What is Counselling?

Meaning ,Need and Significance

MEANING OF COUNSELLING
Counselling is the service offered to the individual who is under going a problem and
needs professional help to overcome it. The problem keeps him disturbed high strung and
under tension and unless solved his development is hampered or stunted. Counseling
therefore is a more specialized service requiring training in personality development and
handling exceptional groups of individuals.
According to Willey and Andrew Counseling involves two individuals one skeeking help
and other a professionally trained person helped solved problems to orient and direct him to
words a goals. Which needs to his maximum development and growth?
Counseling services are there fore required for individuals having developmental problems
because of the handicap they suffer in any area of emotional either because of hereditary
factors or environment conditions.
Generally such cases are only about five to seven percent in a population and
therefore counseling is required only for such a small number. As compared to guidance
which is for percent of individuals. Counseling involves a lot of time for the client to unfold
the problem, gain an insight in to the complex situation.
Counseling techniques involve active listening, emphatic under standing releasing the pent
up feelings confronting the client and so on counseling there fore is offered to only those
individuals who are under serious problem and need professional help to overcome it.
NEED OF COUNSELLING
Counselling is an integral part of an over-all programme of guidance. “Counselling is a
specific process of assistance extended by an expert in an individual situation to a needy
person”. This means the counseling situation arises when a needy person is face to face with
and expert who makes available his assistance to the needy individual to fulfill his needs.

Need of counseling
There is an urgent need of introducing and strengthening the counseling service in the
schools and colleges of our country to meet the various needs of the students
administrational and the educational system.

1. To help in the total development of the student:

Along with the intellectual development proper motivation and clarification of goals
and ideas to pupils in conformity with their basic potentialities and social tendencies are
important total development of the student nauseates that individual differences among
them are expected, accepted, understood and planned for and all types of experiences in an
institution are to be so organized as to contribute to the total development of the student.
2. To help in the proper choices of courses
3. To help in the proper choices of carvers
4. To help in the students in vocational development
5. To develop readiness for choices and changes to face new challenges.
6. To minimize the mismatching between education and employment and help in the efficient
use of manpower.
7. To motivate the youth for self employment.
8. To help freshers establish proper identity.Guidance and counseling service is needed to
help students deal effectively with the normal developmental tasks of adolescence and face
life situations boldly.
9. To identify and motivate the students form weaker sections of society.
10. To help the students in their period of turmoil and confusion.
11. To help in checking wastage and stagnation.
12. To identity and help students in need of special help.
13. There are such students as the gifted, the backward the handicapped who need special
opportunities. They need special attention and opportunities.
14. To ensure the proper utilization of time spent outside the classrooms.
The manner in which student spend their non class hours clearly affects their success in
achieving both academic competence and personal development of all types a positive
direction to students should be provided by influencing how they can use those non class
hours.
15. To help in talking problems arising out of students population explosion
16. To check migration to prevent brain drain.
17. To make up for the deficiencies of home.
18. To minimize the incidence of indiscipline.

Bargadon has mentioned the following situations where counseling in required:

1. When a pupil requires not only reliable information but also an interesting introspection of
those in formations which can solve his personal difficulties.
2. When a pupil needs intelligent listener who has more experience than the pupil to whom
he can recite his difficulties and through which can seek suggestions for his working plan.
3. When the counsellor has to assess those facilities which can help in resolving the pupil
problems but the pupil doesn’t enjoy such an access to those facilities.
4. When the pupil has some problem but he is unaware of that problem and his development,
he is to be made aware of that problem.
5. when the pupil is aware of the problem and difficulties created by the problem but he feels
difficult to define it and to understand it that is, when the pupil is familiar with the presence
of the problem and its nature but he is unable to face the problem due to this temporary
tension and distraction.
6. When the pupil suffer the main maladjustment problem or some handicapped which is
temporary and which needs careful long due diagnosis by an expert.
Majority of students lack a sense of direction, a sense of purpose and a sense of
fulfillment and include in destructive activities which lead to social damage and loss.
Adequate guidance and counselling facilities is the only answer to help and guide the youth
to worthwhile channels and help them to realize the goals of optimum academic personal and
social development.
Problems and needs in society are nothing new. But today they seen to be
proliferating unprecedented rate. The unique problems in the changing family, cities in up
level, conflicts in values, attitudes and moral , the new criticism about politics, economic
factors the changing role of work, new pressure and demands on school and the problems of
the youth all points out the needs for the counselling services. Guidance and counselling have
a challenging role to play in every developing economy much more so if it is a labour surplus
one.

SIGNIFICANCE OF COUNSELLING AT SECONDARY LEVEL

Introduction
The student life is getting complex day by day. Guidance and counselling is needed to help
the students for optimum achievement and adequate adjustment in the varied life situations.
Need analysis of the students in the schools shows the need of guidance and counselling
services, in the education, profession, vocation, social, health, moral, personal and marital
areas. It is a simple enough to say that guidance is a function of secondary education. This
statement has been made over and over again.
