Lesson 4 THE CLIENTELE AND AUDIENCES OF COUNSELING "INTENDED At the end of this lesson, the students should be able to: LEARNING -OUTCOMES . 1. describe the characteristics ofclientele and audiences ofcounseling; e 2. explain the needs of various types of clientele and audiences of counseling; . . describe the individual as client of counseling; 4, define the group and organization as client of counseling; and . discuss the community’as client of counseling.a Explore _ Individuals and groups of people who receive service from various counseling professions constitute the clientele and audience. These individuals and groups vary in their needs and context where they avail of counseling services. 41. 42. Characteristics of the Clientele and Audiences of Counseling The clientele and audiences of counseling are normal people. They are not in need of clinical or mental help. They may be the youth in need of guidance at critical moments of their growth, anyone in need of assistance in realizing a change in behavior or attitude, or simply seeking to achieve a goal. What the audience normally calls for in counseling is application or development of social skills, effective communication, spiritual direction, decision-making, and career choices. Sometimes, people need to cope with crisis. Other clientele and audiences of counseling may be people in need of premarital and marital counseling, grief and loss (divorce, death, or amputation), domestic violence and other types of abuse, or coping with terminal illness, death, and dying. Needs of Various Types of Clientele and Audiences of Counseling The needs vary for each type of clientele and audience of counseling. In the school context, guidance and counselors aim to meet needs such as job-hunting coaching, conflict management providers, human resources personnel, marriage counselors, drug abuse and rehabilitation counselors, bereavement counselors, and abused children caretakers and rehabilitation in government and NGO settings. As school guidance and counselors, these professionals provide the need for personal guidance by helping students seek more options and find better and more appropriate ones in dealing with situations of stress or simply decision- making. This may include career options. Sometimes, they bridge between family and the school in resolving conflicts that affect students and their families to the extent of becoming a threat to student development and learning. As job-hunting coaches, counselors provide avenues for people to find necessary information and get employment that is suitable to them. The services43. ‘i m vitae (CV) offered may include technical aspects of how to prepare a curriculu conduct oneself ora resume, how to speak to employers, and how to Peete aed icand how to before employers. These can even cover such details as how to groom oneself to meet expectations of prospective employers. As conflict management providers, these professionals provide the pee ce principles and theory-based approaches to deal with conflict an¢ aoe ie not revolve it positively. Conflicts are everywhere and they are ni See easy to avoid. These professionals provide ways to manage conflict co) ly. As human resources personnel, these professionals provide La needs common to all workplaces and they are employed in almost all workp! laces to deal with various employee needs that cover aspects of remunerations, social services, compensations, conflict resolution, and discipline. There is a wi lerange of Services that employment provide for the work force, which are not directly related to their technical work. They are designed to keep workers happy and cared for as humans. They form part of human resource management. As marriage counselors, these professionals provide the need for conilict- resolution skills to parties, couples, and children to deal with various stresses and issues that threaten their unity or peaceful coexistence. Sometimes, their work is to reconcile couples, while at other times, they work to help them part ways in the best way possible through available legal instruments such as separation, divorce, or annulment. As drug abuse and rehabilitation counselors, these professionals meet the need to help people overcome their problems or mitigate some of the most negative effects of drug abuse. Their goal is to facilitate client rehabilitation, As bereavement counselors, these professionals respond to the need to be helped to go through loss, such as death in the family, in a way that will help prevent depression and other unhealthy ways of dealing or coping with loss such as committing suicide or giving up on life. Through them, clients are empowered to experience recovery or some form of healing that will help them cope well with such human tragedies. As abused children caretakers and rehabilitation in government and NGO settings, counselors meet the need to facilitate processing and restoration of abused children through recognition and implementation of existing laws and recovery procedures in coordination with relevant units. The individual as Client of Counseling The individual who needs to be helped to manage well a