Counselling psychology
The concept of counseling and related fields
Meaning:
Paisley & pepineley:-
Ø Counselling is a diagnosis and treatment of Minus functional maladjument.
Ø It is a relationship, primary individual and face to face, between counselor and counselee.
Carl Rogers:
Counselling is a definitely structured permissive relationship which allows the client to gain an understanding to himself to a degree which enables him to make positive steps in the light of his new orientation.
Characteristics of counseling:
Ø Counselling is conversation with some one regarding some problem.
Ø Normally, not always, one of the two person process facts or experiences or abilities which other lacks.
Ø He also informs the pupil’s curtain facts.
Ø Counselling is a vital part of the entire guidance program.
Ø Counselling is only one aspect of guidance.
Ø Counselling is a learning oriented process.
Ø Counselling is a professional service.
Ø Counselling is problem oriented.
Ø Best Counselling is in the from of the decision made by the counselee.
Ø Counselling is completely based on self guidance.
Counselling and other related filed:
1) Guidance and Counselling
2) Counselling and teaching
3) Counselling and interview
4) Counselling and psychology
5) Counselling and advice
6) Clinical psychology
7) Counselling as Hygiology
8) Counselling avocation
9) Counselling as vocations
10) Counselling as a helping relationship.
Basic principles of counselling process:
1) Principles of Acceptance
2) Principles of respect for the individual
3) Principles of permissiveness
4) Principles of thinking with the individual
5) Principles of consistency with ideals of democracy
6) Principles of learning.
Counseling Procedure:
1) Analysis
2) Synthesis
3) Prognosis
4) Counselling
5) Fallow-up.
Technique of Counselling:
1) Establishing Rapport
2) Cultivating self understanding
3) Advising and planning a programmed of action
4) Direct advising
5) Trplanatory method
6) Refuel other personal workers
a. classification
b. acceptance
c. calcifications
d. restatement
e. approval
f. asking question
g. humous
h. summary classification
i. analysis
j. regression
k. assurance
Psycho analytical view point:
Sigmund freud
Born: 1890-1930
Freiberg Marvin.
Died: England
Studied: Vienna
Under.j.maetin
Worked with: braules.
This method is treating the individuals by psychological rather than physical means. Psychoanalysis doctrine setfosil by Sigmund Freud is between 1890-1939. This theory grew out of individuals behavior is determined by both assumption psychic determinism “Human beings is finds view are not master of their own destinies rather, their behaviors are directed by the need to gratify basic biological needs re instincts. Behavior is not random, but is determined past experiences.
He recognized first time that subconscious of the human mind. He used hypnosis is treating hysteria. He developed many personality theory.
Nature of man:
1) Libido equated with sex energy (search of pleasure)
2) Eros – life force
3) Tantos - death wish individual’s aggressive duive.
Personality theory:
1) Un conscious
2) Pre- conscious
3) Conscious
And
1) Id
2) Ego
3) Super ego
Psychosexual stages:
Freud believed that individual personality is basically formed devising the first five genes of life. He attempts to reduce tension that emanates from four basic sources.
1) Physiological grocath process.
2) Frustration
3) Conflicts
4) Threats
Stages are:
1) The oral stage:- (1 year) Libidinal energy anteed around the mouth.
2) The anal stage:- (1-3) sub fictions lies is achieving body control and martyr focus
3) The phallic stage:- (3-5-6) Genitals becomes major focus
4) The latency stage:- It is sexual interest and energy.
5) The genital stage:- love in opposite sex
Nature of anxiety:-
1) Real of objective anxiety
2) Neurotic anxiety
3) Moral anxiety
Defense mechanisms:-
1)
2) Reaction formation
3) Rationalization
4) Projection
5) Displacement
7) Regression
8) Fantasy
9) Denial of reality
Neurosis and psychosis:
Neurosis: are 1) hysteria 2) psychoslemian 3) anxiety reactions
Psychosis: are 1) manic 2) depression 3) paranoid 4) schizophrenia
The Process of treatment:
1) Free association
2) Interpretation
3) Dream analysis
4) Transferences
5) Use of
6) Termination of therapy
Criticism:
1) Usely and driven to much by annalistic instincts needs and wants
2) Stress an childhood experiences
3) Behavior determined by psychic energy
4) Minimized rationality
Contribution :
1) Effective technique of psychotherapy.
