SW 112: SW COUNSELING

Guidance vs. Counseling

Guidance
- Advice or instructions on general problems, given by someone more experienced and qualified
- Has a broader scope such as educational guidance, financial guidance, health guidance and others
- Anyone who has good experience and knowledge can give effective guidance to others
- Guidance is broader and comprehensive
- Guidance is more external, helps a person understand alternative solutions available to them and
makes them understand their personality and choose the right solution

Counseling
- Professional advice is given by a counselor based on personal or psychology-related problems of the
individuals
- Essentially covers personal and psychological assistance
- Needs to be done with a professional counselor with a recognized license to practice as a counselor
- Counseling is in-depth and narrow
- Counseling helps people understand themselves and is an inward analysis. Alternative solutions are
proposed to help understand the problem at hand
- Counseling is remedial as well as preventive and developmental

Counseling vs. Psychotherapy

COUNSELING
- Counseling is a SHORT term process
- Support the patient to perform day to day activities in a normal and efficient manner
- Address issues in a less-depth manner
- Deal with patients who are fit enough to think rationally and find solutions to their problems by
themselves

GOAL: Prevention, facilitating communication, increasing awareness of one’s own relational style
Leader: Listener, facilitator
Contract: Shared group contact
Strategic Stages: Alliance/decontamination/relearning
Kind of Group: Mainly homogenous with regard to social categories of people
Role of the Group: Facilitating relationships in the here and now
Psychotherapy
- Psychotherapy is a LONG term process
- Uncover the foundation of the problem and address it in the most efficient manner
- Address issues in a very deep manner
- Involve individuals who are dependent on the psychotherapist to gain control over their personality,
mind, emotions and behavior

GOAL: Cure/care, autonomy

Leader: Repairperson
Contract: Individual contract in a group process
Strategic Stages: Alliance/decontamination/ Deconfusion /relearning
Kind of Group: Heterogeneous with regard to pathology
Role of the Group: Enhancing lateral transferences and the evolution of group imago

Counselor: Social Worker: Psychotherapist

COUNSELOR
- A professional who helps clients achieve mental health, wellness and educational and career goals
Main Objective: Achieve client’s mental health and life goals; preventive
Job Description: Advanced counseling and therapy; adjustment
Work Setting: May engage in private practice

SOCIAL WORKER
- A professional who provides clients or connects them to social services
Main Objective: Helps clients become socially functional as well as to effect social change
Job Description: Provide social services, connect clients to other human service professionals
Work Setting: Does not have a private practice

PSYCHOTHERAPHIST
- A professional who deal with psychological disturbances
Main Objective: Helps client to achieve independence and autonomy
Job Description: Treat disorder that is psychogenic in origin
Work Setting: May engage in private practice
PSYCHOTHERAPY
- Is any procedure designed to alleviate behavioral disorders (mental illness, adjustment problems)
by psychological means –suggestions, psychoanalysis, counseling interviews, play activities and
changes in the patient’s environment
- Is applied when there is a personality maladjustment or mental disorder that is psychogenic in
origin

The focus of GUIDANCE and COUNSELING is NOT solving problems for the individual but HELPING
him/her solve his problems.
Guidance touches the beginning learner and extends throughout a lifelong educational process. It centers
upon the future function of the person as a thinking, problem-solving organism who is a product of
education.

Why counseling?
Problems of life can be solved in many ways, counseling being only one of those ways. Many
people adapt to life’s challenges using personal resources, friends and family, or religious faith. But even
with these resources, challenges can sometimes accumulate to the point that only a skilled and
trained helper can facilitate the process of growth and adaptation to these challenges.

In counseling, it is but very important for the counselor (helper) to be matured enough to handle the
counselee’s (client) concern/s.
What are those characteristics associated with maturity (mental and emotional maturity)?
MATURITY is;
- When you understand everyone is right on their own perspective
- When you are at peace with yourself
- When you stop attaching happiness to material things
- When you accept people as they are
- When you stop comparing with others
- When you are able to differentiate between need and want and are able to let go of your wants

