Counselling
TABLE OF CONTENTS PAGE Case Study Questions 3 Questions Answered 4 – ! Bi"liogra#$y
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Case study %uestions
1. What kind kind of communic communicatio ation n does the counse counsellor llor use in in line 2? (1) •
T$e &ounsellor uses non'(er"al &o))uni&ation* attenti(eness+
2. Name and and dene the skill used used by the the counsellor in sections 8 and 10. 10. (2) (2) T$e &ounsellor uses e)#at$y* s$e is trying to understand w$at t$e &lient )ean "y saying t$e neig$"our$ood $as &$ange sin&e t$e deat$ o, $er $us"and+ S$e wants to e-#erien&e t$e &lient.s situation and get in tou&$ wit$ t$e &lient.s ,eeling on t$e )atter in $er &lient.s ,ra)e o, re,eren&e+
3. dentify and e!"lain e!"lain the beha#iour beha#iour that that the counsellor counsellor uses uses in line 12 that could be threatenin$ to the "erson%centred counsellin$ "rocess. (3) •
Praising and reassuring' "y #raising and reassuring a &lient it &learly s$ows t$at /udge)ent $as ta0en #art+ A&&ording to Ca)eron 1!!242 as %uoted in t$e study guide* #raise and assuran&e )ay also sto# t$e) ,ro) "eing $onest a"out real &ir&u)stan&es in ,uture+ ore o(er t$e a"o(e senti)ents tend to "e used w$en sy)#at$y is "eing &on(eyed* w$i&$ not in line wit$ t$e #erson'&entred #erson'&entred &ounselling+ &ounselling+ 2
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Ad(ising and suggesting % "y gi(ing ad(i&e to t$e &lient t$e &ounsellor is a##lying $er own e-#erien&es and ,ra)e o, re,eren&e to t$e issue "eing dis&ussed rat$er t$an &onsidering t$e &lient 5s sel, deter)ination 6#ro#osition 6#ro#osition 47
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Assign)ent 1 %uestions
&. 'ist three ays in hich the counsellin$ relationshi" is dierent from a friendshi". (3) •
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T$e &ounselling relations$i# is ,o&used on t$era#euti& &$ange w$ere as t$e ,riend s$i# is no ,o&used on &$ange T$e relations$i# is "ased on trust and &on8dentiality w$ere as ,riends$i# is not ne&essarily "ased on t$at 9$en goals o, t$e relations$i# are ,ul8lled t$e relations$i# is ter)inated w$ere as ,riends$i# &ontinues inde8nitely+
*. Name any to social ork #alues you need to im"ro#e on in your on "ersonal life. +!"lain your choice and ho you intend to im"ro#e on this #alue. (2) •
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T$ese are indi(idualisation and sel, deter)ination+ :ndi(idualisation* so)eti)es : 8nd it di;&ult to a&&e#t #eo#le as t$ey are : o,ten ,orget t$at e(eryone is uni%ue and #eo#le deal di
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Sel, deter)ination* in )ost &ases : 8nd )ysel, i)#osing )y agenda on #eo#le as : usually assu)e : 0now "etter "ut t$roug$ learning ,ro) t$is )odule : intend to &$ange )y "e$a(iour and )a0e sure e(ery indi(idual deter)ines $ow t$ey want to deal wit$ t$eir situations and w$o do t$ey want to dis&uss t$eir #ro"le)s wit$ and a&&e#t t$at it is wit$in t$eir rig$t not to dis&uss it wit$ anyone i, t$ey &$oose to do so
,. Name and e!"lain any three social ork "rinci"les. (,) •
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:t is e-#e&ted t$at all so&ial wor0ers will #ut t$eir &lients. interests 8rst and )aintain &on8dentiality &on&erning t$e #ri(a&y o, all &on(ersations and intera&tions+ So&ial wor0ers are also tas0ed wit$ $el#ing t$eir &lients. wor0 toward t$e a"ility to )a0e sound /udg)ents and set #ositi(e goals+ =es#e&ting t$e rig$t to sel,'deter)ination – So&ial wor0ers s$ould res#e&t and #ro)ote #eo#le.s rig$t to )a0e t$eir own &$oi&es and de&isions* irres#e&ti(e irres#e&ti(e o, t$eir (alues and li,e &$oi&es* #ro(ided t$is does not t$reaten t$e rig$ts and legiti)ate interests o, ot$ers+
