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Relationships & Communication Counselling
Relationships & Communication Counselling Level 3 100 Hours Certificate Course
Learn About Relationships & Communication Counselling
Understand communication problems in relationships. In this Level 3 accredited course, you will learn about the role communication plays in creating, maintaining or destroying relationships, and develop your ability to assist others to improve their communication in relationships.
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 letters "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.
Lesson Structure: Relationships & Communication Counselling BPS208
There are 6 lessons:
1 Communication in emerging relationships
- Stages in relationships
- The communication process
- Some Basic Principles of Communication
- Communication filtered through perceptions
- Verbal or Non-Verbal Communication
- Classification of Non-Verbal Communication
- Communication is Everyone’s Responsibility
- Ineffective Communication – Relationship Breakdown
- Case Study
- Effective Communication
2 Self-awareness in emerging relationship
- Negative Communication
- Setting the stage for change
- Thoughtful communication
- Recognising reative patterns
- Relationship goals
- Realistic relationship goals
3 Communication patterns in relationships
- Negative patterns of communication
- Aggresive patterns
- Victim patterns
- Avoidance patterns
- The thought, feeling and action cycle
- Emotions (feelings)
- Patterns of thought
- Behaviour (actions)
- Communicative intent
4 Influences on relating behaviour
- Influences on communication
- Environmental influencies
- Communicating changing interpersonal needs
- Changing expectations and needs
- Adult psychological development
- Erikson’s psycho-social stages
5 Communication techniques and skills
- Reflective responses (emotions)
- Reflective responses (content)
- Guidelines to preventing inauthentic listening: Open questions, message statements/requests, self-discosure
- Encouraging clients to learn communication skills
6 Maintaining relationships
- Kinds and stages of relationship
- Factors that help maintain relationships: Agreement/contracts, praise and gifts of service
- Relationship-nurturing communication: Straight talk
Lesson Goals: Relationships & Communication Counselling BPS208
- Explore the establishment of positive communication in emergent relationships and the various factors that influence relational processes;
- Examine perceptions of ourselves and how this affects our communication and influences our communication goals;
- To identify and examine patterns of communication in close relationships and consider the functions of thoughts, feelings and actions and how they inform our communication responses;
- Recognise the role of third party influences when communicating in relationships and the changing needs in a persons lifetime that affect their communication;
- Listen with improved empathy and respond accordingly;
- To understand constructive and destructive methods of maintaining relationships.
Practical (Set Tasks)
- Determine ways in which we consciously communicate in a relationship, and ways in which we unconsciously communicate.
- Determine different negative messages that can damage relationships, and different positive messages that can nurture them.
- Determine attitudes or expectations (thoughts and beliefs) that can result in destructive communication, and describe one likely negative outcome for each.
- Identify common needs that we want to satisfy through our relationships.
- Identify cultural or social influences that affect individual and family attitudes to happiness, self-expression, and relationships.
- Explain psychological theories and terms such as attribution theory, implicit personality theory, Gestalt impression formation, inference processes, stereotyping.
- List benefits and disadvantages of self-disclosure and self-disguise or concealment (lying).
- Define effective communication.
- Discuss the role that judgment plays in preventing a person from understanding and/or respecting another persons point of view and feelings.
- Discuss strategies for replacing negative communication patterns in relationships for positive patterns.
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 aslo 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
When we enter or begin a relationship, we often bring to it our old patterns of perception, relating and communication, and these can affect the way that we begin and develop a new relationship and the nature of that relationship.
Communication patterns are modes of communication that are used frequently in certain situations or with certain people. Some patterns may be prevalent, that is, appearing in most communications regardless of the situation, while many are situation-specific, that is, used with certain people (friends, spouse, children, boss) or in certain situations (at work, in conflict, in fear).
NEGATIVE PATTERNS OF COMMUNICATION
Communication patterns (roadblocks) can include all of the following and much more:
- Apologising frequently
- Self-criticism (e.g. I’m such an idiot!)
- Criticism of others
- Self-justification (e.g. I spoke rudely because she was rude to me.)
