JUSTIN P J

 A Profession and an Academic Discipline

 Developed In late 1890 and early 1900
 Advice and information
 Teachers and social reformers
 Educational, vocational, child welfare
  Is that a magic?

 Instant solution generating

technique?

 Something like hypnotism?

 Prophesy?
 Smith (1955)- defines counseling as a
process in which the counselor assists
the counselee to make interpretations of
facts relating to a choice, plan or
adjustments which s/he needs to make.
 Pepinsky and Pepinsky(1954)- states
that counseling is that interaction which
occurs between two individuals called
counselor and client takes place in a
professional setting and is initiated and
maintained to facilitate changes in the
behaviour of a client.
 Gustad (1953) – “counselling is a learning
oriented process, carried on in a simple one
to one social environment where in the
counsellor, professionally competent in
relevant psychological skills and knowledge
seeks to assist the client by methods
appropriate to the latter's needs and within
the context of the total personnel program,
to learn how to put such understanding into
effect in relation to more clearly perceived
realistically defined goals to the end that
the client may become a happier and more
productive member of society”.
 Counselling is a process
 Relationship
 Sequences
 Voluntary change in client
 Client responsible to the decisions or
choices he/she makes
 Goals
 Assisting
 Counseling as Hygiology

 Helping relationship and profession

 A solution to human problems

 A psycho social process

 A planned intervention

 Process of identifying clients coping

strategies
 A collaborative effort

 Active participation

 Process of developing individual’s unique

self and potential

 A form of education

 Voluntary in nature

 Use of specific techniques

 Lecturing
 Advising
 Ordering
 Persuading
 Moralizing
 Judging
 Confronting
 Instructing
 Deciding
 Only for people with problems
 Before 1900s
 Developed in late 1890 and early 1900s
 Initially it was in the form of information
and advice.
 Mostly by teachers, social reformers,
religious
 These helpers involved in child welfare,
educational/vocational guidance, legal
reform.
 Frank Parsons: founder of guidance,
institutionalised guidance

 Jess B Davis: Introduced systematic

guidance programme in public schools

 Clifford Beers: ‘A Mind that Found

Itself’ His book advocated importance of
mental health.
 Guidance movement gained acceptance and
spread in American and western society.
 At the same time Counsellors broadened
their focus including issues of personality
and development.
 E.G Williamson- First theory- Minnesotta
Point of view or Trait-factor Counselling- it
was a counsellor centred approach.
 Persons have traits (aptitude, interests,
personality, achievements)that could be
integrated with variety of ways to form
factors (constellation of individual
characteristics)
 Counselling was based on a scientific
problem –solving, empirical method that
was individually tailored to each client
to help him/her to stop non-productive
thinking/behaviour.
 Three major events-
 Theory of Carl Rogers, World War 2,
American Govt involvement in
counselling after war.
 Publication of book 1942- Counselling
and Psychotherapy.
 He challenged counsellor centred
approach and emphasized non-directive
approach which is client centred.
 Rogers advocated giving clients
responsibility for their own growth.
 Counselling psychology as a profession
began to move further away from its
historical alliance with vocational
guidance.
 Establishment of
 American Personnel and Guidance
 The Charting of American School
Counsellor Association
 The establishment of Division 17
(Society of Counselling Psychology)
 Joseph Wolpe’s – Systematic
desensitization

 Albert Ellis- Rational Emotive Therapy

 Eric Berne’s – Transactional Analysis

 Aaron Beck’s Cognitive Therapy

 Humanistic counselling theories
Abraham Maslow
 One to one to small Group interactions
 Behavioual counselling grew importance
John Krumboltz (Revolution in
Counselling) in which learning promoted
as the root of change.
 Drug counselling emerged
 Marriage and family counselling also
emerged to address increasing divorce
rate
 Educational, mental health institutions
began to employ counsellors.

 Psychiatric hospitals, rehab centres also

initiated services.

 Counsellors started to share their

knowledge and skills to teachers and
paraprofessionals.

 It become a full fledged profession.

