The document outlines the six stages of the counseling process: 1) relationship building, 2) assessment and diagnosis, 3) formulation of counseling goals, 4) intervention and problem solving, 5) termination and follow-up, and 6) research and evaluation. Each stage is important for the counseling process as an art and a science. The counseling relationship is at the heart of the process and is critical for successful client outcomes.
The document outlines the six stages of the counseling process: 1) relationship building, 2) assessment and diagnosis, 3) formulation of counseling goals, 4) intervention and problem solving, 5) termination and follow-up, and 6) research and evaluation. Each stage is important for the counseling process as an art and a science. The counseling relationship is at the heart of the process and is critical for successful client outcomes.
The document outlines the six stages of the counseling process: 1) relationship building, 2) assessment and diagnosis, 3) formulation of counseling goals, 4) intervention and problem solving, 5) termination and follow-up, and 6) research and evaluation. Each stage is important for the counseling process as an art and a science. The counseling relationship is at the heart of the process and is critical for successful client outcomes.
Counseling process is both considered an art and a science. As an art, it requires the counselor to be sensitive to his clients. It needs excellent skills in listening and ability of the counselor to demonstrate care and empathy. As a science, it requires the use of scientific tools to obtain comprehension during the different stages of the counseling process. According to Nystul (2003) there are six stages of the counseling process. Stage 1- Relationship Building provides the force and foundation for the counseling. Here there is a need to establish rapport, promote acceptance of the client and promote relevant communication between the counselor and the counselee. The counseling relationship is the heart of the counseling process. It supplies the vitality and the support necessary for counseling to work, and it is the critical factor associated with successful outcomes in counseling (Kokotovic & Tracey, 1990; Lambert, 2011). Sexton and Whiston (1994) commented, “The quality of the counseling relationship has consistently been found to have the most significant impact on successful client outcome”. Stage 2- Assessment and Diagnosis offers appreciation of the client’s condition and analysis of the root causes of the problem. Data gathered will be the diagnosis. Assessment and diagnosis contribute to several important aspects of the counseling process. They can help a counselor develop an in-depth understanding of a client and identify mental disorders that require attention. This understanding can facilitate goal setting and suggest types of intervention strategies. Assessment procedures can be divided into standardized and nonstandardized measures (Kottler, 2004). Standardized measures include psychological tests that have a standardized norm group. Nonstandardized measures do not have a standardized norm group and include strategies such as the clinical interview and assessment of life history. Diagnosis is a medical term that means “identification of the disease-causing pathogens responsible for a physical illness” (Nathan & Harris, 1980, p. 110). Stage 3- Formulation of Counseling Goals sets the direction of the counseling process, its parameters of work and the client- counselor relationship. The client and counselor must agree on their goals. Goals serve three functions in the counseling process (Cormier & Hackney, 1993): motivational, educational, and evaluative. First, goals can have a motivational function, especially when clients are involved in establishing the goals. Clients appear to work harder on goals they help create (Cormier & Hackney). They may also be more motivated when they have specific, concrete goals to work toward, which can help clients focus their energy on specific issues. It is also important for counselors to encourage clients to make a verbal commitment to work on a specific counseling goal. Clients tend to be more motivated to work when they have made a commitment to do so (Strong & Claiborn, 1982). The second function of a counseling goal is educational. From this perspective, clients can learn new skills and behaviors that they can use to enhance their functioning. The third function of a counseling goal is evaluative. Clear goals give the counselor and client an opportunity to evaluate progress. Goals can also be useful in implementing research strategies, and they provide a means to assess counselor accountability. Stage 4- Intervention and Problem Solving comprises of the counseling goals, strategies and intervention. Once the counselor and client have formulated a counseling goal, they can determine what intervention strategy to implement. They may choose from a variety of interventions, including individual, group, couples, and family counseling. It may be best to begin with individual counseling for clients with problems of an intrapersonal nature. Involving clients in the process of selecting intervention strategies has some advantages. For example, Devine and Fernald (1973) noted that this approach can help counselors avoid using strategies that a client has already tried without apparent success. Instead, the counselor and client together can select a strategy that seems realistic in terms of its strengths and weaknesses. The following guidelines, derived by Cormier and Cormier (1998), encourage client involvement in selecting the appropriate intervention strategy: The counselor should provide an overview of the different treatment approaches available, describe the role of the counselor and client for each procedure, identify possible risks and benefits that may result, and estimate the time and cost of each procedure. In addition, it is important for the counselor to be sensitive to client characteristics, such as values, beliefs, and multicultural issues, when selecting an intervention strategy (Cormier & Hackney, 1993). Stage 5- Termination and Follow- up progresses the client with the help of the counselor. Perhaps the ultimate goal in counseling is counselors becoming obsolete or unnecessary to their clients, which can occur when clients have worked through their concerns and are able to move forward in their lives without the counselor’s assistance. At this point, counseling can be terminated. It is usually best for the counselor and client to agree on a termination date. Stage 6- Research and Evaluation can be taken at any point of the counseling stage and provides scientific appreciation. Research and evaluation can occur at any time during the counseling process or after termination. Some behavioral approaches utilize single-case or small- group research designs that require counselors to evaluate counseling whenever they implement an intervention strategy. These research procedures involve face-to-face interaction between the counselor and client. Other research procedures, which may or may not involve direct interaction between counselor and client, are empirical research involving hypothesis testing and alternative methodologies, such as the discovery approach. These procedures may be used before or after a client has terminated counseling. REFERENCES:
Self-Learning Module - Quarter 1 –
Module 2 Introduction to Counseling: An Art and Science Perspective by Michael Scott Nystul