counselling
Steps of A Counseling Session
Step One - Joining (The Social Stage)
Before the donation process counselors aims to establish a good relationship with those present regardless of their age. If joining is to be effective, it has to be appropriate to the age and culture of the clients. Counselors must know that if a session is to end well, it has to have a good beginning. Counselors must know that when the client comes, the counselor makes him / her comfortable, introduces him/herself and get information for records, such as name, address, and may be the beginning of a genogram. Very brief notes should probably be made as he/she goes along, but he/she must not give too much attention to note taking because it interferes with empathy or Joining. The counselor explains the reason for the family meeting if there was prior contact. If there was no prior contact, the counselor may start off by thanking the client for coming.
To ensure an effective counseling session, counselor sets the rules for the meeting, remember it may be very terrifying for anyone to play a game without knowing the rules yet a lot of counselors start meetings without having established even a simple contract. The counseling session also needs ground rules at the joining stage. It is wise to make agreements about non-coercion, safety, discipline and use of space and equipment.
Step Two - Denning the Problem
At this stage the counselor aims at exploring the problematic behaviour patterns of the person and the belief systems that support them, including personal ideas about the meaning of the problem and the way it should be solved and the goals the person has. It is also important to understand the person's hopes for the future and their fears about what might happen if the problem were to remain uncorrected.
Hopes
It is better to start this stage by having the person expressing his/her hopes for the future. By delaying the subject of problems, the counselor reduces defensiveness and gives the person greater freedom to show what they are like.
The start could open and it is important that a counselor accept any answer and develop it a bit e.g and ask relevant questions. The counselor then asks what the problem is or how he/she can help. Exploring the problem includes exploring the process of the problems, i.e. finding out exactly what happens, when, how often and for how long. It might also be useful to know when the problem started.
Future Dreads and Current Problems
A counselor can postpone the demonstration and discussion of current problems by asking the person to state what they are afraid will happen if things continue as they are. This is especially useful if they dispute the details of the problem. It is difficult to fight over the correctness of one another's fears than it is to squabble about the accuracy of each other's description of a past event.
Step 3 - Widening the View of the Problem
This is finding out how other systems are contributing to the presenting problem. The stance of the counselor is a not-knowing one throughout this step. The counselor should be curious as he/she explores each system reflected to under systems theory. It is important to note that a system can be explored by examining:
a) The various subsystems that influence the problem, for the family it may be the parental, sibling or individual family members.
b) The identified person's relationships with the various subsystems of each system being explored. This includes the relationship between the client and the parents, other siblings etc.
The counselor is also watching the body language of all those present and commenting on the process. The counselor, through comments, encourages clients to give more information, remaining interested in what they are saying as well as through minimal encouragers.
Counselors generally tend to get stuck by focusing mainly on the presenting problem. Widening the view of the problem focuses on the fact that individuals are not isolated but are part and parcel of a large societal network that influence the individual. It is often surprising to note how, for example, divorce, bereavement, bullying, poor school performance etc may influence a child to become truant and how the school, family etcmaintain the problem.
No matter how simple or small a problem may look from the beginning always widen the view of the problem. Aim to see the big picture. In tlie process the counselor may also start noticing 110t only how the various systems contribute to the problem but also how they may contribute to solutions. It should be noted that a family can be both a positive resource and a
source of problems for its members. The same thing happens with all the other systems that have an influence on an individual's life.
Counselors should be creative in the way they explore each system, using techniques when its appropriate, using play and drawings and simple observer - perspective questions with young children and making the questions appropriate for adults.
The counselor needs to make a decision on which systems to explore first. This is usually determined by the systems mentioned as the client(s) describe the presenting problem.
As these systems are being explored, the counselor may begin to notice other systems that are influencing the problem and these would need to be explored as the session progresses. .
It is impossible to explore in detail all the systems in one session hence the need to have subsequent sessions in order to understand how each system is contributing to the problem. A beginning counselor may need to exhaust one system at a time, giving a summary when one intends to change and explore another system.
22
'JI
The counselor may give a task at the end of each session. The task should be related to the overall goal of the session e.g. for a distant (disengaged) family, give them a task to do things together at home. In bereavement a client may be asked to write a letter to the deceased.
