Counsellor must certainly :

• Know how to respond to any pupils needs.

• Ensure that pupils feel welcomed, respected,
listened to, understood and willing to
continue.
• Put them in the best position to negotiate
with the pupils about what should they do
and how they do it.
 MICRO-SKILL PURPOSE
Attending behavior Encourage pupils to talk and
show the counsellor is
interested in what being
said.
Questioning Effective questioning help
guide the counselling
conversation and may assist
in enriching the pupils’
story.
Responding Accurate responding allows
the counsellor to confirm
with the client that they are
being heard correctly.
WHEN TO USE
Throughout entire
counselling session.
Information gathering stage
of the interview.
Can be use throughout
entire counselling session.
Useful throughout the
session.
Help the counsellor to clarify
and encourage pupils’ story.
EXAMPLES
Show enthusiasm while
talking to the pupils who in
need.
“what would you like to tak
about today?”
“when does the problem
occur?”
“let me see if I’ve got this
right. You want to go back to
full time study but you are
worried about your financial
status?”
 MICRO-SKILL PURPOSE
Noting and reflecting Noting and reflecting is used
to bring out underlying
feeling.
Confrontation Skill that can assist pupils to
increase the self-awareness.
Highlight discrepancies that
pupils have previously been
unaware of.
Focusing Enables a counsellor to
direct pupils’ conversational
flow into certain area
WHEN TO USE
N&R assist in adding the
emotional dimension to the
pupil’s story, so it is often to
used in the conversation
stage of gathering the
information.
Often used when the
counsellor observed mixed
messages or incongruities in
the pupil’s words,
behaviours, feelings or
thoughts.
Focusing is a skill that
relevant at any stages of the
sessions.
EXAMPLES
“you feel disappointed
because your mother didn’t
wish you on your birthday?”
“you say you would like to do
further study but you
haven’t fill in the form yet.”
After noticing that the pupils
has mentioned very little
about hus family, the
counsellor direct the
conversation toward the
pupil’s family.
 MICRO-SKILL PURPOSE WHEN TO USE EXAMPLES
Influencing May facilitate change in When the pupil is exploring A pupil do not attend the
the way a pupil chooses to alternatives ways of class and the counsellor
think or act. thinking or behaving. discuss the possible long
and short consequences of
the action.
 Body
language
Behavioral Observation
discrepancy skill

NON-VERBAL
COMMUNICATION

Posture and Facial

gesture expression

Eye contact