Counseling: Its Settings and

Processes
Counseling and its work
settings
 Counselors in Schools
 According to Gibson and Mitchell (2003), counselors are recognized
especially in the preventive interventions and developmental stage. There
are elementary school counselors, junior high school counselors, secondary
school counselors, counselors in vocational schools, counselors in higher
education, and counselors in community and junior colleges. The
counseling service in the schools is usually located under the student
affairs program. It is under the supervision of the Dean of Students Affairs.
 Counselors in the Community Setting

 refers to employment in community, agency, and

other non-school professional situations.
Counselors can be found in community and
mental health agencies, employment and
rehabilitation agencies, correctional settings, and
marriage and family practice. ( Gibson and
Mitchell , 2003 )
 Counselors in the Private Sector

 refers to counselors who decided to do full time work as

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

 counselors are also present in various agencies of

government or institutions supported by the government
that are into social welfare, health, and education.
Relevant agencies or institutions include public schools,
public social welfare agencies such as that for the youth,
children, and the aging.
Six Stages of Counseling
Process
 Stage One: Relationship Building

 This is the heart of counselling process because it provides the force

and foundation for the counselling to succeed.
 This stage involves establishing rapport,
 promote acceptance of the client as a person with worth,
 establishing genuine interaction,
 promote direct mutual communication
 helping clients understand themselves,
 helping client focus and
 Slowly promote counselling relevant communication, from the client.
Stage Two: Assessment and Diagnosis

 One of the most crucial stages.

 This serves as the window for the counsellor to have a thorough
appreciation of the client’s condition.
 It entails analysis of the root causes of problems.
 The data that will be gathered in diagnosis will be utilized in the
formulation of goals.
Stage Three: Formulation of Counseling
Goals
 Goals are important as it sets the direction of the counselling
process.
 It shall serve as the parameter of work and the client-counsellor
relationship.
 Counselling goals may be treated as a process goal or outcome
goal.
 The client and counsellor must agree on the counselling goals.
Stage Four: Intervention and Problem
Solving
 Guidelines:
 A. The counselor has to provide a mapping of the different
approaches offered.
 B. Describe the role of the counselor and client for each
procedure.
 C. Identify possible risks and benefits that may come.
 D. Estimate the time and cost of each procedure.
 
 Kafner and Busemeyer identified the six-stage model for
problem solving
 Problem detection
 Problem definition
 Identification of alternative solutions
 Decision-making
 Execution
 Verification
 Stage Five: Termination and Follow –up

 The essential goal in counselling is to witness a client progress on his/her

own without the assistance of the counselor.
 There are four components of termination which were identified by
Quintan and Holahan:
 1. Discussion of the end of counselling
 2. Review of the course of counselling
 3. Closure of the counsellor-client relationship
 4. Discussion of the client’s future and post-counselling plan
Stage Six: Research and Evaluation

 This stage can be undertaken at any point in the

counselling stage.
 Research and evaluation are fundamental part of the
evaluation.
 Results of the research provide a scientific appreciation of
the counselling situation.
Thank You!