearer.
Staying with the feeling is the technique in which the therapist may urge the clients to
stay with their feeling. He may encourage the client to go deeper into the feeling or
behaviour they wish to avoid. Facing, confronting, and experiencing feelings not
only takes courage but also is a mark of a willingness to endure the pain necessary
for unblocking and making way for newer levels of growth.

1.3.6 Reality Approach

Reality therapy is based on choice theory which is developed by Glasser (2000).
Choice theory posits that we are not born blank slates waiting to be externally
motivated by forces in the world around us. Rather, we are born with five genetically
encoded needs-survival, love, and belongingness, power, freedom and fun- that
drive us all our lives. Everyone has these needs but may vary in strengths. Reality
therapists begin by asking clients what they want from therapy. They also enquire
about the choices clients are making in their relationships. There is always a major
unsatisfied relationship, although in the beginning the client may deny. In the first
session the counsellor looks for and defines the wants of the clients. The therapist
also looks for a key unsatisfying present relationship-usually with a spouse, a child,
a parent or an employer.
Glasser advises therapist to help the client see how an unsatisfying present relationship
is at the core of his or hers problem. When client begins to realise that he or she
can not control only their own behaviour, therapy is under way. The rest of therapy
focuses on how clients can make better choices.

1.3.7 Family System Approach

Alfred Adler, Murray Bowen, Virginia Satir, Carl Whitaker and Salvador Minuchin,
Jay Haley and Cloe Madanes are the best known psychotherapists focus on family
system approach. The central principle of family system approach is that the client is
connected to living systems and that change in one part of the unit reverberates
throughout other parts. A treatment approach that comprehensively addresses the
12 other family members and the larger context as well as an ‘identified’ client is required.
Because a family is an interactional unit, it has its own set of unique traits. It is not Teaching and Training
for Counselling
possible to accurately assess an individual’s concerns without observing the interaction
with and mutual influence between the other family members, as well as the broader
contexts in which the person and the family live. To focus on the internal dynamics of
an individual without adequately considering interpersonal dynamics yields an
incomplete picture.
Systemic therapists do not deny the importance of the individual in the family system,
but they believe an individual’s affiliations, and interactions have more power in the
person’s life than a single therapist could ever hope to have.
Bowen assumes that multigenerational and influences are central in understanding
present nuclear family functioning. What occurs in one generation will probably occur
in the next because key unresolved emotional issues tend to be played out over
generations. He devised a ‘family diagram’ or genogram, as a way of collecting and
organising important data over at least three generations. It is a tool for both the
therapist and family member to understand critical turning points in the family’s
emotional processes and to note dates of births, deaths, marriages and divorces.
The genogram also gives information about some of these characteristics of family:
cultural and ethnic origins, religious affiliation, socio-economic status, type of contact
among family members, and proximity of family members.
The therapist task also includes checking the functional versus dysfunctional
communication in families, defences stances in coping with stress, family roles and
family triads.
The goal of the therapy are mainly generating hope and courage in the family members
to formulate new options; accessing, strengthening, enhancing, or generating coping
skills in family members; and encouraging members to exercise options that will
result in health as opposed to the mere elimination of symptoms. (Satir & Bitter,
2000)

1.4 THE COUNSELLING PROCESS

The process of counselling is systematic, and previously planned before starting the
session. This is based on the symptoms, resources, personality, family and environment
support and belief system of the client. The following steps are necessary to include
in the counselling process.

1.4.1 Starting and Structuring

The counsellor should maintain a professional relationship with the client. The
counselling is given only in the fixed sessions. It should be assured that on phone, on
the way or any other informal place the counsellor will not talk to the client in an
informal manner.
Each and every word said during the counselling session should be directional and a
part of counselling, there should not be any further talking, and personal interest in
any part of life of the client.
The language and communication patter and tone of the counsellor should be
comfortable for the client. If there is very much discrepancy between the languages
and understanding counselling should not be carried out. The counsellor’s tone,
pauses, patience, adding affirmations, acceptance, cross question in very subtle way
would decide the direction of counselling. Good empathic responses from counsellor 13
elicit honest self-exploring responses from clients.
Counsellng: Future To give a well planned counselling to a client the counsellor should listen carefully the
Directions (E-Counselling)
client and try to get details of his case study from various resources (Informants,
medical and psychological reports, information given by the client himself etc.).

