PROCESS OF COUNSELLING:

Counselling has been described as a journey whereby the client and counsellor undergo a joint
process of exploration and reflection (Thorne, 2007). The idea of a process, however, requires at
least some notion of beginning and end. While many schools of thought and psychotherapeutic
approaches use formulations based on theory in order to explain behaviors and situations, the
person centered approach tends not to use such formulations (Cooper and McLeod, 2011).
The six stages of the counseling process
A counselling session is therefore sometimes referred to as the 50-minute hour. It takes place in a
session depends on the client's needs and the counsellor’s personal approach to counselling.
Although there is some variation during a session, there is a basic structure. That structure was
described by Cormier and Hackney (1987) as a five-stage process: relationship building,
1. Assessment,
2. Goal setting,
3. Interventions,
4. Termination
5. Follow-up.
These stages have been expanded in the following six-stage model of the counselling process.
1. Stage one: Relationship building
2. Stage two: Assessment and diagnosis
3. Stage three: Formulation of counselling goals
4. Stage four: Intervention and problem solving
5. Stage five: Termination and follow-up
6. Stage six: Research and evaluation counselling
It can be conceptualized as a series of stages or steps that lead one through the counselling
process. A typical counselling session can involve all six stages except termination. The focus of
counselling may shift as the counselling process progresses over time. For example, during the
first few sessions with a client, a counsellor may place the primary emphasis on building a
positive counselling relationship, assessment and diagnosis, and formulating counselling goals.
During the later phase of the counselling process, the counsellor may shift the emphasis to
intervention and problem solving, termination and follow-up, and research and evaluation.
1. STAGE ONE: RELATIONSHIP BUILDING
 The counselling is the heart of the counselling process. It supplies the vitality and the
support necessary for counselling work.
 The successful outcomes in counseling are associated with the counsellor-client
relationship which is the outcome of all therapeutic efforts.
Although the counselling relationship is important, it is less clear how important it is and in what
way. There are two general categories in counselling. They are: -
i. Counsellor-offered conditions
ii. Counsellor-and client offered conditions.
i. Counsellor-offered conditions:
Counsellor-offered conditions relate to how the counsellor influences the counselling
process.

It is relating to core conditions for effective counselling and the Social Influence Model.
They are: -
a) Core conditions.
b) Social influence model.
Core conditions.
The core conditions for successful counselling are: -

 Empathic understanding,
 Unconditional positive regard,
 Congruence, o Respect, o Immediacy, o Confrontation, o Concreteness o Self-
disclosure, o The development of listening skills. These eight core conditions
were necessary and sufficient for constructive personality charge to occur. The
descriptions and purpose of the core conditions are as follows: 1. Empathy: The
most important core condition in terms of promoting positive outcomes. 
Description: Empathic understanding as a process that involves communicating
a sense of caring and understanding. The stages of empathy are: The counsellor
has an emotional reaction to the client’s situation .The counsellor attempts to
understand the client’s situation from the client's perspective. The counsellor
communicates empathy to the client. The client feels a sense of caring and
understanding from counsellor. Kinds of empathy are: Primary empathy – a
process that involves the counsellor attending, listening and communicating
accurate perceptions of the client’s messages. Advanced empathy – the
characteristics associated with primary empathy as well as utilizing the skills of
self-disclosure, directives, or interpretations.  Purpose: To establish rapport,
gain an understanding of the client; and encourage self-exploration in the client.
2. Unconditional Positive Regard:  Description: Unconditional positive regard
involves the counsellor communicating to clients that they are of value and
worth as individuals. The other names of unconditional positive regard are non-
possessive warmth, acceptance, prizing, respect, and regard. This concept is
neither desirable nor obtainable. Unconditional positive regard does not imply
that the counsellor reacts permissively, accepting the entire client's behaviour.