life-changing situation or personal problem or crisis and other support needs may undergo counseling as an individual. This is the common type of counseling: the individualized type. The individual needs capacitation to be able to manage well their unique circumstances, which may be very difficult to endure alone. Problems like alcoholism, loss of job, divorce, imprisonment, and rehabilitation can be a cause of shame and embarrassment. Without acquiring enough strength and ability to go through such life experience, people are vulnerable and maycome out worse; even while simply going through natural life transitions like retirement and growing old. The Group and Organization as Client of Counseling Groups exist in communities, organizations, students in schools, teachers in school, and departments in workplaces, and such an entity can undergo group counseling to meet counseling needs on that level. The needs can range from desire to reduce conflict or manage it, become more productive as a team or work better together. Some of the group processes and procedures resemble those that are applied to individuals. However, some are very unique to group and organizational context. The Community as Client of Counseling When people experience something collectively, which may be socially troubling and constitute the danger of blocking their collective capacity to move on, counseling is necessary to be undertaken on a community level. In post- apartheid South Africa, a truth and reconciliation commission was sought tohelp restoration of the South African communities. Likewise, in the post-genocide Ruanda, a similar approach was done to help restore trust and confidence in communities that were brutally disrupted by civil war and mass killing.Lesson 5 THE SETTINGS, PROCESSES, METHODS, AND TOOLS IN COUNSELING “INTENDED At the end of this lesson, the students should be able to: LEARNING OUTCOMES — 1. describe counseling in government setting; "2. describe counseling in private sectors setting; . describe counseling in civil society setting; . describe counseling in school setting; and . describe counseling in community setting.bay Explore 7 private sectors, to Counselors work in various settings—from government to civil society to school setting. Drawing on a wide range of processes, methods, and tools, counselors are trained to use what is appropriate for the setting and relative to their specialty. There are classical approaches informed by theories to counseling that scaffold their process and selection of methods and tools. ‘The late 1950s saw three schools of thought in psychology that became very dominant: psychoanalysis, behaviorism, and the humanistic perspective. Represented by Sigmund Freud (1856-1939), psychoanalysis draw attention to the darker forces of the unconscious and the influence that this has on how we feel about ourselves. The field of psychoanalysis encompasses a vast number of therapeutic models that utilize dreams, fantasies, associations, and the expression of thoughts both yerbally and physically. The assumption is that there are inner battles that are waged ina client that are directly responsible for the appearance of symptoms and behavioral problems, causing the person to seek treatment. Psychoanalytic therapy tends to be highly focused on unearthing the underlying issues to undress the symptoms, which will lead to minimize or eliminate the symptoms. Represented by B.F. Skinner (1904-1990), behaviorism focused on the effects of reinforcement on observable behavior. All psychological disorders are a result of maladaptive learning that all behavior is learnt from our environment and symptoms are acquired through classical conditioning and operant conditioning. Classical conditioning involves learning by association. Operant conditioning involves learning by reinforcement (e.g., rewards) and punishment. The therapeutic techniques used in this type of treatment are action-based and rooted in the theories of classical conditioning and operant conditioning and_utilize the same learning strategies that led to the formation of unwanted behaviors. Behavioral therapy tends to be highly focused on teaching clients new behaviors to minimize or eliminate the issue. Represented by Carl Rogers (1902-1987), Abraham Maslow (1908-1970), and George Kelly (1905-1966), the humanistic perspective attempted to understand the conscious mind, free will, human dignity, and the capacity for self-reflection and growth. These humanists argued that the person is not hostage to the contingence and historical circumstances of his/her past. The human potential for change requires only exercise of the distinctively human capacities for choice, creativity, and drive toward self-actualization. Humanistic therapeutic models are rooted in insight and focus on self-development, growth, and responsibilities. They seek to help individuals gain self-empowerment by recognizing their strengths, creativity, and choice in their given circumstances, The following are among the basic counseling approaches commonly used today that provide processes, methods, and tools for counselors to draw from: Psychoanalytic Therapy, Adlerian