Methods The counseling method is a term to explain the intended emphasis of your counseling session.

Both method and techniques will aid a leader in the counseling role. The method a counselor chooses may be either direct approach (counselor-centered) or indirect approach (counselee-centered) although a combination of both is often appropriate. Direct approach When the counselor assumes the initiative and carries a major part of the responsibility for problem identification and resolution he or she is using the direct approach. This approach has a long and honored history. James Carroll, in his book Face to Face calls this approach, "I talk, you listen" (44). Traditionally, people faced with problems and personal crisis turn for guidance to those they consider wiser and more experiencedthis approach is useful in those cases. This direct approach to counseling might also be called the problem-solving approach. The counselor collects pertinent information with aims to determine the problem and cause. This may happen to some degree before the counseling session begins. During the session, the counselor discusses the problem with the counselee and sparingly makes recommendations or suggestions. Carroll also warns that the counselor must not stifle counselee input even though the directive approach is being used. Disciplinary counseling is another example of when directive approach may be appropriate. Non-directive The non-directive method (also called counselee-centered) was developed primarily by the renowned psychologist Dr. Carl B. Rogers. As the name would suggest, the counselors participation is minimal, and the techniques of reflection and acceptance are used to encourage the counselee to freely express himself. The counselor pays particular attention to the emotion and attitudes associated with the problem. Additionally, the counselee is encouraged to choose the goals, make the decisions, and take responsibility for those decisions. The counselor should genuinely have faith in the counselee to work out the problem. This method is limited by the ability and intelligence of the counselee. It is also limited by the desire of the individual to change for the better. Despite these limitations, the non-directive method of counseling is most appropriate more often than the directive. Techniques The counseling techniques are a series of questions, or the process, to help the counselor conduct an effective session. Just as the counselor must determine the best overall method for handling each situation, the counselor should also selectively employ affective counseling techniques (questioning, encouragement, and non-verbal behavior) to ensure a successful session. First, when questioning, the counselor should ask questions to encourage the counselees participation. The questions should be few, but steer the counselee toward a solution. Avoid "why" questions because they can cause the counselee to become defensive. Also, avoid questions where the counselee could simply answer "yes" or "no." The counselor should strive to keep the counselee talking. Next, practice encouragement by making simple statements of support that reassure the counselee that the counselor is genuinely there to help. This can include sympathizing, like the statement, "I see this is a difficult subject for you." This technique will help keep the session from stalling if the counselee becomes angry or withdraws. Finally, the counselor should be aware of the nonverbal behaviorbody language (actions, gestures, or even tone of voice) can distract the counselee. Crossing your arms or frowning can cause the counselee to withdraw or become angry. Sitting behind a desk, a counselor can come across as domineering or adversarial. Instead, sit at two chairs on the same side of the table. A comfortable setting goes a long way toward an effective counseling session. Additionally, the counselor should be aware of the body language coming from the counselee. For example, clenched fists may indicate unwillingness to open up. These techniques are best employed as part of a counseling plan TYPES OF COUNSELINGCounseling should be looked upon in termsof the amount of direction that the counselor givesthe counselee. This direction ranges from fulldirection (directive counseling) to no direction(nondirective counseling).Directive CounselingDirective counseling is the process of listeningto a members problem, deciding with the memberwhat should be done, and then encouraging andmotivating the person to do it. This type ofcounseling accomplishes the function of advice;but it may also reassure; give emotional release;and, to a minor extent, clarify thinking. Mosteveryone likes to give advice, counselors included,and it is easy to do. But is it effective? Doesthe counselor really understand the membersproblem? Does the counselor have the technicalknowledge of human behavior and the judgmentto make the right decision? If the decision isright, will the member follow it? The answer tothese questions is often no, and that is why advice-giving is sometimes an unwise act in counseling.Although advice-giving is of questionable value,some of the other functions achieved by directivecounseling are worthwhile. If the counselor is agood listener, then the member should experiencesome emotional release. As the result of theemotional release, plus ideas that the counselorimparts, the member may also clarify thinking.Both advice and reassurance may be worthwhileif they give the member more courage to take aworkable course of action that the membersupports.Nondirective CounselingNondirective, or client-centered, counseling isthe process of skillfully listening to a counselee,encouraging the person to explain bothersomeproblems, and helping him or her to understandthose problems and determine courses of action.This type of counseling focuses on the member,rather than on the counselor as a judge andadvisor; hence, it is client-centered. This typeof counseling is used by professional counselors,but nonprofessionals may use its techniques towork more effectively with service members. Theunique advantage of nondirective counseling is itsability to cause the members reorientation. Its tresses changing the person, instead of dealingonly with the immediate problem in the usual manner of directive counseling. The counselor attempts to ask discerning questions, restate ideas,clarify feelings, and attempts to understand why these feelings exist. Professional counselors treat each counselee as a social and organizational equal. They primarily listen and try to help their client discover and follow improved courses ofaction. They especially listen between the lines to learn the full meaning of their clients feelings.They look for assumptions underlying the counselees statements and for the events the counselee may, at first, have avoided talking about. A persons feelings can be likened to a nice berg. The counselor will usually only see the revealed feelings and emotions. Underlying these surface indications is the true problem that the member is almost always initially reluctant to reveal.