- Blaming (e.g. If she hadn’t forgotten the book, I wouldn’t be angry.)
- Peace-making (e.g. It’s alright. It didn’t matter anyway. She didn’t mean it.)
- Praising (sincere or false)
- Judging/labelling (usually begins with “You’re…” or “Why are you so …?” or “If only you weren’t so…”)
- Questioning (really asking to learn, or interrogating)
- Insulting or otherwise trying to intimidate or belittle
- Supporting (e.g. You can do it. Of course you’re a kind man.)
- Self-disclosing (explaining one’s own thoughts, motives, feelings, needs etc)
- Self-concealing (hiding one’s true thoughts, feelings, needs, motives etc.)
- Gossiping (talking about others)
- Expressing emotion by yelling, crying, throwing things, banging doors etc.
Most of our communication patterns are learned. They may be learned by modelling our behaviour on the behaviour of significant persons in our lives. For instance, a person might use sarcasm in most conflict situations having learnt to unconsciously from a teacher who controlled unruly or hostile students with sarcasm. Another person might have learned from her father to use peace-making communications in disagreements, reflecting her father’s attempts to avoid unpleasant conflict.
Further dysfunctional ways of relating typically learnt by children include:
- how to remain superficial
- how to build facades
- how to play interpersonal games
- how to hide from ourselves and others
- how to downplay vulnerability
- how to manipulate others
- how to hurt and punish others if necessary (from Gerard Egan, 1975).
Because the learning is often unconscious, we are often not aware of the ‘teachers’ in our lives until we begin analysing our patterns and recognising them in people who influenced us.
Some patterns develop out of situations, especially if those situations were traumatic or life-changing. A judgmental, critical man might come out of a near-death situation with new tolerance for others, and communicate more appreciation. A previously outgoing, tolerant and positive woman might become more negative, suspicious and self-concealing after being physically attacked.
Sometimes, the change results from the development of already latent tendencies (the woman may have previously avoided her inherent fearfulness) while other changes may result from fixation on the traumatic or critical incident and its associated emotions (the woman’s whole perspective is influenced by her terror of the attack). On the other hand, the changes may be a temporary strategy for coping as the person re-thinks their beliefs and values (the woman might have been too trusting and chosen to see only the positives, so her new pattern might help her cope as she struggles to form a more realistic, balanced perspective).
Other patterns may be consciously developed. Humanistic psychologists emphasise the individual’s inherent drive to personal growth, and the importance of seeking fulfilment, in their theories of human behaviour. Even children can choose to make changes that bring them closer to their ideals, and much teenage angst can be explained as the young person’s search for personal meaning. A person might become more self-critical as a way of working towards an ideal, or might use praise as a way of communicating and nurturing an appreciative attitude to life and other people. The beauty of being human is our incredible capacity for purposeful, self-driven change.
Often we might feel that those around us will criticize us for making the attempt to change parts of who we are, however if we are able to prepare those closest to us and explain to them what we are wanting to do and why, and ask for their assistance and support, they may be more inclined to encourage us as we change, rather than feeling threatened by our use of new skills.
If we have learned from parents or significant others to deal with conflict of disagreement aggressively, we will develop aggressive communication patterns.
These can involve any or all of the following:
- Putting others down
- Threatening or intimidating others
- Assuming hostile intent from others and responding accordingly
- Not allowing the other to express their thoughts or feelings
- Diverting the topic from the real issue to an already contentious issue
- Standing too close or above the other
- Speaking louder than is necessary
- Showing overt hostility to another’s communication
- Belittling the other’s feelings or ideas
- Insisting that a private disagreement be aired publicly or before an audience
- Enlisting others to support your opinion
- Becoming angry when the other expresses distress
- Blaming others for your distress or anger
- Speaking in general terms e.g. You always… you never…
- Being defensive about your own thoughts, feelings or behaviour patterns
- Avoiding responsibility for your faults or mistakes by bringing up the other person’s.
Some of the aggressive behaviours listed above can also be part of a victim pattern. Others include:
- Not communicating your thoughts or feelings
- Focusing on your distress rather than issues
- Placing responsibility for change or agreement on the other person
- Not listening to the whole story
- Using mostly victim language e.g. You always… I never… I can’t….
