Crisis Counselling 100 Hours Certificate Course
Ask a question
Crisis Counselling 100 Hours Certificate Course
Crisis Counselling course online. Learn to effectively counsel clients in times of crisis. This course will help you to develop your ability to effectively counsel and assist clients in times of crisis. This course provides those already in the counselling or helping industries with knowledge and skills to give specialised counselling, and will contribute to comprehensive counselling training for those wishing to work in this field.
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).
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" andCMA 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 be a great addition to your portfolio of specialized areas of expertise, if you work in, or are interested in pursuing a career in one of the following::
- Crisis counselling
- Trauma counselling
- Health professions
- Caring roles
Crises happens to everyone, and intervention can take many forms, from family helping and support strategies to professional counselling strategies aimed at helping the individual cope with crisis in ways that reduce the negative psychological, physiological and behavioural effects of trauma on that person and his or her environment.
The purpose of crisis counselling is to deal with the person's current status by dealing with a crisis. Chronic exposure to stress or trauma can lead to mental illness. Therefore, it is important that counsellors have the skills and knowledge to help clients cope with their current stressors and trauma. Crisis counselling is not intended to provide psychotherapy or similar, but offers a short-term intervention to helps clients receive assistance, resources, stabilisation and support.
Learning Goals: Crisis Counselling BPS304
- Identify what constitutes a crisis and to discuss methods of crisis intervention
- Discuss current ethical, professional and legal implications of crisis intervention.
- Explain the dangers posed by crises to the individual, the counsellor and those around them during crisis intervention, and to determine effective modes of intervention.
- Identify and explain crises evolving from a developmental perspective.
- Explain the symptoms, treatment options and possible outcomes of Post Traumatic Stress Disorder.
- Describe the effect of violence and sexual assault on the individual and possible modes of intervention.
- Explain the relationship between crises and drug dependence.
- Discuss the major issues that arise in family crises and appropriate methods of intervention.
- Discuss cultural influences on crisis situations.
Lesson Structure: Crisis Counselling BPS304
- Understanding methods of crisis intervention
- What constitutes a crisis and methods of crisis intervention?
- Ethical, professional and legal issues
- Current ethical, professional and legal implications of crisis intervention.
- Dangers of crises and effective intervention
- Dangers posed by crisis to the individual, the counsellor, and those around them. Determining effective modes of intervention.
- Developmental Crises
- Recognising and comprehending crises from a developmental perspective.
- Post-traumatic stress disorder
- Symptoms, treatment options and possible outcomes of post-traumatic stress disorder.
- Violence and sexual assault
- Effects of violence and sexual assault on the individual, and possible modes of intervention.
- Crisis and drug addiction
- Determining the relationship between crises and drug dependence.
- Family crises
- Major issues raises in family crises and appropriate methods of intervention.
- Crises and cultural issues
- Cultural influences on crisis situations.
- Role play a critical incident debriefing session
- Familiarise yourselfwith a Counselling Association Code of Conduct
- Interview a counsellor from a community mental health service in your area
- View videos or films, read or listen to stories (where possible) about personal or family crises
- Discuss post-traumatic stress disorder with a community mental health worker
- Explore physical, emotional, cognitive and social responses to sexual assault or violence
- Examine the relationship between trauma and drugs
- Interview or observe people from other cultures to identify cultural and sub-cultural responses to crises
- Explore how sub-cultural groups may require different counselling approaches
- Consider various methods of crisis intervention.
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:
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.
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
A crisis is a period of transition in the life of the individual, family or group, presenting individuals with a turning point in their lives, which may be seen as a challenge or a threat, a "make or break" new possibility or risk, a gain or a loss, or both simultaneously. Most crises are part of the normal range of life experiences that most people can expect, and most people will recover from crisis without professional intervention. However, there are crises outside the bounds of a person's everyday experience or coping resources which may require expert help to achieve recovery. A crisis can refer to any situation in which the individual perceives a sudden loss in their ability to problem solve and to cope. These may include natural disasters, sexual assault, criminal victimisation, mental illness, suicidal thoughts, homicide, a drastic change in relationships and so on.
Therefore, in terms of mental health, a crisis does not necessarily refer to a traumatic situation or event. It is the person’s reaction to an event. One person may be deeply affected by an event, whilst another does not suffer. The Chinese word for crisis presents a good depiction of the components of a crisis, both the positive opportunity for growth or decline and the negative idea of danger. We often think of a crisis as an unexpected disaster, such as car loss and so on, but crisis can vary in their type and severity.