There is a strong tendency among personnel in secondary schools to break up in to
considerable array of interest groups principles, supervisors, class room teachers and
counselors all join organizations and associations to which they manifest considerable
interest.
Counselling
Counselling is a process of assistance extended by an expert in an individual situation to needy
person. According to Carl Rogers counselling is a series of direct contact with the individual
which aims to offer him assistance in changing the attitudes and behaviour.
Characteristics of Adolescence
Adolescence is best defined in relation to puberty . This is period which begins with puberty
and ends with the several cessation of physical growth, it emerges from the later childhood
and merges into adulthood. Adolescence is a critical period in the development of personal
identity
A.T.Jersild observes Adol is that span of years during which boys and girls move from
childhood to adulthood mentally, emotionally, socially and physically.
Significance of Guidance At Secondary Level
To help understand on going behavior interference theory provides a frame of reference in
terms of four ideas.
The first is that people behave as they do because of various attitudes, assumptions and
beliefs, they have about themselves from these assertions an individual makes decision about
the feasibility of various kinds of behaviour. The adequacy of his behaviour is largely a
function of the validity of this assertions.
The second idea is that as an individual initiates behaviour he observes its effects. This feed
back to the individual can either confirm or disconfirm his assertions –
The third idea is that when assertions are disconfirmed, tent ions result which inhibit the
reappraisal of assertions.
Fourth, because of the inflexibility and rigidity resulting from tensions, the individual strives
harder to confirm initial assertions.
Significance of counselling
1. Decision marking construct:- The psychological problems of adolescents can be seen as
decision making problems.
2. Conflict:- These decision making problems almost always involve some conflict, either
because of factour emotional ambiguities or both.
3. Assertions:- Behaviour is a result at the assumptions, beliefs, and attitudes that one his
about himself , others and the world in which her lives.
4. Disconfirmations:-The effects of behaviour following decisions are feed back to the
individual perceived and they confirm or disconfirm ascertain to varying degrees.
5. Tension:- When assertions are disconfirmed, tensions result.
6. Redundancy:- Tensions inhibit the ability of an individual to reexamine his assertions and
attempt to confirm them and thus they cause redundant behaviour.
Conclusion
The general public tends to view counselling as a remedial function and emphasizes
immediate goals, such as problem solution , tension reduction and the like .counselee may
refer to the resolution of a particular conflict or problem situation. Counselling in its spirit and
essence is generative it aims at assisting the individual to develop such that he becomes
psychologically mature and is capable at realizing his potentialities optimally. The Secondary
school counselling needs a meaningful, realistic, practical frame of reference constituent with
the short term nature at school counselling.
What Are the Goals of Counseling?
Introduction
Different individuals have different perceptions of what can be expected of counseling.
Individuals preparing to become counselors, and those who seek counseling, as well as
parents, teachers, school administrators and governmental agencies, all differ in their
expectations of the counseling experience. The final designation of these goals is to be
determined by the counselor and the client as a team.
Counseling theorists do not always agree on appropriate counseling goals because they are
often general, vague and saturated with implications. However, these are the five most
commonly named goals of counseling:
Facilitating behaviour change.
Improving the client’s ability to establish and maintain relationships.
Enhancing the client’s effectiveness and ability to cope.
Promoting the decision-making process and facilitating client potential.
Development.
These goals are not mutually exclusive and will naturally be emphasized by some theorists
and not others.
Enhancing Coping Skills
We will inevitably run into difficulties in the process of growing up. Most of us do not
completely achieve all of our developmental tasks within a lifetime. All of the unique
expectations and requirements imposed on us by others will eventually lead to problems. Any
inconsistencies in development can result in children learning behaviour patterns that are
both inefficient and ineffective. Learned coping patterns, however, may not always work.
New interpersonal or occupational role demands may create an overload and produce
excessive anxiety and difficulty for the individual.
Children who grow up in excessively strict homes frequently adjust to such training measures
through learned behavioural inhibition. When social or occupational responsibilities require
individuals to be assertive, they may experience anxiety and be unable to handle
responsibilities effectively. In addition to psychological symptoms, physical symptoms such as
frequent headaches, stuttering in front of people in authority or the inability to sleep are
common. This maladjustment to daily living makes coping skills an important goal of
counseling.
Improving Relationships
Many clients tend to have major problems relating to others due to poor self-image. Likewise,
inadequate social skills cause individuals to act defensively in relationships. Typical social
difficulties can be observed in family, marital and peer group interaction (e.g., the troubled
elementary school child). The counselor would then strive to help the client improve the
quality of their lives by developing more effective interpersonal relationships.
Promoting Decision-Making
The goal of counseling is to enable the individual to make critical decisions regarding
alternative courses of action without outside influence. Counseling will help individuals obtain
information, and to clarify emotional concerns that may interfere with or be related to the
decisions involved. These individuals will acquire an understanding of their abilities and
interests. They will also come to identify emotions and attitudes that could influence their
choices and decisions.
The activity of stimulating the individual to evaluate, accept and act upon a choice, will assist
them in learning the entirety of the decision-making process. The individual will develop
autonomy and avoid dependence on a counselor.
