COUNSELING AND COMMUNICATION

MODULE 3
 MODULE OUTLINE
• Module objectives
• Definition of counselling
• Aims of counselling
• Counselling Theories
• Assumptions on human Behaviour
• Behavioural Approaches
• Basic skills of counselling
• Communication in counselling
 MODULE OBJECTIVES
At the end of the module learners should be able to

• Define counselling

• Explain aims of counselling

• List basic skills of counselling

• Demonstrate the use of basic counselling and communication skills

• Explain communication in counselling

COMMUNICATION IN COUNSELLING

UNIT 1
 UNIT OBJECTIVES
At the end of the presentation the participants should be able to

• Define communication

• Explain factors that affect communication in HIV/AIDS counselling

• Explain communication skills in HIV/AIDS counselling

• Explain the importance of communication skills in HIV/AIDS

 WHAT IS COMMUNICATION
• It is exchange of information
• It is an act of transmitting information, thoughts, opinions and feelings
through speech, signs and actions from a source to a receiver
• It is a two way process
• A counselor need to communicate effectively with the client .When a person
is offering counseling to the client, he/she is communicating.
 IMPORTANCE OF COMMUNICATION IN
COUNSELLING
Communication in context of counselling serves the following purpose
• Feedback to the counsellor and client

• Solve barriers between client and counsellor

• Sharing of ideas between the counsellor and the client

• Facilitate solution to identified problems

 COMMUNICATION SKILLS
Communication in the context of HIV/AIDS counselling requires the
counsellor to have the following communication skills.

 Listening skill
 Checking understanding skill
 Asking question skill
 Answering questions skill
 COMPONENTS OF COMMUNICATION
Communication in HIV/AIDS counselling has five components which are as
follows
• Source
• Message
• Channel
• Receiver
• Feedback
 SOURCE OF COMMUNICATION
Source in context of communication is where the message comes from.
It is the origin of the message.
The following are features of source of the message.

• Conveys the message to the client

• Be familiar with client - needs/interests
• Chooses the channel of communication
• Being interested in subject
 MESSAGE
The message is that content that is being delivered by the source which
can be the counsellor . The message must have the following features in
order to be well received and understood by the client .
• Clear and concise

• Accurate and Applicable

• Relevant to the needs of client

• Timely and meaningful

 CHANNEL OF COMMUNICATION
Channel is the means by which the message is being conveyed
to the receiver (client)
• The channel of communication must be appropriate and
appealing
• it should also be affordable and accessible to both the
source (Counsellor) and receiver (client)
• Examples of channel of communication can be radio ,
telephone ,IEC, or even the counsellor in person.
 RECEIVER IN COMMUNICATION
Receiver is the person who gets the message from the source. To
enhance communication the receiver must have
• Interest in message
• Able to provide feedback after receiving message
• Understand value and applicability of message.
• Awareness and willing to receive message.
NB: The receiver can be client or the counsellor
 FEEDBACK IN COMMUNICATION

• Feedback is how the client react to the message being

relayed by the counsellor or vice versa
 BARRIERS TO EFFECTIVE COMMUNICATION

Effective communication in counselling can be hindered if there is any

disruption at any part of communication chain. The following are
factors that can cause disruption

• Language such as use of words not understood by the other party

• Counselling environment which can be noisy or disruptive
• Counsellor/ client’s attitude
• Disability such as hard of hearing
BARRIERS TO EFFECTIVE COMMUNICATION

CLASS ACTIVITY
COUNSELING
UNIT 1
 UNIT OBJECTIVES

At the end of the unit learners should be able to

• Define counselling
• Explain aims of counselling
• State assumptions of human behaviour
• List behavioural approaches in counselling
 DEFINITION OF COUNSELING
• It is a facilitative process in which the counsellor, working
within the framework of a special helping relationship, uses
specific skills to assist clients to develop self knowledge
emotional acceptance, emotional growth and personal
resources .

• It is relationship within which a range of skills and

techniques are used in order to facilitate a process of
helping positive change.
 CONTINUES……………
• In counseling, two people, who are in no way related to each other, meet to
resolve a crisis or problem and together find ways to overcome them

• It is a special form of interpersonal communication where feelings, thoughts,

experiences and attitudes are explored, expressed and clarified.

