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1. BASIC SKILLS IN
COUNSELLING
Prepared by:
Muhammad Alif Firdaus bin Ismail
Nur Murni binti Abdullah
Nor Illyana binti Ahmad Nazri

2. STAGES IN COUNSELLING

3. WAEHLER & LENNOX FIVE STAGES OF
COUNSELLING
Relationship
building
Assessment
Goal setting
InterventionTermination

4. ROGER’S SEVEN STAGES OF
PROCESS
• These stages enable us to observe and see
whether the clients are making progress in
theraphy or seem to be stuck and unable to move
on.
• Clients are making progress step by step building
on their experience before moving on to the next.
• When they feel accepted and understood at one
stage, they feel able to take to the next step.

5. STAGE 1
• Clients are very resistant.
• Believe that display of emotion is a weakness.
STAGE 2
• Less rigid and will talk about other
people/external events.
• When things go wrong, tend to blame others.
STAGE 3
• Clients talk about themselves as a 3rd person
and avoid discuss about present event.
• Internal contradiction starts to emerge.

6. STAGE 4
• Clients begin to enter into more direct relationship with the
counselor but there is still some fear.
• Clients start to accept responsibility for what is happening.
STAGE 5
• Clients can express emotion confidently.
• New insight about life and relationship are started to emerge.
STAGE 6
• The clients start to think clearly about oneself.
• Changes in attitude and has different perception about the
world.
STAGE 7
• Clients are fully-functioning, self-actualized individual who are
emphatic towards others.

7. ATTENDING AND LISTENING
SKILLS

8. ATTENDING & LISTENING SKILL
• Attending means being in the company of
someone else and giving that person full
attention, to what they are saying or doing.
• Includes reading the client’s body language
and also taking into consideration of all the
silence and pauses in the conversation.
• Listening skills involves linguistics,
paralinguistics and non-verbal.

9. • Face the other Squarely.
• Sending the message “I’m with you.”S
• Adopt an Open posture.
• Portrays a non-threatening and supportive body
language
O
• Lean forward.
• Shows interests.L
• Make Eye contact.
• Do not stare or roll your eyes.E
• Relax
• Clients will feel uncomfortable if they see the counsellor
shows anxiousness.
R
ATTENDING BEHAVIOR

10. • Questions that clients cannot easily answer
with Yes/No.
• Purpose :
– To begin interview
– To encourage client elaboration
– To motivate client to communicate
• Eg. How did you feel when that happened?
OPEN-ENDED QUESTIONS

11. • Purposes:
– To obtain specific information
– To identify issues
– To interrupt over talkative client
– To narrow the discussion topic.
• Eg. Do you like this subject?
CLOSE-ENDED QUESTIONS

12. • The echoing back of last few words that the
client has spoken.
REFLECTION
CLIENT : We moved to Kedah at the beginning of
last year but none of us really settle down.
I found it difficult to be in a new school.
COUNSELOR : You found it difficult to be in a new school..

13. • Although not associated with counselling,
there are times they are appropriate and
necessary.
CHALLENGING
CLIENT : There is no one in this school that I can talk
to at all.
COUNSELOR : No one?
===============================================
CLIENT : I have always been a failure, never been
good in anything.
COUNSELOR : Always?

14. • Purpose:
– To convey that you understand him/her
– Help the client simplify the what they said
– Encourage the client to elaborate
• When to use it?
– When the client is in the decision making conflict.
– The client says too many things and you are
confused.
PARAPHRASING

15. Non-verbal interpretation in
counselling

16. Types of non-verbal
interpretation
“ actions speak louder than words”
‘”what you see is what you get”
It’s not what he said, it’s HOW he
said it”

17. 1. Body posture
• Lean slightly forward
- positive, showing interest, giving attention
• Lean slightly backward
- not showing any interest.
• Changing position
- means that the subject wants to say something
while the counsellor is doing the
asking/counselling.

18. 2. Facial expression
• Facial expression is a way of how a person wants
to express their insight, emotion, thinking,
evaluation of something, and self condition.
• During counselling session, facial expression
helps the counsellor to transcribe the messages
that the subject is trying to deliver.
• Eg:
- the face will turn to reddish if the subject feels shy
- the subject is smiling with sarcastic voice.

