Transcription of Counseling Session

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Table of Contents

Section 2 – Transcription and Analysis
Section 3 – Theoretical Framework
Self-Reflection Summary
References

Norena, a Hispanic student in Grade 7, is a client to be described in this case study. Norena’s teacher referred her to guidance because of recently observed changes in her behavior. The problem is that the girl has difficulties in relationships with her peers as she tries to isolate her from other students, her mood is mostly sad, and she often becomes angry in interactions with peers, yelling at friends and using negative wording when communicating with them.

These changes in Norena’s behavior became observed after the vacation, and in the past, the girl was an active student involved in extra-curricular activities. Thus, Norena was one of the best students in her class, interacted easily and friendly with peers, performed as a member of the honor society and the leadership group, demonstrated an interest in music and art. After the vacation, the girl’s grades became lower, and she did not participate in extra-curricular activities anymore. Problems in performance and interactions have led to Norena’s participation in the ISS (in-school suspension) program. Currently, Norena’s attitude to study, her mood, and performance are the areas of concern for her parents and teacher.

The communication with Norena’s mother helped to determine that Norena’s behavior began to change after her family had planned to move to Ohio, where the father could get a good position. Their relatives also live in a town in Ohio, and the family plans to move at the end of the year. Thus, it is possible to assume that Norena experiences stress and emotional pressure associated with moving and other coming changes in her life as transitioning to a new town and school is challenging and difficult for students (Zyromski, Dimmitt, Mariani, & Griffith, 2018). The girl experiences problems with coping with her feelings and possible fears about uncertainty.

These expected changes in Norena’s life could potentially lead to changes in her behavior and emotional state, leading to problems with academic performance and communication (Dollarhide & Lemberger-Truelove, 2018). In this report, Norena’s words will be represented using the label Student and the counselor’s words will be represented using the label Counselor. The purpose of this paper is to present the analysis of the verbatim transcription of a session with the client along with discussing the theoretical framework and providing reflection.

