Guidance & Counselling

32 TOPIC 2 THE COUNSELLING PROCESS According to the theorists in the field of counselling and psychotherapy, there has been no consensus on the stages of the counselling process or the distinctive behaviour for each stage. What remains definite among them is the fact that the process of counselling moves according to the orderly sequence from one stage to another. They also feel that the aspect of building relationship is constantly present throughout the process at every stage (McLeod, 2013). According to McLeod (2013), the stages in the counselling process are not exclusive but rather continuous and sometimes overlap each other. When a counsellor reaches a stage and starts to handle the theme of discussion for that specific stage, several elements from different stages may also be present. For example, after welcoming a new member (first stage), the counsellor usually has many questions such as „Who is this person? Can we work together? Can I help this person solve her problem? How long does it take to spend time discussing with this client?‰ At this stage, emphasis is given to the various questions that should be discussed at certain stages. However, this line of thought is not supposed to happen because the issue that needs attention should be related to the first stage, which is getting to know the client (Figure 2.2). The duration to handle each stage according to how far the counsellor thinks whether he should move on to the next stage should also be considered. Figure 2.2: CounsellorÊs questions regarding his or her client Source: www.waikato.ac.nz/language/counselling.html Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 33 Since these stages must progress from the beginning to an end, the theme of discussion at each level needs to be perfected before moving on to the next stage. If the theme is not met satisfactorily during the early stage, it will put the counselling process in jeopardy. In other words, a discussion which is based on a more concise and complete theme will lead to more productive counselling outcome. It is also important for you, as a counsellor, to remember that you may divert the focus of the discussion to any of the stages to help stimulate the ongoing discussion, especially those involving thematic discussions. In addition, you may also constantly check on the clientÊs feelings and thoughts. Other benefits of changing the focus of the discussion to a certain stage include: (a) Increasing the level of understanding; (b) Avoiding dead ends; (c) Improving the relationship; (d) Studying clientÊs problems more comprehensively; (e) Changing the strategy; and (f) Changing the topic of discussion. As a general rule, the process of counselling does not flow as smoothly and as rapidly as expected. Even determining the time duration from the start to the end of the counselling process is not easy. This is because there are differences in terms of handling the process of counselling from one stage to another. The time taken to focus at a certain stage also varies. Some may take longer while others take shorter durations. In some cases, you may need a longer duration for each stage in order to obtain a significant ending while in others, all the five stages may be covered in just one counselling session. Usually, the counselling process will last up to several sessions at the very least. There have also been cases whereby a longer duration is given to one or two stages while the remaining stages take less time. The counsellor is responsible for handling specific tasks according to the various stages. He is expected to master the skills to overcome the clientÊs problem according to the needs of the stages and eventually produces a significant counselling outcome. Some of the specific counselling tasks relating to the stages in the process of counselling will be elaborated in the next subtopic. Copyright © Open University Malaysia (OUM)

34 TOPIC 2 THE COUNSELLING PROCESS 2.1.1 Stage 1: Developing Relationship At the beginning of the counselling process, the counsellor usually does not know his client. Thus, in order to seek the cooperation from the client, there is a need to form a good client-counsellor relationship which can lead to building mutual trust. The task of developing a special bond is the first theme and becomes the focus of discussion. The counsellor is considered successful at this stage if he manages to complete four correlated tasks as shown in Figure 2.3. Figure 2.3: The four stages of developing relationship Source: McLeod (2013) 1. Give some examples of situations to illustrate the need for diverting the focus of the discussion to a certain stage. 2. What are the five important stages of the counselling process that a counsellor needs to know? SELF-CHECK 2.1 Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 35 Let us look at the four stages of developing relationship in detail. (a) Creating a Conducive Ambience for Interaction At the start of the counselling process, the client usually doubts himself, the counsellor and the effectiveness of counselling. What is worse is that some clients are not even sure what their real problem is. A guarded state can only mean that the client will not be able to openly respond to the counsellor. The client needs a sense of security, a sense of being able to trust in other people (counsellor) who displays sincerity and respects the client. As a counsellor, you are responsible for creating a situation that will encourage openness, sincerity and the feeling that promotes communication. The client needs to feel that he can communicate easily with the counsellor, that he is accepted and understood in the right way. Therefore, you have to communicate with interest with your client, understand and respect his feelings, attitude and problem. This can be achieved by: (i) Showing that you are always there to give your full attention and to treat him as someone who is worthy of your respect and appreciate him; (ii) Listening attentively and trying to identify with what he is experiencing and to be mindful of his problem; and (iii) Fully responding to the client. (b) Deciding on the Aim of the Relationship Early On A client may consult a counsellor for various reasons. Part of the reason is to seek assistance in order to be enlightened with ways to become a person who can function more effectively. There are clients who are aware of their problems but for some, this is not the case. They are confused with the problem, unsure of the reasons for their feelings or even the motives for seeing a counsellor. A client may express a problem at the onset to the counsellor which may end up not being the actual problem that he is facing. The tendency to solve the clientÊs problem(s) may vary from low to high levels. Whatever it is, together with the client, you need to decide the actual aim to be achieved by the end of the counselling session. Copyright © Open University Malaysia (OUM)

36 TOPIC 2 THE COUNSELLING PROCESS An early aim may be to agree to solve the stated problem at that time. Apart from that, the counsellor has to listen to the clientÊs problem, help the client perceive himself in order to help him understand more about himself as well as help him to be aware of the counselling aim. (c) Structuring Relationship All client-counsellor relationships must be structured so that the client will have a better view of the way he is going and understand the process of counselling. At the beginning, it may be hard for the client to picture what has happened, how changes can happen and he may doubt that the counselling sessions can actually help him overcome his problem. As a counsellor, both you and the client must agree on several things before the start of the counselling session. Figure 2.4 shows the relationship structure between a counsellor and his client. Figure 2.4: Structuring relationship Source: McLeod (2013) (i) Understanding of the Counselling Process To give some understanding to the client about the process of counselling, you need to know how counselling can help him by explaining the interactions in each session. You must also explain your role as a counsellor and the role of a client. For example, you can say, „My role as a counsellor is to help you think of the relevant issues in order to make decisions. You can get as much information as you wish, then study and consider it by taking into account your background and the values that you hold‰. Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 37 (ii) Explanation about Related Particulars You need to explain to your client so that the both of you may mutually agree on several things such as the time, duration and frequency of the meeting as well as the accumulated time for the entire counselling process. Other matters would include the venue of meeting, indication of appointment cancellation due to emergency. For example, „Mr. Sam, we will be meeting every Thursday, 3.00pm to 4.50pm at Room 2 at the Student Support Centre in OUM. If you cannot make it, contact my office staff and send a message so that we can postpone the session.‰ (iii) The Aspect of Related Confidentiality The aspect of confidentiality must be clearly stated, for example, „What you say during the session will not be repeated. The recording of this session is intended for me to refer this case to my mentor.‰ Applying the counselling structure must be handled in an appropriate way. Everything depends on the current situation, the clientÊs needs and types of problems to be projected. A counsellor will structure in a general manner and add more relevant information during the session. If the counsellor is too focused on the aspect of structuring, chances are, the client might get worried. However, if there is a lack of structuring, the client will, most likely, have a false perception about the entire process of counselling. (d) Building Trust A counsellor needs to show a set of highly ethical behaviour throughout the counselling process. At the beginning of the counselling process, the counsellor should have explained all the confidentiality claims and his level of expertise. All these must be explained by the time the counsellor get to the structuring section. As a matter of fact, the counsellor must think about behaving ethically as he handles the client during the counselling session and also at other sessions. This serves to gain the clientÊs trust. Why is confidentiality important in counselling? What is the effect on the client if there is no confidentiality? Share your thoughts with your coursemates in the myINSPIRE online forum. ACTIVITY 2.1 Copyright © Open University Malaysia (OUM)