2) Recognition of unconscious.
3) Identification of early experiences in personality development.
4) Established model though intervention is therapeutic.
Goals of counseling in personality change:
Goals of counseling is to effect change is behavior which will enable the counselee to leave a more productive, satisfactly
Life as the defines is within societies limitations.
Change may be desirable are relations with others family situations academic achievement job experiences.
Rogers says out comes of goals experience as no treating less anxiety more nearly is harmony with his perceived self and more achievable.
Boy & pine:
Described their client- centered counseling goal.
Help to become more nature, self-actuated move foreword, positive constructive grow towards sensitization a quire new insights, positive reorientation of personality.
Behavioral change:
Remediation is a planned interventions, interpersonal is nature that attempt to help, modify or implore the states of an individual or group”.
To help person become more fully functioning persons & achieve integration personal identity and self actualization.
It assists helping skills and attitudes are productivity released to enables the person needing assistance to cope with his difficulties and concerns.
Counseling helps the children when they become emotionally disturbed i.e.
1) Inability to has which can not be be explained or maintain interpersonal relations.
2) In inappropriate types as behavior or feelings.
3) Unhappiness and depression.
4) Personal and school problem.
5) Emotional reactions.
6) Intellectual disabilities.
Motivational inadequacy morel defect physical ailment, social maladjustment.
Rubin categories some problem of elementally school children:
1) Academic problems.
2) Social problems.
3) Conflict with authority figures.
4) Overt behavior manifestation.
Problems of dropout and solution:
1) No earn money
2) No get nosey.
3) Dislike subjects
4) Constant failure.
5) Prognosis, youth full massages &
6) Divasas
7) Clime and delinquency.
8) Unemployment.
9) Drugs and alcohol.
Counseling of Goals:
The Counseling has the goal of understanding the behavior, motivations and feelings the Counselee.
Counseling Goals:
1) Immediate goals
2) Long term goals
3) Mediate of process goals
Acc to par off (1951). An important out come of Counseling is that the client feels less anxious about the possibility of achieving has goals.
Some of the major goals of Counseling: (M H)
1) Achievement of positive mental health
2) Resolution of problem
3) Improving personal effectiveness
4) Counseling to help change
5) Decision making as a goal of Counseling
6) Modification of behavior as a goal.
Goals of Counseling in personality change:
Goals of Counseling is to effect change in behavior which will unable the counselee to leave a more productive, satisfaction life as the defines is within societies limitations.
Change may be disable are relation with others, family situations, academic achievement, pob experiences.
Rogers says out comes of goals experience as not treating less anxiety more in harmony with his perceived self and more achievable.
Boy and pine:-
Described their clients – centered Counseling goal.
1) Help to become more mature
2) Self – actuated move forward
3) Positive constructive grow towards sensitization
4) Acquire new insights
5) Positive reorientation of personality
1) Behavioral change:-
A) Problem definitions
b) Developmental and social history
c) Establishing specific goals of Counseling
d) Determine methods to be used to being about desired change.
2) The goals involve recognizing the whole structure of the individual
3) Changes can be being through effective dynamics among Id, ego, super ego
4) Appropriate childhood learning
5) Bring to the conscious level the repressed impulses that are caring anxiety
6) Adler believe the way to understand an individual is to find out her or his goals is then to determine the life style the individual has developed to search it.
A) life goal
b) Life style
c) social interest
Principle of learning come with is 3 categories
1) Classical of respondent conditioning
2) Operant conditioning
3) Imitating learning
4) Reinforcement
5) Primary and secondary
a) Positive and negative reinforcement
b) Schedule of reinforcement
c) Developing complex behavior
d) Mediating responses
Gestalt psychology personality change:-
PERTs: - Individual striving to maintain balance b\w conflicting inner forces.
