Page 54 - MASALA Magazine Vol.15 Issue 7 | October - November 2024

AARTI ARORA MADARASMI
Primary School Counsellor,
Bangkok Patana School

Aarti’s counselling journey began with
a Bachelor of Science in Psychology at
University of Melbourne, followed by a
Postgraduate Diploma in Psychology with
a specialisation in early intervention at
Monash University. After returning to
Bangkok, Aarti worked in the private sector,
spending 15 years serving the community
in mental health clinics and hospitals.
During her clinical practice, she was
invited into various international schools
for consultations, sparking her interest in
counselling services within school settings.
This led her to enrol in a Master’s in school
counselling, marking the beginning of her
career in international schools.
What are strategies you use to help
students develop their self-confidence in

their academic and personal life?

Self-confidence or self-esteem is an integral
part of learning and growing. Children
need to believe in themselves to try new
and challenging material, whether it be
academically, athletically or artistically.
With the younger population, I believe
simple and straightforward strategies are
most effective. For example, I introduce I introduce students to
the students to ‘the power of yet’. Often
young children will say, “I can’t do this” ‘the power of yet’… by
or, “I am not good at this.” I ask them to reframing their sentences,
add a ‘yet’ at the end of these sentences. By children develop a sense of
reframing their sentences, children develop
the courage to attempt the task. courage to attempt the task.
The objective of this strategy is to build
resilience and a growth mindset. With meet to discuss the students concerns,
the slightly older children (Years 4-6), I goals, effective strategies, and progress. What are the roles of play and creative
encourage them to listen to their inner Communication is key when supporting a activities in your counselling approach
voice. At this developmental stage, a lot student through adjustments and transitions. for primary students?
of the negative statements such as, “I am When working with behavioural issues or Therapeutic play is an integral part of
not good enough” are not vocalised. So, I misbehaviour, we ask, “What is the student counselling with the younger population.
introduce them to their inner voice. I tell trying to tell us with their behaviours and Young children may not have the language
them we have an inner coach and critic how can we better support this student?” to express complex emotions and may need
in our heads. The inner coach motivates rather than, “What consequences will we another mode of communication. Play is
and encourages us, while the inner critic provide this student for their misbehaviour?” often an effective medium for sharing their
can be a hard on us. The key is learning to Misbehaviour is one of the ways a student world with us. There are many kinds of
recognise and identify their inner voices uses to communicate their needs. The more therapeutic play: Synergetic Play Therapy,
and then use ‘the power of yet’ to reframe information we can gather as a team, the Adlerian Play Therapy, Sand Play Therapy,
their inner thoughts. These are a few of better we are able to support the student. etc. A counsellor will typically employ one
many strategies children can use to build or a combination of play techniques to build
a positive self-concept. However, in saying that, as a counsellor I am rapport and connect with the student. Once
also very mindful of how much information
How do you collaborate with teachers and to share with the team. My relationship with the student feels that he/she is in a safe
parents to create a nurturing environment my students is based on trust and mutual space, they will use play to communicate
for young children who may struggle with respect. Therefore, when students have their feelings and circumstance.
adjustment or behavioural issues? trusted me with some sensitive and private Unfortunately, I am not privileged to share

We believe in providing our families information, it is kept confidential, unless my students’ experiences with play therapy,
with a holistic approach. Parents, class there is a safeguarding concern. Our priority but I will say it is a powerful agent for growth
teachers, and support teachers collectively is the student’s safety and overall well-being. and change.

54 | MASALA MAGAZINE OCT-NOV 2024