DEVELOPING COUNSELLING SKILLS

Developing Self-Awareness and Active Listening Skills for Counselling

Shubhangi Katara

200340

Counselling Psychology

Practicum 1 (BA Prog. Sem VI)

Gargi College, University of Delhi

Dr. Soni Jaiswal

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Abstract

Self-awareness and active listening enable the development of strong therapeutic

alliances with those seeking counseling, facilitate meaningful conversations, and help

individuals to feel heard and validated. Effective counseling requires a deep understanding of

individuals' unique perspectives, and developing self-awareness and active listening skills are

key components in achieving this understanding. The objective of this study is to learn and

develop various counselling skills by doing experential activities. A group of students

performed series of activities within the classroom and focused on two skills that is Self

awareness and Active listening, Self Awareness involved four activities while active listening

had eight activities divided in verbal communication and non- verbal communication, after

each activity we were told to reflect on our learnings from the activity, these activities helped

us learn more about ourselves as individuals as well as future counselors, these activities

involved roleplays, group discussions, question making and other interactive activities, it

taught us how to communicate effectively with a client and be a better listener.

Keywords: counselling, counselling skills, self awareness, active listening, reflection

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Developing Self-Awareness and Active Listening Skills for Counselling

Counselling

Counselling is a specialized form of psychological intervention that involves the application

of a range of theoretical models and therapeutic techniques to address mental and emotional

health concerns. The overarching goal of counselling is to facilitate personal growth, healing,

and resilience in individuals and groups through the provision of empathetic, non-judgmental,

and evidence-based support. Central to counselling is a collaborative process of dialogue,

reflection, and goal setting between the mental health professional and the client. Counsellors

employ a range of techniques, such as cognitive-behavioral therapy, psychodynamic therapy,

and humanistic therapy, to facilitate the exploration and resolution of emotional and cognitive

distress.

The effectiveness of counselling is dependent on the appropriate application of evidence-

based practice, which involves the integration of research evidence, clinical expertise, and client

preference into the therapeutic process. The outcome of counselling is typically assessed through

the measurement of key indicators such as symptom severity, quality of life, and client

satisfaction. Counselling can be delivered through various modalities, such as individual

therapy, group therapy, online therapy, and couples or family therapy. The choice of modality

depends on various factors, such as the nature and severity of the presenting problem, client

preference, and accessibility of resources.

Definitions of Counselling

“Counseling is a professional relationship that empowers diverse individuals, families, and

groups to accomplish mental health, wellness, education, and career goals." (American

Counseling Association, 2020)

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“Counseling is a process of helping a person to help himself by assisting him to clarify his

problems and to arrive at a decision about them.” (Carl Rogers,1951)

"Counseling is a collaborative effort between the counselor and client. Professional

counselors help clients identify goals and potential solutions to problems which cause emotional

turmoil; seek to improve communication and coping skills; strengthen self-esteem; and promote

behavior change and optimal mental health." (American Psychological Association, n.d.)

Goals of Counselling
The goals of counseling are varied and can differ depending on the individual's needs

and circumstances. However, some common goals of counseling include helping individuals

to identify their strengths and resources, providing a safe and supportive environment where

individuals can discuss their concerns and explore their thoughts and feelings, helping

individuals to gain a deeper understanding of themselves and their experiences, and teaching

them effective coping strategies for managing stress and difficult emotions.

Facilitating behavior change

Counseling can help individuals identify and change negative behaviors. This can be

achieved through various techniques such as cognitive-behavioral therapy (CBT), which

focuses on changing negative thought patterns and behaviors. By working with a counselor to

identify the root causes of negative behaviors and developing strategies to address them,

individuals can make positive changes in their lives.

Improving relationships
Counseling can help individuals improve their ability to establish and maintain

relationships. This can involve working on communication skills, conflict resolution

strategies, and understanding one’s own needs and boundaries in relationships. By improving

these skills, individuals can build stronger connections with others and have more fulfilling

relationships.
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Enhancing coping skills:

Counseling can help individuals develop better coping mechanisms for dealing with

stress and difficult situations. This can involve learning relaxation techniques such as

deep breathing or meditation, developing problem-solving skills, or finding healthy ways

to express emotions. By improving their coping skills, individuals can better manage

stress and navigate challenging situations.

Promoting decision-making
Counseling can help individuals make critical decisions without outside influence by

providing information and clarifying emotional concerns that may interfere with decision-

making. This can involve exploring different options and potential outcomes, identifying

personal values and goals, and developing a plan of action. By working with a counselor to

make informed decisions, individuals can feel more confident in their choices.

Resolve conflicts and problems

Counseling aims to help individuals resolve conflicts and problems in their lives.

This may involve exploring different perspectives or working to find common ground with

others. Through counseling, individuals can develop a deeper understanding of themselves

and others, which can help them navigate complex relationships more effectively.

Manage emotions and reduce anxiety or depression

Counseling can help individuals manage their emotions more effectively, reducing

feelings of anxiety or depression. Through developing coping skills and strategies,

individuals can learn how to regulate their emotions more effectively, reducing the impact of

stressors and promoting greater overall well-being.

Qualities of an Effective Counsellor

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Interpersonal skills
Counselors must be able to express themselves clearly and effectively. It is important not

only to be able to educate clients about therapeutic topics, but also to gauge the client’s

understanding at any given time. Being able to sense what clients are thinking and feeling and

relate to them by showing warmth, acceptance, and empathy are cornerstones of effective

therapy.

Trust
According to Hill and Knox (2001), most people determine whether they can trust

someone within 50 milliseconds of meeting them. Counselors must be able to communicate

verbally and nonverbally that they are trustworthy. Clients need to feel comfortable sharing

private, confidential information and parts of themselves that are often entirely unknown by

others. Having faith in the quality of the relationship and the confidentiality of what is

disclosed leads to a deeper connection with the therapist.

Flexibility
A good counselor will create a meaningful treatment plan that is individualized for each

client. This means the counselor shouldn’t follow a rigid schedule of treatment or have a “one

size fits all” approach. Prochaska and Norcross (2001) found that some treatments are better

than others for specific types of disorders. Matching the treatment to the client’s stage of

readiness is the most effective way to implement therapeutic techniques. Additionally,

counselors need to be able to adapt and change course if treatment is not working for the

client.

Hope and optimism

Hope is a wonderful motivator. Effective counselors can find a balance between realism

and hope. A good counselor will set realistic goals that engage the client and inspire a more

optimistic outlook. As attainable goals are reached, clients will develop a sense of resilience

and confidence that can help in all areas of life. These traits are why positive psychology is

such an effective method of improving emotional health.

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Multicultural sensitivity
The American Psychological Association recommends that therapists adapt treatment to

a client’s cultural values and show respect for differences, beliefs, and attitudes. When

working with clients, it is important to be educated and sensitive to issues of race, gender,

ethnicity, sexual orientation, religion, and cultural background.

Self-awareness
An effective counselor can separate personal issues from those of the client.

