Tuesday 07 05 2019

in Van Lang University

Haaga-Helia University of Applied Sciences

School of Vocational Teacher education
Mika Saranpää and Petja Sairanen
 Check in (9:00-9:30)

Yesterday we came out on our first ideas and concepts of counselling.

Pick a picture.

On what sort of chair you sit as you think about yourself as a counsellor?
Theor-ethical backrounds of counselling (9:30 – 12:00)
One Definition.

Counselling… 

“…is an interaction between two people.

Counselling can therefore be defined as an activity that
takes place when someone who is troubled
invites and allows another person to enter into a particular kind of relationship with them.
[…]This invitation may be explicit or implicit.”

John McLeod. Counselling skill. 

“…another person to enter into a particular kind of relationship …”

What means “a particular kind” here?

 When we think about counselling, “a particular kind” answers on some questions.

How do I speak? How speaks a client? And how I am in relation to that?

How am I as a bodily person facing my client? How is my client facing me?

How are my surroundings of counselling? How are the surroundings of my client (school, life, family, friends, hobbies…?
Key Elements of counselling according to McLeod

On counselling situation there is

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Permission to speak
• It is possible for a client to tell you his / her ”story”
• This possibility includes the expression of feelings and emotions
• You do the active listening

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Respect for difference and multiplicity
• You accept the person as a human being.
• As a human being he / she can be something that you can not understand or know.
• But he / she can have contradictions and paradoxes with him-/ herself also.

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Trustworthiness
• There is a confidentiality of the relationship.
• A client can count on you: the information you get stays inside you
• You don’t talk to anyone without clients permission.
• You are his / her attorney, you are on his / her side.

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Set of core values (of a counsellor)
• Honesty – a counsellee can trust on you: you don’t have any hidden agendas, you don’t spread out the
information you get from the client…
• Integrity – you let the other to be a whole person and let him / her be…
• Care – you are willing to help the other, but especially willing to help the other to help him- / herself…
• Belief in the worth and value of individual persons – you believe in a value of a person…
• Commitment to dialogue and collaboration – you are willing to have a dialogue together with this other…

These values you can except from yourself, but not from a client.
Later on client – as he / she sees that you are trustworthy, comes to these values with you.

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And there is also this one thing that is not from McLeod, but from M. Lindqvist:

Care of yourself
• The counsellor has a necessity to take care of him-/herself.
• ”Take care of yourself” is the primary ethical principle of a counsellor.
• If you are not in a good shape and if you are not feeling well, you are not for the help of the other.

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Key Elements of counselling according to McLeod
On counselling situation there is
Permission to speak
• It is possible for a client to tell you his / her ”story”
• This possibility includes the expression of feelings and emotions
• You do the active listening
Set of core values (of a counsellor)
• Honesty – a counsellee can trust on you: you don’t have any hidden agendas, you don’t
spread out the information you get from the client…
• Integrity – you let the other to be a whole person and let him / her be…
• Care – you are willing to help the other, but especially willing to help the other to help
him- / herself…
• Belief in the worth and value of individual persons – you believe in a value of a person…
• Commitment to dialogue and collaboration – you are willing to have a dialogue
together with this other…
These values you can except from yourself, but not from a client.
Later on client – as he / she sees that you are trustworthy, comes to these values with you.
Respect for difference and multiplicity
• You accept the person as a human being.
• As a human being he / she can be something that you can not understand or know.
• But he / she can have contradictions and paradoxes with him-/ herself also.
Trustworthiness
• There is a confidentiality of the relationship.
• A client can count on you: the information you get stays inside you
• You don’t talk to anyone without clients permission.
• You are his / her attorney, you are on his / her side.
And there is also this one thing that is not from McLeod, but from M. Lindqvist:
Care of yourself
• The counsellor has a necessity to take care of him-/herself.
• ”Take care of yourself” is the primary ethical principle of a counsellor.
• If you are not in a good shape and if you are not feeling well, you are not for
the help of the other.
 Offering
emotional
presence and
sensitivity

Developing a
relationship to
support continued
personal and
professional Offering
Valuing both growth knowledge and
vulnerability and experience
competence with humility

Aisling McMahon: Four fuiding principles for the supervisory reltionship.

Reflective practice, vol 15, no 3, s. 333-346. Routledge, 2014.)
 Exercise 1 (10:30-11:00):

How do you understand the principles of counselling?

What is easy for you?
Is there anything that might be difficult?

Discuss with your peer. (10 min)

Sharing with a group (15 min)

What is the place of guidance & counselling
in designing teaching and learning?

Content

Learning
Assessment outcomes Methods

Learning
environments

Teaching philosophy, Legislation, Curriculum, Pedagogical models 16

 Exercise 2 (11:00-11:15):

What is the place of counselling in designing teaching and learning?

What is the most important field of counselling in your work?

Is there something that needs improvement?

What could be improved? Who should do that? What can you do?