Facilitating Client Potential
Counseling seeks to maximize an individual’s freedom by giving him or her control over their
environment while analyzing responsiveness and reaction to the environment. Counselors
will work to help people learn how to overcome, for example, excessive substance use and to
better take care of their bodies.
Counselors will also assist in overcoming sexual dysfunction, drug addiction, compulsive
gambling and obesity, as well as anxiety, shyness and depression.
Facilitating Behaviour Change
Most theorists indicate that the goal of counseling is to bring about change in behaviour that
will enable the client to be more productive as they define their life within society’s
limitations. According to Rodgers (1961), behaviour change is a necessary result of the
counseling process, although specific behaviours receive little or no emphasis during the
process.
Alternatively, Dustin and George (1977) suggested that the counselor must establish specific
counseling goals. A necessary shift from general goals to specific goals should take place to
enable both the client and counselor to understand what change is desired. Specific behaviour
goals have additional value as the client is better able to see any change that occurs.
Krumbolz (1966) suggested three additional criteria for judging counseling goals, as follows:
The goals of counseling should be capable of being stated differently for each individual client.
The goals should be compatible with, though not identical to, the values of the counselor.
The degree to which goals of counseling are attained by each client should be observable.
Conclusion
These goals are not mutually exclusive, nor are they equally appropriate for every client at
any specific time. Counseling goals can be classified according to three categories: ultimate,
intermediate and immediate.
Ultimate goals are philosophical ideals that can be reasonably expected from counseling.
These goals include helping individuals to realize their full potential or to become self-
actualized.
Intermediate goals relate to the reasons for seeking counseling and usually require several
sessions to achieve them. Helping the individual develope to become and remain a well-
adjusted, mentally healthy person and to achieve his/her potentialities, would classify as an
intermediate goal.
Immediate goals, on the other hand, are the moment-by-moment intentions of counseling,
for example, encouraging the client to verbalize an unexpressed feeling.
Objectives and Scope of Counselling
Posted on July 5, 2018
Counselling involves a relationship between a professionally trained, competent counsellor
and an individual seeking help. The main objectives as per the educators of NTT Nursery
Teacher Training Course of counselling are as follows:
Achievement of Positive Mental Health: An individual is said to mental when he is able to
relate have positive meaningfully with others and leads a fulfilling life. He this state is able to
love and be loved. The objective of counselling is to help the individual to attain
Problem Resolution: Another objective of counselling is to help the individual to come out of
a difficult situation or problem. It must be remembered that the individual is only assisted
and he himself finds solution of theproblems.
Counselling for Decision-making: Ability to make right and timely decisions is crucial for
success in life. An important objective ofcounselling is to make individualcapable of making
independent decisions.
Improving Personal Effectiveness: As effective person is one who is able to control impulses,
think in creative ways and has the competence to recognise, define and solve problems. It
can be seen that these different goals are not exclusive. These are all interdependent and
overlapping.
Help Change: An important objective of counselling is to bring change for development.
Counselling helps individual to make changes in attitudes, perceptions or personality.
Behaviour Modification: Another objective of counselling is to help in modifying behaviour.
Removal of undesirable behaviour or self-defecting behaviour and learning desirable
behaviour is considered necessary for attaining effectiveness and good adjustment.
Scope of Counselling: Counselling is a part of guidance, so it has also the same dimensions of
scope as guidance. Beside these, counselling as a specialized programme has some special
needs also. Problems and needs in society are not new. But today they seem to be
proliferating at an unprecedented rate. Counselling is required to solve a variety of social
problems. Counselling is necessary in different areas like Juvenile delinquency, Marriage,
Weaker sections, Disadvantaged groups, Drug addiction etc. Scope of counselling is very vast.
It is concerned with various problems and progress of an individual for example the planning
relating to financial and health problems, problems related to family, society and emotional
adjustments.
Pre primary Teacher Training feels that the scope of counselling depends upon the nature of
the problem complexity of treatment and the competence of the counsellor. The scope of
counselling has become very broad due to the nature of problems the society is facing. We
are facing a number of problems at our home, school and society; still we can go ahead with
proper planning. We can face the changes and challenges with proper planning needs proper
guidance. So the need of guidance is the need of the hour.
Counselling is a personal and dynamic relationship between two individuals an older, more
experienced and wiser (counsellor) and a younger, less wise (counsel). The latter has a
problem for which he seeks the help of the former. The two work together so that the
problem may be more clearly defined and the counsel may be helped to a self determined
solution.
Counselling: Meaning, Techniques, and Principles
After reading this article you will learn about Counselling:- 1. Meaning of Counselling 2. Skills
and Techniques of Counselling 3. Principles 4. Goals.
Meaning of Counselling:
1. Counselling is not a process of giving advice, but it is a process of helping your patient who
is genuinely in need.
2. It aims to help an individual to help himself to overcome his problem.
3. Counselling is different from a casual conversation as it builds a professional relationship
with the patient.
4. It is totally FOCUSED, SPECIFIC and PURPOSEFUL.
5. Counselling is a long-term process and consists of professional communication.
6. What is Communication?
It is a process in which there is exchange of thoughts, ideas and feelings. It happens between
two or more persons. It differs from casual communication.