Section 2 – Transcription and Analysis

Verbatim Transcription	Clinical Skills and Competencies	Analysis of Clinical Thinking	Evaluation of Counselor’s Response
Student: Hi, are you the counselor?
Counselor: Hi, yes. I’m one of the counselors, how can I help you?	Counselor uses a probe to continue a conversation and stimulate Student to describe the problem (Sommers-Flanagan & Sommers-Flanagan, 2018).	It is important to stimulate Student to describe the problem in her own words, to make her formulate the request for help.	Counselor appropriately uses a probe and creates a trigger for Student to ask for some help, but the utilized wording could be more emotionally colored.
Student:I got sent here by my teacher to see you.
Counselor:Your name is Norena, right? From Mrs. Lefano’s class.	Counselor establishes rapport with Student.	The used approach can be discussed as easy to demonstrate that Counselor is focused on Student and her needs and ready to help.	At this stage of the conversation, Counselor’s technique is appropriate to start a positive and client-oriented conversation.
Student: Yep, that’s me.
Counselor: Well, thanks for coming, and happy to help you, and go over few things with you. I just want you to know that everything we talk here is confidential. I will let your mom know that we have talked today, and I’m sure your teacher probably is going to email her to let her know she sent you to guidance.	Counselor demonstrates respect and validates the client while discussing the conditions of the session (McLain & Lewis, 2018).	The reason for the statement is the necessity to ensure Student that the session will be confidential, but parents will be informed that it took place.	It could be possible to add more words about the purpose of this session and its potential usefulness for Student. This approach would help Student adapt to the situation of communicating with Counselor.
Student:Yeah… that’s fine.
Counselor: What happened in class that you got send down to guidance?	Counselor uses a direct and appropriate open question in order to learn more about a situation or a problem (Sommers-Flanagan & Sommers-Flanagan, 2018).	This question is necessary to help Student start telling about the problem, and it is important for Counselor to collect all the required information (Jayawardene, Erbe, Lohrmann, & Torabi, 2017).	The use of general and unbiased open questions is appropriate to stimulate clients’ speaking and sharing details about their problems and concerns.
Student: Well, during math, I was working with my group and the teacher overheard me calling Natalie stupid, so she sent me down. Whatever, I don’t care, they are all stupid, I’m sick and tired of everyone.
Counselor: Norena, I understand you are mad and aggravated because of what happened. However, it is truth that you were calling Natalie stupid, right, is that what you said?	Counselor uses Student’s feelings reflection and clarifies the case (McLain & Lewis, 2018).	It is necessary to demonstrate that Counselor understands the client’s feelings and wants to learn more about the problem to help while establishing effective rapport.	The used technique is effective to build positive relations with the client, but wording used for asking the question could be improved to accentuate Counselor’s awareness of Student’s concern.
Student:Well, I was trying to help her and she didn’t get it.
Counselor: So you guys were working in a small group and everyone was supposed to do this activity together. And Natalie didn’t understand it, and you called her that. Right?	Counselor rephrases the case in order to emphasize the clear understanding of the situation (Sommers-Flanagan & Sommers-Flanagan, 2018).	Rephrasing or paraphrasing is important to provoke Student to add more details and demonstrate that Counselor is interested in understanding the case. This technique allows for creating a list of problems to focus on during the session (Sommers-Flanagan & Sommers-Flanagan, 2018).	The used statement is effective to accentuate that Counselor is focused on Student’s vision of the problem without making prejudiced assumptions when paraphrasing the client’s ideas.
Student: Yes.
Counselor: How would you feel if that would happen to you, if someone called you that name in front of other students?	Counselor asks an open question to learn about Student’s feelings.	It is important to gain information about the emotional background of this situation and help Student see a situation from a different perspective.	Counselor effectively helps Student focus on her own feelings rather than actions using an alternative perspective.
Student: I guess … I would be embarrassed … I just feel bad…
Counselor: When you say you feel bad, you meant sad?	Counselor uses restatement to clarify Student’s words (Sommers-Flanagan & Sommers-Flanagan, 2018).	This practice allows for gaining clarity about Student’s feelings associated with her fears regarding moving to another town.	Counselor could use an open question for this case: When you say you feel bad, what do you mean? This approach provides Student with more opportunities to share deep feelings and thoughts.
Student: Yes, kind of … silence … I just want to be by myself, I have a lot going on home, and I don’t understand why now things are changing. Why now …
