ECLECTIC COUNSELLING
INTRODUCTION
Counseling is a generic service of student’s personal work having a wide range of activities and includes faculty advising, counseling in psychological clinics, mental hygiene and other specialized types of counseling. It is a body of techniques which helps young individuals to grow up normally through guided learning. Counseling has proved to be very useful for the development of an individual student. Colleges and Universities, industries and business establishments are becoming increasingly interested in counseling and its potential for improving interpersonal relationships. “Counseling is a dynamic and purposeful relationship between the people in which procedures vary with the nature of the student’s needs, but in which there is always mutual participation by the counselor and the student with the focus up on self-classification and self-determination by the student. ”
Counseling is classified in to different types. This division is done based on the nature of the counseling process and the part of the counselor. There are three main types of counseling. They are directive, non-directive and eclectic counseling. In directive counseling counselor is active. In non-directive, counselor is passive.

ECLECTIC COUNSELING
Eclectic counseling is defined as the synthesis and combination of directive and non-directive counseling. It represents a middle status between the two extremes represented by the ‘non-directive’ technique on one hand and the ‘directive’ technique on the other. In eclectic counseling, the counselor is neither too active as in the directive counseling nor too passive as in the non-directive counseling. He just follows the middle path between these two.
The chief advocate of this type of counseling is Thorne. In eclectic counseling, the needs of a person and his personality are studied by the counselor. After this the counselor selects those techniques, which will be useful for the person. The main techniques used are reassurance giving information, case history, testing etc.
In eclectic counseling the counselor first takes into consideration the personality and need of the counselee. He selects the directive or non-directive technique that seems to serve the purpose best. The counselor may start with the directive technique. When the situation demands, he may switch over to the non-directive counseling and vice-versa. An attempt is made to adjust the technique to the requirements of the situation and the individual.

Steps in Eclectic counseling
The leading exponent of the Eclectic counseling Thorne, suggested the following in the process;
1) Diagnosis of the cause.
2) Analysis of the problem.
3) Preparation of a tentative plan for modifying factors.
4) Securing effective conditions for counseling.
5) Interviewing and stimulating the client to develop his own resources and to assume its responsibility for trying new modes of adjustment.
6) Proper handling of any related problems which may contribute to adjustment.

Assumptions of Eclectic Counseling
1) In general, passive methods should be used whenever possible.
2) Active methods may be used with specific indications.
3) In the early stages when the client is telling his story, passive techniques are usually the methods of choice. This permits emotional release.
4) Until simple methods have failed, complicated methods should not be attempted.
5) All counseling should be client centered.
6) Every client should be given an opportunity to resolve his problems indirectly. Inability of the client to progress through therapy as using passive methods alone is an indication for utilizing more directive methods.
7) Directive methods are usually indicated in situational mal adjustment where a solution cannot be achieved with out co-operation from other persons.

Characteristic of Eclectic Counseling
1) In this, objective and coordinating methods are used.
2) In the beginning of counseling, client-active methods are used and the counselor remains passive.
3) In this, more importance is assigned to the job efficiency and treatment.
4) In this, the principle of low expenditure is emphasized.
5) In such counseling, for the use of all the methods and techniques, the professional efficiency and skill of the counselor are must.
6) Keeping in mind the need of the client, it is decided whether directive method or non-directive methods should be used.
7) Making an opportunity available to the client is insisted so that he may find himself the solution of the problem.

Disadvantages of Eclectic Counseling
1) Some people are of the view that eclectic counseling is vague, opportunistic and superficial.
2) Both directive and non-directive counseling cannot be mixed together.
3) In this, the question arises how much freedom should be given to the client? For this there is non-definite rule.
4) The problem with an eclectic orientation is that counselors often do more harm than good if they have little or no understanding about what is helping the client.

