Counselling in Open and Distance Learning

 Overview

These materials support a discussion on the topic of the basic terms and issues of counselling, as it is commonly used in open and distance learning programmes. This is a more general application of the notions of counselling than would be the case in the field of professional counselling.

Source materials for this topic

Leech, G., and R. Lewis. Dialogue through correspondence, Unit 10 in Adult learning and communication in distance education, Course 3 of M.A. in Distance Education. London: University of London and International Extension College, 1992.

Simpson, O. Meeting the needs of the learner, Unit 9 in Adult learning and communication in distance education, Course 3 of M.A. in Distance Education. London: University of London and International Extension College, 1992.

Simpson, O. Dialogue through ‘face-to-face’, Unit 11 in Adult learning and communication in distance education, Course 3 of M.A. in Distance Education. London: University of London and International Extension College, 1992.

Simpson, O. Dialogue through other media, Unit 12 in Adult learning and communication in distance education, Course 3 of M.A. in Distance Education. London: University of London and International Extension College, 1992.

Simpson, O. Counselling role play materials. Cambridge: Open University East Anglia Region, n.d.

 Interacting with learners 

The range of ways of interacting with learners can be grouped according to:

•     the extent to which the learner is actively included in the process as an agent or subject rather than merely an object of the process; and

•     the extent to which the interaction is focused or centred on the problem or on the learner.

These categories are indicated on the following table.

 Ways of Interacting with Learners

	Learner included in process
Problem	Advising	Exploring	Learner
Centred	Telling	Manipulating	Centred
	Learner excluded from process

 Counselling qualities 

Counsellors need to develop and demonstrate qualities that are appropriate to their role. It is not for them to be simply ‘advisors’, as if they had all the requisite solutions. Rather, they should be able to help the learner reach his or her own conclusions.

Counselling without imposing one’s own views unduly is a highly skilled process. In open and distance learning settings, very often tutors and others are expected to act in counselling roles although they are not trained as counsellors. It is important that all learner support personnel, including administrators and clerical staff who might be in a situation in which they provide guidance or advice to learners, have some awareness of this area. Tutors and others whose role clearly incorporates the counselling function need to be well versed and steeped in its principles.

Even so, many people find counselling effectively extremely difficult. The tendency is either to offer no help at all (just to listen and sympathise) or to tell the client (in this case, the learner) what he or she should do. Simpson (1992) describes the six attributes of an effective counsellor using the acronym ‘whales’:

•       Warmth;

•       Honesty;

•       Acceptance;

•       Listening;

•       Empathy; and

•       Structure.

 Counselling activities 

Counselling may be more or less directive. The greater the degree of responsibility the learner takes for his or her own understanding and decisions, the more useful the counselling is likely to be. In some circumstances learners simply need straightforward information; or, if heading in a completely unproductive direction, they may benefit from the advice of their tutor or counsellor. In any single counselling session, the nature of the interaction is likely to shift back and forth among the following activities:

•       telling: giving appropriate information;

•       advising: suggesting best approaches or courses of action; and

exploring: helping learners clarify issues and problems for themselves

 Counselling processes: the five Cs 

Counselling can be seen as a cyclic process of five phases (Simpson, 1992):

•     clarifying: ensuring the learner’s needs are clear;

•     checking: ensuring the counsellor correctly understands the needs;

•     conceptualising: restating the need in the counsellor’s own words;

•     challenging: pointing out contradictions and other ways of seeing an issue; and

•     consequent action: agreeing to what the counsellor and learner each might do as a result of their discussion.

 Counselling tasks 

Counsellors take on a range of tasks when interacting with learners. These involve three primary tasks and associated sub-tasks:

•     selecting the appropriate mode for the interaction, including 

• informing the learner;

• advising the learner on a course of action; and

• exploring with the learner what the problem seems to be and what courses of action might be possible;

•     listening to the learner by

• reflecting back to the learner what the counsellor has heard and understood; and

• open-ended as opposed to closed questioning;

•     structuring the interaction by

• clarifying understandings;

• checking understandings and information; and

• agreeing on the actions that will be taken consequent to the discussion.

 Advising and counselling through prepared leaflets

Many learners experience common problems that, if dealt with individually, can be time consuming. A number of issues and situations can be foreseen and addressed effectively with a well-prepared leaflet, which can be included in course materials and widely distributed to study centres, tutors, or local co-ordinators. The time saved in dealing with these common problems in face-to-face counselling can instead focus on individual problems that the learner may be experiencing. As well, by finding answers to common questions in the leaflet, the learner has been involved and takes more responsibility for decisions taken.

For example, it is possible to provide advice and counselling to learners through prepared leaflets on the following topics:

•      coping with exam stress and suggestions for preparing for exams;

•      self-assessment of time available for study; learner fills in own schedule;

•      how to catch up (sent out to learners who are dropping behind);

•      what to do if learner has missed assignments or an examination;

•      reassuring and informing learners what to do if they have failed an exam;

•      forming self-help study groups, and activities they could use;

•      withdrawing and dropping out from the course, to a learner who is talking of doing so; and

•      withdrawing and dropping out to learners who have done so (find out why).

 Practice exercise 

 

Role play

Instructions: Elicit from the workshop participants a set of possible problems and situations that might involve a learner seeking or being in need of some counselling support. This could range from very personal issues such as depression over poor grades and feeling like dropping out, to practical matters such as the need for information and advice about course choices.

Also, think of some situations in which a tutor or other member of the learner support staff might reveal to another staff member a problem that is bothering her or him. Perhaps a tutor has a problem with a particular learner or a learner has complained to senior staff about a tutor.

Set up the participants into groups of three. In each group, one person is to play the person with the problem; the second person is to play the person to whom the first person comes with their problem; and the third person in each group is to act as an observer.

Make sure each group understands its situation and the roles of the three members of the group.

To the observer in each group, give a copy of the checklist that follows this explanation.

Have the groups act out the situation as a role play. After a suitable amount of time, stop the groups and ask the observers to discuss what they observed with their two colleagues, within their group.

Rotate the roles, and give each group a new situation. Rotate a third time (if there is adequate time and the activity is going well), so that each participants has played each of the three roles (client, counsellor and observer).

Generate plenary discussion based on participants’ reactions to the activity.

Timeframe: Approximately one hour.

Materials needed: Some way of writing down the scenarios or problems, chalkboard or whiteboard, flip chart, overhead transparency, so that all participants can see them. In addition, you will need one copy of the following checklist for each participant.

Observer’s Checklist

q      Was the enquirer made to feel comfortable right at the start?

q      Was the counsellor’s manner warm and welcoming throughout?

q      Was the enquirer enabled to speak freely without undue interruption?

q      Did the counsellor talk too much or interrupt too often?

q      Was the enquirer’s concern clearly outlined?

q      Were there areas that the counsellor did not follow up adequately or missed altogether?

q      If any suggestions or advice were made by the counsellor, were they appropriate and likely to be useful to the enquirer?

q      Was the enquirer left feeling that the interview was a useful experience?

q      Any special comments?