Treating ea&$ #erson as a w$ole – So&ial wor0ers s$ould "e &on&erned wit$ t$e w$ole #erson* wit$in t$e ,a)ily* &o))unity* so&ietal and natural en(iron)ents* and s$ould see0 to re&ognise all as#e&ts o, a #erson.s li,e+
-. ene /de#elo"mental social ork a""roach. (3) •
T$is a##roa&$ deals wit$ t$e e)#owering #eo#le a&ross t$e li,e s#an as indi(iduals* ,a)ilies* grou#s and &o))unities to de(elo# #otential and asset to &$ange en(iron)ents and )a0e t$e) )ore /ust+
8. Name and e!"lain any to themes in the conce"tion of de#elo"mental social elfare in outh frica. (&) •
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E)#ower)ent Power relations s$ould s$i,t towards #eo#le so t$at t$ey &an a&$ie(e greater &ontrol and in>uen&e o(er de&isions and resour&es t$at i)#a&t on t$e %uality o, t$eir li(es t$roug$ in&reasingly in&reasingly interde#endent interde#endent relations$i#s+ relations$i#s+ Sel,'relian&e Peo#le s$ould "e &onne&ted to ea&$ ot$er and t$eir en(iron)ent in ways t$at )a0e t$e) )ore e
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. Name and discuss the four en#ironmental layers of the +colo$ical ystem 4heory. 4heory. (8) •
T$e i&ro Syste) T$e )i&ro syste)?s setting is t$e dire&t en(iron)ent we $a(e in our li(es+ @our ,a)ily* ,riends* &lass)ates* tea&$ers* neig$"ours and ot$er #eo#le w$o $a(e a dire&t &onta&t wit$ you are in&luded in your )i&ro syste)+ T$e )i&ro syste) is t$e setting in w$i&$ we $a(e dire&t so&ial intera&tions wit$ t$ese so&ial agents+ T$e t$eory states t$at we are not )ere re&i#ients o, t$e e-#erien&es we $a(e w$en so&ialiing wit$ t$ese #eo#le in t$e )i&ro syste) en(iron)ent* en(iron)ent* "ut we are &ontri"uting &ontri"uting to t$e &onstru&tion o, su&$ en(iron)ent+
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T$e esosyste)
T$e )esosyte) in(ol(es t$e relations$i#s "etween t$e )i&rosyste)s in one?s li,e+ T$is )eans t$at your ,a)ily e-#erien&e )ay "e related to your s&$ool e-#erien&e+ For e-a)#le* i, a &$ild is negle&ted "y $is #arents* $e )ay $a(e a low &$an&e o, de(elo#ing #ositi(e attitude towards $is tea&$ers+ Also* t$is &$ild )ay ,eel aw0ward in t$e #resen&e o, #eers and )ay resort to wit$drawal ,ro) a grou# o, &lass)ates+ •
T$e E-osyste) T$e e-osyste) is t$e setting in w$i&$ t$ere is a lin0 "etween t$e &onte-t w$ere in t$e #erson does not $a(e any a&ti(e role* and t$e &onte-t w$ere in is a&ti(ely #arti&i#ating+ #arti&i#ating+ Su##ose a &$ild is )ore atta&$ed to $is ,at$er t$an $is )ot$er+ :, t$e ,at$er goes a"road to wor0 ,or se(eral )ont$s* t$ere )ay "e a &on>i&t "etween t$e )ot$er and t$e &$ild?s so&ial relations$i#* or on t$e ot$er $and* t$is e(ent )ay result to a tig$ter "ond "etween t$e )ot$er and t$e &$ild+
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T$e a&rosyste) T$e )a&rosyste) setting is t$e a&tual &ulture o, an indi(idual+ T$e &ultural &onte-ts in(ol(e t$e so&ioe&ono)i& status o, t$e
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#erson andor $is ,a)ily* $is et$ni&ity or ra&e and li(ing in a still de(elo#ing or a t$ird world &ountry+ For e-a)#le* "eing "orn to a #oor ,a)ily )a0es a #erson wor0 $arder e(ery day+
