For Counselling and therapy for all psychological problems kindly contact this number for Appointment +92-300-8142763 Online call session will be given by Whatsapp, Skype and IMO video call.
Psychological treatment is sometimes called ‘psychotherapy’ or ‘talking therapy’.
It involves talking about your thoughts with a professional to:
Psychological treatments are useful for people of all ages, including children.
They can help people from different cultural, social and language backgrounds.
You can have psychological treatment in an individual session, as part of a group, or online.
Psychological treatments are proven to help with mental illnesses such as:
post-traumatic stress disorder
They are also used successfully to help people deal with:
grief and trauma
It may take a number of weeks for you to see results from most psychological treatments. Some types of treatment can take a year or more for you to get the full benefit.
They are not a quick fix, but the positive effects are often long-lasting.
Next, let’s take a look at some of the duties taken on by professional school counselors in their daily endeavors in order to facilitate healthy learning and student experiences. Some of the school counselor’s duties are administrative in nature, as record keeping here is quite important. However, the predominant portion of their work is that of hands-on activity with the students, staff, and students’ families.
This “hands-on” work refers to actually talking with and providing in-person advisory services to said parties in need. This may be in-school, by telephone, by written communique, or other forms of media.
While working to support students in their personal growth and educational experiences along the way, educational counselors may run into any number of issues that require their interventional services. From home issues, to school and grade concerns, there are many. As a result, this professional must be open and understanding to the discussion of many sensitive topics. A short list of such common concerns encountered and addressed by these professionals could include:
– bullying, aggression, or fighting
– puberty or personal growth concerns
– home life issues, abuse, neglect
– positive familial involvement
– educator or school staff conflicts with students
– bus and transportation issues
– concerns of grades, studies, and coursework
– handling typical school and classroom stressors
– advisory on upcoming educational choices
– and much more
School counselors, also known as guidance counselors, were first primarily responsible for facilitating career development. Today, the role of the school counselor is multifaceted and may vary greatly, depending on the requirements of both the state and each individual school.
The duties of school counselors may include: Counselor speaks to girls in school hallway
School counselors must complete a master’s degree, at minimum, in school counseling, psychology, or social work and obtain the relevant state certification, endorsement, or licensure to gain employment. This may involve taking a comprehensive exam and logging hours in a supervised counseling setting. In many cases, counselors will need to complete an internship or practicum, and some states also require previous teaching experience.
School counselors are required to renew their licensure every three to five years. This timeline depends on the requirements of the state in which they are employed. In order to renew licensure, continuing education classes or professional development courses are generally necessary.
Many states require public schools to provide school counseling services, and these programs are funded at the state or local level. The American School Counselor Association (ASCA) recommends a student-to-school-counselor ratio of 250:1, although the average ratio is currently 471:1.
Serious diagnosable mental health conditions affect 21% of pakistanis. children between the ages of 9 and 17, but only 20% of these children obtain a diagnosis and receive treatment in any given year. While school counselors may suspect the presence of learning difficulties or other conditions such as ADHD, they are not licensed to diagnose or prescribe medication. Some schools do have school psychiatrists, however, and these professionals are able to prescribe medication to students, though parental permission is typically necessary.
When a school counselor suspects the presence of a learning, behavioral, or mental health concern, they will typically provide a referral to a specialist in the community. Learning difficulties can be diagnosed by school or educational psychologists or neuropsychologists, and ADHD is generally diagnosed by psychiatrists, physicians, or clinical psychologists in private practice.
Elementary school counselors provide academic, career, college access, and personal
and social competencies and planning to all students, and individual and group
counseling for some students and their families to meet the developmental needs of
young children K-6.Transitions from pre-school to elementary school and from
elementary school to middle school are an important focus for elementary school
counselors. Increased emphasis is placed on accountability for closing achievement
and opportunity gaps at the elementary level as more school counseling programs move
to evidence-based work with data and specific results.
School counseling programs that deliver specific competencies to all students help to close achievement and opportunity gaps.To facilitate individual and group school counseling interventions, school counselors use developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural,narrative, and play therapy theories and techniques. released a research study showing the effectiveness of elementary school counseling programs in whole world.
