As per Henderson, Thompson, and Thompson (2016), there is a solid connection between counsellor’s relational abilities and the viability of her directing methods. Having compassion, high moral standards, genuine, authentic, and being idealistic and confident are great qualities to have as a compelling counsellor. The authors additionally recommend, "These attributes, states of mind, and methodologies prompt fruitful results." Establishing affinity with Emma inside an initial couple of sessions is vital in setting the best possible condition. Henderson et al. (2016) state, counsellors, ought to urge kids to talk and connect with undivided attention aptitudes. Instructors ought to be perceptive and in addition to position their stance, motions, outward appearances to make an enticing and genial condition.
To construct harmony and empower discourse with Emma, there are various methods that an advisor can use to promise Emma that she is currently tuning in. For example, an instructor can utilize insignificant encourager, which is a short reaction of "Umm-hmm," movement with the hand, or rehashing a word or expression. This idea is a sign for Emma to proceed. Another strategy is rehashing or summarizing what Emma said so she comprehends there is a discussion being traded. Finally, another helpful procedure is condensing; compressing enables the advocate to summarize what Emma said before and in addition to add her reaction to assemble more data about Emma and her circumstance.
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During the first counselling session, the counsellor’s intention should not be locating Emma’s problems but rather focusing on building trust for an ongoing counselling relationship. “During the first session, the counsellor’s main task is to build bridges between the child’s world and the counselling office” (Henderson, Thompson, & Thompson, 2016). Utilizing play therapy into Emma’s counselling would greatly benefit the session as play therapy can further uncover behavior patterns. A child’s preference for toys can provide another area for a counsellor to focus on. Toys can say a lot about a child’s personality, for example, is the toy passive or aggressive and is it constructive or destructive. How does she play with the toys and what is the theme of the play? Henderson et al. (2016) suggest that open-ended questions are better to ask because it does not restrict a child’s communication and provides an opportunity for her to give the counsellor more information about the topic. The following five questions that I will ask Emma in our initial interview are listed below.
“Ms. Jones told me that you were unhappy during class and that you might want to talk to me about it?”
“Can you tell me about your family?”
“Tell me what you like to do for fun?”
“It’s natural for everyone to become angry at times. What triggers your anger, and how do you show it?”
“Have any major changes happened in your family recently?”
Emma parents’ divorce can have a detrimental effect on her developmental issues. Divorce is not an easy topic for adults or a child and in most case can be an anxious one. In the past, Emma was a shy and easygoing student with the reputation of being reasonably compliant and even-tempered. In the midst of her parent’s divorce, she began to demonstrate behavioral problems in class and at home. This solidifies the idea that convincing a young child such as Emma of her parent’s divorce can be extremely hard to accept. Considering the disruption in Emma’s environment, where her father is no longer living at home and instead has moved in with another woman and her mother has resorted to drinking and relieving her anger on Emma. Some children when spoke on the topic of divorce are faced with the deep space of the unknown (Pickhardt, 2011). They will often feel scared and wonder, “What is going to happen next?” or “With one parent moving out, what if I lose the other?”
Emma’s change in behavior is a clear indication of the effects of divorce on her social/emotional developmental stage. After building rapport with Emma during the first interview, the counsellor can start to understand Emma’s situation by asking open-ended questions and listening to Emma’s perspective of the situation. It is up to the counsellor to help Emma find a way to cope with the dramatic changes in her life. The counsellor in this case can help her establish a strong support system through small group counselling sessions. Placing her in an environment with students who are in a similar situation is a great way to help her as well as other students. Small group counselling is an effective way to attract students and allows them to see that they are not alone. Interacting with each other is a wonderful opportunity for each student to express their opinions and potentially make new friends and establish self-esteem.
References
Henderson, D. A., Thompson, C. L., & Thompson, C. L. (2016). Counselling children.
Pickhardt, C. (2011, December 19). The Impact of Divorce on Young Children and Adolescents. Retrieved January 09, 2018, from https://www.psychologytoday.com/blog/surviving-your-childs-adolescence/201112/the-impact-divorce-young-children-and-adolescents