Counseling sessions are connected to each other by a summary of what happened in the previous session then exploring the task given in the last session. You then link that to the present, building up the trend of therapy.
!iI
Children may find it difficult to give detailed descriptions of what happens in each system hence the use of play to show or enact what happens may prove to be very useful. The stance of the counselor throughout this stage should be "the not-knowing position".
The session may continue with the counselor exploring systems that have not been explored or
seeking further clarification on the same systems. I II
Summary of a successful problem exploration
1. Is the problem the real problem or is it a symptom?
2. If it is a symptom, find out what the actual problem is.
3. When did the problem start? What significant occurrence happened at that time?
4. Check for interaction patterns, to tell you more about the problem, the systems involved, the
roles people play in maintaining or worsening the problem, etc.
5. Check out feelings and emotions involved.
6. Widen the system to find what you will later rely on as support for the client. Who has so far
helped the client, who does the client believe cares, even if they have not done anything about it, etc.
7. Pattern of the problem. Track for a possible pattern that prevails, that possibly precedes the
problem. .
8. How does the problem affect the client, as well as other significant people? How is the client
reacting to stressors in his/ her life.
9. What are the client's fears, strug~les, frustrations and concerns?
,~
h"
II
~III
"
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'I
I'
Step 4 - Solution
1 'II' ill!!
It I' Ifi
I !
At this stage the counselor mobilizes the person client/s to come up with solutions to their problems. It may be important to recognize the strength the person has shown so far by giving positive feedback.
Reference is made to the "inter-connecting systems affecting behaviour" under the systems theory heading. It is important to explore how these systems may contribute to solutions as well. A family system for example may contribute to the difficulties of the individual but may equally be a good resource in helping with a solution.
Ii
Imi II i
.Sometimes a person has many options, the counselor should help him / her come up with as many solutions as possible and to al10w him/her to explore advantages and disadvantages of each.
II i
It is important to know if there has been any improvement at any time, e~pecial1y between the making of an appointment and the visit to the counselor. Exceptions, times of improvement or times when the problem does not occur, give essential clues for constructing solutions; they give proof that the client can solve the problem.
~~I
S'S~I
23
If, during the counseling conversation, it can be discovered what was different when things were better, then the client simply has to do those that make the difference.
While exploring exceptions and solutions, the counselor should also find out whether or not the client has been to anyone else for help with the problem, and if so what was useful and not useful about what was done before. Whatever was useful can be repeated and built- on, whatever was not should not be tried again.
The counselor's task throughout is to find evidence for the client's strengths and look for times when, usually without noticing it, the client has actually overcome the problem. By being very interested in these successes and exploring them in great detail the counselor empowers the client and helps him to see news of a difference.
It is also useful to explore possible obstacles to the implementation of suggested solutions and what the family members will do to deal with them. It is often very useful if the person is al10wed to enact the suggested solution.
Sometimes the problem is difficult to have any solution at all, e.g. dealing with the pain of having a child with a disability. In this case the counselor may help the person to find ways of living with the problem while preventing it from further destroying their lives.
It is important to remember that a review session to examine how things are is important. A solution mayor may not have worked. This allows the person an opportunity to decide what to
do next. .
Checklist COl. the solution stage
I. Summarize the conclusions from the problem exploration.
2. Brainstorm on a variety of possible solutions with the client, deriving from your problem
exploration.
3. Discuss various solutions and zero-in on only two or three.
4. Discuss these in more details and empower the client to choose potions from them.
5. Study the details of the options together, and start empowering client to follow them up.
6. Give the client informative counseling if it is necessary.
7. Prepare the client for possible difficulties, confrontations, realignments, self-support,
preparing the children etc, as part of the solution.
8. Practice if necessary, for lii nicult confrontations'.
9. Discuss the fears, anxieties, etc, that the client might have.
10. Ensure that the clicnt is already in touch with the support systems that you had identified
earlier. 11. Prepare for plan B in case plan A does not work, or requires a quick diversion. 12. Assure the client that you are available for follow up whenever you are needed. Make the
follow-up plan clear so that the client can reach you in a hurry if need be. 13. Gradually wean off the client. 14. Evaluate and document. If in your interests, follow up to make your documentation
complete.
