While most often used by certified
counselors, psychologists and psychiatrists, non-directive counseling provides
a number of techniques which can be used effectively by teachers and staff when
talking with students about their undersirable behavior.
Attributed to Carl Rogers, this technique
was designed to allow the individual in emotional turmoil to talk out problems
and resolve difficulties with a minimum of direction being provided by the
person serving as counselor. Rogers
believed that everyone has the motivation and ability to change in order to
become a better, more "self-actualized" person. To help our students to achieve this state,
we as teacher-counselors, act as a sounding board; observing, listening, and
deliberately responding according to certain guidelines while the student
explores and analyzes the problem and devises a personal solution. The
teacher-counselor's demeanor is ALWAYS accepting and non-punitive. This style
encourages the student to feel comfortable in the expression of feelings and
thus facilitates positive change.
There are five basic responses to student
commentary. The first, reflection, is
the restating of the student's comment. This may be done in the exact same
terminology used by the student, the repeating of part of the comment, or by
rewording the student's statement. Reflection lets the student know that you
are listening and promotes continued commentary.
The second response, a leading statement or
question, is designed to encourage the student to elaborate on a topic or
devise a solution to a specific problem.
Examples of a leading remark include: "I'd like to hear your
opinion.", "Tell me more about yourself.", and "What happened
then?".
The third response, clarification, involves
the stating of implied feelings behind a student's verbal communication.
Examples of clarification include:
"You sound sad." and
"It appears as if you're very angry at Samantha." Clarification helps the student to identify
his/her feelings. It can also be used to
focus the student's thoughts' on ways to deal with the emotions which are
present.
The fourth, summarization, is a review of
what has been discussed thus far in your counseling session. This summary allows both participants to
briefly reflect on what has occurred, view it clearly, and use it as a new
starting point from which to build.
The fifth response,
questioning, is comprised of two main
types: closed questions which are
intended to yield brief, specific information; and open ended questions which
are used to encourage the student to talk at greater length on a topic. Examples of closed questioning include:
"How old is Don?" and "Did you complete your homework?" Examples of open questioning include:
"How's it going in science class?" and "How do you feel about
losing recess?"
Rogers believed that this non-opinionated
approach helps others to resolve inner conflicts and feelings which manifest
themselves in undesirable behavior.
Therefore, the reduction of this inner turmoil can reduce inappropriate
behavior. This technique is useful with
students who can be "reasoned with," and are seeking a solution to
their problems (or just want to talk).
Certainly, the student must be motivated to be involved in a therapeutic
discussion. This is not a technique
which can be imposed upon the student.
Yet, because the student is involved in the program and chooses the most
appropriate solution, s/he is more likely to follow the proposed solution.
The non-directive approach is also useful
with students of lower intelligence levels who have accompanying speech and
language problems which make their verbalizations difficult to understand. Reflection can be useful in these
situations. Repeat the words that are
comprehended, continuing
the conversation and allowing the student to vent his/her emotions.
How to Use Non-Directive Counseling
1. Arrange for a time and place which will
provide privacy for your conference.
2. If the student does not open the session, use
a leading statement or question to focus him/her on the topic of concern.
3. Listen to the student in an interested,
non-punitive, accepting manner. Make no
judgments.
4. Respond when appropriate, using one of the
recommended techniques.
5. After the concerns have been thoroughly
voiced by the student, focus him/her on finding a solution for the difficulty.
(e.g., "How will you handle this in the future?", "What do you do now?" and "Have you got any ideas about how you
might deal with this issue?")
Allow the student to choose the solution
that is best for him/her.
1. Identify the following responses to student
commentary as being a leading statement or question, reflection, clarification,
open question, closed question, or summarization.
a. "How are you feeling?"
b. "I wonder how that happened."
c. "The other kids won't let you play
baseball with them."
d. "Is he five or six years old?"
e. "It sounds to me like you're feeling overwhelmed
right now."
f. "How are you doing on your science
project?"
g. "I'd like to know how you're doing on
meeting this week's goal."
h. "OK. Thus far
we've discussed your tardiness to class, your dislike for the instructor, and
the poor quality of your classwork and
homework. On which one would you like to
focus?"
i. "They say you're the teacher's
pet."
j. "You're feeling tired and worn
out."