Therapy, Bxistential Therapy, Person-centered Therapy, Gestalt Therapy, Transactional Analysis, Behavior Therapy, Rational-emotive Therapy, and Reality Therapy. ; ceeby Sigmund Freud, Psychoanalytic Therapy is an approach de ee beings are basically Psychoanalysis ig based on Freud’s explanation Ta), unconscious energy ang determined by psychic energy and early experienct® ., motives and conflicts, experiences drive people's behavior in the form of pee if this energy and early The goal of a therapist is to help a client become consci WS fh positively. experiences and thereby become empowered and Arne 1 TT developed by “Adlerian Therapy is an approach similar to the Freudian. rT eg 3b Alfred Aalor (1870-1997) who believed that the first 9% Ye nor past and aaed ae jut ensuing behavior depended on how one interpre aay its continuing influence on him [her, For Adler, humans are social bree ¢ Frankl (1905-1997), Existential Therapy has no single fonds et reidered key figures Abraham Maslow (1908-1970), and Rollo May (19 1994) 9° chape ho her own Existential therapy focuses on the human capacity ber ection, decision-making life, give meaning to personal circumstance through resect Cyt hasizes and self-awareness. It draws heavily on existentialist philosophy tha an Pr — human freedom to define oneself, and that our lives are not precetarnli weber a responsibility to live and to see in life what we chose to. The only things we cannot control is being born and the fact of dying. Person-centered Therapy originated from Carl Rogers (1902-1987). je Rogers people get, share, or surrender power and control over themselves and others, and $0 empowerment depended on the self and such required non-directive process. Nar Ginctive counselors focus on the client’s self-discovery rather than their input. The mnain stay in this non-directive counseling is counselor-client reflecting and clarifying the verbal and non-verbal communications of clients. The process includes the counselor use of active listening, reflection of feelings, clarification, and just “being there” for the counselee in a non-interventionist way. Gestalt Therapy was developed and introduced by Frederick 8. Perls (1893-1970), It is an existential approach, stressing that people must find their own way in life and accept personal responsibility for maturity. They must develop an awareness of their unfinished business from the past, traumatic experiences in life, and what they are doing in order for them to bring about change in their lives. Gestalt therapy techniques include confrontation, dialog with parties, role-playing, reliving, and re- experiencing unfinished business in the forms of resentment and guilt. Counselors push for doing and experiencing rather than just talk about one’s feelings as client. It involves recognizing and letting go, accompanied by actions like breaking a glass ot hitting something hard. _ Transactional Analysis was developed by Eric Berne (1910-1970). Its main uniqueness is its emphasis on decisions and contracts that must be made by the client. Like other existentialist philosophies, which are based on the understanding of human nature, this approach believes that the client has the potential for choice and so, the contact made bythe cient cently slates the diections and goals of the therapeutic Behavior Therapy, also referred to as behavior modification, is i ” a , is associated with many theorists and among them are Arnold Lazarus, Albert Bandura, B.F. Skinner,MJ. Mahoney, David L. Watson, and A.E. Kazdin. Behavior therapy uses many action-oriented methods to help people take steps to change what they are doing and thinking. This approach focuses on overt behavior, precision in specifying the goals of treatment, and the development of specific treatment plans. In this approach, the counselor is active and directive, and functions as a teacher or trainer in helping clients to work on improving behavior, Rational-emotive Therapy was developed by Albert Ellis, (1913-2007). It is a form of cognitively-oriented behavioral therapy and is based on the assumption that ‘human beings are born with a potential for both rational or straight thinking, and irrational or crooked thinking. Because people are fallible, this approach focuses on helping clients accept themselves as people who would continue to make mistakes, yet at the same time learn to live with themselves and be at peace with themselves, Ellis stressed that through thinking, judging, deciding, and doing, people can change their cognitive, emotive, and behavioral processes and react differently from their usual patterns. ‘They can train to master themselves and control themselves like choosing not to be upset. Reality Therapy was founded and promoted by William Glasser (1925-2013). This therapy is a short-term approach that focuses on the present and highlights a client's strength. It stresses that a client can learn more realistic behavior and achieve success, For Glasser, people choose their behavior and are therefore responsible for what they doand how they think and feel. What a client needs from a counselor is encouragement to assess the current