Counselor: Norena, I’m very sorry you are sad and feel a little confused. I’m glad you came down to talk to us. You know … Sometimes when we feel that something is bothering us, one good way to feel better is to express those feelings, and let out what is bothering us.	Counselor uses empathetic and reassuring statements.	Counselor needs to demonstrate support and stimulate Student to share her concerns. Student’s expected reaction is the willingness to continue conversation and share her fears and anxiety (Jayawardene et al., 2017).	This practice is effective to encourage the client to share her feelings and emotions. No changes can be proposed.
Student: I’m just not comfortable leaving everything behind, why they couldn’t wait until I finish 8th grade.
Counselor: I’m sorry that you are so sad, and frustrated and you’re going through this. And I can only imagine how you feel letting your friends behind and everything, I totally see how this is affecting you. What is it that you want?	Counselor demonstrates empathy, reflects Student’s feelings, and asks about wishes.	Empathetic and reflective statements create a positive atmosphere. Counselor continues them with an open-ended question to learn more details about the nature of Student’s interactions with friends (McLain & Lewis, 2018).	Student is effectively encouraged to share her feelings without being judged. This approach can be viewed as appropriate, and no changes are necessary.
Student: I just want to graduate here, you know … I started here when I was in PK, and now I have to meet new people and make new friends and I don’t know if I’m going to feel comfortable in the new school.
Counselor: I totally understand how you feel, I can tell you’re not happy moving. Can you educate me more about what’s happening at home? When I spoke to your mom, I understood your dad got a new job opportunity in Ohio.	Counselor uses reflective statements, rephrasing, and open questions.	It is necessary to learn more about the situation and Student’s feelings associated with it to understand what provides the background for her negative behavior at school.	The order “reflection of feelings-rephrasing-open questions” is appropriate to support Student’s speaking and gather required data.
Student: Yes, you know my dad has been working in this company for many years and now they offer him a better position …
Counselor: Our parents always want the best for us …Ok … Go on… How does that make you feel?	Counselor uses verbal listening techniques (McLain & Lewis, 2018).	Counselor needs to learn more details about the problem and stimulates Student’s speaking about the situation at home.	The supportive phrase about the role of parents can be changed and refocused on Student’s feelings, but the question is effective.
Student: Yeah, and you know he’s very happy because he is going to have more time to spend with us, and he’s going to get more money to take us on vacation…
Counselor: I see a little smile on your face when you talk about this… I meant this is great, right. Have you pictured you in a new house, new room, going with your parents over the weekends to the park or doing a little vacation together? That’s amazing.	Counselor accentuates a positive experience associated with changes with the help of interpretation (Jayawardene et al., 2017).	It is necessary to help Student become aware of the positive aspects of moving to another town. That is why, it is important to learn whether Student has any positive visions of the situation with moving to Ohio.	The used technique is effective to provoke alternative thinking about the problem. The technique of open-ended questions could be utilized to change this question: Have you pictured you in a new house?
Student:Yeah … I know, I’ve been a little hard on myself and my parents…
Counselor: Now let’s explore … Walk me through those happy moments that you had experienced at this school. You told me that you started here on PK … Wow, that was 7 years ago. Your teacher told me you are great in art, you like music and you are in the honor society and the leadership group, how do you feel about that?	Counselor helps Student shift to positive associations related to her study at school and asks open questions (Sommers-Flanagan & Sommers-Flanagan, 2018).	It is necessary to learn why Student’s attitude to study has changed. In addition to the situation at home, Student could experience some difficulties with her extra-curricular activities that could change her attitude to these courses. Therefore, it is important to learn more details about this aspect.	Clarifications about Student’s previous experience and her thoughts about interesting activities provide the background for understanding the problem. Nevertheless, the reference to the past events is not typical of the choice/reality therapy, and the used wording can be changed to focus on accentuating Student’s relations.
Student: Good… I have the student of the month recognition at the end of the school year and we had ice cream and a diploma, Ms. Ramos put some music for us, and my parents came.
Counselor: Ok. Let’s go back to that part and reflect on what you’re saying, I love the smile on your face, and how enthusiastic you sound when you talk about these positive things that you earned with your good behavior. What changed? Checking on your grades, I can see they are dropping. Little be.	Counselor helps Student reflect on her experience, interpret it and realize changes in the emotional state and behavior (Zyromski et al., 2018).	Counselor makes a smooth shift to discussing problems with academic performance. In this case, the use of positive regard is important (Sommers-Flanagan & Sommers-Flanagan, 2018).	The selected technique is appropriate as it is based on the positive analysis of the problem and the application of unconditional positive regard.
