What Happens Before a Counselling Session Begins?
When people think about counselling, they often picture a person sitting in a chair, talking about their feelings while a counsellor listens.
That image captures one part of the process. There is much more happening behind the scenes.
A counselling session may involve thoughtful preparation, choosing appropriate materials, creating a supportive environment and considering how to help someone explore their experiences at a pace that feels manageable.
For some people, talking comes naturally. Others find it difficult to put complicated feelings into words. Children may communicate through play, movement or drawing. Adults may prefer writing, visual reflection or simply having a quiet space to think.
Each person brings a different way of communicating, which is why counselling needs to be responsive to individual needs.
In my recent video, Behind the Scenes of a 1:1 Counselling Session, I offer a small glimpse into this process, including the use of drawing materials.
Watch the YouTube video:
In this article, let us look at what happens before, during and after an individual counselling session, how creative materials can support emotional expression, and what someone considering counselling can expect.
1. Preparing for a Counselling Session
A counselling session begins before the client arrives or joins an online appointment.
Preparation helps the counsellor create an environment that supports the purpose of the session while allowing room for the conversation to develop naturally.
Understanding the purpose of the session
Each session may have a different focus.
A child might need support with identifying emotions or communicating their needs. A teenager might want to explore friendships, school-related pressure or questions about identity. An adult could be navigating a life transition, relationship difficulties or a change in their sense of self.
The counsellor considers the agreed focus alongside information from previous sessions, where relevant, and the person’s current needs.
This preparation helps guide the session without turning it into a rigid script.
Preparing the environment
The physical environment can influence how comfortable a person feels.
A counselling space may include comfortable seating, adequate privacy, appropriate lighting and access to materials that support the work. For children, having a few accessible creative or play materials can offer additional ways to communicate.
For online sessions, the counsellor may consider the suitability of the platform, privacy arrangements and any materials the client might need nearby.
The intention is to establish a setting where the person can participate without unnecessary distractions.
Selecting appropriate materials
Creative materials may be useful when the session involves visual expression, reflection or exploring an experience through a different medium.
A counsellor might prepare plain paper, coloured pencils or markers. Depending on the person’s age, preferences and session goals, other materials may also be suitable.
However, materials are selected with a purpose. An activity should fit the person’s needs and consent, rather than being included simply to make a session more interesting.
2. Why Drawing and Creative Expression Can Be Part of Counselling
Words are useful, but they are not the only way people communicate.
Think about a moment when you struggled to explain how you felt. You might have known that something was bothering you without being able to describe precisely what it was.
Creative expression can provide another starting point for reflection.
Drawing, painting, collage and other art-based approaches can give people a way to explore an experience visually. The resulting image may help them begin a conversation, notice an emotion or consider an experience from a different perspective.
Creative expression with children
Children may not have the vocabulary or confidence to describe complicated emotions directly. A drawing can offer an accessible way to begin exploring a topic.
For example, a child who finds school transitions difficult might be invited to draw what a school morning feels like. The counsellor can then ask open-ended questions about the child’s picture.
The child might describe a crowded classroom, a difficult goodbye or a particular part of the morning that feels uncomfortable.
The child’s own explanation guides the discussion.
A drawing should never be treated as a diagnostic test on its own. The meaning of an image depends on the child’s perspective, context and wider experiences.
Creative expression with teenagers
Teenagers may appreciate having a choice in how they express themselves.
A visual exercise could involve creating a map of the different areas of life that currently demand their attention. Another option might be to use colours, shapes or words to represent how different situations feel.
These approaches can help a teenager organise their thoughts without requiring an immediate, detailed verbal explanation.
Participation should remain voluntary. A teenager should be able to decline an art-based task and choose another way to engage.
Creative expression with adults
Adults can also benefit from visual reflection, particularly when navigating transitions or experiences that are difficult to articulate.
Someone adjusting to retirement, for instance, may be exploring changes in daily routine, social connection, purpose or identity.
A simple drawing could explore the different parts of life that have shaped their identity and the areas they would like to develop in the next chapter.
The image provides a starting point for reflection. The person’s own understanding remains central to the conversation.
Explore more on EducateAble:
3. What Happens During a 1:1 Counselling Session?
Although each session is different, there are several elements that may form part of the process.
Establishing comfort and connection
The opening part of a session may involve checking in, discussing how the person has been feeling and agreeing on what they would like to explore.
