SCHOOL COUNSELLING

MEANING OF SCHOOL COUNSELLING

School counselling has emerged over a century ago as a result of various socio-political, economic
and cultural changes in the Western society. Similar trends seem to have shaped up school
counselling or guidance all over the world including India (Jain, Agaskar, Kakkar, & Behl, 2019).
Counselling or particularly, school counselling in India is still in its infancy stage.

School counseling addresses the needs and concerns of all school students. Modern day living,
globalization, economic reforms, evolving gender roles, changes in the family structure, changing
socio-cultural norms and issues such as increase in divorce rate, single parenting, substance use etc.
have led to various 250 Areas of Application of Counselling emotional, social, vocational, and mental
health problems in India especially in the last decade.

Counselling at the school level can play a significant role in addressing the developmental dilemmas,
concerns and various problems of school-going children and adolescents and promoting mental
health in a community setting. This has the advantage of reaching a larger target group, has mainly a
preventive approach, but also follows a remedial approach in taking care of the specific problems
faced by the school students coming from diverse socio-cultural contexts.

Since career selection and preparation occupies a central place in any student’s life, career
counseling has also become crucial in the school context especially in view of new and emerging
career opportunities, emphasis on technology and the digital era. The present Unit thus examines
the nature and scope of school and career counselling, the role of the counselor in this context and
the theoretical paradigms with specific reference to the Indian context. 11.3

The profession of school counselling evolved in the late 1800s as an outcome of the Industrial
revolution and the vocational guidance movement. This movement prepared young people mainly
for getting into the world of work. Thus earlier the school counsellors were typically vocational
counsellors who guided students toward employment.

However, the role of school counselors have widened to include other aspects of functioning
alongwith the vocational and career counseling. It is not limited to addressing only the guidance
needsof the students, but also provides counseling related to various areas. Further, it focuses on
addressing the needs of the individual students at the micro level, catering to groups of students at
the meso level, and also collaborating with school management/authority on policy issues at the
macro level.

SCOPE OF SCHOOL COUNSELLING

Counselling plays a crucial role in the school environment, addressing the diverse needs of students
and promoting their overall well-being. The scope of counselling at school is broad and encompasses
various aspects of student development, mental health, academic success, and personal growth.
Here are some key areas that fall within the scope of school counselling:

1. Emotional and Mental Health Support: School counsellors provide a safe and confidential space
for students to discuss and address emotional and mental health concerns such as stress, anxiety,
depression, grief, self-esteem issues, and relationship problems. They offer guidance, coping
strategies, and interventions to help students manage their emotions and build resilience.
2. Academic Guidance and Support: Counsellors assist students in making educational decisions,
setting goals, and developing academic plans. They provide guidance on course selection, career
exploration, college admissions, and scholarship opportunities. Counsellors also work with students
who may be struggling academically, providing study skills, time management strategies, and
individualized support.

3. Personal and Social Development: Counsellors help students develop essential life skills,
interpersonal skills, and social-emotional competencies. They address issues related to peer
relationships, bullying, conflict resolution, and communication skills. Through individual or group
counselling sessions, counsellors facilitate personal growth, self-awareness, empathy, and
responsible decision-making.

4. Crisis Intervention and Trauma Support: In times of crisis, such as natural disasters, accidents, or
incidents of violence, school counsellors play a critical role in providing immediate support to
students, staff, and the broader school community. They offer crisis intervention, trauma-informed
care, and post-traumatic support to help individuals cope with and recover from traumatic events.

5. Behavioral Management and Intervention: Counsellors collaborate with teachers, administrators,

and parents to address challenging behaviors exhibited by students. They assess the underlying
causes of behavioral issues, develop behavior management plans, and provide strategies to promote
positive behavior and improve social skills. Counsellors may also work with students with specific
needs, such as those with learning disabilities or behavioral disorders.

6. Diversity and Inclusion: School counsellors promote a positive and inclusive school climate that
values diversity and fosters respect for all students. They address issues related to discrimination,
prejudice, cultural differences, and social justice. Counsellors support marginalized students, provide
multicultural counselling, and facilitate discussions on topics like equity, inclusion, and acceptance.

7. Prevention and Education: Counsellors play a crucial role in prevention programs aimed at
addressing issues such as substance abuse, bullying, self-harm, and suicide prevention. They
collaborate with teachers to deliver classroom presentations, workshops, and educational initiatives
that promote mental health, well-being, and healthy lifestyle choices.