7. Types of Communication – Verbal and non-verbal.
Supportive Verbal:
1. Use language that patient understands.
2. Convey interest in him by remembering name or the problem he has told.
3. Use encouraging statements.
4. Give the needed information.
5. Use humour or other means to reduce tensions.
6. Speak slowly, softly and clearly.
Non-Supportive Verbal:
1. Direct advising.
2. Criticizing blaming.
3. Scolding.
4. Discussing your personal problems.
5. Interrupting and imposing your own values.
6. Non-accepting patients feelings.
7. Asking direct and embarrassing questions.
8. Arguing.
9. Excessive curiosity in personal things.
10. Giving un-guaranteed reassurance.
11. Talking too much.
Supportive Non-verbal:
1. Maintain suitable conversational distance.
2. Maintain proper eye contact.
3. Attentive body posture.
4. Use occasional gestures.
ADVERTISEMENTS:
Non-supportive Non-verbal:
1. Looking away frequently.
2. Inappropriate distance.
3. Looking bored and irritated.
ADVERTISEMENTS:
4. Looking at watch and showing restlessness.
5. Unpleasant tone of voice.
6. Unwanted or hating expressions.
Skills and Techniques of Counselling:
1. Listening skills—you should always listen carefully and not question the patient too
frequently. Allow him to ventilate through your listening.
2. Attending skill—your proper attention should be given to the patient to show interest and
concern-verbal and non-verbal.
3. Feedback—expressing the meaning of patient’s feelings and summarizing his problems.
4. Probing—focusing in depth on particular aspects of the situation.
5. Confronting—help the patient to realize his problems or help him to become aware of what
he is suffering from, by making proper statements.
6. Interpreting—presenting the alternative ways or angles to look at his situation.
7. Self-disclosure—share your attitude, opinions and experiences.
8. Non-dependence—do not make the patient dependent rather make him self sufficient to
solve his problems independently.
9. Questioning—ask open ended questions so that the patients gets the clue to open up with
you. Do not ask too many close-ended questions.
10. Incomplete sentence—encourage the patient to complete the sentence if he is not able
to do so.
11. Refocusing—if the patient is going off track or talking in circles get him back to maintain
the theme without hurting any of his feelings.
12. Silence—be with the patient’s feelings while he is crying and do not prevent him from
crying. Let him cry and ventilate himself.
13. Connecting—show connection between thought, behaviour and result or effect of what
has gone before.
Principles of Counselling:
1. Principle of acceptance—accept the patient with his physical, psychological, social,
economical and cultural conditions.
2. Principle of communication—communication should be verbal as well as non-verbal and
should be skilful.
3. Principle of empathy—instead of showing sympathy put yourself in patients shoes and then
give reflections accordingly (Empathy is ability to identify with a person.)
4. Principle of non-judge—mental attitude-do not criticize or comment negatively regarding
patient’s complaints.
5. Principle of confidentiality—always keep the patient’s name, and the problem strictly
secrete and assure the patient about the same.
6. Principle of individuality—treat each and every patient as unique and respect his problem
as well.
7. Principles of non-emotional involvement—not getting emotionally involved with the
patient and avoid getting carried away with his feelings.
Goals of Counselling:
1. Listening keenly to the patient is the main goal.
2. Identify the need of the patient. E.g., parents need counselling for their children’s
behaviour problems.
3. To make the patient to ventilate his emotions properly and help him to be aware of his own
emotions and encourage him to be independent.
4. Main problem should be focused so that the sub-problems should be identified by the
patient himself.
5. Make the patient to accept himself with his problem and help him to adjust with it till it
gets over.
6. To focus on his strengths by studying the case and produce positive attitude in him and
ultimately help him to reduce his negativity.
ROLES & FUNCTIONS
Counseling (groups and individual): The school counselor provides a confidential helping
relationship to help students with educational, personal, and social concerns. Groups of
students who have similar concerns come together to share, listen, and resolve concerns.
Program Planning: Activities and events are carefully planned and executed (with the
assistance of the 8th Grade Peer Leaders) to keep students informed of pertinent information,
increase awareness and involvement for a cause, raise morale and unity among the student
body, present a myriad of character education opportunities.
Consulting: Consulting with parents, teachers, and others is essential in determining the most
appropriate ways to help students.
Test Coordinating: The Guidance Counselor is the District Test Coordinator for the New Jersey
Assessment of Skills and Knowledge (NJASK). The counselor attends yearly training, manages
testing materials, organizes testing proctors/examiners/sites, and ensures that all individual
student needs are met.
Professional Development: Counselors must stay current in their profession through
counselor development workshops, conferences, and web-based support. Furthermore,
counselors must now about community resources available to their students
The Role of the Professional School Counselor
The professional school counselor is a certified/licensed educator trained in school counseling
with unique qualifications and skills to address all students’ academic, personal/social and
career development needs. Professional school counselors implement a comprehensive
school counseling program that promotes and enhances student achievement. Professional
school counselors are employed in elementary, middle/junior high and high schools and in
district supervisory, counselor education and post-secondary settings. Their work is
differentiated by attention to developmental stages of student growth, including the needs,
tasks and student interests related to those stages.