A counsellor may ask what feels most important to discuss that day. With younger children, this opening could involve a brief conversation, play or another age-appropriate way of settling into the session.
Building a working relationship takes time. The person should have opportunities to ask questions and express preferences.
Exploring the concern
The central part of the session focuses on the person’s experiences, concerns or goals.
This may involve conversation, reflection, carefully chosen questions or an agreed creative approach.
For instance, a person who feels overwhelmed by competing responsibilities might explore which demands are most pressing and what support is available.
The counsellor can help the person examine patterns, consider different perspectives and identify possible next steps, depending on the purpose of the work.
Allowing space for reflection
A session does not need to be filled with continuous conversation.
Pauses can give someone time to think, notice their reactions or decide what they would like to say next.
When creative materials are used, the person may need time to work without frequent interruptions. The counsellor can then invite them to discuss the process or the meaning they attach to what they have created.
The image itself does not need to be aesthetically pleasing or easily understood by another person.
Closing the session
Towards the end, the counsellor and client may reflect on what emerged, identify anything that needs further attention and consider an appropriate next step.
This could involve trying a strategy between sessions, continuing a topic in a future appointment or simply allowing time to process the discussion.
The pace and structure depend on the person’s circumstances and the nature of the counselling work.
4. The Role of Art Materials in a Counselling Space
You do not need an elaborate art studio to make creative materials available.
A small collection of accessible supplies can provide enough flexibility for a range of drawing and reflection tasks.
The following products may be useful for counsellors, educators, parents and adults who enjoy creative reflection.
Recommended creative materials
1. An unlined sketchbook or mixed-media paper pad
A sketchbook provides a dedicated space for drawing, visual journalling and creative reflection. If you plan to use watercolours, choose paper designed to handle wet media.
2. Coloured pencils
Coloured pencils are easy to control, relatively tidy and suitable for simple visual exercises. They can be used for shapes, colour choices, symbols or written and visual journalling.
3. Washable felt-tip markers
Markers provide strong, clear colours and can be convenient for children who prefer bold lines. Washable options can also simplify cleaning.
Choose age-appropriate products and check the manufacturer’s safety guidance.
4. Watercolour paints
Watercolours offer opportunities to explore colour, layering and fluid marks. They may suit people who enjoy working with a less controlled medium.
Keep paper quality, workspace protection and the person’s comfort in mind when selecting materials.
These materials allow people to make broad marks, experiment with pressure and work with colour without needing advanced drawing skills.
They can be useful when a person prefers working with their hands rather than producing detailed pictures.
6. Emotion cards or feelings cards for children
Emotion cards can help children explore the words associated with different feelings. They may be useful when a child recognises an experience but struggles to name it.
Look for cards that include a broad range of emotions and representations that are appropriate for the children you support.
A practical note: These products are creative resources, not therapeutic interventions in themselves. Their usefulness depends on how they are introduced, the individual’s preferences and the context in which they are used. Parents and educators can use them for everyday emotional learning, while counselling and therapy require appropriate professional boundaries and training.
5. What If Someone Does Not Want to Draw?
Creative expression should offer an option rather than become a requirement.
A person may dislike drawing, feel self-conscious about their artistic ability or simply prefer to communicate through conversation.
There are several alternatives that may suit different preferences:
- Writing: Use a journal prompt or a few words to describe an experience.
- Conversation: Explore the concern through open-ended questions.
- Visual choices: Select an image, symbol or colour that feels relevant.
- Play or movement: Where appropriate, use an accessible, age-suitable approach to support expression.
A counsellor can discuss these options with the client and agree on an approach that feels comfortable.
No artistic experience is required to benefit from an art-based exercise. Equally, there is no obligation to use art in counselling.
The important consideration is whether the chosen approach supports the person’s participation and the purpose of the session.
6. Emotional Safety, Consent and Confidentiality
A glimpse into counselling can help people understand the process, but it is equally important to recognise what should remain private.
Counselling relies on trust. Clients should be able to understand how their information is handled, what confidentiality means in their circumstances and which limits may apply.
This is particularly important when working with children and teenagers, where consent, assent, parental involvement and safeguarding responsibilities require careful consideration.
When sharing behind-the-scenes content publicly, counsellors should protect client privacy and follow applicable professional and legal requirements.