style of living then leave them to employ a process of honest self- examination, leading and resulting to improvement of one’s quality of life. 5.1, Government Setting Counseling settings vary widely but the processes, methods, and tools used by counselors are very similar. Counseling professionals in government setting work with the various government agencies that have counseling services such, as social welfare, correctional department, the court system, child and women affairs services, schools, military, police, hospitals, mental and foster homes, and rehabilitation centers. Sometimes, other specialized departments also have unite of counselors such as intelligence-gathering de partments, military and police departments, presidential guards, and special advisories. 5.2. Private Sectors Setting In the private sector, counselors range from inde sRrvices or work for NGOs, or specialized for profit centers and organizations that render a variety of counseling services. The processes, methode and tools used by counselors in the private sectors setting remain very much the same as in the government setting. 5.3. Civil Society Setting The context of civil society is generally charities or non-profit and issue- based centers or organizations such as for abused women, abandoned children and elderly, veterans, teachers, professionals, or religious groups. The processes, methods, and tools used resemble each other. pendent providers of5.4. School Setting sort a ‘i hool counselor is more complex sincg In the school setting, the role of school ; ; the needs of students can vary widely. This gives rise to the more dynamic ang wnded on a school’s local circumstances 1 counselors; it deper Somnplex role GF schune! 60 e profession itself. As such, school counselors as well as by the dynamism within th “ assume a different responsibilities and tasks based on the particular needs of students and the school context. Historically, it was understood that “guidance process occurs in an individual in a developmental sequence to the age of maturity” (Coy 1999). Guidance, based on this insight, tends to be more centereq on the developmental needs of individuals. Frank Parsons, known as the “Father of Guidance and Counseling,” developed a vocational program that matched an individual's traits witha vocation (Coy 1999). This insight oriented school counseling to vocational guidance. The roles of guidance here “were similar to modern career counseling, with a focus on the transition from the school to work, emphasizing an appropriate client- ‘occupational placement match” (Lambie & Williamson 2004), In the United States, with the launching of Sputnik in 1957 and the passing of the National Defense Education Act (NDEA) in 1958, the NDEA “poured millions of dollars into schools of education to train a new generation of counselors who would be expected to identify and assist promising American youths to enter the sciences and pursue higher education” (Hayes, Dagley, & Horne 1996). School guidance counselors began to encourage students with high aptitude in the areas of math and science to take more courses to prepare for college so that they might become future technological innovators. Changes in the School Counselor Training Today, the training of school counselors has changed. Counselors are taking on many new tasks and roles. School counselors are now educated and experienced in knowledge and skill-based programs that stress counseling, guidance, consultation, coordination, and referrals (Coy 1999). The role of the school counselor has progressed from providing guidance and career information to addressing the developmental needs of students. They can help students to learn effectively by addressing the diverse areas and the challenges that may interfere with their learning. Common Concerns that May Interfere with Student Learning Some common concerns that can interfere with the learning process include: suicide, violence, divorce, child abuse, unwanted pregnancy, drug addiction, truancy, increasing dropout rates, decreasing economic resources, peer pressure, poverty, and decision-making skills. Guidance counselors can provide early intervention for the prevention of various school-related problems. In this sense, the school counselors have to collaborate with their school colleagues in the expansion of new models for interventions. Therefore, the role of the professional school counselor is intricate and versatile. It is very important that schoolcounselors “define their role better by recognizing that they cannot do their work ald they need to collaborate with other stakeholders” (Sears & Granello 2002). The role of counselors is hugely consultative. They are not the center of a School counseling program or advocates for students and theit caregivers; they are facilitators who are highly educated to effectively collaborate and coordinate direct and indirect services required for students to be able to succeed in the schoo! environment and their personal lives. Multipte Roles of School Counselors Apart from their counseling roles, school counselors are also assigned Ron-counseling roles. Non-counseling, tasks