20. 3. Eye contact
• Direct eye contact – being honest
• Eyes looking at counsellor’s forehead – confused, angry,
serious
• Making big eyes – being honest
• Making small eyes – giving false explanation
• Wink frequently – anxious, giving false explanation
• Watching elsewhere – not showing interest

21. 4. Body movement
• Crossing arms
- a very secretive person, feels very uneasy and less
prepared to
participate in the session.
- feels very negative towards him/herself and
defensive.
• Hiding hands in pockets
- it means that the subject is hiding something.
• Scratching
- very unsure about statement given

22. • Biting fingers, nails
- feel stressed with the questions posed,
anxious and worried
• Covering mouth with hands
- very careful in giving points or explanation
• Inhale long breath
- showing pain

23. • Placing a finger on cheek
- thinking seriously
• Hesitate
- uneasy with the question
• Bowing head
- feeling sad
• Gripping, grasping hand
- feeling angry, showing anger

24. • Barely open eyes
- showing less interest
• Crossing arms, putting hand on chest, reposition hand
watch, crossing legs while sitting.
- anxious, defensive
• Putting a finger on nose, rubbing the eye, avoiding eye
contact, insincere smile, unclear tones
- telling lies, being dishonest

26. 5. Voice projection
• During the session, counsellor will look into
different aspects of voice projection
• Eg: the pitch, hesitation, sound produced
(onomatopoeia)
• All will examine the emotions portrayed by
the subject.

27. The importance of
non-verbal
interpretation for a
teacher

28. To transcribe
pupils’ behaviours
As a tool in
improving teaching
and learning
To help pupils’
problems

29. references
Junaidi, S. N. (2011). Seni Bahasa Badan.
Selangor : PTS Professional Publishing
SDN BHD.
http:
www.creducation.org/resources/nonverbal_communicati
on/
http:
www.onitsukahana.blogspot.com.my/2013/02/kemahira
n-asas-kaunseling.html?m=1

30. Responding
Skill

31. Structuring
skill
Minimal
guidance
Listening
skill

32. 1. Structuring skill
• to prepare a correct tone and to structure a good counselling
session.
• This will include:
1. Role of Counsellor
- to listen, to understand, and to help solving whatever problems
explained by the subject.
2. Role of client/subject
- to freely choose any counselling topics and to freely share the
problems related to the topic to the counsellor.
3. Time allocation
- within 30 to 45 minutes

33. 2. Minimal guidance
Ishamuddin Hj. Ismail (1999) explains the aims
of minimal guidance as below:
• Counsellor to give full attention
• To help client/subject self exploration and
evaluation
• To assist client to continue telling his/her
story/problem
• To dominate the conversation/ counselling
session

34. 3. Listening skill
 Listen
- content
- emotions (verbal/non-verbal)
 While listening to the content, the counsellor must :
- understand the theme of discussion
- giving full participation by showing physical signs
- always giving attention and prepare to understand
client whole- heartedly.

35. PROBLEM
IDENTIFICATION SKILLS

36. DEFINITION
Problem
A matter or situation regarded as unwelcome or
harmful and needing to be dealt with and overcome.
(English Oxford Dictionary, 2012)
Problem Identification
The acknowledgement and definition of an issue that
does or may arise during the performance of a process.
(Dictionary.com, 2016)

37. TYPES OF PROBLEMS

38. Types of
problems
faced by
pupils
Personal
Issues
Academic
Problem
Social
Adjustment

39. a) PERSONAL ISSUES

40. Personal Issues
Relationship Family Emotions
Health Economic

41. 1) RELATIONSHIP
PROBLEMS

42. Families
• Broken family
• Disagreement with family members
• Lack of attention from parents
Friends
• Misunderstanding
• Unresolved problems
Classmates
• Classmates disapproval
• Being isolated
• Misunderstanding

43. 2) FAMILY PROBLEMS

44. Divorced parents
- cause confusion among
children.
- develop stress
- evoke the feeling of being
neglected
The loss of parents
- lost their source of reliance
- loneliness
- depressed
Uncomfortable house
surrounding
- parents who are constantly
fighting
- frequently being threatened

45. 3) EMOTIONAL
PROBLEMS

46. Negative
Self-
Concept
Low Self-
Confidence
Depressed

47. 4) HEALTH PROBLEMS

48. Physical and
Mental Illness
Physical
Disability
Weight Issues

49. 5) ECONOMIC
PROBLEMS

50. Low family
income
Poor money
management
High living
cost

51. b) SELF-MANAGEMENT
PROBLEMS

52. Weak time
management
- Problem in completing
homework on time
- Often unable to distinguish
social time with study time
Lack of communication
skill
- Very few participation in
school/class activities
- Isolate self with peers
- Refuse to give opinions when
being asked
Unable to handle stress and
tense
- Easily get depressed
- Get angry easily when being confronts

53. c) ACADEMIC PROBLEMS

54. Having difficulty in understanding
certain subjects at school
Low academic achievement
Low motivation
and not interested
in learning
Lack of study skill
Having problem
to communicate
with teachers
Few participation
in classroom’s
activities

55. PROBLEM
IDENTIFICATION SKILS

56. Observe
Interact
ReferDiscuss
Guide

57. OBSERVE
• Observe the pupils’ behaviour inside and
outside of the classroom.
• Identify:
How they behave towards their family, peers and
teachers.
Their response when being asked by teachers.
Their attitude towards given tasks.
Examine for any sudden change of behaviour.

58. INTERACT
• Encourage the particular pupils to talk with
you.
• Find a suitable topic which can promote
interest for the pupil to talk.
• Ask necessary questions that would help you
to identify the pupil’s problems.
• Do not rush into finding out the problems but
focus on building good rapport.