- Complaining to others instead of speaking openly with the relevant person
- Bringing up past injuries instead of focusing on the issue
- Not taking responsibility for your feelings (i.e.. The other person makes you unhappy..)
As well as some of the above behaviours, avoidance behaviours can include:
- Joking about issues that are of concern to others
- Becoming distressed when criticised
- Diverting the conversation onto a less problematic issue
- Not expressing true feelings or concerns
- Using mainly soothing or avoidance strategies in conflict situations
- Including others to avoid speaking for yourself
- Denying feelings or needs
- Acting different to how you really feel
- Expressing hopelessness about change
- Only discussing problems when forced to do so
- Not accepting responsibility for your own feelings or thoughts
- Keeping up pretences to avoid dealing with real feelings.
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.
FREQUENTLY ASKED QUESTIONS
Due to our years of experience and wide range of online courses, here are a list of our FAQs and Answers asked by Students.
Q. Do I need to buy text books?
A. No, you are not required to purchase expensive text books for any of our courses, since each module has been written by highly qualified tutors and writers, and our courses are updated on a regular basis, adding new information, methods and knowledge. You are supplied with all “essential” references. Extra books are always useful though, especially for special projects. Tutors will advise you what to buy if you decide you would like to have extra reading material, but it is not essential. Check out our eBookstore if you’re looking for a starting point.
Q. What sets the Academy apart from other institutions?
A. A unique feature of our courses is that we combine knowledge of the subject matter with practical tasks (set tasks, found at the end of each lesson). So you get to do practical components in each lesson. The benefits of this approach are immense: – your skills and knowledge are developed to a much higher level not normally found at other distance learning institutions.
Q. How do the practical exercises (set tasks) work?
A. The practical component of each lesson can be in the form of : Field Research, Networking and Analysis, Conducting Surveys, Growing, Collecting, Photographing and Processes.
Q. Can I pay by instalments?
A. Yes, you can view all available payment options here.
Q. Are there any hidden costs?
A. There are no hidden extras – the tuition fee covers all course material, unlimited tutor support, assignment marking/feedback and any text books where specified and exams. The only extras are for the public examinations fees for the ICB Bookkeeping course and the RHS (Royal Horticulture Society) exams.
Q. Are your courses up-to date?
A. Our courses are continually updated. The course content is rapidly updated and improved without the red tape and bureaucracy experienced at other educational institutions.
Q. Do you have a Cancellation policy?
A. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. What Recognition do you have?
A. The Academy for Distance Learning has various forms of recognition:
These include TQUK (Training Qualifications UK) – an Ofqual Awarding Organisation – ADL is an approved TQUK Centre.
IARC – International Approval Registration Centre, approved member. Accredited Training Provider for ICB (Institute of Certified Bookkeepers) and Approved Distance Learning Provider for the RHS (Royal Horticultural Society) and many more. Our graduates come from many parts of the world and have used our qualifications for successful employment and progression onto higher education. To view our full list of recognition and memberships please click here,
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at the Academy our students are our priority – we treat every student as a unique individual. This philosophy allows us to nurture those who are “slow and steady” learners rather than letting them fall through the cracks, while catering for those who are in a hurry to complete.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. Completing the course- how long will it take?
A. Completion of modules varies from student to student. Many factors come into play such as work commitments and family life- there are always distractions. Some students work quicker than others. For a 100 hour module many students will take up to 3- 6 months, others take less time and some are even longer. It’s all up to you. There is no pressure to complete or deadline to finish. Naturally, longer courses will take more time.
Q. What learning formats are there?
A. Your enrollment comes with the Online Classroom study option by default. For a small additional cost you also have the options of USB or Correspondence.