Discuss with your peer. (5 min)

Sharing with a group (10 min)

 Guidance & counselling in practice

Tools, principles and phases

Useful tools during the G&C process
Clarifying
• What do you mean by that ?
• Could you rephrase ?
Asking questions
• descriptive: telling about the facts
• contextual: awareness of feelings, experiences and
actions
• Reflective: deeper level
• Strategic: future orientation
Paraphrasing
• repeating in a different way
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Summarizing
• can be done several times during the discussion
• moving on to the next theme
• student and /or guidance counselor
Focusing
• back to the important issues
Confronting
• when possible contradictions arise
• when appropriate !

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Practical principles for G&C discussions
Listen and attend
• “Be really present in the situation as a whole
person”
• Active listening, paraphrasing, and reflection of
feeling
• A safe and private environment
Investigate the student's story
• Use questioning, interviewing, reflecting, and
confronting
• Ask for clarifications
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Empathize with the student
• Telling the problems in their studies might be
difficult for the students
• Show your empathy for the student (i.e., the
ability to put yourself in the shoes of another)
• Do not judge the student’s opinions or feelings

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Tolerance of silence
 Do not fill the silence with your own speech
 Give time to the student to construct her/his
thoughts
Negotiate the final action(s) to be taken
 Discuss all options and a reasonable strategy
for solving the problem or achieving the
learning outcomes

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Tie it all together
 Summarize all of the facts you have discussed
or/and emotional issues the student may be
experiencing
 Summarize the conclusions and decisions you
have made

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Phases of a G&C discussion
1. The target of the guidance and counselling
discussion
• Why the student is coming to the guidance and
counselling discussion?
• E.g., “The student needs help before her/his on-
the-job-learning.”
2. What is the objective of the guidance and
counselling discussion ?
• What do we want to achieve in the guidance and
counselling discussion?
• E.g., “The student wants to understands what to do
during the on-the-job learning.”

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Phases of a G&C discussion
3. What are the topics to be discussed in the guidance
and counselling discussion?
• E.g., “The instructions, learning outcomes, and working tasks
and assignments in a given workplace”
4. The implementation of the guidance and counselling
discussion
• Discussing whatever has been agreed upon in the beginning
5. The evaluation of the guidance and counselling
discussion
• Does the student feel that (s)he got some help to the
problems ?
6. Decision of the next guidance and counselling
discussion
• What ? When ? Where ?...

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Useful tools during the counselling process Practical principles for counselling discussions

Listen and attend

Clarifying • “Be really present in the situation as a whole person”
• What do you mean by that ?
• Active listening, paraphrasing, and reflection of feeling
• Could you rephrase ?
• A safe and private environment
Asking questions
Investigate the student's story
• descriptive: telling about the facts
• Use questioning, interviewing, reflecting, and confronting
• contextual: awareness of feelings, experiences and actions
• Ask for clarifications
• reflective: deeper level
• strategic: future orientation
Empathize with the student
Paraphrasing • Telling the problems in their studies might be difficult for the students
• repeating in a different way • Show your empathy for the student (i.e., the ability to put yourself in the shoes of another)
• Do not judge the student’s opinions or feelings

Summarizing; can be done

• several times during the discussion Tolerance of silence
• on moving on to the next theme • Do not fill the silence with your own speech
• by student and /or guidance counselor • Give time to the student to construct her/his thoughts

Focusing Negotiate the final action(s) to be taken

• back to the important issues • Discuss all options and a reasonable strategy for solving the problem or achieving the learning outcomes

Confronting
• when possible contradictions arise Tie it all together
• when appropriate ! • Summarize all of the facts you have discussed or/and emotional issues the student may be
• empathizing / confronting balance? experiencing
• Summarize the conclusions and decisions you have made
Phases of a counselling discussion

1. The target of the guidance and counselling discussion

• Why the student is coming to the guidance and counselling discussion?
• E.g., “The student needs help before her/his on-the-job-learning.”

2. What is the objective of the guidance and counselling discussion ?

• What do we want to achieve in the guidance and counselling discussion?
• E.g., “The student wants to understands what to do during the on-the-job learning.”

3. What are the topics to be discussed in the guidance and counselling discussion?
• E.g., “The instructions, learning outcomes, and working tasks and assignments in a given workplace”

4. The implementation of the guidance and counselling discussion

• Discussing whatever has been agreed upon in the beginning

5. The evaluation of the guidance and counselling discussion

• Does the student feel that (s)he got some help to the problems ?

6. Decision of the next guidance and counselling discussion

• What ? When ? Where ?...
Counselling exercises (13:00-15:45)
 Criterias of a teacher competence
and development as a teacher
as our common target.

Interpretation of criterias that focus on counselling.

You take one criteria (5) and start

to recognice your competence and
to plan your development according to that.

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GUIDE in English

http://
www.haaga-helia.fi/sites/default/files/Kuvat-ja-liitteet/Koulutus/AOKK/60op/2018-2019_dev
elopment_programme.pdf?userLang=en
2. As a vocational teacher, my actions are ethically, economically, ecologically and socially
justified.

I work according to the ethical principles of vocational teachers.

In my work, I promote human rights and equality and act according to democratic principles.

