NON-DIRECTIVE COUNSELING

While most often used by certified counselors, psychologists and psychiatrists, non-directive counseling provides a number of
techniques which can be used effectively by teachers and staff when talking with students about their undersirable behavio Attributed
to Carl Rogers, this technique was designed to allow the individual in emotional turmoil to talk out problems and resolve difficulties
with a minimum of direction being provided by the person serving as counselor. Rogers believed that everyone has the motivation
and ability to change in order to become a better, more "self-actualied" person. !o help our students to achieve this state, we as
teacher-counselors, act as a sounding board" observing, listening, and deliberately responding according to certain guidelines while the
student e#plores and analyes the problem and devises a personal solution. !he teacher-counselor$s demeanor is ALWAYS accepting
and non-punitive. !his style encourages the student to feel comfortable in the e#pression of feelings and thus facilitates positive
change. !here are five basic responses to student commentary. !he first, reflection, is the restating of the student$s comment. !his
may be done in the e#act same terminology used by the student, the repeating of part of the comment, or by rewording the student$s
statement. Reflection lets the student know that you are listening and promotes continued commentary.
!he second response, a leading stateent or !"estion, is designed to encourage the student to elaborate on a topic or devise a
solution to a specific problem. %#amples of a leading remark include& "'$d like to hear your opinion.", "!ell me more about yourself.",
and "(hat happened then)". !he third
response, clarification, involves the stating of implied feelings behind a student$s verbal communication. %#amples of clarification
include& "*ou sound sad." and "'t appears as if you$re very angry at +amantha." Clarification helps the student to identify his,her
feelings. 't can also be used to focus the student$s thoughts$ on ways to deal with the emotions which are present.
!he fourth, s"ari#ation, is a review of what has been discussed thus far in your counseling session. !his summary allows both
participants to briefly reflect on what has occurred, view it clearly, and use it as a new starting point from which to build.
!he fifth response, !"estioning, is comprised of two main types& closed questions which are intended to yield brief, specific
information" and o$en ended questions which are used to encourage the student to talk at greater length on a topic. %#amples of
closed questioning include& "-ow old is .on)" and ".id you complete your homework)" %#amples of open questioning include&
"-ow$s it going in science class)" and "-ow do you feel about losing recess)"
Rogers believed that this non-opinionated approach helps others to resolve inner conflicts and feelings which manifest themselves in
undesirable behavior. !herefore, the reduction of this inner turmoil can reduce inappropriate behavior. !his technique is useful with
students who can be "reasoned with," and are seeking a solution to their problems /or 0ust want to talk1. Certainly, the student must be
motivated to be involved in a therapeutic discussion. !his is not a technique which can be imposed upon the student. *et, because
the student is involved in the program and chooses the most appropriate solution, s,he is more likely to follow the proposed solution.
!he non-directive approach is also useful with students of lower intelligence levels who have accompanying speech and language
problems which make their verbaliations difficult to understand. Reflection can be useful in these situations. Repeat the words that
are comprehended, continuing the conversation and allowing the student to vent his,her emotions.
%o& to Use Non-Directi'e Co"nseling
2. Arrange for a time and place which will provide privacy for your conference.
3. 'f the student does not open the session, use a leading statement or question to focus him,her on the topic of concern.
4. 5isten to the student in an interested, non-punitive, accepting manner. 6ake no 0udgments.
7. Respond when appropriate, using one of the recommended techniques.
8. After the concerns have been thoroughly voiced by the student, focus him,her on finding a solution for the difficulty. /e.g., "-ow
will you handle this in the future)", "(hat do you do now)" and "-ave you got any ideas about how you might deal with this
issue)"1 Allow the student to choose the solution that is best for him,her.
Acti'ities and Disc"ssion ("estions
)* Identif+ t,e follo&ing res$onses to st"dent coentar+ as -eing a leading stateent or !"estion. reflection. clarification.
o$en !"estion. closed !"estion. or s"ari#ation*
a. "-ow are you feeling)"
b. "' wonder how that happened."
c. "!he other kids won$t let you play baseball with them."
d. "'s he five or si# years old)"
e. "'t sounds to me like you$re feeling overwhelmed right now."
f. "-ow are you doing on your science pro0ect)"
g. "'$d like to know how you$re doing on meeting this week$s goal."
h. "9:. !hus far we$ve discussed your tardiness to class, your dislike for the instructor, and
the poor quality of your classwork and homework. 9n which one would you like to focus)"
i. "!hey say you$re the teacher$s pet."
0. "*ou$re feeling tired and worn out."
/* 0ro'ide a reflection res$onse for t,e follo&ing rear1s*
a. "' was so embarrassed. ' could have died right then and there."
b. "-e 0ust stood there stunned. -e was shocked and couldn$t believe what he was seeing."
c. "'t$s a strange feeling. ' felt lost, 't$s like being in a giant cornfield and not knowing which
way is out."
d "'t was great. +he was all smiles and happier than a pig in mud."
e. "*ou$re looking at me like it$s my fault. (hy don$t you talk to .oreen)"
f. "'$m so dumb. '$m useless. ' can$t do anything right." /Reflect the content or feelings...
not the words.1

