COUNSELING IN

SOCIAL WORK
GENO
P. MATONDO,
RSW, RGC, MA

2
 OUTLINE
 Counseling Definition, Characteristics & Process

 Counseling Approaches, Tools, Skills, and

Techniques

 Counseling Skills & Social Work: A Relationship

 Focus of Social Work Counseling

 Mental Health Act

3
 A GLIMPSE OF THE
HISTORY
OF COUNSELING
• The most basic form of counseling — talking as a form of
treatment for emotional problems — was practiced in the form of
advice and information in the 19th century. Early counseling
professionals called themselves teachers and social advocates.
Their areas of focus involved child welfare, education,
employment guidance, and legal reform.

• In 1992, counseling was included for the first time in the health
care human resource statistics as a primary mental health
profession by the Center for Mental Health Services and the
National Institute of Mental Health. This gave counseling the same
credibility as psychology, social work, and psychiatry.

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 TITLE
Advising and counselling
ADVICE GIVING are two very different
COUNSELING
things.
• Giving advice is letting people know • Counseling is allowing people to explore and
decide what is best for them;
what you think is best for them;
• Counseling aims at implementing the
• Advice, if given, depends on the
suitable solution arrived after a discussion
receiver whether to follow it or not;
with the therapist (session). So, counseling
• An advisor gives advice and helps you works not only on giving answers but also

fight your immediate state of confusion. helps you to achieve them;

• Advice is mostly preventive; it guides • While a counselor directs your life in the
direction of positivity, being a motivator,
you in a way stopping you from falling;
inspirer, encourager or career guide, etc.
• Advice can be taken openly or in
• Counseling is remedial and curative so that
groups.
psychological issues like depression and
anxiety will fade with day-by-day sessions;

• Counseling is always confidential.

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 Support that is given to people to help them deal
with problems (Merriam-Webster 1828)

WHAT IS COUNSELING? Counseling is a goal-oriented relationship

between a professionally trained, competent counselor
and an individual seeking help (Hoffman and Spelte,
1984) for the purpose of:
• Counseling is the process of helping individuals - Bring about a meaningful awareness and
learn more about themselves and their present understanding of the self and environment;

and possible future situations to make a - Improving planning and decision making and;

substantial contribution to society. - Formulating new ways of behaving, feeling, and

thinking for problem resolution and/or development
growth.
• Counselling is essentially a process in which
the counselor assists the counselee to make
• The goals of counseling may be classified in different
interpretations of facts relating to a choice, ways, and the various approaches in counseling may
plan or adjustment which he needs to make address them differently.

(Glenn F. Smith) • Two Types of Counseling Goals:

1. Generic Goals
• Counseling is a series of direct contacts with
2. Human Dimensional Goals
the individual which aims to offer him
assistance in changing his attitudes and
behaviors (Carl Rogers)

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  Exploratory Goals
- When clients do not believe they have an
COUNSELING: existing problem but can benefit from
examining options, testing skills, and trying new
GENERIC GOALS and different activities, environment, relationships
and so on, they can be helped to explore other
pathways.
 Developmental Goals
- When clients are assisted in preparing for  Reinforcement Goals
their anticipated human growth and
- When clients are already taking action for
development in the physical, personal,
resolving their concerns or already have a
emotional and social, cognitive and spiritual planned course of action when they come for
dimensions, the goal of counseling may be counseling, the goal would help the recognize that
developmental in nature. what they are doing.

 Preventive Goals
 Remedial Goals
- When clients are encountered at the time they
- Goals whereby clients are assisted to overcome or
are not experiencing any problem but are solve an already existing concern.
helped to avoid experiencing undesired
outcomes, the goal may be preventive.