Crises in the Life Cycle - Sometimes a crisis is predicted in terms of a predictable part of the life cycle. An example of this is Erikson’s Stages of Psychosocial Development. (We will look at Erikson in more detail in lesson 4).
Situational Crises – Such as natural disasters, accidents etc.
Existential Crises – Inner conflicts relating to the way we want to live our life, our purpose, spirituality and so on.
There are many different definitions of crisis –
“an upset in equilibrium at the failure of one’s traditional problem solving approach which results in disorganization, hopelessness, sadness, confusion and panic” (Lillibridge and Klukken, 1978)
“People are in a state of crisis when they face an obstacle to important life goals – and obstacle that is, for a time, insurmountable by the use of customary methods of problem-solving” (Caplan, 1961)
“..crisis is a perception or experience of an event or situation as an intolerable difficulty that exceeds the person’s current resources and coping mechanisms” (James and Gilliland, 2001)
“Crisis. An acute emotional reaction to a powerful stimulus or demand. A state of emotional turmoil. Three characteristics of crisis: The usual balance between thinking and emotions is disturbed; the usual coping mechanisms fail; there is evidence of impairment in the individual or group involved in the crisis” (Jeffrey T. Mitchell, PhD)
Think about crises and write down as many as you can think of. Use your own life, newspapers, internet, media, friend’s and so on. You do not need to submit this to your tutor, but by the end of this exercise, you should find that you have quite a list, ranging from severe to relatively minor crises. However, as we said earlier, it is not the actual event that causes the problem, but the person’s reaction to that problem. As you work through the course, you may find other crises to add to this list.
Responses to Crisis
Response to crisis is very individual, and people’s reaction to crisis can be influenced by many factors, including:
- The type and severity of the crisis
- Previous experience in personal crisis
- Availability of emotional support
- Ability to do self-care activities.
A person's reaction to a stress, traumatic event or crisis can take many forms.
EBOOK TO COMPLIMENT THIS COURSE
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.
- Listening skills
- Non-verbal communication
- Influencing skills
- Defense mechanisms
- Our perception of others
- 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.
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.
|How Do Our Tuition Fees Compare?||Full time classroom based Further Education Courses - Approx. £5,000 per year - Part-time classroom based Adult Education Courses - Approx. £7.00 per hour - N.B. classroom tuition means you learn at the pace of the class. One-to-one private tuition - from £15.00 per hour - ADL one-to-one tution fees - From £340 per 100 Hour Course = Average of £3.40 per hour - N.B. one-to-one tuition is tailored to your own individual learning availability and pace.|
|Course Start||Begin your learning at any time.|
|Course Prerequisite||None - Our course levels are an indication of the depth of learning you should receive. They do not describe the level of difficulty.|
|Course Qualification (Study Option A)||Endorsed Qualification from TQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation - Completed written assignments and final evaluation per course/module to be taken.|
|Course Qualification (Study Option B)||Certificate of Attainment from ADL - Completed written assignments only - no final evaluation.|
|Comparative Credits Information||UK Course Credits: 10 - U.S. Credit Hours: 3 - when compared to regulated courses.|
|Course Duration and Deadlines||Course hours given are a guide only. You will be encouraged to work at your own pace to learn as much as you can, with no assignment deadlines or end date by which you must complete your course by. You are in control!|
|Study Support||Personal tutor/mentor support from industry relevant professionals throughout your whole course. Mentors are contactable by e-mail, telephone and through the Moodle online classroom. They provide assistance with your course material, plus discuss, explain and give advice when needed. They will also mark and grade your assignments, plus provide constructive and helpful feedback vital to your success.|
|Suitability for Self Employment and Small Businesses||Our courses are ideal for sole traders and small business owners and their staff. Customer confidence in what you can do will determine how successful you are in getting clients. Doing the job right using the correct knowledge and skills, leads to repeat business and referrals to friends, family and work colleagues. Completing one or more of our courses for the service you have to offer, will give you the tools to achieve this and grow your business.|
|Recognition of Your Course By Employers||We aim to achieve the correct balance between your qualification being recognised and providing you with the in-depth learning, to empower you to succeed. If you can demonstrate that you have the level of knowledge and transferable skills necessary to an employer, you should stand out from someone who has only received a superficial understanding of what's required - Select study option A when enrolling, so an employer can check the status of the awarding organisation for your qualification on the Ofqual Register.|