It is organic self – regulation
ace to templar changes occurs through three process.
1) Adaptations
2) Acknowledgement
3) Approbation – develop split in their personalities
Self Theory:-
1) Organisomic valuing process
2) Positive regard from others
3) Self regard
4) Conditions of worth
5) Proper conditions for normal development
Psycho analytic theory:
1) Id
2) Ego
3) Super ego
Reality therapy:
Responsible behavior results is the formation of a personality that has at its is a success identify irresponsible behavior results in a personality that incorporate failuss identity.
Behavioral Counseling view pointed:-
Krumbaltz (su) thereon (su) Michael and Meyers’ n state university ltosford (California).
The source “Revolution in Counseling and behavior on the functions of the interaction of heredity and environment.
The hypothetical construct found in self theory and freedman theory. “Man is not at the mercy of his unconsciousness or his derives, for these entelechies if they exist can loe expressed on many ways.
Characteristics:
1) Most human behavior is learned and is there fore subject change.
2) Specific change of the individuals environment can assist in altering relevant behavior.
3) Social learning principles such as those of reinforcement and social modeling can be used to develop counselling procedures.
4) Counselling effectiveness and out comes assessed by change of individuals outside the counselling interview.
5) Counselling procedure is not stile, faced of predetermined?
6) Positive and negative, reinforcement.
Developing complex behavior:
1) Extinction
2) Generalization
3) Dis crimination
4) Shaping
5) Modeling
6) Convert reinforcement
7) Clear expectations
Nature of man:
Good and bad, environmental and heredity inequality
Counselor and counselling practice:
1) Problem determination
2) Developmental and social history
3) Establishing specific goals if counselling
4) Determine method to be used to bring about desired change.
Counselling techniques:
1) Operant learning
2) Imitative
3) Cognitive à a) Assistive training
b) Sexual raining
c) Relaxation training
d) Systematic training
4) Covert reinforcement
Client Centered Counselling
Client centered Counselling is called is called self – theory counseling, non directive
Counselling and rogations counselling.
Carl roger is the originator and he thinks distinction between counseling psychotherapy.
He born is studied in Wisconsin university as major in agree culture.
From 1924-1926 he did clinical prod at teachers college under Kilpatrick in Colombia University.
He insistituted internship child guidance.
He exposed to Freudian ideas and resolved conflict among staff.
From 1928 to 1940, 12years, he spent, time us Rochester and become disillusioned with authority with malarials with myself.
He becomes psychologists in the child study dupt of the society for the precaution of cruelty to children is Rochester in newyork.
In 1940 accepted as a professes in clinical psychology at olio state university.
From 1930-1961 the do presented 100 attacks about his personality theory.
He has published “Counselling and psychotherapy (1942) client centered therapy (1951) freedom to learn 1969.
Rogers stressed on three points:
1) Learning to live
2) Conducting research in the helping
3) Valuing the privilege of being alone because of the straggles, straggles generated by his views.
Major concept:
It stresses the counselees ability to determine the issues important to his had to solve his own problems.
1) Concept of self
2) Self actualization
3) Theories of personality
Rogers presented his theory of personality in 19 proportion.
1) Every individual first change and he is centered
2) Organized reacts as its experienced and perceived reality.
3) Organism reacts whole
4) Organism is having basic tendency and striving to maintain enhance, actualization
5) Behavior is goal oriented
6) Emotions accompanies
7) Behavior (internal frame of reference)
8) Perceptual field gradually becomes deffevntiated a self
9) As result of interaction with the environment
10) Valve attached experiences are self-structured
11) Experienced occurs is symbolized perceived
12) Behavior is adopted by the organism
13) Behavior is inconsistent with the structure of self
14) Maladjustments exists when the organism declines awareness
15) Adjustment exists symbolic level in to a consist out relation to self
16) Inconsistent experiences are crate to self structure itself
17) Absence of threat assimilated real experiences
18) Consistent understandings are more accepted
19) When accept it , it replaces the individual valve system
Three fundamental concepts, which covers, theory of personality:-
1) Perception us an active process
2) Perceptual field is differentiated and respondentshis awareness of his own personality
3) Need for self regard
Fully functioning self, maladjustment and adjustment:-
4) The individual who becomes fully functioning
1) Is open to experience
2) Lives fully each movements
3) Truest his own judgments and choices and depends less. Upon others approval.