I recognize and take into account the impact economic conditions have on my work, and the
economic consequences of my work.
3. As a vocational teacher, I develop my competence together with workplace
representatives, students and colleagues through systematic assessment and by using
various documentation means.

I recognize and define development areas.

I introduce experimental solutions to development areas and justify them theoretically.

I share the results of the development work with my fellow students, my work community, and in my
networks.
4. As a vocational teacher, I use and develop learning centered tutoring, teaching and assessment
methods collaboratively with industry representatives, students and colleagues.

My actions are determined by the competence my students need in the world of work.

I am familiar with the concept and practices of personalised vocational education and I design
study processes which are personalised and negotiable.

I assess my students through tutoring, and on the basis of their competence.

I am proficient in tutoring, teaching and assessment in different types of learning environments.

5. As a vocational teacher, I develop my interaction skills with an open minded and creative attitude and I
value diversity.

I give my students time, attention and respect in all encounters.

I create possibilities for dialogue as part of teaching and tutoring.

I take the varied cultural backgrounds of my students into account in personal and group tutoring situations.

2. As a vocational teacher, my actions are ethically,
economically, ecologically and socially justified.
I work according to the ethical principles of vocational teachers.
In my work, I promote human rights and equality and act according to
democratic principles.
I recognize and take into account the impact economic conditions have on my
work, and the economic consequences of my work.
4. As a vocational teacher, I use and develop learning centered
tutoring, teaching and assessment methods collaboratively with
industry representatives, students and colleagues.
My actions are determined by the competence my students need in the world of
work.
I am familiar with the concept and practices of personalised vocational
education and I design study processes which are personalised and negotiable.
I assess my students through tutoring, and on the basis of their competence.
I am proficient in tutoring, teaching and assessment in different types of learning
environments.
3. As a vocational teacher, I develop my competence
together with workplace representatives, students and
colleagues through systematic assessment and by using
various documentation means.
I recognize and define development areas.
I introduce experimental solutions to development areas and justify them
theoretically.
I share the results of the development work with my fellow students, my
work community, and in my networks.
5. As a vocational teacher, I develop my interaction skills with
an open minded and creative attitude and I value diversity.
I give my students time, attention and respect in all encounters.
I create possibilities for dialogue as part of teaching and tutoring.
I take the varied cultural backgrounds of my students into account in
personal and group tutoring situations.
Before you start

 Take the time to go through the slides individually: criterias, principles, tools, phases…

 Read the instructions and make sure everything is clear

 Any questions ?

37
Triangle exercise (13:45-15:15)

Recognizion of competence and counselling of a personal development project (personalization).

At the focus is one of the four competence areas and criteria, it is, competence of counselling.

38
Guidance & counselling exercises
Who ?
 A guidance counselor
 A counselee
 1 or 2 observer(s)
What ? counselor counselee
• First round
• 1st case
• Guidance & counselling discussion,15
min
• Feedback discussion,10 min:
Counselee starts, counselor next, observer
observer last
• Second and third rounds Feedback principles
• 2nd and 3rd cases Be supportive, assisting,
• Rotate roles and repeat the steps developing, respectful…
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Guidelines for the observer
The observer keeps track of time and makes notes of
• what topics are covered
• how the guidance counsellor behaves > is there a
personal style ?
• what kinds of discussion tools can be recognized
• what kinds of mapping and assessment tools are used
• what went well

The observer opens the feedback discussion by asking the

guidance counsellor, how (s)he thinks the session went, and
closes is by asking: what would you do differently ?

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Reflection on triangle exercise (15:15-15:45)

Let’s have a reflective team…

Think about counselling actions.

Points of views: counselee, counsellor, observer.
Always a counselee first.

What was easy?

What was difficult?
What did you learn?

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 Check out (15:45-16:00)

Pick a picture.
You leave through your “counsellor door”.
What is it like?

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Socio Dynamic Counselling- a Constructivist
Perspective. Example of visualisation &
mapping. R. Vance Peavy.

43
Socio Dynamic Counselling According to Peavy

• Focus on a person’s life space

• ”general method of life planning”
• Imagine, Desire, Act
• Approach that draws on constructivist ideas

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Holistic Student-Centered Model
(Esbroeck & Watts 1998. Adapted)
Guidance Services
Outside the faculties
Vocational
Faculty, department guidance
Career
Personal Health
care
services &
Teaching staff
guidance services
placement

STUDENT

Head of
1st in line academic
affairs

2nd in line

Student
services
3rd in line

Pedagogical guidance 45
 Personalisation of the
Learning Process 
Negotiation
Based for e.g on
between guidance
curriculum,
counselor /tutor
course syllabus,
webpages. Counselling /teacher and
counselee
Collaboration No right answers /student during
with e.g study nor ready-made interaction. Can
affairs staff. solutions vary according to
working context. 

Information
giving Guidance
In relation
What? Subject matter
with the
Where? expertise subject(s)
Importance
When? you are
of each area
qualified to
varies
teach and
according to
the field
the needs of the
(e.g
counselee
marketing)
/student. “TIME, ATTENTION, RESPECT”
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