Introductory description

The main purpose of this module is to 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 learning about self, self in relation to other, and conceptions of common mental health issues and themes within counselling practice.
There will be a range of experiential and practical activities. 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.

Application of theoretical models and integrative underpinning of therapeutic practice in action. Developing the core attitudinal conditions (Rogers) for relational practice through group work and skills work in triads. Developing clear contracting skills within the therapeutic process. Group learning within practice groups and experiential development of ability to give and receive constructive feedback. Link evidence based research to good practice, Ethical Framework and points of referral in practice. Diversity and cultural awareness and competence in practice.

Learning outcomes

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

• Use counselling skills to facilitate and develop a helping relationship
• Explore the impact of self in the counselling relationship
• Identify and appropriately apply relevant professional knowledge and research.
• Structure and contract 1:1 sessions effectively including a beginning/middle/end.
• Embody a sufficiently relational approach to practice based on Rogers attitudinal conditions.
• Understand issues of equality, diversity and inclusion and apply to the self in relation to others.

Indicative reading list

Reading lists can be found in Talis

Research element

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

Subject specific skills

• Counselling skills
• Contracting and holding boundaries in counselling practice
• Formative assessment and formulation
  Developing the helping relationship
  Develop self awareness and apply theory to self
• 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 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