The counselor and process:
1) The individual not the problems is the focus
2) Feelings, rather than intellect are attended to
3) The present is given more importance than part
4) Emotions growth taken place in the counseling relationship
Characteristics of client centered counselor:-
1) Attempt to understand client and impost understanding to client
2) Interpret the synthesis of expressed feelings
3) He defines relevancy, situation and limitation
4) He accept whether said as understood
5) He conveys through gestures posture and facial expression
6) He gives answer to the questions in information
7) Active participation
The counselee:-
1) Be under tension
2) Capacity to co-operative with situation
3) Opportunity to contact regularly to counselor
4) Able to experts his conflicts
5) Independent from family control
6) Fre from excessive instabilities
7) Be dull-average intellect
8) Be suitable age
Steps in counseling process:
Rogers has given 12 steps
1) The individual came for help
2) Helping situation is defined
3) In courage’s free expression of fallings
4) Counselor accepts recognize and classified there negative feelings
5) After expressing negative feelings tentative expression of positive growth
6) Accept, recognize they positive feelings
7) Insight of understanding of self and acceptance or self
8) Understanding of self again emparized on the process by classifications of possible decisions and actions
9) Initiation of minute but highly significant, positive actions
10) Development of further insight more complete and accurate
11) Less fear of making choice and more confidence in self directed action
12) Feeling of decreeing need for help and recognition
Necessary conditions of therapeutic personality change:-
1) Two persons are in psychological content and
2) Client
3) Counselor
4) Unconditional positive regards
5) Empathic understanding
6) Minimal degrees should achieved
Critic sons and contributions:-
1) Emphasizes affective emotional feelings of bash ignores cognitive intellective and rational factors
2) Use of information to help counselee is absent from the theory
3) Maximizing self is broad general assessment or individuals impossible
4) Specifies the set of goals
5) Accept little responsibility
6) Expected to be neutral
Counsellor characteristics:
Any counsellor has certain characteristics. These characteristics can be described under three categories.
A) Personality traits:-
1) Broad based of interest
2) Feelings of co-operation
3) Magnetic personality
4) Humble
5) Farsightedness
B) Training and preparation:
1) He should have knowledge of various activities about various occupation
2) One counsellor should be equipped with the principle of guidance
3) The counsellor must have the knowledge of methods for providing occeepational information
C) Experience:-
1) To help on solving the problems of client
2) To established support with the client
3) To help is securing an occupation and do correct actions
4) Efficiency is interpreting every type of information
5) To have ability to evaluate the counselling services
Acc to c, Roebor (1963):
1) Interpersonal relationship
2) Ability of leadership
3) Personal adjustment-> a)maturity b)emotional stability
4) Educational background and scholastic potentialities
5) Philosophy of life
6) Health and personal appearance
7) Professionals’ dedication.
General characters:
Ace to Goldstein.
1) Similarity to counsellor
2) Expectation
3) Need to change
4) Sex differences
5) Likeability
6) Dependency
7) Mental health
8) Introversion
9) Developing insight in the counselee
10) Underisable behavior.
Counselling process:
It implies continuous change of changes that place or rathers which should take place is the client is promoting promoting personality changes in a dermis directions.