1.4.2 Development of Insight and Making Rapport

Active listening is a major step of counselling. A client comes to a counsellor with
lots of bad experiences, negative emotions, complexes, conflicts etc. He does not
know what his exact problem is. So many things are going the brain of the person.
When the counsellor gives relaxation to the client and ready to accept every thing
going to be said by the client, the client starts saying on and on. It is counsellor’s
duty to let him speak first and decide which part of the client’s life he will deal first.
.
The client may be given some motivational sessions, relaxations and psycho-education
to develop insight about the current problem. The client should be assured that the
personal information shared by him would be kept confidential. Any information
given by the client should not be discussed with any of the family member without
the consent of the client. When it is required then the counsellor should do it very
carefully in indirect manner.

1.4.3 Paraphrasing and Release of Emotions

Paraphrasing is just reflecting back what is communicated by the client in other
words. This is done to assure the client that the counsellor has understood the exact
meaning conveyed by client’s internal frame of reference. But sometimes the
counsellor has to repeat the same words instead paraphrasing.
The client feels free to express his feeling in an empathetic atmosphere. By his
gestures (e.g. slightly nodding of head or through eye lash movement) the counsellor
shows acceptance to client’s feelings and wordings as he is paying full attention to
understand it. The client starts releasing his emotions. The counsellor should not
intervene in between the release of the emotions.

1.4.4 Taking Care of Present Demands, Ultimate Goals

and the Obstacles
The counsellor should see that the clients need what in present circumstances and
what is his ultimate goal. How these two can be put in same direction. How the
client is made satisfied and what are the obstacles are in his way. If the person
himself is responsible, it is the duty of the client to realise him. If others are creating
problems, then the counsellor make the client feel confident to deal with them through
cognitive behavioural rehearsals.

1.4.5 Training Relaxation and Making the Client Accept

the Things
The counsellor prepares the client to accept the things happened in past and start a
new journey of life. The counsellor teaches the client different relaxation techniques.
These might be according the symptoms of the client e.g. breathing exercises,
Jacobson’s muscle relaxation technique, meditation, diversion of attention exercises,
rehearsal of balancing thoughts or sleeping exercises etc.

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1.4.6 Interpersonal Relationships, Conflicts, Behaviour and Teaching and Training
for Counselling
Personality of the Client
The counsellor has to check the behaviour and personality traits of the client. The
counselling would include these issues also. If interpersonal conflicts are there, they
may be dealt through role playing. The client would be realised how much others are
important for one’s life. How would he seek help from others and how he would
maintain his interpersonal relationships? Sometimes the significant persons may
be called to understand the issues.

1.4.7 Facilitating Problem Solving and Behavioural

Rehearsals
To cope up with real life problems the counsellor make the client do behavioural
rehearsals in front of him. He desensitise the client, and make him practice on positive
thinking n so that he can apply it in real life situations.

1.4.8 Improving Client’s Cognitive Distortions and Cross

Questioning
To improve clients perception and thinking the counsellor assures the client through
evidences that this is his thinking and perception not reality. The purpose is to give
exposure the client and realise whether it happens really. For this sometimes counsellor
do cross questioning to the client. Sometimes the counsellor probes the client to ask
questions to the counsellor and he gets satisfied by searching answer in his questions.

1.4.9 Family Structure and Belief System

The family structure and belief system of the client can not be ignored. The client has
to be made understood by the counsellor in a very scientific way why this structure
of family or belief system was made. Is it required to modify or not. How much
help he could get from his significant others? Can he change his views without
disturbing others or not. If required family therapy can be provided.

1.4.10 Negotiating Homework and Monitoring

The counsellor provides the homework to set the daily routine of the client and to
raise his self confidence that now I a doing something. Counsellor tries to highlight
on those activities which he did so the client is encouraged to become more active.
Initially very simple tasks are given to perform. Gradually the counsellor gives the
complex ones.
Counsellor asks the care giver to do monitoring; also self monitoring by the client is
done. Counsellor asks the care giver to observe the client (whether he is doing
home work or not), not to intervene in the counselling.