~~ S~P}L\
The Counseling Attitude
In a counseling session, the counselor creates a special place and a special time where families have the counselor's full interest, attention and appreciation.
Allow the clients to show or tell you anything they want. Occasionally ask a question to help guide them forward in what they are showing you or have them enact. There is no rush, people will tell or show you what they are ready to show or teU you. Even if they are quiet, there are thoughts going through their head. They will tell and show you when they are ready. When a person is stuck the counselor can help remove the block especially at the beginning of a session.
Allowing time to join and showing interest in clients are counseling attributes necessary for successful counseling.
This takes us to something important: - the qualities of a counselor:
Empathy:
Being in the shoes of the client, feeling with them. .
Maintaining confidentiality:
No information leaves the room unless it has been agreed upon with the client.
N on-1 udgmental:
A counselor should not judge who is wrong or right, you are there to listen to what everyone has to say. Try to be objective.
Listening:
Give clients your full attention. Clients can easily pick from your body language that you are not listening.
Show interest in your client(s):
Clients will feel valued if you show interest in their life.
Be open and honest with facts: ~'\ S5~(
If you do not know let your clients know. Should you need to give information be accurate and precise.
Respect your client's culture:
Beliefs and culture infOlm people on how they do things and when to do them. Respect their culture and beliefs.
Move at your client's pace:
Avoid rushing the client. Some issues may be highly threatening or the client may not be sure whether to trust you or not. Give your client time and space.
Control the session:
Stay focused rather than wandering all over the place.
Accept clients and their problems:
A counselor who' shows shock or disbelief on what clients tell will lose the clients. Show tolerance and acceptance. Your job is to help them to deal with their problem.
Allow clients to express their feelings:
Allow clients to express anger, sadness, crying etc. Do not block their feelings, as it is healthy for the clients.
?'i
These are the qualities and the attitudes that are important to a counselor as they go through the steps of counseling. The positive qualities, which a counselor demonstrates, help to strengthen the relationship and allow the client an opportunity to trust and express their difficulties freely.
Goals and Agendas:
In the first session, and in later sessions also, especially if the counseling seems to have lost its focus, it is essential to explore the client's GOALS - what he hopes to achieve by coming for counseling.
The client's (and counselor's) AGENDAS should also be made clear. The agenda includes the goals but also other things like how the client expects the counselor to go about helping him. If the client and counselor have very different agendas, counseling may be a failure. Also, when there is more than one client, each individual may have a different agenda, and a first task might be to find all agenda, which everyone call agree 011.
WHO IS THE EXPERT ON WHAT'! WHO MAKES WHAT DECISIONS?
In a counseling conversation, the client and counselor are a TEAM, each person having different expertise. Generally, the one who is the expert in a certain area is the one who should make the decisions about that particular aspect.
Decisions belonging to the COUNSELOR are:
.
Strategy (which interventions). Who should be there? Session length.
Frequency of sessions.
Mode of working.
Course and style of interview.
.
.
.
.
.
Decisions belonging to the CLIENT/S are:
.
What to reveal and what to conceal.
Whether to comply with or negate what the counselor says. Whether to come to the sessions or not.
.
.
JOINT Decisions (Counselor/Client Decisions)
.
Acceptance of re-frame.
Success or failure of therapy. Terminations.
Acceptable new patterns or behaviour~ Goals and agendas.
.
.
.
.
Working with the Family:
a) PRE-SESSION:
i) It is important that the counselor prepares him / herself for the session.
ii) The counselor should plan/work out a format for staying focused during the counseling
sessIOn.
iii) The counselor should look into confidentiality and barriers to counseling.
Therefore, help yourself to wear the" correct hat n.
iv) The counseHng room must be a "safe" place for all family members to express
themselves.
v) Sometimes family members have never real1y "heard" each other.
b) BREAK - MID SESSION: This is very important in professional counseling. At the beginning of the session, inform the client that you will take a break when necessary. Let them know that that is the way you work.
Check pre-session plans:
i) Review format of tracking.
ii) What is really going on? ("Process").
ili) Take a breather.
iv) Understand what is happening in the family.
v) Changes happen in interactions within a natural system, not only in interaction with a
counselor.
vi) Speaking to any member individually all the time creates an alliance.
