Aim: - Training for counseling skills at relating stage and problem identification using person-

centered counseling technique.

Introduction

Client-centered therapy

Client-centered therapy, also known as person-centered therapy or Rogerian therapy is a

non-directive form of talk therapy developed by humanist psychologist Carl Rogers during the
1940s and 1950s. In this approach, you act as an equal partner in the therapy process, while your
therapist remains non-directive—they don't pass judgments on your feelings or offer suggestions
or solutions. The approach arose from the work of American psychologist Carl Rogers, who
believed that because each person is unique, everyone's view of his or her own world, as well as
their ability to manage it, should be trusted. Rogers believed in self-actualization, or the idea that
each of us has the ability to find the best solutions for ourselves and make appropriate changes in
our lives. He called this approach non-directive therapy at first because it required the therapist
to follow the client's lead rather than direct discussion.

It was a concept that turned established therapeutic practices of the time, such as
psychoanalysis and behaviorism, on their heads. A therapist acts as a compassionate facilitator
during person-centered therapy, listening without judgment and acknowledging the client's
experience without diverting the conversation in another direction. The therapist's role is to
encourage and support the client without interfering with their process of self-discovery as they
discover what hurts and what needs to be repaired. Person-centered therapists work with
individuals or groups, adults and adolescents, and can provide long-term or short-term therapy.
People who want to gain more self-confidence, a stronger sense of identity or authenticity,
greater success in establishing interpersonal relationships, and more trust in their own decisions
can benefit from this approach. The approach, used alone or in conjunction with other types of
therapy, can benefit those experiencing anxiety and depression, as well as grief or other difficult
circumstances such as abuse, breakups, professional anxiety, or family stressors. Because the
client must take the initiative in person-centered therapy, those who are more motivated are more
likely to succeed.
 Person-centered therapy is a type of talk therapy in which the client does the majority of
the speaking. The therapist will not actively direct conversation in sessions, nor will they judge
or interpret what you say; however, they may restate your words in order to fully comprehend
your thoughts and feelings (and to help you do the same). When you hear your own words being
repeated back to you, you may want to self-edit and clarify your meaning. This can happen
several times until you decide you've expressed exactly what you're thinking and feeling. There
may be moments of silence in person-centered therapy, to allow your thoughts to sink in. This
client-focused process is intended to facilitate self-discovery and self-acceptance and provide a
means of healing and positive growth. The client and therapist collaborate in person-centered
therapy. The therapist avoids passing judgment, making suggestions, or offering solutions to the
client's problems in a supportive manner. It is a non-directive therapy approach that is strongly
motivated to provide a person with a safe space in which to discuss and self-actualize positive
changes in their lives. It can help with anxiety, psychosis, dementia, depression, post-traumatic
stress disorder, and other mood disorders, among other things.

Historical view

The “person-centered approach” began in the United States in the 1940s with the work of
a former ministry-student-turned-psychologist named Carl R. Rogers (1902-1987). He was
trained in clinical psychology at Columbia University in the 1920s when the field was in its
infancy. Psychiatry at that time was enamored with Freudian psychoanalysis, and the child
guidance movement employed many directive techniques for working with children and school
students. Psychologists and clinical social workers were hungry for practical methods for helping
children and adults with psychological, emotional and “social adjustment” problems
(Kirschenbaum, 2009).

Rogers’ training was eclectic, with exposure to psychoanalysis, testing and measurement,
and the techniques of child guidance. At Columbia, he was particularly influenced by the
progressive education movement with its emphasis on helping students to become self-directed
learners and work cooperatively in groups. From 1928-40, Rogers worked as director of the
Child Study Department of the Rochester Society for the Prevention of Cruelty to Children and
then director of the new Rochester Guidance Center. These years in Rochester provided a
laboratory in which he worked with thousands of troubled children and adults and gradually
developed his own ideas about counseling and psychotherapy. At the same time, others were
developing their own methods for working in clinical settings with children and adults. Rogers
was particularly influenced by students of Otto Rank, especially Jessie Taft (1933) whose
“relationship therapy” shifted emphasis from past content to a focus on the patient’s self-insight
and self-acceptance within the therapeutic relationship.

Role of counselor

A counselor is someone who works in the field of counseling. The counselor's role is to
assist in achieving behavioral and attitude changes, achieving goals, finding help, and in some
cases, teaching social skills. Communication, spiritual guidance, decision making, and career
choices are all important. A consultant's role may include assisting someone in the midst of a
crisis. Counseling may include special services such as premarital and spousal counseling, grief
and loss (divorce, death, or amputation), domestic violence and other forms of abuse, and
terminal illness in some cases (death and death). Situational, emotional, and emotional
counseling are all available. I'm mentally ill. Individual. Short-term (simple advice) or long-term
advice is available.

Counseling techniques

Mental health professionals who utilize this approach strive to create the conditions
needed for their clients to change. This involves a therapeutic environment that is conformable,
non-judgmental, and empathetic. They use three techniques to achieve this: Genuineness and
congruence, Unconditional positive regard, Empathetic understanding. By using these three
techniques, therapists can help clients grow psychologically, become more self-aware, and
change their behavior via self-direction. In this type of environment, a client feels safe and free
from judgment.

