In this reflection, I will analyze how effective the session has been using counseling theories and approaches as I discuss a counseling interaction that I had with a kindergarten student. The counseling theories and strategies used in this session included person-centered therapy and play therapy. In this school counseling context, I will also be evaluating my performance and the performance of my clinical site supervisor.
The kindergarten student and I used play therapy and person-centered therapy strategies during the counseling session. The important elements of person-centered therapy are genuineness, empathy, and unconditional positive regard from the therapist. Another aspect of unrestricted positive respect that involves tolerating and supporting the client in almost any situation becomes necessary. A compassionate specialist should also understand and be able to address the client’s thoughts (Kumar et al., 2021). I provided an example of such qualities by creating a safe and comfortable environment in which the student was able to speak freely. In order to understand the student’s vision and emotions, I listened to them and showed sympathy for their problems.
I used play therapy as a complement to person-centered therapy. Play therapy is a therapeutic modality using play activities to facilitate emotional expression and healing. Play therapy is another type of intervention that aims at allowing children to reveal their thoughts, process emotions, and resolve mental health problems in the process of playing. Through play, children can deliver their thoughts, feelings, and experiences in a way that is familiar and homeostatic to them. I offered the student a variety of toys and encouraged them to play with their imaginations. The play helped the learner solve problems, achieve mastery of emotions, and experiment with emotions.
During the counseling session, I offered emotional support and actively listened to the student using personal and social counseling techniques. I provided a safe, trusting space for the learner to express their thoughts and feelings. I told the student that their information would not be disclosed and that I understood what they were going through. Active listening plays a crucial role in counseling. One important skill that guides can use to build a strong and productive working relationship with a client is undivided attention (Mercado et al., 2023). Whether in a group setting or one-on-one, undivided attention intentionally focuses on the person you are paying attention to in order to understand what they are saying.
With regular contact with the student’s family, I received updates about the student’s improvement and gave them information about the counseling sessions. To enhance the student’s social-emotional development in the classroom, the teacher and I jointly developed strategies.
I also applied school counseling strategies such as goal-setting and problem-solving in my discussion with the child. I helped the learner identify and understand their challenges and guided them in developing strategies used to overcome them. In addition to assisting the student in setting attainable goals, I also provided constant support and encouragement.
However, the school counseling strategies applied have been effective in meeting the needs of the students and implementing their social-emotional development. Using person-centered therapy, the student feels safe, understood, and heard. This allowed them to establish rapport with me as the counselor. The play therapy approach provided the learner with a productive avenue through which he could air his emotions and find solutions to his problems. They were able to adopt healthy coping mechanisms and play as their channel of expression of emotions.
The engagement with the learner was positive. The student advanced in her ability to articulate her needs and her capability to point out her emotions. They acquired problem-solving skills and learned to trust their capacity to handle complex situations. The child demonstrated the readiness to form positive social relationships with peers and develop social skills.
As far as performance assessment is concerned, I performed quite well in this school counseling case. I offered the learners a secure environment where they had an opportunity to self-express and, at the same time, a chance to demonstrate empathy and active listening. I used person-centered therapy as well as play therapy techniques to address the needs of the learners and benefit their social-emotional development. The non-judgmental and compassionate approach to person-centered treatment serves as a sanctuary for those confronted with despair, allowing them to articulate and interpret their emotions and cultivate determination and self-awareness (Kumar et al., 2021).
Regarding areas that could have been strengthened, I should have paid more attention to the goals and the ways of controlling the learners’ attainment of the targets. Regular check-ins and follow-up meetings helped track the student’s progress and identify any additional areas that needed support.
My clinical site supervisor proved to be a valuable source of guidance and support throughout the counseling session. They assisted me in enhancing my counseling approach and provided valuable criticism. Their understanding of the complexities of working with young children was gained from their expertise and experience in school counseling. Pivotal approaches in counseling include active listening, empathy, and ensuring safety for the learner (Mercado et al., 2023).
In summary, the counseling session with the kindergarten student was a valuable learning process. The implementation of person-centered therapy and play therapy approaches resulted in success in meeting the student’s needs and the development of their social-emotional sphere. Evaluation of my performance and that of my clinical site supervisor was done positively in the area of goal-setting and monitoring. Generally, the interaction had a successful outcome because the student improved in communicating emotions, problem-solving, and building effective relationships.
Reference
Gupta, N., Chaudhary, R., Gupta, M., Ikehara, L.-H., Faiza Zubair, & Madabushi, J. S. (2023). Play Therapy As Effective Options for School-Age Children With Emotional and Behavioral Problems: A Case Series. Cureus, 15(6). https://doi.org/10.7759/cureus.40093
Kumar, M., Osborn, T. L., Mugo, C., Akbarialiabad, H., Warfa, O., Mbuthia, W. M., Wambugu, C., Ngunu, C., Gohar, F., Mwaniga, S., Njuguna, S., & Saxena, S. (2021). A Four-Component Framework Toward Patient-Centered, Integrated Mental Healthcare in Kenya. Frontiers in Public Health, p. 9. https://doi.org/10.3389/fpubh.2021.756861
Mercado, J., Espinosa-curiel, I., & Martínez-Miranda, J. (2023). Embodied Conversational Agents Providing Motivational Interviewing to Improve Health-related Behaviors: Scoping Review. Journal of Medical Internet Research, 25, e52097–e52097. https://doi.org/10.2196/52097
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