~~ sr~
vii) Enough time is needed for the session to complete ventilation and begins to work
towards resolutions/solutions (general1y 1 - 1 Y2 hours).
viii) Don't foreclose by probing too specifically too early. Open up first, and then track
(probe) important issues.
c) POST SESSION
i) Evaluate the session and yourself as a counselor.
ii) Jot down any new thoughts / plans for the next session.
These are some points for you to consider - Did I:
.
Shift problem from individual to system. Take the focus off the symptoms.
Shift from linear to circular causality (if responsibility, then so is finding solutions).
the causes are circular and a shared
.
.
Summarizing (either by clients or counselor) is useful for ensuring comprehension, agreement, moving to new therapy phase, linking sessions, etc.
Structuring of Counseling Session:
1. Explain the structure / contract at beginning, including the time to be spent on the issues. 2. If interrupted, apologize and make the family / client comfortable again.
3. The counselor is responsible for the conduct of the session.
SOME DON'TS OF COUNSELING DON'T
. Argue with the client.
. Advise.
. Judge
. Sympathize.
. Impose your own belief system on client. . Sidestep problem -- explore.
. Get stuck in the past. It can't change.
+ Minimize client's problem.
. Interrupt.
. Take responsibility for client's problem. . Get sucked in.
. Entertain secrets unless you can use them.
It is important to note that for techniques to be effective, they need to flow easily from y' i.e. using them should be efTortless. This effortlessness only comes with A LOT ( PRACTICE.
REFERENCES
I. Minuchin S and Fishman HC (1981) Family Therapy Techniques. Harvard.
2. Griffin W.A (1993) Family Therapy: Fundamentals of Theory and Practice.
New York. Bruner/Maze.
3. Haley J. (1976) Problem Solving Therapy. Jossey Bass Inc. Pubs.
4. Burnham J. (1986) Family Therapy. Routledge.
5. Nichols M. (1984) Family Therapy: Concepts and Methods.
Boston, Allyn and Bacon.
6. Guerin P.J. (1976) Family Therapy Theory and Practice. New York Garderner.
Step One - Joining (The Social Stage)
Before the donation process counselors aims to establish a good relationship with those present regardless of their age. If joining is to be effective, it has to be appropriate to the age and culture of the clients. Counselors must know that if a session is to end well, it has to have a good beginning. Counselors must know that when the client comes, the counselor makes him / her comfortable, introduces him/herself and get information for records, such as name, address, and may be the beginning of a genogram. Very brief notes should probably be made as he/she goes along, but he/she must not give too much attention to note taking because it interferes with empathy or Joining. The counselor explains the reason for the family meeting if there was prior contact. If there was no prior contact, the counselor may start off by thanking the client for coming.
To ensure an effective counseling session, counselor sets the rules for the meeting, remember it may be very terrifying for anyone to play a game without knowing the rules yet a lot of counselors start meetings without having established even a simple contract. The counseling session also needs ground rules at the joining stage. It is wise to make agreements about non-coercion, safety, discipline and use of space and equipment.
Step Two - Denning the Problem
At this stage the counselor aims at exploring the problematic behaviour patterns of the person and the belief systems that support them, including personal ideas about the meaning of the problem and the way it should be solved and the goals the person has. It is also important to understand the person's hopes for the future and their fears about what might happen if the problem were to remain uncorrected.
Hopes
It is better to start this stage by having the person expressing his/her hopes for the future. By delaying the subject of problems, the counselor reduces defensiveness and gives the person greater freedom to show what they are like.
The start could open and it is important that a counselor accept any answer and develop it a bit e.g and ask relevant questions. The counselor then asks what the problem is or how he/she can help. Exploring the problem includes exploring the process of the problems, i.e. finding out exactly what happens, when, how often and for how long. It might also be useful to know when the problem started.
Future Dreads and Current Problems
A counselor can postpone the demonstration and discussion of current problems by asking the person to state what they are afraid will happen if things continue as they are. This is especially useful if they dispute the details of the problem. It is difficult to fight over the correctness of one another's fears than it is to squabble about the accuracy of each other's description of a past event.