Genuineness and congruence

Client-centered therapists are genuine and consistent with their clients. This means that
they always act in accordance with their own thoughts and feelings, sharing openly and honestly.
This necessitates self-awareness as well as a realistic understanding of how internal experiences,
such as thoughts and feelings, interact with external ones. Your therapist can assist you in
learning these important skills by modeling genuineness and congruence. Genuineness and
congruence also contribute to the development of a secure, trusting relationship between you and
your therapist. This trust contributes to a sense of safety, which may allow you to participate in
therapy more comfortably.

Unconditional positive regard

Your therapist will show unconditional positive regard by always accepting you for who
you are and displaying support and care no matter what you are facing or experiencing. They
may express positive feelings to you or offer reassurance, or they may practice active listening,
responsive eye contact, and positive body language to let you know that they're engaged in the
session. Your therapist may assist you in feeling comfortable expressing your true emotions
without worrying about being rejected by fostering an environment of unconditional positive
regard. This is frequently a reassuring experience that might pave the way for you to change for
the better.

Empathetic understanding

During sessions, your therapist will also demonstrate empathy by acting as a mirror for
your feelings and thoughts. They will try to understand you and will be aware of and sensitive to
your experience and point of view. The goal is to assist you in developing a rapport with your
therapist and ensuring that you feel completely understood. This may provide you with the
environment you require to reflect on your own inner thoughts, perceptions, and emotions, which
may provide you with unique insights you did not previously have access to.

Strengths

Person-centered therapy can be used to treat common mental health problems, such as
depression and anxiety. Since the approach was founded, multiple large-scale studies have
emphasized the benefits of person-centered techniques in people with mild-moderate (and, in
some cases, severe) symptoms. However, it is unclear whether or not this approach can lead to
lasting change. Strengths of person-centered therapy include:-
 Overcome depression, anxiety, grief or stress

Find a balance between the idealized self and the actual self

Strengthen trust in the self and others

Achieve better self-awareness

Reduce feelings of guilt and insecurity

Seek and sustain healthier relationships

Healthier self-expression

Boost self-esteem and self-reliance.

Limitations

The limitations of person centered theory are:-

The approach may be too simplistic, optimistic, leisurely and unfocused for client in
crisis or who need more structure and direction (Seligman 2006).

The approach depends on bright, insightful, hard working clients for best results. It has
limited applicability and is seldom employed with the severely disabled or young children
(Thompson & Henderson 2007).

The approach ignores diagnosis, the unconscious, developmental theories and innately
generated sexual and aggressive drives. Many critics think it is overly optimistic.

The approach deals only with surface issues and does not challenges the client to explore
deeper areas. Because person centered counseling is short term, it may not make a permanent
impact on the person.

The approach is more attitudinal than a technique based. It is void of specific techniques
to bring about client change (Moon 2007).
Activity 1

Objective: - To identify a client's internal frame of reference.

Frame of reference

According to Tversky and Kahneman (1981), describe frame of reference as the decision
understanding makers of the act, outcomes, and contingencies involved with a particular choice.
A frame of reference comprises a set of meaning schemes that encompass a habit of mind, a
mind-set, and a way of understanding and interpreting one’s and a way of understanding and
interpreting one’s knowledge system. It is the problematic frames of reference that are
transformed when one experiences a perspective transformation. When we filter experiences to
give them meaning, we do so using a complicated set of presumptions and attitudes called a
frame of reference. The frame may consist of ideas, schemas, preferences, values, culture, and
other factors that skew our perceptions. Carl Rogers said that “ the state of empathy, or being
empathic, is to perceive the internal frame of reference of another with accuracy and with the
emotional components and meanings which pertain thereto as if one were the person”.

By listening carefully to what the client is saying and trying to see their perceptual
worlds, as they see it. This can be achieved by doing the following things: Counselor should be
aware that everyone has a unique view of their world and differently it impacts on individuals,
Counselor shouldn’t impose their views and judgments on clients, Counselor should use
questions when he/she wants to clarify their understanding,  Counselors should be patient
because clients may need time to build up their trust before sharing intimate details of their life,
Counselor should be warm and accepting toward the clients. Nelson-Jones (2013) helpfully
outlines the difference between responding from our worldview is known as an external frame of
reference and trying to see the world from someone else’s perspective is known as an internal
frame of reference. Entering a counseling frame of reference necessitates the use of a variety of
skills at the appropriate time. Attendance is used at the beginning of the session to make clients
feel accepted. Silence is also essential because it allows the client to tell their story. Emotional
reflection and paraphrasing help the client hear that you understand them. Attending, silence,
empathy, and reflection are particularly useful in entering the client's frame of reference. 
Types of frames of reference

In counseling psychology, Carl Rogers' theory of person-centered therapy proposes two

types of frames of reference: internal and external. Internal frame of reference refers to a client's
subjective experience and personal understanding of their world. According to Rogers, each
person has a unique and individualized view of the world, which is influenced by their personal
experiences, thoughts, and emotions. In person-centered therapy, the therapist seeks to
understand the client's internal frame of reference by empathizing with their feelings and
perspectives. The therapist encourages the client to express their thoughts and emotions openly
without judgment or interpretation. External frame of reference, on the other hand, refers to the
client's perception of themselves and their experiences in relation to the external world. In
person-centered therapy, the therapist recognizes that clients are influenced by the attitudes,
values, and beliefs of their cultural and social environment. The therapist seeks to understand the
client's external frame of reference by acknowledging the influence of the larger social and
cultural context on their experiences. The therapist may also help the client to examine their own
values and beliefs in relation to the external world and identify any discrepancies or conflicts.