 Enhancement Goals
- When clients encountered need is to be helped
to identify, recognize and enhance unused or
underused talents, skills and abilities, the
goal may be enhancement.
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  Spiritual Goals
- Helping individuals focus on internal processes
COUNSELING: HUMAN within them which have to do with wholeness
and inner peace constitutes the spiritual goals,
DIMENSIONAL GOALS whether this includes the relationship with God or
not.
------------------------------------------------------------------------
 Cognitive Goals
Types of Counseling According to Areas
- These goals refer to the development of the Covered
intellect, and this is a concern mainly in
schools. • The types of counseling are based mainly on the
problem area covered and goals to be attained.
Below are the general types of counseling:
 Psychological Goals 1. Academic/Educational
- These goals refer to the development of good 2. Vocational/Occupational/Career
intra and interpersonal skills:
3. Personal/Social
social/interaction skills, emotional control, self-
esteem and the like. 4. Diet Counseling
5. Crisis Counseling
 Physiological Goals 6. Grief or Bereavement Counseling
- These are goals whereby clients are helped to 7. Pastoral Counseling
develop the basic understanding and habits
for good health, such as those done by fitness 8. Leisure Counseling
and diet counselors. 9. Addiction Counseling
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  Couple Counseling

TYPES OF - This counseling is usually extended only when

spouses are experiencing difficulties in the
COUNSELING relationship.
 Family Counseling
ACCORDING TO - It is seen by the Systems Theory as a must for anyone
PARTICIPANTS who is experiencing difficulty, since it is believed that
the family impacts on the individual who is
Counseling can be delivered in different ways. Five considered as having the difficulty and likewise, the
of the most popular are individual, group, individual and his/her problems impact on the family.
multiple, couple, and family counseling  Counselors in the Philippines generally do
 Individual Counseling more Individual Counseling than Group
Counseling, especially because counseling
- This is an interaction between two people only. ensues from routine interviews or referrals made
by a significant other, like a teacher, an
 Group Counseling administrator, a spouse or a parent.
- This is counseling extended to several people  In the school setting, Group Counseling
with similar concerns and desired common goals. takes place when the teacher or administrator
 Multiple Counseling refers a group involved in some disciplinary
problems.
- In multiple counseling, more than one counseling
--------------------------------------------------------------------------
handles an individual, couple or a group.

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 What Counseling is
SOME CHARACTERISTICS Not-
OF COUNSELING  Advice giving;
 Being Judgmental;
 Counseling involves two individuals–
 Attempting to sort out the problems of the client;
one seeking help & the other a  Expecting or encouraging a client to behave in a
professionally trained person who way in which the counselor may have behaved
when confronted with a similar problem in their
can help the first. own life;
 Getting emotionally involved with the client;
 There should be a relationship of  Looking at a client’s problem from your own
perspective, based on your own value system;
mutual respect between the two
 Counseling is not a time-filling service for those
individuals. people who are perceived as being crazy because
they are experiencing problems in coping with
their emotional and personal issues;
 Counseling is aimed at bringing
 Counseling is not the magic answer to life’s
about desired changes in the problem;
 Although counseling provides a tool to explore
individual for self-realization & difficult personal issues, it is not a supportive
emotional crutch that enables you to carry on
providing assistance to solve with life without a care in the world;
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 COUNSELING
PROCESS

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 TITLE:
Phase I: Establishing Relationship

Phase II: Assessment

Phase III: Setting Goals

Phase IV: Intervention

Phase V: Termination & Follow-up

The Counseling
Process
is a planned, structured dialogue between a
counselor and the counselee. It is a
cooperative process in which a trained
professional helps a person called the
client/counselee to identify sources of
difficulties or concerns that he/she is
experiencing.
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 Phase I: Establishing Relationship

 It is an ice breaking session during which the counsellor & counselee

introduce each other & establish a primary rapport.

 Good rapport building provides the respect, trust & sense of

psychological comfort to the counsellor-counselee relationship for
progression to the counselling process.

 Strategies to establish an effective relationship:

(1) Introduce yourself;
(2) Always address the individual by his or her name;
(3) Ensure physical comfort of the counselee & self;
(4) Do not interrupt the individual when he/she is talking;
(5) Listen attentively;
(6) Observe nonverbal communication.
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 Phase II: Assessment

 The second phase of counselling is basically a data collection phase,

where the counsellor motivates the counselee to provide complete
information about the problem;

 The type of information collected from counselee like general data,

physical data, psychological data, social/environmental data,
achievement data, educational & vocational data;

 After the collection of information, diagnosis related to the counselee’s

behavior is made;

 Various tools & techniques used for data collection like intelligence tests,
achievement tests, aptitude tests, interest tests, personality tests,
questionnaires, interview, observation, autobiography, anecdotal records,
rating scale, cumulative record & case studies.
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 Phase III: Setting Goals

 During this third phase of the counselling process, goals are set co-
operative by both the counsellor & the counselee.