38 TOPIC 2 THE COUNSELLING PROCESS 2.1.2 Stage 2: Exploration At this stage, the counsellor needs to help his client to focus on exploring, understanding and analysing his self-perception and perception of the problem. To understand the client and his internal frame of reference, you need to scrutinise several elements: (a) Explore the scope of the clientÊs problem as widely as possible; (b) Analyse the clientÊs level of functioning in his daily life; (c) Understand the clientÊs way of thinking and his propensity to change (stubbornness); and (d) Recognise the clientÊs inner strength and how he can gain his outer strength. During this stage, you may help the client to change from his shallow consciousness of his problem to a deeper awareness that demands the help of counselling. The four elements are further explained in the following: (a) Scope of the Problem The main task of a counsellor at this stage is to understand why the client comes to consult the counsellor. To ensure the smooth flow of the process of exploring, the counsellor and client need to: (i) Recognise if the current problem is the actual problem; (ii) Recognise the context and environment of the time and place when the problem occurred; (iii) Evaluate the condition, the level of seriousness and how long the problem has persisted; (iv) Evaluate how far the problem has affected other people especially those who are close to him; and (v) Estimate how a small change (improvement) in the clientÊs life can affect those who are close to him. Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 39 The process of exploring will be more effective if the counsellor listens actively, explains the issues shared with him, supports and encourages the client, and treats him as an individual worthy to be respected. The questions which are directed at the client also need to be open-ended in nature. The counsellor has to be careful to ensure that the client does not display a sense of dependency on him. It is also good if the counsellor avoids interrogative style or questioning. (b) ClientÊs Level of Functioning To understand the clientÊs internal frame of reference, you can look at the way he functions and handles his problems in the past. When a client shares his stories during self-exploration, the counsellor can make a professional conclusion whether his client has: (i) Lived in life thus far with minimum problems; (ii) Successfully met his physiological, psychological and social needs; (iii) Functioned at the appropriate cognitive level; (iv) Had positive relationships with the people who are close to him; (v) Maintained a good self-adaptation when dealing with conflict, disappointment and challenges in life; and (vi) Constantly projected proper behavioural patterns. Looking at the clientÊs behaviour from several aspects will provide you, as the counsellor, and the client with insights on how the client functions in life from several dimensions. (c) ClientÊs Life Pattern A counsellor may want to help his client explore various ways of solving current problems which may be different from his previous problem-solving style. For example, the counsellor may obtain information from the client on how he managed to resolve his previous problems. Has he been discussing the problems with those who are close to him or did he look for more detailed information to explain the relevant issues? Did he try new experiences or play new roles, did he change his surrounding or took chances when faced with something vague in the future? The exploration process may demonstrate the clientÊs refusal to handle his problem by going through the problem-solving process. At this stage, the counsellor can temporarily think of or prepare a plan or strategy to help his client at other stages. Copyright © Open University Malaysia (OUM)

40 TOPIC 2 THE COUNSELLING PROCESS (d) Inner Strength and Sources of Outer Strength The internal strength that a person possesses and the sources where he could gain this strength need to be explored. To understand the clientÊs strength, he needs to accept the fact that he is having a problem and that he is responsible to solve it. He needs to be aware of his strengths and weaknesses, and get to know his external sources of strength and inspiration. Helping a client to realise that he has the responsibility to overcome his problem is crucial in counselling. The way you treat and respond to your client will greatly influence his acceptance of thoughts, emotions and behaviour. If the client accepts you as someone who cares for his well-being and is a trustworthy person, he will gradually become less defensive and more open towards self-exploration and self-understanding. 2.1.3 Stage 3: Decision-making At this stage, there are two correlated tasks that have to be done. Firstly, the counselling aim has to be mutually agreed by both the counsellor and the client. Secondly, the counsellor needs to decide on the approach and the strategies to be implemented. Figure 2.5 shows the two correlated tasks in the decision-making stage. Figure 2.5: The two tasks involved in decision-making How can a clientÊs historical pattern play a role in helping a counsellor handle his client? ACTIVITY 2.2 Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 41 The aim which was decided during the first and second stages may need some restructuring and refinement. It is crucial for the counsellor and the client to have concurred with each other on the aim to be achieved by the end of the session. If no agreement is reached, the progress towards achieving the aim will be at risk. This is because the counsellor might focus on solving a certain matter while the client may feel that a certain other matter needs to be prioritised. Deciding on a specific aim is not easy. There are clients who may propose various issues that can thwart their efforts to function effectively. In such a situation, it is recommended for the counsellor to divert his attention to the problem which is stopping the client from being at ease or being comfortable. Turn the situation into an aim so as to achieve the comfort level after undergoing the counselling process. At the very least, it helps the client to create an achievable aim and the counselling process can be completed within a short period of time. Achieving the counselling aim can only be possible if the tasks in the earlier stages have been well-performed. Nelson-Jones (2012) suggested that there are several variables pertaining to the client, counsellor and the environment that can influence the achievement of the counselling aim as well as the specific strategies applied. (a) Variables Concerning the Client The characteristics of a client that can influence the aim of counselling and the selection of the counselling approach include: (i) The Type of Problem For instance, does the client possess low interpersonal skills or is he incapable of making a decision? (ii) Individual Problem-solving Pattern For instance, is it common for the client to allow other people to solve his problem or is he thinking too much about his problem until he becomes too numbed (paralysed) to react? (iii) Demographic Factor For example, does age, sex or socio-economic background affect the clientÊs qualification to enrol in a college or to obtain a scholarship? (iv) Personality Factor For example, a dependent client differs in the way he handles a situation or a problem as compared to one that is independent. Copyright © Open University Malaysia (OUM)

42 TOPIC 2 THE COUNSELLING PROCESS (v) Cultural Background For instance, the application of a certain counselling technique (such as the self-disclosure technique) for one ethnic group may not be suitable for other ethnic groups and may even create a conflict. (b) Variables Concerning the Counsellor The variables concerning the counsellor which can influence the choice of counselling techniques or approaches include: (i) Knowledge in Cognition For example, relevant theories and research findings regarding motivation, cognition, relationship, adaptation, behaviour and personality can be applied. (ii) Knowledge and Experience with Various Counselling Approaches For instance, the application of behaviourism, person-centred and existentialism approaches. (iii) High Level of Responsiveness and Communication Skills Examples include guiding skills, responding orally and the use of communication skills in a specific role. (c) Variables Concerning the Environment The setting or the counsellorÊs workplace (such as schools, universities, rehabilitation centres or hospitals) can influence the counselling outcome in terms of its aims and strategies. A counsellor in a particular institution may be limited to applying a few aims as he may be expected to achieve certain counselling aims as demanded by the institution. For example, a school counsellor has a client who has difficulty concentrating on his studies because his father is an alcoholic. The aim of counselling is to help him to find a more effective way to study at home despite the prevailing conditions which is beyond the clientÊs control. A client has been suffering from workplace stress for quite a while. As a counsellor, you want to help your client reduce his stress level. Which variable do you think is most influential in affecting the aim and the strategies used in the decision-making stage? ACTIVITY 2.3 Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 43 2.1.4 Stage 4: Implementation Enforcement or implementation refers to applying the suitable counselling approach. The main task at this stage is to help the client solve his problem and guide him so that he can function more effectively. The client needs emotional support, encouragement and reinforcement for his newly learned skills or behaviour. The counsellor may use a certain approach or several approaches to help his client. The chosen approach must be based on certain strategies that emphasise on improving the clientÊs mental functions, his well-being, emotions or improving his ability to behave more appropriately. Thus, the counselling strategies used should focus on his cognition, affection or behaviour. If the counsellor feels that his client needs to obtain factual information, to make decisions or if the client shows an unreasonable way of thinking, the emphasis should be on the cognitive aspect. If the client shows a lack of self-belief, feels that he is being neglected or has an attitude problem relating to his belief, emotion and values of life, the emphasis should be on the aspect of affections. On the other hand, problems arising from the clientÊs behaviour such as having a sharp tongue may be helped by focusing on the behavioural aspect. In essence, the counsellor will be using all the three human domains ă cognition, affection and behaviour ă throughout the counselling sessions. Copyright © Open University Malaysia (OUM)