Skills required

Attending

It refers to how actively and nonjudgmentally listening to clients can frequently help
them reach their own conclusions. Because so many people in everyday life offer advice or
dismissal instead of listening, it is incredibly unique and energizing for a client to encounter
counseling-style listening.

Silence

Although this can be challenging for new therapists, it is a critical but often overlooked
skill for giving clients time and space to process their emotions and preventing us from returning
to our own points of view.

Empathy
 The key to understanding the client's point of view is to try to see the world through their
"keep our socks on" eyes. This core condition is all about trying to accomplish something, which
is more of a personal trait or way of being than a talent.

Reflection

Reflecting back what the customer is saying gives them the best chance to confirm or
deny our interpretations, even if it appears to be a simple skill. Because we perceive what we
believe to be reality through unconscious frames, framing is an important factor in changing
minds. We assume that because we believe perceptions to be true, others must believe them to be
true as well. It's as if we had pink lenses on our eyes and assumed that everyone else saw the
world in the same way we did. Reframing is a popular method of persuasion based on framing.
This essentially means to look at things from a different perspective. When preconceived notions
are challenged and loosened in order to consider alternatives, new perspectives and
interpretations of the world emerge. This has the potential to influence the underlying systems of
beliefs, values, and other things.

Core conditions

Mental health professionals who utilize this approach strive to create the conditions
needed for their clients to change. This involves a therapeutic environment that is conformable,
non-judgmental, and empathetic. They use three techniques to achieve this: Genuineness and
congruence, Unconditional positive regard, Empathetic understanding. By using these three
techniques, therapists can help clients grow psychologically, become more self-aware, and
change their behavior via self-direction. In this type of environment, a client feels safe and free
from judgment.

Genuineness and congruence

Client-centered therapists are genuine and consistent with their clients. This means that
they always act in accordance with their own thoughts and feelings, sharing openly and honestly.
This necessitates self-awareness as well as a realistic understanding of how internal experiences,
such as thoughts and feelings, interact with external ones. Your therapist can assist you in
learning these important skills by modeling genuineness and congruence. Genuineness and
congruence also contribute to the development of a secure, trusting relationship between you and
your therapist. This trust contributes to a sense of safety, which may allow you to participate in
therapy more comfortably.

Unconditional positive regard

Your therapist will show unconditional positive regard by always accepting you for who
you are and displaying support and care no matter what you are facing or experiencing. They
may express positive feelings to you or offer reassurance, or they may practice active listening,
responsive eye contact, and positive body language to let you know that they're engaged in the
session. Your therapist may assist you in feeling comfortable expressing your true emotions
without worrying about being rejected by fostering an environment of unconditional positive
regard. This is frequently a reassuring experience that might pave the way for you to change for
the better.

Empathetic understanding

During sessions, your therapist will also demonstrate empathy by acting as a mirror for
your feelings and thoughts. They will try to understand you and will be aware of and sensitive to
your experience and point of view. The goal is to assist you in developing a rapport with your
therapist and ensuring that you feel completely understood. This may provide you with the
environment you require to reflect on your own inner thoughts, perceptions, and emotions, which
may provide you with unique insights you did not previously have access to.

Description

The objective of this activity is to identify a client's internal and external  frame of
reference. First, in class, the concept of frame of reference was discussed. It is defined as a set of
meaning schemes that include a mental habit, a mindset, and a method of understanding and
interpreting client statements in two contexts. The first is an internal frame of reference, and the
second is an external frame of reference. In activity 1, there are four sentences that are client and
counselor statements, and we discuss each one in class. Is the frame of reference internal or
external? We talked about how empathy is important in counseling and how it is critical to
empathize with the client. Then we also discussed how opinions formed and how we understood
certain things. In this activity we can't use judgmental opinions. Then we fill the internal and
external frame of reference individually for each statement on the activity sheet.

Experiential analysis
The objective of this activity is to identify a client's internal and external frame of
reference. The activity helped in gaining an insight on the frame of reference that refers to how
we understood the client's point of view and how they perceive the world. We cannot use
subjective judgments. We have to be empathetic towards clients. Practicing internal frame of
reference in front of the client must be extremely difficult. It is simple to see things through an
external frame of reference because that is how we are accustomed to seeing the world, but it
takes much more effort to see things through the other lens, which is the internal frame of
reference.

As client stated in situation 1 ie. Client: I get really upset that Mum and Dad are going to
part and probably get divorced. In account to this situation counsellor stated two different
factual.

Counsellor:A. Yes. It is very common these days to get divorced. This statement shows his
external frame if reference as he stated “common" which includes his perception towards the
present scenario and Society. In this statement external frame of reference conclude that society
sees divorce as a common public perception.

B. You feel very sad that your parents are splitting up, probably for good. This statement
shows his internal frame of reference as he talked about clients emotions and acknowledge his
feelings to assure him with reality check.Counsellor used the statement stating that he feels “sad
and probably this separation good for his parents “ this statement of acknowledgement also
empowers the client that counsellor is aware about his state authentication.

