A career counsellor or teacher how would you counsel q

student who wants to commit suicide due to stress

INTRODUCTION

In today’s fast- paced and interconnected world,

individuals face an array of challenges that can take toll
on their mental and emotional well – being. Many find
solace and support in the therapeutic journey of
counseling, a process that guides individuals towards
self- discovery, personal growth and healing. The
effectiveness of counseling lies not only on the skill and
expertise of the therapeutic but also in the structured
and well-defined process that underlies the therapeutic
relationship.Counseling, as defined by Gelso and Carter
(1994), is a collaborative process between a trained
professional counselor and an individual seeking
assistance, aimed at addressing personal, emotional,
and psychological concerns. The counseling process
involves various stages, including establishing rapport,
assessing the client's needs, setting goals,
implementing interventions, and evaluating progress
(Corey et al., 2018). It is a vital component of mental
health care, providing individuals with a safe space to
explore their thoughts, feelings, and experiences.
Counseling plays a crucial role in addressing stress-
related issues among students, as highlighted by Durlak
(2015), who emphasized its effectiveness in promoting
resilience and coping skills. In the context of a student
contemplating suicide due to stress, counseling offers a
lifeline by providing support, guidance, and interventions
tailored to address the underlying causes of stress and
suicidal ideation (American Counseling Association,
2014). Through counseling, students can develop
adaptive coping strategies, enhance their resilience, and
gain a better understanding of their emotions and stress
triggers, ultimately reducing the risk of suicide and
promoting overall well-being. Therefore,
counseling processes serve as a pivotal intervention in
addressing stress-related concerns among students,
offering hope, support, and the opportunity for healing
(Corey et al., 2018).

The client's initiation of the counseling process can

occur through direct contact with a counselor or
counseling center when they recognize the need for
support with personal, emotional, or psychological
concerns (Gladding, 2018). This proactive step involves
reaching out via phone, email, or in person to inquire
about the availability of services and the suitability of the
counselor or counseling center to address their needs.
For instance, a client experiencing heightened stress
levels due to academic pressures and interpersonal
conflicts may decide to seek counseling support. They
might initiate the process by contacting a counseling
center via email or phone to inquire about the services
offered and express their interest in scheduling an
appointment with a counselor. During this initial contact,
the client may also seek information about the
counselor's areas of expertise, therapeutic approach,
and availability of appointment times to ensure a good
fit.

Clients can also be referred to counseling services by

other professionals or organizations when they require
specialized assistance beyond what is available through
their current support systems (Corey et al., 2018). For
example, school counselors may refer students to
outside counseling services if they determine that the
student's needs exceed the scope of the services
offered within the school setting.For instance, if a school
counselor identifies a student who is experiencing
significant mental health concerns such as severe
anxiety or depression that require more intensive
therapeutic interventions, they may refer the student to
an external counseling service or mental health agency.
This referral process involves communicating with the
student and their parents or guardians to discuss the
recommendation for outside counseling services and
provide information about potential resources and
options available in the community.By referring students
to external counseling services, school counselors
ensure that students receive the specialized support and
interventions needed to address their mental health
concerns effectively. This collaborative approach
between school counselors and external counseling
services facilitates access to comprehensive and
appropriate care for students in need.

The client may contact the counselor directly to

schedule an appointment or initiate the intake process
(Gladding, 2018). During this initial contact, basic
information is collected, and logistical details are
discussed to facilitate the scheduling of the appointment
and the start of the counseling process.For example, a
client experiencing stress and seeking counseling
support may reach out to a counselor via phone or email
to inquire about scheduling an appointment. During this
initial contact, the counselor gathers basic information
such as the client's name, contact information, and
reason for seeking counseling. The counselor may also
inquire about the client's availability for scheduling the
appointment and any preferences regarding the timing
or location of the sessions. Additionally, logistical details
such as the counseling fees, insurancr coverage,
cancellation policies, and confidentiality agreements
may be discussed during this initial contact to ensure
that the client has a clear understanding of what to
expect from the counseling process.
By facilitating the intake process and gathering relevant
information during the initial contact, the counselor
establishes a foundation for the counseling relationship
and ensures a smooth transition into the counseling
process.Before counseling begins, it's essential to
obtain informed consent from the client, ensuring that
they understand the nature and purpose of counseling,
the counselor's qualifications, confidentiality policies,
and the limits of confidentiality (American Counseling
Association [ACA], 2014). Informed consent is a
fundamental ethical principle that promotes autonomy
and protects the rights of clients (ACA, 2014).