59. REFER
• Refer to students’ achievement and report.
- to analyze the possible causes.
- to identify the starting point of the pupils’
problems.
• Identify the problems’ history from the
documents.
• Refer to other teachers who teach the pupils’
class.
• Refer to the classroom teacher.

60. DISCUSS
• Discuss your observation of the pupils with
other teachers.
- to see whether there is a consistent
pattern of behaviour.
• Discuss with the parents :
- to identify the pupils’ behaviour at home,
health record and other information.

61. GUIDE
• Conduct a personal guidance session.
– To allow a further discussion regarding the
problems you had identified.
– To create awareness towards the pupils about the
problem they are facing.
– To suggest possible ways that can help the pupils
in solving the problem.

62. EISENBERG & DELANEY
MODEL

63. 1. Preliminary Meeting
2.Problem Identification
and Building Rapport
3.Determining Goals
4.Building and
Implementing Approach
5.Analyzing
Achievement
6.Termination
and Follow-up
 The counselor continues to build good
relationships with clients.
 Counselor must maintain the
confidentiality of the information
provided by the client.
 Counselors need to show that he is
empathetic and very concerned about
the welfare of their clients.
 The counselor can use open questions,
reflection, paraphrase, clarification and
other basic counseling skills.
 Its main purpose is to allow the
counselor to understand the client and
help clients achieve self-consciousness.

64. GIBSON AND MITCHELL
MODEL

65. Build Rapport
Problem
Identification
Problem
Solving Plan
Application of
Termination
and Solution
The counselor is responsible for helping and
stimulating clients to continue sharing experiences so
that a more accurate assessment can be made.

66. SKILLS IN
IMPLEMENTING
INTERVENTION

67. DEFINITION
i)“Intervention means to change and develop
thinking, feeling and behavior of the troubled
individuals to explore, restore and enhance self-
confidence.”
ii)“Intervention is a deliberate process by which
change is introduced into peoples' thoughts,
feelings and behaviors.”
Source: Hazelden Betty Ford Foundation

68. INTRODUCTION
• Interventions are usually applied to address a
very serious personal problem.
For examples: drug abuse, burglary, smoking and
bullying.
• These skills are often used if the client is
experiencing harmful emotional and mental
stress.
• Intervention must be carried out in accordance
with the type of problems faced by clients.

69. FUNCTION OF INTERVENTION
• Lowered the degree of emotional stress reaction,
mental, physical and individual behaviour towards
certain crisis.
• Assist an individual to recover themselves.
• Developing self-management strategy(main
focus).
For Example: relaxation, stress
managament exercises

70. • Problem solving : understanding the problems
and the desired changes, discussion of the pros
and cons of the solutions, deciding on the
solution, planning for action and evaluation.
• Lastly, analyze the changes made by the
individual- to show he/she can manage difficult
events in life.

71. TYPES OF INTERVENTIONS
DIRECT INDIRECT
EARLY
CHILDHOOD

72. DIRECT INTERVENTION
• Involving clients whether individually or in
groups.
• Face to face interaction without any
hindrance.
• To find and talk about the causes and
methods of reinforcement to the action
taken.

73. INDIRECT INTERVENTION
• Collaborate with the client’s family.
• Conducted to investigate the problem of the
client in more detail.
• Able to resolve issues more efficiently.

74. EARLY CHILDHOOD
INTERVENTION
• Definition:
To provide treatment, rehabilitation, counseling
and advice to children and parents as soon as a
problem is detected ,identified or experienced
by children.(Kail,2002)

75. INTERVENTION STARTEGIES
Teacher
centered
Student
centered
Family
centered

76. TEACHER CENTERED
• Methods for teaching students with learning
disabilities and behavioral problems.
• Teachers play a key role in teaching and
rehabilitation.
• Teacher will determines the type of strategy that
should be used, models and demonstrations, give
instructions to the students and monitor their
progress.

77. STUDENT CENTERED
• Suitable for students who are able to control
their own behavior (Graham, Harris and Reid,
1993)
• The term student-centered carries the image
of the student's own independent, self-reliant
and successful recovery processes operating in
a normal class.

78. FAMILY CENTERED
• Require a strong commitment from each
member of the family.
• Strengthen family ties
• Enhance understanding of the needs of
individuals with special needs.

79. Merry, T. &. (1993). What is Person Centered Therapy. Loughton:
Essex: Gale Centre Publications. Retrieved from
http://www.oocities.org/tlee6040/essays/lb501crp.htm
Practicing The Basic Counselling. (2016, January 1). Retrieved
from http://www.oocities.org/tlee6040/essays/lb501crp.htm
failed to load
Roger's Seven Stages of Process. (2012, October 2). Retrieved
from http://www.talking-theraphy.org.uk/counselling/rogers-
seven-stages-of-process
REFERENCES

80. THANK YOU