Professional school counselors serve a vital role in maximizing student achievement.
Incorporating leadership, advocacy and collaboration, professional school counselors
promote equity and access to opportunities and rigorous educational experiences for all
students. Professional school counselors support a safe learning environment and work to
safeguard the human rights of all members of the school community. Collaborating with other
stakeholders to promote student achievement, professional school counselors address the
needs of all students through prevention and intervention programs that are a part of a
comprehensive school counseling program. To achieve maximum program effectiveness, the
American School Counselor Association recommends a counselor-to-student ratio of 1:250.
Professional school counselors have a master’s degree or higher in school counseling or the
substantial equivalent, meet the state certification/licensure standards and abide by the laws
of the states in which they are employed. They uphold the ethical and professional standards
of professional counseling associations and promote the development of the school
counseling program based on the following areas of the ASCA National Model: foundation,
delivery, management and accountability.
Foundation
Professional school counselors identify personal beliefs and philosophies as to how all
students benefit from the school counseling program and act on these beliefs and
philosophies to guide the development, implementation and evaluation of a comprehensive
school counseling program. Professional school counselors create a mission statement
supporting the school’s mission and collaborate with other individuals and organizations to
promote all students’ academic, career and personal/social development.
Skills and Techniques of Counselling:
1. Listening skills—you should always listen carefully and not question the patient too
frequently. Allow him to ventilate through your listening.
2. Attending skill—your proper attention should be given to the patient to show interest and
concern-verbal and non-verbal.
3. Feedback—expressing the meaning of patient’s feelings and summarizing his problems.
4. Probing—focusing in depth on particular aspects of the situation.
5. Confronting—help the patient to realize his problems or help him to become aware of what
he is suffering from, by making proper statements.
6. Interpreting—presenting the alternative ways or angles to look at his situation.
7. Self-disclosure—share your attitude, opinions and experiences.
8. Non-dependence—do not make the patient dependent rather make him self sufficient to
solve his problems independently.
9. Questioning—ask open ended questions so that the patients gets the clue to open up with
you. Do not ask too many close-ended questions.
10. Incomplete sentence—encourage the patient to complete the sentence if he is not able
to do so.
11. Refocusing—if the patient is going off track or talking in circles get him back to maintain
the theme without hurting any of his feelings.
12. Silence—be with the patient’s feelings while he is crying and do not prevent him from
crying. Let him cry and ventilate himself.
13. Connecting—show connection between thought, behaviour and result or effect of what
has gone before.
Professional school counselors provide services to students, parents, school staff and the
community in the following areas:
School Guidance Curriculum – This curriculum consists of structured lessons designed to help
students achieve the desired competencies and to provide all students with the knowledge
and skills appropriate for their developmental level. The school guidance curriculum is
delivered throughout the school's overall curriculum and is systematically presented by
professional school counselors in collaboration with other professional educators in K-12
classroom and group activities.
Individual Student Planning – Professional school counselors coordinate ongoing systemic
activities designed to help students establish personal goals and develop future plans.
Responsive Services – Responsive services are preventative and/or interventive activities
meeting students’ immediate and future needs. These needs can be necessitated by events
and conditions in students’ lives and may require any of the following:
individual or group counseling
consultation with parents, teachers and other educators
referrals to other school support services or community resources
peer helping
information

Professional school counselors develop confidential relationships with students to help them
resolve or cope with problems and developmental concerns.
System Support – System support consists of management activities establishing, maintaining
and enhancing the total school counseling program. These activities include professional
development, consultation, collaboration, program management and operations.
Professional school counselors are committed to continual personal and professional
development and are proactively involved in professional organizations promoting school
counseling at the local, state and national levels.
Management
Professional school counselors incorporate organizational processes and tools that are
concrete, clearly delineated and reflective of the school’s needs. Tools and processes include:
Agreements developed with and approved by administrators at the beginning of the school
year addressing how the school counseling program is organized and what goals will be
accomplished
Advisory councils made up of students, parents, teachers, counselors administrators and
community members to review school counseling program results and to make
recommendations
Use of student data to affect systemic change within the school system so every student
receives the benefit of the school counseling program
Action plans for prevention and intervention services defining the desired student
competencies and achievement results
Allotment of 80 percent of the professional school counselor's time in direct service with
students
Use of master and weekly calendars to keep students, parents, teachers and administrators
informed and to encourage active participation in the school counseling program
Accountability
To demonstrate the effectiveness of the school counseling program in measurable terms,
professional school counselors report on immediate, intermediate and long-range results
showing how students are different as a result of the school counseling program. Professional
school counselors use data to show the impact of the school counseling program on school
improvement and student achievement. Professional school counselors conduct school
counseling program audits to guide future action and improve future results for all students.
The performance of the professional school counselor is evaluated on basic standards of
practice expected of professional school counselors implementing a school counseling
program.
