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, backed up by an understanding and application of evidence based research for supporting effective practice

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 skills such as reflection, summarising, mirroring, challenge, containment. Establishing the core conditions for relational practice. Developing understanding of further person-centred approaches and understanding how to use them in practice. Understanding how to conceptualise and consider working with mental health diagnoses. 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) and reflexive practice (in counsellor role). Ethical Framework and points of referral in practice. Diversity and cultural awareness and competence in practice. Case study methods.

Learning outcomes

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

• Identify and describe various counselling skills and evidence their relevance and effectiveness from published practice based research
• Critically appraise the use of various counselling skills and techniques with reference to own development as an integrative practitioner
• Identify and accurately describe the key processes involved in the counselling relationship
• Identify and analyse significant learning points in their own personal development and appropriately apply to their therapeutic stance.
• Explore the impact of own identities and the identities of the client on the counselling relationship

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. Reeves A (2015), Working with risk in counselling and psychotherapy, Sage. Sanders, P (2012) The Tribes of the Person-Centred Nation, PCCS Books. Joseph, S (2017) The Handbook of Person-Centred Therapy and Mental Health, PCCS Books.

Research element

Consolidating an understanding and application of evidence based research for supporting effective practice

Subject specific skills

• Consolidation of relationship building within therapeutic dyad • Communication of empathy and core conditions as well as appropriate interventions and challenge • Capacity to appropriately assess and formulate client needs • Identify suitable therapeutic strategies and interventions • Reflective counselling practice • Monitoring, evaluation and research of good practice

Transferable skills

• Consolidate learning and incorporate new knowledge and skills. • Capacity to work on their own initiative and in cooperation with others • Ability to make decisions in complex situations, and sometimes with incomplete information • Capacity to understand and apply research to practice • Ability to communicate effectively both orally and in writing - to include skills such as the ability to give and receive feedback, and self-reflect on this in written communications where appropriate • Reflect on learning in small groups, with some understanding of the dynamics of such groups • Ability to sustain good, supportive, challenging and trusting relationships with others in which sensitive personal material can be considered • Capacity to tolerate and learn from the process of challenge, self-reflection and change