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Counselling Skills Level 3 Certificate - Part 1


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Counselling Skills Level 3 Certificate - Part 1

Price: £295.00Course Code: BPS109 CLD
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( Helen Loh, 07/10/2018 ) Q:

Hi, please could you tell me if I can do the course and receive materials on my I pad. Thank you

( 08/10/2018 ) A:

Hello Helen.

Thank you for your question. You can access your course materials on iphone, smartphone, ipad, tablet, laptop, and desktop devices. Google and other ISPs no longer support Flash Player, so the self assessment part of each lessons are completed through our cloud based learning platform.

I hope this answers your question Helen/

Best regards


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Counselling Skills Level 3 Certificate - Part 1

Level 3 Counselling Skills I course online. Gain basic counselling skills. Develop your ability to support or counsel others through the processes of personal growth and change. This course introduces you to the kinds of problems and issues that a person might face in overcoming stresses and limiting attitudes.

Learn about the counsellor's role and the counselling process, and gain basic practical counselling skills. Recommended for parents, teachers and others who want to communicate in a more supportive, empathetic manner.

ACCPH accredited course logo This course is accredited by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).


CMA accredited course logo

This course has been accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a "Fully Qualified Practitioner" and be entitled to use the post-nominal latters "MCMA" after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.


This course will help you to develop your listening skills and enable you to help people work through life's challenges. It will be a valuable addition to your CV and almost anyone will benefit from completing the course. But it will be especially helpful if you work in or wish to work in:

  • Counselling
  • Psychotherapy
  • Psychology
  • Health Professions
  • Teaching
  • Caring Roles
  • Life Coaching Roles

The role of the counsellor is to facilitate the person’s resolution of these issues, whilst respect their values, personal resources, culture and capacity for choice. Counselling can provide people with a regular time and space to talk about their problems and explore difficult feelings in a confidential and dependable environment.

Counsellors do not usually offer advice, but instead give insight into the clients' feelings and behaviour and help the client change their behaviour if necessary. They do this by listening to what the client has to say and commenting on it from a professional perspective. Counselling covers a wide spectrum from the highly trained counsellor to some one who uses counselling skills as part of their leadership role or career, for example, a nurse, youth leader, personal trainer or teacher.

student comment:

"Thanks Andrew for checking up on me, things are going great, my teacher is awesome and I love the content of the course. My experience so far is outstanding."  Isabelle Z, Counselling Skills, Canada 



Learning Goals: Counselling Skills I BPS109
  • Explain the processes involved in the training of counsellors in micro skills.
  • Explain how to commence the counselling process and evaluation of non-verbal responses and minimal responses.
  • Discuss both content and feeling, and their appropriateness to the counselling process.
  • Demonstrate different questioning techniques and to understand risks involved with some types of questioning.
  • Demonstrate how to use various micro-skills including summarising, confrontation, and reframing.
  • Demonstrate self-destructive beliefs and show methods of challenging them, including normalising.
  • Explain how counselling a client can improve their psychological well-being through making choices, overcoming psychological blocks and facilitating actions.
  • Demonstrate effective ways of terminating a counselling session and to explain ways of addressing dependency.


Lesson Structure: Counselling Skills I BPS109

There are 8 lessons:

