Types of Counseling Styles

There are various situations and contexts that a counselor has to examine to ultimately decide which type of counseling a person needs. Each counseling style has its own course and way of helping the person and benefit from the counseling. Just as one size does not fit all, using the same technique and approach for everyone would be very vague and not helpful because human beings differ from each other in uncountable ways. This is the reason various different styles are used in counseling different people.

Counseling styles are divided in three broad categories which again have their subcategories.

I. Directive Counseling

In this counselling the counsellor plays an active role as it is regarded as a means of helping people learn how to learn to solve their own problems. This type of counselling is otherwise known as counsellor-centered counselling. Because in this counselling the counsellor does everything himself i.e. analysis, synthesis, diagnosis, prognosis, prescription and follow-up.

Features of Directive Counseling:

1. During the interview attention is focused upon a particular problem and possibilities for its solution.

2. During the interview the counsellor plays a more active role than the client or pupil.

3. The pupil or client makes the decision, but the counsellor does all that he can to get the client to make a decision in keeping with his diagnosis.

4. The counsellor tries to direct the thinking of the counselee or client by informing, explaining, interpreting and advising him.

The counsellor plays the vital role in this counselling process. He is the pivot of the process and the leader of the situation. The counsellor does most of the talking problems and the individual is not the focus. The counselee in fact, works under the counsellor and not with him. The counsellor tries to direct the thinking of the counselee or client by informing, explaining, interpreting and sometimes advising also.

The counsellor collects all possible information about the pupils and analyses them for an adequate understanding. He summarizes and organizes the data so as to understand the abilities and limitations, adjustment and mal-adjustment of the pupils. He formulates conclusions about the nature and causes of his problems. He predicts the future development of his problems.

He prescribes what the pupil should do to solve his problems and follows the consequences or effects of his prescription. Directive counselling is also called the prescriptive counselling because the counsellor prescribes the solutions or the course of action for the pupils.

The areas that directive counselling covers are:

1. Gestalt counseling:

This is a more directive type of counselling, focusing on gestalten (patterns of thought, feeling and activity). It encourages people to have an active awareness of their present situation, and also incorporates communication that goes beyond words. A key part of gestalt counselling is the dramatization, or acting out, of important conflicts in a person’s life. This could involve using two or more chairs, for instance, so that they can physically take up different positions to represent different aspects of themselves.

2. Cognitive-Behavioral counseling:

This is another directive model, concerned with the way people’s beliefs about themselves shape how they interpret experiences. The objective is to change self-defeating or irrational beliefs and behaviors by altering negative ways of thinking. Clients learn to monitor their emotional upsets and what triggers them, to identify self-defeating thoughts, to see the connections between their beliefs, feelings and behavior, to look at the evidence for and against these thoughts and beliefs, and to think in a way that is more realistic and less negative. The counsellor usually gives the client tasks or homework to do between sessions. This could mean recording thoughts and feelings, or doing something that tests out a basic assumption about themselves. This might mean, for instance, going to the shops when their fear is that they may panic.

II. Non-directive Counseling

In this type of counselling the client or pupil, not the counsellor is the pivot of the counselling process. He plays an active role and this type of counselling is a growing process. In this counselling the goal is the independence and integration of the client rather than the solution of the problem. In this counselling process the client comes to the counsellor with a problem. The counsellor establishes rapport with the counselee based on mutual trust, acceptance and understanding.

The counselee provides all information about his problems. The counsellor assists him to analyze and synthesize, diagnose his difficulties, predict the future development of his problems, take a decision about the solution of his problems; and analyze the strengths and consequences of his solutions before taking a final decision. Since the counselee is given full freedom to talk about his problems and work out a solution, this technique is also called the “permissive” counselling.

Pupil’s perception of the relationship:

When a pupil seeks the counsellor’s help, he soon discovers that the counsellor accepts him as he is and believes in his ability to solve his problem in his own way. He also learns that he can talk about whatever he chooses and sometimes he finds, even to his own surprise, that he can talk about topics which so far he couldn’t discuss with his closest friends. Though previous experiences with counsellors may have taught him that the counsellor is a “giver of advice”.

He now finds that he is talking with a person who tries to understand him, tries to follow what he is saying and feeling, tries to help him understand himself, and neither gives advice nor attempts to manipulate him into making a decision which the counsellor believes is best for him. He feels that the counsellor understands why he sees things differently at different times and he learns that if he wishes, he can terminate or avoid the relationship without solving the specific problem which is brought to the counsellor.

The following steps are adopted in this counselling process:

1. The pupil or individual comes for help as the counselee.

2. The counsellor defines the situation by indicating that he doesn’t have the answer but he is able to provide a place and an atmosphere in which the client or pupil can think of the answers or solutions to his problems.

3. The counsellor is friendly, interested and encourages free expression of feeling regarding the problem of the individual.

4. The counsellor tries to understand the feeling of the individual or client.

5. The counsellor accepts and recognizes the positive as well as the negative feelings.:

6. The period of release or free expression is followed by a gradual development of insight.

7. As the client recognizes and accepts emotionally as well as intellectually his real attitudes and desires, he perceives the decisions that he must make and the possible courses of action open to him.