Instead, it means that the counsellor’s unconditional positive regard involves
acceptance of the client while setting limits on certain behaviours.  Purpose: to
promote acceptance of the client as a person of worth as distinct from accepting
the client’s behaviour. 3. Congruence:  Description: Behaving in a manner
consistent with how one thinks and feels. This condition is also known as
genuineness. An example of not functioning congruently is a counsellor who
says. “I am glad to see you”, when a client arrives for an appointment, even
though the counsellor doesn’t like the client.  Purpose: To be genuine (not
phony) in interactions with the client. 4. Respect: Respect is similar to
unconditional positive regard  Description: It focuses on the positive attributes
of the client. Counsellors can communicate respect by making positive
statements about the client and openly and honestly acknowledging,
appreciating, and openly tolerating individual differences.  Purpose: To focus
on the client's strengths (not weaknesses) 5. Immediacy: The concept of
immediacy is the idea of direct, mutual communication.  Description:
Communicating in the here-and-now about what is occurring in the counselling
session. It allows the counsellor to directly address issues of importance to the
counselling relationship; describing how they feel in relation to the client in the
moment. For Example, if a client does not appear interested in counselling, the
counsellor might say, “I am getting concerned that you are not finding our
sessions meaningful. How are you feeling about what is going on in counselling
now?”  Purpose: To promote direct mutual communication between the
counsellor and the client. 6. Confrontation:  Description: Pointing out
discrepancies in what the client is saying and doing (between statements and
nonverbal behaviour); and how the client is viewed by the counsellor and client.
It is a difficult and risky counselling technique that is used most effectively by
highfunctioning counsellors. It can have a negative effect on the counselling
process, for example when a client misreads the confrontation and feels
attacked or rejected by the counsellor.  Purpose: To help clients clearly and
accurately understanding themselves and the world around them. 7.
Concreteness:  Description: Helping clients discuss themselves in specific
terms. Clients can feel overwhelmed with their problems and have difficulty
putting things into perspective. When this occurs, concreteness can help the
counsellor create a focus for the client in the counselling process.  Purpose: To
help clients focus on pertinent issues 8. Self-disclosure:  Description: Making
the self-known to others Two types of selfdisclosure statements: o Self-
disclosing: Counsellors disclose factual information about themselves. o Self-
involving: Counsellors describe what they are experiencing in relation to the
client in the counselling process.  Purpose: To promote increasing counselling,
relevant communication from the client; enhancing the client's evaluation of the
counsellor; and Increasing the client's willingness to seek counselling. 9.The
development of listening skills.  Description: -active listening and responding
appropriately are two of the key skills a counsellor or therapist must apply
during one to one counselling sessions with a client. Being able to communicate
effectively is an important requirement in any type of therapeutic counselling
work. Understanding the importance of these skills and being able to apply
them accordingly, is a valuable asset for a career in counselling.  Purpose:-
When counsellor pays a particular attention to what the client is saying that
they are encouraging the client to continue talking, as well as ensuring
communication remains open and positive B. SOCIAL INFLUENCE MODEL:
Emphasizes the importance of counsellor-offered conditions in the counselling
process. It has two stages. They are:  The first stage, the counsellor attempts
to be perceived by the client as expert, attractive, and trustworthy. When this
occurs, the counsellor establishes a power base.  In the second stage, the
counsellor uses the power base to exert positive influence on the client within
counselling process.  Counsellors tended to be perceived as expert when they
had objective evidence of training and utilized prestigious cues such as
consistent, and responsive nonverbal behaviour such as touch, smiling, and
body leans; and used narrative analogies and empathic responses.  Counsellors
were perceived as attractive when they had objective evidence of training; and
were self-disclosing.  Counsellors appeared more trustworthy when they used
credible introductions and reputational cues; responsive nonverbal behaviour;
and verbal and nonverbal cues associated with confidentiality. Once counsellors
establish a power base by appearing expert, attractive, and trustworthy, they
can exert a positive influence on the client. ii. Counsellor-and-Client offered
Conditions: The working alliance is another concept that can be used to describe
the counselling relationship. It goes beyond focusing on counsellor offered
conditions and includes counsellor- and client-offered conditions. The working
alliances have composed of three parts. They are: agreement between the