Step 3 - Widening the View of the Problem
This is finding out how other systems are contributing to the presenting problem. The stance of the counselor is a not-knowing one throughout this step. The counselor should be curious as he/she explores each system reflected to under systems theory. It is important to note that a system can be explored by examining:
a) The various subsystems that influence the problem, for the family it may be the parental, sibling or individual family members.
b) The identified person's relationships with the various subsystems of each system being explored. This includes the relationship between the client and the parents, other siblings etc.
The counselor is also watching the body language of all those present and commenting on the process. The counselor, through comments, encourages clients to give more information, remaining interested in what they are saying as well as through minimal encouragers.
Counselors generally tend to get stuck by focusing mainly on the presenting problem. Widening the view of the problem focuses on the fact that individuals are not isolated but are part and parcel of a large societal network that influence the individual. It is often surprising to note how, for example, divorce, bereavement, bullying, poor school performance etc may influence a child to become truant and how the school, family etcmaintain the problem.
No matter how simple or small a problem may look from the beginning always widen the view of the problem. Aim to see the big picture. In tlie process the counselor may also start noticing 110t only how the various systems contribute to the problem but also how they may contribute to solutions. It should be noted that a family can be both a positive resource and a
source of problems for its members. The same thing happens with all the other systems that have an influence on an individual's life.
Counselors should be creative in the way they explore each system, using techniques when its appropriate, using play and drawings and simple observer - perspective questions with young children and making the questions appropriate for adults.
The counselor needs to make a decision on which systems to explore first. This is usually determined by the systems mentioned as the client(s) describe the presenting problem.
As these systems are being explored, the counselor may begin to notice other systems that are influencing the problem and these would need to be explored as the session progresses. .
It is impossible to explore in detail all the systems in one session hence the need to have subsequent sessions in order to understand how each system is contributing to the problem. A beginning counselor may need to exhaust one system at a time, giving a summary when one intends to change and explore another system.
22
'JI
The counselor may give a task at the end of each session. The task should be related to the overall goal of the session e.g. for a distant (disengaged) family, give them a task to do things together at home. In bereavement a client may be asked to write a letter to the deceased.
Counseling sessions are connected to each other by a summary of what happened in the previous session then exploring the task given in the last session. You then link that to the present, building up the trend of therapy.
!iI
Children may find it difficult to give detailed descriptions of what happens in each system hence the use of play to show or enact what happens may prove to be very useful. The stance of the counselor throughout this stage should be "the not-knowing position".
The session may continue with the counselor exploring systems that have not been explored or
seeking further clarification on the same systems. I II
Summary of a successful problem exploration
1. Is the problem the real problem or is it a symptom?
2. If it is a symptom, find out what the actual problem is.
3. When did the problem start? What significant occurrence happened at that time?
4. Check for interaction patterns, to tell you more about the problem, the systems involved, the
roles people play in maintaining or worsening the problem, etc.
5. Check out feelings and emotions involved.
6. Widen the system to find what you will later rely on as support for the client. Who has so far
helped the client, who does the client believe cares, even if they have not done anything about it, etc.
7. Pattern of the problem. Track for a possible pattern that prevails, that possibly precedes the
problem. .
8. How does the problem affect the client, as well as other significant people? How is the client
reacting to stressors in his/ her life.
9. What are the client's fears, strug~les, frustrations and concerns?
,~
h"
II
~III
"
~I
'I
I'
Step 4 - Solution
1 'II' ill!!
It I' Ifi
I !
At this stage the counselor mobilizes the person client/s to come up with solutions to their problems. It may be important to recognize the strength the person has shown so far by giving positive feedback.
Reference is made to the "inter-connecting systems affecting behaviour" under the systems theory heading. It is important to explore how these systems may contribute to solutions as well. A family system for example may contribute to the difficulties of the individual but may equally be a good resource in helping with a solution.
Ii
Imi II i
.Sometimes a person has many options, the counselor should help him / her come up with as many solutions as possible and to al10w him/her to explore advantages and disadvantages of each.
II i
It is important to know if there has been any improvement at any time, e~pecial1y between the making of an appointment and the visit to the counselor. Exceptions, times of improvement or times when the problem does not occur, give essential clues for constructing solutions; they give proof that the client can solve the problem.