Summary
Professional school counselors are certified/licensed professionals with a masters’ degree or
higher in school counseling or the substantial equivalent and are uniquely qualified to address
the developmental needs of all students. Professional school counselors deliver a
comprehensive school counseling program encouraging all students’ academic, career and
personal/social development and helping all students in maximizing student achievement.
Roles, school counseling programs, ethics, and school counseling professional associations.
Professional school counselors ideally implement a school counseling program that promotes
and enhances student achievement (Hatch & Bowers, 2003, 2005; ASCA, 2012).[61] A
framework for appropriate and inappropriate school counselor responsibilities and roles is
outlined in the ASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012).[9] School
counselors, in most USA states, usually have a master's degree in school counseling from a
Counselor Education graduate program. In Canada, they must be licensed teachers with
additional school counseling training and focus on academic, career, and personal/social
issues. China requires at least three years of college experience. In Japan, school counselors
were added in the mid-1990s, part-time, primarily focused on behavioral issues. In Taiwan,
they are often teachers with recent legislation requiring school counseling licensure focused
on individual and group counseling for academic, career, and personal issues. In Korea, school
counselors are mandated in middle and high schools.
School counselors are employed in elementary, middle, and high schools, and in district
supervisory settings and in counselor education faculty positions (usually with an earned
Ph.D. in Counselor Education in the USA or related graduate doctorates abroad), and post-
secondary settings doing academic, career, college readiness, and personal/social counseling,
consultation, and program coordination. Their work includes a focus on developmental stages
of student growth, including the needs, tasks, and student interests related to those
stages(Schmidt,[35] 2003).
Professional school counselors meet the needs of student in three basic domains: academic
development, career development, and social-emotional development (Dahir & Campbell,
1997; Hatch & Bowers, 2003, 2005; ASCA, 2012) with an increased emphasis on college
access.[62] Knowledge, understanding and skill in these domains are developed
through classroom instruction, appraisal, consultation, counseling, coordination,
and collaboration. For example, in appraisal, school counselors may use a variety
of personality and career assessment methods (such as the[63] or[64] (based on the[65]) to
help students explore career and college needs and interests.
School counselor interventions include individual and group counseling for some students.
For example, if a student's behavior is interfering with his or her achievement, the school
counselor may observe that student in a class, provide consultation to teachers and other
stakeholders to develop (with the student) a plan to address the behavioral issue(s), and then
collaborate to implement and evaluate the plan. They also provide consultation services to
family members such as college access, career development, parenting skills, study skills, child
and adolescent development, and help with school-home transitions.
School counselor interventions for all students include annual academic/career/college
access planning K-12 and leading classroom developmental lessons on academic,
career/college, and social-emotional topics. The topics of character education, diversity and
multiculturalism (Portman, 2009), and school safety are important areas of focus for school
counselors. Often school counselors will coordinate outside groups that wish to help with
student needs such as academics, or coordinate a program that teaches about child
abuse or drugs, through on-stage drama (Schmidt,[35] 2003).
School counselors develop, implement, and evaluate school counseling programs that deliver
academic, career, college access/affordability/admission, and social-emotional competencies
to all students in their schools. For example, the ASCA National Model (Hatch & Bowers, 2003,
2005; ASCA, 2012)[61] includes the following four main areas:[66]
Foundation (Define as of 2019) - a school counseling program mission statement, a vision
statement, a beliefs statement, SMART Goals; ASCA Mindsets & Behaviors & ASCA Code of
Ethics;
Delivery System (Deliver as of 2019) - how school counseling core curriculum lessons, planning
for every student, and individual and group counseling are delivered in direct and indirect
services to students (80% of school counselor time);
Management System (Manage as of 2019) - calendars; use of data tool; use of time tool;
administrator-school counselor agreement; school counseling program advisory council;
small group, school counseling core curriculum, and closing the gap action plans; and
Accountability System (Assess as of 2019) - school counseling program assessment; small
group, school counseling core curriculum, and closing-the-gap results reports; and school
counselor performance evaluations based on school counselor competencies. [67]
The school counseling program model (ASCA, 2012, 2019) is implemented using key skills from
the National Center for Transforming School Counseling's Transforming School Counseling
Initiative: Advocacy, Leadership, Teaming and Collaboration, and Systemic Change.
School Counselors are expected to follow a professional code of ethics in many countries. For
example, In the US, they are the American School Counselor Association (ASCA) School
Counselor Ethical Code, the American Counseling Association (ACA) Code of Ethics., and
the National Association for College Admission Counseling (NACAC) Statement of Principles
of Good Practice (SPGP).[68]
The role of a school counselor is critical.[69]The roles of school counselors are
expanding[70] and changing with time[71] As roles change, school counselors help students
prosper in academics, career, post-secondary, and social-emotional domians. School
counselors reduce and bridge the inequalities facing students in educational systems.[72]
Areas of specialization where counselors work
Although it is possible to work as a general counselor, helping clients in an array of situations,
facing a variety of issues, many professionals on the verge of entering the field look to
specialize, Lynne Shallcross explained in an article for Counseling Today. Deciding what
specialization to select, if any, can be a challenging decision. It can help, therefore, to take a
closer look at some of the major specialization areas in which counselors work.