Counselling process aim:
1) Establishing relationship
2) Stating the problem
3) Elaborating and explaining issues
4) Exploring relevant psychological back ground
5) Structuring the nature of process
6) Collecting the needful data and test and sources
7) Individual appraisal
8) Discussion
9) Discussion with approach
10) Reassessment of necessary
Some models and followed by certain stage of counselling:
1) Awareness of need for help
2) Development of relationship
3) Aid the explorations of feelings and classification of problems
4) Comprises the explorations of deeper feelings
5) The time perceptive
6) Developing the awareness of the counselee
Structuring the counselling relationship:
Purposes:
1) To let the counselee know what to expect from the counsellor
2) To give the counselee some idea of what invaded is counseling methods and purposes
Types of structure:
1) Tine of limit
2) Action limit
3) Role limits
4) Procedural of process limits
Goals:
1) Deeply understanding
2) Breaks the neurotic sycles
3) Gives power of choice
4) Clarifies the clients thinking
5) It helps communicate to the client
Interpretation:
Types
1) External
2) Interpersonal
Bordins suggested two principles for counsellor use of interpretations
a) Accept of reject on awareness and expression
b) Cognitive aspects
Rogers use of interpretation:-
1) It is best to use the clients terms and symbols in interpretation
2) It should avoided of the counsellor feels unsure of himself
3) Deals with attitudes already expressed
4) No gain is aagsing for correctives
5) Insight gained application of new areas
6) Iemprory relief may occur
Col by classified interpretations: in to 3 types.
1) Classifications
2) Comparisons
3) Wish defense
Use of psychological tests in counselling:
I. Functions of testing in counselling.
1) Test can provide data to help the client increase
2) Test results can be used to challenge the clients perceptions
3) Tests aids as prediction reinforcement and rescuers the clients
4) Predictive tools
Evaluating instruments:
1) Predicting
2) Monitoring
3) Diagnosis
4) Evaluation
II. Uses and purposes of tests or counselling:
1) Informational purpose
2) Non informational purpose
III. Selection of tests:
1) Involving the client is reelection
a) It helps avoid in increase is the client dependency
b) Could make area accurate measurement
2) Types of test:
a) Group tests and individual tests
b) Standardized and non-standardized
c) Paper pencil tests and performance test
d) Speed test and power test
3) Selection for content:
a) Mental ability test
b) Achievement test-knowledge of specific content
c) Aptitude test → sample behavior
d) Interest inventories
4) Client inventories.
IV. Test administrations and scoring
a) It effects the usefulness of the test
b) Instructions must be followed strictly
c) Accurate scoring it an important development of in testing
d) Scoring has mechanized process
V. Interpretation of test data:
1) Communication of test results
2) General modes of test interpretation
3) Interaction
4) Devices
5) Evaluative role
6) Summary
7) Special population
Group counselling
i. Factors
a) Economic appeal
b) Psychological appeal
c) Professional sophistication appeal
ii. Terminology and classification:
1) Group defined
a) Dynamic interpretation among members
b) A common goal
c) Relationship between size and function
d) Capacity for self direction
2) Classification of groups:
a) Primary v\s secondary group.
b) In group v\s out group.
c) Socio v\s psyche groups.
3) Group process.
4) Group dynamics.
5) Group guidance.
6) Group counselling.
7) Task group.
8) Personal growth group.
9) Family group consultation.
10) Marathan group.
11) Group therapy.
12) Special therapy group.
Therapeutic process of group counselling:
1) Selecting group members.
2) Size of the group.
3) Length & frequency of sessions.
4) Closed & continuous group.
5) Developing the relationship.
6) Maintain the relationship.
7) Counsellor responsibility.
8) Clients’ responsibility.
a) Initiator contributor.
b) Information seeker.
c) Opinton seeker.
d) Information giver.
e) Opinion giver.
f) Elaborator.
g) Co-ordinates.
h) Orienteer.
i) Procedural technician.
j) Group observer
Values and limitations.
1) Group counselling is problems centered & feeling oriented.
2) Effective use of social setting & peer identifications.
3) Meets with new opportunities.
4) Develops deeper respect for other people.
5) Learn to understand other people &their view point.
6) Develops greater confidence.
7) Intersente feeling & thought .
