Call us: +44 (0)1227 789 649 - Monday to Friday 9am to 5pm
Counselling Skills 2
Counselling Skills Level 3 Certificate - Part 2
Learn About Counselling Skills 2
Level 3 Counselling Skills II course online. Enhance your existing counselling skills. Discover how to use counselling micro-skills including methods of telephone counselling and techniques for dealing with specific crisis situations - to improve your counselling.
This course is ideal for those who have already gained the basic counselling skills in Counselling Skills I, and want to further develop their ability to counsel others.
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" 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 is the ideal follow on course to Counselling Skills l and will be especially helpful if you work in or wish to work in:
- Health Professions
- Caring Roles
- Life Coaching Roles
Lesson Structure: Counselling Skills II BPS110
There are 8 lessons:
- The Counselling Session:
- how micro-skills come together
- Focus on the Present:
- present experiences; feedback; transference; projection; resistance
- Telephone Counselling:
- non-visual contact; preparation; initial contact; use of micro-skills; overall process; debriefing; types of problem callers
- Dealing with Crises:
- defining crisis; types of crisis; dangers of crisis; counsellorâs responses and intervention; post-traumatic stress
- Problem-Solving Techniques I:
- Aggression - expressing anger; encouraging change; role-play; externalising anger
- Problem-Solving Techniques II:
- Depression - blocked anger; referral practice; chronic depression; setting goals; promoting action
- Problem-Solving Techniques III:
- Grief and Loss - loss of relationships; children and grief; stages of grief
- Problem-Solving Techniques IV:
- Suicide - ethics; reasons for suicide; perceived risk; counselling strategies; alternative approach.
Each lesson requires the completion of an assignment which is submitted to the academy, marked by the academy's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Learning Goals: Counselling Skills II BPS110
- Demonstrate the application of micro skills to different stages of the counselling process.
- Role-play the dynamics of the counselling process including such phenomenon as present experiences, feedback, transference, counter-transference, projection and resistance.
- Demonstrate telephone counselling techniques.
- Develop appropriate responses to crises, both emotional and practical.
- Show ways of encouraging the client to deal with aggression.
- Demonstrate different ways of encouraging the client to cope with depression.
- Discuss strategies for dealing with grief.
- Develop different strategies of helping suicidal clients.
Practical (Set Tasks)
Set Tasks and Practice:
- Identify clearly the stages in the counselling process
- Explain how a counsellor might encourage the client to relax in the first session
- Demonstrate at what stage the counsellor should bring in micro-skills other than those of minimal responses and reflection of content and feeling
- Demonstrate at what stage the counsellor should focus attention on the clientâs thoughts and why
- Demonstrate control techniques in conversation, in a role play
- Correlate certain types of non-visual cues with feelings in a case study
- Show how a counsellor could assist a client to consider the present and how this could facilitate the counselling process
- Demonstrate appropriate use of feedback in the counselling situation
- Demonstrate inappropriate use of feedback in the counselling situation
- Distinguish between transference and counter-transference
- Demonstrate telephone counselling techniques in a role play.
- Describe how to deal with a distressed client (male/female) through telephone counselling
- Show how to terminate a telephone counselling session
- Explain the main advantages of telephone counselling.
- Describe techniques to effectively deal with nuisance callers in telephone counselling
- Evaluate how a crisis was managed by a person, in a case study
- Outline the main crisis categories
- Demonstrate different practical responses that might be applied to a crisis
- Show when it is appropriate for a counsellor to conclude crisis counselling
- Analyse an aggressive/violent outburst (physical/mental) by an individual; in a case study
- Explain an aggressive/violent outburst (physical/mental) by an individual; in a case study
- Demonstrate how a counsellor might encourage a client to appropriately express their anger
- Explain why it is important that clients become aware of the physiological effects of anger
- Identify the origin of depression in a case studyâ¢ Explain the origin of depression in a case study
- Explain the relationship between depression and blocked anger
- Demonstrate how a counsellor could encourage a client to explore their anger
- Identify risks involved in dealing with someone with chronic depression.
- Explain the benefits of goal-setting to the counselling process.
- Identify when depressed clients should be referred on to other professionals
- Evaluate the grieving process in a case study
- Compare the grieving process in a case study, with the 7 classic stages of grieving
- Determine which stage of grieving was most difficult in a case study
- Explain the significance of denial in the grieving process
- Demonstrate how a counsellor could combat feelings of denial in grieving.
- Explain why it is important for both the client and the counsellor to understand the grieving process.
- Research into suicide, to determine attitudes, information and support services available in the studentâs country
- Discuss a variety of different peopleâs views on suicide
- Describe 6 high risk factors to be looked for when assessing the likelihood of a person committing suicide
- Demonstrate alternative strategies that a counsellor might use to become more aware of a depressed clientâs risk of suicide
- Explain how a counsellor might learn to challenge their own irrational beliefs in order to help a suicidal client
- Compare working with and working in opposition to a client.
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.
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
Before the first meeting
The client will probably have rehearsed what they are going to talk about before they get to the counselling session. They will probably have expectations but will also experience an element of apprehension. It can be helpful to reassure the client in advance by ensuring that reception and administration staff are professional and respectful, and that the meeting begin on time. You might provide some pre-information on client rights and counsellor responsibilities, if you think it is appropriate, as this can be also reassuring.
