PREVIEW
QUESTION 1
1.1 To be an effective teacher counsellor,
three positive personal characteristics you
may possess are:
a. Empathy: The ability to understand and
share the feelings of students is crucial
in building trust and rapport. An
empathetic teacher counsellor can
create a safe and non-judgmental
environment for students to open up
about their concerns.
b. Active Listening: A teacher counsellor
should be able to listen attentively to
students, focusing on both verbal and
non-verbal cues. This helps to clarify
issues, identify concerns, and develop
solutions.
c. Flexibility: A flexible teacher counsellor
CSP2601
is able to adapt to different situations,
students, and contexts. This allows
them to be more effective in responding
to unique needs and circumstances.
NATALIE FOXX
ASSIGNMENT 4 2024
, QUESTION 1
1.1 To be an effective teacher counsellor, three positive personal
characteristics you may possess are:
a. Empathy: The ability to understand and share the feelings of students is
crucial in building trust and rapport. An empathetic teacher counsellor can
create a safe and non-judgmental environment for students to open up
about their concerns.
b. Active Listening: A teacher counsellor should be able to listen attentively to
students, focusing on both verbal and non-verbal cues. This helps to clarify
issues, identify concerns, and develop solutions.
c. Flexibility: A flexible teacher counsellor is able to adapt to different
situations, students, and contexts. This allows them to be more effective in
responding to unique needs and circumstances.
1.2 When selecting an approach to counsel children and adolescents, some
factors to consider are:
a) Developmental Level: The approach should be tailored to the student's age,
cognitive, and emotional development.
b) Cultural Sensitivity: The approach should be culturally sensitive and
responsive to the student's background, values, and beliefs.
c) Student Needs: The approach should be focused on the specific needs and
concerns of the student, taking into account their individual strengths,
weaknesses, and circumstances.
1.3 An observation checklist for the initial assessment of a child for counselling
might include:
a. Behavioral Observations: Note any unusual or concerning behaviors, such
as aggression, withdrawal, or hyperactivity.
b. Non-Verbal Cues: Observe and record non-verbal cues like body language,
facial expressions, and tone of voice.
c. Interaction with Peers and Adults: Observe how the child interacts with
classmates, teachers, and other adults, noting any difficulties or challenges.
d. Academic Performance: Take note of the child's academic performance,
including strengths and weaknesses, and any recent changes.
e. Environmental Factors: Consider any external factors that may be
influencing the child's behavior, such as family dynamics or recent changes.
QUESTION 1
1.1 To be an effective teacher counsellor,
three positive personal characteristics you
may possess are:
a. Empathy: The ability to understand and
share the feelings of students is crucial
in building trust and rapport. An
empathetic teacher counsellor can
create a safe and non-judgmental
environment for students to open up
about their concerns.
b. Active Listening: A teacher counsellor
should be able to listen attentively to
students, focusing on both verbal and
non-verbal cues. This helps to clarify
issues, identify concerns, and develop
solutions.
c. Flexibility: A flexible teacher counsellor
CSP2601
is able to adapt to different situations,
students, and contexts. This allows
them to be more effective in responding
to unique needs and circumstances.
NATALIE FOXX
ASSIGNMENT 4 2024
, QUESTION 1
1.1 To be an effective teacher counsellor, three positive personal
characteristics you may possess are:
a. Empathy: The ability to understand and share the feelings of students is
crucial in building trust and rapport. An empathetic teacher counsellor can
create a safe and non-judgmental environment for students to open up
about their concerns.
b. Active Listening: A teacher counsellor should be able to listen attentively to
students, focusing on both verbal and non-verbal cues. This helps to clarify
issues, identify concerns, and develop solutions.
c. Flexibility: A flexible teacher counsellor is able to adapt to different
situations, students, and contexts. This allows them to be more effective in
responding to unique needs and circumstances.
1.2 When selecting an approach to counsel children and adolescents, some
factors to consider are:
a) Developmental Level: The approach should be tailored to the student's age,
cognitive, and emotional development.
b) Cultural Sensitivity: The approach should be culturally sensitive and
responsive to the student's background, values, and beliefs.
c) Student Needs: The approach should be focused on the specific needs and
concerns of the student, taking into account their individual strengths,
weaknesses, and circumstances.
1.3 An observation checklist for the initial assessment of a child for counselling
might include:
a. Behavioral Observations: Note any unusual or concerning behaviors, such
as aggression, withdrawal, or hyperactivity.
b. Non-Verbal Cues: Observe and record non-verbal cues like body language,
facial expressions, and tone of voice.
c. Interaction with Peers and Adults: Observe how the child interacts with
classmates, teachers, and other adults, noting any difficulties or challenges.
d. Academic Performance: Take note of the child's academic performance,
including strengths and weaknesses, and any recent changes.
e. Environmental Factors: Consider any external factors that may be
influencing the child's behavior, such as family dynamics or recent changes.