Hierarchy of Eclectic Practices
McBride and Martin advocate a hierarchy of eclectic practices and discuss the importance of having a sound theoretical base as a guide. The lowest or first level of eclecticism is really syncretism – a sloppy unsystematic process of putting unrelated clinical concepts together. It is encouraged when graduate students are urged to formulate their own theories of counseling without first having experienced how tested models work. The second level of eclecticism is traditional. It incorporates “an orderly combination of compatible features from diverse sources harmonious whole“. Theories are examined in greater depth. On a third level, eclecticism is described as professional or theoretical or as theoretical integration.
This type requires that counselor master at least two theories before trying to make any combinations. A final level of eclecticism is called technical eclecticism. In this approach, procedures from different theories are selected and used in treatment.

CONCLUSION
F.C. Thorne, who is the exponent of this view, finds that it is possible for a counselor to alternate between directive and non-directive methods even in the same interview without disrupting the non-directive permissive relationship with the client. He selects the techniques according to the requirements of the situation and the individual. The counselor must be competent and proficient in the use of all available methods. The validity of the results is determined by the skill with which any method is used. The critical factor is not what method is used but rather the skill with which it is used.
(Notes in OHP Sheets)
Eclectic Counseling
– Synthetic and combination of directive and non-directive counseling
– Counselor is neither too active nor too passive
– Chief advocate: Thorne
– Counselor studies the personality and needs of client based on the need of client, eclectic counseling is used
-techniques used are:
· Reassurance
· Giving information
· Case history
· Testing
Counselor starts with directive technique, then switches on to the non-directive technique.

Steps in Eclectic Counseling
1) Diagnosis of the cause
2) Analysis of the problem
3) Preparing tentative plans for modifying factors.
4) Securing effective conditions for counseling
5) Stimulating the client to develop his own resources and trying new models of adjustment.
6) Proper handling of related problems which help in adjustment.

Assumptions of Eclectic counseling
1) Passive methods must be used whenever possible.
2) Active methods are used only with specific indications.
3) In the early stages when the client is telling his stories passive methods are used. It permits emotional release.
4) Complex methods are used only when simple methods fail.
5) Client-centered
6) Client is given opportunity to resolve his problems indirectly.
7) Directive methods are used where co-operations of other persons are needed for the solution.
Characteristics of Eclectic Counseling
1) Objective and coordinating methods are used.
2) In the beginning client active methods are used
3) Counselor remains passive.
4) Importance is given to job efficiency and treatment.
5) Principle of low expenditure.
6) Professional efficiency and skill of counselors are must.
7) Based on the need of client, directive and non-directive methods are used.
8) Provide opportunity to client to find solutions to his problems himself.
Disadvantages of Eclectic Counseling
1) It is vague, opportunistic and superficial.
2) Directive and non-directive cannot be mixed.
3) How much freedom should be given to the client?
4) Lack of skill of counselor can do more harm than good.
[ REFERENCES
1) Guidance and Career Counseling (A.K Nayak., V.K Rao.)
2) Principle of Educational and Vocational Guidance (K .Sharma.)
3) Elementary Guidance and Counseling (Rashmi Agarwal)
4) Fundamentals of Guidance and Counseling (R.A. Sharma)
5) The Basic Essentials of Counseling (Indu Dave)
6) Guidance and Counseling (Indira Madhukas)
]