8. Collaboration and Referrals: School counsellors work closely with teachers, administrators,
parents, and external agencies to provide comprehensive support to students. They collaborate with
other professionals, such as psychologists, social workers, and healthcare providers, and make
referrals when specialized services are required.
Overall, the scope of counselling at school is comprehensive, encompassing the emotional, social,
academic, and personal development of students. School counsellors strive to create a nurturing
environment where students can thrive, reach their potential, and develop the skills and resilience
needed for lifelong success.

Areas of Counselling
There are several spheres of life in which people need counselling. The following are the areas
where counselling is needed the most:

Education: Students during their school and college years may face several problems related to
education, learning and teaching. Such problems are addressed by educational counselling and by
counsellors who are experts and experienced in this specific area.

Marriage: Marital counselling is often required by those who face problems in their married life.
These problems may begin as soon as the spouse selection comes to the fore. Marriage counsellors
handle such and provide the necessary solutions to the problem.

Personal: Many people face several problems in their life which changes in their attitude and are
often considered a hindrance normal life. Personal counselling looks into the personal individual and
enables an individual to overcome these problems.

Social: Social problems may be faced by individuals wherein they to maintain social relationships and
fail to adjust to the society and norms. Social counselling is provided to such people so develop the
skills of social acceptance, tolerance towards others to lead a life in tandem with the society.

Rehabilitation: Sometimes, the life of an individual is disrupted accidents, mishaps and so on. Such
people often develop self-esteem and in most cases are unable to get over the disruption
Rehabilitation counselling is provided to such people so that they life skills that can enable them to
lead a normal life.

Vocational: Most people face problems in deciding about the right career option and are unable to
adjust to their work area, the people around and also the work environment. Such people are not
able to work productively. Vocational counselling is made available to such people so that they can
make the right career choices and are able to adjust to their work environment so that they are able
to work productively.

COUNSELLING PROCESS

The Stages of the Counseling Process

counseling varies in both form and purpose, most counseling theories embody
some form of the following three stages (Krishnan, n.d.): relationship building,
problem assessment, and goal setting.

Counselors and clients must both be aware that the counseling process requires
patience. There is rarely a quick fix, and things may need to get worse before they
get better. In addition, the counseling process is collaborative. The counselor does
not fix the client; the work requires interaction and commitment from both parties
(Krishnan, n.d.).
The counseling process is a planned and structured dialogue between client and
counselor. The counselor is a trained and qualified professional who helps the
client identify the source of their concerns or difficulties; then, together, they
find counseling approaches to help deal with the problems faced (Krishnan, n.d.).

Hackney and Cormier (2005) propose a five-stage model for defining the
counseling process through which both counselor and client move (Krishnan, n.d.).

Stage one: (Initial disclosure) Relationship building

The counseling process begins with relationship building. This stage focuses on the
counselor engaging with the client to explore the issues that directly affect them.

The vital first interview can set the scene for what is to come, with the client
reading the counselor’s verbal and nonverbal signals to draw inferences about the
counselor and the process. The counselor focuses on using good listening skills and
building a positive relationship.

When successful, it ensures a strong foundation for future dialogue and the
continuing counseling process.

Stage two: (In-depth exploration) Problem assessment

While the counselor and client continue to build a beneficial, collaborative

relationship, another process is underway: problem assessment.

The counselor carefully listens and draws out information regarding the client’s
situation (life, work, home, education, etc.) and the reason they have engaged in
counseling.

Information crucial to subsequent stages of counseling includes identifying

triggers, timing, environmental factors, stress levels, and other contributing factors.

Stage three: (Commitment to action) Goal setting

Effective counseling relies on setting appropriate and realistic goals, building on

the previous stages. The goals must be identified and developed collaboratively,
with the client committing to a set of steps leading to a particular outcome.

Stage four: Counseling intervention

This stage varies depending on the counselor and the theories they are familiar
with, as well as the situation the client faces.
For example, a behavioral approach may suggest engaging in activities designed
to help the client alter their behavior. In comparison, a person-centered
approach seeks to engage the client’s self-actualizing tendency.

Stage five: Evaluation, termination, or referral

Termination may not seem like a stage, but the art of ending the counseling is
critical.

