Counselling is considered a learning process, especially for the client. An effective counsellor displays affirmation and nurturing behaviours whilst less effective counsellors use the ‘watch and manage’, ‘belittle and blame’ and ‘ignore and neglect’ behaviours (Najavits & Strupp, 1994). The role play that was undertaken was Michael the VCE student, whereby Karen Tran is the observer, Christian Brett is the Client and Sarah Boubis is the counsellor. A counselling session was undertaken where the client Michael a student in his final year of VCE is struggling to make an important decision for his future. Michael is a high achiever and his parents have supported him immensely in his studies and strongly encourage him to pursue math and science subject to achieve a high ENTER so he can follow his father’s professional footsteps in to Law and Medicine. Although Michael is very appreciative of his parent’s time and energy into his education he is torn between two decisions of either travelling after high school or going straight to university. His mother supports travel and Michael is more open in regards to that subject. However both parents are concerned and wish their son to aspire to a further education and see it as far more beneficial at this stage in his life. Michael approaches a counsellor about the pressures he is experiencing and wishes to seek guidance and prompt him with a decision. Each of the counselling processes had been met as required, thus reported on the following: Preparation: Counsellor was reminded of the expectations, agendas, feelings and ethics towards counselling. The Meeting:
Preamble: The Counsellor greets the client and they both introduce themselves. The Counsellor asks the client to sit down and provides the client with the boundaries by saying ,‘we have approximately 45 minutes to conduct this session, everything that is said in this session is strictly confidential and that as my role of a counsellor is to only guide the client and prompt them with their own solution to the problem’. Getting started: The client expresses their point of concern and appears to be quite distressed. The counsellor had put them at ease by using phrases such as ‘please tell me more ‘and ‘please share with me’. Active Listening: The Counsellor was able to provide minimal responses such as ‘I see’, and ‘please tell me more’. Once the client had revealed the problem the counsellor could then summarise. Problem Identification and clarifying: The counsellor was able to demonstrate active listening and asking questions such as ‘what are both of your parents views on this topic, do they wish you to study or to travel and what are their reasons for such a decision?’. The client was then able to open up about the pressures that are exerting from his parents. Facilitating Attitude change: The counsellor states ‘Do you believe that it would be fair to dismiss all the time and energy your parents have put in for you to excel?’ The client then expresses his frustration by saying he doesn’t understand’ and referring to his parents as ‘stubborn ‘.However he does come to the realisation that his parents have done a lot for him. The counsellor then assists in attitude change by stating ‘let’s focus on the situation at hand here and not get distracted by your emotions’. Exploring Options and Facilitating Action: The counsellor asks the client ‘what option would satisfy both you and your parents’? The client had then represented the idea of taking one year off to travel and see the world and then to return to his further studies.’ The client was then confident to say that ‘I will have a chat with them and show that I am mature enough and I shall return to pursue further education and that I am a high achiever’. The client has come to his own solution. Termination: The Counsellor was able to sum up the clients decision and way of action and concludes the session.
The session had a time constraint of...
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