• The counseling relationship is a space for building the confidence and self
esteem to enable a person to make lifestyle changes. In a supportive
atmosphere, the person can define the nature of the problem and then make
realistic decisions about what they can do to reduce the impact of these
problems on themselves and on their families, partners and friends.
 CONTINUES……………

•It is about helping people to help themselves which

can only be done with the counselor’s absolute
emotional detachment while working closely with the
client. Finding a balance between detachment and
closeness is important in promoting the well being and
problem solving skills of the client.
 Continues……………

• Counseling is a structured conversation aimed at facilitating a client's

quality of life in the face of adversity” J Sutton & W Steward (2003)
Been structured means is not a social conversation
Conversation implies a dialogue and interaction between two people. It
is not monologue.
• Counseling is facilitative rather than prescriptive
 Continues……………

• Counseling is a dialogue between client and a care provider aimed at enabling

the client to cope with stress and to take personal decisions e.g. decisions
relating to HIV/AIDS.
• Counseling is a one to one relationship between counselor and client which
focuses on rational planning , problem-solving, decision-making, and situational
pressures as they relate to the client's daily living ( Brammer & Shostrom, 1982)
 Continues…………
Counseling as a process helps client to move to positive stage as in case
of the following scenarios

• Dissatisfaction………………………….. Satisfaction
• Pain…………………………………………………….Comfort
• low esteem…………………………………High self esteem
• Low social skill…………………………………High Social skill
 AIMS OF COUNSELLING
• Helps clients understand situation more clearly

• Helps client manage their problems more effectively and develop

unused or underused opportunities to cope more fully.

• Helps clients identify a range of options for improving the

situation.
 Continues………………

• Help clients clarify the problems presented by the client

• To provide necessary information
• Help clients explore alternative options and resources
• Enable selection of realistic alternatives
• Stimulate motivation towards effective problem solving and decision
making.
• Help clients make choices which fit their values, feelings and needs.
 COMPONENTS OF EFFECTIVE COUNSELING
TIME
• It is essential to provide enough time for the effective counselling to take place.
• It takes time to develop trust in the relationship.
• In many work situations, it is very difficult to make time to complete a whole counselling
session. In this case, it should be noted that effective interpersonal communication can occur
in a very limited amount of time.
• Some people may require many counselling sessions in order to explore their problems,
acknowledge the need to change a particular behaviour, to learn protective methods, begin to
effectively solve problem and learn some necessary negotiating skills.
 Continues………………

ACCEPTANCE AND RESPECT

People with HIV/AIDS should feel that they are fully

accepted by the counsellor. The counsellor must be
self aware and non-judgemental in the counselling
session
 Continues………………
CONSISTENCY AND ACCURACY

• Any information provided in the counselling session must be consistent

over time.

• The counsellor needs to have a full knowledge of the facts related to

HIV/AIDS, or have the ability to seek out the knowledge that he/she lacks.

• HIV/AIDS information is changing rapidly, and the counsellor must keep

up with this knowledge development.
 Continues………………

SENSITIVITY AND TACTFULNESS

Although it is essential to raise issues related to sexuality and/or drug

use, etc, such discussions should be undertaken with sensitivity to the
client's concern and presenting problem. These sensitive topics should
be directed toward helping the client explore emotional issues, solve
important concerns and make healthy decisions.
 Continues………………
CONFIDENTIALITY
• Trust is one of the most important factors in the relationship between the
counsellor and the client.
• Trust enhances the opportunity for deep exploration of the client's
condition and improves the chances that the client will act decisively on the
information provided.
• Confidentiality ensures that any reference to or discussion about a client
(except within a professional relationship) will not be undertaken without
the express consent of the client.
 COUNSELLING THEORIES
DEFINITION OF THEORY
• It is system of suppositions or ideas explaining something. (Nelson-
Jones,2000).
• It is an attempt at explaining phenomena that is not well understood.
• It is an unsubstantiated hypothesis or speculation concerning reality
which is not yet know to be so(Hall and lidzy,1970)
• NB. Theory has to be confirmed to be come a fact.
 Continues…………………..
DEFINITION OF COUNSELLING THEORY

• It is an attempt at explaining why human beings behave the way they

do and how they can be helped to positively change their behavior.
 WHY COUNSELING THEORIES

• Provide a conceptual framework for understanding and studying

human behavior.
• Provide language and vocabulary for studying human behavior
• Generate research on human behavior as they formulate
hypothetical concepts that require verification thorough research
 SOCIAL LEARNING THEORY

Discovered by Albert Bandura et al

• Bandura states that people learn behaviour by direct experiences from

what they see, hear etc., hence modelling good behaviour for children.

