relavance of feedback in counseling

7/29/2019 Relavance of Feedback in Counseling

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SEMINAR REPORT

COUNSELING SKILLS FOR

MANAGERSImportance of Feedback in Counseling

Submitted to: Submitted by:

Dr. SIBY ZACHARIAS CHRIS JOSE

School of Management and Business Studies. S4 MBA

Mahatma Gandhi University. SMBS, MGU.

04-03-2013


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COUNSELING SKILLS FOR MANAGERS

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TABLE OF CONTENTS

Sl. No Content Page No.

1 Introduction 2

2 Importance Of Feedback In Counseling 3

3 Giving & Receiving Feedback 9

4 Certificate In Counseling Skills 10

5 The Art Of Giving And Receiving Feedback 12

6 The Psychology Of Feedback 16

7 Conclusion 19

8 Reference 20
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INTRODUCTION

Feedback is a term that comes from the field of Physics. Nature, and in fact our society, is full of

feedback loops. In learning processes we also use this term. In fact, it is not possible to learn

something without feedback. Generally speaking: an action takes place - which gives a result -

the originator of the action notices that result. In other words, the result of the action is fed

back. Thereby it is possible to see if an action produces the desired result. If that is not the case,

other action can be taken and then the new result that is perceived can be closer to the original

aim. The perception of the result makes adjustment possible.

With biofeedback you can learn to recognize and change your heart beat, muscle tension, blood

pressure and brainwaves. But also the presentation of commercial results is a form of feedback

that allows you to see whether marketing strategies have worked. Human relations are full of

overt and covert feedback loops. Cold sweat for example is a form of (unconscious) perceptible

feedback. When you are in love, you produce a specific odour. If a potential partner does this as

well, there are better chances of a date (besides odour, there are other feedback channels

active at the same time.) Internal feedback you can experience daily, like a sense of hunger that

disappears after eating. Your stomach sends out signals, that you interpret as hungry or

satisfied.

Feedback and Counseling is a procedure in which details about the present or the past impacts

the same occurrence in the future or present. Like a part of a chain of effect and cause that

make a loop or circuit, which the word feedback says by it.

Ramaprasad (1983) identified feedback as "information regarding the gap involving the

reference level and the actual level of the system parameter that is used to modify the gap in

some manner", stressing that the data of the feedback by itself cannot be considered as

feedback unless it is translated in to action.

Counseling is a conversational method that could be instrumental when it comes to the

development of skills, that assist students successfully confront and cope together with

conflicts and uncertainties. Counseling can be of a number of types. At the Counseling Center,

group, individual and couple counseling can be obtained.


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IMPORTANCE OF FEEDBACK IN COUNSELING

A critical aspect of developing your skills as a competent counselor involves learning how to

give and receive feedback about what youre doing. You will want to give information to your

colleagues about how theyre doing their counseling practicing,

and youll want to hear what they have to say about your

developing skills, as well.

The expression, giving feedback, means telling someone,

quite specifically, what youve seen and heard her doing and your

ideas about what shes done. This is like any supervisor telling

someone about her work performance, and in counseling,

supervision should always be available to help us determine what

is effective in our work. Generally, the counseling supervisor will

help you talk over your work with a specific client, perhaps

brainstorming future courses of action and reflecting on those

counselor actions that seem to be most helpful in moving things

along. In this kind of counseling supervision, the supervisor is not

acting in an evaluative role, but rather in a collaborative, mentoring fashion.

In some purposes, you will be primarily concerned with giving and receiving feedback

with your colleagues. You will serve as their counseling supervisor, they as yours. You will want

to do this in a way that is mutually helpful and instructive. In order to be most effective, your

way of giving information should use language that reflects your ideas in a way that you think

the other will be able to receive the information without becoming defensive and guarded. The

bottom line is that you want the person to whom youre giving feedback to be able to receive it

and integrate it.

There are some general principles that will be helpful to know about as you begin to

contemplate this whole business of learning how to give effective feedback.

Watch and Listen Carefully

When you are serving in the observer/supervisor role, looking on as your colleagues are

working on their counseling skills, watch and listen closely as the counselor interacts with her

client. This may seem obvious, but this is a different kind of observing and listening than you

may be used to. These are not casual, social conversations. You will want to catch every

counselor intervention (the things the counselor says) and note the impact on her client. Does

the interaction following these interventions become more personal and important, or do

things shift away in irrelevant or less important directions?