Self Assessment Questions

1) In which technique given by Freud the focus is to release the suppressed
emotions of the client:
a) Free association b) Resistance
c) Catharsis d) Interpretation

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Counsellng: Future
Directions (E-Counselling) 2) When the clients react to their therapist as they did to a significant person, it
is called:
a) Hypnosis b) Free association
c) Dream Analysis d) Transference
3) Alfred Adler uses which term to refer to an imagined central goal that guides
a Person’s behaviour
a) Fictional finalism b) Inferiority
c) Life style d) Superiority
4) According to Jung Archetypes is the content of the:
a) Unconscious b) Collective unconscious
c) Personal unconscious d) Subconscious
5) According to Mahler infant is unable to differentiate itself from its mother,
a) Symbiosis b) Normal infantile autism
c) Separation process d) None of the above
6) Who developed logo therapy, which means ‘therapy through meaning?’
a) Viktor Frankl b) James Bugental
c) Irvin Yalom d) None of the above
7) In one of the gestalt technique the client plays role of righteous, authoritarian,
moralistic, demanding, bossy and manipulative. It is called;
a) Underdog b) Top dog
c) The leader d) Making round
8) Which approach of psychotherapy is based on choice theory developed by
Glasser:
a) Existential approach b) Humanistic approach
c) Reality approach d) Gestalt approach
9) In which approach of counseling the focus is on client’s distortions in thoughts
and his maladaptive behaviours.
a) Humanistic approach b) Existential approach
c) Cognitive Behaviour appraoch d) Behaviour appraoch
10) The ethical issues in counseling is important to deal. For this following is
necessary to do;
a) To take informed consent b) To keep information
confidential
c) To have profession relationship d) All of the above

1.4.11 Offering Challenges and Feedback

Sometimes the feedback given by the client is not satisfactory however it might be
due to several reasons e.g. the client is not practicing the things, family members are
not supportive, there might be all of sudden something happens in the life of the
counsellor that again makes him discouraged for the counselling or financial problems.
These are the challenges for the counsellor himself. The counsellor analyses the
things and decides now in which way the counselling can be proceeded. whether the
counselling is continued by the same counsellor or the case should be referred to
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other counsellor. If resistances comes the counsellor should manage it or should Teaching and Training
for Counselling
refer the case to other therapist.

1.4.12 Termination
The counselling is successful if the client himself asks the counsellor to discontinue.
The reason must be the client is enough capable now to manage his day to day life
problems. Generally termination occurs after 10-12 sessions. But sometimes due
to some ethical issues, resistances or saturation the counsellor has to terminate the
counselling.

1.5 ETHICAL ISSUES

Set healthy boundaries in the therapeutic relationship. Informed consent is to be
taken before applying any testing or therapeutic technique on the client. The client’s
problems should be dealt very professionally. The counsellor must not take benefit
from any situation, in any way. The client should be informed prior if there is any
circumstance which can affect the confidentiality.

1.6 LET US SUM UP

In this unit we were dealing with the teaching and training for cunselling. We discussed
culture and race and how these affect counselling process. We put forward the
various socio economic, socio demographic factors that have to be considered before
taking up the person for counselling. Also, whether the person has any physical or
mental disability which needs any other forms oif interventions needs to be assessed
and attended to. Then we presented the various approaches to counselling such as
the psycho Analytic Approach, the existential and humanistic Approaches, behavioural
approach and family systems approach etc. This was followed by the elucidation of
the counselling process itself. How to start and structure the process, how to help
client develop insight etc. The section also explained as gto how to improve the
client’s cognitive distortions and explained the family structure and the belief system
which all may influence the counselling process. How to negotiate and give homework
to the clients and how to monitor the progress re all some of the issues that were
dealt with in this unit. Then the ethical issues were delineated and put forth.

1.7 UNIT END QUESTIONS

1) What are the different techniques used by the Freud and other psychoanalytical
therapists?
2) How a client’s perception, thinking and emotions are restructured through
cognitive behaviour therapy? Give examples.
3) What are the essential steps a counsellor follows in counselling of a client?
4) Write down the different conditions which are necessary to control the disparity
between a client and a counsellor?
5) Discuss the various ethical issues to be taken care by the counsellor during
counselling sessions.

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Counsellng: Future
Directions (E-Counselling) 1.8 SUGGESTED READINGS
Gerald Corey (2001) Theory and Practice of Counseling and Psychotherapy,
Wadsworth, Brooks/Cole Thomson Learning, United States.
Ram Nath Sharma (2004) Guidance and Counselling, Subjeet Publications,
Delhi, India.
Richard Nelson-Jones (2008). Basic Counseling Skills: A helper’s manual, Sage
Publications, New Delhi.

1.9 ANSWERS TO SELF ASSESSMENT

QUESTIONS
1) c), 2) d), 3) a), 4) b), 5) b), 6) a), 7) b), 8) c), 9) c), 10) d).

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