• We are born as blank slates ie we learn from other people or through

experiences in life.
• Behavior is measurable, so the out come of counselling can be measured.
 BEHAVIORAL APPROACHES IN
COUNSELING

These are approaches which explain certain factors

which directly or indirectly influences behavior.
 HEALTH BELIEF MODEL APPROACHES
• The health belief model (HBM) is a psychological health behaviour change model developed
to explain and predict health-related behaviours, particularly in regard to the uptake of health
services.

• The health belief model was developed in the 1950s by social psychologists and remains one
of the best known and most widely used theories in health behaviour research.

• The health belief model suggests that people's beliefs about health problems, perceived
benefits of action and barriers to action and self-efficacy explain engagement (or lack of
engagement) in health-promoting behaviour. A stimulus, or cue to action, must also be
present in order to trigger the health-promoting behaviour.
 Continues…………………..

• Offers an understanding why some clients are able to change their

health behavior positively while others are not able to do that.
• It is the most used approach in health promotion.
• Health behavior is determined by beliefs or perception about the
disease and its strategy to reduce the occurrence of the disease
• Perceptions are influenced by intrapersonal factors affecting health
behavior.
 CONSTRUCTS OF HEALTH BELIEF MODEL

The Health Belief Model is made of six perceptions or constructs as follows

• Perceived Severity or Seriousness
• Perceived Susceptibility or risk
• Perceived Benefit
• Perceived Barriers
• Cues to action
• Self Efficacy
BEHAVIORAL APPROACHES
HEALTH BELIEF MODEL PERCEPTIONS
 CONSTRUCT OF PERCEIVED SERIOUSNESS
• The construct of perceived Seriousness speaks to an individual’s belief
about the seriousness or severity of a disease.
• Perception of Seriousness or Severity is often based on medical information
or knowledge
• It may also come from the belief the person has about the difficulties the
disease would create or the effects it have on his or her life in general.
• For example some people belief antiretroviral drugs reduces the
occurrences of opportunistic infection or disease progression. On the other
hand some belief antiretroviral drugs worsen HIV condition.
 CONSTRUCT OF PERCEIVED RISK

• Personal susceptibility or risk to a disease is one of the perceptions

motivating people to adopt a health behaviour
• The greater the risk, the likelihood of engaging in a behaviour that will
decrease the risk.
• for example clinical stable HIV seropositive patients are more likely to
start ARV, for fear appearance of clinical signs of HIV infection
 CONSTRUCT OF PERCEIVED BENEFITS

• Perception of perceived benefits is a person’s opinion of the value

or usefulness of a new behaviour in decreasing the risk of a
disease.
• People tend to adopt a new behaviour if they believe it will
decrease the chances of them developing a disease
• For example the individual will adhere well to treatment if the
benefits are more than harm
 CONSTRUCT OF PERCEIVED BARRIERS
• Change is not something that come easily to most people
• The construct of perceived barrier address the issue of the
obstacles to a behavioural change.
• For a new behaviour to be adopted barriers need to be
addressed
• for example, an HIV positive patients will adhere to
antiretroviral therapy if what has been hindering him or her has
been addressed
 CONSTRUCT OF CUE TO ACTIONS
• Cue to action are people, things that motivate to change
behaviour, events.
• Example may be the death or illness of loved one or family
member, media reports, sent messages via mobile phones, advise
from others etc.
• In cases of adherence messages might be sent a day prior to
visitation to the health centre or the patient might store reminder
in his or her phone, this might improve adherence in way.
 SELF EFFICACY
• Self-Efficacy was also added to the health belief model. It was
adopted from a social psychologist Bandura.
• According to Bandura (1977) Self- efficacy is the belief in one’s own
ability to do something. Most people do not try to do something
new unless they think they can do it. If someone believes a new
behaviour is useful (Perceived Benefit), but do not think he or she is
capable of doing it (Perceived Barrier), the chances are that it will
not be tried.
 ASSUMPTIONS OF HUMAN BEHAVIOR