  1. Learning specific skills:
    • What is Counselling
    • Perceptions of Counselling
    • Differences between Counsellors, Psychotherapists, Clinical Psychologists and Psychiatrists
    • Counelling Theories
    • Empathy
    • Transferrence
    • Directiveness, non directiveness
    • Behavioural Therapies
    • Systematic Desensitisation
    • Positive Reinforcement and Extinction
    • Goals of Psychoanalytical Approach
    • Defense Mechanisms (Repression, Displacement, Rationalisation, Projection, Reaction Formulation, Intellectualisation, Denial, Sublimation)
    • Use of Psychoanalytical Psychotherapy
    • Psychoanalytic Techniques
    • Analytic Framework
    • Free Associations
    • Interpretation
    • Dream Analysis
    • Resistance & Transferance
    • Humaniustic Therapy
    • Evaluating the Effectiveness of Therapies and Counsellors
    • Case Studies
    • Methods of Learning
    • Micro Skills
    • Triads
    • Modelling
    • Online and Telephone Counselling
    • Telemental Health
    • Clinical Considerations
  2. Listening & bonding:
    • Scope of Listening and Bonding
    • Meeting and greeting
    • Creating a Safe Environment
    • Location
    • Time and Duration of Sessions
    • Privacy in Telephone and online counselling
    • Showing warmth on the phone
    • The contract
    • Helping the client relax
    • Listening with intent
    • Minimal Responses
    • Non Verbal Behaviour
    • Use of Voice
    • Use of Silense
    • Case Studies
    • Active Listening
    • Dealing with Silent Phone Calls
  3. Reflection:
    • Non Directive Counselling
    • Paraphrasing
    • Feelings
    • Reflection of Feeling
    • Client Responses to Reflection of Feelings
    • Reflection of Content and Feeling
    • Case Studies
  4. Questioning:
    • Open & Closed Questions
    • Other types of Questions (Linear, Information seeking, Strategic, Reflectivew, Clarification, etc)
    • Questions to Avoid
    • Goals of Questioning
    • Identification
    • Assessment
    • Intervention
    • Case Studies
  5. Interview techniques:
    • Summarising
    • Application
    • Confrontation
    • Reframing
    • Case Studies
    • Perspective
    • Summary
  6. Changing beliefs and normalising:
    • Cognitive Behavioural Therapy
    • Changing Self-Destructive Beliefs
    • Irrational Beliefs
    • Normalising
    • Case Studies
    • Designing a Questionnaire
  7. Finding solutions:
    • Moving Forward
    • Choices (Reviewing, Creating, Making choices)
    • Facilitating Actions
    • Gestalt Awareness Circle
    • Psychological Blocks
    • Case Study
  8. Ending the counselling:
    • Terminating the session
    • Closure
    • Further Meetings
    • Dependency
    • Confronting Dependency
    • Chronic Callers
    • Terminating Silent Phone Calls
    • Silent Endings
    • Case Study
    • Other Services


Set Tasks and Practice: Counselling Skills I BPS109
  • Report on an observed counselling session, simulated or real.
  • Identify the learning methods available to the trainee counsellor.
  • Demonstrate difficulties that might arise when first learning and applying micro skills.
  • Identify why trainee counsellors might be unwilling to disclose personal problems during training.
  • Identify risks that can arise for trainee counsellors not willing to disclose personal problems.
  • Discuss different approaches to modelling, as a form of counselling
  • Evaluate verbal and non-verbal communication in an observed interview.
  • Identify the counsellor’s primary role (in a generic sense).
  • Show how to use minimal responses as an important means of listening with intent.
  • Explain the importance of different types of non-verbal response in the counselling procedure.
  • Report on the discussion of a minor problem with an anonymous person experiencing that problem.
  • Identify an example of paraphrasing as a minimal response to reflect feelings.
  • Discuss the use of paraphrasing in counselling.
  • Differentiate catharsis from confused thoughts and feelings.
  • Identify an example of reflecting back both content (thought) and feeling in the same phrase.
  • Demonstrate/observe varying responses to a variety of closed and open questions in a simulated counselling situation.
  • Evaluate your use of open and closed questions in a counselling role play.
  • Identify the main risks involved in asking too many questions,
  • Explain the importance of avoiding questions beginning with why€™ in counselling.
  • Explain how the application of different micro-skills would be useful in counselling in observed communication (written or oral).
  • Give examples of situtions when it would be appropriate for the counsellor to use confrontation
  • Discuss appropriate use of confrontation, in case studies.
  • Show how reframing can be used to change a clients' perspective on things.
  • Develop a method for identifying the existence of self-destructive beliefs (SDBs).
  • Identify self-destructive beliefs (SDBs) amongst individuals within a group.
  • List methods that can be used to challenge SDBs.
  • Explain what is meant by normalising, in a case study.
  • Demonstrate precautions that should be observed when using normalizing.
  • Determine and evaluate optional responses to different dilemmas.
  • Explain how the ‘circle of awareness’ can be applied to assist a client, in a case study.
  • Explain why psychological blockages may arise, and how a counsellor might help a client overcome them.
  • Describe the process through which a counsellor would take a client to reach a desired goal, in a case study.
  • Identify inter-dependency in observed relationships.
  • Explain why good time management is an important part of the counselling process.
  • Compare terminating a session with terminating the counselling process.
  • Demonstrate dangers posed by client-counsellor inter-dependency, and how dependency can be addressed.
  • Explain any negative aspects of dependency in a case study.