counsellor and client in terms of the goals of counselling agreement between
the counsellor and client in terms of the tasks of counselling emotional bond
between the counsellor and client.The strength of the working alliance depends
on the degree of agreement relating to goals and tasks of counselling and the
level of emotional attachment between the counsellor and client. 2.STAGE
TWO: ASSESSMENT AND DIAGNOSIS Assessment and diagnosis help a counsellor
develop an in-depth understanding of a client and identify mental disorders that
require attention. This understanding can facilitate goal setting and also suggest
types of intervention strategies. Assessment procedures can be divided into two
categories  Standardized measures – include psychological tests that have a
standardized norm groups  Non standardized measures – not have a
standardized norm group and include strategies such as the clinical interview
and assessment of life history. 3.STAGE THREE: FORMULATION OF
COUNSELLING GOALS: Three functions that goals serves in the counselling
process: a) Motivational b) Educational c) Evaluative. a) Motivational function: 
The clients are involved in establishing the counselling goals.  They may be
more motivated when they have specific, concrete goals to work toward.  It is
also important for counsellors to encourage clients to make a verbal
commitment to work on a specific counselling goal. b) Educational function:
From this perspective, clients can learn new skills and behaviours that they can
use to enhance their functioning. For example, a counselling goal might be to
become more assertive. During assertiveness training clients can learn skills to
enhance their functioning in interpersonal situations. c) Evaluative function:
Clear goals allow the counsellor and client an opportunity to evaluate progress.
We can also conceptualize counselling goals as either process or outcome.
Process Goals: This establishes the conditions necessary to make the counselling
process work. These goals relate to the issues of formulating positive
relationship by promoting the core conditions. Process goals are primarily the
counsellor’s responsibility. Outcome goals: This specifies what the client hopes
to accomplish in counselling. The counsellor and client should agree on these
goals and modify them as necessary. Five types of outcome goals  Facilitating
behaviour change  Enhancing coping skills  Promoting decision-making 
Improving relationships  Facilitating the client's potential 1. Facilitating
behaviour change: Some form of behaviour change is usually necessary for
clients to resolve their concerns. The amount of change varies from client to
client. For example, one client might need counselling to learn how to deal
effectively with an adult, while another might require psychotherapy to change
an unhealthy, stressful lifestyle. 2. Enhancing coping skills: Several
developmental tasks and associated coping mechanisms unique to the various
stages of development. Coping skills are necessary to proceed through the life
span. For example, selective ignoring, escapism, wishful thinking, resignation,
are the probable tasks of an elderly. Coping behaviours necessary to meet these
tasks include appropriate social adaptive, cognitive and emotional behaviour to
thrive comfortably. Clients may have problems dealing with stress, anxiety, or a
dysfunctional lifestyle. In these situations, clients may benefit from a stress
management program that includes counselling, relaxation, meditation and
exercise. 3. Promoting decision-making: Some clients have difficulty, making
decisions. They may feel that no matter what they decide, it will be wrong. They
may even think that they are going crazy. Difficulty in making decisions is often a
normal reaction to stressful life situations. In these situations, the counsellor
may want to reassure clients that they are not going crazy, helping clients feel
normal can encourage them and alleviate unnecessary worry. 4. Improving
relationships: A person who did not have a close relationship with anyone was
at risk for mental problems. Counsellors can use a variety of counselling
strategies to help clients improve their interpersonal relations. These strategies
include social-skill training programs; group counselling that focuses on
interpersonal relations; couple therapy. 5. Facilitating the client's potential:
Goals in this category are more abstract and relate to the concepts of self-
realization and self-actualization. Self-realization implies helping clients become
all they can be as they maximize their creative potential. There can be
roadblocks to self-realization that require the counsellor’s attention. In these
instances, the counsellor can help clients gain a more realistic understanding of
what is required to be successful. Self-actualization is related to the need to
fulfil one's potential. He believed that as people's basic| needs were met, they
would move toward self-actualization. 4. STAGE FOUR: INTERVENTION AND
PROBLEM SOLVING The counsellor and client may choose strategies to
implement from a variety of interventions, including individual, group, couples,
and family counselling. It may be best to begin with individual counselling for
clients with problems of an intrapersonal nature. Couples or family counselling