10. 10. Name Name and and disc discus uss s four four $uid $uidin$ in$ "rin "rinci ci"l "les es of the the str stren$t en$th% h%ba base sed d a""roach. (8) •
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E(ery indi(idual* grou#* ,a)ily and &o))unity $as its strengt$' t$e strengt$ #ers#e&ti(e ,o&uses on re&ognising and res#e&ting t$e resour&es o, indi(iduals indi(iduals and a&0nowledging a&0nowledging t$e #otential t$ey )ig$t $a(e to re(erse t$e trau)a* &risis and #ro"le) and rea&$ t$eir goals+
Trau)a and a"use* illness and struggle )ay "e in/urious "ut t$ey )ay also "e sour&es o, &$allenge and o##ortunity' :ndi(iduals w$o are e-#osed to (arious ,or)s o, a"use s#e&i8&ally in &$ild$ood are (iewed as (i&ti)s or #ersons da)aged in ways t$at disguise or su#ersede any strengt$s or #ossi"ilities ,or re&o(ery* $owe(er an indi indi(i (idu dual al.s .s wisd wisdo) o) gain gained ed t$ro t$roug ug$ $ #rio #rior r ee-#e #eri rien en&e &e and and draw draws s on t$at t$at wisd wisdo) o) to ee-#l #lor ore e w$y w$y t$e t$e indi indi(i (idu dual al )ig$ )ig$tt &onsider "e$a(ioural &$ange+
Assu)e t$at you do not 0now t$e u##er li)its o, t$e &a#a&ity to grow grow and and &$ange &$ange and and ta0e ta0e indi(i indi(idu dual* al* grou#* grou#* and and &o))u &o))uni nity ty as#irations seriously' 9e o,ten allow our assess)ents to "e&o)e a ty#e o, (erdi&t and senten&e ,or t$e &lient+ :nstead we would "etter "etter ser(e ser(e our &lien &lients ts "y ,o&usi ,o&using ng on t$e #ossi #ossi"il "ility ity o, w$at w$at &ould o&&ur+
9e "est "est ser(e ser(e &lien &lients ts "y &olla" &olla"ora oratin ting g wit$ wit$ t$e)' t$e)' A &lien &lient.s t.s wisdo) s$ould ne(er "e dis&on&erted "y t$at o, t$e #ro,essional t$e &lients are e-#erts in t$eir own li(es+ =at$er t$an &on8ning a &lient to a diagnosis and treat)ent #roto&ol* t$ere is so)et$ing li"e li"era rati ting ng ,o ,or r "ot$ "ot$ t$e t$e #ro, #ro,es essi sion onal al and and t$e t$e &lie &lient nt w$en w$en a #ro,essional #ro,essional "e&o)es in(ol(ed wit$ t$e &lient.s narrati(es* $o#es* ,ears and resour&es+
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11. 'ist and describe to ays in hich res"ect should be im"lemented. (&) •
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=e,rain ,ro) /udge)ent /udge)ent as it not our duty to /udge &lients as "eing good or "ad or to &onde)n t$e) or a##ortion "la)e+ Ena"le t$e &lient to wor0 t$roug$ #ain "y re)aining wit$ t$e &lient t$roug$ t$at #$ase wit$out trying to a(oid it or )ini)ising )ini)ising it+
12. Name and e!"lain any three areas of di#ersity in counsellin$ and hel"in$.(,) •
Pro,essional et$i&s &o)#el &ounsellors to ensure t$at t$eir &ultural (alues and "iases do not o(erride t$ose o, t$e &lient+ T$e 0ey is doing it in su&$ a way t$at does not under)ine t$e &lient.s "elie, t$at you will "e a"le to o
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E%uality and Di(ersity is a integral #art o, &ounselling &ounselling training raising awareness t$at ?we are not all t$e sa)e? and not to ,all in to t$e tra# o, stereoty#ing' ,or e-a)#le assu)ing t$at "e&ause so)eone is a w$eel &$air user t$ey don.t $a(e a se- li,e* or all Gay )en li0e )usi&als+ One o, t$e )ost de)eaning attitudes on t$e #art o, a $el#er is t$e #resu)#tion t$at "e&ause so)eone is di