The counsellor will also bring along their own perceptions and expectations into the counselling process. The counsellor’s own attitudes and beliefs will certainly pervade the counselling process, and may not be appropriate for the client. If the counsellor has unresolved problems of their own, then these will certainly interfere with the counselling process. It is therefore essential that the counsellor is aware at all times of those feelings that are theirs and that they are able to separate them from those that belong to the client. As such, counsellors who are aware of what is happening within them are less likely to allow their own issues to interfere in the counselling process.
The counsellor will quite often have information prior to the first meeting with the client that has been passed on from a referral source. This will give the counsellor a preconceived idea about the client, though it is a good source of factual information.
Stage 1: Initial joining
This is the initial joining stage where the client and counsellor meet and the counsellor attempts to put the client at ease and to establish a trusting relationship. At this point the counsellor may alter some of their preconceptions about the client based on their own findings.
It is sometimes the case that clients expect that the counsellor will be able to conjure up an instant cure. In such cases, it may well be necessary for the counsellor to spell out to the client that they are not an expert who can offer a magical solution to the client’s problems, but that their role is to help the client express their problems and feelings so as to gain a better understanding of themselves. The client needs to understand that it is not the role of the counsellor to offer advice, but rather to enable the client to find their own solutions that are right for them. It may also be necessary to inform the client that finding solutions to problems can take a long time, and that they may need to exercise patience and be prepared to commit to a number of sessions.
Stage 2: Commencing the session (The counsellor focuses on feelings)
Once the initial joining has taken place, it is time for the counsellor to start the working part of the relationship. They might ask the client how they are feeling at that present moment, or what it is that they would like to talk about. Questions such as ‘where would you like to start?’ are good because they immediately focus the client’s attention on responsibility and making choices. This should enhance the client’s awareness of themselves and enable them to get in touch with their anxieties and problems.
Once they have become aware, they should find it easier to talk. If not, the counsellor may need to focus more on getting the client to relax. Clearly some clients will need longer before they feel able to express their innermost feelings.
Applying some structure to the initial session should also help to promote trust between the client and the counsellor. Generally speaking the opening of the session can be viewed as exploring those issues that the client wishes to discuss. Occasionally clients may produce lists of things that they wish to address, or notes about things. If this is the case, it is useful to use such pointers as a guide since they may uncover deeper problems, which can then be explored; if they are of a particularly sensitive nature, the counsellor may choose to return to these issues at a later date.
The counsellor can use such information as a probe to evoke areas for exploration, but will need to decide which areas are of most significance and which are of most urgency in light of the client’s present demeanour. The counsellor should be able to decipher those issues that are of primary importance and which need to be worked on.
Stage 3: Active listening (The counsellor focuses on thoughts)
Early on in the counselling process the counsellor should concentrate mostly on using minimal responses and reflection of content and feeling, so as to keep the process flowing. The client thus learns to feel valued and builds up trust for the counsellor. This normally helps highly distressed clients to get in tune with their feelings and to express them. Sometimes these techniques are suffice to enable a client to reach their own solutions, though often other skills will need to be brought into the session.
Encouraging the client to relax
Initially, a client may well find it easier to talk about other people’s problems, things from the past and things external to themselves, rather than that which is internal and which is the source of their problems. It is important to get the client to focus on their feelings and also to focus on the present, but the counsellor should not pressurise the client into this direction. It is far better to allow them to move at their own pace.
The counsellor needs to exercise patience so as not to frighten the client further inside themselves, which might prevent them from ever disclosing their true feelings. With time they should be able to start to address internal issues. Many clients, particularly those with relationship problems (which are most clients) will take time before they are able to trust the counsellor.
As well as concentrating on listening to the client, it is also important that the counsellor pay attention to the non-verbal cues that the client displays, and also tries to empathise with what the client is feeling. With clients who find it difficult to open up the counsellor will need to rely on their powers of observation to a greater extent.
Questioning, summarising and identifying the problem
As the relationship develops between the client and the counsellor, the client will be able to introduce summarising and then questioning. Only after the problems have been identified is the counsellor ready for the next step, which is promoting attitude change in the client. To ensure that the counsellor and client understand each other, and agree on the main issues and problem, the counsellor may draw on other micro-skills such as reframing, normalising, challenging self-destructive beliefs and confronting. They may also explore polarities and make use of focusing on the present.
Stage 4: Exploring choices, making changes and planning goals (The counsellor focuses on behaviour)
Once the client has passed through the other stages, or has shown signs of emerging from them, the counsellor may be able to help the client to discover choices available to them and to begin to make plans for change. At this point the client should begin to realize that everything is not all doom and gloom and that there is hope for the future. Again, the counsellor should exercise patience and not force the client into choices, but rather just make them aware that they have them. They may incorporate other techniques such as brainstorming in order to assist the client to realise that they have many choices.
The counsellor can steer the client in the direction of goals that are realistic and yet challenging. The counsellor can also help the client to find incentives that will keep the client on course to their goals.
Stage 5: Ending the counselling session
To close the session, it is effective to summarise the important points that have come to light.
The client may not necessarily feel happy when they leave the session; after all, they have just revealed and discussed a lot of deep-felt emotions. This is certain to happen if the counsellor has helped the client to explore areas that they were previously unable to explore.
The client will need time to go away and think over what they have discussed in order to try and understand it. If, however, the counsellor suspects that the client is likely to go away and engage in any type of behaviour that may be a threat either to themselves or to anyone else, then intervention will be necessary.
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.
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
- 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.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- ADL Ebook where relevant
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice