Counselling encourages the client to take action to change something that prevents the client moving forward.

There comes a moment when you have to stop revving up the car and shove it into gear.

David Mahoney

We have stressed throughout this book that counselling is about change. However, it’s important to recognise that some things cannot be changed. Just as we cannot alter the colour of our eyes or our height, we cannot reverse incurable illness or a physical disability. We cannot give a one-legged man two limbs, or a blind person sight. What counsellors can do in these circumstances is to offer help and support in coming to terms with what cannot be changed, and encouragement to explore strategies for coping with the situation.

Up until now, emphasis has been placed on the value of good communication in the counselling relationship. Yet there comes a time when talking may not be enough and the client needs to take the bull by the horns and do something. Put another way, he or she needs to take action to resolve the problem. To this end, the counsellor can play an important role by teaching the client to use a problem-solving and goalsetting approach to their difficulties. This method, which is essentially a self-help technique, can be highly effective, especially if the counsellor stays alongside the client as he works through the stages. It enables the client to explore choices perhaps not previously considered, helps him to replace stumbling blocks with stepping stones, and provides the confidence and courage to take risks and implement decisions. And, as an added bonus, once learned, the client has a very useful self-help tool for solving problems that might arise after the counselling relationship ends.

After explaining the process and presenting some examples of goal setting in action, we have provided an exercise for you to practise the techniques for yourself, so make sure you have your pen and notepad at the ready.

What is problem-solving?

Problem-solving resolves a discrepancy. It changes something that is actual, nearer to what is desired. A goal is a result that will reduce that discrepancy. Problem-solving is, in many ways, simply a process of managing information. Indeed, it is probably true to say that in the majority of instances, the only reason we fail to solve problems is that we fail to recognise that we already have sufficient information to do so. Problem-solving has two parts:

• 1.Decision-making which consists of choosing courses of action to reach the desired goal.
• 2.Problem analysis which involves identifying various factors and forces that interfere with or facilitate goal achievement. Planning can only take place when decision-making and problem analysis have been thoroughly carried out.

Identifying the premises of problem-solving

The premises of problem-solving are:

• 1.To become thoroughly aware of the problem.
• 2.Problems with one root cause are as rare as two moons in the sky.
• 3.Effective problem-solving means balancing disturbed forces.
• 4.Valid decisions depend on accurate, clear and complete information.
• 5.Working with other people can shorten the process time.
• 6.People given the responsibility of action must be committed to it.
• 7.There must be a supportive climate.

Not all counselling is concerned with problem-solving but a great deal of it is. Some people want to increase their self-awareness, to understand a bit better how they interact with others, or to develop more insight of the helping relationship by first-hand experience. Very often the client presents the ’problem’ to the counsellor in a jumbled and unclear way. In the early stages, therefore, it is useful to have a plan which counsellor and client can work on together to bring order out of chaos. The model presented here may help. As client and counsellor work through this together, step by step, it will let the client see that there is a logical way of tackling the problem. It will also help the counsellor by relieving some of the anxiety of not knowing where to start.

Identifying the problem

A problem clearly stated is a problem half solved.

                                               Dorothea Brande

• 1.Establish the problem

• Establish the problem

• 2.Explore the problem

• Explore the problem

• 3.Eliminate the problem

• Eliminate the problem

• 4.Evaluate

• Evaluate

Summary

The four stages of problem-solving counselling involve:

• 1.establishing the problem
• 2.exploring the problem
• 3.eliminating the problem
• 4.evaluation of the problem-solving process.

Goal setting

One important part of problem-solving that can sometimes be difficult is goal setting – working out a satisfactory solution. Goal setting is a highly cognitive approach which many people have difficulty working with. Goal setting must take into account the affective and behavioural factors as well as the creative potential of the client.

Figure 19 highlights eight important tasks involved in the process of problem-solving and goal setting.

Understanding the process of goal setting

To move from:

• point A, where the client is, to
• point B, where the client would like to be

counsellor and client need to explore:

• feelings
• thoughts
• behaviours

in order to develop a new perspective and work through hindrances.

Counsellor and client need to work out strategies in order to reach:

• point C, getting to where the client wants to be.

Example

Point A:	Where the client is: Harry is dissatisfied with his job.
Point B:	Where the client would like to be: Harry would like a more satisfying job.
	Perspective
	Why should Harry stay in a job that does not satisfy?
	Hindrances
	1.Self-defeating beliefs and attitudes. Harry believes that he could never get through an interview.
	2.Misplaced loyalty. Harry has been with the company for ten years, and they have given him time off to take a degree course.
	3.The comfort zone is preferred. Changing jobs would probably mean that Harry had to travel further to work, and learning a new job requires effort.
Point C:	Getting to where the client wants to be: One of the strategies Harry decided on was to learn to drive a car, as this would make him more mobile. Harry role-played several interviews in which the counsellor put him under progressive pressure, until Harry felt confident at applying for a new post.

Advantages of goal setting

• Focuses attention and action.
• Mobilises energy and effort.
• Increases patience.
• Strategy oriented.

At point A

The counsellor helps clients to:

• understand themselves
• understand the problem(s)
• set goals
• take action.