DIRECTIVE COUNSELLING
In this type of approach the counselor plays an important role .A major goal is to replace the emotional behavior of the individual with deliberately rationale behavior .Although he avoids dictatorial advice .This approach is also known as counselor-centered. Under this process the counselor plans the counseling process, his work is to analyze the problem, identify the triggers identify the exact nature of the problem and provide various options.
Williamson was a great profounder of this kind of approach as he stated that this approach is good to address the problems relating to educational and vocational adjustment.This type of counseling is a concept,where educational and vocational guidance relate to the personality dynamics and interpersonal relationship.This type pf counseling is more useful where the individual wants information and advice for choice of a career.This approach does not focus its attention on personality development as such.
Steps of Directive counseling:-
Williamson has given six steps Directive counseling:
1)Analysis :It includes collection of information about the individual which can be collected through structured interviews,psychological case history methods, Interaction with family members, friends, etc.
2) Synthesis: After collection of lot data the information is organized in the logical manner to analyse the individual in terms of his qualifications, assets, potentials, liability adjustment, cultural background, habits etc.
3) Diagnosis :The diagnosis consists of the interpretation of the data in relation to the nature and problem, the causes of problems.
4)Prognosis: Under this step a prediction is made about the future development of the problem.
5)Counseling : The counseling here is to bring about adjustment and re-adjustment to the individual in relation to his problem. Attitudes and interest of the individual are considered during the counseling.It emphasis the individual to develop life cycle where an effort in the positive direction could lead to success and success in turn could lead to further efforts and motivations.
6)Follow -up :The sixth step in directive counseling is follow up which is extremely important. An individual may be able to solve immediate problems through counseling but new problems may occur or the original problem may re-occur. Follow-up with the client is extremely necessary. The role of counselor is important as he has to make the individual understand and accept his strength and also his weakness and faults.
That technique is considered as a most economic approach and important for student counseling because it is less time consuming and student who lack experience are easily influenced by the counselor’s experience and specialize knowledge. The students feel that the counselor has superior Knowledge and therefore a professional relation takes place. The relation is the base of this kind of approach. A submissive and highly emotionalized counseling of student can cultivate self-confidence in the individual. A relationship is based on dignity to help the student to reach his goal.
Directive or Counselor-centered or prescriptive counseling: Counselor-centered counseling revolves around the counselor. He tries to lit good relations to the friendship and assistance. In this, the counselor is active and he expresses his ideas and attitudes independently. He evaluates expressions of the client. According to this view point the counseling interview .In this, the counselor asks a series of standardized questions. Each carries a short answer. The counselor does not allow the development of expression and feelings. He leads as an expert, evaluates and gives suggestion vice.
I Basic Assumptions of Directive Counseling :
According to Willy, the following can be the basic assumptions of directive counseling-
a) Competency in giving Advice-: The counselor posses the best training experience and information. He is more competent to provide an advice to problem.
b) Counseling as an intellectual process -: An client’s intellectual is not destroyed as a result of mal-adjustment. Hence counseling is primarily an intellectual process .It stresses upon the intellectual aspects of a person instead of emotional aspects of the personality.
c) Counseling objectives as problem solving situation-: The objective counseling are achieved through problem solving situation.
d) Client’s incapability of solving the process-: The counselor does not posses the capability for solving the problem always.
Advantages of Directive counseling:
1) This method is useful from the time consuming view- point .It saves time.
2) In this type of counseling, there is more focus on the problem and the person.
3) The counselor can look the client directly.
4) Counseling focuses more on the intellectual aspects of the person than emotional aspect of the personality.
5)In this process, the counselor becomes readily available to help which makes the client very happy.
Limitations of Directive counseling-:
1) In this process the client is more dependent. He is also less able to solve new problems of adjustment.
2) As the client is never independent of the counselor, it is not an efficient best guidance.
3) Unless and until a person does not develop some attitude through experiences, he cannot make any decision himself.
4) The counselor fails in serving the client to commit the mistakes in future
CONCLUSION
As the client was in need of some information regarding his vocation, counselor provided that to the best of his knowledge. He wanted to select a direction and the counselor helped him in choosing that the counselor gave some alternatives in the same line so that the client may be able to select avocation according to his choice and can choose a career if he is not able to go for IIT.
During counseling, the counselor tried to explore the reason for his choice of vocation, like why is he motivated towards this job? Is his selection worthy and genuine?

