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Counselling Skills Theories and Their Uses within Education.

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Table of Contents Counselling Skills Theories and Their Uses within Education 2 Introduction 2 Understanding Counselling Models 2 Person-Centred Counselling 2 Rational Emotive Behaviour Therapy 4 Transactional Analysis 6 The Uses of Counselling Theories within Education 10 Conclusion 14 References 17 Bibliography 18 Learning Record 19 Counselling Skills Theories and Their Uses within Education Introduction There are many models in place within the counselling sector, each taking on a different structure and approach to providing self-help for a client or possible student in need of help. It is important as tutors that a basic knowledge of the counselling models are understood so that the behaviour patterns of students and problems they may have can be understood and analysed correctly. Richard Nelson-Jones wrote that the core conditions of relationship counselling are: - "empathic understanding, respect for clients' potentials to lead their own lives and congruence or genuineness. Terms like 'active listening' and 'rewarding listening' are other ways of expressing the central skills of basic helping relationships." (Nelson-Jones, 1997, Pg5) It is important that tutors understand what may be going on in the lives of their students, especially when dealing with young people at a foundation level of course who have performance difficulties from behaviour to possible the situations in their private lives. This stresses the importance for tutors to implement 'active listening' and 'rewarding listening' within the classroom and tutorials. Understanding Counselling Models Person-Centred Counselling The origin of person-centred counselling was in the 1930s and 1940s by Dr Carl Rogers who was an American psychologist and therapist. Mearns and Thorne describe Rogers's theories and ideas. "It is the client who knows what is hurting and in the final analysis it is the client who knows how to move forwards.....the counsellor's task is to enable the client to make contact with his own inner resources rather than to guide, advise or in some other way influence the direction the client should take......thus emphasising the central importance of the client's phenomenological world." ...read more.


Stewart, Joines and Berne declare in their book that there are different degrees of intensity of games. A first-degree game has the outcome, which the player is willing to share with their social circle. Second-degree games bring heavier outcomes and are not normally made public in the social circle. Finally Third-degree games are ones that are played for keeps and could end up in a form of fatality for the players. When people start to play games they step into one of three script roles, Persecutor, Rescuer or Victim. * Persecutor is someone who puts others down * Rescuer responds by offering help * Victim is normally in search or a Persecutor to push them around or a Rescuer to help them It is important to be aware of the drama triangle and not to take a part, as it can easily be reversed and the Rescuer can become the Victim or the Persecutor within the game. There are many other different types of theories involved in counselling such as, A Systematic Approach to Effective Helping founded by Gerard Egan and The Gestalt Theory founded by Fritz Perls, to just name a few. It is important that we understand the basics behind all these theories when looking at developing an understanding within our profession as teachers. In the development of our understanding we are able to use some of the basic knowledge to help us to relate to issues and incidents which can develop within the classroom. The Uses of Counselling Theories within Education In gaining understanding of counselling theories in the above models, this enables us to put into practice our knowledge to benefit our students and other members of the staff within our profession of a teacher by recognising some of the issues raised. The theory of Person-Centred Counselling is important within the teaching profession by ensuring that the classes we teach develop a safe growth environment for the student in the form of encouragement and gently delivery of the taught subject. ...read more.


As a result of this I tend to use my hands a lot when talking, this I have found help the student to understand what I am trying to tell them. When the student speaks to me I have to listen very carefully to understand. This has become easier as the class has developed and my knowledge of his disability with it. As a teacher I believe that all my students have the ability to achieve their full potential no matter who they are, where they are from or what disabilities they have, this is encouraged within all my classes and on an individual basis. Through the development of the knowledge gained in this unit I have been able to recognise issues and understand these by developing the theories learnt within my teaching and professional position within the education sector. This has helped me to advance my abilities to listen to what is going on and understand how some of my student feel, act and behave. I am now able to understand when people are trying to involve me in their games and have the ability and knowledge to stop them. This I hope in the long run will reflect on the student, enabling them to progress and develop to achieve their goal in life and become a full functional person in society. "Helping relationships are influenced by whether the helper is a trained counsellor or is using counselling skills as part of performing another role. Helping relationships take place in the head and in the heart as well as face to face. Ultimately all helping relationships need to become client self helping relationships." (Nelson-Jones, 1999, Pg 118) This relates to the teaching profession fully as we can only try to help guide and assist the student by learning to understand them, but if they do not want to progress and learn there will be nothing we can do to make them. We just have to be there to guide them and hope that they want to help themselves just as much. 1 Rational Emotive Behaviour Therapy 2 Transactional Analysis 1 1 ...read more.

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