can range from part-time teaching, secretarial responsibilities, substituting, for teachers when they are not available, lunch duty, and other Tesponsibilities assigned by administrators and staff looking for extra assistance. Non-counseling tasks can take a considerable amount of time and pull school counselors away from more appropriate counseling activities. Presence of these non-counseling roles often brings confusion and lack of effectivity to the guidance programs of school (Dahir 2004). Evidence show that the efforts to delineate the school counselor’s work have been done in the United States and in the Philippines. In 2003, the American School Counselor Association (ASCA) National Model was developed and was “preceded by efforts at delineating the best way to organize and manage professional school counselors’ work” (ASCA 2005). While professional associations such as ASCA have strongly encouraged their members to endorse and utilize their model and the national standards associated with it, school principals have historically exerted a major influence on the role of school counselors regardless of recommendations by professional organizations (Paisley & Borders 1995), In the Philippines, the roles of schools counselors have been prescribed and professionalized the practice (Republic Act No. 9258). However, due to lack of qualified school counselors, the guidance counseling functions are rarely fully implemented and provided. Furthermore, school counseling programs are understaffed and school counselors are faced with an increasing student to counselor ratio. A ratio of 250 students for every counselor is recommended by ASCA while the Commission on Higher Education (CHED) for the Philippines recommends 1:500 or in a worse situation, 1:1000 (CMO 21 s. 2006), Far from providing a full range of guidance services, schools’ guidance programs have tended to provide the minimum services such as administering psychometric tests, interviewing new students and transferees, reacting to problems of students, and counseling the problematic students. Strengthening School Counseling Acting proactively implies that school counselors supported by administrators, “use data gathered on student performance to develop their school counseling programs and {o help teachers customize educational practices to meet students’ individual needs” (Sclafani 2005). They can also “collect datather than documenting random i ir overall program, ratnt ne tes fre effectiveness Fs children they see” (Vail 208) I cinictaton soonest rel that measures are undertaken by ati accountability require tha are programs to prove PFOstam ensure that data are co I counselors have a responsibility : f students. Since school . Og the aa) path for school counselors to reach all students isto to serve al oy i hensive school guidance counseling. put into practice through the use of EEE Nane (Guanes BObL) All stadiens programs that include classroom guidanc ‘ne if they are realistically designed it from school guidance program: ‘ Sed ee raliey Taplemeniod in an environment that is keen at scaffolding growth of children and young adults. a se to th i and counseling services are indispensable to the full ee eeaas Boi eee hat unblocks all barriers to students individual and holistic development. While everybody sees the manifestations uel the student's behavior and performance, the serious job of looking beneath the manifestations and address the root causes is indeed a critical role of guidance and counseling leadership. As such, the school counselors have to constantly develop and maintain an effective school counseling program. The programs must have a distinct focus per cluster of students from K-12 and collegiate levels while keeping the generic guidance and counseling services. The Role of the Elementary School Counselor (K-6) Developmentally, the social emotional needs of humans at this stage can be marked distinctively. However, there are several factors that may be responsible for behavior differences such as home environment, family size, economic status, intellectual ability, and so on. Counselors build their program expectations on common experiences of this age group. The roles of counselors are that of intervention and prevention in connection with the common problems that are likely to interfere with the ability of children to achieve their greatest academic, social, and personal potential (Ward & Worsham 1998). In this light, Ward and Worsham (1998) see the primary role of the K-6 or elementary school counselors to include development and implementation or facilitation of classroom guidance activities, individual and group counseling, parent education, parent and teacher consultation, referrals to professionals and public agencies, and crisis intervention and management. The goal is to address and remediate the students’ problems early enough to increase the chance of helping them successfully cope with unique demands that confront adolescents when they reach middle school and high school. A smooth transition at this stage prepares students for smoother transition in the next stage of life and in the future. The Role of the