[ References:
1) Elementary Guidance and counseling
-Rashmi Agrawal
2) Guidance and counseling
-R.A. Sharma
3) Guidance and counseling skills
-Ramesh Chathurvedi ]

Couseling at High School
Reference:-
1. S.Narayana Rao- Counselling and Guidance,Second edition, (1997)Tata McGraw –Hill Publishing Company Limited.NewDelhi. Page No. 205 – 206
2. Guidence and counseling by S. NageswaraRao, Murugudu Sree Hari, Digumarti Bhaskara Rao (2004), Discovery Publishing House, New Delhi (Page No. 82 – 85)

Aims and Objectives of Counseling
Counseling aims at helping the clients understand and accept themselves “as they are”, And counseling is to help the student to help himself.
The main objective of counseling is to bring about a voluntary change in the client. For this purpose the counselor provides facilities to help achieve the desird change or make the suitable choice.
According to Dunsmoor and miller, the purpose of student counseling are :-
1. To give the student information on matters important to success.
2. To get information about student which will be of help in solving his problems.
3. To establish a feeling of mutual understanding between student and teacher.
4. To help the student work out a plan for solving his difficulties.
5. To help the student know himself better-his interests, abilities, aptitudes, and oppurtunities.
6. To encourage and develop special abilities and right attitudes.
7. To inspire successful endeavor toward attainment.
8. To assist the student in planning for educational and vocational choices.
Counseling Goals
The goal of counseling is to help individuals overcome their immediate problems and also to equip them to meet future problems. Counseling, to be meaningful has to be specific for each client since it involves his unique problems and expectations. The goals of counseling may be described as immediate, long-range, and process goals. A statement of goals is not only important but also necessary, for it provides a sense of direction and purpose. Additionally it is necessary for a meaningful evaluation of the usefulness of it.
The counselor has the goal of understanding the behavior, motivations, and feelings of the counselee. The counselor has the goals are not limited to understanding his clients. He has different goals at different levels of functioning. The immediate goal is to obtain relief for the client and the long-range goal is to make him ‘a fully functioning person’. Both the immediate and long- term goals are secured through what are known as mediate or process goals.
Specific counseling goals are unique to each client and involve a consideration of the client’s expectations as well as the environmental aspects. Apart from the specific goals, there are two categories of goals which are common to most counseling situations. These are identified as long-range and process goals. The latter have great significance. They shape the counselee and counselors’ interrelations and behavior. The process goals comprise facilitating procedures for enhancing the effectiveness of counseling. The long range –goals are those that reflect the counselor’s philosophy of life and could be stated as
1. To help the counselee become self-actualizing.
2. To help the counselee attain self-realization.
3. To help the counselee become a fully –functioning person.
The immediate goals of counseling refer to the problems for which the client is seeking solutions here and now. The counselee could be helped to gain fuller self- understanding through self – exploration and to appreciate his strengths and weaknesses. The counselor could provide necessary information but however exhaustive, may not be useful to the client unless he has an integrative understanding of himself vis-a-vis his personal resources and environmental constraints and resources.
There is an inter relation between the long-range and immediate goals as both depend on the process goals for their realization. The process goals are the basic counseling dimensions which are essential conditions for counseling to take place. They comprise empathic understanding, warmth and friendliness which provide for inter personal exploration which in turn helps the client in his self-exploration and self-understanding and eventually lead to the long range goals namely self-actualization, self- realization and self enhancement.
Discussing the goals of counseling, Parloff (1961) distinguishes between immediate and ultimate goals according to him the former refers to the steps and stages in the counseling process which lead to the realization of the ultimate goals. Patterson (1970) suggests a third level of goals namely intermediate goals in addition to mediating and ultimate goals. Ultimate goals refer to the broad and general long term outcomes like positive mental health. Intermediate goals are explained by the reasons for seeking a counselor’s help and immediate goals as those that refer to the present intentions of the counselee. A major criticism leveled is that goals such as self- actualization, actualizing potentialities, etc., are too general and amorphous and hence not useful in actual practice. Krumboltz (1966) holds that an operational definition of terms would be a more useful approach. He suggests that a general concept could be reduced to specific objective and measurable variables. Mediate goals (Parloff, 1967) may be considered as specific steps contributing to the realization of general goals. Behaviorists play much emphasis on mediate goals like reduction of anxiety, acquisition of adaptive habits, etc. The immediate goal of counseling is to motivate a potential counseling to make an appointment with a counselor and go through the counseling process till the mediate goals are realized. It is through the realization of mediate goals that the ultimate goals of self – understanding, self – realization and self – actualization can be reached. The process of self – exploration is perhaps a kind of immediate goal which sets the counseling process in motion. Areas in which change is considered desirable are relations with other individuals, academic achievement, job satisfaction, etc. Some of the major goals of counseling generally accepted by the counselors are given below:-
1. Achievement of positive mental health
It is identified as an important goal of counseling by some individuals who claim that when one reaches positive mental health one learns to adjust and response more positively to people and situations. Kell and Mueller (1962) hold that the “promotion and development of feelings of being liked, sharing with, and receiving and giving interaction rewards from other human beings is the legitimate goal of counseling”
2. Resolution of Problems
Another goal of counseling is the resolving of the problem brought to the counselor. This, in essence, is an outcome of the former goal and implies positive mental health. In behavioral terms three categories of behavioral goals can be identified, namely, altering maladaptive behavior, learning the decision – making process and preventing problems (Krumboltz, 1966).