may be more appropriate for clients with difficulties of an interpersonal nature,
as in a marital or parent-child conflict. Involving clients in the process of
selecting intervention strategies has some advantages. This would help the
client and the counsellor together can select a strategy that seems realistic in
terms of its strengths and weaknesses, instead of working out with the
strategies without apparent success. The counsellor should provide an overview
of the different treatment approaches available; describe the role of the
counsellor 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 counsellor to be sensitive to client characteristics such as
values and beliefs when selecting an intervention strategy. Counsellors should
also be aware of a client's personal strengths and weaknesses in selecting a
counselling approach. Problem-Solving Strategies: Problem solving is a way
conceptualizes interventions. It involves individual, group, marriage, or family
counselling. Counsellors should develop a systematic approach to problem
solving, in order to help a client to resolve problems. This approach would
enable clients to learn skills that could contribute to their personal autonomy. A
six-stage model for problem solving strategies includes:  Problem detection 
Problem definition  Identification of alternative solutions  Decision-making 
Execution  Verification This model is a behaviourally oriented approach that
involves describing a particular problem in behavioural terms; identifying
possible solutions to the problem; deciding on a course of action relative to
various alternative solutions: implementing the decision; and verifying if the
outcome is consistent with the expected outcome. There are other set of
problem-solving approach that can be used to incorporate in the counselling.
Counsellors should adjust this approach to the unique and emerging needs of
the client. It is also important to note that it may take more than one session to
utilize the six steps. 1. The counsellor assists the client in selecting a goal to
work on in counselling 2. The counsellor and client identify what problems they
must overcome to achieve the counselling goal. 3. The counsellor attempts to
increase the client's motivation for change by helping the client understand the
"cost" of not changing. 4. The counsellor assists the client in selecting a
particular problem 5. The counsellor and client utilize the counselling
techniques necessary to assist with the problem. 6. The counsellor gives the
client a homework assignment to practice away from the counselling session.
The following example illustrates how these six steps might be used in
counselling. 1. The counsellor and client identify two counselling goals: improve
interpersonal skills and explore career options. They decide to work first on
interpersonal skills. 2. The counsellor and client identify the following problems
associated with poor interpersonal skills: lack of assertion, poor listening skills,
low self-image, and impatience. They also identify the client's assets: hard-
working, dependable, and interested in personal growth. 3. The counsellor
attempts to increase the client's motivation for changing by identifying the cost
of not changing. For example, the client will continue to have interpersonal
difficulties and will feel lonely and lack meaning in life. 4. The counsellor assists
the client in identifying a particular problem to work on from step two like
develop more effective listening skills. 5. The counsellor uses a particular
counselling strategy for the problem selected in step four the counsellor teaches
the client how to use basic listening skills. 6. The client is given a homework
assignment to practice listening skills outside of counselling. At the beginning of
the next session, the counsellor and client review how the homework
assignment went and then do additional work developing listening skills as
required. 5.STAGE FIVE: TERMINATION AND FOLLOW-UP Termination can be
done when clients have worked through their concerns and are able to proceed
forward in their lives without the counsellor’s assistance. At this point,
counselling can be terminated. It is usually best for the counsellor and client to
agree on a termination date, reducing the chance of premature termination or
feelings of ambivalence. Termination should be planned several weeks in an
advance to provide an opportunity for the client to prepare psychologically. The
counsellor should also arrange for appropriate follow-up with the client. An
appointment for a formal follow-up counselling session can be made 2 to 4
weeks after the final session. This can allow the counsellor and client adequate
time to evaluate how things are going without counselling. Clients should be
reassured that they will be able to obtain additional counselling services if the
need arises. They should also be informal as to how they can request these
services in the future. 6. STAGE SIX: RESEARCH AND EVALUATION Research and
evaluation can occur at any time during the counselling process or after-
termination. Counsellors are asked to evaluate counselling whenever they
implement an intervention strategy. These research procedures involve face-to-
face interaction between the counsellor and client. These procedures may be
used before or after a client has terminated.