Many people use counselling skills in their daily lives. However, sometimes it may be inappropriate for people to use their usual methods of support. They may not want to discuss their problems with a friend or family member. They may feel that the person is too close, that they don’t want them to know their confidential problems or the person they would usually confide in might be part of the problem. Counsellors are trained to be effective helpers in difficult or sensitive situations. They should be independent, neutral and professional, as well as respecting our privacy. Counselling can help people to clarify their problems, identify changes they would like to make, get a fresh perspective, consider other options and look at the impact that life events have made on their emotional well-being.


Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:

Iona Lister course tutor


Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.

Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.


Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.

She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.

Her books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.


Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.

Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner. 

Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB) 

Trainer (Skills for Seeing): Macular Society 

Reviewer of Books/Information: Macmillan Cancer Support 

Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member

Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes 


Excerpt from the Course



Empathy is the ability to understand someone else’s point of view and to share their emotions, almost “to stand in their shoes”. Empathy is a centrally important ingredient of any therapeutic situation. Without empathy, the client is unlikely to trust the therapist, and without trust, will be unlikely to explore deeper levels of problems and effect changes.

To practice empathy, a therapist must continually be in touch with the client’s feelings and values, without intruding their own set of values. The therapist must in a sense imagine being in the "client’s shoes".

Part of empathy is the practice of reflection.

The therapist becomes like a mirror, constantly reflecting the client’s attitudes back to him/her; for example:


He makes me mad. I just want to lash out at him.



You feel angry and frustrated.



Yes, and I don't know what to do -how to end it



It’s confusing for you and you don't know how to end the frustration.


One might ask why reflection can help a person -the therapist doesn't appear to be adding anything to the clients understanding. The client however, in this way learns to accept their feelings. They then find it easier to express their feelings. They are making sense of a confused world through verbal articulation. All of these factors form a basis for problem solving.


Although the concept of transference originated in psychoanalysis, it has been proved to be of profound relevance to any therapeutic situation.

Transference involves the projection of feelings towards people in your life, onto the therapist. If the client perceives her husband of being a cold aloof person, she brings this attitude into the therapeutic situation, and projects it onto the therapist. Thus she perceives the therapist as being cold and aloof. In this way the therapist acts as a sounding board for the clients feelings. Since people’s problems are often about loved ones, clients often experience feelings of love and attachment toward their therapists. A good therapist will not encourage OR suppress such feelings. Instead they will work with them during the therapy session to broaden the clients self awareness. He/she will help the client realise that these feelings come from other relationships, for example:


I don't know what's wrong with you today. You're not listening to my silly problems.

You're not even listening.



You're mistaken about that. I'm listening very closely. I begin to feel that someone at home perhaps, hasn't been listening to you. Is that so?


Transference can be a positive key to finding out what the client’s central hidden problems are.

A client cannot openly admit anger to her husband, who perhaps doesn't even know that she is angry; but she might project those feelings onto the therapist.


The use of empathy or reflection might be referred to as a non directive approach.

Here the therapist is not actively leading the client to a solution.

This is a necessary part of therapy as it guides the client to learn to express his/her hidden feelings.

Once the client’s world is opened to the therapist willingly, and the client has trust in the therapist, then a more directive technique can be used.

Directive techniques include:

  • Introducing the client to open ended questions which require a greater level of trust & honesty.

E.g. Why do you stay with your husband when he hurts you so much?

  • Introducing a level of interpretation

Instead of merely reflecting the client’s feelings, an element of interpretation is added. This is not to say that you will take wild guesses. Your interpretation of the client’s verbalisation must be grounded in your knowledge of their feelings and attitudes.

  • Greater Intervention as regards the direction of discussion.

Often when the client has revealed a greater part of his/her experiences in therapy, a new level of defensiveness sets in, and the client might experience mental blocks.