 Standardization, training and certification of
counsellors began.
 Recognition of counselling as a distinct
profession.

 1990s
 Discussions on counselling in a pluralistic
society.
 The renewed focus within the decade on
counselling issues related to the whole person.
 Spirituality, family environment, socio-
economic considerations taken into
assessment.
 Life coaching
 Mentoring
 Psychotherapy and counselling are two
diverse concepts but get frequently
mistaken for one another.
 They both use psychological methods to
alleviate mental health issues and are
both forms of cognitive therapy.
1. Psychotherapy involves an intensive search
and investigation of the issue at hand while
counselling places more emphasis on
providing an immediate solution to current
grievances.

2. Counselling is more like guidance to make

well informed decisions while psychotherapy
involves deep rooted and fundamental
behavioural patterns and psychological
issues.

 Counselling is usually done in an outpatient

4. Counselling has always been connected
with educational and social-work settings,
whereas psychotherapy has traditionally
been associated with psychopathology,
psychiatrists, clinical psychologists, and
medical settings.

5. Counselling focuses on less serious

difficulties and is a temporary procedure
while psychotherapy involves quite an
amount of time to get to the root of chronic,
visceral issues and address them properly.
6. Psychotherapy is frequently used to
treat a diagnosable mental health illness
such as depression, schizophrenia amidst
others while counselling is typically
wellness-oriented, offering deeper insight
and teaching how to effectively handle
problems and challenges.

7. Counselling addresses social, career,

and educational issues, whereas
psychotherapy concentrates on
adaptation and psychological issues.
 Counselling focuses on basic life
challenges that most people
encounter at some point in their lives,
such as stress at work, relationship
problems, family issues or emotionally
difficult changes like the death of a
loved one, where psychotherapy
specializes in working to improve
problems with a person’s fundamental
thoughts, beliefs, or feelings.
• The disorder is long-term and has a
substantial impact on your daily activities
and interpersonal relationships.
• You rely on dangerous techniques to cope,
such as drugs and alcohol, and friends and
family advise you to seek treatment
because they perceive a downhill spiral.
• Nothing you’ve tried seems to work: you’ve
tried relaxation techniques and meditation,
but they don’t appear to be effective. You
might need to see a doctor.
 Guidance refers to the advice and
instructions given to a person by a more
experienced or authoritative person on
varied problems.
 The Meaning of Guidance can be
understood as “to direct” or “to show the
path”
 The guidance gives clients ready answers
 Guidance is the best approach for tackling
educational and career problems
 It can be provided by any person who is
experienced in a particular field or expert
 This is less private or confidentiality is
not guaranteed
 Guidance can be given from Schools,
home; everywhere. No special setting
required.
 Social casework, counseling, and psychotherapy
have their own distinctiveness but share
professional association that safeguards the interest
of the persons with problems as well as the
practitioners.

 These professional workers receive their training

and accreditation from their respective
Professional Associations to serve their clients as
individual practitioners.
 Although they have their separate identities in the
field of therapeutic interventions, it is a common
view that there is a lot of overlapping.

 use of similar theoretical framework of reference,

the same training materials, books and resources
 In counseling, help is provided to the client without
social services whereas in casework, administration
of services in concrete forms is an essential
component of the intervention strategy.

 An agency setting is not essentially necessary for

counseling but casework is always practiced in an
agency setting.

 Counseling is most of the time concerned with one

type of problem but in casework the client is
assessed and understood as a whole.
 PSYCHOANALYTIC APPROACH

 BEHAVIOURAL APPROACH

 HUMANISTIC APPROACH
 Psychodynamic counselling evolved from the work of Sigmund
Freud (1856-1939).
 Psychodynamic counselling is based on Freud’s idea that true
knowledge of people and their problems is possible through an
understanding of three particular areas of the human mind.
 Freud's main interest and aim was to bring things from the
unconscious into the conscious. This practice is known as
psychoanalysis.
 Psychoanalysis is used to encourage the client to examine
childhood or early memory trauma to gain a deeper understanding
of events.
 This in turn may help the client to release negativities associated
with these earlier events.
 The behavioural approach to counselling focuses
on the assumption that the environment determines
an individual’s behaviour.

