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