Why specialize?
Before reviewing notable specialization areas, it is important to examine the reasons why
some counseling professionals opt to specialize in a certain area. In her article for Counseling
Today, Shallcross interviewed Barbara Adams, a therapist currently working with children in
Alabama. Shallcross learned that Adams’ career has featured stints working as both a
specialized counselor and a general counselor. Shallcross also received Adams’ professional
opinion on some of the major benefits of working in a specialized field, as well as some of the
drawbacks. Adams’ reasoning is as follows:
Pros:
Adams explained that opting to specialize can breed a sense of intimacy and familiarity with
the topic and issue at hand, which can boost a counselor’s confidence that she or he is
providing the very best care to clients.
Through a specialization, it is possible for a counselor to become a leader in a certain area,
providing guidance and education to other counselors.
Individuals who follow a specialty tend to have a passion for that particular issue, whether it
may be marriage and family counseling or substance abuse counseling. As Adams makes clear,
counselors who are passionate about a certain area tend to be more invested and dedicated
to their role, providing better counseling services as a consequence. As she explained, “With
specializing, I learned that it is important to follow your passion in practice. If you are drawn
to and wind up doing what you enjoy, you are a more effective counselor, and those to whom
you provide services are the real winners.”Shallcross also interviewed Tamara Suttle, a
counselor who works in Colorado. Suttle explained that many counselors often will opt to
specialize — to find a niche — in order to increase their commercial viability. Conversely,
however, the same rationale can be applied when deciding to generalize. Counselors who
generalize will be able to work with a wide client base, enhancing their marketability.
Cons:
Counselors who specialize risk becoming unfulfilled professionally or, to borrow a phrase
from Adams, “burned out.” This result is perhaps because counselors who specialize come to
know their area so well that they no longer feel stimulated or challenged.
Counselors who specialize can be less marketable overall, particularly if there is minimal
demand for the services they offer in the area in which they live and practice.
A closer look at areas of specialization
Making the decision to specialize can be challenging. It is helpful, therefore, to take closer
look at certain specialties. Below is a comprehensive guide to three areas in which counselors
typically opt to specialize:
Marriage, couples and family counseling
According to an article published by U.S. News & World Report, marriage, couples and family
therapists work with families and couples through any number of issues that can impact
intimate and loving relationships. Counselors in this field offer similar services as marriage
and family therapists. Much like in general mental health counseling, they will find themselves
working with clients experiencing mental illness, as well as with individuals recovering from
traumatic or abusive situations. For example, a marriage, couples and family counselor may
work with a client who has experienced physical or sexual abuse at the hands of a partner or
family member, or they may offer group counseling to a family wherein one or more members
are living with mental illness.
Other common issues that professionals encounter include common family and marriage-
based problems such as infidelity, divorce and grief over a loved one’s death. Professionals in
this field typically will offer their services to individuals, couples or groups.
Substance abuse counselor
As explained by journalist Ralph Heibutzki, writing for the Houston Chronicle, substance
abuse counselors assist clients who are struggling with, or have experienced, addictions to
drugs, alcohol or both. Professionals in this specialization will help clients assess their
behaviors with a critical eye, determining the kinds of behavior that the clients want to change
and the triggers that they need to avoid. Heibutzki explained that in addition to assessing
client behavior, substance abuse counselors will offer assistance with the development of
strategies to enable clients to achieve lives of recovery and subsequent sobriety. In some
cases, substance abuse counselors may connect clients living with substance abuse disorders
with psychiatrists for additional services.
Heibutzki elaborated that treatment models for counseling in this field tend to embrace the
notion of steps or stages, often mirroring the process devised by Alcoholics Anonymous.
These stages encourage not only ways of finding sobriety from drugs and alcohol but also
strategies for rebuilding a life that is both physically and mentally healthy.
Substance abuse counselors can be found in an array of professional settings, from private
clinics, to hospitals and even prisons. They can work with clients in support groups or conduct
one-on-one meetings.
Grief counselor
Another form of mental health counseling, professionals in the specialized field of grief
counseling help clients find healthy ways to navigate the often complex and emotionally
challenging terrain of the grieving process, journalist Luanne Kelchner explained, writing for
the Houston Chronicle. Counselors in this field also can help clients find ways to move on with
their lives in healthy and positive ways. Much like other forms of counseling, grief counseling
can be administered on a one-on-one basis or in a group format.
5 Popular Specializations for Counseling Majors
If you’re thinking of declaring a counseling major, it’s beneficial to give some thought to which
of the many counseling specializations you would find most interesting. It’s a no-brainer that
counseling is the right major course of study for you if you’re enthusiastic about helping other
people overcome their problems and reach their highest potential. To best accomplish this,
you’ll have to choose a specialty. That requires some thought about who, exactly, you want
to help, and in what capacity you want to assist. You can narrow it down by considering five
of the most popular specializations for counseling majors:
1. School Counselor
School counselors work for public or private high schools in advisory roles. Their
responsibilities can include helping high school students to excel in school, helping students
to prepare for college and encouraging students to participate in extracurricular activities that
will enhance both their resumes and social lives.