Limitation
1) Counsellor work becomes more differed & difficult.
2) Personal problem may become more general
3) Presence of persons doubts the value, some time it is barrier
4) Unknown factors may requires individual counselling
Types of counselling:
Educational counselling:
Educational is a mean of personal advancement asset of fundamental importance to society.
Functions of education related to expectations of pupils parents, teaches and society develop the personality change and exposing to common culture heritage
In a school or college students creates additional problems.
1) Complains about inability to study
2) Unable to speak in class
3) Aloof and can not make friends
4) Imelcvent pattern of behavior.
Educational counselling is a philosophy, function, role and activity
General psychological process:
1) Counselling the elementary school child
a) Helping thing is learning problem
b) Preventions from emotional break down
c) Warmath and effective relations and engagement
2) Counselling at high school level
a) It is the period of reaching to adolescents period
b) Tremendous all-round development take place
c) Counsellor can show warmth understanding and friendliness and wins the heart of the adolescence
d) Counsellor can help to avoid frustration and arcute insight in academic pursuit of the pupils
e) His ∕ her aim is to help the pupil on theorizing coussiculum
Counselling at college:
1) It is as extensive study of service to the students
2) To know their responsibilities
3) To tell philosophy of life
4) An ability to enjoy life
5) Make then creative and constrictive individual
6) Develop then healthy vocational and professional interests
Educational counselling broadly divided in to three sub areas:
1) Appraisal of strength and weakness
2) Indentifying strength, search for remedial
3) Resolving personal problems and improving inter personal relations.
Functions of counselling:
1) Appraisal services to assess objectively
2) Accurate and up to date information services in all areas
3) Planning and placement and follow up services
4) Providing assistance
5) Evaluating service to provide feed back
Vocational counselling:
Vocational assistance has been an accepted part of the counselling process.
Vocational counsellor can help in many ways:
1) The person who has not entered the work force job analysis , job development
2) In the process of job adjustment
3) Job satisfaction
4) Job or career change or leave employment
Hoyt of al (1972) identified live components of career education needs:
1) There are career implications in every learning experience
2) The skill training that is necessary for entry into a occupation
3) The provision of cognitive and experimental ways for the client or student to understand the values of a work oriented society
4) Involves the individuals movement from the obstructers of the class room
5) Involves identifications of the inter relationship of home, family, community and occupational society.
Other factors have been identified as part of career development:
1) Interest
2) Abilities
3) Valves
4) Defining the problem
a) Defining the problem
b) Developing alternative solutions
c) R appropriate information
d) Developing plan and objectives
e) Evaluation
Theories of Vocational Development:
I.
1) The sequence of stages
2) Narrowing of possibilities occurs
3) Labeled realistic, choice, making
4) After identified as maintenance
II. The world of work:
1) Planning for educational experience
2) Educational placement
III. The counselling process
IV. Working with self awareness
V. Appraisal of client characteristics
VI. Learning about the environment
VII. Explanation, classification and integration
VIII. Information processing
IX. Making vocational choice
Vocational diagnosis:
1) Structure the interview
2) Factors influencing vocational success
3) Counsellor involvement in the interview
Problem of vocational counselling:
1) Working and technology
2) Non-work
3) Women
4) Burnout
Personal and marital counselling:
I. Individuals counselling
· Human is predominant element in counselling
· Counselling is concern to individual but individual does not exist alone, he ∕ she is member of family and society
· Increasing complexity of life, needs to adjust and adopt oneself to changing society
· Individual counselling was considers as face to face due to one helping profession.
II. Family group counselling:
· Home and family as a agent of education
· Thus are primary model for personality change
· Family system of behavior become individual systems of personality
· Family counselling introduced by CCA medical school, by psychiatric division if 1960
· Counselors invites concerns family for interview
· Client is the family, counsellor meet the family
Family members:
1) Children
2) Parents
3) Delingnates
4) Ratectant clients
Marriage:
1) Premarital
2) Belter marital
3) Eliminate a marriage from breaking up.
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