USB: Your course is sent to you on a USB stick, so that you can carry it in your pocket. Ideal for those with unreliable internet connections. This option is an additional £5/module
Correspondence: You download the course content and then print your own copy to your requirements. You can then bind the lessons to suit your needs.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a project instead of sitting the exam) – the choice is yours – you sit for the exam in your own location, or you can visit us in Canterbury, England to sit the exam if want to. Exam fees are included in the tuition fee you paid. You can read more about the examination process here. At the end of each lesson, there is an assignment. You submit it to the academy who then submits it to the tutor for marking, comments and feedback. Our policy is to have a grade for you within 5 to 7 days.
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons there would be 10 assignments. The number of lessons per module varies from module to module. See the course content from our website for further details.
Q. When do I have to hand in my first assignment?
A. There is no deadline for handing in the first assignment. Submit when you are ready. There are some students who hand in assignments within the first couple of weeks of enrolment – while there are others who submit their work 6 months later. It’s all at your own convenience to suit you. Everyone has different work and home commitments and we cater to these needs.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country; however, there may be an additional expense. We can appoint an appropriately qualified person anywhere to work through curriculum documentation supplied by us, to satisfy the requirements set down in a course.
Q. What qualification will I receive?
A. For individual modules, you would receive a Certificate (providing you complete all assignments and the exam). If you just want to complete the assignments only, then a Letter of Achievement would be awarded. For more details on qualifications awarded please click here.
Q. Is there a next level to progress to?
A. Yes – you can progress from one module to a combination of many modules and to higher qualifications i.e. Advanced Certificates, Diplomas and Higher Advanced Diplomas. Read more about course levels here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to design your own diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. It’s a very popular option and widely used by many students. You quite simply choose the appropriate number of related modules needed to complete the qualification and submit them to us for approval as a custom diploma.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of a 100-hour Certificate course and providing all assignments and exam have been completed, you will receive a Certificate and Transcript. The Transcript will list your GPA. Each 100-hour module is worth 3 credit hours.
Q. Do I have to sit for an exam?
A. Exams are optional but need to be undertaken in order to receive the Certificate or higher qualification. Exams are one and a half hours long. You appoint an adjudicator (subject to our approval) to supervise the exam. You sit for the exam in your own location. Its that simple.
Q. I don’t cope well with exams – what can I do?
A. If you feel you don’t cope well with exams you may elect to undertake a Project (set by the tutor) instead of sitting the exam. Many students prefer this option as they find researching the material for the project sharpens their research skills.
Q. If I don’t sit for the Exam do I still get a qualification?
A. If you don’t sit for the exam but complete the project alternative, you will still receive your endorsed qualification. If you don’t sit for an exam or complete a final project, providing you have completed all the assignments you will be awarded a Certificate of Achievement.
Q. Do I have to sit for the exam at the Academy?
A. No – whilst you are more than welcome to come to our location in Canterbury, U.K. and sit the exam in our classroom; the more popular option is to sit for the exam in your own location. You appoint an adjudicator to supervise the exam. Click here for more information on that process.
Q. Our tutors – who are they?
A. We only employ tutors who have are currently active in their industry with at least 5 years of real-world experience. Not only are they highly qualified but also experienced, knowledgeable, and professional- experts in their chosen fields from all parts of the world.
Q. Can I contact my tutor at any time?
A. Yes- you have unlimited access to tutors. We strongly encourage students to develop a dialogue with their Tutor. This is why we encourage students to submit their first assignment fairly quickly at the beginning of the course.
Every Academy student is assigned a tutor who supports you throughout your course and beyond. Your tutor is there to guide and facilitate your learning and provides as much or as little individual contact as you would like. When you submit your coursework the tutor will give you feedback that helps you develop your ideas and provides motivation. For those who do like to have interaction with other students, the ADL discussion forum connects you to students from all over the world.
Q. How do I contact my tutor?
A. You have direct contact with your tutor by email through the Online Classroom. Alternatively, you can write, fax, email, or phone the academy. Leave a message if your tutor isn’t available and they will phone, write or fax back; whatever suits you.
Q. If I don’t understand a question or a lesson may I contact the tutor?
A. You may contact a tutor as often as you like. There is no additional charge or restriction on this service. Contact can be made via the Student Zone, email, or by phone.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
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
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: email@example.com
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,