2. Provide a reflection
response for the following remarks.
a. "I was so embarrassed. I could have died right then and there."
b. "He just stood there stunned. He was
shocked and couldn't believe what he was seeing."
c. "It's a strange feeling. I felt lost,
It's like being in a giant cornfield and not knowing which
way is out."
d "It was great. She was all smiles and happier than a pig in
mud."
e. "You're looking at me like it's my
fault. Why don't you talk to
Doreen?"
f. "I'm so dumb. I'm useless. I can't do anything
right." (Reflect the content or
feelings...
not the words.)
3. Provide a clarification response to the
remarks in #2 (above).
4. Provide a response to the following comments
a. "I'm really tired. My grandfather died over the weekend and
we've been running around
like crazy."
b. "It's not fair. You treat Julie and Betsy like they're
something special. They get to do all the
fun activities. Everyone says
they're your teacher's pets."
c. "The other guys won't let me play
ball with them. They call me a "pansy."
d. "I'm so dumb. I can't figure these out. They're too tough.
I can't wait until I'm 16 and
can drop out of school."
e. "I should have killed that fool when
I had the chance. Next time he squeals on me, I'll
kick his rear end all over the
playground."
f. "I was so embarrassed. He's always talking about my legs or breasts
or bra or something.
Can't you tell him to stop?"
g. "Why don't you ever say anything? All
you ever do is say the same thing I already said.
Are your a jellyfish? Don't you have your own opinions?"
h. "But what do I know. I'm only the
teacher's aide."
5. Identify the type of response you gave for
each example in #4 (above). Were you able to avoid being directive and giving
opinions? Which other types of response might have been appropriate for each?
6. With two others, role play non-directive
counseling for the situations provided below.
One person plays the role of the teacher, another plays the part of the
student, and the third person records the types of responses given by the teacher. The recorder should have a sheet with the
different types of responses listed. A tally mark should be placed next to the
respective responses as each is used by the teacher. After the role play
situation has been resolved, the three participants should review the teacher's
technique and make suggestions for improvement. (e.g., Use less
questioning. Avoid giving opinions and
solutions to the student.)
a. The teacher pulls
aside a student who has been involved in a fight. The student opens the conversation with the
comment "I hate Oscar." It
will be revealed later that the student's father has been receiving radiation
treatments and chemotherapy for cancer.
This has caused his father to become bald and Oscar said the father's
head looked like a melon. Alternatives
to fighting should be discussed.
b You have the student report to you after
school to complete some classwork. He
throws it on the floor and says "I'm not doing this crap, you bitch
(bastard)." You hear laughter from
students in the hallway and suspect that this student is testing your
authority.
c. You call a student aside. You've seen the welts and bruises on his
arms, neck, and face. You suspect
abuse. The student initially denies
this. Remember your legal obligation to
report suspected abuse.
d. You catch a student removing your purse (or
money collection envelope) from your desk.
He defiantly says, "Hey, you gotta have money to impress the ladies
(or boys)." You want to have the student analyze morality and personal
values.
7. Search for "Eliza" (a counseling
software program with which someone types in their concerns and the program
responds in a non-directive fashion to help him/her resolve personal issues) on
the internet. Purchase the program and
use it (or provide for use with your students).
8. Practice using
non-directive responses while role playing a "classroom counseling"
situation with a partner.
For More Information
Hilgard, E.R.,
Atkinson, R.C., & Atkinson, K.L.,
(1975). Psychology. (6th ed.) New York:
Harcourt, Brace and World, Inc.
Rogers, C.,(1961). On
becoming a person. Boston: Houghton Mifflin Company.