Countertransference is a phenomenon described by Freud where issues expressed by a client

lead to an emotional reaction of the therapist. When counselors can identify and manage

responses to their own issues, they will be less likely to react to them during sessions, and it

will eliminate any detrimental effects on therapy. Part of self-awareness is the ability to know

how much information should be disclosed to clients. This will vary on a case-by-case basis,

but professional boundaries, personal insight, and the ability to read others are integral parts

of this.

Differences Among Guidance Counselling and Psychotherapy

Guidance counseling and psychotherapy are two distinct approaches to helping

individuals address their emotional, mental, and behavioral concerns. Although there is some

overlap between these two modalities, they differ significantly in their theoretical

orientations, goals, and techniques.

Theoretical Orientation

Guidance counseling is often based on a cognitive-behavioral approach that

emphasizes the acquisition of practical skills and the development of adaptive coping

strategies. In contrast, psychotherapy is often based on a psychodynamic approach that

emphasizes the exploration of unconscious motives, unresolved conflicts, and early childhood

experiences that may be contributing to current difficulties.

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Focus and Scope

Guidance counseling focuses on specific problems, such as decision-making, career

planning, and academic issues, while psychotherapy deals with more complex and deep-

rooted psychological issues, such as personality disorders, trauma, and addiction.

Goals
Guidance counseling primarily aims to provide individuals with the tools, resources, and

support they need to make well-informed decisions and achieve their goals. In contrast,

psychotherapy aims to promote self-awareness, emotional growth, and personality change,

and to help individuals develop more fulfilling relationships and a deeper sense of meaning

and purpose in life.

Techniques
Guidance counseling often involves goal setting, problem-solving, career assessments,

and brief interventions such as solution-focused therapy. Psychotherapy, on the other hand,

employs a range of techniques such as dream analysis, free association, transference, and

interpretation, as well as various forms of experiential, humanistic, or cognitive-behavioral

therapies.

Timing and Duration

Guidance counseling is typically short-term and goal-oriented, and may involve only a

few sessions or meetings. Psychotherapy, in contrast, is often a longer-term process that can

last for months or even years, depending on the nature and severity of the individual's issues.

Guidance counseling and psychotherapy are two distinct approaches to addressing

emotional and behavioral concerns, differing in their theoretical orientation, focus, goals,

techniques, and duration. While guidance counseling is aimed at providing practical solutions
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to specific problems, psychotherapy seeks to promote profound psychological change and

personal growth.

Ethical issues in Counselling

Ethics is a critical aspect of counseling, as it establishes the principles and standards of

behavior that govern the relationship between counselors and their clients. There are several

ethical issues in counseling that counselors need to be aware of to ensure they provide ethical,

effective, and safe services.

Informed Consent
Informed consent is a fundamental ethical principle that requires counselors to provide

clients with comprehensive information about the counseling process, including the purpose,

benefits, risks, and limitations. Counselors must obtain informed consent from their clients

before starting counseling services. This informed consent must be obtained in writing and be

provided in a language that the client can understand.

Confidentiality
Confidentiality is another crucial ethical issue in counseling. Clients must trust that their

personal information will be kept confidential, except in cases where there is a clear danger to

the client or others. Counselors must obtain written consent from clients before disclosing

any information about them to a third party. Counselors must also take appropriate measures

to safeguard clients' records and ensure they are not accessed or disclosed without their

consent.

Boundary Issues
Counselors must maintain appropriate professional boundaries with their clients to

avoid ethical issues related to dual relationships, exploitation, or harm. Counselors should not

engage in any sexual relationships with clients or have any other non-professional

relationships that may harm the client or impair the counselor's professional judgment.
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Cultural Competence
Counselors must have a thorough understanding of their clients' cultural backgrounds

and how they influence their beliefs, values, and behaviors. Counselors must respect their

clients' cultural identities and avoid imposing their own cultural values on clients. Counselors

must also be aware of how cultural differences may affect the counseling relationship and

adapt their approach accordingly.

Competence
Counselors must maintain competence in their areas of practice to provide ethical and

effective services to clients. Counselors must stay current with developments in their field,

participate in continuing education, and seek supervision or consultation when needed.

Counselors must also recognize and refer clients to other professionals when they lack the

expertise or qualifications to address clients' needs adequately.

Dual Relationships
Dual relationships refer to situations where a counselor has a professional relationship

with a client and a separate relationship outside of counseling. Counselors must avoid these

relationships whenever possible, as they may lead to boundary issues or exploitation.

Ethical issues in counseling are critical for establishing trust, building strong therapeutic

relationships, and ensuring effective and safe counseling services. Counselors must be aware

of these ethical issues and follow the ethical guidelines established by their profession to

ensure they provide the best possible care to their clients.

The Helping Model

The helping model developed by Nelson and Jones provides a framework for

understanding the counseling process. The model consists of three stages: exploration,

insight, and action.

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Exploration
The first stage of the helping model is exploration. This stage involves exploring the

client's thoughts, feelings, and behaviors in order to gain a deeper understanding of their

situation. The counselor uses active listening skills and asks open-ended questions to

encourage the client to share their experiences. This stage also involves gathering information

about the client's history, including their upbringing, relationships, and any significant events

that may have impacted their current situation.

Insight
The second stage of the helping model is insight. This stage involves helping the client

gain insight into their thoughts, feelings, and behaviors. The counselor may use techniques

such as reframing or cognitive restructuring to help the client view their situation in a

different light. The goal of this stage is to help the client develop a new perspective on their

situation and gain a deeper understanding of themselves.

Action
The third and final stage of the helping model is action. This stage involves helping the

client take action to address their situation. The counselor may help the client develop an

action plan or set goals for themselves. The counselor may also provide resources or referrals

to help the client achieve their goals.

The helping model emphasizes the importance of building a strong therapeutic

relationship between the counselor and client. The model also emphasizes the importance of

collaboration between the counselor and client in the counseling process.

Overall, the helping model provides a useful framework for understanding the

counseling process and the steps involved in helping clients achieve their goals. By using this

model, counselors can provide effective and client-centered counseling services that promote

positive change and growth. (Nelson &Jones,)

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Method
Participants
The participants in this study were college students from counselling psychology course.

The class consisted of 28 female students. The students were between the ages of 19 and 21.

Procedure
The activities in this study were designed to enhance participants' self-awareness and

active listening skills to develop and improve their counseling skills. The activities were

designed to improve participants' counseling skills through self-awareness and active

listening. The activities were conducted in the classroom and were led by the professor. The

activities included group discussions, role-playing, and other interactive exercises. The

activities were conducted over a period of few weeks, with each week focusing on a different

aspect of self-awareness and active listening skills.

Activities
This practicum consisted of twelve activities to develop two skills that is-

Self Awareness
This consisted of four activities, Self Awareness thru self analysis, Johari Window,

Journalling and Social mirroring

Active listening
This consisted of eight activities to study two different skills

Verbal skills. This included small rewards, questioning, paraphrasing, the internal and

external frame of reference and reflecting feelings and meaning.

Non-Verbal Skills.This included Self awareness as a listener, Body language as a

listener and SOLER B.