44 TOPIC 2 THE COUNSELLING PROCESS Apart from that, there are several things that influence the implementation stage, namely the influence of close parties, other sources of help and brochure preparation (Nelson-Jones, 2012) as shown in Figure 2.6. Figure 2.6: Factors influencing the effective implementation of counselling Let us look at each factor influencing the effective implementation of counselling in detail. (a) Influence of Close Parties This is a common phrase in counselling. The close parties or companions are the people who have a great impact on the client. Thus, it is important for the client to remember about them during the counselling session. The people who are close to the client include his parents, spouse, siblings, lover, children and other important people. The process of counselling often involves questions regarding those who are close to the client. If it is suspected that the current problem is related to the clientÊs interaction with his close parties and the interaction affects them, the client should be asked to interact differently with them as a strategy. There are times when the counsellor may have to involve the clientÊs relevant close parties in the counselling. Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 45 (b) Additional Sources of Help Although this method is not widely practised in Malaysia, it should be considered by the public due to the potential that can be garnered by increasing the involvement of other institutions as additional sources of help. It can bring a positive effect to counselling. The client may be referred to other institutions in the community such as hospitals, dentists and religious department to obtain specific help if it has been identified that the client requires it. Local university experts and counselling professionals or special academic professionals can also play a role as additional sources of help. Moreover, this additional help may benefit the client in the process of gathering important information while being counselled. Examples of references are as follows: (i) You are a school counsellor and your client wants to obtain some information regarding a specific job. You can ask the client to interview an expert in the field such as an architect, pilot or other professionals. This not only fulfils the need for information by the client but it will also help the client to develop his research habit in a guided manner; (ii) A confused client who does not know how to choose his major at the university can be referred to a lecturer to discuss the optional courses according to his area of interest; and (iii) A student who suffers from headaches when writing or reading a signboard may be referred to an eye specialist or a hospital to confirm the possibility of being afflicted with visual impairment. Within the three examples, it is hoped that you are encouraged to develop your passion for information-seeking behaviour. If this habit can be encouraged, your clients will benefit from other sources of references which are available in the community. (c) Brochure Preparation Reading materials and references may serve to help the counsellor in the process of counselling. Newspaper cuttings, magazines and books regarding certain topics can be used to help the client search for information related to his problem. A counsellor must be a keen reader and must be able to prepare the brochures to help his clients (refer to Figure 2.7). Copyright © Open University Malaysia (OUM)

46 TOPIC 2 THE COUNSELLING PROCESS Figure 2.7: Prepare brochures to help the clients Source: www.un.org./popin/regional/asiapac/malaysiz/publ.htm 2.1.5 Stage 5: Ending a Counselling Session/ Termination The fifth and final stage is very important. It is where the focus of the following three elements needs to be achieved: (a) The progress that has been achieved throughout the counselling sessions must be summed up and the effects evaluated; (b) Other issues that need to be solved around this time must be stated; and (c) Ways of maintaining the clientÊs growth after the end of the counselling session need to be considered. All the three tasks, if they are done successfully, may lead to sheer satisfaction to the client. This signals the end to the counselling process. If the tasks are not completed, there will be a standstill to the growth which has been developed since the first stage. Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 47 Evaluating whether the aim of the counselling session has actually been achieved will be determined by the client and the counsellor. The main responsibility to evaluate this task is held by the client. He may be requested to prepare a progress report which can show the extent to which the aim has been achieved as well as how it has been achieved. One way is for the client to describe what he has gone through, state the new behavioural changes that has taken place, what behavioural modifications that he is experiencing now or how far he has been able to control himself within the context of those close and dear to him. Finally, the counsellor has to orally sum up what has happened and why it happened the way it did. This summing up session also helps to enhance the achievement of the counselling aim. Determining the clientÊs readiness to end the counselling sessions demands an evaluation on the functionality of the client in general. Are there any other issues that need to be stated now? Take note that another different matter which calls for attention is the dependency of the client towards the counsellor. Too often, the client becomes overly dependent on the counsellor over time. When this happens, the client may expect that the client-counsellor relationship will continue to be maintained despite the counselling session coming to a close. The clientÊs feelings and behaviour which indicate too much dependency on the counsellor must be treated before the session ends. This goes to show that not all problems can be completely solved. The client needs to be reminded that he will have problems functioning optimally in his life if his dependency persists. However, if all the agreed counselling aims by the counsellor and the client have been achieved, the process of terminating the counselling process may begin. The final task of the counsellor at this stage is to prepare a method whereby the growth and changes that have taken place may be continued by the client post-counselling session. Among the ways are: (a) To organise a follow-up session; and (b) To form a self-observable plan and practise on achieving the self-observed plan. These two methods can enhance the clientÊs confidence and may serve as a support system. Copyright © Open University Malaysia (OUM)

48 TOPIC 2 THE COUNSELLING PROCESS The termination of the counselling session is usually not easy but when all the assignments have been successfully undertaken up to the final stage, the client will be ready to move on. At this stage, the client needs to be informed that the relationship has not come to a final stop but instead the end of the counselling is just delayed. The client should be encouraged to return for counselling services whenever he needs help. To achieve successful counselling does not necessarily require the counsellor to counsel the client over a long period of time. There are cases which require simple handling and counselled over a short period of time and can still to bring forward satisfactory results. Sometimes a counsellor may have to endure uncooperative and difficult or stubborn clients. This type of client needs time and appropriate strategy or approach to manage them. They are a challenge for any counsellors and much effort is required of counsellors as part of his experience to counsel them well and become professional counsellors. UNCOOPERATIVE CLIENTS In general, clients voluntarily go and consult a counsellor. They realise that they are going through a discomforting moment. Thus, they are motivated to seek professional help through counselling and make commitments to change. However, at times, clients are referred to a counsellor without their consent. Those who are forced to attend a counselling session by the authorities may express stubbornness and unwillingness to commit. Most of the clients in this category are those who are admitted into public institutions such as rehabilitation centres, detention centres and schools for juvenile delinquent students. There are several issues that counsellors need to face when dealing with voluntary and involuntary clients. 2.2 1. Do you know when is the right time to end a counselling process? Who should determine it, the client or the counsellor? Are there any signs that can indicate to us as to when we can end the counselling session? 2. Briefly state the features of each stage of the counselling process. SELF-CHECK 2.2 Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 49 2.2.1 Obstinate and Uncommitted Clients Difficult or obstinate clients are unmotivated clients who refuse to seek help from anyone (Luxmoore, 2014). If left unattended, these individuals will not ask for help or talk to a counsellor. This group of clients does not believe that counselling is a logical and realistic approach (Figure 2.8). Figure 2.8: Example of a difficult clientÊs pose Source: https://www.goodtherapy.org/blog/how-to-address-client-resistance-intherapy-1119185 In schools or any other learning institutions, unwilling clients are students who have been referred to a counsellor due to low academic performance, disciplinary issues or unacceptable behaviours. Meanwhile, in rehabilitation centres and other community agencies, difficult clients are usually sent by their parents who have given up in their attempt to change the clientsÊ behaviours. In some cases, the clients are sent by other agencies such as the courts because of the crimes committed by them. Uncommitted clients generally will not cooperate in the counselling process because of several reasons. Most clients assume that counselling invades their self-concept which they comfortably hold at the moment. They believe that they are functioning alright. Some even assume that a counsellor is a part of an incompatible system which they feel must be avoided. Some uncommitted clients refuse to make changes to their problem behaviours as it would involve a change of status which they think is unfavourable. Some, on the other hand, think that the counsellor wants to change their lifestyle and dominate them, hence, the manifestation of the emotion that their freedom is being threatened. At times, there are clients who come from a culture that does not encourage private discussion about oneÊs self with other people, let alone with a counsellor. Copyright © Open University Malaysia (OUM)