3. Improving Personal Effectiveness

Yet another goal of counseling is that of improving personal effectiveness. This is closely related to the preservation of good mental health and securing desirable behavioral change(s).

4. Counseling to Help Change
Blocher (1966) adds two other goals. The first, according to him, is that counseling should maximize individual freedom to choose and act within the conditions imposed by the environment. The other goal is that counseling should increase the effectiveness of the individual responses evolved by the environment. Tiedeman (1964) holds that the goal of counseling is to focus on the mechanism of change and that the counselee should be helped in the process of ‘becoming’ – the change which pervades the period of adolescence through early adulthood during which the individual is assisted to actualize his potential. Shoben (1965) also views the goal of counseling as personal development.
5. Decision – Making as a Goal of Counseling
Some counselors hold the view that counseling should enable the counselee to make decisions. It is through the process of making critical decisions that personal growth is fostered. Reaves and Reaves (1965) point out that “the primary objective of counseling is that of stimulating the individuals to evaluate, make, accept and act upon his choice”.
Sometimes the counselees have goals which are vague and their implications are not fully appreciated. It is perhaps one of the primary functions of a counselor to help clarify a counselee’s goal.
6. Modification of Behavior as a Goal
Behaviorally-oriented counselors stress the need for modification of behavior, for example, removal of undesirable behavior or action or reduction of an irritating symptom such that the individual attains satisfaction and effectiveness. Growth-oriented counselors stress on the development of potentialities within the individual. Existentially-oriented counselors stress self-enhancement and self-fulfillment. Obviously the latter cannot be realize without first securing the former, namely, symptom removal or reduction as a necessary pre-condition for personal effectiveness.

Conclusion
The general public tends to view counseling as a remedial function and emphasizes immediate goals, such as problem resolution, tension reduction, and the like. Counselee may refer to the resolution of a particular conflict or problem situation. However, the goals of counseling are appropriately concerned with such fundamental and basic aspects such as self-understanding and self-actualization. These help provide the counselee with self-direction and self-motivation. Counseling in its spirit and essence is generative. It aims at assisting the individual to develop such that he becomes psychologically mature and is capable of realizing his potentialities optimally.
Counseling has no magical solutions. The only meaningful, sensible and realistic view of counseling is that it is not and cannot be everything to everybody. It is concerned with helping individuals find realistic and workable solutions to their problems by helping them gain an insight into themselves so that they are able to utilize their own potentialities and opportunities and thus become self-sufficient, self-directed and self-actualized.
Reference:-
1. S.Narayana Rao- Counselling and Guidance,Second edition, (1997)Tata McGraw –Hill Publishing Company Limited.NewDelhi.(Pg:63-68)