To become a school counselor, you’ll typically need to earn your master’s degree in school
counseling. Your intended state of practice may also require further credentials.
School counselors earn annual median pay of $ 53,660 or median hourly pay of $25.80. This
is a counseling specialization with reliable demand levels, and the outlook for future
employment is fine.
2. Career Counselor
Career counselors give people the guidance they seek in choosing suitable careers and
preparing for them. This is typically a full-time job. Employers for this position can be found
in career centers, universities, colleges and governmental organizations. Some career
counselors operate private practices.
Requirements for the job vary depending on the employer and state of practice. Having at
least a master’s degree is ideal. A private career counseling practice may require a state
license.
Career counselors earn annual median pay of $ 53,660 or median hourly pay of $25.80. This
is another counseling specialization with consistent demand levels, and the outlook for future
employment is fine.
3. Mental Health Counselor
Mental health counselors diagnose emotional and psychiatric disorders, and they guide their
patients in the process of living with such disorders.
A master’s degree and state license are requirements for becoming a mental health
counselor. Clinical experience is also required, along with a passing grade on the
examination(s) required in your intended state of practice.
Mental health counselors earn annual median pay of $43,190 or median hourly pay of $20.77.
This is a fast-growing specialization with exceptionally fantastic prospects for future
employment.
4. Marriage Counselor
A marriage counselor is an unbiased third party who can help couples resolve marital
problems. Distressed couples seek the help of a marriage counselor when they don’t want to
divorce but aren’t sure how to compromise on various issues. Some pastors, churches and
religious groups also require that couples consult a marriage counselor for a specified period
of time before they can be married in that particular religious tradition.
These professionals typically work full time. Some have their own private practices and some
work for health centers, religious organizations or in similar settings.
To become a marriage counselor, you’ll need to earn a master’s degree in psychology,
marriage therapy, family therapy or a similarly relevant discipline. You’ll also need to obtain
a license. Licensure typically requires clinical practice plus a passing grade on any exams
required in your state of intended practice.
Marriage counselors earn annual median pay of $43,190 or median hourly pay of $20.77. This
is a fast-growing specialization with excellent prospects for future employment.
5. Rehabilitation Counselor
Rehabilitation counselors typically work full time in positions at youth guidance organizations,
senior’s centers, rehabilitation centers and similar organizations. One of their main roles is to
assist newly disabled people adjust to life with their disabilities. Rehabilitation counselors
might also find work helping physically disabled people or mentally disabled people to
manage their careers, personal lives or social lives.
To become a rehabilitation counselor, you’re likely to need a master’s degree in rehabilitation
counseling plus certification and a license.
Rehabilitation counselors earn annual median pay of $34,390 or median hourly pay of $16.54.
This is a fast-growing and popular counseling specialization with excellent prospects for future
employment.
Once you’ve decided to pursue a career as a counselor, it’s ideal to obtain both a bachelor’s
degree and a master’s degree in this field. If you’ve determined that counseling is a good fit
for your skill set and life goals, it’s worth tailoring your academic schedule to harmonize with
whichever of these counseling specializations appeals most to you.
Types of Counseling
Here are the most popular types of counseling specialties explained.
Counselors and therapists help their clients in a variety of ways, and there are many different
types of counselors depending on their specialty.
Continue reading to learn about the different kinds of counseling careers and specialties you
can study and practice: marriage and family therapy, career counseling, mental health
counseling, substance abuse counseling, and more.
Counseling Specialties
“Counseling” is a very broad category that encompasses many opportunities in any number
of counseling subfields.
Counselors work in schools, hospitals, rehabilitation facilities, among other locations, or they
can maintain a private practice, and there are many ways in which to specialize during your
counseling career.
Common Types of Counselors
Here are some of the most common types of counselors:
 Marriage and family counseling
 Guidance and career counseling
 Rehabilitation counseling
 Mental health counseling
 Substance abuse counseling
 Educational Counseling
It is not necessary to choose a specialty before you begin your master’s program in counseling,
although many students go into their counseling programs with one in mind.
Don’t be surprised if, during your 2-year degree and year of post-graduate work, you end up
in an area you had not considered prior to grad school. Keep an open mind, and unless you
truly know what type of counseling you would like to pursue, choose a counseling degree in
a traditional setting or a counseling degree online, that offers a variety of options.
In addition to the main specialties listed above, counselors can also assist their clients using
techniques in areas such as these:
 Debt counseling
 Child development counseling
 Eating disorder therapy
 Grief counseling
 Art therapy
 Musical therapy
Types of Mental Illnesses
According to the National Institute for Mental Illness, approximately 26.2 percent of adult
Americans (over one in four) are affected by some type of mental illness each year. Here are
some of the common mental illnesses that counselors work with:
 Anxiety disorder
 Attention deficit disorder
 Bipolarity
 Borderline personality
 Depression
 Eating disorder
 Generalized anxiety
 Obsessive-compulsive disorder
 Panic disorder
 Post-traumatic stress disorder
 Schizophrenia
 Social phobia