Basic assumptions of human nature as theorized by Sigmund Freud 1856-1939

Freud stated that human nature/ behavior is determined by three main

factors as follows
• Irrational forces
• Biological drives
• Unconscious forces
 Continues …………………..
THERAPEUTIC PROCESS
• Freud explains that the goals of therapy are to make unconscious
conscious.
• To help the client make an interpretation of unconscious material
which facilitate deeper self- understanding which is necessary for
behavior change. insight or intellectual understanding is not sufficient,
it is necessary that feelings associated with this self understudying be
experienced .
 THERAPEUTIC TECHNIQUES
Freud stated the following in relation counseling techniques

• Relaxed Atmosphere- client must feel free to express anything. The

therapeutic environment must be supportive.
• Free Association –the client must able to freely discuss anything.
• Resistance- for example when client change topic of discussion,
skips appointments, often come late for sessions.
• Para Praxes- it is slip of tongue, this can provide some clues to the
therapists.
 Continues ……………….

• Transference-client projects his/her feelings towards the

therapist. Eg showing anger
• Catharsis- is the sudden and dramatic outpouring of emotions
that occur when the trauma is resurrected
• Insight- is being aware of the source of displayed emotion of the
original traumatic event. Major potion of therapy is completed
when catharsis and insight are experienced.
 CLASSICAL CONDITIONING THEORY

• This concept was formulated by Pavlov (1927) based on experiments

with animals.
• He stated that unconditional stimulus leads to unconditioned
response when presented repeatedly with a conditioned response
causes the conditioned response.
OPERANT CONDITIONING THEORY

This concept was formulated Thorndike (1911)

• Thorndike stated that behavior is largely determined by its
consequences.
• Positive reinforcement (rewards) leads to repeated behavior while
negative reinforcement(punishment) is likely to lead to extinguished
behavior.
 COGNITIVE BEHAVIORAL THERAPY
THEORY
Discovered by Aaron Beck (1921) and Albert Ellis 1913-2007) with the
following basis of assumptions
• Individual turn to incorporate faulty thinking which leads to emotional and
behavior disturbance.
• Cognitions are the major determinants of how feel and act.
• It based on a pscho educational model, which emphasis therapy as learning new
ways of thinking and acquiring effective ways of coping with problems.
 COUNSELLING THEORIES
DEFINITION OF THEORY
• It is system of suppositions or ideas explaining something. (Nelson-
Jones,2000).
• It is an attempt at explaining phenomena that is not well understood.
• It is an unsubstantiated hypothesis or speculation concerning reality
which is not yet know to be so(Hall and lidzy,1970)
• NB. Theory has to be confirmed to be come a fact.
 PERSON CENTERED THERAPY THEORY
It was discovered by Carl Rogers
• This theory has a positive view of human beings
• It states that clients have natural self actualizing tendency.
• Clients potential is maximized so as to move towards growth in
relation to awareness, trust in self and inner directness.
• Client has the potential to gain insight in her/his issues and is capable
of resolving them.
• It is the one mostly used by present day counselors
 GOAL OF PERSON CENTRED THERAPY

• To provide a climate that is safe and conducive to client for

safe exploration, to recognize block to growth and
experience aspects of self that were distorted/denied etc.
 CONTINUES………
• To facilitate client’s trust and ability to be in the present moment. This allows the
client to be honest in the process without feeling judged by the therapist.

• To promote client’s self-awareness and self-esteem

• To empower the client to change

• To encourage congruence in the client’s behavior and feelings

• To help people to gain the ability to manage their lives and become self-actualized
 APPLICABILITY OF PERSON CENTRED
THERAPY
This approach can be used in the following settings
• Class intervention
• Student setting
• Marital or family setting
• Community programs
• parent or child relationship
• Individual or group counseling
 TIPS FOR PERSON CENTRED COUNSELLORS
• Set clear boundaries( time ,duration and topics for conversation)

• They view as people who knows best in relation to their problems and solutions.

• Act as a sounding board listen carefully to what the client is saying and then try
to explain to him/her what you think he/she is telling you in your own words.

• Don’t be judgmental

• Don’t make decisions for them

 CONTINUES……..

