STUDY UNIT 3 (Page 66)
COUNSELLING
AIM
The aim of this study unit is to equip the educator with the necessary knowledge and skills so that he or
she can go into a counselling relationship with the learner.
LEARNING OUTCOMES
Once you have worked through this study unit, you should be able to
(1) define counselling as a facilitating process
(2) describe the characteristics and skills of a counselor
(3) provide an example of a short-term counselling model in a school
(4) apply assessment in counseling
(5) use observation techniques in the counselling process
(6) discuss different interviews, interviewing techniques and problemsolving techniques
Theme 3.1 The counselling relationship
3. 1.1 Introduction
What is counselling? According to Gillis (1994:2), "the American Psychological Association's Division of
Counselling Psychology defines counselling as: ` Helping individuals towards overcoming obstacles to
their personal growth, wherever these may be encountered, and towards the optimal
development of their personal resources' ".
However, for the purposes of the educator, we can use Gillis's own definition (Gillis 1994:4):
"Counselling is a facilitative process in which the counsellor, working within the framework of
a special helping relationship, uses specific skills to assist young people to help themselves
more effectively."
We will now discuss each facet of this definition in detail.
3.1.1.1 What is "a facilitative process"?
This concept refers to the complex, interpersonal interaction which occurs between two
individuals "which in itself promotes growth and change" ( Gillis 1994:4). In other words, you
cannot merely dish out help, advice, information or your personal opinion, but you have to
accompany learners through this process and experience their growth pains with them.
3.1.1.2 What is "a special helping relationship"? ( Page 67)
The atmosphere which has to surround the facilitative process has to be conducive to the personal growth
which the learner has to experience. There has to be a warm, accepting and empathetic bond between the
participants. The participants in this situation are you the learning area specialist and the learner in your
class.6
The warm atmosphere helps learners to express themselves freely. They learn to trust you and yo u have to
live up to this trust. Never repeat what they have told you in the staffroom! The warm atmosphere helps
them to move towards responsible adulthood.
3.1.1.3 What helping skills do you need?
According to Gillis (1994:4), you need to be able to communicate well and to have specialised skills
which are employed to help change feelings, thoughts and behaviour. These skills are discussed in
more detail in section 3.5.1.
COUNSELLING
AIM
The aim of this study unit is to equip the educator with the necessary knowledge and skills so that he or
she can go into a counselling relationship with the learner.
LEARNING OUTCOMES
Once you have worked through this study unit, you should be able to
(1) define counselling as a facilitating process
(2) describe the characteristics and skills of a counselor
(3) provide an example of a short-term counselling model in a school
(4) apply assessment in counseling
(5) use observation techniques in the counselling process
(6) discuss different interviews, interviewing techniques and problemsolving techniques
Theme 3.1 The counselling relationship
3. 1.1 Introduction
What is counselling? According to Gillis (1994:2), "the American Psychological Association's Division of
Counselling Psychology defines counselling as: ` Helping individuals towards overcoming obstacles to
their personal growth, wherever these may be encountered, and towards the optimal
development of their personal resources' ".
However, for the purposes of the educator, we can use Gillis's own definition (Gillis 1994:4):
"Counselling is a facilitative process in which the counsellor, working within the framework of
a special helping relationship, uses specific skills to assist young people to help themselves
more effectively."
We will now discuss each facet of this definition in detail.
3.1.1.1 What is "a facilitative process"?
This concept refers to the complex, interpersonal interaction which occurs between two
individuals "which in itself promotes growth and change" ( Gillis 1994:4). In other words, you
cannot merely dish out help, advice, information or your personal opinion, but you have to
accompany learners through this process and experience their growth pains with them.
3.1.1.2 What is "a special helping relationship"? ( Page 67)
The atmosphere which has to surround the facilitative process has to be conducive to the personal growth
which the learner has to experience. There has to be a warm, accepting and empathetic bond between the
participants. The participants in this situation are you the learning area specialist and the learner in your
class.6
The warm atmosphere helps learners to express themselves freely. They learn to trust you and yo u have to
live up to this trust. Never repeat what they have told you in the staffroom! The warm atmosphere helps
them to move towards responsible adulthood.
3.1.1.3 What helping skills do you need?
According to Gillis (1994:4), you need to be able to communicate well and to have specialised skills
which are employed to help change feelings, thoughts and behaviour. These skills are discussed in
more detail in section 3.5.1.