As client stated in situation 2 ie. Client: I'm worried that I won't have enough dough to
look after the three kids properly. In account to this situation counsellor stated two different
factual.

Counsellor:A. You are extremely worried about not having enough money to take care of
your kids. This statement shows his both external and internal frame of reference. In the context
of external frame of reference he stated that not having enough money could be a problem for her
unstable financial crisis in order to support her kids. In the context of internal frame of reference
here financial crisis made the caregiver to feel insecure about the future of her kids.
B. How much money do you think you will need? This statement of counsellor is so
prejudicial as he is directly stating financial condition as the problem solving parameter for her
all issues so this statement comprise of external frame of reference.

As client stated in situation 3 ie. Client: I'm delighted that I'm starting to feel well for the
first time in a long time. In account to this situation counsellor stated two different factual.

Counsellor:A. The hospital does its best for people like you. This statement of counsellor is
directly a praising statement of his work environment. His statement proclaim about his hospital
environment and indirectly stating about his hospital services which are at it’s peak. So this
statement shows the external frame of reference as hospital environment and medication
facilities made her feel better.

B. You're really pleased to start feeling better at last. This statement of counsellor shows his
internal frame of reference that now his client is feeling better and validated so he’s pleased to
know that . The statement of client made him feels assure and hopeful that in future he will be
fine and optimistically balanced in al ways.

As client stated in situation 4 ie.Client: I'm torn between wanting to help others and
making a lot of money. In account to this situation counsellor stated two different factual.

Counsellor:A. Well that's a fairly common situation. This statement of counsellor is showing
an external frame of reference as he’s stating his situation as common and also proclaim it as an
ideally common to be in this situation nowadays. His external frame of reference shows that in
this scenario it is difficult to manage such optimized work life balance.

B. You feel pulled between looking after other and getting rich. This statement of counsellor
is both external and internal frame of reference in context .External as in he stated about “ getting
rich" as the client wants to make sufficient money to fulfil his expenses in a lavish way also in
order to become independent and successful. Internal as in he stated that he wanted to help
others so the counsellor proclaim that you wanted to look and help others so you’re somewhere
stuck down between helping others and getting rich.
Activity 2

Objective: - To understand the art of paraphrasing and its importance.

Paraphrasing

The client is the best person to decide what to investigate and how, according to the
client-centered therapy method of psychotherapy. The therapist's role was to assist the client in
understanding his or her own experience of the world and to promote positive change through a
trustworthy relationship (Brammer, Shostrom, & Abrego, 1989; Krech, Crutchfield, & Livson,
1969). The therapist must have positive regard for the patient in order to achieve this. To put it
another way, the therapist must respect and empathize with the client. Client-centered therapy is
based on the assumption that if given the opportunity, people will engage in activities that
promote positive growth and development. (Krech, Crutchfield, & Livson, 1969). The core of
client-centered therapy is active listening, which, if learned, provides a potent skill that is useful
in our professional job, relationships, and personal lives (Miller & Rollnick, 2013). According to
Rogers, active listening is required, and sensitivity, empathy, and attentiveness to the client are
thought to be the therapist's important and qualifying qualities in their function as a moderator.
Contrary to the widely accepted belief that communication, and listening in particular, are
activities carried out spontaneously and without conscious aim, Dr. Carl Rogers' ideas go in a
different path. In contrast, he creates a model of listening in which it is equally important to
actively engage in hearing as it is to provide information.

Paraphrasing is a form of responding empathically to the emotions of another person by

repeating in other words what this person said while focusing on the essence of what they feel
and what is important to them. Paraphrasing involves restating in our own words the message we
thought the speaker had just sent, without adding anything new. Paraphrasing looks pretty
simple. It is actually more difficult than it appears. The reason is that the intention of
paraphrasing is often to allow the client to continue speaking without interruption while
communicating to the client that you are listening and that they are being understood. If the
paraphrase is too long, the client will have to stop speaking in order to allow the counselor to
finish. If the paraphrase is too short, it may not communicate enough of what was understood. If
the paraphrase is inaccurate, it may lead to the response. Therefore, it is essential to practice
paraphrases of different lengths, variations of content, or emphasis of the wording so that you are
able to find what works best for the purpose you intend.

Paraphrasing builds empathy

First and foremost, the client benefits from feeling heard and understood. The client
arrives with their belongings and dares to show them to you. The Counselor demonstrates that
they are listening by giving them a small portion of the back—the most important part. The
Counselor scribbled it down. If the counselor does it accurately and correctly, and it corresponds
to where the client is, the client will recognize it and feel heard. It's as if they finally feel like
someone is listening, understanding, and appreciating what they're bringing. Because it is about
developing an empathic relationship with the client, this process involves empathy. Empathy is
not a one-way street. Carl Rogers defines empathy as the ability to perceive another's internal
frame of reference with precision, as well as the emotional components and meanings that go
with it, as if one were the person. Counselors should act as if they are walking in their clients'
shoes. Their reality is the same as ours. So, empathy is a two-way street; that is, it is not enough
for us to be completely in the client's head, understanding their true feelings; the client must also
believe that we understand. When the client feels at some level that they have been understood,
then the empathy circle is complete.

