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An Implementation of Questioning and Paraphrasing


Note: C stands for Counsellor, S refers to the Student

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 know. 

C: Ohh I see. It must be embarrassing being told off in front of your peers. How did you react to your sister?

S: I was just able to say sorry and had to leave to catch the bus full of regret not telling her the whole story.

C: Yes, you may have wanted to talk to her and explain how sleepy you were and how agitated to catch the bus to go to school on time, but the limitation of time didn’t allow you to express your excuse and feelings. What did you think after leaving?

S: Yes, on the bus on my way to school, I have always thought about what I should have told to her; how scolding the things she told me were, how I was embarrassed by her words, and how much credit I lost in front of my friends and so on.

C: And these thoughts may prevent you from focusing on your classes. 

S: Yes. 

C: Will you let these thoughts which you are planning to express devastate your whole day or just ignore them and enjoy the day?

S: I do not know. 

C: What can you do to solve this issue?

S: I think I should leave what happened this morning behind at school and when I return home, I will talk to her about how she affected me because of the mistake I made unintentionally. 

C: That is great. You should not blame yourself even nobody about what happened this morning and there is a misunderstanding between her and you. You can solve the problem with her and you can get the statute you have lost among your friends back even better. 

S: Yes, I will. Thanks for your help.

C: Any time. See you!


Comment on the Case Study

Initially, my student was hesitant to share much information regarding the root of her emotional distress. Rather than being forthcoming, she adopted a defensive posture and assumed responsibility for the situation. However, as our session progressed, she began to feel more at ease, and she gradually let go of her feelings of guilt, becoming more logical in her approach.

At the outset, she discussed certain perceived shortcomings, such as oversleeping and avoiding carpeted areas to prevent anyone else from being blamed for her mood. However, I noticed that she was concealing the main issue and appeared anxious. I encouraged her to consider that her actions were not intentional and that there might be external factors at play.

As our conversation continued, she began to feel more comfortable and less defensive. However, she still felt as though she was being blamed for the situation. When she acknowledged that she did not act purposefully, she changed her body language and attempted to clarify the situation, focusing on the importance of fairness and acknowledging that she was not entirely responsible for her feelings.

Throughout our session, she vacillated between blaming herself and her sister. However, by the end of our time together, she was able to achieve a sense of emotional balance by responding to my questions confidently and confidentially.

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