The Process of Counselling
The process of counselling requires harmonious relationshipbetween the client and the counsellor. The client counsellor relationship requires the development of rapport between the counsellor and the counselee. According to Arbuckle, “Rapport might be described as the ideal relationship that is developed between the client and the counsellor, a relationship that is easy and comfortable and free, where each person can be honest”.
Early Childhood Care and Education (ECCE) have suggested some techniques which are useful in the process of counselling. The client-centred techniques are 1. Reflection of feeling to express, in fresh words, the essential attitudes [not the content] expressed by the client, to mirror his attitudes for his own bear understanding, and to show that he is understood by the counsellor; 2. Simple acceptance: An “M -hm” type of response that does no more than indicate acceptance and understanding. 3. Structuring: A simple explanation of the type of relationship that exists between counsellor and client; 4. Nondirective lead: A very general question designed to open the conversation but not direct it.
The Counsellor—defining the nature of counselling and its process Jones has thrown light on the activities in which a counsellor is involved. According to Montessori Teacher Training the counsellor meets the following needs during the counselling pro-cess (1) the need for an interested interpretation of information adapted to an individual problem,
(2) The need for a listening, checking up, and advising process;
(3) The need for putting into motion aids to problem solution to which the student for the individual does not have easy access;
(4) The need for arousing an awareness of problems existing but not recognised;
(5) The need for defining problems recognised but not understood;
(6) The need for a constructive action where the student needs help in coping with a problem,
(7) The need for help in definite major maladjustments.
According to Pre Primary Teacher Training a counsellor should have good basic intelligence copious general information, intensive special information, special skills and special personal qualities. Teacher Training emphasise certain attitude which a good counsellor should develop. These are
(1) Respect for the personal autonomy of client,
(2) Belief in the person’s capacity for adjustment,
(3) Respect for whole person;
(4) Tolerance and acceptance of the client’s difference,
(5) Desire to help the client understand and accept himself.
A counsellor is a specialist in thee of guidance. At least the member of the staff should have training in counselling. A teacher counsellor combines the work of a counsellor and a teacher with a reduced load of teaching work. He is better equipped than average teacher for assisting individual to make adjustments and aiding schools administration and staff members working with individual pupils and parents.
This adjustment may be with regard to school and curriculum, vocation or personality. The job include & personal contacts, group conferences and intimate relationship for which, few teachers have did time and ability. He needs cooperation from others should be given all available facts about each individual. He depends upon the headmaster and other teachers for information. But he is mainly responsible for the planning of total guidance programme.