Quarter 1 (Module 5)

Settings, Processes, Methods

and Tools in Counseling

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In this module, students are expected to:

1. Illustrate the different processes and methods involved in counseling

(HUMSS_DIASS12-Id-14)

2. Distinguish the needs of individuals, groups, organizations and communities

(HUMSS_DIASS12-Id-15)

COUNSELING AND ITS WORK SETTINGS

1. Counselors in Schools – has grown rapidly. According to Gibson and

Mitchell
(2003), counselors are recognized especially in the preventive interventions and
developmental stage. There are elementary school counselors, junior high school
counselors, secondary school counselors, counselors in vocational schools,
counselors in higher education, and counselors in community and junior colleges.
The counseling service in the schools is usually located under the student affairs
program. It is under the supervision of the Dean of Students Affairs.

2. Counselors in the Community Setting– refers to employment in community,

agency, and other non -school professional situations. Counselors can be found in
community and mental health agencies, employment and rehabilitation agencies,
correction practice. (Gibson and Mitchell , 2003).

3. Counselors in the Private Sector– refers to counselors who decided to do full

time work as private practitioners or engage in part – time private practice while
employed by community agencies. This is feasible if the counselors expertise and
specialization matches or relevant to an adequate client population in the
geographic area (Gibson and Mitchell , 2003).

4. Counselors in the Government- counselors are also present in various

agencies of government or institutions supported by the government that are into
social welfare, health, and education. Relevant agencies or institutions include
public schools, public social welfare agencies such as that for the youth, children,
and the aging.

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Activity 1.1

Directions: Fill in the table below according to the work settings of counselors.
The
choices are cited below to identify the needs of individual, groups, organizations
and community. Answers should be written in your answer sheet.

Counselors in Counselors in the Counselors in the Counselors in the

Schools Community Setting Private Sector Government

CHOICES
1. Marital issues
2. Abused woman
3. Abandoned children and elderly
4. Bullied students
5. Mental health counseling on veterans
6. Counseling services of non-government organizations
7. Mental and foster homes
8. Rehabilitation centers
9. Guidance counseling for student’s at risks
10. Social welfare counseling services of DSWD
11. Stress debriefing council for victims of calamities
12. Private Psycho-counseling services for drug addicts & other related
delinquencies
13. Rendering counseling program for victims of Woman’s violence
14. Counseling programs welfare for Out of school youth
15. Counseling services in Bureau of Corrections

COUNSELLING ITS PROCESSES, METHODS AND TOOLS

There are six stages of the counseling process, namely, relationship

building,
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assessment and diagnosis, formulation of the counseling goals, intervention and
problem solving, termination and follow–up, and research and evaluation.

1. Stage One: Relationship Building

 This is the heart of counseling process because it provides the force and
foundation for the counseling to succeed.
 This stage involves establishing rapport,
 promote acceptance of the client as a person with worth,
 establishing genuine interaction,
 promote direct mutual communication
 helping clients understand themselves,
 helping client focus and
 Slowly promote counseling relevant communication, from the client.

2. Stage Two: Assessment and Diagnosis

 One of the most crucial stages
 This serves as the window for the counselor to have a thorough appreciation
of the client’s condition.
 It entails analysis of the root causes of problems.
 The data that will be gathered in diagnosis will be utilized in the formulation
of goals.

3. Stage Three: Formulation of Counseling Goals

 Goals are important as it sets the direction of the counseling process.
 It shall serve as the parameter of work and the client-counselor relationship.
 Counseling goals may be treated as a process goal or outcome goal.
 The client and counselor must agree on the counseling goals.

4. Stage Four: Intervention and Problem Solving Guidelines:

A. The counselor has to provide a mapping of the different approaches offered.
B. Describe the role of the counselor and client for each procedure.
C. Identify possible risks and benefits that may come.
D. Estimate the time and cost of each procedure.

Kafner and Busemeyer identified the six-stage model for problem solving
 Problem detection
 Problem definition
 Identification of alternative solutions
 Decision-making
 Execution
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 Verification

5. Stage Five: Termination and Follow –up

The essential goal in counseling is to witness a client progress on his/her own
without the assistance of the counselor.
There are four components of termination which were identified by Quintan and
Holahan:
1. Discussion of the end of counseling
2. Review of the course of counseling
3. Closure of the counselor-client relationship
4. Discussion of the client’s future and post-counseling plan

6. Stage Six: Research and Evaluation

 This stage can be undertaken at any point in the counseling stage.
 Research and evaluation are fundamental part of the evaluation.
 Results of the research provide a scientific appreciation of the counseling
situation.

