Lesson Structure: Counselling Techniques BPS206

There are 8 lessons in this course:

1. Psychoanalytic psychotherapy l – Freud, Erikson, Jung
   • Value and relevance of psychotherapy
   • Emergence of psychoanalytical theory
   • Principles of psychoanalytical theory
   • Elements of the personality
   • The notion of conscious and unconscious
   • Anxiety and psychoanalysis
   • Inbuilt psychological coping and damage repair mechanisms
   • Defense mechanisms
   • Freuds psychosexual theory and Eriksons psychosocial theory
   • Jung’s perspective on personality
   • Archetypes
   • Recent developments in psychoanalytical theory
   • Goals of psychoanalytical approach
   • Psychoanalytic techniques
   • Analytic framework
   • Free associations
   • Interpretation
   • Dream analysis
   • Resistance
   • Transference
   • Psychoanalytic approach and counselling
   • Personality disorders
   • Critique for psychoanalytic theory
2. Psychoanalytical psychotherapy ll – Adler
   • Alfred Adler
   • Adler’s key concepts
   • Inferiority vs superiority
   • What makes people self interested
   • Social interest and community feeling
   • Individual psychology
   • Psychological types: ruling type, leaning type, avoiding type
   • Sibling relationships
   • Only child
   • First child, second child, youngest child
   • Use of adlerian theory
   • Applications to counselling
   • Freud and Adler
   • Critique
3. Humanistic/Existential approaches I – Gestalt Therapy; Fritz Perls
   • Introduction
   • Human nature
   • Holistic approach
   • Field theory
   • Figure-formation process
   • Organismic self regulation
   • Focus on the present
   • Resolving dilemmas
   • Personal maturity
   • The effect of contact
   • Effect of energy
   • The experiment
   • Confrontation
   • Gestalt techniques: Internal dialogue, reversal, rehersal, exaggeration, dream work, etc
   • Critique
4. Humanistic/Existential approaches II – Person-Centred Counselling; Carl Rogers
   • Humanistic therapy
   • Principles of person centred approach
   • Personal attitude of the counsellor
   • Goals of therapt
   • Assessment techniques
   • Areas of application
   • Critique
5. Rational behavioural therapy – Albert Ellis
   • Rational emotive behaviour therapy (REBT
   • Ellis’s view of human nature
   • Personality theory
   • Goals and techniques of therapy
   • Therapeutic techniques
   • Cognitive techniques
   • Emotive techniques
   • Use of REBT
   • Critique
6. Cognitive behavioural therapy – Aaron Beck
   • Cognitive behavioural therapy (CBT) and REBT
   • Premises of CBT
   • Cognitive distortions
   • Use of cognitive therapy
   • Family therapy
   • Modifications to CBT
   • Stress innoculation training program (SIT)
   • Stages of SIT
   • Constructivist modification
7. Behavioural therapy
   • Contempory behavioural therapy
   • Behavioural approach
   • Goals ant techniques
   • Goals of therapy
   • Use of behaviour therapy
   • Basic ID
   • Critique
8. Solution-focused counselling
   • Introduction
   • Strategies in solution focussed counselling
   • Engaging the client
   • Constructing pathways for change
   • Generating creative solutions
   • Critique

Please see lesson titles for your learning goals.

Practicals:

• Explain the principal differences between Adlerian and Freudian theory, the key concepts of Adlerian theory, and the 4 stages of the Adlerian counselling process.
• Understand the chief elements of the Gestalt approach, to discuss resolution of problems and to describe different effects and techniques of Gestalt therapy.
• Delineate the person-centred approach to counselling; to understand its principles, goals, assessment techniques and appropriate application.
• Explain Albert Ellis views and the evolution of Rational Emotive Behaviour Therapy (REBT), the stages involved in developing a rational philosophy of life, and the different techniques used by REBTs.
• Discuss the differences between Cognitive Behavioural Therapy (CBT) and REBT, to define the main cognitive distortions, and to demonstrate an awareness of modifications to CBT
• Develop an appreciation of the characteristics of contemporary behavioural therapy and different problem-solving techniques adopted by behavioural therapists.
• Explain the role of solution-focused counselling in modern therapy and the strategies used to generate solutions.
• Explain the concept of dream analysis.
• Describe Erikson’s modification to traditional psychoanalytical theory .
• Explain an object-relations interpretation of the origin of narcissistic and borderline personality disorders.
• Explain the difference between Freudian and Adlerian theory.
• Define the key concepts of Adlerian theory including: personality, goals and lifestyle.
• Explain the concept of superiority v inferiority.
• Describe the 4 stages of the Adlerian counselling process, i.e:
  • developing the counselling relationship;
  • exploring the individual;
  • encouraging self-awareness;
  • re-education
• Discuss the pros and cons of Adlerian therapy as applied to the counselling process.
• Define Gestalt therapy.
• Explain the importance of elements of human nature to the Gestalt approach.
• Discuss ways in which dilemmas can be resolved using the Gestalt approach.
• Explain the ‘effect of contact’ and the ‘effect of energy’.
• Discuss the use of confrontation.
• Describe different techniques of Gestalt therapy.
• Discuss the pros and cons of Gestalt therapy as applied to the counselling process.
• Define person-centred counselling.
• Outline the principles of the person-centred approach.
• Discuss how the impact of the counselling process is assessed.
• Discuss suitable areas of application.
• Discuss the pros and cons of the person-centred approach as applied to the counselling process.
• Define REBT.
• Explain Ellis’ views on ‘human nature’.
• Describe Ellis’ theory of personality.
• Discuss the stages involved in developing a rational philosophy of life.
• Describe different techniques used by REBT’s.
• Discuss the pros and cons of REBT as applied to the counselling process.
• Discuss the differences between CBT and REBT.
• Outline the main ‘cognitive distortions’ as set out in CBT.
• Discuss the goals of CBT.
• Describe modifications to CBT (known as CBM).
• Outline the 3 phases involved in CBT.
• Discuss the pros and cons of CBT as applied to the counselling process.
• Define the main characteristics of behavioural therapy.
• Describe different techniques of behavioural therapy including:
  • relaxation training;
  • systematic desensitisation;
  • exposure therapies;
  • assertion training
• Discuss the pros and cons of behavioural therapy as applied to the counselling process.
• Define solution-focused counselling.
• Describe how to engage the client.
• Describe how questions are used to construct pathways for change.
• Discuss strategies used to generate creative solutions.
• Discuss the pros and cons of solution-focused therapy to the counselling process.

Iona Lister
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

FREQUENTLY ASKED QUESTIONS

Here is a list of the most often asked FAQ’s.

General

Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.

Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.

Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.

Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.

Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.

Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details 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.

Enrolment

Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.

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. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.

Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.

Assessment

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.

Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.

Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –

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.

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.

Qualifications

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. You choose modules that you think will help you in achieving your goal.

Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.

Tutors

Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.

Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.

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.