Question

Hazel, a resident of Switzerland, joined a University in India under a foreign exchange study programme. She found it difficult to understand the colloquial language used by the students. As a result, she could not participate in cultural programmes and socialise with her classmates. She also felt that there were too many students in her batch. She was overwhelmed by the fiercely competitive atmosphere in class and was advised by her professors to seek help from the Counsellor.

1. Suggest any four communication skills that the Counsellor in the University should possess to help Hazel. (4)
2. With reference to Hazel’s reaction, explain crowding tolerance and competition tolerance. (3)

Answer 1

i. Four Communication Skills for the Counsellor:

1. Active Listening: Paying close attention to Hazel’s words and emotions, showing that her difficulties with the language and environment are being acknowledged.
2. Empathy: The ability to understand Hazel’s feelings of being an “outsider” from her point of view while offering a safe, nonjudgmental environment.
3. Paraphrasing: Restating what Hazel says in simpler terms to avoid misunderstandings, especially when she struggles with colloquial language.
4. Non-verbal Communication: To gain Hazel’s trust, use positive body language (such as eye contact and nodding) and be aware of her nonverbal clues.

ii.

1. Crowding Tolerance: This is mental capacity to function in high-density surroundings without becoming stressed. Hazel most likely has a low tolerance for crowding. Coming from Switzerland (which has a significantly lower population density), she is “overwhelmed” by the large number of pupils in her batch. The physical presence of so many individuals is seen as a stressor rather than a neutral the fact.
2. Competition Tolerance: This refers to the ability to deal with situations in which multiple people compete for limited resources (such as grades or attention). Hazel has low competition tolerance because she is overwhelmed by the “fiercely competitive atmosphere”. She regards the competition for academic rank in a large group as a substantial source of distress rather than a motivator.