 Behaviourists believe that that behaviour is

‘learned’ and can therefore be unlearned.
 Humanistic counselling recognises the uniqueness
of every individual.

 It assumes that everyone has an innate capacity to

grow emotionally and psychologically towards the
goals of self-actualisation and personal fulfilment.

 The central theme of client-centred counselling is

the belief that we all have inherent resources that
enable us to deal with whatever life brings.
 In the behavioural approach counsellor
takes a directive role.
 Counsellor believes that he/she has
something to offer to solve client’s
problem.
 This approach is based on the premise
that primary learning comes from
experience and applies learning
principles to the elimination of
unwanted behaviours.
 The behavioural approach to counselling
focuses on the assumption that the
environment determines the behaviour.
 Behaviourists believe that behaviours are
learned and therefore can be unlearned.
 According to this approach, unwanted
behaviour is an undesired response to
something or someone in person’s
environment.
 In this approach counsellor will identify
unwanted behaviour with a client and
together work to change or adapt the
behaviour.
 Phobias, eating disorders, and anxiety are
mostly dealt with in this approach.
 They use a range of behaviour
modification techniques.
 Once unwanted behaviour is identified,
counsellor and client will work on
developing an action plan of realistic,
attainable goals.
 For example: they will be taught how to
relax in situations that produce anxiety
response and rewarded or positively
reinforced it when desirable behaviour
occurs.
 Humans are neither good nor bad but
are living organisms capable of
experiencing a variety of behaviours.
 Their personality is composed of traits.
 The behaviourist believes that people
can conceptualise and control their
behaviour and have the ability to learn
new behaviours.
 The counsellor functions as a consultant,
teacher, advisor and facilitator.

 The behaviour counsellor tries to help

the individual to learn new and more
adaptable behaviours and to unlearn old
non-adaptable behaviours.

 The behaviour counsellor focuses

attention on the individual’s ongoing
behaviours Introduction and their
consequences in his own environment.
 1) Defining the problem The clients are asked to
specify when, where, how and with whom the
problem arises.

 2) Take a developmental history Knowledge about

how the client has handled past circumstances.

 3) Establish specific goals Counselors help clients

break down goals into small, achievable goals.

 4) Determine the best method for change Helping

the client to reach the desired goal by choosing the
appropriate method. Continuous assessment of the
effectiveness of the method is a must.
 Positive Reinforcement
 Rewards are used to reinforce desirable
behaviors and increase the likelihood of
their recurrence.
 Negative Reinforcement
 Eliminating or reducing unpleasant
stimuli to encourage desirable behavior.
 Positive Reinforcement
Rewards are used to reinforce desirable
behaviors and increase the likelihood of
their recurrence.
 Negative Reinforcement

Eliminating or reducing unpleasant stimuli

to encourage desirable behavior.
 Systematic Desensitization

A process that involves gradually

introducing the client to anxiety-
provoking situations to reduce their fear
and anxiety.
Modeling
The client observes and imitates a behavior
modeled by the counselor or a peer.