Student: It just makes me sad that I won’t be able to be with the friends I grew up with, you know…
Counselor: I totally get it… But, we have to face reality here, don’t you think that is better if you create more positive memories with them? You still have an entire school year, before you move.	Counselor demonstrates acceptance, the understanding of Student’s feeling through reflection and interpretation (McLain & Lewis, 2018).	It is needed to help Student change her perspective of perceiving the situation and see the advantages. After finding out the aspects that cause the changes in Student’s behavior, Counselor wants to propose the ways to overcome the problems.	Counselor’s approach is appropriate as the technique is used without pressure, but with respect. Still, the use of an open question can be more preferable in this case.
Student: My best friend… Already told me that she is going to miss me, but she will FaceTime me to talk…
Counselor: You see, you found a great solution to the issue, even though you will be a little far from your friends, you still can communicate over the phone and talk about the experience you are having in the new town, and school district…	Counselor emphasizes the solution found by Student with the help of interpretation and acceptance (Sommers-Flanagan & Sommers-Flanagan, 2018).	Interpretation adds clarity for Student to see more solutions to the problematic situation. Counselor uses this technique in order to encourage Student to focus more on positive moments.	This approach allows for accentuating the importance of positive relations with peers, and it helps to change Student’s attitude to the overall problematic situation according to the principles of the choice/reality therapy (Dollarhide & Lemberger-Truelove, 2018).
Student: Yes… Absolutely… At the end, is it not too bad, right?
Counselor:Not too bad at all… I see it as an opportunity to meet new people and always think that changes are good … and this is totally a positive one for you and the entire family.	Counselor continues interpreting the experience for Student.	The practice allows for getting rid of negative emotions associated with moving.	The path followed by Counselor is effective as Student accepts this approach to shifting her perception from negative to a positive one.
Counselor: I will just keep on calling on you. I hope after our talk today, you think and reface on your feelings and thoughts, and maybe something to consider is to talk to your dad and mom, and let them know how deeply happy you are for them and his new job opportunity.	Counselor demonstrates support and helps to choose a solution (McLain & Lewis, 2018).	Student needs this encouragement from an adult respecting her needs and understanding her fears. As a result, it is possible to achieve the situation when Student feels safe and can get rid of her anxiety.	The technique is effectively introduced because, at this stage, Student is ready to accept the way of interpreting the situation promoted by Counselor and take certain actions to improve her relations with peers and parents.
Student:I think I will miss… I totally see things from a different now.
Counselor: I want to check on you every Monday, is that ok?	Counselor proposes regular support in a positive manner.	Student needs to be aware of Counselor’s support and care to change her behavior. The purpose of Counselor is to continue cooperation with the client to guarantee they will achieve goals associated with changing ineffective behavior.	The form of a question indicates that Student is the main and respected decision maker in this relationship.
Student: Yes, that’s fine…
Counselor:You guys have leadership during the first period, just come by to say Hi, and if you feel that you want to share something with me, or there is something bothering you, don’t hesitate to talk to me… I’m here to help you…	Counselor explains how their further communication will be organized to provide necessary support for Student (Sommers-Flanagan & Sommers-Flanagan, 2018).	Counselor needs to demonstrate what will be done to really help the client. As a result, Student can realize that this adult will always be ready to help her.	This approach can be viewed as rather effective to guide and encourage Student.
Students: I appreciate it …
Counselor: Oh, I totally forget, may sure you apologized to Natalie and the teacher.	Counselor proposes an indirect solution to resolve the conflict.	This statement is necessary to ensure that Student will make changes in her behavior.	The form of the proposition can be improved to become more effective to guarantee Student is not under pressure. It is possible to use an open question for that purpose (Jayawardene et al., 2017).
Student: I was thinking about to write a note to Natalie and talk to Mrs. Lefano.
Counselor: You see that’s the Norena we know… I’m happy you’re willing to change and make things better.	Counselor demonstrates appreciation and affirmation (McLain & Lewis, 2018).	It is important to support Student with affirmation in order to ensure her progress to changes. At this stage of the session, Student needs to be encouraged and motivated to change.	The selected technique is effective for closing the session in a positive and encouraging manner. No specific changes are required.
Student: Thanks. See you Monday.

