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Seminar 2

Guidance and Counselling

Tutor: Nicholas Bamphield


Seminar outline
Housekeeping: assignment

Counselling Theories-II (Chapter 3)

Break

The Counselling Process-1 (Chapter 4)

Housekeeping, Q & A (General matters), Preparation for


the next seminar: Read Chapter 5 & 6
DO NOT RUN AWAY FROM
PROBLEM, TACKLE IT !
Chapter 3: Counselling Theories-II
Objectives:

At the end of Chapter 3, you should be able to:

Compare the characteristics of the behavioural theory, rational


emotional behaviour theory and Gestalt theory
Compare how the three theories view human behaviour
describe the counselling techniques proposed by these three
theories
Identify the prominent personalities for each of these three
theories
Gestalt Therapy
A school of thought that stresses the
perception of completeness and
wholeness.
Gestalt theory emphasizes how people
function in their totality.
Stresses acting in the present.
Changes in thoughts and feelings
basically follow changes in behaviors.
GESTALT THERAPY VERBATIM
GESTALT ASSUMPTIONS OF
HUMAN NATURE

A person functions as a complete being,


surrounded by many parts of his or her
being including spouse, families,
peers, colleagues, work and community.
The concept of the whole also applies to the
interaction between the
psychological (mind) and physiological (body)
aspects of the person.

Thus, a healthy person is one who is able to


live productively by coordinating and balancing
the various parts of life into a complete, unified
and healthy whole. In other words, an
individual can cope with his life problems,
especially if fully aware of what is happening in
and around him (Clarkson, 2004).
View of Human Nature/Personality
Human beings work for wholeness and
completeness in life.
Each person has a self-actualizing
tendency.
Trust is placed on the inner wisdom of
people.
Each person seeks to live integratively,
striving to coordinate the various parts of
the person into a healthy and unified
whole.
Anti-deterministic each person is able
to change and become responsible.
Gestalt and the Individual
Individuals are actors in the events around
them, not just reactors to events.
People discover different aspects of
themselves through experience, not talk.
Individuals may have the inability to
identify and resolve unfinished business.
Unfinished business
Unfinished business refers to matters involving feelings
and thoughts about a particular issue in the clients past
life that was not completely resolved such as hatred,
guilt, resentment and so forth.

Unresolved issues means feelings and thoughts are not


fully expressed, thus hanging over the persons life,
carried into the present in ways that interfere with the
effective contact with oneself and others.

Such unresolved or unexpressed feelings can cause


resentment, hatred, anger, guilt or sadness
Individual Difficulties
According to Gestaltists, people may lose contact with
difficulties in a number of ways:
Lose contact with the environment and the resources in it.
Too involved with the environment and become out of
touch with themselves.
Fail to put aside unfinished business.
Experience conflict between the top dog (what they think
they should do) and the underdog (what they want to do).
Neurotic
Difficulty handling the dichotomies of life:
Love/Hate
Masculinity/Femininity
Pleasure/Pain
Neurotic Behavior

Individuals who become neurotic are


those who try to attend to too many needs
at one time and therefore do not take care
of one fully.
Roles of the
Counselor/Therapist
Create an atmosphere that promotes clients
explorations of what they need to grow.
Must be exciting, energetic, and fully human.
Involvement occurs in the now, which is a
continuing process.
Assist clients in blocking energy and using it in
positive and adaptive ways.
Assist clients in recognizing patterns in their
lives.
Do not use instruments or make diagnoses.
THE GOAL OF GESTALT THERAPY
COUNSELLING TECHNIQUES
(continuation)
Strengths and Contributions
Emphasis on helping people incorporate and
accept all aspects of their lives.
Focus on resolving areas of unfinished
business.
Primary emphasis on doing rather than talking.
Flexible and not limited to a few techniques.
Versatility with regard to disorders.
Limitations and Criticisms
Lacks a strong theoretical base.
Does not allow for passive insight and change
that some clients are more likely to use.
Mostly avoids diagnosis and testing.
Too concerned with individual development and
is in essence very self-centered approach.
Behavioural
counselling
Behavioural counselling
Behavioural theories contrast sharply with insight-
oriented or Gestalt approaches. For one thing,
counsellors holding on to behavioural tenets are active
when conducting sessions, compared to insight
therapies.
Second, behavioural counsellors focus on changing
clients behaviour rather than exploring thoughts and
feelings.
Third, counsellors using the behavioural approach work
within a short time frame of sessions, with clear-cut
goals to achieve in a defined time limit. Whereas insight-
oriented counsellors believe on thoughts and feelings,
behavioural counsellors focus on observable and
measurable behaviours. They believe that behaviour is
learned, thus it can be changed.
Behavioural counselling