• Concentrate on what they are really saying

• Be genuine
•Accept negative emotions
•How you speak can be more important than what
you say(Counsellor’Paralinquistics)
•You may not be the best person to help (Self
Awareness)
COUNSELING SKILLS

UNIT 3

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 UNIT OBJECTIVES
At the end of the unit learners should be able to

• Explain the core skills of counselling

• Explain essential qualities of a counsellor

• List stages of counselling

• Demonstrate the use of basic counselling and communication skills

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 ESSENTIAL QUALITIES OF A
COUNSELOR

The following are key qualities of a

counselor

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 CONTINUES……….
1. GENUINENESS/CONGRUENCE
Counselor's attitude to and behavior with clients .it is the ability of the counselor to be
freely themselves. .it includes a positive relationship between outer words/behaviors and
inner feelings.
Congruence is whether or not therapists are genuine and authentic in what they say and do.
• Honest
• Truthful
• Realistic
• Integrity
• Confidential
• Natural

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 2. UNCONDITIONAL POSITIVE REGARD
It is an expression of caring and nurturance as well as acceptance
Unconditional positive regard refers to the therapist accepting,
respecting and caring about clients (Seligman, 2006).
It allows clients to express how they are thinking without feeling
judged, and help to facilitate the change process by showing they can be
accepted.

• Warmth and Responsive

• Will to help and Friendly
• Good listener

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 CORRECT EMPATHETIC UNDERSTANDING
• Basic empathy involves listening to clients, understanding them and their
concerns as best as we can, and communicating this understanding to them
in such a way that they might understand themselves more fully and act on
their understanding (Egan, 1998).
• It is ability of the counselor to understand the problem from the client’s
perspective and communicate that understanding or perception back to the
client to clarify and amplify their own experiencing and meaning.it is not
identifying with the client or sharing similar experiences.(Not I know how u
feel)
• Having the ability to experience life as the other person does by temporally
entering into the client's world of thoughts, meaning and feelings

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 CONTINUES……..
• Empathy is the ability to recognize and acknowledge the feelings of
another person without experiencing those same emotions. It is an
attempt to understand the world of the client by temporarily “stepping
into his or her shoes”.
• Reflecting the client’s thoughts and feelings back to him or her helps in
allowing the client to better understand him- or herself.
• Empathy is adopting another person’s frame of reference while leaving
our own behind, enabling us to explore the other person’s world more
fully.
• It shows caring to the client.

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 WAYS OF SHOWING BASIC EMPATHETIC
UNDERSTANDING
• Trustworthy
• Sensitive
• On the same wave length
• Understanding
• Receptive
• Constructive
Eg you feel angry because he didn’t tell you that he was infected
I'm sorry to hear that.
I can imagine that must be frustrating."
"I can understand that must make you feel upset and we will work toward fixing this
situation

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 COUNSELLING SKILLS

DEFINITION OF A SKILL

• A Skill is an acquired ability which is practiced mastered and perfected for

specific purpose.

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 CORE SKILLS OF COUNSELLING
ATTENDING
This involves being fully available to your client socially, physically and psychologically.
Use the SOLER Strategy
• S – Squarely face your client. Adopt a bodily posture that indicates involvement with
your client. (A more angled position may be preferable for some clients - as long as you
pay attention to the client.) A desk between you and your client may, for instance,
create a psychological barrier between you and client.
• O-Ask yourself to what degree your posture communicates openness and availability to
the client. Crossed legs and crossed arms may be interpreted as diminished
involvement with the client or even unavailability or remoteness, while an open posture
can be a sign that you are open to the client and to what he or she has to say .
• L – Lean forward to show involvement. Lean toward the client (when appropriate) to
show your involvement and interest. To lean back from your client may convey the
opposite message.

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 Continues……………
• E – Eye contact to communicate your presence and interest. Eye contact with a client
conveys the message that you are interested in what the client has to say. If you catch
yourself looking away frequently, ask yourself why you are reluctant to get involved
with this person or why you feel so uncomfortable in his or her presence. Be aware of
the fact that direct eye contact is not regarded as acceptable in all cultures
• R- Relax and remain natural thus communicating comfort. Try to be relaxed or natural
with the client. Don't fidget nervously or engage in distracting facial expressions. The
client may begin to wonder what it is in himself or herself that makes you so nervous!
Being relaxed means that you are comfortable with using your body as a vehicle of
personal contact and expression and for putting the client at ease.