Types of Counselling

y y y

Directive or Counsellor-centered Non-Directive or Client-centered Eclectic Directive or Counsellor-centered Steps Involved

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Analysis :Collecting information from sources & understanding the counselee. Synthesis :Summarising & organizing the data so that they reveal the counsellees assets, liabilities, adjustments & maladjustments. Diagnosis :Formulating conclusions regarding the nature and the cause of the problems exhibited by the counselee. Prognosis :Predicting the future development of the counsellees problems. Counselling :Counsellor taking steps with the counsellee to bring about adjustment and readjustment for the counselee. Follow-Up :Helping the counsellee with the new problems or with recurrence of the original problem and determining the effectiveness of the counseling provided to him. Non-Directive Counselling

y y y y y

The client-counsellee is the pivot He takes on an active part in counseling He takes decisions regarding the actions to be taken Counsellor is a facilitator Counsellor creates an atmosphere Eclectic Counselling

y y y y

Considers both Directive and Non-Directive counseling are at extreme ends. Counsellor deliberately tries to incorporate both Directive & Non-Directive counseling methods. Counsellor first studies personality & needs of the counselee, then he selects the methods that would be most helpful for the individual. Counsellor can select Non-directive method & then switch over to the directive method & vice-versa.

NON-DIRECTIVE COUNSELING

encourages the student to feel comfortable in the expression of feelings and thus facilitates positive change. There are five basic responses to student commentary. The first, reflection, is the restating of the student's comment. This may be done in the exact same terminology used by the student, the repeating of part of the comment, or by rewording the student's statement. Reflection lets the student know that you are listening and promotes continued commentary. The second response, a leading statement or question, is designed to encourage the student to elaborate on a topic or devise a solution to a specific problem. Examples of a leading remark include: "I'd like to hear your opinion.", "Tell me more about yourself.", and "What happened then?". The third response, clarification, involves the stating of implied feelings behind a student's verbal communication. Examples of clarification include: "You sound sad." and "It appears as if you're very angry at Samantha." Clarification helps the student to

While most often used by certified counselors, psychologists and psychiatrists, non-directive counseling provides a number of techniques which can be used effectively by teachers and staff when talking with students about their undersirable behavior. Attributed to Carl Rogers, this technique was designed to allow the individual in emotional turmoil to talk out problems and resolve difficulties with a minimum of direction being provided by the person serving as counselor. Rogers believed that everyone has the motivation and ability to change in order to become a better, more "self-actualized" person. To help our students to achieve this state, we as teacher-counselors, act as a sounding board; observing, listening, and deliberately responding according to certain guidelines while the student explores and analyzes the problem and devises a personal solution. The teacher-counselor's demeanor is ALWAYS accepting and non-punitive. This style