CLIENT’S WELFARE AND RELATIONSHIP

Standards in client’s welfare and relationship
1. For all clinical and counseling program, the sessions are to be conducted in a setting that assures the
client of privacy.
2.The worker assures the client that materials gathered through psychological tests for diagnosis and
analysis will be used in a professional manner
3. The worker maintains a professional relationship with the client, avoiding any emotional involvement that
would be detrimental to the client’s well-being.
4. A therapeutic /counseling relationship should be terminated when the psychologist/counselor is quite
sure that he can no longer render help.
 CRITERIA for DIMENSIONS of COUNSELING
• Orientation Counseling
• Techniques in Leading
• Interviews
• Counseling Process
1. Orientation Counseling
Factors to be considered:
a. Acceptance of the client
- treat client as significant person
- warm, friendly interest
b. Dealing with the core of the client’s remarks
- to make the most important aspect of the client’s talks
c. Division of responsibility
Different situations require varied division of responsibilities.
Example:
- client: telling the counselor the nature of their problem
- counselor: listener

d. Amount of lead in counseling

e. This refers to the counselor’s remarks relative to the needs and interests of the clients’ thinking so
as to stimulate their development
f. The counselor’s remarks should be relevant to the client’s thinking and should also represent a next
step for the client to understand his next move.

2. Techniques in Leading
- A counselor can vary the degree of leading by carefully selecting and working out his ideas.
Four categories of Remarks for Leading
1. Silence - The counselor remains silent when a client pauses in his remarks but indicates in his attitude
that he understands and accepts what the client is saying.
2. Acceptance - A simple nod, “yes” or “hmmmm” will suffice whenever the client wants some reaction
from the counselor.
3. Restatement - The counselor repeats what the client has said more or less in exact words. No
clarification is made
4. Clarification - This is use to bring out the client’s attitude toward the topic.
3. INTERVIEWS
Good interviews follow a patterns and consistent structure.
Four sequential steps:
1. Statement of the problem
- Tell the counselor about the problem
- Counselor must have the ability to identify the problem
2. Development of the problem
- The counselor employed the ability to find out how the problems arose
3. Making plans
- The counselor’s know-how in organizing the outcome of the interview is best manifested in this
step.
- What is to be done; how it should be done
4. Summary
- Total view of maximum communication between the counselor and the client. This will enhance the
opportunities for worthwhile learning that will take place within the counseling relationship

Single Interview Patterns

After the greetings and settling down, the conference starts with the counselee talking about his
problem where the counselor plays the role of a listener.
The following definite patterns were suggested by Rogers:
1. Experience of release – pouring out of feelings or loosened repressions.
2.Insight – the understanding of oneself, acceptance of one’s impulses and the relationship perception
3. New plans and satisfactory meeting of realities

4. Counseling Process
Ruth Strong enumerates five essential factors in counseling:
1. The relationship - counselee must be at EASE.
2. Atmosphere - acceptance and freedom and willingness to help indicates an established rapport
3. Facilitation of the counselee’s effort - the counselees’ feels free to talk, confide, and tell all about
their fears without a feeling of hiding part of the problem they are facing
4. Attention to life adjustment - The counselor has had experience on the kind of life the counselee
has to face and can now channel the talk and treatment with the counselee such that the latter finds
adjustment processes to life
5. Follow- up - Encouragements and support orally or by letters are provided skillfully by the
counselor.
 Counseling Theories
Personal Theory
• A hypothesis the counselor has come to view as a possible reliable guide to effective personality
and satisfying human relations
TYPES OF COUNSELING UNDER PERSONAL THEORY
1. Psychoanalytic model (Eduard Bodin)
- in this model, individuals are viewed as an organism seeking to reduce tension
COUNSELING IMPLICATIONS:
The goal is NOT to SOLVE only BUT to CONTROL DEPENDENCY so the client could continuously
resolve his own problem