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 STRATEGIES TO SHOW ATTENTION TO CLIENT

• Clear your mind and pay attention to what the client is saying

• Communicate listening through frequent and varied verbal and non-

verbal signs: nodding your head, eye contact, minimal encouragers,
such as "uh-huh," "yes," "right" and "I see.“

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 Continues ………

• Don't cut off the client.

• Don't jump topics.
• Don't offer your own solutions.

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 ACTIVE LISTENING SKILL
• Listening is an active process which involves being both physically and
psychologically present
• Listening refers to the ability of counsellors to capture and understand
the messages clients communicate as they tell their stories, whether
those messages are transmitted verbally or nonverbally.
• Counselor's ability to hear well and recall accurately all the verbal
information presented by the client.
• It is the active process of paying undivided attention to what the client
is saying and what they are not saying.

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 KEY POINTS IN ACTIVE LISTENING SKILL

• Know what you are listening for, does what the client say confirm to
her behavior.
• Listen for specific content of expression, who, what ,when.
• Suspend personal judgement, don't react to the clients word
• Resist distraction.

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 Continues………

• Recall tone of voice, specific feelings words etc.

• Respond empathetically.

• Never speak when anxious and be patient

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 Continues………

• Concentrate – don't let your mind wonder off onto other things.
• Look interested- we communicate more non verbally than
verbally. Maintain good eye contact without staring.
• Hear more than words- Listen with your eyes and watch for non
verbal signs in the face, eyes and hands.
 Continues………

• Check that your are hearing right- repeat and summarize

what you hear being said.

• Ask clarifying questions- this shows you are listening and

motivate the client to keep on talking.

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 ROAD BLOCKS TO ACTIVE LISTENING
• Evaluative listening- this involves evaluating what client is saying.
This include judging and labeling what the other person is saying as
right or wrong, good or bad, acceptable or unacceptable.
• Inadequate or On Off listening –This is when the counselor drifts
and stars to think about his or her personal affairs instead of
concentration on what the client is saying.
• Red Flag listening- to some individuals certain words make them
upset and stop them from active listening.
• Open Ears or Closed Mind listening-At times we may quickly decide
that the subject or speaker is boring or doesn't makes sense.
 Continues……………….

• Glassy Eyed Listening –this when there is no concentration yet one is

looking at the client intently.
• Too deep- for me listening- Problems that are too complex and
complicated might affect listening.
• Don’t rock the boat listening- At times people loose interest in
listening when their ideas of points are been judged or challenged.

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 QUESTIONING OR PROBING SKILLS

• It is a skill used to help counselor and client explore and understand

more fully the issues being discussed.
• Questioning or probing skills help the client to take notice of, explore
,clarify or further define issues.
• Probing involves statements and questions from the counsellor that
enable clients to explore more fully any relevant issue of their lives.
Probes can take the form of statements, questions, requests, single
word or phrases and non-verbal prompts

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 PURPOSE OF PROBING OR QUESTIONS
• To encourage non-assertive or reluctant clients to tell their stories
• To help clients to remain focussed d on relevant and important
issues
• To help clients to identify experiences, behaviours and feelings that
give a fuller picture to their story, in other words, to fill in missing
pieces of the picture
• To help clients to move forward in the helping process
• To help clients understand themselves and their problem situations
more fully

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 CONTINUES……..

• To help identify problems and factors which have contributed

the them
• To gain useful information related to the client.
• To help the counsellor to have a clear understanding of the
client situation.
• To help client get in touch with unexpressed emotions
• To check reality such as specific meanings and feelings

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 TYPES OF QUESTIONS TO USE
Open ended questions
• They are questions that require more than a simple yes or no
answer. They start sentences with: “how”, “tell me about”, or
“what”. Open-ended questions are non-threatening and they
encourage description.
Close ended questions
• They mostly require no explanation by the client. A counselor
should avoid asking too many close-ended questions that begin
with “does”, “did”, or “is”.

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 FACTORS TO CONSIDER IN ASKING QUESTIONS
• Ask appropriate questions
• Use questions with caution
• Don't ask too many questions. They make clients feel “grilled”, and they
often serve as fillers when counsellors don't know what else to do.
• Don't ask a question if you don't really want to know the answer
• Ask client to elaborate further on unclear issues
• Ask client to elaborate confusing or contradictory issues
• Ask questions to complete information related to HIV risk reduction,
coping and support.