•Flooding
This technique involves exposing the client
to the fear-provoking stimulus in an
intense and overwhelming manner. We
will explain how this technique works and
discuss when it is appropriate to use it.
Shaping
This technique is used to reinforce and
build behavior patterns gradually by
breaking them down into smaller,
manageable tasks.
 Systematic Desensitization
 This technique is used to treat anxiety
disorders by gradually exposing the
client to the anxiety-provoking situation
in a safe and controlled manner.
1. Relaxation Techniques
 Learn how to teach clients how to relax
their mind and body.
2. Hierarchy of Anxiety
 Discover how to put together a hierarchy
of anxiety-provoking situations.
3. Gradual Exposure
Find out how to use gradual exposure to
help clients confront their fears.
4. Maintaining Gains
Learn how to help clients that overcome
their phobias in the long term.
 Leona is a 32-year-old woman who
seeks counselling due to her increasing
anxiety and social isolation. She
recently lost her job, which has led to
financial difficulties and strained
relationships with her family and
friends. Leona reports feeling
overwhelmed and unable to cope with
her current situation.
1. Behavioral Assessment: The counselor starts
by conducting a thorough behavioral
assessment to identify specific problematic
behaviors and their triggers. In Leona’s case,
the counsellor may observe that she avoids
social situations, spends excessive time at
home, and engages in negative self-talk.
2. Goal Setting: Together, the counsellor and
Leona set specific, measurable, achievable,
relevant, and time-bound (SMART) goals. In
this case, a primary goal may be for Leona to
reduce her social isolation and improve her
emotional well-being.
 Behavioral Techniques: The counselor
introduces behavioral techniques to address
Leona's issues:
 a. Systematic Desensitization: Since Leona
experiences anxiety in social situations, the
counsellor uses systematic desensitization. This
technique involves gradually exposing Leona to
social situations in a controlled and safe
manner, helping her build confidence and
reduce her anxiety over time.
 b. Behavior Rehearsal: The counselor role-plays
social scenarios with Leona, helping her
practice assertiveness and positive
communication skills.
 c. Positive Reinforcement: To encourage
Leona to engage in social activities, the
counsellor may set up a reinforcement
system, where she rewards herself for
attending social events or participating
in activities that she previously avoided.
 Self-Monitoring: Leona keeps a daily
journal to track her thoughts, feelings,
and behaviors. This helps her become
more aware of her patterns and
triggers.
 Homework Assignments: The counsellor
assigns homework tasks related to the
techniques discussed in the counselling
sessions. For instance, Leona may be
asked to attend a social gathering or
practice relaxation exercises when
feeling anxious.
 Progress Evaluation: Throughout the
counselling process, the counsellor
regularly assesses Leona's progress toward
her goals. Adjustments are made to the
treatment plan as needed based on her
improvements and challenges.
 Maintenance and Relapse Prevention: As
Leona begins to make progress, the
counsellor helps her develop strategies to
maintain her gains and prevent relapses.
She may identify potential stressors and
develop coping mechanisms to deal with
them effectively.
 Termination: Once Leona has achieved
her goals and feels more confident in
managing her anxiety and social
interactions, the counselling process
comes to an end. The counsellor
discusses future coping strategies and
offers support if needed.
 Counseling process moves through predictable
phases and stages

 A usual counseling session lasts for 45 minutes to

one hour

 Based on mutual understanding and need, it may

goes 10-20 sessions..
 Intake procedure

 Initial interview
1. Initial disclosure
2. In-depth Exploration
3. Commitment to Action

Followed by

Termination and follow up

 Set aside all your personal agenda/ business

 Give your quality time to the client

 Be presentable in front of your client

 Set a perfect counseling environment

 Agency
 Ensure privacy- closed room, sound proof etc
 Proper air, ventilation, no direct lighting but
proper lighting
 Warm colours
 Comfortable chairs
 Filled water bottles
 Note pad / work sheets
 Board or other device
 Seating – face to face/ side by side ( culture
appropriate)
 Door closed/opened – ca
Counseling in casual atmosphere
No on lookers
Privacy
Excessive noise
Relaxing atmosphere
Prefer under a tree
 Filling up personal data form

 Needed psychological test- MSE

 Case history for a systematic collection of

information about client’s past and current life
 Introduce each other
 Name, where are you from, about family,
profession/study etc
Goals in this stage
 Make the client feel comfortable with you and the
counseling environment
 Build a basement for a long term helping
relationship
 Structuring the interview
 Talk in friendly manner- ask something general,
climate, hobbies, movies etc ( according to clients
mood)

 Smile, pat, nod

 Give him/her to feel comfortable in your presence

 Warmth, affection
 Basic attending behavior

 Client observation skill

 Don’t question the client immediately about
problems
 Don’t rush to probe trauma experience
 Don’t pressurize client to talk but respect his/her
hesitation to talk/open up
 Don’t show impatience if client takes time to relate
to you
Once you feel your client is comfortable…
Then proceed………………………………………..
 Explain how can you both work together
 How can you help the client to resolve current
issue
 Tell him/her that…. “I am with you”
 But make it clear that “ Your co-operation is big
deal”
 Clear the misconceptions about counseling
 Stress on counselor’s role and nature of help
 Assure confidentiality
 Your every word and action build a strong helping
relationship and
 Your client is comfortable…

If everything alright… we proceed….