2. Teacher-Learner Model (Williamson)

- in this model, the counselor regards the client as having the ability to solve his own problems.
He helps the client think more by emphasizing his values and development
COUNSELING IMPLICATIONS:
The counselor
-serves as an expert consultant to the client
-uses diagnostic instrument
-has a wide store of information
3. Client-centered model (Carl Rogers)
- Focused on the needs of the client
COUNSELING IMPLICATIONS:
In this type of counseling, the client is the best source of information about himself
Rapport is the prime goal of the counselor, since behavior is consequently changed when the client is
relaxed
4. Social Psychology Model (Adler, Fromm, Horney and Sullivan)
- This model stemmed from the psychoanalytic approach.
- The counselor begins by finding who the client is in terms of social principles in life
5. The Rational Emotive Model (Albert Ellis)
- An approach to human behavior which emphasizes that emotions do not exist as a separate
independent factor in human personality.
- Ellis believed that a person’s behavior is due to his own thinking, that the way we feel depends
on the way we interpret events rather than on the events themselves
Counseling Implications:
- Counseling is a learning process that could change human behavior by manipulating verbal
reinforcers.
- This means that the counselor, through his positive, encouraging words, makes the client give
expression to emotion.
 DIFFICULTIES ENCOUNTERED BY BEGINNING COUNSELORS
1. Lack of understanding of how the counselor and the client work together as a team
2. Lack of deep analysis of the problem
3. Absence of summary clarification at the end of the conference
4. Technologists have not practically analyzed that counselors write what they think they did and
usually are unaware of their mistakes

LEGALITY AND CONFIDENTIALITY IN COUNSELING

Three levels of Confidentiality
• Level 1 - Professional use of information)
- This includes not only information obtained in counseling interviews but all kinds of information
forwarded to the personnel office.

• Level 2 - Counselor-client relationship information

- The client has the right to expect that the information obtained by the counselor will only be
used for his welfare.

• Level 3- Complete holding of confidential information

- The communication should not be divulged without the client’s consent even though the
counselor feels strongly that it would be for the client’s best interest, except in case of some clear
immediate danger to human life.

Factors to consider in Counseling situation

1. Purposes and patterns in counseling
- Counselor’s goal/s supported by a criterion to increase clients’ feeling of:
1. personal adjustment
2. being effective in the society
The patterns in counseling follow several criteria such as the following:
 Good working relationship
 Free talking
 Absence of resistance
 Taking responsibility in directing the interview
 Words of insight and plan
 Good judgment on the characteristics of the counselee
2. Client readiness
- Client is ready and interested in dealing with the problems, attitudes, insights in problem and
process of thinking and adjustment
- Factor in an effective counseling
 3. Dynamics of adjustments
- The counselor must possess the ability of not only erasing the trouble spot of the situation but
should lead the client to his general growth or re-orientation within his whole personality
- Assists students in making their career and educational plans in terms of their potentialities as well
as in terms of the uses to which these personalities can be placed in society

Classifying Ethical Problems

2 viewpoints in Classifying Ethical Problems (Fugua and Newman)
1. Mandatory and Aspirational
- It is mandatory for counselors to adhere to the ethical guidelines
- When the counselor is sensitive to the effects of the counseling action and interaction on the client
and society, it then becomes aspirational.

2. Based on Ethical Principles

5 different kinds of ethical problems based on ethical principles:
1. Autonomy
- Respecting the rights of others “Your rights ends when the rights of others begins”
2. Normaleficence
- The concept explains doing or causing no harm to others
- “Do no harm”
3. Beneficence
- Refers to the positive obligation of doing good to help others
- “Help with a heart”
4. Justice
- In distributing services, fairness is adopted
- “Needs based”
5. Fidelity
- The promise between the client and counselor is kept faithfully
- “Uphold the confidentiality principle”
Ethical Problems
• Dilemmas, unethical practices, ethical or unethical behavior in counseling
5 Categories of Ethical Problems (Hayman and Covert)

1. Counselor Competence
• The counselor’s behavior is below standard.
2. Confidentiality
• The counselee requests not to divulge information to anybody else.
3. Role Conflict
• The counselor’s function is multiple: friend, counselor and superior.
4. Conflicts with employer or institution
• The clients have problems with their employers or superiors
5. Danger
• Disclosing information to a third party may endanger the client and others

Basic Skills of Effective Helpers

1. Self-understanding or self-awareness
* Self-awareness
- being cognizant of one’s needs, feelings, thoughts, behaviors, personal problems, areas of
vulnerability, as well as strengths, resources, and opportunities
- the answer to the question “Who am I” is the essence of self-awareness; and can be explored in
different dimensions. It involves understanding and accepting one’s:
1. feelings, thoughts & behaviors
2. needs
3. impact on clients
4. personal and cultural values
5. limits of competence and areas of vulnerability
Effective workers…
• know and understand their feelings, thoughts and behavior including defense mechanisms.
• are comfortable discussing a wide range of emotions.
• don’t avoid feelings
• recognize that for many clients understanding and managing painful emotions is the greatest
outcome from the helping relationship
• know that they the same basic needs as everyone else
• understand that having needs is natural
• recognize how their personal needs can adversely affect helping relationship outcomes
• manage their personal needs and take caution that they don’t interfere with the helping relationship.
Self-Discovery Involves Some Risks
• Self-discovery makes inner self more visible
• Exploring the self may cause disturbing thoughts and feelings
• A challenge of self- discovery is to overcome any natural tendency to be defensive.