8. Positive steps towards the solution of the problem situation begin to occur.

9. A decreased need for help is felt and the client is the one who decides to end the contract.

The areas that non-directive counselling covers are:

1. Psychodynamic Counseling

This is based on the idea 0that past experiences have a bearing on experiences and feelings in the present, and that important relationships, perhaps from early childhood, may be replayed with other people later in life. It translates the principles and insights of psychoanalysis and psychoanalytic psychotherapy into once-a-week counselling. The counsellor usually aims to be as neutral a figure as possible, giving little information about him or herself, making it more likely that important relationships (past or present) will be reflected in the relationship between the client and the counsellor. This relationship is therefore an important source of insight for both parties, and helps the client to ‘work through’ their difficulties. Developing a trusting and reliable relationship with the counsellor is essential for this work.

2. Client-centered Counseling

Client centered therapy requires the therapist to focus on the client’s needs. Rather than giving an in-depth analysis of the client’s difficulties or blaming the client’s present thoughts and behaviors on past experiences, the therapist listens to the client and provides a conducive environment for them to make decisions independently. It also means that the therapist avoids judging the client for any reason, and accepts them fully. This lack of judgement is a quality known in this field as “unconditional positive regard. "The practice of client centered therapy requires the therapist to understand how the world works from the client’s point of view.

This is based on the principle that the counsellor provides three ‘core conditions’ (or essential attributes) that are, in themselves, therapeutic. These are:

• Empathy (the ability to imagine oneself in another person’s position)

• Unconditional positive regard (warm, positive feelings, regardless of the person’s behavior)

• Congruence (honesty and openness).

Again, the counsellor uses the relationship with the client as a means of healing and change.

3. Transpersonal Counseling:

This is an integrative and holistic approach that utilizes creative imagination. It assumes a spiritual dimension to life and human nature. It also presupposes the interconnectedness of all beings with a higher spiritual power, and specifically addresses the bridge between the two. Transpersonal counselling emphasizes personal empowerment. It takes account of the client’s past experiences, but also looks to the future and what is likely to unfold for them, the challenges they may face and the qualities that need to emerge in them to meet those challenges. Its basic belief is that whatever the hardships of human experience, the core essence, or soul, remains undamaged.

4. Transactional analysis:

Transactional Analysis counselling emphasizes people’s personal responsibility for their feelings, thoughts and behavior. It believes people can change, if they actively decide to replace their usual patterns of behavior with new ones. The counsellor offers:

• ‘permission’ (for new messages about yourself and the world)

• ‘protection’ (when changing behavior and thoughts feels risky)

• ‘potency’ (to deliver what he or she promised).

Planning the goals of the counselling is part of the process. The focus is on uncovering the ‘life scripts’ (life plans) that reflect the messages the client was given as a child. The counselling teaches the client to identify in which of the following modes he or she is operating, at any given time:

• the ‘child’ (replaying their childhood)

• the ‘parent’ (copied from parents or parent-figures)

• the ‘adult’ (appropriate to the present situation).

5. Existential Counseling:

This helps people to clarify, think about and understand life, so that they can live it well. It encourages them to focus on the basic assumptions they make about it, and about themselves, so they can come to terms with life as it is. It allows them to make sense of their existence. The counselling focuses the client on how much they already take charge of their life, and not on what they are doing wrong. At the same time, it takes note of any real limitations, so that they can make choices based on a true view of the options available.

6. Personal Construct Counseling:

This is based on the idea that nobody can know the absolute truth. Instead, each person constructs their idea of the truth from their own experiences, and this affects the way they see the world. The problem is that people can get stuck with a view of things that prevents them from living life to the full, because they can’t find any alternative ways of seeing things. Personal Construct counselling helps people to look at different ways of behaving that may be useful in changing the way they see the world.

7. Rational-emotive behavioral Counseling:

Rational emotive behavior therapy (REBT) is a type of cognitive behavioral therapy (CBT) developed by psychologist Albert Ellis. REBT is an action-oriented approach that’s focused on helping people deal with irrational beliefs and learn how to manage their emotions, thoughts, and behaviors in a healthier, more realistic way.

The goal of REBT is to help people recognize and alter those beliefs and negative thinking patterns in order to overcome psychological problems and mental distress.

III. Eclectic Counseling

Eclectic counselling is a combination of directive and non-directive technique depending upon the situational factors. This approach in counselling is best characterized by its freedom to the counsellor to use whatever procedures or techniques seem to be the most appropriate to any particular time for any particular client. This counselling is one where one who is willing to utilize any procedures which hold promise even though their theoretical bases differed markedly.

This counselling recognizes that each theory may contain some truth and that so long as a final decision between theories can’t be made practical necessity justifiably takes precedence over orthodoxy. The counsellor in this counselling may start with directive technique but switches over to non-directive counselling if the situation requires. He may also start with the non-directive technique and switch over to directive techniques if the situation demands.

So the counsellor in this counselling makes use of directive and non-directive counselling and also of any other type which may be considered useful for the purpose of modifying the ideas and attitudes of the client. Hence it is possible for the counsellor to alternate between directive and non-directive techniques depending upon the requirements of the situation.

It can be said that directive and non-directive counselling are at the opposite ends of the pole of guidance. It is eclectic counselling that bridges the gap between the two and makes adjustments between directive and non-directive techniques.

Features/Characteristics of Eclectic Counselling:

1. Methods of counselling may change from counselee to counselee or even with the same client from time to time.

2. Flexibility is the key note of this counselling.

3. Freedom of choice and expression is open to both the counsellor and the client.

4. The client and the philosophical framework are adjusted to serve the purposes of the relationship.

5. Experience of mutual confidence and faith in the relationship are basic.

6. Feelings of comfort are essential.