A perfect door opener to invite client to talk about
why he/she seek help
Switching over from a general, friendly talk…
Direct your interaction towards eliciting worries
and anxieties.
 What brings you to see me?

 What would you like to talk to me?

 You look like you are in a lot of pain

 Tell me about you….

 Encourage the client for self disclosure

 Allay the client’s fears and anxieties

 Without a honest self-disclosure counseling is an

empty work

 To encourage disclosure, counselor must offer a

climate that promotes trust in the client
 Empathy – understand other’s experience as if it
were your own

 Genuineness – behave as you are, consistency

overtime, dependable in relationship

 Unconditional positive regard: caring your client

without setting any condition

 Concreteness: using clear languages

 Some may speak directly
 Most often, they begin clarify dimensions of life
concerns, rethink problem and its effects in life
 Your listening skill important here
 Allow free flow of talk without too many intrusive
questions
 Listen without passive negative remarks
 Convey an attitude of accepting client’s
experiences and feelings as genuine
 Don’t be critical or pass judgmental
remarks
 Don’t laugh, or ridicule the client’s experience
 Don’t reject the client’s experiences as untrue or a
story
 Don’t show shock or disbelief at disclosure
 Don’t make many interruptions when clients talks
 Don’t attempt to control conversation- follow
client’s lead
 Show attitude of acceptance

 Convey “ I understand your feeling” through both

verbal and non-verbal

 Maintain your identity as counselor

 Don’t get too emotional by your self

 Don’t look sorry or feel pity for the client
 Don’t disbelieve or discredit the client
 Use simple, plain language that client understands

 Open ended questions

 Use voice tones, facial expressions, body gestures

 Elicit and note down the client’s experiences,

needs in verbatim
 Don’t interrupt client too often

 Give time to complete

 Don’t anticipate client’s responses and assume

their feelings- no mind reading

 Don’t ask multiple questions one after another

 Don’t limit client’s choices- do you like chappathi

– or roti?

1. Summarizing:
 Provide brief summary of each part of the
conversation as it proceed.
Eg: “if I understood you correctly you said
me…………”
“What you are trying to say is that……”

Narrate an incident that happened on your journey

in the morning..
 Restate in your own words the salient features or the
vital contents of the conversation or what the client
expressed.

 Eg. “ you say that you are feeling very awkward and
embarrassed to talk about recent experiences and that
is why you don’t interact with others here”

 “ what I understand is that you think that you cannot

stay here for too long as you fear that people will trace
you here and forcefully take you away”
 Exercise: speak about your first day experience at the
college
 Restating message conveyed by the client with a
special focus on the feelings involved.
 Eg: “ you feel very disheartened and rejected by
your family’s attitude and feel unsure about your
future”.
 :You are angry with your friend for lying to you”

 Tell about your recent holiday experience

 This includes both verbal as well as non-verbal
cues that affirm to the client that you are paying
attention to him/her completely.
 Eg: verbal punctuations and words such as ‘Hm’,
‘Haa’, ‘um’, ‘I see’, ‘ Ah’, ‘really’.
 Non-verbal punctuation can also be shown through
facial expression, eye contact, nodding of head,
humming. ( hmm..hmm) or hand gestures.
 Asking the right kind of questions can help to
clarify information as well as lead to better self –
disclosure.
 Three kinds of questions:
 Open ended: explorative/stimulating
 Exercise….
 Closed questions
 Suggestive questions: these questions suggest
some answer.
 You want to go home, don’t you?
 Interpretation go beyond what the client has stated
 Usually offers new meaning and points to the
causes underlying actions and feelings
 Interpretations may be based on theories, previous
experiences
 Can be gentle or aggressive
 Challenging the client’s behavior in one way
 Used mainly when client create smoke screen,
tricks, excuse making, justifying
 Confrontation happens when there is contradiction
in client’s words and deeds
 Eg: you were telling me you feel sad about it, yet
you are smiling
 You say you hate him yet you keep phoning him
 Tone of voice similar to client
 Maintains good eye contact
 Occasional head nodding
 Occasional smiling
 Occasional hand gestures
 Moderate rate of speech
 Body leans toward client
 Relaxed
 Confident vocal tone
 This step involves collection and classification of
information related to client’s life situation