Methods in Counseling

1. CLASSIC THEORIES - The psychological theories developed by Sigmund

Freud, Alfred Adler, and Carl Jung are considered as the classic schools for the
reason that they primed the underpinning of clinical practice.
a. FREUD’S PSYCHOANALYTIC THEORY - The approach of Freud in
counseling and psychotherapy is popularly known as psychoanalysis which is an
analysis of the mind. Its objective is to restructure the personality by resolution
of intrapsychic conflict, which focuses in the internal forces such as unconscious
processes .It focuses on personal adjustment through reorganization of internal
forces within the person to help him/her become aware of the unconscious aspect
of his/her personality. It focuses on personal adjustment through reorganization
of internal forces within the person to help him/her become aware of the
unconscious aspect of his/her personality.
Psychoanalysis has three goals:
1. To help clients gain insights about themselves
2. To help clients work unstuck issues
3. To help clients cope with the stresses of the society.

The following techniques may be used:

 FREE ASSOCIATION - a method to encourage the patient to discuss
whatever comes to his mind in order to release suppressed emotions.
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 DREAM ANALYSIS - a method to explore unconscious process using
dreams.
 CONFRONTATION AND CLARIFICATION - a form of feedback
procedure for patients to become aware of what is happening to him/her and to
determine areas for further analysis.
 INTERPRETATION - a process of giving insights to patients about their
inner conflicts which can be reflected in resistance, transference, and other
processes.
b. ADLER’S INDIVIDUAL PSYCHOLOGY - The approach of Adler in
counseling and psychotherapy focuses on the role of cognition is psychological
functioning. Its objective is to gain an understanding of the clients and assess
why clients behave and think in certain ways.

Adlerian counseling focuses on four goals:

 Establishment and maintenance of egalitarian relationship
 Analysis of client’s lifestyle
 Interpretation of client’s lifestyle in a way that promotes insight
 Reorientation and re-education of the client with accompanying behavior
change.

Adlerian techniques can be explained in four phases of Adlerian

Psychotherapy.

First Phase: ESTABLISHING THE RELATIONSHIP

 Use of listening skills
 Winning respect and offering hope
 Encouragement

Second Phase: PERFORMING ANALYSIS AND ASSESSMENT

 Lifestyle Analysis
 Dream analysis may be used to conduct lifestyle analysis

Third Phase: PROMOTING INSIGHT

 Insight Process

Fourth Phase: REORIENTATION

 Spitting in the Client’s Soup
 The push-button techniques
 Catching oneself
 Acting as-if
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 Task setting and commitment

c. JUNG’S ANALYTIC PSYCHOLOGY - The counselling and psychology

approach of Jung is referred to as psychotherapy. Jung’s approach highlights the
task of the unconscious processes in “psychological functioning”. The approach
applies dreams and other procedures to determine the unconscious processes to
utilize the result to boost the functioning of personality and to enhance mental
health and wellness.

2. EXPERIENTIAL THEORIES
It falls under the affective theories which are concerned about generating
impact on the emotions of clients to effect change. The well-known experiential
theorists include Rogers and Perls

a. Roger’s Person-Centered Counseling - It has been described as the

“if-then” approach. The following conditions were formulated by Rogers:
 Counselor Congruence
 Empathic Understanding
 Unconditional Positive Regard

b. Pearl’s Gestalt Therapy - It focuses on the here and now. It refers to

the dialogue between the therapist and the client wherein the client experiences
from the inside what the therapist observes from the outside. The goal of the
approach is awareness on the environment, of responsibility for choices, of self,
and self-acceptance. Gestalt’s technique include the following:

 ASSUMING RESPONSIBILITY - rephrase the statement and add “I take

responsibility for it”.

 USING PERSONAL PRONOUNS - take personal responsibility by saying “I

or me “instead of “us or us”

 NOW I AM AWARE - assists the clients to get in touch with himself/herself.

 THE EMPTY CHAIR TECHNIQUE - helps client work through conflicting

parts of personality.