Watch the nonverbal behaviors of both the counselor and client. Is the counselor use of

nonverbal behavior promoting intimacy and open communication, or do the nonverbal


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behaviorsfacial expressions, voice tone, eye contact, body posturesuggest inattention and

distraction, or guardedness and protection?

Everything the counselor you are observing does and says is important. You will want to

take it all in, maybe even making some written notes about what you observe, and then

prepare yourself to share what youve seen and heard.

Share What Youve Observed: Keep It Short and Simple, and Keep It Behavioral

When a counseling session is over and your observation is complete, youll want to share what

youve seen and heard. You will most likely be really interested in the things the client has been

talking about, and you may be tempted to share your perspectives about the issues that have

been discussed. While there may be time, at some point, to do that, remember that your

primary responsibility in these learning situations is to provide feedback to the counselor about

skills development.

Share what youve seen and heard with the counselor, sticking to directly observablebehaviors, the actual things that were done or said. Be as concrete as possible. Talk about what

you saw and heard, and about your ideas related to the impact those things said and done had

on the client. Do what you can to be non-evaluative, nonjudgmental. Try to avoid words like

good and bad when giving feedback, for those imply judgment. Focus on those counselor

behaviors, verbal and nonverbal, that seemed to have the most significant impact on the client.

Support, Support, Support

Always bear in mind that your feedback is designed to assist your colleague in doing a better

job, to improve her skills. The primary focus of this counseling skills practice is not on resolvingclient issues, rather on counseling skill development. It is certainly not your job to be critical or

punitive. Your feedback will best be heard and truly taken to heart when it is perceived to be

coming from a place of positive support. Try to find ways to be encouraging.

People learn best when they feel safe, but when there is an edge of anxiety. The

learning situation itself, the observed counseling session, typically carries ample anxiety, so

whatever you do to be supportive will help create an optimal learning environment. Your

feedback, then, will be given without evaluation. It will simply state the facts, what you saw and

heard happening. When you said this and this, for example, this is how your client

responded.

Sharing Your Thoughts and Feelings about What Youve Seen and Heard

It is possible, and sometimes helpful, to add your thoughts including your feelings about

something the counselor has done. You might share your observations about something the

counselor said, and then take a stab at guessing why the counselor said what she did. This

should be done tentatively, in a spirit of mutual inquiry. Similarly, you can share your feelings


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(sad, mad, glad, scared, etc.), as if you had been on the receiving end of what the counselor has

done . . . as if you had been the client, in other words.

Supervision and Counseling as Parallel Paths

Much of what you will do in your role as observer/supervisor is exactly like what you will do inyour role as counselor. As a counselor, you want your client to feel understood, respected, and

valued. This is exactly what you want the counselor to experience when you are supervising

her. Empathy is a key ingredient in counseling relationships so, too, in effective supervisory

relationships. The more that you can experience the therapeutic world through your

counselors eyes, the more productive your supervision will be.

Just as the counselor is striving to achieve a working alliance with her client, you are also

trying to build a supervisory alliance with your counselor. Where there is trust, when you are

experienced as truly being invested in the counselor doing well, good things can happen.

Example 1: Giving Constructive Feedback

Consider the following situation. Your student colleague is playing the role of a school counselor. She

has the following interchange with your student colleague who is in the role of the parent of a high

school age boy:

Client: I dont know what to do. My boy wants to drop out of school. Hes only 16, and he

wants to drop out. His teachers give him a terrible time. Nobody here cuts him any

slack. I just dont know what to do.

Counselor: Maybe you could just review with him all the reasons he should stay in school. I know

that you know dropping out is a bad idea.

Client: Well, yeah, sure. I know that dropping out is a bad idea. But I dont know how to

convince him. Hes stubborn.

Counselor: Youre his mother. Imsure hell listen to you.

Client: Are you kidding?! Do you have any kids?

As a supervisor, how would you give the counselor some feedback about this interchange?

Following are three possible alternatives.

Feedback When you told your client that she should just be able to tell

Option #1: her son to stay in school, she seemed to get pretty defensive.

Feedback Your first comment, about the mom reviewing the reasons


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Option #2: her son should stay in school . . . . Im not sure it accurately reflected the gist of what

she was saying. It sounded like you had some definite ideas about what she should do.

Feedback I heard you trying to be encouraging, giving your client some

Option #3: advice about what to do. I assume you were trying to support her, but I got a little

nervous about the possibilities for you getting into a power tussle with her.

