Mock Counseling Report

Mock Counseling Report

Students Name

Institutional Affiliation

Course Name and Code

Professors Name

Date

Mock Counseling Report

Introduction

A counselor is someone who has a cognitive awareness of the setting in which you work and the labor market today. While the person still needs to come up with a workable answer, obtaining the help of a counselor is almost like getting rescued from their profession decisions confusion. A strong opinion view on the problems that have to be sorted, is given by a profession’s counselor. This is significant since the counselor could assess your recent positive results and make suggestions for growth areas. A counselor assesses your professional aptitude and makes suggestions for identity formation to advance your overall growth. This mock counseling report consists of the procedures and techniques used in the mock counseling session, the theoretical orientation, the central issue, career assessments, and treatment goals.

Summary of Procedures, Techniques, and Counselling Session

In the counseling session, I met my client, a seventeen-year-old female whom the young lady could not decide on her career path. She was in high school and was about to take her SATs, which would help her land a prestigious university. She was best in mathematics and science subjects but could not settle for either engineering, medical or information technology courses. She, however, did not want to choose a course based on her parents’ and teachers’ preferences. Her mother was a doctor, and her father was an engineer. Both parents wanted her to follow in their line of work. On the other hand, her teacher felt strongly about her becoming a professional in information technology.

The primary technique that I will use for this counseling session is directive counseling. The counselor is the critical character in this strategy, often referred to as counsellor-centered (Snow et al., 2018). I was responsible for consciously replacing the lady’s emotive conduct with sensible conduct. I made an effort to stay away from directive advice whenever I could. Following this procedure, I arranged the counseling session, examined the issue, determined its specifics, pinpointed its antecedents, and offered several solutions (Snow et al., 2018). It involved several steps. The first step was to analyze the case. I gathered all information from the client, her medical reports, close friends, and family. The next step was to do a synthesis where I organized all the information gathered. This information included background, qualifications, and potential.

I then found out the problem and the cause of the problem. Doing this made it easier to find a solution. A prognosis was also done to discover what may happen in the future if the problem is not solved (Snow et al., 2018). I then conducted the counseling session, listening keenly to what the client had to say. I considered the client a child who was confused about her future. After the counseling session, I asked for feedback to see if my counseling technique was effective.

Directive counseling is advantageous in terms of time commitment. Time is saved. The issue and the individual are given more attention. The client can see the counselor’s eyes directly. Counseling places more emphasis on an individual’s cognition than feelings. Finally, the client is entirely satisfied because the counselor is now easily accessible to help (Snow et al., 2018). To the best of my ability, I gave the client the facts I knew she needed about her career. I assisted her in deciding the route she wanted to go in. I provided various choices in the same vein so that the client might pick the profession of her choosing. I tried to delve deeper into her career choice during counseling, such as why certain subjects motivate her. Was her choice honorable and sincere?

Theoretical Orientation Used During the Mock Counselling

I chose to focus my theoretical orientation on cognitive-behavioral paradigm. This is because it focuses on a person’s thoughts, feelings, and behaviors all engage with one another (Gaesser & Karan, 2017). Clients are treated under the presumption that thinking influences emotions and actions and that problematic ideas and sentiments can lead to issues by therapists who utilize CBT as their theoretical orientation in therapy. My client was confused because she could not decide what career path she wanted to take. She chose not to choose one, making her parents and teachers think she was not focused on her future. She felt pressured to decide (Gaesser & Karan, 2017). Making her understand that her future was her decision and that her parents and teachers would fully support her would make her feel less pressured.

Major Concerning Issue

From the analysis, the young lady suffered from depression, anxiety, and low self-esteem. She was depressed for being in a pressured situation whereby her friends all knew what they wanted to do on campus, but she did not. She felt left out, leading to low self-esteem (Savickas, 2019). She knew that time was running out for college applications, but there was nothing that she could do. She had even thought of taking a gap year, but she knew her parents would be against it. She was anxious because she did not know if her chosen career would satisfy her parents and teachers. She felt that she would have to let one down or the other.