Counsellors Characteristics
are active
when
conducting
sessions
Focus on
changing clients
behaviour
Counselling sessions
short, with clear-
cut goals
BEHAVIOURAL COUNSELLING
BEHAVIOURAL ASSUMPTION ON
HUMAN NATURE
REINFORCEMENT
PURPOSE OF COUNSELLING AND ROLE
OF THE COUNSELLOR
The goal of behavioural counselling is for the counsellor
and the client to mutually agree on counselling goals.
The main emphasis in counselling would be to see and
observe a change in behaviour, and such desired
change is documented in a form of a contract.
Goals are stated in terms of specific behaviour change
that can be measured and can be reasonably achieved
by clients.
In other words, the client will get involved in deciding on
what to change and how to change.
COUNSELLING TECHNIQUES
Counselling techniques are based on the
various principles of learning proposed
in the behavioural approach. Using operant
conditioning principles, undesirable
behaviour may be decreased or eliminated
through using reinforcement or punishment,
either operated by clients themselves, or by
significant others in the
clients environment.
COUNSELLING TECHNIQUES
The counsellor will use shaping techniques, where the
target skill is broken down into smaller, achievable units
so that clients can accomplish one small change at a
time until they acquire the whole new behaviour.
Rehearsal is a major technique for clients to practice
new behaviour.
Using classical conditioning principles where fear or
phobia has been acquired, a technique called
systematic desensitisation can be applied. In this
technique, instead of feeling fear or anxiety about an
object, person or animal, the client is taught to feel
relaxed and calm at various small steps approaching the
main feared figure
COUNSELLING TECHNIQUES
Modelling is another technique where
clients observe a model demonstrating the
desired behaviour. The model can be
the counsellor, a peer or a family member.
Behaviour Therapy

It is the application of behavioural principles, derived from


learning theories, to the treatment of clinical conditions such
as phobias, obsessions, and sexual and interpersonal
problems.

The symptoms of these disorders are regarded as learned


patterns of
behaviour that therapy can enable the patient to unlearn.

For example, in treating a phobia, the patient is taken


gradually into the feared situation, and in about 20 sessions,
the fear noticeably reduces.
RATIONAL EMOTIVE
BEHAVIOURIAL THEORY
Albert Ellis
(1951)
RATIONAL-EMOTIVE BEHAVIOUR THERAPY
(REBT)

ALBERT ELLIS
- Combined
humanistic,
philosophical and
behavioural
therapy
REBT
The A-B-C Theory
Pertalian antara pemikiran (Belief), perasaan (Emotional
Consequences), dan tingkah laku (Activating Event) ialah:

Pemikiran Tingkah laku

Perasaan
REBT: Contoh Kes
Pemikiran, perasaan dan tingkah laku adalah
saling berkait. Sebagai contoh bermula dari:

PEMIKIRAN
(B)
PERASAAN TINGKAH LAKU
(C) (A)

Contoh: Indra fikir dia telah disisihkan oleh kawan-kawan.