Example 2: Giving Constructive Feedback

Heres another situation. One of your student colleagues is role playing a client who is unhappy

with his job. The student who is acting as the counselor is trying to find out more about this

unhappiness, and is trying to help his client explore other options.

Client: I never wanted to sell insurance. My father sold insurance his whole life, and he

finally just retired. I dont think he liked what he did either, but he was the onewho convinced me all those years ago that it was a good way to make an honest

living.

Counselor: So how many years have you been doing this?

Client: 15. 15 long, long years.

Counselor: Yeah, I can tell that you really dont enjoy this work. And youre worried about

there being another 15.

Client: You bet. I sure dont want to go through my life just waiting to retire, like my

Dad. I cant imagine anything worse. I mean, I spend most of my waking hours

working, and Id like to spend that time doing something I look forward to. I

wake up in the morning now and say, I cant believe I have to go that office

again. Its awful.

Counselor: Youve seen the future particularly with your Dads situation and its not

pretty. Youre really fed up.

Again, as the supervisor, how would you give feedback to the counselor about this interchange?

Here are three possible alternatives to consider:

Feedback I noticed that when you asked that first question you got a

Option #1: really clipped, short answer. And then when you reflected more on what this guy

said about his work and his job, he really seemed to get into it.


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Feedback This last thing you said . . . about seeing the future. Youve put

Option #2: your clients unhappiness with his work in a different language, put a new twist

on it, and I bet hell be able to run with this.

Feedback The things you said to your client, the ways you reworded

Option #3: what hed said, seemed pretty congruent with what he meant . . . at least he

responded that way. And you really seemed to be in synch with his frustration,

too. IfI were your client, Id really appreciate this.

Receiving Feedback

Naturally, when you are working as a counselor either in practice sessions or professionally

you will be receiving feedback from a supervisor. Some of this supervisory feedback may be

from peers, some from instructors, some from supervisors on the job. The following guidelines

may prove helpful for you in being on the receiving end of feedback, regardless of the

work/study situation:

Paraphrase what was said so that your supervisor knows that youve accurately heardwhats been said.

Try to be non-defensive when receiving feedback. You dont have to necessarily agreewith everything thats being given to you, but you can at least sit with it for a while to see

how much of whats been observed or suggested might be accurate. Remember, this is

simply one other persons perspective on what has transpired.

Accept what seems to fit, reject what seems to be off the mark. This will be easier to dothe more experience you have, because youll have a better sense of whether a specific

piece of feedback seems congruent with other information youve received.

Giving Feedback

Performance feedback could be given in two methods: from constructive feedback or

through criticism and praise. Do not fall to the trap of giving criticism and praise upon employee

performance. Constructive feedback will be issue-focused, information-specific and depending

on observations.

It arrives in 2 varieties:

1. Positive feedback is input or news for an employee about an effort done well.

2. Negative feedback is actually news for an employee about a effort that needs improvement.

Negative feedback does not mean a bad performance, however a performance where the

outcomes delivered needs to be better. So negative is actually not a negative term in this

instance.


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Positive Feedback

When a leader or a company wants to motivate the employee, positive feedback is the most

power tool available.

Let it be at office or home, you come across people whom you say not to do something

and they keep doing the same thing again and again. It is time to give them a positive feedback,dont remind them again what they are doing wrong, and start acknowledging them about the

things what they do correctly.

This is what we also do for ourselves, we just dont acknowledge ourselves as well as

others, we always talk about what we have done wrong and we start correcting it.

Acknowledging ourselves and others for the things we have done right is important.

Giving and Receiving Feedback

Giving and receiving feedback assists us to become a lot more aware of exactly what we do and

the way we do it. Receiving it provides us a chance to modify and change in order to become

more successful. To be beneficial, feedback has to be given in a supportive and concerned

method and to add both negative and positive observations.

Feedback could be both negative and positive and is very useful in a culture of

development and learning. Giving positive feedback is pretty easy, becoming a supervisor may

involve circumstances if it is important to give negative feedback on writing, on progress in

general or on research.

Giving Performance Feedback

Constructive feedback is essential to employee satisfaction, career development, employee

motivation and employee retention. Worker feedback needs to be given as soon as possible;

each formally from the ensuing discussions and annual performance review forms, however

also informally via coaching and ongoing conversations.