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 CONTINUES……
• Ask questions that to helps the client to explore self and the
situation.
• Use indirect questions as a softer approach
• use questions sparingly
• Be aware that some questions may suggest disapproval or reflect
criticism.
• Use one relevant question at a time
• Check the purpose of the question before asking

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 PARAPHRASING QUESTIONS/REFLECTIVE
COMMENTING SKILL
• Paraphrasing is a reflection of the counsellor’s understanding of what the client has said about an
important point or statement and is shorter than what they have said.

• Paraphrasing occurs when the counselor states what the client has just said, using fewer words but
without changing the meaning of what the client said. When utilizing this skill, you attempt to feed
back the essence of what the person has just said.

• When the counselor reflects on what the client is feeling and what the client has said using
counselor own words but not loosing meaning.
• You attempt to feed back the essence of what the person has just said
• A counselor must have a good memory and good command of vocabulary to apply this skills.
• it is guided by the client’s voice, tone and body language.

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 BENEFITS OF USING THIS PARAPHRASING SKILL
• IT HELPS IN GAINING ACCURACY IN UNDERSTANDING.
• IT HELPS TO FOCUS ATTENTION INTO AREAS THAT ARE OF PRIORITY.
• IT SHOWS UNDERSTANDING AND ALLOWS THE COUNSELOR TO CHECK ON WHAT THE
CLIENT SAID.
• LET THE CLIENT KNOW THAT YOU ARE LISTENING AND UNDERSTAND WHAT THEY ARE
SAYING
• CLARIFY CONFUSING CONTENT
• HIGHLIGHT ISSUES BY STATING THEM MORE CONCISELY, AND
• CHECK OUT THE ACCURACY OF YOUR PERCEPTIONS AS THE COUNSELOR.

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 PARAPHRASING QUESTIONS/REFLECTIVE
COMMENTING SKILL

• CLIENT: MY LIFE IS A MESS, I DON’T KNOW HOW TO GET OUT OF

WHERE I AM, EVERYTHING I DO SEEMS TO END IN DISASTER
• YOU: EVERYTHING YOU DO SEEMS TO BE GOING WRONG AND YOU
FEEL TRAPPED IN THIS MESS

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 SUMMARIZING SKILLS
• Is a skill of tying together that has been discussed during counselling
session.
• It is a brief statement bringing key points that have been discussed
during the counselling session.
• It ensures that both parties clearly understood each other and can
move forward in the session
• It shows that as a counsellor you are paying attention to the client.
• It can be used at any stage of counselling.

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 FOCUSING SKILLS

• It involves re –directing the client when they deflect from the topic so
as to focus on priorities.
• It helps in moving from general discussion to specific discussion
• It helps in allowing clients to understand their issues at greater depth.

• It gives direct to discussion

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 CHALLENGING SKILLS
• This is a way of discovering unused strengths and resources the client has
and overall goal of challenging “to help clients do some reality testing and
invest in what they learned from this in their futures”.
• It is a skill used to help the client examine beliefs or behaviors that seems
to be self defeating or harmful to self and others.
• It helps in interpreting discrepancies vocal and body languages, verbal
messages and words.
• It helps in assisting the client to focus on oneself other than other people.
• It assist in setting reality on the clients situation.
• It can be used to reveal assets, defects, strengths, as well as weaknesses.

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 MINIMAL PROMPTS SKILL
• It is made to demonstrate the counselor's attentiveness and understanding
of what it is said and also to encourage the client to continue.
• It is a skill used to motivate the client to talk more about their issues

• It encourages the client to self disclose.

• It demonstrate attentiveness and concern of the counselor.

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 OBSERVATION SKILLS
• It is the counselor's ability to see the client's behavior and pick up non
verbal messages in order to understand how the client experiences the
world.
• It helps to understand the genuineness or congruence of specific
communication.
• The counselor has to observe for physical, emotional and
interpersonal aspects from the client.
• NB: Body language 55% Tone 38% and words 7%

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 SILENCE SKILL
• This allows the client to reflect on certain emotions and feelings which
night be positive or negative.

• The ability to use ears and eyes more than the mouth.