50 TOPIC 2 THE COUNSELLING PROCESS A clientÊs refusal to cooperate with a counsellor can be expressed in several ways. A difficult client may end up being very quiet, choosing not to answer the counsellorÊs questions or showing indifference to a discussion. When forced or coaxed to respond, it may be limited to just nodding their heads or talking indifferently. A novice counsellor who is not quite ready to deal with these type of clients may fall into the trap of asking uncontrolled questions, making the session appear like an interrogation or an investigation. This is certainly unproductive and will lead to a state of hostility. Another group of uncooperative clients will avoid meeting a counsellor. Physically they seem to be cooperative but are always late for or miss an appointment. Some even pretend to forget that they had an appointment. They are usually ready to discuss issues other than the actual problem which they are currently facing. Avoiding to discuss important issues is evident from the way they answer questions, for example, focusing on trivial matters that they tend to exaggerate or changing the topic of discussion all of a sudden to something irrelevant. Some may deliberately forget to complete the task given and keep the counsellor waiting for their arrival for the appointment. Refusal to discuss is also shown by giving excuses for their actions. For these type of clients, everything that goes wrong has its reasons. Luxmoore (2014) found some other indications of this group of clients are as follows: (a) Being irresponsible for their actions; (b) Complaining about everything, all the time; (c) Displaying dependency tendency; (d) Employing self-defence mechanism; (e) Has a rebellious streak; (f) Tendency to criticise; (g) Tendency to talk or respond with a sharp tongue; and (h) Intolerance. Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 51 Carrying out a counselling session with difficult or unwilling and uncommitted clients is tough for a counsellor and may be burdensome for the novice counsellor. Often when dealing with such clients, the counsellor may blame himself for the failure, or worse, would question his qualification and capability as a counsellor. When there seems to be no progress in the counselling session, the counsellor may once again fall into the trap of self-doubt as he becomes impatient with the client and starts to ignore signs from his client. Eventually he stops to interact with the client. At this point, the clientÊs refusal to meet and talk to the counsellor is intensified. To handle such clients, some guidelines are recommended for the counsellor as proposed by Luxmoore (2014): (a) Acceptance Firstly, you have to be ready to accept the truth that not much progress that can be achieved with this type of client. Therefore, you must not be let down by dead ends during the counselling session. It may help if you ask yourselves these questions: (i) Did the client come voluntarily or has he been referred to by an authority? (ii) Do you expect this counselling session to be productive or slow in progress? (iii) Do you look forward to working together with this client? (iv) Do you have trouble with him defending his self-concept? (iv) Is there any connection between the clientÊs refusal to cooperate and his socio-cultural background? (b) Be Realistic The expectations to succeed when handling such clients during the counselling session have to be realistic so that you will not feel stressed out. The client needs to feel respected and safe in your presence. It is worth noting that if the client feels that you are on his side, it will be easier for them to come clean with you. Whatever technique or approach that you have planned, you need to give more attention to the clientÊs self-understanding. Take note that the one main thing that whirls around the uncooperative clientÊs head is the issue of oneÊs self. Copyright © Open University Malaysia (OUM)

52 TOPIC 2 THE COUNSELLING PROCESS (c) Understand ClientÊs Refusal The predisposition of the clientÊs refusal needs to be handled when the element is detected during the discussion. As a counsellor, you need to understand the reasons for the refusal while trying to help the client to be aware that this behaviour is unproductive for him. Meanwhile, take action to reduce this behaviour. You have to show your presence in understanding him through your communication, approving his feelings. Every now and then, interpret his portrayed behaviour. Interpretation of the behaviour can be done in many ways. For example, you may say, „Indeed, weÊll be more comfortable if we keep it a secret. If we talk about something personal, it may leave us feeling awkward and sometimes it might even be painful.‰ Or respond to the client in this manner: „I take it that your refusal to talk about this important issue is a sign that you donÊt want this to problem to be resolved‰. (d) The Right Response The counsellor should not express his intolerance when dealing with this type of clients as it will just add to his anxiety. Remember that the clients who came to consult with the counsellor, voluntarily or involuntarily, have problems and they need your help. In the eyes of the client, his problem is very real to him. A committed counsellor will try to see how his client perceives his problem. This is closely related to the process of exploration in counselling. A counsellor who is able to communicate that he is someone who is willing to accept others and genuinely wants to help and understand will, sooner or later, be able to penetrate into the defense of his difficult clientÊs mind. Your client is constantly complaining and giving countless reasons every time she needs to see you (the counsellor) for an appointment. What do you have to do to persuade the client to cooperate? ACTIVITY 2.4 1. Who usually falls under the category of difficult clients? 2. What are the characteristics of uncooperative clients? SELF-CHECK 2.3 Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 53 2.2.2 Obstinate but Committed Clients Difficult but committed clients usually consult the counsellor voluntarily. They are willing to develop a good relationship with the counsellor apart from being involved in the counselling process. However, they will never change their feelings, thoughts and behaviour which caused their problems. The stubbornness of the clients in their decision, being aware of signs of the problem but refusing to get rid of the unproductive behaviour will disappoint the counsellor. Some may think that this stubbornness occurs in all types of counselling and each client will show some extent of stubbornness. A novice counsellor has to be careful when dealing with such clients. Always try to understand the underlying reasons for the clientsÊ response and seek solutions when the situation arises. Sometimes clients who have attended the counselling session may not demonstrate any changes. Some of the contributory factors suggested by experts in the field of counselling are as follows: (a) Some clients are afraid to check and confirm the issues relating to the problems that they face; (b) Learning about oneÊs weaknesses and having to change the course of action, expressing oneÊs feelings and changing the way of thinking are just too terrifying from them; (c) They are not really confident about themselves and do not easily trust other people especially a counsellor; (d) Some of them are afraid of changes. They are happy with where they are now and are not willing to change their lifestyles; and (e) Some cannot imagine what may happen in the counselling session while others expect instant or spontaneous solutions to their problems. Counsellors dealing with uncooperative clients who refuse to develop their self-potential must be acquainted with self-control strategies. Otherwise, the counsellors may react against the actual intention which is to help other people with their problems. As a result, the counsellor himself becomes the new problem! Copyright © Open University Malaysia (OUM)

54 TOPIC 2 THE COUNSELLING PROCESS How do we know when a client is stubborn and likely to refuse to cooperate? Most of the time, the client is not aware that he is sabotaging the counsellor. It happens subconsciously. The clientÊs stubbornness can be seen when the request for them to speak or respond is met with a deafening silence. Sometimes the client pretends to look tired and weak or forget to complete his task. Some clients may try to avoid talking about themselves, express their defensiveness or might even argue with the counsellor. Thus, a counsellor needs to learn how to handle such clients. 2.2.3 Dealing with Obstinate Clients Figure 2.9: A counsellor needs to know ways to handle difficult clients Source: www.capnha.gov/.../cap_lesson_15/lesson15_html.lesson 15.htm It is crucial for a counsellor to learn how to handle difficult clients (Figure 2.9). According to Luxmoore (2014) some recommendations to handle these clients are as follows: (a) Avoid Negative Reaction A counsellor must be able to anticipate difficult clients and avoid showing anger or hostility when the situation arises. Try to avoid being defensive and bombard the client with baseless accusations. The counsellor has to be able to perceive the stubbornness as a sign that the client is ready to express something albeit slowly but is just not ready to explore into deeper matters. (b) Accept the Client The counsellor has to show that he accepts the client by showing respect, taking care and really looking forward to help the client. Give time for his client to open up, win him over and develop a non-threatening environment. Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 55 (c) Never Give Up The counsellor must be very patient and must not get carried away when faced with an anxious situation. It is also crucial that a counsellor does not lose hope and feel let down and allow that to affect him. (d) Understand the Reasons for Failure The counsellor has to understand the actual reasons which cause the client to become a difficult and uncooperative person. (i) Would it benefit the client if she does not change? (ii) Would there be any loss if the client does change? (e) Overcome Stubbornness Positively When faced with an uncooperative client, the counsellor needs to handle the client in a constructive and favourable manner. Some suggest that if the stubbornness is not too serious, the counsellor can ignore it. However, if it is serious, the counsellor may need to change the flow of the discussion so as not to promote hostility. If the client is experiencing high level of anxiety and is hesitant to talk further, the counsellor is recommended to shift the theme of the discussion to something more interesting and humorous or light-hearted. This is to ensure that the client remains interested to interact with the counsellor. As a counsellor, you have to help the client understand his stubbornness and state the conflicts and contradictions present as part of the ways to handle the counselling process. The client may cooperate even if it takes a longer time. Moreover, it will help the counsellor to obtain the information needed to get on with the counselling session. State the reasons why clients who are stubborn yet committed to counselling refuse to change. SELF-CHECK 2.4 Copyright © Open University Malaysia (OUM)