3. COGNITIVE-BEHAVIOURAL THEORIES
a. ELLIS RATIONAL EMOTIVE BEHAVIOR THERAPY - REBT
highlights the role of cognitions on emotions with assertion that persons can be
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best appreciated in terms of internal cognitive dialogue or self-talk. REBT views
the emotional disorder is associated with cognitive processes that are not rational.

REBT TECHNIQUES:
 COGNITIVE - reforming ideas that are reasonable and irrational. Focus on
“defeating cognitions”.
 EMOTIVE TECHNIQUES - focus on the client’s “affective or emotional
domain”

BEHAVIOURAL TECHNIQUES - Focus on the full array of behavioral

methods such as assertiveness training, relaxation therapy, self-management,
self-monitoring, and homework assignments.

b. BECK’S COGNITIVE THERAPY TECHNIQUES:

 DECATASTROPHIZING - referred to as “what if”.
 REDEFINING - rearticulating an obstacle to something that may be useful.
 DECENTERING - This will help the client apprehend that they are not the
“center of attention”.

 BEHAVIORAL TECHNIQUES – this method applies a broad selection of

methods to assist clients obtaining ‘essential skills, relaxing preparing for
difficult situations, and exposing them to feared, preparing for difficult situations,
and exposing them to feared situations”.

c. BERNE’S TRANSACTIONAL ANALYSIS - Refers to examining and

dissecting transactions between people. It includes evaluating the “three ego state
of parent, adult, and child of each person”. The fundamental goal is for the client
to be “autonomous, self-aware, spontaneous and have the capacity for intimacy.”

TECHNIQUES:
 STRUCTURAL ANALYSIS - assists clients to be conscious of their “three
ego”.
 TRANSACTIONAL ANALYSIS - assists clients to “learn to communicate with
complementary transactions.”
 SCRIPT ANALYSIS - looks into the “type of life script the client has
developed and how it can be re-written.”
 ANALYSIS OF GAMES - comprise of determining “what games the clients
play and how the games interfere with interpersonal functioning.”

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Activity 1.2
METHODS AND TOOLS IN COUNSELING:
Matching Type: Match the items in column A with items in column Reflect
your answers in your answer sheet.

A B
1. To help clients cope with the stresses a. Berne’s Transactional
of the society. Analysis

2. Interpretation- a process of giving b. Experiential Theories

insights to patients about their inner
conflicts which can be reflected in c. Free Association
resistance, transference, and other
processes.
d. Pearl’s Gestalt Therapy
3. Analysis of client’s lifestyle.
e. Ellis Rational Emotive
4. Focus on the full array of behavioral Behavior Therapy
methods such as assertiveness training,
relaxation therapy, self-management, f. Psychoanalysis
self-monitoring, and homework
assignments. g. Interpretation

5. The approach applies dreams to h. Adlerian Counseling

determine the unconscious processes to
utilize the result to boost the functioning i. Behavioral Techniques
of personality and to enhance mental
health and wellness. j. Psychological Functioning

6. The fundamental goal is for the client

to be “autonomous, self-aware,
spontaneous and have the capacity for
intimacy.”

7. It falls under the affective theories

which are concerned about generating
impact on the emotions of clients to
effect change.
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8. A method to encourage the patient to
discuss whatever comes to his mind in
order to release suppressed emotions.

9. The goal of the approach is awareness

on the environment, of responsibility for
choices, of self, and self-acceptance.

10. Highlights the role of cognitions on

emotions with assertion that persons can
be best appreciated in terms of internal
cognitive dialogue or self-talk.

Acknowledgements

Development Team of the Module

Authors: Marivette Joy M. Benedicto, Irene A. Cadiz, Noriel V. Abella, Jo-ann R. Hinosolango
and Ani Vie M. Macero
Editors: Marivette Joy M. Benedicto, Irene A. Cadiz, Noriel V. Abella, Jo-ann R. Hinosolango and
Ani Vie M. Macero
Reviewers Name: Dexie P. Dilag
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons:
Dr. Victor G. De Gracia Jr. CESO V
Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members: Neil A. Improgo, PhD, EPS-LRMS;
Bienvenido U. Tagolimot, Jr., PhD, EPS ADM; Erlinda G. Dael, PhD, CID Chief; ___________,
EPS ______ In-charge; Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II; Kim
Eric G. Lubguban, PDO II

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