A video showing the preparation of materials or a counsellor demonstrating an art-based technique can provide educational value without revealing private client information.
Where any client participation or identifiable material is involved, appropriate permission and safeguards are essential. Consent alone does not remove every ethical concern, especially where there are power differences or questions about whether the person can freely decline.
Creative work also deserves respectful handling. A person’s drawing should not be shared, interpreted publicly or used for promotional purposes without appropriate consideration of privacy and consent.
For professionals: Keep educational content separate from individual clinical material, and review the relevant professional guidance before sharing session-related content.
7. How to Prepare for Your First Counselling Session
If you are considering counselling for yourself or your child, a little preparation can help you feel more comfortable.
Before the appointment
Think about what has prompted you to seek support. You do not need to prepare a complete account of your life or decide exactly what you want to discuss.
It may help to write down a concern or question that you would like to raise.
For a child, explain the appointment in clear, age-appropriate language. Avoid promising that they will enjoy every part of the experience or that the counsellor will immediately solve the problem.
During the session
Ask questions if you are unsure about the process. You can discuss your preferences, request clarification and let the counsellor know if an approach feels uncomfortable.
For a child, offer reassurance and appropriate choices while allowing space for them to express their own views.
After the session
Give yourself or your child time to reflect. You may wish to note anything that stood out or any questions you would like to bring to the next appointment.
Progress in counselling varies. A single session may provide useful insight, while other concerns require ongoing support.
If you are unsure whether a particular service is suitable, discuss your needs with the practitioner and ask about their training, approach and scope of practice.
8. Behind the Scenes: Why the Small Details Matter
Preparing paper, selecting pencils or arranging a space may appear to be small details. Within a counselling setting, these decisions can help make participation more accessible and support the agreed purpose of a session.
The choice of materials may influence whether someone feels comfortable trying a creative exercise. The way questions are asked can affect how freely they respond. Having time to pause can give a person room to consider what they want to share.
These details form part of thoughtful preparation.
At the same time, the materials and setting are only elements of a much broader process. Counselling depends on the working relationship, professional judgement, appropriate boundaries and a collaborative understanding of the person’s needs.
A sketchbook cannot replace that relationship. It can, however, provide another way for someone to begin expressing an experience when words are difficult to find.
Watch the Behind-the-Scenes Video
Curious to see a glimpse of a 1:1 counselling session in practice?
Watch the short video on YouTube, Behind the Scenes of a 1:1 Counselling Session, to see the creative materials involved.
Watch the YouTube Short here
If you found the video useful, subscribe to the EducateAble YouTube channel for more content on emotional wellbeing, child counselling, expressive arts and inclusive support.
Frequently Asked Questions
What happens in a one-to-one counselling session?
A session may involve discussing concerns, exploring emotions, reflecting on experiences and identifying suitable next steps. The structure depends on the person’s needs and the counsellor’s approach.
Do counsellors use art materials during every session?
No. Art materials are used when they are appropriate to the person’s preferences and the purpose of the work. Many sessions rely primarily on conversation or other approaches.
Does someone need to be good at drawing to use art in counselling?
No artistic skill is required for basic creative reflection. The focus is on the person’s experience and interpretation of their work, rather than artistic quality.
Can parents use drawing to help children express feelings at home?
Yes. Parents can invite children to draw how a situation feels or use pictures to explore emotions. Keep the invitation open-ended, respect the child’s response and avoid treating a drawing as proof of a particular feeling or diagnosis.
What should I bring to a counselling session?
Usually, you can begin by bringing any questions or concerns you wish to discuss. Your counsellor will let you know if specific materials or information are needed. For online creative sessions, paper and a few basic drawing materials may be useful if an art-based approach has been agreed.
How do I know whether counselling is suitable for me or my child?
A qualified practitioner can discuss your concerns, explain their approach and help you understand whether their service is appropriate. Ask about relevant qualifications, experience, confidentiality and referral options when needed.
Final Thoughts
Behind a counselling session lies a process of preparation, careful listening and adapting to the person in front of you.
Creative materials can support this work by offering another route into reflection and communication. Their value depends on how they are used and whether the person feels comfortable engaging with them.
If you are exploring counselling for yourself or your child, asking questions about the process is a sensible place to begin.
If you are an educator or parent, simple creative materials can also support everyday conversations about feelings, provided you allow children to share their own meanings and respect their boundaries.
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