Interview with a Counselee

This inter come across was conducted 1 month after the instruction took place. The counselee was an modal(a) high school school-age child who assay to take felo-de-se by cut her wrist and cutting her tongue. The counselee informed the creator of this paper that she hallucinatinge a suicide attempt due to feelings of abandonment by her family and friends. At present, the student is still undergoing follow by means of sessions with the school talk over, and being observed by her class adviser.During the inter candidate, the student showed some mannerisms of briary her fingers, and narrowing her eyes. She and the author (interviewer) sat in front of each other in a small exponent room. 1. When asked to the highest degree her thoughts and feelings as she prep ard for the counselor-at-law realize, the student said that she felt a half-size nervous that the exponent would get mad at her for attempting suicide. She did not want to surface up at first because the counse l was unknown to her.Although she often saw the counsel in the school whenever she passed by the counseling room and during the orientation for freshmen, she had not go on as close to the counselling as that time when she had counseling. Due to unfamiliarity with the counsellor, she in some manner felt that she could not trust her, and that the counselor would relay her secrets to other people. 2. The counselee also show that when she came inside the counseling room, the counselor smiled at her at erst, and asked her to sit. The first words that the counselor uttered were, How are you? When the counselor radius this, the student said she felt appeased that the counselor was not mad at her. She perceive then that the counselor was aweed rough her. During the session, the counselor said that she would value whatever the student would share to her, and her feelings are precise precious. She also told the student that e genuinelything they would talk closely would be confi dential, and as long as the counselee promises never to do the attempt again, the counselor would not inform her parents of what the student shared to her.Because of this, the student said she felt cosy with the counselor and could not attend that to express what she felt and thought that day. In assurance, the counselor said that she could be of booster to the counselee if the counselee would allow her to help. In this particular counseling situation, we may note that the counselor was sure-fire in building up resonance between her and the counselee. She did this by expressing that she values the feelings of the counselee (Wexler, as cited in Lambie, 2004 ), and the counselee could trust her with secrets. 3.As regards the obstacles that hindered the counselee from sharing her experience with the counselor, the counselee commented that due to the friendly approach and concern of the counselor, she felt at ease with her. 4. When asked what she well-read about the helping/cou nseling emergence after undergoing it, the student said that she was very glad that they have a return deal this in school and through this program she realized a geminate of things. First, she realized that some people are concerned about her and she could find a friend among them, such as the counselor and other counselors as well.She also utter that she felt lucky that her school has a friendly and compassionate counselor who would comprehend to her, without condemning what she did. She also appreciated the particular that the counselor was not grading her for how she performed during the counseling session, and she did not have to be sure of what she would tell the counselor. In other words, the put to work made her express her real self-importance and provided her someone whom she felt was concerned. 5.As we can see, the counseling process that took place was of great help to the student. Through the school counseling program, students like the interviewee in this repo rt are given up the attention they need. Just like whatever counseling process, it is very important for every(prenominal) counselor to listen attentively, offer advice when needed, and control the counselee feel comfortable. In the case of the student, we may say that a lot of students straightaway have a different view of counseling unless they have undergone one.The misconceptions expressed by the counselee before the session include imagining the counselor getting mad at her, or relaying her secrets to her parents. These are the same examples of how some students view counseling. However, these misconceptions are proven wrong once they encounter the real counseling experience. recognition Lambie, Glenn. Motivational enhancement therapy A machine for professional school counselors working with adolescents. headmaster School Counseling. Retrieved February 1, 2008, from http//findarticles. com/p/articles/mi_m0KOC/is_4_7/ai_n6033401