* Empathy
• act of perceiving, understanding, experiencing, and responding to the emotional state and ideas of
another person”
• an understanding and appreciation of the thoughts, feelings, experiences, and circumstances of
another human being”
• “an understanding with the client (that results from a comprehensive understanding of the client-in-
situation, the situation, and the interactions between the two)”
• is communicated not only in words, but more in tone of voice and action (gestures, facial
expressions, posture)
• sympathy is not empathy
Empathy involves:
1. Empathic recognition - ability to perceive sensitively and accurately the inner feelings of the client
(first dimension of empathy)
2. Empathic communication - ability to express understanding of these feelings in language attuned
to the client’s experiencing of the moment (second dimension of empathy)

Importance of Empathic Communication

The worker:
1. Becomes emotionally significant & influential in the client’s life
2. Reduces threat and defensiveness
3. Conveys interest and helpful intent
4. Creates an atmosphere conducive to behavior change
5. Builds trust and establishes credibility
6. Communicates that client is worth understanding, that client’s inner hopes & private fears have
value
7. Helps clients accept themselves
8. Encourages the client to act
Ways to Demonstrate Empathic Communication
1. Identify the client’s immediate feelings and underlying emotions.
2. Discover the meaning & personal significance of feelings & behaviors.
3. Be sensitive to both verbal and non-verbal messages
4. “Step into the shoes of the client”
 5. “Be with” the client”
Authenticity
• Refers to a sharing of one’s self by behaving in a natural, sincere, spontaneous, real, open, and
non-defensive manner
• Genuineness, congruence, transparency, sincerity are usually equated with authenticity
Skills used to display the quality of genuineness
• Display feelings openly - honest expression of feelings by worker (be it positive or negative)
• sharing of feelings in relation to the client’s problems or to the client-worker interaction.
– inappropriate for the worker to express feelings about her / his own personal problems.
• Supporting the client’s strength - worker makes statements of honest belief in the client’s ability
to deal with his/ her problem.
– expression of confidence in the client’s ability to accomplish some tasks or to cope with
difficult situation.
Characteristics of Authentic Person
An authentic person:
 shares him/herself by relating in a natural, open, sincere and genuine manner
 relates personally to others using expressions that are spontaneous rather than contrived
 is highly trustworthy
 does not lie
 gives open, honest feedback that is timely and helpful, yet maintaining warmth, respect, and
empathy in the relationship
 demonstrates congruence between his/her verbalizations and actual feelings & thoughts
 relates as a real person, expressing his/her true feelings and assuming responsibility for them rather
than denying the feelings and blaming others for causing them
 is non defensive and human enough to admit his/her errors

Importance of “I” messages

• Communicating ownership of own beliefs and feelings
– Don’t blame, accuse or belittle others
– Focus on how you feel
Authenticity and Self-disclosure
Self-disclosure - the conscious and intentional revelation of information about one’s self through both
verbal and non-verbal behaviors
- Used within a therapeutic perspective, it encourages clients to reciprocate with trust and openness.
Two Types of Self-disclosure
1. Self-involving statements - express the worker’s personal reaction to the client during the
course of a session
 2. Personal self-disclosing messages - center on worker’s struggles or problems similar to the
client’s
Definition of Communication
- The exchange of thoughts, messages, or the like, as by speech, signals or writing.
- To express oneself in such a way that one is readily and clearly understood.
- Communication is shared feelings/shared understanding.
- If you can honestly achieve that goal, you are communicating.

