Introduction to Counseling in Schools

1

• Introduction to Counseling in Schools

http//www.csub.edu/nbringman
2
Comprehensive Guidance and Counseling Programs

• Individual Counseling
• Group Counseling
• Consultation
• Coordination
• Classroom Guidance

3
Individual vs. Group Counseling

• See students individually when
• Confidentiality is necessary
• Problem could be embarrassing to discuss in a
  group
• Environmental/family issues involved
• Student is extremely shy
• Student cannot/does not relate to peers
• Student uncomfortable in group situations

4
Individual vs. Group Counseling

• See students in small groups when
• Feedback from peer group important
• Need for peer support system
• Student feels pressure in one-on-one situations
• Multiple students with similar issues/concerns/goa
  ls

5
Group Counseling

• Rationale for Group Counseling
• Students are used to being in groups
• Universality
• Encourages peer interaction
• Provides a valuable learning experience
• Group counseling can be effective
• More students served by the counselor
• Disadvantages of Group Counseling
• Confidentiality/Trust
• Students miss class

6
Active vs. Passive Counselors

• Passive Counselors/Counseling
• Genuine, empathic, attentive
• Reflect feelings, pose questions, avoid offering
  suggestions, do not reveal own values
• Focus on student as a person rather than specific
  problem student is experiencing
• Create climate/relationship conducive to
  self-exploration

7
Active vs. Passive Counselors

• Active Counselors/Counseling
• Places responsibility on the counselor and
  student
• Counselor and student work together to develop a
  game plan (what needs to be done and how to go
  about doing it most efficiently)
• Focus on change, insights, actions, and attitudes

8
Counseling Game Plan

• Try to understand the problem by examining
  behavior and symptoms
• Tentatively identify counseling goal(s)
• Look at what needs to be done for student to move
  in direction of goal(s)
• Anticipate barriers to reaching goal(s)

9
Active Counseling Symptoms vs. Problems

• Symptoms
• Overt/observable behaviors
• What the child is doing
• Problems
• Attitudes and underlying feelings that bring
  about the symptoms
• The reason the child is doing it

10
Capital-C vs. Small-c Counselors

• Small-c Counselors
• Keep very busy doing many things other than
  counseling
• Perform guidance functions instead of counseling
  services
• Capital-C Counselors
• View their work as a challenge
• Show genuine interest in wanting to help children
  overcome, reduce, or cope with problems
• Actively listen and try to remember
• Work to establish rapport with students

11
Capital-C vs. Small-c Counselors

• Capital-C Counselors (cont.)
• Are realistic
• Respect the influence of environment try to
  involve parents
• Strive to increase students motivation to change
• Teach and encourage students to do problem
  solving

12
Capital-C vs. Small-c Counselors

• Capital-C Counselors (cont.)
• Want students to be responsible for their own
  progress
• Make students aware of problems being addressed
  and importance of cooperation
• Develop a written game plan
• See themselves as change agents