• It is away of making the client talk

• Some clients need more time than others to reflect on questions

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 DO’S OF COUNSELLOR AS FACILITATOR
• Be patient
• Build on participant experience
• Be sensitive to the client’s needs
• Deal with issues raised by client
• Encourage participation
• Direct discussion
• Be empathic
• Act responsibly and plan in advance
• Use simple language
• Be enthusiastic
• Show that you are a learner too

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 DON'TS OF COUNSELLOR AS FACILITATOR

• Dominate discussion
• Intimidate the client
• Take sides
• Jump to conclusions
• Be prejudiced or biased
• See your self as expert
• Put the client on the spot
• lose temper with client
• Criticize the client’s personal believes

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 COMMON ERRORS IN COUNSELING
The principles of effective counselling are easy to read but difficult to apply. Continuous practice with
feedback is essential to fully incorporate these skills into a helping relationship. Some common counselling
error include are as follows
• Controlling the session rather than encouraging the client's spontaneous expression
of feelings and need.
• Judging by showing non-verbal disapproval or by making statements that indicate
that the client is not meeting the counsellor's standards.
• Moralizing, preaching, and patronizing telling people how they out to behave or
lead their lives.
• Labelling, rather than trying to find out the person's motivation, fears and anxieties.
• Unwarranted reassuring - trying to induce undue optimism by making light of
the client's version of the problem.

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 CONTINUES…….
• Not accepting the client's feelings - saying they should feel differently.

• Advising before the client has enough information or time to arrive at a personal
solution.
• Interrogating - using questions in an accusatory way. "Why" questions often
sound accusatory.
• Encouraging dependence - increasing the client's need for the counsellors
continuing presence and guidance.

• Cajoling - persuading the client to accept new behaviour by flattery or deceit.

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 COUNSELLING STAGES
BUILDING TRUST
• Setting the ground for start of counseling relationship
• Establish a conducive climate
• Set the right tone
• Mutual respect
• Establish trust
• Facilitate free and open communication
• Ethical issues

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 EXPLORATION STAGE

• Enable client to explore their needs

• Counselor distinguish presenting problems from underlying problems

• Develop a warm and safe relationship

• Help client to tell the his /her story

 UNDERSTANDING STAGE
• Help client to see the situation with a new perspective.

• The counselor should support the continuing expression and discussion of

feelings.

• Counselor determines client concern

• A greater depth of understanding of the issues is reached.

• Strengths and resources to use are identified

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 ACTION STAGE
• The client is helped to plan and consider the cost and consequences so
as to develop clear goals which should be SMART and in line with
client values and needs.
• Counselor helps the person to move towards acceptance and control
• Promote the continuation of changes in behavior

• It involves a decision making process which is made of the following

steps

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 DECISION MAKING PROCESS -ACTION STAGE

•Define the problem you are facing

•Explore the choices you have
•Choose one of the above choices
•Identify the consequences of this choice
•Do – act out of choose made
•Evaluate decision made
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 TERMINATION STAGE
• This is the stage in which the relationship between the counsellor and the client
is ended or stopped.
• This stage can be initiated by the counsellor or the client. The role of the
counsellor in this stage is to assess the readiness of the client to end the
relationship.
• The counsellor gives feedback and affirmation to the client.
• Processes are reviewed by the counsellor and arranges for follow up if there is
need for.
• The counsellor also helps the clients to evaluate gains made. The client is assisted
to cope with loss of relationship established with the counsellor so as to plan
beyond the counselling relationship.

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 TERMINATION CHECKLIST
•Evaluate session
•How client feels
•Summary of session
•Appointments
•Times and dates
•Parting tone
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 CHARACTERISTICS OF A GOOD COUNSELOR

• Good listener
• Empathetic
• Non-judgmental
• Respectful
• Communicates effectively (coherently and concisely)
• Able to recognize limitations
• Has high level of self-awareness
• Non-controlling and Non-directive
• Accessible and available to clients

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 CONTINUES……
• Able to deal with client's reactions
• Open-minded
• Empowering
• Flexible
• Knowledgeable, especially about HIV/AIDS
• Knows when to say "I don't know"
• Resourceful
• Follows client's lead
• Ability to explain things on client's level

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 WILL YOU MAKE A GOOD COUNSELOR

• WHY BECOME A COUNSELOR

• WHAT ARE YOUR EXPECTATIONS OF YOUR
CLIENTS
• CAN Y0U ACCEPT PEOPLE AS THEY ARE
• CAN YOU KEEP CLIENTS SECRETS
• CAN YOU GUIDE WITHOUT ADVISING

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THANK YOU

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