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Activity
Self Awareness thru self analysis
Objectives
To relate better with self and others and others by assesing self awareness by means of

an experential exercise and focused group discussion.

Introduction
Self-analysis refers to the process of examining one's own thoughts, feelings, and

behaviors in order to gain a deeper understanding of oneself. It involves reflecting on

personal experiences and identifying patterns, strengths, weaknesses, and areas for growth.

The goal of self-analysis is to develop greater self-awareness, which can help individuals to

make more intentional choices in their lives and better navigate challenging situations.

Process
In order to develop self awareness, we did a self analysis questionaire with 24 yes or no

questions, later we had a group discussion and explain our choices with past experiences.

Reflection
The self-analysis questionnaire comprising 24 binary questions served as an

introspective tool, allowing me to evaluate my own self-perception and assess my areas of

strengths and weaknesses. Through a conscious reflection of my responses, I was able to

analyze my personal experiences and develop an insight into my thoughts, emotions, and

behaviors. The subsequent group discussion offered a platform for me to articulate my

decision-making process, and gain valuable insights from my peers. The group discussion

allowed me to broaden my perspective and understand the nuances of different experiences

and how it affects one's decision making. It was an enriching experience that facilitated the

development of my self-awareness.
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Application
Self-analysis is a fundamental aspect of a counselor's professional development and

personal growth. It involves a thorough examination of the counselor's personal beliefs, values,

biases, and attitudes towards themselves and their clients. Self-analysis helps counselors gain a

deeper understanding of their emotions, motivations, and behaviors, which can then be used to

improve their counseling skills and interactions with clients.

During counseling sessions, a counselor's self-awareness and self-analysis enable them to

identify their personal biases and reactions to their clients. This awareness helps them to manage

their own emotions and biases, enabling them to provide a more objective and empathetic

approach to their clients' concerns. The counselor can then tailor their approach to best suit their

client's individual needs.

In addition, self-analysis enables counselors to better understand the impact of their own

experiences and beliefs on their interactions with clients. By acknowledging and exploring their

own biases, counselors can create a safe and non-judgmental space for clients to explore their

own thoughts and feelings. This, in turn, can promote trust and openness in the counseling

relationship, leading to more effective therapeutic outcomes.

Johari Window
Objective
To increase the understanding of conscious and unconscious part of oneself and gain

knowledge about self

Introduction
Johari windo is a model created by Joseph Luft and Harrington Inglam.They created Johari

window for mapping the unknown and known part of oneself

4 areas of Johari window are

Open area. Known to both self and others

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Blind area. Known to others but not self

Hidden area. Known to self but not others

Unknown area. Not known to others or self

Process
To study about each of these area we were given a list of adjectives and were told to map the

adjectives we deemed fit for ourselves on the map, then our peers listed adjectives they deemed

fit for us, at last our friends and families listed the adjected they thought fit us the best.

Reflection
From this activity i foind out that while there are certain qualities that did overlap with the

adjectives i chose for myself with the one's my peers, friends and family chose, some were

totally unexpected from my perspective. It made me realise that i might potray myself in a way

that my conscious mind is not aware of.

Upon reflecting on the activity, I realized that I have a tendency to keep my vulnerabilities

hidden from others, which can sometimes make it difficult for me to form close connections. I

also discovered that I have some blind spots in my communication style that I need to work on,

such as interrupting others. However, I was also pleasantly surprised to find out that some of my

positive traits were recognized by others, even though I may not have been aware of them

myself.

The Johari Window activity provided me with valuable insights into my self-awareness and how

I am perceived by others. It has encouraged me to be more open and authentic with others while

also making an effort to work on my blind spots. I believe that this activity will be beneficial in

my personal and professional growth and development.

Application
The Johari Window model has several applications in personal and professional contexts. One

such application is increasing self-awareness. The model can help individuals reflect on their
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thoughts, feelings, and behaviors and develop a better understanding of their strengths,

weaknesses, and areas for personal growth by identifying known, hidden, blind, and unknown

aspects of themselves.

Another application of the Johari Window model is improving communication. By identifying

their communication style and how they may be perceived by others, individuals can become

more aware of their blind spots and hidden aspects and work towards improving their

communication style. This can lead to more authentic and effective communication, ultimately

improving relationships and collaborations.

Finally, the Johari Window model can be applied to leadership development, conflict resolution,

and team building. In leadership development, the model can help individuals identify their

leadership style and areas for growth. In conflict resolution, the model can help individuals

understand the underlying reasons for conflict by identifying hidden or unknown aspects of

themselves or others that may be contributing to the conflict. In team building, the model can

help team members understand each other's strengths, weaknesses, and communication styles,

leading to more effective teamwork and better outcomes.

Social mirroring
Objective
To gain insight and understanding into self by seeking others perspective about self

Introduction
Social mirror theory was introduced by Rithey, Baldwin, Cooly and Mead.It holds thatthere

cannot be mirrors in the mind without mirrors in the society. Social mirroring examines how

society, our friends, peers, co workers and immediate family members see us and our reflection

in the social mirror, this inturn helps us improve our self awareness.

Process
In order to understand our social mirror, we asked our peers, friends, and family to share our

strengths and weaknesses.

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Reflection
One of the most significant benefits of this activity was gaining insight into my blind spots.

Hearing feedback from others helped me recognize aspects of myself that I was unaware of or

had not considered before. This allowed me to broaden my perspective and consider new ways

of approaching different situations. In addition, the feedback I received on my strengths was

motivating and inspiring. Hearing positive feedback about my abilities and talents gave me a

sense of validation and confidence in my abilities specifically when i was considered warm and

creative. It also helped me identify areas where I could further develop my skills and interests.

On the other hand, hearing about my weaknesses was challenging but equally important. It

allowed me to recognize patterns in my behavior or attitudes that may be limiting my potential

or hindering my relationships. This information provided a starting point for me to work on self-

improvement and to make changes that would benefit both myself and those around me.

Application
This activity can be a powerful tool for increasing self-awareness, building stronger

relationships, achieving personal growth and development, overcoming self-doubt, and

resolving conflicts.

The feedback received through the social mirroring activity can be valuable for individuals with

varying levels of self-awareness, and their views on the feedback can be influenced by their

attitude and mindset towards it. Individuals with a growth mindset may view weaknesses as

opportunities for growth, while those with a fixed mindset may view weaknesses as personal

failures.

Overall, the social mirroring activity can be used in various therapeutic or personal growth

contexts, such as for building stronger relationships, achieving personal growth, and resolving

conflicts. It is a valuable tool for increasing self-awareness and can help individuals to better

understand their own motivations, emotions, and behaviors. By understanding their strengths
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and weaknesses, individuals can work to build upon their strengths and address their

weaknesses, ultimately becoming more effective in their personal and professional lives.

Journalling
Objective
To identify areas of growth and deficit through reflective journalling.