The basic assumption of behavioural therapy is that maladaptive behaviour is a learned way of coping with stress, and that these learned behaviours can be unlearned and replaced with more efficient forms of behaviour. According to the behaviourists, it is not enough to simply change a person’s attitude in therapy, for even if one develops healthier mental attitudes, one’s behaviour does not necessarily change. I might develop the attitude that violence and aggression are abhorrent and counter productive ways of dealing with stress, yet as soon as I am stressed I might still automatically have violent outbursts.

The behaviourist’s main aim therefore is to modify behaviour through therapy.

The therapist’s technique of modifying the client’s behaviour is largely based on learning theory, such as classical and operant conditioning


This is a method used to eliminate fears and phobias. The individual is taught that they cannot be anxious and relaxed at the same time.

Relaxation training is provided and then used by the client whenever they encounter stress. Smaller fears are eliminated before greater fears are tackled.

Since one cannot be anxious and assertive at the same time, the person is also taught how to assert themselves. The individual learns how to act assertively in situations which usually produce passivity and timidity in the client. For instance, a depressive might be trained to overcome learned helplessness

Both relaxation and assertive training are practiced in a therapeutic situation, and then the client is encouraged to employ the learned methods on his/her own, in real life situations.

Role modelling is a particularly important therapeutic tool in this respect (e.g. If a client is having problems with the boss at work; the therapist may pretend to be the boss in a work situation and ask the client to act out the situation in his own role as if he were at work.





Counselling Handbook by the Staff of ACS

Full of interesting case studies, this ebook is a wonderful introduction to the complex world of the human psyche. Expand your mind and learn about what makes people tick.

Link to eBook on Counselling

Are you a good listener? Hone your skills by learning popular counselling theories and techniques. 

You will learn about: 

  • Listening skills
  • Non-verbal communication
  • Influencing skills
  • Defense mechanisms
  • Our perception of others
  • Attributions
  • Convariance theory
  • Lay epistemology

(and many more such things that may not make sense now but will by the end of the book).


1. Where can counselling be used?

2. How to see behind the mask.

3. Emotions and attitudes.

4. How to communicate better when all you have is words.

5. Theory versus practice.

6. Diffusing difficult situations.

7. Golden rules or tips.

8. Appendicies.

Extract from book:

We don’t know for sure how much of our communication is non-verbal. Estimates vary from 50% to the 80%. Non-verbal communication becomes more significant, the more mixed the messages are. So if a person is saying one thing, but their body is saying something else, we will tend to pay more attention to what their body is saying to us. Most of us are aware that this is a sign of attempted deception.
Meharabian (1971) carried out a study to see how people decide if they like each other. They looked at facial expressions and spoken words. Participants had to listen to a recording of a female saying one word “maybe” in three tones of voice – neutral, like and dislike. The subjects were then shown photographs of a female face with three expressions – neutral, like and dislike. They were asked to guess which emotion the person in the photograph, the person on the recording and both together were experiencing.

The participants were more accurate in guessing the emotion of the photographs than the voice at a ratio of 3:2. Meharabian also carried out another study where participants had to listen to nine words. Three showed liking (dear, thanks, honey), three showed disliking (brute, terrible, don’t) and three showed neutrality (oh, maybe, really). The words were spoken in different tones. The participants were asked to guess the emotions behind the words. They found that tone carried more meaning than the word.

They concluded that:

■Without seeing and hearing non-verbal messages, there can be more chance of misunderstanding.
■A lot of communication does come through non-verbal communication, but we are still unsure as to the exact amount.
■When we are not sure about a particular word, we pay more attention to non-verbal communication.
■When we do not trust a person, we pay more attention to non-verbal communication.

There are many myths about body language. For example, crossing your arm means defensiveness, covering your mouth means you are lying and so on. But we should rely more on other factors such as:

■Clusters of factors (showing more signs of non-verbal communication).
■Non-verbal behaviour at the time a question is asked, particularly if the question is embarrassing or difficult.
■Situations where the other person may not be trying to control their non-verbal behaviour.

As we said above, it is important to consider your own non-verbal communication. BUT not to such an extent that you try to control it all the time, which can make it appear false or give mixed messages from you.




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