GUIDANCE AND COUNSELLING

When it comes to counselling, normalizing client feelings is an essential component that allows individuals to feel understood and validated. However, before normalizing, certain preparations need to be made to accurately interpret the emotions of the client and ensure effective normalization. This article explores the significance of actively listening to clients, acknowledging their emotions, and adopting a broader perspective to facilitate the normalization process. Active Listening and Reflection: One of the initial steps in normalizing client feelings is actively listening to their concerns and experiences. By providing a non-judgmental and supportive environment, the counselor can reflect the client's emotions, indicating that their problems are being taken into serious consideration. Active listening demonstrates empathy and builds trust, enabling clients to open up further and facilitating the normalization process (Rogers, 1957). Logical Thinking and Broadening Perspective...

In counselling, transference refers to the emotions, feelings, and thoughts that a client projects onto the therapist, often based on their past experiences and relationships. This can result in the client developing a positive or negative relationship with the therapist, as if the therapist were the person in the client's mind. For example, a student who has lost their father may project their feelings onto their class teacher and behave as if the teacher were their father. Counter-transference, on the other hand, occurs when the therapist assumes the role of a significant person in the client's life. This can also be based on the therapist's past experiences and relationships, and can lead to the therapist experiencing emotions and feelings similar to those of the client. In the example above, the therapist may feel as if they are taking on the role of the student's father. It is important for therapists to be aware of the possibility of counter-transference, as it ca...

Note: C stands for Counsellor, S refers to the Studen t C: Hello S: Hi C: How do you feel? S: Hhm. Not bad C: Ok. I feel like there might be something that made you upset before you come to school. Can you tell me what it is? S: Hhhm. Nothing much important. It was my entire fault. C: It may not be your fault! I am curious why you think so. Can you tell me more about it? S: Hhhm. Yes. (The counselor kept silent for a while and waited for the student to talk more.)  C: What was your fault that made you upset? S: I fell asleep and could not wake up on time then hurried to catch the school bus. I was too sleepy and I changed my shoes on the carpet. C: So, weren’t you aware that you were putting your shoes on the carpet? S: No, if I had realized, I would not have done it.  C: What happened next? S: Then my sister saw me and shouted at me not to step on the carpet with my shoes in front of my friends, who stayed overnight at my house, and told me about the rules which I already kno...