 While setting goals, the counselee’s strengths, weakness, constraints &

available resources must be kept under consideration

 The goal could be immediate & ultimate which directs the counsellor &
the counselee to further progress in the counselling process;

 Effective & reliable goal setting requires following skills in counselors:

 Multifaceted knowledge related to the problem of counselee;
 Ability to think critically & inference-drawing skills;
 Judgment, planning & management skills;
 Skills to segregate &differentiate the provided information;
 Ability to teach individuals to think critically & realistically;
 Help the counselee set feasible, reliable & achievable goals.
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 Phase IV: Intervention

 This stage of counselling is an operational phase where the counselee

is suggested the best possible options for the management of the
present problem;

 The phase is affected by the counselor's own thoughts about the

counselling process

 The intervention will depend on the approach used by the counsellor, the
problem & the individual;

 The choice of intervention is a process of adaptation & the counsellor

should be prepared to change the intervention when the selected
intervention does not work.
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 Phase V: Termination and Follow-up

 This is the final stage of the counselling process, where counselling

comes to an end;

 Termination must be planned well ahead so that the counselee may feel
comfortable at the departure & gradually able to handle the problem
independently;

 Some follow-up sessions may be required to help the counselee further to

handle the problem independently.

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 ETHICS OF
COUNSELING

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Ethical principles in Counseling are one framework that can
be used to work through an ethical dilemma. All principles are considered
equal, with generally no one holding greater weight or importance than
another.

 Respect for Autonomy- the freedom of clients to choose their

direction– respecting that the client can make choices free from the
constraints of others. An autonomous action cannot interfere with the
autonomy of another.

Take note!
Limitations to client autonomy apply to those clients who are currently
unable to understand the repercussions of their actions– for example,
children and mental health patients (Welfel, 1998)

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Ethical principles in Counseling are one framework that can
be used to work through an ethical dilemma. All principles are considered
equal, with generally, no one holding greater weight or importance than
another.

 Non- maleficence- “means do no harm”. Counselors have a

responsibility to avoid utilizing interventions that could or have the
potential to harm clients (Welfel, 1998; Corey et.al., 2007)

 Beneficence is the responsibility to do good and contribute to

the client’s welfare (Forester-Miller and Davis, 1996). Welfel (1998,
p36) also asserts that beneficence “requires that counselors engage in
professional activities that provide general benefit to the public”.
.

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Ethical principles in Counseling are one framework that can
be used to work through an ethical dilemma. All principles are considered
equal, with generally, no one holding greater weight or importance than
another.

 Justice- means to act in a fair or just. It is expected that counselors will

act in a non-discriminatory manner to individuals or groups. The
counselor can acknowledge inequity and apply the intervention to suit.

 Fidelity- this principle deals with the trust relationship between the
counselor and their client. A client needs to be able to trust that the
words and actions of the counselor are truthful and reliable. The
counselor, however, does not need to share every fleeting thought or
reaction.

Source: Ethical Dilemmas CE Course

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 COUNSELLIN
G
STRATEGIES
Relationship Strategies- include
attending, accepting, emphatic
understanding, being genuine and
transparent, respecting, listening,
responding, caring, and ensuring
emotional security of the client.

Interviewing Strategies- include

responding to verbal and non-verbal
message, silence, clarifying,
reflecting, inquiring, summarizing.

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 COUNSELLIN
G
STRATEGIES
Assessment Strategies- include
evaluating the client’s situation,
assessing the client’s coping levels,
helping the client explore suitable
alternatives, and determining
appropriate resources and referrals.

Insight Strategies- include

facilitating the discovery of conflicts,
helping the client understand
cognitions, dealing with the client’s
conscious, unconscious, and altered
conscious thoughts.

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 COUNSELLING
SKILLS
The counselling relationship is one where
the counselee and counsellor work
together at problem solving. It is a
complicated process that cannot be
reduced to a few simplistic guidelines to
ensure effective people-helping. However
there are several basic skills that a
counsellor should develop that will work
through their character to facilitate
effective counselling.

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 USE OF BODY
LANGUAGE
Egan (2010, pp134-36) gives guidelines for visibly
tuning in to service-users by suggesting the
following “SOLER” framework:

S- Face the service-user SQUARELY

This means demonstrating that you want to listen

and are giving the message that you are there for
the person. Sitting absolutely squarely is may be a
little threatening so instead try placing your seat at
a 45-degree angle to the speaker.

