Why I Want To Be A Counselor Essay
Why I Want To Be A Counselor Essay

Why I Want To Be A Counselor Essay

Why I Want To Be A Counselor Essay – In this reflective essay, I present an analysis of a counseling session that I conducted and recorded. This includes a summary of the session. I will also describe the minor and advanced counseling skills used and a critical evaluation of their effectiveness. A discussion of the application of these skills as well as possible improvements is supported by references to relevant literature.

In the previous session, Lisa talked about her frustrations at work and her hopes for growth. Lisa’s approach was one of nervousness befitting someone suffering from depression. I started the session by welcoming the client and reminding them of the confidentiality agreement. Lisa previously worked in the hospitality industry but decided to quit after being overlooked for a promotion. She explained that she felt unfair and disrespected by her employers and co-workers.

Why I Want To Be A Counselor Essay

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Since leaving her job as a receptionist, Lisa has been employed by an office placement agency. Lisa explains that she has had four different jobs in the past three months and is experiencing the same feelings of rejection.

Lisa said she was currently experiencing a lack of self-confidence and feelings of stagnation, as well as frustration and uncertainty about her future direction. But she was able to identify that the client wanted more financial security, respect in the workplace, and more self-confidence.

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Lisa talked about times when she was happier in her work and personal life and was able to relate some of the key differences that made her feel more respected and confident overall. The client realized that she wanted to find an alternative job that would allow her to take on more responsibility and involve less travel. Lisa believes her recruitment agency can help her, but says she hasn’t advertised the roles she’s taken on recently due to her financial situation.

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She also said that she was being isolated because of her current mental state. Accepting the homework challenge, Lisa agrees to ask some of her friends to see if she can meet them the following weekend. She agreed to make a list of the types of jobs she felt I was qualified for and believed would lead to a greater sense of responsibility and respect. Lisa said she would go to her employment agency to see if they would offer help and bring her list to the next counseling session.

Hackney and Cormier (2009) and McLeod (2007), a counselor leads by following the client, encouraging the client to tell their story using verbal and non-verbal cues. Another way of explaining what presence means is that it allows the client to continue with minimal interruption (Armstrong, 2006). While watching the recorded session, I could see many instances of presence behavior examples. For example, my posture was relaxed and I leaned forward. My tone of voice was moderate and steady, and I maintained eye contact. I constantly shake my head and buy “mmm hmm or, oh really”. This combination of skills conveyed my interest and empathy for what the client was saying. Similarly, Egan (2010) describes an effective guide to becoming a client with an acronym: SOLER, which is essential at the beginning of any counseling session. This means;

Throughout the session I used many small responses that let the client know that I was interested and engaged in what she was saying. He also let me know that I have sympathy for her situation. Geldard and Geldard (2009) explain that minimal responses not only indicate that the counselor is listening, but can also be used to convey a message such as surprise, agreement, or disapproval. The meaning of these small responses is greatly influenced by their presentation. Tone of voice, facial expressions, posture, and eye movements help determine how these messages are received. An example would be my small response that conveys empathy; When the client described how she felt disrespected at work, I responded, “It sounds terrible.” This brief response did not interrupt the discussion process, and encouraged the client to continue. My tone of voice and facial expressions also fit someone who is sad and needs something to say.

Summarizing, summarizing, and expressing feelings are all examples of counseling micro-skills that let the counselor know that they are really listening and understanding. However, it is not necessary to try to give a correct response because a wrong response can encourage the client to rethink what he said and then clarify, perhaps leading to a better understanding for both parties. Geldard and Geldard (2009) explain that these reflections deepen the therapeutic relationship. And that’s what’s most important to be: “To create a genuine, trusting, caring, compassionate relationship with yourself and the person who needs help, if that’s the goal.” Examples of my use of reflective listening techniques include: When the client explains why she left her previous job, I reflect back: “So you left because you felt unhappy in that job. Do you feel like you’ve been treated unfairly..?” Another example would be after the client mentioned that she had experienced a number of negative work situations in a short period of time. I reflected back: “Would it be fair to suggest that maybe you’re a little confused, unsure of what you’re doing?”

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I used a variety of open and closed questions during the session. I opened the session by going back to the problems she was having at work in the previous session and asked, “How is this going?” I asked. Later he asked the client, “Can you tell me a little more about the situation, what’s going on with you?” I asked him. Overall I was happy with the mix of open and closed questions. I felt like I was getting the information I needed without interrupting the client. The counseling method I used was solution oriented. I tried to construct Egan’s ‘Three Stage Model’ in my mind. Egan (2010) presents a structured and solution-oriented approach that can be divided into 3 main components. The first part of the session saw me asking a variety of questions designed to ascertain ‘what is going on?’.For the next part: ‘what do I want instead?’, I used a variety of questioning techniques. For example: ‘Enhancing questions’. At one point in the session, it was identified that the client was stuck and was not sure what direction to take due to a series of negative experiences at work.

The client felt disrespected at work and agreed that a pattern had developed. At this point I also felt a little stuck. I felt like I was exploring this as a theme and trying to help the client identify her blind spots. However, since she has low self-esteem, I felt it would be pointless to challenge the client at that level. Although he wasn’t sure at the time, it felt a little risky to investigate her role in the situation. First, to confirm that the client’s self-esteem was low and to help her identify what she needed to change to feel better, I asked her to rate her self-esteem, or self-confidence, on a scale of 10. Her response was three. This strategy was useful in making the client feel that she was unhappy and stuck in her situation, and therefore provided a platform to work with.

However, it fails to help the client identify ‘what she wants instead’ (Egan 2010). At this point I wasn’t sure what the client wanted to change or not to say. It was this feeling that made me express myself. This gave me an opportunity to implicitly express empathy and help the client feel that the relationship is equal. Geldard and Geldard (2009). It was helpful to clarify that she felt frustration and not the stress in my statement. I chose to ask the ‘miracle question’ in my quest to transition to Egan’s secondary. De Jong and Berg

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