Need for Guidance and Counselling
The student life is getting complex day by day . Guidance is needed to help the students for optimum achievement and adequate adjustment in the varied life situations. Need analysis of the students in the schools shows the need of Guidance and counseling services , in the education, profession, vocation, social, health, moral, personal, and marital areas.
Guidance and counseling programme needs to be introduced in our colleges and universities to meet the varied needs of the educational system, administration, and students.
1) to help in the total development of the student
Guidance and counseling helps the students to have a bettervself understanding and proper adjustment to self and society. Developing of proper motivation and clarification of goals and ideas to pupils in conformity with their basic potentialities and social tendencies are important. Total development of the student necessitates that individual differences amoung them are expected, accepted, understood, and planned for. And all types of experiences in an institution are to be so organized as to contribute to the total development of the student.
2) To help in the proper choices of courses
3) To help in the proper choice of careers
4) To help the students in vocational development
5) To develop readiness for choices and changes to face new challenges
6) To minimize the mismatching between education and employment and help in the efficient ue of manpower.
7) To motivate the youth for self employment
8) To help freshers establish proper identity
Guidence and counseling service is needed to help students deal effectively with the ormal developmental tasks of adolescence and face life situations boldly.
9) To identify and motivate the students from weaker sections of society.
10) To help the students in their period of turmoil and confusion
11) To help in checking wastage and stagnation
12) To identify and help students in need of special help.
There are such students as the gifted , the backward , the handicapped who need special opportunities . They need special attention and opportunities .
13) To ensure the proper utilization of time spent outside the classrooms.
The manner in which students spend their non-class hours clearly affects their success in achieving both academic competence and and personal development of al types.A positive direction to students should be provided by influencing how they can use those non-class hours.
14) To help in tackling problems arising out of students population explosion
15) To check migration to prevent brain drain
16) To make up for the deficiencies of home.
17) To minimize the incidence of indiscipline.
Majority of the students lack a sense of direction, a sense of purpose and a sense of fulfillment. And indulge in destructive activities, which lead to social damage and loss. Adequate guidance and counseling facilities is the only answer to help and guide the youth to worthwhile channels and help them realize the goals of optimum academic, personal and social development.
Contemporary society needs and trends
Problems and needs in society are nothing new , but today they seem to be proliferating at an unprecedented rate. The unique problems in the changing famly, cities in upheaval, conflicts in values, attitudes, and moral, the new cynicism about politics, economic factors, the changing role of work , new pressure and demands on school, and problems of the youth, all points out the need for the counseling services Guidance and counselling have a challenging role to play in every developing economy, much more so if it is a labour surplus one.
Reference:
-1)A.K. Nayak: Guidance and Counselling ,(1997)APHPublishing Corporation.