Benefits of paraphrasing

Paraphrasing encourages the client to delve deeper into a portion of what they have said.
It also emphasizes issues by stating them succinctly. The main purpose of paraphrasing is to
provide feedback on the main points of what has just been delivered. It also allows the client to
speak uninterrupted while communicating to the client that you are listening and that they are
understood. Paraphrasing aids in the development of a positive relationship with the client.

Difference between encouragers, summarizing, reflection and paraphrasing

Encouragers

Encouragers are a variety of verbal and non-verbal ways of prompting clients to continue
talking. Types of encouragers include:- Non-verbal minimal responses such as a nod of the head
or positive facial expressions, Verbal minimal responses such as “Uh-huh” and “I hear what
you’re saying”, Brief invitations to continue such as “Tell me more”. Encouragers simply
encourage the client to keep talking. For a counselor to have more influence on the direction of
client progress they would need to make use of other techniques.

Summarizing

Summaries are brief statements of longer excerpts from the counseling session. In
summarizing, the counselor attends to verbal and non-verbal comments from the client over a
period of time, and then pulls together key parts of the extended communication, restating them
for the client as accurately as possible. A check-out, phrased at the end of the summary, is an
important component of the statement, enabling a check of the accuracy of the counselor’s
response. Summaries are similar to paraphrasing, except they are used less frequently and
encompass more information.

Reflection
 Reflection is comparable to holding up a mirror and repeating back to the client their
exact words, exactly as they were said. You are demonstrating to the client that you have 'heard'
not only what is said, but also the feelings and emotions they are expressing as they tell you their
story. Reflecting feelings is a common technique for establishing rapport and beginning a
relationship with a customer. It can also be used to encourage a client to express and open up
more, to make them feel heard and understood, and to assist them in becoming more aware of
their own feelings and experiences. You can either reflect the entire sentence back or select a
few, or even just one, words from the client's contribution.

Paraphrasing

To paraphrase, the counselor chooses the most important details of what the client has
just said and reflects them back to the client. Paraphrases can be just a few words or one or two
brief sentences. Paraphrasing is not a matter of simply repeating or parroting what the client has
stated. Rather it is capturing the essence of what the client is saying, through rephrasing. When
the counselor has captured what the client is saying, often the client will say, “That’s right” or
offer some other form of confirmation. Example: I have just broken up with Jason. The way he
was treating me was just too much to bear. Every time I tried to touch on the subject with him he
would just clam up. I feel so much better now. Paraphrase: You feel much better after breaking
up with Jason.

Description

The objective of this activity is to understand the art of paraphrasing. In class, the concept
of paraphrasing is discussed. It is a method of empathically responding to another person's
emotions by repeating what they said in their own words while focusing on the essence of what
they feel and what is important to them. We watched a few videos about paraphrasing. A
conversation between the counselor and the client is shown in the first video. He was perceived
as a school counselor. He was talking about the difficulties that international students face. The
counselor actively listens to the child in order to properly paraphrase every sentence. It is
necessary to paraphrase the client's sentences after a few minutes, as the counselor did in this
video. After that, he would paraphrase some sentences so that the client could add more
information that he wanted to share. He briefly summarized the entire conversation at the end of
the video. So, the counselor paraphrases the client's words after each sentence in a very simple
manner so that the client feels he is listening properly. After a few sentences, he summarized the
entire thing. Then we have activity 2 sheet, which has the client's statements and we have to fill it
out with our own perception and paraphrase the four statements. There is no such thing as correct
and incorrect paraphrasing. Each student paraphrases in their own unique way.

Experiential analysis

The objective of this activity is to understand the art of paraphrasing. The activity helped in
gaining an insight that the activity was simple because the two videos shown made paraphrasing
easier to understand, particularly the first video, which stood out to me. Because I learn better
with visual materials, the entire learning process became very memorable to me. However, this
activity was slightly more difficult than the first. It also made me realise how many skills are
required for counseling and made me appreciate this activity because it taught us one of the most
important skills of counseling - paraphrasing. It refers to repeating our understanding of the
material brought by the client using different words on their own. Paraphrasing appears to be a
simple task, but it is actually more difficult than it appears. The reason for this is that the goal of
paraphrasing is frequently to allow the client to continue speaking uninterrupted while
communicating to the client that we are listening and that they are understood. It benefits the
client in many ways because the counselor paraphrases the client's words, making the client feel
heard and understood. It encourages the client to communicate more.

So in situation 1.Client said =: I'm really happy to have got the job done at last.

Paraphrased by counsellor: That’s a great thing you’re filling the gaps required to meet your
goals.

So in situation 2.Client said : I hate going to work there.

Paraphrased by counsellor: so your work is so tiring and you’ve become so consistent that you
need some break from work.

So in situation 3. Client said: I'd like to stop smoking so much.

Paraphrased by counsellor: Now you’re one step away from achieving your healthy lifestyle.

So in situation 4. Client said : I think she is really cute.

Paraphrased by counsellor: So she became your amicable acquaintance.