The client’s goal is self-exploration.

The counsellor’s goal is responding.

The counsellor helps clients to:

• tell their story
• focus
• develop new insight and new perspectives.

At point B

The counsellor helps clients to:

• examine their problems
• think how they could be handled differently
• develop their powers of imagination
• think through: ‘How will I know when I have got there?’.

The client’s goal is self-understanding.

The counsellor’s goal is to integrate understanding.

The counsellor helps clients to:

• create a plan
• evaluate the plan
• develop choices and commitment to change.

At point C

The client’s goal is action.

The counsellor’s goal is to facilitate action.

The counsellor helps clients to:

• identify and assess action strategies
• formulate plans
• implement plans.

Requirements for effective goal setting

Visions, ideas and possibilities all create enthusiasm; behaviour is driven by creating an achievable plan which should have the following criteria:

• a clearly defined and achievable goal
• how the goal will be evaluated
• a realistic timetable for achieving the goal.

Working for commitment

• 1.Ownership of the plan is essential for it to work.
• 2.A plan that has appeal encourages commitment.
• 3.A detailed plan has a logic to it.
• 4.An effective plan has an emotional content.
• 5.Flexibility increases the chance of commitment.
• 6.Clients need to see that the plan is within their capabilities and that they have the personal and external resources.
• 7.Client commitment is often influenced by counsellor enthusiasm.
• 8.Getting started by using problem-solving skills.

Brainstorming

Clients can generate a free flow of ideas that might resolve the problem, by brainstorming their thoughts on a sheet of paper. Encourage them to be adventurous by jotting down whatever comes in their heads, no matter how silly it seems.

Case study_________________________________________________________________________________ Jane was having problems at work. Her boss criticised her work constantly, and generally made life very difficult for her. With the help of her counsellor she worked through her feelings about the problem (point A) and then brainstormed ideas of how she might solve the problem (point B) (see Figure 20).

The next stage for Jane was to make her mind up which alternative felt right for her, and to plan a realistic goal (point C). She decided that there were two goals she wanted to achieve:

• 1.To resolve the problems she was having with her boss.
• 2.To become self-employed.

We return to Jane later to see how she planned her action for reaching her goals.

Force-field analysis

Force-field analysis, a decision-making technique developed from Lewin’s Field Theory, is designed to help people understand the various internal and external forces that influence the way they make decisions. It is a way of helping people plan how to move forward towards the desired outcome. For most of the time these forces are in relative balance, but when something disturbs the balance, decisions are more difficult to make. When the forces are identified, counsellor and client work on strategies to help the client reach the desired goal.

Stages in force-field analysis

• 1.What is the goal to be achieved?
• 2.Identifying restraining forces that act as obstacles to outcomes.
• 3.Identifying facilitating forces that act as aids to outcome.
• 4.Working out how to weaken some of the restraining forces, or how to strengthen some of the facilitating forces, or both.
• 5.Using imagery to picture moving toward the desired goal and achieving it.

Forces may be internal or external as shown in Figure 22.

The underlying principle is that by strengthening the facilitating forces and diminishing the restraining forces, a decision will be easier to make, because energy, trapped by the restraining forces, has been released.

Restraining forces

The restraining forces are the obstacles that are, or seem to be, hindering the client from implementing her action plan. Once the restraining forces have been identified, ways of coping with them are discussed. The counsellor must ensure that the client does not dwell on these forces and become demoralised.

Facilitating forces

These are the positive forces to be used by the client. They may be other people, places or things. Any factors that facilitate or assist the client to attain her goal are utilised. This part of the process of searching for facilitating forces actually pushes the client to look at her positive attributes.

Everything in force-field analysis should be specific. Imagine you were telling someone how to get from London to Glasgow; you would be as specific as possible. Force-field analysis is a bit like that. You would know you were in Glasgow when you arrived there. Force-field analysis helps the client be specific.

Plan of action

The plan of action is born out of utilising the facilitating forces to reach the defined goal. The plan requires to be simple and easily understood by the client.

Let us return to Jane now to see how she used force-field analysis to identify her restraining and facilitating forces, and to plan her action.

Case study: Jane’s force-field analysis in action__________________________________

Goal 1. Jane’s identified goal: to resolve the problems with her boss.

Jane’s restraining forces:	Anxiety about confronting the situation.
	Fear of making the situation worse.
	Fear of bursting into tears or getting angry.
	Fear of hearing something she would rather not hear.
Jane’s facilitating forces:	Determination.
	Dislike of disharmony.
	Desire to get to the bottom of the problem.

Jane’s plan of action:

• 1.Prepare a ‘script’ of what she wants to say to her boss.
• 2.Ask for a meeting with her boss.
• 3.Practise her relaxation techniques prior to the meeting.
• 4.Communicate to her boss how much his criticism is upsetting her, and ask him what exactly she is doing that seems to be causing him concern.
• 5.Be prepared to compromise to reach a solution.