 Deep inquiry into client’s complaints, worries and

anxieties

 Need to ask many questions, clarifications

 For making an accurate diagnosis

 To decide suitability of treatment plan

 To make easier goal setting and action plan

 Facilitate alternatives and options

 Personal details
 Current problem/s: how does it affect client’s daily
life?

 The behaviours, thoughts and feelings associated

with the problem

 How often and how long problem existed

 Pattern of events- with whom and when

 Client’s current life style: the daily routine

 Social, religious and recreational activities

 Special characteristics of the client

 Parents : personality

 Family values, culture, custom

 Siblings

 Relationship and interactions

 Family cohesion/ stability

 Education, job, work history

 Career

 Goals in life

 Hobbies, friends

 Medical history
 Feelings associated with problem (angry, sad)
 Thinking associated with problem (beliefs,
perception)
 Behaviors associated with the problem (rude,
insult, withdrawal)
 Physiological complaints (head ache, stomach
pain)
 Interpersonal effects ( quarrel with siblings,
 When?

 Where?

 With whom?

 What happens before and after the

problem?

 What makes the problem worse?

 What makes problem disappear/better?

 How does client cope with the problem?

 The strengths, resources and support

system

 You have all information

 Ask client where to start or priorities the

problem

 Now define that particular problem……..

 Why do we need goals ?????

 With clear goals clients are motivated to

work and achieve those goals

 They learn to structure their lives

according to the goals

 It will help counselor to choose best

approach to help the client
 Be positive in statements
 Be precise
 Be clear
 Be realistic
 Set priorities
 Achievable
 Measurable
 Goal : Get in healthy shape

 Targets : weight- 60 kg

 Walk for 30 minutes without fatigue

 8-9 hours sleep

 Eat low fat and high fiber food

 Drink two litres of water

 Stop eating junk food ad drinks

 Go to gym daily

 Go for 30 minutes walk twice in a day

 Both terms are used interchangeably
 Counseling is more of a talk therapy
 It addresses specific problems and take
measures to solve it
 Focusing on current issue
 Psycho therapies tend to deal about
past experiences
 Healing of past memories
 Sigmund Freud- Viennese psychiatrist
 People have conscious mind
( awareness of the outside world)
 Pre-conscious mind(hidden memories,
forgotten experiences that can be
remembered)
 Unconscious mind (repressed forces,
urges, memories,
unacceptable,unpleasant)
 Id – pleasure principle, libido, impulsive,
entirely unconscious
 Immediate gratification of needs,
desires and wants( if not..
tension,anxiety)

 Ego- reality principle, decision making,

satisfying id’s needs in real way,
appropriate way
 Analyze pros and cons before something
is done
 Super ego- moral standards, values
 Zones of pleasure-
 Oral stage= mouth is chief pleasure zone-
sucking and biting
 Anal stage- pleasure is through
withholding or eliminating feces
 Phalllic stage- pleasure zone is sex organs
 Latency stage- energy is focused on peer
activities
 Genital stage- heterosexual patterns
 Excessive frustration or overindulgence in
any stage lead person to become fixated
at that level of development
 Defense mechanism, in
psychoanalytic theory, any of a group of
mental processes that enables the mind
to reach compromise solutions to
conflicts that it is unable to resolve. The
process is usually unconscious, and the
compromise generally involves
concealing from oneself internal drives
or feelings that threaten to lower self-
esteem or provoke anxiety.
 Repression is the withdrawal from
consciousness of an unwanted idea,
affect, or desire by pushing it down, or
repressing it, into the unconscious part
of the mind
 Unconscious exclusion of distressing or
painful thoughts
 Forgetting events form childhood/past
due to trauma and anxiety
 Person refuses to see or accept any
problem or troublesome aspect of life
 Happens in preconscious and
unconscious level
 Denying that your physician's diagnosis
of cancer and seeking a second opinion
 When individuals are under stress, they
often return to a less mature way of
behaving