Section 3 – Theoretical Framework

During the session and analysis of the transcriptions, such theories as the person-centered theory by Carl Rogers and the choice/reality therapy by William Glasser were applied. According to Rogers’s principles, the key focus should be on promoting a client’s self-actualization and building positive relationships with a counselor (Dollarhide & Lemberger-Truelove, 2018). Thus, feeling support and encouragement, every person can positively develop and realize his or her potential. Furthermore, individuals need to feel support and positive regard from close people, and they tend to value behaviors according to feelings they provoke.

During the session, these principles were addressed through the counselor’s application of reflections, rephrasing, empathy, and respectful interpretation. The counselor helped the client to understand how she could change her behavior to feel better, get rid of anxiety, and improve her interactions with significant others through demonstrating her real feelings and being involved in positive interactions. As a result, the client became able to reflect on real problems that bother her and evaluate her behavior to positively change it according to the idea of self-actualization. The counselor used the empathetic understanding and the positive regard to contribute to the client’s progress.

The choice/reality therapy is based on the ideas that people need positive relationships with others, thus, they need to be loved and to feel independence and power. When developing effective interactions with close people, it is possible to satisfy individuals’ needs. The way to developing such relations is through choosing how to behave to make strong relationships (Sommers-Flanagan & Sommers-Flanagan, 2018).

Thus, clients learn how to make better choices to be more satisfied in their relationships with other people. In the context of this theory, the counselor helped the client develop a simple plan to make the first steps in changing her behavior and improving the relationship with others through talking with parents, friends, peers, and the teacher to accentuate the significance of these relationships for the client (Sommers-Flanagan & Sommers-Flanagan, 2018). It is possible to state that the counselor’s guidance helped the client start taking control of her behavior.

Self-Reflection Summary

The analysis of the transcription has allowed me to discover what strategies I prefer to use as a school counselor. Thus, I am focused on applying feelings reflection, empathy, rephrasing, and open questions. These techniques provide me with an opportunity to build a strong rapport with the client and ensure that Student can share her emotions and thoughts openly, while being always supported. The models that inform my work with clients are the person-centered theory and the choice/reality therapy that explain my choice of techniques and the extent to which some counselor skills and competencies are developed.

I have received a chance to practice my use of techniques associated with Rogers’s person-centered theory. Therefore, I utilized feelings reflection, verbal encouragement, and rephrasing to help the client express her self-actualization. Applying the choice/reality therapy, I was able to demonstrate the client that she needed positive relations with her relatives and friends, and I helped her find a plan to change her behaviors and renew encouraging interactions with significant others.

My strengths are in making clients feel comfortable when communicating with me to cause them to share their inner problems and emotions and in using the technique of open questions to help clients focus on their feelings to find solutions. I was able to demonstrate the behavior that was more productive and appropriate for Student depending on her needs. Furthermore, through a chain of applying a counselor’s skills and techniques, I helped the client realize her needs in interactions and find the ways to achieve positive results while relieving her pain associated with moving to another town. However, I also have some weaknesses in demonstrating certain counselor capacities.

The challenging task was to balance the use of open questions, demonstrating empathy and using interpretation because interpretation was meaningful for this session to help Student see and understand some aspects of her behavior and background. However, any unbalanced use of interpretation during the session can lead to imposing a counselor’s opinion on Student. I was trying to avoid this negative effect during the session to address the client’s interests.

I should state that my experience in applying such advanced strategies as the counselor’s self-disclosure and theory-based interventions is not enough, and more practice is required in these areas. In addition, I need to improve my use of unconditional positive regard as this technique is closely related to the scope of practices applied in the context of the choice/reality therapy. In spite of the fact that I have knowledge of these strategies and techniques, as well as the areas of their application, I cannot state I can easily use them in my everyday practice at the current stage. Therefore, I need to work on practicing the skills and techniques that are actively used by the adherents of the person-centered theory and the choice/reality therapy to achieve better results.

References

Dollarhide, C. T., & Lemberger-Truelove, M. E. (2018). Theories of school counseling for the 21st century. New York, NY: Oxford University Press.

Jayawardene, W., Erbe, R., Lohrmann, D., & Torabi, M. (2017). Use of treatment and counseling services and mind‐body techniques by students with emotional and behavioral difficulties. Journal of School Health, 87(2), 133-141.

McLain, C. M., & Lewis, J. P. (2018). Professional behaviors and dispositions: Counseling competencies and lifelong growth. Abingdon, UK: Routledge.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2018). Counseling and psychotherapy theories in context and practice: Skills, strategies, and techniques (3rd ed.). Hoboken, NJ: John Wiley & Sons.

Zyromski, B., Dimmitt, C., Mariani, M., & Griffith, C. (2018). Evidence-based school counseling: Models for integrated practice and school counselor education. Professional School Counseling, 22(1), 1-10.

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Transcription of Counseling Session

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