~~I
S'S~I
23
If, during the counseling conversation, it can be discovered what was different when things were better, then the client simply has to do those that make the difference.
While exploring exceptions and solutions, the counselor should also find out whether or not the client has been to anyone else for help with the problem, and if so what was useful and not useful about what was done before. Whatever was useful can be repeated and built- on, whatever was not should not be tried again.
The counselor's task throughout is to find evidence for the client's strengths and look for times when, usually without noticing it, the client has actually overcome the problem. By being very interested in these successes and exploring them in great detail the counselor empowers the client and helps him to see news of a difference.
It is also useful to explore possible obstacles to the implementation of suggested solutions and what the family members will do to deal with them. It is often very useful if the person is al10wed to enact the suggested solution.
Sometimes the problem is difficult to have any solution at all, e.g. dealing with the pain of having a child with a disability. In this case the counselor may help the person to find ways of living with the problem while preventing it from further destroying their lives.
It is important to remember that a review session to examine how things are is important. A solution mayor may not have worked. This allows the person an opportunity to decide what to
do next. .
Checklist COl. the solution stage
I. Summarize the conclusions from the problem exploration.
2. Brainstorm on a variety of possible solutions with the client, deriving from your problem
exploration.
3. Discuss various solutions and zero-in on only two or three.
4. Discuss these in more details and empower the client to choose potions from them.
5. Study the details of the options together, and start empowering client to follow them up.
6. Give the client informative counseling if it is necessary.
7. Prepare the client for possible difficulties, confrontations, realignments, self-support,
preparing the children etc, as part of the solution.
8. Practice if necessary, for lii nicult confrontations'.
9. Discuss the fears, anxieties, etc, that the client might have.
10. Ensure that the clicnt is already in touch with the support systems that you had identified
earlier. 11. Prepare for plan B in case plan A does not work, or requires a quick diversion. 12. Assure the client that you are available for follow up whenever you are needed. Make the
follow-up plan clear so that the client can reach you in a hurry if need be. 13. Gradually wean off the client. 14. Evaluate and document. If in your interests, follow up to make your documentation
complete.
~~ S~P}L\
The Counseling Attitude
In a counseling session, the counselor creates a special place and a special time where families have the counselor's full interest, attention and appreciation.
Allow the clients to show or tell you anything they want. Occasionally ask a question to help guide them forward in what they are showing you or have them enact. There is no rush, people will tell or show you what they are ready to show or teU you. Even if they are quiet, there are thoughts going through their head. They will tell and show you when they are ready. When a person is stuck the counselor can help remove the block especially at the beginning of a session.
Allowing time to join and showing interest in clients are counseling attributes necessary for successful counseling.
This takes us to something important: - the qualities of a counselor:
Empathy:
Being in the shoes of the client, feeling with them. .
Maintaining confidentiality:
No information leaves the room unless it has been agreed upon with the client.
N on-1 udgmental:
A counselor should not judge who is wrong or right, you are there to listen to what everyone has to say. Try to be objective.
Listening:
Give clients your full attention. Clients can easily pick from your body language that you are not listening.
Show interest in your client(s):
Clients will feel valued if you show interest in their life.
Be open and honest with facts: ~'\ S5~(
If you do not know let your clients know. Should you need to give information be accurate and precise.
Respect your client's culture:
Beliefs and culture infOlm people on how they do things and when to do them. Respect their culture and beliefs.
Move at your client's pace:
Avoid rushing the client. Some issues may be highly threatening or the client may not be sure whether to trust you or not. Give your client time and space.
Control the session:
Stay focused rather than wandering all over the place.
Accept clients and their problems:
A counselor who' shows shock or disbelief on what clients tell will lose the clients. Show tolerance and acceptance. Your job is to help them to deal with their problem.
Allow clients to express their feelings:
Allow clients to express anger, sadness, crying etc. Do not block their feelings, as it is healthy for the clients.
?'i
These are the qualities and the attitudes that are important to a counselor as they go through the steps of counseling. The positive qualities, which a counselor demonstrates, help to strengthen the relationship and allow the client an opportunity to trust and express their difficulties freely.
Goals and Agendas:
In the first session, and in later sessions also, especially if the counseling seems to have lost its focus, it is essential to explore the client's GOALS - what he hopes to achieve by coming for counseling.
