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8/9/2019 Counseling - Stage, Skills and Knowledge
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Sps 550sports counseling
PREPARED FOR :NOR HAZWANI BT MOHAMAD NASIR
STAGE, SKILLS AND KNOWLEDGE
IN
SPORTS COUNSELING
ANUAR BIN HAMID
AHMAD MUZZAMMIL BIN AZMI
MUHAMMAD FARID IKHWAN BIN MAT MUSA
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WHAT IS COUNSELING ?
The process b !hich the structure o" the sel"is rel#$e% in the s#"et o" the clients&rel#tionship !ith the ther#pist #n% pre'iousl%enie% e$periences #re percei'e% #n% then
integr#te% into #n #ltere% sel"( )ogers*+,5-.
The process in'ol'ing interperson#l
rel#tionships bet!een # ther#pist #n% one or/ore clients b !hich the "or/er e/plospschologic#l /etho%s b#se% on sste/#ticno!le%ge o" the hu/#n person#lit in
#tte/pting to i/pro'e the /ent#l he#lth o"
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St#ge setting to counseling
S
O
L
E
)
2
Sit s3u#rel
Open posture
Le#n "or!#r%
Ee cont#ct
)el#$e% *4eep n#tur#l.
Loo "rien%l
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St#ges o" counseling
3. Action planning Acti'it sche%ule
Gr#%e% t#s
eh#'ior#l ch#nge
1. Listening 1#ssi'e
Acti'e
2. Understanding 1rioriti6e the
proble/s
7eci%e the t#rgets p#r#phr#se
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Cont((
)el#tionship buil%ing
Assess/ent
Go#l setting
Inter'entions
Ter/in#tion #n% "ollo! up
STAGE +
STAGE -
STAGE 8
STAGE 9
STAGE 5
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Est#blishing # rel#tionship
)#pport re"ers to pschologic#l cli/#te th#te/erges "ro/ the interperson#l cont#ctbet!een counselor #n% client(
)#pport !ill be #:ecte% b # nu/ber o"
"#ctors inclu%ing the counselor&s person#l #n%pro"ession#l 3u#lities #n% client&sinterperson#l histor #n% #n$iet st#te(
2irst i/pression pl#s #n i/port#nt role in
buil%ing r#pport st#te(Tr#ns"erence occurs !hen the client
#ssoci#tes cert#in ;ction#l 3u#lities !ith the/other(
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Tr#ns"erence c#n be either positi'e *"#'or#bleco/p#rison. or neg#ti'e *un"#'or#bleco/p#rison.
The rel#tionship is # e'ol'ing #n% /#ture
process(The sill"ul counselor %e'elop # sel" congruent
stle "or /eeting the clients(
Counselor shoul% h#'e #%e3u#te soci#l sills(
Atten%ing or #cti'e listening is cruci#l(
The rel#tionship is not est#blishe% in # singlecont#ct
)e
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Assessing the proble/
In'ol'e the collection #n% cl#ssi;c#tion o"in"or/#tion rel#te% to the client&s re#son "orseeing help(
4no!n #s proble/ %e;nition process(
- !#s #ssess/ent =+. 7epen% on the counselor&s theoretic#l #n%
philosophic#l 'ie! o" hu/#n proble/s(
-. 7epen%s on the con%itions present in the
client&s situ#tion #n% the counselor&sun%erst#n%ing o" those con%itions(
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Client&s proble/&s /# be conceptu#li6e% #s => Nee%s
> Stressor
> isinterpret#tions
> #l#%#pti'e interperson#l p#tterns
> Co/bin#tion o" #ll these
Corsini (1984), cl#ssi;e% #ll #bo'e #s
afective, behavioral or cognitivein origin( While #ssessing the proble/ the constr#ints
o" person#l bi#s or theoretic#l blin% spots/ust be #'oi%e%(
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In short@
St#ge+ 7ATACOLLECTION
St#ge- O5SE)ATIONAN7INBUI)
St#ge8 )ECO)7INGTHE7ATA
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Go#l setting
The #ct o" go#l setting in'ol'es /#ing #co//it/ent to # set o" con%itions@ # course o"#ction or #n outco/e(
The go#l h#s to be set in or%er to entert#in
the progress o" sessions(
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Sills in go#l setting
Counselor&s in"erenti#l sills 7i:erenti#tion bet!een ulti/#te go#ls@
inter/e%i#te go#ls #n% i//e%i#te go#ls(
Te#ching clients to thin re#listic#ll in
inter/e%i#te go#ls( Go#ls c#n be ch#nge% through session(
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Initi#ting inter'entions
The !hole obDect o" counseling is to initi#te#n% "#cilit#te %esir#ble ch#nge
S4ILLS
Co/petenc 4no!le%ge o" #ppropri#te uses
4no!le%ge o" tpic#l response
Obser'#tion#l sills
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Ter/in#tion "ollo! up
The ulti/#te criterion is the success"ulter/in#tion o" client(
There !ill be ten%enc to set ne! go#ls@cre#te #cti'it #n% continue the process(
Ter/in#tion b %egree( 7eni#l #s # p#rt o" reco'er process(
2ollo! up #ppoint/ent "or F !ees@ 8 /onthsor e'en F /onths to ensure the secure
"eeling(
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Skill In Sport Counseling
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What are the three approaches to counseling?
7irecti'e Non%irecti'e
Co/bine%
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Directive Counseling A%'#nt#ges=
Buicest /etho%(
Goo% "or people !ho nee% cle#r@ concise %irection(
Allo!s counselors to #cti'el use their e$perience(
7is#%'#nt#ges=7oesnt encour#ge subor%in#tes to be p#rt o" the
solution(
Ten%s to tre#t s/pto/s@ not proble/s(
Ten%s to %iscour#ge subor%in#tes "ro/ t#ling "reel(Solution is the counselors@ not the subor%in#tes(
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Non-directive counselling
A%'#nt#ges=Encour#ges /#turit(
Encour#ges open co//unic#tion(
7e'elops person#l responsibilit(
7is#%'#nt#ges=
ore ti/econsu/ing
)e3uires gre#test counselor sill(
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Combined Counseling
A%'#nt#ges=o%er#tel 3uic(
Encour#ges /#turit(
Encour#ges open co//unic#tion(
Allo!s counselors to #cti'el use theire$perience(
7is#%'#nt#ges=
# t#e too /uch ti/e "or so/e situ#tions(
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Type of skills
Anxiety or Energy ManagementAttention and Concentration
Control (focusing)
Communicationoal !etting
"magery# $isuali%ation# Mental&ractice
!elf'tal
ime Management*+rgani%ation
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Anxiety or Energy Management
/ost co//onl use% to help in%i'i%u#ls !hoe$perience #rous#l #t # le'el th#t is not e:ecti'e *i(e(@too high or too lo!. "or opti/#l per"or/#nce(
These techni3ues c#n be use% "or #n$iet@ stress@ #n%#nger /#n#ge/ent(
Co//on tre#t/ents inclu%e=*#. bre#thing e$ercises *e(g(@ %i#phr#g/#tic bre#thing@rhth/ic bre#thing.
*b. progressi'e rel#$#tion
*c. /e%it#tion*%. i/#ger or 'isu#li6#tion
*%. cogniti'e techni3ues *e(g(@ thought stopping #n%cogniti'e restructuring.(
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Attention and Concentration Control (focusing)
eing #ble to "ocus one&s #!#reness onrele'#nt cues so the c#n %e#l e:ecti'el !iththeir current situ#tion(
These sills help the/ /#int#in their /ent#l
intensit !ithin # situ#tion( Co//on tre#t/ent techni3ues inclu%e=
*#. #ttention control tr#ining *to #'oi%%istr#ctions.