UNIT PLAN 3 COUNSELLING
Unit summary
3.1 Meaning , Need, aims and objectives of counseling , Significance of counseling at the secondary level. Types of counseling, Directive, non-directive (client centered) and Eclectic.
3.2 Models of Counselling .Meaning-categories of models(brief description only);1)model emphasizing action (behaviourist school) 2)model emphasizing exploration and understanding (Freud , Rogers, Transactional analysis, Gestalt Therapy).
3.3 Transactional analysis (Eric,Berne) meaning –background-Egostates-Types of transaction-Games-Scripts-Psychological positions.
3.4 Neuro-Linguistic programming(NLP,Richard Bandler &John Grinder)
Content Questions
1. Enumerate various definitions of Counselling.
2. What is counseling? State the objectives of counseling. Explain the significance of counseling at the secondary level.
3. Explain the role of teachers in counseling.
4. In what situation counseling is required?
5. What are the elements of counseling?
6. Differentiate between guidance and counseling.
7. Differentiate between counseling and psychotherapy.
8. What are the needs and requirements of students which require counseling?
9.What is directive counseling?
10.What are the main feature of directive counseling?
11. What are the steps involved in directive counseling?
12.What are the merits and demerits of directive counseling?
13.Differentiate between directive and non-directive counseling.
14.What do you mean by eclectic counseling?
15.Briefly explain different types of counseling models.
16.What is client centred therapy?
17.Explain humanistic approach to counseling.
18.Enumerate the characteristics of behaviouristic approach to counseling.
19. Explain psycho-analytic approach to counseling
20.What is TA (transactional Analysis)?
21. Write short notes on a) Types of analysis in TA b) Script c)Life positions d) merits and demerits of TA e) T A process f) Mechanism of TA psychotherapy.
21.Describe Neuro-Linguistic Programming.
22.Explan Rational Emotive Behaviour Therapy.
23. Explain the major techniques of NLP.
24. Write short notes on –a) swish b)rapport c)Anchoring d)reframing e)ecology and congruency f) parts integration g) Uses of NLP.
Appropriate time needed – 20 hrs.

Complementary elective :EDU 706.15
GUIDANCE AND COUNSELLING
FIRST SEMESTER 2009- 2010
UNIT 3 COUNSELLING
Unit summary
3.1 Meaning , Need, aims and objectives of counseling , Significance of counseling at the secondary level. Types of counseling, Directive, non-directive (client centered) and Eclectic.
3.2 Models of Counselling .Meaning-categories of models(brief description only);1)model emphasizing action (behaviourist school) 2)model emphasizing exploration and understanding (Freud , Rogers, Transactional analysis, Gestalt Therapy).
3.3 Transactional analysis (Eric,Berne) meaning –background-Egostates-Types of transaction-Games-Scripts-Psychological positions.
3.4 Neuro-Linguistic programming(NLP,Richard Bandler &John Grinder)
UNIT 4 COUNSELLING PROCESS
Unit summary
4.1.Stages in counseling:1)Beginning(Establishing rapport, gaining trust, defining needs, deciding roles, and limits ) 2)Counseling (attending, integrative understanding , facilitating action)3)End( terminating counseling relationship)
4.2Counselling skills: Attending skills, (attending physically, observing , listening)-Responding skills (probing, reflecting, etc, -Skill of personalizing (go beyond what the client has)-initiating skills(facilitating development)
4.3Rational Emotive Behaviour Therapy
4.4-Qualities of a counselor-(well adjusted personality, self understanding , sincere interest in others, empathy, confidentiality , availability etc.)
UNIT 7 COUNSELLING CHILDREN AND ADOLESCENTS
Unit summary
1.problems and behavior disorders of children and adolescents
2.counselling children with special needs
3.counselling process-(types )
Crisis counselling
Preventive counselling
Facilitative counselling
4. Individual and group counselling
Family and marriage counselling
—

Who am I ?

struggle with – who am I? What things are important to me? What makes me who I am?

a distraction – literacy still  remains a problem for far too many students and, as maths educator Jo Boaler (who has recently presented in New Zealand) has said, far too many students leave schooling suffering from ‘maths anxiety’.

Dr Beeby

Beyond literacy and numeracy – the real

squeezed out the importance of experiential learning and related arts and this is not helped by the destructive use of ability grouping and inquiry learning overly focused on  learning through the internet.

Art from Elwyn’s school

students learn, with our assistance, the things they want to learn; when they want to learn them; how they want to learn them; and why they want to learn them; all through their own curiosity’

the review was to develop greater equity in our school system for children who come from disadvantaged homes. There is no doubt that schools from higher socio economic areas have done well – their BOTs are able to call on all the expertise they need.