The client's (and counselor's) AGENDAS should also be made clear. The agenda includes the goals but also other things like how the client expects the counselor to go about helping him. If the client and counselor have very different agendas, counseling may be a failure. Also, when there is more than one client, each individual may have a different agenda, and a first task might be to find all agenda, which everyone call agree 011.
WHO IS THE EXPERT ON WHAT'! WHO MAKES WHAT DECISIONS?
In a counseling conversation, the client and counselor are a TEAM, each person having different expertise. Generally, the one who is the expert in a certain area is the one who should make the decisions about that particular aspect.
Decisions belonging to the COUNSELOR are:
.
Strategy (which interventions). Who should be there? Session length.
Frequency of sessions.
Mode of working.
Course and style of interview.
.
.
.
.
.
Decisions belonging to the CLIENT/S are:
.
What to reveal and what to conceal.
Whether to comply with or negate what the counselor says. Whether to come to the sessions or not.
.
.
JOINT Decisions (Counselor/Client Decisions)
.
Acceptance of re-frame.
Success or failure of therapy. Terminations.
Acceptable new patterns or behaviour~ Goals and agendas.
.
.
.
.
Working with the Family:
a) PRE-SESSION:
i) It is important that the counselor prepares him / herself for the session.
ii) The counselor should plan/work out a format for staying focused during the counseling
sessIOn.
iii) The counselor should look into confidentiality and barriers to counseling.
Therefore, help yourself to wear the" correct hat n.
iv) The counseHng room must be a "safe" place for all family members to express
themselves.
v) Sometimes family members have never real1y "heard" each other.
b) BREAK - MID SESSION: This is very important in professional counseling. At the beginning of the session, inform the client that you will take a break when necessary. Let them know that that is the way you work.
Check pre-session plans:
i) Review format of tracking.
ii) What is really going on? ("Process").
ili) Take a breather.
iv) Understand what is happening in the family.
v) Changes happen in interactions within a natural system, not only in interaction with a
counselor.
vi) Speaking to any member individually all the time creates an alliance.
~~ sr~
vii) Enough time is needed for the session to complete ventilation and begins to work
towards resolutions/solutions (general1y 1 - 1 Y2 hours).
viii) Don't foreclose by probing too specifically too early. Open up first, and then track
(probe) important issues.
c) POST SESSION
i) Evaluate the session and yourself as a counselor.
ii) Jot down any new thoughts / plans for the next session.
These are some points for you to consider - Did I:
.
Shift problem from individual to system. Take the focus off the symptoms.
Shift from linear to circular causality (if responsibility, then so is finding solutions).
the causes are circular and a shared
.
.
Summarizing (either by clients or counselor) is useful for ensuring comprehension, agreement, moving to new therapy phase, linking sessions, etc.
Structuring of Counseling Session:
1. Explain the structure / contract at beginning, including the time to be spent on the issues. 2. If interrupted, apologize and make the family / client comfortable again.
3. The counselor is responsible for the conduct of the session.
SOME DON'TS OF COUNSELING DON'T
. Argue with the client.
. Advise.
. Judge
. Sympathize.
. Impose your own belief system on client. . Sidestep problem -- explore.
. Get stuck in the past. It can't change.
+ Minimize client's problem.
. Interrupt.
. Take responsibility for client's problem. . Get sucked in.
. Entertain secrets unless you can use them.
It is important to note that for techniques to be effective, they need to flow easily from y' i.e. using them should be efTortless. This effortlessness only comes with A LOT ( PRACTICE.
REFERENCES
I. Minuchin S and Fishman HC (1981) Family Therapy Techniques. Harvard.
2. Griffin W.A (1993) Family Therapy: Fundamentals of Theory and Practice.
New York. Bruner/Maze.
3. Haley J. (1976) Problem Solving Therapy. Jossey Bass Inc. Pubs.
4. Burnham J. (1986) Family Therapy. Routledge.
5. Nichols M. (1984) Family Therapy: Concepts and Methods.
Boston, Allyn and Bacon.
6. Guerin P.J. (1976) Family Therapy Theory and Practice. New York Garderner.
posted by mwesigye herbert at 7:15 AM
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