Junior High School Counselor (Grades 7~10) At this developmental stage of life as young adolescents, grade 7 through 10, the primary role of the junior high school counselor is to provide guidance and counseling in dealing with peer relationships and social interactions, and assuch, includes work w: each understand the of general guidance services such as consulting with teachers, parents, and staff regarding meeting the developmental needs of each student, interpreting tests, and providing orientation to transferees and new students. ith students, teachers, and parents in an attempt to help ther (Ward & Worsham 1998). Outside of this focus are the The Role of the Senior High School Counselor (Grades 11-12) For Ward and Worsham (1998), the primary role of senior high school counselors is to provide guidance and counseling pertaining to educational and career decisions as well as college placement counseling. In addition, other common services are also made available to meet the needs of individuals or groups, and provide orientation activities for transferees or new students to the school. The Role of the College Level Counselor (College to Post-graduate Level) On the collegiate level, the roles of school counselors include counseling, " appraisal and assessment, information, placement, research and evaluation, follow-up, and student activities (CMO 21 s. 2006). Maintain students’ confidential, appropriate, usable, and regularly updated cumulative records, which contain relevant information about students such as family background, test data, counseling - nites, etc, : ee ay i “ 5 Facilitate maintenance of an active networking with the home, community, industry, and other relevant agencies for career and See h its and personnel of the and administrators to effect a holistic * Sustain 2 contindous “foll6w-up and. mionitoring of student placement ona regular basis.5.5. Community Setting The community has the greatest and widest application of oun services considering the diversity of people who constitute the community. ere are people who are in conflict with the law, socially marginalized, people who suffer loss of all kinds, those living in institutional homes, and those experiencing different types of life transitions that need counseling support and services. The community setting creates a crossroad for individual context and group context. Therefore, the needs recognized and addressed on other levels are equally present in the community setting.Lesson 6 THE COUNSELING SERVICES, PROCESSES, AND METHODS GNTENDED At the end of this lesson, the students should be able to: , LEARNING ie Atos /ourcomes = 1. understand how to conduct needs assessment for individuals, - groups, organizations, and communities; and understand how to perform monitoring and evaluating for counseling effectivity.E i 3 Explore _ Counseling offers a wide Tange of services to individuals, groups, organizations, and communities. In all the services, several processes are involved from needs assessment to intervention or program designing and a selection of an array of methods available to the profession in dispensing the services appropriately. 6.1. Conducting Needs Assessment for individuals, Groups, Organizations, and Communities Since counseling is essentially an intervention, it is important that counselors accurately understand the needs of their clients. This also helps to align their competencies to the needs of individuals, groups, organizations, and communities that they intend to serve. Needs assessments may range from a systematic observation of symptoms to conducting formal surveys using a questionnaire to determine the felt needs of the potential clients. The results of the needs assessment will become the basis to decide on the range of services to make available to the clients as well as choice of processes to be followed. In some cases, individual counseling may be made while in some cases, group counseling may be considered appropriate. The choice of counselors in terms of areas of specialization (that may be fitting to the context) can be determined after a needs assessment is done, Needs assessment is generally a diagnostic procedure. 6.2. Monitoring and Evaluating for Counseling Effectivity When interventions are designed, the implementation stage follows. To ensure that everything planned is performed accordingly, accurate documentation of all details is necessary to generate data of factual evidence about the implementation. Both the planned and the unplanned occurrences in the process are documented. This is called monitoring. The goal is to ensure that everything is being done as designed based on the diagnostic procedure and resource alignment. Monitoring is done during the implementation phase. At the end of the period of implementation or at certain marked reasonable period, assessments are needed to determine initial results—what is happening. This is called evaluation. Evaluation examines the results and finds out if the intended results are being met or not. It is the basis to continue or to phase out a program. If monitoring documents the process, evaluation concentrates on the results.