These sentences are subtly paraphrased. And when paraphrasing, the counselor should avoid
using the same words the client did because they are offensive, direct, and judgmental. They
ought to employ various but semantically equivalent language. Understanding words is only one
aspect of paraphrasing; you also need to comprehend feelings, tone, and accept the client for who
they are. The sentence needs to be brief, clear, and easy to understand. When a counselor
paraphrases clearly and without any ambiguity, it helps the client develop a positive rapport with
the counselor and the client is then more willing to share everything because they have grown to
trust the counselor. Additionally, it entails the client receiving the empathetic energy that
counselors are expressing through their words and actions.
Activity 3

Objective: - To learn and identify feeling, word and phrases and reflection of feeling from client
statement.

Reflection

Reflection is comparable to holding up a mirror and repeating back to the client their
exact words, exactly as they were said. You are demonstrating to the client that you have 'heard'
not only what is said, but also the feelings and emotions they are expressing as they tell you their
story. Reflecting feelings is a common technique for establishing rapport and beginning a
relationship with a customer. It can also be used to encourage a client to express and open up
more, to make them feel heard and understood, and to assist them in becoming more aware of
their own feelings and experiences. You can either reflect the entire sentence back or select a
few, or even just one, words from the client's contribution. Reflecting entails communicating to
the speaker what you believe they are attempting to say. This technique can help you understand
what the speaker is saying while also helping the speaker clarify their own ideas. It may also
reassure the speaker that you are considering their point of view. Through reflection, the client
encounters the counselor’s understanding, which inspires them to delve deeper into the
information that has been disclosed about themselves. When clients appear emotionally
disconnected, mirrors are frequently used.

Reflection of feelings is a technique used to express a therapist's interpretation of a

client's statements and gain their agreement. Clients can express themselves more effectively by
reflecting their feelings if they ensure that their counselor understands what they mean. By doing
so, they can learn more about the person's situation and develop a better understanding of what
might trigger their emotions. When customers feel understood, it is easier for them to open up
and speak more about whatever is bothering them. This strategy provides the therapist with a
better understanding of the client's life and a better idea of how to assist them in resolving any
problems they may be having. Counselors should make sure they're not overlooking facts that
could prove useful in their sessions by discussing the session with a client and asking about their
feelings.
Reflection of feelings in counseling

In counseling, reflection is similar to holding up a mirror and repeating the client's words
back to them verbatim. You can either reflect back the entire sentence or choose a few or even
just one word from the client's contribution. For instance, your client recently expressed his or
her desire to murder their roommate. You should reply in a way that conveys the same degree of
emotion. "You sound kind of upset," you don't want to say. Reflect your feelings by: Be true to
yourself. As you listen for the main message, consider the speaker's content, emotion, and
meaning. Simply restate what you were told. When you speak again, look for both verbal and
nonverbal cues to see if your paraphrasing was correct. Avoid asking irrelevant questions to the
speaker.

You can process your thoughts and feelings by engaging in self-reflection. When we
allow our thoughts to run wild in our minds, we confuse or frustrate ourselves even more. By
writing down your thoughts, you can better understand why you're feeling a certain way and
manage those feelings. It is necessary to practice. Effective reflection is a methodical reviewing
process for all teachers that allows you to connect one experience to the next, ensuring your
students make the most progress possible. Reflection ensures that all students learn more
effectively because learning can be tailored to each student's needs.

Techniques of reflection

Reflective listening aims to address both emotions and content. Anger, disappointment,
discouragement, fear, joy, elation, or surprise are all expressed in the speaker's emotional
tonality. "Content" refers to the ideas, justifications, theories, assumptions, and descriptions that
comprise the speaker's message.

In reflection, the listener tries to clarify and restate what the other person is saying.

It can increase the listener's understanding of the other person.

It can help the other to clarify their thoughts.

It can reassure the other that someone is willing to attend to his or her point of view and
wants to help.
 When the listener responds to personal rather than impersonal statements, the other
usually stays on the personal level, improving his or her understanding of the situation and
developing a more realistic, active approach to problem solving. Carl Rogers claims that when
someone receives emotional support, they feel "deeply understood" and are able to express more
emotions, eventually getting "directly to the emotional roots" of their problem. Because we
rarely express our emotions aloud, responding to the emotional tone that they express implicitly,
such as physical sensations in the body, can usually put the listener in touch with the other's
frame of reference. Accepting negative or conflicting emotions demonstrates that the listener is
willing to join the other person in exploring this unpleasant aspect of their experience. It provides
a significant release for someone who has previously felt compelled to suppress negative
emotions.

Description

The objective of this activity is to learn and identify feeling, word and phrases and
reflection of feeling from client statement. In class, the teacher used a tree analogy to explain the
fundamental difference between emotions, affect, and feelings. Following all of the explanation,
the teacher distributed two copies of the activity sheets on which three statements made by the
clients were given and the student was to write the feeling words and phrases as well as the
reflection of feeling. The teacher assigned this activity to all of the students in the lab. When
everyone had finished, the teacher asked each student to share their responses in order to clear up
any confusion about the activity and to avoid the common mistakes that people make when
practicing the skill of ‘reflection.' The students were then instructed to complete a second copy of
the activity on their own and attach it to their practical files.