56 TOPIC 2 THE COUNSELLING PROCESS SEEKING INFORMATION ABOUT CLIENT This subtopic serves to recommend several ways for counsellors to obtain important information about their clients. Although client information can generally be deduced from the oral question-and-answer session along with the interactions, it is common for counsellors to obtain some client details before and during the counselling session through other means. McLeod (2013) suggested some techniques to extract client information as follows: (a) Know the Client Personally Prior to the Counselling Session Sometimes the counsellor has already known about the background of the client even before the counselling session, especially for counsellors who serve at schools, colleges or any other institutions with counselling services and may have encountered the clients in many occasions. Information such as this may also expedite the discussion at the stage of developing relationship and will be helpful at the stage of exploration. As a counsellor, you will need to inform the client what you know about him at the beginning of the session in order to confirm the validity of the observation or what you have already known about him. (b) Statements from Those who are Close to the Client Statements about the client can be in written form or oral reports (in brief or elaborate) from a professional or from those who know him personally. Many types of report can be used as references. Medical reports, for instance, can provide information about the types of difficulties faced by the client such as asthma, headache or injury from accidents. Reports from teachers are also helpful. For example, „Amin is a quiet student in the class and he rarely mixes with other kids‰, „Lilian is weak in all her subjects but shows exceptional performance in English‰. (c) Investigate the ClientÊs Background Usually before the counselling session starts, the client is required to provide some personal particulars in a form in order to provide an overview of his background. The purpose is to obtain a comprehensive description of the client which can be used during the stage of exploration. Questions in the Client Form (Figure 2.10) are usually helpful with information or statements such as: (i) Details of name, age, gender, height and weight; (ii) Address and contact number; 2.3 Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 57 (iii) Details of family, marital status, children, parents and siblings; (iv) Educational background ă school, college and highest qualification; (v) Previous and current jobs, previous and current employers; (vi) Hobbies and interests; (vii) Medical history (if there are any diseases that should be taken note of); and (viii) Current problem(s), reasons for the problem(s) and actions taken so far, has client received any prior counselling services. Figure 2.10: Client needs to fill in the Client Form before the start of the counselling session (d) Observe the Client within Specific Situations To understand the client better, it is suggested that the counsellor investigate the environment where the clientÊs problem probably starts from. This is done especially by counsellors with the client in specific institutions such as the school or the workplace. For example, the counsellor can visit the clientÊs classroom and observe how the client interacts with his peers. The counsellor can also observe him while playing in the playground during recess and watch how he functions during leisure moments. Copyright © Open University Malaysia (OUM)

58 TOPIC 2 THE COUNSELLING PROCESS (e) Observe the ClientÊs Non-verbal Behaviour Part of observing the client is by looking at his actions. The clientÊs body language can give you meaningful information if you pay close attention. A personÊs body language may express approval, denial, anger, indifference, passion and a host of other expressions. Facial expressions and physiological responses such as sweating can express the personÊs emotion when discussing a sensitive topic. Several non-verbal communication reactions from the client that can be observed are as follows: (i) Sudden changes in facial expression (turns pale or starts to blush); (ii) Breathlessness; (iii) Body movements, eye contact, hand gesture; and (iv) Personal appearance such as the style of dressing, adorning oneself, putting on make-up or perfume. The counsellor needs to be alert when it comes to non-verbal behaviour and try to deduce the meaning within the speech context and the environment during the counselling session. There are five stages in the counselling process ă developing relationship, exploration, decision-making, implementation and termination. Ć Uncooperative, obstinate, stubborn and/or difficult clients are a challenge even to experienced counsellors. Counsellors need to develop strategies and learn how to handle them or risk getting let down by their own failure to help these type of clients. Ć There are five methods in which counsellors can obtain important and relevant information about the client (before and during the counselling process) in order to have a better understanding of the client, to enhance counsellor-client interactions and to enable more effective exploration of the problem faced by the client. Copyright © Open University Malaysia (OUM)

TOPIC 2 THE COUNSELLING PROCESS 59 Confidentiality Counselling process Decision-making Developing relationship Difficult clients Enforcement Exploration Implementation Obstinate client Problem solving Relationship structure Stages in counselling Stubborn client Termination Uncommitted client Uncooperative client Luxmoore, N. (2014). School counsellors working with young people and staff: A whole-school approach. UK: Jessica Kingsley Publishers. Mc-Leod, J. (2013). An introduction to counselling (5th ed.). UK: McGraw-Hill Education. Nelson-Jones, R. (2012). Introduction to counselling skills: Text and activities (4th ed.). California: SAGE Publication Ltd. Copyright © Open University Malaysia (OUM)

INTRODUCTION This topic will introduce learners to the scenario at and happenings during the counselling process in order to help counsellors comprehend on how to initiate the counselling session and how to prepare the appropriate environment for counselling. The topic will also discuss basic skills which must be acquired by counsellors at the initial stage of counselling. Before the start of the counselling session, the counsellor must make early preparations for a suitable place, set procedures for client recruitment (for example, problematic students) as well as give assurances and guarantees the clients that the discussions during the sessions are treated as confidential. Moreover, there will be explanations on the specific skills which form the basis for all counselling approaches in order to produce the therapeutic effects as well as basic communication skills in counselling. Topic 3 Communication Skills in Counselling By the end of this topic, you should be able to: 1. Define the procedures involved in providing counselling space, client recruitment and giving confidentiality assurance; 2. Explain counselling procedures and client interview; 3. State how non-verbal behaviour can influence the counselling process and the client; and 4. Discuss basic communication skills in counselling. LEARNING OUTCOMES Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 61 LEARNING ABOUT COUNSELLING SKILLS A counsellor hones his counselling skills through learning about and applying them. The learning process focuses on cognitive learning whereby the counsellor reads books, attends lectures, seminars and participates in discussions with others who are involved in fields related to counselling and psychology. The counsellor needs to take the opportunity to observe demonstrations on how specific approaches in counselling are implemented. Nowadays there are many video and audio materials which are produced specifically for the training of counsellors. The application process focuses on direct practices. A counsellor has the chance to act out the actions of another counsellor who modelled for him or the one whom he observed through the videos. During the process, the counsellor also enhances his skills through the practice of giving appropriate responses and acquiring feedback from his classmates regarding the patterns of his behaviour. The counsellor will obtain feedback from his supervisor regarding the counselling practice which is often conducted in the form of acting (role play) or through counselling with a real client. It is not uncommon for a counsellor to feel perplexed or puzzled at the initial stage of counselling application practice. The counsellor might possess the knowledge of various counselling theories from his reading or studies during lectures. The counsellor might also be able to discuss intellectually on the differences from one theory to another. However, to be an effective counsellor, he must shape his communication skills ă a highly important skill in counselling. This skill cannot be inculcated merely through reading and attending lectures. It must be practised repeatedly. According to McLeod (2013), counselling involves the dynamic communication process between two individuals who interact with each other (Figure 3.1). The interaction process is a joined effort. The counsellor and the client carry specific responsibilities, roles and behaviours. The counsellor is responsible for providing an appropriate environment and ambience in order to carry out the counselling session effectively and comfortably. 3.1 Copyright © Open University Malaysia (OUM)