|Recognition of Your Course By Universities||As you will see on our Testimonials page, previous students have used their qualification from us to get into university. However each one will have its own entrance criteria and acceptance may also depend on your other qualifications and experience. We can approach up to three universities on your behalf with details of our course before you enrol, so you will know whether it will be accepted as part of their application process. Please complete our contact form and we will begin the process.|
|Designing Your Own Qualification||Bundle up your choice of related courses to form your own qualification. Our Advanced Certificates (4 courses), Diplomas (6 courses), Advanced Diplomas (8 courses) and Higher Advanced Diplomas (12 courses), are used to differentiate between the in-depth knowledge and skills you will acquire in your chosen area of study. e.g. Advanced Certificate in Turf Care Management, which includes individual courses: Turf Care, Sports Turf Care, Turf Repair and Renovation and Turf Grasses.|
|How Can I Enrol?||Online by selecting your study option, learning materials, plus payment option and then clicking the Enrol Now button - By contacting us for an application form - By telephoning us on 01227 789 649 (International: 0044 1227 789 649). Lines open 9am till 5pm Monday to Friday, excluding Bank Holidays and between Christmas and New Year.|
|How Can I Get a Pro-forma Invoice for my Employer?||Contact us with details and we will email your employer an invoice. We will need: employer's name, address, telephone number, email address and contact name. We will also require your name, telephone number, email address, date of birth and the course and code you wish to enrol for.|
|ACCPH Professional Accreditation||Accredited by ACCPH, which allows you to join as a professional member after completion. Membership means you can add the letters MACCPH after your name.|
|CMA Professional Accreditation||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.|
"Fantastic Teacher. Well organised modules. Assignments force me to learn and research more so I can prepare well for exams. I really enjoyed studying via ADL. I can now continue study at Ulster University which accept my certificate from ADL". Level 4, Advanced Certificate in Applied Science, VSC001, Stanislawa, Poland.
Its with great pleasure I am announcing you my new job as 'Park Manager' for a 5 star hotel in Reunion Island. Its definitely my courses with ADL (Botany, Agronomy and Tree for Rehabilitation) which were decisive for my nomination. Accordingly, my sincere thanks goes to all the ADL team.
"The course was a valuable learning experience as it provided me with the knowledge and understanding for me as a Careers Advisor. The feedback was very good from my tutor, and allowed me to build upon my assignments that were marked. The comments were very informative and very useful. Well written course material." Andrew W, Careers Counselling, UK
"It exceeded my expectations. It was more comprehensive than I expected and the assignments really stimulated deep study of the subject. Thank you for your guidance. I am delighted with my certificate and will recommend this course and ADL to my friends and colleagues." G Flaherty, Ornithology BEN102, Ireland
"I want to thank you for the course - Hotel Management- I've just finished now. The course was comprehensive and well edited. For sure it can give a new worker in the hospitality industry the basic theoretical and practical knowledge required". Daniel K, Hotel Management, Romania
"Upon completing the Interior Plants Course I was offered my dream job. Taking this class was one of the best decisions I've made, the information I received was invaluable. Thank you ADL". Meg V, Interior Plants, Florida, USA.
“I am delighted to report that I passed the exam and received a “Pass with Commendation”. I appreciate very much the detail that you went into, in the correction of my assignments and I found your advice and extra subject information invaluable in advancing my interest and knowledge in horticulture”. Go raibh mile maith agat! (a thousand thanks!) Colin, RHS Cert II, Ireland
"Although my main interest in Earth Science is Geology I found this course excellent. The course notes were very interesting and useful throughout the course. Thank you to the ADL staff for their excellent service" Barry. Earth Science
"I received good feedback, and had an efficient turnaround of assignments, useful comments and grades to analyse." Andrew, Calf Rearing
"I enjoyed the course and developed a good understanding of learning and behaviour disorders. I feel this will be helpful in my role as a Clerk at a local primary school". The course met my expectations and I enjoyed the challenge of learning about conditions i knew little about. The presentation of the course and the opportunity to communicate with my tutor was valuable. I enjoyed the course so much , I am planning to do another! Jennifer C, Developmental Learning and Behavioural Disorders in Children and Adolescents, UK