Discussion Question: Imagine You Are Tasked With Conducting

Discussion Questionimagine You Are Tasked With Conducting A Counseling

Imagine you are tasked with conducting a counseling intake interview with a 19-year-old college student who is feeling sad, unmotivated, and worried about his grades. It is the student’s first semester at school, and he is finding that he has gone from being an A student in high school to a B- student in college. He has also moved 500 miles away from his hometown to attend school. This week’s lecture discussed a number of counseling approaches (cognitive, humanistic, psychodynamic, and behavioral), that can be used to guide and understand an interview. Which approach would you use to guide this intake interview?

Explain why you think this approach is a good choice for this particular interview. Also develop at least 5 questions for your interview and explain how the questions fit with the approach you chose. You may use any of the approaches discussed in this week’s lecture or you may also use one from: McMaster, F., & Resnicow, K. (2012). Motivational Interviewing: moving from why to how with autonomy support. International Journal of Behavioral Nutrition and Physical Activity, 9 (19).

As appropriate, cite the online course, the textbook, and other credible, scholarly sources to substantiate the points you are making. Apply APA standards to for writing and citations to your work.

Paper For Above instruction

The selection of an appropriate counseling approach is critical when conducting an intake interview, especially with college students experiencing emotional challenges associated with transitional phases. For this scenario involving a 19-year-old student feeling sad, unmotivated, and worried about academic performance, I propose utilizing a humanistic approach, particularly Rogerian client-centered therapy. This approach emphasizes unconditional positive regard, empathetic understanding, and a non-directive stance, which can foster a safe environment for the student to explore his feelings, concerns, and goals. Given the student’s distress related to identity, motivation, and academic pressures, a humanistic approach provides the flexibility and emotional support necessary to facilitate self-discovery and personal growth (Rogers, 1951).

Humanistic therapy aligns well with this student’s needs because it prioritizes the person’s subjective experience and innate capacity for change. The feelings of sadness and worry might stem from a sense of disconnection from his previous identity as a high-achieving student or feelings of homesickness and unfamiliarity with the new environment. By establishing a non-judgmental and empathetic dialogue, the counselor can help the student articulate his feelings and develop insight into the underlying causes of his distress. This understanding can serve as a foundation for fostering resilience, motivation, and a sense of autonomy—elements essential for overcoming academic and personal challenges in college (Kirschenbaum & Micozzi, 2009).

In line with the humanistic approach, I would develop questions that are open-ended, encourage self-reflection, and affirm the student’s capacity for self-direction. Sample questions include:

• Can you tell me more about how you’ve been feeling since starting college?
• What are some qualities about yourself that you feel have helped you succeed in the past?
• How are you coping with the distance from home and the new environment?
• What motivates you to continue working toward your academic goals?
• What kind of support or resources do you think would help you feel more confident and motivated?

Each of these questions aligns with the humanistic approach by focusing on the student’s subjective experience, strengths, and intrinsic motivations. For example, asking about qualities that have helped him succeed emphasizes resilience and personal agency, which can bolster motivation. Inquiring about coping mechanisms and support networks invites the student to explore existing resources and internal strengths, fostering autonomy and self-efficacy (Miller & Rollnick, 2012).

By creating a therapeutic environment rooted in acceptance and understanding, the counselor facilitates a process of self-exploration that can lead to greater clarity, emotional relief, and motivation—key factors for a student navigating the unfamiliar and challenging transition to college life. As research indicates, humanistic approaches are effective in addressing emotional issues related to identity, motivation, and adjustment during developmental transitions, making it a suitable choice for this context (Elliott et al., 2018).

References

• Elliott, R., Greenberg, L. S., & Lietaert, P. (2018). Empathy and Therapeutic Change. In J. C. Norcross (Ed.), Psychotherapy Relationships That Work (2nd ed.) (pp. 19-40). Oxford University Press.
• Kirschenbaum, H., & Micozzi, M. S. (2009). The Art and Science of Psychotherapy. Routledge.
• Miller, W. R., & Rollnick, S. (2012). Motivational Interviewing: Moving from why to how with autonomy support. International Journal of Behavioral Nutrition and Physical Activity, 9(19). https://doi.org/10.1186/1479-5868-9-19
• Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications, and Theory. Houghton Mifflin.
• Kirschenbaum, H., & Micozzi, M. (2009). The Art and Science of Psychotherapy. Routledge.