O- Adopt an OPEN posture

This means that you need to convey to the service-

user you are not feeling defensive towards them and
are open to their communication. You would do this
by uncrossing your arms and legs.

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 USE OF BODY
LANGUAGE
Egan (2010, pp134-36) gives guidelines for visibly
tuning in to service-users by suggesting the
following “SOLER” framework:

L- LEAN towards the speaker

Doing this indicates to the person that you are

interested in what they have to say. You need to be
careful not to lean forward too far and invade the
speaker’s personal space.

E- Maintain good EYE contact

This means maintaining steady eye contact with the

speaker rather than eye contact. Not everybody
finds it easy to someone directly in the eye and if
this applies to you then focus somewhere in the
triangle between the speaker’s eyes and their
mouth. You also need to be mindful of cultural
differences regarding eye contact. 28
 USE OF BODY
LANGUAGE
Egan (2010, pp134-36) gives guidelines for
visibly tuning in to service-users by suggesting
the following “SOLER” framework:

R- Be relatively RELAXED and natural

This means not fidgeting, or playing with items such

as your pen, or fiddling with your hair. Keep your
hands still and try also to keep your expressions
calm and relaxed.

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STRUCTURING
This involves describing the role and function of
the counselor and client and provides a rationale for
what the counselor is doing in counselling. It helps
clients understand what is going on in counseling or
in the interviewing (e.g., asking question, note
taking), increasing their motivation and enabling
them to take an active role in the counseling
process.

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 OBSERVATIO
N SKILLS
“Listening with the eyes” consider the client’s:

 BODY LANGUAGE- posture, gesticulations, frequency

of shifts of position, breathing patterns

 FACIAL EXPRESSION- color changes, tightening of

facial muscles, quivering of lips, tics, etc.

 CLOTHING and ACCESSORIES

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 ACTIVE
LISTENING SKILLS
Active Listening is a procedure that helps clients
tell their story and feel connected and understood by
a caring and interested person. Strategies include
attending the verbal and nonverbal messages of
clients, encouraging clients to freely express
themselves, developing a phenomenological
understanding of clients, and responding in an
appropriate manner.

LISTENING DO’s:
 Listen with undivided attention, without
interrupting
 Remember what has been said, including the
details
 Watch for non-verbal cues to help you understand
the feelings

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 ACTIVE
LISTENING SKILLS
LISTENING DO’s:

LISTENING with a “THIRD EAR”

 Listen to yourself and how you might feel in a
described situation, as a way of further
understanding.

 Tolerate pauses and silences that are a little

longer than is usual in conversation, and avoid
asking lots of questions to break silences.

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 ACTIVE
LISTENING SKILLS
LISTENING DONT’s:

 DAYDREAMING- losing attention, thoughts

wandering

 LABELLING- putting the other person into a

category before hearing evidence

 SCORING POINTS- relating everything you hear

to your own experience

 MIND READING- predicting what the other

person is thinking

 REHEARSING- practicing your next lines in you

head

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 ACTIVE
LISTENING SKILLS
LISTENING DONT’s:

 CHERRY-PICKING- listening for a key piece of

information and then switching off

 INTERRUPTING- being unable to resist giving

advice

 DUELING- countering the speaker’s verbal

advances with parries and thrusts of your own

 SIDE-STEPPING SENTIMENT- countering

expressions of emotion with jokes or clichés

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 RESPONDING
SKILLS
Social Workers must be able to provide thoughtful and
measured responses during sessions with their
clients.

 PARAPHRASING- this can be useful after a client

has talked at some length about a particular
situation or problem. Paraphrasing allows the
counselor to communicate that he or she has not
only heard the client but understands what has
been said. A paraphrase should be “tentatively”
worded so that the client can correct the counselor
if necessary.

 REFLECTION OF FEELING- this involves the

counselor reflecting what he or she senses the
client is feeling. It communicates that the
counselor not only understands what the client is
feeling, but also empathizes with the client. 36
 RESPONDING
SKILLS
 MINIMAL ENCOURAGES- this technique allows
the counselor to facilitate what the client is saying
without changing the client’s line of thought.
Minimal encourages include such words of
acknowledgement such as “yes”, “mmm”, “ah-ha”
or even nods.

