COUNSELLING FUNCTION ...

-- Andre Piquette, Marilyn Smith,
Ann Frost, Steve Sharpe, Beth
Mcrris, Otto Funk;-Bonnie McGhie
and Michael Dansker, replacement
contracts

"Being a counsellor at Douglas College is
at times, confusing, tiring, exciting, and
challenging.

"Although the paradoxes inherent in the
counselling function are not easy to
describe, counselling, whether individ-
ually or in groups, is a very satisfying
experience.

"What can be more meaningful and exciting
than to assist others in the process of
choosing a way of life, an occupation, a
way out of an immediate crisis, or a
better solution to a difficult emotional,
personal, or social situation?

‘ "What can be more satisfying than to teach
the life-skills involved in searching for
a job, in study habits, in risk-taking
(new behaviors), in inter-personal rela-
tionships, and in decision-making -- and
to see these individuals grow, or to meet
them later as self-directed, mature
individuals doing well by themselves?

"These counselling activities are reward-
ing, especially when I see some results;
but they can also be a drain on my energy
resources. A caring relationship requires
that I meet each individual as a unique
person, an approach more tiring than that
of impersonal contacts.

"The most tiring times are just before,
during, and after registration when I see
a large number of people. I must remind
myself that I am not processing bodies,
but am intensely encountering persons --
living persons -- who want to be cared
for as much as, if not more than, anyone
else.

"Tt is an occupation requiring time for
reflection, wisdom, thoughtfulness, feel-

 

ing, sensitivity, and rationality. I

need to be concerned about real-life
issues, thinking profoundly yet retaining

a sense of humor. I need to grow both
personally and professionally. There has
to be time to read and think; to keep
abreast of new concerns in my field; to
keep up with the mass of information

about College programs, university-transfer
changes and additions, vocational schools,
lifestyles, social developments, government
and industry, and jobs, to know enough to
be able to ask the appropriate questions

or to suggest alternatives when the person
with me can see only one or none at all.

"T really believe I am an ‘educator' in
the true sense of the word; and this means
bringing out the good in people, enabling
them to grow and develop in the direction
they choose. In fact, I truly believe
that my job is to become unneeded as soon
as possible -- to work myself out of a
job."

KKK

"My typical day -- if there ever is one:
paperwork; cleaning coffee pot; counsel-
ling; attending committee meetings; off

to Bear Creek; meeting mature students,
high-school graduates, faculty. My job,
officially -- convenor and counsellor in
the Student Development Centre; unoffi-
cially -- potpourri of the trivia and the
serious; trying to help in the present

and to plan for the future. I'ma
counsellor, not a therapist; a facilitator,
not a supervisor; I'm a convenor respons-
ible for co-ordinating people and
activities; and, for the administrative-
type work of the Centre, seeing that the
plants are watered; bugging Rick Reynolds;
asking Steve to balance the coffee fund;
working with the student assistants, etc.”

KKK

‘We work with wholesome, normal people
most of the time, many of whom present
unique situations and concerns. Our
teaching is on a one-to-one or small
group basis, and the content may be quite
individualized or confidential.

"It's a most interesting and personally
satisfying profession because of the wide
range of people, both colleagues and
clients, with whom we work. Our job is