Middle school counselors provide school counseling curriculum lessons on academic,
career, college access, and personal and social competencies, advising and
academic/career/college access planning to all students and individual and group
counseling for some students and their families to meet the needs of older
children/early adolescents in grades 7 and 8.
Middle School College Access curricula have been developed by The College Board to assist students and their families well before reaching high school. To facilitate the school counseling process, school counselors use theories and techniques including developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural narrative, and play therapy. Transitional issues to ensure successful transitions to high school are a key area including career exploration and assessment with seventh and eighth grade students.
High school counselors provide academic, career, college access, and personal and
social competencies with developmental classroom lessons and planning to all
students, and individual and group counseling for some students and their families
to meet the developmental needs of adolescents (Hatch & Bowers, 2003, 2005,
2012). Emphasis is on college access counseling at the early high school level as
more school counseling programs move to evidence-based work with data and specific
results that show how school counseling programs help to close achievement,
opportunity, and attainment gaps ensuring all students have access to school
counseling programs and early college access activities. The breadth of demands high
school counselors face, from educational attainment (high school graduation and some
students’ preparation for careers and college) to student social and mental health,
has led to ambiguous role definition. Summarizing a 2011 national survey of more
than 5,330 middle school and high school counselors, researchers argued: “Despite
the aspirations of counselors to effectively help students succeed in school and
fulfill their dreams, the mission and roles of counselors in the education system
must be more clearly defined; schools must create measures of accountability to
track their effectiveness; and policymakers and key stakeholders must integrate
counselors into reform efforts to maximize their impact in schools across
Transitional issues to ensure successful transitions to college, other post-secondary educational options, and careers are a key area.The high school counselor helps students and their families prepare for post-secondary education including college and careers (e.g. college, careers) by engaging students and their families in accessing and evaluating accurate information on what the National Office for School Counselor Advocacy calls the 8 essential elements of college and career counseling: (1) College Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) College and Career Exploration and Selection Processes, (5) College and Career Assessments, (6) College Affordability Planning, (7) College and Career Admission Processes, and (8) Transition from High School Graduation to College Enrollment.Some students turn to private college admissions advisors but there is no research evidence that private college admissions advisors have any effectiveness in assisting students attain selective college admissions.
All guidance and advice provided aim to help students to design a career path that is best suited
to their interests, abilities and personality.
Educational counselling and career guidance is offered to all our students when required especially at two important stages of their school career:
Emotions can’t be scheduled. With Ms Saba Shabbir Psychologist in Lahore, you can get an online session appointment with licensed therapist exactly when you feel like it. Start improving your life today.
Your career development is a lifelong process that, whether you know it or not, actually started when you were born! There are a number of factors that influence your career development, including your interests, abilities, values, personality, background, and circumstances. Career Counseling is a process that will help you to know and understand yourself and the world of work in order to make career, educational, and life decisions.
Career development is more than just deciding on a major and what job you want to get when you graduate. It really is a lifelong process, meaning that throughout your life you will change, situations will change, and you will continually have to make career and life decisions. The goal of Career Counseling is to not only help you make the decisions you need to make now, but to give you the knowledge and skills you need to make future career and life decisions.
Help you figure out who you are and what you want out of your education, your career, and
Be someone for you to talk to about your thoughts, ideas, feelings, and concerns about your career and educational choices, who will help you sort out, organize, and make sense of your thoughts and feelings.
Tell you what to do, or tell you what you should major in or what career you should
Who needs Career Counseling?
Since career development is a lifelong process, Career Counseling can be appropriate for anyone, including freshmen, sophomores, juniors, seniors, and even alumni. The earlier you get started making intentional decisions about your future, however, the better prepared you will be! We recommend that all freshmen come in and visit with a Career Counselor.
Exploring Career and Major Options
“I have no idea what I want to do with my life.”
“I don’t know what to major in.”
“I’ve narrowed it down to a couple career options, but I’m having a hard time choosing between them.”