 CLARIFYING REMARKS- this can be used when

the counselor either did not hear or does not
understand what the client has said.

 SUMMARIZING- this involves restating some of

the major concerns the client has mentioned
during a particular session. Summarizing can also
lead to a “perception check” and to the
development of problem-solving strategies.

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 RESPONDING
SKILLS
 PERCEPTION CHECK- this helps the counselor
determine what the client wants to work on.

 FOCUSING/CONCRETENESS- this refers to

helping the client discuss their concerns in specific
terms. Clients can feel overwhelmed with their
problems and have difficulty putting thigs into
perspective. When this occurs, concreteness can
help the counselor create a focus for the client in
the counseling process.

 Avoid making judgments or loaded remarks

 Where possible, link reported experiences, events,
reactions, and idea.
 Avoid changing the subject or interrupting
unnecessarily.
 Avoid speaking too soon, too often or too long.
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 EMPATHIC
UNDERSTANDING
-EMPATHY
This is the ability to “stand in the other person’s
shoes”, looking at the world through their eyes and
asking, “What is likely to be in this person’s
situation”.

A good counselor tries to understand and share the

client’s feeling, not to be overwhelmed by them.
Empathy involves accepting her/his point of view and
being interested in exploring its implication on
his/her behavior.

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QUESTIONING
KEEP QUESTIONS TO A MINIMUM UNLESS YOU:

 Need precise information, then ask precise

questions;
 Want to open up an area, then use open-ended
questions;
 Wish to prompt, then you may use rhetorical
questions.

AVOID questions beginning with WHY. The why

question sounds accusing and overly authoritarian
with echoes of schooldays and childhood.

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 UNDERSTANDIN
G DEFENSES
This will enable the social worker to avoid unproductive
and heavy confrontation with clients. Counselors work
from the premise that when people are upset, angry or
afraid, they behave defensively and become
“resistant” to change or other new ideas.

Defenses and resistance are seen as “natural” ways of

avoiding discomfort, anxiety or threat. The most
common defenses that social workers meet are:

 DENIAL- not accepting the reality of your own part in

something difficulty or painful;
 PROJECTION- placing your own feelings on to
someone else, perhaps blaming them;
 RATIONALIZATION- explaining something away.

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 UNDERSTANDIN
G DEFENSES
 What matters is not precise understanding of the
defense that is operating, but rather the capacity to
understand that the resistance you are meeting can
only be lowered by using counselling skills.

 Sometimes, ACCEPTANCE is enough to lower

resistance or sometimes a GENTLE CONFRONTATION
is needed, which involves the ff:
-Identifying the resistance/defense present;
-Drawing attention to it;
-Suggesting an explanation, which
*recognizes the persons anxiety
*if possible identifies the feeling or
thought which is being resisted;
*invites the person to confirm or reject
the interpretation.

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 CONFRONTATION
 It is an attitude of constructive “confrontation” on
come specific aspects of the client’s behavior, which
appear to be contradictory and incoherent and
towards which the client is not aware (for instance
because of defense mechanisms).

 The goal here is to overcome those barriers which

obstruct the development of the individual, helping
him/her to be aware of them and to have an
objective reading of the situation.

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 IMMEDIACY
 Is the ability to express openly, friendly, directly and
with clarity the impressions and information
regarding the way the relationship is developing. It
allows the counselor to directly address issues of
importance in the counseling relationship.

 Feltham and Dryden (1938) describe immediacy as

the “key skill of focusing attention on the here and
now relationship of counselor and client with helpful
timing, in order to challenge defensiveness and/or
heighten awareness.

 If immediacy does go well, the benefits can be

huge, with the client feeling strongly that they have
been heard and understood. It can also really help
with focusing in counseling.

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 TERMINATING
Ending a counselling relationship is as important as any of the
other basic skills. There are several guidelines that will help
counsellors become successful at terminating counselling
relationships.

Improving Your Terminating Skills

* The relationship should not end suddenly, but as

satisfactorily as possible. People come for counselling because
of relationship problems - often those that have ended badly.

* From the beginning, the counsellor should look to the end by

making it clear to the counselee that they have a contract for
several sessions. Periodically, evaluate where you have got to
and what you have achieved. Prime the person that the goal is
to end the counselling!

* When you feel it is time to end, look at what you have

achieved and start finishing off! Talk about ending. If there is a
pattern of broken relationships, talk about the pattern and
spend time ending.

* Leave the door open for follow up, ie. In a months time or
whenever the need arises.
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 COUNSELING
SKILLS & SOCIAL
WORK: A
RELATIONSHIP

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  The relationship between counseling and social
work has always been complex and interactive.
As two distinct activities they share some
theoretical origins and ways of thinking.

 Professionals who qualified in the 1960s and 70s

were grounded in casework principles based on
psychodynamic theoretical underpinnings.

 Just as the knowledge base of Social Work

practice has developed and had been refined
over the years by practitioners and academics,
the discipline of counseling has also developed
(McLeod 1998; BACP 2004).

 Counseling services and the methods used by

counselors have become more diverse.

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  Counseling training, like social work training, has
re-examined its ideologies and practice as
society’s attitudes and values have changed.
Though, theory and practice in the two areas of
work remain complementary.

 Still, there is a lack of clarity about the

boundaries between the activities of social work
and counseling.

 The reality is that social workers in some

situations take on counseling role and
counseling skills can be applied to a variety of
social work tasks.

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  BOUNDARIES AND INTERFACE
-for all social work tasks, it is important to have at least
basic counseling skills and preferably to have more
advanced ones, even if it is not necessary for all social
workers to be qualified to counsel in depth (Seden, p.9)

 Both social workers and counselors work towards helping

individuals to grow and develop. The dimension that clearly
differentiates counseling from social work is CONTEXT.

 In most instances, SOCIAL WORKERS are faced with the following:

-clients who are struggling with problems in their lives or are driven to
ask for help due to poverty or some other types of disadvantage;
-are engaged with service delivery to different client group– individuals,
groups and communities;
-perform case management tasks; and
-perform intervention with clients’ social environment (i.e home visits)

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  Given the variety of possible approaches, the
provision of counseling as a generic term can be
very misleading. It is important that people know
exactly what is being offered and the premises on
which a particular service is based.

 Therefore, if social workers are commissioning

counseling services for people they need to know,
at least at a basic level, how the different
therapeutic schools operate (for example, the
differences between psychodynamic, person-
centered and cognitive-behavioral counseling). If
they have no such knowledge they are not in a
position to help others to make informed choices
about the therapies on offer and what approach
might be most helpful.

 Social workers might in some circumstances advise

a service user to think carefully before entering a
complex therapeutic process for which they may
not be suited. 50
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TITLE:

MENTAL HEALTH LAW

RA 11036 aka Mental Health Act of 2017
An Act Establishing a National Mental Health
Policy for the Purpose of Enhancing the
Delivery of Integrated Mental Health
Services, Promoting and Protecting Persons
Utilizing Psychiatric, Neurologic and
Psychosocial Health Services, Appropriating 51
 THANK YOU
Good Luck. Don't let fear get the better of you!

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 TITLE
Books/PDF Links/Websites
Reference
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• Bajo, Justina. “Guidance and Counseling Review • Social Work Vs Counseling: Which Degree
Manual for National Counselor Examination”. Is Right For You? (October 21, 2020).
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https://socialworklicensemap.com/social-w
• Villar, Imelda Virginia. “Implementing a ork-resources/comparing-social-service-de
Comprehensive Guidance and Counseling grees/social-work-vs-counseling/
Program in the Philippines”. 2007.
• https://lawphil.net/statutes/repacts/
• Leaño, Roman Jr. “Principles and Practices of ra2010/ra_10029_2010.html
Guidance and Counseling”.
• Multimodal therapy. (n.d.). Retrieved from
• Rosales, Lily. “Counseling in Perspective: Theory, http://www.getselfhelp.co.uk/mmt.htm
Process and Skills”. 2000.
• https://www.psychologytoday.com/us/thera
• Cervera, Vicentita. “Foundation of Guidance” py-types/solution-focused-brief-therapy
2009. Rebillon, Leticia. “Reviewer for Philippine • https://www.verywellmind.com/what-is-ges
Board Examination for Guidance Counselors”. talt-therapy-4584583
2016
• http://changingminds.org/explanations/beh
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