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P$ysi&al disa"ility' Counselling &an "e an in(alua"le tool in $el#ing so)eone grow and &$ange ,or t$e "etter+ But issues wit$ disa"ility are o,ten ignored . Person'&entred &ounselling allows so)eone to a&$ie(e #ersonal growt$ and &$ange wit$in t$e)sel(es "y #ro(iding a &on8dential s#a&e o, a&&e#tan&e* understanding and e)#at$y+ Counselling #ro(ides indi(iduals wit$ a sa,e and &on8dential s#a&e to e-#lore t$eir t$oug$ts and ,eelings t$ere,ore it is (ital t$at $el#ers )a0e t$eir &lients wit$ disa"ilities ,eel t$at t$eir &ounsellor $as #ersonal insig$t into disa"ility+
13. +!"lain hat each sta$e in the "erson%centred thera"eutic "rocess entails. (1&)
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Stage ' Clients are de,ensi(e and resistant to &$ange+ A&&ording to =ogers 627* &lients in t$is stage re,er to ,eelings and e)otions as t$ings o, t$e #ast rat$er t$an t$e #resent* as t$ey rea&t to #ast e-#erien&es rat$er t$an to #resent ones+ Only w$en a #erson ,eels ,ully a&&e#ted* &an $e or s$e #rogress to t$e ne-t stage+ Stage 1' ere* t$ere is a slig$t loosening o, rigid &onstru&ts* t$oug$ #eo#le 8nd it (ery di;&ult to a&&e#t any res#onsi"ility ,or t$e)sel(es* or w$at $a##ens in t$eir li(es+ 9$en t$ings go wrong* t$ey tend to "la)e ot$ers* and ,eel li0e (i&ti)s o, a $ostile world* rat$er t$an #arti&i#ators in it+ T$ere is )ore o, an a&&e#tan&e t$at t$ings are not rig$t in t$eir li(es* "ut any ,ault tends to lie in ot$ers* or t$e world in general Stage 3'T$e loosening o, attitudes &ontinues as #eo#le are )ore willing to tal0 a"out t$e)sel(es t$oug$ t$ey tend to do so in t$e t$ird #erson* #arti&ularly w$en it?s a"out ,eelings+ :nternal &ontradi&tions &ontradi&tions start to e)erge* and t$e di
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Stage I '=ogers t$oug$t t$at &$anges )ade "y &lients in stage sitended to "e irre(ersi"le* and ,urt$er &$ange was as li0ely to o&&ur outside o, t$e t$era#euti& relations$i# as wit$in it+ By t$is stage #eo#le are e
1&. Name and e!"lain four beha#iours that could threaten eecti#e "erson% centred counsellin$. (8) •
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Ad(ising and suggesting' "y gi(ing ad(i&e to t$e &lient t$e &ounsellor is a##lying $er own e-#erien&es and ,ra)e o, re,eren&e to t$e issue "eing dis&ussed rat$er t$an &onsidering t$e &lient 5s sel, deter)ination 6#ro#osition 6#ro#osition 47 Judging' &onde)ning &onde)ning a &lient &lient or a##ortion a##ortion "la)e is not not our duty* duty* "eing non'/udge)ental is a &ornerstone o, all &ounselling and &onstant wor0 is needed to )aintain t$is #osition+ T$ese are &losely lin0ed to our (alues 6#ro#osition !7 Praising and reassuring' "y #raising and reassuring a &lient it &learly s$ows t$at /udge)ent $as ta0en #art+ A&&ording to Ca)eron 1!!242 as %uoted in t$e study guide* #raise and assuran&e )ay also sto# t$e) ,ro) "eing $onest a"out real &ir&u)stan&es in ,uture+ ore o(er t$e a"o(e senti)ents tend to "e used w$en sy)#at$y is "eing &on(eyed* w$i&$ not in line wit$ t$e #erson'&entred #erson'&entred &ounselling+ &ounselling+ Controlling Controlling and )ani#ulating –it is not #ro#er to #ersuade a &lient to ta0e a &ertain a&tion against t$eir will* su&$ "e$a(iour is unet$i&al and not #erson &entred+ T$ere,ore &ounsellors are en&ouraged to re,rain ,ro) using )ani#ulati(e in,or)ation a"out t$eir &lients ,or at all ti)e+
1*. +!"lain ho condentiality is im"lemented. (2) •
Con8dentiality is a &riti&al ele)ent in de(elo#ing and )aintaining trusting relations$i#s relations$i#s wit$ a &lient and "rea&$ o, &on8dentiality is an e-tre)ely serious o