‘bureaucracy’ that would take away the independence of schools.

advisors had not been axed in 2002 he made full use of them in developing his principal skills and the school’s learning programme.

They also gave advice for those interested in principal positions – and appointed them in association with the education board. While Allan concedes that there were some useful aspects of school inspectors, he was rather pleased to see them go.

education, reading, rural schools and junior schools.  No doubt areas like ICT could have been added as required. The winding down of the advisory service was arguably the greatest loss of the move to ‘self governing schools.’

classroom teachers ought to be the source of real innovation. And, we both believe, it will ensure localised curriculum and diversity and not the conformity the critic suggest.

See if you can find this inspirational book in your school

Michael Rosen

spectacular creatures, painting a masterpiece or gluing together toilet rolls to make a spaceship. They were engaging with each other, negotiating, sorting out arguments and establishing friendships. They were imagining, exploring and inventing. It was through taking risks, discovering new ideas and putting these ideas into action that learning took place. Now it seems such acts of play are a thing of the past.’

program for students 5 to 12 years old. Both days of the retreat were focused on the school’s Principles of Learning, and the implications they had for the school’s programs for the next twelve months. The agenda simply said “2018 Princes Hill Primary School Collective Inquiry: A Community of Learners Developing an Evolving Community of Practice.” Everyone certainly knew what to expect.’

failed overseas programmes such as National Standards and Charter Schools. The authors write that ‘we know that students’ learn best when engaged, challenged and inspired. We know that many important skills in numeracy and literacy are learned in various contexts and not in relation to set targets. We also know that integrated and negotiated curriculum provides students with ways to achieve ownership of their learning. Children have an innate curiosity about the world around them, and learning invariably follows when their curiosity is piqued.’

programmes/timetables haven’t changed much since I first visited the school 40 plus years ago ( with exception of availability of information technology). If anything the current emphasis on literacy and numeracy had reinforced the timetables of earlier times taking up the morning time with the rest of the Learning Areas squeezed into the afternoon period. Hardly flexible teaching? Hardly progress?’

from teacher friends, and reading comments on Facebook, to know that all is not well.

themselves not that confident and are easily convinced to take on board any number of math schemes but sadly our position on International Tables has steadily fallen.

that all everyone can do maths (or any area of learning). In Western cultures, Boaler says, ability is seen as important – some people are just better at maths – and girls not so much!  Western teachers also use ability grouping while in Asian classes (as observed by Boaler) children are taught as a class in discussion groups and only cover a few problems a lesson – they do fewer things well. As a result positive attitudes are developed.

determined not to use text books, work sheets, or ability grouping – all common practice at the time. He made every attempt to make maths both enjoyable and challenging studying with his class maths patterns, triangular numbers, measuring, counting, tessellation,  history of number, number in other cultures, keeping rainfall data, transects in science, magic numbers,  math cooking, maths and art …….. The classroom

Graph number of eed in a pod

displayed a variety of maths activities. And maths was related, where possible, to whatever study area the class was involved in. Bruce wanted his class to appreciate what maths was really all about and for all to have positive attitudes towards the subject.

the boys how come this was the case if students couldn’t do maths? The boys were confused and the next day they returned with the answer ‘the teacher said none of the students could use a text book!’ One of the boys was a member of the recent tax review group!!

classroom it doesn’t happen. And I also believe the further experts are away from the classroom the easier it is to give advice.

was, at least, a start to move to more collaborative environment.

teachers could visit; there might be teachers with expertise in the creative arts, technology, physical education, mathematics science, inquiry learning, integrated studies, and play based approaches to learning etc.

website development skills.

how they felt about maths. This showed that more than twice the proportion of women (30%) than men (14%) said that maths made them feel uneasy.  Why might this serious gender disparity exist – even in the 21st century?’

school systems. I have drawn three quotes from his 1983 classic How Children Learn (first published in 1964) and have added some additional commentary.’