Types of communication based on the communication channels used are –

 Verbal Communication
 It refers to the form of communication in which message is transmitted verbally.
 Communication is done by word of mouth and a piece of writing.
 In verbal communication remember the acronym “KISS” (keep it short and simple).
Verbal Communication is divided into:
 Oral Communication
- In oral communication, spoken words are used.
- It includes face-to-face conversations, speech, telephonic conversation, video, radio, television,
voice over internet.
- Communication is influence by pitch, volume, speed and clarity of speaking.
Advantages –
It brings quick feedback.
In a face-to-face conversation, by reading facial expression and body language one can guess
whether he/she should trust what’s being said or not.
Disadvantages –
In face-to-face discussion, user is unable to deeply think about what he is delivering, so this can be
counted as a fault.
 Written Communication
 In written communication, written signs or symbols are used to communicate.
 In written communication message can be transmitted via email, letter, report, memo etc.
 Written Communication is most common form of communication being used in business.
Advantages
- Messages can be edited and revised
- Written communication provide record and backup.
- A written message enables receiver to fully understand it and send appropriate feedback.
Disadvantages
- Written communication doesn’t bring instant feedback. It take more time in composing a written
message as compared to word-of-mouth and number of people struggles for writing ability.
  Nonverbal Communication
• Nonverbal communication is the sending or receiving of wordless messages. Such
as gesture, body language, posture, tone of voice or facial expressions, is called nonverbal
communication.
• Nonverbal communication is all about the body language of speaker.
Nonverbal communication have the following three elements –
• Appearance Speaker – clothing, hairstyle, neatness, use of cosmetics
Surrounding – room size, lighting, decorations, furnishings
• Body Language - facial expressions, gestures, postures
• Sounds - Voice Tone, Volume, Speech rate

Levels of Communication
• Intrapersonal Communication - is communication that occurs in your own mind. It is the basis of
your feelings, biases, prejudices, and beliefs.
– Examples are when you make any kind of decision – what to eat or wear. When you think
about something – what you want to do on the weekend or when you think about another
person.
• Interpersonal communication - is the communication between two people but can involve more in
informal conversations.
– Examples are when you are talking to your friends. A teacher and student discussing an
assignment. A patient and a doctor discussing a treatment. A manager and a potential
employee during an interview.
• Small Group communication - is communication within formal or informal groups or teams. It is
group interaction that results in decision making, problem solving and discussion within an
organization.
– Examples would be a group planning a surprise birthday party for someone. A team working
together on a project.
• One-to-group communication - involves a speaker who seeks to inform, persuade or motivate an
audience.
– Examples are a teacher and a class of students. A preacher and a congregation. A speaker
and an assembly of people in the auditorium.
• Mass communication - is the electronic or print transmission of messages to the general public.
Outlets called mass media include things like radio, television, film, and printed materials designed
to reach large audiences.
– A television commercial. A magazine article. Hearing a song on the radio. Books,
Newspapers, Billboards. The key is that you are reaching a large amount of people without
it being face to face. Feedback is generally delayed with mass communication.
Communication Skills
• Process of “giving and receiving a message”
• Two-way exchange between sender and receiver
 • Necessitates that the receiver gets the intended message as intended by the sender
• Involves many skills (or sub-skills)
Effective Communicator
- An effective communicator is competent in both talking and listening skills which facilitate social
interaction.
Active Listening
• Responsive listening
• Combines talking and listening
• Indicates that worker heard and understood the client, and is responding to his/her message
• Involves six separate skills:
1. Attending - communicating interest in what the client is saying or doing.
2. Using silence - meaningfully pausing to give clients time to think and respond.
3. Paraphrasing - restating the client’s thoughts in own words
4. Summarizing - condensing the content and identifying essential themes and ideas
5. Questioning - probing for information, confirming understanding, and seeking clarification
6. Showing empathy - accurately understanding the client’s emotional perspective and
communicating this understanding
Communication & Relationship Building Skills
 Both essential for working with people
 Interdependent, entails reciprocity
 Important ingredients to the helping process