Managers actually lose a golden chance to motivate their own employees when they

forget to praise a worker on performing a great job, or ineffectively praise the worker by

supplying no personalized illustrations of exactly how that employee had done well. On the

other hand, you'll find nothing quite as disheartening as studying for the very first time

throughout an annual review that a few aspect of one's performance may be lacking within the

last 6 months, however, you had been never notified.


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GIVING & RECEIVING FEEDBACK

Giving and receiving feedback helps us to develop self-awareness when training as helpers, and

is an essential skill when working with clients.

For the giver:

Before giving feedback, reflect on why you are giving it. The aim of offering feedback is to help the receiver to become more aware of what they

are doing and its effect on others.

Feedback is unlikely to be helpful (for giver or receiver) if the receiver feels criticised,attacked, or forced.

If we genuinely want to help or offer information, our feedback is more likely to beuseful to the receiver

Feedback is an offering the receiver has the choice to use it or notGuidelines for offering feedback:

Be specific, rather than generalising. For example, When you smiled I felt upsetbecause I wanted to be taken seriously rather than You never take me seriously.

Use I statements, such as I feel disappointed rather than Youve let everyone down.This makes feedback more accurate and believable.

Offer observations (what you actually saw/heard) rather than interpretations orassumptions.

Offer your ideas, reflections, suggestions or information rather than giving advice oropinion offer rather than push!

Feedback can be supportive and challenging. It is useful to offer both, for example,What I appreciate . . . and What I find difficult . . .

For the receiver:

Feedback can be useful in giving you information about how others experience you. Feedback also tells you something about the giverits not objective! You can decide whether or not the feedback is useful to you. Listen to the feedback first and then clarify any points that you do not understand. You

do not have to justify your work/behavior.

If the feedback was difficult for you to hear, you might want to allow yourself time tocome back to it and reflect on it.


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Certificate in Counseling Skills

Self-Review: Developing Helping Skills

Name: Date:

1. How did I establish the boundaries/contract of the session?

(E.g. introduction, limits of session, referral, confidentiality, time frame)

2. How did I encourage the relationship to develop?

(What skills were used? Body language?)

3. How did I help the helpee to identify and describe their concern?

(Open questions, reflections, clarifying questions)

4. How did I manage the ending of the session?

(Time reminder, summarizing, containing end)

5. Any interventions or body language that I could have done differently?

6. Any other learning points?


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Certificate in Counseling Skills

Feedback to Helper from Helpee: Developing Helping Skills

Feedback to: Date:

From:

1. What I appreciate about you as a helper . . .

2. What I find difficult about you as a helper . . .

3. What I would have liked more of from you. . . what was missing

4. What I would have liked less of . . .

5. How helpful the session was overall

6. Any other feedback (helper might find useful)


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THE ART OF GIVING AND RECEIVING FEEDBACK

Effective Feedback

When is feedback effective? Feedback is effective when it is direct, explicit and useful and when

it follows directly upon perceived behaviour.In other words: Feedback...

Refers to observed and perceived behaviour and not to the person. Is descriptive and not an interpretation of, or judgement about, the behaviour

(you state purely your observation)

Is specific, not a generalisation, and based upon concrete and specific ways ofbehaving.

Follows directly upon the behaviour. Is given at the right moment (when the recipient wants it or is ready for it). Enables the recipient to do something with it. Never give advice. Is formulated in such a way that you invite the recipient to respond.

Feedback Rules

1. Take the time to consider what you want to say. You can then gain sufficient distance. Ifyou like, write your feedback down first and check to see if it fits the rules.

2. Speak in personal terms: "I ..... That show you are describing your perception. Dontstart with "You ......" because that tends to come across as an accusation or judgement.

3. Restrict your feedback to what you observed or noted in the present contact with thisperson (so do not refer to other times or incidents in the past).

4. Describe your own feelings and thoughts.


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5. Describe the impact of the behaviour on you. "I felt....... when you first....... and as aresult I....... and that made me feel........ That's why I reacted........

6. Use the sandwich technique: you start and finish stating what went well, in the middlemen-tion things that could do with some improvement

7. Both the giver and the recipient of feedback should profit from the feedback.8. Give supportive feedback when you want to reward good behaviour, corrective

feedback when you want to correct someone (this works best for younger children).

