Introductory description

The main purpose of this module is to further develop counselling skills in a helping relationship context. Students develop understanding of these skills as embedded within a counselling practice as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts.

This module will be delivered in a combination of whole group teaching and smaller skills practice development groups. This will include themed EXPERIENTIAL LEARNING GROUPS which will form a part of the CORE learning in relation to learning about self, self in relation to other, and psychoeducational inputs re common mental health issues and themes within counselling practice.
There will be a range of demonstrations and practical activities, using experiential learning and case studies. Formative assessment will be in place in advance of all summative assessment.

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.

Integrative underpinning of therapeutic practice in action.
Skills practice including reflection, summarising, mirroring, challenge, containment.
Establishing the core conditions (Rogers) for relational practice.
Skills work in triads – roles of client, counsellor, observer.
Developing clear contracting skills within the therapeutic process.
Experiential development of feedback skills (for observer role).
Link evidence based research to good practice
Ethical Framework and points of referral in practice.
Diversity and cultural awareness and competence in practice.
Case study methods.
Group learning within ELG.
Group dynamics through ELG.
Introduction to Psychoeducational inputs through ELG.

Learning outcomes

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

• Select and accurately and sensitively offer counselling skills (Heron) which underpin an integrative, relational, approach
• Identify the processes involved in the counselling relationship and their connection to personal development.
• Identify and effectively use appropriate interventions arising from experiential learning group themes.
• Structure and contract 1:1 sessions effectively including a beginning/middle/end.
• Embody a sufficiently relational approach to practice based on embodying the core conditions (Rogers).
• Describe the rationale for deploying evidence based research for supporting counselling practice.

Indicative reading list

Rogers C (2004), On becoming a person, Constable.
Reeves A (2018), An introduction to Counselling and Psychotherapy, Sage.
Cooper M (2019), Integrating Counselling and Psychotherapy, Sage.
Bond T (2015), Standards and Ethics for counselling in action, Sage.
Mearns D and Cooper M (2005), Working at relational depth, Sage.
Reeves A (2015), Working with risk in counselling and psychotherapy, Sage.
Heron J (1999), The complete facilitator’s handbook, Kogan Page.

Research element

Establishing an understanding of the value of evidence based research for supporting effective practice

Subject specific skills

• Counselling skills: directive and non directive
• Contracting and holding boundaries in counselling practice
• Formative assessment and formulation
• Foundation level therapeutic strategies and interventions
• Reflection on practice and personal development

Transferable skills

• Capacity to work on own initiative and in cooperation with others
• Acquisition of new knowledge and skills.
• Capacity to understand research and apply in formative way to practice
• Ability to communicate effectively both orally and in writing - to include self evaluation skills
• The ability to work in small groups, with initial understanding of the dynamics of such groups
• The ability to form good, supportive, challenging and trusting relationships with others in which sensitive personal material can be considered
• The capacity to accept the process of challenge, self-reflection and change