Before counseling begins, it's crucial to establish clear

boundaries and
discuss confidentiality policies with the client (ACA,
2014). Boundaries help maintain a professional
relationship and ensure that both parties understand
their roles and responsibilities (ACA, 2014). Additionally,
discussing confidentiality builds trust and reassures
clients that their information will be kept confidential
except in specific circumstances outlined in the
counseling agreement (ACA, 2014).The counselor
explains the importance of confidentiality and assures
the student that everything shared in counseling
sessions will be kept confidential unless there is a risk of
harm to the student or others. This creates a safe space
for the student to share their thoughts and feelings
openly without fear of judgment or disclosure.the
counselor outlines the limits of confidentiality, stating
that if the student discloses information indicating a risk
of harm, the counselor is obligated to take steps to
ensure safety, which may involve breaking
confidentiality. Additionally, the counselor clarifies their
role as a professional providing support and guidance,
emphasizing that while they are there to help, they
cannot provide ongoing support outside of scheduled
sessions.

Establishing rapport and building trust are foundational

to the counseling process (Gelso & Carter, 1994).
Before diving into therapeutic interventions, counselors
should invest time in developing a positive working
alliance with the client. (Gelso & Carter, 1994).Active
listening involves giving full attention to the speaker and
demonstrating understanding through verbal and
nonverbal cues (Egan, 2013). For example, Active listing
can be demonstrated through"I hear that you're feeling
overwhelmed with your coursework. Can you tell me
more about what specifically is causing you stress?"
You can also show empathy through "It sounds like
you're under a lot of pressure right now. It's completely
understandable to feel stressed in this
situation.".Genuineness and aunthenicity can be shown
through "I want you to know that I'm here to support you.
I genuinely care about your well-being, and I'm here to
help in any way I can. The counselor needs to
"Maintaining eye contact, nodding, and leaning forward
slightly to show attentiveness and interest during the
conversation. Respect and empowerment also builds
rapport with the client by utilising sentences
such as : "I value your input and want to collaborate with
you on finding strategies to manage your stress. What
are some ways you've coped with stress in the past that
have been helpful for you?".

Collaboratively setting clear and achievable goals with

the client is essential for guiding the counseling process
and measuring progress (ACA, 2014). By defining
specific, measurable, attainable, relevant, and time-
bound (SMART) goals, counselors and clients create a
roadmap for addressing concerns and working towards
desired outcomes (ACA, 2014).The counselor's first goal
is to ensure the immediate safety of the student.This
involves assessing the level of risk for self-harm or
suicide and taking appropriate actions to keep the
student safe. The counselor must convey to the student
that their safety is the top priority and that they are there
to help them through this difficult time.For exanple Our
first priority is your safety. I want to ensure that you have
the support you need to stay safe and navigate through
this challenging time. We'll work together to develop a
safety plan that you can use when you're feeling
overwhelmed or having thoughts of harming yourself.".
Also setting collaborative and realistic setting through
words such as Let's set some realistic and achievable
goals to work towards during our sessions. For example,
we could aim to reduce the frequency or intensity of your
suicidal thoughts, develop healthier coping mechanisms
to manage stress, or improve your ability to reach out for
support when needed. These goals will be tailored to
your individual needs and circumstances." Progress
monitoring Throughout our sessions, we'll regularly
check in on your progress towards our goals. This will
help us track your development, identify any challenges
or barriers you may be facing, and make adjustments to
our approach as needed. Your feedback and input are
crucial in guiding our work together."

During counseling sessions, counselors continuously

assess and explore various aspects of the client's inner
world, including their thoughts, emotions, behaviors, and
life experiences (Ivey, Ivey, & Zalaquett, 2018). This
active process entails attentive listening, asking open-
ended questions, and reflecting on the client's
responses. These techniques are
employed to deepen the counselor's understanding of
the client's perspective and to facilitate the client's self-
awareness and insight into their own thoughts and
feelings.During a counseling session, a counselor may
ask an open-ended question such as, "Can you tell me
more about what you're feeling right now?" This allows
the client to freely express their emotions, thoughts, and
experiences without limitations, facilitating a deeper
exploration of their inner world. As the client shares their
response, the counselor actively listens, reflects on their
words, and may ask additional open-ended questions to
further explore the client's feelings and gain a
comprehensive understanding of their experiences.