Career Assessment from the Mock Counselling

There are two forms that I used for career assessment. Intake forms are used to learn as much as possible about the client; counselors use intake forms at the beginning of the session. They enable the career counselor to comprehend the need for career counseling assessment, the anticipated objectives, and any challenges (Lipshits- Braziller, 2018). Feedback forms are used to evaluate the therapist’s performance to see whether the counseling was effective. From the feedback forms, I will know where to improve in the event of another similar situation.

Treatment Goals

The main goal was to help my client settle for a career perspective that was comfortable for her. Her parents had advised her throughout her life, and she felt that their opinions were valid in making her decision (Savickas, 2019). I will also discuss with the parents and teachers the impact of their opinions on their daughter’s future. This will help my client feel less pressured to follow in either of her parent’s footsteps.

Reflections from the Counselling Session

My primary focus when discussing my counseling session will be professional advancement-related difficulties. The identification of learners’ personal and academic strengths, in addition to their passions, abilities, and key competencies, is encouraged. Learners can then use those concepts to aid in their career exploration. They are able to connect their abilities, choices, and skills to potential career paths in the prospective (Savickas, 2019). Using skills necessary for employee engagement and accomplishment, using planning and career exploration to apply to establishing and accomplishing longtime occupational goals, and educating learners where and how to find resources about higher education options are a few of the crucial aspects of professional expansion that I will recognize.

When providing career counseling, I will encourage students to use their decision-making abilities to classify various jobs into relevant career sectors (Savickas, 2019). They are also urged to consider the different of professions that engage them and the aims they have for their prospects while doing this. I will provide them with tools to continue their career research outside the classroom. Along with intellectual progress, counseling also addresses social-emotional growth (Savickas, 2019). I will also encourage self-esteem and self-awareness. Teachers and parents should also be encouraged to take their children to career counseling to avoid the confusion and pressure of choosing a career.

Conclusion

Counseling can also be used to advise on academic matters and career paths. Career counseling involves evaluating career potential as a counselor offers advice on developing your identity to promote your overall development. In directive counseling, the counselor attentively considers the counselee’s situation, obtains data, and offers a solution. This kind of counseling carries out the advice-giving function, but it can also reassure, provide an emotional release, and, to a lesser extent, help with thought clarification. The counselor gathers data about the counselee to better comprehend the client’s issue from various sources. However, this technique may be ineffective because since the client entirely depends on the counselor, he or she may not make good decisions once the client is away from the counselor. That is why counseling should entail decision-making and problem-solving. Teachers and parents should also be involved and advised appropriately.

References

Gaesser, A. H., & Karan, O. C. (2017). A randomized controlled comparison of Emotional Freedom Technique and Cognitive-Behavioral Therapy to reduce adolescent anxiety: A pilot study. The Journal of Alternative and Complementary Medicine, 23(2), 102-108. https://www.liebertpub.com/doi/abs/10.1089/acm.2015.0316Lipshits-Braziler, Y. (2018). Coping with career indecision among young adults: Implications for career counseling. In New perspectives on career counseling and guidance in Europe (pp. 71–85). Springer, Cham. https://d1wqtxts1xzle7.cloudfront.net/62929685/394780_1_En_5_Chapter_Author20200412-76874-15vorf5-with-cover-page-v2.pdf?Expires=1665090392&Signature=KUijsDSfjyv-Savickas, M. (2019). Career counseling (pp. xvi-194). Washington, DC: American Psychological Association. https://wikious.com/en/Career_counselingSnow, W. H., Lamar, M. R., Hinkle, J. S., & Speciale, M. (2018). Current practices in online counselor education. Professional Counselor, 8(2), 131-145. https://files.eric.ed.gov/fulltext/EJ1193678.pdf