Experiential analysis

The objective of this activity is to learn and identify feeling, word and phrases and
reflection of feeling from client statement. The goal of this activity was to learn and recognize
feelings' words and phrases, as well as to reflect on feelings from the client's statement. Carl
Rogers introduced reflection as a micro skill, which is used in counseling to identify the client's
underlying feelings, and saying it shows that the person understands and accepts those emotions.
It forms an empathetic impression of the counselor (or listener) meaning the counselor is actually
putting in the I effort to understand the client. We can accomplish this by paying close attention
to what the client is saying and paraphrasing it appropriately without exaggerating or
undermining the client's feelings. Sometimes even people who are talking about their problem
are unaware of their feelings or the source of them, so identifying feelings in them and
conveying those feelings back to the person may help them find it as well and may push them to
think more deeply about their feelings and when and why they began harboring such feelings.

For the first statement ‘I love it when she phones me every night’ much’ the feeling
words or phrases could be ‘love’ and reflection would be ‘you feel a sense of love when she calls
you’. For the second statement 'I'm really happy and pleased that Bobby and I are not quarrelling
so much' the feeling words or phrases could be 'really happy and pleased' and reflection would be
'You feel relieved that you and Bobby are in a good place. Because we don't know the whole
context using a statement which sounds neutral as well as positive while reflection is better. For
the last statement was 'I really want to quit smoking and look after my health.' In this the phrase
'really want' shows desperation of the client to get rid of a bad habit and work towards one's
health. Reflection of feeling could be done like this "You are motivated to quit smoking and
would like to improve your health.

Reflection is similar to paraphrasing, with the exception that one focuses on feelings
more in reflection than in paraphrasing. Both micro skills are essential for a counselor to master.
This activity, 'feeling words and phrases,' teaches us how to identify other people's feelings when
talking to them and how to reflect those feelings back to them. It functions as a mirror, reflecting
what the other person is feeling and how we perceive it.
Activity 4

Objective: - To identify the non – verbal emotions and feelings.

Nonverbal communication

Nonverbal communication involves neither written nor spoken words. It substitutes

nonverbal cues for written or spoken words, such as bodily gestures, tasks, colors, signs,
symbols, signal charts, and so on, to convey sentiments, attitudes, or information. Despite the
fact that nonverbal communication does not use words, it is more accurate than verbal
communication at conveying a wide range of human emotions. Nonverbal communication refers
to any type of communication that does not use the spoken word. Although nonverbal
communication includes how verbal communication is used, such as voice tone, speech rhythm,
and pitch, it is most commonly associated with body language. Beyond the words we use, there
are many more signs that we might use to communicate with others during every contact. Eye
contact, facial expressions, gestures, posture and body orientation, touch, paralinguistic, and
silence are common examples of nonverbal communication.

Types of non-verbal communication

Face and eyes

Facial expressions convey a significant amount of nonverbal communication. Consider

how much information a grin or a frown can convey. The first thing we notice about someone is
their appearance before we hear what they have to say. Even though nonverbal behavior and
communication differ greatly across cultures, happiness, sadness, anger, and fear-related facial
emotions are universal. Glancing, staring, and blinking are all important indicators of nonverbal
communication. For example, when you come across people or things you like, your blinking
rate and pupil size increase. Hatred, intrigue, and attraction can all be conveyed through the eyes.
Furthermore, eye contact cues are frequently used to determine sincerity. Normal, consistent eye
contact is frequently interpreted as a sign of veracity and dependability. Unsteady eyes and an
inability to maintain eye contact, on the other hand, are frequently interpreted as signs of
dishonesty or deception.
 Voice

The term "paralinguistic" refers to forms of vocal communication that are distinct from
language. This includes speech speed, volume, and intensity. Essentially, someone's "tone of
voice" conveys as much, if not more, than specific words. Sighs, gasps, and moans, as well as
noises like "mhm" or "hmm," are examples of paralinguistic sounds.

Touch

Touch is a popular nonverbal communication method. Touching can convey a wide range
of emotions. Acceptable forms of contact, on the other hand, vary according to the individual's
gender, age, relative status, level of intimacy, and cultural background. In our culture, for
example, if someone touches you from behind in the exam room, you assume he wants to know
something.

Postures and gestures

Posture and movement can also reveal a lot of information. Active listening skills are not
required to understand that confident people use their bodies more expressively. Crossed arms
can indicate boredom, caution, or rage. Many metaphors emphasize how open body language,
which is relaxed and accepting, creates favorable impressions. Consider the difference between
giving someone the cold shoulder and greeting them with open arms. Deliberate gestures and
signals are an important tool for conveying meaning without the use of words. Common gestures
include waving, pointing, and giving the "thumbs up" signal. Gestures and body movements can
alert others, signal for help, or reassure them that everything is fine from a distance. In contrast
to facial emotions, not all gestures have the same meaning throughout cultures.

Using non-verbal communication to understand non-verbal emotions of client

We are constantly communicating even when we are not speaking. Even when we are not
speaking or making hand gestures, we are still sending signals to others through our gaze or
posture. We can tell a lot about someone's emotions and intentions based on how they stand and
sit in relation to them, whether they make eye contact with them and for how long, and how they
look at them.
 According to a 1960s study conducted by American psychologist Albert Mehrabian, only
7% of the emotional impact of a presentation is communicated through words, while 55% is
communicated through body language and 38% is communicated through tone of voice. In other
words, our nonverbal communication greatly influences how our words are understood.
However, many people continue to underestimate the importance of nonverbal communication.
Understanding others' nonverbal cues and using our own nonverbal cues effectively can greatly
improve our personal and professional relationships.

