Introductory description

Needed

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Defining and developing personal attitudinal qualities consistent with a person-centred approach.
Developing the ability to reflect critically on own self and practice.
Person-centred counselling practice.
Ethical and safe practice with clients.
Awareness of the various settings in which person-centred counselling is delivered.

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate the ability to work ethically and safely with a client, including showing the ability to set clear ethical boundaries and to respond appropriately to ethical concerns as necessary.
• Demonstrate the ability to agree a contract with a client including the limits of time and confidentiality and an agreement about the scope of the work together.
• Demonstrate the ability to conduct a good person-centred counselling session, showing attitudinal qualities and skills consistent with the approach.
• Reflect critically on their counselling practice and relationships with reference to person-centred theory.
• Show openness to respond to constructive feedback from others.
• Give constructive developmental feedback to other trainees, related to person-centred theory.
• Demonstrate the ability to reflect critically on own self, relationships and personal development and to relate own responses and experiences to person-centred theory.
• Reflect on and critically evaluate own responses, emotions and behaviours in various situations and groups with reference to Rogerian theory and other theories of group dynamics as appropriate.
• Explore and reflect upon own attitudes to difference and diversity and own position in relation to issues of power, oppression and prejudice.
• Show their capacity to manage the emotional and other personal demands of the course and the potential to manage the demands of working as a counsellor, and their willingness to seek support where necessary.
• Be aware of different “stages” in a counselling relationship (beginning, middle, end) and the various ethical and relational emphases in each one.
• Understand the importance of explicit contracting in establishing a counselling relationship, and reflect on own practice.
• Be aware of the ethical and legal guidance around various professional procedural issues such as record keeping and note taking.
• Experience and reflect upon the procedural framework of a particular counselling agency.

Indicative reading list

BACP Ethical Framework 2015 Lutterworth: BACP Publications
Axline V. Dibs in Search of Self: Personality Development in Play Therapy. 1992 London: Penguin.
Bond T. Standards & Ethics for Counselling in Action (4th Ed.) 2015 London: Sage
Douglas T. Survival in Groups 1995 Open Univ. Press
Johns H Personal Development in Counsellor Training (2nd Ed.)2012 London: Sage
Merry T. Learning and Being in Person Centred Counselling 2nd ed. 2002 Ross-on-Wye: PCCS books.
Rogers C R On Becoming a Person: A Therapist’s View of Psychotherapy 1967 London: Constable
Sanders P., Wilkins P., Frankland A. Next Steps in Counselling Practice (2nd ed.): A students' companion for degrees, HE diplomas
and vocational courses.2009 Ross-on-Wye: PCCS books.
Sanders P. Step Into Study Counselling (3rd Ed.) 2003 PCCS Books

Subject specific skills

Demonstrate the ability to work ethically and safely with a client, including showing the ability to set clear ethical boundaries and to respond appropriately to ethical concerns as necessary.
Demonstrate the ability to agree a contract with a client including the limits of time and confidentiality and an agreement about the scope of the work together.
Demonstrate the ability to conduct a good person-centred counselling session, showing attitudinal qualities and skills consistent with the approach.
Reflect critically on their counselling practice and relationships with reference to person-centred theory.
Show openness to respond to constructive feedback from others.
Give constructive developmental feedback to other trainees, related to person-centred theory.
Demonstrate the ability to reflect critically on own self, relationships and personal development and to relate own responses and experiences to person-centred theory.
Reflect on and critically evaluate own responses, emotions and behaviours in various situations and groups with reference to Rogerian theory and other theories of group dynamics as appropriate.
Explore and reflect upon own attitudes to difference and diversity and own position in relation to issues of power, oppression and prejudice.
Show their capacity to manage the emotional and other personal demands of the course and the potential to manage the demands of working as a counsellor, and their willingness to seek support where necessary.
Be aware of different “stages” in a counselling relationship (beginning, middle, end) and the various ethical and relational emphases in each one.
Understand the importance of explicit contracting in establishing a counselling relationship, and reflect on own practice.
Be aware of the ethical and legal guidance around various professional procedural issues such as record keeping and note taking.
Experience and reflect upon the procedural framework of a particular counselling agency.

Transferable skills

Needed