62 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING Figure 3.1: The dynamic communication process between a counsellor and his client Source: McLeod (2014) When the counselling session begins, the main purpose of a counsellor is to build a trusting relationship with the client, to create a calm environment or an environment which is regarded as having therapeutic characteristics. The existence of this environment depends on the counsellorÊs personality and how best a counsellor is able to communicate the characteristics as discussed in Topics 1 and 2. Nevertheless, there are several important skills that a counsellor must be able to perform so that the counsellor-client interaction is effective. The skills discussed here refer to the ability to observe non-verbal behaviour, engage in attending behaviour, ask open-ended questions, „listen‰ to unexpressed utterances and summarise the conversation. These skills will be elaborated in the following subtopics. EARLY PREPARATION Early preparation is important before a counsellor meets his client. Early preparation will enable the counsellor to conduct his counselling session smoothly. 3.2.1 Meeting Environment One of the highlighted considerations in counselling is the meeting place. One study reported that the size of the room can influence the counselling process. For example, a smaller room is more likely to make the client express less positive statements when referring to himself. 3.2 Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 63 In another study, it is found that the client will feel more at ease pouring his heart out to the counsellor if the room décor projects a soft, tender or calm effect (such as the use of pastel colours) when compared to the room which appears to be tense, loud or „busy‰ (such as using vivid colours like red). Studies on seating arrangement show that a client who is dependent and easily gives up will choose a seat farther away from the counsellor as compared to a client who is confident, dominant and free-spirited. Refer to at Figure 3.2 for an example of the seating arrangement in a counsellorÊs room. Figure 3.2: An example of the seating arrangement in a counsellorÊs room Even though studies have shown the correlation between the environment and the effectiveness of counselling, unfortunately, a counsellor usually does not have the power in getting the ideal room setting. In certain schools for instance, counsellors are not equipped with a special counselling room. Meetings for counselling purposes are conducted in any available or unused room. As a counsellor, you must realise that the meeting between you and your client could be a cause of stress and fear for the client. Therefore, a client must be provided with an atmosphere which can make him or her feel safe and comfortable. The conversation between you and the client must not be overheard by other people who may happen to pass by the room. Usually, the counsellor will prepare a place which is modest, cheerful with no barriers (such as a table) between the client and the counsellorÊs chairs. We must also remember that too much decoration in the counselling room can cause the clientÊs focus to shift away from the counsellor. Copyright © Open University Malaysia (OUM)

64 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 3.2.2 Procedure for Accepting Clients Generally, a client starts the counselling session by filling in a form providing information about his background. Some counsellors make it compulsory for the client to answer certain questions such as a career test or personality questionnaire if the counsellor thinks that it will help the client. In some institutions of higher learning, apart from the above-mentioned tests, clients are also involved in a short interview which is usually conducted by the counsellorÊs assistant as part of the process of client recruitment. Counsellors in schools do not have to carry out these formal procedures as there is usually no sufficient time to do so. The recruitment procedure is necessary to acquire the clientÊs case history. A clientÊs case history is the information fact on past and present experiences which are related to the clientÊs career. It can also be related to the clientÊs early childhood experiences. 3.2.3 Counsellor and Confidentiality Whatever is discussed during the counselling session is deemed confidential. A counsellor has the responsibility to respect and maintain the clientÊs secrets unless there is written consent to not do so. The relationship between the counsellor and the client is unique. A client should feel at ease to discuss matters with his counsellor. The discussion may be about matters which are emotional, which causes fear and anxiety in him or those which the client has kept to himself all this while. Given that many schools do not have a special counselling room, what are the appropriate locations to conduct the counselling session at the school? How can a counsellor make these places safe and comfortable for his clients? Share your answers with your coursemates in the myINSPIRE forum. ACTIVITY 3.1 Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 65 As long as the client puts his trust and hope in the counsellor, the counsellor should respect the client by keeping his secrets. In other words, since there is a close connection between trust and confidentiality, a counsellor must always respect the clientÊs rights and not leak out his clientÊs confidential information to other people unless it is with the clientÊs consent or if he is compelled by the courts to disclose them. A counsellor must also appear as a person who can be relied on in building the clientÊs trust, not only by adhering to the promises made or for the sake of being courteous (Luxmoore, 2014). A counsellor who could not be on time for his consultation session will be perceived by the client as an unreliable counsellor. FIRST COUNSELLING INTERVIEW To conduct a counselling session, there is a specific procedure which must be followed. Nelson-Jones (2012) proposed a counselling specific produre that a process of several moves from one phase to another in an expected sequence. There is a beginning, a mid session and an end. Thus, a counsellor needs to know the appropriate procedure: how to begin, continue and end the interview. Figure 3.3 shows the counselling interview or consultation procedure. 3.3 Provide examples of your own to show how a counsellor can appear as someone who is trustworthy and dependable. Share your answers in the myINSPIRE online forum. ACTIVITY 3.2 Copyright © Open University Malaysia (OUM)

66 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING Figure 3.3: Counselling interview or consultation procedure Source: Nelson-Jones (2012) 3.3.1 Beginning a Session In this subtopic, we will discuss how to begin a counselling session either by a trainee counsellor or an expert counsellor. After the counsellor is introduced to the client, it is best for the counsellor to address the client by his name, at least once. The counsellor can take a few minutes to have a short chat to help the client lessen his anxiety. However, do not spend too long with small talk as it could shift the clientÊs focus away from the real issue. A counsellor might want to begin the counselling session by making the following statements: (a) „We have about 30 minutes. Could you please tell me what it is that you would like to talk to me about and how I might be of help to you?‰ (b) „We are given about one hour. You can go ahead and tell me what it is that you would like to share with me.‰ (c) „Can you please tell me what you expect from a counsellor? We have about 45 minutes.‰ (d) „Please tell me how I can help you. We have about 30 minutes.‰ Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 67 The examples given are, in fact, establishing the counselling structure. Firstly, the client is given the idea of a time limit. Secondly, the counsellor makes a statement which shows that the responsibility of directing the consultation is upon the client. Therefore, it is up to the client to use the allocated time wisely. Clients who are sent to the counsellor by a third party such as the parents or the court are usually more anxious. Most of the time, this type of client is less cooperative during the counselling session. Such situation requires the counsellor to make extra preparation. What is most vital is that the counsellor is able to convey his understanding and concerns towards the client. In such cases, the counsellor might try to retrieve information from the client regarding the reason why he has been referred to the counsellor. After that, the counsellor may allow the client to choose the topic of conversation, one which the client deems as not stressful to him. The counsellor must be careful to avoid any prejudices towards the problem(s) faced by the client. The counsellor can refrain from giving unpleasant remarks to the client. For example, if the client is referred to the counsellor because he was involved in a fight at the school field, a counsellor must not let his prejudice (a student who fights is more often than not a malevolent, cheater, aggressive, etc.) influences the way he communicates with the client such as reprimanding, pestering and showing a lack of interest. Amin, a student, has threatened his teacher, Pn Siti. En Baharum, the principal, has instructed Amin to go through a counselling session with you. This is his first session. Imagine how you are going to conduct the session. Act out or role-play with your classmate. Obtain feedback from other coursemates and your tutor. ACTIVITY 3.3 Copyright © Open University Malaysia (OUM)

