The aim of therapy in this phase is to empower the young adult to make choices, decisions for him/herself, to evaluate behaviours that will lead to enhanced social interaction and advancement and to act as independently as possible.
THE ROLES OF THE PSYCHOLOGIST AND COUNSELLOR:
The psychologist and counsellor form a team that is responsible for the personal and social well-being and development of the learners, parents and staff of Unity College. Psychotherapy, play therapy (individual and in groups), parent counselling and life skills groups all form part of this therapy.
The counsellor is primarily concerned with individual or group therapy in response to particular individual needs identified in the learners. The therapy may focus on behaviour difficulties (e.g. anger outbursts, bullying, and poor self-esteem), relationship problems (e.g. friendships, child-parent relationships, family interaction, and sibling rivalry), loss (e.g. divorce, death), trauma (e.g. accident, hi-jacking), sexuality and substance abuse. The psychologist and counsellor work hand-in-hand with parents and teachers for the benefit of your child.
When the counsellor or psychologist does psychotherapy or counselling with your child or your family, confidentiality is respected at all times. However, in order to render a holistic service, at times it may be necessary to share information with other team members e.g. teachers or other therapists. Only information that is essential to rendering a quality service to you and your family will be shared.
SOCIAL ETIQUETTE CLASSES OF THE LIFE ORIENTATION STREAMS:
The counsellor is also responsible for the social etiquette course in the life orientation stream of the senior phase. Social etiquette suggests that accepted societal norms be introduced, explained, reinforced and practiced. The course has been simply structured to enhance learners’ awareness of appropriate greeting (e.g. handshakes rather than infringement of others’ personal space); making eye-contact, and to know what is safe practice for themselves and others.
Practical skills in communication are then added; which explores and develops the learners’ skills at contextually interpreting ways of communication, and lays the foundation for appropriate use of available media: (land-lines, cell-phones; internet; taking and writing of messages; dangers that may be attached to particular forms of communication).
Health, exercise and diet are also covered, and accents the importance of familiarisation with acceptable dining etiquette; practical demonstration of, for example, table manners; the theoretical concepts to be reinforced by practical demonstration and monitoring of each learner’s progress in that regard. The learners in this group are also guided towards awareness of personal presentation, and how to achieve and sustain their individuality through dress and approach to the outside world. Personal hygiene is also emphasised. The accomplishment of the skill achieved in this domain, leads naturally to the introduction of the subject of relationships (familial, friend, opposite sex attraction).
Sexuality education forms a core part of all adolescent learning programs, and necessarily has to be adjusted appropriately according to developmental, cultural and general societal expectations. Topics covered include a re-introduction to decision-making and assertiveness; me and others; keeping safe; my body; my changing body; and all associated matters (including reproduction and safe practice). This process attempts to facilitate both awareness of, and respect for others. Outside professionals assist with further understanding when are where necessary.