<![CDATA[This study aims to describe the experiences of Guidance and Counseling (BK) teachers in applying empathic communication during individual counseling sessions. A qualitative approach using a phenomenological design was employed. The research subjects consisted of three BK teachers actively conducting individual counseling services. Data collection was carried out through interviews, observations, and documentation. Data analysis involved coding, theme identification, and the interpretation of the meaning behind the participants' experiences. The results indicate that empathic communication develops through repeated counseling practice and is reflected in the teachers' ability to build trusting relationships, understand students' emotions, and create a comfortable, non-judgmental counseling atmosphere. The findings also highlight specific micro-skills that support empathic communication, including active listening, reflecting feelings, using open-ended questions, and non-verbal communication. Empathic communication is understood not merely as a communication ability but as a skill that evolves through experience and the interaction process between the teacher and the student during counseling. These findings can serve as a basis for developing BK teachers' empathic communication competence to enhance the effectiveness of individual counseling services in schools.]]>
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