Nonverbal communication is complicated, and how you interpret it is frequently

influenced by the social context. There is no universally defined dictionary of nonverbal
messages. However, there are some basic nonverbal cues that are universally understood
throughout the world. Happiness, anger, disgust, fear, contempt, sadness, and surprise are the
seven basic emotions conveyed by the same facial expressions in every culture, according to
psychologist Paul Ekman. There are significant cultural and regional differences.

Reduce stress

Maintain a low level of stress. When you are under pressure, your mental resources are
limited. When you're stressed, you're much more likely to miss nonverbal cues or misinterpret
them entirely.

Increase emotional awareness

You won't be able to read emotional cues in other people's body language unless you are
aware of and control your own feelings. On a regular basis, observe how your emotions affect
your posture, facial expressions, gestures, and voice modulation.

Incorporate context

The cultural, situational, and personal context all have an impact on how we interpret
nonverbal cues. A hunched posture can indicate a lack of confidence, but it can also indicate pain
in someone with back problems. Although crossed arms can be interpreted as a defensive
posture, some people cross their arms almost always out of habit.

Analyze all of the cues

 One nonverbal cue cannot accurately predict another person's emotional state. You must
be aware of the numerous nonverbal cues that people send out via various nonverbal channels.

Communicate your own observations

Instead of jumping to conclusions if you're unsure how to interpret certain nonverbal

cues, talk to the other person. Is the person you're speaking with's posture indicating a lack of
concentration? Give them a break. Inform your coworker if they appear annoyed and dismissive
of you and give them the opportunity to correct your observations.

Follow your intuition

Nonverbal communication can appear to be perplexing, ambiguous, and contradictory.

When in doubt, go with your gut instinct. It is frequently a subconscious reaction to your
observations and your history with specific people or situations. As a result, you're often correct
to trust your intuition (though, as previously discussed, you can certainly ask the other person
what they're feeling if appropriate for the situation).

Importance of nonverbal communication in counseling

In order to express meaning, nonverbal communication is crucial. Some advantages it

offers are:

Strengthening relationships: Nonverbal communication encourages intimacy and

closeness in interpersonal interactions.

Substituting for spoken words: communicating details that a person might find difficult
to speak out loud. This can be useful when a person would not be heard (for example, in a noisy
workplace) or when a mental health professional is observing a client during therapy to better
understand how the client may be feeling.

Reinforcing meaning: Clarity can be added and key points can be reinforced by matching
nonverbal signals to spoken words.
 Regulating conversation: nonverbal signals can also be used to control how a
conversation flows and to mark the beginning and finish of a message or topic.

Nonverbal communication is significant because it can add clarity to your message,

strengthen the meaning of spoken words, and assist show trust.

Description

The objective of this activity is to identify the non – verbal emotions and feelings. The
'Non-verbal emotions' was the fourth activity. It was conducted in the lab. It was carried out in a
laboratory. Before the teacher entered the lab, all of the students were seated. The teacher began
by explaining the concept of nonverbal communication and its significance in counseling. The
teacher then discussed nonverbal emotions, how to recognize them in others, and their
significance. The students were then quizzed to see if they understood or had any questions.
Following that, the teacher provided two copies of the activity in which a situation was provided
but no basic emotions were provided. The students were supposed to fill in the blanks with
emotional terms that they think is suitable according to the context. Students filled out one sheet
of the activity in the lab and discussed it with the instructor so that any misunderstanding could
be cleared then and there. And the second copy of the activity was to be filled by the students by
themselves to add to the practical file.

Experiential analysis

The objective of this activity is to identify the non – verbal emotions and feelings. The
'Non-verbal emotions' was the fourth activity. This activity focused on one of Carl Rogers' micro
skills of client-centered therapy, which states that, like nonverbal cues, identifying and
understanding nonverbal emotions is important.

In the activity of non-verbal emotions, A passage was provided in which the situation is
based on a boy named Raj who transferred to a new school due to his father's relocation to
another city. Nonverbal behavior demonstrated emotions in this passage. It was expected that we
would fill the passage with our understanding of emotions. For instance, in the sentence, 'It was
Raj's first day at his new school. He felt really..... As he will be making new friends. It is
possible that he is very excited to meet new people or that he has a positive attitude towards his
new school. Therefore, the excitement emotion used in this blank. He was really .......... wearing
his new uniform, taking his new books in his new bag. It could be detected as he feels very
enthusiastic to do his work by him. It shows responsibility and enthusiasm towards his work.
Therefore, enthusiastic emotion is used in this blank. By seeing older students and loudly talking
he got a little......... it could be detected as because the older children were naughty he started
feeling nervous. Therefore, nervous emotion is used in this blank. In the next sentence, Raj felt
bad, he got really .......... and started to weep sitting in a corner. It could be detected as he feels
bad or negative emotion because of teasing he started crying. It shows that because of crying he
feels embarrassed. Therefore, the embarrassed emotion used in this blank. In the next sentence
seeing him cry one of the student playing felt........ For him and asked if he was new to school. It
could be detected as other student try to empathize with him. Therefore, the pity emotion used in
this blank. In the next sentence Raj was ......... to find Shyam as a friend and went to his new
class. It was detectable when a classmate assisted him. Raj is relieved to know that there is
someone who understands his situation. As a result, delighted is used in this blank.