 7 year boy wetting bed when he find he

has a little sister

 Throwing a temper tantrum when you

don't get your way
 Instead of stating what one really thinks
or feels he/ she attributes an
unacceptable thought, feeling on to
another.

 saying "You're just Stupid" when losing

an argument.
 Giving an intellectual reason to justify
certain action

 I did not pass the exam because the

paper war difficult than other years

 stating you were fired because your

boss is biased, disregarding your poor
performance
 When an individual behaves in a
manner that is just opposite of how
he/she really feels

 Pyromaniac becomes a firefighter

 Redirection of an emotional response on
to a safer target

 My dad was very angry with my mother

and he started shouting at my little
sister
 Encourage client to talk about whatever
comes to mind especially childhood
experience

 Help the client to gain insight by reliving

and working through unresolved past
experiences

 Help the client to understand

unconscious aspects of personality
 Free association- client says whatever
comes to mind even silly, irrational,
painful which is analyzed
 Dream analysis- Freud says dreams
are main avenue to understand
unconsciousness. He believed dreams
are attempt to fulfill childhood wish.
 Make an analysis of this dream to find
inner side of client
 Analysis of transference: response of
client as counselor is a significant figure
in client’s life.
 Interpretation- helps the client to
understand his past.
 Carl Rogers

 In his book ‘counseling and therapy’ 1924

 Human nature- people are essentially

good
 humans are characteristically ‘ positive,
forward moving, constructive, realistic
and trustworthy.

 Self actualization is the most prevalent

and motivating drive of existance
 Each person is capable of finding
meaning and purpose in life

 The concept of self is central to this

theory

 For a healthy self to emerge, the person

need positive regard, warmth, care,
respect and acceptance.
 Ideal self- what is person striving to
become

 Real self- what the person is

 The further the ideal self is from the real

self the more alienated and maladjusted
a person become
 Promote a climate where client is
encouraged to explore aspects of self.

 Client is the director of entire process

 Focus on client as a person not his/her

problem
 Help the client to accept self and others
 Help him/her to identify resources and
potential
 Empathy- an attempt to think with

 Unconditional positive regard-

acceptance- genuine, caring

 Congruence- transparent in the

therapeutic relationship

 Consistent in relationship, being

available
 Mead's work focuses on the way in
which the self is developed.
Mead's theory of the social self is
based on the perspective that the self
emerges from social interactions, such
as observing and interacting with
others, responding to others' opinions
about oneself, and internalizing external
opinions and internal feelings about
oneself.
Language develops self by
allowing individuals to respond
to each other through
symbols, gestures, words, and
sounds. Language conveys
others' attitudes and opinions
toward a subject or the
person. Emotions, such as
anger, happiness, and
confusion, are conveyed
through language.
.
Play develops self by allowing individuals to take on
different roles, pretend, and express expectation of
others. Play develops one's self-consciousness through
role-playing. During role-play, a person is able to
internalize the perspective of others and develop an
understanding of how others feel about themselves and
others in a variety of social situations.

Games develop self by allowing individuals to

understand and adhere to the rules of the activity.
Self is developed by understanding that there are
rules in which one must abide by in order to win
the game or be successful at an activity
Self-concept is learned.
One of the very basic assumptions of this theory is that
no person is born with a self-concept. Self-concept is
believed to develop as a person grows old. This means
that our perceptions towards our selves can be shaped
and can be altered, and can also be affected by
environmental factors. In this sense, self-concept is
actually a product of socialization and development. A
person may have a perception of himself different from
what other people thinks of him. For example, an
individual feels that he is generous while others see him
as a selfish person.