UNIT 7 School Counselling

• Counselling


  A type of talking therapy that allows a person to talk about their problems and feelings in a confidential and dependable environment
• Counsellor


  A person trained to listen with empathy and help a client deal with any negative thoughts and feelings
• Guidance


  A mental process of exposure to useful information, experiences and resources to facilitate decision making for personal and social development
• Child counselling in a school setting

  An affective (emotional) process where the teacher plays a role of a helper who has the knowledge, skills and right attitudes to enable a child deal with underlying emotional issues
• Aim of Guidance & Counselling Services

  • Encourage students' academic, social, emotional and personal development
• Main Components/Domains of Guidance & Counselling Service

  • Personal Development
  • Socio-Emotional Development
  • Educational/Academic Development
  • Career/Vocational Development
• Personal Development


  • Focuses on child growth and development and the challenges child faces as they adjust to, accept and learn to live with its realities within equally challenging social contexts
• Socio-Emotional Development


  • Focuses on areas of socialization, self-esteem, relationships and good citizenship
• Educational/Academic Development


  • Focuses on areas of study skills, maximum utilization of resources, building academic strengths, and future educational planning
• Career/Vocational Development


  • Focuses on career awareness, interests and skills, maximum utilization of career resources, and connecting classroom learning with future career decisions
• Not all teachers are counsellors; however, teachers have counselling functions for which they must develop appropriate counselling skills
• The purpose of counseling is to bring about a change in a counselee's behaviour and thought in order to help him/her to lead a more productive and fulfilling life
• Counselling is a process of helping others to learn how to solve their interpersonal, emotional and decision-making problems
• School/Student Counsellors


  Help students by removing barriers to academic achievement, supporting social/emotional development, and guiding college and career readiness
• Techniques of School Counselling

  • Small-group counseling
  • Individual counseling
  • School counseling core curriculum lessons
• A new role for school counselors emerged in recent years where they work with all students and are vital members of school leadership teams</b>
• Qualities that encourage students to talk to a teacher

  • Objectivity in approach
  • Being an old-timer at the institution
  • Active listening skills
  • High level of integrity
  • Empathetic and exploratory
• What should a teacher do when a student approaches them?

  1. Build rapport

  2. Allow students to express themselves

  3. Be non-judgmental

  4. Consistent in emotions

  5. Maintain complete confidentiality
• As students spend half their growing years in school and college, teachers have a significant role to play in shaping the personality of the students
• Approach to helping a student

  • Non-judgmental
  • Consistent in emotions
  • Maintain complete confidentiality
• Teachers spend a considerable amount of time with students and can observe mood changes or unusual behaviors
• Emotional well-being impacts learning, and mentally healthy students are more motivated
• Transactional teacher


  Transmits the subject matter to students, plans lessons, delivers them, grades assignments, and gets paid
• Transformational teacher


  Goes beyond, listens, guides, motivates and assists students, invests time in getting to know students and encouraging them to become reflective, independent thinkers
• How a teacher starts a conversation with a student

  1. Take time to gauge the temperament of the class

  2. Observe the student for some time to see if the behavior prolongs

  3. Talk to a trusted colleague

  4. Invite the student for a private chat

  5. Open the conversation with general questions

  6. Refrain from labeling the student

  7. Listen and treat the information with confidentiality

  8. If the student does not open up, leave them alone and observe for a few more weeks before approaching again
• How a teacher builds a healthy, caring relationship with students

  1. Start with conversations to get to know each student better

  2. State expectations clearly at the start of the year

  3. Keep communication open and be consistent

  4. Encourage a classroom environment where everyone feels respected

  5. Treat all students fairly

  6. Use positive language
• When a teacher should involve the parents

  1. When a behavioral issue has not been solved despite talking to the student and involving the college counselor

  2. When the student has confided in the teacher about injury to self, injury to others, or illegal activities

  3. When the teacher and counselor need the help of the parents in observing the student

  4. When the student refuses consent to share information with parents and the teacher foresees danger to the student
• When a teacher should draw the line

  1. Discuss a student with a co-worker only to verify your understanding of the situation, but do not share details of the student's conversation

  2. Refer the student to a counselor if you are uncertain how to deal with the situation

  3. Be approachable but set a convenient time for students to approach you

  4. If a student is taking too much of your time and energy, gradually work towards accustoming the student to manage without being dependent
• When a teacher should refer a student to a counselor

  1. When the magnitude of the student's problem is beyond the teacher's ability to handle, such as bullying, substance dependence, sexual abuse, or ideas of suicide

  2. Provide emotional first-aid before referring the student to a counselor

  3. If the student is not receptive to the idea of talking to the counselor, share your concerns with the counselor to see if they can make an informal intervention
• Teachers are not counselors, but the need of the hour calls for them to be empathetic and understanding towards their students