REBT: Contoh Kes

B= Pemikiran Indra menyebabkan dia merasa


C= kecewa, sedih dan runsing.
A= Tingkah lakunya berubah. Dia menjadi diam
dan tidak melibatkan diri dalam kumpulan.
REBT: Contoh Kes
Contohnya kedua:
Tini jatuh cinta dengan Ali. Dia sentiasa
berfikir mengenai Ali. Tingkah lakunya
pun berubah. Dia mula bergaya dan
memerhati apa yang diminati oleh Ali
untuk dibuatnya supaya Ali juga
mencintainya.
REBT: Contoh Kes
PERASAAN
(C)

PEMIKIRAN TINGKAH LAKU


(B) (A)
REBT: Contoh Kes
Contoh ketiga:
Fikri kekadang kencing malam. Dia
merasa malu dan takut orang akan
mengetahui kelemahannya ini. Dia
runsing dan selalu memikirkan
mengenainya.
REBT: Contoh Kes
TINGKAH LAKU
(A)

PERASAAN PEMIKIRAN
(C) (B)
REBT
2. Konsep Penting

A = Activating Event (Perasaan/Peristiwa)


B = Belief (Kepercayaan)
C = Emotional & Behaviourial Consequences (Tingkah laku)
D = Disputing Intervention
E = Effect
F = New Feeling
Question?
Question?
Question?
End of
Chapter
3
Three Types of People

In life there are three types of people:

Those who make things happen

Those who watch things happen

Those who doesnt know


what is happening
Chapter 4: The Counselling Process-I
Objectives:

At the end of Chapter 4, you should be able to:

List some misconceptions about counselling


Define the counselling process
Identify the steps in the counselling process
Explain how the counsellor creates empathy
Elaborate on the role of genuineness in building counsellor-client
relationship
Discuss the role of problem assessment I counselling
Describe goal setting in counselling
Remember

Everybody makes mistakes; that's


why they put erasers on pencils
SOME MISCONCEPTIONS ABOUT COUNSELLING

Counselling is only for people who have serious emotional or


mental problems
Counselling is for people who are too weak to overcome an
addiction or has some other type of inadequacy in dealing
problems on their own
The counsellor will teach you how to cope with your problem
A good counsellor will provide you with a quick solution to your
problems with little to no effort on your part if you ask them
When in counselling, the counsellor does most of the talking and
you listen
Counsellors will work towards changing your beliefs and values
to conform to the right way to feel and act
If you choose to seek professional help, you are considered
mentally un healthy
Counselling is painful, unpleasant and serious!
Can it really be confidential?
Misconceptions
What are the factors or reasons that
have led you to have these
misconceptions?
The Counselling Process

Relationship Building
Problem Assessment
Goal setting
Counselling Intervention
Evaluation, Termination or
Referral
Counselor-client relationship

Relationship building

Empathy Warmth

Genuineness
Key Steps to success in
Counselling

Willingness Motivation

Commitment
Faith
Why assess your
client?
Enable counsellors to
make an accurate diagnosis

Facilitate generation Determine a persons


of options and alternatives suitability for a
particular treatment
plan

Enable assessment Enable counsellors to


of environment or context develop a treatment plan

Make goal-setting easier and


achievement of goals measurable
What to assess?

Summary and Identifying data


recommendations
Problems
Presented

Description of
the client Clients
during the current life
interview style

Personal History Family history


Guidelines for selecting and
defining goals

Consistent How to select and define? Relate to the


with the desired end or
school ends
mission and
Explicit and
health
measurable terms
policy Stated in
positive terms
that emphasise
growth feasible
Within the range of
the counsellors
knowledge and skills
Process of selecting and defining goals
With the student

Determine the students readiness to negotiate goals


Explain to the student the purpose of selecting and defining
goals
Select appropriate goals together
Define the goals explicitly
Determine the feasibility of goals and discuss their potential
benefits and risks
Assist the student to make a choice about committing to specific
goals
Rank goals according to the students priorities and according to
the nature of the goals. The easiest goals should be addressed
first. This allows the student to feel success, which builds
confidence and motivation.
NEVER GIVE UP !!!
Question?
Question?
Question?
End of
Chapter
4
MAY GOD
BLESS YOU

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