Goal 2. Jane’s identified goal: to become self-employed

Jane’s restraining forces:	Anxiety about how she will manage for money, until her business is established.
	Self-doubts about her skills and abilities.
	Concern about taking the risk.
Jane’s facilitating forces:	Self-motivated and works well on her own.
	Good organisational and time-management skills.
	Enjoys new challenges.
	Gets on well with people.
	Good communication skills.

Jane’s plan of action:

• 1.Prepare a skills audit.
• 2.Prepare a business plan.
• 3.Make appointment with bank manager.
• 4.Investigate advertising costs.
• 5.Prepare a marketing strategy.
• 6.Plan publicity campaign.
• 7.Inform Tax Office and DSS.
• 8.Research for potential clients.
• 9.Plan a start date and go for it!

Coping with complex problems

Complex problems may need the creation of sub-goals, steps towards a larger goal. Each sub-goal has the same requirements as a goal.

Workable plans may flounder on the rocks of:

• 1.too much detail
• 2.not taking into account the difficulties some people experience with a cognitive exercise if it does not take feeling, intuition and initiative into account.

There is more to helping than talking and planning. If clients are to live more effectively they must act. When they refuse to act, they fail to cope with problems in living or do not exploit opportunities. The attainment of goals cannot be left to chance.

Only when the client speaks of the problem in the past tense has the goal been reached. Many programmes may have to be devised before the final outcome is reached. Clients cannot know whether or not they are making progress if they do not know where they started from or the milestones they should have reached.

Goals should be set neither too low nor too high. Goals set inappropriately high can cause the client to feel inadequate. Goals set too low do not generate enthusiasm.

• Goals must be tailored to the uniqueness of the individual client.
• Goals that are to be accomplished ‘sometime or other’ are rarely achieved.

Evaluation

Evaluation should identify:

• the different problems and how these were tackled
• the goals and how they have been achieved
• areas of growth and insight.

Evaluation encourages the growth of both client and counsellor. If counsellor and client are active partners in the evaluation process, they learn from each other. On-going evaluation gives both partners an opportunity to explore their feelings about what is happening and also to appraise constructively what should be done next.

Summary

• Help the client look beyond the problem and failure, towards success.
• Help the client construct alternative scenarios.
• Encourage the client to be specific.
• Get clients to state goals in terms of definite outcomes.
• Goals should be specific enough to drive action.
• Goals must be verifiable and measurable.
• Goals must be realistic in terms of personal and environmental resources.
• Goals must be chosen and owned by the client.
• Goals must be stated in a realistic time frame.
• Make sure, whenever possible, that the client chooses a preferred scenario from among options.
• Make sure that the chosen option is spelled out in sufficient detail.
• Help clients discover incentives or commitment in order to make the new scenario more attractive.
• Challenge the client to stretch beyond the comfort zone.
• Help clients identify the resources needed to make the preferred scenario work, including supportive and challenging relationships.
• The use of contracts enhances commitment.

Exercise

Exercise 18: goal setting

Step 1 – My goal is

Write down a specific goal you would like to achieve within the next few months.

Step 2 – Restraining forces

Identify any obstacles that are getting in the way of you reaching your goal. Include external and internal forces.

Step 3- Facilitating forces

Identify positive forces that can assist you in reaching your goal.

Step 4 – Restraining forces

Identify ways you can think of to reduce these forces.

Step 5 – Facilitating forces

Identify ways you can think of to increase these forces.

Plan of action

You may find that you do not need all ten steps to complete your plan.

My goal is ______________________________________________________

The steps I need to take to achieve my goal.

Evaluation

Step Goal – action taken	Date achieved
1. ____________________	____________________
2. ____________________	____________________
3. ____________________	____________________
4. ____________________	____________________
5. ____________________	____________________
6. ____________________	____________________
7. ____________________	____________________
8. ____________________	____________________
9. ____________________	____________________
10.____________________	____________________

Summary

This chapter has provided you with a goal-setting model that can be used with clients to help them explore and resolve their problems. We have highlighted that, once learned, this valuable tool can be used as a self-help method for problem-solving.

This brings to an end the chapters dealing with counsellor qualities and skills, so it seems an appropriate place to map out what has been covered. (See Figure 23 – an overview of the counselling process.)

Some key points to consider

Before we move on to discuss the topic of preparing for termination of counselling, there are two important points we consider need to be addressed:

• It is crucial to bear in mind that every client is a unique individual who comes with their own distinctive set of needs, and no particular approach or model of counselling is right for every client. Don’t straitjacket the client, be flexible, listen to the client’s needs, and be prepared to adjust your approach if necessary.
• In practice, the skills presented in this book often overlap, and it is worth remembering that some clients work more effectively by exploring their feelings – an affective approach – while others get more from counselling by using their thinking capacity – a cognitive approach. Goal setting is more cognitive than affective; although to be truly effective both head and heart must be used.

Goals are a means to an end, not the ultimate purpose of our lives.
They are simply a tool to concentrate our focus and move us in a
direction. The only reason we really pursue goals is to cause ourselves
to expand and grow. Achieving goals by themselves will never make
us happy in the long term; it’s who you become, as you overcome the
obstacles necessary to achieve your goals, that can give you the
deepest and most long-lasting sense of fulfilment.

                           Anthony Robbins