identify his/her feelings. It can also be used to focus the student's thoughts' on ways to deal with the emotions which are present. The fourth, summarization, is a review of what has been discussed thus far in your counseling session. This summary allows both participants to briefly reflect on what has occurred, view it clearly, and use it as a new starting point from which to build. The fifth response, questioning, is comprised of two main types: closed questions which are intended to yield brief, specific information; and open endedquestions which are used to encourage the student to talk at greater length on a topic. Examples of closed questioning include: "How old is Don?" and "Did you complete your homework?" Examples of open questioning include: "How's it going in science class?" and "How do you feel about losing recess?" Rogers believed that this non-opinionated approach helps others to resolve inner conflicts and feelings which manifest themselves in undesirable behavior. Therefore, the reduction of this inner turmoil can reduce inappropriate behavior. This technique is useful with students who can be "reasoned with," and are seeking a solution to their problems (or just want to talk). Certainly, the student must be motivated to be involved in a therapeutic discussion. This is not a technique which can be imposed upon the student. Yet, because the student is involved in the program and chooses the most appropriate solution, s/he is more likely to follow the proposed solution. The non-directive approach is also useful with students of lower intelligence levels who have accompanying speech and language problems which make their verbalizations difficult to understand. Reflection can be useful in these situations. Repeat the words that are comprehended, continuing the conversation and allowing the student to vent his/her emotions. The Directive Approach 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. Counselling Steps 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 extend 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 consuining step in the whole process. This is where the expertise of the counsellor is needed most. It is a highly persoi~alised 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 friendlytencouraging way. It may also involve practice sessions where with the warm support of the counsellor the counselee acts out the way hetshe should. Thus hetshe becomes histher own teacher to the extend histher 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 h i s h e r interests motives and capabilities (b) helping himther 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 himtherself two types of data are needed - self perceived data and data from external appraisal. The counselee himself is the best and saurce of certain type of infonnation. However the counsellors should also cqmmunicate those information obtained through ailalysis and diagnosis. However, helshe should be cautious enough not to make the counselee think that both of them are in the s a n e state of ignorance. Couilsellor doesiiot enumerate in detail the steps of hislher analysisldiagnosis, etc. But the couilselee is given an overall idea. HeIShe should avoid a dogmatic position but through hislher theoretical knowledge, eNperience and judgment, assist the counselee. The counsellor should not at any time appear indecisive because it can cause loss of confidence in himther. He should maintain a varied and running discussion of the case-data taking clue from the caunselee changing facial and verbal expressions. Thus the counsellor co-operate with the counselee to reach a valid interpretation of the case and an effective prlogramme of adaptive behaviour changes. Non-directive Counselling In this approach, the counsellor provides an atmosphere in which the client can fully explore hislher own thoughts and feelings freely without any fear or pressure. This by mikin$ the counselee understand hislher potentialities the counsellor acts as a catalytic agent. Here tile source of data is the client himlherself 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. Centrdl Hypothesis Czirl RBgers, the chief proponent of the client centered approach has formulated a central hypothesis as follows:

I a) The individual has within himlherself the capacity latent if not evident to understand those aspects of himlherself and of hislher life which are causing himlher 1 di$satisfaction anxiety or pain and the capacity and the tendency to reorganise him1 t herself and hisfher relationship to life in the direction of selfactualization and 1 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 chbracterised by genuine acceptance of the client as a person of unconditional worth, a cont inuing s ens i t ive a t t emp t to unde r s t and the exi s t ing f e e l i n g s 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 11s further hypothesized that in such an acceptant understanding and non-threatening amosphere the client will reorganise lliinlherself. 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 enviro+ent of a counselling situation. I f the counsellor possess some personal qualities like codgruency (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 helshe does and to convey this understanding). However, this theory underestimates the need for the counsellor to be an expert in behavipur 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 helshe stresses listening, paraphrasing, reflecting client's comments rather than interpreting direct questioning, etc. 2.6.3 Eclectic Approach Here the counsellor bases hislher counselliilg on concepts taken from various available viewpoints. Helshe owes on specific theoretical allegiance. Instead, incorporates those procedures and techniques which helshe 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 a s such no single theory of personality could explain the various behavioural pattern exhibited by individuals. S o also each problem is unique i n its content and intensity and a technique or approach suitable i n o n e case need not

even he effective i n the second case. These suggests an approach which is tailor made to handle individual cases and eclecticism advocates this neopant. 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 i n the present situation. i i ) 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 tlle term psychological case handling instead of psychotherapy. Steps involved i n psycholo~i c a l case handling are: a ) Systematic diagnosis l o ohtain a complete picture of the clients prohlem. b) Understanding thc 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. 'Multimodal therapy' originated by Arnold Lazarus is yet another exilmple of cclectic approach. He explains seven major areas of personality function ( I ) behaviour (observable action), ( 2 ) affective (emotional), (3) sensation (feelings), ( 4 ) images (imagination), (5) cognition's (thought process), (6) interpersonal relationsliips (socii\l) and (7) drugs/ hiological (physical). He uses the acronym BASIC ID to encompass ill1 these modalities. An important feature of this approach is the insistance that every individual is unique with his own BASIC ID. Maladaptive behaviours are assumed to result frorn faulty learning and the goal of counselling is to bring about client desired changes that will be enduring and to acconlplish this is an efficient and humane way