LIBERTY UNIVERSITY JOHN W. RAWLINGS SCHOOL OF DIVINITY
Guidance & Counseling Techniques in Christianity
A Paper Submitted to
the Faculty of the School of Divinity
in Candidacy for the Degree of
Doctor of Education in Christian Leadership (Ed. D) Department of Christian Leadership and
Church Ministries
By
Mary Gracias
Lynchburg, Virginia
10/2022
We are all counselors in one way or another. We help our friends and family when they
need advice or support. Counseling skills are useful for all people to know because they can be
used to help others. There are many specific skills that most counselors use to help a person.
Counseling and guidance techniques may vary depending on the person in need. For example,
marriage counseling will be much different from child counseling. But some skills are common
to all counseling.
Goal Setting
An important but often overlooked aspect of counseling is goal setting. Goals help give
patients something strive for and this changes old behavior patterns. In guidance, goal setting is
normally figuring out what sort of future the person wants and then working backwards to
develop an actionable plan to get there. In general counseling the goals may be less tangible
than in career counseling, for example. For example, a patient's goal may be to increase his
confidence. Actionable steps can still be taken but must be sensitive to the patient's current life
situation.
Taking Stock
Many times people who are seeking guidance and counseling are at a crossroads in their
life. Choices can seem overwhelming. It is important for these people to take a moment, pause
and take stock of where they are. Ask the patient to give their history of what brought them up
to the present moment. The words they use to describe their lives will give valuable insight into
how they see the world and themselves.
Non Judgment and Listening Skills
Most people just want someone to listen to them. It is very important for a counselor not
to interrupt the patient, even if they have something to add. Write down the thought and wait
until the patient is done. Of course, if the patient repeats themselves they can be directed to
come back to something else. A non-judgmental attitude is essential. This will build trust and
make the patient feel safe and respected. Patients need a person to listen and not judge them.
Patients Solve their Problems
Most patients know the solutions to their own problems but have an unconscious block
that is preventing them from seeing the solution. The role of the counselor is to lead the person
to the best solution. The person needs to feel like he has created or co-created the solution in
order to accept it. For example, a woman in an abusive relationship may unconsciously know
she must break off the relationship but in the interim she is still with the abuser. The counselor
must help the woman discover all the reasons why she should leave the relationship.
10 Counseling Techniques to Use With Students
School counselors (or teachers filling in for the role) rely on many counseling skills and
techniques to enhance the “development of children and youth and in averting maladjustment
for individuals at risk of mental disorders or other negative outcomes” (Coleman & Yeh, 2011,
p. 381).
Among others, helpful counseling techniques for use with students include (Fagell, n.d.;
Coleman & Yeh, 2011):
1. Artful reframing
Making mistakes in class or being left out by peers can dramatically affect school
children’s self-confidence and self-esteem. Reframing the situation can help them see
the problem differently – even positively. Asking the child to think about what advice
they might give to a friend in a similar position can provide the psychological safety to
reframe what has happened more positively.
2. Relaxation techniques
Students should be encouraged to engage in self-care, mindfulness, and breathing
techniques to reduce stress and anxiety.
3. Open-ended questioning
Showing genuine interest and curiosity, using open-ended questions, and a collaborative
approach to problem-solving build trust and a more authentic relationship.
4. Goal setting
Agreeing on and working toward set goals can be motivating. Bigger goals should be
split into smaller ones so that the student experiences an ongoing sense of
achievement.
5. Labeling feelings
Students may feel uncomfortable or ill equipped to label their emotions. They may be
helped by learning to name their feelings, accepting the negative emotions, and being
encouraged to focus and savor the positive ones.
6. Challenging cognitive distortions
Catastrophizing, overgeneralizing, and negativity bias can influence how the child sees
their situation and their lives. Recognizing faulty thinking can be the first step toward
more healthy cognitive processing.
7. Validating
Even if you’re not in agreement with the student’s thinking, validation shows empathy
and understanding, facilitating problem-solving.
8. Active and reflective listening
Matching body language, concentrating, making eye contact, and aligning verbal and
nonverbal communication can improve active listening. Consistency, honesty, and
openness build stronger, more reliable bonds that lead to more positive outcomes.
9. Providing psychoeducation
Psychoeducation group settings can provide the ideal opportunity to spread messages
about mental health and share resources that can help.
10. Incremental exposure
It is not realistic to attempt to remove all stress from a student’s life; however, it is
possible to reduce triggers and provide them with more control over the situation. For
example, they may be more comfortable at the edge of the exam hall or with access to a
quiet room before a test begins.
