CONCEPT: Counseling

APPROXIMATE TIME: 1 hour

1. Describe the characteristics of a good counselor.
2. Describe the different methods (approaches).
3. List techniques in counseling.
4. Develop a counseling plan.

SUGGESTED MATERIALS: Refer to the Instructor Information   link in the User's Guide for the basic materials to teach a class. Additionally, video clips would be a very effective way to get the attention of the audience as well as demonstrate examples of the directive and non-directive approaches. If the video clips are not practical, you may be able to stage some examples yourself in the form of role-playing or a skit.

The Air Force has a continuing interest in improving the quality of counseling at all levels of supervision. Even at the lowest level of organization, problems arise that disrupt the performance of individuals and lower the efficiency of the unit. People with problems may not be able to solve them for a variety of reasons. The problem itself may be totally divorced from the CAP environment, but that fact alone doesn’t necessarily remove it from the realm of the supervisor. Your subordinates’ problems become your problems when they adversely affect unit effectiveness. The material in this section won’t make you a professional counselor, but it provides the knowledge and skills necessary to conduct effective counseling sessions.

In this lesson we gain the basis for understanding counseling. The purpose is not to make your audience professional counselors, but to give them a framework and understanding to enable them to improve their counseling skills. If you are not qualified to answer a question or advise on a subject, it becomes your responsibility to refer the individual to someone who can handle the problem professionally, then follow up.

1. Explore the definition of counseling among the audience.
2. Discuss the different counseling methods (again film clips are very effective).
3. Discuss techniques.
4. Discuss creating a counseling plan.
5. Case studies and role-play exercise to solidify points.

Attention Step: (Slide 1) Play the short clip in the beginning of Top Gun where the pilots are getting reprimanded for their failure to perform correctly (if a VCR or copy of the movie is not available, consider a little opening skit where you are yelling at a subordinate). To many, this is what counseling is all about. The truth is, is that counseling is a tool to communicate and problem solve—could be simply learning more about your people.

Lesson Overview: (Slide 2) In this lesson we gain the basis for understanding effective counseling. We’ve just defined what counseling is—and is not. Preview the rest of the presentation and reemphasize the purpose of the lesson.

Main Point 1: (Slide 3) Characteristics of a good counselor. It may be good to query the audience as to the qualities they themselves feel are good qualities for a counselor to have—make a list, then compare them to the list here on the slide. I’ll bet if you asked which one was most important, the response would be sincerity over skill. There are no wrong answers here!

Main Point 2: (Slide 4) Methods. If you could call the method used in Top Gun (or your skit) either Direct or Non-Direct, what would you call it? Discuss the directive approach first (since they already have an example or it!) This would be a good opportunity for the audience to get involved by discussing possible examples where a directive (or counselor-centered) approach would be appropriate—make a list. If you can find a good example of a non-directive approach in film, it would be a great transition into the next method. Again, if a VCR/TV is not available, a short skit serves just as well. In discussing the non-directive approach (counselee-centered) get the audience involved again in making a list to compare with directive. Now—an important point is to emphasize that both methods are appropriate and that you may actually move between the two in various degrees. TRANSITION: No matter what method is used, there are techniques to effective counseling.

Main Point 3: (Slide 5) Techniques. Questions should be open-ended in most cases—this forces the counselee to respond with something other than a one-word response. Depending on the audience, it may be worth discussing some examples of this. Encouragement may be as simple as good feedback (nodding your head as the person talks) to let them know that you are sincere and are listening. Nodding your head is also non-verbal feedback—you normally would not want to do things like cross your arms or write as the person is talking, if the message you are trying to send is that you are open for discussion (although it really depends on the objective and method). Physical layout is an important element in counseling. If your are employing the direct method, then sitting behind your desk may be appropriate, but not if you are trying to promote active two-way communications

Main Point 4: (Slide 6) Counseling Plan. First and foremost—have a plan for each and every counseling session. The first step in developing this plan is to develop a solid objective. This objective needs to be something that can truly be accomplished in one session—not so much "change his behavior" as much as "let him know what I expect from him." Although the first may be possible, it is much more likely that the second will be accomplished with surety. The objective will normally guide you naturally to a method, either direct or non-direct that is appropriate for the task. If, for instance, the objective is to make the individual aware of expectations, a directive method will be most appropriate. However, if your objective is to investigate and determine if an individual is having any difficulty with a task, then the non-directive may serve the situation better. Finally, before every counseling session you should prepare an opening statement. This statement serves several purposes: it sets the tone of the meeting (directive vs. non-directive), it explains what the problem is as you see it, and lets the counselee know what observations you have made to this point. By doing these things the counselor ensures a great deal of time is not spent rehashing information and also lets the counselee know that you have done your homework and are prepared to sincerely solve the problem.

Counseling Exercise: (Slide 7) Determine the objective. Most people are inclined to choose A. This seems like the humane thing to do. However, Cadet Wilson’s problem is not the issue that necessitated the counseling session—it is the unreliable attendance. It may sound uncaring, but this is the first session and it is important that you have identified the problem to him/her and let him/her know what your expectations are—Choice C most likely will be appropriate. After the session begins you may find that discussion leads you to some underlying causes to address—but that is above and beyond the objectives of your initial meeting.

Counseling Exercise: (Slide 8) Determine the Objective. If you select Choice A, you have made the mistake of developing a long-term objective—not an initial meeting objective. If you chose C you are confusing conduct problems (like the first scenario) from performance problems, they require a different approach. If you chose D, you’re not solving a problem, just moving it! B is the correct choice.

Counseling Exercise: (Slide 9) Determine the Method. In the first scenario, a directive approach is most correct. After you have met your objective, however, you may find that the counselee is willing to open up and begin discovering some underlying causes. Again, never advise on a subject that you are not professionally qualified to advise on—instead, refer the counselee to an appropriate agency. In the second scenario, you are trying to get information from Captain Jones in order to help him develop a plan. This session may begin a little directive in that you are defining the problem for him and letting him know what your expectations are for this session. However, it is important to become very non-directive thereafter if the counselee is to meet your objective.

Counseling Exercise: (Slide 10) Develop Counseling Plan/Opening Statement. This scenario is designed so that the students are afforded quickly develop some sort of counseling plan. Five minutes should be sufficient to determine objective, method, and an opening statement. If practical, have students say their opening statement for everyone else to here. There’s no right answer here—but some are better than others. Have your solution in hand as well.

Conclusion: (Slide 11) Quickly review the take-aways. Remotivate the audience—don’t be caught ill prepared to counsel. Counseling is a skill to be learned and practiced before you need it. Practice it, then be critical of your performance as a counselor.