*b. techni3ues to e$p#n% #!#reness *e(g(@#tten%ing to per"or/#nce cues #n% bo%ilsens#tions.(
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Communication
Sill use% to help i/pro'e group cohesion #n%in%i'i%u#l inter#ctions in # sport setting *e(g(@#thlete#thlete@ #thleteco#ch@ co#chp#rent.(
Techni3ues use% !ith this sill inclu%e=
*#. te#ching #cti'e listening #n%co//unic#ting sills *re
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Goal Setting
use% "or enh#ncing /oti'#tion@ "ocusing #ttentionon the #spects o" per"or/#nce th#t #re /ost innee% o" i/pro'e/ent@ or "#cilit#ting reh#bilit#tion"ro/ inDur(
The est#blish/ent o" # go#lsetting progr#/o"ten inclu%es se'er#l co//on tre#t/entco/ponents@ inclu%ing=
*#.e/ph#sis on sill %e'elop/ent *not theoutco/e@ such #s !inning.@
*b.i%enti"ing t#rget %#tes "or #tt#ining go#ls
*c.i%enti"ing go#l #chie'e/ent str#tegies
*%.pro'i%ing regul#r go#l e'#lu#tion(
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Imagery, Visualization, Mental Practice
Sill using #ll o" the /in%s senses such #s sight@ soun%@t#ste@ touch@ he#ring@ inestheticJ/uscul#r "eel to recre#te or cre#te #n e$perience in the /in%(
Uses inclu%e=
*#. /ent#l prep#r#tion
*b. #n$iet control*c. #ttention
*%. buil%ing sel"con;%ence
*e. le#rning ne! sills
*". inDur reco'er(
Co//on tre#t/ent co/ponents inclu%e*#.the e'#lu#tion o" i/#ger #bilit
*b.the est#blish/ent o" the proper phsic#l
*c./ent#l setting *i(e(@ rel#$e% #n% 3uiet.
*%.pr#ctice cre#ting 'i'i% #n% controll#ble i/#ges(
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Self-talk
!h#t ou s# or thin to oursel"(
Sel"t#l p#tterns #re rel#te% to ho! people "eel #n% #ct(
Ch#nging sel"t#l is co//onl use% "or
*#. pro/pting # speci;c beh#'ior
*b. i/pro'ing sel"con;%ence
*c. #ttention control*%. /oti'#tion
*e. #rous#l control(
Co//on tre#t/ent co/ponents
*#.the i%enti;c#tion o" neg#ti'e or irrele'#nt thoughts
*b.ch#llenging these thoughts
*c.the cre#tion o" positi'e thoughts
*%.the substitution o" positi'e thoughts "or the neg#ti'ethoughts(
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Time Management/Organization
The #bilit to pl#n #n% /#int#in ones regul#rsche%ule in # !# th#t #'oi%s con"usion@con
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Mind skills
,ree central mind sills Cre#ting sel"t#l
Cre#ting rules
Cre#ting perceptions
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Creating self-talk
t#ling to the/sel'es neg#ti'el be"ore@%uring #n% #"ter speci;c situ#tions@ peoplec#n #cno!le%ge th#t the h#'e choices #n%/#e coping sel"st#te/ents th#t #ssist the/to st# c#l/ #n% cool@ est#blish their go#ls@co#ch the/ in !h#t to %o@ #n% #Kr/ theirstrengths@ sills #n% support "#ctors(
c#n use sel"t#l to cre#te 'isu#l i/#ges th#t
support their 'erb#l sel"st#te/ents(
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Creating rules
unre#listic rules /#e irr#tion#l %e/#n%s onthe/@ others #n% the en'iron/ent= "orinst#nce@ I /ust #l!#s be h#pp&@ Others/ust loo #"ter /e& #n% en'iron/entshoul% not cont#in #n su:ering&(
c#n %e'elop re#listic or pre"erenti#l rules= "orinst#nce@ I pre"er to be h#pp /uch o" theti/e@ but it is unre#listic to e$pect this #ll the
ti/e(&
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Creating perceptions
c#n le#rn to test the re#lit o" theirperceptions r#ther th#n Du/p to conclusions(
%istinguish bet!een "#ct #n% in"erence #n%/#e their in"erences #s #ccur#te #s possible(