Page 185 - DEDU502_GUIDANCE_AND_COUNSELING_ENGLISH

Unit 17: Counseling Services: Individual Counseling

Another objective toward which the counselor works is assisting the student to examine the psychological Notes
dimensions of what he is thinking and saying. The counselor’s approach in this regard is quite the
opposite of that of a person engaged in social conversation. In social situations we react to remarks
of self-doubt or anxiety by attempting to “close down” the display of emotion. We may interject
mirth, change topics, give words of comfort, or suggest that things really couldn’t be as they seemed.
Counselors do quite the opposite. Rather than “close down” the student, the counselor will focus
upon the central concern of the student and help him to open up. When a test-anxious student
suggests that he will fail, the conversationalist reassures, “I can’t imagine you failing. You’ve always
done so well.” The counselor, however, probes, “You’re certain you’ll fail. Why?”
The counselor must be mindful of limits in time and his ability to assist the student. Assisting the
student to open up carries with it the obligation, on the part of the counselor, to have the time and
skill to follow through and terminate the interview successfully.
During the course of practice, counselors find themselves operating at various points along our
dimensions. The nature of the relationship of the student’s awareness may determine, in part, the
counselor’s behaviour. However, the counselor’s basic philosophy concerning human development
and the translation of this philosophy into a theoretical approach to counselling also influences his
behaviour.
Self Assessment
1. State whether the following statements are ‘true’ or ‘false’.
(i) Individual Counseling’s major purpose is the changing of one’s view of himself, others and
the physical milieu.
(ii) Secondary school pupils and college students may require individually recieved help in
planning their courses and jobs in adjusting them.
(iii) There is no need of councellor in individual councelling.

17.3. Nature of Individual Counseling Problems

There has been and still is considerable discussion about the kind of problems with which the
school counselor should be concerned. Many counselors have been firmly instructed to recognise
that there are some emotional and personal problems that should be avoided; that they should be
ready to refer the individual to a psychiatrist or consulting psychologist. They have been told that
there is a danger of doing the person harm, although the specific danger and harm have not been
delineated.
The term carries no implication of the seriousness of the problem. It would seem, therefore, that
Arbuckle’s emphasis on psychotherapy as a semantic problem is justified. It is the belief of the
authors that when one undertakes to guide people in their educational and vocational careers and
choices he is influencing and intervening in behavioural, attitudinal, and social aspects of the
counselee’s life and personality quite as much as if the counselling were quite frankly being called
psychotherapy.
The big difference between counselling and psychotherapy appears to be a matter of structure. It
has been indicated that in psychotherapy the approach is general and initially vague while in
counselling, as typically viewed, the relationship involves a specific problem. It is a simple matter
to demonstrate that very frequently a specific problem of vocational choice is an excuse the counselee
uses to deal with a general problem of dislike of parents, distrust of teachers, and fear of one’s peers.
It must also be admitted that aversion to psychotherapy on the part of the counselor is an indication
that he lacks the skill and knowledge that will give him sufficient self-assurance to function in a
situation lacking the comfort of discernable structure. The final fact is that making a vocational
choice often does call for an examination and evaluation of personal problems.

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