Virtuous Circle Counselling


Counselling for Students

Students of various ages need counseling for several reasons, including academic goals, improving their mental health, and other goals in life. Schools also provide counselling for students to help them better relationships with their teachers and maintain their discipline. Sometimes, students are offered counselling as a group; other times, boys and girls are provided different counselling sessions, while other times, a specific student is counselled alone. Counselling for students also helps them to cope with their school lives and live their best lives when learning. Below are process factors affecting counselling for students.

Bonding Between the Students and the Counsellor

For students counselling to become successful, the students and the counsellor must bond. If there’s no bond, the counselling session is a waste of time. The bonding can involve compassion or humor, depending on what the discussion is about. The students should be open and honest to the counsellor, and the counsellor should listen and understand the students carefully before giving feedback to avoid hurting their emotions. 

Unconditional Acceptance

When counsellors accept students unconditionally, they feel loved. This way, they bond better because the students trust the counsellor more. Hence, whether the students are dealing drugs, have poor academic performance, or have a problem from their family background, counsellors should never discriminate against them. Instead, they should show them empathy and provide a shoulder for them to lean on as they help these students undergo various difficult moments in their lives.

Desensitization of Sensitive Issues

Sometimes, counselling students suffering from trauma due to child abuse or bullying can be daunting. These students seem better during the counselling session but get back to feeling sad and anxious when the session is over. So, counsellors should focus on helping these students desensitize their acute problems and deal with anxiety issues. Therefore, each counselling session should show a little bit of improvement instead of dealing with the same issue repeatedly. If there’s an improvement, students show behavioral change.

Ongoing Practice and Improvement

When counselling students, counsellors aim to see continual improvement. It doesn’t matter how long the counselling takes as long as the students improve and change for the better. Thus, counsellors should develop ideas that can help various students overcome their fears and struggles in school, improve their academics and improve their discipline. These small, increasing steps in students’ change are a vital factor affecting counselling for students.

Open Listening

Communication is a crucial factor when counselling students. However, it’s effective if the counsellor and the students talk openly to each other. When listening to the students, the counsellor’s minds and thoughts should be set to listen and understand what the students are saying. A little disruption or shifting the mind from listening to the student can lead to a counsellor’s failure to understand the students and won’t help them. Thus, open listening is crucial despite what the student is undergoing.

If you need a professional Calgary Counsellor for students, Virtuous Circle Counselling has got your back. We aim to see students perform better and improve the relationships with their teachers and peers.

Book Your Appointment Online

We are currently accepting new clients however being a good fit is everything in a therapeutic alliance. When you’re ready, please contact us for a free 30-minute phone consultation to see if we match your needs and goals.

We at Virtuous Circle Counselling acknowledge Moh’kinstsis, the lands where the Bow and Elbow rivers meet, in what we currently call Calgary. We acknowledge that we are visitors on Moh’kinsstis and acknowledge the Blackfoot are those who named this area as Moh’kinsstis. In the spirit of Truth and Reconciliation, we recognize the ancestral territories, cultures, and oral practices of the Blackfoot people, the Îyarhe Nakoda Nations, the Dene people of the Tsuut’ina Nation, and the Métis Nation of Alberta, Region 3.