COUNSELING METHODS /

TECHNIQUES

z Prepared by:
MRS. EDELYN M. BRIZUELA
Subject Teacher
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1. Solution-Focused Brief Counseling
(SFBC)

 Instead of focusing on the client’s problem, this approach focuses on the

solution that works best for the client.
 This approach proposes that:
(1) when clients concentrate on success, it will lead to positive change;
(2) by determining moments or occasions when symptoms do not occur,
clients are given the opportunity to generate solutions;
(3) clients must trust that small positive changes can facilitate bigger changes;
(4) all clients have the capacity to solve their problems particularly during the
absence of symptoms; and
(5) clients must identify goals that are positive and measurable
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Scaling
 Scaling quickly assesses or gauges the
client’s progress.
 It simply presents the client a 10-point
continuum where he or she is asked to rate a
particular concern.
For example, the counselor will say, “If 1 means
sadness and 10 is happiness, what rating will
you give to how you feel now?”
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Exception

 A counselor explores situations or moments

when the problem was not occurring. SFBC
comes from the assumption that all concerns
have exclusions, which are moments that can
be used to generate possible solutions,
sources of strengths, and personal resources.
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Miracle Questions

 This technique shifts from a problem-focused way of

dealing with their difficulties to a solution-focused one.
 It prompts clients to think of what they really want and
what this entails to do so, or what is needed to do what
he or she wants.
 However it requires the clients to detail evidence of the
absence of his or her problem, making the goals that
the counselee really wants clearer and more detailed.
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2. Adlerian or Psychodynamic
Approaches

 The primary goal of this approach is to recognize

and understand the objective reasons for one’s
experiences. These reasons may be different
from the perspective of the client or how the
clients view their lives.
 The techniques used aim to improve
interpersonal relationships and self-awareness.
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I-Messages

 This technique called responsibility messages prods the

client to take responsibility for his or her feelings, behaviors,
or attitudes. Acknowledgement of one’s responsibility allows
for an expression of the other person or the other party’s
side, thus facilitating an open and respectful
communication.
 This is non-threatening because it only involves the client
making the statement; hence, it can be used in situations
when communicating with another person, who is either
defensive or starting a more complicated problem.
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Acting As If
This technique facilitates change not only in the
client’s perception about a particular experience
but also in improving his or her actions or
behaviors. Having such change perspective
leads to increased functioning. It was believed
that people act as if what they believe is true, yet
it has always been proven that not everything we
believe in ourselves is real.
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3. Gestalt Approach
 Gestalt means “a structured, meaningful unity that
stands out against a background in the
organism/environment field”. This suggests that this
approach focuses on present moment experiences,
existential meaning, interpersonal relationships and
integration of the whole person.
 The Gestalt approach intends to help the clients
understand the meaning and purpose of their
experiences by increasing their awareness of what is
happening in the present moment.
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Empty Chair

 This technique aims to help the counselee to play what he or she

would likely to say or to act toward another person.
 The counselee, consequently, would also be asked to play what
the other person would say to or act toward him or her.
 By expressing both sides of the issue, the counselee can
reconcile conflicts between his or her values, thoughts, feelings
and actions.
 The counselor facilitates the interplay of both sides as the
counselee explores the issues.
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4. Social Learning Approach

 This approach suggests that clients learn to do

their tasks and behaviors by simply observing
and imitating others. Studies have shown that
individuals do not just execute a behavior.
Individuals can think and plan their actions
before executing it. From here, a number of
techniques were developed.
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Modeling

 Also known as imitation, identification,

observational learning and vicarious
learning.
 It emphasizes that an individual’s
behaviors are learned from observing a
model or someone whom we see
around by imitating their behaviors.
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5. Cognitive Approach

 This approach believes that clients improve

their situations by perceiving and thinking
about problems and solutions through
different perspectives or by seeing the
situation from different lenses.
 It contends that the clients’ thoughts affect
their feelings and behaviors.
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Visual /Guided Imagery

 This is used to help clients work through

conflicts and ease anxiety.
 The counselor can make use of a vivid
mental picture of a real or imagined
experience, a pleasant scent, or a
visualization of successfully coping
process.
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6. Behavioral Approach

 This contends that learning happens when a

particular behavior is reinforced by the presence of a
reward or discouraged by either giving a punishment
or removing a potential reward.
 Behaviors that are rewarded tend to be performed
more frequently. On the other hand, behaviors that
are not rewarded decrease in occurrence. At the
same time, behaviors that receive punishment either
increase or decrease in occurrence.
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Token Economy

 This can be applicable for those who noticed that they

have been very fond already of their gadgets and may
have missed some quizzes or assignments due to lack
of time because of playing too much electronic games.
 As a form of positive reinforcement, the token
economy technique makes use of reward for
displaying a desired behavior.
 Making a reward system in studying your lessons will
be beneficial and exciting at the same time.