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Relationships & Communication Counselling
Relationships & Communication Counselling Level 3 100 Hours Certificate Course
Course Code:
BPS208 CLD
Level:
3
Start:
Anytime
Finish:
Anytime
Study From:
Anywhere
Tutor Support:
Unlimited Access
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Learn About Relationships & Communication Counselling
Relationships & Communication Counselling Online Course
In this Relationships & Communication Counselling Online 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.
Understand communication problems 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 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)
Practicals:
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.
Examinations
Program Summary
More Information
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:
Iona Lister 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
Complaining
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)
Avoiding
Judging/labelling (usually begins with “You’re…” or “Why are you so …?” or “If only you weren’t so…”)
Lecturing
Listening
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)
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.
Aggressive patterns
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.
Victim patterns
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
Blaming
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..)
Avoidance patterns
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.
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
Attributions
Convariance theory
Lay epistemology
(and many more such things that may not make sense now but will by the end of the book).
Contents:
1. Where can counselling be used?
2. How to see behind the mask.
3. Emotions and attitudes.
4. How to communicate better when all you have is words.
5. Theory versus practice.
6. Diffusing difficult situations.
7. Golden rules or tips.
8. Appendicies.
Extract from book:
We don’t know for sure how much of our communication is non-verbal. Estimates vary from 50% to the 80%. Non-verbal communication becomes more significant, the more mixed the messages are. So if a person is saying one thing, but their body is saying something else, we will tend to pay more attention to what their body is saying to us. Most of us are aware that this is a sign of attempted deception.
Meharabian (1971) carried out a study to see how people decide if they like each other. They looked at facial expressions and spoken words. Participants had to listen to a recording of a female saying one word “maybe” in three tones of voice – neutral, like and dislike. The subjects were then shown photographs of a female face with three expressions – neutral, like and dislike. They were asked to guess which emotion the person in the photograph, the person on the recording and both together were experiencing.
The participants were more accurate in guessing the emotion of the photographs than the voice at a ratio of 3:2. Meharabian also carried out another study where participants had to listen to nine words. Three showed liking (dear, thanks, honey), three showed disliking (brute, terrible, don’t) and three showed neutrality (oh, maybe, really). The words were spoken in different tones. The participants were asked to guess the emotions behind the words. They found that tone carried more meaning than the word.
They concluded that:
■ Without seeing and hearing non-verbal messages, there can be more chance of misunderstanding.
■ A lot of communication does come through non-verbal communication, but we are still unsure as to the exact amount.
■ When we are not sure about a particular word, we pay more attention to non-verbal communication.
■ When we do not trust a person, we pay more attention to non-verbal communication.
There are many myths about body language. For example, crossing your arm means defensiveness, covering your mouth means you are lying and so on. But we should rely more on other factors such as:
■ Clusters of factors (showing more signs of non-verbal communication).
■ Non-verbal behaviour at the time a question is asked, particularly if the question is embarrassing or difficult.
■ Situations where the other person may not be trying to control their non-verbal behaviour.
As we said above, it is important to consider your own non-verbal communication. BUT not to such an extent that you try to control it all the time, which can make it appear false or give mixed messages from you.
Assessment
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.
Exams 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.
FAQ
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. What qualification will I receive? A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click 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. 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.
Career Options
What's Included
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
All ADL Exam or Project fees (exception RHS exams)
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 protected]
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.
RHS EXAMS
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.
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By submitting this form, I provide my consent to ADL to contact me via email or telephone, regarding the course I selected. All information provided is protected in conformity with our Privacy Policy.
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).
Iona Lister
Are you a good listener? Hone your skills by learning popular counselling theories and techniques.