Directive Approach to Counselling

Directive Approach to Counselling

As the name itself this approach envisages a more active role for the counsellor. The counsellor employs varying degrees of direction to help the counselee to reach sound solutions. Also through his specialised knowledge and experience inscientific diagnosis and interpretation of data, counselees are helped to reach earlier solutions for their problems. According to early childhood courses, the proponent of this approach, the need for direction by the counsellor is inversely proportional to the individual counselee’s potentialities for self-regulation. Through the basic responsibility for reaching the solution is primarily more to take up increased responsibility for self-direction. This approach presupposes a more personalised relation with the counselee where the counsellor strives to identify psychologically with the counselee so that he can be understood better.

Counselling Steps by Teacher Courses in Mumbai

  1. Analysis: This involves collecting from various sources the data needed for an adequate understanding of the client. This includes administration of psychological tests etc. However, such testing and form filing should not come between the counsellor and counselee and its importance should be limited to the extent that it gives a better idea about the counselee.
  2. Synthesis: This refers to summarising and organising the data so obtained, as to reveal the assets, liabilities, adjustments and maladjustments of the counselee. This includes the data obtained through psychological testing also.
  3. Diagnosis: This stage is concerned with formulating conclusions regarding the nature and the course o f the problems exhibited by the student. Drawing conclusions from the results ofpsychological testing administration of questionnaires etc. are done here.
  4. Prognosis: This refers to predicting the future course of development of the counselee’s problem in the light of conclusions as made earlier.
  5. Counselling: This is the most important and time consuming step in the whole process. This is where the expertise of the counsellor is needed most. It is a highly personalised teaching and learning process. It is direct teaching through explicit explanations, assistance in searching for interests, etc. that illuminate the counselee’s problems and so on. Sometimes the counsellor listens in a friendly/encouraging way. It may also involve practice sessions where with the warm support of the counsellor the counselee acts out the way he/she should. Thus he/she becomes his/her own teacher to the extent his/her capabilities and circumstances permits. Success thus achieved reinforces and retains those successful behaviours which in turn establish an adjusted way of life. Thus counselling involves:

(a) Assisting the student in self-appraisal, i.e. identifying his/her interests, motives and capabilities,

(b) Helping him/her to plan a course of action which utilises the capabilities and potentialities so identified and

(c) Finally in establishing an adoptive life style. To help the counselee appraise him/herself two types of data are self perceived data and data from external appraisal?

The counselee himself is the best source of certain type of information. However, the counsellors should also communicate those in obtained through analysis and diagnosis. However, he/she should be cautious enough not to make the counselee think that both of them are in the same state of ignorance. Counsellor does not enumerate in detail the steps of his/her analysis/dipsare etc.