9. Aim for an open relationship and show each other respect.10.Be open and vulnerable.11.Listen well.12.Be honest.13.Make your intentions clear.14.Take the trouble to mend earlier mistakes.15.Indicate clear boundaries.16.Always ask for permission first.17.Give correct feedback.

How to put it into practice?

Possible formulations could be:

1. What went well? (positive feedback) "I liked it that you let me finish talking first, beforeyou......."

2. What might be better? (constructive criticism) Mention things that could do with someimprovement: "What was painful for me was that you continued your story after the

confrontation."


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3. How could you do it better? Seeking alternatives: "I would have appreciated it if you hadgiven me the time to process it."

4.

Is it clear? Ask if the feedback is understood and explain or expand on it, if necessary.

We frequently practise in triads of: Counselor/Coach, Client and Observer (CCO). The observer

presents what he/she has observed as feedback. He can also ask for the perception of the client

and the counselor regarding the conversation: What went well according to you? What would

you have liked differently? How was that for you? As outsider I saw this and that, how did you

experience that? After the observer, both client and counselor can in turn give feedback on the

interaction.

Trust, Empathy and Respect are crucial to the effectiveness of feedback

and therefore for the learning process. You share the responsibility with everyone else.

Whatever you do or say, always keep your aim in mind and ask yourself:

What am I aiming for? - Did I succeed?

Defensive Behaviour

It happens that the recipient reacts defensively to feedback that concerns observed behaviour.

This may result in a less than subtle reaction from the feedback giver (which is not the

intention.) In response to that, the recipient may show resistance or aggressive behaviour. The

opportunity for learning is then lost, it will no longer be about learning but about 'being right'.

The following behaviour elicits resistance:

judging the receiver in person. trying to convince the other person with a flood of arguments. trying to show the other person something in a covert way (feigned emotion). ignoring or denying the other persons emotions.


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Rules for the Receiver

The recipient of feedback should observe these simple rules:

Ask for feedback. Be open to feedback. Try to understand the feedback. Do not argue or defend yourself. Listen carefully and ask questions for clarification, if need be. Show appreciation for the feedback to the giver of it. Assess the feedback as to relevance and usefulness. Do something with the feedback. Do not immediately take perceived criticism personally. Do not immediately become defensive - try to keep your emotions at bay. Be open to compliments; do not dismiss them as if they are not important.

Giving and receiving Feedback is like a tango.


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THE PSYCHOLOGY OF FEEDBACK

The challenge of providing feedback is knowing exactly what to say and how to say it.

Constructive feedback can be either positive or negative. Either way, constructive feedback

should always be positively influential even if the message is critical.

When a parent or teacher offers feedback, it should always offer a message of hope,

inspiration, and positive motivation. A majority of society has probably experienced negative

criticism without a positive conclusion.

Why offer something positive? When an individual receives a negative critique it is frequently

received from a judgmental perspective. Youth especially receive constructive feedback as a

putdown, rather than as a motivational source. Therefore, it is important that parents and

teachers reassure the child of their goodness, potential, favorability, and capability.

Parents and teachers should aim to provide feedback that is straightforward, direct, to the

point, and constructive in nature. Feedback should not be destructive. It should not have a tone

of superiority or condemnation.

Avoid offering mixed messages such as:

Amanda, you have an ability to be a good student, but

Tyler, you have done so well in class, but

When parents and teachers use words such as but, they are essentially saying that the positive

feedback has little meaning. If you are going to offer positive feedback, do not offer a but.

Likewise, if you are going to offer negative feedback be certain to clarify how the individual can

improve or make positive changes. As always, complete all conversations with positive

feedback.

Be straightforward with your messages. Get to the point! Do not blame, judge, condemn, or

chastise. The benefit to rebuking or reprimanding has no value. Moreover, judgmental spirits

push people away, rather than pulling them towards you. If you want to positively influence

another, you most choose words that are positively influential.

Everyone deserves positive feedback, including parents, teachers, staff, and students. Sadly, it is

seldom that an individual will receive positive feedback, because we are less impressed by

ones achievements than we are alerted to their failures.
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Praise should not be reserved for younger children. Even the eldest of persons have a right and

need to receive praise. We frequently assume that a young child should receive a smiley-face,

but rarely consider offering an older youth the same sort of encouragement.

When offering feedback, think upon the following:

Will the feedback being offered provide words of encouragement and direction?

Can the feedback improve a childs abilities?

What are the overall benefits of the feedback being offered?