Overcoming Listening Obstacles

1. Be aware of various barriers
2. Be conscious of the high possibility that you may be “filtering’ the client’s message.
3. Be patient
4. Encourage trust
5. Control noise (physical, emotional, psychological…)
6. Stay focused
7. Avoid making assumptions
8. Manage personal reactions
9. Remember that listening does not mean agreeing
10. Be aware of blind spots
Questioning Skills
 A major component of active listening
 Questions provide a systematic way of understanding and accepting feelings
  There are different types of questions which the communicator may use:
 Closed-ended question - calls for a specific answer. This type is used to gain factual information.
 Open-ended question - enables the client to define, discuss, or answer the question in any way
s/he chooses. This type allows expression of feelings.
 Leading question - used when it is desirable for the client to continue to explore the subject at
hand
 Responding question - usually follows the lead of the client’s response.
 Answer-and-agree question - the client is expected to answer in such a way as to agree with the
worker
Paraphrasing
 An important active listening skill
 Worker restates client’s words and ideas in own words (not the same as repeating or parroting what
the client says)
 Defining feature of accurate paraphrasing is its interchangeability with the client’s ideas
 Focuses on immediate statements without adding to or altering the meaning of the client’s
statement
PARAPHRASING and REFLECTING CLIENT MESSAGES
• Cognitive -thoughts, ideas about situations, events, people or things; it answers the question,
“What happened?”
• Affective – emotions or feelings; it answers the question, “how does the client feel about what
happened”
Paraphrasing Benefits
1. Confirms that worker has listened to and understood the client
2. Gives the client an opportunity to correct any inaccuracies
3. Helps the client organize disjointed thoughts
4. Helps both worker and client to “get on board”
5. Helps the client explore his/her problems in a less forceful and directive way that direct questioning
techniques

Reflecting client’s messages

3 steps
1. Identify client’s feeling of the affective or cognitive tone of the client’s communication
2. Involves reflecting these feelings back to the client in fresh or new words
3. Perception check
- Perception check not only gives the client the opportunity to correct any errors, but also aid in
discrimination process about what to focus on next.
The reflection-of-feeling response can occur at 2 different levels:
1. The counselor, may at the most obvious level, reflect only the surface feeling of the client
Example:
Client: I feel really mad that you interrupted me
Counselor: You’re angry with me
2. At a deeper level, the counselor may reflect an implied feeling with greater intensity that originally
expressed by the client
Example:
Client: I think we have a really good relationship.
Counselor: You’re feeling satisfied with the way the relationship is developing; or You’re
pleased with the relationship
Relationship Building Skills
1. Tools for engaging clients, developing trust, and defining the specific purpose for the helping
relationship
2. Particularly important in the beginning phase of the helping process
3. Must be sustained and deepened through all the phases of helping
Promoting Core Conditions
1. Showing congruence/genuineness – capacity to be real, open, consistent, transparent
2. Showing empathy – ability to see the world through the eyes of the client
3. Warmth and positive regard – ability to recognize the inherent worth of people, regardless of their
behavior
Defining the Relationship
1. Contracting – negotiating the intended purpose of the helping relationship.
2. Using immediacy – evaluating the quality of the relationship in terms of its contracted objectives
3. Using worker’s self-disclosure – reducing and “normalizing” client’s negative feelings
4. Immediacy - Verbal response that describes something as it occurs in the helping session.
Instances in the helping relationship in which IMMEDIACY is particularly used
1. Hesitancy or carefulness in speech or behavior
2. Hostility, anger, resentment, irritation
3. Attraction
 CODE Of ETHICS
I. Responsibilities of the school counselor stem from the basic tenets in the counseling process
A. Each person has the right to dignity as a human being
1.without regard to race, sex, religion, color, socio-economic status
2.Without regard to the nature and results of behavior, beliefs and inherent characteristics
B. Each person has the right to individual self-development
C. Each person has the right to self-direction and responsibility for making decisions
D. The school counselor, equipped with professional competency, an understanding of the behavioral
sciences, and a philosophical orientation to school and community, performs a unique, distinctive, and
highly specialized service within the context of education’s purpose and the structure of the school system
E. The ethical conduct of the school counselors shall be consistent with state regulations.
F. The school counselor may share information gained in the counseling process for essential
consultation with those appropriate persons specifically concerned with the counselee

II. Principal responsibilities of the school counselor to pupils/students

A. The school counselor
1. Has the principal obligation and loyalty to respect each person as a unique individual and to encourage
that which permits individual growth and development
2. Must impose consciously his attitudes and values on the counselee, though he is not obligated to keep
his attitudes and values from being known
3. should respect at all times the confidence of the counselee; should the counselee’s condition be such as
to endanger the health, welfare and/or safety of self or others, the counselor is expected to report this fact
to an appropriate responsible person
4. shall be responsible and knowledgeable about the strengths and limitations of tests; will share and
interpret test information with the counselee in an accurate, objective, and understandable manner to assist
the counselee in self-evaluation
5. shall assist the counselee in understanding the counseling process in order to ensure that the persons
counseled understand how information obtained in conferences with the counselor may be used