Introduction
Journaling, also known as expressive writing, is a therapeutic technique that involves

writing down one's thoughts and feelings on paper., journaling is believed to help individuals

gain insight into their emotions and thought processes, identify patterns in their behavior, and

ultimately promote self-reflection and personal growth.The process of journaling is thought

to work by facilitating the organization and processing of emotional experiences, providing a

sense of control over one's thoughts and feelings, and promoting self-awareness and

mindfulness. Journaling can be done in a variety of formats, including paper and pen, digital

tools, or specialized apps, and can be tailored to meet the needs and preferences of the

individual. The content of journal entries can vary widely and may include personal

experiences, reflections on relationships, challenges and obstacles faced, and goals and

aspirations.

Process
Write down your ideas, opinions, things you wanted to reflect, personal day, personal

ideas related to your individual interpersonal relationships, reflect on that.

Reflection
I have been able to gain a deeper understanding of myself and my behaviors, as well as

identify areas of strength and weakness.

One of the key benefits of reflective journaling is that it allows me to process my

thoughts and emotions in a structured way. By writing down my experiences and feelings, I

am better able to make sense of them and gain perspective on my reactions to different
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situations. This has helped me to become more aware of my own patterns of behavior and

identify areas where I might be able to improve.

Another benefit of reflective journaling is that it allows me to track my progress over

time. By regularly reviewing my journal entries, I can see how I have grown and changed, as

well as identify areas where I may still need to work on. This has been particularly helpful in

identifying patterns of behavior or thought that may be holding me back, as well as

recognizing areas where I have made significant strides.

Overall, I have found reflective journaling to be a valuable tool for personal growth and

development. It has helped me to better understand myself and my behaviors, and has

allowed me to identify areas where I can improve and grow.

Application
Reflective journaling has many applications in both personal and professional settings.

In a personal context, reflective journaling can be used to promote self-awareness and

personal growth. By reflecting on their experiences, emotions, and behaviors, individuals can

gain a better understanding of themselves and their patterns of thought and behavior. This

increased self-awareness can lead to positive changes in their relationships, work, and overall

well-being.

In a professional context, reflective journaling can be used to promote professional

development and improve job performance. For example, healthcare professionals may use

reflective journaling to reflect on their patient interactions, identify areas for improvement,

and develop strategies for improving patient care. Teachers may use reflective journaling to

reflect on their teaching methods, identify areas for improvement, and develop strategies for

engaging and supporting their students.

Reflective journaling can also be used in academic settings to promote learning and

critical thinking. Students can use reflective journaling to reflect on their learning
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experiences, identify areas where they are struggling, and develop strategies for improving

their academic performance.

Reflective journaling is a versatile tool that can be used in a variety of personal and

professional contexts. By promoting self-awareness, personal growth, and professional

development, reflective journaling can help individuals achieve their goals and improve their

overall well-being.

Small rewards
Objective
To explore the uses of small rewards in the process of relationship building in

counselling

Introduction
Small rewards are brief verbal and non-verbal expressions of interest designed to

encourage clients to continue to speak. These rewards convey that you are with the client and

they can continue speaking.

Process
A roleplay was conducted with two participants, one played a counsellor while other as

the counsellor, to depict the use of small rewards, followed by a group discussion about the

use of small rewards in the roleplay.

Reflection
During the roleplay, the counsellor provided the client with small rewards such as praise,

positive feedback, and encouraging words. These rewards helped to build the client's

confidence, and the client felt more comfortable opening up and sharing their thoughts and

feelings with the counsellor. hroughout this session, the counsellor consistently acknowledges

everything the client said by verbally confirming using words like okay, yes, right etc. They

were also nodding throughout which encouraged the client to continue talking. They also
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used paraphrasing and repeating what the client was saying to make sure that the clients

knows that they are being listened to.

The counsellor also maintained an open posture throughout which conveyed that the

counsellor was paying unconditional attention to the client.

Furthermore, the counsellor utilized the rewards to reinforce the client's positive

behavior and encouraged them to continue making progress towards their goals. The rewards

helped to create a positive and supportive environment, which allowed the client to feel safe

and secure during the counselling session. As an observer, I learned that small rewards can be

a powerful tool in counselling. They can help to motivate and encourage clients to make

positive changes in their lives, and they can also help to build trust and rapport between the

client and the counsellor.

Application
The use of small rewards in counselling can be an effective technique to encourage

positive behavior and build trust and rapport between the client and the counsellor. Small

rewards can be anything from a simple compliment or positive feedback to a small gift or

token of appreciation.

Small rewards in counselling is to motivate clients to make positive changes in their lives.

For example, a counsellor might reward a client for completing a challenging task or for

taking steps towards achieving their goals. By providing positive reinforcement in the form of

rewards, the client is more likely to continue making progress and feel motivated to

overcome obstacles.

Small rewards can be used to build trust and rapport between the client and the counsellor.

When a counsellor offers small rewards such as praise or positive feedback, it helps to create

a positive and supportive environment. This can help the client feel safe and secure during the

counselling session and build trust with the counsellor.

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Additionally, small rewards can be used to reinforce positive behavior in clients. For

example, if a client is struggling with anxiety, a counsellor might reward them for using

coping skills to manage their symptoms. This positive reinforcement can help the client feel

more confident and motivated to continue using these skills in the future.

Questioning
Objective
To understand the different types of questions with respect to counselling

Introduction
Counsellors and trainees may use questions in ways that either help their clients to

elaborate on their internal frame of reference or lead them out of their viewpoints and invite

other people to talk and volunteer new information

Questioning plays an important role in counselling psychology setup as it can facilitate

the exploration of the client's thoughts, emotions, behaviours, and experiences. Questioning

can be of two types. Open-ended questions as the name suggest are question that gathers

subjective information and impose no restriction on the kinds of responses. They are

particularly useful in counselling psychology as they can help clients to gain insight into their

problems and develop a greater understanding of their thoughts and feelings.

They are often used to elicit detailed and descriptive responses from the person being

questioned. Close-ended questions are questions that have a specific answer or are restricted

by options such as yes/no. They are objective in nature and help gather specific information

quickly and efficiently.

Process
For this activity, we designed a series of open-ended and close-ended questions on the

theme of “life in college”. These questions revolved around the daily routines and

experiences of college students. All of these questions were discussed to understand how to

structure the tone and wording of such questions.

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Reflection
the activity of forming a series of open-ended and close-ended questions on the topic

"life in college" in relation to counseling was insightful and informative. The activity

emphasized the importance of questioning skills in counseling, where the counselor uses

questions to guide the client's exploration and understanding of their experiences.

In forming open-ended questions, I found that it is important to create questions that

facilitate reflection and self-exploration in the client. For example, open-ended questions

such as "Can you tell me more about your experience in college?" and "What has been your

biggest challenge in college?" allowed clients to express themselves in a non-judgmental

environment, leading to a deeper understanding of their experiences and emotions.

On the other hand, close-ended questions were useful for gathering specific information

about the client's experiences, behaviors, and beliefs. For example, close-ended questions

such as "Have you ever felt overwhelmed in college?" and "Do you feel comfortable in social

situations on campus?" were useful in gathering specific details about the client's experiences,

which can guide the counselor's interventions.