Always follow-up constructive criticism, with positive feedback. We have all known someone

who offers constructive feedback that is negative, but ceases with this form of feedback.

We all need an opportunity to respond to feedback, without interruption or being told that we

are back-talking. Allow the receiver of the feedback a time to reflect, to respond, and digest the

feedback. Do not expect that everyone will have an immediate response. Do not expect that

the feedback will cause an epiphany or prove a life-changing experience.

Feedback should be about illuminating a positive or negative action, deed, performance, or

accomplishment. It should not be a reflection of someones internal goodness. Feedback should

always focus upon an event, a situation, circumstance, but should never be a decree of a

persons value or self-worth. When correcting children and youth, be certain that you are

focusing upon a good or bad of an event, circumstance, accomplishment, performance, deed,

or action such as:

Jane, I am proud of you because

Tom, your recent marks have been lowered than expected, lets work towards improving them.

Parents and teachers who delay communication are merely prolonging the inevitable, which

allows for the negative to fester, intensifying an already negative environment. Moreover,

parents and teachers who delay positive feedback are rejecting a childs right to receiving

positive reinforcement and encouragement.

Lead by example, if you receive constructive feedback from another, whether it is negative orpositive; learn from it, use it, and allow it to be source of internal revenue. Do not allow

yourself to identify with any feedback received. For if you do, the negative will surely shrink

your perception of self, while the positive will swell your perception of self. For who we are has

nothing to do with our accomplishments whether negative or positive. For our identities, our

personal being, has to do with the internal knowledge of our value and goodness. It is not a

summation of successes or our failures.


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When your child is doing well, tell them. Encourage your child on a daily and frequent basis. Do

not reserve positive praise for accomplishments or achievements. Praise your child in a humble

and encouraging way. Do not use praise as a platform for boosting your own ego. Effective

praise should never be a covert operation to harm another. Praise and encouragement should

always be about an warm expression of approval and admiration. Ultimately, it should be ablend of your respect and gratitude of another.

Always end every conversation with positively influential communication. Positive feedback

reinforces our worth, value, and self-esteem. It encourages personal growth and self-reflection.

It reinforces our knowledge of being or striving towards health and happiness. It denies the

human condition of focusing upon the negative, while reinforcing the positive.


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CONCLUSION

Feedback and Counseling is a procedure in which details about the present or the past impacts

the same occurrence in the future or present. Like a part of a chain of effect and cause that

make a loop or circuit, which the word feedback says by it.

Feedback is an "information regarding the gap involving the reference level and the actual level

of the system parameter that is used to modify the gap in some manner", stressing that the

data of the feedback by itself cannot be considered as feedback unless it is translated in to

action.

Counseling is a conversational method that could be instrumental when it comes to the

development of skills, that assist students successfully confront and cope together with

conflicts and uncertainties. Counseling can be of a number of types. At the Counseling Center,

group, individual and couple counseling can be obtained.


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REFRENCE

Books:

Kavitha Singh - Counseling Skills for managers, Prentice-Hall of India Private Limited,Year of publishing: 2007.

Dr. CSG Krishnamacharyulu & Dr. Lalitha Ramakrishnan- Counseling Skills for managers,Vikas Publishing House, Year of publishing: 2009

Pravin Durai Human Resource Management, Pearson education, Year of publishing:2010.

Websites:

http://www.tutordynamic.com/corporate-training/feedback-and-counselling.htm http://www.ccpa-accp.ca/blog/?p=1281 http://www.humanresourcesiq.com/talent-management/articles/giving-effective-

feedback-and-counseling-employees/

http://www.ccpa-accp.ca/blog/?p=1281 http://www.youtube.com/watch?v=NIhRQRVFkto http://www.mind.org.uk/mental_health_a-z/7993_making_sense_of_counselling http://www.tiss.edu/lefttop/students/the-counselling-centre http://www.iitkgp.ac.in/CounCent/ http://timesofindia.indiatimes.com/topic/counselling http://www.ontopofthemountain.com/counselling-feedback-form.html http://counselling.glam.ac.uk/feedback/ http://www.slideshare.net/dassurjya/performance-counselling http://eapworks.co.nz/for-employees/counselling-feedback-form/ http://unilife.curtin.edu.au/health_wellbeing/Counselling_feedback_complaints.htm

http://www.convergeinternational.com.au/employeeassistanceprogramseap/feedbackform.cfm
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relavance of feedback in counseling

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