68 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 3.3.2 Structuring the Consultation Session A counsellor must be careful with the aspect of structuring the consultation session as well as the long-term counselling relationship. Structuring the consultation is important to the client because it will give him an expectation of the counselling process. Clients often have the wrong impression towards counselling. Some clients assume that counselling can heal illnesses and is able to solve problems quickly. Others consider counsellors as people who merely give advice. Many people assume that the success of counselling depends solely on the counsellor. All these unrealistic beliefs need to be clarified at the initial stage before the counselling session continues further. During the first meeting, the counsellor must justify to the client the following matters: (a) Role of the counsellor; (b) Role of the client; (c) ClientÊs purpose of meeting the counsellor; and (d) Confidentiality in counselling. These matters must be made as simple and as clear as it can be to the client. Then the counsellor can start the inquiry according to what has been proposed such as what made the client seek help from the counsellor and what is expected to be achieved (the counselling goal). After listening attentively to the clientÊs rationalisation, only then can the counsellor react to the clientÊs expectation. Thereafter, the consultation can carry on with the topic or subject that the client has chosen. During this first meeting, the counsellor must use the time allocated to the client and set the time according to what has been agreed upon so that it will be part of the structuring process. The consultation duration usually depends on the age of the client and the atmosphere where the counselling service is conducted. As a guide, for 8 to 12 year old students, the duration for counselling is from 30 to 45 minutes. For students who are twelve years and above, the duration can be from 45 minutes to an hour. Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 69 As a counsellor, you must inform the client that the consultation will take about 30 minutes, for instance, at the initial stage of the counselling session. This information is important because the client needs to understand that there is time limit to express his problems and the client needs to use the time wisely to discuss relevant matters only. Counsellors who do not explain the time limit to their clients often encounter clients who try to express their problems at length and this makes the clients angry when the session ends. When this happens, it is unproductive for both parties. To avoid this from happening, you must inform your client during the middle of the consultation session about the remaining time so that he can explore matters which are more relevant before the session ends. Clients usually get carried away with their problem and are unaware of the time. For instance, by saying, „Madiha, we have ten more minutes. What else would you want to talk about?‰ the clients will be aware of the time and will focus on the discussion by taking into account the remaining session time. 3.3.3 First Session Goals (Explaining the Session Goals) The first meeting is very important because the client will start to build trust in the counsellor. Everything the client does during consultation will be observed by the counsellor. The main goal of the first session is to build a good relationship with the client so that future consultations will be easier and more comfortable. Other appropriate goals for this stage are: (a) To stimulate initial discussion with the client so that the client can express his problem(s) openly and sincerely as well as important matters to be discussed and the background information relating to the problem; (b) To observe the clientÊs problem(s) while demonstrating openness and respect, and conveying trust to the client, projecting that the counsellor is honest and sincere in wanting to help the client; (c) To convince the client that something beneficial might be achieved during the counselling session; (d) To identify specific problem(s) to be explored further or to be discussed in future sessions; and (e) To find information about how the client perceives the problem(s) and his thoughts regarding the ways to overcome it. Copyright © Open University Malaysia (OUM)

70 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 3.3.4 Ending the First Session At the end of the first session, the counsellor and the client must decide on whether it is necessary to schedule the next meeting. If both of them have decided to meet again at the next session, the counsellor must take note of the appointment and set the day and time which is appropriate for both of them. At the end of the first session, the counsellor must determine whether the client needs to be referred to another counsellor or agency in order to receive better counselling. 3.3.5 Making References There may be times when a counsellor is not able to continue the counselling process because he may be limited by his ability to overcome the problem. As such, the counsellor needs to refer the client to another more suitable counsellor or agency. At this point, the counsellor should not consider himself as incompetent simply because he needs to refer the client to other counsellors. In reality, the counsellor must have the skills to recognise such situations. It is important for a counsellor to know when he can offer himself to conduct the counselling and when he needs to refer the client to another counsellor. It is unrealistic for the counsellor to believe that he has the ability to counsel all clients and help them solve every problem. The following situations describe when it is necessary for a client to be referred to other counsellors or to be sent to other agencies: (a) The client poses a problematic situation which is beyond the counsellorÊs ability to help him; (b) The counsellor feels that the clientÊs personality is similar to his personality and this interferes with the counselling process, making it difficult to achieve an effective solution; (c) The client is either a friend, relative or family member. It is often difficult, even discouraging, to continue the long-term counselling relationship with a friend or a relative; What are the goals that counsellors wish to achieve during the first session? SELF-CHECK 3.1 Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 71 (d) The client refuses to explain or disclose his problem to the counsellor because of some unknown reasons; and (e) After a few sessions with the client, the counsellor finds that the relationship with the client is ineffective. SPECIFIC SKILLS This subtopic will explain the specific skills which must be applied so that the counselling process runs smoothly. It does not matter what approach is being used because these skills are important and practical and apply to all the approaches. The definition, the use and the estimation of clientÊs acceptance of each skill will be explained further. 3.4.1 Non-verbal Behaviour According to Luxmoore (2014), individuals reveal information about themselves through expressions, gestures and the way they differentiate themselves from other people. Sometimes we reveal information about ourselves unknowingly through our feelings, thoughts and reactions toward other people or situations. This is done even though we have not uttered a single word! In other words, we communicate through our non-verbal cues. Non-verbal behaviour plays a very important role in the communication process. Research has shown that the meanings conveyed through non-verbal language is more accurate compared to what is being said. 3.4 What are the early preparations that a counsellor should take care of before meeting the client for the first time? SELF-CHECK 3.2 Copyright © Open University Malaysia (OUM)

72 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING Counselling theorists and practitioners acknowledged the importance of non-verbal behaviour in the counselling process (Luxmoore, 2014). Complicated non-verbal and verbal messages comes from the client as a part of the counselling process. The counsellor must be skilled in making observations and giving responses to clients who send non-verbal messages. At the same time, the counsellor must also realise the impact of his non-verbal responses and messages toward his client during counselling. Regarding non-verbal behaviour, Luxmoore (2014) suggested that counsellors need to know the following: (a) Types of Non-verbal Behaviour The counsellor must recognise at least three types of non-verbal behaviour. The behaviour can be categorised by gestures, tone of voice and the atmosphere (refer to Figure 3.4). Figure 3.4: Types of non-verbal behaviour Source: Luxmoore (2014) Luxmoore (2014) states some examples of non-verbal behaviour which are listed in Table 3.1. You are advised to intepret each non-verbal behaviour so that it will be easier for you to recognise the behaviour and the meaning when you observe your client during the session. Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 73 Table 3.1: Examples of Non-verbal Behaviour Behaviour Type Behaviour Part Example of Non-verbal Behaviour Gestures Focus of the eyes Ć Staring at an object in a room Ć Looking down Ć Looks at the counsellor but turns away when the counsellor looks at the client Ć Covering the eyes with hands Ć Frequently looks at other people Ć Staring at the counsellor Eyes Ć Gleaming Ć Tears streaming down Ć Eyes wide open Ć Blinking eyes Sitting position (shows whether a person is active or tired) Ć Showing eagerness to give response Ć Sitting in an exhausted posture Ć Sitting and looking down Ć Swaying the leg Facial expressions (usually involve the emotions) Ć Nonchalant Ć Frowning Ć Smiling or chuckling Ć Biting the lip Ć Pouting Hand and arm gestures Ć Gestures showing size dimensions Ć Showing how to do something Ć Biting finger nail(s) Ć Scratching head Ć Pulling or tugging hair Copyright © Open University Malaysia (OUM)

74 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING Tone of voice Speed of talking Ć Fast Ć Average Ć Slow Voice pitch Ć High Ć Average Ć Low Language Ć Harsh Ć Soft Ć Cynical Ć Teasing Atmosphere Spacing Ć Withdraw when other people reaches forward Ć Reaches forward when other people withdraws Ć Lessening the space Physical condition and position Ć Tidy and neat Ć Untidy and messy Ć Cheerful Ć Lavish Appearance (usually depicts the personality) Ć Lewd Ć Neat Ć Fashionable Ć Casual Source: Luxmoore (2014) Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 75 (b) Interpreting Non-verbal Behaviour It is crucial to note that non-verbal behaviour can be interpreted to give us the impression of the feelings and motives of a client at that time. However, it is not the evidence of the clientÊs feelings and motives. The counsellor must interpret and make tentative interpretations. Counsellors must also remember that certain non-verbal behaviour could represent two contradictory meanings, especially if the client comes from different cultures. The non-verbal behaviour displayed by the client during the counselling consultation is, for certain, very useful for the counsellor. It can provide more information about the clientÊs feelings and thoughts, apart from what the client has mentioned to the counsellor. Noticeably, the client usually sends a message through his speech. However, it can project a different meaning through their non-verbal cues such as tone of voice, facial expression or posture. Figure 3.5: Different posture can convey different messages Source: www.sing.co.jp/manabi/eigo/gestures.htm One of the goals of the counselling process is to encourage the client to openly express his feelings. As a counsellor, you must always be sensitive and quick to realise that what the client is saying may not be what he really feels. It is your ability to empathise with your client. Usually this can be achieved by observing the non-verbal behaviour of your client during the consultation session. By understanding the clientÊs non-verbal cues (for example, Figure 3.5), you will be able to encourage the client to be more open in expressing his personal feelings. Copyright © Open University Malaysia (OUM)