Drawing counseling to a close must be planned well in advance to ensure a

positive conclusion is reached while avoiding anger, sadness, or anxiety
(Fragkiadaki & Strauss, 2012).

Part of the process is to reach an early agreement on how the therapy will end and
what success looks like. This may lead to a referral if required.

While there are clear stages to the typical counseling process, other than
termination, each may be ongoing. For example, while setting goals, new
information or understanding may surface that requires additional assessment of
the problem

Counselling is a process of interaction between the counselee and the counsellor. The aim of the
counselling process is to help the counselee identify the problems and then make the necessary
adjustments to solve the problem. Since counselling is a process, it involves a sequence of steps
which must be carried out one after the other so that counselling overall can be effectively provided.

Counselling at Elementary Stage of Education

Elementary stage consists of both primary and upper primary classes, that is class 1 to 5 and from
class 6-8 respectively.

Primary school stage is crucial as there is a transition from the familiar home environment to a new
school environment. The child is expected to gradually learn to function independently in the school
setting and interact effectively with peer and teachers and others around.

The focus here is to make the transition smooth for the child and develop a positive image of the
school in the child so that the child feels welcome in the school and learns effectively. Hence joyful
learning and play-way method become the most crucial methods here.

During the elementary stage, the school emphasizes on the development of learning skills, cognitive
skills and nurturing an interest to learn, engage in creative pursuits. As the children are in the
growing stage, the objective is to facilitate a healthy development in all aspects such as cognitive,
social, and affective, develop a healthy self-concept, attitudes and cultivate good habits and values.

Thus school counseling during elementary stage focuses on the following:

• Smooth transition from home to school

• Helping children to continue in school and prevent dropout

• Providing assistance and support to children from disadvantaged backgrounds

• Helping children with special needs learn and adjust to school environment

• Facilitate acquisition of basic learning skills

• Effective interpersonal relationships with teachers and peers

• Preventing and dealing with behavioural problems in children

• Developing a healthy self-esteem in the child

• Building healthy perception and attitude towards others

• Learning different life skills

• Awareness about the world of work 256 Areas of Application of Counselling

Counselling at the Secondary Stage of Education

Secondary stage includes classes 9th and 10th. This marks the adolescence stage which is associated
with lots of changes in physical, cognitive and emotional development of students.

Alongwith increasing pressure to perform better academically, these students need counseling to
help understand these changes in developmental aspects and adjust effectively to themselves and
their surrounding. The transition from childhood to adolescence stage can become a major challenge
for the students.

The school counseling services can undertake different activities and strategies to ease this process
of transition where parents and home environment are also taken into account. Most students begin
to consciously think about the courses they would take up in the higher secondary stage and the
future career they want to get in. They actively explore various options.

A systematic guidance and counseling system can help them explore themselves and the world of
work to facilitate their choice of subjects and career. The specific objectives of school counseling
during the secondary stage of education can be as follows:

• Help students adjust with the sudden changes in their physical growth and development

• Help them deal with the emotional changes during the transition phase

• Forming a healthy peer relationship

• Adjusting to the academic pressure

• Facilitating the relationship between the student and their parents

• Helping them understand and develop their assets/strengths

Counselling at the Higher Secondary Stage of Education

The higher secondary stage consists of classes 11th and 12th, called as the senior students in the
school. They consider themselves to be more independent and look forward to a more carefree life
after school completion.

At the same time they may be unsure of which courses to go for in college, getting into their choice
of colleges and courses and starting a new life marked by less discipline and more flexibility. For
some students, it may be the concern of getting into some source of earning, or taking up a
vocational course so that they can start earning soon.

There is an increasing interest in the opposite sex during this developmental stage of 16-18 years of
age. Peer pressure can have both positive and negative impact during this stage. Peers can motivate
and inspire to study or School and Career Counselling 257 do different things together. They can be a
significant source of emotional support. However, peer pressure can be a concern if it influences the
student negatively, e.g., engaging in bullying, bunking classes, smoking, using drugs etc.

Counselling at the higher secondary stage thus aims at the following:

• Dealing with the academic pressure to get good marks and pass successfully

• Getting into good colleges and courses of study

• Enhancing self-understanding in terms of one’s interests, aptitudes, attitudes and abilities

• Developing career maturity and making realistic career choices

• Learning to handle negative peer pressure

• Ways to cope with stress and ensure good mental health

• Learning appropriate sex-role and responsibility, Developing healthy relationship with opposite sex

• Preventing bullying, substance use, inter-personal conflicts (with peer, parents, and
teachers/authorities)

• Helping to create life goals and visions

DECISION-MAKINGANDGROUP COUNSELLING

Group counselling, also known as group therapy, is a counselling technique which involves the
counsellor and a group of counselees to interact with each other to solve the various problems faced
by them.