Overall, the activity emphasized that questioning skills are an essential part of

counseling, as they provide a means for clients to explore and understand their experiences.

Application
The use of open-ended and close-ended questions is a valuable tool in counseling, as it

can provide clients with the opportunity to explore and understand their experiences. By

using open-ended questions, counselors can encourage clients to reflect on their thoughts,

feelings, and behaviors without feeling judged or rushed. This can facilitate a deeper

exploration of underlying issues and lead to greater insights and understanding. For example,

a counselor may use an open-ended question such as "Can you tell me more about how you're

feeling?" to encourage a client to express their emotions in greater detail.

DEVELOPING COUNSELLING SKILLS

Close-ended questions can be useful in gathering specific information about a client's

experiences and behaviors. By using close-ended questions, counselors can quickly gather

information that can guide their interventions and treatment planning. For example, a

counselor may use a close-ended question such as "Have you ever experienced panic

attacks?" to gather information about a client's symptoms and to make a diagnosis.

When used appropriately, the use of open-ended and close-ended questions can help

counselors to build rapport with their clients and create a supportive therapeutic environment.

By balancing the use of both types of questions, counselors can gather important information

while also providing clients with the space to explore and express themselves in a meaningful

way. This can lead to greater understanding and insight, which can guide the client towards

greater emotional and psychological wellbeing.

Paraphrasing
Objective
To explore the use of paraphrasing in understanding client’s issues by the means of an

exercise

Introduction
Paraphrasing is a technique commonly used in counselling psychology to demonstrate

active listening and to clarify the client's message. Paraphrasing involves restating the client's

words or message in your own words, without adding or changing anything significant.

Paraphrasing can serve several important functions in a counselling psychology setup:

Demonstrating empathy. Paraphrasing can show the client that you are actively

listening to them and that you understand their perspective. By restating their words in your

own words, you can convey that you are truly trying to understand their experience.

Encouraging exploration. Paraphrasing can encourage clients to explore their thoughts

and feelings in greater depth. By restating what they have said, you can provide a space for

them to elaborate on their experiences and gain greater insight into their emotions.
DEVELOPING COUNSELLING SKILLS

Clarifying misunderstandings. Paraphrasing can also help to clarify misunderstandings

and to ensure that you and the client are on the same page. By restating the client's words,

you can confirm that you have correctly understood their message, and you can also provide

an opportunity for the client to correct any misunderstandings.

Fostering collaboration. Paraphrasing can foster a collaborative relationship between

the client and therapist. By demonstrating active listening and understanding, you can create

a supportive and collaborative environment that encourages the client to participate more

fully in the therapeutic process.

Process
For this activity, two volunteers acted as a counsellor and clients. The counsellor

actively engaged the client by paraphrasing their sentences. This helped the client explain

their thoughts better abd helped them to continue sharing during the process.

Reflection
As I observed the activity, I noticed how the counselor used active listening skills to

create a safe and supportive environment for the client. The counselor listened attentively to

the client's words and then paraphrased them back in a way that demonstrated understanding

and empathy. This helped the client to feel heard and validated, and it encouraged them to

share more about their experiences and emotions.

Through this activity, I learned that paraphrasing is an essential technique in counseling

because it shows the client that their feelings and experiences are valued and understood.

Additionally, I realized that active listening skills are critical in creating a therapeutic

environment that is safe, supportive, and conducive to healing. I recognize the importance of

using active listening skills and paraphrasing techniques in my work with clients. By

demonstrating empathy, understanding, and validation through these techniques, I can create

a therapeutic relationship that fosters growth, healing, and positive change.

DEVELOPING COUNSELLING SKILLS

Application
Paraphrasing can help the counselor to build rapport and empathy with the client by

showing that they are actively listening and trying to understand the client's experiences. By

restating the client's words in a slightly different way, the counselor can demonstrate that they

are validating the client's emotions and experiences. In addition, paraphrasing can be used by

the counselor to clarify and summarize the client's statements. This can help the counselor to

ensure that they have understood the client's concerns and to identify any underlying themes

or patterns in the client's thoughts and emotions.

Furthermore, paraphrasing can also be used to encourage the client to reflect on their

experiences and explore their thoughts and emotions in greater depth. By restating the client's

words and asking open-ended questions, the counselor can help the client to gain insight into

their own thoughts and emotions. Paraphrasing can be especially useful in managing conflict

and difficult emotions in counseling sessions. By paraphrasing the client's words and

reframing them in a neutral or positive way, the counselor can help to diffuse tense situations

and guide the client towards a more constructive resolution.

The internal or external frame of reference

Objective
To understand the differences between internal and external frames of reference by the

means of participatory exercise.

Introduction
A counsellor needs to be empathetic towards the client at all times therefore if trainees

are to be perceived by clients as “listening loud and clear” they need to develop the ability to

get inside the skin of their client and see the world through their eyes. At the heart of active

listening is the basic distinction between you and me, your view of me and my view of you.
DEVELOPING COUNSELLING SKILLS

Here, your view of yourself and my view of myself is internal frames of reference.

Additionally, your view of me and my view of you are external frames of reference.

Process
A group discussion was conducted to identify internal frame of reference and external

frame of reference.

Reflection
The discussion helped me understand that internal frames of reference refer to an

individual's thoughts, beliefs, and values that shape their perception of the world around

them. On the other hand, external frames of reference relate to external factors such as

cultural, societal, and environmental factors that influence an individual's view of the world.

In the context of counseling, it is essential to identify both the internal and external

frames of reference to understand the client's worldview fully. This understanding helps the

counselor develop a more empathetic and effective approach to therapy, as they can tailor

their interventions to align with the client's experiences and beliefs.

Additionally, the group discussion helped me realize the significance of acknowledging

cultural diversity in counseling. Clients from different cultural backgrounds may have

different internal and external frames of reference that shape their worldview. Therefore, it is

crucial to recognize and respect these differences to avoid imposing one's own cultural beliefs

on the client.

Application
One important application is developing cultural competence. Counselors must be aware

of their own cultural biases and be able to recognize and respect their clients' cultural

differences.
DEVELOPING COUNSELLING SKILLS

For example, a counselor might use an external frame of reference by asking their client

to tell them more about their cultural background and how they think their cultural values and

beliefs are influencing their thoughts and behaviors. Similarly, a counselor might use an

internal frame of reference by asking their client to identify some of the thoughts and beliefs

that are contributing to their feelings of anxiety and how these thoughts and beliefs are

impacting their daily life.

Another application of identifying internal and external frames of reference is

developing empathy and understanding of the client's experiences. By understanding the

client's internal and external frames of reference, the counselor can better understand the

client's perspective and tailor their interventions to meet the client's needs. In addition,

identifying internal and external frames of reference can help counselors understand how

environmental and life circumstances are impacting their clients' mental health. By

addressing these external factors, counselors can help their clients improve their well-being.

