Module 1
Part 1: Myths & Facts about Counselling
- Counselling is a process to build one's resilence (as the end product, hopefully!)
- It's not a quick fixed to issues, but a means to enable one to learn what it is through (probably) seeing it more clearly (some analysis) in a more objective manner(?) hence knowing where the issue lies. With this heightened self-awareness (and maybe then can feel the reality ground), one is guided through find means to manage it.
Part 2: Role of Teacher
It's about creating the psychological safety net
- Being "trusted" is not a given, but it's built through actions when students now feel safe and comfortable to share and disclose, to open their 'doors'. It also enables us, teachers, to be able to detect potential issues earlier, hence addressing it before it aggravates.
- Being a trusted does not mean hold info in total confidentiality but being able to discern when it has to be disclosed for the student's (or others') safety and well being.
Module 2 Attending Skills
- Non-verbal attending skills - body language matters and helps to (create the) bridge to the conversation
- SOLER
- Sit squarely to show that we are giving attention to the student
- Open posture shows care and the want to help
- Lean forward to show interested; which also helps us listen more attentively
- Eye contact to show we are listening, but also to notice any non-verbal cues from the students
- Relaxed to reduce students' anxiety and fear
Module 3 Clarification and Open/ Closed-ended Questions
To gain better understanding of the concerns and issues
- CROPS
- Clarify to prevent judgement or making wrong conclusions
- Reflection of feelings
- Ask both open and closed questions.
- Closed questions help to obtain facts quickly but should not be too many, else it prevents students from thinking and talking
- Open questions get students to talk and give details of their stories
- Paraphrase to check for understanding
- Summarise
Module 4 Reflection of Feelings
It is about the teacher paying attention and listen attentively to the emotion and what the student has expressed - giving the student the observation to help student to focus on the issues surfaced.
- Give silence time for student to process and express (emotional release)
- Do not offer advice
Module 5 Paraphrasing
It shows that one is listening and helps students to know that he/ she has been heard; and it allows continuation of the flow of thoughts.
- It focuses on re-stating the content, what's being said.
- It is important not to add own viewpoint.
- One should also avoid coming in too early, to avoid judgement
Module 6 Summarising
It gives students assurance that the teacher has been listening and have a clear and better understanding of the 'story' in an organised way.
- Focus on the main points shared
- Do not add own viewpoints
- Check for accuracies - do not assume what's shared is accurate
- It helps to close the session - summary can be done by either teacher or student
Module 7 Problem Solving Model PADI
- PADI model
- Problem Definition - help student to identify and focus on one problem to work on (do not propose/ select on behalf)
- Attempted Solutions - listen to what has been tried
- Desired Change - get student to establish a goal
- Intervention Plan - work out a plan that one can work on to deal with the issue; starting with something that can do right from the start (small milestones may help)