In group counselling, the counsellor becomes a part of the counselling group and interacts with all
the members of the group to identify their problems and solve them. Group counselling enables the
group members to:

 Get a clear understanding of their aptitudes, abilities, interests, ambitions, resources and
limitations.
 Get knowledge of the requirements and conditions of success, advantages and
disadvantages, compensation, opportunities, and prospects in different lines of work.
Group counselling, therefore, helps group members to take educational, personal as well as
vocational decisions. Decision-making can, thus, be regarded as a consequence of counselling.

In group counselling, the role of the counsellor is to help the group members take the decision in a
systematic manner. To reach the final decision, the counselee with the help of the counsellor needs
to assess the possible alternatives, outcomes and probabilities so that the right decision can be
taken.

Group counselling makes use of various techniques to take decisions. For instance, role plays can be
used in group counselling to identify the problem that a member is facing and to arrive at the
possible solutions and take the right decision.

Role play involves the members of the group to play the part of each other or develop a drama
around the problem of a certain member of the group.

In group counselling, it is the client who makes the decision on his own with the help of the
counsellor. Counselling provides the individual with the necessary information so that he she can
take the right decisions.

Example: Group counselling in schools

Group counselling in a school setting can tackle many issues at once. Group counselling is not a time-
consuming exercise as many students can be counselled at the same time. Usually, several students
of the same age group are grouped together and counselled. This helps them to accomplish the
goals with the help of the school counselloras well as that of the peers or other group members.

The primary nature of group counselling may not be that of relationship building. However, group
counselling does enable the students in the group to develop respect and regard for fellow students
as well as the counsellor and humans in general. The students learn to interact with others.

Group counselling stages in a school involve the following:

 Dependency: In the initial stages, students have less confidence and usually look up to the
school counsellor for direction and reassurance.
 Conflict: In this stage, the group counsellor needs to closely monitor the activities of the
group to avoid conflicts and differences. No student can take a decision on his
own at this stage.
 Cohesion: Cohesion is the stage in which the students are settled in the group. The students
know what their position is in the group and also know the position of all others in the
group. The students are ready to interact with each other and also discuss their problems
with each other.
 Interdependence: In this stage, the group makes maximum progress. Most students
contribute to their best levels in the group. The students are ready to interact with others in
the group freely and also share their ideas and opinions. Here, the students may also take
decisions.
 Termination: Termination is the end of counselling. This may be a difficult stage for students
as they may fear the loss of intimacy with the group members. The group counsellor
encourages the students to pursue their individual ways with firm decisions in mind.
Ethics in School Counselling

School counselors need to work with school teachers and school authorities on the one hand, and
the parents and community level organizations on the other hand in an attempt to create a
conducive school environment at school as well as home to promote holistic growth and well-being
of children. They need to interact and collaborate with all the stakeholders with the main focus of
promoting learning, achievement, adjustment and well-being of students.

In the process, they may face ethical issues, dilemmas and challenges coordinating and catering to
the needs of all. There may be problems related to confidentiality of student information. The school
counselor also needs to build trust with all stakeholders to function 254 Areas of Application of
Counselling effectively for student benefit.

Many a times, school counselors are also required to perform administrative tasks and other tasks
such as taking substitute classes, giving tests to students, maintaining records, assisting school
principal and other teachers etc. which are not related to counseling.This may lead to conflicting
situations and may leave the counselor too exhausted and deprived of time to focus on the main
task of providing counseling support to the students. Hence, the school counselors need to know
and understand the ethical issues in their functioning so that they can keep their focus on their
priority, that is the students. As Huey (1986, p.321) states, “ the ethical responsibility is to the client
first and the school (or other setting) second”. Thus protecting the rights of the students should be
the first task of the counselor in any dilemma or conflict situation. The school counselor also needs
to be cautious about ethical issues in the emerging use of online medium for counseling. Technology
may facilitate online counseling but it has its pitfalls also that one needs to be aware of. Client
information needs to be protected in the online media.