For example, a counselor might use an external frame of reference by asking their client how

their environment or life circumstances have impacted their mental health and how they can

work together to address these external factors. Alternatively, the counselor might use an

internal frame of reference by asking their client to identify some of the coping mechanisms

that have worked for them in the past and how they can incorporate these strategies into their

current situation. It helps counselors develop cultural competence, empathy, and

understanding of their clients. By recognizing and respecting clients' internal and external

frames of reference, counselors can provide more effective and meaningful counseling

interventions that address both the internal and external factors that influence their clients'

well-being.
DEVELOPING COUNSELLING SKILLS

Reflecting feelings and meaning

Objective
To explore and practice reflecting feeling and meaning in the context of counselling.

Introduction
Reflecting on feelings is the main skill of actively showing understanding. It may be

viewed as empathising with a client and their flow of emotions and experience. It is a skilful

reflection of feeling words and requires attention in the following areas.

● Strength; matching the strength of the client's expression with your responses.

● Multiple mixed feelings; the contrasting views of a client help a client gain

clarity by making them choose between different feeling words

● . Assisting labels; clients might not be able to articulate their feeling. Thus

attention must be paid to the intensity of the words they used in the description

of the situation. For example, the client labels their experiences as sad or very

sad. In this situation, the counsellor must reflect the clients feeling in their

words.

Process
A group discussion is done to decode the meaning and feeling in a sentence of a

hypothetical client.

Reflection
One scenario that stood out to me was a client who said, "I feel confident, but I don't like

wearing short clothes." In reflecting on this statement, we discussed the importance of

acknowledging and respecting the client's feelings of confidence, while also recognizing that

they have certain insecurities about their body. We talked about how a counselor could reflect

both the client's positive emotions (confidence) and their negative emotions (discomfort)

back to them, how a counselor might reflect back the client's feelings by saying, "It sounds
DEVELOPING COUNSELLING SKILLS

like you feel confident in yourself, but you also have concerns about wearing short clothes

because of your body image."

Another scenario we discussed involved a client who was unsure about attending a

festival with a friend. The client said, "I want to go to the fest, but I'm not sure if I want to

face my friend." In reflecting on this statement, we talked about how a counselor might

reflect the client's mixed feelings and provide a safe space for them to explore their emotions.

A counselor might reflect back, "It seems like you want to go to the festival and have fun, but

you're also feeling unsure about facing your friend. Can you tell me more about why you're

feeling unsure?"

Through these hypothetical scenarios, I learned that reflecting feelings and meanings

requires active listening and empathy. Reflecting back to the client what they have expressed

helps them feel heard, validated, and understood. I also learned that it is essential to reflect

back both the emotional content and the meaning behind it, as it helps the client gain a deeper

understanding of their emotions and thoughts.

Application
This technique is used to validate the client and make the client aware of themselves.

This, in turn, facilitates problem-solving as the counsellor can help the client identify patterns

of behaviour or thought that may be contributing to their difficulties, and work with the client

to find strategies to overcome them. By reflecting back the client's emotions and meanings,

counselors can create a safe and non-judgmental environment where clients feel heard and

understood. This, in turn, can help clients to better understand their own emotions, process

their experiences, and work through any issues they may be facing. Reflecting feelings and

meanings can also help clients to feel validated, acknowledged, and supported, which can be

a powerful motivator for change.

DEVELOPING COUNSELLING SKILLS

Reflecting feelings and meanings can be particularly useful in helping clients to gain

insight into their emotions and motivations. By reflecting back the client's emotions,

counselors can help clients to better understand the underlying causes of their feelings, and

work through any issues that may be contributing to their emotional state. This can be

especially important in cases where clients may be struggling with complex or conflicting

emotions, as reflecting feelings and meanings can help clients to sort through their emotions

and gain clarity about their experiences.

Another important application of reflecting feelings and meanings is in helping clients to

build self-awareness and self-esteem. By reflecting back the client's emotions and meanings,

counselors can help clients to recognize and validate their own emotions, and to develop a

greater sense of self-understanding and self-acceptance. This, in turn, can help clients to

develop greater self-esteem, self-confidence, and self-efficacy, which can be powerful tools

in helping clients to achieve their goals and overcome any challenges they may be facing.

Overall, reflecting feelings and meanings is a vital skill in the context of counseling,

with a wide range of practical applications. By actively listening to clients and reflecting back

their emotions and meanings, counselors can create a safe and supportive environment that

promotes healing, growth, and self-discovery. Whether working with clients dealing with

mental health issues, relationship problems, or life transitions, the skillful use of reflecting

feelings and meanings can be a valuable tool in helping clients to achieve their goals and

reach their full potential.

Self-awareness as a listener
Objective
To assess one’s own listening skills by using a participatory exercise

Introduction
Self-awareness is essential for listeners in a counselling setup because it allows them to

understand their own biases, beliefs, and emotions that may influence their responses and
DEVELOPING COUNSELLING SKILLS

reactions to clients. Being self-aware as a listener means being conscious of one's own

thoughts, feelings, and behaviour, as well as the impact these have on the therapeutic

relationship.

Self-awareness also allows the listener to be more present and attentive to the client,

creating a safe and supportive space for them to explore their thoughts and feelings. By being

aware of their own biases and emotions, the listener can avoid unintentionally harming the

client or hindering their progress in therapy.

Process
A series of questions regarding attention, the ability to concentrate on what people are

saying, ability to listen without interrupting were answered.

Reflection
The questionnaire provided me with a valuable opportunity to reflect on my listening

skills and the extent to which I am self-aware as a listener.

The questionnaire helped me to identify my strengths as a listener. For instance, I

learned that I tend to focus on the speaker and give them my full attention, which is an

important aspect of effective listening. The questionnaire also helped me to identify areas in

which I could improve my listening skills. For instance, I learned that I sometimes interrupt

the speaker, which can be perceived as disrespectful or insensitive. Moreover, I realized that I

tend to make assumptions about the speaker's message based on my own experiences, which

can lead to misunderstandings or misinterpretations. These areas for improvement are

important to note as they help me to become a more effective and empathetic listener.

Application
In a counselling setup, self-awareness allows the listener to; Avoid projecting their

values and beliefs onto the client. Be non-judgmental and empathetic towards the client.
DEVELOPING COUNSELLING SKILLS

Recognize and manage their emotional reactions to the client's disclosures. Identify and

address any countertransference issues that may arise. Monitor and adjust their

communication style to better meet the needs of the client. Self-awareness as a listener is a

crucial skill in counseling settings as it enables counselors to build a strong therapeutic

relationship with their clients. Active listening, a core component of self-awareness as a

listener, allows counselors to focus on the client and provide feedback that confirms

understanding. By being fully present and engaged, counselors can help clients feel heard and

validated, which can promote the development of trust and rapport in the counseling

relationship.

Another critical application of self-awareness as a listener is non-verbal communication.

Counselors who are self-aware of their non-verbal communication, such as body language

and facial expressions, can effectively convey empathy, support, and understanding to their

clients. These non-verbal cues can help clients feel more comfortable and understood in the

counseling session and facilitate the therapeutic process.