“I know what I want to major in, but I have no idea what I want to do once I graduate.”
“I know what I want to do, but I’m not sure what the best major would be.
“I want to know what kinds of jobs I can get with my major.”
“I don’t feel like I know enough about all the different careers out there to know what I want to do.”
“I like a lot of different subjects, and I keep changing my major because I’m not sure which one is the best for me!”
“I don’t like any of my classes and none of the majors seem really appealing to me.”
“I have a lot of work experience and I want to find a new career path that will build on the skills I already have.”
“I was planning on going into the _______ program, but I applied and didn’t get in. What do I do now?”
“I always thought I wanted to be a _______, but I got into my major and I really don’t like it!”
“I really like my major, but it’s not what I want to do for my career.”
“I know what type of work I’d like to do, but I’m afraid I won’t be able to make enough money doing it.”
“My family really wants me to be a _______, but I’m not sure if that’s really what I want.”
“I’ve always planned on being a _______, but I’m wondering if it’s only because that’s all I know.”
“I want to find a field to go into where there will always be plenty of jobs.”
“I want to find a career that will allow me to provide significant financial support for my family.”
“I’m working towards my career, but I think I might just really want to be a stay-at-home parent.”
“I’ve always planned to stay in Boise, but to do what I’d like to do I’d have to move.”
“I can’t find a job, so I’m thinking about going to grad school.”
The Career Center staff member assisting you holds a masters degree and has expertise in
career development theory, counseling techniques, administration and interpretation of
assessments, and career information resources.
Your job search/ career attainment process is also a critical aspect of your career development, and therefore, Job Search Advising and Career Counseling are intertwined. Your Career Counselor is also fully trained to assist with all aspects of your job search.
Assessment tools used in career counseling to help clients make realistic career decisions. These tools generally fall into three categories: interest inventories, personality inventories, and aptitude tests.
Interest inventories are usually based on the premise that if you have similar interests
to people in an occupation who like their job, you will probably like that occupation
also. Thus, interest inventories may suggest occupations that the client has not thought
of and which have a good chance of being something that the client will be happy with.
The most common interest inventory is a measure of vocational interests across six
domains: Realistic, Investigative, Artistic, Social, Enterprising, Conventional. People
often report a mixture of these domains, usually with one predominant domain.
Aptitude tests can predict with good odds whether a particular person will be able to be successful in a particular occupation. For example, a student who wants to be a physicist is unlikely to succeed if he cannot do the math. An aptitude test will tell him if he is likely to do well in advanced math, which is necessary for physics. There are also aptitude tests which can predict success or failure in many different occupations.
Personality inventories are sometimes used to help people with career choice. The use of these inventories for this purpose is questionable, because in any occupation there are people with many different personalities. A popular personality inventory is the Myers-Briggs Type Indicator. It is based on Carl Jung’s theory of personality, but Jung never approved it. According to Jung most people fall in the middle of each scale, but the MBTI ignores this and puts everyone in a type category. For example, according to the MBTI, everyone is either an extrovert or an introvert. According to Jung, most people are somewhere in between, and people at the extremes are rare. The validity of the MBTI for career choice is highly questionable.
One of the major challenges associated with career counseling is encouraging participants
to engage in the process. For example, in the UK 70% of people under 14 say they have
had no careers advice while 45% of people over 14 have had no or very poor/limited
In a related issue some client groups tend to reject the interventions made by professional career counselors preferring to rely on the advice of peers or superiors within their own profession. Jackson et al. found that 44% of doctors in training felt that senior members of their own profession were best placed to give careers advice. Furthermore, it is recognised that the giving of career advice is something that is widely spread through a range of formal and informal roles. In addition to career counselors it is also common for psychologists, teachers, managers, trainers and Human Resources (HR) specialists to give formal support in career choices. Similarly it is also common for people to seek informal support from friends and family around their career choices and to bypass career professionals altogether. Today increasingly people rely on career web portals to seek advice on resume writing and handling interviews; as also to research on various professions and companies. It has even become possible to take vocational assessments online.