any #lan o, a&tion in(ol(ing t$e &lient and t$e s$aring o, in,or)ation
1,. 5o can you deal ith resistance ith a child in "lay thera"y? (2) •
By doing w$at you e-#e&t t$e &$ild to do ,or e-a)#le drawing or #laying or allowing t$e &$ild to )o(e away or do so)et$ing less t$reatening is one o, t$e te&$ni%ues ,or $el#ing &$ildren #ast t$eir initial wariness+
1-. 6ro#ide a denition for "ro7ection. (1) •
Pro/e&tion is t$e )isattri"ution o, a #erson.s undesired t$oug$ts* ,eelings or i)#ulses onto anot$er #erson w$o does not $a(e t$ose t$oug$ts* ,eelings or i)#ulses* it is used es#e&ially w$en t$e t$oug$ts are &onsidered una&&e#ta"le ,or t$e #erson to e-#ress* or t$ey ,eel &o)#letely ill at ease wit$ $a(ing t$e)+ Pro/e&tion is t$ere,ore a de,en&e )e&$anis)+
18. urin$ hich a$e and sta$e of de#elo"ment is "retend "lay the "rimary ty"e of "lay? (2) •
Fro) t$e ages o, a"out two t$roug$ ages si- or se(en+ T$ese are 8rst ways &$ildren learn a"out t$eir li0es and disli0es* t$eir interests* and t$eir a"ilities and also e-#loring an e-#erien&e t$at is &o))on and so)eti)es &on,using or s&ary+ T$roug$ t$ese role #lays* &$ildren "e&o)e )ore &o),orta"le and #re#ared ,or li,e e(ents in a sa,e way
1. Name and e!"lain to functions of "ro7ection. (&) •
Awareness in t$e $ere and now' &lients "e&o)e aware o, w$at t$ey are doing* $ow t$ey are doing it* and $ow t$ey &$ange t$e)sel(es* and at t$e sa)e ti)e* learn to a&&e#t and (alue t$e)sel(es+ :ndi(iduals* a&&ording to t$is a##roa&$* de8ne* de(elo#* and learn a"out t$e)sel(es in relations$i# to ot$ers* and t$at t$ey are &onstantly &$anging+ =esolution o, trau)a' a &$ild )a0es use o, #ro/e&tion to $el# $i) )a0e sense o, t$e trau)as $is li,e and also to get rid o, unwanted ,eelings or to $el# $i)sel, to a&&e#t a ,eeling into $is sel, stru&ture+
20. +!"lain ho creati#e "lay includin$ drain$s can be used as an eecti#e "lay thera"y media. (2) 10
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Creati(e #lay is a way o, gaining in,or)ation a"out t$e &$ild.s world* es#e&ially at a non'(er"al* un&ons&ious le(el+ :t also allows ,or t$e release o, ,eeling and t$e en$an&e)ent o, t$e &$ild.s sel,' i)age* as well as gaining a sense o, )astery o(er e(ents+
21. What does dramatic "lay allo a child to do? (2) •
:t allows a &$ild to e-#eri)ent wit$ #ur#oses ,or litera&y t$ey $a(e seen at $o)e* to re&ognie t$at di
22. 9ention to im"ortant as"ects to kee" in mind hen settin$ the scene for a counsellin$ session. (2) T$ese are doing and saying e(eryt$ing t$at &on(eys t$e )essage t$e )essage t$at t$e &lient is "eing (alued and wel&o)ed "y t$e &ounsellor+ And t$e en(iron)ent s$ould "e &ondu&i(e enoug$ ,or t$e &lient to ,eel sa,e+
23. 9ention to instances hen silences can be used "ositi#ely in the counsellin$ "rocess. (2) •
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A silen&e o, &o))union w$ere &ounsellor* &ounsellor* &lient and t$e 5so)et$ing larger. larger. are inter&onne&ted in a world w$ere ti)e stands still* t$is silen&e #ro(ides t$e &lient wit$ s#a&e to ,o&us and ti)e to re>e&t+ Silen&e &o))uni&ates to t$e &lient a sin&ere and dee# a&&e#tan&e su&$ a&&e#tan&e is ,unda)ental to #erson'&entred &ounselling
2&. What communication skill is used to identify hidden messa$es? (1) •
Ad(an&ed e)#at$y
Bi"liogra#$y
Basi& &ouns &ounsell elling ing s0ill s0ill++ Study Study Guide Guide ,or ,or SCK1H! SCK1H!4 4. :rauman :raumann n + 2010. 2010. Basi&
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