Self-awareness as a listener also involves being empathetic towards clients. By

understanding their own emotions and experiences, counselors can better empathize with

clients and provide a safe and supportive environment for them to explore their feelings and

experiences. Additionally, self-awareness as a listener can help counselors to recognize their

own cultural biases and assumptions and provide culturally competent counseling services

that are respectful of clients' backgrounds and experiences. In conclusion, self-awareness as a

listener is an essential skill for counselors to possess, as it enables them to provide effective

and empathetic counseling services that promote client growth and healing.

SOLER B
Objective
Using SOLER B as an attending skill while communicating
DEVELOPING COUNSELLING SKILLS

Introduction
SOLER B is an acronym that stands for five key nonverbal communication behaviors

that can enhance communication in various settings, including counseling, therapy, and

coaching. The acronym SOLER B was developed by Gerard Egan, a psychologist and author

of the book "The Skilled Helper."

The acronym SOLER B stands for:

S - Squarely face the person: This means facing the person directly, with your shoulders

and hips aligned towards them, and maintaining good eye contact.

O - Open posture: This means keeping an open and relaxed body posture, with your arms

and legs uncrossed, to show that you are receptive and interested.

L - Lean towards the person: This means leaning slightly towards the person to convey

that you are attentive and interested in what they are saying.

E - Eye contact: This means maintaining appropriate eye contact with the person,

without staring or looking away too often.

R - Relax: This means maintaining a calm and relaxed demeanor to make the person feel

at ease and comfortable.

B - Body language: This means being aware of your body language and using it to

convey empathy and understanding, such as nodding your head, mirroring the person's body

language, or using facial expressions to show empathy.

By practicing these SOLER B behaviors, you can create a supportive and effective

communication environment that can help you build rapport, trust, and understanding with

others. SOLER B can be an effective tool for building rapport with clients and creating a safe

and supportive environment for them to express themselves. By using SOLER B behaviors,
DEVELOPING COUNSELLING SKILLS

counselors can communicate empathy and understanding to their clients, which can help to

establish trust and promote a positive therapeutic relationship

Process
Conduct a roleplay as a counsellor and client with any two participants and the rest

observe them and their use of SOLER B in a clinical setting followed by a group discussion

about the observations made.

Reflection
I found the roleplay to be insightful and informative. The participants were

demonstrating the SOLER B technique for counseling, which is an acronym that stands for

Sit Squarely, Open Posture, Lean Forward, Eye Contact, Relax, and Body Language.

During the roleplay, I observed that the counselor sat squarely facing the client with an

open posture and leaned forward to convey attentiveness and engagement. The counselor

made good eye contact with the client and used appropriate facial expressions to show

empathy and understanding. Furthermore, the counselor appeared relaxed and comfortable,

which helped to create a safe and supportive environment for the client.

As for the client, they were also sitting comfortably and appeared at ease throughout the

session. They maintained good eye contact with the counselor and responded positively to the

counselor's use of SOLER B. The client was able to open up and share their thoughts and

feelings, which allowed the counselor to build rapport and establish trust.

Overall, I found the roleplay to be a useful demonstration of the SOLER B technique and

its potential benefits for counseling. The students' effective use of SOLER B helped to create

a positive and supportive environment for the client and facilitated productive

communication. It highlighted how the use of SOLER B could be a valuable tool for building

rapport and establishing trust with clients, which is essential for effective counseling.
DEVELOPING COUNSELLING SKILLS

Application
The SOLER B technique can be used to establish rapport between the counselor and the

client. By demonstrating attentiveness, engagement, and warmth, counselors can create a

sense of safety and trust, making clients more comfortable sharing their thoughts and

feelings. This technique can help counselors to practice active listening, which is a vital skill

in counseling. Counselors who sit squarely, maintain eye contact, and lean forward convey

that they are listening carefully and are interested in what their clients are saying.

Additionally, SOLER B can be used to convey nonverbal communication, such as

empathy and understanding, which can help to build rapport and trust. Using appropriate

facial expressions and body language can help clients feel seen and heard. This technique can

also be used to create a safe and supportive environment for clients. By appearing relaxed and

non-judgmental, counselors can help clients feel comfortable sharing their thoughts and

feelings, creating a space for open and honest communication.

Moreover, by using SOLER B, counselors can facilitate effective communication with

their clients. This technique can help to establish trust, build rapport, and encourage clients to

share their thoughts and feelings, which is essential for effective counseling. Overall, the

SOLER B technique is a valuable tool for counselors to use in their practice. It has the

potential to positively impact counseling outcomes, as it can help to establish rapport,

facilitate effective communication, and create a safe and supportive environment for clients.

As a psychology student, observing the SOLER B technique in action has highlighted its

potential to positively impact counseling outcomes.

Body Language and other Cues

Objective
Using open body language while communicating.
DEVELOPING COUNSELLING SKILLS

Introduction
Body language is the use of physical behavior, expressions, and mannerisms to

communicate nonverbally, often done instinctively rather than consciously. It plays an

important role in psychology as it is a key component of social interactions and can convey a

wide range of emotions, attitudes, and intentions.

Body language is studied to understand how people express themselves and interact with

others. It is used to interpret the meaning behind nonverbal cues and to identify patterns in

behavior that can help us better understand human communication and relationships. Body

language can be both conscious and unconscious. People may use body language deliberately

to convey a message or express an emotion, but they may also send nonverbal cues

unconsciously, revealing their true feelings or thoughts.

Process
To develop the skill, we chose a partner, observed their body language, also observed

and reflectedon our own body language.

Reflection
Through the activity, I was able to observe my friend's body language and compare it to

my own, which gave me a greater appreciation for the role that nonverbal cues play in

communication. The nature of our conversation was casual

During the activity, I noticed that my friend tended to use a lot of hand gestures when

she was speaking, which made her seem more animated and engaged in the conversation. She

also tended to lean forward and make eye contact when she was particularly interested in a

topic, which made it clear that she was fully engaged in the conversation.

In contrast, I noticed that I tended to cross my arms and lean back when I was feeling

defensive or uncomfortable. I also tended to look away or fidget with my hands when I was

nervous or unsure about what to say. The activity allowed me to gain a greater appreciation

for the role of nonverbal communication in interpersonal interactions. It also helped me to

DEVELOPING COUNSELLING SKILLS

become more self-aware of my own nonverbal cues and how they can be perceived by others.

Going forward, I plan to continue working on improving my own body language and using

what I've learned to become a more effective communicator in both personal and professional

settings.

Application
Body language can be applied in counseling is through active listening. Counselors can

use nonverbal cues such as nodding, maintaining eye contact, and using appropriate facial

expressions to show their clients that they are present and fully engaged in the conversation.

These nonverbal cues can help clients feel heard, validated, and understood, which can help

to establish a positive therapeutic relationship.

Body language can also be used to gauge a client's emotional state. Counselors can

observe nonverbal cues such as changes in facial expressions, body posture, and tone of voice

to better understand their clients' emotions. This information can help the therapist tailor their

approach to best meet the client's needs and provide more effective treatment.