2* 0ro'ide a clarification res$onse to t,e rear1s in 3/ 4a-o'e5*

6* 0ro'ide a res$onse to t,e follo&ing coents
a. "'$m really tired. 6y grandfather died over the weekend and we$ve been running around
like cray."
b. "'t$s not fair. *ou treat ;ulie and <etsy like they$re something special. !hey get to do all the
fun activities. %veryone says they$re your teacher$s pets."
c. "!he other guys won$t let me play ball with them. !hey call me a "pansy."
d. "'$m so dumb. ' can$t figure these out. !hey$re too tough. ' can$t wait until '$m 2= and
can drop out of school."
e. "' should have killed that fool when ' had the chance. >e#t time he squeals on me, '$ll
kick his rear end all over the playground."
f. "' was so embarrassed. -e$s always talking about my legs or breasts or bra or something.
Can$t you tell him to stop)"
g. "(hy don$t you ever say anything) All you ever do is say the same thing ' already said.
Are your a 0ellyfish) .on$t you have your own opinions)"
h. "<ut what do ' know. '$m only the teacher$s aide."

8. Identif+ t,e t+$e of res$onse you gave for each e#ample in ?7 /above1. (ere you able to avoid being directive and giving
opinions) (hich other types of response might have been appropriate for each)

=. (ith two others, role $la+ non-directive counseling for the situations provided below. 9ne person plays the role of the teacher,
another plays the part of the student, and the third person records the types of responses given by the teacher. !he recorder should
have a sheet with the different types of responses listed. A tally mark should be placed ne#t to the respective responses as each is used
by the teacher. After the role play situation has been resolved, the three participants should review the teacher$s technique and make
suggestions for improvement. /e.g., @se less questioning. Avoid giving opinions and solutions to the student.1
a. !he teacher pulls aside a student who has been involved in a fight. !he student opens the conversation with the comment "' hate
9scar." 't will be revealed later that the student$s father has been receiving radiation treatments and chemotherapy for cancer. !his
has caused his father to become bald and 9scar said the father$s head looked like a melon. Alternatives to fighting should be
discussed.
b *ou have the student report to you after school to complete some classwork. -e throws it on the floor and says "'$m not doing this
crap, you bitch /bastard1." *ou hear laughter from students in the hallway and suspect that this student is testing your authority.
c. *ou call a student aside. *ou$ve seen the welts and bruises on his arms, neck, and face. *ou suspect abuse. !he student initially
denies this. Remember your legal obligation to report suspected abuse.
d. *ou catch a student removing your purse /or money collection envelope1 from your desk. -e defiantly says, "-ey, you gotta have
money to impress the ladies /or boys1." *ou want to have the student analye morality and personal values.
7* +earch for "%lia" /a counseling software program with which someone types in their concerns and the program responds in a non-
directive fashion to help him,her resolve personal issues1 on the internet. Aurchase the program and use it /or provide for use with
your students1.
8* Aractice using non-directive responses while role playing a "classroom counseling" situation with a partner.
Bor 6ore 'nformation
-ilgard, %.R., Atkinson, R.C., C Atkinson, :.5., /2DE81. Asychology. /=th ed.1 >ew *ork& -arcourt, <race and (orld, 'nc.
Rogers, C.,/2D=21. 9n becoming a person. <oston& -oughton 6ifflin Company.
Rogers, C., C +tevens, <. /2D=E1. Aerson to person& !he problems of being human. 5afayette, CA& Real Aeople Aress.

'$m not sure that ' understand what you mean by "Arf".