Empathy and validation serve as foundational elements

in creating a therapeutic environment that encourages
client exploration and growth during counseling (Rogers,
1957). By demonstrating empathy, counselors convey a
genuine understanding and connection with the client's
emotional experiences. An example of expressing
empathy and validation in a counseling session might
involve the counselor saying, "It sounds like you're going
through a difficult time, and I want you to know that I
hear and acknowledge your feelings. Your experiences
are valid, and it's okay to feel the way you do. We can
work together to explore and understand these emotions
further." This empathetic and validating approach helps
establish a safe and nonjudgmental space, enabling
clients to delve into their thoughts and emotions with a
sense of acceptance and support.
Counselors utilize a diverse range of interventions and
techniques customized to meet the specific needs and
objectives of their clients (Corey et al., 2018). These
interventions encompass various therapeutic modalities
such as cognitive-behavioral techniques, mindfulness
exercises, role-playing, relaxation techniques, and
psychoeducation. The selection of interventions is
informed by multiple factors including the counselor's
theoretical orientation, the preferences of the client, and
empirical evidence regarding their effectiveness.For
instance, if a client is
struggling with anxiety, the counselor might incorporate
cognitive-behavioral techniques such as cognitive
restructuring to challenge and reframe negative thought
patterns contributing to anxiety. Additionally, the
counselor may introduce mindfulness exercises to help
the client cultivate present-moment awareness and
develop coping strategies for managing anxious
thoughts and emotions.In another scenario, if a client is
experiencing difficulties in interpersonal relationships,
the counselor might utilize role-playing exercises to
practice assertive communication skills and explore
alternative ways of interacting with others. Furthermore,
the counselor may incorporate psychoeducation to
provide the client with information about healthy
relationship dynamics and effective communication
strategies.Ultimately, the selection of interventions is
tailored to align with the client's unique needs and goals,
ensuring that the counseling process is individualized
and maximizes the potential for positive therapeutic
outcomes.

Throughout the counseling process, it is essential for

counselors or teachers to engage in reflective practices
to monitor progress, evaluate interventions, and provide
feedback to the student (Gelso & Carter, 1994).
Reflective practices involve counselors or teachers
taking the time to critically assess the effectiveness of
their interventions and strategies, considering how they
have impacted the student's progress and well-being.
For example, after implementing a particular intervention
aimed at helping a student manage stress, the
counselor may reflect on the student's response and
evaluate whether the intervention was helpful in
addressing the student's needs. This reflective process
allows the counselor to gain insight into what is working
well and what may need to be adjusted or modified in
future sessions. Furthermore, by providing feedback to
the student based on their observations and reflections,
counselors or teachers can help the student gain insight
into their own experiences and motivations. This
feedback encourages self-reflection and can enhance
the student's motivation for continued growth and
progress in managing their stress.
 AFTER COUNSELLING

When the client has achieved their treatment goals or

when counseling is no longer needed, the counselor and
client engage in a termination process (Corey et al.,
2018). During this process, they review the client's
progress, reflect on their growth throughout the
counseling journey, and discuss strategies for
maintaining positive change outside of counseling
sessions.For example, at the final counseling session,
the counselor and client may reflect on the goals that
were set at the beginning of the counseling process and
assess the progress made towards achieving those
goals. The counselor acknowledges the client's
accomplishments and growth, highlighting the positive
changes that have occurred as a result of their work
together.Additionally, the counselor and client may
discuss strategies and coping mechanisms that the
client can continue to utilize beyond the counseling
sessions to maintain their progress and well-being. This
may involve identifying potential challenges or triggers
that the client may encounter in the future and
brainstorming proactive strategies for managing them
effectively.By engaging in this termination process, the
counselor and client ensure a smooth transition out of
counseling while also empowering the client to take
ownership of their continued growth and well-being
outside of the therapeutic setting.

In concluding the counseling process, the counselor

may propose periodic follow-up sessions or recommend
connections to support groups, community resources, or
other professionals, should continuous assistance be
deemed advantageous (Corey et al., 2018). This
approach aims to ensure the sustained well-being of the
client and establishes a safety net for addressing any
emerging concerns beyond the counseling relationship.
Clients are given the opportunity to offer feedback on
their counseling experience, allowing the counselor to
evaluate the effectiveness of their services and make
necessary improvements (Gladding, 2018). This
feedback loop enhances the quality of care provided and
ensures that the counselor remains responsive to the
needs and preferences of their clients.

the client engages in reflection on their counseling

journey, integrating the insights gained and applying the
coping strategies and skills acquired during counseling
to their everyday life (Corey et al., 2018). This reflective
process empowers the client to internalize their growth
and utilize newfound tools for navigating challenges
beyond the counseling setting.

CONCLUSION

In conclusion, the role of a career counselor or teacher

in counseling a student who is contemplating suicide
due to stress is multifaceted and critically important. By
employing empathetic listening, evidence-based
interventions, and a collaborative approach, counselors
and teachers can provide invaluable support to students
in crisis, guiding them towards hope, resilience, and
ultimately, a path to healing. Through the establishment
of a safe and nonjudgmental environment, the
exploration of coping strategies, and the provision of
ongoing care, counselors and teachers play a pivotal
role in safeguarding the well-being and futures of the
students they serve. Together, they work tirelessly to
instill a sense of hope, purpose, and resilience, ensuring
that no student faces their darkest moments alone.