Nonverbal cues can also be used to convey empathy and support. Counselors can use

nonverbal cues such as a gentle touch or a comforting gesture to show their clients that they

care and are there to help. These nonverbal cues can help to create a safe and supportive

environment, which can help clients feel more comfortable sharing their thoughts and

emotions.

Body language can also be used to help clients manage their emotions. Counselors can

teach clients techniques such as deep breathing and progressive muscle relaxation, which can

help them to relax and reduce their stress levels. These techniques can be reinforced through

nonverbal cues such as using a calm and reassuring tone of voice, maintaining a relaxed

posture, and using appropriate facial expressions. Body language and nonverbal

communication are essential components of counseling and psychotherapy. By using

DEVELOPING COUNSELLING SKILLS

nonverbal cues to build rapport, understand emotions, convey empathy and support, and

teach relaxation techniques, counselors can provide more effective treatment and help their

clients achieve their therapeutic goals.

DEVELOPING COUNSELLING SKILLS

References

American Psychological Association. Understanding psychotherapy and how it works.

Kontunen J, Timonen M, Muotka J, Liukkonen T. Is interpersonal counselling (IPC) sufficient

treatment for depression in primary care patients? A pilot study comparing IPC and

interpersonal psychotherapy (IPT). J Affect Disord. 2016;189:89-93.

doi:10.1016/j.jad.2015.09.032

Young JF, Benas JS, Schueler CM, Gallop R, Gillham JE, Mufson L. A randomized depression

prevention trial comparing interpersonal psychotherapy--adolescent skills training to group

counseling in schools. Prev Sci. 2016;17(3):314-324. doi:10.1007/s11121-015-0620-5

Young JF, Jones JD, Sbrilli MD, et al. Long-term effects from a school-based trial comparing

interpersonal psychotherapy-adolescent skills training to group counseling. J Clin Child

Adolesc Psychol. 2019;48(sup1):S362-S370. doi:10.1080/15374416.2018.1479965

Smyth JM, Johnson JA, Auer BJ, Lehman E, Talamo G, Sciamanna CN. Online positive affect

journaling in the improvement of mental distress and well-being in general medical patients

with elevated anxiety symptoms: A preliminary randomized controlled trial. JMIR Mental

Health. 2018;5(4):e11290. doi:10.2196/11290

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Lindquist R, Tracy MF, Snyder M. Complementary & Alternative Therapies in Nursing, Eighth

Edition. Springer Publishing Company; 2018.

Dubord G. Part 9. Thought records. Can Fam Physician. 2011;57(8):913-914.

Stickley T. (2011). From SOLER to SURETY for effective non-verbal communication. Nurse

education in practice, 11(6), 395–398. https://doi.org/10.1016/j.nepr.2011.03.021

Seehausen, M., Kazzer, P., Bajbouj, M., & Prehn, K. (2012). Effects of empathic paraphrasing -

extrinsic emotion regulation in social conflict. Frontiers in psychology, 3, 482.

https://doi.org/10.3389/fpsyg.2012.00482

Rowan, J., & Jacobs, M. (2002). The therapist's use of self. Buckingham: Open University Press.

Luft, J., & Ingham, H. (n.d.). Johari window model. Retrieved from:

http://www.humanresourcefulness.net/CypressCollege/ docs/HUSR224/J ohari _ Wind ow_

Questionnaire-package.pdf

Clark, A. (1995). Projective techniques in the counselling process. Journal of Counselling &

Development, 73(3), 311-316.

Nelson-Jones, R. (2005). Practical counselling and helping skills: Text and activities for the

lifeskills counselling model (5th ed.). Sage Publications Ltd.

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Appendix
Appendix 1
Self-analysis Questionnaire

The questions and their answers are as follows:

I question myself and why I do, say, or think the things that

I do. YES

If someone is angry, I try to placate them. YES

When someone tells me a joke, I laugh even when it isn't

funny. YES

I don't always say and do what I really want to in the fear of

upsetting others. YES

I work hard to gain other people's approval. YES

I can generally articulate and identify what I am feeling.

NO

I put other people's needs before my own. YES

I listen and attend to how I feel inside. NO

I enjoy looking at my reflection in the mirror. NO

I feel uncomfortable in new situations. YES

I know what I need to feel safe and peaceful. NO

Before dressing, I wonder if people will like what I am

wearing. YES
DEVELOPING COUNSELLING SKILLS

I can tell others how I am feeling. NO

I know what I need, to feel safe. NO

I can meet my own needs. NO

I know what I like and dislike. YES

I am critical of myself. YES

I have firm beliefs and opinions. YES

I can take an instant dislike to some people. NO

I can go along with what others want to do. YES

I prefer e-mails and texts to phone calls and face to face

meetings. NO

1 copy how others behave. NO

I often feel angry. YES

I often feel lonely. YES

DEVELOPING COUNSELLING SKILLS

Appendix 2
Self-awareness as a listener

1. Do you get bored listening to something that doesn't

interest you? OCCASIONALLY

2. Do you only pretend you are listening to someone

speaking when, in fact, your mind is far away?

OCCASIONALLY

3. Do you pretend to listen and make appropriate noises

and gestures when you aren't really listening?

OCCASIONALLY

4. Do you concentrate on what the person looks like

rather than what is said? ALMOST NEVER

5. Do you want people to hurry up so that you can say

something? ALMOST NEVER

6. Do you want to continue doing other things while

listening — writing, typing, reading, etc.?

OCCASIONALLY

7. Is your attention easily distracted, e.g., by phone

ringing, external noise, etc. ALMOST NEVER

8. Do you take notes while listening? ALMOST NEVER

DEVELOPING COUNSELLING SKILLS

9. Can you easily remember what someone has said to

you hours later? OFTEN

10. Do you think some people have nothing interesting

or useful to say'? ALMOST NEVER

11. Do you talk over people? OCCASIONALLY

12. Do you look at the person who's talking? NEARLY

ALWAYS

13. Do you interrupt others? OCCASIONALLY

14. If your emotions are affected by the conversation,

does this affect your ability to listen? ALMOST

NEVER

15. Do you find it easier to listen to people you like?

OFTEN

16. Do you find it difficult to listen to people who appear

not to like you? OCCASIONALLY

17. Do people have to remind you of things they have

asked you to do? OFTEN

18. Do you forget traffic directions? ALMOST NEVER

19. Do you change the subject of conversations when

someone is talking? ALMOST NEVER

20. Do you forget names easily? OCCASIONALLY

DEVELOPING COUNSELLING SKILLS

21. Do you find it difficult to sit or stand in one spot for

more than two minutes? ALMOST NEVER

22. Do your thoughts race? ALMOST NEVER

23. Do you have to ask people to repeat themselves

often? ALMOST NEVER

24. Do you have a very busy life? ALMOST NEVER

DEVELOPING COUNSELLING SKILLS

Appendix 3
DEVELOPING COUNSELLING SKILLS

Appendix 4
DEVELOPING COUNSELLING SKILLS
DEVELOPING COUNSELLING SKILLS

Appendix 5