76 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 3.4.2 Non-verbal Behaviour and Counsellor During the counselling session, your non-verbal behaviour also communicates the unstated feeling and it has an impact on the client. In fact, your tone of voice, facial expression and gesture when you are talking also influence the clientÊs perception towards you. Expressions such as, „Is this counsellor concerned with helping me?‰, „Does he believe what IÊve just said?‰, „Is this counsellor looking down on me?‰ just goes to show that the client is trying to interpret your non-verbal behaviour. The answers to these questions come from the interpretations of your client through observing your behaviour during consultation. Therefore, while you should develop the skills to interpret the clientÊs non-verbal behaviour, you must also be careful about your verbal and non-verbal communication. This skill, called „focusing skill‰ means giving full attention physically to oneself as a counsellor. Focusing Skill Try to imagine these situations: (a) The father reads the newspaper while the teenage son is trying to say something to the father. (b) The employee says something important to the employer but the employer continues to write and did not glance at the employee while he was talking. (c) A mother gives advice to her child who is reading. State the three types of non-verbal behaviour. For each type, provide the definition and some examples. SELF-CHECK 3.3 Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 77 You might have listened to someone complaining about having to experience one of the situations mentioned. We often fail to utilise the focusing skills even though it is fundamental in a relationship when interacting with other people (see Figure 3.6). Figure 3.6: Focusing skills Source: Luxmoore (2014) Each of these focusing skills will now be discussed in the detail. (a) Eye Focus It is very important for a counsellor to apply eye focus on the client. However, bear in mind that this is not the same case as gawking! Looking straight into the eyes of someone could cause anxiousness. Some cultures regard looking straight into the eyes of someone as impolite. Focusing eyes on the client means that the counsellor could observe the clientÊs reactions when he makes a statement. Does the eye reaction imply that the statement was made honestly, anxiously or fearfully? Eye focusing must be done in a casual manner. (b) Open Posture An open posture implies that the counsellor is concerned about how the way he sits can communicate that he is focusing his attention on the client or showing interests in what the client has to say to him. (c) Facing the Individual The counsellor must ensure that there is no barrier such as a table or other furniture between him and the client. Facing the client indicates participation in the discussion. Copyright © Open University Malaysia (OUM)

78 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING (d) Leaning Forward A close proximity to the client can also indicate participation. Some counsellors initially lean on the chair but as the client continues expressing, they start to lean forward a little. This means that the counsellor is interested to listen to further explanations from the client. (e) Calm and Relaxed Since most of the time a client comes with a worried and anxious condition, it is important for the counsellor to demonstrate a calm and relaxed disposition. This will help the client to feel more at ease when relating his story or problem and the presence of a counsellor will not add more stress to him. BASIC COMMUNICATION SKILLS There are seven basic communication skills which must be practised during the counselling process. An expert counsellor will usually implement the skills without thinking much about it. We can say that the mastery of these skills is the one that distinguishes between an expert counsellor and a novice counsellor. McLeod (2013) argued that there are seven basic communication skills that counsellors should be aware of as follows: (a) Asking Open-ended Questions To get more information about the client, as a counsellor, you an use questioning which can stimulate the client to explain further about the topic of discussion such as, „After the fight, what happened next?‰ Open-ended questions invite the client to answer more than just saying „yes‰ or „no‰. Examples of open-ended questions and close-ended questions are as follows: 3.5 1. When speaking to a friend, try to observe his reactions when you engage in non-verbal behaviours used by counsellors. 2. One of the counselling skills is to be observant of our own non-verbal behaviour. Explain the behaviour. Share your findings with your coursemates in the myINSPIRE online forum. ACTIVITY 3.4 Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 79 Open-ended Questions What are we going to discuss today? How do you feel after what he did? Tell me what are the things that always worry you? Close-ended Questions What time did you reach home last night? How long has this been happening? Where did you go after that? Was he mad at you? Open-ended question encourages a client to share information with you. Through questioning, you put the responsibility on the client to answer. The client has the freedom of choice in answering by not having to adhere to your opinion or view. Through this method also the client is free to explore his feelings, values and attitude regarding his problem. On the contrary, close-ended questions only produces responses which are merely factual and not relevant to the problem, no more than just to satisfy the curiosity of the counsellor. Open-ended questions are used during specific situations as follows: (i) The Beginning of a Consultation Session Example: „What has happened since we met last week?‰ (ii) It Helps the Client to Elaborate on Certain Matters Example: „Can you elaborate on that? How do you feel when that happens?‰ (iii) It Helps the Counsellor to Acquire More Specific Examples on Certain Behaviour Example: „Can you give me an example? What do you mean when you said ÂI am exasperatedÊ?‰ (iv) It Helps the Client to Focus on His Feelings Example: „How do you feel now after discussing about the issue? How did you feel back then?‰ Copyright © Open University Malaysia (OUM)

80 TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING Questioning Taboo Even though the use of open-ended questions is highly valuable in the counselling process, most counsellors over-use or rely too much on posing questions to stimulate the counselling process. It could be due to the inability of the counsellors to master other ways to stimulate a response from the client. The risk of relying too much on questioning is: (i) It becomes a boring investigation or interrogation process; (ii) The consultation process shifts from focusing on feelings to cognitive; and (iii) The flow of discussion becomes uncontrollable. (b) Responding to Silence Silence means the counsellor does not give any comments or questions as a response to the clientÊs statement but stays quiet and allows the client to keep on talking as shown in Figure 3.7. A counsellor usually needs a chance to see his clientÊs feelings, attitude, values and behaviour. At the initial stage, clients would want someone to listen to them without offering any comments. Figure 3.7: Client expressing his feeling Source: http://www.teamprevent.co.uk/ The counsellor might feel strange when there is a time gap which is not filled with a discussion even if it is just for a short while. However, if the counsellor is sensitive towards the value of silence and can make good use of the „timing‰ of when to be quiet and when to ask for further explanations, the counsellor will gain much benefit from it. Copyright © Open University Malaysia (OUM)

TOPIC 3 COMMUNICATION SKILLS IN COUNSELLING 81 Firstly, silence reminds the client that it is his responsibility to talk during a counselling consultation. Secondly, silence allows the client to verify what he is thinking, what he is feeling and allows time to derive at a conclusion on the implications of the discussion during the counselling session. The client needs time to reflect and process what has happened without any pressure to answer the counsellorÊs question about his feelings and thoughts. At the same time, silence during an interview with the client can also imply other meanings. It can mean that the client feels uneasy because he was referred to a counsellor. It can also imply that he is refusing to cooperate with the counsellor, as what we have mentioned earlier. Silence could also mean that both the client and the counsellor have arrived at a dead end in their discussion. In this situation, the question is whether the counsellor should play his role to initate the conversation and end the silence. If the silence is started by the client, it is best for the counsellor to make responses such as „You seem to be thinking of something really deep, let us discuss what you were thinking about just now.‰ Or „You seem quiet, could it be that you are angry because you were sent here or maybe there is something else perhaps?‰ As a conclusion, silence in the context of conducting the counselling is beneficial. Allowing the discussion to be silent for a while shows that the counsellor cares about the client and demonstrates his acceptance of the client. It shows the willingness of the counsellor to provide an opportunity for the client to filter his thoughts first before talking, by not pressuring the client to respond immediately. (c) Listening Listening in the context of counselling refers to receiving messages cautiously and giving accurate responses to the message which was just heard. It requires a higher level of hearing than during normal conversation. The listening skill of a counsellor is very important as it forms the basis of counselling effectiveness. By listening to the statements made by the client, the counsellor would be able to give feedback on the clientÊs feelings and thoughts (Figure 3.8). Copyright © Open University Malaysia (OUM)